ICSE Class 9 Biology Syllabus

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ICSE Class 9 is very important for students as it is regarded as the groundwork of performing well in the board exams. Only when you understand the class 9 topics in detail, it becomes easy for you to cover the syllabus of grade 10. With an aim to provide quality resources to the students of class 9, SpeedLabs gives you the comprehensive and detailed syllabus. The ICSE class 9 Biology syllabus will assist you to complete the study module within a set time and score better in the exams. So, without any further ado, browse the ICSE class 9 syllabus for Biology and begin your preparations to score better in the exam.

COURSE STRUCTUR CLASS X

Sections

CLASS IX

INTERNAL ASSESSMENT OF PRACTICAL WORK

CLASS IX Stroke 396

  • 1. To acquire the knowledge of the economic importance of plants and animals.
  • 2. To develop an understanding of the inter-relationship between sustainability and environmental adaptations.
  • 3. To develop an understanding of the interdependence of plants and animals so as to enable pupils to acquire a clearer comprehension of the significance of life and its importance in human welfare.
  • 4. To understand the capacities and limitations of all the biological and economic activities so as to be able to use them for a better quality of life.
  • 5. To acquire the ability to observe, experiment, hypothesis, infer, handle equipment accurately and make correct recordings.

CLASS IX

There will be one paper of two hours duration of 80 Marks and Internal Assessment of Practical Work Carrying 20 Marks.

The paper will be divided into two sections, Section I (40 marks) and Section II (40 marks).

Section I (compulsory) will contain short answer questions on the entire syllabus.

Section II will contain six questions. Candidates will be required to answer any four of these six questions.

