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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

SCIENCEForm 1

Curriculum Development CentreMinistry of Education Malaysia

2002

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Copyright 2002 by Ministry of Education Malaysia

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

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TABLE OF CONTENTS

Page

THEME: INTRODUCING SCIENCELearning Area: 1. Introduction to Science 3

THEME: MAN AND THE VARIETY OF LIVING THINGSLearning Area: 1. Cell as a Unit of Life 9

THEME: MATTER IN NATURELearning Area: 1. Matter 12Learning Area: 2. The Variety of Resources on Earth 14

Learning Area: 3. The Air Around Us 17

THEME: ENERGYLearning Area: 1. Sources of Energy 21Learning Area: 2. Heat 23

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THE NATIONAL PHILOSOPHY

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

life; creating a just society in which the wealth of the nation shall be equitably distributed; ensuring a liberal

approach to her rich and diverse cultural traditions; building a progressive society, 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 CONSTITUTION

RULE OF LAW

MUTUAL RESPECT AND GOOD SOCIAL BEHAVIOUR

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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.

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NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy,science education in Malaysia nurtures

a Science and Technology Culture by focusingon the development of individuals who are competitive,

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

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AIMS

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

Students who have followed the secondary science curriculum

will have the foundation in science to enable them to pursueformal and informal further education in science andtechnology.

The curriculum also aims to develop a concerned, dynamic andprogressive society with a science and technology culture thatvalues nature and works towards the preservation andconservation of the environment.

OBJECTIVES

The science curriculum for secondary school enables studentsto:

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 andtechnology.

3. Acquire scientific and thinking skills.

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

5. Face challenges in the scientific and technological worldand be willing to contribute towards the development of scienceand technology.

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

7. Practise and internalise scientific attitudes and goodmoral values.

8. Realise the importance of inter-dependence amongliving things and the management of nature for survival ofmankind.

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

10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual and mentalcapabilities to understand natural phenomena for thebetterment of mankind.

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

conservation.

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SCIENTIFIC SKILLS

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

Scientific skills encompass science process skills andmanipulative skills.

Science Process Skills

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

Descriptions of the science process skills are as follows:

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

Classifying Using observations to group

objects or events according tosimilarities or differences.

Measuring andUsingNumbers

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

Inferring Using past experiences orpreviously collected data to drawconclusions and make explanationsof events.

Predicting Stating the outcome of a futureevent based on prior knowledgegained through experiences or

collected data.

Communicating Using words or graphic symbolssuch as tables, graphs, figures ormodels to describe an action, objector event.

Using Space-TimeRelationship

Describing changes in parameterwith time. Examples of parametersare location, direction, shape, size,volume, weight and mass.

Interpreting Data Giving rational explanations aboutan object, event or pattern derived

from collected data.

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DefiningOperationally

Defining all variables as they areused in the experiment bydescribing what must be done andwhat should be observed.

ControllingVariables

Identifying the fixed variable,manipulated variable, andresponding variable in aninvestigation. The manipulatedvariable is changed to observe itsrelationship with the respondingvariable. At the same time, thefixed variable is kept constant.

Hypothesising Making a general statement about

the relationship between amanipulated variable and aresponding variable in order toexplain an event or observation.This statement can be tested todetermine its validity.

Experimenting Planning and conducting activitiesto test a certain hypothesis. Theseactivities include collecting,analysing and interpreting data andmaking conclusions.

Manipulative Skills

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

Use and handle science apparatus and laboratorysubstances correctly.

Handle specimens correctly and carefully.

Draw specimens, apparatus and laboratory substances

accurately. Clean science apparatus correctly, and

Store science apparatus and laboratory substancescorrectly and safely.

THINKING SKILLS

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

One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtfullearning. Teaching and learning that emphasises thinking skills

is a foundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involvedin the teaching and learning process. Activities should beorganised to provide opportunities for students to apply thinkingskills in conceptualisation, problem solving and decision-making.

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Thinking skills can be categorised into critical thinking skills and

creative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, isable to generate original and innovative ideas, and modifyideas and products.

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

Critical Thinking Skills

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

Attributing Identifying criteria such ascharacteristics, features,qualities and elements of aconcept or an object.

Comparing andContrasting

Finding similarities anddifferences based on criteriasuch as characteristics,

features, qualities andelements of a concept orevent.

