Syllubus form4

MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Secondary Schools
Curriculum Specifications
BIOLOGY
Form 4
Curriculum Development Centre
Ministry of Education Malaysia
2005

Copyright © 2005
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 retrieval
system, 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 high
level 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 in
Malaysia nurtures a
science and technology culture by focusing
on the development of individuals who are competitive, dynamic, robust and
resilient and able to
master scientific knowledge and technological competency.

xi
PREFACE
The aspiration of the nation to become an industrialised society
depends on science and technology. It is envisaged that
success in providing quality science education to Malaysians
from an early age will serve to spearhead the nation into
becoming a knowledge society and a competitive player in the
global arena. Towards this end, the Malaysian education system
is giving greater emphasis to science and mathematics
education.
The Biology curriculum has been designed not only to provide
opportunities for students to acquire science knowledge and
skills, develop thinking skills and thinking strategies, and to
apply this knowledge and skills in everyday life, but also to
inculcate in them noble values and the spirit of patriotism. It is
hoped that the educational process en route to achieving these
aims would produce well-balanced citizens capable of
contributing to the harmony and prosperity of the nation and its
people.
The Biology curriculum aims at producing active learners. To
this end, students are given ample opportunities to engage in
scientific investigations through hands-on activities and
experimentations. The inquiry approach, incorporating thinking
skills, thinking strategies and thoughtful learning, should be
emphasised throughout the teaching-learning process. The
content and contexts suggested are chosen based on their
relevance and appeal to students so that their interest in the
subject is enhanced.
In a recent development, the Government has made a decision to
introduce English as the medium of instruction in the teaching
and learning of science and mathematics. This measure will
enable students to keep abreast of developments in science and
technology in contemporary society by enhancing their capability
and know-how to tap the diverse sources of information on
science written in the English language. At the same time, this
move would also provide opportunities for students to use the
English language and hence, increase their proficiency in the
language. Thus, in implementing the biology curriculum, attention
is given to developing students’ability to use English for study
and communication, especially in the early years of learning.
The development of this curriculum and the preparation of the
corresponding Curriculum Specifications have been the work of
many individuals over a period of time. To all those who have
contributed in one way or another to this effort, may I, on behalf
of the Ministry of Education, express my sincere gratitude and
thanks for the time and labour expended.
(MAHZAN BIN BAKAR SMP, AMP)
Director

1
INTRODUCTION
As articulated in the National Education Policy, education in
Malaysia is an on-going effort towards developing the potential
of individuals in a holistic and integrated manner to produce
individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious. The primary and
secondary school science curriculum is developed with the aim
of producing such individuals.
As a nation that is progressing towards a developed nation
status, Malaysia needs to create a society that is scientifically
oriented, progressive, knowledgeable, having a high capacity for
change, forward-looking, innovative and a contributor to
scientific and technological developments in the future. In line
with this, there is a need to produce citizens who are creative,
critical, inquisitive, open-minded and competent in science and
technology.
The Malaysian science curriculum comprises three core science
subjects and four elective science subjects. The core subjects
are Science at primary school level, Science at lower secondary
level and Science at upper secondary level. Elective science
subjects are offered at the upper secondary level and consist of
Biology, Chemistry, Physics, and Additional Science.
The core science subjects for the primary and lower secondary
levels are designed to provide students with basic science
knowledge, prepare students to be literate in science, and
enable students to continue their science education at the upper
secondary level. Core Science at the upper secondary level is
designed to produce students who are literate in
science, innovative, and able to apply scientific knowledge in
decision making and problem solving in everyday life.
The elective science subjects prepare students who are more
scientifically inclined to pursue the study of science at post-
secondary level. This group of students would take up careers in
the field of science and technology and play a leading role in this
field for national development.
For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum
specifications. The syllabus presents the aims, objectives and the
outline of the curriculum content for a period of 2 years for
elective science subjects and 5 years for core science subjects.
The curriculum specifications provides the details of the
curriculum which includes the aims and objectives of the
curriculum, brief descriptions on thinking skills and thinking
strategies, scientific skills, scientific attitudes and noble values,
teaching and learning strategies, and curriculum content. The
curriculum content provides the themes, learning areas, learning
objectives, suggested learning activities, the intended learning
outcomes, notes and vocabulary.
AIMS
The aims of the biology curriculum for secondary school are to
provide students with the knowledge and skills in science and
technology and enable them to solve problems and make
decisions in everyday life based on scientific attitudes and noble
values.
Students who have followed the biology curriculum will have the
foundation in biology to enable them to pursue formal and
informal further education in science and technology.

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The curriculum also aims to develop a concerned, dynamic and
progressive society with a science and technology culture that
values nature and works towards the preservation and
conservation of the environment.
OBJECTIVES
The biology curriculum for secondary school enables students
to:
1. Acquire knowledge in biology and technology in the
context of natural phenomena and everyday life
experiences.
2. Understand developments in the field of biology and
technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical
manner to solve problems and make decisions on
biology-related issues.
5. Apply knowledge of biology to improve one’s health and
well-being, and face challenges in the scientific and
technological world and be willing to contribute towards
the development of science and technology.
6. Evaluate science and technology-related information
wisely and effectively.
7. Practise and internalise scientific attitudes and good
moral values.
8. Realise the importance of inter-dependence among living
things and the management of nature for survival of
mankind.
9. Appreciate the contributions of science and technology
towards national development and the well-being of
mankind.
10. Realise that scientific discoveries are the result of human
endeavour to the best of his or her intellectual and mental
capabilities to understand natural phenomena for the
betterment of mankind.
11. Be aware of the need to love and care for the
environment and play an active role in its preservation
and conservation.
SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry and
problem solving processes, scientific and thinking skills are
utilised. Scientific skills are important in any scientific
investigation such as conducting experiments and carrying out
projects.
Scientific skills encompass science process skills and
manipulative skills.
Science Process Skills
Science process skills enable students to formulate their
questions and find out the answers systematically.

3
Descriptions of the science process skills are as follows:
Observing Using the sense of hearing, touch, smell,
taste and sight to collect information about an
object or a phenomenon.
Classifying Using observations to group objects or events
according to similarities or differences.
Measuring and
Using
Numbers
Making quantitative observations using
numbers and tools with standardised units.
Measuring makes observation more accurate.
Inferring Using past experiences or previously
collected data to draw conclusions and
explain events.
Predicting Stating the outcome of a future event based
on prior knowledge gained through
experiences or collected data.
Communicating Using words or graphic symbols such as
tables, graphs, figures or models to describe
an action, object or event.
Using Space-
Time Relationship
Describing changes in parameter with time.
Examples of parameters are location,
direction, shape, size, volume, weight and
mass.
Interpreting Data Giving rational explanations about an object,
event or pattern derived from collected data.
Defining
Operationally
Defining concepts by describing what must be
done and what should be observed.
Controlling
Variables
Identifying the fixed variables, manipulated
variable, and responding variable in an
investigation. The manipulated variable is
changed to observe its relationship with the
responding variable. At the same time, the
fixed variables are kept constant.
Hypothesising Making a general statement about the
relationship between a manipulated variable
and a responding variable in order to explain
an event or observation. This statement can
be tested to determine its validity.
Experimenting Planning and conducting activities to test a
certain hypothesis. These activities include
collecting, analysing and interpreting data and
making conclusions.
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor
skills that enable students to:
? use and handle science apparatus and laboratory substances
correctly,
? handle specimens correctly and carefully,
? draw specimens, apparatus and laboratory substances
accurately,
? clean science apparatus correctly, and
? store science apparatus and laboratory substances correctly
and safely.

4
THINKING SKILLS
Thinking is a mental process that requires an individual to
integrate knowledge, skills and attitude in an effort to understand
the environment.
One of the objectives of the national education system is to
enhance the thinking ability of students. This objective can be
achieved through a curriculum that emphasises thoughtful
llearning. Teaching and learning that emphasises thinking skills
is a foundation for thoughtful learning.
Thoughtful learning is achieved if students are actively involved
in the teaching and learning process. Activities should be
organised to provide opportunities for students to apply thinking
skills in conceptualisation, problem solving and decision-making.
Thinking skills can be categorised into critical thinking skills and
creative thinking skills. A person who thinks critically always
evaluates an idea in a systematic manner before accepting it. A
person who thinks creatively has a high level of imagination, is
able to generate original and innovative ideas, and modify ideas
and products.
Thinking strategies are higher order thinking processes that
iinvolve various steps. Each step involves various critical and
creative thinking skills. The ability to formulate thinking
strategies is the ultimate aim of introducing thinking activities in
the teaching and learning process.
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 and
Contrasting
Finding similarities and differences based
on criteria such as characteristics,
features, qualities and elements of a
concept or event.
Grouping and
Classifying
Separating objects or phenomena into
categories based on certain criteria such
as common characteristics or features.
Sequencing Arranging objects and information in order
based on the quality or quantity of common
characteristics or features such as size,
time, shape or number.
Prioritising Arranging objects and information in order
based on their importance or priority.
Analysing Examining information in detail by breaking
it down into smaller parts to find implicit
meanings and relationships.
Detecting Bias Identifying views or opinions that have the
tendency to support or oppose something
in an unfair or misleading way.
Evaluating Making judgements on the quality or value
of something based on valid reasons or
evidence.
Making Conclusions Making a statement about the outcome of
an investigation that is based on a
hypothesis.

