1.

0 CURRICULUM ANALYSIS

1.1CONCEPT OF MIND MAPING

Curriculum Analysis

Introduction Teaching and

Scientific Learning
Skills Categories

Analysis Curriculum
Science Subjects
Science Process Manipulative Thinking
Skills skills skills

Form Four Form Five

Analysis Analysis Analysis Analysis

Chemistry Biology Physic Science

Analysis Analysis Analysis Analysis

Chemistry Biology Physic Science
1.2 OBJECTIVES

The objectives of this topic are:

i. To know and understand the Malaysia Science Secondary Curriculum

ii. To know and understand the Malaysia Science Secondary Curriculum

iii. To know the content in Malaysia Science Secondary Curriculum

1.3 INTRODUCTION

As stated 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 intelectually, spiritually,

emotionally and physically balanced and harmonius.

As a nation that is progressing towards a developed nation status,

Malaysia needs to design 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.

Therefore, the primary and secondary school science curriculum is

developed with the aim of producing such individuals which is to the extend of

being creative, inquisitive, open-minded and competent in science and

technology.
 Science is a core subject in school. There are two sciences that are the

primary and secondary science. Primary science is as science while secondary

science consist of physics, biology, chemistry, and additional science. The core

science subjects for the primary and secondary levels are created to provide

students with basic science knowledge, prepare students to be literate in science

and enable students to continue their upper secondary level. Meanwhile, 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 our daily life.

The elective science subjects is designed to prepare students to

bescientifically prepared for their higher level of education particularly for those

who are interested to further their study in science stream.

Overall, Science curriculum has been designed to help students in

acquiring science knowledge and skills, develop thinking skills and thinking

strategies and to inculcate noble values and the spirit of patriotism. The Science

curriculum aims in producing active learners. To the end of each lesson, students

are given ample opportunities to participate in scientific investigations through

hand-on activities and experimentations. Different approaches such as inquiry

approach, mastery learning, contextual and constructivism methods are used

based on the context relevancy.

1.4SCIENTIFIC SKILLS

Scientific emphasis inquiry and problem solving. In inquiry and problem

solving processes, scientific and thinking skills are utilized. Scientific skills are

important in any scientific investigation such as conducting experiments and

carrying out projects1. Scientific skills encompass science process skills and

manipulative skills.

1.4.1Science Process Skills

Science process skills enable students to formulate their questions and find

out the answers systematically.

Description of science process skills as follow:

Observing Using the sense of hearing, touch, smell,

taste and sight to collect information

about an object or 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

1
Bagi mencapai matlamat pendidikan sains tersebut, pendekatan inkuiri terbimbing, penguasaan kemahiran saintifik
dan kemahiran berfikir, penyelidikan dan penyelesaian masalah, aplikasi prinsip sains serta penerapan sikap saintifik
dan nilai murni menjadi asas pengajaran dan pembelajaran sains di sekolah rendah dan menengah.
 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.

1.4.2 Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skills that

enable students to:

• use and handle science apparatus and laboratory substances correctly2,

• 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.

1.4.3 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 emphasizes thoughtful

learning. Teaching and learning that emphasizes thinking skills is a foundation for

thoughtful learning. Thoughtful learning is achieved if students are actively

involved in the teaching and learning process.

1.5TEACHING AND LEARNING CATEGORIES

Science is defined as knowledge derived from observation, understanding

and systematic explanation of the natural phenomena. The systematic explanation

involves the use of quantitative method and intellect. The systematic explanation

also involves logic and mathematic besides the scientific tools (scientific skill).
2
Para pendidik sains bimbang pelajar tidak akan menguasai kemahiran saintifik seperti pengendalian alat
pembedahan.
The objective of teaching is to develop the pupils the interest in learning science3,

to help pupils to solve problem, to inculcate creativity in pupils and lastly to help

pupil in relation with society (Tulasi, 2001).

Besides, science teaching involves the transmissions of scientific

knowledge, skill and values from the old generation to the young generation as to

ensure that the survival of particular culture. Science teaching approaches means

ways of achieving or come near to something. It must be models, principles or

theories can use as a base design teaching approaches. All of it can be summarized

into:

i. Inquiry

ii. Constructivism

iii. Contextual Learning

iv. Mastery Learning

v. Science, Technology and Society (Ministry of Educational Malaysia,

2005)

1.6 CURRICULUM ANALYSIS

At the upper secondary level, students are offered science electives (biology,

chemistry, physics and additional science) in addition to the core science. While
3
Teachers learned strategies for understanding and addressing misconception, they felt more content knowledge.
Learning more science is very important because this style of the teaching and learning is focused on depth rather
than breadth ( Elnora, 2001).
the traditional pure sciences have been in the curriculum for a long time, additional

science is relatively new. It comprises elements of physics, chemistry, biology,

earth science, agriculture, oceanography and space science. Those taking two or

more electives are not required to study core science. The electives tend to be

favored by students who have acquired good passes at the national examinations

taken at the end of lower secondary level of schooling. Elective sciences at this

level are allocated 160 minutes per week.. The contents of science curriculum at

the upper secondary level are organized around specific themes as shown in Table

1.

