BIOLOGY
Form 4
Copyright 2005
Ministry of Education Malaysia
First published 2005
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, and recording or by any information storage and 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
vii
ix
Preface
xi
Introduction
Scientific Skills
Thinking Skills
Content Organisation
12
THEME:
INTRODUCING BIOLOGY
Learning Area :
1. Introduction to Biology
14
THEME:
Learning Area :
16
Learning Area :
20
Learning Area :
24
Learning Area :
4. Cell division
28
THEME:
Learning Area :
1.
Nutrition
32
Learning Area :
2.
Respiration
47
THEME:
Learning Area :
1. Dynamic ecosystem
55
Learning Area :
2. Endangered ecosystem
62
Acknowledgements
67
Panel of Writers
68
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
ix
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.
xi
INTRODUCTION
AIMS
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
8.
9.
10.
OBJECTIVES
The biology curriculum for secondary school enables students
to:
1.
2.
3.
4.
5.
11.
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
manipulative skills.
science
process
skills
and
6.
7.
Classifying
Measuring and
Using
Numbers
Inferring
Predicting
Communicating
Defining
Operationally
Hypothesising
Experimenting
Manipulative Skills
Interpreting Data
Controlling
Variables
THINKING SKILLS
Attributing
Comparing and
Contrasting
Grouping and
Classifying
Sequencing
Prioritising
Analysing
Identifying
characteristics,
features,
qualities and elements of a concept or an
object.
Finding similarities and differences based
on criteria such as characteristics,
features, qualities and elements of a
concept or event.
Separating objects or phenomena into
categories based on certain criteria such
as common characteristics or features.
Arranging objects and information in order
based on the quality or quantity of common
characteristics or features such as size,
time, shape or number.
Arranging objects and information in order
based on their importance or priority.
Making Analogies
Inventing
Relating
Making Inferences
Predicting
Making
Generalisations
Visualising
Thinking Strategy
Description of each thinking strategy is as follows:
Conceptualising
Making Decisions
Problem Solving
Finding
Synthesising
Making Hypotheses
solutions to
challenging
or unfamiliar situations
or
unanticipated difficulties in a
systematic manner.
Thinking Skills
Critical
Attributing
Comparing and
contrasting
Grouping and
classifying
Sequencing
Prioritising
Analysing
Detecting bias
Evaluating
Making
conclusions
1.
2.
3.
4.
Creative
Reasoning
Thinking
Strategies
Conceptualising
Making decisions
Problem solvi
Generating ideas
Relating
Making inferences
Predicting
Making
hypotheses
Synthesising
Making
generalisations
Visualising
Making analogies
Inventing
Introducing TSTS.
Practising TSTS with teachers guidance.
Practising TSTS without teachers guidance.
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
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
Thinking Skills
Observing
Attributing
Comparing and contrasting
Relating
Controlling variables
Classifying
Attributing
Comparing and contrasting
Grouping and classifying
Attributing
Comparing and contrasting
Relating
Analysing
Making hypotheses
Attributing
Relating
Comparing and contrasting
Generating ideas
Making hypotheses
Predicting
Synthesising
Experimenting
Relating
Comparing and contrasting
Making Inferences
Relating
Comparing and contrasting
Analysing
Making inferences
Predicting
Relating
Visualising
Communicating
Using Space-Time
Relationship
Sequencing
Prioritising
Interpreting data
Defining operationally
Relating
Making analogy
Visualising
Analysing
Example:
Learning Outcome:
Thinking Skills:
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.
Example:
Being systematic.
Level:
Form Four
Learning Area:
Being cooperative.
Inculcating Patriotism
Learning Objective:
Learning Outcome:
Suggested Learning
Activities
Love
and
environment.
respect
for
the
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.