5
Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Generating Ideas Producing or giving ideas in a discussion.
Relating Making connections in a certain situation
to determine a structure or pattern of
relationship.
Making Inferences Using past experiences or previously
collected data to draw conclusions and
explain events.
Predicting Stating the outcome of a future event
based on prior knowledge gained through
experiences or collected data.
Making
Generalisations
Making a general conclusion about a
group based on observations on, or
information from, samples of the group.
Visualising Recalling or forming mental images about
a particular idea, concept, situation or
vision.
Synthesising Combining separate elements or parts to
form a general picture in various forms
such as writing, drawing or artefact.
Making Hypotheses Making general statement about the
relationship between manipulated
variables and responding variables to
explain observations or events. The
statements can be tested to determine
validity.
Making Analogies Understanding abstract or complex
concepts by relating them to simpler or
concrete concepts with similar
characteristics.
Inventing Producing something new or adapting
something already in existence to
overcome problems in a systematic
manner.
Thinking Strategy
Description of each thinking strategy is as follows:
Conceptualising Making generalisations based on inter-
related and common characteristics in
order to construct meaning, concept or
model.
Making Decisions Selecting the best solution from various
alternatives based on specific criteria to
achieve a specific aim.
Problem Solving Finding solutions to challenging or
unfamiliar situations or unanticipated
difficulties in a systematic manner.
Besides the above thinking skills and thinking strategies,
another skill emphasised is reasoning. Reasoning is a skill
used in making logical, just and rational judgements.
Mastering of critical and creative thinking skills and thinking
strategies is made simpler if an individual is able to reason in
an inductive and deductive manner. Figure 1 gives a general
picture of thinking skills and thinking strategies.

6
Figure 1: TSTS Model in Science Mastering of thinking skills and thinking strategies (TSTS)
through the teaching and learning of science can be
developed through the following phases:
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations with teacher’s
guidance.
5. Applying TSTS together with other skills to accomplish
thinking tasks.
Further information about phases of implementing TSTS can
be 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 Process
Skills
Science process skills are skills that are required in the
process of finding solutions to a problem or making decisions
in a systematic manner. It is a mental process that promotes
critical, creative, analytical and systematic thinking. Mastering
of science process skills and the possession of suitable
attitudes and knowledge enable students to think effectively.
The mastering of science process skills involves the
mastering of the relevant thinking skills. The thinking skills
that are related to a particular science process skill are as
follows:
Thinking Skills
Critical
? Attributing
? Comparing and
contrasting
? Grouping and
classifying
? Sequencing
? Prioritising
? Analysing
? Detecting bias
? Evaluating
? Making
conclusions
Creative
? Generating ideas
? Relating
? Making inferences
? Predicting
? Making
hypotheses
? Synthesising
? Making
generalisations
? Visualising
? Making analogies
? Inventing
Thinking
Strategies
? Conceptualising
? Making decisions
? Problem solving
Reasoning

7
Science Process Skills Thinking Skills
Observing Attributing
Comparing and contrasting
Relating
Classifying Attributing
Grouping and classifying
Measuring and Using
Numbers
Relating
Making Inferences Relating
Analysing
Making inferences
Predicting Relating
Visualising
Using Space-Time
Relationship
Sequencing
Prioritising
Interpreting data Comparing and contrasting
Analysing
Detecting bias
Making conclusions
Generalising
Evaluating
Defining operationally Relating
Making analogy
Visualising
Analysing
Science Process Skills Thinking Skills
Controlling variables Attributing
Relating
Analysing
Making hypotheses Attributing
Relating
Generating ideas
Making hypotheses
Predicting
Synthesising
Experimenting All thinking skills
Communicating All thinking skills
Teaching and Learning based on Thinking Skills and
Scientific Skills
This biology curriculum emphasises thoughtful learning based on
thinking skills and scientific skills. Mastery of thinking skills and
scientific skills are integrated with the acquisition of knowledge in
the intended learning outcomes. Thus, in teaching and learning,
teachers need to emphasise the mastery of skills together with
the acquisition of knowledge and the inculcation of noble values
and scientific attitudes.
The following is an example and explanation of a learning
outcome based on thinking skills and scientific skills.

8
Example:
Learning Outcome:
Thinking Skills:
Compare and contrast animal cell and
plant cell based on the structure and
organelles
Explanation:
To achieve the above learning outcome, knowledge on the
structure and organelles in animal and plant cells are learned
through comparing and contrasting. The mastery of the skill of
comparing and contrasting is as important as the acquisition of
knowledge on animal and plant cells. This would enable
students to understand topics on mitosis and meiosis.
SCIENTIFIC ATTITUDES AND NOBLE VALUES
Science learning experiences can be used as a means to
inculcate scientific attitudes and noble values in students. These
attitudes and values encompass the following:
? Having an interest and curiosity towards the environment.
? Being honest and accurate in recording and validating data.
? Being diligent and persevering.
? Being responsible about the safety of oneself, others, and
the environment.
? Realising that science is a means to understand nature.
? Appreciating and practising clean and healthy living.
? Appreciating the balance of nature.
? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
? Being thankful to God.
? Having critical and analytical thinking.
? Being flexible and open-minded.
? Being kind-hearted and caring.
? Being objective.
? Being systematic.
? Being cooperative.
? Being fair and just.
? Daring to try.
? Thinking rationally.
? Being confident and independent.
The inculcation of scientific attitudes and noble values generally
occurs through the following stages:
? Being aware of the importance and the need for scientific
attitudes and noble values.
? Giving emphasis to these attitudes and values.
? Practising and internalising these scientific attitudes and
noble values.
When planning teaching and learning activities, teachers need to
give due consideration to the above stages to ensure the
continuous and effective inculcation of scientific attitudes and
values. For example, during science practical work, the teacher
should remind pupils and ensure that they carry out experiments
in a careful, cooperative and honest manner.
Proper planning is required for effective inculcation of scientific
attitudes and noble values during science lessons. Before the
first lesson related to a learning objective, teachers should
examine all related learning outcomes and suggested teaching-
learning activities that provide opportunities for the inculcation of
scientific attitudes and noble values.

9
The following is an example of a learning outcome pertaining to
the inculcation of scientific attitudes and values.
Example:
Level:
Learning Area:
Learning Objective:
Learning Outcome:
Suggested Learning
Activities
Scientific attitudes and
noble values
Form Four
2.0 Endangered Ecosystem
2.3 Realising the importance of
proper management of
development activities and the
ecosystem.
Explain measures taken in the
management of development
activities and the ecosystem to
ensure a balance of nature is
maintained.
Carry out small group discussion
and present the findings, based on
the following:
a) implementation of laws,
b) education on the management
of resources, include the
reduce, reuse, and recycle of
resources,
Love and respect for the
environment.
Being responsible for the safety of
oneself, others and the
environment.
Appreciating the balance of nature.
Being systematic.
Being cooperative.
Inculcating Patriotism
The biology curriculum provides an opportunity for the
development and strengthening of patriotism among students.
For example, in learning about the process of colonization and
succession in an ecosystem, students will learn about the rich
biodiversity in the country, they will appreciate the diversity and
uniqueness of this natural resource of the country and deepen
their love for the country.
TEACHING AND LEARNING STRATEGIES
Teaching and learning strategies in the biology curriculum
emphasise thoughtful learning. Thoughtful learning is a process
that helps students acquire knowledge and master skills that will
help them develop their minds to the optimum level. Thoughtful
learning can occur through various learning approaches such as
inquiry, constructivism, contextual learning, and mastery learning.
Learning activities should therefore be geared towards activating
students’critical and creative thinking skills and not be confined
to routine or rote learning. Students should be made aware of the
thinking skills and thinking strategies that they use in their
learning. They should be challenged with higher order questions
and problems and be required to solve problems utilising their
creativity and critical thinking. The teaching and learning process
should enable students to acquire knowledge, master skills and
develop scientific attitudes and noble values in an integrated
manner.

10
Teaching and Learning Approaches in Science
Inquiry-Discovery
Inquiry-discovery emphasises learning through experiences.
Inquiry generally means to find information, to question and to
investigate a phenomenon that occurs in the environment.
Discovery is the main characteristic of inquiry. Learning through
discovery occurs when the main concepts and principles of
science are investigated and discovered by students
themselves. Through activities such as experiments, students
investigate a phenomenon and draw conclusions by themselves.
Teachers then lead students to understand the science concepts
through the results of the inquiry. Thinking skills and scientific
skills are thus developed further during the inquiry process.
However, the inquiry approach may not be suitable for all
teaching and learning situations. Sometimes, it may be more
appropriate for teachers to present concepts and principles
directly to students.
Constructivism
Constructivism suggests that students learn about something
when they construct their own understanding. The important
attributes of constructivism are as follows:
? Taking into account students’prior knowledge.
? Learning occurring as a result of students’own effort.
? Learning occurring when students restructure their
existing ideas by relating new ideas to old ones.
? Providing opportunities to cooperate, sharing ideas
and experiences, and reflecting on their learning.
Science, Technology and Society
Meaningful learning occurs if students can relate their learning
with their daily experiences. Meaningful learning occurs in
learning approaches such as contextual learning and Science,
Technology and Society (STS).
Learning themes and learning objectives that carry elements of
STS are incorporated into the curriculum. STS approach
suggests that science learning takes place through investigation
and discussion based on science and technology issues in
society. In the STS approach, knowledge in science and
technology is to be learned with the application of the principles
of science and technology and their impact on society.
Contextual Learning
Contextual learning is an approach that associates learning with
daily experiences of students. In this way, students are able to
appreciate the relevance of science learning to their lives. In
contextual learning, students learn through investigations as in
the inquiry-discovery approach.
Mastery Learning
Mastery learning is an approach that ensures all students are
able to acquire and master the intended learning objectives. This
approach is based on the principle that students are able to learn
if they are given adequate opportunities. Students should be
allowed to learn at their own pace, with the incorporation of
remedial and enrichment activities as part of the teaching-
learning process.
Teaching and Learning Methods
Teaching and learning approaches can be implemented through
various methods such as experiments, discussions, simulations,
projects, and visits. In this curriculum, the teaching-learning
methods suggested are stated under the column “Suggested
Learning Activities.” However, teachers can modify the
suggested activities when the need arises.

