Biology

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 diversity 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 living
things, individual, society, the environment, community health and the economy.

DETAILED SYLLABUS

A: VARIETY OF ORGANISMS

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 TOPICS/CONTENTS/NOTES OBJECTIVES

1. Living organisms: Candidates should be able to: Biology

a. Characteristics
i. differentiate between the characteristics of living and non-
b. Cell structure and functions of cell livin things.
Components
ii. identify the structures of plants and animal cells.
c. Level of organization
i. Cell e.g. euglena and paramecium, iii. analyse the functions of the components of plants and animal
cells.
ii. Tissue, e.g. epithelial tissues and hydra
iv. compare and contrast the structure of plant and animal cells.
iii. Organ, e.g. onion bulb
v. trace the levels of organization among organisms in their
iv. Systems, e.g. reproductive, digestive logical sequence in relation to the five level of organization of
and excretory living organisms.

v. Organisms e.g. Chlamydomonas

Candidates should be able to:

2. Evolution among the following:
i. analyse external features and characteristics of the listed
organisms:
a. Monera (prokaryotes), e.g. bacteria
and blue green algae.
ii. apply the knowledge from (i) above to demonstrate increase
in structural complexity .
b. Protista (protozoans and protophyta),
e.g. Amoeba, Euglena and Paramecium
iii. trace the stages in the life histories of the listed organisms.
c. Fungi, e.g. mushroom and Rhizopus.
iv. apply the knowledge of the life histories to demonstrate
gradual transition from life in water to life on land.
d. Plantae (plants)
v. trace the evolution of the listed plants.
i. Thallophyta (e.g. Spirogyra)

ii. Bryophyta (mosses and liveworts) e.g.

Brachmenium and Merchantia.

iii. Pteridophyta (ferns) e.g. Dryopteris.

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Angiospermae)
- Gymnosperms e.g. Cycads and conifers.
- Angiosperms (monocots, e.g. maize; dicots, Biology
e.g. water leaf)

e. Animalia (animals) Candidates should be able to:

i. Invertebrates
- coelenterate (e.g. Hydra) i. trace the advancement of the invertebrate
- Platyhelminthes (flatworms) e.g. Taenia animals. ii. determine the economic importance of the
- Nematoda (roundworms) insects studied. iii. asses their values to the
- Annelida (e.g. earthworm) environment.
- Arthropoda e.g. mosquito, cockroach, housefly,
bee, butterfly

- Mollusca (e.g. snails)

ii. Multicellular animals (vertebrates)

- pisces (cartilaginous and bony fish) i. trace the advancement of multi-cellular animals.
- Amphibia (e.g. toads and frogs)
- Reptilia (e.g. lizards, snakes and turtles) ii. determine their economic importance.
- Aves (birds)
- Mammalia (mammals)

3.a Structural/functional and behavioural Candidates should be able to:

adaptations of organisms.
i. describe how the various structures, functions and behaviour adap
these organisms to their environment, and way of life

b. adaptive colouration and its functions Candidates should be able to:

i. Categorize countershading in fish, toads and snakes and warning
colouration in mushrooms.

c. Behavioural adaptations in social animals 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 behavior of other animals under unfavourable conditions
(hibernation and aestivation).

Candidates should be able to account for adaptation in organisms

with respect to the following:
d. Structural adaptations in organisms.
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 fathers by birds).
iv. Regulating body temperature (skin, feathers and hairs)
v. Conserving water (spines in plants and scales in mammals).

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B: FORM AND FUNCTIONS

Candidates should be able to:
1. Internal structure of a flowering plant
i. identify the transverse sections of these
i. Root organs.
ii. Stem a. relate the structure of these organs to their functions.
iii. Leaf b. Identify supporting tissues in plants (collenchyma)
sclerenchyma, xylem and phloem fibres)
c. Describe the distribution of supporting tissues in roots, stem
and leaf

Candidates should be able to:

b. Internal structure of a mammal i. examine the arrangement of the mammalian internal organs.
ii. describe the appearance and position of the digestive,
reproductive and excretory organs.