Grouping andClassifying

Separating and groupingobjects or phenomena intocategories based on certaincriteria such as commoncharacteristics or features.

Sequencing Arranging objects and

information in order based onthe quality or quantity ofcommon characteristics orfeatures such as size, time,shape or number.

Prioritising Arranging objects andinformation in order based ontheir importance or priority.

Analysing Examining information in detailby breaking it down intosmaller parts to find implicitmeaning and relationships.

Detecting Bias Identifying views or opinionsthat have the tendency tosupport or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on thequality or value of something

based on valid reasons orevidence.

MakingConclusions

Making a statement about theoutcome of an investigationthat is based on a hypothesis.

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Creative Thinking Skills

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

Generating Ideas Producing or giving ideas in adiscussion.

Relating Making connections in a

certain situation to determine astructure or pattern ofrelationship.

MakingInferences

Using past experiences orpreviously collected data todraw conclusions and makeexplanations of events.

Predicting Stating the outcome of a futureevent based on priorknowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusionabout a group based onobservations made on, or

some information from,samples of the group.

Visualising Recalling or forming mentalimages about a particular idea,concept, situation or vision.

Synthesising Combining separate elementsor parts to form a generalpicture in various forms suchas writing, drawing or artefact.

MakingHypotheses

Making a general statementon the relationship betweenmanipulated variables andresponding variables in orderto explain a certain thing orhappening. This statement isthought to be true and can betested to determine its validity.

Making Analogies Understanding a certainabstract or complex conceptby relating it to a simpler orconcrete concept with similarcharacteristics.

Inventing Producing something new oradapting something already inexistence to overcomeproblems in a systematicmanner.

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Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations basedon inter-related and commoncharacteristics in order toconstruct meaning, concept or

model.

Making Decisions Selecting the best solution fromvarious alternatives based onspecific criteria to achieve aspecific aim.

Problem Solving Finding solutions to challengingor unfamiliar situations or

unanticipated difficulties in asystematic 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 andthinking strategies is made simpler if an individual is ableto reason in an inductive and deductive manner. Figure 1gives a general picture of thinking skills and thinkingstrategies.

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

1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.4. Applying TSTS in new situations with teachers

guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook Buku Panduan Penerapan KemahiranBerfikir dan Strategi Berfikir dalam Pengajaran danPembelajaran Sains(Curriculum DevelopmentCentre, 1999).

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Figure 1 : TSTS Model in Science

Relationship between Thinking Skills and Science ProcessSkills

Science process skills are skills that are required in the processof finding solutions to a problem or making decisions in asystematic

manner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of scienceprocess skills and the possession of suitable attitudes andknowledge enable students to think effectively.

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

Science Process Skills Thinking Skills

Observing AttributingComparing and contrasting

Relating

Classifying AttributingComparing and contrastingGrouping and classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Thinking Skills

Critical

Attributing

Comparing andcontrasting

Grouping andclassifying

Sequencing

Prioritising

Analysing

Detecting bias

Evaluating

Makingconclusions

Creative

Generating ideas

RelatingMaking inferences

Predicting

Makinghypotheses

Synthesising

Makinggeneralisations

Visualising

Making analogies

Inventing

Thinking Strategies

Conceptualising

Making decisions

Problem solving

Reasoning

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Science Process Skills Thinking Skills

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrastingAnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesisPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills

and Scientific Skills

This science curriculum emphasises thoughtful learning basedon thinking skills and scientific skills. Mastery of thinking skillsand scientific skills are integrated with the acquisition ofknowledge in the intended learning outcomes. Thus, inteaching and learning, teachers need to emphasise the mastery

of skills together with the acquisition of knowledge and theinculcation of noble values and scientific attitudes.

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

Example:

Learning Outcome:

Thinking Skills:

Compare and contrast metallicelements and non-metallic elements.

Comparing and contrasting

Explanation:

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

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SCIENTIFIC ATTITUDES AND NOBLE VALUES

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

Having an interest and curiosity towards the environment.

Being honest and accurate in recording and validating data.

Being diligent and persevering.

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

Realising that science is a means to understand nature.

Appreciating and practising clean and healthy living.

Appreciating the balance of nature.

Being respectful and well-mannered.

Appreciating the contribution of science and technology.

Being thankful to God.

Having critical and analytical thinking. Being flexible and open-minded.

Being kind-hearted and caring.

Being objective.

