Bahan Sumber Sains Tambahan

PROGRAM PENINGKATAN KEBERKESANAN
PELAKSANAAN KURIKULUM SAINS
BAHAN SUMBER
PENGAJARAN
DAN PEMBELAJARAN
SAINS TAMBAHAN
USAHASAMA:
BAHAGIAN PEMBANGUNAN KURIKULUM
DAN
JABATAN PELAJARAN NEGERI
1
PREFACE
As a nation that is progressing towards a developed nation status, Malaysia needs
to create a society that is scientifically oriented, progressive, knowledgeable, having a high
capacity for change, forward-looking, innovative and a contributor to scientific and
technological development in the future. In line with this, there is a need to produce citizens
who are creative, critical, inquisitive, open-minded and competent in science and
technology. The primary and secondary school science curriculum is developed with the
aim of producing such individuals.
Teaching and learning strategies in the primary and secondary school science
curriculum emphasized learning that helps pupils acquire knowledge and master scientific
and thinking skills that will help them developed their minds to the optimum level. This can
occur through various learning approaches such as inquiry-discovery, constructivism,
contextual learning and mastery learning. Learning activities should therefore be geared
towards activating pupils critical and creative thinking skills and not be confined to routine
and rote learning. The teaching and learning process should enable students to acquire
knowledge, master skills and developed scientific attitudes and noble values in an
integrated manner.
Feedback from science and mathematics teachers on their difficulties in teaching

dry topics initiates the idea to produce this handbook. The Teacher’s Resource Handbook
has been carefully designed for easy understanding and implementation. Activities
suggested in the handbook commands active participation of pupils. Expert teachers were
involved in producing the activities that are considered as best practice. This handbook
provides many ideas for teachers to improve and enhance their teaching and learning
strategies. Having gone through a trial run, the activities were well received by teachers as
well as pupils. Please note that these activities are by no means exhaustive. They serve as
exemplars with the intention of providing some guidance as to how learning outcomes can
be achieved. Teachers are encouraged to explore the ideas contained in this handbook and
develop their own models for teaching and learning practices.
Ministry of Education would like to thank the Science and Mathematics officers from
the Curriculum Development Division, Education State Departments, Education District
Offices, Expert Teachers, Science teachers and to all those contributed in one way or
another in developing the Teacher’s Resource Handbook. Support and commitment from all
those involved have made this resource handbook for teachers a reality.
2
CONTRIBUTORS
1. Science Panels and the State Education Department Officers, Perlis.
2. Science Panels and the State Education Department Officers, Kedah.
3. Science Panels and the State Education Department Officers, Pulau Pinang.
4. Science Panels and the State Education Department Officers, Perak.
5. Science Panels and the State Education Department Officers, Selangor.
6. Science Panels and the State Education Department Officers, WP Kuala Lumpur.
7. Science Panels and the State Education Department Officers, WP Putrajaya.
8. Science Panels and the State Education Department Officers, Negeri Sembilan.
9. Science Panels and the State Education Department Officers, Melaka.
10. Science Panels and the State Education Department Officers, Johor.
11. Science Panels and the State Education Department Officers, Pahang.
12. Science Panels and the State Education Department Officers, Terengganu.
13. Science Panels and the State Education Department Officers, Kelantan.
14. Science Panels and the State Education Department Officers, Sarawak.
15. Science Panels and the State Education Department Officers, Sabah.
16. Science Panels and the State Education Department Officers, WP Labuan.
17. Science Officers of Curriculum Development Division, Ministry Of Education.
3
TABLE OF CONTENT
Page
Preface 2
Contributors 3
1. Objectives 6
2. Strategies 6
3. Examples
3.1 CHAPTER 8 – CHEMICAL BONDING 7-13
3.2 CHAPTER 9 – MOLE CONCEPT 14-16
3.3 CHAPTER 10 – RESPIRATORY SYSTEM 17-18
3.4 CHAPTER 11 – DIGESTIVE SYSTEM 19-21
4. Test Questions
4.1 PRE TEST (STUDENT’S COPY)-CHEMICAL BONDING 22-26
4.2 PRE TEST (TEACHER’S COPY)-CHEMICAL BONDING 27-31
4.3 PRE TEST (STUDENT’S COPY)-MOLE CONCEPT 32-34
4.4 PRE TEST (TEACHER’S COPY)-MOLE CONCEPT 35-37
4.5 PRE TEST (STUDENT’S COPY)-RESPIRATORY SYSTEM 38-42
AND DIGESTIVE SYSTEM
4.6 PRE TEST (TEACHER’S COPY)-RESPIRATORY SYSTEM 43-47
4.7 POST TEST (STUDENT’S COPY)-CHEMICAL BONDING 48-52
4.8 POST TEST (TEACHER’S COPY)-CHEMICAL BONDING 53-57
4.9 POST TEST (STUDENT’S COPY)-MOLE CONCEPT 58-60
4
4.10 POST TEST (TEACHER’S COPY)-MOLE CONCEPT 61-63
4.11 POST TEST (STUDENT’S COPY)-RESPIRATORY SYSTEM 64-68
4.11 POST TEST (TEACHER’S COPY)-RESPIRATORY SYSTEM 69-73
5
OBJECTIVES:
1. Arouse students interest
2. Make lessons more lively
3. Stimulate students curiosity
4. Provide students with opportunities to develop thinking skills
5. Provide students with basic science knowledge and concept
STRATEGIES:
1. SIMULATION
2. CONCEPT MAP
6
THEME:
MATTER IN NATURE
LEARNING AREA:
CHAPTER 8- CHEMICAL BONDING
LEARNING OBJECTIVE:
1 Understanding the stability of an element in terms of its electron configuration
2 Understanding the formation of an ionic bond
LEARNING OUTCOME:
• Explain what the duplet electron configuration for an inert gas is.
• Explain what the octet electron configuration for an inert gas is.
• Explain the meaning of a stable element.
• Explain the formation of a positive ion.
• Explain the formation of a negative ion.
• Explain the formation of an ionic bond.
TEACHING & LEARNING STRATEGIES:

