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1 AGRICULTURAL SCIENCE PREAMBLE This syllabus has been designed to portray Agricultural Science as an applied science with emphasis on the acquisition of knowledge and skills associated with the content. A general review of the Junior Secondary School Agricultural Science syllabus is presumed. Candidates will be expected to answer questions on all the topics set out in the column headed syllabus. The notes therein are intended to indicate the scope of the questions which will be set, but they are not to be considered as an exhaustive list of limitations and illustration. Every school offering Agricultural Science must: (i) establish a farm where crops are grown (ii) keep at least one species of ruminant and one non ruminant (iii) establish a fish pond where feasible. Candidates should have practical notebooks which should contain records of individual activities based on laboratory and individual observations carried out on the school farms, field trips and also records of specimens collected. In order to enhance effective teaching/learning process and better performance of candidates, continuous assessment of candidates is recommended. Since the main objectives of the Senior Secondary School Agricultural Science Curriculum are to: (i) stimulate and sustain students’ interest in agriculture (ii) enable students acquire functional knowledge and practical skills to prepare them for further studies and occupation in agriculture it is recommended that the study of Agricultural Science in the Senior Secondary School be supplemented by visits to well established government and private experimental and commercial farms, agricultural research institutes and other institutions related to agriculture. EXAMINATION SCHEME There will be three papers: Papers 1, 2 and 3 all of which must be taken. Papers 1 and 2 will be a composite paper to be taken at one sitting. PAPER 1: Will consist of fifty multiple choice questions to be answered within 50 minutes for 50 marks. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 2 PAPER 2: Will consist of six essay questions with each drawn from at least two themes in the syllabus. Candidates will be required to answer five of the questions within 2 hours 10 minutes for 90 marks. PAPER 3: Will be a practical paper for school candidates and alternative to practical paper for private candidates. It will consist of four questions, all of which should be answered within 1½ hours for 60 marks. DETAILED SYLLABUS CONTENTS NOTES A. BASIC CONCEPTS 1. Meaning and importance of agriculture (a) Definition and branches of agricultural science. (b) Importance of agriculture to the individual, community and nation. 2. Problems of agricultural development and possible solutions (a) Problems related to: (i) land tenure (ii) basic amenities (iii) finance (iv) transportation (v) storage and processing facilities (vi) agricultural education and extension (vii) tools and machinery (viii) farm inputs (ix) marketing system (x) environmental degradation. (b) Possible solutions to identified problems 3. Meaning and differences between subsistence and commercial agriculture (a) Meaning of subsistence and commercial agriculture. (b) Differences between subsistence and commercial agriculture based on their characteristics. Assessment would include incidence of pests and diseases, vagaries of weather, labour and government policy. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 3 (c) Advantages and disadvantages of subsistence and commercial agriculture. (d) Problems of subsistence and commercial agriculture. 4. Roles of government in agricultural development (a) Agricultural finance: (i) credit (ii) subsidy. (b) Agricultural education (c) Agricultural extension services. (d) Agricultural policies and programmes 5. Role of non-governmental organizations in agricultural development (a) Meaning of non-governmental organizations (NGOs). (b) Roles of NGOs in agricultural development. 6. 7. Agricultural laws and reforms (a) Land tenure systems in West Africa. (b) Government laws on land use in West Assessment would cover past and present programmes e.g. OFN, ADP, Farm Settlement, Agricultural Sector Rehabilitation Project (ASRP) and National Aids Coordination Secretariat. Examples of NGOs West African Rice Development Association (WARDA), International Institute for Tropical Agriculture (IITA), International Livestock Centre for Africa (ILCA), International Crop Research Institute for Semi-Arid Tropics (ICRISAT) would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 4 Africa. (c) Advantages and disadvantages of the land use Act (Decree) and reforms in West Africa. Assessment would include land use Act (Decree), Land Reforms in West Africa. B. AGRICULTURAL ECOLOGY 1. Meaning and importance of agricultural ecology (a) Meaning of agricultural ecology and ecosystem. (b) Components of farm ecosystem e.g. biotic and abiotic (c) Interactions of the components in the terrestrial and aquatic agro-ecosystem. 2. Land and its uses (a) Meaning of land. (b) Characteristics of land – free gift of nature, immobile, limited in supply etc. (c) Uses of land: (i) agricultural purposes: - crop production - wild life conservation/game reserve - livestock production etc. (ii) non-agricultural purposes: - industry - housing - transport etc. 3. Factors affecting land availability for agricultural purpose (a) Physical factors: (i) soil type (ii) topography Interaction of farm crops/animals with other components of the ecosystem in farm settings such as mono or sole cropping system, mixed cropping system, mixed farming system, fish ponds and forest (rain or savannah) would be assessed. Assessment would include of uses of land for aquaculture, forestry and apiculture. Non-agricultural uses of land such as health centres, church/mosque, mining, recreational centres, schools and markets would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 5 (iii) land degradation (iv) soil pollution. (b) Economic factors: (i) population pressure (ii) expansion of industries (iii) mining/mineral exploitation (iv) recreation/tourism. (c) Socio-cultural factors: (i) land tenure system (ii) religious purpose (church, mosque and shrine) etc. 4. Agro-allied industries and relationship between agriculture and industry (a) Agro-based industries and raw materials: (i) paper industry – pulp wood (ii) beverage industry – cocoa, tea etc (iii) textile industry – cotton (iv) soap industry – oil, seeds etc. (b) Relationship between agriculture and industries: (i) Agriculture provides market for industrial products e.g. farm machinery, chemicals (ii) Agriculture provides food for industrial workers. 5. Environmental factors affecting crop and animal distribution and production (a) Climatic factors e.g. rainfall, temperature, light, wind, relative humidity. Assessment would include other agro-based industries and raw materials e.g. leather industry – hides and skin, canning industry – meat and fish. Assessment would include other relationship between agriculture and industries. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 6 (b) Biotic factors e.g. predators, parasites, soil micro-organisms, pests, pathogens and weeds interrelationship such as competition, parasitism, mutualism (symbiosis). (c) Edaphic factors: soil pH, soil texture, soil structure, soil type etc. 6. Rock formation (a) Types of rock: (i) igneous (ii) sedimentary (iii) metamorphic. (b) Processes of rock formation. 7. Soil formation and profile development (a) Factors of soil formation: the parent rock, organisms, climate, topography and time. (b) Processes of soil formation: (i) physical weathering (ii) chemical weathering. (c) Soil profile development. 8. Types, composition and properties of soil (a) Types of soil. (b) Chemical and biological composition of soil: (i) soil macro and micro nutrients (ii) soil water (iii) soil macro-organisms (iv) soil microbes (v) soil air. (c) Soil pH. (d) Physical properties of soil: (i) soil texture (ii) soil structure Assessment would cover identification, description and examples of rock types. Assessment would cover how igneous, sedimentary and metamorphic rocks are formed. The role played by each factor in soil formation would be assessed. The meaning, importance, identification and description of each horizon of the soil profile would be assessed. Assessment would cover types of soil and their separation into sand, silt and clay fractions, water holding capacity, porosity, capillarity, consistency etc. Determination of soil pH, causes and correction of soil acidity/alkalinity would be assessed. CONTENTS NOTES WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 7 9. Plant nutrients and nutrient cycle (a) Macro and micro nutrients their functions and deficiency symptoms in crops. (b) Factors affecting availability of nutrients in soil such as pH, excess of other nutrients, leaching, crop removal, oxidation and burning. (c) Methods of replenishing lost nutrients, e.g. crop rotation, organic manuring, fertilizer application, fallowing, liming, cover-cropping. (d) Nitrogen, carbon, water and phosphorus cycles. (e) Organic agriculture – meaning and importance. 10. Irrigation (a) Meaning of irrigation system. (b) Types of irrigation systems: (i) overhead e.g. sprinkler (ii) surface e.g. flooding, furrow/channel, basin, border (iii) underground e.g. perforated pipes, drips. (c) Advantages and disadvantages of irrigation systems. (d) Importance of irrigation. (e) Problems associated with irrigation. 11. Drainage (a) Meaning of drainage. (b) Importance of drainage. (c) Types of drainage systems: (i) surface drainage e.g. channel, furrow (ii) subsurface/underground drainage. Macro-nutrients such as N, P, K, Ca, Mg, S and Micro–nutrients such as Zn, Fe, Mo, Co, Bo, Cu would be assessed. Types of fertilizers and methods of fertilizer application would be assessed. Assessment would include the description and importance of nitrogen, carbon and water cycles. (d) Advantages and disadvantages of drainage systems. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 8 12. Agricultural pollution (a) Meaning of agricultural pollution. (b) Causes/sources of pollution of agricultural lands and fish ponds: (i) excessive application of agricultural chemicals (ii) marine and oil spillage (iii) livestock waste and dung disposal etc. (c) Effects of land/pond pollution on farmers and agricultural productivity. C. AGRICULTURAL ENGINEERING/MECHANIZATION 1. Simple farm tools (a) Meaning of simple farm tools. (b) Types of simple farm tools - cutlass, hoe, spade, shovel etc. (c) General maintenance of simple farm tools. 