Sains - Additional Science Form 4

8/14/2019 Sains - Additional Science Form 4

1/93

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

ADDITIONAL SCIENCE

Form Four

Curriculum Development CentreMinistry of Education Malaysia

2005


2/93

Copyright 2003 Curriculum Development CentreMinistry of Education MalaysiaPesiaran Duta Off Jalan Duta50604 Kuala Lumpur

First published 2003

Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or byany electronic, mechanical, or other means, now known or hereafter invented, including photocopying, andrecording is forbidden without the prior written permission from the Director of the Curriculum DevelopmentCentre, Ministry of Education Malaysia.


3/93

v

TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of EducationNational Science Education Philosophy

vivii

Preface

Introductionix1

AimsObjectivesScientific Skills

122

Thinking Skills 4

Scientific Attitudes and Noble ValueTeaching and Learning StrategiesContent Organisation

91014

Themes

Measurement and Force

Learning Area: 1. Physical Quantity 15

Learning Area: 2. Measuring Process 18

Themes

Energy in Life

Learning Area: 1. Energy 22

Learning Area: 2. Heat 24Learning Area: 3. Electricity 30

Learning Area: 4. Sources of Energy 34


4/93

vi

Themes

Matter in Nature

Learning Area: 1. Periodic Table 38

Learning Area: 2. Chemical Bonding 45

Learning Area: 3. Mole Concept 48

Themes

Maintenance and Continuity of Life

Learning Area: 1. Respiratory System 52

Learning Area: 2. Digestive System 57

Learning Area: 3. Circulatory System 60

Learning Area: 4. Excretory System 65

Learning Area: 5. Reproductive System 67

Themes

Balance and Management of The EnvironmentLearning Area: 1. Biodiversity 73

Learning Area: 2. Biotic Resources 76

Learning Area: 3. Balance in An Ecosystem 79

AcknowledgementsPanel of Writers

8384


5/93

vii

THE NATIONAL PHILOSOPHY

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

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

diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

? BELIEF IN GOD? LOYALTY TO KING AND COUNTRY

? SUPREMACY OF THE CONSTITUTION

? RULE OF LAW

? GOOD BEHAVIOUR AND MORALITY


6/93

vi

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmoniousbased on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.


7/93

vii

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,

science education in Malaysia nurturesa Science and Technology Culture by focusingon the development of individuals who are competitive,

dynamic, robust and resilient and ableto master scientific knowledge and technological competency.


8/93

ix

PREFACE

The aspiration of the nation to become an industrialised society

depends on science and technology. It is envisaged that successin providing quality science education to Malaysians from an earlyage will serve to spearhead the nation into becoming a knowledgesociety and a competitive player in the global arena. Towards thisend, the Malaysian education system is giving greater emphasisto science and mathematics education.

The Science curriculum has been designed not only to provideopportunities for students to acquire science knowledge and skills,develop thinking skills and thinking strategies, and to apply thisknowledge and skills in everyday life, but also to inculcate in themnoble values and the spirit of patriotism. It is hoped that the

educational process en route to achieving these aims wouldproduce well-balanced citizens capable of contributing to theharmony and prosperity of the nation and its people.

The Science curriculum aims at producing active learners. To thisend, students are given ample opportunities to engage in scientificinvestigations through hands-on activities and experimentations.The inquiry approach, incorporating thinking skills, thinkingstrategies and thoughtful learning, should be emphasisedthroughout the teaching-learning process. The content andcontexts suggested are chosen based on their relevance andappeal to students so that their interest in the subject is enhanced.

In a recent development, the Government has made adecision to introduce English as the medium of instruction in

the teaching and learning of science and mathematics. Thismeasure will enable students to keep abreast of developmentsin science and technology in contemporary society byenhancing their capability and know-how to tap the diversesources of information on science written in the Englishlanguage. At the same time, this move would also provideopportunities for students to use the English language andhence, increase their proficiency in the language. Thus, inimplementing the science curriculum, attention is given todeveloping students ability to use English for study andcommunication, especially in the early years of learning.

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

(Dr. SHARIFAH MAIMUNAH SYED ZIN)

DirectorCurriculum Development CentreMinistry of Education Malaysia


9/93

1

INTRODUCTION

As articulated in the National Education Policy,education in Malaysia is an on-going effort towards developingthe potential of individuals in a holistic and integrated mannerto produce individuals who are intellectually, spiritually,emotionally and physically balanced and harmonious. Theprimary and secondary school science curriculum is developedwith the aim of producing such individuals.

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

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

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

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

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

The elective science subjects prepare students who

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

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives andthe outline of the curriculum content for a period of 2 years forelective science subjects and 5 years for core sciencesubjects. The curriculum specifications provide the details ofthe curriculum which includes the aims and objectives of the

curriculum, brief descriptions on thinking skills and thinkingstrategies, scientific skills, scientific attitudes and noble values,teaching and learning strategies, and curriculum content. Thecurriculum content provides the learning objectives, suggestedlearning activities, the intended learning outcomes, andvocabulary.

AIMS

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


10/93

2

Students who have followed the secondary science curriculumwill have the foundation in science to enable them to pursueformal and informal further education in science andtechnology.

The curriculum also aims to develop a concerned, dynamicand progressive society with a science and technology culturethat values nature and works towards the preservation andconservation of the environment.

OBJECTIVES

The science curriculum for secondary school enables students

to:

1. Acquire knowledge in science and technology in thecontext of natural phenomena and everyday lifeexperiences.

2. Understand developments in the field of science andtechnology.

3. Acquire scientific and thinking skills.

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

5. Face challenges in the scientific and technologicalworld and be willing to contribute towards thedevelopment of science and technology.

6. Evaluate science- and technology-related informationwisely and effectively.

7. Practise and internalise scientific attitudes and goodmoral values.

8. Realise the importance of inter-dependence amongliving things and the management of nature for survivalof mankind.

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

10. Realise that scientific discoveries are the result ofhuman endeavour to the best of his or her intellectualand mental capabilities to understand naturalphenomena for the betterment of mankind.

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

SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiryand problem solving processes, scientific and thinking skillsare utilised. Scientific skills are important in any scientificinvestigation such as conducting experiments and carrying outprojects.

Scientific skills encompass science process skills andmanipulative skills.


11/93

3

Science Process Skills

Science process skills enable students to formulate theirquestions and find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch,smell, taste and sight to collectinformation about an object or aphenomenon.

Classifying Using observations to group objectsor events according to similarities ordifferences.

Measuring andUsing Numbers Making quantitative observationsusing numbers and tools withstandardised units. Measuringmakes observation more accurate.

Inferring Using past experiences or previouslycollected data to draw conclusions andmake explanations of events.

Predicting Stating the outcome of a future eventbased on prior knowledge gainedthrough experiences or collected data.

Communicating Using words or graphic symbols suchas tables, graphs, figures or models todescribe an action, object or event.

Using Space-TimeRelationship

Describing changes in parameter withtime. Examples of parameters arelocation, direction, shape, size, volume,weight and mass.

Interpreting Data Giving rational explanations about anobject, event or pattern derived fromcollected data.

DefiningOperationally

Defining concepts by describing whatmust be done and what should beobserved.

Controlling Variables Identifying the fixed variable,manipulated variable, and respondingvariable in an investigation. Themanipulated variable is changed toobserve its relationship with the

responding variable. At the same time,the fixed variable is kept constant.

Hypothesising Making a general statement about therelationship between a manipulatedvariable and a responding variable inorder to explain an event orobservation. This statement can betested to determine its validity.