• Simulation
SLOT:
Introduction to the stability of an element and the formation of bonds.
MATERIALS:
1. Students act as electrons
7
PROCEDURE:
1. Teacher calls out two students to the front of class.

2. Teacher gives each student a card to hold. Example :
He Ne
2 10
3. Teacher explains that each student who is holding a card represents an atom.
4. Teacher directs students to read aloud what is written at the back of each card as
shown below:
H a) I am a helium atom.
e b) My proton number is 2.
N a. I am a neon atom.
b. My proton number is 10.
e
5. Teacher calls out another four students to the front.

6. Two students are directed to hold each other’s hand around the student holding
the Helium card. Repeat step 6 to the student holding the Neon card.
7. Teacher explains that helium has a complete duplet arrangement.
8. However, Neon is still incomplete. Teacher asks the class how many electrons
are required to obtain Neon’s proton number.
9. Teacher then calls out another eight students to form the second shell for Neon.
10. Teacher explains the meaning of a stable element.
11. Teacher instructs the students to go back to their respective seats.
12. Teacher calls out two students to the front of class and gives each student a
card. Example :
Na Cl
11 17
8
13. Teacher directs students to read aloud what is written at the back of each
card as shown below:
a) I am a sodium atom.
N
a b) My proton number is 11.
a) I am a chlorine atom.
Cl
b) My proton number is 17.
17
14. Teacher calls out another 11 students to the front.

15. The students are directed to form a circle around the student holding the sodium
card according to the proton number as shown below.
Na
16. Teacher calls out another 17 students to the front.
17. The students are directed to form a circle around the student holding the chlorine
card according the proton number.
Cl
18. Teacher reinforces student’s knowledge of the electron configuration of the elements
by asking the following questions:
9
- How many shell does this element have?
- Which group is this element in?
- Do these elements have the duplet or octet arrangement?
19. Teacher asks students how Sodium and Chlorine can become stable.
20. Teacher instructs the student in the outermost shell of Sodium to move to the
outermost shell of Chlorine.
Na Cl
21. Teacher explains how the elements achieve stability by donating and receiving
electrons to form ionic bonds.
+ −
Cl
Na
THEME:
10
MATTER IN NATURE
LEARNING AREA:
CHEMICAL BONDING
LEARNING OBJECTIVE:
1 Understanding the stability of an element in terms of its electron configuration
2 Understanding the formation of an ionic bond and a covalent bond
LEARNING OUTCOME:
• Explain what the duplet electron configuration for an inert gas is.
• Explain what the octet electron configuration for an inert gas is.
• Explain the meaning of a stable element.
• Explain the formation of a positive ion.
• Explain the formation of a negative ion.
• Explain the formation of an ionic bond.
• Explain the formation of a covalent bond.
• Concept Map
SLOT:
CONCLUSION
MATERIALS:
1. HANDOUTS
PROCEDURE:
1. Teacher distributes handouts with important key phrases for the whole chapter. (See
appendix 1)
2. Teacher asks students to complete the concept map by filling in the spaces.
3. Teacher asks students to come up with their own concept maps for the whole
chapter.
Appendix 1
11
CHEMICAL ELEMENTS
Metals Non-metals
donate electron Receive electron Share electrons
________ ________
______ ions
ions bond
electrostatic
force of
attraction
same atom different

