I. Diversity in Living World
Diversity of living organisms.
Classification of the living organisms (five kingdom classification, major groups and principles
of classification within each kingdom).
Systematics and binomial system of nomenclature.
Salient features of animal (non chordates up to phylum level, and chordates up to class level) and
plant (major groups; Angiosperms up to subclass) classification.
Botanical gardens, herbaria, zoological parks and museums. (Periods 25)
Key points for developing subject matter
• The meaning of being ‘alive’.
• Living organisms show a very large diversity in form and structure ranging from unicellular to
very large multicellularwell-differentiated bodies.
• For ease of study, they have been organized into categories and this is called classification.
• Principally, all living organisms can be placed in one or the other of five kingdoms.
• Each kingdom is further subdivided; there are several levels of organisation, the lowest in the
hierarchy being the species.
• The Binomial system, literally ‘two names’, of classification is followed, where each organism
has a Latin generic name with a specific epithet.
• Zoological parks, Botanical gardens, Herbaria and Natural museums serve as Taxonomical aids.
Practicals
Study the large variation of living organisms in the neighbourhood, note their behaviour,
characteristics, and categorize them into groups based on some common features. Study
preserved specimens, at least one representative of each group, to understand correlations
between the characteristics of organisms and their systematic position. Learn how to collect,
press, dry and prepare plant specimens with labels (common and weedy species) for the
herbarium/museum.
47
Syllabus
for
Secondary
and
Higher
Secondary
Levels
II. Structural Organisation in Animals and Plants
Tissues in animals and plants.
Morphology, anatomy and functions of different parts of flowering plants: Root, stem, leaf,
inflorescence, flower, fruit and seed.
Morphology, anatomy and functions of different systems of an annelid (earthworm), an insect
(cockroach) and an amphibian (frog). (Periods 30)
Key points for developing subject matter
• Light and electron microscopes are used as tools for the study of tissues, cells and cell
organelles.
• Higher organisation of animals and plants is achieved through assembly of thousands/millions
of cells into specialised tissues that in turn form organs and organ systems.
• The organisation of the living body shows division of labour.
• Organisms show increasing complexity in structure and function as we move from the lower
to the higher levels.
• Plants and animals exhibit a wide range of organisation from a simple level to the complex.
• Floral characteristics form the basis of classification and identification of Angiosperms. This
can be illustrated through semi-technical descriptions of families using suitable examples of
wild and cultivated plants.
• The structure of the animal body shows a wide range in morphology and anatomy.
Practicals
Study different types of tissues in plants and animals (temporary preparations and permanent
slides). Prepare and study transverse section of roots and stems to identify different tissues. Study
of locally available plants and animals for their external morphology. Description of three common
flowering plants in semi-technical terms (Solanaceae, Fabaceae and Liliaceae) and try to group
them based on flower characteristics. Study the anatomy of roots, stems (through hand sections)
and leaves (through permanent slides). Study of one vertebrate and one invertebrate for their
morphology and internal organisation (through charts and models).
III. Cell: Structure and Function
Cell : Cell wall, cell membrane and cell organelles (plastids, mitochondria,
endoplasmic reticulum, Golgi bodies/ dictyosomes, ribosomes, lysosomes,
vacuoles, centrioles) and nuclear organisation.
Mitosis, meiosis, cell cycle.
Basic chemical constituents of living bodies.
Structure and functions of carbohydrates, proteins, lipids
and nucleic acids.
Enzymes : Types, properties and function. (Periods 40)
Syllabus
for
Secondary
and
Higher
Secondary
Levels
48
Key points for developing subject matter
• The cell organelles are designed to perform tasks such as synthesis, breakdown, respiration
and transport.
• Essential processes of cell division – mitosis and meiosis are similar in animals and plants.
• Living bodies contain different categories of micro and macro-molecules.
• Macromolecules are of four broad categories.
