I have sat down to compile this WAEC Syllabus for Biology 2017/2018 to help you prepare for WAEC Examination come 2017. Read and save this page for future reading.
PREAMBLE
This is an
international Senior School Certificate Examination Syllabus drawn up from the Teaching Curricula of the member
countries of the West African Examinations
Council.
The international
syllabus should be used in conjunction with the respective teaching syllabuses where the candidates
are domiciled.
Download This App now And Start Preparing for your Exams
Download: JAMB CBT App for Android - Plus In Dependence Novel
Download: WAEC SSCE Past Questions And Answers App for Mobile Users Text your name and email for activation keys ➡ 09034039101
The Syllabus is
divided into three sections, A, B, and C. Section A is for all candidates. Section B is for candidates in
Ghana, Sierra Leone and The Gambia. Section C is for candidates in Nigeria.
AIMS AND OBJECTIVES
This
syllabus is designed to assess candidates’
1.
understanding of the structure and functions of
living organisms as well as
appreciation of nature;
2.
acquisition of adequate laboratory and field
skills in order to carry out and
evaluate experiments and projects in Biology;
3.
acquisition of necessary scientific skills for
example observing, classifying and
interpreting biological data;
4.
relevant knowledge in Biology, needed for
future advanced studies in biological
science;
5.
Acquisition of scientific attitudes for problem solving;
6.
Ability to apply biological principles in
everyday life in matters that affect
personal, social, environmental, community health and economic problems.
EXAMINATION SCHEME
There will be two
papers, Paper 1/3 and Paper 2, both of which must be taken with a total score of 200 marks.
Paper 1: This paper will be a practical test
(for school candidates only) lasting 2
hours and consisting of three parts I, II and III. The paper will carry a total score of 80 marks. Candidates will
be expected to answer all the questions in part I and in
addition one question from either
part II or III.
Part I : This part will consist of two compulsory questions drawn from
Section A of the Syllabus each
carrying 25 marks.
Part
II : This
part is for candidates in Ghana, Sierra Leone and The Gambia. It will consist of one question drawn from section B of the Syllabus, carrying 30 marks.
Part III: This
part is for candidates in Nigeria. It will consist of one question drawn from
Section C of the Syllabus, carrying 30 marks.
Paper 2: This paper will consist of two sections A and B, lasting 2½ hours.
SECTION A: This section will consist of 60 multiple-choice
objective questions drawn from
Section A of the Syllabus. It will
carry 60 marks and last for one hour.
SECTION B: This section will consist of eight (8) essay questions
drawn from all the sections of the syllabus.
The section will consist of three parts : I, II and III candidates will be expected to answer three questions in 1½ hours. Taking two questions from part I and one
question from either part II or
III. Each
question will carry 20 marks. The total
score will be 60 marks.
Part I : This
part will consist of four questions
drawn from Section A of the Syllabus.
Candidates
are expected to answer two questions
from this part.
Part II : This
part is for candidates in Ghana, Sierra-Leone and The Gambia. It will consist of two questions drawn from Section B of the Syllabus. Each question carries 20 marks. Candidates
will be expected to answer one question from this part.
Part III : This
part is for candidates in Nigeria. It will consist of two questions drawn from
Section C of the Syllabus, each question carries 20 marks. Candidates will be expected to answer one question from this part.
Paper 3: This paper which is for private
candidates only, will be a Test of Practical
Work lasting 2 hours and carrying 80 marks.
The paper will
consist of three parts, I, II and III.
Candidates will
be expected to answer all the
questions in part I and in addition,
all the questions in either part II
or part III.
Part I : This
part will consist of questions drawn from section A of the Syllabus carrying a total of 50 marks.
Part II : This part is for candidates in
Ghana, Sierra-Leone and The Gambia. It will
consist of questions drawn from section B of the Syllabus carrying a total of 30 marks.
Part III : This
part is for candidates in Nigeria. It will consist of questions drawn from section C of the Syllabus
carrying a total of 30 marks.
Quick Links:
DETAILED SYLLABUS
SECTION A
(FOR ALL CANDIDATES)
CONTENTS
|
NOTES
|
A.
Concept of Living
1.
Classification
(a)
Living and
non-living things
(b)
Differences
between plants and animals.
2.
Organization of life
(a)
Levels of
organization
(i)
cell (single-celled
organisms): Amoeba, Euglena, Paramecium.
(ii)
Tissue: Hydra
(iii)
Organ (storage
organ) bulb, rhizome and heart.
(iv)
System: In mammals, flowering plants – reproductive system, excretory system etc.