_____________ bond atoms
Electrostatic force of
attraction
Characteristics :
1.
2.
3.
Characteristics :
THEME:
1.
MATTER IN NATURE
2.
3.
Appendix 1 (Answers)
12
CHEMICAL ELEMENTS
Metals
Non-metals
donate electron Receive electron Share electrons
Positive Negative Covalent

ions ions bond
electrostatic
force of
attraction
same atom different

Ionic bond atoms
Covalent
Elements
Electrostatic force of compounds
attraction
Characteristics:
Ionic compound 1. Low melting point
2. Insulator
3. Insoluble in water
Characteristics:
1. High melting point
2. Conductor
3. Soluble in water
LEARNING AREA:
13
CHAPTER 9 - MOLE CONCEPT
LEARNING OBJECTIVE:
3.1 UNDERSTANDING RELATIVE ATOMIC MASS AND RELATIVE MOLECULAR

MASS
LEARNING OUTCOME:
• Explain the concept of relative atomic mass
• Set induction using simulation
SLOT:
Introduction
MATERIALS:
1. Manila cards with chemical symbols
PROCEDURE:
1. Teacher chooses 10 students from the class.
2. The students are instructed to come up to the front of the class.
3. Teacher distributes cards with chemicals symbols to the 8 students.
H H O O Cl Cl C H
1 1 16 16 35.5 23 12 e
4. Teacher explains that each student who is holding a card represents an atom.
5. Teacher directs students to read aloud what is written at the back of each card as
shown below:
14
H a) I am a hydrogen atom.
b) My relative atomic mass is 1.
1
O a. I am a oxygen atom.
b. My relative atomic mass is 16.
16
Cl a) I am a chlorine atom.
b) My relative atomic mass is 35.5
23
Cl a) I am a chlorine atom.
b) My relative atomic mass is 35.5
35.5
C a) I am a carbon atom.
12
H a) I am a helium atom.
e
6. Teacher selects 2 students,
E.g.: Student 1 – Holding the oxygen (O) card
Student 2 – Holding another oxygen (O) card
7. Teacher instructs student 1 and 2 to hold hands.
8. Teacher explains that when 2 or more atoms combine they form a molecule e.g.
oxygen molecule (O2)
O O
15
16 16
9. Teacher repeats the explanation using water (H2O) or Chlorine (Cl2) as an example.
10. Teacher then asks the student with the carbon card to step forward.
11. Teacher places a special crown on this student’s head and hands the student a script
to read aloud.
Script:
I am carbon-12.
I am used as a standard to define relative mass.
The mass of one atom of carbon-12 is defined as exactly 12 atomic mass units
(a.m.u.).
12.Teacher points out that one carbon atom have a relative atomic mass of 12 as shown
on the card.
13.Teacher asks students to state the relative atomic masses for other cards.
14.Teacher then explains that the mass of one atom of an element must be compared to
1/12 of the mass of one atom of carbon-12.
15. Teacher continues with the lesson…..
APPENDIX 1 - TEACHER
THEME:
16
MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA:
10 RESPIRATORY SYSTEM
LEARNING OBJECTIVE:
10.1 ANALYZING THE PROCESS OF GASEOUS EXCHANGE DURING RESPIRATION

