CSEC Biology (Grade 10) By Dr. Marfo
RATIONALE
The application of scientific principles and the conduct of relevant research are of significant importance in identifying, assessing and realising the potential of the resources of Caribbean territories. A good foundation in the sciences will enhance the ability of our citizens to respond to the challenges of a rapidly changing world using the scientific approach.
Biology is the discipline in science which seeks to understand the organisation of the organic world through an exploration of the structure and function of life forms at the molecular, cellular, organismal and ecosystem levels, as well as the complex interactions and interdependencies which occur at each of these levels. This knowledge provides the foundation for understanding the opportunities for promoting the well being of humans and other living organisms in the environment. It generates an awareness of the importance of our biodiversity and the unique role of humans in conserving, protecting and improving the quality of the biological environment for future generations.
AIMS
The syllabus aims to:
- develop an understanding of fundamental biological principles and concepts (such as structure and function relationships; unity in diversity; energy transduction), based upon practical and theoretical knowledge of living organisms and the environment;
- make accurate observations of biological material and phenomena, both in the field and in the laboratory;
- develop the ability to record information accurately;
- formulate hypotheses and plan, design and carry out experiments to test them;
- develop the ability to appraise information critically, identify patterns, cause and effect, stability and change and evaluate ideas;
- appreciate that although generalisations have predictive value, there are often exceptions to them;
- develop problem-solving and critical thinking skills;
- develop an awareness that principles of Chemistry, Physics, Mathematics and other disciplines are necessary for a proper understanding of Biology;
- recognise the dynamic nature of the interrelationships between organisms and their environment;
- develop a natural curiosity about living organisms and a respect for all living things and the environment;
- develop the ability to work independently and collaboratively with others when necessary;
- apply biological knowledge for further studies as well as in everyday life situations;
- acknowledge the social and economic implications of Biology;
- integrate Information Communication and Technology (ICT) tools and skills.
Lessons
- Cells – compare the structure of the generalised plant and animal cells, and selected microbes;
- distinguish between cell wall and cell membrane; mitochondrion and chloroplast;
- relate the structure of organelles to their functions;
- differentiate between plant and animal cells
- explain the importance of cell specialisation in multi- cellular organisms;
- explain the processes of diffusion and osmosis;
- discuss the importance of diffusion, osmosis and active transport in living systems
- distinguish among heterotrophic, autotrophic and saprophytic nutrition;
- describe the process of photosynthesis in green plants;
- relate the structure of the leaf of a flowering plant to its function in photosynthesis;
- explain how environmental factors affect the rate of photosynthesis;
- discuss the importance of minerals in plant nutrition using nitrogen and magnesium as examples;
- perform tests to distinguish among foodsubstances
- relate the structures of the human alimentary canal to their functions
- explain the role and importance of enzymes
- investigate the effect of temperature and pH on the activity of the enzymes catalase or amylase;
- describe what happens to the products of digestion after their absorption
- discuss the importance of a balanced diet in human
- explain the need for transport systems in multi-cellular organisms;
- identify the materials which need to be transported in animals and plants
- describe the structure and function of the circulatory system in humans;
- relate the structure of the components of blood to their function;
- describe the role of blood in defending the body against disease;
- explain how the principles of immunisation are used inthe control of communicable diseases;
- describe the effect of external factors on transpiration
- discuss adaption in plants to conserve water
- explain how the structure of xylem vessels is suited for their function;
- discuss the role ofthe process of transpiration in plants;
- describe the effect of external factors on transpiration
- explain how the structure of the phloem is suited to its function;
- identify the products stored in plants and animals and the sites of storage;
- discuss the importance of food storage in living organisms.
