BIOLOGY

NATIONAL CURRICULUM COUNCIL SECRETARIAT

MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
 National Curriculum of Pakistan
2022-23

BIOLOGY
Grades 9-12

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NATIONAL CURRICULUM COUNCIL SECRETARIAT
MINISTRY OF FEDERAL EDUCATION AND
PROFESSIONAL TRAINING, ISLAMABAD
GOVERNMENT OF PAKISTAN
It is with great pride that we, at the National Curriculum Council Secretariat, present the first core
curriculum in Pakistan's 75-year history. Consistent with the right to education guaranteed by
Article 25-A of our Constitution, the National Curriculum of Pakistan (2022-23) aspires to equip
every child with the necessary tools required to thrive in and adapt to an ever-evolving
globalized world.

The National Curriculum is in line with international benchmarks,

yet sensitive to the economic,
religious, and social needs of young scholars across Pakistan.As such, the National Curriculum
aims to shift classroom instruction from rote learning to concept-based learning.

Concept-based learning permeates all aspects of the National Curriculum, aligning textbooks,
teaching, classroom practice,
and assessments to ensure compliance with contemplated student
learning outcomes. Drawing on a rich tapestry of critical thinking exercises, students will acquire
the confidence to embark on a journey of lifelong learning. They will further be able to
acknowledge their weaknesses and develop an eagerness to build upon their strengths.

The National Curriculum was developed through a nationwide consultative process involving a
wide range of stakeholders, including curriculum experts from the public, private, and
non-governmental sectors. Representatives from provincial education departments, textbook
boards, assessment departments, teacher training departments, deeni madaris, public and private
publishers, private schools, and private school associations all contributed their expertise to
ensure that the National Curriculum could meet the needs of all Pakistani students.

The experiences and collective wisdom of these diverse stakeholders enrich the National
Curriculum, fostering the core, nation-building values of inclusion, harmony, and peace, making
the National Curriculum truly representative of our nation's educational aspirations and
diversity.

| take this opportunity to thank all stakeholders, including students, teachers, and parents who
contributed to developing the National Curriculum of Pakistan (2022-23)

Dr. Mariam Chughtai

Director
National Curriculum Council Secretariat
Ministry of Federal Education and Professional Training
 Cross-Cutting Themes

Guidance for the Reader

The idea of Science, Technology, Engineering, The Arts and Mathematics (STEAM) is an overarching idea for how to break up the study of Biolo,
into core disciplinary knowledge (that students need to learn in order to pass examination at each grade level) and cross-cutting themes
(interdisciplinary connections and recurring ideas that are best reinforced in every chapter in order to promote student critical thinking and
curiosity, but that is not expected to be assessed in standardized exams).

Cross-cutting themes must be appropriately included into every chapter of schools textbooks that are aligned with these standards. This does not
o mean that every subcomponent of every theme must be included in every chapter, rather that where connections are appropriate and would

O
enhance the study of the core disciplinary knowledge these should be incorporated.

The themes presented below are adapted from the Next Generation Science Standards:

ience: theoretical understandings about science in general, experimental skills and their mutual overlaps in the methods of scientific inquiry

ngineering and Technology: applications of science to create solutions that improve standards of living, along with the design thinking approach of
engineering applied to scientific problems and vice versa

Mathematics: the connections of mathematics with the natural world, and its interconnectedness with the methods of the natural sciences

The Arts: What can be understood about the nature of science from the fine arts, performing arts and the humanities
Theme Components Elaboration and
Guidance
A) Scientific Knowledge (these themes are applied across the Elaborations on (A) Scientific Knowledge):
conceptual SLOs)
Science 1. Patterns 1. Patterns: Observed patters in nature guide
organization and classification and prompt
i) Different patterns may be observed at each of the scales at which a questions about relationships and causes
system is studied and can provide evidence for causality in underlying them.
explanations of phenomena.
ii) Classifications or explanations used at one scale may fail or need 2. Cause and Effect: Events have causes,
revision when information from smaller or larger scales is introduced; sometimes simple, sometimes multifaceted.
thus requiring improved investigations and experiments. Deciphering causal relationships, and the
iii) Patterns of performance of designed systems can be analyzed and mechanisms by which they are mediated, is a
interpreted to reengineer and improve the system. major activity of science and engineering.
iv) Mathematical representations are needed to identify some patterns.
v) Empirical evidence is needed to identify patters 3. Scale, Proportion and Quantity: In
considering phenomena, it is critical to
2. Cause and Effect: Mechanism and Prediction recognize what is relevant at different size,
time, and energy scales, and to recognize
i) Empirical evidence is required to differentiate between cause and proportional relationships between different
correlation and make claims about specific causes and effects. quantities as scales change.
ii) Cause and effect relationships can be suggested and predicted for
complex natural and human designed systems by examining what is 4. Systems and System Models: A system is
known about smaller scale mechanisms within the system. an organized group of related objects or
iii) Systems can be designed to cause a desired effect. components; models can be used for
iv) Changes in systems may have various causes that may not have understanding and predicting the behavior of
equal effects. systems.
3. Scale, Proportion, and Quantity 5. Energy and Matter: Tracking energy and
matter flows, into, out of, and within systems
i) The significance of a phenomenon is dependent on the scale, helps one understand their system's behavior
proportion, and quantity at which it occurs.
ii) Some systems can only be studied indirectly as they are too small, 6. Structure and Function: The way an object
too large, too fast, or too slow to observe directly. is shaped or structured determines many of its
iii) Patterns observable at one scale may not be observable or exist at properties and functions.
other scales.
iv) Using the concept of orders of magnitude allows one to understand 7. Stability and Change: For both designed
how a model at one scale relates to a model at another scale. and natural systems, conditions that affect
v) Algebraic thinking is used to examine scientific data and predict the stability and factors that control rates of
effect of a change in one variable on another (e.g., linear growth vs. change are critical elements to consider and
exponential growth). understand.
4. Systems and System Models
i) Systems can be designed to do specific tasks. Elaborations on (B) Scientific Practices:
ii) When investigating or describing a system, the boundaries and
initial conditions of the system need to be defined and their inputs and 1. Asking Questions and Defining Problems: A
outputs analyzed and described using models. practice of science is to ask and refine
iii) Models (e.g., physical, mathematical, computer models) can be questions that lead to descriptions and
used to simulate systems and interactions—including energy, matter, explanations of how the natural and designed
and information flows—uwithin and between systems at different scales. world(s) works and which can be empirically
iv) Models can be used to predict the behavior of a system, but these tested. Engineering questions clarify problems
predictions have limited precision and reliability due to the to determine criteria for successful solutions
assumptions and approximations inherent in models. and identify constraints to solve problems
about the designed world. Both scientists and
5. Energy and Matter: Flows, Cycles, and Conservation engineers also ask questions to clarify ideas.
i) The total amount of energy and matter in closed systems is 2. Developing and Using Models: A practice of
conserved both science and engineering is to use and
ii) Changes of energy and matter in a system can be described in construct models as helpful tools for
terms of energy and matter flows into, out of, and within that system. representing ideas and explanations. These
iii) Energy cannot be created or destroyed—only moves between one tools include diagrams, drawings, physical
place and another place, between objects and/or fields, or between replicas, mathematical representations,
systems. analogies, and computer simulations.
iv) Energy drives the cycling of matter within and between systems. Modeling tools are used to develop questions,
v) In nuclear processes, atoms are not conserved, but the total number predictions and explanations; analyze and
of protons plus neutrons is conserved. identify flaws in systems; and communicate
ideas. Models are used to build and revise
6. Structure and Function scientific explanations and proposed
engineered systems. Measurements and
i) Investigating or designing new systems or structures requires a observations are used to revise models and
detailed examination of the properties of different materials, the designs.
structures of different components, and connections of components to
reveal its function and/or solve a problem. 3. Planning and Carrying Out Investigations:
ii) The functions and properties of natural and designed objects and Scientists and engineers plan and carry out
systems can be inferred from their overall structure, the way their investigations in the field or laboratory,
components are shaped and used, and the molecular substructures of working collaboratively as well as individually.
its various materials. Their investigations are systematic and
require clarifying what counts as data and
identifying variables or parameters.
Engineering investigations identify the
i) Much of science deals with constructing explanations of how things effectiveness, efficiency, and durability of
change and how they remain stable. designs under different conditions.
if) Change and rates of change can be quantified and modeled over
very short or very long periods of time. Some system changes are 4. Analyzing and Interpreting Data: Scientific
irreversible. investigations produce data that must be
iii) Feedback (negative or positive) can stabilize or destabilize a analyzed in order to derive meaning. Because
system. data patterns and trends are not always
iv) Systems can be designed for greater o lesser stability. obvious, scientists use a range of tools
including tabulation, graphical interpretation,
B) Scientific Practices visualization, and statistical analysis—to
identify the significant features and pattems in
1. Asking Questions and Defining Problems the data. Scientists identify sources of error in
the investigations and calculate the degree of
i) Ask questions: certainty in the results. Modern technology
 makes the collection of large data sets much
- that arise from careful observation of phenomena, o unexpected easier, providing secondary sources for
results, to clarify and/or seek additional analysis. Engineering investigations include
information analysis of data collected in the tests of
- that arise from examining models or a theory, to clarify and/or seek designs. This allows comparison of different
additional information and relationships. solutions and determines how well each
- to determine relationships, including quantitative relationships, meets specific design criteria—that is, which
between independent and dependent variables. design best solves the problem within given
- to clarify and refine a model, an explanation, or an engineering constraints. Like scientists, engineers require
problem. a range of tools to identify pattems within data
and interpret the results. Advances in science
ii) Evaluate a question to determine if it is testable and relevant. make analysis of proposed solutions more
efficient and effective.
iii) Ask questions that can be investigated within the scope of the
school laboratory, research facilities, or field (e.g., outdoor 5. Using Mathematics and Computational
environment) with available resources and, when appropriate, frame a Thinking: In both science and engineering,
hypothesis based on a model or theory. mathematics and computation are
fundamental tools for representing physical
iii) Ask and/or evaluate questions that challenge the premise(s) of an variables and their relationships. They are
argument, the interpretation of a data set, or the suitability of a design. used for a range of tasks such as constructing
simulations; solving equations exactly or
iv) Define a design problem that involves the development of a approximately; and recognizing, expressing,
process or system with interacting components and criteria and and applying quantitative relationships.
constraints that may include social, technical and/or environmental Mathematical and computational approaches
considerations. enable scientists and engineers to predict the
behavior of systems and test the validity of
such predictions.
2. Developing and Using Models
6. Constructing Explanations and Designing
i) Evaluate merits and limitations of two different models of the same Solutions: The goal of science is the
proposed tool, process, mechanism, or system in order to select or construction of theories that provide
revise a model that best fits the evidence or design criteria. explanatory accounts of the world. A theory
becomes accepted when it has multiple lines
ii) Design a test of a model to ascertain its reliability. of empirical evidence and greater explanatory
power of phenomena than previous theories.
iii) Develop, revise, and/or use a model based on evidence to illustrate The goal of engineering design is to find a
and/or predict the relationships between systems or between systematic solution to problems that is based
components of a system. on scientific knowledge and models of the
material world. Each proposed solution results
iv) Develop andor use multiple types of models to provide mechanistic from a process of balancing competing criteria
accounts and/or predict phenomena, and move flexibly between model of desired functions, technical feasibility, cost,
types based on merits and limitations. safety, aesthetics, and compliance with legal
requirements. The optimal choice depends on
v) Develop a complex model that allows for manipulation and testing of how well the proposed solutions meet criteria
a proposed process or system. and constraints.

vi) Develop and/or use a model (including mathematical and 7. Engaging in Argument from Evidence: In
computational) to generate data to support explanations, predict science and engineering, reasoning and
phenomena, analyze systems, and/or solve problems. argument based on evidence are essential to
identifying the best explanation for a natural
phenomenon or the best solution to a design
3. Planning and Carrying Out Investigations problem. Scientists and engineers use.
argumentation o listen to, compare, and
i) Plan an investigation or test a design individually and collaboratively evaluate competing ideas and methods based
to produce data to serve as the basis for evidence as part of building on merits. Scientists and engineers engage in
and revising models, supporting explanations for phenomena, or argumentation when investigating a
testing solutions to problems. Consider possible confounding variables phenomenon, testing a design solution,
or effects and evaluate the investigation's design to ensure variables resolving questions about measurements,
are controlled. building data models, and using evidence to
evaluate claims.
ii) Plan and conduct an investigation individually and collaboratively to
produce data to serve as the basis for evidence, and in the design: 8. Obtaining, Evaluating and Communicating
decide on types, how much, and accuracy of data needed to produce Information: Scientists and engineers must be
reliable measurements and consider limitations on the precision of the able to communicate clearly and persuasively
data (e.g., number of trials, cost, risk, time), and refine the design the ideas and methods they generate.
accordingly. Critiquing and communicating ideas
individually and in groups is a critical
iii) Plan and conduct an investigation or test a design solution in a professional activity. Communicating
safe and ethical manner including considerations of environmental, information and ideas can be done in multiple
social, and personal impacts. ways: using tables, diagrams, graphs, models,
and equations as well as orally, in writing, and
iv) Select appropriate tools to collect, record, analyze, and evaluate through extended discussions. Scientists and
data. engineers employ multiple sources to obtain
information that is used to evaluate the merit
V) Make directional hypotheses that specify what happens to a and validity of claims, methods, and designs.
dependent variable when an independent variable is manipulated
vi) Manipulate variables and collect data about a complex model of a
proposed process or system to identify failure points or improve
performance relative to criteria for success or other variables.

4. Analyzing and Interpreting Data

i) Analyze data using tools, technologies, and/or models (e.g.,
computational, mathematical) in order to make valid and reliable
scientific claims or determine an optimal design solution.

ii) Apply concepts of statistics and probability (including determining

function fits to data, slope, intercept, and correlation coefficient for
linear fits) to scientific and engineering questions and problems, using
digital tools when feasible.

iii) Consider limitations of data analysis (e.g., measurement error,

sample selection) when analyzing and interpreting data.
iv) Compare and contrast various types of data sets (e.g., self
generated, archival) to examine consistency of measurements and
observations.

v) Evaluate the impact of new data on a working explanation and/or

model of a proposed process or system.
Vi) Analyze data to identify design features or characteristics of the
components of a proposed process or system to optimize it relative to
criteria for success.

5. Using Mathematics and Computational Thinking

i) Create and/or revise a computational model or simulation of a
phenomenon, designed device, process, or system.
ii) Use mathematical, computational, and/or algorithmic
representations of phenomena or design solutions to describe and/or
support claims and/or explanations.
iii) Apply techniques of algebra and functions to represent and solve
scientific and engineering problems.
iv) Use simple limit cases to test mathematical expressions, computer
programs, algorithms, or simulations of a process or system to see if a
model ‘makes sense” by comparing the outcomes with what is known
about the real world.
v) Apply ratios, rates, percentages, and unit conversions in the context
of complicated measurement problems involving quantities with
derived or compound units (such as mg/mL, kg/m3 , acre-feet, etc.).

6. Constructing Explanations and Designing Solutions

i) Make a quantitative and/or qualitative claim regarding the
relationship between dependent and independent variables.
ii) Construct and revise an explanation based on valid and reliable
evidence obtained from a variety of sources (including students’ own
investigations, models, theories, simulations, peer review) and the
assumption that theories and laws that describe the natural world
operate today as they did in the past and will continue to do so in the
future.
iii) Apply scientific ideas, principles, and/or evidence to provide an
explanation of phenomena and solve design problems, taking into
account possible unanticipated effects.

iv) Apply scientific reasoning, theory, and/or models to link evidence to

the claims to assess the extent to which the reasoning and data
support the explanation or conclusion.
v) Design, evaluate, and/or refine a solution to a complex real-world
problem, based on scientific knowledge, student-generated sources of
evidence, prioritized criteria, and trade off considerations.

