2006 National Curriculum SLOs

CAIE O&A level Curriculum 2023 - 2025 SLOs

NCC 2023 SLOs

Guidance on NCC 2023 SLOs

Elaboration on the extent of depth of study required for the SLOs and assessment expectations

Essential Questions

Rationale

Questions for Feedback from Stakeholders

(questions are numbered according to the corresponding SLO)

Envisioned Total Number of Teaching Hours

240 hours

130 hours recommended

Topics Excluded:

Human Nutrition

Balanced Human Diet

Human Digestive System

Genomics

Regenerative Biology (Stem Cell Research etc)

Transport in plants

Support and Movement

These topics were excluded because to ensure a well-balanced biology syllabus it was necessary to distribute content equally among all topics. The over-emphasis on human digestion, support and movement, diet/nutrition was thus eliminated to make way for more critical biology relevant content such s structural biology and computational biology. In addition certain topics like genomics and regenerative biology (stem cells) were not explored in tremendous detail as the focus for the grades 9-10 biology syllabus is more on building the foundational understanding of biology rather than exploring advanced topics.

How are Broad Topics Conceptualised

Section 1: Study of Life and Biodiversity:

- Introduction to Biology

- Solving a Biological Problem

- Biodiversity

Section 2: Cell Biology:

- Cells and Tissues

- Cell Cycle

- Enzymes

- Bioenergetics

Section 3: Life Processes:

- Nutrition

- Transport

- Gaseous Exchange

- Homeostasis

- Coordination

- Support and Movement

Section 4: Continuity in Life:

- Reproduction

- Inheritance

Section 5: Ecology:

- Man and his Environment

Section 6: Application of Biology:

- Biotechnology

- Pharmacology

1  Cells

2  Classification

3  Movement into and out of cells

4  Biological molecules

5  Enzymes

6  Plant nutrition

7  Transport in flowering plants

8  Human nutrition

9  Human gas exchange

10  Respiration

11  Transport in humans

12  Disease and immunity

13  Excretion

14  Coordination and control

15  Coordination and response in plants

16  Development of organisms and continuity of life

17  Inheritance

18  Biotechnology and genetic modification

19  Relationships of organisms with one another and with the environment

Introduction to Biology

Nature of Science in Biology

Evolution and Biodiversity Classification

Biomolecules

Cells and Sub-cellular Organelles

Tissues, Organs and Systems

Metabolism

Nervous System

Reproduction and Inheritance

Disease and Immunity

Biotechnology

Biostatistics and Data Handling

Structural Biology and Computational Biology

Laboratory Skills

Cell Biology

Biomolecules

Central Dogma, Genetics and Inheritance

Enzymes

Metabolism

Ecology

Evolution

Prokaryotes, Protists and Fungi

Acellular life

Plants

Human Physiology

Neuroscience and the Endocrine System

Immunity

Diseases

Pharmacological Drugs

Biostatistics and Data Presentation

Impact of Climate Change

Advanced Biotechnology

Selected Topics

Proposed Order

Corresponding Curriculum in 2006 National Curriculum

Corresponding Curriculum in CAIE O-level Curriculum 2023-2025 SLO's

Introduction To Biology

Understandings:

• Define biology its major divisions i.e. botany, zoology and microbiology.

• Define the branches of biology i.e. morphology, anatomy, physiology, embryology, taxonomy,

cell biology, histology, paleontology, environmental biology, biotechnology, socio-biology,

parasitology, immunology, entomology, genetics, pharmacology.

• Link the study of biology with that of physics, chemistry, mathematics, geography and

economics.

• Explain how the study of biology can lead to Medicine / Surgery, Fisheries, Agriculture, Animal

husbandry, Biotechnology, Horticulture, Farming, Forestry.

Science, Technology and Society Connections

• Identify and evaluate the impact of scientific ideas and/or advancements in technology on

society.

s

1. Describe biology as the study of living organsims.

2. Explain with examples that biology has many sub-fields. Students should be able to distinguish in terms of the broad subject matter the below fields:

- Cell Biology

- Developmental Biology

- Genetics

- Epigenetics

- Structural Biology

- Disease Biology

- Neuroscience

- Ecology

- Evolution

- Plant Biology

- Marine Biology

- Immunology

- Xenobiology

3. Explain with examples that in the modern world biology is involved in many interdisciplinary fields. Students should be able to distinguish in terms of the broad subject matter the below fields:

- Biophysics

- Biochemistry

- Computational Biology

- Mathematical Biology

- BioEngineering

4. Explain with examples the importance of Biology. Why does it matter? Why should we care about it at all? Establish its importance by giving examples of medicines, agriculture, climate change, vaccines etc.

5. Describe the levels of organization for living organisms.

Biomolecules> Sub-cellular organelles > Cells > Tissues > Organs > Systems > Organisms

What is the role of Biology in the modern world?

How can one make better sense of the world around them by learning Biology?

How do the boundaries between both sub-fields of biology and between biology and other branches of knowledge result in advantages or disadvantages?

Students must develop a basic understanding of what biology is and its numerous sub-fields ot begin appreciating its importance as well as relevance to their own lives. This will also undermine the outdated view of biology that is prevalent in our society of biology simply being zoology or botany.

Nature of Science in Biology

Understandings:

• Describe the steps involved in biological method i.e. recognition of a biological problem,

observation and identification, building up hypotheses, drawing deductions, devising

experiments and inferring results (malaria as an example).

History of Biology:

1. Explain, with examples, that:

- civilisations across the world have, since before recorded history, studied the workings of natural world.

- to do science is to be involved in a community of inquiry with certain common principles, methodologies, understandings and processes (these have varied across geographically and historically)

2. Explain, with examples, that a 'scientific paradigm' is a theoretical model of how nature works

Theory of Knowledge in Biology:

3. State that an underlying assumption of science is that the universe has an independent, external reality accessible to human senses and amenable to human reason.

4. Know that the importance of evidence is a fundamental common understanding:

- Evidence can be obtained by observation or experiment. It can be gathered by human senses, primarily sight, but much modern science is carried out using instrumentation and sensors that can gather information remotely and automatically in areas that are too small, or too far away, or otherwise beyond human sense perception.

- Experimentation in a controlled environment, generally in laboratories, is the other way of obtaining evidence in the form of data, and there are many conventions and understandings as to how this is to be achieved.

5. State, with examples, how scientists speak of “levels of confidence” (or uncertainty) when discussing experimental outcomes.

6. Explain 'empiricism' as the idea that all knowledge is derived from sense-experience. Connect this with the philosophical view that evidence from the empirical world is more reliable than mathematical projection.

7. Explain 'rationalism' as the idea that knowledge should take precedent from reasoning, not sense-experience. Connect this with the philosophical view that mathematics is more reliable than the impressions made from empirical world.

8. Explain, with examples in the context of biology, the differences between induction, deduction and abduction in logic:

- Deductive reasoning is a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true

- Inductive reasoning is a logical process involving making rational guesses based on data

- Abductive reasoning is inference that goes from an observation to a theory which accounts for the observation, ideally seeking to find the simplest and most likely explanation

9. Explain scientific reductionism as the philosophical view that complex interactions and entities can be reducted to the sum of their constituent parts (e.g. the brain)

10. Explain positivism as the view of science that holds that every rationally justifiable assertion can be scientifically verified or is capable of logical or mathematical proof

11. Explain Occam’s Razor as the principle that the simplest explanation is the ideal one; the one with the fewest assumptions

12. Explain falsifiability as the idea that a theory is scientific only if it makes assertions that can be disproven

13. Explain, with examples, that research in biology comes with ethical considerations and implications e.g. testing of drugs in humans during clinical trials, use of animal models in laboratory experiments, stem cell research, gene editing, nuclear research and possibilities of accidents and misuse of findings.

14. Explain, with examples, that scientists analyse data and look for patterns, trends and discrepancies, attempting to discover relationships and establish causal links. This is not always possible, so identifying and classifying observations and artefacts (eg types of galaxies or fossils) is still an important aspect of scientific work.

15. Recognize the below common cognitive biases/fallacies that can hinder sound scientific reasoning:

- the confirmation bias

- hasty generalizations

- post hoc ergo propter hoc (false cause)

- the straw man fallacy

- redefinition (moving the goal posts)

- the appeal to tradition

- false authority

- failing Occam's Razor

- argument from non-testable hypothesis

- begging the question

- fallacy of exclusion

- faulty analogy

Scientific Method:

16. Recognise that science is a collaborative field that requires interdisciplinary researchers working together to share knowledge and critique ideas

17. Explain the importance of peer review in quality control of scientific research:

- Scientists spend a considerable amount of time reading the published results of other scientists.

- They publish their own results in scientific journals after a process called peer review. This is when the work of a scientist or, more usually, a team of scientists is anonymously and independently reviewed by several scientists working in the same field who decide if the research methodologies are sound and if the work represents a new contribution to knowledge in that field.

- They also attend conferences to make presentations and display posters of their work.

- Publication of peer-reviewed journals on the internet has increased the efficiency with which the scientific literature can be searched and accessed.

- There are a large number of national and international organizations for scientists working in specialized areas within subjects.

18. Understand and use the terms 'hypothesis', 'theory' and 'law' in the context of research in the natural sciences

19. Explain, with examples of achievements made by scientists/researchers in biology, that the 'scientific method' in practice is not a linear process that goes from hypothesis to theory to law. For instance our understanding of evolution.

20. Explain, with examples, how:

a) scientific models, some simple, some very complex, based on theoretical understanding, are developed to explain processes that may not be observable.

b) computer-based mathematical models are used to make testable predictions, which can be especially useful when experimentation is not possible.

c) dynamic modelling of complex situations involving large amounts of data, a large number of variables and complex and lengthy calculations is only possible as a result of increased computing power.

d) models can sometimes be tested by using data from the past and used to see if they can predict the present situation. If a model passes this test, we gain confidence in its accuracy

21. Know that growth in computing power, sensor technology and networks has allowed scientists to collect large amounts of data:

- Streams of data are downloaded continuously from many sources such as remote sensing satellites and space probes and large amounts of data are generated in gene sequencing machines.

