RPT : BI0LOGY FORM 4

RANCANGAN PELAJARAN TAHUNAN 2015

SEKOLAH

: SMK DATO' HARUN

SUBJEK

WEEK

BIOLOGY

TOPIC

LEARNING
OBJECTIVES
1.1 Understanding the
study of Biology

TINGKATAN :

LEARNING OUTCOMES

REMARKS

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

1.0 Introduction
to biology

1-4 Jan

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

1.0 Cell

1.1 Understanding cell

A student is able to:

Circle map

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structure and function

a) Draw and label an animal cell and a plant cell

b) Identify the cellular components of an animal cell and a
plant cell

structure and cell

organisation

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

2
5-9 Jan

1.2 Understanding cell

organization

A student is able to:

a) State the necessity for cell specialization in multicellular
organism as compared to unicellular organism

Circle map

b) Describe cell specialization in multicellular organisms

c) Describe cell organisation in the formation of tissues ,organs
and systems in multicellular organisms
d) State the meaning of internal environment
e) Identify factors affecting the internal environment
f) Explain the necessity to maintain optimal internal
environment
g) Describe the involvement of various systems in maintaining
optimal internal environment

A student is able to:

Flow map

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1.3 Appreciating the

uniqueness of the cell

a) Predict the state of certain cells without a particular cellular

component
i) Illustrate that most cells are specialised for the job that they
perform

2.1 Analysing the

movement of
substances across the
plasma membrane

A student is able to:

a. State the substances required by living cells

Circle map

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

3
12-16
Jan

2.0 Movement of
substances
across the
plasma
membrane

Flow map

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 process of active transport
i. Explain the process of passive transport and active transport
in living organisms by using examples
j. Compare and contrast passive and active transport

2.2 Understanding the

movement of
substances across the
plasma membrane in

A student is able to:

a.Explain what hypotonic,hypertonic and isotonic solutions are

Circle map

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everyday life

b.Explain the effects of hypotonic, hypertonic and isotonic

solutions on plant cell and animal cell
c.Explain plasmolysis,deplasmolysis,haemolysis and crenation
d.Design an experiment to determine the concentration of
external solution which is isotonic to cell sap
e.Make an inference on the concentration of cell sap in plant
tissues

19-23
Jan

f.Relate the movement of substances across plasma

membrane with concentration gradient
g.Explain the phenomenon of wilting in plants using examples
h.Explain the preservation of food using examples

2.3 Appreciating the

movement of
substances across
plasma membrane

3.0
Chemical
composition of
the cell

3.1 Understanding the

chemical composition
of the cell

A student is able to:

a.Explain the necessity of movement of substances across the
plasma membrane which occurs in continuous and controlled
manner for survival of cell
A student is able to:
a.State the elements in the cell
b.List the chemical compounds in the cell
c.Explain the importance of organic compounds and water in
the cell

3.2 Understanding
carbohydrates

A student is able to:

Tree map

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a.State the elements in carbohydrates

b. State the types of carbohydrates
c. Explain the formation and break down of disaccharides and
polysaccharides

A student is able to:

Circle map

a. State the elements in proteins

3.3 Understanding
proteins

b. State the various structures of proteins

c. Explain the formation and break down of dipeptides and
polypeptides

26 Jan

d. Explain the meaning of essential amino acids and nonessential amino acids.

1 Feb

A student is able to:

a.State the elements in lipids
3.4 Understanding
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

Flow map

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e.Compare and contrast saturated fats and unsaturated fats

Tree map

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
6
2-6 Feb

3.5 Understanding
Enzymes

d. Relate the name of enzyme to substrate

e.State sites where enzymes are synthesised
f.State the meaning of intracellular enzymes and extra cellular
enzymes
g.Explain the involvement of specific organelles in the
production of extracellular enzymes

Circle map

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3.5 Understanding
Enzymes.

h. Explain the effects of pH, temperature, enzyme

concentration and substrate concentration on enzyme activity
i.Explain the mechanism of enzyme action

j.Relate the mechanism of enzyme action with pH,

temperature, enzyme concentration and substrate
concentration

9-13 Feb

flow map

k.Explain the uses of enzymes in daily life and industry using

examples.
3.6 Realising the
importance of chemical
composition in cells

A student is able to:

a) Predict the consequences of deficiency in carbohydrates,
protein, lipid or enzymes in the cell.

16-22 Feb
9
23 Feb

4.Cell
Division

CHINESE NEW YEAR

4.1 Understanding
mitosis

1 Mac

A student is able to:

Circle map

a. State the necessity for the production of new cells in

organisms.
b. Explain the necessity for the production of new cells identical
to parent cells
c.State the significance of mitosis
d.Identify the phases in the cell cycle

Flow map

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e.Explain the process mitosis and cytokinesis

f. Arrange the various stages of mitosis in the correct
sequences
g.Compare and contrast mitosis and cytokinesis in animal cell
and plant cell.
h.Explain the importance of controlled mitosis and the effect of
uncontrolled mitosis in living things.
i.Describe the application of knowledge on mitosis in cloning
h.Explain the advantages and disadvantages of cloning.

