RPT : BI0LOGY FORM 4

RANCANGAN PELAJARAN TAHUNAN 2012 SEKOLAH SUBJEK : SMK AMINUDDIN BAKI, CHEMOR, PERAK. : BIOLOGY TINGKATAN : 4

WEEK

TOPIC

LEARNING OBJECTIVES 1.1 Understanding the study of Biology

LEARNING OUTCOMES A student is able to: a) State what the study of Biology is b) Explain the importance of Biology c) List the different fields of study in Biology d) List the careers related to Biology e) State various ways of studying Biology

REMARKS

1.0 Introduction to biology

A student is able to: 1.2 Applying scientific investigation a) Identify variables in a given situation b) Identify the relationship between two variables to form a hypothesis c) Design and carry out simple experiment to test hypothesis d) Record and present data in a suitable form e) Interpret data to draw conclusions f) Write a report on an experiment 1

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g) Practice scientific attitudes and noble values 1.1 Understanding cell structure and function A student is able to: a) Draw and label an animal cell and a plant cell b) Identify the cellular components of an animal cell and a plant cell c) State the function of the cellular components in an animal cell and a plant cell d) Compare and contrast an animal cell and a plant cell e) Relate the density of certain organelles with the functions of specific cells 1.2 Understanding cell organization A student is able to: a) State the necessity for cell specialization in multicellular organism as compared to unicellular organism b) Describe cell specialization in multicellular organisms c) Describe cell organisation in the formation of tissues ,organs and systems in multicellular organisms d) State the meaning of internal environment e) Identify factors affecting the internal environment f) Explain the necessity to maintain optimal internal environment g) Describe the involvement of various systems in maintaining 2

1.0 Cell structure and cell organisation

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optimal internal environment

A student is able to: 1.3 Appreciating the uniqueness of the cell a) Predict the state of certain cells without a particular cellular component i) Illustrate that most cells are specialised for the job that they perform

2.1 Analysing the movement of substances across the plasma membrane

A student is able to: a. State the substances required by living cells b.State the substances that have to be eliminated from cells c.Explain the necessity for movement of substances across plasma membrane d.Describe the structure of the plasma membrane e. Describe the permeability of the plasma membrane f. Explain the movement of soluble substances across the plasma membrane through the process of passive transport g. Explain the movement of water molecules across the plasma membrane by osmosis h. Explain the movement of substances across the plasma 3

2.0 Movement of substances across the plasma membrane

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membrane through the process of active transport i. Explain the process of passive transport and active transport in living organisms by using examples j. Compare and contrast passive and active transport 4 CUTI TAHUN BARU CINA (23/1/12-28/1/12)

2.2 Understanding the movement of substances across the plasma membrane in everyday life

A student is able to: a.Explain what hypotonic,hypertonic and isotonic solutions are b.Explain the effects of hypotonic, hypertonic and isotonic solutions on plant cell and animal cell c.Explain plasmolysis,deplasmolysis,haemolysis and crenation

d.Design an experiment to determine the concentration of external solution which is isotonic to cell sap e.Make an inference on the concentration of cell sap in plant tissues f.Relate the movement of substances across plasma membrane with concentration gradient g.Explain the phenomenon of wilting in plants using examples

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h.Explain the preservation of food using examples A student is able to:

2.3 Appreciating the movement of substances across plasma membrane

a.Explain the necessity of movement of substances across the plasma membrane which occurs in continuous and controlled manner for survival of cell

A student is able to: a.State the elements in the cell 6 3.0 Chemical composition of the cell 3.2 Understanding carbohydrates 3.1 Understanding the chemical composition of the cell b.List the chemical compounds in the cell c.Explain the importance of organic compounds and water in the cell A student is able to: a.State the elements in carbohydrates b. State the types of carbohydrates c. Explain the formation and break down of disaccharides and polysaccharides

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A student is able to: a. State the elements in proteins b. State the various structures of proteins 3.3 Understanding proteins c. Explain the formation and break down of dipeptides and polypeptides d. Explain the meaning of essential amino acids and nonessential amino acids. 7

A student is able to: a.State the elements in lipids b. State the main types of lipids 3.4 Understanding lipids c.State the components of fats and oil d.Explain the formation and break down of fats and oils e.Compare and contrast saturated fats and unsaturated fats

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A student is able to: a.State what enzymes are b. Explain why enzymes are needed in life processes c. List the general characteristics of enzymes 8 3.5 Understanding Enzymes d. Relate the name of enzyme to substrate e.State sites where enzymes are synthesised f.State the meaning of intracellular enzymes and extra cellular enzymes g.Explain the involvement of specific organelles in the production of extracellular enzymes 3.5 Understanding Enzymes.

h. Explain the effects of pH, temperature, enzyme concentration and substrate concentration on enzyme activity i.Explain the mechanism of enzyme action j.Relate the mechanism of enzyme action with pH, temperature, enzyme concentration and substrate concentration k.Explain the uses of enzymes in daily life and industry using examples. A student is able to: a) Predict the consequences of deficiency in carbohydrates, 7

3.6 Realising the importance of chemical composition in cells

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protein, lipid or enzymes in the cell.