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The use of a variety of teaching and learning methods can
enhance students’interest in science. Science lessons that are
not interesting will not motivate students to learn and
subsequently will affect their performances. The choice
of teaching methods should be based on the curriculum content,
students’abilities, students’repertoire of intelligences, and the
availability of resources and infrastructure. Besides playing the
role of knowledge presenters and experts, teachers need to act
as facilitators in the process of teaching and learning. Teachers
need to be aware of the multiple intelligences that exist among
students. Different teaching and learning activities should be
planned to cater for students with different learning styles and
intelligences.
The following are brief descriptions of some teaching and
learning methods.
Experiment
An experiment is a method commonly used in science lessons.
In experiments, students test hypotheses through investigations
to discover specific science concepts and principles. Conducting
an experiment involves thinking skills, scientific skills, and
manipulative skills.
Usually, an experiment involves the following steps:
? Identifying a problem.
? Making a hypothesis.
? Planning the experiment
- controlling variables.
- determining the equipment and materials needed.
- determining the procedure of the experiment and the
method of data collection and analysis.
? Conducting the experiment.
? Collecting data.
? Analysing data.
? Interpreting data.
? Making conclusions.
? Writing a report.
In the implementation of this curriculum, besides guiding students
to do an experiment, where appropriate, teachers should provide
students with the opportunities to design their own experiments.
This involves students drawing up plans as to how to conduct
experiments, how to measure and analyse data, and how to
present the outcomes of their experiment.
Discussion
A discussion is an activity in which students exchange questions
and opinions based on valid reasons. Discussions can be
conducted before, during or after an activity. Teachers should
play the role of a facilitator and lead a discussion by asking
questions that stimulate thinking and getting students to express
themselves.
Simulation
In simulation, an activity that resembles the actual situation is
carried out. Examples of simulation are role-play, games and the
use of models. In role-play, students play out a particular role
based on certain pre-determined conditions. Games require
procedures that need to be followed. Students play games in
order to learn a particular principle or to understand the process
of decision-making. Models are used to represent objects or
actual situations so that students can visualise the said objects or
situations and thus understand the concepts and principles to be
learned.

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Project
A project is a learning activity that is generally undertaken by an
individual or a group of students to achieve a certain learning
objective. A project generally requires several lessons to
complete. The outcome of the project either in the form of a
report, an artefact or in other forms needs to be presented to the
teacher and other students. Project work promotes the
development of problem-solving skills, time management skills,
and independent learning.
Visits and Use of External Resources
The learning of science is not limited to activities carried out in
the school compound. Learning of science can be enhanced
through the use of external resources such as zoos, museums,
science centres, research institutes, mangrove swamps, and
factories. Visits to these places make the learning of science
more interesting, meaningful and effective. To optimise learning
opportunities, visits need to be carefully planned. Students may
be involved in the planning process and specific educational
tasks should be assigned during the visit. No educational visit is
complete without a post-visit discussion.
Use of Technology
Technology is a powerful tool that has great potential in
enhancing the learning of science. Through the use of
technology such as television, radio, video, computer, and
Internet, the teaching and learning of science can be made more
interesting and effective.
Computer simulation and animation are effective tools for the
teaching and learning of abstract or difficult science concepts.
Computer simulation and animation can be presented through
courseware or Web page. Application tools such, as word
processor, graphic presentation software and electronic
spreadsheet are valuable tools for the analysis and presentation
of data.
The use of other tools such as data loggers and computer
interfacing in experiments and projects also enhance the
effectiveness of teaching and learning of science.
CONTENT ORGANISATION
The biology curriculum is organised around themes. Each theme
consists of various learning areas, each of which consists of a
number of learning objectives. A learning objective has one or
more learning outcomes.
Learning outcomes are written based on the hierarchy of the
cognitive and affective domains. Levels in the cognitive domain
are: knowledge, understanding, application, analysis, synthesis
and evaluation. Levels in the affective domain are: to be aware
of, to be in awe, to be appreciative, to be thankful, to love, to
practise, and to internalise. Where possible, learning outcomes
relating to the affective domain are explicitly stated. The
inculcation of scientific attitudes and noble values should be
integrated into every learning activity. This ensures a more
spontaneous and natural inculcation of attitudes and values.
Learning areas in the psychomotor domain are implicit in the
learning activities.
Learning outcomes are written in the form of measurable
behavioural terms. In general, the learning outcomes for a
particular learning objective are organised in order of complexity.
However, in the process of teaching and learning, learning
activities should be planned in a holistic and integrated manner
that enables the achievement of multiple learning outcomes
according to needs and context. Teachers should avoid

13
employing a teaching strategy that tries to achieve each learning
outcome separately according to the order stated in the
curriculum specifications.
The Suggested Learning Activities provide information on the
scope and dimension of learning outcomes. The learning
activities stated under the column Suggested Learning Activities
are given with the intention of providing some guidance as to
how learning outcomes can be achieved. A suggested activity
may cover one or more learning outcomes. At the same time,
more than one activity may be suggested for a particular
learning outcome. Teachers may modify the suggested activity
to suit the ability and style of learning of their students. Teachers
are encouraged to design other innovative and effective learning
activities to enhance the learning of biology.

14
THEME: INTRODUCING BIOLOGY
LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY
Learning
Objectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1
Understanding
the study of
Biology
on the following and present the
findings:
a) what is the study of Biology?
b) the importance of Biology with
respect to the study of living
things, environment, interaction
between living things and the
environment.
Construct a concept map based on
information gathered on the
different fields of study and careers
related to Biology.
Small group discussion on the
importance 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 Biology
is,
? explain the importance of
Biology,
? list the different fields of study
in Biology,
? list the careers related to
Biology,
? state various ways of studying
Biology,
fields – bidang
career – kerjaya

15
Learning
Objectives
1.2
Applying
scientific
investigation
Observe a situation and identify all
the variables. Suggest a question
that is suitable for a scientific
investigation. Discuss to:
a) form a hypothesis,
b) plan the method of investigation
including selection of apparatus
and 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 the
making of bread using yeast in the
absence and presence of sugar.
Record the time taken for the
dough to double its size. For further
investigations, salt is used.
During investigation, highlight the
need to practise scientific attitudes
and noble values such as honesty
and accuracy in recording and
verifying data.
? identify variables in a given
situation,
? identify the relationship between
two variables to form a
hypothesis,
? design and carry out a simple
experiment to test the
hypothesis,
? record and present data in a
suitable form,
? interpret data to draw
conclusions,
? write a report on an experiment,
? practise scientific attitudes and
noble values.
This activity helps
the teacher to
assess students’
capabilities to carry
out a scientific
investigation.
These attitudes and
values should be
observed in all
investigations in
other learning
areas.
scientific investigation –
penyiasatan saintifik
scientific attitudes – sikap
saintifik
noble values – nilai murni

16
THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS
LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION
Learning
Objectives
1.1
Understanding
cell structure
and function
Prepare and study slides to
compare the epidermal cells of
onion or cells of Hydrilla leaf with
human cheek cells. Observe, draw
and label diagrams of an animal
cell and a plant cell as seen
through a light microscope.
Study electron micrographs of
animal cells and plant cells to
identify cellular components of cell:
a) plasma membrane and cell
wall,
b) cytoplasm,
c) organelles:
(i) nucleus: nucleolus,
chromosomes,
nucleoplasm and nuclear
membrane,
(ii) rough and smooth
endoplasmic 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 components
of a plant cell,
The structure of the
organelles is not
required.
cellular components –
komponen-komponen sel

17
Learning
Objectives
Work in small groups to match
cellular components to their
functions.
Students present a comparison
between the structure of an animal
cell and a plant cell.
Discuss the relationship between
the density of certain organelles
with the function of specific cells:
a) mitochondria with the function
of sperm cells, flight muscle
cells in insects and birds, cells
in the meristems,
b) chloroplasts with the function of
palisade cells.
? state the functions of the cellular
components in an animal cell,
? state the functions of the cellular
components in a plant cell,
? compare and contrast an animal
cell and a plant cell,
? relate the density of certain
organelles with the functions of
specific cells.
relate – mengiatkan
density - ketumpatan

