The City School

Academic Year 2023-2024

Subject Name: Biology(5090)
Syllabus Breakup For Class 9
TERM I
TOPIC SUB TOPIC Learning outcomes Weeks

1 Cells 1.1 Cell • 1.Examine under the microscope, animal cells and 1 week
structure and plant cells from any suitable locally available
function material, using an appropriate temporary staining
technique, such as methylene blue or iodine solution
• 2.Draw diagrams to represent observations of the
animal and plant cells examined above
• 3.Identify on diagrams, photomicrographs or
electron micrographs, the ribosomes, mitochondria,
nucleus, cytoplasm and cell membrane in an animal
cell
• 4.Identify on diagrams, photomicrographs or
electron micrographs, the ribosomes, mitochondria,
chloroplasts, nucleus, sap vacuole, cytoplasm, cell
membrane and cellulose cell wall in a plant cell
• 5.Describe the structure of a bacterial cell, limited to:
ribosomes, circular deoxyribonucleic acid (DNA) and
plasmids, cytoplasm, cell membrane and cell wall
• 6.Describe the functions of the above structures in
animal, plant and bacterial cells
• 1.Understand that cells can become specialised and 1 week
1.2 Specialised that their structures are related to their specific
cells, tissues functions, as illustrated by examples covered in the
and organs syllabus
• 2.Understand the terms cell, tissue, organ, organ
system and organism as illustrated by examples
covered in the syllabus
• 3.State and use the formula magnification = image
size /actual size
2 Movement 2.1 Diffusion • 1.Describe the role of water as a solvent in 1 week
into and out of and osmosis organisms with reference to digestion, excretion and
cells transport
• 2.Understand that the energy for diffusion and
osmosis comes from the kinetic energy of random
movement of molecules and ions
• 3.Understand diffusion as the net movement of
molecules or ions from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration gradient),
as a result of their random movement

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 • 4.Investigate the factors that influence diffusion,
limited to: surface area, temperature, concentration
gradient and distance
• 5.Understand osmosis as the net movement of water
molecules from a region of higher water potential to
a region of lower water potential, through a partially
permeable membrane
• 6.Understand that plants are supported by the
pressure of water inside the cells pressing outwards
on the cell wall
• 7.Describe the effects of osmosis on plant and
animal tissues and explain the importance of water
potential gradient and osmosis in the uptake and loss
of water
• 8.Investigate and explain the effects on plant tissues
of immersing them in solutions of different
concentrations, using the terms turgid, turgor
pressure, plasmolysis and flaccid
• 9.Investigate osmosis using materials such as dialysis
tubing
• 1.Understand active transport as the movement of
2.2 Active molecules or ions into or out of a cell through the 1 week
transport cell membrane, from a region of their lower
concentration to a region of their higher
concentration (i.e. against a concentration gradient),
using energy released during respiration
• 2.Explain the importance of active transport in ion
uptake by root hair cells
3 Enzymes 3.1 Enzyme • 1.Describe a catalyst as a substance that increases 1 week
action the rate of a chemical reaction and is not changed by
the reaction
• 2.Describe enzymes as proteins that function as
biological catalysts and are involved in all metabolic
reactions
• 3.Explain enzyme action with reference to the
substrate, active site, enzyme-substrate complex,
and product
• 4.Explain the specificity of enzymes in terms of the
complementary shape and fit of the active site with
the substrate (‘lock and key’ hypothesis)

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 • 1.Understand that the progress of enzyme-catalysed
3.2 Effects of reactions can be followed by measuring the 1 week
temperature concentrations of reactants and products
and pH • 2.Investigate and describe the effects of temperature
and pH on enzyme activity
• 3.Explain the effect of changes in temperature and
pH on enzyme activity in terms of kinetic energy,
shape and fit, denaturation and the frequency of
effective collisions

