Learning Objective :
Synthesising the concept of transport of substances in plants.

Learning Outcomes :
A student is able to :
* describe the pathway of water from the soil to the leaves,
* 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.

The pathway of water from the soil to the leaves.
1. Water is forced up from cell to cell by the collective push of incoming water from behind. This 'push' is called root pressure.

* The root hair is hypotonic to the adjacent cells.
* Eventually, water flows into cortex until it reaches endodermis

2. Capillary action due to the adhesive and cohesive forces, causes water to be 'pulled' up through the xylem vessels.


* Once the water reaches the endodermal cells, it will move through the cytoplasm and vacuoles.
* This is because there are Casparian strips which line the sides of the (endodermal) cells. The strips are impermeable to water, so the water movement through the cell walls is blocked. The water will move from the cytoplasm and the vacuole in the endodermal cells to the xylem vessels.
* The upward movement of water through the xylem vessels is driven by the forces of adhesion and cohesion of water.
* The water molecules adhere to one another by cohesive forces.The water molecules adhere the walls of xylem vessels by adhesive forces.
* The hydrogen bonding results in the adhesion and cohesion of water molecules.
* The water molecules adhere to one another by cohesive forces.
* The water molecules adhere the walls of xylem vessels by adhesive forces.
* The hydrogen bonding results in the adhesion and cohesion of water molecules.

3. Water moves through leaf tissues via transpirational pull. (a process triggered by water - vapour loss).

* After water molecules evaporate into the atmosphere, more water evaporates from the thin layer of water on the mesophyll cells.
* As the water has cohesive properties, the loss of water creates a tension which pulls a column of water up continuously.
* The transpirational pull draws water from the xylem in the stems and leaves and finally from the xylem in the root.



# The stomata will open in order to obtain sufficient carbon dioxide for photosynthesis.
# However, if the stomata are open, the water will be lost by transpiration through these stomata.

* The closing of the stomata will stop transpiration and reduces water loss
* It prevents the carbon dioxide from entering the leaf.
* Allows the plant to carry out photosynthesis and at the same time prevents the excessive loss of water.
* The stomata will open in response to :

(a) high light intensity
(b) a decrease in the carbon dioxide level.

# The root of some small plants continues to transport ions and water actively into the xylem during night-time.
# Root pressure starts to increase.
# At night, the transpiration rate is low.
# The root pressure will push water all the way up the stem and out of special pores called hydathodes.
# This natural process is known as guttation.
# Guttation is normally occurs on cool humid mornings when the air is too saturated for the water droplets to evaporate from the leaves.

Source from : http://ckgbio.blogspot.com/search/label/Chapter%201%20Form%205

The cell is the basic unit of all organism. It is made up of a cell membrane that encloses the cytoplasm.

Contained within the cytoplasm are not only the nucleus but also organelles, whose specific functions help the cell perform a range of activities.

While plant and animal cells are similar, the plant cell has, in addition to the cell membrane, another boundary that separates it from its external environment. This is called the cell wall.

As most plant cells carry out photosynthesis - the synthesis of organic substances - they contain chloroplasts.


In plant cells, vacuoles also tend to be larger in size and smaller in number than those found in animal cells.

In the laboratory, you have learned how to prepare a microscope slide of human cheek cells as well as the epidermal cells of onions.

a) The differences you can observe between the two types of cells in term of the following:

* Shape
Onion cells have a regular shape while cheek cells have an irregular shape.

* Presence or absence of cell wall
Onion cells have a cell wall while cheek cells do not.

* Presence or absence of vacuoles
Onion cells have a large vacuole while vacuoles in cheek cells, if present, are small.

b) Can you observe chloroplasts in the epidermal cells of onions? Explain your answer.
No chloroplasts can be observed in the epidermal cells of onions because epidermal cells do not carry out photosynthesis.

Source :
- http://www.diffen.com/difference/Animal_Cell_vs_Plant_Cell
- http://cikgunaza.blogspot.com/2009/04/biology-form-4-cell.html

Learning Objective - Understanding the study of Biology
Learning Outcomes - A 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.


The Study of Biology:
Biology is the study of life or living organisms.

bios - life
logy - (original: logos) which means study.

The organised study of living things as well as their interactions with one another and the environment.


