Biology

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The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Biology is to
prepare the candidates for the Board’s examination. It is designed to test their achievement of the
course objectives, which are to:

1. demonstrate sufficient knowledge of the concepts of the interdependence and unity of life;
2. account for continuity of life through reorganization, inheritance and evolution;
3. apply biological principles and concepts to everyday life, especially to matters affecting the
individual, society, the environment, community health and the economy.

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1. Living organisms: Candidates should be able to:

a. Characteristics
i. differentiate between the characteristics of
b. Cell structure and functions of cell living and non-living things;
Components
ii. identify the cell structures;
c. Level of organization
i. Cell e.g. Amoeba, cheek cell iii. analyse the functions of the components of
plants and animal cells;
ii. Tissue, e.g. epithelial tissues
iv. compare and contrast the structure of plant and
iii. Organ, e.g. leaf and heart animal cells;

iv. Systems, e.g. reproductive v. trace the levels of organization among

organisms in their logical sequence in relation
v. Organisms e.g. Chlamydomonas to the five kingdom classification of living
organisms.

2. Evolution among the following: Candidates should be able to:

a. Monera (prokaryotes), e.g. bacteria and i. analyse external features and characteristics of the
blue green algae. listed organisms:

b. Protista (protozoans and protophyta), ii. apply the knowledge from (i) above to
e.g. Amoeba, Euglena and Paramecium demonstrate increase in structural complexity;

c. Fungi, e.g. mushroom and Rhizopus. iii. trace the stages in the life histories of the listed
organisms;

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d. Plantae (plants) iv. apply the knowledge of the life histories to

demonstrate gradual transition from life in
i. Thallophyta (e.g. Spirogyra) water to life on land;

ii. Bryophyta (mosses and liveworts) e.g. v. trace the evolution of the listed plants.
Bryachymenium and Merchantia.

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

iv. Spermatophyta (Gymnospermae and

Angiospermae)
- Gymnosperms e.g. Cycads and
conifers.
- Angiosperms (monocots, e.g. maize;
dicots, e.g. water leaf)
Candidates should be able to:
e. Animalia (animals)
i. Invertebrates i. trace the evolution of the invertebrate animals;
- coelenterate (e.g. Hydra) ii. determine the economic importance of the
- Platyhelminthes (flatworms) e.g. Taenia insects studied;
- Nematoda (roundworms) iii. asses their values to the environment;
- Annelida (e.g. earthworm)
- Arthropoda (insects) e.g. Millipedes,
ticks, mosquito, cockroach, housefly,
bee, butterfly

- Mollusca (e.g. snails)

i. trace the evolution of multi-cellular animals;
ii. Multicellular animals (vertebrates)
- pisces (cartilaginous and bony fish) ii. determine their economic importance.
- Amphibia (e.g. toads and frogs)
- Reptilia (e.g. lizards, snakes and
turtles)
- Aves (birds)
- Mammalia (mammals)
Candidates should be able to:
3. Structural/behavioural adaptations of
vertebrates (bony fish, toad, lizard, bird, i. describe how the various structures and behaviour
small mammal) to the environment. adapt these organisms to their environment;

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1. Internal structure of a flowering plant Candidates should be able to:

i. Root i. identify the transverse sections of these

ii. Stem organs;
iii. Leaf ii. relate the structure of these organs to their
functions.

b. Internal structure of a mammal Candidates should be able to:

i. examine the arrangement of the mammalian

internal organs;
ii. describe the appearance and position of the
digestive, reproductive and excretory organs.

2. Nutrition Candidates should be able to:

a. Modes of nutrition i. compare the photosynthetic and chemosynthetic

i. Autotrophic modes of nutrition;
ii. Heterotrophic ii. provide examples from both flowering and non-
flowering plants;
iii. compare autotropic and heterotrophic modes of
nutrition.

