SAINS & KELESTARIAN ALAM

1. GGGR6263
PENDIDIKAN SAINS, TEKNOLOGI DAN KEUSAHAWANAN
PENSYARAH:
PROF. DR. LILIA BINTI HALIM
PROF. NOR AISHAH BINTI BUANG
AHLI KUMPULAN:
MUHAMAD HAIZAT BIN GHAZALI P79123
MUHAMMAD RAFIQ BIN RAZALI P79152
AINIL MARDIYAH BINTI ISHAK P79116

3. CONTENTS PAGE
Preface
Background
Introduction To EnSciT
EnSciT Steps
Objectives Of The Module
How To Use The Module
Recommended Learning Strategies
Exploring Your Related Science Content Knowledge
Selected Science Concept : Endangered Ecosystem
Context
Step 1
Step 2
Step 3
Step 4
Step 5
Outcome Of Lessons
Answers
TABLE OF CONTENTS

4.  EnSciT learning model is based on the integration of science and
entrepreneurs hip disciplines. The integration of these disciplines
resulted in the first science learning model that inculcates design thinking
skills based on science knowledge with an entrepreneurial orientation.
 This model guides the learners to perform the five major thinking steps
through the various learning task thus inculcating the EnSciT skills. We
hope that this innovative learning science module based on the above
model encourages science students and educators to consider a
multidisciplinary approach to learning science.
 Finally the inculcation of EnSciT skills helps to encourage learners to
appreciate science learning for everyday application and technology
advancement.
Preface

5.  This module consists of learning model for developing Entrepreneurial
Science Thinking (EnSciT) skills in learning science at secondary school.
 This learning model consist of FIVE steps with specific activities to guide
students to practice EnSciT skills based on science content. The
activities can be done in groups or individually.
 The EnSciT learning model is a general model and can be applied with
any science concepts. However, for this particular module the focus is on
Electromagnetic.
Background

6.  EnSciT is referred to Entrepreneurial Science Thinking.
 The concept is built based on the overlappingness between the Science
Process Skill and Entrepreneurial Design Thinking.
 The purpose of developing EnSciT skill among the Malaysian Science
students is to encourage the culture of using scientific knowledge in real life
applications through creative and innovative thinking with an
entrepreneurship orientation.
Introduction to EnSciT

7. STEP 1: Take initiatives to observe purposefully, deliberately and continuously.
STEP 2: Keep thinking to find uniqueness or ‘different’ of the observed phenomena in
the form of new idea/system/product/model/technology/design.
STEP 3: Select a few ideas from the above that might be successful for innovation and
evaluate them.
STEP 5: To create value added to the ideas/products in terms of value creation to the
society/community.
STEP 4: Purposeful enhancement and improvement of ideas (design and redesign).
EnSciT Steps

8. At the end of this module, students should be able:
 To practice the skills of taking initiative to observe purposefully,
deliberately and continuously.
 To practice the skills of thinking to find the uniqueness of the
observed phenomena.
 To learn how to select ideas that might be successful for creativity
and innovation.
 To apply principles of enhancement and improvement of ideas.
 To create value added to the above ideas.
 To learn to work in group or in team.
 To be creative and innovative in applying science concept in daily
life.
 To develop the culture of design thinking in daily life based on
science concept and knowledge.
 To appreciate how technology of developing new product contribute
towards economic advancement
Objectives of the module

9. o This module consists of 5 sections of activities. Each section corresponds to
each of the 5 EST steps.
o In conducting the activities, these module can be used as the following:
 As worksheets for activities.
 As guideline for an activity.
 As individual or group work.
 Applying many learning strategies depending on the activities.
How to use the module

10. The following are
some
recommended
learning
strategies. You are
allowed to create
your own learning
strategies.
Recommended Learning Strategies

