BIOLOGY
GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation
Examination (UTME) syllabus in Biology is to
prepare the candidates for the Board's
examination. It is designed to test their
achievement of the course objectives, which are
to:
1.demonstrate sufficient knowledge of the
concepts of the interdependence and unity of life;
2.account for continuity of life through
reorganization, inheritance and evolution;
3.apply biological principles and concepts to
everyday life, especially to matters affecting the
individual, society, the environment, community
health and the economy.
TOPICS/CONTENTS/NOTES
1.Living organisms:
a. Characteristics
b. Cell structure and functions of cell Components
c. Level of organization
i. Cell e.g. Amoeba, cheek cell
ii. Tissue, e.g. epithelial tissues
iii. Organ, e.g. leaf and heart iv. Systems, e.g.
reproductive
v. Organisms e.g. Chlamydomonas
OBJECTIVES
Candidates should be able to:
i. differentiate between the characteristics of
living and non-living things.
ii. identify the cell structures.
iii. analyse the functions of the components of
plants and animal cells.
iv. compare and contrast the structure of plant
and animal cells.
v. trace the levels of organization among
organisms in their logical sequence in relation to
the five kingdom classification of living
organisms.
TOPICS/CONTENTS/NOTES
2.Evolution among the following:
a. Monera (prokaryotes), e.g. bacteria and blue
green algae.
b. Protista (protozoans and protophyta), e.g.
Amoeba, Euglena and Paramecium
c.Fungi, e.g. mushroom and Rhizopus.
d.Plantae (plants)
i. Thallophyta (e.g. spirogyra)
ii. Bryophyta (mosses and liveworts) e.g.
Bryachymenium and Merchantia.
iii. Pteridophyta (ferns) e.g. Dryopteris.
iv. Spermatophyta Gymnospermae and
Angiospermae)
-Gynosperms e.g. Cycads and conifers.
-Angiosperms (monocots, e.g. maize dicots, e.g.
water leaf)
OBJECTIVES
Candidates should be able to:
i. analyse external features and characteristics of
the listed organisms:
ii. apply the knowledge from (i) above to
demonstrate increase in structural complexity.
iii. trace the stages in the life histories of the
listed organisms.
iv. apply the knowledge of the life histories to
demonstrate gradual transition from life in water to
life on land.
v. trace the evolution of the listed plants.
e.Animalia (animals)
i. Invertebrates
- Coelenterate (e.g. Hydra)
- Platyhelminthes (flatworms) e.g. Taenia
- Nematoda (roundworms)
- Annelida (e.g. earthworm)
- Arthropoda (insects) e.g. Millipedes, ticks,
mosquito, cockroach, housefly, bee, butterfly
- Molusca (e.g. snails)
OBJECTIVES
Candidates should be able to:
i. trace the evolution of the invertebrate animals.
ii. determine the economic importance of the
insects studied.
iii. asses their values to the environment.
ii. Multicellular animals (vertebrates)
- Pisces (cartilaginous and bony fish)
- Amphibia (e.g. toads and frogs)
- Reptilia (e.g. lizards, snakes and turtles)
- Aves (birds)
- Mammalia (mammals)
OBJECTIVES
i. trace the evolution of multi-cellular animals.
ii. determine their economic importance.
TOPICS/CONTENTS/NOTES
3. Structural/behavioural adaptations of
vertebrates (bonj fish, toad, lizard, bird, small
mammal) to the environment.
OBJECTIVES
Candidates should be able to:
i. describe how the various structures and
behaviour adapt these organisms to their
environment.
B: FORM AND FUNCTIONS
TOPICS/CONTENTS/NOTES
1. Internal structure of a flowering plant
i. Root
ii. Stem
iii. Leaf
OBJECTIVES
Candidates should be able to:
i. identity the transverse sections of these
organs.
ii. relate the structure of these organs to their
functions.