(b)
Complexity
of organization
in higher organisms: advantages and disadvantages.
|
Classification of objects into living and non-living, giving examples of each group.
These examples should be used to illustrate differentiation and specialization in organisms.
The significance of different levels of organization including volume/surface area ratio should be discussed.
|
CONTENTS
|
NOTES
|
3.
Cell as a living unit
Forms in which living cells exist:
(a)
Single and
free-living: Amoeba, Paramecium,
Euglena, and Chlamydomonas
(b)
Colony: Volvox
(c)
Filament: Spirogyra
(d)
Part of a living organism: Cheek cell, onion root tip cells and epidermis of
fleshy leaves.
4.
(a) Cell structure and
functions of cell components.
(b) Similarities and differences between plant and animal cells.
5.
The Cell and its environment: Physical and Biophysical
processes.
(a)
diffusion
(b)
osmosis
(c)
plasmolysis
|
The structure of these organisms in relation to the forms of existence should be studied to illustrate
dependence and interdependence.
Distinguish groups of cells
that form tissues from those that
form colonies or filaments.
Cell structure should include: Cell wall, cell membrane, cytoplasm, cytoplasmic organelles: nucleus, mitochondria, lysosomes, chloroplast, endoplasmic reticulum, ribosomes,
centrosomes, Golgi body, chromosome.
The function performed by organelles should be known.
The significance of these processes should be discussed as factors that
affect cell activities in its environment.
Haemolysis, turgidity and cremation should be mentioned.
|
CONTENTS
|
NOTES
|
6.
Properties and functions of the living cell
(a)
Nutrition
(i)
Autotrophic (photosynthesis)
(ii)
Heterotrophic (holozoic)
(iii)
Mineral nutrition: Macro and micro-
nutrients
(b)
Cellular respiration
Definition
and processes of:
(i)
aerobic respiration
(ii)
anaerobic respiration
(iii)
energy release
(c)
Excretion
(i)
Excretion in
single celled aquatic
organism. Diffusion by body
surface; by contractile vacuole.
(ii)
Waste products of metabolism.
|
These should be discussed as processes occurring within living cells.
Experiment to show the effects of mineral deficiencies in plants
especially nitrogen, phosphorus,
potassium should be carried out.
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.
A
simplified outline of the chemical
processes involved in glycolysis and
Kreb’s cycle; Reference should be made
to the role of ATP.
Reference should be made to carbon dioxide, water and ammonia as examples of waste products.
|
CONTENTS
|
NOTES
|
(d)
Growth
(i)
Basis of
growth – cell division (mitosis),
enlargement and differentiation.
(ii)
Aspects of
growth: Increase in dry
weight. Irreversible increase in
size and length. Increase in number of cells.
(iii)
Regions of
fastest growth in plants.
(iv)
Influence of
growth hormones and auxins.
(v)
Growth curvatures
(Tropisms)
(e)
Development:
Enlargement and differentiation.
(f)
Reproduction:
Types of reproduction.
(i)
Asexual: fission,
Budding, vegetative propagation.
(ii)
Sexual: Conjugation,
formation of male and female
gametes (meiosis), fusion of
gametes (fertilization).
|
Observation of root tip and
shoot tip are required.
Regulation of growth by hormones should be mentioned.
Types of tropisms should be demonstrated.
Microscopic examination of
the different regions of growth
and development: region of cell
division; elongation;
differentiation; maturation.
Prepared slides of:
(a)
fission in Paramecium
(b)
budding in yeast and Hydra; should be
observed and drawn. Reference
should be made to artificial methods
of vegetative propagation in
flowering plants.
Prepared slides of conjugation should be studied.
|
CONTENTS
|
NOTES
|
7.
(a) Tissues and supporting systems: Skeleton and supporting systems in animals:
(i)
Biological
significance.
(ii)
Skeletal materials, e.g. bone
(iii)
Types of skeleton:
exoskeleton, endoskeleton.
(iv)
Bones of the
vertebral column, girdles and long
bones of the appendicular
skeleton.
(v)
Mechanism of support in animals.
(vi)
Functions of skeleton in animals: Protection,
support, locomotion, respiratory movement.
(b)
Different types of supporting tissues in plants.
(i)
Main features of supporting tissues in
plants.
(ii)
Functions of
supporting tissues in plants:
strength, rigidity (resistance
against the forces of the wind and water), flexibility and resilience.
|
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.
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.
The different types of supporting tissues: turgid parenchyma;
collenchyma, xylem (wood)
sclerenchyma should be studied.
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, stele.
|
CONTENTS
|
NOTES
|
8.
