GOVERKTMENT OF I' fh") l ',

MINISTRY OF ED1 I' % i I!)'

BIOLOGY CURRTlCB 'I,!.'? 1

FOR
CLASSES IX-X

NATIONAI,RUREAI~OF CIIRRICIIL~ITM
A= TEXTBOOKS
(CURRICULUM H'ING)
ISLAMAR.40
1995
 CONTENTS

S. No. Topic Page

I. Preface (iii)
1. Introduction 1
3. Why Curriculum Change I
Place of Biology at Secondary l e ~ ~ e l ?
4.
5. Aims ant1 Oh,jectives 2
7
6. The Sequence
7. Chapter-l Introduction to Biology 5
Origin and Organization of Life h
8. Chapter-?
9. Chapter-3 Di\,ersity of Life R
a
10. Chapter-4 Life Processes :
I. Food and Nutrition.
Chapter-5 Life Processes:
2. Transport
C h a p t e r 4 Life Processes:
3. Respiration
Chapter-7 Life Processes:
4. Excrclion
Chapter-8 Lif Processe~:
5.Support. Movements and Locomotion
Chapter-9 Lift Processes :
h. Control and Coordini~tion
Chapter-I0 Life Processes :
7 . Reproduction and DcvclopmenL
Chapter-l l Micro-orp~nisms
Chapter-I2 Heredity and Evolution
Chapter-I3 Nntur;~lEnvironmenl
Topic-Wise Wci$htage
Theme-Wise weigh tag^.
Practicals'Activities
I-ist of required Apparatus EquipmentsChemicels Audiovisuals
hlaterials
Guidelines for Tenthook Writing
Tcacher OrientalionlTraining
 Pace
32
32
34
34
35

(ii)
 PREFACE

The Education Policies pursucd in Pakistan from time to tirnc have

stressed that curriculum development should rcmain a continuous process
rather than a sporadic or one time effort. Consequently various curriculum
reforms were introduced which lay emphasis on learning of concepts and
skills rind encourage observations. exploration. experimentation. practical
work and creative expressions.

The National Policy pursued by the present Government in tile field

of Education aims at qualitative improvement in education. Since the nature
and quality of education largely dcpcnds on curriculum content, it has been
considcrcd :ippropri;itc that future rcvision of curricula should be based on
c;~rcfulcv:tluation of what exists presently.

The Curriculum Wing of the Ministry of Education conducted a

thorough study of the cxisting curricula to idcntify the strengths ancl
\c.c;rkncsscs. In thc light of ihc an:~lysis, National Committce(s). hr~s
fOI'm~l:~lctlthc prcscnt curriculum.

Thc National Rurc;~uof Curriculum and Textbooks (Curriculum

Wing) dccply ;~cknowlcdgcsthe contributions made by the members of the
National C'ommittcc(s). thc Provincial Governments. Provincial Curricuiutn
Centcrs. Univcrsitics. Educationnl Institutions. Examining Boards. all other
Organizations including Science Education Pro-icct. agencies and working
teachers who actively collaborated in the preparation and finalization of this
report.

M U H A M M A D HASHIM ABBASI
Joit~tE~/rirrrrionnlA(11~i.ser
Mirli.c/r~.o/' Erl~rcntiotr
/ Crirricrrlritn M'iw~q j
I.sl(rr?zahod
 1. INTRODUCTION

.4 revision ofenistingcl~rricl~lu~ii
has hecn lilngoverdue. This h i ~ hecn
s especi:~IIycoin
\.ie\v of:~spir;~tionsto hrinc curricula in conson:rncc with national ohicctives. with emph;~cis
on learning of scientific concept.; and scientific methodolog\. leading to creative thinking.
achievement of skills and :In :~pprecii~tion of importance of Scicnce i l r the development of
society. Thc existing curricula hnvc generally not yieldcd the ticsired results.

Meetings of the N:~tionnlRevenue Commilteec were held in lslam;~hadduring 19114

and I O Y i to critic:iIIy evaluate the existing hiology ct~rrictllaat different lcvcls and f r a ~ n cthe
future curricula. The shortcomings of prcrcrihcd rcntbook~.present institutional resources.
prohlcmr of teachers and ~nent:~l level o f s:udents at each level in relation to learning process
have also been taken into account while revicing the curricula.

In re\.ising thecurricul:~full consider:~tionhas hecn given to ft~ture:~cademicpursuits

ofstudents in the disciplincc of Riology. Rot:~ny.Zoology ant1 Medicine. The conimittee has
stri\,ed to ;~chie\~c a h;~l;~nce in exposore o f students lo biological. hntanical and zooloyic:~l
concepts;lnd i n f o r m a t i o ~Vertic:~l
~ linkage\\,ith 3 view to achievingcontinuity. introduction
of new concepts and the quantum of inform:~tionat dimerent levels have hecn given clue
consider:~tion.Suhiecl contcnt and themes have hcen indicated to ensure that students lwrn
new concepts as they proyes.; horn Class V1 t o VII ant1 onw;~rtls.The members o f the
committee li:~vethus attempted lo develop c ~ ~ r r i c u l uenahling
m the tc;~cherand I!,C studcnt
to reach the desired rcsultr.

2 . WHY C U R R I C U L U M C H A N G E

The National Curriculum Conimittee I'nr revision of Biology curricula for Cl;~sscs
VI-XII. studied and reviewed the existing Hiology curriculum at different levels and fnund
the iollo\ving shortcomings:

(a) Approach used in cxisting syllahi docs not conform to the inis is and oh~cctives
of teaching Hiology.

(h) More empli;~sis is hased on the niemorization of mcnninglcss descriptive

tlctails than nn the understanding of uscf~tlhasic themes. In nther words the
approach to thc subject was (lescriptive and not tlieni;~tic.

(c) Existing syll:~hi did not show any integration of Botany :lnd Zoolory ; ~ n d
there is need to cicvclop syllabi reflecting the spirit of Riological tliemcs
;~pplicahleto hoth the plants and :~nirn:lls.
(d) Existins syll;~hidid not show any halancc het\krecn dilTcrcnt disciplines of'
Riology.

( c ) E~~vironment;~l, Public He;~lth : ~ n d Agric~llt~lralaspects of h i o l o p were

entirely irnored.
 (0 There was little empha~icon practical and ficld work

The National Committee fnr rex'ision o f Riology syllahi formulated the following
guidelines for developing new syll;~hi:

( I ) The emphasis should not be on the teaching of Rotany and Zoology as

separate suhjects in tlic same hook hut to elucid;ite Riologicnl themes and
conccpls applicable both to plan& and animals.

( 2 ) Presentation of suhject should stiniul;~te thinking about the suhject :~ntl

apprcci;ition of Biological themes.

(3) Should encourage ohscrvations, explanations. experimentation and creative

expression.

(4) T o inculcate the ah~lityto apply R i o l o g ~ ~knowledge

ll to our social problems.

?. PLACE O F RlOLOGY A T SECONDARY LEVEL

Riology pli~ysan important role in science education bccause ofits own special status
and hecause i t is a part of the major lield of science itself. From view point ofeduc;llion. one
of tlic chiefvalucsol' Biology is i1i;lt i t hrings together the methodsand rcsults of ;I numhcr o f
other sciences. Biology draws on Physics. Chemistry and M:~thcmatics and act as an
inrcgr;~tingagent. Ahove all Riolc>gyhelps 11sto understand ourselves 2nd tlic rvorltl we live
in. The great ideas of Riology 1.e. evolution. ecosystem. the chemic:~land physic:~lbnsis or
life have influenced all lields of lhuman thought.