7. Engaging in Argument from Evidence

i) Compare and evaluate competing arguments or design solutions in
light of currently accepted explanations, new evidence, limitations
(e.9., trade-offs), constraints, and ethical issues.
ii) Evaluate the claims, evidence, and/or reasoning behind currently
accepted explanations or solutions to determine the merits of
arguments.
iii) Respectfully provide and/or receive critiques on scientific
arguments by probing reasoning and evidence and challenging ideas
and conclusions, responding thoughtfully to diverse perspectives, and
determining what additional information is required to resolve
contradictions.

iv) Construct, use, and/or present an oral and written argument or

counter-arguments based on data and evidence.

v) Make and defend a claim based on evidence about the natural

world or the effectiveness of a design solution that reflects scientific
knowledge, and student-generated evidence.

vi) Evaluate competing design solutions to a real-world problem based

on scientific ideas and principles, empirical evidence, and/or logical
arguments regarding relevant factors (e.g. economic, societal,
environmental, ethical considerations).

8. Obtaining, Evaluating and Communicating Information

i) Critically read scientific literature adapted for classroom use to
determine the central ideas or conclusions and/or to obtain scientific
andlor technical information to summarize complex evidence,
concepts, processes, or information presented in a text by
paraphrasing them in simpler but still accurate terms.
ii) Compare, integrate and evaluate sources of information presented
in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a scientific question or solve a problem.
iii) Gather, read, and evaluate scientific and/or technical information
from multiple authoritative sources, assessing the evidence and
usefulness of each source.

iv) Evaluate the validity and reliability of and/or synthesize multiple

claims, methods, and/or designs that appear in scientific and technical
texts or media reports, verifying the data when possible.
v) Communicate scientific and/or technical information or ideas (e.g.
about phenomena and/or the process of development and the design
and performance of a proposed process or system) in multiple formats
(including orally, graphically, textually, and mathematically).
 The Engineering Design cycle can be
1. Analyze a major global challenge to specify qualitative and considered to consist of the below three
iterative steps in a global problem solving
Technology quantitative criteria and constraints for solutions that account for
societal needs and wants. context:

& i) Analyze complex real-world problems by specifying criteria and Define: Attend to a broad range of
constraints for successful solutions. considerations in criteria and constraints for
Engineering problems of social and global significance
ii) Criteria and constraints also include satisfying any requirements set Develop solutions: Break a major problem into
by society, such as taking issues of risk mitigation into account, and smaller problems that can be solved
they should be quantified to the extent possible and stated in such a separately
way that one can tell if a given design meets them.
iii) Humanity faces major global challenges today, such as the need for Optimize: Prioritize criteria, consider tradeoffs,
supplies of clean water and food or for energy sources that minimize and assess social and environmental impacts
pollution, which can be addressed through engineering. These global as a complex solution is tested and refined
challenges also may have manifestations in local communities.
iv) Al human activity draws on natural resources and has both short
and long-term consequences, positive as well as negative, for the
health of people and the natural environment
v) New technologies can have deep impacts on society and the
environment, including some that were not anticipated. Analysis of
costs and benefits is a critical aspect of decisions about technology.

2. Design a solution to a complex real-world problem by breaking it

down into smaller, more manageable problems that can be solved
through engineering.
i) Design a solution to a complex real-world problem, based on
ific knowledge, student-generated sources of evidence,
ized criteria, and trade off considerations.
ii) Criteria may need to be broken down into simpler ones that can be
approached systematically, and decisions about the priority of certain
criteria over others (trade-offs) may be needed.

3. Evaluate a solution to a complex real-world problem based on

prioritized criteria and trade-offs that account for a range of
constraints, including cost, safety, reliability, and aesthetics, as
well as possible social, cultural, and environmental impacts.
i) Evaluate a solution to a complex real-world problem, based on
scientific knowledge, student-generated sources of evidence,
prioritized criteria, and trade off considerations.

ii) When evaluating solutions, it is important to take into account a

range of constraints, including cost, safety, reliability, and aesthetics,
and to consider social, cultural, and environmental impacts.

4. Use a computer simulation to model the impact of proposed

solutions to a complex real-world problem with numerous criteria
and constraints on interactions within and between systems
relevant to the problem.
i) Use mathematical models and/or computer simulations to predict the
effects of a design solution on systems andlor the interactions
between systems.
ii) Both physical models and computers can be used in various ways to
aid in the engineering design process. Computers are useful for a
variety of purposes, such as running simulations to test different ways
of solving a problem or to see which one is most efficient or
economical; and in making a persuasive presentation to a client about
how a given design will meet his or her needs.
iii) Models (e.g., physical, mathematical, computer models) can be
used to simulate systems and interactions—including energy, matter,
and information flows— within and between systems at different
scales.

5. Interdependence of Science, Engineering, and Technology

i) Science and engineering complement each other in the cycle known
as research and development (R&D).
ii) Many R&D projects may involve scientists, engineers, and others
with wide ranges of expertise.

6. Influence of Engineering, Technology, and Science on Society

and the Natural World

i) Modern civiization depends on major technological systems, such

as agriculture, health, water, energy, transportation, manufacturing,
construction, and communications.
ii) Engineers continuously modify these systems to increase benefits
while decreasing costs and risks.
iii) New technologies can have deep impacts on society and the
environment, including some that were not anticipated.
iv) Analysis of costs and benefits is a critical aspect of decisions about
technology.
 A) Mathematical Knowledge in Science (these are embedded into
the conceptual SLOs, as well as is i the prerequisite mathematical
knowledge requirements)
The Arts and
B) Nature of Science
Mathematics 1. Scientific Investigations Use a Variety of Methods

i) Science investigations use diverse methods and do not always use

the same set of procedures to obtain data.
ii) New technologies advance scientific knowledge.
iii) Scientific inquiry is characterized by a common set of values that
include: logical thinking, precision, open-mindedness, objectivity,
skepticism, replicability of results, and honest and ethical reporting of
findings
iv) The discourse practices of science are organized around
disciplinary domains that share examples for making decisions
regarding the values, instruments, methods, models, and evidence to
adopt and use.
v) Scientific investigations use a variety of methods, tools, and
techniques to revise and produce new knowledge.
2. Science knowledge is based on empirical evidence.

i) Science disciplines share common rules of evidence used to

evaluate explanations about natural systems.
ii) Science includes the process of coordinating patterns of evidence
with current theory.
iii) Science arguments are strengthened by multiple lines of evidence
supporting a single explanation.
3. Scientific Knowledge is Open to Revision in Light of New
Evidence

i) Scientific explanations can be probabilistic.

ii) Most scientific knowledge is quite durable but is, in principle, subject
to change based on new evidence and/or reinterpretation of existing
evidence.
iii) Scientific argumentation is a mode of logical discourse used to
clarify the strength of relationships between ideas and evidence that
may result in revision of an explanation.

4. Science Models, Laws, Mechanisms, and Theories Explain

Natural Phenomena

i) Theories and laws provide explanations in science, but theories do

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not with time become laws or facts.
ii) A scientific theory is a substantiated explanation of some aspect of
the natural world, based on a body of facts that has been repeatedly
confirmed through observation and experiment, and the science
community validates each theory before it is accepted. If new evidence
is discovered that the theory does not accommodate, the theory is
generally modified in light of this new evidence.
iii) Models, mechanisms, and explanations collectively serve as tools
in the development of a scientific theory.
iv) Laws are statements or descriptions of the relationships among
observable phenomena.
v) Scientists often use hypotheses to develop and test theories and
explanations.

5. Science is a Way of Knowing

i) Science is both a body of knowledge that represents a current

understanding of natural systems and the processes used to refine,
elaborate, revise, and extend this knowledge.
ii) Science is a unique way of knowing and there are other ways of
knowing
iii) Science distinguishes itself from other ways of knowing through use
of empirical standards, logical arguments, and skeptical review.
iv) Science knowledge has a history that includes the refinement of,
and changes to, theories, ideas, and beliefs over time.
6. Scientific Knowledge Assumes an Order and Consistency in
Natural Systems
i) Scientific knowledge is based on the assumption that natural laws
operate today as they did in the past and they will continue to do so in
the future.
ii) Science assumes the universe is a vast single system in which
basic laws are consistent.
7. Science is a Human Endeavor

i) Scientific knowledge s a result of human endeavor, imagination, and

creativity.
ii) Individuals and teams from many nations and cultures have
contributed to science and to advances in engineering.
iii) Scientists' backgrounds, theoretical commitments, and fields of
endeavor influence the nature of their findings.
iv) Technological advances have influenced the progress of science
and science has influenced advances in technology.
v) Science and engineering are influenced by society and society is

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influenced by science and engineering.

8. Science Addresses Questions About the Natural and Material

World
i) Not all questions can be answered by science.
ii) Science and technology may raise ethical issues for which science,
by itself, does not provide answers and solutions.
iil) Science knowledge indicates what can happen in natural systems—
not what should happen. The latter involves ethics, values, and human
decisions about the use of knowledge.
iv) Many decisions are not made using science alone, but rely on
social and cultural contexts to resolve issues.
 Theoretical Concepts Progression Grid

Guidance for the Reader

Assumption of Prior Knowledge: It is assumed that students will already have knowledge (and be able to apply it as needed in their current class) of what th
learned in their previous grades, so SLOs from previous grades are not repeated in the higher grades. In practice, teachers may want to refresh concepts with
their students as appropriate.

Organization of the SLOs in the Progression Grid: Inside a grade, teachers are free to teach the content in any order of preference. Textbook publishers are
also free to organize the contents of their books in any manner that they consider most effective, as long as all the SLOs in the Progression Grid and Cross-
, Cutting themes are covered. The SLOs inside a grade do not need to be taught in the order presented in a grade in this PG. The Nature of Science domain
would, for example, be best taught by being integrated into the teaching of all the chapters of the curriculum.

o Nature of Science Domain Guidance for the Reader: Nature of Science learning objectives have been added to the Progression Grid. The purpose of studying
science at the high school level is not only to prepare students for further study in the sciences. Many 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 these curricula 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 they consume from the world around
them. Teaching NOS in the study of Physics, Biology, Chemistry is a cutting-edge international trend.

e In the Nature of Science domain SLOs, unless explicitly stated, where the SLO begins with the phrase ‘explain with examples’ it is enough that students
study 2-3 examples and can use them in their answers for examination questions. There is no need to extensively or comprehensively study the history
of science or its applications in other fields. The purpose here is that students are able to develop an appreciation of these aspects of the field of
chemistry with some rigor (hence these SLOs are expected to be assessed), but not to become so extensive that it take a lot of time out from building
competence in rest of the domains on chemistry skills and knowledge.

e Assessment of Nature of Science in standardized board exams will be kept to objective knowledge; students will not be expected to write argumentative
essays or express subjective perspectives. Rather assessment in the standardized exams will occur through multiple choice questions and/or through
short answer questions that require two-three sentence responses. Sample questions are provided in the Curriculum Guidelines. In their regular

®
 classroom study, teachers are encouraged to teach these topics through learner-centered activities that promote curiosity, inquiry, creativity, critical
discussion and collaboration.

Optional SLOs: SLOs that are italicized are optional, as they may be advanced or too much to cover with the rest of the content in the grade. q

Grade 9 Grade 10 Grade 11 Grade 12

Domain A: Nature of Science in Biology

This field studies science’s underlying assumptions, and its methodologies. This involves some integrated study of the history, philosophy and sociology of
science.

Note: In the Nature of Science domain SLOs, unless explicitly stated, where the SLO begins with the phrase ‘explain with examples’ it is enough that students study 2-3
examples and can use them in their answers for examination questions. There is no need to extensively or comprehensively study the history of science or its applications in
other fields. The purpose here is that students are able to develop an appreciation of these aspects of the field of physics with some rigor (hence these SLOs are expected to be
assessed), but not to become so extensive that it take a lot of time out from building competence in rest of the domains on physics skills and knowledge. Assessment of Nature of|
Science in standardized board exams will be kept to objective knowledge; students will not be expected to write argumentative essays or express subjective perspectives. Rather
assessment in the standardized exams will occur through multiple choice questions and/or through short answer questions that require two-three sentence responses. Sample
questions are provided in the Curriculum Guidelines. In their regular classroom study, teachers are encouraged to teach these topics through learner-centered activities that
promote curiosity, inquiry, creativity, critical discussion and collaboration.
tandard: Students should be able to explain and evaluate with examples that science operates in a historical context that affects its current practices and
paradigms

ote: In the Nature of Science domain SLOs, unless explicitly stated, where the SLO begins with the phrase ‘explain with examples’ it is enough that students study
-3 examples and can use them in their answers for examination questions. There is no need to extensively or comprehensively study the history of science or its
lapplications in other fields. The purpose here is that students are able to develop an appreciation of these aspects of the field of biology with some rigor (hence these
SLOs are expected to be assessed), but not to become so extensive that it take a lot of time out from building competence in rest of the domains on biology skills and
[knowledge. Assessment of Nature of Science in standardized board exams will be kept to objective knowledge; students will not be expected to write argumentative
lessays or express subjective perspectives. Rather assessment in the standardised exams will occur through multiple choice questions and/or through short answer
questions that require two-three sentence responses. Sample questions are provided in the Curriculum Guidelines. In their regular classroom study, teachers are
lencouraged to teach these topics through learner-centered activities that promote curiosity, inquiry, creativity, critical discussion and collaboration.

Benchmark 1: Critically analyze claims made about the relationship of biology with
N/A
society
The Science of Biology:

[SLO: B-09-A-01]
Define biology

[SLO:B-09-A-02]
State Quran instructs to reveal the study of
Life

0:B-09-A-03]
Pefine major fields of biology as Botany,
and Microbiology
-Morphology
-Anatomy
-Histology
- Physiology
-Taxonomy
-Paleontology
- Pharmacology

[SLO:B-09-A-05]
3. Relate that biology connects with other natural
sciences.Students should be able to distinguish in terms
of the broad subject matter the below fields:

- Biophysics
Biochemistry
omputational Biology
Biogeography

09-A-06]
tify the careers in Biology and
in with examples how biology is a
of the natural sciences and of the life
[SLO: B-09-A-07]
Justify with examples that science is a
collaborative field that requires
interdisciplinary researchers working
together to share knowledge and critique
ideas

[SLO: B-09-A-08]
Describe the steps of the scientific method
thatis:
Recognition
Observation
Hypothesis
Deduction

e terms 'hypothesis', 'theory' and

ontext of research in the natural
 Standard
Students should be able to:

Define evolution and natural selection.

, Explain the mechanisms of genetic variation and inheritance.
Describe how populations change over time and how speciation occurs.
Explain the evidence for common ancestry and the history of ife on Earth.
Describe the major taxonomic categories and their characteristics, including the classification of organisms into species, genus, family,
order, class, phylum, and kingdom.
Benchmark 1: Students will be able to explain the theory of evolution by Benchmark 1: Students will be able to distinguish
natural selection and provide evidence for its occurrence. evolution from creationism and explain the factors
that influence evolution and inheritance.
[SLO: B-11-B-01]
Explain that
evolution happens
due to variation in
organisms and the
selection pressures
that organisms face.

[SLO: B-11-B-02]
Discuss the evidence
 that is provided by
[SLO: B-09-B-04] biogeography
Discuss briefly the observations Darwin
made during his voyage on HMS Beagle. [SLO: B-11-B-03]
Analyze the evidence
[SLO: B-09-B-05] of evolution that
Describe sources of variation which can lead comes from
to speciation and evolution. molecular biology.