  • 1. Basic Biology
    • (i) The cell, a unit of life, protoplasm, basic difference between prokaryotic and eukaryotic cell; differences between an animal and a plant cell.
    • A basic understanding of the cell theory, structure of plant and animal cell with functions of various cell organelles. (Protoplam, Cytoplasm, Cell Wall, Cell Membrane,Nucleus,Nucleolous, Mitochondria, Endoplasmic Reticulum, Ribosome, Golgibodies, Plastids, Lysosomes, Centrosome and Vacuole). Difference between a plant cell and an animal cell should be mainly discussed with respect to cell wall, centrosome and vacuoles and plastids.
    • (ii) Tissues: Types of plant and animal tissues. To be taught in brief with respect to location, basic structure and function, giving typical examples of their location so as to enable
    • 2. Flowering Plants
      • (i) Vegetative Propagation: Artificial methods, advantages and disadvantages. Economic importance of artificial propagation, Hybridisation.and Micro Propagation. Brief idea of Biotechnology and its applications role in medicine and industry.
        The concept in brief with suitable examples.Artificial methods: cutting, grafting and layering with examples. Advantages and disadvantages of vegetative reproduction to be discussed. Economic importance of artificial propagation. Hybridization: Meaning and benefits. Micro Propagation: meaning, uses and limitations. Brief idea of biotechnology (example - humaninsulin from E.coli. Applications of biotechnology: in medicine – penicillin, tetracycline; in industry (example – cheese, vinegar, yogurt, alcoholic beverages; synthesis of vitamins namely vitamin C; and enzymes - namely lipase).
      • (ii) Flower: Structure of a bisexual flower, functions of various parts. 101 A brief introduction to complete and incomplete flowers. Essential and non-essential whorls of a bisexual flower; their various parts and functions. Use of charts or actual specimens help enhance clarity of concepts. Inflorescence and placentation (types are not required in both cases).
      • (iii) Pollination: self and cross-pollination.
        Explanation, advantages and disadvantages of self and cross-pollination, agents of pollination and the characteristic features of flowers pollinated by various agents to be discussed.
      • (iv) Fertilisation.
        Events taking place between pollination and fertilisation should be discussed up to fusion of male gamete with egg cell in the embryo sac. Students should be familiar with the terms double fertilization and triple fusion. Fruit and Seed (definition) and significance of Fruit and Seed.
    • 3. Plant Physiology
      • (i) Structure of dicot and monocot seeds, Germination of seeds, types, and conditions for seed germination. Structure and germination of Bean seed and Maize grain. Differences between hypogeal and epigeal germination. Conditions for seed germination should be dealt with by experiments.
      • (ii) Respiration in plants: outline of the process, gaseous exchange. A brief outline of the process mentioning the term Glycolysis, Krebs cycle and their significance. Reference to be made to aerobic and anaerobic respiration with chemical equations in each case. Experiments on gaseous exchange and on heat production.
      • 4. Diversity in living organisms / Eco systems
        • (i) Understanding ecosystems – Definition. Interaction between biotic and abiotic factors. Biotic component consisting of producers, consumers, decomposers. Terms of food chain, food web, pyramid. Brief account of Abiotic or nonliving components such as air, soil, water and climatic factors like sunlight, temperature, humidity and wind. Only Forest Ecosystem with its flora and fauna to be taught.
        • (ii) A brief outline of five Kingdom classification:
          Main characteristics of each kingdom with suitable examples Monera, Protista, Fungi, Plantae(Thallophyta,Bryophyta, Pteridophyta and Spermatophyta) and Animalia (Non-chordates from Porifera to Echinodermata and Chordates - all five Classes)
        • (iii) Economic importance of Bacteria: Economic importance of bacteria:
          Useful role of bacteria - medicine (antibiotics, serums and vaccines); agriculture; (nitrogen fixing, nitrifying and denitrifying bacteria) and industry (curing of tea, tanning of leather) Harmful role of bacteria in spoilage of food, disease in plants and animals, bio-weapons, denitrification.
        • (iv) Economic importance of Fungi: Economic importance of Fungi:
          Useful role of Fungi in breweries, bakeries, cheese processing, mushroom cultivation (Processes of manufacture are not required in each case).
      • 5. Human Anatomy and Physiology
        • (a) Nutrition:
            (i) Classes of food: balanced diet. Malnutrition and deficiency diseases. Functions of carbohydrates, fats, proteins, mineral salts (calcium, iodine, iron and sodium), vitamins and water in proper functioning of the body to be discussed. Sources of vitamins their functions and deficiency diseases to be discussed. Students should be familiar with the term
            Balanced Diet‚. Importance of cellulose in our diet should be discussed. Students should be taught about Kwashiorkor and Marasmus. 102
          • (ii) The structure of a tooth, different types of teeth.
            Structure of a tooth to be discussed with the help of a diagram. Functions of different types of teeth must also be taught.
          • (iii) Digestive System: Organs and digestive glands and their functions (including enzymes and their functions in digestion; absorption, utilisation of digested food); tests for reducing sugar, starch, protein and fats.
          • Organs and their functions; functions of saliva; brief idea of peristalsis; digestion in various parts of alimentary canal. Tests for sugar, starch, protein and fats.
        • (b) Movement and Locomotion:
          • (i) Functions of human skeleton
          • (ii) Axial and Appendicular Skeleton
          • (iii) Types of joints – immovable, slightly movable and freely movable (hinge joint, ball and socket joint, gliding joint, pivot joint.)
        • (c) Structure and functions of skin.
          Various parts of the skin and their functions to be taught with the help of diagrams; heat regulation, vasodilation, vasoconstriction to be explained.
        • (d) Respiratory System: Organs; mechanism of breathing; tissue respiration, heat production. Differences between anaerobic respiration in plants and in man. Brief idea of respiratory volumes, effect of altitude on breathing and asphyxiation should be taught. Role of diaphragm and intercostals muscles in breathing must be explained to provide a clear idea of breathing process. Brief idea of gaseous transport and tissue respiration to be given.
  • 6. Health and Hygiene Cause of diseases:
    • (i) Bacteria - types of bacteria, bacterial control, three examples of diseases caused by bacteria e.g. Tuberculosis, Tetanus, Syphilis (Veneral disease).
    • (ii) Virus - nature of viruses, three examples of viral diseases e.g. Poliomyelitis, Mumps, Rabies, etc. Introduction to HIV, its outline structure and spread.
    • (iii) Parasites - two examples, roundworm, tapeworm and their control.
    • (iv) Brief idea of endemic, epidemic, pandemic, and sporadic.
    • (v) Hygiene: simple personal hygiene and social conditions affecting this. Disease carriers (vectors) flies, rats and cockroaches, contamination of water, waterborne diseases.
  • General idea of personal hygiene, public hygiene and sanitation, control of housefly, mosquitoes, cockroaches and rats (life history not required). Water borne diseases like cholera, dysentery and Hepatitis.
  • 7. Waste generation and management
    • (a) Sources of waste - domestic, industrial, agricultural, commercial and other establishments. Domestic waste: paper, glass, plastic, rags, kitchen waste, etc.
      Industrial: mining operations, cement factories, oil refineries, construction units. Agricultural: plant remains, animal waste, processing waste.
      Municipal sewage: Sewage, degradable and non-degradable waste from offices, etc. E-waste: brief idea about e-waste.
    • (b) Methods of safe disposal of waste: segregation, dumping, composting, drainage, treatment of effluents before discharge, incineration, use of scrubbers and electro static precipitators.
      Segregation of domestic waste into biodegradable and non-biodegradable by households: sweeping from gardens to be converted to compost; sewage treatment plants.