• Proteins, the major macro group besides providing structural support, mediate many
physiological functions like catalysis, defence, transport, and sensing.
• Enzymes are an important class of proteins responsible for all metabolic activities of the cell.
• Carbohydrates are major energy reserves, and also serve the function of providing structural
support to majority of living organisms.
• Lipids serve as major components of membranes, as energy reserves and some hormones.
• The DNA has a double helical structure.
• Nucleic acids are the genetic material, and are responsible for determining the protein synthesis.
Practicals
Observe suitable animal and plant cells (sections and smears) to highlight similarities and differences.
Study of mitosis in onion root tip and animal cells (permanent slides). Test for carbohydrates
(glucose and starch), proteins and fats, and their detection in suitable plant and animal materials.
Study the activity of the enzyme amylase/ trypsin/ papain (using milk powder as substrate).
IV. Plant Physiology
Movement of water, food, nutrients and gases.
Plants and water.
Mineral nutrition.
Respiration.
Photosynthesis.
Plant growth and development. (Periods 40)
Key points for developing subject matter
• Cell to cell movement of water, food, gas and nutrients is dependent principally on concentration
gradients and diffusion.
• Substances are moved against a concentration gradient through active transport.
• The plants lose water through their stomata.
• Transport of water over larger distances in plants depends on transpiration pull.
• Root pressure is responsible for movement of water up short distances and for guttation.
• Plants require a variety of mineral nutrients for their growth and development.
• Some plants are able to fix atmospheric nitrogen.
• Green plants use the C3 pathway to fix carbon dioxide and synthesize simple sugars in the
presence of sunlight.
49
Syllabus
for
Secondary
and
Higher
Secondary
Levels
• Some plants have the C4 pathway.
• Sugars are oxidised by all living organisms to release energy.
• Some organisms derive energy from food anaerobically.
• This energy is trapped as ATP and utilised for all metabolic activities.
• Growth regulators regulate growth and development in plants.
Practicals
Demonstrate requirement of chlorophyll and light for photosynthesis. Separate plant pigments using
paper chromatography. Study rate of respiration in different plant materials. Demonstrate anaerobic
respiration. Study transpiration in plants using Cobalt Chloride method. Study imbibition of water by
seeds or raisins. Study plasmolysis and osmosis. Study the effect of apical bud removal on plants.
V. Human Physiology
Digestion and absorption.
Breathing and respiration.
Body fluids and circulation.
Excretory products and elimination.
Locomotion and movement.
Control and coordination. (Periods 45)
Key points for developing subject matter
• Food is broken down enzymatically in stages and nutrients absorbed as they pass through the
alimentary canal.
• The process of exchange of gases takes place at organ, tissue, cell and organelle levels leading
to oxidation of sugars in the cells.
• Gases, nutrients as well as waste products are transported in the body through the vascular system.
• The various components of the blood are involved in diverse functions.
• Metabolic wastes produced in the body are eliminated by excretory system.
• The kidneys play an important role in osmoregulation.
• Movement and locomotion involves interaction of the skeletal and muscular system; the skeleton
also protects many parts of the body.
• Control and coordination require functional integration of neural and endocrine systems in
the body.
• Sense organs are specialised to receive different stimuli and transmit them to the brain.
Practicals
Study diversity of food habits in different parts of the country and discuss the sources of
carbohydrates, proteins, fats and other nutrients. Test different food items for macro-nutrients.
Effect of temperature and pH on activity of salivary amylase. Study of permanent slides of
human blood cells. Testing urine for urea and sugar. Study of the human skeleton, types of joints.
LIST OF PRACTICALS CLASS XI
1. Study parts of a compound microscope.
2. Study of the specimens and identification with reasons – Bacteria, Oscillatoria, Spirogyra,
Rhizopus, mushroom. Yeast, liverwort, moss, fern, Pinus, one monocotyledon and one
dicotyledon and one lichen.
55
Syllabus
for
Secondary
and
Higher
Secondary
Levels
XII
3. Study of specimens and identification with reasons – Amoeba, Hydra, Liverfluke, Ascaris,
leech, earthworm, prawn, silk worm, honeybee, snail, star fish, shark, rohu, frog, lizard,
pigeon and rabbit.
4. Study of tissues, and diversity in shapes and sizes of plant and animal cells (e.g. palisade cells,
guard cells, parenchyma, collenchyma, sclerenchyma, xylem, phloem, squamous epithelium,
muscle fibres and mammalian blood smear) through temporary/permanent slides.
5. Study of mitosis in onion root tip cells and animal cells (grasshopper)(permanent slides).
6. Study of different modifications in root, stem and leaves.
7. Study and identify different types of inflorescences.
8. Study and describe three common flowering plants (Solanaceae, Fabaceae and Liliaceae).
9. Preparation and study of t.s dicot and monocot roots and stems (normal).
10. Study external morphology of earthworm, cockroach and frog through models.
11. Study of osmosis by potato osmometer.
12. Study of plasmolysis in epidermal peels (e.g. Rhoeo leaves).
13. Study of imbibition in seeds/raisins.
14. Study of distribution of stomata in the upper and lower surface of leaves.
15. Comparative study of the rates of transpiration in the upper and lower surface of leaves.
16. Test for the presence of sugar, starch, proteins and fats. Detect them in suitable plant and
animal materials.
17. Separate plant pigments through paper chromatography.
18. Study rate of respiration in flower buds/leaf tissue and germinating seeds.
19. Observation and comments on the experimental set up on:
(a) Anaerobic respiration.
(b) Phototropism.
(c) Apical bud removal.
(d) Suction due to transpiration.
20. Study effect of different temperature salivary gland amylase on starch.
21. To test the presence of urea in urine.
22. To detect the presence of sugar in urine/blood sample.
23. To detect the presence of albumin in urine.
24. To detect the presence of bile salts in urine.
25. To study human skeleton and different types of joints.
Diversity of living organisms.
Classification of the living organisms (five kingdom classification, major groups and principles
of classification within each kingdom).
Systematics and binomial system of nomenclature.
Salient features of animal (non chordates up to phylum level, and chordates up to class level) and
plant (major groups; Angiosperms up to subclass) classification.
Botanical gardens, herbaria, zoological parks and museums. (Periods 25)
Key points for developing subject matter
• The meaning of being ‘alive’.
• Living organisms show a very large diversity in form and structure ranging from unicellular to
very large multicellularwell-differentiated bodies.
• For ease of study, they have been organized into categories and this is called classification.
• Principally, all living organisms can be placed in one or the other of five kingdoms.
• Each kingdom is further subdivided; there are several levels of organisation, the lowest in the
hierarchy being the species.
• The Binomial system, literally ‘two names’, of classification is followed, where each organism
has a Latin generic name with a specific epithet.
• Zoological parks, Botanical gardens, Herbaria and Natural museums serve as Taxonomical aids.
Practicals
Study the large variation of living organisms in the neighbourhood, note their behaviour,
characteristics, and categorize them into groups based on some common features. Study
preserved specimens, at least one representative of each group, to understand correlations
between the characteristics of organisms and their systematic position. Learn how to collect,
press, dry and prepare plant specimens with labels (common and weedy species) for the
herbarium/museum.
47
Syllabus
for
Secondary
and
Higher
Secondary
Levels
II. Structural Organisation in Animals and Plants
Tissues in animals and plants.
Morphology, anatomy and functions of different parts of flowering plants: Root, stem, leaf,
inflorescence, flower, fruit and seed.
Morphology, anatomy and functions of different systems of an annelid (earthworm), an insect
(cockroach) and an amphibian (frog). (Periods 30)
Key points for developing subject matter
• Light and electron microscopes are used as tools for the study of tissues, cells and cell
organelles.
