BIOLOGY

Subject Code – 044

Classes XI - XII (2025-26)

The present curriculum provides the students with updated concepts along with an extended
exposure to contemporary areas of the subject. The curriculum also aims at emphasizing the
underlying principles that are common to animals, plants and microorganisms as well as
highlighting the relationship of Biology with other areas of knowledge. The format allows a
simple, clear, sequential flow of concepts. It links the discoveries and innovations in biology
to everyday life such as environment, industry, health and agriculture. The Biology curriculum
is expected to enable the students to:
 develop capacities for observation, experimentation, documentation, and familiarity
with quantitative reasoning and multi-disciplinary approaches.
 engender sensitivity towards biological issues (environment, health) in their
surroundings and be aware of how citizens can contribute to their local communities
and to science.
 be aware of bioethical concerns that arise in biology today.
 understand the integration of different fields of biology and highlight the
interconnections between these fields.
 be exposed to diverse careers in the life sciences.
This curriculum of Biology will help in achieving the following curricular goals and
competencies delineated in the National Curriculum Framework for School Education 2023:

CG-3 C-3.1 Explains the role of cellular components (nucleus,

Explores the structure and function of mitochondria, endoplasmic reticulum, vacuoles, chloroplast, cell

the living world at the cellular level wall), including the semi permeability of cell membrane in making
cell the structural basis of living organisms and functional basis of
life processes

C-3.2 Analyses similarities and differences in the life processes

involved in nutrition (photosynthesis in plants; absorption of nutrients
in fungi; digestion in animals), transport (transport of water in plants;
circulation in animals), exchange of materials (respiration and
excretion), and reproduction

C-3.3 Describes mechanisms of heredity (in terms of DNA, genes,

chromosomes) and variation (as changes in the sequence of DNA)

CG-4 C-4.1 Applies the knowledge of cellular diversity in organisms along

Explores interconnectedness with the ecological role organisms play (autotrophic/ heterotrophic
between organisms and their nutrition) to classify them into five-kingdoms

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environment C-4.2 Illustrates different levels of organisations of living organisms
(from molecules to organisms)

C-4.3 Analyses different levels of biological organisation from

organisms to ecosystems and biomes along with interactions that
take place at each level

C-4.4 Analyses patterns of inheritance of traits in terms of Mendel’s

laws and its consequences at a population level (using models
and/or simulations)

C-4.5 Analyses evidences of biological evolution demonstrating the

consequences of the process of natural selection in terms of
changes — in allele frequency in population, structure, and function
of organisms

CG-5 C-5.3 Applies scientific principles to explain phenomena in other

Draws linkages between scientific subjects (sound pitch, octave, and amplitude in music; use of
knowledge and knowledge across muscles in dance form and sports)
other curricular areas
CG-6 C-6.1 Knows and explains the significant contributions of India to all
Understands and appreciates the matters (concepts, explanations, methods) that are studied within
contribution of India through history the curriculum in an integrated manner
and the present times to the overall
field of Science, including the
disciplines that constitute it
CG-7 C-7.1 States concepts that represent the most current
Develops awareness of the most understanding of the matter being studied — ranging from mere
current discoveries, ideas, and familiarity to conceptual understanding of the matter as appropriate
frontiers in all areas of scientific to the developmental stage of the students
knowledge in order to appreciate that
C-7.2 States questions related to matters in the curriculum for which
Science is ever evolving, and that
current scientific understanding is well-recognised to be inadequate
there are still many unanswered
questions
CG-8 C-8.1 Develops accurate and appropriate models (including
Explores the nature of Science by geometric, mathematical, graphical) to represent real-life events and
doing Science phenomena using scientific principles and use these models to
manipulate variables and predict results

C-8.2 Designs and implements a plan for scientific inquiry

(formulates hypotheses, makes predictions, identifies variables,
accurately uses scientific instruments, represents data — primary
and secondary — in multiple modes, draws inferences based on
data and understanding of scientific concepts, theories, laws, and
principles, communicates findings using scientific terminology)

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It is expected that the students would get an exposure to various branches of Biology
in the curriculum in a more contextual and systematic manner as they study its various units.
(NCFSE-2023)
Attainment of the competencies shall be done through transaction of the curriculum using
appropriate pedagogy; these shall be assessed through an integrated evaluation scheme.