- define ‘stimulus’ and ‘response’;
- describe the response of: (a)green plants to stimuli; (b)invertebrates to variations in light intensity, temperature and moisture;
- define receptor and effector;
- explain why the response to stimuli is important for the survival of organisms;
- explain why the response to stimuli is important for the survival of organisms;
- explain the relationship among the receptor, the central nervous system and the effector;
- explain a simple reflex action;
- describe the functions of the mainregions of the brain;
- discuss the physiological, social and economic effectsof drug abuse
- relate the structure of the human eye to its functions as a sense organ;
- explain accommodation; sight defects and the corrections of each;
- relate structure of the human skin to its function in temperature regulation and protection.
- compare sexual and asexual reproduction;
- describe the structure and function of the reproductive systems in humans
- describe the menstrual cycle
- outline the mechanism for bringing gametes together, their fusion and the development of the embryo in humans;
- discuss the advantages and disadvantages of various methods of birth control;
- discuss the transmission and control of Acquired Immune Deficiency Syndrome (AIDS ) and gonorrhoea;
- relate the parts of a flower to their functions;
- compare the structure of an insect pollinated flower and a wind pollinated flower;
- distinguish between the processes of pollination and fertilization;
- explain how fruit and seed formation occur after fertilization;
- describe fruit structure including adaptations for fruit and seed dispersal.
- distinguish among pathogenic, deficiency, hereditary and physiologicaldiseases;
- identify the stages in the life cycle of a mosquito
- discuss the role of the mosquito as a vector in the transmission of pathogenic diseases;
- suggest appropriate methods of control of each stage of the life cycle of mosquito;
- discuss the treatment and control of the four main groups of disease
- discussthe social, environmental and economic implications of disease with reference to both plant and animal diseases.
- distinguish among DNA, chromosomes, genes and alleles;
- describe the process of mitosis;
- explain the role of mitosis in asexual repro ductio
- explain why asexual reproduction gives rise to genetically identical offspring;
- describe the process of meiosis;
- state the importance of halving of chromosome number in the formation of gamete
- explain the role of meiosis in the transmission of inheritable genetic characteristics;
- explain the meaning of the following terms: dominant trait, recessive trait, codominance, genotype, phenotype, homozygous and heterozygous
- explain the inheritance of traits (dominant andrecessive genes)
- predict the results of crosses involving one pair of alleles in the heterozygous, homozygous dominant and recessive conditions;
- describe the mechanism of sex determination and inheritance of sex linked diseases in humans
- explain how genetic variation arises;
- explain why genetic variation is important;
- distinguish between continuous and discontinuous variation in populations;
- define a species;
- describe how new species are formed;
- explain how natural selection plays a role in biological evolution
- distinguish between natural and artificial selection;
- distinguish between natural and artificial selection;
- discuss the possible advantages and disadvantages of genetic engineering
- describe how genetic engineering can be used to change the traits of an organism;
- GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT
- group living organisms found in a named habitat based on observed similarities and differences
- classify organisms into taxonomic groups based on physical similarities;
- carry out a simple ecological studyusing the most appropriate collecting and sampling methods;
- distinguish between the following pairs of terms:(a)abiotic and biotic factors,(b)niche and habitat, (c)population and community,(d)species and population;
- discuss the impact ofthe abiotic factors (soil, water, climate) on living organisms;
- identify the relativepositions of producers and consumers in food chains
- identify from each habitat, a food chain containing at least four organisms;
- identify from each habitat: herbivore, carnivore and omnivore;
- identify from each habitat, predator/ prey relationships;
- construct a food web to include different trophic levels;
- explain the role of decomposers
- assess thespecialrelationships among organisms;
- explain energy flow withina food chain or web
- explain, with examples, the impact of the continual re-use ofmaterials in nature
- discuss the importance of and difficulties encountered in recycling manufactured materials;
- describe the impact of human activities on natural resources;
- explain the negative impact of human activity on the environment;
- assess the implications of pollution of marine and wetland environments;
- discuss current and future trends regarding climate change;
- suggest means by which the env ironment could be conserved and restored;
- discuss the factors that affect the growth and survival of populations including human populations