curriculum specification biology form 4

8/14/2019 Curriculum Specification Biology Form 4

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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

BIOLOGY

Form 4

Curriculum Development Centre

Ministry of Education Malaysia2005



Copyright © 2005Ministry of Education Malaysia

First published 2005

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means,

electronic or mechanical, including photocopying, and recording or by any information storage and retrievalsystem, without permission in writing from the Director of Curriculum Development Centre, Level 4-8, Block E9,Government Complex Parcel E, 62604 Putrajaya, Malaysia.



TABLE OF CONTENTS

Page

The National Philosophy v

National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Scientific Skills 2

Thinking Skills 4

Scientific Attitudes and Noble Values 8

Teaching and Learning Strategies 9

Content Organisation 12

THEME: INTRODUCING BIOLOGY

Learning Area : 1. Introduction to Biology 14



THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS

Learning Area : 1. Cell structure and cell organisation 16

Learning Area : 2. Movement of substances across the plasma membrane 20

Learning Area : 3. Chemical composition of the cell 24

Learning Area : 4. Cell division 28

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS

Learning Area : 1. Nutrition 32

Learning Area : 2. Respiration 47

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND

THE ENVIRONMENT

Learning Area : 1. Dynamic ecosystem 55

Learning Area : 2. Endangered ecosystem 62

Acknowledgements 67

Panel of Writers 68



v

THE NATIONAL PHILOSOPHY

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

creating a just society in which the wealth of the nation shall be equitably shared; to ensuring a liberal approach to her rich

and diverse cultural traditions; to building a progressive society which shall be oriented towards modern science and

technology;

We, her peoples, pledge our united efforts to attain these ends guided by the following principles:

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY



vii

NATIONAL PHILOSOPHY OF EDUCATION

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated

manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious

based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are

knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a highlevel of personal well-being as well as being able to contribute to the betterment of the family, society and the nation at large.



ix

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science education inMalaysia nurtures a

science and technology culture by focusing

on the development of individuals who are competitive, dynamic, robust andresilient and able to

master scientific knowledge and technological competency.



xi

PREFACE

The aspiration of the nation to become an industrialised societydepends on science and technology. It is envisaged thatsuccess in providing quality science education to Malaysiansfrom an early age will serve to spearhead the nation intobecoming a knowledge society and a competitive player in theglobal arena. Towards this end, the Malaysian education systemis giving greater emphasis to science and mathematicseducation.

The Biology curriculum has been designed not only to provideopportunities for students to acquire science knowledge andskills, develop thinking skills and thinking strategies, and to

apply this knowledge and skills in everyday life, but also toinculcate in them noble values and the spirit of patriotism. It ishoped that the educational process en route to achieving theseaims would produce well-balanced citizens capable ofcontributing to the harmony and prosperity of the nation and itspeople.

The Biology curriculum aims at producing active learners. Tothis end, students are given ample opportunities to engage inscientific investigations through hands-on activities andexperimentations. The inquiry approach, incorporating thinkingskills, thinking strategies and thoughtful learning, should beemphasised throughout the teaching-learning process. Thecontent and contexts suggested are chosen based on theirrelevance and appeal to students so that their interest in thesubject is enhanced.

In a recent development, the Government has made a decision tointroduce English as the medium of instruction in the teachingand learning of science and mathematics. This measure willenable students to keep abreast of developments in science andtechnology in contemporary society by enhancing their capabilityand know-how to tap the diverse sources of information onscience written in the English language. At the same time, thismove would also provide opportunities for students to use theEnglish language and hence, increase their proficiency in thelanguage. Thus, in implementing the biology curriculum, attentionis given to developing students’ ability to use English for studyand communication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the work ofmany individuals over a period of time. To all those who havecontributed in one way or another to this effort, may I, on behalfof the Ministry of Education, express my sincere gratitude andthanks for the time and labour expended.

(MAHZAN BIN BAKARSMP, AMP

)DirectorCurriculum Development CentreMinistry of Education Malaysia



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INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on-going effort towards developing the potentialof individuals in a holistic and integrated manner to produceindividuals who are intellectually, spiritually, emotionally andphysically balanced and harmonious. The primary andsecondary school science curriculum is developed with the aimof producing such individuals.

As a nation that is progressing towards a developed nationstatus, Malaysia needs to create a society that is scientificallyoriented, progressive, knowledgeable, having a high capacity forchange, forward-looking, innovative and a contributor toscientific and technological developments in the future. In linewith this, there is a need to produce citizens who are creative,

critical, inquisitive, open-minded and competent in science andtechnology.

The Malaysian science curriculum comprises three core sciencesubjects and four elective science subjects. The core subjectsare Science at primary school level, Science at lower secondarylevel and Science at upper secondary level. Elective sciencesubjects are offered at the upper secondary level and consist ofBiology, Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lower secondarylevels are designed to provide students with basic science

knowledge, prepare students to be literate in science, andenable students to continue their science education at the uppersecondary level. Core Science at the upper secondary level is

designed to produce students who are literate inscience, innovative, and able to apply scientific knowledge indecision making and problem solving in everyday life.

The elective science subjects prepare students who are morescientifically inclined to pursue the study of science at post-

secondary level. This group of students would take up careers inthe field of science and technology and play a leading role in thisfield for national development.

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives and theoutline of the curriculum content for a period of 2 years forelective science subjects and 5 years for core science subjects.The curriculum specifications provides the details of thecurriculum which includes the aims and objectives of thecurriculum, brief descriptions on thinking skills and thinking

strategies, scientific skills, scientific attitudes and noble values,teaching and learning strategies, and curriculum content. Thecurriculum content provides the themes, learning areas, learningobjectives, suggested learning activities, the intended learningoutcomes, notes and vocabulary.

AIMS

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

Students who have followed the biology curriculum will have thefoundation in biology to enable them to pursue formal andinformal further education in science and technology.



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Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch, smell,taste and sight to collect information about anobject or a phenomenon.

Classifying Using observations to group objects or eventsaccording to similarities or differences.

Measuring andUsingNumbers

Making quantitative observations usingnumbers and tools with standardised units.Measuring makes observation more accurate.

Inferring Using past experiences or previouslycollected data to draw conclusions andexplain events.

Predicting Stating the outcome of a future event based

on prior knowledge gained throughexperiences or collected data.

Communicating Using words or graphic symbols such astables, graphs, figures or models to describean action, object or event.

Using Space-Time Relationship

Describing changes in parameter with time.Examples of parameters are location,direction, shape, size, volume, weight andmass.

Interpreting Data Giving rational explanations about an object,event or pattern derived from collected data.

DefiningOperationally

Defining concepts by describing what must bedone and what should be observed.

ControllingVariables

Identifying the fixed variables, manipulatedvariable, and responding variable in aninvestigation. The manipulated variable ischanged to observe its relationship with theresponding variable. At the same time, thefixed variables are kept constant.

Hypothesising Making a general statement about therelationship between a manipulated variableand a responding variable in order to explainan event or observation. This statement canbe tested to determine its validity.

Experimenting Planning and conducting activities to test acertain hypothesis. These activities includecollecting, 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 laboratory substancescorrectly,

? handle specimens correctly and carefully,? draw specimens, apparatus and laboratory substances

accurately,

? clean science apparatus correctly, and

? store science apparatus and laboratory substances correctlyand safely.



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THINKING SKILLS

Thinking is a mental process that requires an individual tointegrate knowledge, skills and attitude in an effort to understandthe 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 thoughtfulllearning. Teaching and learning that emphasises thinking skillsis 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.

Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, isable to generate original and innovative ideas, and modify ideasand products.

Thinking strategies are higher order thinking processes thatiinvolve 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 characteristics, features,qualities and elements of a concept or an

object.Comparing andContrasting

Finding similarities and differences basedon criteria such as characteristics,features, qualities and elements of aconcept or event.

Grouping andClassifying

Separating objects or phenomena intocategories based on certain criteria suchas common characteristics or features.

Sequencing Arranging objects and information in orderbased on the quality or quantity of commoncharacteristics or features such as size,

time, shape or number.

Prioritising Arranging objects and information in orderbased on their importance or priority.

Analysing Examining information in detail by breakingit down into smaller parts to find implicitmeanings and relationships.

Detecting Bias Identifying views or opinions that have thetendency to support or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on the quality or value

of something based on valid reasons orevidence.

Making Conclusions Making a statement about the outcome ofan investigation that is based on ahypothesis.



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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 a discussion.

Relating Making connections in a certain situationto determine a structure or pattern ofrelationship.

Making Inferences Using past experiences or previouslycollected data to draw conclusions andexplain events.

Predicting Stating the outcome of a future eventbased on prior knowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusion about agroup based on observations on, orinformation from, samples of the group.

Visualising Recalling or forming mental images abouta particular idea, concept, situation orvision.

Synthesising Combining separate elements or parts toform a general picture in various formssuch as writing, drawing or artefact.

Making Hypotheses Making general statement about therelationship between manipulatedvariables and responding variables toexplain observations or events. Thestatements can be tested to determinevalidity.

Making Analogies Understanding abstract or complexconcepts by relating them to simpler orconcrete concepts with similarcharacteristics.

Inventing Producing something new or adapting

something already in existence toovercome problems in a systematicmanner.

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations based on inter-related and common characteristics inorder to construct meaning, concept or

model.

Making Decisions Selecting the best solution from variousalternatives based on specific criteria toachieve a specific aim.

Problem Solving Finding solutions to challenging orunfamiliar situations or unanticipateddifficulties in a systematic manner.

Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and thinkingstrategies is made simpler if an individual is able to reason inan inductive and deductive manner. Figure 1 gives a generalpicture of thinking skills and thinking strategies.



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Figure 1: TSTS Model in Science Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can bedeveloped through the following phases:

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

3. Practising TSTS without teacher’s guidance.4. Applying TSTS in new situations with teacher’sguidance.

5. Applying TSTS together with other skills to accomplishthinking tasks.

Further information about phases of implementing TSTS canbe found in the guidebook “Buku Panduan Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran Sains” (Curriculum Development Centre,1999).

Relationship between Thinking Skills and Science ProcessSkills

Science process skills are skills that are required in theprocess of finding solutions to a problem or making decisionsin a systematic manner. It is a mental process that promotescritical, creative, analytical and systematic thinking. Masteringof science process skills and the possession of suitableattitudes and knowledge enable students to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills

that are related to a particular science process skill are asfollows:

Thinking Skills

Critical

?Attributing

?Comparing andcontrasting

?Grouping andclassifying

?Sequencing

?

Prioritising?Analysing

?Detecting bias

?Evaluating

?Makingconclusions

Creative

?Generating ideas

?Relating?Making inferences

?Predicting

?Makinghypotheses

?Synthesising?Making

generalisations

?Visualising?Making analogies

? Inventing

Thinking

Strategies

? Conceptualising

? Making decisions

Reasoning



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Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrastingGrouping and classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrastingAnalysingDetecting biasMaking conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Science Process Skills Thinking Skills

Controlling variables AttributingComparing and contrastingRelating

Analysing

Making hypotheses AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesesPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills andScientific Skills

This biology curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills andscientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,teachers need to emphasise the mastery of skills together withthe acquisition of knowledge and the inculcation of noble values

and scientific attitudes.

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



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Example:

Learning Outcome:

Thinking Skills:

Compare and contrast animal cell andplant cell based on the structure andorganelles

Comparing and contrasting

Explanation:

To achieve the above learning outcome, knowledge on thestructure and organelles in animal and plant cells are learnedthrough comparing and contrasting. The mastery of the skill ofcomparing and contrasting is as important as the acquisition ofknowledge on animal and plant cells. This would enablestudents to understand topics on mitosis and meiosis.

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means toinculcate scientific attitudes and noble values in students. Theseattitudes 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 scientific

attitudes and noble values.? Giving emphasis to these attitudes and values.

? Practising and internalising these scientific attitudes andnoble values.

When planning teaching and learning activities, teachers need togive due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experimentsin a careful, cooperative and honest manner.

Proper planning is required for effective inculcation of scientificattitudes and noble values during science lessons. Before thefirst lesson related to a learning objective, teachers shouldexamine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation ofscientific attitudes and noble values.



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The following is an example of a learning outcome pertaining tothe inculcation of scientific attitudes and values.

Example:

Level:

Learning Area:

Learning Objective:

Learning Outcome:

Suggested LearningActivities

Scientific attitudes andnoble values

Form Four

2.0 Endangered Ecosystem

2.3 Realising the importance ofproper management ofdevelopment activities and theecosystem.

Explain measures taken in themanagement of development

activities and the ecosystem toensure a balance of nature ismaintained.

Carry out small group discussionand present the findings, based onthe following:a) implementation of laws,b) education on the management

of resources, include thereduce, reuse, and recycle ofresources,

Love and respect for theenvironment.

Being responsible for the safety ofoneself, others and theenvironment.

Appreciating the balance of nature.

Being systematic.

Being cooperative.

Inculcating Patriotism

The biology curriculum provides an opportunity for thedevelopment and strengthening of patriotism among students.For example, in learning about the process of colonization andsuccession in an ecosystem, students will learn about the richbiodiversity in the country, they will appreciate the diversity anduniqueness of this natural resource of the country and deepentheir love for the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the biology curriculumemphasise thoughtful learning. Thoughtful learning is a processthat helps students acquire knowledge and master skills that willhelp them develop their minds to the optimum level. Thoughtfullearning can occur through various learning approaches such asinquiry, constructivism, contextual learning, and mastery learning.Learning activities should therefore be geared towards activatingstudents’ critical and creative thinking skills and not be confinedto routine or rote learning. Students should be made aware of the

thinking skills and thinking strategies that they use in theirlearning. They should be challenged with higher order questionsand problems and be required to solve problems utilising theircreativity and critical thinking. The teaching and learning processshould enable students to acquire knowledge, master skills anddevelop scientific attitudes and noble values in an integratedmanner.



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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 throughdiscovery occurs when the main concepts and principles ofscience are investigated and discovered by studentsthemselves. Through activities such as experiments, studentsinvestigate a phenomenon and draw conclusions by themselves.Teachers then lead students to understand the science conceptsthrough the results of the inquiry. Thinking skills and scientificskills are thus developed further during the inquiry process.However, the inquiry approach may not be suitable for allteaching and learning situations. Sometimes, it may be moreappropriate for teachers to present concepts and principles

directly to students.

Constructivism

Constructivism suggests that students learn about somethingwhen they construct their own understanding. The importantattributes 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 theirexisting ideas by relating new ideas to old ones.

? Providing opportunities to cooperate, sharing ideasand experiences, and reflecting on their learning.

Science, Technology and Society

Meaningful learning occurs if students can relate their learningwith 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 ofSTS are incorporated into the curriculum. STS approachsuggests that science learning takes place through investigationand discussion based on science and technology issues in

society. In the STS approach, knowledge in science andtechnology is to be learned with the application of the principlesof science and technology and their impact on society.

Contextual Learning

Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. Incontextual learning, students learn through investigations as inthe inquiry-discovery approach.

Mastery Learning

Mastery learning is an approach that ensures all students areable to acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learnif they are given adequate opportunities. Students should beallowed to learn at their own pace, with the incorporation ofremedial and enrichment activities as part of the teaching-learning process.

Teaching and Learning Methods

Teaching and learning approaches can be implemented throughvarious methods such as experiments, discussions, simulations,projects, and visits. In this curriculum, the teaching-learningmethods suggested are stated under the column “SuggestedLearning Activities.” However, teachers can modify thesuggested activities when the need arises.



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The use of a variety of teaching and learning methods canenhance students’ interest in science. Science lessons that arenot interesting will not motivate students to learn andsubsequently will affect their performances. The choiceof teaching methods should be based on the curriculum content,

students’ abilities, students’ repertoire of intelligences, and theavailability of resources and infrastructure. Besides playing therole of knowledge presenters and experts, teachers need to actas facilitators in the process of teaching and learning. Teachersneed to be aware of the multiple intelligences that exist amongstudents. Different teaching and learning activities should beplanned to cater for students with different learning styles andintelligences.

The following are brief descriptions of some teaching andlearning methods.

Experiment

An experiment is a method commonly used in science lessons.In experiments, students test hypotheses through investigationsto discover specific science concepts and principles. Conductingan experiment involves thinking skills, scientific skills, andmanipulative 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 themethod of data collection and analysis.

? Conducting the experiment.

? Collecting data.

? Analysing data.

? Interpreting data.

? Making conclusions.

? Writing a report.

In the implementation of this curriculum, besides guiding studentsto do an experiment, where appropriate, teachers should providestudents with the opportunities to design their own experiments.This involves students drawing up plans as to how to conductexperiments, how to measure and analyse data, and how topresent the outcomes of their experiment.

Discussion

A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can be

conducted before, during or after an activity. Teachers shouldplay the role of a facilitator and lead a discussion by askingquestions that stimulate thinking and getting students to expressthemselves.

Simulation

In simulation, an activity that resembles the actual situation iscarried out. Examples of simulation are role-play, games and theuse of models. In role-play, students play out a particular rolebased on certain pre-determined conditions. Games requireprocedures that need to be followed. Students play games in

order to learn a particular principle or to understand the processof decision-making. Models are used to represent objects oractual situations so that students can visualise the said objects orsituations and thus understand the concepts and principles to belearned.



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Project

A project is a learning activity that is generally undertaken by anindividual or a group of students to achieve a certain learningobjective. A project generally requires several lessons tocomplete. The outcome of the project either in the form of a

report, an artefact or in other forms needs to be presented to theteacher and other students. Project work promotes thedevelopment of problem-solving skills, time management skills,and independent learning.

Visits and Use of External Resources

The learning of science is not limited to activities carried out inthe school compound. Learning of science can be enhancedthrough the use of external resources such as zoos, museums,science centres, research institutes, mangrove swamps, andfactories. Visits to these places make the learning of science

more interesting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students maybe involved in the planning process and specific educationaltasks should be assigned during the visit. No educational visit iscomplete without a post-visit discussion.

Use of Technology

Technology is a powerful tool that has great potential inenhancing the learning of science. Through the use oftechnology such as television, radio, video, computer, andInternet, the teaching and learning of science can be made more

interesting and effective.

Computer simulation and animation are effective tools for theteaching and learning of abstract or difficult science concepts.Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessor, graphic presentation software and electronic

spreadsheet are valuable tools for the analysis and presentationof data.

The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance theeffectiveness of teaching and learning of science.

CONTENT ORGANISATION

The biology curriculum is organised around themes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one ormore learning outcomes.

Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domainare: knowledge, understanding, application, analysis, synthesisand evaluation. Levels in the affective domain are: to be awareof, to be in awe, to be appreciative, to be thankful, to love, topractise, and to internalise. Where possible, learning outcomesrelating to the affective domain are explicitly stated. Theinculcation of scientific attitudes and noble values should beintegrated into every learning activity. This ensures a morespontaneous and natural inculcation of attitudes and values.Learning areas in the psychomotor domain are implicit in thelearning activities.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for aparticular learning objective are organised in order of complexity.However, in the process of teaching and learning, learningactivities should be planned in a holistic and integrated mannerthat enables the achievement of multiple learning outcomesaccording to needs and context. Teachers should avoid



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employing a teaching strategy that tries to achieve each learningoutcome separately according to the order stated in thecurriculum specifications.

The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learningactivities stated under the column Suggested Learning Activitiesare given with the intention of providing some guidance as tohow learning outcomes can be achieved. A suggested activitymay cover one or more learning outcomes. At the same time,more than one activity may be suggested for a particularlearning outcome. Teachers may modify the suggested activityto suit the ability and style of learning of their students. Teachersare encouraged to design other innovative and effective learningactivities to enhance the learning of biology.



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THEME: INTRODUCING BIOLOGYLEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY

LearningObjectives

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1Understandingthe study ofBiology

Carry out small group discussionon the following and present thefindings:a) what is the study of Biology?b) the importance of Biology with

respect to the study of livingthings, environment, interactionbetween living things and theenvironment.

Construct a concept map based oninformation gathered on the

different fields of study and careersrelated to Biology.

Small group discussion on theimportance of the following:a) acquiring scientific skills,b) scientific method,c) practising scientific attitudes

and noble values.

A student is able to:

? state what the study of Biologyis,

? explain the importance ofBiology,

? list the different fields of studyin Biology,

? list the careers related toBiology,

? state various ways of studyingBiology,

fields – bidang

career – kerjaya



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LearningObjectives


1.2Applyingscientific

investigation

Observe a situation and identify allthe variables. Suggest a questionthat is suitable for a scientific

investigation. Discuss to:a) form a hypothesis,b) plan the method of investigation

including selection of apparatusand work procedures.

Carry out an experiment:a) to collect and tabulate data,b) present data in a suitable form,c) interpret the data and draw

conclusion,d) write a complete report.

Carry out an experiment on themaking of bread using yeast in theabsence and presence of sugar.Record the time taken for thedough to double its size. For furtherinvestigations, salt is used.

During investigation, highlight theneed to practise scientific attitudesand noble values such as honesty

and accuracy in recording andverifying data.


? identify variables in a given

situation,

? identify the relationship betweentwo variables to form ahypothesis,

? design and carry out a simpleexperiment to test thehypothesis,

? record and present data in asuitable form,

? interpret data to drawconclusions,

? write a report on an experiment,

? practise scientific attitudes andnoble values.

This activity helpsthe teacher to

assess students’capabilities to carryout a scientificinvestigation.

These attitudes andvalues should beobserved in allinvestigations in

other learningareas.

scientific investigation – penyiasatan saintifik

scientific attitudes – sikap saintifik noble values – nilai murni



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THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION

LearningObjectives


1.1Understandingcell structureand function

Prepare and study slides tocompare the epidermal cells ofonion or cells of Hydrilla leaf withhuman cheek cells. Observe, drawand label diagrams of an animalcell and a plant cell as seenthrough a light microscope.

Study electron micrographs ofanimal cells and plant cells toidentify cellular components of cell:a) plasma membrane and cell

wall,b) cytoplasm,c) organelles:

(i) nucleus: nucleolus,chromosomes,nucleoplasm and nuclearmembrane,

(ii) rough and smoothendoplasmic reticulum,

(iii) mitochondria,(iv) Golgi apparatus,(v) lysosomes,

(vi) ribosomes,(vii) chloroplasts,(viii) centrioles,(ix) vacuoles.


? draw and label an animal cell,

? draw and label a plant cell,

? identify the cellular components

of an animal cell,

? identify the cellular componentsof a plant cell,

The structure of theorganelles is not

required.

cellular components – komponen-komponen sel



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LearningObjectives


Work in small groups to matchcellular components to their

functions.

Students present a comparisonbetween the structure of an animalcell and a plant cell.

Discuss the relationship betweenthe density of certain organelleswith the function of specific cells:a) mitochondria with the function

of sperm cells, flight musclecells in insects and birds, cells

in the meristems,b) chloroplasts with the function of

palisade cells.

? state the functions of the cellularcomponents in an animal cell,

?state the functions of the cellularcomponents in a plant cell,

? compare and contrast an animalcell and a plant cell,

? relate the density of certainorganelles with the functions ofspecific cells.

relate – mengiatkan

density - ketumpatan



18

LearningObjectives


1.2Understandingcell

organisation

Observe the living processes ofunicellular organisms such asfeeding, locomotion and

reproduction through computerisedanimation / video / mircoscope.

Carry out small group discussionon the following and present thefindings:a) cell specialisation in

multicellular organisms,b) the necessity for cell

specialization in multicellularorganisms

c) cell organisation in the

formation of tissues, organsand systems in humans,animals and plants.

Construct models of tissues,organs and systems in human,animals and plants.

A student is able to:? state the necessity for cell

specialisation in multicellular

organism as compared tounicellular organism,

? describe cell specialisation inmulticellular organisms,

? describe cell organisation in the

formation of tissues, organs andsystems in multicellularorganisms,

living processes – proses - proses kehidupan

cell specialisation – pengkhususan sel



19

LearningObjectives


Conduct a discussion on thefollowing:

a) the meaning of internalenvironment,b) factors affecting the internal

environment includingtemperature, pH, osmoticpressure and glucose level.

c) it is important that theorganism’s cells alwaysexperience conditions whichpermit efficient functioning, theinvolvement of various systemsin maintaining optimal internal

environment.

? state the meaning of internalenvironment,

?identify factors affecting theinternal environment,

? explain the necessity to maintainoptimal internal environment,

? describe the involvement ofvarious systems in maintainingoptimal internal environment.

A simpleexplanation.

1.3Appreciatingthe uniquenessof the cell

Discuss and predict the cellcondition without a particularcellular component.

Conduct a role-play activity to showthat cells become adapted fordifferent functions.


? predict the state of certain cellswithout a particular cellularcomponent,

? illustrate that most cells arespecialised for the job that theyperform.

uniqueness – keunikan



20

LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE

LearningObjectives


2.1Analysing the

of movement ofsubstancesacross theplasmamembrane

Discuss the following:a) substances that are required by

cells,b) substances to be eliminated

from cells,c) the necessity for movement of

substances across the plasmamembrane.

Discuss the structure of the plasmamembrane as comprising thephospholipid bilayer, carrier proteinand pores.

Conduct an experiment, usingstarch suspension and glucosesolution, to study the movement ofsubstances across egg membraneor Visking tubing.

Discuss the properties of theplasma membrane as a semi-permeable membrane.

Discuss the movement of soluble

substances across the plasmamembrane through simple diffusionand facilitated diffusion.

Carry out an activity to showosmosis using a simpleosmometer.


? state the substances required by

living cells,? state the substances that have

to be eliminated from cells,

? explain the necessity formovement of substances acrossthe plasma membrane,

? describe the structure of theplasma membrane,

? describe the permeability of theplasma membrane,

? explain the movement of soluble

substances across the plasmamembrane through the processof passive transport,

? explain the movement of watermolecules across the plasmamembrane by osmosis,

Only a brief accountof the structure ofthe plasmamembrane isrequired.

permeability - ketelapan

simple diffusion – resapan ringkas

facilitated diffusion –

resapan berbantu

passive transport – pengangkutan pasif active transport -pengangkutan aktif



21

LearningObjectives


Discuss the movement ofsubstances across the plasmamembrane through active

transport.

Conduct a simulation activity toshow the movement of substancesacross the plasma membranethrough passive transport andactive transport.

Use computer simulation to showthe movement of substancesacross the plasma membrane.

Discuss the processes of passivetransport and active transport inliving organisms:a) gaseous exchange in the alveoli

and blood capillaries (simplediffusion),

b) absorption of digested food inthe villus (facilitated diffusion),

c) absorption of water by root hairsof a plant (osmosis),

d) ion intake by root hairs of a plant

(active transport).

? explain the movement ofsubstances across the plasmamembrane through the process

of active transport,

? explain the process of passivetransport in living organismsusing examples,

? explain the process of activetransport in living organismsusing examples,

Only a basicexplanation of theactive transport

process is required.



22

LearningObjectives


Construct a concept map on themovement of substances acrossthe plasma membrane.

Use a graphic organiser tocompare and contrast passivetransport and active transport.

? compare and contrast passivetransport and active transport.

2.2Understandingthe movementof substancesacross theplasma

membrane ineveryday life

Carry out activities to study theeffects of hypotonic and hypertonicsolutions on plant and animal cells:a) plasmolysis and deplasmolysis

in plant cells,b) haemolysis and crenation in red

blood cells.

Discuss the following:a) hypotonic, hypertonic and

isotonic solutions,b) plasmolysis, deplasmolysis,

haemolysis and crenation,c) flaccidity and turgidity of plant

cells.Carry out an investigation usingvarious concentrations of salt orsugar solutions to determine the

concentration of external solutionwhich is isotonic to the cell sap ofplant tissues.


? explain what hypotonic,hypertonic and isotonic solutionsare,

? explain the effects of hypotonic,

hypertonic and isotonic solutionson plant cell and animal cell,

? explain plasmolysis,deplasmolysis, haemolysis andcrenation,

? design an experiment todetermine the concentration ofexternal solution which isisotonic to cell sap,

The use of humanblood isdiscouraged.

