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MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Secondary Schools
Curriculum Specifications
BIOLOGY
Form 5
Curriculum Development Centre
Ministry of Education Malaysia2006
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Copyright 2006Ministry of Education Malaysia
First published 2006
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical,including photocopying, and recording or by any information storage and retrieval system, without permission in writing from theDirector of Curriculum Development Centre, Level 4-8, Block E9, Government Complex Parcel E, 62604 Putrajaya, Malaysia.
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TABLE OF CONTENTS
Page
The National Philosophy v
National Philosophy of Education vii
National Science Education Philosophy ix
Preface xi
Introduction 1
Aims and Objectives 1
Scientific Skills 2
Thinking Skills 3
Scientific Attitudes and Noble Values 7
Teaching and Learning Strategies 9
Content Organisation 11
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THEME: PHYSIOLOGY OF LIVING THINGS
Learning Area: 1. Transport 13
Learning Area: 2. Locomotion and Support 21
Learning Area: 3. Coordination and Response 24
Learning Area: 4. Reproduction and Growth 33
THEME: VARIATION AND INHERITANCE IN LIVING THINGS
Learning Area: 1. Inheritance 39
Learning Area: 2. Variation 44
46Acknowledgements
Panel of Writers 47
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THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; to maintaining a democratic
way of life; to creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a
liberal approach to her rich and diverse cultural traditions; to building a progressive society which shall be
oriented towards modern science and technology;
We, her peoples, pledge our united efforts to attain these ends guided by the following principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
SUPREMACY OF THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
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NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards further developing the potential of individuals in a
holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally
and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral
standards and who are responsible and capable of achieving a high level of personal well-being as well as
being able to contribute to the betterment of the family, society and the nation at large.
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science education inMalaysia nurtures a
Science and Technology Culture by focusingon the development of individuals who are competitive, dynamic, robust and
resilient and able tomaster scientific knowledge and technological competency
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PREFACE
The aspiration of the nation to become an industrialisedsociety depends on science and technology. It is envisagedthat success in providing quality science education to
Malaysians from an early age will serve to spearhead thenation into becoming a knowledge society and a competitiveplayer in the global arena. Towards this end, the Malaysianeducation system is giving greater emphasis to science andmathematics education.
The Biology curriculum has been designed not only to provideopportunities for students to acquire science knowledge andskills, develop thinking skills and thinking strategies, and toapply this knowledge and skills in everyday life, but also toinculcate in them noble values and the spirit of patriotism. It is
hoped that the educational process en route to achievingthese aims would produce well-balanced citizens capable ofcontributing to the harmony and prosperity of the nation andits people.
The Biology curriculum aims at producing active learners. Tothis end, students are given ample opportunities to engage inscientific investigations through hands-on activities andexperimentations. The inquiry approach, incorporatingthinking skills, thinking strategies and thoughtful learning,should be emphasised throughout the teaching-learningprocess. The content and contexts suggested are chosenbased on their relevance and appeal to students so that theirinterest in the subject is enhanced.
In a recent development, the Government has made adecision to introduce English as the medium of instruction inthe teaching and learning of science and mathematics. This
measure will enable students to keep abreast of developments in science and technology in contemporarysociety by enhancing their capability and know-how to tap thediverse sources of information on science written in theEnglish language. At the same time, this move would alsoprovide opportunities for students to use the English languageand hence, increase their proficiency in the language. Thus, inimplementing the biology curriculum, attention is given todeveloping students ability to use English for study andcommunication, especially in the early years oflearning.
The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the workof many individuals over a period of time. To all those whohave contributed in one way or another to this effort, may I, onbehalf of the Ministry of Education, express my sinceregratitude and thanks for the time and labour expended.
(MAHZAN BIN BAKAR SMP, AMP)Director
Curriculum Development CentreMinistry of Education Malaysia
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INTRODUCTION
As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potential ofindividuals in a holistic and integrated manner to produce
individuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary and secondaryschool science curriculum is developed with the aim of producingsuch individuals.
As a nation that is progressing towards a developed nation status,Malaysia needs to create a society that is scientifically oriented,progressive, knowledgeable, having a high capacity forchange,forward-looking, innovative and a contributor to scientific andtechnological developments in the future. In line with this, there is aneed to produce citizens who are creative, critical, inquisitive, open-minded and competent in science and technology.
The Malaysian science curriculum comprises three core sciencesubjects and four elective science subjects. The core subjects areScience at primary school level, Science at lower secondary leveland Science at upper secondary level. Elective science subjectsare offered at the upper secondary level and consist of Biology,Chemistry, Physics, and Additional Science.
The core science subjects for the primary and lower secondarylevels are designed to provide students with basic scienceknowledge, prepare students to be literate in science, and enablestudents to continue their science education at the upper secondary
level. Core Science at the upper secondary level is designed toproduce students who are literate in science, innovative,and able to apply scientific knowledge in decision making andproblem solving in everyday life.
The elective science subjects prepare students who are morescientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careers in
the field of science and technology and play a leading role in thisfield for national development.
For every science subject, the curriculum for the year is articulatedin two documents: the syllabus and the curriculum specifications.The syllabus presents the aims, objectives and the outline of thecurriculum content for a period of 2 years for elective sciencesubjects and 5 years for core science subjects. The curriculumspecifications provides the details of the curriculum which includesthe aims and objectives of the curriculum, brief descriptions onthinking skills and thinking strategies, scientific skills, scientificattitudes and noble values, teaching and learning strategies, andcurriculum content. The curriculum content provides the themes,learning areas, learning objectives, suggested learning activities,the intended learning outcomes, notes and vocabulary.
AIMS
The aims of the biology curriculum for secondary school are toprovide students with the knowledge and skills in science andtechnology and enable them to solve problems and make decisions
in everyday life based on scientific attitudes and noble values.
Students who have followed the biology curriculum will have thefoundation in biology to enable them to pursue formal and informalfurther education in science and technology.
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1. Acquire knowledge in biology and technology in the context ofnatural phenomena and everyday life experiences.
2. Understand developments in the field of biology and technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical manner tosolve problems and make decisions on biology-related issues.
5. Apply knowledge of biology to improve ones health and well-being, and face challenges in the scientific and technologicalworld and be willing to contribute towards the development ofscience and technology.
6. Evaluate science and technology-related information wisely andeffectively.
7. Practise and internalise scientific attitudes and good moral
values.
8. Realise the importance of inter-dependence among living thingsand the management of nature for survival of mankind.
9. Appreciate the contributions of science and technology towardsnational development and the well-being of mankind.
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The curriculum also aims to develop a concerned, dynamic andprogressive society with a science and technology culture thatvalues nature and works towards the preservation and conservationof the environment.
OBJECTIVES
The biology curriculum for secondary school enables students to:
10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual and mentalcapabilities to understand natural phenomena for the bettermentof mankind.
11. Be aware of the need to love and care for the environment andplay an active role in its preservation and conservation.
SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are utilised.Scientific skills are important in any scientific investigation such asconducting experiments and carrying out projects.
Scientific skills encompass science process skills and manipulativeskills.
Science Process Skills
Science process skills enable students to formulate their questionsand find out the answers systematically.
