CODE NO.

: SN 2051 P (2) MS

SECTION A
(40 Marks)

Answer all the questions.

1. (a) According to Piaget’s theory, all children follow the same developmental pattern,
only the ages at which conservation typically appear are different.

(i) What is the implication of Piaget’s idea to a teacher?

If teachers have to choose between using manipulative materials or

structuring more abstract lessons, they should choose the
manipulative materials, it is necessary to the non-conservers and
always helpful to the logical thinkers.
(2 marks)

(ii) How can a teacher help in the intellectual development of a child?

Add the intellectual manipulation to concrete activities

(1 marks)

(b) Jerome Bruner has successfully applied the principles of Piaget’s

development theory. The result is the mode of learning that is called
discovery learning.

(i) Give two principle characteristics of Bruner’s discovery learning.

(a) A child must be actively involved in the learning process

(b) The teacher’s role as a guide and advisor rather than as an

expository
(4 marks)

(ii) Give three advantages of discovery learning to the students.

(a) Students learn how to learn independently

(b) It shifts the motivation of the students from that of seeking

external rewards to internal satisfaction

(c) It equips the student with practiced procedures for solving

problems
(3 marks)

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CODE NO.: SN 2051 P (2) MS

2. Mr Lim wants to investigate whether crowding will affect the size of fishes in an
aquarium. Below are aquariums that he can use for his experiment.

Tank Quantity of water Number of fish Type of fish

(cm3)
A 5000 15 Angel fish
B 5000 15 Guppy
C 10 000 20 Guppy
D 10 000 15 Angel fish

(a) (i) Write the two tanks that he can use for his experiment.

Tanks A and D
(1 mark)
(ii) Give a reason for your choice of the two tanks in a (i)

- Manipulate crowding by the quantity of water per fish

- So the number and type of fish must be made constant.

(2 marks)
(b) State the variables in the experiment above:

(i) Manipulative variable : crowding of fish

(ii) Responding variable : size of fish

(iii) Fixed variable: number of fish, type of fish, quantity of food

(3 marks)

(c) State the operational definition of the manipulative variable in the experiment
above.
Crowding is defined operationally as the quantity of water per fish in the tank.

(2 marks)

(d) Give a reason why we cannot generalize the result of this experiment.

This experiment is done for only one kind of fish

Or
Only two tanks is used for comparison

(2 marks)

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CODE NO.: SN 2051 P (2) MS

3. Cikgu Aminah is planning a daily lesson plan on the topic of density.

(a) State the three criteria found in an explicit question.

Action word, learning statement and criteria

(1 mark)

(b) Write one explicit objective that satifies the criteria in (a) above on the concept of

density.

Example:
State the density of a substance in words and in formula together with its
SI unit accurately.
(2 marks)

(c) Describe briefly a suitable set induction to teach this topic.

Example:
Show three beakers filled with a clear liquid and an egg in each beaker. In
beaker A, the egg sinks, in beaker B, the egg is suspended in the liquid
while the egg in beaker C sinks to the bottom of the beaker. The teacher
asks what inferences can be drawn from the observation.
(2 marks)

(d) Write a high order question that induces the students to think about the
concept of density.
Example:
Why does a light grain of sand sink while a big heavy ship floats?
(2 marks)
(e) Write a suitable resource and state how this resource can help students to
understand the concept of density.

Example:
Simulation on how the submarine can float or sink by allowing water to
enter or forcing it out of the ballast tank. Calculation of the changes of
density of the submarine compared to sea water can be shown.
(3 marks)

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CODE NO.: SN 2051 P (2) MS

4. Cikgu Siti wants to prepare 500ml of 0.2 M of CuSO4 standard solution .

(a) Name the materials needed to prepare the above mentioned solution
• Crystals of Copper (II) Sulphate hydrate
• Distilled water
• Beaker
• 500 ml volumetric flask
• Balance
• Glass rod
• Dropper
( 6 materials X 1.5= 3 marks)