10.2 UNDERSTANDING THE PRODUCTION OF ENERGY DURING RESPIRATION
10.3 UNDERSTANDING RESPIRATORY AIDS AND RESUSCITATION
10.4 ANALYZING RESPIRATORY DISEASES AND ALLERGIES
10.5 APPRECIATING THE PRESENCE OF A HEALTHY RESPIRATORY ORGAN
LEARNING OUTCOME:
• Refer to the CS
• CONCLUSION USING A CONCEPT MAP
SLOT:
CONCLUSION
MATERIALS:
1. HANDOUTS
PROCEDURE:
appendix 1)
2. Teacher asks students to complete the concept map by filling in the spaces with the
given key phrases.
3. Teacher asks students to come up with their own concept maps.
17
APPENDIX 1 (TEACHER) RESPIRATION
Ventilation (breathing) Gaseous exchange in alveolus Cellular respiration
O2 and CO2
Inhale Exhale transported to
and from Aerobic Anaerobic
Blood capillaries
Lung disease and
Fermentation
illness
Diffusion
Pneumonia Lung cancer Bronchitis In yeast In muscle cells

Body cells
Produce Produce
Asthma
(aggravated by Ethanol, Carbon Lactic acid
allergy dioxides,
C2H5OH
CO2
Prevention
Healthy lifestyle Conservation of healthy air quality
Regular exercise No smoking Healthy food No alcohol
18
THEME:
MAINTENANCE AND CONTINUITY OF LIFE
LEARNING AREA:
2. DIGESTIVE SYSTEM
LEARNING OBJECTIVE:
2.1 ANALYSING THE DIGESTIVE SYSTEM
LEARNING OUTCOME:
• Identify the organs of the human digestive system

• Analyse diseases related to the digestive system.
• Conclusion using concept map
SLOT:
Conclusion
MATERIALS:
1. Handouts
PROCEDURE:
appendix 1)
2. Teacher asks students to complete the concept map by filling in the spaces.
3. Teacher asks students to come up with their own concept maps.
19
APPENDIX 1 (STUDENT)
GOOD EATING DISEASES

HABITS RELATED
HUMAN
DIGESTIVE
SYSTEM
ORGAN
RELATED
20
Human Digestive Systems
Liver
21
STUDENTS’ COPY
______________________________________
______________________________________
Chapter 8 Chemical Bonding
22
1 What type of bonding holds sodium and chlorine ions in sodium chloride?
A Covalent bonding
B Carbon bonding
C Metallic bonding
D Ionic bonding
2 Which of the following statements best explains the stability of noble gases?
A All noble gases have 8 valence electrons
B All noble gases have 8 electrons in their atoms
C All noble gases have octet electron arrangement except helium
D All noble gases have 2 electrons in their innermost electron shell
3 The type of chemical bonds between two atoms by the transfer of electrons from a
metal to a non-metal is
A ionic bonds
B covalent bonds
C metallic bonds
D intermolecular bonds
4 What happens during the formation of a Sodium ion?

[Proton number: Na, 11]
A One sodium atom releases two electrons.
B One sodium atom receives two electrons.
C One sodium atom releases one electron.
D One sodium atom shares two electrons.
23
5 Which of the following elements has an octet electron configuration?
A B C D
6 The figure shows the structures of atom X and ion X.
Atom X
Ion X
Ion X is most likely
A Ne
B F-
C O2-
D Na+
7 Atom Y is considered stable because …
24
Atom Y
A atom Y has 18 electrons in its shells
B atom Y has an octet electron configuration
C atom Y has an electron configuration of 2.8
D atom Y has the duplet electron arrangement
8 When a chlorine atom becomes a chloride ion, Cl-…
A it loses an electron.
B it shares two electrons.
C it gains one electron.
D its proton number increases.
9 What happens when one sodium atom reacts with one chlorine atom?
A The sodium atom releases one electron to a chlorine atom.
B The sodium atom shares one electron with a chlorine atom.
C The sodium atom receives one electron from a chlorine atom.
D The sodium atom receives one proton from a chlorine atom.
10 Atom X has 19 protons. What is the electron arrangement of atom X?
25
A 2.8.1
B 2.8.8
C 2.8.8.1
D 2.8.8.8
TEACHER’S COPY
26
27
A Covalent bonding
B Carbon bonding
C Metallic bonding
D Ionic bonding
A ionic bonds
B covalent bonds
C metallic bonds