[SLO: B-09-B-06] [SLO: B-11-B-04]

Describe evidence of evolution with regards Differentiate
to the following between convergent
- Paleontology (fossil record) and divergent
- Comparative anatomy (homologous evolution on the
structures, vestigial structures) basis of inheritance
- Selective breeding of the homologous
and analogous
structures.

[SLO: B-11-B-05]
Describe the
Endosymbiotic
theory about the
mechanism of
evolution of
eukaryotes from
prokaryotes

[SLO: B-11-B-06]
Describe the theory
 of inheritance of
acquired characters,
as proposed by
Lamarck with
example of giraffe
neck

[SLO: B-11-B-07]
State the drawbacks
in Lamarckism.

Benchmark 2: Students will be able to describe the process of classification Benchmark 2: Students will be able to describe
and explain how taxonomy helps us understand the diversity of life on Earth. different ideas and models provided to understand
, and explain evolution and inheritance
[SLO:B-09-B-07] [SLO:B-11-B-08]
Refine biodiversity and classification. Describe non
vascular plants
(Bryophytes,)

[SLO:B-11-B-09]
Explain the life cycle
of polytrichome
history of classification schemes.
[SLO:B-11-B-10]
: B-09-B-10] Describe the general
it the three distinct domains into which features of vascular
organisms are broadly classified into. plants

09-B-11]
axonomic ranks of classification. [SLO:B-11-B-11]
Identify the division
[SLO: B-09-B-12] between vascular
Outline the binomial nomenclature system. plants
(pteridophytes,
[SLO: B-09-B-13] gymnosperms,
Describe the complications of classifying angiosperms)
viruses.

[SLO:B-11-B-12]
Explain the general
characteristics
pteridophytes

[SLO:B-11-B-13]
Explain the life cycle
of ferns

[SLO:B-11-B-14]
Describe the general
characteristic of
gymnosperms and
classify them

[SLO:B-11-B-15]
Describe the life
cycle of pinus

[SLO:B-11-B-16]
Describe the general
characteristic of
angiosperms and
classify them

[SLO:B-11-B-17]
Explain the life cycle
of angiosperms

[SLO:B-11-B-18]

Describe general characteristics

and economic importance of
the following angiospermic
families

Brassicacaeae
Solanaceae
Poaceae

[SLO: B-11-B-19]

Identify that animals are divided

into two major groups as
invertebrate and vertebrate

[SLO:B-11-B-20]
Describe the general
characteristics, importance and
example of sponges cnidarians,
Platyhelminthes, Ascelminthes
(vermatodes), mollusks, annelid,
arthropods and echinoderms

[SLO:B-11-B-21]
Describe the general
characteristics of chordates and
vertebrates.
 [SLO: B-11-B-22]
Describe the general
characteristics of ampbhibians,
reptiles, birds and mammals.

[Standard: Students should be able to:

Describe the structure and function of the four main biomolecules: carbohydrates, lipids, proteins, and nucleic acids.
[Explain the role of DNA as the genetic material and its role in heredity.
Describe the structure of DNA, including the double helix and the four nitrogenous bases.
[Explain the process of DNA replication and its importance in cell division.
Describe the process of transcription and translation, including the role of RNA and ribosomes.
Benchmark 1: Students will be able to describe the chemical structure, Benchmark 1: Describe in detail the structure, o
properties and roles of the four major classes of biomolecules chemistry and environment of the four major
(carbohydrates, lipids, proteins, and nucleic acids). biomolecules, their types and reactions inside cells
and tissues.
-01] [SLO: B-11-C-01]
emistry/molecular biology Define
biochemistry/molecu
-09-C-02] lar biology
ine the various types of common
lecules (DNA, RNA, Proteins, Lipids,
ydrates) including their locations [SLO: B-11-C-02]
e cell and main roles. Describe Briefly the
different types of
bonds found in
line the structure and function and biology (hydrogen
sources of proteins with structure of amino bonds, covalent
acids bonds,
interactions,lonic,
[SLO: B-09-C-04] hydrophobic and
hydrophilic
Outline the structure, function and sources interactions etc)
of lipids
[SLO: B-11-C-03]
[SLO: B-09-C-05] Distinguish
Define Carbohydrates carbohydrates,
and Outline the structure, function and proteins, lipids and
sources of Carbohydrates. nucleic acids as the
four fundamental
kinds of biological
[SLO:B-09-C-06] molecules.
Identify carbohydrates as monosaccharides,
isaccharides and polysaccharides. [SLO: B-11-C-04]
Describe and draw
sketches of the
condensation -
synthesis and
hydrolysis reactions
for the making and
breaking of
macromolecule
polymers.

[SLO: B-11-C-05]
State the properties
of water (high
polarity, hydrogen
bonding, high specific
heat, high heat of
vaporization,
cohesion,
hydrophobic
exclusion, ionization
and lower density of
ice) allow it to be the
medium of life.

[SLO: B-11-C-06]
Define carbohydrates
and classify them.

[SLO: B-11-C-07]
Compare and
contrast the
properties and roles
of monosaccharides
and write their
formula

[SLO: B-11-C-08]
Compare the isomers
and stereoisomers of
glucose.

[SLO: B-11-C-09]
Distinguish the
properties and roles
of disaccharides

[SLO: B-11-C-10]
Describe glycosidic
bonds in
disaccharides.

[SLO: B-11-C-11]
Describe the
structure properties
and roles of
polysaccharides
starch, glycogen,
cellulose and chitin.

[SLO: B-11-C-12]
Define protein,
amino acid and
recognized essential
amino acid and
structural formula of
amino acid.

[SLO: B-11-C-13]
Outline the synthesis
and breakage of
peptide linkages.

[SLO: B-11-C-14]
Justify the
significance of the
sequence of amino
acids through the
example of sickle cell
hemoglobin.

[SLO: B-11-C-15]
Classify proteins as
globular and fibrous
proteins.

[SLO: B-11-C-16]
List the roles of
structural proteins
and functional
proteins with 3
examples

[SLO: B-11-C-17]
Define lipids

[SLO: B-11-C-18]
Describe the
properties and roles
of acylglycerols,
phospholipids,
terpenes and waxes.

[SLO: B-11-C-19]
lllustrate the
molecular structure
(making and
breaking) of an
acylglycerol, a
phospholipid and a
terpene.

[SLO: B-11-C-20]
Evaluate steroids and
prostaglandins as
important groups of
lipids

[SLO: B-11-C-21]
Describe nucleic
acids and molecular
structure of
nucleotides.

[SLO: B-11-C-22]
Distinguish among
the nitrogenous
bases found in the
nucleotides of nucleic
acids.

[SLO: B-11-C-23]
Outline the examples
of a mononucleotide
(ATP) and a
dinucleotide (NAD).

[SLO: B-11-C-24]
lllustrate the
formation of
phosphodiester
bond.

[SLO: B-11-C-25]
Explain the double
helical structure of
DNA as proposed by
Watson and Crick.

[SLO: B-11-C-26]
Explain the general
structure of RNA.

[SLO: B-11-C-27]
Distinguish in terms
of functions and
roles, the three types
of RNA

[SLO: B-11-C-28]
Discuss the Central
Dogma.

[SLO: B-11-C-29]
Define conjugated
molecules and
describe the roles of
common conjugated
molecules i.e.
glycolipids,
glycoproteins,
lipoproteins and
nucleoproteins.
 Benchmark 2: Students will be able to explain the role of DNA in genetic
information storage and transfer, including the structure of DNA, DNA N/A
replication, and the central dogma of molecular biology.
[SLO: B-09-C-07]

Describe briefly the structure of DNA as a

double helix macromolecule made of
nucleotides with base pairing in between the
two helices through complementary base
pairing.

[SLO: B-09-C-08]
Outline function of DNA as carrier of
, hereditary information

[SLO: B-09-C-09]
escribe briefly the structure of RNA as
ingle stranded macromolecule made of
jdes with nitrogenous base

rting hereditary information into

ul proteins.

how information in the DNA is

d to information on RNA and then
teins.
 Standard: Students should be able to:

Describe the structure and function of cells, including prokaryotic and eukaryotic cells.
Identify and describe the main subcellular organelles, including the nucleus, mitochondria, ribosomes, endoplasmic reticulum, Golgi
apparatus, lysosomes, and peroxisomes.
Explain the role of the cell membrane and describe its structure.
Explain the process of cellular respiration and its role in producing energy.
Describe the process of cellular division, including mitosis and meiosis.
Benchmark 1: Students will be able to describe the structure of animal and Benchmark 1: Students will be able to describe the
plant cells and the structure and roles of different organelles inside the cells. function and draw the structure of cells and cell
organelles, including the nucleus, mitochondria,
, ribosomes, and endoplasmic reticulum, and how
they interact to maintain cellular homeostasis and
communicate with each other.

LO: B-09-D-01] [SLO: B-11-D-01]

Describe that cells

-02] are the basic unit of
with diagrams the structure of life with respect to 7
plant cells properties of Life.
(Movement,

ch different sub-cellular organelles Respiration,

eus, mitochodria, cell membranes, etc) Homeostasis,
line their roles. Growth,
Reproduction,
09-D-04] Excretion, Nutrition)
structural advantages of plant and
[SLO: B-09-D-05]
Identify different types of cells (mesophyll [SLO: B-11-D-02]
cell, epidermal cell, neurons, muscle, red
blood cell, liver cell) and sketch their Identify the
structures ultrastructure of
animal and plant
cells.
[SLO: B-09-D-06]
Describe the concept of division of labor and
how it applies to [SLO: B-11-D-03]
- within cells (across sub-cellular organelles)
- multicellular organisms (across cells) Describe the
structure and
[SLO: B-09-D-07] functions of sub-
Describe Cell Specialization.
cellular organelles.
(mitochondria,
nucleus
-cell membrane,
chloroplast,
lysosomes, cell wall,
centrioles,
- Golgi apparatus,
smooth endoplasmic
reticulum, rough
endoplasmic
reticulum, vesicles,
peroxisome,
vacuoles, ribosomes
 [SLO: B-11-D-04]

Define cell signalling.

[SLO: B-11-D-05]
Discuss the pathway
of a signal from
outside the cell to
the inside. (Protein
signal and steroid
signal)
Benchmark 2: Students will be able to describe the different stages of cell Benchmark 2: Students will be able to understand

O
division and the roles organelles have in this process. terms such as stem cells, the structure of cell
membrane and its role in tra nsport of material.
[SLO:B-11-D-06]
Define Stem cells and
advantages of using
stem cells

[SLO: B-11-D-07]
Categorize different
types of stem cells

the processes of mitosis and [SLO: B-11-D-08]

Evaluate the
 advantages and
disadvantages of
using induced
[SLO: B-09-D-12] Pluripotent Stem
Outline the significance of mitosis and Cells.
meiosis.
[SLO: B-11-D-09]
[SLO: B-09-D-13] Explain the structure
Define Stem cells as unspecialized cell. of the cell membrane
and the techniques
that can be used to
study it.

[SLO: B-11-D-10]
Explain the 4
membrane transport
mechanisms with
diagrams: (simple
diffusion, Facilitated
diffusion, Osmosis,
Active transport) .

[SLO: B-11-D-11]
Differentiate
between prokaryotic
and eukaryotic cells
with diagrams.

[SLO: B-11-D-12]
State cell theory
(including how to
validate it and
exceptions to it.)
[SLO: B-11-D-13]
Compare and
constrast the
workings of a light
microscope and
electron microscope
with focus on
resolution and
magnificatiton and
live vs dead samples.

[SLO: B-11-D-14]
Write the chemical
structure of a single
phospholipid
(Glycerol as a three
carbon molecule,
phosphate group,
one unsaturated
fatty acid tail and one
saturated fatty acid
tail) .

[SLO: B-11-D-15]
Describe endocytosis
and exocytosis with
diagrams.

[SLO: B-11-D-16]
Compare and
contrast simple and
 facilitated diffusion.

[SLO: B-11-D-17]
Explain the steps of
mitosis and meiosis
with diagrams.

[Standard: Students should be able to:

Describe the structure and function of tissues, including epithelial, connective, muscle, and nervous tissue.
[Explain the role of organs in maintaining homeostasis.
Describe the structure and function of the major organ systems, including the circulatory, digestive, respiratory, nervous, endocrine,
imuscular, and skeletal systems.
Explain how the different organ systems interact to maintain homeostasis in the body. o
Describe how diseases can affect the functioning of organ systems.
Benchmark 1: Students will be able to describe the four basic types of tissues
(epithelial, connective, muscle, and nervous), their constituent cells and N/A
explain their structure and functions.
-01]
etween tissues, organs and
ith examples from animals and

-09-E-02]
the concept of emergent properties
In functionalities and how it applies
llowing:
- 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

[SLO: B-09-E-03]
Enlist the different types of tissue come
together to form the stomach organ in the
human body.

[SLO:B-09-E-04]
iscuss the different types of tissue come
gether to form the leaf

Benchmark 2: Students will be able to explain the structure and function of

major organ systems in animals, including the digestive, respiratory,
N/A
cardiovascular, nervous, endocrine, and reproductive systems and their
disorders
: B-09-E-05]
the organ systems come together to
human body.
Benchmark 3: Understand what homeostasis means and describe major plant N/A
organs.
[SLO: B-09-E-06]
Describe the advantages of homeostasis.

[SLO: B-09-E-07]
Discuss the various organs and systems of
the human body work to maintain
homeostasis.

[SLO: B-09-E-08]
Explain plant physiology in terms of
structures and roles of various plant organs.

tandard: Define metabolism and describe how it is related to cellular respiration and photosynthesis.
Explain the role of enzymes in metabolic reactions and describe the process of enzyme-catalyzed reactions.
Define enzymes and explain their role in metabolic reactions.
Describe the factors that affect enzyme activity, including temperature, pH, and substrate concentration.
[Explain the importance of enzymes in maintaining homeostasis and how disturbances can lead to disease.
Benchmark 1: Students will be able to explain the
role of enzymes in biological systems, including
Benchmark 1: Students will be able to describe the concepts of metabolism, the facilitation of chemical reactions and regulation
anabolism and catabolism, and explain how enzymes help in metabolism. of metabolic pathways.
: B-09-F-01] [SLO: B-11-F-01]
e metabolism, catabolism and « |dentify the role
jism with examples. and component parts
of the active site of
an enzyme.

[SLO: B-11-F-02]
Define Enzymes and describe their Differentiate among
characteristics the three types of co-
factors i.e. in organic
ions, prosthetic
[SLO: B:09-F-03] group and co-
Show the mechanism of enzyme action enzymes, with
examples.
[SLO: B-09-F-04]
Assess the factors which could influence [SLO: B-11-F-03]
enzyme activity. Explain the
mechanism of
[SLO: B-09-F-05] enzyme action
Describe competitive, and non-competitive through the Induced
inhibition. Fit Model, including
comparing it with
Lock and Key Model.

[SLO: B-11-F-04]
Explain enzyme
catalysis with
example of specific
reactions

[SLO: B-11-F-05]
Define energy of
activation and
discuss through
graph how an
enzyme speeds up a
reaction by lowering
 the energy of
activation.
Benchmark2: Students will be able to describe the
factors that affect enzyme activity, including
temperature, pH, substrate concentration, and
inhibitors, and explain how hese factors can be
N/A used to control enzyme act ity.
[SLO: B-11-F-06]
Explain the effect of
temperature on the
rate of enzyme
action with example
of human and
thermophilic bacteria

[sLO: B-11-F-07]
Investigate the effect
of pH on enzyme
activity Compare the
optimum pH of
different enzymes
like trypsin, pepsin,
papain.