4 Biological 4.1 Biological • 1.List the chemical elements that make up: (a) 1 week
molecules molecules carbohydrates (b) lipids (fats and oils) (c) proteins
(d) DNA
• 2.State that large molecules are made from
smaller molecules, limited to: starch, cellulose and
glycogen from glucose; proteins from amino acids;
lipids from fatty acids and glycerol; DNA from
nucleotides
• 3.Describe and be able to do chemical tests for:
(a) starch (iodine solution)
(b) glucose and maltose (Benedict’s solution)
(c) protein (biuret test)
(d) lipids (ethanol emulsion test)
5 Human 5.1 Diet • 1.List the principal sources of, and describe the 1 week
nutrition dietary importance of, carbohydrates, lipids,
proteins, vitamins (C and D only), mineral salts
(calcium and iron only), fibre (roughage) and water
• 2.Name the diseases and describe the symptoms
resulting from deficiencies of vitamin C (scurvy),
vitamin D (rickets), calcium (rickets) and iron
(anaemia)
• 3.Understand the concept of a balanced diet
5.2 Human • 1.Identify the main regions of the digestive system: 3 week
digestive mouth, salivary glands, oesophagus, stomach,
system small intestine (duodenum and ileum), pancreas,
liver, gall bladder and large intestine (colon,
rectum and anus)
• 2.Explain why most foods must be digested before
they can be absorbed
• 3.Describe physical digestion as the breakdown of
food into smaller pieces without chemical change
to the food molecules
• 4.Describe chemical digestion as the breakdown of
large molecules into small molecules

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 • 5.State that physical digestion increases the
surface area of food for the action of enzymes in
chemical digestion
• 6.Identify the types of human teeth (incisors,
canines, premolars and molars)
• 7.Describe the structure of human teeth, limited
to: enamel, dentine, pulp, nerves and cement, and
understand that teeth are embedded in the gum
• 8.Describe the functions of the types of human
teeth in physical digestion of food
• 9.Describe the functions of the main regions of the
digestive system, limited to:
• .mouth – ingestion, physical digestion,
• .chemical digestion of starch by amylase
• .salivary glands – secretion of saliva
• .containing amylase
• .stomach – physical digestion, chemical
• digestion of protein by protease, presence of
hydrochloric acid in gastric secretions
• small intestine (duodenum and ileum) –
• chemical digestion of starch by amylase, maltose
by maltase, protein by protease and lipids by
lipase (e) liver – production of bile and storage of
glycogen
- gall bladder – storage of bile
- pancreas – alkaline secretion containing
amylase, protease and lipase
- ileum and colon – absorption
- rectum and anus – egestion
• 10.Describe the functions of amylase, maltase,
protease and lipase, listing the substrates and end-
products, limited to: (a) amylase breaks down
starch to maltose (b) maltase breaks down maltose
to glucose (c) protease (pepsin and trypsin) breaks
down protein to amino acids (d) lipase breaks
down lipids to fatty acids and glycerol
• 11.Describe the function of hydrochloric acid in
the stomach as killing ingested bacteria
• 12.Understand that the different proteases
present in the stomach and the duodenum work
best at different pH levels
• 13.Outline the role of bile in emulsifying fats to
increase the surface area for the chemical
digestion of fat to fatty acids and glycerol by lipase
• 14.Describe peristalsis as waves of contractions of
longitudinal and circular muscles which move food
through the digestive syste

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 5.3 Absorption • 1.State that the small intestine is the region where
and assimilation nutrients are absorbed 1 week
• 2.Understand that absorption (by diffusion,
osmosis and active transport) is the movement of
nutrients from the intestines into cells lining the
digestive system and then into the blood
• 3.Understand that assimilation is the uptake and
use by cells of nutrients from the blood
• 4.Describe the structure of a villus and the roles of
capillaries and lacteals
• 5.Explain the significance of villi and microvilli in
increasing the internal surface area of the ileum
• 6.Understand that water is absorbed from the
lumen of the small intestine and the colon, but
that most absorption of water happens in the
small intestine
• 7.State the function of the hepatic portal vein as
the route taken to the liver by most of the
molecules and ions absorbed from the ileum

