MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

ADDITIONAL SCIENCE
Form Four

Curriculum Development Centre

Ministry of Education Malaysia
2005
Copyright © 2003 Curriculum Development Centre
Ministry of Education Malaysia
Pesiaran Duta Off Jalan Duta
50604 Kuala Lumpur

First published 2003

Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and
recording is forbidden without the prior written permission from the Director of the Curriculum Development
Centre, Ministry of Education Malaysia.
 TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vi
National Science Education Philosophy vii
Preface ix
Introduction 1
Aims 1
Objectives 2
Scientific Skills 2
Thinking Skills 4
Scientific Attitudes and Noble Value 9
Teaching and Learning Strategies 10
Content Organisation 14
Themes
Measurement and Force
Learning Area: 1. Physical Quantity 15
Learning Area: 2. Measuring Process 18
Themes
Energy in Life
Learning Area: 1. Energy 22
Learning Area: 2. Heat 24
Learning Area: 3. Electricity 30
Learning Area: 4. Sources of Energy 34

v
Themes
Matter in Nature
Learning Area: 1. Periodic Table 38
Learning Area: 2. Chemical Bonding 45
Learning Area: 3. Mole Concept 48
Themes
Maintenance and Continuity of Life
Learning Area: 1. Respiratory System 52
Learning Area: 2. Digestive System 57
Learning Area: 3. Circulatory System 60
Learning Area: 4. Excretory System 65
Learning Area: 5. Reproductive System 67
Themes
Balance and Management of The Environment
Learning Area: 1. Biodiversity 73
Learning Area: 2. Biotic Resources 76
Learning Area: 3. Balance in An Ecosystem 79
Acknowledgements 83
Panel of Writers 84

vi
 THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life;
creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and
diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

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

? BELIEF IN GOD
? LOYALTY TO KING AND COUNTRY
? SUPREMACY OF THE CONSTITUTION
? RULE OF LAW
? GOOD BEHAVIOUR AND MORALITY

vii
 NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated
manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and 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 harmony and betterment of the family, society and the
nation at large.

vi
 NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,

science education in Malaysia nurtures
a Science and Technology Culture by focusing
on the development of individuals who are competitive,
dynamic, robust and resilient and able
to master scientific knowledge and technological competency.

vii
PREFACE
The aspiration of the nation to become an industrialised society
depends on science and technology. It is envisaged that success
in providing quality science education to Malaysians from an early
age will serve to spearhead the nation into becoming a knowledge
society and a competitive player in the global arena. Towards this
end, the Malaysian education system is giving greater emphasis
to science and mathematics education.
The Science curriculum has been designed not only to provide
opportunities for students to acquire science knowledge and skills,
develop thinking skills and thinking strategies, and to apply this
knowledge and skills in everyday life, but also to inculcate in them
noble values and the spirit of patriotism. It is hoped that the
educational process en route to achieving these aims would
produce well-balanced citizens capable of contributing to the
harmony and prosperity of the nation and its people.
The Science curriculum aims at producing active learners. To this
end, students are given ample opportunities to engage in scientific
investigations through hands-on activities and experimentations.
The inquiry approach, incorporating thinking skills, thinking
strategies and thoughtful learning, should be emphasised
throughout the teaching-learning process. The content and
contexts suggested are chosen based on their relevance and
appeal to students so that their interest in the subject is enhanced.
ix
In a recent development, the Government has made a
decision to introduce English as the medium of instruction in
the teaching and learning of science and mathematics. This
measure will enable students to keep abreast of developments
in science and technology in contemporary society by
enhancing their capability and know-how to tap the diverse
sources of information on science written in the English
language. At the same time, this move would also provide
opportunities for students to use the English language and
hence, increase their proficiency in the language. Thus, in
implementing the science curriculum, attention is given to
developing students’ ability to use English for study and
communication, especially in the early years of learning.
The development of this curriculum and the preparation of the
corresponding Curriculum Specifications have been the work
of many individuals over a period of time. To all those who
have contributed in one way or another to this effort, may I, on
behalf of the Ministry of Education, express my sincere
gratitude and thanks for the time and labour expended.
(Dr. SHARIFAH MAIMUNAH SYED ZIN)
Director
Curriculum Development Centre
Ministry of Education Malaysia
INTRODUCTION
As articulated in the National Education Policy,
education in Malaysia is an on-going effort towards developing
the potential of individuals in a holistic and integrated manner
to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonious. The
primary and secondary school science curriculum is developed
with the aim of producing such individuals.
As a nation that is progressing towards a developed
nation status, Malaysia needs to create a society that is
scientifically oriented, progressive, knowledgeable, having a
high capacity for change, forward-looking, innovative and a
contributor to scientific and technological developments in the
future. In line with this, there is a need to produce citizens who
are creative, critical, inquisitive, open-minded and competent
in science and technology.
The Malaysian science curriculum comprises three
core science subjects and four elective science subjects. The
core subjects are Science at primary school level, Science at
lower secondary level and Science at upper secondary level.
Elective science subjects are offered at the upper secondary
level and consist of Biology, Chemistry, Physics, and
Additional Science.
The core science subjects for the primary and lower
secondary levels are designed to provide students with basic
science knowledge, prepare students to be literate in science,
and enable students to continue their science education at the
upper secondary level. Core Science at the upper secondary
1
level is designed to produce students who are literate in
science, innovative, and able to apply scientific knowledge in
decision-making and problem solving in everyday life.
The elective science subjects prepare students who
are more scientifically 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 this field for national development.
For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum
specifications. The syllabus presents the aims, objectives and
the outline of the curriculum content for a period of 2 years for
elective science subjects and 5 years for core science
subjects. The curriculum specifications provide the details of
the curriculum which includes the aims and objectives of the
curriculum, brief descriptions on thinking skills and thinking
strategies, scientific skills, scientific attitudes and noble values,
teaching and learning strategies, and curriculum content. The
curriculum content provides the learning objectives, suggested
learning activities, the intended learning outcomes, and
vocabulary.
AIMS
The aims of the science curriculum for secondary school are to
provide students with the knowledge and skills in science and
technology and enable them to solve problems and make
decisions in everyday life based on scientific attitudes and
noble values.
 6.
Students who have followed the secondary science curriculum
will have the foundation in science to enable them to pursue
7.
formal and informal further education in science and
technology.
8.
The curriculum also aims to develop a concerned, dynamic
and progressive society with a science and technology culture
that values nature and works towards the preservation and
9.
conservation of the environment.
Evaluate science- and technology-related information
wisely and effectively.
Practise and internalise scientific attitudes and good
moral values.
Realise the importance of inter-dependence among
living things and the management of nature for survival
of mankind.
Appreciate the contributions of science and technology
towards national development and the well-being of
mankind.

OBJECTIVES 10. Realise that scientific discoveries are the result of

The science curriculum for secondary school enables students
to:
1. Acquire knowledge in science and technology in the
context of natural phenomena and everyday life
experiences.
2. Understand developments in the field of science and
technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical
manner for problem solving and decision-making.
5. Face challenges in the scientific and technological
world and be willing to contribute towards the
development of science and technology.
human endeavour to the best of his or her intellectual
and mental capabilities to understand natural
phenomena for the betterment of mankind.
11. Create awareness on the need to love and care for the
environment and play an active role in its preservation
and conservation.
SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry
and problem solving processes, scientific and thinking skills
are utilised. Scientific skills are important in any scientific
investigation such as conducting experiments and carrying out
projects.
Scientific skills encompass science process skills and
manipulative skills.

2
Science Process Skills
Science process skills enable students to formulate their
questions and find out the answers systematically.
Descriptions of the science process skills are as follows:
Observing Using the sense of hearing, touch,
smell, taste and sight to collect
information about an object or a
phenomenon.
Classifying Using observations to group objects
or events according to similarities or
differences.
Measuring and Making quantitative observations
Using Numbers using numbers and tools with
standardised units. Measuring
makes observation more accurate.
Inferring Using past experiences or previously
collected data to draw conclusions and
make explanations of events.
Predicting Stating the outcome of a future event
based on prior knowledge gained
through experiences or collected data.
Communicating Using words or graphic symbols such
as tables, graphs, figures or models to
describe an action, object or event.
3
Using Space-Time Describing changes in parameter with
Relationship time. Examples of parameters are
location, direction, shape, size, volume,
weight and mass.
Interpreting Data Giving rational explanations about an
object, event or pattern derived from
collected data.
Defining Defining concepts by describing what
Operationally must be done and what should be
observed.
Controlling Variables Identifying the fixed variable,
manipulated variable, and responding
variable in an investigation. The
manipulated variable is changed to
observe its relationship with the
responding variable. At the same time,
the fixed variable is kept constant.
Hypothesising Making a general statement about the
relationship between a manipulated
variable and a responding variable in
order to explain an event or
observation. This statement can be
tested to determine its validity.
Experimenting Planning and conducting activities to
test a certain hypothesis. These
activities include collecting, analysing
and interpreting data and making
conclusions.
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor
skills that enable students to:
? use and handle science apparatus and laboratory
substances correctly.
? handle specimens correctly and carefully.
? draw specimens, apparatus and laboratory substances
accurately.
? clean science apparatus correctly, and
? store science apparatus and laboratory substances
correctly and safely.
thinking skills in conceptualisation, problem solving and
decision-making.
Thinking skills can be categorised into critical thinking skills
and creative thinking skills. A person who thinks critically
always evaluates an idea in a systematic manner before
accepting it. A person who thinks creatively has a high level of
imagination, is able to generate original and innovative ideas,
and modify ideas and products.
Thinking strategies are higher order thinking processes that
involve various steps. Each step involves various critical and
creative thinking skills. The ability to formulate thinking
strategies is the ultimate aim of introducing thinking activities
in the teaching and learning process.