Chemistry Biology Physics Science

• Study of • Man and the • Mensuration • Man and the
Matter maintenance of variety of living
life things
• Interactions • Man and the • Kinematics and • Earth’s abundant
between continuity of life Dynamic resources and their
substances management
• Productions of • Man and the • Properties of • Energy for life
synthetic management of Materials
materials the environment
• Optics and waves • Man and the
balance in nature

• Electromagnetism
and Electronics

1.7.1 Chemistry form 4

Theory class Practical class

Chapter 1: Introduction to chemistry
 • Understanding chemistry and its Student will practices the correct
importance
techniques on handling the apparatus
• Synthesizing scientific method and learn the rules while working in

• Incorporate scientific attitudes and the lab.

values in conducting scientific
investigations • For examples, student must

wear shoes when in the lab

Chapter 2: the structure of atom

• Analysing matter Carry out an experiment to determine

the melting point of Naphthalene and

• Changes in the state of matter
observe the changes of the matter
• Synthesising atomic structure
corresponding to diagram below
• Understanding isotopes and
assessing their importance

• Understanding the electronic

structure of an atom

Chapter 3: chemical formulae and

equations

• Understanding and applying the Collect various chemicals solution

concepts of relative atomic mass
and relative molecular mass available in the lab and observe the

• Analysing the relationship between
the number of moles with the
number of particles
• Analysing the relationship between
the number of moles of a substance
with its mass
• Analysing the relationship between
the number of moles of a gas
• Synthesising chemical formulae
• Interpreting chemical equations
Chapter 4: Periodic Table of Elements
• Analysing the Periodic Table of
Elements
• Analysing Group 18 elements
• Analysing Group 1 elements
chemical formulae written on labels
for the chemicals.
• For example, the chemical
formulae for sodium hydroxide
solution are NaOH.
• Write down the formulae and
determine the elements in the
formulae based on periodic
table.
NaOH
SODIUM HYDROXYL
An experiment conducted by
displaying various examples of the
group elements to the student.
Students will observe and differentiate
the physical properties of each group

• Analysing Group 17 elements
• Analysing elements in a period
• Understanding transition elements
Chapter 5: chemical Bonds
Understanding formation of compounds
Synthesising ideas on formation of ionic
bond
Synthesising ideas on formation of
covalent bond
Analysing properties of ionic and
covalent compounds
Chapter 6: Electrochemistry
• Understanding properties of
electrolytes and non-
electrolytes
• Analysing electrolysis of
molten compounds
• Analysing the electrolysis of
element.
• For example, the group
17 elements exist in form
of liquid and gaseous,
not in solid form.
Using the element models, students
will be asked to built molecules
models representative to single bond,
double bond and triple bond.
• The 2 Oxygen atoms will
form double bond to
make a molecule.
Students will built a voltaic cell by
using magnesium bar and a copper
plate as electrodes and magnesium
sulfate solution used as electrolyte.
• Student will be asked to
 aqueous solutions observed any changes occur in

both electrodes.
• Evaluating electrolysis in
industry

• Analysing voltaic Cell

• Synthesising
electrochemical series

Chapter 7: Acids And Bases

Analysing characteristics and An experiment conducted where students
properties of acids and bases
must identify whether the solutions samples
Synthesising the concepts of
strong acids, weak acids, strong is acidic or alkaline by using the pH paper
alkalis and weak alkalis
test.

Analysing concentration of acids

and alkalis

Analysing Neutralization

Chapter 8:Salt
• Synthesising Salts In the experiment, student will be given two

• Synthesising qualitative sample of salt and asked to identify which

analysis of salts
one is soluble salt by dissolved it in water .
• Practising to be systematic
 and meticulous when • Soluble salt will completely dissolve in
carrying out activities
water while insoluble salt will slightly

dissolved or not dissolved in water at

all.

• Student later will write down their

observation and state the differences

between soluble and insoluble salt

Chapter 9: Manufactured
Substances in Industry
In the experiment, student will be
• Understanding the
manufacture of sulphuric asked to collect various things made
acid
from glass in the laboratory and
• Synthesising the
manufacture of ammonia identify the type of the glass.
and its salts
• For example, the test tubes made from

• Understanding Alloys fused glass type since it can stand high

• Evaluating uses of synthetic temperature and corrosive chemical

polymers

• Applying uses of glass and
ceramics
• Evaluating uses of
composite materials
1 electronegativity – a measurement of the strength of an atom in its molecule to
attract electronstoward its nucleus.
1.7.2 Chemistry form 5
Theories
Chapter 1 (Rate of reaction)
Rate of reaction
• Measure how quickly a chemical
reaction happens.
• Fast reaction will complete the
reaction quickly
• Slow reaction will complete the
reaction slowly.
Factors that affect the rate of reaction.
• They are 5 factors that affect the rate
of reaction :
• Size or total surface area for solid
reactant.
• Concentration of reactant
• Temperature of the reaction
mixture.
solutions.
Practical
Practical 1
Size of particle's effects on Rate of
Reaction
The practical was conducted to determine
the size on particle in reaction.
• For the first experiment dilute acid
and large marble were used.
• Secondly, same amount of dilute
acid and small amount of marble
was used.
• The mass of reaction was measured
every minute to determine the
speed of reaction.
• Small amount will speed up the
reaction.
 • External pressure of gases
• Catalyst presence.