Types of Nutrition Candidates should be able to:

differentiate the following examples:
- holozoic (sheep and man)
- Parasitic (roundworm, tapeworm and
Loranthus)
- saprophytic (Rhizopus and mushroom)
- carnivorous plants (sundew and
bladderwort)
- determine their nutritional value.

b. Plant nutrition Candidates should be able to:

i. Photosynthesis
i. analyse the light and dark reactions, materials
and conditions necessary for photosynthesis;
ii. determine the necessity of light, carbon (IV)
oxide and chlorophyll in photosynthesis;
iii. detect the presence of starch in a leaf as an
evidence of photosynthesis.

ii. Mineral requirements Candidates should be able to:

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

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c. Animal nutrition Candidates should be able to:

i. Classes of food substances; i. indicate the sources of the various classes of
carbohydrates, proteins, fats and oils, food;
vitamins, mineral salts and water ii. relate the importance of each class;
iii. determine the importance of a balanced diet.

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

iii. The mammalian tooth Candidates should be able to:

(structures, types and functions) i. describe the structure of a typical mammalian
tooth;
ii. differentiate the types of mammalian tooth
and relate their structures to their functions.
iii. compare the dental formulae of man, sheep,
and dog.

iv. Mammalian alimentary canal Candidates should be able to:

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

v. Nutrition process (ingestion, digestion, Candidates should be able to:

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

3. Transport Candidates should be able to:

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

b. Materials for transportation. Candidates should be able to:

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

ii Plant vascular system (phloem and xylem) Candidates should be able to:
i. identify the organs of the plant vascular system;
ii. compare the specific functions of the phloem
and xylem

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d. Media and processes of mechanism for Candidates should be able to:

transportation. i. identify media of transportation (e.g. cytoplasm,
cell sap, body fluid, blood and lymph);
ii. determine the composition of blood and lymph;
iii. describe diffusion, osmosis, plasmolysis and
turgidity as mechanism of transportation in
organisms;
iv. compare the various mechanisms of open
circulatory systems, transpiration pull, root
pressure and active transport as mechanism
of transportation in plants.

4. Respiration Candidates should be able to:

i. examine the significance of respiration;
ii. describe the process of glycolysis;
iii. compare the similarities of the process in plants
and animals;
iv. deduce from an experimental set up, gaseous
exchange and products, exchange and
production of heat energy during respiration.

a. Respiratory organs and surfaces Candidates should be able to:

i. describe the following respiratory organs and
surfaces with organisms in which they occur;
body surface, gill, trachea, lungs, stomata and
lenticels;
ii. relate the characteristics of the respiratory
surfaces listed above to their functions.

b. The mechanism of gaseous exchange in: Candidates should be able to:

i. describe the mechanism for the opening and
i. Plants closing of the stomata;
ii. Mammals ii. determine respiratory movements in these
animals.

c. Aerobic respiration Candidates should be able to:

iii. examine the role of oxygen in the liberation of
energy for the activities of the living organisms;
iv. deduce the effect of insufficient supply of
oxygen to the muscles.

d. Anaerobic respiration Candidates should be able to:

i. use yeast cells and sugar solution to demonstrate
the process of fermentation;
ii. asses the economic importance of yeasts;

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5.Excretion Candidates should be able to:

a. Types of excretory structures: i. Interpret the meaning and significance of excretion;
contractile vacuole, flamecell, ii. identify the characteristics of each structure.
nephridium, Malpighian tubule, kidney,
stoma and lenticel.

b. Excretory mechanisms: Candidates should be able to:

i. Kidneys i. relate the structure of the kidneys to the excretory
ii. lungs and osmo-regulatory functions.
ii. skin . identify the functions and excretory products of
the lungs and the skin.

c. Excretory products of plants Candidates should be able to:

i. deduce the economic importance of the excretory
products of plants, carbon (IV) oxide, tannins, 
resins, gums, mucilage, alkaloids etc.

6. Support and movement Candidates should be able to:

i. determine the need for support and movement in
organisms;
ii. identify supporting tissues in plants (collenchyma,
sclerenchyma, xylem and phloem fibres);
iii. describe the distribution of supporting tissues in
roots, stem, and leaf.

a. Tropic, tactic, nastic and sleep Candidates should be able to:

movements in plants i. relate the response of plants to the stimuli of light,
water, gravity and touch;
ii. identify the regions of growth in roots and shoots
b. supporting tissues in animals and the roles of auxins in tropism.