Being systematic.

Being cooperative.

Being fair and just.

Daring to try.

Thinking rationally. Being confident and independent.

The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:

Being aware of the importance and the need for scientificattitudes and noble values.

Giving emphasis to these attitudes and values. Practising and internalising these scientific attitudes and

noble values.

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

Proper planning is required for effective inculcation ofscientific attitudes and noble values during science lessons.Before the first lesson related to a learning objective, teachersshould examine all related learning outcomes and suggested

teaching-learning activities that provide opportunities for theinculcation of scientific attitudes and noble values.

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

Example:

Year:

Learning Area:

Learning Objective:

Learning Outcome:

Form One

1. Matter

2.3 Appreciating the importance ofthe variety of earths resources toman.

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THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1Understandingthat science ispart ofeveryday life.

Describe examples of naturalphenomena that students seearound them:a) growth of human from a baby

to an adult,b) fall of a ball to the ground,c) melting of ice.

Discuss the uses and benefits ofscience in everyday life.

Attend talks on careers in science.

A student is able to:

list what he sees around himthat is related to science,

explain the importance ofscience in everyday life,

name some careers in sciencesuch as:a) science teachersb) doctors

c) engineersd) environmental scientists

During learningactivities, bring outthe scienceconcepts andprinciples studentshave learned inprimary school.

Talks on careersin science by

professionals.

benefit faedahcareer kerjayadiscuss bincangkaneducator pendidikimportance kepentinganprofessional profesionalrelated berkaitanrole play main peranantalks ceramahnatural phenomena

fenomena alam

1.2Understandingthe steps inscientificinvestigation.

Carry out a scientificinvestigation/experiment,e.g. To find out what affects thenumber of times a pendulumswings back and forth in a given

time (oscillations).


state the steps in a scientificinvestigation/experiment,

carry out a scientific

investigation.

Scientificinvestigationinvolves the use ofscience processskills.

affect mempengaruhidetermine menentukanhypothesis hipotesisidentify mengenal pastiinvestigation penyiasatan

involve melibatkanmeasure mengukurobserve memerhati

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Learning

Objectives


Students will be:

a) determining what they want tofind out (identifying theproblem),

b) making a smart guess (forminga hypothesis),

c) planning how to test thehypothesis (planning theexperiment)

identifying the variables,

determining the apparatusand materials required,

determining the procedureto carry out the

experiment, method tocollect and analise data.d) carrying out the experiment,e) writing down what has been

observed (collecting data),f) finding a meaning for what has

been observed (analysing andinterpreting data),

g) deciding whether the

hypothesis is true (makingconclusions),

h) writing a report on theinvestigation (reporting).

There should be aguided discussionfor steps (a) to (c)before studentscarry out theexperiment.

This activity helpsthe teacher toidentify studentscapabilities to

carry out ascientificinvestigation.

oscillations ayunanlengkapswings back and forth berayun ulang alikpendulum bandulvariable pemboleh ubah

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Learning

Objectives


Students can be asked to reporttheir investigations to the class.They should emphasise the stepsthey have taken; what they havechanged; what they have kept thesame and what they have

measured.

1.3Knowingphysicalquantities andtheir units.

Identify physical quantities (length,mass, time, temperature andelectric current), their values andunits found on productdescriptions.

Find words with the prefixes usedin measurements such as kilo-,centi-, and milli- .

Find the symbols used for theseunits of measurement.

Find the values of these prefixes.


state the physical quantitieslength, mass, time, temperatureand electric current,

state the S.I. units and thecorresponding symbols forthese physical quantities,

state the symbols and values ofprefixes for unit of length andmass: milli-, centi-, and kilo-,

identify and use appropriateprefixes in the measurement oflength and mass.

Productdescriptions canbe found onlabels, boxes ofelectrical

appliances, foodpackets, etc.

S.I. is anabbreviation forthe French termSystmeInternationaldUnits which

meansinternationalsystem for units.

abbreviation singkatanappropriate sesuaicorresponding symbol simbol berpadananelectric current arus

elektriklength panjangmass jisimmeasurement ukuranphysical quantity kuantitifizikprefix imbuhansymbol simbolvalue nilai

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Learning

Objectives


1.4Understandingthe use ofmeasuringtools.

Measure the lengths of straightlines, curves and the diameters ofobjects using rulers, threads andcalipers.