A student is able to:

4.2 Understanding
meiosis
10
2-6 Mac

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

11
2/9-13 Mac
12
16-20 Mac

PP1
SCHOOL HOLIDAY 1

bubble map

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4.2 Understanding
meiosis

f. Explain process of meiosis and arrange the various stages of

meiosis in the correct order
g.Compare and contrast meiosis I and meiosis II

13

h.Compare and contrast meiosis and mitosis

23-27 Mac

A student is able to:

4.3 Appreciating the
movement of
chromosomes during
mitosis and meiosis

a.Describe what will happen when movement of chromosomes

during mitosis and meiosis do not occur in an orderly manner.
b.Know and avoid things that maybe harmful

A student is able to:

1.1 Understanding
types of nutrition

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:

14-15
30-10 April

1.0 Nutrition

a.Explain the necessity for a balanced diet

1.2 Applying the
concept of balanced
diet

b.Explain the factors affecting the daily energy requirement of

the human body

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c. Determine the energy values and nutrient content in different

food samples
16
13-17 April

1.2 Applying the

concept of balanced
diet

d. Explain the functions and sources of vitamins and minerals in

a diet to maintain health
e.Explain the functions and sources of roughage/dietary fibre in
a diet
f. Explain the functions of water in the body.
g.Justify the selection of an appropriate balanced diet for a
target group
A student is able to:
a.Explain what malnutrition is

1.3 Understanding
malnutrition
17

b. Explain the effects of malnutrition using examples

c.Describe ways to reduce the chance of contracting certain
health problem due to ones diet
d.Describe ways to reduce the effects of certain health problems

20-26 April

A student is able to:

1.4 Analysing food
digestion

a. State the substances required by the cell to carry out

metabolic processes
b. List the complex substances that need to be digested
c.Explain the necessity for digestion of complex substances

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d.Draw and label the human digestive system

e.State the digestive juices and substances that aid in the
process of digestion in human
f. Describe the functions of the digestive juices and substances
18
27 April
-

g. Explain the digestion of carbohydrates,proteins and lipids in

the human body
1.4 Analysing food
digestion

1 Mei

h. Identify parts of digestive system in ruminants and rodents

involved in the digestion of cellulose
i. Describe the digestion of cellulose in ruminants and rodents
j.Compare and contrast the digestive process in humans,
ruminants and rodents
k. Design experiments to study the digestion of starch and
proteins in food samples
l. Describe problems related to food digestion.

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

A student is able to:

a.Identify the parts of the digestive system involved in
absorption of digested food
b. Explain the adaptive characteristic of the digestive system
related to absorption
c.Draw and label structure of villus
d. Explain the process of absorption in the villus

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e. Make an analogy on the process of absorption in the small

intestine.
f. Explain the absorption of water and minerals in the colon
g.Describe the transport of nutrients by the circulatory system
for assimilation
h.Explain the main functions of the liver.
i. Describe the process of assimilation.

19-21

MID YEAR EXAM

4-29 Mei
21-22
1-14 Jun
23
15-19 Jun

MID YEAR HOLIDAYS

DISCUS EXAM QUESTIONS/ CORRECTIONS

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24
22-26 Jun

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 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

25
28-3 Julai

1.7 Evaluating
eating habits

A student is able to:

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

1.8 Realising the

importance of a
healthy digestive
system

a.Predict the effects of a defective digestive system

on health
b. Take care of the digestive system for ones well
being.

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A student is able to:

1.9
Understanding
the importance
macronutrients
and micro
nutrients in plants

a. List elements required by plants

b.Classify elements required by plants based on
the amount needed.
c. Design an experiment to study the effects of
macronutrient deficiency in plants
d. Relate the effects of macronutrient deficiency
with the function of macronutrients
e.Explain the function of each macronutrient in
plants
f.State the function of micronutrients in plants
g.State the effects of micronutrient deficiency in
plants.

26
6-10 Julai

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

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f. Explain leaf adaption to optimize photosynthesis

g.Explain how plants from different habitats are
adapted to carry out photosynthesis.
1.11
Understanding
the mechanism of
photosynthesis
27

A student is able to:

a. Identify the parts of chloroplast related to
photosynthesis
b.Explain the light reaction and dark reaction of
photosynthesis

13-16 Julai

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

16-19 Julai
28
20-24 Julai

HARI RAYA AIDIL FITRI

1.12

A student is able to:

Synthesising
factors affecting
photosynthesis

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

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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
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

29
27-31 Julai

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
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.

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2.1
Understanding
the respiratory
process in energy
production

30
3-7 Ogos

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

2.0 Respiration

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.

32

A student is able to:

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17-21 Ogos

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

33-34
24 Ogos
4 Sept

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

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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

36

d. Explain the human respiratory response and rate

of respiration in different situations

7-11 Sept

e. Correlate the rate of respiration with the rate of

heart beat.
2.5 Realising the
importance of
maintaining a
healthy
respiratory
system

39
14-18 Sept

2.6
Understanding
respiration in
plants

A student is able to:

a. Care and maintain efficient function of the
respiratory organs

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

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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
40
19-27 Sept

1.1
Understanding
the abiotic and
biotic
components of
the environment

1.0 Dynamic
ecosystem

A student is able to:

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

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1.2
Understanding
the process of
colonisation and
succession in an
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 ecosystem

28 Sept
4 Okt

e. Identify the adaptive characteristics of pioneer

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

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41
5-11 Okt

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
population growth rate of an organism

A student is able to:

a. Explain the meaning of biodiversity
41
11/10-15/10

1.4
Understanding
the concept of
biodiversity

b. Explain the need for classification of organisms

c. State the five kingdoms used in classification of
organisms.
d.Identify the main characteristics of organisms in
each kingdom
e.List examples of organisms in each kingdom

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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
1.5
Understanding
the impact of
microorganisms
on life

A student is able to:

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

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41
j. Explain the use of microorganisms in
biotechnology using examples

12-16 Okt

1.6 Appreciating
biodiversity

A student is able to:

a. Justify the importance of preservation and
conservation of biodiversity
b. Preserve and conserve various living things
around him/her

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

d. Explain the impact of thinning of the ozone layer

and global warming on the ecosystem

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42
18-24 Okt

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

43-44
26 Okt
13 NOV FINAL YEAR EXAMINATION
END OF YEAR SCHOOL HOLIDAYS