sains - science form 5

8/14/2019 Sains - Science Form 5

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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

SCIENCEForm 5

Curriculum Development Centre

Ministry of Education Malaysia2006


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First Edition 2006

Ministry of Education Malaysia

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or

mechanical, including photocopying, recording, or by any information storage and retrievel system, without permission in writingfrom the Director, Curriculum Development Centre, Ministry of Education Malaysia, Level 4 8 , Block E9, GovernmentComplex, Parcel E, 62604 Putrajaya, Malaysia.

Perpustakaan Negara Malaysia Data Pengkatalogan dalam Penerbitan

Malaysia. Pusat Perkembangan KurikulumScience Form 5: integrated curriculum for secondary school:

curriculum specification / Pusat Perkembangan KurikulumISBN 983-2717-49-31. Science - Study and teaching (secondary) Malaysia2. Science Outlines, syllabi, etc. I. Title507.12


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TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education viiNational Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 2

Scientific Skills 3

Thinking Skills 4

Scientific Attitudes and Noble Values 8

Teaching and Learning Strategies 9Content Organisation 12

Themes

Man and the Variety of Living Things

Learning Area: 1. Microorganisms and their Effects onLiving Things

14

Maintenance and Continuity of Life

Learning Area: 1. Nutrition and Food Production 21

Balance and Management of the EnvironmentLearning Area: 1. Preservation and Conservationof the

Environment

24


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Matter in NatureLearning Area: 1. Carbon Compounds 29

Force and Motion

Learning Area: 1. Motion 36

Technological and Industrial Development in Society

Learning Area: 1. Food Technology and Production 44

2. Synthetic Materials In Industry 48

3. Electronics and Information andCommunication Technology(ICT)

51

Acknowledgements 54

Panel of Writers 55


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v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her people; to maintaining a democratic way of life; to

creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich

and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and

technology;

We, her people, pledge our 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 further 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 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 inMalaysia nurtures a

science and technology culture by focusingon the development of individuals who are competitive, dynamic, robust and

resilient and able tomaster scientific knowledge and technological competency.


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PREFACE

The aspiration of the nation to become an industrialisedsociety depends on science and technology. It is envisagedthat success in providing quality science education to

Malaysians from an early age will serve to spearhead thenation into becoming a knowledge society and a competitiveplayer in the global arena. Towards this end, the Malaysianeducation system is giving greater emphasis to science andmathematics education.

The Science curriculum has been designed not only toprovide opportunities for students to acquire scienceknowledge and skills, develop thinking skills and thinkingstrategies, and to apply this knowledge and skills in everydaylife, but also to inculcate in them noble values and the spirit of

patriotism. It is hoped that the educational process en route toachieving these aims would produce well-balanced citizenscapable of contributing to the harmony and prosperity of thenation and its people.

The Science curriculum aims at producing active learners. Tothis end, students are given ample opportunities to engage inscientific investigations through hands-on activities andexperimentations. The inquiry approach, incorporatingthinking skills, thinking strategies and thoughtful learning,should be emphasised throughout the teaching-learningprocess. The content and contexts suggested are chosenbased on their relevance and appeal to students so that theirinterest in the subject is enhanced.

In a recent development, the Government has made adecision to introduce English as the medium of instruction inthe teaching and learning of science and mathematics. This

measure will enable students to keep abreast ofdevelopments in science and technology in contemporarysociety by enhancing their capability and know-how to tap thediverse sources of information on science written in theEnglish language. At the same time, this move would alsoprovide opportunities for students to use the English languageand hence, increase their proficiency in the language. Thus, inimplementing the science curriculum, attention is given todeveloping students ability to use English for study andcommunication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the workof many individuals over a period of time. To all those whohave contributed in one way or another to this effort, may I, onbehalf of the Ministry of Education, express my sinceregratitude and thanks for the time and labour expended.

(MAHZAN B. BAKAR SMP, AMP)DirectorCurriculum Development CentreMinistry of Education Malaysia


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INTRODUCTION

As articulated in the National Education Policy,education in Malaysia is an on-going effort towardsdeveloping the potential of individuals in a holistic and

integrated manner to produce individuals who areintellectually, spiritually, emotionally and physically balancedand harmonious. The primary and secondary school sciencecurriculum is developed with the aim of producing suchindividuals.

As a nation that is progressing towards a developednation status, Malaysia needs to create a society that isscientifically oriented, progressive, knowledgeable, having ahigh capacity for change, forward-looking, innovative and acontributor to scientific and technological developments in the

future. In line with this, there is a need to produce citizens whoare creative, critical, inquisitive, open-minded and competentin science and technology.

The Malaysian science curriculum comprises threecore science subjects and four elective science subjects. Thecore subjects are Science at primary school level, Science atlower secondary level and Science at upper secondary level.Elective science subjects are offered at the upper secondarylevel and consist of Biology, Chemistry, Physics, andAdditional Science.

The core science subjects for the primary and lowersecondary levels are designed to provide students with basicscience knowledge, prepare students to be literate in science,and enable students to continue their science education at theupper secondary level. Core Science at the upper secondary

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

The elective science subjects prepare students whoare more scientifically inclined to pursue the study of scienceat post-secondary level. This group of students would take upcareers in the field of science and technology and play aleading role in this field for national development.

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives andthe outline of the curriculum content for a period of 2 years for

elective science subjects and 5 years for core sciencesubjects. The curriculum specifications provide the details ofthe curriculum which includes the aims and objectives of thecurriculum, brief descriptions on thinking skills and thinkingstrategies, scientific skills, scientific attitudes and noblevalues, teaching and learning strategies, and curriculumcontent. The curriculum content provides the learningobjectives, suggested learning activities, the intended learningoutcomes, notes and vocabulary.


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AIMS

The aims of the science curriculum for secondary school are toprovide students with the knowledge and skills in science andtechnology and enable them to solve problems and make decisionsin everyday life based on scientific attitudes and noble values.

Students who have followed the secondary science curriculum willhave the foundation in science to enable them to pursue formal andinformal further education in science and technology.

The curriculum also aims to develop a concerned, dynamic andprogressive society with a science and technology culture thatvalues nature and works towards the preservation and conservationof the environment.

OBJECTIVES

The science curriculum for secondary school enables students to:

1. Acquire knowledge in science and technology in the contextof natural phenomena and everyday life experiences.

2. Understand developments in the field of science andtechnology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical mannerfor problem solving and decision making.

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

6. Evaluate science- and technology-related information wisely

and effectively.

7. Practise and internalise scientific attitudes and good moralvalues.

8. Realise the importance of inter-dependence among livingthings and the management of nature for survival ofmankind.

9. Appreciate the contributions of science and technologytowards national development and the well-being ofmankind.

10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual and mentalcapabilities to understand natural phenomena for thebetterment of mankind.

11. Be aware of the need to love and care for the environmentand play an active role in its preservation and conservation.


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SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are utilised.Scientific skills are important in any scientific investigation such asconducting experiments and carrying out projects.

Scientific skills encompass science process skills and manipulativeskills.

