AKU Syllabus 2021

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Part I (Grade XI)

Cognitive Level1
Topics and Sub-topics Student Learning Outcomes
K U A
1. Introduction to Biology Students should be able to:
1.1 Major Fields of Specialisation in 1.1.1 differentiate among the branches of biology, i.e. fresh water *
Biology biology, marine biology, sociobiology, veterinary science and
bioclimatology;
1.2 Levels of Biological Organisation 1.2.1 differentiate among the levels of biological organisation from *
subatomic particles to biosphere;
1.3 Biological Method 1.3.1 exemplify deductive and inductive reasoning; *

1.3.2 differentiate among hypothesis, theory and scientific law; *
1.4 Services of Biology 1.4.1 discuss the role of biology with respect to disease control in *
plants and animals (preventive measures, immunisation, drug
treatment, biological control, integrated disease management
and integrated pest management).
1
K = Knowledge, U = Understanding, A = Application and other higher-order cognitive skills
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Cognitive Level
K U A
2. Biological Molecules Students should be able to:
2.1 Introduction to Biochemistry 2.1.1 define biochemistry and biological molecules; *
2.1.2 state the chemical composition of protoplasm; *
2.1.3 differentiate between organic and inorganic molecules; *
2.1.4 differentiate among covalent, ionic bond and hydrogen bond; *
2.2 Properties of Carbon 2.2.1 describe properties of carbon, i.e. tetra-valency, isomerism and *
catenation;
2.3 Chemical Nature and Importance 2.3.1 describe polarity of water molecules that results in hydrogen *
of Water bonding;
2.3.2 discuss properties of water that contribute to the sustainability *
of life on Earth, i.e.
a. cohesion
b. specific heat
c. low density of ice
d. heat of vapourisation
e. hydrophobic exclusion;
2.4 Carbohydrates 2.4.1 define carbohydrates; *

2.4.2 describe properties of monosaccharides, disaccharides and *
polysaccharides with examples;
2.4.3 differentiate between condensation and hydrolysis; *
2.4.4 illustrate the formation and breakage of disaccharides, i.e. *
maltose, sucrose and lactose;
2.4.5 compare structure and function of starch, cellulose, glycogen *
and chitin;
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Cognitive Level
K U A
Students should be able to:
2.5 Lipids 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 living *
organisms;
2.6 Proteins 2.6.1 define proteins and amino acids; *

2.6.2 illustrate the structure of amino acids; *
2.6.3 illustrate synthesis and breakage of peptide linkage; *
2.6.4 differentiate between: *
a. essential and non-essential amino acids
b. acidic and basic amino acids
c. polar and non-polar amino acids;
2.6.5 explain amphoteric property of amino acids; *
2.6.6 differentiate between dipeptides and polypeptides; *
2.6.7 differentiate among levels of organisation of proteins, i.e. *
a. primary
b. secondary
c. tertiary
d. quaternary;
2.6.8 define fibrous and globular proteins; *
2.6.9 exemplify significance of sequence of amino acids in a *
polypeptide chain through sickle cell anaemia;
2.6.10 list functions of proteins in the body; *
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Cognitive Level
K U A
2.7 Nucleic Acids 2.7.1 define nucleic acid; *
2.7.2 differentiate between nucleotide and nucleoside; *
2.7.3 illustrate structure of deoxyribonucleic acid (DNA); *
2.7.4 classify nucleotides on the basis of their sugar molecules and *
nitrogen bases;
2.7.5 differentiate between a mononucleotide, i.e. adenosine *
triphosphate (ATP) and a dinucleotide, i.e. nicotinamide
adenine di nucleotide (NAD);
2.7.6 define genetic code; *
2.7.7 differentiate among different types of ribonucleic acid (RNA) *
molecules with reference to their role in protein synthesis;
2.8 Conjugated Molecules 2.8.1 define conjugated molecules; *

2.8.2 describe functions of glycolipids, glycoproteins, lipoproteins *
and nucleoproteins.
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Cognitive Level
K U A
3. Enzymes Students should be able to:
3.1 Structure of Enzyme 3.1.1 describe enzyme, cofactor (prosthetic group and coenzyme *
with examples), apoenzyme and holoenzyme;
3.2 Characteristics of Enzymes 3.2.1 describe characteristics of enzymes; *
3.3 Mechanism of Enzyme Action 3.3.1 compare lock and key model and induced fit model of enzyme *
action;
3.3.2 illustrate the mechanism of enzyme action through lock and *
key model and induced fit model;
3.3.3 define energy of activation; *
3.3.4 explain that enzymes speed up a chemical reaction by lowering *
the energy of activation using graphs;
3.4 Factors Affecting Enzyme Action 3.4.1 verify the effect of different factors, i.e. pH and temperature on *
the rate of enzyme action using graph;
3.4.2 compare optimum temperature of human body enzymes and *
thermophilic bacteria;
3.4.3 compare optimum pH of different enzymes like trypsin and *
pepsin;
3.5 Enzyme Inhibition 3.5.1 classify inhibitors into competitive and non-competitive *
inhibitors;
3.5.2 describe the significance of inhibitors; *
3.5.3 explain feedback inhibition; *
3.6 Classification of Enzymes 3.6.1 classify enzymes on the basis of reactions they catalyse and *
nature of substrate.
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Cognitive Level
K U A
4. The Cell Students should be able to:
4.1 Discovery of Cell 4.1.1 state the contributions of different scientists in the discovery of CA2
cell (Robert Hooke 1665 to August Weismann 1880);
4.2 Microscope 4.2.1 apply the concept of resolution versus magnification of a *
microscope;
4.3 Techniques used in Cell Biology 4.3.1 describe the techniques used in cell biology, i.e. *
a. cell fractionation
b. differential staining
c. centrifugation;
4.4 Structure of Animal and Plant Cell 4.4.1 explain structure, chemical composition and functions of the *
cellular organelles of animal and plant cell as revealed through
the electron microscope:
a. cell wall
b. cell membrane with reference to Fluid Mosaic Model
c. cytoplasm
d. endoplasmic reticulum
e. ribosomes
f. mitochondria
g. Golgi apparatus
h. lysosomes
i. vacuoles
j. cytoskeleton
k. centrioles
l. plastids
m. nucleus;
2
CA=Classroom Activity, not to be assessed under examination conditions
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Cognitive Level
K U A
4.4.2 describe storage diseases with reference to the malfunctioning *
of lysosomes;
4.4.3 compare the structure and function of: *
a. glyoxisome and peroxisome
b. cell wall and cell membrane
c. chloroplast and chromoplast
d. animal cell and plant cell
e. prokaryotic cell and eukaryotic cell.
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Cognitive Level
K U A
5. Classification and Acellular Life Students should be able to:
5.1 Classification of Living Organisms 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);
5.2 Nomenclature 5.2.1 describe binomial nomenclature; *

5.2.2 describe the significance of binomial nomenclature; *
5.3 Two and Five-Kingdom System 5.3.1 compare kingdoms of living organisms, i.e. *
a. two-kingdom system
b. five-kingdom system of Whittaker
c. five-kingdom system of Lynn Marguilis and Karlene
Schwartz;
5.4 Characteristics of Viruses 5.4.1 trace the discovery of viruses; *

5.4.2 state characteristic features of viruses; *
5.4.3 explain how viruses survive inside a host cell; *
5.5 Classification of Viruses 5.5.1 classify viruses on the basis of their structure, type of nucleic *
acid and host;
5.5.2 list diseases caused by viruses in animals and plants; *
5.6 Life Cycle of Viruses 5.6.1 compare lytic and lysogenic life cycle of a bacteriophage; *
5.6.2 discuss use of a bacteriophage in genetic engineering; *
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Cognitive Level
K U A
5.7 Viral Diseases 5.7.1 describe causative agent, symptoms, treatment and preventive *
measures of viral diseases:
a. hepatitis
b. polio
c. bird flu
d. tobacco mosaic disease
e. acquired immune deficiency syndrome (AIDS);
5.8 Prions and Viroids 5.8.1 differentiate between prions and viroids; *
5.8.2 list diseases caused by prions and viroids; *
5.9 Economic and Human Loss by 5.9.1 discuss the loss of economic and human resources caused by *
Viruses viral epidemics using Zika and Ebola as examples.
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Cognitive Level
K U A
6. Kingdom Prokaryotae Students should be able to:
6.1 Characteristic Features of 6.1.1 state characteristic features of prokaryotes; *
Prokaryotes
6.2 Morphology of Bacteria 6.2.1 state characteristic features of archaebacteria (thermophilic, *

acidophilic and hallophilic);
6.2.2 describe discovery, occurrence and habitat of bacteria; *
6.2.3 describe morphological diversity (shapes) of bacteria; *
6.2.4 differentiate between gram positive and gram negative bacteria *
with reference to their colour and composition of cell wall;
6.2.5 relate the function of each component of bacterial cell with its *
structure, i.e.
a. cell wall
b. cell membrane
c. cytoplasm
d. mesosomes
e. chromatin
f. endospore
g. plasmid
h. ribosomes
i. flagella
j. capsule;
6.3 Nutrition in Bacteria 6.3.1 differentiate between the types of nutrition in bacteria: *
a. autotrophic and heterotrophic nutrition
b. symbiotic and parasitic nutrition;
6.3.2 differentiate between the chlorophyll present in bacteria and *
plants;
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Cognitive Level
K U A
6.4 Respiration in Bacteria 6.4.1 describe obligatory aerobes, micro-aerobes, facultative and *
obligatory anaerobes;
6.5 Locomotion in Bacteria 6.5.1 compare methods of locomotion in bacteria, i.e. chemotaxis *
and magnetotaxis;
6.6 Growth in Bacteria 6.6.1 explain different phases of growth in bacteria using graph; *
6.7 Reproduction in Bacteria 6.7.1 differentiate among different modes of reproduction in *

bacteria, i.e.
a. binary fission
b. endospore formation
c. genetic recombination, i.e. conjugation, transduction
and transformation;
6.8 Economic Importance of Bacteria 6.8.1 discuss role of beneficial bacteria in: *
a. medicine
b. agriculture
c. industry
d. symbiosis
e. research and technology;
6.8.2 discuss role of harmful bacteria in: *
a. human and animal health
b. food spoilage;
Cognitive Level
K U A
6.9 Control and Prevention of Bacteria 6.9.1 describe different physical and chemical methods to control *
bacteria;
6.9.2 describe immunisation (vaccination); *
6.9.3 list uses and misuses of antibiotics; *
6.10 Cyanobacteria 6.10.1 list general characteristics of cyanobacteria; *

6.10.2 describe habitat, structure, nutrition and reproduction in nostoc; *
6.10.3 describe role of cyanobacteria in nitrogen fixation. *
Cognitive Level
K U A
7. Kingdom Protista (Protoctista) Students should be able to:
7.1 Unifying Features 7.1.1 describe characteristics of protists; *
7.2 Diversity among Protists 7.2.1 trace evolutionary relationship among protists; *
7.3 Animal-like Protists 7.3.1 describe salient features of animal-like protists; *

7.3.2 classify animal-like protists on the basis of their locomotory *
organelles with examples;
7.3.3 list the pathogenic protozoan and diseases caused by them; *
7.4 Plant-like Protists 7.4.1 describe salient features of plant-like protists; *

7.4.2 classify photosynthetic protists; *
7.4.3 differentiate among brown, red and green algae; *
7.5 Fugus-like Protists 7.5.1 compare features of myxomycota and oomycota; *

7.5.2 state importance of Phytophthora infestans. *
Cognitive Level
K U A
8. Kingdom Fungi Students should be able to:
8.1 General Characteristics 8.1.1 differentiate between fungi and organisms of other kingdoms *
on 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 reproduction *
in fungi;
8.2 Classification of Fungi 8.2.1 differentiate among main groups of fungi based on their *
reproductive structures and methods of reproduction;
8.3 Land Adaptations of Fungi 8.3.1 describe adaptive features of fungi in the land habitat; *
8.4 Importance of Fungi 8.4.1 discuss ecological and commercial importance of fungi; *
8.4.2 discuss economic losses due to fungi. *
Cognitive Level
K U A
9. Kingdom Plantae Students should be able to:
9.1 Diversity among Plants 9.1.1 state general characteristics of plants; *
9.1.2 describe phylogeny of kingdom plantae; *
9.1.3 classify kingdom plantae; *
9.2 Bryophytes 9.2.1 state characteristic features of bryophytes; *

9.2.2 classify bryophytes as musci, hepaticae or anthocerotae; *
9.2.3 explain the life cycle of mosses; *
9.2.4 describe the significance of alternation of generation in *
bryophytes;
9.2.5 discuss the adaptive characteristics of bryophytes in the land *
habitat;
9.3 Tracheophyta 9.3.1 compare major groups of tracheophyta, i.e. *
a. psilopsida
b. lycopsida
c. sphenopsida
d. pteropsida;
9.3.2 explain evolution of single-veined (microphyllus) and multi- *
veined (megaphyllus) leaf;
9.3.3 differentiate between homospory and heterospory; *
9.3.4 explain the evolution of seed; *
9.4 Seed Plants 9.4.1 describe general characteristics of gymnosperms and *

angiosperms;
9.4.2 explain life cycle of pinus (gymnosperm) with diagram; *
9.4.3 explain life cycle of an angiosperm with diagram; *
9.4.4 compare dicotyledonous and monocotyledonous plant; *
Cognitive Level
K U A
9.4.5 discuss that vascular plants are the most successful group of *
land plants;
9.5 Angiospermic Families 9.5.1 differentiate among vegetative characteristics, floral *

characteristics and economic importance of angiospermic
families, i.e.
a. Rosaceae
b. Solanaceae
c. Fabaceae
d. Caesalpiniaceae
e. Mimosaceae
f. Poaceae.
Cognitive Level
K U A
10. Kingdom Animalia Students should be able to:
10.1 Introduction 10.1.1 describe general characteristics of animals; *
10.2 Criteria for Animal Classification 10.2.1 differentiate among various phyla of kingdom animalia on the *
basis 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 and
coelomates)
d. pattern of development (protostomes and
deuterostomes);
10.3 Phylum Porifera 10.3.1 explain general characteristics of poriferans; *

10.3.2 describe the economic importance of poriferans; *
10.4 Grade Radiata 10.4.1 explain coelenterates with reference to their *

Phylum Coelenterata a. general characteristics
b. origin of diploblastic organisation
c. radial symmetry
d. polymorphism and alternation of generation
e. formation of coral reefs;
10.4.2 describe the economic importance of coelenterates; *
10.5 Grade Bilateria Triploblastic 10.5.1 explain general characteristics of platyhelminthes; *

Animals-Acoelomates Phylum 10.5.2 describe the adaptations for parasitic mode of life in *
Platyhelminthes platyhelminthes;
Cognitive Level
K U A
10.5.3 describe infestation and disinfestations of tapeworms; *
10.6 Grade Bilateria Triploblastic 10.6.1 explain nematodes with reference to their *
Animals-Pseudocoelomates a. general characteristics
Phylum Aschelminthes b. parasitic adaptations;
(Nematoda) 10.6.2 describe the importance of nematodes; *
10.7 Grade Bilateria Triploblastic 10.7.1 explain annelides with reference to their *
Animals-Coelomates Phylum a. general characteristics
Annelida b. segmentation and its advantages
c. coelom and its advantages;
10.7.2 classify annelides up to classes; *
10.7.3 describe the importance of annelides; *
10.8 Phylum Arthropoda 10.8.1 explain general characteristics of arthropodes; *

10.8.2 describe the major classes of arthropodes, i.e. *
a. arachnida
b. crustaceae
c. insecta
d. myriapoda;
10.8.3 describe metamorphosis in insects; *
10.8.4 discuss economic importance (beneficial and harmful) of *
insects;
10.8.5 discuss insects as a successful group of animals; *
Cognitive Level
K U A
10.9 Phylum Mollusca 10.9.1 explain general characteristics of molluscs; *
10.9.2 describe characteristics of classes of molluscs, i.e. *
a. gastropoda
b. bivalvia
c. cephalopoda;
10.9.3 describe the economic importance of molluscs; *
10.10 Phylum Echinodermata 10.10.1 explain general characteristics of spiny skinned animals *
(echinoderms) and their affinities;
10.11 Phylum Hemichordata 10.11.1 describe the basic characteristics of hemichordates; *
10.12 Phylum Chordata 10.12.1 describe fundamental characteristics of chordates; *

