The Basic Education Core Curriculum B.E. 2551 (A.D. 2008 ... · Standard Sc 5.1 : The student...

The Basic Education Core Curriculum B.E. 2551 (A.D. 2008)

Science

The Institute for the Promotion of Teaching Science and Technology

IPST


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Science Learning Areas

Why study science?

Science plays a very important role in our present and future world as it permeates our daily

routine and professions. Scientific knowledge, combined with creativity as well as wisdom from other

disciplines, puts at our disposal technologies, instruments, devices and various products which

facilitate living and working. Scientific endeavour enables us to develop our thinking process in

various aspects including reasoning, creative thinking, analyzing, criticizing, inquiring, solving

problems systematically and making decision based on diverse data and verifiable evidence. Now that

science is considered by many to be a global culture for our knowledge-based societies, it is necessary

for everyone to be equipped with sufficient knowledge of science and its implications. The goal of

scientific literacy for all is to enable us to understand nature and man-made technological products

and to use our scientific knowledge reasonably, creatively, and responsibly.

What is to be learned in science?

The learning area of science aims at enabling learners to learn the subject with emphasis on

connecting scientific knowledge with scientific processes, acquiring essential skills to search and

construct knowledge through investigative processes and diverse problem solving experience, creating

opportunity for student participation in all stages of learning, and organizing various hands-on

activities suitable for learners in each level. The main content areas are prescribed as follows:

• Living Things and Living Processes: living things; fundamental unit of living things;

structures and functions of various systems of living things and living processes; biodiversity;

inheritance; functioning of various systems of living things; evolution and diversity of living things;

and biotechnology

• Life and the Environment: diverse living things in the environment; relationship

between living things and the environment; interrelationships among living things in the ecosystem;

importance of natural resources; utilization and management of natural resources at local, national and

global levels; and factors affecting survival of living things in various environments

• Matters and Properties of Matters: properties of materials and matters; forces among

particles; change of states of matters; formation of solution; chemical reaction; chemical equations;

and separation of substances

• Forces and Motion: nature of electromagnetic, gravitational and nuclear forces; forces

acting on objects; motion of objects; frictional forces; moment of motions in daily life


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• Energy: energy and living; energy transformation; properties and phenomena of light,

sound, electric circuits; electromagnetic wave; radioactivity and nuclear reactions; interaction between

matter and energy; energy conservation; effects of energy utilization on life and environment

• Processes that Shape the Earth: structure and components of the earth; geological

resources; physical properties of soil, rocks, water and air; properties of the earth’s surface and the

atmosphere; change processes of the earth’s crust; geological phenomena; factors affecting

atmospheric changes

• Astronomy and Space: evolution of the Solar System; galaxies; space; interrelationship

and effects on living things on earth; relationship between the Sun, the Moon and the earth;

importance of space technology

• Nature of Science and Technology: scientific processes; scientific inquiry, problem-

solving, and scientific mind

Learning Standards

Strand 1 : Living Things and Living Processes

Standard Sc 1.1 : The student should be able to understand the fundamental unit of living things

and the relationship between structure and function of various systems that work together, carry out

investigative processes, communicate what is learned and apply the knowledge for one’s own

existence and to care for other living things.

Standard Sc 1.2 : The student should be able to understand the processes of reproduction and

inheritance, evolution of living things, biodiversity, technological applications that impact on man and

the environment, carry out investigative processes, develop a scientific mind, communicate what is

learned and apply the knowledge gained.

Strand 2 : Life and the Environment

Standard Sc 2.1 : The student should be able to understand the local environment, relationship

between living things and environment, interrelationship between living things in different

ecosystems, master the investigative processes and develop a scientific mind, communicate the

acquired knowledge for positive use.

Standard Sc 2.2 : The student should be able to understand importance of natural resources,

utilization of natural resources at local, national and international levels, master the investigative

processes and develop a scientific mind, communicate the acquired knowledge for positive use and

sustainable management of natural resources and local environment.


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Strand 3 : Matters and Properties of Matters

Standard Sc 3.1 : The student should be able to understand properties of matters, relationship

between properties and structures and forces among particles, acquire skills in investigative processes

and develop a scientific mind, communicate acquired knowledge and apply it positively.

Standard Sc 3.2 : The student should be able to understand the principles and nature of change of

states of matters, formation of solution, chemical reaction, master investigative processes and

develop a scientific mind, communicate knowledge acquired and apply it positively.

Strand 4 : Forces and Motion

Standard Sc 4.1 : The student should be able to understand nature of electromagnetic force,

gravitational force and nuclear force, have experienced investigative processes and communicate

the knowledge acquired and make correct and ethical use of it.

Standard Sc 4.2 : The student should be able to understand types of motion of natural objects, apply

investigative processes and develop a scientific mind, communicate knowledge acquired and make

good use of it.

Strand 5 : Energy

Standard Sc 5.1 : The student should be able to understand the relationship between energy and

living, energy transformation, interaction between matter and energy, effects of energy utilization on

life and environment, practice investigative skills, communicate knowledge acquired and make

good use of energy.

Strand 6 : Processes that Shape the Earth

Standard Sc 6.1 : The student should be able to understand processes that occur on and inside the

Earth surface, relationship between different processes that cause climatic changes, topography, shape

of the Earth, acquire investigative process skills and a scientific mind, communicate knowledge

acquired and apply it.

Strand 7 : Astronomy and Space

Standard Sc 7.1 : The student should be able to understand the evolution of the Solar System and

galaxies, interactions within the Solar System, their effects on living things on Earth, have

experiences in investigative process and develop a scientific mind, communicate the acquired

knowledge and make use of it.

Standard Sc 7.2 : The student should be able to understand the importance of space technology for

investigating space, natural resources, agriculture and communication, to communicate acquired

knowledge and ethically apply it for the benefits of living and the environment.

Strand 8 : Nature of Science and Technology


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Standard Sc 8.1 : The student should be able to use the scientific process and scientific mind in

investigation, solve problems, know that most natural phenomena have definite patterns explainable

and verifiable within the limitations of data and instrumentation during the period of investigation,

understand that science, technology and environment are interrelated.


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Learners’ Quality

Grade 3 graduates After completion of grade 3, students should be able to:

• Understand general characteristics of living things and existence of diverse living things in the local environment.

• Understand appearances and changes of materials in the surroundings; natural forces; forms of energy.

• Understand physical properties of soil, rocks, water, air, the Sun and stars. • Pose questions about living things, materials and objects as well as various phenomena in

the surroundings; observe and investigate using simple instruments, and communicate what has been learned through story-telling, writing or drawing.

• Apply scientific knowledge and processes in life and search for additional knowledge; carry out projects or work assignments as directed or as interested.

• Show enthusiasm, interest in learning and appreciation of the surrounding environment; show kindness, care and concern for other living things.

• Carry out assignments with determination, care, economy and honesty until completion, and work with others happily.

Grade 6 graduates After completion of grade 6, students should be able to:

• Understand structures and functions of various systems of living things and relationship among diverse living things in different environments.

• Understand properties and classification of materials; states of substances; properties of substances and the causes of changes of substances; substances in daily life; simple methods for separation of substances.

• Understand consequences of applying forces on objects; pressure; basic principles of buoyancy; properties and basic phenomena of light, sound and electric circuits.

• Understand characteristics, components and properties of the Earth surface and the atmosphere; relationships between the Sun, the Earth and the Moon, which affect natural phenomena.

• Pose questions related to the topic to be learned; predict several possible answers; plan and carry out investigations using tools and instruments; analyse data; and communicate knowledge gained as a result of the investigation.

• Apply scientific knowledge and scientific processes in life and in search for further knowledge; carry out project work or product creation as directed or as interested.

• Show interest, determination, responsibility, prudence and honesty during [scientific] inquiry.

• Realize the value of scientific and technological knowledge; honour inventors and show appreciation of and respect for the inventors’ rights to their achievements.

• Show recognition, care and behaviours related to appreciative utilization, protection and conservation of natural resources and the environment.

• Work constructively with others; express own opinions and recognise perspectives of others.


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Grade 9 graduates

After completion of grade 9, students should be able to:

• Understand characteristics and main components of cells; relationship of the functions of various [organ] systems; inheritance; biotechnology; diversity of organisms; behaviours and responses to stimuli of organisms; and relationship among organisms in the environment.

• Understand components and properties of solutions; pure substances; changes of substances in terms of change of states, formation of solution, and chemical reaction.

• Understand friction; moment of forces; motions in daily life; the law of conservation of energy; transfer of energy; heat equilibrium; reflection, refraction and intensity of light.

• Understand relationship between electrical quantities; principles of home circuitry; electrical energy; and basic principles of electronic circuits.

• Understand processes that cause changes of the Earth’s crust; sources of geological resources; factors affecting atmospheric changes; interactions within the Solar System and effects on various things on Earth; and importance of space technology.

• Understand relationship between science and technology; technology development and effects of such development on quality of life and the environment.

• Pose questions that involve determination and control of variables; examine and predict several possible answers; plan and carry out investigations; analyse and evaluate reliability of data; and construct knowledge from the results of the investigation.

• Communicate ideas and knowledge gained from the results of investigations using various methods including verbal or written presentation, exhibition, or application of information technology.

• Apply knowledge and processes of science and technology in life, in learning and seeking additional knowledge, and in carrying out project work or product creation as interested.

• Show interest, determination, responsibility, prudence and honesty during [scientific] inquiry that uses [appropriate] instruments and methods to provide reliable results.

• Realize the value of scientific and technological knowledge in daily life and in professions; honour inventors and show appreciation of and respect for the inventors’ rights to their achievements.

• Show recognition, care and behaviours related to appreciative utilization and conservation of natural resources and the environment; take care of and take part in protection of natural resources and the environment in local communities.

• Work constructively with others; express own opinions and recognise perspectives of others.

Grade 12

After completion of grade 12, students should be able to:

• Understand equilibrium maintenance within cells and mechanisms for equilibrium maintenance of living things.

• Understand the process of genetic inheritance, variation, mutation, evolution and factors affecting survival of living organisms in various environments.

• Understand processes, importance and effects of biotechnology on human beings, living organisms and the environment.


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• Understand categories of important constituent particles within atomic structures, arrangement of elements in the periodic table, chemical reactions and their representation as chemical equations, and factors affecting rates of chemical reactions.

• Understand categories of the attraction forces between particles and various properties of substances related to the attraction forces.

• Understand formation of petroleum, separation of natural gases and fractional distillation of crude oil; useful applications of petroleum products and effects of such usage on living things and the environment.

• Understand categories, properties and important reactions of polymers and bio-molecules. • Understand relationships between quantities related to various types of motion; properties

of mechanical waves; sound quality and hearing; properties, benefits and harms of electromagnetic waves, radioactivity and nuclear energy.

• Understand processes that cause changes of the Earth and geological phenomena affecting living things and the environment.