(b) show the procedure and and culcalation to prepare the standard solution

i) Determine the molecular formula of CuSO4 5H2O

(1 mark)
(ii) Calculate the relative mass of CuSO4 5H2O

Cu-64 , S-32, O-14

J.M.R. CuSO4 5H2O = 250

Mass = mol X relative molecular mass CuSO4 5H2O

Mass = 0.2 X 250
Mass = 50g

To prepare 500 ml, 25g of CuSO4 5H2O is needed

(2 marks)

(iii) weigh 25g of CuSO4 5H2O using a balance

(1mark)

iv) Add not more than 300 ml of distilled water into a beaker and
dissolve CuSO4 5H2O slowly( bit by bit) by stirring with a glass rod.
(1 mark)

v) Pour the prepared solution into volumetric flusk and add distilled
waterand use the dropper to add water until the marked volume
level .
(1mark)
vi) Cover the volumetric flask and turn the flusk up and down to
properly mix the solution.
(1mark))

(Total = 7 marks)

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CODE NO.: SN 2051 P (2) MS

SECTION B
(40 Marks)

Answer all the questions.

1. (a) In reference to one of the curriculum specifications for science (e.g. Year 4
or Form 2), describe the organization of the contents of the science
curriculum for Malaysian schools.

Name one of the curriculum specifications in reference

e.g. Science Form 2 (1 x 1 mark = 1
mark)

Contents are organized into

themes (1 x 1 mark = 1
mark)

Each theme consists of various learning areas (1 x 1 mark = 1 mark)

Each learning areas consists of a

number of learning objectives (1 x 1 mark = 1 mark)

A learning objective has one or

more learning outcomes. (1 x 1 mark = 1 mark)

Specific example given (1 x 1 mark = 1 mark)

(6 marks)

(b) Science education programs in Malaysia have gone through a series of

changes.
Describe at least three (3) of the science education programs and reasons
why there is changes in the science education programmes.

The science education programs could be any three of the following

 Primary School Projek Khas
 Man and His Environment (Alam dan Manusia)
 Primary School New Curriculum
 Teaching and Learning Science and Mathematics in English (PPSMI)
 Secondary School Science Curriculum
 Integrated Curriculum for Secondary School Curriculum

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CODE NO.: SN 2051 P (2) MS

For each of the program, here are the possible answers that could be
accepted

Primary School Projek Khas

 1968 - 1984
 Teachers were given book on “Panduan Mengajar Sains”
 Emphasis on science methods
 Or any other relevant description of the program

Man and His Environment (Alam dan Manusia)

 1985 – 1993
 Combination of a few other discipline in “Alam dan Manusia”
 There special “Buku Panduan Khas”
 Emphasis on discovery by inquiry
 Science component taught in year 4 – 6
 Or any other relevant description of the program

Primary School New Curriculum

 1994 – 2002
 Teachers training were done “Pukal Latihan Sains Rendah”
(PuLSaR)
 Science is taught in year 4 - 6
 Emphasis on Constructivism approaches
 Or any other relevant description of the program

Teaching and Learning Science and Mathematics in English (PPSMI)

 2003 – now
 Mandated by the Cabinet
 Science taught in English
 Science taught from year 1 - 6
 Teachers training through ETeMS courses (English for Teaching
Mathematics and Science)
 Emphasis on Constructivism
 Or any other relevant description of the program

Secondary School Science Curriculum

 1964 – 1988
 Adapted from Scottish Integrated Science program
 Training of teacher through “Panduan Mengajar Sains Paduan”
 Usually known as Integrated Science (Sains Paduan)
 Emphasis on inquiry approach
 Or any other relevant description of the program

Integrated Curriculum for Secondary School Curriculum (KBSM)

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CODE NO.: SN 2051 P (2) MS

 1989 – 2002
 Emphasis on science process skills , thinking and problem solving
skills
 Inquiry based
 Core science subject and elective science subjects
 Or any other relevant description of the program

(any 3 program with 2 descriptions x 2 mark each = 6 marks)

Reasons for changes in the science education programs are due to:
 Previous curriculum emphasis
 Inappropriate science elements
 National current development
 Advance in science education program world wide
 Any other reasonable reasons
(any 3 reasons x 1 mark = 3 marks)
(Total = 9 marks)

