THEME: INTRODUCING BIOLOGY LEARNING AREA: 1.0 INTRODUCTION TO BIOLOGY DATE 4 6 JAN Learning Objectives 1.

.1 Understanding the study of Biology Suggested Learning Activities Carry out small group discussion on the following and present the findings: a) what is the study of Biology? b) the importance of Biology with respect to the study of living things, environment, interaction between living things and the environment. Construct a concept map based on information gathered on the different fields of study and careers related to Biology. Small group discussion on the importance of the following: a) acquiring scientific skills, b) scientific method, c) practising scientific attitudes and noble values. Learning Outcomes Notes Vocabulary

A student is able to: state what the study of Biology is, explain the importance of Biology, list the different fields of study in Biology, list the careers related to Biology, state various ways of studying Biology,

fields bidang career kerjaya

4 6 JAN

1.2 Applying scientific investigation

Observe a situation and identify all the variables. Suggest a question that is suitable for a scientific investigation. Discuss to: a) form a hypothesis, b) plan the method of investigation including selection of apparatus and work procedures. Carry out an experiment: a) to collect and tabulate data, b) present data in a suitable form, c) interpret the data and draw conclusion, d) write a complete report. Carry out an experiment on the making of bread using yeast in the absence and presence of sugar. Record the time taken for the dough to double its size. For further investigations, salt is used. During investigation, highlight the need to practise scientific attitudes and noble values such as honesty and accuracy in recording and verifying data.

A student is able to: identify variables in a given situation, identify the relationship between two variables to form a hypothesis, design and carry out a simple experiment to test the hypothesis, record and present data in a suitable form, interpret data to draw conclusions, write a report on an experiment, practise scientific attitudes and noble values.

This activity helps the teacher to assess students capabilities to carry out a scientific investigation. These attitudes and values should be observed in all investigations in other learning areas.

scientific investigation penyiasatan saintifik scientific attitudes sikap saintifik noble values nilai murni

THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGS LEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION DATE 9 13 JAN Learning Objectives 1.1 Understanding cell structure and function Suggested Learning Activities Prepare and study slides to compare the epidermal cells of onion or cells of Hydrilla leaf with human cheek cells. Observe, draw and label diagrams of an animal cell and a plant cell as seen through a light microscope. Study electron micrographs of animal cells and plant cells to identify cellular components of cell: a) plasma membrane and cell wall, b) cytoplasm, c) organelles: (i) nucleus: nucleolus, chromosomes, nucleoplasm and nuclear membrane, (ii) rough and smooth endoplasmic reticulum, (iii) mitochondria, (iv) Golgi apparatus, (v) lysosomes, (vi) ribosomes, (vii) chloroplasts, (viii) centrioles, (ix) vacuoles. Learning Outcomes A student is able to: draw and label an animal cell, draw and label a plant cell, identify the cellular components of an animal cell, identify the cellular components of a plant cell, Notes Vocabulary

The structure of the organelles is not required.

cellular components komponenkomponen

Work in small groups to match cellular components to their functions. Students present a comparison between the structure of an animal cell and a plant cell. Discuss the relationship between the density of certain organelles with the function of specific cells: a) mitochondria with the function of sperm cells, flight muscle cells in insects and birds, cells in the meristems, b) chloroplasts with the function of palisade cells. 16 20 JAN 1.2 Understanding cell organisation Observe the living processes of unicellular organisms such as feeding, locomotion and reproduction through computerized animation / video / microscope. Carry out small group discussion on the following and present the findings: a) cell specialisation in multicellular organisms, b) the necessity for cell specialization in multicellular organisms c) cell organisation in the formation of tissues, organs and systems in humans,

state the functions of the cellular components in an animal cell, state the functions of the cellular components in a plant cell, compare and contrast an animal cell and a plant cell, relate the density of certain organelles with the functions of specific cells.

relate mengaitkan density ketumpatan

A student is able to: state the necessity for cell specialisation in multicellular organism as compared to unicellular organism, describe cell specialisation in multicellular organisms, describe cell organisation in the formation of tissues, organs and systems in multicellular organisms,

living processes proses proses kehidupan cell specialisation pengkhususan sel

animals and plants. Construct models of tissues, organs and systems in human, animals and plants. Conduct a discussion on the following: a) the meaning of internal environment, b) factors affecting the internal environment including temperature, pH, osmotic pressure and glucose level. c) it is important that the organisms cells always experience conditions which permit efficient functioning, the involvement of various systems in maintaining optimal internal environment. 16 20 JAN 1.3 Appreciating the uniqueness of the cell Discuss and predict the cell condition without a particular cellular component. Conduct a role-play activity to show that cells become adapted for different functions. ? state the meaning of internal environment, identify factors affecting the internal environment, explain the necessity to maintain optimal internal environment, describe the involvement of various systems in maintaining optimal internal environment. A simple explanation

A student is able to: predict the state of certain cells without a particular cellular component, illustrate that most cells are specialised for the job that they perform.

uniqueness keunikan

23 27 JAN

CUTI SEMPENA TAHUN BARU CINA

LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE DATE 30 JAN 3 FEB Learning Objectives 2.1 Analysing the of movement of substances across the plasma membrane Suggested Learning Activities Discuss the following: a) substances that are required by cells, b) substances to be eliminated from cells, c) the necessity for movement of substances across the plasma membrane. Discuss the structure of the plasma membrane as comprising the phospholipid bilayer, carrier protein and pores. Conduct an experiment, using starch suspension and glucose solution, to study the movement of substances across egg membrane or Visking tubing. Discuss the properties of the plasma membrane as a semipermeable membrane. Discuss the movement of soluble substances across the plasma membrane through simple diffusion and facilitated diffusion. describe the permeability of the plasma membrane, explain the movement of soluble substances across the plasma membrane through the process of passive transport, Only a brief account of the structure of the plasma membrane is required. Learning Outcomes A student is able to: state the substances required by living cells, state the substances that have to be eliminated from cells, explain the necessity for movement of substances across the plasma membrane, describe the structure of the plasma membrane, permeability ketelapan simple diffusion resapan ringkas facilitated diffusion resapan berbantu passive transport pengangkutan pasif Notes Vocabulary

Carry out an activity to show osmosis using a simple osmometer. Discuss the movement of substances across the plasma membrane through active transport. Conduct a simulation activity to show the movement of substances across the plasma membrane through passive transport and active transport. Use computer simulation to show the movement of substances across the plasma membrane. Discuss the processes of passive transport and active transport in living organisms: a) gaseous exchange in the alveoli and blood capillaries (simple diffusion), b) absorption of digested food in the villus (facilitated diffusion), c) absorption of water by root hairs of a plant (osmosis), d) ion intake by root hairs of a plant (active transport).

explain the movement of water molecules across the plasma membrane by osmosis, Only a basic explanation of the active transport process is required.

active transport pengangkutan aktif

explain the movement of substances across the plasma membrane through the process of active transport, explain the process of passive transport in living organisms using examples, explain the process of active transport in living organisms using examples, compare and contrast passive transport and active transport.

