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BIOLOGY FORM 5
1
impaired blood clotting
mechanism in an individual
1.4Synthesising the concept of
lymphatic system.
A student is able to:
• Describe the formation of
interstitial fluid
• State the composition of
interstitial fluid
• State the importance of the
4 interstitial fluid
24.01.11 • Describe the fate of interstitial
- fluid
28.01.11 • Describe the structure of the
lymphatic system
• Explain how the lymphatic
system complements the
circulatory system
• Compare the content of blood,
interstitial fluid and lymph
• Predict what will happen if
interstitial fluid fails to return to
the circulatory system
• Conceptualise the relationship
between the lymphatic system
and circulatory system
5
31.02.11
CHINESE NEW YEAR HOLIDAY
-
06.02.11
1.5 Understanding the role of
circulatory system in body
defence mechanism
A student should be able to:
• State another function of the
circulatory system besides
transport
• Identify the three lines of
defence mechanism of the body
6,7 • Describe the process of
07.02.11 phagocytosis
- • State the meaning of antigen
18.02.11 and antibody
• State the meaning of immunity
and immunisation
• Relate antigen and antibody to
immunity
• Name and give examples of
various type 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)
2
1.6 Appreciating a healthy
8 cardiovascular system
21.02.11 A student is able to:
- • Select and practise suitable ways
26.02.11 to maintain a healthy
cardiovascular system
1.7Understanding the transport of
substances in plants
A student is able to:
• state the necessity for transport
of substances in plants
• identify the vascular tissue in
9 stem, root and leaf,
28.02.10• state the role of vascular tissue
- in the transport of substances,
04.03.10• 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.
1.8Synthesising the concept of
transport of substances in plants
A student is able to:
• state what translocation is,
• explain the importance of
translocation in plants,
• describe the process of
transpiration,
9 • explain the process of
28.03.11 transpiration,
- • describe the pathway of water
04.03.11 from the soil to the leaves,
• state the external conditions
affecting transpiration,
• design experiments to study
factors affecting the rate of
transpiration
• explain the role of 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.
3
2.1 Understanding support and
locomotion in humans and animals
A student is able to:
• Explain the necessity for support
and locomotion in humans and
animals
• Describe problems that could be
faced by humans and animals in
support and locomotion
10 • Explain how problems in support
07.03.11 and locomotion are overcome in
- humans and animals
11.03.11 • Name bones that make up the
axial skeleton of human body
• 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 an animal
• State some consequences of
impaired musculoskeletal system
on support and locomotion
11
14.03.11 MID-SEMESTER 1 HOLIDAY
-
20.03.11
2.2 Appreciating a healthy
12 musculoskeletal system
21.03.11 A student is able to:
- • Practise ways to care for the
25.03.11 musculoskeletal system
2.3 Understanding support in plants
A student is able to
13 • Explain the necessity for support
28.03.11 in plants
- • Explain how support is achieved
01.04.11 in aquatic plants
• Explain how support in terrestrial
plants are achieved through
tissue modification
4
14 • State why organisms have to be
04.04.11 sensitive to changes in internal
– and external environment
08.04.11 • Clarify through examples the
meaning of ‘stimulus’ and
‘response’
• 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’
3.2 Analysing the role of human
nervous system
A student is able to :
• State the role of nervous system
• Draw and label a diagram to
show the organization of nervous
system
• Name the main parts of the brain
and state their functions
• Draw and label a diagram of
14,15 cross section of the spinal Cord
04.04.11 • State the main functions of the
- spinal cord
15.04.11 • 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 and label a simple diagram
of a synapse
• Describe the transmission of
information across synapses
• State the role of the synapse in
transmission
• Give examples of involuntary
action
• Give examples of voluntary
action
• Outline the transmission of
information in voluntary action
• Outline the transmission of
information in involuntary action
• Draw a schematic diagram
showing a reflex arc
5
• Give examples of nervous
system related diseases
3.3 Analysing the role of hormones
in humans
A student is able :
• State what a hormone is
• State what the endocrine system
is
• State why the endocrine system
is necessary
• State physiological processes not
16,17 directly regulated by the nervous
18.04.11 system
- • Describe how the endocrine
30.04.11 system complements the
nervous system
• 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
hormone is regulated
• Describe briefly coordination
involving both the nervous
system and endocrine system
• State the effects of hormonal
imbalance
• State the use of hormone in
medicine
3.4 Synthesising the concept of
homeostasis in human
A student is able to;
• Explain the necessity to
maintain an optimal physical
and chemical condition in the
internal environment.
18 • State the meaning of
02.05.11 homeostasis
- • Design an experiment to
06.05.11 study the effect of different
quantities of water intake on
urine output
• Describe the formation of
urine
• 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
6
• Conceptualise homeostasis
3.5 Practising a healthy lifestyle
19 A student is able to:
09.05.11 • Describe effects of drug and
- alcohol abuse on humans.
13.05.11 • Explain the factors that can
lead to drug and alcohol abuse
• Practise a healthy lifestyle
3.6 Understanding plant hormones
A student is able to:
• State what plant hormones
19 are,
09.05.11 • Give some examples of plant
- hormones,
13.05.11 • Infer the effects of auxins on
growth response,
• Explain the role of auxins in
tropism,
• State the use of hormones in
agriculture.