Experimenting Planning and conducting activities totest a certain hypothesis. These

activities include collecting, analysingand interpreting data and makingconclusions.


12/93

4

Manipulative Skills

Manipulative skills in scientific investigation are psychomotorskills that enable students to:

? use and handle science apparatus and laboratorysubstances correctly.

? handle specimens correctly and carefully.

? draw specimens, apparatus and laboratory substancesaccurately.

? clean science apparatus correctly, and

? store science apparatus and laboratory substancescorrectly and safely.

THINKING SKILLS

Thinking is a mental process that requires an individual tointegrate knowledge, skills and attitude in an effort tounderstand the environment.

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 thoughtfullearning. Teaching and learning that emphasises thinking skillsis a foundation for thoughtful learning.

Thoughtful learning is achieved if students are activelyinvolved in the teaching and learning process. Activities shouldbe organised to provide opportunities for students to apply

thinking skills in conceptualisation, problem solving anddecision-making.

Thinking skills can be categorised into critical thinking skillsand creative thinking skills. A person who thinks critically

always evaluates an idea in a systematic manner beforeaccepting it. A person who thinks creatively has a high level ofimagination, is able to generate original and innovative ideas,and modify ideas and products.

Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinkingstrategies is the ultimate aim of introducing thinking activitiesin the teaching and learning process.

Critical Thinking Skills

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

Attributing Identifying criteria such ascharacteristics, features, qualities andelements of a concept or an object.

Comparing andContrasting

Finding similarities and differencesbased on criteria such as characteristics,features, qualities and elements of aconcept or event.

Grouping andClassifying

Separating and grouping objects orphenomena into categories based oncertain criteria such as commoncharacteristics or features.


13/93

5

Sequencing Arranging objects and information inorder based on the quality or quantity ofcommon characteristics or features suchas size, time, shape or number.

Prioritising Arranging objects and information in

order based on their importance orpriority.

Analysing Examining information in detail bybreaking it down into smaller parts to findimplicit meaning and relationships.

Detecting Bias Identifying views or opinions that havethe tendency to support or opposesomething in an unfair or misleadingway.

Evaluating Making judgements on the quality orvalue of something based on valid

reasons or evidence.

MakingConclusions

Making a statement about the outcomeof an investigation that is based on ahypothesis.

Creative Thinking Skills

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

Generating Ideas Producing or giving ideas in a

discussion.Relating Making connections in a certain

situation to determine a structure orpattern of relationship.

Making Inferences Using past experiences or previouslycollected data to draw conclusionsand make explanations of events.

Predicting Stating the outcome of a future eventbased on prior knowledge gained

through experiences or collected data.MakingGeneralisations

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

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

Synthesising Combining separate elements or partsto form a general picture in variousforms such as writing, drawing or

artefact.Making Hypotheses Making a general statement on the

relationship between manipulatedvariables and responding variables inorder to explain a certain thing orhappening. This statement is thoughtto be true and can be tested todetermine its validity.

Making Analogies Understanding a certain abstract orcomplex concept by relating it to asimpler or concrete concept with

similar characteristics.Inventing Producing something new or adapting

something already in existence toovercome problems in a systematicmanner.


14/93

6

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-

related and common characteristics inorder to construct meaning, concept ormodel.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.

Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.

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

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

1. Introducing TSTS.

2. Practising TSTS with teachers guidance.

3. Practising TSTS without teachers guidance.

4. Applying TSTS in new situations with teachers guidance.

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

Further information about phases of implementing TSTS canbe found in the guidebook Buku Panduan PenerapanKemahiran Berfikir dan Strategi Berfikir dalam Pengajaran danPembelajaran Sains(Curriculum Development Centre, 1999).


15/93

7

Figure 1 : TSTS Model in Science Relationship between Thinking Skillsand Science Process Skills

Science process skills are skills that are required in the

process of finding solutions to a problem or making decisionsin a systematicmanner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of scienceprocess skills and the possession of suitable attitudes andknowledge enable students to think effectively.

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

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrastingGrouping and classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

ThinkingStrategies

? Conceptualising

? Making decisions

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

?Making

generalisations?Visualising

?Making analogies

? Inventing

Reasoning


16/93

8

Science Process Skills Thinking Skills

Predicting RelatingVisualising

Using Space-TimeRelationship SequencingPrioritising

Interpreting data Comparing and contrastingAnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualising

AnalysingControlling variables Attributing

Comparing and contrastingRelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesisPredicting

SynthesisingExperimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based onThinking Skills and Scientific Skills

This science curriculum emphasises thoughtful learning based

on thinking skills and scientific skills. Mastery of thinking skillsand scientific skills are integrated with the acquisition ofknowledge in the intended learning outcomes. Thus, inteaching and learning, teachers need to emphasise themastery of skills together with the acquisition of knowledgeand the inculcation of noble values and scientific attitudes.

The following is an example and explanation of a learningoutcome based on thinking skills and scientific skills.

Example:

Learning Outcome:

Thinking Skills:

Compare and contrast metallicelements and non-metallic elements.

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge of thecharacteristics and uses of metals and non-metals in everydaylife are learned through comparing and contrasting. The masteryof the skill of comparing and contrasting is as important as theknowledge about the elements of metal and the elements of

non-metal.


17/93

9

SCIENTIFIC ATTITUDES AND NOBLEVALUES

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

? Having an interest and curiosity towards the environment.

? Being honest and accurate in recording and validatingdata.

? Being diligent and persevering.

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

? Realising that science is a means to understand nature.

? Appreciating and practising clean and healthy living.

? Appreciating the balance of nature.

? Being respectful and well-mannered.

? Appreciating the contribution of science and technology.

? Being thankful to God.

? Having critical and analytical thinking.

? Being flexible and open-minded.

? Being kind-hearted and caring.

? Being objective.

? Being systematic.

? Being cooperative.

? Being fair and just.

? Daring to try.

? Thinking rationally.

? Being confident and independent.

The inculcation of scientific attitudes and noble valuesgenerally occurs 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

noble values.

When planning teaching and learning activities,teachers need to give due consideration to the above stagesto ensure the continuous and effective inculcation of scientificattitudes and values. For example, during science practicalwork, the teacher should remind pupils and ensure that theycarry out experiments in a careful, cooperative and honestmanner.

Proper planning is required for effective inculcation ofscientific attitudes and noble values during science lessons.Before the first lesson related to a learning objective, teachersshould examine all related learning outcomes and suggestedteaching-learning activities that provide opportunities for theinculcation of scientific attitudes and noble values.


18/93

10

The following is an example of a learning outcomepertaining to the inculcation of scientific attitudes and values.

Example:

Form:

Learning Area:

Learning Objective:

Learning Outcome:

Suggested LearningActivities

Scientific attitudes andnoble values

Four

1. Respiratory System

1.5 Appreciating the presence ofhealthy respiratory organs.

Practise a healthy lifestyle.Preserve healthy air and conserve

the environment.

Discuss a healthy lifestyle such asabstaining from smoking and regularexercise.

Do a powerpoint presentation onpreservation of the air and theconservation of environment.

Love and respect for theenvironment.

Being responsible for the safety ofoneself, others and theenvironment.

Appreciating the balance of nature.

Being systematic.

Being cooperative.

Inculcating Patriotism

The science curriculum provides an opportunity for thedevelopment and strengthening of patriotism among students.For example, in learning about the earths resources, therichness and variety of living things and the development ofscience and technology in the country, students will appreciatethe diversity of natural and human resources of the countryand deepen their love for the country.