18
Learning
Objectives
1.2
Understanding
cell
organisation
Observe the living processes of
unicellular organisms such as
feeding, locomotion and
reproduction through computerised
animation / video / mircoscope.
findings:
a) cell specialisation in
multicellular organisms,
b) the necessity for cell
specialization in multicellular
organisms
c) cell organisation in the
formation of tissues, organs
and systems in humans,
animals and plants.
Construct models of tissues,
organs and systems in human,
animals and plants.
? state the necessity for cell
specialisation in multicellular
organism as compared to
unicellular organism,
? describe cell specialisation in
multicellular organisms,
? describe cell organisation in the
formation of tissues, organs and
systems in multicellular
organisms,
living processes – proses -
proses kehidupan
cell specialisation –
pengkhususan sel

19
Learning
Objectives
Conduct a discussion on the
following:
a) the meaning of internal
environment,
b) factors affecting the internal
environment including
temperature, pH, osmotic
pressure and glucose level.
c) it is important that the
organism’s cells always
experience conditions which
permit efficient functioning, the
involvement of various systems
in maintaining optimal internal
environment.
? state the meaning of internal
environment,
? identify factors affecting the
internal environment,
? explain the necessity to maintain
optimal internal environment,
? describe the involvement of
various systems in maintaining
optimal internal environment.
A simple
explanation.
1.3
Appreciating
the uniqueness
of the cell
Discuss and predict the cell
condition without a particular
cellular component.
Conduct a role-play activity to show
that cells become adapted for
different functions.
? predict the state of certain cells
without a particular cellular
component,
? illustrate that most cells are
specialised for the job that they
perform.
uniqueness – keunikan

20
LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
Learning
Objectives
2.1
Analysing the
of movement of
substances
across the
plasma
membrane
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 plasma
membrane.
Discuss the structure of the plasma
membrane as comprising the
phospholipid bilayer, carrier protein
and pores.
Conduct an experiment, using
starch suspension and glucose
solution, to study the movement of
substances across egg membrane
or Visking tubing.
Discuss the properties of the
plasma membrane as a semi-
permeable membrane.
Discuss the movement of soluble
membrane through simple diffusion
and facilitated diffusion.
Carry out an activity to show
osmosis using a simple
osmometer.
? state the substances required by
living cells,
? state the substances that have
to be eliminated from cells,
? explain the necessity for
movement of substances across
the plasma membrane,
? describe the structure of the
plasma membrane,
? describe the permeability of the
plasma membrane,
? explain the movement of soluble
membrane through the process
of passive transport,
? explain the movement of water
molecules across the plasma
membrane by osmosis,
Only a brief account
of the structure of
the plasma
membrane is
required.
permeability - ketelapan
simple diffusion – resapan
ringkas
facilitated diffusion –
resapan berbantu
passive transport –
pengangkutan pasif
active transport -
pengangkutan aktif

21
Learning
Objectives
Discuss the movement of
membrane through active
transport.
Conduct a simulation activity to
show the movement of substances
across the plasma membrane
through passive transport and
active transport.
Use computer simulation to show
the movement of substances
across the plasma membrane.
Discuss the processes of passive
transport and active transport in
living organisms:
a) gaseous exchange in the alveoli
and blood capillaries (simple
diffusion),
b) absorption of digested food in
the villus (facilitated diffusion),
c) absorption of water by root hairs
of a plant (osmosis),
d) ion intake by root hairs of a plant
(active transport).
? explain the movement of
membrane through the process
of active transport,
? explain the process of passive
transport in living organisms
using examples,
? explain the process of active
transport in living organisms
using examples,
Only a basic
explanation of the
active transport
process is required.

22
Learning
Objectives
Construct a concept map on the
the plasma membrane.
Use a graphic organiser to
compare and contrast passive
transport and active transport.
? compare and contrast passive
transport and active transport.
2.2
Understanding
the movement
of substances
across the
plasma
membrane in
everyday life
Carry out activities to study the
effects of hypotonic and hypertonic
solutions on plant and animal cells:
a) plasmolysis and deplasmolysis
in plant cells,
b) haemolysis and crenation in red
blood cells.
a) hypotonic, hypertonic and
isotonic solutions,
b) plasmolysis, deplasmolysis,
haemolysis and crenation,
c) flaccidity and turgidity of plant
cells.
Carry out an investigation using
various concentrations of salt or
sugar solutions to determine the
concentration of external solution
which is isotonic to the cell sap of
plant tissues.
? explain what hypotonic,
hypertonic and isotonic solutions
are,
? explain the effects of hypotonic,
hypertonic and isotonic solutions
on plant cell and animal cell,
? explain plasmolysis,
deplasmolysis, haemolysis and
crenation,
? design an experiment to
determine the concentration of
external solution which is
isotonic to cell sap,
The use of human
blood is
discouraged.
The concentration of
the external solution
which is isotonic to
the cell sap is
determined from the
plotted graph.
effects - kesan
turgidity - kesegahan

23
Learning
Objectives
Discuss and make an inference on
the concentration of cell sap in
plant tissues which is equivalent to
the concentration of isotonic
solution.
Discuss and correlate the
the plasma membrane with the
difference in concentration of the
external solution and that of the cell
sap.
a) wilting of plants caused by the
excessive use of chemical
fertilisers,
b) preservation of food using salt
or sugar.
? make an inference on the
concentration of cell sap in plant
tissues,
? relate the movement of
substances across plasma
membrane with concentration
gradient,
? explain the phenomenon of
wilting in plants using examples,
? explain the preservation of food
using examples.
Discussion should
be based on the
concepts of osmosis
and plasmolysis.
wilting – layu
preservation - pengawetan
2.3
Appreciating
the movement
of substances
across the
plasma
membrane
Compose poems to appreciate the
the plasma membrane.
? explain the necessity of
the plasma membrane which
occurs in a continuous and
controlled manner for survival of
a cell.

24
LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL
Learning
Objectives
3.1
Understanding
the chemical
composition of
the cell
findings:
a) elements in the cell, including
carbon, hydrogen, oxygen,
nitrogen sulphur, phosphorus,
calcium, potassium,
magnesium, chlorine, sodium
and ferum,
b) the presence and importance of
chemical compounds in the
cell.
? state the elements in the cell,
? list the chemical compounds in
the cell,
organic compounds in the cell,
? explain the importance of water
in the cell.
Chemical
compounds in the
cell are limited to
carbohydrates,
lipids, proteins,
nucleic acids and
water only.
A brief account on
the importance of
carbohydrates,
lipids, proteins and
nucleic acids is
required.
organic compounds –
sebatian organik
3.2
Understanding
carbohydrates
findings:
a) elements in carbohydrates,
b) types of carbohydrates, i.e.
monosaccharides,
disaccharides and
polysaccharides, using
examples,
c) the formation and breakdown of
disaccharides, such as
maltose, sucrose and lactose,
d) the formation and breakdown of
polysaccharides, such as
starch, glycogen and cellulose.
Conduct an activity to differentiate
between reducing and non-
reducing sugars.
? state the elements in
carbohydrates,
? state the types of
carbohydrates,
? explain the formation and
breakdown of disaccharides and
polysaccharides.
A detailed molecular
structure is not
required.
A brief account of
condensation and
hydrolysis reactions
is required.
formation – pembentukan
breakdown - penguraian
reducing sugar – gula
penurun
non-reducing sugar – gula
bukan penurun

25
Learning
Objectives
3.3
Understanding
proteins
findings:
a) elements in protein, such as
carbon, hydrogen, oxygen,
sulphur, nitrogen and
phosphorus,
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 various
protein structures, i.e. primary,
secondary, tertiary and quartenary.
? state the elements in proteins,
? state the various structures of
proteins,
breakdown of dipeptides and
polypeptides,
? explain the meaning of essential
amino acids and non-essential
amino acids.
A detailed molecular
structure is not
required.
A brief account of
condensation and
is required.
3.4
Understanding
lipids
List the main types of lipids:
a) fat,
b) oil,
c) wax,
d) phospholipids,
e) steroids, such as cholesterol,
testosterone, oestrogen, and
progesterone.
? state the elements in lipids,
? state the main types of lipids, A detailed molecular
structure is not
required.