• Collision theory

• Collision between reactant particles

that result in reaction between
them. Figure 1 : Diagram mass of particle effect the rate of
reaction.

Chapter 2 (carbon compounds) Practical 2: Organic combustion

• Alkane
• Saturated hydrocarbon
• Atoms that bond to each other in a
molecule of the organic compound.
• Alkane
• Saturated hydrocarbon
• Carbon in organic compound wills
combust with oxygen and release
carbon dioxide.
• Hydrogen in organic compound
will join with oxygen to form water.
• As a result organic compound will
form carbon dioxide with water.

• Atoms that bond to each other in a

molecule of the organic compound.
• Alkenes
• Unsaturated hydrocarbons
• General formula is CnH2n

• Isomerism
• Compound with same
molecular formula but different
structural formula.
• Alcohol
• Homologous series
containing the hydroxyl group (-
OH).
• Carboxylic acid Figure 2: Example of isomerism

• Homologous series
containing the hydroxyl group (-
COOH).
 • Esters
• Homologous series
containing the hydroxyl group (-
COOC-).
Chapter 3 (oxidation and reduction)
• Redox reaction
• Oxidation and reduction occur at
the same time.
• Rusting as redox reaction
• Reactivity series of metals with
oxygen and its application.
• Arrangement of metal in order
reactivity towards oxygen.
• Redox reaction in electrolytic and
chemical cell.
• Electricity to produce chemical
charge.
Practical 3: Electrolysis of zinc chloride
• Experiment show an ionic salt will
conduct electricity when molten but
not when solid.
•Electrolysis set was set up
• Zinc chloride is used - this will melt
at Bunsen burner temperatures.
•Zinc crystals on both the electrode and
on the surface of the mixture in the
crucible show electric were conducted.
.
Figure 3:Diagram of electrolysis
 Chapter 4 (Thermochemistry)
Practical 4: Spontaneous exothermic
• Energy changes in chemical reaction
reactions
• Exorthermic reaction is a chemical • Mixture of glycerol (propane-1,2,3-
reaction that release energy to the triol) and potassium manganate (VII)
surrounding. crystals bursts into flame, giving off
• Endothermic reaction is a chemical clouds of steam, after a short time lag.
reaction that absorbs energy from the
surrounding.
• Heat of precipitation
• The time lag illustrates the speeding up
• Heat of reaction mean the
of an initially slow exothermic reaction
energy change of chemical reaction
as the energy given out raises the
different between product and
temperature of the mixture.
reactants.
• Heat of displacement
• Energy change when one mole of
metal is displaced from its salt solution
by more electropositive metal.
• Heat of neutralization
• Energy change when one mole of
water is formed from neutralization
between one mole hydrogen ions H+
from an acid and one mole of
hydroxide ions OH- from an alkali.

• Heat of combustion
• Heat given off when one
mole of a substance is burnt
completely in excess oxygen, O2.

Figure 4: Diagram exothermic reaction

 Chapter 5 (Chemical for consumer)
Practical 5 : Making soaps and
detergents
Soap and detergent • The vegetable oils in castor oil
contain hydroxy-groups (–OH)
• Soap is salt formed when
fatty acid is neutralized by an alkali

• Detergent is salt formed • It will react readily with

when alkyl hydrogen sulphate
neutralized by an alkali
• Food additives
• Substance to add to improve
flavor and apperence.
concentrated sulfuric acid, forming a
long chain molecule with an ionic
sulfonate group on the end.

• Medicine

Used of drug for make a medicine

 Figure 5 : Example of soap

1.7.3 Biology Form 4

Theory class Practical class

Chapter 1: Introduction to Biology EXPERIMENT 1.1: TO STUDY THE

EFFECT OF SUGAR ON THE

• Main concept for this topic is on
INCREASE IN THE SIZE OF
scientific investigation which
DOUGH
requires scientific skills such as
• first experiment is about the effect
scientific process skills and
of sugar on the increase in the size
manipulative skills
of the dough
• Scientific methods involve in
• The concept in this experiment is
investigation are identifying a
on the fermentation. Fermentation
problem, forming a hypothesis,
of the dough by yeast produces
planning an experiment, identifying
carbon dioxide which causes the
and controlling variables,
dough to rise. Warm place is a
conducting the experiment,
helping factor that speed up the
collectingdata, analysing and
fermentation process. The dough
 interpreting data, drawing a increases in diameter more when

conclusions and finally writing a sugar is present.

report.

Theory class Practical class

Chapter 2: Cell Structure and Cell ACTIVITY 2.1 TO PREPARE AND
Organization
STUDY SLIDES OF PLANT CELLS
• Touches on cell structure and
This experiment focus on how to
function, Cell organization and
prepare and study the slide of plant
appreciate the uniqeness of the
cells. The materials used are Onion,
cell
Hydrilla sp., leaf, and iodin solution.
• cell organization which can be
The methods used are preparing the
divided into two parts that is in
light microscope and the slide of plant
unicellular organisms and
cells which are drop with one drop of
multicellular organisms.
iodine solution. The obesrvation can be
• Cell organization in multicellular
seen as below:
organism starts with cells, tissues,

organs, systems and organisms.

Theory Class Practical class

 ACTIVITY 2.2: TO PREPARE AND

STUDY SLIDES OF ANIMAL

CELLS

This experiment aims in preparing

and studying the slide of animal cells.

