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WAEC • Biology • Syllabus

WAEC Biology Syllabus for WASSCE 2027

The WAEC Biology syllabus is the list of topics WASSCE Biology questions are set from, with the exam body's notes on how far each topic goes. Use it as a revision checklist: pick a topic, read what it covers, then practise past questions on it until you can answer them in exam time.

Syllabus content © The West African Examinations Council. Source. Summaries marked “Our summary” are written by DeeepSolve.

WASSCE Biology exam scheme

Exam scheme

Papers
There will be three papers: Papers 1, 2 and 3, all of which must be taken. Papers 1 and 2 will be a composite paper to be taken at one sitting.
Paper 1
Will consist of fifty multiple-choice objective questions drawn from Section A of the syllabus (the section of the syllabus which is common to all countries). It will carry 50 marks and last for 50 minutes.
Paper 2
Will consist of six essay questions drawn from the entire syllabus. The paper will be put into three sections, Sections A, B and C. Candidates will be expected to answer two questions from Section A and all the short-structured questions from either Section B or Section C. Each question in Section A will carry 20 marks while the compulsory short-structured questions in Sections B and C will carry 30 marks. The total score will be 70 marks. The paper shall take 1 hour 40 minutes.
Paper 2, Section A
Will consist of four questions drawn from Section A of the syllabus.
Paper 2, Section B
Will be for candidates in Ghana only and will be drawn from Section B of the syllabus (i.e. the section of the syllabus peculiar to Ghana). It will consist of short-structured questions.
Paper 2, Section C
Will be for candidates in Nigeria, Sierra Leone, The Gambia and Liberia and will be drawn from Section C of the syllabus (i.e. the section of the syllabus containing material for those countries only). It will also consist of short-structured questions.
Paper 3
Will be a practical test (for school candidates) or a test of practical work (for private candidates) lasting 2 hours and consisting of three sections: Sections A, B and C. Candidates will be expected to answer all the questions in Section A and one question in either Section B or C. The paper will carry a total score of 80 marks.
Paper 3, Section A
This will consist of two compulsory questions drawn from Section A of the syllabus, each carrying 25 marks.
Paper 3, Section B
This will be for candidates in Ghana only. It will consist of one question drawn from Section B of the syllabus and will carry 30 marks.
Paper 3, Section C
This will be for candidates in Nigeria, Sierra Leone, The Gambia and Liberia. It will consist of one question drawn from Section C of the syllabus and will carry 30 marks.

Concept of living

Our summary: What living things are, how cells are built and work, and how organisms feed, respire, grow, move, coordinate and reproduce.

Classification

Our summary: Telling living from non-living things and sorting organisms into the five kingdoms by their features.

Contents

  • Living and non-living thingsWAEC note: Classification of objects into living and non-living, giving examples of each group. Viruses should be mentioned as a link between living and non living things.
  • Classification of living things into Kingdoms: Monera, Protoctista (Protista), Fungi, Plantae, AnimaliaWAEC note: Kingdom Monera (Prokaryotes), single-celled, motile or non-motile organisms without definite nucleus e.g. bacteria and blue-green algae. Major characteristics of the major phyla of Kingdoms Protoctista and Fungi. Kingdom Protista (Eukaryotes), single-celled, motile or non-motile organisms. Cell structure complex with definite nucleus e.g. Chlamydomonas, Amoeba. Major phyla of Kingdom Protoctista include: Rhizopoda, Zoomastigina, Apicomplexa, Ciliophora, Euglenophyta, Oomycota, Chlorophyta, Rhodophyta and Phaeophyta. Kingdom Fungi (Eukaryotes), mainly non-motile organisms composed of hyphae containing nuclei e.g. moulds, mushrooms and Rhizopus. Major phyla of Kingdom Fungi include: Zygomycota, Ascomycota and Basidiomycota. Kingdom Plantae (Eukaryotes), mainly multicellular non-motile organisms which contain chlorophyll that enable them to photosynthesize e.g. mosses, ferns, pines, oil palms and yam plants. Characteristics of the major divisions and classes: Bryophyta (Hepaticae, Musci), Lycopodophyta, Filicinophyta, Coniferophyta, Cycadophyta and Angiospermophyta (Monocotyledoneae and Dicotyledoneae). Kingdom Animalia (Eukaryotes), multicellular motile organisms that feed on other organisms e.g. corals, worms, insects, snails, fishes, frogs, snakes, monkeys, cows. Characteristics of the major phyla and classes of Kingdom Animalia. The external features of the following organisms should be mentioned: cockroach, butterfly, Tilapia, toad/frog, lizard, domestic fowl/pigeon.
  • Differences between plants and animals

Organization of life

Our summary: The levels at which life is organised, from single cells to organ systems, and what complexity costs and gains.

Contents

  • Levels of organization: (i) cell (single-celled organisms): Amoeba, Euglena, Paramecium; (ii) tissue: Hydra; (iii) organ (storage organ): bulb, rhizome and heart; (iv) system/organ system: in mammals, flowering plants - reproductive system, excretory system etc.WAEC note: The examples should be used to illustrate differentiation and specialization in organisms.
  • Complexity of organization in higher organisms: advantages and disadvantagesWAEC note: The significance of different levels of organization including volume/surface area ratio should be mentioned.

Forms in which living cells exist

Our summary: Cells living alone, in colonies, in filaments or as part of a larger organism.

Contents

  • Single and free-living: Amoeba, Paramecium, Euglena and Chlamydomonas
  • Colony: Volvox
  • Filament: Spirogyra
  • Part of a living organism: cheek cells, onion root tip cells and epidermis of fleshy leavesWAEC note: Distinguish groups of cells that form tissues from those that form colonies or filaments.