COURSE STRUCTURE
CLASS XI (2025-26)
(THEORY)
Time: 03 Hours Max. Marks: 70
Unit Title Marks
I Diversity of Living Organisms 15
II Structural Organization in Plants and Animals 10
III Cell: Structure and Function 15
IV Plant Physiology 12
V Human Physiology 18
Total 70

Unit-I Diversity of Living Organisms

Chapter-1: The Living World

Biodiversity; Need for classification; three domains of life; taxonomy and systematics;
concept of species and taxonomical hierarchy; binomial nomenclature

Chapter-2: Biological Classification

Five kingdom classification; Salient features and classification of Monera, Protista and Fungi
into major groups; Lichens, Viruses and Viroids.

Chapter-3: Plant Kingdom

Classification of plants into major groups; Salient and distinguishing features and a few
examples of Algae, Bryophyta, Pteridophyta, Gymnospermae and Angiosperms.

Chapter-4: Animal Kingdom

Salient features and classification of animals, non-chordates up to phyla level and chordates
upto class level (salient features and at a few examples of each category).
(No live animals or specimen should be displayed.)

Unit-II Structural Organization in Plants and Animals

Chapter-5: Morphology of Flowering Plants
Morphology of different parts of flowering plants: root, stem, leaf, inflorescence, flower,
fruit and seed. Description of family Solanaceae
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Chapter-6: Anatomy of Flowering Plants
Anatomy and functions of tissue systems in dicots and monocots.

Chapter-7: Structural Organisation in Animals

Morphology, Anatomy and functions of different systems (digestive, circulatory, respiratory,
nervous and reproductive) of frog.

Unit-III Cell: Structure and Function

Chapter-8: Cell-The Unit of Life

Cell theory and cell as the basic unit of life, structure of prokaryotic and eukaryotic cells;
Plant cell and animal cell; cell envelope; cell membrane, cell wall; cell organelles - structure
and function; endomembrane system, endoplasmic reticulum, golgi bodies, lysosomes,
vacuoles, mitochondria, ribosomes, plastids, microbodies; cytoskeleton, cilia, flagella,
centrioles (ultrastructure and function); nucleus.

Chapter-9: Biomolecules
Chemical constituents of living cells: biomolecules, structure and function of proteins,
carbohydrates, lipids, and nucleic acids; Enzyme - types, properties, enzyme action. (Topics
excluded: Nature of Bond Linking Monomers in a Polymer, Dynamic State of Body
Constituents Concept of Metabolism, Metabolic Basis of Living, The Living State)

Chapter-10: Cell Cycle and Cell Division

Cell cycle, mitosis, meiosis and their significance

Unit-IV Plant Physiology

Chapter-11: Photosynthesis in Higher Plants

Photosynthesis as a means of autotrophic nutrition; site of photosynthesis, pigments
involved in photosynthesis (elementary idea); photochemical and biosynthetic phases of
photosynthesis; cyclic and non-cyclic photophosphorylation; chemiosmotic hypothesis;
photorespiration; C3 and C4 pathways; factors affecting photosynthesis.

Chapter-12: Respiration in Plants

Exchange of gases; cellular respiration - glycolysis, fermentation (anaerobic), TCA cycle and
electron transport system (aerobic); energy relations - number of ATP molecules generated;
amphibolic pathways; respiratory quotient.

Chapter-13: Plant - Growth and Development

Seed germination; phases of plant growth and plant growth rate; conditions of growth;
differentiation, dedifferentiation and redifferentiation; sequence of developmental processes

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in a plant cell; plant growth regulators - auxin, gibberellin, cytokinin, ethylene, ABA.

Unit-V Human Physiology

Chapter-14: Breathing and Exchange of Gases

Respiratory organs in animals (recall only); Respiratory system in humans; mechanism of
breathing and its regulation in humans - exchange of gases, transport of gases and
regulation of respiration, respiratory volume; disorders related to respiration - asthma,
emphysema, occupational respiratory disorders.

