Biology - Aga Khan University

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BiologyPart I (Grade XI)Topics and Sub-topics1. Introduction to Biology1.1 Major Fields of Specialisation inBiology1Student Learning OutcomesCognitive Level1KUAStudents should be able to:1.1.1 differentiate among the branches of biology, i.e. fresh waterbiology, marine biology, sociobiology, veterinary science andbioclimatology;*1.2Levels of Biological Organisation1.2.1differentiate among the levels of biological organisation fromsubatomic particles to biosphere;*1.3Biological Method1.3.11.3.2exemplify deductive and inductive reasoning;differentiate among hypothesis, theory and scientific law;**1.4Services of Biology1.4.1discuss the role of biology with respect to disease control inplants and animals (preventive measures, immunisation, drugtreatment, biological control, integrated disease managementand integrated pest management).*K Knowledge, U Understanding, A Application and other higher-order cognitive skillsBiology1

BiologyTopics and Sub-topics2. Biological Molecules2.1Introduction to BiochemistryStudent Learning OutcomesCognitive LevelKUAStudents should be able to:2.1.12.1.22.1.32.1.4define biochemistry and biological molecules;state the chemical composition of protoplasm;differentiate between organic and inorganic molecules;differentiate among covalent, ionic bond and hydrogen bond;****2.2Properties of Carbon2.2.1describe properties of carbon, i.e. tetra-valency, isomerism andcatenation;*2.3Chemical Nature and Importanceof Water2.3.1describe polarity of water molecules that results in hydrogenbonding;discuss properties of water that contribute to the sustainabilityof life on Earth, i.e.a. cohesionb. specific heatc. low density of iced. heat of vapourisatione. hydrophobic .42.4.5define carbohydrates;describe properties of monosaccharides, disaccharides andpolysaccharides with examples;differentiate between condensation and hydrolysis;illustrate the formation and breakage of disaccharides, i.e.maltose, sucrose and lactose;compare structure and function of starch, cellulose, glycogenand chitin;Biology******2

BiologyTopics and Sub-topics2.52.6LipidsProteinsStudent Learning OutcomesStudents should be able to:2.5.1 define lipids;2.5.2 describe the properties of acylglycerols, phospholipids,terpenoids and waxes;2.5.3 illustrate the molecular structure of an acylglycerol(triglyceride), a phospholipid and a terpene;2.5.4 describe the roles of steroids and prostaglandins in 72.6.82.6.92.6.10define proteins and amino acids;illustrate the structure of amino acids;illustrate synthesis and breakage of peptide linkage;differentiate between:a. essential and non-essential amino acidsb. acidic and basic amino acidsc. polar and non-polar amino acids;explain amphoteric property of amino acids;differentiate between dipeptides and polypeptides;differentiate among levels of organisation of proteins, i.e.a. primaryb. secondaryc. tertiaryd. quaternary;define fibrous and globular proteins;exemplify significance of sequence of amino acids in apolypeptide chain through sickle cell anaemia;list functions of proteins in the body;BiologyCognitive LevelKUA**************3

BiologyTopics and Sub-topics2.7Nucleic AcidsStudent Learning 72.8Conjugated Molecules2.8.12.8.2should be able to:define nucleic acid;differentiate between nucleotide and nucleoside;illustrate structure of deoxyribonucleic acid (DNA);classify nucleotides on the basis of their sugar molecules andnitrogen bases;differentiate between a mononucleotide, i.e. adenosinetriphosphate (ATP) and a dinucleotide, i.e. nicotinamideadenine di nucleotide (NAD);define genetic code;differentiate among different types of ribonucleic acid (RNA)molecules with reference to their role in protein synthesis;define conjugated molecules;describe functions of glycolipids, glycoproteins, lipoproteinsand nucleoproteins.BiologyCognitive LevelKUA*********4