Notes

  • The structure of these organisms in relation to the forms of existence should be studied to illustrate dependence and interdependence.

Cell structure and functions of cell components

Our summary: The parts of a cell, what each organelle does, and how plant and animal cells compare.

Contents

  • Cell structure and functions of cell componentsWAEC note: Cell structure should include: cell wall, cell membrane, nucleus, cytoplasm, cytoplasmic organelles: mitochondria, lysosomes, chloroplasts, endoplasmic reticulum, ribosomes, centrosomes, Golgi bodies, chromosomes. The function performed by organelles should be known.
  • Similarities and differences between plant and animal cells

The cell and its environment

Our summary: How substances move into and out of cells by diffusion, osmosis and active transport.

Contents

  • Physical and biophysical processes: diffusion
  • Physical and biophysical processes: osmosis
  • Physical and biophysical processes: active transport

Notes

  • The significance of these processes should be mentioned as factors that affect cell activities in its environment.
  • Haemolysis, plasmolysis, turgidity and crenation should be mentioned.

Properties and functions of the living cell

Our summary: How single cells feed, get rid of wastes and move.

Contents

  • Nutrition: autotrophic (photosynthesis)WAEC note: Nutrition in Euglena, Chlamydomonas and Spirogyra should be mentioned.
  • Nutrition: heterotrophic (holozoic)WAEC note: Nutrition in Amoeba and Paramecium should be mentioned.
  • Excretion: excretion in single-celled aquatic organisms; diffusion by body surface and by contractile vacuole
  • Excretion: waste products of metabolismWAEC note: Reference should be made to carbon dioxide, water and ammonia as examples of waste products.
  • Movement: organelles for movement: cilia and flagella; cyclosis

Notes

  • These should be mentioned as processes occurring within living cells.

Cellular respiration

Our summary: How cells release energy from food, with and without oxygen.

Contents

  • Definition and processes of aerobic respirationWAEC note: A simplified outline of the chemical processes involved in glycolysis and Krebs cycle; reference should be made to the role of ATP.
  • Definition and processes of anaerobic respirationWAEC note: The importance of anaerobic respiration in food processing should be mentioned.
  • Definition and processes of energy release

Growth and development

Our summary: What growth is, where plants grow fastest, how hormones control it, and tropisms.

Contents

  • Basis of growth: cell division (mitosis), enlargement and differentiation
  • Aspects of growth: increase in dry weight, irreversible increase in size and length and increase in number of cells
  • Regions of fastest growth in plantsWAEC note: Observation of root tip and shoot tip are required.
  • Influence of growth hormones and auxinsWAEC note: Regulation of growth by hormones should be mentioned.
  • Growth curvatures (tropisms)WAEC note: Types of tropisms should be demonstrated.
  • Development: enlargement and differentiationWAEC note: Microscopic examination of the different regions of growth and development: region of cell division, elongation, differentiation and maturation. Processes that result in primary and secondary growth.

Types of reproduction

Our summary: Asexual reproduction by fission, budding and vegetative parts, and sexual reproduction by gametes.

Contents

  • Asexual: fission, budding and vegetative propagationWAEC note: Prepared slides of (a) fission in Paramecium, (b) budding in yeast and Chlamydomonas; should be observed and drawn.
  • Sexual: conjugation, formation of male and female gametes (gametogenesis), fusion of gametes (fertilization)WAEC note: Prepared slides of conjugation in Paramecium and Spirogyra should be studied. The process of meiosis should be mentioned.

Tissues and supporting systems

Our summary: Skeletons and supporting tissues in animals and plants, and how they give strength and allow movement.

Contents

  • Skeleton and supporting systems in animals: biological significance
  • Skeletal materials, e.g. bone, cartilage and chitin
  • Types of skeleton: exoskeleton, endoskeleton and hydrostatic skeleton
  • Bones of the vertebral column, girdles and long bones of the appendicular skeletonWAEC note: The location and arrangement of skeletal and supporting tissues in animals should be mentioned. Candidates should be familiar with the general plan of mammalian skeleton and the different types of joints. They should be able to identify, draw, label and state the functions of the individual bones listed in the content column. Detailed structure of the skull will not be required. Histological structure of bones and cartilages will also not be required.
  • Mechanism of support in animals
  • Functions of skeleton in animals: protection, support, locomotion and respiratory movementWAEC note: Candidates should be able to explain how these functions are performed. The relationship of skeleton and muscles during movement should be used to illustrate the different functions of the skeleton.
  • Different types of supporting tissues in plantsWAEC note: The different types of supporting tissues: turgid parenchyma, collenchyma, xylem (wood) sclerenchyma should be studied.
  • Main features of supporting tissues in plants
  • Functions of supporting tissues in plants: strength, rigidity (resistance against the forces of the wind and water), flexibility and resilienceWAEC note: Candidates should be able to cut and draw the low power of the T.S. of stem and root of a herbaceous plant and label the different tissues; epidermis, cortex and stele.

Transport system

Our summary: Why organisms need transport, how blood and lymph move materials in animals, and how water, minerals and food move in plants.