Transport
System:
(a)
Need for transportation:
(i)
surface area/volume ratio.
(ii)
substances have to move greater
distances.
(b)
Composition and function of blood and lymph
(c)
Materials
for transportation: excretory
products, gases, digested food, and
other nutrients.
(d)
Structure of the heart, arteries, veins, capillaries
and vascular bundles.
9.
Respiratory
System:
(a)
Body surface, cutaneous, gills, lungs.
(b)
Mechanisms of gaseous exchange in fish,
toad, mammals and plants.
10.
Excretory Systems and Mechanisms
Types of excretory systems: Kidney, stomata and lenticel.
|
Source of materials and
forms in which they are
transported and where they are
transported to should be studied.
Candidates should be familiar with the general circulatory system. The
names of the blood vessels
responsible for transporting
excretory products, gases, digested
food and other nutrients should be
known. The detailed structure of the
xylem and phloem is not required.
Characteristics of
respiratory surfaces in these
systems should be studied.
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)
Respiratory movements in
these animals should be discussed.
The mechanisms of opening and
closing of stomata should be
discussed.
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).
|
CONTENTS
|
NOTES
|
11.
Regulation of Internal Environment (Homeostasis)
(a)
Kidney: Structure and functions
(b)
Liver:
Functions of the liver.
(c)
The skin:
Structure and function
12.
Hormonal Coordination
(a)
Animal hormones:
Site of secretion,
functions and effects of over and under-secretion.
(b)
Plant hormones
|
Osmoregulation, excretion and maintenance of acid-base balance should be discussed. The conditions that affect functions of the kidney such as
the water and salt content of the blood, environmental temperature.
Excretory products such as
urea, water, salts, uric acid
should be discussed.
Candidates should be able
to identify the liver; and its
position relative to the gall
bladder, bile duct, pancreas, duodenum
and stomach.
Candidates should observe, draw and label the mammalian skin. The
regulation of internal environment
by the skin should be emphasized.
Endocrine glands: pituitary, thyroid, adrenal, pancreas, gonads and their secretions should be
discussed. The role of thyroxine in the metamorphosis of toad should be mentioned.
Demonstration of the effects of auxins on lateral bud development, leaf fall and initiation of adventitious roots
should be carried out.
|
CONTENTS
|
NOTES
|
13.
Nervous Coordination
(a)
The central nervous system
(i)
Components of the central nervous system
(ii)
Parts of the
brain
and their
functions; cerebrum, cerebellum, medulla
oblongata, hypothalamus and their functions
(iii)
Structure
and
function of the Spinal Cord.
(b)
Peripheral Nervous System.
(i)
Somatic Nervous
System
(ii)
Automatic nervous
system.
(iii)
Structure
and
functions of
the neurone.
(iv)
Classification of neurons.
(c)
Transmission of Impulses.
(d)
Types of nervous actions
(i)
Reflex and
voluntary actions
(ii)
The reflex
arc
|
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.
Functions of the
sympathetic and parasympathetic
systems only.
Candidates should observe, draw and label a neurone from a slide.
Afferent (sensory), efferent (motor) and intermediate neurones should be mentioned.
Simple treatment of transmission of nerve impulses by a change in electrical potential is required.
Candidates should perform experiments to illustrate reflex actions such as
blinking of the eyes, knee jerk,
and withdrawal of hand from hot objects.
|
(iii)
Differences between reflex and voluntary actions.
14.
Sense Organs:
(a)
Structure and function of the eye and ear.
(b)
The skin
15 (a) Reproductive system of
mammals
(i)
Structure
and function of male and
female reproductive systems.
(ii)
Differences
between male and female
reproductive organs.
(iii)
Structure of
the
gametes (sperm and ovum)
(iv)
Fertilization,
development of the embryo and birth.
(b) (i) Stages in the
development of toad.
(ii) Metamorphosis in insects, life histories
of housefly/butterfly and
cockroach.
|
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 correction.
The function of the skin as a sensory organ should be emphasized.
Candidates should examine and draw dissected male and female mammals showing the reproductive
organs. They should also draw sperm
and ovum from prepared slides or
from fresh specimens.
The different stages of the tadpole should be drawn and labelled.
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/housefly should be drawn
and labelled.
|
(c)
) Comparison of reproduction in fish,
amphibia, reptile, bird and mammal.
(d)
Reproduction of flowering plants
(i)
Arrangements
of floral parts of a named insect pollinated flower and a named wind pollinated flower.
(ii)
Structure
and function of the male
and female parts of a flower.
