Biology

Biology – D and C

Academic Department Details

Department:Department of Science

Subject:Biology

Course Content

D Form

  • Scientists Who Contributed to and Shaped Biology
  • Introduction to Cells
  • Cell Organelles
  • Levels of Organizations
  • Movie-Based Learning About Environment
  • Plant Tissues
  • Animal Tissues
  • Organ Systems of Human Body
  • Movie on Nobel Laureates in the Field of Physiology and Medicine
  • Project-Based Learning

C Form

Unit 1: Plant Physiology

  • Transportation in Plants
  • Reproduction in Plants

Unit 2: Human Anatomy and Physiology

  • Circulatory System
  • Human Nervous System
  • Sense Organs
  • Reproduction in Animals

Unit 3: Pollution and Conservation

  • Natural Resources and Conservation
  • Pollution

Learning Objectives

  • Students are expected to gain a broad appreciation of the basic methods and aims of science and the relationship of biology to the rest of the sciences.
  • Students will learn the basic structure and function of cells as the basic units of all living things and as the building blocks of multicellular organisms.
  • Students will understand the interactions between organisms and their environments, and the consequences of these interactions in natural populations, communities, and ecosystems.
  • Students will understand the historical and social context of biological thought and research, and the contributions of biology to the resolution of ethical, social, and environmental issues in human affairs through the work of famous scientists and Nobel laureates.

Skills Acquired by Students

  • Curiosity and looking for evidence
  • Ability to learn and remember names, draw diagrams
  • Ability to question

Skills that students are expected to acquire as they learn the subject:

  • Skills developed will include understanding about basic biology and the facts related to it
  • Ability to draw and relate biological diagrams including plant and animal organ systems
  • Skill to collect, analyze and correlate data through experimentation of basic biological facts
  • Knowledge about simple instruments, their use and handling (e.g. microscope)

General Comments

Biology in school for D and C forms aims at generating an interest in students to learn the basic fundamental aspects of life and living organisms, and understand how they are related and how they interact with each other. This is achieved through careful drafting of the lessons to be taught, the mode of their transaction and, above all, challenging and developing higher order thinking skills among students. Besides, the course also involves the learning of some common and applied topics which are required for both CISCE and IB syllabi in the following years. It also aims at developing skills which will help students to pursue potential careers related to biology such as Genetic Engineering, Bioinformatics, Environmental Management and Medicine.

Sciences – Biology – B and A

Academic Department Details

Department: Department of Science

Subject: Biology

Curriculum: ICSE

Course Content

B Form

  • Basic Biology
  • Flowering Plants
  • Plant Physiology
  • Diversity in Living Organisms / Ecosystems
  • Human Anatomy and Physiology
  • Health and Hygiene
  • Waste Generation and Management

A Form

  • Basic Biology
  • Plant Physiology
  • Human Anatomy and Physiology
  • Physical Health and Hygiene
  • Pollution

Practical Work

The practical work will be designed to test the ability of the candidates to make accurate observation from specimens of plants and animals. For this, the candidates should be familiar with the use of a hand lens of not less than ×6 magnification. Students should be trained to make simple and accurate drawings and brief notes as a means of recording their observations. The practical examiners will assume that candidates would have carried out the practical work outlined on the Council Website.

Learning Objectives

  • To acquire the knowledge of the economic importance of plants and animals
  • To develop an understanding of the inter-relationship between sustainability and environmental adaptations.
  • To develop an understanding of the interdependence of plants and animals so as to enable pupils to acquire a clearer comprehension of the significance of life and its importance in human welfare.
  • To understand the capacities and limitations of all the biological and economic activities so as to be able to use them for a better quality of life.
  • To acquire the ability to observe, experiment, hypothesize, infer, handle equipment accurately and make correct recordings.

Skills Acquired by Students

  • Ability to recall knowledge points
  • Understanding of the fundamental concepts
  • Ability to apply knowledge to new situations
  • Association of values to learning point

General Comments

The study of Biology is directly related to Environmental Science. The evolution of life in flora and fauna and its interpretation helps in the understanding of interrelated concepts. The knowledge and skills acquired in the subject has much greater affect in understanding science than any other branch.

Sciences – Biology (ISC) – S and SC

Academic Department Details

Department: Department of Science

Subject: Biology

Curriculum: ISC

Course Content

S Form

Theory

  • Diversity of Life
  • Plant Physiology
  • Multicellularity: Structure and Functions of Animals
  • Units of Life
  • Organisms and Environment

Practical Work

  • Scientific Techniques
  • Physiology
  • Morphology
  • Cytologye
  • Spotting: (Three minutes to be given for each spot which includes identification, drawing a labelled diagram and writing two characteristics).