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
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
Learning Outcomes
Notes
Vocabulary
fields bidang
career kerjaya
Learning
Objectives
1.2
Applying
scientific
investigation
Learning Outcomes
Notes
Vocabulary
scientific investigation
penyiasatan saintifik
Learning Outcomes
Notes
Vocabulary
cellular components
komponen-komponen sel
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
relate mengiatkan
density - ketumpatan
Learning
Objectives
1.2
Understanding
cell
organisation
Learning Outcomes
A student is able to:
state the necessity for cell
specialisation in multicellular
organism as compared to
unicellular organism,
Notes
Vocabulary
living processes proses proses kehidupan
cell specialisation
pengkhususan sel
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
A simple
explanation.
1.3
Discuss and predict the cell
A student is able to:
condition without a particular
Appreciating
predict the state of certain cells
the uniqueness cellular component.
without a particular cellular
of the cell
component,
Conduct a role-play activity to show
illustrate that most cells are
that cells become adapted for
specialised for the job that they
different functions.
perform.
uniqueness keunikan
LEARNING AREA:
Learning
Objectives
2.1
Analysing the
of movement of
substances
across the
plasma
membrane
2.0
Learning Outcomes
Notes
Vocabulary
permeability - ketelapan
describe the permeability of the
plasma membrane,
explain the movement of soluble
substances across the plasma
membrane through the process
of passive transport,
explain the movement of water
molecules across the plasma
membrane by osmosis,
Learning
Objectives
Learning Outcomes
explain the movement of
substances across the plasma
membrane through the process
of active transport,
Notes
Only a basic
explanation of the
active transport
process is required.
Vocabulary
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
turgidity - kesegahan
The concentration of
the external solution
which is isotonic to
the cell sap is
determined from the
plotted graph.
Learning
Objectives
2.3
Appreciating
the movement
of substances
across the
plasma
membrane
Learning Outcomes
Notes
Vocabulary
wilting layu
Discussion should
make an inference on the
be
based
on
the
concentration of cell sap in plant
concepts of osmosis
tissues,
and plasmolysis.
preservation - pengawetan
LEARNING AREA:
Learning
Objectives
3.1
Understanding
the chemical
composition of
the cell
3.2
Understanding
carbohydrates
3.0
Learning Outcomes
Notes
Chemical
compounds in the
cell are limited to
carbohydrates,
lipids, proteins,
nucleic acids and
water only.
Vocabulary
organic compounds
sebatian organik
A brief account on
the importance of
carbohydrates,
lipids, proteins and
nucleic acids is
required.
formation pembentukan
breakdown - penguraian
reducing sugar gula
penurun
non-reducing sugar gula
bukan penurun
Learning
Objectives
3.3
Understanding
proteins
3.4
Understanding
lipids
Learning Outcomes
Notes
A detailed molecular
structure is not
required.
A brief account of
condensation and
hydrolysis reactions
is required.
A detailed molecular
structure is not
required.
Vocabulary
Learning
Objectives
3.5
Understanding
enzymes
Learning Outcomes
Notes
Vocabulary
A brief account of
condensation and
hydrolysis reactions
is required.
intracellular enzyme
enzim intrasel
extracellular enzyme
enzim luar sel
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
concentration - kepekatan
substrates substrat
deficiency - kekurangan
LEARNING AREA:
Learning
Objectives
4.1
Understanding
mitosis
4.0
CELL DIVISION
Learning Outcomes
A student is able to:
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,
Notes
Vocabulary
identical - seiras
significance - kepentingan
Learning
Objectives
Learning Outcomes
Notes
Techniques of
cloning include
tissue culture.
Vocabulary
controlled mitosis mitosis
terkawal
regeneration
pertumbuhan / penjanaan
semula
uncontrolled mitosis
mitosis luar kawal
Learning
Objectives
4.2
Understanding
meiosis
Learning Outcomes
Notes
Vocabulary
trait inheritance
pewarisan ciri
offspring anak
A detailed
explanation of
Prophase 1 is not
required.
Learning
Objectives
4.3
Appreciating
the movement
of
chromosomes
during mitosis
and meiosis.
Learning Outcomes
A student is able to:
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.
