Students will be able to understand the processes of life.

They will be able to;

1. Describe the functional details and abnormalities in the regions of human
alimentary canal
and identify the hormonal control of gut secretions.
2. Evaluate and describe the transportation in plants and in man. Explain the
control of
heartbeat and the principles of electrocardiogram. Explain cardiovascular diseases
and the
latest treatments.
3. Describe the functioning of the components of the first line of defense, the
nonspecific
defenses and the inborn and acquired immunity.
4. Identify the properties of leaves that make gaseous exchange possible and
identify the
properties of the air passage way in man relating with the mechanism of breathing
and
respiratory volumes, transportation of gases and respiratory disorders.
5. Analyze the adaptations in plants and animals, including man for osmotic
adjustments and
thermoregulation. Evaluate the structure of human kidney, relate it with its
functioning and
with infections, stones and kidney failure and evaluate the principles of dialysis
and kidney
transplant.Students will be able to understand the continuity in life. They will be
able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility forvStudents will be able to understand the processes
of life. They will be able to;
1. Describe the functional details and abnormalities in the regions of human
alimentary canal
and identify the hormonal control of gut secretions.
2. Evaluate and describe the transportation in plants and in man. Explain the
control of
heartbeat and the principles of electrocardiogram. Explain cardiovascular diseases
and the
latest treatments.
3. Describe the functioning of the components of the first line of defense, the
nonspecific
defenses and the inborn and acquired immunity.
4. Identify the properties of leaves that make gaseous exchange possible and
identify the
properties of the air passage way in man relating with the mechanism of breathing
and
respiratory volumes, transportation of gases and respiratory disorders.
5. Analyze the adaptations in plants and animals, including man for osmotic
adjustments and
thermoregulation. Evaluate the structure of human kidney, relate it with its
functioning and
with infections, stones and kidney failure and evaluate the principles of dialysis
and kidney
transplant.Students will be able to understand the continuity in life. They will be
able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in a
6. Explain the generation and transmission of nerve impulse and analyze the
properties of
receptors responsible for smell, tastes and touch, pain etc. Categorize nervous
disorders and
relate them with EEG, CT scan and MRI.
7. Compare the important human endocrine glands, their hormones, their functions,
chemical
nature, modes of action, feedback control and imbalance.
8. Introduce the nature of behavior and relate different examples with the innate
behavior,
learning and social behavior.
9. Identify the bones of human skeleton, ball-n- socket and hinge joints. Explain
the action of
antagonistic muscles at knee joint and describe the disorders of skeletal system.
10. Differentiate the types of muscles and describe the sliding filament model of
muscle
contraction.
11. Identify the structures in plants responsible for support and analyze the
effects of plant Students will be able to understand the processes of life. They
will be able to;
1. Describe the functional details and abnormalities in the regions of human
alimentary canal
and identify the hormonal control of gut secretions.
2. Evaluate and describe the transportation in plants and in man. Explain the
control of
heartbeat and the principles of electrocardiogram. Explain cardiovascular diseases
and the
latest treatments.
3. Describe the functioning of the components of the first line of defense, the
nonspecific
defenses and the inborn and acquired immunity.
4. Identify the properties of leaves that make gaseous exchange possible and
identify the
properties of the air passage way in man relating with the mechanism of breathing
and
respiratory volumes, transportation of gases and respiratory disorders.
5. Analyze the adaptations in plants and animals, including man for osmotic
adjustments and
thermoregulation. Evaluate the structure of human kidney, relate it with its
functioning and
with infections, stones and kidney failure and evaluate the principles of dialysis
and kidney
transplant.Students will be able to understand the continuity in life. They will be
able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in a
6. Explain the generation and transmission of nerve impulse and analyze the
properties of
receptors responsible for smell, tastes and touch, pain etc. Categorize nervous
disorders and
relate them with EEG, CT scan and MRI.
7. Compare the important human endocrine glands, their hormones, their functions,
chemical
nature, modes of action, feedback control and imbalance.
8. Introduce the nature of behavior and relate different examples with the innate
behavior,
learning and social behavior.
9. Identify the bones of human skeleton, ball-n- socket and hinge joints. Explain
the action of
antagonistic muscles at knee joint and describe the disorders of skeletal system.
10. Differentiate the types of muscles and describe the sliding filament model of
muscle
contraction.
11. Identify the structures in plants responsible for support and analyze the
effects of plant Students will be able to understand the processes of life. They
will be able to;
1. Describe the functional details and abnormalities in the regions of human
alimentary canal
and identify the hormonal control of gut secretions.
2. Evaluate and describe the transportation in plants and in man. Explain the
control of
heartbeat and the principles of electrocardiogram. Explain cardiovascular diseases
and the
latest treatments.
3. Describe the functioning of the components of the first line of defense, the
nonspecific
defenses and the inborn and acquired immunity.