26
Learning
Objectives
findings:
a) elements in lipids,
b) components of fats and oils,
c) formation and breakdown of
fats and oils.
compare saturated fats and
unsaturated fats.
? state the components of fats
and oils.
breakdown of fats and oils,
? compare and contrast saturated
fats and unsaturated fats.
A brief account of
condensation and
is required.
saturated fats – lemak tepu
unsaturated fats – lemak
tak tepu
3.5
Understanding
enzymes
Discuss on the following:
a) what enzymes are,
b) enzyme requirement in the
living 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 show
the involvement of ribosomes,
endoplasmic reticulum, and Golgi
body in the production of
extracellular enzyme.
? state what enzymes are,
? explain why enzymes are
needed in life processes,
? list the general characteristics of
enzymes,
? relate the name of enzyme to
substrate,
? state sites where enzymes are
synthesised,
? state the meaning of intracellular
enzymes and extracellular
enzymes,
? explain the involvement of
specific organelles in the
production of extracellular
enzymes,
intracellular enzyme –
enzim intrasel
extracellular enzyme –
enzim luar sel

27
Learning
Objectives
Conduct experiments to study the
effects of pH and temperature on
the activities of amylase and
pepsin.
Discuss the effects of enzyme
concentration and substrate
concentration on enzyme activity.
Discuss the mechanism of enzyme
action using the ‘lock and key’
hypothesis.
Discuss and correlate pH,
temperature, enzyme concentration
and substrate concentration on
enzyme activity using the ‘lock and
key ‘hypothesis.
Gather information from the
Internet and other sources on the
uses of enzymes in:
a) daily life, e.g. tenderising meat
b) industry e.g. food processing
and detergent manufacturing.
? explain the effects of pH,
temperature, enzyme
concentration, and substrate
concentration on enzyme
activity,
? explain the mechanism of
enzyme action,
? relate the mechanism of enzyme
action with pH, temperature,
enzyme concentration and
substrate concentration,
? explain the uses of enzymes in
daily life and industry using
examples.
concentration - kepekatan
substrates – substrat
3.6
Realising the
importance of
the chemical
composition in
cells
Conduct a role play or story telling
session to predict the
consequences of deficiency in one
of the chemical components in the
cell.
? predict the consequences of
deficiency in carbohydrates,
protein, lipids or enzymes in the
cell.
deficiency - kekurangan

28
LEARNING AREA: 4.0 CELL DIVISION
Learning
Objectives
4.1
Understanding
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 and
significance of mitosis from the
brainstorming session.
Study charts to identify the various
phases of the cell cycle.
Make models to demonstrate
mitosis and cytokinesis.
Prepare and observe a slide of
onion root tip to identify different
stages of mitosis.
Study the process of controlled and
uncontrolled mitosis and
cytokinesis through simulation,
computerised animation or video.
? state the necessity for the
production of new cells in
organisms,
? explain the necessity for the
production of new cells identical
to parent cells,
? state the significance of mitosis,
? identify the phases in the cell
cycle,
? explain the process of mitosis
and cytokinesis,
? arrange the various stages of
mitosis in the correct sequence,
? compare and contrast mitosis
and cytokinesis in animal cell
and plant cell,
identical - seiras
significance - kepentingan

29
Learning
Objectives
Conduct a brainstorming session to
come up with examples on mitosis
as a controlled process for the
perpetuity of living things such as
regeneration of lizard tail, certain
plant parts and the healing of skin.
Gather information on diseases,
including cancer or tumour, caused
by uncontrolled mitosis in living
things.
Make a trip to a research institute
to study tissue culture technique.
Conduct a debate or forum on
cloning issues.
controlled mitosis,
? explain the effects of
uncontrolled mitosis in living
things,
? describe the application of
knowledge on mitosis in
cloning,
? explain the advantages and
disadvantages of cloning.
Techniques of
cloning include
tissue culture.
controlled mitosis – mitosis
terkawal
regeneration –
pertumbuhan / penjanaan
semula
uncontrolled mitosis –
mitosis luar kawal

30
Learning
Objectives
4.2
Understanding
meiosis
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 of
chromosomes,
d) the uniqueness of diploid
number of chromosomes in
organisms,
e) the significance of meiosis,
f) the type of cell that undergoes
meiosis in human, animals and
plants.
Observe the process of meiosis
through computerised animation,
photomicrograph, prepared slides,
or video.
Use simulation activities to show
changes in chromosome behaviour
during meiosis I and meiosis II
Use graphic organisers to compare
and contrast:
a) Meiosis I and meiosis II,
b) Meiosis and mitosis.
? state the necessity of trait
inheritance in offspring for
continuation of life,
? state the necessity to maintain
diploid chromosomal number
from generation to generation,
? state the necessity for
production of haploid gametes in
sexual reproduction,
? state the significance of meiosis,
? identify the type of cell that
undergoes meiosis,
? explain the process of meiosis,
? arrange the various stages of
meiosis in the correct order,
? compare and contrast meiosis I
and meiosis II,
? compare and contrast meiosis
and mitosis.
A detailed
explanation of
Prophase 1 is not
required.
trait inheritance –
pewarisan ciri
offspring – anak

31
Learning
Objectives
4.3
Appreciating
the movement
of
chromosomes
during mitosis
and meiosis.
a) conduct a role-play,
b) avoid radioactive and
carcinogenic substances.
? describe what will happen when
the movement of chromosomes
during mitosis and meiosis do
not occur in an orderly manner,
? know and avoid things that
maybe harmful.

32
THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS
LEARNING AREA: 1.0 NUTRITION
Learning
Objectives
1.1
Understanding
types of
nutrition
Observe and identify types of
nutrition in various organisms.
Discuss autotrophic and
heterotrophic nutrition with
reference to chemosynthesis,
photosynthesis, holozoic nutrition,
saprophytism, and parasitism.
Use a graphic organiser to show
the types of nutrition.
Conduct an activity to classify
various organisms according to
types of nutrition.
? state the types of nutrition,
? explain autotrophic nutrition,
? explain heterotrophic nutrition,
? classify organisms according to
the types of nutrition.
1.2
Applying the
concept of
balanced diet
findings:
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 determine
the energy value in food samples.
Design activities to test for the
presence of starch, reducing sugar,
non-reducing sugar, protein and
lipid in food samples.
? explain the necessity for a
balanced diet,
? explain the factors affecting the
daily energy requirement of the
human body,
? determine the energy value in
food samples,
? determine the nutrient content in
different food samples,
The unit for energy
used is Joule.
balanced diet – gizi
seimbang

33
Learning
Objectives
Conduct an experiment to
determine the Vitamin C content in
various fruit juices.
Match the vitamins with their
sources, functions and effects of
deficiency.
Match the minerals with their
sources, functions and effects of
deficiency.
Discuss the sources, functions and
deficiency of roughage.
Discuss the sources and functions
of water in the body.
Carry out a group discussion to
formulate and justify an appropriate
diet menu based on a nutrient chart
for 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 and
sources of vitamins in a diet to
maintain health,
sources of minerals in a diet to
maintain health,
sources of roughage / dietary
fibre in a diet,
? explain the functions of water in
the body,
? justify the selection of an
appropriate balanced diet for a
target group.
roughage / dietary fibre –
pelawas
target group – kumpulan
sasaran

34
Learning
Objectives
1.3
Understanding
malnutrition
findings:
a) meaning of malnutrition,
b) effects of deficiency in proteins,
vitamins, minerals, on health,
c) effects of excessive intake of
carbohydrates, lipids, vitamins
and minerals on health,
d) a diet low in saturated fats help
reduce the chance of
contracting cardiovascular
disease,
e) ways to reduce the risk of high
blood pressure, diabetes
mellitus and osteoporosis.
? explain what malnutrition is,
malnutrition using examples,
? describe ways to reduce the
chance of contracting certain
health problems due to one’s
diet,
? describe ways to reduce the
effects of certain health
problems.
1.4
Analysing food
digestion
a) glucose, amino acids and lipids
are always required by the cell
to carry out metabolic
processes,
b) complex substances like
carbohydrates, proteins and
lipids need to be digested.
Draw and label parts of the human
digestive system.
a)
? state the substances required by
the cell to carry out metabolic
processes,
? list the complex substances that
need to be digested,
? explain the necessity for
digestion of complex
substances,
? draw and label the human
digestive system,
?
metabolic processes –
proses metabolik

35
Learning
Objectives
Discuss the functions of digestive
juices, including saliva, gastric
juice, pancreatic juice, intestinal
juice and other substances, i.e.
hydrochloric acid and bile that aid
the process of digestion.
Discuss the digestion of
carbohydrates, proteins and fats on
the 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 digestive
system in ruminants and rodents.
Discuss the digestion of cellulose
in ruminants (eg. cow) and rodents
(rabbit).
Use graphic organiser to compare
and contrast the process of
cellulose digestion in humans,
ruminants and rodents.
? state the digestive juices and
substances that aid in the
process of digestion in human,
? describe the functions of the
digestive juices and substances,
? explain the digestion of
carbohydrates, proteins and
lipids in the human body,
? identify parts of digestive system
in ruminants and rodents
involved in the digestion of
cellulose,
? describe the digestion of
cellulose in ruminants and
rodents,
? compare and contrast the
digestive process in humans,
ruminants and rodents,
digestive juices – jus
pencernaan
bile - hempedu

36
Learning
Objectives
Plan and conduct experiments to
study the enzyme actions on starch
and protein food samples.
Collect information and discuss
problems related to food digestion:
b) incomplete digestion of food,
c) bile stones preventing the flow
of bile,
reduced production of specific
digestive enzyme.
? design experiments to study the
digestion of starch and proteins
in food samples,
? describe problems related to
food digestion.
1.5
Understanding
the processes
of absorption
and
assimilation of
digested food
Examine models or diagrams of the
digestive system and cross-section
of the small intestine. With
reference to the models or
diagrams discuss the following:
a) adaptation of the small
intestine,
b) absorption process of amino
acids, glucose, fatty acids,
glycerol, vitamins and minerals
in the villus.
Carry out an activity to study the
movement of substances through
the Visking tubing.
? identify the parts of the digestive
system involved in absorption of
digested food,
? explain the adaptive
characteristic of the digestive
system related to absorption,
? draw and label the structure of a
villus,
? explain the process of
absorption in the villus,
?
adaptive characteristic –
ciri-ciri penyesuaian
absorption - penyerapan
small intestine – usus kecil