11. 1. Project
Doing a project is a learning activity that is generally undertaken by an individual or a
group of students to achieve certain learning objectives. A project generally requires
several lessons to complete. The outcome of the project either in the form of a report, an
artifact or in other forms need to be presented to the teacher and other students. Project
work promotes the development of problem-solving skills, time management skills, and
independent learning.
2. Discussion
Discussion is an activity in which students exchange questions and opinions based on
valid reasons. Discussions can be conducted before, during or after an activity. Teachers
should play the role of a facilitator and lead a discussion by asking questions that stimulate
thinking and getting students to express themselves.
Recommended Learning Strategies

12. 3. Use of Technology
Technology is a powerful tool that has great potential in enhancing the learning of
science. Through the use of technology such as television, radio, video, computer,
and Internet, the teaching and learning of science can be made more interesting and
effective. Computer simulation and animation are effective tools for the teaching and
learning of abstract or difficult science concepts. Computer simulation and animation
can be presented through courseware or Web page. Application tools such, as word
processors, graphic presentation software and electronic spreadsheets are valuable
tools for the analysis and presentation of data.
4. Visits and Use of External Resources
The learning of science is not limited to activities carried out in the school compound.
Learning of science can be enhanced through the use of external resources such as
zoos, museums, science centers, research institutes, mangrove swamps, and
factories. Visits to these places make the learning of science more interesting,
meaningful and effective. To optimize learning opportunities, visits need to be
carefully planned. Students may be involved in the planning process and specific
educational tasks should be assigned during the visit. No educational visit is complete
without a post-visit discussion.
Recommended Learning Strategies

13. GROUP NAME:
____________________
GROUP MEMBERS:

14. Before you conduct the FIVE
EnSciT steps
please answer the following
questions
individually.

15. Please answer all questions. Circle your answer.
1. Which of the following is the definition for ecosystem?
A Two organisms living together in the same environment.
B Two organisms competing for the same commodities.
C Organisms which can reproduce and have healthy offspring.
D Is the dynamics system forms by the interaction of organisms with
one another with the non-living organism.

16. 2. The following statements shows the interaction among some organisms
• Mucor on a piece of bread
• Money plant on angsana tree
• Rafflesia on a root of a big tree in the forest
• Bacteria on the root nodules of a leguminous tree
A Mucor and bread
B Money plant and angsana tree
C Rafflesia and big tree
D Bacteria and root nodules

17. 3. What is the interaction between a crab and the barnacles that live on its
shell?
A Two organisms living together in the same environment.
B Two organisms competing for the same commodities.
C Organisms which can reproduce and have healthy offspring.
D Organisms from the same community carry out the same niche

18. 4. Which of the following are abiotic components in an ecosystem?
I pH
II Decomposer
III Primary consumers
IV Light intensity
A I and II
B I and IV
C II and III
D III dan IV

19. 5. The figure shows four organism.
Which organisms belong to the kingdom Protista?
A P and Q only
B P and R only
C Q and S only
D R and S only
P
Q R S

20. 6. Diagram shows an activity carried out by human.
What are the effects of this activity?
I The green house effect
II Flash bloods
III Soil erosion
IV Thinning of the ozone layer
A I, II and III C II, III and IV
B I, II and IV D I, II, III and IV

21. Excess nitrates and phosphates from a farm flow into a river,
causing the rapid grow of algae.
7. What is described by the above situation?
A. Eutrophication C. Bioaccumulation
B. Colonisation D. Accumulation of fertiliser

22. Y
Reduce
in crop
yields
Increase in
the Earth’s
temperature
Suburns
Increase in
accidence
of
melanoma
8. The figure shows the effects caused by a
phenomenon Y
What is Y?
A. Greenhouse effect
B. Ozone depletion
C. Thermal pollution
D. Global warming

23. 9. “Biochemical oxygen demand (BOD)” is
A Used to measure the amount of oxygen in the water.
B An indicator of the quantity of aquatic organisms.
C The amount of oxygen produced by aquatic plants.
D The amount of oxygen utilised by aquatic organism

24. 10. Sustainable and planned forest management projects include
I She establishment of a level of selective harvesting.
II The creation of forest reserves.
III The replanting of trees.
IV Controlled clearing of trees for the cultivation of crops.
A I, II and III
B I, III and IV
C II, III and IV
D I, II, III and IV

25. 1 - 5
Before you start this module, please read more books,
browse the internet and other reading materials to enhance
your knowledge.
6 – 9
You can try this module on your own but you
need friends to help you.
10
You can do this module quite easily.
What do your
score mean?