2. Farm machinery and implements (a) Farm machinery: (i) tractor (ii) bulldozer (iii) shellers (iv) dryers (v) incubators (vi) milking machines (vii) combine harvester etc. (b) Tractor-coupled implements: (i) ploughs (ii) harrows (iii) ridgers (iv) planters (v) harvesters (vi) sprayers etc. Ways of minimizing land/pond pollution would be assessed. Assessment would include identification, description and uses of each of the tools. Assessment would include the meaning, uses/functions and identification of different parts of each of the farm machinery and implements. Engineering details are however not required. 3. Maintenance practices and precautionary measures (a) Reasons for maintaining farm machines. (b) Maintenance of farm machinery: WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 9 (i) check water and oil levels regularly (ii) carry out routine service (iii) keep machines clean etc. 4. Agricultural mechanization (a) Meaning of agricultural mechanization. (b) Mechanized agricultural operations. (c) Advantages and disadvantages of agricultural mechanization. (d) Limitations of agricultural mechanization. 5. Prospects of agricultural mechanization 6. Farm power (a) Sources of farm power. (b) Advantages and disadvantages of different sources of farm power. 7. Farm surveying (a) Meaning of farm surveying. (b) Common survey equipment. (c) Uses of farm survey equipment. (d) Maintenance of farm survey equipment. (e) Importance of farm surveying. 8. Farm planning (a) Meaning of farm planning. (b) Factors to be considered in farm planning. (c) Importance of farm planning. Assessment would include precautionary measures in the use of farm machinery. Mechanized agricultural operations: ploughing, harrowing, planting, harvesting, milking etc would be assessed. Possible ways of improving agricultural mechanization such as developing less expensive machines and establishing agricultural engineering schools for personnel would be assessed. Engineering details are not required. 9. Principles of farmstead planning (a) Meaning of farmstead. (b) Importance of farmstead planning. Assessment would cover site selection, location of structures and sketching WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 10 (c) Factors to be considered in the design of a farmstead. (d) Farmstead layout. D. CROP PRODUCTION 1. Classification of crops (a) Classification of crops based on their uses e.g. cereals, pulses, roots and tubers, vegetables. (b) Classification based on their life cycle e.g. annual, biennial, perennial, ephemeral. (c) Classification based on their morphology e.g. monocotyledonous and dicotyledonous crops. 2. Husbandry of selected crops:- botanical names and common names of the crop, varieties/types, climatic and soil requirements, land preparation, methods of propagation, planting date, seed rate, spacing, sowing depth and nursery requirements, cultural practices: supplying, thinning, manuring and fertilizer requirement and application, weeding, pests and disease control, harvesting, processing and storage of at least one representative crop from each of the following crop groupings: (a) Cereals e.g. maize, rice, guinea corn, millet (b) Pulses (grain legumes) e.g. cowpea, soya bean, pigeon pea. of farm layout. A general knowledge of husbandry of all the crops listed is presumed. (c) Roots and tubers e.g. cassava, yam, potatoes (d) Vegetables e.g. tomatoes, onion, amaranthus, okro, cauliflower, spinach (e) Fruits e.g. citrus, banana, pineapple (f) Beverages e.g. cocoa, tea, coffee WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 11 (g) Spices e.g. pepper, ginger (h) Oils e.g. groundnut, sheabutter, sunflower, oil palm (i) Fibres e.g. cotton, jute, sissal hemp (j) Latex e.g. rubber (k) Others – sugar cane etc. 3. Pasture and forage crops (a) Meaning of pasture and forage crops. (b) Uses of forage crops. (c) Types of pasture. (d) Common grasses and legumes used for grazing livestock. (e) Factors affecting the distribution and productivity of pasture. (f) Establishment of pasture. (g) Management practices of pasture. 4. Crop improvement (a) Aims of crop improvement. (b) Methods/processes of crop improvement e.g. introduction, selection, breeding. (c) Mendel’s laws of inheritance. (d) Advantages and disadvantages of crop improvement. E. FORESTRY 1. Forest management (a) Meaning of forest and forestry. (b) Importance of forestry. (c) Forest regulations. (d) Forest management practices. (e) Implications of deforestation. Assessment would include the botanical names and characteristics of common grasses and legumes used for grazing livestock. Assessment would include the meaning of crop improvement. Definition of some genetic terms: characters or traits, chromosomes, genes, Mendel’s 1st and 2nd laws would be assessed. CONTENTS NOTES 2. Agro-forestry practices in West Africa (a) Meaning of agro-forestry. (b) Agro-forestry practices: (i) taungya system (ii) alley cropping Common tree species suitable for agro-forestry practices would be WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 12 (iii) ley farming etc. F. ORNAMENTAL PLANTS 1. Meaning and importance of ornamental plants (a) Meaning of ornamental plants. (b) Importance of ornamental plants. 2. Common types of ornamental plants (a) Types of ornamental plants according to their uses: (i) bedding plants (mostly flowering plants) (ii) hedging plants (iii) lawn grasses etc. (b) Examples of ornamental plants. 3. Settings and location for planting ornamental plants. 4. Methods of cultivating ornamental plants: (i) by seed (ii) vegetative propagation. 5. Maintenance of ornamental plants. G. CROP PROTECTION 1. Diseases of crops (a) Meaning of disease (b) General effects of diseases on crop production. (c) Disease: causal organism, economic importance, mode of transmission, symptoms, prevention and control assessed. Assessment would cover identification of various types of ornamental plants. The common and botanical names would be assessed. Importance of each method and examples of ornamental plants propagated through such method would be assessed. Reasons for carrying out maintenance operations: watering, mulching, pruning etc would be assessed. CONTENTS NOTES measures of the diseases of the following crops: (i) cereals – smut, rice blast, leaf rust etc (ii) legumes – cercospora leaf spot, rosette etc (iii) beverages – cocoa blackpod, swollen WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 13 shoot, coffee leaf rust etc (iv) tubers – cassava mosaic, bacterial leaf blight etc (v) fruits- citrus gummosis, dieback etc (vi) fibre – black arm/bacterial blight of cotton etc (vii) vegetables – root knot of tomato or okro, damping off, onion twister etc (viii) stored produce – mould etc. 2. Pests of crops (a) Meaning of pests. (b) Classification of pests: (i) insect-pests (ii) non-insect pests. (c) Classification of insect-pests based on mouth parts with examples: (i) biting and chewing (ii) piercing and sucking (iii) boring. (d) Important insect-pests of major crops field and storage pests, life cycle, economic importance, nature of damage, preventive and control measures of the following major insectpests of crops: (i) cereals – stem borer, army worm, ear worm etc Assessment would include at least two fungal, two viral, two bacterial and one nematode diseases of the crops chosen from the list. CONTENTS NOTES (ii) legumes – pod borer, aphids, sucking bugs and leaf beetle (iii) beverages – cocoa myrids (capsids) (iv) tubers – yam beetle, cassava mealybugs, green spidermites, variegated grasshopper WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 14 (v) fibre – cotton stainer, bollworms (vi) fruits and vegetables – thrips, grasshopper, leaf roller, leaf beetle, scale insect (vii)stored produce – grain weevils, bean beetle. (e) Non-insect pests e.g. birds, rodents etc. (f) Side effects of preventive and control methods: (i) chemical – pollution, poisoning (ii) biological - disruption of the ecosystem etc (iii) cultural – harmful effects of burning etc. (g) General effects/economic importance of pests. 3. Weeds (a) Meaning of weeds. (b) Types of weeds. (c) Effects of weeds on crops and economy. (d) Characteristic features of weeds. (e) Methods of controlling weeds: cultural, biological, chemical, physical and mechanical methods. Nature of damage, economic importance, preventive and control measures of each of the non-insect pests would be assessed Common and botanical names would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 15 H. ANIMAL PRODUCTION 1. Types and classification of farm animals (a) Types of farm animals: cattle, sheep, goat, poultry, pig, rabbit, fish etc. (b) Classification of farm animals according to: (i) habitat – terrestrial and aquatic. (ii) uses – food, protection, pet etc. 2. Anatomy and physiology of farm animals (a) Parts of farm animals. (b) Organs of farm animals e.g. heart, liver, lungs. (c) Systems of farm animals e.g. digestive system, circulatory system, respiratory system. 3. Animal reproduction (a) Meaning of reproduction. (b) Roles of hormones in reproduction of farm animals. (c) Reproductive systems of farm animals. (d) Processes of reproduction in farm animals. (e) Egg formation in poultry. 4. Environmental physiology (a) Meaning of environmental physiology. (b) Effects of changes in climatic factors such as: (i) temperature (ii) relative humidity and (iii) light on: growth, reproduction, milk production, egg production etc. Drawing and labeling of parts of farm animals would be assessed. Identification of important organs and their functions would be assessed. Assessment would include the digestive system of poultry, differences between the monogastric and ruminant digestive systems. Assessment would include oestrus cycle, heat period, mating, gestation period, parturition, lactation, colostrum, mammary glands, signs of heat, ovulation etc. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 16 CONTENTS NOTES 5. Livestock management (a) Meaning of livestock management. (b) Requirements for livestock management: housing feeding hygiene and finishing of at least one ruminant and one non-ruminant from birth to market weight. (c) Importance of management practices. 6. Animal nutrition (a) Meaning of animal nutrition. (b) Classification of feeds. (c) Sources and functions of feed nutrients. (d) Types of ration/diet and their uses components of a balanced diet, production and maintenance rations. (e) Causes and symptoms of malnutrition and their correction in farm animals. 7. Rangeland and pasture management (a) Meaning and importance of rangeland/pasture to livestock and the characteristics of range land. (b) Common grasses and legumes in rangeland. (c) Factors affecting the level of production of herbage rainfall, grass/legume composition, grazing etc. (d) Methods of rangeland and pasture improvement: controlled stocking, rotational grazing, use of fertilizers, introduction of legumes, reseeding, weed control, burning, pest and disease control. Assessment would include extensive, intensive and semi-intensive systems of management and record keeping in livestock management. The biochemical details of the nutrients are not required. Assessment would include the types of diet for the various classes of animals, their characteristics and supplementary feeding. Assessment would include malnutrition related conditions such as ketosis, rickets. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 17 CONTENTS NOTES 8. Animal improvement (a) Meaning of animal improvement. (b) Aims of animal improvement. (c) Methods of animal improvement: (i) introduction (ii) selection (iii) breeding. (d) Artificial insemination. (i) meaning of artificial insemination. (ii) methods of collecting semen. (iii) advantages and disadvantages of artificial insemination. 9. Animal health management (a) Meaning of disease. (b) Causal organisms: viruses, bacteria, fungi and protozoa. (c) Factors that could predispose animals to diseases: health status of animals, nutrition, management etc. (d) Reaction of animals to diseases: susceptibility and resistance to diseases. (e) Causal organisms, symptoms, mode of transmission, effects, prevention and control of the following selected livestock diseases: (i) viral-foot and mouth, rinderpest, newcastle (ii) bacterial – anthrax, brucellosis, tuberculosis (iii) fungal – aspergillosis, ringworm, scabies (iv) protozoa – trypanosomiasis, coccidiosis. Assessment would include differences and similarities between breeds (local, exotic and cross/hybrid) and performance of animals. The economic importance of the diseases would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 18 CONTENTS NOTES (f) Parasites. (i) meaning of parasite. (ii) types of parasites. (iii) mode of transmission, life cycle, economic importance and control of the following selected livestock parasites: endoparasites – tapeworm, liverfluke and roundworm ectoparasites – ticks, lice. (g) General methods of prevention and control of diseases and parasites: quarantine, inoculation/immunization, hygiene, breeding for resistance etc. 10. Aquaculture (a) Meaning of aquaculture. (b) Different types of aquaculture: (i) fish farming (ii) shrimp farming (iii) crab farming. (c) Meaning and importance of fish farming. (d) Conditions necessary for siting a fish pond. (e) Establishment and maintenance of fish pond. (f) Fishery regulations – meaning and regulations. (g) Fishing methods and tools. Assessment would include aeration, stocking, feeding, harvesting, processing and preservation of fish. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 19 CONTENTS NOTES 11. Apiculture or bee keeping (a) Meaning of apiculture or bee keeping. (b) Types of bees: (i) indigenous bees (ii) exotic bees. (c) Importance of bee keeping. (d) Methods of bee keeping: (i) traditional method (ii) modern bee keeping. (e) Bee keeping equipment: bee hives, hive tools like suits, smokers, jungle boots, brushes etc. (f) Precautionary measures in bee keeping: (i) locate apiaries far from human dwellings (ii) put warning symbols near apiary etc. I. AGRICULTURAL ECONOMICS AND EXTENSION 1. Basic economic principles: (a) scarcity (b) choice (c) scale of preference (d) law of diminishing returns. 2. Factors of production: (a) land (b) capital (c) labour – characteristics and classification (d) management or entrepreneur. 3. Principles of demand (a) Definition of demand. (b) Law of demand. (c) Factors affecting demand for agricultural produce. Rural-urban migration and how it affects labour availability in agricultural production would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 20 CONTENTS NOTES (d) Movements along the demand curve. (e) Shifts in the demand curve. 4. Principles of supply (a) Definition of supply. (b) Law of supply. (c) Movements along supply curve. (d) Shifts in the supply curve. (e) Factors affecting the supply of agricultural produce. 5. Implications of demand and supply for agricultural production (a) Price support. (b) Price control. (c) Subsidy programme and its effects on agricultural production. 6. Functions of a farm manager (a) Meaning of a farm manager. (b) Functions of a farm manager. 7. Problems faced by farm managers 8. Agricultural finance (a) Meaning of agricultural finance. (b) Importance of agricultural finance. (c) Sources of farm finance. (d) Classes of farm credit: (i) classification based on length of time: - short-term credit - medium term credit - long-term credit. (ii) classification based on source of credit: - institutional credit - non-institutional credit. (iii) classification based on liquidity: - loan in-cash - loan in-kind. Assessment would include the meaning of farm management WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 21 CONTENTS NOTES (e) Problems faced by farmers in procuring agricultural credit. - high interest rate - lack or inadequate collateral etc. (f) Problems faced by institutions in granting loans to farmers: -lack of records and accounts etc. (g) Capital market. (i) meaning of capital market, institutions that deal with medium and long term loans for agricultural business. (ii) institutions involved in the capital market (iii) sources of funds for the capital market: - bonds - insurance companies - merchant banks - the stock exchange (sales and purchases of shares). (iv) roles of capital markets in agricultural business: - mobilization of long term funds for on-lending - reduce over reliance on money market etc. 9. Farm records and accounts (a) Importance of farm records. (b) Types of farm records: (i) inventory records (ii) production records (iii) income and expenditure records (iv) supplementary or special records. (c) Designing farm records Assessment would include the meaning of agri-business. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 22 CONTENTS NOTES (d) Farm accounts: (i) expenditure/ purchases account (ii) income/sales account (iii) profit and loss account (iv) balance sheet. 10. Marketing of agricultural produce (a) Meaning and importance of marketing of agricultural produce. (b) Marketing agents and their functions. (c) Marketing functions: (i) assembling (ii) transportation (iii) processing etc. (d) Marketing of export crops. (e) Export crops in West Africa. (f) Guidelines for exporting crops in West Africa. (g) Corporate bodies, cooperative societies and individuals engaged in exporting agricultural produce e.g ANCE - Association of Nigerian Cooperative Exporters. (h) Importance of exporting agricultural produce. (i) Problems of marketing agricultural produce . 11. Agricultural insurance (a) Meaning of agricultural insurance. (b) Importance of agricultural insurance. (c) Types of insurance policies for agricultural production: (i) specific enterprise insurance e.g. crop insurance, livestock insurance Assessment would include terms such as salvage value, appreciation, farm budget, depreciation, inventory, their importance and their uses in calculating profit and loss of farm items like crops, livestock, farm machinery and tools in the farm. Advantages and disadvantages of the marketing agents would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 23 CONTENTS NOTES (ii) farm vehicle insurance (iii) fire disaster insurance or machines and buildings insurance (iv) life assurance (farmers, farm workers and farmers’ household). (d) Insurance premium (e) Problems of agricultural insurance: - uncertainties of weather - losses due to natural disaster etc. 12. Agricultural extension (a) Meaning and importance of agricultural extension (b) Agricultural extension methods: (i) individual contact methods (ii) group contact methods etc. (c) Agricultural extension programmes in West Africa e.g ADP, NDE, Agro-service centres, state ministries of agriculture and natural resources (d) Problems of agricultural extension in West Africa. e.g. illiteracy among farmers, inadequate transport facilities etc. Qualities of a good extension worker would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 24 CONTENTS NOTES PRACTICAL AGRICULTURAL SCIENCE A. AGRICULTURAL ECOLOGY 1. Soil 2. Soil profile 3. Rocks 4. Laboratory work on physical properties of soil. (a) Mechanical analysis by sedimentation and also by use of hydrometer method or sieves (b) Determination of bulk density and total pore space. (c) Determination of moisture content of a moist soil sample. (d) Determination of maximum water holding capacity. (e) Determination of wilting point. (f) Determination of capillary action. 5. Laboratory work on chemical properties of soil. (a) Determination of soil acidity using pH meter and/or any other gadget or simple equipment. (b) Common types of chemical fertilizers. Soil samples are to be examined for texture by manual feeling of wet and dry soil. Examination of fertile and infertile soils and note distinguishing features of soils – colour, texture and structure, presence of organic matter and living things. Simple description and identification of soil profile would be assessed. Identification of common rock types: igneous, sedimentary and metamorphic would be assessed. Identification, methods and rates of application of nitrogen, phosphorus, potassium and compound fertilizers would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 25 (d) Organic manure: (i) green manure (ii) farm yard (iii) compost. 6. Irrigation and drainage B. AGRICULTURAL ENGINEERING/MECHANIZATION 1. Farm tools and equipment 2. Tractor and animal drawn implement 3. Harvesting, processing and storage equipment. 4. Farm tractor 5. Uses and maintenance of horticultural tools and implements. 6. Livestock and fishing equipment Identification, method of preparation and application of compost would be assessed. Identification and uses of irrigation and drainage equipment e.g. watering can, sprinkler, pump, pipes would be assessed. Assessment would include identification, description, uses and maintenance of various garden tools and equipment e.g. hoe, cutlass, garden trowel, hand fork, shovel, spade, rake, sickle, secateurs, shears, long handle hoe, pruner, budding knife, emasculator. Assessment would include identification, description, uses and maintenance of tractor and animaldrawn implements e.g. ploughs, harrows, ridgers, planters, cultivators identification of the major parts of the implements and their functions. Assessment would include identification, description and uses of harvesting, processing and storage equipment e.g. dehuskers, shellers, winnowers, dryers, processors, graters, refrigerators, cutlasses, scythe, groundnut lifters. Identification of the major components of the farm tractor, servicing and maintenance would be assessed. Identification, uses and maintenance of the following horticultural tools: shears, dibber, pruning knife, secateurs, budding knife, measuring tapes, hand fork, hand trowel, hoe, fork would be assessed. Identification, description, uses and care of livestock and fishing WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 26 equipment e.g. waterers, feeders, milking machines, nets, hook and line, branding machine, egg candler would be assessed. 7. Farm surveying equipment C. CROP PRODUCTION 1. Seeds, seedlings, fruits and storage organs of crops. 