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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

BIOLOGY

Form 5

Curriculum Development Centre

Ministry of Education Malaysia2006


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Copyright 2006Ministry of Education Malaysia

First published 2006

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, and recording or by any information storage and retrieval system, without permission in writing from theDirector of Curriculum Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.


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TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 1

Scientific Skills 2

Thinking Skills 3

Scientific Attitudes and Noble Values 7

Teaching and Learning Strategies 9

Content Organisation 11


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THEME: PHYSIOLOGY OF LIVING THINGSLearning Area: 1. Transport 13

Learning Area: 2. Locomotion and Support 21

Learning Area: 3. Coordination and Response 24

Learning Area: 4. Reproduction and Growth 33

THEME: VARIATION AND INHERITANCE IN LIVING THINGS

Learning Area: 1. Inheritance 39

Learning Area: 2. Variation 44

Acknowledgements46

Panel of Writers 47


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v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; 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 peoples, 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 Biology curriculum has been designed not only to provideopportunities for students to acquire science knowledge andskills, develop thinking skills and thinking strategies, and toapply this knowledge and skills in everyday life, but also toinculcate in them noble values and the spirit of patriotism. It ishoped that the educational process en route to achievingthese aims would produce well-balanced citizens capable ofcontributing to the harmony and prosperity of the nation andits people.

The Biology 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 biology 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 BIN BAKAR SMP, AMP)DirectorCurriculum Development CentreMinistry of Education Malaysia


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INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produce

individuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.

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

The Malaysian science curriculum comprises three core sciencesubjects and four elective science subjects. The core subjects areScience at primary school level, Science at lower secondary leveland Science at upper secondary level. Elective science subjectsare offered at the upper secondary level and consist of Biology,Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lower secondarylevels are designed to provide students with basic scienceknowledge, prepare students to be literate in science, and enablestudents to continue their science education at the upper secondarylevel. Core Science at the upper secondary level is designed toproduce students who are literate in science, innovative,and able to apply scientific knowledge in decision making andproblem solving in everyday life.

The elective science subjects prepare students who are morescientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careers in

the field of science and technology and play a leading role in thisfield for national development.

For every science subject, the curriculum for the year is articulatedin two documents: the syllabus and the curriculum specifications.The syllabus presents the aims, objectives and the outline of thecurriculum content for a period of 2 years for elective sciencesubjects and 5 years for core science subjects. The curriculumspecifications provides the details of the curriculum which includesthe aims and objectives of the curriculum, brief descriptions onthinking skills and thinking strategies, scientific skills, scientificattitudes and noble values, teaching and learning strategies, and

curriculum content. The curriculum content provides the themes,learning areas, learning objectives, suggested learning activities,the intended learning outcomes, notes and vocabulary.

AIMS

The aims of the biology curriculum for secondary school are toprovide students with the knowledge and skills in science andtechnology and enable them to solve problems and make decisions

in everyday life based on scientific attitudes and noble values.

Students who have followed the biology curriculum will have thefoundation in biology to enable them to pursue formal and informalfurther education in science and technology.


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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 biology curriculum for secondary school enables students to:

1. Acquire knowledge in biology and technology in the context ofnatural phenomena and everyday life experiences.

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

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical manner tosolve problems and make decisions on biology-related issues.

5. Apply knowledge of biology to improve ones health and well-being, and face challenges in the scientific and technologicalworld and be willing to contribute towards the development ofscience and technology.

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

7. Practise and internalise scientific attitudes and good moral

values.

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

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

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

11. Be aware of the need to love and care for the environment andplay an active role in i ts preservation and conservation.

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, tasteand sight to collect information about an objector a phenomenon.

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

Measuringand Using

Making quantitative observations usingnumbers and tools with standardised units.


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Numbers 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 as tables,graphs, figures or models to describe an action,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.

ControllingVariables

Identifying the fixed variables, manipulatedvariable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, thefixed variables are kept constant.

Hypothesising Making a general statement about therelationship between a manipulated variableand a responding variable in order to explain anevent or observation. This statement can betested to determine its validity.

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

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 llearning.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 toprovide 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


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

Thinking strategies are higher order thinking processes that iinvolvevarious 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,qualities and elements of a concept or anobject.

Comparing andContrasting

Finding similarities and differences basedon criteria such as characteristics, features,qualities and elements of a concept orevent.

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 breakingit down into smaller parts to find implicitmeanings and relationships.

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 valueof something based on valid reasons orevidence.

MakingConclusions

Making a statement about the outcome ofan investigation that is based on ahypothesis.

Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

GeneratingIdeas

Producing or giving ideas in a discussion.

Relating Making connections in a certain situation todetermine a structure or pattern of relationship.

MakingInferences

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.

MakingGeneralisations

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

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


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

MakingHypotheses

Making general statement about the relationshipbetween manipulated variables and respondingvariables to explain observations or events. Thestatements can be tested to determine validity.

MakingAnalogies

Understanding abstract or complex concepts byrelating them to simpler or concrete conceptswith similar characteristics.

Inventing Producing something new or adapting somethingalready in existence to overcome problems in asystematic manner.

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising

Making generalisations based on inter-relatedand common characteristics in order to constructmeaning, concept or model.

MakingDecisions

Selecting the best solution from variousalternatives based on specific criteria to achievea specific aim.

ProblemSolving

Finding solutions to challenging or unfamiliarsituations or unanticipated difficulties in a

systematic manner.

Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used inmaking logical, just and rational judgements. Mastering of criticaland creative thinking skills and thinking strategies is madesimpler if an individual is able to reason in an inductive and

deductive manner. Figure 1 gives a general picture of thinkingskills and thinking strategies.

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?Making

hypotheses?Synthesising

?Makinggeneralisations

?Visualising

?Making analogies

? Inventing

ThinkingStrategies

? Conceptualising? Making decisions

? Problem solving

Reasoning


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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 teachersguidance.