TOPICS/CONTENTS/NOTES
b. Internal structure of a mammal
OBJECTIVES
Candidates should be able to:
i. examine the arrangement of the mammalian
internal organs.
iii. describe the appearance and position of the
digestive, reproductive and excretory organs
TOPICS/CONTENTS/NOTES
2. Nutrition
a. Modes nutrition
i. Autotrophic
ii. Heterotrophic
OBJECTIVES
Candidates should be able to:
i. compare the photosynthetic and chemosynthetic
modes of nutrition;
ii. provide examples from both flowering and non-
flowering plants.
iii. compare autotropic and heterotrophic modes of
nutrition
b. Types of Nutrition
OBJECTIVES
Candidates should be able to: differentiate the
following examples:
- Holozoic (sheep and man)
- Parasitic (roundworm, tapeworm and Loranthas)
- Saprophytic (Rhizopus and mushroom)
- Carnivorous plants (sundew and bladderwort)
Determine their nutritional value.
c. Plant nutrition
i. Photosynthesis
OBJECTIVES
Candidates should be able to:
i. analyse the light and dark reactions, materials
and conditions necessary for photosynthesis.
ii. determine the necessity of light, carbon (IV)
oxide and chlorophyll in photosynthesis.
iii. detect the presence of starch in a leaf as an
evidence of photosynthesis.
ii. Mineral requirements (macro and micro-
nutrients)
OBJECTIVES
Candidates should be able to:
i. identify macro-and micro-elements required by
plants.
ii. determine the deficiency symptoms of nitrogen,
phosphorous and potassium.
d. Animal nutrition
i. Classes of food substances; carbohydrates,
proteins, fats and oils, vitamins, mineral salts and
water
OBJECTIVES
Candidates should be able to:
i. indicate the sources of the various classes of
food;
ii. relate the importance of each class;
iii. determine the importance of a balanced diet.
ii. Food tests (e.g. starch, reducing sugar,
protein, oil, fat etc
Candidates should be able to detect the presence
of the listed food items from the result of a given
experiment.
iii. The mammalian tooth (structures, types and
functions)
Candidates should be able to:
i. relate the structure of the various components
of the alimentary canal and its accessory organs
(liver, pancreas, and gall bladder) to their
functions.
iv. Mammalian alimentary canal
Candidates should be able to:
i. relate the structure of the various components
of the alimentary canal and its accessory organs
(liver, pancreas, and gall bladder) to their
functions.
v. Nutrition process (ingestion, digestion,
absorption, and assimilation of digested food.
Candidates should be able to:
i. identify the general characteristics of digestive
enzymes;
ii. associate enzymes with digestion of
carbohydrates, proteins and fats;
iii. determine the end products of these classes of
food.
TOPICS/CONTENTS/NOTES
3. Transport
a. Need for transportation
OBJECTIVES
Candidates should be able to:
i. determine the relationship between increase in
size and complexity and the need for the
development of a transport system.
b.Materials for transportation excretory products,
gases, manufactured food,digested food, nutrient,
water and Hormones)
OBJECTIVES
Candidates should be able to:
i. determine the sources of materials and the
forms in which they are transported.
c.channels for transportation.
i. . Mammalian circulatory systen), (heart,
arteries, vcins, and capillaries)
OBJECTIVES
Candidates should be able to:
i. describe the general circulatory system;
ii. compare specific functions of the hepatic portal
vein, the pulmonary vein and artery, aorta, the
renal artery and vein
ii plant vascular system (Phloem and xylem)
OBJECTIVES
Candidates should be able to:
i. identify the organs of the plant vascular system.
ii. compare the specific functions of the phloem
and xylem
d. Media and processes of mechanism for
transportation.
OBJECTIVES
Candidates should be able to:
i. identify media of transportation (e.g.
cytoplasm, cell sap, body fluid, blood and lymph);
ii. determine the composition of blood and lymph;
iii. describe diffusion, osmosis, plasmolysis and
turgidity as mechanism of transportation in
organisms.
iv. compare the various mechanisms of open
circulatory systems, transpiration pull, root
pressure and active transport as mechanism of
transportation in plants.