Science Process Skills

Science process skills enable students to formulate their questionsand 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 anobject or a phenomenon.

Classifying Using observations to group objects or eventsaccording to similarities or differences.

Measuring andUsingNumbers

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

Inferring Using past experiences or previously collecteddata to draw conclusions and explain events.

Predicting Stating the outcome of a future event based onprior knowledge gained through experiences orcollected data.

Communicating Using words or graphic symbols such astables, graphs, figures or models to describe anaction, object or event.

Using Space-TimeRelationship

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.

DefiningOperationally

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

Controlling

Variables

Identifying the fixed variables, manipulated

variable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, thefixed variable is kept constant.

Hypothesising Making a general statement about therelationship between a manipulated variableand a responding variable in order to explainan event or observation. This statement canbe tested to determine its validity.

Experimenting Planning and conducting activities to test acertain hypothesis. These activities includecollecting, analysing and interpreting data andmaking conclusions.


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Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skillsthat enable students to:

? use and handle science apparatus and laboratory substancescorrectly.

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

accurately.

? clean science apparatus correctly, and

? store science apparatus and laboratory substances correctlyand safely.

THINKING SKILLS

Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.

One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtful learning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organised to

provide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.

Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, is able

to generate original and innovative ideas, and modify ideas andproducts.

Thinking strategies are higher order thinking processes that involvevarious steps. Each step involves various critical and creativethinking skills. The ability to formulate thinking strategies is theultimate 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 characteristics, features, qualitiesand elements of a concept or an object.

Comparing andContrasting

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

Grouping andClassifying

Separating objects or phenomena intocategories based on certain criteria such ascommon characteristics or features.

Sequencing Arranging objects and information in orderbased on the quality or quantity of commoncharacteristics or features such as size, time,shape or number.

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

Analysing Examining information in detail by breaking itdown into smaller parts to find implicitmeaning and relationships.


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Detecting Bias Identifying views or opinions that have thetendency to support or oppose something inan unfair or misleading way.

Evaluating Making judgements on the quality or value ofsomething based on valid reasons orevidence.

MakingConclusions

Making a statement about the outcome of aninvestigation 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 todetermine a structure or pattern ofrelationship.

MakingInferences

Using past experiences or previouslycollected data to draw conclusions andexplain events.

Predicting Stating the outcome of a future event basedon prior knowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusion about a groupbased on observations on, or informationfrom, samples of the group.

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

Synthesising Combining separate elements or parts toform a general picture in various forms suchas writing, drawing or artefact.

MakingHypotheses

Making general statements about therelationship between manipulated variablesand responding variables to explain

observations or events. The statements canbe tested to determine validity.

Making Analogies Understanding abstract or complex conceptsby relating them to simpler or concreteconcepts with similar characteristics.

Inventing Producing something new or adaptingsomething already in existence to overcomeproblems in a systematic manner.

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-relatedand common characteristics in order toconstruct meaning, concept or model.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria to

achieve a specific aim.

Problem Solving Finding solutions to challenging or unfamiliarsituations or unanticipated difficulties in asystematic manner.


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Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used in makinglogical, just and rational judgements. Mastering of critical andcreative thinking skills and thinking strategies is made simpler if anindividual is able to reason in an inductive and deductive manner.Figure 1 gives a general picture of thinking skills and thinkingstrategies.

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

1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.4. Applying TSTS in new situations with teachers guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook Buku Panduan Penerapan KemahiranBerfikir dan Strategi Berfikir dalam Pengajaran dan PembelajaranSains(Curriculum DevelopmentCentre, 1999).

Figure 1 : TSTS Model in Science

Thinking Skills

Critical

?Attributing

?Comparing andcontrasting

?Grouping andclassifying

?Sequencing

?Prioritising

?Analysing?Detecting bias

?Evaluating

?Makingconclusions

Creative

?Generating ideas

?Relating

?Making inferences

?Predicting

?Makinghypotheses

?Synthesising

?Makinggeneralisations

?Visualising

?Making analogies

? Inventing

ThinkingStrategies

? Conceptualising

? Making decisions

? Problem solving

Reasoning


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Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding solutions to a problem or making decisions in a systematicmanner. 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 knowledgeenable students to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as follows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Groupingand classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences Relating

Comparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Science Process Skills Thinking Skills

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrasting Analysing

Detecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrasting

RelatingAnalysing

Making hypotheses AttributingRelatingComparing and contrasting GeneratingideasMaking hypothesesPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills


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Teaching and Learning based on Thinking Skillsand Scientific Skills

This science curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills andscientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,

teachers need to emphasise the mastery of skills together with theacquisition of knowledge and the inculcation of noble values andscientific attitudes.

The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.

Example:

Learning Outcome:

Thinking Skills:

Compare and contrast metals and

non-metals.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on thephysical properties and uses of metals and non-metals ineveryday life are learned through comparing and contrasting.The mastery of the skill of comparing and contrasting is asimportant as the knowledge about the properties and uses ofmetals and non-metals.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to inculcatescientific attitudes and noble values in students. These attitudesand values encompass the following:

? Having an interest and curiosity towards the environment.? Being honest and accurate in recording and validating data.

? Being diligent and persevering.

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

? Realising that science is a means to understand nature.

? Appreciating and practising clean and healthy living.

? Appreciating the balance of nature.

? Being respectful and well-mannered.? Appreciating the contribution of science and technology.

? Being thankful to God.

? Having critical and analytical thinking.? Being flexible and open-minded.? Being kind-hearted and caring.

? Being objective.

? Being systematic.

? Being cooperative.

? Being fair and just.

? Dare to try.? Thinking rationally.

? Being confident and independent.

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

? Being aware of the importance and the need for scientificattitudes and noble values.


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? Giving emphasis to these attitudes and values.

? Practising and internalising these scientific attitudes and noblevalues.

When planning teaching and learning activities, teachersneed to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes and

values. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation ofscientific attitudes and noble values during science lessons. Beforethe first lesson related to a learning objective, teachers shouldexamine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation ofscientific attitudes and noble values.

The following is an example of a learning outcome

pertaining to the inculcation of scientific attitudes and values.

Example:

Year:

Learning Area:

Learning Objective:

Learning Outcome:

Suggested LearningActivities:

Form Five

1. Microorganisms And Their EffectsOn Living Things

1.7 Realising that microorganismshave profound effects onhuman being and the balance innature

Describe the roles and effects ofmicroorganisms on human beingand the balance in nature.

Discuss the effects ofmicroorganisms in relation to:

Scientific attitudes andnoble values:

(a) human life(b) balance in nature

Having an interest and curiositytowards the environment

Being responsible for the safety ofoneself, others and theenvironment.

Appreciating the balance in nature.

Appreciating and practising cleanand healthy living

Being objective, systematic andcooperative.