Construct a concept map on the movement of substances across the plasma membrane. Use a graphic organiser to compare and contrast passive transport and active transport. 6 10 FEB 2.2 Understanding the movement of substances across the plasma membrane in everyday life Carry out activities to study the effects of hypotonic and hypertonic solutions on plant and animal cells: a) plasmolysis and deplasmolysis in plant cells, b) haemolysis and crenation in red blood cells. Discuss the following: a) hypotonic, hypertonic and isotonic solutions, b) plasmolysis, deplasmolysis, haemolysis and crenation, c) flaccidity and turgidity of plant cells. Carry out an investigation using various concentrations of salt or sugar solutions to determine the concentration of external solution which is isotonic to the cell sap of plant tissues. A student is able to: explain what hypotonic, hypertonic and isotonic solutions are, explain the effects of hypotonic, hypertonic and isotonic solutions on plant cell and animal cell, explain plasmolysis, deplasmolysis, haemolysis and crenation, design an experiment to determine the concentration of external solution which is isotonic to cell sap,

The use of human blood is discouraged. The concentration of the external solution which is isotonic to the cell sap is determined from the plotted graph.

effects kesan turgidity kesegahan

Discuss and make an inference on the concentration of cell sap in plant tissues which is equivalent to the concentration of isotonic solution. Discuss and correlate the movement of substances across the plasma membrane with the difference in concentration of the external solution and that of the cell sap. Discuss the following: a) wilting of plants caused by the excessive use of chemical fertilisers, b) preservation of food using salt or sugar. 6-10 FEB 2.3 Appreciating the movement of substances across the plasma membrane Compose poems to appreciate the movement of substances across the plasma membrane.

make an inference on the concentration of cell sap in plant tissues, relate the movement of substances across plasma membrane with concentration gradient, explain the phenomenon of wilting in plants using examples, explain the preservation of food using examples.

Discussion should be based on the concepts of osmosis and plasmolysis.

wilting layu preservation pengawetan

A student is able to: explain the necessity of movement of substances across the plasma membrane which occurs in a continuous and controlled manner for survival of a cell.

LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL DATE 13-17 FEB Learning Objectives 3.1 Understanding the chemical composition of the cell Suggested Learning Activities Carry out small group discussion on the following and present the findings: a) elements in the cell, including carbon, hydrogen, oxygen, nitrogen sulphur, phosphorus, calcium, potassium, magnesium, chlorine, sodium and ferum, b) the presence and importance of chemical compounds in the cell. Learning Outcomes A student is able to: state the elements in the cell, list the chemical compounds in the cell, explain the importance of organic compounds in the cell, explain the importance of water in the cell. Notes Chemical compounds in the cell are limited to carbohydrates, lipids, proteins, nucleic acids and water only. A brief account on the importance of carbohydrates, lipids, proteins and nucleic acids is required. A detailed molecular structure is not required. A brief account of condensation and hydrolysis reactions is required. formation pembentukan breakdown penguraian Vocabulary

organic compounds sebatian organik

13-17 FEB

3.2 Understanding carbohydrates

Carry out small group discussion on the following and present the findings: a) elements in carbohydrates, b) types of carbohydrates, i.e. monosaccharides, disaccharides and polysaccharides, using examples, c) the formation and

A student is able to: state the elements in carbohydrates, state the types of carbohydrates, explain the formation and breakdown of disaccharides and polysaccharides.

10

breakdown of disaccharides, such as maltose, sucrose and lactose, d) the formation and breakdown of polysaccharides, such as starch, glycogen and cellulose. Conduct an activity to differentiate between reducing and nonreducing sugars. 20-24 FEB 3.3 Understanding proteins Carry out small group discussion on the following and present the findings: a) elements in protein, such as carbon, hydrogen, oxygen, sulphur, nitrogen and phosphorus, b) dipeptides and polypeptides, c) the formation and breakdown of dipeptides and polypeptides, d) essential amino acids and nonessential amino acids. Use charts to illustrate the various protein structures, i.e. primary, secondary, tertiary and quaternary. A student is able to: state the elements in proteins, state the various structures of proteins, explain the formation and breakdown of dipeptides and polypeptides, explain the meaning of essential amino acids and nonessential amino acids.

reducing sugar gula penurun non-reducing sugar gula bukan penurun

A detailed molecular structure is not required. A brief account of condensation and hydrolysis reactions is required.

11

27 FEB 2 MAR

3.4 Understanding lipids

List the main types of lipids: a) fat, b) oil, c) wax, d) phospholipids, e) steroids, such as cholesterol, testosterone, oestrogen, and progesterone. Carry out small group discussion on the following and present the findings: a) elements in lipids, b) components of fats and oils, c) formation and breakdown of fats and oils. Use a graphic organiser to compare saturated fats and unsaturated fats.

A student is able to: state the elements in lipids, state the main types of lipids,

A detailed molecular structure is not required.

state the components of fats and oils. explain the formation and breakdown of fats and oils, compare and contrast saturated fats and unsaturated fats.