Chapter-15: Body Fluids and Circulation

Composition of blood, blood groups, coagulation of blood; composition of lymph and its
function; human circulatory system - Structure of human heart and blood vessels; cardiac
cycle, cardiac output, ECG; double circulation; regulation of cardiac activity; disorders of
circulatory system - hypertension, coronary artery disease, angina pectoris, heart failure.

Chapter-16: Excretory Products and their Elimination

Modes of excretion - ammonotelism, ureotelism, uricotelism; human excretory system –
structure and function; urine formation, osmoregulation; regulation of kidney function - renin
- angiotensin, atrial natriuretic factor, ADH and diabetes insipidus; role of other organs in
excretion; disorders - uremia, renal failure, renal calculi, nephritis; dialysis and artificial
kidney, kidney transplant.

Chapter-17: Locomotion and Movement

Types of movement - ciliary, flagellar, muscular; skeletal muscle, contractile proteins and
muscle contraction; skeletal system and its functions; joints; disorders of muscular and
skeletal systems - myasthenia gravis, tetany, muscular dystrophy, arthritis, osteoporosis,
gout.

Chapter-18: Neural Control and Coordination

Neuron and nerves; Nervous system in humans - central nervous system; peripheral
nervous system and visceral nervous system; generation and conduction of nerve impulse

Chapter- 19: Chemical Coordination and Integration

Endocrine glands and hormones; human endocrine system - hypothalamus, pituitary, pineal,
thyroid, parathyroid, adrenal, pancreas, gonads; mechanism of hormone action (elementary
idea); role of hormones as messengers and regulators, hypo - and hyperactivity and related
disorders; dwarfism, acromegaly, cretinism, goiter, exophthalmic goitre, diabetes, Addison's
disease.

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The following topics are included in the syllabus but will be assessed only formatively to
reinforce understanding without adding to summative assessments. The reduces
academic stress while ensuring meaningful learning. Schools can integrate these with
existing chapters as they align well. Relevant NCERT textual material is enclosed for
reference.

Digestion and Absorption (Please Refer to CBSE Reading Material)

Alimentary canal and digestive glands, role of digestive enzymes and gastrointestinal
hormones; Peristalsis, digestion, absorption and assimilation of proteins, carbohydrates and
fats; calorific values of proteins, carbohydrates and fats; egestion; nutritional and digestive
disorders - PEM, indigestion, constipation, vomiting, jaundice, diarrhoea.

PRACTICALS
Time: 03 Hours Max. Marks: 30
Evaluation Scheme Marks
One Major Experiment Part A (Experiment No- 1,3,7,8) 5 Marks
One Minor Experiment Part A (Experiment No- 6,9,10,11,12,13) 4 Marks
Slide Preparation Part A (Experiment No- 2,4,5) 5 Marks
Spotting Part B 7 Marks
Practical Record + Viva Voce (Credit to the student’s 4 Marks
work over the academic
Project Record + Viva Voce 5 Marks
session may be given)
Total 30 Marks

A: List of Experiments
1. Study and describe locally available common flowering plants, from family
Solanaceae (Poaceae, Asteraceae or Brassicaceae can be substituted in case of
particular geographical location) including dissection and display of floral whorls,
anther and ovary to show number of chambers (floral formulae and floral diagrams),
type of root (tap and adventitious); type of stem (herbaceous and woody); leaf
(arrangement, shape, venation, simple and compound).
2. Preparation and study of T.S. of dicot and monocot roots and stems (primary).
3. Study of osmosis by potato osmometer.
4. Study of plasmolysis in epidermal peels (e.g. Rhoeo/lily leaves or flashy scale
leaves of onion bulb).
5. Study of distribution of stomata on the upper and lower surfaces of leaves.
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 6. Comparative study of the rates of transpiration in the upper and lower surfaces of
leaves.
7. Test for the presence of sugar, starch, proteins and fats in suitable plant and
animal materials.
8. Separation of plant pigments through paper chromatography.
9. Study of the rate of respiration in flower buds/leaf tissue and germinating seeds.
10. Test for presence of urea in urine.
11. Test for presence of sugar in urine.
12. Test for presence of albumin in urine.
13. Test for presence of bile salts in urine.

