Biology IX-XII After 66 BOG 18.11.19 PDF

BIOLOGY CURRICULUM
GRADES IX-XII
2019
PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE
BIOLOGY CURRICULUM GRADES IX-XII 1

TABLE OF CONTENTS
Sr. No. Chapters Pages
Preamble 2
1. Introduction 3
2. Transition of Scheme of Studies into Curriculum, Textbook & 6
Dissemination into Knowledge & Skills
3. Standards & Benchmarks for Grade IX – X and XI – XII 9
4. Students Learning Outcomes for Grade IX 15
5. Students Learning Outcomes for Grade X 27
6. Students Learning Outcomes for Grade XI 40
7. Students Learning Outcomes for Grade XII 74
8. Teaching Strategies 101
9. Assessment and Evaluation 111
10. Guidelines for Developing Teaching Learning Resources 129
11. Curriculum Review Committee Members for Biology for Grades IX-XII 132

PREAMBLE
Curriculum lies at the heart of the educational enterprise. It is a means through which
a nation transmit their philosophy of life and its spirit to exemplify their value system to young
generations. The development of curriculum requires inputs from the stakeholders to reflect
the needs of the society and interests of the learners.
Curriculum, syllabus and standards of education were on the concurrent list under
Entry 38 of the Concurrent Legislative List to the Fourth Schedule of the Constitution of Islamic
Republic of Pakistan, 1973. After 18th Constitutional Amendment, development of curricula
and approval of textbook manuscripts and supplementary reading material relating to
textbooks, production of reference and research material in respect of the problems relating
to the Schemes of Studies and curricula / textbooks etc. are now the exclusive domain of the
Punjab Curriculum and Textbook Board under Punjab Curriculum and Textbook Board Act,
2015 (Act VI of 2015).
To carry out its mandate, the Punjab Curriculum and Textbook Board has developed a
new Scheme of Studies-2019 from Pre-Primary Education to Intermediate Level for the
province of Punjab in consultation with all the stakeholders involved in the delivery of
education. The Scheme of Studies-2019 is developed keeping in view the arising need of
technology in our society, modern trends in education system and to bridge the gap between
public and private schools and Deeni Madaris of the Punjab. Punjab Curriculum and Textbook
Board and the School Education Department hope that this endeavor will be beneficial to
generate youth, useful for the socio-economic development of the country.
For developing Curriculum of Biology for Grades IX – XII, Biology National Curriculum-
2006 for Grades IX-X & XI-XII developed by Ministry of Federal Education, Islamabad have
been taken into consideration as reference document.
This Curriculum will hopefully pave the way for bringing about qualitative change in
education at this level.
Managing Director

1. INTRODUCTION
INTRODUCTION TO THE BIOLOGY CURRICULUM
Biology is a study of life and living organisms. This subject is part of the syllabus of
nearly every school as it helps the student to understand the interaction between humanity
and world. The curriculum of Biology provides a range of balanced learning experiences
through which students can develop the necessary scientific knowledge and understanding,
skills and processes, values and attitudes embedded in the ‘Life and Living’ strand and other
strands of science education for personal development and for contributing towards a
scientific and technological world.
This curriculum presented by PCTB is conceptual and promotes critical thinking. The
new approach uses hands-on experiences and utilization of resources available in the
student’s environment. The implementation of new approaches is accompanied by a parallel
process of assessment to verify that the progress is being made for betterment of students’
achievements and development. It is built on the ideas introduced at lower levels, the
curriculum introduces the contemporary areas of Biology stressing on connections of study
of Biology to real life problems covering use of discoveries / innovations in everyday life - in
environment, industry, medicine, health and agriculture. It nearly covers all the concepts
related from cells to organisms to entire ecosystems and explains the relationship of Biology
with other areas of knowledge. This curriculum will prepare students for entering tertiary
courses, vocation-related courses or the workforce in various fields of life science.
With an emphasis on human biology, Biology syllabus enables students to understand

the technological world in which they live, and take an informed interest in science and
scientific developments. Students gain an understanding of the basic principles of Biology
through a mix of theoretical and practical studies. They also develop an understanding of the
scientific skills essential for further study at higher levels, skills which are useful in everyday
life.
As they progress, students understand how science is studied and practiced, and
become aware that the results of scientific research can have both good and bad effects on
individuals, communities and the environment.

This curriculum is structured in a way that students attain both practical skills and
theoretical knowledge. Successful students gain lifelong skills, including:
• A better understanding of the technological world, with an informed interest

in scientific matters.
• The ability to recognize the usefulness (and limitations) of scientific method,

and how to apply this to other disciplines and in everyday life.
• The development of relevant attitudes, such as a concern for accuracy and

precision, objectivity, integrity, enquiry, initiative and inventiveness.
• Further interest in, and care for the environment.
• A better understanding of the influence and limitations placed on scientific

study by society, economy, technology, ethics, the community and the
environment.
• The development of an understanding of the scientific skills essential for both

further study at HSSC and in everyday life.
In essence, our aspiration is to; “Enable all students to develop their capacities
as successful learners, confident individuals, responsible citizens and effective
contributors to society.”
AIMS
The aims provide the educational purposes of following a course in this subject. The
curriculum for Biology for grades IX-X aims to help individual students develop
 A scientific understanding of the living world

 Mental and motor abilities appropriate to the acquisition and use of biological
understanding
 An appreciation of the products and influences of science and technology, balanced
by a concern for their wise application
 An understanding of the nature and limitations of scientific activity
 An ability to apply biological understanding to appropriate problems (including those
of everyday life) and to approach those problems in rational ways
 Respect for evidence, rationality and intellectual honesty
 Capacities to express themselves coherently and logically, both orally and in writing,
and to use appropriately modes of communication characteristic of scientific work

 An ability to work effectively with others.
Moreover, it also aims to:
1. Provide, through well designed studies of experimental and practical biological

science, a worthwhile educational experience for all students, whether or not they go
on to study science beyond this level and, in particular, to enable them to acquire
sufficient understanding and knowledge to:
1.1 Become confident citizens in a technological world, able to take or develop an

informed interest in matters of scientific import
1.2 Recognize the usefulness, and limitations, of scientific method and to
appreciate its applicability in other disciplines and in everyday life
1.3 Be suitably prepared and stimulated for studies beyond HSSC Level in pure
sciences, in applied sciences or in science-dependent vocational courses.
2. Develop abilities and skills that
2.1 Are relevant to the study and practice of science

2.2 Are useful in everyday life
2.3 Encourage efficient and safe practice 2.4 encourage effective communication.
3. Develop attitudes relevant to science such as
3.1 Concern for accuracy and precision

3.2 Objectivity
3.3 Integrity
3.4 Enquiry
3.5 Initiative
3.6 Inventiveness.
4. Stimulate interest in and care for the local and global environment
5. Promote an awareness that
5.1 The study and practice of science are co-operative and cumulative activities
that are subject to social, economic, technological, ethical and cultural
influences and limitations
5.2 The applications of science may be both beneficial and detrimental to the
individual, the community and the environment
5.3 Science transcends national boundaries and that the language of science,
correctly and rigorously applied, is universal.

2: TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS
& DISSEMINATION OF KNOWLEDGE & SKILLS
1. Sustainable technical development is the pathway to the socio-economic

development of a nation. To have technologically vibrant, industrialized and
knowledge-based Pakistan maximum efforts must be directed towards imparting high
quality education covering emerging trends, modern developments and scientific
learning.
The Scheme of Studies 2019 has not only laid requisite emphasis on existing subjects
like physical and social sciences, it has also focused on Quranic Education with Urdu
as well as English translation of the Holy Quran, Technology based education,
Computer Science & IT, Agriculture, Business Administration, Fine Arts and Sports
Education.
2. This Scheme of Studies has laid down the following Aims and Objectives:
 To prescribe the subjects to be taught to various grades and to impart high-

quality student-centered learning
 To transform School Education with added emphasis on STEAM subjects and
skilful application of emerging trends, modern concepts, technical knowledge
and innovative activities.
 To promote awareness about national integration, patriotism and ideology of
Pakistan with understanding to accept diverse views, beliefs and faiths
 To produce disciplined, motivated and enlightened youth with high moral
character, sound ethical values and resilience to face adversities and
challenges
 To produce creative, constructive, communicative and critical thinking youth
with clear concepts and in-depth knowledge, ready to participate in the highly
competitive globalized knowledge-based economy
3. Aforementioned Aims and Objectives have to be achieved through curriculum,
textbooks and dissemination of knowledge & skills to the students.
4. Subject Specific Objectives are as follows:
Students should understand the scientific concepts inherent in the theme for each
chapter to be covered well enough to be able to:

• state, exemplify and interpret the concept • use appropriately, fundamental terms
and classifications related to the concept • cite, and explain or interpret, scientific
evidence in support of the concept.
Students should show some ability to:
• formulate questions that can be investigated by gathering first or second-hand data
• find relevant published background information
• formulate hypotheses and make predictions from them
• plan an investigation and carry out the planned procedures
• use the motor skills required to carry out investigations
• observe phenomena, and describe, measure and record these as data
• classify, collate and display data
• interpret and construct visual representations of phenomena and relationships
(diagrams, graphs, flow charts, physical models etc.)
• analyze data and draw conclusions • evaluate investigative procedures and the
conclusions drawn from investigations.
For each of the facets of scientific activity selected for study, students should:
• describe and exemplify it
• use appropriately any fundamental terms and classifications related to it
• recognize that the problem-solving nature of science has limitations
• acknowledge that people engaged in science, a particularly human enterprise, have
the characteristics of people in general.
• recognize that the technology resulting from scientific activity influences the quality
of lifestyle and economic development through or by improvements in medical/health
care, nutrition, agricultural techniques
• understand that these influences may be the result of unforeseen consequences,
rapid exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems: Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem

• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions to problems, especially the personal and social problems of
everyday life to which such knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday situations
to which both biological knowledge and value positions are relevant.
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.

3: STANDARDS AND BENCHMARKS FOR GRADES IX-X AND XI-XII
STANDARDS are what students should know and be able to do. Standards are broad
descriptions of the knowledge and skills students should acquire in a subject area. The
knowledge includes the important and enduring ideas, concepts, issues, and information. The
skills include the ways of thinking, working, communication, reasoning, and investigating that
characterize a subject area. Standards may emphasize interdisciplinary themes as well as
concepts in the core academic subjects. Standards are based on higher order thinking, deep
knowledge, substantive conversation, and connections to the world beyond the classroom.
BENCHMARKS indicate what students should know and be able to do at various

developmental levels. LEARNING OUTCOMES indicate what students should know and be
able to do for each topic in any subject area at the appropriate developmental level. The
Learning Outcomes sum up the total expectations from the student.
Key Learning Area 1: USING SCIENTIFIC KNOWLEDGE
Students of Biology are better able to understand and appreciate the biotic and a-
biotic world around them and are also better able to make calculated decisions and take
informed actions. Activities that beg scientific thought include the description and
explanation of the living objects, systems, or events; the prediction of future events or
observation; and design of systems or courses of action that help individuals adapt to and
modify (for better) the living around them. In Biology the specification of real-world objects
often focuses on biodiversity and life processes.
Standard 1.a
Students will be able to understand the principles of biology, diversity in life forms,
structure and functions of cells, the processes of life, and continuity in life, how living things
interact with each other and their environment and the applications of Biology for human
welfare.

BENCHMARKS:
After grade X, students will be able to understand the principles of Biology and
diversity in life forms. They will be able to:
1. Describe the parameters of the study of life and the levels of organization of life
and relate the study of life with the scientific methodology.
2. Describe the aims and principles of classification systems and binomial
nomenclature.
3. Describe the usage of microscopy and staining, and state the structure and
functions of organelles and properties of tissues.
4. Explain cell cycle with details of interphase and division phases.
5. Explain characteristics of enzymes
6. Outline the mechanism of photosynthesis and respiration.
7. Describe nutrients in terms of their sources and roles and describe the functions
and abnormalities of the alimentary canal.
8. Explain the process of transportation in plants and in humans and describe
cardiovascular diseases.
9. Outline gaseous exchange in plants, list the components of the air passage way
in man and describe respiratory disorders.
10. Describe the adaptations in plants for excretion and osmotic adjustments and
state the structure and functioning of human kidney along with the brief
introduction of kidney stones and kidney failure.
11. Explain the components of human nervous system and endocrine system,
describe the structure and functioning of eyes and ears and describe nervous
disorders.
12. Describe human skeleton and joints; analyze antagonistic muscles and describe
arthritis and osteoporosis.
13. Describe different methods of asexual reproduction and sexual reproduction in
plants and state the parts of human reproductive systems and describe AIDS and
comprehend the importance of population planning.
14. Describe the concept of genes and relate it to Mendel’s laws, variation and
evolution.
15. Describe ecosystem, explain the interactions found in ecosystems and flow of
materials and energy. Analyze the impacts of human on environment.
16. Explain the principles and objectives of fermentation and genetic engineering
with emphasis on single cell proteins and distinguish between medicinal and
addictive drugs.

After Grade XII, students will be able to:
1. Explain viruses and viral diseases and the importance, evolutionary position,
structure, modes of nutrition, reproduction and major groups of prokaryotes,
Protists and fungi.
2. Describe the general characteristics and mode of life cycles of major plant
groups.
3. Analyse the diversity in animals in terms of invertebrate phyla and vertebrate
classes.
4. Analyse the structural and functional details of organelles and rationalize the use
of latest techniques in cytology.
5. Explain the classification of enzymes, mechanism of enzyme action, enzyme
sensitivity and enzyme inhibition.
6. Justify the roles and structures of organic molecules present in protoplasm.
7. Interpret photosystems and distinguish the raw materials and products of each
step of dark and light reactions and of glycolysis, Krebs cycle and electron
transport chain.
8. Describe the functional details and abnormalities in the regions of human
alimentary canal and identify the hormonal control of gut secretions.
9. Evaluate and describe the transportation in plants and in human beings. Explain
the control of heartbeat and the principle of electrocardiogram. Explain
cardiovascular diseases and their latest treatments.
10. Describe the functioning of the components of the first line of defence, the
nonspecific defences and the inborn and acquired immunity.
11. Identify the properties of leaves that make gaseous exchange possible and
identify the properties of the air passage way in humans relating with the
mechanism of breathing and respiratory volumes, transportation of gases and
respiratory disorders.
12. Analyse the adaptations in plants and animals, including humans for osmotic
adjustments and thermoregulation.
13. Evaluate the structure of human kidney, relate it with its functioning and with
infections, stones and kidney failure and evaluate the principles of dialysis and
kidney transplant.
14. Explain the generation and transmission of nerve impulse and analyse the
properties of receptors responsible for smell and touch, pain etc. Categorize
nervous disorders and relate them with EEG, CT scan and MRI.
15. Compare the important human endocrine glands, their hormones, their
functions, chemical nature, modes of action, feedback control and imbalance.
16. Introduce the nature of behavior and relate different examples with the innate
behavior and social behavior.
17. Identify the bones of human skeleton, ball-n-socket and hinge joints.

18. Explain the action of antagonistic muscles at knee joint and describe the
disorders of skeletal system.
19. Differentiate the types of muscles and describe the sliding filament model of
muscle contraction
20. Identify the structures in plants responsible for support and analyze the effects
of plant growth regulators.
21. Describe the human male and female reproductive systems, their hormonal
regulation and relate these with infertility and STDs.
22. Describe human embryonic development and birth and evaluate the concepts
of postnatal development and aging.
23. Describe the chromosomal theory of inheritance and justify DNA as the
hereditary material, the replication of DNA and explain gene expression and
regulation.
24. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples to explain the patterns of inheritance other than Mandelism.
25. Describe and evaluate the concepts and evidences of evolution.
26. Analyze trophic levels and productivity and relate these with the water and
nitrogen cycles.
27. Describe ecological succession and population dynamics.
28. Describe the principles and applications of recombinant DNA technology,
polymerase chain reaction, DNA sequencing, DNA analysis, tissue culturing and
constructing genome maps.
29. Evaluate the techniques used in animal husbandry; to enhance crop and fruit
yields and in-home gardening.
30. Evaluate the importance of vaccination and the role of microbes in human
welfare.
Standard 1.b
Students will be able to understand the processes of scientific investigation. They will
be able to identify a problem, design and conduct experiments and communicate their
findings using a variety of conventional and technological tools.
BENCHMARKS:
After Grade X, students will be able to:
1. Identify cellular structures from prepared slides and preserved specimens.

2. Investigate and/or demonstrate the phenomena of life e.g. enzyme action,
photosynthesis, transpiration, respiration, circulation, lung capacities, nervous
coordination, plant propagation.
3. Present the data in graphical forms and evaluate graphs.

1. Identify cellular and tissue level structure from prepared slides, cultures, preserved
materials, living materials and diagrams.
2. Investigate and/or demonstrate the phenomena of life and the effects of variables
e.g. effect of boiled and un-boiled enzymes, extraction of pigments, and growth
responses in plants, blood groups and blood agglutinations.
3. Compare the ECGs and MRIs
4. Measure blood pressure
5. Prepare slides of cells using differential staining.
6. Recording of instincts by providing it various stimuli to a spider’s web.
7. Describe the specificities of flowers and draw evolutionary trees.
8. Evaluate the inheritance of genes through mathematical probabilities.
9. Constructing pie chart and histogram to present the collected data.
Key Learning Area 2: CONSTRUCTING NEW SCIENTIFIC KNOWLEDGE
Students of Biology possess the ability to ask questions about life and can also develop
solutions to problems that they encounter or questions they ask, by using their knowledge
and techniques. In the process of finding solutions, students may use their own knowledge
and reasoning abilities, seek out additional knowledge from other sources, and engage in the
empirical investigation of the living world. These students can also learn by interpreting text,
graphs, tables, pictures, or other representations of Biology data and knowledge. Finally, such
students can remember key points and use sources of information to reconstruct previously
learned knowledge, rather than try to remember every detail of what they study. Finally, they
can describe the limitations of their own knowledge and Biology knowledge in general.
STANDARD:
Students will be able to display a sense of curiosity and wonder about the natural
world and demonstrate an increasing awareness that this has led to new developments in
science and technology.
BENCHMARKS:
After Grade X, students will display a sense of curiosity and wonder about the natural
world. They will be able to:
1. Generate scientific questions about the living world based on observation.

2. Evaluate the strengths and weaknesses of claims, arguments or data.
3. Describe limitations in personal knowledge.
4. Describe the historical developments of biological concepts and principles.

5. Develop an awareness of and sensitivity to the living world.
1. Justify plans or explanations on a theoretical or empirical basis.
2. Describe some general limitations of scientific knowledge.
3. Discuss the historical developments of biological concepts and principles.
4. Develop an awareness of and sensitivity to the living world.
Key Learning Area 3: REFLECTING ON SCIENTIFIC KNOWLEDGE
STANDARD:
Students will be able to demonstrate an understanding of the impact of science and
technology on society and use science and technology to identify problems and creatively
address them in their personal, social and professional lives.
BENCHMARKS:
After Grade X, students will demonstrate an understanding of the impact of science
and technology on society. They will be able to;
1. Describe the advantages and disadvantages / risks of new technologies.

2. Explain how science and technology been used to identify and solve problems.
3. Rationalize the contributions made in Biology by cultures and individuals of diverse
backgrounds.
1. Explain the social and economic advantage/risks of new technologies.
2. Show how common themes of science, mathematics and technology apply in
surrounding world.
3. Creatively address the problems in personal, social and professional life by using the
principles of scientific method.
4. Describe the historical, political and social factors affecting developments in biological
research.

CHAPTER 4: Student Learning Outcomes of Biology Class-IX
Unit 1: Biology and Science
Introduction to Biology 1 Lecture

Understand After reading this topic the student will be able to:
 Introduce science as a mother of Biology and relate it
to daily life.
Branches of Biology 1 Lecture
 Differentiate groups of organisms and branches of
Biology.
Relationship of Biology with other sciences 1 Lecture
 Relate interdependence of different disciplines of
science and Biology i-e Biomechanics, Biochemistry,
Biometrics, Biogeography
Careers in Biology 1 Lecture
 Elaborate career builds up in Medicine / Surgery,
Pharmacy, Physiotherapy Fisheries, Agriculture,
Horticulture, Animal Husbandry, Biotechnology,
Farming, Forestry, Paramedics
Biology as in Quran 1 Lecture
 State three verses from Holy Quran highlighting
Biology as life science.
Biologist as a scientist 1 Lecture
 Recall the contributions of biologists like Abdul Malik
Asmai, Bu Ali Sina, Al Razi for Biology.
Levels of Organization 2 Lectures
 Identify and differentiate levels of biological
organization with examples in ascending order. Also
elaborate concept of “Organism”.
Analysis and  Recognize and label different tissues in the
Interpretation photomicrographs of different organs.
 Draw a linkage chart connecting different organs with
the relative organs systems.