TOPICS/CONTENTS/NOTES
4. Respiration
OBJECTIVES
Candidates should be able to:
i. examine the significance of respiration;
ii. describe the process of glycolysis;
iii compare the similarities of the process in plants
and animals.
iv. deduce from an experimental set up, gaseous
exchange and products, exchange and production
of heat energy during respiration.
a. Respiratory organs and surfaces
OBJECTIVES
Candidates should be able to:
i. describe the following respiratory organs and
surfaces with organisms in which they occur, body
surface, gill, trachea, lungs, stomata and lenticel.
ii. relate the characteristics of the respiratory
surfaces listed above to their functions.
b. The mechanism of gaseous exchange in
i. Plants
ii. Mammals
OBJECTIVES
Candidates should be able to:
i. describe the mechanism for the opening and
closing of the stomata;
ii. determine respiratory movements in these
animals.
c. Aerobic respiration
OBJECTIVES
Candidates should be able to:
iii. examine the role of oxygen in the liberation of
energy for the activities of the living organisms;
iv. deduce the effect of insufficient supply of
oxygen to the muscles
d. Anaerobic respiration
OBJECTIVES
Candidates should be able to:
i. use yeast cells and sugar solution to
demonstrate the process of fermentation.
ii. asses the economic importance of yeasts.
Candidates should be able to:
i. Interpret the meaning and significance of
excretion;
ii. identify the characteristics of each structure.
TOPICS/CONTENTS/NOTES
5.Excretion
a.Types of excretory structures:
contractile vacuole, flamecell, nephridium,
Malpighian tubule, kidney, stoma and lenticel.
b.Excretory mechanisms:
i. Kidneys
ii. Lungs
iii. Skin
c. Excretory products of plants
OBJECTIVES
Candidates should be able to:
i. relate the structure of the kidneys to the
excretory and osmo-regulatory functions.
ii. identify the functions and excretory products
of the lungs and the skin.
Candidates should be able to:
i. deduce the economic importance of the
excretory products of plants, carbon (IV) oxide,
tannis, resins, gums, mucilage, alkaloids etc.
Candidates should be able to:
i. determine the need for support and movement
in organisms;
ii. identify supporting tissues in plants
(collenchyma, sclerenchyma, xylem and phloem
fibres);
iii. describe the distribution of supporting tissues
in roots, stem, and leaf.
TOPICS/CONTENTS/NOTES
6. Support and movement
OBJECTIVES
Candidates should be able to:
i. relate the response of plants to the stimuli of
light, water, gravity and touch;
ii. identify the regions of growth in roots and
shoots and the roles of auxins in tropism.
a. Tropic, tactic, nastic and sleep movements in
plants
b. supporting tissues in animals
c. Types and functions of the skeleton
i. Exoskeleton
ii. Endoskeleton
OBJECTIVES
Candidates should be able to:
i. relate the location of chitin, cartilage and bone
to their supporting function.
ii. relate the structure and the general layout of
the mammalian skeleton to their supportive,
locomotive and respiratory function.
iii. differentiate types of joints using appropriate
examples.
iii. Functions of the skeleton in animals
OBJECTIVES
Candidates should be able to:
i. apply the protective, supportive, locomotive and
respiratory functions of the skeleton to the
wellbeing of the animal
TOPICS/CONTENTS/NOTES
7. Reproduction
a.A sexual reproduction
i. Fission as in Paramecium
ii. Budding as in yeast
iii. Natural vegetative propagation
iv. Artificial vegetative propagation
OBJECTIVES
Candidates should be able to:
i. differentiate between asexual and sexual
reproduction
ii. apply natural vegetative propagation in crop
production and multiplication.
iii. apply grafting, budding and layering in
agricultural practices.
b.sexual reproduction in flowering plants
i. Flora parts and their functions
ii. Polllination and fertilization
iii. products of sexual reproduction
OBJECTIVES
Candidates should be able to:
i. relate parts of flower to their functions and
reproductive process.
ii. deduce the advantages of cross pollination.
iii. deduce the different types of placentation that
develop into simple, aggregate, multiple and
succulent fruits
c. Reproduction in mammals
i. Structures and functions of the male and female
reproduction organs
ii. Fertilization and development. (Fusion of
gamates)
OBJECTIVES
Candidates should be able to:
i. differentiate between male and female
reproductive organs
ii. relate their structure and function to the
production of offspring.