• Understand origin and evolution of the Solar System, galaxies, the universe, and the importance of space technology.

• Understand the relationship between scientific knowledge that leads to development of various technologies, and technological development that leads to advancement of scientific knowledge, as well as the effects of technologies on life, society and the environment

• Identify problems; pose questions to be investigated by recognizing relationships between various variables; search for information from different sources; propose several possible hypotheses; make decision to investigate feasible hypotheses.

• Plan an investigation to solve problems or answer questions; analyse and establish relationships of various variables by applying mathematical equations or creating models from results of, or knowledge gained from the investigation.

• Communicate ideas and knowledge gained from the results of investigations using various methods including verbal or written presentation, exhibition, or application of information technology.

• Apply knowledge and processes of science and technology in life, in learning and seeking additional knowledge, and in carrying out project work or product creation as interested.

• Show interest, determination, responsibility, prudence and honesty during [scientific] inquiry that uses [appropriate] instruments and methods to provide reliable results.

• Realize the value of scientific and technological knowledge in daily life and in professions; honour, make reference to, show appreciation of and pride in the products that are the results of local wisdoms and development of contemporary technology.

• Show recognition, care and behaviours related to appreciative utilization and conservation of natural resources and the environment; volunteer to cooperate in local community activities for protection and care of natural resources and the environment.

• Express satisfaction and recognition of the value in discovery of knowledge and solution as well as solving problems.

• Work constructively with others; express opinions, with reliable references and sound reasoning about the ethical issues related to scientific and technological development and application which affect the society and the environment; recognise perspectives of others.


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Indicators and Core Content


Standard Sc 1.1 : The student should be able to understand the fundamental unit of living things and the relationship between structure and function of various systems that work together, carry out investigative processes, communicate what is learned and apply the knowledge for one’s own existence and to care for other living things.

Grade Indicators Core Content

1 1. Compare and contrast living things and non-living things.

• Living things are different from non-living things in that living things may move around, eat, excrete, breathe, exhibit growth, reproduce and respond to stimuli while non-living things do not show such characteristics.

2. Observe and explain characteristics and functions of plant and animal external structures.

• Plant external structures, namely roots, stems, leaves, flowers, and fruits have different functions.

• Animal external structures, namely eyes, ears, noses, mouths, feet and legs, have different functions.

3. Observe and explain characteristics, functions, importance and care of human external organs.

• Human external organs have different characteristics and functions. These organs, which are critical to the living processes, should be taken care of and protected from harms.

2 1. Experiment and explain that water and light are essential factors for plant living processes.

• Plants require water and light for growth and other living processes.

2. Explain that food, water and air are essential factors for growth and other living processes of plants and animals, and apply the acquired knowledge.

• Plants and animals require food, water and air for growth and other living processes.

• Use acquired knowledge in plant and animal care to promote their growth.


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3. Explore and explain that plants and animals can respond to light, temperature and touch.

• Plants and animals respond to light, temperature and touch.

4. Explore and explain that the human body can respond to light, temperature and touch.

• The human body can respond to light, temperature and touch.

5. Explain factors essential for growth and other living processes of human beings.

• Human beings require food, water and air for growth and other living processes.

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4 1. Experiment and explain functions of vascular bundles and stomata of plants.

• Vascular bundles in plant stems transport water and food, while stomata in leaves play a role in transpiration.

2. Explain that water, carbon dioxide, light and chlorophyll are some of the factors essential for plant growth and photosynthesis.

• Factors essential for plant growth and photosynthesis are water, carbon dioxide, light and chlorophyll.

3. Experiment and explain plant responses to light, sound and touch.

• Plants respond to light, sound and touch which are external stimuli.

4. Explain behaviour of animals in response to light, temperature and touch, and apply the knowledge.

• Animal behaviour is what animals do or show in response to stimuli e.g. light, temperature, touch.

• Apply knowledge about animal behaviour to arrangement of suitable animal surroundings and development of agricultural industry.

5 1. Observe and identify parts of flowers and structures involved in reproduction of flowering plants.

• In general, flowers are consisted of sepals, petals, stamens and pistil(s).

• The parts of flowers that are related to reproduction are the pistil, containing the


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ovary and the ovule, and the stamen, containing the anther and the pollen grains.

2. Explain reproduction of flowering plants and plant propagation, and apply the knowledge.

• Flowering plants reproduce sexually and asexually.

• Plant propagation for increased crop quantity and improved crop quality can be done by several techniques including sowing, stem cuttings, layering, grafting of stems or buds or shoots, and tissue culture.

3. Explain the life cycle of certain flowering plants.

• Flowering plants produce flowers when they develop to an appropriate stage. Fertilized flowers become fruits that contain seeds. Germination of a seed gives rise to a new plant. The process continues as a cycle.

4. Explain animal reproduction and breeding.

• Animals reproduce sexually and asexually.

• Animal breeding by artificial selection and artificial insemination contributes to animal livestock meeting the quantity and quality demands.

5. Explain life cycles of some animals and apply the knowledge.

• In some animals including butterflies, mosquitoes, and frogs, the fertilized eggs develop to embryos and subsequently to adult animals that can reproduce. The process continues as a cycle.

• The understandings about animal life cycle are applicable to agriculture, industry, and environmental care.

6 1. Explain human growth from birth to adulthood.

• Humans exhibit growth and development, and show physical changes from birth to adulthood.


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2. Explain interrelated functions of digestive, respiratory and circulatory systems of human beings.

• Digestion by the digestive system converts food to nutrients small enough to be absorbed into the circulation. Oxygen obtained by the respiratory system converts nutrients to energy that the body can use.

3. Analyse nutrients and discuss nutrient requirements in appropriate proportions considering sex and age.

• Nutrients, namely proteins, carbohydrates, fats, minerals, vitamins and water, are essential for growth and other living processes. The body requires different nutrients in appropriate proportion depending on sex and age.

7 1. Observe and explain shapes and characteristics of cells of unicellular and multi-cellular organisms.

• Cells of unicellular organisms and cells of multi-cellular organisms such as plant and animal cells are different in shapes and characteristic.

2. Observe and compare main components of plant and animal cells.

• Nucleus, cytoplasm and cell membrane are cell components that plant and animal cells have in common.

• Cell wall and chloroplast are components that can be found in plant cells.

3. Experiment and explain functions of main components of plant and animal cells.

• Nucleus, cytoplasm, cell membrane and vacuole are key components of an animal cell, and have different functions.

• Nucleus, cytoplasm, cell membrane, vacuole, cell wall and chloroplast are key components of a plant cell, and have different functions.

4. Experiment and explain processes of transportation of substances through cells by diffusion and osmosis.

• Diffusion of a substance is movement of [the particle of] that substance from areas of high concentration to areas of low concentration.


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• Osmosis is movement of water into cells and out of cells from areas of low solute concentration to areas of high solute concentration, through a semi-permeable membrane.

5. Experiment to identify certain factors that are essential for plant photosynthesis, and explain that light, chlorophyll, carbon dioxide and water are essential for photosynthesis.

• Light, chlorophyll, carbon dioxide and water are essential for plant photosynthesis.

6. Experiment and explain products of plant photosynthesis.

• Sugar, oxygen and water are products of plant photosynthesis.

7. Explain importance of plant photosynthesis for living things and the environment.

• Photosynthesis is critical for organisms and the environment with respect to food source, oxygen cycle, and carbon dioxide cycle.

8. Experiment and explain the tissue involved in water transportation in plants.

• Xylem is the tissues arranged continuously from the root, to the stem and the leaves. The function of xylem is transportation of water and minerals.

9. Observe and explain structures related to water and food transportation systems in plants.

• Xylem and phloem are laid down in parallel, forming the vascular bundles from the root to the leaves. Positions of the vascular bundles are different in monocotyledons and dicotyledons.

• A function of xylem is transportation of water and minerals from the root to the leaves, while phloem transports food from the leaves to various parts of the plant.

• Transpiration contributes to water transportation.

10. Experiment and explain reproductive • The stamen and the pistil are


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structures of flowering plants. reproductive structures of flowering plants.

11. Explain plant sexual and asexual reproduction processes, including usage of various plant parts for propagation.

• Sexual reproduction of flowering plants involves fertilization between male gametes and female gametes in the ovule.

• Budding and stolon formation are plant asexual reproduction. These processes do not involve fertilization.

• Roots, stems, leaves, and twigs can be used in plant propagation.

12. Experiment and explain plant responses to light, water and touch.

• Plant responses to external stimuli can be observed in plants’ reaction to light, water and touch.

13. Explain principles and effects of biotechnology applications to propagation, variety improvement and increased productivity of crops, and apply the knowledge.

• Biotechnology applies technology in order to obtain living organisms or parts of the organisms that have desired properties.

• Plant tissue culture and genetic engineering are biotechnology applications to propagation, variety improvement and increased productivity of crops.

8 1. Explain structures and functions of digestive, circulatory, respiratory, excretory and reproductive systems of humans and animals, as well as the nervous system of humans.

• Digestive, circulatory, respiratory, excretory, reproductive, and nervous systems of humans are consisted of several organs working together systematically.

• Digestive, circulatory, respiratory, excretory, and reproductive systems of animals are consisted of several organs working together systematically.

2. Explain relationships of various • Digestive, circulatory, respiratory,


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systems of human beings and apply the knowledge.

excretory, and reproductive systems in the human body work together so that the body can carry out normal activities. Malfunctions in any of the systems also affect other systems. Health care is therefore very important.

3. Observe and explain behaviour of humans and animals in response to internal and external stimuli.

• Light, temperature, and touch are external stimuli, while changes of some chemicals in the body, e.g. hormones, are internal stimuli. Both external and internal stimuli affect humans and animals and may results in different behaviours.

3. Explain principles and effects of biotechnology applications to animal breeding, livestock improvement and increased productivity, and apply the knowledge.

• Biotechnology applies technology in order to obtain living organisms or parts of the organisms that have desired properties.

• Artificial insemination, embryo transfer, and cloning are biotechnology applications to animal breeding, livestock improvement and increased productivity.

5. Experiment, analyse and explain nutrients in foods with energy content and nutrient proportion appropriate to sex and age.

• Starch, sugar, fat, protein, and vitamin C are nutrients and can be tested.

• It is necessary to consume a variety of food in the proportion appropriate to sex and age, providing enough energy to meet the body requirement.

6. Discuss effects of addictive substances on various body systems, as well as guidelines for self-protection from addictive substances.

• Each category of addictive substances affects body systems causing malfunction. It is therefore appropriate to avoid using addictive substances and protect oneself from exposure to them.

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10-12 1. Experiment and explain maintenance of cellular homeostasis.

• Different substances move into cell and out of cell all the time. Cells must maintain constant internal environment for the body to function normally.

• Substances are transported across cell by diffusion, osmosis, facilitated transport, active transport, and certain additional mechanisms for transportation of relatively large substances.