Inculcating Patriotism

The science curriculum provides an opportunity for the developmentand strengthening of patriotism among students. For example, inlearning about the earths resources, the richness and variety ofliving things and the development of science and technology in thecountry, students will appreciate the diversity of natural and humanresources of the country and deepen their love for the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculumemphasise thoughtful learning. Thoughtful learning is a process thathelps students acquire knowledge and master skills that will helpthem develop their minds to the optimum level. Thoughtful learningcan occur through various learning approaches such as inquiry,constructivism, contextual learning, and mastery learning. Learning


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activities should therefore be geared towards activating studentscritical and creative thinking skills and not be confined to routine orrote learning. Students should be made aware of the thinking skillsand thinking strategies that they use in their learning. They shouldbe challenged with higher order questions and problems and berequired to solve problems utilising their creativity and criticalthinking. The teaching and learning process should enable studentsto acquire knowledge, master skills and develop scientific attitudesand noble values in an integrated manner.

Teaching and Learning Approaches in Science

Inquiry-Discovery

Inquiry-discovery emphasises learning through experiences. Inquirygenerally means to find information, to question and to investigate aphenomenon that occurs in the environment. Discovery is the maincharacteristic of inquiry. Learning through discovery occurs when

the main concepts and principles of science are investigated anddiscovered by students themselves. Through activities such asexperiments, students investigate a phenomenon and drawconclusions by themselves. Teachers then lead students tounderstand the science concepts through the results of the inquiry.Thinking skills and scientific skills are thus developed further duringthe inquiry process. However, the inquiry approach may not besuitable for all teaching and learning situations. Sometimes, it maybe more appropriate for teachers to present concepts and principlesdirectly to students.

Constructivism

Constructivism suggests that students learn about something whenthey construct their own understanding. The important attributes ofconstructivism 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 withtheir daily experiences. Meaningful learning occurs in learningapproaches such as contextual learning and Science, Technologyand Society (STS).

Learning themes and learning objectives that carry elements of STSare incorporated into the curriculum. STS approach suggests thatscience learning takes place through investigation and discussionbased on science and technology issues in society. In the STSapproach, knowledge in science and technology is to be learned

with the application of the principles of science and technology andtheir impact on society.

Contextual Learning

Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. Incontextual learning, students learn through investigations as in theinquiry-discovery approach.

Mastery Learning

Mastery learning is an approach that ensures all students are ableto acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learn ifthey are given adequate opportunities. Students should be allowedto learn at their own pace, with the incorporation of remedial andenrichment activities as part of the teaching-learning process.


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Teaching and Learning Methods

Teaching and learning approaches can be implemented throughvarious methods such as experiments, discussions, simulations,projects, and visits. In this curriculum, the teaching-learningmethods suggested are stated under the column SuggestedLearning Activities. However, teachers can modify the suggestedactivities when the need arises.

The use of a variety of teaching and learning methods can enhancestudents interest in science. Science lessons that are notinteresting will not motivate students to learn and subsequently willaffect their performance. The choice of teaching methods should bebased on the curriculum content, students abilities, studentsrepertoire of intelligences, and the availability of resources andinfrastructure. Besides playing the role of knowledge presentersand experts, teachers need to act as facilitators in the process ofteaching and learning. Teachers need to be aware of the multiple

intelligences that exist among students. Different teaching andlearning activities should be planned to cater for students withdifferent learning styles and intelligences.

The following are brief descriptions of some teaching and learningmethods.

Experiment

An experiment is a method commonly used in science lessons. Inexperiments, students test hypotheses through investigations todiscover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, and manipulativeskills.

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

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

Discussion

A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can beconducted before, during orafter an activity. Teachers should playthe role of a facilitator and lead a discussion by asking questionsthat stimulate thinking and getting students to express themselves.

Simulation

In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games and theuse of models. In role-play, students play out a particular role basedon certain pre-determined conditions. Games require proceduresthat need to be followed. Students play games in order to learn aparticular principle or to understand the process of decision-making.Models are used to represent objects or actual situations so that


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students can visualise the said objects or situations and thusunderstand 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 learningobjective. A project generally requires several lessons to complete.The outcome of the project either in the form of a report, an artefactor in other forms needs to be presented to the teacher and otherstudents. 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 theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.Visits to these places make the learning of science moreinteresting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit is completewithout a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.

Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and presentation ofdata.The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance theeffectiveness of teaching and learning of science.

CONTENT ORGANISATION

The science curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one or morelearning outcomes.

Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domain are:knowledge, understanding, application, analysis, synthesis andevaluation. Levels in the affective domain are: to be aware of, to bein awe, to be appreciative, to be thankful, to love, to practise, and tointernalise. Where possible, learning outcomes relating to theaffective domain are explicitly stated. The inculcation of scientificattitudes and noble values should be integrated into every learningactivity. This ensures a more spontaneous and natural inculcationof attitudes and values. Learning areas in the psychomotor domainare implicit in the learning activities.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for a particularlearning objective are organised in order of complexity. However, inthe process of teaching and learning, learning activities should beplanned in a holistic and integrated manner that enables the


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achievement of multiple learning outcomes according to needs andcontext. Teachers should avoid employing a teaching strategy thattries to achieve each learning outcome separately according to theorder stated in the curriculum specifications.

The Suggested Learning Activities provide information on the scopeand dimension of learning outcomes. The learning activities statedunder the column Suggested Learning Activities are given with theintention of providing some guidance as to how learning outcomescan be achieved. A suggested activity may cover one or morelearning outcomes. At the same time, more than one activity maybe suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their students. Teachers are encouraged to design otherinnovative and effective learning activities to enhance the learningof science.


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THEME : MAN AND THE VARIETY OF LIVING THINGSLEARNING AREA: MICROORGANISMS AND THEIR EFFECTS ON LIVING THINGS

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1

Understandingthe classificationofmicroorganisms

Observe prepared slides or view

charts of various types ofmicroorganisms:(a) list the characteristics of

various types ofmicroorganisms,

(b) classify various types ofmicroorganisms into groupsi.e. bacteria, fungi, protozoa,viruses and algae based ontheir characteristics such asvariation in size, shape orother appearances.

View videos or computersimulations and discuss thefollowing:(a) various groups of

microorganism, i.e. bacteria,fungi, protozoa, viruses andalgae,

(b) characteristics of each groupof microorganisms in terms ofappearance, shape, size,method of reproduction,nutrition and habitat.

A student is able to:

? list the characteristics of varioustypes of microorganisms,

? classify microorganisms intobacteria, fungi, protozoa, virusesand algae,

? describe the characteristics ofeach group of microorganisms.

.algae alga

bacteria bakteria

fungi kulat

microorganisms mikroorganisma


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LearningObjectives


1.2Synthesisingideas about thefactors that affectthe growth ofmicroorganisms

Observe specimens such as freshbread, mouldy bread, fresh milkand spoilt milk. Discuss:(a) why the bread and milk turn

bad,(b) the factors that affect the

growth of microorganisms.

Design and conduct experimentsto study how each of the followingfactors affects the growth ofmicroorganisms:(a) nutrient,(b) humidity,(c) light,

(d) temperature,(e) pH.

Discuss how each factor affectsthe growth of microorganisms.