4. Identify the properties of leaves that make gaseous exchange possible and
identify the
properties of the air passage way in man relating with the mechanism of breathing
and
respiratory volumes, transportation of gases and respiratory disorders.
5. Analyze the adaptations in plants and animals, including man for osmotic
adjustments and
thermoregulation. Evaluate the structure of human kidney, relate it with its
functioning and
with infections, stones and kidney failure and evaluate the principles of dialysis
and kidney
transplant.Students will be able to understand the continuity in life. They will be
able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in aStudents will be able to understand the
continuity in life. They will be able to;
1. Describe the human male and female reproductive systems, their hormonal
regulation and
relate these with infertility and STDs.
2. Describe human embryonic development and birth and evaluate the concepts of
postnatal
development and aging.
3. Describe the chromosomal theory of inheritance and justify DNA as the hereditary
material,
the replication of DNA and explain gene expression and regulation.
4. Evaluate the results of genetic crosses using the formula of probabilities and
quote examples
to explain the patterns of inheritance other than Mandelism.
5. Analyze gene linkage, sex linkage and crossing over and compare different
mechanisms of
sex determination.
6. Describe and evaluate the concepts and evidences of evolution.
Students will be able to understand how living things interact with each other and
their
environment. They will be able to;
1. Analyze trophic levels and proAppreciation of the Influences of Science and
Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
Appreciation of the Influences of Science and Technology:
Students should:
• recognize that the technology resulting from scientific activity influences the
quality of lifestyle and
economic development through or by improvements in medical/health care, nutrition,
agricultural
techniques
• understand that these influences may be the result of unforeseen consequences,
rapid
exploitation or rapid cultural change
• realize that advances in technology require judicious application.
Ability to apply Understanding to Problems:
Students should:
• recognize that biological knowledge and scientific approaches have relevance to
many situations
in everyday life
• recognize when biological knowledge is relevant to a problem
• recognize when a scientific approach is relevant to a problem
• select and apply appropriate biological knowledge and skills to clarify and help
produce solutions
to problems, especially the personal and social problems of everyday life to which
such
knowledge and skills can apply
• use thoughtful, rational strategies for decision-making in those everyday
situations to which both
biological knowledge and value positions are relevant.
Respect for Evidence, Rationality and Intellectual Honesty:
• Given the number of emotive issues in the area of biology, students should
display respect for
evidence, rationality and intellectual honesty.
Capacities to Communicate:
Students should:
• comprehend the intention of a scientific communication, the relationships between
its parts and its
relationship to what they already know
• select the relevant parts from a communication
• translate information from communications in particular modes (e.g. spoken word,
written word,
tables, graphs, flow sheets, diagrams) to other modes
• structure information and use appropriate modes (including the spoken word,
writing and
diagrams) to communicate it.
Ability to work with Others:
Students should participate in group work in such a way that he or she:
• shares the responsibility for achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in a
6. Explain the generation and transmission of nerve impulse and analyze the
properties of
receptors responsible for smell, tastes and touch, pain etc. Categorize nervous
disorders and
relate them with EEG, CT scan and MRI.
7. Compare the important human endocrine glands, their hormones, their functions,
chemical
nature, modes of action, feedback control and imbalance.
8. Introduce the nature of behavior and relate different examples with the innate
behavior,
learning and social behavior.
9. Identify the bones of human skeleton, ball-n- socket and hinge joints. Explain
the action of
antagonistic muscles at knee joint and describe the disorders of skeletal system.
10. Differentiate the types of muscles and describe the sliding filament model of
muscle
contraction.
11. Identify the structures in plants responsible for support and analyze the
effects of plant achieving a group task
• shows concern for the fullest possible participation of each group member.
ductivity and relate these with the water and nitrogen cycles.
Describe ecological succession and population dynamics. Analyze human impacts on
environment and identify environmental resources and evaluate their depletion.
Students will be able to understand the technologies used in the applications of
biology for
human welfare. They will be able to;
1. Describe the principles and application of recombinant DNA technology,
polymerase chain
reaction, DNA sequencing, DNA analysis, tissue culturing and constructing genome
maps.
2. Evaluate the importance of vaccination and the role of microbes in human
welfare.
3. Evaluate the techniques used in a
6. Explain the generation and transmission of nerve impulse and analyze the
properties of
receptors responsible for smell, tastes and touch, pain etc. Categorize nervous
disorders and
relate them with EEG, CT scan and MRI.
7. Compare the important human endocrine glands, their hormones, their functions,
chemical
nature, modes of action, feedback control and imbalance.
8. Introduce the nature of behavior and relate different examples with the innate
behavior,
learning and social behavior.
9. Identify the bones of human skeleton, ball-n- socket and hinge joints. Explain
the action of
antagonistic muscles at knee joint and describe the disorders of skeletal system.
10. Differentiate the types of muscles and describe the sliding filament model of
muscle
contraction.
11. Identify the structures in plants responsible for support and analyze the
effects of plant