That CD contains (among other things) JAMB’s 2017
syllabus.
But there is a problem: It’s not working on computer.
Moreover, not everybody has a laptop (or
desktop). That’s what most people
(including our group members) are complaining about.
So I’ve broken into the CD and extracted the JAMB
2017syllabus for you.
In all, they are 25 subjects.
But I wanted our group members to get access to the
ones that concern them as quickly as possible.
So, I decided to get them online one-by-one.
To know which ones to work on first, I asked
them. Based on their reply, I’m working
on their subjects of choice and getting them online one-by-one.
________________________
...................................
Please
Note:
I’m working on an article that will show you how to dramatically increase your
chance of getting admission this year – even if you’ve filled your form.When it’s ready, I will announce it in my e-mail list and our Facebook group. So drop your e-mail and phone number and join the group. That way, you won’t miss out.
I'm also on twitter.
...................................
________________________
My OBSERVATION: 2017 JAMB syllabus is practically the same with that of last year.
Nothing changed.
In fact, in Use of English, for example, they still
wrote, “The Last Days at Forcados High School” as the recommended text.
Below is JAMB syllabus for Biology.
BIOLOGY
GENERAL OBJECTIVES
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 diversity 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 living things, individual, society, the environment, community health
and the economy.
DETAILED SYLLABUS
A: VARIETY OF ORGANISMS
TOPICS/CONTENTS/NOTES
|
OBJECTIVES
|
||
- Gymnosperms e.g. Cycads and
conifers.
- Angiosperms (monocots, e.g.
maize; dicots, e.g. water leaf)
e.
Animalia (animals)
i.
Invertebrates
- coelenterate (e.g. Hydra)
- Platyhelminthes (flatworms)
e.g. Taenia
- Nematoda (roundworms)
- Annelida (e.g. earthworm)
- Arthropoda e.g. mosquito,
cockroach, housefly, bee, butterfly
- Mollusca (e.g. snails)
ii.
Multicellular animals (vertebrates)
- pisces (cartilaginous and
bony fish)
- Amphibia (e.g. toads and
frogs)
- Reptilia (e.g. lizards,
snakes and turtles)
- Aves (birds)
- Mammalia (mammals)
3.a Structural/functional
and behavioural adaptations of organisms.
b. adaptive colouration
and its functions
c. Behavioural adaptations in social animals
d.
Structural adaptations in organisms.
B: FORM AND FUNCTIONS
1. Internal structure of a
flowering plant
i.
Root
ii.
Stem
iii.
Leaf
b. Internal structure of a mammal
2. Nutrition
a.
Modes of nutrition
i.
Autotrophic
ii. Heterotrophic
b.
Types of Nutrition
c.
Plant nutrition
i.
Photosynthesis
ii. Mineral requirements (macro and micro-nutrients)
d.
Animal nutrition
i.
Classes of food
substances; carbohydrates, proteins, fats and oils, vitamins, mineral salts
and water
ii.
Food tests
(e.g. starch, reducing sugar, protein, oil, fat etc.
iii.
The
mammalian tooth (structures, types and functions)
iv.
Mammalian
alimentary canal
v.
Nutrition
process (ingestion, digestion, absorption, and assimilation of digested food.
3. Transport
a.
Need for transportation
b.
Materials for transportation.
Excretory products, gases,
manufactured food, digested food, nutrient, water and hormones)
c.
Channels for transportation
i.
Mammalian
circulatory system (heart, arteries, veins, and capillaries)
ii. Plant vascular system (phloem and xylem)
d.
Media and processes of mechanism for transportation.
4. Respiration
a. Respiratory organs and surfaces
b.The mechanism of gaseous exchange in:
i.
Plants
ii. Mammals
c. Aerobic respiration
d. Anaerobic respiration
5. Excretion
a. Types of excretory structures: contractile vacuole,
flamecell, nephridium, Malpighian tubule, kidney, stoma and lenticel.
b. Excretory mechanisms:
i.
Kidneys
ii.
lungs
iii.
skin
c. Excretory products of plants
6. Support and movement
a. Tropic, tactic, nastic and sleep movements in plants
b. supporting tissues in animals
c. Types and functions of the skeleton
i.