BiologyTopics and Sub-topics3. Enzymes3.1 Structure of EnzymeStudent Learning OutcomesCognitive LevelKUAStudents should be able to:3.1.1describe enzyme, cofactor (prosthetic group and coenzymewith examples), apoenzyme and holoenzyme;*3.2Characteristics of Enzymes3.2.1describe characteristics of enzymes;*3.3Mechanism of Enzyme Action3.3.1compare lock and key model and induced fit model of enzymeaction;illustrate the mechanism of enzyme action through lock andkey model and induced fit model;define energy of activation;explain that enzymes speed up a chemical reaction by loweringthe energy of activation using graphs;*3.3.23.3.33.3.43.4Factors Affecting Enzyme Action3.4.13.4.23.4.33.5Enzyme Inhibition3.5.13.5.23.5.33.6Classification of Enzymes3.6.1verify the effect of different factors, i.e. pH and temperature onthe rate of enzyme action using graph;compare optimum temperature of human body enzymes andthermophilic bacteria;compare optimum pH of different enzymes like trypsin andpepsin;******classify inhibitors into competitive and non-competitiveinhibitors;describe the significance of inhibitors;explain feedback inhibition;*classify enzymes on the basis of reactions they catalyse andnature of substrate.*Biology**5

BiologyTopics and Sub-topics4. The Cell4.1 Discovery of Cell2Student Learning OutcomesStudents should be able to:4.1.1state the contributions of different scientists in the discovery ofcell (Robert Hooke 1665 to August Weismann 1880);Cognitive LevelKUACA24.2Microscope4.2.1apply the concept of resolution versus magnification of amicroscope;*4.3Techniques used in Cell Biology4.3.1describe the techniques used in cell biology, i.e.a. cell fractionationb. differential stainingc. centrifugation;*4.4Structure of Animal and Plant Cell4.4.1explain structure, chemical composition and functions of thecellular organelles of animal and plant cell as revealed throughthe electron microscope:a. cell wallb. cell membrane with reference to Fluid Mosaic Modelc. cytoplasmd. endoplasmic reticulume. ribosomesf. mitochondriag. Golgi apparatush. lysosomesi. vacuolesj. cytoskeletonk. centriolesl. plastidsm. nucleus;*CA Classroom Activity, not to be assessed under examination conditionsBiology6

BiologyTopics and Sub-topicsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:4.4.24.4.3describe storage diseases with reference to the malfunctioningof lysosomes;compare the structure and function of:a. glyoxisome and peroxisomeb. cell wall and cell membranec. chloroplast and chromoplastd. animal cell and plant celle. prokaryotic cell and eukaryotic cell.Biology**7

BiologyTopics and Sub-topics5. Classification and Acellular Life5.1 Classification of Living OrganismsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:5.1.1 describe basis of classification of living organisms, i.e.homology, biochemistry, cytology and genetics;5.1.2 exemplify hierarchy of biological classification (species,genera, family, order, class, phylum/ division and kingdom);**5.2Nomenclature5.2.15.2.2describe binomial nomenclature;describe the significance of binomial nomenclature;**5.3Two and Five-Kingdom System5.3.1compare kingdoms of living organisms, i.e.a. two-kingdom systemb. five-kingdom system of Whittakerc. five-kingdom system of Lynn Marguilis and KarleneSchwartz;*5.4Characteristics of Viruses5.4.15.4.25.4.3trace the discovery of viruses;state characteristic features of viruses;explain how viruses survive inside a host cell;*5.5.15.5.2classify viruses on the basis of their structure, type of nucleicacid and host;list diseases caused by viruses in animals and plants;5.6.15.6.2compare lytic and lysogenic life cycle of a bacteriophage;discuss use of a bacteriophage in genetic engineering;5.55.6Classification of VirusesLife Cycle of VirusesBiology******8

BiologyTopics and Sub-topics5.7Viral Diseases5.8Prions and Viroids5.9Economic and Human Loss byVirusesStudent Learning OutcomesCognitive LevelKUAStudents should be able to:5.7.1describe causative agent, symptoms, treatment and preventivemeasures of viral diseases:a. hepatitisb. polioc. bird flud. tobacco mosaic diseasee. acquired immune deficiency syndrome (AIDS);5.8.15.8.2differentiate between prions and viroids;list diseases caused by prions and viroids;5.9.1discuss the loss of economic and human resources caused byviral epidemics using Zika and Ebola as examples.Biology****9