Estimate the areas of regular andirregular shapes using graph

paper.

Measure the volume of liquidsusing measuring cylinders,pipettes and burettes.

Determine the volume of regularand irregular solids using the

water displacement method.

Measure the body temperatureand the temperature of water.

Discuss the right choice of tools inmaking measurements.

Apply the above measuring skills

in the context of experiments.


choose the right tool andmeasure length,

estimate the area of regularand irregular shapes usinggraph paper,

choose the right tool andmeasure the volume of liquid,

choose the right tool tomeasure the body temperatureand the temperature of a liquid,

determine the volume of solidusing the water displacementmethod.

Make surestudents takemeasurementscorrectly andaccurately.

calipers angkupcurve garis lengkungdisplacement sesaranestimate menganggarkanirregular tidak sekataregular sekatavolume isi padu

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Learning

Objectives


1.5Understandingthe concept ofmass.

Find the weights of differentobjects using a spring balance.

Discuss weight as the pull of theearth (gravitational force) on anobject.

Discuss mass as quantity ofmatter.

Find the mass of different objectsusing beam balance or leverbalance.

Discuss the difference between

mass and weight.

Apply the skills of using springbalance and beam/lever balancein the context of an experiment.


determine the weight of anobject,

explain the concept of weight,

explain the concept of mass,

determine the mass of anobject,

explain the difference betweenmass and weight,

apply the use of spring andbeam/lever balance in thecontext of an experiment.

Unit for weight:newtonUnit for mass:kilogram

Carry out anexperiment in

which studentshave to apply theskill of measuringmass and weight.

beam balance neraca alurdetermine menentukandifference perbezaanforce dayalever balance neraca tuasmass jisimmatter jirim

pull tarikanspring balance neracaspringweight berat

1.6

Realising theimportance ofstandard unitsin everydaylife.

Discuss the various units of

measurements, e.g. units forlength (foot, yard, chain, mile,meter, kilometer), units for weight(pound, ounce, kati, tahil, gram,kilogram).

Act out a scene to show theproblems caused by not using


give examples of problems thatmay arise if standard units arenot used.

act out lakonkan

advantage kebaikanarise timbuldisadvantage keburukanrealising menyedaristandard piawaiscene babakvarious pelbagai

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Learning

Objectives


standard units e.g. buying thingsat the market.

Discuss the advantages anddisadvantages of using differentunits of measurement.

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THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

LearningObjectives


1.1

Understandingcells.

Gather information on living

organisms and identify thesmallest living unit that makes upthe organism.

Prepare slides of cheek cells andonion cells.

Study the general structure ofcheek cells and onion cells under

a microscope using the correctprocedure.

Draw and label the differentstructures of an animal cell and aplant cell.

Compare an animal cell to a plantcell.

Gather information on cellstructures and discuss theirfunctions.


identify that cell is the basic unitof living things,

prepare slides following theproper procedure,

use a microscope properly,

identify the general structuresof animal cells and plant cells,

draw the general structure ofan animal cell and a plant cell,

label the general structure ofan animal cell and a plant cell,

state the function of each cellstructure,

state the similarities anddifferences between an animalcell and a plant cell.

General structure

of a cell mayinclude cell wall,cell membrane,protoplasm(cytoplasm andnucleus),chloroplast andvacuole.

The usage andhandling of amicroscope isintroduced in thislearning area.

Remind pupils ofthe safetyprecautions to be

taken whenpreparing samplesof cheek cells.

animal cell sel haiwan

cell wall dinding selcheek cells sel pipichloroplast kloroplascytoplasm sitoplasmahandling mengendaligeneral umummicroscope mikroskopnucleus nukleusonion bawang

plant cell sel tumbuhanprecaution langkahkeselamatanprepare sediakanprotoplasm protoplasmaremind ingatkansample sampelslide slaidstructure struktur

vacuole vakuol

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LearningObjectives


1.2Understandingunicellularorganism andmulticellularorganism.

Gather information aboutunicellular organisms andmulticellular organisms.

Provide students with picturecards, name cards, cards with the

labels unicellular andmulticellular. Students match thethree cards for each organism.

Observe examples of unicellularorganisms and multicellularorganisms under a microscope.


state the meaning of unicellularorganism and multicellularorganism,

give examples of unicellular

organism and multicellularorganism.

Use preparedslides or freshspecimens.