• Higher organisation of animals and plants is achieved through assembly of thousands/millions
of cells into specialised tissues that in turn form organs and organ systems.
• The organisation of the living body shows division of labour.
• Organisms show increasing complexity in structure and function as we move from the lower
to the higher levels.
• Plants and animals exhibit a wide range of organisation from a simple level to the complex.
• Floral characteristics form the basis of classification and identification of Angiosperms. This
can be illustrated through semi-technical descriptions of families using suitable examples of
wild and cultivated plants.
• The structure of the animal body shows a wide range in morphology and anatomy.
Practicals
Study different types of tissues in plants and animals (temporary preparations and permanent
slides). Prepare and study transverse section of roots and stems to identify different tissues. Study
of locally available plants and animals for their external morphology. Description of three common
flowering plants in semi-technical terms (Solanaceae, Fabaceae and Liliaceae) and try to group
them based on flower characteristics. Study the anatomy of roots, stems (through hand sections)
and leaves (through permanent slides). Study of one vertebrate and one invertebrate for their
morphology and internal organisation (through charts and models).
III. Cell: Structure and Function
Cell : Cell wall, cell membrane and cell organelles (plastids, mitochondria,
endoplasmic reticulum, Golgi bodies/ dictyosomes, ribosomes, lysosomes,
vacuoles, centrioles) and nuclear organisation.
Mitosis, meiosis, cell cycle.
Basic chemical constituents of living bodies.
Structure and functions of carbohydrates, proteins, lipids
and nucleic acids.
Enzymes : Types, properties and function. (Periods 40)
Syllabus
for
Secondary
and
Higher
Secondary
Levels
48
Key points for developing subject matter
• The cell organelles are designed to perform tasks such as synthesis, breakdown, respiration
and transport.
• Essential processes of cell division – mitosis and meiosis are similar in animals and plants.
• Living bodies contain different categories of micro and macro-molecules.
• Macromolecules are of four broad categories.
• Proteins, the major macro group besides providing structural support, mediate many
physiological functions like catalysis, defence, transport, and sensing.
• Enzymes are an important class of proteins responsible for all metabolic activities of the cell.
• Carbohydrates are major energy reserves, and also serve the function of providing structural
support to majority of living organisms.
• Lipids serve as major components of membranes, as energy reserves and some hormones.
• The DNA has a double helical structure.
• Nucleic acids are the genetic material, and are responsible for determining the protein synthesis.
Practicals
Observe suitable animal and plant cells (sections and smears) to highlight similarities and differences.
Study of mitosis in onion root tip and animal cells (permanent slides). Test for carbohydrates
(glucose and starch), proteins and fats, and their detection in suitable plant and animal materials.
Study the activity of the enzyme amylase/ trypsin/ papain (using milk powder as substrate).
IV. Plant Physiology
Movement of water, food, nutrients and gases.
Plants and water.
Mineral nutrition.
Respiration.
Photosynthesis.
Plant growth and development. (Periods 40)
Key points for developing subject matter
• Cell to cell movement of water, food, gas and nutrients is dependent principally on concentration
gradients and diffusion.
• Substances are moved against a concentration gradient through active transport.
• The plants lose water through their stomata.
• Transport of water over larger distances in plants depends on transpiration pull.
• Root pressure is responsible for movement of water up short distances and for guttation.
• Plants require a variety of mineral nutrients for their growth and development.
• Some plants are able to fix atmospheric nitrogen.
• Green plants use the C3 pathway to fix carbon dioxide and synthesize simple sugars in the
presence of sunlight.
49
Syllabus
for
Secondary
and
Higher
Secondary
Levels
• Some plants have the C4 pathway.
• Sugars are oxidised by all living organisms to release energy.
• Some organisms derive energy from food anaerobically.
• This energy is trapped as ATP and utilised for all metabolic activities.
• Growth regulators regulate growth and development in plants.