5. Applying TSTS together with other skills to accomplishthinking tasks.

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

Relationship between Thinking Skills and Science Process

Skills

Science process skills are skills that are required in the processof finding solutions to a problem or making decisions in asystematic manner. It is a mental process that promotes critical,creative, analytical and systematic thinking. Mastering ofscience process skills and the possession of suitable attitudesand knowledge enable students to think effectively.

The mastering of science process skills involves the masteringof the relevant thinking skills. The thinking skills that are relatedto a particular science process skill are as follows:

Science ProcessSkills

Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Grouping andclassifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally Relating

Making analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing


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Science ProcessSkills

Thinking Skills

Making hypotheses AttributingRelatingComparing and contrasting Generating

ideasMaking hypothesesPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills andScientific Skills

This biology 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 animal cell andplant cell based on the structure andorganelles

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on the structureand organelles in animal and plant cells are learned throughcomparing and contrasting. The mastery of the skill of comparingand contrasting is as important as the acquisition of knowledge onanimal and plant cells. This would enable students to understandtopics on mitosis and meiosis.

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.


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? Appreciating the contribution of science and technology.

? Being thankful to God.

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

? Being kind-hearted and caring.

? Being objective.

? Being systematic.

? Being cooperative.? Being fair and just.

? Daring to try.? Thinking rationally.

? Being confident and independent.

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

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

? Giving emphasis to these attitudes and values.

? Practising and internalising these scientific attitudes and noblevalues.

When planning teaching and learning activities, teachers need togive due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientific

attitudes and noble values during science lessons. Before the firstlesson related to a learning objective, teachers should examine allrelated learning outcomes and suggested teaching-learningactivities that provide opportunities for the inculcation of scientificattitudes and noble values.

The following is an example of a learning outcome pertaining to theinculcation of scientific attitudes and values.

Example:

Level:

Learning Area:

Learning Objective:

Learning Outcome:

Suggested LearningActivities

Scientific attitudes andnoble values

Form Five

2.0 Variation

2.3 Be respectful towards one anotherdespite variation.

Accept that people are different andrespect each other.

Participate in games and club activitiesinvolving individuals from variousethnic groups.

Conduct a sketch to show respect for

all Gods creation,

Love and respect each other.

Being kind-hearted and caring.

Appreciating the balance of nature.

Being thankful to God.

Being cooperative.

Inculcating Patriotism

The biology curriculum provides an opportunity for the developmentand strengthening of patriotism among students. For example, inlearning about the process of colonization and succession in anecosystem, students will learn about the rich biodiversity in the


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country, they will appreciate the diversity and uniqueness of thisnatural resource of the country and deepen their love for thecountry.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the biology 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. Learningactivities 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 be

required 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. Inquiry

generally 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 whenthe 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 theirexisting ideas by relating new ideas to old ones.

? Providing opportunities to cooperate, sharing ideas andexperiences, 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 learnedwith the application of the principles of science and technology andtheir impact on society.


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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.

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 performances. The choice ofteaching methods should be based on the curriculum content,students abilities, students repertoire of intelligences, and theavailability of resources and infrastructure. Besides playing the roleof knowledge presenters and experts, teachers need to act asfacilitators in the process of teaching and learning. Teachers needto be aware of the multiple intelligences that exist among students.Different teaching and learning activities should be planned to caterfor students with different learning styles and intell igences.

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 to

discover 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 themethod 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 students to

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 to presentthe outcomes of their experiment.


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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 thatstudents 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 anindividual 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 wordprocessor, graphic presentation software and electronic

spreadsheet 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 biology 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 and


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evaluation. 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 domain

are 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 theachievement 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 biology.


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THEME: PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 1.0 TRANSPORT

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1

Understandingthe importanceof having atransportsystem in somemulticellularorganisms

Carry out activities to identify the

problem that could be faced bymulticellular organisms and explainhow the problem is overcome inmulticellular organisms ascompared to unicellular organisms:

a) correlate different sizes ofcubes to total surface area /volume (TSA/V) ratio,

b) discuss how the (TSA/V) ratioaffects the movement of solutesto the interior of cubes,

c) relate the outcome of a) and b)to the problem faced bymulticellular organisms ingetting cell requirements to thecells in the interior of theorganisms,

d) suggest ways to improve themovement of solutes to theinterior of cubes withoutchanging the size of cubes,

e) explain why there is a need fora transport system in some

multicellular organisms.

A student is able to:

? identify the problem that couldbe faced by multicellularorganisms in obtaining theircellular requirements and gettingrid of their waste products,

? suggest how the problem isovercome in multicellularorganisms.

As compared tounicellular organisms

cell requirementskeperluan sel

waste productshasil buangan

transport pengangkutan

total surface areajumlah luas permukaan


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LearningObjectives


1.2Synthesisingthe concept ofcirculatory

system

Read text materials and view

computer simulations on circulatory

system and discuss the following:

a) what is a circulatory system,

b) the three components of thecirculatory system, i.e.

medium, vessels and pump,


? state what a circulatory systemis,

?state the three components ofcirculatory system in humansand animals,

circulatory system

sistem peredaran

composition komposisi

blood vessel salurdarah

c) blood and haemolymph as a

medium of transport,

? state the medium of transport in

humans and animals,

d) the composition of human

blood,

? state the composition of human

blood,

e) the function of blood and

hemolymph in transport,

? explain the function of blood and

haemolymph in transport,

f) the structure of human blood

vessels: arteries, veins and

capillaries,

g) the basic structure and

function of the human heart,

? describe the structure of human

blood vessels,

Only a brief descriptionof human bloodvessels is required.

heart jantung

cardiac muscle otot kardium

h) the circulation of blood in

humans in terms of:

i. pumping of the heart,

ii. contraction of skeletal

muscles around veins,

? explain how blood is propelled

through the human circulatory

system,

Cardiac cycle is notrequired.

skeletal muscleotot rangka

regulatory mechanismmekanisme kawal atur

i) the regulatory mechanism of

blood pressure.