The concentration ofthe external solutionwhich is isotonic to

the cell sap isdetermined from theplotted graph.

effects - kesan

turgidity - kesegahan



23

LearningObjectives


Discuss and make an inference onthe concentration of cell sap inplant tissues which is equivalent to

the concentration of isotonicsolution.

Discuss and correlate themovement of substances acrossthe plasma membrane with thedifference in concentration of theexternal solution and that of the cellsap.

Discuss the following:a) wilting of plants caused by the

excessive use of chemicalfertilisers,

b) preservation of food using saltor sugar.

? make an inference on theconcentration of cell sap in planttissues,

? relate the movement ofsubstances across plasmamembrane with concentrationgradient,

? explain the phenomenon of

wilting in plants using examples,

? explain the preservation of foodusing examples.

Discussion shouldbe based on theconcepts of osmosis

and plasmolysis.

wilting – layu

preservation - pengawetan

2.3Appreciatingthe movementof substancesacross the

plasmamembrane

Compose poems to appreciate themovement of substances acrossthe plasma membrane.


? explain the necessity ofmovement of substances acrossthe plasma membrane whichoccurs in a continuous and

controlled manner for survival ofa cell.



24

LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL

LearningObjectives


3.1Understanding

the chemicalcomposition ofthe cell

Carry out small group discussionon the following and present the

findings:a) elements in the cell, including

carbon, hydrogen, oxygen,nitrogen sulphur, phosphorus,calcium, potassium,magnesium, chlorine, sodiumand ferum,

b) the presence and importance ofchemical compounds in thecell.


? state the elements in the cell,

? list the chemical compounds inthe cell,

? explain the importance oforganic compounds in the cell,

? explain the importance of waterin the cell.

Chemicalcompounds in the

cell are limited tocarbohydrates,lipids, proteins,nucleic acids andwater only.

A brief account onthe importance ofcarbohydrates,lipids, proteins andnucleic acids isrequired.

organic compounds –

sebatian organik

3.2Understandingcarbohydrates

Carry out small group discussionon the following and present thefindings:a) elements in carbohydrates,b) types of carbohydrates, i.e.

monosaccharides,disaccharides andpolysaccharides, usingexamples,

c) the formation and breakdown ofdisaccharides, such as

maltose, sucrose and lactose,d) the formation and breakdown of

polysaccharides, such asstarch, glycogen and cellulose.

Conduct an activity to differentiatebetween reducing and non-reducing sugars.


? state the elements incarbohydrates,

? state the types ofcarbohydrates,

? explain the formation andbreakdown of disaccharides andpolysaccharides.

A detailed molecularstructure is notrequired.

A brief account ofcondensation andhydrolysis reactionsis required.

formation – pembentukan

breakdown - penguraian

reducing sugar – gula penurun

non-reducing sugar – gula bukan penurun



25

LearningObjectives


3.3Understandingproteins

Carry out small group discussionon the following and present thefindings:

a) elements in protein, such ascarbon, hydrogen, oxygen,sulphur, nitrogen andphosphorus,

b) dipeptides and polypeptides,c) the formation and breakdown of

dipeptides and polypeptides,d) essential amino acids and non-

essential amino acids.

Use charts to illustrate the variousprotein structures, i.e. primary,secondary, tertiary and quartenary.


? state the elements in proteins,

? state the various structures ofproteins,

? explain the formation andbreakdown of dipeptides andpolypeptides,

? explain the meaning of essentialamino acids and non-essential

amino acids.

A detailed molecularstructure is notrequired.

A brief account ofcondensation andhydrolysis reactionsis required.

3.4Understandinglipids

List the main types of lipids:a) fat,b) oil,c) wax,d) phospholipids,e) steroids, such as cholesterol,

testosterone, oestrogen, andprogesterone.


? state the elements in lipids,

? state the main types of lipids, A detailed molecularstructure is notrequired.



26

LearningObjectives



a) elements in lipids,b) components of fats and oils ,c) formation and breakdown of

fats and oils.

Use a graphic organiser tocompare saturated fats andunsaturated fats.

? state the components of fatsand oils.

? explain the formation and

breakdown of fats and oils,

? compare and contrast saturatedfats and unsaturated fats.

A brief account ofcondensation andhydrolysis reactions

is required.

saturated fats – lemak tepu

unsaturated fats – lemak

tak tepu

3.5Understanding

enzymes

Discuss on the following:a) what enzymes are,

b) enzyme requirement in theliving process,c) general characteristics of

enzyme,d) naming of enzyme based on

the substrate,e) sites of enzyme synthesis,f) intracellular and extracellular

enzymes and examples.

Conduct a role-play activity to showthe involvement of ribosomes,

endoplasmic reticulum, and Golgibody in the production ofextracellular enzyme.


? state what enzymes are,

? explain why enzymes areneeded in life processes,

? list the general characteristics ofenzymes,

? relate the name of enzyme tosubstrate,

? state sites where enzymes aresynthesised,

? state the meaning of intracellularenzymes and extracellularenzymes,

? explain the involvement ofspecific organelles in theproduction of extracellularenzymes,

intracellular enzyme – enzim intrasel

extracellular enzyme – enzim luar sel



27

LearningObjectives


Conduct experiments to study theeffects of pH and temperature onthe activities of amylase and

pepsin.

Discuss the effects of enzymeconcentration and substrateconcentration on enzyme activity.

Discuss the mechanism of enzymeaction using the ‘lock and key’hypothesis.

Discuss and correlate pH,temperature, enzyme concentrationand substrate concentration onenzyme activity using the ‘lock andkey ‘ hypothesis.

Gather information from theInternet and other sources on theuses of enzymes in:a) daily life, e.g. tenderising meatb) industry e.g. food processing

and detergent manufacturing.

? explain the effects of pH,temperature, enzymeconcentration, and substrate

concentration on enzymeactivity,

? explain the mechanism ofenzyme action,

? relate the mechanism of enzymeaction with pH, temperature,enzyme concentration andsubstrate concentration,

? explain the uses of enzymes indaily life and industry usingexamples.

concentration - kepekatan

substrates – substrat

3.6Realising theimportance ofthe chemicalcomposition incells

Conduct a role play or story tellingsession to predict theconsequences of deficiency in oneof the chemical components in thecell.

? predict the consequences ofdeficiency in carbohydrates,protein, lipids or enzymes in thecell.

deficiency - kekurangan



28

LEARNING AREA: 4.0 CELL DIVISION

LearningObjectives


4.1Understanding

mitosis

Conduct a brainstorming session

on the following:a) the need for production of new

cells in organisms,b) the need for production of new

cells identical to parent cells.

Derive the meaning andsignificance of mitosis from thebrainstorming session.

Study charts to identify the variousphases of the cell cycle.

Make models to demonstratemitosis and cytokinesis.

Prepare and observe a slide ofonion root tip to identify differentstages of mitosis.

Study the process of controlled anduncontrolled mitosis andcytokinesis through simulation,

computerised animation or video.


? state the necessity for theproduction of new cells inorganisms,

? explain the necessity for theproduction of new cells identicalto parent cells,

? state the significance of mitosis,

? identify the phases in the cell

cycle,

? explain the process of mitosisand cytokinesis,

? arrange the various stages ofmitosis in the correct sequence,

? compare and contrast mitosisand cytokinesis in animal celland plant cell,

identical - seiras

significance - kepentingan



29

LearningObjectives


Conduct a brainstorming session tocome up with examples on mitosisas a controlled process for the

perpetuity of living things such asregeneration of lizard tail, certainplant parts and the healing of skin.

Gather information on diseases,including cancer or tumour, causedby uncontrolled mitosis in livingthings.

Make a trip to a research instituteto study tissue culture technique.

Conduct a debate or forum oncloning issues.

? explain the importance ofcontrolled mitosis,

? explain the effects ofuncontrolled mitosis in livingthings,

? describe the application ofknowledge on mitosis incloning,

? explain the advantages anddisadvantages of cloning.

Techniques ofcloning includetissue culture.

controlled mitosis – mitosis terkawal

regeneration – pertumbuhan / penjanaan semula

uncontrolled mitosis – mitosis luar kawal



30

LearningObjectives


4.2Understandingmeiosis

Discuss the following:a) trait inheritance in offsprings,b) the need to maintain diploid

chromosomal number from one

generation to another,c) the need to produce gametes

with haploid number ofchromosomes,

d) the uniqueness of diploidnumber of chromosomes inorganisms,

e) the significance of meiosis,f) the type of cell that undergoes

meiosis in human, animals andplants.

Observe the process of meiosisthrough computerised animation,photomicrograph, prepared slides,or video.

Use simulation activities to showchanges in chromosome behaviourduring meiosis I and meiosis II

Use graphic organisers to compareand contrast:

a) Meiosis I and meiosis II,b) Meiosis and mitosis.


? state the necessity of traitinheritance in offspring for

continuation of life,? state the necessity to maintain

diploid chromosomal numberfrom generation to generation,

? state the necessity forproduction of haploid gametes insexual reproduction,

? state the significance of meiosis,

? identify the type of cell thatundergoes meiosis,

? explain the process of meiosis,

? arrange the various stages ofmeiosis in the correct order,

? compare and contrast meiosis Iand meiosis II,

? compare and contrast meiosis

and mitosis.

A detailedexplanation ofProphase 1 is notrequired.

trait inheritance – pewarisan ciri offspring – anak



31

LearningObjectives


4.3Appreciatingthe movement

ofchromosomesduring mitosisand meiosis.

a) conduct a role-play,

b) avoid radioactive and

carcinogenic substances.