Notes
Vocabulary
Learning Outcomes
Notes
Vocabulary
Learning
Objectives
Learning Outcomes
explain the functions and
sources of vitamins in a diet to
maintain health,
Notes
Vocabulary
roughage / dietary fibre
pelawas
Learning
Objectives
Learning Outcomes
1.3
Understanding
malnutrition
1.4
Analysing food
digestion
Notes
Vocabulary
metabolic processes
proses metabolik
Learning
Objectives
Learning Outcomes
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,
Notes
Vocabulary
digestive juices jus
pencernaan
bile - hempedu
Learning
Objectives
1.5
Understanding
the processes
of absorption
and
assimilation of
digested food
Learning Outcomes
Notes
Vocabulary
adaptive characteristic
ciri-ciri penyesuaian
absorption - penyerapan
small intestine usus kecil
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
transport pengangkutan
liver hati
assimilation - assimilasi
Learning
Objectives
Learning Outcomes
1.6
With reference to diagrams, charts
Understanding or model of the digestive system,
the formation of identify the colon and rectum.
faeces and
defecation
Carry out small group discussion
on the following and present the
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)
Notes
Vocabulary
defecation penyahtinjaan
faeces tinja
constipation sembelit
haemorrhoids - buasir
Learning
Objectives
1.7
Evaluating
eating habits
1.8
Realising the
importance of a
healthy
digestive
system
Learning Outcomes
Notes
Eating habits
involve the
frequency and time
of eating and the
type of food
consumed.
Vocabulary
Learning
Objectives
1.9
Understandingt
he importance
of
macronutrients
and
micronutrients
in plants
Learning Outcomes
Notes
Vocabulary
elements unsur-unsur
Maize seedlings
may be used for this
experiment.
Learning
Objectives
Learning Outcomes
1.10
Students read about the discovery
Understanding of photosynthesis and extract
photosynthesis important facts from it.
Notes
Vocabulary
adaptation - penyesuaian
Learning
Objectives
1.11
Understanding
the mechanism
of
photosynthesis
Learning Outcomes
Notes
Vocabulary
Detailed structure of
chloroplast is not
light reaction tindakbalas
required.
cahaya
Detailed pathways
for light and dark
dark reaction tindakbalas
reactions are not
gelap
required.
Learning
Objectives
1.12
Synthesising
factors
affecting
photosynthesis
Learning Outcomes
Notes
Vocabulary
crops - tanaman
Learning
Objectives
1.13
Practising a
caring attitude
towards plants
Notes
Vocabulary
1.14
Understanding
the technology
used in food
production
Learning Outcomes
improving menambahbaikkan
diversify - mempelbagaikan
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
food processing
pemprosesan makanan
development perkembangan
food spoilage kerosakan
makanan
Learning
Objectives
Learning Outcomes
relate food processing methods
with factors causing food
spoilage,
Notes
Vocabulary
LEARNING AREA:
Learning
Objectives
2.1
Understanding
the respiratory
process in
energy
production
2.0
RESPIRATION
Learning Outcomes
Conduct an experiment to
investigate anaerobic respiration in
yeast.
Notes
Vocabulary
Learning
Objectives
2.2
Analysing the
respiratory
structures and
Breathing
mechanisms in
human and
animal
Learning Outcomes
Notes
Vocabulary
respiratory structures
struktur pernafasan
adaptations - penyesuaian
Learning
Objectives
Learning Outcomes
Vocabulary
respiratory surfaces
permukaan respirasi
breathing mechanism
mekanisma pernafasan
Notes
Learning
Objectives
2.3
Understanding
the concept of
gaseous
exchange
across the
respiratory
surfaces and
transport of
gases in
human
Learning Outcomes
Notes
Vocabulary
gaseous exchange
pertukaran gas
blood capillaries kapilari
darah
partial pressure tekanan
separa
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
Learning
Objectives
2.4
Understanding
the regulatory
mechanism in
respiration
Learning Outcomes
Notes
Vocabulary
vigorous exercise
senaman cergas
b) regulatory mechanism of
oxygen and carbon dioxide
contents in the body.
regulatory mechanism
mekanisma kawalatur
Learning
Objectives
2.5
Realising the
importance of
maintaining a
healthy
respiratory
system
Learning Outcomes
Notes
Vocabulary
efficient berkesan
energy requirement
keperluan tenaga
A diagram of the
cross-section of a
leaf is required.