? explain briefly how blood

pressure is regulated,

Baroreceptors in theaorta and carotidarteries are mentioned.Effectors are smoothmuscles of the arteriesand cardiac muscles.

blood pressuretekanan darah


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LearningObjectives


Look at the heart of the fish,

chicken and/or cow, and note

similarities and differences in terms

of size, and number of

compartments.

Use schematic diagrams to

compare the circulatory system in

the following: humans, fish and

amphibians.

? compare and contrast the

circulatory systems in the

following: humans, fish and

amphibians,

Visualise and draw concept maps

on the circulatory system in

humans.

? conceptualise the circulatory

system in humans.

1.3Understandingthe mechanismof blood clotting

Show photomicrographs of blood

clots. Discuss the necessity forblood clotting with respect to:

a) preventing serious blood loss,

b) preventing the entry of

microorganisms and foreign

particles,

c) maintaining blood pressure,

d) maintaining circulation of blood

in a closed circulatory system.


? explain the necessity for blood

clotting at the site of damaged

blood vessels,

blood clottingpembekuan darah

damaged blood vesselsalur darah tercedera

impaired blood clotting pembekuan darah

terjejas

Use a schematic diagram to

illustrate the mechanism of bloodclotting.

? explain the mechanism of blood

clotting,

Predict the consequences of blood

clotting related problems such as

haemophilia or thrombosis.

? predict the consequences of

impaired blood clotting

mechanism in an individual.


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LearningObjectives


1.4Synthesisingthe concept oflymphaticsystem

Draw a schematic diagram on the

formation of interstitial fluid and

lymph, and discuss the following:

a) spaces between cells,

b) materials from blood capillariesentering these spaces,


? describe the formation of

interstitial fluid,

interstitial fluidbendalir interstis

lymphatic system sistem limfa

c) composition of interstitial fluid, ? state the composition of

interstitial fluid,

d) the importance of interstitial

fluid,

? state the importance of

interstitial fluid,

e) the need for interstitial fluid to

return to the circulatory system

directly or via the lymphatic

system.

? describe the fate of interstitial

fluid,

Discuss the following:

a) the structure of the lymphatic

system,

b) the flow of lymph,

c) the role of the lymphatic system

in transport.

? describe the structure of the

lymphatic system,

? explain how the lymphatic

system complements the

circulatory system,

With the exception ofthoracic duct and rightlymphatic duct, specificnames of lymphvessels and lymphnodes are not required.

lymph nodes noduslimfa

Use a graphic organiser to compare

the content of blood, interstitial fluid

and lymph.

? compare the content of blood,

interstitial fluid and lymph,

Brainstorm to predict what will

happen if interstitial fluid fails to

return to the circulatory system.

? predict what will happen if

interstitial fluid fails to return to

the circulatory system,

Study diagram or computer

simulation on the lymphatic system,

and discuss the relationship

? conceptualise the relationship

between the lymphatic system

and circulatory system.


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LearningObjectives


between the lymphatic system and

circulatory system.

1.5

Understandingthe role of thecirculatorysystem in bodydefencemechanism

Discuss the necessity for a body

defence mechanism in humans.

Gather information and discuss the

bodys defence mechanism with

reference to:

a) first line of defence

- skin,

- mucous membrane,

b) second line of defence

- phagocytic white blood cells,

c) third line of defence

- lymphocytes.


? state another function of the

circulatory system besides

transport,

? identify the three lines of

defence mechanism of the body,

bodys defence

mechanism mekanisme

pertahanan badan.

Draw and label the various stages

of phagocytosis.

? describe the process of

phagocytosis,


a) antigens, antibodies, immunity

and immunisation,

? state the meaning of antigen and

antibody,

? state the meaning of immunity

and immunisation,

immunity keimunan

immunisation pengimunan

b) how antigens and antibodies

are related to immunity,

? relate antigen and antibody to

immunity,

c) the various types of immunity:

i. active immunity (natural,

artificial),

ii. passive immunity (natural,

artificial).

? name and give examples of

various types of immunity,


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LearningObjectives


Carry out small group discussion on

the following and present the

findings:

a) the effects of HIV on the bodys

immune system,

? state the effects of human

immunodeficiency virus (HIV) on

the bodys defence mechanism,

b) transmission of HIV, ? describe the transmission of

HIV,

c) prevention of AIDS. ? suggest ways to prevent the

spread of acquired immune

deficiency syndrome (AIDS).

acquired immunedeficiency syndrome(AIDS) sindrom kurangdaya tahan

1.6Appreciating a

healthycardiovascularsystem

Research and discuss nuitrition and

lifestyle which can lead to a healthy

cardiovascular system. Then selectways that are suitable and practise

them.


? select and practise suitable

ways to maintain a healthycardiovascular system.

1.7Understandingthe transport ofsubstances inplants

Discuss the following:a) the necessity for transport of

substances in plants,b) the problem that could be faced

by plants in transportingsubstances and how it isovercome in plants.


? state the necessity for transportof substances in plants,


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LearningObjectives


Carry out the following activities:a) to show the presence of xylem

as a continuous tube system totransport water and minerals,

b) prepare slides and look at thecross section (XS) andlongitudinal section (LS) of adicot stem,

c) study prepared slides of XS ofstem, root and leaf of a dicotplant, and draw plan diagrams.

? identify the vascular tissue instem, root and leaf,

? state the role of vascular tissuein the transport of substances,

? describe the structure ofvascular tissue,

cross sectionkeratan rentas

longitudinal sectionkeratan membujur

Relate the following:a) the structure of xylem to the

transport of water and minerals,? relate the structure of xylem to

transport,

b) the structure of phloem to the

transport of organic substances.