Descriptions of the science process skills are as follows:
Observing Using the sense of hearing, touch, smell, taste
and sight to collect information about an objector a phenomenon.
Classifying Using observations to group objects or eventsaccording to similarities ordifferences.
Measuringand Using
Making quantitative observations usingnumbers and tools with standardised units.
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Numbers Measuring makes observation more accurate.
Inferring Using past experiences or previously collecteddata to draw conclusions and explain events.
Predicting Stating the outcome of a future event based onprior knowledge gained through experiences orcollected data.
Communicating Using words or graphic symbols such as tables,graphs, figures or models to describe an action,object orevent.
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor skillsthat enable students to:
use and handle science apparatus and laboratory substancescorrectly,
handle specimens correctly and carefully,
draw specimens, apparatus and laboratory substancesaccurately,
clean science apparatus correctly, andUsing Space-TimeRelationship
Describing changes in parameter with time.Examples of parameters are location, direction,shape, size, volume, weight and mass.
store science apparatus and laboratory substances correctlyand safely.
Interpreting Data Giving rational explanations about an object,event or pattern derived from collected data.
THINKING SKILLS
DefiningOperationally
ControllingVariables
Defining concepts by describing what must bedone and what should be observed.
Identifying the fixed variables, manipulatedvariable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the sametime, the fixed variables are kept constant.
Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.
One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtful llearning.Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.
Hypothesising Making a general statement about therelationship between a manipulated variable
and a responding variable in order to explain anevent or observation. This statement can betested to determine its validity.
Experimenting Planning and conducting activities to test acertain hypothesis. These activities includecollecting, analysing and interpreting data andmaking conclusions.
Thoughtful learning is achieved if students are actively involved in
the teaching and learning process. Activities should be organised toprovide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.
Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, is able
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to generate original and innovative ideas, and modify ideas andproducts.
Thinking strategies are higher order thinking processes that iinvolvevarious steps. Each step involves various critical and creativethinking skills. The ability to formulate thinking strategies is theultimate aim of introducing thinking activities in the teaching and
learning process.
Detecting Bias Identifying views or opinions that have thetendency to support or oppose something inan unfair or misleading way.
Evaluating Making judgements on the quality orvalueof something based on valid reasons orevidence.
Critical Thinking Skills
MakingConclusions
Making a statement about the outcome ofan investigation that is based on ahypothesis.
A brief description of each critical thinking skill is as follows:
Attributing Identifying characteristics, features,qualities and elements of a concept oranobject.
Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Comparing and Finding similarities and differences based
GeneratingIdeas
Producing or giving ideas in a discussion.
Contrasting on criteria such as characteristics, features,qualities and elements of a concept orevent.
Relating Making connections in a certain situation todetermine a structure or pattern ofrelationship.
Grouping andClassifying
Separating objects or phenomena intocategories based on certain criteria such ascommon characteristics orfeatures.
MakingInferences
Using past experiences or previously collecteddata to draw conclusions and explain events.
Sequencing Arranging objects and information in orderbased on the quality or quantity of commoncharacteristics or features such as size,
Predicting Stating the outcome of a future event based onprior knowledge gained through experiences orcollected data.
time, shape or number.
Prioritising Arranging objects and information in orderbased on their importance orpriority.
MakingGeneralisations
Making a general conclusion about a groupbased on observations on, or information from,samples of the group.
Analysing Examining information in detail by breakingit down into smaller parts to find implicitmeanings and relationships.
Visualising Recalling or forming mental images about aparticular idea, concept, situation orvision.
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Synthesising Combining separate elements or parts to form ageneral picture in various forms such as writing,drawing orartefact.
deductive manner. Figure 1 gives a general picture of thinkingskills and thinking strategies.
MakingHypotheses
MakingAnalogies
Making general statement about the relationshipbetween manipulated variables and respondingvariables to explain observations or events. Thestatements can be tested to determine validity.
Understanding abstract or complex concepts byrelating them to simpler or concrete conceptswith similarcharacteristics.
Figure 1: TSTS Model in Science
Thinking Skills
Inventing Producing something new or adapting somethingalready in existence to overcome problems in asystematic manner.
Thinking Strategy
Description of each thinking strategy is as follows:
Critical
Attributing
Comparing andcontrasting
Grouping andclassifying
SequencingPrioritising
Reasoning
Creative
Generating ideas
Relating
Making inferences
Predicting
Making
hypothesesSynthesising
Conceptualising
MakingDecisions
ProblemSolving
Making generalisations based on inter-relatedand common characteristics in order to constructmeaning, concept or model.
Selecting the best solution from variousalternatives based on specific criteria to achievea specific aim.
Finding solutions to challenging or unfamiliarsituations or unanticipated difficulties in asystematic manner.
Analysing
Detecting bias
Evaluating
Making
conclusions
ThinkingStrategies
ConceptualisingMaking decisions
Making
generalisations
Visualising
Making analogies
Inventing
Besides the above thinking skills and thinking strategies, anotherskill emphasised is reasoning. Reasoning is a skill used inmaking logical, just and rational judgements. Mastering of criticaland creative thinking skills and thinking strategies is madesimpler if an individual is able to reason in an inductive and
Problem solving
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Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can be developedthrough the following phases:
1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.
4. Applying TSTS in new situations withteachers guidance.
5. Applying TSTS together with other skills to accomplish
thinking tasks.
Science ProcessThinking Skills
Skills
Observing AttributingComparing and contrastingRelating
Classifying AttributingComparing and contrasting Grouping andclassifying
Further information about phases of implementing TSTS can befound in the guidebook BukuPanduan Penerapan Kemahiran
Measuring and UsingNumbers
RelatingComparing and contrasting
Berfikir dan Strategi Berfikir dalam Pengajaran danPembelajaran Sains(Curriculum Development Centre, 1999).
Relationship between Thinking Skills and Science Process
Skills
Making Inferences RelatingComparing and contrastingAnalysingMaking inferences
Predicting RelatingVisualising
Science process skills are skills that are required in the processof finding solutions to a problem or making decisions in a
Using Space-TimeRelationship
SequencingPrioritising
systematic manner. It is a mental process that promotes critical,creative, analytical and systematic thinking. Mastering ofscience process skills and the possession of suitable attitudesand knowledge enable students to think effectively.
The mastering of science process skills involves the masteringof the relevant thinking skills. The thinking skills that are relatedto a particular science process skill are as follows:
Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating
Defining operationally Relating
Making analogyVisualisingAnalysing
Controlling variables AttributingComparing and contrastingRelating
Analysing
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Appreciating the contribution of science and technology.
Being thankful to God.
Having critical and analytical thinking.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective.
Being systematic.
Being cooperative.
Being fair and just.
Daring to try.
Thinking rationally.
Being confident and independent.
The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:
Being aware of the importance and the need for scientificattitudes and noble values.
Giving emphasis to these attitudes and values.
Practising and internalising these scientific attitudes and noblevalues.
When planning teaching and learning activities, teachers need togive due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.
Proper planning is required for effective inculcation of scientific
attitudes and noble values during science lessons. Before the firstlesson related to a learning objective, teachers should examine allrelated learning outcomes and suggested teaching-learning
Example:
Level:
Learning Area:
Learning Objective:
Learning Outcome:
Suggested LearningActivities
Scientific attitudes andnoble values
Inculcating Patriotism
Form Five
2.0 Variation
2.3 Be respectful towards one anotherdespite variation.
Accept that people are different andrespect each other.