A student is able to: a. State the necessity for the production of new cells in organisms. b. Explain the necessity for the production of new cells identical to parent cells 4.1 Understanding mitosis c.State the significance of mitosis d.Identify the phases in the cell cycle e.Explain the process mitosis and cytokinesis f. Arrange the various stages of mitosis in the correct sequences g.Compare and contrast mitosis and cytokinesis in animal cell and plant cell. h.Explain the importance of controlled mitosis and the effect of uncontrolled mitosis in living things.

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4.Cell Division

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i.Describe the application of knowledge on mitosis in cloning h.Explain the advantages and disadvantages of cloning. UJIAN BULANAN 1 (5/3/12-8/3/12)

SCHOOL HOLIDAYS (12/3/12- 17/3/12) A student is able to: a.State the necessity of trait inheritance in offspring for continuation life 11-13 4.2 Understanding meiosis b.State the necessity to maintain diploid chromosomal number from generation to generation c.State the necessity for production of haploid gametes in sexual reproduction. d.state the significance of meiosis e.Identifiy the type of cell that undergoes meiosis

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4.2 Understanding meiosis

f. Explain process of meiosis and arrange the various stages of meiosis in the correct order g.Compare and contrast meiosis I and meiosis II

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h.Compare and contrast meiosis and mitosis A student is able to: 4.3 Appreciating the movement of chromosomes during mitosis and meiosis a.Describe what will happen when movement of chromosomes during mitosis and meiosis do not occur in an orderly manner. b.Know and avoid things that maybe harmful

1.1 Understanding types of nutrition

A student is able to: a.State the types of nutrition b.Explain autotrophic and heterotrophic nutrition. c.Classify organisms according to the types of nutrition

16 1.0 Nutrition 1.2 Applying the concept of balanced diet A student is able to: a.Explain the necessity for a balanced diet b.Explain the factors affecting the daily energy requirement of the human body

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c. Determine the energy values and nutrient content in different food samples 17 1.2 Applying the concept of balanced diet d. Explain the functions and sources of vitamins and minerals in a diet to maintain health e.Explain the functions and sources of roughage/dietary fibre in a diet f. Explain the functions of water in the body. g.Justify the selection of an appropriate balanced diet for a target group A student is able to: a.Explain what malnutrition is 1.3 Understanding malnutrition 17 d.Describe ways to reduce the effects of certain health problems A student is able to: 1.4 Analysing food digestion a. State the substances required by the cell to carry out metabolic processes b. List the complex substances that need to be digested c.Explain the necessity for digestion of complex substances b. Explain the effects of malnutrition using examples c.Describe ways to reduce the chance of contracting certain health problem due to ones diet

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d.Draw and label the human digestive system e.State the digestive juices and substances that aid in the process of digestion in human f. Describe the functions of the digestive juices and substances g. Explain the digestion of carbohydrates,proteins and lipids in the human body 1.4 Analysing food digestion h. Identify parts of digestive system in ruminants and rodents involved in the digestion of cellulose i. Describe the digestion of cellulose in ruminants and rodents j.Compare and contrast the digestive process in humans, ruminants and rodents k. Design experiments to study the digestion of starch and proteins in food samples l. Describe problems related to food digestion.

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18 1.5 Understanding the processes of absorption and assimilation of digested food.

A student is able to: a.Identify the parts of the digestive system involved in absorption of digested food b. Explain the adaptive characteristic of the digestive system related to absorption

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c.Draw and label structure of villus d. Explain the process of absorption in the villus e. Make an analogy on the process of absorption in the small intestine. f. Explain the absorption of water and minerals in the colon g.Describe the transport of nutrients by the circulatory system for assimilation h.Explain the main functions of the liver. i. Describe the process of assimilation. 19 - 20 MID YEAR EXAM ( 14/5/12-25/5/12)

MID YEAR HOLIDAYS 1.6 Understanding 13

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the formation of faeces and defecation

A student is able to: a.Identify the part of the digestive system where the formation of faeces takes place b.Describe the formation of faeces c.Explain the role of microorganisms in the colon and the effects of antibiotics on them d.Explain what defecation is and the importance of defecation e. Explain the importance of high fibre diets f. Describe the problems related to defecation

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1.7 Evaluating eating habits

A student is able to: a. Relate eating habits with health problems b. Evaluate critically whether a particular eating habit is good or bad. A student is able to:

1.8 Realising the importance of a healthy digestive system

a.Predict the effects of a defective digestive system on health b. Take care of the digestive system for ones well being.