? relate the structure of phloem to

transport,Carry out bark ringing to show therole of phloem in the continuoustransport of organic substances.

? predict the effect of removing aring of phloem tissue from aplant.

Bark ringing is theremoval of a ring oftissue external to thexylem from around thetrunk of a woody plant.

1.8Synthesisingthe concept oftransport of

substances inplants

Discuss the following:a) the transport of organic

substances in plants,b) the importance of translocation

in plants.

A student is able to:? state what translocation is,

? explain the importance oftranslocation in plants,

Mechanism to explaintranslocation is notrequired.

pathway of water- laluan air

environmental factor

- factor persekitaran


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LearningObjectives


Carry out small group discussion onthe following and present thefindings:a) the process of transpiration,

? describe the process oftranspiration,

light intensity- keamatan cahaya

b) the importance of transpiration, ? explain the importance oftranspiration,

relative humidity- kelembapan relatif

c) the pathway of water from soilto leaves using a schematicdiagram,

? describe the pathway of waterfrom the soil to the leaves,

rate of transpiration- kadar transpirasi

d) the external conditions affectingthe rate of transpiration

? state external conditionsaffecting transpiration,

root pressuretekanan akar

Design and conduct experimentsto study factors affecting the rate oftranspiration, i.e. :

a) air movement,b) temperature,c) light intensity,d) relative humidity.

? design experiments to studyfactors affecting the rate of

transpiration,

transpiration pull- tarikan transpirasi

capillary actiontindakan kapilari

Carry out an activity to show thefollowing:a) root pressure,b) cohesion and adhesion of

water.

? explain the role of root pressurein the movement of water inplants,

? explain the role of cohesion andadhesion of water in themovement of water in plants,

Discuss and draw a concept map ofthe movement of water in plants interms of the following: osmosis,transpiration pull, cohesion andadhesion of water, opening andclosing of stomata, root pressure.

? conceptualise the transportmechanism in plants.


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LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT

LearningObjectives


2.1Understandingsupport andlocomotion inhumans andanimals

Carry out small group discussion onthe following:a) the necessity for support and

locomotion in humans andanimals,

b) the problems that could befaced by humans and animalsin support and locomotion,


? explain the necessity for supportand locomotion in humans andanimals,

? describe problems that could befaced by humans and animals insupport and locomotion,

support - sokongan

locomotion - gerak alih

c) how the above problems areovercome in humans andanimals.

? explain how problems in supportand locomotion are overcome inhumans and animals,

Study a model of human skeletonto identify the following:

a) axial skeleton consisting of theskull, cervical vertebrae,thoracic vertebrae, lumbarvertebrae, sacrum, coccyx,sternum and ribs,

b) appendicular skeletonconsisting of the scapula,clavicle, humerus, ulna, radius,pelvic girdle, femur, tibia andfibula.

? name the bones that make upthe axial skeleton and

appendicular skeleton of thehuman body,

axial skeleton- rangka paksi

appendage skeleton- rangka apendaj

pelvic girdle- lengkungan pelvic

Observe a chicken wing to note the

position and nature of muscles,ligaments and tendons.

Draw and label a simple diagram ofan arm to show the arrangement ofbones, skeletal muscles andtendons.

? label the bones, the skeletalmuscles and tendons in adiagram of the arm,


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LearningObjectives


Briefly discuss:

a) how the bones, skeletalmuscles, tendons and jointsbring about movement in the

arm or leg,b) the necessity of nerve impulses

in skeletal muscle contraction,c) the antagonistic action of

skeletal muscles,d) all muscle has two primary

proteins,

? explain how movement isbrought about in a limb,

The Sliding FilamentModel of MuscleContraction is notrequired.

joint - sendi

contraction - pengecutan

e) source of energy is from ATPproduced in adjacentmitochondria,

f) the function of cartilage and

synovial fluid at joints.

? state the function of cartilage

and synovial fluid at joints,

cartilage - rawan

Observe and discuss themechanism of locomotion in anearthworm, grasshopper, fish orbird.

? describe briefly the mechanismof locomotion in an animal,

Only a simple accountis required.

Discuss and present findings onmuscle cramp, osteoporosis,muscular dystrophy, and arthritis.

? state some consequences ofimpaired musculoskeletalsystem on support andlocomotion.

impaired - terjejas

muscle cramp - kejangotot


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LearningObjectives


2.2Appreciating ahealthymusculo-skeletal system

Discuss and share ways of caringfor the musculoskeletal systemsuch as:a) following a balanced diet,b) having a good posture,c) using of proper attire for daily

activities,d) taking appropriate precautions

during vigorous activities,e) practising correct and safe

exercise techniques.


? practise ways to care for themusculoskeletal system.

2.3Understandingsupport inplants

Discuss the following:a) the necessity for support in

plants,b) what could be the support

related problems faced by:i. aquatic plants,ii. terrestrial plants.

A student is able to:? explain the necessity for support

in plants,

c) how is support achieved inaquatic and terrestrial plants.

? explain how support is achievedin aquatic plants,

Carry out the following activities:a) study the adaptations for

support (aerenchyma and airsacs) in floating aquatic plants,e.g. water hyacinth,

b) study prepared slides of cross

sections of old stems to identifytissue that help in support,

c) investigate how support inherbaceous plant, e.g. spinachand balsam, is achieved withoutwoody tissue.

? explain how support in terrestrialplants are achieved throughtissue modifications.


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LEARNING AREA: 3.0 COORDINATION AND RESPONSE

LearningObjectives


3.1Understandingresponse andcoordination

Carry out small group discussion onthe following and present thefindings:a) external stimuli, e.g. light,

sound, smell, taste,temperature, pressure andtouch,

b) internal stimuli e.g. sugar levelin the blood and osmoticpressure of blood,

c) the necessity for livingorganisms to respond to stimuli,


? list the changes in external andinternal environment faced by anorganism,

? state why organisms have to besensitive to changes in internaland external environment,

external environment- persekitaran luar

internal environment- persekitaran dalam

stimulus - rangsangan

response - gerak balas

Carry out activities to study:

a) human and animal responses toexternal and internalenvironment,

b) plant responses to externalenvironment.

