Curriculum Development Centre

Ministry of Education Malaysia

2005
THEME: INTRODUCING SCIENCE

LEARNING AREA: 1. SCIENTIFIC INVESTIGATION

Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.1 Carry out a scientific A student is able to: analyse – menganalisis

Analysing investigation, e.g. investigate how
method in surface area affects the rate of
scientific cooling.
investigation
Students will:
a) identify the problem,
b) identify the variables,
c) make a hypothesis,
d) plan the investigation to:
i. determine the apparatus and
materials needed,
ii. determine the procedure of
the investigation, the
method in data collection
and data analysis.
e) carry out the investigation,
f) collect data,
g) analyse and interpret data,
h) draw conclusions,
i) write a report.
Discuss the importance of
scientific investigation method in
acquiring scientific knowledge.
• explain the steps in scientific apparatus – radas
investigation,
• carry out a scientific conduct – jalankan
investigation,
• write a report on a scientific conclusion – kesimpulan
investigation,
determine – tentukan
• explain the importance of
scientific investigation.
hypothesis – hipotesis
identify – kenal pasti
interpret – tafsirkan
investigate – siasat
material – bahan
observe – memerhati
planning – merancang
procedure – prosedur,
tatacara

steps – langkah-langkah

variables – pemboleh
ubah

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.2 View videos or computer A student is able to:

Realising the simulations then gather and
need to interpret data on the scientific • identify scientific attitudes and practise – mengamalkan
practise attitudes and noble values noble values practised by
scientific practised by scientists. scientists, scientific attitudes – sikap
attitudes and • explain the need to practise saintifik
noble values Discuss the need to practise scientific attitudes and noble
when carrying scientific attitudes and noble values when carrying out a
out scientific values when carrying out scientific scientific investigation,
investigations investigations. • practise scientific attitudes
and noble values when
carrying out a scientific
investigation.

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THEME: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA: 1. BODY COORDINATION
Learning
Suggested Learning Activities
Objectives
1.1 Carry out activities to observe and
Understanding discuss body coordination.
body • describe what body coordination
coordination Examine models, view charts or
videos to identify the body • identify the body systems that
systems which control
coordination, i.e. the nervous
system and the endocrine system. • state the importance of body
Discuss the importance of body
coordination in daily activities.
1.2 Observe models, view charts or
Understanding videos and identify the human
the human nervous system which consists of:
nervous a) central nervous system, i.e.
system brain and spinal cord,
b) peripheral nervous system, i.e.
cranial nerves and spinal
nerves and their branches
which link the receptors and
effectors with the central
nervous system.
Discuss the function of each
component part of the nervous
system.
Learning Outcomes Notes Vocabulary
A student is able to: body coordination –
koordinasi badan
is, endocrine system – sistem
endokrin
control and regulate
coordination, nervous system – sistem
saraf
coordination.
A student is able to: axon – akson
• identify the component parts of cell body – badan sel
the human nervous system,
• state the function of each central nervous system –
component part of the nervous sistem saraf pusat
system,
• state what a neurone is, motor neurone – neuron
• identify the parts of a neurone, motor
• state the function of each part of
the neurone, myelin sheath – salut
• identify the different types of mielin
neurone,
• state the function of each type of peripheral nervous system
the neurone, – sistem saraf periferi
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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

View videos, charts or examine • compare and contrast the relay neurone – neuron
models and discuss the following: different types of neurone. perantaraan
a) neurone as the basic unit of the
nervous system, sensory neurone – neuron
b) parts of a neurone namely deria
cell body, axon, dendrite, and
myelin sheath
c) functions of various parts of a
neurone,
d) types of neurone namely the
sensory neurone, motor
neurone, and the relay neurone,
e) functions of various types of
neurones,

Draw a labelled diagram of the

sensory neurone, the motor
neuron and the relay neurone.

Carry out an activity to compare

and contrast the different types of
neurone and present the
similarities and differences in a
graphic organiser.

1.3 Discuss the following: A student is able to: reflex action – tindakan
Analysing a) meaning of receptors and refleks
nervous effectors, • state what receptors and
coordination b) functions of receptors and effectors are, reflex arc – arka refleks
effectors. • state the functions of receptors
and effectors,

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Carry out activities to demonstrate • explain with examples what a

the reactions of sense organs to reflex action is,
various stimuli. • describe a reflex arc,
• illustrate the path taken by an
Carry out activities and discuss impulse in the reflex arc.
reflex actions such as knee-jerk
and reaction to touching a hot or
sharp object.

View computer simulations or

charts showing the path taken by
an impulse in a reflex arc.

Draw a diagram to show the path

taken by an impulse in a reflex arc.

1.4
Understanding Carry out the following activities to A student is able to: proprioceptors – reseptor
the role of show the importance of regang
proprioceptors proprioceptors: • explain what proprioceptors are,
in maintaining a) stacking objects with both eyes • explain the importance of
balance and closed, proprioceptors.
coordination b) maintaining balance of the
body.

View charts, videos or computer

simulations and discuss the
following:
a) proprioceptors and their
functions,

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 Learning
Suggested Learning Activities
Objectives
b) the importance of
proprioceptors in maintaining
balance and coordination.
1.5 Examine models, view videos or
Understanding computer simulations to identify
the human the structure of the human brain,
brain and its i.e. the cerebrum, cerebellum and
complexity medulla oblongata. Discuss the
functions of the various parts of
the brain.
Draw and label the main parts of
the human brain.
Carry out activities and discuss the • give examples of involuntary
following:
a) voluntary actions such as
writing and dancing,
b) involuntary actions such as
dilation and constriction of the
pupil and the beating of the
heart.
Discuss the effects of injuries to
specific parts of the human brain.
Learning Outcomes Notes Vocabulary
A student is able to: constriction –
penguncupan
• identify the main parts of the
human brain, dilation – pembesaran,
• state the functions of each main
part of the human brain, heart beat- degupan
• explain what voluntary action is, jantung
• give examples of voluntary
action, involuntary actions –
• explain what involuntary action tindakan luar kawal
is,
voluntary actions –
action , tindakan terkawal
• explain the effects of injuries to
specific parts of the human
brain.
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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.6 A student is able to: Only adrenaline, adrenal gland – kelenjar

Understanding Carry out activities such as “match insulin, thyroxine adrenal
hormonal and win” or puzzles to identify the • describe what a hormone is, oestrogen,
coordination in following: • describe what endocrine glands progesterone and ovary – ovari
the body a) hormones and the main are, testosterone are
endocrine glands, i.e. the • identify the main endocrine required. pancreas – pankreas
pituitary gland, thyroid gland, glands and their respective
adrenal gland, pancreas, ovary, locations in the body, pituitary gland – kelenjar
b) and testes, • state the functions of hormones pituitari
c) the hormones secreted by each secreted by the endocrine
of the main endocrine glands, glands, testes – testis
d) functions of the hormones • describe the effects of hormonal
secreted by each of the main imbalance on health. thyroid gland – kelenjar
endocrine glands. tiroid

Draw a labelled diagram to show

the locations of the main
endocrine glands in the human
endocrine system.