Participate in games and club activitiesinvolving individuals from variousethnic groups.
Conduct a sketch to show respect for
all Gods creation,
Love and respect each other.
Being kind-hearted and caring.
Appreciating the balance ofnature.
Being thankful to God.
Being cooperative.
activities that provide opportunities for the inculcation of scientificattitudes and noble values.
The following is an example of a learning outcome pertaining to theinculcation of scientific attitudes and values.
8
The biology curriculum provides an opportunity for the developmentand strengthening of patriotism among students. For example, inlearning about the process of colonization and succession in anecosystem, students will learn about the rich biodiversity in the
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Contextual Learning
Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. Incontextual learning, students learn through investigations as in theinquiry-discovery approach.
Mastery Learning
Mastery learning is an approach that ensures all students are ableto acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learn ifthey are given adequate opportunities. Students should be allowedto learn at their own pace, with the incorporation of remedial andenrichment activities as part of the teaching-learning process.
Teaching and Learning Methods
Teaching and learning approaches can be implemented throughvarious methods such as experiments, discussions, simulations,projects, and visits. In this curriculum, the teaching-learningmethods suggested are stated under the column SuggestedLearning Activities. However, teachers can modify the suggestedactivities when the need arises.
The use of a variety of teaching and learning methods can enhancestudents interest in science. Science lessons that are notinteresting will not motivate students to learn and subsequently willaffect their performances. The choice ofteaching methods should be based on the curriculum content,students abilities, students repertoire of intelligences, and theavailability of resources and infrastructure. Besides playing the roleof knowledge presenters and experts, teachers need to act asfacilitators in the process of teaching and learning. Teachers needto be aware of the multiple intelligences that exist among students.Different teaching and learning activities should be planned to caterfor students with different learning styles and intelligences.
The following are brief descriptions of some teaching and learningmethods.Experiment
An experiment is a method commonly used in science lessons. Inexperiments, students test hypotheses through investigations to
discover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, and manipulativeskills.
Usually, an experiment involves the following steps:
Identifying a problem.
Making a hypothesis.
Planning the experiment
- controlling variables.
- determining the equipment and materials needed.
- determining the procedure of the experiment and themethod of data collection and analysis.
Conducting the experiment.
Collecting data.
Analysing data.
Interpreting data.
Making conclusions.
Writing a report.
In the implementation of this curriculum, besides guiding students todo an experiment, where appropriate, teachers should providestudents with the opportunities to design their own experiments.This involves students drawing up plans as to how to conductexperiments, how to measure and analyse data, and how to presentthe outcomes of their experiment.
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Discussion
A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can beconducted before, during or after an activity. Teachers should playthe role of a facilitator and lead a discussion by asking questionsthat stimulate thinking and getting students to express themselves.
Simulation
In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games and theuse of models. In role-play, students play out a particular role basedon certain pre-determined conditions. Games require proceduresthat need to be followed. Students play games in order to learn aparticular principle or to understand the process ofdecision-making.Models are used to represent objects or actual situations so thatstudents can visualise the said objects or situations and thusunderstand the concepts and principles to be learned.
Project
A project is a learning activity that is generally undertaken by anindividual or a group of students to achieve a certain learningobjective. A project generally requires several lessons to complete.The outcome of the project either in the form of a report, an artefactor in other forms needs to be presented to the teacher and otherstudents. Project work promotes the development of problem-solving skills, time management skills, and independent learning.
Visits and Use of External Resources
The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangrove swamps, and factories.
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Visits to these places make the learning of science moreinteresting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit is completewithout a post-visit discussion.
Use of Technology
Technology is a powerful tool that has great potential in enhancingthe learning of science. Through the use of technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.
Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessor, graphic presentation software and electronic
spreadsheet are valuable tools for the analysis and presentation ofdata.
The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance theeffectiveness of teaching and learning ofscience.
CONTENT ORGANISATION
The biology curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one or morelearning outcomes.
Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domain are:knowledge, understanding, application, analysis, synthesis and
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evaluation. Levels in the affective domain are: to be aware of, to bein awe, to be appreciative, to be thankful, to love, to practise, and tointernalise. Where possible, learning outcomes relating to theaffective domain are explicitly stated. The inculcation of scientificattitudes and noble values should be integrated into every learningactivity. This ensures a more spontaneous and natural inculcationof attitudes and values. Learning areas in the psychomotor domain
are implicit in the learning activities.
Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for a particularlearning objective are organised in order of complexity. However, inthe process of teaching and learning, learning activities should beplanned in a holistic and integrated manner that enables theachievement of multiple learning outcomes according to needs andcontext. Teachers should avoid employing a teaching strategy thattries to achieve each learning outcome separately according to theorder stated in the curriculum specifications.
The Suggested Learning Activities provide information on the scopeand dimension of learning outcomes. The learning activities statedunder the column Suggested Learning Activities are given with theintention of providing some guidance as to how learning outcomescan be achieved. A suggested activity may cover one or morelearning outcomes. At the same time, more than one activity maybe suggested for a particular learning outcome. Teachers maymodify the suggested activity to suit the ability and style of learningof their students. Teachers are encouraged to design otherinnovative and effective learning activities to enhance the learningofbiology.
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THEME: PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 1.0 TRANSPORT
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Vocabulary
1
4/1 - 8/1
1.1Understandingthe importance ofhaving a transportsystem in some
multicellularorganisms
Carry out activities to identifythe problem that could be facedby multicellular organisms andexplain how the problem isovercome in multicellularorganisms as compared tounicellular organisms:
a) correlate different sizesofcubes to total surfacearea / volume (TSA/V)ratio,
b) discuss how the (TSA/V)
ratio affects the movementofsolutes to the interior ofcubes,
c) relate the outcome of a)and b) to the problem facedby multicellular organismsin getting cell requirementsto the cells in the interior ofthe organisms,
d) suggest ways to improvethe movement of solutesto the interior of cubes
without changing the sizeof cubes,e) explain why there is a need
fora transport system insome multicellularorganisms.
A student is able to:
identify the problem that could befaced by multicellularorganismsin obtaining theircellularrequirements and getting rid oftheir waste products,
suggest how the problem isovercome in multicellularorganisms.
As compared tounicellularorganisms
cell requirements keperluan sel
waste products hasilbuangan
transport pengangkutan
total surface areajumlah luaspermukaan
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LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Vocabulary
1.2Synthesisingthe concept ofcirculatorysystem
Read text materials and view
computer simulations on
circulatory system and discuss
the following:
a) what is a circulatorysystem, b) the three
components ofthe circulatory
system, i.e.
medium, vessels and pump,
c) blood and haemolymph
as a medium of
transport,
d) the composition of
human blood,e) the function of blood
and hemolymph in
transport,
f) the structure of human
blood vessels: arteries,
veins and capillaries,
g) the basic structure and
function of the human heart,
h) the circulation of
blood in humans in
terms of:
i. pumping of theheart,
ii. contraction of
skeletal muscles
around veins
A student is able to:
state what a circulatory systemis,
state the three components ofcirculatory system in humansand animals,
state the medium of transport in
humans and animals,
state the composition of human
blood,
explain the function of blood and
haemolymph in transport,
describe the structure of human
blood vessels,
explain how blood is propelled
through the human circulatory
system,
explain briefly how blood
pressure is regulated,
Only a briefdescription of humanbloodvessels is required.