10.12.2 classify chordates; *
10.12.3 differentiate between: *
a. acraniata and craniata
b. urochordata and cephalochordata;
10.13 Sub-phylum Vertebrata

{{{{{{
10.13.1 describe general characteristics of super-class pisces; *
10.13.2 differentiate among cyclostomes, chondrichthyes *
(cartilaginous) and osteichthyes (bony fishes);
10.13.3 describe aquatic adaptations of super-class pisces; *
10.13.4 list some familiar edible fishes in Pakistan; *
10.13.5 explain origin and general characteristics of amphibians; *
10.13.6 discuss amphibians as unsuccessful land vertebrates; *
10.13.7 explain general characteristics of reptiles; *
Cognitive Level
K U A
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 (flight *
adaptations);
10.13.11 exemplify running and flying birds; *
10.13.12 trace the evolutionary origin of birds with reference to *
archaeopteryx;
10.13.13 trace the evolutionary origin of mammals; *
10.13.14 describe general characteristics and classification of *
mammals (prototheria, metatheria and eutheria).
Cognitive Level
K U A
11. Bioenergetics Students should be able to:
11.1 Role of ATP 11.1.1 define bioenergetics; *
11.1.2 describe the role of ATP as currency of energy in metabolism; *
11.2 Photosynthesis 11.2.1 define photosynthesis; *

11.2.2 describe the significance of photosynthesis; *
11.2.3 state the reactants and products of photosynthesis; *
11.2.4 describe chromatography and spectrophotometry; *
11.2.5 explain the role of chlorophyll and other photosynthetic *
pigments, light, carbon dioxide and water in photosynthesis;
11.2.6 describe main events of light dependent reactions (energy *
conversion, formation of ATP and NADPH);
11.2.7 compare cyclic and non-cyclic phosphorylation in light *
dependent reactions;
11.2.8 describe three phases of light independent (dark) reactions; *
11.2.9 compare C3, C4 and CAM plants; *
11.3 Respiration 11.3.1 define cellular respiration, oxidative phosphorylation, aerobic *

respiration and fermentation;
11.3.2 differentiate between alcoholic and lactic acid fermentation; *
11.3.3 state the role of mitochondria in respiration; *
11.3.4 explain the steps involved in the mechanism of cellular *
respiration, i.e.
a. glycolysis
b. pyruvic acid oxidation (formation of acetyl CoA)
c. Krebs cycle (citric acid cycle)
d. respiratory chain.
Cognitive Level
K U A
12. Nutrition Students should be able to:
12.1 Nutrition in Plants 12.1.1 define nutrition; *
12.1.2 differentiate between autotrophic and heterotrophic nutrition in *
plants;
12.1.3 describe various conditions caused by the deficiency of: *
a. nitrogen
b. phosphorus
c. potassium
d. magnesium;
12.1.4 differentiate among various modes of heterotrophic nutrition in *
plants, i.e.
a. saprophytic nutrition
b. parasitic nutrition
c. symbiotic nutrition
d. insectivorous nutrition;
12.2 Nutrition in Animals 12.2.1 differentiate among various forms of heterotrophic nutrition in *
animals, i.e.
a. saprotrophic nutrition
b. parasitic (ectoparasitic and endoparasitic) nutrition
c. holozoic nutrition;
12.2.2 classify holozoic heterotrophs, i.e. *
a. herbivores
b. carnivores
c. omnivores;
Cognitive Level
K U A
12.2.3 classify the types of heterotrophic nutrition on the basis of size *
of food particle:
a. microphagous feeding
b. macrophagous feeding
c. fluid feeding
d. filter feeding;
12.2.4 differentiate between intercellular and intracellular digestion; *
12.3 Nutrition in Non-Chordates 12.3.1 describe nutrition in amoeba, hydra, planaria and cockroach; *
12.3.2 differentiate between complete and incomplete alimentary *
canal;
Cognitive Level
K U A
12.4 Digestion in Human Beings 12.4.1 relate the function of each organ of digestive system of the *
human with its structure:
a. gastrointestinal tract (GIT)
i. oral cavity
ii. pharynx
iii. oesophagus
iv. stomach
v. small intestine
vi. large intestine
vii. rectum and anus
b. accessory digestive organs
i. dentition
ii. tongue
iii. salivary glands (composition of saliva)
iv. liver (gall bladder and composition of bile)
v. pancreas (composition of pancreatic juice);
12.4.2 discuss the process of digestion of carbohydrates, proteins and *
lipids in human being;
12.4.3 describe dental diseases; *
12.4.4 state causes and preventive measures of different types of *
dental diseases;
12.4.5 describe disorders of GIT, i.e. diarrhoea, dysentery, *
constipation, piles, dyspepsia, peptic ulcer, food poisoning,
anorexia and bulimia nervosa;
12.4.6 discuss causes and preventive measures of gastrointestinal *
disorders.
Cognitive Level
K U A
13. Gaseous Exchange Students should be able to:
13.1 Gaseous Exchange in Plants 13.1.1 define respiration; *
13.1.2 describe conditions necessary for gaseous exchange; *
13.1.3 differentiate between gaseous exchange in plants through *
stomata and lenticels;
13.1.4 describe process and importance of photorespiration; *
13.2 Gaseous Exchange in Animals 13.2.1 describe properties of respiratory surface; *

13.2.2 describe process of gaseous exchange in hydra, earthworm and *
cockroach;
13.2.3 explain the mechanism of gaseous exchange in fish, frogs and *
birds;
13.2.4 differentiate between complete and incomplete ventilation; *
13.3 Respiratory System of Human 13.3.1 relate the function of each organ of respiratory system of *
Being human being with its function, i.e.
a. upper respiratory tract
i. nose
ii. pharynx
iii. larynx
b. lower respiratory tract
i. trachea
ii. bronchi and bronchioles
iii. lungs
iv. pleurae;
Cognitive Level
K U A
13.3.2 explain mechanism of breathing in human beings; *
13.3.3 differentiate between voluntary and involuntary control of *
breathing;
13.3.4 explain transportation of carbon dioxide and oxygen by the *
blood;
13.4 Respiratory Disorders 13.4.1 discuss causes, symptoms and preventive measures of: *
a. upper respiratory tract infections
i. sinusitis
ii. otitis media
b. lower respiratory tract infections
i. pneumonia
ii. tuberculosis
iii. emphysema
iv. lung cancer;
13.4.2 explain the effects of smoking on respiratory system. *
Cognitive Level
K U A
14. Transport Students should be able to:
14.1 Introduction 14.1.1 define transport in living organisms; *
14.1.2 describe the importance of transport of material in living *
organisms;
14.2 Transportation in Plants 14.2.1 explain uptake of water and minerals by roots and pathways *
(apoplast, symplast and vacuolar) involved in it;
14.2.2 define water potential, osmotic potential and pressure potential; *
14.2.3 calculate water potential of living cells; *
14.2.4 differentiate between plasmolysis and deplasmolysis; *
14.3 Ascent of Sap 14.3.1 define ascent of sap; *

14.3.2 explain factors affecting ascent of sap, i.e. *
a. cohesion
b. adhesion
c. xylem vessels;
14.3.3 explain mechanism of transpiration pull with reference to *
cohesion tension theory, root pressure and imbibition;
14.3.4 define bleeding in plants; *
14.4 Transpiration 14.4.1 define transpiration; *

14.4.2 differentiate among types of transpiration, i.e. cuticular, *
lenticular and stomatal transpiration;
14.4.3 explain mechanisms involved in opening and closing of *
stomata, i.e.
a. starch sugar hypothesis
b. influx of potassium ions;
Cognitive Level
K U A
14.4.4 analyse the effect of various factors affecting the rate of *
transpiration, i.e.
a. light
b. wind
c. humidity
d. temperature
e. availability of soil water
f. carbon dioxide concentration;
14.4.5 discuss why transpiration is considered as a necessary evil; *
14.5 Translocation 14.5.1 define translocation; *

14.5.2 explain mechanism of phloem translocation, i.e. diffusion and *
pressure flow hypothesis;
14.6 Transportation in Animals 14.6.1 describe the process of transportation in amoeba, hydra and *
planaria;
14.6.2 describe circulatory system of vertebrates; *
14.6.3 exemplify open and closed circulatory system; *
14.6.4 differentiate between single circuit and double circuit *
circulation;
14.6.5 describe evolutionary variation in vertebrates’ heart, i.e. fish, *
amphibians, reptiles, birds and mammals;
14.6.6 compare circulatory systems of fishes, amphibians, reptiles, *
birds and mammals;
Cognitive Level
K U A
14.7 Circulatory System of Human 14.7.1 describe the composition and functions of blood in human *
Beings beings;
14.7.2 describe disorders of blood, i.e. *
a. leukaemia
b. thalassemia
c. 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 of *
heart excitation and contraction);
14.7.6 relate the function of the artificial pace maker with that of the *
sino-atrial node;
14.7.7 describe causes of blue babies; *
14.7.8 differentiate among artery, vein and capillary on the basis of *
their 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 Cardiovascular Disorders 14.8.1 describe atherosclerosis, arteriosclerosis, thrombus formation *

embolus, coronary thrombosis, myocardial infarction, stroke
and hypertension;
14.8.2 describe causes, effects and preventive measures of *
atherosclerosis, arteriosclerosis, myocardial infarction and
hypertension;
14.8.3 define haemorrhage; *
Cognitive Level
K U A
14.9 Immune System 14.9.1 define immunity; *
14.9.2 explain innate defence, i.e. barrier defence and internal *
defence;
14.9.3 explain adaptive immune system, i.e. humoral response and *
cell mediated response;
14.9.4 differentiate between primary and secondary immune *
responses;
14.9.5 differentiate between active and passive immunity. *
Part II (Grade XII)

Cognitive Level
K U A
15. Homeostasis Students should be able to:
15.1 Introduction 15.1.1 define homeostasis; *
15.1.2 describe the significance of homeostasis; *
15.2 Feedback System 15.2.1 define feedback system; *

15.2.2 describe components of feedback system; *
15.2.3 compare positive and negative feedback with examples; *
15.3 Osmoregulation in Plants and 15.3.1 define osmosis, water potential, pressure potential and solute *
Animals potential;
15.3.2 explain osmoregulation in plants, i.e. *
a. hydrophytes
b. halophytes
c. mesophytes
d. xerophytes;
15.3.3 differentiate among hypotonic, isotonic and hypertonic *
solution;
15.3.4 explain osmoregulation in aquatic (fresh water and marine) and *
terrestrial animals;
15.4 Excretion in Plants 15.4.1 define excretion; *

15.4.2 explain different excretory products in plants and methods by *
which they are stored and removed from the plant body;
Cognitive Level
K U A
15.5 Excretion in Animals 15.5.1 differentiate among types of excretory products and *
relationship of these products to the habitat of animals;
15.5.2 explain the process of excretion in hydra, planaria, earthworm *
and cockroach;
15.6 Excretion in Man 15.6.1 describe metabolic waste and excretory organs in man (kidney, *
liver, skin);
15.6.2 explain role of liver in urea formation (urea cycle or ornithine *
cycle);
15.6.3 discuss the role of liver in homeostasis; *
15.6.4 relate the structure of each part of urinary system of man with *
its function;
15.6.5 relate the internal structure of nephron with its function (simple *
filtration, reabsorption, secretion, counter current);
15.6.6 describe the *
a. effect of hormones on the working of kidneys
b. composition of urine
c. variation in the composition of urine
15.6.7 describe the significance of variation in the composition of *
urine;
15.7 Kidney Problems 15.7.1 describe kidney problems, i.e. kidney stone and renal failure; *
15.7.2 discuss the treatment of kidney problems, i.e. *
a. lithotripsy
b. dialysis
c. kidney transplantation;
Cognitive Level
K U A
15.8 Thermoregulation in Plants 15.8.1 describe adaptations of plants to low and high temperature; *
15.9 Thermoregulation in Animals 15.9.1 classify animals on the basis of thermoregulation; *

15.9.2 describe structural, physiological, behavioural adaptations in *
animals for temperature regulation;
15.9.3 explain thermoregulation in mammals (human) in cold and hot *
environment;
15.9.4 describe thermostatic function of brain and feedback control in *
humans;
15.9.5 describe pyrexia (fever). *
Cognitive Level
K U A
16. Support and Movement Students should be able to:
16.1 Support in Plants 16.1.1 differentiate among supporting structures in plants, i.e. *
parenchyma, collenchyma and sclerenchyma;
16.1.2 differentiate between primary and secondary growth in plants; *
16.1.3 describe the significance of primary and secondary growth in *
plants;
16.2 Movement in Plants 16.2.1 describe the types of plant movements, i.e. growth and turgor *
movements;
16.2.2 differentiate between types of growth movements, i.e. *
autonomic and paratonic movements;
16.2.3 describe the autonomic movement of nutation; *
16.2.4 differentiate between types of paratonic movement, i.e. tropic *
and nastic movement;
16.2.5 describe types of tropic movements, i.e. geotropism, *
thigmotropism, hydrotropism, chemotropism and phototropism;
16.2.6 differentiate between types of nastic movement, i.e. photonasty *
and thermonasty;
16.2.7 describe the type of turgor movement, i.e. haptonastic *
movement;
16.2.8 describe the role of growth substances (plant hormones) in *
plant movement;
Cognitive Level
K U A
16.3 Support and Locomotion in 16.3.1 define skeleton; *
Animals 16.3.2 exemplify types of skeleton, i.e. hydrostatic skeleton, *
exoskeleton and endoskeleton;
16.3.3 describe advantages and disadvantages of the process of *
ecdysis or moulting;
16.4 Human Skeleton 16.4.1 differentiate between bone and cartilage on the basis of their *
structure and function;
16.4.2 describe human skeletal system, i.e. axial and appendicular *
skeleton;
16.4.3 discuss functions of human skeleton; *
16.4.4 describe joints (articulation) and its types with examples; *
16.4.5 explain structure of synovial joint with diagram; *
16.4.6 differentiate between *
a. tendon and ligament
b. origin and insertion;
16.4.7 describe deformities of skeleton, i.e. *
a. cleft palate
b. microcephaly
c. rickets;
16.4.8 discuss skeleton related diseases and their preventive measures, *
i.e.
a. disc slip
b. spondylitis
c. sciatica
d. osteoarthritis;
16.4.9 explain repairing of broken bones; *
Cognitive Level
K U A
16.5 Muscular System 16.5.1 describe muscular tissue; *
16.5.2 differentiate between voluntary and involuntary muscles; *
16.5.3 differentiate among types of muscles and their occurrence, i.e. *
skeletal, smooth and cardiac muscles;
16.5.4 describe structure of skeletal muscles; *
16.5.5 explain the mechanism of muscle contraction (sliding filament *
theory of Huxley, cross bridge cycle and regulation of muscle
contraction);
16.5.6 describe all or no response of muscles and muscle fatigue; *
16.5.7 describe abnormal muscle contraction (tetany and cramps); *
16.5.8 define antagonistic muscles; *
16.5.9 describe different types of antagonistic muscles which help to *
move shoulder in man;
16.6 Locomotion in Protozoa and 16.6.1 define locomotion; *

Animals 16.6.2 exemplify amoeboid, flagellary and cilliary movement in *
protozoa;
16.6.3 describe locomotion in invertebrates, i.e. *
a. jelly fish
b. earth worm
c. snail
d. starfish
e. cockroach;
Cognitive Level
K U A
16.6.4 compare locomotion in vertebrates, i.e. *
a. fishes
b. amphibians
c. reptiles
d. birds
e. mammals.
Cognitive Level
K U A
17. Coordination and Control Students should be able to:
17.1 Introduction 17.1.1 define the general concept of coordination and control; *
17.1.2 discuss the need for coordination; *
17.2 Coordination in Plants 17.2.1 describe control through hormones in plants; *