4. AIMS A N D ORJECTIVES

- to understand the world of nature. physical and biological processes and he

able to integrate the natural plicnonicna:

- to have sonic apprecit~tionof the hackground of the world donc by thc

muslin1 scientists in the ficld of hiology:

- to participate more effectivel! in sol\'tng prohlenic of the humiln cociety and

survival ;

.to develop an unclerstanding of the primary needs of mankind i . ~ food.

.
clotliin~and shelter and they are provided hy n:rture;

- to maintain and lmprove human health and to encure the health of the
conimunity by applying knowledge and skill hy teaching of hiology.

- to attain an enlotionally stahle personality by applying skills learned hy

teaching hiology ;
 - to gain a bcttcr undcrrtanding of tllc nicaning and purpo\e o r lifc.

to understand the rel:ition and importancc o r o r g a n i w n and en\ironment

and their effect on each other:

lo ~itilizethe scientific processes towitrds prohlcms solving dc;tlinp with the

indi\jidual, society and human welf;trc.

The f w a l point ofChaptcr-I is to provide the pupils an understanding o r Riolog! a\ a

, - science. its methods of study. and its relevance to daily lifc. Thc discusrion appro;tch and thc
historical treatment have heen adopted to develop pupil's unclcrstandinp of ho\v dc\elop-
men1 of hioloeic:tl concepts have occurred. A nunihcr of excrcires. h:tvc hcen clcsigned to
offer to the pupil some skills in scientilic investiga~ion.

Chapter 2 deals with the conccpl of the Cell. Snmc of rhc knou.lcdgc alrc;~)gaiticd
from prc\~iou% cl;tsser is rcviewed and more understanding of the ccll as e \truct~ir;tland
functional unit of lifc is offcrcd including a hasic underrt;~ndinpofcell diri\ion. The pupil\
are rcquired tocarry out laboratory :~ctivitiesto gain expericncc in using thc micro5cnpe. the
method of scientific study. and iipplicotion of knowletlee to their daily life.

The pupil's ideas on various ways of grouping organirms has heen consolid;tted and
the natural systcm ofclassification as wcll as the two-word naming system arc inrmduced in
Chapter 3 ( i . ~Ilivercity
. ofLife1. One of the main objectives ir to impress that the group into
which an organism may he currently placed is liithlc to clianpe with timc and thc y t c m of
classific:ilion iitlopted may x2arywitli authors. Laboratory activities have k e n developed to
enable the pupils to hecome familiar with the various groups to \\hich org:inisms have been
cl;issilicd. Tlicrc is n o intention to include finc structurcs or physiolo~ical features of
particular organisms in detail.

The hasic concepts on the life processes o f p l : ~ n t sand animals inclutling Food and
Nutrition. Photosynthcsis. Transport. Respiration. Excretion. Support Slovcment and
Locomolion. C:onlrol and Coordination as well as Reproduction and Development have
hcen given in Chapters 4. 5. 6. 7. 4. 0 and 10 respectively. A historical approach h:is heen
adopted to encourage the pupils to appreciate how theconcept ofphotorynthe%irdeveloped
The importancc of photos!nthcsis in maintaining h:tl:tnce of nature and environmental
quality has also been pointed out. The concept of respiration in organisms and i t have hecn
introduced witli reference lo hoth plants and animals. The process of diffusion including
osmosis. and the concepts of root pressure and transpiration h a w received fcml interc<ts in
transport of m:ttcrials in plants. Sensitivity of plants to en\,ironniental factors and special
adaptations in pl;tnts for nutrition h:tve been briefly introduced. The method.; of
rcproducrion in pl;~ntc.hoth asexual and sexual have heen elahorated with special reference
to how man has i~scdsuch knowledge for his henelit. IVIiilc developing man! of thcse
chapters. 1;thor;ttory activities have hecn offcred to ennhle the pupils o f le:irn tile concepts
and scientilic skills hy direct observation and expericncc.
 These chapters also occupy the life processes in animals which occupy no less than
quarter of the total allocated teaching-learning time. The broad aim is to help the pupil to
learn how animals carry on various life processes. Special attention has heen given to the
human body. The pupils are expected to learn new facts about nutrients, the roles they play
in the body of man and animals. the importance of balanced diet. the physical and chemical
breakdown of food. absorption of nutrients and digestive disorders. Variation in feeding and
digestive mechanisms in animals have cilso been highlighted.

Variations in structures and similarities in patterns of life processes have been

referred to while discussing circulatory system. bre:~thing(respiration) system, excretory
system. support system and reproduction. Biological knowledge useful for the pupil's daily
life such as blood group. malfunction of excretory organs, en\-ironmental hazards to
breathing system arc emphasized. The concept of the division of sex cells is reinforced in the
chapter on Reproduction and De\,elopment (Chapter 10). The idea of homeostasis and
regulation is introduced in most of the chapters. Tlic chapter 9 deals with stimuli of plants.
nervous and endocrine systems o f animals. so as to cover concepts necessary to develop the
pupils understanding of how animals respond to changes in both external and internal
environment and which are meaningtill in respect to their survival.

Chapter I I focusses on making the pupils aware of the importance of micro-

organisms in daily life as well as in developing technologies for the benefit of human
societies.

In the last two chapters (12 and 1.7). many of the concepts offered in the previous
chapters have been consolidated. The components o f cell, chromosomes, reproduction and
the process of meiosis have been ticd together to explain the phenomena of heredity and
evolution in Chapter 12. This chapter aims at to develop the pupil's basic understanding of
the biological principals which govern inheritance of ;I single character. A game is designed
to initiate discussion for a sound ondcrstcrnding of the concepts of dominance ofcharacrers.
phenotype. genotype. Mendelian ratios and the law of segreggation. The importance of the
knowledge of genetics of human and societies is also pointed out. The idea of genetic
variation and its interplay with en\zironment is emphasized in the section of Evolution.

The pupil's hackground knowledge of environment from previous classes as well as

previous chapters has been upgr:~ded in the last Chapter 13, to give a better more
understanding of natural environment. Relationship between organisms and energy flow in
ecosystems at diflerent levels of orga'nizations are discussed to bring out the concept of
balance in nature in order the pupils to relate the ecological principles to their daily life.

The sequence of concepts in each of the 13 chapters proyramme has heen arranged
from simple to a more complex organism. It is expected that the understanding of the series
of these. carefully selected concepts. will help the students in comprehending the value of
sciencc and biology to society and its development.
 5

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teachings. ~csch;neahout ;mima1 i t n d
plitnt I l k .

Ilislo,rirrl I)crcr~hcihr.di~\ulupmvnl~~ ( 'Is ~ n l r ~ h \ , ! ~ ~ LSI'

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~ ~ d ! quryllun and
\hould \tad) p ~ ~ l h c *i111d
r . ~ .m.Ac;ln io1c.r- i n I I I h>pothe\c.;, and inlerpreltn
hiolox,. pnct.tlrr,n l'rl,m lhc\~to;\lion\ ~nqoir! d;ila through c w r c l r e
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 C l l h P ~ r R?.-ORIGIN AND ORGI\XIZ,ZTION OF LIFE
- - - - - -~ - -
Concepts Behavioral Ohjcctives Scope Suggestad Activit~cs
--

Lire : Define life i n terms of its Bricr description nf chanr- Inretigstion or liring and
Characteristic$ of rhar~cteristin. le rislis nf li*ing owanicms nnn-li>ine rharaetcri\tic%.
living things. and their 5igniliranrc-nut+
tinn, mpiration, excretion.
repmduction, rnarrvment.
growth and semitirit?.

Origin r,T life. I k c r i h e the nature o f the l~litmicconcept;ihnut uripin

lirst l i k fnm? and how of lhlc. The thcclrg of
~ l i v c r s e l ~ ~ m ~ ~ ~ f l i f c r v c ~hingcnesis.
lvcd. Redi'r crperi-
nic.nl. the idea o f chcmicinl
evolut,on and organlccrolu-
tion.