Candidates should be able to:
i. describe the fusion of gametes as a process of
fertilization.
ii. relate the effects of the mother's health,
nutrition and indiscriminate use of drugs on the
development stages of the embryo up to birth.
TOPICS/CONTENTS/NOTES
8. Growth
a. meaning fo grwoth
b. Germination of seeds and condition necessary
for germination of seeds
OBJECTIVES
Candidates should be able to:
i. apply the knowledge of the conditions
necessary for germination on plants growth.
ii. differentiate between epigeal and hypogeal
germination
TOPICS/CONTENTS/NOTES
9.Co-ordination and control
a. Nervous coordination:
i. The components, structure and functions of the
central nervous system;
ii. The components and functions of the peripheral
nervous systems;
iii. Mechanism of transmission of impulse;
iv. Reflex action
b. The sense organs
i. skin (tactile)
ii. nose (olfactory)
iii. tongue (taste)
iv. eye (sight)
v. ear (auditory)
c.Hormonal control
i. animal hormonal system
-Pituitary
-thyroid
-parathyroid
-adrenal gland
-pancreas
-gonads
ii. Plant hormones (phytohonnones)
d. Homeostasis
i. Body temperature regulation
ii. Salt and water regulation
OBJECTIVES
Candidates should be able to:
i. apply the knowledge of the structure and
function of the central nervous system in the
coordination of body functions in organisms.
ii. illustrate reflex actions such as blinking of
the eyes, knee jerk etc.
iii. differentiate between reflex and voluntary
action as well as conditioned reflexes such as
salivation, riding a bicycle and swimming.
Candidates should be able to:
i. associate the listed sense organs with their
functions.
ii. apply the knowledge of the structure and
functions of these sense organs in detecting an
correcting their defects.
Candidates should be able to:
i. locate the listed endocrine glands in animals.
ii. relate the hormone produced by each of these
glands to their functions.
Candidates should be able to:
i. examine the effects of various phytohonnones
(e.g. auxins, gibberellin,cytokinin, and ethylene)
on growth, tropism, flowering, fruit ripening and
leaf abscission.
Candidates should be able to:
i. relate the function of hormones to regulating the
levels of materials inside the body.
C: ECOLOGY
TOPICS/CONTENTS/NOTES
1. Factors affecting the distribution of Organisms
i. Abiotic
OBJECTIVES
Candidates should be able to:
i.deduce the effects of temperature, rainfall,
relative humidity, wind speed and direction,
altitude, salinity, turbidity, pH and edaphic (soil)
conditions on the distribution of organisms
ii.Biotic
OBJECTIVES
Candidates should be able to:
i. describe how the activities of plant/animal
(particularly human) affect the distribution of
organisms.
TOPICS/CONTENTS/NOTES
2. Symbiotic interactions of plants and animals
OBJECTIVES
Candidates should be able to:
i.determine appropriate examples of symbiosis,
parasitism, saprbphytism, comensalism,
mutualism, amensalism, competition, predation
and cooperation among organisms
ii.associate the distribution of organism with food
chains and food webs in particular habitats.
(a) Food chains, food webs and trophic levels
OBJECTIVES
Candidates should be able to:
i. interpret the ecological pyramids of number,
biomass and energy.
(b) Energy flow in the ecosystem
OBJECTIVES
Candidates should be able to:
i. describe the cycle and its significance including
the balance of atmospheric oxygen and carbon (iv)
oxide.