17.2.2 explain biological clock and circadian rhythm; *
17.2.3 describe plant hormones and their commercial application; *
17.3 Coordination in Animals 17.3.1 define nervous coordination, receptors and neurons; *
17.3.2 classify receptors with examples; *
17.3.3 explain working of sensory receptors with reference to skin; *
17.3.4 relate the function of each type of neuron with its structure, i.e. *
a. sensory
b. relay/ interneuron
c. motor neuron;
17.3.5 explain reflex arc; *
17.3.6 exemplify monosynaptic and polysynaptic reflexes; *
17.3.7 define nerve impulse; *
17.3.8 illustrate different steps involved in the action potential and *
propagation of nerve impulse;
17.3.9 describe synapse, pre synapse, post synapse and *
neurotransmitter;
17.3.10 explain synaptic transmission of nerve impulse; *
Cognitive Level
K U A
17.4 Evolution of Nervous System 17.4.1 differentiate between diffused and centralised nervous system *
taking example of nervous system of hydra and planaria;
17.4.2 explain different parts and functions of human brain; *
17.4.3 relate the function of each part of spinal cord with its structure; *
17.4.4 describe peripheral nervous system; *
17.4.5 differentiate between sympathetic and parasympathetic nervous *
system;
17.4.6 describe nervous disorders, i.e. Parkinson’s disease, epilepsy *
and Alzheimer’s disease;
17.4.7 discuss effects of drugs (nicotine and caffeine) on nervous *
activity;
17.5 Chemical Coordination 17.5.1 describe chemical nature of hormones; *

17.5.2 differentiate between nervous and chemical coordination; *
17.5.3 explain endocrine glands of mammals, hormones secreted from *
them and their disorders;
17.5.4 exemplify feedback mechanism with reference to endocrine *
glands;
17.5.5 discuss the role of reproductive hormones that cause infertility *
in males and females;
Cognitive Level
K U A
17.6 Behaviour 17.6.1 define animal behaviour; *
17.6.2 differentiate between innate and learned behaviour; *
17.6.3 exemplify types of innate behaviour, i.e. orientation, reflexes *
and instincts;
17.6.4 explain types of learned behaviour through examples and *
experiments performed, i.e.
a. imprinting
b. habituation
c. conditioned reflex type I
d. conditioned reflex type II/ latent learning
e. insight learning.
Cognitive Level
K U A
18. Reproduction Students should be able to:
18.1 Asexual Reproduction in Plants 18.1.1 define asexual reproduction and sexual reproduction in plants; *
18.1.2 explain role of mitosis and meiosis in reproduction; *
18.1.3 describe advantages and disadvantages of asexual reproduction; *
18.1.4 describe importance of asexual reproduction; *
18.1.5 exemplify natural and artificial methods of reproduction in *
plants, i.e.
a. vegetative reproduction
b. parthenocarpy
c. apomixes;
18.1.6 describe the process of fruit ripening in plants; *
18.2 Photoperiodism 18.2.1 define photoperiodism, long day, short day and day neutral *
plants;
18.2.2 describe mechanism of photoperiodism with respect to mode of *
action of phytochromes;
18.2.3 differentiate between florigan and phytochromes; *
18.3 Sexual Reproduction in Plants 18.3.1 describe salient features in the life cycle of gymnosperms; *
18.3.2 explain the structure of flower, pollination and its different *
types;
18.3.3 describe alternation of generation in plants; *
18.3.4 explain process of sexual reproduction in angiosperms; *
Cognitive Level
K U A
18.4 Germination in Plants 18.4.1 describe seed dormancy; *
18.4.2 explain epigeal and hypogeal germination of seeds; *
18.4.3 explain process of vernalisation; *
18.5 Asexual Reproduction in Animals 18.5.1 exemplify different types of asexual reproduction in animals, *
i.e.
a. fission
b. budding
c. regeneration
d. parthenogenesis;
18.5.2 differentiate between identical and fraternal twins; *
18.6 Sexual Reproduction in Animals 18.6.1 differentiate between: *

a. asexual and sexual reproduction
b. spermatogenesis and oogenesis
c. unisexual and bisexual animals
d. oviparity and viviparity;
18.6.2 relate external and internal fertilisation with the habitat of *
animals;
18.6.3 describe male and female reproductive system of humans; *
18.6.4 explain different stages of reproductive cycle and its hormonal *
control in human female;
18.6.5 differentiate between menstrual cycle and oestrous cycle; *
18.6.6 define conception, implantation, pregnancy and gestation; *
18.6.7 describe the roles of placenta, umbilical cord and extra- *
embryonic coats;
18.6.8 explain the role of different hormones in birth; *
Cognitive Level
K U A
18.6.9 define lactation and colostrum; *
18.6.10 explain in-vitro fertilisation; *
18.6.11 describe causes, symptoms and prevention of sexually *
transmitted diseases, i.e.
a. gonorrhoea
b. syphilis
c. genital herpes
d. acquired immune deficiency syndrome (AIDS);
18.6.12 differentiate between spontaneous and induced abortion. *
Cognitive Level
K U A
19. Growth and Development Students should be able to:
19.1 Introduction 19.1.1 differentiate between: *
a. growth and development
b. embryo and larva;
19.2 Growth and Development in 19.2.1 define growth and meristem in plants; *
Plants 19.2.2 describe the types of meristem in plants; *
19.2.3 state the roles of meristem in the development of plants; *
19.3 Phases of Growth in Plants 19.3.1 explain primary and secondary growth in plants; *
19.3.2 describe phases of growth in plants; *
19.3.3 discuss the external and internal factors affecting the growth *
rate in plants;
19.3.4 define cell differentiation and correlations; *
19.3.5 explain growth correlation effects in plants; *
19.4 Growth and Development in 19.4.1 describe process of development in vertebrates; *

Animals 19.4.2 describe the key events which occur during development of *
animals;
Cognitive Level
K U A
19.5 Development of Chick 19.5.1 differentiate between animal and vegetal pole of avian (hen) *
egg;
19.5.2 describe the cleavage pattern of avian (hen) egg; *
19.5.3 describe development of chick up to three germinal layers; *
19.5.4 explain the stages of chick development, i.e. *
a. morula formation
b. blastulation
c. gastrulation
d. notochord formation
e. neurulation
f. somites and coelom formation;
19.6 Cell Differentiation and its 19.6.1 explain the role of cytoplasm in development through *
Mechanism experiments performed on ascidians larva;
19.6.2 explain the role of nucleus in development through experiments *
performed on Acetabularia;
19.6.3 explain cell differentiation with examples; *
19.6.4 explain embryonic induction as investigated by Hans Spemann *
and Hilde Mangold;
19.6.5 list genetic and extrinsic factors responsible for aging; *
19.6.6 exemplify regeneration in invertebrates and vertebrate; *
19.7 Abnormal Development 19.7.1 state abnormalities inherited from parent to offspring; *
19.7.2 relate different environmental and metabolic factors with *
abnormal development.
Cognitive Level
K U A
20. Chromosomes and DNA Students should be able to:
20.1 Structure and Types of 20.1.1 define chromosomes with examples of some organisms with *
Chromosomes different number of chromosomes (penicillium, corn, sugarcane,
mosquito, honey bee, mouse and human being);
20.1.2 differentiate among types of chromosomes, i.e. *
a. autosomes and sex chromosomes
b. homologous and non-homologous chromosomes,
c. telocentric, acrocentric, metacentric and sub-
metacentric chromosomes;
20.1.3 describe levels of eukaryotic chromosomal organisation; *
20.1.4 describe chromosome karyotype; *
20.1.5 differentiate between heterochromatin and euchromatin; *
20.2 Chromosomal Theory of 20.2.1 trace chromosomal theory of inheritance from Karl Correns *
Inheritance 1900 to Thomas Hunt Morgan 1910;
20.2.2 infer chromosomal theory of inheritance by Hunt Morgan 1910; *
20.3 DNA as the Hereditary Material 20.3.1 explain deoxyribonucleic acid (DNA) as a heredity material *
with reference to the experiments conducted by Frederick
Griffith, Colin Macleod and Maclyn McCarty and Alfred
Hershey and Martha Chase;
20.3.2 describe the model of DNA as proposed by Watson and Crick; *
Cognitive Level
K U A
20.4 DNA Replication 20.4.1 illustrate semi-conservative replication of DNA; *
20.5 Gene Expression 20.5.1 describe gene and genetic code; *

20.5.2 describe one gene-one enzyme hypothesis; *
20.5.3 explain mechanism of protein synthesis by means of DNA and *
RNA;
20.6 Mutations 20.6.1 describe types of mutation; *

20.6.2 differentiate between chromosomal aberration and gene *
mutation;
20.6.3 describe chromosomal aberration and its effects; *
20.6.4 discuss gene mutation and its causes, i.e. *
a. ionisation radiation
b. ultraviolet radiation
c. chemical mutagens;
20.6.5 describe sickle cell anaemia and phenylketonuria. *
Cognitive Level
K U A
21. Cell Cycle Students should be able to:
21.1 Phases of Cell Cycle 21.1.1 define cell cycle; *
21.1.2 differentiate between interphase and M-phase; *
21.1.3 explain changes occurring during G1 phase, Go phase, S-phase *
and G2-phase;
21.1.4 exemplify amitotic cell division, cell death, necrosis and *
apoptosis;
21.1.5 differentiate between karyokinesis and cytokinesis; *
21.2 Mitosis 21.2.1 define mitosis; *

21.2.2 describe different stages of mitosis; *
21.2.3 describe the significance of mitosis; *
21.2.4 describe cancer as uncontrolled cell division; *
21.3 Meiosis 21.3.1 define meiosis; *

21.3.2 describe different stages of meiosis; *
21.3.3 describe the significance of meiosis; *
21.4 Meiotic Errors (Non-disjunction) 21.4.1 describe meiotic errors (non-disjunction) and its types; *
21.4.2 describe Down’s syndrome, Klinefelter’s syndrome and *
Turner’s syndrome.
Cognitive Level
K U A
22. Variation and Genetics Students should be able to:
22.1 Gene and Allele 22.1.1 define gene, loci, alleles, gene pool, phenotype, genotype, *
homozygous, heterozygous, dominant and recessive;
22.2 Mendel’s Law of Inheritance 22.2.1 state characteristics of pea plant used by Gregor Mendel in his *
experiment;
22.2.2 explain Mendel’s law of dominance, i.e. *
a. law of segregation and
b. law of independent assortment;
22.2.3 explain the purpose and methods of a test cross; *
22.2.3 illustrate Mendel’s laws through genetic crosses; *
22.3 Incomplete Dominance and Co- 22.3.1 illustrate through crosses, incomplete dominance and *
dominance co-dominance with suitable examples;
22.4 Multiple Allele 22.4.1 describe multiple alleles with reference to ABO blood group *
system;
22.4.2 describe Rh factor in blood group; *
22.4.3 discuss the role of Rh factor in erythroblastosis foetalis and its *
prevention in newborns;
22.4.4 describe epistasis, dominant and recessive epistasis; *
22.4.5 exemplify pleiotropy; *
22.4.6 exemplify polygenic inheritance; *
22.5 Linkage and Crossing over 22.5.1 describe linkage and crossing using the examples of drosophila; *
Cognitive Level
K U A
22.6 Sex Determination and Sex 22.6.1 describe the patterns of sex determination with examples, i.e. *
Linkage a. XO-XX type
b. XY-XX type
c. ZZ-ZW type;
22.6.2 compare chromosomal determination of sex between drosophila *
and human;
22.6.3 describe sex-linked inheritance in drosophila; *
22.6.4 illustrate sex-linked inheritance in human, i.e. *
a. colour blindness
b. haemophilia;
22.7 Genetic Disorder 22.7.1 describe diabetes mellitus as a genetic disorder; *

22.7.2 differentiate between type I and type II of diabetes mellitus. *
Cognitive Level
K U A
23. Biotechnology Students should be able to:
23.1 Introduction to Biotechnology 23.1.1 define biotechnology; *
23.1.2 describe the importance of biotechnology; *
23.2 Genetic Engineering 23.2.1 explain steps of genetic engineering through recombinant DNA *
technology, i.e.
a. isolation of the gene of interest
b. amplifying the gene of interest
c. insertion of the gene of interest in bacteria
d. cloning of recombinant DNA;
23.2.2 explain: *
a. polymerase chain reactions (denaturation, annealing
and extension) as a technique to amplify the gene of
interest
b. genome library as a collection of DNA fragments
c. gel electrophoresis as a technique to analyse proteins
and nucleic acids
d. dideoxy chain termination method as a technique to
determine the sequence of DNA fragments;
23.3 Applications of Genetic Engineering 23.3.1 describe the applications of: *

a. polymerase chain reaction
b. DNA fingerprinting;
23.3.2 describe the goals and significance of the Human Genome *
Project;
Cognitive Level
K U A
23.4 Biotechnology and Health 23.4.1 describe the process of amniocentesis in the diagnosis of *
diseases;
23.4.2 describe genetic diseases *
a. Huntington’s disease
b. cystic fibrosis;
23.4.3 describe the process of gene therapy in the treatment of genetic *
diseases, i.e.
a. Huntington’s disease
b. cystic fibrosis;
23.4.4 discuss the applications of: *
a. genetic counselling
b. tissue culture
c. cloning;
23.5 Biotechnology and Agriculture 23.6.1 describe genetically modified organisms; *

23.6.2 discuss the role of biotechnology in improving the quality and *
yield of crops;
23.6.2 discuss the social and ethical aspects of genetic engineering. *
Cognitive Level
K U A
24. Evolution Students should be able to:
24.1 Introduction 24.1.1 define organic evolution and give reference of Quranic verses CA
(Al-Quran-6:98, 37:11, 4:1, 51:49);
24.1.2 differentiate between evolution and special creation; *
24.1.3 trace evolution from prokaryotes to eukaryotes; *
24.2 Theories of Evolution 24.2.1 describe inheritance of acquired characters as proposed by *

Lamarck;
24.2.2 discuss the objections put forward on Lamarck’s theory; *
24.2.3 describe Darwin’s theory and the modern theory of evolution; *
24.3 Evidences of Evolution 24.3.1 describe evidences of organic evolution, i.e. *

a. biogeography
b. paleontology
c. comparative anatomy
d. comparative embryology
e. biochemistry;
24.3.2 differentiate between convergent and divergent evolution on the *
basis of inheritance of homologous and analogous structures;
Cognitive Level
K U A
24.4 Mechanism of Evolution 24.4.1 compare artificial selection and natural selection; *
24.4.2 explain natural selection as a possible mechanism for evolution; *
24.4.3 discuss the role of artificial selection in the production of *
economically important plants and animals and controlled
breeding;
24.4.4 define gene pool, allele, genotype and gene frequency; *
24.4.5 describe gene frequency and its role in evolution; *
24.4.6 describe factors affecting gene frequency; *
24.4.7 explain Hardy Weinberg law and its implications; *
24.4.8 solve problems related to gene frequencies using the Hardy *
Weinberg equation.
Cognitive Level
K U A
25. Ecosystem Students should be able to:
25.1 Introduction 25.1.1 define ecosystem, population, community, environment, habitat, *
niche, biome and biosphere;
25.1.2 differentiate between autecology and synecology; *
25.2 Components of Ecosystem 25.2.1 differentiate between abiotic and biotic components; *
25.2.2 identify climatic, topographic and edaphic factors; *
25.2.3 differentiate among producers, consumers and decomposers in *
an ecosystem;
25.2.4 differentiate between positive and negative ecological *
interactions;
25.2.5 exemplify the types of ecological interactions, i.e. *
a. positive ecological interactions
i. mutualism
ii. commensalism
b. negative ecological interactions
i. parasitism
ii. competition
iii. predation;
25.3 Biogeochemical Cycles 25.3.1 describe nitrogen cycle; *