Contents

  • Need for transport: surface area/volume ratio; substances have to move greater distancesWAEC note: Source of materials and forms in which they are transported and where they are transported to should be studied. Media of transport: cytoplasm in cells, cell sap or latex in most plants and body fluid in invertebrates.
  • Transport in animals: structure of the heart, arteries, veins and capillaries; composition and function of blood and lymph; materials for transport: excretory products, gases, digested food, and other nutrientsWAEC note: Candidates should be familiar with the general circulatory system. Open circulatory systems in invertebrates. The names of the blood vessels responsible for transporting excretory products, gases, digested food and other nutrients should be mentioned.
  • Transport in plants: uptake and movement of water and mineral salts in plantsWAEC note: Description of uptake of water and mineral salts from the soil into a plant. Movement of water and mineral salts through the plant. Experiments using eosin solution to show water and mineral salts uptake.
  • TranslocationWAEC note: Movement of organic materials from leaves to roots. Basic theories (pressure flow hypothesis and cytoplasmic streaming) underlying translocation. Ringing experiment to demonstrate that transport of synthesized organic nutrients occurs through the phloem.
  • TranspirationWAEC note: Advantages and disadvantages of transpiration. Types of transpiration. Environmental factors affecting transpiration. Determination of the rate of transpiration.
  • Movement of water to the apex of trees and herbsWAEC note: Physiological factors affecting the rise of water in the xylem: root pressure, transpiration, cohesion-tension mechanism, adhesion, water potential gradient. Experiments to measure the rate of transpiration.

Respiratory system

Our summary: Respiratory surfaces such as skin, gills and lungs, and how fish, toads, mammals and plants exchange gases.

Contents

  • Body surface: cutaneous, gills and lungsWAEC note: Characteristics of respiratory surfaces in these systems should be studied. Respiratory organs of insects should be mentioned. Candidates should be able to observe, draw and label the respiratory organs of a bony fish (e.g. Tilapia) and a small mammal (e.g. rat).
  • Mechanisms of gaseous exchange in fish, toad, mammals and plantsWAEC note: Respiratory movements in these animals should be mentioned. The mechanisms of opening and closing of stomata should be mentioned.

Excretory systems and mechanisms

Our summary: The organs that remove wastes in animals and plants, and what plants excrete.

Contents

  • Types of excretory systems: kidney, stomata and lenticelsWAEC note: Characteristics of excretory organs in these systems should be studied. Candidates should observe, draw and label the excretory organs of a small mammal (e.g. rat). Explanation of the concept of excretion in plants. Excretory products of plants (water, carbon dioxide, oxygen, alkaloids, tannins, gums, resins and acids) should be mentioned.

Regulation of internal environment (homeostasis)

Our summary: How the kidney, liver and skin keep the body's internal conditions steady.

Contents

  • Kidney: structure and functionsWAEC note: Osmoregulation, excretion and maintenance of acid-base balance should be mentioned. The conditions that affect functions of the kidney such as the water and salt content of the blood, environmental temperature should also be mentioned. Excretory products such as urea, water, salts, uric acid should be mentioned.
  • Liver: functions of the liverWAEC note: Candidates should be able to identify the liver; and its position relative to the gall bladder, bile duct, pancreas, duodenum and stomach.
  • The skin: structure and functionWAEC note: Candidates should observe, draw and label the mammalian skin. The regulation of internal environment by the skin should be emphasized.

Hormonal coordination

Our summary: The endocrine glands and their hormones in animals, and plant hormones such as auxins.

Contents

  • Animal hormones: site of secretion, functions and effects of over and under-secretionWAEC note: Endocrine glands: pituitary, thyroid, adrenal, pancreas, gonads and their secretions should be mentioned. The stages in the metamorphosis of toad and the role of thyroxine should be mentioned.
  • Plant hormonesWAEC note: The effects of auxins on lateral bud development, leaf fall and initiation of adventitious roots should be mentioned. Reference to crop harvesting, growth and weed control should be made.

Nervous coordination

Our summary: The brain, spinal cord and nerves, neurones, and reflex and voluntary actions.

Contents

  • The central nervous system: components of the central nervous system; parts of the brain and their functions: cerebrum, cerebellum, medulla oblongata, hypothalamus and their functions; structure and function of the spinal cordWAEC note: Candidates should be able to locate the position of the brain and spinal cord in a dissected vertebrate and identify the various regions of the brain.
  • Peripheral nervous system: somatic nervous system; autonomic nervous systemWAEC note: Functions of the sympathetic and parasympathetic systems only.
  • Structure and functions of the neuroneWAEC note: Candidates should observe, draw and label a neurone from a slide.
  • Classification of neuronesWAEC note: Afferent (sensory), efferent (motor) and intermediate neurones should be mentioned.
  • Types of nervous actions: the reflex arc; reflex and voluntary actions; differences between reflex and voluntary actionsWAEC note: Candidates should perform experiments to illustrate reflex actions such as blinking of the eyes, knee jerk and withdrawal of hand from hot objects.
  • Conditioned reflex and its role on behaviourWAEC note: Candidates should be able to enumerate conditioned reflexes such as salivation, driving a car, walking and swimming.

Sense organs

Our summary: How the eye and ear are built and work, and common eye defects and their correction.

Contents

  • Structure and function of the eyeWAEC note: Candidates should examine the mammalian eye noting the shape, colour and positions of the optic muscle and optic nerve. Mention should be made of eye defects and their corrections.
  • Structure and function of the ear

Reproductive system of mammals

Our summary: The male and female reproductive systems, gametes, fertilization, development, birth and birth control in mammals.

Contents

  • Structure and function of male and female reproductive systems
  • Differences between male and female reproductive organs
  • Structure of the gametes (sperm and ovum)WAEC note: Candidates should examine and draw dissected male and female small mammals showing the reproductive organs. They should also draw sperm and ovum from prepared slides.
  • Fertilization, development of the embryo and birth
  • Birth controlWAEC note: Explanation of the different methods of birth control.

Metamorphosis in insects

Our summary: Complete and incomplete metamorphosis, using the butterfly and cockroach life histories.

Contents

  • Metamorphosis in insects, life histories of butterfly and cockroachWAEC note: These examples should be used to illustrate complete and incomplete metamorphosis. The period it takes to develop from egg to adult should be studied. The different stages in the life history of butterfly and cockroach should be drawn and labelled.

