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4 6 JAN 1.2Applyingscientificinvestigation
Observe a situation andidentify all the variables.Suggest a question that issuitable for a scientificinvestigation. Discuss to:
a) form a hypothesis,b) plan the method ofinvestigationincluding selection ofapparatus and workprocedures.
Carry out an experiment:a) to collect and tabulatedata,b) present data in a suitable
form,c) interpret the data and drawconclusion,d) write a complete report.Carry out an experiment onthe making of bread usingyeast in the absence andpresence of sugar.
Record the time taken for thedough to double its size. For
further investigations, salt isused. During investigation,highlight the need to practisescientific attitudes and noblevalues such as honestyand accuracy in recordingand verifying data.
A student is able to:
identify variables in a givensituation,
identify the relationshipbetween two variables to form ahypothesis,
design and carry out a simpleexperiment to test thehypothesis,
record and present data in asuitable form,
interpret data to drawconclusions,
write a report on anexperiment,
practise scientific attitudes andnoble values.
This activityhelps theteacher toassessstudents
capabilities tocarry out ascientificinvestigation.Theseattitudes andvalues shouldbe observedin allinvestigationsin other
learningareas.
scientificinvestigationpenyiasatansaintifik
scientificattitudessikapsaintifik
noble valuesnilai murni
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THEME: INVESTIGATING THE CELL AS A BASIC UNIT OF LIVING THINGSLEARNING AREA: 1.0 CELL STRUCTURE AND CELL ORGANISATION
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
9 13 JAN 1.1Understandingcell structureand function
Prepare and study slides tocompare the epidermal cellsof onion or cells ofHydrillaleaf with human cheek cells.Observe, draw and labeldiagrams of an animal celland a plant cell as seenthrough a light microscope.
Study electron micrographsof animal cells and plant cellsto identify cellularcomponents of cell:a) plasma membrane andcell wall,b) cytoplasm,c) organelles:(i) nucleus: nucleolus,chromosomes, nucleoplasmand nuclear membrane,(ii) rough and smoothendoplasmic reticulum,(iii) mitochondria,(iv) Golgi apparatus,(v) lysosomes,(vi) ribosomes,(vii) chloroplasts,(viii) centrioles,(ix) vacuoles.
A student is able to:
draw and label an animal cell,
draw and label a plant cell,
identify the cellularcomponents of an animal cell,
identify the cellular
components of a plant cell,
The structureof theorganelles isnot required.
cellularcomponentskomponen-komponen
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Work in small groups tomatch cellular components totheir functions. Studentspresent a comparisonbetween the structure of an
animal cell and a plant cell.
Discuss the relationshipbetween the density ofcertain organelles with thefunction of specific cells:a) mitochondria with thefunction of sperm cells, flightmuscle cells in insects andbirds, cells in the meristems,b) chloroplasts with the
function of palisade cells.
state the functions of thecellular components in an animalcell,
state the functions of thecellular components in a plantcell,
compare and contrast ananimal cell and a plant cell,
relate the density of certainorganelles with the functions ofspecific cells.
relatemengaitkan
density -ketumpatan
16 20 JAN 1.2Understandingcellorganisation
Observe the living processesof unicellular organisms suchas feeding, locomotion andreproduction throughcomputerized animation /video / microscope.
Carry out small groupdiscussion on the following
and present the findings:a) cell specialisation inmulticellular organisms,b) the necessity for cellspecialization in multicellularorganismsc) cell organisation in theformation of tissues, organsand systems in humans,
A student is able to:
state the necessity for cellspecialisation in multicellularorganism as compared tounicellular organism,
describe cell specialisation inmulticellular organisms,
describe cell organisation inthe formation of tissues, organsand systems in multicellularorganisms,
livingprocessesproses -proseskehidupan
cellspecialisation-
pengkhususansel
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animals and plants.
Construct models of tissues,organs and systems inhuman, animals and plants.
Conduct a discussion on thefollowing:a) the meaning of internalenvironment,b) factors affecting theinternal environmentincluding temperature, pH,osmotic pressure andglucose level.c) it is important that the
organisms cells alwaysexperience conditions whichpermit efficient functioning,the involvement of varioussystems in maintainingoptimal internal environment.
? state the meaning of internalenvironment,
identify factors affecting theinternal environment,
explain the necessity tomaintain optimal internalenvironment,
describe the involvement ofvarious systems in maintainingoptimal internal environment.
A simpleexplanation
16 20 JAN 1.3Appreciatingthe uniquenessof the cell
Discuss and predict the cellcondition without a particularcellular component.
Conduct a role-play activityto show that cells becomeadapted for differentfunctions.
A student is able to:
predict the state of certain cellswithout a particular cellularcomponent,
illustrate that most cells arespecialised for the job that theyperform.
uniquenesskeunikan
23 27 JAN CUTI SEMPENA TAHUN BARU CINA
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LEARNING AREA: 2.0 MOVEMENT OF SUBSTANCES ACROSS THE PLASMA MEMBRANE
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
30 JAN3 FEB
2.1Analysing theof movement ofsubstancesacross theplasmamembrane
Discuss the following:a) substances that arerequired by cells,b) substances to beeliminated from cells,c) the necessity formovement of substancesacross the plasmamembrane.
Discuss the structure of theplasma membrane ascomprising the phospholipidbilayer, carrier proteinand pores.
Conduct an experiment,using starch suspension andglucose solution, to study themovement of substancesacross egg membraneor Visking tubing.
Discuss the properties of theplasma membrane as asemipermeable membrane.
Discuss the movement ofsoluble substances acrossthe plasma membranethrough simple diffusionand facilitated diffusion.
A student is able to:
state the substances requiredby living cells,
state the substances that haveto be eliminated from cells,
explain the necessity formovement of substances acrossthe plasma membrane,
describe the structure of theplasma membrane,
describe the permeability of theplasma membrane,
explain the movement ofsoluble substances across theplasma membrane through theprocess of passive transport,
Only a briefaccountof thestructure ofthe plasmamembrane isrequired.
permeability -ketelapan
simplediffusionresapanringkasfacilitateddiffusionresapanberbantu
passivetransportpengangkutanpasif
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Carry out an activity to showosmosis using a simpleosmometer.
Discuss the movement ofsubstances across theplasma membrane throughactive transport.Conduct a simulation activityto show the movement ofsubstances across theplasma membranethrough passive transportand active transport.
Use computer simulation toshow the movement ofsubstances across theplasma membrane.
Discuss the processes ofpassive transport and activetransport in living organisms:a) gaseous exchange in thealveoli and blood capillaries(simple diffusion),
b) absorption of digestedfood in the villus (facilitateddiffusion),c) absorption of water by roothairs of a plant (osmosis),d) ion intake by root hairs ofa plant (active transport).
explain the movement of watermolecules across the plasmamembrane by osmosis,
explain the movement ofsubstances across the plasmamembrane through the processof active transport,
explain the process of passivetransport in living organismsusing examples,
explain the process of activetransport in living organismsusing examples,
compare and contrast passivetransport and active transport.