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26 A student is able to: 1.9 Understanding the importance macronutrients and micro nutrients in plants a. List elements required by plants b.Classify elements required by plants based on the amount needed. c. Design an experiment to study the effects of macronutrient deficiency in plants d. Relate the effects of macronutrient deficiency with the function of macronutrients e.Explain the function of each macronutrient in plants f.State the function of micronutrients in plants g.State the effects of micronutrient deficiency in plants.

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1.10 Understanding photosynthesis

A student is able to: a.Describe the development that leads to the discovery of photosynthesis b.State the substances required for photosynthesis c. State the substances produced from 15

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photosynthesis. d.Draw and label the cross section of a leaf. e. State the function of each part of the leaf with respect to photosynthesis f. Explain leaf adaption to optimize photosynthesis g.Explain how plants from different habitats are adapted to carry out photosynthesis. 1.11 Understanding the mechanism of photosynthesis 28 A student is able to: a. Identify the parts of chloroplast related to photosynthesis b.Explain the light reaction and dark reaction of photosynthesis c.Compare and contrast light reaction and dark reaction in photosynthesis d.Relate light reaction with dark reaction in photosynthesis e. Write an equation to represent the process of photosynthesis

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1.12 Synthesising factors affecting

A student is able to: a. Identify the factors affecting the rate of photosynthesis 16

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photosynthesis

b.Design an experiment to investigate the effect of light intensity on the rate of photosynthesis c. Identify the factors that limits the rate of photosynthesis at different light intensity d.Explain effects of temperature and concentration of carbon dioxide on the rate of photosynthesis e Explain the difference in the rate of photosynthesis in plants throughout the day based on the changes in light intensity and temperature f. Identify some ways to meet the need of increasing the productivity of crops based on the factors affecting the rate of photosynthesis UJIAN BULANAN 2 (7/10/12-10/8/12) SCHOOL HOLIDAYS (20/8/12-25/8/12)

1.13 Practising a caring attitude towards plants

A student is able to: a.Tell why we need to take good care of plants b. Identify cases of mishandling or destruction of plants A student is able to:

31 1.14 Understanding the technology used in food production

a. Explain the need for improving the quality and quantity of food b. Explain the effort to diversify food production c. Explain ways to improve the quality and quantity 17

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of food production in the country 1.15 Evaluating the technological development in food processing a.Explain the necessity for food processing b. Describe the development of food processing technology c. Relate food processing methods with factors causing food spoilage d. assess the methods of food processing to justify the choice of consuming certain processed food. 32 2.1 Understanding the respiratory process in energy production A student is able to: a. State that all living processes require energy b. identify the main substrate for producing energy c. State two types of respiration d. Explain what cell respiration is 2.0 Respiration e.Explain the energy production from glucose during the process of aerobic respiration f. State the conditions leading to anaerobic respiration in cells g. Explain the process of anaerobic respiration in yeast h. Explain the process of anaerobic respiration in human muscles g.Write the chemical equation for aerobic 18

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respiration and anaerobic respiration h. compare and contrast aerobic respiration and anaerobic respiration.

A student is able to: 2.2 Analysing the respiratory structures and breathing mechanisms in human and animal a.State the respiratory structures in human and some animals b. Make an inference on the various adaptations in the respiratory structures c.Describe the characteristics of respiratory surfaces in human and other organisms d. Describe the breathing mechanism in human and other organisms e.Compare and contrast the human respiratory system with that of other organisms

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2.3 Understanding the concept of gaseous exchange across the respiratory surfaces and transport of gases in human

A student is able to: a. Describe the process of gaseous exchange across the surface of the alveolus and blood capillaries in the lungs b.Explain the transport of respiratory gases c.Explain the process of gaseous exchange between the blood and body cells

d. Distinguish the composition of inhaled and exhaled air 2.4 Understanding the regulatory mechanism in respiration A student is able to: a.Describe the change in rate of respiration after completing a vigorous exercise b. Correlate the rate of respiration with the oxygen and carbon dioxide content in the body c. Explain the regulatory mechanism of oxygen and carbon dioxide content in the body d. Explain the human respiratory response and rate of respiration in different situations e. Correlate the rate of respiration with the rate of heart beat. 2.5 Realising the importance of A student is able to: a. Care and maintain efficient function of the 20

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maintaining a healthy respiratory system

respiratory organs

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2.6 Understanding respiration in plants