The importance of biology :
* Enables us to understand life
* Helps us to understand how each species fit into the dynamic pattern of life on Earth
* Helps us in managing the natural resources
* Enables the discovery of many important advances in biotechnology, medicine and genetic engineering

Benefits of biological research include :
* Better understanding on the functions of human body.
* Better understanding on the causes of diseases and its cure.
* better understanding on ecology and hence improve the management of problems related to the environment.
* Saving animal and plant species which are facing extinction.

Fields of study in Biology :

Careers related to Biology :
* In fieldwork such as ecological researcher
* In laboratory work such as testing of products, quality control of pharmaceutical and health care products
* In health care such as radiographers, occupational therapists, pharmacists, physiotherapists, nurses, optician, doctors and surgeons.

Source :
- http://en.wikipedia.org/wiki/Biology
- http://ckgbio.blogspot.com/2009/03/chapter-1-introduction-to-biology-study.html

Tips ini adalah summary dari pelatihan yang saya ikuti tentang Teaching Science and Maths in English di Person Longman Education South Asia dan bisa dijadikan panduan rekan-rekan guru dalam menggunakan bahasa Inggris sebagai bahasa pengantar :

All Science Teachers are also teacher of english
- Combine the teaching of Science with the teaching of English

Use English at appropriate level for learning
- Level of English for science teaching must be lower than that used in English language
- Use simple grammer, e.g. tenses when speaking
- Find out the vocabulary students should know, e.g. vocabulary list
- Before speaking, construct sentences in your head that contain known vocabulary and grammar.

Use a progressive approach for language
- Spoken/written response from students; words ---> sentences --> longer sentences --> paragraphs (vary according to students ability.
- Speak slowly at first and speed up asstudents knowledge and fluency increases
- New words (English and Science) Teacher uses chalkboard, students write words in exercise book
- At first, construct sentences requiring one word answers; Student repeat complete sentences . Can use 'cloze' sentences (filling in blanks)
- Repeat!...repeat! to build up fluency and understanding

Pronunciation
- Say new word aloud slowly, Pronounce the syllables deliberately. Have students repeat these words aloud.
- Read some sentences aloud

Questions ae important
- Questioning technique important for both English and Science
- Plan your questions and write these in your lesson plans
- Help student to answer sentences that are grammatically accurate and complete.
- Students can answer questions in different ways.
- Students can read their worksheet responses aloud
- Students can answer questions in various ways

English may be combined with local language
- Risk of English only - students communicate with Science vocabulary and expressions in English only.
- Example : glossary and definitons of scientific terms in both English and local language
- Controversial!

Combine English, Science lessons with principles of teaching and learning from educational psychology
- Student must acquire understanding in science and competence in English, otherwise they tend to memorisewhat is taught
- Questioning technique important for both English and Science
- Use a variety of activities involving English + Science + progressions e.g. letter rearrangement - words, word rearrangement --> sentences, multiple choice, cloze, matching, concept maps and mind maps, diagrams + labels, games (eg. puzzles, search, crossword, scrable), word analysis.

Program bilingual di SMP Al-Zahra Indonesia sampai saat ini masih terus berjalan. Untuk mempercepat peningkatan kemampuan siswa dalam berbahasa Inggris, maka sejak awal semester satu diterapkan English Day setiap hari Senin. Jadi pada hari Senin semua guru, karyawan dan siswa wajib berkomunikasi menggunakan bahasa Inggris dimana saja , kapan saja must speak English. Untuk lebih mengefektifkan pelaksanaannya maka mulai Senin di bulan Nopember 08 yang akan datang akan ada siswa/i yang yang ditugaskan untuk mengawasi komunikasi dalam bahasa English diantara temannya. Dan bila ada siswa yang tidak berkomunikasi in English pada hari Senin maka siswa tersebut akan diberi tugas yang berkaitan dengan bahasa Inggris. Bisa membuat puisi, karangan dlm bahasa Inggris atau menghafal beberapa vocabulary dan menjelaskan artinya kepada teman-temannya, atau membuat kalimat dari vocab tersebut. Dengan demikian siswa terbiasa berkomunikasi in English tanpa harus takut merasa salah. Yang penting berani bicara dulu, oK students ? Ciayo.. n Never give up !