27. BIOLOGY FORM 4
DYNAMIC ECOSYSTEM
ENDANGERED
ECOSYSTEM

28. DYNAMIC ECOSYSTEM
LEARNING OBJECTIVES:
1. Understanding the abiotic and biotic components of the environment
1.1 identify the abiotic components of an ecosystem,
1.2 identify the biotic components of an ecosystem
1. Appreciating biodiversity
2.1 justify the importance of preservation and conservation of biodiversity.
3. Evaluating human activities that endanger an ecosystem
3.1 identify human activities that threaten the ecosystem,
3.2 explain the impact of human activities on the ecosystem,
3.3 evaluate critically the effects of unplanned development and mismanagement of the ecosystem,
3.4 describe types of pollution and sources of pollution
4. Understanding the greenhouse effect and thinning of the ozone layer.
4.1 explain the impact of thinning of the ozone layer and global warming on the ecosystem.
5. Realising the importance of proper management of development activities and the ecosystem
5.1 identify ways to do proper management of development activities and the ecosystem

29. DYNAMIC ECOSYSTEM

30. Biotic components
are the living
components in the
ecosystem such
as plants and
animals
Abiotic
components are
the non-living
components in
the ecosystem
such as air, water,
soil, temperature
& light intensity
DYNAMIC ECOSYSTEM

31. Habitat A habitat is the natural environment in which an organism lives and obta
ins its basic resources such as food and shelter.
Species A species is a group of organisms which can interbreed to produce fertil
e offspring.
Population A population consists of organisms of the same species living in the sa
me habitat at the same time.
Community A community consists of different populations of plants and animals livin
g and interacting in the habitat of an ecosystem.
Niche The niche of an organism is the roles and activities of the organism in its
habitat. Two organisms sharing the same habitat may have different nic
hes.
DYNAMIC ECOSYSTEM

32. Human activities that threaten an Ecosystem
Human activities that have undesirable effects on the
environment
Deforestation Burning of fossil fuels Overuse of fertilisers in intensive
farming
Dumping of domestic
and industrial waste
Leads to
Leads to
Leads to
Leads to
• Soil erosion
• landslides
• flash floods
• climatic changes
• lost of biodiversity
• greenhouse effect
• greenhouse effect
• global warming
• air pollution
• eutrophication
• water pollution
• water pollution
ENDANGERED ECOSYSTEM

33. Burning of fossil fuels and its Effects
Deforestation through
slash and burn
Burning
activity
Contributes 25%
carbon dioxide
75% CO2 comes
from burning of
fossil fuel
Effect : The
carbon dioxide
level increases
1. Greenhouse effect
2. Global warming
Atmosphere
ENDANGERED
ECOSYSTEM

34. Intensive Farming and its Effect
Inorganic fertilizers
- nitrates
- phosphates
- potassium
Eutrophication
Lakes and
river
Farmer
Used
Highly soluble and
quickly leached out
ENDANGERED ECOSYSTEM

35. Dumping of domestic and industrial waste
and its Effects
Human population
increased rapidly
Increase in
1. domestic waste
2. industrial waste
Pollute:
-ground
- water resources
1. Dumping of waste
2. Discharge of
effluents
Caused
ENDANGERED
ECOSYSTEM