Candidates should be able to:

2. Nutrition i. compare the photosynthetic and chemosynthetic modes of

nutrition;
ii. provide examples from both flowering and non- flowering plants
a. Modes of nutrition iii. compare autotrophic and heterotrophic modes of nutrition.
i. Autotrophic
ii. Heterotrophic
Candidates should be able to:
differentiate the following examples:
b. Types of Nutrition
- holozoic (sheep and man)
- Parasitic (roundworm, tapeworm and Loranthus)
- saprophytic (Rhizopus and mushroom) - carnivorous
plants (sundew and bladderwort) - determine their
nutritional value.

Candidates should be able to:

c. Plant nutrition i. Differentiate the light and dark reactions, and state
i. Photosynthesis 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.

Candidates should be able to:

i. identify macro-and micro-elements required by plants.
ii. Mineral requirements (macro ii. recognise the deficiency symptoms of nitrogen, phosphorous
and micro-nutrients) and potassium.

Candidates should be able to:

i. indicate the sources of the various classes of food; ii.
d. Animal nutrition relate the importance and deficiency e.g. scurvy, rickets,
i. Classes of food substances; carbohydrates, proteins, kwashiorkor etc. of each class;
fats and oils, vitamins, mineral salts and water iii. determine the importance of a balanced diet.

Candidates should be able to detect the presence of the listed food

items from the result of a given experiment.
ii. Food tests (e.g. starch, reducing sugar, protein, oil, fat
etc.
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Candidates should be able to:

i. describe the structure of a typical mammalian tooth;
iii. The mammalian tooth (structures, types and functions)

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ii. differentiate the types of mammalian tooth and relate their

structures to their functions.
iii. compare the dental formulae of man, sheep, and dog.

Candidates should be able to:

iv. Mammalian alimentary canal i. relate the structure of the various components of the alimentary
canal and its accessory organs (liver, pancreas, and gall bladder)
to their functions.

Candidates should be able to:

v. Nutrition process (ingestion, digestion, i. identify the general characteristics of digestive enzymes; ii.
associate enzymes with digestion of carbohydrates, proteins
absorption, and assimilation of digested food.
and fats;
iii. determine the end products of these classes of food.

Candidates should be able to:

i. determine the relationship between increase in size and
3. Transport
complexity and the need for the development of a transport
a. Need for transportation system in plants and animals.

Candidates should be able to:

i. determine the sources of materials and the forms in which they
b. Materials for transportation. are transported.
Excretory products, gases, manufactured food,
digested food, nutrient, water and hormones)
Candidates should be able to:
i. describe the general circulatory system;
c. Channels for transportation ii. compare specific functions of the hepatic portal vein, the
pulmonary vein and artery, aorta, the renal artery and vein
i. Mammalian circulatory system (heart, arteries,
veins, and capillaries)
Candidates should be able to:
i. identify the organs of the plant vascular system.
ii Plant vascular system (phloem and xylem) ii. understand the specific functions of the phloem and xylem.

Candidates should be able to:

i. identify media of transportation (e.g. cytoplasm,
d. Media and processes of mechanism for transportation. cell sap, body fluid, blood and lymph);
ii. know the composition and functions 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, in animal transpiration pull, root
pressure and active transport as mechanism of transportation in
plants.

Candidates should be able to:

i. examine the significance of respiration;
ii. describe a simplified outline of the chemical process involved in
4. Respiration
glycolysis and krebs cycle with reference to the role ATP
iii deduce from an experimental set up, gaseous exchange and
products, exchange and production of heat energy during
respiration.

Candidates should be able to:

i. describe the following respiratory organs and surfaces with
organisms in which they occur; body surface, gill, trachea,
a. Respiratory organs and surfaces lungs, stomata and lenticel.

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Candidates should be able to:

i. describe the mechanism for the opening and closing of the

b. The mechanism of gaseous exchange in:

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stomata;
i. Plants ii. determine respiratory movements in these animals.
ii. Mammals

Candidates should be able to: iii. examine the role of

c. Aerobic respiration 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.

Candidates should be able to:

i. use yeast cells and sugar solution to
d. Anaerobic respiration demonstrate the process of fermentation. ii.
know the economic importance of yeasts.

Candidates should be able to:

i. define the meaning and state the significance of excretion;
ii. relate the characteristics of each structure with functions.
5. Excretion
a. Types of excretory structures:
contractile vacuole, flamecell,
nephridium, Malpighian tubule, kidney, Candidates should be able to:
stoma and lenticel.
i. relate the structure of the kidneys to the excretory
and osmo-regulatory functions.
b. Excretory mechanisms: . identify the functions and excretory products of
i. Kidneys ii. lungs the lungs and the skin.
ii. skin
Candidates should be able to:
i. deduce the economic importance of the excretory
c. Excretory products of plants products of plants, e.g carbon (IV) oxide, oxygen, tannins,
resins, gums, mucilage, alkaloids etc.