Only a basicexplanation ofthe activetransportprocess isrequired.
activetransport -pengangkutanaktif
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Construct a concept map onthe movement of substancesacross the plasmamembrane.
Use a graphic organiser tocompare and contrastpassive transport and activetransport.
6 10 FEB 2.2Understandingthe movementof substancesacross theplasma
membrane ineveryday life
Carry out activities to studythe effects of hypotonic andhypertonic solutions on plantand animal cells:a) plasmolysis anddeplasmolysis in plant cells,
b) haemolysis and crenationin red blood cells.
Discuss the following:a) hypotonic, hypertonic andisotonic solutions,b) plasmolysis,deplasmolysis, haemolysisand crenation,c) flaccidity and turgidity ofplant cells.
Carry out an investigationusing various concentrationsof salt or sugar solutions todetermine the concentrationof external solution which isisotonic to the cell sap ofplant tissues.
A student is able to:
explain what hypotonic,hypertonic and isotonic solutionsare,
explain the effects ofhypotonic, hypertonic andisotonic solutions on plant celland animal cell,
explain plasmolysis,deplasmolysis, haemolysis andcrenation,
design an experiment to
determine the concentration ofexternal solution which isisotonic to cell sap,
The use ofhuman bloodisdiscouraged.
Theconcentrationof theexternalsolutionwhich isisotonic tothe cell sap isdeterminedfrom the
plotted graph.
effects -kesan
turgidity -
kesegahan
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Discuss and make aninference on theconcentration of cell sap inplant tissues which isequivalent to the
concentration of isotonicsolution.
Discuss and correlate themovement of substancesacross the plasmamembrane with thedifference in concentration ofthe external solution and thatof the cell sap.
Discuss the following:a) wilting of plants caused bythe excessive use ofchemical fertilisers,b) preservation of food usingsalt or sugar.
make an inference on theconcentration of cell sap in planttissues,
relate the movement ofsubstances across plasmamembrane with concentrationgradient,
explain the phenomenon ofwilting in plants using examples,
explain the preservation of foodusing examples.
Discussionshould bebased on theconcepts ofosmosis and
plasmolysis.
wiltinglayu
preservation -pengawetan
6-10 FEB 2.3Appreciatingthe movementof substances
across theplasmamembrane
Compose poems toappreciate the movement ofsubstances across theplasma membrane.
A student is able to:
explain the necessity ofmovement of substances acrossthe plasma membrane which
occurs in a continuous andcontrolled manner for survival ofa cell.
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LEARNING AREA: 3.0 CHEMICAL COMPOSITION OF THE CELL
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
13-17 FEB 3.1
Understandingthe chemicalcomposition ofthe cell
Carry out small group
discussion on the followingand present the findings:a) elements in the cell,including carbon, hydrogen,oxygen, nitrogen sulphur,phosphorus, calcium,potassium, magnesium,chlorine, sodiumand ferum,
b) the presence and
importance of chemicalcompounds in the cell.
A student is able to:
state the elements in the cell,
list the chemical compounds inthe cell,
explain the importance oforganic compounds in the cell,
explain the importance of
waterin the cell.
Chemical
compounds inthe cell arelimited tocarbohydrates,lipids,proteins,nucleic acidsand wateronly.
A brief
account onthe importanceofcarbohydrates,lipids, proteinsand nucleicacids isrequired.
organiccompoundssebatianorganik
13-17 FEB 3.2Understandingcarbohydrates
Carry out small groupdiscussion on the followingand present the findings:a) elements incarbohydrates,b) types of carbohydrates,i.e. monosaccharides,disaccharides andpolysaccharides, usingexamples,c) the formation and
A student is able to:
state the elements incarbohydrates,
state the types ofcarbohydrates,
explain the formation andbreakdown of disaccharides andpolysaccharides.
A detailedmolecularstructure is notrequired.
A briefaccount ofcondensationand hydrolysisreactionsis required.
formationpembentukan
breakdown -penguraian
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breakdown ofdisaccharides, such asmaltose, sucrose andlactose,d) the formation and
breakdown ofpolysaccharides, such asstarch, glycogen andcellulose.
Conduct an activity todifferentiate betweenreducing and nonreducingsugars.
reducingsugargulapenurun
non-reducing
sugargulabukanpenurun
20-24 FEB 3.3
Understandingproteins
Carry out small group
discussion on the followingand present the findings:a) elements in protein, suchas carbon, hydrogen,oxygen, sulphur, nitrogenand phosphorus,b) dipeptides andpolypeptides,c) the formation andbreakdown of dipeptides andpolypeptides,
d) essential amino acids andnonessential amino acids.
Use charts to illustrate thevarious protein structures,i.e. primary, secondary,tertiary and quaternary.
A student is able to:
state the elements in proteins,
state the various structures ofproteins,
explain the formation andbreakdown of dipeptides andpolypeptides,
explain the meaning ofessential amino acids and non-essential amino acids.
A detailedmolecularstructure is notrequired.
A briefaccount ofcondensationand hydrolysis
reactionsis required.
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27 FEB2 MAR
3.4Understandinglipids
List the main types of lipids:a) fat,b) oil,c) wax,d) phospholipids,
e) steroids, such ascholesterol, testosterone,oestrogen, andprogesterone.
Carry out small groupdiscussion on the followingand present thefindings:a) elements in lipids,b) components of fats and
oils,c) formation and breakdownof fats and oils.
Use a graphic organiser tocompare saturated fats andunsaturated fats.
A student is able to:
state the elements in lipids,
state the main types of lipids,
state the components of fatsand oils.
explain the formation andbreakdown of fats and oils,
compare and contrastsaturated fats and unsaturatedfats.
A detailedmolecular
structure is notrequired.
A briefaccount ofcondensationand hydrolysisreactions
is required.
saturated fatslemak tepu
unsaturatedfatslemaktak tepu
5 -3 MAR UJIAN BULANAN 1
1216 MAR CUTI PERTENGAHAN PENGGAL 1
19-23 MAR 3.5Understandingenzymes
Discuss on the following:a) what enzymes are,b) enzyme requirement inthe living process,c) general characteristics ofenzyme,d) naming of enzyme basedon the substrate,e) sites of enzyme synthesis,
A student is able to:
state what enzymes are,
explain why enzymes areneeded in life processes,
list the general characteristicsof enzymes,
relate the name of enzyme tosubstrate,
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f) intracellular andextracellular enzymes andexamples.
Conduct a role-play activity
to show the involvement ofribosomes, endoplasmicreticulum, and Golgi body inthe production ofextracellular enzyme.
Conduct experiments tostudy the effects of pH andtemperature on the activitiesof amylase and pepsin.