A brief account of condensation and hydrolysis reactions is required.

saturated fats lemak tepu unsaturated fats lemak tak tepu

5 -3 MAR 12 16 MAR 19-23 MAR 3.5 Understanding enzymes

UJIAN BULANAN 1 CUTI PERTENGAHAN PENGGAL 1 Discuss on the following: a) what enzymes are, b) enzyme requirement in the living process, c) general characteristics of enzyme, d) naming of enzyme based on the substrate, e) sites of enzyme synthesis, A student is able to: state what enzymes are, explain why enzymes are needed in life processes, list the general characteristics of enzymes, relate the name of enzyme to substrate,

12

f) intracellular and extracellular enzymes and examples. Conduct a role-play activity to show the involvement of ribosomes, endoplasmic reticulum, and Golgi body in the production of extracellular enzyme. Conduct experiments to study the effects of pH and temperature on the activities of amylase and pepsin. Discuss the effects of enzyme concentration and substrate concentration on enzyme activity. Discuss the mechanism of enzyme action using the lock and key hypothesis. Discuss and correlate pH, temperature, enzyme concentration and substrate concentration on enzyme activity using the lock and key hypothesis. Gather information from the Internet and other sources on the uses of enzymes in: a) daily life, e.g. tenderising meat

state sites where enzymes are synthesised, state the meaning of intracellular enzymes and extracellular enzymes, explain the involvement of specific organelles in the production of extracellular enzymes, explain the effects of pH, temperature, enzyme concentration, and substrate concentration on enzyme activity, explain the mechanism of enzyme action, relate the mechanism of enzyme action with pH, temperature, enzyme concentration and substrate concentration, explain the uses of enzymes in daily life and industry using examples.

intracellular enzyme enzim intrasel extracellular enzyme enzim luar sel

concentration - kepekatan substrates substrat

13

b) industry e.g. food processing and detergent manufacturing. 19-23 MAR 3.6 Realising the importance of the chemical composition in cells Conduct a role play or story telling session to predict the consequences of deficiency in one of the chemical components in the cell. predict the consequences of deficiency in carbohydrates, protein, lipids or enzymes in the cell. deficiency kekurangan

14

LEARNING AREA: 4.0 CELL DIVISION DATE 26-30 MAR Learning Objectives 4.1 Understanding mitosis Suggested Learning Activities Conduct a brainstorming session on the following: a) the need for production of new cells in organisms, b) the need for production of new cells identical to parent cells. Derive the meaning and significance of mitosis from the brainstorming session. Study charts to identify the various phases of the cell cycle. Make models to demonstrate mitosis and cytokinesis. Prepare and observe a slide of onion root tip to identify different stages of mitosis. Study the process of controlled and uncontrolled mitosis and cytokinesis through simulation, computerised animation or video. Conduct a brainstorming session to come up with examples on mitosis as a 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, identify the phases in the cell cycle, explain the process of mitosis and cytokinesis, arrange the various stages of mitosis in the correct sequence, compare and contrast mitosis and cytokinesis in animal cell and plant cell, Notes Vocabulary

identical seiras significance kepentingan

explain the importance of

Techniques of controlled Cloning mitosis include mitosis

15

controlled process for the perpetuity of living things such as regeneration of lizard tail, certain plant parts and the healing of skin. Gather information on diseases, including cancer or tumour, caused by uncontrolled mitosis in living things. Make a trip to a research institute to study tissue culture technique. Conduct a debate or forum on cloning issues. 2-6 APR 4.2 Understanding meiosis Discuss the following: a) trait inheritance in offsprings, b) the need to maintain diploid chromosomal number from one generation to another, c) the need to produce gametes with haploid number of chromosomes, d) the uniqueness of diploid number of chromosomes in organisms, e) the significance of meiosis, f) the type of cell that undergoes meiosis in human,

controlled mitosis, explain the effects of uncontrolled mitosis in living things, describe the application of knowledge on mitosis in cloning, explain the advantages and disadvantages of cloning.

tissue culture.

terkawal regenerationpertumbuhan / penjanaan semula uncontrolled mitosis mitosis luar kawal

A student is able to: state the necessity of trait inheritance in offspring for continuation of life, state the necessity to maintain diploid chromosomal number from generation to generation, state the necessity for production of haploid gametes in sexual reproduction, state the significance of meiosis,

trait inheritance pewarisan ciri offspring anak

16

animals and plants. Observe the process of meiosis through computerised animation, photomicrograph, prepared slides, or video. Use simulation activities to show changes in chromosome behaviour during meiosis I and meiosis II Use graphic organisers to compare and contrast: a) Meiosis I and meiosis II, b) Meiosis and mitosis. 9-13 APR 4.3 Appreciating the movement of chromosomes during mitosis and meiosis. a) conduct a role-play, b) avoid radioactive and carcinogenic substances.

identify the type of cell that undergoes meiosis, explain the process of meiosis, arrange the various stages of meiosis in the correct order, compare and contrast meiosis I and meiosis II, compare and contrast meiosis and mitosis.

A detailed explanation of Prophase 1 is not required.

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.

17

THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGS LEARNING AREA: 1.0 NUTRITION DATE 9-13 APR Learning Objectives 1.1 Understanding types of nutrition Suggested Learning Activities Observe and identify types of nutrition in various organisms. Discuss autotrophic and heterotrophic nutrition with reference to chemosynthesis, photosynthesis, holozoic nutrition, saprophytism, and parasitism. Use a graphic organiser to show the types of nutrition. Conduct an activity to classify various organisms according to types of nutrition. 16-20 APR 1.2 Applying the concept of balanced diet Carry out small group discussion on the following and present the findings: a) requirements of a balanced diet, b) factors affecting the daily energy requirement such as age, sex, body weight and occupation. Conduct an activity to determine the energy value A student is able to: explain the necessity for a balanced diet, explain the factors affecting the daily energy requirement of the human body, determine the energy value Learning Outcomes A student is able to: state the types of nutrition, explain autotrophic nutrition, explain heterotrophic nutrition, classify organisms according to the types of nutrition. Notes Vocabulary

balanced diet gizi seimbang

The unit for energy used is Joule.

