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:
- 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.
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 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).
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.
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.
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.
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
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
2.
PRINCIPLES OF CLASSIFICATION
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
3.5.
Kingdom Fungi
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
3.7.
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
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
5.
NUTRITION
1.
Food Manufacture in plants ( Photo-synthesis)
5.2.
Digestion in Mammals
6.
GASEOUS EXCHANGE AND RESPIRATION
6.1.
Respiration
7.
REGULATION (Homeostasis)
7.1.
General Concept
7.2.
Temperature Regulation
7.3.
Excretion
7.4.
Osmoregulation