Introduce the termmicroorganisms.

multicellular organism organisma multiselunicellular organism organisma satu selmicroorganism mikroorganisma

1.3Understandingthat cells formtissues, organsand systems inthe humanbody.

Gather information and discussthe following:a) types of human cells,b) functions of different types of

human cells.


name the different types ofhuman cells,

state the function of differenttypes of human cells,

arrange sequentially cellorganisation from simple tocomplex using the terms cell,tissue, organ, system andorganism.

arrange sequentially susun mengikut urutancell selfunction fungsihuman being manusialadder tanggaorgan organorganisation of cells

organisasi selsystem sistemsimple mudahtissue tisu

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LearningObjectives


Use a graphic organiser (e.g.ladder of hierarchy) to show thehierarchy of cell organisation:

cell tissue organsystem organism

1.4Realising thathumans arecomplexorganisms.

Discuss why human beings arecomplex organisms.


explain why human beings arecomplex organisms.

complex organism organisma komplekshuman being manusiarealising menyedari

cell

tissue

organ

syste

organism

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THEME: MATTER IN NATURE

Learning Area: 1. Matter

LearningObjectives


1.1Understanding

that matter hasmassand occupiesspace.

Through activities, show thatthings such as book, air, water,

soil and living things have massand occupy space.

Discuss what matter is.

List examples of matter.


state that things have mass andoccupy space,

explain what matter is,

relate things and matter,

carry out activities to show thatair, water, soil and living thingshave mass and occupy space.

air udaraliving things benda hidup

mass jisimmatter jirimoccupies memenuhiwater airsoil tanih

1.2Understandingthe threestates ofmatter.

Gather information and discussa) what matter is made up of,b) what the three states of matter

are.

Compare the three states ofmatter in terms of:a) the arrangement of particles,b) the movement of particles.

Simulate the arrangement andmovement of particles in the threestates of matter.


state that matter is made up ofparticles,

state the three states of matter,

state the arrangement ofparticles in the three states ofmatter,

state the differences in themovement of particles in thethree states of matter.

particle zarahsimulate membuatsimulasiarrangement susunanmovement gerakanstate of matter keadaanjirim

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LearningObjectives


1.3Understandingthe concept ofdensity.

Recall the definition of density.

Through activities, find thedensities of:a) objects with regular shape and

objects with irregular shape,

b) different liquids.

Discuss why some objects andliquids float by relating to density.


define density,

explain why some objects andliquids float,

solve simple problems related

to density, carry out activities to explore

the densities of objects andliquids.

ArchimedesPrinciple need notbe introduced.

definition takrifanexplain menerangkanfloat timbulliquid cecairobject with irregular shape objek berbentuk tak sekata

object with regular shape objek berbentuk sekatarecall ingat semulasolve selesaikan

1.4Appreciatingthe use ofproperties ofmatter ineveryday life.

Gather information and discusshow:

a) man uses his knowledge ofdifferent states of matter tostore and transport gases andliquids,

b) man uses the concept ofdensity in making rafts, floatsetc.

Carry out an activity to explore theapplications of the concept offloating and sinking related todensity.


describe how man uses thedifferent states of matter,

describe how man applies theconcept of density,

carry out an activity to explorethe applications of the conceptof floating and sinking related todensity.

aplication aplikasiappreciating menghargaiapplies mengaplikasibuild binafloat pelampunggas gasproperty sifatraft rakitstore menyimpantransport mengangkut

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Learning Area: 2. The Variety of Resources on Earth

LearningObjectives


2.1Knowing thedifferentresources on

earth.

Gather information about theresources on earth, i.e. water, air,soil, minerals, fossil fuels andliving things.


list the resources on earthneeded to sustain life,

list the resources on earth usedin everyday life.

life kehidupanknowing mengetahuiresource sumberto sustain life menyokong

kesinambungan kehidupan

2.2Understandingelements,compoundsand mixtures.

Gather information and discussa) what elements,

compounds and mixtures are,b) what metals and non-

metals are,

c) examples of elements,compounds, mixtures, metalsand non-metals.

Compare and contrast theproperties of elements,compounds and mixtures.

