sains - kbsm - additional science form 4

8/14/2019 Sains - KBSM - Additional Science Form 4

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ADDITIONALSCIENCEFORM 4

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

SYLLABUS

Curriculum Development CentreMinistry of Education


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ADDITIONAL SCIENCE FORM 4

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INTRODUCTION

As articulated in the National Education Policy, education in Malaysia is anon-going effort towards further developing the potential of individuals in a holisticand integrated manner to produce individuals who are intellectually, spiritually,emotionally, and physically balanced and harmonious. The primary andsecondary school science curriculum is developed with the aim of producingsuch individuals.

As a nation that is progressing towards a developed nation status, Malaysianeeds to create a society that is scientifically oriented, progressive,knowledgeable, having a high capacity for change, forward looking, innovativeand a contributor to scientific and technological developments in the future. Thissociety should also have the capability to manage the environment and itsresources in a responsible manner. In line with this, there is a need to producecitizens who are creative, critical, inquisitive, open-minded and competent inscience and technology.

Science is a discipline comprising knowledge, skills and scientific attitudes andnoble values. The integration of these three elements is very important inensuring a quality science education. As a discipline of knowledge, scienceprovides a conceptual framework that will enable students to understand theworld around them.

Science is also a process that emphasises inquiry and problem solving. Thus,science develops skills in investigating the environment, which involves thinkingskills, thinking strategies and scientific skills. Knowledge is therefore acquired asthe product of an investigation. Scientific inquiry also requires and enablesstudents to develop scientific attitudes and noble values.

The science curriculum is formulated based on the needs of the nation as well asglobal scientific requirements. The focus is directed on thoughtful learning andoptimising learning. The science curriculum comprises three core sciencesubjects and four elective science subjects. The core subjects are Science atprimary school level, Science at lower secondary level and Science at upper

secondary level. Elective science subjects are offered at the upper secondarylevel and consist of Biology, Chemistry, Physics and Additional Science.

The core science subjects for primary and lower secondary levels are designedto provide students with basic science knowledge, prepare students to be literatein science, and enable them to continue their science education at the uppersecondary level. Core Science at the upper secondary level is designed toproduce students who are literate in science, innovative, and able to apply


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scientific knowledge in decision-making and problem solving in everyday life. Theelective science subjects prepare students who are more scientifically inclined topursue the study of science at post-secondary level. This group of studentswould take up careers in the field of science and technology and play a leadingrole in national development.

For every science subject, the curriculum is articulated in two documents: thesyllabus and the curriculum specifications. The syllabus presents the aims,objectives and the outline of the curriculum content for a period of two years forelective science subjects and five years for core science subjects. The curriculumspecifications provide the details of the curriculum, which includes the learningobjectives, the suggested learning activities, the learning outcomes, andvocabulary.

AIMS

The aims of the Additional Science curriculum for secondary school are toprovide students with the knowledge and skills in science and technology andenable them to solve problems and make decisions in everyday life based onscientific attitudes and noble values.

Students who have followed the Additional Science curriculum will have a strongfoundation in science to enable them to pursue formal and informal further

education in science and technology.

The curriculum also aims to develop a dynamic and progressive society with ascience and technology culture that values nature and works towards thepreservation and conservation of the environment.

OBJECTIVES

The Additional Science curriculum for secondary school enables students to:

1. Acquire knowledge in science and technology in the context of naturalphenomena 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 to solveproblems and make decisions.


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5. Face challenges in the scientific and technological world and be willing tocontribute towards the development of science and technology.

6. Evaluate science and technology-related information wisely and effectively.

7. Practise and internalise scientific attitudes and good moral values.

8. Appreciate the contributions of science and technology towards nationaldevelopment and the well-being of mankind.

9. Realise that scientific discoveries are the result of human endeavour to thebest of his or her intellectual and mental capabilities to understand naturalphenomena for the betterment of mankind.

10. Be aware of the need to love and care for the environment and play anactive role in its preservation and conservation.

CONTENT ORGANISATION

The Additional Science curriculum is organised by themes. Each theme consistsof various learning areas, each of which consists of a number of learningobjectives. A learning objective has one or more learning outcomes. Learning

outcomes are written based on the hierarchy of the cognitive and affectivedomains. Levels in the cognitive domain are: knowledge, understanding,application, analysis, synthesis and evaluation. Levels in the affective domainare: to be aware of, to be in awe, to be appreciative, to be thankful, to love, topractise, and to internalise. Where possible, learning outcomes relating to theaffective domain are explicitly stated. The inculcation of scientific attitudes andnoble values should be integrated into every learning activity. This ensures amore spontaneous and natural inculcation of attitudes and values. Learningoutcomes in the psychomotor domain are achieved implicitly through the learningactivities.