BiologyTopics and Sub-topics6. Kingdom Prokaryotae6.1 Characteristic Features ofProkaryotes6.2Morphology of BacteriaStudent Learning OutcomesStudents should be able to:6.1.1state characteristic features of prokaryotes;6.2.16.2.26.2.36.2.46.2.56.3Nutrition in Bacteria6.3.16.3.2state characteristic features of archaebacteria (thermophilic,acidophilic and hallophilic);describe discovery, occurrence and habitat of bacteria;describe morphological diversity (shapes) of bacteria;differentiate between gram positive and gram negative bacteriawith reference to their colour and composition of cell wall;relate the function of each component of bacterial cell with itsstructure, i.e.a. cell wallb. cell membranec. cytoplasmd. mesosomese. chromatinf. endosporeg. plasmidh. ribosomesi. flagellaj. capsule;differentiate between the types of nutrition in bacteria:a. autotrophic and heterotrophic nutritionb. symbiotic and parasitic nutrition;differentiate between the chlorophyll present in bacteria andplants;BiologyCognitive LevelKUA********10

BiologyTopics and Sub-topicsStudent Learning OutcomesStudents should be able to:6.4.1describe obligatory aerobes, micro-aerobes, facultative andobligatory anaerobes;Cognitive LevelKUA6.4Respiration in Bacteria6.5Locomotion in Bacteria6.5.1compare methods of locomotion in bacteria, i.e. chemotaxisand magnetotaxis;*6.6Growth in Bacteria6.6.1explain different phases of growth in bacteria using graph;*6.7Reproduction in Bacteria6.7.1differentiate among different modes of reproduction inbacteria, i.e.a. binary fissionb. endospore formationc. genetic recombination, i.e. conjugation, transductionand transformation;*6.8Economic Importance of Bacteria6.8.1discuss role of beneficial bacteria in:a. medicineb. agriculturec. industryd. symbiosise. research and technology;discuss role of harmful bacteria in:a. human and animal healthb. food spoilage;*6.8.2Biology**11

BiologyTopics and Sub-topics6.9Control and Prevention of Bacteria6.10 CyanobacteriaStudent Learning OutcomesStudents should be able to:6.9.1 describe different physical and chemical methods to controlbacteria;6.9.2 describe immunisation (vaccination);6.9.3 list uses and misuses of antibiotics;6.10.16.10.26.10.3list general characteristics of cyanobacteria;describe habitat, structure, nutrition and reproduction in nostoc;describe role of cyanobacteria in nitrogen fixation.BiologyCognitive LevelKUA******12

BiologyTopics and Sub-topics7. Kingdom Protista (Protoctista)7.1 Unifying FeaturesStudent Learning OutcomesCognitive LevelKUAStudents should be able to:7.1.1 describe characteristics of protists;*7.2Diversity among Protists7.2.1trace evolutionary relationship among protists;*7.3Animal-like Protists7.3.17.3.2**7.3.3describe salient features of animal-like protists;classify animal-like protists on the basis of their locomotoryorganelles with examples;list the pathogenic protozoan and diseases caused by them;*7.4Plant-like Protists7.4.17.4.27.4.3describe salient features of plant-like protists;classify photosynthetic protists;differentiate among brown, red and green algae;***7.5Fugus-like Protists7.5.17.5.2compare features of myxomycota and oomycota;state importance of Phytophthora infestans.*Biology*13

BiologyTopics and Sub-topics8. Kingdom Fungi8.1 General CharacteristicsStudent Learning OutcomesStudents should be able to:8.1.1 differentiate between fungi and organisms of other kingdomson the basis of their characteristic features;8.1.2 describe structure and nutrition in fungi;8.1.3 compare lichens with mycorrhizae;8.1.4 explain different methods of asexual and sexual reproductionin fungi;Cognitive LevelKUA****8.2Classification of Fungi8.2.1differentiate among main groups of fungi based on theirreproductive structures and methods of reproduction;*8.3Land Adaptations of Fungi8.3.1describe adaptive features of fungi in the land habitat;*8.4Importance of Fungi8.4.18.4.2discuss ecological and commercial importance of fungi;discuss economic losses due to fungi.**Biology14