? describe what will happen when

the movement of chromosomesduring mitosis and meiosis donot occur in an orderly manner,

? know and avoid things thatmaybe harmful.



32

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 1.0 NUTRITION

LearningObjectives


1.1

Understandingtypes ofnutrition

Observe and identify types ofnutrition in various organisms.

Discuss autotrophic andheterotrophic nutrition withreference to chemosynthesis,photosynthesis, holozoic nutrition,saprophytism, and parasitism.

Use a graphic organiser to showthe types of nutrition.

Conduct an activity to classifyvarious organisms according totypes of nutrition.


? state the types of nutrition,

? explain autotrophic nutrition,? explain heterotrophic nutrition,

? classify organisms according tothe types of nutrition.

1.2Applying theconcept ofbalanced diet

Carry out small group discussionon the following and present thefindings:a) requirements of a balanced diet,b) factors affecting the daily energy

requirement such as age, sex,body weight and occupation.

Conduct an activity to determinethe energy value in food samples.

Design activities to test for thepresence of starch, reducing sugar,non-reducing sugar, protein andlipid in food samples.


? explain the necessity for abalanced diet,

? explain the factors affecting thedaily energy requirement of thehuman body,

? determine the energy value infood samples,

? determine the nutrient content indifferent food samples,

The unit for energy used is Joule.

balanced diet – gizi seimbang



33

LearningObjectives


Conduct an experiment todetermine the Vitamin C content invarious fruit juices.

Match the vitamins with theirsources, functions and effects ofdeficiency.

Match the minerals with theirsources, functions and effects ofdeficiency.

Discuss the sources, functions anddeficiency of roughage.

Discuss the sources and functionsof water in the body.

Carry out a group discussion toformulate and justify an appropriatediet menu based on a nutrient chartfor the following target groups:a) pregnant mothers,b) infants,c) children,d) teenagers,e) athletes,f) people with specific diseases,g) the aged,

h) vegetarians.

? explain the functions andsources of vitamins in a diet tomaintain health,

? explain the functions andsources of minerals in a diet tomaintain health,

? explain the functions andsources of roughage / dietaryfibre in a diet,

? explain the functions of water in

the body,

? justify the selection of anappropriate balanced diet for atarget group.

roughage / dietary fibre – pelawas

target group – kumpulan sasaran



34

LearningObjectives


1.3Understandingmalnutrition


a) meaning of malnutrition,b) effects of deficiency in proteins,

vitamins, minerals, on health,c) effects of excessive intake of

carbohydrates, lipids, vitaminsand minerals on health,

d) a diet low in saturated fats helpreduce the chance ofcontracting cardiovasculardisease,

e) ways to reduce the risk of highblood pressure, diabetes

mellitus and osteoporosis.


? explain what malnutrition is,? explain the effects of

malnutrition using examples,

? describe ways to reduce thechance of contracting certainhealth problems due to one’sdiet,

? describe ways to reduce theeffects of certain healthproblems.

1.4Analysing fooddigestion

Discuss the following:a) glucose, amino acids and lipids

are always required by the cellto carry out metabolicprocesses,

b) complex substances likecarbohydrates, proteins andlipids need to be digested.

Draw and label parts of the humandigestive system.a)


? state the substances required bythe cell to carry out metabolicprocesses,

? list the complex substances thatneed to be digested,

? explain the necessity fordigestion of complexsubstances,

? draw and label the humandigestive system,

?

metabolic processes – proses metabolik



35

LearningObjectives


Discuss the functions of digestive juices, including saliva, gastric juice, pancreatic juice, intestinal

juice and other substances, i.e.hydrochloric acid and bile that aidthe process of digestion.

Discuss the digestion ofcarbohydrates, proteins and fats onthe following aspects:a) specific location of each

digestive process,b) chewing of food,c) movement of food,

d) glands involved,e) digestive enzymes,f) suitable pH for each enzyme

action,g) substrates and products.

Identify the parts of digestivesystem in ruminants and rodents.

Discuss the digestion of cellulosein ruminants (eg. cow) and rodents(rabbit).

Use graphic organiser to compareand contrast the process ofcellulose digestion in humans,ruminants and rodents.

? state the digestive juices andsubstances that aid in theprocess of digestion in human,

? describe the functions of thedigestive juices and substances,

? explain the digestion ofcarbohydrates, proteins andlipids in the human body,

? identify parts of digestive systemin ruminants and rodentsinvolved in the digestion ofcellulose,

? describe the digestion ofcellulose in ruminants androdents,

? compare and contrast thedigestive process in humans,ruminants and rodents,

digestive juices – jus pencernaan

bile - hempedu



36

LearningObjectives


Plan and conduct experiments tostudy the enzyme actions on starchand protein food samples.

Collect information and discussproblems related to food digestion:b) incomplete digestion of food,c) bile stones preventing the flow

of bile,reduced production of specificdigestive enzyme.

? design experiments to study thedigestion of starch and proteinsin food samples,

? describe problems related tofood digestion.

1.5Understandingthe processes

of absorptionandassimilation ofdigested food

Examine models or diagrams of thedigestive system and cross-sectionof the small intestine. With

reference to the models ordiagrams discuss the following:a) adaptation of the small

intestine,b) absorption process of amino

acids, glucose, fatty acids,glycerol, vitamins and mineralsin the villus.

Carry out an activity to study themovement of substances throughthe Visking tubing.


? identify the parts of the digestivesystem involved in absorption of

digested food,? explain the adaptive

characteristic of the digestivesystem related to absorption,

? draw and label the structure of avillus,

? explain the process ofabsorption in the villus,

?

adaptive characteristic –

ciri-ciri penyesuaian

absorption - penyerapan

small intestine – usus kecil



37

LearningObjectives


Based on the above activitycorrelate the movement of foodsubstances through the Visking

tubing with nutrient absorption inthe small intestine.

Discuss the absorption of waterand minerals in the colon.

Using diagrams, charts orcomputerised animation discuss:a) the transport of amino acids,

glucose, water soluble vitaminsand minerals by the circulatorysystemi) from the small intestine to

the liver through the hepaticportal vein,

ii) from the liver to the bodycells,

b) transport of lipids and fatsoluble vitamins.

Make a schematic diagram to showthe transport of nutrients from theintestine to the body cells.

? make an analogy on the processof absorption in the smallintestine,

? explain the absorption of waterand minerals in the colon,

? describe the transport ofnutrients by the circulatorysystem for assimilation,

transport – pengangkutan

circulatory system – sistem peredaran

liver – hati

assimilation - assimilasi



38

LearningObjectives


Discuss the following functions ofthe liver:a) storage of nutrients,

b) processing the products ofdigestion i.e. excess glucoseand amino acids,

c) detoxification.

Discuss the process of assimilationby the body cells.

? explain the main functions of theliver,

? describe the process ofassimilation.

1.6Understandingthe formation offaeces and

defecation

With reference to diagrams, chartsor model of the digestive system,identify the colon and rectum.

Carry out small group discussionon the following and present thefindings:a) the formation of faeces,b) the role of microorganisms in

the colon,c) effects of antibiotics on the

microorganisms in the colon,d) what defecation is,e) the importance of defecation,

f) importance of high fibre diets,

g) defecation related problems,i.e. constipation, colon cancerand haemorrhoids.


? identify the part of the digestivesystem where the formation offaeces takes place,

? describe the formation offaeces,

? explain the role ofmicroorganisms in the colon andthe effect of antibiotics on them,

? explain what defecation is,

? explain the importance ofdefecation,

? explain the importance of highfibre diets,

? describe the problems related todefecation.

defecation – penyahtinjaan

faeces – tinja

constipation – sembelit

haemorrhoids - buasir



39

LearningObjectives


1.7Evaluatingeating habits

Carry out small group discussionon the following and present thefindings:a) relationship between eating

habits and health problemssuch as:(i) gastritis,(ii) obesity,(iii) anorexia nervosa,(iv) bulimia,

b) evaluate the nutrient contentsof food based on food labels oradvertisments,

c) evaluate the eating habits ofclassmates.


? relate eating habits with health

problems,

? evaluate critically whether aparticular eating habit is good orbad.

Eating habits

involve thefrequency and timeof eating and thetype of foodconsumed.

eating habits – tabiat

makan health problems – masalah kesihatan

1.8Realising theimportance of ahealthydigestivesystem

Conduct an activity to predict theeffects of a defective digestivesystem.

Conduct a discussion on ways totake care of the digestive system,such as good eating habits, avoid junk food, try to cut down on sweetand fatty foods.


? predict the effects of a defectivedigestive system on health,

? take care of the digestivesystem for one’s well-being.

defective digestive system – sistem pencernaan yang tidak berfungsi dengan baik



40

LearningObjectives


1.9Understandingthe importanceof

macronutrientsandmicronutrientsin plants

Carry out small group discussionon the following and present thefindings:a) the elements required by

plants,b) classify the elements required

by plants based on the amountneeded:(i) macronutrients consisting

of carbon, hydrogen,oxygen, nitrogen,phosphorus, potassium,calcium, magnesium andsulphur,

(ii) micronutrients consisting ofboron, molybdenum, zinc,

manganese, copper andferum.

Plan and conduct an experiment onplants to study the effects ofmacronutrient deficiency i.e.nitrogen, phosphorus, potassium,calcium, magnesium and sulphur.Discuss and correlate the effects ofmacronutrient deficiency with thefunction of the macronutrientsbased on the results of the

experiment.


