WEEK 35 (25/8/2014
–29/8/2014)
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Day/ Date
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Monday/
25 August 2014
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Time
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8.50 – 9.25 am
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Class
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6RS
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Subject
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Biology
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Learning Area
|
Membrane Structure and Transport
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Learning
Objectives
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3.2 Movement of substance across membrane
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Learning Outcomes
|
At the end of the lesson, students should be able:
(c) calculate
the water potential of a plant cell in a solution.
|
|
Noble values
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Systematic, cooperative
|
|
Teaching Aids
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Reference book, LCD Projector, laptop
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|
Activities
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Discussion on Movement of substance across membrane
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|
Reflection
|
Students understand the lesson.
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Day/
Date
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Monday
/ 25 August 2014
|
|
Time
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9.45
– 10.20 am
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Class
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5S2
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Subject
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Biology
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Theme
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Variation
and Inheritance Living Things
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|
Learning
Area
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5.0 Inheritance
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Learning
Objective
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5.1
Inheritance trait in human
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Learning
Outcomes
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At the end of the lesson, students
will be able to :
Calculate the percentage of
inherited disease by using pedigree analysis.
|
|
Scientific
attitude and moral value
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Responsible,
respect
|
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Teaching
Aids
|
Whiteboard, marker pen
and handout.
|
|
Activities
|
Students work out the exercises about the pedigree analysis.
|
|
Reflection
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Most
of the students can answer the questions correctly . They were understand the
concept of pedigree analysis.
|
|
Day/ Date
|
Monday/
25 August 2014
|
|
Time
|
10.55 – 12.40 pm
|
|
Class
|
6AS
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|
Subject
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Biology
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Learning Area
|
17.0 Inheritance and
Genetic Control
|
|
Learning
Objectives
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17.3 Genetic mapping
17.4 Population genetics
|
|
Learning Outcomes
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At the end of the lesson, students should be able:
(a) explain crossing over and distinguish between
parental and recombinant genotypes and phenotypes;
(b) calculate the distance between two loci, and
determine the relative position of a gene on a chromosome based on percentage
of crossing-over in Drosophila.
(a) describe the concept of gene pool, gene/allele
frequency and genotype frequency;
(b) explain
Hardy-Weinberg equilibrium (p2 + 2pq +q2 = 1 and p +
q = 1), and calculate the gene/allele and genotype frequencies;
(c) explain the conditions for Hardy-Weinberg
equilibrium to be valid; (d) describe changes in genotype frequencies
in relation to evolution.
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Reference book, LCD Projector, laptop
|
|
Activities
|
Discussion on genetic mapping and population genetics.
|
|
Reflection
|
Students understand the lesson of the day.
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|
Day/ Date
|
Tuesday/
26 August 2014
|
|
Time
|
7.05 – 8.50 am
|
|
Class
|
6AS
|
|
Subject
|
Biology
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|
Learning Area
|
17.0 Inheritance and
Genetic Control
|
|
Learning
Objectives
|
17.5 DNA Replication
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|
Learning Outcomes
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At the end of the lesson, students should be able:
(a) explain the experiments to prove DNA is the genetic
material (Avery, MacLeod and McCarty experiment and Hershey and Chase
experiment);
(b) explain the three models of DNA replication, and
interpret the experiment of Meselson and Stahl to prove the semi-conservative
model of DNA replication;
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Reference book, LCD Projector, laptop
|
|
Activities
|
Discussion on research done by the biologist about the
structure of DNA .
|
|
Reflection
|
Students understand the lesson of the day.
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|
Day/ Date
|
Tuesday/
26 August 2014
|
|
Time
|
10.55- 12.40 pm
|
|
Class
|
6RS
|
|
Subject
|
Biology
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Learning Area
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Experiment 3-Determination of the osmotic potential of plant
cells
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Learning
Objectives
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To determine the osmotic potential of the potato cell sap
|
|
Learning Outcomes
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At the end of the lesson, students should be able:
(a) to prepare
solutions of various concentrations from a stock solution;
(b) to tabulate the results and plot graphs;
(c) to relate
between solute concentrations and water potential.
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Manual PBS Biology
|
|
Activities
|
Students carry out the experiment.
|
|
Reflection
|
Students using the correct techniques during the experiment.
|
|
Day/
Date
|
Wednesday
/ 27 August 2014
|
|
Time
|
7.05
– 8.15 am
|
|
Class
|
5S2
|
|
Subject
|
Biology
|
|
Activities
|
Revision on topic Respiration and Photosynthesis
|
|
Reflection
|
Students
were not unsure about the certain terms in both topic. So the teacher guided
them to enhance their knowledge.
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Day/ Date
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Wednesday/
27 August 2014
|
|
Time
|
9.45 – 10.50 am
|
|
Class
|
6RS
|
|
Subject
|
Biology
|
|
Learning Area
|
Enzymes
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|
Learning
Objectives
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4.1 Catalysis and activation energy
4.2 Mechanism of action and kinetics
|
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Learning Outcomes
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At the end of the lesson, students should be able:
(a) explain that enzyme is a globular protein which
catalyses a metabolic reaction;
(b) explain the
mode of action of enzymes at active site involving enzyme-substrate complex
and lowering of the activation energy and enzyme specificity.
ca) illustrate enzyme specificity using induced fit
(Koshland) and lock and key (Fischer) models;
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Reference book, LCD Projector, laptop
|
|
Activities
|
Discussion on enzymes.
|
|
Reflection
|
Students understand the lesson.
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|
Day/ Date
|
Thursday/
28 August 2014
|
|
Time
|
7.05 – 8.15 am
|
|
Class
|
6AS
|
|
Subject
|
Biology
|
|
Learning Area
|
17.0 Inheritance and
Genetic Control
|
|
Learning
Objectives
|
17.5 DNA Replication
|
|
Learning Outcomes
|
At the end of the lesson, students should be able:
(c) explain the mechanism of DNA replication, and the
role of the enzymes involved.
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Reference book, LCD Projector, laptop
|
|
Activities
|
Discussion on DNA replication.
|
|
Reflection
|
Students understand the lesson of the day.
|
|
Day/
Date
|
Thursday
/ 28 August 2014
|
|
Time
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11.30
– 12.40 pm
|
|
Class
|
5S2
|
|
Subject
|
Biology
|
|
Activities
|
Trial Examination (Bahasa Melayu Kertas 2)
|
|
Reflection
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All
students present.
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|
Day/ Date
|
Wednesday/
29 August 2014
|
|
Time
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10.10 – 11.40 am
|
|
Class
|
6RS
|
|
Subject
|
Biology
|
|
Learning Area
|
Enzymes
|
|
Learning
Objectives
|
4.2 Mechanism of action and kinetics
|
|
Learning Outcomes
|
At the end of the lesson, students should be able:
(b) explain the time course of an enzyme-catalysed
reaction by measuring the rate of formation of product(s) or rate of
disappearance of substrate(s) as the rate of reaction;
(c) deduce the
Michaelis-Menten constant (Km) from the Michaelis-Menten and
Lineweaver-Burk plots
; (d) explain the significance of Km and Vmax;
(e) explain the
effects of temperature, pH, enzyme concentration and substrate concentration
on the rate of an enzyme-catalysed reaction.
|
|
Noble values
|
Systematic, cooperative
|
|
Teaching Aids
|
Reference book, LCD Projector, laptop
|
|
Activities
|
Discussion on enzymes.
|
|
Reflection
|
Students understand the lesson.
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