BiologyTopics and Sub-topics9. Kingdom Plantae9.1 Diversity among Plants9.2BryophytesStudent Learning OutcomesStudents should be able to:9.1.1 state general characteristics of plants;9.1.2 describe phylogeny of kingdom plantae;9.1.3 classify kingdom 3.19.3.29.3.39.3.49.4Seed Plants9.4.19.4.29.4.39.4.4state characteristic features of bryophytes;classify bryophytes as musci, hepaticae or anthocerotae;explain the life cycle of mosses;describe the significance of alternation of generation inbryophytes;discuss the adaptive characteristics of bryophytes in the landhabitat;Cognitive LevelKUA********compare major groups of tracheophyta, i.e.a. psilopsidab. lycopsidac. sphenopsidad. pteropsida;explain evolution of single-veined (microphyllus) and multiveined (megaphyllus) leaf;differentiate between homospory and heterospory;explain the evolution of seed;*describe general characteristics of gymnosperms andangiosperms;explain life cycle of pinus (gymnosperm) with diagram;explain life cycle of an angiosperm with diagram;compare dicotyledonous and monocotyledonous plant;*Biology******15

BiologyTopics and Sub-topicsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:9.5Angiospermic Families9.4.5discuss that vascular plants are the most successful group ofland plants;*9.5.1differentiate among vegetative characteristics, floralcharacteristics and economic importance of angiospermicfamilies, i.e.a. Rosaceaeb. Solanaceaec. Fabaceaed. Caesalpiniaceaee. Mimosaceaef. Poaceae.*Biology16

BiologyTopics and Sub-topics10. Kingdom Animalia10.1 IntroductionStudent Learning OutcomesCognitive LevelKUAStudents should be able to:10.1.1 describe general characteristics of animals;*10.2 Criteria for Animal Classification10.2.1differentiate among various phyla of kingdom animalia on thebasis of their body plan, i.e.a. type of symmetry (radial and bilateral symmetry)b. tissue organisation (diploblastic and triploblastic)c. body cavities (acoelomates, pseudocoelomates andcoelomates)d. pattern of development (protostomes anddeuterostomes);*10.3 Phylum Porifera10.3.110.3.2explain general characteristics of poriferans;describe the economic importance of poriferans;**10.4 Grade RadiataPhylum Coelenterata10.4.1explain coelenterates with reference to theira. general characteristicsb. origin of diploblastic organisationc. radial symmetryd. polymorphism and alternation of generatione. formation of coral reefs;describe the economic importance of coelenterates;*explain general characteristics of platyhelminthes;describe the adaptations for parasitic mode of life inplatyhelminthes;**10.4.210.5 Grade Bilateria TriploblasticAnimals-Acoelomates PhylumPlatyhelminthes10.5.110.5.2Biology*17

BiologyTopics and Sub-topicsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:10.5.3 describe infestation and disinfestations of tapeworms;*10.6 Grade Bilateria TriploblasticAnimals-PseudocoelomatesPhylum Aschelminthes(Nematoda)10.6.1explain nematodes with reference to theira. general characteristicsb. parasitic adaptations;describe the importance of nematodes;*10.7 Grade Bilateria TriploblasticAnimals-Coelomates PhylumAnnelida10.7.1explain annelides with reference to theira. general characteristicsb. segmentation and its advantagesc. coelom and its advantages;classify annelides up to classes;describe the importance of annelides;*explain general characteristics of arthropodes;describe the major classes of arthropodes, i.e.a. arachnidab. crustaceaec. insectad. myriapoda;describe metamorphosis in insects;discuss economic importance (beneficial and harmful) ofinsects;discuss insects as a successful group of animals;**10.6.210.7.210.7.310.8 Phylum ***18

BiologyTopics and Sub-topics10.9Phylum MolluscaStudent Learning OutcomesCognitive LevelKUAStudents should be able to:10.9.1 explain general characteristics of molluscs;10.9.2 describe characteristics of classes of molluscs, i.e.a. gastropodab. bivalviac. cephalopoda;10.9.3 describe the economic importance of molluscs;***10.10 Phylum Echinodermata10.10.1explain general characteristics of spiny skinned animals(echinoderms) and their affinities;*10.11 Phylum Hemichordata10.11.1describe the basic characteristics of hemichordates;*10.12 Phylum Chordata10.12.110.12.210.12.3describe fundamental characteristics of chordates;classify chordates;differentiate between:a. acraniata and craniatab. urochordata and cephalochordata;***10.13 Sub-phylum Vertebrata10.13.110.13.2describe general characteristics of super-class pisces;differentiate among cyclostomes, chondrichthyes(cartilaginous) and osteichthyes (bony fishes);describe aquatic adaptations of super-class pisces;list some familiar edible fishes in Pakistan;explain origin and general characteristics of amphibians;discuss amphibians as unsuccessful land vertebrates;explain general characteristics of .7Biology*****19