2. Main pests and diseases of crops 3. Planting dates, seed rates, plant population and seed quality tests of the more common local crop plants. 4. Preparation of seedbeds, fertilizer application, mulching, use of pesticides , watering, vegetative propagation, germination tests etc. 5. Forest products and by-products. 6. Methods of propagation of horticultural plants. 7. Common weeds Assessment would include identification, uses, and care of simple surveying equipment e.g. measuring tape, pins or arrows, ranging poles, plum bob, offset staff, compass, gunter’s chains, pegs, theodolite. Identification of seeds, seedlings, fruits, storage organs and essential parts of the common crop plants, pasture grasses and legumes would be assessed. Assessment would include identification and control of the main field and storage pests e.g. cotton stainer, yam beetles, weevils etc and the damage they cause to crops identification of main diseases of crops, their causal agents and characteristic symptoms, prevention and control. Assessment would include the following propagation methods – direct sowing, transplanting, layering, grafting and budding. External features, mode of dispersal and methods of controlling weeds on the farm would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 27 D. ANIMAL PRODUCTION 1. Common breeds of animals and types of animals available in the locality. Identification of breeds, methods of restraints, handling and grooming of farm animals would be assessed. 2. Major internal organs of farm animals, e.g. organs of the digestive system, reproductive and excretory systems. 3. Animal by-products 4. Animal feeds and feed stuffs and their local sources. 5. Main pests and parasites of farm animals. 6. Diseases of farm animals. 7. Routine management practices in farm animals, e.g. selection of livestock and poultry for breeding, culling, ear-notching, tattooing, horn or skin branding, debeaking, dehorning, castration. 8. Fish harvesting and preservation. Assessment would cover identification and functions of the major internal organs. Identification of animal by-products e.g. hides and skin, fur, feather, horn would be assessed. Assessment would cover the identification and uses of feeds and feed stuffs(e.g. fish meal, groundnut cake, rice bran) types of diets/ration. Assessment would cover identification of common ectoparasites(e.g. ticks, lice) and endoparasites(e.g tapeworms, liver flukes, roundworms) the damage caused on their hosts and their control and their life cycles. Methods of prevention and control of diseases of farm animals, e.g. drugging, drenching, dipping, spraying and simple methods of farm sanitation would be assessed. Assessment would cover the identification of equipment/tools used for routine management practices. Methods of harvesting, processing and preservation of fish would be assessed. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng
1 BIOLOGY PREAMBLE This is an examination syllabus drawn up from the curricula of the member countries of the West African Examinations Council. It should be used alongside the appropriate teaching syllabus(es) of the country where the candidates are domiciled. This examination syllabus is divided into three sections: Sections A, B and C. Section A is for all candidates, Section B is for candidates in Ghana only and Section C is for candidates in Nigeria, Sierra Leone The Gambia and Liberia. AIMS AND OBJECTIVES This syllabus is designed to assess candidates’ 1 . understanding of the structure and functions of living organisms as well as appreciation of nature 2. acquisition of adequate laboratory and field skills in order to carry out and evaluate experiments and projects in Biology 3. acquisition of necessary scientific skills for example observing, classifying and interpreting biological data 4. acquisition of the basic relevant knowledge in Biology needed for future advanced studies in biological sciences 5. acquisition of scientific attitudes for problem solving 6. ability to apply biological principles in everyday life in matters that affect personal, social, environmental, community health and economic problems 7. awareness of the existence of interrelationships between biology and other scientific disciplines. SCHEME OF EXAMINATION There will be three papers: Papers 1, 2 and 3, all of which must be taken. Papers 1 and 2 will be a composite paper to be taken at one sitting. PAPER 1: Will consist of fifty multiple-choice objective questions drawn from Section A of the syllabus (the section of the syllabus which is common to all countries). It will carry 50 marks and last for 50 minutes. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 2 PAPER 2: Will consist of six essay questions drawn from the entire syllabus. The paper will be put into three sections, Sections A, B and C. Section A: Will consist of four questions drawn from Section A of the syllabus. Section B: Will be for candidates in Ghana only and will be drawn from Section B of the syllabus (ie the section of the syllabus perculiar to Ghana). It will consist of short-structured questions. Section C: Will be for candidates in Nigeria, Sierra Leone, The Gambia and Liberia and will be drawn from Section C of the syllabus (ie the section of the syllabus containing material for those countries only). It will also consist of short-structured questions. Candidates will be expected to answer two questions from Section A and all the short-structured questions from either Section B or Section C. Each question in Section A will carry 20 marks while the compulsory short-structured questions in Sections B and C will carry 30 marks. The total score will be 70 marks. The paper shall take 1 hour 40 minutes. PAPER 3: Will be a practical test (for school candidates) or a test of practical work (for private candidates) lasting 2 hours and consisting of three sections: Sections A, B and C. Section A: This will consist of two compulsory questions drawn from Section A of the syllabus, each carrying 25 marks. Section B: This will be for candidates in Ghana only. It will consist of one question drawn from Section B of the syllabus and will carry 30 marks. Section C: This will be for candidates in Nigeria, Sierra Leone, The Gambia and Liberia. It will consist of one question drawn from Section C of the syllabus and will carry 30 marks. Candidates will be expected to answer all the questions in Section A and one question in either Section B or C. The paper will carry a total score of 80 marks. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 3 DETAILED SYLLABUS SECTION A (For all candidates) CONTENTS NOTES A. Concept of Living 1. Classification (a) Living and non-living things (b) Classification of living things into Kingdoms: Monera, Protoctista (Protista), Fungi, Plantae, Animalia. Classification of objects into living and nonliving, giving examples of each group. Viruses should be mentioned as a link between living and non living things. Kingdom Monera (Prokaryotes), singlecelled, motile or non-motile organisms without definite nucleus e.g. bacteria and blue-green algae. Major characteristics of the major phyla of Kingdoms Protoctista and Fungi. Kingdom Protista (Eukaryotes), single-celled, motile or non-motile organisms. Cell structure complex with definite nucleus e.g. Chlamydomonas, Amoeba. Major phyla of Kingdom Protoctista include: Rhizopoda, Zoomastigina, Apicomplexa, Ciliophora, Euglenophyta, Oomycota, Chlorophyta, Rhodophyta and Phaeophyta. Kingdom Fungi (Eukaryotes), mainly nonmotile organisms composed of hyphae containing nuclei e.g. moulds, mushrooms and Rhizopus. Major phyla of Kingdom Fungi include: Zygomycota, Ascomycota and Basidiomycota. Kingdom Plantae (Eukaryotes), mainly multicellular non-motile organisms which contain chlorophyll that enable them to photosynthesize e.g. mosses, ferns, pines, oil palms and yam plants. Characteristics of the major divisions and classes: Bryophyta (Hepaticae, Musci), Lycopodophyta, Filicinophyta, Coniferophyta, Cycadophyta and Angiospermophyta (Monocotyledoneae and WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 4 (c) Differences between plants and animals. 2. Organization of life (a) Levels of organization (i) cell (single-celled organisms): Amoeba, Euglena, Paramecium (ii) Tissue: Hydra (iii) Organ (storage organ) bulb, rhizome and heart. (iv) System/Organ System: In mammals, flowering plants - reproductive system, excretory system etc. (b) Complexity of organization in higher organisms: advantages and disadvantages. 3. Forms in which living cells exist: (a) Single and free-living: Amoeba, Paramecium, Euglena, and Chlamydomonas Dicotyledoneae). Kingdom Animalia (Eukaryotes), multicellular motile organisms that feed on other organisms e.g. corals, worms, insects, snails, fishes, frogs, snakes, monkeys cows. Characteristics of the major phyla and classes of Kingdom Animalia. The external features of the following organisms should be mentioned: cockroach, butterfly, Tilapia, toad/frog, lizard, domestic fowl/pigeon. The examples should be used to illustrate differentiation and specialization in organisms. The significance of different levels of organization including volume/surface area ratio should be mentioned. The structure of these organisms in relation to the forms of existence should be studied to illustrate dependence and interdependence. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 5 (b) Colony: Volvox (c) Filament: Spirogyra (d) Part of a living organism: Cheek cells, onion root tip cells and epidermis of fleshy leaves. 4. (a) Cell structure and functions of cell components. (b) Similarities and differences between plant and animal cells. 5. The Cell and its environment: Physical and Biophysical processes. (a) diffusion (b) osmosis (c) active transport 6. Properties and functions of the living cell (a) Nutrition (i) Autotrophic (photosynthesis) (ii) Heterotrophic (holozoic) (b) Cellular respiration Definition and processes of: (i) aerobic respiration (ii) anaerobic respiration (iii) energy release Distinguish groups of cells that form tissues from those that form colonies or filaments. Cell structure should include: Cell wall, cell membrane, nucleus, cytoplasm, cytoplasmic organelles: mitochondria, lysosomes, chloroplasts, endoplasmic reticulum, ribosomes, centrosomes, Golgi bodies, chromosomes. The function performed by organelles should be known. The significance of these processes should be mentioned as factors that affect cell activities in its environment. Haemolysis, plasmolysis, turgidity and crenation should be mentioned. These should be mentioned as processes occurring within living cells. Nutrition in Euglena, Chlamydomonas and Spirogyra should be mentioned. Nutrition in Amoeba and Paramecium should be mentioned. A simplified outline of the chemical processes involved in glycolysis and Kreb's cycle Reference should be made to the role of ATP. The importance of anaerobic respiration in food processing should be mentioned. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 6 (c) Excretion (i) Excretion in single-celled aquatic organisms. Diffusion by body surface and by contractile vacuole. (ii) Waste products of metabolism. (d) Growth (i) Basis of growth - cell division (mitosis), enlargement and differentiation. (ii) Aspects of growth: Increase in dry weight, irreversible increase in size and length and increase in number of cells. (iii) Regions of fastest growth in plants. (iv) Influence of growth hormones and auxins. (v) Growth curvatures (Tropisms) (e) Development: Enlargement and differentiation. (f) Movement (i) Organelles for movement: cilia and flagella, (ii) Cyclosis. (g) Reproduction: Types of reproduction. Reference should be made to carbon dioxide, water and ammonia as examples of waste products. Observation of root tip and shoot tip are required. Regulation of growth by hormones should be mentioned. Types of tropisms should be demonstrated. Microscopic examination of the different regions of growth and development: region of cell division, elongation, differentiation and maturation. Processes that result in primary and secondary growth. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 7 (i) Asexual: fission, budding and vegetative propagation. (ii) Sexual: Conjugation, formation of male and female gametes (gametogenesis), fusion of gametes fertilization) 7. (a) Tissues and supporting systems: Skeleton and supporting systems in animals: (i) Biological significance. (ii) Skeletal materials, e.g. bone, cartilage and chitin. (iii) Types of skeleton: exoskeleton, endoskeleton and hydrostatic skeleton. (iv) Bones of the vertebral column, girdles and long bones of the appendicular skeleton. (v) Mechanism of support in animals. (vi) Functions of skeleton in animals: Protection, support, locomotion and respiratory movement. (b) Different types of supporting tissues in plants. (i) Main features of supporting tissues in plants. (ii) Functions of supporting tissues in plants: strength, rigidity (resistance against the forces of the wind and water), flexibility and resilience. Prepared slides of: (a) fission in Paramecium (b) budding in yeast and Chlamydomonas should be observed and drawn. Prepared slides of conjugation in Paramecium and Spirogyra should be studied. The process of meiosis should be mentioned. The location and arrangement of skeletal and supporting tissues in animals should be mentioned. Candidates should be familiar with the general plan of mammalian skeleton and the different types of joints. They should be able to identify, draw, label and state the functions of the individual bones listed in the content column. Detailed structure of the skull will not be required. Histological structure of bones and cartilages will also not be required. Candidates should be able to explain how these functions are performed. The relationship of skeleton and muscles during movement should be used to illustrate the different functions of the skeleton. The different types of supporting tissues: turgid parenchyma, collenchyma, xylem (wood) sclerenchyma should be studied. Candidates should be able to cut and draw the low power of the T.S. of stem and root of a herbaceous plant and label the different tissues epidermis, cortex and stele. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 8 8. Transport System: (a) Need for transport: (i) surface area/volume ratio. (ii) substances have to move greater distances. (b) Transport in animals. (i) Structure of the heart, arteries, veins and capillaries. (ii) Composition and function of blood and lymph. (iii) Materials for transport: excretory products, gases, digested food, and other nutrients. (c) Transport in plants (i) Uptake and movement of water and mineral salts in plants. (ii) Translocation (iii) Transpiration Source of materials and forms in which they are transported and where they are transported to should be studied. Media of transport: cytoplasm in cells, cell sap or latex in most plants and body fluid in invertebrates. Candidates should be familiar with the general circulatory system. Open circulatory systems in invertebrates. The names of the blood vessels responsible for transporting excretory products, gases, digested food and other nutrients should be mentioned. Description of uptake of water and mineral salts from the soil into a plant. Movement of water and mineral salts through the plant. Experiments using eosin solution to show water and mineral salts uptake. Movement of organic materials from leaves to roots. Basic theories (Pressure flow hypothesis and cytoplasmic streaming) underlying translocation. Ringing experiment to demonstrate that transport of synthesized organic nutrients occurs through the phloem. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 9 (iv) Movement of water to the apex of trees and herbs. 9. Respiratory System: (a) Body surface: cutaneous, gills and lungs. (b) Mechanisms of gaseous exchange in fish, toad, mammals and plants. 10. Excretory Systems and Mechanisms Types of excretory systems: Kidney, stomata and lenticels 11. Regulation of Internal Environment (Homeostasis) (a) Kidney: Structure and functions (b) Liver: Advantages and disadvantages of transpiration. Types of transpiration. Environmental factors affecting transpiration. Determination of the rate of transpiration. Physiological factors affecting the rise of water in the xylem: Root pressure, transpiration, cohesion- tension mechanism, adhesion, water potential gradient. Experiments to measure the rate of transpiration. Characteristics of respiratory surfaces in these systems should be studied. Respiratory organs of insects should be mentioned. Candidates should be able to observe, draw and label the respiratory organs of a bony fish (e.g. Tilapia) and a small mammal (e.g. rat) Respiratory movements in these animals should be mentioned. The mechanisms of opening and closing of stomata should be mentioned. Characteristics of excretory organs in these systems should be studied. Candidates should observe, draw and label the excretory organs of a small mammal (e.g. rat). Explanation of the concept of excretion in plants. Excretory products of plants (water, carbon dioxide, oxygen, alkaloids, tannins, gums, resins and acids) should be mentioned. Osmoregulation, excretion and maintenance of acid-base balance should be mentioned. The conditions that affect functions of the kidney such as the water and salt content of the blood, environmental temperature should also be mentioned. Excretory products such as urea, water, salts, uric acid should be mentioned. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 10 Functions of the liver. (c) The skin: Structure and function. 12. Hormonal Coordination (a) Animal hormones: Site of secretion, functions and effects of over and undersecretion. (b) Plant hormones 13. Nervous Coordination (a) The central nervous system (i) Components of the central nervous system (ii) Parts of the brain and their functions cerebrum, cerebellum, medulla oblongata, hypothalamus and their functions (iii) Structure and function of the Spinal Cord. (b) Peripheral Nervous System. (i) Somatic Nervous System (ii) Autonomic nervous system. (iii) Structure and functions of the neurone. (iv) Classification of neurones. Candidates should be able to identify the liver and its position relative to the gall bladder, bile duct, pancreas, duodenum and stomach. Candidates should observe, draw and label the mammalian skin. The regulation of internal environment by the skin should be emphasized. Endocrine glands: pituitary, thyroid, adrenal, pancreas, gonads and their secretions should be mentioned. The stages in the metamorphosis of toad and the role of thyroxine should be mentioned. The effects of auxins on lateral bud development, leaf fall and initiation of adventitious roots should be mentioned. Reference to crop harvesting, growth and weed control should be made. Candidates should be able to locate the position of the brain and spinal cord in a dissected vertebrate and identify the various regions of the brain. Functions of the sympathetic and parasympathetic systems only. Candidates should observe, draw and label a neurone from a slide. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 11 (c) Types of nervous actions (i) The reflex arc (ii) Reflex and voluntary actions (iii) Differences between reflex and voluntary actions. (iv) Conditioned reflex and its role on behaviour. 14. Sense Organs: Structure and function of the (a) Eye. (b) Ear. 15 (a) Reproductive system of mammals (i) Structure and function of male and female reproductive systems. (ii) Differences between male and female reproductive organs. (iii) Structure of the gametes (sperm and ovum) (iv) Fertilization, development of the embryo and birth. (v) Birth control (b) Metamorphosis in insects, life histories of butterfly and cockroach. Afferent (sensory), efferent (motor) and intermediate neurones should be mentioned Candidates should perform experiments to illustrate reflex actions such as blinking of the eyes, knee jerk and withdrawal of hand from hot objects. Candidates should be able to enumerate conditioned reflexes such as salivation, driving a car, walking and swimming. Candidates should examine the mammalian eye noting the shape, colour and positions of the optic muscle and optic nerve. Mention should be made of eye defects and their corrections. Candidates should examine and draw dissected male and female small mammals showing the reproductive organs. They should also draw sperm and ovum from prepared slides. Explanation of the different methods of birth control. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 12 (c) Comparison of reproduction in fish, amphibian, reptile, bird and mammal. (d) Reproduction in flowering plants (i) Arrangements of floral parts of a named insect-pollinated flower and a named wind-pollinated flower. (ii) Structure and function of the male and female parts of a flower. (e) Pollination in Plants (i) Types of pollination (ii) Features of cross-pollinated and selfpollinated flowers (iii) Agents of Pollination (iv) Kinds of placentation: axile, marginal and parietal. (f) Process of development of zygote in flowering plants: Fertilization. (g) (i) Types of fruits (classification). (ii) Structure of fruits These examples should be used to illustrate complete and incomplete metamorphosis. The period it takes to develop from egg to adult should be studied. The different stages in the life history of butterfly and cockroach should be drawn and labelled. Reference should be made to the method of fertilization, number of eggs and parental care. Named examples should be used to illustrate the types of pollination. The features of the flower should be related to the agents of pollination. Pollen grains germinated in sucrose solution should be observed, prepared slides or charts showing various stages of embryo development in flowering plants should be observed and drawn. Fruits should be classified into dry and fleshy fruits. The internal structure of a leguminous fruit, orange, maize and tomato should be examined and drawn. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 13 (h) Dispersal of fruits and seeds: Agents of dispersal B. Plant and Animal Nutrition 1. Plant Nutrition (a) Photosynthesis: (i) Process of photosynthesis and its chemical equation (ii) Light and dark reactions (iii) Materials and conditions necessary for photosynthesis (iv) Evidence of photosynthesis (b) Mineral requirement of plants (i) Mineral nutrition: Macro and micro-nutrients (ii) Soil and atmosphere as sources of mineral elements. 2. Animal Nutrition (a) Food substances classes and sources The following fruits should be studied as examples to show the features that aid their respective methods of dispersal. Sunflower (achene) Combretum, cotton, Crotalaria/bean, Desmodium, Bidens sp. Tridax sp. and Coconut. Distinguishing differences between a fruit and a seed should be mentioned. Biochemical nature of photosynthesis, photoactivation of chlorophyll resulting in the conversion of light energy to ATP and the reduction of NADP (Biochemical detail is not required) The translocating and storage of excess food as a result of photosynthesis should be mentioned. Test for starch in green leaves should be carried out. Fate of the products of photosynthesis should be mentioned. Macro elements should include: carbon, hydrogen, oxygen, nitrogen, potassium, phosphorus, magnesium, sulphur, calcium and iron. The micro elements should include: copper, manganese, zinc and boron. Candidates should distinguish between food produced and mineral elements. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 14 (b) Balanced diet and its importance (c ) Food tests (d) Digestive enzymes: Classes, characteristics and functions (e) Modes of Nutrition (i) Autotrophic: Photosynthesis, (ii) Heterotrophic: holozoic, parasitic, symbiotic and saprophytic. (f) Alimentary System: Alimentary tract of different animals. (g) Dental Formula Local examples as sources of food substance should be given. Reference should be made to food relationship between plants and animals. Importance of each class of food in a balanced diet should be stressed. Candidates should relate the idea of balanced diet to their own diet. Malnutrition and its effects on humans should be mentioned. Tests for starch, reducing sugar, protein, fats and oil should be carried out. Candidates should perform experiments to show that ptyalin in saliva changes cooked starch to reducing sugar. Candidates should know source, site of action, substrate and effect of each digestive enzyme. Experiments to show the characteristics of enzymes, including effects of pH, temperature and concentration should be carried out. Named examples should be used to illustrate different modes of nutrition. Comparison should be made using dissected named bird and mammal. Description and functions of parts of the alimentary canal and modification of parts to reflect their digestive functions should be mentioned. Meaning of dental formula. Determination of the dental formulae of mammals. Arrangements of teeth in the jaw bones of WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 15 (h) Feeding in protozoa and mammals C. Basic Ecological Concepts 1. Ecosystem: Components of the ecosystem and sizes (a) Ecological components: environment, biosphere, habitat, population, biotic community and ecosystem. (b) Components of the ecosystem: Biotic and abiotic 2. Ecological factors: Ecological factors in aquatic and terrestrial ecosystems 3. Simple Measurement of Ecological Factors. (a) Physical factors: Climatic, topographic and gaseous. (b) Edaphic factors: Chemical and physical composition, moisture content and soil texture. 4. Food webs and trophic levels (a) Autotrophs and Heterotrophs (i) Producers: autotrophs (ii) Consumers: heterotrophs (iii) Decomposers (b) Trophic levels energy herbivores, carnivores and of humans. Importance of dental care in humans. Reference should be made to feeding habits in protozoa and mammals. Examples and explanation are required. Importance of ecological factors common to all habitat should be mentioned. The importance of ecological factors to population of animals and plants should be stressed. Candidates should measure some of the ecological factors including humidity, temperature, wind speed, rainfall and light intensity. Candidates should be able to classify organisms as producers, consumers and decomposers. Aquatic and terrestrial producers, consumers and decomposers should be known. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 16 relationships (i) Food chain (ii) Food web (c) Energy flow (i) Food/Energy relationship in aquatic and terrestrial environment. (ii) Pyramid of energy and Pyramid of numbers. (d) Decomposition in nature (i) Decomposers: (micro and macro-decomposers) (ii) Gaseous products (iii)Role of decomposers 6. Ecological Management: (a) Biological Associations Type of associations: Parasitism, symbiosis, commensalism and saprophytism. (b) Adaptation of organisms to habitats. (c) Pollution of the atmosphere Candidates should illustrate food relationships in a food chain and food web using specific examples. Non-cyclic nature of energy transfer should be mentioned. Candidates should be able to construct and explain pyramid of energy, pyramid of numbers and point out the major differences between them. Candidates should observe demonstrations to show that carbon dioxide, hydrogen sulphide, heat energy are released during decomposition. Features of biological importance associated with each type should be mentioned. Named examples should be used to illustrate these associations. Adaptations of plants and animals to environmental conditions with particular WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 17 (i) Nature, names, sources and effects of air pollutants. (ii) Effect of noise (d) Water and Soil Pollution Type and effects of pollutants. 7. Ecology of population (a) Ecological succession (i) Structural changes in species composition, variety or diversity and increase in numbers. (ii) General characteristics and outcomes of succession (b) Primary succession. Succession in terrestrial and aquatic habitats. (c) Secondary succession, climax of the succession: characteristic of a stable ecosystem. reference to differences in habitats should be mentioned. Examples of air pollutants should include carbon monoxide, sulphur dioxide, oxides of nitrogen, smoke, smog, dust and particles released into the air from factories. Health hazards and damage to the environment should be emphasized. Harmful effect of noise from generators, aeroplane and electronic sound gadgets, e.t.c. should be mentioned. Water and soil pollutants to be studied include: synthetic substances (detergent), insecticides, artificial fertilizers, herbicides, sewage, domestic and industrial wastes, crude oil and decaying organic matter. The health hazards and harmful effects of water and soil pollutants on organisms should also be mentioned. Mention should be made of oil spillage and its effects. Candidates should study succession in an abandoned farmland, lawn, and in a pond over a period of time to discover a definite sequence of colonization by plants. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 18 (d) Factors that affect population size: natality, mortality, emigration, immigration, food shortage, predation,competition and diseases. (e) Preservation and storage of foods (f) The life of selected insects (i) Weevils and cotton strainers. (ii) Control of pests 8. Microorganisms: Man and health (a) Carriers of microorganisms (b) Microorganisms in action (i) Beneficial effects in nature, medicine and industries. (ii) Harmful effects of microorganisms, diseases caused by microorganisms: cholera, measles, malaria and ring worm. (c) Towards better Health (i) Methods of .controlling harmful microorganisms: high temperature, antibiotics, antiseptics, high salinity and Reference should be made to population. Description of various methods of preserving and storing food. The use of ionizing radiations (x-ray, etc) should be mentioned. Explanation of the biological basis of preserving and storing food. Local methods of preserving food such as drying, salting and smoking should be mentioned. External features of weevils and cotton stainers, their mode of life, adaptation to their habitats and their economic importance. Various methods of pest control: physical, chemical biological, etc and their advantages and disadvantages should be mentioned. Effects of micro-organisms on our bodies should be mentioned. Examples of carriers: housefly mosquitoes tsetsefly should be mentioned. Candidates should perform experiments on fermentation, curdling of milk etc. to illustrate the beneficial uses of microorganisms. The diseases should be studied with respect to the causative organisms, mode of transmission WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 19 dehydration. (ii) Ways of controlling the vectors. (d) Public Health: The importance of the following towards the maintenance of good health practices: (i) Refuse and sewage disposal. (ii) Immunization, vaccination and inoculation (control of diseases). D. Conservation of Natural Resources: 1. Resources to be conserved: soil, water, wildlife, forest and minerals. 2. Ways of ensuring conservation E. Variation in Population 1. Morphological variations in the physical appearance of individuals (a) size, height and weight and symptoms. Effects of these methods on the microorganisms should be mentioned. Methods of controlling housefly and mosquito should be studied. Candidates should be familiar with the proper methods of carrying out these public health practices in their community. Various forms of immunization should be mentioned. Explanation of the terms immunization, vaccination and inoculation. Candidates should be able to show how these terms are related. The meaning and need for conservation of natural resources should be mentioned. Problems of conservation should be mentioned in relation to economic and social development, overgrazing and poaching. The following should be studied: (a) agencies responsible for conservation (b) conservation education (c) conservation laws (d) benefits of conservation. Variation can be classified into morphological and physiological or continuous and discontinuous. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 20 (b) colour (skin, eye, hair coat of animals) (c) finger prints 2. Physiological Variations (a) Ability to roll tongue (b) Ability to taste phenylthiocarbamide (PTC) (c) Blood groups (ABO) classification) F. Biology of Heredity (Genetics) 1. Genetic terminologies 2. Transmission and expression of characteristics in organisms. (a) Hereditary variation (b) Mendel's work in genetics (i) Mendel’s experiments (ii) Mendelian traits (iii) Mendelian laws Candidates are required to measure heights and weights of pupils of the same age group and plot graphs of frequency distribution of the height and weight. Observe and record various skin colour, colour pattern of some animals (cow, goat, rabbits), colour pattern of plants (maize cob and leaves). Make finger prints and classify them into arches, loops, whorls and compounds. Definition of the following basic genetic terms such as gene, genotype, phenotype, dominant, recessive, allele, locus, test cross, and back cross. Reference should be made to characters that can be transmitted from generation to generation such as colour of skin, eye, hair, blood group, sickle cell, shape of face and nose. Mendel's experiment with red and white flowered peas should be mentioned. Mendel’s experiment on monohybrid and dihybrid inheritance should be mentioned. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 21 3. Chromosomes: The basis of heredity (a) Structure (b) Process of transmission of hereditary characters from parents to offspring. 4. Probability in genetics (Hybrid formation). 5. Linkage, sex determination and sex linked characters. 6. Application of the principles of heredity in: (a) Agriculture (b) Medicine G. Adaptation for survival and Evolution. 1. Behavioural Adaptations in Social Animals. (a) Termites (b) Bees Reference should be made to dominant and recessive characters in plants and animals. Candidates should observe chromosomes in permanently prepared slides of cells and root tips of onion or lily. Candidates should study the structure of DNA and gene replication using models and charts. Segregation of genes at meiosis and recombination at fertilization should be used to explain the process of transmission of hereditary characters from parents to offspring. Computation of probability is not required. Explanation of the terms linkage, sex determination and sex linked characters such as haemophilia, colour blindness, baldness and hairy ear lobes. Data on cross-breeding experiments should be studied. Examples of new varieties of crops and livestock obtained through cross-breeding should be mentioned. The advantages and disadvantages of cross-fertilization, out and inbreeding should be explained. The application of knowledge of heredity in marriage counseling with particular reference to sickle cell anaemia and rhesus factor should be mentioned. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 22 2. Evolution. (a) Evidence of evolution. (b) Theories of evolution Candidates should be able to identify the various castes of social insects. The division of labour in social insects and the roles of different castes should be stressed. Examples of communication among animals such as contact notes and warning cries should be mentioned. Reference should be made to basking by lizard, territorial behaviour in birds and lizards and behaviour of other animals under unfavourable conditions-hibernation and aestivation. The behaviour of an organism as a member of a group and the effect of grouping on the behaviour of an organism should be mentioned. Candidates are expected to know the evolutionary trends in plants and animals such as from simple to complex structural adaptations and from aquatic to terrestrial organisms. The role of mutation in evolution should be mentioned. The following evidence of evolution should be mentioned: Paleontology (fossil records), comparative biochemistry, geographical distribution, comparative anatomy and physiology, adaptive radiation, comparative embryology and systematics. The contributions of Lamarck and Darwin to the development of the theory of evolution should be mentioned. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 23 A. Introducing Biology 1. Biology as a science of life 2. Procedure for biological work 3. Importance of Biology 4. Body symmetry, sectioning and orientation 5. The microscope The meaning of biology. Candidates must be able to differentiate between a living thing and an organism. The two major branches of biology: Botany and zoology specialized areas: bacteriology, molecular biology, histology, cell biology, ecology etc. Description of skills required by biologists in their work. The scientific method: Identifying the problem, defining the problem, hypothesizing, experimenting, recording, analyzing and concluding. Description of following steps for writing report on biological experiment or investigation: Aim, hypothesis/ scientific framework, materials/ drawing of set-up, method, results/ observation, discussion and conclusion. Application of biology to everyday life. Careers associated with the study of biology. Description of the following terms : (i) Body symmetry (bilateral and radial) (ii) Sectioning: longitudinal and transverse and vertical (iii) Body orientation of specimen: anterior, posterior, lateral, dorsal and ventral views). Distinction between (i) posterior and anterior views SECTION B (For candidates in Ghana only) WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 24 6. Biological drawings B. Cell Biology 1. Movement of substances into and out of cells: Endocytosis and Exocytosis 2. Nucleic acids 3. DNA structure and replication, RNA transcription. 4. Protein synthesis (ii) dorsal and ventral views (iii) transverse and longitudinal section Examination of simple light, compound light and stereoscopic light microscopes and identification of the various parts. Handling and caring for microscopes. Use of the light microscope to observe prepared slides. Techniques involved in the preparation of temporary slides of animal and plant cells. Mounting varieties of specialized eukaryotic cells. Drawing of cells as seen under the microscope. Resolution and magnification of microscope. Determination of magnification of drawings. Measuring lengths using compound light microscope. Electron microscope should be mentioned Appropriate headings for biological drawings. Magnification/ size of biological drawings. Quality of biological drawings e.g. clarity of lines, neatness of labels, labels of biological drawings. Explanation of the process of endocytosis ( phagocytosis and pinocytosis) and exocytosis. Explanation of the term nucleic acid. Types of nucleic acids: Deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). Basic chemical differences between DNA and RNA. Description of double helix model of DNA structure by Watson and Crick. Processes of DNA replication and RNA transcription. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 25 5. Cell cycle C. Life Processes in Living Things 1. Amoeba, Paramecium, and Euglena 2. Spirogyra and Rhizopus 3. Mosses and ferns D. Diversity of Living Things 1. Characteristics of some of the orders of Class Insecta Description of the process of protein synthesis. The roles of m-RNA, t-RNA, and r-RNA and ribosomes in protein synthesis must be emphasized. Importance of protein synthesis. Examples of proteins synthesized by humans. Explanation of the of the term cell cycle. Phases of the cell cycle [Interphase: G + S + G2 phases, Mitosis: M phase ( karyokinesis and cytokinesis)]. The processes of mitosis and meiosis and their importance. Preparation of a squash of onion root tip and observing stages of meiosis under the microscope. Observing stages of meiosis in plant and animal cells (Permanent slides may be used). External structure and life processes of Amoeba, Paramecium, and Euglena. Mounting of Paramecium and Euglena under the compound light microscope. Structure of Spirogyra and Rhizopus. Nutrition and reproduction of Spirogyra and Rhizopus. Identification of stages of conjugation of Spirogyra. Structure of mosses (Brachymenium and Funaria) and ferns (Nephrolepis, ( Platycerium, Phymatodes). Description of external features of mosses and ferns. Nutrition and reproduction in mosses. Reproduction in ferns. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 26 2. Identification of organisms using biological keys E. Interactions in Nature Soil F. Mammalian Anatomy and Physiology 1. Dissection of a small mammal 2. Transport: Structure of the mammalian heart. 3. Cellular respiration 4. Movement: (a) Muscles (b) Skeletal tissues 5. Reproduction (a) Secondary sexual characteristics (b) Prenatal/Antenatal care Orders of Class Insecta (Odonata Orthoptera, Coleoptera, Hymenoptera, Hemiptera, Diptera, Isoptera, Lepidoptera, Dictyoptera, and Neuroptera). Identification of organisms using numbered and dichotomous keys. Construction of identification keys. Identification of mineral salts (Ca2+, Fe2+ , Fe3+, Mg 2+, K+ , SO4 - , NO3 - , PO4 - ) in a soil sample. Soil reclamation. The arrangement of internal organs of mammals. Functions of the internal organs. Candidates should be able to cut open a chloroformed mammal (guinea pig, rat, mouse and rabbit) and draw the internal organs. Mechanism of the heartbeat: excitation and contractions (SAN, AVN, Purkinge tissue) Determination of respiratory quotient (RQ) of different substrates. Explanation of the significance of RQ. Types of muscle (Smooth, striated and cardiac muscles). Description of how muscles bring about movement. Explanation of sliding filament model of muscle contraction. Description of the structure of skeletal tissues( Bones and cartilage). Physical changes that occur in males and females during puberty. The role of hormones in the development of secondary sexual WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 27 G. Plant Structure and Physiology 1. Morphology of monocotyledonous and dicotyledonous plants. 2. Transport: Guttation 3. Reproduction: Floral formula H. Humans and their Environment 1. Integrated water resources management. 2. Health and hygiene (a) Drug abuse (b) Community health (c) First Aid I. Evolution Recombinant DNA Technology J. Biology and Industry 1. Biology and water industry characteristics in humans. Meaning of antenatal care. Antenatal visits requirements. Nutrition and diet. Exercise during pregnancy. Benefits of the use of natural products by mother and child. External features of monocotyledonous and dicotyledonous plants. Functions of roots, stems and leaves of monocotyledonous and dicotyledonous plants. Differences between monocotyledonous and dicotyledonous plants. Modifications of roots, stems and leaves. Biological principles underlying guttation. Determination and writing of the floral formulae of the following flowers: Flamboyant (Delonix), Pride of Barbados (Caesalpinia) and Rattle box (Crotalaria). Floral diagrams are not required. Description of the integrated water resources management (IWRM). Explanation of how IWRM can reduce undesirable change in the environment. Definition of terms: health, hygiene, and sanitation. Means of achieving personal cleanliness/ hygiene. Explanation of the term drug abuse. Consequences of drug abuse. Importance of town planning and its effects on health of the community. Explanation of the term First Aid. Different methods of administering First Aid. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 28 (a) Contamination of water (b) Identification of polluted water (c) Waste water treatment 2. Biology and fishing industry (a) Fish stock management (b) Fish farming 3. Biology and food industry: Food additives 4. Biology and agriculture 5. Biotechnology Explanation of the term Recombinant DNA Technology and state its application. Candidates should carry out experiments to test water samples for bacterial contamination. The use of Biological Oxygen Demand (BOD) in the measurement of the level of organic pollution in water. Description of biological processes of purifying sewage. Cesspit activated sludge process should be mentioned. Explanation of why fish is an efficient converter of plankton into flesh. Description of ways of conserving fish stocks in water bodies. Importance of fish farming. Advantages and disadvantages of fish farming. Explanation of the term food additives. Identification of the categories of food additives (Naturally occurring and artificial food additives). Health implications in the use of food additives. Explanation of the biological principles by which fertilizer, pesticides, selective breeding, resistance to disease and irrigation can respectively lead to successful agriculture. Explanation of the concept of biotechnology. The use of micro-organisms in the WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 29 6. Biological fuel generation A. Concept of Living 1. Cell theory 2. Irritability as a basic characteristic of protoplasm (a) Types of responses: taxis and nastism (b) Environmental factors that evoke responses temperature, pH etc 3. Excretory Systems (a) Diseases of the kidney: Nephritis, kidney stone and diuresis, Their manufacture of food such as cheese, yoghurt, kenkey, bread and butter. The role of microorganisms in the production of alcoholic drinks and organic acids. The role of microorganisms in pharmaceutical, tanning and mining industries. Explanation of the need for new sources of energy. The use of biogas, use of green crops to produce ethanol, the generation of hydrogen gas from chloroplasts should be mentioned The cell theory including the work of Hooke, Dujardin, Schleiden and Schwann should be outlined. SECTION C (For candidates in Nigeria, Sierra Leone, The Gambia and Liberia) WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 30 effects and remedies. (b) Diseases of the liver: infective hepatitis, cancer of the liver and gall stones. Their effects and remedies. 4. Sense organs. (a) Nose. (b) Tongue. (c) The skin. 5. Reproduction (a) Courtship behaviour in animals: (i) Pairing (ii) Display e.g. peacocks (iii) Territoriality (iv) Seasonal migration associated with breeding in herrings, eels and birds. (b) Metamorphosis and life history of housefly. (c) Adaptive features in a developing animal: (i) Yolk in egg of fish, toad and birds for nourishment (ii) Placenta in animals (d) Germination of seeds (i) Essential factors which affect developing embryo. Excretory organs of earthworm and insects should be mentioned. The process of perception of smell including the roles of sensory cells in nose and olfactory lobes should be studied. Experiments should be carried out to determine the different areas of the tongue associated with different tastes. The association between the organs of taste and smell should be mentioned. Mention should be made of taste buds. The function of the skin as a sensory organ should be emphasized. Courtship pattern in male and female animals and territorialism in lizards should be observed. The content (yolk and albumen) of birds' egg should be examined Candidates should observe the connection of the foetus to the mother and the adaptive features of WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 31 (ii) Types of germination B. Plant and Animal Nutrition 1. Nitrogen cycle 2. Modes of nutrition: autotrophic, chemosynthetic, carnivorous plants 3. Alimentary System (a) Alimentary tracts of different animals (b) Description and function of various parts. 4. Feeding habits (a) Categories: Carnivorous, herbivorous and omnivorous (b) Modifications and mechanisms associated with the following habits filter feeding, fluid feeding, feeding adaptation in insects, saprophytic feeding, parasitic feeding etc. C. Basic Ecological Concepts 1. Ecological Components: Lithosphere, hydrosphere, atmosphere, niche 2.Population Studies by Sampling (a) Population size (b) Dominance (c) Density 3. Energy transformation in nature: (a) Energy loss in the ecosystem (b) Solar radiation: its intake and loss at the placenta, umbilical cord and amnion in a dissected pregnant rat. The meaning of oviparity and viviparity should be mentioned. Experiments to show the importance of oxygen, adequate moisture and suitable temperature, should be carried out. The stages in hypogeal and epigeal germination should be observed and drawn The names and roles of bacteria involved in nitrogen cycle should be mentioned. Candidates to observe root nodules in leguminous plants. Examples of carnivorous plants should be studied. Comparison should be made using dissected earthworm, grasshopper/cockroach to show the important features of the alimentary canal. Use a bird and cockroach/grasshopper to show modifications for functions Mosquito larva, housefly, butterfly, cockroach, adult mosquito, maize weevil, rhizopods, tapeworm should be used to illustrate the different types of feeding mechanisms and various modifications. Candidates are expected to explain and give examples of the terms. Candidates are required to carry out a project to determine population density by counting the individual types of plants and animals and record WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 32 the earth's surface. (c ) Energy loss in the biosphere. 4. Nutrient Cycling in Nature (a) Carbon Cycle: (i) Process of carbon cycle (ii) Importance of carbon in nature. (b) Water Cycle: (i) Importance of water cycle, (ii) Importance of water to living organisms. 5. Ecological Management: Tolerance, Minimum and maximum range 6. Habitats (a) Aquatic habitat: marine, estuarine fresh water under the following headings: (i) characteristics of habitat (ii) distribution of plants and animals in the habitat, (iii) adaptive features of plants and animals in the habitat. (b) Terrestrial habitat: marsh, forest, grass land, arid land should be studied under the following headings: such count in a given plot. Laws of thermodynamics and its application to ecological phenomena should be mentioned. The laws of thermodynamics should be used to explain energy flow across tropic levels. Candidates should discuss energy as a limiting factor in primary production i.e production of autotrophs. Reference should be made to harvest as a means of measuring primary production. Candidates should be able to draw the carbon cycle, list the sources of carbon (burning, respiration, decay) and discuss the relative importance of the cycle. Reference should be made to carbon dioxideoxygen balance in nature. Candidates should carry out experiments to show absorption of carbon dioxide and release of oxygen during photosynthesis. Candidates should carry out experiments to show the presence of water in expired air and that water is given off during respiration. Candidates should perform experiments to show the limit of tolerance of Tilapia to various concentrations of salt solution or sensitivity of wood lice to temperature. Measurement of physical factors: temperature, salinity, light intensity, turbidity, current, pH, should be carried out. The pattern of distribution including dominant types and seasonal changes of population, size of organisms in the habitat should be noted. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 33 (i) characteristics of habitat (ii) distribution of plants and animals in habitat. (c) Balance in Nature Dynamic equilibrium population and population density. 7. Relevance of Biology to Agriculture: (a) Classification of plants based on life cycle (b) Effects of agricultural practices on ecology (i) Bush burning (ii) Tillage (iii) Fertilizer (iv) Herbicide/pesticide (v) Different farming methods 8. Microorganisms: Man and His Health. (a) Microorganisms around us (i) Microorganisms in air and water (ii) Groups of microorganisms: bacteria, viruses, some algae, protozoa and some fungi. (b) Microorganisms in our bodies and food The measurement of the physical factors, temperature, relative humidity, light, wind, and pH should be carried out. Reference should be made to edaphic factors. The effect of physical factors on distribution of plants and animals should be mentioned. The process by which carnivores maintain a constant population should be mentioned. Effects of human activities on ecological systems should be mentioned. Microorganisms in air, water and expired air should be observed and identified by their colour, pattern of growth and appearance of their colony. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 34 (c) Public Health Food hygiene and health organization. D. Application of Variations 1. Crime detection 2. Blood transfusion 3. Determination of paternity E. Evolution 1. Adaptation for survival (a) Factors that bring about competition (b) Intra and Inter-species competition (c) Relationship between competition and succession 2. Structural Adaptation for (a) obtaining food (b) protection and defense (c) securing mates for reproduction (d) regulating body temperature (e) conserving water Microorganisms under the finger nails, mouth cavity, expired air, and decomposing food substance should be observed and identified by their colour, pattern of growth, and appearance of colony. Reference should be made to the roles of national and international health organizations in maintenance of good public health. The uniqueness of each individual's finger print should be mentioned in relation to crime detection. Reference should be made to importance of knowledge of blood groups in blood transfusion and determination of paternity. Reference should be made to the factors such as food, space, water, light and mates which organisms share and form the basis of competition. The effects of intra-species competition should be observed by growing many seedlings of maize in a small area, while the effects of interspecies competition can be observed by planting many seedlings of maize and pepper in a small area. Candidates should observe competition and succession on a moistened exposed slice of bread over a period of time. Candidates should observe examples of WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng 35 3. Adaptive Colouration (a) Plants and animals (b) Colouration and their functions organisms that show structural adaptation for obtaining food, escaping from enemies, securing mates, regulating body temperature and conserving water. Candidates are required to observe examples of adaptive colouration in plants and animals. WAEC Syllabus - Uploaded online by www.myschoolgist.com.ng