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PROGRAM PENINGKATAN KEBERKESANANPELAKSANAAN KURIKULUM SAINSBAHAN SUMBER

PENGAJARAN

DAN PEMBELAJARAN

SAINS TAMBAHAN

USAHASAMA:

BAHAGIAN PEMBANGUNAN KURIKULUM

DAN

JABATAN PELAJARAN NEGERI


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PREFACE

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 andtechnological development 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 primary and secondary school science curriculum is developed with the

aim of producing such individuals.

Teaching and learning strategies in the primary and secondary school science

curriculum emphasized learning that helps pupils acquire knowledge and master scientific

and thinking skills that will help them developed their minds to the optimum level. This can

occur through various learning approaches such as inquiry-discovery, constructivism,

contextual learning and mastery learning. Learning activities should therefore be geared

towards activating pupils critical and creative thinking skills and not be confined to routine

and rote learning. The teaching and learning process should enable students to acquire

knowledge, master skills and developed scientific attitudes and noble values in an

integrated manner.

Feedback from science and mathematics teachers on their difficulties in teaching

dry topics initiates the idea to produce this handbook. The Teachers Resource Handbook

has been carefully designed for easy understanding and implementation. Activities

suggested in the handbook commands active participation of pupils. Expert teachers were

involved in producing the activities that are considered as best practice. This handbook

provides many ideas for teachers to improve and enhance their teaching and learning

strategies. Having gone through a trial run, the activities were well received by teachers as

well as pupils. Please note that these activities are by no means exhaustive. They serve as

exemplars with the intention of providing some guidance as to how learning outcomes can

be achieved. Teachers are encouraged to explore the ideas contained in this handbook and

develop their own models for teaching and learning practices.

Ministry of Education would like to thank the Science and Mathematics officers from

the Curriculum Development Division, Education State Departments, Education District

Offices, Expert Teachers, Science teachers and to all those contributed in one way or

another in developing the Teachers Resource Handbook. Support and commitment from all

those involved have made this resource handbook for teachers a reality.


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CONTRIBUTORS

1. Science Panels and the State Education Department Officers, Perlis.

2. Science Panels and the State Education Department Officers, Kedah.

3. Science Panels and the State Education Department Officers, Pulau Pinang.

4. Science Panels and the State Education Department Officers, Perak.

5. Science Panels and the State Education Department Officers, Selangor.

6. Science Panels and the State Education Department Officers, WP Kuala Lumpur.

7. Science Panels and the State Education Department Officers, WP Putrajaya.

8. Science Panels and the State Education Department Officers, Negeri Sembilan.

9. Science Panels and the State Education Department Officers, Melaka.

10. Science Panels and the State Education Department Officers, Johor.

11. Science Panels and the State Education Department Officers, Pahang.

12. Science Panels and the State Education Department Officers, Terengganu.

13. Science Panels and the State Education Department Officers, Kelantan.

14. Science Panels and the State Education Department Officers, Sarawak.

15. Science Panels and the State Education Department Officers, Sabah.

16. Science Panels and the State Education Department Officers, WP Labuan.

17. Science Officers of Curriculum Development Division, Ministry Of Education.


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TABLE OF CONTENT

Page

Preface 2

Contributors 3

1. Objectives 6

2. Strategies 6

3. Examples

3.1 CHAPTER 8 CHEMICAL BONDING 7-13

3.2 CHAPTER 9 MOLE CONCEPT 14-16

3.3 CHAPTER 10 RESPIRATORY SYSTEM 17-18

3.4 CHAPTER 11 DIGESTIVE SYSTEM 19-21

4. Test Questions

4.1 PRE TEST (STUDENTS COPY)-CHEMICAL BONDING 22-26

4.2 PRE TEST (TEACHERS COPY)-CHEMICAL BONDING 27-31

4.3 PRE TEST (STUDENTS COPY)-MOLE CONCEPT 32-34

4.4 PRE TEST (TEACHERS COPY)-MOLE CONCEPT 35-37

4.5 PRE TEST (STUDENTS COPY)-RESPIRATORY SYSTEM 38-42

AND DIGESTIVE SYSTEM

4.6 PRE TEST (TEACHERS COPY)-RESPIRATORY SYSTEM 43-47


4.7 POST TEST (STUDENTS COPY)-CHEMICAL BONDING 48-52

4.8 POST TEST (TEACHERS COPY)-CHEMICAL BONDING 53-57

4.9 POST TEST (STUDENTS COPY)-MOLE CONCEPT 58-60


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4.10 POST TEST (TEACHERS COPY)-MOLE CONCEPT 61-63