THINKING SKILLS
Critical Thinking Skills
Thinking is a mental process that requires an individual to A brief description of each critical thinking skill is as follows:
integrate knowledge, skills and attitude in an effort to
understand the environment. Attributing Identifying criteria such as
characteristics, features, qualities and
One of the objectives of the national education system is to elements of a concept or an object.
enhance the thinking ability of students. This objective can be Comparing and Finding similarities and differences
achieved through a curriculum that emphasises thoughtful Contrasting based on criteria such as characteristics,
learning. Teaching and learning that emphasises thinking skills features, qualities and elements of a
is a foundation for thoughtful learning. concept or event.
Thoughtful learning is achieved if students are actively Grouping and Separating and grouping objects or
involved in the teaching and learning process. Activities should Classifying phenomena into categories based on
be organised to provide opportunities for students to apply certain criteria such as common
characteristics or features.

4
 Sequencing Arranging objects and information in
order based on the quality or quantity of
common characteristics or features such
as size, time, shape or number.
Prioritising Arranging objects and information in
order based on their importance or
priority.
Analysing Examining information in detail by
breaking it down into smaller parts to find
implicit meaning and relationships.
Detecting Bias Identifying views or opinions that have
the tendency to support or oppose
something in an unfair or misleading
way.
Evaluating Making judgements on the quality or
value of something based on valid
reasons or evidence.
Making Making a statement about the outcome
Conclusions of an investigation that is based on a
hypothesis.
Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Generating Ideas Producing or giving ideas in a
discussion.
Relating Making connections in a certain
situation to determine a structure or
pattern of relationship.
5
Making Inferences Using past experiences or previously
collected data to draw conclusions
and make explanations of events.
Predicting Stating the outcome of a future event
based on prior knowledge gained
through experiences or collected data.
Making Making a general conclusion about a
Generalisations group based on observations made
on, or some information from,
samples of the group.
Visualising Recalling or forming mental images
about a particular idea, concept,
situation or vision.
Synthesising Combining separate elements or parts
to form a general picture in various
forms such as writing, drawing or
artefact.
Making Hypotheses Making a general statement on the
relationship between manipulated
variables and responding variables in
order to explain a certain thing or
happening. This statement is thought
to be true and can be tested to
determine its validity.
Making Analogies Understanding a certain abstract or
complex concept by relating it to a
simpler or concrete concept with
similar characteristics.
Inventing Producing something new or adapting
something already in existence to
overcome problems in a systematic
manner.
Thinking Strategy 3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations with teacher’s guidance.
Description of each thinking strategy is as follows:
5. Applying TSTS together with other skills to accomplish
thinking tasks.
Conceptualising Making generalisations based on inter-
related and common characteristics in
order to construct meaning, concept or Further information about phases of implementing TSTS can
model. be found in the guidebook “Buku Panduan Penerapan
Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan
Making Decisions Selecting the best solution from various Pembelajaran Sains”(Curriculum Development Centre, 1999).
alternatives based on specific criteria to
achieve a specific aim.
Problem Solving Finding solutions to challenging or
unfamiliar situations or unanticipated
difficulties in a systematic manner.

Besides the above thinking skills and thinking strategies,

another skill emphasised is reasoning. Reasoning is a skill
used in making logical, just and rational judgements.
Mastering of critical and creative thinking skills and thinking
strategies is made simpler if an individual is able to reason in
an inductive and deductive manner. Figure 1 gives a general
picture of thinking skills and thinking strategies.

Mastering of thinking skills and thinking strategies (TSTS)

through the teaching and learning of science can be
developed through the following phases:

1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.

6
Figure 1 : TSTS Model in Science Relationship between Thinking Skills
and Science Process Skills
Thinking Skills
Science process skills are skills that are required in the
process of finding solutions to a problem or making decisions
in a systematic
Critical manner. It is a mental process that promotes critical, creative,
Creative
analytical and systematic thinking. Mastering of science
process skills and the possession of suitable attitudes and
? Attributing ? Generating ideas
knowledge enable students to think effectively.
? Comparing and ? Relating
contrasting ? Making inferences
? Grouping and The mastering of science process skills involves the
? Predicting
classifying ? Making
mastering of the relevant thinking skills. The thinking skills that
Reasoning
? Sequencing hypotheses are related to a particular science process skill are as follows:
? Prioritising ? Synthesising
? Analysing ? Making Science Process Skills Thinking Skills
? Detecting bias generalisations
? Evaluating ? Visualising
? Making ? Making analogies Observing Attributing
conclusions ? Inventing Comparing and contrasting
Relating

Thinking Classifying Attributing

Strategies Comparing and contrasting
Grouping and classifying
? Conceptualising
? Making decisions Measuring and Using Relating
? Problem solving Numbers Comparing and contrasting

Making Inferences Relating

Comparing and contrasting
Analysing
Making inferences

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Science Process Skills Thinking Skills Teaching and Learning based on
Thinking Skills and Scientific Skills
Predicting Relating
Visualising
This science curriculum emphasises thoughtful learning based
Using Space-Time Sequencing on thinking skills and scientific skills. Mastery of thinking skills
Relationship Prioritising and scientific skills are integrated with the acquisition of
knowledge in the intended learning outcomes. Thus, in
Interpreting data Comparing and contrasting
teaching and learning, teachers need to emphasise the
Analysing
mastery of skills together with the acquisition of knowledge
Detecting bias
and the inculcation of noble values and scientific attitudes.
Making conclusions
Generalising
The following is an example and explanation of a learning
Evaluating
outcome based on thinking skills and scientific skills.
Defining operationally Relating
Making analogy Example:
Visualising
Analysing Learning Outcome: Compare and contrast metallic
Controlling variables Attributing elements and non-metallic elements.
Comparing and contrasting
Relating Thinking Skills: Comparing and contrasting
Analysing
Explanation:
Making hypothesis Attributing
Relating
To achieve the above learning outcome, knowledge of the
Comparing and contrasting
Generating ideas characteristics and uses of metals and non-metals in everyday
life are learned through comparing and contrasting. The mastery
Making hypothesis
of the skill of comparing and contrasting is as important as the
Predicting
Synthesising knowledge about the elements of metal and the elements of
non-metal.
Experimenting All thinking skills
Communicating All thinking skills

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SCIENTIFIC ATTITUDES AND NOBLE
VALUES
Science learning experiences can be used as a means to
inculcate scientific attitudes and noble values in students.
These attitudes and values encompass the following:
? Having an interest and curiosity towards the environment.
? Being honest and accurate in recording and validating
data.
? Being diligent and persevering.
? Being responsible about the safety of oneself, others, and
the environment.
? Realising that science is a means to understand nature.
? Appreciating and practising clean and healthy living.
? Appreciating the balance of nature.
? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
? Being thankful to God.
? Having critical and analytical thinking.
? Being flexible and open-minded.
? Being kind-hearted and caring.
? Being objective.
? Being systematic.
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? Being cooperative.
? Being fair and just.
? Daring to try.
? Thinking rationally.
? Being confident and independent.
The inculcation of scientific attitudes and noble values
generally occurs through the following stages:
? Being aware of the importance and the need for scientific
attitudes and noble values.
? Giving emphasis to these attitudes and values.
? Practising and internalising these scientific attitudes and
noble values.
When planning teaching and learning activities,
teachers need to give due consideration to the above stages
to ensure the continuous and effective inculcation of scientific
attitudes and values. For example, during science practical
work, the teacher should remind pupils and ensure that they
carry out experiments in a careful, cooperative and honest
manner.
Proper planning is required for effective inculcation of
scientific attitudes and noble values during science lessons.
Before the first lesson related to a learning objective, teachers
should examine all related learning outcomes and suggested
teaching-learning activities that provide opportunities for the
inculcation of scientific attitudes and noble values.
 The following is an example of a learning outcome Appreciating the balance of nature.
pertaining to the inculcation of scientific attitudes and values.
Being systematic.

Example: Being cooperative.

Form: Four

Learning Area: 1. Respiratory System Inculcating Patriotism

Learning Objective: 1.5 Appreciating the presence of
The science curriculum provides an opportunity for the
healthy respiratory organs.
development and strengthening of patriotism among students.
For example, in learning about the earth’s resources, the
richness and variety of living things and the development of
Learning Outcome: Practise a healthy lifestyle.
science and technology in the country, students will appreciate
Preserve healthy air and conserve
the diversity of natural and human resources of the country
the environment.
and deepen their love for the country.
Suggested Learning Discuss a healthy lifestyle such as
Activities abstaining from smoking and regular
exercise. TEACHING AND LEARNING
STRATEGIES
Do a powerpoint presentation on
preservation of the air and the
conservation of environment.
Teaching and learning strategies in the science curriculum
emphasise thoughtful learning. Thoughtful learning is a
Scientific attitudes and Love and respect for the
process that helps students acquire knowledge and master
noble values environment.
skills that will help them develop their minds to the optimum
level. Thoughtful learning can occur through various learning
Being responsible for the safety of
approaches such as inquiry, constructivism, contextual
oneself, others and the
learning, and mastery learning. Learning activities should
environment.
therefore be geared towards activating students’ critical and

