RANCANGAN PELAJARAN TAHUNAN 2011 SEKOLAH : SMK (P) SULTAN IBRAHIM, JOHOR BAHRU SUBJEK : BIOLOGY TINGKATAN : 4 WEEK

TOPIC LEARNING OBJECTIVES LEARNING OUTCOMES 1 4/1-8/1 1.0 Introduction to biology 1.1 Understanding the study of Biology REMARKS

1.2 Applying scientific investigation 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 A student is able to: 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 g) Practice scientific attitudes and noble values

1.0 Cell structure and cell organisation 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 c ell d) Compare and contrast an animal cell and a plant cell e) Relate the density of certain organelles with the functions of specific cells 2 11/1-15/1 1.2 Understanding cell organization

1.3 Appreciating the uniqueness of the cell A student is able to: a) State the necessity for cell specialization in multicellular organism as comp

ared to unicellular organism b) Describe cell specialization in multicellular organisms c) Describe cell organisation in the formation of tissues ,organs and systems i n 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 optimal internal e nvironment A student is able to: 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 3 18/1-22/1 2.0 Movement of substances across the plasma membrane 2.1 Analysing th e 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 membrane through the p rocess of active transport i. Explain the process of passive transport and active transport in living org anisms by using examples j. Compare and contrast passive and active transport 4 25/1-29/1

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

2.3 Appreciating the movement of substances across plasma membrane A studen t is able to: a.Explain what hypotonic,hypertonic and isotonic solutions are b.Explain the effects of hypotonic, hypertonic and isotonic solutions on plant c ell 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 gr adient g.Explain the phenomenon of wilting in plants using examples h.Explain the preservation of food using examples A student is able to: a.Explain the necessity of movement of substances across the plasma membrane wh ich occurs in continuous and controlled manner for survival of cell

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3.0 Chemical composition of the cell on of the cell

3.1 Understanding the chemical compositi

3.2 Understanding carbohydrates A student is able to: a.State the elements in 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 6-7 PK1 (8/2-12/2) CHINESE NEW YEAR HOLIDAYS (15/2-19/2) 5 1/2-5/2 3.3 Understanding proteins

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

A student is able to: a.State the elements in lipids b. State the main types of 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

8 22/2-26/2 3.5 Understanding Enzymes 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 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 extracellu lar enzymes 9 1/3-5/3 3.5 Understanding Enzymes.

3.6 Realising the importance of chemical composition in cells h. Explain the effects of pH, temperature, enzyme concentration and substrate co ncentration on enzyme activity i.Explain the mechanism of enzyme action j.Relate the mechanism of enzyme action with pH, temperature, enzyme concentra tion 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, protein, lipid or en zymes in the cell. 10 8/3-12/3 4.Cell Division 4.1 Understanding mitosis

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 cel ls 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 mi tosis in living things. i.Describe the application of knowledge on mitosis in cloning h.Explain the advantages and disadvantages of cloning.

11( 15/3-19/3 ) SCHOOL HOLIDAYS 12(22/3-26/3) PK2 13-14 29/3-9/4 4.2 Understanding meiosis

A student is able to: a.State the necessity of trait inheritance in offspring for continuation life 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 15 12/4-16/4 4.2 Understanding meiosis

4.3 Appreciating the movement of chromosomes during mitosis and meiosis f. Expla in process of meiosis and arrange the various stages of meiosis in the correct order g.Compare and contrast meiosis I and meiosis II h.Compare and contrast meiosis and mitosis A student is able to: a.Describe what will happen when movement of chromosomes during mitosis and meio sis do not occur in an orderly manner. b.Know and avoid things that maybe harmful 16 19/4-23/4 1.0 Nutrition 1.1 Understanding types of nutrition

1.2 Applying the concept of balanced diet 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 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 17 26/4-30/4

1.2 Applying the concept of balanced diet

c. Determine the energy values and nutrient content samples d. Explain the functions and sources of vitamins and minerals ain health e.Explain the functions and sources of roughage/dietary fibre f. Explain the functions of water in the body. g.Justify the selection of an appropriate balanced diet for a 18 3/5-7/5 1.3 Understanding malnutrition

in different food in a diet to maint in a diet target group

1.4 Analysing food digestion A student is able to: a.Explain what malnutrition is b. Explain the effects of malnutrition using examples c.Describe ways to reduce the chance of contracting certain health problem due to one s diet d.Describe ways to reduce the effects of certain health problems A student is able to: 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 19 10/5-14/5 1.4 Analysing food digestion d.Draw and label the human digestive system e.State the digestive juices and substances that aid in the process of digestio n 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 h. Identify parts of digestive system in ruminants and rodents involved in the d igestion 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 samp les l. Describe problems related to food digestion. 20 17/5-21/5 1.5 Understanding the processes of absorption and assim ilation 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 absorp tion 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 assimilatio n h.Explain the main functions of the liver. i. Describe the process of assimilation.