TEACHING AND LEARNINGSTRATEGIES

Teaching and learning strategies in the science curriculumemphasise thoughtful learning. Thoughtful learning is aprocess that helps students acquire knowledge and master

skills that will help them develop their minds to the optimumlevel. Thoughtful learning can occur through various learningapproaches such as inquiry, constructivism, contextuallearning, and mastery learning. Learning activities shouldtherefore be geared towards activating students critical and


19/93

11

creative thinking skills and not be confined to routine or rotelearning. Students should be made aware of the thinking skillsand thinking strategies that they use in their learning. Theyshould be challenged with higher order questions andproblems and be required to solve problems utilising their

creativity and critical thinking. The teaching and learningprocess should enable students to acquire knowledge, masterskills and develop scientific attitudes and noble values in anintegrated manner.

Teaching and Learning Approaches in Science

Inquiry-Discovery

Inquiry-discovery emphasises learning through experiences.Inquiry generally means to find information, to question and toinvestigate a phenomenon that occurs in the environment.

Discovery is the main characteristic of inquiry. Learningthrough discovery occurs when the main concepts andprinciples of science are investigated and discovered bystudents themselves. Through activities such as experiments,students investigate a phenomenon and draw conclusions bythemselves. Teachers then lead students to understand thescience concepts through the results of the inquiry. Thinkingskills and scientific skills are thus developed further during theinquiry process. However, the inquiry approach may not besuitable for all teaching and learning situations. Sometimes, itmay be more appropriate for teachers to present concepts andprinciples directly to students.

Constructivism

Constructivism suggests that students learn about somethingwhen they construct their own understanding. The importantattributes of constructivism are as follows:

? Taking into account students prior knowledge.

? Learning occurring as a result of students own effort.

? Learning occurring when students restructure their existingideas 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 learningwith their daily experiences. Meaningful learning occurs inlearning approaches such as contextual learning and Science,Technology and Society (STS).

Learning themes and learning objectives that carry elementsof STS are incorporated into the curriculum. STS approachsuggests that science learning takes place throughinvestigation and discussion based on science and technologyissues in society. In the STS approach, knowledge in scienceand technology is to be learned with the application of the

principles of science and technology and their impact onsociety.


20/93

12

Contextual Learning

Contextual learning is an approach that associates learningwith daily experiences of students. In this way, students areable to appreciate the relevance of science learning to their

lives. In contextual learning, students learn throughinvestigations as in the inquiry-discovery approach.

Mastery Learning

Mastery learning is an approach that ensures all students areable to acquire and master the intended learning objectives.This approach is based on the principle that students are ableto learn if they are given adequate opportunities. Studentsshould be allowed to learn at their own pace, with theincorporation of remedial and enrichment activities as part of

the teaching-learning process.

Teaching and Learning Methods

Teaching and learning approaches can be implementedthrough various methods such as experiments, discussions,simulations, projects, and visits. In this curriculum, theteaching-learning methods suggested are stated under thecolumn Suggested Learning Activities. However, teacherscan modify the suggested activities when the need arises.

The use of a variety of teaching and learning methods canenhance students interest in science. Science lessons thatare not interesting will not motivate students to learn andsubsequently will affect their performance. The choice ofteaching methods should be based on the curriculum content,

students abilities, students repertoire of intelligences, and theavailability of resources and infrastructure. Besides playingthe role of knowledge presenters and experts, teachers needto act as facilitators in the process of teaching and learning.Teachers need to be aware of the multiple intelligences that

exist among students. Different teaching and learning activitiesshould be planned to cater for students with different learningstyles and intelligences.

The following are brief descriptions of some teaching andlearning methods.

Experiment

An experiment is a method commonly used in sciencelessons. In experiments, students test hypotheses throughinvestigations to discover specific science concepts and

principles. Conducting an experiment involves thinking skills,scientific skills, and manipulative skills.

Usually, an experiment involves the following steps:

? Identifying a problem.

? Making a hypothesis.

? Planning the experiment

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

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

? Collecting data.

? Analysing data.


21/93

13

? Interpreting data.

? Making conclusions.

? Writing a report.

In the implementation of this curriculum, besides guidingstudents to do an experiment, where appropriate, teachersshould provide students with the opportunities to design theirown experiments. This involves students drawing up plans asto how to conduct experiments, how to measure and analysedata, and how to present the outcomes of their experiment.

Discussion

A discussion is an activity in which students exchangequestions and opinions based on valid reasons. Discussions

can be conducted before, during or after an activity. Teachersshould play the role of a facilitator and lead a discussion byasking questions that stimulate thinking and getting students toexpress themselves.

Simulation

In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games andthe use of models. In role-play, students play out a particular

role based on certain pre-determined conditions. Gamesrequire procedures that need to be followed. Students playgames in order to learn a particular principle or to understandthe process of decision-making. Models are used to representobjects or actual situations so that students can visualise the

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

Project

A project is a learning activity that is generally undertaken byan individual or a group of students to achieve a certainlearning objective. A project generally requires several lessonsto complete. The outcome of the project either in the form of areport, an artefact or in other forms needs to be presented tothe teacher and other students. Project work promotes thedevelopment of problem-solving skills, time managementskills, and independent learning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out inthe school compound. Learning of science can be enhancedthrough the use of external resources such as zoos,museums, science centres, research institutes, mangroveswamps, and factories. Visits to these places make thelearning of science more interesting, meaningful and effective.To optimise learning opportunities, visits need to be carefullyplanned. Students may be involved in the planning processand specific educational tasks should be assigned during the

visit. No educational visit is complete without a post-visitdiscussion.


22/93


23/93

15

THEME : MEASUREMENTS AND FORCELEARNING AREA : 1. PHYSICAL QUANTITY

Learning ObjectivesSuggested Learning

ActivitiesLearning

OutcomesNotes Vocabulary

1.1Understanding basequantities andderivedquantities

Discuss base quantities andderived quantities.

Based on a text passage,identify base quantities, theirsymbols and SI units.

.

A student is able to:

? explain what base quantity is.

? state the symbols of basequantities.

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

quantities.

? list base quantities and their SI

units.? list some derived quantities andtheir SI units.

Base quantities are:

length (l)mass (m)time (t)temperature (K)current (I)

Suggestedderived quantitiesare:force (F)density (?)volume (V)velocity (v)

Pupils should bereminded thatthere are otherderivedquantitites.

base quantity kuantiti asasderived quantity-kuantiti terbitanlength panjangmass jisimtemperature suhucurrent arusforce dayadensity ketumpatan

volume isipaduvelocity halaju


24/93

16


ActivitiesLearning


Discuss the values of prefixesand their symbols.

Solve problems that involvethe conversion of units and theuse of standard forms andprefixes.

? express quantities using prefixes.

? solve problems involving

conversion of prefixes.? express quantities using scientific

notation.

? solve problems involvingconversion of units.

Suggestedprefixes are :

tera (T) 1012

giga (G) 109mega(M) 106kilo (k) 103

centi (c) 10 -2

milli (m) 10-3

micro ( ) 10-6

nano (n) 10-9

pico (p) 10-12

prefix imbuhanderive terbit

standard form bentuk piawai

1.2

Understanding scalarand vectorquantities

Discuss the definition of scalar

and vector quantities.

Carry out activities to show thedifference between scalar andvector quantities.

Discuss and solve problems

involving scalar and vectorquantities.