10
creative thinking skills and not be confined to routine or rote
learning. Students should be made aware of the thinking skills
and thinking strategies that they use in their learning. They
should be challenged with higher order questions and
problems and be required to solve problems utilising their
creativity and critical thinking. The teaching and learning
process should enable students to acquire knowledge, master
skills and develop scientific attitudes and noble values in an
integrated manner.
Teaching and Learning Approaches in Science
Inquiry-Discovery
Inquiry-discovery emphasises learning through experiences.
Inquiry generally means to find information, to question and to
investigate a phenomenon that occurs in the environment.
Discovery is the main characteristic of inquiry. Learning
through discovery occurs when the main concepts and
principles of science are investigated and discovered by
students themselves. Through activities such as experiments,
students investigate a phenomenon and draw conclusions by
themselves. Teachers then lead students to understand the
science concepts through the results of the inquiry. Thinking
skills and scientific skills are thus developed further during the
inquiry process. However, the inquiry approach may not be
suitable for all teaching and learning situations. Sometimes, it
may be more appropriate for teachers to present concepts and
principles directly to students.
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Constructivism
Constructivism suggests that students learn about something
when they construct their own understanding. The important
attributes of constructivism are as follows:
? Taking into account students’prior knowledge.
? Learning occurring as a result of students’own effort.
? Learning occurring when students restructure their existing
ideas by relating new ideas to old ones.
? Providing opportunities to cooperate, sharing ideas and
experiences, and reflecting on their learning.
Science, Technology and Society
Meaningful learning occurs if students can relate their learning
with their daily experiences. Meaningful learning occurs in
learning approaches such as contextual learning and Science,
Technology and Society (STS).
Learning themes and learning objectives that carry elements
of STS are incorporated into the curriculum. STS approach
suggests that science learning takes place through
investigation and discussion based on science and technology
issues in society. In the STS approach, knowledge in science
and technology is to be learned with the application of the
principles of science and technology and their impact on
society.
Contextual Learning
Contextual learning is an approach that associates learning
with daily experiences of students. In this way, students are
able to appreciate the relevance of science learning to their
lives. In contextual learning, students learn through
investigations as in the inquiry-discovery approach.
Mastery Learning
Mastery learning is an approach that ensures all students are
able to acquire and master the intended learning objectives.
This approach is based on the principle that students are able
to learn if they are given adequate opportunities. Students
should be allowed to learn at their own pace, with the
incorporation of remedial and enrichment activities as part of
the teaching-learning process.
Teaching and Learning Methods
Teaching and learning approaches can be implemented
through various methods such as experiments, discussions,
simulations, projects, and visits. In this curriculum, the
teaching-learning methods suggested are stated under the
column “Suggested Learning Activities.” However, teachers
can modify the suggested activities when the need arises.
The use of a variety of teaching and learning methods can
enhance students’ interest in science. Science lessons that
are not interesting will not motivate students to learn and
subsequently will affect their performance. The choice of
teaching methods should be based on the curriculum content,
12
students’abilities, students’repertoire of intelligences, and the
availability of resources and infrastructure. Besides playing
the role of knowledge presenters and experts, teachers need
to act as facilitators in the process of teaching and learning.
Teachers need to be aware of the multiple intelligences that
exist among students. Different teaching and learning activities
should be planned to cater for students with different learning
styles and intelligences.
The following are brief descriptions of some teaching and
learning methods.
Experiment
An experiment is a method commonly used in science
lessons. In experiments, students test hypotheses through
investigations to discover specific science concepts and
principles. Conducting an experiment involves thinking skills,
scientific skills, and manipulative skills.
Usually, an experiment involves the following steps:
? Identifying a problem.
? Making a hypothesis.
? Planning the experiment
- controlling variables.
- determining the equipment and materials needed.
- determining the procedure of the experiment and the
method of data collection and analysis.
? Conducting the experiment.
? Collecting data.
? Analysing data.
? Interpreting data. said objects or situations and thus understand the concepts
? Making conclusions. and principles to be learned.
? Writing a report.

In the implementation of this curriculum, besides guiding

students to do an experiment, where appropriate, teachers
should provide students with the opportunities to design their
own experiments. This involves students drawing up plans as
to how to conduct experiments, how to measure and analyse
data, and how to present the outcomes of their experiment.
Discussion
Project
A project is a learning activity that is generally undertaken by
an individual or a group of students to achieve a certain
learning objective. A project generally requires several lessons
to complete. The outcome of the project either in the form of a
report, an artefact or in other forms needs to be presented to
the teacher and other students. Project work promotes the
development of problem-solving skills, time management
skills, and independent learning.

A discussion is an activity in which students exchange

questions and opinions based on valid reasons. Discussions
can be conducted before, during or after an activity. Teachers
should play the role of a facilitator and lead a discussion by
asking questions that stimulate thinking and getting students to
express themselves.
Simulation
In simulation, an activity that resembles the actual situation is
carried out. Examples of simulation are role-play, games and
the use of models. In role-play, students play out a particular
role based on certain pre-determined conditions. Games
require procedures that need to be followed. Students play
games in order to learn a particular principle or to understand
the process of decision-making. Models are used to represent
objects or actual situations so that students can visualise the
Visits and Use of External Resources
The learning of science is not limited to activities carried out in
the school compound. Learning of science can be enhanced
through the use of external resources such as zoos,
museums, science centres, research institutes, mangrove
swamps, and factories. Visits to these places make the
learning of science more interesting, meaningful and effective.
To optimise learning opportunities, visits need to be carefully
planned. Students may be involved in the planning process
and specific educational tasks should be assigned during the
visit. No educational visit is complete without a post-visit
discussion.

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Use of Technology
Technology is a powerful tool that has great potential in
enhancing the learning of science. Through the use of
technology such as television, radio, video, computer, and
Internet, the teaching and learning of science can be made
more interesting and effective.
Computer simulation and animation are effective tools for the
teaching and learning of abstract or difficult science concepts.
Computer simulation and animation can be presented through
courseware or Web page. Application tools such, as word
processors, graphic presentation software and electronic
spreadsheets are valuable tools for the analysis and
presentation of data.
The use of other tools such as data loggers and computer
interfacing in experiments and projects also enhance the
effectiveness of teaching and learning of science.
CONTENT ORGANISATION
The science curriculum is organised around themes. Each
theme consists of various learning areas, each of which
consists of a number of learning objectives. A learning
objective has one or more learning outcomes.
Learning outcomes are written based on the hierarchy of the
cognitive and affective domains. Levels in the cognitive
domain are: knowledge, understanding, application, analysis,
synthesis and evaluation. Levels in the affective domain are:
14
to be aware of, to be in awe, to be appreciative, to be thankful,
to love, to practise, and to internalise. Where possible,
learning outcomes relating to the affective domain are
explicitly stated. The inculcation of scientific attitudes and
noble values should be integrated into every learning activity.
This ensures a more spontaneous and natural inculcation of
attitudes and values. Learning areas in the psychomotor
domain are implicit in the learning activities.
Learning outcomes are written in the form of measurable
behavioural terms. In general, the learning outcomes for a
particular learning objective are organised in order of
complexity. However, in the process of teaching and learning,
learning activities should be planned in a holistic and
integrated manner that enables the achievement of multiple
learning outcomes according to needs and context. Teachers
should avoid employing a teaching strategy that tries to
achieve each learning outcome separately according to the
order stated in the curriculum specifications.
The Suggested Learning Activities provide information on the
scope and dimension of learning outcomes. The learning
activities stated under the column Suggested Learning
Activities are given with the intention of providing some
guidance as to how learning outcomes can be achieved. A
suggested activity may cover one or more learning outcomes.
At the same time, more than one activity may be suggested for
a particular learning outcome. Teachers may modify the
suggested activity to suit the ability and style of learning of
their students. Teachers are encouraged to design other
innovative and effective learning activities to enhance the
learning of science.
THEME : MEASUREMENTS AND FORCE
LEARNING AREA : 1. PHYSICAL QUANTITY

Suggested Learning Learning

Learning Objectives Notes Vocabulary
Activities Outcomes

1.1
Understanding base Discuss base quantities and A student is able to: Base quantities are: base quantity –
quantities and derived quantities. length (l ) kuantiti asas
derived ? explain what base quantity is. mass (m) derived quantity-
quantities Based on a text passage, ? state the symbols of base time (t) kuantiti terbitan
identify base quantities, their quantities. temperature ( K) length – panjang
symbols and SI units. ? explain what derived quantity is. current (I) mass – jisim
? state the symbols of derived temperature – suhu
quantities. Suggested current – arus
? list base quantities and their SI derived quantities force – daya
. units. are: density – ketumpatan
? list some derived quantities and force (F) volume – isipadu
their SI units. density (?) velocity – halaju
volume (V)
velocity (v)

Pupils should be
reminded that
there are other
derived
quantitites.

15
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Discuss the values of prefixes ? express quantities using prefixes. Suggested prefix – imbuhan
and their symbols. ? solve problems involving prefixes are : derive – terbit
conversion of prefixes. tera (T) 1012 standard form –
? express quantities using scientific giga (G) 109 bentuk piawai
Solve problems that involve notation. mega(M) 106
the conversion of units and the ? solve problems involving kilo (k) 103
use of standard forms and conversion of units. centi (c) 10 -2
prefixes. milli (m) 10-3
micro (µ ) 10-6
nano (n) 10-9
pico (p) 10-12

1.2 Discuss the definition of scalar A student is able to: Scalar quantities
Understanding scalar and vector quantities. ? define scalar quantity. are:
and vector ? define vector quantity. length
quantities mass
? give examples of scalar quantity. time
? give examples of vector quantity. current
temperature
Carry out activities to show the ? compare scalar and vector
difference between scalar and quantities. Vector quantities
vector quantities. are:
force
? solve problems involving scalar weight
Discuss and solve problems and vector quantities. velocity
involving scalar and vector acceleration
quantities.

16
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

1.3 Discuss the importance of the A student is able to: length – panjang
Realising the use of standard measuring ? explain the importance of the units mass – jisim
importance of using units in business, tourism, of physical measurement in daily time – masa
a standard unit of construction and others. life. current – arus
measurement for temperature – suhu
global Discuss the importance of the ? explain the importance of SI units force – daya
communication use of SI units in science and in science and technology. weight – berat
technology.

17
THEME : MEASUREMENTS AND FORCE
LEARNING AREA : 2. MEASURING PROCESS

Suggested Learning Learning

Learning Objectives Notes Vocabulary
Activities Outcomes

2.1
Understanding Choose the appropriate
measurements instrument for measurements.
Discuss the technique used in
:-
a) vernier calipers and
micrometer screw gauge
to measure length.
b) stop watch to measure
time.
c) measuring cylinder,
pipette and burette to
measure volume.
d) thermometer to measure
temperature.
Use appropriate techniques to
reduce errors in measuring
such as repeating
measurements to find the
average and compensating for
zero errors.
A student is able to: parallax – paralaks
zero error – ralat sifar
? measure physical quantities using Need to address vernier calipers-
appropriate instruments. parallax and zero angkup vernier
error during micrometer screw
measurements. gauge –
tolok skrew
Make the mikrometer.
necessary
corrections to the
readings of the
vernier calipers
and the
micrometer screw
gauge to address
? use appropriate techniques to parallax and zero
reduce errors. error.