Comparison of reproduction in fish, amphibian, reptile, bird and mammal

Our summary: How reproduction differs across the vertebrate classes in fertilization, egg numbers and parental care.

Contents

  • Comparison of reproduction in fish, amphibian, reptile, bird and mammalWAEC note: Reference should be made to the method of fertilization, number of eggs and parental care.

Reproduction in flowering plants

Our summary: Flower structure, pollination, fertilization, fruits and how fruits and seeds are dispersed.

Contents

  • Arrangements of floral parts of a named insect-pollinated flower and a named wind-pollinated flower
  • Structure and function of the male and female parts of a flower
  • Pollination in plants: types of pollinationWAEC note: Named examples should be used to illustrate the types of pollination.
  • Features of cross-pollinated and self-pollinated flowers
  • Agents of pollinationWAEC note: The features of the flower should be related to the agents of pollination.
  • Kinds of placentation: axile, marginal and parietal
  • Process of development of zygote in flowering plants: fertilizationWAEC note: Pollen grains germinated in sucrose solution should be observed, prepared slides or charts showing various stages of embryo development in flowering plants should be observed and drawn.
  • Types of fruits (classification)WAEC note: Fruits should be classified into dry and fleshy fruits.
  • Structure of fruitsWAEC note: The internal structure of a leguminous fruit, orange, maize and tomato should be examined and drawn.
  • Dispersal of fruits and seeds: agents of dispersalWAEC note: The following fruits should be studied as examples to show the features that aid their respective methods of dispersal. Sunflower (achene), Combretum, cotton, Crotalaria/bean, Desmodium, Bidens sp., Tridax sp. and Coconut. Distinguishing differences between a fruit and a seed should be mentioned.

Plant and animal nutrition

Our summary: How plants make food and use minerals, and how animals get, test, digest and process food.

Photosynthesis

Our summary: How green plants use light to make food, what they need for it, and how to show it happens.

Contents

  • Process of photosynthesis and its chemical equation
  • Light and dark reactionsWAEC note: Biochemical nature of photosynthesis, photoactivation of chlorophyll resulting in the conversion of light energy to ATP and the reduction of NADP (biochemical detail is not required).
  • Materials and conditions necessary for photosynthesis
  • Evidence of photosynthesisWAEC note: The translocating and storage of excess food as a result of photosynthesis should be mentioned. Test for starch in green leaves should be carried out. Fate of the products of photosynthesis should be mentioned.

Mineral requirement of plants

Our summary: The macro- and micro-nutrients plants need and where they get them.

Contents

  • Mineral nutrition: macro and micro-nutrientsWAEC note: Macro elements should include: carbon, hydrogen, oxygen, nitrogen, potassium, phosphorus, magnesium, sulphur, calcium and iron. The micro elements should include: copper, manganese, zinc and boron.
  • Soil and atmosphere as sources of mineral elementsWAEC note: Candidates should distinguish between food produced and mineral elements.

Food substances, balanced diet and food tests

Our summary: The classes of food and their sources, why a balanced diet matters, and simple tests for food substances.

Contents

  • Food substances; classes and sourcesWAEC note: Local examples as sources of food substance should be given. Reference should be made to food relationship between plants and animals.
  • Balanced diet and its importanceWAEC note: Importance of each class of food in a balanced diet should be stressed. Candidates should relate the idea of balanced diet to their own diet. Malnutrition and its effects on humans should be mentioned.
  • Food testsWAEC note: Tests for starch, reducing sugar, protein, fats and oil should be carried out.

Digestive enzymes

Our summary: The classes of digestive enzymes, where they act and what affects how well they work.

Contents

  • Digestive enzymes: classes, characteristics and functionsWAEC note: Candidates should perform experiments to show that ptyalin in saliva changes cooked starch to reducing sugar. Candidates should know source, site of action, substrate and effect of each digestive enzyme. Experiments to show the characteristics of enzymes, including effects of pH, temperature and concentration should be carried out.

Modes of nutrition

Our summary: Making food by photosynthesis versus getting it from other organisms in different ways.

Contents

  • Autotrophic: photosynthesis
  • Heterotrophic: holozoic, parasitic, symbiotic and saprophyticWAEC note: Named examples should be used to illustrate different modes of nutrition.

Alimentary system and dental formula

Our summary: The gut of different animals, how its parts suit digestion, teeth and dental formulae, and feeding in protozoa and mammals.

Contents

  • Alimentary system: alimentary tract of different animalsWAEC note: Comparison should be made using dissected named bird and mammal. Description and functions of parts of the alimentary canal and modification of parts to reflect their digestive functions should be mentioned.
  • Dental formulaWAEC note: Meaning of dental formula. Determination of the dental formulae of mammals. Arrangements of teeth in the jaw bones of herbivores, carnivores and of humans. Importance of dental care in humans.
  • Feeding in protozoa and mammalsWAEC note: Reference should be made to feeding habits in protozoa and mammals.

Basic ecological concepts

Our summary: How living things relate to each other and their surroundings, energy flow, pollution, populations and microorganisms in health.

Ecosystem

Our summary: The main ecological terms and the living and non-living parts of an ecosystem.

Contents

  • Components of the ecosystem and sizes
  • Ecological components: environment, biosphere, habitat, population, biotic community and ecosystemWAEC note: Examples and explanation are required.
  • Components of the ecosystem: biotic and abioticWAEC note: Importance of ecological factors common to all habitat should be mentioned. The importance of ecological factors to population of animals and plants should be stressed.

Ecological factors

Our summary: The physical and living factors that shape life in water and on land.

Contents

  • Ecological factors in aquatic and terrestrial ecosystems

Simple measurement of ecological factors

Our summary: Measuring climate, land and soil factors in the field with simple instruments.