37
Learning
Objectives
Based on the above activity
correlate the movement of food
substances through the Visking
tubing with nutrient absorption in
the small intestine.
Discuss the absorption of water
and minerals in the colon.
Using diagrams, charts or
computerised animation discuss:
a) the transport of amino acids,
glucose, water soluble vitamins
and minerals by the circulatory
system
i) from the small intestine to
the liver through the hepatic
portal vein,
ii) from the liver to the body
cells,
b) transport of lipids and fat
soluble vitamins.
Make a schematic diagram to show
the transport of nutrients from the
intestine to the body cells.
? make an analogy on the process
of absorption in the small
intestine,
? explain the absorption of water
and minerals in the colon,
? describe the transport of
nutrients by the circulatory
system for assimilation,
transport – pengangkutan
circulatory system – sistem
peredaran
liver – hati
assimilation - assimilasi

38
Learning
Objectives
Discuss the following functions of
the liver:
a) storage of nutrients,
b) processing the products of
digestion i.e. excess glucose
and amino acids,
c) detoxification.
Discuss the process of assimilation
by the body cells.
? explain the main functions of the
liver,
? describe the process of
assimilation.
1.6
Understanding
the formation of
faeces and
defecation
With reference to diagrams, charts
or model of the digestive system,
identify the colon and rectum.
findings:
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 cancer
and haemorrhoids.
? identify the part of the digestive
system where the formation of
faeces takes place,
? describe the formation of
faeces,
? explain the role of
microorganisms in the colon and
the effect of antibiotics on them,
? explain what defecation is,
defecation,
? explain the importance of high
fibre diets,
? describe the problems related to
defecation.
defecation – penyahtinjaan
faeces – tinja
constipation – sembelit
haemorrhoids - buasir

39
Learning
Objectives
1.7
Evaluating
eating habits
findings:
a) relationship between eating
habits and health problems
such as:
(i) gastritis,
(ii) obesity,
(iii) anorexia nervosa,
(iv) bulimia,
b) evaluate the nutrient contents
of food based on food labels or
advertisments,
c) evaluate the eating habits of
classmates.
? relate eating habits with health
problems,
? evaluate critically whether a
particular eating habit is good or
bad.
Eating habits
involve the
frequency and time
of eating and the
type of food
consumed.
eating habits – tabiat
makan
health problems – masalah
kesihatan
1.8
Realising the
importance of a
healthy
digestive
system
Conduct an activity to predict the
effects of a defective digestive
system.
Conduct a discussion on ways to
take care of the digestive system,
such as good eating habits, avoid
junk food, try to cut down on sweet
and fatty foods.
? predict the effects of a defective
digestive system on health,
? take care of the digestive
system for one’s well-being.
defective digestive system
– sistem pencernaan yang
tidak berfungsi dengan baik

40
Learning
Objectives
1.9
Understandingt
he importance
of
macronutrients
and
micronutrients
in plants
findings:
a) the elements required by
plants,
b) classify the elements required
by plants based on the amount
needed:
(i) macronutrients consisting
of carbon, hydrogen,
oxygen, nitrogen,
phosphorus, potassium,
calcium, magnesium and
sulphur,
(ii) micronutrients consisting of
boron, molybdenum, zinc,
manganese, copper and
ferum.
Plan and conduct an experiment on
plants to study the effects of
macronutrient deficiency i.e.
nitrogen, phosphorus, potassium,
calcium, magnesium and sulphur.
Discuss and correlate the effects of
macronutrient deficiency with the
function of the macronutrients
based on the results of the
experiment.
? list elements required by plants,
? classify elements required by
plants based on the amount
needed,
? design an experiment to study
the effects of macronutrient
deficiency in plants,
? relate the effects of
macronutrient deficiency with
the function of macronutrients,
Maize seedlings
may be used for this
experiment.
elements – unsur-unsur

41
Learning
Objectives
Collect and interpret data from
various sources such as the
Internet on the function of each
macronutrient in plants.
Discuss the function of
mirconutrients and effects of
micronutrient deficiency in plants.
? explain the function of each
macronutrient in plants,
? state the function of
micronutrients in plants,
? state the effects of micronutrient
deficiency in plants.
1.10
Understanding
photosynthesis
Students read about the discovery
of photosynthesis and extract
important facts from it.
Study a cross-sectional model of a
leaf. Draw and label it.
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 as
hibiscus, water lily, Hydrilla and
cactus with respect to:
a) distribution of stomata,
b) distribution of chloroplasts.
? describe the development that
leads to the discovery of
photosynthesis,
? 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 of
the leaf with respect to
photosynthesis,
? explain leaf adaptation to
optimise photosynthesis,
? explain how plants from different
habitats are adapted to carry out
photosynthesis.
adaptation - penyesuaian

42
Learning
Objectives
1.11
Understanding
the mechanism
of
photosynthesis
With reference to the structure of
chloroplast discuss the light and
dark reactions of photosynthesis
with respect to:
a) substances required.
b) location of reaction.
c) products of reaction.
Draw a simple schematic diagram
of the light and dark reactions in
photosynthesis.
a) compare and contrast the light
reaction and dark reaction in
photosynthesis,
b) correlate light reaction with dark
reaction in photosynthesis.
Write an equation to represent the
overall process of photosynthesis.
? identify the parts of chloroplast
related to photosynthesis,
? explain the light reaction of
photosynthesis,
? explain the dark reaction of
photosynthesis,
? compare and contrast light
reaction and dark reaction in
photosynthesis,
? relate light reaction with dark
reaction in photosynthesis,
? write an equation to represent
the process of photosynthesis.
Detailed structure of
chloroplast is not
required.
Detailed pathways
for light and dark
reactions are not
required.
light reaction – tindakbalas
cahaya
dark reaction – tindakbalas
gelap

43
Learning
Objectives
1.12
Synthesising
factors
affecting
photosynthesis
Conduct a brainstorming session to
identify the factors affecting the
rate of photosynthesis i.e.
concentration of carbon dioxide,
light intensity and temperature.
Plan and carry out an experiment
to study the effect of light intensity
on the rate of photosynthesis.
on the effects of light intensity,
temperature and concentration of
carbon dioxide on the rate of
photosynthesis.
Plan a strategy based on factors
affecting the rate of photosynthesis
to ensure crop production
throughout the year in countries
with four seasons.
? identify the factors affecting the
rate of photosynthesis,
investigate the effect of light
intensity on the rate of
photosynthesis,
? identify the factor that limits the
rate of photosynthesis at
different light intensity,
temperature and concentration
of carbon dioxide on the rate of
photosynthesis,
? explain the difference in the rate
of photosynthesis in plants
throughout the day based on the
changes in light intensity and
temperature,
? identify some ways to meet the
need of increasing the
productivity of crops based on
factors affecting the rate of
photosynthesis.
light intensity – keamatan
cahaya
limiting factor- faktor
penghad
crops - tanaman

44
Learning
Objectives
1.13
Practising a
caring attitude
towards plants
Compose a poem or lyric of a song
to show appreciation of the role of
photosynthesis in ensuring the
perpetuation of life.
Conduct a planting project in the
science resource garden or school
compound.
? tell why we need to take good
care of plants,
? identify cases of mishandling
or destruction of plants.
1.14
Understanding
the technology
used in food
production
findings:
a)the quantity of food needed for
the present and future population
of the country,
b)the need for improving the
quality and quantity of food for
the country in line with the
national food production policy,
c) effort by various agencies to
diversify food production,
d)methods used to improve the
quality and quantity of food
production 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 improving
the quality and quantity of food,
? explain the effort to diversify
food production,
? explain ways to improve the
quality and quantity of food
production in the country.
improving -
menambahbaikkan
diversify - mempelbagaikan

45
Learning
Objectives
Conduct a field trip to relevant
agencies such as the Institute of
Agricultural Research and
Development of Malaysia (MARDI),
Agriculture Department and
Fishery Department.
Carry out a vegetable planting
project.
1.15
Evaluating the
technological
development in
food
processing
Discuss the need for food
processing based on the following:
a) overcoming the factors
causing spoilage of food such
as the action of microorganisms
and 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 the
technological development of food
processing from the early days till
the present.
? explain the necessity for food
processing,
? describe the development of
food processing technology,
food processing –
pemprosesan makanan
development -
perkembangan
food spoilage – kerosakan
makanan

46
Learning
Objectives
Correlate the following food
processing methods with factors
causing 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 “The
effects of processed food on
health.”
? relate food processing methods
with factors causing food
spoilage,
? assess the methods of food
processing to justify the choice
of consuming certain processed
food.