Discuss the effects ofenzyme concentration andsubstrate concentration onenzyme activity.Discuss the mechanism ofenzyme action using thelock and key hypothesis.
Discuss and correlate pH,temperature, enzymeconcentration and substrate
concentration on enzymeactivity using the lock andkey hypothesis.
Gather information from theInternet and other sourceson the uses of enzymes in:a) daily life, e.g. tenderisingmeat
state sites where enzymes aresynthesised,
state the meaning ofintracellular enzymes andextracellular enzymes,
explain the involvement ofspecific organelles in theproduction of extracellularenzymes,
explain the effects of pH,temperature, enzymeconcentration, and substrateconcentration on enzymeactivity,
explain the mechanism ofenzyme action,
relate the mechanism ofenzyme action with pH,
temperature, enzymeconcentration and substrateconcentration,
explain the uses of enzymes indaily life and industry usingexamples.
intracellularenzymeenzim intrasel
extracellularenzymeenzim luar sel
concentration- kepekatan
substratessubstrat
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b) industry e.g. foodprocessing and detergentmanufacturing.
19-23 MAR 3.6
Realising theimportance ofthe chemicalcomposition incells
Conduct a role play or story
telling session to predict theconsequences of deficiencyin one of the chemicalcomponents in the cell.
predict the consequences of
deficiency in carbohydrates,protein, lipids or enzymes in thecell.
deficiency -
kekurangan
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controlled process for theperpetuity of living thingssuch as regeneration oflizard tail, certain plant partsand the healing of skin.
Gather information ondiseases, including cancer ortumour, caused byuncontrolled mitosis in livingthings.
Make a trip to a researchinstitute to study tissueculture technique.
Conduct a debate or forumon cloning issues.
controlled mitosis,
explain the effects ofuncontrolled mitosis in livingthings,
describe the application ofknowledge on mitosis incloning,
explain the advantages anddisadvantages of cloning.
tissue culture. terkawal
regeneration-pertumbuhan/ penjanaan
semula
uncontrolledmitosismitosis luarkawal
2-6 APR 4.2Understandingmeiosis
Discuss the following:a) trait inheritance inoffsprings,b) the need to maintaindiploid chromosomal numberfrom one generation toanother,c) the need to produce
gametes with haploid numberof chromosomes,d) the uniqueness of diploidnumber of chromosomes inorganisms,e) the significance ofmeiosis,f) the type of cell thatundergoes meiosis in human,
A student is able to:
state the necessity of traitinheritance in offspring forcontinuation of life,
state the necessity to maintaindiploid chromosomal numberfrom generation to generation,
state the necessity forproduction of haploid gametes insexual reproduction,
state the significance ofmeiosis,
traitinheritancepewarisan ciri
offspringanak
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animals and plants.
Observe the process ofmeiosis throughcomputerised animation,
photomicrograph, preparedslides, or video.
Use simulation activities toshow changes inchromosome behaviourduring meiosis I and meiosisII
Use graphic organisers tocompare and contrast:
a) Meiosis I and meiosis II,b) Meiosis and mitosis.
identify the type of cell thatundergoes meiosis,
explain the process of meiosis,
arrange the various stages ofmeiosis in the correct order,
compare and contrast meiosis Iand meiosis II,
compare and contrast meiosisand mitosis.
A detailedexplanation ofProphase 1 isnot required.
9-13 APR 4.3Appreciatingthe movementof chromosomesduring mitosisand meiosis.
a) conduct a role-play,
b) avoid radioactive andcarcinogenic substances.
A student is able to:
describe what will happenwhen the movement ofchromosomes during mitosisand meiosis do not occur in anorderly manner,
know and avoid things that
maybe harmful.
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THEME: INVESTIGATING THE PHYSIOLOGY OF LIVING THINGSLEARNING AREA: 1.0 NUTRITION
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
9-13 APR 1.1Understandingtypes of nutrition
Observe and identify typesof nutrition in variousorganisms.
Discuss autotrophic andheterotrophic nutrition withreference tochemosynthesis,photosynthesis, holozoicnutrition, saprophytism, andparasitism.
Use a graphic organiser toshow the types of nutrition.
Conduct an activity toclassify various organismsaccording to types ofnutrition.
A student is able to:
state the types of nutrition,
explain autotrophic nutrition,
explain heterotrophicnutrition,
classify organisms according
to the types of nutrition.
16-20 APR 1.2Applying the
concept ofbalanced diet
Carry out small groupdiscussion on the following
and present the findings:a) requirements of abalanced diet,b) factors affecting the dailyenergy requirement such asage, sex, body weight andoccupation.Conduct an activity todetermine the energy value
A student is able to:
explain the necessity for abalanced diet,
explain the factors affectingthedaily energy requirement of thehuman body,
determine the energy value
The unit forenergy usedis Joule.
balanced dietgizi seimbang
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in food samples.
Design activities to test forthe presence of starch,reducing sugar, non-
reducing sugar, protein andlipid in food samples.
Conduct an experiment todetermine the Vitamin Ccontent in various fruit
juices.
Match the vitamins withtheir sources, functions andeffects of deficiency.
Match the minerals withtheir sources, functions andeffects of deficiency.
Discuss the sources,functions and deficiency ofroughage.
Discuss the sources andfunctions of water in thebody.
Carry out a groupdiscussion to formulate and
justify an appropriate dietmenu based on a nutrientchart for the following targetgroups:a) pregnant mothers,b) infants,
in food samples,
determine the nutrientcontent in different foodsamples,
explain the functions andsources of vitamins in a diet tomaintain health,
explain the functions andsources of minerals in a diet to
maintain health,
explain the functions andsources of roughage / dietaryfibre in a diet,
explain the functions of waterin the body,
justify the selection of anappropriate balanced diet for a
target group.
roughage / dietaryfibrepelawas
target groupkumpulansasaran
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c) children,d) teenagers,e) athletes,f) people with specificdiseases,
g) the aged,h) vegetarians.
23-27 APR 1.3Understandingmalnutrition
Carry out small groupdiscussion on the followingand present the findings:a) meaning of malnutrition,b) effects of deficiency inproteins, vitamins, minerals,on health,c) effects of excessive
intake of carbohydrates,lipids, vitamins andminerals on health,d) a diet low in saturatedfats help reduce the chanceof contractingcardiovascular disease,e) ways to reduce the riskof high blood pressure,diabetes mellitus andosteoporosis.
A student is able to:
explain what malnutrition is,
explain the effects ofmalnutrition using examples,
describe ways to reduce thechance of contracting certainhealth problems due to onesdiet,
describe ways to reduce theeffects of certain healthproblems.
30 APR -4 MAY
1.4Analysing fooddigestion
Discuss the following:a) glucose, amino acids andlipids are always requiredby the cell to carry outmetabolic processes,b) complex substances likecarbohydrates, proteins andlipids need to be digested.