- Research involves analysing large amounts of this data, stored in databases, looking for patterns and unique events. This has to be done using software that is generally written by the scientists involved.

- The data and the software may not be published with the scientific results but would be made generally available to other researchers.

22. As well as collaborating on the exchange of results, scientists work on a daily basis in collaborative groups on a small and large scale within and between disciplines, laboratories, organizations and countries, facilitated even more by virtual communication. Examples of large-scale collaboration include:

– The Manhattan project, the aim of which was to build and test an atomic bomb. It eventually employed more than 130,000 people and resulted in the creation of multiple production and research sites that operated in secret, culminating in the dropping of two atomic bombs on Hiroshima and Nagasaki.

– The Human Genome Project (HGP), which was an international scientific research project set up to map the human genome. The $3-billion project beginning in 1990 produced a draft of the genome in 2000. The sequence of the DNA is stored in databases available to anyone on the internet.

– The IPCC (Intergovernmental Panel on Climate Change), organized under the auspices of the United Nations, is officially composed of about 2,500 scientists. They produce reports summarizing the work of many more scientists from all around the world.

– CERN, the European Organization for Nuclear Research, an international organization set up in 1954, is the world’s largest particle physics laboratory. The laboratory, situated in Geneva, employs about 2,400 people and shares results with 10,000 scientists and engineers covering over 100 nationalities from 600 or more universities and research facilities.

23. All the above examples are controversial to some degree and have aroused emotions among scientists and the public.

24. Scientists often work in areas, or produce findings, that have significant ethical and political implications:

- These areas include nuclear power, artificial intelligence development, exploring asteroids and planets in outerspace through processes like explosions and drilling, and weapons development.

- There are also questions involving intellectual property rights and the free exchange of information that may impact significantly on a society.

- Science is undertaken in universities, commercial companies, government organizations, defence agencies and international organizations. Questions of patents and intellectual property rights arise when work is done in a protected environment.

- Science has been used to solve many problems and improve humankind’s lot, but it has also been used in morally questionable ways and in ways that inadvertently caused problems. Advances in sanitation, clean water supplies and hygiene led to significant decreases in death rates but without compensating decreases in birth rates, this led to huge population increases with all the problems of resources, energy and food supplies that entails.

- Ethical discussions, risk–benefit analyses, risk assessment and the precautionary principle are all parts of the scientific way of addressing the common good.

25. Explain, with examples, the below elements of integrity in scientific work:

- results should not be fixed or manipulated or doctored.

- to help ensure academic honesty and guard against plagiarism, all sources are quoted and appropriate acknowledgment made of help or support.

- All science has to be funded and the source of the funding is crucial in decisions regarding the type of research to be conducted.

How did the principles scientific method come into being?

What is the rationale underlying the scientific method?

What are the qualities of reality that allow it to be scientifically tested?

How is a new piece of information accepted as fact among scientists and researchers?

The purpose of studying Biology at the introductory high school level is not only to prepare students for further study in the sciences. Most students will in fact not go on to study further science or STEM fields. The science that they learn in school may well remain their understanding of the subject for the rest of their lives. Hence an introductory biology curriculum must consider what citizens in a democratic society ought to know about the nature of science.

“Nature of Science” (NOS) means teaching about science’s underlying assumptions, and its methodologies. This involves some integrated study of the history of science, and some of the broad concepts from the philosophy of science.

It is important to study NOS because it helps students become critical thinkers about the scientific information the consume from the world around them.

Teaching NOS in the study of Physics, Biology and Chemistry is a cutting-edge international trend. For example:

- The United States has some NOS desired outcomes outlined in its Next Generation Science Standards, which have been co-created by multiple states to foster interdisciplinary science education

- New Zealand has since the last two decades incorporated an NOS module as part of its high school science curricula

- Brazil and Argentina have developed learning standards on NOS

- The IB curriculum substantially incorporates NOS in all its MYP and DP curricula

Teachers with science backgrounds can effectively teach introductory level modules on NOS with the support of teacher training, clear examples of assessment expectations and supportive online and textbook materials.The level of knowledge required up to Grade 12 on this topic is nicely elaborated on in the IB DP curriculum guidance documents and these can be adapted.

Evolution and Biodiversity Classification

Understandings:

• Identify that living organisms are divided in five groups i.e. prokaryotes, protists, fungi, plants

and animals.

• Define biodiversity.

• Describe the major variety of life on the planet earth.

• Relate the importance of biodiversity with natural ecosystem through examples.

• Describe the bases of classification of living organisms.

• Explain the aims and principles of classification, keeping in view its historical background.

• Identify the contributions of Aristotle as the founder of biological classification.

• Explain the bases for establishing 5 kingdoms.

• Compare Two-kingdom and Five-kingdom classification systems.

• Rationalize that Five-kingdom classification system better explains diversity of living organisms.

• Describe the contributions of Abu Usman Umer Aljahiz in describing the characteristics of animal species.

• Describe the diagnostic characteristics of the five kingdoms.

• Describe the acellular structure of virus and justify why virus are excluded from the Five- Kingdom classification system.

• Describe the aims and principles binomial nomenclature keeping in view the historical background.

• Describe using local examples, the importance of Binomial nomenclature.

• Define the concept of conservation.

• Explain the impact of human beings on biodiversity.

• Identify causes of deforestation and its effects on biodiversity.

• Enumerate the reasons for conservation of biodiversity.

• Describe some of the issues of conservation in Pakistan (especially with regard to deforestation and hunting).

Skills

• Evaluate graphs of a population of an insect, which is endangered (due to excessive use of insecticides) and interpret the reasons for its endangered status.

• Describe ways in which society benefits from biodiversity.

• Describe the reasons why a named animal species becomes endangered due to human interference. (e.g., Houbara bustard, blind dolphin and Marco polo sheep).

• Find out from books / internet the biological names of some local plants and animals and sort out the generic and specific names.

• Describe the distinguishing taxonomic characters of fresh and preserved specimens kept in laboratory.

• Examine some living or preserved plants and animals.

• Classify representative animals and plants into their respective kingdoms, using data

Science, Technology and Society Connections

• Write a short article for publication in newspaper about endangered species.

• Analyze the impact of human beings on biodiversity.

• Determine the importance of scientific investigation in classifying organisms.

• Evaluate how taxonomy has helped in the classification of organisms.

• Associate advancements in scientific understanding with classification of organisms to develop a more reliable system.

• Apply the knowledge of classification to assess the characteristics of different organisms when visit to zoos, herbaria, and gardens.

• Explain the importance of binomial nomenclature in developing a more comprehendible sharing of scientific research.

• Describe the importance of research workers after whose names, organisms have been named

e.g., Bauhinia variegata.

1. Explain the theory of evolution.

2. Describe speciation.

3. Describe sources of variation which can lead to speciation and evolution.

4. Describe evidence of evolution with regards to the following

- Paleontology (fossil record)

- Comparative anatomy (homologous structures, vestigial structures)

- Selective breeding

5. Describe the history of evolutionary theories.

6. Explain the process of natural selection with examples.

7. Describe advantages of classification.

8. Describe the history of classification schemes.

9. List the three distinct domains into which living organisms are broadly classified into.

10. List the taxonomic ranks of classification.

11. Outline the binomial nomenclature system.

12. Describe the complications of classifying viruses.

13. Describe the scientific theories which go against the theory of evolution and the evidence that supports them.

Describe the advantages and disadvantages of classifying living organisms?

What drives evolution? Why is it useful to study evolution?

Understanding how modern life forms came into being and what drives htier development is a major area of focus in Biology and is very important for students to understand. This topic also allows them to understand natural selection, survival of the fittest, how living organisms are classified and advantages of such classification providing them the basic foundational knowledge for how to begin comparing various living organisms.

Biomolecules

Understandings:

• Describe bioelements as the most the most basic level of biological organization.

• Define biomolecules and distinguish them as micromolecules and macromolecules.

1. Explain the nature different types of chemical bonds found in Biology (hydrogen bonds, covalent bonds, wan Der Waals interactions, electrostatics interactions, hydrophobic and hydrophilic interactions etc), and sketch these chemical bonds

2. Outline the various types of common biomolecules (DNA, RNA, Proteins, Lipids, Carbohydrates) including their locations inside the cell and main roles.

3.

a) Explain the following for DNA with examples:

- The role (“function”) of DNA

- The structure of DNA

- The letters (nucleotides) of DNA (A, T, G, C)

- The types of chemical bonds present in DNA and their individual roles

- Identify the various types of chemical bonds in a diagram of DNA structure

b) Define the following:

- A gene

- An allele

- A chromosome

- A karyotype

- A genome

c) Sketch a chromosome

4. Describe the following for RNA with examples:

- The role (“function”) of RNA

- The variety of structures of RNA

- The letters (nucleotides) of RNA (A, U, G, C)

- The types of chemical bonds present in RNA and their individual roles

- Identify the various types of chemical bonds in a diagram of RNA structure

5. Describe the following for proteins with examples:

- The role (“function”) of proteins

- The huge variety of possible structures of proteins

- The amino acids of proteins

- The types of chemical bonds present in proteins and their individual roles

- Identify the various types of chemical bonds in a diagram of protein structure

6. Describe the following for lipids with examples:

- The role (“function”) of lipids

- The structure of lipids

- The types of chemical bonds present in lipids and their individual roles

- Identify the various types of chemical bonds in a diagram of lipids structure

7. Describe the following for carbohydrates with examples:

- The role (“function”) of carbohydrates

- The structure of carbohydrates

- The types of chemical bonds present in carbohydrates and their individual roles

- Identify the various types of chemical bonds in a diagram of carbohydrate structure

8. Describe the following processes:

- The Central Dogma of Biology

- DNA Replication

- Transcription

- Translation

Would understanding the nature of biomoelcules enable predictions of more complicated molecules?

How does structure affect function for biology?

Would altering the properties of biomolecules allow for more useful complicated molecules ot be synthesized?

How does chemcial bonding alter the physical and biological properties of biomolecules?

Understanding biomolecules at a molecular level will impart students a solid understanding of how different biomolecules work and interact in living organisms. Thus this topic will give students an understanding of how life works at the molecular level.