? list elements required by plants,

? classify elements required byplants based on the amountneeded,

? design an experiment to studythe effects of macronutrientdeficiency in plants,

? relate the effects ofmacronutrient deficiency withthe function of macronutrients,

Maize seedlingsmay be used for thisexperiment.

elements – unsur-unsur



41

LearningObjectives


Collect and interpret data fromvarious sources such as theInternet on the function of each

macronutrient in plants.

Discuss the function ofmirconutrients and effects ofmicronutrient deficiency in plants.

? explain the function of eachmacronutrient in plants,

? state the function of

micronutrients in plants,

? state the effects of micronutrientdeficiency in plants.

1.10Understandingphotosynthesis

Students read about the discoveryof photosynthesis and extractimportant facts from it.

Study a cross-sectional model of aleaf. Draw and label it.

Discuss the following:a) functions of the parts of a leaf,b) adaptation of the leaf for

optimal photosynthesis.

Carry out an activity to investigate

the adaptation of plants such ashibiscus, water lily, Hydrilla andcactus with respect to:a) distribution of stomata,b) distribution of chloroplasts.


? describe the development thatleads to the discovery ofphotosynthesis,

? state the substances required

for photosynthesis,? state the substances produced

from photosynthesis,

? draw and label the cross-section of a leaf,

? state the function of each part ofthe leaf with respect tophotosynthesis,

? explain leaf adaptation tooptimise photosynthesis,

? explain how plants from differenthabitats are adapted to carry outphotosynthesis.

adaptation - penyesuaian



42

LearningObjectives


1.11Understandingthe mechanismof

photosynthesis

With reference to the structure ofchloroplast discuss the light anddark reactions of photosynthesis

with respect to:a) substances required.b) location of reaction.c) products of reaction.

Draw a simple schematic diagramof the light and dark reactions inphotosynthesis.

Discuss the following:a) compare and contrast the light

reaction and dark reaction in

photosynthesis,b) correlate light reaction with darkreaction in photosynthesis.

Write an equation to represent theoverall process of photosynthesis.


? identify the parts of chloroplast

related to photosynthesis,? explain the light reaction of

photosynthesis,

? explain the dark reaction ofphotosynthesis,

? compare and contrast lightreaction and dark reaction inphotosynthesis,

? relate light reaction with darkreaction in photosynthesis,

? write an equation to representthe process of photosynthesis.

Detailed structure ofchloroplast is not

required.

Detailed pathwaysfor light and darkreactions are notrequired.

light reaction – tindakbalas cahaya

dark reaction – tindakbalas gelap



43

LearningObjectives


1.12Synthesisingfactorsaffecting

photosynthesis

Conduct a brainstorming session toidentify the factors affecting therate of photosynthesis i.e.concentration of carbon dioxide,

light intensity and temperature.Plan and carry out an experimentto study the effect of light intensityon the rate of photosynthesis.

Carry out small group discussionon the effects of light intensity,temperature and concentration of

carbon dioxide on the rate ofphotosynthesis.

Plan a strategy based on factorsaffecting the rate of photosynthesisto ensure crop productionthroughout the year in countrieswith four seasons.


? identify the factors affecting therate of photosynthesis,

? design an experiment toinvestigate the effect of lightintensity on the rate ofphotosynthesis,

? identify the factor that limits therate of photosynthesis atdifferent light intensity,

? explain the effects oftemperature and concentrationof carbon dioxide on the rate ofphotosynthesis,

? explain the difference in the rateof photosynthesis in plantsthroughout the day based on thechanges in light intensity andtemperature,

? identify some ways to meet theneed of increasing theproductivity of crops based onfactors affecting the rate ofphotosynthesis.

light intensity – keamatan cahaya

limiting factor- faktor penghad

crops - tanaman



44

LearningObjectives


1.13Practising acaring attitudetowards plants

Compose a poem or lyric of a songto show appreciation of the role ofphotosynthesis in ensuring theperpetuation of life.

Conduct a planting project in thescience resource garden or schoolcompound.


? tell why we need to take goodcare of plants,

? identify cases of mishandlingor destruction of plants.

1.14Understandingthe technologyused in foodproduction

Carry out small group discussionon the following and present thefindings:a) the quantity of food needed for

the present and future populationof the country,

b) the need for improving thequality and quantity of food forthe country in line with thenational food production policy,

c) effort by various agencies todiversify food production,

d) methods used to improve thequality and quantity of foodproduction through the following:(i) direct seeding for rice,(ii) hydroponics and aeroponics,(iii) breeding,

(iv) tissue culture,(v) genetic engineering(vi) soil management,(vii) biological control.


? explain the need for improvingthe quality and quantity of food,

? explain the effort to diversifyfood production,

? explain ways to improve thequality and quantity of foodproduction in the country.

improving -menambahbaikkan

diversify - mempelbagaikan



45

LearningObjectives


Conduct a field trip to relevantagencies such as the Institute ofAgricultural Research and

Development of Malaysia (MARDI),Agriculture Department andFishery Department.

Carry out a vegetable plantingproject.

1.15Evaluating thetechnologicaldevelopment in

foodprocessing

Discuss the need for foodprocessing based on the following:a) overcoming the factors

causing spoilage of food such

as the action of microorganismsand oxidation,b) extending the lifespan of food,c) avoiding food wastage,d) diversifying the uses of food

like milk and dairy products,e) ensuring sufficient food supply.

Prepare a portfolio on thetechnological development of foodprocessing from the early days tillthe present.


? explain the necessity for foodprocessing,

? describe the development offood processing technology,

food processing – pemprosesan makanan

development -perkembangan

food spoilage – kerosakan makanan



46

LearningObjectives


Correlate the following foodprocessing methods with factorscausing food spoilage:

i. cooking,ii. using salt, sugar and vinegar,iii. fermentation process,iv. drying,v. pasteurization,vi. canning,vii. refrigeration.

Conduct a forum entitled “Theeffects of processed food onhealth.”

? relate food processing methodswith factors causing foodspoilage,

? assess the methods of foodprocessing to justify the choiceof consuming certain processedfood.



47

LEARNING AREA: 2.0 RESPIRATION

LearningObjectives


2.1Understanding

the respiratoryprocess inenergyproduction

Discuss the following:

a) living processes require energy,

b) the main substrate forrespiration, that is glucose, isobtained from the following:(i) the digestion of

carbohydrates in humanand animals,

(ii) the process ofphotosynthesis in plants.

Carry out a discussion on the types

of respiration.

Carry out an activity to showaerobic respiration.

Discuss the energy production inaerobic respiration.

Conduct an experiment toinvestigate anaerobic respiration inyeast.


? state that all living processesrequire energy,? identify the main substrate for

producing energy,

? state the two types ofrespiration,

? explain what cell respiration is,

? explain the energy productionfrom glucose during the processof aerobic respiration,

? state the conditions leading toanaerobic respiration in cells,

? explain the process of anaerobic

respiration in yeast,

living processes – proses- proses kehidupan



48

LearningObjectives


Discuss the following:a) condition leading to anaerobic

respiration in cells,

b) the process of anaerobicrespiration in human muscles.

Use a graphic organiser tocompare and contrast aerobicrespiration with anaerobicrespiration.

? explain the process of anaerobicrespiration in human muscles,

? write the chemical equations for

aerobic and anaerobicrespiration,

? compare and contrast aerobicrespiration with anaerobicrespiration.

2.2Analysing therespiratory

structures andBreathingmechanisms inhuman andanimal

Observe graphics and livespecimens and discuss therespiratory structures in human and

other organisms includingprotozoa, insects, fish andamphibians.

Conduct an activity to compare thetotal surface area of a flat card witha corrugated card, and correlatethe increase in total surface areawith the modified surface structure.

Discuss the relationship betweenthe total surface area of the

respiratory structures and theefficiency of gaseous exchange invarious organisms.


? state the respiratory structures

in human and some animals,

? make an inference on thevarious adaptations of therespiratory structures,

respiratory structures –

struktur pernafasan

corrugated card – kad lipatan beralun

adaptations - penyesuaian



49

LearningObjectives


Observe the respiratory structuresto generalise the characteristics ofthe respiratory surfaces in human

and other organisms such asprotozoa, insects, fish andamphibians.

Construct or use a model that canbe manipulated to explain thebreathing mechanism in human.

Discuss the breathing mechanismof other organisms such asprotozoa, insects, fish andamphibians.

Use graphic organiser to compareand contrast the human respiratorysystem with that of otherorganisms.

? describe the characteristics ofrespiratory surfaces in humanand other organisms,

? describe the breathingmechanism in human and otherorganisms,

? compare and contrast thehuman respiratory system withthat of other organisms.

respiratory surfaces – permukaan respirasi

breathing mechanism – mekanisma pernafasan



50

LearningObjectives


2.3Understandingthe concept ofgaseous

exchangeacross therespiratorysurfaces andtransport ofgases inhuman

Using a diagram, discuss theprocess of gaseous exchangeacross the surface of the alveolusand blood capillaries in the lungs in

relation to:a) the difference in partialpressure of respiratory gases inthe air of the alveolus andblood capillaries in the lungs,i.e:(i) partial pressure of oxygen

is higher in the air of thealveolus compared to thepartial pressure of oxygenin the blood capillaries,

(ii) partial pressure of carbon

dioxide is lower in the airof the alveolus comparedto the partial pressure ofcarbon dioxide in the bloodcapillaries.

b) the difference in partialpressure of oxygen and carbondioxide in the blood enteringthe alveolus with the bloodleaving the alveolus i.e.:(i) partial pressure of oxygen

is lower in the bloodentering the alveoluscompared to the partialpressure of oxygen in theblood leaving the alveolus.