Candidates should be able to:

i. relate the location of chitin, cartilage and bone to
their supporting function;

c. Types and functions of the skeleton ii. relate the structure and the general layout of the
i. Exoskeleton mammalian skeleton to their supportive,
ii. Endoskeleton locomotive and respiratory function;
iii. differentiate types of joints using appropriate
examples.

iii. Functions of the skeleton in animals Candidates should be able to:

i. apply the protective, supportive, locomotive and
respiratory functions of the skeleton to the
wellbeing of the animal;

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7. Reproduction Candidates should be able to:

a. A sexual reproduction i. differentiate between asexual and sexual

i. Fission as in Paramecium reproduction;
ii. Budding as in yeast ii. apply natural vegetative propagation in crop
iii. Natural vegetative propagation production and multiplication;
iii. apply grafting, budding and layering in
iv. Artificial vegetative propagation. agricultural practices.

b. sexual reproduction in flowering plants Candidates should be able to:

i. relate parts of flower to their functions and
i. Floral parts and their functions reproductive process;
ii. Pollination and fertilization ii. deduce the advantages of cross pollination;
iii. products of sexual reproduction iii. deduce the different types of placentation that
develop into simple, aggregate, multiple and
succulent fruits.

c. Reproduction in mammals Candidates should be able to:

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

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

(Fusion of gamates) i. describe the fusion of gametes as a process of
fertilization;
ii. relate the effects of the mother’s health, nutrition
and indiscriminate use of drugs on the
developmental stages of the embryo up to birth.

8. Growth Candidates should be able to:

a. meaning fo grwoth i. apply the knowledge of the conditions necessary
for germination on plants growth;
b. Germination of seeds and condition ii. differentiate between epigeal and hypogeal
necessary for germination of seeds. germination.

9. Co-ordination and control Candidates should be able to:

a. Nervous coordination: i. apply the knowledge of the structure and function
i. the components, structure and functions of the central nervous system in the coordination
of the central nervous system; of body functions in organisms;
ii. The components and functions of the ii. illustrate reflex actions such as blinking of the
peripheral nervous systems; eyes, knee jerk; etc.;
iii. Mechanism of transmission of impulses; iii. differentiate between reflex and voluntary actions
iv. Reflex action as well as conditioned reflexes such as salivation,
riding a bicycle and swimming;

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b. The sense organs Candidates should be able to:

i. skin (tactile) i. associate the listed sense organs with their
ii. nose (olfactory) functions;
iii. tongue (taste) ii. apply the knowledge of the structure and
iv. eye (sight) functions of these sense organs in detecting an
v. ear (auditory) correcting their defects.

c. Hormonal control Candidates should be able to:

i. animal hormonal system i. locate the listed endocrine glands in animals;
- Pituitary ii. relate the hormone produced by each of these
- thyroid glands to their functions.
- parathyroid
- adrenal gland
- pancreas
- gonads

ii. Plant hormones Candidates should be able to:

(phytohormones) i. examine the effects of various phytohormones (e.g.
auxins, gibberellin, cytokinin, and ethylene) on
growth, tropism, flowering, fruit ripening and leaf
abscission.

d. Homeostasis Candidates should be able to:

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

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

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

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

thermometer, rain gauge etc) to measure abiotic
factors.

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ii. Biotic Candidates should be able to:

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

2. Symbiotic interactions of plants Candidates should be able to:

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

(a) Food chains, food webs and Candidates should be able to:
trophic levels i. interpret the ecological pyramids of
(b) Energy flow in the ecosystem. numbers, biomass and energy.
(c) Nutrient cycling in nature
i. carbon cycle Candidates should be able to:
i. describe the cycle and its significance
including the balance of atmospheric
oxygen and carbon (IV) oxide.

ii. water cycle Candidates should be able to:

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

iii. Nitrogen cycle Candidates should be able to:

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

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

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

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

i. locate biomes to regions
a. Tropical rainforest ii. apply the knowledge of the features of the listed
local biomes in determining the characteristics of
different regions of Nigeria.

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b. Guinea savanna (southern and

northern)
c. Sudan Savanna
d. Desert
e. Highlands of montane forests and
grasslands of the Obudu, Jos,
Mambilla Plateau.