21-22 24/5-4/6 MID YEAR EXAM 23-24 7/6-18/6 MID YEAR HOLIDAYS 25 21/6-25/6 STIONS/ CORRECTIONS 20 17/5-21/5

DISCUS EXAM QUE

1.6 Understanding 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 antibiotic s 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 20 17/5-21/5

26 28/6-2/7

1.7 Evaluating eating habits

1.8 Realising the importance of a healthy digestive system

1.9 Understanding the importance macronutrients and micro nutrients in plants

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

A student is able to: 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 plan ts d. Relate the effects of macronutrient deficiency with the function of macronutr ients 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.

27 5/7-16/7 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 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 photosynth esis. 28 12/7-16/7 1.11 Understanding the mechanism of photosynthesis t is able to: a. Identify the parts of chloroplast related to photosynthesis A studen

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

29-30 19/7-30/7 1.12 Synthesising factors affecting photosynthesis A student is able to: a. Identify the factors affecting the rate of 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 ligh t 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 b ased on the factors affecting the rate of photosynthesis 31 2/8-6/8 1.13 Practising a caring attitude towards plants 1.14 Understanding the technology used in food production A student is abl e 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: 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 of food production in the co untry 1.15 Evaluating the technological development in food processin g 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 cert ain processed food. 32 9/8-13/8

33 16/8-20/8 2.0 Respiration 2.1 Understanding the respiratory process in en ergy 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 e.Explain the energy production from glucose during the process of aerobic respi ration f. State the conditions leading to anaerobic respiratio n 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 respiration and anaerobic respiration h. compare and contrast aerobic respiration and anaerobic respiration.

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2.2 Analysing the respiratory structures and breathing mechanisms in human and a nimal A student is able to: 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 organ isms d. Describe the breathing mechanism in human and other organisms e.Compare and contrast the human respiratory system with that of other organisms 35 30/8-3/9

2.3 Understanding the concept of gaseous exchange across the re spiratory 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 a nd 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 35 30/8-3/9 2.4 Understanding the regulatory mechanism in respiration

2.5 Realising the importance of maintaining a healthy respiratory system A student is able to: a.Describe the change in rate of respiration after completing a vigorous exercis e 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 s ituations e. Correlate the rate of respiration with the rate of heart beat. A student is able to: a. Care and maintain efficient function of the respiratory organs 35 30/8-3/9

36 6/9-10/9 37 13/9-17/9 38 20/9-24/9

1.0 Dynamic ecosystem 2.6 Understanding respiration in plants A student is abl e 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 compensation point SCHOOL HOLIDAYS HARI RAYA PUASA HOLIDAYS

1.1 Understanding the abiotic and biotic components of the envir onment 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, us ing examples e. Explain the interaction between biotic components in relation to competition, using examples 39 27/9-1/10 1.2 Understanding the process of colonisation and succession in an ecosystem A student is able to: a. State what an ecosystem is b. Identify the niche, habitat, community and population of an ecosystem c. Explain the process of colonisation and succession d. Identify the pioneer species and successors and dominant species in an ecosys tem 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 success ion until a climax community is reached i. Relate the abiotic components with the biotic components in an ecosystem duri ng the processes of colonisation and succession 40 4/10-8/10

41 11/10-15/10 1.3 Synthesising ideas on population ecology

1.4 Understanding the concept of biodiversity 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, fre quency and percentage coverage of the species d. Correlate the change in population distribution of an organism with the chang es in each of the abiotic factors e. Design an experiment to investigate the effect of change in any one of the ab iotic factors on the population growth rate of an organism A student is able to: a. Explain the meaning 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 bi nomial system 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 m icroorganisms 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 41 11/10-15/10

1.6 Appreciating biodiversity j. Explain the use of microorganisms in biotechnology using examples 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 42 18/10-22/10

2.0 Endangered ecosystem anger an ecosystem

2.1 Evaluating human activities that end

A student is able to: a. Identify human activities that threaten the ecosystem b. Explain the impact of human activities on the 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 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 locati on within the next ten years m. Suggest strategies to solve the problems related to air and water pollution i n a particular location within the next ten years 43 25/10-29/10 2.2 Understanding the greenhouse effect and thinning of the ozon e 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 d. Explain the impact of thinning of the ozone layer and global warming on the e cosystem 43 25/10-29/10 2.3 Realising the importance of proper management of dev elopment 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 ec osystem to ensure a balance of nature is maintained d. Care for the ecosystem e. Participate in activities related to the management of the ecosystem 44-46 INTENSIVE REVISION (1/11-5/11) FINAL YEAR EXAMINATION (8/11-19/11) END OF YEAR SCHOOL HOLIDAYS