25.3.2 discuss factors causing nitrogen depletion and its remedies; *
25.3.3 describe energy flow in an ecosystem; *
25.3.4 construct pyramids of energy, biomass and number; *
25.3.5 differentiate among primary productivity, gross primary and net *
primary productivity;
25.3.6 describe advantages of short food chain; *
Cognitive Level
K U A
25.4 Ecological Succession 25.4.1 define succession; *
25.4.2 differentiate between primary and secondary succession; *
25.4.3 describe main stages involved in hydrarch and xerarch; *
25.4.4 describe the concept of climax in an ecosystem. *
Cognitive Level
K U A
26. Some Major Ecosystems Students should be able to:
26.1 Fresh Water Ecosystem 26.1.1 explain abiotic and biotic components of fresh water ecosystem; *
26.2 Lake Ecosystem 26.2.1 explain zonation in fresh water and their abiotic and biotic *
components;
26.3 Terrestrial Ecosystem 26.3.1 describe abiotic and biotic components of forest ecosystems, i.e. *
a. tropical rain forest
b. coniferous forest
c. temperate deciduous forest;
26.3.2 explain grass land ecosystem; *
26.3.3 describe biotic and abiotic components of savannah; *
26.3.4 explain desert ecosystem (desert biome); *
26.3.5 explain tundra ecosystem. *
Cognitive Level
K U A
27. Man and his Environment Students should be able to:
27.1 Resources 27.1.1 define renewable and non-renewable resources; *
27.1.2 exemplify types of renewable and non-renewable resources; *
27.2 Man’s Impact on Environment 27.2.1 discuss degradation and depletion of resources; *
27.2.2 describe the characteristics of population, i.e. *
a. growth
b. density
c. distribution
d. carrying capacity;
27.2.3 relate the effects of rising population on food resources; *
27.2.4 discuss the need of population control; *
27.3 Pollution 27.3.1 define pollution; *

27.3.2 explain different types of pollution, i.e. *
a. air pollution
b. land pollution
c. water pollution;
Cognitive Level
K U A
27.4 Protection and Conservation of 27.4.1 discuss strategies for the management of: *
Environment and Biodiversity a. natural resources
b. pollution free environment
c. recycling of waste
d. biodiversity;
27.4.2 describe bioremediation as an effective and economic way to *
control pollution;
27.4.3 differentiate between deforestation and afforestation; *
27.4.4 discuss the factors causing species to become endangered and *
their risk for extinction;
27.4.5 explore the endangered species of Pakistan mentioned in The CA
IUCN (International Union for Conservation of Nature) Red
List;
27.5 Health and Diseases 27.5.1 classify diseases as infectious, parasitic, nutritional, genetic and *
diseases related to aging (cause, transmission and control).
Part I (Grade XI)
Cognitive levels1
Topics and Sub-Topics Student Learning Outcomes
K U A
1. Measurement Students should be able to:
1.1 Scope of Physics 1.1.1 describe the importance of physics in space technology, *
nano-technology, aero-dynamics, medical physics,
thermodynamics and solid state physics;
1.2 International System (SI) Units 1.2.1 define the following: *
a. SI base units,
b. derived units,
c. supplementary units;
1.2.2 identify the components of SLO 1.2.1 (a, b and c) for the *
various measurements;
1.2.3 show the derived units as products or quotients of the base *
units;
1.3 Errors and Uncertainty 1.3.1 differentiate between systematic and random errors; *
1.3.2 solve word problems related to the uncertainty in the derived *
quantity;
1.4 Precision and Accuracy 1.4.1 define precision and accuracy; *

1.4.2 differentiate between precision and accuracy; *
1.5 Significant Figures 1.5.1 solve word problems using scientific notations and with correct *
number of significant figures;
1.5.2 recognise that the least count (LC) of an instrument is the *
smallest measurable value of that instrument;
1
mdcatguide.com.pk 1
Cognitive levels
Topics Student Learning Outcomes
K U A
1.6 Dimensions 1.6.1 describe the concept of dimensions using mass, length and *
time;
1.6.2 show the homogeneity of physical equations by using *
dimensions and basic units;
1.6.3 derive formula for physical quantities by using dimensions. *
mdcatguide.com.pk 2
Cognitive levels
Topics Student Learning Outcomes
K U A
2. Vectors and Equilibrium Students should be able to:
2.1 Cartesian Coordinate System 2.1.1 describe the Cartesian coordinate system in two and three *
dimension systems;
2.2 Addition of Vectors by Head to 2.2.1 explain the sum of vectors using head to tail rule; *
Tail Rule 2.2.2 define resultant, negative, unit, null, position and equal vectors; *
2.2.3 analyse a vector into its rectangular components; *
2.3 Addition of Vectors by 2.3.1 explain the sum of vectors using perpendicular components; *
Rectangular Component
Method
2.4 Scalar Product of Two Vectors 2.4.1 define scalar product of two vectors; *
2.4.2 exemplify the scalar product of two vectors in terms of angle *
between them;
2.4.3 describe properties of scalar product of two vectors; *
2.5 Vector Product of Two Vectors 2.5.1 define vector product of two vectors; *
2.5.2 exemplify vector product of two vectors in terms of angle *
between them;
2.5.3 describe properties of vector product; *
→ →
2.6 Torque 2.6.1 describe torque as a vector product of  ; *
r F
2.6.2 discuss applications of torque; *
2.7 Equilibrium of Forces 2.7.1 define equilibrium and its types; *

2.7.2 describe first and second conditions of equilibrium with the *
help of examples from daily life.
mdcatguide.com.pk 3
Cognitive levels
K U A
3. Motion and Force Students should be able to:
3.1 Displacement 3.1.1 define displacement; *
3.2 Velocity 3.2.1 define velocity, average velocity and instantaneous velocity; *
3.2.2 define acceleration, average acceleration and instantaneous *
acceleration;
3.2.3 interpret velocity-time graph for constant direction; *
3.2.4 calculate area under velocity-time graph; *
3.2.5 analyse the significance of area under velocity-time graph; *
3.3 Acceleration 3.3.1 explain the equations of motion *

a. for uniformly accelerated bodies in a straight line,
b. in uniform gravitational field in a non-resistive
medium;
3.4 Laws of Motion 3.4.1 describe Newton’s laws of motion; *
3.5 Force, Momentum and Impulse 3.5.1 relate the rate of change of momentum with Newton’s 2nd law *
of motion;
3.5.2 infer impulse as product of impulsive force and time; *
3.5.3 describe law of conservation of momentum; *
3.5.4 apply law of conservation of momentum and study the special *
cases of elastic collision between two bodies in one dimension;
3.5.5 describe the force produced due to flow of water; *
3.5.6 apply the law of conservation of momentum to study explosive *
forces;
3.5.7 explain interaction of forces during rocket propulsion; *
mdcatguide.com.pk 4
Cognitive levels
K U A
3.6 Projectile 3.6.1 define the following: *
a. projectile,
b. projectile motion,
c. trajectory of projectile;
3.6.2 describe projectile motion in non-resistive medium; *
3.6.3 derive the relation for *
a. time of flight,
b. maximum height,
c. horizontal range of a projectile;
3.6.4 solve word problems related to the above relations (a, b and c); *
3.6.5 exemplify projectile motion through the motion of ballistic *
missiles.
mdcatguide.com.pk 5
Cognitive levels
K U A
4. Work, Power and Energy Students should be able to:
4.1 Work 4.1.1 define work as the cross-product of force and displacement; *
4.1.2 describe work when force and displacement are acting at an *
angle (θ);
4.1.3 list different units of work done; *
4.1.4 distinguish between positive, negative and zero work done with *
examples;
4.1.5 describe work done by variable and constant forces; *
4.2 Work Done in a Gravitational 4.2.1 explain the work done in a gravitational field; *
Field
4.3 Power 4.3.1 define power as the rate of doing work; *

4.3.2 list different units of power; *
4.3.3 derive the formula of power in terms of force and velocity and *
use it in solving word problems;
4.4 Energy 4.4.1 define energy; *

4.4.2 list different units of energy; *
4.4.3 differentiate between potential and kinetic energy; *
4.5 Work-Energy Relation 4.5.1 deduce the relationship between energy and work *
a. when friction is present,
b. when friction is not present;
4.6 Absolute Gravitational Energy 4.6.1 analyse the absolute gravitational energy; *
4.6.2 derive an expression for absolute potential energy (PE); *
mdcatguide.com.pk 6
Cognitive levels
K U A
4.7 Escape Velocity 4.7.1 describe the concept of escape velocity; *
4.7.2 derive the formula for escape velocity; *
4.7.3 calculate escape velocity for the Moon and the Earth when *
mass and radius of the bodies are given and use this formula
for solving word problems;
4.8 Conservation of Energy 4.8.1 explain the law of conservation of energy; *

4.8.2 derive potential energy and kinetic energy in a resistive *
medium;
4.9 Types of Energy Sources 4.9.1 list the types of conventional and non-conventional energy *
sources;
4.9.2 describe the uses of energy in different fields. *
mdcatguide.com.pk 7
Cognitive levels
K U A
5. Circular Motion Students should be able to:
5.1 Angular Motion 5.1.1 define angular displacement, angular velocity and angular *
acceleration;
5.1.2 discuss the relation between linear and angular displacement, *
velocity and acceleration;
5.2 Centripetal Force and 5.2.1 define centripetal force and centripetal acceleration; *
Centripetal Acceleration 5.2.2 derive centripetal acceleration when speed is uniform; *
5.2.3 relate centripetal acceleration with angular velocity; *
5.3 Moment of Inertia 5.3.1 define moment of inertia and state its SI unit with dimension; *
5.4 Angular Momentum 5.4.1 define angular momentum and state its SI unit with dimension; *
5.4.2 explain the law of conservation of angular momentum; *
5.5 Rotational Kinetic Energy 5.5.1 define rotational kinetic energy; *

5.5.2 derive an expression for rotational kinetic energy and use this *
expression for solving word problems;
5.6 Artificial Satellites and 5.6.1 describe reasons for weightlessness in artificial satellites; *
Weightlessness 5.6.2 relate free fall motion with orbital motion of satellites; *
5.6.3 classify different types of satellites; *
5.6.4 define geostationary orbits; *
5.6.5 derive an expression for geostationary altitudes and solve *
problems based on this expression;
5.6.6 explain how artificial gravity can be produced when a satellite *
revolves around the Earth;
5.7 Orbital Velocity 5.7.1 define orbital velocity; *

5.7.2 derive a relation for orbital velocity and use this relation for *
solving word problems.
mdcatguide.com.pk 8
Cognitive levels
K U A
6. Fluid Dynamics Students should be able to:
6.1 Streamline and Turbulent Flow 6.1.1 define the following terms: *
a. streamline flow,
b. turbulent flow;
6.1.2 state the conditions required for turbulent flow; *
6.2 Equation of Continuity 6.2.1 derive the equation of continuity; *

6.2.2 describe the motion of a rocket using the equation of *
continuity;
6.2.3 solve word problems related to the equation of continuity; *
6.3 Bernoulli’s Equation 6.3.1 derive Bernoulli’s equation; *

6.3.2 apply Bernoulli effect in the flow of air over an aerofoil, *
venturi meter and atomizers;
6.3.3 solve word problems using Bernoulli’s equation; *
6.4 Viscous Fluids and Fluid 6.4.1 define the following terms: *
Friction a. viscous fluids,
b. non-viscous fluids;
6.4.2 describe that viscous force in a fluid causes a retarding force on *
an object moving through it;
6.4.3 define fluid friction; *
mdcatguide.com.pk 9
Cognitive levels
K U A
6.5 Fluid Friction and Terminal 6.5.1 define terminal velocity; *
Velocity 6.5.2 describe the factors on which terminal velocity depends; *
6.5.3 state Stoke’s law; *
6.5.4 derive an expression for terminal velocity of spherical body *
falling through viscous fluids by using Stoke’s law;
6.5.5 apply dimensional analysis to confirm the form of the Stoke’s *
law.
Cognitive levels
K U A
7. Oscillations Students should be able to:
7.1 Simple Harmonic Motion 7.1.1 derive an expression for acceleration of a body vibrating under *
(SHM) elastic restoring force;
7.2 Uniform Circular Motion and 7.2.1 discuss SHM in uniform circular motion; *
SHM 7.2.2 derive expression for instantaneous displacement, velocity and *
acceleration in terms of  ;
7.3 Phase Angle 7.3.1 define phase angle; *
7.4 A Horizontal Mass-Spring 7.4.1 derive an expression for instantaneous velocity in case of *
System horizontal mass-spring system;
7.5 Simple Pendulum 7.5.1 show the motion of a simple pendulum is SHM; *
7.5.2 derive an expression for the time period of a simple pendulum; *
7.5.3 solve word problems using the expression for the time period *
of a simple pendulum;
7.6 Energy Conservation in SHM 7.6.1 relate potential energy (PE) and kinetic energy (KE) with total *
energy for a body oscillating with SHM;
7.7 Free and Forced Oscillation 7.7.1 exemplify free and forced oscillation; *
7.8 Resonance 7.8.1 exemplify resonance; *
7.9 Damped Oscillations 7.9.1 explain damped oscillation; *

7.9.2 list different applications of damped oscillation. *
Cognitive levels
K U A
8. Waves Students should be able to:
8.1 Wave Motion 8.1.1 describe periodic waves; *
8.1.2 exemplify the propagation of waves; *
8.1.3 define progressive waves; *
8.1.4 explain energy transfer through a progressive wave; *
8.1.5 differentiate between transverse and longitudinal waves; *
8.1.6 solve word problems using V = f λ; *
8.2 Speed of Sound 8.2.1 relate the speed of sound with the properties of the medium in *
which it propagates;
8.2.2 describe Newton’s formula for the speed of sound; *
8.2.3 discuss Laplace’s correction to Newton’s formula; *
8.2.4 explain the effects of pressure, density and temperature on the *
speed of sound in air;
8.2.5 show the expression V = Vo + 0.61 t; *
8.3 Superposition of Waves 8.3.1 state the principle of superposition of two waves; *
8.3.2 describe the phenomenon of interference of sound waves; *
8.3.3 explain the formation of beats using diagrams; *
8.4 Stationary Waves 8.4.1 describe the formation of stationary waves using graphs; *
8.4.2 define the terms nodes and antinodes; *
8.4.3 describe the formation of stationary waves in a string; *
8.4.4 classify the harmonic overtones in a string; *
8.4.5 identify the formation of stationary waves in a vibrating air *
column;
8.4.6 solve word problems using L = n λ / 2; *
Cognitive levels
K U A
8.5 Doppler’s Effect 8.5.1 define Doppler’s effect; *
8.5.2 derive the relation between the original frequency of source of *
sound and the apparent frequency detected by the listener in
four different conditions;
8.5.3 solve word problems using the above relations; *
8.5.4 explain the application of Doppler’s effect in electromagnetic *
waves;
8.5.5 apply Doppler’s effect to understand the working of radar, *
sonar, satellites and red and blue shifts.
Cognitive levels
K U A
9. Physical Optics Students should be able to:
9.1 Nature of Light 9.1.1 discuss different points of view about nature of light; *
9.1.2 discuss the concept of wave-front; *
9.1.3 describe Huygen’s principle; *
9.1.4 relate linear superposition of light with Huygen’s principle; *
9.2 Interference of Light 9.2.1 describe coherent sources of light; *

9.2.2 define interference of light; *
9.2.3 state conditions necessary for the interference of light; *
9.2.4 explain Young’s double slit experiment; *
9.2.5 derive relation for fringe spacing and use the relation in solving *
word problems;
9.3 Interference in Thin Films 9.3.1 describe basic concept of interference in thin films; *
9.4 Newton’s Ring 9.4.1 exemplify the formation of Newton’s rings; *
9.5 Michelson’s Interferometer 9.5.1 describe the working and uses of Michelson’s interferometer; *
9.6 Diffraction of Light 9.6.1 define diffraction of light; *

9.6.2 describe diffraction of light by diffraction grating; *
9.6.3 describe diffraction in a narrow slit; *
Cognitive levels
K U A
9.7 Bragg’s Law 9.7.1 define Bragg’s law; *
9.7.2 describe X-rays diffraction through crystals; *
9.7.3 describe the applications of X-rays diffraction in medical *
physics;
9.7.4 derive the equation 2 d sin θ = m λ and use this equation for *
solving word problems;
9.8 Polarisation 9.8.1 describe unpolarised and polarised light; *