4.11 POST TEST (STUDENTS COPY)-RESPIRATORY SYSTEM 64-68


4.11 POST TEST (TEACHERS COPY)-RESPIRATORY SYSTEM 69-73



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OBJECTIVES:

1. Arouse students interest

2. Make lessons more lively

3. Stimulate students curiosity

4. Provide students with opportunities to develop thinking skills

5. Provide students with basic science knowledge and concept

STRATEGIES:

1. SIMULATION

2. CONCEPT MAP


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THEME:

MATTER IN NATURE

LEARNING AREA:

CHAPTER 8- CHEMICAL BONDING

LEARNING OBJECTIVE:

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

2 Understanding the formation of an ionic bond

LEARNING OUTCOME:

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.

Explain the formation of a positive ion.

Explain the formation of a negative ion.

Explain the formation of an ionic bond.

TEACHING & LEARNING STRATEGIES:

Simulation

SLOT:

Introduction to the stability of an element and the formation of bonds.

MATERIALS:

1. Students act as electrons


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PROCEDURE:

1. Teacher calls out two students to the front of class.

2. Teacher gives each student a card to hold. Example :

3. Teacher explains that each student who is holding a card represents an atom.

4. Teacher directs students to read aloud what is written at the back of each card as

shown below:

a) I am a helium atom.

b) My proton number is 2.

a. I am a neon atom.

b. My proton number is 10.

5. Teacher calls out another four students to the front.

6. Two students are directed to hold each others hand around the student holding

the Helium card. Repeat step 6 to the student holding the Neon card.

7. Teacher explains that helium has a complete duplet arrangement.

8. However, Neon is still incomplete. Teacher asks the class how many electrons

are required to obtain Neons proton number.

9. Teacher then calls out another eight students to form the second shell for Neon.

10. Teacher explains the meaning of a stable element.

11. Teacher instructs the students to go back to their respective seats.

12. Teacher calls out two students to the front of class and gives each student a

card. Example :

He

2

Ne

10

Na

11

Cl

17

H

N


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- How many shell does this element have?

- Which group is this element in?

- Do these elements have the duplet or octet arrangement?

19. Teacher asks students how Sodium and Chlorine can become stable.20. Teacher instructs the student in the outermost shell of Sodium to move to the

outermost shell of Chlorine.

21. Teacher explains how the elements achieve stability by donating and receiving

electrons to form ionic bonds.

THEME:

Na Cl

Cl

Na

+


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MATTER IN NATURE

LEARNING AREA:

CHEMICAL BONDING

LEARNING OBJECTIVE:

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

2 Understanding the formation of an ionic bond and a covalent bond

LEARNING OUTCOME:

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.

Explain the formation of a positive ion. Explain the formation of a negative ion.

Explain the formation of an ionic bond.

Explain the formation of a covalent bond.


Concept Map

SLOT:

CONCLUSION

MATERIALS:

1. HANDOUTS

PROCEDURE:

1. Teacher distributes handouts with important key phrases for the whole chapter. (See

appendix 1)

2. Teacher asks students to complete the concept map by filling in the spaces.

3. Teacher asks students to come up with their own concept maps for the whole

chapter.

Appendix 1


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THEME:

MATTER IN NATURE

Appendix 1 (Answers)

CHEMICAL ELEMENTS

Metals

______ ions

Non-metals

________

ions

________

bond

donate electron Receive electron Share elect

_____________ bond

electrostaticforce of

attraction

same atom different

atoms

Characteristics :

1.

