BIOLOGY

Subject Code – 044

Classes XI - XII (2025-26)

The present curriculum provides the students with updated concepts along with an extended
exposure to contemporary areas of the subject. The curriculum also aims at emphasizing the
underlying principles that are common to animals, plants and microorganisms as well as
highlighting the relationship of Biology with other areas of knowledge. The format allows a
simple, clear, sequential flow of concepts. It links the discoveries and innovations in biology
to everyday life such as environment, industry, health and agriculture. The Biology curriculum
is expected to enable the students to:
 develop capacities for observation, experimentation, documentation, and familiarity
with quantitative reasoning and multi-disciplinary approaches.
 engender sensitivity towards biological issues (environment, health) in their
surroundings and be aware of how citizens can contribute to their local communities
and to science.
 be aware of bioethical concerns that arise in biology today.
 understand the integration of different fields of biology and highlight the
interconnections between these fields.
 be exposed to diverse careers in the life sciences.
This curriculum of Biology will help in achieving the following curricular goals and
competencies delineated in the National Curriculum Framework for School Education 2023:

CG-3 C-3.1 Explains the role of cellular components (nucleus,

Explores the structure and function of mitochondria, endoplasmic reticulum, vacuoles, chloroplast, cell

the living world at the cellular level wall), including the semi permeability of cell membrane in making
cell the structural basis of living organisms and functional basis of
life processes

C-3.2 Analyses similarities and differences in the life processes

involved in nutrition (photosynthesis in plants; absorption of nutrients
in fungi; digestion in animals), transport (transport of water in plants;
circulation in animals), exchange of materials (respiration and
excretion), and reproduction

C-3.3 Describes mechanisms of heredity (in terms of DNA, genes,

chromosomes) and variation (as changes in the sequence of DNA)

CG-4 C-4.1 Applies the knowledge of cellular diversity in organisms along

Explores interconnectedness with the ecological role organisms play (autotrophic/ heterotrophic
between organisms and their nutrition) to classify them into five-kingdoms

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It is expected that the students would get an exposure to various branches of Biology
in the curriculum in a more contextual and systematic manner as they study its various units.
(NCFSE-2023)
Attainment of the competencies shall be done through transaction of the curriculum using
appropriate pedagogy; these shall be assessed through an integrated evaluation scheme.

COURSE STRUCTURE
CLASS XI (2025-26)
(THEORY)
Time: 03 Hours Max. Marks: 70
Unit Title Marks
I Diversity of Living Organisms 15
II Structural Organization in Plants and Animals 10
III Cell: Structure and Function 15
IV Plant Physiology 12
V Human Physiology 18
Total 70

Unit-I Diversity of Living Organisms

Chapter-1: The Living World

Biodiversity; Need for classification; three domains of life; taxonomy and systematics;
concept of species and taxonomical hierarchy; binomial nomenclature

Chapter-2: Biological Classification

Five kingdom classification; Salient features and classification of Monera, Protista and Fungi
into major groups; Lichens, Viruses and Viroids.

Chapter-3: Plant Kingdom

Classification of plants into major groups; Salient and distinguishing features and a few
examples of Algae, Bryophyta, Pteridophyta, Gymnospermae and Angiosperms.

Chapter-4: Animal Kingdom

Salient features and classification of animals, non-chordates up to phyla level and chordates
upto class level (salient features and at a few examples of each category).
(No live animals or specimen should be displayed.)

Unit-II Structural Organization in Plants and Animals

Chapter-5: Morphology of Flowering Plants
Morphology of different parts of flowering plants: root, stem, leaf, inflorescence, flower,
fruit and seed. Description of family Solanaceae
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in a plant cell; plant growth regulators - auxin, gibberellin, cytokinin, ethylene, ABA.

Unit-V Human Physiology

Chapter-14: Breathing and Exchange of Gases

Respiratory organs in animals (recall only); Respiratory system in humans; mechanism of
breathing and its regulation in humans - exchange of gases, transport of gases and
regulation of respiration, respiratory volume; disorders related to respiration - asthma,
emphysema, occupational respiratory disorders.

Chapter-15: Body Fluids and Circulation

Composition of blood, blood groups, coagulation of blood; composition of lymph and its
function; human circulatory system - Structure of human heart and blood vessels; cardiac
cycle, cardiac output, ECG; double circulation; regulation of cardiac activity; disorders of
circulatory system - hypertension, coronary artery disease, angina pectoris, heart failure.