    INTERNAL ASSESSMENT OF PRACTICAL WORK

    The practical work will be designed to test the ability of the candidates to make accurate observations from specimens of plants and animals. For this, candidates should be familiar with the use of a hand lens of not less than x 6 magnification. They should be trained to make both simple and accurate drawings and brief notes as a means of recording their observations.

    The practical examiners will assume that candidates would have carried out the practical work outlined below.

    NOTE: Candidates are expected to have a basic idea of plant morphology.

    PLANT LIFE

    • (i) The examination of an onion peel under the microscope to study various parts of the cell.Students should be given an idea of removal of onion peel, staining, mounting the specimen and handling the microscope. They should observe the structures and draw labelled diagrams.
    • (ii) A cross-pollinated flower to be examined and identified and the parts to be studied and labelled e.g. Hibiscus. Specimens should be provided to the students from which they should be asked to draw diagrams showing the various parts. The flower to be discussed in order of the four whorls with diagrams of the complete flower, reproductive parts and T.S of ovary to show the arrangement of ovules. Students should draw directly from the specimen provided so that they have a clear idea of the whorls and their location.
    • (iii) Specimens of germinating seeds with plumule and radicle (the bean seed and maize grain) for examination, identification, drawing and labelling the parts. Seeds soaked in water should be provided. The students themselves should see the external and internal structure so that they can identify the various parts and draw and label them.

    ANIMAL LIFE

    • (i) The examination of a human cheek cell under the microscope to study various parts of the cell. Students should be given an idea of staining, mounting the specimen and handling the microscope. They should observe the structures and draw labelled diagrams
    • (ii) Identification of sugar, starch, protein and fat.
      Students should perform different tests for identification and write down their observations and inference in tabular form.
    • (iii) Examination and identification of specimens belonging to the following groups of animals: Porifera, Coelenterata, Annelida, Platyhelminthes, Nemathelminthes, Arthropoda. Mollusca and Echinodermata. The specimens or models of the given groups of animals should be shown to the students and reasons for their identification in that particular group should be given. Diagrams should be drawn as observed in the specimens and not from the books. Only those structures that are observed should be drawn and labelled.
    • (iv) Study of different types of movable joints in human beings.
    • (v) Identification of the structure of the following organs through specimens/models and charts:, Lung.and skin.
    • (vi) Experiments to show the mechanism of breathing.
      Bell jar experiment should be discussed. Comparison should be made with the human lungs and respiratory tract to show the mechanism of breathing.
    • (vii)Visit a few establishments in the locality such as motor repair workshops, kilns, pottery making units, fish and vegetable markets, restaurants, dyeing units. Find out the types of wastes and methods prevalent for their disposal. On the basis of the information collected prepare a report, suggest measures to improve the environmental conditions.
    • (viii) Visit a water treatment plant, sewage treatment plant or garbage dumping or vermi composting sites in the locality and study their working.

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