36. Pollution
• Air
• Water
• Thermal
• Noise
The impact of human activities on
the ecosystem
Greenhouse effect
Thinning of
ozone layer
ENDANGERED ECOSYSTEM

37. Importance of Proper Management of
Development Activities and The
Ecosystem.
Implementation of
Laws
Use of Technology
Education on
the
Management of
Resources
Preservation and
Conservation of The
Soil, Water, Flora
and Fauna of
Forests and
Mangrove Swamps.
ENDANGERED ECOSYSTEM

38. SCENARIO
Nowadays, people in the town are facing difficulties in growing
the plants especially for those who are living in the
apartments, terraces and so on because of the limited spaces.
Therefore, you are asked to THINK and BUILD an alternative
way to grow a plant which fulfill these criteria ( new, easier,
cheaper, cleaner) to help overcome this problems.

39. Take initiative to observe
purposefully, deliberately and
continuously.

40. You and your members are
requested to observe all types
of planting method
as shown in task 1.
You can go to the field or
browse the internet to
gather as much information
the planting method

41. Task 1:
Paying Attention
Observing your surrounding:
Hydro-phonic Aqua-phonic
Garden

42. Task 1:
Paying Attention
Based on your previous knowledge and observations, gather as much as possible
information related to how to grow a plant.
Things Needed To Grow A Plant

43. Task 1:
Paying Attention
Things Needed To Grow A Plant

44. Task 2:
Pausing and Noticing
In your opinion, relate your ideas with the implication to ecosystem.
Things Needed To Grow A Plant Implications to ecosystem

45. Task 2:
Pausing and Noticing
Things Needed To Grow A Plant Implications

46. Task 2:
Pausing and Noticing
Things Needed To Grow A Plant Implications

47. Observe in uncommon ways.

48. Keep thinking to find
uniqueness or ‘different’ of the
observed phenomena in the
form of new idea/ system/
product/model/ technology/
design.
In this step, you and your
group members need to
find the uniqueness of the
observed phenomena that
you have done in step 1.

49. Task 1:
Extracting Meaning
Question to
ponder
Do we have to use soil and fertilizers only to grow a
plant?
What are others things needed to grow a plant that do not
use harmful materials?
What are types of plant that suitable to grow easier and
cleaner for environment?

50. Task 1:
Extracting Meaning
Write your ideas
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Tips:
- Easy to handle
- New
- Cheap
- Safe
- Clean

51. Task 2:
Making Connectiion
New ideas to grow a plant Strengths Weaknesses
Relate your ideas with strengths and weaknesses to ecosystem

52. Task 2:
Making Connectiion
New ideas to grow a plant Strengths Weaknesses

53. Task 2:
Making Connectiion
New ideas to plant a plant Strengths Weaknesses

54. Select a few ideas from the previous
that might be successful for
innovation and evaluate them.

55. From the previous possible
ideas that you and your
members had listed down,
present your ideas to your
friends and teachers.
Use some graphics and
other materials to help you
during presentation.

56. Task 1:
Harvesting
During the presentation of your group’s idea of the potential _________, your
classmate can use the following score sheet to evaluate it.
Group:_____________________________
Evaluation Criteria Device
Perception Score 1 2 3
Least Moderate Most
New of ideas
Easy to apply
Realistic idea
Easy to understand the idea
Idea highly needed by the community
The new communication device is safe
The new communication device can be developed within a
reasonable time
The new communication device will be affordable to buy
TOTAL

57. Task 1:
Harvesting
During the presentation of your group’s idea of the potential _________, your
classmate can use the following score sheet to evaluate it.
Group:_____________________________
Evaluation Criteria Device
Perception Score 1 2 3
Least Moderate Most
New of ideas
Easy to apply
Realistic idea
Easy to understand the idea
Idea highly needed by the community
The new communication device is safe
The new communication device can be developed within a
reasonable time
The new communication device will be affordable to buy
TOTAL