2. At the beginning of the year, every teacher needs to do a yearly scheme of work.

(a) What is the rationale of having a yearly scheme of work to a teacher

- To ensure the entire syllabus will be covered
- To plan the buying of teaching aids
- To ensure the continuity in learning
- To enable the teacher to study and interpret the syllabus
- To allocate time for topics based on weightage

(5 explanations x 2 mark = 10 marks)

(b) Describe the functions of yearly lesson plan, weekly lesson plan and daily
lesson plan

Yearly lesson plan Weekly lesson plan Daily lesson plan

- Specify the content -Arrange activities for - Specify the
for every learning the week learning
week in the year - Adapt table to give outcomes to be
- Devise weekly table allowance for achieved for the
for the whole year interference lesson
- Plan the steps
for the activities
in the lesson

(5 explanations x 1 mark = 5 marks)

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CODE NO.: SN 2051 P (2) MS

3. A fire had occurred in a science lab due to the usage of an alcohol in an

experiment. Several students had scalds and serious burnings.

(a) state the types of fire extinguishers that should be used and explain the
steps needed in order to use them.

Fire extinguisher used is type B;CO2 powder;/ Foam

(1 mark)

Steps to use the fire extinguisher are

i) Pull the pin. This will allow you to discharge the extinguisher
ii) Aim the base of the fire
iii) Squeeze the top handle or lever
iv) Sweep from side to side until the fire is completely out
(4 steps 1 mark = 4 marks)

(b) Outline the procedures to treat the scalds and serious burnings.

i) Lie the victim down, try to avoid the affected body parts from
touching the ground.
ii) Cool the burn with cold water for ten minutes or more, but do not
delay to send the victim to the hospital
iii) While cooling the burned parts, check the airway respiration, pulse
rate if artificial respiration is needed.
iv) Remove the victim’s clothings an belongings ;clothes, watch,
shoes, before blisters were form on the affected area.
v) Clothing on the burned areas should not be removed
vi) Cover the burns with sterile dressing
vii) Ensure the ambulance come to help. While waiting, make sure the
victim do not experience any shock. Record the respiration and
pulse rate. If needed, provide artificial respiration.
(7 procedures x 1 mark = 7 marks)

(c) Outline the safety procedures that should be followed if alcohocols is

needed to be used in a science laboratory.

i) Do not place the alcohol close to a fire source; burner, hot plates
etc. place the eter away from any fire source.
ii) Do not heat eter directly. Use water bath.
iii) Safety goggle must be used when working with eter.

( 3 procedures x 1 mark = 3 marks)

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CODE NO.: SN 2051 P (2) MS

4 (a) One of the emphasis of smart learning is student-centred learning. .

(i) Explain the meaning of student-centred learning.

Student-centred learning is learning where:

- what is learned (1 marks)
- how learning is obtained (1 marks)
- when learning takes place (1 marks)
Is determined by the student
(3 marks)

(ii) Explain two characteristics of a teacher that practices student-

centred learning in his or her classroom.

- The teacher acts as a facilitator where he/she guides the students

on what they want to learn, how they want to achieve their
learning objectives and when they want the learning to take place.

- The teacher will emphasize the learning process where the

students are responsible for their own learning.

- The teacher will understand and know each student and guides
them individually according to their abilities, capabilities and
intelligence.
- Any suitable characteristic

(Any two characteristics with explanation x 2 marks = 4 marks)

(b) The teacher needs to know the intelligences of the students in his or her
class so that learning could be more effective.
(i) Explain the characteristics of students and suitable activities to
teach students who has the following intelligences
1) Verbal linguistic
2) Visual/spacial
for the topic of linear motion.
(8 marks)

(a) Verbal linguistik

Think in words, like to read, write, tell stories and play word games.
(2 marks)
Visual/spatial
Think in images and pictures. Like to create, draw and visualize and doodle.
(2 marks)

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CODE NO.: SN 2051 P (2) MS

Example of suitable activity

Verbal linguistic
Give a project that requires the students to read about linear motion and write
a summary of their understanding about this topic.

( 2 marks)
Visual/spatial
Students watch a video that explains and show linear motion. The students
are then required to draw a mind map about the topic.

( 2 marks)

© Government of Malaysia 2005

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