9.8.2 explain polarisation with reference to transverse waves; *
9.8.3 explain the production of polarisation by a polaroid; *
9.8.4 describe the applications of polarisation in daily life. *
Cognitive levels
K U A
10. Thermodynamics Students should be able to:
10.1 Kinetic Theory of Gases 10.1.1 state basic postulates of kinetic theory of gases; *
10.1.2 calculate pressure on a gas molecule inside a gas container; *
10.1.3 interpret temperature in terms of kinetic energy; *
10.2 Gas Laws 10.2.1 derive Boyle’s and Charles’s law with the help of kinetic *
theory of gases;
10.3 Internal Energy 10.3.1 explain that internal energy is function of ‘state’ and is *
independent of paths;
10.4 Work and Heat 10.4.1 describe the forms of energy transfer between systems, i.e. heat *
flow and work done;
10.4.2 explain work in terms of change in volume; *
10.4.3 solve word problems related to the work done in *
thermodynamics system during a volume change;
10.5 Thermodynamics 10.5.1 define the ‘thermodynamics’ and ‘thermal equilibrium’; *

10.5.2 explain the 1st law of thermodynamics; *
10.5.3 apply the 1st law of thermodynamics in (a) isothermal, *
(b) adiabatic, (c) isobaric, (d) isochoric processes;
10.5.4 calculate on the basis of the 1st law of thermodynamics *
a. change in internal energy,
b. work done on the system,
c. work done by the system;
10.5.5 explain the 1st law of thermodynamics in terms of conservation *
of energy;
Cognitive levels
K U A
10.6 Specific and Molar Specific 10.6.1 define the terms specific heat and molar specific heat; *
Heat of Gases 10.6.2 explain C p  Cv *
10.6.3 show that C p  Cv  R by using 1st law of thermodynamics; *
10.7 Reversible and Irreversible 10.7.1 compare reversible and irreversible reactions; *
Process
10.8 Second Law of 10.8.1 explain the 2nd law of thermodynamics using schematic *
Thermodynamics diagram;
10.9 Carnot Engine 10.9.1 describe heat engine with reference to the 2nd law of *
thermodynamics;
10.9.2 explain the working principle of Carnot engine with its four *
processes with PV diagram;
10.9.3 derive the formula for efficiency of Carnot engine and use it in *
10.10 Refrigerator 10.10.1 describe refrigerator as a reverse of heat engine; *

10.10.2 derive expression for the coefficient of performance of a *
refrigerator;
10.11 Entropy 10.11.1 explain ‘entropy’; *

10.11.2 describe positive and negative entropy; *
10.11.3 explain that increase in entropy is an evidence of increase in *
temperature of a system;
10.11.4 discuss environmental crisis as an entropy crisis. *
Part II (Grade XII)
Cognitive levels
K U A
11. Electrostatics Students should be able to:
11.1 Electrostatics 11.1.1 describe charge and types of charge; *
11.2 Coulomb’s Law 11.2.1 explain Coulomb’s law for static charges; *
11.2.2 describe the effect of medium on Coulomb’s force; *
11.2.3 discuss the working of ink-jet printer and photocopier with *
reference to electrostatic;
11.3 Electric Field and Electric 11.3.1 define electric intensity; *

Intensity 11.3.2 derive an expression for the magnitude of electric field of a *
distance or from a point charge “q” and use the expression in
11.3.3 compare electric field lines formed when *
a. same charges are brought together,
b. opposite charges are brought together;
11.3.4 describe the concept of electric dipole; *
11.4 Electric Flux 11.4.1 explain electric flux; *
11.5 Gauss’s Law with its 11.5.1 explain Gauss’s law; *

Applications 11.5.2 apply Gauss’s law to find the electric field intensity produced *
a. due to a hollow charged spherical,
b. due to an infinite sheet of charge,
c. between two opposite charged parallel plates;
Cognitive levels
K U A
11.6 Electric Potential 11.6.1 describe electric potential at a point as work done in bringing a *
unit charge from infinity to that point;
11.6.2 state unit of electric potential; *
11.6.3 describe electric field as potential gradient; *
11.6.4 derive an expression for electric potential at a point due to a *
point charge;
11.6.5 define electron volt (eV); *
11.6.6 explain Millikan’s method to measure the charge on an *
electron;
11.7 Capacitor 11.7.1 evaluate capacitance of parallel plate capacitors in terms of *

area, distance and permittivity of free space;
11.7.2 calculate capacitance of different capacitors in series and in *
parallel using formulae;
11.7.3 describe the effects of resistance in charging and discharging *
of capacitors with the help of q-t graph;
11.7.4 describe time constant; *
11.7.5 describe that the product of RC has the same unit as time *
  RC ;
11.8 Energy Stored in a Capacitor 11.8.1 prove that energy stored in a capacitor is W = ½ QV and *
W = ½ CV2;
11.8.2 explain polarisation of dielectric of a capacitor. *
Cognitive levels
K U A
12. Current Electricity Students should be able to:
12.1 Current Electricity 12.1.1 define electric current; *
12.1.2 describe the flow of current in a conductor; *
12.1.3 distinguish between conventional and non-conventional *
current;
12.2 Resistance 12.2.1 define resistance and conductance; *

12.2.2 define voltage; *
12.2.3 state Ohm’s law; *
12.2.4 explain factors affecting resistance; *
12.2.5 explain non-ohmic relationship between current and voltage *
for semi-conductor diode and a filament lamp;
12.3 Resistivity and Conductivity 12.3.1 define resistivity; *

12.3.2 define conductivity; *
12.3.3 differentiate between resistivity and conductivity; *
12.3.4 derive a relation between resistance and resistivity; *
12.3.5 describe the relationship between temperature and resistance; *
12.3.6 calculate the value of carbon resistance by using colour codes; *
12.4 Internal Resistance 12.4.1 define electromotive force (e.m.f.); *

12.4.2 derive a relationship between e.m.f. and potential difference *
(PD) with the help of formula;
12.4.3 discuss examples of effect of internal resistance on external *
circuit in terms of current and voltage;
12.4.4 define electric power; *
12.4.5 calculate the formula of power in terms of current (I), voltage *
(V) and resistance (R);
Cognitive levels
K U A
12.4.6 calculate the power dissipation due to the internal resistance of *
a circuit;
12.5 Kirchoff’s Laws 12.5.1 explain Kirchoff’s laws; *

12.5.2 explain conservation of charge in a circuit with the help of *
Kirchoff’s 1st law;
12.5.3 explain conservation of energy in a circuit with the help of *
Kirchoff’s 2nd law;
12.6 Potential Divider 12.6.1 exemplify potential divider; *

12.6.2 explain the construction and working of a rheostat with the *
help of a diagram;
12.6.3 explain the functions of a rheostat as a potential divider; *
12.7 Balanced Potential 12.7.1 describe Wheatstone bridge with the help of a diagram; *
12.7.2 calculate the unknown resistance by using a Whetstone bridge; *
12.7.3 describe potentiometre with the help of diagram; *
12.7.4 describe the measurement and comparison of e.m.f. by using *
potentiometre;
12.7.5 explain the accuracy of potentiometre for e.m.f.’s *
measurement and comparison.
Cognitive levels
K U A
13. Electromagnetism Students should be able to:
13.1 Current Carrying Conductor in 13.1.1 describe magnetic field due to current in a straight wire; *
a Magnetic Field 13.1.2 describe the direction of magnetic field produced by a current *
carrying conductor;
13.1.3 compare strong and weak magnetic fields; *
13.1.4 derive an expression for force, i.e. F = ILB sin and use this *
equation for solving word problems;
13.1.5 describe magnetic flux and magnetic flux density and solve *
→→
problems using   B.A ;
13.1.6 describe factors governing field produced by long straight *
wire;
13.1.7 explain Ampere’s law; *
13.1.8 discuss applications of Ampere’s law in *
a. straight current carrying wire,
b. solenoid;
13.2 Force on a Moving Charged 13.2.1 derive an equation for force on a moving charge in a uniform *
Particle magnetic field and beam of particles and use this equation for
13.2.2 calculate e/m value by using beam of charged particles in a *
uniform magnetic field;
13.3 Cathode Rays Oscilloscope 13.3.1 describe basic principle and uses of CRO; *
(CRO)
Cognitive levels
K U A
13.4 Current Carrying Rectangular 13.4.1 derive an expression of torque due to a couple acting on a coil *
Coils in a Uniform Magnetic and use this expression for solving word problems;
Field 13.4.2 define sensitivity of a galvanometre; *
13.5 Electrical Instruments 13.5.1 explain the principle, construction and working of *
a. galvanometer,
b. voltmeter,
c. ammeter,
d. AVO meter,
e. analogue digital multimetre (DMM);
13.5.2 explain different types of galvanometer; *
13.5.3 list the important steps to change a galvanometre into *
voltmetre and ammetre.
13.5.4 differentiate between analogue and digital multimetre. *
Cognitive levels
K U A
14. Electromagnetic Induction Students should be able to:
14.1 Law of Electromagnetic 14.1.1 describe electromagnetic induction; *
Induction 14.1.2 explain Faraday’s law of electromagnetic induction; *
14.1.3 apply Lenz’s law to determine the direction of induced e.m.f.; *
14.2 Inductance 14.2.1 distinguish between inductance and induction; *

14.2.2 explain self and mutual induction with formula and units; *
14.3 Energy Stored in an Inductor 14.3.1 derive the formula E  1 L I 2 ; *

2
14.3.2 show that the energy is stored in an inductor; *
14.4 Simple Alternating Current 14.4.1 describe principle, construction and working of an AC and DC *
(AC) Generator, Direct Current generator;
(DC) Generator and Direct 14.4.2 differentiate between AC and DC generators; *
Current (DC) Motor 14.4.3 discuss the effects of back e.m.f. in motor and back motor *
effects in generator;
14.5 Transformer 14.5.1 describe the principle, construction and working of a *

transformer;
14.5.2 differentiate between ‘step-up’ and ‘step-down’ transformer; *
14.5.3 list the uses of step-up and step-down transformers in daily *
life;
Ns V
14.5.4 derive  s and V I  V I for an ideal transformer and
N p Vp s s p p *
use it for solving word problems;
14.5.5 describe the simple energy losses due to eddy current and *
hysteresis.
Cognitive levels
K U A
15. Alternating Current Students should be able to:
15.1 Root Mean Square Value (rms) 15.1.1 describe sinusoidal waves; *
15.1.2 define alternating current and alternating voltage; *
15.1.3 describe the following terms: *
a. time period,
b. frequency,
c. peak value;
15.1.4 calculate the rms value of alternate current and alternate *
voltage;
15.2 Alternating Current (AC) 15.2.1 explain the flow of AC through resister, capacitor and *
Circuits inductor;
15.2.2 explain ‘phase lag’ and ‘phase lead’ in a circuit through a *
vector diagram;
15.3 Impedance 15.3.1 derive the expression of impedance as vector summation of *

resistance in series (R-C and R-L) circuits;
15.4 Three Phase AC supply 15.4.1 describe three phase AC supply; *
15.5 Electromagnetic Waves 15.5.1 explain electromagnetic waves and spectrum (ranging from *
radio waves to gamma rays);
15.5.2 describe production, transmission and receptions of *
electromagnetic (EM) waves;
15.5.3 describe the amplitude modulation (AM) and frequency *
modulation (FM).
Cognitive levels
K U A
16. Physics of Solids Students should be able to:
16.1 Classification of Solids 16.1.1 define lattice and unit cell of crystalline solids; *
16.1.2 distinguish among the structures of crystalline, amorphous and *
polymeric solids;
16.2 Mechanical Properties of Solids 16.2.1 differentiate between elastic and plastic deformations in *
solids;
16.2.2 define tensile compression stress; *
16.2.3 define Young’s modulus, shear modulus and bulk modulus; *
16.2.4 derive the formulae of Young’s modulus, shear modulus and *
bulk modulus;
16.2.5 define elastic limit and yield strength; *
16.2.6 deduce the strain energy in a deformed material from an area *
under the force and extension graph;
16.3 Electric Properties of Solids 16.3.1 define conductors, insulators and semiconductors; *
16.3.2 describe energy bands in solids; *
16.3.3 describe energy gaps in insulators and, intrinsic and extrinsic *
semiconductors;
16.4 Super Conductors 16.4.1 describe the behaviour of super conductors and their potential *
uses;
16.5 Magnetic Properties of Solids 16.5.1 state domain theory of magnetism; *
16.5.2 describe diamagnetic, paramagnetic and ferromagnetic solids; *
16.5.3 describe ferromagnets as a special case of paramagnets, *
magnetic dipoles and domains;
16.5.4 define the following terms: *
a. curie point,
b. soft and hard magnetic substances.
Cognitive levels
K U A
17. Electronics Students should be able to:
17.1 Electronics 17.1.1 define electronics; *
17.2 Semiconductor Devices 17.2.1 differentiate between conductors and insulators; *

17.2.2 describe semiconductors materials; *
17.2.3 differentiate between p-type and n-type semiconductors with *
the help of diagrams;
17.2.4 describe p-n junction and p-n junction diode with labelled *
diagrams;
17.2.5 describe forward and reverse bias; *
17.2.6 describe direct current; *
17.2.7 define rectification; *
17.2.8 describe half and full wave rectification; *
17.2.9 describe the function and uses of light-emitting diodes (LEDs) *
and photodiodes;
17.2.10 define transistor; *
17.2.11 distinguish between PNP and NPN transistor; *
17.2.12 deduce current equation and its application; *
17.3 Operational Amplifier 17.3.1 define operational amplifier; *

17.3.2 describe operational amplifier as an inverting and non- *
inverting amplifier;
17.3.3 explain the uses of transistor as a switch and as an amplifier; *
17.4 Digital System 17.4.1 describe logic gates; *

17.4.2 explain functions of logic gates with the help of truth table *
with two inputs;
17.4.3 relate different logic gates and their control function. *
Cognitive levels
K U A
18. Dawn of Modern Physics Students should be able to:
18.1 Special Theory of Relativity 18.1.1 distinguish between inertial and non-inertial frames of *
reference;
18.1.2 explain postulates of special theory of relativity; *
18.1.3 describe if the speed of light (c) is constant then space and *
time become relative;
18.1.4 describe the consequences of special theory of relativity; *
18.1.5 explain the amplification of *
a. mass increase,
b. time dilation,
c. length contraction for speed travel;
18.2 Quantum Theory 18.2.1 discuss the blackbody radiations using wavelength-energy *
graph;
18.2.2 describe laws governing blackbody radiations and their *
drawbacks;
18.2.3 explain Planck’s assumption for the existence of blackbody; *
18.2.4 describe that the radiations emitted and absorbed by *
blackbody is quantised;
18.2.5 discuss photon as an electromagnetic radiation; *
18.3 Photoelectric Effect 18.3.1 describe photoelectric effect; *

18.3.2 explain different features of photoelectric effect using a graph; *
18.3.3 derive Einstein’s photoelectric equation; *
18.3.4 define a photocell; *
18.3.5 list the uses of photocell; *
Cognitive levels
K U A
18.4 Compton’s Effect 18.4.1 describe the Compton’s effect; *
18.4.2 compare the phenomenon of pair production and pair *
annihilation;
18.5 Dual Nature of Light 18.5.1 describe particle nature of light; *

18.5.2 discuss the wave nature of light; *
18.5.3 state de-Broglie’s hypothesis; *
18.5.4 explain that every particle has wave nature as well as particle *
nature with the reference to de-Broglie’s hypothesis;
18.5.5 describe Davison and Germer experiment; *
18.5.6 state the uncertainty principle; *
18.5.7 explain the uncertainty principle with the help of an *
experiment.
Cognitive levels
K U A
19. Atomic Spectra Students should be able to:
19.1 Atomic Spectra, Spectrum of 19.1.1 describe the origin of different types of optical spectra; *
Hydrogen, Bohr’s model of 19.1.2 analyse the experimental facts of hydrogen spectrum; *
Hydrogen Atom 19.1.3 describe Bohr’s atomic model of hydrogen atom; *
19.1.4 explain hydrogen spectrum in terms of energy levels; *
19.1.5 derive an expression for quantized radii; *
 1 1
prove 1  R  ; *
19.1.6 λ H p 2 n2 
 