A student is able to:
state the substances requiredby the cell to carry outmetabolic processes,
list the complex substancesthat need to be digested,
explain the necessity fordigestion of complex
metabolicprocessesproses metabolik
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Draw and label parts of thehuman digestive system.
Discuss the functions of
digestive juices, includingsaliva, gastric juice,pancreatic juice, intestinal
juice and other substances,i.e. hydrochloric acid andbile that aid the process ofdigestion.
Discuss the digestion ofcarbohydrates, proteins andfats on the following
aspects:a) specific location of eachdigestive process,b) chewing of food,c) movement of food,d) glands involved,e) digestive enzymes,f) suitable pH for eachenzyme action,g) substrates and products.Identify the parts of
digestivesystem in ruminants androdents.Discuss the digestion ofcellulose in ruminants (eg.cow) and rodents (rabbit).
Use graphic organiser tocompare and contrast the
substances,
draw and label the humandigestive system,
state the digestive juices andsubstances that aid in theprocess of digestion in human,
describe the functions of thedigestive juices andsubstances,
explain the digestion ofcarbohydrates, proteins andlipids in the human body,
identify parts of digestivesystem in ruminants androdents involved in thedigestion of cellulose,
describe the digestion ofcellulose in ruminants androdents,
compare and contrast thedigestive process in humans,ruminants and rodents,
digestive juices
juspencernaan
bile - hempedu
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process of cellulosedigestion in humans,ruminants and rodents.
Plan and conduct
experiments to study theenzyme actions on starchand protein food samples.
Collect information anddiscuss problems related tofood digestion:b) incomplete digestion offood,c) bile stones preventingthe flow of bile, reduced
production of specificdigestive enzyme.
design experiments to studythe digestion of starch and
proteins in food samples,
describe problems related tofood digestion.
7-11 MAY 1.5Understandingthe processesof absorptionandassimilation ofdigested food
Examine models ordiagrams of the digestivesystem and cross-section ofthe small intestine. Withreference to the models ordiagrams discuss thefollowing:a) adaptation of the small
intestine,b) absorption process ofamino acids, glucose, fattyacids, glycerol, vitaminsand minerals in the villus.
Carry out an activity tostudy the movement ofsubstances through the
A student is able to:
identify the parts of thedigestive system involved inabsorption of digested food,
explain the adaptivecharacteristic of the digestivesystem related to absorption,
draw and label the structureof a villus,
explain the process ofabsorption in the villus,
adaptivecharacteristicciri-ciripenyesuaian
absorption -penyerapan
small intestineusus kecil
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Visking tubing.
Based on the above activitycorrelate the movement offood substances through
the Visking tubing withnutrient absorption in thesmall intestine.
Discuss the absorption ofwater and minerals in thecolon.
Using diagrams, charts orcomputerised animationdiscuss:
a) the transport of aminoacids, glucose, watersoluble vitamins andminerals by the circulatorysystemi) from the small intestine tothe liver through the hepaticportal vein,ii) from the liver to the bodycells,b) transport of lipids and fat
soluble vitamins.
Make a schematic diagramto show the transport ofnutrients from the intestineto the body cells.
Discuss the followingfunctions of the liver:
make an analogy on theprocess of absorption in thesmall intestine,
explain the absorption ofwaterand minerals in the colon,
describe the transport ofnutrients by the circulatory
system for assimilation,
explain the main functions ofthe liver,
describe the process ofassimilation.
transportpengangkutan
circulatory systemsistem
peredaran
liverhati
assimilation -assimilasi
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a) storage of nutrients,b) processing the productsofdigestion i.e. excessglucose
and amino acids,c) detoxification.
Discuss the process ofassimilation by the bodycells.
14 -25 MAY PEPERIKSAAN PERTENGAHAN TAHUN 2012
28 MAY-8 JUNE
CUTI PERTENGAHAN TAHUN
11-15JUNE
1.6Understandingthe formation offaeces anddefecation
With reference to diagrams,charts or model of thedigestive system, identifythe colon and rectum.
Carry out small groupdiscussion on the followingand present the findings:a) the formation of faeces,b) the role ofmicroorganisms in thecolon,c) effects of antibiotics onthe microorganisms in thecolon,d) what defecation is,e) the importance ofdefecation,f) importance of high fibrediets,g) defecation related
A student is able to:
identify the part of thedigestivesystem where the formation offaeces takes place,
describe the formation offaeces,
explain the role ofmicroorganisms in the colonandthe effect of antibiotics on
them,explain what defecation is,
explain the importance ofdefecation,
explain the importance ofhighfibre diets,
describe the problemsrelated to defecation.
defecationpenyahtinjaan
faecestinja
constipationsembelit
haemorrhoids -buasir
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problems,i.e. constipation,colon cancer andhaemorrhoids.
18-22
JUNE
1.7
Evaluatingeating habits
Carry out small group
discussion on the followingand present the findings:a) relationship betweeneating habits and healthproblems such as:(i) gastritis,(ii) obesity,(iii) anorexia nervosa,(iv) bulimia,b) evaluate the nutrientcontents of food based on
food labels oradvertisments,c) evaluate the eatinghabits of classmates.
A student is able to:
relate eating habits withhealth problems,
evaluate critically whether aparticular eating habit is goodor bad.
Eating habitsinvolve thefrequencyand timeof eating andthe type offoodconsumed.
eating habitstabiatmakan
health problemsmasalahkesihatan
18-22JUNE
1.8Realising theimportance of ahealthy digestivesystem
Conduct an activity topredict the effects of adefective digestive system.
Conduct a discussion onways to take care of the
digestive system, such asgood eating habits, avoid
junk food, try to cut downon sweet and fatty foods.
A student is able to:
predict the effects of adefective digestive system onhealth,
take care of the digestivesystem for ones well-being.
defective digestivesystemsistempencernaan yangtidak berfungsi
dengan baik
25-29JUNE
1.9Understandingthe importanceof
Carry out small groupdiscussion on the followingand present the findings:a) the elements required by
A student is able to:
list elements required byplants,
elementsunsur-unsur
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macronutrientsandmicronutrientsin plants
plants,b) classify the elementsrequired by plants based onthe amount needed:(i) macronutrients
consistingof carbon, hydrogen,oxygen, nitrogen,phosphorus, potassium,calcium, magnesium andsulphur,(ii) micronutrients consistingof boron, molybdenum,zinc,manganese, copper andferum.
Plan and conduct anexperiment on plants tostudy the effects ofmacronutrient deficiency i.e.nitrogen, phosphorus,potassium, calcium,magnesium and sulphur.
Discuss and correlate theeffects of macronutrient
deficiency with the functionof the macronutrients basedon the results of theexperiment.