Carry out activities to compare the

properties of metals and non-metals in terms of appearance,hardness, conductivity of heat andconductivity of electricity.


state what elements,compounds and mixtures are,

give examples of elements,compounds and mixtures,

state the differences betweenelements, compounds andmixtures,

carry out activities to compareand contrast the properties ofdifferent metals and non-metals,

classify elements as metals andnon-metals based on theircharacteristics,

give examples of metals andnon-metals,

appearance rupacharacterstic ciriclassify mengelaskancompound sebatiancomponent komponen

conductivity kekonduksianelectricity elektrikelement unsurhardness kekerasanheat habamixture campuranseparate mengasingkanunderstanding

memahami

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LearningObjectives


Carry out activities to separate thecomponents of mixtures e.g.a) mixture of iron filings and

sulphur powder,b) mixture of sand and salt.

carry out activities to separatethe components of a mixture.

2.3Appreciatingthe importanceof the varietyof earthsresources toman.

Discuss the importance of earthsresources (water, air, soil,minerals, fossil fuels and livingthings) to man.

Draw a concept map to show therelationship between theseresources to the basic needs of

life.

Gather information on thepreservation and conservation ofresources on earth.

Discuss the importance of thepreservation and conservation ofresources on earth (e.g. recycling

of paper reduces thecutting down of trees; conservingclean water prevents watershortage).


explain the importance ofvariety of earths resources toman,

state the meaning of thepreservation and conservation ofresources on earth,

state the importance of thepreservation and conservation ofresources on earth,

practise reducing the use,reusing and recycling ofmaterials.

appreciating menghargaiconcept map petakonsepconservation pemuliharaanneeds of life keperluanhiduppreservation

pemeliharaanresource sumberrelationship hubung kaitsustainable development pembangunan lestari

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LearningObjectives


Carry out a project, campaign orcompetition on reducing the use,reusing and recycling of materialse.g. using old unfinished exercisebooks as note books andcollecting old newspapers.

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Learning Area: 3. The Air Around Us

LearningObjectives


3.1Understandingwhat air ismade up of.

Gather information on:a) the composition of air,b) the percentage of nitrogen,

oxygen and carbon dioxide in

air.

Carry out activities to show:a) the percentage of oxygen in

air,b) that air contains water vapour,

microorganisms and dust.


state what air is made up of,

explain why air is a mixture,

state the percentage ofnitrogen, oxygen and carbondioxide in air,

carry out activities to show:a) the percentage of oxygen in

air,b) that air contains water

vapour, microorganismsand dust.

Air is a mixture ofnitrogen, oxygen,carbon dioxide,inert gases, water

vapour,microorganismsand dust.

carbon dioxide karbondioksidacomposition komposisidust habuk

microorganism mikroorganismanitrogen nitrogenoxygen oksigeninert gas gas nadirwater vapour wap air

3.2Understandingthe propertiesof oxygen andcarbon dioxide.

Gather information on theproperties of oxygen and carbondioxide.

Carry out activities to show theproperties of oxygen and carbondioxide in the following aspects:

a) solubility in water,

b) reaction with sodiumhydroxide,


list the properties of oxygenand carbon dioxide,

identify oxygen and carbondioxide based on theirproperties,

choose a suitable test foroxygen and carbon dioxide

lime water air kapurglowing berbaraindicator penunjukreaction tindak balassolubility keterlarutanwooden splint kayu uji

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LearningObjectives


c) the effect on:glowing and burning woodensplinter, litmus paper, limewater, bicarbonate indicator.

3.3Understandingthat oxygen isneeded inrespiration.

Gather information and discussrespiration.

Carry out an experiment to showthat during respiration, livingthings(a) use oxygen,(b) give out carbon dioxide.


state that energy, carbon dioxideand water vapour are theproducts of respiration,

relate that living things useoxygen and give out carbonoxide during respiration,

compare and contrast the

content of oxygen in inhaled andexhaled air in humans,

state that oxygen is needed forrespiration,

carry out an experiment to showthat living things use oxygen andgive out carbon dioxide duringrespiration.

energy tenagaexhaled air udarahembusaninhaled air udarasedutanrole perananrate of respiration kadarrespirasiyeast yis

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LearningObjectives


3.4Understandingthat oxygen isneeded forcombustion(burning).

Gather information and discusscombustion.

Carry out experiments to:a) show that oxygen is needed

for combustion,

b) investigate the effect of thesize of a container on thelength of time a candle burns.

Carry out activityto test for theproducts of combustion ofcharcoal and candle.


state what combustion is,

state that oxygen is needed forcombustion,

list the products of combustion,

carry out experiments toinvestigate combustion.