18

in food samples. Design activities to test for the presence of starch, reducing sugar, nonreducing sugar, protein and lipid in food samples. Conduct an experiment to determine the Vitamin C content in various fruit juices. Match the vitamins with their sources, functions and effects of deficiency. Match the minerals with their sources, functions and effects of deficiency. Discuss the sources, functions and deficiency of roughage. Discuss the sources and functions of water in the body. Carry out a group discussion to formulate and justify an appropriate diet menu based on a nutrient chart for the following target groups: a) pregnant mothers, b) infants,

in food samples, determine the nutrient content in different food samples, explain the functions and sources of vitamins in a diet to maintain health, explain the functions and sources of minerals in a diet to maintain health, explain the functions and sources of roughage / dietary fibre in a diet, explain the functions of water in the body, justify the selection of an appropriate balanced diet for a target group.

roughage / dietary fibre pelawas target group kumpulan sasaran

19

c) children, d) teenagers, e) athletes, f) people with specific diseases, g) the aged, h) vegetarians. 23-27 APR 1.3 Understanding malnutrition Carry out small group discussion on the following and present the findings: a) meaning of malnutrition, b) effects of deficiency in proteins, vitamins, minerals, on health, c) effects of excessive intake of carbohydrates, lipids, vitamins and minerals on health, d) a diet low in saturated fats help reduce the chance of contracting cardiovascular disease, e) ways to reduce the risk of high blood pressure, diabetes mellitus and osteoporosis. Discuss the following: a) glucose, amino acids and lipids are always required by the cell to carry out metabolic processes, b) complex substances like carbohydrates, proteins and lipids need to be digested. A student is able to: explain what malnutrition is, explain the effects of malnutrition using examples, describe ways to reduce the chance of contracting certain health problems due to ones diet, describe ways to reduce the effects of certain health problems.

30 APR 4 MAY

1.4 Analysing food digestion

A student is able to: state the substances required by the cell to carry out metabolic processes, list the complex substances that need to be digested, explain the necessity for digestion of complex

metabolic processes proses metabolik

20

Draw and label parts of the human digestive system. Discuss the functions of digestive juices, including saliva, gastric juice, pancreatic juice, intestinal juice and other substances, i.e. hydrochloric acid and bile that aid the process of digestion. Discuss the digestion of carbohydrates, proteins and fats on the following aspects: a) specific location of each digestive process, b) chewing of food, c) movement of food, d) glands involved, e) digestive enzymes, f) suitable pH for each enzyme action, g) substrates and products. Identify the parts of digestive system in ruminants and rodents. Discuss the digestion of cellulose in ruminants (eg. cow) and rodents (rabbit). Use graphic organiser to compare and contrast the

substances, draw and label the human digestive system, state the digestive juices and substances that aid in the process of digestion in human, describe the functions of the digestive juices and substances, explain the digestion of carbohydrates, proteins and lipids in the human body, identify parts of digestive system in ruminants and rodents involved in the digestion of cellulose, describe the digestion of cellulose in ruminants and rodents, compare and contrast the digestive process in humans, ruminants and rodents, digestive juices jus pencernaan bile - hempedu

21

process of cellulose digestion in humans, ruminants and rodents. Plan and conduct experiments to study the enzyme actions on starch and protein food samples. Collect information and discuss problems related to food digestion: b) incomplete digestion of food, c) bile stones preventing the flow of bile, reduced production of specific digestive enzyme. 7-11 MAY 1.5 Understanding the processes of absorption and assimilation of digested food Examine models or diagrams of the digestive system and cross-section of the small intestine. With reference to the models or diagrams discuss the following: a) adaptation of the small intestine, b) absorption process of amino acids, glucose, fatty acids, glycerol, vitamins and minerals in the villus. Carry out an activity to study the movement of substances through the A student is able to: identify the parts of the digestive system involved in absorption of digested food, explain the adaptive characteristic of the digestive system related to absorption, draw and label the structure of a villus, explain the process of absorption in the villus, design experiments to study the digestion of starch and proteins in food samples, describe problems related to food digestion.

adaptive characteristic ciri-ciri penyesuaian absorption penyerapan small intestine usus kecil

22

Visking tubing. Based on the above activity correlate the movement of food substances through the Visking tubing with nutrient absorption in the small intestine. Discuss the absorption of water and minerals in the colon. Using diagrams, charts or computerised animation discuss: a) the transport of amino acids, glucose, water soluble vitamins and minerals by the circulatory system i) from the small intestine to the liver through the hepatic portal vein, ii) from the liver to the body cells, b) transport of lipids and fat soluble vitamins. Make a schematic diagram to show the transport of nutrients from the intestine to the body cells. Discuss the following functions of the liver:

transport pengangkutan circulatory system sistem peredaran make an analogy on the process of absorption in the small intestine, explain the absorption of water and minerals in the colon, describe the transport of nutrients by the circulatory system for assimilation, liver hati assimilation assimilasi

explain the main functions of the liver, describe the process of assimilation.

23

a) storage of nutrients, b) processing the products of digestion i.e. excess glucose and amino acids, c) detoxification. Discuss the process of assimilation by the body cells. 14 -25 MAY 28 MAY8 JUNE 11-15 JUNE PEPERIKSAAN PERTENGAHAN TAHUN 2012 CUTI PERTENGAHAN TAHUN 1.6 Understanding the formation of faeces and defecation With reference to diagrams, charts or model of the digestive system, identify the colon and rectum. 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) importance of high fibre diets, g) defecation related A student is able to: identify the part of the digestive system where the formation of faeces takes place, describe the formation of faeces, explain the role of microorganisms in the colon and the effect of antibiotics on them, explain what defecation is, explain the importance of defecation, explain the importance of high fibre diets, describe the problems related to defecation. defecation penyahtinjaan faeces tinja constipation sembelit haemorrhoids buasir

24

problems,i.e. constipation, colon cancer and haemorrhoids. 18-22 JUNE 1.7 Evaluating eating habits Carry out small group discussion on the following and present the findings: a) relationship between eating habits and health problems such as: (i) gastritis, (ii) obesity, (iii) anorexia nervosa, (iv) bulimia, b) evaluate the nutrient contents of food based on food labels or advertisments, c) evaluate the eating habits of classmates. Conduct an activity to predict the effects of a defective digestive system. Conduct a discussion on ways to take care of the digestive system, such as good eating habits, avoid junk food, try to cut down on sweet and fatty foods. Carry out small group discussion on the following and present the findings: a) the elements required by A student is able to: relate eating habits with health problems, evaluate critically whether a particular eating habit is good or bad. eating habits tabiat makan health problems masalah kesihatan

Eating habits involve the frequency and time of eating and the type of food consumed.