Cells and Sub-cellular Organelles

Understanding

• Describe the level of organization of life (organelles, cells, tissues, organs and organ systems

and individuals).

• Explain division of labor among cells and tissues in a multicellular organism.

• Compare cellular organization in organisms i.e. unicellular organization (Amoeba), colonial

organization (Volvox) and multicellular organization (mustard and frog). (Only brief comparison

referreing to cellular organization is required. Details of organs and organs-systems of frog and

mustard should be avoided).

• Explain the concepts of light microscopy and electron microscopy.

• Explain the relationship between developments in imaging technology and the current understanding of the cell.

• Trace the development of the cell theory: from Aristotle to Hooke, Pasteur, Brown, and Schwann and Schleiden.

• Rationalize that there are sub-cellular particles, such as viruses and prions, which have some characteristics of living things.

• Construct a time line that traces the development of the cell theory from the first observations by Robert Hooke to our current understanding of cell structure.

• Identify the structure and describe, in general terms, the functions of the components of plant and animal cell.

• Justify how the cells of the leaf system have a variety of specialized structures and functions.

• State the relationship between cell function and cell structure (for absorption - root hair cells; conduction and support - xylem vessels; transport of oxygen - red blood cells).

• Describe the cell as a functioning open system

• Determine ways in which various types of cells contribute to the healthy functioning of the human body (e.g., describe the roles of individual cells in nerves, muscle, blood, skin and bone).

• Assess the capabilities of animal and plant cell types, owing to the presence or absence of chloroplasts and cell wall.

• Describe the differences in the structure and function of Prokaryotic and Eukaryotic Cells.

• Assess the capabilities of Prokaryotic and Eukaryotic Cells, owing to the presence or absence of nucleus and mitochondria.

• Describe cell size and shape as they relate to surface area to volume ratio.

• Explain how surface area to volume ratio limits cell size (e.g., compare nerve cells and blood cells in animals, or plant root hair cells and chloroplast-containing cells on the surface of leaves).

• Describe the phenomena of diffusion, facilitated diffusion, osmosis, filtration, active transport, endocytosis and exocytosis.

• 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.)

• Define turgor and describe its importance.

• Describe the phenomena of plasmolysis and explain its relationship with osmosis.

• Describe the role of the cell membrane in maintaining equilibrium while exchanging matter.

• Define Cell Cycle and describe its main phases i.e. Interphase and Division.

• Enlist the events through which Mitotic Apparatus is formed in prophase in animal and plant cells.

• Describe the formation of metaphase plate and the division of centromere, during metaphase.

• State the separation of chromatids during anaphase.

• Describe the reformation of nuclei during telophase.

• Describe the physical division of cytoplasm during cytokinesis in animal and plant cells.

• Compare the details of events during mitosis in animal and plant cells.

• Describe Necrosis and Apoptosis.

• Correlate Necrosis and Apoptosis with cell cycle.

Skills

• Use instruments effectively and accurately for collecting data e.g.,

• Use a microscope to observe movement of small objects

• Estimate quantities e.g.,

• Compare sizes of various types of cells under the microscope

• Compare the parts of the cells to the human body. For example, the nucleus is the brain of the cell while the endoplasmic reticulum is the cell’s circulatory system, mitochondria are the lungs of the cell etc.

• State a prediction and a hypothesis based on available evidence and background information e.g.,

• Hypothesize how biochemical interconversions of starch and glucose might regulate the

turgor pressure of guard cells

• Formulate operational definitions of major variables e.g.,

• Define concentration gradient, define osmosis in terms of hypotonic, hypertonic and isotonic solutions

• Carry out procedures, controlling the major variables e.g.,

• Perform an experiment to determine the effect of tonicity on plasmolysis and deplasmolysis in plant cells or in Red Blood Cell.

• Use models to explain and visualize complex processes like diffusion and osmosis

• Compile and display the evidence and information in a variety of formats, including diagrams,

flow charts, tables and graphs e.g.,

• Collect data on the number of stomata per unit area on various plant leaves that grow in

areas of differing humidity, and compile this data in a spreadsheet and graph it to

determine whether there is a relationship between the variables

• Practice the most basic techniques in cell studies i.e. examine under the microscope an animal cell (e.g. from frog’s blood) and a plant cell (e.g. from onion epidermis), using an appropriate temporary staining technique, such as iodine or methylene blue.

• Draw diagrams to represent observations of the cells.

• Identify, from fresh preparations or on diagrams or photomicrographs, the cell membrane, nucleus and cytoplasm in an animal cell.

• Identify, from diagrams or photomicrographs, the cell wall, cell membrane, sap vacuole, cytoplasm, nucleus and chloroplasts in a plant cell.

• Draw diagrams to represent differences between plant and animal cells.

• Draw diagrams to represent differences between prokaryote and eukaryote.

• Identify from prepared slides or charts, the main phase of cell cycle.

• Prepare root tip smears and study stages of mitosis.

• Describe the events of Prophase-I.

• Describe the events taking place in Metaphase-I.

• Explain what happens during Anaphase-I.

• Describe the events of Telophase-I.

• Explain the events occurring during the Second Meiotic Division.

• Compare the Second Meiotic division with mitosis.

• Describe the significance of meiosis as leading to the formation of haploid cells, that may function directly as gametes as in animals or may divide by mitosis as in plants, fungi and many protists.

• Describe the significance of meiosis with reference to the recombination of genes that leads to variations.

• Contrast mitosis and meiosis, emphasizing the events that lead to different outcomes.

• Identify different stages of meiosis through observation of prepared slides / flash cards, and draw observations in sequential order.

• Explain the events of each stage through hints observed in the prepared slides of these stages.

Science Technology and Society Connections

• Describe the inability of some mature cells (nerve cells) to divide and the uncontrolled division of certain cells (tumors).

• Examine under the microscope, animal cells and plant cells from any suitable locally available material,using an appropriate temporary staining technique, such as methylene blue or iodine solution

• Draw diagrams to represent observations of the animal and plant cells examined above

• Identify on diagrams, photomicrographs or electron micrographs, the ribosomes, mitochondria, nucleus, cytoplasm and cell membrane in an animal cell

• 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

• Describe the structure of a bacterial cell, limited to: ribosomes, circular deoxyribonucleic acid (DNA) and plasmids, cytoplasm, cell membrane and cell wall

• Describe the functions of the above structures in animal, plant and bacterial cells

• Understand that cells can become specialised and that their structures are related to their specific functions, as illustrated by examples covered in the syllabus

• Understand the terms cell, tissue, organ, organ system and organism as illustrated by examples covered in the syllabus

• State and use the formula magnification = image size

• Describe the role of water as a solvent in organisms with reference to digestion, excretion and transport

• Understand that the energy for diffusion and osmosis comes from the kinetic energy of random movement of molecules and ions

• 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

• Investigate the factors that influence diffusion, limited to: surface area, temperature, concentration gradient and distance

• 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

• Understand that plants are supported by the pressure of water inside the cells pressing outwards on the cell wall

• 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

• 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

• Investigate osmosis using materials such as dialysis tubing

• Understand active transport as the movement of molecules or ions into or out of a cell through the 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

• Explain the importance of active transport in ion uptake by root hair cells

1. Describe why are cells needed?

2. Sketch the structure of animal and plant cells and outline how their distinct characteristics provide unique advantages.

3. Identify different types of cells and sketch their structures (plant, animal, neurons, muscle, red blood cell, liver cell)?

4. Describe how the the different structures provide unique characteristics to each cell type.

5. Describe and sketch different sub-cellular organelles (nucleus, mitochodria, cell membranes, proteasome etc). What are their roles? Outline how their individual structures enable them to carry out unit functions.

6. Explain the different steps in the cell cycle (including checkpoints).

7. Explain mitosis, meiosis and binary fission.

8. Describe intra and intercellular transport of materials.

9. Describe the concept of division of labour and how it applies to

- within cells (across sub-cellular organelles)

- multi-cellular organisms (across cells)

10. Sketch the process of mitosis and meiosis

11. Explain cell fate differentiation with diagrams.

12. Describe what types of situations would warrant an increase in cell division? What about reducing cell division?

13. Describe the unique advantages stem cells possess that make them incredibly useful.

Understand the utility of having a cell-type structure.

Why is it important to have sub-cellular organelles at all?

What mechanisms does the cell use to regulate its internal processes such as transport, cell division, metabolism etc?

How is the fate of a cell determined?

Cells are the basic units of life itself and thus its study is vital to better understand how living organisms function and thrive.

Tissue, Organs and Systems

Understandings:

• Describe the level of organization of life (organelles, cells, tissues, organs and organ systems

and individuals).

• Explain division of labor among cells and tissues in a multicellular organism.

• Compare cellular organization in organisms i.e. unicellular organization (Amoeba), colonial

organization (Volvox) and multicellular organization (mustard and frog). (Only brief comparison

referreing to cellular organization is required. Details of organs and organs-systems of frog and

mustard should be avoided).

• Define tissue as the group of similar cells, performing the same function.

• Describe the major animal tissues (epithelial, connective, muscular and nervous) in terms of their cell specificities, locations and functions.

• Describe the major plant tissues i.e. simple tissues (meristematic tissues, permanent tissues) and compound tissues (xylem tissues and phloem tissues) in terms of their cell specificities, locations and functions.

• Relate the function of a particular tissue to its structure and ultimately to the structure and function of the cells constituting it.

• Justify why a colony of cells does not get tissue level of organization, in spite of having many cells.

• List the functions of the components of blood.

• Describe the blood groups in ABO and Rh blood group systems, with reference to the presence/absence of antigens and antibodies.

• State the risk of incompatibility in blood transfusion due to antigen-antibody reactions.

• List the appropriate donors and recipients for each of the four blood groups.

• State the signs and symptoms, causes and treatments of the diseases of blood (leukemia and

Thalassemia).

• Describe the major pathway of blood through circulatory system.

• Describe the external and internal structure of human heart.

• Describe the circulation of blood through atria and ventricles of the heart, explaining the role of the bicuspid, tricuspid and semilunar valves.

• Describe 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.

• Explain how the heart is structurally adapted to its functions.

• Define the terms heartbeat, heart rate and pulse rate.