? identify factors that affect thegrowth of microorganisms,

? design an experiments to studyhow nutrient affects the growthof microorganisms,

? design an experiment to studyhow humidity affects the growthof microorganisms,

? design an experiment to studyhow light affects the growth ofmicroorganisms,

? design an experiment to studyhow temperature affects thegrowth of microorganisms,

? design an experiment to studyhow pH affects the growth ofmicroorganisms,

? explain how each factor affectsthe growth of microorganisms.

Remind studentsto adhere strictlyto safetyprecautionswhile conductingexperimentsinvolvingmicroorganisms.

Remind studentsthatmicroorganismscan causediseases orillness.

Microorganism isalso known asmicrobes.


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LearningObjectives


1.3Applyingknowledge aboutusefulmicroorganisms

View videos or computersimulations and discuss the usesand roles of microorganisms:(a) food digestion,(b) decaying process,(c) medicine, agriculture and

industry.

Carry out an activity about theuses of microorganisms such asmaking bread or yoghurt.

Visit factories to study howmicroorganisms are used toproduce food or other industrialproducts.

Gather information frommagazines, books and Internetand discuss the potential uses ofmicroorganisms in various fields.


? state examples of uses ofmicroorganisms,

? explain with examples the rolesof useful microorganisms,

? suggest potential uses ofmicroorganisms in various fields.

Scientific namesofmicroorganismsare not required.

decaying process prosespereputan

food digestion pencernaan makanan


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LearningObjectives


1.4Analysing theharmful effects ofmicroorganisms.

Observe specimens or models, orview charts on tooth decay(caries) and discuss howmicroorganisms cause the decay.

Gather information fromnewspapers, books, magazinesand Internet or interview medicalexperts and discuss other harmful

effects of microorganisms onhuman beings such as causingfood poisoning and diseases.

Make a folio or scrap book aboutthe groups of microorganisms that

cause the following diseases andthe major symptoms of thediseases:(a) tuberculosis, cholera and

various sexually transmitteddiseases such as gonorrheaand syphilis caused bybacteria,

(b) common cold, dengue fever,hepatitis and the AcquiredImmune Deficiency Syndrome(AIDS) caused by virus,

(c) tinea and ring worm causedby fungi,

(d) malaria caused by protozoa.

View videos or computersimulations and discuss thevarious ways microorganisms


? state the harmful effects ofmicroorganisms on human

being,

? relate each group ofmicroorganisms to the diseasescaused by it,

? describe the major symptoms ofdiseases caused by each groupof microorganisms,

? describe the various ways howmicroorganisms can cause

infection.

Students do notneed to knowscientific namesofmicroorganismsinvolved.

common cold selesema

contact sentuhan

infection jangkitan

ringworm kurap

sexually transmitteddisease penyakitjangkitan kelamin /penyakit jangkitan seks

tinea panau

tuberculosis batukkering / tibi


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LearningObjectives


can infect human being suchas through air, water, food,contact and vector.

1.5Analysing waysto preventinfection causedbymicroorganisms

Gather information from books,newspapers, magazines, Internetor visit institutions such asInstitute of Medical Research(IMR) and Pusat Kawalan Vektorand discuss the ways to preventinfection such as control ofvectors, sterilisation andimmunisation.

Carry out the following activities:(a) draw the life cycles of vectorssuch as mosquito andhousefly,

(b) describe the habits of thesevectors,

(c) relate the l ife cycles and habitsof these vectors to the controland prevention of infection.

Discuss the following methods ofsterilisation:

(a) the use of heat: heating,boiling and using autoclave,

(b) the use of chemicals:antiseptics and disinfectants,

(c) the use of radiations: gammaray and ultraviolet light.


? list ways to prevent infection,

? relate the control of vectors totheir habits and life cycles,

? explain with examples variousmethods of sterilisation,

? state what immunity is,

? state with examples types ofimmunity.

? compare and contrast thevarious types of immunity,

? state the importance ofimmunity.

disinfectant disinfektan /bahan penyahjangkit

immunity imuniti /keimunan

immunisation imunisasi /pengimunan

radiation radiasi / sinaran

sterilisation - pensterilan

vectors vektor / agenpembawa penyakit

ultraviolet ultralembayung/ultraungu


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LearningObjectives


View videos or computersimulations and discuss thefollowing:(a) the meaning of immunity,(b) types of immunity and their

examples,(c) the importance of immunity.

Carry out an activity to compareand contrast various types ofimmunity. Illustrate the similaritiesand differences in a graphicorganiser.

1.6

Understandinghow diseasescaused bymicroorganismsare treated

Discuss ways to treat diseases

caused by microorganisms suchas the use of antibiotics and anti-fungal drugs.

Conduct an experiment to studythe effects of antibiotics onbacteria.

Discuss the effects of antibioticson bacteria.

Invite a medical officer to talk

about using drugs without medicaladvice and through unauthorisedprescription.


? state the ways to treat diseasescaused by microorganisms,

? state the effects of antibiotics onmicroorganisms,

? describe the dangers of usingdrugs without medical advice andthrough unauthorisedprescription.

antifungal anti kulat

antibiotic antibiotik

prescription preskripsi


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LearningObjectives


1.7Realising thatmicroorganismshave profoundeffects on humanbeing and thebalance in nature

Discuss the effects ofmicroorganisms in relation to:(a) human life,(b) balance in nature.


? describe the roles and effects ofmicroorganisms on human andthe balance in nature.

balance in nature keseimbangan alam


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THEME: MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA: NUTRITION AND FOOD PRODUCTION

LearningObjectives


1.1Evaluating theimportance oftaking goodnutrition andpractising goodeating habits

Carry out an activity to determinethe following:

(a) the calorific values of thedifferent classes of food suchas protein, carbohydrate andfat,

(b) the calorific values of mealstaken for breakfast, lunch, anddinner.

View videos or computersimulations and discuss:

(a) factors that affect the caloriesrequirement of an individualsuch as sex, body size, age,state of health, physicalactivities and surroundingtemperature,

(b) health problems related tonutrition such as malnutrition,obesity, anorexia anddiseases resulted fromunhealthy eating habits.

Group discussion andpresentation on the importance oftaking good nutrition andpractising good eating habits.


? identify the calorific values of thedifferent classes of food,

? estimate the calorific values invarious meals,

? explain the factors that affecttotal calories required by anindividual,

? relate health problems to

nutrition and eating habits,

? justify the importance of takinggood nutrition and practisinggood eating habits.

When explainingsymptoms,causes and

steps taken toalleviatediseases, only abrief explanationis required.

anorexia anoreksia

calorie kalori

calorific value nilai kalori

malnutrition malnutrisi

obesity kegendutan


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LearningObjectives


1.2Analysing thenutrientrequirements ofplants

Gather information from books,magazines and Internet, and:

(a) discuss what macronutrientsare,

(b) give a list of macronutrients,i.e. carbon, hydrogen, oxygen,nitrogen, phosphorous,potassium, calcium,magnesium, and sulphur,

(c) discuss what micronutrientsare,

(d) give a list of micronutrientssuch as boron, molybdenum,zinc, manganese, copper andiron.