? define scalar quantity.? define vector quantity.

? give examples of scalar quantity.

? give examples of vector quantity.

? compare scalar and vectorquantities.

? solve problems involving scalarand vector quantities.

Scalar quantities

are:lengthmasstimecurrenttemperature

Vector quantitiesare:forceweightvelocity

acceleration


25/93

17


ActivitiesLearning


1.3Realising the

importance of usinga standard unit ofmeasurement forglobalcommunication

Discuss the importance of theuse of standard measuring

units in business, tourism,construction and others.

Discuss the importance of theuse of SI units in science andtechnology.


? explain the importance of the units

of physical measurement in dailylife.

? explain the importance of SI unitsin science and technology.

length panjangmass jisim

time masacurrent arustemperature suhuforce dayaweight berat


26/93

18

THEME : MEASUREMENTS AND FORCELEARNING AREA : 2. MEASURING PROCESS


ActivitiesLearning


2.1Understandingmeasurements

Choose the appropriateinstrument for measurements.

Discuss the technique used in:-a) vernier calipers and

micrometer screw gaugeto measure length.

b) stop watch to measuretime.

c) measuring cylinder,pipette and burette tomeasure volume.

d) thermometer to measuretemperature.

Use appropriate techniques toreduce errors in measuringsuch as repeatingmeasurements to find theaverage and compensating for

zero errors.


? measure physical quantities usingappropriate instruments.

? use appropriate techniques toreduce errors.

Need to addressparallax and zeroerror duringmeasurements.

Make thenecessarycorrections to the

readings of thevernier calipersand themicrometer screwgauge to addressparallax and zeroerror.

parallax paralakszero error ralat sifarvernier calipers-angkup verniermicrometer screwgauge tolok skrewmikrometer.


27/93

19


ActivitiesLearning


Carry out activities tomeasure:

a) lengthb) timec) volumed) temperature

Discuss consistency, accuracyand sensitivity based onexamples.

Carry out activities to comparethe results of measurementsin terms of consistency,

accuracy and sensitivity ofmeasuring instruments suchas a vernier calipers,micrometer screw gauge, stopwatch, graduated cylinder,pipette and burette.

? definea) consistencyb) accuracyc) sensitivity of a measuring

instrument.

? compare and contrastconsistency, accuracy andsensitivity of a measuringinstrument.

? identify a suitable measuringinstrument to obtain an accuratemeasurement.

A dart game canbe used as ananology todemonstrate theconcept ofaccuracy andconsistency.

consistency-kepersisan

accuracy-kejituansensitivity- kepekaan


28/93

20


ActivitiesLearning


2.2Understanding

graphs

Examin the results of the

experiment and carry out thefollowing activities:

a) determine thevariables on the x andy axis and thecorresponding scales.

b) draw the best line forgraph.

c) interpret the plottedgraph.

d) draw conclusion on therelationship between

thetwo variables of the

graph.


? determine the variables for the xand y axes.

? determine the manipulated andresponding variables from a tableto plot a graph

? determine suitable scales on theaxes of the graph.

? draw the best line for a graph.

? interpret a graph.

?

make conclusions from a graph.

The best graph isthe line that isclosest to all thepoints.

The curve graphdrawn must besmooth or usingsuitable computersoftware

variable

pemboleh ubahmanipulated manipulasisoftware-perisian


29/93

21


ActivitiesLearning


2.3Appreciating the

invention ofmeasuringinstruments used indaily life

Carry out a simulation to showwhat is it like without

measuring instruments.


? practise accuracy, consistencyand sensitivity in measurements

? justify the importance of havingstandardised measuringinstruments in daily life.


30/93

22

THEME : ENERGY IN LIFELEARNING AREA : 1. ENERGY


ActivitiesLearning


1.1Understandingenergy

Discuss what energy is.

Discuss kinetic energy andpotential energy.

Solve problems involving kineticenergy and potential energyusing the formulae:

a) kinetic energy (KE)= mv2

b) potential energy (PE)= mgh

where,m= massv= velocityg= acceleration due to gravityh= height

A student is able to :

? explain what energy is.

? Explain what kinetic energyis.

? explain what potentialenergy is.

? solve problems that involvekinetic energy.

? solve problems that involvepotential energy.

kinetic energy tenaga kineticpotential energy tenaga keupayaandefine takrifvariable pembolehubah


31/93

23


ActivitiesLearning


1.2Analysing changes

inenergy forms

Discuss the changes of energyforms in:

a) oscillation of a pendulum.b) hydroelectric generator.

Carry out an activity toinvestigate the principle ofconservation of energy in asimple pendulum.

Solve problems involving theprinciple of conservation of

energy.


? explain with examples thechange in energy forms.

? state the principle ofconservation of energy.

? explain with examples theprinciple of conservation ofenergy.

? apply the principle ofconservation of energy tosolve problems.

The usage of acomputer simulation

is encouraged.

oscillation ayunanpendulum bandul

conservation keabadianhydroelectricgenerator janakuasahidroelektrik

1.3Realising that energycannot be creatednordestroyed but can bechanged from oneform to another

Conduct a forum to discuss theimportance of conservation ofenergy.


? justify the importance ofconservation of energy.

justify - mewajarkan


32/93


33/93


34/93


35/93

27


ActivitiesLearning


Carry out activity to determinethe specific heat capacity of a

substance :a) solid (example

aluminium)b) liquid (example water).

Gather information frommagazine, newspapaers andInternet and discuss theapplication of specific heatcapacity in daily life.

? determine the specific heatcapacity of solids.

? determine the specific heatcapacity of liquid (water).

? explain with examples theapplication of specific heatcapacity in daily life.

generate - menjana


36/93

28


ActivitiesLearning


2.3Understanding latent

heat

Discuss:

a) latent heatb) specific latent heat.

View computer simulations orvideos to understand theprocess of melting,solidification, boiling and

condensation as a processwhere energy is transferedwithout a change intemperature.

Carry out an activity toinvestigate the change in stateof matter during heating of asubstance and plot atemperature-time graph.Interpret the graph in terms ofkinetic theory of matter.


? explain what latent heat (L) is.

? explain what specific latent heat

(l ) is.

? relate specific latent heat tothermal energy and mass

l = Q

m

? explain the process ofa) melting/solidification or

b) boiling/condensationin terms of kinetic theory ofmatter.

Notes :

The formulaQ = ml is

introduced.

latent heat haba

pendammelting peleburansolidification pemejalanboiling pendidihancondensation kondensasikinetic theory teorikinetic


37/93

29


ActivitiesLearning


Plan and carry out an activity todetermine the specific latent

heat of :a) fusionb) vaporisation

Solve problems involvingspecific latent heat.

? state what specific latent heat of

fusion is.? state what specific latent heat of

vapourisation is.

? determine the specific latentheat of fusion.

? determine the specific latentheat of vaporisation.

? solve numerical problemsinvolving specific latent heat.

specific latent heat haba pendam tentu

vapourisation pengewapanfusion - lakuran

2.4Be aware thatthe existenceof substanceswith differentthermalpropertiescan be beneficial to

man

Discuss the variety ofsubstances with differentthermal properties and theirbenefits to man.


? explain the use of substanceswith different thermal propertiesin daily life.


38/93

30

THEME : ENERGY IN LIFELEARNING AREA : 3. ELECTRICITY


ActivitiesLearning


3.1Analysing therelaltionship betweenthe flow of electriccharge with electricalenergy

Discuss the concept of electriccurrent as the rate of flow ofcharges.