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

i. determine the reasons for rapid changes in human
(a) Population density and population and the consequences of
overcrowding. overcrowding;
ii. compute/calculate density as the number of
organisms per unit area;
iii. apply modern methods to control human
population;

(b) Factors affecting population sizes: Candidates should be able to:

i. Biotic (e.g. food, pest, disease, i. deduce the effect of these factors on the size of
predation, competition, reproductive population.
ability).

ii. Abiotic (e.g. temperature, space, light,

rainfall, topography, pressure, pH, i. determine the interactions between biotic and
etc. abiotic factors, e.g. drought or scarcity of water
which leads to food shortage and lack of space
c. Ecological succession which causes increase in disease rates;
i. primary succession
ii. secondary succession Candidates should be able to:
i. trace the sequence in succession to the climax
stage of stability in plant population.
6. SOIL
Candidates should be able to:
a) (i) characteristics of different types i. identify physical properties of different soil types
of soil (sandy, loamy, clayey) based on simple measurement of particle size,
i. soil structure porosity or water retention ability;
ii. porosity, capillarity and humus ii. determine the amounts of air, water, humus and
content capillarity in different soil types experimentally.

iii. Components of the soil Candidates should be able to:

i. inorganic i. relate soil characteristics, types and components to
ii. organic the healthy growth of plant.
iii. soil organisms

b) Soil fertility: Candidates should be able to:

i. loss of soil fertility i. relate such factors as loss of inorganic matter,
compaction, leaching, erosion of the top soil and
repeated cropping with one variety.

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ii. Renewal and maintenance of soil Candidates should be able to:

fertility i. apply the knowledge of the practice of contour
ridging, terracing, mulching, poly-cropping,
strip-cropping, use of organic and inorganic
fertilizers, crop rotation, shifting cultivation, etc
to enhance soil conservation.

7. Humans and Environment Candidates should be able to:

i. identify ecological conditions that favour the
(a) Diseases: spread of common endemic and potentially
(i) Common and endemic diseases. epidemic disease e.g. malaria, meningitis,
drancunculiasis, schistosomiasis, onchocerciasis,
typhoid fever and cholera etc.;
ii. relate the biology of the vector or agent of each
disease with its spread and control;

ii. Easily transmissible diseases and disease Candidates should be able to:
syndrome such as: i. use the knowledge of the causative organisms,
- poliomyelitis mode of transmission and symptoms of the listed
- cholera diseases to their prevention/treatment/control.
- tuberculosis
- sexually transmitted disease/syndrome ii. apply the principles of inoculation and
(gonorrhea, syphilis, AIDS, etc. vaccination on disease prevention.

b. Pollution and its control Candidates should be able to:

(i) sources, types, effects and methods of i. categorize pollution into air, water and soil
control. pollution;
ii. relate the effects of common pollutants to human
health and environmental degradation;
iii. determine the methods by which each pollutant
may be controlled.

(ii) Sanitation and sewage Candidates should be able to:

i. examine the importance of sanitation with
emphasis on sewage disposal, community health
and personal hygiene;

ii assess the roles and functions of international and

national health agencies (e.g. World Health
Organization (WHO), United Nations
International Children Emergency Fund
(UNICEF), International Red Cross Society
(IRCS), and the ministries of health and
environment.

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(c) Conservation of Natural Resources Candidates should be able to:

(i) apply the various methods of conservation of
both the renewable and non-renewable natural
resources for the protection of our environment
for present and future generations;
(ii) outline the benefits of conserving natural
resources;
(iii) identify the bodies responsible for the
conservation of resources at the national and
international levels (e.g. Nigerian Conservation
Foundation (NCF), Federal Ministry of
Environment, Nigeria National Parks, World
Wildlife Foundation (WWF), International
Union for Conservation of Nature (IUCN),
United Nations Environmental Programme
(UNEP) and their activities;
(iv) asses their activities.

(I) Variation In Population Candidates should be able to:

i. differentiate between continuous and
a. Morphological variations in the discontinuous variations with examples;
physical appearance of individuals.
ii. relate the role of environmental
conditions, habitat and the genetic
constitution to variation.

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

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

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

(iii) Fingerprints Candidates should be able to:

i) apply classification of fingerprints in
identity detection.

b. Physiological variation Candidates should be able to:

(i) Ability to roll tongue i) identify some specific examples of
(ii) Ability to taste physiological variation among human
phenylthiocarbamide population;
(PTC) ii) categorize people according to their
(iii) Blood groups physiological variation.

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b. Application of discontinuous Candidates should be able to:

variation in crime detection, i) apply the knowledge of blood groups in
blood transfusion and blood transfusion and determination of
determination of paternity. paternity;
ii) use discontinuous variation in crime
detection.