Exoskeleton
ii.
Endoskeleton
iii.
Functions
of the skeleton in animals
7. Reproduction
a.
A sexual reproduction
i.
Fission as in Paramecium
ii.
Budding as in yeast
iii.
Natural
vegetative propagation
iv.
Artificial
vegetative propagation.
b.
sexual reproduction in flowering plants
i.
Floral parts
and their functions
ii.
Pollination and
fertilization
iii.
products of
sexual reproduction
c.
Reproduction in mammals
i.
structures and
functions of the male and female reproductive organs
ii.
Fertilization
and development. (Fusion of gamates)
8. Growth
a.
meaning of
growth
b.
Germination of
seeds and condition necessary for germination of seeds.
9. Co-ordination and
control
a.
Nervous coordination:
i.
the components,
structure and functions of the central nervous system;
ii.
The components
and functions of the peripheral nervous systems;
iii.
Mechanism of
transmission of impulses;
iv.
Reflex action
b.
The sense organs
i.
skin (tactile)
ii.
nose
(olfactory)
iii.
tongue (taste)
iv.
eye (sight)
v.
ear (auditory)
c.
Hormonal control
i.
animal hormonal
system
-
Pituitary
-
thyroid
-
parathyroid
-
adrenal gland
-
pancreas
-
gonads
ii. Plant hormones (phytohormones)
d.
Homeostasis
i.
Body
temperature regulation
ii. Salt and water regulation
C: ECOLOGY
1. Factors affecting the
distribution of Organisms
i.
Abiotic
ii. Biotic
2. Symbiotic interactions
of plants and animals
(a)
Energy flow in
the ecosystem: food chains, food webs and trophic levels
(b)
Nutrient
cycling in nature
i.
carbon cycle
ii.
water cycle
iii.
Nitrogen cycle
3. Natural Habitats
(a)
Aquatic (e.g.
ponds, streams, lakes seashores and mangrove swamps)
(b)
Terrestrial/arboreal
(e.g. tree-tops of oil palm, abandoned farmland or a dry grassy (savanna)
field, and burrow or hole.
4. Local (Nigerian)
Biomes)
a.
Tropical
rainforest
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:
(a)
Population
density and overcrowding.
(b)
Adaptation for
survival
i.
Factors that
bring about competition
ii.
Intra and
inter-specific competition
iii.
Relationship
between competition and succession.
(c)
Factors
affecting population sizes:
i.
Biotic (e.g.
food, pest, disease, predation, competition, reproductive ability).
ii.
Abiotic (e.g.
temperature, space, light, rainfall, topography, pressure, pH, etc.
(d)
Ecological
succession
i.
primary
succession
ii.
secondary
succession
6. SOIL
a) (i) characteristics of
different types of soil (sandy, loamy, clayey)
i.
soil structure
ii.
porosity,
capillarity and humus content
iii.
Components of
the soil
i.
inorganic
ii.
organic
iii.
soil organisms
iv.
Soil air
v.
Soil water
Soil fertility:
i.
loss of soil
fertility
ii.
Renewal
and maintenance of soil fertility
7. Humans and Environment
(a)
Diseases:
i.
Common and
endemic diseases.
ii. Easily transmissible diseases and disease syndrome
such as:
-
poliomyelitis
-
cholera
-
tuberculosis
-
sexually transmitted disease/syndrome (gonorrhea, syphilis, AIDS, etc.
(b)
Pollution and
its control
(i)
sources, types,
effects and methods of control.
(ii) Sanitation and sewage
(c)
Conservation of
Natural Resources
(d)
Game reserves
and National parks
D: HEREDITY AND VARIATIONS
(I) Variation In
Population
a.
Morphological
variations in the physical appearance of individuals.
(i) size (height, weight)
(ii) Colour (skin, eye, hair,
coat of animals, scales and feathers.
(iii) Fingerprints
b.
Physiological
variation
(i)
Ability to roll
tongue
(ii)
Ability to
taste phenylthiocarbamide (PTC)
(iii)
Blood groups
c. Application of discontinuous
variation in crime detection, blood transfusion and determination of
paternity.