Charcoal is anexample of carbon.

candle lilincharcoal arangcombustion pembakarancarbon karbonproduct hasil

3.5Analysing theeffects of airpollution.

Gather information and discuss:

a)hat air pollution is,

b)xamples of air pollutants,

c)he sources of air pollutants,

d)

he effects of air pollution onman and the environment,

e)he steps needed to control airpollution.


explain what air pollution is,

list examples of air pollutants,

list the sources of air pollutants,

escribe the effects of airpollution,

xplain the steps needed toprevent and control airpollution.

air pollution control kawalaneffect kesananalysing menganalisisenvironment alam sekitarprevent mencegahpollutant bahan cemarsource sumber

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LearningObjectives


Carry out a project to study:

a)ir pollution in an area aroundthe school,

b)he effects of air pollution.

3.6

Realising theimportance ofkeeping the airclean.

Gather information and discuss:

a) how life would be without cleanair,

b) ways to keep the air clean,c) habits that keep the air clean.

Carry out an activity to show thepollutants in cigarette smoke.


escribe how life would bewithout clean air,

suggest ways to keep the airclean,

practise habits that keep the airclean.

describe perihalkan

habit amalansuggest cadangkan

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THEME: ENERGY

Learning Area: 1. Sources of Energy

LearningObjectives


1.1Understanding

various formsand sources of

energy.

Gather information about thevarious forms and sources of

energy, and energy changes.

Discuss the sun as the primarysource of energy.

Carry out activity to see thechange of energy change

from potential to kineticenergy, e.g. a ball rolling

down a slope. from kinetic to potential

energy, e.g. the winding ofthe spring in a toy car.


list the various forms of energy, list the various sources of

energy,

identify energy changes,

identify the sun as the primarysource of energy,

carry out an activity toinvestigate the change ofenergy from potential to kinetic

energy and vice versa.

energy change perubahan bentuk tenaga

form bentukslope satah condongkinetic energy tenagakinetikpotential energy tenagakeupayaanprimary source sumberprimervarious pelbagai

vice versa sebaliknya

1.2Understandingrenewable and

non-renewableenergy.

Gather information and discussthe meaning of renewable andnon-renewable energy sources.


define renewable and non-

renewable sources of energy,

roup the various sources ofenergy into renewable and non-renewable,

Project includes themaking of scrapbooks, models and

posters.

efficient cekapconserve memuliharanon-renewable tidak

boleh diperbaharuirenewable bolehdiperbaharuisolar energy tenaga suria

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Learning Area : 2. Heat

LearningObjectives


2.1Understandingheat as a formof energy.

Carry out activities to show:

a) the sun gives out heat,b) ways to produce heat,c) heat and temperature are not

the same e.g. ask students topredict and observe how thetemperatures change whenhot and cold water are mixed.

Discuss:a) that heat is a form of energy,b) the uses of heat in our daily lifec) what temperature is,d) the difference between

temperature and heat.


state that the sun gives outheat,

state other sources of heat,

state that heat is a form ofenergy,

give examples of the uses ofheat,

state the meaning oftemperature,

state the difference betweenheat and temperature.

daily life kehidupanhariandifference perbezaanexample contohgives out mengeluarkan

heat habameaning maksudtemperature suhu

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LearningObjectives


2.2Understandingheat flow andits effect.

Carry out activities to show thatheat causes solids, liquids andgases to expand and contract.

(ball and ring, mercury inthermometer and air in round-bottomed flask)

Carry out activities to show how

heat flows by conduction,convection and radiation.

Carry out group activities todiscuss:a) natural phenomena such as

land breeze, sea breeze andthe warming of the earth by thesun,

b) how buildings can be keptcool,

c) what a heat conductor is,d) what a heat insulator is,e) the uses of heat conductors

and heat insulators in daily life.

Carry out an experiment to

investigate the use of differentmaterials as heat insulators.


state that heat causes solids,liquids and gases to expandand contract,

state that heat flows in threedifferent ways (conduction,convection and radiation),

state that heat flows from hot tocold,

give examples of heat flow innatural phenomena,

state what a heat conductor is,

state what a heat insulator is,

list uses of heat conductors andheat insulators in daily life,

carry out an experiment toinvestigate the use of differentmaterials as heat insulators.