Cardiac cycle isnot required.
Baroreceptors in theaorta and carotidarteries arementioned. Effectorsare smooth musclesof the arteries and
circulatory system
sistem peredaran
composition komposisi
blood vessel salurdarah
heart jantung
cardiac muscle otot kardium
skeletal muscle ototrangka
regulatory mechanism mekanisme kawalatur
blood pressure tekanan darah
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Look at the heart of the fish,
chicken and/or cow, and note
similarities and differences in terms
of size, and numberof
compartments.
Use schematic diagrams to
compare the circulatory system in
the following: humans, fish and
amphibians.
Visualise and draw concept maps
on the circulatory system in
humans.
compare and contrast the
circulatory systems in the
following: humans, fish and
amphibians,
conceptualise the circulatory
system in humans.
1.3Understandingthe mechanismof blood clotting
Show photomicrographs ofblood
clots. Discuss the necessity forblood clotting with respect to:
a) preventing serious blood loss,
b) preventing the entry of
microorganisms and foreign
particles,
c) maintaining blood pressure,
d) maintaining circulation ofblood
in a closed circulatory system.
Use a schematic diagram to
illustrate the mechanism ofbloodclotting.
Predict the consequences ofblood
clotting related problems such as
haemophilia or thrombosis.
A student is able to:
explain the necessity forblood
clotting at the site of damaged
blood vessels,
explain the mechanism ofblood
clotting,
predict the consequences of
impaired blood clotting
mechanism in an individual.
blood clottingpembekuan darah
damaged blood vessel salur darah tercedera
impaired blood clotting pembekuandarah
terjejas
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.4Synthesisingthe concept oflymphaticsystem
Draw a schematic diagram on the
formation of interstitial fluid and
lymph, and discuss the following:
a) spaces between cells,
b) materials from blood capillariesentering these spaces,
c) composition of interstitial fluid,
d) the importance ofinterstitial
fluid,
e) the need for interstitial fluid to
return to the circulatory system
directly or via the lymphatic
system.Discuss the following:
a) the structure of the lymphatic
system,
b) the flow of lymph,
c) the role of the lymphatic system
in transport.
A student is able to:
describe the formation of
interstitial fluid,
state the composition of
interstitial fluid,
state the importance of
interstitial fluid,
describe the fate ofinterstitial
fluid,
describe the structure ofthe
lymphatic system,
explain how the lymphatic
system complements the
circulatory system,
With the exception ofthoracic duct and rightlymphatic duct, specificnames of lymphvessels and lymphnodes are not required.
interstitial fluid bendalir interstis
lymphatic system sistem limfa
lymph nodes noduslimfa
Use a graphic organiser to compare
the content of blood, interstitial fluid
and lymph.
Brainstorm to predict what will
happen if interstitial fluid fails to
return to the circulatory system.
Study diagram or computer
simulation on the lymphatic system,
and discuss the relationship
compare the content ofblood,
interstitial fluid and lymph,
predict what will happen if
interstitial fluid fails to return to
the circulatory system,
conceptualise the relationship
between the lymphatic system
and circulatory system.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
between the lymphatic system and
circulatory system.
1.5
Understandingthe role ofthecirculatorysystem in bodydefencemechanism
Discuss the necessity for a body
defence mechanism in humans.
Gather information and discuss the
bodys defence mechanism with
reference to:
a) first line ofdefence
- skin,
- mucous membrane,
b) second line ofdefence
- phagocytic white blood cells,
c) third line ofdefence
- lymphocytes.
Draw and label the various stages
ofphagocytosis.
Discuss the following:
a) antigens, antibodies, immunity
and immunisation,
b) how antigens and antibodies
are related to immunity,
c) the various types of immunity:
i. active immunity (natural,
artificial),
ii. passive immunity (natural,
artificial).
A student is able to:
state another function ofthe
circulatory system besides
transport,
identify the three lines of
defence mechanism of the body,
describe the process of
phagocytosis,
state the meaning of antigen and
antibody,
state the meaning of immunity
and immunisation,
relate antigen and antibody to
immunity,
name and give examples of
various types of immunity,
bodys defence
mechanism mekanisme
pertahanan badan.
immunity keimunan
immunisationpengimunan
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out small group discussion on
the following and present the
findings:
a) the effects of HIV on the
bodys immune system,
b) transmission of HIV,
c) prevention of AIDS.
state the effects of human
immunodeficiency virus (HIV) on
the bodys defence mechanism,
describe the transmission of
HIV,
suggest ways to prevent the
spread of acquired immune
deficiency syndrome (AIDS).
acquired immunedeficiency syndrome(AIDS) sindrom kurangdaya tahan
1.6Appreciating a
healthycardiovascularsystem
Research and discuss nuitrition and
lifestyle which can lead to a healthy
cardiovascular system. Then selectways that are suitable and practise
them.
A student is able to:
select and practise suitable
ways to maintain a healthycardiovascular system.
1.7Understandingthe transport ofsubstances inplants
Discuss the following:a) the necessity for transport of
substances in plants,b) the problem that could be faced
by plants in transportingsubstances and how it isovercome in plants.
A student is able to:
state the necessity fortransportof substances in plants,
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out the following activities:a) to show the presence of xylem
as a continuous tube system totransport water and minerals,
b) prepare slides and look at thecross section (XS) andlongitudinal section (LS) ofadicot stem,
c) study prepared slides of XS ofstem, root and leaf of a dicotplant, and draw plan diagrams.
Relate the following:a) the structure of xylem to the
transport of water and minerals,
b) the structure of phloem to the
transport of organic substances.Carry out bark ringing to show therole of phloem in the continuoustransport of organic substances.
identify the vascular tissue instem, root and leaf,
state the role of vasculartissuein the transport of substances,describe the structure ofvascular tissue,
relate the structure of xylem totransport,
relate the structure of phloem to
transport,predict the effect of removing aring of phloem tissue from aplant.
Bark ringing is theremoval of a ring oftissue external to thexylem from around thetrunk of a woody plant.
cross section keratan rentas
longitudinal section keratan membujur
1.8Synthesising
the concept oftransport of
substances inplants
Discuss the following:a) the transport oforganic
substances in plants,b) the importance oftranslocation
in plants.
A student is able to:
state what translocation is,
explain the importance of
translocation in plants,
Mechanism to explaintranslocation is notrequired.
pathway of water- laluan air
environmental factor
- factorpersekitaran
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out small group discussion onthe following and present thefindings:a) the process oftranspiration,
b) the importance oftranspiration,
c) the pathway of water from soilto leaves using a schematicdiagram,
d) the external conditions affectingthe rate oftranspiration
Design and conduct experimentsto study factors affecting the rate oftranspiration, i.e. :
a) air movement,b) temperature,c) light intensity,d) relative humidity.
Carry out an activity to show thefollowing:a) root pressure,b) cohesion and adhesion of
water.