2. Heredity
(a) Inheritance of characters
in organisms;
(i)
Heritable and
non-heritable characters.
(b) Chromosomes – the basis
of heredity;
(i)
Structure
(ii)
Process of transmission
of hereditary characters from parents to offspring.
c) Probability in genetics
and sex determination.
a) Application of the
principles of heredity in:
(i)
Agriculture
(ii) Medicine
b. Sex – linked characters
e.g. baldness, haemophilia, colour blindness, etc.
E: EVOLUTION
1. Theories of evolution
a)
Lamarck’s
theory
b)
Darwin’s theory
c)
organic theory
2. Evidence of evolution
|
Candidates should be able to:
i.
Trace the advancement
of the invertebrate animals.
ii.
Determine the
economic importance of the insects studied.
iii.
Asses their
values to the environment.
Candidates should be able to:
i.
Trace the
advancement of multi-cellular animals.
ii.
Determine their
economic importance.
Candidates should be able to:
i.
describe how
the various structures, functions and behaviour adapt these organisms to
their environment, and way of life
Candidates should be able to:
i.
Categorize
countershading in fish, toads and snakes and warning colouration in
mushrooms.
Candidates should be able to:
i.
Differentiate
various castes in social insects like termites and their functions in their
colony hive.
ii.
Account for
basking in lizards, territorial behavior of other animals under unfavourable
conditions (hibernation and aestivation).
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 fathers by birds).
iv.
Regulating body
temperature (skin, feathers and hairs)
v.
Conserving
water (spines in plants and scales in mammals).
Candidates should be able to:
i.
Identify the
transverse sections of these organs.
a.
Relate the
structure of these organs to their functions.
b.
Identify
supporting tissues in plants (collenchyma) sclerenchyma, xylem and phloem
fibres)
c.
Describe the
distribution of supporting tissues in roots, stem and leaf
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.
Candidates should be able to:
i.
compare the
photosynthetic and chemosynthetic modes of nutrition;
ii.
Provide
examples from both flowering and non- flowering plants.
iii.
Compare
autotrophic and heterotrophic modes 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.
Candidates should be able to:
i.
Differentiate
the light and dark reactions, and state 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.
Candidates should be able to:
i.
Identify
macro-and micro-elements required by plants.
ii.
Recognise the
deficiency symptoms of nitrogen, phosphorous and potassium.
Candidates should be able to:
i.
indicate the
sources of the various classes of food;
ii.
relate the
importance and deficiency e.g. scurvy, rickets, kwashiorkor etc. of each
class;
iii.
Determine the
importance of a balanced diet.
Candidates should be able to
detect the presence of the listed food items from the result of a given
experiment.
Candidates should be able to:
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.
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.
Candidates should be able to:
i.
identify the
general characteristics of digestive enzymes;
ii.
associate
enzymes with digestion of carbohydrates, proteins and fats;
iii.
Determine the
end products of these classes of food.
Candidates should be able to:
i.
Determine the
relationship between increase in size and complexity and the need for the
development of a transport system in plants and animals.
Candidates should be able to:
i.
Determine the
sources of materials and the forms in which they are transported.
Candidates should be able to:
i.
describe the
general circulatory system;
ii.
compare
specific functions of the hepatic portal vein, the pulmonary vein and artery,
aorta, the renal artery and vein
Candidates should be able to:
i.
Identify the
organs of the plant vascular system.
ii.
Understand the
specific functions of the phloem and xylem.
Candidates should be able to:
i.
identify media
of transportation (e.g. cytoplasm, cell sap, body fluid, blood and lymph);
ii.
know the
composition and functions 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, in animal transpiration pull,
root pressure and active transport as mechanism of transportation in plants.
Candidates should be able to:
i.
examine the
significance of respiration;
ii.
describe a
simplified outline of the chemical process involved in glycolysis and krebs
cycle with reference to the role ATP
iii.
Deduce from an
experimental set up, gaseous exchange and products, exchange and production
of heat energy during respiration.
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 lenticel.