Unicellular organisation, colonial organisation and multicellular 1 Lecture
organisation
Understand After reading this topic the student will be able to:
 Compare cellular organization in organisms i.e.
Analyze
unicellular (Amoeba), colonial (Volvox) and
multicellular (mustard and frog). Also discuss division
of labour in colony leading to multicellular
organization. (Only brief comparison referring to
cellular organization is required. Details of organs and
organs-systems of animals and plants should be
avoided)
Steps involved in biological method 3 Lectures
 Apply the steps involved in biological method in
Application
solving biological problems such as malaria i.e.
recognition of a biological problem, observation and
identification, building up hypotheses, devising
experiments and inferring results taking the example
of Malaria.
Initiating and  Recognize and collect observations of any biological
planning problem around you.
Data Analysis 1 Lecture
 Explain importance of data analysis for confirming,
modifying, or rejecting a hypothesis.
Unit 2: Biodiversity
Biodiversity 1 Lecture
Understand  After reading this topic the student will be able to:
 Define Biodiversity and describe its role in
sustainability
Organisms Classification (6 concepts) 2 Lectures
Application  Classify organisms according to taxonomic lineage
 Recall, compare and review old and new classification
systems highlighting a diagnostic feature of Eight
Kingdom classification system
 Draw a hierarchical flow chart of different classification
systems.

Taxonomic importance of viruses 1 Lecture
 Discuss classification method of viruses given by
International Committee on Taxonomy of Viruses
concluding viruses as unique organisms.
Binomial Nomenclature 1 Lecture
 System of naming organisms: Binomial nomenclature
 Describe the need of Binomial Nomenclature using
three local examples.
Analysis and After reading this topic the student will be able to:
interpreting  Find out the scientific names of some local plants and
animals and sort out their generic and specific names.
Impact of human beings on biodiversity 1 Lecture
Application  Recognize the negative and positive impact of human
activities on biodiversity.
 Recall the role of government and NGOs for awareness
of general public on biodiversity.
Importance of conservation of biodiversity 1 Lecture
Analysis   Realize the importance of conservation of Biodiversity
and steps to be taken for this task.
 Differentiate between endangered and extinct species
giving examples of plants and animals of Pakistan
 Enlist endangered extinct species of Pakistan including
restricted areas for their protection.
STS Connections After reading this topic the student will be able to:
 Write a short article for publication for preservation of
endangered species.
 Visit a zoo, herbarium, and garden and apply
understanding on classifying the organisms being
observed.

Unit 3: Cells and Tissues
Light and electron microscopy 2 Lectures

 Argue concepts of light and electron microscopy by
comparing their features.
 Investigate the diagnostic and research applications of
the electron microscope
Cell - basic unit of life 2 Lectures
 Trace the development of the cell theory presenting
discovery of cell as basic unit of life, in a hierarchical
pattern.
 State and differentiate features of prokaryotic and
eukaryotic cells
Main components of cells 2 Lectures
 Identify the structure and describe, in general terms,
the functions of main components of cells viz. Plasma
membrane, cell wall, nucleus, cytoskeleton, cytoplasm
Cytoplasmic organelles of plant and animal cell 3 Lectures
 List organelles in animal and plant cells and state their
structures and functions
 Identify, from diagrams or photomicrographs, different
organelles in an animal and plant cell.
Mechanisms of active and passive transport 3 Lectures
Analysis  Describe the phenomenon of diffusion, facilitated
diffusion, osmosis, filtration, active transport,
endocytosis and exocytosis with examples
 Compare passive transport of matter by diffusion and
osmosis with active transport (e.g. diffusion of glucose
from intestine to villus epithelium and active transport
of Sodium ions from nerve cell to outside).
Turgor and its importance 1 Lecture
Analysis  Differentiate between turgor and turgor pressure,
osmosis and osmotic pressure and their role in

movement of ions and liquids in the cellular
organization
Role of cell membrane 1 Lecture
Application  Investigate the role of cell membrane in maintaining
equilibrium while exchanging matter.
Tissues 4 Lectures
Assess  Relate term tissue as the group of similar cells,
performing the same function.
 Identify, classify and compare the major animal
(epithelial, connective, muscular and nervous) and
plant tissues (simple and compound) along with their
types in terms of their cell specificities, locations and
functions.
 Justify why a colony of cells does not get tissue level of
organization, in spite of having many cells.
STS Connections  Investigate careers that require an understanding of
Cell Biology.
 Describe how knowledge about semi-permeable or
differentially permeable membranes, diffusion and
osmosis is applied in various contexts (e.g., separation
of bacteria from viruses, purification of water, cheese
making, use of honey as an antibacterial agent).
Unit 4: Cell Cycle
Cell cycle and its phases 1 Lecture

 Elaborate life cycle of a cell with the help of phases.
Events of mitosis and its significance 2 Lectures
Analysis  Illustrate and explain different events of Mitosis with
labelled diagrams
 Compare the details of events during mitosis in animal
and plant cells.
 Utilize basic concepts of mitotic divisions to explain
significance of mitosis including disorders.
Meiosis and its comparison with mitosis 2 Lectures
Analysis

 Illustrate and explain different events of Meiosis with
help of labelled diagrams.
 Compare the Second Meiotic division with mitosis.
Significance of meiosis 1 Lecture
 Signify meiosis with reference to disorders.
Cell death 1 Lecture
 Differentiate mechanisms, causes and importance of
Necrosis and Apoptosis
 Draw a schematic diagram showing events of necrosis
and apoptosis
Unit 5: Enzyme
Enzyme and its function 1 Lecture

 Define and Justify necessity of enzymes in biochemical
reactions.
Characteristics of enzyme 1 Lecture
 Enlist and learn the general characteristics of enzymes.
 Illustrate through a diagram, the lowering of energy of
activation by enzyme.
Factors affecting enzyme activity 1 Lecture
 Explain the baselines of pH, temperature and
concentration of substrate on the activity of an
enzyme.
Action of enzyme 1 Lecture
Analysis  Compare the action of enzyme illustrated through
Lock-n-Key Model and Induced Fit Model
 Build or design model of enzyme to demonstrate the
working of an enzyme.
Specificity of Enzyme 1 Lecture
Create  Describe enzyme specificity according to shape of its
substrate
 Devise an activity to fit an enzyme to its substrate
based on shape.

Unit 6: Bioenergetics
Introduction to bioenergetics 1 Lecture

 Argue energy conversions and energy relationships in
living organisms and define bioenergetics
 Draw a diagram of energy cycle illustrating there is no
waste in nature.
The Redox reactions 1 Lecture
 Describe the importance of oxidation-reduction
reactions for the flow of energy through living systems.
ATP as energy currency 1 Lecture

Application  Relate structure of ATP as major energy transfer
molecule in living cells
 Design the molecular model of ATP using low-cost no-
cost materials and label its components and high-
energy P-P bonds
Photosynthesis 2 Lectures
 Explain that photosynthesis as the fundamental
process of food production by which plants
manufacture carbohydrates along with definition and
balanced chemical equation for photosynthesis.
 Relate the structure of the leaf and chloroplast with its
function.
Light and Dark reactions 2 Lectures
 Outline, compare and illustrate the processes (Light
and Dark reactions) involved in photosynthesis.
 Design a model of chloroplast by low-cost no-cost
materials.
Limiting factors in Photosynthesis 1 Lecture
 Explain the concept of limiting factors in
photosynthesis.

 State the effect of varying light intensity, carbon
dioxide concentration and temperature on the rate of
photosynthesis.
Cellular Respiration 1 Lecture
 Introduce respiration at cellular level along with
balanced chemical equation
Aerobic and Anaerobic Respiration 1 Lecture
 Classify types of cellular respiration along with their
importance, word or symbol equation and examples.
Mechanism of Respiration 3 Lectures
Analysis   Outline the mechanism of respiration while defining
Glycolysis, Krebs cycle and Electron transport Chain.
 Compare aerobic and anaerobic respiration with
reference to the amount of energy released.
 Compare respiration and photosynthesis.
Unit 7: Nutrition
Nutrition and Nutrient 1 Lecture

 Introduce need and interaction of different nutrients
for body functions leading to nutrition.
Plant nutrition - Micro and Macro Nutrients 1 Lecture
 Categorize mineral nutrients into macronutrients and
micronutrients.
Importance of Nitrogen and Magnesium 1 Lecture
 Elaborate importance of nitrogen in protein synthesis
and magnesium for chlorophyll formation.
 State the effects of deficiency of nitrates and
magnesium ions on plant growth.
Importance of fertilizers 1 Lecture
 Describe the importance of fertilizers (organic manure
and chemical) in agriculture.
Nutrient Supply, Energy value and Metabolic functions 1 Lecture

Analysis  Distinguish between carbohydrates, proteins and fats
in terms of their sources, energy values and metabolic
functions.
Diseases related to deficiencies 2 Lectures
 Specify the food sources, metabolic functions and
deficiency symptoms of Vitamins A, C and D, Calcium,
Iron, water and dietary fibre.
Skills  Investigate and present in a tabulated form the
required daily food intake (in terms of nutrients and
calories) of a healthy adult.
Concept, need and components of balance diet 1 Lecture
 Describe the concept and need for a balanced diet.
 Explain the components of a balanced diet with
relation to age, sex and activity.
Problems related to Nutrition 2 Lectures
 Describe the problems of Protein Energy Malnutrition
(PEM), Mineral Deficiency Diseases (MDD), and Over
Intake of Nutrients (OIN).
 State the effects of malnutrition in relation to
starvation, heart disease, constipation and obesity.
Steps of Nutrition 1 Lecture
 Introduce the needs of ingestion, digestion,
absorption, assimilation and egestion.
Alimentary canal 1 Lecture
 Describe the structures and functions of the main
regions of the alimentary canal and the associated
organs.
 Name and number Human teeth and describe general
structure of tooth.
 Tell common practices for Oral cavity and dental
hygiene.

Action of enzymes 1 Lecture
 Sort out the action of enzymes in specific regions of
alimentary canal, with respect to their substrates and
products.
Significance of villi, capillaries and function of hepatic portal vein 1 Lecture
 Describe the structure and significance of a villus,
including the roles of capillaries and lacteals.
 State the function of hepatic portal vein as the route
taken by most of the food absorbed from small
intestine.
Disorders of gut 2 Lectures
 State the signs and symptoms, causes, treatments and
preventions of the disorders of gut i.e. diarrhoea,
constipation, and ulcer.
STS Connections  Explain why farmers use chemical fertilizers for better
growth of their plants.
 Describe ways in which research about nutrition has
brought about improvements in human health (e.g.,
development of nutritional supplements, and diets
based on the needs of age, sex, and activity).
 Exemplify the societies suffering from famine due to
unequal distribution of food and due to over-
population.
Unit 8: Transportation
Transportation and its need in plant 1 Lecture

 Conceptualize transportation and its need.
Structure and function of root 1 Lecture
 Recognize the internal structure of root and root hair.
 Illustrate how roots take up water and mineral salts by
active and passive absorption.
Significance of transpiration 2 Lectures
 Discuss process and importance of transpiration.

Factors affecting transpiration 2 Lectures
 Recognize temperature, wind and humidity as the
factors affecting the rate of transpiration.
Transpiration pull and mechanism of food translocation 1 Lecture
Understand   Describe the movement of water in terms of
transpiration pull.
 Explain the mechanism of food translocation by the
theory of Pressure Flow Mechanism.
Transportation in Man 1 Lecture
 Introduce cardiovascular system in humans.
Components of blood and blood groups 2 Lectures
 List the functions of the components of blood.
 Determine blood groups in ABO and Rh blood group
systems, with reference to the presence or absence of
antigens and antibodies.
 State the risk of incompatibility in blood transfusion
due to antigen-antibody reactions.
Donor recipient relation with reference to antigen antibody reaction 2 Lectures
 List the appropriate donors and recipients for each of
the four blood groups.
Diseases related to blood 1 Lecture
 State the signs and symptoms, causes and treatments
of the diseases of blood (leukemia, hemophilia and
thalassemia).
Gross anatomy of heart 1 Lecture
 Identify and describe the external and internal
structure of human heart.
Double pump action of heart 2 Lectures
Application  Plot the circulation of blood through atria and
ventricles of the heart, explaining the role of the
bicuspid, tricuspid and semilunar valves.
 Differentiate the low-pressure circulation to the lungs
and a high-pressure circulation to the body tissues and

relate these differences to the different functions of
the two circuits.
 Define the terms heartbeat, heart rate and pulse rate.
Skills  Identify in a diagram of the heart the right atrium, right
ventricle, left atrium, left ventricle, bicuspid valve,
tricuspid valve, semi-lunar valves, pulmonary artery,
pulmonary vein, aorta, superior and inferior vena cava
and septum.
Veins, arteries and capillaries 2 Lectures
Analysis  Compare the structure and function of an artery, a vein
and a capillary.
 Describe the transfer of materials between capillaries
and tissue fluid.
General Plan of arterial and venous system 3 Lectures
 Describe the origins, locations and target areas of main
arteries i.e. pulmonary arteries, aorta with hepatic
artery, renal arteries and femoral arteries.
 Describe the originating areas, locations and target
heart chambers of main veins i.e. pulmonary veins,
superior vena cava, inferior vena cava with femoral
veins, renal veins and hepatic vein.
 Describe the contributions of Ibn-al-Nafees and
William Harvey in revealing the knowledge about the
circulation of blood in human body.
Skills  Identify the main arteries and veins in charts, diagrams,
models etc.
Cardiovascular Disorders 2 Lectures
 Define cardiovascular disorders and differentiate
between Atherosclerosis and Arteriosclerosis
 State the causes, treatments and prevention of
Myocardial infarction.
STS Connections  State vascular surgery as one of the major fields in
medical career.

5: Student Learning Outcomes for Grade X
Unit 9: Gaseous exchange
Gaseous exchange in plants 1 Lecture

Analysis  Differentiate among cellular respiration, gaseous
exchange and breathing.
 Describe the process of gaseous exchange in plants by
comparing photosynthesis and respiration.
 Draw diagram of stomata of a leaf indicating the
movement of gases
Human respiratory system 2 Lectures
Analysis  Draw diagram of organs of human respiratory system
from model/chart
 Name and describe, role of the parts of human air
passageway and lungs
 Describe the mechanism of breathing in terms of
movements of ribs and diaphragm.
 Differentiate between the composition of inhaled and
exhaled air.
Respiratory Disorders / Diseases 4 Lectures
Analysis  Differentiate between disorder and disease.
 Describe briefly diseases related to respiratory system
like bronchitis, emphysema, pneumonia, asthma, and
lung cancer.
 Describe smoking in terms of lungs and respiratory
system.
 Establish the importance of breathing in fresh air, nasal
and oral cavity cleanliness
STS After reading this topic the student will be able to:
Connections  Evaluate the effects of tilling on roots for better
exchange of gases with the soil air.
 Compare the concepts of artificial ventilator and artificial
breathing.
 Understand effect of breathing in exhausts of fossil fuels
(petrol and others).
 Know the importance of cross ventilation in homes.

Unit 10: Homeostasis
Homeostasis: Metabolic equilibrium 1 Lecture

 Understand homeostasis and describe its importance.
Adaptations in plants for equilibrium 1 Lecture
 Recall the mechanisms / adaptations in plants for the
excretion / storage of CO2, H2O, O2, latex, resins and
gums.
 Recognize osmotic adjustments in plants.
Major organs involved in homeostasis 2 Lectures
 Recognize skin, lungs, liver and kidneys as the major
organs involved in homeostasis.
 Explain the role of skin in regulating body temperature.
 Describe how lungs keep the carbon dioxide
concentration down to certain level.
Role of kidneys and liver 2 Lectures
 Recognize the role of kidneys and liver to control blood
composition.
Human urinary system 2 Lectures
 Identify the different organs of urinary system.
 Relate the structure of kidney with its function.
 Locate the different parts of nephrons and relate them
with their function.
Urine formation and osmoregulation 2 Lectures
 Describe urine formation as major function of kidneys
which involves three processes i.e. filtration,
reabsorption and secretion.
 Recognize role of kidney in osmoregulation.
Kidney disorders 2 Lectures
 Identify the causes of kidney stones
 Recognize lithotripsy and surgery as the methods to
remove kidney stones.

 Identify causes of kidney failure and explain that dialysis
is one of the treatments in kidney failure.
 Describe the contributions of Al-Farabi and Abu-al-Qasim
in introducing the method of removing stones from the
urinary bladder.
Analysis and After reading this topic the student will be able to:
interpreting  Recognize the right treatments of kidney problems and
will refuse to accept the myths.
 Rationalize why dialysis machine is considered as
artificial kidney.
 Design dialysis apparatus by cellophane paper and empty
photographic film case
Unit 11: Coordination and Control
Coordination: types in living organism 1 Lecture

 Introduce coordination and Identify the two main types
of coordination in living organisms, i.e., Nervous
(electrical) and Hormonal (chemical).
Organs for Coordination and control 1 Lecture
 Identify the main organs responsible for coordination
and control.
 Analyse why plants (like sunflower) have a very slow
response to stimuli.
Human nervous system 1 Lecture
Aanalysis  Simplify the structure of human nervous system and
relate to its function
 Differentiate between the cross-sectional views of brain
and spinal cord, with reference to white and grey matter.
Neuron and its types 1 Lecture
 Introduce neurons and differentiate its types.
 Describe the general structure of a Motor neuron.
Reflex action and reflex arc 1 Lecture
 Explain reflex action and reflex arc with help of knee jerk.
Disorders of the Nervous System 1 Lecture

 Explain the causes, symptoms and control of two nervous
disorders i.e. vascular paralysis and functional epilepsy.
Short and long sightedness and its remedial measures 2 Lectures
Application  Relate the working of lenses for the treatment of short
and long sightedness and nominate Lens replacement
surgery as latest method.
Role of Vitamin A in vision 3 Lectures
Application  Associate the role of Vitamin A in vision.
 Explain the role of ear and eye in balance and
accommodation.
 Relate the contribution of Ibn-al-Haitham and Al-Ibn-Isa
with knowledge about the structure of eye and
treatment of various ophthalmic diseases.
Endocrine system 5 Lectures
 Define the terms hormone and endocrine system and
their major role in metabolism.
 Outline the parts and role of endocrine glands in body
activities; major glands of this system (Pituitary, Thyroid,
Pancreas, Adrenal, Gonads) and names of their
respective hormones.
Concept of negative feedback 1 Lecture
Analysis  Describe how the negative feedback regulates the
secretion of hormones.
 Associate adrenaline involvement in exercise and
emergency conditions.
 Compare the BGC (blood glucose concentration) of
healthy person with a patient suffering from Diabetes
mellitus (Data/ graph to be given in the textbook)
STS  Explain the way nervous system helps to coordinate
Connections complex and intricate movements of hand to play a
piano, or write alphabets.
 Analyse the way this knowledge has helped humans to
train dogs and domesticated animals to perform specific
tasks.
 Justify the time difference between seeing the flash of
lightning and hearing the roar of a thunderstorm.

 Explain how colour blindness could be a hurdle for
aircraft pilots and drivers.
 Relate how the knowledge of nervous system has helped
humans to treat diseases like epilepsy, paralysis.
Unit 12: Support and Movement
Role of skeleton in Support and movement 2 Lectures

 Justify the need of skeleton.
 Differentiate between cartilage and bone.
 Explain that skeletal system is actually a dynamic, living
tissue that is capable of growth, adapts to stress and
repairs itself after injury.
Main components of Human skeleton 1 Lecture
Application  Differentiate and enumerate bones of axial skeleton and
appendicular skeleton and draw labelled diagrams.
 Describe the contribution of Vesalius in describing the
bones and muscles in human.
Movable and immovable joints 2 Lectures
Analysis  Differentiate between movable joints (ball and socket,
hinge joint) and immovable joints (sutures), ligaments
and tendons.
 Identify ball-n-socket and hinge joints in human body.
Muscles and Movement 1 Lecture
 Discuss how the action of flexor and extensor muscles
explains antagonism.
Disorders of Skeletal System 1 Lecture
 Relate low intake of calcium/milk, hormonal imbalance
with osteoporosis.
Causes, symptoms and treatment of arthritis 1 Lecture
 Discuss the causes, symptoms, and treatment of arthritis.
 Relate the onset of arthritis with age and weight-bearing
joints.
STS  Relate the principle of leverage to the action of elbow
Connections joint.