? describe the process of gaseousexchange across the surface of

the alveolus and bloodcapillaries in the lungs,

gaseous exchange – pertukaran gas

blood capillaries – kapilari darah

partial pressure – tekanan separa



51

LearningObjectives


(ii) partial pressure of carbondioxide is higher in theblood entering the alveolus

compared to the partialpressure of carbon dioxidein the blood leaving thealveolus.

Discuss the following:a) the transport of respiratory

gases in human,b) the exchange of respiratory

gases between the blood andbody cells.

Use schematic diagram to explainthe exchange and transport ofrespiratory gases in human.

Conduct an experiment toinvestigate the differences betweeninhaled and exhaled air in terms ofoxygen, carbon dioxide and heatcontent.

Study the process of respiratorygas exchange and transport using

simulations and computerisedanimations.

? explain the transport ofrespiratory gases,

? explain the process of gaseousexchange between the bloodand body cells,

? distinguish the composition of

inhaled and exhaled air.

Caution:Handle the followingsolutions with care:Alkaline pyrogallateand concentratedpotassium

hydroxide.

inhaled air – udara sedutan

exhaled air – udara hembusan



52

LearningObjectives


2.4Understandingthe regulatorymechanism in

respiration

Conduct an experiment to studythe effects of a vigorous exerciseon the rate of respiration and rateof heart beat.

Conduct a discussion on thefollowing:

a) correlate the rate of respirationwith the oxygen and carbondioxide contents in the body,

b) regulatory mechanism ofoxygen and carbon dioxidecontents in the body.

Conduct a discussion on humanrespiratory response, rate ofrespiration and rate of heart beat indifferent situations:a) vigorous activities such as

swimming, running, aerobicexercise, mountain climbingand playing badminton,

b) relaxing,c) fear.


? describe the change in rate ofrespiration after completing a

vigorous exercise,

? correlate the rate of respirationwith the oxygen and carbondioxide content in the body,

? explain the regulatorymechanism of oxygen andcarbon dioxide content in the

body,? explain the human respiratoryresponse and rate of respirationin different situations,

? correlate the rate of respirationwith the rate of heart beat.

vigorous exercise –

senaman cergas

regulatory mechanism – mekanisma kawalatur

response – gerak balas

rate of heart beat – kadar denyutan jantung



53

LearningObjectives


2.5Realising theimportance ofmaintaining a

healthyrespiratorysystem

Discuss the habits to be cultivatedor avoided to ensure the efficientfunction of the respiratory organs.

Conduct an experiment to show theeffects of cigarette smoke on whitecotton wool and draw an analogybetween the lungs and the whitecotton wool.

Show photographs of damagedlungs (cancer) due to smoking.


? care and maintain efficientfunction of the respiratoryorgans.

efficient – berkesan

2.6Understanding

respiration inplants

Discuss the following:a) the lower energy requirement

of plants compared to animalsfor living processes,

b) the intake of oxygen by plantsfor respiration.

Draw a diagram to show the intakeof oxygen in plants.

Discuss the anaerobic respirationcarried out by rice plants in apaddy field or other plants incertain situations like flooding.


? describe the energy requirement

in plants,

? explain the intake of oxygen forrespiration,

? explain aerobic respiration inplants,

? explain anaerobic respiration inplants under certain conditions,

A diagram of thecross-section of aleaf is required.

energy requirement –

keperluan tenaga



54

LearningObjectives


Use a graphic organiser tocompare the process of respirationwith the process of photosynthesis

in plants.

Discuss the following:a) meaning of compensation

point,b) correlate light intensity with

compensation point from graph.

Visualise and describe the effecton living things when the rate ofphotosynthesis and rate ofrespiration remains at

compensation point.

? compare and contrast theprocess of photosynthesis andrespiration,

? explain what compensationpoint is,

? relate light intensity with theattainment of compensationpoint,

? predict the situation when therate of photosynthesis and rateof respiration remains atcompensation point.

compensation point – titik pampasan

light intensity – keamatan cahaya



55

THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENTLEARNING AREA: 1.0 DYNAMIC ECOSYSTEM

LearningObjectives


1.1

Understandingthe abiotic andbioticcomponents oftheenvironment

Conduct a field study to:

a) identify the abiotic componentsincluding pH, temperature, lightintensity, humidity, topography,and the microclimate of anecosystem,

b) identify the biotic componentsof an ecosystem,

c) investigate the feedingrelationships of the bioticcomponents to construct thefood chains and food webs, andclassify the biotic components

into trophic levels,d) investigate the interaction

between biotic components asfollows:(i) symbiosis among plants

and animals encompassingthe following:- commensalism,- parasitism,- mutualism,

(ii) saprophytism,(iii) predator - prey interaction.


?identify the abiotic componentsof an ecosystem,

? identify the biotic components ofan ecosystem,

? classify biotic components intotrophic levels,

? explain the interactions betweenbiotic components in relation tofeeding, using examples,

? explain the interaction betweenbiotic components in relation tocompetition, using examples.

Emphasis is on fieldstudy for thestudents to reinforcetheir understandingin this area.

abiotic components – komponen abiotik

biotic components – komponen biotik

trophic levels – aras trof



56

LearningObjectives


(e) investigate the interactionbetween biotic components inrelation to competition, which

are:(i) intraspecific competition,(ii) interspecific competition.

Conduct an experiment to studythe intraspecific competition andinterspecific competition of plants,e.g. maize and rice.

Collect and interpret data to studyintraspecific competition andinterspecific competition involvingParamecium , for exampleParamecium aurelia andParamecium caudatum .

predator – pemangsa prey - mangsa

competition - persaingan

1.2Understandingthe processesof colonisationand successionin anecosystem

Conduct a field study on anecosystem i.e. a mangrove swampor a pond to:a) identify the niche, habitat,

community and population,b) investigate the process of

colonisation,c) investigate the process of

succession,d) identify pioneer species,

successor species, dominantspecies and climax community,


? state what an ecosystem is,

? identify the niche, habitat,community and population of anecosystem,

? explain the process ofcolonisation,

? explain the process ofsuccession,

? identify the pioneer species inan ecosystem,

? identify the successors in anecosystem,

mangrove swamp – paya bakau

colonisation– pengkolonian

succession – sesaran

successors – spesies penyesar



57

LearningObjectives


e) identify the adaptivecharacteristics of pioneerspecies and subsequent

species in the habitat for theprocesses of colonisation andsuccession.

Students present their findings ormake a folio.

Study the processes of colonisationand succession through video,computer software and printed

material.Discuss and correlate the abioticcomponent and biotic componentduring the processes ofcolonisation and succession in anecosystem.

? identify the dominant species inan ecosystem,

? identify the adaptive

characteristics of pioneerspecies,? identify the adaptive

characteristics of successors,

? explain the changes in habitatcaused by pioneer species,

? explain the changes in habitatcaused by successors at everylevel of succession until a climaxcommunity is reached,

? relate the abiotic componentswith the biotic components in an

ecosystem during the processesof colonisation and succession.

adaptive characteristics – ciri penyesuaian

pioneer – spesies perintis

climax community- komuniti klimaks



58

LearningObjectives


1.3Synthesisingideas onpopulation

ecology

Discuss the appropriate samplingtechniques to study the populationsize of an organism.

Conduct a field study or use an

appropriate analogy to:a) estimate the population size of

animals such as garden snailsand wood lice,

b) investigate the distribution ofplants using the quadratsampling technique.

Based on the above study discussthe distribution of an organism in ahabitat.

Discuss and correlate the changein population distribution of anorganism with the changes in eachof the abiotic factors.

Plan and conduct an experiment tostudy the relationship of populationdistribution of an organism withchanges in any one of the abioticfactors such as pH, temperature,light intensity and humidity.Suggested organisms:Pleurococcus, Lemna


? identify the appropriate samplingtechnique to study thepopulation size of an organism,

? estimate the population size ofan organism in a habitat,

? determine the distribution oforganisms in a habitat based onthe density, frequency andpercentage coverage of thespecies,

? correlate the change inpopulation distribution of anorganism with the changes ineach of the abiotic factors,

? design an experiment toinvestigate the effect of achange in any one of the abioticfactors on the population growthrate of an organism.

sampling technique – teknik persampelan

distribution – taburan

density – kepadatan

frequency – kekerapan

percentage coverage –

peratus litupan

growth rate – kadar pertumbuhan



59

LearningObjectives


1.4Understandingthe concept ofbiodiversity

Discuss the following:a) meaning of biodiversity,b) need for the classification

system of organisms.

Gather information on thefollowing:a) the five kingdoms in the

classification of organisms,which are Monera, Protista,Fungi, Plantae and Animalia,

b) main characteristics oforganisms in each kingdom,

c) examples of organisms in eachkingdom,

Discuss the following:a) the hierarchy in the

classification of organisms fromkingdom to species,

b) the method of naming anumber of vertebrates and localflowering plants, using theLinnaeus binomial system,

c) the importance of biodiversity.

Conduct a field trip to createawareness of biodiversity of an

ecosystem.