The main materials used are methyene

blue solution, iodine solution and

toothpick. The main techniques are

preparing microscope and staining. The

cheek cells that are scratched are

dropped with one drop of methylene

blue solution and iodine solution. The

results are observable as below:

Theory class Practical class

 EXPERIMENT 3.1 TO STUDY THE

Chapter 3: Movement of Substances MOVEMENT OF SUBSTANCES

Across the Plasma Membrane ACROSS THE VISKING TUBING

• Membrane is on structure of • study the movement of substances

plasma membrane, passive across the Visking tubing.

transport and active transport.

• Passive transport includes simple

diffusion, facilitated diffusion and

osmosis.

• the solution in the Visking tubing

turns blue-black. This shows that

both iodine and starch are present in

the Visking tubing. Iodine molecules

in the beaker can diffuse through the

semi-permeable membrane of the

Visking tubing.
EXPERIMENT 3.2: TO

DEMONSTATRE THE PROCESS

OF OSMOSIS USING A SIMPLE

OSMOMETER

This experiment demonstrates the

process of osmosis using a simple

osmometer. The main concept in this

experiment is the process of osmosis

which refers to movement of water

molecules from a region of low solute

concentration to a region of high

concentration across a semi-permeable

membrane. The results are observable as

below:
Theory class Practical class
Chapter 4: Chemical Composition of EXPERIMENT 4.1: TO STUDY THE

The Cell EFFECTS OF TEMPERATURE ON

• focus on chemical composition of THE ACTIVITY OF SALIVARY

the cell, carbohydrates, proteins, AMYLASE

lipids, enzymes and the • Focus on the effects of

importance of chemical temperature on the activity of

composition in cells. salivary amylase.

• The concept focus is on factors

affecting enzyme activity and one

of them is temperature.

• From the results, the amylase in

the saliva has completely

hydrolysed in the starch, the blue

colour does not form in the iodine

test. At low temperature, the

reaction progresses slowly. As the

temperature increases, the rate of

reaction increases until the

optimum temperature 37°C.

 Above the optimum temperature,

the rate of reaction falls rapidly.

EXPERIMENT 4.2: TO STUDY THE

EFFECTS OF pH ON THE

ACTIVITY OF PEPSIN

• is on the effect of pH on the

activity of pepsin

• main concept is hydrolysis of

albumen.

• conclude that pepsin catalyses the

hydrolysis of protein only in

acidic conditions.

EXPERIMENT 4.3: TO STUDY THE

EFFECTS OF SUBSTRATE

CONCENTRATION ON SALIVARY

AMYLASE ACTIVITY

• rate of reaction increases with the

increase in the concentration of

the substrat(starch) concentration

Theory class Practical class
Chapter 5: Cell Division ACTIVITY 5.1: TO PREPARE AND

• Mitosis is important for growth, OBSERVE A SLIDE OF ONION

replacin worn out tissues, asexual ROOT TO IDENTIFY DIFFERENT

production and cloning. Mitosis STAGES OF MITOSIS

involve prophase, metaphase, • preparation and observation of a

anaphase and telophase. slide on onion root to identify the

• Meiosis is divided into meiosis I different stages of mitosis

and meiosis II. Meiosis I consist

of prophase I, metaphase I,

anaphase I and telophase I while

meiosis II consists of prophase II,

metaphase II, anaphase II and

telophase II.

Theory Class Practical Class

Chapter 6: Nutrition EXPERIMENT 6.1: TO

• focus on types of nutrition, concept DETERMINE THE ENERGY

of balanced diet, malnutrition, food VALUE IN FOOD SAMPLES

digestion,process of absorption and This experiment focus on the

assimilation and formation of energy of food value in the food

faeces. samples. The materials used are

different freshnut.

Theory Class Practical Class

Chapter 7: Respiration EXPERIMENT 7.1: TO
 • Concept of respiration in energy INVESTIGATE THE PROCESS OF

production. ANAEROBIC RESPIRATION IN

• The respiratory structures and YEAST

breathing mechanisms in humans • investigates the process of anaerbic

and animals should be analyzed. respiration in yeast. We want to

• Another important concept is know the product of fermentation.

concept of gaseous exchange

across the respiratory surfaces

and transport of gases in

humans.
Chapter 8: Dynamic Ecosystem EXPERIMENT 8.1: TO STUDY THE

• enable us to learn more on how INTRASPECIFIC AND

to maintain the dynamity of our INTERSPECIFI COMPETITIONS IN

ecosystem. The important PLANTS

concept to focus is on biotic and • study the effect of intraspecific

abiotic components, process of competition and interspecific

colonisation and succession, competition on the height of

concept of population ecology, plants. The concept on competition

concept of biodiversity, and is crucial for this experiment.

concept of microorganism.
Chapter 9: Endangered Ecosystem EXPERIMENT 9.1: TO COMPARE
• focuses on human activities that SOLID POLLUTANTS IN AIR OF

endanger an ecosystem, DIFFERENT ENVIRONMENT

understand the greenhouse effect • aims to compare solid pollutants in

and thinning of the ozone layer the air of different environment.

and the importance of proper • conclude that solid pollutants are

management of development and found everywhere even in the air-

activities of the ecosystem. conditioned room.