 State the principles of arthroplasty for the replacement
of joints.
Unit 13: Reproduction
Introduction 1 Lecture
 Introduce reproduction and describe its various types.
Types of asexual reproduction in plants 1 Lecture
 Describe different types of asexual reproduction i.e.
budding, spore formation and vegetative propagation.
Vegetative and artificial reproduction 2 Lectures
 Distinguish between vegetative propagation and artificial
propagation.
 Explain vegetative propagation in plants (through stem,
suckers and leaves).
 Describe stem cuttings and grafting.
Life cycle of flowering plants 2 Lectures
 Illustrate sexual reproduction in plants by explaining the
life cycle of a flowering plant distinguishing between
seed and fruit.
 Differentiate between wind-pollination and insect-
pollination.
Structure of seed 2 Lecture
 Describe the structure of seed and differentiate between
epigeal and hypogeal germination indicating epicotyl and
hypocotyl.
Germination of seed 1 Lecture
Initiate and After reading this topic the student will be able to:
Plan  Describe the conditions necessary for germination of
seeds
 List some of the ripened ovaries and ovules, which are
eaten in daily life.
Types of asexual reproduction in animals 1 Lecture

 Outline the binary fission, multiple fission, budding and
fragmentation as asexual methods of reproduction in
animals.
 Draw different stages of binary fission in Amoeba after
observing them through slides or charts.
Sexual Reproduction in animals 2 Lectures
 Describe the male and female reproductive systems of
rabbit.
 Locate the different organs of rabbit’s male and female
reproductive systems on a chart
Gametogenesis and types of fertilization 2 Lectures
 Describe the processes of gametogenesis in rabbit.
 Define fertilization and differentiate between external
and internal fertilization.
Overpopulation 1 Lecture
 Appreciate that Why population control is required?
 Rationalize the need for population planning.
STS  Enlist STDs and explain AIDS as an example of sexually
Connections transmitted diseases.
 Grow plants at home using asexual reproduction
methods.
 Describe commercially important applications of asexual
reproduction in plants.
Unit 14: Inheritance
Composition of genetic material 1 Lecture

 Introduce genetics and relate role of genes in
inheritance.
 Describe the composition of chromatin material
Gene and allele 1 Lecture
 Clarify the difference between a gene and an allele.
Mendel’s Principles of Segregation and Independent Assortment 6 Lectures
Application  State and explain Mendel’s Principle of Segregation
Analysis emphasizing the terms related to genetics i.e. dominant,

recessive, phenotype, genotype, homozygous,
heterozygous, P1, F1, F2 generation, complete and
incomplete dominance, cross and back cross
 State and explain Mendel’s Principle of Independent
Assortment.
 Differentiate between complete and partial dominance.
 Explain co-dominance by selecting the example of ABO
blood group system.
 Solve basic genetic problems, involving monohybrid
crosses, incomplete dominance and codominance, using
the Punnet Square.
Variation leads to evolution and competition 2 Lectures
 Describe mutation as a source of variation.
 Differentiate between continuous and discontinuous
variation by giving examples like height, weight, IQ,
gender and blood groups in population.
 Introduce organic evolution as a result of variation.
 Describe how variation leads to competition in a
population and differential survival by best fitting to the
environment.
Selection as a possible means of evolution
Assess  Assess selection as a possible means of evolution.
 Develop an understanding of artificial selection as a
means of improvement of yield in economically
important plants (wheat, rice etc.) and animals
 Plan an experiment (performance is not required) in
which pure breeding tall plants can be crossed to pure
breeding short plants to get tall variants predominantly,
which are selected by environment
 Analyse a case study of variation and selection, e.g.,
Peppered Moth.
STS  Prepare a report using newspaper clippings of the recent
Connections advances and future possibilities in genetics.
 Rationalize life as a product of the diversity brought
about by chromosomes, genes and DNA molecule.
 Explain how genetics can help predict the progeny of two
individuals, which are crossed.

 Describe the effects of environment that lead to the
selection of a variant which is more adapted to it.
Unit 15: Men and Environment
The Ecosystem: Levels of Ecological Organization 2 Lectures

 Introduce ecology and describe levels of ecological
organization.
Sun is the main source of energy for all organisms 1 Lecture
 Explain that the sun is the principal source of energy for
all biological systems.
 Compare and contrast the flow of materials (cyclic) and
the flow of energy (non-cyclic) in the ecosystem.
Flow of Materials and Energy in the Ecosystem 3 Lectures
 Conceptualize food chains and food webs.
 Describe and compare energy relations between
different trophic levels.
 Construct food chains, food webs through observation of
the local pond or grassland ecosystem.
Pyramid of numbers and biomass 1 Lecture
 Interpret pyramids of numbers and biomass
Carbon and nitrogen cycles 2 Lectures
 Describe carbon and nitrogen cycles.
Competition, Predation and Symbiosis 3 Lectures
 Recognize competition, predation and symbiosis
(parasitism, mutualism, commensalisms)
 Prepare lists showing predators and their prey, parasites
and their hosts.
Global and regional environment 2 Lectures
 Recall the importance of balance in nature.
 Recognize the human impact on environment.
 Introduce some global and regional environmental
problems (population growth, urbanization, global
warming, deforestation, acid rain).

Causes, consequences and preventions of air, water and land pollution 1 Lecture
 Explain causes of air, water, and land pollution.
 Describe effects of pollution on plants, animals and
human beings.
 Describe possible actions to control pollution
Analyse and  Interpret the data about local environmental problems.
Interpret (Data may be collected through surveys or literature
search)
 Plan and carry out simple investigations to determine the
nature and effects of pollutants
 Prepare lists showing predators and their prey, and
parasites and their hosts.
Conservation of nature and 3Rs 2 Lectures
 Explain conservation of nature and 3R strategic formula.
Analyse and  State the names of endangered and threatened species
Interpret of Pakistan (data may be collected)
STS  Interpret population growth trends and their possible
Connections consequences on our society, through data from internet
and literature search on population growth in Pakistan
from 2000 to 2020.
 Identify environmental problems in your community.
What are possible causes? Suggest measures to solve the
problems.
 Participate in the community efforts for conservation of
nature.
Unit 16: Biotechnology
Introduction and importance 1 Lecture

 Define biotechnology and explain its importance.
Biotechnology and genetic engineering 1 Lecture
 Relate biotechnology with genetic engineering.
Fermentation 1 Lecture
 Introduce fermentation and explain the method of
fermentation by yeast and bacteria.

Uses of fermentation in daily life 3 Lectures
 Identify different fermentation products and their
importance in daily life i.e. production of yogurt, bread,
cheese and production of alcohol.
 Describe the advantages / profitability of using
fermenters in preparing medical products.
Genetic Engineering and its Uses 1 Lecture
 Define genetic engineering and describe its objectives.
Gene transplantation 1 Lecture
 Describe how a gene is transplanted?
Achievements of genetic engineering 2 Lectures
 Describe major achievements of genetic engineering
with reference to improvement in agricultural crops
(herbicide resistance, virus resistance and insect
resistance)
 Describe major achievements of genetic engineering in
curing animal diseases (foot and mouth disease,
Coccidiosis, Trypanosomiasis) and in animal propagation
(animal cloning).
Applications of genetic engineering 1 Lecture
 Describe the application of genetic engineering in the
production of human insulin and growth hormones.
Single cell protein and its importance 2 Lectures
 Describe single cell protein and its importance in animal
feed and human food.
STS  Describe the ways in which society benefits from the
Connections knowledge of genetics and genetic engineering.
 Interpret data (collected from internet) on some viral
resistant, insect resistant and high yielding varieties of
agriculture crops in Pakistan.

Unit 17: The use and abuse of drugs
Drug and medicinal drug 1 Lecture

 Introduce the term drug (the substance or product that
is used to modify physiological systems of the body) and
differentiate it from medicinal drug concluding “All
medicines are drugs whereas all drugs are not
medicines”
 List various steps in the clinical trials of drugs.
 Signify importance of prescription abuse.
Sources of drugs 1 Lecture
 Enlist the various sources of drugs i.e. minerals, animals,
plants, synthetics, microorganisms.
 Describe the principle usages of painkillers, antibiotics,
vaccines and sedatives.
 State the contributions of Joseph Lister in the discovery
of antiseptics and of Alexander Fleming in the discovery
of penicillin.
Effects of addictive drugs 2 Lectures
 Categorize and describe the effects of addictive drugs
(sedatives, narcotics and hallucinogens).
 Define hallucinogen (drugs that alter ordinary mental
and emotional processes) and relate it with Marijuana.
 Define narcotics (drugs that produce semi-consciousness
and sleep to get relief from pain) and relate it with
Morphine and Heroine (as the most widely used /
abused).
Symptoms and problems of addiction 1 Lecture
 State the associated problems of drugs addictions i.e.
severe social abandonment and crimes.
 Identify the symptoms of addiction.
 Name different plants which are common in Pakistan and
used for getting hallucinogens and narcotics
Major groups of antibiotics 1 Lecture
Application

 Categorize Penicillin’s, Tetracyclines and Cephalosporins
as the major groups of antibiotics being used.
Antibiotics with their bactericidal and bacteriostatic effects 1 Lecture
 Categorize major antibiotics as per their bactericidal and
bacteriostatic effects.
Resistance developed in bacteria against widely used antibiotics 1 Lecture
Understand   Rationalize the resistance developed in bacteria against
the widely used antibiotics and relate enzyme
penicillinase for resistance in bacteria against penicillin.
Role of vaccines 1 Lecture
 Describe the role of vaccines in producing immunity
against specific diseases.
STS  Compile a list of various painkillers, antibiotics and
Connections sedatives being used in daily life.
 Summarize the antisocial effects of the usage of
hallucinogens and narcotics.
 Justify the effects of probable over-dosage, under-
dosage and drug interactions when using antibiotics
without doctor’s consultation.

6: Student Learning Outcomes of Biology Grade XI
Unit 1: Introduction to Biology
1.1 Defining life 1 Lecture
Unifying characters of life


Define Life.

Enlist important characters of life / living organisms.

Describe how living and non-living things are different.

Select which characters of life are present in each of the
following objects: fire, petrol engine, mobile phone,
virus, bacterium, animal, plant, fungi, Protista
Apply and  Select which characters of life are present in each of the
Analyse following objects: fire, petrol engine, mobile phone,
virus, bacterium, animal, plant, mushroom, amoeba
 Justify why a petrol engine or a virus is non-living while a
plant is living.
1.2 Biological Method 2 Lectures
Stages of Biological Method

Analysis of scientific data
Organized scepticism
Importance of scientific communication
 Describe the steps involved in scientific investigation.
 Describe the complete steps involved in the Scientific
method taking the example of experiment of Louis
Pasteur (Fowl Cholera)
 Describe how induction and deduction are used to
formulate hypotheses.
 Describe how data is collected and analysed in scientific
inquiry.
 Summarize how organized scepticism helps in
eliminating incorrect ideas and increasing faith in correct
ones.

Apply and  Justify the significance of Control and Placebo groups in
Analyse scientific research.
 Compare given data sets to derive conclusions about an
experiment (e.g. effect of fertilizer on plant growth,
effect of drug and placebo on cancer treatment).
 Argue in favour of Organized Scepticism for the
betterment of society.
 Differentiate between science and pseudo-science.
 Argue in favour of Organized Scepticism for the
betterment of society.
Evaluate and  Write an article on the importance of scientific method
Create by collecting information from reliable sources on the
internet suitable for publication in a magazine or local
newspaper.
 Verify claims and ideas in daily life using scientific
literature (books, research journals, websites of research
and government organizations and periodicals).
1.3 History of life 2 Lectures
 Geological Time Scale

 Origin of life
 History of life
 Factors influencing evolution
 Draw Geological time chart and identify important
events in the history of life with examples of dominant
organisms in different Eras and Periods.
 Explain the continuity of life, and significance of
evolution.
Apply and  Appreciate the role of climate change and extinction in
Analyse evolution.
Activity  Demonstrate how fossils are formed using foam and

brine solution.

SECTION A: Three Domains of Life
Unit 2: Diversity of Life
2.1 Systematics 2 Lectures
 Nomenclature
 Classification
 Phylogenetic system of classification
Define Systematics
Justify the importance of classifying organisms.
Enlist rules of binomial nomenclature.
Justify the merits of using scientific names for species
instead of common names.
 Describe the levels of biological classification
 Describe briefly the phylogenetic system of
classification.
Apply and  Interpret evolutionary relationships among organisms
Analyse through phylogenetic trees.
 Classify given organisms to specific groups using a key.
Activity  Sample at least five animals from your surrounding and
arrange them according to complexity of their
structures (from simpler to complex).
2.2 Species - The fundamental unit of classification 1 Lecture
 Biological species concept

 Explain how species are defined
Apply and  Argue why mule should or should not be considered a
Analyse separate species.
2.3 Acellular replicating agents 4 Lectures
 Introduction to Viruses
 Parasitic nature of viruses
 Classification of viruses
 Human Viruses (Viral Diseases)
 Life cycle of HCV
 Prions and Viroids

 Justify why a virus must have a host cell to parasitize in
order to complete its life cycle
 Explain how a virus survives inside a host cell, protected
from the immune system
 Describe the method a virus employs to survive / pass
over unfavourable conditions when it does not have a
host to complete the life cycle.
 Classify the viruses on basis of genome, shapes and type
of host
 Describe different human viruses with reference to their
mode of transmission, symptoms, prevention and
treatment (HIV, Hepatitis Virus, Dengue Virus, Smallpox,
Influenza, Cytomegalovirus, Measles and Mumps, Polio)
 Draw and describe the life cycle of Hepatitis C Virus
(HCV) including structure, mode of transmission, target
cells, symptoms, prevention and treatment.
 Compare the complexity of Prions and Viroids with that
of Viruses.
 List various animal diseases caused by Prions and crop
diseases caused by Viroids
Apply and  Deduce a list of general modes through which viruses
Analyse spread.
 Prepare a list of general guidelines for prevention of
spread of viruses.
Activity  Make an album of photographs of symptoms of each of
the viral disease given in the book.
 Make a model of bacteriophage from paper / cardboard.
Unit 3: Earliest Forms of Life
3.1 Domains and Kingdoms of Life 1 Lecture
 Describe the Three Domain and Five Kingdom

classification systems and basis of classification.
3.2 Domain Archaea 1 Lecture
 Characteristics
 Occurrence
 Importance

 Summarize various features that distinguish Archaea
from Eubacteria.
 Describe that many Archaea are quite specialized and
are well known for living in extreme habitats.
3.3 Domain Eubacteria 2 Lectures
 Characteristics
 Occurrence
 Importance
 Structure of Bacterial Cell
 Explain why prokaryotes are considered more primitive
than eukaryotes.
 Describe general features of prokaryotic cell.
 Describe that prokaryotes reproduce asexually by
binary fission.
 Describe that most bacteria are free-living heterotrophs
that play important roles in the environment, food
science, and biotechnology.
 Enlist various disease-causing parasitic bacteria.
 List some uses of bacteria in biotechnology.
Apply and  Match bacteria with the diseases they cause.
Analyse  Draw bacterial growth curve and explain each stage.
 Justify why it is important to disinfect articles of food
and utensils before use.
 Narrate how bacterial diseases have affected human
societies in the past.
 Suggest what steps can be taken to identify and stop
epidemics.
Activity  Identify steps involved in making yogurt and discuss the
importance of each step.
 Collect bacteria from different sources (curd, tooth
plaque, root nodules, Nostoc) for observation under
microscope.
 Gram staining of bacteria for observation under
microscope.
 Relate the causes of food poisoning and the sanitation
conditions in restaurants.
 Make a model of bacterial cell using clay / Plaster of
Paris / Polystyrene sheet.

3.4 Diversity of Protista 2 Lectures
 Characteristics and Evolution

 Classification of Protista
 Importance of Protista
 Describe how eukaryotes arose from prokaryotes.
 Describe the diversity in structure and life style of
Protista
 Categorize Protista according to their modes of
nutrition.
 Enlist various Protista associated with diseases of
economic importance.
Apply and  Explain what clues Protista provide with respect to the
Analyse evolution of the other three kingdoms of eukaryotes.
Activity  Draw a diagram of an important member of each group

of Protista.
 Collect / culture different members of phylum Protista
(Amoeba, Paramecium, Volvox, Spirogyra, Plasmodium,
Euglena) and observe them under microscope.
3.5 Diversity of Fungi 3 Lectures
 Structure of Mycelium
 Feeding behaviour
 Generalized life cycle
 Classification of Fungi
 Economic importance
 List the characteristics that distinguish fungi from other

groups.
 Justify the reasons of classifying fungi into separate
kingdom.
 Draw a generalized diagram of life cycle of fungi.
 Identify members of different groups of fungi
(Zygomycota, Ascomycota, Basidiomycota, and
Deuteromycota)
 Compile a list of different fungal species beneficial or
harmful for humans.
 Describe how helpful fungi have been for us as source
of antibiotics and other useful chemicals.

Apply and  Argue in favour of mushroom farming as a profitable
Analyse home-industry and means to overcome food shortage.
Activity  Make models of mushroom and sporangium, using clay

/ Plaster of Paris / Polystyrene sheet.
 Collect and preserve at least five species of fungi from
their surroundings.
 Observe black bread mould and Penicillium from fresh
culture and prepared slides and draw labelled diagrams
of their life cycles.
 Identify and Assign different members of Kingdom Fungi
(Yeast, Penicillium, Mushroom, Morels etc.) to their
respective groups.
Unit 4: Diversity of Plants
4.1 Characteristics of Plants 2 Lectures
 Diagnostic features
 Alternation of Generation
 Outline the evolutionary origin of plants.
 List the diagnostic features shared by all plants
 Draw a diagram showing alternation of generation in
plants.
Apply and  Hypothesize what adaptations helped plants colonize
Analyse land.
4.2 Diversity of Plants 1 Lecture
 Classification of Plants
 Bryophytes
 Tracheophytes
 Discuss the basis of dividing different groups of plants
 Enlist major divisions of plant kingdom and their sub
divisions.
Apply and  Relate the importance of alternation of generation with
Analyse variation and survival in land plants.
Activity  Identify different stages of life of Bryophyte plants.

 Investigate the structure of male and female cone of
Pinus.
 Visit a nearby botanical garden, a place with natural
vegetation and identify members of different plant
phyla.
 Collect at least one Bryophyte, one Gymnosperm, one
Monocot and two Dicots from your surroundings and
paste them on herbarium sheets with proper labelling.
 Identify Riccia, Funaria, whisk ferns, horsetails, and
ferns from fresh or preserved material and classify
them.
 Place different members of plant kingdom in their
respective place in phylogenetic tree.
4.3 Evolution of Plant Body 3 Lectures
 Evolution of Stem and Conduction System

 Evolution of Leaves
 Evolution of Seeds
 Evolution of Flowers
 Describe and draw the stages in evolution of stem and
conduction system in plants.
 Give some examples of plants having stem only (no
leaves).
 Describe and draw the stages in evolution of leaves.
 Discuss why leaves were a major adaptation for plants?
 Draw patterns of venation in leaves.
 Explain various stages involved in the evolution of seeds
and justify its significance.
 Discuss the evolution of flowers and their role in success
of Angiosperms on land.
Apply and  Explain why plants with leaves became more common
Analyse than leafless plants.
 Justify the significance of seeds in plants.
 Justify the significance of flowers in success of
Angiosperms.
 Argue how decline in insect species (e.g. honeybees) can
affect pollination.


4.4 Importance of Plants 1 Lecture
 Importance of flower plants

 Importance of Gymnosperms
 Importance of Angiosperms
 Discuss the importance of each of the major divisions of
plants
Apply and  Justify plants as a medical treasure.
Analyse
Activity  Collect at least five medicinally important plants and

paste them on herbarium sheets.
Unit 5: Diversity of Animals
5.1 Characteristics of Animals 1 Lecture
 Define Animal.
 Enlist different features that distinguish animals from
other kingdoms.
5.2 Diversity of Animals 1 Lecture
 Classification of Animals
 Organization of cells and tissues
 Symmetry
 Coelom
 Cleavage pattern
 Classify animals on the base of phylogenetics
 Discuss the basis of classification of animals
5.3 The Invertebrates 4 Lectures
 Major Invertebrate Phyla

 Sponges
 Cnidarians
 Platyhelminthes
 Aschelminthes
 Mollusca
 Annelida
 Arthropoda
 Echinodermata

 Describe the general characteristics, importance and

examples of sponges, cnidarians, platyhelminths,
aschelminths (nematodes), molluscs, annelids,
arthropods and echinoderms.
 Explain the role of invertebrates in the field of research
and daily life.
Apply and  Deduce a list of evolutionary adaptations in each
Analyse phylum for digestion, gas exchange, transport,
excretion, and coordination.
 Arrange members of different phyla according to
increasing or decreasing complexity.
5.4 Chordates 4 Lectures
 Tunicates and Cephalochordata

 Vertebrate Classes
 Classify chordates into smaller groups, subphyla and
classes.
 Discuss origin of new adaptive features in each group
 Describe the evolutionary adaptations of each class
according to their habitat.
 Describe the general characteristics of amphibians,
reptiles, birds and mammals.
 Differentiate among monotremes, marsupials, and
placentals.
Apply and  Deduce a list of evolutionary adaptations in each class
Analyse for digestion, gas exchange, transport, excretion, and
coordination.
 Arrange members of different phyla according to
increasing or decreasing complexity.
Activity  Draw the evolutionary tree of major phyla of animals.
 Collect at least five invertebrates (belonging to different
phyla) and two vertebrates (belonging to different
classes) found in your surroundings and preserve them.
 Compile a list of different animals in a nearby Zoo and
arrange them according to phyla and classes.
 Classify the given animals into phyla / classes using
classification key.