[SLO: B-11-F-08]
Demonstrate that the
concentration of
enzyme affects the
rate of enzyme
action
[SLO: B-11-F-09]
Describe enzymatic
inhibition, its types
and its significance
with examples .

[SLO: B-11-F-10]
Name the molecules
which act as
inhibitors.

[SLO: B-11-F-11]
Categorize inhibitors
into competitive and
non-competitive
inhibitors.

[SLO: B-11-F-12]
Explain feedback
inhibition.

[SLO: B-11-F-13]
Classify enzymes on
the basis of the
reactions catalyzed
(oxido-reductases,
transferases,
hydrolases,
isomerases, and
ligases).

[SLO: B-11-F-14]
e Classify enzymes on
 the basis of the
substrates they use
(lipases, diastase,
amylase, proteases
etc)
Benchmark3:. Explain in detail how photosynthesis
Benchmark 2: Students will be able to explain the processes of cellular and Respiration occurs and understand the
respiration and photosynthesis and the energy conversions. processes involved.

O
[SLO: B-09-F-06] [SLO: B-11-F-15]
Discuss the role of ATP as energy currency. Explain the role of
light, carbon dioxide
[SLO: B-09-F-07]
and water in
Describe photosynthesis in plants.
photosynthesis
[SLO: B-09-F-08]
Explain aerobic respiration and anaerobic [SLO: B-11-F-16]
respiration Identify the two
general kinds of
photosynthetic
pigments
(carotenoids and
chlorophylls)

[SLO: B-11-F-17]
Describe the roles of
photosynthetic
pigments in the
absorption and
conversion of light
energy

[SLO: B-11-F-18]
Differentiate
between the
absorption spectra of
chlorophyll ‘@’ and ‘b’

[SLO: B-11-F-19]
[SLO: B-11-F-19]
Describe the
arrangement of
photosynthetic
pigments in the form of
photosystem-I and II.

[SLO: B-11-F-20]
Describe the events of
non-cyclic
photophosphorylation
and cyclic
photophosphorylation.

[SLO: B-11-F-21]
Explain the Calvin cycle
(the regeneration of
RuBP should be
understood in outline
only.)

[SLO: B-11-F-22]
Explain the process of
anaerobic respiration
in terms of glycolysis
and conversion of
pyruvate into lactic
acid or ethanol.

[SLO: B-11-F-23]
lllustrate the links
reaction as conversion
of pyruvate to acetyl-
CoA.
[SLO: B-11-F-24]
Outline the steps of
Krebs cycle.

[SLO: B-11-F-25]
Trace the passage of
electrons through the
electron transport
chain.

[SLO: B-11-F-26]
Describe chemiosmosis
and Relate it with
electron transport
chain.

[SLO: B-11-F-27]
Explain the substrate-
level phosphorylation
during which exergonic
reactions are coupled
with the synthesis of
ATP.

[SLO: B-11-F-28]
Justify the importance
of G3P in
photosynthesis

[SLO: B-11-F-29]
Outline the formation
of acetyl CoA from fats
[SLO: B-11-F-30]
Compare and contrast
respiration of fats and
glucose .

[SLO: B-11-F-31]
Define
photorespiration

[SLO: B-11-F-32]
Outline the events
occurring through
photorespiration. .

[SLO: B-11-F-33]
Rationalize how the
disadvantageous
process of
photorespiration
evolved.

[SLO: B-11-F-34]
Explain the effect of
temperature on the
oxidative activity of
RuBP carboxylase.

[SLO: B-11-F-35]
Outline the process of
C 4 photosynthesis as
an adaptation evolved
in some plants to deal
with the problem of
photorespiration.
 tandard: Students should be able to:

Describe the structure and function of the nervous system, including the central and peripheral nervous systems.
[Expl the role of neurons in transmitting and processing information.
Describe the process of neurotransmission and how it affects the functioning of the nervous system.
[Expl how the nervous system regulates and coordinates body functions, including the role of reflex arcs..
Des: e the structure and function of the human endocrine system, including the role of hormones in regulating body functions.
[Explain the process of hormone secretion, including the role of the hypothalamus and pituitary gland.
Describe the effects of hormones on various target tissues, including the growth and development of cells and tissues.
[Explain the role of hormones in regulating metabolism and energy balance, including the regulation of glucose and insulin levels
Benchmark 1: Students will be able to describe the organization of the
Benchmark 1: Explain the functions of the nervous
nervous system into the central and peripheral nervous system, and explain
system, including the structure and function of
the role of the brain, spinal cord, and nerves in transmitting signals and
neurons and nerve impulses and synapses
coordinating responses.
[SLO: B-10-G-01] [SLO: B-12-G-01]
Recognize receptors as
Describe the nervous system and transducers sensitive to
its role. various stimuli.

[SLO: B-10-G-02] [SLO: B-12-G-02]

2. Discuss the central nervous Trace the path of a
system and peripheral nervous message transmitted to
system the CNS(central nervous
system) for processing.
[SLO: B-10-G-03]
Outline the types of neurons with [SLO: B-12-G-03]
diagrams. Identify the three neurons
(sensory, intermediate,
motor) involved in nervous
[SLO: B-10-G-04] transmission.
Define a stimulus with examples.
[SLO: B-12-G-04]
[SLO: B-10-G-05] Identify muscles and
State that nerve impulses are glands as the effectors.
electrical signals that travel across
neuron [SLO: B-12-G-05]
Annotate the detailed
[SLO: B-10-G-06] structure of a sensory
Define and sketch synapses. neuron, associative and a
motor neuron

[SLO: B-10-G-07] [SLO: B-12-G-06]

Introduce neurotransmitters . Relate the structure of
neurons with functions.
[SLO: B-10-G-08]
Explain through sketching a [SLO: B-12-G-07]
diagram the involvement of the Differentiate between
nervous system when a person myelinated and non-
accidentally touches something myelinated neurons.
painfully hot and withdraws their
hands as a reflex.. [SLO: B-12-G-08]
Explain the function of the
[SLO: B-10-G-09] three types of neurons
12. Explain the Endocrine system with the help of a reflex
arc.
[SLO:B-10-G-10]
Identify the major endocrine [SLO: B-12-G-09]
glands and hormones with their Define nerve impulse.
functions.
[SLO: B-12-G-10]
* Describe the generation
and transmission of nerve
impulse.
[SLO: B-12-G-11]
* Name the factors
responsible for the resting
membrane potential of
neuron.

[SLO: B-12-G-12]
Evaluate from a graph
the phenomena of
polarization,
depolarization and
hyperpolarization of
membrane.

[SLO: B-12-G-13]
* Compare the velocities

O
of nerve impulse in the
axon membrane and in the
synaptic cleft.

[SLO: B-12-G-14]
Describe the role of local
circuits in saltatory
conduction of nerve
impulse.

[SLO: B-12-G-15]
Outline the structure of
synapse.

[SLO: B-12-G-16]
Explain synaptic
transmission of nerve
impulse.

[SLO: B-12-G-17]
Classify neurotransmitters
as inhibitory and
excitatory and list some
common examples.

[SLO: B-12-G-18]
Identify the main
components of the
nervous system.

[SLO: B-12-G-19]
Explain briefly the major
parts functions of major
divisions of the brain and
its functions of brain.

[SLO: B-12-G-20]
Describe the architecture
of human brain

[SLO: B-12-G-21]
Describe cranial and spinal
nerves in man.

[SLO: B-12-G-22]
Explain the structure,
types and functions of the
autonomic of autonomic
nervous system.

[SLO: B-12-G-23]
State the role of hormones
as chemical messengers.

[SLO: B-12-G-24]
Describe the chemical
nature of hormones and
correlate it with important
hormones.

[SLO: B-12-G-25]
Locate the endocrine
glands in human body
name the hormones they
release and their functions
; (pituitary, thyroid,
parathyroid, pancreas,
adrenal, gonads.)

[SLO: B-12-G-26]
Relate the problems
associated with the
imbalance of these
hormones.

[SLO: B-12-G-27]
Explain the neurosecretory
role of hypothalamus.

[SLO: B-12-G-28]
Outline the concept of
Feedback mechanism of
hormones and .Describe
positive feedback with
reference to Oxytocin and
negative feedback with
reference to Insulin and
Glucagon

BENCHMARK3: Benchmark
3: Explain how different
sensory receptors work
and the effect of drugs on
these receptors and the
nervous system.

[SLO: B-12-G-29]
Explain the structure and
functioning of the
receptors for smell, taste
and touch / pain.

[SLO: B-12-G-30]
Define narcotic drugs as
agents that interact with
the normal nervous
activity.

[SLO: B-12-G-31]
Compare the use and
abuse of drugs with
respect to heroine,
Cannabis, nicotine, alcohol
and inhalants like nail
polish remover and glue.

[SLO: B-12-G-32]
Explain the terms; drug
addiction and drug
tolerance with reference
to caffeine and nicotine
and their adverse effects.

[SLO: B-12-G-33]
Associate the effects of
drug addiction and
tolerance with the
functioning of the nervous
system.

[SLO: B-12-G-34]
Describe the way how pain
medicines can reduce or
numb pain in the human
body.

[SLO: B-12-G-35]
Discuss that certain pain
 medications are addictive.

[SLO: B-12-G-36]
Classify nervous disorders
into vascular, infectious,
structural, functional and
degenerative disorders

[SLO: B-12-G-37]
Describe the causes,
symptoms and treatment
of one type of each
category of disorders
outlined above (e.g.,
, stroke as vascular,
meningitis as infectious,
brain tumor as structural,
headache as functional,
and Alzheimer disease as
degenerative disorder).

[SLO: B-12-G-38]
Explain the principles of
the important diagnostic
tests for nervous disorders
i.e. EEG, CT scan and
MRI

tandard: Students should be able to:

 Describe the processes of reproduction in organisms, including asexual and sexual reproduction.
Explain the role of meiosis in producing genetically diverse offspring.
Describe the structure and function of gametes and the role of fertilization in sexual reproduction.
Explain the patterns of inheritance, including dominant and recessive traits, and how they are influenced by genes and
chromosomes.
Describe how genetic variation and mutations can lead to evolutionary change.
Describe the central dogma of molecular biology, which outlines the flow of genetic information from DNA to RNA to protein.
Explain the basic structure and function of genes, including the role of codons and introns.
Distinguish between different types of inheritance patterns, including dominant and recessive traits, and sex-linked traits.
Benchmark 1: Students will be able to explain the differences between Benchmark 1: Students will be able to explain the
asexual and sexual reproduction, and describe the steps involved in the laws of inheritance, including the principles of
process of fertilization, development, and birth. dominant and recessive genes, segregation, and
independent assortment, and demonstrate an
understanding of how traits are passed from one
generation to the next.
[SLO: B-10-H-01] [SLO:B-11- H-01]
Describe the role of hormones in
both male and female sexual Describe the
development. structures of the
male reproductive
[SLO: B-10-H-02] system and identify
Describe the process of gametogenesis and their functions
fertilization.
[SLO:B-11-H-02]
Define male
[SLO: B-10-H-03]
reproductive
Describe asexual reproduction
hormones and
and sexual reproduction
explain their
mechanisms with examples
functions
(plants and animals)

[SLO: B-11-H-03]
Explain the structures
[SLO: B-10-H-04]
of female
Describe sex determination in

@
humans. reproductive system
and describe their
[SLO: B-10-H-05] functions
Sketch the structure of
chromosomes.. [SLO: B-11-H-04]
Describe the
[SLO: B-10-H-06] menstrual cycle and
Define genotype and phenotype, the hormones
allele homozygous, heterozygous, involved.
dominant, recessive
[SLO: B-11-H-05]
[SLO: B-10-H-07] Define gene (as a
lllustrate Mendelian inheritance sequence of
laws through monohybrid and nucleotides as part of
dihybrid cross. DNA, which codes for
the formation of a
polypeptide.)

[SLO: B-11-H-06]
Explain the law of
segregation and
independent
assortment, using a
suitable example
related to the pea
plants.

[SLO: B-11-H-07]
Relate the Law of
independent
assortment to
random orientation
of chromosomes
during Meiosis

[SLO: B-11-H-08]
Express limitations of
independent
assortment and its
usefulness.

[SLO: B-11-H-09]
Show that
independent
assortment leads to
variation in the
gametes.

[SLO: B-11-H-10]
* Evaluate that
inheritance of genes
and their mixing
during fertilization is
based on
mathematical
probabilities.

[SLO: B-11-H-11]
Describe the
exceptions to the
Mendel’s laws of
inheritance.

[SLO: B-11-H-12]
* Explain incomplete
dominance and
exemplify it through
the inheritance of
flower colorin 4 0’
clock plant.

[SLO: B-11-H-13]
* Differentiate
between incomplete
dominance and
codominance.

[SLO: B-11-H-14]
* Define alleles and
multiple alleles

[SLO: B-11-H-15]
State the alleles
responsible for the
trait of ABO blood
groups.

[SLO: B-11-H-16]
Explain the case
where two alleles
have equal
dominance through
the genetics of
human blood group
AB.

[SLO: B-11-H-17]
* Name the various
human blood group
systems.

[SLO: B-11-H-18]
* Investigate the
reasons for O-ve
individual as the
Universal donor and
AB +ve as the
Universal recipient.

[SLO: B-11-H-19]
* Describe the
occurrence of some
other blood group
systems.

[SLO: B-11-H-20]
* Associate the
positive and negative
blood groups with
the presence and
absence of Rh factor.

[SLO: B-11-H-21]
o Justify why Rh
incompatibility could
be a danger to the
developing fetus and
mother.

[SLO: B-11-H-22]
Explain
Erythroblastosis
fetalis in the light of
antigen-antibody
reaction.

[SLO: B-11-H-23]
* Suggest measures
to counter the
problem of
Erythroblastosis
fetalis before it
occurs.

[SLO: B-11-H-24]
* Define and relate
the terms; polygenic
and epistasis.

[SLO: B-11-H-25]
Describe polygenic
inheritance using
suitable examples
from plants (grain
color in wheat) and
animals (skin color in
man).

[SLO: B-11-H-26]
o List at least five
polygenic traits
discovered in
humans.
[SLO: B-11-H-27]
* Give one example
of epistasis from
mammals (coat color
inheritance in
Labrador retrievers)
and one from plants
(pigment phenotype
in foxgloves) and
justify modified
Mendelian ratios.

[SLO: B-11-H-28]
¢ Describe the terms
gene linkage and
crossing over.

[SLO: B-11-H-29]
Explain that gene
linkage counters
independent
assortment and
crossing-over
modifies the
progeny.

[SLO: B-11-H-30]
Suggest that
linkage can be
observed / evaluated
only if the number of
progeny is quite
large.

[SLO: B-11-H-31]
Explain the XX-XY
mechanism of sex
determination in
mammals.

[SLO: B-11-H-32]
« |dentify male and
female individuals
from the karyotype
of man.

[SLO: B-11-H-33]
e Solve the genetics
problems related to
XX-XY, sex
determination.

[SLO: B-11-H-34]
* Describe the
concept of sex-
linkage.

[SLO: B-11-H-35]
* Explain the
inheritance of sex-
linked traits (eye
color) in Drosophila.

[SLO: B-11-H-36]
* Describe the sex-
linked inheritance of
male characters due
to Y-chromosome
and the effect of
Hollandric genes.

[SLO: B-11-H-37]
* Describe the X-
linked disorders with
reference to the
patterns of
inheritance.

[SLO: B-11-H-38]
* Name some of the
sex-linked disorders
of man (Red green
color blindness,
Hemophilia) .