• Transport of substances in unicellular organisms occurs within one cell while multi-cellular organisms require coordination among many cells.

2. Experiment and explain mechanisms for maintenance of water homeostasis in plants.

• Mechanisms for maintenance of water homeostasis in plants involve regulating the balance between water loss by transpiration and water uptake by root.

• Opening and closing of stomata regulate the rate of transpiration and contribute to maintenance of water homeostasis in plants within a suitable range.

3. Search for information and explain mechanisms for control of water, minerals, temperature homeostasis in humans and other animals, and apply the knowledge.

• The kidney is an important organ for maintenance of water and solutes homeostasis in the body. Kidney structures and functions are related to other organs.

• There are nephrons within a kidney. Some of the liquid that passes through a nephron is reabsorbed back to the renal capillary. The rest, which is not reabsorbed, continues to flow to the urinal duct.

• Urea, sodium ions, and chloride ions are metabolic wastes that are excreted from the kidneys with urine.

• Amoeba and paramecium are unicellular


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organisms with an internal cellular component called contractile vacuole for elimination of water and waste from the cells.

• Water can pass through cells (osmosis) at the gills of freshwater fish while skin and scales of marine fish prevent water loss from the body. Likewise, they prevent ions from the surrounding to enter. At the gills, there are also cells that expel excess mineral ions by active transport.

• Human body has mechanisms for regulating body temperature within a suitable range by a control centre in the brain called the hypothalamus.

• Warm-blooded animals can maintain almost constant body temperature even in changing environment, while the body temperature of cold-blooded animals varies with the temperature of the environment.

4. Explain the immune system, and apply acquired knowledge in health care.

• The immunity within the human body is a mechanism that prevents germs and foreign substances from entering the body.

• The skin, the white blood cells, and the lymphatic system are important parts of the human body that prevent and destroy germs and foreign substances that enter the body.

• The immune system is critical to normal function of the human body. Healthy eating, exercising, caring of personal hygiene, together with avoidance of addictive substances and abstaining from risky sexual behaviours, as well as receiving appropriate and timely vaccination against different diseases


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will boost and maintain the body immunity.


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Standard Sc1.2 : The student should be able to understand the process and the importance of genetic transmission, evolution of living things, biodiversity, application of biotechnology affecting humans and the environment, carry out investigative process for seeking knowledge, develop a scientific mind, and communicate knowledge that could be applied for useful purposes


1 1. Identify characteristics of living things in the local area, and group them based on external characteristics.

• Living things in the local area have several characteristics, some are similar and some are different. External characteristics can be used to categorize the organisms.

2 1. Explain benefits of plants and animals in the local area.

• Plants and animals provide the four basic needs of humans: food, shelter, clothing, and medicine.

3 1. Discuss various characteristics of living things in the immediate environment.

• Different organisms have different characteristics.

2. Compare and identify similar characteristics of parents and children.

• All kinds of organisms have external appearance similar to their parents.

3. Explain that the similar characteristics of parents and children are inherited, and apply the knowledge.

• Similar external characteristics of parents and children are inherited.

• Knowledge about heredity can be applied to improvement of plant and animal varieties.

4. Search for information and discuss some extinct and existing living things.

• Organisms that cannot adapt to the changing environment will finally become extinct.

• Organisms that can adapt to the changing environment will survive and reproduce.

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5 1. Explore, compare and identify own characteristics, and those of family members.

• Our characteristics are similar to those of other members of our families.

2. Explain heredity in each generation of living things.

• Heredity involves passing of characteristics [or traits] from ancestors to the next generations. Some characteristics are similar to those found in paternal or maternal organisms while others are similar to those of the grandparents.

3. Classify plants into flowering and non-flowering plants.

• Plants can be classified into flowering and non-flowering plants.

4. Identify characteristics of monocotyledons and dicotyledons based on the external organs.

• Flowering plants can be classified into monocotyledons and dicotyledons based on the characteristics of the root, the stem, and the leaves.

5. Categorise animals based on external characteristics and some internal characteristics.

• Animals can be classified by their external and internal characteristics into vertebrates and non-vertebrates.

• Vertebrates can be divided into fish amphibians, reptiles, birds and mammals.

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9 1. Observe and explain characteristics of chromosomes in the nucleus, as well as the genetic units or genes within the chromosomes.

• Observation of the nucleus of a cell under microscope reveals fine intertwining fibers that contract at cell division into shorter and thicker structures called chromosomes.


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• A chromosome is consisted of DNA and proteins.

• A gene or a genetic unit is a section of the DNA.

2. Explain importance of genetic material or DNA and the process of heredity.

• Cells or organisms contain genetic materials, or DNA, that control their characteristics.

• Genetic traits, controlled by genes from paternal and maternal organisms, can be passed on to offspring via gametes at fertilization.

3. Discuss genetic diseases resulting from abnormality of genes and chromosomes, and apply the knowledge.

• Thalassemia and colour blindness are genetic disorders caused by defects of the genes.

• Down’s syndromes is a disorder caused by an extra chromosome.

• Knowledge of genetic disorders can be useful in prevention of the disorder, care of patients and family planning.

4. Explore and explain biodiversity in the local area that enables living things to co-exist in equilibrium.

• Biodiversity that maintains natural equilibrium is dependent upon diversity of ecosystems, diversity of organisms, and genetic diversity.

5. Explain effects of biodiversity on humans, animals, plants and the environment.

• Deforestation is a cause of biodiversity loss that affects humans, animals, plants, and the environment.

• Pesticides affect humans, animals, and plants, causing changes in biodiversity and altering the environment.

6. Discuss effects of biotechnology on human living and the environment.

• Biotechnology is beneficial for humans in many aspects including medicine, agriculture and industry.


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10-12 1. Explain the processes of heredity, genetic variation, mutation and the origin of biodiversity.

• Organisms pass on their characteristics from generation to generation. This is evident when observe characteristics of organisms from several generations.

• DNA is a double-stranded polynucleotide in the shape of a right-handed double helix. Each strand can have millions of nucleotides. Each nucleotide is consisted of a pentose sugar, a nitrogenous base (one of the four kinds), and a phosphate group. The base sequence of the polynucleotide encodes the genetic information.

• Mutations are genetic changes resulting from changes of DNA and can occur at gene or chromosome level. Mutations in the gametes can pass on to the next generations.

• Genetic variations bring about new organisms with different characteristics and give rise to biodiversity.

2. Search for information and discuss effects of biotechnology on humans and the environment, and apply the knowledge.

• Biotechnology related to genetic engineering, cloning, and tissue culture enhances wide-spread development in many areas.

• Biotechnology that involves creating new kind of organisms or genetically modified organisms can affect the environment, the economy, and the society either negatively or positively.

3. Search for information and discuss effects of biodiversity on humans and the environment.

• There are diverse ecosystems in the world, each with many different species of organisms. Organisms within the same species also have genetic diversity.

• Biodiversity affects humans and other organisms. It provides food, shelter,


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breeding ground so that organisms can continue to live and reproduce.

• Biodiversity consists of a variety of organisms, each requiring different factors to sustain lives. Such differences contribute to maintenance of the equilibrium of ecosystems in the world.

4. Explain the process of natural selection and effects of this process on diversity of living things.

• Organisms in different species are different. Organisms of the same species can breed and produce offspring.

• Natural selection results in variation of genetic materials among organisms from different sub-populations, which may eventually give rise to new species, resulting in more diversity of species.


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Strand 2: Life and the Environment

Standard Sc2.1: The student should be able to understand the local environment, the relationship between the environment and living things, the relationship among living things in the ecosystem; acquire investigative process skills for seeking knowledge and developing a scientific mind; and communicate the acquired knowledge that could be applied for useful purposes.


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3 1. Explore the environment in the local area and explain the relationship between living things and the environment.

• Environment is things around us including both living and non-living components. Living organisms relate to both living and non-living components of the environment.

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6 1. Explore and discuss relationships among groups of living things in various habitats.

• Populations of organisms in each habitat are interrelated, and are related to the habitat in many aspects: providing food, shelter, breeding ground, and site for nursing of young offspring.

2. Explore relationships among living things in terms of food chains and food webs.

• Relationships among organisms as food chains and food webs result in energy transfer from the producers to the consumers.

3. Search for information and explain relationships between living processes of organisms and the environment.

• Organisms in each habitat have structures suitable for living in that habitat, and can adapt to their environment in order to obtain food and staying alive.

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9 1. Explore various ecosystems in the local area and explain relationships among the components within the ecosystems.

• The ecosystem in each local area is consisted of physical and biological components specific to that area, these components are interrelated.

2. Analyse and explain energy transfer relationships of living things as food chains and food webs.

• Organisms are related in terms of energy transfer through food chains and food webs.

3. Explain water and carbon cycles and the importance of the two cycles to the ecosystem.

• Water and carbon can be found in living and non-living components of an ecosystem.

• Water and carbon flow through an ecosystem in cycles, enabling utilization by organisms in the ecosystem.

4. Explain factors affecting changes of population size in an ecosystem.

• Birth rates, death rates, rates of migrations into and out of an ecosystem affect changes of population size in the ecosystem.

10-12 1. Explain equilibrium of an ecosystem. • Natural ecosystem reaches equilibrium amidst life-sustaining envornment in the ecosystem, resulting in diversity of ecosystems in the world.

2. Explain processes of succession of living things.

• An ecosystem with diversity undergoing changes, either natural or manmade, all the time. These changes may disturb the equilibrium of the ecosystem.

• When an ecosystem loses equilibrium, succession takes place. Natural changes in the ecosystem also result in succession of organisms therein.


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3. Explain the importance of biodiversity and propose guidelines for care and conservation.

• Biodiversity is important to organisms, all of which are important to an ecosystem. Loss or elimination of a species of organism affects diversity in that ecosystem.

• It is possible that biodiversity in one ecosystem enhances other ecosystems.

• Biodiversity is important to humans, as humans make use of biodiversity in many ways. Inconsiderate exploitation may, in turn, affect the biodiversity. Everybody should take part in biodiversity conservation and care.


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Strand 2: Life and the Environment

Standard Sc 2.2 : The student should be able to understand the importance of natural resources, utilization of natural resources at local, national and international levels, master the investigative processes and develop a scientific mind, communicate the acquired knowledge for positive use and sustainable management of natural resources and local environment.


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3 1. Explore natural resources and discuss utilization of local natural resources.

• Soil, rock, water, air, forest, wild animals, and mineral ores are important natural resources.

• Humans make use of natural resources in their local environment for living.

2. Identify utilization of natural resources that leads to local environmental problems.

• Extensive use of natural resources affect local environment.

3. Discuss and give presentation about economical and cost-effective utilization of natural resources and participate in practice.

• We must cooperate to oversee and seek the economical and cost-effective ways for natural resource utilization, to ensure their availability and sustainability.

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6 1. Search for information and discuss availability of natural resources in each local area that can be put to use.