Discuss and draw a concept map ofthe movement of water in plants interms of the following: osmosis,transpiration pull, cohesion andadhesion of water, opening andclosing of stomata, root pressure.
describe the process oftranspiration,
explain the importance oftranspiration,
describe the pathway of waterfrom the soil to the leaves,
state external conditionsaffecting transpiration,
design experiments to studyfactors affecting the rate of
transpiration,
explain the role of root pressurein the movement of waterinplants,
explain the role of cohesion andadhesion of water in themovement of water in plants,
conceptualise the transportmechanism in plants.
light intensity- keamatan cahaya
relative humidity- kelembapan relatif
rate oftranspiration- kadar transpirasi
root pressure- tekanan akar
transpiration pull- tarikan transpirasi
capillary action- tindakan kapilari
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LEARNING AREA: 2.0 LOCOMOTION AND SUPPORT
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1Understandingsupport andlocomotion inhumans andanimals
Carry out small group discussion onthe following:a) the necessity for support and
locomotion in humans andanimals,
b) the problems that could befaced by humans and animalsin support and locomotion,
c) how the above problems areovercome in humans andanimals.
A student is able to:
explain the necessity forsupportand locomotion in humans andanimals,
describe problems that could befaced by humans and animals insupport and locomotion,
explain how problems in supportand locomotion are overcome inhumans and animals,
support - sokongan
locomotion - gerak alih
Study a model of human skeletonto identify the following:
a) axial skeleton consisting oftheskull, cervical vertebrae,thoracic vertebrae, lumbarvertebrae, sacrum, coccyx,sternum and ribs,
b) appendicularskeletonconsisting of the scapula,clavicle, humerus, ulna, radius,pelvic girdle, femur, tibia andfibula.
Observe a chicken wing to note the
position and nature of muscles,ligaments and tendons.
Draw and label a simple diagram ofan arm to show the arrangement ofbones, skeletal muscles andtendons.
name the bones that make upthe axial skeleton and
appendicular skeleton ofthehuman body,
label the bones, the skeletalmuscles and tendons in adiagram of the arm,
axial skeleton- rangka paksi
appendage skeleton- rangka apendaj
pelvic girdle- lengkungan pelvic
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Briefly discuss:
a) how the bones, skeletalmuscles, tendons and jointsbring about movement in the
arm orleg,b) the necessity of nerve impulses
in skeletal muscle contraction,c) the antagonistic action of
skeletal muscles,d) all muscle has two primary
proteins,
explain how movement isbrought about in a limb,
The SlidingFilamentModel of MuscleContraction is notrequired.
joint - sendi
contraction -pengecutan
e) source of energy is from ATPproduced in adjacentmitochondria,
f) the function of cartilage and
synovial fluid at joints.
Observe and discuss themechanism of locomotion in anearthworm, grasshopper, fish orbird.
Discuss and present findings onmuscle cramp, osteoporosis,muscular dystrophy, and arthritis.
state the function ofcartilage
and synovial fluid at joints,
describe briefly the mechanismof locomotion in an animal,
state some consequences ofimpaired musculoskeletalsystem on support andlocomotion.
Only a simple accountis required.
cartilage - rawan
impaired - terjejas
muscle cramp - kejangotot
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.2Appreciating ahealthymusculo-skeletal system
Discuss and share ways ofcaringfor the musculoskeletal systemsuch as:a) following a balanced diet,b) having a good posture,c) using of proper attire fordaily
activities,d) taking appropriate precautions
during vigorous activities,e) practising correct and safe
exercise techniques.
A student is able to:
practise ways to care forthemusculoskeletal system.
2.3Understandingsupport inplants
Discuss the following:a) the necessity for support in
plants,b) what could be the support
related problems faced by:i. aquatic plants,ii. terrestrial plants.
c) how is support achieved inaquatic and terrestrial plants.
Carry out the following activities:a) study the adaptations for
support (aerenchyma and airsacs) in floating aquatic plants,e.g. waterhyacinth,
b) study prepared slides of cross
sections of old stems to identifytissue that help in support,
c) investigate how support inherbaceous plant, e.g. spinachand balsam, is achieved withoutwoody tissue.
A student is able to:
explain the necessity forsupportin plants,
explain how support is achievedin aquatic plants,
explain how support in terrestrialplants are achieved throughtissue modifications.
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LEARNING AREA: 3.0 COORDINATION AND RESPONSE
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
3.1
Understandingresponse andcoordination
Carry out small group discussion onthe following and present thefindings:a) external stimuli, e.g. light,
sound, smell, taste,temperature, pressure andtouch,
b) internal stimuli e.g. sugarlevelin the blood and osmoticpressure ofblood,
c) the necessity forlivingorganisms to respond to stimuli,
Carry out activities to study:
a) human and animal responses toexternal and internalenvironment,
b) plant responses to externalenvironment.
View computer simulations on thepathways in detecting andresponding to external and internalstimuli in humans and animals anddraw schematic diagrams involvingthe main components.
Discuss what is meant bycoordination.
A student is able to:
list the changes in external andinternal environment faced by anorganism,
state why organisms have to besensitive to changes in internaland external environment,
clarify through examples themeaning ofstimulusandresponse,
state the main components andpathways involved in detectingand responding to changes inexternal environment,
state the main components and
pathways involved in detectingand regulating changes ininternal environment,
clarify through examples themeaning ofcoordination.
Main components arereceptors, integratingcentre and effectors.Afferent and efferentpathways are involvedIn regulating the
internal environment,negative feedback isinvolved..
external environment-persekitaran luar
internal environment-persekitaran dalam
stimulus - rangsangan
response - gerakbalas
negative feedback- suap baliknegatif
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Draw a schematic diagram to showthe pathway of transmission ofinformation, and discuss thefollowing:a) reception of stimuli by
receptors,b) from receptors to the central
nervous system,
c) integration and interpretation bythe central nervous system,
d) from the central nervous systemto the effectors,
e) response by the effectors.
Draw and label a simple diagram ofa synapse,
Conduct small group discussion onthe following:a) transmission ofinformation
across the synapse.b) the role of the synapse in
transmission,
Discuss voluntary action andinvoluntary action with examples.
Discuss the following:a) voluntary action eg. raising your
hand to answer a question,
describe briefly the pathway oftransmission of information fromreceptors to effectors,
draw and label a simple diagramof a synapse,
describe the transmission ofinformation across synapses,
state the role of the synapse intransmission,
give examples ofvoluntaryaction,
give examples ofinvoluntaryaction,
outline the transmission ofinformation in voluntary action,
Note:Conditional reflex isnot required.
voluntary action tindakan terkawal
involuntary action tindakan luarkawal
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
b) involuntary action involvingskeletal muscles eg. knee jerk,
c) involuntary action involvingsmooth muscles, cardiacmuscles or glands eg. normalblood pressure.
Work in small groups to draw aschematic diagram of a reflex arc.
Visit homes for the aged. Showcompassion towards seniorcitizensand patients with Alzheimers andParkinsons diseases.
outline the transmission ofinformation in involuntary action,
draw a schematic diagramshowing a reflex arc,
give examples ofnervoussystem related diseases.
knee jerk sentakan lututskeletal muscles ototrangkasmooth muscles ototlicin
reflex arc arka refleks
3.3Analysing the
role ofhormones inhumans
Carry out small group discussion onthe following and present the
findings:a) what a hormone is,b) what the endocrine system is,
c) why the endocrine system isnecessary, despite having thenervous system,
d) the physiological processeswhich are not directly regulatedby the nervous system e.g.menstrual cycle, developmentofsecondary sex
characteristics, growth, etc.,
e) how the endocrine systemcomplements the nervoussystem.