• Compare the structure and function of an artery, a vein and a capillary.

• Describe the transfer of materials between capillaries and tissue fluid.

• Describe the origins, locations and targets 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.

• Identify the main arteries and veins in charts, diagrams, models etc.

• Describe the contributions of Ibn-al-Nafees and William Harvey in revealing the knowledge about the circulation of blood in human body.

• Define cardiovascular disorders and differentiate between Atherosclerosis and Arteriosclerosis.

• State the causes, treatments and prevention of Myocardial infarction.

• List the functions of the components of blood.

• Describe the blood groups in ABO and Rh blood group systems, with reference to the presence/absence of antigens and antibodies.

• State the risk of incompatibility in blood transfusion due to antigen-antibody reactions.

• List the appropriate donors and recipients for each of the four blood groups.

• State the signs and symptoms, causes and treatments of the diseases of blood (leukemia and

Thalassemia).

• State skin, lungs 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.

• Explain that kidneys control the blood composition.

• Identify the different organs of urinary system.

• Relate the structure of kidney with its function.

• State that nephron is the excretory unit of kidney.

• Locate the different parts of nephrons and relate them with their function.

• State that main role of kidney is urine formation.

• Describe that urine formation involves three processes i.e. filtration, reabsorption and secretion.

• Explain that kidney plays an important role in osmoregulation.

Differentiate among respiration, gas exchange and breathing.

• Describe the roles of the parts of air passageway and of lungs.

• Describe the mechanism of breathing in term of movements of ribs and diaphragm.

• State the rate of breathing at rest and after exercise.

• Differentiate between the composition of inspired and expired air.

• Describe briefly diseases related to respiratory system like bronchitis, emphysema, pneumonia,

asthma, and lung cancer.

• Describe the biological consequences of smoking in relation to the lungs and circulatory

system.

Skills

• Hypothesize why the dogs hang their tongues out and pant?

• Identify different animal and plant tissues from photomicrographs or from observation of prepared slides under microscope.

• Draw the diagram of the tissues identified above.

• Use instruments effectively and accurately for collecting data (prepare wet mounts of tissue

from flowering plants, and observe cellular structures specific to plant and animal cells)

• Identify red and white blood cells as seen under the light microscope on prepared slides (or in diagrams and photomicrographs).

• Perform an experiment to show the capillary flow in a fishtail or fin or frog’s web.

• Draw diagram of stomata of a leaf indicating the movement of gases.

• Investigate the effect of light on the net gaseous exchange from leaf, by using bicarbonate as

the indicator.

• Draw diagram of organs of human respiratory system from model/chart.

• Identify the structure of air sac in humans by slide/photomicrograph.

• Identify larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries in the chart of

human respiratory system.

• Investigate the breathing rate at rest and after exercise.

• Find out how much air a person can take into his lungs.

• Demonstrate through experiment of breathing out air into limewater that carbon dioxide is

exhaled during respiration.

• Use model to show the action of Diaphragm and ribs.

• Establish the importance of breathing in fresh air.

• Establish the importance of keeping nasal and oral cavity clean to avoid diseases.

• Predict about the functioning of body without a kidney.

• Relate too much sugar intake by a diabetic with the functioning of kidney.

• Examine the structure of kidney (sheep kidney / model).

• Trace the movement of a molecule of urea from blood to urethra using a flow chart diagram.

Science Technology and Society Connections

• Select and use appropriate modes of representation to communicate ideas, plans and results

• Draw analogies between division of labour in cells and in communities

• Describe how advancements in knowledge of cell structure and function have been enhancing and are increasing as a direct result of developments in microscope technology and staining techniques.

• Conceptualize how the developments in microscopy were related to the development of cell theory.

• Investigate the diagnostic and research applications of the electron microscope

• Investigate careers that require an understanding of cell biology

• Describe ways in which research about cells, organs and systems has brought about improvements in human health and nutrition (e.g., development of medicines; immunization procedures; diets based on the needs of organs, such as the heart)

• 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)

• 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.

• Investigate the effect of physical activity on pulse rate and make a tabular representation.

• State vascular surgery as one of the major fields in the careers.

• Identify that cardiovascular disorders are the major cause of sudden non-accidental deaths.

• Explain the social as well as personal factors that contribute to cardiovascular disorders in

Pakistan.

• Evaluate the effects of tilling on roots for better exchange of gases with the soil air.

• Outline the concept of Artificial Ventilator for artificial breathing in patients.

• Interpret the dangers of breathing in exhausts of fossil fuels (Petrol and others).

• Rationalize the importance of cross ventilation in homes.

• Assess the adverse effects associated with smoking on health.

• Point out bad social aspects of smoking

1 Identify red and white blood cells (lymphocytes and phagocytes) as seen under the light microscope on

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

5 Identify the structures of the mammalian heart, limited to: the muscular wall, the septum, the left and

right ventricles and atria, atrioventricular and semilunar valves and coronary arteries

6 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

7 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

8 State that blood is pumped away from the heart in arteries and returns to the heart in veins

9 State that the activity of the heart may be monitored by electrocardiogram (ECG), pulse rate and listening

to sounds of valves closing

10 Investigate and explain the effect of physical activity on heart rate

11 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

12 Discuss the role of diet and exercise in reducing the risk of coronary heart disease

13 Name the main blood vessels that carry blood to and 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

14 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

15 Explain how the structure of arteries, veins and capillaries is related to the pressure of the blood that they

transport

16 Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one-way

flow of blood

17 Describe a double circulation as a system in which blood passes through the heart twice for each

complete circuit

18 Understand that a double circulation provides a low pressure circulation to the lungs and a high pressure

circulation to the body tissues

19 Describe the features of gas exchange surfaces in humans, limited to: large surface area, thin surface,

good blood and air supply

20 State the percentages of the gases in atmospheric air

21 Investigate and explain the differences between inspired and expired air

22 Identify, on diagrams and images, the larynx, trachea, lungs, bronchi, bronchioles, alveoli and associated

capillaries

23 State the characteristics of, and describe the role of, the exchange surface of the alveoli in gas exchange

24 Identify, on diagrams and images, the ribs, internal and external intercostal muscles and the diaphragm

25 Explain the role of the ribs, the internal and external intercostal muscles and the diaphragm in producing

volume and pressure changes in the thorax, causing the movement of air into and out of the lungs

(breathing)

26 Investigate and explain the effect of physical activity on rate and depth of breathing

27 Explain the role of goblet cells, ciliated cells and mucus in protecting the gas exchange system from

pathogens and particles

28 Describe respiration as the chemical reactions in all living cells that release energy from glucose

30 Investigate and describe the effect of temperature on respiration in yeast

31 Describe aerobic respiration as the release of a relatively large amount of energy by the breakdown of

32 State the word equation and balanced chemical equation for aerobic respiration

liver

38 Identify, on diagrams, the kidneys, ureters, bladder and urethra and state the function of each (the

function of the kidney should be described simply as removing urea and excess salts and water from the

blood as urine)

39 Explain the need for excretion, limited to toxicity of urea

40 Outline the structure of a nephron and its associated blood vessels, limited to: Bowman’s capsule,

glomerulus, tubules, loop of Henle and collecting duct

41 Outline the function of a nephron and its associated blood vessels, limited to:

(a) the role of the glomerulus in the filtration from the blood of water, glucose, urea and ions

(b) the role of the nephron in the reabsorption of all of the glucose, some of the ions and most of the

water back into the blood

(c) the formation of urine containing urea, excess water and excess ions

(details of these processes are not required)

42 Describe the role of the liver in the assimilation of amino acids by converting them to proteins

43 Describe deamination in the liver as the removal of the nitrogen-containing part of amino acids, resulting

in the formation of urea

1. Distinguish between tissues, organs and systems with examples.

2. Describe the concept of emergent properties and how it applies to the following:

- going from sub-cellular organelles to cells

- going from cells to tissues

- going from tissues to organs

- going from organs to systems

- going from systems to living organisms

3. Describe how the muscle tissue coordinates the actions of muscle cells to achieve movement.

4. Describe how different types of tissue come together to form the stomach organ in the human body.

5. Describe how different types of tissue come together to form the brain organ in the human body.

6. Describe how different types of organs come together to form the nervous system in the human body.

7. Describe how different types of organs come together to form the digestive system in the human body.

8. Describe how different types of systems come together to form the human body.

9. Describe how the blood is circulated inside the human body.

10. Explain how blood is used to transport materials throughout the human body.

11. Explain different types of organs connected to the blood system and their roles.

12. Describe the different components of blood.

13. Explain the cell types found in blood and their roles.

14. Explain the structure of the heart with a diagram.

15. Explain common heart diseases.

16. Explain the harmful effects of smoking.

17. Describe the advantages of homeostasis.

18. Explain how various organs and systems of the human body work to maintain homeostasis.

19. Explain how the urinary system filters human blood with diagrams.

20. Explain how gases are exchanged through the respiratory system in humans.

21. Explain plant physiology in terms of structures and roles of various plant organs.

How do emergent properties allow living organisms to accomplish tasks that would not be possible without coordination and division of labour?

How are emergent properties vital to life?

At the tissue and higher levels of organization, certain emergent properties manifest giving the living organisms unique abilities that its individual components do not possess. These unique abilities such as movement and reproduction are key to life itself and thus their study is necessary for any student of biology.

Metabolism

Understanding

• Define metabolism and differentiate between catabolism and anabolism.

• Describe enzymes as the proteins that speed up biochemical reactions.

• Categorize enzymes as intra and extracellular.

• Comprehend that enzymes increase rate of reaction.

• State that small quantity of enzyme is effective for large amount of substrate.

• Infer that enzymes are specific for specific substrates.

• State that some enzymes require co-factor for their functioning.

• Describe the concept of energy of activation and how it is lowered by enzyme.

• Explain the effect of pH, temperature and concentration of substrate on the activity of an enzyme.

• Describe, through equation, that enzyme substrate complex is formed and release of enzyme takes place after completing the reaction.

• Describe the action of enzyme through Lock-n-Key Model.

• Categories that proteases will act on proteins only and lipases will act on lipids or fats only.

• State that photosynthesis is the fundamental process by which plants manufacture

carbohydrates from raw materials.

• State the equation (in words or symbols) for photosynthesis.

• Reason out that all forms of life are completely dependent on photosynthesis.

• Describe that chlorophyll traps light energy and converts it into chemical energy for the

formation of carbohydrates and their subsequent storage.

• Outline the processes (Light and Dark reactions) involved in photosynthesis.

• Describe, in general terms, the intake of carbon dioxide and water by plants.

• 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.

• Define Bioenergetics as the study of energy relationships and energy conversions in living organisms.

• Describe the synthesis and breaking of ATP through ATP-ADP cycle.

• Describe anaerobic respiration by means of word and symbol equation.

• Describe the importance of Anaerobic Respiration.

• Describe aerobic respiration by means of word and symbol equation.

• 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.

• List ways in which respiratory energy is used in the body.

• Compare respiration and photosynthesis.

Skills

• Perform experiment to show working of enzyme in vitro e.g., pepsin working on meat in test tube.

• Build or design model of enzyme to demonstrate the working of an enzyme.

• Draw graphs showing the effects of temperature, pH & concentration of substrate on the rate of enzyme catalyzed reactions.

• Illustrate through a diagram, the lowering of energy of activation by enzyme.

• Put diastase in a starch solution in test tube at 37°C and after fifteen minutes perform iodine test for presence of starch

• Design the molecular model of ATP using low-cost no-cost materials and label its components and high-energy P-P bonds

• Design a model of light and dark reactions by low-cost no-cost materials.

• Demonstrate an experiment to show the process of photosynthesis using an aquatic plant, like HydriIla.

• Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls

• Investigate the release of carbon dioxide during aerobic respiration in germinating seeds.

• Verify by experiments that heat is given out during aerobic respiration.

1 Describe a catalyst as a substance that increases 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)

5 Describe the Effects of temperature and pH on enzyme activity.

6 Understand that the progress of enzyme-catalysed reactions can be followed by measuring the concentrations of reactants and products

7 Investigate and describe the effects of temperature and pH on enzyme activity

8 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

9 Understand that photosynthesis is the process by which plants make carbohydrates from raw materials using energy from light

10 State that chlorophyll is a green pigment that is found in chloroplasts

11State that chlorophyll transfers light energy into chemical energy for the formation of glucose and other carbohydrates

12 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

13 State the word equation and balanced chemical equation for photosynthesis

14 Investigate the need for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls

15 Describe and explain the effect of varying light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis

16 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

17 Identify and explain the limiting factors of photosynthesis in different environmental conditions

1. Describe metabolism, catabolism and anabolism with examples.

2. Describe which metabolic reactions happen in humans and plants.

3. Outline metabolic pathways inside humans.

4. Describe how enzymes enhance metabolic reactions.

5. Describe what factors could influence enzyme catalysis.

6. Describe competitive, non-competitive inhibition.

7. Explain the role of ATP as energy currency.

8. Explain how photosynthesis occurs in plants.

9. Explain how aerobic respiration occurs in muscle cells.

10. Explain how anaerobic respiration occurs in muscle cells.

11. Describe the induced fit model and its advantages over the lock and key model for enzymes.

12. Describe how chicken in any meal would ultimately be converted into useful materials and transported to a cell.

How do chemical reactions underlie all biological activity?

How are chemcial reactions regulated inside living organisms?

Metabolism is a basic area of knowledge which underpins all living processes and organsims. Students must gain a basic understanding of metabolism to fully understand how living organsims are able to function.

Nervous System

Understanding

• Explain what coordination means.

• Identify the two main types of coordination in living organisms, i.e., Nervous and Hormonal (chemical).

• Differentiate between the modes of coordination i.e., electrical in case of nervous and chemical in case of hormonal.

• Identify the main organs responsible for coordination and control.

• State that receptors receive stimuli and transmit information to effectors through CNS.

• Label the diagram of human brain.

• Explain the function of these parts of brain; cerebrum, cerebellum, pituitary gland, thalamus, hypothalamus, medulla oblongata.

• Differentiate between the cross sectional views of brain and spinal cord, with reference to white and grey matter.

• Define neuron and describe the structure of a general neuron.

• Define reflex action and reflex arc.

• Name the three types of neuron involved in reflex action.

Conceptual Linkages:

• Trace the path of a nervous impulse in case of a reflex action.

• Describe the structure of human auditory and visual receptors.

• Describe the pupil reflex in dim and bright light.

• State how short and long sightedness can be treated.

• Associate the role of Vitamin A with vision and effects of its deficiency on retina.

• Explain the role of ear and eye in maintenance of homeostasis through 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.

• Define the terms; hormone and endocrine system.

• Outline the parts of endocrine system; major glands of this system (Pituitary, Thyroid,

Pancreas, Adrenal, Gonads) and names of their respective hormone.

• Describe the term “Negative feedback” with reference to Insulin and glucagon.

• Explain how adrenaline may be involved in exercise and emergency conditions and use gained knowledge to apply to different hormones.

Skills

• Compare the two types of coordination in tabular form.

• Record the difference in quickness of response of the two types of coordination (by asking a student to say a few words in front of the class and observe the change in heartbeat).

• Analyze why plants (like sunflower) have a very slow response to stimuli

• Visualize nervous and hormonal coordination by comparing electrical transmission in wires with the transmission of nerve impulse in neurons and by comparing convection currents in liquids to the hormonal transmission in blood.

• Perform an experiment in which a scale held at its lower end between the thumb and index finger is allowed to fall and then recording the time taken to catch it again.

• Identify different parts and draw a labeled diagram of the longitudinal section of the eye of sheep or bull.

• Perform an experiment in which the shin muscle of a frog is made to contract in a Petri dish filled with methylene blue and using 12 V DC current.

• Check the vision of a friend to diagnose whether he/she is suffering from long or short- sightedness.

• Perform an experiment in which one student flashes a spotlight into the eye of another and record the time taken for the eye to contract its pupil.

• Compare the BGC (blood glucose concentration) of healthy person with a patient suffering from

Diabetes mellitus. (Data/ graph to be given in the textbook)

1 State that the nervous system (brain, spinal cord and nerves) coordinates and regulates body functions2 Describe the mammalian nervous system in terms of:(a) the central nervous system (CNS) consisting of the brain and the spinal cord(b) the peripheral nervous system (PNS) consisting of the nerves outside the brain and spinal cord3 Identify, on diagrams, sensory, relay and motor neurones4 State that electrical impulses travel along neurones5 Describe simple reflex arcs in terms of receptor, sensory neurone, relay neurone, motor neurone andeffector (muscles and glands)6 Describe a reflex action as a rapid and automatic response to a stimulus7 Describe a synapse as a junction between two neurones8 Describe the structure of a synapse, including the presence of vesicles containing neurotransmittermolecules, the synaptic gap and receptor proteins9 Describe the events at a synapse:(a) an impulse stimulates the release of neurotransmitter molecules from vesicles into the synaptic gap(b) the neurotransmitter molecules diffuse across the gap and bind with receptor proteins(c) an impulse is stimulated in the next neurone

10 State that synapses ensure that impulses travel in one direction only

11 Describe sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch,

temperature and chemicals

12 Identify, on a diagram, the structures of the eye, limited to: cornea, iris, pupil, lens, ciliary muscles,

suspensory ligaments, retina, fovea, optic nerve and blind spot

13 Describe the function of each part of the eye, limited to:

(a) cornea – refracts light

(b) iris – controls how much light enters the pupil

(c) lens – focuses light onto the retina

(d) ciliary muscles and suspensory ligaments – control the shape of the lens

(e) retina – contains light receptors, some sensitive to light of different colours

(f) fovea – contains the greatest density of light receptors

(g) optic nerve – carries impulses to the brain

14 Explain the pupil reflex in terms of light intensity and antagonistic action of circular and radial muscles in

the iris

15 Explain accommodation to view near and distant objects in terms of the contraction and relaxation of the

ciliary muscles, tension in the suspensory ligaments, shape of the lens and refraction of ligh

16 Describe homeostasis as the maintenance of a constant internal environment

17 Explain the concept of control by negative feedback with reference to a set point

18 Identify, on a diagram of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory neurones,

blood vessels and fatty tissue

19 Describe the role of insulation in maintaining a constant internal body temperature in mammals

20 Describe the roles of the hypothalamus and of temperature receptors in the skin in maintaining a constant

internal body temperature in mammals

21 Explain how each of the following processes contributes to the maintenance of constant internal body

temperature in mammals:

(a) sweating

(b) shivering

(c) contraction of hair erector muscles

(d) vasodilation and vasoconstriction of arterioles supplying skin surface capillaries

22 Explain the need to control blood glucose concentration

23 Describe the control of blood glucose concentration by the liver and pancreas and the roles of insulin and

glucagon

24 Describe the signs of Type 1 diabetes (limited to increased blood glucose concentration and glucose in

urine) and its treatment (administration of ins

25 Describe a hormone as a chemical substance, produced by a gland and carried by the blood, which alters

the activity of one or more specific target organs

26 Identify, on a diagram, endocrine glands that produce hormones and state the hormones they produce,

limited to:

(a) the adrenal glands – produce adrenaline

(b) the pancreas – produces insulin and glucagon

(c) the pituitary gland – produces follicle-stimulating hormone (FSH) and luteinising hormone (LH)

(d) the testes – produce testosterone

(e) the ovaries – produce oestrogen and progesterone

27 Understand the role of the hormone adrenaline, produced by the adrenal glands, in increasing the blood

glucose concentration and heart rate and give examples of situations in which these may occur

28 Compare nervous and hormonal control, limited to speed of action and duration of effect

1. Explain the structure of the nervous system and its role.

2. Describe the central nervous system.

3. Describe the peripheral nervous system.

4. Sketch a neuron.

5. Outline types of neurons.

6. Describe the structural differences a neuron has compared to other cells which enable its unique function.

7. Describe a stimuli with examples.

8. Describe membrane potential, resting potential and action potentials for neurons.

9. Explain synapses.

10. Sketch a synpase.

11. Describe neurotransmitters.

12. Explain the Endocrine system with examples.

13. Describe and explain through sketching a diagram how the nervous system would be involved when a person accidentally touches something painfully hot and withdraws their hands as a reflex.

Which structural features of a neuron are key to its function?

How does the human nervous sytem take in infomrationn, come to a decision and then affect a response?

Neuroscience is a key frontier for modern day biology. An increasing amount of effort and resources is going into research to decipher the mysteries of the brain and the rest of the nervous system to better understand our thought processes, how memories are made and maintained and to learn how to combat the effects of dementia, Alzheimers and other neurological disorders and diseases. Students would greatly benefit from learning modern day biology.

Reproduction and Inheritance

Understanding• Define reproduction and describe its importance.• Describe different types of asexual reproduction i.e. binary fission, budding, spore formation and vegetative propagation.• Distinguish between vegetative propagation and artificial propagation.• Explain vegetative propagation in plants (through stem, suckers and leaves).• Describe the two methods of artificial vegetative propagation (stem cuttings and grafting).• Rationalize how parthenogenesis is a type of asexual reproduction.• Define cloning.• Describe sexual reproduction in plants by explaining the life cycle of a flowering plant.• Describe the adaptations in the structure of wind-pollinated and insect-pollinated flowers.• Describe the structure of seed.• Distinguish between epigeal and hypogeal germination.• Describe the conditions necessary for germination of seeds.• State the contributions of Theophrastus in the discovery of sex in plants.• Outline the binary fission, multiple fission, budding and fragmentation as asexual methods of reproduction in animals.• Define fertilization and differentiate between external and internal fertilization.• Describe different organs of the male and female reproductive systems of rabbit.• Describe the processes of gametogenesis in rabbit.• Rationalize the need for population planning.• Explain AIDS as an example of sexually transmitted diseases.• State the role of National AIDS Control Program and different NGOs in educating people with reference of AIDS.• Define genetics.• Explain how genes control inheritance of characters.• Describe the composition of chromatin material• Define gene (a localized region of DNA that codes for a protein).• State clearly the difference between a gene and an allele.• Explain that gene is a unit of inheritance and that it can be copied and passed on to the next generation.• Describe the central dogma stating the role of gene in protein synthesis.• Describe complete dominance using the terms dominant, recessive, phenotype, genotype, homozygous, heterozygous, P1, F1, F2 generations and proving it diagrammatically through a monohybrid genetic cross.• Demonstrate that the 3:1 monohybrid F-2 phenotypic ratio is an evidence of segregation of alleles.• State Mendel’s law of Segregation.

• Demonstrate that 9:3:3:1 dihybrid F-2 phenotypic ratio is an evidence of independent assortment.

• State Mendel’s law of Independent Assortment.

• Explain incomplete dominance in Japanese 4 O’ Clock plant.

• Describe the sources of variation.

Skills

• Examine the specimens of onion, corn, ginger and potato and write the mode of their reproduction and describe their cultivation to get new plants.

• Hypothesize why Mendel chose pea plant for his experiments.

• Identify different parts of flower.

• Perform experiment to investigate the necessary conditions for seed germination.

• Draw different stages of binary fission in amoeba after observing them through slides or charts.

• Locate the different organs of rabbit’s male and female reproductive systems on a chart or diagram.

• Draw the chromosomes of a plant cell after observing in a preserved slide / unlabelled chart.

• Predict from pedigree charts the passage of genetic traits from one generation to another.

• Solve basic genetic problems, involving monohybrid crosses, incomplete dominance and co-dominance, using the Punnett square

• 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.

Science Technology and Society Connections

• Outline the scientific findings and some of the technological advances that led to the modern

1 Understand that chromosomes contain DNA, which carries genetic information in the form of genes

2 Describe a haploid nucleus as a nucleus containing a single set of chromosomes

3 Describe a diploid nucleus as a nucleus containing two sets of chromosomes

4 State that in a diploid cell there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs

5 Describe mitosis as nuclear division giving rise to genetically identical cells in which the chromosome number is maintained (details of stages are not required)

6 Outline the role of mitosis in growth, repair of damaged tissues, replacement of dying cells and asexual reproduction

7 Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions

8 State that meiosis is involved in the production of gametes

9 Describe meiosis as a reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of stages are not required)

10 Understand that cancers form as a result of uncontrolled cell division

11 Describe asexual reproduction as a process resulting in the production of genetically identical offspring from one parent

12 Identify examples of asexual reproduction

13 Describe sexual reproduction as the process involving the fusion of haploid nuclei (fertilisation) to form a diploid zygote and the production of genetically different offspring

14 Discuss the advantages and disadvantages of asexual reproduction and sexual reproduction

15 Identify and draw the sepals, petals, stamens (anthers and filaments) and carpels (stigmas, styles, ovaries and ovules) of an insect-pollinated flower

16 Identify and draw the anthers and stigmas of a wind-pollinated flower

17 Relate the structure of the parts of flowers to their functions, limited to the parts listed in 16.3.1

18 Compare the flower structure and the pollen from insect-pollinated and wind-pollinated flowers

19 Outline the process of pollination and distinguish between self-pollination and cross-pollination

20 Discuss the potential effects of self-pollination and cross-pollination on a population, in terms of variation, capacity to respond to changes in the environment and reliance on pollinators

21 Describe the growth of the pollen tube and its entry into the ovule followed by fertilisation (production of endosperm and details of development are not required)

22 Understand that after fertilisation the ovules develop into seeds and the ovary develops into a fruit

23 Investigate and describe the structure of a seed, limited to embryo (radicle, plumule and cotyledons) and Testa

24 Understand that seed and fruit dispersal by wind and by animals is a means of colonising new areas and of reducing competition

25 Relate the features of wind-dispersed fruits and animal-dispersed fruits to their functions

26 Investigate and state the environmental conditions that affect germination of seeds, limited to: suitable temperature, water and oxygen

27 Describe the process of germination, including the role of enzymes

28 Identify, on diagrams of the male reproductive system: the testes, scrotum, sperm ducts, prostate gland, urethra and penis, and describe their functions

29 Identify, on diagrams of the female reproductive system: the ovaries, oviducts, uterus, cervix and vagina, and describe their functions

30 Explain how the structure of a sperm cell is related to its function, limited to: flagellum, mitochondria and enzymes in the acrosome

31 Explain how the structure of an egg cell is related to its function, limited to energy stores and the jelly coat that changes at fertilisation

32 Describe fertilisation as the fusion of the nuclei from a male gamete (sperm) and a female gamete (egg cell)

33 Compare male and female gametes in terms of size, structure, numbers and motility

34 Describe the roles of testosterone and oestrogen in the development and regulation of secondary sexual characteristics during puberty

35 Describe the menstrual cycle in terms of development and release of an egg and changes in the lining of the uterus

36 Explain the roles of follicle-stimulating hormone (FSH), luteinising hormone (LH), oestrogen and progesterone in controlling the menstrual cycle

37 Describe the early development of the zygote, limited to the formation of a ball of cells (embryo) that becomes implanted in the lining of the uterus

38 State the functions of the amniotic sac and the amniotic fluid

39 Identify, on diagrams, the placenta and umbilical cord and describe their functions in relation to the exchange of dissolved nutrients, gases and excretory products between the blood of the mother and the blood of the fetus (structural details are not required)

40 State that some viruses can pass across the placenta and affect the fetus

41 Describe inheritance as the transmission of genetic information from generation to generation

42 Define an allele as an alternative form of a gene

43 Understand and use the terms: dominant, recessive, phenotype, genotype, homozygous and heterozygous

44 Use genetic diagrams, including Punnett squares, to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1:1 and 3:1 ratios

45 Explain why observed ratios often differ from expected ratios, especially when there are small numbers of offspring

46 State that two identical homozygous individuals that breed together will be pure-breeding

47 Explain codominance by reference to the inheritance of the ABO blood groups (phenotypes A, B, AB, O)

48 Describe the determination of sex in humans (XX and XY chromosomes)

49 Describe a gene mutation as a random change in the base sequence of DNA, using sickle cell anaemia as an example.

50 Describe a chromosome mutation as a change in the chromosome number or structure, using Down’s syndrome as an example (47 chromosomes instead of 46)

51 State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in populations

52 Understand that ionising radiation and some chemicals increase the rate of mutation

53 Describe the structure of a DNA molecule:

(a) two strands coiled together to form a double helix

(b) each strand is made up of a chain of nucleotides

(c) each nucleotide contains a base (A, T, C, G; full names are not required)

(d) bonds between pairs of bases hold the strands together

(e) the bases always pair up in the same way: A with T, and C with G

54 Define a gene as a length of DNA that codes for a protein

55 Explain that DNA controls cell function by controlling the production of proteins, including enzymes

56 State that the sequence of bases in a gene determines the sequence of amino acids needed to make a specific protein (knowledge of the details of nucleotide structure is not required)

57 Understand that different sequences of amino acids give different shapes to protein molecules

58 Describe variation as differences between individuals of the same species

62 Investigate and describe examples of continuous and discontinuous variation

63 Describe natural selection with reference to:

(a) variation within populations

(b) production of many offspring

(c) struggle for survival, including competition for resources

(d) reproduction by individuals that are better adapted to the environment than others

(e) passing on of their alleles to the next generation

64 Describe how the inherited features of a population can evolve over time as a result of natural selection

65 Describe the development of strains of antibiotic-resistant bacteria, including MRSA, as an example of natural selection

66 Describe artificial selection (selective breeding) with reference to:

(a) selection by humans of animals or plants with desirable features

(b) crossing these to produce the next generation

(c) selection of offspring showing the desirable features

(d) repetition over many generations

67 Describe the role of artificial selection in the production of economically important plants and animals

1. Describe the role of hormones in both male and female sexual development.

2. Describe sexual reproduction in humans.

3. Describe asexual reproduction mechanisms with examples.

4. Describe mechanisms of reproduction in plants.

5. Describe sexual determination in humans.

6. Sketch chromosomes.

7. Describe genotype and phenotype.

8. Describe mendelian inheritance patterns.

9. Describe non-mendelian inheritance patterns.

10. Describe genetic recombination.

11. Describe monohybrid and dihybrid phenotypes.

12. Sketch the structures of male and female sex cells.

13. Describe human pregnancy with a diagram.

14. Describe the need and procedure of IVF.

15. Describe how identical twins are born.

How is genetic information inherited from parent to child with high-fidelity?