Cell: The unit Givc come historicitl C Y C ~ T S 'The di~covcr?.ofccll. Con- Study o f cork cclls. check
of life. Icud~ng10 the dlsrc~vrryo f ccpls o f the ccli. and epithelial ccllr :tnd
ccll. onion ;ind Elodea leafccil.;.

Tcll th;tt a ccli i?thc hasic C r l l ;!s hasic unit of life

UIUI ,br l i l t .

Cell nwsnelles. Dcscrihe voriour ccll orpa- Organcllcs i n the cell. Stud" o l ccli org;tnelles
nclli.~. Cell n~emhranc,cylnplssm. t h n ~ u p hcharts.
cc-entrorcmm. mitoch~~ndr~:t.
pol21 hrlicc. ribosome. en-
doplasmlc retculurn ;~nd
"UFICLIS.

Diflerem~ E ~ p l a i ndirTcrencc.i he:wcm The Struculrnl dilrerencc Stud) of dirkfcnencc.; k t -

between animal anbm;ti ;and pl:!nt cells hqtwern animal 2nd pl;tnl ween ;tnimol and pl:tnl cr.llr
and plant mlls. ccllr. thn,u$h chuns.

Cell melaholirrn. Dclinc cell mrt:tholisn~. Rricf description o f mcta-

holic rcncuons inside thc
cells.

Cull Division. Dcscrihc how somfitic and Hricl description? o f mitosis

eerm ccllr dividc. and meiosis.

Tiwws, owam. Descrihe various types o f Org;~nir;ttionofrcllctoi~~rmStady o f plant ;~ndanimal

and orp,an tisrurs in pl;tnl\ and ti?sur.i. Pl;tnt 2nd anlm:tl ttrcuus ihrnugh prep:$rrd
sy<tems. ilnrn~ikls. I~ILICS. slitleli.

Tell that cells agprcgate to 0rgimi~:ltion o l lirsue\ to

fbrm tissues. and thcn fc,mi crrp;lns. and org:>nil-
ilr€:ln.; and sy%trm o f allon 0 1 org:lns l o rilrm
orgzns syctcm.
 7
- - - -- - - -- - -

C<,ncepls II~hi~\,l~ ri~l

0hiective.i Sccv Stigguctcd A c l t ~ i l i c s
- -- -- --

Cdlular Tcll 1h:cl the simplcst level or C1nircllul;~roreanism. Sludy o f direrent lcvtlr o f
nr~ani,nfion in or~nntzation o f lire ir ll>e (i)*lInivclh~l;tr;tndmulti- organization o f lifc ;Imonp
or~nnisrnr. cxprc<.;ion o f %; c d l as :l uni- cellulur . or~itnisms.
crllul:!r ore:!n<im. (ii)'. Icvcl n f orgnnim-
lion o f lifc.
'lib D c s c r i k Chlilmydo-
monac ;inti .Amoch;!
'.lii) nrief dcu-riplion o f
erternnl and intrrnttl struc-
ture o f rool. acm. Ic:lf :lnrl
lloaer o f Hr;!s*!a!

- Frog: crlcrn;!l charac-

ters and hrief inlmduclory
acl-ouul o f dqestis'r: hlond
circul.llory. rc.;piratory. I'\-
crctor) and rcprtxlsctivc
systcrns: hrief account o f
hrzin ;and spinal cvnl.
 8

CHAPTER 3.-DIVERSITY OF LIFE

Rehuvioural Ohicctives SCOW S u p ~ e t e dActivities

D i v e n i p of Recognize diversity i n life. lntroduclion to diversity o f Sludy of local environment.

life. life.

Clarqiflntion Civc reasons for the need to The importance and process
o f living things. classify organisms. o f sorting organisms into
groups, Llnits o f classifica-
D e r r i h e the svstem used t o tion. System ofnaming.
class~f?and the method o f
naming an organism.

Dcscrihe the structore of Unicellular organisms. Study of micro-or~anisms in

somc micro-organisms and Virus. hncteria. plsnt-like pond water.
distingut~hthem from plants chlamydomonar. animal-
and antmals. like amochs. naramecium. Stud? of virus and haclcria
through charts and living
culture o f bacteria.

Algae and run@. Dcscrihc the distinguishing Algae and fungi: (hread
features o f algae and fungi. Fungi. spirogyrn. diatoms)
the simple multicellular
organisms that hare k e n
ulnssilird separately from
plants.

Plant kingdom. l~escrihethe suh-groups General characteristics o f Study o f various g o u p s of

plants and g v e their dis- hryophytes. ptendophytes. plants.
linsuishing features. gymnospermr. and angios-
perms.

Animal kingdom. Difirentiate hetween in- The two n~h-groups o f Idenlificution o f two s u b
vcnchratrs and vertehratcs. animal kingdom : lnvencb- g r o u p o f animals.
rate and vrrtehratc.

Invertebrates. Dcscrihc the sub-groups of The suh-groups or inver- Study o l dilferent group9
invertebrates and givc their tebratcs. their distinguish- o f invertehmte animals
distingaishing features. ingfclturtsand importitnce: through living and precervcd
Porifcrs. coelenterates. pla- specimens.
tyhelminths. nematodn.
annelids. mollusm, arthro-
pods and ech!nndcrms.

I>ercrihu the suh-group5 n l Thc sub-groups o f ver- Study ofdilfercnt groups o f

vertrhratcs and pivc their rzles. their distinguish fea- vcrtehrate animals through
distinguish features. lures and importance: prerervcd specimens.
Fishes. amphihianr. reptiles.
hirdr and msmmal.;.

h a 1 f l a n and Dcscrihe the flora and fauna Some common florn and Study o f local flora and
fauna o f o f Pi~kistan and their fauna of Pekistan and their fauna and listing o f their
Pakistan. importancc. importance i n daily lire. importancc.
 9

CtIAPTER 4.-LIFE PROCESSES

I. FOOD A N D NUTRITION

Concepts khavioral Oh~cctives Scnp Suggested Activities

Funaiom of food Explain features and malor Kinds of food. Sources o f - Fxperimen! on qo:alita.
and its w m p roles o f nulr8ena. food. Food modes. compo. live lest for dilferent
-1s. nents and t h o r funcllons: l y p s o f energy frx,d\.
wrhohydraler. kqtr. pro-
tclns, rll:tmtns. and mme- - FFtimalion of Vitam~n
rals. C i n different fru!ts.
A. Nutrition i n
Plants:

Modes of Recornire different modes lntroduclion to difleren~

nutrition i n of nutrition. modes o f nutrition.
plants.

Photmynllmiv: Explain the process ill Photosynthesis, the pro- Fxpriment to demonstralc
The proem. pholo~ynlhcsir. ccrs and its importance for that food and ~>rygenare
plants. produced during photo-
- Use iod~nelcst to show synthesis.
presence and ilhscnrr of
starch in plant leave*.

Name the products o f

phntosynthesis and ex-
p l a n their itt~lizatian.

Discovery of Explain themanner i n u,hich Historical lindings on pho-

phalm).nlkis. various iactors participnlc i n tosynthesis from cxpcri-
photosynthe<lt with ilppre- mcnts i n !he past.
elation i n saentific mcth<Ms
In the discovery o r phuto-
synthesis.