Discuss the effects of hormonal

imbalance on health and present
the information in a graphic
organiser.

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 Learning
Suggested Learning Activities
Objectives
1.7 Carry out an activity to compare
Analysing and contrast nervous coordination
coordination with hormonal coordination and
between the present the similarities and
nervous differences in a graphic organiser.
system and
the endocrine Simulate “fright and flight”
system situations or relate an incident to
discuss the following:
a) coordination between the
nervous system and the
endocrine system in producing
a response to a stimulus,
b) the importance of coordination
between the nervous system
and the endocrine system in
ensuring a smooth and
appropriate response to a
specific stimulus.
1.8 Invite a representative from Agensi
Evaluating the Dadah Kebangsaan (ADK), Polis
effects of drug Di Raja Malaysia (PDRM),
abuse on body Persatuan Mencegah Dadah
coordination Malaysia (PEMADAM) or other
and health appropriate institutions to give a
talk or an exhibition on drugs, drug
abuse and the effects of drug
abuse on body coordination and
health.
Learning Outcomes Notes Vocabulary
A student is able to: response – gerak balas
• compare and contrast nervous stimulus – rangsangan
coordination with hormonal
coordination,
• explain with examples the
coordination between the
nervous system and the
endocrine system in response
to a specific stimulus,
• explain the importance of
coordination between the
nervous system and the
endocrine system in response
to a specific stimulus.
A student is able to: drug abuse –
penyalahgunaan dadah
• define what drugs are,
• list examples of drugs,
• explain what drug abuse is,
• describe the effects of drug
abuse on body coordination,
• describe the effects of drug
abuse on health.
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 Learning
Suggested Learning Activities
Objectives
Students make presentations on
drug abuse through public
speaking, exhibiting folio or
multimedia PowerPoint
presentation.
1.9 Gather information from books,
Analysing the newspapers, magazines or
effects of Internet and discuss the
excessive following:
consumption a) examples of alcoholic drinks,
of alcohol on b) effects of excessive
body consumption of alcohol on body
coordination coordination (effect on reaction
and health times) and health.
c) the importance of avoiding
excessive consumption of
alcohol.
Present and exhibit the collected
information.
1.10 Gather information from books,
Realising the magazines, newspapers and
importance of Internet and discuss the following:
a sound and a) the meaning of mind,
healthy mind b) factors that affect the mind,
which include, hormone
imbalance, excessive
consumption of alcohol, drug
abuse, mental stress and brain
injury,
Learning Outcomes Notes Vocabulary
A student is able to: alcoholic drinks – minuman
beralkohol
• list examples of alcoholic
drinks, excessive consumption –
• describe the effects of pengambilan berlebihan
excessive consumption of
alcohol on body coordination, reaction time – masa
• describe the effects of tindak balas
excessive consumption of
alcohol on health,
• justify the importance of
avoiding excessive
consumption of alcohol.
A student is able to: hormonal imbalance –
ketidakseimbangan
• state what mind is, hormon
• identify factors that affect the
mind, mind – minda
• explain how substance abuse
can affect the mind, mental stress – tekanan
mental
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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

c) how hormone imbalance, • justify the importance of a healthy and sound mind –
excessive consumption of sound and healthy mind. minda yang sihat
alcohol and drug abuse dan baik
can affect the mind,
d) the importance of a healthy
and sound mind.

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THEME: MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA: 2. HEREDITY AND VARIATION
Learning
Suggested Learning Activities
Objectives
2.1 View videos, computer
Understanding simulations or charts to study
cell division the following:
a) gene, DNA and
chromosome,
b) mitosis and meiosis.
Simulate the process of mitosis
and meiosis.
Carry out an activity to compare
and contrast mitosis with
meiosis and present the
similarities and differences in a
graphic organiser.
Discuss the importance of
mitosis and meiosis.
2.2 Observe and identify dominant
Understanding and recessive traits among
the principles students and their family
and mechanism members.
of inheritance
Learning Outcomes Notes Vocabulary
A student is able to: Names of the cell division –
phases in mitosis pembahagian sel
• state what genes, and meiosis are not
deoxyribonucleic acids (DNA) required. centromeres – sentromer
and chromosomes are,
• describe the relationship Only a brief chromosome – kromosom
between gene, DNA and discussion is
chromosome, required for the deoxyribonucleic acid –
• state what mitosis is, following: asid deoksiribonukleik
• describe the process of mitosis, a) separation and
• state what meiosis is, polarisation of gene – gen
• describe the process of meiosis, chromosomes,
• compare and contrast mitosis b) functions of polarisation – pengutuban
with meiosis, spindle fibres
and spindle fibres – gentian
• explain the importance of
centromeres, spindel/gelendung
mitosis and meiosis.
c) formation of new
cells.
A student is able to: dominant – dominan
• explain what dominant genes genotype – genotip
and recessive genes are,
inheritance – pewarisan
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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Discuss the following: • identify dominant traits Mendel’s law – hukum

a) dominant genes and andrecessive traits in human, Mendel
dominant traits, • llustrate the mechanism of
b) recessive genes and inheritance of traits using a monohybrid cross –
recessive traits. schematic diagram, kacukan monohibrid
• predict the genotype and
View videos or computer phenotype ratios of a phenotype – fenotip
simulations on genetic monohybrid cross.
experiments carried out by recessive traits – sifat
Gregor Mendel to study the resesif
mechanism of trait inheritance.

Use schematic diagrams to

illustrate monohybrid crosses
and predict the following using
Mendel’s law:
a) genotype ratio of the ‘first filial’
or F1 generation and the
‘second filial’ or F2 generation,
b) b) phenotype ratio of the ‘first
filial’ or F1 generation and the
‘second filial’ or F2 generation.

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

2.3 View computer simulations, A student is able to: identical twins – kembar
Understanding videos or charts and discuss seiras
sex the following: • explain what sex
determination a) sex chromosomes, chromosomes are, non-identical twins –
and the b) determination of sex, • explain how sex is determined, kembar tak seiras
occurrence of c) the occurrence of identical • explain the formation of
twins in human and identical and non-identical sex chromosomes –
beings non-identical twins, twins, kromosom seks
d) the occurrence of siamese • compare and contrast
twins. identical with non-identical sex determination –
twins, penentuan seks
Use schematic diagrams to • explain what siamese twins
illustrate the following : are. siamese twins – kembar
a) how sex is determined, siam
b) how identical and non-
identical
twins are formed.

Carry out an activity to compare

and contrast identical twins with
non-identical twins and illustrate
the similarities and differences in
a graphic organiser.

Read and interpret data from

books, articles, magazines or
Internet on siamese twins.

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

View videos, computer
2.4
simulations or charts and
Understanding
discuss the following:
mutation
a) mutation and types of
mutation such as
chromosome
mutations and gene
mutations,
b) consequences of
chromosome mutations in
humans such as Down’s
syndrome, Klinefelter’s
syndrome, and Turner’s
syndrome,
c) consequences of gene
mutations in humans such as
colour blindnes, albinism and
thalassaemia.
A student is able to: Change in genes albinism – albinisme
and chromosomes
• state what mutation is, at the molecular colour blindness – buta
• state the types of mutation, level is not warna
• list examples of mutation, required.
• identify causes of mutation, Down’s syndrome –
• state the advantages and sindrom Down
disadvantages of mutation.
Klinefelter’s syndrome –
sindrom Klinefelter
Mutation – mutasi
Turner’s syndrome –
sindrom Turner

Carry out an activity to test

colour blindness among pupils

Discuss the advantages and

disadvantages of mutation.

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

2.5 Search the Internet, read books, A student is able to: livestock – ternakan
Evaluating the magazines and newspapers for
effects of informations on genetic research • list the contributions selective breeding –
genetic research and discuss the following: of genetic research in various pembiakbakaan pilihan
on a) genetic research in the field of fields,
human life medicine, such as the • explain selective breeding in
discovery of various types of plants and livestock,
hereditary diseases and the
latest techniques for treating
specific diseases, and
Human Genome Project.
b) genetic research in the field of • state the importance of
agriculture such as genetically selective breeding in plants
- modified food (GMF), and livestock,
cloning, selective breeding in
plants such as paddy, oil
palm, papaya, durian, chilli,
and livestock such as dairy
cow and chicken.

Discuss the following: • describe the technology used

a) selective breeding in plants for selective breeding,
and livestock,
• present arguments for and
b) the importance of selective
against genetic research.
breeding in plants and
livestock,

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

View videos or computer

simulations on the technology
used for selective breeding.

Debate on genetic research

and its effects.

Compile materials on genetic

research in a scrap book.
2.6 continuous variation –
Analysing Carry out activities to identify A student is able to: variasi selanjar
variation among and classify variation among
living things students in a class. • state what variation is, discontinuous variation –
Discuss the following: • list variation in humans, variasi tak selanjar
a) continuous variation and
discontinuous variation,
b) examples of continuous
variation and discontinuous
variation,
c) factors which cause variation,
d) the importance of variation.

Carry out an activity to compare
and contrast continous variation
with discontinous variation and
illustrate the similarities and
differences in a graphic
organiser.
• classify variation into family tree – salasilah
continuous and discontinuous
variation, left-handed – kidal
• compare and contrast
continuous and discontinuous variation – variasi
variation,
• identify factors that cause
variation,
• explain the importance of
variation.

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Construct a family tree based

on variation among family
members such as having
straight or curly hair, being right-
handed or left- handed, the
presence or absence of ear
lobes, and the ability to roll the
tongue.

2.7 Read books, articles, magazines A student is able to:

Realising the or search the Internet and
need to adhere discuss how misuse of
to a code of knowledge in the field of
ethics in genetic genetics can endanger life.
research
Discuss the importance of
establishing and adhering to
ethics and morals in scientific
research for the benefit of
mankind.
• explain how the misuse of
knowledge in the field of
genetics can endanger life,
• describe the importance of
establishing and adhering to
ethics and morals in scientific
research for the benefit of
mankind.

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THEME: MATTER IN NATURE

LEARNING AREA: 1. MATTER AND SUBSTANCE

Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.1 Carry out an activity to observe A student is able to: The kinetic theory absorbed – diserap
Analysing changes in the states of matter of matter should be
changes in the when heat is absorbed or released. • explain the kinetic theory of explained in terms boiling – pendidihan
states of matter matter, of particle
View videos or computer a) relate changes in heat to movement. condensation –
simulations and discuss the changes in kinetic energy of kondensasi
following: the particles in matter,
a) the kinetic theory of matter, b) explain the interconversion freezing – pembekuan
b) changes in kinetic energy of of the three states of matter
particles in matter during heat based on the kinetic theory interconversion –
change, of matter. perubahan dari satu
c) changes in the states of matter keadaan ke keadaan lain
involving the absorption or dan sebaliknya
release of heat,
d) changes in matter during melting, kinetic energy – tenaga
boiling, condensation, freezing kinetik
and sublimation based on the
kinetic theory of matter. kinetic theory of matter –
. teori kinetik jirim

melting – peleburan

particle movement –
pergerakan zarah

particles in matter – zarah-

zarah dalam jirim

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.2 Examine models , view computer A student is able to: released – dibebaskan
Understanding simulations and discuss the
the structure of following: • describe the structure of an states of matter – keadaan
an atom a) the structure of an atom, atom, jirim
b) the subatomic particles namely • identify the subatomic
proton, electron, and neutron. particles, sublimation –
• compare and contrast the pemejalwapan
Draw a labelled diagram of a model subatomic particles.
of an atom. charge – cas

Carry out an activity to compare and relative mass – jisim relatif

contrast the subatomic particles in
terms of location, relative mass and subatomic particles – zarah-
charge. Illustrate the similarities and zarah subatom
differences of subatomic particles in
a graphic organiser.

1.3 Collect and interpret data on the A student is able to: Only elements with isotopes – isotop-isotop
Applying the following: proton numbers in
idea of proton proton number, • state what proton number the range of 1 – 10 make generalisation –
number and is, are required. membuat pengitlakan
nucleon number,
nucleon number • state what nucleon number
in atoms of isotopes. nucleon number – nombor
is,
elements • relate the number of nukleon
Construct a table to show the
relationship between the number of protons, neutrons and
electrons in an atom to its proton number – nombor
protons, neutrons and electrons in proton
an atom and its proton number and proton number and nucleon
nucleon number. number,
• deduce the number of
protons, electrons and
neutrons in atoms of
different elements,

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 Learning
Suggested Learning Activities
Objectives
Discuss and make a
generalisation that atoms of
different elements consist of
different numbers of protons and
electrons.
Discuss the following:
a) isotopes,
b) examples of isotopes such as
isotopes of hydrogen and
carbon.
1.4 View computer simulations or
Understanding charts and discuss the following
the aspects of the Periodic Table:
classification of a) arrangement of elements
elements in the based on increasing proton
Periodic Table number,
b) group as vertical column
containing elements with
similar chemical properties,
c) period as horizontal row
containing elements that
change their chemical and
physical properties gradually
from those reflecting metal to
those reflecting non-metal,
d) locations of metals, non-metals
and semimetals.
Learning Outcomes Notes Vocabulary
• make a generalisation on the
numbers of protons and
electrons in atoms of different
elements,
• state what isotopes are,
• give examples of isotopes.
A student is able to: card game – permainan
kad
• describe the arrangement of
elements in the Periodic Table, chemical properties – sifat
• describe what is meant by kimia
groups and periods in the
Periodic Table, group – kumpulan
• identify the locations of metals,
non-metals and semimetals in horizontal rows – baris
the Periodic Table, mendatar
• state the importance of the
Periodic Table. metals – logam
non-metals – bukan logam
period – kala
Periodic Table – Jadual
Berkala
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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Carry out a card game to fill up the semimetals – separuh

missing elements in the Periodic logam
Table. The cards contain the
following details: vertical columns – turus
a) proton number, menegak
b) nucleon number,
c) metal, non-metal and
semimetal.

Discuss the importance of the

Periodic Table in terms of:
a) assisting in an orderly and
systematic approach to the
study of elements,
b) knowing the properties of the
elements,
c) predicting the properties and
uses of elements.

1.5 View computer simulations or A student is able to: boiling point -

Understanding charts to study the following: takat didih
the properties a) atoms, molecules and ions, • describe what atoms, molecules
of substances b) substances which are made of and ions are, electrical conductivity –
based on the atoms, molecules and ions, • identify the particles in kekonduksian elektrik
particles c) physical properties of substances as atoms, molecules
present in substances made of atoms, and ions, forces of attraction – daya
them molecules and ions such as: • state examples of substances tarikan
i) physical state at room made of atoms,
temperature, molecules and ions, melting point – takat lebur
ii) melting point,
iii) boiling point, room temperature – suhu
iv) electrical conductivity. bilik

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

d) arrangement of particles and • compare and contrast

the forces of attraction
between particles in
substances made of atoms,
molecules and ions.
• relate the physical properties of
Carry out an activity to study the
melting point and electrical
conductivity of substances made
up of:
a) atoms such as lead,
b) molecules such as sulphur,
c) ions such as lead bromide.
substances that are made of
atoms, molecules and ions
based on their physical
properties,
substances made up of atoms,
molecules and ions to the
arrangement of particles and the
forces of attraction between
them.

Carry out an activity to compare

and contrast substances that are
made of atoms, molecules and
ions based on their physical
properties. Illustrate the
similarities and differences in a
graphic organiser.

Discuss the arrangement of

particles and the forces of
attraction between particles in
relation to the physical properties
of substances made up of atoms,
molecules and ions.

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 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.6 Carry out an activity to identify A student is able to: chlorine – klorin
Understanding objects in the classroom which are
the properties made of metals and non-metals. • list examples of metals and copper – kuprum
and uses of non-metals,

metals and Collect and interpret data on the • list the properties of metals and ductility – kemuluran
non-metals properties and uses of metals non-metals,
such as iron, aluminium, zinc, • list the uses of metals and electrical and heat
copper, lead, tin, gold and non-metals in daily life, conductivity –
non-metals such as carbon, • compare and contrast metals kekonduksian elektrik dan
sulphur and chlorine. and non-metals based on their haba
physical properties,
Carry out an activity to compare • relate the physical properties of gold – emas
and contrast the properties of metals and non-metals to their
things made of metal and non- uses in daily life. iron – besi
metal and illustrate the similarities
and differences in a graphic lead – plumbum
organiser.
luminosity – kekilauan
Carry out an activity to study the
physical properties of metals and malleability –
non-metals such as: ketertempaan
a) luminosity,
b) ductility, sulphur – sulfur
c) malleability,
d) tensile strength, tensile strength – kekuatan
e) electrical and heat conductivity. regangan

Discuss the physical properties of tin – timah

metals and non-metals relating to
their uses in daily life.

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 Learning
Suggested Learning Activities
Objectives
1.7 Collect and interpret data on the
Analysing following:
methods of a) characteristics of pure
purifying substances,
substances b) different methods of
purification of substances.
Carry out activities to study the
following:
how the presence of impurities
such as salts affects the
boiling point of water,
purification of substances by
the following methods:
i. distillation, e.g. purifying
alcohol from a mixture of
alcohol and water,
ii. crystallisation,e.g. purifying
salt from a saturated solution
of common salt.
Gather information and discuss
the following:
a) factors to be considered when
selecting the methods of
purification. Examples are as
follow:
i. separating a liquid from a
solution of a solid in a liquid,
such as producing pure
water from sea water,
Learning Outcomes
A student is able to
• state the characteristics of pure
substances,
• describe the different methods of
purification of substances,
• relate the characteristics of
substances to the methods of
purification used,
• explain with examples the
methods of purification used to
produce substances used in
daily life.
38
Notes Vocabulary
cystallisation –
penghabluran
distillation – penyulingan
distilled water – air suling
impurities – bendasing
petroleum fractions –
pecahan petroleum
pure substances – bahan
tulen
purification of substances
–penulenan bahan
saturated solutions –
larutan tepu
solutes – zat-zat terlarut
miscible – larut campur
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

ii. separating a liquid from a

mixture of miscible liquids
such as removing ethanol
from a mixture of ethanol
and water,
iii. separating insoluble
impurities from a soluble
substance such as
removing sand and other
impurities from salt.

b) methods of purification used in

producing substances needed
daily such as salt, sugar,
petroleum fractions and distilled
water.