Chapter-16: Excretory Products and their Elimination

Modes of excretion - ammonotelism, ureotelism, uricotelism; human excretory system –
structure and function; urine formation, osmoregulation; regulation of kidney function - renin
- angiotensin, atrial natriuretic factor, ADH and diabetes insipidus; role of other organs in
excretion; disorders - uremia, renal failure, renal calculi, nephritis; dialysis and artificial
kidney, kidney transplant.

Chapter-17: Locomotion and Movement

Types of movement - ciliary, flagellar, muscular; skeletal muscle, contractile proteins and
muscle contraction; skeletal system and its functions; joints; disorders of muscular and
skeletal systems - myasthenia gravis, tetany, muscular dystrophy, arthritis, osteoporosis,
gout.

Chapter-18: Neural Control and Coordination

Neuron and nerves; Nervous system in humans - central nervous system; peripheral
nervous system and visceral nervous system; generation and conduction of nerve impulse

Chapter- 19: Chemical Coordination and Integration

Endocrine glands and hormones; human endocrine system - hypothalamus, pituitary, pineal,
thyroid, parathyroid, adrenal, pancreas, gonads; mechanism of hormone action (elementary
idea); role of hormones as messengers and regulators, hypo - and hyperactivity and related
disorders; dwarfism, acromegaly, cretinism, goiter, exophthalmic goitre, diabetes, Addison's
disease.

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 6. Comparative study of the rates of transpiration in the upper and lower surfaces of
leaves.
7. Test for the presence of sugar, starch, proteins and fats in suitable plant and
animal materials.
8. Separation of plant pigments through paper chromatography.
9. Study of the rate of respiration in flower buds/leaf tissue and germinating seeds.
10. Test for presence of urea in urine.
11. Test for presence of sugar in urine.
12. Test for presence of albumin in urine.
13. Test for presence of bile salts in urine.

B. Study and Observe the following (spotting):

1. Parts of a compound microscope.
2. Specimens/slides/models and identification with reasons - Bacteria, Oscillatoria,
Spirogyra, Rhizopus, mushroom, yeast, liverwort, moss, fern, pine, one
monocotyledonous plant, one dicotyledonous plant and one lichen.
3. Virtual specimens/slides/models and identifying features of - Amoeba, Hydra, liver
fluke, Ascaris, leech, earthworm, prawn, silkworm, honey bee, snail, starfish, shark,
rohu, frog, lizard, pigeon and rabbit.
4. Mitosis in onion root tip cells and animal’s cells (grasshopper) from permanent slides.
5. Types of inflorescence (cymose and racemose).
6. Human skeleton and different types of joints with the help of virtual images/models
only.

Practical Examination for Visually Impaired Students Class XI

Note: The ‘Evaluation schemes’ and ‘General Guidelines’ for visually impaired students as
given for Class XII may be followed.
A. Items for Identification/Familiarity with the apparatus /equipment /animal and
plant material / chemicals for assessment in practicals (All experiments)
B. Equipment - compound microscope, test tube, petri dish, chromatography paper,
chromatography chamber, beaker, scalpel
Chemical – alcohol
Models – Model of Human skeleton to show – Ball and socket joints of girdles and
limbs, Rib cage, Honeycomb, Mollusc shell, Pigeon and Star fish, cockroach
Specimen/Fresh Material – mushroom, succulents such as Aloe vera/ kalenchoe,
raisins, potatoes, seeds of monocot and dicot- maize and gram or any other plant,
plants of Solanaceae - Brinjal, Petunia, any other
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 COURSE STRUCTURE
CLASS XII (2025 - 26)
(THEORY)
Time: 03 Hours Max. Marks: 70

Unit Title Marks

VI Reproduction 16

VII Genetics and Evolution 20

VIII Biology and Human Welfare 12

IX Biotechnology and its Applications 12

X Ecology and Environment 10

Total 70

Unit-VI Reproduction

Chapter-1: Sexual Reproduction in Flowering Plants

Flower structure; development of male and female gametophytes; pollination - types, agencies
and examples; out breeding devices; pollen-pistil interaction; double fertilization; post
fertilization events - development of endosperm and embryo, development of seed and
formation of fruit; special modes- apomixis, parthenocarpy, polyembryony; Significance of
seed dispersal and fruit formation.

Chapter-2: Human Reproduction

Male and female reproductive systems; microscopic anatomy of testis and ovary;
gametogenesis -spermatogenesis and oogenesis; menstrual cycle; fertilisation, embryo
development upto blastocyst formation, implantation; pregnancy and placenta formation
(elementary idea); parturition (elementary idea); lactation (elementary idea).