Factors Name factors which are Externalandinternalfactors Study ol dilTcrent ractors

necessary far esxntial for photosynthesis. necessary lor photosyn- nccc~wr).lorphotoaynthcris
phatosynmnfn. the~is:sunlighl. water. car- ~ h r o u e han expnmcnl.
hon dinside. 1empr;tlure
and chlorophyll.
Photosynthnir Tell the way pholosynthcsis The rolc o f photosynthesis Pinntation week.
snd our helps i n mainlaining lhcailhy i n maintaining the carbon
m*jrnnnnnl. cnvironmcnl. cycle and kwp'ing temprn-
lure o f the en\,irnnrnent.

Sperial Dillerentiale aulotrnphic Special adaptation for nulri-

rdaplstian for and hcterolroph~cpklntr. lion ofhclerolrophicplanlr:
nutrition in parsritne, symhionts. sapro-
ktratrophic - Tell the special adapla- phyles. nnd i n u ~ t i v o r o u s
pl~nts. lions o f i~c~erotrophic plants.
plants.
(R) NuMUnn in
Animsls

(i) Acquisition Introduction to herbivore.

of Fwd. carnivore. omnivore. parasi-
tic and symbiotic relation-
ship.
(iil D i ~ M n nnnd
Assimilnlinn
of F a d .

Human digentlve Summarize the rctatures and Introduction, pans of

system. roles or diffurcnt parts of human digcslive syslem and
human digcst~vrsystem. thcir roles-lngcslian. digcs-
lion. cec.ill~~n:0r.d atrlty.
pharynx and oesoph:tpur.
stomach. rm;tll intestine.
laree interline and caecum.

(Write-up nor to err-! 2

pagcsl

Namc the cn,ymcs and Ktriour enzymes and digrs-

olhcr digestive jutces and livejutucc Thenrroumur;nnd
pnducts of di,~rtinn. Ex- fi~nctlnns.The prc~luct% or
plain how thc prodvcls am dngmlion of proleln. c;rrhc>-
absorbed. hydn!tc.i. and k ~ t .

I T h k xctton wilh morc

cmph;tri\l
(iii) ENms or Tcll advanmgrr and dl%- Advanlarc~and disitdv;tnt-
-king on advanragcr oicl,okrn~k,od. itgs <>I' cooktnp livml.
food. hltcration nlcc,mposilion
fcrod and its litstc.

~ ~dirt, Ciivc
l rcasons:
~ why
~ should~ Ralancc
~ d Some diclx?
diet.
we lakc a h:glnnced diet'! ptldelines lo keep i , n ~ v i l
hrilllh~

Dielsry Dcrcrihf somu d~clarydi5- Diclary clirortlers and thcir

diwrdcrs. orders re\ullinp irom c;mscs: tmpnrprr II,IxI
vitriou- U I U W .;upply. trnhyptcnra h;nh~l~.
and carrle\\ \eiecl!<,n
load.

lkrrihe Selected axlmr.nt\ such ar

dilfcmt Ior>th dcc:ty. ulccri ctm\ti.
m p l f u ~ t i ofm
,, P"""". "P~C"'I""~\.
dilvrtive
,,we!,.
 CHAPTER
5.-LIFE PROCESSES
2. TRANSPORT

Define diNusian, osmosis Ahsorption of materials.

and tell their importance in Dilfusion. osmosis and
transport of malerials in movemenl of materials as
plants. hasic mrchsnism of eonduc-
lion.

Define turgidity and ils Delinition of turgidity and

impcrnance fnr plants. its importance.

Trampon of Describe the for'= res- Uptake of water by roots Stadyofahsorptionofwater

rater and salts. ponsihle for transport of and root presrurc. Trans- and salts by a plant.
water and salt. piration. Transpiration pull
and water transp,rt in
leaves.

Performing related expen- Study of transpiration in

men1 and activit~es. plants through in erperi-
menl. ''

Trsmprl of Tcll how food mndein leaves Phloem and transportstion

foal and is transported and stored. of food from leaves. Various
storsee. structures of plants where
e x c n s rood is stored

B. Tnmpon in
Animals.

Principle of Describe the principle of Mcsning of Concept. The Studying of direction of

rirrularion. blood circulation in vcsscls, principle o i blood circula- hlood movemcnt.
tion. Thc relationship of
transport vessels with the
heart working as a pump.

7hr hmmn Explain the circulation o f Transport systcm in human Study of capillary circuia-
rirmlslur) hlood in the human body. brines. tion in a live fish through
system. an experiment.
Circulatory systcm : slruc-
lure and functions of heart.
ancrier. veins. and capil-
laries. Pulse rate and hlnd
pressure.
Concepts Ekhavioral Objectives Scope Suggested Activities

Study of direcuon of hlood Study of pulse rate.

movement. thccireulation of
hlood and p u l x rate.

ldrntilj diNerencer between

the structure and functions
ol nrle~es, veins and
capillaries.

Explain the functions of Composition and function

hlood cells. of hlood: plasma. R.B.C..
W.R.C.. platelels.

Define antigcn. antibody. Blood groups and their

immunity. vaccine itnd irnponnncc.
VNm.
 CH I\PTFR6 . LIFE PROCESSES
3. RESPIRATION
p~ -

Concepts Reh:tvic>ntl Ohtvclivcs Scope Supgeslcd Aclivit!es

-- -- ~ ---- p~
p~

! The mnrept of Frrpl;tin thc d!ll~crcncrrhcl- Dcfinnion o i rcspir;tlnm. Invesltgation o i rcmov;tl o i

rcspirslinn. r p i . I S The dilTcrznrcs ktwccn o \ y ~ c n irom ;ttmorphcr?
lion incl phntos?nthca~r. rcrpirittnm ;!nd ct,mhurtion. Jtrrtog rcrp~ralinn
The ~ l ~ i i t r u n.ind
r . ~rrt;lt~km-
I ship hct\rrrn ruspir;tl~<m
photc%\nlherk*.
:lml

The colrcpl of Tcll ah;lt i s hrc:tllting ;and 1)clinlli~wot'hrritihtr~p:!nd lrnerl~qi~t,on el' rt.tta,t.tl 01'
hrr~lhingand rcqpirallon. nc*p>r.$tlun. nr?ecn iron, ;~lrnurphcrr
rtspirntion. d u r u ~ rresplr;ition.

Brrsrhiw Dcwrihr the <trurturc ;lnd Partr 01 honwn hrc;,lll~np Shrd) o i l u n p ,,i ;a rn;tm-
r!sern in pmccssrr n i hrc:cthlng ,ys- syrtml and thor iunrl~on m:llr u.;~ng .I clcrrrt ohicc~
human kine. lrrn in human hclne Dclinititm inh:~lat~nnand
rrlcaw o f evh3i:tt~on
emrg?.
Signilicancc of cncrg? O\id:~llnnr-oi i~x,oJ ruh- Demnnsrrstlon or release of
rclcilsr. stanoc* and ripn,fis;$ncs n i heal energ) dunnp cornhus-
cncrp! rele;!rc. r ~ o n<I( dffcrmt i ~<,.c
>~~!.
nti. pe>,""I\,

Exchange of Tell whcrr and ho\v gaseous Exeh;gngc of orygsn and Slud~cr to inr.c?~~g;fite thr
o\ygen and crrhangc occurs in lhr. lungs ci~rhondinride to ;~ndrrom pr;,<luctlon ol citrhnn
cnrhnn dioxide. and releasc o i energy.lake The hlood inc:tpiiinncs a t the d~oxldc.u:tlcr v:tpour5 :and
piscc. u,ll o f alrnrl, Thc role c , i hell cluring r~splr;illr,n
hemoglobin and orid;~!ion.
 CHAPTER
7.-LIFE PROCESSES
4. EXCRETION
- - - -

Conccpls Rchavir,ral Ohjuclrves Scnpv

The cnwpt ;m~l the W;%rlrpr<darlsiind role <rl

Delinc c r c r e l i ~ ~ n
nf rxmtion. nalurc nl c x t ~ r c l ~ ~ r dillrrcnt
g syl;lems. N!lrc,-
n~itlerii~ls. punaus waslu ;tnd lhc dufi.
n,lmn c ~ r ~ ~ c r ~ l i ~ ~ n .