18
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Carry out activities to consistency-

measure: kepersisan
a) length accuracy-kejituan
b) time sensitivity- kepekaan
c) volume
d) temperature ? define
a) consistency A dart game can
Discuss consistency, accuracy b) accuracy be used as an
and sensitivity based on c) sensitivity of a measuring anology to
examples. instrument. demonstrate the
concept of
Carry out activities to compare ? compare and contrast accuracy and
the results of measurements consistency, accuracy and consistency.
in terms of consistency, sensitivity of a measuring
accuracy and sensitivity of instrument.
measuring instruments such
as a vernier calipers, ? identify a suitable measuring
micrometer screw gauge, stop instrument to obtain an accurate
watch, graduated cylinder, measurement.
pipette and burette.

19
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

2.2 A student is able to:

Understanding Examin the results of the variable –
graphs experiment and carry out the ? determine the variables for the x pemboleh ubah
following activities: and y axes. manipulated –
a) determine the ? determine the manipulated and manipulasi
variables on the x and responding variables from a table software-perisian
y axis and the to plot a graph
corresponding scales. ? determine suitable scales on the
b) draw the best line for axes of the graph.
graph. ? draw the best line for a graph. The best graph is
c) interpret the plotted the line that is
graph. closest to all the
d) draw conclusion on the ? interpret a graph. points.
relationship between ? make conclusions from a graph.
the
two variables of the The curve graph
graph. drawn must be
smooth or using
suitable computer
software

20
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

2.3 Carry out a simulation to show A student is able to:

Appreciating the what is it like without
invention of measuring instruments. ? practise accuracy, consistency
measuring and sensitivity in measurements
instruments used in ? justify the importance of having
daily life standardised measuring
instruments in daily life.

21
THEME : ENERGY IN LIFE
LEARNING AREA : 1. ENERGY

Suggested Learning Learning

Learning Objectives Notes Vocabulary
Activities Outcomes

1.1
Understanding Discuss what energy is. A student is able to : kinetic energy –
energy tenaga kinetic
Discuss kinetic energy and ? explain what energy is. potential energy –
potential energy. ? Explain what kinetic energy tenaga keupayaan
is. define – takrif
? explain what potential variable – pemboleh
energy is. ubah
Solve problems involving kinetic
energy and potential energy
using the formulae: ? solve problems that involve
kinetic energy.
a) kinetic energy (KE) ? solve problems that involve
= ½ mv2 potential energy.
b) potential energy (PE)
= mgh
where,
m= mass
v= velocity
g= acceleration due to gravity
h= height

22
 Suggested Learning
Learning Objectives
Activities
1.2 Discuss the changes of energy
Analysing changes forms in:
in a) oscillation of a pendulum.
energy forms b) hydroelectric generator.
Carry out an activity to
investigate the principle of
conservation of energy in a
simple pendulum.
Solve problems involving the
principle of conservation of
energy.
1.3
Realising that energy Conduct a forum to discuss the
cannot be created importance of conservation of
nor energy.
destroyed but can be
changed from one
form to another
Learning
Notes Vocabulary
Outcomes
A student is able to: oscillation – ayunan
pendulum – bandul
? explain with examples the conservation –
change in energy forms. keabadian
hydroelectric
generator – janakuasa
? state the principle of hidroelektrik
conservation of energy.
? explain with examples the
principle of conservation of
energy.
? apply the principle of The usage of a
conservation of energy to computer simulation
solve problems. is encouraged.
A student is able to : justify - mewajarkan
? justify the importance of
conservation of energy.
23
THEME : ENERGY IN LIFE
LEARNING AREA : 2. HEAT

Suggested Learning Learning

Learning Objectives Notes Vocabulary
Activities Outcomes

2.1
Understanding the Gather information and discuss A student is able to : Units oC and K equilibrium –
concept of heat and the concept of heat, are introduced. keseimbangan
temperature temperature and their ? explain the concept of heat. thermal – haba
relationship. ? explain the concept of temperature – suhu
temperature.
? state the relationship between
heat and temperature.
? state the units for heat and
temperature.

Carry out an activity to show ? state the meaning of thermal

the occurrence of thermal equilibrium.
equilibrium.

Discuss the use of thermal ? explain the uses of thermal

equilibrium in the equilibrium in the measurement
measurements of temperature. of temperature.

24
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Carry out activities to measure
temperature using the
following:
a) liquid-in-glass
thermometer
b) resistance thermometer
? explain the working principle of resistance - perintang
different types of thermometers.
? use different types of
thermometer to measure
temperature.

Discuss the working principle

of :
a) liquid-in-glass l
thermometer
b) resistance thermometer

2.2 Observe a demonstration on A student is able to :

Understanding the increase in temperature of Heat capacity heat capacity -
specific heat capacity different liquids supplied with ? explain what heat capacity is. only relates to a muatan haba
the same amount of heat for ? explain what specific heat particular object specific heat capacity –
the same duration. Discuss capacity (c) is. whereas specific muatan haba tentu
and relate the observation to heat capacity
heat capacity. relates to a
material.
Gather information, discuss
and compare:
a) heat capacity
b) specific heat capacity

25
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Plan and carry out an activity to

determine the specific heat
capacity of :
a. a solid
b. a liquid.

Carry out an experiment to ? explain the factors that affect Notes :

investigate how the following
affects the temperature of a
substance (water) when it is
heated:
a) mass of substance
b) amount of heat
supplied.
the increase in temperature of Formulae:
an object when it is heated.
? State the relationship between i. Q = mc?
the amount of heat supplied (Q),
specific heat capacity )c), mass ii. Q = E = Pt
(m) and the change in are introduced.
temperature (?).

Carry out and activity to

discuss the factors that affect
the increase in temperature of
an object when it is heated.

Investigate the relationship

between quantity of heat (Q),
specific heat capacity (c), mass
(m) and temperature change
(?) by using computer
simulation.

26
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Carry out activity to determine ? determine the specific heat generate - menjana
the specific heat capacity of a capacity of solids.
substance : ? determine the specific heat
a) solid (example capacity of liquid (water).
aluminium)
b) liquid (example water).
? explain with examples the
Gather information from application of specific heat
magazine, newspapaers and capacity in daily life.
Internet and discuss the
application of specific heat
capacity in daily life.

27
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

2.3
Understanding latent Discuss: A student is able to: Notes : latent heat – haba
heat a) latent heat The formula pendam
b) specific latent heat. ? explain what latent heat (L) is. Q = ml is melting – peleburan
? explain what specific latent heat introduced. solidification –
(l ) is. pemejalan
? relate specific latent heat to boiling – pendidihan
thermal energy and mass condensation –
l = Q kondensasi
kinetic theory – teori
m
View computer simulations or kinetic
videos to understand the
? explain the process of
process of melting,
a) melting/solidification or
solidification, boiling and
b) boiling/condensation
condensation as a process
in terms of kinetic theory of
where energy is transfered
matter.
without a change in
temperature.

Carry out an activity to

investigate the change in state
of matter during heating of a
substance and plot a
temperature-time graph.
Interpret the graph in terms of
kinetic theory of matter.

28
 Suggested Learning Learning
Learning Objectives Notes Vocabulary
Activities Outcomes

Plan and carry out an activity to specific latent heat –

determine the specific latent
heat of :
a) fusion
b) vaporisation
Solve problems involving
specific latent heat.
? state what specific latent heat of haba pendam tentu
fusion is. vapourisation –
? state what specific latent heat of pengewapan
vapourisation is. fusion - lakuran
? determine the specific latent
heat of fusion.
? determine the specific latent
heat of vaporisation.

? solve numerical problems

involving specific latent heat.

2.4
Be aware that Discuss the variety of A student is able to :
the existence substances with different
of substances thermal properties and their ? explain the use of substances
with different benefits to man. with different thermal properties
thermal in daily life.
properties
can be beneficial to
man

29
THEME : ENERGY IN LIFE
LEARNING AREA : 3. ELECTRICITY

Suggested Learning Learning

Learning Objectives Notes Vocabulary
Activities Outcomes

3.1 Discuss the concept of electric A student is able to:

Analysing the current as the rate of flow of Notes : Charge – cas
relaltionship between charges. ? explain the concept of electric Q = It and voltage – voltan
the flow of electric current. E=QV are
charge with electrical Discuss the relationship ? relate electric current with the introduced.
energy between electirc current and flow of electric charge.
charge to obtain the formula Q ? relate electrical energy with the
= It. flow of electric charge.

Discuss the relationship between

electric current and electrical
energy to obtain the formula ? Solve problems involving
E = QV. electric current and eletrical
energy.

Solve numerical problems

involving charge (Q), electric
current (I), time (t), voltage (V)
and electrical energy (E).