• Natural resources in each local area are beneficial for organisms.

2. Analyse effects of human population growth on utilization of natural resources.

• Human population growth results in increased use of natural resources, causing depletion of the natural resources and changes of the


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environment.

3. Discuss effects on living things caused by environmental changes that occur naturally or from human actions.

• Natural disaster and human action lead to changes in the environment that [may] cause extinction of some plants and wild animals.

4. Discuss guidelines for care and conservation of natural resources and the environment.

• Creating awareness about conservation and concern of natural resources, including planting more trees, is a measure to oversee and safeguard natural resources and the environment.

5. Participate in care and conservation of natural resources in the local area.

• Carry out projects to monitor and maintain quality of the environment in the local area in a sustainable way.

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9 1. Analyse the situations of problems concerning the environment and natural resources in the local area, and propose solutions.

• Situations of the natural and manmade problems concerning the environment and natural resources in the local area.

• There should be guidelines for tackling and preventiing problems concerning the environment and natural resources.

2. Explain guidelines for maintaining the equilibrium of an ecosystem.

• Ecosystems reach equilibrium when there are appropriate numbers, ratios, and distribution of producers, consumers, and decomposers.

• Sustainable use of natural resources together with care and conservation of the environment will help to maintain the equilibrium of ecosystems.

3. Discuss sustainable use of natural • Effective use of natural resources by


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resources. reusing, recycling, reducing, refilling, and repairing leads to sustainable use of natural resources.

4. Analyse and explain utilization of natural resources in terms of the sufficiency economy philosophy.

• Natural resources should be used in accordance with the sufficiency economy philosophy, which is based on the principles of moderation, mindfulness, reasonableness, and preparedness for changes and consequences that may arise.

5. Discuss environmental problems and propose solutions.

• Environmental problems may result from water pollution, noise pollution, air pollution, and soil pollution.

• There are several ways to solve environmental problems, starting from researching the causes of the problems then identifying a participatory process that leads to a solution.

6. Discuss and participate in sustainable care and conservation of the local environment.

• Sustainable care and conservation of the local environment require collaboration from all parties and are everybody’s responsibilities.

10-12 1. Analyse the situations and causes of problems concerning the environment and natural resources at local, national and global levels.

• Interrelationship between organisms and the environment or among organisms can be considered at many levels from local, country, to global level.

• Increase of human population results in increased demand for as well as depletion of natural resources and pollution problems.

• Pollution problems have several causes. Some problems have local impacts, others national impacts. Some can be very serious and create global impacts.


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2. Discuss guidelines for prevention and correction of problems concerning the environment and natural resources.

• Natural resources are of limited availability, must be used carefully, avoiding adverse effects to the environment.

• When the environment is degraded or polluted from exploitation of natural resources, measures to prevent, resolve, and restore the environment to the functioning state should be identified.

3. Plan and take action in care, conservation, and development of the environment and natural resources.

• There should be activities that lead to care, conservation, and development of the environment and natural resources, in which everybody can participate to ensure sustainable use.


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Standard Sc 3.1 : The student should be able to understand properties of matters, relationship between properties and structures and forces among particles, have skills in investigative processes and for the development of a scientific mind, communicate acquired knowledge and make positive applications of knowledge.


1 1. Observe and identify apparent characteristics or properties of materials used for making toys and common objects.

• Materials used for making toys and common objects may be similar or different in shapes, colours, sizes, surfaces, and hardness.

2. Classify the materials used for making toys or common objects, as well as identify the criteria used.

• Appearances or properties of materials can be used as criteria to classify the materials used for making toys and common objects.

2 1. Identify the materials and compare properties of materials used for making toys and common objects.

• Toys and common objects can be made of several materials, e.g. wood, iron, paper, plastic, rubber. Different kinds of materials have different properties.

2. Make appropriate choice of materials and objects for safe and suitable use.

• Choosing materials and objects for safe and suitable use in daily applications involves consideration of the properties of the materials used to make the object.

3 1. Classify types and properties of materials that are components of toys and common objects.

• Toys and common objects may be consisted of different parts and may be made from several materials with different properties.

2. Explain utilization of each kind of materials.

• Different materials have different properties and thus different use.

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5 1. Experiment and explain properties of various kinds of materials, namely elasticity, hardness, toughness, heat

• Flexibility, hardness, toughness (ductility), heat conductivity, electrical conductivity and density are properties of materials.


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conductivity, electrical conductivity and density.

Different kinds of materials may have some different properties.

2. Search for information and discuss application of materials in daily life.

• In daily life, different materials are chosen to make objects and instruments on the basis of their properties.

6 1. Experiment and explain properties of solid, liquid and gas.

• Matters may be present in solid, liquid, or gas state, having some similar and some different properties.

2. Classify substances into groups based on their states or other student-prescribed criteria.

• Substances can be classified by their state, electrical conductivity, heat conductivity, or other properties.

3. Experiment and explain separation of mixture of some substances by sifting, precipitation, filtration, sublimation and evapouration.

• There are several ways to separate mixed substances e.g. sifting, precipitation, filtration, sublimation, evapouration, depending on the properties of the constituent substances of each mixture.

4. Explore and classify various substances used in daily life by using their properties and usage as criteria.

• Classify substances in daily life by their use such as food flavoring, food colouring, detergent, pesticides. Each group of substances has different acid – base properties.

5. Discuss correct and safe selection of each kind of substance [for a specific purpose].

• Selection of substances for use in daily life involves consideration of the purpose of use and their safety for organisms and the environment.

7 1. Experiment and classify substances into groups by using homogeneity or particle size as criteria, and explain properties of each group of substances.

• Using homogeneity as criteria, substances may be classified into homogeneous and heterogeneous substances, each with different properties.

• Using particle size as criteria, substances may be classified into suspensions, colloids and solutions, each with different


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properties.

2. Explain properties and change of states of substances by using particle arrangement models.

• Colour, shape, size, hardness, density, boiling point, and melting point are physical properties of substances. Acid – base property, reactivity, decomposition, and combustion are chemical properties.

• Substances in different states differ in particle arrangement, distance between particles, and attraction force between particles. Models of particle arrangement may be used to explain some properties of substances.

3. Experiment and explain acid – base properties of solutions.

• Solutions having water as solvent may be acidic, neutral or basic. This property can be tested with litmus or indicator paper.

4. Examine the pH value of solutions, and apply the knowledge.

• Acid – base properties of solutions are expressed as pH value that can be tested with pH metres or universal indicators.

• Products used in daily life may have different acid – base properties and should be carefully selected for use on the basis of their safety for oneself and the environment.

8 1. Explore and explain components and properties of elements and compounds.

• An element is a pure substance, consisted of the same kind of atoms and cannot be decomposed to other substances by chemical methods.

• A compound is a pure substance, consisted of at least two elements that come together in a fixed ratio by mass, resulting in a substance with properties different from those of the constituent elements.

2. Search for information and compare • Each element has certain properties that


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properties of metals, nonmetals, metalloids, and radioactive elements, and apply the knowledge.

are similar and different, which can be used to classify the elements according to their properties into metals, metalloids, nonmetals and radioactive elements.

• In everyday life, there are materials, instruments, and different products that are manufactured from elements and compounds that should be chosen and put to use correctly, appropriately, safely and sustainably.

3. Experiment and explain principles of substance separation by filtration, crystallisation, extraction, distillation and chromatography, and apply the knowledge.

• Filtration, crystallization, extraction, distillation, and chromatography are methods used to separate substances which can be applied in daily life.

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10-12 1. Search for information and explain atomic structure and nuclear symbols of elements.

• Scientists use information obtained from investigation of atomic structure to create several continuously improved models of atom.

• An atom consists of three important subatomic particles namely protons, neutrons and electrons. The number of protons in the nucleus is atomic number. The sum of the numbers of protons and neutrons is mass number. These two numbers appear in the nuclear symbol of isotopes of elements.

2. Analyse and explain electron configuration in atoms, as well as relationship between electrons in outermost energy level and properties and reactivity of the elements.

• Electrons in atoms of elements are arranged as energy levels. Each energy level holds a specific number of electrons.

• Electrons in the outermost energy level are related to certain characteristics of the element e.g. properties of metals and nonmetals, as well as reactivity.


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3. Explain arrangement of elements in the periodic table, and predict the tendency in the properties of elements.

• The contemporary periodic table arranges the elements according to their atomic numbers and based on similar characteristics. It is, therefore, possible to predict the properties of elements in the periodic table.

4. Analyse and explain formation of chemical bonds in crystal structures and molecules of substances.

• Attraction force between ions or atoms of an element holds them together as crystals or molecules. The force is referred to as a chemical bond.

• Chemical bonds can be classified as ionic bonds, covalent bonds and metallic bonds.

5. Search for information and explain relationship between boiling point, melting point, and state of a substance having attraction forces between the particles.

• Boiling point, melting point and state of a substance are related to the attraction forces between particles of the substance. Substances whose particles attract one another with strong forces of chemical bonds have high boiling and melting points. Attraction forces between particles of a substance in solid state are stronger than those in liquid and gas states respectively.


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Standard Sc 3.2 : The student should be able to understand the principles and nature of change of states of matters, formation of solution, chemical reaction; master investigative processes and develop a scientific mind; communicate knowledge acquired and apply it positively.


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3 1. Experiment and explain effects of changes of materials when subjected to forces or heating and cooling.

• When forces act on materials as in squeezing, twisting, beating, bending, and stretching, as well as heating or cooling, there may be changes of shapes, appearances, or properties of the materials.

2. Discuss potentially beneficial and harmful consequences of changes of materials.

• Changes of materials can be beneficial or cause harmful consequences.

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6 1. Experiment and explain properties of a substance when dissolves or changes states.

• When a substance dissolves or changes state, the resulting substance still exhibits the properties of the initial substance.

2. Analyse and explain changes that give rise to new substance(s) with different properties.

• Chemical changes or chemical reactions give rise to new substance(s) with different properties.

3. Explain changes of substances that affect living things and the environment.

• Organisms and the environment are affected by changes of substances including dissolving, changing states, and formation of new substances.


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7 1. Experiment and explain methods for preparing solutions with concentrations expressed in percentage, and discuss applications of knowledge about solution.

• Solutions consist of solutes and solvents. Percentage of concentration of a solution refers to the quantity of the solutes dissolved per one hundred parts of the solution.

• In daily life, understandings about solution are applied in agriculture, industry, food, medicine and other aspects.

2. Experiment and explain change of property, mass and energy of a substance undergoing change of states or dissolution.

• When a substance changes states or dissolves, the mass does not change despite physical properties alteration. During the change, there is energy transfer between the system and the environment.

3. Experiment and explain factors affecting change of states and dissolution of a substance.

• Temperature, pressure and nature of the substance affect change of states and dissolution.

8 1. Experiment and explain changes of property, mass and energy when substances undergo chemical reactions, as well as explain factors affecting occurrence of chemical reactions.