2.

3.

Characteristics :

1.

2.

3.

Electrostatic force of

attraction


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CHEMICAL ELEMENTS

Metals

Positive

ions

Non-metals

Negative

ions

Covalent

bond

donate electron Receive electron Share elect

Ionic bond

ElementsCovalent

compounds

electrostaticforce of

attraction

same atom different

atoms

Characteristics:

1. High melting point

2. Conductor

3. Soluble in water

Characteristics:

1. Low melting poin

2. Insulator

3. Insoluble in wate

Ionic compound

Electrostatic force of

attraction


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CHAPTER 9 - MOLE CONCEPT

LEARNING OBJECTIVE:

3.1 UNDERSTANDING RELATIVE ATOMIC MASS AND RELATIVE MOLECULAR

MASS

LEARNING OUTCOME:

Explain the concept of relative atomic mass


Set induction using simulation

SLOT:

Introduction

MATERIALS:

1. Manila cards with chemical symbols

PROCEDURE:

1. Teacher chooses 10 students from the class.

2. The students are instructed to come up to the front of the class.

3. Teacher distributes cards with chemicals symbols to the 8 students.

4. Teacher explains that each student who is holding a card represents an atom.

5. Teacher directs students to read aloud what is written at the back of each card asshown below:

H ClClH O CO H


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a) I am a hydrogen atom.b) My relative atomic mass is 1.

a. I am a oxygen atom.b. My relative atomic mass is 16.

a) I am a chlorine atom.b) My relative atomic mass is 35.5

a) I am a chlorine atom.b) My relative atomic mass is 35.5

a) I am a carbon atom.

b) My relative atomic mass is 12.

a) I am a helium atom.b) My relative atomic mass is 4.

6. Teacher selects 2 students,

E.g.: Student 1 Holding the oxygen (O) card

Student 2 Holding another oxygen (O) card

7. Teacher instructs student 1 and 2 to hold hands.

8. Teacher explains that when 2 or more atoms combine they form a molecule e.g.oxygen molecule (O2)

H

O

Cl

Cl

C

H


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9. Teacher repeats the explanation using water (H2O) or Chlorine (Cl2) as an example.

10. Teacher then asks the student with the carbon card to step forward.

11. Teacher places a special crown on this students head and hands the student a scriptto read aloud.

Script:

I am carbon-12.

I am used as a standard to define relative mass.

The mass of one atom of carbon-12 is defined as exactly12 atomic mass units

(a.m.u.).

12.Teacher points out that one carbon atom have a relative atomic mass of 12 as shownon the card.

13.Teacher asks students to state the relative atomic masses for other cards.

14.Teacher then explains that the mass of one atom of an element must be compared to1/12 of the mass of one atom of carbon-12.

15. Teacher continues with the lesson..

APPENDIX 1 - TEACHER

THEME:


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MAINTENANCE AND CONTINUITY OF LIFE

LEARNING AREA:

10 RESPIRATORY SYSTEM

LEARNING OBJECTIVE:

10.1 ANALYZING THE PROCESS OF GASEOUS EXCHANGE DURING RESPIRATION10.2 UNDERSTANDING THE PRODUCTION OF ENERGY DURING RESPIRATION10.3 UNDERSTANDING RESPIRATORY AIDS AND RESUSCITATION10.4 ANALYZING RESPIRATORY DISEASES AND ALLERGIES10.5 APPRECIATING THE PRESENCE OF A HEALTHY RESPIRATORY ORGAN

LEARNING OUTCOME:

Refer to the CS


CONCLUSION USING A CONCEPT MAP

SLOT:

CONCLUSION

MATERIALS:

1. HANDOUTS

PROCEDURE:

1. Teacher distributes handouts with important key phrases for the whole chapter. (See

appendix 1)

2. Teacher asks students to complete the concept map by filling in the spaces with the

given key phrases.