[SLO: B-11-H-39]
Explain the
techniques employed
for embryonic
screening e.g.,
Amniocentesis and
Chorionic Villus
Sampling

[SLO: B-11-H-40]
* Annotate the
detailed structure of
a chromosome.

BENCHMARK2:
Students will be to
understand
mechanism of DNA
replication and its
discovery.
[SLO: B-11-H-41]
Narrate the
experimental work of
Griffith and Hershey-
Chase, which proved
that DNA is the
hereditary material.

[SLO: B-11-H-42]
o Describe the three
models proposed
about the
mechanism of DNA
replication.

[SLO: B-11-H-43]
* Narrate the work of
Meselson and Stahl
to justify the semi-
conservative
replication as the
correct method of
replication.

[SLO: B-11-H-44]
* Describe the events
of the process of
DNA replication.

[SLO: B-11-H-45]
* Describe DNA
stability and
variability as two
characters of the
replicating DNA
molecule.

Benchmark 3:
Students will be able
to understand the
process of translation
and transcription as
part of the protein
synthesis process.

[SLO: B-11-H-46]
* Describe the
characteristics of
genetic code
(universal, triplet,
non-overlapping,
degenerate, has no
punctuation).

[SLO: B-11-H-47]
« Differentiate
between the terms
genetic code and
codon.

[SLO: B-11-H-48]
Explain the
mechanism of
transcription.

[SLO: B-11-H-49]
Explain why the
length of transcribed
mRNA molecule (in
Eukaryotes) shortens
as it enters the
cytoplasm for
translation.

[SLO: B-11-H-50]
e Describe the
mechanism of
protein synthesis.

[SLO: B-11-H-51]
* State the difference
between protein
synthesis in
prokaryotes and
eukaryotes.

[SLO: B-11-H-52]
Suggest possible
ways in which the
synthesized protein
can be used within or
outside a cell that
synthesized it.

[SLO: B-11-H-53]
o State the
importance of the
regulation of gene
expression.

[SLO: B-11-H-54]
* Describe the
negative control of
gene expression by
repressor proteins.

[SLO: B-11-H-55]
* Describe the
positive control of
gene expression by
activator proteins.

[SLO: B-11-H-56]
* Define mutation
and identify various
sources of mutation.

[SLO: B-11-H-57]
* Differentiate
between natural and
induced mutations
and mutagens.

[SLO: B-11-H-58]
o Justify most
mutations are
harmful.

[SLO: B-11-H-59]
* Rationalize that
mutations might be a
contributing factor
towards evolution.

[SLO: B-11-H-60]
* Describe the
symptoms, causes
and possible
available treatments
of some of the
chromosomal
 mutations. (Down’s,
Klinefelter’s and
Turner’s syndrome)

[SLO: B-11-H-61]
* Describe the
symptoms, causes
and possible
available treatments
of some of the gene
mutations

Standard: Students should be able to:

Describe the causes of diseases, including infectious and non-infectious diseases.
Explain the role of pathogens, including viruses, bacteria, fungi, and parasites, in causing disease.
Describe the body's immune response to pathogens, including the role of white blood cells, antibodies, and the complement system.
n how vaccines work and the importance of herd immunity.
e how genetic factors can affect susceptibility to disease and describe examples of inherited diseases.
Explain the mechanisms of immune tolerance and autoimmunity and their impact on human health.
Describe the role of vaccines in preventing disease and the mechanism of action of various vaccine types, including live attenuated,
inactivated, and subunit vaccines.
Benchmark 1: Students will be able to explain the mechanisms of the immune Benchmark 1: Students should be able to explain
system, including the role of white blood cells, antibodies, and vaccines, and the functioning and interplay of the various
describe how they protect the body against invading pathogens and promote components of the immune system and human
recovery from infection. body in identifying and combating pathogens.
[SLO: B-10-1-01] [SLO: B-12-1-01]
Define disease, illness and o List the structural
infection and pathogen. features of human skin
that make it an
[SLO: B-10-1-02] impenetrable barrier
List the 4 different types of against invasion by
pathogens (Viruses, Bacteria, microbes. (1st line of
Plasmodium, Fungi). and list their defense)
common diseases
[SLO: B-12-1-02]
[SLO: B-10-1-03] Explain how oil and sweat
Discuss antibiotics glands within the
epidermis inhibit the
[SLO: B-10-1-04] growth and also kill
Discuss the development of microorganisms. (1st line
resistance in bacteria. of defense

[SLO: B-10-1-05] [SLO: B-12-1-03]

Define immunity and List the roles Recognize the role of the
of the immune system. acids of the digestive tract
as killing bacteria present
[SLO: B-10-1-06] in food.
Describe the components of the
immune system (Lymphatic [SLO: B-12-1-04]
system (lymph nodes), Types of State the role of the
immune cells and their roles, ciliated epithelium of the
Innate immunity, adaptive nasal cavity and the
immunity and the three lines of mucous of the bronchi and
defense) bronchioles in trapping
airborne microorganisms.
[SLO: B-10-1-07]
Describe the process of blood [SLO: B-12-1-05]
clotting. Describe the role of

@
 macrophages and
[SLO: B-10-1-08] neutrophils in killing
State that the function of bacteria.
adaptive immunity
[SLO: B-12-1-06]
Explain how Natural Killer
[SLO: B-10-1-09] (NK) cells kill cells infected
Discuss that vaccines help boost by microbes and cancer
immunity with examples. cells.

[SLO: B-12-1-07]
State the way proteins of
the complement system
kill bacteria and that
interferons inhibit viruses
from infecting cells.

[SLO: B-12-1-08]
State the events of the
inflammatory response as
a generalized, nonspecific
defense.

[SLO: B-12-1-09]
Outline the release of
pyrogens by microbes and
their effect on the
hypothalamus to boost the
body's temperature.

[SLO: B-12-1-10]
List the ways that fever
affects microbes.
[SLO: B-12-1-11]
Define the specific
immune system as
providing specific defense
and acting as the most
powerful means of
resisting infection.

[SLO: B-12-1-12]
Identify monocytes, T-
cells, and B-cells as
components of the
immune system.

[SLO: B-12-1-13]
State inborn and acquired
immunity as the two basic
types of immunity.

[SLO: B-12-1-14]
Differentiate between
active and passive
immunity as the two types
of acquired immunity.

[SLO: B-12-1-15]
Describe the role of T-cells
in cell-mediated immunity.

[SLO: B-12-I-16]
Describe the role of B-cells
in antibody-mediated
 immunity.

[SLO: B-12-1-17]
Discuss the role of T-cells
and B-cells in transplant
rejections.

[SLO: B-12-1-18]
Evaluate the discovery of
monoclonal antibodies
and justify how this
accomplishment
revolutionized many
aspects of biological
research.

C
Benchmark 2: Understand how numerous ilinesses like Diabetes, Cancer, Benchmark 2: Describe the types of vaccines, their
COVID-19, Alzheimer's, and other prevalent diseases harm the body and the mechanisms of action and the types of acquired
measures that are taken to treat them. immunity.
[SLO: B-10-1-10]
Describe the discovery of
penicillin.

[SLO: B-10-I-11] [SLO: B-12-I-19]

Define Diabetes and its Identify the process of
subtypes explain the effects vaccination as a
on the human body . means to develop
active acquired
[SLO: B-10-1-12] immunity.
Discuss cancer and its
effects on the human body. . [SLO: B-12-1-20]
Draw the structural

®
 [SLO: B-10-1-13] model of an antibody
Narrate Covid 19 and list the molecule.
harmful effects on the
human body. [SLO: B-12-I-21]
Explain the role of
[SLO: B-10-I1-14] memory cells in long-
Discuss that HIV term immunity.
compromises the Immune
system and over times leads [SLO: B-12-1-22]
to development Acquired Define allergies and
Immune Deficiency correlate the
Syndrome (AIDS) symptoms of allergies
with the release of
histamines.
[SLO: B-10-I-15]
Explain plant diseases [SLO: B-12-1-23]
commonly present in Describe the
Pakistan, in terms of their autoimmune diseases
effect on plant health and with examples.
yield and their treatment.
(Rust, smut, red rot of
sugarcane)

N/A Benchmark 3: NA
 tandard: Students should be able to:

Describe the application of biotechnology in various fields, including medicine, agriculture, and industry.
[Explain the principles of genetic engineering and recombinant DNA technology, including gene cloning, PCR, and sequencing.
Describe the process of gene cloning and how it is used in biotechnology.
Describe the use of biotechnology in producing therapeutic proteins, including vaccines, monoclonal antibodies, and growth hormones.
[Explain the principles of synthetic biology, including metabolic engineering, gene circuit design, and biosensors.
Benchmark 1: Explain the basic principles of biotechnology, and applications Benchmark 1: Describe the role of biotechnology in
agriculure, medicine, gene editing, marine biology, environment and addressing global issues, including organ
ndustry. transplant, healthcare and environment.
[SLO: B-10-J-01] [SLO:B-12-)-01]
Introduce biotechnology. Introduce genetic
engineering
[SLO: B-10-J-02]
Explain with examples that food [SLO: B-12-J-02]
biotechnology has advanced Explain polymerase chain
agriculture especially inside reaction (PCR)
Pakistan.

[SLO: B-10-J-03] [SLO: B-12-J-03]

Explain with examples that Outline the Function of
medical biotechnology has Restriction Enzymes
advanced healthcare in diabetes
and cancer.

[SLO: B-10-J-04] [SLO: B-12-J-04]

State the potential advantages Describe plasmid as vector
that genetic editing provides with prokaryotes and
examples in the context of Explain how recombinant
medicine and agriculture. plasmids can be formed

[SLO: B-10-J-05] [SLO: B-12-J-05]

Describe with examples the Define Genetically
benefits of marine biotechnology. modified organism

[SLO: B-10-J-06]
Describe that bioremediation [SLO: B-12-J-06]
can help us in taking better Explain the formation of
care of our environment with human insulin protein in
an example. bacteria
[SLO: B-10-J-07] [SLO: B-12-J-07]
Explain the concept and Describe how vertical food
applications of industrial farms (soil free) work.
biotechnology with
examples. [SLO: B-12-J-08]
Compare and contrast the
advantages of vertical food
farms with general
agricultural practices
prevalent in Pakistan.
[Standard: Students should be able to:

Define biostatistics and explain its role in biology.

[Explain the process of collecting, organizing, and analyzing data in biology.
Describe various statistical methods used in biology, including descriptive statistics, inferential statistics, and hypothesis testing.
[Explain the importance of proper data management, including data accuracy and data security.
IDescribe how data can be represented graphically, including bar graphs, histograms, and scatterplots.
Benchmark 1: Collect, analyze, and interpret data using appropriate statistical Benchmark 1: Analyze data and apply statistical
methods, including graphical representation and analysis. techniques to make sense of it better, use different
plotting techniques to graph the data, and carry out
different statistical tests relevant for the nature of
data.
[SLO: B-10-K-01] [SLO: B-12-K-01]
Define biostatistics and its Define biostatistics
uses. and its use.

[SLO: B-12-K-02]
[SLO: B-10-K-02] Define mean, median,
mode, standard
Define and calculate mean, deviation, range,
median and mode, percentile.

[SLO: B-10-K-03]
[SLO: B-12-K-03]
Sketch a bar chart for a
given set of biological data. Calculate mean,
median, mode,
standard deviation,
range, percentile from
a given set of data.

[SLO: B-12-K-04]
Sketch a bar chart for
a given set of data.

[SLO: B-12-K-05]
Sketch error bars
based off of range or
standard deviation for
a given set of data on
a bar chart.

O
[SLO: B-12-K-06]
Evaluate 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).

[SLO: B-12-K-07]
Make the appropriate
chart with proper title,
labeled axes, legend,
 axes units.

[SLO: B-12-K-08]
Design an appropriate
experiment with a
control group and
dependent,
independent and
control variables.

Standard: Students should be able to: Describe the study of the three-dimensional structures of biological molecules, including proteins,
DNA, and RNA.
Explain the techniques used in structural biology, including X-ray crystallography, nuclear magnetic resonance spectroscopy, and cryo-
electron microscopy.
Describe the role of structural biology in understanding biological function and disease.
Define computational biology and explain its role in biology.
Describe the application of computational methods in various areas of biology, including genetics, genomics, systems biology, and
evolution.
Benchmark 1: Students will be able to explain the molecular basis of
biological structure and function and different techniques used to estimate N/A
these structures.
[SLO: B-12-L-01]
Define structural
biology.

[SLO: B-12-L-02]
 Explain that structure
determination of
biomolecules are
important

[SLO: B-12-L-03]
Describe how X-ray
crystallography works.

[SLO: B-12-L-04]
Outline the online
databases where
biomolecule structures
are available.
Benchmark 2: Students should develop an unde rstanding of computational
applications, and its applications in understandi ng structural biology,
N/A
evolution, genomics, proteomics, and biological structures in addition to its
role in agriculture and industry.
[SLO: B-12-L-05]
Describe
computational Biology.

[SLO: B-12-L-06]
Define Sequence
Homology

[SLO: B-12-L-07]
Define Structural
Homology
Standard: Students will be able to:

Describe the role of living organisms in their environment, including the relationships between and among biotic and abiotic factors.
Describe the structure and function of ecosystems, including biomes, communities, populations, and individuals.
Analyze the effects of human activities on the environment and the impact on biodiversity.
Evaluate the methods used to monitor and manage environmental resources, such as habitat restoration and conservation.
Describe the processes that drive the cycling of matter and energy in ecosystems, including photosynthesis, cellular respiration, and
decomposition.
Benchmark 1: Students will be able to describe and
N/A explain the basic principles of ecology, tropic
levels and energy transfer between them.
[SLO: B-11-N-01]
Define species,
population,
community and
ecosystem.

[SLO: B-11-N-02]
Distinguish
between the
various modes of
nutrition different
species possess.

[SLO: B-11-N-03]
Identify plants as
producers for
 converting light
energy to
chemical energy

[SLO: B-11-N-04]
Define trophic
levels.

[SLO: B-11-N-05]
Discuss the loss
of energy
between trophic
levels.
Benchmark 2: Students will be able to analyze and
interpret ecological data, including species
interactions, food webs, energy flow, and nutrient
cycling. Additionally, students will be able to
N/A
evaluate and discuss the impacts of human
activities (e.g., pollution, habitat destruction,
introduction of non-native species) on ecosystems
and biodiversity.
[SLO: B-11-N-06]
Explain the
greenhouse effect
with examples of
gases that exhibit
this behavior .

[SLO: B-11-N-07]
Describe the
harmful effects of
greenhouse
gases on the
environment.

[SLO: B-11-N-08]
Explain with
regards to ocean
acidification coral
reefs are used as
a barometer for
the health of an
aquatic
ecosystem.

[SLO: B-11-N-09]
Define
biogeochemical
cycles and locate
the primary
reservoirs of the
chemicals in
these cycles.

[SLO: B-11-N-10]
Describe the
water cycle in
detail.

[SLO: B-11-N-11]
Define the terms
aquifers and
water table.

[SLO: B-11-N-12]
Discuss nitrogen
cycle in detail.

[SLO: B-11-N-13]
Describe
productivity in
terms of gross
primary
productivity and
net primary
productivity.

[SLO: B-11-N-14]
Interpret the
pyramids of
number, biomass
and energy.

[SLO: B-11-N-15]
Define ecological
succession as the
process through
which
ecosystems
change from
simple to
complex.
[SLO: B-11-N-16]
Describe primary
and secondary
succession.

[SLO: B-11-N-17]
Differentiate
between xerarch
and hydrarch
succession.