 Trace their position in the phylogeny of major groups of
animals.
 Justify how study of animals helps to improve human
life.
SECTION B: Working of Human Body
Unit 6: Homeostasis and Digestion in Humans
6.1 Homeostasis 2 Lectures
 Define homeostasis
 Discuss the importance of homeostasis
 Explain the principles of homeostasis in terms of
internal and external stimuli, receptors, central control,
co-ordination systems and effectors (muscles and
glands)
 Define the term negative feedback and explain how it is
involved in homeostatic mechanisms
Apply and  Compare homeostatic control system of body with
Analyse physical control systems in air conditioners, iron or
refrigerator.
 Draw a flow chart to show negative feedback of
homeostatic mechanisms by taking an example of blood
calcium.
6.2 Osmoregulation 1 Lecture
Osmosis and Tonicity

 Define osmoregulation.
 Discuss the balance of water and salts and its
importance
Apply and  Hypothesize how salty food may increase blood
Analyse pressure.
 Hypothesize why eating salty food increases thirst.
Activity  Investigate changes in weight of a piece of meat before
and after placing it in tap water. Give reason for the
observed change.

 Study the effect of different solutions (hypotonic,
hypertonic, isotonic) on fresh sample of chicken blood
under microscope.
6.3 Organs Involved in Homeostasis 3 Lectures
 Role of Liver
 Structure of Kidney
 Function of Kidney
 Counter Current Multiplier
 Problems of Kidney
 Describe the deamination of amino acids and outline
the formation of urea in the urea cycle (biochemical
details of the urea cycle are not required).
 List various nitrogenous compounds excreted in urine.
 Enlist different organs of urinary system.
 Describe the structure of kidney.
 Explain the detailed structure of nephron and relate it
with its function.
 Explain that concentration of urine is regulated by
counter-current and hormonal mechanisms.
 List urinary tract infections and the bacteria responsible.
 Explain the causes and treatments of kidney stones.
 Outline the causes of kidney failure.
 Explain in detail the mechanism and problems related to
dialysis.
 Describe the principles and the problems associated
with kidney transplant.
 Justify the functioning of kidneys as both in excretion
and osmoregulation.
Apply and  Argue for the importance of kidney donation for the
Analyse benefit of kidney failure patients.
 Appreciate the functioning of dialysis machine as an
artificial kidney.
Activity  Dissect kidney of a sheep / goat / cow to study its gross
and internal anatomy and draw its diagram.
 Demonstrate formation of kidney stones with the help
of crystallization process.
 Name the important kidney transplant centres in his /
her province.

6.4 Thermoregulation 1 Lecture
 Adaptations for thermoregulation

 Describe thermoregulation and explain its needs.
 Describe the maintenance of a constant body
temperature in humans in terms of insulation and the
role of temperature receptors in the skin, sweating,
shivering, blood vessels near the skin surface.
 Discuss coordinating role of the brain in
thermoregulation.
 Give an example how negative feedback maintains body
temperature.
Activity  Collect different types of feathers of a bird.
6.5 Obtaining and Processing Food 3 Lectures
 Organs of Digestive System

 Components of Food
 Problems of Digestive System
 Describe the mechanical and chemical digestion in oral
cavity.
 Draw the structure of teeth.
 Explain swallowing and peristalsis.
 Describe the structure of stomach and relate each
component with the mechanical and chemical digestion
in stomach.
 Explain the role of nervous system and gastrin hormone
in the secretion of gastric juice.
 Describe the major actions carried out on food in the
three regions of the small intestine.
 Explain the absorption of digested products from the
small intestine lumen to the blood capillaries and
lacteals of the villi.
 Describe the component parts of large intestine with
their respective roles.
 Correlate the involuntary reflex for egestion in infants
and the voluntary control in adults.
 Describe role of bile in digestion.

 Outline the structure of pancreas and explain its
function as an exocrine gland.
 Relate the secretion of bile and pancreatic juice with the
secretin hormone.
 Describe the causes, prevention, and treatment of the
following disorders: ulcer, food poisoning, dyspepsia,
obesity.
 Explain the symptoms and treatments of bulimia
nervosa and anorexia nervosa.
Apply and  Explain how mastication helps enzymes by increasing
Analyse surface area.
 List structural features that increase surface area of
small intestine.
 Relate hepatitis and jaundice with the functions of liver.
 Relate ulcer, food poisoning and dyspepsia with the
eating habits of the society.
Activity  Make a model of internal structure of human molar
tooth using low cost / no cost materials.
 Identify the components of villi by observing the
transverse section of intestine under microscope.
 Make a model of human digestive system using clay.
 Demonstrate digestion of gelatine / egg albumin using
fresh pineapple / pepsin.
6.6 Components of healthy diet 3 Lectures
 Minerals, vitamins, carbohydrates, lipids, proteins

 Nutrition and Health
 Importance of balanced diet (Food Chart)
 Importance of Food Labels
 Concept of Body Mass Index
 Argue why diet should be according to age, sex and
activity
 List the principal sources of, and describe the dietary
importance of carbohydrates, fats, proteins, vitamins (C
and D only), mineral salts (Calcium and Iron only), fibre
(roughage) and water.
 Name the diseases and describe the symptoms resulting
from deficiencies of Vitamin C (scurvy), Vitamin D
(rickets), Calcium (rickets) and Iron (anaemia)

 Describe the importance of balanced diet
 State the effects of malnutrition in relation to
starvation, heart disease, constipation and obesity
 Discuss the problems that contribute to famine
(unequal distribution of food, drought and flooding,
increasing population)
 Describe the importance of kitchen gardening,
especially with reference to plants/vegetables regularly
used at home like Lemons, Mint, Coriander, Tomatoes,
Onions etc.
Apply and  Argue in favour of food labels, balanced diet,
analyse  importance of daily exercise and maintaining an ideal
weight.
 Relate balanced diet with homeostasis.
Activity  Collect food labels from at least five items from the
market.
 Make a frequency graph of body mass index of students
in their class.
 Make a chart of balanced diet for a young adult (of
students’ own age) for one week.
Unit 7: Transport and Gas Exchange in Humans
7.1 Circulatory System and its Parts 2 Lectures
 Vessels (Artery, Vein, Capillary)

 Blood (Plasma, Cells)
 Platelets and blood clotting
 Describe the detailed structure of arteries, veins and
capillaries.
 Describe vasoconstriction and vasodilation.
 Describe regulation of the flow of blood through
capillaries.
 Describe the composition of blood and type of blood
cells.
 Describe how the ability of blood to clot is an adaptive
feature.
Apply and  Justify how vasoconstriction or vasodilation is reflective
Analyse of emotions.

Activity  Collect a newspaper / magazine article about
importance of blood testing before marriage.
 Compose an essay about pre-requisites, importance and
merits of voluntary blood donation.
 Demonstrate vasoconstriction and vasodilation by
dipping hand in hot and cold water.
7.2 Structure and Function of Human Heart 3 Lectures
 Heart beat and Electrocardiogram

 Self-excitation of heart muscles
 Disorders of circulatory system
 State the location of heart in the body.
 Describe the structure of the walls of heart.
 Describe the flow of blood through heart as regulated
by the valves.
 State the phases of heartbeat.
 Draw and identify various stages of Electrocardiogram.
 Explain self / rhythmic excitation of the heart.
 Define blood pressure and explain its periods of systolic
and diastolic pressure.
 Define the term thrombus and differentiate between
thrombus and embolus.
 Enlist the factors causing atherosclerosis and
arteriosclerosis.
 Categorize Angina pectoris, heart attack, and heart
failure as the stages of cardiovascular disease
development.
 State the congenital heart problems related to the
malfunctioning of cardiac valves.
 Describe the principles of angiography.
 Outline the main principles of coronary bypass,
angioplasty and open-heart surgery.
 Define hypertension and describe the factors that
regulate blood pressure and can lead to hypertension
and hypotension.
Apply and  List the changes in lifestyle that can protect man from
Analyse hypertension and cardiac problems.
 Rationalize the use of artificial pacemaker in patients of
cardiac arrhythmias.

 Hypothesize the role and effects of diuretic drugs in
regulating blood pressure.
 List major hospitals of cardiology working in his/her
province.
 List the advantages and disadvantages of coronary
bypass surgery.
Activity  Dissect heart of a sheep / goat / cow and study its gross
and internal anatomy.
 Measure blood pressure of their class fellows using
sphygmomanometer or other devices and determine
average blood pressure before and after exercise.
 Correlate the lub-dub sounds of the closing of heart
valves with the monitoring of the heartbeat.
 Identify the phases of heartbeat on a printed ECG.
 Differentiate between normal and abnormal ECG.
 Compare the ECG of a cardiac patient with that of a
healthy man.
 Make working models of open and closed circulatory
systems using water pumps and pipes.
7.3 Role of Respiratory Pigments 1 Lecture
 Haemoglobin
 Myoglobin
 Describe the structure and function of haemoglobin.
 Relate iron deficiency with haemoglobin deficiency.
 Discuss the function of myoglobin.
7.4 Diffusion of Gases 1 Lecture
 Dissociation curve of oxygen

 Describe how oxygen is absorbed by haemoglobin in
lungs and released in tissues.
 Describe how carbon dioxide is absorbed from tissues
and released in lungs.
 Draw and interpret dissociation curve of oxygen and
carbon dioxide.
7.5 Human Respiratory System 2 Lectures
 Structure of respiratory tract and lungs

 Breathing - pressure changes in inhalation and exhalation

 Disorders of respiratory system
 Describe the main structural features and functions of
the components of human respiratory system.
 Describe the ventilation mechanism in humans.
 State lung volumes and capacities.
 Explain how breathing is controlled.
 Describe the purpose of Mouth to Mouth method for
artificial respiration in First Aid.
 Relate the functions of circulatory and respiratory
systems.
 Describe carbon monoxide poisoning (caused by gas
heaters left on overnight in closed environments).
 State the causes, symptoms and treatment of upper
Respiratory Tract Infections (sinusitis, otitis media) and
lower Respiratory Tract Infections (pneumonia,
pulmonary tuberculosis).
 Describe the disorders of lungs (emphysema and lung
cancer).
 List the effects of smoking on respiratory system.
 Describe the development and working of artificial
breathing apparatus (for use underwater and at high
altitude and by firemen).
Activity  Make a simple spirometer to measure lung capacity (on
the principle of displacement of water).
 Demonstrate passive inflation of lungs by making a
working model of human lungs using plastic bottle and
balloons.
 Trace the path of air through different parts of human
respiratory system.
 Examine sheep / goat lungs obtained from butchers'
shop under microscope
 Compare and interpret the X-ray films of lungs of a
smoker / patient of tuberculosis with that of a healthy
person.
7.6 Immune system 3 Lectures
 Lymphatic system and its organs

 Non-specific defences – Innate immunity
 Specific defences – Adaptive immunity

 Immunization and Antibodies
 Describe the formation, composition and function of
intercellular fluid.
 State the structure and role of lymph capillaries, lymph
vessels and lymph trunks.
 Justify in what way the blood circulatory system is
dependent on the lymphatic system.
 Describe the role of lymph vessels (lacteals) present in
villi.
 Describe the functions of lymph nodes and spleen.
 Justify how skin acts as a barrier to microbes.
 Describe the role of white blood cells as non-specific
defence against microbes.
 Describe the role of B and T lymphocytes in fighting
infections.
 Describe how immune system responds at the site on
injury (e.g. when a needle punctures skin).
Apply and  Justify the importance of vaccination in order to fight
Analyse  life threatening infections of early childhood.
 List various diseases against which vaccines are given in
early childhood.
 List various components of a vaccine.
 Interpret why the swelling of the lymph nodes is a cause
of concern.
Activity  Find an article from the internet (authentic source)
about importance of vaccination.
 Perform an agglutination reaction.
Unit 8: Coordination and Control
8.1 Nervous Coordination 4 Lectures
 Sense Organs (Receptors and Transducers)

 Nerve Impulse
 Synapse
 Divisions of Nervous System
 Memory Learning and Consciousness
 Justify the importance of responding to stimuli for
survival.

 Compare receptors to signal transducers in physical
systems.
 Trace the path of a message transmitted to and from the
CNS.
 Identify the three types of neurons (sensory,
intermediate, motor) involved in nervous transmission
with the example of reflex arc.
 Identify muscles and glands as the effectors.
 Enlist various kinds of receptors found in human body.
 Group various types of receptors according to type of
stimuli.
 Describe the detailed structure of a sensory neuron,
associative and motor neuron and relate the
specialization in structures with functions.
 Describe the generation and transmission of nerve
impulse.
 Recognize the importance of plasma membrane in
conduction of nerve impulse.
 Name the factors responsible for the resting membrane
potential of neuron.
 Evaluate from a graph the phenomena of polarization,
depolarization and hyperpolarization of membrane.
 Interpret nerve impulse in terms of flow of ions.
 Describe the structure of synapse.
 Justify the significance of myelination of neurons.
 Explain synaptic transmission of nerve impulse.
 Classify neurotransmitters as inhibitory and excitatory
and list some common examples.
 Identify the main parts of the nervous system.
 Explain briefly the functions of major divisions of brain.
 Justify the way nervous system helps to coordinate
complex and intricate movements of hand to play a
piano or write alphabets.
 Elaborate the responsibilities of sympathetic and
parasympathetic nervous system in maintaining the
homeostasis.
 Identify different situations in which sympathetic or
parasympathetic divisions of nervous system are
activated.

 Classify nervous disorders into vascular, infectious,
structural, functional and degenerative disorders.
 Describe the causes, symptoms and treatment of one
type of each category of disorders outlined above. (e.g.,
stroke as vascular, meningitis as infectious, brain
tumour as structural, headache as functional, and
Alzheimer disease as degenerative disorder).
 Explain the principles of the important diagnostic tests
for nervous disorders i.e. EEG, CT scan and MRI.
Apply and  Conceptualize the activity of brain as an electrical
Analyse  activity, which can be recorded using magnets and
tomography.
 Compare the MRI scan of the brain of a sleeping human
with that of a fully awake individual.
 Argue against the use of recreational drugs by
highlighting addiction.
Activity  Study “knee-jerk reaction” as reflex arc.
 Draw a labelled diagram of the human brain.
 Ascertain the effect of nerve gas as an inhibitor of
acetylcholinesterase.
STS  Justify that the development of a modern computer is in
Connections fact a product of the understanding of the way nervous
coordination occurs in complex organisms like humans.
 Describe how this knowledge has helped humans to
treat diseases like epilepsy, paralysis.
8.2 Chemical Coordination 4 Lectures
 Hormones and Glands

 Mechanism of Hormone Action
 Hypothalamus and Pituitary
 Major Endocrine Glands
 Positive and Negative Feedback Mechanism
 Cell Signalling
 State the role of hormones as chemical messengers.
 Trace the path of the chemical message from its release
from the endocrine gland to its action at the target site.
 Locate various endocrine glands in human body (such as
pituitary, thyroid, parathyroid, pancreas, adrenal,
gonads).

 Make a table containing the names, source, functions,
chemical nature and problems associated with the
imbalance of these hormones.
 Explain the role of hypothalamus and pituitary in
regulating other glands.
 Outline the concept of feedback mechanism of
hormones.
 Describe positive feedback with reference to Oxytocin
and negative feedback with reference to Insulin and
Glucagon.
 Explain the two modes of hormone action at the cells of
target site.
 Explain how hormones can induce signalling cascades
(hormone receptor interaction, formation of cAMP,
activation of enzymes).
Apply and  Relate action of hormones with homeostasis.
Analyse 
Activity  Study the effect of Adrenaline on frog heart.

 State the impact of artificially synthesized steroids in
sports and their long-term effects on its users.
 Explain on what grounds some companies claim that
growth is possible in people having short heights.
8.3 Behaviour 3 Lectures
 Instincts and Learning

 Optimal Foraging
 Communication
 Habitat Selection and Territorial Behaviour
 Social behaviour and Altruism
 Mimicry
 Define behaviour as the series of activities performed by
an organism in response to stimuli.
 Describe how behaviour is an adaptive character which
helps an organism survive.
 Define innate (inborn) behaviour and list its examples
(taxis, reflexes, instincts).
 Define learning and list its types (e.g. habituation,
imprinting, conditioning, insight learning)
 Define optimal foraging and explain how it is adaptive.

 Explain cost and benefits involved in foraging.
 Describe the importance of communication in animal-
animal interaction.
 Describe various modes of communication in animals
(visual, chemical, auditory and tactile communication)
 List various examples of intra-specific and inter-specific
communication.
 Enlist examples of territorial behaviour in animals
 Describe factors affecting habitat choice in animals.
 Explain territorial behaviour by quoting example of the
territories of monkeys and gorillas.
 Differentiate between animal aggregations and animal
societies.
 Describe social behaviour in terms of hostile and helpful
interactions between animals belonging to the same
species.
 Describe agonistic behaviour and relate it with the
maintenance of social order in terms of territories and
dominance hierarchies.
 Explain dominance hierarchy by quoting example of the
pecking order of chicken.
 Define altruism and give an example (e.g. honeybee
society).
 Describe the costs and benefits associated with social
behaviour.
 Describe how altruism can be beneficial for survival of a
species.
 Describe mimicry and discuss how it can be useful.
Activity  Study imprinting (behaviour) in chicks.
 Study territorial behaviour in birds (Nightingale and
Crow).
 Observe a spider's web and record the instincts by
providing it various stimuli.
 Relate different examples of learning behaviours of
human child with habituation, conditioning, latent
learning and insight learning.

Unit 9: Support and Movement
9.1 Skeletal System 3 Lectures
 Bones and Cartilage

 Appendicular and Axial skeleton
 Types of Joints
 Describe the structure of bone and compare it with that
of cartilage.
 Explain the functions of osteoblasts, osteoclasts and
osteocytes.
 Identify the main divisions of human skeleton.
 List the bones of appendicular and axial skeleton of
man.
 Describe three types of joints i.e. fibrous joints,
cartilaginous joints and synovial joints and give example
of each.
 Describe the type of movement permitted by the ball
and socket joint and the hinge joint of the forelimb
 Describe the disorders of human skeleton (disc-slip,
spondylosis, sciatica, arthritis) with their causes and
treatment.
 Describe the first-aid treatment for fracture.
 State different types of fractures (simple, compound
and complicated).
 Describe the injuries in joints (dislocation and sprain)
and their first aid treatment.
 Relate the bipedal posture of man with his skeleton and
musculature.
9.2 Type of Muscles 3 Lectures
 Smooth Muscles
 Cardiac Muscles
 Skeletal Muscles
 Structure (anatomy and ultrastructure)
 Function (Sliding filament model)
 Antagonistic Action
 Diseases of muscles

 Compare the structure of smooth, cardiac and skeletal

muscles.
 Describe the ultra-structure of the skeletal muscle.
 Draw a diagram of sarcomere and label its parts.
 Describe the sliding filaments model of muscle
contraction.
 Describe the action of antagonistic muscles in the
movement of knee joint.
 Name the techniques for joint transplantation.
 Reason out the rigor mortis.
 Relate improper posture to bone/joint problems.
 Explain muscle fatigue, cramps and tetany.
 Describe tetanus and how it can be prevented.
 Differentiate between muscular atrophy and
hypertrophy.
Apply and  Justify why the use of calcium in teenage and twenties
Analyse  can be a preventive action against osteoporosis.
 Justify how the main function of the skeleton is to act as
a system of rods and levers, which are moved by the
muscles.
 Justify why do the muscles pull but do not push.
Activity  Demonstrate simple muscle twitch using chicken
muscles.
9.3 Locomotion 1 Lecture
 Challenges of locomotion
 Modes of locomotion
 Describe the challenges of locomotion in different types
of environments and adaptations for each (swimming,
walking, running, flight).
Activity  Identify the bones of the pelvic girdle, pectoral girdle,
arms and legs by using the model of human skeleton.
Unit 10: Reproduction and Development
10.1 Reproductive System 2 Lectures
 Reproductive system of Male

 Reproductive system of Female

 Define sexual reproduction and explain the anatomy of

male and female reproductive systems of humans.
 Identify on a diagram of female and male reproductive
system and state the functions of the reproductive
organs such as Male: testes, scrotum, sperm ducts,
prostate glands, urethra and penis, Female: ovaries,
oviducts, uterus, cervix and vagina
 Relate each part of the reproductive system to its
function.
10.2 Role of Hormones 2 Lectures
 Ovarian Cycle
 LH, FSH, Oestrogen, Progesterone
 Describe the menstrual cycle, with reference to the
alternation of menstruation and ovulation, the natural
variation in its length and fertile and infertile phases of
the cycle.
10.3 Gametogenesis 2 Lectures
 Meiosis
 Difference in male and female gametes
 Consequences of errors during meiosis
 Define meiosis as a reduction division in which the
chromosome number is halved from diploid to haploid.
 Describe the stages of meiosis.
 Compare male and female gametes in term of size,
number and mobility.
 Write a detailed account of production of eggs and
sperms.
 Describe syndromes caused by errors during meiosis
(Klinefelters, Downs, Turners)
Apply and  Appreciate the significance of meiosis in maintaining
Analyse  chromosome number and introducing genetic variety.
Activity   Identify different stages of meiosis from permanent

slides.
 Study the structure of an unincubated chicken egg.