3. Teacher asks students to come up with their own concept maps.


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APPENDIX 1 (TEACHER) RESPIRATION

Healthy lifestyle Conservation of healthy air quality

Ethanol,

C2H

5OH

Carbon

dioxides,

CO2

Lactic acid

Prevention

Diffusion

Produce Produce

O2

and CO2

transported to

and from

Body cells

Blood capillaries

Ventilation (breathing) Gaseous exchange in alveolus Cellular respiration

Inhale ExhaleAerobic Anaerobic

Fermentation

In yeast In muscle cells

Lung disease and

illness

Pneumonia Lung cancer Bronchitis

Asthma

(aggravated by

allergy

Regular exercise No smoking Healthy food No alcohol

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APPENDIX 1 (STUDENT)

HUMAN

DIGESTIVE

SYSTEM

GOOD EATING

HABITS

DISEASES

RELATED

ORGAN

RELATED

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Liver

Human Digestive Systems

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______________________________________

______________________________________

Chapter 8 Chemical Bonding

STUDENTS COPY

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1 What type of bonding holds sodium and chlorine ions in sodium chloride?

A Covalent bonding

B Carbon bonding

C Metallic bonding

D Ionic bonding

2 Which of the following statements bestexplains the stability of noble gases?

A All noble gases have 8 valence electrons

B All noble gases have 8 electrons in their atoms

C All noble gases have octet electron arrangement except helium

D All noble gases have 2 electrons in their innermost electron shell

3 The type of chemical bonds between two atoms by the transfer of electrons from ametal to a non-metal is

A ionic bonds

B covalent bonds

C metallic bonds

D intermolecular bonds

4 What happens during the formation of a Sodium ion?[Proton number: Na, 11]

A One sodium atom releases two electrons.

B One sodium atom receives two electrons.

C One sodium atom releases one electron.

D One sodium atom shares two electrons.

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5 Which of the following elements has an octet electron configuration?

6 The figure shows the structures of atom X and ion X.

Ion X is most likely

A Ne

B F-

C O2-

D Na+

7 Atom Y is considered stable because

Ion X

Atom X

Atom Y

A B C D

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A atom Y has 18 electrons in its shells

B atom Y has an octet electron configuration

C atom Y has an electron configuration of 2.8

D atom Y has the duplet electron arrangement

8 When a chlorine atom becomes a chloride ion, Cl -

A it loses an electron.

B it shares two electrons.

C it gains one electron.

D its proton number increases.

9 What happens when one sodium atom reacts with one chlorine atom?

A The sodium atom releases one electron to a chlorine atom.

B The sodium atom shares one electron with a chlorine atom.

C The sodium atom receives one electron from a chlorine atom.

D The sodium atom receives one proton from a chlorine atom.

10 Atom X has 19 protons. What is the electron arrangement of atom X?

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A 2.8.1

B 2.8.8

C 2.8.8.1

D 2.8.8.8

TEACHERS COPY

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A Covalent bonding

B Carbon bonding

C Metallic bonding

D Ionic bonding







A ionic bonds

B covalent bonds

C metallic bonds








A B C D

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A Ne

B F-

C O2-

D Na+


Ion X

Atom X

Atom Y

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A 2.8.1

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B 2.8.8

C 2.8.8.1

D 2.8.8.8

Answer Scheme

Chemical Bonding

1 D 6 D

2 C 7 B

3 A 8 C

4 C 9 A

5 B 10 C

STUDENTS COPY

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______________________________________

______________________________________

Chapter 9 Mole Concept (Set Induction)

1 What is the relative atomic mass of oxygen?

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A 4

B 12

C 16

D 23

2 When two or more atoms combine they form

A an ion

B an atom

C a molecule

3 What is the mass of one atom of carbon 12?

A 4 a.m.u.

B 12 a.m.u.

C 16 a.m.u.

D 35.5 a.m.u.

4 The relative atomic mass of an atom is based on an atom of

A carbon 12

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B carbon 14

C oxygen 16

D hydrogen 1

5 The relative atomic mass of an element is defined as the mass of one atom of an

element compared to

A 1/4 the mass of one molecule of hydrogen

B 1/16 the mass of one molecule of oxygen

C 1/12 the mass of one atom of carbon

D I/23 the mass of one atom of sodium

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TEACHERS COPY

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A 4

B 12

C 16

D 23


A an ion

B an atom

C a molecule


A 4 a.m.u.