A B C D
28
Atom X
Ion X
A Ne
B F-
C O2-
D Na+
29
Atom Y
A 2.8.1
30
B 2.8.8
C 2.8.8.1
D 2.8.8.8
Answer Scheme
Chemical Bonding
1 D 6 D
2 C 7 B
3 A 8 C
4 C 9 A
5 B 10 C
STUDENTS’ COPY
31
______________________________________
______________________________________
Chapter 9 Mole Concept (Set Induction)
1 What is the relative atomic mass of oxygen?
32
A 4
B 12
C 16
D 23
2 When two or more atoms combine they form ……
A an ion
B an atom
C a molecule
3 What is the mass of one atom of carbon –12?
A 4 a.m.u.
B 12 a.m.u.
C 16 a.m.u.
D 35.5 a.m.u.
4 The relative atomic mass of an atom is based on an atom of
A carbon –12
33
B carbon –14
C oxygen –16
D hydrogen –1
5 The relative atomic mass of an element is defined as the mass of one atom of an
element compared to
A 1/4 the mass of one molecule of hydrogen
B 1/16 the mass of one molecule of oxygen
C 1/12 the mass of one atom of carbon
D I/23 the mass of one atom of sodium
34
TEACHER’S COPY
35
A 4
B 12
C 16
D 23
A an ion
B an atom
C a molecule
A 4 a.m.u.
B 12 a.m.u.
C 16 a.m.u.
D 35.5 a.m.u.
36
A carbon –12
B carbon –14
C oxygen –16
D hydrogen –1
element compared to
Mole Concept
1 C
2 D
3 B
4 A
5 C
STUDENT’S COPY
37
RESPIRATORY SYSTEM
1. Diagram1 shows the process of gaseous exchange. Label the diagram below with the
word given
38
(i) V : ……………………………..
(ii) W : ……………………………..
(iii) Y : ……………………………..
(iv) Z : ……………………………..
Blood capillary Red Blood Cell Oxygen Carbon Dioxide
Alveolar
wall
Alveolar
cavity
Diagram 1: Process of gaseous exchange in the alveolus
2. Gaseous exchange occur on the surface of …………………..

A. Blood capillary
B. Alveolus
C. Thin film of moisture
39
D. Alveolar cavity
3. In the lungs, oxygen is absorbed by ………………

A. Alveolus
B. Bronchus
C. Bronchiole
D. Red blood cell
4. Oxygen gaseous diffuses through ………………..

A. Alveolar cavity
B. Alveolar wall
C. Blood capillary
D. Red blood cell
5. ………………. are transporter of oxygen in blood capillary

A. White blood cell
B. Red blood cell
C. Plasma
D. Platelet
CHAPTER 10: RESPIRATORY SYSTEM
40
Diagram 2: Human digestive system
6. Diagram 2 shows the human digestive system. Based on word given below, label the
diagram 2
Anus Liver Duodenum Pancreas Stomach

Oesophagus Mouth Ileum
7. Which of these organs are involved in the digestion of rice?

A. Stomach, ileum and duodenum
41
B. Duodenum, colon and mouth
C. Mouth, duodenum and ileum
D. Ileum, stomach and colon
8. What is the juice that is produced in the liver?

A. pancreatic juices
B. gastric juices
C. bile juices
D. intestinal juices
9. Which of these organs does the peristalsis process take place?

A. Mouth
B. Oesophagus
C. Pancreas
D. Liver
10. Which of the organs below produce pepsin and rennin enzymes?
A. Mouth
B. Stomach
C. Duodenum
D. Ileum
TEACHER’S COPY
42
RESPIRATORY SYSTEM & DIGESTIVE SYSTEM (ANSWER)
PRE TEST
43
1. Diagram below shows the process of gaseous exchange. Label the diagram 1 with the
word given
Blood capillary Red Blood Cell Oxygen Carbon Dioxide Alveolus
Blood Alveolus
capillary Oxygen
Red blood
cell Carbon
dioxide
Diagram 1: Process of gaseous exchanges
2. Oxygen is absorbed by ………………

A. Alveolus
B. Bronchus
44
C. Bronchiole
D. Blood cell
3. Oxygen gases diffuses through ………………..

A. Alveolar cavity
B. Alveolar wall
C. Blood capillary
D. Red blood cell

A. Blood capillary
B. Alveolar wall
D. Alveolar cavity
5. ………………. are transporter of oxygen and carbon dioxide in blood capillary