A student is able to: a. Describe the energy requirement in plants b. Explain the intake of oxygen for respiration c. Explain aerobic respiration in plants d. Explain anaerobic respiration in plants under certain conditions e. Compare and contrast the process of photosynthesis and respiration f. Explain what compensation point is g. Relate light intensity with the attainment of compensation point h. Predict the situation when the rate of photosynthesis and rate of respiration remains at 21

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compensation point 36 SCHOOL HOLIDAYS 37 HARI RAYA PUASA HOLIDAYS

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1.0 Dynamic ecosystem

1.1 Understanding the abiotic and biotic components of the environment

A student is able to: a. Identify the abiotic components of an ecosystem b. Identify the biotic components of an ecosystem c. Classify biotic components into trophic levels d. Explain the interactions between biotic components in relation to feeding, using examples e. Explain the interaction between biotic components in relation to competition, using examples

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1.2 Understanding the process of colonisation and succession in an

A student is able to: a. State what an ecosystem is b. Identify the niche, habitat, community and 22

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ecosystem

population of an ecosystem c. Explain the process of colonisation and succession d. Identify the pioneer species and successors and dominant species in an ecosystem e. Identify the adaptive characteristics of pioneer species f. Identify the adaptive characteristics of successors g. Explain the changes in habitat caused by pioneer species h. Explain the changes in habitat caused by successors at every level of succession until a climax community is reached i. Relate the abiotic components with the biotic components in an ecosystem during the processes of colonisation and succession

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1.3 Synthesising ideas on population ecology

A student is able to: a.Identify the appropriate sampling technique to study the population size of an organism b. Estimate the population size of an organism in a habitat c. Determine the distribution of organism in a habitat based on the density, frequency and 23

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percentage coverage of the species d. Correlate the change in population distribution of an organism with the changes in each of the abiotic factors e. Design an experiment to investigate the effect of change in any one of the abiotic factors on the population growth rate of an organism

A student is able to: a. Explain the meaning of biodiversity 41 1.4 Understanding the concept of biodiversity b. Explain the need for classification of organisms c. State the five kingdoms used in classification of organisms. d.Identify the main characteristics of organisms in each kingdom e.List examples of organisms in each kingdom

f. State the hierarchy in the classification of organisms using example g. Explain through examples the method of naming organisms using the Linnaeus binomial system 24

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h. Explain the importance of biodiversity

1.5 Understanding the impact of microorganisms on life

A student is able to: a. Classify various types of microorganisms based on their basic characteristics b. State the abiotic components affecting the activity of microorganisms c. Explain the effect of a change in each abiotic component on the activity of microorganisms d. Explain the role of useful microorganisms e. Explain the effect of harmful microorganisms f. Explain the meaning of pathogen g. Identify the pathogen, vector and symptoms of one particular disease h. Explain how the disease spreads i. Describe the methods for controlling pathogen

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j. Explain the use of microorganisms in biotechnology using examples 1.6 Appreciating biodiversity A student is able to: a. Justify the importance of preservation and conservation of biodiversity b. Preserve and conserve various living things around him/her

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2.1 Evaluating human activities that endanger an ecosystem

A student is able to: a. Identify human activities that threaten the ecosystem b. Explain the impact of human activities on the ecosystem

2.0 Endangered ecosystem

c. Evaluate critically the effects of unplanned development and mismanagement of the ecosystem d. Describe types of pollution and sources of pollution e. Explain the effects of pollution on living things and the environment 26

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f. Compare and contrast pollutants in the air from different environment g. State the sources of air pollution h. Interpret data on the level of air pollution in some cities i. Make an inference on the sources of air pollution in some cities j. Interpret data on the level of water pollution in some rivers k. Make an inference on the sources of water pollution in some rivers l. Predict the level of air pollution and water pollution in a particular location within the next ten years m. Suggest strategies to solve the problems related to air and water pollution in a particular location within the next ten years 2.2 Understanding the greenhouse effect and thinning of the ozone layer A student is able to: a. Explain what greenhouse effect is b. Correlate the concentration of carbon dioxide in the atmosphere with global warming c. Explain the thinning of the ozone layer 27

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d. Explain the impact of thinning of the ozone layer and global warming on the ecosystem

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

A student is able to: a.Justify the need for development b. Explain the effects of increase in population on the ecosystem c. Explain measures taken in the management of development activities and the ecosystem to ensure a balance of nature is maintained d. Care for the ecosystem e. Participate in activities related to the management of the ecosystem

FINAL YEAR EXAMINATION (29/10/12-8/11/12) END OF YEAR SCHOOL HOLIDAYS ( 10/11/2012 1/1/13 )

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