? clarify through examples themeaning of stimulus andresponse,

View computer simulations on thepathways in detecting andresponding to external and internalstimuli in humans and animals anddraw schematic diagrams involvingthe main components.

? state the main components andpathways involved in detectingand responding to changes inexternal environment,

? state the main components and

pathways involved in detectingand regulating changes ininternal environment,

Main components arereceptors, integratingcentre and effectors.Afferent and efferentpathways are involvedIn regulating the

internal environment,negative feedback isinvolved..

negative feedback- suap balik negatif

Discuss what is meant bycoordination.

? clarify through examples themeaning of coordination.


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LearningObjectives


Draw a schematic diagram to showthe pathway of transmission ofinformation, and discuss thefollowing:a) reception of stimuli by

receptors,b) from receptors to the central

nervous system,

? describe briefly the pathway oftransmission of information fromreceptors to effectors,

c) integration and interpretation bythe central nervous system,

d) from the central nervous systemto the effectors,

e) response by the effectors.

Draw and label a simple diagram ofa synapse,

? draw and label a simple diagramof a synapse,

Conduct small group discussion onthe following:a) transmission of information

across the synapse.b) the role of the synapse in

transmission,

? describe the transmission ofinformation across synapses,

? state the role of the synapse intransmission,

Discuss voluntary action andinvoluntary action with examples.

? give examples of voluntaryaction,

? give examples of involuntaryaction,

Note:Conditional reflex isnot required.

voluntary actiontindakan terkawal

involuntary actiontindakan luar kawal

Discuss the following:a) voluntary action eg. raising your

hand to answer a question,? outline the transmission of

information in voluntary action,


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LearningObjectives


b) involuntary action involvingskeletal muscles eg. knee jerk,

c) involuntary action involvingsmooth muscles, cardiacmuscles or glands eg. normalblood pressure.

? outline the transmission ofinformation in involuntary action,

knee jerk sentakan lututskeletal musclesotot rangkasmooth muscles ototlicin

Work in small groups to draw aschematic diagram of a reflex arc.

? draw a schematic diagramshowing a reflex arc,

reflex arc arka refleks

Visit homes for the aged. Showcompassion towards senior citizensand patients with Alzheimers andParkinsons diseases.

? give examples of nervoussystem related diseases.

3.3Analysing the

role ofhormones inhumans

Carry out small group discussion onthe following and present the

findings:a) what a hormone is,b) what the endocrine system is,


? state what a hormone is,? state what the endocrine system

is,

endocrine glands

kelenjar endokrin

c) why the endocrine system isnecessary, despite having thenervous system,

? state why the endocrine systemis necessary,

d) the physiological processeswhich are not directly regulatedby the nervous system e.g.menstrual cycle, developmentof secondary sexcharacteristics, growth, etc.,

? state physiological processesnot directly regulated by thenervous system,

e) how the endocrine systemcomplements the nervoussystem.

? descibe how the endocrinesystem complements thenervous system,


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LearningObjectives


Carry out group activity to label themain glands of the endocrinesystem.

? label the main glands of theendocrine system,

Name the main hormones

produced by each endocrine gland.

Match the hormones with theirfunctions in the followingphysiological processes:(a) reproduction,(b) growth,(c) homeostasis.

? name the main hormones

produced by each endocrinegland,

? state the functions of thehormones involved in somephysiological processes,

The main hormones

required are:- follicle stimulating

hormone,- luteinising hormone,- estrogen,- progesterone,- androgens- growth hormone,- thyroid-stimulating

hormone,- thyroxine,- insulin,

- glucagon,- antidiuretic hormone,

and- adrenaline.

Discuss how secretion of ahormone can be regulated by:a) another hormone, e.g. thyroid

stimulating hormone (TSH),b) level of certain substances, e.g.

glucose,c) nervous system.

? describe briefly how secretion ofhormone is regulated,


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LearningObjectives


Discuss the involvement of both thenervous system and the endocrinesystem in a fight or flight situation(involving adrenaline).

Carry out small group discussion onthe following and present thefindings on:a) the effects of imbalance of

thyroxine, growth hormone,antidiuretic hormone, andinsulin,

b) the use of hormone in the

treatment of diabetes mellitusand dwarfism.

? describe briefly coordinationinvolving both the nervoussystem and endocrine system, ina fight or flight situation,

? state the effects of hormonalimbalance,

? state the use of hormone inmedicine.

hormonal imbalance- ketidakseimbangan

hormon

dwarfism - kekerdilan

3.4Synthesisingthe concept ofhomeostasis inhumans

Discuss the following :a) physical factors body

temperature and bloodpressure,

b) chemical factors in the blood -partial pressure of oxygen andof carbon dioxide, osmoticpressure, and sugar level,

c) the necessity to maintain anoptimal physical and chemicalcondition in the internalenvironment.

d) the meaning of homeostasis,


? explain the necessity to maintainan optimal physical andchemical condition in the internalenvironment,

? state the meaning ofhomeostasis,

Regulation of thephysical and chemicalfactors in internalenvironment is vital forsurvival.


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LearningObjectives


Design an experiment to show theeffect of different quantities of waterintake on urine output.


a) the relationship between theregulation of osmotic pressureand the formation of urine,

? design an experiment to studythe effect of different quantitiesof water intake on urine output,

? relate changes in blood osmoticpressure to urine output,

regulation kawal atur

c) the formation of urine,

d) the relationship between urineformation and excretion.

Draw and label the followingstructures:a) kidney,

b) nephron.

? describe the formation of urine,

? relate the formation of urine toexcretion,

The action of sodiumpump is not required.