• Air pollution occurs when

pollutants such as smoke, dirt, dust

and poisonous gases are released

into air endangering human lives

and other living organisms. The

pollutant gases are such as carbon

monoxide, carbon dioxide,

nitrogen monoxide and dioxide,

sulphur dioxide, lead, hydrocarbon

and fine particulate matters.

• Air pollution can be measured by

Air Pollution Index(API) which is

calculated based on concentrations

 of five particles and harmful gases

in the atmosphere.

1.7.4 Biology Form Five

Theory class Practical class

CHAPTER 1:TRANSPORT Carry out activities using potometer to

• Understand the transport in demonstrate :

organisms. • The technique used is to measure

• Synthesis the concept of the water level in the capillary tube.

circulatory system, lymphatic • To know the factor effect

system and blood clotting. transpiration.

• Understand the concept transport

substance in plants.

Theory class Practical class

CHAPTER 2: LOCOMOTION AND Plan and condunt experiment to see the

SUPPORT structure’s adaptations for support in a

• Understand support and floating aquatic plant:

locomotion. • Make the cross section on water

• Appreciate a healthy hyacinth.

musculoskeletal system. • use microscope to see:

• Understand support in plant.

Cross section of the root

Cross section of the stem

Theory class Practical class
CHAPTER 3: COORDINATION AND Plan and conduct experiment to see plant

RESPONSE rensponse on external environtment:

• Understand response and • For example the response of

coordination. Mimosa pudica plant on touch,

• Analyse the role of the human light, water and gravity.

nervous system. Response of Mimosa pudica to touch

• Analyse the role of hormones in

humans.

• Synthesize the concept of

homeostasis in humans.

• Practice a healthy lifestyle.

• Understand plants hormones.

Theory class Practical class
CHAPTER 4: REPRODUCTION AND Plan and conduct an experiment to see

GROWTH growth in humans:

• Analyses gametes formation. • To see the curve of human growth

• Analyses the role of hormone in by take the height and weight of all

the menstrual cycle. student.

• Understand the early development • Make graph by the data.

of zygote. • On the x – axis,mark and segment

• Synthesize the concept of sexual the phases of growth.

reproduction in flowering plants.

• Understand growth curve in

animal and plants.

Theory class Practical class
CHAPTER 5: INHERITANCE Carry out activities using diagram of

• Synthesize the concept of mendel’s monohybrid to demonstrate:

inheritances based on mendel’s • Result of mendel’s monohybrid

experiment. cross experiment.

• Understand inheritance. • Dominant and recessive allels.

• Understand genes and • Phenotypic ratio and genotypic

chromosomes. ratio.

Diagram of Mendel’s monohybrid

Theory class Practical class
CHAPTER 6: VARIATION Plan and conduct an experiment to see

• Understand variation in organism. variation in the class.

• Understand the causes of • Use a chart tabulated with various

variation. traits.

• Be respectful towards one another • Record height,weight as varition

despite variation. 1.

• Record ability to roll tounge,

shape of earlobe and blood group

as variation 2.

• Make the graph and compare the

variation 1 and variation 2.

1.7.5 Physic Form 4

THEORITICAL PRACTICAL

INTRODUCTION TO PHYSICS

1.1Understanding physics

1.2Understanding base and derived To study the precision and accuracy

quantities
1.2.1 Physical quantity
1.2.2 Scientific notation and unit
abbreviations
1.2.3 SI units
1.2.4 Base and derived quantities

1.3Understanding scalar and vector

quantities
1.3.1 Properties of scalars and vectors

1.4Understanding measurements
1.4.1 Sensitivity of measuring
instrument
1.4.2 Taking measurements
1.4.3 Precision and accuracy

1.4.4 Errors in measurement

1.5Understanding scientific investigation

1.5.1 Scientific method
FORCES AND MOTION

2.1 Analyzing linear motion

2.1.1 Distance and displacement
2.1.2 Speed and velocity

Carry out activities using a data

logger/graphing calculator/ ticker
timer to:

a) a)identify when a body is at

rest, moving with uniform
velocity or non-uniform
velocity

b) determine displacement,
velocity and acceleration

2.1.3 Acceleration

2.2 Analyzing motion graphs

2.2.1 Displacement-time graphs
2.2.2 Velocity-time graphs

2.3 Understanding inertia

2.4 Understanding momentum

2.5 Understanding the effects of a force

2.5.1 Newton’s second law of motion

2.6 Analyzing impulse and impulse

force
2.6.1 Momentum, impulse and
impulsive
force
2.6.2 Effect of time interval of impact
on
size of impulsive force

2.7 Safety features in vehicles

2.8 Understanding gravity

2.8.1 A universal force
2.8.2 Gravitational acceleration

2.9 Analyzing forces in equilibrium

2.10 Work, energy, power and efficiency

2.10.1 Work and energy

2.10.2 Kinetic energy

2.10.3 Gravitational potential energy
2.10.4 Transformation of energy

2.10.5 Conservation of energy

2.10.6 Power

2.11 Maximizing efficiency of devices

2.12 Understanding elasticity
2.12.1 Hooke’s law

FORCES AND PRESSSURE Research and report on

3.1 Understanding pressure
3.2 Understanding pressure in liquids
3.2.1 Density and pressure
a) the applications of pressure in
liquids
b) ways to reduce the negative
effects of pressure in liquids