BiologyTopics and Sub-topicsStudent Learning OutcomesStudents should be able to:10.13.8 discuss reptiles as successful land vertebrates;10.13.9 describe general characteristics of birds;10.13.10 explain the adaptations of birds for aerial mode of life (flightadaptations);10.13.11 exemplify running and flying birds;10.13.12 trace the evolutionary origin of birds with reference toarchaeopteryx;10.13.13 trace the evolutionary origin of mammals;10.13.14 describe general characteristics and classification ofmammals (prototheria, metatheria and eutheria).BiologyCognitive LevelKUA*******20

BiologyTopics and Sub-topics11. Bioenergetics11.1 Role of ATP11.2PhotosynthesisStudent Learning OutcomesStudents should be able to:11.1.1 define bioenergetics;11.1.2 describe the role of ATP as currency of energy in .3.4Cognitive LevelKUA**define photosynthesis;describe the significance of photosynthesis;state the reactants and products of photosynthesis;describe chromatography and spectrophotometry;explain the role of chlorophyll and other photosyntheticpigments, light, carbon dioxide and water in photosynthesis;describe main events of light dependent reactions (energyconversion, formation of ATP and NADPH);compare cyclic and non-cyclic phosphorylation in lightdependent reactions;describe three phases of light independent (dark) reactions;compare C3, C4 and CAM plants;*define cellular respiration, oxidative phosphorylation, aerobicrespiration and fermentation;differentiate between alcoholic and lactic acid fermentation;state the role of mitochondria in respiration;explain the steps involved in the mechanism of cellularrespiration, i.e.a. glycolysisb. pyruvic acid oxidation (formation of acetyl CoA)c. Krebs cycle (citric acid cycle)d. respiratory chain.*Biology***********21

BiologyTopics and Sub-topics12. Nutrition12.1 Nutrition in Plants12.2Nutrition in AnimalsStudent Learning OutcomesStudents should be able to:12.1.1 define nutrition;12.1.2 differentiate between autotrophic and heterotrophic nutrition inplants;12.1.3 describe various conditions caused by the deficiency of:a. nitrogenb. phosphorusc. potassiumd. magnesium;12.1.4 differentiate among various modes of heterotrophic nutrition inplants, i.e.a. saprophytic nutritionb. parasitic nutritionc. symbiotic nutritiond. insectivorous nutrition;12.2.112.2.2differentiate among various forms of heterotrophic nutrition inanimals, i.e.a. saprotrophic nutritionb. parasitic (ectoparasitic and endoparasitic) nutritionc. holozoic nutrition;classify holozoic heterotrophs, i.e.a. herbivoresb. carnivoresc. omnivores;BiologyCognitive LevelKUA******22

BiologyTopics and Sub-topicsStudent Learning OutcomesStudents should be able to:12.2.3 classify the types of heterotrophic nutrition on the basis of sizeof food particle:a. microphagous feedingb. macrophagous feedingc. fluid feedingd. filter feeding;12.2.4 differentiate between intercellular and intracellular digestion;12.3Nutrition in Non-Chordates12.3.112.3.2describe nutrition in amoeba, hydra, planaria and cockroach;differentiate between complete and incomplete alimentarycanal;BiologyCognitive LevelKUA****23

BiologyTopics and Sub-topicsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:12.4Digestion in Human Beings12.4.112.4.212.4.312.4.412.4.512.4.6relate the function of each organ of digestive system of thehuman with its structure:a. gastrointestinal tract (GIT)i. oral cavityii. pharynxiii. oesophagusiv. stomachv. small intestinevi. large intestinevii. rectum and anusb. accessory digestive organsi. dentitionii. tongueiii. salivary glands (composition of saliva)iv. liver (gall bladder and composition of bile)v. pancreas (composition of pancreatic juice);discuss the process of digestion of carbohydrates, proteins andlipids in human being;describe dental diseases;state causes and preventive measures of different types ofdental diseases;describe disorders of GIT, i.e. diarrhoea, dysentery,constipation, piles, dyspepsia, peptic ulcer, food poisoning,anorexia and bulimia nervosa;discuss causes and preventive measures of gastrointestinaldisorders.Biology******24

BiologyTopics and Sub-topics13. Gaseous Exchange13.1 Gaseous Exchange in Plants13.2Gaseous Exchange in AnimalsStudent Learning OutcomesStudents should be able to:13.1.1 define respiration;13.1.2 describe conditions necessary for gaseous exchange;13.1.3 differentiate between gaseous exchange in plants throughstomata and lenticels;13.1.4 describe process and importance of ratory System of HumanBeing13.3.1Cognitive LevelKUA****describe properties of respiratory surface;describe process of gaseous exchange in hydra, earthworm andcockroach;explain the mechanism of gaseous exchange in fish, frogs andbirds;differentiate between complete and incomplete ventilation;**relate the function of each organ of respiratory system ofhuman being with its function, i.e.a. upper respiratory tracti. noseii. pharynxiii. larynxb. lower respiratory tracti. tracheaii. bronchi and bronchiolesiii. lungsiv. pleurae;*Biology**25

BiologyTopics and Sub-topicsStudent Learning OutcomesStudents should be able to:13.3.2 explain mechanism of breathing in human beings;13.3.3 differentiate between voluntary and involuntary control ofbreathing;13.3.4 explain transportation of carbon dioxide and oxygen by theblood;13.4Respiratory Disorders13.4.113.4.2discuss causes, symptoms and preventive measures of:a. upper respiratory tract infectionsi. sinusitisii. otitis mediab. lower respiratory tract infectionsi. pneumoniaii. tuberculosisiii. emphysemaiv. lung cancer;explain the effects of smoking on respiratory system.BiologyCognitive LevelKUA*****26

BiologyTopics and Sub-topics14. Transport14.114.2IntroductionTransportation in PlantsStudent Learning OutcomesStudents should be able to:14.1.114.1.2define transport in living organisms;describe the importance of transport of material in livingorganisms;14.2.1explain uptake of water and minerals by roots and pathways(apoplast, symplast and vacuolar) involved in it;define water potential, osmotic potential and pressure potential;calculate water potential of living cells;differentiate between plasmolysis and deplasmolysis;14.2.214.2.314.2.414.3Ascent of ive LevelKUA14.4.114.4.214.4.3******define ascent of sap;explain factors affecting ascent of sap, i.e.a. cohesionb. adhesionc. xylem vessels;explain mechanism of transpiration pull with reference tocohesion tension theory, root pressure and imbibition;define bleeding in plants;*define transpiration;differentiate among types of transpiration, i.e. cuticular,lenticular and stomatal transpiration;explain mechanisms involved in opening and closing ofstomata, i.e.a. starch sugar hypothesisb. influx of potassium ions;*Biology*****27

BiologyTopics and Sub-topicsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:14.4.4 analyse the effect of various factors affecting the rate oftranspiration, i.e.a. lightb. windc. humidityd. temperaturee. availability of soil waterf. carbon dioxide concentration;14.4.5 discuss why transpiration is considered as a necessary evil;14.514.6TranslocationTransportation in Animals14.5.114.5.2define translocation;explain mechanism of phloem translocation, i.e. diffusion andpressure flow hypothesis;14.6.1describe the process of transportation in amoeba, hydra andplanaria;describe circulatory system of vertebrates;exemplify open and closed circulatory system;differentiate between single circuit and double circuitcirculation;describe evolutionary variation in vertebrates’ heart, i.e. fish,amphibians, reptiles, birds and mammals;compare circulatory systems of fishes, amphibians, reptiles,birds and *****28

BiologyTopics and Sub-topics14.714.8Circulatory System of HumanBeingsCardiovascular DisordersStudent Learning OutcomesCognitive LevelKUAStudents should be able to:14.7.1 describe the composition and functions of blood in humanbeings;14.7.2 describe disorders of blood, i.e.a. leukaemiab. thalassemiac. oedema;14.7.3 discuss preventive measures and treatment of blood disorders;14.7.4 describe structure and function of human heart;14.7.5 explain cardiac cycle (sequence of events and mechanism ofheart excitation and contraction);14.7.6 relate the function of the artificial pace maker with that of thesino-atrial node;14.7.7 describe causes of blue babies;14.7.8 differentiate among artery, vein and capillary on the basis oftheir structure and function;14.7.9 differentiate between blood pressure and pulse pressure;14.7.10 describe lymphatic system, lymph vessels and lymph node;14.7.11 describe functions of lymphatic system;14.8.114.8.214.8.3describe atherosclerosis, arteriosclerosis, thrombus formationembolus, coronary thrombosis, myocardial infarction, strokeand hypertension;describe causes, effects and preventive measures ofatherosclerosis, arteriosclerosis, myocardial infarction andhypertension;define haemorrhage;Biology**************29

BiologyTopics and Sub-topics14.9Immune SystemStudent Learning OutcomesStudents should be able to:14.9.1 define immunity;14.9.2 explain innate defence, i.e. barrier defence and internaldefence;14.9.3 explain adaptive immune system, i.e. humoral response andcell mediated response;14.9.4 differentiate between primary and secondary immuneresponses;14.9.5 differentiate between active and passive immunity.BiologyCognitive LevelKUA*****30

BiologyPart II (Grade XII)Topics and Sub-topics15. Homeostasis15.1 Introduction15.215.3Feedback SystemOsmoregulation in Plants andAnimalsStudent Learning OutcomesStudents should be able to:15.1.1 define homeostasis;15.1.2 describe the significance of homeostasis;*define feedback system;describe components of feedback system;compare positive and negative feedback with examples;*15.3.1define osmosis, water potential, pressure potential and solutepotential;explain osmoregulation in plants, i.e.a. hydrophytesb. halophytesc. mesophytesd. xerophytes;differentiate among hypotonic, isotonic and hypertonicsolution;explain osmoregulation in aquatic (fresh water and marine) andterrestrial animals;*define excretion;explain different excretory products in plants and methods bywhich they are stored and removed from the plant body;*15.3.315.3.4Excretion in Plants*15.2.115.2.215.2.315.3.215.4Cognitive LevelKUA15.4.115.4.2Biology******31

BiologyTopics and Sub-topics15.515.6Excretion in AnimalsExcretion in ManStudent Learning OutcomesStudents should be able to:15.5.1 differentiate among types of excretory products andrelationship of these products to the habitat of animals;15.5.2 explain the process of excretion in hydra, planaria, earthwormand .715.7Kidney Problems15.7.115.7.2Cognitive LevelKUA**describe metabolic waste and excretory organs in man (kidney,liver, skin);explain role of liver in urea formation (urea cycle or ornithinecycle);discuss the role of liver in homeostasis;relate the structure of each part of urinary system of man withits function;relate the internal structure of nephron with its function (simplefiltration, reabsorption, secretion, counter current);describe thea. effect of hormones on the working of kidneysb. composition of urinec. variation in the composition of urinedescribe the significance of variation in the composition ofurine;*describe kidney problems, i.e. kidney stone and renal failure;discuss the treatment of kidney problems, i.e.a. lithotripsyb. dialysisc. kidney transplantation;**Biology******32

BiologyTopics and Sub-topics15.8Thermoregulation in Plants15.9Thermoregulation in AnimalsStudent Learning OutcomesCognitive LevelKUAStudents should be able to:15.8.1 describe adaptations of plants to low and high ify animals on the basis of thermoregulation;describe structural, physiological, behavioural adaptations inanimals for temperature regulation;explain thermoregulation in mammals (human) in cold and hotenvironment;describe thermostatic function of brain and feedback control inhumans;describe pyrexia (fever).Biology***33

BiologyTopics and Sub-topics16. Support and Movement16.1 Support in Plants16.2Movement in PlantsStudent Learning OutcomesStudents should be

Biology Biology 1 Part I (Grade XI) Topics and Sub-topics Student Learning Outcomes Cognitive Level1 K U A 1. Introduction to Biology Students should be able to: 1.1 Major Fields of Specialisation in Biology 1.1.1 differentiate among the branches of biology, i.e. fresh water biology, marine

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PAGE 5 AGA KHAN FOUNDATION U.S.A. ANNUAL REPORT 2016 This report is a snapshot of our work, focusing on three of those goals. AGA KHAN FOUNDATION ANNUAL REPORT 2016 Stories of the Goals in Action Ensure healthy lives and promote well-being for all at all ages Goal 3 Health & Well Being “Compared to giving birth at home,