Collect and interpret datafrom various sources suchas the Internet on thefunction of each
classify elements required byplants based on the amountneeded,
design an experiment tostudy the effects ofmacronutrientdeficiency in plants,
relate the effects ofmacronutrient deficiency withthe function of macronutrients,
explain the function of eachmacronutrient in plants,
state the function of
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macronutrient in plants.
Discuss the function ofmirconutrients and effects
of micronutrient deficiencyin plants.
micronutrients in plants,
state the effects of
micronutrient deficiency inplants.
2 6 JULY 1.10Understandingphotosynthesis
Students read about thediscovery of photosynthesisand extract important factsfrom it.
Study a cross-sectionalmodel of a leaf. Draw andlabel it.
Discuss the following:a) functions of the parts of aleaf,b) adaptation of the leaf foroptimal photosynthesis.
Carry out an activity toinvestigate the adaptationof plants such as hibiscus,water lily, Hydrillaand
cactus with respect to:a) distribution of stomata,b) distribution ofchloroplasts.
A student is able to:
describe the developmentthatleads to the discovery ofphotosynthesis,
state the substances requiredfor photosynthesis,
state the substancesproduced from photosynthesis,
draw and label the cross-section of a leaf,
state the function of eachpart of the leaf with respect tophotosynthesis,
explain leaf adaptation tooptimise photosynthesis,
explain how plants fromdifferent habitats are adaptedto carry out photosynthesis.
adaptation -penyesuaian
2 - 6 JULY 1.11Understandingthe mechanismof
With reference to thestructure of chloroplastdiscuss the light and darkreactions of photosynthesis
A student is able to:
identify the parts ofchloroplast related to
Detailedstructure of
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photosynthesis with respect to:a) substances required.b) location of reaction.c) products of reaction.
Draw a simple schematicdiagram of the light anddark reactions inphotosynthesis.
Discuss the following:a) compare and contrastthe light reaction and darkreaction in photosynthesis,b) correlate light reactionwith dark reaction in
photosynthesis.
Write an equation torepresent the overallprocess of photosynthesis.
photosynthesis,
explain the light reaction ofphotosynthesis,
explain the dark reaction ofphotosynthesis,
compare and contrast lightreaction and dark reaction inphotosynthesis,
relate light reaction with darkreaction in photosynthesis,
write an equation torepresentthe process of photosynthesis.
chloroplast isnot required.
Detailedpathways
for light anddarkreactions arenotrequired.
light reactiontindakbalascahaya
dark reactiontindakbalasgelap
9-13 JULY 1.12Synthesisingfactorsaffectingphotosynthesis
Conduct a brainstormingsession to identify thefactors affecting the rate ofphotosynthesis i.e.concentration of carbon
dioxide, light intensity andtemperature.
Plan and carry out anexperiment to study theeffect of light intensity onthe rate of photosynthesis.
Carry out small group
A student is able to:
identify the factors affectingtherate of photosynthesis,
design an experiment toinvestigate the effect of lightintensity on the rate ofphotosynthesis,
identify the factor that limitsthe rate of photosynthesis atdifferent light intensity,
explain the effects oftemperature and concentration
light intensitykeamatancahaya
limiting factor-
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discussion on the effects oflight intensity, temperatureand concentration of carbondioxide on the rate ofphotosynthesis.
Plan a strategy based onfactors affecting the rate ofphotosynthesis to ensurecrop production throughoutthe year in countries withfour seasons.
of carbon dioxide on the rate ofphotosynthesis,
explain the difference in therate of photosynthesis in plantsthroughout the day based on
the changes in light intensityand temperature,
identify some ways to meetthe need of increasing theproductivity of crops based onfactors affecting the rate ofphotosynthesis.
faktorpenghad
crops - tanaman
9-13 JULY 1.13Practising acaring attitude
towards plants
Compose a poem or lyric ofa song to show appreciationof the role of
photosynthesis in ensuringthe perpetuation of life.
Conduct a planting projectin the science resourcegarden or schoolcompound.
A student is able to:
tell why we need to take
good care of plants,
identify cases of mishandlingor destruction of plants.
6-10 JULY 1.14Understandingthe technology
used in foodproduction
Carry out small groupdiscussion on the followingand present the findings:
a) the quantity of foodneeded for the present andfuture population of thecountry,b) the need for improvingthe quality and quantity offood for the country in linewith the national foodproduction policy,
A student is able to:
explain the need for
improving the quality andquantity of food,
explain the effort to diversifyfood production,
explain ways to improve thequality and quantity of foodproduction in the country.
improving -menambahbaikkan
diversify -mempelbagaikan
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c) effort by variousagencies to diversify foodproduction,d) methods used to improvethe quality and quantity of
food production through thefollowing:(i) direct seeding for rice,(ii) hydroponics andaeroponics,(iii) breeding,(iv) tissue culture,(v) genetic engineering(vi) soil management,(vii) biological control.
Conduct a field trip torelevant agencies such asthe Institute of AgriculturalResearch and Developmentof Malaysia (MARDI),
Agriculture Department andFishery Department.
Carry out a vegetableplanting project.
16-20 JULY 1.15Evaluating thetechnologicaldevelopment infood processing
Discuss the need for foodprocessing based on thefollowing:a) overcoming the factorscausing spoilage of foodsuch as the action ofmicroorganisms andoxidation,b) extending the lifespan of
A student is able to:explain the necessity for foodprocessing,
describe the development offood processing technology,
food processingpemprosesanmakanan
development -perkembangan
food spoilage
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food,c) avoiding food wastage,d) diversifying the uses offood like milk and dairyproducts,
e) ensuring sufficient foodsupply.
Prepare a portfolio on thetechnological developmentof food processing from theearly days till the present.
Correlate the following foodprocessing methods withfactors causing food
spoilage:i. cooking,ii. using salt, sugar andvinegar,iii. fermentation process,iv. drying,v. pasteurization,vi. canning,vii. refrigeration.
Conduct a forum entitled
The effects of processedfood on health.
relate food processingmethods with factors causingfood spoilage,
assess the methods of foodprocessing to justify the choiceof consuming certainprocessed food.
kerosakanmakanan
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LEARNING AREA: 2.0 RESPIRATION
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
23-27 JULY 2.1
Understandingthe respiratoryprocess inenergyproduction
Discuss the following:
a) living processes requireenergy,b) the main substrate forrespiration, that is glucose, isobtained from the following:(i) the digestion ofcarbohydrates in human andanimals,(ii) the process ofphotosynthesis in plants.
Carry out a discussion on thetypes of respiration.
Carry out an activity to showaerobic respiration.
Discuss the energyproduction in aerobicrespiration.
Conduct an experiment to
investigate anaerobicrespiration in yeast.
Discuss the following:a) condition leading toanaerobic respiration in cells,b) the process of anaerobicrespiration in humanmuscles.