3.3 Understanding gas pressure and

atmospheric pressure
3.3.1 Gas pressure

3.3.2 Kinetic molecular theory

3.3.3 Atmospheric pressure
3.4 Applying Pascal’s Principle
3.4.1 Automobile hydraulic lift
3.4.2 Hydraulic brake systems

3.5 Archimedes’ principle

3.5.1 Density and buoyancy

3.6 Bernoulli’s principle

HEAT

4.1 Temperature, heat and thermal

equilibrium Observe the change in
4.1.1 Temperature temperature when:
4.1.2 Temperature and kinetic energy a) the same amount of heat is
4.1.3 Heat
4.1.4 Thermal equilibrium b)used to heat different masses
of water.
4.2 Understanding specific heat capacity
b) c)the same amount of heat is
used to heat the same mass of
4.3 Understanding latent heat
different liquids
4.4 Understanding the gas laws
4.4.1 Relationship between pressure
and volume
4.4.2 Relationship between volume and
temperature
4.4.3 Relationship between pressure
and temperature

LIGHT

5.1 Understanding the reflection of light

5.1.1 Plane mirror

5.1.2 Convex mirrors

Conduct an experiment to find the

relationship between the angle of
5.2 Understanding the refraction of light incidence and angle of refraction
5.2.1 The bent straw to obtain Snell’s law.
5.2.2 Understanding apparent depth
5.2.3 Refraction index
5.2.4 Snell’s law
5.3 Understanding total internal
reflection of
Light

5.4 Understanding lenses

5.4.1 Convex lenses

5.4.2 Concave lenses

5.4.3 The lens equation and

magnification
1.7.6 Physic Form 5

Theory class Practical class

Chapter 1: Waves

• Understanding Waves Carry out activities using a ripple tank

• Analyzing Reflection, Refraction, and a slinky spring to demonstrate :

Diffraction, Interference, Sound and • waves transfer energy without

Electromagnetic of Waves transferring matter

• transverse4 and longitudinal

waves5

• wavefronts

• the direction of propagation of

waves in relation to wavefronts

Figure 1: Waves
Chapter 2: Electricity

• Analyzing Electric Fields and Observe the effect of an electric field

Charge Flow on :

• Understand the relationship between • a ping-pong ball coated with

4
Transverse waves is a wave in which the particles of the medium oscillate in the direction perpendicular to the
direction in which the wave moves.

5
Longitudinal waves is a wave in which the particles of the medium oscillate in the direction parallel to the
direction in which the wave moves.
 Electric Current and Potential

Difference

• Differentiate between Series and

Parallel circuits

conducting material

• a candle flame

Figure 2: A series and parallel circuit

• Analyzing Electromotive Force and

Internal Resistance

• Analyzing Electrical Energy and

Power
Chapter 3: Electromagnetisme

• Analyzing the Magnetic Effect and Plan and conduct experiments to

force on a Current-carrying study factors that affect the strength of

conductor6 a magnetic field of an electromagnet,

• Analyzing Electromagnetic Induction for example:

and transformers • the number of turns on the coil

6
Current-carrying conductor is due to the combination of the magnetic field due to the current in the conductor and
external magnetic field to produce a resultant magnetic field.
 • the size of current carried by

the coil

• the use of a soft iron core

Fig

ure 3: Fleming’s Left Hand Rule

• Understanding the Generation and

Transmission of Electricity
Chapter 4: Electronics

• Understanding the Cathhode Ray Carry out activities using a C.R.O to:

Oscilloscope (C.R.O), • measure potential difference

Semiconductor Diodes and • measure short time intervals

Transistors • display wave forms

Figure 4: Cathode Ray Oscilloscope,

C.R.O

• Analyzing Logic Gates

Chapter 5: Radioactivity

• Understanding nucleus of an atom Research and report on applications of

 radioisotopes in the fields of:

• medicine

• agriculture

• archeology

• industry

• Analyzing Radioactive Decay

• Understanding the uses of

Radioisotopes7

• Understang Nuclear Energy

• Realizing the importance of Proper

Management of Radioactive

Substances

1.7.7 Science Form Four

Theory Practical activity

Chapter 1
Scientific investigation
Lenghth of Spring
7
Radioisotopes are naturally occurring or artificially produced.
Focused on:
• Explain the steps in scientific
investigation.
• Carry out a scientific investigation
• Write report on a scientific investigation
• Explain the importance of scientific
investigation

Chapter 2
• Body coordination
• In this topic enable us to:
• Understand body coordination

• Understand nervous system

• Analyse nervous coordination
• Undersand the role of proriopcertors in
maintaning balance and coordination
 proriopcertors in maintaning balance
and coordination
• Understand the human brain and its
complexity

• Understand hormonal coordination in the

body
• Analyse the coordination between the
nervous sistem and the endocrine system

• Evaluate the effect of drug abuse on body

coordination and health.
• Evaluate the effect of excessive
consumption of alcohol on body
coordination and health.
• Realize the importance of sound and
healthy mind.
Chapter 3
Heredity And Variations
The topic about heredity enable students to;
• Understand cell division.

• Understand the principles and mechanism

of inheritance.