A student is able to:
state what a hormone is,state what the endocrine systemis,
state why the endocrine systemis necessary,
state physiological processesnot directly regulated by thenervous system,
descibe how the endocrinesystem complements thenervous system,
endocrine glands
kelenjarendokrin
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out group activity to label themain glands of the endocrinesystem.
Name the main hormones
produced by each endocrine gland.
Match the hormones with theirfunctions in the followingphysiological processes:(a) reproduction,(b) growth,(c) homeostasis.
Discuss how secretion ofahormone can be regulated by:a) another hormone, e.g. thyroid
stimulating hormone (TSH),b) level of certain substances, e.g.
glucose,c) nervous system.
label the main glands oftheendocrine system,
name the main hormones
produced by each endocrinegland,
state the functions ofthehormones involved in somephysiological processes,
describe briefly how secretion ofhormone is regulated,
The main hormones
required are:- follicle stimulating
hormone,- luteinising hormone,- estrogen,- progesterone,- androgens- growth hormone,- thyroid-stimulating
hormone,- thyroxine,- insulin,
- glucagon,- antidiuretic hormone,
and- adrenaline.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Discuss the involvement of both thenervous system and the endocrinesystem in a fight orflightsituation(involving adrenaline).
Carry out small group discussion onthe following and present thefindings on:a) the effects of imbalance of
thyroxine, growth hormone,antidiuretic hormone, andinsulin,
b) the use of hormone in the
treatment of diabetes mellitusand dwarfism.
describe briefly coordinationinvolving both the nervoussystem and endocrine system, ina fight orflightsituation,
state the effects of hormonalimbalance,
state the use of hormone inmedicine.
hormonal imbalance- ketidakseimbanganhormon
dwarfism - kekerdilan
3.4Synthesisingthe concept ofhomeostasis inhumans
Discuss the following :a) physical factors body
temperature and bloodpressure,
b) chemical factors in the blood -partial pressure of oxygen andof carbon dioxide, osmoticpressure, and sugarlevel,
c) the necessity to maintain anoptimal physical and chemicalcondition in the internalenvironment.
d) the meaning of homeostasis,
A student is able to:
explain the necessity to maintainan optimal physical andchemical condition in the internalenvironment,
state the meaning ofhomeostasis,
Regulation ofthephysical and chemicalfactors in internalenvironment is vital forsurvival.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Design an experiment to show theeffect of different quantities of waterintake on urine output.
Discuss the following:
a) the relationship between theregulation of osmotic pressureand the formation ofurine,
c) the formation ofurine,
d) the relationship between urineformation and excretion.
Draw and label the followingstructures:a) kidney,
b) nephron.
View computer simulations anddraw a schematic diagram on theprocess of urine formation anddiscuss the following processes:a) ultrafiltration,b) reabsorption,c) secretion.
design an experiment to studythe effect of different quantitiesof water intake on urine output,
relate changes in blood osmoticpressure to urine output,
describe the formation ofurine,
relate the formation of urine toexcretion,
The action of sodiumpump is not required.
regulation kawalatur
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Draw a schematic diagram on theaction of antidiuretic hormone(ADH), and discuss the following:a) the process ofosmoregulation
by the kidneys,b) negative feedback control in
osmoregulation.
Gather information and discuss thefollowing:a) haemodialysis,b) kidney donation and kidney
transplant.
Recall, discuss and draw a conceptmap on various mechanisms thattogether keep the physical andchemical conditions inside theorganism constant in terms of:a) blood sugarlevel,b) body temperature,c) partial pressure of oxygen and
of carbon dioxide,d) blood pressure.
describe briefly the mechanismofosmoregulation,
predict the consequences ofimpaired kidney function,
describe the regulation ofbloodsugarlevel,
describe the regulation of bodytemperature,
conceptualise homeostasis.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
3.5Practising ahealthy lifestyle
Show pictures of drug addicts andalcoholics, then discuss drug andalcohol abuse.Research and report on:a) effects of drugs and alcohol
abuse such as on the nervoussystem,
b) social factors that can lead todrug and alcohol abuse.
Attend talks on drug and alcoholabuse.
Participate in anti-drug abuse andanti-alcohol abuse campaigns.
A student is able to:
describe effects of drug andalcohol abuse on humans,
explain the factors that can leadto drug and alcohol abuse,
practise a healthy lifestyle.
Only a simple accountis required.
drug abuse-penyalahgunaan dadah
3.6Understandingplant hormones
Research and report on:a) the meaning of plant hormone,b) plant hormones e.g. auxins,
ethylene,c) effect of auxins based on
scientific findings onphototropism,
d) role of auxins in phototropismand geotropism,
e) the use of hormones inagriculture.
A student is able to:state what plant hormones are,give some examples ofplanthormones,
infer the effects of auxins ongrowth responses,
explain the role of auxins intropism,
state the use of hormones inagriculture.
Ethylene is also knownas ethene.
responses - gerakbalas
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LEARNING AREA: 4.0 REPRODUCTION AND GROWTH
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
4.1
Analysinggamete
formation
Discuss the following aboutreproduction:a) the necessity to reproduce,
b) the two types ofreproduction,
c) the necessity for formation ofgametes,
Study diagrams of the stages in theformation of a sperm and an ovum.
Compare the formation of a sperm
with that of an ovum.
A student is able to:
explain the necessity for
organisms to reproduce,
state types ofreproduction,
explain the necessity forformation of gametes,
describe formation of sperm inhumans,
describe formation of ovum inhumans,
compare the formation of sperm
with that of ovum.
reproduce membiak
4.2Analysing therole ofhormones in themenstrual cycle
Discuss the following:a) what menstruation is,b) the relation between
menstruation and menstrual
cycle,c) the importance of the menstrual
cycle,d) hormones involved in the
menstrual cycle,
Study and interpret graphs onhormonal levels during themenstrual cycle.
A student is able to:
state what menstruation is,
relate menstruation to menstrualcycle,
state the importance ofthemenstrual cycle,
state the hormones involved inthe menstrual cycle,
explain the role of hormones inregulating the menstrual cycle,
menstrual cycle kitarhaid
ovulation pengovuman
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Study diagrams, and discuss theeffect of hormonal levels on thefollowing:a) follicle development,b) ovulation,
c) formation of corpus luteum,d) thickness of the endometrium.
Discuss the following:a) premenstrual syndrome,
b) menopause.
relate hormonal levels to thedevelopment of follicles, theprocess of ovulation, and theformation of corpus luteum,relate hormonal levels to thechanges in thickness oftheendometrium,
state what premenstrualsyndrome (PMS) is,
state what menopause is.
premenstrual syndrome(PMS) sindromprahaid
menopause putus haid
4.3Understandingthe earlydevelopment of
a zygote inhumans
Use diagram and computersimulations to discuss the following:
a) the formation of zygote,b) the early development ofa
zygote as the formation of a ballof cells which becomesimplanted in the wall oftheuterus,
c) identify morula and blastocystfrom the diagrams given,
d) formation of identical twins,fraternal twins and Siamesetwins.