(a) the effects of nitrogen,phosphorous and potassiumdeficiency on plant growth,

(b) the major functions ofnitrogen, phosphorus andpotassium in plant growth.


? state what macronutrients are,

?

list macronutrients,

? state what micronutrients are,

? list micronutrients,

? state the effects of nitrogen,phosphorous and potassiumdeficiency on plant growth,

? state the major functions ofnitrogen, phosphorous and

potassium in plant growth.

calcium kalsium

deficiency kekurangan

macronutrients makronutrien

manganese mangan

micronutrients mikronutrien

phosphorous fosforus

potassium kalium

sulphur sulfur

1.3Analysingnitrogen cycleand itsimportance

View charts, videos or computersimulations on nitrogen cycle anddiscuss the following:

(a) the nitrogen cycle,(b) the processes involved in the

nitrogen cycle,


? describe nitrogen cycle,

? explain the processes involved innitrogen cycle,

Students do notneed to knowscientific namesof the bacteriainvolved.

Nitrogen cycle kitarnitrogen


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LearningObjectives


(c) the importance of the nitrogencycle.

Draw a labeled diagram ofnitrogen cycle.

? explain the importance ofnitrogen cycle.

1.4Appreciating theimportance ofhaving goodnutrition

Gather information from books,magazines or Internet on guidesto healthy diets and healthy eatinghabits.

Plan and practise taking healthydaily meals.

Propose ideas on how to manage

food resources to avoid wastage.Make a plan based on theproposed ideas.

Discuss the benefits of havinghealthy eating habits.


? practise healthy eating habits,

? plan how to manage foodresources to avoid wastage,

? describe the benefits of havinghealthy eating habits.

food resources sumbermakanan


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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENTLEARNING AREA : 1. PRESERVATION AND CONSERVATION OF THE ENVIRONMENT

LearningObjectives


1.1Analysingbalance in nature

View videos or computersimulations and discuss:(a) the meaning of balance in

nature,(b) the roles of the threenatural cycles in maintainingbalance in nature, i.e. nitrogencycle, carbon cycle and watercycle.

Visit a garden and carry out thefollowing activities:

(a) list the organisms,(b) draw a food web,(c) discuss the role of food webs

in maintaining balance innature.

Gather information from books,newspapers, magazines andInternet on natural disasters.Present and discuss:(a) the effects of natural disasters

on balance in nature,

(b) ways to maintain the balancein nature.


? describe what balance in natureis,

? state the natural cycles that helpto maintain balance in nature,

? explain how these natural cycleshelp to maintain balance innature,

? explain how food webs help to

maintain balance in nature,

? explain with examples the effectsof natural disasters on balance innature,

? suggest ways to maintain balancein nature.

balance in nature keseimbangan alam

food web siratanmakanan


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LearningObjectives


1.2Analysing theeffects ofenvironmentalpollution

Gather information from books,newspapers,magazines andInternet and discuss:(a) the sources of environmental

pollution such as:i. the uncontrolled use of

fossil fuels,ii. the disposal of

byproducts, waste, toxicsubstances, radioactivesubstances, smoke andheat from factories,

iii. the uncontrolled use ofchemical fertilisers,pesticides and fungicidesin agriculture,

iv. the production of noises,smoke and poisonousgases from vehicles andmachinery,

v. the disposal of rubbishsuch as plastic, leftoverfood and solidsubstances, the disposalof sewage,

vii. the use ofchlorofluorocarbon (CFC)in aerosols, air

conditioners andrefrigerators, and theimproper disposal ofelectrical appliances suchas air conditioners andrefrigerators that containCFC.


? identify the sources ofenvironmental pollution,

? explain the effects ofenvironmental pollution,

? describe global warming,

? relate greenhouse effect to globalwarming,

? state what ozone layer is,

? explain the importance of ozone

layer,

? state the chemicals that damagethe ozone layer,

? list the sources of chemicals thatcan damage the ozone layer,

explain how damaging ozone layeraffects living things.

coolant bahan pendingin

global warming pemanasan global

greenhouse effect kesanrumah hijau


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LearningObjectives


(b) the effects of environmentalpollution from the aspect of:i. human health,ii. habitats and nature,iii. the extinction of species,iv. the loss of economic

resources.

View videos or computersimulations and discuss:(a) global warming,(b) greenhouse effect and its

relation to global warming,(c) ozone layer and its

importance,(d) chemicals such as CFC and

oxides of nitrogenthat can damage the ozonelayer,

(e) chemicals in styrofoamcoolant and aerosol that candamage the ozone layer,

(f) how damaging ozone layeraffects living things.

1.3 Synthesisingthe idea of

preservation andconservation ofthe environmentand pollutioncontrol

View videos on environmentalpreservation and conservation and

discuss the importance ofpreservation and conservation ofthe environment.

Discuss the following:(a) environmental pollution

control,


? state the importance ofpreservation and conservation ofthe environment,

? generate ideas on environmentalpollution control,

environmental pollution pencemaran alam sekitar


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LearningObjectives


(b) examples of how preservationand conservation cancontribute to a clean andhealthy environment.

Carry out a project to study:(a) what efforts are taken to

preserve and conserve theenvironment,

(b) what are the impactsproduced by theses efforts.

? explain with examples howpreservation and conservation ofthe environment can contributeto a clean and healthyenvironment.

1.4Evaluating theimportance ofproper

management ofnaturalresources inmaintainingbalance in nature

Discuss proper ways of managingnatural resources to maintainbalance in nature.

View videos or computersimulations and write a report on:(a) the effects of improper

management of naturalresources,

(b) the need for propermanagement of theenvironment.


? generate ideas on proper ways to

manage natural resources inorder to maintain balance innature,

? explain with examples the effectsof improper management ofnatural resources,

? justify the need for propermanagement of the environment.

natural resources sumber alam /sumbersemula jadi


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LearningObjectives


1.5Practisingresponsibleattitudes topreserve andconserve theenvironment

Plan and practise good habits topreserve and conserve theenvironment through the followingactivities:(a) awareness campaigns on

reducing, reusing andrecycling,

(b) jungle trekking to appreciatethe beauty of nature and anunspoilt environment,

(c) adopt part of an area such asbeach, river, hill and forest topractise responsible andcaring attitudes to preserveand conserve,

(d) write a proposal on how to

preserve and conserve theenvironment in a localcommunity.


? practise good habits to preserveand conserve the environment.

local community komunitisetempat

proper management pengurusan yang

sewajarnya


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THEME : MATTER IN NATURELEARNING AREA : 1. CARBON COMPOUNDS

LearningObjectives


1.1Analysingvarious carboncompounds

Observe various samples ofcarbon and non-carboncompounds. Discuss what carboncompounds are.

View videos or computersimulations and discuss organicand inorganic compounds in termsof:(a) their sources,(b) their characteristics, i.e.,

i. elements present,ii. metallic or non-metallic,

iii. changes upon heating.

Carry out an activity to compareand contrast organic and inorganiccompounds. Illustrate thesimilarities and differences in agraphic organiser.