A. White blood cell
B. Red blood cell
C. Plasma
D. Platelet
45
Mouth
Oesophag
us
Liver Stomach
Duodenum Pancreas
Ileum
Anus
6. Diagram above shows the human digestive system. Based on word given
below, label the diagram above
Anus Liver Duodenum Pancreas

Stomach Oesophagus Mouth Ileum
46

B. gastric juices
C. bile juices

A. Mouth
B. Oesophagus
C. Pancreas
D. Liver
A. Mouth
B. Stomach
C. Duodenum
D. Ileum
STUDENT’S COPY
47
______________________________________
______________________________________
48
A Covalent bonding
B Carbon bonding
C Metallic bonding
D Ionic bonding
A ionic bonds
B covalent bonds
C metallic bonds


A B C D
49
Atom X
Ion X
A Ne
B F-
C O2-
D Na+
50
Atom Y
A 2.8.1
51
B 2.8.8
C 2.8.8.1
D 2.8.8.8
TEACHER’S COPY
52
A Covalent bonding
53
B Carbon bonding
C Metallic bonding
D Ionic bonding
A ionic bonds
B covalent bonds
C metallic bonds

A B C D
54
Atom X
Ion X
A Ne
B F-
C O2-
D Na+
55
Atom Y
A 2.8.1
B 2.8.8
56
C 2.8.8.1
D 2.8.8.8
Answer Scheme
Chemical Bonding
1 D 6 D
2 C 7 B
3 A 8 C
4 C 9 A
5 B 10 C
STUDENTS’ COPY
57
______________________________________
______________________________________
58
A 4
B 12
C 16
D 23
A an ion
B an atom
C a molecule
A 4 a.m.u.
B 12 a.m.u.
C 16 a.m.u.
D 35.5 a.m.u.
A carbon –12
59
B carbon –14
C oxygen –16
D hydrogen –1
element compared to
TEACHER’S COPY
60
61
A 4
B 12
C 16
D 23
A an ion
B an atom
C a molecule
A 4 a.m.u.
B 12 a.m.u.
C 16 a.m.u.
D 35.5 a.m.u.
62
A carbon –12
B carbon –14
C oxygen –16
D hydrogen –1
element compared to
Mole Concept
1 C
2 D
3 B
4 A
5 C
STUDENT’S COPY
63
RESPIRATORY SYSTEM
64
1. Diagram1 shows the process of gaseous exchange. Label the diagram below with the
word given
(v) V : ……………………………..
(vi) W : ……………………………..
(vii) Y : ……………………………..
(viii) Z : ……………………………..
Blood capillary Red Blood Cell Oxygen Carbon Dioxide
Alveolar
wall
Alveolar
cavity
Diagram 1: Process of gaseous exchange in the alveolus
65
A. Blood capillary
B. Alveolus
D. Alveolar cavity
3. In the lungs, oxygen is absorbed by ………………

A. Alveolus
B. Bronchus
C. Bronchiole
D. Red blood cell
4. Oxygen gaseous diffuses through ………………..

A. Alveolar cavity
B. Alveolar wall
C. Blood capillary
D. Red blood cell
5. ………………. are transporter of oxygen in blood capillary

A. White blood cell
B. Red blood cell
C. Plasma
D. Platelet
66
Diagram 2: Human digestive system
6. Diagram 2 shows the human digestive system. Based on word given below, label the
diagram 2


67

B. gastric juices
C. bile juices

A. Mouth
B. Oesophagus
C. Pancreas
D. Liver
A. Mouth
B. Stomach
C. Duodenum
D. Ileum
TEACHER’S COPY
68
RESPIRATORY SYSTEM & DIGESTIVE SYSTEM (ANSWER)
POST TEST
69
1. Diagram below shows the process of gaseous exchange. Label the diagram 1 with the
word given
Blood capillary Red Blood Cell Oxygen Carbon Dioxide Alveolus
Blood Alveolus
capillary Oxygen
Red blood
cell Carbon
dioxide
Diagram 1: Process of gaseous exchanges
2. Oxygen is absorbed by ………………

A. Alveolus
B. Bronchus
70
C. Bronchiole
D. Blood cell
3. Oxygen gases diffuses through ………………..

A. Alveolar cavity
B. Alveolar wall
C. Blood capillary
D. Red blood cell

A. Blood capillary
B. Alveolar wall
D. Alveolar cavity
5. ………………. are transporter of oxygen and carbon dioxide in blood capillary

