Biology - National Curriculum Development Centre

304 Pages·2013·3.91 MB·English

O’ Level
Biology
Integrated With Technology
LEARNER’S BOOK
Ministry of Education and Sports
A

O’ Level
Biology
Integrated With Technology
LEARNER’S BOOK
Ministry of Education and Sports
Copyright
© National Curriculum Development Centre, Uganda, 2012
Published by
National Curriculum Development Centre (NCDC),
P.O. Box 7002, Kyambogo,
KAMPALA.
ALL rights reserved. No part of this publication should be reproduced
stored in a retrieval system or transmitted in any form by any means
electronic, mechanical, photocopying, recording or otherwise without
the permission of the publisher. No patent liability is assumed with
respect to the use of the information contained herein.
ISBN: 978-9970-00-091-3
Website: www.ncdc.go.ug
Contents
Background i
Foreword ii
Preface iii
Acknowledgement iv
Introduction v
Chapter 1: DIVERSITY OF LIVING THINGS 1
Chapter 2: SOIL 67
Chapter 3: NUTRITION IN ORGANISMS 85
Chapter 4: TRANSPORT IN PLANTS AND ANIMALS 131
Chapter 5: GASEOUS EXCHANGE AND RESPIRATION 151
Chapter 6: HOMEOSTASIS AND EXCRETION 181
Chapter 7: COORDINATION IN PLANTS AND ANIMALS 199
Chapter 8: LOCOMOTION 213
Chapter 9: GROWTH AND DEVELOPMENT 219
Chapter 10: REPRODUCTION IN ORGANISMS 229
Chapter 11: GENETICS AND ENVOLUTION 257
Chapter 12: INTERRELATIONSHIPS 269
Background
This Learners’ Handbook contains information on Biology Integrated
with Technology activities related to topics in the UCE Biology Curricu-
lum. The practical activities in this Handbook provide an economical
product or provide a service. Comparing it to a number of Biology text-
books, that have the conventional practical activities, most of which are
done in school laboratories, do not directly relate to everyday life experi-
ences.
Foreword
It should be appreciated that Science and Mathematics are key learn-
ing aspects that play a vital part in our lifestyle. At home, within a
community, national and internationally learners meet with Sci-
ence and Mathematics functional knowledge. Therefore, the need to
broaden an understanding and skill development is of paramount
importance for sustainable development.
We find it easier to carry out scientific and Mathematics activities
outside the classroom for example making garments, bread, alcohol,
ice cream and furniture. All these activities are directly related to
what is learnt in Sciences and Mathematics at school but no refer-
ence to them is done thus making these subjects abstract and less
interesting. This is to appeal to the users of this book to avoid ne-
glecting innovations that guide learning but embrace all the Science/
Mathematics concepts in the curriculum.
i
Preface
The major reason for undertaking this new approach to teaching-
learning Sciences and Mathematics at O level is to improve the
academic achievements and interest of learners.
The idea of integrating Technology into Sciences and Mathematics
at lower secondary education was conceived after realizing that
Science and Mathematics teaching at this level hardly generated
interest in the learners. In addition, these learners were lacking
in practical skills and rarely applied Science and Mathematics to
everyday life situations.
The National Curriculum Development Centre (NCDC) has developed
this new approach of teaching Science and Mathematics by including
practical activities that enable learners to come up with products
or be able to offer services to the community leading to national
sustainable development by generating their own income.
ii
Acknowledgement
This book was developed and prepared in a series of writing and discussion
workshops organised by the National Curriculum Development (NCDC)
between 2007 and 2011.
I wish to acknowledge the contribution of the subject panel members,
teachers and learners from various schools who participated at trial
activity phase and other education stakeholders that provided input and
direction of this material.
I am grateful to all those who worked behind the scenes for the commitment
in ensuring the work is done and feedback from the field is incorporated.
I also thank the African Development Bank (ADB) Project Phase-III for the
financial support.
Last but not least, I wish to recognise agencies, companies and websites
for the reference materials and pictures used in this book.
Connie Kateeba
Director NCDC
iii
iv