(c) Nutrient cycling in nature
i. Carbon cycle
ii. Water cycle
iii. Nitrogen cycle
OBJECTIVES
Candidates should be able to:
i. assess the effects of water cycle on other
nutrient cycles
Candidates should be able to:
i. relate the roles of bacteria and leguminous
plants in the cycling of nitrogen
TOPICS/CONTENTS/NOTES
3. Natural Habitats
(a) Aquatic (e.g. ponds, streams, lakes seashores
and mangrove swamps)
(b) terrestrial/arboreal (e.g. tree-tops of oil palm,
abandoned farmland or a dry grassy (savanna)
field, and burrow or hole.
OBJECTIVES
Candidates should be able to:
i. associate plants: and animals with each of
these habitats.
Candidates should be able to:
i. relate adaptive, features to the habitats in
which an organisms lives.
TOPICS/CONTENTS/NOTES
4. Local (Nigerian) Biomes)
a. Tropical rainforest
b.Guinea savanna (southern and northern)
c.Sudan Savanna
d.Desert
e.Highlands of montane forests and grasslands of
the Obudu, Jos, Mambilla Plateau.
OBJECTIVES
Candidates should be able to:
i. locate biomes to regions
ii. apply the knowledge of the features of the
listed local biomes in determining the
characteristics of different regions of Nigeria.
TOPICS/CONTENTS/NOTES
5. The Ecology of Populations:
a Population density and overcrowding.
b Factors affecting population sizes:
i. Biotic (e.g. food, pest, disease, predation,
competition, reproductive ability).
ii. Abiotic (e.g. temperature, space, light, rainfall,
topographic, pressure, pH, etc.
c. Ecological succession
i. primary succession
ii. secondary succession
OBJECTIVES
Candidates should be able to:
i. determine the reasons for rapid changes in
human population and the consequences of
overcrowding.
ii. compute/calculate density as the number of
organisms per unit area.
iii. apply modern methods to control human
populations.
Candidates should be able to:
i. deduce the effect of these factors on the size of
populations
ii. determine the interactions between biotic and
abiotic factors, e.g. drought or scarcity of water
which leads to food shortage and lack of space
which causes increase in disease rates.
Candidates should be able to:
i. trace the sequence in succession to the climax
stage of stability in plant population.
TOPICS/CONTENTS/NOTES
6. SOIL
a (i) characteristics of different types of soil
(sandy, loamy, clayey)
i. soil structure
ii. porosity, capillarity and humus content
iii. Components of the soil
i.inorganic
ii.organic
iii. soil organisms
OBJECTIVES
Candidates should be able to:
i. identify physical properties of different soil types
based on simple measurement of particle size,
porosity or water retention ability.
ii. determine the amounts of air, water, humus and
capillarity in different soil types experimentally.
Candidates should be able to:
i. relate soil characteristics, types and
components to the healthy growth of plant.
b) Soil fertility:
i. loss of soil fertility
ii. Renewal and maintenance of soil fertility
OBJECTIVES
Candidates should be able to:
i. relate such factors as loss of inorganic
matter, compaction, leaching, erosion of the top
soil and repeated cropping with one variety
Candidates should be able to:
i. apply the knowledge of the practice of contour
ridging, terracing, mulching, poly-cropping, strip-
roping, use of organic and inorganic fertilizers,
crop rotation, shifting cultivation, etc to enhance
soil conservation.
TOPICS/CONTENTS/NOTES
7. Humans and Environment
a Diseases:
i. Common and endemic diseases.
ii . Easily transmissible diseases and disease
syndrome such as:
-poliomyelitis
-cholera
-tuberculosis
-sexually transmitted disease/syndrome
(gonorrhea, syphilis, AIDS, etc
OBJECTIVES
Candidates should be able to:
i. identify ecological conditions that favour the
spread of common endemic and potentially
epidemic disease e.g. malaria, meningitis,
drancunculiasis, schistosomiasis, onchocerciasis,
typhoid fever and cholera etc.
ii. relate the biology of the vector or agent of each
disease with its spread and control.