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
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
Learning Outcomes
Notes
Vocabulary
Emphasis is on field
study for the
students to reinforce
their understanding
in this area.
abiotic components
komponen abiotik
biotic components
komponen biotik
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
predator pemangsa
prey - mangsa
competition - persaingan
colonisation pengkolonian
succession sesaran
successors spesies
penyesar
Learning
Objectives
Learning Outcomes
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.
Notes
Vocabulary
adaptive characteristics
ciri penyesuaian
pioneer spesies perintis
Learning
Objectives
1.3
Synthesising
ideas on
population
ecology
Learning Outcomes
Notes
Vocabulary
density kepadatan
frequency kekerapan
percentage coverage
peratus litupan
Learning
Objectives
1.4
Discuss the following:
Understanding a) meaning of biodiversity,
the concept of b) need for the classification
biodiversity
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,
Discuss the following:
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.
Learning Outcomes
A student is able to:
explain the meaning of
biodiversity,
explain the need for
classification of organisms,
state the five kingdoms used in
the classification of organisms,
Notes
Vocabulary
biodiversity
biokepelbagaian
classification pengelasan
Learning
Objectives
Learning Outcomes
1.5
Understanding
the impact of
microorganism
s on life
Notes
Vocabulary
A brief account of
the basic
characteristics of
each type of
microorganisms is
required.
decomposition - pereputan
alimentary canal salur
alimentari
Learning
Objectives
1.6
Appreciating
biodiversity
Learning Outcomes
Notes
Vocabulary
preservation pemeliharaan
conservation
pemuliharaan
LEARNING AREA:
Learning
Objectives
2.1
Evaluating
human
activities that
endanger an
ecosystem
2.0
ENDANGERED ECOSYSTEM
Learning Outcomes
Notes
Vocabulary
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
Learning
Objectives
Learning Outcomes
Notes
Vocabulary
ozone depletion
penipisan ozon
extinction kepupusan
deforestation penyahutanan
pollution -pencemaran
Biochemical Oxygen
Demand keperluan
oksigen biokimia
Learning
Objectives
Learning Outcomes
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.
Notes
Vocabulary
Learning
Objectives
2.2
Understanding
the greenhouse
effect and
thinning of the
ozone layer.
2.3
Realising the
importance of
proper
management of
development
activities and
the ecosystem
Learning Outcomes
Notes
Vocabulary
global warming
pemanasan global
balance of nature
keseimbangan alam
maintain mengekalkan
Learning
Objectives
Learning Outcomes
care for the ecosystem,
Notes
Vocabulary
biological control kawalan
biologi
renewable energy tenaga
diperbaharui
ACKNOWLEDGEMENTS
Advisors
Editorial Advisors
Director
Curriculum Development Centre
Deputy Director
Curriculum Development Centre
Zaidi Yazid
Assistant Director
(Head of Elective Sciences Unit)
Curriculum Development Centre
Editor
Ho Heng Ling
Assistant Director
(Head of Core Sciences Unit)
Curriculum Development Centre
PANEL OF WRITERS
Cheah Eng Joo
Nagaraju
Zaidi Yazid
Ho Heng Ling
Zainusham Yusof
Roslah Awang
Mohamed
Aizatul Adzwa Mohd Basri
Trengganu.
Curriculum Development Centre.
Zulkifli Baharudin
Yusof Ismail
Alice Tan
Zaman
Ahmad Salihin Mat Saat
Wahida Abdullah
Selangor.
Noraini Samin