Candidates should be able to:
i.
describe
the mechanism for the opening and closing of the stomata;
ii.
Determine
respiratory movements in these animals.
Candidates should be able to:
i.
examine the
role of oxygen in the liberation of energy for the activities of the living
organisms;
ii.
Deduce the
effect of insufficient supply of oxygen to the muscles.
Candidates should be able to:
i.
Use yeast cells
and sugar solution to demonstrate the process of fermentation.
ii.
Know the
economic importance of yeasts.
Candidates should be able to:
i.
define the
meaning and state the significance of excretion;
ii.
Relate the
characteristics of each structure with functions.
Candidates should be able to:
i.
Relate the
structure of the kidneys to the excretory and osmo-regulatory functions.
ii. Identify the functions and excretory products of the
lungs and the skin.
Candidates should be able to:
i.
Deduce the
economic importance of the excretory products of plants, e.g carbon (IV)
oxide, oxygen, tannins, resins, gums, mucilage, alkaloids etc.
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.
Candidates should be able to:
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 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.
ii.
Relate the
structure and the general layout of the mammalian skeleton to their
supportive, locomotive and respiratory function.
iii.
Differentiate
types of joints using appropriate examples.
Candidates should be able to:
i.
Apply the
protective, supportive, locomotive and respiratory functions of the skeleton
to the well being of the animal.
Candidates should be able to:
i.
differentiate
between asexual and sexual reproduction
ii.
Apply natural
vegetative propagation in crop production and multiplication.
iii.
Apply grafting,
budding and layering in agricultural practices.
Candidates should be able to:
i.
Relate parts of
flower to their functions and reproductive process.
ii.
Deduce the
advantages of cross pollination.
iii.
Deduce the
different types of placentation that develop into simple, aggregate, multiple
and succulent fruits.
Candidates should be able to:
i.
differentiate
between male and female reproductive organs
ii.
Relate their
structure and function to the production of offspring.
Candidates should be able to:
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.
iii.
Modern methods
of regulating reproductive on e.g. invitro fertilization and birth control
Candidates should be able to:
i.
Apply the
knowledge of the conditions necessary for germination on plants growth.
ii.
Differentiate
between epigeal and hypogeal germination.
Candidates should be able to:
i.
Apply the
knowledge of the structure and function of the central nervous system in the
coordination of body functions in organisms.
ii.
Illustrate
reflex actions such as blinking of the eyes, knee jerk etc.
iii.
Differentiate
between reflex and voluntary actions as well as conditioned reflexes such as
salivation, riding a bicycle and swimming.
Candidates should be able to:
i.
Associate the
listed sense organs with their functions.
ii.
Apply the
knowledge of the structure and functions of these sense organs in detecting
and correcting their defects.
Candidates should be able to:
i.
Locate the
listed endocrine glands in animals.
ii. Relate the hormone produced by each of these glands
to their functions.
Candidates should be able to:
i.
Examine
the effects of various phytohormones (e.g. auxins, gibberellin, cytokinin,
and ethylene) on growth, tropism, flowering, fruit ripening and leaf
abscission.
Candidates should be able to:
i.
Relate
the function of hormones to regulating the levels of materials inside the
body.
Candidates should be able to:
i.
Deduce the
effects of temperature; rainfall, relative humidity, wind speed and
direction, altitude, salinity, turbidity, pH and edaphic (soil) conditions on
the distribution of organisms.
ii. Use appropriate equipment (e.g. secchi disc,
thermometer, rain gauge etc) to measure abiotic factors.
Candidates should be able to:
i.
Describe how
the activities of plants/animals (particularly human) affect the distribution
of organisms.
Candidates should be able to:
i.
Determine
appropriate examples of symbiosis, parasitism, saprophytism, commensalism,
mutualism, amensalism, competition, predation and cooperation among
organisms.
ii.
Associate the
distribution of organisms with food chains and food webs in particular
habitats.
Candidates should be able to:
i.
food chains and
webs
Candidates should be able to:
i.
Describe the
cycle and its significance including the balance of atmospheric oxygen and
carbon (IV) oxide and global warming.