B. Study and Observe the following (spotting):

1. Parts of a compound microscope.
2. Specimens/slides/models and identification with reasons - Bacteria, Oscillatoria,
Spirogyra, Rhizopus, mushroom, yeast, liverwort, moss, fern, pine, one
monocotyledonous plant, one dicotyledonous plant and one lichen.
3. Virtual specimens/slides/models and identifying features of - Amoeba, Hydra, liver
fluke, Ascaris, leech, earthworm, prawn, silkworm, honey bee, snail, starfish, shark,
rohu, frog, lizard, pigeon and rabbit.
4. Mitosis in onion root tip cells and animal’s cells (grasshopper) from permanent slides.
5. Types of inflorescence (cymose and racemose).
6. Human skeleton and different types of joints with the help of virtual images/models
only.

Practical Examination for Visually Impaired Students Class XI

Note: The ‘Evaluation schemes’ and ‘General Guidelines’ for visually impaired students as
given for Class XII may be followed.
A. Items for Identification/Familiarity with the apparatus /equipment /animal and
plant material / chemicals for assessment in practicals (All experiments)
B. Equipment - compound microscope, test tube, petri dish, chromatography paper,
chromatography chamber, beaker, scalpel
Chemical – alcohol
Models – Model of Human skeleton to show – Ball and socket joints of girdles and
limbs, Rib cage, Honeycomb, Mollusc shell, Pigeon and Star fish, cockroach
Specimen/Fresh Material – mushroom, succulents such as Aloe vera/ kalenchoe,
raisins, potatoes, seeds of monocot and dicot- maize and gram or any other plant,
plants of Solanaceae - Brinjal, Petunia, any other
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C. List of Practicals
1. Study locally available common flowering plants of the family – Solanaceae
and identify type of stem (Herbaceous or Woody), type of leaves (Compound or
Simple).
2. Study the parts of a compound microscope- eye piece and objective lens, mirror,
stage, coarse and fine adjustment knobs.
3. Differentiate between monocot and dicot plants on the basis of venation patterns.
4. Study the following parts of human skeleton (Model): Ball and socket joints of
thigh and shoulder
5. Rib cage
6. Study honeybee/butterfly, snail/sheik snail through shell, Starfish, Pigeon
(through models).
7. Identify the given specimen of a fungus – mushroom, gymnosperm-pine cone.
8. Identify and relate the experimental set up with the aim of experiment: For Potato
Osmometer/endosmosis in raisins.
Note: The above practicals may be carried out in an experiential manner rather than
only recording observations.

Prescribed Books:
1. Biology Class-XI, Published by NCERT
2. Other related books and manuals brought out by NCERT (including multimedia).
3. Biology supplementary Material (Revised). Available on CBSE Website.
4. Reading Material Biology Class XI.

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 COURSE STRUCTURE
CLASS XII (2025 - 26)
(THEORY)
Time: 03 Hours Max. Marks: 70

Unit Title Marks

VI Reproduction 16

VII Genetics and Evolution 20

VIII Biology and Human Welfare 12

IX Biotechnology and its Applications 12

X Ecology and Environment 10

Total 70

Unit-VI Reproduction

Chapter-1: Sexual Reproduction in Flowering Plants

Flower structure; development of male and female gametophytes; pollination - types, agencies
and examples; out breeding devices; pollen-pistil interaction; double fertilization; post
fertilization events - development of endosperm and embryo, development of seed and
formation of fruit; special modes- apomixis, parthenocarpy, polyembryony; Significance of
seed dispersal and fruit formation.

Chapter-2: Human Reproduction

Male and female reproductive systems; microscopic anatomy of testis and ovary;
gametogenesis -spermatogenesis and oogenesis; menstrual cycle; fertilisation, embryo
development upto blastocyst formation, implantation; pregnancy and placenta formation
(elementary idea); parturition (elementary idea); lactation (elementary idea).

Chapter-3: Reproductive Health

Need for reproductive health and prevention of Sexually Transmitted Diseases (STDs); birth
control - need and methods, contraception and medical termination of pregnancy (MTP);
amniocentesis; infertility and assisted reproductive technologies - IVF, ZIFT, GIFT
(elementary idea for general awareness).