Ability to roll tongue

• Understand sex determination and the

occurence of twins in human beings.
 • Understand mutation.

• Evaluate the effects of genetic research on

human life.
• Analyse variation among living things.
• Realize the need to adhereto a code of
ethics in genetic research.

Chapter 4
Matter And Substance
The topic focused on;
• Analyse the changes in the states of matter.

• Understand the structure of an atom.

• Apply the idea of proton number and
nucleon number in atoms of elements.
• Understand the classification of elements
in the periodic table.
• Understand the properties of substances
based on the particles present in them.
• Understand the properties and uses of
metals and non-metals.
• Analyse the methods of purifying
substances.

Filtration

Evaporation

• Appreciate the existence and uses of

various substances of different
characteristics.
Chapter 5
Energy And Chemical Changes
After going through this chapter students
should be able;
• Understand physical and chemical
Dissolving sugar
changes.

• Analyse heat change in chemical reactions.

Endothermic reaction

Exonthermic reaction

• Synthesize the reactivity series of metals.

• Apply the concepts of reactivity series of
metals.
• Understand electrolysis.

Electrolysis of molten lead bromide

 • Understand the production of electrical
energy from chemical reactions.
• Understand chemical reactions that occur
in the presence of light.
• Appreciate the innovative efforts in the
design of equipment using chemical
reactions as sources of energy.
Chapter 6
Nuclear Energy
This topic focused on;
• Understand what radioactive substances
are.
• Understand the production of nuclear
energy and its uses.

• Be aware of the need for proper handling

of radioactive substances.

Chapter 7
Light, Color and Sight
This topic focused on;
• Synthesize the formation of images by
plane mirrors and lenses.
 Convex lens

• Synthesize the formation of images by

optical instruments. Concave lens
• Analyse light scattering.
• Analyse the addition and substraction of
coloured light.
• Apply the principles of subtraction of
coloured light to explain the appearance of
coloured objects.
• Analyse the effect of mixing pigments.
• Evaluate the importance of color daily in
life.
• Appreciate the benefits of various types of
optical instruments to mankind.
Chapter 8
Chemical In Industry
In this chapter, the students should be able to;
• Understand the properties of alloys and
their uses in industry.
 • Analyse the production and uses of
ammonia in industry.
• Analyse the effects of industrial waste
disposal on the environment.
• Realize the need for preservation and
conservation of the environment from
industrial waste pollution for the wellbeing
of mankind.

1.7.8 Science Form 5

Chapter 1
Microorganisme And Their Effects On • Observe specimens such as fresh
Living Things
bread, mouldy bread, fresh milk
1. Topic Involve
and spoilt milk.
• Understanding the classification of
(a) Why the bread and milk turn bad,
microorganisms.
(b) The factors that affect the growth
• Synthesising ideas about the factors
of microorganisms.
that affect the growth of
• To study how each of the following
microorganisms.
factors affects the growth of
• Applying knowledge about useful
microorganisms:
microorganisms.
(a) Nutrient,
• Analysing the harmful effects of
(b) Humidity,
microorganisms.
(c) Light,
• Analysing ways to preventinfection
(d) Temperature,
caused by microorganisms.
(e) pH.
• Understanding how diseases caused

by Microorganisms are treated.

• Observe specimens or models, or
Realising that microorganisms have
profoundeffects on human being and the view charts on tooth decay (caries)
balance in nature.
and discuss how microorganisms

cause the decay.

• To study the effects of

antibiotics on bacteria.

Nutrition
• Evaluating the importance of taking • To determine the following:

good nutrition and practising good (a) The calorific values of the
1.8 CONCLUSION

1.8.1 Aim of the science curiculum was introduced to born such individuals which

is to the extend of being creative, inquisitive, open-minded and competent in

science and technology.

1.8.2 There are two sciences that are the primary and secondary science. Primary

science is as science while secondary science consist of physics, biology,

chemistry, and additional science.

1.8.3 Overall, Science curriculum has been designed to help students in acquiring

science knowledge and skills, develop thinking skills and thinking strategies

and to inculcate noble values and the spirit of patriotism.

1.8.4 Thus, Science curriculum aims in producing active learners and have skills

in practical.
1.9 SUMMARY

1.9.1 There are three objective in curriculum analysis which are to know and

understand the Malaysia Science Secondary Curriculum, to know and

understand the Malaysia Science Secondary Curriculum, to know the

content in Malaysia Science Secondary Curriculum

1.9.2 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 intelectually, spiritually, emotionally and physically balanced and

harmonius.

1.9.3 Therefore, the primary and secondary school science curriculum is

developed with the aim of producing such individuals which is to the extend

of being creative, inquisitive, open-minded and competent in science and

technology.
1.9.4 The core science subjects for the primary and secondary levels are created to

provide students with basic science knowledge, prepare students to be

literate in science and enable students to continue their upper secondary

level.

1.9.5 The 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 our daily life.

1.9.6 The Science curriculum aims in producing active learners.

1.9.7 In inquiry and problem solving processes, scientific and thinking skills are

utilized. Scientific skills are important in any scientific investigation such as

conducting experiments and carrying out projects.

1.9.8 Science process skills enable students to formulate their questions and find

out the answers systematically.

1.9.9 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.