1.8 Discuss the following: A student is able to:

Appreciating a) how various substances of
the existence different characteristics can • describe how man uses various
and uses of be substances of different
various utilised to benefit mankind, characteristics and states in
substances of everyday life,
b) the importance of the
different • justify the importance of the
characteristics existance of various
existence of various substances
substances of different of different characteristics and
characteristics. states that benefit mankind.
.

39
THEME: ENERGY IN LIFE
LEARNING AREA: 1. ENERGY AND CHEMICAL CHANGES
Learning Suggested Learning Activities
Objectives
1.1 Discuss the following in terms of
Understanding physical and chemical changes:
physical and a) burning of paper,
chemical b) melting of ice,
changes c) change in colour of sliced apples,
d) evaporation of water.
Carry out the following activities to
study physical and chemical changes:
a) heating iron with sulphur,
b) burning magnesium in air,
c) mixing zinc with copper sulphate
solution,
d) soaking clean iron nails in water
until they rust,
e) heating copper carbonate,
f) mixing potassium iodide with lead
nitrate,
g) dissolving sugar in water,
h) crystallising sodium chloride from
its saturated solution,
i) heating iodine crystals in a closed
container,
j) slow heating of wax.
Learning Outcomes
A student is able to:
• explain what physical
change is,
• explain what chemical
change is,
• give examples of physical
changes in daily life,
• give examples of chemical
changes in daily life,
• compare and contrast
physical changes and
chemical changes.
40
Notes Vocabulary
chemical changes –
perubahan kimia
copper carbonate salt –
garam kuprum karbonat
copper sulphate solution -
larutan kuprum sulfat
evaporation of water –
penyejatan air
lead nitrate – plumbum
nitrat
physical changes –
perubahan fizik
potassium iodide – kalium
iodida
reaction – tindak balas
rust – karat
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Carry out an activity to compare and saturated solution – larutan

contrast physical change and tepu
chemical change and illustrate the
similarities and differences in a sodium chloride – natrium
graphic organiser. klorida

wax – lilin

1.2 Carry out the following activities to
Analysing heat study heat changes in chemical
change in reactions:
chemical a) dissolving ammonium chloride in
reactions water,
b) dissolving sodium hydroxide in
water.
Discuss the following:
a) the relationship between heat loss
or heat gain and changes in
temperature,
b) exothermic and endothermic
reactions based on changes in
heat.
View computer simulations then
gather and interpret data on heat
changes that occur during industrial
chemical reactions, such as:
a) the production of ammonia from
ammonium products
b) the production of sulphuric acid.
A student is able to: ammonium chloride –
ammonium klorida
• state that chemical reactions
involve heat change, chemical reaction –
• identify reactions involving tindak balas kimia
heat loss,
• identify reactions involving endothermic – serap haba
heat gain,
• relate changes in temperature exothermic – buang haba
of reactants to exothermic
reactions, heat change – perubahan
• relate changes in temperature haba
of reactants to endothermic
reactions, reactant – bahan tindak
• explain through examples heat balas
changes that occur during
industrial chemical reactions. sodium hydroxide –
natrium hidroksida
sulphuric acid – asid
sulfurik

41
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.3 Carry out activities to study the
Synthesising following reactions:
the reactivity a) sodium, calcium, magnesium,
series of aluminium, zinc and copper with
metals water.
b) magnesium, aluminium, zinc and
copper with dilute acids.
c) magnesium, aluminium, zinc,
copper with oxygen.
Carry out activities to compare and
contrast the reactivity of metals with
water, acids and oxygen. Illustrate the
similarities and differences in a
graphic organiser.
Discuss and arrange metals in order
of reactivity.
Collect and interpret data on the
reactivity of metals with oxygen to
construct the reactivity series of
metals.
A student is able to: Sodium should dilute acids – asid cair
be used in very
• describe the reactivity of small quantity reactivity series – siri
metals with water, only. kereaktifan.
• describe the reactivity of
metals with acids,
• describe the reactivity of
metals with oxygen,
• compare and contrast the
reactivity of metals with water,
acids and oxygen,
• arrange metals in order of
reactivity,
• construct the reactivity series
of metals based on reactivity
of metals with oxygen,
• identify the position of carbon
in the reactivity series.

Carry out an experiment to determine

the position of carbon in the reactivity
series.

42
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.4 View computer simulations or videos
Applying the on methods of extracting metals from
concepts of their ores and then carry out the
reactivity following activities:
series of
metals a) relate the position of metals in
the reactivity series to the
method of extracting metals
from their ores, such as using
carbon and by electrolysis,
b) discuss the process of extracting
tin from its ore.
A student is able to: electrolysis – elektrolisis
• relate the position of metals in extraction –
the reactivity series to the pengekstrakan
method of extraction of metals
from their ores, ore – bijih
• explain with examples the
process of extraction of a tin – timah
metal from its ore using
carbon,
• state the importance of the
reactivity series.

Discuss the importance of the

reactivity series.
.

1.5 Carry out activities on electrolysis and A student is able to: Chemical anode – anod
Understanding discuss the following: equations for
electrolysis a) definition of electrolysis, • state what electrolysis is, reactions cathode – katod
b) what anode, cathode, anion, cation • state what anode, cathode, occurring at
and electrolyte are, anion, cation and electrolyte electrodes are electrode – elektrod
c) the process and product of are, not required.
electrolysis of an electrolyte using • describe the electrolysis of an electrolyte – elektrolit
carbon electrodes, electrolyte using carbon
d) use of electrolysis in electroplating electrodes, electroplating –
metal objects. • explain the uses of electrolysis penyaduran elektrik
in industry.
lead bromide – plumbum
bromida

molten – lebur

43
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

View computer simulations and study

the following processes:
a) electrolysis of molten lead bromide
using carbon electrodes,
b) electroplating objects made of iron
with copper.

View videos or computer simulations

and discuss the uses of electrolysis in
industry, including the extraction of
metals, purification of metals and
electroplating.