A. Excrrtinn in l>islinps~rhIII;II pktnls h:lvr Allrrn;~lernerh;~n$smr togvl

plants. nu \pcri:tl oraims inr rscrr- rid w:~clc\~n pl;tntx
t i I I I ,I IN<)!morc 1h;ln on^. p;t~c).
Icw ~ h m u p l i \I~>II,;~I,L.
~ ~ S C O I I S : ~ n d nllr<li?cnnmtr
\\:,Ylc<.

R. Excretion in
Animals.
 CIIAPTER 8.-LIFE PROCESSES

I. SUPPORT. MOVEMENTS AND LOCOMOTION

Concepts Rchavioral 0h.iectivc~ Scope Suggested Activities

...
A. PI."Ls.

Types of plant D e w r i k various types of Movement in plants: tactic. Study tactic, tropic and
mnvement. pl;snt movements. tmpic rind nastir move- nart~cmovements i n plants.
mcnts.

- laeomatinn Dercriix locomotion in Locomotion i n Euglena and

i n plnntr plants. Volvor.

Types of Tell the two main types nT T w o types of skeleton:

skeletons. skclnon and name somc exoskclcton. endo-skclel~m.
eritmplrs of ~.iichtype.

Roles o f Explain the runctional Role of skeleton i n s u p

skelctnn In org:tnimtion o r a (our- porting the weight of land
support m d fi,otcd vcrtcbnite. rertehr;$te.
merement.

Masclp. and Explain how muscles work Contraction and rchxalion

movement. i n opposing pairs. o l muscles. Flrrinn and
extcnsioll

What can go D r ~ c r i k some common Dislocntion o f joints

wong r i l h the dcfccls o r skel~.lon and
syutem for ITIUSCICS.
support and
movement.
The rumrpl nf Tell that i h r nervous \!\- lnluraillt~n u ~ i h r n t l r t , n - lr,t:rpr~r,,t~,,r. - 8 t i n ~ ~ p
ronln,l and Icm 15 r a p d mean* <,I mcnl and ~ ~ ~ < v r d l n aru.. lcil I~WT. ~ \ ~ r ; h c r : ~rt,':,
cr~,rdinnlit,n. inrcrn:tl and u!lcmal cum- pon\r.\. I)clin~l~r.n( 8 1 lh~. 131 lhc ncricw, .i.lcn,
rnun!i;ttic,n ;and coardtna. n c r i l m \\\tern and rrdis-
I I , ~ ac~nil~c~ vrmc gi.!nd\ Sumn?.,r! c,!
Ihe nerrctu, \!\tern

( m t r s l wrrou\ L)e\cr~hc thc \Iruc!urc snd n r ~ c l de\cr>pill,n id ihc

\>\tern ~ , r funct~tmr , l i h r hraln. .pln.~l hr;s~n and ihc. rpinal c ~ l r i l
human kine. cord and neurun5. R~.~ul,<l!on ir>mplc\ lunc.
118.n\ .tnd k h . t > ~ s ~ Rc!ie\
r
.<re ;rnd ri.tlc\ .~ct>i>n

I)rup\ and I)i.\crlhc h o u .tddtcl~<m11, Ftftcl. <,I drug. $ 8 " tie

wnrm \>\led. drug ;tll;.ct* Ihc n r r \ c u I nuri<tu\ r!.li.rn pcr\%>c.$l
.!\lcnl IIC.~III~. :tnd .~,CI.%! lile J
( 3 1

PI""'"
 17
.-
(onccpts I3chaviornl Objectives Scope Suggested Activities

(initisl Define endwrinc gland and Gland and ductless gland.

mrdinatlonl diu.rimin:~te hetween duct-
lcsc plandr and tho% with
ducls.

The vsy hor- Dcfine hnrmones and the Definition c>ihormones. The
m o m work. targct ritcs, Explain how way cndocrinc glands and
hormoncs work. lhononcr work.

Endocrine lands Rriefly dcscrihc cndocrinc Rriel description or impor-

snd their funr- plnnds in man and their roles t;mt mdocrine glands o i
tinm. in humitn hod?. m i t n N;!turc and roles o f
hormones that they pro-
ducr.

Hormmsl L7cscrihr snme disorders o i Rricf dcscriplinn of kinds o f

diwrdem the cndorrlnc ry5tem. ;~hnorm;tliticr and their
eiruct on lheman develop-
ment. growth. physiolc,ey
and niental hcslth.
 CHAP~ER
10.-LIFE PROCESSES
7. REPRODUCTION AND DEVELOPMENT
Concepts Behavioral Ohjcctives POW Supgcstcd Acrivities

Types of Tell thc various types o f re- Delinition o f reproduction.

reproduction. productive methods.

Asexual Explain. how oNspring re- Types of asexual rcproduc-

reproduction. produced asexually. are tion: binary lirsion, hud-
identical to thcir vurents. ding. fragnentation. spore
formation and layering.

Sexual
production.
Tell that sexual reproduc-
tian usually involved male
Definition of sexuol rc-
production. Meiosis and
Study through and exerciw
to learn how wx cells
.
and female sexes gametes formation, hecome haploid.

A. Repmdution
in plants.

Pdlitmtim. Explain the process of kxu:tl reproduction in

krtiiiration, pollination. fertilization, plants. Pollinatinn, self and
seed forrnstioo, parthenognesir. serd and cross pollination. Fertilira-
~)srlhenoeenesil fruit form:ttion. lion. Seed formation. par-
& fruit.. thenogencsis and liuit for-
formation. mation.

Dispenwl of Descrik how scads and Dispersal ofseeds and fruits.

w e i s and fruits. fruits are disper-ed. Apcncin responsihir for
dispersal: wind. wxttcr, and
;inimnls.

Germinstian Dewrihe the structure of S l ~ c t u r eof emhryo. Gcr- Study of seed germination
or seed. seed and m h r y o and mination of seed (castor oil and seedling through an
explain the phenomenon of sccd). Modes of gcrmina- experiment.
seed germination. lion: hypogeal and epigeal.
Conditions necessary for
~crminaliono r secds. Types
'11' germination.

Life hktory Dcscrihc life hislow of a Life history of flowering

of plan% flowering plant plant in brief. Sporuphyte
gcnerntion and gametophyte
generation.

Propa~ntionof Expla~n vegct:~tive propa- Propagation of plsnls- - Study of various methods

plants by rnnn. gauon in pianl,. natural and artificial cut- of propupating plants
ting. p i l i n g . using of lhrough a n crperimenl.
stcms, leaves itnd root. A
hricf introduction to tissue - Carry out related experi.
culture. men1 and activities.
Rcpmdwtian De\crikthcevcntsofscrual Sexual reproduction. male Study or rcpn,dact~on and
in animal: rrproduut~nn. and fernillr gonads in the development in ancnials.
Fro& 1-rop. I:omxttion or nx!Ie
and fcrn;tlc garnrtes.