Contents

  • Physical factors: climatic, topographic and gaseousWAEC note: Candidates should measure some of the ecological factors including humidity, temperature, wind speed, rainfall and light intensity.
  • Edaphic factors: chemical and physical composition, moisture content and soil texture

Food webs and trophic levels

Our summary: Producers, consumers and decomposers, food chains and webs, energy pyramids and decomposition.

Contents

  • Autotrophs and heterotrophs: producers: autotrophs; consumers: heterotrophs; decomposersWAEC note: Candidates should be able to classify organisms as producers, consumers and decomposers. Aquatic and terrestrial producers, consumers and decomposers should be known.
  • Trophic levels energy relationships: food chain; food webWAEC note: Candidates should illustrate food relationships in a food chain and food web using specific examples.
  • Energy flow: food/energy relationship in aquatic and terrestrial environment
  • Pyramid of energy and pyramid of numbersWAEC note: Non-cyclic nature of energy transfer should be mentioned. Candidates should be able to construct and explain pyramid of energy, pyramid of numbers and point out the major differences between them.
  • Decomposition in nature: decomposers (micro and macro-decomposers); gaseous products; role of decomposersWAEC note: Candidates should observe demonstrations to show that carbon dioxide, hydrogen sulphide, heat energy are released during decomposition.

Biological associations

Our summary: Parasitism, symbiosis, commensalism and saprophytism, with named examples.

Contents

  • Type of associations: parasitism, symbiosis, commensalism and saprophytismWAEC note: Features of biological importance associated with each type should be mentioned. Named examples should be used to illustrate these associations.

Adaptation of organisms to habitats

Our summary: How plants and animals are suited to the conditions of the places they live.

Contents

  • Adaptation of organisms to habitatsWAEC note: Adaptations of plants and animals to environmental conditions with particular reference to differences in habitats should be mentioned.

Pollution of the atmosphere, water and soil

Our summary: The main air, noise, water and soil pollutants and the harm they do to health and the environment.

Contents

  • Pollution of the atmosphere: nature, names, sources and effects of air pollutantsWAEC note: Examples of air pollutants should include carbon monoxide, sulphur dioxide, oxides of nitrogen, smoke, smog, dust and particles released into the air from factories. Health hazards and damage to the environment should be emphasized.
  • Effect of noiseWAEC note: Harmful effect of noise from generators, aeroplane and electronic sound gadgets, etc. should be mentioned.
  • Water and soil pollution: type and effects of pollutantsWAEC note: Water and soil pollutants to be studied include: synthetic substances (detergent), insecticides, artificial fertilizers, herbicides, sewage, domestic and industrial wastes, crude oil and decaying organic matter. The health hazards and harmful effects of water and soil pollutants on organisms should also be mentioned. Mention should be made of oil spillage and its effects.

Ecology of population

Our summary: How communities change over time by succession, and what makes populations grow or shrink.

Contents

  • Ecological succession: structural changes in species composition, variety or diversity and increase in numbers; general characteristics and outcomes of succession
  • Primary succession: succession in terrestrial and aquatic habitats
  • Secondary succession, climax of the succession: characteristic of a stable ecosystemWAEC note: Candidates should study succession in an abandoned farmland, lawn, and in a pond over a period of time to discover a definite sequence of colonization by plants.
  • Factors that affect population size: natality, mortality, emigration, immigration, food shortage, predation, competition and diseasesWAEC note: Reference should be made to population.

Preservation and storage of foods

Our summary: Ways of keeping food from spoiling and the biology behind them.

Contents

  • Preservation and storage of foodsWAEC note: Description of various methods of preserving and storing food. The use of ionizing radiations (x-ray, etc.) should be mentioned. Explanation of the biological basis of preserving and storing food. Local methods of preserving food such as drying, salting and smoking should be mentioned.

The life of selected insects

Our summary: Weevils and cotton stainers as pests, and the ways pests are controlled.

Contents

  • Weevils and cotton stainersWAEC note: External features of weevils and cotton stainers, their mode of life, adaptation to their habitats and their economic importance.
  • Control of pestsWAEC note: Various methods of pest control: physical, chemical, biological, etc.; and their advantages and disadvantages should be mentioned.

Microorganisms: man and health

Our summary: How microorganisms are carried, the good and harm they do, and how harmful ones and their vectors are controlled.

Contents

  • Carriers of microorganismsWAEC note: Examples of carriers: housefly; mosquitoes; tsetsefly should be mentioned.
  • Microorganisms in action: beneficial effects in nature, medicine and industriesWAEC note: Candidates should perform experiments on fermentation, curdling of milk etc. to illustrate the beneficial uses of microorganisms.
  • Harmful effects of microorganisms, diseases caused by microorganisms: cholera, measles, malaria and ring wormWAEC note: The diseases should be studied with respect to the causative organisms, mode of transmission and symptoms.
  • Towards better health: methods of controlling harmful microorganisms: high temperature, antibiotics, antiseptics, high salinity and dehydrationWAEC note: Effects of these methods on the micro-organisms should be mentioned.
  • Ways of controlling the vectorsWAEC note: Methods of controlling housefly and mosquito should be studied.

Notes

  • Effects of micro-organisms on our bodies should be mentioned.

Public health

Our summary: How refuse and sewage disposal and immunization keep communities healthy.

Contents

  • The importance of the following towards the maintenance of good health practices: refuse and sewage disposalWAEC note: Candidates should be familiar with the proper methods of carrying out these public health practices in their community.
  • Immunization, vaccination and inoculation (control of diseases)WAEC note: Various forms of immunization should be mentioned. Explanation of the terms immunization, vaccination and inoculation. Candidates should be able to show how these terms are related.

Conservation of natural resources

Our summary: Which natural resources need protecting and how they are conserved.