Chapter-3: Reproductive Health

Need for reproductive health and prevention of Sexually Transmitted Diseases (STDs); birth
control - need and methods, contraception and medical termination of pregnancy (MTP);
amniocentesis; infertility and assisted reproductive technologies - IVF, ZIFT, GIFT
(elementary idea for general awareness).

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Chapter-10: Biotechnology and its Applications
Application of biotechnology in health and agriculture: Human insulin and vaccine production,
stem cell technology, gene therapy; genetically modified organisms - Bt crops; transgenic
animals; biosafety issues, biopiracy and patents.

Unit-X Ecology and Environment

Chapter-11: Organisms and Populations

Population interactions - mutualism, competition, predation, parasitism; population attributes
- growth, birth rate and death rate, age distribution.
Chapter-12: Ecosystem
Ecosystems: Patterns, components; productivity and decomposition; energy flow; pyramids
of number, biomass, energy.
Chapter-13: Biodiversity and its Conservation
Biodiversity-Concept, patterns, importance; loss of biodiversity; biodiversity conservation;
hotspots, endangered organisms, extinction, Red Data Book, Sacred Groves, biosphere
reserves, national parks, wildlife, sanctuaries and Ramsar sites.

PRACTICALS

Time allowed: 3 Hours Max. Marks: 30

Evaluation Scheme Marks
One Major Experiment 5 5
One Minor Experiment 2&3 4
Slide Preparation 1&4 5
Spotting 7
Practical Record + Viva Voce (Credit to the student’s 4
Investigatory Project and its work over the academic session 5
Project Record + Viva Voce may be given)
Total 30

A. List of Experiments
1. Prepare a temporary mount to observe pollen germination.
2. Study the plant population density by quadrat method.
3. Study the plant population frequency by quadrat method.
4. Prepare a temporary mount of onion root tip to study mitosis.
5. Isolate DNA from available plant material such as spinach, green
pea seeds, papaya, banana etc.
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  The written test will be of 30 minutes duration.
 The question paper given to the students should be legibly typed. It should contain
a total of 15 practical skill based very short answer type questions. A student
would be required to answer any 10 questions.
 A writer may be allowed to such students as per CBSE examination rules.
 All questions included in the question paper should be related to the listed
practicals. Every question should require about two minutes to be answered.
 These students are also required to maintain a practical file. A student is expected
to record at least five of the listed experiments as per the specific instructions for
each subject. These practicals should be duly checked and signed by the internal
examiner.
 The format of writing any experiment in the practical file should include aim,
apparatus required, simple theory, procedure, related practical skills, precautions
etc.
 Questions may be generated jointly by the external/internal examiners and used
for assessment.
 The viva questions may include questions based on basic theory / principle /
concept, apparatus / materials / chemicals required, procedure, precautions,
sources of error etc.

Class XII
A. Items for Identification/ familiarity with the apparatus for assessment in practicals
(All experiments) Beaker, flask, petriplates, soil from different sites - sandy, clayey,
loamy, small potted plants, aluminium foil, paint brush, test tubes, starch solution, iodine,
ice cubes, Bunsen burner/spirit lamp/water bath, large flowers, Maize inflorescence,
model of developmental stages highlighting morula and blastula of frog, beads/seeds of
different shapes/size/texture Ascaris, Cactus/Opuntia (model).

B. List of Practicals
1. Study of flowers adapted to pollination by different agencies (wind, insects).
2. Identification of T.S of morula or blastula of frog (Model).
3. Study of Mendelian inheritance pattern using beads/seeds of different sizes/texture.
4. Preparation of pedigree charts of genetic traits such as rolling of tongue,
colour blindness.
5. Study of emasculation, tagging and bagging by trying out an exercise on
controlled pollination.
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 Question Paper Design (Theory)
Class XII (2025 -26)
Biology (044)

Competencies Total

Demonstrate Knowledge and Understanding 50 %

Application of Knowledge / Concepts 30 %

Analyse, Evaluate and Create 20 %

Note:

 Typology of questions: VSA including MCQs, Assertion – Reasoning type

questions; SA; LA-I; LA-II; Source-based/ Case-based/ Passage-based/
Integrated assessment questions.
 An internal choice of approximately 33% would be provided.

Suggestive verbs for various competencies

 Demonstrate, Knowledge and Understanding
State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Analyze, Evaluate and Create
Interpret, analyse, compare, contrast, examine, evaluate, discuss, construct, etc.

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