1.6 Carry out an activity to study the A student is able to: Equations to alkaline batteries – bateri
Understanding production of electrical energy by a show the alkali
the production simple cell. • describe how a simple cell reactions at the
of electrical works, positive and lead-acid accumulators –
energy from Examine various types of cells such • list the various types of cells negative akumulator asid-plumbum
chemical as dry cells, lead-acid accumulators, and their uses, terminals of a
reactions alkaline batteries, silver oxide-mercury • state the advantages and simple cell are nickel cadmium batteries –
batteries and nickel-cadmium disadvantages of various types not required bateri nikel-kadmium
batteries and discuss: of cells.
a) their uses, silver oxide-mercury
b) the advantages and disadvantages batteries – bateri argentum
in using each of these types of oksida-merkuri
cells.
simple cell – sel ringkas

44
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.7 Discuss the following: A student is able to: Only a brief photographic paper –
Understanding a) chemical reactions which require description of kertas fotografi
chemical light for example photosynthesis in • give examples of chemical splitting of water
reactions that green plants, reactions which require light, molecules by photosensitive chemicals –
occur in the b) the effect of light on photosensitive • explain the effect of light on light energy in bahan kimia yang peka
presence of chemicals. photosensitive chemicals, photosynthesis cahaya
light • explain why certain chemicals is required.
Carry out an activity to study the effect are stored in dark bottles. Chemical photosynthesis –
of light on photographic paper and equations are fotosintesis
silver chloride. not required.
silver chloride – argentum
Discuss how photosensitive chemicals klorida
are stored by relating to the effect of
light on these chemicals.

1.8 Prepare folio and scrap book on the A student is able to:
Appreciating following topics:
the innovative a) how energy obtained from • describe how energy obtained
efforts in the chemical reactions should be from chemical reactions
design of used efficiently to prevent should be used efficiently to
equipment wastage, prevent wastage,
using chemical b) how equipment utilising chemical • describe how equipment
reactions as reactions as sources of energy utilising chemical reactions as
sources of should be disposed to reduce sources of energy should be
energy environmental pollution, disposed to reduce
environmental pollution,
Carry out a brainstorming session on • give suggestions on new ways
new ways of using chemical reactions of using chemical reactions as
as sources of energy for equipment. sources of energy for
equipment,

45
Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

Carry out activities to illustrate good • put into practise good habits
habits of using and disposing when using and disposing
equipment that uses chemical reaction equipment that uses chemical
as a source of energy. reaction as a source of energy.

46
THEME : ENERGY IN LIFE

LEARNING AREA: 2. NUCLEAR ENERGY

Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

2.1 View computer simulations, videos or
Understanding charts and study:
radioactive a) radioactive substances,
substances b) radioactive radiations,
c) radioisotopes.
Discuss the following:
a) radioactive substances,
b) radioisotopes of carbon, cobalt and
iodine,
c) the process of radioactive decay
and the emission of alpha particles,
beta particles and gamma
radiation.
Carry out an activity to compare and
contrast the characteristics of the
three types of radioactive radiations
i.e. alpha, beta and gamma radiation
in terms of:
a. type of particles,
b. charge,
c. penetrating powers.
Illustrate the similarities and
differences in a graphic organiser.
A student is able to: Half-life is not penetration power – kuasa
required. penembusan
• state what radioactive
substances are, radiation – sinaran
• give examples of radioactive
substances, radioactive decay –
• describe the process of pereputan radioaktif
radioactive decay,
• name the three types of radioisotope – radioisotop
radioactive radiations,
• describe the characteristics of
each type of radioactive
radiation,
• compare and contrast
radioactive radiations,
• explain what radioisotopes are,
• give examples of
radioisotopes,
• explain the uses of radioactive
substances.

47
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

View computer simulations, videos or

charts and discuss the uses of
radioactive substances in the following
fields:
a) agriculture,
b) medicine,
c) archaeology,
d) industry,
e) food preservation.

Access websites or visit

Malaysian Institute of Nuclear
Technology (MINT) to collect
information on radioactive substances
and nuclear energy.

2.2 View computer simulations, videos A student is able to: The concept of fission – pembelahan
Understanding and charts and discuss the production chain reaction is
the production of nuclear energy through the • describe the production of not required. fusion – pelakuran
of nuclear following: nuclear energy through fission,
energy and its a) fission, • describe the production of nuclear energy – tenaga
uses b) fusion. nuclear energy through fusion, nuklear
• state the uses of nuclear
Discuss the process of generating
energy,
electricity from nuclear energy.
• describe the process of
generating electricity from
nuclear energy,

• explain the effects of nuclear

Read articles and do a group
energy production.
presentation on the following:
a) the uses of nuclear energy,
b) the effects of nuclear energy
production.

48
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

2.3 Read articles, view videos or charts
Awareness of and discuss the following:
the need for a. Chernobyl nuclear disaster and
proper other nuclear disasters,
handling of b. handling of radioactive
radioactive substances and radioactive
substances waste.
Discuss the following:
(i) the short term and long term
effects of radioactive substances
on living things,
(ii) the need for proper handling of
radioactive substances and
radioactive waste.
A student is able to: radioactive wastes – sisa
bahan radioaktif
• state the effects of radioactive
radiations on living things, nuclear power station –
• describe the correct way of stesen tenaga nuklear
handling radioactive
substances and radioactive
waste,
• explain the need for proper
handling of radioactive
substances and radioactive
waste.

Debate on the need to have nuclear

power stations.

49
THEME : ENERGY IN LIFE

LEARNING AREA: 3. LIGHT, COLOUR AND SIGHT

Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
.
3.1 Carry out activities to observe the A student is able to: concave lens – kanta
Synthesising following: cekung
the formation a) Images formed by a plane • state the characteristics of
of image by mirror, images formed by a plane convex lens – kanta
plane mirrors b) Images formed by convex and mirror, cembung
and lenses concave lenses. • state the characteristics of
images formed by a convex lens, distant object – objek jauh
Carry out an activity to compare • state the characteristics of
and contrast images of distant images formed by a concave focal length – panjang
objects formed by convex lenses lens, fokus
and concave lenses. Illustrate the • compare and contrast images of
similarities and differences in a distant objects formed by convex focal point – titik fokus
graphic organiser. lenses and concave lenses, image – imej
• draw a labelled ray diagram to
Use computer simulations,videos show the formation of image by image distance – jarak
or charts to demonstrate the light rays passing through a imej
construction of ray diagrams. convex lens,
• draw a labelled ray diagram to object distance – jarak
Draw ray diagrams for light show the formation of image by objek
passing through: light rays passing through a
a) convex lens with objects concave lens, optical centre – pusat
located at various distances, • draw ray diagrams to explain optik
b) concave lens. how characteristics of images
formed by convex lenses vary plane mirror – cermin
Label the following on the ray with object distance, satah
diagrams:
a) principal axis, principle axis –
b) optical centre, paksi utama

ray diagram – rajah sinar

50
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

c) focal point, • determine the focal length

d) focal length, of a convex lens.
e) object distance,
f) image distance.

