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3.2 Carry out small group discussion A student is able to: formation – pembentukan
Understanding on the following and present the ? state the elements in breakdown - penguraian
carbohydrates findings: carbohydrates, reducing sugar – gula
a) elements in carbohydrates, ? state the types of penurun
b) types of carbohydrates, i.e. carbohydrates, non-reducing sugar – gula
monosaccharides, ? explain the formation and bukan penurun
disaccharides and breakdown of disaccharides and
polysaccharides, using polysaccharides
examples,
c) the formation and breakdown of
disaccharides, such as
maltose, sucrose and lactose,
d) the formation and breakdown of
polysaccharides, such as
starch, glycogen and cellulose.
Conduct an activity to differentiate
between reducing and nonreducing
sugars.
3.3
Understanding Carry out small group discussion A student is able to:
proteins on the following and present the ? state the elements in proteins,
findings: ? state the various structures of
a) elements in protein, such as proteins,
carbon, hydrogen, oxygen, ? explain the formation and
sulphur, nitrogen and breakdown of dipeptides and
phosphorus, polypeptides,
b) dipeptides and polypeptides, ? explain the meaning of essential
c) the formation and breakdown of amino acids and non-essential
dipeptides and polypeptides, amino acids.
d) essential amino acids and nonessential
amino acids.
Use charts to illustrate the various
protein structures, i.e. primary,
secondary, tertiary and quartenary.
3.4
Understanding List the main types of lipids: A student is able to: saturated fats – lemak tepu
lipids a) fat, ? state the elements in lipids, unsaturated fats – lemak
b) oil, ? state the main types of lipids tak tepu
c) wax, ? state the components of fats
d) phospholipids, and oils.
e) steroids, such as cholesterol, ? explain the formation and
testosterone, oestrogen, and breakdown of fats and oils,
progesterone ? compare and contrast saturated
Carry out small group discussion fats and unsaturated fats.
on the following and present the
findings:
a) elements in lipids,
b) components of fats and oils,
c) formation and breakdown of
fats and oils.
Use a graphic organiser to
compare saturated fats and
unsaturated fats.
3.5
Understanding Discuss on the following: A student is able to: intracellular enzyme –
enzymes a) what enzymes are, ? state what enzymes are, enzim intrasel
b) enzyme requirement in the ? explain why enzymes are extracellular enzyme –
living process, needed in life processes, enzim luar sel
c) general characteristics of ? list the general characteristics of
enzyme, enzymes,
d) naming of enzyme based on ? relate the name of enzyme to
the substrate, substrate, concentration - kepekatan
e) sites of enzyme synthesis, ? state sites where enzymes are substrates – substrat
f) intracellular and extracellular synthesised,
enzymes and examples. ? state the meaning of intracellular
Conduct a role-play activity to show enzymes and extracellular
the involvement of ribosomes, enzymes,
endoplasmic reticulum, and Golgi ? explain the involvement of
body in the production of specific organelles in the
extracellular enzyme. production of extracellular
Conduct experiments to study the enzymes,
effects of pH and temperature on ? explain the effects of pH,
the activities of amylase and temperature, enzyme
pepsin. concentration, and substrate
Discuss the effects of enzyme concentration on enzyme
concentration and substrate activity,
concentration on enzyme activity. ? explain the mechanism of
Discuss the mechanism of enzyme enzyme action,
action using the ‘lock and key’ ? relate the mechanism of enzyme
hypothesis. action with pH, temperature,
Discuss and correlate pH, enzyme concentration and
temperature, enzyme concentration substrate concentration,
and substrate concentration on ? explain the uses of enzymes in
enzyme activity using the ‘lock and daily life and industry using
key ‘ hypothesis. examples.
Gather information from the
Internet and other sources on the
uses of enzymes in:
a) daily life, e.g. tenderising meat
b) industry e.g. food processing
and detergent manufacturing
3.6
Realising the Conduct a role play or story telling ? predict the consequences of deficiency - kekurangan
importance of session to predict the deficiency in carbohydrates,
the chemical consequences of deficiency in one protein, lipids or enzymes in the
composition in of the chemical components in the cell.
cells cell.
2.1 Carry out small group discussion A student is able to: impact – impak/kesan
Evaluating on the following and present the ? identify human activities that threaten - mengancam
human findings: threaten the ecosystem, critically –secara kritis
activities that a) human activities that threaten ? explain the impact of human unplanned – tidak
endanger an the ecosystem, activities on the ecosystem, terancang
ecosystem b) the impact of human activities ? evaluate critically the effects of mismanagement – salah
on the ecosystem, unplanned development and pengurusan
c) the effects of unplanned mismanagement of the development -
development and ecosystem, pembangunan
mismanagement of the ? describe types of pollution and ecosystem – ekosistem
ecosystem, such as: sources of pollution, flash food – banjir kilat
i. soil erosion, ? explain the effects of pollution landslide – tanah runtuh
ii. flash flood, on living things and the global warming –
iii. landslide, environment, pemanasan global
iv. eutrofication, ? compare and contrast ozone depletion –
v. water, air, thermal and pollutants in the air from penipisan ozon
noise pollution, different environments, extinction – kepupusan
vi. global warming, ? state the sources of air pollution, deforestation -
vii. ozone depletion, ? interpret data on the level of air penyahutanan
viii. climatic change, pollution in some cities, pollution -pencemaran
ix. extinction of living things, ? make an inference on the Biochemical Oxygen
x. deforestation, sources of air pollution in some Demand – keperluan
d) types of pollution and sources cities, oksigen biokimia
of pollution, ? interpret data on the level of
water pollution in some rivers,
? make an inference on the
sources of water pollution in
some rivers,
? predict the level of air and water
pollution in a particular location
within the next ten years,
? suggest strategies to solve
problems related to air and
water pollution in a particular
location within the next ten
years.
2.2
Understanding Carry out small group discussion A student is able to: greenhouse effect – kesan
the greenhouse on the following and present the ? explain what greenhouse effect rumah hijau
effect and findings: is, global warming –
thinning of the a) greenhouse effect, including its ? correlate the concentration of pemanasan global
ozone layer. cause and effect, carbon dioxide in the
b) concentration of carbon dioxide atmosphere with global
in the atmosphere and correlate warming,
it with global warming, ? explain the thinning of the ozone
c) ozone depletion, including its layer,
cause and effect, ? explain the impact of thinning of
d) impact of ozone depletion and the ozone layer and global
global warming on the warming on the ecosystem.
ecosystem.
2.3
Realising the Conduct a debate on the need for A student is able to: balance of nature –
importance of development to improve the quality ? justify the need for development, keseimbangan alam
proper of life and to meet the requirements ? explain the effects of increase in maintain – mengekalkan
management of of an increasing population. population on the ecosystem,
development Discuss the effects of an increase ? explain measures taken in the biological control – kawalan
activities and in population on the ecosystem. management of development biologi
the ecosystem Carry out small group discussion activities and the ecosystem to renewable energy – tenaga
on the following and present the ensure a balance of nature is diperbaharui
findings: maintained.
a) implementation of laws, ? care for the ecosystem,
b) use of technology, ? participate in activities related to
c) education on the management the management of the
of resources, including the ecosystem
reduce, reuse, and recycle of
resources,
d) preservation and conservation
of soil, water, flora and fauna of
forests and mangrove swamps,
e) practice of biological control,
f) use of renewable energy,
g) efficient use of energy.
Conduct activities to care for the
following ecosystems in school and
at home:
a) fish ponds,
b) gardens.