[SLO: B-11-N-18]
Explain the
xerarch
succession on a
bare rock starting
from the small
pockets of lichens
to the vegetations
of flowering
plants.

[SLO: B-11-N-19]
Describe
characteristics of
a population,
such as growth,
density,
distribution,
carrying capacity,
minimum/viable
 size.

[SLO: B-11-N-20]
Explain the effect
of growth of
human population
on the ecosystem
and

[SLO: B-11-N-21]
Describe the 4
important
ecosystems of
Pakistan

Standard: Students will be able to:

Expl the differences in structure and function between prokaryotic and eukaryotic cells.
and describe the diversity of organisms within the domains of Bacteria and Archaea.
Describe the unique characteristics and functions of protists, including those that are unicellular, colonial, or multicellular.
Explain the importance of fungi in the ecosystem, including their role in decomposition, nutrient cycling, and symbiotic relationships with
other organisms.
Compare and contrast the different modes of nutrition and lifestyle of prokaryotes, protists, and fungi.
Benchmark 1: Students will be able to distinguish
N/A and compare the structures and functions of
prokaryotes, protists, and fungi.
[SLO: B-11-0-01]
Outline the
taxonomic
position of
prokaryotes in
terms of domains
archaea and
bacteria and in
terms of kingdom
monera.

[SLO: B-11-0-02]
Explain the
phylogenetic
position of
prokaryotes.

[SLO: B-11-0-03]
Justify the
occurrence of
bacteria in the
widest range of
habitats.

[SLO: B-11-0-04]
Draw an
annotated
diagram of a
generalized
bacterial cell.

[SLO: B-11-0-05]
Justify
cyanobacteria are
considered as the
 most prominent of
the
photosynthetic
bacteria

[SLO: B-11-0-06]
Describe detailed
structure and
chemical
composition of
bacterial cell wall
and other
coverings.

[SLO: B-11-0-07]
Compare cell wall
differences in
Gram-positive
and Gram-
negative bacteria.

[SLO: B-11-0-08]
lllustrate with
diagrams the
great diversity of
shapes and sizes
found in bacteria.
Benchmark 2: Evaluate the molecular and genetic
N/A
structures of Bacteria and their life cycles.
[SLO: B-11-0-09]
Justify the
endospore
formation in
bacteria as a
mechanism of
survival to
withstand
unfavorable
conditions.

[SLO: B-11-0-10]
Explain motility in
bacteria.

[SLO: B-11-0-11]
Describe with
diagram structure
of bacterial
flagellum.

[SLO: B-11-0-12]
Describe genomic
organization of
bacteria with
respect to circular
DNA and
plasmids..

[SLO: B-11-0-13]
Classify bacteria
on the basis of
methods of
obtaining energy
and carbon.
 [SLO: B-11-0-14]
Differentiate
between the
photosynthesis
mechanisms in
cyanobacteria
and other
photosynthetic
bacteria.

[SLO: B-11-0-15]
List the phases in
the growth of
bacteria.

[SLO: B-11-0-16]
Describe different
methods of
reproduction in
bacteria.

Benchmark 3: Explain the ecological significance

of these organisms, including their role in nutrient
N/A 5 A e
cycling, decomposition, and mutualistic
relationships.
[SLO: B-11-0-19]
« Describe
bacteria as
recyclers of
nature.Outline the
ecological and
economic
importance of
bacteria.

[SLO: B-11-0-20]
Explain the use of
bacteria in
research and
technology.

[SLO: B-11-0-21]
Describe
important
bacterial diseases
in man e.g.
cholera, typhoid,
tuberculosis, and
pneumonia;
emphasizing their
symptoms,
causative
bacteria,
treatments, and
preventative
measures.

[SLO: B-11-0-22]
Describe
important
bacterial diseases
in plants in terms
of spots, blights,
soft rots, wilts,
and galls;
emphasizing their
symptoms,
causative
bacteria, and
preventative
measures.

[SLO: B-11-0-23]
Define the term
normal flora.

[SLO: B-11-0-24]
Describe the
benefits of the
bacterial flora of
humans.

[SLO: B-11-0-25]
List the chemical
and physical
methods used to
control harmful
bacteria.

[SLO: B-11-0-26]
Explain protists
as a diverse
group of
eukaryotes that
has polyphyletic
origin and defined
only by exclusion
from other
groups.

[SLO: B-11-0-27]
Describe the
salient features
with examples of
protozoa, algae,
myxomycota and
oomycota as the
major groups of
protists.

[SLO: B-11-0-28]
« Justify how
protists are
important for
humans.

[SLO: B-11-0-31]
« Classify fungi
into zygomycota,
ascomycota,
deutromycota and
basidiomycota
and give the
diagnostic
features of each
group.

[SLO: B-11-0-32]
« Explain yeast as
unicellular fungi
that are used for
baking and
brewing and are
also becoming
very important for
genetic research.

[SLO: B-11-0-33]
* Name a few
fungi from which
antibiotics are
obtained.

[SLO: B-11-0-34]
« Explain the
mutualism
established in
mycorrhizae and
lichen
associations.

[SLO: B-11-0-35]
Give examples
of edible fungi.
 [SLO: B-11-0-36]
« Describe the
ecological impact
of fungi causing
decomposition
and recycling of
materials.

[SLO: B-11-0-37]
* Discuss the
pathogenic role of
fungi.

Standard: Students will be able to:

Describe the characteristics and diversity of acellular life, including viruses and viroids.
Explain the replication and infection cycles of viruses.
Compare and contrast the structure and function of virus particles.
Analyze the impacts of viruses on human health and the environment.
Evaluate the current methods for controlling and preventing viral infections.
Benchmark 2: Students should be able to analyze
the role of acellular life forms in maintaining the
N/A
balance of ecosystems, causing diseases, and in
biotechnology applications.
[SLO: B-11-P-01]
Justify the status
of viruses among
living and non-
living things.
[SLO: B-11-P-02]
Trace the history
of viruses since
their discovery.

[SLO: B-11-P-03]
Classify viruses
on the bases of
their hosts and
structure.

[SLO: B-11-P-04]
Describe the
structure of a
model
bacteriophage,
and HIV and.

[SLO: B-11-P-05]
Justify that a virus
must have a host
cell to parasitize
in order to
complete its life
cycle.

[SLO: B-11-P-06]
Explain a virus
survives inside a
host cell,
protected from
 the immune
system.

[SLO: B-11-P-07]
Determine the
method a virus
employs to
survive/ pass over
unfavorable
conditions when it
does not have a
host to complete
the life cycle.

[SLO: B-11-P-08]
Describe the Lytic
and Lysogenic life

O
cycles of a virus.
Benchmark 2: Students should be able to analyze
the role of acellular life forms in maintaining the
N/A
balance of ecosystems, causing diseases and the
treatment of these diseases.
[SLO: B-11-P-09]
Outline the usage
of bacteriophage
in genetic
engineering.

[SLO: B-11-P-10]
Explain the life
cycle of HIV.
[SLO: B-11-P-11]
Justify the name
of the virus i.e.,
“Human
Immunodeficiency
Virus” by
establishing T-
helper cells as the
basis of immune
system.

[SLO: B-11-P-12]
Reason out the
specificity of HIV
on its host cells.

[SLO: B-11-P-13]
List the symptoms
of AIDS.

[SLO: B-11-P-14]
Explain
opportunistic
diseases that may
attack an AIDS
victim.

[SLO: B-11-P-15]
Describe the
treatments
available for
AIDS.

[SLO: B-11-P-16]
List some
common control
measures against
the transmission
of HIV.

[SLO: B-11-P-17]
Describe the
causative agent,
symptoms,
treatment and
prevention of the
following viral
diseases:hepatitis
C, herpes, polio
and leaf curl virus
disease of cotton.

[SLO: B-11-P-18]
List the sources
of transmission
for each of the
above-mentioned
diseases.

[SLO: B-11-P-19]
Describe the
 structure of prions
and viroids.

[SLO: B-11-P-20]
« List the diseases
caused by prions
and viroids.

[SLO: B-11-P-21]
« Interpret how
viral infections
cause global
economic loss.

, [SLO: B-11-P-22]
« Describe the
limitations of the
vaccine for the
common cold / flu
virus

Standard: Students will be able to:

Describe the basic structure and anatomy of plant cells and organs, including stems, roots, leaves, and flowers.
Explain the process of photosynthesis, including the role of chlorophyll and other pigments.
Discuss the significance of seeds and the different methods of seed dispersal.
Describe the basic processes of plant growth and development, including germination, shoot and root development, and the role of
hormones.
Outline the adaptations that allow plants to survive in different environments, including ways to conserve water, regulate temperature, and
defend against herbivores.
 Benchmark 1: Students should be able to describe
the unique characteristics and adaptations of
N/A different types of plants, their life cycles and life
processes including respiration, photosynthesis,
nutrient intake and movement of water and sugar.
[SLO: B-09-Q-01] [SLO: B-11-Q-01]
Define mineral nutrition in plants. List the macro
and
[SLO: B-09-Q-02] micronutrients of
Categorize minerals nutrients of plants into plants highlighting
macronutrients and micronutrients. the role of each
nutrient.
[SLO: B-09-Q-03]
, State that nitrogen is important in protein [SLO: B-11-Q-02]
synthesis and magnesium for chlorophyll
State the
examples of
formation.
carnivorous plant.
SLO: B-09-Q-04]
[SLO: B-11-Q-03]
eptualize transport and its needs.
« Explain the role
of stomata and
9-Q-05] palisade tissue in
e internal structure of root and root the exchange of
gasses in plants.

O: B-09-Q-06] [SLO: B-11-Q-04]

gscribe how roots take up water and mineral * Relate
by active and passive absorption. transpiration with
gas exchange in
plants.
be transpiration and relate this process with
Eurface and stomatal opening and closing. [SLO: B-11-Q-05]
 « Assess the
[SLO: B-09-Q-08] structure of xylem
Describe temperature, wind and humidity as the vessel elements,
factors affecting the rate of transpiration. sieve tube
elements,
[SLO: B-09-Q-09] companion cells,
Describe the mechanism of transport of water and tracheids and
salt in plants. relate their
structures with
functions.

[SLO: B-11-Q-06]
[SLO: B-09-Q-10]
Discuss the
Explain the mechanism of food translocation by
movement of
, the theory of Pressure Flow Mechanism.
water between
plant cells, and
SLO: B-09-Q-11] between the cells
escribe the process of gaseous exchange in plants and their
environment in
terms of water
eostasis and describe its importance. potential.

9-Q-13] [SLO: B-11-Q-07]

the mechanisms adaptations in plants Describe the
excretion. movement of
water through
: B-09-Q-14] roots in terms of
in osmotic adjustments in plants. symplast,
apoplast and
B-09-Q-15] vacuolar
be different types of asexual reproduction pathways.
 i.e. binary fission, budding, spore formation and [SLO: B-11-Q-08]
vegetative propagation. Explain the
movement of
[SLO: B-09-Q-16] water in xylem
Distinguish between vegetative propagation and through TACT
artificial propagation. mechanism.

[SLO: B-09-Q-17] [SLO:B-11-Q-09]

Describe the
Explain vegetative propagation in plants (through
mechanisms
stem, suckers and leaves).
involved in the
opening and
closing of
[SLO: B-09-Q-18] stomata.
, * Describe the two methods of artificial vegetative
propagation (stem cuttings and grafting). [SLO: B-11-Q-10]
« Explain the
SLO: B-09-Q-19] movement of
* Rationalize how parthenogenesis is a type of sugars within
plants.

B-09-Q-21]
plain sexual reproduction in Plants
Benchmark 2: Explain osmotic adjustment in plants
N/A and be acquanited with growth and movement in
plants in response to environmental factors.
[SLO: B-11-Q-11]
« Define osmotic
adjustment.

[SLO: B-11-Q-12]
- State movement
of water into or
out of the cell in
isotonic,
hypotonic, and
hypertonic
conditions.

[SLO: B-11-Q-13]
Explain the
osmotic
adjustments in
hydrophytic
(marine and
freshwater),
xerophytic and
mesophytic plants
and plants in
saline soil.

[SLO: B-11-Q-14]
« List the
adaptations in
plants to cope
with low and high
temperatures

[SLO: B-11-Q-15]
Describe Explain
the turgor
pressure and its
significance in
providing support
to herbaceous
plants.

[SLO: B-11-Q-16]
« Describe the
structure of
supporting tissues
in plants.

[SLO: B-11-Q-17]
« Define growth
and explain
primary and
secondary growth
in plants.

[SLO: B-11-Q-18]
« Justify the
formation of
annual rings

[SLO: B-11-Q-19]
Explain influence
of apical
meristem on the
growth of lateral
shoots.
[SLO: B-11-Q-20]
« outline the role
of important plant
growth regulators.

[SLO: B-11-Q-21]
« Explain the
types of
movement in
plants in
response to light,
force of gravity,
touch and
chemicals.

[SLO: B-11-Q-22]
« Define
photoperiodism.

[SLO: B-11-Q-23]
« Classify with
examples plants
on the basis of
photoperiodism
and Describe the
mechanism of
photoperiodism
with reference to
the mode of
action of
phytochrome.
 [SLO: B-11-Q-24]
« Explain the role
of low
temperature
treatment on
flower production
especially to
biennials and
perennials.

[Standard: Students should be able to:

IDescribe the structure and function of the various systems of the human body, including the skeletal, muscular, respiratory, circulatory,
digestive, urinary, and nervous systems.
[Explain the role of hormones in regulating body functions and describe the endocrine system. o
Describe the processes of cellular respiration and energy production and their relationship to human health.
[Explain how the human body maintains homeostasis and the role of feedback mechanisms.
Describe how the different systems of the body interact to maintain health and respond to disease and injury.
Benchmark 1: Identify and explain the functions of
N/A the major organs of the respiratory system in the
human body.
[SLO: B-12-R-01]
[SLO:B-10-R-01] « Define the
Describe the needs of ingestion, respiratory surface
digestion, absorption, assimilation and
and list its properties

egestion. [SLO: B-12-R-02]

[SLO: B-10-R-02] « Describe the main
structural features and
Identify and describe the structures of functions of the
the main regions of the alimentary canal components of human
respiratory system.
and the associated organs.
[SLO: B-10-R-03] [SLO: B-12-R-03]
Describe swallowing and peristalsis. « Explain the
[SLO:B-10-R-04] ventilation mechanism
in humans.
Sort out the action of enzymes in
specific regions of alimentary canal, with
respect to their substrates and products. [SLO: B-12-R-04]
« Discuss the transport
[SLO: B-10-R-05]
of oxygen and carbon
State the role of the liver. dioxide through blood.
[SLO:B-10-R-06]
Describe the structure of a villus, [SLO: B-12-R-05]
« Outline the role of
including the roles of capillaries and
respiratory pigments.
lacteals.
[SLO: B-10-R-07] [SLO: B-12-R-06]
State the signs and symptoms, causes,
« State the causes,
symptoms and
treatments and preventions of the treatment of upper
disorders of gut i.e. diarrhea, Respiratory Tract
constipation, and ulcer. Infections (sinusitis,
otitis media)and lower
Respiratory Tract
[SLO: B-10-R-08]
Infections
Describe how the blood is (pneumonia,
circulated inside the human pulmonary
body. tuberculosis).

@)
[SLO: B-10-R-09] [SLO: B-12-R-07]
Explain how blood is used to * Describe the
transport materials throughout disorders of lungs
the human body. (emphysema and
COPD)
[SLO: B-10-R-10]
Identify the different types of
[SLO: B-12-R-08]
« List the effects of
organs connected to the blood
smoking on
system and their roles.
respiratory system

[SLO: B-10-R-11]
Identify the different
components that make up the
blood

[SLO: B-10-R-12]
Name the cell types found in
blood and their roles.