19.1.7 solve word problems related to the SLO 19.1.6; *
19.2 Emission Spectrum 19.2.1 deduce spectral lines through discrete electron energy level; *
19.3 Excitation and Ionization 19.3.1 define excitation potential and ionisation potential; *
Potential 19.3.2 determine ion energy and excitation energy levels of an atom *
using an energy level diagram;
19.4 Inner Shell Transition and 19.4.1 describe inner shell transitions; *
Characteristics 19.4.2 explain production and characteristics of X-rays based on *
inner shell transition;
19.4.3 explain the production, properties and uses of X-rays; *
19.5 Lasers 19.5.1 describe the following terms: *

a. spontaneous emission,
b. stimulated emission,
c. meta-stable state,
d. population inversion,`
e. laser action;
19.5.2 describe the structure and functions of main components of *
He-Ne laser gas.
Cognitive levels
K U A
20. Nuclear Physics Students should be able to:
20.1 Composition of Atomic Model 20.1.1 describe a simple model of an atom to include electrons, *
protons and neutrons;
20.2 Atomic Number, Mass 20.2.1 define the following terms: *

Number, Isotopes and Isobars a. atomic number,
b. mass number,
c. isotopes,
d. isobars;
20.2.2 determine number of protons, neutrons and nucleons for the *
specification of nucleus in the form A X ;
Z
20.3 Mass Spectrograph 20.3.1 describe the principle, construction and working of mass *
spectrograph;
20.4 Mass Defect and Binding 20.4.1 define the following terms: *
Energy a. mass defect,
b. binding energy;
20.4.2 identify (graphically) variation of binding energy per nucleon *
using mass number;
20.5 Radioactivity 20.5.1 define the term ‘radioactivity’; *
20.5.2 list the properties of ,  and  radiations; *
20.6 Law of Radioactive Decay 20.6.1 explain the process of radioactive decay; *
20.6.2 describe ,  and  decay with balanced equations; *
20.6.3 define half-life of a radioactive element; *
20.6.4 derive an equation for first and second half-life from the decay *
of radioactive element;
Cognitive levels
K U A
20.7 Detection of Ionizing Radiation 20.7.1 describe the effect of  , particles and  rays on matter; *
20.7.2 analyse the nature of radiations emitted from a radioactive *
particle by using Wilson cloud chamber, Geiger-Muller
(G.M.) counter and solid state detector;
20.8 Nuclear Fission and Fusion 20.8.1 differentiate between nuclear fission and fusion; *
20.9 Nuclear Reactor 20.9.1 explain the working principle of a nuclear reactor; *
20.9.2 list the various types of nuclear reactor; *
20.10 Nuclear Radiations and 20.10.1 discuss the biological effects due to exposure of nuclear *
Exposure radiations;
20.11 Medical Physics 20.11.1 describe uses of radiations for medical diagnosis and therapy; *
20.11.2 describe importance of limiting exposure to ionising *
radiations;
20.12 Basic Forces of Nature 20.12.1 describe basic forces of nature; *
20.13 Building Blocks of Nature 20.13.1 describe the modern view of the building blocks of matter *
based on hadrons, leptons and quarks.
Blank Page
Part I (Grade XI)
Cognitive Level1
K U A
1. Stoichiometry Students should be able to:
1.1 Chemistry as a Quantitative 1.1.1 discuss the significance of Chemistry as a quantitative science *
Science in daily life;
1.2 Mole and Avogadro’s Number 1.2.1 define ‘mole’ and ‘Avogadro’s number’; *
1.2.2 relate the concept of mole with Avogadro’s number; *
1.2.3 calculate the number of following chemical species/ particles, *
i.e.
a. atoms
b. molecules
c. moles
d. ions
e. protons
f. neutrons
g. electrons;
1.2.4 calculate, using a balanced chemical equation, the *
a. interacting moles
b. representative particles
c. masses and volume of gases at STP (22.4 L) and RTP
(24 L);
1.2.5 solve problems based on stoichiometry using mole ratios as *
conversion factor;
1
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Cognitive Level
K U A
1.3 Formulae and Percentage 1.3.1 calculate percentage (by mass) of: *
Composition a. elements in compounds
b. water of crystallisation in hydrated salts;
1.3.2 deduce empirical and molecular formula of compounds; *
1.4 Excess and Limiting Reagent 1.4.1 deduce the limiting reagent in chemical reactions; *
1.4.2 calculate maximum amount of product produced and amount *
of any unreacted excess reagent, with the help of limiting
reagent in a chemical reaction;
1.5 Theoretical, Actual and 1.5.1 distinguish among theoretical yield, actual yield and *
Percentage Yield percentage yield;
1.5.2 calculate the percentage yield of a product in a chemical *
reaction.
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Cognitive Level
K U A
2. Atomic Structure Students should be able to:
2.1 Discharge Tube Experiment 2.1.1 explain the construction and working of discharge tube with *
reference to the discovery of electron and proton;
2.1.2 describe the properties of: *
a. cathode rays
b. positive rays;
2.2 Planck’s Quantum Theory 2.2.1 explain the relationship among energy, frequency, wavelength *
and wave number using Planck’s quantum theory;
2.3 Bohr’s Atomic Theory 2.3.1 describe Bohr’s atomic theory; *

2.3.2 calculate the radius and energy of revolving electrons in orbits *
with reference to Bohr’s atomic theory;
2.3.3 explain spectral lines of hydrogen atom; *
2.3.4 calculate wave numbers of photons of various spectral series *
with reference to Bohr’s atomic theory;
2.3.5 discuss the defects of Bohr’s atomic theory; *
2.4 X-Rays and Atomic Numbers 2.4.1 define ‘X-rays’; *

2.4.2 explain the production and uses of X-rays; *
2.4.3 describe the relationship between X-ray frequency and atomic *
number of different elements with reference to Moseley’s
experiment;
2.4.4 state Moseley’s law and its significance; *
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Cognitive Level
Student Learning Outcomes
K U A
2.5 Heisenberg’s Uncertainty 2.5.1 describe the concept of orbital on the basis of Heisenberg’s *
Principle and Quantum Numbers uncertainty principle;
2.5.2 compare orbit and orbital; *
2.5.3 describe the principle quantum number, Azimuthal quantum *
number, magnetic quantum number and spin quantum number;
2.5.4 deduce the position and distribution of electrons using the *
concept of quantum numbers;
2.6 Dual Nature of Electron 2.6.1 explain the dual nature of electron with reference to de-Broglie *
equation;
2.7 Electronic Configuration 2.7.1 state the rules of electronic configuration, i.e. Aufbau *
principle, Hund’s rule, Pauli’s exclusion principle;
2.7.2 determine electronic configuration of elements based on *
Aufbau principle, Hund’s rule and Pauli’s exclusion principle.
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Cognitive Level
K U A
3. Theories of Covalent Bonding and
Shape of Molecules
3.1 Bond Characteristics 3.1.1 define the term ‘bond energy’; *
3.1.2 relate bond energy with bond strength; *
3.1.3 define the term ‘bond length’; *
3.1.4 explain ionic character of covalent bond; *
3.1.5 predict the nature of bonding on the basis of electronegativity; *
3.1.6 describe the change in bond length of heteronuclear molecules *
due to the difference of electronegativity values of bonded
atoms;
3.1.7 exemplify dipole moment; *
3.1.8 predict the molecular polarity from the shapes of molecules; *
3.2 Shape of Molecules using VSEPR 3.2.1 explain valence shell electron pair repulsion (VSEPR) theory; *
Theory 3.2.2 draw the shape of simple covalent molecules using VSEPR *
theory;
3.3 VBT, MOT and Hybridisation 3.3.1 explain valence bond theory (VBT); *
3.3.2 describe the features of sigma and pi bonds; *
3.3.3 explain hybridisation and its types; *
3.3.4 describe the shapes of simple molecules using orbital *
hybridisation (sp, sp2, sp3);
3.3.5 explain molecular orbital theory (MOT); *
3.3.6 predict the electronic configuration, bond order and magnetic *
properties of homonuclear diatomic molecules with the help of
MOT;
3.3.7 compare VBT and MOT; *
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Cognitive Level
K U A
3.4 Effect of Bonding on Physical and 3.4.1 explain the solubility of ionic and covalent compounds on the *
Chemical Properties basis of nature of bonding;
3.4.2 explain chemical properties of ionic and covalent compounds; *
3.4.3 compare directional and non-directional nature of ionic and *
covalent bonds.
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Cognitive Level
K U A
4. States of Matter I: Gases Students should be able to:
4.1 Kinetic Molecular Theory of 4.1.1 describe the kinetic molecular theory (KMT) of gases; *
Gases 4.1.2 explain the gas laws, i.e. *
a. Boyle’s law
b. Charles’s law
c. Avogadro’s law
d. Dalton’s law of partial pressure
e. Graham’s law of diffusion/ effusion;
4.1.3 explain the gas laws with reference to Kinetic Molecular *
Theory;
4.1.4 relate effect of temperature to the average kinetic energy of the *
gas particles;
4.2 Absolute Temperature Scale on 4.2.1 explain ‘Absolute Zero’ with reference to Charles’s law; *
the Basis of Charles’s Law 4.2.2 convert temperature into different scales, i.e. *
a. Celsius
b. Fahrenheit
c. Kelvin;
4.3 Ideal Gas Equation 4.3.1 derive ideal gas equation using Boyle’s, Charles’s and *
Avogadro’s law;
4.3.2 calculate the values of ideal gas constant if *
a. pressure is measured in atm and volume in dm3
b. pressure is measured in mm of Hg or torr and volume in
cm3
c. pressure is measured in Nm-2 and volume in m3;
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Cognitive Level
K U A
4.3.3 calculate mass, pressure, volume, temperature and density of a *
gas using the ideal gas equation;
4.3.4 calculate the molar mass of a gas from density measurement of *
gases at STP;
4.3.5 explain the effect of pressure on scuba divers at varying depths; *
4.4 Deviation from Ideal Behaviour 4.4.1 explain deviation of gases from their ideal behaviour; *
4.5 Vander Waal’s Equation 4.5.1 explain pressure and volume correction for non-ideal gas with *
reference to Vander Waal’s equation;
4.5.2 derive Vander Waal’s equation; *
4.6 Liquefaction of Gases 4.6.1 explain the general principle of liquefaction of gases using *
Joule Thomson’s effect;
4.6.2 discuss Linde’s method for the liquefaction of gases; *
4.7 Fourth State of Matter: Plasma 4.7.1 define the term‘plasma’; *

4.7.2 explain the formation of plasma; *
4.7.3 describe the characteristics and applications of plasma. *
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Cognitive Level
K U A
5. States of Matter II: Liquids Students should be able to:
5.1 Kinetic Molecular Interpretation 5.1.1 describe the following properties of liquids with reference to *
of Liquid kinetic molecular theory, i.e.
a. diffusion
b. compression
c. expansion
d. motion of molecules
e. intermolecular forces
f. kinetic energy;
5.2 Intermolecular Forces 5.2.1 explain applications of dipole-dipole forces, hydrogen bonding *
and London forces;
5.2.2 explain the physical properties of liquids, i.e. *
a. evaporation
b. vapour pressure
c. boiling point
d. viscosity
e. surface tension;
5.2.3 explain the following properties of water using the concept of *
hydrogen bonding, i.e.
a. surface tension
b. specific heat
c. vapour pressure
d. heat of vaporisation
e. boiling point
f. when it shows maximum density at 4°C;
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Cognitive Level
K U A
5.2.4 compare the volatility of different liquids at same temperature *
based on intermolecular forces;
5.3 Energetic of Phase Changes 5.3.1 define the terms: *

a. molar heat of fusion
b. heat of vaporisation
c. molar heat of sublimation;
5.3.2 relate energy changes with changes in intermolecular forces; *
5.3.3 describe dynamic equilibrium between different physical states *
of matter;
5.4 Liquid Crystals 5.4.1 define the term ‘liquid crystals’; *

5.4.2 explain the formation of liquid crystals; *
5.4.3 differentiate liquid crystals from pure liquids and crystalline *
solids;
5.4.4 discuss the use of liquid crystals as temperature sensors, in *
thermometers, skin thermography, electrical circuits and
devices, chromatographic separations, calculator screen and as
display screens.
Cognitive Level
K U A
6. States of Mater III: Solids Students should be able to:
6.1 Kinetic Molecular Interpretation 6.1.1 describe the following properties of solids with reference to *
of Solids kinetic molecular theory, i.e.
a. diffusion
b. compression
c. expansion
d. motion of molecules
e. intermolecular forces
f. kinetic energy;
6.2 Types and properties of Solids 6.2.1 describe the characteristics of crystalline solids, i.e. *
a. symmetry
b. melting point
c. anisotropy
d. cleavage plane
e. crystal growth
f. geometrical shape
g. habit of crystals;
6.2.2 distinguish between crystalline and amorphous solids; *
6.2.3 differentiate between isomorphism and polymorphism; *
6.2.4 relate polymorphism with allotropy; *
6.2.5 exemplify transition temperature; *
6.3 Crystal Lattice 6.3.1 define ‘unit cell’ and ‘lattice energy’; *
6.3.2 exemplify seven crystal systems; *
6.3.3 explain energy changes in the formation of sodium chloride *
crystal lattice;
Cognitive Level
K U A
6.4 Types of Crystalline Solid 6.4.1 differentiate among types of crystalline solids, i.e. *
a. ionic
b. molecular
c. metallic
d. covalent;
6.4.2 discuss the use of crystalline and amorphous solids in daily *
life.
Cognitive Level
K U A
7. Chemical Equilibrium Candidates should be able to:
7.1 Reversible Reaction and Dynamic 7.1.1 define the term ‘reversible reaction’; *
Equilibrium 7.1.2 define the term ‘dynamic equilibrium’; *
7.1.3 determine equilibrium constant (Kc) expression for given *
reactions;
7.1.4 determine the equilibrium constant expression in terms of *
concentration, partial pressure, number of moles and mole
fraction;
7.1.5 determine expression for reaction quotient of given reactions; *
7.1.6 predict the direction of a reaction by relating equilibrium *
constant with the ratio between concentration of products and
reactants;
7.1.7 predict the extent of chemical reaction from the given value of *
Kc;
7.2 Le-Chatelier’s Principle and its 7.2.1 state Le-Chatelier’s principle; *
Application 7.2.2 predict the effect of catalyst, temperature, pressure, volume *
and concentration on the equilibrium state and yield of
industrial products using Le-Chatelier’s principle;
7.3 Solubility Product and 7.3.1 define the term ‘solubility product’; *
Precipitation Reactions 7.3.2 distinguish between solubility and solubility product; *
7.3.3 explain the reasons for difference in solubility of different *
substances;
7.3.4 calculate the solubility product (Ksp) from the solubility of *
compounds;
7.3.5 calculate concentration of ions of slightly soluble salts; *
7.4 Common Ion Effect 7.4.1 define the term ‘common ion effect’; *
7.4.2 discuss common ion effect and its application. *
Cognitive Level
K U A
8. Acids, Bases and Salts Students should be able to:
8.1 Acids, Bases and Amphoteric 8.1.1 compare Arrhenius and Brønsted-Lowry concept of acids and *
Substances bases;
8.1.2 exemplify amphoteric compounds; *
8.1.3 explain the significance of acid base reactions in daily life *
(food preservation, allergic reactions, gastric acidity, curdling
of milk);
8.1.4 calculate molarity, molality and strength of sample solutions *
based on acid-base titration;
8.2 Conjugate Acids and Bases 8.2.1 define the terms ‘conjugate acid’ and ‘conjugate base’; *
8.2.2 compare the strength of conjugate acids and bases; *
8.3 Strengths of Acids and Bases 8.3.1 derive the ionisation constant of water (Kw); *
8.3.2 calculate the pH and pOH of solutions by using the given *
hydrogen or hydroxide ion concentration;
8.3.3 compare the strength of acids and bases using pH and pOH; *
8.3.4 derive the ionisation constants of acid (Ka) and base (Kb); *
8.3.5 show the relationship between Ka and Kb; *
8.3.6 calculate the H3O+ concentration by using the given Ka and *
molar concentration of weak acid;
8.3.7 explain the ‘levelling effect’ with reference to the strength of *
acids;
8.4 Lewis Concept of Acids and 8.4.1 exemplify ‘Lewis acids’ and ‘Lewis bases’; *
Bases 8.4.2 classify compounds (e.g. NH3, AlCl3, BF3, etc.) as Lewis acids *
or bases;
Cognitive Level
K U A
8.5 Buffer Solution 8.5.1 define ‘buffer solution’; *
8.5.2 discuss the importance of buffer solutions in daily life; *
8.5.3 describe the preparation of different types of buffer; *
8.5.4 explain the application of buffers to maintain pH of solutions *
using chemical equations;
8.5.5 calculate the pH of buffer solutions using Henderson’s *
equation;
8.6 Hydrolysis and Hydration 8.6.1 define the term ‘hydrolysis’; *

8.6.2 explain the types of salts on the basis of hydrolysis; *
8.6.3 differentiate between hydrolysis and hydration. *
Cognitive Level
K U A
9. Chemical Kinetics Students should be able to:
9.1 Chemical Kinetics 9.1.1 define ‘chemical kinetics’; *
9.2 Rate and Order of Reaction 9.2.1 define the terms: *

a. rate of reaction
b. rate law
c. order of reaction
d. rate constant
e. rate determining step;
9.2.2 explain the significance of the rate determining step on the *
overall rate of a multistep reaction;
9.2.3 determine the rate law for the given reactions; *
9.2.4 deduce the order of reaction using the method of initial rate; *
9.3 Collision Theory, Transition State 9.3.1 relate activation energy and activated complex to the rate of *
and Activation Energy reaction;
9.3.2 calculate the initial rate using concentration data of given *
reactions;
9.3.3 draw a labelled energy diagram for a chemical reaction *
representing the activation energy and the effect of catalyst;
9.3.4 describe collision theory; *
9.3.5 explain the effect of concentration, temperature and surface *
area on rate of reaction by using collision theory;
9.4 Catalysis 9.4.1 define the term ‘catalyst’; *

9.4.2 explain homogeneous and heterogeneous catalysis; *
9.4.3 explain the effect of catalyst on the rate of reaction. *
Cognitive Level
K U A
10. Solution and Colloids Students should be able to:
10.1 Colloid, Suspension and Solution 10.1.1 describe the properties of colloid, suspension and solution; *
10.1.2 explain the types of colloids; *
10.1.3 compare the characteristics of colloids and suspension that *
distinguish these from solution;
10.1.4 classify given substances as solutions, colloids or suspensions; *
10.2 Concentration Units 10.2.1 calculate the concentration units of solutions, i.e. *
a. percentage composition
b. molarity
c. molality
d. mole fraction
e. parts per million (ppm)
f. parts per billion (ppb)
g. parts per trillion (ppt);
10.3 General Properties of Solution 10.3.1 differentiate between hydrophilic and hydrophobic molecules; *
and Solubility 10.3.2 predict the nature of solutions in liquid phase as miscible, *
immiscible and partially miscible solution;
10.3.3 interpret the solubility graph to check the effect of temperature *
on solubility;
10.4 Raoult’s Law 10.4.1 state Raoult’s law (all three definitions); *
10.4.2 explain relationship between composition and vapour pressures *
of two volatile components using a graph;
10.4.3 discuss ideal and non-ideal solutions with reference to Raoult’s *
law using a graph;
Cognitive Level
K U A
10.5 Colligative Properties 10.5.1 define the term ‘colligative properties’; *
10.5.2 explain the colligative properties of liquids, i.e. *
a. lowering of vapour pressure
b. elevation of boiling point
c. depression of freezing point
d. osmotic pressure;
10.5.3 calculate molar mass of a substance using ebullioscopic and *
cryoscopic methods.
Cognitive Level
K U A
11. Thermochemistry Students should be able to:
11.1 Thermodynamics 11.1.1 define ‘thermodynamics’; *
11.1.2 define the terms: *
a. system
b. surrounding
c. state function
d. heat
e. internal energy
f. work
g. enthalpy;
11.2 First Law of Thermodynamics 11.2.1 explain the first law of thermodynamics with the help of daily *
life examples;
11.2.2 relate change in internal energy of system with thermal energy *
at constant volume and pressure;
11.2.3 calculate internal energy and work done of a system by *
applying the first law of thermodynamics;
11.3 Hess’s Law 11.3.1 explain Hess’s law of heat summation; *

11.3.2 construct energy cycles by using Hess’s law for any given *
reactions;
11.3.3 calculate standard heat of formation and heat of reaction by *
using Hess’s law;
11.4 Measurement of Enthalpy of a 11.4.1 explain working of a calorimeter (glass and bomb calorimeter); *
reaction 11.4.2 calculate the heat of reaction in a calorimeter from given *
experimental data;
Cognitive Level
K U A
11.5 Born-Haber Cycle 11.5.1 define Born-Haber’s cycle; *
11.5.2 explain reaction pathway diagram in terms of enthalpy changes *
of reactions (of ionic compounds) using Born-Haber’s cycle;
11.5.3 calculate lattice energy and enthalpy of formation of ionic *
compounds from given set of appropriate data;
11.6 Heat Capacity 11.6.1 describe the terms: *

a. heat capacity
b. specific heat capacity
c. molar heat capacity.
Cognitive Level
K U A
12. Electrochemistry Students should be able to:
12.1 Oxidation - Reduction Concept 12.1.1 define the terms: *
a. reduction
b. oxidation
c. oxidation number
d. reducing agent
e. oxidising agent;
12.1.2 determine oxidation number of an atom in pure substance; *
12.1.3 determine reducing and oxidising agent by using oxidation *
number change method;
12.1.4 balance a chemical equation using oxidation number change *
method;
12.1.5 identify oxidation and reduction half reaction; *
12.1.6 balance a chemical equation using half reaction method; *
12.1.7 discuss the uses of redox reactions in daily life; *
12.1.8 solve problems based on oxidation-reduction titrations; *
12.2 Electrode, Electrode Potential and 12.2.1 define the terms: *

Electrochemical Series a. cathode
b. anode
c. electrode potential
d. standard electrode potential
e. electrochemical series;
12.2.2 describe Standard Hydrogen Electrode (SHE); *
12.3 Types of Electrochemical Cells 12.3.1 define the term ‘cell potential’; *
12.3.2 determine the potential of an electrochemical cell from the *
given standard electrode potential values of substances;
Cognitive Level
K U A
12.3.3 describe chemical reactions occurring within lead storage *
batteries;
12.3.4 explain the process of production of electrical energy in a fuel *
cell;
12.4 Faraday’s Law 12.4.1 explain Faraday’s first and second law of electrolysis; *
12.4.2 calculate the quantity of charge passed in an electrochemical *
cell during electrolysis;
12.4.3 calculate the mass or volume of substance produced during *
electrolysis.
Part II (Grade XII)
Cognitive Level
K U A
13. s- and p-Block Elements Students should be able to:
13.1 Elements and periodicity 13.1.1 describe the demarcation of the periodic table into s, p, d and *
f-blocks;
13.1.2 determine group, period and block of given elements by using *
electronic configuration;
13.1.3 explain the periodicity of physical properties (i.e. atomic *
radius, ionisation energy, electronegativity, electron affinity,
electrical conductivity, melting and boiling points) of elements
within groups and periods in the periodic table;
13.2 Period 3 (Na to Ar) 13.2.1 list the elements in period 3; *
13.2.2 describe the reaction of period 3 elements with water, oxygen *
and chlorine;
13.2.3 describe the reaction of oxides and chlorides of period 3 *
elements with water;
13.2.4 describe physical properties (i.e. bonding, conductivity of *
liquid and solubility) and acid-base characteristics of oxides
and chlorides of period 3 elements;
13.3 Group 1 13.3.1 describe oxidation states and trends in physical properties in *
group 1 elements (i.e. ionisation energy, electronegativity,
atomic radius, melting and boiling point);
13.3.2 describe the chemical reaction of group 1 elements with water, *
oxygen and chlorine;
13.3.3 discuss the trends in solubility of hydroxides, sulphates and *
carbonates of group 1 elements;
13.3.4 discuss the trends in thermal stability of nitrates and *
Cognitive Level
K U A
13.4 Group 2 13.4.1 describe oxidation states and trends in physical properties in *
group 2 elements (i.e. ionisation energy, electronegativity,
atomic radius, melting and boiling point);
13.4.2 describe the chemical reaction of group 2 elements with water, *
oxygen and nitrogen;
13.4.3 compare the trends in solubility of hydroxides, sulphates and *
carbonates of group 2 with group 1 elements;
13.4.4 discuss the trends in thermal stability of nitrates and *
13.4.5 differentiate beryllium from other members of its group; *
13.5 Group 4 13.5.1 describe variation in oxidation states and trends in physical *
properties of group 4 elements (i.e. ionisation energy,
electronegativity, atomic radius, metallic character, melting
and boiling point);
13.5.2 describe the reaction of water with chlorides of carbon, silicon *
and lead;
13.5.3 compare the structure and stability of chlorides of carbon, *
silicon and lead;
13.5.4 describe the molecular structure of CO2 and SiO2; *
13.5.5 discuss the acid-base characteristics of oxides of group 4 *
elements;
13.6 Group 7 13.6.1 discuss oxidation states and trends in physical properties of *
group 7 elements (i.e. atomic radius, electronegativity,
electron affinity, bond energy, melting and boiling point);
Cognitive Level
K U A
13.6.2 discuss bond enthalpies and acidic strength of hydrogen *
halides;
13.6.3 compare the strength of halide ions as reducing agents; *
13.6.4 explain the significance of halogens in daily life. *
Cognitive Level
K U A
14. d- and f- Block Elements Students should be able to:
14.1 General Feature of Transition 14.1.1 describe the general features of transition elements (i.e. colour, *
Elements variable oxidation states, use as catalyst);
14.2 Electronic Structure 14.2.1 explain anomalous behaviour of chromium and copper with *
respect to electronic configuration;
14.2.2 determine the electronic configuration of elements and ions of *
d-block;
14.3 Chemistry of Some Specific 14.3.1 describe redox reactions and uses of vanadium, chromium, *
Transition Elements copper, manganese and iron as catalyst;
14.3.2 describe properties of alloys with reference to the metals that *
compose them;
14.3.3 describe the reaction of K2Cr2O7 with FeSO4, and H2S; *
14.3.4 describe the reaction of KMnO4 with FeSO4, and H2S; *
14.4 Coordination Compounds 14.4.1 define the terms: *

a. ligands
b. coordination number
c. coordination sphere
d. chelates;
14.4.2 describe different types of ligands; *
14.4.3 explain shapes, colour and nomenclature of coordination *
compounds;
14.4.4 relate the coordination number of ions to the crystal structure *
of the compound of which they are a part.
Cognitive Level
K U A
15. Organic Compounds Students should be able to:
15.1 Coal as a Source of Organic 15.1.1 explain the destructive distillation of coal; *
Compound 15.1.2 explain coal as a source of both aliphatic and aromatic *
hydrocarbons;
15.2 Classification of Organic 15.2.1 classify organic compounds on the basis of their structure; *
Compounds 15.2.2 identify a molecule’s functional group (i.e. alkane, alkene, *
alkyne, arene, halide, alcohol, ether, amine, nitrile, nitro,
sulphide, sulphoxide, sulphone, thiol, aldehyde, ketone,
carboxylic acid, ester, acid amide, acid chloride, acid
anhydride);
15.3 Isomerism 15.3.1 exemplify isomerism, stereo-isomerism and structural *

isomerism;
15.3.2 define chiral centre; *
15.3.3 explain optical isomerism as a result of chiral centre; *
15.3.4 determine chiral centres in the structural formula of a *
molecule;
15.3.5 explain isomerism in alkyl halides, amines, alcohols, phenols, *
aldehydes, ketones, carboxylic acids and esters.
Cognitive Level
K U A
16. Hydrocarbons Students should be able to:
16.1 Nomenclature, Shape of 16.1.1 describe the nomenclature and shapes of molecule (i.e. alkane, *
Molecules and Resonance alkene, cycloalkane, alkynes, benzenes and substituted
benzene) based on sigma and pi carbon-carbon bonds;
16.1.2 explain the phenomenon of resonance and stability of benzene; *
16.2 Types of Organic Reactions 16.2.1 define different types of organic reactions, i.e. *
a. substitution reaction
b. elimination reaction
c. addition reaction
d. radical reaction
16.3 Alkanes 16.3.1 explain unreactive nature of alkanes towards polar reagents; *
16.3.2 explain homolytic and heterolytic fission, free radical *
initiation, propagation and termination;
16.3.3 describe the mechanism of free radical substitution with *
reference to methane and ethane;
16.4 Alkenes 16.4.1 describe the preparation of ethene (using chemical equations) *
from:
a. dehydration of alcohol
b. dehydrohalogenation of alkyl halide;
16.4.2 describe the reactions of ethene, i.e. *
a. hydrogenation
b. hydration
c. hydrohalogenation
d. halogenation
e. halohydration
f. epoxidation
g. ozonolysis
h. polymerisation;
Cognitive Level
K U A
16.5 Alkynes 16.5.1 compare the reactivities of alkynes, alkenes and alkanes; *
16.5.2 describe the preparation of alkynes using elimination reaction; *
16.5.3 explain the acidic strength of alkynes with reference to its *
reaction with metals;
16.5.4 explain the chemistry of alkynes by hydrogenation, *
hydrohalogenation, hydration, bromination and ozonolysis;
16.5.5 discuss the combustion reactions of alkanes, alkenes and *
alkynes with reference to energy production;
16.6 Benzene and Substituted Benzene 16.6.1 compare the reactivity of benzene with alkene and alkane; *
16.6.2 describe the mechanism of electrophilic substitution reaction *
of benzene;
16.6.3 explain orientation in benzene with reference to resonating *
structures, i.e. effect of ortho, meta and para directing groups
in electrophilic substitution reactions;
16.6.4 discuss the chemistry of benzene and methyl benzene by *
nitration, sulphonation, halogenation, Friedal-Crafts alkylation
and acylation.
Cognitive Level
K U A
17. Alkyl halides and Amines Students should be able to:
17.1 Alkyl halides 17.1.1 apply IUPAC and trivial systems for naming alkyl halides; *
17.1.2 discuss physical properties and reactivity of different alkyl *
halides on the basis of bond energy;
17.1.3 draw the structure of different alkyl halides using their *
formulae;
17.1.4 describe the preparation of alkyl halides by the reaction of *
alcohol with HX, SOCl2, PCl3 and PCl5;
17.2 Nucleophilic Substitution 17.2.1 describe the mechanism of nucleophilic substitution (SN1 and *
Reaction SN2) reactions;
17.2.2 discuss carbocation and its stability; *
17.2.3 compare SN1 and SN2 reactions; *
17.2.4 deduce the mechanism of nucleophilic substitution (SN1 and *
SN2) reaction for the given alkyl halide;
17.2.5 identify nucleophile (base), substrate and leaving group in the *
given nucleophilic substitution reactions;
17.3 Elimination Reaction 17.3.1 describe the mechanism of elimination (E1 and E2) reaction; *
17.3.2 compare E1 and E2 reaction; *
17.3.3 deduce the mechanism of elimination (E1 and E2) reaction for *
the given alkyl halide;
17.3.4 compare substitution reaction with elimination reaction; *
17.4 Organo-Metallic Compounds 17.4.1 describe the preparation and reactivity of Grignard reagent; *
(Grignard Reagent) 17.4.2 describe chemical reaction of Grignard reagent with *
aldehydes, ketones, esters and carbon dioxide;
Cognitive Level
K U A
17.5 Amines 17.5.1 apply IUPAC and trivial system for naming amines; *
17.5.2 discuss physical properties of amines (melting point, boiling *
point and solubility);
17.5.3 draw the structure of amines (primary, secondary and tertiary) *
from their formulae;
17.5.4 explain basicity (basic character) of amines; *
17.5.5 describe the preparation of amines by: *
a. alkylation of NH3
b. reduction of nitriles
c. reduction of nitro compounds
d. reduction of amides;
17.5.6 describe chemical reaction of amines, i.e. *
a. alkylation with RX
b. reaction with aldehydes and ketones;
17.5.7 describe the preparation of amides and diazonium salts. *
Cognitive Level
K U A
18. Alcohols, Phenols and Ethers Students should be able to:
18.1 Alcohols 18.1.1 apply IUPAC and trivial system for naming different alcohols; *
18.1.2 describe the physical properties and structure of alcohol; *
18.1.3 distinguish among primary, secondary and tertiary alcohols *
using Lucas reagent test;
18.1.4 differentiate between methanol and ethanol using iodoform *
test (haloform reaction);
18.1.5 describe the preparation of alcohol by reduction of aldehydes, *
ketones, carboxylic acids and esters using chemical equations;
18.1.6 discuss the acidic character of alcohols; *
18.1.7 describe the reactions of alcohol, i.e. *
a. preparation of ethers
b. preparation of esters
c. oxidative cleavage of 1,2-diols;
18.1.8 define thiols (RSH); *
18.1.9 describe the uses of alcohol as disinfectant and antiseptic; *
18.2 Phenols 18.2.1 apply IUPAC and trivial system for naming different phenols; *
18.2.2 discuss the physical properties, structure and acidic *
characteristics of phenol (with reference to its resonance only);
18.2.3 describe the preparation of phenols from the given compounds *
(benzene sulphonic acid, chlorobenzene, acidic oxidation of
cumene and hydrolysis of diozomium salts) using chemical
equations;
18.2.4 discuss the reactivity of phenol with reference to electrophilic *
aromatic substitution, reaction with Na metal and oxidation;
18.2.5 differentiate between alcohols and phenols; *
Cognitive Level
K U A
18.3 Ethers 18.3.1 apply IUPAC and trivial system for naming different ethers; *
18.3.2 describe the physical and chemical properties of ethers; *
18.3.3 describe the preparation of ethers by the following methods *
using chemical equations:
a. Williamson synthesis
b. reaction of alkyl halides with dry silver oxide
c. reaction of alcohols with excess H2SO4;
18.3.4 describe the use of ether in the field of medicine. *
Cognitive Level
K U A
19. Carbonyl Compound I: Aldehydes and
Ketones
19.1 Nomenclature and Structure 19.1.1 apply IUPAC and trivial system for naming aldelydes and *
ketones;
19.1.2 draw the structure of given aldehydes and ketones; *
19.1.3 describe glucose and fructose as examples of aldehydes and *
ketones;
19.2 Physical Properties 19.2.1 explain the physical properties of aldehydes and ketones; *
19.3 Preparation of Aldehydes and 19.3.1 describe the preparation of aldehydes and ketones by: *
Ketones a. ozonolysis of alkene
b. hydration of alkyne
c. oxidation of alcohol
d. Friedal Crafts acylation of aromatic compound;
19.4 Reaction of Aldehydes and 19.4.1 describe the base catalysed nucleophilic addition reaction of *
Ketones aldehydes and ketones, i.e.
a. addition of hydrogen cyanide
b. addition of Grignard reagent
c. addition of sodium bisulphate
d. Aldol condensation
e. Cannizzaro’s reaction
f. haloform (iodoform) reaction;
Cognitive Level
K U A
19.4.2 describe the acid catalysed nucleophilic addition reaction of *
aldehydes and ketones, i.e.
a. polymerisation
b. addition of ammonia derivatives
c. addition of alcohols;
19.4.3 describe the reduction of aldehydes and ketones using: *
a. Clemensen reduction method
b. Wolff-Kishner reduction method
c. hydride reagents
d. carbon nucleophiles
e. nitrogen nucleophiles
f. oxygen nucleophiles;
19.4.4 describe the oxidation reactions of aldehydes and ketones; *
19.5 Uses and Effects 19.5.1 discuss the uses of formaldehyde in daily life; *
19.5.2 discuss the health hazards associated with the exposure to *
formalin.
Cognitive Level
K U A
20. Carbonyl Compound II: Carboxylic
Acid and Functional Derivatives
20.1 Nomenclature 20.1.1 apply IUPAC and trivial system for naming carboxylic acid *
and their derivatives;
20.2 Structure and Physical Properties 20.2.1 describe the structure and physical properties (solubility, *
melting point and boiling point) of carboxylic acid;
20.2.2 draw the structure of given compounds of carboxylic acids and *
their derivatives;
20.3 Acidity 20.3.1 discuss the acidity of carboxylic acids; *
20.4 Preparation of Carboxylic Acid 20.4.1 describe the preparation of carboxylic acid by Grignard *
reagent, hydrolysis of nitriles, oxidation of primary alcohol,
aldehydes and alkyl benzene using chemical equations;
20.5 Reactivity 20.5.1 describe the reactions of carboxylic acid involving *

a. hydrogen atom of the carboxyl group
b. hydroxyl group of carboxyl group
c. carboxyl group as a whole;
20.5.2 compare the reactivity of different derivatives of carboxylic *
acid (i.e. acyl halides, acid anhydrides, esters and amides);
20.6 Reactions of Carboxylic Acid 20.6.1 describe the preparation of acyl halides, acid anhydrides, *
esters and amides;
20.6.2 describe the inter-conversion reactions of the carboxylic acid *
derivatives (acyl halides, acid anhydrides, esters and amides);
Cognitive Level
K U A
20.6.3 describe the reactions of carboxylic acid derivatives, i.e. *
a. Friedel-Crafts acylation using acyl halide
b. hydrolysis in acid anhydrides, esters and amides
c. reduction of esters and amides
d. reaction of Grignard reagent with esters;
20.7 Uses 20.7.1 identify carboxylic acids present in fruits and vegetables; *
20.7.2 describe the uses of carboxylic acids, i.e. in plastic, leather, *
rubber, soap industries and as preservatives in food and food
products.
Cognitive Level
K U A
21. Biochemistry Students should be able to:
21.1 Carbohydrates, Proteins and 21.1.1 describe the basis of classification of carbohydrates, proteins *
Lipids and lipids;
21.1.2 describe the structure of carbohydrates, proteins and lipids; *
21.1.3 explain the role of carbohydrates in health and disease; *
21.1.4 discuss the nutritional importance of proteins and lipids; *
21.1.5 explain different types of lipids (simple, compound, derived or *
associated including steroids);
21.1.6 describe the effect of lowering pH (using lemon juice) on milk *
proteins;
21.1.7 describe the role of biochemical compounds such as insulin *
and cholesterol in human body;
21.2 Enzymes 21.2.1 describe the role of enzymes as biological catalyst, i.e. in *
digestion of food;
21.2.2 explain the factors that affect enzyme activity; *
21.2.3 explain the role of inhibitors in enzyme catalysed reactions; *
21.3 Nucleic Acids 21.3.1 differentiate between the structure of DNA and RNA; *
21.3.2 describe the role of *
a. DNA in storing genetic information
b. RNA in terms of protein synthesis;
21.4 Minerals of Biological 21.4.1 describe the role of iron and phosphorous as nutrients. *
Significance
Cognitive Level
K U A
22. Industrial Chemistry Students should be able to:
22.1 Introduction 22.1.1 discuss the importance of chemical industries for the economy *
of Pakistan;
22.1.2 list the raw materials available in Pakistan for various *
chemical and petrochemical industries;
22.2 Safety Measurement 22.2.1 list safety precautions that should be followed in chemical *
industries;
22.3 Dyes and Pigments 22.3.1 describe the types of dyes; *

22.3.2 discuss the importance of dyes and pigments in cosmetic, *
textile, paints and food industry;
22.4 Petro-chemicals 22.4.1 describe the process of: *

a. fractional distillation
b. refining of petroleum;
22.4.2 explain the processes of cracking (with its types) and *
reforming of petroleum;
22.4.3 identify (in a given equation) the petrochemicals and *
chemicals derived from them (monomer and polymer);
22.4.4 list some major petrochemicals; *
22.5 Synthetic Polymers (PVC and 22.5.1 describe the chemical processes of addition and condensation *
Nylon) polymerisation;
22.5.2 describe the formation and uses of polyvinyl chloride (PVC) *
and nylon;
Cognitive Level
K U A
22.6 Synthetic Adhesive 22.6.1 describe types and applications of synthetic adhesives; *
22.7 Pesticides 22.7.1 define pesticides; *

22.7.2 discuss the types of pesticides on the basis of their uses in *
daily life;
22.7.3 discuss the advantages and disadvantages of using pesticides *
for the environment.
Cognitive Level
K U A
23. Environmental Chemistry Students should be able to:
23.1 Chemistry of Troposphere and 23.1.1 describe the chemical reactions occurring in the atmosphere *
Stratosphere with reference to formation of acid rain, ozone, ammonium
nitrates and sulphates and carbon dioxide;
23.1.2 discuss the release of oxides of carbon, sulphur, nitrogen, and *
volatile organic compounds (VOCs) which are associated with
combustion of hydrocarbon based fuel;
23.1.3 discuss problems associated with the release of pollutants, i.e. *
oxides of carbon, sulphur, nitrogen, VOCs and peroxyacetyl
nitrate (PAN);
23.1.4 describe causes and impacts of oxidising and reducing smogs; *
23.1.5 describe the role of chlorofluorocarbons (CFCs) in destroying *
ozone in the stratosphere;
23.1.6 list possible alternatives to the use of CFCs; *
23.1.7 explain climate change as a result of greenhouse effect and *
global warming;
23.2 Water Pollution and Water 23.2.1 describe the parameters of water analysis; *
Treatment 23.2.2 explain the methods of water purification, i.e. raw water *
treatment, sewage treatment, zeolite process and reverse
osmosis;
23.3 Green Chemistry 23.3.1 describe the principles of green chemistry; *

23.3.2 discuss the significance of green chemistry. *
Cognitive Level
K U A
24. Analytical Chemistry Students should be able to:
24.1 Classical and Modern Methods of 24.1.1 compare the classical and modern methods of structural *
Analysis analysis of compounds;
24.1.2 describe the procedure of combustion analysis of *
hydrocarbon;
24.1.3 define the term ‘spectroscopy’; *
24.1.4 discuss application of spectroscopy in analytical chemistry; *
24.1.5 explain the different regions of electromagnetic spectrum *
(according to wavelength);
24.1.6 explain atomic emission and atomic absorption spectrum; *
24.1.7 describe the basic principles of infrared (IR) spectroscopy (i.e. *
absorption of infrared (IR) radiations, molecular rotation,
molecular vibrations, vibrational coupling);
24.1.8 interpret the infrared (IR) spectra of benzene, acetone, acetic *
acid and ethanol;
24.1.9 predict whether a given molecule will absorb in the UV- *
Visible radiations;
24.1.10 predict the colours of compounds (methylene blue and *
[Ti(H2O)6]3+) from their UV-Visible spectra;
24.1.11 explain instrumentation and working of a mass spectrometer *
(MS);
24.1.12 discuss the use of MS in determination of relative isotopic *
masses.
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Part I (Grade XI)

1.3 Biological Method 1.3.1 exemplify deductive and inductive reasoning; *

2.4 Carbohydrates 2.4.1 define carbohydrates; *

2.6 Proteins 2.6.1 define proteins and amino acids; *

2.8 Conjugated Molecules 2.8.1 define conjugated molecules; *

3.2 Characteristics of Enzymes 3.2.1 describe characteristics of enzymes; *

5.2 Nomenclature 5.2.1 describe binomial nomenclature; *

5.4 Characteristics of Viruses 5.4.1 trace the discovery of viruses; *

6.2 Morphology of Bacteria 6.2.1 state characteristic features of archaebacteria (thermophilic, *

6.7 Reproduction in Bacteria 6.7.1 differentiate among different modes of reproduction in *

6.10 Cyanobacteria 6.10.1 list general characteristics of cyanobacteria; *

7.3 Animal-like Protists 7.3.1 describe salient features of animal-like protists; *

7.4 Plant-like Protists 7.4.1 describe salient features of plant-like protists; *

7.5 Fugus-like Protists 7.5.1 compare features of myxomycota and oomycota; *

9.2 Bryophytes 9.2.1 state characteristic features of bryophytes; *

9.4 Seed Plants 9.4.1 describe general characteristics of gymnosperms and *

9.5 Angiospermic Families 9.5.1 differentiate among vegetative characteristics, floral *

10.3 Phylum Porifera 10.3.1 explain general characteristics of poriferans; *

10.4 Grade Radiata 10.4.1 explain coelenterates with reference to their *

10.5 Grade Bilateria Triploblastic 10.5.1 explain general characteristics of platyhelminthes; *

10.8 Phylum Arthropoda 10.8.1 explain general characteristics of arthropodes; *

10.11 Phylum Hemichordata 10.11.1 describe the basic characteristics of hemichordates; *

10.12 Phylum Chordata 10.12.1 describe fundamental characteristics of chordates; *

10.13 Sub-phylum Vertebrata

11.2 Photosynthesis 11.2.1 define photosynthesis; *

11.3 Respiration 11.3.1 define cellular respiration, oxidative phosphorylation, aerobic *

13.2 Gaseous Exchange in Animals 13.2.1 describe properties of respiratory surface; *

14.3 Ascent of Sap 14.3.1 define ascent of sap; *

14.4 Transpiration 14.4.1 define transpiration; *

14.5 Translocation 14.5.1 define translocation; *

14.8 Cardiovascular Disorders 14.8.1 describe atherosclerosis, arteriosclerosis, thrombus formation *

Part II (Grade XII)

15.2 Feedback System 15.2.1 define feedback system; *

15.4 Excretion in Plants 15.4.1 define excretion; *

15.9 Thermoregulation in Animals 15.9.1 classify animals on the basis of thermoregulation; *

16.6 Locomotion in Protozoa and 16.6.1 define locomotion; *

17.2 Coordination in Plants 17.2.1 describe control through hormones in plants; *

17.5 Chemical Coordination 17.5.1 describe chemical nature of hormones; *

18.6 Sexual Reproduction in Animals 18.6.1 differentiate between: *

19.4 Growth and Development in 19.4.1 describe process of development in vertebrates; *

20.5 Gene Expression 20.5.1 describe gene and genetic code; *

20.6 Mutations 20.6.1 describe types of mutation; *

21.2 Mitosis 21.2.1 define mitosis; *

21.3 Meiosis 21.3.1 define meiosis; *

22.7 Genetic Disorder 22.7.1 describe diabetes mellitus as a genetic disorder; *

23.3 Applications of Genetic Engineering 23.3.1 describe the applications of: *

23.5 Biotechnology and Agriculture 23.6.1 describe genetically modified organisms; *

24.2 Theories of Evolution 24.2.1 describe inheritance of acquired characters as proposed by *

24.3 Evidences of Evolution 24.3.1 describe evidences of organic evolution, i.e. *

25.3 Biogeochemical Cycles 25.3.1 describe nitrogen cycle; *

27.3 Pollution 27.3.1 define pollution; *

1.4 Precision and Accuracy 1.4.1 define precision and accuracy; *

2.7 Equilibrium of Forces 2.7.1 define equilibrium and its types; *

3.3 Acceleration 3.3.1 explain the equations of motion *

3.4 Laws of Motion 3.4.1 describe Newton’s laws of motion; *

4.3 Power 4.3.1 define power as the rate of doing work; *

4.4 Energy 4.4.1 define energy; *

4.8 Conservation of Energy 4.8.1 explain the law of conservation of energy; *

5.5 Rotational Kinetic Energy 5.5.1 define rotational kinetic energy; *

5.7 Orbital Velocity 5.7.1 define orbital velocity; *

6.2 Equation of Continuity 6.2.1 derive the equation of continuity; *