A. White blood cell
B. Red blood cell
C. Plasma
D. Platelet
71
Mouth
Oesophag
us
Liver Stomach
Duodenum Pancreas
Ileum
Anus
6. Diagram above shows the human digestive system. Based on word given
below, label the diagram above

72

B. gastric juices
C. bile juices

A. Mouth
B. Oesophagus
C. Pancreas
D. Liver
A. Mouth
B. Stomach
C. Duodenum
D. Ileum
73

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PROGRAM PENINGKATAN KEBERKESANAN

PELAKSANAAN KURIKULUM SAINS

Feedback from science and mathematics teachers on their difficulties in teaching

1. Science Panels and the State Education Department Officers, Perlis.

2. Science Panels and the State Education Department Officers, Kedah.

4. Science Panels and the State Education Department Officers, Perak.

5. Science Panels and the State Education Department Officers, Selangor.

7. Science Panels and the State Education Department Officers, WP Putrajaya.

9. Science Panels and the State Education Department Officers, Melaka.

17. Science Officers of Curriculum Development Division, Ministry Of Education.

3.1 CHAPTER 8 – CHEMICAL BONDING 7-13

3.2 CHAPTER 9 – MOLE CONCEPT 14-16

3.3 CHAPTER 10 – RESPIRATORY SYSTEM 17-18

3.4 CHAPTER 11 – DIGESTIVE SYSTEM 19-21

4.1 PRE TEST (STUDENT’S COPY)-CHEMICAL BONDING 22-26

4.2 PRE TEST (TEACHER’S COPY)-CHEMICAL BONDING 27-31

4.3 PRE TEST (STUDENT’S COPY)-MOLE CONCEPT 32-34

4.4 PRE TEST (TEACHER’S COPY)-MOLE CONCEPT 35-37

4.5 PRE TEST (STUDENT’S COPY)-RESPIRATORY SYSTEM 38-42

AND DIGESTIVE SYSTEM

4.6 PRE TEST (TEACHER’S COPY)-RESPIRATORY SYSTEM 43-47

AND DIGESTIVE SYSTEM

4.7 POST TEST (STUDENT’S COPY)-CHEMICAL BONDING 48-52

4.8 POST TEST (TEACHER’S COPY)-CHEMICAL BONDING 53-57

4.9 POST TEST (STUDENT’S COPY)-MOLE CONCEPT 58-60

4.11 POST TEST (STUDENT’S COPY)-RESPIRATORY SYSTEM 64-68

AND DIGESTIVE SYSTEM

4.11 POST TEST (TEACHER’S COPY)-RESPIRATORY SYSTEM 69-73

AND DIGESTIVE SYSTEM

1. Arouse students interest

2. Make lessons more lively

3. Stimulate students curiosity

4. Provide students with opportunities to develop thinking skills

5. Provide students with basic science knowledge and concept

CHAPTER 8- CHEMICAL BONDING

1 Understanding the stability of an element in terms of its electron configuration

2 Understanding the formation of an ionic bond

TEACHING & LEARNING STRATEGIES:

Introduction to the stability of an element and the formation of bonds.

1. Students act as electrons

1. Teacher calls out two students to the front of class.

5. Teacher calls out another four students to the front.

14. Teacher calls out another 11 students to the front.

16. Teacher calls out another 17 students to the front.

1 Understanding the stability of an element in terms of its electron configuration

2 Understanding the formation of an ionic bond and a covalent bond

TEACHING & LEARNING STRATEGIES:

same atom different

Positive Negative Covalent

same atom different

Ionic compound 1. Low melting point

1. High melting point

3.1 UNDERSTANDING RELATIVE ATOMIC MASS AND RELATIVE MOLECULAR

• Explain the concept of relative atomic mass

TEACHING & LEARNING STRATEGIES:

• Set induction using simulation

1. Manila cards with chemical symbols

1. Teacher chooses 10 students from the class.

2. The students are instructed to come up to the front of the class.

3. Teacher distributes cards with chemicals symbols to the 8 students.

E.g.: Student 1 – Holding the oxygen (O) card

Student 2 – Holding another oxygen (O) card

7. Teacher instructs student 1 and 2 to hold hands.

I am used as a standard to define relative mass.