What leads to genetic variability/recombination?

Reproduction, genetic variability and inheritance are key to understanding how living organisms flourish or become extinct across successive generations and thus their study is necessary for any student of biology.

Disease and Immunity

Understanding

• Explain the two common kinds of nervous disorders (Vascular i.e. paralysis and Functional i.e. epilepsy).

• Enlist some of the symptoms and treatments of Paralysis and Epilepsy.

• Categorize sulfonamides, tetracyclines and cephalosporins as the major groups of antibiotics

• Rationalize the resistance developed in bacteria against the widely used antibiotics.

• Describe the role of vaccines in producing immunity against specific diseases.

Science, Technology and Society Connections

• Explain the way nervous system helps to coordinate complex and intricate movements of hand to play a piano, or write alphabets.

• Analyze the way this knowledge has helped humans to train dogs and domesticated animals to perform specific tasks.

• Explain the reason for salivation of mouth when a favorite food item is imagined

• Justify the time difference between seeing the flash of lightening and hearing the roar of a thunderstorm.

• Explain why and how eyes are important to survival in wild animals.

• Explain how color blindness could be a hurdle for aircraft pilots.

• Conceptualize how scientific advancement has helped to solve the problem of diabetes.

• Write a paper on the changes in body while performing an exercise like running a 100m sprint race.

• Describe how genetic engineering has helped in the treatment of Diabetes mellitus.

• Relate how the knowledge of nervous system has helped humans to treat diseases like epilepsy, paralysis.

• Identify and evaluate the impact of scientific ideas and/or advancements in technology on

society.

• List organs of human body that some notorious diseases of today damage and specify the

ones, which can be transplanted

• Compile a list of various painkillers, antibiotics and 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.

1 Describe a pathogen as a disease-causing organism

2 Describe a transmissible disease as a disease in which the pathogen can be passed from one host to another

3 Understand that a pathogen may be transmitted:

(a) through direct contact, including through blood or other body fluids

(b) indirectly, including from contaminated surfaces or food, from animals, or from the air

4 Describe the human body’s barriers to the entry of pathogens, limited to: skin, hairs in the nose, mucus, stomach acid

5 Understand the role of the mosquito as a vector of disease

6 Describe the malarial pathogen as an example of a parasite and explain how it is transmitted

7 Describe the control of the mosquito that transmits malaria with reference to its life cycle

8 Explain that human immunodeficiency virus (HIV) is a viral pathogen

9 Describe how HIV is transmitted

10 Understand that HIV infection may lead to Acquired Immune Deficiency Syndrome (AIDS)

11 Describe the methods by which HIV may be controlled

12 Describe cholera as a disease caused by a bacterium, which is transmitted in contaminated water.

13 Explain the importance of a clean water supply, hygienic food preparation, good personal hygiene, waste disposal and sewage treatment in controlling the spread of cholera (details of the stages of sewage treatment are not required)

14 Explain that the cholera bacterium produces a toxin that causes secretion of chloride ions into the small intestine, causing osmotic movement of water into the gut, resulting in diarrhoea, dehydration and loss of ions from the blood

15 Describe the effects of excessive consumption of alcohol: reduced self-control, depressant, effect on reaction times, damage to liver and social implications

16 Describe the effects of tobacco smoke and its major toxic components (nicotine, tar and carbon monoxide): strong association with bronchitis, emphysema, lung cancer, heart disease, and the association between smoking during pregnancy and reduced birth weight of the baby

17 Describe active immunity as defence against a pathogen by antibody production in the body

18 State that each pathogen has its own antigens, which have specific shapes

19 Describe antibodies as proteins that bind to antigens leading to direct destruction of pathogens, or marking of pathogens for destruction by phagocytes

20 State that specific antibodies have complementary shapes which fit specific antigens

21 Explain that active immunity is gained after an infection by a pathogen, or by vaccination

22 Outline the process of vaccination:

(a) weakened pathogens or their antigens are given

(b) the antigens stimulate an immune response by lymphocytes which produce antibodies

(c) memory cells are produced that give long-term immunity

23 Explain the role of vaccination in controlling the spread of transmissible diseases

24 Explain that passive immunity is a short-term defence against a pathogen by antibodies acquired from another individual, limited to: across the placenta and in breast milk

25 Explain the importance of breast-feeding for the development of passive immunity in infants

26 State that memory cells are not produced in passive immunity

27 Outline how HIV affects the immune system, limited to: decreased lymphocyte numbers and reduced ability to produce antibodies, which weakens the immune system

28 Describe a drug as any substance taken into the body that modifies or affects chemical reactions in the body

29 Describe the use of antibiotics for the treatment of bacterial infection

30 State that antibiotics kill bacteria but do not affect viruses

31 Explain how development of antibiotic-resistant bacteria, including MRSA, can be minimised by using antibiotics only when essential

1. Define disease, illness and infection and pathogen.

2. List the different types of pathogens.

3. List the roles of the immune system.

4. Explain the components of the immune system covering the following;

- Lymphatic system (lymph nodes)

- Types of immune cells and their roles

- Innate immunity, adaptive immunity and the three lines of defense

5. Describe the process of blood clotting.

6. Describe how antibodies are produced.

7. Describe how antibodies eliminate pathogens.

8. Describe the discovery of penicillin.

9. Describe how Diabetes harms the human body and its types.

10. Describe how cancer harms the human body.

11. Describe how Covid-19 harms the human body.

12. Describe the harmful effects of Alzheimer’s disease.

13. Describe the harmful effects of severe combined immunodeficiency (SCID).

14. Describe how vaccines help boost immunity to different pathogens with examples.

15. Describe how resistance develops in bacteria.

16. Explain what plant diseases are prevalent inside Pakistan, how they affect etc plants health and yield and what treatments or cures are available (with diagrams as needed).

17. Describe the advantages of personalized therapy?

18. Describe what are orphan drugs, biologics, and generics in the context of the pharmaceutical world.

How do diseases affect the human body in terms of their mode of action?

How does the human body though the immune system fight off any infection?

How does the human body try to mitigate or cure a disease?

Gaining a better understanding of diseases allows humanity to begin treating and curing them. Gaining a better understanding of how the immune system works allows us to further enhance our own immunity and health. Students need to learn both in order to get a better appreciation of such major areas of interest in Biology.

Biotechnology

Understandings:

• Explain how the study of biology can lead to Medicine / Surgery, Fisheries, Agriculture, Animal

husbandry, Biotechnology, Horticulture, Farming, Forestry.

• Define mineral nutrition in plants.

• Describe the importance of fertilizers (manure and chemical) in agriculture.

• Discuss environmental hazards related to chemical fertilizers’ use

• Define biotechnology and explain its importance.

• Relate biotechnology with genetic engineering and fermentation.

• Define genetic engineering and describe its objectives.

• Describe how a gene is transplanted.

• 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

hormones.

Science, Technology and Society Connections

• Identify and evaluate the impact of scientific ideas and/or advancements in technology on

society.

• List organs of human body that some notorious diseases of today damage and specify the

ones, which can be transplanted

1 Explain the role of yeast in the production of bread and ethanol

2 Understand that bacteria are useful in biotechnology and genetic modification due to their rapid

reproduction rate and their ability to make complex molecules

3 Discuss why bacteria are useful in biotechnology and genetic modification, limited to:

(a) no ethical concerns over their manipulation and growth

(b) presence of plasmids

4 Describe how fermenters can be used for the large-scale production of useful products by bacteria and

fungi, including the conditions that need to be controlled, limited to: temperature, pH, oxygen, nutrient

supply and waste products

5 Describe the use of:

(a) enzymes in biological washing powders

(b) pectinase for fruit juice production

(c) lactase for lactose-free milk

6 Describe genetic modification as changing the genetic material of an organism by removing, changing or

inserting individual genes

7 Understand that the gene that controls the production of human insulin has been inserted into bacterial

DNA, for commercial production of insulin

8 Outline the use of genetic modification in crop plants by inserting genes:

(a) to confer resistance to herbicides

(b) to confer resistance to insect pests

(c) to provide additional vitamins

9 Discuss potential advantages and risks of genetic modification, limited to modifying crop plants and

bacteria

1. Define biotechnology.

2. Explain with examples how food biotechnology has advanced agriculture especially inside Pakistan.

3. Explain with examples how medical biotechnology has advanced healthcare in diabetes and cancer.

4. Describe the potential advantages that genetic editing provide with examples in the context of medicine and agriculture.

5. Describe with examples the benefits of marine biotechnology.

6. Describe how bioremediation can help us in taking better care of our environment with an example.

7. Explain the concept and applications of industrial biotechnology with examples.

8. Describe how using biotechnology, you could make glow in the dark fish or rabbits?

How has our knowledge of biology lead to meangful improvements and advancements in the quality of our lives and our societies?

How can knowledge of biology be further harnessed to further improve and advance mankind and its society?

Students should develop a solid understanding of modern day biotecchnology as it would open their eyes to all the possibilities biotechnology has to offer to improve their lives and that of their communities. Pakista remains far behind in terms of biotechnology due to which our society is by and completely unaware of the advantages of biotechnology for instance in terms of medical advances, industrial biologics, bioremediation, the blue economy (marine biotechnology), fortified staples such as rice etc.

Biostatistics and Data Handling

Understandings:

• Explain the importance of data analysis for confirming, modifying, or rejecting a hypothesis.

• Justify mathematics as an integral part of the scientific process

Skills

Identify and pose meaningful, answerable scientific questions.

• For a given biological problem;

• Formulate and test a working hypothesis.

• Write instructions for conducting investigations or following a procedure.

• Select appropriate instruments and materials to conduct an investigation.

• Describe safe laboratory procedures.

• Organize data appropriately using techniques such as tables and graphs.

• Analyze data to make predictions, decisions, or draw conclusions.

• Confirm, modify, or reject a hypothesis using data analysis.

• Use ratio and proportion in appropriate situations to solve problems.