 Study the structure of mammalian sperm from
permanent slide.
10.4 Early Development 2 Lectures
 Fertilization
 Cleavage
 Gastrulation
 Neurulation
 Implantation
 Describe fertilization and early development of zygote
(cleavage, gastrulation, neurulation) till implantation.
 Describe the major events in each of the above stages
of development.
 State the function of the amniotic sac and the amniotic
fluid
 Describe the function of placenta and umbilical cord in
relation to exchange of dissolved nutrients, gases and
excretory products (No structural details are required)
Activity  Study different stages in development of chicken.
10.5 Organogenesis and Adult Body form 3 Lectures
 Mitosis
 Growth During Pregnancy
 Birth
 Describe the special dietary needs of pregnant women
 Importance of mother’s milk for development and
growth of child and in prevention of breast cancer
 Describe mitosis as the driving factor behind growth
 Describe changes in foetus during the three trimesters
of gestation.
 Describe the process of birth and role of hormones
(oxytocin, human chorionic gonadotropin) in it.
Apply and  Appreciate the importance of mitosis in ensuring
Analyse  faithful transmission of genetic information.
 Anticipate the effects of failure of checkpoints of cell
division.
Activity   Identify different stages of mitosis from permanent
slides.

 Find an article from internet (authentic source) or
newspaper / magazine about misuse of oxytocin in farm
animals.
10.6 Sexually Transmitted Diseases 1 Lecture
 Syphilis
 Gonorrhoea
 Human Papilloma Virus
 HIV
 Describe syphilis, gonorrhoea, human papilloma virus,
hepatitis B virus, and human immuno-deficiency virus as
sexually transmitted diseases, their signs, effects and
treatments.
 Discuss the spread of human immunodeficiency virus
(HIV) and methods by which it may be controlled
SECTION C: Working of Plant Body

Unit 11: Coordination and Control in Plants
11.1 Plant Hormones 2 Lectures
 Auxins
 Gibberellins
 Cytokinins
 Abscisic acid
 Ethylene
 Describe how development and functioning of plant
body is regulated by hormones.
 Describe five major classes of plant hormones.
 List some practical uses of plant hormones.
Activity  Demonstrate the effect of a rotten fruit on fresh fruit
and give its reason.
11.2 Plant Defence Mechanisms 2 Lectures
 Anatomical features
 Chemical defences
 Interspecific communication

 Enlist various anatomical features in plants that protect
them from herbivores.
 Justify how the ability to synthesize a diverse variety of
chemicals became a major plant defence against
herbivores.
 Describe how plants can communicate with other
species to protect themselves from herbivores.
Activity   Investigate the possible use of at least five plant derived
chemicals (condiments and spices) as pesticides.
11.3 Adjusting Direction and Rate of Growth 2 Lectures
 Responses to Gravity
 Responses to Light
 Responses to Contact
 Responses to Herbivores and Pathogens
 Describe the types of movement in plants in response to
light, force of gravity, touch and herbivore attack.
 Justify how plant responses are suited to their unique
mode of life.
Activity  Study geotropism in corn seeds.
 Study phototropism by growing wheat seeds in dark
chamber.
 Investigate folding of leaves in Mimosa plant and
hypothesize how this behaviour can be beneficial for a
plant.
Unit 12: Nutrition and Transport in Plants
12.1 Soil as a Source of Plant Nutrients 3 Lectures
 Micro - and macro - nutrients of plants

 Symptoms of nutrient deficiency
 Importance of fertilizers
 Describe the roles of weathering, organisms, climate,
and topography in soil formation.
 List the components of soil (minerals, organic matter,
air, and water) and give the ecological significance of
each.

 Distinguish between macronutrients and
micronutrients in plants.
 Discuss the roles of nitrates, phosphates, sulphates and
other minerals in plants.
 Explain the effects of mineral depletion and soil erosion
on plant growth.
Apply and  Appreciate the importance of different types of
Analyse  fertilizers in improving soil fertility.
Activity  Study water holding capacity of different types of soils

(clay, sand, loam).
12.2 Absorption by Roots 2 Lectures
 Structure of roots
 Association of roots with other organisms
 Pathways of water and dissolved minerals in the root
 Root Pressure Model
 Transpiration Pull
 Describe the structure of root.
 Compare cross sections of a primary eudicot root and a
monocot root, and describe the functions of each tissue.
 Distinguish between taproot and fibrous root systems.
 Describe how roots absorb positively charged mineral
ions by the process of cation exchange.
 List and describe two mutualistic relationships between
roots and other organisms.
 Trace the pathway of water and mineral ions from the
soil through the various root tissues and distinguish
between the symplast and apoplast.
 Describe the mechanism(s) through which water and
dissolved minerals move through the roots.
Apply and  Explain how hydrogen bonding of water molecules is
Analyse involved with movement in the xylem by cohesion-
tension in transpiration pull and adhesion to cell walls.
Activity   Study transpiration using simple or Ganong potometer.
 Study different tissues of stem responsible for transport
using different coloured inks.
 Prepare slide of cross section of root and shoot of dicots
and monocots and draw its diagram.

12.3 Movement of Organic Compounds 2 Lectures
 Concept of Water potential

 Pressure Flow Model
 Cohesion Tension Model
 Describe the structure of xylem vessel elements, sieve
tube elements, companion cells, trachieds and relate
their structures with functions.
 Explain the movement of water between plant cells, and
between the cells and their environment in terms of
water potential.
 State how sucrose and amino acids, move between
sources (e.g. leaves and storage organs) and sinks (e.g.
buds, flowers, fruits, roots and storage organs) in
phloem sieve tubes
 Explain how sucrose is loaded into phloem sieve tubes
by companion cells using proton pumping and the co-
transporter mechanism in their cell surface membranes.
 Explain mass flow in phloem sap down a hydrostatic
pressure gradient from source to sink.
Apply and  Relate active and passive transport mechanisms in
Analyse  phloem transport.
Activity  Investigate the rate of flow of sap using Calotropis (Ak)

or Rubber Plant.
 Study imbibition in bean, rice, or gram seeds.
 Study phenomenon of osmosis using potato and
solutions of different salt concentrations.
12.4 Gas Exchange in Plants 2 Lectures
 Structure of leaf
 Opening and closing of stomata
 Describe the structure of leaf.
 Describe structure and function of guard cells.
 Describe the mechanisms involved in the opening and
closing of stomata.
 Relate transpiration with gas exchange in plants.
Activity   Make a transverse section of leaf and study under
microscope.

 Make a model of stomata.
 Demonstrate the production of CO2 from leaf discs
placed in dark and light with the help of indicator
(hydrogen carbonate).
Unit 13: Reproduction and Growth in Plants
13.1 Reproductive Structures in Flowering Plants 2 Lectures
 Structure of Flower
 Pollination
 Methods of promoting cross pollination
 Coevolution with pollinators
 State the functions of the sepals, petals, anthers and
carpels
 Describe in detail different strategies plants use for
pollination and ensuring cross pollination.
 Differentiate between insect pollinated and wind
pollinated flowers.
Apply and  Appraise the importance of pollinators in success of
Analyse  flowering plants.
 Describe how flowers and their insect pollinators
coevolved.
Activity  Dissect a flower to show its different parts. Correlate
each part of the flower with its function.
 Prepare a temporary slide of meiosis in Tradescantia
flower.
 Identify and draw, using a hand lens (if necessary) the
sepals, petals, stamens, and carpels of one, locally
available, insect-pollinated, dicotyledonous flower (e.g.
Brassica).
 Demonstrate germination of pollen grain under
microscope.
 Compare using fresh specimens, an insect-pollinated
and a wind-pollinated flower
13.2 Fertilization and Seed formation 2 Lectures
 Double fertilization in flowering plants

 Development of embryo
 Structure of seed
 Fruit and its types

 Strategies for seed dispersal
 Draw a general diagram of life cycle of angiosperm
plants.
 Describe the growth of pollen tube and its entry into the
ovule followed by fertilization
 Describe double fertilization in flowering plants.
 Describe in detail the structure of seed.
 Describe how fruit is formed and its purpose.
 Describe how fruit and seed dispersal by wind and by
animals provides a means of colonising new areas.
13.3 Germination 1 Lecture
 Factors Affecting Seed Dormancy

 Patterns of Early Growth
 Describe the factors effecting seed dormancy and
germination.
 Describe the role of each part of seed in early
development.
 Describe morphogenesis and pattern formation in
plants.
Activity  Study the role of diastase enzyme in germination
(conversion of starch to maltose) by biochemical test.
13.4 Plant Meristems 1 Lecture
 Primary growth and Apical Meristems

 Secondary growth and Lateral Meristems
 Differentiate between primary and secondary growth in
plants.
 Describe how apical meristems bring about primary
growth in plants.
 Describe how lateral meristems bring about secondary
growth in woody plants.
13.5 Plant Development 2 Lectures
 Cell Division and Expansion

 Cell Differentiation and Determination
 Morphogenesis and Pattern Formation

 Characteristics of Wood
 Describe different stages in development and
differentiation of plant cells.
Apply and  Describe how wood of different plants is different in its
Analyse  colour, texture, chemicals, durability, and suitability for
different uses.
Activity  Prepare a temporary slide of mitosis in onion root tip.
13.6 Biological Clocks and Rhythms 2 Lectures
 Annual, Biennial and Perennial Plants

 Phytochromes and Photoperiod
 Describe the importance of rhythms in plants.
 Describe the mechanism of photoperiodism with
reference to the mode of action of phytochromes.
Activity  Collect at least three annual, three biennial and three
perennial plants on herbarium sheets.
13.7 Asexual Reproduction in Plants 2 Lectures
 Apomixis
 Vegetative propagation
 Cuttings, Grafting, and Layering
 Meristem culture
 Tissue culture
 Seedless fruit
 Explain how plants reproduce asexually.
 Describe various methods of asexual reproduction in
plants (apomixis, vegetative propagation, cuttings,
grafts, layering, meristem culture, tissue culture).
Apply and  Explain the benefits and disadvantages associated with
Analyse  sexual and asexual reproduction.

CHAPTER 7: Student Learning Outcomes of Biology Grade XII
SECTION D: Biochemistry and Cell Biology
Unit 14: Components of Life
14.1 Water as the cradle of life 1 Lecture
 Polarity of water molecules

 Solvent properties
 Temperature stabilizing effect
 Cohesion
 Learn about water and its significance.
Apply and  Explain how the properties of water (high polarity,
Analyse hydrogen bonding, high specific heat, high heat of
vaporization, cohesion, hydrophobic exclusion,
ionization and lower density of ice) make it the cradle of
life.
Activity  Devise experiments to study temperature stabilizing
effect, surface tension and lubrication by water.
14.2 Importance of Carbon 1 Lecture
 Chemical Properties of Carbon

 Covalent Bonding
 Carbon and functional groups
 Chain and Ring Structures
 Describe various chemical properties of carbon that
make it suitable for organic life.
14.3 Carbohydrates as main energy source 2 Lectures
 Monosaccharides
 Oligosaccharides
 Polysaccharides
 Complex Carbohydrates (Chitin, Glycolipids, Glycoproteins)
 Define carbohydrates and classify them.
 Distinguish between monosaccharides,
oligosaccharides and polysaccharides. Write their

empirical formula and general properties and classify
them.
 Discuss the importance and roles of carbohydrates
(monosaccharides, oligosaccharides and
polysaccharides) as well as complex carbohydrates
(chitin, glycolipids and glycoproteins)
 Draw the ring forms of alpha and beta glucose.
 Draw glycosidic bond between two monosaccharides.
 Illustrate the formation and breakage of maltose,
sucrose and lactose.
Apply and  List various sources of carbohydrates in diet and their
Analyse  role in the body.
Activity  Test for the presence of carbohydrates (glucose,

sucrose, starch) in given biological sample.
14.4 Lipids 1 Lecture
 Fatty Acids and their types

 Triacyl Glycerols
 Phospholipids
 Terpenoids
 Waxes
 Define lipids and describe the properties and roles of
fatty acids, acylglycerols, phospholipids, terpenes and
waxes.
 Illustrate the molecular structure (making and breaking)
of an acylglycerol, a phospholipid and a terpene.
 Evaluate steroids and prostaglandins as important
terpenoids and describe their roles in living organisms.
Apply and  List sources of lipids in food and their role in the body.
Analyse 
Activity  Test for the presence of lipids (vegetable oil, ghee,

butter) in given sample.
14.5 Proteins 2 Lectures
 Amino Acids
 Peptide Bond
 Structure of Proteins
 Function of Proteins as a Product of their Shape

 Define proteins and amino acids

 Draw the structural formula of amino acid.
 List amino acids and classify them according to their
type.
 Relate the structure of protein with the help of peptide
linkages.
 Describe the four levels of structural organization of
proteins.
 Classify proteins on the basis of structure and function.
 Group proteins on the basis of their structure (insulin,
enzymes, antibodies, keratin, spider silk, haemoglobin
etc.)
Apply and  Justify the significance of the sequence of amino acids
Analyse  through the example of thalassemia haemoglobin.
 Appreciate the versatility of proteins with the help of
structures in vertebrates formed by keratin protein.
 Deduce the effect of change in temperature and pH on
structure and properties of proteins.
 Relate structure of proteins (antibodies, haemoglobin,
enzymes and myosin) with their function (knowledge of
details of the number of amino acids and types of
secondary structures present is not required).
 Prepare a list of various sources of proteins in diet and
their role (essential amino acids) in body.
Activity  Test for the presence of proteins (egg albumin) in given
sample.
 Demonstrate and explain the changes observed during
boiling of an egg and adding lemon juice to milk.
14.6 Nucleic Acids 2 Lectures
 Nucleotides
 Nucleic Acids
 Define nucleic acids and nucleotides.
 Describe the molecular structure of nucleotide.
 Describe the roles of mononucleotides in energy
production, cell signalling and synthesis of
polynucleotide chains.

 Describe the structure and function of mononucleotide
(ATP in energy and cell signalling) and a dinucleotide
(NAD as important coenzyme).
 Illustrate the formation of phosphodiester bond.
 Distinguish the nitrogenous bases found in the
nucleotides of nucleic acids.
 Explain the double helical structure of DNA as proposed
by Watson and Crick.
 Define gene as a sequence of nucleotides (part of DNA),
which codes for the formation of a polypeptide.
 Explain the general structure of RNA and its types.
Apply and  Discuss which came first, DNA or RNA or Protein.
Analyse
Activity  Test for the presence of nucleic acids in given biological

sample.
14.7 Conjugated Molecules 1 Lecture
 Define conjugated molecules and describe the roles of

common conjugated molecules i.e. glycolipids,
glycoproteins, lipoproteins and nucleoproteins as
discussed elsewhere in the book.
Unit 15: Cell Biology
15.1 Techniques for Studying Cells 1 Lecture
 Light Microscopy
 Electron Microscopy
 Cell Fractionation
 Centrifugation
 Chromatography
 Electrophoresis
 List the principles and identify the apparatus used in the
techniques of fractionation, centrifugation,
chromatography, electrophoresis.
 Discuss microscopy and its types and important relevant
terminology (magnification, resolution, micrometry)

Activity  Make a paper centrifuge using low cost / no cost
materials.
 Make a Leuwenhoek’s microscope using low cost / no
cost materials.
 Differentiate between plant and animal cell using
permanent slides.
 Measure different types of cells using micrometry.
15.2 Plasma membrane and its role in transport 3 Lectures
 Semi permeability of plasma membrane

 Transport across plasma membrane
 Facilitated diffusion and osmosis
 Active and passive transport
 Endocytosis and Exocytosis
 Resting membrane potential
 Distribution of charges
 Cell identification markers
 Membrane proteins
 Explain the chemical composition of plasma membrane.
 Rationalize the authenticity of the fluid mosaic model of
plasma membrane.
 Relate the lipid foundation and the variety of proteins of
the membrane with their roles.
 Draw structure of plasma membrane.
 Explain the role of plasma membrane in regulating cell's
internal environment.
 Describe diffusion, osmosis, and relate them with active
and passive transport, endocytosis and exocytosis.
 Enlist various functions of integral membrane proteins.
 Identify the role of glycolipids and glycoproteins as
transporters, transducers and cell surface markers.
 Describe how plasma membrane plays a role in
maintaining distribution of charges, resting membrane
potential.
Apply and  Relate the function of plasma membrane with
Analyse maintaining homeostasis in the cell.
Activity   Devise an experiment to study osmosis using membrane

from chicken egg.

 Investigate the effect of sprinkling tap water on fruits
and vegetables and justify the observation.
15.3 Non-membranous Parts of the Cell 3 Lectures
 Cell Wall
 Cytoplasm
 Ribosomes
 Granules
 Flagella and Cilia
 Centrioles
 Cytoskeleton
 Describe the chemical composition, structure and
function of parts of cell such as cell wall, cytoplasm,
ribosomes, storage granules, flagella, cilia, centrioles,
cytoskeleton.
Activity  Differentiate between flagella and cilia by viewing
preserved slides under microscope.
15.4 Membrane Bound Organelles 3 Lectures
 Endoplasmic reticulum
 Golgi Complex
 Lysosomes
 Vacuole
 Peroxisomes and Glyoxysomes
 Chloroplasts
 Mitochondria
 Describe the chemical composition, structure and
function of membrane bound structures such as
endoplasmic reticulum, Golgi complex, lysosomes,
peroxisomes, glyoxysomes, chloroplasts, mitochondria
and vacuole.
Apply and  Relate the structure of chloroplasts and mitochondria
Analyse  with that of bacterial cell.
15.5 Nucleus and Chromosomes 2 Lectures
 Nuclear membrane
 Nuclear Pores
 Nucleolus

 Chromatin
 Chromosomes
 Discuss in detail the structure and function of nucleus,
nuclear membrane, nuclear pores, nucleolus, chromatin
material and chromosomes.
 Draw human karyotype.
 List the structures and molecules which can cross the
nuclear envelope.
Apply and  Discuss how the importance of nuclear contents can be
Analyse inferred from its position and size in the cell.
Activity  Visualize animal and plant cells by staining with

Safranine, Acid Fuchsin, Methylene Blue and Eosin
under microscope.
Unit 16: Enzymes and Metabolism
16.1 Metabolism and Role of Enzymes 3 Lectures
 Activation energy
 Active site and models
 Mode of action
 Factors affecting enzyme activity
 Enzyme Kinetics
 Define catalysis.
 Relate function of enzyme with catalysis.
 Describe 'lock and key' and 'induced fit' models.
 Draw diagram representing mode of action of enzymes
according to lock & key model and induced fit model.
 Defend ‘induced fit’ as more acceptable model.
 Investigate and describe the effects of temperature,
substrate concentration, enzyme concentration,
cofactor, inhibitor and of pH on enzyme structure and
activity.
 Describe briefly enzyme kinetics and relation between
Km and Vmax
Apply and  Appreciate how functioning of an enzyme is a product
Analyse of its structure.

Activity  Investigate the working of an enzyme (e.g. salivary
amylase on starch, diastase on starch, pepsin on egg
albumin, liver catalase on hydrogen peroxide or
pineapple on gelatine.
 Study the effect of temperature, pH, enzyme
concentration and substrate concentration on enzyme
activity using suitable enzyme and substrate.
16.2 Photosynthesis 4 Lectures
 Raw Materials required for Photosynthesis

 Capturing Light Energy
 Synthesis of Carbohydrates
 Understand that photosynthesis is the fundamental
process by which plants manufacture carbohydrates
from raw materials.
 Discuss the necessity for chlorophyll, light and carbon
dioxide for photosynthesis, using appropriate controls.
 State the equation (in words or symbols) for
photosynthesis
 Describe various limiting factors in photosynthesis.
 Describe how chlorophyll traps light energy and
converts it into chemical energy for the formation of
carbohydrates and their subsequent storage.
Apply and  Explain why most forms of life are completely
Analyse  dependent on photosynthesis.
Activity  Extract pigments from leaf and petals by paper

chromatography.
 Investigate the production of oxygen by Spirogyra under
light.
 Perform an experiment to show that plants need light
for production of carbohydrates.
16.3 Cellular Respiration 4 Lectures
 Aerobic Respiration
 Glycolysis
 Krebs Cycle
 Respiratory electron transport chain

 Define respiration as the release of energy from food
substances in all living cells
 State the uses of energy in the human body: e.g. muscle
contraction, protein synthesis, cell division, active
transport, growth, the passage of nerve impulse,
enzyme catalysis etc.
 Explain the process of anaerobic respiration in terms of
glycolysis.
 Outline (naming the reactants and products of each step
of) the events of glycolysis.
 Illustrate the conversion of pyruvate to acetyl-CoA.
 Define aerobic respiration as the release of a relatively
large amount of energy by the breakdown of food
substances in the presence of oxygen.
 State the equation (in words or symbols) for aerobic
respiration.
 Outline (naming the reactants and products of each step
of) Krebs cycle.
 Explain the passage of electron through electron
transport chain.
 Describe chemiosmosis and relate it with electron
transport chain.
 Explain the substrate-level phosphorylation during
which exergonic reactions are coupled with the
synthesis of ATP.
 Outline the cellular respiration of proteins and fats and
correlate these with that of glucose.
Apply and  Justify the importance of PGAL in photosynthesis and
Analyse  respiration.
Activity  Investigate the uptake of oxygen in small animals using

a simple respirometer.
 Demonstrate the production of carbon dioxide during
respiration in mouse or other animals.
16.4 Fermentation 1 Lecture
 Alcoholic fermentation
 Lactic acid fermentation
 Describe how pyruvate is utilized in the absence of
oxygen in primitive (yeast) and advanced (muscle) cells.