• Chemical reactions are related to energy. A reaction can be endothermic (taking in heat) or exothermic (giving off heat).

• Temperature, concentration, nature of the substances and presence of catalysts affect occurrence of chemical reactions.

2. Experiment, explain and write chemical equations representing reactions of various substances, and apply the knowledge.

• Chemical reactions can be represented as chemical equations, stating the reactants and the products.

• Reactions between metals and oxygen, metals and water, metals and acids, acids and bases, acids and carbonates are common chemical reactions.

• Materials and common substances should be selected and used appropriately and safely in daily life


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taking into consideration possible chemical reactions.

3. Search for information and discuss effects of chemicals and chemical reactions on living things and the environment.

• Chemicals and chemical reactions may have either beneficial or harmful effects on organisms and the environment, both directly and indirectly.

4. Search for information and explain proper and safe chemical usage, as well as protection and remedy for chemical hazards.

• Chemicals should be used with care, preventing harmful consequence to oneself and others. Chemicals should also be used correctly, safely and cost-effectively.

• Users of chemicals should understand the safety signs on the labels and know the remedies as well as first aids protocols for chemical hazards.

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10-12 1. Experiment, explain and write equations of general chemical reactions found in daily life as well as explain effects of chemical substances on living things and the environment.

• There are many chemical reactions found in daily life occurring both naturally or by human action. Chemical reactions can be expressed as chemical equations.

• Chemicals are useful in household, agriculture, and industry but some are harmful to organisms and the environment.

2. Experiment and explain the rate of a chemical reaction, factors affecting chemical reactions, and apply the knowledge.

• The quantity of reactants or products that changes in one time unit is referred to as the rate of chemical reaction. The quantity of the substance that changes is measurable from the concentration, volume, or mass, depending on nature of the substance.

• Concentration, surface area, temperature, and presence of catalyst are factors


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affecting the rate of chemical reaction. Controlling these factors so that the reaction takes place at a suitable rate can lead to useful applications.

3. Search for information and explain formation of petroleum, natural gas separation, and fractional distillation of crude oil.

• Decomposed plant and animal remains have been under the seabed under high temperature and pressure for millions of years. They are the source of petroleum in solid, liquid and gas state. Petroleum comprises several hydrocarbon compounds possibly mixed with other compounds.

• Utilization of natural gas involves separation of gas from the liquid components or the crude oil by means of fractional distillation.

4. Search for information and discuss applications of products obtained from separation of natural gas and fractional distillation of crude oil, as well as effects of these products on living things and the environment.

• Methane, ethane, propane, and butane, obtained from separation of natural gas and fractional distillation of crude oil, can be used as fuels and reactants. Other products with increasing number of carbon atoms also have diverse applications.

• Exposure to some solvents and hydrocarbons, in the form of volatile gases or waste substances, may be a health hazard. Inappropriate disposal may also affect the environment.

5. Experiment and explain formation of polymers and their properties.

• Polymers are compounds that are large molecules made up of many monomers connected with covalent bonds. Some polymers occur naturally and some are synthesized.

• A reaction in which monomers come together to form a polymer is called polymerization, which can be either condensation or addition.


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• There are many kinds of polymers. They all have some similar and some different properties.

6. Discuss utilization, effects from production and utilization of polymers on living things and the environment.

• Polymers can be used in different ways depending on their properties, e.g. plastic containers, garments of synthetic fibers.

• Synthetic polymers commonly used in everyday life may take a long time to decompose. Excessive and imprudent use may result in problematic consequences affecting living organisms and the environment.

7. Experiment and explain the components, benefits and some reactions of carbohydrates.

• Carbohydrates are energy source for living organisms. Carbohydrates commonly found in daily life are sugar, starch, cellulose, and glycogen. Sugar is an important carbohydrate subunit, consisted of carbon, hydrogen, and oxygen. Some sugars can be tested by Benedict solution.

8. Experiment and explain benefits and some reactions of fat and oil.

• Fat and oil are triglyceride compounds made up of fatty acids and glycerol. There are saturated and unsaturated fatty acids, which can be tested with iodine solution.

• Fat and oil can be used for consumption and in industry. Excessive consumption of fat may have adverse health effects.

9. Experiment and explain the components, benefits and some reactions of proteins and nucleic acids.

• Proteins support growth and help build and restore tissues. Subunits of proteins are amino acids, which can be either essential or nonessential. Amino acids contain carbon, hydrogen, oxygen, and nitrogen. CuSO4 and NaOH solutions can be used in food testing for proteins.


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• Nucleic acids are macromolecule similar to proteins, consisting of carbon, hydrogen, oxygen and nitrogen. There are two kinds of nucleic acids found in living cells namely DNA and RNA both are involved in heredity.


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Standard Sc 4.1 : The student should be able to understand nature of electromagnetic force, gravitational force and nuclear force, acquire investigative process skills, communicate the knowledge acquired and make correct and ethical use of it.


1 1. Experiment and explain the act of pulling or pushing.

• Pushing and pulling apply forces upon objects, which may or may not cause the objects to move.

2 1. Experiment and explain forces originating from a magnet.

• A magnet may attract or repel another magnet. There is a magnetic field around a magnet bar, attracting objects made of ferromagnetic materials.

2. Explain applications of magnets. • Magnets can be used to make toys and other appliances, and can be used to separate ferromagnetic materials from other objects.

3. Experiment and explain electrical forces resulting from rubbing some materials.

• When some objects are rubbed and placed in close proximity, the objects may attract or repel one another with forces referred to as electrical forces, and these objects may also attract light-weight objects.

3 1. Experiment and explain effects of forces acting on objects.

• When forces are applied to an object, the object may change its movement. Stationary object may move whereas moving object may move faster or slower or stop moving or change direction.

2. Experiment falling of objects to the ground and explain the Earth’s attraction force upon the objects.

• Objects always fall to the ground as a result of the gravitational force or the attraction force that the Earth exerts upon the objects. This force is often referred to as weight of object.


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5 1. Experiment and explain resultant force of two parallel forces acting on an object.

• The resultant force of two parallel forces acting on an object equals the sum of the two forces.

2. Experiment and explain air pressure. • Air exerts force upon objects. The perpendicular force exerted by air to one unit area is referred to as air pressure.

3. Experiment and explain liquid pressure.

• Liquid exerts forces upon objects in all directions. The perpendicular force exerted by liquid to one unit area is referred to as liquid pressure at the depth of that liquid.

4. Experiment and explain buoyant force of liquid, and floating and sinking of objects.

• Liquid exerts buoyant forces upon objects causing them to either float or sink. Whether an object floats or sinks depends on the weight of that object and the buoyant forces from the surrounding liquid.

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7 1. Search for information and explain scalar and vector quantities.

• Physical quantities are classified as scalar and vector. Scalar is a quantity possessing only magnitude whereas vector is a quantity possessing both magnitude and direction.

2. Experiment and explain distance, speed, displacement and velocity of objects in motion.

• Motion of objects is related to distance, displacement, speed and velocity. Distance is the length measured along the path of motion from the initial position to the final position. Displacement is the vector that points to the final position of the object with reference to the initial position. Speed is the distance that a moving object covers


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in one time unit. Velocity is the displacement of an object in a time unit.

8 1. Experiment and explain a resultant force of several co-planar forces acting on an object.

• Force is a vector quantity. When there are several co-planar forces acting on the same object, the resultant force can be found with principles used to find a resultant vector.

2. Explain a resultant force acting on a stationary object or an object moving at constant velocity.

• When a resultant force of zero acting on an object, a stationary object remains stationary while an object that moves at a constant speed remains in motion at that constant speed.

9 1. Explain acceleration and effects of a resultant force acting on an object.

• An object moving at a speed that is not constant is said to be moving with acceleration. When a non-zero resultant force acts upon an object, the object moves with acceleration in the same direction as the resultant force.

2. Experiment and explain action and reaction forces, and apply the knowledge.

• For every action force, there is a reaction force of the same size acting in the opposite direction.

• Understanding about action and reaction forces may help explain situations such as tug-of-war or launching of bung-fai (traditional north eastern rockets).

3. Experiment and explain buoyant force of liquid acting upon objects.

• Buoyant force is the force that liquid exerts upon an object. The size of the buoyant force equals the weight of liquid of the same volume as the submerged part of the object.

• For objects with higher density, the buoyancy force is greater.

• Objects floating in liquid have lower


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density than that of the liquid.

10-12 1. Experiment and explain relationship between force and motion of objects in a gravitational field and explain application of the knowledge.

• In a gravitational field, the gravitational force acting upon an object becomes the weight of that object. When an object is dropped, it falls freely. The gravitational field prevents objects from falling out and away from the Earth, e.g. orbit of satellites around the Earth. We may use gravitational force to find the vertical trajectory in construction work.

2. Experiment and explain relationship between force and motion of particles in an electrical field, and apply the knowledge.

• When a charged particle is placed in an electrical field, there are forces acting on that particle which may alter its motion. This property can be used in certain appliances, e.g. dust eliminators, oscilloscopes.

3. Experiment and explain relationship between force and motion of particles in a magnetic field, and apply the knowledge.

• When a charged particle moves across a magnetic field, there are forces acting on that particle which may alter its motion. One application of this property is the cathode ray tube in televisions.

4. Analyse and explain nuclear and electrical forces between particles in nucleus.

• Particles in nucleus are nucleons which consist of protons and neutrons. Nucleons in nucleus are held together by nuclear force greater than the repellent electrical force between the nucleons. Thus, the nucleons remain together in the nucleus.


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Standard Sc 4.2 : The student should be able to understand types of motion of natural objects, acquire experience in investigative processes, develop a scientific mind, communicate knowledge acquired and make good use of it.


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5 1. Experiment and explain friction, and apply the knowledge.

• Friction is the force that resists the motion of an object. Friction is useful in many ways, for example, walking requires friction.

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9 1. Experiment and explain differences between static friction and kinetic friction, and apply the knowledge.

• Static friction is the friction acting on a static object. Kinetic friction is the friction acting on a moving object.

• Increasing friction is used in anti-slip shoe sole design, for example.

• Decreasing friction is used in using lubricant at pivots.

2. Experiment and analyse moment of force, and apply the knowledge.

• When a force acts upon an object and causes moment of force around a pivot, the object changes its rotational state.


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• Analysis of moment of force in various situations

3. Observe and explain rectilinear and curvilinear motions of objects.

• Motion of an object can be rectilinear, e.g. a free fall, and curvilinear, e.g. projectile motion of a basketball through space or circular motion of an object tied to a string when swung.

10-12 1. Experiment and explain relationship between displacement, time, velocity, and acceleration in rectilinear motion.

• Rectilinear motion is motion in one trajectory, e.g. horizontal or vertical, where the displacement, the velocity, and the acceleration are aligned. Acceleration of an object is the velocity that changes in one time unit.

