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Curriculum Development CentreMinistry of Education Malaysia

2003

MINISTRY OF EDUCATION MALAYSIA

Inte rated Curriculum for Secondar Schools

Curriculum Specifications

SCIENCE

Form 3


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Copyright 2003 Curriculum Development CentreMinistry of Education MalaysiaPesiaran Duta Off Jalan Duta

50604 Kuala Lumpur

First published 2003

Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by

any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, andrecording is forbidden without the prior written permission from the Director of the Curriculum DevelopmentCentre, Ministry of Education Malaysia.


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TABLE OF CONTENTS

Page

The National Philosophy ivNational Philosophy of Education vNational Science Education Philosophy vi

Preface vii

Introduction 1Aims and Objectives 2Scientific Skills 3Thinking Skills 4Scientific Attitudes and Noble Values 10Teaching and Learning Strategies 11Content Organisation 14Themes

Management and Continuity of Life 16Matter in Nature 36Energy in Life 40Astronomy and Space Exploration 52

Acknowledgements 56

Panel of Writers 57


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THE NATIONAL PHILOSOPHY

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

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

diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology;

The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

UPHOLDING THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY

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NATIONAL PHILOSOPHY OF EDUCATION

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

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

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

knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high

level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the

nation at large.

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NATIONAL SCIENCE EDUCATION PHILOSOPHY

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

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

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

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AIMS

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

Students who have followed the secondary science curriculum willhave the foundation in science to enable them to pursue formal

and informal further education in science and technology.

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

OBJECTIVES

The science curriculum for secondary school enables students to:

1. Acquire knowledge in science and technology in thecontext of natural phenomena and everyday lifeexperiences.

2. Understand developments in the field of science and

technology.

3. Acquire scientific and thinking skills.

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

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

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

7. Practise and internalise scientific attitudes and good moral

values.

8. Realise the importance of inter-dependence among livingthings and the management of nature for survival ofmankind.

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

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

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


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SCIENTIFIC SKILLS

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

Scientific skills encompass science process skills andmanipulative skills.

Science Process Skills

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

Descriptions of the science process skills are as follows:

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

Classifying Using observations to group

objects or events according tosimilarities or differences.

Measuring andUsingNumbers

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

Inferring Using past experiences orpreviously collected data to drawconclusions and makeexplanations of events.

Predicting Stating the outcome of a futureevent based on prior knowledgegained through experiences orcollected data.

Communicating Using words or graphic symbolssuch as tables, graphs, figuresor models to describe an action,

object or event.

Using Space-TimeRelationship

Describing changes inparameter with time. Examplesof parameters are location,direction, shape, size, volume,weight and mass.

Interpreting Data Giving rational explanationsabout an object, event or patternderived from collected data.


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DefiningOperationally

Defining concepts by describingwhat must be done and whatshould be observed.

ControllingVariables

Identifying the fixed variable,manipulated variable, andresponding variable in aninvestigation. The manipulated

variable is changed to observeits relationship with theresponding variable. At thesame time, the fixed variable iskept constant.

Hypothesising Making a general statementabout the relationship between a

manipulated variable and aresponding variable in order toexplain an event or observation.This statement can be tested todetermine its validity.

Experimenting Planning and conductingactivities to test a certain

hypothesis. These activitiesinclude collecting, analysingand interpreting data andmaking conclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psychomotor skillsthat enable students to:

use and handle science apparatus and laboratory substancescorrectly.

handle specimens correctly and carefully.

draw specimens, apparatus and laboratory substances

accurately. clean science apparatus correctly, and

store science apparatus and laboratory substances correctlyand safely.

THINKING SKILLS

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

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

a foundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organisedto provide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.


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Thinking skills can be categorised into critical thinking skills and

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

Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategies

is the ultimate aim of introducing thinking activities in the teachingand learning process.

Critical Thinking Skills

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

Attributing Identifying criteria such ascharacteristics, features,

qualities and elements of aconcept or an object.

Comparing andContrasting

Finding similarities anddifferences based on criteriasuch as characteristics,features, qualities andelements of a concept orevent.

Grouping andClassifying

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

Sequencing Arranging objects and

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

Prioritising Arranging objects andinformation in order based on

their importance or priority.

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

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

Evaluating Making judgements on thequality or value of somethingbased on valid reasons or

evidence.

MakingConclusions

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


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Creative Thinking Skills

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

Generating Ideas Producing or giving ideas in adiscussion.

Relating Making connections in acertain situation to determine astructure or pattern of

relationship.

MakingInferences

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

Predicting Stating the outcome of a futureevent based on prior

knowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusionabout a group based onobservations made on, orsome information from,samples of the group.

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

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

MakingHypotheses

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

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

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


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Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations basedon inter-related and commoncharacteristics in order to

construct meaning, concept ormodel.

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

Problem Solving Finding solutions to challenging

or unfamiliar situations orunanticipated difficulties in asystematic manner.

Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and thinking

strategies is made simpler if an individual is able to reason inan inductive and deductive manner. Figure 1 gives a generalpicture of thinking skills and thinking strategies.

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

1. Introducing TSTS.2. Practising TSTS with teachers guidance.3. Practising TSTS without teachers guidance.4. Applying TSTS in new situations with teachers guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

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


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Figure 1 : TSTS Model in Science

Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding 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 processskills and the possession of suitable attitudes and knowledgeenable students to think effectively.

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

related to a particular science process skill are as follows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrasting

Relating

Classifying AttributingComparing and contrastingGrouping and classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Thinking Skills

Critical

Attributing

Comparing andcontrasting

Grouping andclassifying

Sequencing

Prioritising

Analysing

Detecting bias

Evaluating

Makingconclusions

Creative

Generating ideas

RelatingMaking inferences

Predicting

Makinghypotheses

Synthesising

Makinggeneralisations

Visualising

Making analogiesInventing

Thinking Strategies

Conceptualising

Making decisions

Problem solving

Reasoning


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Science Process Skills Thinking Skills

Using Space-TimeRelationship

SequencingPrioritising

Interpreting data Comparing and contrastingAnalysingDetecting bias

Making conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrastingRelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrastingGenerating ideas

Making hypothesisPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skillsand Scientific Skills

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

acquisition of knowledge and the inculcation of noble values andscientific attitudes.

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

Example:

Learning Outcome:

Thinking Skills:

Compare and contrast metallicelements and non-metallic elements.

Comparing and contrasting

Explanation:

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


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SCIENTIFIC ATTITUDES AND NOBLE VALUES

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

Having an interest and curiosity towards the environment.

Being honest and accurate in recording and validating data.

Being diligent and persevering. Being responsible about the safety of oneself, others, 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 generallyoccurs through the following stages:

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

Giving emphasis to these attitudes and values.

Practising and internalising these scientific attitudes and noblevalues.

When planning teaching and learning activities, teachersneed to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes and

values. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experimentsin a careful, cooperative and honest manner.

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

inculcation of scientific attitudes and noble values.

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

Example:

Year:

Learning Area:

Learning Objective:

Form One

1. Matter

2.3 Appreciating the importance ofthe variety of earths resourcesto man.


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separately according to the order stated in the curriculum

specifications.

The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activitiesstated under the column Suggested Learning Activities are givenwith the intention of providing some guidance as to how learningoutcomes can be achieved. A suggestedactivity may coveroneor more learning outcomes. At the same time, more than oneactivity may be suggested for a particular learning outcome.

Teachers may modify the suggested activity to suit the ability andstyle of learning of their students. Teachers are encouraged todesign other innovative and effective learning activities to enhancethe learning of science.

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