20,21
16.05.11 SEMESTER 1 EXAMINATION
-
27.05.11
22,23
30.05.11 MID-YEAR HOLIDAY
–
12.06.11
7
20.06.11 • State the hormones involved
– in the menstrual cycle,
24.06.11 • Relate hormonal levels to the
development of follicles, the
process of ovulation, and the
formation of corpus luteum,
• Relate hormonal 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
4.3 Understanding the early
development of a zygote in humans
A student is able to:
Describe what fertilization is,
Describe in simple terms the
early development of a zygote,
26 Name the two main stages in the
27.06.11 development of zygote in
– preparation for implantation,
01.07.11 Describe the formation of twins,
Compare identical twins with
fraternal twins
State the functions of the
placenta in foetal development,
Explain the advantages of fetus
having a separate circulatory
system from that of the mother.
4.4 Appreciating the contribution of
science and technology to
human reproduction
27 A student is able to:
04.07.11 Explain the contribution of
– science and technology to human
08.07.11 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.
4.5 Synthesising the concept of
sexual reproduction in flowering
plants
A student is able to:
• Identify male and female
28 structures in a flower,
11.07.11 • Describe the formation of
– pollen grains,
15.07.11 • Describe the formation of the
8
embryo sac in the ovule.
• Describe the formation of
pollen tube
• Describe the formation of
zygote,
• Describe the formation of
triploid nucleus,
• Conceptualise double
fertilization,
• Relate the structure of a fruit
to the flower parts
• Explain the importance of
double fertilization for the
survival of flowering plants
4.6 Understanding growth in
29 multicellular organism
18.07.11 A student is able to:
– • Explain briefly the necessity
22.07.11 for growth in organisms
• Explain what growth is
4.7 Understanding the growth curve
A student is able to:
30 • Identify the parameters used
25.07.11 in the measurement of growth
– • Describe the sigmoid growth
29.07.11 curve of an organism
• Relate the shape of the
growth curve to the growth
phases of an organism
• Explain the shape of the
growth curve of an insect
4.8 Understanding primary and
secondary growth in plants
30 A student is able to :
25.07.11 • State the types of growth in
– plants
29.07.11 • State what primary and
secondary growth are
• State the location of the
tissue involved in primary and
secondary growth
• Explain the importance of
primary growth
• Explain the importance of
secondary growth
• Compare and contract plants
that undergo secondary growth
with plants that do not undergo
secondary growth
• State the economic
importance of plants that
undergo secondary growth
9
Learning Objectives / Learning
Week Remarks
Outcomes
1.1Synthesising the concept of
inheritance based on
Mendel’s experiment
A student is able to:
31,32 • State what is meant by
01.08.11 inheritance
– • Differentiate traits from
12.08.11 characters
• Identify characters and traits
in Mendel’s experiments,
• State that there is a
hereditary factor that
determines a particular
character.
• Identify dominant and
recessive traits,
• Explain genes and alleles,
• Explain dominant alleles and
recessive alleles
• State the meaning of
phenotype
• Relate allele combination to
genotype
• Relate phenotype to
genotype
• State the meaning of
homozygote and heterozygote,
• Determine the phenotypic
ratio of the first filial generation
and second filial generation,
• Determine the genotype 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
33,34
15.08.11
MID SEMESTER 2 EXAM
–
26.08.11
35
29.08.11
MID SEMESTER 2 HOLIDAY
–
04.09.11
1.2Understanding inheritance
A student is able to:
• State the blood group in ABO
system and Rhesus factor in
36 human
10
05.09.11 • Explain the inheritance of
– ABO blood group in human
09.09.11 • Differentiate autosomes and
sex chromosomes
• Identify different human
karyotypes
• Explain sex determination in
offspring
• Explain sex-linked inheritance
using example
• Describe heredity disease
1.3Understanding genes and
chromosomes
A student is able to:
• state the unit of inheritance,
• state the location of genes,
• describe the structure of
deoxyribonucleic acid (DNA),
37 • describe in simple terms the
12.09.11 manifestation of a trait of an
– organism from the basic unit of
16.09.11 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
11
THEME 2: VARIATION AND INHERITANCE IN LIVING THINGS
LEARNING AREA: 2.0 VARIATION
Week Learning Objectives / Learning Outcomes Remarks
2.1 Understanding variation in organisms
A student is able to:
38 • State the importance of variation in
19.09.11 organisms,
– • Give examples of variation in humans,
23.09.11 • State the types of variation,
• Compare continuous variation with
discontinuous variation
2.2 Understanding the causes of variation
A student is able to:
• state the factors causing variation,
• explain the effects of genetic factors on
variation,
39,40
• explain the environmental factors on
26.09.11
variation
–
• explain the effects of the interaction
07.10.11
between genetic factors and environmental
factors on variation
• explain mutation
• explain the importance of variation in the
survival of a species
2.3 Be respectful towards one another despite
40
variation
03.10.11
A student is able to:
–
• Accept that people are different
07.10.11
• Respect each other
41,42
10.10.11
SPM TRIAL EXAM
–
21.10.11
43 – 45
24.10.11
REVISION
–
11.11.11
47
21.11.11
- YEAR END HOLDAY
02.01.11
12