1.9.10 Thinking is a mental process that requires an individual to integrate

knowledge, skills and attitude in an effort to understand the environment.

1.9.11 The contents of science curriculum at the upper secondary level are

organized around specific themes as shown in Table 1.

Chemistry Biology Physics Science

• Study of • Man and the • Mensuration • Man and the
matter maintenance of variety of living
life things
• Interactions • Man and the • Kinematics and • Earth’s abundant
between continuity of life Dynamic resources and their
substances management
• Productions of • Man and the • Properties of • Energy for life
synthetic management of Materials
materials the environment
• Optics and waves • Man and the
balance in nature

• Electromagnetism
and Electronics

1.10 QUESTION

1.10.1 When extra water is added to aqueous ammonia...

A. the alkalinity
increases
B. the acidity
decreases
C. the concentration of hydroxide ions increases
D. the pH value decreases
1.10.2 Which of the following factors are affecting the rate of reaction?
A. Size or total surface area for solid reactant.
B. Concentration of reactant
C. Catalyst presence
D. All of above (see topic 1=Rate of reaction)

1.10.3 Which of the following are not chemical composition of the cell?

A. carbohydrates
B. water
C. lipids
D. enzymes

1.10.4 What is the role of hormone in female sexual reproduction?

A. growth
B. Special skills
C. Menstrual cycle
D. Feminisme

(i) Ask the question.

(ii) Conduct an experiment.
(iii) Make on observation.
(iv) Form the hypothesis

1.10.5 Arrange the steps of scientific method above according to the correct
sequence.
a) iii, iv, i and ii

b) ii, i, iii and iv

 c) iii, i, iv and ii

d) i, ii, iii and iv

Figure 1

1.10.6 What type of circuit is being showed by figure 1 above?

A. Parallel circuit

B. Series circuit

C. Combination of parallel and series circuit

D. None of above

1.10.7Each of the following factors affects the growth of microorganisms are

correct except:

A. Nutrient.

B. Humidity.

C. Space.

D. Temperature.

1.11 ANSWER
 1. D

2. D

3. D

4. C

5. B

6. A

7. C

1.12 REFERENCES

 Chan Yat Wah, Lai Choi Mee, Gan Chong Moi and Hairolhamzi (2005).

Integrated Curriculum for Secondary Schools. Science Form 4.

Curriculum Development Centre: Ministry of Education Malaysia.

 Tho, L.H., Tho, M.Y., and Hasnah, A. S. (2006). Science Form 5. Kuala

Lumpur: Asia Galaxy Sdn.Bhd.

 Ministry of Education Malaysia (2006). Integrated Curriculum for

Secondary Schools. Curriculum Specification: Science Form 5.

Curriculum Development Centre: Ministry of Education Malaysia.

 Badariah binti Hamzah, Chang See Leong, Koay Kheng Chuan and Yew

Kok Leh. (2006). Physics Form 5. Zeti Enterprise. Johor Darul

Takzim.
1.12 GLOSARY

Atom : the smallest part of an element that can exist chemically.

Cell division : the formation of two or more daughter cells from a single mother

cell.

Central nervous system : the part of the nervous system that coordinates all

neutral functions.

Concave : a lens that has at least one face formed from the interior surface of a

sphere.

Convex lens : a lens that has at least one face from the exterior surface of a sphere.

Dihybrid cross : a genetic cross between parents that differ in two characteristic,

controlled by genes at different loci.

Dominat gene : in a heterozygote, the allele that is fully expressed in the

phenotype when two different alleles of a gene are present in the cells of an

organism

Down syndrome : a congenital form of mental retardation due to a chromosome

defect in which there are three copies of chromosomes no. 21 instead of the

usual two.

Electrolyte : a liquid that conduct electricity as a result of the presence of positive

or negative ions.

Endothermic : denoting a chemical reaction that take heats from surrounding.

Gene : a unit of heredity composed of DNA

Inheritance : the transmission of particular characteristic from generation to

generation by means of the genetic code. Which is transferded to offspring

in the gametes.

Mendel’s Law : two laws summarizing Gregor Mendel’s theory of inheritance.

Mutation : a sudden random change in the genetic material of a cell that may

cause it and all cells derived from it to differ in appearance or behavior from

the normal type.

Periodic table : a table of elements arranged in order of increasing proton number

to show the similarities of chemical elements with related electronic

configuration.
Photosynthesis : the chemical process by which green plants and other

phototrophs synthesize organic compounds from carbon dioxide and water

in the presence of sunlight.

Rod cell : a type of light-sensitive receptor cell present in the retinas of vertebrates.

Sensory neurone : a nerve cell that transmit information about changes in the

internal and external environment to the central nervous system.

1.13 APPENDIX

Science process skill

Observing Using the sense of hearing, touch, smell,

taste and sight to collect information

about an object or 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.
Content of science curriculum at upper secondary level

Chemistry Biology Physics Science

• Study of • Man and the • Mensuration • Man and the
Matter maintenance of variety of living
life things
• Interactions • Man and the • Kinematics and • Earth’s abundant
between continuity of life Dynamic resources and their
substances management
• Productions of • Man and the • Properties of • Energy for life
synthetic management of Materials
materials the environment
• Optics and waves • Man and the
balance in nature

• Electromagnetism
and Electronics