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RPT : BI0LOGY FORM 5 RANCANGAN PELAJARAN TAHUNAN 2011 SEKOLAH : SMK DATO’ SRI AMAR DIRAJA SUBJEK : BIOLOGY TINGKATAN : 5 WEEK TOPIC LEARNING OBJECTIVES LEARNING OUTCOMES REMARKS 1 3 – 7/1/11 UJIAN DIAGNOSTIK SUBJEK TINGKATAN 4 2 10- 14/1/11 1.0 Transport 1.1 Understanding the importance of having a transport system in some multicellular organisms A students is able to: Identify the problem that could be faced by multicellular in obtaining their cellular requirements and getting rid their waste products. Suggest how the problem is overcome in multicellular organisms 3 11- 15/1/10 1.0 Transport 1.2 Synthesising the concept of circulatory system A students is able to: State what a circulatory system (CS) is. State the three components of CS in humans and animals State the medium of transport in humans and animals State the composition of human blood

RPT Biology Form 5

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Page 1: RPT Biology Form 5

RPT : BI0LOGY FORM 5

RANCANGAN PELAJARAN TAHUNAN 2011

SEKOLAH : SMK DATO’ SRI AMAR DIRAJA

SUBJEK : BIOLOGY TINGKATAN : 5

WEEK TOPICLEARNING

OBJECTIVESLEARNING OUTCOMES REMARKS

1

3 – 7/1/11UJIAN DIAGNOSTIK SUBJEK TINGKATAN 4

2

10-14/1/11

1.0

Transport

1.1 Understanding the importance of having a transport system in some multicellular organisms

A students is able to:

Identify the problem that could be faced by multicellular in obtaining their cellular requirements and getting rid their waste products.

Suggest how the problem is overcome in multicellular organisms

3

11-15/1/10

1.0

Transport

1.2 Synthesising the concept of circulatory system

A students is able to:

State what a circulatory system (CS) is.

State the three components of CS in humans and animals

State the medium of transport in humans and animals

State the composition of human blood

Explain the function of blood and haemolymph in transport

Describe the structure of human blood vessels

Explain how blood is propelled through the human circulatory system

Explain briefly how blood pressure is regulated

Compare and contrast the CS in the following: human,

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RPT : BI0LOGY FORM 5

fish and amphibians

Conceptualise the CS in human

4

18-22/1/10

1.0

Transport

1.3 Understanding the mechanism of blood clotting

A students is able to:

Explain the necessity for blood clotting for blood clotting at the site of damaged blood vessels

Explain the mechanism of blood clotting

Predict the consequences of impaired blood clotting mechanism in an individual.

1.4 Synthesising the concept of lymphatic system

A students is able to:

Describe the formation interstitial fluid (IF).

State the composition of IF

State the importance of IF

Describe the fate of IF.

Describe the structure of Lymphatic System(LS)

Explain how the LS complements the CS

Compare the content of blood, interstitial fluid and lymph.

Predict what will happen if IF fails to return to the CS

Conceptualise the relationship between the LS and CS

5

25-29/1/10

1.0

Transport1.5 Understanding the role of the circulatory system in body defence mechanism

A students is able to:

State another function of the CS besides transport.

Identify the three lines of defence mechanism of the body.

Describe the process of phagocytosis.

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RPT : BI0LOGY FORM 5

State the meaning of antigens and antibody.

State the meaning of immunity and immunisation

Relate antigen and antibody to immunity

Name & give examples of the various types of immunity

State the effects of human immunodeficiency virus (HIV) on the body’s defence mechanism

Describe the transmission of HIV

Suggest ways to prevent the spread of acquired immune deficiency syndrome (AIDS)

6

1-5/2/10 1.0

Transport

1.6 Appreciating healthy cardiovascular system

A students is able to:

Select and practise suitable ways to maintain healthy cardiovascular system.