2. Observe and explain projectile, circular and simple harmonic motions.

• Projectile motion is curvilinear with a constant horizontal velocity and a constant vertical acceleration.

• When an object moves in circular motion, the velocity is tangential to the path of motion, while a centripetal force pulls the object towards the centre.

• In simple harmonic motion, an object oscillates in opposite directions over the same path, e.g. swinging of a simple pendulum, where the greatest angle that deviates from the vertical line is constant.

3. Discuss search results and benefits of projectile, circular and simple harmonic motions.

• Applications of projectile motion, e.g. tennis, basket ball

• Applications of circular motion, e.g. safe turning of automobiles

• Applications of simple harmonic motion, i.e. pendulum clock


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Strand 5 : Energy

Standard Sc 5.1 : The student should be able to understand the relationship between energy and living, energy transformation, interaction between matter and energy, effects of energy utilization on life and environment, acquire investigative skills, communicate the knowledge acquired and make good use of energy.


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2 1. Experiment and explain that electricity is a form of energy.

• Electricity from electrical cells or batteries can do work, therefore, the electricity is a form of energy.

2. Explore and give examples of household electrical appliances that convert electrical energy into other forms of energy.

• Electrical energy can be converted to other forms of energy as in household electrical appliances, e.g. electrical fans, electrical rice cookers.

3 1. Identify natural energy sources utilized for producing electricity.

• Electricity generation uses energy from natural energy sources. Some energy sources are exhaustible e.g. oil and natural gas, while others are renewable e.g. water and wind.

2. Explain the importance of electrical energy and propose economical and safe methods of electricity utilization.

• Electrical energy is important in daily life, e.g. to generate light. Electricity should be used in moderation, e.g. switching off when not in use, and use carefully with safety consideration, e.g. use standard appliances.

4 1. Experiment and explain motion of light from its source.

• Light is emitted from a light source in all directions and travels in straight line.

2. Experiment and explain reflection of light.

• The light that strikes an object, reflects with the angle of incidence equal to the angle of reflection.


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3. Experiment and classify objects based on optical characteristics.

• Light passes through different objects at different degrees. Thus, objects are classified into transparent medium, translucent medium, and opaque objects.

4. Experiment and explain refraction of light that passes from one kind of transparent medium to another.

• Refraction of light is the change in direction of light when passing from one to another medium.

5. Experiment and explain conversion of light into electrical energy, and apply the knowledge.

• A solar cell is a device that converts light energy to electrical energy. Many electrical appliances make use of solar cells, e.g. calculators.

6. Experiment and explain that white light comprises various coloured lights, and apply the knowledge.

• White light that passes through a prism separates into different coloured lights. This understanding explains natural phenomena like rainbows.

5 1. Experiment and explain generation and propagation of sound.

• Sound is caused by vibration of a sound generator. Sound travels from the generator in all directions through a medium.

2. Experiment and explain generation of high-pitched and low-pitched sound.

• A sound generator that vibrates at low frequency generates low-pitched sound while a generator that vibrates at high frequency generates high-pitched sound.

3. Experiment and explain loud and soft sound.

• A sound generator that vibrates with high energy generates loud sound while a generator that vibrates with low energy generates soft sound.

4. Explore and discuss harmful effects of listening to excessively loud sound.

• The sound that is too loud damages hearing while the sound that causes disturbance is referred to as noise pollution.


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6 1. Experiment and explain connection of a simple electrical circuit.

• A simple electrical circuit consists of the source and the load.

2. Experiment and explain electrical conductors and insulators.

• Materials that allow passage of electric current are electrical conductors; others are electrical insulators.

3. Experiment and explain connection of electrical cells in series, and apply the knowledge.

• Connection of electrical cells in series, involves placing several cells next to one another with the cathode of one cell connecting to the anode of the next cell. This results in more current passing through the loads in the circuit.

• Connection of electrical cells in series can be useful in daily life, e.g. connection of electrical cells in flash lights.

4. Experiment and explain connection of light bulbs in series and parallel, and apply the knowledge.

• When connecting light bulbs in series, the same quantity of electrical current passes through each bulb.

• When connecting light bulbs in parallel, the electrical current divides up before passing through each bulb. This understanding can be applied, for example, to home lighting.

5. Experiment and explain a magnetic field created by passage of electrical current through an electrical wire, and apply the knowledge.

• Electrical current passing through an electrical wire produces a magnetic field around the wire. This understanding is applied, for example, to the making of electromagnets.

7 1. Experiment and explain temperature and temperature measurement.

• Measurement of temperature is measurement of the level of heat of a substance. A thermometre can be used for this purpose.


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2. Observe and explain heat transfer, and apply the knowledge.

• There are three methods of heat transfer namely, conduction, convection, and radiation.

• Conduction is transfer of heat by molecular vibration.

• Convection is heat transfer by the moving molecules of substance.

• Radiation is heat transfer by electromagnetic wave.

• Application of heat transfer

3. Explain heat absorption and emission through radiation, and apply the knowledge.

• Different objects absorb and radiate heat differently.

• Application of understanding about heat absorption and radiation

4. Explain thermal equilibrium, effects of heat on expansion of substances, and apply the knowledge in daily life.

• When two objects are in thermal equilibrium, they both have the same temperature.

• An object expands as a result of the increased heat it receives.

• Application of understanding about thermal expansion

8 1. Experiment and explain reflection and refraction of light, and apply the knowledge.

• The light striking a surface or a medium changes direction by reflection or refraction.

• Application of understandings about reflection and refraction of light to explain spectacles, visual equipments, mirrors, and fiber optics

2. Explain effects of brightness on humans and other living things.

• Human eyes are vision organs, consisting of several important


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components.

• Brightness affects human vision. Understanding of this issue leads to appropriate lighting arrangement in workplace.

• Designing an investigation to find out if brightness affects other organisms

3. Experiment and explain absorption of coloured light, colour vision, and apply the knowledge.

• When light strikes an object, the object absorbs some coloured lights reflecting the others thus allowing us to see coloured objects.

• Application of understanding about absorption of coloured light and colour vision in photography and performances

9 1. Explain kinetic and gravitational potential energy, law of energy conservation, relationship between these quantities, and apply the knowledge.

• When work is done upon an object energy is transferred to that object. This energy is mechanical energy whose components are potential and kinetic energy. Kinetic energy is the energy of an object in motion while gravitational potential energy is the energy of an object at certain height from the ground.

• Law of energy conservation states that, the total amount of energy of an object cannot be destroyed, but can be converted from one form to another.

• The law of energy conservation can be applied to explaining phenomena, for example, transformation of energy of the water collected behind a dam from gravitational potential energy to kinetic energy, or the principle of pile driver.


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2. Experiment and explain relationship between voltage, current, and resistance, and apply the knowledge.

• Voltage, current and resistance are related according to Ohm’s Law.

• Application of Ohm’s Law in analysis of simple electrical circuits

3. Calculate electrical energy of electrical appliances, and apply the knowledge.

• Calculation of electrical energy of electrical appliances is a component of electricity consumption calculation, and a guideline for conservation of household electricity.

4. Observe and discuss correct, safe, and economical connection of household electrical circuits.

• Connection of electrical circuits in household requires correct circuit design and proper appliance installation, including connecting switches in series, and connecting sockets in parallel. For safety, earth wire and fuse must be connected. In addition, the measures for electricity conservation should be considered.

5. Explain resistors, diodes and transistors, and experiment in connecting basic electronics circuits containing transistors.

• Electronic parts, e.g. resisters, diodes, transistors, have different electrical properties. A resister limits the current within a circuit. A diode allows current to pass through only in one direction. A transistor acts as a switch, turning the circuit on and off.

• Connection of a basic electronics circuit with one transistor acting as a switch

10-12 1. Experiment and explain properties of mechanical waves, and explain relationship between speed, frequency and wavelength.

• Mechanical waves exhibit reflection, refraction, interference, diffraction properties.

• Speed, frequency, and wavelength have the following relationship:

speed = frequency x wavelength


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2. Explain generation of sound waves, beats of sound, sound intensity, level of sound intensity, hearing and sound quality, and apply the knowledge.

• Sound wave originates from vibration of a sound generator.

• Beats of sound are caused by addition of sound waves from two sound generators with slightly different frequencies, resulting in alternating loud and soft sounds.

• Sound intensity is the sound energy that falls perpendicularly on an area unit in a time unit.

• Sound intensity level indicates loudness of the audible sound.

• Different musical instruments that play the same note give different waveforms, in other words, the sound qualities are different.

3. Discuss search results about noise pollution affecting human health, and propose preventive measures.

• Sound pollution affects human health. Prolonged exposure to high intensity sound level may be harmful to hearing mechanism, and may induce adverse emotional effects . This may be prevented by avoidance, or use of ear protection device, or decreasing vibration of the sound generator, e.g. machines.

4. Explain electromagnetic waves and their spectrum, and present search results about benefits of electromagnetic waves and prevention of their hazardous effects.

• Electromagnetic waves consist of magnetic field and electrical field that change constantly. Electromagnetic spectrum has continuous frequency. Each frequency range has specific characteristics and different applications, e.g. transmission and reception of radio and television waves. Prevention of hazardous effects of electromagnetic waves may be done by staying away from a microwave oven in operation, for example.


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5. Explain nuclear reaction, fission, fusion, and the relationship between mass and energy.

• A nuclear reaction is a reaction that produces change of the nucleus. The reaction that involves breaking down of the nucleus of an element of high mass number is fission. The reaction that involves fusing of nuclei of element of low mass number is fusion. The relationship between mass and energy can be described by the equation E=MC2.

6. Search for information about energy transmitted from nuclear reactions, and effects on living organisms and the environment.

• Nuclear reactions affect living organisms and the environment.

7. Discuss search results about nuclear power plants, and apply the knowledge.

• A nuclear power plant is a thermal electricity generator where heat is produced from nuclear power.

8. Explain types and properties of radiation from radioactive elements.

• The three types of radiation from radioactive elements are alpha, beta, and gamma, with different penetration ability.

9. Explain the cause of radioactivity and identify methods for detection of radiation in the environment, their applications, and effects on living things and the environment.

• Radioactivity is a result of decomposition of unstable isotopes of certain elements. It can be detected by radioactivity metres. There is radioactivity in nature mostly at very low level.

• Radiation has many applications in industry, agriculture, medicine and archeology. High level of radiation is harmful to organisms.


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Strand 6 : Processes that Shape the Earth

Standard Sc 6.1 : The student should be able to understand processes that occur on and inside the Earth surface, relationship between different processes that cause climatic changes, topography, shape of the Earth; acquire skills for investigative process and develop a scientific mind, and communicate knowledge acquired and apply it.


1 1. Explore, experiment and explain components and physical properties of soil in the local area.

• Soil is composed of rock debris, plant and animal remains, with water and air permeating spaces among soil grains.