Activity  Demonstrate production of carbon dioxide during
fermentation by yeast and sugar solution.
 Confirm presence of alcohol after alcoholic
fermentation by yeast by Iodoform Test.
Unit: 17 Molecular Biology
17.1 DNA as Hereditary Material 1 Lecture
 Structure and function of DNA

 Suggest how DNA can store genetic information.
 Interpret the results of Hershey-Chase Experiment.
Activity  Extract DNA from onion, banana, strawberry using
household items (methylated spirit, liquid soap, salt).
 Make the Watson - Crick Model of DNA using low cost /
no cost materials.
17.2 Replication of DNA 2 Lectures
 Factors required for replication

 Process of replication
 Central Dogma of Molecular Biology
 Describe the process of replication of DNA.
 Draw a diagram showing replication on lagging and
leading strands.
Apply and  Anticipate how errors during replication can lead to
Analyse  mutation.
 Suggest the fate of harmful and beneficial mutations in
nature.
Activity   Predict the complementary sequence of a strand of DNA
when sequence of other strand is given.
17.3 Regulation of Gene Expression 1 Lecture
 Architecture of a gene
 Gene Expression and Differentiation of Cells
 Justify how cells having same DNA content can differ
from each other.
 State the importance of regulation of gene expression.

 Discuss the structure of a gene with reference to
enhancers, repressors, promoters, introns and exons.
 Describe how gene expression can be regulated by its
product with example of tryptophan / lac operon.
 Relate gene expression with introns and exons.
Apply and  Deduce which genes are active and which genes are
Analyse  inactive in specific cells (e.g. muscle, red blood cell,
pancreas, skin epithelium, plasma cells)
17.4 Transcription 2 Lectures
 Factors Required for Transcription

 The Process of Transcription
 Post Transcriptional Changes
 Describe the process of transcription.
 Draw a diagram showing the process of transcription.
 Describe how an RNA transcript is modified before
leaving nucleus (removal of introns, addition of tail and
cap)
17.5 Translation 2 Lectures
 Genetic Code
 Ribosomes and the Synthesis of Proteins
 Protein Folding
 Describe the process of translation (initiation,
elongation and termination).
 Describe the characteristics of genetic code.
 Differentiate between genetic code and codon.
 Describe how newly synthesized protein is folded in its
three-dimensional conformation.
Apply and  Justify why genetic code is a three-letter code.
Analyse
17.6 Mutations 2 Lectures
 Errors during DNA replication

 Physical and Chemical Mutagens
 Types of mutations

 Define mutation and identify various sources of
mutation (induced and natural mutagenesis).
 Rationalize that the mutations might be a contributing
factor towards evolution.
 Describe the symptoms and causes of thalassemia.
Apply and  Suggest how variation and diversity arises by mutation.
Analyse   Justify why mutations prevail in a population and are
inherited.
 Justify that thalassemia is a result of point mutations.
Unit 18: Variation and Genetics
18.1 Alleles and Locus 1 Lecture
 Describe the terms alleles and locus.

Apply and  Anticipate how alternative alleles arise.
Analyse 
18.2 Mendel's Principles of Inheritance 3 Lectures
 Single trait crosses - Segregation

 Two trait crosses - independent assortment
 Appreciate the importance of work of Gregor Mendel.
 State Mendel's principle of Segregation.
 Describe a cross to differentiate between homozygous
and heterozygous individuals.
 Solve problems related to single trait cross.
 State Mendel's principle of Independent Assortment.
 Express limitations in the laws and their usefulness.
Apply and  Relate the genetic combinations during Independent
Analyse  Assortment with movement of chromosomes during
meiosis.
 Anticipate how independent assortment during gamete
formation and mixing of alleles during fertilization can
lead to variation.
Predict the outcomes of one trait and two trait crosses
using Punnet Square.
Activity   Solve numerical problems related to single and double

trait crosses.

18.3 How to study human genetics?
 Pedigree analysis
 Transmission of Autosomal Recessive Traits
 Transmission of Autosomal Dominant Traits
 Genetic counselling
 Justify the utility of pedigree in analysis of human
genetic traits.
 Discuss autosomal recessive and autosomal dominant
traits in humans with one example each.
Apply and  Calculate the probability of autosomal recessive and
Analyse  autosomal dominant traits in given pedigrees.
 Identify the pattern of inheritance in given pedigrees.
 Justify the importance of genetic counselling and
genetic testing in families with history of genetic
diseases.
Activity   Solve genetic problems based on human pedigrees.
18.4 Complex inheritance patterns 3 Lectures
 Partial dominance
 Multiple alleles
 Role of environment
 Multifactorial traits
 Polygenic Inheritance
 Epistasis
 Describe the exceptions to the Mendel's Laws of
Inheritance.
 Explain partial dominance and exemplify it through the
inheritance of flower colour in 4 O' clock plant.
 Differentiate between partial dominance and co-
dominance.
 Describe multiple alleles and state the alleles
responsible for the trait of ABO blood groups.
 Explain the case where two alleles have equal
dominance through the genetics of human blood group
of AB.
 Name the various human blood group systems.

 Investigate the reasons for O-ve individual as the
Universal donor and AB +ve as the Universal recipient.
 Describe the genetics of MN and Rh blood group
systems.
 Associate the positive and negative blood groups with
the presence and absence of Rh factor.
 Justify why Rh incompatibility could be a danger to the
developing foetus.
 Explain Erythroblastosis fetalis in the light of antigen-
antibody reaction.
 Suggest measures to counter the problem of
Erythroblastosis fetalis before it occurs.
 Explain the terms: polygenic inheritance and epistasis.
 Describe polygenic inheritance, using suitable examples
from plants (grain colour in wheat) and animals (skin
colour in man).
 List at least five polygenic traits discovered in humans.
 Describe the role of environment in determining
phenotype.
 Give one example of epistasis from mammals (coat
colour inheritance in Labrador Retrievers) and one from
plants (pigment phenotype in foxgloves) and justify
modified Mendelian ratios.
Activity  Make and interpret a frequency graph of height, weight,
BMI, and tongue rolling traits of their class fellows.
 Build a thematic chart for the blood groups of his/her
class fellows and identify the antigens present in blood.
 Test his/ her blood group using Antisera and explain
which antigens and antibodies s/he has.
 Assess, based on the findings of his/ her blood test,
which blood group s/he can accept or donate for
transfusion.
 Carry out an agglutination reaction for Rh factor.
 Assess based on the findings of the test of his/her blood
test which blood group he / she can accept or donate
for transfusion.
 Collect data from the class or the school to see how
many individuals have AB blood group and construct a
pie chart and histogram for the collected data.

18.5 Chromosomes as carriers of genes 3 Lectures
 Sex Linkage
 Sex Linked Traits in Humans
 Sex Determination
 Describe the terms gene linkage and crossing over.
 Differentiate between autosomes and sex
chromosomes and relate it with karyotype.
 Describe the concept of sex-linkage.
 Explain how gene linkage counters independent
assortment and crossing-over modifies the progeny.
 Suggest why linkage could be observed / evaluated only
if the number of progeny is quite large.
 Explain the inheritance of sex-linked traits (eye colour)
in Drosophila.
 Describe the sex-linked inheritance of male characters
due to Y-chromosome and the effect of Holandric genes
(Y - linked).
 Describe the X- linked disorders with reference to the
patterns of inheritance.
 Analyse and predict the inheritance of Haemophilia,
colour blindness and muscular dystrophy using
pedigrees.
 Give examples of the linked genes.
 Explain the different mechanisms of sex determination
in Drosophila, mammals, birds, and insects.
Apply and  Solve the genetics problems related to XX-XY, XX-XO and
Analyse  ZZ-ZW sex determination.
 Justify how the mechanism of sex determination
ensures a 1:1 male and female ratio.
 Identify male and female individuals from the karyotype
of Drosophila and man.
 Argue in favour of voluntary blood donation as a service
to suffering humanity.
Activity   Prepare a slide of polytene chromosomes of Drosophila.
 Evaluate mathematically the ratio of linkage in the
progeny.
 Calculate the distance between two genes by analysing
results of experimental crosses.

STS  Justify why a recessive blood group allele of 'i' is more
Connection frequent in population.
 Suggest ways to save lives through the knowledge
gained in this Chapter.
Unit 19: Biotechnology and Bioinformatics
19.1 Cloning and Expression of Genes 2 Lectures
 Importance of Vectors in Biotechnology

 Enzymes used in cloning of a gene
 Steps involved in cloning of a gene
 Requirements for expressing a gene
 Isolating gene products
 Justify how cloning and expression of a gene in
laboratory can be of use.
 Describe the steps and components required for
isolating a gene of interest and making a recombinant
DNA molecule.
 Explain the role of the plasmid in recombinant DNA
technology.
 Describe what extra measures are required to get
protein product from a cloned gene.
19.2 Polymerase Chain Reaction 1 Lecture
 Requirements of PCR
 Process of PCR
 Applications of PCR
 Explain the purpose of the polymerase chain reaction.
 Describe the process of PCR.
 Discuss various scenarios in which PCR can be helpful.
19.3 DNA Fingerprinting and Electrophoresis
 Methodology of DNA fingerprinting

 Polymorphisms in DNA
 Gel Electrophoresis
 Southern Blotting
 Practical examples

 Explain how genetic polymorphism in humans can be
used for identification.
 Describe various potential scenarios where DNA
fingerprinting can be beneficial (forensics and paternity
testing).
Activity   Solve example cases of DNA fingerprinting using
photographs of gels.
19.4 DNA Sequencing and Human Genome Project 2 Lectures
 Possible benefits of Gene sequencing

 Brief introduction to Human Genome Project
 The rise of genomics
 Discuss achievements of Human Genome Project.
 Discuss how sequencing of genome can be beneficial
today especially in medicine and evolutionary biology.
 Discuss how Human Genome Project paved way for
bioinformatics, genomics and proteomics.
19.5 Genetically modified organisms 4 Lectures
 Transgenic Bacteria, Plants, and Animals

 Environmental Applications
 Medical Applications
 Agricultural Applications
 Cloning
 Gene Therapy
 Discuss at least one technique to introduce foreign
genes in bacteria, plants, animals and humans each.
 Distinguish between transgenic and genetically
modified organisms.
 List some examples of how transgenic bacteria may be
used.
 Summarize how transgenic plants and animals may be
used to remedy problems such as hunger, climate
change, and control of vector borne diseases.
 Discuss how gene therapy can treat genetic diseases.
 Discuss how cloning can be beneficial.
Activity  Find at least five recent news reports about genetically
modified organisms from internet.

19.6 Ethical Considerations 2 Lectures
 Ethical concerns in Cloning and genetic modification of organisms

 Possible hazards of genetic modification of organisms
 Reflect on ethical issues involved in genetic modification
of organisms and especially humans.
 Reflect on how genetically modified organisms may
harm environment and affect other species.
Activity  Debate on benefits and hazards of genetically modified
foods.
19.7 Genomics, Proteomics and Bioinformatics 2 Lectures
 Define bioinformatics, genomics, and proteomics as

emerging branches of biology
 Describe the goals of genomics research.
 Summarize various ways in which proteomics can be of
benefit in the fields of medicine, evolution, and
forensics.
SECTION E: Evolution and Ecology
Unit 20: Evolution
20.1 Darwin’s Theory of Evolution 2 Lectures
 Variation
 Struggle for survival
 Relative reproductive success
 Adaptation
 Neo-Darwinism
 Describe creationism and the theory of evolution as two
contradictory ideas.
 Relate Quranic injunctions to the process of the
evolution of man.
 Justify on the grounds that both Wallace and Darwin’s
papers were published in The Proceedings of Linnaean
Society, London, why theory was attributed to Darwin?

 Discuss observations of Charles Darwin (Variation and
Competition) and their possible consequences (Relative
reproductive success and adaptation).
 Define Neo-Darwinism and give its scope.
20.2 Evidence of Evolution 3 Lectures
 Palaeontology and fossil record

 Biogeography
 Comparative Anatomy
 Comparative Embryology
 Molecular Biology
 Artificial Selection
 Summarize how different branches of Biology provide
evidence for evolution.
 Discuss how palaeontology provides evidence of
evolution with the example of whale fossils from
Balochistan and Elephant fossils from Pothohar).
 Discuss how distribution of organisms today and in the
past reflects their evolutionary relationships.
 Discuss how vestigial structures, homologous organs and
analogous organs are proof of evolution and show
relationships between organisms, with examples.
 Discuss how comparative embryology provides evidence
of evolution.
 Discuss how comparisons of genes, genomes and
proteomes is shaping our understanding of the tree of
life (with example of Cytochrome C gene).
Apply and  Justify how Artificial Selection is related to Natural
Analyse  Selection and has helped humans modify other
organisms in the past.
 Explain what artificial selection demonstrates about the
power of natural selection.
 Hypothesize why whale fossils are found in the desert of
Balochistan.
 Identify questions that arise from concepts of evolution
and diversity (e.g., What factors have contributed to the
dilemma that pharmaceutical companies face in trying to
develop new antibiotics because so many micro-
organisms are resistant to existing antibiotics?)

Activity  List at least 5 animals that have been modified through
artificial selection in recent past.
20.3 Microevolution and its causes 2 Lectures
 Hardy Weinberg theorem

 Mutation
 Migration
 Non-random mating / sexual selection
 Genetic drift
 Define the term gene pool and explain how it relates to
allele frequencies in a population.
 Explain the Hardy-Weinberg equilibrium. What happens
to this equilibrium when microevolution occurs?
 List the five conditions that can cause microevolution to
occur.
 Describe the significance of mutations in terms of
evolution.
 Explain how migration and non-random mating cause
changes in allele frequency.
 Explain the consequences of genetic drift and why it is
more likely to happen in a small population (with
emphasis on genetic bottleneck and founder effect).
Activity Solve numerical problems related to change in gene
frequency in population.
20.4 Speciation 2 Lectures
 Reproductive barriers
 Sympatric and allopatric speciation
 Recall how the biological species concept can be used to
define a species.
 Describe the limitations of the biological species concept.
 Categorize the different types of reproductive barriers as
being either a prezygotic or postzygotic barrier and give
an example of each.
 Compare and contrast allopatric speciation with
sympatric speciation. Give an example of each.

Apply and  Relate adaptive radiation to Darwin’s finches.
Analyse  Relate the evolution of Indus River Dolphin and Ganges
River Dolphin to allopatric speciation.
Unit 21: Ecology
21.1 Scope of Ecology 1 Lecture
 Organism
 Population
 Community
 Ecosystem
 Biosphere
 Describe the levels of ecological organization, from the
organism to biosphere.
 Describe how complexity increases with each level of
ecological organization.
21.2 Characteristics of Populations 2 Lectures
 Distribution
 Density
 Growth
 Factors affecting population growth
 Describe a population in terms of distribution, density
and growth.
 Compare two populations differing in distribution,
density and growth (Pakistan and Japan).
 Explain the four factors (natality, mortality, immigration,
and emigration) that produce changes in population size.
 Deduce from population density diagrams how
population will change over time.
 Distinguish among the types of population distribution.
 Describe how age-structure diagrams and survivorship
curves are used to predict future growth.
 Compare and contrast density-dependent and density-
independent factors.
 Define competition and distinguish between interspecific
and intraspecific competition
Activity  Interpret and compare frequency diagrams of different
populations (Pakistan and Japan).

21.3 Ecological Niche 1 Lecture
 Concept of Niche
 Resource Partitioning
 Explain the concept of niche and compare it to habitat.
 Justify that organism adjust their niches to minimize
competition.
21.4 Community 3 Lectures
 Species Richness
 Species Diversity
 Coevolution
 Interactions in Community
 Distinguish an ecosystem from a community.
 Describe characteristics of community (species richness,
species diversity)
Apply and  Reflect how species associated with each other usually
Analyse evolve together (coevolution).
 Identify various phenomena given in the book as
examples of different types of interactions in
communities (competition, predation, parasitism,
commensalism, mutualism, mimicry).
Activity  Make a self-sustaining terrarium or aquarium. List its
important parts.
21.5 Ecological Succession 2 Lectures
 Types of Succession
 Process of Succession
 Discuss various types of ecological succession.
 Describe various steps involved in ecological succession.
 Discuss the important of Lichens in succession on land.
Apply and  Differentiate between ecological succession and
Analyse  evolution.

21.6 Energy Cycles in Ecosystem 2 Lectures
 Trophic Levels
 Describe producers, consumers and decomposers.
 Describe how energy cycles in ecosystem.
 Define productivity of biomass and describe factors
affecting productivity of an ecosystem.
Apply and  Interpret the pyramids of number, biomass and energy.
Analyse
21.7 Nutrient Cycling in Ecosystem 2 Lectures
 Biogeochemical cycles
 Describe how nutrients / elements cycle through
different organisms in the ecosystem.
 Describe carbon and nitrogen cycles.
Apply and  Anticipate the effects of overpopulation on availability
Analyse and distribution of resources.
Activity  Draw food chains of an aquarium and food webs in a lake.
Unit 22: Biomes of the World
Understand 22.1 Role of weather and climate in shaping ecosystem 4 lectures
 Basics of Geography
 Latitude and Altitude
 Rain shadows
 Air and Oceanic Currents
After reading this topic the student will be able to:
 Describe how earth’s rotation around its own axis and

around sun creates seasons in different parts of the
world.
 Describe how distance from equator affects climatic
changes.
 Explain how prevailing winds, ocean currents, and
mountain ranges affect climate.
 Explain how climate changes according to latitude and
altitude.

 Explain how direction of wind in mountainous areas
affects growth of vegetation.
 Draw a graph between temperature range and annual
precipitation in various biomes of the world.
Activity  Compare and analyse relative humidity of different areas
using psychrometer.
22.2 Ocean Ecosystems 2 Lectures
 Characteristics of Ocean ecosystem

 Importance of Oceans

Discuss characteristics of ocean ecosystem.

Describe zones of ocean ecosystem.

Compile a list of resources obtained from oceans.

Enumerate the importance of oceans for production of
biomass.
22.3 Freshwater Ecosystem 2 Lectures
 Zones of freshwater lake

 Eutrophication
 Describe and compare characteristics of ocean and
freshwater ecosystems.
 Relate zones of freshwater with ocean ecosystems.
 Discuss how natural phenomena and human activities
promote eutrophication in freshwater lakes.
 Describes reasons of acidification of freshwater lakes.
Activity  Visit a freshwater reservoir to study its wildlife and
physical factors.
22.4 Characteristics of Major Biomes 4 Lectures
 Tropical Rainforests
 Deserts
 Savannas and Grasslands
 Deciduous Forests
 Wetlands
 Taiga
 Tundra
 Polar Ice Caps
Understand   After reading this topic the student will be able to:

 Describe salient features and wildlife (flora and fauna) of
different biomes of the world.
 How do climate and soil composition determine the
characteristics of terrestrial biomes?
Apply and  Compile a list of different parts of Pakistan where
Analyse different types of ecosystems are found.
 Infer one adaptation of plants and one adaptation of
animals to the abiotic conditions of different biomes.
Activity  Identify major biomes on the map of Pakistan.
Unit 23: Environment and Conservation
23.1 Conservation Biology 2 Lectures
Need and Aims of Conservation
 Explain how humans are influencing the rates of

extinction?
 Describe how Conservation Biology is supported by a
variety of disciplines.
 List the principles supported by Conservation Biology.
Apply and  Explain the potential consequences of extinction.
Analyse 
23.2 Importance of Biodiversity 2 Lectures
Medicinal Importance
Agricultural Importance
Prevention of Soil Erosion
Regulation of Climate
Ecotourism
 Summarize the direct and indirect values of biodiversity.
 Discuss the important ecotourism spots in Pakistan
 List National Parks of Pakistan.
 Label on map where different National Parks of Pakistan
are located.
 Explain how modern medicine and agriculture are
dependent on biodiversity.

