Biology Form

Biology Form
RESPIRATION
PROFORMA: 8.0 CHEMICAL ENERGY
Understanding the respiratory process in
energy production
Discuss the following
Living processes require energy
The main substrate for respiration: Glucose
is obtained from the following
Digestion of carbohydrate in human and
animal
The process of photosynthesis in plant
Carry out a discussion on the type of
respiration
Carry out an activity to show aerobic
respiration
Discuss the energy production in aerobic
respiration
Conduct an experiment to investigate
anaerobic respiration in yeast
Discuss the following :
Condition leading to anaerobic respiration
in cells
The process of anaerobic respiration in
human muscles
LEARNING OUTCOMES: A student is able to :
State all living processes require energy
Identify the main substrate for energy
making
State the two type of respiration
Explain what cell respiration is
Explain the energy production from glucose
during the process of aerobic respiration.
State the condition leading to anaerobic
respiration
Explain the process of anaerobic respiration
in yeast
Explain the process of anaerobic respiration
in human muscles
Write the chemical equation for the aerobic
and anaerobic respiration
Compare and contrast aerobic respiration
with anaerobic respiration.
CHEMICAL COMPOSITION OF
CELL
PROFORMA :3.0 CHEMICAL BASIS & 4.0
MOLECULES OF LIFE
Understanding the chemical composition of
the cell
Carry out small group discussion on the
following and present the findings :
Elements in the cell including
macromolecules and micromolecules.
The presences and importance of chemical
compounds in the cell.
LEARNING OUTCOME: A student is able to:
State the elements of the cell
List the chemical compounds in the cell
Explain the importance of organic
compounds in the cell
Explain the importance of organic
compounds in the cell
Explain the importance of water in the cell
Understanding carbohydrates
Carry out small group discussion on the
following and present the finding
element in carbohydrates
types of carbohydrates
the formation and breakdown of
disaccharides and polysaccharide
conduct an activity to differenciate between
reducing and non reducing sugar
Understanding proteins
Carry out small group discussion on the
following and present the finding
Elements in protein
Dipeptides and polypeptides
Formation and breakdown of dipeptides
and polypeptides
Essential amino acids and non essential
amino acids
LEARNING OUTCOME: A student will be
able to
State the elements in protein
State the various structure of protein
Explain the formation and breakdown of
dipeptide and polypeptide
Explain the meaning of essential amino
acids and non essential amino acids
LEARNING OUTCOME: A student will be
able to:
State the elements in carbohydrates
State the type of carbohydrates
Explain the formation and breakdown of
disaccharide and polysaccharide
Understanding lipids
List the main types of lipids
Fat
Oil
Wax
Phospholipids
Steroids
Carry out small group discussion and
present the findings
Elements in lipids
Component of fats and oils
Formation and breakdown of oils and fats
LERARNING OUTCOME: A student be able
to
State the elements of lipids
State main tyoe of lipids
State the component of fats and oils
Explain formation and breakdown of fats
and oils
Compare and contrast saturated and non
saturated fats
MOVEMENT OF SUBSTANCE
ACROSS PLASMA MEMBRANE
PROFORMA : 5.0 EUKARYOTIC CELLS
Analysing the movement of substances
across the plasma membrane
Discuss the following :
Substances that are required by cells
Substances to be eliminated from the cells
The necessity for movements of substances
across the plasma membrane
Discuss the structure of plasma membrane
Conduct an experiment using starch
suspension and glucose solution to study
the movement of substances across Visking
tube.
Discuss the properties of the plasma
membrane as a semi permeable membrane
Discuss the movement of soluble
substances across the plasma membrane
through simple diffusion, facilitated
diffusion and active transport
Carry out an activity to show osmosis using
a simple osmometer
Conduct a simulation activity to show the
movement of substances across the plasma
membrane via passive transport and active
transport
Discuss the processes of passive transport
and active transport in living organisms
Gaseous exchange in the alveoli and blood
capillaries
Absorption of digested food in villus
Absorption of water by root hairs of a plant
Ion intake by root hairs of a plant
Construct a concept map on a movement
of substances across th eplasma membrane
Understanding the movement of substances
across the plasma membrane in everyday
life
Carry out activities to study the effects of
hypotonic and hypertonic solution on
animal and plant cells
Plasmolysis and deplasmolysis in plant cells
Haemolysis and crenation in rbc
Discuss the following:
Hypotonic,hypertonic and isotonic solution
Plasmolysis ,deplasmolysis ,haemolysis and
crenation
Flaccidity and turgidity of plant cells
Carry out an investigation using various
concentration of salt or sugar solutions to
determine the concentration of external
solution which is isotonic to the cell sap of
plant tissues
LEARNING OUTCOME : A student is able to:
State the substances required by living cells
State the substances that have to be
eliminated from the cells
Explain the necessity for movement of
substances across the plasma membrane
Describe the structure of the plasma
membrane
Describe the permeability of plasma
membrane
Explain the movement of substances across
the plasma membrane by osmosis and the
process of passive transport and active
transport.