A student is able to:
state that all living processesrequire energy,
identify the main substrate forproducing energy,
state the two types ofrespiration,
explain what cell respiration is,
explain the energy productionfrom glucose during the processof aerobic respiration,
state the conditions leading toanaerobic respiration in cells,
explain the process ofanaerobic respiration in yeast,
explain the process ofanaerobic respiration in humanmuscles,
write the chemical equationsfor aerobic and anaerobicrespiration,
livingprocessesprosesproseskehidupan
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Use a graphic organiser tocompare and contrastaerobic respiration withanaerobic respiration.
compare and contrast aerobicrespiration with anaerobicrespiration.
23-27 JULY 2.2Analysing therespiratorystructures andBreathingmechanisms inhuman andanimal
Observe graphics and livespecimens and discuss therespiratory structures inhuman and other organismsincluding protozoa, insects,fish and amphibians.
Conduct an activity tocompare the total surfacearea of a flat card with a
corrugated card, andcorrelate the increase in totalsurface area with themodified surface structure.
Discuss the relationshipbetween the total surfacearea of the respiratorystructures and the efficiencyof gaseous exchange invarious organisms.
Observe the respiratorystructures to generalise thecharacteristics of therespiratory surfaces inhuman and other organismssuch as protozoa, insects,fish and amphibians.
A student is able to:
state the respiratory structuresin human and some animals,
make an inference on thevarious adaptations of therespiratory structures,
describe the characteristics ofrespiratory surfaces in humanand other organisms,
respiratorystructuresstrukturpernafasan
corrugatedcardkadlipatanberalun
adaptations -penyesuaian
respiratorysurfacespermukaanrespirasi
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Construct or use a modelthat can be manipulated toexplain the breathingmechanism in human.
Discuss the breathingmechanism of otherorganisms such as protozoa,insects, fish and amphibians.
Use graphic organiser tocompare and contrast thehuman respiratory systemwith that of other organisms.
describe the breathingmechanism in human and otherorganisms,
compare and contrast thehuman respiratory system withthat of other organisms.
breathingmechanismmekanismapernafasan
30 JULY
3 AUG
2.3
Understandingthe concept ofgaseousexchange acrossthe respiratorysurfaces andtransport ofgases in human
Using a diagram, discuss the
process of gaseousexchange across the surfaceof the alveolus and bloodcapillaries in the lungs inrelation to:a) the difference in partialpressure of respiratory gasesin the air of the alveolus andblood capillaries in the lungs,i.e:(i) partial pressure of oxygen
is higher in the air of thealveolus compared to thepartial pressure of oxygenin the blood capillaries,(ii) partial pressure of carbondioxide is lower in the airof the alveolus comparedto the partial pressure ofcarbon dioxide in the blood
A student is able to:
describe the process ofgaseous exchange across thesurface of the alveolus andblood capillaries in the lungs,
gaseous
exchangepertukarangas
bloodcapillarieskapilaridarah
partialpressure
tekanansepara
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capillaries.b) the difference in partialpressure of oxygen andcarbon dioxide in the bloodentering the alveolus with the
blood leaving the alveolusi.e.:(i) partial pressure of oxygenis lower in the bloodentering the alveoluscompared to the partialpressure of oxygen in theblood leaving the alveolus.(ii) partial pressure of carbondioxide is higher in theblood entering the alveolus
compared to the partialpressure of carbon dioxidein the blood leaving thealveolus.
Discuss the following:a) the transport of respiratorygases in human,b) the exchange ofrespiratory gases betweenthe blood and body cells.
Use schematic diagram toexplain the exchange andtransport of respiratory gasesin human.
Conduct an experiment toinvestigate the differencesbetween inhaled and exhaled
explain the transport ofrespiratory gases,
explain the process of gaseousexchange between the bloodand body cells,
distinguish the composition ofinhaled and exhaled air.
Caution:Handle thefollowingsolutions withcare:
Alkaline
pyrogallateandconcentratedpotassiumhydroxide.
inhaled airudarasedutan
exhaled air
udarahembusan
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air in terms of oxygen,carbon dioxide and heatcontent.
Study the process of
respiratory gas exchangeand transport usingsimulations andcomputerized animations.
6 10 AUG UJIAN BULANAN 2
13-17 AUG 2.4Understandingthe regulatorymechanism inrespiration
Conduct an experiment tostudy the effects of avigorous exercise on the rateof respiration and rate ofheart beat.
Conduct a discussion on thefollowing:a) correlate the rate ofrespiration with the oxygenand carbon dioxide contentsin the body,b) regulatory mechanism ofoxygen and carbon dioxidecontents in the body.Conduct a discussion on
human respiratory response,rate of respiration and rate ofheart beat in differentsituations:a) vigorous activities such asswimming, running, aerobicexercise, mountain climbingand playing badminton,b) relaxing,
A student is able to:
describe the change in rate ofrespiration after completing avigorous exercise,
correlate the rate of respirationwith the oxygen and carbondioxide content in the body,
explain the regulatorymechanism of oxygen andcarbon dioxide content in thebody,
explain the human respiratoryresponse and rate of respirationin different situations,
correlate the rate of respirationwith the rate of heart beat.
vigorousexercisesenaman
cergas
regulatorymechanismmekanismakawalatur
responsegerak balas
rate of heartbeat kadardenyutanjantung
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c) fear.
13-17 AUG 2.5Realising theimportance ofmaintaining a
healthyrespiratorysystem
Discuss the habits to becultivated or avoided toensure the efficient functionof the respiratory organs.
Conduct an experiment toshow the effects of cigarettesmoke on white cotton wooland draw an analogybetween the lungs and thewhite cotton wool.
Show photographs ofdamaged lungs (cancer) dueto smoking.
A student is able to:
care and maintain efficientfunction of the respiratory
organs.
efficientberkesan
20 24AUG
CUTI PERTENGAHAN PENGGAL 2
27-31 AUG 2.6Understandingrespiration inplants
Discuss the following:a) the lower energyrequirement of plantscompared to animals forliving processes,b) the intake of oxygen byplants for respiration.
Draw a diagram to show theintake of oxygen in plants.
Discuss the anaerobicrespiration carried out by riceplants in a paddy field orother plants in certainsituations like flooding.
A student is able to:
describe the energyrequirement in plants,
explain the intake of oxygen forrespiration,
explain aerobic respiration inplants,
explain anaerobic respiration inplants under certain conditions,
A diagram ofthe cross-section of aleaf isrequired.
energyrequirementkeperluantenaga
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Use a graphic organiser tocompare the process ofrespiration with the processof photosynthesis in plants.
Discuss the following:a) meaning of compensationpoint,b) correlate light intensitywith compensation point fromgraph.