47
LEARNING AREA: 2.0 RESPIRATION
Learning
Objectives
2.1
Understanding
the respiratory
process in
energy
production
a) living processes require energy,
b) the main substrate for
respiration, that is glucose, is
obtained from the following:
(i) the digestion of
carbohydrates in human
and animals,
(ii) the process of
photosynthesis in plants.
Carry out a discussion on the types
of respiration.
Carry out an activity to show
aerobic respiration.
Discuss the energy production in
aerobic respiration.
investigate anaerobic respiration in
yeast.
? state that all living processes
require energy,
? identify the main substrate for
producing energy,
? state the two types of
respiration,
? explain what cell respiration is,
? explain the energy production
from glucose during the process
of aerobic respiration,
? state the conditions leading to
anaerobic respiration in cells,
? explain the process of anaerobic
respiration in yeast,
living processes – proses-
proses kehidupan

48
Learning
Objectives
a) condition leading to anaerobic
respiration in cells,
b) the process of anaerobic
respiration in human muscles.
compare and contrast aerobic
respiration with anaerobic
respiration.
? explain the process of anaerobic
respiration in human muscles,
? write the chemical equations for
aerobic and anaerobic
respiration,
? compare and contrast aerobic
respiration with anaerobic
respiration.
2.2
Analysing the
respiratory
structures and
Breathing
mechanisms in
human and
animal
Observe graphics and live
specimens and discuss the
respiratory structures in human and
other organisms including
protozoa, insects, fish and
amphibians.
Conduct an activity to compare the
total surface area of a flat card with
a corrugated card, and correlate
the increase in total surface area
with the modified surface structure.
Discuss the relationship between
the total surface area of the
respiratory structures and the
efficiency of gaseous exchange in
various organisms.
? state the respiratory structures
in human and some animals,
various adaptations of the
respiratory structures,
respiratory structures –
struktur pernafasan
corrugated card – kad
lipatan beralun
adaptations - penyesuaian

49
Learning
Objectives
Observe the respiratory structures
to generalise the characteristics of
the respiratory surfaces in human
and other organisms such as
amphibians.
Construct or use a model that can
be manipulated to explain the
breathing mechanism in human.
Discuss the breathing mechanism
of other organisms such as
amphibians.
Use graphic organiser to compare
and contrast the human respiratory
system with that of other
organisms.
? describe the characteristics of
respiratory surfaces in human
and other organisms,
? describe the breathing
mechanism in human and other
organisms,
human respiratory system with
that of other organisms.
respiratory surfaces –
permukaan respirasi
breathing mechanism –
mekanisma pernafasan

50
Learning
Objectives
2.3
Understanding
the concept of
gaseous
exchange
across the
respiratory
surfaces and
transport of
gases in
human
Using a diagram, discuss the
process of gaseous exchange
across the surface of the alveolus
and blood capillaries in the lungs in
relation to:
a) the difference in partial
pressure of respiratory gases in
the air of the alveolus and
blood capillaries in the lungs,
i.e:
(i) partial pressure of oxygen
is higher in the air of the
alveolus compared to the
partial pressure of oxygen
in the blood capillaries,
(ii) partial pressure of carbon
dioxide is lower in the air
of the alveolus compared
to the partial pressure of
carbon dioxide in the blood
capillaries.
b) the difference in partial
pressure of oxygen and carbon
dioxide in the blood entering
the alveolus with the blood
leaving the alveolus i.e.:
(i) partial pressure of oxygen
is lower in the blood
entering the alveolus
compared to the partial
pressure of oxygen in the
blood leaving the alveolus.
? describe the process of gaseous
exchange across the surface of
the alveolus and blood
capillaries in the lungs,
gaseous exchange –
pertukaran gas
blood capillaries – kapilari
darah
partial pressure – tekanan
separa

51
Learning
Objectives
(ii) partial pressure of carbon
dioxide is higher in the
blood entering the alveolus
compared to the partial
pressure of carbon dioxide
in the blood leaving the
alveolus.
a) the transport of respiratory
gases in human,
b) the exchange of respiratory
gases between the blood and
body cells.
Use schematic diagram to explain
the exchange and transport of
respiratory gases in human.
investigate the differences between
inhaled and exhaled air in terms of
oxygen, carbon dioxide and heat
content.
Study the process of respiratory
gas exchange and transport using
simulations and computerised
animations.
? explain the transport of
respiratory gases,
? explain the process of gaseous
exchange between the blood
and body cells,
? distinguish the composition of
inhaled and exhaled air.
Caution:
Handle the following
solutions with care:
Alkaline pyrogallate
and concentrated
potassium
hydroxide.
inhaled air – udara sedutan
exhaled air – udara
hembusan

52
Learning
Objectives
2.4
Understanding
the regulatory
mechanism in
respiration
Conduct an experiment to study
the effects of a vigorous exercise
on the rate of respiration and rate
of heart beat.
Conduct a discussion on the
following:
a) correlate the rate of respiration
with the oxygen and carbon
dioxide contents in the body,
b) regulatory mechanism of
oxygen and carbon dioxide
contents in the body.
Conduct a discussion on human
respiratory response, rate of
respiration and rate of heart beat in
different situations:
a) vigorous activities such as
swimming, running, aerobic
exercise, mountain climbing
and playing badminton,
b) relaxing,
c) fear.
? describe the change in rate of
respiration after completing a
vigorous exercise,
? correlate the rate of respiration
with the oxygen and carbon
dioxide content in the body,
? explain the regulatory
mechanism of oxygen and
carbon dioxide content in the
body,
? explain the human respiratory
response and rate of respiration
in different situations,
? correlate the rate of respiration
with the rate of heart beat.
vigorous exercise –
senaman cergas
regulatory mechanism–
mekanismakawalatur
response –gerak balas
rate of heart beat – kadar
denyutan jantung

53
Learning
Objectives
2.5
Realising the
importance of
maintaining a
healthy
respiratory
system
Discuss the habits to be cultivated
or avoided to ensure the efficient
function of the respiratory organs.
Conduct an experiment to show the
effects of cigarette smoke on white
cotton wool and draw an analogy
between the lungs and the white
cotton wool.
Show photographs of damaged
lungs (cancer) due to smoking.
? care and maintain efficient
function of the respiratory
organs.
efficient – berkesan
2.6
Understanding
respiration in
plants
a) the lower energy requirement
of plants compared to animals
for living processes,
b) the intake of oxygen by plants
for respiration.
Draw a diagram to show the intake
of oxygen in plants.
Discuss the anaerobic respiration
carried out by rice plants in a
paddy field or other plants in
certain situations like flooding.
? describe the energy requirement
in plants,
? explain the intake of oxygen for
respiration,
? explain aerobic respiration in
plants,
? explain anaerobic respiration in
plants under certain conditions,
A diagram of the
cross-section of a
leaf is required.
energy requirement –
keperluan tenaga

54
Learning
Objectives
compare the process of respiration
with the process of photosynthesis
in plants.
a) meaning of compensation
point,
b) correlate light intensity with
compensation point from graph.
Visualise and describe the effect
on living things when the rate of
photosynthesis and rate of
respiration remains at
compensation point.
process of photosynthesis and
respiration,
? explain what compensation
point is,
? relate light intensity with the
attainment of compensation
point,
? predict the situation when the
rate of photosynthesis and rate
of respiration remains at
compensation point.
compensation point – titik
pampasan
light intensity – keamatan
cahaya

55
THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT
LEARNING AREA: 1.0 DYNAMIC ECOSYSTEM
Learning
Objectives
1.1
Understanding
the abiotic and
biotic
components of
the
environment
Conduct a field study to:
a) identify the abiotic components
including pH, temperature, light
intensity, humidity, topography,
and the microclimate of an
ecosystem,
b) identify the biotic components
of an ecosystem,
c) investigate the feeding
relationships of the biotic
components to construct the
food chains and food webs, and
classify the biotic components
into trophic levels,
d) investigate the interaction
between biotic components as
follows:
(i) symbiosis among plants
and animals encompassing
the following:
- commensalism,
- parasitism,
- mutualism,
(ii) saprophytism,
(iii) predator - prey interaction.
? identify the abiotic components
of an ecosystem,
? identify the biotic components of
an ecosystem,
? classify biotic components into
trophic levels,
? explain the interactions between
biotic components in relation to
feeding, using examples,
? explain the interaction between
biotic components in relation to
competition, using examples.
Emphasis is on field
study for the
students to reinforce
their understanding
in this area.
abiotic components –
komponen abiotik
biotic components –
komponen biotik
trophic levels – aras trof

56
Learning
Objectives
(e) investigate the interaction
between biotic components in
relation to competition, which
are:
(i) intraspecific competition,
(ii) interspecific competition.
the intraspecific competition and
interspecific competition of plants,
e.g. maize and rice.
Collect and interpret data to study
intraspecific competition and
interspecific competition involving
Paramecium, for example
Paramecium aurelia and
Paramecium caudatum.
predator – pemangsa
prey - mangsa
competition - persaingan
1.2
Understanding
the processes
of colonisation
and succession
in an
ecosystem
Conduct a field study on an
ecosystem i.e. a mangrove swamp
or 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, dominant
species and climax community,
? state what an ecosystem is,
? identify the niche, habitat,
community and population of an
ecosystem,
colonisation,
succession,
? identify the pioneer species in
an ecosystem,
? identify the successors in an
ecosystem,
mangrove swamp – paya
bakau
colonisation– pengkolonian
succession – sesaran
successors – spesies
penyesar

57
Learning
Objectives
e) identify the adaptive
characteristics of pioneer
species and subsequent
species in the habitat for the
processes of colonisation and
succession.
Students present their findings or
make a folio.
Study the processes of colonisation
and succession through video,
computer software and printed
material.
Discuss and correlate the abiotic
component and biotic component
during the processes of
colonisation and succession in an
ecosystem.
? identify the dominant species in
an ecosystem,
? identify the adaptive
characteristics of pioneer
species,
? identify the adaptive
characteristics of successors,
? explain the changes in habitat
caused by pioneer species,
? explain the changes in habitat
caused by successors at every
level of succession until a climax
community is reached,
? relate the abiotic components
with the biotic components in an
ecosystem during the processes
of colonisation and succession.
adaptive characteristics –
ciri penyesuaian
pioneer – spesies perintis
climax community- komuniti
klimaks