18-22 JUNE

1.8 Realising the importance of a healthy digestive system

A student is able to: predict the effects of a defective digestive system on health, take care of the digestive system for ones well-being.

defective digestive system sistem pencernaan yang tidak berfungsi dengan baik

25-29 JUNE

1.9 Understanding the importance of

A student is able to: list elements required by plants,

elements unsurunsur

25

macronutrients and micronutrients in plants

plants, b) classify the elements required by plants based on the amount needed: (i) macronutrients consisting of carbon, hydrogen, oxygen, nitrogen, phosphorus, potassium, calcium, magnesium and sulphur, (ii) micronutrients consisting of boron, molybdenum, zinc, manganese, copper and ferum. Plan and conduct an experiment on plants to study the effects of macronutrient deficiency i.e. nitrogen, phosphorus, potassium, calcium, magnesium and sulphur. Discuss and correlate the effects of macronutrient deficiency with the function of the macronutrients based on the results of the experiment. Collect and interpret data from various sources such as the Internet on the function of each

classify elements required by plants based on the amount needed, design an experiment to study the effects of macronutrient deficiency in plants, relate the effects of macronutrient deficiency with the function of macronutrients,

explain the function of each macronutrient in plants, state the function of

26

macronutrient in plants.

Discuss the function of mirconutrients and effects of micronutrient deficiency in plants. 2 6 JULY 1.10 Understanding photosynthesis Students read about the discovery of photosynthesis and extract important facts from it. Study a cross-sectional model of a leaf. Draw and label it. Discuss the following: a) functions of the parts of a leaf, b) adaptation of the leaf for optimal photosynthesis. Carry out an activity to investigate the adaptation of plants such as hibiscus, water lily, Hydrilla and cactus with respect to: a) distribution of stomata, b) distribution of chloroplasts. 2 - 6 JULY 1.11 Understanding the mechanism of With reference to the structure of chloroplast discuss the light and dark reactions of photosynthesis

micronutrients in plants, state the effects of micronutrient deficiency in plants. A student is able to: describe the development that leads to the discovery of photosynthesis, state the substances required for photosynthesis, state the substances produced from photosynthesis, draw and label the crosssection of a leaf, state the function of each part of the leaf with respect to photosynthesis, explain leaf adaptation to optimise photosynthesis, explain how plants from different habitats are adapted to carry out photosynthesis.

adaptation penyesuaian

A student is able to: identify the parts of chloroplast related to

Detailed structure of

27

photosynthesis

with respect to: a) substances required. b) location of reaction. c) products of reaction. Draw a simple schematic diagram of the light and dark reactions in photosynthesis. Discuss the following: a) compare and contrast the light reaction and dark reaction in photosynthesis, b) correlate light reaction with dark reaction in photosynthesis. Write an equation to represent the overall process of photosynthesis.

photosynthesis, explain the light reaction of photosynthesis, explain the dark reaction of photosynthesis, compare and contrast light reaction and dark reaction in photosynthesis, relate light reaction with dark reaction in photosynthesis, write an equation to represent the process of photosynthesis.

chloroplast is not required. Detailed pathways for light and dark reactions are not required.

light reaction tindakbalas cahaya dark reaction tindakbalas gelap

9-13 JULY

1.12 Synthesising factors affecting photosynthesis

Conduct a brainstorming session to identify the factors affecting the rate of photosynthesis i.e. concentration of carbon dioxide, light intensity and temperature. Plan and carry out an experiment to study the effect of light intensity on the rate of photosynthesis. Carry out small group

A student is able to: identify the factors affecting the rate of photosynthesis, design an experiment to investigate the effect of light intensity on the rate of photosynthesis, identify the factor that limits the rate of photosynthesis at different light intensity, explain the effects of temperature and concentration

light intensity keamatan cahaya limiting factor-

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discussion on the effects of light intensity, temperature and concentration of carbon dioxide on the rate of photosynthesis. Plan a strategy based on factors affecting the rate of photosynthesis to ensure crop production throughout the year in countries with four seasons. 9-13 JULY 1.13 Practising a caring attitude towards plants Compose a poem or lyric of a song to show appreciation of the role of photosynthesis in ensuring the perpetuation of life. Conduct a planting project in the science resource garden or school compound. 6-10 JULY 1.14 Understanding the technology used in food production Carry out small group discussion on the following and present the findings: a) the quantity of food needed for the present and future population of the country, b) the need for improving the quality and quantity of food for the country in line with the national food production policy,

of carbon dioxide on the rate of photosynthesis, explain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature, identify some ways to meet the need of increasing the productivity of crops based on factors affecting the rate of photosynthesis. A student is able to: tell why we need to take good care of plants, identify cases of mishandling or destruction of plants.

faktor penghad crops - tanaman

A student is able to: explain the need for improving the quality and quantity of food, explain the effort to diversify food production, explain ways to improve the quality and quantity of food production in the country.

improving menambahbaikkan diversify mempelbagaikan

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c) effort by various agencies to diversify food production, d) methods used to improve the quality and quantity of food production through the following: (i) direct seeding for rice, (ii) hydroponics and aeroponics, (iii) breeding, (iv) tissue culture, (v) genetic engineering (vi) soil management, (vii) biological control. Conduct a field trip to relevant agencies such as the Institute of Agricultural Research and Development of Malaysia (MARDI), Agriculture Department and Fishery Department. Carry out a vegetable planting project. 16-20 JULY 1.15 Evaluating the technological development in food processing Discuss the need for food processing based on the following: a) overcoming the factors causing spoilage of food such as the action of microorganisms and oxidation, b) extending the lifespan of A student is able to: explain the necessity for food processing, describe the development of food processing technology, food processing pemprosesan makanan development perkembangan food spoilage

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food, c) avoiding food wastage, d) diversifying the uses of food like milk and dairy products, e) ensuring sufficient food supply. Prepare a portfolio on the technological development of food processing from the early days till the present. Correlate the following food processing methods with factors causing food spoilage: i. cooking, ii. using salt, sugar and vinegar, iii. fermentation process, iv. drying, v. pasteurization, vi. canning, vii. refrigeration. Conduct a forum entitled The effects of processed food on health. relate food processing methods with factors causing food spoilage, assess the methods of food processing to justify the choice of consuming certain processed food.