30
 Suggested Learning
Learning Objectives
Activities
3.2 Discuss the following:
Understanding a) the concept of
electromotive force electromotive force
(e.m.f) and internal (e.m.f)
resistance b) the concept internal
resistance.
c) the relationship
between
electromotive force
(e.m.f)
and energy stored in a
battery.
Draw a graph of potential
difference against electric
current to find the relationship
between electromotive force (E
), potential difference(V),
electric current(I) and internal
resistance(r).
Learning
Notes Vocabulary
Outcomes
A student is able to: internal resistance -
rintangan dalam
? explain the concept of electromotive force –
electromotive force. daya gerak elektrik
? relate electromotive force with
energy stored in a battery.
? explain the meaning of internal
resistance.
? relate electromotive force,
potential difference, current and
internal resistance. The formula
E = V + Ir
is introduced.
31
 Suggested Learning
Learning Objectives
Activities
3.3
Analysing Discuss the meaning of
alternating current alternating current (a.c.)
(a.c.)
Observe and investigate the
display of an oscilloscope
produced by an alternating
current generator.
Discuss peak voltage(Vo), peak
current(I 0), period and the
frequency(f ) of an alternating
current.
Discuss the concept of root
mean square voltage Vrms .
Discuss the relationship
between Vrms and P mean.
Solve problems using the
formulae:
P = IV = V2/R
P mean = Vrms 2 / R and
E = P mean. t
Learning
Notes Vocabulary
Outcomes
A student is able to: alternating current –
? explain what alternating current arus ulangalik
is. peak voltage – voltan
puncak
? determine peak voltage, peak peak current – arus
current, period and the puncak
frequency of an alternating period – tempoh
current. generator – penjana
root mean square –
? explain peak voltage, peak punca min kuasa dua
current, period and the power - kuasa
frequency of an alternating
current.
? relate the concept of root mean
square voltage Vrms The formula
with the mean power, P mean V0
Vrms =
2
is introduced.
? solve problem on energy
produced by alternating current.
32
 Suggested Learning
Learning Objectives
Activities
3.4
Realising the Gather information from video,
importance of striking Internet and magazines on the
a balance between economic benefits and
economic benefit and negative impacts of generating
social responsibility electricity. Present the
in the generation of information gathered.
electrical
energy
Debate on the importance of
striking a balance between the
economic benefit and social
responsibility in the generation
of electrical energy.
Learning
Notes Vocabulary
Outcomes
A student is able to:
? identify the economic benefits of
generation of electrical energy.
? identify the negative impact of
generation of electric energy to
society and environment.
? justify the need to strike a
balance between economic
benefits and social
responsibility.
33
THEME : ENERGY IN LIFE
LEARNING AREA : 4. SOURCES OF ENERGY

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

4.1
Understanding the View a video or computer
production of simulation and discuss the
nuclear energy following:
a) nuclear fission and
generation of energy
b) nuclear fusion and
generation of energy.
c) chain reaction
Hold a discussion to compare and
contrast nuclear fission and
nuclear fusion.
Discuss :
a) the structure and working
principle of a nuclear
reactor.
b) the production of energy in
a nuclear reactor.
c) the safety features of a
nuclear reactor.
d) the safe ways to dispose
nuclear wastes.
A student is able to: nuclear fission –
pembelahan nukleus
? explain the concept of nuclear nuclear fusion –
fission. pelakuran nukleus
? explain what chain reaction is. chain reaction –
? explain the concept of nuclear tindakbalas berantai
fusion.
? compare and contrast nuclear
fission and nuclear fusion.
? describe the structure of a
nuclear reactor.
? explain the working principle of
a nuclear reactor.
? state the safety features of a
nuclear reactor.
? list safe ways of disposing
nuclear wastes.

34
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

4.2
Understanding the Carry out activities to discuss A student is able to: harnessing –
use of solar a) the methods of harnessing penyadapan
energy solar energy. ? explain the methods of solar energy – tenaga
b) the working principles of a harnessing solar energy. solar
solar cell. ? explain the principle of a solar light intensity –
cell. keamatan cahaya
Carry out activiities to find out ? explain the factors that affect solar cell – sel solar
how the following factors affect the output of a solar cell.
the efficiency in harnessing and
transfering of solar energy:
a) size of solar cells
b) types of materials for making
solar cells
c) light intensity
d) temperature.

Gather information on the uses ? explain the uses of solar

and the advantages of using solar
energy.
Carry out a project on harnessing
solar energy to solve daily
problems.
energy.
? explain the advantages of using
solar energy.
? solve daily problems with the
use of solar energy.

35
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

4.3
Analysing the Discuss sources of renewable A student is able to: renewable energy –
sources of energy. tenaga yang boleh
renewable energy ? list the sources of renewable diperbaharui
Gather and interpret data on the energy. biomass – biojisim
various ways of harnessing waves – ombak
renewable energy from the geothermal – geoterma
following sources: ? explain how renewable energy advantage – kelebihan
biomass, wind, waves and is harnessed. disadvantage –
geothermal activities. kelemahan
social impact – kesan
sosial
Discuss the advantage of cost efficiency –
renewable energy from the keberkesanan kos
following aspects : ? explain the importance of
a) economic exploration of renewable energy
b) social sources.
c) environmental.

36
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Collect and interpret data on the ? state the various ways to

various ways to increase the increase the efficiency of
efficiency of energy use. energy use.

Carry out a project to build a ? design a simple device for

functional devise for harnessing harnessing renewable energy.
renewal energy.

4.4
Be grateful for the Prepare a folio on the efforts to A student is able to: grateful – bersyukur
availability of the explore renewable sources of
various sources of energy. ? carry out an energy audit.
renewable energy ? practise efficient use of energy.
.
Carry out a campaign on the
efficient use of energy sources.

Practise efficient use of energy at

homes or in schools.

37
THEME : MATTER IN NATURE
LEARNING AREA : 1. PERIODIC TABLE

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

1.1 On a copy of the Periodic Table, A student is able to: Periodic Table –
Understanding highlight and label the following ? discuss the development of the Jadual Berkala
the Periodic seven groups : arrangement of elements in the atomic mass –
Table a) noble gases Periodic table. jisim atom
b) halogens synthetically – sintetik
c) alkali metals radioactive
d) alkaline earth elements characteristics –
e) transition metals sifat keradioaktifan
f) actinides
g) lanthanides.

Use a table to present the ? write the electron configurations

electron configurations of of elements with proton numbers
elements with proton numbers 1 1 to 20.
to 20.

? state the basic principle of

Discuss the existence and
classification of natural elements
and elements that are produced
synthetically in the Periodic
Table.
arranging the elements in the
Periodic Table.
? classify elements based on
electron configuration.

38
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Carry out activities to determine ? determine the positions of

the positions of unknown
elements in the Periodic Table
based on:
a) proton number
b) electron configuration.
unknown elements in the
Periodic Table based on their
proton numbers.

1.2 Gather and interpret data to A student is able to : hardness - kekerasan

Understanding the investigate the physical
elements of properties of the elements
Group 1 lithium, sodium and potassium in
terms of:
a) hardness
b) density
c) melting point.
Carry out activities to investigate
the reactions of lithium, sodium
and potassium with water.
Discuss the physical and
chemical properties of other
elements in Group 1.
density – ketumpatan
? list all the elements of Group 1. melting point –
? list the physical properties of takat lebur
lithium, sodium and potassium. fume chamber –
? list the chemical properties of kebuk wasap
lithium, sodium and potassium physical properties –
sifat fizikal
chemical properties –
? explain the changes in physical Activity using sifat kimia
properties from lithium to lithium, sodium
potassium. and potassium
? generalise the changes in must be
reactivity of the elements of performed or
Group 1. demonstrated by
? predict the physical properties of the teacher.
other elements in Group 1.
? predict the chemical properties
of other elements in Group 1.

39
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Discuss the position of hydrogen ? state the position of hydrogen in

in the Periodic Table in terms of: the Periodic Table.
a) electron configuration
b) physical properties
c) chemical properties

1.3 Gather information to investigate A student is able to: Warning : physical state
Understanding the the physical properties of The activity must keadaan jirim
elements of chlorine, bromine and iodine in ? list all the elements of Group 17. be carried out colour – warna
Group 17 terms of: ? list the physical properties of taking into density – ketumpatan
a) physical state chlorine, bromine and iodine. consideration the boiling point –
b) colour ? explain the changes in physical safety takat didih
c) density properties of chlorine, bromine procedures. safety procedure –
d) boiling point. and iodine. langkah keselamatan

Discuss the chemical properties ? list the chemical properties of

of chlorine, bromine and iodine. chlorine, bromine and iodine.

? generalise changes in reactivity

Carry out activity to investigate of the elements in Group 17.
the reactions of chlorine and
iodine with :
a) water
b) metals
c) sodium hydroxide.

40
 Learning Suggested Learning
Objectives Activities
Discuss the physical and
chemical properties of other
elements in Group 17.
1.4 Understanding Collect and interpret data to
the elements of investigate the physical
Group 18 properties of all the elements in
terms of
a) density
b) boiling point.
Gather information on
a) the unreactive properties of
Group 18 elements in
terms of electron configuration
b) the use of the Group 18
elements
such as in fluorescent lamps,
advertisement lights and
cooling substances.
Learning
Notes Vocabulary
Outcomes
? predict the physical properties
of other elements in Group 17.
? predict the chemical properties
of other elements in Group 17.
A student is able to: unreactive
characteristic –
? list all the elements in Group 18. sifat ketidakreaktifan
? list the physical properties of the fluorescent lamps
elements in Group 18. lampu pendaflour
? explain the changes in the advertisement lights –
physical properties of the lampu iklan
elements in Group 18. cooling substances
? state the inert characteristic of bahan penyejuk
the elements in Group 18.
? relate the electron configuration
to the inert characteristic of the
elements in Group 18.
? explain the uses of the elements
in Group 18 in daily life.
41
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.5 Study the Periodic Table to A student is able to: metallic characteristic –
Understanding the investigate the properties of the sifat kelogaman
elements in elements of Period 3 in terms of : ? state all the elements in Period acidity - keasidan
Period 3 a) number of protons 3. basicity - kebesan
b) atomic size ? explain the changes in metalloids –
c) physical characteristics. characteristics of the elements in separuh logam
Period 3 from sodium to argon. period - kala

Carry out activities to investigate

the properties of magnesium,
silicon and sulphur in terms of :
a) physical characteristics.
b) acidity and basicity of
oxides by carrying out the
reaction of magnesium
oxide (MgO), silicon
dioxide (SiO2) and oxides
of sulphur (SO2) with
water and testing the
products with universal ? explain using examples the use
indicator. of the metalloids in daily life.

Gather information on the use of

silicon and other metalloids in
daily life.

42
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.6 Discuss the meaning of transition
Understanding the element.
transition elements
in Period 4 Prepare a Periodic Table and
determine the position of the
transition elements in it.
Collect and interpret data and
investigate the physical
properties of the transition
elements in terms of :
a) density
b) melting point
c) colour.
Collect and interpret data on the
uses of transition elements
in daily life such as making:
a) precious stones
b) conductors
c) decorative materials.
A student is able to: transition element –
unsur peralihan
? state the meaning of transition precious stone –
element. batu permata
? determine the position of the
transition elements in Period 4.
? list the transition elements in
Period 4.
? describe the physical properties
of the transition elements in
Period 4.
? state the uses of transition
elements in daily life.