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 Unit-VII Genetics and Evolution

Chapter-4: Principles of Inheritance and Variation

Heredity and variation: Mendelian inheritance; deviations from Mendelism – incomplete
dominance, co-dominance, multiple alleles and inheritance of blood groups, pleiotropy;
elementary idea of polygenic inheritance; chromosome theory of inheritance; chromosomes
and genes; Sex determination - in humans, birds and honey bee; linkage and crossing over;
sex linked inheritance - haemophilia, colour blindness; Mendelian disorders in humans -
thalassemia; chromosomal disorders in humans; Down's syndrome, Turner's and Klinefelter's
syndromes.

Chapter-5: Molecular Basis of Inheritance

Search for genetic material and DNA as genetic material; Structure of DNA and RNA; DNA
packaging; DNA replication; Central Dogma; transcription, genetic code, translation; gene
expression and regulation - lac operon; Genome, Human and rice genome projects; DNA
fingerprinting.

Chapter-6: Evolution
Origin of life; biological evolution and evidences for biological evolution (paleontology,
comparative anatomy, embryology and molecular evidences); Darwin's contribution, modern
synthetic theory of evolution; mechanism of evolution - variation (mutation and recombination)
and natural selection with examples, types of natural selection; Gene flow and genetic drift;
Hardy- Weinberg's principle; adaptive radiation; human evolution.

Unit-VIII: Biology and Human Welfare

Chapter-7: Human Health and Diseases

Pathogens; parasites causing human diseases (malaria, dengue, chikungunya, filariasis,
ascariasis, typhoid, pneumonia, common cold, amoebiasis, ring worm) and their control; Basic
concepts of immunology - vaccines; cancer, HIV and AIDS; Adolescence - drug and alcohol
abuse.
Chapter-8: Microbes in Human Welfare
Microbes in food processing, industrial production, sewage treatment, energy generation and
microbes as bio-control agents and bio-fertilizers. Antibiotics; production and judicious use.

Unit-IX Biotechnology and its Applications

Chapter-9: Biotechnology - Principles and Processes

Genetic Engineering (Recombinant DNA Technology).
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Chapter-10: Biotechnology and its Applications
Application of biotechnology in health and agriculture: Human insulin and vaccine production,
stem cell technology, gene therapy; genetically modified organisms - Bt crops; transgenic
animals; biosafety issues, biopiracy and patents.

Unit-X Ecology and Environment

Chapter-11: Organisms and Populations

Population interactions - mutualism, competition, predation, parasitism; population attributes
- growth, birth rate and death rate, age distribution.
Chapter-12: Ecosystem
Ecosystems: Patterns, components; productivity and decomposition; energy flow; pyramids
of number, biomass, energy.
Chapter-13: Biodiversity and its Conservation
Biodiversity-Concept, patterns, importance; loss of biodiversity; biodiversity conservation;
hotspots, endangered organisms, extinction, Red Data Book, Sacred Groves, biosphere
reserves, national parks, wildlife, sanctuaries and Ramsar sites.

PRACTICALS

Time allowed: 3 Hours Max. Marks: 30

Evaluation Scheme Marks
One Major Experiment 5 5
One Minor Experiment 2&3 4
Slide Preparation 1&4 5
Spotting 7
Practical Record + Viva Voce (Credit to the student’s 4
Investigatory Project and its work over the academic session 5
Project Record + Viva Voce may be given)
Total 30

A. List of Experiments
1. Prepare a temporary mount to observe pollen germination.
2. Study the plant population density by quadrat method.
3. Study the plant population frequency by quadrat method.
4. Prepare a temporary mount of onion root tip to study mitosis.
5. Isolate DNA from available plant material such as spinach, green
pea seeds, papaya, banana etc.
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B. Study and observe the following (Spotting):
1. Flowers adapted to pollination by different agencies (wind, insects, birds).
2. Pollen germination on stigma through a permanent slide or scanning electron
micrograph.
3. Identification of stages of gamete development, i.e., T.S. of testis and T.S. of
ovary through permanent slides (from grasshopper/mice).
4. Meiosis in onion bud cell or grasshopper testis through permanent slides.
5. T.S. of blastula through permanent slides (Mammalian).
6. Mendelian inheritance using seeds of different colour/sizes of any plant.
7. Prepared pedigree charts of any one of the genetic traits such as rolling of tongue,
blood groups, ear lobes, widow's peak and colour blindness.
8. Controlled pollination - emasculation, tagging and bagging.
9. Common disease causing organisms like Ascaris, Entamoeba, Plasmodium, any
fungus causing ringworm through permanent slides, models or virtual images or
specimens. Comment on symptoms of diseases that they cause.
10. Models specimens showing symbiotic association in lichens, root nodules of
leguminous plants, and parasitic mode of nutrition shown by Cuscuta on host.
11. Flash cards / models showing examples of homologous and analogous organs.