B 12 a.m.u.

C 16 a.m.u.

D 35.5 a.m.u.


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A carbon 12

B carbon 14

C oxygen 16

D hydrogen 1


element compared to





Mole Concept

1 C

2 D

3 B

4 A

5 C

STUDENTS COPY

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RESPIRATORY SYSTEM

1. Diagram1 shows the process of gaseous exchange. Label the diagram below with theword given

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(i) V : ..

(ii) W : ..

(iii) Y : ..

(iv) Z : ..

Blood capillary Red Blood Cell Oxygen Carbon Dioxide

2. Gaseous exchange occur on the surface of ..

A. Blood capillary

B. Alveolus

C. Thin film of moisture

Diagram 1: Process of gaseous exchange in the alveolus

Alveolar

cavity

Alveolar

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D. Alveolar cavity

3. In the lungs, oxygen is absorbed by

A. Alveolus

B. Bronchus

C. Bronchiole

D. Red blood cell

4. Oxygen gaseous diffuses through ..

A. Alveolar cavity

B. Alveolar wall

C. Blood capillary

D. Red blood cell

5. . are transporter of oxygen in blood capillary

A. White blood cell

B. Red blood cell

C. Plasma

D. Platelet

CHAPTER 10: RESPIRATORY SYSTEM

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6. Diagram 2 shows the human digestive system. Based on word given below, label thediagram 2

Anus Liver Duodenum Pancreas Stomach

Oesophagus Mouth Ileum

7. Which of these organs are involved in the digestion of rice?

A. Stomach, ileum and duodenum

Diagram 2: Human digestive system

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B. Duodenum, colon and mouth

C. Mouth, duodenum and ileum

D. Ileum, stomach and colon

8. What is the juice that is produced in the liver?

A. pancreatic juices

B. gastric juices

C. bile juices

D. intestinal juices

9. Which of these organs does the peristalsis process take place?

A. Mouth

B. Oesophagus

C. Pancreas

D. Liver

10. Which of the organs below produce pepsin and rennin enzymes?

A. Mouth

B. Stomach

C. Duodenum

D. Ileum

TEACHERS COPY

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RESPIRATORY SYSTEM & DIGESTIVE SYSTEM (ANSWER)

PRE TEST

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1. Diagram below shows the process of gaseous exchange. Label the diagram 1 with theword given

2. Oxygen is absorbed by

A. Alveolus

B. Bronchus

Red blood

cell

AlveolusBlood

capillary Oxygen

Carbon

Diagram 1: Process of gaseous exchanges

Blood capillary Red Blood Cell Oxygen Carbon Dioxide Alveolus

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C. Bronchiole

D. Blood cell

3. Oxygen gases diffuses through ..

A. Alveolar cavity

B. Alveolar wall

C. Blood capillary

D. Red blood cell


A. Blood capillary

B. Alveolar wall


D. Alveolar cavity

5. . are transporter of oxygen and carbon dioxide in blood capillary

A. White blood cell

B. Red blood cell

C. Plasma

D. Platelet


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Anus Liver Duodenum Pancreas

Stomach Oesophagus Mouth Ileum

6. Diagram above shows the human digestive system. Based on word givenbelow, label the diagram above


Mouth

Oesophag

Liver Stomach

Pancreas

Anus

Ileum

Duodenum

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B. gastric juices

C. bile juices



A. Mouth

B. Oesophagus

C. Pancreas

D. Liver


A. Mouth

B. Stomach

C. Duodenum

D. Ileum

STUDENTS COPY

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______________________________________

