BIOLOGY
SYLLABUS FORM 5 –6
Biology
course objectives
The course is designed to respond to Tanzania's present aspiration to produce more creative scientists by encouraging greater participation in science and technology in all walks of life. It is also intended to:
The course is designed to respond to Tanzania's present aspiration to produce more creative scientists by encouraging greater participation in science and technology in all walks of life. It is also intended to:
- Cultivate an understanding and appreciation of the
role, influence and importance of science in everyday life, at work, and in
society in general;
- Develop mastery in the fundamental concepts, principles and skills of Biological Science and use these for best utilization of their natural heritage and raise their standard of living;
- Apply their knowledge and skills in proper use of and management of the environment;
- Analyse the behaviours of people involved in the abuse and misuse of the environment and make informed judgement in as far as making amendments is concerned;
- Prepare themselves for further studies and training in biology and relate fields.
- Develop mastery in the fundamental concepts, principles and skills of Biological Science and use these for best utilization of their natural heritage and raise their standard of living;
- Apply their knowledge and skills in proper use of and management of the environment;
- Analyse the behaviours of people involved in the abuse and misuse of the environment and make informed judgement in as far as making amendments is concerned;
- Prepare themselves for further studies and training in biology and relate fields.
Organization
of the syllabus
In designing the syllabus, Due consideration has been made to both the learner's and the teacher's needs. The content has been carefully selected and organized so as to promote interest and motivation throughout the course. All topics and sub-topics are blocky organized in a progressive manner such that the acquisition of knowledge and skills is synchronized with the learning level of the learner. The topics fall under 2 main blocks, Form 5, and Form 6. Each form has its objectives.
In designing the syllabus, Due consideration has been made to both the learner's and the teacher's needs. The content has been carefully selected and organized so as to promote interest and motivation throughout the course. All topics and sub-topics are blocky organized in a progressive manner such that the acquisition of knowledge and skills is synchronized with the learning level of the learner. The topics fall under 2 main blocks, Form 5, and Form 6. Each form has its objectives.
In the format of the syllabus are also
included instructional objectives for each sub-topic.
Choice and use of instructional
Materials
With the new book production policy, the science book market is seeing more and more up to date science books. The biology teacher is expected to be well informed about books which best meet the requirements of the syllabus. Teachers will also be expected to use their academic and professional knowledge and skills to guide and advise learners on how best to use books and other non-textual instructional materials available in schools and libraries.
Methods of Teaching and Learning
The syllabus has proposed teaching/learning strategies for each topic. These are just proposals. The teacher of Biology will be free to use any teaching/learning method considered effective in promoting concept formation, skill development and internalization of knowledge in general. It is worth bearing in mind that, it is generally agreed among science scholars that using the active methods of instruction learns science better. NB: When conducting practical, all chemicals should be handled with care).
With the new book production policy, the science book market is seeing more and more up to date science books. The biology teacher is expected to be well informed about books which best meet the requirements of the syllabus. Teachers will also be expected to use their academic and professional knowledge and skills to guide and advise learners on how best to use books and other non-textual instructional materials available in schools and libraries.
Methods of Teaching and Learning
The syllabus has proposed teaching/learning strategies for each topic. These are just proposals. The teacher of Biology will be free to use any teaching/learning method considered effective in promoting concept formation, skill development and internalization of knowledge in general. It is worth bearing in mind that, it is generally agreed among science scholars that using the active methods of instruction learns science better. NB: When conducting practical, all chemicals should be handled with care).
Assessment of
student's Progress and Performance
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This should be done so as to identify their strengths and weaknesses and to help the weak and encourage the good ones as appropriate.
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This should be done so as to identify their strengths and weaknesses and to help the weak and encourage the good ones as appropriate.
Instructional
Time
The teacher is advised to make maximum use of the allocated time per week for this subject. Lost instructional time, for whatever cause, should be compensated for through the teacher's own local arrangement with the school administration. It should be remembered that this course of study is designed to be covered in two academic years at a minimum of 50 periods of forty minutes duration each.
The teacher is advised to make maximum use of the allocated time per week for this subject. Lost instructional time, for whatever cause, should be compensated for through the teacher's own local arrangement with the school administration. It should be remembered that this course of study is designed to be covered in two academic years at a minimum of 50 periods of forty minutes duration each.
OBJECTIVES OF FORM 5 BIOLOGY
COURSE
The form five Biology course aims at exploring more some of the topics introduced in the O-level Biology course. The topics include those dealing with cell organisation, principles of classifying organisms, comparative study of various groups of organisms, coordinating mechanisms, nutrition, gaseous exchange and respiration.
The form five Biology course aims at exploring more some of the topics introduced in the O-level Biology course. The topics include those dealing with cell organisation, principles of classifying organisms, comparative study of various groups of organisms, coordinating mechanisms, nutrition, gaseous exchange and respiration.