Candidates should be able to:
i. use the knowledge of the causative organisms,
mode of transmission and symptoms of the listed
diseases to their prevention/treatment/control.
ii. apply the principles of inoculation and
vaccination on disease prevention.
b. Pollution and its control
i sources, types, effects and methods of control.
OBJECTIVES
Candidates should be able to:
i. categorize pollution into air, water and soil
pollution.
ii. relate the effects of common pollutants to
human health and environment degradation.
iii. determine the methods by which each
pollutant may be controlled.
(ii) Sanitation and sewage
OBJECTIVES
Candidates should be able to:
i. examine the importance of sanitation with
emphasis on sewage disposal, community health
and personal hygiene
ii assess the roles and functions of international
and national health agencies (e.g.World Health
Organization (WHO), United Nations International
Children Emergency Fund(UNICEF), International
Red Cross Society (IRCS), and the ministries of
health and environment.
(c) Conservation of Natural Resources
OBJECTIVES
Candidates should be able to:
(i) apply the various methods of conservation of
both the renewable and non-renewable natural
resources for the protection of our environment
for present and future generations.
(ii) outline the benefits of conserving natural
resources.
(iii) identify the bodies responsible for the
conservation of resources at the national and
international levels (e.g. Nigerian Conservation
Foundation " (NCF), Federal
Ministry of Environment, Nigeria National Parks,
World Wildlife Foundation (WWF), International
Union for Conservation of Nature
(IUCN),UnitedNations Environmental Programme
(UNEP) and their activities.
(iv) asses their activities.
D: VARIATION
TOPICS/CONTENTS/NOTES
(I) Variation In Population
a. Morphological variations in the physical
appearance of individuals.
(i) size (height, weight)
(ii) Colour (skin, eye, hair, coat of animals, scales
and feathers.
(iii) Fingerprints
OBJECTIVES
Candidates should be able to:
i. differentiate between continuous and
discontinuous variations with examples.
ii. relate the role of environmental conditions,
habitat and the genetic constitution to variation.
Candidates should be able to:
i) measure heights and weight pupils of the same
age group;
ii) plot graphs of frequency distribution of the
heights and weights.
Candidates should be able to:
i) observe and record various colour patterns in
some plants and mammals.
Candidates should be able to:
i) apply classification of fingerprints in identity
detection
b. Physiological variation
(i) Ability to roll tongue
(ii) Ability to taste phenylthicarbamide (PTC)
(iii) Blood group
OBJECTIVES
Candidates should be able to:
i) identify some specific examples of physiological
variation among human population.
ii) categorise people according to their physiology
variation.
c. Application of discontinuous variation in crime
detection, blood transfusion and determination of
paternity.
OBJECTIVES
Candidates should be able to:
i) apply the knowledge of blood groups in blood
transfusion and determination of paternity.
ii) use discontinuous variation in crime detection
TOPICS/CONTENTS/NOTES
2. Heredity
a) Inheritance of characters in organisms;
i) Heritable and non-heritable characters.
b) Chromosomes - the basis of heredity;
(i) Structure
(ii) Process of transmission of heredity characters
from parents to offspring.
c) Probability in genetics and sex determination.
a) Application of principles of heredity in:
i) Agriculture
ii) Medicine
b. Sex - linked characters e.g. baldness,
haemophilia, colour blindness, etc.
OBJECTIVES
Candidates should be able to:
i. determine heritable and non-heritable characters
with examples.
Candidates should be able to:
i. illustrate simple structure of DNA
Candidates should be able to:
i. illustrate segregation of genes at meiosis and
recombination of genes at fertilization to account
for the process of transmission of characters from
parents to offsprings.
Candidates should be able to:
i) deduce that segregation of genes occurs during
gamete formation and that recombination of genes
at fertilization is random in nature.