Discuss the relationshipbetween electirc current andcharge to obtain the formula Q= It.

Discuss the relationship betweenelectric current and electrical

energy to obtain the formulaE = QV.

Solve numerical problemsinvolving charge (Q), electriccurrent (I), time (t), voltage (V)and electrical energy (E).


? explain the concept of electriccurrent.

? relate electric current with theflow of electric charge.

? relate electrical energy with theflow of electric charge.

? Solve problems involvingelectric current and eletricalenergy.

Notes :Q = It andE=QV areintroduced.

Charge casvoltage voltan


39/93

31


ActivitiesLearning


3.2Understanding

electromotive force(e.m.f) and internalresistance

Discuss the following:a) the concept of

electromotive force(e.m.f)b) the concept internal

resistance.c) the relationship

betweenelectromotive force

(e.m.f)and energy stored in abattery.

Draw a graph of potentialdifference against electriccurrent to find the relationshipbetween electromotive force (E), potential difference(V),electric current(I) and internalresistance(r).


? explain the concept ofelectromotive force.

? relate electromotive force withenergy stored in a battery.

? explain the meaning of internalresistance.

? relate electromotive force,potential difference, current andinternal resistance. The formula

E = V + Iris introduced.

internal resistance -rintangan dalam

electromotive force daya gerak elektrik


40/93

32


ActivitiesLearning


3.3Analysing

alternating current(a.c.)

Discuss the meaning of

alternating current (a.c.)

Observe and investigate thedisplay of an oscilloscopeproduced by an alternatingcurrent generator.

Discuss peak voltage(Vo), peakcurrent(I 0), period and thefrequency(f) of an alternatingcurrent.

Discuss the concept of rootmean square voltage Vrms .Discuss the relationshipbetweenVrms and Pmean.

Solve problems using theformulae:P = IV = V2/RPmean = Vrms

2 / R and

E = Pmean. t


? explain what alternating currentis.

? determine peak voltage, peakcurrent, period and thefrequency of an alternatingcurrent.

? explain peak voltage, peakcurrent, period and thefrequency of an alternatingcurrent.

? relate the concept of root meansquare voltage Vrmswith the mean power, Pmean

? solve problem on energyproduced by alternating current.

The formula

Vrms =2

0V

is introduced.

alternating current

arus ulangalikpeak voltage voltanpuncakpeak current aruspuncakperiod tempohgenerator penjanaroot mean square punca min kuasa duapower - kuasa


41/93

33


ActivitiesLearning


3.4Realising the

importance of strikinga balance betweeneconomic benefit andsocial responsibilityin the generation ofelectricalenergy

Gather information from video,

Internet and magazines on theeconomic benefits andnegative impacts of generatingelectricity. Present theinformation gathered.

Debate on the importance ofstriking a balance between theeconomic benefit and socialresponsibility in the generationof electrical energy.


? identify the economic benefits ofgeneration of electrical energy.

? identify the negative impact ofgeneration of electric energy tosociety and environment.

? justify the need to strike abalance between economicbenefits and socialresponsibility.


42/93

34

THEME : ENERGY IN LIFELEARNING AREA : 4. SOURCES OF ENERGY

LearningObjectives


LearningOutcomes

Notes Vocabulary

4.1Understanding theproduction ofnuclear energy

View a video or computersimulation and discuss thefollowing:

a) nuclear fission andgeneration of energy

b) nuclear fusion andgeneration of energy.

c) chain reaction

Hold a discussion to compare and

contrast nuclear fission andnuclear fusion.

Discuss :a) the structure and working

principle of a nuclearreactor.

b) the production of energy ina nuclear reactor.

c) the safety features of anuclear reactor.

d) the safe ways to disposenuclear wastes.


? explain the concept of nuclearfission.

? explain what chain reaction is.

? explain the concept of nuclearfusion.

? compare and contrast nuclearfission and nuclear fusion.

? describe the structure of anuclear reactor.

? explain the working principle ofa nuclear reactor.

? state the safety features of anuclear reactor.

? list safe ways of disposingnuclear wastes.

nuclear fission pembelahan nukleusnuclear fusion pelakuran nukleuschain reaction tindakbalas berantai


43/93


44/93

36

LearningObjectives


LearningOutcomes

Notes Vocabulary

4.3Analysing the

sources ofrenewable energy

Discuss sources of renewable

energy.

Gather and interpret data on thevarious ways of harnessingrenewable energy from thefollowing sources:biomass, wind, waves andgeothermal activities.

Discuss the advantage ofrenewable energy from the

following aspects :a) economicb) socialc) environmental.


? list the sources of renewableenergy.

? explain how renewable energyis harnessed.

? explain the importance ofexploration of renewable energysources.

renewable energy

tenaga yang bolehdiperbaharuibiomass biojisimwaves ombakgeothermal geotermaadvantage kelebihandisadvantage kelemahansocial impact kesansosialcost efficiency keberkesanan kos


45/93

37

LearningObjectives


LearningOutcomes

Notes Vocabulary

Collect and interpret data on thevarious ways to increase the

efficiency of energy use.

Carry out a project to build afunctional devise for harnessingrenewal energy.

? state the various ways toincrease the efficiency of

energy use.

? design a simple device forharnessing renewable energy.

4.4Be grateful for theavailability of thevarious sources of

renewable energy

Prepare a folio on the efforts toexplore renewable sources ofenergy.

Carry out a campaign on theefficient use of energy sources.

Practise efficient use of energy athomes or in schools.


? carry out an energy audit.

? practise efficient use of energy..

grateful bersyukur


46/93


47/93

39

LearningObjectives


LearningOutcomes

Notes Vocabulary

Carry out activities to determinethe positions of unknown

elements in the Periodic Tablebased on:a) proton numberb) electron configuration.

? determine the positions ofunknown elements in the

Periodic Table based on theirproton numbers.

1.2Understanding theelements ofGroup 1

Gather and interpret data toinvestigate the physicalproperties of the elementslithium, sodium and potassium interms of:a) hardness

b) densityc) melting point.

Carry out activities to investigatethe reactions of lithium, sodiumand potassium with water.

Discuss the physical andchemical properties of otherelements in Group 1.


? list all the elements of Group 1.

? list the physical properties oflithium, sodium and potassium.

? list the chemical properties of

lithium, sodium and potassium

? explain the changes in physicalproperties from lithium topotassium.

? generalise the changes inreactivity of the elements ofGroup 1.

? predict the physical properties ofother elements in Group 1.

?predict the chemical propertiesof other elements in Group 1.

Activity usinglithium, sodiumand potassiummust beperformed ordemonstrated bythe teacher.

hardness - kekerasandensity ketumpatanmelting point takat leburfume chamber kebuk wasap

physical properties sifat fizikalchemical properties sifat kimia


48/93

40

LearningObjectives


LearningOutcomes

Notes Vocabulary

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

a) electron configurationb) physical propertiesc) chemical properties

? state the position of hydrogen inthe Periodic Table.

1.3Understanding theelements ofGroup 17

Gather information to investigatethe physical properties ofchlorine, bromine and iodine interms of:a) physical stateb) colourc) density

d) boiling point.

Discuss the chemical propertiesof chlorine, bromine and iodine.

Carry out activity to investigatethe reactions of chlorine andiodine with :

a) waterb) metals

c) sodium hydroxide.


? list all the elements of Group 17.

? list the physical properties ofchlorine, bromine and iodine.