[SLO: B-10-R-13]
Explain the structure of the
heart with a diagram.

[SLO: B-10-R-14]
Explain common heart
diseases. (Coronary Heart
Disease, Myocardial
Infarction, Angina)

[SLO: B-10-R-15]
Explain the harmful effects

@
of smoking related to heart
diseases

[SLO: B-10-R-16]
Identify the different organs of urinary
system.

[SLO: B-10-R-17]
Relate the structure of the kidney with its
function.

[SLO:B-10-R-18]
o State that nephron is the excretory unit of
kidney.

[SLO: B-10-R-19]
Locate the different parts of nephrons and
relate them with their function.

[SLO: B-10-R-20]
o State that main role of the kidney is urine
formation.

[SLO: B-10-R-21]
* Describe that urine formation involves
three processes i.e. filtration, reabsorption
and secretion.

©)
[SLO: B-10-R-22]
Explain that the kidney plays an important
role in osmoregulation.
Identify the causes and treatment of kidney
stones.
[SLO: B-10-R-23]
* Outline the causes of kidney failure and
treatments.

[SLO: B-10-R-24]
Describe the roles of the parts of the air
passageway and lungs.
[SLO: B-10-R-25]
» Describe the mechanism of breathing in
terms of movements ribs and diaphragm.

[SLO: B-10-R-26]
« Differentiate between the composition of
inspired and expired air.

[SLO: B-10-R-27]
Discuss briefly diseases related to
respiratory system like bronchitis,
emphysema, pneumonia, asthma, and lung
cancer

[SLO: B-10-R-28]
Describe infectious and non
 infectious diseases and their types
with examples

[SLO: B-10-R-29]
Define zoonotic diseases and give
their types.

[SLO: B-10-R-30]
Describe vector borne diseases with
examples

[SLO: B-10-R-31]
Enlist allergies with some common
types.

Benchmark 2: Identify and explain the functions of

N/A the major organs of the Urinary system in the
human body.
[SLO: B-12-R-09]
« List various
nitrogenous
compounds excreted
during the process of
excretion.

[SLO: B-12-R-10]
« Explain the nature of
excretory products in
relation to habitat.

[SLO: B-12-R-11]
-outline different
organs of the urinary
system.

[SLO: B-12-R-12]
« Describe the
structure of kidney

[SLO: B-12-R-13]
Relate the structure of
the kidney with its
function.

[SLO: B-12-R-14]
« Explain the detailed
structure of a nephron.

[SLO: B-12-R-15]
« Explain the
processes of
glomerular filtration,
selective re-absorption
and tubular secretion
as the events in
kidney functioning.

[SLO: B-12-R-16]
*Explain regulatory
mechanism involved in
concentration of urine

[SLO: B-12-R-17]
« Justify the
functioning of kidneys
as both excretion and
osmoregulation.

[SLO: B-12-R-18]
« Compare the
function of two major

O
capillary beds in
kidneys i.e. glomerular
capillaries and
peritubular capillaries.

[SLO: B-12-R-19]
« List urinary tract
infections and the
bacteria responsible.

[SLO: B-12-R-20]
« Explain the causes
and treatments of
kidney stones.
 [SLO: B-12-R-21]
« Outline the causes of
kidney failure.

[SLO: B-12-R-22]
« Explain in detail the
mechanism and
problems related to
dialysis.

[SLO: B-12-R-23]
« Describe the
principles and the
problems associated
with kidney transplant.
Benchmark 3: Identify and explain the functions of
N/A the major organs of the digestive system in the

O
human body.
[SLO: B-12-R-24]
« Describe the
mechanical and
chemical digestion in
the oral cavity.

[SLO: B-12-R-25]
« Explain swallowing
and peristalsis.

[SLO: B-12-R-26]
« lllustrate with a
diagram the structure
of the stomach and
relate each
component with the
mechanical and
chemical digestion in
the stomach.

[SLO: B-12-R-27]
« |dentify the role of
the nervous system
and gastrin hormone
on the secretion of
gastric juice.

[SLO: B-12-R-28]
* Describe the major
actions carried out on
food in the three
regions of the small
intestine.

[SLO: B-12-R-29]
« Trace the absorption
of digested products
from the small
intestine lumen to the
blood capillaries and
lacteals of the villi.

[SLO: B-12-R-30]
* Describe the
component parts of
large intestine with
their respective roles.

[SLO: B-12-R-31]
« Correlate the
involuntary reflex for
egestion in infants and
the voluntary control in
adults.

[SLO: B-12-R-32]
« Explain the storage
and metabolic role of
the liver.

[SLO: B-12-R-33]
« Describe
composition of bile
and relate the
constituents with
respective roles.

[SLO: B-12-R-34]
« Outline the structure
of pancreas and
explain its function as
an exocrine gland.

[SLO: B-12-R-35]
* Relate the secretion
of bile and pancreatic
juice with the secretin
hormone.
 Benchmark 4: Identify and explain the functions of
N/A the major organs of the circulatory system in the
human body.
[SLO: B-12-R-36]
« State the location of
heart in the body and
define the role of
pericardium.

[SLO: B-12-R-37]
* Describe the
structure of the walls
of heart and
rationalize the
thickness of the walls
of each chamber.

[SLO: B-12-R-38]
« Trace the flow of
blood through the
heart as regulated by
the valves.

[SLO: B-12-R-39]
« State the phases of
heartbeat.

[SLO: B-12-R-40]
« Explain the role of
SA node, AV node
and Purkinje fibers in
controlling the
heartbeat.

[SLO: B-12-R-41]
« List the principles
and uses of
Electrocardiogram.

[SLO: B-12-R-42]
* Describe the detailed
structure of arteries,
veins and capillaries.

[SLO: B-12-R-43]
« Describe the role of
arterioles in
vasoconstriction and
vasodilation.

[SLO: B-12-R-44]
« Describe the role of
precapillary sphincters
in regulating the flow
O
of blood through
capillaries.

[SLO: B-12-R-45]
« Trace the path of the
blood through the
pulmonary and
systemic circulation
(coronary, hepatic-
portal and renal
circulation).

[SLO: B-12-R-46]
» Compare the rate of
blood flow through
arteries, arterioles,
capillaries, venules
and veins.

[SLO: B-12-R-47]
+ Define blood
pressure and explain
its periods of systolic
and diastolic pressure.

[SLO: B-12-R-48]
« State the role of

O
baroreceptors and
volume receptors in
regulating the blood
pressure.

[SLO: B-12-R-49]
+ Define the term
thrombus and
differentiate between
thrombus and
embolus.

[SLO: B-12-R-50]
« |dentify the factors
causing
atherosclerosis and
arteriosclerosis.

[SLO: B-12-R-51]
« Categorize Angina
pectoris, heart attack,
and heart failure as
the stages of
cardiovascular
disease development.

[SLO: B-12-R-52]
- State the congenital
heart problem related
to the malfunctioning
of cardiac valves.

[SLO: B-12-R-53]
« Describe the
principles of
angiography.

[SLO: B-12-R-54]
+ Outline the main
principles of coronary
bypass, angioplasty
and open-heart
surgery.

[SLO: B-12-R-55]
« Define hypertension
and describe the
factors that regulate
blood pressure and
can lead to
hypertension and
hypotension.

[SLO: B-12-R-56]
« List the changes in
lifestyles that can
protect man from
hypertension and
cardiac problems.

[SLO: B-12-R-57]
« Describe the
formation, composition
and function of

O
intercellular fluid.

[SLO: B-12-R-58]
« Compare the
composition of
intercellular fluid with
that of lymph.

[SLO: B-12-R-59]
« State the structure
and role of lymph
capillaries, lymph
vessels and lymph
trunks.
 [SLO: B-12-R-60]
« Describe the
functions of lymph
nodes and state the
role of spleen as
containing lymphoid
tissue.”
Benchmark 5: Identify and explain the functions of
N/A the major organs of the skeletal system in the
human body.
[SLO: B-12-R-61]
« Describe the
structure of bone and
compare it with that of
cartilage.

[SLO: B-12-R-62]
« Explain the functions
of osteoblasts,
osteoclasts and
osteocytes.

[SLO: B-12-R-63]
« Identify the main
divisions of the human
skeleton. and List the
bones of the
appendicular and axial
skeleton of man.
[SLO: B-12-R-64]
« Describe three types
of joints i.e. fibrous
joints, cartilaginous
joints and synovial
joints and give
example of each.

[SLO: B-12-R-65]
« Describe the
disorders of human
skeleton (disc-slip,
spondylosis, sciatica,
arthritis, osteoporosis)
and their causes.

[SLO: B-12-R-66]

O
« State different types
of fractures (simple,
compound and
complicated) and
describe the repair
process of simple
fractures.

[SLO: B-12-R-67]
« Describe the injuries
in joints (dislocation
and sprain) and their
first aid treatment.
[SLO: B-12-R-68]
» Compare smooth
muscles, cardiac
muscles and skeletal
muscles.

[SLO: B-12-R-69]
* Annotate the
ultrastructure of the
skeletal muscle.

[SLO: B-12-R-70]
« Explain the sliding
filaments model of
muscle contraction.

[SLO: B-12-R-71]
« Describe the action
of antagonistic
muscles in the
movement of knee
joint.

[SLO: B-12-R-72]
« Explain muscle
fatigue, cramps and
tetany.

[SLO: B-12-R-73]
« Differentiate between
tetanus and muscle
tetany.
 Benchmark 6: Identify and explain the functions of
N/A the major organs involved in thermoregulation in
the human body.
[SLO: B-12-R-74]
« Define
thermoregulation and
explain its needs.

[SLO: B-12-R-75]
« Classify animals on
the basis of the source
of body heat i.e.
ectotherms and
endotherms.

[SLO: B-12-R-76]
« Classify the animals
on the basis of the
ability to
thermoregulate i.e.
poikilotherms and
homeotherms.

[SLO: B-12-R-77]
« Describe the
regulatory strategies
in man for
thermoregulation.
Benchmark 7: Explain how the different organ
N/A systems interact to maintain homeostasis in the
human body.
[SLO: B-12-R-78]
* Describe three
elements i.e.
receptors, control
center and effectors
which operate
homeostatic
mechanisms.

[SLO: B-12-R-79]
* Relate the
homeostatic
mechanisms with the
negative and positive
feedback systems.

[SLO: B-12-R-80]

O
« Differentiate between
osmoconformers and
osmoregulators.

[SLO: B-12-R-81]
« Define
osmoregulation.

[SLO: B-12-R-82]
« Explain the problems
faced by
osmoregulators.

[SLO: B-12-R-83]
« Explain the different
 methods of
osmoregulation found
in freshwater, marine
water and terrestrial

[Standard: Students should be able to:

IDescribe the mechanism of action of various drug classes, including pain relievers, antidepressants, and antibiotics.
[Explain the factors that determine drug efficacy and toxicity, including dose, route of administration, and pharmacokinetics.
Describe the side effects and potential drug interactions of various drugs.
[Explain the principles of drug design and development, including target selection, lead optimization, and clinical trials.
Describe the role of pharmacology in the treatment of diseases, including the use of drugs to prevent, diagnose, and treat a range of medical

Benchmark 1: Explain the role of pharmacological

drugs in treating diseases like HIV and Hepatitis C
N/A and understand their mechanisms of action, side O
effects, and drug interactions.
[SLO: B-12-T-01]
« Explain the drug
discovery and
development process.

[SLO: B-12-T-02]
Define 4 classes of
antibiotics
(penecillins,
Tetracyclins,
Fluriquinolones and
Sulfonamides) and
describe their mode of
 action

[SLO: B-12-T-04]
+ Define antivirals and
antiretrovirals

[SLO: B-12-T-05]
« Describe advantages
of monoclonal
antibodies enjoy
compared to other
drug classes.

Standard: Students should be able to:

Describe the role of greenhouse gases in the Earth's atmosphere and their impact on climate change.
Explain the evidence for and against the existence of climate change, including data from temperature records, ice cores, and other
sources.
Describe the potential impacts of climate change on various ecosystems and species, including changes in distribution, migration patterns,
and extinction risk.
Explain the role of human activities, such as deforestation and fossil fuel burning, in contributing to climate change.
Describe the mitigation and adaptation strategies used to reduce the impacts of climate change on biodiversity and ecosystems.
N/A Benchmark 1: Explain the causes and impacts of
 global climate change on different regions,
ecosystems and species and how to mitigate the
issue.
[SLO: B-12-U-01]
» Describe how
climate change
impacts flora and
fauna.

[SLO: B-12-U-02]
* Describe how
climate change can
impact ocean biology
in terms of its
, temperature and
acidity as well as the
resulting harmful
effects.

[SLO: B-12-U-03] o
* Name species that
have gone extinct due
to climate change.

[Standard: Students should be able to:

Describe the history and current state of biological warfare and its impact on society.
[Explain the mechanisms by which pathogens are used as weapons, including delivery methods, transmission routes, and virulence factors.
IDescribe the types of modern-day biological weapons, including biotoxins, bioregulators, and biovectors.
[Explain the principles of biodefense, including vaccine development, disease surveillance, and countermeasure research.
Describe the ethical and societal implications of biological weapons and biodefense, including issues related to biosecurity, international
regulations, and dual-use research.
 Benchmark 1: Understanding the history of
biological warfare and biodefences the
N/A
development of modern-day biological weapons
and other applications in biosynthethics.
[SLO: B-12-V-01]
« Explain the role of
biological biological
warfare occurs with
examples.

[SLO: B-12-V-02]
* Describe how
biodefenses could
work to protect from
biological warfare with
examples.

[SLO: B-12-V-03] c
« Examine the hype
behind the comics
“genomics,
transcriptomics,
proteomics
metabolomics”, to
what extent is it valid
or overblown?

[SLO: B-12-V-04]
« Explain synthetic
biology with examples
 Experimentation Skills Progression Grid

Guidance for the Reader

Guidance on Practical Work Expectations: For the sciences, there is no compulsory list of practical experiments that students have to conduct during their
studies. Students are still expected to do extensive practical work (ideally two lessons in the lab per week), but the purpose of the lab work is to build their
critical thinking, experiment designing, data collection and analysis skills. In their board exams, they will not be expected to reproduce a memorized practical
that they have already studied in their classes. In Grade 10 board exams they are expected to conduct experiments (with apparatus and on broad topics that
they have studied) as per the instructions they will be provided, and then analyze the data collected and then critique the experimental methodology
followed. A more advanced version of this practical exam is also expected to be conducted in Grade 11 board exams. In Grade 12 they are expected to be
, able to rigorously design experiments of their own to test provided hypotheses (on broad topics that they have studied).

Grade-Wise Progression of Skills: This progression grid is about building skills. Grades 9-10 have the same skills listed, because the idea is to reinforce
them through the practical work they will do associated with the topics they are studying. For example, in Grade 9 students may learn about photosynthesis
and conduct practical work to investigate the effects of sunlight exposure on plants. In this experiment they would learn experimental design, data collection
and analysis skills. Similarly in Grade 10 they may learn about cells and examine them under a microscope. Here again they would be building experimental
lesign, data collection and analysis skills; just with a different topic. In contrast, Grade 11 and 12 have their skills learning outcomes separately listed. This is
cause in Grade 11, compared with Grade 10, the empirical research skills expected are more advanced. In Grade 12, there is a much stronger emphasis
learning how to design experiments to investigate given hypotheses, and these skills are hence listed in more detail at this level. Further guidance for
ucators on how to conduct lab classes keeping in mind this vision is provided in the Curriculum Guidelines.