Classify samples of carboncompounds into organic andinorganic compounds.

Gather information from books,magazines and Internet anddiscuss hydrocarbons and theirsources.


? state what carbon compoundsare,

? state what organic compoundsare,

? give examples of organiccompounds,

? state what inorganic compoundsare,

? give examples of inorganiccompounds,

? compare and contrast organiccompounds with inorganiccompounds,

? classify substances into organicand inorganic compounds,

? state what hydrocarbons are,

? list sources of hydrocarbons.

carbon compounds sebatian karbon

organic compounds sebatian organik

inorganic compounds sebatian tak organik

hydrocarbon hidrokarbon


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LearningObjectives


1.2Analysingalcohol and itseffects on health

Gather information from books,newspapers, magazines andInternet on alcohol.

Discuss the following:

(a) elements found in alcohol,(b) examples of alcohol such as

methanol and ethanol.

Carry out the following activities:(a) the production of pure ethanol

through the process offermentation and distillation,

(b) study the characteristics ofalcohol in terms of:

i. solubility and miscibilitywith water,ii. combustibility,iii. reaction with acids to form

esters.

View videos or computersimulations and discuss thefollowing:(a) various uses of alcohol,(b) the effects of alcohol on the

brain, the nervous systemand the liver.

A student is able to

? state the elements found inalcohol,

? give examples of alcohol,

? describe the process of producingalcohol,

? state the general characteristicsof alcohol,

? list the uses of alcohol,

? explain with examples the effects

of alcohol on health.

Students need toknow only thegeneral equationin words to showthe formation of

ester.

combustibility kebolehbakaran

distillation penyulingan

fermentation penapaian /fermentasi

miscibility keterlarutcampuran

solubility kelarutan


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LearningObjectives


1.3Analysing fatsand their effectson health

Observe various samples of fatssuch as butter, cooking oil,cheese, ghee and margarine.From the food labels,(a) identify their sources, i.e.

plant or animal fats,(b) classify them into saturated

and unsaturated fats.

Discuss the following:(a) elements found in fats,(b) saturated and unsaturated

fats.

Carry out an activity to compareand contrast saturated fats and

unsaturated fats in terms of:(a) sources,(b) states at room temperature,(c) melting point.

Illustrate the similarities anddifferences in a graphic organiser.

Gather information from books,newspapers, magazines, Internetor view videos. Present anddiscuss the effects of consumingfood rich in saturated andunsaturated fats on health.


? give examples of fats,

? state the sources of fats,

? state the elements found in fats,

? state what saturated fats are,

? state what unsaturated fats are,

? compare and contrast saturatedfats with unsaturated fats,

? explain with examples the effectsof consuming food rich insaturated fats on health,

? explain with examples the effectsof consuming food rich inunsaturated fats on health.

saturated fats lemak tepu

unsaturated fats lemaktak tepu


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LearningObjectives


1.4Analysing oilpalm and itsimportance tonational

development

Observe the structure of an oilpalm fruit.

Draw a labelled diagram of the oilpalm fruit.

Visit an oil palm factory, or viewvideos or computer simulationsand discuss the process ofextracting palm oil from the oilpalm fruit.

Gather information from books,newspapers, magazines andInternet to prepare a folio on:(a) the uses of palm oil,

(b) nutritional substances foundin palm oil such as fats,vitamins and antioxidants.

Visit institutions such asMalaysian Palm Oil Board(MPOB) to gather information onthe research and development ofoil palm.

Discuss the potential uses of oilpalm.


o describe the structure of an oilpalm fruit,

o describe the process of extractingpalm oil from the oil palm fruit,

o list the uses of palm oil,

o list the nutritional substancesfound in palm oil,

? describe the local R&D activitieson oil palm,

?suggest the potential uses of oilpalm.

antioxidants pengantioksida

extraction pengekstrakan

nutritional substances bahan-bahan berkhasiat

oil palm kelapa sawit

palm oil minyak sawit /minyak kelapa sawit


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LearningObjectives


1.5Analysing theprocess ofmaking soapfrom oil and the

cleansing actionof soap

Discuss the following:(a) oils contain fatty acids and

glycerol,(b) examples of fatty acids.

Carry out an activity to study theprocess of making soap throughthe reaction between fatty acidsand sodium hydroxide solution.

Discuss soap as a salt producedby the reaction between sodiumhydroxide and fatty acids.


(a) the characteristics of thecomponents of a soap

molecule,

(b) the cleansing action of soapmolecules.


? state that oils contain fatty acidsand glycerol,

? give an example of fatty acids,

? describe the process of makingsoap,

? state that soap is a salt producedby the reaction between sodiumhydroxide and fatty acids,

? state the characteristics of thecomponents of a soap molecule,

? explain the cleansing action ofsoap molecules.

Molecularformula andstructure of soapare not required.

cleansing action tindakanpencucian

fatty acids asid lemak


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LearningObjectives


1.6Understandingnatural polymers

Carry out an activity using beadsand strings to show the followingstructures or processess:(a) polymer,(b) monomer,

(c) polymerisation,(d) depolymerisation.

Discuss the following:(a) what polymers and

monomers are,(b) examples of polymer and

monomer,(c) what polimerisation is,(d) what depolymerisation is.

Observe various samples ofnatural and synthetic polymers.

Prepare folios or scrap books onthe various uses of natural andsynthetic polymers.

Carry out activities to study thefollowing:(a) the characteristics of natural

rubber,(b) the coagulation of latex by the

action of acids,(c) the prevention of coagulation

of latex by ammonia solution.


? state what a polymer is,

? give examples of polymer,

? state what a monomer is,

? give examples of monomer,

? describe polymerisation,

? describe depolymerisation,

? state what natural polymer is,

? give examples of natural polymer,

? state what synthetic polymer is,

? give examples of syntheticpolymer,

? state the characteristics of naturalrubber,

? explain the action of acids on

latex,?

coagulation penggumpalan

depolymerisation penyahpolimeran

latex lateks / susu getah

polymerisation pempolimeran

vulcanisation pemvulkanan


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LearningObjectives


View videos or computersimulations and discuss thevulcanisation of rubber.

Draw a schematic diagram and

relate the characteristics ofvulcanised rubber to the structureof its molecule.

Discuss the uses of vulcanisedrubber.

? explain the action of ammoniasolution on latex,

? describe vulcanisation of rubber,

? relate the characteristics ofvulcanised rubber to the structureof its molecule,

list the uses of vulcanised rubber.

1.7 Appreciatingscientificresearch on the

use of carboncompounds forthe bettermentof life

Gather information from books,magazines and Internet onscientists discoveries on the use

of carbon compounds. Presentand exhibit the informationgathered.


? describe the importance of

scientists discoveries on the useof carbon compounds.


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THEME : FORCE AND MOTIONLEARNING AREA: MOTION

LearningObjectives


1.1Analysing the

motion ofvehicles on land.

Observe a bicycle and discuss its

structure and principle ofoperation.