• Revision
• MCQs practice (P1) 1 week
• Theory paper practice (P2)
1 week

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 The City School
Academic Year 2023-2024
Subject Name: Biology (5090)
Syllabus Breakup For Class 9
Term II

Topic Subtopic Learning outcomes Weeks

1 Plant 1.1 • 1.Understand that photosynthesis is the process by 2 week

nutrition Photosynthesis which plants make carbohydrates from raw materials
using energy from light
• 2.State that chlorophyll is a green pigment that is
found in chloroplasts
• 3.State that chlorophyll transfers light energy into
chemical energy for the formation of glucose and
other carbohydrates
• 4.Outline the subsequent use and storage of the
carbohydrates made in photosynthesis, limited to:
(a) starch as an energy store (b) cellulose to build cell
walls (c) glucose used in respiration to provide
energy (d) sucrose for transport through the plant
• 5.State the word equation and balanced chemical
equation for photosynthesis
• 6.Investigate the need for chlorophyll, light and
carbon dioxide for photosynthesis, using appropriate
controls
• 7.Describe and explain the effect of varying light
intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis
• 8.Investigate the effect of varying light intensity,
carbon dioxide concentration and temperature on
the rate of photosynthesis using submerged aquatic
plants and hydrogencarbonate indicator solution
• 9.Identify and explain the limiting factors of
photosynthesis in different environmental conditions
1.2 Leaf • 1.State that most leaves have a large surface area 1 week
structure and are thin, and explain how these features are
adaptations for photosynthesis
• 2.Identify and label the cuticle, cellular and tissue
structures of a dicotyledonous leaf, as seen in
diagrams or photomicrographs, and explain how
these structures are adaptations for photosynthesis
and gas exchange, limited to:
(a) stomata and guard cells
(b) spongy and palisade mesophyll cells
(c) air spaces
(d) vascular bundles (xylem and phloem)

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 (e) distribution of chloroplasts
(f) upper and lower epidermis
• 1.Explain the importance of nitrate ions for making
amino acids, required for the production of proteins 1 week
1.3 Mineral • 2.Explain the importance of magnesium ions for
nutrition making chlorophyll

2 Transport in 2.1 Uptake • 1.Relate the structure of root hair cells to their 1 week
flowering plants and transport function of water and ion uptake
of water and • 2.Outline the pathway taken by water through the
ions root, stem and leaf, limited to: root hair cells, root
cortex cells, xylem and mesophyll cells
• 3.Investigate, using a suitable stain, the pathway of
water in a cut stem
• 1.Describe transpiration as the loss of water vapour
from leaves 2 week
2.2 • 2.Understand that water evaporates from the
Transpiration surfaces of the mesophyll cells into air spaces and
and then diffuses out of the leaves through the stomata
translocation as water vapour
• 3.Explain: (a) the effects of wind speed, and the
variation of temperature, humidity and light intensity
on transpiration rate (b) how wilting occurs
• 4.Investigate the effects of wind speed, light
intensity and temperature variation on transpiration
rate
• 5.Explain the mechanism by which water moves
upwards in the xylem in terms of a transpiration pull
that draws up a column of water molecules, held
together by forces of attraction between water
molecules
• 6.Describe translocation as the movement of sucrose
and amino acids in the phloem from parts of plants
that produce or release them (sources) to parts of
plants that use or store them (sinks)
• 7.Identify the positions of tissues as seen in
transverse sections of non-woody dicotyledonous
roots and stems, limited to: xylem, phloem and
cortex
• 8.State the functions of xylem as transport of water
and mineral ions, and support
• 9.Relate the structure of xylem vessels to their
function, limited to:
- thick walls with lignin (details of lignification are
not required)
- no cell contents
- cells joined end-to-end with no cross walls to form
a long continuous tube
3 Transport in 3.1 Circulatory • 1.Describe the circulatory system as a system of blood 1 week
humans system vessels with a pump and valves to ensure one-way flow
of blood