58. Task 1:
Harvesting
During the presentation of your group’s idea of the potential _________, your
classmate can use the following score sheet to evaluate it.
Group:_____________________________
Evaluation Criteria Device
Perception Score 1 2 3
Least Moderate Most
New of ideas
Easy to apply
Realistic idea
Easy to understand the idea
Idea highly needed by the community
The new communication device is safe
The new communication device can be developed within a
reasonable time
The new communication device will be affordable to buy
TOTAL

59. Purposeful enhancement
and improvement
of ideas.

60. Purposeful enhancement of
an idea can be done by
looking at it from different
perspectives. Based on these
views, good points will
emerge for improvement of
ideas.

61. Based on the unique product that had been selected in step 3,
you and your group members need to enhance and
consequently improve it using the following checklist.
Checklist Things to do
1. Shaping: Form your new product
(Design)
Draw your unique product.
Task 1:
Design and Redesign

62. Checklist Things to do
2. Modifying: To fit people’s needs Describe how you modify the new product according
to people’s needs.
1.
2.
3.
4.
3. Reinforcing: Improve weak points Redraw the new modified product.
Task 1:
Design and Redesign

63. Task 1:
Design and Redesign
Checklist Things to do
4. Implementation: What’s probability? List down the possible problems to produce the new
product
1. People:
2. Values:
3. Resources:
4. Cost:
5. Comparison to the product that we have now. How does your new product the device compare to
the ones that we have now?

64. Checklist Things to do
6. Potential defect of your new product. List down the possible defects that your new product
might have. (note: You can draw to show the
defects)
7. Impact of your new product to the people. What happen when you put the idea into action in
terms of:
a. Advantages to the people.
b. Disadvantages to the people.
Task 1:
Design and Redesign

65. Checklist Things to do
8. Testing your new product. Can you try your product? How?
9. Improving your new product (redesign) How can you improve your new product to meet the
needs of the majority of the people?
Task 1:
Design and Redesign

66. Task 2:
Drawing
Based on the design and redesign activity, produce your final
model of _______ by drawing it.

67. Task 2:
Drawing

68. Task 2:
Drawing

69. To create value added to
the ideas/products in terms of
value creation to the society.

71. Task 1:
Conduct the Survey
Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Conduct an interview using the following sheet . Find at least
5 people from your neighborhood.

72. Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Task 1:
Conduct the Survey
Respondent 1: ______________________

73. Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Task 1:
Conduct the Survey
Respondent 2: ______________________

74. Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Task 1:
Conduct the Survey
Respondent 3: ______________________

75. Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Task 1:
Conduct the Survey
Respondent 4: ___________________________

76. Questions Responses
1. How would you describe my product.
2. Do you think I can sell this product? Why?
3. How can this product improve your life?
4. What is the reasonable price are you
willing to pay?
Task 1:
Conduct the Survey
Respondent 5: __________________________

77. Task 2:
Analyze the information
Questions Analysis
1. What do the respondents think about
your product?
1.
2.
3.
4.
5.
Analyze the information you
have collected from the
interviews. Answer the following
questions.

78. Task 2:
Analyze the information
QUESTIONS FINDINGS
2. Do the respondents
think that people will buy
your new product?
Can you sell your product?
Why? Give reason.

79. Task 2:
Analyze the information
QUESTIONS FINDINGS
3. Do the respondents think
your product can improve
their life?
Can your product make the
people’s live better?
Why? Give reason.

80. Task 2:
Analyze the information
Questions Analysis
4. What is the price that the
respondents willing to pay?
What do you think is the best price?
Best Price
Why? Give reason.

82. 1. I want to be a scientist?
Why?
2. A scientist should create
something useful for the
society? Why?
3. I want to be a scientist
and entrepreneur at the
same time? Why?
4. Science knowledge is
important to create
something useful for the
people? Why?
From this lesson, I think…..

84. ANSWER TO THE QUESTIONS ON SCIENCE RELATED CONTENT
KNOWLEDGE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.