View charts, videos or computersimulations and discuss thefollowing:(a) the structure and principle of

operation of vehicles withengines,

(b) the structure and operation of:i. four stroke petrol engine,

ii. four stroke diesel engine,iii. two stroke petrol engine.

Compare and contrast thefollowing in terms of structure,operation and the efficiency of theengines:(a) the four stroke petrol engine

with the four stroke dieselengine,

(b) the four stroke petrol enginewith the two stroke petrol

engine.


? describe the structure andprinciple of operation of vehicleswithout engines,

? describe the structure andprinciple of operation of vehicleswith engines,

? explain the structure andoperation of the four stroke

petrol engine,

? explain the structure andoperation of the four strokediesel engine,

? explain the structure andoperation of a two stroke petrolengine.

? compare and contrast the fourstroke petrol engine with the four

stroke diesel engine,

four stroke petrol engine

enjin petrol empat lejang

four stroke diesel engine enjin diesel empat lejang

two stroke petrol engine enjin petrol dua lejang


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LearningObjectives


Illustrate the similarities anddifferences in a graphic organiser.

Discuss the relationship betweenthe structure and operation of the

engine and the movement ofvehicles.

? compare and contrast the fourstroke petrol engine with the twostroke petrol engine,

? relate the structure andoperation of the engine to themovement of vehicles.

1.2Analysing theconcepts ofspeed, velocityand acceleration

View videos or computersimulations and discuss(a) distance, speed, velocity,

acceleration and their units,(b) the relationship between

speed, velocity andacceleration.

Carry out an activity to compareand contrast speed, velocity andacceleration. Illustrate thesimilarities and differences in agraphic organiser.

Carry out activities using a tickertimer or other suitable methods todetermine the velocity andacceleration of a moving object.

Carry out an activity to solve

problems involving velocity andacceleration.


? state what distance is,

? define speed,

? define velocity,

? state the unit for speed andvelocity,

? define acceleration,

? state the unit for acceleration,

? explain the relationship betweenspeed, velocity and acceleration,

? compare and contrast speed,velocity and acceleration,

? determine the velocity andaccceleration of a moving object,

? solve problems involving velocityand acceleration.

acceleration pecutan

speed kelajuan

velocity halaju


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LearningObjectives


1.3Understandingthe concept ofinertia

Carry out activities and discussthe following:(a) the meaning of inertia,(b) the occurrences of inertia in

everyday life.

Design and conduct anexperiment to study therelationship between mass andinertia.

View videos or computersimulations and discuss safetyfeatures used in vehicles toreduce negative effects of inertia.


? state what inertia is,

? give examples of everydayoccurrences that involve inertia,

? explain with examples therelationship between mass andinertia,

? state the safety features used invehicles to reduce negativeeffects of inertia.

.

inertia inersia

1.4Applying theconcept ofmomentum

Discuss the following:(a) the meaning of momentum,(b) events involving momentum

in everyday life.

Conduct experiments to study the

relationship between momentum,mass and velocity.(a)


? define momentum,

? explain the relationship betweenmomentum, mass and velocity,

? state the Principle ofConservation of Momentum,

? explain with examples theapplication of momentum ineveryday life.

Pile driver pelantakcerucuk

Principle of Conservationof Momentum PrinsipKeabadian Momentum


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LearningObjectives


Carry out an activity usingNewtons Cradle to demonstratethe Principle of Conservation ofMomentum.

View videos or computersimulations and discuss theapplications of momentum in thefollowing:(b) vehicle design that

incorporates safety features,(c) the use of the pile driver,(d) the speed and weight limits

for heavy vehicles.

1.5Synthesising theconcept ofpressure

Carry out activities and discusswhat pressure is.

Design and conduct experimentsto study the relationship betweenpressure, force and surface area.

Discuss the applications ofpressure in everyday life.

Carry out an activity to solveproblems involving pressure.


? define pressure,

? explain the relationship betweenpressure, force and surface area,

? explain with examples theapplication of pressure ineveryday life,

? solve problems involvingpressure.

The problemsolving activitiyinvolves directapplication of theformula:

P = FA

force daya

pressure tekanan

surface area luaspermukaan


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LearningObjectives


1.6Applying theprinciple ofhydraulic systemin everyday life

Observe models, view videos orcomputer simulations and discussthe following:(a) the principle of transmission

of pressure in liquids,(b) the relationship of pressure

exerted on the small piston tothat on the large piston in ahydraulic system.

Conduct experiments to study theeffect of transmission of pressurein liquids.

Carry out an activity to solveproblems on the transmission ofpressure in liquids.

Discuss the following:(a) examples on the use of the

hydraulic system,(b) principle of operation of the

hydraulic system,(c) the application of the

hydraulic system in ahydraulic jack and a hydraulicbrake.


? state the principle of transmissionof pressure in liquids,

? relate pressure on the smallpiston to that on the large pistonin the operation of a hydraulicsystem,

? explain the effect of transmissionof pressure in liquids,

? solve problems on transmissionof pressure in liquids.

? explain with examples theapplication of the hydraulicsystem in everyday life.

hydraulic brake brekhidraulik

hydraulic jack

jek hidraulik

hydraulic system sistemhidraulik

piston omboh

transmission pemindahan


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LearningObjectives


1.7Analysing themotion ofvehicles in water

View videos or computersimulations and discuss theprinciple of operation of vehiclesin water such as ships, hovercrafts

and hydrofoils.

Carry out activities to identify theshape of vehicles that facilitatemotion in water.

Discuss the relationship betweenshapes and the design of vehiclesin water.

Conduct experiments to studyArchimedes principle:(a) the change in weight of an

object when it is immersed ina liquid,

(b) the relationship betweenupthrust and the weight of the

liquid displaced.

Discuss the application ofArchimedes principle in ships and

submarines.


? state the principle of operation ofvehicles in water,

? identify the shape of vehiclesto facilitate motion in water,

? relate shapes to the design ofvehicles in water,

? state Archimedes principle,

? explain with examples theapplications of Archimedes

principle.

displaced disesarkan

immersed dibenam

motion gerakan

upthrust daya tujah


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LearningObjectives


1.8Analysing themotion ofvehicles in theair

View videos or computersimulations and discuss:(a) the principle of operation of

vehicles in the air,

(b) forces of motion generated bythe jet engine and the rocket.

Carry out an activity to compareand contrast forces of motiongenerated by the jet engine andthe rocket. Illustrate thesimilarities and differences in agraphic organiser.

Carry out activities to studyBernoullis principle.

View videos or computersimulations and discuss theapplication of Bernoullis principlein air flight.


? state the principle of operation ofvehicles in the air,

? compare and contrast how forcesof motion are generated by the jetengine and the rocket,

? state Bernoullis principle,

? explain the application ofBernoullis principle in air flight.

Bernoullis Principle

Prinsip Bernoulli

jet engine enjin jet


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LearningObjectives


1.9Appreciating theability andcreativity ofmankind in

inventing anddesigningvehicles for thebetterment of life

Discuss the need to inventvehicles such as:(a) to shorten the time of

travelling,

(b) to transport goods, peopleand animals.