2. Heredity Candidates should be able to:

i. determine heritable and non-heritable
a) Inheritance of characters in characters with examples.
organisms;
i) Heritable and non-heritable
characters.

b) Chromosomes – the basis of Candidates should be able to:

heredity; i. illustrate simple structure of DNA

(i) Structure
(ii) Process of transmission of Candidates should be able to:
hereditary characters from i. illustrate segregation of genes at meiosis
parents to offspring. and recombination of genes at fertilization
to account for the process of transmission
of characters from parents to offsprings.

c) Probability in genetics and sex Candidates should be able to:

determination. i) deduce that segregation of genes occurs
during gamete formation and that
recombination of genes at fertilization is
random in nature.

a) Application of the principles of Candidates should be able to:

heredity in: i. analyze data on cross-breeding
experiments;
i) Agriculture ii. apply the principles of heredity in the
production of new varieties of crops and
livestock through cross-breeding;
iii. deduce advantages and disadvantages
of out-breeding and in-breeding;
iv. analyze elementarily the contentious
issues of genetically modified
organisms (GMO) and gene therapy.

(ii) Medicine Candidates should be able to:

i) apply the knowledge of heredity in

marriage counselling with particular
reference to blood grouping, sickle-cell
anaemia and the Rhesus factors.

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ii) examine the significance of using

recombinant DNA materials in the
production of important medical
products such as isulin, interferon and
enzymes.

b. Sex – linked characters e.g. baldness, Candidates should be able to:

haemophilia, colour blindness, etc. i) identify characters that are sex linked.

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1.) Adaptation for survival: Candidates should be able to:

a) Factors that bring about competition. i) relate increase in population, diseases,
shortage of food and space with intra-
and inter-specific competition.

b) Intra and inter-specific competition Candidates should be able to:

i) determine niche differentiation as a
means of reducing intra-specific
competition.

c) Relationship between competition and Candidates should be able to:

succession. i) relate competition to succession.

2) Structural adaptations in organisms Candidates should be able to account for adaptation

in organisms with respect to the following:
i) obtaining food (beaks and legs of birds;
mouthparts of insects, especially mosquito,
butterfly and moth.)

ii) protection and defence (stick insects, praying

mantis and toad.

iii) securing mates (redhead male and female Agama

lizards, display of feathers by birds).

iv. regulating body temperature (skin, feathers and

hairs).

v. conserving water (spines in plants and scales in

mammals).

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3) Adaptive colouration and its functions Candidates should be able to:

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

Candidates should be able to:

4) Behavioural adaptations in social animals
i.) differentiate various castes in social insects like
termites and their functions in their colony/hive;

ii.) account for basking in lizards, territorial

behaviour of other animals under unfavourable
conditions (hibernation and aestivation).

5. Theories of evolution Candidates should be able to:

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

ii.) examine the contributions of

Lamarck and Darwin to the theory
of evolution.

6. Evidence of evolution Candidates should be able to:

i.) provide evidences for evolution such
as fossil records, comparative
anatomy, physiology and embryology;

ii.) trace evolutionary trends in plants

and animals;

iii.) provide evidence for modern

evolutionary theories such as genetic
studies and the role of mutation.

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Ambuna, A. Egunyomi, A. and Osakwe, J. (1990). Comprehensive Certificate Biology for

Senior Secondary Schools: University Press Limited

Egunyomi A. Bob – Manuel, Abdullahi B.A. and Oyetola O.A. (1988). Exam Focus: Biology
For WASSCE and JME 2nd Edition, University Press Limited

MacQueen J. and Murray J. (1978). Success in Biology, Benin: John Murray

Ndu, F.O. C. Ndu, Abun A. and Aina J.O. (2001). Senior Secondary School Biology:
Books 1 -3, Lagos: Longman

Odunfa, S.A. (2001). Essential of Biology, Ibadan: Heinemann

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

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

Roberts, A.B.U. (1993). Functional Approach in Biology

Sorojini, T.L. Sheila, P and Charles, T.P. (2000). Modern Biology for Secondary Schools. Revised Edition, FEP

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

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

Usua, E.J. (1997). Handbook of practical Biology 2nd Edition, University Press, Limited
Wisdomline Pass at Once JAMB.

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