Conservation of natural resources

Our summary: Why soil, water, wildlife, forests and minerals need conserving, the problems, and the agencies, laws and benefits involved.

Contents

  • Resources to be conserved: soil, water, wildlife, forest and mineralsWAEC note: The meaning and need for conservation of natural resources should be mentioned. Problems of conservation should be mentioned in relation to economic and social development, overgrazing and poaching.
  • Ways of ensuring conservationWAEC note: The following should be studied: (a) agencies responsible for conservation; (b) conservation education; (c) conservation laws; (d) benefits of conservation.

Variation in population

Our summary: How individuals of the same species differ in their bodies and body functions.

Variation in population

Our summary: Morphological and physiological variation, continuous and discontinuous, measured on real people, animals and plants.

Contents

  • Morphological variations in the physical appearance of individuals: size, height and weightWAEC note: Candidates are required to measure heights and weights of pupils of the same age group and plot graphs of frequency distribution of the height and weight.
  • Colour (skin, eye, hair, coat of animals)WAEC note: Observe and record various skin colour, colour pattern of some animals (cow, goat, rabbits), colour pattern of plants (maize cob and leaves).
  • Finger printsWAEC note: Make finger prints and classify them into arches, loops, whorls and compounds.
  • Physiological variations: ability to roll tongue
  • Ability to taste phenylthiocarbamide (PTC)
  • Blood groups (ABO classification)

Notes

  • Variation can be classified into morphological and physiological or continuous and discontinuous.

Biology of heredity (genetics)

Our summary: How characteristics pass from parents to offspring, from Mendel's work to chromosomes, sex linkage and uses of genetics.

Genetic terminologies

Our summary: The basic words of genetics, such as gene, allele, genotype and phenotype.

Contents

  • Genetic terminologiesWAEC note: Definition of the following basic genetic terms such as gene, genotype, phenotype, dominant, recessive, allele, locus, test cross, and back cross.

Transmission and expression of characteristics in organisms

Our summary: Which characters are inherited, and Mendel's experiments and laws.

Contents

  • Hereditary variationWAEC note: Reference should be made to characters that can be transmitted from generation to generation such as colour of skin, eye, hair, blood group, sickle cell, shape of face and nose.
  • Mendel's work in genetics: Mendel's experiments; Mendelian traits; Mendelian lawsWAEC note: Mendel's experiment with red and white flowered peas should be mentioned. Mendel's experiment on monohybrid and dihybrid inheritance should be mentioned. Reference should be made to dominant and recessive characters in plants and animals.

Chromosomes: the basis of heredity

Our summary: Chromosome and DNA structure, and how genes separate and recombine between generations.

Contents

  • StructureWAEC note: Candidates should observe chromosomes in permanently prepared slides of cells and root tips of onion or lily. Candidates should study the structure of DNA and gene replication using models and charts.
  • Process of transmission of hereditary characters from parents to offspringWAEC note: Segregation of genes at meiosis and recombination at fertilization should be used to explain the process of transmission of hereditary characters from parents to offspring.

Probability in genetics (hybrid formation)

Our summary: Working out the likely offspring of a cross, without formal probability calculations.

Contents

  • Probability in genetics (hybrid formation)WAEC note: Computation of probability is not required.

Linkage, sex determination and sex linked characters

Our summary: Genes inherited together, how sex is decided, and traits carried on the sex chromosomes.

Contents

  • Linkage, sex determination and sex linked charactersWAEC note: Explanation of the terms linkage, sex determination and sex linked characters such as haemophilia, colour blindness, baldness and hairy ear lobes.

Application of the principles of heredity

Our summary: Using genetics to breed better crops and livestock and in medicine and marriage counselling.

Contents

  • AgricultureWAEC note: Data on cross-breeding experiments should be studied. Examples of new varieties of crops and livestock obtained through cross-breeding should be mentioned. The advantages and disadvantages of cross-fertilization, out and inbreeding should be explained.
  • MedicineWAEC note: The application of knowledge of heredity in marriage counseling with particular reference to sickle cell anaemia and rhesus factor should be mentioned.

Adaptation for survival and evolution

Our summary: How social animals behave to survive, and the evidence and theories for evolution.

Behavioural adaptations in social animals

Our summary: Castes and division of labour in termites and bees, animal communication and other survival behaviour.

Contents

  • Termites
  • Bees

Notes

  • Candidates should be able to identify the various castes of social insects.
  • The division of labour in social insects and the roles of different castes should be stressed. Examples of communication among animals such as contact notes and warning cries should be mentioned. Reference should be made to basking by lizard, territorial behaviour in birds and lizards and behaviour of other animals under unfavourable conditions - hibernation and aestivation. The behaviour of an organism as a member of a group and the effect of grouping on the behaviour of an organism should be mentioned.

Evidence of evolution

Our summary: The fossil, anatomical, biochemical and other evidence that living things have changed over time.

Contents

  • Evidence of evolutionWAEC note: The following evidence of evolution should be mentioned: Paleontology (fossil records), comparative biochemistry, geographical distribution, comparative anatomy and physiology, adaptive radiation, comparative embryology and systematics.

Notes

  • Candidates are expected to know the evolutionary trends in plants and animals such as from simple to complex structural adaptations and from aquatic to terrestrial organisms.
  • The role of mutation in evolution should be mentioned.

Theories of evolution

Our summary: Lamarck's and Darwin's explanations of how evolution happens.

Contents

  • Theories of evolutionWAEC note: The contributions of Lamarck and Darwin to the development of the theory of evolution should be mentioned.

Section C: Concept of living

Our summary: Extra Concept of living topics for candidates in Nigeria, Sierra Leone, The Gambia and Liberia: cell theory, responses, organ diseases, more sense organs and reproduction.