Illustrate how identical and fraternaltwins are formed, and give some
differences between them.Research and report on:a) functions of the placenta in
foetal development,
A student is able to:
describe what fertilisation is,
describe in simple terms theearly development of a zygote,
name the two main stages in thedevelopment of a zygote inpreparation forimplantation,describe the formation of twins,
compare identical twins withfraternal twins,
state the functions oftheplacenta in foetal development,
Only a simpleaccount is required.
fertilisationpersenyawaan
implantation penempelan
umbilical cord talipusatidentical twins kembarseiras
fraternal twins kembar tak seiras
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
b) the advantages of fetus havinga separate circulatory systemfrom that of the mother.
explain the advantages offetushaving a separate circulatorysystem from that of the mother.
4.4Appreciatingthe contributionof science andtechnology tohumanreproduction
Research and report on:a) family planning,b) sperm bank,c) artificial insemination,d) in vitro fertilisation,e) surrogate mother,
f) sexually transmitted diseases.
A student is able to:
explain the contribution ofscience and technology tohuman reproduction,
explain some moral issuesrelated to the application ofscience and technology tohuman reproduction,
what sexually transmitteddiseases are,
give examples of sexually
transmitted diseases.
artificial inseminationpermanian beradas
in vitro fertilisation persenyawaan in vitro
surrogate mother ibutumpang
4.5Synthesisingthe concept ofsexualreproduction inflowering plants
Examine a flower to identify:a) various flowerparts,b) the structures which produce
male and female reproductivecells.
Draw diagrams to show the stagesin the formation of:a) pollen grains from pollen
mothercell,b) embryo sac from embryo sac
mothercell.Describe briefly what happens ateach stage in both a) and b).
A student is able to:
identify male and femalestructures in a flower,
describe the formation ofpollengrains,
describe the formation oftheembryo sac in the ovule,
pollen debunga
embryo sac pundi embrio
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Conduct an activity to observe thegermination of pollen grains insugarsolution.
Discuss the following:
a) the formation of two male nucleifrom the generative nucleus,
b) the formation of a zygote,
c) the formation of triploid nucleus,
Discuss and draw a concept map ofdouble fertilisation in floweringplants.
Examine the structure of fruits, e.g.mango, long beans, and relatethem to the flowerparts:a) seed from the ovule,b) seed coat from the integument,c) fruit from the ovary.
Discuss the importance ofdoublefertilisation for the survival offlowering plants.
describe the formation ofpollentube,
describe the formation ofzygote,
describe the formation oftriploidnucleus,
conceptualise doublefertilisation,
relate the structure of a fruit tothe flowerparts,
explain the importance ofdoublefertilisation for the survival offlowering plants.
germination percambahan
pollen tube tiub debunga
double fertilisation persenyawaan gandadua
seed coat kulit biji
4.6Understanding
growth inmulticellularorganisms
Discuss the necessity for growth.
Carry out small group discussion ongrowth in terms of:a) growth being an irreversible
process,b) increase in the number ofcells,c) increase in cell size,d) cell differentiation.
A student is able to:
explain briefly the necessity for
growth in organisms,
explain what growth is,
growth pertumbuhan
irreversible tidak berbaliik
cell differentiation
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Study diagrams or prepared slidesto identify the growth zones at roottip and shoot tip.
pembezaan sel
4.7Understandingthe growthcurve
Generate ideas on the appropriateparameters used in themeasurement of growth.
Conduct an activity to study thegrowth of a plant, e.g. onion, maize,or balsam.
Study and interpret the data ongrowth in humans and discuss thefollowing:
a) the shape of growth curve,b) phases of growth,c) the relationship between the
phases of growth and thegrowth curve.
Study and interpret a growth curveof an insect and relate the shape ofthe curve to its growth.
A student is able to:
identify the parameters used inthe measurement of growth,
describe the sigmoid growthcurve of an organism,
relate the shape of the growthcurve to the growth phases ofanorganism,
explain the shape of the growthcurve of an insect.
The parameters thatcan be used includeheight, length,volume, dry mass,and fresh mass.
growth curve lengkungpertumbuhan
4.8Understandingprimary andsecondarygrowth in plants
Discuss the types of growth inplants.
A student is able to:
state the types of growth inplants,
primary growth pertumbuhan primer
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Conduct a field study to identifyplants that undergo primary andsecondary growth.
Examine prepared slides or
diagrams of a cross section ofayoung stem, matured stem, youngroot, matured root, in dicots toidentify the primary and secondarytissues.
Research and report on thefollowing:a) relate primary growth to height,
support and transport ofsubstances,
b) relate secondary growth toadditional support andtransport,
c) state the importance ofvascularcambium and cork cambium tosecondary growth,
d) compare plants that undergosecondary growth with thosethat do not,
e) the economic importance of
plants that undergo secondarygrowth.
state what primary andsecondary growth are,
name the tissue involved inprimary and secondary growth,
state the location of the tissueinvolved in primary andsecondary growth,
explain the importance ofprimary growth,
explain the importance ofsecondary growth,
compare and contrast plants thatundergo secondary growth withplants that do not undergosecondary growth,
state the economic importanceof plants that undergo secondarygrowth.
secondary growthpertumbuhan sekunder
cork cambium kambium gabus
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THEME: VARIATION AND INHERITANCELEARNING AREA: 1.0 INHERITANCE
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1Synthesising
the concept ofinheritancebased onMendelsexperiment
Discuss the following base onexamples:
a) inheritance,
b) characters and traits.
Study diagrams showing the resultsofMendels monohybrid crossexperiment, then discuss thefollowing:a) characters and traits in Mendel
experiments,
b) there is a heriditary factorthatdetermines a particularcharacter,
c) dominant traits and recessivetraits,
d) genes and alleles,
e) dominant alleles and recessivealleles,
A student is able to:
state what is meant byinheritance,
differentiate traits fromcharacters,
identify characters and traits inMendels experiments,
state that there is a hereditaryfactor that determines aparticularcharacter,
identify dominant and recessivetraits,
explain genes and alleles,
explain dominant alleles andrecessive alleles,
Example:character : heighttrait : tall,
short
character : colourtrait : white,
red,
inheritance pewarisan
characteristic ciri
hereditary factor faktorpewarisan
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
f) phenotype and genotype,
g) homozygote and heterozygote,
h) phenotypic ratio and genotypicratio in the first and second filialgeneration,
i) the importance of meiosis I inthe segregation ofalleles,
j) meaning of monohybridinheritance.
Conduct an activity using colouredbuttons/beans to illustrateMendels First Law.
Discuss Mendels First Law as TheLaw ofSegregation.
Study diagrams showing the resultsofMendels dihybrid crossexperiment, then discuss thefollowing:a) meaning ofdihybrid
inheritance,
state the meaning ofphenotype,state the meaning ofgenotype,relate allele combination to
genotype,
relate phenotype to genotype,
state the meaning ofhomozygote and heterozygote,
determine the phenotypic ratio ofthe first filial generation andsecond filial generation,determine the genotypic ratio ofthe first filial generation andsecond filial generation,
state the meaning of monohybridinheritance,
conceptualise Mendels FirstLaw,
state the meaning of
dihybird inheritance,
Schematic diagramsshould show the
segregation ofalleles in meiosis.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
b) the importance of meiosis interms ofindependentassortment of chromosomes.