______________________________________



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A Covalent bonding

B Carbon bonding

C Metallic bonding

D Ionic bonding







A ionic bonds

B covalent bonds

C metallic bonds








A B C D

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A Ne

B F-

C O2-

D Na+


Ion X

Atom X

Atom Y

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A 2.8.1

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B 2.8.8

C 2.8.8.1

D 2.8.8.8

TEACHERS COPY

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A Covalent bonding

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B Carbon bonding

C Metallic bonding

D Ionic bonding







A ionic bonds

B covalent bonds

C metallic bonds








A B C D

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A Ne

B F-

C O2-

D Na+


Ion X

Atom X

Atom Y

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A 2.8.1

B 2.8.8

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C 2.8.8.1

D 2.8.8.8

Answer Scheme

Chemical Bonding

1 D 6 D

2 C 7 B

3 A 8 C

4 C 9 A

5 B 10 C

STUDENTS COPY

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______________________________________

______________________________________



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A 4

B 12

C 16

D 23


A an ion

B an atom

C a molecule


A 4 a.m.u.

B 12 a.m.u.

C 16 a.m.u.

D 35.5 a.m.u.


A carbon 12

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B carbon 14

C oxygen 16

D hydrogen 1


element compared to





TEACHERS COPY

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A 4

B 12

C 16

D 23


A an ion

B an atom

C a molecule


A 4 a.m.u.

B 12 a.m.u.

C 16 a.m.u.

D 35.5 a.m.u.


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A carbon 12

B carbon 14

C oxygen 16

D hydrogen 1


element compared to





Mole Concept

1 C

2 D

3 B

4 A

5 C

STUDENTS COPY

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RESPIRATORY SYSTEM

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Blood capillary Red Blood Cell Oxygen Carbon Dioxide

1. Diagram1 shows the process of gaseous exchange. Label the diagram below with theword given

(v) V : ..

(vi) W : ..

(vii) Y : ..

(viii) Z : ..


Diagram 1: Process of gaseous exchange in the alveolus

Alveolarcavity

Alveolar

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A. Blood capillary

B. Alveolus


D. Alveolar cavity

3. In the lungs, oxygen is absorbed by

A. Alveolus

B. Bronchus

C. Bronchiole

D. Red blood cell

4. Oxygen gaseous diffuses through ..

A. Alveolar cavity

B. Alveolar wall

C. Blood capillary

D. Red blood cell

5. . are transporter of oxygen in blood capillary

A. White blood cell

B. Red blood cell

C. Plasma

D. Platelet


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Anus Liver Duodenum PancreasStomach Oesophagus Mouth Ileum

6. Diagram 2 shows the human digestive system. Based on word given below, label thediagram 2



Diagram 2: Human digestive system

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B. gastric juices

C. bile juices



A. Mouth

B. Oesophagus

C. Pancreas

D. Liver


A. Mouth

B. Stomach

C. Duodenum

D. Ileum

TEACHERS COPY

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RESPIRATORY SYSTEM & DIGESTIVE SYSTEM (ANSWER)

POST TEST

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Blood capillary Red Blood Cell Oxygen Carbon Dioxide Alveolus

1. Diagram below shows the process of gaseous exchange. Label the diagram 1 with theword given

2. Oxygen is absorbed by

A. Alveolus

B. Bronchus

Red blood

cell

AlveolusBlood

capillary Oxygen

Carbon

Diagram 1: Process of gaseous exchanges

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C. Bronchiole

D. Blood cell

3. Oxygen gases diffuses through ..

A. Alveolar cavity

B. Alveolar wall

C. Blood capillary

D. Red blood cell


A. Blood capillary

B. Alveolar wall


D. Alveolar cavity

5. . are transporter of oxygen and carbon dioxide in blood capillary

A. White blood cell

B. Red blood cell

C. Plasma

D. Platelet


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Anus Liver Duodenum Pancreas

Stomach Oesophagus Mouth Ileum

6. Diagram above shows the human digestive system. Based on word givenbelow, label the diagram above


Mouth

Oesophag

Liver Stomach

Pancreas

Anus

Ileum

Duodenum

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B. gastric juices

C. bile juices



A. Mouth

B. Oesophagus

C. Pancreas

D. Liver


A. Mouth

B. Stomach

C. Duodenum

D. Ileum

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