Practicals
Demonstrate requirement of chlorophyll and light for photosynthesis. Separate plant pigments using
paper chromatography. Study rate of respiration in different plant materials. Demonstrate anaerobic
respiration. Study transpiration in plants using Cobalt Chloride method. Study imbibition of water by
seeds or raisins. Study plasmolysis and osmosis. Study the effect of apical bud removal on plants.
V. Human Physiology
Digestion and absorption.
Breathing and respiration.
Body fluids and circulation.
Excretory products and elimination.
Locomotion and movement.
Control and coordination. (Periods 45)
Key points for developing subject matter
• Food is broken down enzymatically in stages and nutrients absorbed as they pass through the
alimentary canal.
• The process of exchange of gases takes place at organ, tissue, cell and organelle levels leading
to oxidation of sugars in the cells.
• Gases, nutrients as well as waste products are transported in the body through the vascular system.
• The various components of the blood are involved in diverse functions.
• Metabolic wastes produced in the body are eliminated by excretory system.
• The kidneys play an important role in osmoregulation.
• Movement and locomotion involves interaction of the skeletal and muscular system; the skeleton
also protects many parts of the body.
• Control and coordination require functional integration of neural and endocrine systems in
the body.
• Sense organs are specialised to receive different stimuli and transmit them to the brain.
Practicals
Study diversity of food habits in different parts of the country and discuss the sources of
carbohydrates, proteins, fats and other nutrients. Test different food items for macro-nutrients.
Effect of temperature and pH on activity of salivary amylase. Study of permanent slides of
human blood cells. Testing urine for urea and sugar. Study of the human skeleton, types of joints.
LIST OF PRACTICALS CLASS XI
1. Study parts of a compound microscope.
2. Study of the specimens and identification with reasons – Bacteria, Oscillatoria, Spirogyra,
Rhizopus, mushroom. Yeast, liverwort, moss, fern, Pinus, one monocotyledon and one
dicotyledon and one lichen.
55
Syllabus
for
Secondary
and
Higher
Secondary
Levels
XII
3. Study of specimens and identification with reasons – Amoeba, Hydra, Liverfluke, Ascaris,
leech, earthworm, prawn, silk worm, honeybee, snail, star fish, shark, rohu, frog, lizard,
pigeon and rabbit.
4. Study of tissues, and diversity in shapes and sizes of plant and animal cells (e.g. palisade cells,
guard cells, parenchyma, collenchyma, sclerenchyma, xylem, phloem, squamous epithelium,
muscle fibres and mammalian blood smear) through temporary/permanent slides.
5. Study of mitosis in onion root tip cells and animal cells (grasshopper)(permanent slides).
6. Study of different modifications in root, stem and leaves.
7. Study and identify different types of inflorescences.
8. Study and describe three common flowering plants (Solanaceae, Fabaceae and Liliaceae).
9. Preparation and study of t.s dicot and monocot roots and stems (normal).
10. Study external morphology of earthworm, cockroach and frog through models.
11. Study of osmosis by potato osmometer.
12. Study of plasmolysis in epidermal peels (e.g. Rhoeo leaves).
13. Study of imbibition in seeds/raisins.
14. Study of distribution of stomata in the upper and lower surface of leaves.
15. Comparative study of the rates of transpiration in the upper and lower surface of leaves.
16. Test for the presence of sugar, starch, proteins and fats. Detect them in suitable plant and
animal materials.
17. Separate plant pigments through paper chromatography.
18. Study rate of respiration in flower buds/leaf tissue and germinating seeds.
19. Observation and comments on the experimental set up on:
(a) Anaerobic respiration.
(b) Phototropism.
(c) Apical bud removal.
(d) Suction due to transpiration.
20. Study effect of different temperature salivary gland amylase on starch.
21. To test the presence of urea in urine.
22. To detect the presence of sugar in urine/blood sample.
23. To detect the presence of albumin in urine.
24. To detect the presence of bile salts in urine.
25. To study human skeleton and different types of joints.
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