View computer simulations anddraw a schematic diagram on theprocess of urine formation anddiscuss the following processes:a) ultrafiltration,b) reabsorption,c) secretion.


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LearningObjectives


Draw a schematic diagram on theaction of antidiuretic hormone(ADH), and discuss the following:a) the process of osmoregulation

by the kidneys,b) negative feedback control in

osmoregulation.

? describe briefly the mechanismof osmoregulation,

Gather information and discuss thefollowing:a) haemodialysis,b) kidney donation and kidney

transplant.

? predict the consequences ofimpaired kidney function,

Recall, discuss and draw a conceptmap on various mechanisms that

together keep the physical andchemical conditions inside theorganism constant in terms of:a) blood sugar level,b) body temperature,c) partial pressure of oxygen and

of carbon dioxide,d) blood pressure.

? describe the regulation of bloodsugar level,

? describe the regulation of bodytemperature,

? conceptualise homeostasis.


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LEARNING AREA: 4.0 REPRODUCTION AND GROWTH

LearningObjectives


4.1Analysinggamete

formation

Discuss the following aboutreproduction:a) the necessity to reproduce,


? explain the necessity fororganisms to reproduce,

reproduce membiak

b) the two types of reproduction, ? state types of reproduction,

c) the necessity for formation ofgametes,

? explain the necessity forformation of gametes,

Study diagrams of the stages in theformation of a sperm and an ovum.

? describe formation of sperm inhumans,

? describe formation of ovum inhumans,

Compare the formation of a sperm

with that of an ovum.

? compare the formation of sperm

with that of ovum.

4.2Analysing therole ofhormones in themenstrual cycle

Discuss the following:a) what menstruation is,b) the relation between

menstruation and menstrualcycle,

c) the importance of the menstrualcycle,

d) hormones involved in themenstrual cycle,


? state what menstruation is,

? relate menstruation to menstrualcycle,

? state the importance of themenstrual cycle,

? state the hormones involved inthe menstrual cycle,

menstrual cyclekitar haid

Study and interpret graphs onhormonal levels during themenstrual cycle.

? explain the role of hormones inregulating the menstrual cycle,

ovulation pengovuman


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LearningObjectives


Study diagrams, and discuss theeffect of hormonal levels on thefollowing:a) follicle development,b) ovulation,

c) formation of corpus luteum,d) thickness of the endometrium.

? relate hormonal levels to thedevelopment of follicles, theprocess of ovulation, and theformation of corpus luteum,

? relate hormonal levels to thechanges in thickness of theendometrium,

Discuss the following:a) premenstrual syndrome,

? state what premenstrualsyndrome (PMS) is,

premenstrual syndrome(PMS) sindrom prahaid

b) menopause. ? state what menopause is. menopause putus haid

4.3Understandingthe earlydevelopment of

a zygote inhumans

Use diagram and computersimulations to discuss the following:

a) the formation of zygote,b) the early development of a

zygote as the formation of a ballof cells which becomesimplanted in the wall of theuterus,

c) identify morula and blastocystfrom the diagrams given,

d) formation of identical twins,fraternal twins and Siamesetwins.


? describe what fertilisation is,

? describe in simple terms theearly development of a zygote,

? name the two main stages in thedevelopment of a zygote inpreparation for implantation,

? describe the formation of twins,

Only a simpleaccount is required.

fertilisationpersenyawaan

implantation penempelan

umbilical cord tali pusatidentical twins kembarseiras

Illustrate how identical and fraternaltwins are formed, and give some

differences between them.

? compare identical twins withfraternal twins,

fraternal twinskembar tak seiras

Research and report on:a) functions of the placenta in

foetal development,? state the functions of the

placenta in foetal development,


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LearningObjectives


b) the advantages of fetus havinga separate circulatory systemfrom that of the mother.

? explain the advantages of fetushaving a separate circulatorysystem from that of the mother.

4.4Appreciatingthe contributionof science andtechnology tohumanreproduction

Research and report on:a) family planning,b) sperm bank,c) artificial insemination,d) in vitrofertilisation,e) surrogate mother,


? explain the contribution ofscience and technology tohuman reproduction,

? explain some moral issuesrelated to the application ofscience and technology tohuman reproduction,

artificial inseminationpermanian beradas

in vitrofertilisation persenyawaan in vitro

surrogate motheribu tumpang

f) sexually transmitted diseases. ? what sexually transmitteddiseases are,

? give examples of sexually

transmitted diseases.

4.5Synthesisingthe concept ofsexualreproduction inflowering plants

Examine a flower to identify:a) various flower parts,b) the structures which produce

male and female reproductivecells.

Draw diagrams to show the stagesin the formation of:a) pollen grains from pollen

mother cell,b) embryo sac from embryo sac

mother cell.Describe briefly what happens ateach stage in both a) and b).


? identify male and femalestructures in a flower,

? describe the formation of pollengrains,

? describe the formation of theembryo sac in the ovule,

pollen debunga

embryo sac pundi embrio


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LearningObjectives


Conduct an activity to observe thegermination of pollen grains insugar solution.


a) the formation of two male nucleifrom the generative nucleus,

? describe the formation of pollentube,

germination percambahan

pollen tube tiub debunga

b) the formation of a zygote, ? describe the formation ofzygote,

c) the formation of triploid nucleus, ? describe the formation of triploidnucleus,

Discuss and draw a concept map ofdouble fertilisation in floweringplants.

? conceptualise doublefertilisation,

double fertilisationpersenyawaan ganda dua

Examine the structure of fruits, e.g.mango, long beans, and relatethem to the flower parts:a) seed from the ovule,b) seed coat from the integument,c) fruit from the ovary.

?

relate the structure of a fruit tothe flower parts,

seed coat kulit biji

Discuss the importance of doublefertilisation for the survival offlowering plants.

? explain the importance of doublefertilisation for the survival offlowering plants.