Explain the process of passive transport and
active transport in living organisms using
examples.
Compare and contrast passive transport
and active transport
LEARNING OUTCOME : A student is able to:
Explain what is hypotonic, hypertonic and
isotonic solutions are
Explain the effects of hypotonic, hypertonic
and isotonic solutions on animal cells and
plant cells
Explain plasmolysis, deplasmolysis,
haemolysis, and crenation
Design an experiment to determine the
concentration of external solution which is
isotonic to cell sap
Appreciating the movements of substances
across the plasma membrane
Student is able to explain the necessity of
movement of substances across th eplasma
membrane
CELL STRUCTURE AND CELL
ORGANIZATION
PROFORMA : 2.0 LEVELS OF
ORGANIZATION & 6.0 CELL
STRUCTURE AND FUNCTION
Understanding cell structure and function
Prepare and study slides to compare the
epidermal cells of onion or cells of Hydrilla
leaf with human cheek cells. observe, draw
and label diagrams of an animal cell and
plant cell as seen through light microscope.
Study electron micrographs of animal cell
and plant cell to identify cellular
components of cell.
Plasma membrane and cell wall
cytoplasm
organelles
nucleus: nucleolus, chromosomes,
nucleoplasm, and nuclear membrane
rough and smooth endoplasmic reticulum
mitochondria
Golgi apparatus
lysosomes
ribosomes
chloroplasts
centrioles
vacuoles
Work in small group to match cellular
components to their functions.
Discuss the relationship between the
density of certain organelles with the
function of specific cells.
Mitochondria with a function of sperm cells,
flight muscle cell in insects and birds, cells
in meristems.
Chloroplasts with the function of palisade
cells.
Students present a comparison between
the structure of an animal cell and a plant
cell.
LEARNING OUTCOME; A student is able to:
Draw and label :
A plant cell
Identify the cellular components of
An animal cell
A plant cell
State the function of cellular components in
An animal cell
A plant cell
Compare and contrast an animal cell and a
plant cell.
Relate the density of certain organelles with
the functions of specific cell.
Understanding cell organization
Observe the living processes of unicellular
organisms.
Carry out small group discussion and
present the following:
cell specialisation in multicellular
organisms.
The necessity for cell specialisation in
multicellular organisms.
Cell organisation in the formation of
tissues, organs, and systems in humans,
plants and animals.
Construct models of tissues, organs and
systems in human, animals and plants.
Conduct a disscussion on
the meaning of internal environment
factors affecting the internal environment
including temperature, pH, osmotic
pressure and glucose level.
it is important that the organism's cell
always experience condition which permit
efficient functioning, the involvement of
various system in maintaining optimum
internal environment.
LEARNING OUTCOME: A student is able to:
state the necessity for cell specialisation in
multicellular organism as compared to
unicellular organism.
Describe cell specialisation in multicellular
organism.
Describe cell organiisation in the formation
of tissues, organs and system in
multicellular organism.
State the meaning of internal environment.
Explain the necessity to maintain optimum
internal environment.
Describe the involvement of various
systems in maintaining optimal internal
environment.
INTRODUCTION TO BIOLOGY
PROFORMA : 1.0 INVITATION TO BIOLOGY
UNDERSTANDING THE STUDY OF BIOLOGY
Carry out small group discussion and
present the findings
Construct a concept map based on the
information gathered on different fields of
study and careers related to Biology
Small group discussion on the importance
of acquiring scientific skills, scientific
method, practising scientific attitudes and
noble values
LEARNING OUTCOME : Student is able to:
state what the study of Biology is
explain the importance of Biology
list the different fields of study in Biology
list the careers related to Biology
state various ways of studying Biology
Applying scientific investigation
Observe the situation and identify all the
variables. Suggest a question that is
suitable for a scientific investigation.
Discuss to form a hypothesis,and plan a
method of investigation
Carry out an experiment
to collect and tabulate data
present data in suitable form
interpret the data and draw conclusion
write a complete report
Carry out an experiment on the making of
bread using yeast in the absence and
presence of sugar. Record the time taken
for the dough to double its size. For further
investigation,salt is used
During investigation, highlight the need to
practice scientific attitudes and noble
values such as honesty and accuracy in
recording and verifying data.
LEARNING OUTCOMES : A student is able
to:
identify variables in a given situation
interpret data to draw conclusion
record and present data in a suitable form
write a report on an experiment
practice scientific attitudes and noble
values
An animal cell
design and carry out a simple experiment
to test the hypothesis
identify the relationship between two
variables to form a hypothesis
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