 Explain how the preservation of biodiversity can help
reduce the problems associated with overexploitation of
water, land, food, or energy resources
Activity  Debate on the importance of biodiversity versus
industrialization.
 Enlist various organisms in their environment and
categorize them according to medicinal, agricultural and
aesthetic value.
23.3 Environmental Resources and Pollution 4 Lectures
 Renewable and non-renewable resources

 Land
 Water
 Food (agriculture, livestock, fishing)
 Energy
 Fossil fuels and global climate change (Acid Rain, Ozone Hole)
 Distinguish between renewable and non-renewable
resources.
 List the harmful effects of improper agricultural practices
and their solutions (salinity, water-logging, insecticide
resistance, flood irrigation etc.).
 Discuss the consequences of land, water and air
pollution.
 Summarize the potential effects of climate change.
 List four types of renewable energy and explain the limits
of each.
 List the characteristics of a sustainable society.
 Summarize the influences of the “Green Revolution.”
Apply and  Appreciate the importance of kitchen gardening,
Analyse especially with reference to plants/vegetables regularly
used at home like Lemons, Mint, Coriander, Tomatoes,
Onions etc.
 Suggest ideas towards a sustainable future.
Activity  Determine and compare water quality of different areas
using TDS Meter.
 Plan and execute a “clean-up” trip.
23.4 Desertification and its remedies 2 Lectures
 Deforestation and desertification

 Reforestation and Afforestation

 Define deforestation, desertification, reforestation and

afforestation.
 Explain the causes of deforestation and desertification,
and list one environmental problem associated with
each.
Apply and  Reflect on the consequences of desertification.
Analyse   Suggest possible remedies of desertification.
 Suggest different places in their community where trees
can be planted.
Activity  Plan and execute a tree plantation drive.
23.5 Extinction and Human Impact 3 Lectures
 Habitat conservation and restoration

 Captive propagation
 Removing introduced species
 Preserving “keystone species”
 Define extinct and endangered species.
 Differentiate between extinct and endangered species.
 List different species of Pakistan that have gone extinct
or are on the verge of extinction.
 Discuss the importance of habitat conservation and
restoration for protection of biodiversity.
 Discuss the problem of introduced / invasive species and
the dilemma of their control.
 Discuss the importance of "keystone species" in
conservation of large number of species.
 List different local and international laws that were
introduced to protect biodiversity.
Apply and  Suggest different steps that can be taken to prevent the
Analyse  decline of species.
 Anticipate the effects of habitat destruction and
extinction of species on ecosystem.

8. TEACHING STRATEGIES
As a Biology education community, we focus a great deal of time and energy on issues
of “what” students should be learning in the modern age of Biology and then probing the
extent to which students are learning these things. Additionally, there has been increased
focus over time on the “how” of teaching, with attention to questioning the efficacy of
traditional lecture methods and exploring new teaching techniques to support students in
more effectively learning the “what” of biology. However, the aspect of classroom teaching
that seems to be consistently underappreciated is the nature of “whom” we are teaching.
Designing learning environments that attend to individual students and their

interactions with one another may seem an impossible task in a course of 20 students, much
less a course of more than 700. However, there are a host of simple teaching strategies rooted
in research on teaching and learning that can support Biology instructors in paying attention
to whom they are trying to help learn. These teaching strategies are sometimes referred to
as “equitable teaching strategies,” whereby striving for “classroom equity” is about
teaching all the students in your classroom, not just those who are already engaged, already
participating, and perhaps already know the Biology being taught. Equity, then, is about
striving to structure Biology classroom environments that maximize fairness,
wherein all students have opportunities to verbally participate, all students can see their
personal connections to biology, all students have the time to think, all students can pose
ideas and construct their knowledge of biology, and all students are explicitly welcomed into
the intellectual discussion of biology. Without attention to the structure of classroom
interactions, what can often ensue is a wonderfully designed Biology lesson that can be
accessed by only a small subset of students in a classroom.
OUR APPROACH TO BIOLOGIAL SCIENCE EDUCATION
Biological science is a systematic process of enquiry about natural phenomena and it

is through this that our knowledge and understanding of the world, our scientific knowledge,
is derived. In this curriculum we advocate enquiry-based teaching and learning of science
which focuses on student- constructed learning as opposed to teacher-transmitted
information. The aim of catering for learning diversity through student- constructed learning
is achieved through the use of suitable approaches to science education. In this curriculum,

inquisitiveness is incorporated by guiding teachers to adopt the use of science process skills,
reflecting the teaching and learning of science as a life-long process. Science combines
observation, intuition, theory, hypothesis, experimentation and analysis; it is our way of
observing the world around us, understanding and relating to it. Because of our over-riding
philosophy, the major feature of this document is the selection of content within a framework
of developing scientific skills, scientific attitudes and interests, research-based significance
and daily experiences.
The approach is simple: Providing a 'hands on, minds-on and hearts-on' authentic
learning experience for Biology. Minds-on: Activities focus on core concepts, allowing
students to develop thinking process and encouraging them to question and seek answers
that enhance their knowledge and thereby acquire an understanding of the physical universe
in which they live. Hands-on: Students perform science experiments and investigations as
they construct meaning and acquire understanding. Hearts-on: Students are presented with
problem-solving activities that incorporate authentic, real-life questions and issues in a
format that encourages collaborative effort, dialogue with informed expert sources, and
generalization to broader ideas and applications.
SCIENCE PROCESS SKILLS
Observing - Using your senses to gather information about an object or event. It is a

description of what was actually perceived. This information is considered qualitative data.
Measuring - Using standard measures or estimations to describe specific dimensions of an

object or event. This information is considered quantitative data.
Inferring - Formulating assumptions or possible explanations based upon observations.
Classifying - Grouping or ordering objects or events into categories based upon characteristics
or defined criteria.
Predicting - Guessing the most likely outcome of a future event based upon a pattern of
evidence.
Communicating - Using words, symbols, or graphics to describe an object, action or event.

INTEGRATED SCIENCE PROCESS SKILLS
Formulating Hypotheses - Stating the proposed solutions or expected outcomes for

experiments. These proposed solutions to a problem must be testable.
Identifying of Variables - Stating the changeable factors that can affect an experiment. It is
important to change only the variable being tested and keep the rest constant. The one being
manipulated is the independent variable; the one being measured to determine its response
is the dependent variable; and all variables that do not change and may be potential
independent variables are constants.
Defining Variables Operationally - Explaining how to measure a variable in an experiment.
Describing Relationships between Variables - Explain relationships between variables in an

experiment such as between the independent and dependent variables plus the standard of
comparison.
Designing Investigations - Designing an experiment by identifying materials and describing

appropriate steps in a procedure to test a hypothesis.
Experimenting - Carrying out an experiment by carefully following directions of the procedure

so the results can be verified by repeating the procedure several times.
Acquiring Data - Collecting qualitative and quantitative data as observations and

measurements.
Organizing Data in Tables and Graphs - Making data tables and graphs for data collected.
Analyzing Investigations and their Data - Interpreting data statistically; identifying human
mistakes and experimental errors; evaluating the hypothesis; formulating conclusions; and
recommending further testing where necessary.
Understanding Cause and Effect Relationships - What happened and why.
Formulating Models - Recognizing patterns in data and making comparisons to familiar

objects or ideas.

Below are some simple teaching strategies that Biology instructors can use to promote
student engagement and cultivate classroom equity.
A. Giving students opportunities to think and talk about biology
Human learning is a biological phenomenon of the brain. Synapses need time to fire,
and relevant circuits in the brain need time to be recruited. Yet the structure of class time
with students does not usually attend to giving students time to think and talk about biology.
As experts with thousands of hours of thinking about biology, we as biologists no doubt think
quite quickly about the topics we are attempting to teach students. And we as instructors can
be misled that all students have had ample time to think by those few students in our courses
who have more background in the concepts under discussion and raise their hands to share
almost immediately. However, those students in our courses who are more biologically naïve
may need more time to think and talk about the biological concepts under discussion. Below
are four simple teaching strategies grounded in research to structure classroom time for
students to think and talk about biology.
1. Wait Time
Perhaps the simplest teaching strategy to increase time for student thinking and to
expand the number of students participating verbally in a Biology classroom is to lengthen
one's “wait time” after posing a question to your class Thinking biologically about increasing
wait time to promote student engagement and participation, it seems likely that this increase
in time allows critical neural processing time for students, and perhaps also allows more
introverted students time to rally the courage to volunteer an answer.
2. Allow Students Time to Write
Practicing wait time may still not give enough time for some students to gather a
thought and or screw up the confidence to share that thought. Many students may need more
scaffolding—more instruction and guidance—about how to use the time they have been
given to think. One simple way to scaffold wait time is to explicitly require students to write
out one idea, two ideas, three ideas that would capture their initial thoughts on how to
answer the question posed. This act of writing itself may even lead students to discover points

of confusion or key insights. In addition, if collected, this writing can hold students
accountable in thinking and recording their ideas. Giving students time to write is one way
that instructors can structure the learning environment to maximize the number of students
who have access (in this case enough time) to participate in thinking about biology.
3. Think–Pair–Share
The mechanics of a think–pair–share generally involve giving all students a minute or

so to think (or usually write) about their ideas on a biological question. Then, students are
charged to turn and talk with a neighboring student, compare ideas, and identify points of
agreement and misalignment. These pair discussions may or may not be followed by a whole-
group conversation in which individual students are asked to share the results of their pair
discussion aloud with the whole class. Importantly, the instructor's role in facilitating a think–
pair–share activity is to be explicit that students need not agree and also to convey that
practicing talking about Biology is an essential part of learning about biology. Integrating one
or more think–pair–share opportunities during a class session has the potential to cultivate
classroom equity in multiple ways: providing individual students time to verbalize their
thoughts about biological concepts; promoting comparison of ideas among classmates;
transforming the nature of the classroom environment to be more participatory; and
promoting a collaborative, rather than competitive, culture in undergraduate science classes.
Methodologically, a think–pair–share activity need not take more than a few minutes of class
time, yet may allow students the neural processing time needed before being ready to take
on new information offered by an instructor. It is also during these pair discussions that
students may discover new confusions or points of disagreement about concepts with fellow
students, which can drive questions to be asked of the instructor.
B. Encouraging, demanding, and actively managing the participation of all

students
If learning requires that students construct ideas for themselves, then demanding the
active participation of every single student in a class is essential to learning. The participation
of a only few students in our classrooms on a regular basis, often from the front rows, distracts
us from the fact that usually the vast majority of students are not participating in the
conversation of biology. To encourage, and in fact demand, the participation of all students

in a Biology classroom, you can use the following strategies with little to no preparation or
use of class time.
4 . Hand Raising
Actively enforcing the use of hand raising and turn taking in a classroom is likely to
provide greater access to more students than an open, unregulated discussion. With hand
raising, the instructor can also be explicit about asking for “hands from those of us who
haven't had a chance yet to share” and strive to cultivate a classroom conversation that goes
beyond a few students in the front row.
5. Multiple Hands, Multiple Voices
One simple strategy for broadening participation and increasing the breadth of ideas
flowing from students to instructors is to generally ask for multiple hands and multiple voices
to respond to any question posed during class time. Instructors can set the stage for this by
asserting, “I’m going to pose a question, and I’d like to see at least three hands of colleagues
here who would share their ideas. I won't hear from anyone until I’ve got those three
volunteers.”
6. Random Calling Using Popsicle Sticks/Index Cards
Raising hands allows for the instructor to structure and choose which students are
participating verbally in a class, but what if no one is raising a hand or the same students
continually raise their hands? Establishing the culture in a classroom that any student can be
called on at any time is another option for promoting student engagement and participation.
How this is done can be critical. If the spirit of calling on students feels like a penalty, it may
do more harm than good. However, if the instructor is explicit that all students in the class
have great ideas and perspectives to share, then random calling on students can be a useful
strategy for broadening student participation. Practically, there are a variety of ways to call
randomly on students. In smaller-sized class, having a cup with popsicle sticks, each with the
name of a student on it, can make the process transparent for students, as the instructor can
clearly hold up the cup, draw three names, read the names, and begin the sharing. This can
minimize suspicions that the instructor is preferentially calling on certain students.

7. Monitor Student Participation
Many instructors are familiar with collecting classroom evidence to monitor students’
thinking, using clicker questions, minute papers, and a variety of other assessment strategies.
Less discussed is the importance of monitoring students’ participation in a classroom on a
regular basis. It is not unusual to have a subset of students who are enthusiastic in their
participation, sometimes to the point that the classroom dialogue becomes dominated by a
few students in a room filled with 20 or 40 students. To structure the classroom dialogue in
such a way as to encourage, demand, and actively manage the participation of all students,
instructors can do a variety of things. During each class session, instructors can keep a running
list—in smaller classes mentally and in larger classes on a piece of paper—of those students
who have contributed to the discussion that day, such as by answering or asking a question.
When the same students attempt to volunteer for the second, third, or subsequent times,
instructors can explicitly invite participation from other students, using language such as “I
know that there are lots of good ideas on this in here, and I’d like to hear from some members
of our community who I haven't heard from yet today.” At this juncture, wait time is key, as
it will likely take time for those students who have not yet participated to gather the courage
to join the conversation. If there are still no volunteers after the instructor practices wait time,
it may be time to insert a pair discussion, using language such as “We cannot go on until we
hear ideas from more members of our scientific community. So, take one minute to check in
with a neighbor and gather your thoughts about what you would say to a scientific colleague
who had asked you the same question that I’m asking in class right now.” At this point it is
essential not to resort to the usual student volunteers and not to simply go on with class,
because students will learn from that behavior by the instructor that participation
of all students will not be demanded.
C. Building an inclusive and fair classroom community for all students
The following strategies may assist Biology instructors in working toward an inclusive,
fair, and equitable classroom community for all of their students.
8. Work in Stations or Small Groups
To promote an inclusive community within the classroom, instructors can integrate

opportunities for students to work in small groups during time spent within the larger class.

For some students, participation in a whole-group conversation may be a persistently
daunting experience. However, instructors can structure opportunities for such students to
practice thinking and talking about Biology by regularly engaging students in tasks that require
students to work together in small groups. Care must be taken to be explicit with students
about the goal of the group work and, whenever possible, to assign roles so that no student
in a small group is left out. It can be challenging to design group work that is sufficiently
complex so as to require the participation of all group members. Keeping group sizes as small
as possible, no more than three or four students, can mitigate potential for unfairness caused
by the act of putting students into groups. Additionally, explicit statements from the
instructor about expectations that group members will include and support one another in
their work can be especially helpful. How instructors structure small-group interactions has
the potential to provide a feeling of inclusion, community, and collaboration for students who
may otherwise feel isolated in a Biology classroom.
9. Use Varied Active-Learning Strategies
To engage the broadest population of students, instructors may be best served by

using a variety of active-learning strategies from class session to class session. For each
strategy, some students will be out of their comfort zones, and other students will be in their
comfort zones. Students who may be more reflective in their learning may be most
comfortable during reflective writing or thinking about a clicker question. Other students may
prefer learning by talking with peers after a clicker question or in a whole class conversation.
Still others may prefer the opportunity to evaluate animations and videos or represent their
understanding of Biology in more visual ways through drawing, concept mapping, or
diagramming. By using varied active-learning strategies for each biological topic explored,
instructors can work toward building an inclusive and equitable learning environment for a
wide range of students with different approaches to learning.
10. Ask Open-Ended Questions
One critical tool for instructors aspiring to cultivate divergent biological thinking in
their classrooms is the use of open-ended questions, which are those questions that cannot
be answered with a simple “yes” or “no” or even easily answered with a single word or phrase.
Open-ended questions can be posed orally to frame a class discussion and followed by a quick

write or pair discussion to give students time to consider their responses. Alternatively,
instructors can plan these questions in advance, so they can be given as brief homework
assignments, allowing students time to consider the questions before coming to class. In
general, open-ended questions require some design time and may not be easily improvised
by most Biology instructors. Prior to asking open-ended questions, instructors can attempt to
anticipate the likely responses they may get from students. This serves the dual purpose of
checking that the question is really all that open-ended, as well as preparing for how one will
handle students sharing a wide variety of ideas, which may or may not be scientifically
accurate.
11. Do Not Judge Responses
Encourage all students—not just those who have already constructed biologically
accurate ideas—to exercise their voices in class and to make their thinking about Biology
visible. To create a safe environment that encourages students to share all of their ideas,
instructors may be best served in acknowledging student responses as neutrally as possible.
This does not require inadvertently supporting a scientifically inaccurate idea. Clearly stating
“I’d like to hear from a number of us about our thinking on this, and then we can sort out
what we are sure of and what we are confused about,” sets the stage that all the responses
may not be correct. Even the simplest “Thanks for sharing your ideas” after each student
responds, without any immediate judgment on the correctness of the comments, can set a
culture of sharing that has the potential to significantly expand the number of students willing
to verbally participate. Any incorrect statements that are shared can be returned to at a later
point in the same class or the next class and considered generally, so the individual student
who happened to share the idea is not penalized for sharing.
12. Teach Them from the Moment They Arrive
As Biology instructors, we assume that the only thing being learned in our classrooms
is biology. However, student learning does not begin and end with the Biology being explored
and discussed. Increasingly, research from a host of fields—educational psychology,
sociology, and science education—suggests that learning is not discrete and delimited by
concepts under study, but rather continuous and pervasive. Learning is happening about
everything going on in the classroom. As such, instructors are best served by considering what

students are learning, not just about the subject matter, but also about culture of the
classroom from the moment they enter the room. Consider students’ opportunities to learn
about classroom culture in just two of many ways: students’ impression on the first day of
class and students’ impressions as they enter the classroom for each class session. What an
instructor chooses to do on the first day of a course likely sends a strong message to students
about the goals of the course, the role of the instructor, and the role of the students. If one
wants to convey to students that the course is about learning biology, then reading the
syllabus and spending the first-class session discussing how grades are assigned is
incongruous. Without intent, this instructor is implicitly teaching students that the course is
primarily about assigning grades. If the course is about learning biology, then instructors can
implicitly and explicitly teach this by engaging students in exciting, intellectually challenging,
and rewarding experiences about Biology on the first day of a course. Similarly, if an instructor
has as a goal that verbal participation by students is key to success in the course,
then all students should be engaged in and experience talking about Biology from the very
first day of class.
CONCLUSION
As instructors, we have the power in our classrooms to choose to attend explicitly to

issues of access, inclusiveness, fairness, and equity. The strategies presented above are
merely starting points from which instructors can step up their attempts to cultivate equitable
classroom environments that promote student engagement and participation in learning
biology. No doubt this list of equitable teaching strategies could be much longer, and readers
are encouraged to record additions that they discover or invent themselves that address the
goal of promoting equity and access for all the students in our Biology classroom

9- Assessment and Evaluation
Pre-assessment or diagnostic assessment
Before creating the instruction, it’s necessary to know for what kind of students you’re
creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and
the skills and knowledge the possess before taking the instruction. Based on the data you’ve
collected, you can create your instruction.
Formative assessment
Formative assessment is used in the first attempt of developing instruction. The goal
is to monitor student learning to provide feedback. It helps identifying the first gaps in your
instruction. Based on this feedback you’ll know what to focus on for further expansion for
your instruction.
Summative assessment
Summative assessment is aimed at assessing the extent to which the most important
outcomes at the end of the instruction have been reached. But it measures more: the
effectiveness of learning, reactions on the instruction and the benefits on a long-term basis.
The long-term benefits can be determined by following students who attend your course, or
test. You are able to see whether and how they use the learned knowledge, skills and
attitudes.
Confirmative assessment
When your instruction has been implemented in your classroom, it’s still necessary to
take assessment. Your goal with confirmative assessments is to find out if the instruction is
still a success after a year, for example, and if the way you're teaching is still on point. You
could say that a confirmative assessment is an extensive form of a summative assessment.
Norm-referenced assessment
This compares a student’s performance against an average norm. This could be the
average national norm for the subject History, for example. Other example is when the
teacher compares the average grade of his or her students against the average grade of the
entire school.

Criterion-referenced assessment
It measures student’s performances against a fixed set of predetermined criteria or

learning standards. It checks what students are expected to know and be able to do at a
specific stage of their education. Criterion-referenced tests are used to evaluate a specific
body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a course.
Ipsative assessment
It measures the performance of a student against previous performances from that

student. With this method you’re trying to improve yourself by comparing previous results.
You’re not comparing yourself against other students, which may be not so good for your self-
confidence.
Glossary of terms used in papers
During the moderation of a question paper, care is taken to ensure that the paper and
its individual questions are, in relation to the syllabus, fair as regards balance, overall difficulty
and suitability. Attention is also paid to the wording of questions to ensure that it is as concise
and as unambiguous as possible. In many instances, Examiners are able to make appropriate
allowance for an interpretation that differs, but acceptably so, from the one intended.
It is hoped that the glossary (which is relevant only to biology, human and social
Biology and agriculture) will prove helpful to candidates as a guide (i.e. it is neither exhaustive
nor definitive). The glossary has been deliberately kept brief not only with respect to the
number of terms included but also to the descriptions of their meanings. Students should
appreciate that the meaning of a term must depend, in part, on its context.
1. Define (the term(s) … ) is intended literally, only a formal statement or equivalent

paraphrase being required.
2. What is meant by (the term(s) … ) normally implies that a definition should be given,
together with some relevant comment on the significance or context of the term(s)
concerned, especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark
value.