• Soil in each local environment has different physical properties in terms of colour, texture, water retention, and aggregation.

2 1. Explore and classify soil using physical properties as criteria, and apply the knowledge.

• Soil can be classified roughly into loam, clay and sandy soil, according to distinguishing characteristics namely colour, texture, water retention, and aggregation. Application of each type of soil is dependent upon the soil characteristics.

3 1. Explore and explain physical properties of water from sources in the local area, and apply the knowledge.

• Water can be found in liquid, solid and gaseous states. Water can dissolve other substances, alters its shape with the container and maintains its horizontal level.

• Water quality can be determined by its colour, smell, and transparency.

• Water is a natural resource essential to life in several ways including utilization and consumption, and must be used in moderation.

2. Search for information and discuss the components and the importance of air.

• The air is composed of gaseous nitrogen, oxygen, carbon dioxide, other gases, as well as water vapour and dust particles.

• The air is essential in sustaining life. All


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organisms require air for breathing. The air has several other benefits.

3. Experiment and explain air movement resulting from differences in temperature.

• Air moves from area of low temperature to area of higher temperature. Air movement in horizontal direction causes wind.

4 1. Explore and explain soil formation. • Soil is formed from decomposed rocks mixed with plants and animal remains.

2. Identify kinds and properties of soil used for growing plants in the local area.

• Soil is composed of rock debris, organic matters, water, and air, in different proportion resulting in many kinds of soil. Each type of plants grows well in suitable soil, therefore, soil should be selected appropriately.

5 1. Explore, experiment, and explain formation of clouds, fog, dews, rain and hails.

• Water vapour in the air condenses and becomes water droplets, resulting in formation of fog and clouds. Water droplets come together forming drops as seen in dews and rain.

• Water drops can turn into ice, and then blown by storms to circulate in high level clouds. They become larger ice masses, then fall to the ground as hails.

2. Experiment and explain the water cycle.

• The water cycle involves continuous circulation of water on the earth surface and in the atmosphere.

3. Design and make simple instruments for measuring temperature, humidity and air pressure.

• Temperature, humidity, and air pressure can change, and can be investigated by simple equipment.


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4. Experiment and explain formation of wind, and apply the knowledge in daily life.

• Wind is formed by horizontal air movement. In an area of high temperature, the air mass expands and rises while in an area of low temperature it sinks and moves to replace the masses that have risen.

• There are many applications of wind energy such as by electricity generator and wind mill.

6 1. Explain and classify rocks using their characteristics and properties as criteria, and apply the knowledge.

• Different kinds of rocks have different characteristics that can be classified by their visible features, such as colour, texture, hardness, density.

• Geologists classify rocks according to formation process into three types, namely igneous rock, sedimentary rock, and metamorphic rock.

• Differences in the characteristics and properties of rocks influence their use, such as in construction work, industry and others.

2. Explore and explain changes of rocks. • Rocks undergo natural changes through weathering and erosion which break down their sizes until they eventually become soil.

3. Search for information and explain geohazards affecting human beings and the environment in the local area.

• People should be prepared to act appropriately to ensure safety in geohazard situations that may occur in local area, including flash flooding, flooding, landslide, earthquake, tsunami and other phenomena.

7 1. Search for information and explain components and division of atmospheric layers surrounding the

• The Earth’s atmosphere consists of a mixture of various gases surrounding the Earth for several kilometres of the


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Earth. surface.

• The atmosphere can be divided into layers based on temperature and change of temperature with altitude.

2. Experiment and explain relationship between temperature, humidity, air pressure, and their effects to weather phenomena.

• Temperature, humidity, and air pressure affect weather phenomena.

3. Observe, analyse, and discuss weather phenomena affecting humans.

• Weather phenomena are occurrence of clouds, rains, thunder storms, tropical cyclones, monsoons etc.

4. Search for information, analyse and interpret information from weather forecasts.

• A weather forecast is a prediction of the weather based on interpretation of data related to temperature, pressure, humidity, cloud cover, and precipitation.

5. Search for information, analyse and explain effects of the weather on the lives of living things and the environment.

• The changing weather on Earth, causing storms, El Nino, La Nina, affects living organisms and the environment.

6. Search for relevant information, analyse and explain natural factors and human actions affecting changes of the Earth’s temperature, ozone holes, and acid rain.

• Natural factors and human action e.g. volcanic eruption, deforestation, engine combustion and release of green house gases are the causes of global warming, ozone holes, and acid rain.

• Global warming is the increase of average temperature of the Earth.

7. Search for information, analyse and explain effects of global warming, ozone holes, and acid rain on living things and the environment.

• Global warming results in melting of glaciers, rise of sea level, increased coastal erosion, flooding, forest fire that leads to extinction of some living species, and change of environment.

• Ozone holes and acid rain affect


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organisms and the environment.

8 1. Explore, experiment, and explain soil profile, soil properties and soil formation process.

• Different soils have different appearances and properties depending on the parental material, climate, geography, flora and fauna, and time taken for soil formation. Testing of some soil properties.

• Each level of the soil profile in each area has different appearances, properties, and compositions.

2. Explore, analyse, and explain utilization of soil, and improvement of soil quality.

• Soil in each local area has different appearances and properties - depending on the condition of the soil - hence different uses.

• Soil improvement for suitable use is dependent on soil condition.

3. [Use models to] simulate in order to explain formation processes and compositional features of rocks.

• Geological changes above and underground give rise to rocks with different compositional features both physically and chemically.

4. Test and observe components and properties of rocks for classification, and apply the knowledge.

• Rocks can be classified as igneous rocks, metamorphic rocks, and sedimentary rocks. The three categories of rocks are related, with applications in industry, construction etc.

5. Examine and explain physical characteristics of mineral ores and their applications.

• In the natural environment with suitable temperature and pressure, elements and compounds crystallize and turn into ores, with various appearances and properties, each of which requires different methods of investigation.

• There are several kinds of ores found in Thailand. Physical properties that may be examined include crystal shape,


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specific gravity, hardness, lustre, cleavage, colour, and streak. Applications of ores e.g. jewellery and other industries.

6. Search for information and explain formation process, characteristics and properties of petroleum, coal, and oil shale, as well as their applications.

• Petroleum, coal, and oil shale are natural fuels formed as a result of geological changes, having different appearances, properties, and utilization methods.

7. Explore and explain characteristics of natural water sources, utilization and conservation of local water sources.

• Water on Earth includes fresh water and salt water. Fresh water occurs as surface water, ground water, and atmospheric water.

• Utilization of water resources must be carefully planned in many aspects, including suitable usage, conservation, prevention, and restoration.

8. [Use models to] simulate and explain formation process of surface water sources and underground water sources.

• There are several kinds of surface water depending on geographical features, waterway features, and velocity of water current in each season.

• Some surface water infiltrates underground and accumulates in soil and rock layers becoming underground water. Part of this is absorbed around sediments and is referred to as soil water while another part penetrates deep down and builds up within spaces among the sediments as well as pores or fractures within rocks or rock layer, such water is referred to as ground water.

9. [Use models to] simulate and explain weathering, erosion, transportation, deposition, and crystallisation, as well as the effects of these processes.

• Weathering, erosion, transportation, deposition, crystallisation are important processes that cause changes to Earth surface, resulting in various landforms with wind, water, glacier, wave, and


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gravity as main causal factors.

10. Search for information, construct models, and explain structure and components of the Earth.

• The Earth structure consists of the crust, the mantle, and the core. Each layer has different characteristics and composition.

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10-12 1. Search for information and explain principles for division of the Earth’s structure.

• The Earth is a rocky planet in the Solar System. The temperature inside the Earth is still very high and has been constantly changing since birth.

• Scientists’ division of the Earth structure is based on data and evidence from the fields of geology and physics.

2. [Use models to] simulate and explain the process of plate tectonic changes of the Earth.

• Changes of the Earth can be explained with plate tectonics theory.

• Plate tectonic changes often take place in the lithosphere and the asthenosphere.

• The lithosphere is broken into several large pieces called plates. These plates are constantly moving, causing several geological phenomena that can be studied from traces and evidence observable today, e.g. faults and joints of tectonic plates, mid-ocean ridges, and fossils.

3. [Use models to] simulate and explain formation process of mountains, faults, folds, earthquakes and volcanic eruptions.

• Investigation of plate tectonics theory and geological phenomena, from past to present, reveals that earthquakes and most volcanic eruptions occur along the plate boundaries, called the ring of fire.

• A fault is a fracture in a volume of rock caused by displacement of the rock on one side, which may be related to


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earthquakes and volcanic eruptions.

• A fold originates from plate tectonic and appears as a mark in the rock.

• Processes that give rise to faults and folds, and plate tectonics are parts of the processes that form mountain ranges.

4. Search for information and explain the importance of geological phenomena including earthquakes and volcanic eruptions that affect living things and the environment.

• Important geographical phenomena that drastically affect living organisms are earthquakes and volcanic eruptions.

• Earthquakes and volcanic eruptions may be followed by other geo-hazards, causing loss of lives and properties, as well as changes in geomorphology, rock types, and the environment.

5. Explore, analyse and explain stratigraphy from characteristics of rock layers, fossils, and geological structures, in order to explain the history of an area.

• Events that took place in the past may be explained with traces that are evident in the rock.

• Geological data that can be used to explain Earth history are fossils, rock types, geological structure and stratigraphy.

• History of an area can be discovered by means of stratigraphy based on chronological sequence of rock formation according to geological time scale.

6. Search for information, analyse and explain benefits of geological data.

• Changes taking place from the past until present are indicative of continual changes of Earth crusts, with applications in evolution [study] and survey of geo-resources.


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Standard Sc 7.1 : The student should be able to understand the evolution of the Solar System and galaxies, interactions within the Solar System, their effects on living things on Earth, practice investigative process skills and develop a scientific mind, communicate the acquired knowledge and make use of it.


1 1. Indicate that there are the Sun, the Moon and the stars in the sky.

• The Sun, the Moon and the stars are in the sky. We can see the sky as a semi-sphere covering the ground.

2 1. Search for and discuss the importance of the Sun.

• The Sun is an essential energy source, providing both heat and light energy, which are important in sustaining life.

3 1. Observe and explain rising and setting of the Sun, the Moon, causes of days and nights, and determining directions.

Earth’s self rotation causes the following phenomena:

• The apparent rising and setting of the Sun and the Moon.

• Days and nights, the side of the earth facing the Sun is in day time while the other side that does not receive the Sunlight is in night time.

• Directions can be determined by observing sunrise and sunset. The Sun rises in the east and sets in the west. When the east is on the right hand side and the west is on the left hand side, the north is in the front and the south in the back.

4 1. Construct a model to explain characteristics of the Solar System.

• The Solar System is composed of the Sun at the centre and the satellites orbiting the Sun. These are the eight planets, a dwarf planet, asteroids, comets, and other small objects. Meteors or meteorites can come from parts of a comet, an asteroid or other small objects.