Discuss how characteristics of

images formed by convex lenses
vary with object distance,

Plan and carry out an activity to

determine the focal length of a
convex lens.

3.2 Investigate the image formed in a
Synthesising camera using a pin-hole camera
the formation with and without lens.
of image by
optical Construct a simple periscope and
instruments telescope. Discuss the formation
of image by these optical
instruments.
Use computer simulations to
demonstrate construction of ray
diagrams for the light rays passing
through the eye and optical
instruments.
Based on the simulations, draw
and label ray diagrams to show
the formation of images in the
following optical instruments:
a) camera,
b) periscope,
A student is able to: image formation –
pembentukan imej
• identify the parts of optical
instruments involved in image magnifying glass – kanta
formation, pembesar
• draw ray diagrams for light rays
passing through an optical optical instruments –
instrument, alatan optik
• compare and contrast the
mechanisms in focusing and pin-hole camera – kamera
controlling the amount of light lubang jarum
that enters human eyes and a
camera,
• explain the structure and
function of various parts of the
eye using a camera as an
analogy.

51
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

c) telescope.
d) eye

Discuss the similarities and

differences between camera and
eye in terms of focusing and
controlling the amount of light.

Examine a model camera and

relate its structure and functions to
those of the eyes.

3.3 Carry out activities to investigate A student is able to: light dispersion –
Analysing light the following : penyebaran cahaya
dispersion a) light dispersion using a prism, • state what light dispersion
b) rainbow formation. is, phenomenon – fenomena
• explain through examples
Discuss what light dispersion is. how dispersion of light rainbow – pelangi
occurs.
Use computer simulations to
demonstrate light dispersion.

Draw a labelled diagram to show

dispersion of light.

Discuss light dispersion in a

phenomenon, such as the
formation of rainbow.

52
 Learning
Suggested Learning Activities
Objectives
3.4 Carry out an activity to study light
Analysing light scattering and its effects.
scattering
Use computer simulations to
demonstrate the process of light
scattering.
Discuss light scattering in
phenomena such as blue skies
and red sunset.
3.5 Carry out an activity to introduce
Analysing the primary and secondary colours.
addition and
subtraction of Carry out activities to:
coloured lights a) investigate the addition of
primary colours to form
secondary colours,
b) investigate the effects of
primary and secondary
coloured filters on white
and coloured light.
Use computer simulations to
demonstrate the addition and
subtraction of coloured lights.
Discuss the following:
a) how secondary colours are
obtained from the addition of
primary colours,
b) subtraction of coloured lights by
coloured filters.
Learning Outcomes Notes Vocabulary
A student is able to: light scattering –
penyerakan cahaya
• state what light scattering is,
• give examples of phenomena
related to light scattering,
• explain through examples how
scattering of light occurs in
natural phenomena.
A student is able to: coloured filter – penapis
warna
• identify primary and secondary
colours, primary colour – warna
• explain how addition of primary primer
colours produces secondary
colours, secondary colour – warna
• explain the subtraction of colours sekunder
by coloured filters.
subtraction of coloured
light – penolakan cahaya
berwarna
53
 Learning
Suggested Learning Activities
Objectives
3.6 Carry out activities to observe and
Applying the study the colour of objects under
principle of white and coloured lights.
subtraction of
coloured light View computer simulations and
to explain the discuss the subtraction of coloured
appearance of lights by coloured objects.
coloured
objects Discuss the following:
a) functions of rod and cone cells,
b) the appearance of coloured
objects under white and
coloured light.
3.7 Carry out activities to observe and
Analysing the study pigment and the effect of
effect of mixing mixing pigments.
pigments
View computer simulations and
discuss the mixing of pigments
and the effects of pigments on
light.
Carry out an activity to compare
and contrast the mixing of
pigments with the addition of
coloured lights. Illustrate the
similarities and differences in a
graphic organiser.
Based on the above activities
make conclusions about the
mixing of pigments and discuss
the uses of pigments.
Learning Outcomes Notes Vocabulary
A student is able to: cone cell – sel kon
• explain subtraction of coloured
lights by coloured objects, rod cell – sel rod
• explain the appearance of
coloured objects under white
light.
• explain the appearance of
coloured objects under coloured
lights,
• state the function of rod and
cone cells in the eye.
A student is able to : mixing of pigments –
pencampuran pigmen
• state what pigment is,
• list the uses of pigments, pigment – pigmen
• compare and contrast the mixing
of pigments with the addition of
coloured lights,
• explain through examples the
effects of pigments on light,
• make conclusions about the
mixing of pigments.
54
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

3.8 View computer simulations or A student is able to:

Evaluating the videos to gather information and
importance of discuss the following:
colour in daily a) the uses of colour in printing,
life electrical wiring, traffic lights,
symbols and signals,
b) the importance of colour to
humans, animals and plants.
Discuss what life is like without
colour.
• list the uses of colour in daily
life,
• state with examples the
importance of colour to living
things,
• justify the importance of colour
to living things.

3.9 Discuss the advantages of having A student is able to: optical instruments –
Appreciating various kinds of optical peralatan optik
the benefits of instruments such as: • relate the inventions of various
various types a) to overcome the limitation of the types of optical instruments to
of optical sense of sight, their contributions to mankind.
instruments to b) extending the capability or
mankind power of vision,
c) increasing human knowledge
and understanding about
nature.