4.6Understanding

growth inmulticellularorganisms

Discuss the necessity for growth.

Carry out small group discussion ongrowth in terms of:a) growth being an irreversible

process,b) increase in the number of cells,c) increase in cell size,d) cell differentiation.


? explain briefly the necessity for

growth in organisms,

? explain what growth is,

growth pertumbuhan

irreversible tidak berbaliik

cell differentiation


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LearningObjectives


Study diagrams or prepared slidesto identify the growth zones at roottip and shoot tip.

pembezaan sel

4.7Understandingthe growthcurve

Generate ideas on the appropriateparameters used in themeasurement of growth.

Conduct an activity to study thegrowth of a plant, e.g. onion, maize,or balsam.

Study and interpret the data ongrowth in humans and discuss thefollowing:

a) the shape of growth curve,b) phases of growth,c) the relationship between the

phases of growth and thegrowth curve.


? identify the parameters used inthe measurement of growth,

? describe the sigmoid growthcurve of an organism,

? relate the shape of the growthcurve to the growth phases of anorganism,

The parameters thatcan be used includeheight, length,volume, dry mass,and fresh mass.

growth curvelengkung pertumbuhan

Study and interpret a growth curveof an insect and relate the shape ofthe curve to its growth.

? explain the shape of the growthcurve of an insect.

4.8Understandingprimary andsecondarygrowth in plants

Discuss the types of growth inplants.


? state the types of growth inplants,

primary growthpertumbuhan primer


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LearningObjectives


Conduct a field study to identifyplants that undergo primary andsecondary growth.

Examine prepared slides or

diagrams of a cross section of ayoung stem, matured stem, youngroot, matured root, in dicots toidentify the primary and secondarytissues.

? state what primary andsecondary growth are,

? name the tissue involved inprimary and secondary growth,

? state the location of the tissueinvolved in primary andsecondary growth,

secondary growthpertumbuhan sekunder

Research and report on thefollowing:a) relate primary growth to height,

support and transport ofsubstances,

? explain the importance ofprimary growth,

b) relate secondary growth toadditional support andtransport,

?explain the importance ofsecondary growth,

c) state the importance of vascularcambium and cork cambium tosecondary growth,

cork cambiumkambium gabus

d) compare plants that undergosecondary growth with thosethat do not,

? compare and contrast plants thatundergo secondary growth withplants that do not undergosecondary growth,

e) the economic importance ofplants that undergo secondarygrowth.

? state the economic importanceof plants that undergo secondarygrowth.


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THEME: VARIATION AND INHERITANCELEARNING AREA: 1.0 INHERITANCE

LearningObjectives


1.1Synthesising

the concept ofinheritancebased onMendelsexperiment

Discuss the following base onexamples:

a) inheritance,


? state what is meant byinheritance,

Example:character : heighttrait : tall,

short

inheritance pewarisan

b) characters and traits. ? differentiate traits fromcharacters,

character : colourtrait : white,

red,

characteristic ciri

Study diagrams showing the resultsof Mendels monohybrid crossexperiment, then discuss thefollowing:a) characters and traits in Mendel

experiments,? identify characters and traits in

Mendels experiments,

b) there is a heriditary factor thatdetermines a particularcharacter,

? state that there is a hereditaryfactor that determines aparticular character,

hereditary factorfaktor pewarisan

c) dominant traits and recessivetraits,

? identify dominant and recessivetraits,

d) genes and alleles, ? explain genes and alleles,

e) dominant alleles and recessivealleles,? explain dominant alleles and

recessive alleles,


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LearningObjectives


f) phenotype and genotype, ? state the meaning of phenotype,? state the meaning of genotype,

? relate allele combination togenotype,

? relate phenotype to genotype,

g) homozygote and heterozygote, ? state the meaning ofhomozygote and heterozygote,

h) phenotypic ratio and genotypicratio in the first and second filialgeneration,

? determine the phenotypic ratio ofthe first filial generation andsecond filial generation,

? determine the genotypic ratio ofthe first filial generation andsecond filial generation,

i) the importance of meiosis I inthe segregation of alleles,

Schematic diagramsshould show the

segregation ofalleles in meiosis.

j) meaning of monohybridinheritance.

? state the meaning of monohybridinheritance,

Conduct an activity using colouredbuttons/beans to illustrate MendelsFirst Law.

? conceptualise Mendels FirstLaw,

Discuss Mendels First Law as TheLaw of Segregation.

Study diagrams showing the resultsof Mendels dihybrid crossexperiment, then discuss thefollowing:a) meaning of dihybrid

inheritance,? state the meaning of dihybird

inheritance,


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LearningObjectives


b) the importance of meiosis interms of independentassortment of chromosomes.

Discuss Mendels Second Law as

The Law of IndependentAssortment.

? conceptualise Mendels Second

Law.

The use of Punnetts

square is required.

1.2Understandinginheritance

Discuss:a) blood groups and Rhesus factor

(Rh factor),

tudent is able to:

? state the blood groups in theABO system and Rhesus factorin humans,

b) inheritance of ABO blood groupin humans.

? explain the inheritance of ABOblood group in humans,

Examine a drawing of a micrographof human chromosomes and:

a) determine the number ofchromosomes,

b) arrange the homologous pairsbased on the location of thecentromere and size ofchromosome,

c) identify autosomes and sexchromosomes.

? differentiate autosomes from sexchromosomes,

Compare the karyotypes of anormal human being with that of a

person with Downs syndrome.

? identify the different humankaryotypes,

Draw a schematic diagram to showthe following:a) sex determination in off-springs,

? explain sex determination in off-springs,

sex determinationpenentuan seks


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LearningObjectives


b) sex-linked inheritance ofhaemophilia and colourblindness.