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5 1. Observe and explain determination of directions, as well as rising and falling phenomena of stars, by using star chart.

• Earth rotation allows determination of direction. The Earth rotates anti-clockwise from the west to the east. Therefore, when observed from the North Pole, it is apparent that the Sun and other stars rise in the east and set in the west.

• Star charts facilitate observation of the star positions in the sky.

6 1. Construct a model and explain the cause of seasons, phases of the Moon, a solar eclipse and a lunar eclipse, and apply the knowledge.

• Orbit of the Earth around the Sun takes one year with Earth’s axis tilted away from the perpendicular axis of the orbital plane. As a consequence, each part of the Earth receives different amount of energy from the Sun, causing seasons.

• The Moon is non-luminous. The apparent luminosity is due to reflection of sunlight from the Moon’s surface. As the Moon orbits the Earth and as the Earth orbits the Sun, the Moon changes position so we see the reflection from the Moon differently each night. This is referred to as the phases of the Moon, with application [, for example,] in preparation of the lunar calendar.

• A solar eclipse occurs when the Earth, the Moon, and the Sun are in straight line, causing the image of the Moon to cover the Sun. A lunar eclipse occurs when the Moon moves into the Earth’s shadow.

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9 1. Search for information and explain relationships between the Sun, the Earth, the Moon and other planets, and their effects on the environment and living things on Earth.

• The Sun, the Earth, and the Moon are contained in a system by means of gravity.

• The Moon orbits the Earth as a result of the gravity between them. By the same token, the satellites of the Sun orbit the Sun.

• The gravity from the Moon and the Sun that acts upon the Earth causes high tide and low tide, which affect the environment and the organisms.

2. Search for information and explain components of the universe, galaxies and the Solar System.

• The universe is composed of a large number, up to hundreds of billions, of galaxies. Each galaxy consists of a large number of stars bound in systems as a result of gravity. The Solar System is at an arm of the Milky Way galaxy, in the direction of the Orion.

3. Identify positions of constellations, and apply the knowledge.

• A constellation is composed of many stars that appear in close proximity, and can be seen as different shapes on the celestial sphere. The stars in the same constellation are not necessarily close to one another as they appear. Since the positions of these stars are fixed on the celestial sphere, they can be used to determine direction and time.

10-12 1. Search for information and explain origin and evolution of the Solar System, galaxies and the Universe.

• The Universe originated at a point called the Big Bang, where energy began to transform into matter as particles of quarks, electrons, neutrinos, as well as [the corresponding] anti matter. As the temperature of the Universe decreases, quarks fused together into sub-atomic particles i.e. protons and neutrons. Then protons and neutrons fused to form nuclei of helium and gave rise to


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hydrogen atoms and helium atoms. The hydrogen and helium atoms are major components of old nebulae that distributed in groups and become galaxies. Stars and star systems were then formed within galaxies.

2. Search for information and explain nature and evolution of stars.

• Stars are large masses of hot gas that originate from nebulae. The major component of a star is hydrogen. Thermonuclear reactions take place at the centre of the stars, fusing nuclei of hydrogen to nuclei of helium and giving out energy.

• The magnitude of a star that can be observed is an apparent magnitude which is dependent upon the absolute magnitude and the distance from Earth.

• The colour of a star is related to the surface temperature and the age of the star.

• Long-lived or short-lived stars come to an end as black holes, or neutron stars, or white dwarfs, depending on the mass of that star.


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Standard Sc 7.2 : The student should be able to understand the importance of space technology for investigating space, natural resources, agriculture and communication, communicating acquired knowledge and ethically applying the knowledge for life and environment.


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6 1. Search for information and discuss advancement and benefits of space technology.

• Progress of space rockets, artificial satellites and spacecrafts.

• Applications of some advancement in space technology including exploration of celestial objects that hugely facilitates investigation both within and outside the Solar System. Additional applications are development of technology for survey of natural resources, communication, weather survey, medicine, and other aspects.

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9 1. Search for information and discuss advancement in space technology for exploration of space, celestial objects, weather conditions, natural resources, agriculture, and communication.

• Telescopes, rockets, satellites and spacecrafts are used to explore space, celestial objects, weather, natural resources, as well as in agriculture and communication.


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10-12 1. Search for information and explain a launch and calculate velocity of a satellite orbiting the Earth.

• In order to launch a satellite into orbit around the Earth at different heights from Earth surface, the rocket must have different velocities.

2. Search for information and explain various applications of satellites.

• Satellites are used for many purposes, including in meteorology, survey of earth natural resources, communication, and determination of object positions on Earth.

3. Search for information and explain spaceflights and space exploration by spacecrafts and space stations.

• Space transportation system is developed to launch satellites and spacecrafts, replacing an exclusive use of rockets as the system can be reused.

• In a launch of spacecrafts for a space exploration mission, the velocity of the rocket that accompanies the spacecraft must exceed an escape velocity in order to leave Earth orbit.

• Spacecrafts and space stations are part of the missions to explore the Earth and other celestial bodies.


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Strand 8 : Nature of Science and Technology

Standard Sc 8.1 : The student should be able to use the scientific process and scientific mind in investigation, solve problems, know that most natural phenomena have definite patterns explainable and verifiable within the limitations of data and instrumentation during the period of investigation, understand that science, technology and environment are interrelated.


1 1. Pose questions related to the topic to be learned, as directed or as interested.

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2. Plan to observe, investigate, and inquire based on own ideas and teachers’ ideas.

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3. Use materials and instruments to investigate and record results by simple methods.

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4. Classify data and present results from investigations.

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5. Express opinions in an investigation.

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6. Record and explain the results of an observation or an investigation as drawings or short written texts.

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7. Verbally present own work for others to understand.

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2 1. Pose questions related to the topic to be learned, as directed and as interested.

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2. Plan to observe, investigate, and inquire, based on own ideas,

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group’s idea and teachers’ ideas.

3. Use suitable materials, instruments and tools to investigate and record data.

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4. Classify data, compare and present results.

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5. Pose new questions based on the results of an investigation.

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6. Express opinions in groups and compile the findings.

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7. Record and explain, straightforwardly, the results of observations and investigations, through drawings, diagrams or written explanation.

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8. Verbally present own work for others to understand the process and the results.

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3 1. Pose questions related to the topic to be learned, as directed and as interested.

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2. Plan to observe, propose methods to investigate and inquire, based on own ideas and group’s idea, and predict the results of the investigation.

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3. Select suitable materials, instruments and tools to investigate and record data.

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4. Classify data, compare with the prediction, and present results.

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5. Pose new questions based on the results of an investigation.

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6. Express opinions and compile group information to construct knowledge.

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7. Record and explain, straightforwardly, the results of observations and investigations, using diagrams to supplement the explanation.

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8. Present and exhibit own work through verbal and written description for others to understand the process and the results.

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4 1. Pose questions related to the issue, topic, and situation to be learned, as directed and as interested.

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2. Plan to observe, propose methods to investigate or inquire, and predict the results of the investigation.

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3. Select suitable and correct instruments for an investigation.

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4. Record quantitative data, present the results, and draw conclusions.

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5. Pose new questions for subsequent investigations.

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6. Express opinions and summarise the learning achieved.

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7. Record and explain, straightforwardly, the results of an investigation.

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8. Present and exhibit own work through verbal or written description for others to understand the process and the results.

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3. Select suitable and correct instruments for an investigation, in order to obtain reliable data.

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4. Record quantitative and qualitative data, compare the results with the predictions, and present the results and the conclusions.

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6. Freely express opinions; explain and summarise the learning achieved.

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7. Record and explain, straightforwardly, the results of an investigation with references.

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8. Present and exhibit own work through verbal or written description for others to understand the process and the results.

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3. Select suitable and correct instruments and methods for an investigation, in order to obtain comprehensive and reliable data.

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4. Record quantitative and qualitative data, analyse the results and compare with the predictions, and present the results and the conclusions.

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6. Freely express opinions; explain, infer, and summarise the learning achieved.

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7. Record and explain, straightforwardly, the results of an investigation, with reference to reasons and evidence.

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8. Present and exhibit own work through verbal and written report for others to understand the process and the results.

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7-9 1. Pose questions that comprehensively and reliably identify important issues or variables in an investigation or an inquiry of interest.

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2. Construct testable hypotheses and plan for several methods of investigation.

3. Select accurate and safe methods, with appropriate materials and instruments, for quantitative and qualitative investigations.

4. Collect and process data quantitatively and qualitatively.

5. Analyse and evaluate conformity between evidence and conclusion, whether the hypotheses are supported or contradicted, as well as anomalies of data from the investigations.


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6. Construct models or other formats of display to explain or illustrate the results of an investigation.

7. Pose questions that lead to investigations in related issues, apply the findings in new situations, and explain the ideas, processes and results of the project or task for others to understand.

8. Record and explain results of an observation, investigation and additional research from various sources, in order to obtain reliable information; and accept that existing knowledge may change in the light of additional or contradictory data and evidence.

9. Exhibit own work, write a report and/or explain the ideas, processes, and results of the project or task for others to understand.

10-12 1. Pose questions, based on scientific knowledge and understanding, own interests, or current issues, that can be investigated comprehensively and reliably.

2. Construct hypotheses based on theories, put forward predictions, or propose models that lead to investigations.


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3. Search and collect data, taking into consideration important factors or variables, including factors that may affect other factors, factors that are uncontrollable, and the number of repeats in an investigation, to ensure reliable and sufficient data.

4. Correctly select, in terms of coverage and depth, the materials, methods, and instruments for quantitative and qualitative observations, measurements, and investigations.

5. Systematically and accurately, collect quantitative and qualitative data and record results of investigations, taking into consideration probability, appropriateness, or error in the data.

6. Process data by taking into consideration the level of accuracy in quantitative reporting of results, and present the data in appropriate formats.

7. Analyse and interpret data, as well as evaluate the conformity between the conclusions or key findings and the hypotheses.

8. Validate methods and results of an investigation, by considering errors of measurement and observation, as well as make suggestions to improve investigation methods.


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9. Apply the findings from investigations, both the methodology and the body of knowledge, to posing new questions, and solving problems in new situations and in real life.

10. Realise the importance of contribution and responsibility in accurately offering explanations, viewpoints, and results of scientific learning to the public.

11. Record and explain, with reasons, the results of an investigation; use evidence or conduct additional research to find reliable evidence; and accept that existing knowledge may change in light of new or contradictory data and evidence, prompting careful verification and approval of the novel knowledge.

10. Exhibit own work, write a report and/or explain the ideas, processes, and results of the project or task for others to understand.

The Basic Education Core Curriculum B.E. 2551 (A.D. 2008 ... · Standard Sc 5.1 : The student...

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Transcript of The Basic Education Core Curriculum B.E. 2551 (A.D. 2008 ... · Standard Sc 5.1 : The student...