The Suggested Learning Activities in the supporting document entitledCurriculum Specifications provides information on the scope and dimension oflearning outcomes. The suggested learning activities aim at providing someguidance as to how learning outcomes can be achieved. A suggested activitymay cover one or more learning outcomes. At the same time, more than oneactivity may be suggested for a particular learning outcome. Teachers maymodify the suggested activities to suit the ability and style of learning of theirstudents. At the same time, teachers are encouraged to design other innovativeand effective learning activities to enhance the learning of science.


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Teaching and learning strategies in the science curriculum emphasise thoughtfullearning. Thoughtful learning is a process that helps students acquire knowledgeand master skills that will help them develop their mind to an optimum level.Thoughtful learning can occur through various learning approaches such asinquiry, constructivism, contextual learning, and mastery learning. These learningapproaches encompass learning methods such as experiments, discussions,simulations, projects, visits and future studies. Learning activities shouldtherefore be geared towards activating students critical and creative thinkingskills and not be confined to routine or rote learning.

Students should be made aware of the thinking skills and thinking strategies thatthey use in their learning. They should be challenged with higher order questionsand problems and be required to solve problems utilising their creativity andcritical thinking. The teaching and learning process should enable students toacquire knowledge, master skills and develop scientific attitudes and noblevalues in an integrated manner.

The learning of science is not limited to activities carried out in the schoolcompound. The latest trend in science education is to encourage smartpartnership between the Ministry of Education and various organisations such asinstitutions of higher learning, other governmental agencies, non-governmentalagencies and private corporations to provide new ideas, opportunities, strategiesand skills. Learning of science can also be enhanced through the use of external

resources such as zoos, animal sanctuaries, museums, science centres,research institutes, mangrove swamps, and factories. Visits to these placesmake the learning of science more interesting, meaningful and effective. Tooptimise learning opportunities, visits need to be carefully planned. Students maybe involved in the planning process and specific educational tasks should beassigned during the visit. No educational visit is complete without a post-visitdiscussion.

The skills to select, analyse and evaluate information from various sources arealso developed. 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 toolsfor the teaching and learning of abstract or difficult science concepts. Computersimulation and animation can be presented through courseware or Web page.The use of technology will enhance the effectiveness of teaching and learning ofscience besides optimising the intended learning outcomes.


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SCIENTIFIC SKILLS

Scientific skills encompass science process skills and manipulative skills.Science process skills promote thinking in a critical, creative, analytical andsystematic manner. The mastering of science process skills together withscientific attitudes and knowledge will enable the students to think, formulatequestions and find out answers systematically.

Science Process Skills

Science process skills that need to be developed in the science curriculum are asfollows:

? Observing? Classifying? Measuring and Using Numbers? Inferring? Predicting? Communicating? Using Space-Time Relationship? Interpreting Data? Defining Operationally? Controlling Variables? Hypothesising? Experimenting.

Manipulative Skills

Manipulative skills are psychomotor skills in scientific investigation which enablestudents to:

? Use and handle science apparatus and laboratory substances correctly,

? Store science apparatus correctly and safely,? Clean science apparatus correctly,? Handle specimens correctly and carefully,? Observe, record and measure accurately.

Thinking Skills

Teaching and learning of science provides a good opportunity to developstudents thinking skills. Strategies in teaching and learning science require the


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The content of this theme is as follows:

1. Physical Quantity

? Base Quantity: Symbol and Units? Derived Quantity: Symbol and Units? Vector and Scalar Quantity? Importance of Standard Units of Measurements

2. Measuring Process

? The Use of Vernier Caliper and Micrometer Screw Gauge

? Techniques in Using Measuring Instruments? Accuracy, Consistency and Sensitiv ity? Analysing Graphs

3. Force

? Concept of Force ? Force as a Vector Quantity ? Adding and Resolving Forces? Forces in Equilibrium ? Force and Momentum ? Elastic and Inelastic Collisions

B. Energy In Life

This theme aims to provide understanding of concept and principle of energy asthe most important resource, the various forms of energy, and the conservationof energy. The theme also covers the concept of heat, electricity and thesearch for renewal energy by harnessing solar energy.


1. Energy

? Kinetic Energy? Potential Energy? Changes in the Forms of Energy? Conservation of Energy


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2. Heat

? Heat and Temperature ? Thermal Equilibrium? Heat Capacity and Specific Heat Capacity ? Latent heat

3. Electricity

? The Relationship between Electric Charge and Electric Current? Electromotive Force (e.m.f) and Internal Resistance? The Relationship between Electric Current and Electrical Energy? Alternating Current

4. Sources of Energy

? Production of Nuclear Energy? Principle of Nuclear Reactor? Harnessing Solar Energy? Renewable Energy? Harnessing Renewal Energy?