Practical Examination for Visually Impaired Students of Classes XI and XII

Evaluation Scheme
Time: 02 Hours Max. Marks: 30
Topic Marks
Identification/Familiarity with the apparatus 5
Written test (Based on given / prescribed practicals) 10
Practical Records 5
Viva 10
Total 30

General Guidelines
 The practical examination will be of two-hour duration. A separate list of ten
experiments is included here.
 The written examination in practicals for these students will be conducted at the
time of practical examination of all other students.

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  The written test will be of 30 minutes duration.
 The question paper given to the students should be legibly typed. It should contain
a total of 15 practical skill based very short answer type questions. A student
would be required to answer any 10 questions.
 A writer may be allowed to such students as per CBSE examination rules.
 All questions included in the question paper should be related to the listed
practicals. Every question should require about two minutes to be answered.
 These students are also required to maintain a practical file. A student is expected
to record at least five of the listed experiments as per the specific instructions for
each subject. These practicals should be duly checked and signed by the internal
examiner.
 The format of writing any experiment in the practical file should include aim,
apparatus required, simple theory, procedure, related practical skills, precautions
etc.
 Questions may be generated jointly by the external/internal examiners and used
for assessment.
 The viva questions may include questions based on basic theory / principle /
concept, apparatus / materials / chemicals required, procedure, precautions,
sources of error etc.

Class XII
A. Items for Identification/ familiarity with the apparatus for assessment in practicals
(All experiments) Beaker, flask, petriplates, soil from different sites - sandy, clayey,
loamy, small potted plants, aluminium foil, paint brush, test tubes, starch solution, iodine,
ice cubes, Bunsen burner/spirit lamp/water bath, large flowers, Maize inflorescence,
model of developmental stages highlighting morula and blastula of frog, beads/seeds of
different shapes/size/texture Ascaris, Cactus/Opuntia (model).

B. List of Practicals
1. Study of flowers adapted to pollination by different agencies (wind, insects).
2. Identification of T.S of morula or blastula of frog (Model).
3. Study of Mendelian inheritance pattern using beads/seeds of different sizes/texture.
4. Preparation of pedigree charts of genetic traits such as rolling of tongue,
colour blindness.
5. Study of emasculation, tagging and bagging by trying out an exercise on
controlled pollination.
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 6. Identify common disease causing organisms like Ascaris (model) and learn
some common symptoms of the disease that they cause.
7. Comment upon the morphological adaptations of plants found in xerophytic
conditions.

Note: The above practicals may be carried out in an experiential manner rather than
recording observations.

Prescribed Books:
1. Biology, Class-XII, Published by NCERT.
2. Other related books and manuals brought out by NCERT (consider multimedia
also).
3. Biology Supplementary Material (Revised). Available on CBSE website.

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 Question Paper Design (Theory)
Class XII (2025 -26)
Biology (044)

Competencies Total

Demonstrate Knowledge and Understanding 50 %

Application of Knowledge / Concepts 30 %

Analyse, Evaluate and Create 20 %

Note:

 Typology of questions: VSA including MCQs, Assertion – Reasoning type

questions; SA; LA-I; LA-II; Source-based/ Case-based/ Passage-based/
Integrated assessment questions.
 An internal choice of approximately 33% would be provided.

Suggestive verbs for various competencies

 Demonstrate, Knowledge and Understanding
State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Analyze, Evaluate and Create
Interpret, analyse, compare, contrast, examine, evaluate, discuss, construct, etc.

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