Organization of the SLOs in the Progression Grid: Inside a grade, teachers are free to teach the content in any order of preference. Textbook publishers
are also free to organize the contents of their books in any manner that they consider most effective, as long as all the SLOs in the Progression Grid and
Cross-Cutting themes are covered. The SLOs inside a grade do not need to be taught in the order presented in a grade in this PG.
 Grades 9-10 Grade 11 Grade 12

Standard: Students should be able to demonstrate knowledge of common experimental terminology and how to select and
safely use techniques, apparatus and materials
Benchmark 1: Understand the
terminology and methodology with N/A
various experimental techniques.
, [SLO: B-09-10-X-01]
Students should to able to simple measurements
in Sl Units of:
volumes of gases or solutions/liquids
* —masses
+ — temperatures
« —times
«—lengths: :

[SLO: B-09-10-X-02]
Students should be able to carry out simple
experiments of:
« 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

[SLO: B-09-10-X-03]

Should be able to use of a microscope to

examine biological specimens

[SLO: B-09-10-X-04]
« calculating the magnification of biological
specimens

Benchmark 2: Students should be able to

understand and replicate the required
techniques for the given experiments.
[SLO: B-09-10-X-05]
Students should:be able to select and safely use
techniques, apparatus and materials
+ — 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 using a universal
indicator
 « —describe and explain techniques
« —describe and explain hazards and identify
safety precautions
to ensure the accuracy of observations and data

Standard: Students should be able to demonstrate knowledge of how to select and safely use techniques, apparatus
and materials
Benchmark 1: Students should be able to
follow provided safety instructions and take N/A
general precuations in a lab setting
[SLO: B-09-10-X-06]
Students should be able to understand for
safety measurements and precautions
- understand the need to wear PPE
) - tie up long hair
- Wear goggles when dealing with
caustic materials

Standard: Students should be understand the essence of scientific experimentation and carry out the necessary steps
of understanding the terminology, taking general lab precautions, understanding the lab equipment, recording data and
providing suggestions on improving the experimental techniques.
Benchmark 1: Understand the scientific ideas Benchmark 1: Plan the experiment and clearly convey the reasons for
that general science lab terms convey. the experimental technique to follow.
[SLO: B-09-10-X-07] [SLO: B-11-X-01] Defining the problem
Students are able to Understand and express Decisions relating to [SLO: B-12-X-01]
scientific ideas using the below terms: measurements and Using the context provided, students
- True value: the value that would be obtained in observations should be able to:
an ideal measurement
- Measurement error: the difference between a [SLO: B-11-X-02] « state a relevant prediction, either in
measured value and the true value of a quantity Within an investigation, words or in the form of a sketch graph
- Accuracy: a measurement result is described students should be able to: showing the expected result,
as accurate if it is close to the true value « identify the independent and link this to an underlying
- Precision: how close the measured values of a variable and dependent hypothesis
quantity are to each other variable « identify the independent and
- Repeatability: a measurement is repeatable if « decide a suitable range of dependent variables

€]
the same or similar result is obtained when the values to use for the « identify which key variables must be
measurement is repeated under the same independent variable at standardised in order to test a
conditions, using the same method, within the which measurements of the hypothesis. (Variables expected to
same experiment dependent variable are have
- Reproducibility: a measurement is reproducible recorded a minimal effect, such as variation
if the same or similar result is obtained when the « decide the number of between test-tubes of the same type,
measurement is made under either different different values of the do not need to be standardised.)
conditions or by a different method or in a independent variable (a
different experiment minimum of five) and the Methods
- Validity of experimental design: an experiment intervals [SLO: B-12-X-02]
is valid if the experiment tests what it says it will between them Using the context provided, students
test. The experiment must be a fair test where « decide how to change the should be able to:
only the independent variable and dependent value of the independent « describe how to vary the independent
variable may change, and controlled variables variable variable
are kept constant « decide how the dependent « describe how to measure the values
- Range: the maximum and minimum value of the variable should be of the independent and dependent
independent or dependent variables measured variables accurately and to an
- Anomaly: an anomaly is a value in a set of « decide the number of appropriate precision
results that appears to be outside the general replicates at each value « describe how to standardise each of
pattern of the results, i.e. an extreme value that + decide on appropriate the other key variables
is either very high or very low in comparison to controls for the experiment « describe, where appropriate, suitable
others or investigation volumes and concentrations of
- Independent variables: independent variables « decide which variables reagents. Concentrations may be
are the variables that are changed in a scientific need to be standardised specified in % (w/v), or mol dm-3
experiment by the scientist. Changing an and how to standardise « describe how different concentrations
independent variable may cause a change in the them. (Variables expected would be prepared by serial dilution or
dependent variable to have proportional dilution
- Dependent variables: dependent variables are a minimal effect, such as « describe appropriate control
the variables that are observed or measured in a variation between test-tubes experiments
scientific experiment. Dependent variables may of the same type, do not « describe, in a logical sequence, the
change based on changes made to the need to be standardised.) steps involved in the procedure,
independent variables When using the light including how to use the apparatus to
microscope and collect results
photomicrographs, students « describe how the quality of results
should be able to: can be assessed by considering:
« set up a light microscope — the occurrence of anomalous results
to view and observe — the spread of results including the
specimens use of standard deviation, standard

€)
 « follow instructions to find error and/or 95% confidence
and draw particular tissues intervals (95% Cl).
in plant and animal « describe how to assess the validity of
specimens and label the the results by considering both the
drawings accuracy of the measurements
appropriately and the repeatability of the results
« follow instructions to find « prepare a simple risk assessment of
and draw particular cells their plans, taking into account the
and structures within the severity of any hazards and the
cells probability that a problem could occur
* make a temporary slide of « describe the precautions that would
stained cells or tissues need to be taken to minimise risks
« calculate actual sizes of where possible.
tissues or cells from
measurements of
photomicrographs, using
magnifications,
scale bars or
representations of eyepiece
graticules and stage
micrometers
« estimate the number of
cells or cell organelles in a
given area using a sampling
method, such as grids or
fields of view.
Benchmark 2: Plan experiments and Benchmark 2: Collect data and record observations in the form of
investigations. readings, estimates and accurate drawings.
[SLO: B-09-10-X-08] [SLO: B-11-X-03]
Within an investigation,
Students are able to students should be able to:
a. identify the independent variable and « follow instructions to
dependent variable collect results
b. describe how and explain why variables « consider the hazards of
should be controlled the procedure, including the
C. suggest an appropriate number and use of any solutions and
range of values for the independent reagents, and assess the
variable risk

@
suggest the most appropriate apparatus as low, medium or high
or technique and justify the choice made « take readings to obtain
describe experimental procedures accurate data (quantitative
identify risks and suggest appropriate results) or observations
safety precautions (qualitative results).
describe how to record the results of an When using the light
experiment microscope and
describe how to process the results of an photomicrographs, Students
experiment to form a conclusion or to should be able to:
evaluate a prediction « draw plan diagrams to
make reasoned predictions of expected show the distribution of
results tissues in a specimen, with
no cells drawn and the
correct
proportions of layers of
tissues
« draw the observable
features of cells in a
specimen showing:
— the correct shapes
— the thicknesses of cell
walls where applicable
(drawn with two lines or
drawn with three lines
where two
cells touch)
— the relative sizes and
proportions
— observable cell contents
only
« measure tissue layers or
cells from photomicrographs
using a ruler or given scale,
including representations
of eyepiece graticules
« make accurate
observations from
specimens including
 counting numbers of cells or
cell organelles
« record similarities and
differences between two
specimens using only their
observable features.
Benchmark 3: Make and record Benchmark 3: Evaluate and interpret the recorded data and display the
observations, measurements and estimates. calculations and reasoning.
— take readings from apparatus (analogue and Presentation of data and Dealing with data
digital) or from diagrams of apparatus observations
— take readings with appropriate precision, [SLO: B-11-X-04] [SLO: B-12-X-03]
reading to the nearest half-scale division where Recording data and From provided data, students should
required observations be able to:
— correct for zero errors where required
— make observations, measurements or Within an investigation, « use tables and graphs to show the
estimates that are in agreement with expected students should be able to: key points in quantitative data
results or values « record raw results « sketch or draw suitable graphs,
— take sufficient observations or measurements (unprocessed) and displaying the independent variable on
— repeat observations or measurements where calculated results the x-axis and the dependent
appropriate (processed) in an variable on the y-axis including, where
— record qualitative observations from tests appropriate table with: required, confidence limit error bars
— record observations and measurements — descriptive headings, « decide which calculations are
systematically, for example in a suitable table, to including any required units necessary in order to draw conclusions
an appropriate degree of precision and using (no units in body of table) « carry out appropriate calculations to
ppropriate units — heading for the simplify or explain data, including
independent variable to the means, percentages and rates of
left of (or above, if the table change
is in rows) the dependent « carry out calculations in order to
variable compare data, including percentage
« record quantitative data to gain or loss
the number of decimal « use values of standard deviation or
places that is appropriate for standard error, or graphs with standard
the measuring instrument error bars, to determine
used whether differences in mean values are
« record qualitative likely to be statistically significant
observations using clear « choose and carry out statistical tests
descriptions (limited to those described in the
- record calculated values Mathematical requirements section
(processed results) in an of the syllabus) appropriate to the type
appropriate table. of data collected and justify use of
When using the light these tests
microscope and « state a null hypothesis for a statistical
photomicrographs, Students test
should be able to: « recognise the different types of
« record the fine details of variable and the different types of data
the specimen, including presented, as shown in the table
drawing the detailed shapes below.
of layers or outlines of
specimens in plan diagrams [SLO: B-12-X-04]
and drawing the shape and
position of observable cell Type of variable Type of data
organelles in cells. Qualitative
categoric nominal, i.e. values or
[SLO: B-11-X-05] observations belonging to it can be
Display of calculation and sorted according to category, e.g.
reasoning colour of flowers
ordered ordinal, where values can be
[SLO: B-11-X-06] placed in an order or rank and the
Within an investigation and interval between them may not be
when using the light equal, e.g. the order in which test-tubes
microscope and containing starch and iodine become
photomicrographs, students colourless after adding amylase
should be able
to: Quantitative continuous, which can
« display calculations have any value within a specific range,
clearly, showing all the e.g. body mass, leaf length
steps and reasoning
« use the correct number of
significant figures for
calculated quantities. This
should be the same as, or
one
more than, the smallest
number of significant figures
in the data used in the
calculation.
Layout of data and
observations

[SLO: B-11-X-07]
Within an investigation,
Students should be able to:
« display data as a graph
(continuous data), bar chart
(discontinuous or categoric)
or histogram (frequency
data)
« draw a graph, bar chart or
histogram clearly and
accurately with:
— the independent variable
on the x-axis and the
dependent variable on the
y-axis
— axes labelled to match the
relevant table headings,
including units where
appropriate
— a scale where both axes
should use most or all of the
grid available and allow the
graph to be read
easily to within half a square
— all graph points plotted
accurately using a sharp
pencil, as a small cross or a
small dot in a circle, with
the intersection of the cross
or centre of the dot exactly
on the required point
— the plotted points of a
graph connected with a
clear, sharp and unbroken
line, either as a line of best

@
 fit,
a smooth curve or with ruled
straight lines joining the
points
— no extrapolation of graph
lines unless this can be
assumed from the data
— all bars on a bar chart or
histogram plotted
accurately, with clear,
unbroken lines that are
drawn with a
sharp pencil and ruler.

[SLO: B-11-X-08]
When using the light
microscope and
photomicrographs, students
should be able to:
« make drawings, using a
sharp pencil to give finely
drawn lines that are clear
and unbroken
« make drawings that use
most of the available space
and show all the features
observed in the specimen,
with no shading
« organise comparative
observations, showing
differences and similarities
between specimens.
Benchmark 4: Interpret and evaluate Benchmark 4: Analyze the results of the experiment and provide
experimental observations and data conclusions.
Analysis, conclusions and Conclusions
evaluation [SLO: B-12-X-05]
— process data, including for use in further [SLO: B-11-X-09]
calculations or for graph plotting, using a Interpreting data and Students should be able to:
calculator as appropriate observations « summarise the main conclusions from
— present data graphically, including the use of the results
best-fit lines where appropriate [SLO: B-11-X-10] « identify key points of the raw data and
— analyse and interpret observations and data, Within an investigation, processed data, including graphs and
including data presented graphically students should be able to: statistical test results
— use interpolation and extrapolation graphically « calculate an answer with « discuss the extent to which a given
to determine a gradient or intercept the correct number of hypothesis is supported by
— form conclusions justified by reference to significant figures using experimental data and the strengths
observations and data and with appropriate quantitative results or data and
explanation provided weaknesses of the evidence
— evaluate the quality of observations and data, « use a graph to find « give detailed scientific explanations of
identifying any anomalous results and taking unknown values the conclusions
appropriate action « estimate the « make further predictions and
— comment on and explain whether results are concentrations of unknown hypotheses based on the conclusions.
equal within the limits of experimental accuracy solutions from qualitative
(assumed to be + 10% at this level of study) results Evaluation
« identify the contents of [SLO: B-12-X-06]
unknown solutions using Students should be able to:
biological molecule tests « identify anomalous values in a table
« identify anomalous results or graph of data and suggest how to
and suggest how to deal deal with anomalies
with anomalies « suggest possible explanations for
« describe patterns and anomalous readings
trends using the data « assess whether the results have been
provided in tables and replicated sufficiently
graphs « assess whether the range of values of
« evaluate the confidence the independent variable and the
with which conclusions intervals between the values were
might be made. appropriate
When using the light « assess whether the method of
microscope and measuring is appropriate for the
photomicrographs, Students dependent variable
should be able to: « assess the extent to which selected
« calculate an answer with variables have been effectively
the correct number of controlled
significant figures using + make informed judgements about:
quantitative results or data — the validity of the investigation
provided — the extent to which the data can be

@
 « compare observable used to test the hypothesis
features of specimens of — how much confidence can be put in
biological material including the conclusions
similarities and differences «+ suggest how an investigation could be
between specimens on a improved to increase confidence in the
microscope slide and results.
specimens in
photomicrographs.

Drawing conclusions
[SLO: B-11-X-11]
From results, observations
or information provided,
students should be able to:
* summarise the main
conclusions
« state and explain whether
a hypothesis is supported
+ make predictions from the
patterns and trends in data
« suggest explanations for
observations, results,
patterns, trends and
conclusions.
Benchmark 5: Evaluate methods and
suggest possible improvements Benchmark 5: Identify sources of error and suggesting improvements
— evaluate experimental arrangements, methods [SLO: B-11-X-12]
and techniques, including the control of variables Within an investigation and
— identify sources of error, including when using the light
measurement error, random error and systematic microscope and
error photomicrographs, students
— identify possible causes of uncertainty in data should be able
or in a conclusion to:
— suggest possible improvements to the « identify systematic or
apparatus, experimental arrangements, methods random errors in an
or techniques investigation, understanding
that systematic errors may
not affect
the trend in results whereas
a random error may affect
the trend
« identify the main sources
of error in a particular
investigation
« suggest improvements to a
procedure that will increase
the accuracy of the
observations or
measurements,
including:
— using a more effective
method to standardise
relevant variables
— using a more accurate
method of measuring the
dependent variable
— using smaller intervals for
the values of the
independent variable
— collecting replicate
measurements so that a
mean can be calculated
« suggest how to extend the
investigation to answer a
new question, for example
by investigating a different
independent variable or
applying the method to a
new context
« describe clearly, in words
or diagrams, improvements
to the procedure or
modifications to extend the
investigation.