Candidates should be able to:

i. determine the need for support and movement in
6. Support and movement 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.

Candidates should be able to:

i. relate the response of plants to the stimuli of
a. Tropic, tactic, nastic and sleep light, water, gravity and touch; ii. identify the
movements in plants regions of growth in roots and shoots and the
roles of auxins in tropism.

Candidates should be able to:

i. relate the location of chitin, cartilage and bone to
their supporting function.
b. supporting tissues in animals
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.

Candidates should be able to:

i. apply the protective, supportive, locomotive and

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c. Types and functions of the skeleton respiratory functions of the skeleton to the well being of the
i. Exoskeleton ii. Endoskeleton iii. animal.
Functions of the skeleton in animals

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Candidates should be able to:

7. Reproduction
i. differentiate between asexual and sexual reproduction ii.
a. A sexual reproduction apply natural vegetative propagation in crop production and
i. Fission as in Paramecium ii. multiplication.
Budding as in yeast iii. Natural vegetative iii. apply grafting, budding and layering in agricultural practices.
propagation iv. Artificial vegetative
propagation.
Candidates should be able to:
b. sexual reproduction in flowering plants i. relate parts of flower to their functions and reproductive
i. Floral parts and their functions ii. process.
Pollination and fertilization ii. deduce the advantages of cross pollination. iii. deduce
iii. products of sexual reproduction the different types of placentation that develop into simple,
aggregate, multiple and succulent fruits.

c. Reproduction in mammals Candidates should be able to:

i. structures and functions of the male and i. differentiate between male and female reproductive organs ii.
female reproductive organs relate their structure and function to the production of offspring.

ii. Fertilization and development. Candidates should be able to:

(Fusion of gamates) 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 developmental stages
of the embryo up to birth. iv. Modern methods of regulating
reproductive on e.g. invitro fertilization and birth control

Candidates should be able to:

8. Growth i. apply the knowledge of the conditions necessary for
a. meaning of growth germination on plants growth.
ii. differentiate between epigeal and hypogeal germination.
b. Germination of seeds and condition necessary
for germination of seeds.
Candidates should be able to:
9. Co-ordination and control i. apply the knowledge of the structure and function of the central
a. Nervous coordination: nervous system in the coordination of body functions in
i. the components, structure and organisms.
functions of the central nervous system; ii. illustrate reflex actions such as blinking of the eyes, knee jerk
ii. The components and functions of the etc.
iii. differentiate between reflex and voluntary actions as well as
peripheral nervous systems;
conditioned reflexes such as salivation, riding a bicycle and
iii. Mechanism of transmission of impulses; iv.
swimming.
Reflex action
Candidates should be able to:
i. associate the listed sense organs with their functions.
b. The sense organs
ii. apply the knowledge of the structure and functions of these
i. skin (tactile) ii.
sense organs in detecting and correcting their defects.
nose (olfactory) iii.
tongue (taste) iv.
eye (sight)
v. ear (auditory)
Candidates should be able to:
c. Hormonal control i. locate the listed endocrine glands in animals. ii. relate the
i. animal hormonal system hormone produced by each of these glands to their functions.
- Pituitary
- thyroid
- parathyroid
- adrenal gland
- pancreas
Candidates should be able to:

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- gonads i. examine the effects of various phytohormones (e.g. auxins,

gibberellin, cytokinin, and ethylene) on growth, tropism,
ii. Plant hormones (phytohormones)

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flowering, fruit ripening and leaf abscission.

Candidates should be able to:

d. Homeostasis i. relate the function of hormones to regulating the levels of
i. Body temperature regulation ii. Salt materials inside the body.
and water regulation

C: ECOLOGY

TOPICS/CONTENTS/NOTES OBJECTIVES

1. Factors affecting the distribution of Candidates should be able to:

Organisms i. deduce the effects of temperature; rainfall, relative
humidity, wind speed and direction, altitude, salinity,
i. Abiotic turbidity, pH and edaphic (soil) conditions on the distribution
of organisms.

ii. use appropriate equipment (e.g. secchi disc,

thermometer, rain gauge etc) to measure abiotic factors.

Candidates should be able to:

ii. Biotic
i. describe how the activities of plants/animals (particularly
human) affect the distribution of organisms.

Candidates should be able to:

2. Symbiotic interactions of plants and animals i. determine appropriate examples of symbiosis, parasitism,
saprophytism, commensalism, mutualism, amensalism,
competition, predation and cooperation among organisms.
ii. associate the distribution of organisms with food chains and
food webs in particular habitats.

(a) Energy flow in the ecosystem: food chains, Candidates should be able to: i.
food webs and trophic levels food chains and webs
(b) Nutrient cycling in nature

i. carbon cycle Candidates should be able to:

i. describe the cycle and its significance including the balance
of atmospheric oxygen and carbon (IV) oxide and global
warming.

ii. water cycle Candidates should be able to:

i. assess the effects of water cycle on other nutrient cycles.

iii. Nitrogen cycle Candidates should be able to:

i. relate the roles of bacteria and leguminous plants in the
cycling of nitrogen.

3. Natural Habitats Candidates should be able to:

i. associate plants and animals with each of these habitats.
(a) Aquatic (e.g. ponds, streams, lakes
seashores and mangrove swamps)

(b) Terrestrial/arboreal (e.g. tree-tops of oil palm, Candidates should be able to:
abandoned farmland or a dry grassy (savanna) i. relate adaptive features to the habitats in which an organisms
field, and burrow or hole. lives.

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4. Local (Nigerian) Biomes) Candidates should be able to:

i. locate biomes in regions
a. Tropical rainforest ii. apply the knowledge of the features of the listed local
b. Guinea savanna (southern and northern) biomes in determining the characteristics of different
c. Sudan Savanna regions of Nigeria.
d. Desert
e. Highlands of montane forests and grasslands of the
Obudu, Jos, Mambilla Plateau.

5. The Ecology of Populations: Candidates should be able to:

(a) Population density and overcrowding. 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.

Candidates should be able to:

(b) Adaptation for survival
i) Relate increase in population, diseases, shortage of food and
i. Factors that bring about competition
space with intra- and inter-specific competition.

Candidates should be able to:

ii. Intra and inter-specific competition i) Determine niche differentiation as a means of reducing intra-
specific completion.

Candidates should be able to:

iii. Relationship between competition and i) Relate competition to succession.
succession.
Candidates should be able to:
(c) Factors affecting population sizes: i. deduce the effect of these factors on the size of population.
i. Biotic (e.g. food, pest, disease, predation,
competition, reproductive ability).
i. determine the interactions between biotic and abiotic factors,
e.g. drought or scarcity of water which leads to food shortage
ii. Abiotic (e.g. temperature, space, light, rainfall,
and lack of space which causes increase in disease rates.
topography, pressure, pH, etc.

Candidates should be able to:

i. trace the sequence in succession to the climax stage of stability
(d) Ecological succession
in plant population.
i. primary succession
ii. secondary succession
Candidates should be able to:
6. SOIL i. identify physical properties of different soil types based on
simple measurement of particle size, porosity or water
a) (i) characteristics of different types retention ability.
of soil (sandy, loamy, clayey) i. ii. determine the amounts of air, water, humus and capillarity in
soil structure ii. porosity, different soil types experimentally.
capillarity and humus content
Candidates should be able to:
iii. Components of the soil i. i. relate soil characteristics, types and components to the healthy
inorganic ii. organic iii. growth of plant.
soil organisms
iv. Soil air Candidates should be able to:
v. Soil water i. relate such factors as loss of inorganic matter, compaction,
leaching, erosion of the top soil and repeated cropping with
Soil fertility: one variety.
i. loss of soil fertility
ii. Renewal and maintenance of soil Candidates should be able to:
fertility i. apply the knowledge of the practice of contour ridging,
terracing, mulching, poly-cropping, strip-cropping, use of

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organic and inorganic fertilizers, crop rotation, shifting

cultivation, etc to enhance soil conservation.

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7. Humans and Environment Candidates should be able to:

i. identify ecological conditions that favour the spread of
(a) Diseases: common endemic and potentially epidemic disease e.g.
(i) Common and endemic diseases. 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:

ii. Easily transmissible diseases and disease
syndrome such as: i. use the knowledge of the causative organisms, mode of
- poliomyelitis transmission and symptoms of the listed diseases to their
prevention/treatment/control.
- cholera
- tuberculosis
ii. apply the principles of inoculation and vaccination on disease
- sexually transmitted disease/syndrome (gonorrhea, prevention.
syphilis, AIDS, etc.
Candidates should be able to:
b. Pollution and its control
i. categorize pollution into air, water and soil pollution.
(i) sources, types, effects and methods of control.
ii. relate the effects of common pollutants to human health and
environmental degradation.
iii. determine the methods by which each pollutant may be
controlled.

Candidates should be able to:

(ii) Sanitation and sewage i. examine the importance of sanitation with emphasis on solid
waste 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.

Candidates should be able to:

(i) apply the various methods of conservation of both the
(c) Conservation of Natural Resources
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,
prevention of desertification.
(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),
United Nations Environmental Programme (UNEP) and
their activities.
(iv) asses their activities.

Candidates should be able to:

i. Know the location and importance of game reserves and
National parks in Nigeria
(d) Game reserves and National parks

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D: HEREDITY AND VARIATIONS Candidates should be able to:

i. differentiate between continuous and discontinuous variations
(I) Variation In Population with examples.

a. Morphological variations in the physical appearance ii. relate the role of environmental conditions, habitat and the
of individuals. genetic constitution to variation.

(i) size (height, weight) Candidates should be able to:

i) measure heights and weight of pupils of the same age group;
ii) plot graphs of frequency distribution of the heights and
weights.

(ii) Colour (skin, eye, hair, coat of animals, scales Candidates should be able to:
and feathers. i) observe and record various colour patterns in some plants and
mammals.

(iii) Fingerprints Candidates should be able to:

i) apply classification of fingerprints in identity detection.

b. Physiological variation
(i) Ability to roll tongue (ii) Candidates should be able to:
Ability to taste i) identify some specific examples of
phenylthiocarbamide (PTC) physiological variation among human population.
(iii) Blood groups ii) categorize people according to their physiological
variation.
c. Application of discontinuous
variation in crime detection,
blood transfusion and determination Candidates should be able to:
of paternity. i) apply the knowledge of blood groups in
blood transfusion and determination of paternity. ii)
use discontinuous variation in crime detection.
2. Heredity

a) Inheritance of characters in organisms;

i) Heritable and non-heritable characters. Candidates should be able to:
i. determine heritable and non-heritable characters with
b) Chromosomes – the basis of heredity; examples.

(i) Structure Candidates should be able to:

(ii) Process of transmission of hereditary characters i. illustrate simple structure of DNA
from parents to offspring.
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
c) Probability in genetics and sex determination. 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.
a) Application of the principles of heredity in:
Candidates should be able to:
i) Agriculture
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 disadvantages of out-breeding and
in-breeding. iv. analyze elementarily the contentious issues of
genetically modified organisms (GMO) and gene therapy and
biosafety.

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(ii) Medicine
Candidates should be able to:

i) apply the knowledge of heredity in marriage counselling with

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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 insulin, interferon and enzymes.

b. Candidates should be able to:

Sex – linked characters e.g. baldness, i) identify characters that are sex linked.
haemophilia, colour blindness, etc.

E: EVOLUTION

TOPICS/CONTENTS/NOTES OBJECTIVES

1. Theories of evolution Candidates should be able to:

a) Lamarck’s theory i.) relate organic evolution as the sum total of all adaptive
b) Darwin’s theory changes that have taken place over a long period of time
c) organic theory resulting in the diversity of forms, structure and functions
among organisms.

ii.) examine the contributions of Lamarck and Darwin to the

theory of evolution.
iii.) know evidences in support of organic evolution

Candidates should be able to:

2. Evidence of evolution
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

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

Ogunniyi M.B. Adebisi A.A. and Okojie J.A. (2000) Biology for Senior Secondary Schools: Books 1 – 3, Macmillan

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Ramalingam, S.T. (2005) Modern Biology, SS Science Series. New Edition, AFP

Stan. (2004) Biology for Senior Secondary Schools. Revised Edition, Ibadan: Heinemann

Stone R.H. and Cozens, A.B.C. (1982) Biology for West African Schools. Longman

Usua, E.J. (1997) Handbook of practical Biology 2nd Edition, University Press, Limited

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