View videos or computersimulations on vehicle designsand discuss the relationshipbetween the creativity of human tothe design of vehicles to fulfil theneeds of human.

Participate in campaigns on theimportance of:(a) practising good habits in

handling vehicles,(b) practicing caring attitudes

when using public

transportation system.


? justify the need toinvent vehicles,

? relate the creativity of humans tothe designing of vehicles,

? practise good habits in handlingvehicles,

? practise caring attitudes whenusing public transport system,


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THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 1. FOOD TECHNOLOGY AND PRODUCTION

LearningObjectives


1.1Analysing the

methods andsubstances usedin foodtechnology

Observe samples of fresh food

and processed food. Discuss thefollowing:(a) processed food and examples

of processed food,(b) the purpose of processing

food,(c) chemicals used in food

processing such aspreservatives, colouring,bleach, flavouring, stabiliser,sweetener, antioxidants andemulsifier,

(d) functions of the chemicalsused in food processing.

View videos or computersimulations and discuss thetechnology used in:(a) food processing such as:

i. pasteurisation,ii. dehydration,iii. freezing,iv. freeze drying,

v. cooling,vi. irradiation.


? describe what processed food is,

? give examples of processedfood,

? explain the purpose ofprocessing food,

? state the chemicals used in foodprocessing,

? explain the functions of thechemicals used in foodprocessing,

? explain with examples thetechnology used in foodprocessing and packaging,

? explain the effects of excessiveuse of chemicals in foodprocessing.

bleach peluntur

canning pengetinan

dehydration pendehidratan

emulsifier pengemulsi

flavouring perisa

irradiation penyinaran

pasteurisation pempasteuran

preservative bahan awet

stabiliser penstabil

sweetener pemanis

freeze drying kering beku


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LearningObjectives


(b) food packaging such as:i. canning,ii. vacuum packaging.

Gather information from books,

magazines, Internet and discussthe effects of excessive use ofchemicals in food processing onhealth.

1.2Analysing waysto improve foodproduction

Discuss the need to increase thequality and quantity of foodproduction.

Gather information from books,magazines, Internet and discussways to increase the quality andquantity of food production suchas:(a) use of quality breeds,(b) use of modern technology,(c) education and guidance for

farmers,(d) research and development,

(e) optimum use of land andirrigated areas,

(f) efficient land management.


? explain the need to increase thequality and quantity of foodproduction,

? explain with examples ways toincrease the quality and quantityof food production,

? describe with examples whatgenetically modified food is,

? state the advantages and

disadvantages of geneticallymodified food.


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LearningObjectives


View videos or computersimulations and discuss:(a) what genetically modified

food is,(b) the characteristics of foods

that have been geneticallymodified.

Debate on the advantages anddisadvantages of geneticallymodified food.

1.3Appreciating thecontribution oftechnology infood productionfor thebetterment of life

Visit institutions such asMalaysian Agricultural Researchand Development Institute(MARDI), Malaysian Palm OilBoard (MPOB) and institutions ofhigher learning to gatherinformation on R&D in foodproduction and make a report onthe information gathered.

Discuss the consequences ifpopulation increase is faster thanthe technological development infood production or vice versa.


? describe the R&D activities infood production,

? predict what will happen if there isan imbalance between populationincrease and technologicaldevelopment in food production.


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LearningObjectives


1.4Practising criticaland analyticalthinking whenselecting

processed food

Gather information from consumerassociations or Internet pertainingto the Food Act and FoodRegulations.

Discuss the need to educateconsumers to be critical andanalytical when selectingprocessed food.

Discuss information given onlabels of processed food such as:(a) chemicals present in the

food,(b) expiry date,(c) ingredients.

Carry out an activity and discussinformation left out on food labelsand packaging.

Select a processed food afteranalysing the information given onthe label.


? justify the need to educateconsumers in selectingprocessed food,

? practice critical and analyticalthinking when selectingprocessed food.


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THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 2. SYNTHETIC MATERIALS IN INDUSTRY

LearningObjectives


2.1Understanding

syntheticpolymers

Observe objects made fromsynthetic polymers and discuss

synthetic polymers and their uses.

View videos or computersimulations and discuss theprocess of manufacturing syntheticpolymers such as synthetic rubber,plastics and synthetic fibres.

Discuss the general characteristicsof synthetic rubber and relatethese characteristics to the uses ofsynthetic rubber.

Gather information from books,magazines, newspapers or Interneton the examples of goods madefrom synthetic rubber andcombination of natural andsynthetic rubber.

Carry out an activity to compareand contrast synthetic rubber and

natural rubber. Illustrate thesimilarities and differences in agraphic organiser.


? list synthetic polymers,

? state uses of syntheticpolymers,

? describe the process of makingsynthetic polymers,

? relate the generalcharacteristics of synthetic

rubber to its uses,

? give examples of goods madefrom synthetic rubber,

? give examples of goods madefrom a combination of naturaland synthetic rubber,

? compare and contrast syntheticrubber with natural rubber.

natural rubber getah asli

synthetic polymer polimersintetik

synthetic rubber getahsintetik


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LearningObjectives


2.2Analysingplastics

Observe various samples ofthermoplastic and thermosetts:(a) Discuss the following:

i. examples of plastics andtheir uses,

ii. types of plastic i.e.thermoplastic andthermosetts,

iii. the characteristics ofthermoplastic andthermosetts.

(b) Classify plastic goods intothermoplastic and

thermosetts.

Carry out an activity to compareand contrast thermoplastic andthermosetts. Illustrate thesimilarities and differences in agraphic organiser.

Gather information from books,magazines, newspapers or Internetand make a report on potentialuses of plastics.


(a) the effects of improperdisposal of plastic materials tothe environment,

(b) the proper management ofdisposal of plastics.


? list examples of plastics,

? list the uses of plastics,

? state the types of plastics,

? list the characteristics ofthermoplastic materials,

? list the characteristics ofthermosetting plastic materials,

? classify various plastic goodsinto thermoplastic and

thermosetts,

? compare and contrastthermoplastic and thermosetts,

? suggest potential uses ofplastics,

? explain the effects of improperdisposal of plastic materials to

the environment,

? describe proper management ofdisposal of plastics.

thermoplastic termoplastik

thermosetts termoset


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LearningObjectives


2.3Practisingresponsibleattitudes in thedisposal of

syntheticpolymers

Invite a public health officer to givea talk on management of disposalof synthetic polymers and make areport on the information gathered.

Carry out the following activities onways to dispose syntheticpolymers in order to preserve theenvironment:(a) brainstorming,(b) awareness campaigns,(c) visiting waste management

centre,(d) setting up disposal bins for

synthetic polymers.


? explain the importance of properdisposal of synthetic polymers,

? suggest ways to disposesynthetic polymers in order topreserve the environment,

? practise good habits indisposing synthetic polymers.


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THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA : 3. ELECTRONICS AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

LearningObjectives


3.1Understanding

radio waves

Use an oscilloscope and observethe characterist

sains - science form 5

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