kerosakan makanan

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LEARNING AREA: 2.0 RESPIRATION DATE 23-27 JULY Learning Objectives 2.1 Understanding the respiratory process in energy production Suggested Learning Activities Discuss the following: a) living processes require energy, b) the main substrate for respiration, that is glucose, is obtained from the following: (i) the digestion of carbohydrates in human and animals, (ii) the process of photosynthesis in plants. Carry out a discussion on the types of respiration. Carry out an activity to show aerobic respiration. Discuss the energy production in aerobic respiration. Conduct an experiment to investigate anaerobic respiration in yeast. Discuss the following: a) condition leading to anaerobic respiration in cells, b) the process of anaerobic respiration in human muscles. explain the process of anaerobic respiration in human muscles, write the chemical equations for aerobic and anaerobic respiration, Learning Outcomes A student is able to: state that all living processes require energy, identify the main substrate for producing energy, state the two types of respiration, explain what cell respiration is, explain the energy production from glucose during the process of aerobic respiration, state the conditions leading to anaerobic respiration in cells, explain the process of anaerobic respiration in yeast, Notes Vocabulary

living processes prosesproses kehidupan

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Use a graphic organiser to compare and contrast aerobic respiration with anaerobic respiration. 23-27 JULY 2.2 Analysing the respiratory structures and Breathing mechanisms in human and animal Observe graphics and live specimens and discuss the respiratory structures in human and other organisms including protozoa, insects, fish and amphibians. Conduct an activity to compare the total surface area of a flat card with a corrugated card, and correlate the increase in total surface area with the modified surface structure. Discuss the relationship between the total surface area of the respiratory structures and the efficiency of gaseous exchange in various organisms. Observe the respiratory structures to generalise the characteristics of the respiratory surfaces in human and other organisms such as protozoa, insects, fish and amphibians.

compare and contrast aerobic respiration with anaerobic respiration. A student is able to: state the respiratory structures in human and some animals, make an inference on the various adaptations of the respiratory structures,

respiratory structures struktur pernafasan corrugated card kad lipatan beralun adaptations penyesuaian

describe the characteristics of respiratory surfaces in human and other organisms,

respiratory surfaces permukaan respirasi

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Construct or use a model that can be manipulated to explain the breathing mechanism in human. Discuss the breathing mechanism of other organisms such as protozoa, insects, fish and amphibians. Use graphic organiser to compare and contrast the human respiratory system with that of other organisms. 30 JULY 3 AUG 2.3 Understanding the concept of gaseous exchange across the respiratory surfaces and transport of gases in human Using a diagram, discuss the process of gaseous exchange across the surface of the alveolus and blood capillaries in the lungs in relation to: a) the difference in partial pressure of respiratory gases in the air of the alveolus and blood capillaries in the lungs, i.e: (i) partial pressure of oxygen is higher in the air of the alveolus compared to the partial pressure of oxygen in the blood capillaries, (ii) partial pressure of carbon dioxide is lower in the air of the alveolus compared to the partial pressure of carbon dioxide in the blood

describe the breathing mechanism in human and other organisms, compare and contrast the human respiratory system with that of other organisms.

breathing mechanism mekanisma pernafasan

A student is able to: describe the process of gaseous exchange across the surface of the alveolus and blood capillaries in the lungs,

gaseous exchange pertukaran gas blood capillaries kapilari darah partial pressure tekanan separa

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capillaries. b) the difference in partial pressure of oxygen and carbon dioxide in the blood entering the alveolus with the blood leaving the alveolus i.e.: (i) partial pressure of oxygen is lower in the blood entering the alveolus compared to the partial pressure of oxygen in the blood leaving the alveolus. (ii) partial pressure of carbon dioxide is higher in the blood entering the alveolus compared to the partial pressure of carbon dioxide in the blood leaving the alveolus. Discuss the following: a) the transport of respiratory gases in human, b) the exchange of respiratory gases between the blood and body cells. Use schematic diagram to explain the exchange and transport of respiratory gases in human. Conduct an experiment to investigate the differences between inhaled and exhaled explain the transport of respiratory gases, explain the process of gaseous exchange between the blood and body cells, distinguish the composition of inhaled and exhaled air. Caution: Handle the following solutions with care: Alkaline pyrogallate and concentrated potassium hydroxide. inhaled air udara sedutan exhaled air udara hembusan

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air in terms of oxygen, carbon dioxide and heat content. Study the process of respiratory gas exchange and transport using simulations and computerized animations. 6 10 AUG 13-17 AUG UJIAN BULANAN 2 Conduct an experiment to A student is able to: study the effects of a vigorous exercise on the rate describe the change in rate of of respiration and rate of respiration after completing a heart beat. vigorous exercise, Conduct a discussion on the following: correlate the rate of respiration a) correlate the rate of with the oxygen and carbon respiration with the oxygen dioxide content in the body, and carbon dioxide contents explain the regulatory in the body, mechanism of oxygen and b) regulatory mechanism of carbon dioxide content in the oxygen and carbon dioxide body, contents in the body. explain the human respiratory Conduct a discussion on response and rate of respiration human respiratory response, in different situations, rate of respiration and rate of correlate the rate of respiration heart beat in different with the rate of heart beat. situations: a) vigorous activities such as swimming, running, aerobic exercise, mountain climbing and playing badminton, b) relaxing,

2.4 Understanding the regulatory mechanism in respiration

vigorous exercise senaman cergas

regulatory mechanism mekanisma kawalatur response gerak balas rate of heart beat kadar denyutan jantung

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13-17 AUG

2.5 Realising the importance of maintaining a healthy respiratory system

c) fear. Discuss the habits to be cultivated or avoided to ensure the efficient function of the respiratory organs. Conduct an experiment to show the effects of cigarette smoke on white cotton wool and draw an analogy between the lungs and the white cotton wool. Show photographs of damaged lungs (cancer) due to smoking.