Discuss Mendels Second Law
as The Law ofIndependentAssortment.
conceptualise Mendels Second
Law.
The use of
Punnett
s square isrequired.
1.2Understandinginheritance
Discuss:a) blood groups and Rhesus factor
(Rh factor),
b) inheritance of ABO blood groupin humans.
Examine a drawing of a micrographof human chromosomes and:
a) determine the numberofchromosomes,
b) arrange the homologous pairsbased on the location ofthecentromere and size ofchromosome,
c) identify autosomes and sexchromosomes.
Compare the karyotypes ofanormal human being with that ofa
person with Down
s syndrome.Draw a schematic diagram to showthe following:a) sex determination in off-springs,
student is able to:
state the blood groups in theABO system and Rhesus factorin humans,
explain the inheritance of ABOblood group in humans,
differentiate autosomes from sexchromosomes,
identify the different humankaryotypes,
explain sex determination in off-springs,
sex determinationpenentuan seks
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
b) sex-linked inheritance ofhaemophilia and colourblindness.
Gather information and discuss:
a) hereditary disease such asthalassaemia,
explain sex-linked inheritanceusing examples.
describe hereditary disease, Only a brief accountis required.
sex-linked inheritancepewarisan terangkai seks
colourblindness buta warna
1.3Understandingg
enes andchromosomes
Research and report on:
a) unit ofinheritance,
b) the location of genes.
Construct a model ofdeoxyribonucleic acid (DNA) and
discuss the following:a) structure ofnucleotides,b) structure ofpolynucleotides,c) double helix structure of DNA.
Draw a schematic diagram andrelate how a trait is manifested fromthe basic unit of inheritance interms of:a) chromosome to DNAb) DNA to gene,c) gene to protein,
d) protein to the trait ofanorganism.
A student is able to:
state the unit ofinheritance,
state the location of genes,
describe the structure ofdeoxyribonucleic acid (DNA),
describe in simple terms themanifestation of a trait ofanorganism from the basic unit ofinheritance,
An explanation ofthe mechanism of
protein synthesis isnot required
double helix
heliks ganda dua
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Research and report on thefollowing:a) DNA fingerprinting,b) human genome project,c) potential of stem cell research,
d) genetic engineering,i. gene therapy,ii. genetically modified
organisms,iii. genetically modified food,iv. medicine (production of
insulin).Discuss the implications oftheabove to mankind.
Conduct a forum or debate onethical and moral issues in the
application of knowledge ingenetics.
Visit research centres that conductresearch in genetic engineering.
explain briefly the importance ofgenetics to mankind,
describe the application andabuse of knowledge in genetics,
argue on the need for ethics andmoral in the application of
genetics.
DNA fingerprinting cap jari DNA
genetic engineering kejuruteraan genetik
ethics etika
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LEARNING AREA: 2.0 VARIATION
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1
Understandingvariation in
organisms
Discuss the importance ofvariationin organisms.
Conduct an activity to investigatevariation in humans and present thedata graphically.
Discuss continuous anddiscontinuous variation based onthe graphs.
Compare continuous variation withdiscontinuous variation.
A student is able to:
state the importance ofvariation
in organisms,
give examples of variation inhumans,
state the types ofvariation,
compare continuous variationwith discontinuous variation.
variations variasi
continuous variation variasi selanjar
discontinuous variation variasi tak selanjar
2.2Understandingthe causes ofvariation
Discuss the cause of variation interms of:a) genetic factors,b) environmental factors.
Discuss the effects of genetic factoron variation.
Conduct an activitiy, such as role-playing or model-building, to showthe process ofgeneticrecombination.
Conduct an activity to study theeffects of different environmentalfactors on the variation ofplants.
A student is able to:
state the factors causingvariation,
explain the effects ofgeneticfactors on variation,
explain the effects ofenvironmental factors onvariation,
explain the effects oftheinteraction between geneticfactors and environmentalfactors on variation,
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Discuss the following:a) chromosomal mutation,b) gene mutation.
Discuss examples of mutation and
mutagens.
Discuss the importance ofvariationin the survival of a species.
explain mutation,
explain the importance ofvariation in the survival ofaspecies.
2.3Be respectfultowards oneanotherdespitevariation
Participate in games and clubactivities involving individuals fromvarious ethnic groups.
Conduct a sketch to show respect
for all God
s creation.
A student is able to:
accept that people are different,
respect each other.
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ACKNOWLEDGEMENTS
Advisors Mahzan bin Bakar SMP, AMP DirectorCurriculum Development Centre
Zulkifly bin Mohd Wazir Deputy DirectorCurriculum Development Centre(July 2005 until August 2006)
Maznah Abdul Hamid Deputy DirectorCurriculum Development Centre
Editorial Advisors Cheah Eng Joo Principal Assistant Director(Head of Science and Mathematics Section)Curriculum Development Centre
Yeap Chin Heng (Ph.D) Assistant Director(Head of Core Science Unit)Curriculum Development Centre(until July 2005)
Ho Heng Ling Assistant Director
(Head of Core Science Unit)Curriculum Development Centre
Zaidi Yazid Assistant Director(Head of Elective Sciences Unit)Curriculum Development Centre(until Dec. 2005)
Zaidah Mohd Yusoff Assistant Director(Head of Elective Sciences Unit)Curriculum Development Centre
Editors Ho Heng Ling Assistant Director
(Head of Core Sciences Unit)Curriculum Development Centre
Zainusham Yusof Assistant DirectorCurriculum Development Centre
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PANEL OF WRITERS
Cheah Eng Joo Curriculum Development Centre. Prof Madya Dr. Hamdan
Hj. Mohd Nor
Universiti Putra Malaysia
Zaidi Yazid Curriculum Development Centre. Dr. Chuah Choy Kim Universiti Sains Malaysia.
Ho Heng Ling Curriculum Development Centre. Hasimah Azit Sek. Seri Puteri, Wilayah Persekutuan.
Zainusham Yusof Curriculum Development Centre. Gan Poh Lien SMJK Heng Ee, Pulau Pinang.
Salina Hanum Osman
Mohamed
Curriculum Development Centre. Manoharan a/l
Palaniappan
SMK Seri Putra, Perak.
Aizatul Adzwa Mohd Basri Curriculum Development Centre. Mahadiah Muda SM Sains Seri Puteri, Kuala Lumpur.
Zulkifli Baharudin Curriculum Development Centre. Lim Hean Hwa SMK Bandar Tasik Selatan, Kuala
Lumpur.
Yusof Ismail Curriculum Development Centre. Chan Suan Khin (Jacinta) SM Muara Tuang, Sarawak.
Salbiah Mohd. Som Curriculum Development Centre. Wahida Abdullah SMK Tunku Abdul Rahman Putra,
Selangor.
Zainon Abdul Majid Curriculum Development Centre. Paridah Abas SMK Gombak Setia, Kuala Lumpur.
Zaidah Md. Yusof Curriculum Development Centre.
Ahmad Salihin Mat Saat Curriculum Development Centre.
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Curriculum Development Centre
Ministry of Education Malaysia2006
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