58
Learning
Objectives
1.3
Synthesising
ideas on
population
ecology
Discuss the appropriate sampling
techniques to study the population
size of an organism.
Conduct a field study or use an
appropriate analogy to:
a) estimate the population size of
animals such as garden snails
and wood lice,
b) investigate the distribution of
plants using the quadrat
sampling technique.
Based on the above study discuss
the distribution of an organism in a
habitat.
Discuss and correlate the change
in population distribution of an
organism with the changes in each
of the abiotic factors.
Plan and conduct an experiment to
study the relationship of population
distribution of an organism with
changes in any one of the abiotic
factors such as pH, temperature,
light intensity and humidity.
Suggested organisms:
Pleurococcus, Lemna
? identify the appropriate sampling
technique to study the
population size of an organism,
? estimate the population size of
an organism in a habitat,
? determine the distribution of
organisms in a habitat based on
the density, frequency and
percentage coverage of the
species,
? correlate the change in
population distribution of an
organism with the changes in
each of the abiotic factors,
investigate the effect of a
change in any one of the abiotic
factors on the population growth
rate of an organism.
sampling technique – teknik
persampelan
distribution – taburan
density – kepadatan
frequency – kekerapan
percentage coverage –
peratus litupan
growth rate – kadar
pertumbuhan

59
Learning
Objectives
1.4
Understanding
the concept of
biodiversity
a) meaning of biodiversity,
b) need for the classification
system of organisms.
Gather information on the
following:
a) the five kingdoms in the
classification of organisms,
which are Monera, Protista,
Fungi, Plantae and Animalia,
b) main characteristics of
organisms in each kingdom,
c) examples of organisms in each
kingdom,
a) the hierarchy in the
classification of organisms from
kingdom to species,
b) the method of naming a
number of vertebrates and local
flowering plants, using the
Linnaeus binomial system,
c) the importance of biodiversity.
Conduct a field trip to create
awareness of biodiversity of an
ecosystem.
? explain the meaning of
biodiversity,
? explain the need for
? state the five kingdoms used in
the classification of organisms,
? identify the main characteristics
of organisms in each kingdom,
? list examples of organisms in
each kingdom,
? state the hierarchy in the
using examples,
? explain through examples, the
method of naming organisms
using the Linnaeus binomial
system,
biodiversity.
biodiversity –
biokepelbagaian
classification – pengelasan

60
Learning
Objectives
1.5
Understanding
the impact of
microorganism
s on life
Using charts, slides and
photomicrographs, identify and list
various types of microorganisms
i.e. protozoa, algae, fungi, bacteria
and virus.
the effects of temperature, pH, light
and nutrients on the activity of
microorganisms e.g. Bacillus
subtilis or yeast.
Gather information and discuss the
role of useful microorganisms in
the following:
a) decomposition,
b) nitrogen cycle,
c) alimentary canal of termite,
d) digestive system in human.
Gather information and discuss the
effects of harmful micro-organisms:
a) causing diseases,
b) spoilage of food and
substances.
? classify various types of
microorganisms based on their
basic characteristics,
? state the abiotic components
affecting the activity of
microorganisms,
? explain the effect of a change in
each abiotic component on the
activity of microorganisms,
? explain the role of useful
microorganisms,
? explain the effect of harmful
micro-organisms,
A brief account of
the basic
characteristics of
each type of
microorganisms is
required.
decomposition - pereputan
alimentary canal – salur
alimentari

61
Learning
Objectives
Gather information and present the
findings on the following:
a) pathogens, vectors, symptoms,
and methods in transmission of
diseases such as malaria,
dengue fever, cholera,
ringworm, food poisoning,
AIDS, hepatitis, and SARS,
b) methods to control pathogens
including the use of antibiotics,
vaccines, antiseptics and
disinfectants.
Gather information and present the
uses of microorganisms in
biotechnology, such as:
a) production of antibiotics and
vaccines,
b) cleaning of oil spills,
c) waste treatment,
d) food processing,
e) production of bioplastic,
f) production of energy from
biomass.
? explain the meaning of
pathogen,
? identify the pathogen, vector
and symptoms of one particular
disease,
? explain how the disease
spreads,
? describe the methods for
controlling pathogen,
? explain the use of
microorganisms in
biotechnology, using examples.
The scientific names
of pathogens and
life cycle of vectors
are not required.
pathogen - patogen
transmission - pemindahan
food poisoning – keracunan
makanan
oil spills – tumpahan
minyak
waste treatment – rawatan
kumbahan
1.6
Appreciating
biodiversity
Conduct a forum to discuss the
importance of preservation and
conservation of biodiversity.
Conduct an activity to preserve and
conserve various living things
around us.
? justify the importance of
preservation and conservation
of biodiversity.
? preserve and conserve various
living things around him/her.
preservation -
pemeliharaan
conservation –
pemuliharaan

62
LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM
Learning
Objectives
2.1
Evaluating
human
activities that
endanger an
ecosystem
findings:
a) human activities that threaten
the ecosystem,
b) the impact of human activities
on the ecosystem,
c) the effects of unplanned
development and
mismanagement of the
ecosystem, 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 sources
of pollution,
? identify human activities that
threaten the ecosystem,
? explain the impact of human
activities on the ecosystem,
? evaluate critically the effects of
unplanned development and
mismanagement of the
ecosystem,
? describe types of pollution and
sources 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
Learning
Objectives
e) effects of pollution on the
following:
i. human health ( diseases
affecting the respiratory
system, skin problems,
conjunctivitis, cancer and
cholera),
ii. animal and plant habitats,
iii. buildings,
iv. agriculture,
v. climate.
Conduct an experiment to compare
solid pollutants in the air of different
environments and make an
inference on the sources of
pollution.
Conduct an activity to analyse data
on air pollution index of some cities
within and outside the country, and
make an inference on the sources
of pollution.
Conduct an activity to analyse data
on water pollution, such as
Biochemical Oxygen Demand
(BOD) value and content of heavy
metals in some rivers, and make
an inference on the sources of
pollution.
? explain the effects of pollution
on living things and the
environment,
? compare and contrast
pollutants in the air from
different environments,
? state the sources of air pollution,
? interpret data on the level of air
pollution in some cities,
sources of air pollution in some
cities,
? interpret data on the level of
water pollution in some rivers,
sources of water pollution in
some rivers,
ozone depletion –
penipisan ozon
extinction – kepupusan
deforestation -
penyahutanan
pollution -pencemaran
Biochemical Oxygen
Demand – keperluan
oksigen biokimia

64
Learning
Objectives
Conduct activities to formulate a
strategy to reduce the level of air
and water pollution in a particular
location by:
a) analysing information on the
population, such as the size of
population, socio-economic
activities, and level of air and
water pollution,
b) conducting an activity to predict
the level of air and water
pollution at a particular location
within the next ten years,
c) preparing an action plan
consisting of a strategy to
reduce the level of air and water
pollution at that particular
location within the next ten
years.
? predict the level of air and water
pollution in a particular location
within the next ten years,
? suggest strategies to solve
problems related to air and
water pollution in a particular
location within the next ten
years.

65
Learning
Objectives
2.2
Understanding
the greenhouse
effect and
thinning of the
ozone layer.
findings:
a) greenhouse effect, including its
cause and effect,
b) concentration of carbon dioxide
in the atmosphere and correlate
it with global warming,
c) ozone depletion, including its
cause and effect,
d) impact of ozone depletion and
global warming on the
ecosystem.
? explain what greenhouse effect
is,
? correlate the concentration of
carbon dioxide in the
atmosphere with global
warming,
? explain the thinning of the ozone
layer,
? explain the impact of thinning of
the ozone layer and global
warming on the ecosystem.
The molecular
structure of
chlorofluorocarbon
and equations for
chemical reactions
are not required.
greenhouse effect – kesan
rumah hijau
global warming –
pemanasan global
2.3
Realising the
importance of
proper
management of
development
activities and
the ecosystem
Conduct a debate on the need for
development to improve the quality
of life and to meet the requirements
of an increasing population.
Discuss the effects of an increase
in population on the ecosystem.
findings:
a) implementation of laws,
b) use of technology,
c) education on the management
of resources, including the
reduce, reuse, and recycle of
resources,
? justify the need for development,
? explain the effects of increase in
population on the ecosystem,
? explain measures taken in the
management of development
activities and the ecosystem to
ensure a balance of nature is
maintained.
balance of nature –
keseimbangan alam
maintain – mengekalkan

66
Learning
Objectives
d) preservation and conservation
of soil, water, flora and fauna of
forests and mangrove swamps,
e) practice of biological control,
f) use of renewable energy,
g) efficient use of energy.
Conduct activities to care for the
following ecosystems in school and
at home:
a) fish ponds,
b) gardens.
Plan and conduct a programme
related to the management of the
ecosystem, for example,
“Environment Day”.
? care for the ecosystem,
? participate in activities related to
the management of the
ecosystem.
biological control – kawalan
biologi
renewable energy – tenaga
diperbaharui

67
ACKNOWLEDGEMENTS
Advisors Mahzan bin Bakar SMP, AMP Director
Zulkifly bin Mohd Wazir Deputy Director
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.

Ministry of Education
2005

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