? explain the meaning ofbiodiversity,

? explain the need for

classification of organisms,

? state the five kingdoms used inthe classification of organisms,

? identify the main characteristicsof organisms in each kingdom,

? list examples of organisms ineach kingdom,

? state the hierarchy in theclassification of organisms,using examples,

? explain through examples, themethod of naming organismsusing the Linnaeus binomialsystem,

? explain the importance ofbiodiversity.

biodiversity – biokepelbagaian

classification – pengelasan



60

LearningObjectives


1.5Understandingthe impact ofmicroorganisms on life

Using charts, slides andphotomicrographs, identify and listvarious types of microorganismsi.e. protozoa, algae, fungi, bacteriaand virus.

Conduct an experiment to studythe effects of temperature, pH, lightand nutrients on the activity ofmicroorganisms e.g. Bacillus subtilis or yeast.

Gather information and discuss therole of useful microorganisms inthe following:a) decomposition,b) nitrogen cycle,

c) alimentary canal of termite,d) digestive system in human.

Gather information and discuss theeffects of harmful micro-organisms:a) causing diseases,b) spoilage of food and

substances.


? classify various types ofmicroorganisms based on theirbasic characteristics,

? state the abiotic componentsaffecting the activity ofmicroorganisms,

? explain the effect of a change ineach abiotic component on theactivity of microorganisms,

? explain the role of usefulmicroorganisms,

? explain the effect of harmfulmicro-organisms,

A brief account ofthe basiccharacteristics ofeach type ofmicroorganisms isrequired.

decomposition - pereputan

alimentary canal – salur alimentari



61

LearningObjectives


Gather information and present thefindings on the following:a) pathogens, vectors, symptoms,

and methods in transmission ofdiseases such as malaria,dengue fever, cholera,ringworm, food poisoning,AIDS, hepatitis, and SARS,

b) methods to control pathogensincluding the use of antibiotics,vaccines, antiseptics anddisinfectants.

Gather information and present theuses of microorganisms inbiotechnology, such as:

a) production of antibiotics andvaccines,b) cleaning of oil spills,c) waste treatment,d) food processing,e) production of bioplastic,f) production of energy from

biomass.

? explain the meaning ofpathogen,

? identify the pathogen, vector

and symptoms of one particulardisease,? explain how the disease

spreads,

? describe the methods forcontrolling pathogen,

? explain the use ofmicroorganisms inbiotechnology, using examples.

The scientific namesof pathogens andlife cycle of vectorsare not required.

pathogen - patogen

transmission - pemindahan

food poisoning – keracunan makanan

oil spills – tumpahan minyak

waste treatment – rawatan kumbahan

1.6Appreciatingbiodiversity

Conduct a forum to discuss theimportance of preservation andconservation of biodiversity.

Conduct an activity to preserve andconserve various living thingsaround us.


? justify the importance ofpreservation and conservation

of biodiversity.? preserve and conserve various

living things around him/her.

preservation -pemeliharaan

conservation – pemuliharaan



62

LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM

LearningObjectives


2.1Evaluatinghumanactivities thatendanger anecosystem

Carry out small group discussionon the following and present thefindings:a) human activities that threaten

the ecosystem,b) the impact of human activities

on the ecosystem,c) the effects of unplanned

development andmismanagement of theecosystem, such as:i. soil erosion,ii. flash flood,iii. landslide,

iv. eutrofication,v. water, air, thermal and

noise pollution,vi. global warming,vii. ozone depletion,viii. climatic change,ix. extinction of living things,x. deforestation,

d) types of pollution and sourcesof pollution,


? identify human activities that

threaten the ecosystem,? explain the impact of humanactivities on the ecosystem,

? evaluate critically the effects ofunplanned development andmismanagement of theecosystem,

? describe types of pollution andsources of pollution,

impact – impak/kesan

threaten - mengancam

critically – secara kritis

unplanned – tidak terancang

mismanagement – salah pengurusan

development -

pembangunan

ecosystem – ekosistem

flash food – banjir kilat

landslide – tanah runtuh

global warming – pemanasan global



63

LearningObjectives


e) effects of pollution on thefollowing:i. human health ( diseases

affecting the respiratorysystem, skin problems,conjunctivitis, cancer andcholera),

ii. animal and plant habitats,iii. buildings,iv. agriculture,v. climate.

Conduct an experiment to comparesolid pollutants in the air of differentenvironments and make an

inference on the sources ofpollution.

Conduct an activity to analyse dataon air pollution index of some citieswithin and outside the country, andmake an inference on the sourcesof pollution.Conduct an activity to analyse dataon water pollution, such asBiochemical Oxygen Demand(BOD) value and content of heavy

metals in some rivers, and makean inference on the sources ofpollution.

? explain the effects of pollutionon living things and theenvironment,

? compare and contrastpollutants in the air fromdifferent environments,

? state the sources of air pollution,

? interpret data on the level of airpollution in some cities,

? make an inference on thesources of air pollution in somecities,

? interpret data on the level ofwater pollution in some rivers,

? make an inference on thesources of water pollution insome rivers,

ozone depletion – penipisan ozon

extinction – kepupusan

deforestation -penyahutanan

pollution -pencemaran

Biochemical OxygenDemand – keperluan oksigen biokimia



65

LearningObjectives


2.2Understandingthe greenhouseeffect andthinning of theozone layer.

Carry out small group discussionon the following and present thefindings:a) greenhouse effect, including its

cause and effect,b) concentration of carbon dioxide

in the atmosphere and correlateit with global warming,

c) ozone depletion, including itscause and effect,

d) impact of ozone depletion andglobal warming on theecosystem.


? explain what greenhouse effectis,

? correlate the concentration of

carbon dioxide in theatmosphere with globalwarming,

? explain the thinning of the ozonelayer,

? explain the impact of thinning ofthe ozone layer and globalwarming on the ecosystem.

The molecularstructure ofchlorofluorocarbonand equations forchemical reactionsare not required.

greenhouse effect – kesan rumah hijau

global warming – pemanasan global

2.3Realising the

importance ofpropermanagement ofdevelopmentactivities andthe ecosystem

Conduct a debate on the need fordevelopment to improve the quality

of life and to meet the requirementsof an increasing population.

Discuss the effects of an increasein population on the ecosystem.

Carry out small group discussionon the following and present thefindings:a) implementation of laws,b) use of technology,c) education on the management

of resources, including thereduce, reuse, and recycle ofresources,


? justify the need for development,

? explain the effects of increase inpopulation on the ecosystem,

?explain measures taken in themanagement of developmentactivities and the ecosystem toensure a balance of nature ismaintained.

balance of nature – keseimbangan alam

maintain – mengekalkan



66

LearningObjectives


d) preservation and conservationof soil, water, flora and fauna offorests and mangrove swamps,

e) practice of biological control,f) use of renewable energy,g) efficient use of energy.

Conduct activities to care for thefollowing ecosystems in school andat home:a) fish ponds,b) gardens.

Plan and conduct a programmerelated to the management of the

ecosystem, for example,“Environment Day”.

? care for the ecosystem,

? participate in activities related tothe management of theecosystem.

biological control – kawalan biologi

renewable energy – tenaga diperbaharui



67

ACKNOWLEDGEMENTS

Advisors Mahzan bin Bakar SMP, AMP Director


Zulkifly bin Mohd Wazir Deputy DirectorCurriculum Development Centre

Editorial Advisors Cheah Eng Joo Principal Assistant Director

(Head of Science and Mathematics Sector)


Zaidi Yazid Assistant Director

(Head of Elective Sciences Unit)


Editor Ho Heng Ling Assistant Director

(Head of Core Sciences Unit)




68

PANEL OF WRITERS

Cheah Eng Joo Curriculum Development Centre. Ratna Devi a/p Kana

Nagaraju

SMK Victoria, Kuala Lumpur.

Zaidi Yazid Curriculum Development Centre. Azuyah bt. Hassan SMK Ayer Putih Dalam, Kedah.

Ho Heng Ling Curriculum Development Centre. Salmah bt. Mohd. Tahar SMK Sultan Omar, Trengganu.

Zainusham Yusof Curriculum Development Centre. Roslah Awang SMK Landas, Trengganu.

Salina Hanum Osman

Mohamed

Curriculum Development Centre. Meli bin Hussin SM Sains Kuala Trengganu,

Trengganu.

Aizatul Adzwa Mohd Basri Curriculum Development Centre. Norisa bte Mohamed Nor Sek. Men Sains Seremban, Negeri

Sembilan

Zulkifli Baharudin Curriculum Development Centre. Chan Suan Khin (Jacinta) SM Muara Tuang, Sarawak.

Yusof Ismail Curriculum Development Centre. Alice Tan SM Sains Selangor, Kuala Lumpur.

Salbiah Mohd. Som Curriculum Development Centre. Lim Boon Hock SMK Methodist (ACS), Melaka

Zainon Abdul Majid Curriculum Development Centre. Roslena bt. Zakaria SMK Bukit Jana, Perak.

Zaidah Md. Yusof Curriculum Development Centre. Ruslinah bt. Mohamad

Zaman

SMK Seri Tanjong, Kuala Lumpur.

Ahmad Salihin Mat Saat Curriculum Development Centre. Pn.Mazinah bte. Muda SM Sains Tengku Mohamad Faris

Petra, Kelantan.

Wahida Abdullah SMK Tunku Abdul Rahman Putra,

Selangor.

Hasimah bt. Azit Sek. Seri Puteri, Wilayah

Persekutuan.Noraini Samin Sek. Men. Sains Muar, Johor. Chin Mee Ying SMK Menjalara, Kuala Lumpur.



Curriculum Development CentreMinistry of Education

2005

curriculum specification biology form 4

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