3. State implies a concise answer with little or no supporting argument (e.g. a numerical
answer that can readily be obtained ‘by inspection’).
4. List requires a number of points, generally each of one word, with no elaboration. Where
a given number of points is specified, this should not be exceeded.
5. (a) Explain may imply reasoning or some reference to theory, depending on the context.
It is another way of asking candidates to give reasons for something. The candidate needs to
leave the examiner in no doubt why something happens. (b) Give a reason/Give reasons is
another way of asking candidates to explain why something happens.
6. (a) Describe the data or information given in a graph, table or diagram requires the
candidate to state the key points that can be seen in the stimulus material. Where possible,
reference should be made to numbers drawn from the stimulus material. (b) Describe a
process requires the candidate to give a step-by-step written statement of what happens
during the process. Describe and explain may be coupled, as may state and explain.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies brevity (i.e. restricting the answer to giving essentials).
9. Predict implies that the candidate is not expected to produce the required answer by
recall but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in an
earlier part of the question. Predict also implies a concise answer, with no supporting
statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is
required (e.g. reference to a law/principle, or the necessary reasoning is to be included in the
answer).
11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer
(e.g. in biology, there are a variety of factors that might limit the rate of photosynthesis in a
plant kept in a glasshouse) or to imply that candidates are expected to apply their general
knowledge and understanding of Biology to a ‘novel’ situation, one that may be formally ‘not
in the syllabus’ – many data response and problem-solving questions are of this type.

12. Find is a general term that may variously be interpreted as calculate, measure, determine,
etc.
13. Calculate is used when a numerical answer is required. In general, working should be
shown, especially where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument (e.g. length, using a ruler, or mass, using a balance).
15. Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula (e.g. the Young modulus, relative molecular mass).
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.
17. Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct, but candidates should be aware that, depending on the
context, some quantitative aspects may be looked for (e.g. passing through the origin, having
an intercept, asymptote or discontinuity at a particular value). In diagrams, sketch implies
that a simple, freehand drawing is acceptable; nevertheless, care should be taken over
proportions and the clear exposition of important details.

For Biology 9th Session 2019-20 & ONWARD
Short Questions Section Short Questions Section

M.C.Q's Essay Type Questions
A B
Allotted Marks 16 Allotted Marks 14 Allotted Marks 10 Allotted Marks 20
Sr. No Chapters Q. to be asked 16 Q. to be asked 12 Q. to be asked 2 Q. to be asked 3
Q. to be attempted 16 Q. to be attempted 07 Q. to be attempted 1 Q. to be attempted 2
Time 30 Minutes Time 2 Hours & 30 Minutes
Application/
K U A Marks K U Marks Marks K U A Marks
analysis
1 Introduction to Biology 1 1 2 2 4
2 Biodiversity 1 1 - 2 1 2 1⁄ 4
2
1 10
3 Cells and Tissues 1 1 1 3 1 2 1⁄ 6
2
4 Cell Cycle 1 - 1 2 1 2 1⁄ 4
2
5 Enzymes - - 1 1 1 2 1⁄ 4
2
6 Bioenergetics 1 - 1 2 1 1 4 1⁄ 6
2
1 10
7 Nutrition - 1 1 2 1 1 4
8 Transport - 1 1 2 1 1 4 1⁄ 6
2
Total 16 24 20 30

Knowledge = 40%
Understanding = 30%
Analysis/application = 30%
Short answer Section A = (Separate knowledge/understanding based questions)
Short answer Section B = (series of questions related to diagram, graph, table or any scenario)
Assessment Scheme for Intermediate Part 1
Multiple Choice Questions Short Questions Long Questions

# Chapter Weightage Marks Total Total Total
K U A K U A K U A
Marks Marks Marks
1 Introduction to
Biology 7.3% 9 1 1 1 1 4 1 4
2 Diversity of Life
7.3% 9 1 1 1 1 4 1 4
3 Microbiology
7.3% 9 1 1 2 1 1 8
4 Fungi and Plants
7.3% 9 1 1 2 2 8
5 Animal Diversity
7.3% 9 1 1 2 2 8
6 Homeostasis and
8.1% 10 1 1 2 1 1 4 1 4
Digestion in Humans
7 Transport and Gas
8.1% 10 1 1 2 1 1 4 1 4
Exchange in Humans

8 Coordination and
8.9% 11 1 1 1 1 1 6 1 4
Control in Humans
9 Support and
Movement in 7.3% 9 1 1 1 1 4 1 4
Humans
10 Reproduction and
Development in 8.1% 10 1 1 2 1 1 4 1 4
Humans
11 Coordination and
7.3% 9 1 1 1 1 4 1 4
Control in Plants
12 Nutrition and
8.4% 10 1 1 2 1 1 4 1 4
Transport in Plants
13 Reproduction and
7.3% 9 1 1 1 1 4 1 4
Growth in Plants
Total 100% 123 17 66 40
 Based on 33% choice in short questions and 40% choice in essay type questions.
 K = Knowledge based question
 U = Understanding / Comprehension based question
 A = Analysis / Application based question

Assessment Scheme for Intermediate Part 2
Multiple Choice Questions Short Questions Long Questions

# Chapter Weightage Marks Total Total Total
K U A K U A K U A
Marks Marks Marks
14 Components of
Life 9.8% 12 1 1 2 1 1 1 6 1 4
15 Cell Biology
9.8% 12 1 1 2 2 1 6 1 4
16 Enzymes and
Bioenergetics 11.3% 14 1 1 2 2 1 1 8 1 4
17 Molecular Biology
11.1 % 14 1 1 2 1 2 1 8 1 4
18 Variation and
Genetics 9.8% 12 1 1 2 1 1 1 6 1 4
19 Biotechnology and
9% 11 1 1 2 1 6 1 4
Bioinformatics
20 Evolution
9.8% 12 1 1 2 1 1 1 6 1 4
21 Ecology
10.6% 13 1 1 2 1 1 8 1 4
22 Biomes of the
World 9% 11 1 1 2 1 6 1 4
23 Environment and
9.8% 12 1 1 2 1 1 1 6 1 4
Climate Change
Total 100% 123 17 66 40

 Based on 33% choice in short questions and 40% choice in essay type questions.
 K = Knowledge based question,
 U = Understanding / Comprehension based question
 A = Analysis / Application based question

Sample Paper 2019
Subject: Biology IX Answer sheet no: ______________________
Date: ________________ Roll No in Figures: _____________________
Roll No in Words: ______________________
Time: 30 Min Objective Total Marks: 16
Note:- You have four choices for each objective type question as A, B, C and D. The choice
which you think is correct; fill that circle in front of that question number on answer sheet.
Use marker or pen to fill the circles. Cutting or filling two or more circles will result in zero
mark in that question.
1. Tissues are found in multi-cellular living things. Some examples of tissue are:
i. Epidermal tissue
ii. Nervous tissue
iii. Muscular tissue
iv. Ground tissue
2. Which of the given tissues belong to humans?
A. i and ii
B. ii and iii
C. iii and iv
D. i and iv
3. Volvox is a single-celled colonial organism. Which statement describe the life of a
Volvox?
A. Volvox in a colony depend upon each other
B. They form a colony during times of food shortage
C. Each Volvox in a colony lives its own life independently
D. If one is separated from its colony, It will be dead
4. A group of students got the following measurements during an experiment. Where last
two points fall far from the expected relationship (directly proportional).
Sr. no. X Y
1 1.5 3
2 2.5 5
3 3.5 7
4 4.5 9
5 5.5 3

6 6.5 4
5. In presenting the data, what should they do to these outliers?

A. Hide them and make a straight graph of first four values
B. Replace these points by extending the previous trend
C. Show all results and then try to explore the reason of this deviation
D. Average several trials and rule out the improbable result
6. Which statement is correct for all viruses but not for all bacteria and fungi?
A. Most of the cell is cytoplasm.
B. Their outer layer is cellulose.
C. They are all parasites.
D. They have a nucleus containing DNA or RNA.
7. Indus dolphin and Houbara bustard are two endangered species of Pakistan. What would
happen if only one male and female of Indus dolphin and two females of Houbara bustards
are left?
A. Both species will be saved from endangerment
B. Indus dolphins will be extinct soon
C. Houbara bustards will be extinct soon
D. Both species will be extinct soon
8. A cell is observed under a microscope. Which feature identifies it as a plant cell?
A. The cell contains a single large sap vacuole.
B. The cell contains glucose and amino acids.
C. The cell contains stored fat.
D. The cell surface membrane is partially permeable.
9. The diagram shows a root hair cell and surrounding soil particles.

Osmosis occurs when regions of higher and lower concentration of water molecules are
separated by a partially permeable membrane.
On the diagram, what are these regions?
higher concentration partially permeable lower concentration

of water molecules membrane of water molecules
A. 1 2 4
B. 1 3 4
C. 4 2 1
D. 4 3 1
10. A seedling is placed, with its roots, in a solution containing potassium ions and left for 48
hours. The relative concentrations of the potassium ions are shown in the table.
How did the potassium ions enter the cell?
11. Which of the following organelles is correctly matched with its function?
A. Nucleus; protein synthesis
B. Golgi bodies; packaging
C. ER; heredity
D. Chloroplast; digestion
12. The centromere is a region in which:
A. Metaphase chromosomes become aligned at the metaphase plate.
B. Chromosomes are grouped during telophase.
C. New spindle microtubules form at either end.
D. Chromatids remain attached to one another until anaphase.

13. Imagine looking through a microscope at a squashed onion root tip. The chromosomes of
many of the cells are plainly visible. In some cells, replicated chromosomes are aligned
along the center (equator) of the cell. These particular cells are in which stage of mitosis?
A. Telophase
B. Anaphase
C. Metaphase
D. Prophase
14. Enzymes are proteins. Which of the following is true about enzymes’ function?
i. They increase the rate of reaction by stabilizing the transition state
ii. They raise activation energy to shift the equilibrium to favor the products
iii. They lower activation energy by altering the products of a reaction
A. i only
B. i and ii
C. i and iii
D. iii only
15. Which of the diagrams illustrates the way in which the rate of an enzyme-controlled
reaction depends on substrate concentration?
16. How many molecules of carbon dioxide will be produced from the breakdown of two
molecules of glucose in aerobic respiration?
A. 2
B. 4
C. 6
D. 12
17. Major source of energy to perform cellular functions such as exocytosis, endocytosis,
movement and transmission of nerve impulses is:
A. ATP
B. BTP
C. PTA
D. APT
18. If left hand side of chemical equation is ADP + water then right-hand side of that chemical
equation is equal to:
A. AMP + Pi + energy B. APM + Mi + energy
C. BMP + Bi + energy D. TDA + Ti + energy

Subjective
Time Allowed: 2: 30 HOURS Total Marks: 44
NOTE:- Subjective type paper has three sections. Attempt any seven questions from
Section ‘A’, any one question from Section ‘B’ and any TWO questions from
section ‘C’. Use supplementary answer sheet i.e. Sheet-B if required. Write your
answers neatly and legibly.
SECTION-A (Marks 20)
NOTE: Attempt any seven questions. (07 x 2= 14)

(i) Define Biotechnology.
(ii) Write down the important observations recorded by A.F.A King to
solve the problem of malaria.
(iii) Differentiate between taxonomy and systematics.
(iv) Explain what would happen when a plant and an animal cell is placed
in hyperopic solution.
(v) What type of cell division occurs when our wounds are healed?
(vi) Describe necrosis and apoptosis.
(vii) Define cofactor and coenzyme.
(viii) Differentiate between respiration and photosynthesis.
(ix) How can the deficiency of vitamin A cause blindness?
(x) What is meant by malnutrition?
(xi) Why are water and dietary fibers considered important in our diet?
(xii) Transpiration is a necessary evil. Give comments.

SECTION-B (Marks 10)
NOTE: Attempt any ONE question (1 x 10 = 10)

1. Figure shows the movement of Sodium and potassium ions across the membrane of a
nerve cell.
a. State the type of movement that take place in the above diagram. [01]
b. Name the structure B [01]
c. Why this process requires energy and from where it gets required energy? [02]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
d. How structure B works to regulate the movement of Na+ and K+ ions. [05]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
[Total marks = 10]

2. The diagram shows the region of alimentary canal and associated organs.
a. Identify the structure S and U [02]

----------------------------------------------------------------------------------------------------------------
b. Describe how food passes through structure S. [04]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
c. In structure U, three secretions are added to father digest the food. Write down their
names and sources of origin. [03]
1.
-----------------------------------------------------------------------------------------------------
2.
-----------------------------------------------------------------------------------------------------
3.
-----------------------------------------------------------------------------------------------------
d. Draw a ring to around the correct word to complete the sentence below. [01]
Structure S Structure T Structure U
The ______________ also produces heat to maintain body temperature. [Total marks = 10]

SECTION-C (Marks 20)
NOTE: Attempt any TWO question. (2 x 10 = 20)

Q.1. a. Explain why the viruses are excluded from Five-kingdoms. [04]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
b. Describe the function of the following cell organelles. [06]
Mitochondria --------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
Lysosomes -----------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
Q.2. a. Explain how temperature affects enzyme activity [04]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------

b. Briefly describe the mechanism of aerobic respiration at the following stages. [06]
Glycolysis -------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
Krebs Cycle ----------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
Electron transport chain ------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
Q.3. a. Contrast mitosis and meiosis, emphasizing the events that lead to different outcomes.
[04]
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
-------------------------
b. State the structure and function of the following blood vessels. [06]
Artery -----------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------

Vein -------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------------------------------------

10. Guidelines for Developing Teaching Learning Resources
The curriculum of any subject should be a reflection of our national needs and
aspirations. This requirement can be met only if the textbooks are written in accordance
with this curriculum. This curriculum meets not only the general aims and objectives but
also fulfills the specific requirements of the individual subjects. Keeping these points in view
the authors should observe the following points, while writing the textbooks.
1. The authors should adhere to the learning outcomes of each concept or unit as
mentioned with the contents in the curricula.
2. The continuity of the concepts with the earlier classes, their integration and logical
development should be ensured.
3. Horizontal and vertical overlapping of the concepts should be avoided.
4. The textbook should be informative and interactive with questions to be put at
suitable intervals to provoke the students to think.
5. The details of the treatment of the concept should be properly classified into
headings and subheadings.
6. The language used should be simple, clear, straight forward, unambiguous and
easily comprehensible by the students of the particular level.
7. Simple questions may be asked within the chapter, which requires students to
recall, think, and apply what they have just learnt as well as to reinforce the
learning of the concepts and principle.
8. The new advancements and development in the subjects should be incorporated
where appropriate.
9. The examples and applications should be from everyday life and be supportive of
our cultural values.
10. SI units should be used throughout the text and the numerical values used for
various constants should be same.
11. Photographs and illustrations should be clear, labeled and supportive of the text.
Tables, flow charts and graph may be given wherever needed.
12. Key points at the end of each unit should provide a summary of the important
concepts and principles discussed in the chapter.
13. Review questions should be given at the end of each unit requiring students to
recall, think and apply what they have learnt in this chapter. This should start
from simple questions increasing1 the complexity gradually and should test
knowledge, understanding and skills of the students. The last few questions should
encourage the student to apply the concepts studied in this chapter.
14. Each unit should be accompanied with its precise and coherent summary to be given
at the end of this chapter

15. Solved numerical examples within the unit and review questions at the end of the
unit should be based on variety of situations and should be related to local
environment and culture.
Electronic Instructional Material
Electronic instructional material is gaining popularity in the developed world.

Educational technology providers are successfully marketing courseware with instructional
management, assessment, individualized learning paths and professional development.
Growing numbers of teachers have convenient and immediate access to entire libraries of
instructional video correlated to curriculum. As far the educational scenario in Pakistan and
other developing countries is concerned, lack of resources (particularly in schools) would hold
back the evolution of electronic publishing in place of or along with printing.
It may be considered that a good ratio of the students of intermediate classes has
access to computer technologies. They should be given chances of self-learning {rather
exploring the knowledge) and it can be made true by converting the data of the IX-X and XI-
XII textbooks into electronic formats e.g. CD-ROMs. The CD-ROMs should be made available
at the retail outlets.
In Biology different life cycles, flow sheets and diagrams are more important to convey
the desired learning. Printed textbooks cannot tackle the diagrams that need 3-dimensional
view for their understanding. Similarly, a student can get comprehensive learning of a life
phenomenon through animations. Diagrams, photographs and animations should be
published in electronic format so they can take help from e-learn material which is available
online at PCTB portal.

11. Curriculum Review Committee Members for Biology (IX-XII)
1. Dr. Hamid Saeed, Professor, Forman Christian College University, Lahore
2. Dr. Zaheer ud Din Khan, Professor (Retd), Botany Department, Government

College University, Lahore
3. Mr. Nadeem Asgher, Deputy Director, Quaid e Azam Academy for Educational
Development, Wahdat Colony , Lahore
4. M. Adnan , Government College University , Lahore
5. Ms. Saima Khalid, O Level teacher,( Curriculum Coordinator), The City School ,
Lahore
6. Mr. M. Bilal, Govt. Khawaja Rafique Shaheed College, Walton, Lahore
7. Mr. Ghulam Yaseen, SS, Govt. Higher Secondary School, Tibba Sultan Pur,
Melsi, Distt. Vehari
8. Mr. Husnain Bin Arif, The City School, Khanewal Campus, Khanewal
9. Mr. Usman Shafqat, Head office, Beacon House School System, Lahore
10. Dr. Shams-ul-Haq, KIPS College, Lahore
11. Mr. Tariq Mahmood, Assistant Professor, Govt. Postgraduate College, Jampur
12. Ms. Aneeza Jamil, Teacher, Bahria Town School & College Sector F, Lahore
13. Ms. Robeela Shabbir, ASS, Punjab Curriculum & Textbook Board, Lahore
14. Mrs. Mamoonah Yasmeen, Deputy Director Curriculum Sciences, PCTB

(Coordinator)

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BIOLOGY CURRICULUM

PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE

BIOLOGY CURRICULUM GRADES IX-XII 1

Sr. No. Chapters Pages

2. Transition of Scheme of Studies into Curriculum, Textbook & 6

Dissemination into Knowledge & Skills

3. Standards & Benchmarks for Grade IX – X and XI – XII 9

4. Students Learning Outcomes for Grade IX 15

5. Students Learning Outcomes for Grade X 27

6. Students Learning Outcomes for Grade XI 40

7. Students Learning Outcomes for Grade XII 74

8. Teaching Strategies 101

9. Assessment and Evaluation 111

10. Guidelines for Developing Teaching Learning Resources 129

BIOLOGY CURRICULUM GRADES IX-XII 1

BIOLOGY CURRICULUM GRADES IX-XII 2

INTRODUCTION TO THE BIOLOGY CURRICULUM

With an emphasis on human biology, Biology syllabus enables students to understand

BIOLOGY CURRICULUM GRADES IX-XII 3

• A better understanding of the technological world, with an informed interest

• The ability to recognize the usefulness (and limitations) of scientific method,

• The development of relevant attitudes, such as a concern for accuracy and

• Further interest in, and care for the environment.

• A better understanding of the influence and limitations placed on scientific

• The development of an understanding of the scientific skills essential for both

 A scientific understanding of the living world

BIOLOGY CURRICULUM GRADES IX-XII 4

Moreover, it also aims to:

1. Provide, through well designed studies of experimental and practical biological

1.1 Become confident citizens in a technological world, able to take or develop an

2.1 Are relevant to the study and practice of science

3.1 Concern for accuracy and precision

5. Promote an awareness that

BIOLOGY CURRICULUM GRADES IX-XII 5

1. Sustainable technical development is the pathway to the socio-economic

 To prescribe the subjects to be taught to various grades and to impart high-

4. Subject Specific Objectives are as follows:

BIOLOGY CURRICULUM GRADES IX-XII 6

BIOLOGY CURRICULUM GRADES IX-XII 7

• shares the responsibility for achieving a group task

BIOLOGY CURRICULUM GRADES IX-XII 8

BENCHMARKS indicate what students should know and be able to do at various

Key Learning Area 1: USING SCIENTIFIC KNOWLEDGE

BIOLOGY CURRICULUM GRADES IX-XII 9

BIOLOGY CURRICULUM GRADES IX-XII 10

BIOLOGY CURRICULUM GRADES IX-XII 11

1. Identify cellular structures from prepared slides and preserved specimens.

BIOLOGY CURRICULUM GRADES IX-XII 12

1. Generate scientific questions about the living world based on observation.

BIOLOGY CURRICULUM GRADES IX-XII 13

1. Describe the advantages and disadvantages / risks of new technologies.

BIOLOGY CURRICULUM GRADES IX-XII 14

Unit 1: Biology and Science

Introduction to Biology 1 Lecture

BIOLOGY CURRICULUM GRADES IX-XII 15

BIOLOGY CURRICULUM GRADES IX-XII 16

BIOLOGY CURRICULUM GRADES IX-XII 17

Light and electron microscopy 2 Lectures

BIOLOGY CURRICULUM GRADES IX-XII 18

Unit 4: Cell Cycle

Cell cycle and its phases 1 Lecture

BIOLOGY CURRICULUM GRADES IX-XII 19