Cell theory

Our summary: The idea that all living things are made of cells, and the scientists behind it.

Contents

  • Cell theoryWAEC note: The cell theory including the work of Hooke, Dujardin, Schleiden and Schwann should be outlined.

Excretory systems: diseases of the kidney and liver

Our summary: Common kidney and liver diseases, their effects and remedies, and excretion in earthworms and insects.

Contents

  • Diseases of the kidney: nephritis, kidney stone and diuresis; their effects and remedies
  • Diseases of the liver: infective hepatitis, cancer of the liver and gall stones; their effects and remedies

Notes

  • Excretory organs of earthworm and insects should be mentioned.

Sense organs: nose, tongue and skin

Our summary: How we smell, taste and feel through the nose, tongue and skin.

Contents

  • NoseWAEC note: The process of perception of smell including the roles of sensory cells in nose and olfactory lobes should be studied.
  • TongueWAEC note: Experiments should be carried out to determine the different areas of the tongue associated with different tastes. The association between the organs of taste and smell should be mentioned. Mention should be made of taste buds.
  • The skinWAEC note: The function of the skin as a sensory organ should be emphasized.

Courtship behaviour in animals

Our summary: How animals pair, display, hold territory and migrate in order to breed.

Contents

  • Courtship behaviour in animals: pairing; display e.g. peacocks; territoriality; seasonal migration associated with breeding in herrings, eels and birdsWAEC note: Courtship pattern in male and female animals and territorialism in lizards should be observed.

Adaptive features in a developing animal

Our summary: How yolk and the placenta nourish and protect a developing animal.

Contents

  • Yolk in egg of fish, toad and birds for nourishmentWAEC note: The content (yolk and albumen) of birds' egg should be examined.
  • Placenta in animalsWAEC note: Candidates should observe the connection of the foetus to the mother and the adaptive features of the placenta, umbilical cord and amnion in a dissected pregnant rat. The meaning of oviparity and viviparity should be mentioned.

Germination of seeds

Our summary: What a seed needs to germinate, and epigeal versus hypogeal germination.

Contents

  • Essential factors which affect developing embryoWAEC note: Experiments to show the importance of oxygen, adequate moisture and suitable temperature, should be carried out.
  • Types of germinationWAEC note: The stages in hypogeal and epigeal germination should be observed and drawn.

Section C: Plant and animal nutrition

Our summary: Extra nutrition topics for candidates in Nigeria, Sierra Leone, The Gambia and Liberia: the nitrogen cycle, special modes of nutrition, guts of invertebrates and feeding habits.

Nitrogen cycle

Our summary: How nitrogen moves between air, soil and living things, and the bacteria that drive it.

Contents

  • Nitrogen cycleWAEC note: The names and roles of bacteria involved in nitrogen cycle should be mentioned. Candidates to observe root nodules in leguminous plants.

Alimentary system of different animals

Our summary: Comparing the guts of the earthworm, insects and birds and how their parts suit their jobs.

Contents

  • Alimentary tracts of different animalsWAEC note: Comparison should be made using dissected earthworm, grasshopper/cockroach to show the important features of the alimentary canal.
  • Description and function of various partsWAEC note: Use a bird and cockroach/grasshopper to show modifications for functions.

Feeding habits

Our summary: Carnivores, herbivores and omnivores, and the body parts suited to filter, fluid, parasitic and other feeding.

Contents

  • Categories: carnivorous, herbivorous and omnivorous
  • Modifications and mechanisms associated with the following habits: filter feeding, fluid feeding, feeding adaptation in insects, saprophytic feeding, parasitic feeding etc.WAEC note: Mosquito larva, housefly, butterfly, cockroach, adult mosquito, maize weevil, rhizopods, tapeworm should be used to illustrate the different types of feeding mechanisms and various modifications.

Section C: Basic ecological concepts

Our summary: Extra ecology topics for candidates in Nigeria, Sierra Leone, The Gambia and Liberia: sampling, energy, nutrient cycles, tolerance, habitats, agriculture and microorganisms.

Ecological components

Our summary: The lithosphere, hydrosphere, atmosphere and the idea of a niche.

Contents

  • Lithosphere, hydrosphere, atmosphere, nicheWAEC note: Candidates are expected to explain and give examples of the terms.

Population studies by sampling

Our summary: Estimating population size, dominance and density by counting organisms in a plot.

Contents

  • Population size
  • Dominance
  • DensityWAEC note: Candidates are required to carry out a project to determine population density by counting the individual types of plants and animals and record such count in a given plot.

Energy transformation in nature

Our summary: How energy is gained and lost as it passes through ecosystems, explained with the laws of thermodynamics.

Contents

  • Energy loss in the ecosystemWAEC note: Laws of thermodynamics and its application to ecological phenomena should be mentioned. The laws of thermodynamics should be used to explain energy flow across trophic levels.
  • Solar radiation: its intake and loss at the earth's surfaceWAEC note: Candidates should discuss energy as a limiting factor in primary production i.e. production of autotrophs.
  • Energy loss in the biosphereWAEC note: Reference should be made to harvest as a means of measuring primary production.

Nutrient cycling in nature

Our summary: How carbon and water cycle through living things and the environment.

Contents

  • Carbon cycle: process of carbon cycle; importance of carbon in natureWAEC note: Candidates should be able to draw the carbon cycle, list the sources of carbon (burning, respiration, decay) and discuss the relative importance of the cycle. Reference should be made to carbon dioxide-oxygen balance in nature. Candidates should carry out experiments to show absorption of carbon dioxide and release of oxygen during photosynthesis.
  • Water cycle: importance of water cycle; importance of water to living organismsWAEC note: Candidates should carry out experiments to show the presence of water in expired air and that water is given off during respiration.