Erplilin thr iormotion of' llnion of gametes. Fnrma-

css'i and sperms. l>escrik lion or 8 diploid zypote.
fcrtil~r;~tionand rnrrnatiun Hricl crphn;ition or thc
of :b rygote. rlcvclopltlcnt lroln ;! 7ypote
It, ;k t;tdpolc l:lrv:i, hlet;i-

morpL,sts.
The conrepl Fxplitin jvhi!~ itrc micro- Dufinilion :~nd type< nl
of mirmn- ,,re;miwnr. miunt-orpnn~rnrn:;"<I lhrir
tqanicrnr. imv,nsnr'e.

llnrrnful Descrihc some c:ktcg,,rirs o f Fond rpoll:~$e: ~ n dmclhods Studv allhe elfmt <,ihc:tt im
rlfwts of lh:~rnmlii rflects of micro- for prcucntion. Prcvcnlion hit~teriit.
mirrm,qsniqms oroanisms. r,fconlatnin:ttion. Millinp or
and prevention. micm-a,rg;tni-ms. Prc\cnl-
ing grotrlh and <low dou,n
met:thrllrsm.

Discuss wmr. key nclhods Rolcs ofmirro-organinns in

in pmlcclinp products :and spoiling pnpfr and l r ~ l i l c .
prcc;tation* :q:!in?t mlcrn- Somc common dirc~~scs
l>ktl disci~~c%. c i i ~ s dhy mccrn-organicm*:
poliomylitis. mc;~rlcs. d)-
rcnler?. I typhoid.
tct:!no*. ttlh-rculousir. skin
diwarq :tnd nlal:tr!i$.
Gener;~l Lno\vlcdge r,n
svrnpwmr. prrvenltve mL';t-
wrcs and ctirc.

I'wful a n w t s ilcscrihe ~ o m r \\:~y< of llcefill ;~pplic:!lion of rnicm-

micro- micro-or$iioisms ulhcch arc org;tnlsm in lllc pmcillctlr,n
organisms. useful in our d:iily 1111'. of liwcl. ;~nrihiolicr. u c .
cines. hormones ;tnd ;~nli-
hotlirs. Role of micro-
organisms in dn-ompo\ing
scw:tgc and in lntthcr
industrv.
 I?.-HEREDITY
CHAPTER A N D EVOLUTION
-

Ilahavioral Ohlectivcs Scope Suggestrd Acll\!lic\

- -- . p- ~- - -

Deqcrihc the stmr.ture of Rc\,ir.w nl' chn,mc~mme Slt~d$ chrornc,ronic. ;ind

chr<rmornrne.i:~ndthuir he- stnrrturr. Ilonrnlogou.; hcrrv the! k h i ~ i dc t ~ r crll
~ n ~
h;ivwr in rneiovr. Cl~r~~mosnm DM.
e ~ . DNA d n ~ ? m tIlrnu$b
n jx.rm;\nrm
replir;!l~on. and crorsinp %l~dv\.
o v c r tml'ntion n;lnta ol
Wntron ztnd Crickl.

Krpltiin thc rnr:ining of in- Thc pr~nciplc~ol'inhcntance

Ihrrltanre h;asrd on mono- in nr:ln!imr ivl~irhrrpru-
hyhrl<lcm%.;. <lllce \c\L$:<II?.hltln~,h!brid
CTOSS. (e~nrnplr.:Surrt Pca.
C c ~ : t l color in rnicrl.

frpl:!in the irnporlilnce of

prlnctple lhrredit)

Explain thc meanins or do- I>omin;tncr and rcccssivr-

rntn;!nce. TCCCIIIYC. pheno- ncqs la\\' ol' dominance
OF. genotype. hornory- crt ch:tr:~ctcrr. Cir.not>pc.
~ O L I Sand
. l l l . t ~ r ~ l i . ) . g ~ ~ ~ . p h c n < ) l ) ~ . lhonlor!e~,us
:and l h ~ t c r o ~ ~ g n u s .

Distinpuish kt\vccn hcrc- Ilrrcditar!. ch;tr;~cttrirtics.

Jlt:~ry ;mrl zino-heradltary h,nguc rollin=. e;trlohe5.
rhitr~cteri~ti~~. colour nf tycs. oolour of
ih;ti~.. linger prints.

N:trnr .;"me o i the hcrcdi- Ilrrcditnr? d i r r : , ~ ~rnlour

:
12" 'Iiwaw$. hltndnc\r. hcmrrphi1i:i. r i r i l e
cell ;~nrmis.

G r . n i a and Tcll hou, m:*n hits applied I l ~ eu l gcnctics f%,rhuman

human wellsre. knou.lnlec r r l gcnctxs l o uellhre. Gcnelic callncci-
human urlfi~rc. linq. TrxhnoL,~) ol' gcnrtlc
cnecnecrinc. H~i>terh~~t~log!
hcnclitr and R i ~ x t h ~ c r .

k r i w of Deqcnhc the ihcories of L;tn~nrks thcory of cvolu-

evoltrtinn. c~oIulion. t i o n Danvin'\ theory nl'
c\.olution. i n and
nxttlrill scltclion.
 I

Conccplr Behavioral Ohjmtive~ Scope Suggeslrd .Acltrtlie$

Evidewe of Diccuss the imporl:~ncc or The cvidencc that suppon

evnlulinn. evidence in supponing the the ~dcar o l evolution
theory or evolution. through foscilr.

f
 C l l \ l 3 T F R 17.- NATURAL F N V I R O N M F N T

I'k.lin~lion of cn\ironmrnl
Phyxir:!l Carlurs. htolop~c:>l
f . d I h t \<li~I,CC
\rhtrhdu;~lswith thr rlud) crl
lhulr #~~l~~r-rcI:~li,~r~shi~
CL.,>I<>~!

Ecmy.iarn and Drscr~hc rhc iun~trcw o i Thr nxtorc o r rcl;tti<msbip

in runrtisn. r I'"o\)*lC111 :tnd intcrdcpendrncr <>I' lhr
<,rg:tnirn~r in lhv r.~~osy.;t~.ni.
I-ond chain. Tr:~rhf<.r o r
cncrpy ~n i h r w t ~ s ~ \ r c m
Pyr:!mid of nurnki, u c ~ p h l
itnd ~ i ~ c ,

F ~ p l : $ t nhnlancc in n:tlurr. D;~l;~nrri n nalnrc .tnd l h r

;and pt>tnt out i:!rlors uh,ch m;tinluo:$nre of ;an aquill-
can d t ~ r u plhcl h;tl.lncr. hrium hctumn nrp:nntGrns
and ihnr non-ltr$ng
c n ~ i r o n m m l in iln cco-
\yslcm.

C l r I s or road Tcll !ha1 m:!lcrt:iI- :+re re-

and materials. cycled i n cr.osyslr.n~*.

Dewrihc rrnp;arl of human Flfr.r.1 o f hum;bn aull~!ller

BCI~IIICIon IITC cn\!rom. o n : m\tronmcnt. p~~pt!lia-
men[. ~ w n . p<dli~l!tm. ~lcit~rc\1:8.
tlnn. rurl emwrn. grccn
hnusi c u l ~ l .;!ml tl~.plrl~c,n
of <>,,>,,C l:,!<r

Solution or
en\ironmentsl
prnhlemb nnd
human
mpnmihiliti~.
 25

I. TOPIC-WISE: WEIGHTAGE

Cliaptcr No. Topic Weightaee

I. Introduc!ion to Biology. -"% (?!" pages)
2. Origin and Org;!ni7;1tion of Life. 1 7 ".;

3. Di\.crcity of Life. 14%

4. Food i ~ n dNutrition. Il ",b

5. Transport. 40.'"

6, Rcspirntion. 4 "/n
7. Escreti(~n. 2%
8. Support. Mo\,enien( and Locomotion. 3 ('4,
9. Control :lnd Coordin;~tion. 3"4
10. Reproduction and Development. 12%
I I. Micro-org;rnisins. 3v"
I?. Hcredity kind Evolution. 14%

ti. N:~tur:rl Environnient. 1146

2. T f l r '\']SF WEIGHTAGE
Sr. No. Themi.\
1. lntroductinn.
2. Orgarri~:~tion
and Diverqity of Life.
3. Fur~ctions(Physiology).
4. Environment .~nd0rg:rnism 1nter;lction.
5 Hcredity and Evol~rtion.
 3. PRACTIC'ALS~ACTIVITIES(CLASSES IX-X)