Explain the effect ofheating and coolingon solids, liquidsand gases.

conduction konduksicontract mengecutconvection perolakanexpand mengembangflow mengalirgas gasinsulator penebatland breeze bayu darat

liquid cecairnatural phenomena fenomena alamradiation sinaransea breeze bayu lautsolid pepejal

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LearningObjectives


2.3Analysing theeffect of heaton matter.

Carry out activities to show thechange in state of matter inphysical processes.

Discuss:(i) the effects of heat on the

state of matter,

(ii) examples of dailyobservations which show achange in state of matter.


state the change in state ofmatter in physical processes,

explain that change in state ofmatter involves the absorptionand release of heat,

give examples of dailyobservations which show achange in state of matter.

Physical processesinclude melting,boiling, freezing,evaporation,condensation andsublimation.

boiling pendidihancondensation kondensasievaporation penyejatanfreezing penyejukbekuanmelting peleburanprocess proses

reference rujukansublimation pemejalwapan

2.4Applying theprinciple ofexpansionandcontraction ofmatter.

Discuss the use of expansionand contraction of matter in thefollowing:

a) mercury in a thermometer,b) bimetallic strip in a fire alarm,c) gaps in railway tracks,d) rollers in steel bridges.

Discuss the use of the principle ofexpansion and contraction of

matter to solve simple problems.


explain with examples the useof expansion and contraction ofmatter in daily life,

apply the principle of expansionand contraction of matter insolving simple problems.

bimetallic strip jalurdwilogamexpansion pengembangancontraction pengecutanfire alarm alat penggerakebakaranroller penggoleksteel bridge jambatankeluli

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LearningObjectives


2.5Understandingthat dark, dullobjects absorband give outheat better.

Carry out experiments to showthat:

a) dark, dull objects absorb heatbetter than white, shinyobjects,

b) dark, dull objects give out heat

better than white, shinyobjects.


state that dark, dull objectsabsorb heat better than white,shiny objects,

state that dark, dull objects giveout heat better than white,

shiny objects, carry out experiments to

investigate heat absorption andheat release.

absorb menyerapdull pudardark gelapshiny berkilat

2.6Appreciatingthe benefits ofheat flow.

Discuss and put into practiceactivities such as the opening ofwindows in the classroom orlaboratory to improve aircirculation.


put into practice the principle ofheat flow to providecomfortable living.

improve air circulation memperbaiki pengudaraancomfortable living kehidupan yang selesa

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ACKNOWLEDGEMENTS

Advisors Sharifah Maimunah Syed Zin (Ph.D) DirectorCurriculum Development Centre

Rohani Abd. Hamid (Ph.D) Deputy DirectorCurriculum Development Centre

EditorialAdvisors

Ahmad Hozi H.A. Rahman Principal Assistant Director (Science and Mathematics)Curriculum Development Centre

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

Cheah Eng Joo Assistant Director (Head of Elective Science Unit)Curriculum Development Centre

S. Sivagnanachelvi Assistant Director (Head of English Unit)Curriculum Development Centre

Editor Aizatul Adzwa Mohd. Basri Assistant DirectorCurriculum Development Centre

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PANEL OF WRITERS

Ahmad Hozi H.A. Rahman Curriculum DevelopmentCentre

Rusilawati Othman Curriculum Development Centre

Yeap Chin Heng (Ph.D) Curriculum DevelopmentCentre

Salbiah Mohd. Som Curriculum Development Centre

Cheah Eng Joo Curriculum DevelopmentCentre

Salehuddin Mustafa Curriculum Development Centre

Aizatul Adzwa Mohd.Basri

Curriculum DevelopmentCentre

Salina HanumOsman Mohamed

Curriculum Development Centre

Johari Shamsudin Curriculum DevelopmentCentre

Zaidah Mohd. Yusof Curriculum Development Centre

Norani Abdul Bari Curriculum DevelopmentCentre

Zaidi Yazid Curriculum Development Centre

Rosli Suleiman Curriculum DevelopmentCentre

Zainon Abdul Majid Curriculum Development Centre

Chan Ah Jun SMK Durian Tunggal, Melaka Lee Yuet Lai SMK Sulaiman, Bentung,Pahang

Emily Ng Joo Lee SMJK Chung Hwa, Kelang,Selangor Roselina Azizan Sekolah Alam ShahKuala Lumpur

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Curriculum Development CentreMinistry of Education

2002

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