? explain the changes in physicalproperties of chlorine, bromine

and iodine.

? list the chemical properties ofchlorine, bromine and iodine.

? generalise changes in reactivityof the elements in Group 17.

Warning :The activity mustbe carried outtaking intoconsideration thesafetyprocedures.

physical statekeadaan jirimcolour warnadensity ketumpatanboiling point takat didihsafety procedure

langkah keselamatan


49/93


50/93


51/93


52/93


53/93

45

THEME : MATTER IN NATURELEARNING AREA : 2. CHEMICAL BONDING

LearningObjectives


LearningOutcomes

Notes Vocabulary

2.1Understanding thestability of anelement interms of itselectronconfiguration

Write and draw the duplet andoctet electron configurations forthe noble gases such as helium,neon and argon.

Discuss the stability of an elementbased on its duplet and octetelectron configuration.

Discuss the relationship between

the electron configuration and thestability of an inert gas.

Make a comparison on how otherelements achieve stability by :a) sharing electronsb) donating and receivingelectrons.


? explain what the duplet electronconfiguration for an inert gas is.

? explain what the octet electronconfiguration for an inert gas is.

? explain the meaning of a stableelement.

? relate the stability of an inert gas

to its electron configuration.

? explain using examples how otherelements achieve stability.

Noble gasesare also knownas inert gases.

stability - kestabilandonating - pendermaanreceiving - penerimaannoble gas/ inert gas -gas adi / lengai


54/93

46

LearningObjectives


LearningOutcomes

Notes Vocabulary

2.2Understanding theformation ofan ionic bond

Draw and discuss the formation ofions by:

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

Discuss the electrostatic force ofattraction between the ions in anionic bond.

Discuss the formation of ioniccompounds with valency +1 and+2 in a dot and cross diagram.

Carry out experiments toinvestigate the properties of ioniccompounds in terms of :

a) electrical conductivityb) melting pointc) solubility in water.


?

explain the formation of a positiveion.

? explain the formation of anegative ion.

? draw the electron configuration fora positive ion.

? draw the electron configuration fora negative ion.

? explain the formation of an ionicbond.

? generalise the characteristics ofan ionic compound.

Elements thatforms positive

ions are metalsand those thatform negativeions are nonmetals.

formation pembentukanelectrostatic force daya elekrostatikelectrical conductivity kekonduksian elektrikionic bond ikatan ioniksolubility in water keterlarutan dalam airdot and cross diagramrajah titik silang


55/93


56/93

48

THEME : MATTER IN NATURELEARNING AREA : 3. MOLE CONCEPT

LearningObjectives


LearningOutcomes

Notes Vocabulary

3.1Understandingrelative atomicmass and relativemolecular mass

Discuss the :a) concept of relative atomic mass.b) concept of relative molecular

mass.

Collect and interpret data on thedetermination of relativeatomic mass and relativemolecular mass.

Discuss relative molecular mass asa sum of the relativeatomic mass of each atom in amolecule or compound.

Calculate relative molecular mass ofa simple molecule and a simplecompound from the chemicalformula of a molecule or compound.


? explain the concept of relativeatomic mass.

? explain the concept of relativemolecular mass.

? relate relative molecular mass torelative atomic mass for amolecule.

? relate relative molecular mass torelative atomic mass for a

compound.

? calculate the relative molecularmass of a simple molecule.

? calculate the relative molecularmass of a simple compound.

Chemical formulaof a molecule or

compound isgiven.

relative atomic mass jisim atomrelatifrelative molecularmass jisim molekul relatif


57/93


58/93


59/93

51

LearningObjectives


LearningOutcomes

Notes Vocabulary

3.4Appreciating theintroduction ofmole concept tounderstand andsolve problemsinvoving chemicalreactions

Collect and interpret data on thecontributions of scientist in the studyof mole concept.

Discuss the use of the mole conceptto measure the total number ofparticles.


? compare the balance of naturewith the balance of chemicalreactions.

? accept the mole as a unit formeasuring the total number ofparticles.

contribution sumbanganbalance of nature keseimbangan alam


60/93


61/93

53

LearningObjectives


LearningOutcomes

Notes Vocabulary

1.2Understanding theproduction ofenergy duringrespiration

State the main sources of energyfor the human life processes.

Discuss the production of energyby oxidation of glucose duringrespiration.

Discuss the role of ATP.

Write an equation on:a) the formation of ATP

moleculesADP + P + energy? ATPb) the breakdown of ATP

moleculesATP ? ADP + P + energy

Discuss aerobic and anaerobicrespiration and their roles in lifeprocesses.


? state the main sources of energyfor the human life processes.

? explain the production of energyfrom glucose.

? explain the function of adenosinetriphosphate (ATP).

? compare and contrast aerobicand anaerobic respiration.

? explain using examples situations

which involve aerobic andanaerobic respiration.

The wordequation foraerobicrespiration isintroduced.

oxidation-pengoksidaanaerobic-keadaanberoksigenanaerobic-keadaantanpa oksigenADP- adenosinadifosfatATP- AdenosinaTrifosfatP- fosfat


62/93


63/93

55

LearningObjectives


LearningOutcomes

Notes Vocabulary

1.4Analysingrespiratorydiseases andallergies

View video,charts or computersimulation on diseases such aslung cancer, pneumonia, asthmaand bronchitis and discuss thefollowing:

a) symptoms of diseases andallergies,

b) factors that contribute to thedevelopment of thesediseases and allegies,

c) methods of preventingthese diseases andallergies.

.


? list diseases and allergiesassociated with respiratoryorgans.

? state the symptoms of eachdisease and allergy.

? identify the factors which causethe diseases and allergies.

? relate the factors causing thediseases and allergies to thesesymptoms.

? explain the measures to prevent

diseases and allergies associatedwith respiratory organs.

allergies-alahanpneumonia-radangparu-paru yangkronikdisebabkan jangkitanbakteria.asthma asma/lelahbronchitis bronchitis/radangpada tiub bronkuscontribute-menyebabkan.


64/93

56

LearningObjectives


LearningOutcomes

Notes Vocabulary

1.5Appreciating thepresence ofhealthyrespiratory organ

Discuss a healthy lifestyle such asabstaining from smoking andhaving regular exercise.

Carry out powerpoint presentationon preservation of the air and theconservation of environment.


? practise a healthy lifestyle.

? preserve healthy air andconserve the environment.

environment persekitaranpreserve memeliharaconserve -memulihara


65/93

57

THEME : MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA : 2. DIGESTIVE SYSTEM

LearningObjectives

Suggested Learning ActivitiesLearning


2.1Analysing thedigestivesystem

Make observations on the structureof the human digestive systemwhich consists of the mouth,oesophagus, stomach, duodenum,ileum,colon, rectum, anus, liver, gallbladder, salivary glands andpancreas

Collect and interpret data on theaction of digestive enzymes which

are found in the mouth, stomach,duodenum and ileum.


? identify the organs of the humandigestive system.

digestive system-sistem pencernaanliver-hatigall bladder-pundihempedusalivary glands -kelenjar liurstomach-perutobservation-pemerhatian


66/93

58

LearningObjectives

Suggested Learning ActivitiesLearning


Carry out experiments toinvestigate the effects oftemperature and pH on the rate ofaction of:? amylase? pepsin.

? explain the actions of thedigestive enzymes.