I. Microscope: examination and i t s handling.

2. Onion peel and Frogs epithehal lining o f huccal cavity.
3. Study o f Euglena and Chlamydomonas.
4. Study o f Amoeha and Paramecium with the help o f permanent slides and charts.
5. Study o f external morphology o f Brassica plant or any other appropriate plant.
6. Dissection or frog and demonstration o f internal organs of frog. Charts may also be
used for demonstration.
7. Study o f locril environment.
X. Stody of micro-org;~nism.; In pond water.
9. Study o f virus and hactcrii~through charts and living culture o f bacteria.
10. Study o f various groups ol plants:
(i) R;~cltria: Bacilli.
(ii) A l ~ a e Spirogyra.
: Volvox. Euglen:i.
(iii) Fungi : Aganicus.
(iv) Mosses: Funaria.
(v) Fern: Selaginell:~and Adiantum.
(vi) Gymnosperm : Pinus and Thuja.
(vii) Angiosperm: Grass. Rose, Rrnssica.
I I. Identification o f two suh-groups of animals:
(i) lnvertchrate and
(ii) Vertehrnte.
I?. Study of different groups o f invertchrate animals through living and preserved
specimens.
(i) Phylum Porifera: Sponge.
(ii) Phylum Coelenterati~: Jelly fish.
(iii) Phylum Platyhelminthes: Tape worm.
(iv) Phylum Aschdminthes (Nematoda): Round worm.
(u) Phylum Annelids: Ei~rth-worm.
(vi) Phylum Molluscs: Snail.
(vii) Phylum Arrhropoda : Prawan and Butter fly.
(viii) Phylum Echinodermata: Starlish.
13. Study of different croup.; o f vertebrate animals through living and preserved
specimens :
(i) Fishes: Dog fish. Li~heo(Rahu).
(ii) Aniphihi;~ns: Frog, Sillamanders.
(iii) Reptiles : Lizard. Tortoise.
(iv) Birds: Ostrich, Kiwi, Sparrow.
(v) Mammals: Spiny anteater. Duck bill, Kangaroo, Rat, Gorilla. Elephant,
Dolphin, Whale.
Study of local flora and fauna and listing of their importance.
Study the different types of energy by qualitative test.
Estimating of Vitamin C in different fruits
Experiment to demonstrate the process of photosynthesis using an aquatic plant, like
Hydrilla.
Demonstration of Photo-synthesis by pirating.
Experiment to demonstrate the process of osmosis and diffusion.
Experiment to demonstrate the process of transpiration.
Experiment to demonstrate the passage of water (coloured red) in the plant
To study through experiment the direction of blood movement.
Study of capillary circulation in an alive fish through an experiment.
Study of pulse rate.
Study of different types of roots, stems and leaves which store food materials (carrot.
d i s h . turnip, potato, singer. onion).
Experiment to demonstrate the process of respiration hy using caustic potash
Study of the mnllalian kidney using fresh specimens (goat. sheep. cow)
Study tactic. tropic and nastic movements in plan!s.
To study hypogeal and ep~gcalgermination in cactor oil'hean and gram ~ e e d
To study mitosis and meiosis by using charts and models.
To study various methods of propagation in plants through an experiment.
To study thedevelopment offrog hy means ofmodels. chartsand preserved specimens.
Study the effect of heat on bacteria.
Study of the principles of inheritance through a game
Study of local ecosystem (I;lu,n, pond)
Study of salient features of different extreme habitats (polar regions, deserts and
mountains) u,itli the help of pictures and charts.
Field trips to study and collect and present 10 herbarium 5heets and to present 5
animals presenting differen1 groups at the time ofexamin:ltion.
Studv of insectivorous plants by means of models and chart?.
39. Study of herbivores, carnivores and omnivorous in the field and also from the charts.

4. LIST OF REQUIRED APPARATUSiEQUIPMENT

II
A. Apparatus
Aquarium (water tank)
Aquarium net
Balance. triple beam. 2610p capacity, 0.05g sensitivity.
Beaker, 50ml. IOOmI, 250mI. 500ml, lOOOml
Beljar
Blade (safety razor)
Burner, Bunsen
.
Burner. spirit lamp
Conical flask
Cotton wool
Dissecting board
Dissecting instruments (including scissors. scalpel, forceps. dissecting pins)
Dish, petri. top and bottom unit
Dropper
Funnel 4 inch and 6 inch diameter
Glass tubes
Incubator (water bath)
Inoculation loop
Insect net
Lens paper
Light source
Magnifying glasses
Measuring cylinders (100cc)
Microscope (compound) 3 lurrers. 10%eye piece 4x. Inx and 40x objectives.
Microscope (dissecting)
Microscope slides
Microscope cover slips
Microscope slides of:
- Conjugation in paramecium and budding in hydra
- mitosis in white fish or onion root tip
- sections of an animal's epithelial, connective. muscle and nervous tissues.
- a section of a mammalian kidney
- sections of a plant's leaf. root. and stem
- ransverse sections of leaf, root anti stem
Pipette (l.Oml x O.lm1)
Plant presser
Plate (glass)
Potomeler
Preserved specimens of the representatives of animal groups
Reagent bottles
 Retort stand with clamp and boss head
Skeleton model
Spirit lamps
Stop watch
Stopper (cork)
Syringe
Test tube
Test tube rack
Thistle funnel
Thermometer
. Tripod stand
Watch glass

8. Chemicals (per section)

Acetic acid
Alcohol
Ascorbic acid 2% solution
Bcnedict's solution
Bromothymol blue solution
Chloroform
Copper Sulphate 2% solution
Diastase
Dicholoro-phenol indole phenol 1% solution
Distilled water
Glycerine
Glucose solution 1%
Eosine
Ethanol, methylated spirit 95%
Formaline
Iodine solution I %
Methylene postassium hydroxide blue I %
Safranin (crystal)
Starch
Sodium hydroxide 10% solution
Trypsin
. C. Audlo Vl,ual Alds (l/set per d o n )

Chart illustrating:
- cell divisions
- cycles in nature, set
- different modes of germination
- diversity of living things, set
- economic animals of Pakistan
- methods of plant propagation
 - organelles of a typical animal and plant cell
- plants of Pakistan
- plant movement
- principles of Mendelian genetics
- reproduction in plants
- systems in human body, set
- transport of materials in plants
- wildlife of Pakistan.
5. EQUIPMENTS AND MATERIALS TO BE IMPROVISED OR
BROUGHT FROM HOME
Slide projector
Dark box
.
Game, a set ofcards of special design for studying the principles ofmonohybrid cross.
Hove
Knife
Match
Plant pat
String
Straw
Tissue paper
Tooth pick
Vegetable oil
Vinegar.
Materials to be obtained from Local Resources
Culure of Bacillus subtilis
Culture of Chlamydomonas
Culture of Escherichia coli
Fish
Frog eggs
Hydra
~einon
Paramecium
Tadpoles
Cotton
Aquatic plants
Mimosa plant
Cellophane membrane
Wax
 6. GUIDELINES FOR TEXTBOOK WRITING

A text is undoubtedly an effective tool of learning and the ditsemination of teaching

methods. lnfact textbooks for secondary level are deficient and defecfive in man) re\pcct\.
The descriptive part at many places has been made unnecersarily compliated. The text
contains numerous mistakes and errors, both factual and typoeraphical. Moqt of the
pictures and diagrams are incomprehensible and d o not relate to the text. The enquiry
approach has not been adopted and the questions given at theend ofeach chapter are mostly
I o f recall type. There is tendency to over-burden the students with unnecessary details of
description and teminology. There is need for re-writing the textbook.
I
1 I t is recommended t o :
(a) Involve the hest talent in the country in textbook writing and developing
teaching materials both for students and teacher. This can be done h!
providing proper incentives and recognition.
(b) Incorporate basic concepts and principles of biology which have emerged as
a result of the tremendous accumulation of knowledge regarding life science
during the past two decades.
(c) Avoid overburdening the students with unnecessary details ofdetcription nnd
terminology. Pay emphasis on more important and basic materials.
(d) Pay special attention to the production of quality textbooks with full)
illustrated information from which the studehts can readily find the Picts they
need.
(e) Provide comprehensive instructions for the experimental and ficld work.
(0 The questions which should be incorporated as part of the teaching material
should test the reader's understanding of the concepts principles rather ~ h a n
invite simple recall.