Candidates should be able to:
i. analyze data on cross-breeding experiments.
ii. apply the principles of heredity in the
production of new varieties of crops and livestock
through cross-breeding.
iii. deduce advantages and dis-advantages of out-
breeding and in-breeding.
iv. analyze elementarily the contentious issues of
genetically modifiedorganisms (GMO) and gene
therapy. Candidates should be able to:
i) apply the knowledge of heredity in marriage
counseling with particular reference to blood
grouping, sickle-cell anaemia and the Rhesus
factors.
ii) examine the significance of using recombinant
DNA materials in the production of important
medical products such as isulin, interferon and
enzymes.
Candidates should be able to:
i) identify characters that are sex linked
E: EVOLUTION
TOPICS/CONTENTS/NOTES
1.) Adaptation for survival:
a) Factors that bring about competition.
b) Intra and inter-specific competition
c) Relationship between competition a succession.
OBJECTIVES
Candidates should be able to:
i) relate increase in population, diseases, shortage
of food and space with intra-and inter-specific
competition.
Candidates should be able to:
i) determine niche differentiation as a means of
reducing intra-specific competition.
Candidates should be able to:
i) relate competition to succession.
2) Structural adaptations in organisms
OBJECTIVES
Candidates should be able to account for
adaptation in organisms with respect to the
following:
i. obtaining food (beaks and legs of birds;
mouthparts of insects, especially mosquito,
butterfly and moth.)
ii. protection and defence (stick insects, praying
mantis and toad.
iii. securing mates (redhead male and female
Agama lizards, display of feathers by birds.
iv. regulating body temperature (skin, feathers and
hairs).
v. conserving water (spines in plants and scales
in mammals).
3) Adaptive colouration and its functions
OBJECTIVES
Candidates should be able to:
i. categorize countershading in fish, toads and
snakes and warning colouration in mushrooms.
4) Behavioural adaptations in social animals
OBJECTIVES
Candidates should be able to:
i.) differentiate various castes in social insects like
termites and their functions in their colony/hive.
ii.) account for basking in lizards, territorial
behaviour of other animals under unfavourable
conditions (hibernation and aestivation)
5. Theories of evolution
i) Lamarck's theory
ii) Darwin's theory
OBJECTIVES
Candidates should be able to:
i.) relate organic evolution as the sum total of all
adaptive changes that have taken place over a
long period of time resulting in the diversity of
forms, structure and functions among organisms.
ii.) examine the contributions of Lamarck and
Darwin to the theory of evolution.
6. Evidence of evolution
OBJECTIVES
Candidates should be able to:
i. provide evidences for evolution such as fossil
records, comparative anatomy, physiology and
embryology
ii. trace evolutionary trends in plants and animals.
iii. provide evidence for modern evolutionary
theories such as genetic studies and the role of
mutation.
RECOMMENDED TEXTS
Ambuna A. Egunyomi A. and Osakwe J. (1990)
Comprehensive certificate Biology for Senior
Secondary Schools: University Press Limited
Egunyomi A. Bob - Manuel, Abdullahi B.A. and
Oyetola O.A. (1988) Exam Focus: Biology For
WASSCE and JME 2nd Edition, University Press
Limited
MacQueen J. AND Murray J. (1978) Success in
Biology, Benin: John Murray
Ndu, F.O. C Ndu, Abun A. and Aina J.O. (2001)
Senior Secondary School Biology: Books 1 -3
Lagos: Longman
Odunfa, S. A. (2001) Essential of Biology, Ibadan:
Heinemann
Oguriiyi M.B; Adebisi A.A. and Okojie J.A. (2000)
Biology for Senior Secondary Schools Books 1 - 3,
Macmillan
Ramalingam, S.T. (2005) Modern Biology, SS
Science Series New Edition, AFP
Roberts A.B.U. (1993) Functional Approach in
Biology
Sorojini T.L. Sheila P and Charles T.P. (2000)
Modern Biology for Secondary Schools, Revised
Edition, FEP
Stan. (2004) Biology for Senior Secondary Schools
Revised Edition, Ibadan: Heinemann
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