? control the variables toinvestigate the effects oftemperature and pH on the rateof enzyme action.

variable - pemboleh

2.2Analysingdiseasesrelated to thedigestive

system

Collect and interpret data on thesymptoms and factors causing thediseases such as :a) gastritisb) appendicitis

c) constipationd) diarrhea.

Discuss the causes and thesymptoms of the diseases.


? list the diseases related to thedigestive system.

? state the causes of the diseases.

? state the symptoms of thediseases.

? explain the measures to preventthe diseases related to thedigestive organs.

constipation sembelitgastritis -radang padamembran mukus yangmelapik perut.appendicitis -penyakit

pada appendikdiarrhoea-cirit biritdigestive organ-organpencernaanrelationship-hubungan.

Discuss the methods of preventingdiseases related to the digestiveorgans.


67/93


68/93


69/93

61

LearningObjectives


LearningOutcomes

Notes Vocabulary

b) the importance ofcompatibility of blood

groups during a bloodtransfusion.

Collect and interpret data aboutthe

a) Rh factorb) effect of different Rh factorsc) blood clotting process


? determine the compatibility of

blood groups during bloodtransfusion.

? explain the Rh factor.

? explain the effect of Rh factorstowards the foetus duringpregnancy.

? elaborate the blood clottingprocess.

Rh factor (protein of

the red blood cells incertain people)faktor Rhesus(Antigen yang terdapatdalam sel darah merahdalam badan manusiatertentu).


70/93


71/93

63

LearningObjectives


LearningOutcomes

Notes Vocabulary

3.3 Understandingthe lymphatic

system

Collect and interpret data on theflow of lymph and its return to the

circulatory system through theopening in the right and leftsubclavian vein.

Collect and interpret data on thefunctions of the lymphatic systemin the defense of the body.

Discuss the role of the lymphaticsystem in preventing the attack ofpathogens such as bacteria andvirus.


?draw and label the lymphaticsystem.

? explain the lymphatic system.

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

lymphatic system.

lymph- limfasubclavian vein

vena subklavikal


72/93


73/93

65

THEME : MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA : 4. EXCRETORY SYSTEM

LearningObjectives


LearningOutcomes

Notes Vocabulary

4.1Analysing theroles of kidney andskin in excretion

Make observations on theexcretory system by using modelsor diagrams and discuss:

a) explain the meaning ofexcretion and the organsinvolved in excretion.

b) the similarities anddifference betweenexcretion and defecation.

Draw and label the excretorysystem that is :a) urinary systemb) nephronc) structure of the skin (sweat

formation)

Collect and interpret data todiscuss the formation of urine andsweat.


? explain the meaning ofexcretion.

? compare and contrast theprocess of excretion anddefecation.

? explain the process ofurine formation,

? explain the process of

sweating.

excretory system sistem perkumuhankidney ginjal / buahpinggangdefecation -penyahtinjaanurine formation -pembentukan air kencingsweating berpeluh.


74/93

66

LearningObjectives


LearningOutcomes

Notes Vocabulary

4.2Understandingdiseases related to

the excretorysystem

Collect and interpret data ondiseases related to the excretorysystem such as kidney failure,

formation of gall stones and thesymptoms related to them.

Collect and interpret data on thefactors causing diseases related tothe excretory system.

Listen to talk by a medical officerand discuss the measures toprevent kidney related diseases.


? list the diseases related to

the excretory system.? state the symptoms for

each disease.? identify the factors causing

the diseases.

? describe the measurestaken to prevent kidneyrelated diseases.

The release ofcarbon dioxide to thelungs during gaseous

exchange in thealveolus is anexample of anexcretory process.

gall stone-batu karangkidney failure -kegagalanginjal untuk berfungsi

4.3 Appreciatingthe presenceof a healthyexcretorysystem.

Prepare a folio on the care of aexcretory system.

Collect and interpret data on theefforts of humans to find ways totreat those with kidney relatedproblems.


? appreciate the practice tocare for the health of theexcretory system.

? justify the efforts ofhumans to find ways totreat kidney relatedproblems.

treatment rawatanobligation-tanggung jawab


75/93

67

THEME : MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA : 5. REPRODUCTIVE SYSTEM

LearningObjectives


LearningOutcomes

Notes Vocabulary

5.1Analysing themenstrual cycle

Collect and interpret data on thechanges that occur in the ovaryand uterus during a menstrualcycle.

Discuss the roles of the hormonesestrogen, progesterone, folliclestimulating hormone (FSH) andluteinising hormone (LH).


? explain the changes thatoccur in the ovary duringmenstrual cycle.

? explain the hormonalchanges duringmenstruation.

? explain the changes thatoccur in the uterus duringthe menstrual cycle

together with the hormonesinvolved.

? describe the changes inthe walls of the uterus inone menstrual cycle.

menstrual cycle - kitarhaidmenopause -putus haidFSH-hormon perangsangfolikelLH- hormon peluteinan


76/93

68

LearningObjectives


LearningOutcomes

Notes Vocabulary

Collect and interpret data on thephysical and physiological changesduring menopause.

? explain what menopauseis.

The duration of amenstrual cycle onthe average is about

28 days.Nevertheless, theduration could beshorter or longer.

physiological changes -perubahan fisiologi.

5.2Analysing theprocess ofgamete formation

Collect and interpret data onspermatogenesis and oogenesis.


? explain whatspermatogenesis is.

? explain what oogenesis is.


77/93

69

LearningObjectives


LearningOutcomes

Notes Vocabulary

5.3Analysing thestages in foetal

development

View charts, videos or computersimulations and discuss:

a) the process of fertilization,

b) the different stages of foetaldevelopment.


? explain the process of

fertilisation.? describe the stages of

foetal development.

Students should beintroduced to IVF,test tube baby, GIFT,

ZIFT and cloningissues .

fertilisation-persenyawaanfoetal development -

perkembangan fetusIVF (In Vitro Fertilisation)- persenyawaan invitro.GIFT (Gamete IntraFallopian Transfer) -pemindahan gamet kedalam tiub fallopioZIFT (Zygote IntraFallopian Transfer ) -pemindahan zigot kedalam tiub fallopio


78/93

70

LearningObjectives


LearningOutcomes

Notes Vocabulary

Collect and interpret data on thefunctions of amniotic fluid andplacenta.

Give an analogy and show theimportance of amniotic fluid as amedium to absorb shock andfacilitate movement of the foetus.

View charts or video and discuss:a) the stages of birthb) the possible complications

during the birth of a baby.

? explain the functions ofamniotic fluid.

? explain the functions of the

placenta.? describe the different

stages of birth.

? explain the complicationsduring birth.

amniotic fluid bendalir amnionabsorb shock-

penyerap hentakanfacilitate movement-memudahkanpergerakancomplication komplikasibirth-kelahiran


79/93


80/93


81/93

73

THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENTLEARNING AREA : 1. BIODIVERSITY

LearningObjectives


LearningOutcomes

Notes Vocabulary

1.1Understanding theconcept ofbiodiversity

Discuss biodiversity in terms of:a) geneticb) speciesc) ecosystem

Carry out field work to comparebiodiversity in a few habitats.


? state the meaning ofbiodiversity.

? make inferences aboutbiodiversity in a habitat.

biodiversity biodiversiti /biokepelbagaiansurvival kemandiriangenetics keturunan /bakaspecies spesisecosystem - ekosistem


82/93

74

LearningObjectives


LearningOutcomes

Notes Vocabulary

Collect and interpret data on therelationship between biodiversityand the survival of species in

terms of:a) food webb) habitatc) symbiosis

? relate biodiversity to thesurvival of species in anecosystem.

food web - siratan makanansymbiosis - simbiosis

1.2Understandingsea, wetlandsand tropicalrainforestecosystems

Collect and interpret data on thebiotic and abiotic components inthe following ecosystems:a) marineb) wetlandsc) tropical rainforest

Discuss the inter-relationshipbetween the biotic and abioticcomponents towardsbiodiversity.