(g) Appoint a panel ofexperts to supervise the book writing and some members of
the committee should be included in that panel.
(h) The linal manuscript should be reviewed and edited by the national
committee.

. 7. TEACHER ORIFSTATION T R A I N I S G

I. Before implementing revised curriculum. it is essential that secondary teachers

should be imparted extensive !raining for conducting practical and theory classes. This
training should be continuous process.

2. Teachers should be encouraged to use teaching aids, such as charts, models.

slides and living organisms wherever possible.

3. Only trained science graduates who have studied botanyizoology at graduation

level should be employed to teach biology at secondary level.
 4. Teachers should be encouraged and trained to undertake extensive field trips to
observe and study various ecological situations and diversity of living organisms. This
should be supported by collection of common animals and plants.

8. EVALUATION OF COURSES

1. Practical aspect of the study be stengthened at secondary level.

2. Teacher supervised field trips should be organized. Students should collect a

variety of animals and plants and sort them out in major groups and this exercise should be
assigned some marks.

3. The examination paper should be set in such a way so as to cover the entire
.
course.

4. Before stan of the session teachers should give out a written schedule as to how
the entire course will be completed during the academic session and submit monthly reports.

5. A teacher should hold at least two house-tests during the academic session and
submit results to the head of the institution.

6. A teacher should persuade students to write essays on biological topics of

general interest, and organize exhibition in their laboratory.

9. RECOMMENDATIONS
1. The revised curriculum cannot be fruitfully implemented unless (1) suitable
textbook based on it is ready, and (2) at least the minimum requirements for laboratory
work (equipment. glassware. chemicals, biological supplies, laboratory supervision) are
ensured prior to implementation of the revised curricula. Science education has to be based
on observation, exploration, enquiry in field'laboratory situations. To achieve the desired
appreciation of science and its place in society, the teaching of science demands that atleast
the minimum requirements to d o so be available in educational institutions.

2. Keeping in full focus the past constraints. practice and experience as part of the
process of curriculum development and ensuring the substandard quality of science
education at levels I-XII, the committee further recommends that where and if necessary
new textbook must be developed under the guidance and supervision of the present national
curriculum review committee(s). This committee(s) would ensure critical expert review
.
and proper editing of chapters before approving the book for publication. It is further
L
stressed here that a departure from this recommendation is bound to result in (I) mis-
interpretation of revised curriculum in terms of concepts and content quantum. (2) lack of
uniformity in style, continuity in content and suitable illustrations, and (3) break-down of
vertical linkage. If curriculum developers are seriously interested in reaching the national
science education objectives (and they are) then the above recommendations remains one of
the foremost pre-requisites for success.
 3. Draft of the book should be circulated in parts in selected schools in all the
provinces of Pakistan as a test material and the feed-back should be reviewed by a select
committee to comply with the needful accordingly.

4. It is recommended that the biology book for secondary level should not exceed
150 pages.

5. Proportionate weightage given to various themesltopics should be strictly

followed.

. 6. Each chapter should be followed by different type of questions.

7. Objectives of the curriculum should be given in the preface of the book.

8. A glossary should be provided at the end of the book.

9. For writing up of book guidelines suggested by the committee should be strictly

followed.

10. RECOMMENDATIONS C O N C E R N m G EXAMINATIONS

In order for the examination at the end ofclass X to reflect the full range of objectives
of the course and to cover the content adequately. two examinations should be given : a
three-hour written examination and a much shorter practical exaniiantion.

The three-hour written examination should consist of lhree sections:

Section I - Obiective questions

Section 2 - Short answer questions
Section 3 - Eassy questions.

The questions should test the candidates ahility to recall important information, to
understand key ideas and processes. and to apply what they have learned to new or
untlmiliar situations.

. Only section 3 should allou. the candidates a choice of questions

. The practical examination should be of not more than I hour in length and should
consist of not more than 5 questions. Thequestions should test the range of laboratory skills
emphasized in the course.

Through-out the course the students sliould be given adequate practice at answering
all types of questions used in the final examinations.
A. NATIONAL REVIEW COMMITTEE MEMBERS FOR BIOLOGICAL
CURRICULUM A N D TEXTUAL MATERIAL FOR CLASSES IX-X.
DEVELOPED BY IPSET (JUNE, 1994)

1. Prof. Dr. Javed Ahmad Butt,

Zoology Department,
University of Peshawar.
Peshawar.

2. Prof. Abdul Hafeez Soomoro,

Botany Department,
Govt. Muslim Science College,
Hyderabad.

3. Dr. Waheed-ud-Din,
Department of Zoology,
F.G. College for Men, H!9.
Islamabad.

4. Dr. Qudsia RafTat,

(Biology).
Institute of Education and Research.
Alliima Iqbal Open University.
Islamabad.

5. Mr. Ranjho Khan Zardari.

Senior Subject Specialist (Biology).
Bureau of Curriculum & Extension Centre.
Jamshoro.

6. Mr. F. S. Masumi.
Biology Department.
Islamabad College for Boys, G-6/3.
Islamabad.

7. Miss Sultana Naz,

Islamabad Model College for Girls.
F-714. Islamabad.

8. Mr. Muhammad Siddique Mashori.

Deputy Educational Adviser.
Ministry of Education (Curr. Wing).
Islamabad.
R. N.ZTIO'.: \ I . T<E\IFW C'O\!\IITTEE FOR BIOLOGY _
CI'Rl<l('lil.iih.l (RI:\'ISFr) I N .JUNE. 1994) FOR CLASSES IX-X (MAY, 1995)

2, Dr. ll;~Ii/-~~r-R'l~~niin Sid~liq~~i.

Princip:ll :rnd I'rnirssor n i Zoology,
Fe~lcr:il(iovcr~imi.nr l'r(lu Science College,
K;~r,~<,lii.

3. Dr. I<;l/i 2hh:1.; Sh;~nisi.

Hc:rd ('Ii;tir~n:~n.
Dcp:~r~lncnc O T I3atiin!..
l!lii\c~r\i~\ 01. tlic r'11n.i:ih
L.ahorc.

5. Dr. \ V : ~ l i c c ~ l - ~ ~ ~ i - l > i ~ i .
I ) ~ ~ p i ~ r l ~01
i i c7oolo$!.
~~I
I:. ci. c <iIlc?c it)r l30!~, 11-9.
l~li~n~:~l~:~~l,

R. Mr. hllt~lii~~nrnod Si~ldiqlleMashori.

I > L . ~ L I I >~ , ' ~ I I I C : I ~ ~ ~ I I !ldviser.
;II
hfini\fry nl' F I ~ L I C ; I I([~'.\jl.). ~OII
I~l:1lll;ll~;l~l.