A student is able to: care and maintain efficient function of the respiratory organs.

efficient berkesan

20 24 AUG 27-31 AUG

CUTI PERTENGAHAN PENGGAL 2 2.6 Understanding respiration in plants Discuss the following: a) the lower energy requirement of plants compared to animals for living processes, b) the intake of oxygen by plants for respiration. Draw a diagram to show the intake of oxygen in plants. Discuss the anaerobic respiration carried out by rice plants in a paddy field or other plants in certain situations like flooding. A student is able to: describe the energy requirement in plants, explain the intake of oxygen for respiration, explain aerobic respiration in plants, explain anaerobic respiration in plants under certain conditions,

energy requirement keperluan tenaga

A diagram of the crosssection of a leaf is required.

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Use a graphic organiser to compare the process of respiration with the process of photosynthesis in plants. Discuss the following: a) meaning of compensation point, b) correlate light intensity with compensation point from graph. Visualise and describe the effect on living things when the rate of photosynthesis and rate of respiration remains at compensation point.

compare and contrast the process of photosynthesis and respiration, explain what compensation point is, relate light intensity with the attainment of compensation point, predict the situation when the rate of photosynthesis and rate of respiration remains at compensation point.

compensation point titik pampasan light intensity keamatan cahaya

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THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENT LEARNING AREA: 1.0 DYNAMIC ECOSYSTEM DATE 3-7 SEPT Learning Objectives 1.1 Understanding the abiotic and biotic components of the environment Suggested Learning Activities Conduct a field study to: a) identify the abiotic components including pH, temperature, light intensity, humidity, topography, and the microclimate of an ecosystem, b) identify the biotic components of an ecosystem, c) investigate the feeding relationships of the biotic components to construct the food chains and food webs, and classify the biotic components into trophic levels, d) investigate the interaction between biotic components as follows: (i) symbiosis among plants and animals encompassing the following: - commensalism, - parasitism, - mutualism, (ii) saprophytism, (iii) predator - prey interaction. (e) investigate the Learning Outcomes A student is able to: identify the abiotic components of an ecosystem, identify the biotic components of an ecosystem, classify biotic components into trophic levels, explain the interactions between biotic components in relation to feeding, using examples, explain the interaction between biotic components in relation to competition, using examples. Notes Emphasis is on field study for the students to reinforce their understanding in this area. Vocabulary

abiotic components komponen abiotik biotic components komponen biotik trophic levels aras trof

predator pemangsa prey - mangsa

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interaction between biotic components in relation to competition, which are: (i) intraspecific competition, (ii) interspecific competition. Conduct an experiment to study the intraspecific competition and interspecific competition of plants, e.g. maize and rice. Collect and interpret data to study intraspecific competition and interspecific competition involving Paramecium, for example Paramecium aurelia and Paramecium caudatum. 3-7 SEPT 1.2 Understanding the processes of colonisation and succession in an ecosystem Conduct a field study on an ecosystem i.e. a mangrove swamp or a pond to: a) identify the niche, habitat, community and population, b) investigate the process of colonisation, c) investigate the process of succession, d) identify pioneer species, successor species, dominant species and climax community, A student is able to: state what an ecosystem is, identify the niche, habitat, community and population of an ecosystem, explain the process of colonisation, explain the process of succession, identify the pioneer species in an ecosystem, identify the successors in an

competition persaingan

mangrove swamp paya bakau colonisation pengkolonian succession sesaran successors spesies

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e) identify the adaptive characteristics of pioneer species and subsequent species in the habitat for the processes of colonisation and succession. Students present their findings or make a folio. Study the processes of colonization and succession through video, computer software and printed material. Discuss and correlate the abiotic component and biotic component during the processes of colonisation and succession in an ecosystem.

ecosystem, identify the dominant species in an ecosystem, identify the adaptive characteristics of pioneer species, identify the adaptive characteristics of successors, explain the changes in habitat caused by pioneer species, explain the changes in habitat caused by successors at every level of succession until a climax community is reached, relate the abiotic components with the biotic components in an ecosystem during the processes of colonisation and succession. A student is able to: identify the appropriate sampling technique to study the population size of an organism, estimate the population size of an organism in a habitat, determine the distribution of

penyesar adaptive characteristics ciri penyesuaian pioneer spesies perintis climax communitykomuniti klimaks

10-14 SEPT

1.3 Synthesising ideas on population ecology

Discuss the appropriate sampling techniques to study the population size of an organism. Conduct a field study or use an appropriate analogy to: a) estimate the population size of animals such as garden snails and wood lice, b) investigate the

sampling technique teknik persampelan

distribution taburan

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distribution of plants using the quadrat sampling technique. Based on the above study discuss the distribution of an organism in a habitat. Discuss and correlate the change in population distribution of an organism with the changes in each of the abiotic factors. Plan and conduct an experiment to study the relationship of population distribution of an organism with changes in any one of the abiotic factors such as pH, temperature, light intensity and humidity. Suggested organisms: Pleurococcus, Lemna 10-14 SEPT 1.4 Understanding the concept of biodiversity Discuss the following: a) meaning of biodiversity, b) need for the classification system of organisms. Gather information on the following: a) the five kingdoms in the classification of organisms, which are Monera, Protista, Fungi, Plantae and Animalia,

organisms in a habitat based on the density, frequency and percentage coverage of the species, correlate the change in population distribution of an organism with the changes in each of the abiotic factors, design an experiment to investigate the effect of a change in any one of the abiotic factors on the population growth rate of an organism.

density kepadatan frequency kekerapan percentage coverage peratus litupan growth rate kadar pertumbuhan

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,

biodiversity biokepelbagaian classification pengelasan

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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.