Candidates should be able to:
i.
Assess the
effects of water cycle on other nutrient cycles.
Candidates should be able to:
i.
Relate the
roles of bacteria and leguminous plants in the cycling of nitrogen.
Candidates should be able to:
i.
Associate
plants and animals with each of these habitats.
Candidates should be able to:
i.
Relate
adaptive features to the habitats in which an organisms lives.
Candidates should be able to:
i.
locate biomes
in regions
ii.
Apply the
knowledge of the features of the listed local biomes in determining the
characteristics of different regions of Nigeria.
Candidates should be able to:
i.
Determine the
reasons for rapid changes in human population and the consequences of
overcrowding.
ii.
Compute/calculate
density as the number of organisms per unit area.
Candidates should be able to:
i)
Relate increase
in population, diseases, shortage of food and space with intra- and
inter-specific competition.
Candidates should be able to:
i)
Determine niche
differentiation as a means of reducing intra-specific completion.
Candidates should be able to:
i)
Relate
competition to succession.
Candidates should be able to:
i.
Deduce the
effect of these factors on the size of population.
i.
Determine the
interactions between biotic and abiotic factors, e.g. drought or scarcity of
water which leads to food shortage and lack of space which causes increase in
disease rates.
Candidates should be able to:
i.
Trace the
sequence in succession to the climax stage of stability in plant population.
Candidates should be able to:
i.
Identify
physical properties of different soil types based on simple measurement of
particle size, porosity or water retention ability.
ii.
Determine the
amounts of air, water, humus and capillarity in different soil types
experimentally.
Candidates should be able to:
i.
Relate soil
characteristics, types and components to the healthy growth of plant.
Candidates should be able to:
i.
Relate such
factors as loss of inorganic matter, compaction, leaching, erosion of the top
soil and repeated cropping with one variety.
Candidates should be able to:
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.
Candidates should be able to:
i.
Identify
ecological conditions that favour the spread of common endemic and
potentially 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.
Candidates should be able to:
i.
Use the
knowledge of the causative organisms, mode of transmission and symptoms of
the listed diseases to their prevention/treatment/control.
ii.
Apply the
principles of inoculation and vaccination on disease prevention.
Candidates should be able to:
i.
Categorize
pollution into air, water and soil 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.
Candidates should be able to:
i.
Examine the
importance of sanitation with emphasis on solid waste 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.
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, prevention of desertification.
(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.
Candidates should be able to:
i.
Know the
location and importance of game reserves and National parks in Nigeria
Candidates should be able to:
i.
Differentiate
between continuous and discontinuous variations with examples.
ii.
Relate the role
of environmental conditions, habitat and the genetic constitution to
variation.
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.
Candidates should be able to:
i)
Observe and
record various colour patterns in some plants and mammals.
Candidates should be able to:
i)
Apply
classification of fingerprints in identity detection.
Candidates should be able to:
i)
Identify some
specific examples of physiological variation among human population.
ii) Categorize people according to their physiological
variation.
Candidates should be able to:
i)
Apply the
knowledge of blood groups in blood transfusion and determination of
paternity.
ii)
Use
discontinuous variation in crime detection.
Candidates should be able to:
i.
Determine
heritable and non-heritable characters with examples.
Candidates should be able to:
i.
illustrate
simple structure of DNA
Candidates should be able to:
i.
Illustrate
segregation of genes at meiosis and recombination of genes at fertilization
to account for the process of transmission of characters from parents to
offsprings.
Candidates should be able to:
i)
Deduce that
segregation of genes occurs during gamete formation and that recombination of
genes at fertilization is random in nature.
Candidates should be able to:
i.
Analyze data on
cross-breeding experiments.
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 and biosafety.
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.
ii)
Examine the significance
of using recombinant DNA materials in the production of important medical
products such as insulin, interferon and enzymes.
Candidates should be able to:
i)
Identify
characters that are sex linked.
Candidates should be able to:
i.)
Relate organic
evolution as the sum total of all 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.
iii.) know evidences in support of organic 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.
|
RECOMMENDED TEXTS
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
Ogunniyi
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
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
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