Visualise and describe theeffect on living things whenthe rate of photosynthesisand rate of respiration
remains at compensationpoint.
compare and contrast theprocess of photosynthesis andrespiration,
explain what compensationpoint is,
relate light intensity with theattainment of compensationpoint,
predict the situation when therate of photosynthesis and rateof respiration remains atcompensation point.
compensation
pointtitikpampasan
light intensitykeamatancahaya
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THEME: INVESTIGATING THE RELATIONSHIP BETWEEN LIVING THINGS AND THE ENVIRONMENTLEARNING AREA: 1.0 DYNAMIC ECOSYSTEM
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
3-7 SEPT 1.1Understandingthe abiotic andbioticcomponents ofthe environment
Conduct a field study to:a) identify the abioticcomponents including pH,temperature, lightintensity, humidity,topography, and themicroclimate of anecosystem,b) identify the bioticcomponents of anecosystem,
c) investigate the feedingrelationships of the bioticcomponents to construct thefood chains and food webs,and classify the bioticcomponents into trophiclevels,d) investigate the interactionbetween biotic componentsas follows:(i) symbiosis among plants
and animals encompassingthe following:- commensalism,- parasitism,- mutualism,(ii) saprophytism,(iii) predator - preyinteraction.(e) investigate the
A student is able to:
identify the abioticcomponentsof an ecosystem,
identify the biotic componentsof an ecosystem,
classify biotic componentsinto
trophic levels,
explain the interactionsbetween biotic components inrelation to feeding, usingexamples,
explain the interactionbetweenbiotic components in relation to
competition, using examples.
Emphasis is onfield study forthe students toreinforce theirunderstandingin this area.
abioticcomponentskomponenabiotik
bioticcomponentskomponen biotik
trophic levels
aras trof
predatorpemangsa
prey - mangsa
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interactionbetween biotic componentsin relation to competition,which are:(i) intraspecific competition,
(ii) interspecific competition.
Conduct an experiment tostudy the intraspecificcompetition andinterspecific competition ofplants,e.g. maize and rice.
Collect and interpret data tostudy intraspecific
competition andinterspecific competitioninvolving Paramecium, forexample Parameciumaureliaand Parameciumcaudatum.
competition -persaingan
3-7 SEPT 1.2Understandingthe processesof colonisation
and successionin an ecosystem
Conduct a field study on anecosystem i.e. a mangroveswamp or a pond to:a) identify the niche, habitat,
community and population,b) investigate the process ofcolonisation,c) investigate the process ofsuccession,d) identify pioneer species,successor species,dominant species andclimax community,
A student is able to:
state what an ecosystem is,
identify the niche, habitat,community and population of
anecosystem,
explain the process ofcolonisation,
explain the process ofsuccession,
identify the pioneer species inan ecosystem,
identify the successors in an
mangroveswamp payabakau
colonisationpengkolonian
successionsesaran
successors spesies
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e) identify the adaptivecharacteristics of pioneerspecies and subsequentspecies in the habitat for theprocesses of colonisation
and succession.
Students present theirfindings or make a folio.
Study the processes ofcolonization and successionthrough video, computersoftware and printedmaterial.
Discuss and correlate theabiotic component andbiotic component during theprocesses of colonisationand succession in anecosystem.
ecosystem,
identify the dominant speciesin an ecosystem,
identify the adaptivecharacteristics of pioneer
species,identify the adaptivecharacteristics of successors,
explain the changes inhabitatcaused by pioneer species,
explain the changes inhabitatcaused by successors at everylevel of succession until aclimax
community is reached,relate the abiotic componentswith the biotic components inanecosystem during theprocessesof colonisation and succession.
penyesar
adaptivecharacteristicsciri penyesuaian
pioneerspesies perintis
climaxcommunity-komunitiklimaks
10-14SEPT
1.3Synthesisingideas on
populationecology
Discuss the appropriatesampling techniques tostudy the population size of
an organism.
Conduct a field study or usean appropriate analogy to:a) estimate the populationsize of animals such asgarden snails and woodlice,b) investigate the
A student is able to:
identify the appropriate
sampling technique to studythepopulation size of an organism,
estimate the population sizeofan organism in a habitat,
determine the distribution of
sampling
techniqueteknikpersampelan
distributiontaburan
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distribution of plants usingthe quadratsampling technique.
Based on the above study
discuss the distribution ofan organism in a habitat.Discuss and correlate thechange in populationdistribution of an organismwith the changes in eachof the abiotic factors.
Plan and conduct anexperiment to study therelationship of population
distribution of an organismwith changes in any one ofthe abiotic factors such aspH, temperature, lightintensity and humidity.
Suggested organisms:Pleurococcus, Lemna
organisms in a habitat basedonthe density, frequency andpercentage coverage of thespecies,
correlate the change inpopulation distribution of anorganism with the changes ineach of the abiotic factors,
design an experiment toinvestigate the effect of achange in any one of theabioticfactors on the population
growthrate of an organism.
densitykepadatan
frequency
kekerapan
percentagecoverageperatus litupan
growth ratekadarpertumbuhan
10-14SEPT
1.4Understanding
the concept ofbiodiversity
Discuss the following:a) meaning of biodiversity,
b) need for the classificationsystem of organisms.Gather information on thefollowing:a) the five kingdoms in theclassification of organisms,which are Monera, Protista,Fungi, Plantae and
Animalia,
A student is able to :
explain the meaning of
biodiversity,
explain the need forclassification of organisms,
state the five kingdoms usedin the classification oforganisms,
biodiversitybiokepelbagaian
classification pengelasan
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b) main characteristics oforganisms in each kingdom,c) examples of organisms ineach kingdom,
Discuss the following:a) the hierarchy in theclassification of organismsfrom kingdom to species,b) the method of naming anumber of vertebrates andlocal flowering plants, usingthe Linnaeus binomialsystem,c) the importance ofbiodiversity.
Conduct a field trip to createawareness of biodiversity ofan ecosystem.
identify the maincharacteristics of organisms ineach kingdom,
list examples of organisms in
each kingdom,
state the hierarchy in theclassification of organisms,using examples,
explain through examples,themethod of naming organismsusing the Linnaeus binomialsystem,
explain the importance ofbiodiversity.
17-21SEPT
1.5Understandingthe impact ofmicroorganismson life
Using charts, slides andphotomicrographs, identifyand list various types ofmicroorganismsi.e. protozoa, algae, fungi,
bacteria and virus.
Conduct an experiment tostudy the effects oftemperature, pH, lightand nutrients on the activityof microorganisms e.g.Bacillussubtilisor yeast.
A student is able to:
classify various types ofmicroorganisms based on theirbasic characteristics,
state the abiotic componentsaffecting the activity ofmicroorganisms,
explain the effect of a changein each abiotic component onthe activity of microorganisms,
explain the role of useful
A brief accountof the basiccharacteristicsof each type ofmicroorganisms
is required.
decomposition -pereputan
alimentary canal
saluralimentari
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Gather information anddiscuss the role of usefulmicroorganisms in thefollowing:a) decomposition,
b) nitrogen cycle,c) alimentary canal oftermite,d) digestive system inhuman.Gather information anddiscuss the effects ofharmful micro -organisms:a) causing diseases,b) spoilage of food andsubstances.