? explain sex-linked inheritanceusing examples.

sex-linked inheritancepewarisan terangkai seks

Gather information and discuss:

a) hereditary disease such asthalassaemia,?

describe hereditary disease, Only a brief accountis required. colour blindnessbuta warna

1.3Understandinggenes andchromosomes

Research and report on:

a) unit of inheritance,


? state the unit of inheritance,

b) the location of genes. ? state the location of genes,

Construct a model ofdeoxyribonucleic acid (DNA) and

discuss the following:a) structure of nucleotides,b) structure of polynucleotides,c) double helix structure of DNA.

? describe the structure of

deoxyribonucleic acid (DNA),

double helix

heliks ganda dua

Draw a schematic diagram andrelate how a trait is manifested fromthe basic unit of inheritance interms of:a) chromosome to DNAb) DNA to gene,c) gene to protein,

d) protein to the trait of anorganism.

? describe in simple terms themanifestation of a trait of anorganism from the basic unit ofinheritance,

An explanation ofthe mechanism ofprotein synthesis isnot required


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LearningObjectives


Research and report on thefollowing:a) DNA fingerprinting,b) human genome project,c) potential of stem cell research,

d) genetic engineering,i. gene therapy,ii. genetically modified

organisms,iii. genetically modified food,iv. medicine (production of

insulin).Discuss the implications of theabove to mankind.

? explain briefly the importance ofgenetics to mankind,

? describe the application andabuse of knowledge in genetics,

DNA fingerprintingcap jari DNA

genetic engineeringkejuruteraan genetik

Conduct a forum or debate onethical and moral issues in the

application of knowledge ingenetics.

? argue on the need for ethics andmoral in the application of

genetics.

ethics etika

Visit research centres that conductresearch in genetic engineering.


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LEARNING AREA: 2.0 VARIATION

LearningObjectives


2.1Understandingvariation in

organisms

Discuss the importance of variationin organisms.


? state the importance of variation

in organisms,

variations variasi

Conduct an activity to investigatevariation in humans and present thedata graphically.

? give examples of variation inhumans,

Discuss continuous anddiscontinuous variation based onthe graphs.

? state the types of variation, continuous variationvariasi selanjar

Compare continuous variation withdiscontinuous variation.

? compare continuous variationwith discontinuous variation.

discontinuous variationvariasi tak selanjar

2.2Understandingthe causes ofvariation

Discuss the cause of variation interms of:a) genetic factors,b) environmental factors.


? state the factors causingvariation,

Discuss the effects of genetic factoron variation.

? explain the effects of geneticfactors on variation,

Conduct an activitiy, such as role-playing or model-building, to showthe process of geneticrecombination.

Conduct an activity to study theeffects of different environmentalfactors on the variation of plants.

? explain the effects ofenvironmental factors onvariation,

? explain the effects of theinteraction between geneticfactors and environmentalfactors on variation,


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LearningObjectives


Discuss the following:a) chromosomal mutation,b) gene mutation.

Discuss examples of mutation and

mutagens.

? explain mutation,

Discuss the importance of variationin the survival of a species.

? explain the importance ofvariation in the survival of aspecies.

2.3Be respectfultowards oneanother despitevariation

Participate in games and clubactivities involving individuals fromvarious ethnic groups.

Conduct a sketch to show respect

for all Gods creation.


? accept that people are different,

? respect each other.


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ACKNOWLEDGEMENTS

Advisors Mahzan bin Bakar SMP, AMP DirectorCurriculum Development Centre

Zulkifly bin Mohd Wazir Deputy DirectorCurriculum Development Centre(July 2005 until August 2006)

Maznah Abdul Hamid Deputy DirectorCurriculum Development Centre

Editorial Advisors Cheah Eng Joo Principal Assistant Director(Head of Science and Mathematics Section)Curriculum Development Centre

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

Ho Heng Ling Assistant Director

(Head of Core Science Unit)Curriculum Development Centre

Zaidi Yazid Assistant Director(Head of Elective Sciences Unit)Curriculum Development Centre(until Dec. 2005)

Zaidah Mohd Yusoff Assistant Director(Head of Elective Sciences Unit)Curriculum Development Centre

Editors Ho Heng Ling Assistant Director

(Head of Core Sciences Unit)Curriculum Development Centre

Zainusham Yusof Assistant DirectorCurriculum Development Centre


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PANEL OF WRITERS

Cheah Eng Joo Curriculum Development Centre. Prof Madya Dr. Hamdan

Hj. Mohd Nor

Universiti Putra Malaysia

Zaidi Yazid Curriculum Development Centre. Dr. Chuah Choy Kim Universiti Sains Malaysia.

Ho Heng Ling Curriculum Development Centre. Hasimah Azit Sek. Seri Puteri, Wilayah Persekutuan.

Zainusham Yusof Curriculum Development Centre. Gan Poh Lien SMJK Heng Ee, Pulau Pinang.

Salina Hanum Osman

Mohamed

Curriculum Development Centre. Manoharan a/l

Palaniappan

SMK Seri Putra, Perak.

Aizatul Adzwa Mohd Basri Curriculum Development Centre. Mahadiah Muda SM Sains Seri Puteri, Kuala Lumpur.

Zulkifli Baharudin Curriculum Development Centre. Lim Hean Hwa SMK Bandar Tasik Selatan, Kuala

Lumpur.

Yusof Ismail Curriculum Development Centre. Chan Suan Khin (Jacinta) SM Muara Tuang, Sarawak.

Salbiah Mohd. Som Curriculum Development Centre. Wahida Abdullah SMK Tunku Abdul Rahman Putra,

Selangor.

Zainon Abdul Majid Curriculum Development Centre. Paridah Abas SMK Gombak Setia, Kuala Lumpur.

Zaidah Md. Yusof Curriculum Development Centre.

Ahmad Salihin Mat Saat Curriculum Development Centre.


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Curriculum Development Centre

Ministry of Education Malaysia2006

Hsp Biology f5

Documents

Transcript of Hsp Biology f5