SC Form

Theory

  • Origin and Evolution of Life
  • Multicellularity
  • Genetics
  • Applications of Biology

Practical Work

  • Taxonomy: Study floral characteristics through dissection of flowers, drawing floral formula and diagrams
  • Simple biochemical and physiological experiments
  • Spotting (Three minutes to be given for each spot which includes identification, drawing a labelled diagram and writing two characteristics).

Learning Objectives

  • To enable candidates to acquire the knowledge and to develop an understanding of biological terms, concepts, facts, principles, formulae etc.
  • To develop the ability to apply the knowledge of biology in unfamiliar situations
  • To develop experimental skills required in biology practical work
  • To create awareness about the problems of the environment and the manner in which these problems can be overcome
  • To develop the ability to appreciate biological phenomena in nature and the contribution of biology to human welfare
  • To develop interest in plants and animals and in their respective environments;
  • To develop scientific attitude towards biological phenomena
  • To create awareness of the fundamentals of human biology, food, health, nutrition and population control

Skills Acquired by Students

  • Ability to recall knowledge points
  • Understanding of the fundamental concepts
  • Ability to apply knowledge to new situations
  • Ability to process data and conclude
  • Association of values to learning points
  • Ability to acquire handle instruments, data collection and analysis, conclusion etc.

Examination Board

Council for the Indian School Certificate Examination (CISCE) conducts all India examination after SC Form. Apart from that other examinations in SC Form and all examinations in S Form are conducted by the school based on the board pattern. Other details related to the CISCE can be found at – http://www.cisce.org

General Comments

The study of Biology is directly related to Environmental Studies and Chemistry. The evolution of life in flora and fauna and its interpretation helps in the understanding of interrelated concepts. The knowledge and skills acquired in the subject has much greater affect in understanding science than any other branch.

Sciences – Biology (IB) – S and SC

Academic Department Details

Department: Department of Science

Subject: Biology

Curriculum: IB (S and SC Forms)

Course Content

The syllabus for the Diploma Programme biology course is divided into three parts: the core, the AHL material and the options. A syllabus overview is provided below.

Teaching hours: Core 80

  • Topic 1: Statistical analysis 2
  • Topic 2: Cells 12
  • Topic 3: The chemistry of life 15
  • Topic 4: Genetics 15
  • Topic 5: Ecology and evolution 16
  • Topic 6: Human health and physiology 20

Teaching hours: AHL 55

  • Topic 7: Nucleic acids and proteins 11
  • Topic 8: Cell respiration and photosynthesis 10
  • Topic 9: Plant science 11
  • Topic 10: Genetics 6
  • Topic 11: Human health and physiology 17

Teaching hours: Options 15/22
Options SL

  • Option A: Human nutrition and health 15
  • Option B: Physiology of exercise 15
  • Option C: Cells and energy 15

Options SL and HL

  • Option D: Evolution 15/22
  • Option E: Neurobiology and behaviour 15/22
  • Option F: Microbes and biotechnology 15/22
  • Option G: Ecology and conservation 15/22

Options HL

Option H: Further human physiology 22

Students at SL are required to study any two options from A–G. The duration of each option is 15 hours.

Students at HL are required to study any two options from D–H. The duration of each option is 22 hours.

Learning Objectives

Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4.

It is in this context that all the Diploma Programme experimental science courses should aim to:

  • Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students
  • Provide a body of knowledge, methods and techniques that characterize science and technology
  • Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology
  • Develop an ability to analyse, evaluate and synthesize scientific information
  • Engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities
  • Develop experimental and investigative scientific skills
  • Develop and apply the students’ information and communication technology skills in the study of science
  • Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology
  • Develop an appreciation of the possibilities and limitations associated with science and scientists
  • Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

Skills Acquired by Students

  • Understanding of:

    a) scientific facts and concepts

    b) scientific methods and techniques

    c) scientific terminology

    d) methods of presenting scientific information.

  • Apply and use:

    e) scientific facts and concepts

    f) scientific methods and techniques

    g) scientific terminology to communicate effectively

    h) appropriate methods to present scientific information.

  • Construct, analyse and evaluate:

    a) hypotheses, research questions and predictions

    b) scientific methods and techniques

    c) scientific explanations.

  • Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.
  • Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety.

General Comments

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject.

Although the Diploma Programme biology course at standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout.