RPT : BI0LOGY FORM 4

RANCANGAN PELAJARAN TAHUNAN 2011 SEKOLAH SUBJEK : SMK DATO' SRI AMAR DIRAJA, MUAR : 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
RPT : BI0LOGY FORM 4

1 4/1-8/1

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 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

1.0 Cell structure and cell organisation

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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 c.Draw and label structure of villus 1.5 Understanding the processes of absorption and assimilation of digested food. 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.

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21-22 24/5-4/6 23-24 7/6-18/6 25 21/6-25/6 1.6 Understanding the formation of faeces and defecation

MID YEAR EXAM

MID YEAR HOLIDAYS DISCUS EXAM QUESTIONS/ CORRECTIONS

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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.

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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.

A student is able to: 26 28/6-2/7 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

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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 photosynthesis.

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1.11 Understanding the mechanism of photosynthesis

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 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 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

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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:

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

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c. Explain ways to improve the quality and quantity 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 9/8-13/8 2.0 Respiration 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 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 respiration and anaerobic respiration

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h. compare and contrast aerobic respiration and anaerobic respiration.

PK3

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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35 30/8-3/9

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 35 30/8-3/9 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 maintaining a healthy A student is able to: a. Care and maintain efficient function of the respiratory organs

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respiratory system

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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 compensation point

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SCHOOL HOLIDAYS

HARI RAYA PUASA HOLIDAYS

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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

38 20/9-24/9 1.0 Dynamic ecosystem

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 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

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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 40 4/10-8/10 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 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

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population growth rate of an organism

A student is able to: a. Explain the meaning of biodiversity 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 41 11/10-15/10 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 h. Explain the importance of biodiversity e.List examples of organisms in each kingdom

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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

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

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42 18/10-22/10

2.0 Endangered ecosystem

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 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

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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

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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

44-46 INTENSIVE REVISION (1/11-5/11) FINAL YEAR EXAMINATION (8/11-19/11) END OF YEAR SCHOOL HOLIDAYS ( 20/11/2010 - 31/12/2010 )