1. Describe biostatistics and its use.

2. Define mean, median, standard deviation, range, percentile.

3. Calculate mean, median, standard deviation, range, percentile from a given set of data.

4. Calculate correlation between two sets of data.

5. Sketch a line of best fit for a given set of data.

6. Sketch a bar chart for a given set of data.

7. Sketch error bars based off of range or standard deviation for a given set of data on a bar chart.

8. Deduce and sketch the appropriate type of figure or chart for a given set of data and/or experiment (bar chart, pie chart, x-y axis data figure etc).

How can we design experiments to make the findings statistically relevant?

Understand the relevance of statistics in ensuring credible scientific results?

How best to communicate scientific findings using appropriate figures and understand the use of statistics when analyzing data?

Students need to develop a basic understanding of both Biostatistics and Data Handling to be able to convey and critically examine exeprimental data and findings. Without this knowledge they will be illiterate when analyzing or communicating experimental results.

Structural Biology and Computational Biology

N/A

N/A

1. Define structural biology.

2. Describe how X-ray crystallography works.

3. Describe how Nuclear Magnetic Resonance (NMR) works.

4. Describe how Cryo-Electron Microscopy works.

5. Compare and contrast the strengths and weaknesses of X-ray crystallography, NMR and Cryo-Electron Microscopy.

6. Describe why structure determination of biomolecules is important.

7. Outline the online databases where biomolecule structures are available.

8. Describe computational Biology.

9. Describe:

- sequence homology.

- different softwares one can use to perform sequence homology of various biomolecules and their advantages.

10. Describe:

- structural homology.

- different softwares one can use to perform structural homology of various biomolecules

11. Describe systems biology with examples.

12. Describe how computational biology is used to study evolution.

13. Describe genomics and the advantages of studying it.

14. Describe proteomics and the advantages of studying it.

15. Describe with examples how computational biology can be used to build useful models of biological systems.

16. Describe how the drug development process works in the pharmaceutical industry.

17. Describe the role structural biology plays in drug discovery.

18. Describe the role structural biology plays in drug development process.

19. Describe the role computational biology plays in drug discovery.

19. Describe the role computational biology plays in drug development.

How does structure dictate function in biology?

How can computers be used to decipher patterns in large biology datasets that would take far too long or be too complicated if done by humans?

Structural Biology and Comuptational Biology are now critical fields of biology which are increasingly intersectinng other sub-fields of Biology. Students must study these two topics to develop an understanding of where modern biology lies.

2006 National Curriculum

CAIE O&A Levels 2023 - 2025

NCC 2023 SLOs

Rationale

NCC Recommended Experiment Learning Experiences

Questions for Feedback from Stakeholders

Overall Learning Objectives

Candidates are expected to be familiar with and may be asked questions using the following experimental contexts:

• simple quantitative experiments, including the measurement of:

• – volumes of gases or solutions/liquids

• – masses

• – temperatures

• – times

• – lengths

• diffusion

• osmosis

• food tests

• rates of enzyme-catalysed reactions

• pH and the use of hydrogencarbonate indicator, litmus and universal indicator

• photosynthesis (rate and limiting factors)

• effect of mineral ions on plant growth

• transpiration

• heart rate and breathing rate

• respiration

• tropic responses

• nervous responses

• observation and dissection of seeds and flowers

• germination

• continuous and discontinuous variation

• sampling techniques

• use of a microscope to examine biological specimens

• calculating the magnification of biological specimens

• procedures using simple apparatus, in situations where the method may not be familiar to the candidate.

Candidates may be required to do the following:

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate):

• – identify apparatus from diagrams or descriptions

• – draw, complete or label diagrams of apparatus and biological specimens

• – use, or explain the use of, common techniques, apparatus and materials

• – select the most appropriate apparatus or method for the task and justify the choice made

• – describe food tests

• – describe tests to determine the pH of solutions and substances

• – describe and explain hazards and identify safety precautions

• – describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

• – identify the independent variable and dependent variable

• – describe how and explain why variables should be controlled

• – suggest an appropriate number and range of values for the independent variable

• – suggest the most appropriate apparatus or technique and justify the choice made

• – describe experimental procedures

• – identify risks and suggest safety precautions

• – describe how to record the results of an experiment

• – describe how to process the results to form a conclusion or to evaluate a prediction

• – make reasoned predictions of expected results

• make and record observations, measurements and estimates:

• – take readings from apparatus (analogue and digital) or from diagrams of apparatus with appropriate

precision

• – observe and take measurements from biological specimens or images of specimens

• – take sufficient observations or measurements, including repeats where appropriate

• – record qualitative observations from food and other tests

• – record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

• – process data, including for use in further calculations or for graph plotting, using a calculator as appropriate

• – present data graphically

• – analyse and interpret observations and data, including data presented graphically

• – use interpolation and extrapolation graphically to determine a gradient or intercept

• – form conclusions justified by reference to observations and data and with appropriate explanation

• – evaluate the quality of observations and data, identifying any anomalous results and taking appropriate action

• evaluate methods and suggest possible improvements:

• – evaluate experimental arrangements, methods and techniques, including the use of a control

• – identify sources of error

• – suggest possible improvements to the apparatus, experimental arrangements, methods or techniques

Specific experiments that are recommended to be practically investigated while teaching the relevant theoretical topics to students:

1. Isolate catalase from potatoes using hydrogen peroxide.

2. Isolate DNA from strawberries or other fruits.

3. Image and sketch plant cells under a microscope.

4. Image and sketch animal cells under a microscope.

5. Determine the effects of various antibiotics on different types of bacteria.

6. Verifying the principle of osmosis by measuring the increase in mass of a deshelled egg placed in a salt solution.

7. Fermentation of glucose with yeast to produce ethanol.

8. Determine if photosynthesis can take place without sunlight by using a destarched plant.

9. Validating the principle of respiration by blowing custard powder througha candle flame to create a fireball.

10. Determine if photosynthesis can take place without carbon dioxide by using a destarched plant.

11. Practicing biochemical separation by extracting iron from fortified breakfast cereal.

12. Validating factors affecting enzymatic digestion by placing tinned and fresh pineapple slices (which contain bromelase enzyme) separately on freshly made jelly (has proteins like gelatin).

13. Measure the amount of water a plant cutting absorbs and releases through transpiration.

14. Validate the strength of plant fibers by first extracting them and then using physical tests for strength.

15. Analyze differences between cooked and raw potato cells under a microscope.

16. Burn different Pakistani food samples to determine their energy content.

17. Practice plant cloning by taking a cutting from a plant and growing it up to produce a clone of the original parent plant.

18. Analyze the effects of smoking by extracting tar from a burning cigarette and universal indicator solution.

19. Measure how additional juice can be extracted from apples when an enzyme – pectinase – is used in the process.

20. Measuring the levels of Vitamin C in a variety of fruit juices.

21. Identify cells undergoing mitosis by viewing onion root cells under a microscope.

22. Create a closed ecosystem using a large plastic bottle or container.

23.

The following website was used to generate these ideas;

https://www.preproom.org/practicals/biology.aspx?page=1

https://www.weareteachers.com/science-experiments-for-high-school/

Detailed Learning Objectives

Students should be able to:

Understand and express scientific ideas using the below terms:

- True value: the value that would be obtained in an ideal measurement

- Measurement error: the difference between a measured value and the true value of a quantity

- Accuracy: a measurement result is described as accurate if it is close to the true value

- Precision: how close the measured values of a quantity are to each other

- Repeatability: a measurement is repeatable if the same or similar result is obtained when the measurement is repeated under the same conditions, using the same method, within the same experiment

- Reproducibility: a measurement is reproducible if the same or similar result is obtained when the measurement is made under either different conditions or by a different method or in a different experiment

- Validity of experimental design: an experiment is valid if the experiment tests what it says it will test. The experiment must be a fair test where only the independent variable and dependent variable may change, and controlled variables are kept constant

- Range: the maximum and minimum value of the independent or dependent variables

- Anomaly: an anomaly is a value in a set of results that appears to be outside the general pattern of the results, i.e. an extreme value that is either very high or very low in comparison to others

- Independent variables: independent variables are the variables that are changed in a scientific experiment by the scientist. Changing an independent variable may cause a change in the dependent variable

- Dependent variables: dependent variables are the variables that are observed or measured in a scientific experiment. Dependent variables may change based on changes made to the independent variables

• demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate):

– identify apparatus from diagrams or descriptions

– draw, complete or label diagrams of apparatus

– use, or explain the use of, common techniques, apparatus and materials

– select the most appropriate apparatus or method for the task and justify the choice made

– describe and explain hazards and identify safety precautions

– describe and explain techniques used to ensure the accuracy of observations and data

• plan experiments and investigations:

– identify the independent variable and dependent variable

– describe how and explain why variables should be controlled

– suggest an appropriate number and range of values for the independent variable

– suggest the most appropriate apparatus or technique and justify the choice made

– describe experimental procedures

– identify risks and suggest appropriate safety precautions

– describe how to record the results of an experiment

– describe how to process the results of an experiment to form a conclusion or to evaluate a prediction

– make reasoned predictions of expected results

• make and record observations, measurements and estimates:

– take readings from apparatus (analogue and digital) or from diagrams of apparatus

– take readings with appropriate precision, reading to the nearest half-scale division where required

– correct for zero errors where required

– make observations, measurements or estimates that are in agreement with expected results or values

– take sufficient observations or measurements

– repeat observations or measurements where appropriate

– record qualitative observations from tests

– record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units

• interpret and evaluate experimental observations and data:

– process data, including for use in further calculations or for graph plotting, using a calculator as appropriate

– present data graphically, including the use of best-fit lines where appropriate

– analyse and interpret observations and data, including data presented graphically

– use interpolation and extrapolation graphically to determine a gradient or intercept

– form conclusions justified by reference to observations and data and with appropriate explanation

– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate action

– comment on and explain whether results are equal within the limits of experimental accuracy (assumed to be ± 10% at this level of study)

• evaluate methods and suggest possible improvements:

– evaluate experimental arrangements, methods and techniques, including the control of variables

– identify sources of error, including measurement error, random error and systematic error

– identify possible causes of uncertainty in data or in a conclusion

– suggest possible improvements to the apparatus, experimental arrangements, methods or techniques