Gather information andpresent the findings on thefollowing:a) pathogens, vectors,symptoms, and methods intransmission of diseasessuch as malaria, denguefever, cholera, ringworm,food poisoning, AIDS,hepatitis, and SARS,
b) methods to controlpathogens including the useof antibiotics, vaccines,antiseptics anddisinfectants.
Gather information andpresent the uses ofmicroorganisms in
microorganisms,
explain the effect of harmfulmicro-organisms,
explain the meaning ofpathogen,
identify the pathogen, vectorand symptoms of oneparticular disease,
explain how the diseasespreads,
describe the methods forcontrolling pathogen,
explain the use ofmicroorganisms in
The scientificnamesof pathogensand life cycle ofvectorsare not
required.
pathogen -patogen
transmission -pemindahan
food poisoning
keracunanmakanan
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biotechnology, such as:a) production of antibioticsand vaccines,b) cleaning of oil spills,c) waste treatment,
d) food processing,e) production of bioplastic,f) production of energy frombiomass.
biotechnology, usingexamples.
oil spillstumpahanminyak
waste treatmentrawatankumbahan
17-21SEPT
1.6Appreciatingbiodiversity
Conduct a forum to discussthe importance ofpreservation andconservation of biodiversity.
Conduct an activity topreserve and conservevarious living things aroundus.
A student is able to:
justify the importance ofpreservation and conservationof biodiversity.
preserve and conservevarious living things aroundhim/her.
preservation -pemeliharaan
conservationpemuliharaan
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LEARNING AREA: 2.0 ENDANGERED ECOSYSTEM
DATE LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes Vocabulary
22-28
SEPT
2.1
EvaluatingHuman activitiesthat endanger anecosystem
Carry out small group
discussion on the followingand present the findings:a) human activities thatthreaten the ecosystem,b) the impact of humanactivities on theecosystem,c) the effects of unplanneddevelopment andmismanagement of theecosystem, such as:
i. soil erosion,ii. flash flood,iii. landslide,iv. eutrofication,v. water, air, thermal andnoise pollution,vi. global warming,vii. ozone depletion,viii. climatic change,ix. extinction of livingthings,
x. deforestation,d) types of pollution andsources of pollution,e) effects of pollution onthe following:i. human health ( diseasesaffecting the respiratorysystem, skin problems,conjunctivitis, cancer and
A student is able to:
identify human activities thatthreaten the ecosystem,
explain the impact of humanactivities on the ecosystem,
evaluate critically the effectsof unplanned developmentand mismanagement of theecosystem,
describe types of pollution
and sources of pollution,
explain the effects ofpollution on living things andthe environment,
compare and contrastpollutants in the air from
impactimpak/kesan
threaten -mengancam
criticallysecarakritis
unplannedtidak
terancang
mismanagement salahpengurusan
development -pembangunan
ecosystemekosistem
flash food banjir kilat
landslide tanah runtuh
global warming
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cholera),ii. animal and planthabitats,iii. buildings,iv. agriculture,
v. climate.
Conduct an experiment tocompare solid pollutants inthe air of differentenvironments and make aninference on the sources ofpollution.
Conduct an activity toanalyse data on air
pollution index of somecities within and outsidethe country, and make aninference on the sourcesof pollution.
Conduct an activity toanalyse data on waterpollution, such asBiochemical OxygenDemand (BOD) value and
content of heavy metals insome rivers, and makean inference on thesources of pollution.
Conduct activities toformulate a strategy toreduce the level of airand water pollution in a
different environments,
state the sources of airpollution,
interpret data on the level ofair pollution in some cities,
make an inference on thesources of air pollution insome cities,
interpret data on the level ofwater pollution in some rivers,
make an inference on the
sources of water pollution insome rivers,
predict the level of air andwater pollution in a particularlocation within the next tenyears,
suggest strategies to solve
pemanasanglobal
ozone depletion
penipisan ozon
extinctionkepupusan
deforestation -penyahutanan
pollution -pencemaran
BiochemicalOxygenDemand keperluanoksigen biokimia
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particular location by:a) analysing information onthe population, such as thesize of population, socio-economic activities, and
level of air and waterpollution,b) conducting an activity topredict the level of air andwater pollution at aparticular location withinthe next ten years,c) preparing an action planconsisting of a strategy toreduce the level of air andwater pollution at that
particular location withinthe next ten years.
problems related to air andwater pollution in a particularlocation within the next tenyears.
22-28SEPT
2.2Understandingthe greenhouseeffect andthinning of theozone layer.
Carry out small groupdiscussion on the followingand present the findings:a) greenhouse effect,including its cause andeffect,
b) concentration of carbondioxide in the atmosphereand correlate it with globalwarming,c) ozone depletion,including its cause andeffect,d) impact of ozonedepletion and global
A student is able to:
explain what greenhouseeffect is,
correlate the concentrationof carbon dioxide in theatmosphere with global
warming,explain the thinning of theozone layer,
explain the impact ofthinning of the ozone layerand globalwarming on the ecosystem.
The molecularstructure ofchlorofluorocarbonand equations forchemical reactionsare not required.
greenhouseeffectkesanrumah hijau
global warmingpemanasanglobal
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warming on theecosystem.
1-5 OCT 2.3
Realising theimportance ofpropermanagement ofdevelopmentactivities andthe ecosystem
Conduct a debate on the
need for development toimprove the quality of lifeand to meet therequirements of anincreasing population.
Discuss the effects of anincrease in population onthe ecosystem.
Carry out small group
discussion on the followingand present the findings:a) implementation of laws,b) use of technology,c) education on themanagement of resources,including the reduce,reuse, and recycle ofresources,d) preservation andconservation of soil, water,
flora and fauna of forestsand mangrove swamps,e) practice of biologicalcontrol,f) use of renewableenergy,g) efficient use of energy.
Conduct activities to care
A student is able to:
justify the need fordevelopment,
explain the effects ofincrease in population on theecosystem,
explain measures taken inthe management ofdevelopment activities and
the ecosystem to ensure abalance of nature ismaintained.
care for the ecosystem,
participate in activities
balance ofnature
keseimbanganalam
maintainmengekalkan
biologicalcontrol
kawalanbiologi
renewableenergytenagadiperbaharui
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for the followingecosystems in school andat home:a) fish ponds,b) gardens.
Plan and conduct aprogramme related to themanagement of theecosystem, for example,Environment Day.
related to the management ofthe ecosystem.
8 26 OCT PEPERIKSAAN AKHIR TAHUN 2012
29 OCT9 NOV
AKTIVITI SELEPAS PEPERIKSAAN / PENTAKSIRAN PEKA
21 NOV
31 DEC CUTI AKHIR TAHUN 2012