Explain the stress factors andthe effects of decline on thebiotic and abiotic components.


? identify the bioticcomponents in anecosystem.

? identify the abioticcomponents in an

ecosystem.? describe the inter-

relationship between thebiotic and abioticcomponents in a marineecosystem.

? describe the inter-relationship between thebiotic and abioticcomponents in a wetlandecosystem.

Wetlands includemarshes,mangroves,lakes, ponds andrivers.

stress factor -faktor kemerosotanwetland kawasan tanahberairtropical rainforest hutan hujan tropika

marine lautmangrove - paya bakau


83/93

75

LearningObjectives


LearningOutcomes

Notes Vocabulary

Make field trips to marine parks/agricultural parks/ and forestparks.

Carry out projects to:a) investigate the factors

which disrupt theecosystem and

b) examine the effects of thedecline of the biotic andabiotic components.

? describe the inter-relationshipbetween the biotic and

abioticcomponents in a tropicalrainforest ecosystem.

? explain the factors whichdisrupt the ecosystem of thesea, wetlands and tropicalrainforest.

? explain the effects of thedecline of the biotic andabiotic components.

disrupts gangguanagricultural park - tamanpertanian

forest park - tamanperhutananmarine park - taman lautbiotic - benda hidupabiotic - benda bukan hidup

1.3Appreciatingbiodiversity.

Debate or prepare a folio on theeffects of the decline ofbiodiversity.


? justify the measures taken toprevent the decline ofbiodiversity.

? predict what happens ifthere is a decline of thebiodiversity in anecosystem.

appreciate mengagumiprevent menghalangdecline - merosot


84/93

76

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

LearningObjectives


LearningOutcomes

Notes Vocabulary

2.1Analysing bioticresources whichcan be obtainedfrom theecosystem

Discuss the meaning of bioticresources.

Collect and interpret data on thevarious uses of natural resourcesin the fields of :

a) agricultureb) medicinec) nutritiond) constructione) cosmetics

Carry out projects to producesubstances from naturalresources.

Generate ideas about theoptimum use of biotic resources.


? state the meaning of bioticresources.

? list the natural resourcesobtained from the ecosystem.

? explain using examples theeconomic values of bioticresources.

? predict the prospects of usingbiotic resources.

Projectsinvolvingproduction of

food are notencouraged.(timeconsuming)

natural sources - sumber asliagriculture pertanianmedicine perubatannutrition pemakananconstruction pembinaancosmetics - kosmetik / bahankecantikanpredict meramaloptimum - optima / mapan


85/93

77

LearningObjectives


LearningOutcomes

Notes Vocabulary

2.2Evaluatingtropical rainforestas acatchmentarea

Discuss the meaning of acatchment area.

Discuss the role of tropicalrainforest as a catchment area.

Make charts or models to displaytropical rainforest as a catchmentarea.

Collect and interpret data onsources of the followingresources:a) water

b) energyc) food

Discuss the effects ofdevelopment on tropicalrainforest.


? explain the meaning of acatchment area.

? relate a tropical rainforest to acatchment area.

? describe biotic resources whichcan be obtained from acatchment area.

? evaluate the effects ofdevelopment on tropicalrainforest.

encatchment - kawasantadahanbiotic sources - sumberbiosis


86/93

78

LearningObjectives


LearningOutcomes

Notes Vocabulary

2.3Appreciatingbiotic resources

Carry out a project on herbalgarden.

Discuss the optimum use of bioticresources.


? practise the use of bioticresources wisely.

herbal garden tamanherba


87/93


88/93

80

LearningObjectives


LearningOutcomes

Notes Vocabulary

Discuss the idea of dynamicequilibrium in an ecosystem bygiving examples.

? explain using examples themeaning of dynamicequilibrium in an

ecosystem.

Do computersimulations andstudy the

equilibrium of anecosystem as adynamic process.

dynamic equilibrium keseimbangan dinamik.

3.2Evaluating thepreservation andconservation of theecosystem

Discuss the meanings ofpreservation and conservation ofthe ecosystem.

Collect information fromnewspaper cutting, magazines or

website and investigate the effectsof mans activities on theecosystem.

Invite officers from PERHILITAN/Jabatan Alam Sekitar(JAS)/ RAMSAR (wetlands) to give atalk on the methods of preservationand conservation of an ecosystem.


? explain the concepts ofpreserving and conservingthe ecosystem.

? explain the effects of mansactivities on theecosystem.

? explain the methods ofpreserving and conservingthe ecosystem.

preservation memeliharaconservation memulihara


89/93

81

LearningObjectives


LearningOutcomes

Notes Vocabulary

Discuss the effects of extinction ofan organism on an ecosystem.

Discuss the importance ofpreservation and conservation ofecosystem.

? explain the effects ofextinction of an organismon an ecosystem.

? justify the importance ofpreservation andconservation of ecosystem.

Organise field tripsto forest reserve,national parks,

FRIM to understandthe efforts taken topreserve andconserve thebalance of anecosystem.

extinction pupusimportance kepentinganFRIM (Forest Research

Institute of Malaysia) ( Institiut PenyelidikanPerhutanan Malaysia)reserve forest - hutansimpan

3.3Realising theimportance ofpreservationand conservationof the ecosystem

Draw posters for a campaign topreserve and conserve the balanceof an ecosystem.

.


? participate in activities topreserve and conserve anecosystem.

Participate inactivities related tothe preservationand conservation ofecosystems.

predict - meramal


90/93

82

LearningObjectives


LearningOutcomes

Notes Vocabulary

Generate ideas to predict theconditions on earth if measures topreserve and conserve the

ecosystem are not taken.

Hold discussion on the extinction ofthe flora and fauna of the country.

? predict the conditions onearth if steps are not takento preserve and conserve

the ecosystem.

flora tumbuhanfauna - haiwan


91/93

83

ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP Director

Curriculum Development Centre

Zulkifli Mohd. Wazir Deputy DirectorCurriculum Development Centre

EditorialAdvisors

Cheah Eng Joo Principal Assistant Director for Science andMathematics SectionCurriculum Development Centre

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

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

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

Editor Zulkifli bin Baharudin Assistant DirectorCurriculum Development Centre


92/93

84

PANEL OF WRITERS

Cheah Eng Joo Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre

Yeap Chin Heng (Ph.D) Curriculum Development Centre Salina Hanum Osman Mohamed Curriculum Development Centre

Aizatul Adzwa Mohd. Basri Curriculum Development Centre Siti Noridah Ujang Curriculum Development Centre

Ho Heng Leng Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre

Rosli Suleiman Curriculum Development Centre Zaidi Yazid Curriculum Development Centre

Salbiah Mohd. Som Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre

Norani Abd. Bari Curriculum Development Centre Yusof bin Ismail Curriculum Development Centre

Alice Tan SM Sains Selangor, Kuala Lumpur Nik Hashimah Nik Ismail Bahagian Buku Teks

Jafri Mohamed Saad SMK Durian Tunggal, Melaka Nor Ruzaini Jailani Bahagia

Sains - Additional Science Form 4

Documents

Transcript of Sains - Additional Science Form 4