1.7 Understanding the transport of substances in plants

A students is able to:

State the necessity for transport of substances in plants

Identify the vascular tissue in stem, root and leaf

State the role of vascular tissue in the transport substances

Describe the structure of vascular tissue

Relate the structure of xylem to transport

Relate the structure of phloem to transport

Predict the effect of removing a ring of phloem tissue from a plant

7 1.01.8 Synthesising the concept of transport of

A students is able to:

State what translocation is.

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8-12/2/10 Transport substances in plants

Explain the importance of translocation in plants

Describe process of transpiration

Explain the importance of transpiration

Describe the pathway of water from soil to the leaves

State the external conditions affecting transpiration

PK 1

7

15-19/2/101.0

Transport

1.8 Synthesising the concept of transport of substances in plant

A students is able to:

Design experiments to study factors affecting the rate of transpiration

Explain the role of the root pressure in the movement of water in plants

Explain the role of cohesion and adhesion of water in the movement of water in plants

Conceptualise the transport mechanism in plants.

8

22-26/2/10

2.0

Locomotion and support

2.1 Understanding support and locomotion in humans and animals

A students is able to:

Explain the necessity for support and locomotion in humans and animals

Describe problems that could be faced by human and animals in support and locomotion

Explain how problems in support and locomotion are overcome in humans and animals

Name the bones that make up the axial skeleton and appendicular skeleton of the human body.

9 2.0 2.1 Understanding A students is able to:

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1-5/3/10

Locomotion and support

support and locomotion in humans and animals

Label the bones, the skeletal muscles and tendons in a diagram of the arm

Explain how movement is brought about in a limb

State the function of cartilage and synovial fluid at joints

Describe briefly the mechanism of locomotion in animal

State some consequences of impaired musculoskeletal system on support and locomotion

10

8-12/3/10

2.0

Locomotion and support

2.2 Appreciating a healthy musculoskeletal system

A students is able to:

Practise ways to care for the musculoskeletal system

2.3 Understanding support in plants

A students is able to:

Explain the necessity for support in plants

Explain how support is achieved in aquatic plants.

Explain how support in terrestrial plants are achieved through tissue modifications

PK 2

CUTI PERTENGAHAN TAHUN13-21/3/2010

11

22-26/3/10

3.00 Coordination and response

3.1 Understanding response and coordination

A students is able to:

List the changes in external and internal environment faced by an organism

State why organisms have to be sensitive to changes in internal and external environment.

Clarify through examples the meaning of ‘stimulus’ and ‘response’.

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State the main components and pathways involved in detecting and responding to changes in external environment

State the main components and pathways involved in detecting and regulating changes in internal environment

Clarify through examples the meaning of ‘coordination’.

12

29/3-2/4/10 3.00 Coordination and response

3.2 Analysing the role of human nervous system

A students is able to:

State the role of nervous system

Draw and label a diagram to show the organisation of the nervous system(NS)

Name the main parts of the brain and state their function

Draw and abel a diagram of a cross section of the spinal cord.

State the main functions of the spinal cord

13

5-9/4/10

3.00 Coordination and response

3.2 Analysing the role of human nervous system (cont)

A students is able to:

Label the structure of an efferent neurone.

Identify the type of the neurone from diagrams given

State the function of each type of neurone

State the mode of transmission of information along the neurone

Describe briefly the pathway of transmission of information from receptors to effectors

Draw & label a simple diagram of synapse

Describe the transmission of information across the synapses

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State the role of synapse in transmission

Give examples of voluntary action

Give examples involuntary action.

Outline the transmission of the information in voluntary action

Outline the transmission of the information in involuntary action

Draw schematic diagram showing a reflex arc

Give examples of NS related diseases

14

12-16/4/10 3.00 Coordination and response

3.3 Analysing the role of hormones in humans

A students is able to:

State what a hormone is

State what the endocrine system is

State why the endocrine system is necessary

State physiological processes not directly regulated by the nervous system

Describe how the endocrine system complements the nervous system

15

19-23/4/10

3.00 Coordination and response

3.3 Analysing the role of hormones in humans

A students is able to:

Label the main glands of the endocrine system

Name the main hormones produced by each endocrine gland

State the functions of the hormones involved in some physiological processes

Describe briefly how secretion of hormones is regulated

Describe briefly coordination involving both the nervous

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system and endocrine system in a ‘fight and flight’ situation

State the effects of hormonal imbalance

State the use of hormone in medicine

Discuss how ES complements the NS

16

26-30/4/10 3.00 Coordination and response

3.4 Synthesising the concept of homeostasis in human

A student is able to:

Explain The necessity to maintain an optimal physical & chemical condition in the internal environment

State meaning of homeostasis

Design an experiment to study the effect of different quantities of water intake on urine output.

Relate changes in blood osmotic pressure to urine output

Describe the formation of urine

Relate the formation of urine to excretion

17

3-7/5/10

3.00 Coordination and response

3.4 Synthesising the concept of homeostasis in human (cont)

A students is able to:

Describe briefly the mechanism of osmoregulation

Predict the consequences of impaired kidney function.

Describe the regulation of blood sugar level

Describe the regulation of body temperature

Conceptualise homeostasis

18

10-14/5/10

MID YEAR EXAM

19

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17-21/5/10

20

24-28/5/10

21

31/5-4/6/2010

PENYELIAAN MARKAH , PERBINCANGAN SOALAN

CUTI PERTENGAHAN TAHUN 5/6/2010-20/6/2010 ( 16 HARI)

22

21-25/6/10

3.00 Coordination and response

3.5 Practising a healthy lifestyle

3.6 Understanding plants hormone

A students is able to:

Describe effects of drug and alcohol abuse on humans

Explain the factors that can lead to drug and alcohol abbuse

Practise a healthy life style.

A students is able to

State what plant hormones are

Give some example of plant hormone

Infer the effect of auxins on growth responses

Explain the role of auxins in tropism

State the use of hormones in agriculture.

23

28/6-2/7/10

4.0 Reproduction & Growth

4.1 Analysing gamete formation

A students is able to:

Explain the necessity for organisms to reproduce

State types of reproduction

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4.2 Analysing the role of hormones in menstrual cycle

Explain the necessity for formation of gametes

Describe the formation sperm in humans

Describe the formation ovum in humans

Compare the formation the formation of sperm with that of ovum

Students is able to:

State what menstruation is

Relate menstruation to menstrual cycle

State the importance of the menstrual cycle

State hormones involved in the menstrual cycle

Relate hormonal levels to the development of follicles, the process of ovulation, and the formation of corpus luteum.

Relate abnormal levels to the changes in thickness of the endometrium

Explain the role of hormones in regulating the menstrual cycle

State what premenstrual syndrome (PMS) is.

State what menopause is

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24

5-9/7/2010

4.0 Reproduction & Growth

4.3 Understanding the early development of a Zygote in humans

4.4 AppreiciatingThe contribution of science and technology to human reproduction

A students is able to:

Describe what fertilisation is

Describe in simple terms the early development of a zygote

Name the two main stages in the development of a zygote in preparation for implantation

Describe the formation of twins

Compare identical twins with fraternal twins,

State the function of the placenta in foetal development

Explain the advantages of fetus having a separate circulatory system from the mother

A students is able to:

Explain the contribution of science and technology to human reproduction

Explain some moral issues related to the application of science and technology to human reproduction

What sexually transmitted diseases are

Give examples of sexually transmitted diseases

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25

12-16/7/2010

4.0 Reproduction & Growth

4.5 Synthesising the concept of sexual reproduction in flowering plants

A students is able to:

Identify male and female structures in flower

Describe the formation of pollen grains

Describe the formation of the embryo sac in the ovule

Describe the formation of pollen tube

Describe the formation of zygote

Describe the formation of triploid nucleus

Conceptualise double fertilisation

Relate the structure of fruit to the flower parts

Explain the importance of double fertilisation for the survival of flowering plants

26

19-23/7/10

4.0 Reproduction & Growth

4.6 Understanding growth in multicellular organisms

4.7 Understanding the growth curve

A students is able to:

Explain briefly the necessity for growth in organisms

Explain what growth is

A students is able to:

Identify parameters used in the measurement of growth

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Describe the sigmoid growth curve on an organism

Relate the shape to the growth curve to the growth phases of an organism

Explain the shape of the growth curve of an insect.

27

26-30/7/10

4.0 Reproduction & Growth

4.8 Understanding primary and secondary growth in plants

A students is able to:

State the types of growths in plants.

State what primary and secondary growth are.

Name the tissue involved in primary and secondary growth

State the location of the tissue involved in primary and secondary growth.

28

2-6/8/10

5.0 Inheritance 5.1 Synthesising the concept of inheritance based on Mendel’s experiment

A students is able to:

State what is meant by inheritance,

Differentiate traits from characters

Identify characters and traits in Mendel’s experiments

State that there is a hereditary factor that determines a particular character

Identify the dominant and recessive traits

Explain genes and alleles

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Explain dominant alleles and recessive alleles

29

9-13/8/105.0 Inheritance

5.1 Synthesising the concept of inheritance based on Mendel’s experiment (cont)

A students is able to:

State the meaning phenotype,

State the meaning genotype,

Relate allele combination to genotype

State the meaning of homozygote and heterozygote

Determine phenotype ratio of the first filial generation and second filial generation

State the meaning of monohybrid inheritance

Conceptualise Mendel’s First Law

State the meaning of ‘dihybrid inheritance’

Conceptualise Mendel’s Second Law

30

16-20/8/10

5.0 Inheritance 5.2 Understanding inheritance

A students is able to:

State the blood groups in the ABO system and Rhesus factor in humans

Explain the inheritance of ABO blood group in humans

Differentiate autosomes from sex chromosomes

Identify the different human karyotypes

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Explain sex determination in off-springs

Explain sex-linked inheritance using example

Describe heredity disease

31

23-27/8/10

5.0 Inheritance

5.3 Understanding genes & chromosomes

A students is able to:

State the unit of heritance

State the location of genes

Describe the structure of deoxyribonucleic acid (DNA)

Describe in simple terms the manifestation of a trait of an organism from the basic unit of inheritance.

Explain briefly the importance of genetics to mankind

Describe the application and abuse of knowledge in genetics

Argue on the need for ethics and moral in the application of genetics.

32

30/8-3/9/10

6.0

Variation

6.1 Understanding variation in organisms

A students is able to:

State the importance of variation in organisms

Give examples of variation in humans

State the types of variation

Compare continuous variation with

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6.2 Understanding the causes of variation

6.3 Be respectful towards one another despite varition

discontinuous variation

A students is able to:

State the factors causing variation,

Explain the effects of genetic factors on variation

Explain the effects of environmental factors on variation

Explain the effect of the interaction between genetic factors and environmental factors on variation

Explain mutation

Explain the importance of variation in the survival of a species

The student is able to;

Accept that people are different

Respect each other

CUTI PERTENGAHAN PENGGAL kedua(4-12/9/2010 (9 hari)

33-35 SPM TRIAL EXAM(13/9-1/10/2010/2010)

36 PERBINCANGAN SOALAN PERCUBAAN SPM 2010 (4/10/10-8/10/2010)

37-39 REVISION & DRILLING PROGRAMM (11/10/10-29/10/10)(Soalan percubaan negeri lain)

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40-41 REVISION & DRILLING PROGRAMME (RAMALAN)(1/11/10-12/11/10)Soalan ramalan

42

15-19/11/10SPM EXAMINATION 2010