Efficient Use of Energy

C. Matter in Nature

This theme aims to provides basic concepts of chemistry. The knowledge ofnaturally occuring elements, their physical and chemical properties and the useof these elements are also discussed. These knowledge and concepts areimportant to the understanding of the chemistry component in additional science.


1. Periodic Table

? Classiification of Elements in the Periodic Table ? Properties of Elements: Group 1, Group 17 and Group 18 ? Properties of Elements: Period 3 and Period 4


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2. Chemical Bonding

? Arrangement of Electrons: Duplet and Octet? Stability of Elements? Ionic Bond? Ionic Compunds? Covalent Bond? Covalent Compounds

3. Mole Concept

? Relative Atomic Mass and Relative Molecular mass? Understanding Mole Concept? The Relationship between Number of Moles with Number of Molecules? Mole Concept and Chemical Equation

4. Chemical Reaction

? Various Types of Chemical Reactions? Simple and Complex Ions? Chemical Formula for Ionic Compounds?

Application of Chemical Reaction? Redox Equations

5. Petrochemicals

? Petroleum Substances ? Properties of Petroleum Substance ? Distillation of Petroleum ? Production of Petrochemical Compounds ? Use of Petrochemical Compounds

D. Maintenance and Continuity of Life

This theme aims to provide understanding of life processes that ensure continuityof life. The importance of basic biological systems such as respiratory, digestive,circulatory, excretory and reproductive systems are also discussed. Knowledgeand understanding of these basic life processes and biological systems will


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create awareness in human being on the need to play an important role in theconservation and preservation of nature.


1. Respiratory System

? Respiration and Energy Production ? Exchange of Gases during Respiration ? Aerobic and Anaerobic Respiration? Cardio Pulmonary Resuscitation? Diseases and Allergies in the Respiratory System

2. Digestive System? Organs in the Digestive System ? Diseases Related to the Digestive System

3. Circulatory System

? Blood Groups and Composition of Blood ? Clotting of Blood ? Heartbeat and Blood Pressure ? Structure and Function of the Lymphatic System ? Diseases Related to the Circulatory System

4. Excretory System

? Excretion and Water Balance in Human Beings? Urine Formation? Diseases Related to the Excretory System

5. Reproductive System

? Menstrual Cycle ? Gamete Formation ? Fertilisation ? Development of Foetus ? Diseases Related to the Reproductive System


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E. Balance and Managemant of the Environment

This theme aims to provide understanding on the balance of nature, theinterdependence between living things and the environment, the various cycles innature and the effects of unsystematic management of the environment. Thetheme also create the awareness that human beings play an important role in theconservation and preservation of nature.

The content of this theme is as follows :

1. Biodiversity

? Concept of Biodiversity in an Ecosystem? Biodiversity and the Survival of Species? Biotic and Abiotic Components in the Ecosystem? Ecosystems: Wetlands, Sea and Tropical Rainforest

2. Biotic Resources

? Various Natural Resources and their Economic Values? Uses of Natural Resources? Tropical Rainforest as a Catchment Area? Development of Catchment Area and Tropical Rainforest

3. Balance in Ecosystem

? Equlibrium in the Ecosystem ? Development of Community in an Ecosystem ? Preservation of Ecosystem ? Conservation of Ecosystem

? Biodiversity and Survival of Community

F. Waves

This theme aims to provide understanding on sound and light-relatedphenomena using the wave model.



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1. Vibration and Wave Propagation

? Vibrating System: Amplitude, Frequency ? Resonance ? Transverse Wave ? Longitudinal Wave ? Wave Propagation: Frequency, Velocity, Wavelength

2. Wave Phenomena

? Wave Reflection? Wave Refraction? Wave Diffraction? Wave Interference

3. Sound Wave and Electromagnetic Wave

? Sound Wave as a Longitudinal Wave ? Electromagnetic Wave as a Transverse Wave ? Electromagnetic Wave Spectrum ? Use of Electromagnetic Wave

G. Science and Technology Development

This theme aims to provide understanding on the developments andadvancements in the field of advanced materials and biotechnology. Theprospects of these fields and their role in improving the quality of life are alsodiscussed.

The content of this theme is as follows :1. Advanced Materials

? Various Types of Advanced Materials ? Properties and Uses of Advanced Materials ? Prospects of Advanced Materials


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2. Biotechnology

? Genes as a Data Storage System ? Genetic Engineering ? Applications of Biotechnology ? Prospects of Biotechnology

sains - kbsm - additional science form 4

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