Ecological management: tolerance, minimum and maximum range

Our summary: The limits of conditions an organism can survive in.

Contents

  • Tolerance, minimum and maximum rangeWAEC note: Candidates should perform experiments to show the limit of tolerance of Tilapia to various concentrations of salt solution or sensitivity of wood lice to temperature.

Habitats

Our summary: Marine, estuarine, fresh water and land habitats, their conditions, the life in them and how it is adapted.

Contents

  • Aquatic habitat: marine, estuarine, fresh water under the following headings: characteristics of habitat; distribution of plants and animals in the habitat; adaptive features of plants and animals in the habitatWAEC note: Measurement of physical factors: temperature, salinity, light intensity, turbidity, current, pH, should be carried out. The pattern of distribution including dominant types and seasonal changes of population, size of organisms in the habitat should be noted.
  • Terrestrial habitat: marsh, forest, grass land, arid land should be studied under the following headings: characteristics of habitat; distribution of plants and animals in habitatWAEC note: The measurement of the physical factors, temperature, relative humidity, light, wind, and pH should be carried out. Reference should be made to edaphic factors. The effect of physical factors on distribution of plants and animals should be mentioned.
  • Balance in nature: dynamic equilibrium population and population densityWAEC note: The process by which carnivores maintain a constant population should be mentioned.

Relevance of biology to agriculture

Our summary: Classifying crops by life cycle and how farming practices affect the environment.

Contents

  • Classification of plants based on life cycle
  • Effects of agricultural practices on ecology: bush burning; tillage; fertilizer; herbicide/pesticide; different farming methodsWAEC note: Effects of human activities on ecological systems should be mentioned.

Microorganisms: man and his health

Our summary: Microorganisms in air, water, our bodies and food, and the role of food hygiene and health organizations.

Contents

  • Microorganisms around us: microorganisms in air and water; groups of microorganisms: bacteria, viruses, some algae, protozoa and some fungiWAEC note: Microorganisms in air, water and expired air should be observed and identified by their colour, pattern of growth and appearance of their colony.
  • Microorganisms in our bodies and foodWAEC note: Microorganisms under the finger nails, mouth cavity, expired air, and decomposing food substance should be observed and identified by their colour, pattern of growth, and appearance of colony.
  • Public health: food hygiene and health organizationWAEC note: Reference should be made to the roles of national and international health organizations in maintenance of good public health.

Section C: Application of variations

Our summary: Extra topic for candidates in Nigeria, Sierra Leone, The Gambia and Liberia on using human variation in practice.

Application of variations

Our summary: Using fingerprints and blood groups in crime detection, blood transfusion and paternity cases.

Contents

  • Crime detectionWAEC note: The uniqueness of each individual's finger print should be mentioned in relation to crime detection.
  • Blood transfusion
  • Determination of paternityWAEC note: Reference should be made to importance of knowledge of blood groups in blood transfusion and determination of paternity.

Section C: Evolution

Our summary: Extra evolution topics for candidates in Nigeria, Sierra Leone, The Gambia and Liberia: competition and structural and colour adaptations.

Adaptation for survival

Our summary: What organisms compete for, competition within and between species, and how it links to succession.

Contents

  • Factors that bring about competitionWAEC note: Reference should be made to the factors such as food, space, water, light and mates which organisms share and form the basis of competition.
  • Intra and inter-species competitionWAEC note: The effects of intra-species competition should be observed by growing many seedlings of maize in a small area, while the effects of interspecies competition can be observed by planting many seedlings of maize and pepper in a small area.
  • Relationship between competition and successionWAEC note: Candidates should observe competition and succession on a moistened exposed slice of bread over a period of time.

Structural adaptation

Our summary: Body features that help organisms feed, defend themselves, find mates, control temperature and save water.

Contents

  • Structural adaptation for: obtaining food; protection and defense; securing mates for reproduction; regulating body temperature; conserving waterWAEC note: Candidates should observe examples of organisms that show structural adaptation for obtaining food, escaping from enemies, securing mates, regulating body temperature and conserving water.

Adaptive colouration

Our summary: How colour helps plants and animals hide, warn or attract.

Contents

  • Plants and animals
  • Colouration and their functionsWAEC note: Candidates are required to observe examples of adaptive colouration in plants and animals.

More from the WAEC Biology syllabus

Preamble

  • This is an examination syllabus drawn up from the curricula of the member countries of the West African Examinations Council. It should be used alongside the appropriate teaching syllabus(es) of the country where the candidates are domiciled.
  • This examination syllabus is divided into three sections: Sections A, B and C. Section A is for all candidates, Section B is for candidates in Ghana only and Section C is for candidates in Nigeria, Sierra Leone, The Gambia and Liberia.

Aims and objectives

  • This syllabus is designed to assess candidates' understanding of the structure and functions of living organisms as well as appreciation of nature;
  • acquisition of adequate laboratory and field skills in order to carry out and evaluate experiments and projects in Biology;
  • acquisition of necessary scientific skills for example observing, classifying and interpreting biological data;
  • acquisition of the basic relevant knowledge in Biology needed for future advanced studies in biological sciences;
  • acquisition of scientific attitudes for problem solving;
  • ability to apply biological principles in everyday life in matters that affect personal, social, environmental, community health and economic problems;
  • awareness of the existence of interrelationships between biology and other scientific disciplines.

Syllabus content © The West African Examinations Council. Taken from https://waecsyllabus.com/files/ssce/BIOLOGY.pdf (WASSCE (harmonised West African syllabus)).

DeeepSolve is an independent study platform and is not affiliated with WAEC. The topic lists, notes and exam scheme are the exam body's wording; “Our summary” lines are ours. If anything here differs from what WAEC publishes for your sitting, follow WAEC.