17-21 SEPT

1.5 Understanding the impact of microorganisms on life

Conduct a field trip to create awareness of biodiversity of an ecosystem. Using charts, slides and photomicrographs, identify and list various types of microorganisms i.e. protozoa, algae, fungi, bacteria and virus. Conduct an experiment to study the effects of temperature, pH, light and nutrients on the activity of microorganisms e.g. Bacillus subtilis or yeast.

identify the main characteristics of organisms in each kingdom, list examples of organisms in each kingdom, state the hierarchy in the classification of organisms, using examples, explain through examples, the method of naming organisms using the Linnaeus binomial system, explain the importance of biodiversity. A student is able to: classify various types of microorganisms based on their basic characteristics, state the abiotic components affecting the activity of microorganisms, explain the effect of a change in each abiotic component on the activity of microorganisms, explain the role of useful A brief account of the basic characteristics of each type of microorganisms is required.

decomposition pereputan alimentary canal salur alimentari

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Gather information and discuss the role of useful microorganisms in the following: a) decomposition, b) nitrogen cycle, c) alimentary canal of termite, d) digestive system in human. Gather information and discuss the effects of harmful micro -organisms: a) causing diseases, b) spoilage of food and substances. Gather information and present the findings on the following: a) pathogens, vectors, symptoms, and methods in transmission of diseases such as malaria, dengue fever, cholera, ringworm, food poisoning, AIDS, hepatitis, and SARS, b) methods to control pathogens including the use of antibiotics, vaccines, antiseptics and disinfectants. Gather information and present the uses of microorganisms in

microorganisms, explain the effect of harmful micro-organisms,

explain the meaning of pathogen, identify the pathogen, vector and symptoms of one particular disease, explain how the disease spreads, describe the methods for controlling pathogen, explain the use of microorganisms in

The scientific names of pathogens and life cycle of vectors are not required.

pathogen patogen transmission pemindahan food poisoning keracunan makanan

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biotechnology, such as: a) production of antibiotics and vaccines, b) cleaning of oil spills, c) waste treatment, d) food processing, e) production of bioplastic, f) production of energy from biomass. 17-21 SEPT 1.6 Appreciating biodiversity Conduct a forum to discuss the importance of preservation and conservation of biodiversity.

biotechnology, using examples.

oil spills tumpahan minyak waste treatment rawatan kumbahan

A student is able to: justify the importance of preservation and conservation of biodiversity. preserve and conserve various living things around him/her.

preservation pemeliharaan conservation pemuliharaan

Conduct an activity to preserve and conserve various living things around us.

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LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM DATE 22-28 SEPT Learning Objectives 2.1 Evaluating Human activities that endanger an ecosystem Suggested Learning Activities Carry out small group discussion on the following and present the findings: a) human activities that threaten the ecosystem, b) the impact of human activities on the ecosystem, c) the effects of unplanned development and mismanagement of the ecosystem, such as: i. soil erosion, ii. flash flood, iii. landslide, iv. eutrofication, v. water, air, thermal and noise pollution, vi. global warming, vii. ozone depletion, viii. climatic change, ix. extinction of living things, x. deforestation, d) types of pollution and sources of pollution, e) effects of pollution on the following: i. human health ( diseases affecting the respiratory system, skin problems, conjunctivitis, cancer and Learning Outcomes A student is able to: identify human activities that threaten the ecosystem, explain the impact of human activities on the ecosystem, evaluate critically the effects of unplanned development and mismanagement of the ecosystem, describe types of pollution and sources of pollution, explain the effects of pollution on living things and the environment, compare and contrast pollutants in the air from 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

46

cholera), ii. animal and plant habitats, iii. buildings, iv. agriculture, v. climate. Conduct an experiment to compare solid pollutants in the air of different environments and make an inference on the sources of pollution. Conduct an activity to analyse data on air pollution index of some cities within and outside the country, and make an inference on the sources of pollution. Conduct an activity to analyse data on water pollution, such as Biochemical Oxygen Demand (BOD) value and content of heavy metals in some rivers, and make an inference on the sources of pollution. Conduct activities to formulate a strategy to reduce the level of air and water pollution in a

different environments, state the sources of air pollution, interpret data on the level of air pollution in some cities, make an inference on the sources of air pollution in some cities, interpret data on the level of water pollution in some rivers, make an inference on the sources of water pollution in some rivers,

pemanasan global ozone depletion penipisan ozon extinction kepupusan deforestation penyahutanan pollution pencemaran Biochemical Oxygen Demand keperluan oksigen biokimia

predict the level of air and water pollution in a particular location within the next ten years, suggest strategies to solve

47

particular location by: a) analysing information on the population, such as the size of population, socioeconomic activities, and level of air and water pollution, b) conducting an activity to predict the level of air and water pollution at a particular location within the next ten years, c) preparing an action plan consisting of a strategy to reduce the level of air and water pollution at that particular location within the next ten years.

problems related to air and water pollution in a particular location within the next ten years.

22-28 SEPT

2.2 Understanding the greenhouse effect and thinning of the ozone layer.

Carry out small group discussion on the following and present the findings: a) greenhouse effect, including its cause and effect, b) concentration of carbon dioxide in the atmosphere and correlate it with global warming, c) ozone depletion, including its cause and effect, d) impact of ozone depletion and global

A student is able to: explain what greenhouse effect is, correlate the concentration of carbon dioxide in the atmosphere with global warming, explain the thinning of the ozone layer, explain the impact of thinning of the ozone layer and global warming on the ecosystem.

greenhouse effect kesan rumah hijau global warming pemanasan global

The molecular structure of chlorofluorocarbon and equations for chemical reactions are not required.

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warming on the ecosystem.

1-5 OCT

2.3 Realising the importance of proper management of development activities and the ecosystem

Conduct a debate on the need for development to improve the quality of life and to meet the requirements of an increasing population. Discuss the effects of an increase in population on the ecosystem. Carry out small group discussion on the following and present the findings: a) implementation of laws, b) use of technology, c) education on the management of resources, including the reduce, reuse, and recycle of resources, d) preservation and conservation of soil, water, flora and fauna of forests and mangrove swamps, e) practice of biological control, f) use of renewable energy, g) efficient use of energy. Conduct activities to care

A student is able to: justify the need for development, explain the effects of increase in population on the ecosystem, explain measures taken in the management of development activities and the ecosystem to ensure a balance of nature is maintained.

balance of nature keseimbangan alam maintain mengekalkan

care for the ecosystem, participate in activities

biological control kawalan biologi renewable energy tenaga diperbaharui

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for the following ecosystems in school and at home: a) fish ponds, b) gardens. Plan and conduct a programme related to the management of the ecosystem, for example, Environment Day. 8 26 OCT 29 OCT 9 NOV 21 NOV 31 DEC

related to the management of the ecosystem.

PEPERIKSAAN AKHIR TAHUN 2012 AKTIVITI SELEPAS PEPERIKSAAN / PENTAKSIRAN PEKA CUTI AKHIR TAHUN 2012

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