43
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.7 A student is able to:

Appreciate the Carry out a project to collect
existence of information and gather ? justify the importance of using
elements and specimens of compounds. our intelligence to reap
compounds maximum benefits from
naturally occurring elements.
Discuss the importance of using
our intelligence to reap
maximum benefits from elements
found naturally.

44
THEME : MATTER IN NATURE
LEARNING AREA : 2. CHEMICAL BONDING

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

2.1 Write and draw the duplet and A student is able to: Noble gases stability - kestabilan
Understanding the octet electron configurations for are also known donating - pendermaan
stability of an the noble gases such as helium, ? explain what the duplet electron as inert gases. receiving - penerimaan
element in neon and argon. configuration for an inert gas is. noble gas/ inert gas -
terms of its ? explain what the octet electron gas adi / lengai
electron Discuss the stability of an element configuration for an inert gas is.
configuration based on its duplet and octet ? explain the meaning of a stable
electron configuration. element.

Discuss the relationship between ? relate the stability of an inert gas

the electron configuration and the to its electron configuration.
stability of an inert gas.

Make a comparison on how other ? explain using examples how other

elements achieve stability by : elements achieve stability.
a) sharing electrons
b) donating and receiving
electrons.

45
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

2.2 Draw and discuss the formation of A student is able to: formation –
Understanding the ions by: pembentukan
formation of a) the donation of electrons ? explain the formation of a positive electrostatic force –
an ionic bond b) the receiving of electrons. ion. daya elekrostatik
? explain the formation of a electrical conductivity –
negative ion. kekonduksian elektrik
? draw the electron configuration for ionic bond –
Discuss the electrostatic force of a positive ion. ikatan ionik
attraction between the ions in an ? draw the electron configuration for solubility in water –
ionic bond. a negative ion. keterlarutan dalam air
? explain the formation of an ionic dot and cross diagram
Discuss the formation of ionic bond. –
compounds with valency +1 and Elements that rajah titik silang
+2 in a dot and cross diagram. forms positive
ions are metals
Carry out experiments to ? generalise the characteristics of and those that
investigate the properties of ionic an ionic compound. form negative
compounds in terms of : ions are non
a) electrical conductivity metals.
b) melting point
c) solubility in water.

46
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

2.3 Discuss the formation of a A student is able to: covalent bond – ikatan
Understanding the covalent bond by the sharing of kovalen
formation of a electrons in a dot and cross ? explain the formation of a
covalent bond diagram. covalent bond.
? draw the electron configuration for
a covalent bond.
? explain the formation of covalent
compounds.

Carry out activities to investigate ? generalise the characteristics of

the properties of covalent covalent compounds.
compounds in terms of :
a) electrical conductivity
b) melting point
c) solubility in water

47
THEME : MATTER IN NATURE
LEARNING AREA : 3. MOLE CONCEPT

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

3.1 Discuss the : A student is able to: relative atomic mass

Understanding a) concept of relative atomic mass. – jisim atom
relative atomic b) concept of relative molecular ? explain the concept of relative relatif
mass and relative mass. atomic mass. relative molecular
molecular mass ? explain the concept of relative mass –
molecular mass. jisim molekul relatif
? relate relative molecular mass to
Collect and interpret data on the relative atomic mass for a
determination of relative molecule.
atomic mass and relative ? relate relative molecular mass to Chemical formula
molecular mass. relative atomic mass for a of a molecule or
compound. compound is
Discuss relative molecular mass as given.
a sum of the relative ? calculate the relative molecular
atomic mass of each atom in a mass of a simple molecule.
molecule or compound. ? calculate the relative molecular
mass of a simple compound.
Calculate relative molecular mass of
a simple molecule and a simple
compound from the chemical
formula of a molecule or compound.

48
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

3.2 Gather and interpret data and A student is able to: Avogadro’s atomic mass – jisim
Understanding the discuss the meaning of mole. Number (NA) = atom
relationship Formulae introduced are : ? explain what a mole is. 6.02 x 10 23
molecular mass –
between moles (i) No. of moles of atom = ? relate the number of moles of an should be
jisim molekul
mass of atom
and the number of atom to the atomic mass and
relative atomic mass introduced.
molecules relative atomic mass.
(ii) No.of moles of molecule
= mass of molecule
? relate the number of moles of
relative molecular mass molecules to the molecular
mass and the relative molecular
(iii) No. of atoms =
no. of moles X Avogadro’s number mass.
of atom ? state the meaning of
(iv) No. of molecules = Avogadro’s number (NA).
no. of moles X Avogadro’s number
of molecules ? relate the number of moles and
the number of atoms to
Compare the quantity of different Avogadro’s number (NA).
substances for a particular unit as
below : ? relate the number of moles to
the number of molecules.
Substance Unit Quantity
Shoes Pair 2 ? solve problems involving mole
Eggs Dozen 12
Pins Gross 144
number.
Papers Ream 480
23
12 g Carbon Mole 6.02 x 10 atoms
23
16 g Oxygen Mole 6.02 x 10 atoms

49
 Learning Suggested Learning
Objectives Activities
3.3 Write a simple balanced chemical
Understanding the equation and use the mole concept
mole concept in a to balance a chemical equation
chemical using the examples given below:
equation a) neutralisation between
hydrochloric acid and
sodium hydroxide
b) formation of copper (II)
sulphate by the reaction
between copper (II) oxide
and sulphuric acid
c) burning of magnesium
ribbon in air
d) reaction between
sodium and water.
Solve problems on the mole
concept.
Learning
Notes Vocabulary
Outcomes
A student is able to: chemical equations –
persamaan kimia
? write a balanced chemical neutralisation -
equation for a simple chemical peneutralan
reaction. magnesium ribbon –
? explain using examples the use pita magnesium
of mole concept to balance
chemical equations.
? construct a chemical formula
based on the mole concept.
? solve problems on the mole
concept based on a balanced
chemical equation for a simple
reaction.
50
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

3.4 Collect and interpret data on the A student is able to: contribution –
Appreciating the contributions of scientist in the study sumbangan
introduction of of mole concept. ? compare the balance of nature balance of nature –
mole concept to with the balance of chemical keseimbangan alam
understand and reactions.
solve problems
invoving chemical
reactions Discuss the use of the mole concept ? accept the mole as a unit for
to measure the total number of measuring the total number of
particles. particles.

51
THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 1. RESPIRATORY SYSTEM

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

1.1 Draw, label and discuss the A student is able to: inhaled air- udara
Analysing the structure of a respiratory system. sedutan
process of ? describe the structure of the exhaled air- udara
gaseous exchange Discuss the process of gaseous alveolus. hembusan
during respiration exchange in the alveolus. ? explain the process of gaseous respiratory system -
exchange in the alveolus. sistem respirasi
Investigate the composition of composition-
oxygen and carbon dioxide in kandungan
inhaled and exhaled air. transport-
pengangkutan
Discuss the transport process of role – peranan
oxygen from the alveolus to the
body cells and carbon diokside ? explain the transport of oxygen
from the body cells to the alveolus. from the alveolus to the body
cells.
Discuss the role of haemoglobin in ? explain the transport of carbon
the transport of oxygen. diokside from the body cells to
the alveolus.

52
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.2 State the main sources of energy A student is able to: oxidation-
Understanding the for the human life processes. pengoksidaan
production of ? state the main sources of energy The word aerobic-keadaan
energy during Discuss the production of energy for the human life processes. equation for beroksigen
respiration by oxidation of glucose during ? explain the production of energy aerobic anaerobic-keadaan
respiration. from glucose. respiration is tanpa oksigen
introduced. ADP- adenosina
Discuss the role of ATP. difosfat
? explain the function of adenosine ATP- Adenosina
Write an equation on: triphosphate (ATP). Trifosfat
a) the formation of ATP P- fosfat
molecules ? compare and contrast aerobic
ADP + P + energy ? ATP and anaerobic respiration.
b) the breakdown of ATP ? explain using examples situations
molecules which involve aerobic and
ATP ? ADP + P + energy anaerobic respiration.
Discuss aerobic and anaerobic
respiration and their roles in life
processes.

53
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.3 Collect and interpret data on the A student is able to: Teachers or resuscitation-
Understanding use of a respirator and an iron students who pemulihan
respiratory aids lung. ? explain the use of the iron lung to are members of pernafasan
and resuscitation aid breathing. Red Crescent iron lung- peparu
? explain the use of a respirator to Society or St besi
aid breathing. John’s CPR- pemulihan
? compare and contrast between a Ambulance can kardiopulmonari
respirator and an iron lung. help to show the revive-pulih
Discuss the technique of cardio- ? explain the technique of cardio- technique of
pulmonary resuscitation. pulmonary resuscitation to revive cardiopulmonary
breathing. resuscitation.
Simulate the technique of cardio- ? demonstrate cardio-pulmonary
pulmonary resuscitation. resuscitation

54
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.4 View video,charts or computer A student is able to: allergies-alahan

Analysing simulation on diseases such as pneumonia-radang
respiratory lung cancer, pneumonia, asthma ? list diseases and allergies paru-paru yang
diseases and and bronchitis and discuss the associated with respiratory kronik
allergies following: organs. disebabkan jangkitan
a) symptoms of diseases and ? state the symptoms of each bakteria.
allergies, disease and allergy. asthma – asma/lelah
b) factors that contribute to the ? identify the factors which cause bronchitis –
development of these the diseases and allergies. bronchitis/ radang
diseases and allegies, pada tiub bronkus
c) methods of preventing ? relate the factors causing the contribute-
these diseases and diseases and allergies to these menyebabkan.
allergies. symptoms.
. ? explain the measures to prevent
diseases and allergies associated
with respiratory organs.

55
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

1.5 Discuss a healthy lifestyle such as A student is able to : environment –

Appreciating the abstaining from smoking and persekitaran
presence of having regular exercise. ? practise a healthy lifestyle. preserve –
healthy ? preserve healthy air and memelihara
respiratory organ Carry out powerpoint presentation conserve the environment. conserve -
on preservation of the air and the memulihara
conservation of environment.