55
THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA : 1. CHEMICALS IN INDUSTRY
Learning
Suggested Learning Activities
Objectives
1.1 Examine things made of alloys
Understanding and discuss their composition,
the properties properties and uses.
of alloys and
their uses in Collect and interpret data on the
industry following:
a) what an alloy is,
b) examples of alloys,
c) composition, properties and the
uses of various alloys including
steel, pewter, bronze, brass and
duralumin.
View videos or computer
simulations and discuss:
a) how formation of alloys can
change the properties of
metals, such as to increase
hardness, prevent corrosion
and improve appearance,
b) what superconductor alloys are.
Discuss the importance of alloys in
industry.
Learning Outcomes Notes Vocabulary
A student is able to: alloy – aloi
• state what an alloy is, brass – loyang
• give examples of alloys,
• explain how the formation of bronze – gangsa
alloy can change the
properties of metals, corrosion – pengkakisan
• relate the changes in the
properties of metals when steel – keluli
they are converted to alloys
to the arrangment of superconductor alloy – aloi
particles in the alloys, superkonduktor
• relate the properties of
alloys to their uses in daily
life,
• describe the importance of
alloys in industry,
• state what superconductor
alloys are.
56
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.2 Collect and study product labels to
Analysing the identify the ammonium
production and compounds present.
uses of
ammonia in Discuss the uses of ammonia and
industry its compounds in the making of
substances such as fertilisers,
nitric acid, colouring, cleaning
agents and explosives.
View videos or computer
simulations to gather and interpret
data on the following:
a) the process of producing
ammonia in industry,
b) factors which affect the
optimum production of
ammonia such as temperature,
pressure and catalysts.
A student is able to ammonium salt – garam
ammonium
• list the uses of ammonia and its
compounds in daily life, catalyst – mangkin
• describe how ammonia is
produced in industry, cleaning agents – agen
• state the factors which affect the pencuci
production of ammonia in
industry, colouring – pewarna
• state the industrial uses of
ammonia, explosives – bahan
• describe how ammonia is used letupan
to produce ammonium salt
fertilisers and urea. fertilisers – baja
flow chart – carta aliran
pressure – tekanan

Draw a flow chart to show the

production of ammonia.

Collect and interpret data on the

large scale uses of ammonia in
industry such as manufacturing
fertilisers and nitric acid.

Carry out an activity to prepare

ammonium fertiliser such as
ammonium sulphate, ammonium
nitrate and ammonium phosphate.

57
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.3 View videos or computer A student is able to environmental pollution –

Analysing the simulations to gather and interpret
effects of data on environmental pollution
industrial arising from:
waste disposal a) burning of fossil fuels,
on the b) disposal of industrial waste
environment such as toxic substances from
the chemical industry,
radioactive waste, oil palm and
rubber waste from the
agricultural industry,
c) effects of improper industrial
waste disposal on the
environment,
d) methods of controlling industrial
waste disposal to avoid
environmental pollution.
pencemaran alam sekitar
• identify manufacturing activities
which are sources of pollution, fossil fuels – bahan api
• explain the effects of improper fosil
industrial waste disposal,
• relate the effects of industrial industrial waste – bahan
waste disposal to the survival of sisa industry
living things,
• state with examples the
methods of controlling industrial
waste disposal to avoid pollution.

Discuss and relate the effects of

improper disposal of industrial
waste to the survival of living
things.

Select an industry and do a

presentation on how wastes are
managed in the industry.

58
 Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives

1.4 View videos or computer A student is able to: environmental pollution –

Realising the simulations on industrial waste pencemaran alam sekitar
need for pollution and its effects on • describe the consequences of
preservation environment. uncontrolled and haphazard conservation –
and disposal of industrial waste, pemuliharaan
conservation of Discuss: • explain the importance of
the a) consequences of practising responsible way of preservation –
environment uncontrolled and haphazard disposing industrial waste. pemeliharaan
from industrial disposal of industrial waste,
waste pollution b) the need to treat industrial
for the well- pollution seriously in order to
being of preserve and conserve the
mankind environment,
c) the importance of practising
responsible way of disposing
industrial waste.

59
ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP,.AMP Director

Curriculum Development Centre

Zulkifly Mohd. Wazir Deputy Director

Curriculum Development Centre

Editorial Cheah Eng Joo Principal Assistant Director (Head of Science and
Advisors Mathematics Department)
Curriculum Development Centre
Ho Heng Ling Assistant Director (Head of Core Science Unit)
Curriculum Development Centre

Zaidi Yazid Assistant Director (Head of Elective Science Unit)

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

Editor Zaidah Mohd Yusoff Assistant Director

Curriculum Development Centre

60
PANEL OF WRITERS
Cheah Eng Joo Curriculum Development Centre
Yeap Chin Heng (Ph.D) Curriculum Development Centre
Zaidi Yazid Curriculum Development Centre
Zaidah Mohd Yusoff Curriculum Development Centre
Ahmad Salihin Mat Saat Curriculum Development Centre
Aizatul Adzwa Mohd. Basri Curriculum Development Centre
Lanita Md. Yusoff Curriculum Development Centre
Ahmad Salmi Abdullah SMK Mahsuri, Kedah
Chin Chok Chen SMK Mergong, Kedah
Chong Wai Loong SMK Gajah Berang, Melaka
Fadhilah Muhamad SMK King Geroge V, N. Sembilan
Faridah Abu Bakar SMK Sultan Abdul Aziz Shah,
Selangor
Jalilah Jaafar SMK Victoria, Kuala Lumpur
Jayasothy a/p Ratnasingam SMK Maxwell, Kuala Lumpur
Komala Devi a/p Thanimalai SMK Convent Butterworth, Pulau
Pinang
61
Salbiah Mohd Som Curriculum Development Centre
Salina Hanum Osman Mohamed Curriculum Development Centre
Yusof Ismail Curriculum Development Centre
Zainon Abdul Majid Curriculum Development Centre
Zainusham Yusuf Curriculum Development Centre
Zulkifli Baharudin Curriculum Development Centre
Lilian Tan Lee Lin SMK Damansara Jaya, Selangor
Mukhtar Arshad SMK Syed Alwi Kayang, Perlis
Osman b. Shaari @ Said SMK Sungai Layar, Kedah
Roslah Awang SMK Landas, Terengganu
Roziah Zakaria SMK Taman Inderawasih,
Pulau Pinang
R. Thanabal
SMJK Shing Chung, Perak
Sofiazan Mohd Yusof
SMK Abdullah Munshi, Pulau
Tan Siew Lan
Pinang
Zainiah Zainal Abidin
SMK Padang Polo, Pulau Pinang
Maktab Sultan Abu Bakar, Johor
Curriculum Development Centre
Ministry of Education
2005

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