It is therefore expected that at
the end of this course, students should be able to:
1. Communicate ideas about the fine structure of the cell and functions and adaptations of sub cellular units.
2. Apply the taxonomic principles in classifying and identifying organisms
3. Explain the way different organisms are adapted to their mode of life
4. Show a mastery of the following skills:
- Dissection of the cockroach, frog/toad, and small mammals e.g. mouse
- Preparing organisms or their parts for microscopic observation
- Planning and conducting biochemical tests
5. Discuss the mechanisms in organisms by which
- Life activities are coordinated and regulated
- Nutrients in unusable form are made available for body use
- Metabolic energy is released
1. Communicate ideas about the fine structure of the cell and functions and adaptations of sub cellular units.
2. Apply the taxonomic principles in classifying and identifying organisms
3. Explain the way different organisms are adapted to their mode of life
4. Show a mastery of the following skills:
- Dissection of the cockroach, frog/toad, and small mammals e.g. mouse
- Preparing organisms or their parts for microscopic observation
- Planning and conducting biochemical tests
5. Discuss the mechanisms in organisms by which
- Life activities are coordinated and regulated
- Nutrients in unusable form are made available for body use
- Metabolic energy is released
TOPICS
1.
CYTOLOGY
1.1. The cell Theory
1.2. Cell structure and function
1.2.1. Eukaryotic cells
1.2.2. Prokatryotic cells
1.3. Organic Constituents of cells
1.3.1. Carbohydrates
1.3.2. Lipids
1.3.3. Proteins
1.3.4. Enzymes
1.3.5. ATP
1.1. The cell Theory
1.2. Cell structure and function
1.2.1. Eukaryotic cells
1.2.2. Prokatryotic cells
1.3. Organic Constituents of cells
1.3.1. Carbohydrates
1.3.2. Lipids
1.3.3. Proteins
1.3.4. Enzymes
1.3.5. ATP
2.
PRINCIPLES OF CLASSIFICATION
2.1. Classification systems
2.2. Categories of classification
2.3. Nomenclature
2.4. Taxonomic keys
2.1. Classification systems
2.2. Categories of classification
2.3. Nomenclature
2.4. Taxonomic keys
3.
COMPARATIVE STUDY OF NATURAL GROUPS OF ORGANISMS
3.1. Viruses
3.2. Kingdom monera
3.3. Division Eubacteria
3.4. Kingdom protista
3.4.1. Phylum Rhizopoda
3.4.2. Phylum Zoomastigina
3.4.3. Phylum Apicomplexa
3.4.4. Phylum Euglenophyta
3.4.5. Phylum Oomycota
3.4.6. Phylum Chlorophyta
3.4.7. Economic importance
3.1. Viruses
3.2. Kingdom monera
3.3. Division Eubacteria
3.4. Kingdom protista
3.4.1. Phylum Rhizopoda
3.4.2. Phylum Zoomastigina
3.4.3. Phylum Apicomplexa
3.4.4. Phylum Euglenophyta
3.4.5. Phylum Oomycota
3.4.6. Phylum Chlorophyta
3.4.7. Economic importance
3.5.
Kingdom Fungi
3.5.1. Phylum Zygomycota
3.5.2. Phylum Ascomycota
3.5.3. Phylum Basidiomycota
3.5.4. Economic Importance
3.5.1. Phylum Zygomycota
3.5.2. Phylum Ascomycota
3.5.3. Phylum Basidiomycota
3.5.4. Economic Importance
3.6.
Kingdom Plantae
3.6.1. Division Bryophyta
3.6.2. Division Filicinophyta
3.6.3. Division Coniferophyta
3.6.4. Division Angiospermophyta
3.6.5. Economic Importance
3.6.1. Division Bryophyta
3.6.2. Division Filicinophyta
3.6.3. Division Coniferophyta
3.6.4. Division Angiospermophyta
3.6.5. Economic Importance
3.7.
Kingdom Animalia
3.7.1. Phylum Platyhelminthes
3.7.2. Phylum Aschelminthes (Nematoda)
3.7.3. Phylum Annelida
3.7.4. Phylum Arthropoda
3.7.5. Phylum Chordata
3.7.1. Phylum Platyhelminthes
3.7.2. Phylum Aschelminthes (Nematoda)
3.7.3. Phylum Annelida
3.7.4. Phylum Arthropoda
3.7.5. Phylum Chordata
4.
COORDINATION
4.1. Nervous coordination in Mammals
4.1.1. The Nerve impulse
4.1.2. Receptors
4.2. Hormonal Coordination in mammals
4.3. Coordination in Plants
4.3.1. Tactics
4.3.2. Nasties
4.1. Nervous coordination in Mammals
4.1.1. The Nerve impulse
4.1.2. Receptors
4.2. Hormonal Coordination in mammals
4.3. Coordination in Plants
4.3.1. Tactics
4.3.2. Nasties
5.
NUTRITION
1. Food Manufacture in plants ( Photo-synthesis)
5.2. Digestion in Mammals
1. Food Manufacture in plants ( Photo-synthesis)
5.2. Digestion in Mammals
6.
GASEOUS EXCHANGE AND RESPIRATION
6.1. Respiration
6.1. Respiration
7.
REGULATION (Homeostasis)
7.1. General Concept
7.2. Temperature Regulation
7.3. Excretion
7.4. Osmoregulation
7.1. General Concept
7.2. Temperature Regulation
7.3. Excretion
7.4. Osmoregulation
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