56
THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 2. DIGESTIVE SYSTEM

Learning Learning
Suggested Learning Activities Notes Vocabulary
Objectives Outcomes

2.1 Make observations on the structure A student is able to: digestive system-
Analysing the of the human digestive system sistem pencernaan
digestive which consists of the mouth, ? identify the organs of the human liver-hati
system oesophagus, stomach, duodenum, digestive system. gall bladder-pundi
ileum, hempedu
colon, rectum, anus, liver, gall salivary glands -
bladder, salivary glands and kelenjar liur
pancreas stomach-perut
observation-
Collect and interpret data on the pemerhatian
action of digestive enzymes which
are found in the mouth, stomach,
duodenum and ileum.

57
 Learning Learning
Suggested Learning Activities Notes Vocabulary
Objectives Outcomes

Carry out experiments to ? explain the actions of the variable - pemboleh

investigate the effects of digestive enzymes.
temperature and pH on the rate of
action of: ? control the variables to
? amylase investigate the effects of
? pepsin. temperature and pH on the rate
of enzyme action.

2.2 Collect and interpret data on the A student is able to : constipation –sembelit
Analysing symptoms and factors causing the gastritis -radang pada
diseases diseases such as : ? list the diseases related to the membran mukus yang
related to the a) gastritis digestive system. melapik perut.
digestive b) appendicitis ? state the causes of the diseases. appendicitis -penyakit
system c) constipation ? state the symptoms of the pada appendik
d) diarrhea. diseases. diarrhoea-cirit birit
? explain the measures to prevent digestive organ-organ
Discuss the causes and the the diseases related to the pencernaan
symptoms of the diseases. digestive organs. relationship-hubungan.

Discuss the methods of preventing

diseases related to the digestive
organs.

58
 Learning Learning
Suggested Learning Activities Notes Vocabulary
Objectives Outcomes
2.3
Appreciating the Discuss the following topics : A student is able to: eating habit -amalan
presence of a ? practising good eating habits. ? practise a healthy eating habit. pemakanan.
healthy digestive ? taking a balanced diet. balanced diet -
system makanan seimbang
Carry out the activities discussed. healthy-sihat

59
THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 3. CIRCULATORY SYSTEM

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

3.1 Collect and interpret data on the A student is able to: The use of compatible –serasi
Analysing the functions of plasma, red blood ? state the composition of human blood in blood transfusion -
composition cells, white blood cells and blood. the class-room pemindahan darah
of blood and platelets. ? state the functions of the for blood clotting –
blood groups components of blood. demonstration is pembekuan darah
Collect and interpret data on blood ? discuss the differences discouraged. blood groups -
groups based on antigens and between blood groups. kumpulan darah
antibodies. donor – penderma
receiver – penerima
Discuss composition-komposisi
a) the compatibility of the The disease
blood groups of a donor haemophilia
and a receiver. should be
discussed as it
involves blood
clotting.

60
 Learning Suggested Learning
Objectives Activities
b) the importance of
compatibility of blood
groups during a blood
transfusion.
Collect and interpret data about
the
a) Rh factor
b) effect of different Rh factors
c) blood clotting process
Learning
Notes Vocabulary
Outcomes
A student is able to:
? determine the compatibility of Rh factor (protein of
blood groups during blood the red blood cells in
transfusion. certain people) –
? explain the Rh factor. faktor Rhesus
? explain the effect of Rh factors (Antigen yang terdapat
towards the foetus during dalam sel darah merah
pregnancy. dalam badan manusia
? elaborate the blood clotting tertentu).
process.
61
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

3.2 Discuss systole and diastole in a A student is able to: circulatory system -
Analysing the heartbeat. sistem peredaran
circulatory ? explain systole and diastole in a darah.
system Discuss the roles of auricles, heartbeat. heart valves - injap
ventricles and heart valves in a jantung
heartbeat. ? relate heart beat to blood heartbeat - denyutan
pressure. jantung
Carry out activities to measure blood pressure -
blood pressure by using a tekanan darah
sphygmomanometer and discuss systole - fasa
the results of measurement with pegecutan otot
reference to heartbeat. ventrikel
diastole - fasa
pengenduran otot
ventrikel

62
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

3.3 Understanding Collect and interpret data on the
the lymphatic flow of lymph and its return to the
system circulatory system through the
opening in the right and left
subclavian vein.
Collect and interpret data on the
functions of the lymphatic system
in the defense of the body.
A student is able to: lymph- limfa
subclavian vein –
? draw and label the lymphatic vena subklavikal
system.
? explain the lymphatic system.
? explain the flow of lymph.
? explain the functions of the
lymphatic system.

Discuss the role of the lymphatic

system in preventing the attack of
pathogens such as bacteria and
virus.

63
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

3.4 Collect and interpret data on
Understanding the arteriosclerosis, high and low blood
diseases related to pressure, heart attack, angina,
the circulatory diabetes and G6PD and the
system symptoms related to them.
Discuss the methods taken to
prevent diseases related to the
circulatory system.
A student is able to: angina- sakit yang
disebabkan oleh
? list the diseases related to the penyempitan arteri
blood circulatory system. koronari.
? state the symptoms for each
disease. circulatory system -
? identify the factors causing the sistem peredaran
diseases. darah.
? discuss the measures taken to
prevent the diseases related to
the blood circulatory system.

3.5 Collect information on blood A student is able to: blood donation –

Be concerned with donation and ways to prevent
the health of cardiovascular diseases.
others Prepare a brochure to disseminate
the information to the class.
pendermaan darah.
? develop the willingness to donate
blood when the need arises.
? help to disseminate information
on a healthy life style to prevent
cardiovascular diseases.

64
THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 4. EXCRETORY SYSTEM

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

4.1 Make observations on the A student is able to: excretory system –

Analysing the excretory system by using models sistem perkumuhan
roles of kidney and or diagrams and discuss: ? explain the meaning of kidney – ginjal / buah
skin in excretion a) explain the meaning of excretion. pinggang
excretion and the organs ? compare and contrast the defecation -
involved in excretion. process of excretion and penyahtinjaan
b) the similarities and defecation. urine formation -
difference between ? explain the process of pembentukan air kencing
excretion and defecation. urine formation, sweating – berpeluh.
? explain the process of
Draw and label the excretory sweating.
system that is :
a) urinary system
b) nephron
c) structure of the skin (sweat
formation)

Collect and interpret data to

discuss the formation of urine and
sweat.

65
 Learning Suggested Learning
Objectives Activities
4.2 Collect and interpret data on
Understanding diseases related to the excretory
diseases related to system such as kidney failure,
the excretory formation of gall stones and the
system symptoms related to them.
Collect and interpret data on the
factors causing diseases related to
the excretory system.
Listen to talk by a medical officer
and discuss the measures to
prevent kidney related diseases.
4.3 Appreciating Prepare a folio on the care of a
the presence excretory system.
of a healthy
excretory Collect and interpret data on the
system. efforts of humans to find ways to
treat those with kidney related
problems.
Learning
Notes Vocabulary
Outcomes
A student is able to: The release of gall stone-batu karang
carbon dioxide to the kidney failure -kegagalan
? list the diseases related to lungs during gaseous ginjal untuk berfungsi
the excretory system. exchange in the
? state the symptoms for alveolus is an
each disease. example of an
? identify the factors causing excretory process.
the diseases.
? describe the measures
taken to prevent kidney
related diseases.
A student is able to: treatment –rawatan
obligation-
? appreciate the practice to tanggung jawab
care for the health of the
excretory system.
? justify the efforts of
humans to find ways to
treat kidney related
problems.
66
THEME : MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA : 5. REPRODUCTIVE SYSTEM

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

5.1 Collect and interpret data on the
Analysing the changes that occur in the ovary
menstrual cycle and uterus during a menstrual
cycle.
Discuss the roles of the hormones
estrogen, progesterone, follicle
stimulating hormone (FSH) and
luteinising hormone (LH).
A student is able to: menstrual cycle - kitar
haid
? explain the changes that menopause -putus haid
occur in the ovary during FSH-hormon perangsang
menstrual cycle. folikel
? explain the hormonal LH- hormon peluteinan
changes during
menstruation.
? explain the changes that
occur in the uterus during
the menstrual cycle
together with the hormones
involved.
? describe the changes in
the walls of the uterus in
one menstrual cycle.

67
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Collect and interpret data on the ? explain what menopause The duration of a physiological changes -
physical and physiological changes is. menstrual cycle on perubahan fisiologi.
during menopause. the average is about
28 days.
Nevertheless, the
duration could be
shorter or longer.

5.2 Collect and interpret data on A student is able to:

Analysing the spermatogenesis and oogenesis.
process of ? explain what
gamete formation spermatogenesis is.
? explain what oogenesis is.

68
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

5.3 View charts, videos or computer A student is able to: Students should be fertilisation-
Analysing the simulations and discuss: introduced to IVF, persenyawaan
stages in foetal a) the process of fertilization, ? explain the process of test tube baby, GIFT, foetal development -
development b) the different stages of foetal fertilisation. ZIFT and cloning perkembangan fetus
development. ? describe the stages of issues . IVF (In Vitro Fertilisation)
foetal development. - persenyawaan invitro.
GIFT (Gamete Intra
Fallopian Transfer) -
pemindahan gamet ke
dalam tiub fallopio
ZIFT (Zygote Intra
Fallopian Transfer ) -
pemindahan zigot ke
dalam tiub fallopio

69
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Collect and interpret data on the ? explain the functions of amniotic fluid –
functions of amniotic fluid and amniotic fluid. bendalir amnion
placenta. ? explain the functions of the absorb shock-
placenta. penyerap hentakan
Give an analogy and show the ? describe the different facilitate movement-
importance of amniotic fluid as a stages of birth. memudahkan
medium to absorb shock and ? explain the complications pergerakan
facilitate movement of the foetus. during birth. complication –komplikasi
birth-kelahiran
View charts or video and discuss:
a) the stages of birth
b) the possible complications
during the birth of a baby.

70
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

5.4 Browse the Internet and gather A student is able to: sexually transmitted
Understanding information on: diseases - penyakit
diseases related to ? list the diseases related to jangkitan seks
the reproductive a) diseases related to the the reproductive system AIDS - Acquired Immune
system and reproductive system and sexually transmitted Deficiency Syndrome.-
sexually such as cervical cancer, diseases Sindrom kurang daya
transmitted prostate gland cancer ? state the symptoms of tahan penyakit.
diseases(STD) and their symptoms . each disease.
? identify the factors causing
b) sexually transmitted the diseases.
diseases such as
gonorrhea, syphilis,
genital herpes, AIDS and
their symptoms .

Gather information and discuss the

factors which cause:
a) diseases related to the
reproductive system
b) sexually transmitted
diseases.

71
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Prepare posters on the measures ? explain the measures

to prevent disease related to the to prevent diseases
reproductive system and sexually related to the
transmitted diseases. reproductive system
and sexually
tranmitted diseases.

5.5 Discuss the ways to show
Maintaining a gratitude to our parents for
healthy family bringing us to this world.
lifestyle.
Discuss the need to uphold
integrity and purity among married
couples.
A student is able to: integrity – maruah
purity - kesucian
? appreciate the birth of
individuals by the natural
process of sexual
reproduction.
? preserve integrity and
purity as a means to
prevent sexually
transmitted diseases.

72
THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT
LEARNING AREA : 1. BIODIVERSITY

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

1.1 Discuss biodiversity in terms of: A student is able to: biodiversity – biodiversiti /
Understanding the a) genetic biokepelbagaian
concept of b) species ? state the meaning of survival – kemandirian
biodiversity c) ecosystem biodiversity. genetics – keturunan /baka
species – spesis
Carry out field work to compare ? make inferences about ecosystem - ekosistem
biodiversity in a few habitats. biodiversity in a habitat.

73
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Collect and interpret data on the ? relate biodiversity to the food web - siratan makanan
relationship between biodiversity survival of species in an symbiosis - simbiosis
and the survival of species in ecosystem.
terms of:
a) food web
b) habitat
c) symbiosis

1.2 Collect and interpret data on the
Understanding biotic and abiotic components in
sea, wetlands the following ecosystems:
and tropical a) marine
rainforest b) wetlands
ecosystems c) tropical rainforest
Discuss the inter-relationship
between the biotic and abiotic
components towards
biodiversity.
Explain the stress factors and
the effects of decline on the
biotic and abiotic components.
A student is able to: Wetlands include stress factor -
? identify the biotic marshes, faktor kemerosotan
components in an mangroves, wetland – kawasan tanah
ecosystem. lakes, ponds and berair
? identify the abiotic rivers. tropical rainforest –
components in an hutan hujan tropika
ecosystem. marine – laut
? describe the inter- mangrove - paya bakau
relationship between the
biotic and abiotic
components in a marine
ecosystem.
? describe the inter-
relationship between the
biotic and abiotic
components in a wetland
ecosystem.

74
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Make field trips to marine parks/
agricultural parks/ and forest
parks.
Carry out projects to:
a) investigate the factors
which disrupt the
ecosystem and
b) examine the effects of the
decline of the biotic and
abiotic components.
? describe the inter- disrupts – gangguan
relationship agricultural park - taman
between the biotic and pertanian
abiotic forest park - taman
components in a tropical perhutanan
rainforest ecosystem. marine park - taman laut
biotic - benda hidup
? explain the factors which abiotic - benda bukan hidup
disrupt the ecosystem of the
sea, wetlands and tropical
rainforest.
? explain the effects of the
decline of the biotic and
abiotic components.

1.3 Debate or prepare a folio on the A student is able to: appreciate – mengagumi
Appreciating effects of the decline of prevent – menghalang
biodiversity. biodiversity. ? justify the measures taken to decline - merosot
prevent the decline of
biodiversity.
? predict what happens if
there is a decline of the
biodiversity in an
ecosystem.

75
THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT
LEARNING AREA : 2. BIOTIC RESOURCES

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

2.1 Discuss the meaning of biotic A student is able to: natural sources - sumber asli
Analysing biotic resources. agriculture – pertanian
resources which ? state the meaning of biotic medicine – perubatan
can be obtained Collect and interpret data on the resources. nutrition – pemakanan
from the various uses of natural resources ? list the natural resources construction – pembinaan
ecosystem in the fields of : obtained from the ecosystem. cosmetics - kosmetik / bahan
a) agriculture ? explain using examples the kecantikan
b) medicine economic values of biotic predict – meramal
c) nutrition resources. Projects optimum - optima / mapan
d) construction involving
e) cosmetics production of
food are not
Carry out projects to produce encouraged.
substances from natural (time
resources. consuming)
? predict the prospects of using
Generate ideas about the biotic resources.
optimum use of biotic resources.

76
 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

2.2 Discuss the meaning of a A student is able to: encatchment - kawasan

Evaluating catchment area. tadahan
tropical rainforest ? explain the meaning of a biotic sources - sumber
as a Discuss the role of tropical catchment area. biosis
catchment rainforest as a catchment area. ? relate a tropical rainforest to a
area catchment area.
Make charts or models to display
tropical rainforest as a catchment ? describe biotic resources which
area. can be obtained from a
catchment area.
Collect and interpret data on
sources of the following
resources:
a) water
b) energy
c) food

Discuss the effects of ? evaluate the effects of

development on tropical development on tropical
rainforest. rainforest.

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 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

2.3 Carry out a project on herbal A student is able to: herbal garden – taman
Appreciating garden. herba
biotic resources ? practise the use of biotic
Discuss the optimum use of biotic resources wisely.
resources.

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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT
LEARNING AREA : 3. BALANCE IN AN ECOSYSTEM

Learning Suggested Learning Learning

Notes Vocabulary
Objectives Activities Outcomes

3.1 Discuss the meaning of a balanced A student is able to:

Analysing a ecosystem. mangrove – paya
balanced ? state the meaning of a unused land - tanah terbiar
ecosystem balanced ecosystem. stages – peringkat
community – komuniti

Carry out activities and study the ? explain the stages of The project is
gradual displacement of plants in : community development in suggested to be
a) pond an ecosystem. carried out a month
b) mangrove or two earlier
c) unused land before this topic is
taught.
Carry out projects to investigate the ? relate the stages of
relationship between the stages of community development in
community development and an ecosystem to
biodiversity. biodiversity.

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 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Discuss the idea of dynamic ? explain using examples the Do computer dynamic equilibrium –
equilibrium in an ecosystem by meaning of dynamic simulations and keseimbangan dinamik.
giving examples. equilibrium in an study the
ecosystem. equilibrium of an
ecosystem as a
dynamic process.

3.2 Discuss the meanings of A student is able to:

Evaluating the preservation and conservation of
preservation and the ecosystem.
conservation of the
ecosystem Collect information from
newspaper cutting, magazines or
website and investigate the effects
of man’s activities on the
ecosystem.
Invite officers from PERHILITAN /
Jabatan Alam Sekitar (JAS)
/ RAMSAR (wetlands) to give a
talk on the methods of preservation
and conservation of an ecosystem.
preservation –memelihara
? explain the concepts of conservation –memulihara
preserving and conserving
the ecosystem.
? explain the effects of man’s
activities on the
ecosystem.
? explain the methods of
preserving and conserving
the ecosystem.

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 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Discuss the effects of extinction of
an organism on an ecosystem.
Discuss the importance of
preservation and conservation of
ecosystem.
? explain the effects of
extinction of an organism
on an ecosystem.
? justify the importance of
preservation and
conservation of ecosystem.
Organise field trips extinction – pupus
to forest reserve, importance – kepentingan
national parks, FRIM (Forest Research
FRIM to understand Institute of Malaysia) –
the efforts taken to ( Institiut Penyelidikan
preserve and Perhutanan Malaysia)
conserve the reserve forest - hutan
balance of an simpan
ecosystem.

3.3 Draw posters for a campaign to A student is able to: Participate in predict - meramal
Realising the preserve and conserve the balance activities related to
importance of of an ecosystem. ? participate in activities to the preservation
preservation preserve and conserve an and conservation of
and conservation . ecosystem. ecosystems.
of the ecosystem

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 Learning Suggested Learning Learning
Notes Vocabulary
Objectives Activities Outcomes

Generate ideas to predict the ? predict the conditions on flora – tumbuhan

conditions on earth if measures to earth if steps are not taken fauna - haiwan
preserve and conserve the to preserve and conserve
ecosystem are not taken. the ecosystem.

Hold discussion on the extinction of

the flora and fauna of the country.

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ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP Director

Curriculum Development Centre

Zulkifli Mohd. Wazir Deputy Director

Curriculum Development Centre

Editorial Cheah Eng Joo Principal Assistant Director for Science and
Advisors Mathematics Section
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 Zulkifli bin Baharudin Assistant Director

Curriculum Development Centre

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PANEL OF WRITERS
Cheah Eng Joo Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre

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

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

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

Rosli Suleiman Curriculum Development Centre Zaidi Yazid Curriculum Development Centre

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

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

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

Jafri Mohamed Saad SMK Durian Tunggal, Melaka Nor Ruzaini Jailani Bahagian Pendidikan Guru

Majidah Mohamad SMK Darul Ehsan, Selangor. Ramli Ibrahim (Ph.D) Fakulti Sains dan teknologi, Universiti
Pendidikan Sultan Idris, Tg. Malim

Marina Mokhtar Fakulti Sains dan teknologi, Universiti Vigneswaran a/l Sek. Tinggi Methodist, Perak.
Pendidikan Sultan Idris, Tg. Malim Thavachellvam

Mohd Nazri Saad Fakulti Sains dan teknologi, Universiti Wan Ahmad Tajuddin Jabatan Fizik, Universiti Malaya.
Pendidikan Sultan Idris, Tg. Malim (Ph.D)

Mokhtar Arshad SMK Syed Alwi, Perlis Zulkefli Zamrood (Ph.D) Pusat Pengajian Biosains &
Bioteknologi, Universiti Kebangsaan
Zainon Jusoh SMK Seri Berang, Terengganu. Malaysia

Rosli Chik SMK Panji Alam, Terengganu Kalairajan a/l Palanisamy SMK Seri Ampang, Kuala Lumpur.

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Curriculum Development Centre
Ministry of Education
2003