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 • 2.Describe a double circulation as a system in which
blood passes through the heart twice for each complete
circuit
• 3.Understand that a double circulation provides a low
pressure circulation to the lungs and a high pressure
circulation to the body tissues
3.2 Heart • 1.Identify the structures of the mammalian heart, 1 week
limited to: the muscular wall, the septum, the left and
right ventricles and atria, atrioventricular and semilunar
valves and coronary arteries
• 2.Explain the relative thickness: (a) of the muscle walls of
the left and right ventricles (b) of the muscle walls of the
atria compared to those of the ventricles
• 3.Describe the functioning of the heart in terms of the
contraction of muscles of the atria and ventricles and the
action of the valves in a heartbeat
• 4.State that blood is pumped away from the heart in
arteries and returns to the heart in veins
• 5.State that the activity of the heart may be monitored
by electrocardiogram (ECG), pulse rate and listening to
sounds of valves closing
• 6.Investigate and explain the effect of physical activity
on heart rate
• 7.Describe coronary heart disease in terms of the
blockage of coronary arteries and state the possible risk
factors including diet, sedentary lifestyle, stress,
smoking, genetic predisposition, age and gender
• 8.Discuss the role of diet and exercise in reducing the
risk of coronary heart disease
3.3 Blood • 1.Name the main blood vessels that carry blood to and 1 week
vessels from the heart, lungs, liver and kidneys, limited to: aorta,
vena cava, pulmonary artery, pulmonary vein, hepatic
vein, hepatic artery, hepatic portal vein, renal artery and
renal vein
• 2.Describe, and identify on diagrams and
photomicrographs, the structure of arteries, veins and
capillaries, limited to:
(a) relative thickness of wall
(b) composition of wall (muscle and elastic tissue)
(c) diameter of lumen
(d) presence of valves
• 3.Explain how the structure of arteries, veins and
capillaries is related to the pressure of the blood that
they transport

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 • 1.Identify red and white blood cells (lymphocytes and
3.4 Blood phagocytes) as seen under the light microscope on 1 week
prepared slides, and in diagrams and photomicrographs
• 2.List the components of blood as red blood cells, white
blood cells, platelets and plasma
• 3.State the functions of the components of blood:
(a) red blood cells – oxygen transport
(b) white blood cells – antibody production by
lymphocytes and engulfing pathogens by
phagocytes
(c) platelets – clotting by converting soluble
fibrinogen to insoluble fibrin to prevent blood
loss and the entry of pathogens
(d) plasma – transport, limited to: blood cells,
ions, glucose, amino acids, hormones, carbon
dioxide, urea, vitamins and plasma proteins
• 4.Describe the transfer of substances between blood in
capillaries, tissue fluid and body cells
4 Classification 4.1 Concept • 1.Understand that organisms can be classified into 1 week
and use of a groups by the features they share
classification • 2.Describe a species as a group of organisms that can
system reproduce to produce fertile offspring
• 3.Describe the binomial system of naming species as
an internationally agreed system in which the scientific
name of an organism is made up of two parts showing
the genus and species
• 4.Construct and use dichotomous keys based on
identifiable features
• 1.State the main features used to place all organisms 1 week
4.2 Features of into one of the five kingdoms: Animal, Plant, Fungus,
organisms Prokaryote, Protoctist
• 2.State the main features used to place organisms into
groups within the animal kingdom, limited to: (a) the
main groups of vertebrates: mammals, birds, reptiles,
amphibians, fish (b) the main groups of arthropods:
myriapods, insects, arachnids, crustaceans
• 3.State the main features used to place organisms into
groups within the plant kingdom, limited to ferns and
flowering plants (dicotyledons and monocotyledons)
• 4.Classify organisms using the features identified in
2.2.1, 2.2.2 and 2.2.3
• 5.State the main features of viruses, limited to protein
coat and genetic material
• 6.Understand that viruses can only replicate in living
cells
• Revision
• MCQs practice (P1)
• Theory paper practice (P2)+ Comprehensive test 2 week

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