(e)
) Pollination in Plants
(i)
Types of pollination
(ii)
Features of
cross- pollinated and self
pollinated flowers
(iii)
Agents of
Pollination
(f)
)
Process of Development of Zygote in flowering plants: Fertilization.
(g)
(i) Structure
of fruits
(ii) Types
of fruits (classification).
|
Reference should be made to the method of fertilization, number of eggs and parental care.
Named examples should be
used to illustrate the types of pollination.
The features of the flower
should be related to the agents of pollination.
Pollen grains germinated in sucrose solution
should be observed, prepared
slides showing various stages of embryo
development in flowering plants should be
observed and drawn.
Fruits should be classified into dry and fleshy fruits. The internal
structure of a leguminous fruit,
orange, maize and tomato should be
examined and drawn.
|
CONTENTS
|
NOTES
|
(h) Dispersal of fruits and seeds Agents of dispersal
(i)
Germination of seeds
(i)
Essential
factors which affect
developing embryo.
(ii)
Types of germination
B.
Plant and Animal Nutrition
Plant Nutrition
1 (a) Photosynthesis:
(i)
Process of
photosynthesis and its chemical equation
(ii)
Light and dark reactions
(iii)
Materials and conditions necessary for
photosynthesis
(iv)
Evidence of
photosynthesis
(b) Mineral requirement of plants
(i) Soil and atmosphere as source of Mineral elements
|
The following fruits should
be studied as examples to show the
features that aid their respective
methods of dispersal.
Sunflower (achene) Combretum, cotton, Crotolaria/bean, Desmodium, Bidens Spp.
And coconut.
Distinguishing differences between a fruit and a seed should be mentioned.
Experiments to show the
importance of oxygen, adequate
moisture and suitable temperature,
should be carried out.
The stages in hypogeal and epigeal germination should be observed and drawn.
Biochemical nature of photosynthesis, photoactivation of chlorophyll resulting in the conversion of light energy to ATP and the reduction of NADP (no biochemical detail is required)
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.
Candidates should
distinguish between food produced
and mineral elements.
|
2.
Animal Nutrition
(a)
Food substances; classes and sources
(b)
Balanced diet and its importance
(c)
Food tests
(d)
Digestive enzymes
Classes, characteristics and functions
(e)
Modes of Nutrition
(i)
Autotrophic: Photosynthesis,
(ii)
Heterotrophic, holozoic, parasitic, symbiotic, and saprophytic.
(f)
Alimentary
System: Alimentary tract of different
animals.
(g)
Feeding in protozoa, and mammals
|
Local examples as sources
of food substance should be given. Reference should be made to food relationship between plants and animals.
Importance of each class of food in balanced diet should be stressed.
Candidates should relate
the idea of balanced diet to their
own diet.
Tests for starch, reducing sugar, protein, fats and oil should be carried out.
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.
Named examples should be
used to illustrate different modes
of nutrition.
Comparison should be made using dissected named bird and mammal.
Reference should be made to feeding habits in protozoa and mammals.
Adaptation of teeth and
dentition in mammals (herbivore,
carnivore and omnivore) should be studied.
|
CONTENTS
|
NOTES
|
C.
Basic Ecological Concepts
1.
Ecosystem:
Components of the ecosystem and sizes
(a)
Ecological
components: environment, biosphere,
habitat, population, biotic
community, ecosystem.
(b)
Components of the ecosystem:
Biotic, and abiotic.
2.
Ecological
factors:
Ecological factors in aquatic and terrestrial ecosystems
3.
Simple Measurement of Ecological Factors.
(a)
Physical factors:
Climatic, topographic
and gaseous.
(b)
Edaphic factors:
Chemical and
physical composition, moisture
content and soil texture.
4.
Food Webs and Trophic levels
(a)
Autotrophs
and Heterotrophs
|
Examples and explanation
are required.
Importance of ecological factors common to all habitats should be
mentioned. The importance of
ecological factors to population
of animals and plants should be
stressed.
Candidates should make histograms or graphs using rainfall and
temperature data and interpret
graphs showing ecological factors
of a habitat.
Candidates should measure
some of the ecological factors including humidity, temperature, wind speed,
rainfall, and light intensity.
Candidates should be able to classify organisms as producers,
consumers and decomposers.
|
CONTENTS
|
NOTES
|
(i)
Producers:
autotrophs
(ii)
Consumers:
heterotrophs
(iii)
Decomposers
(b)
Trophic Levels Energy relationships
(i)
Food chain
(ii)
Food web
(c)
Energy flow
(i)
Food/Energy relationship in aquatic and terrestrial environment.
(ii)
Pyramid of energy and Pyramid of numbers
5.
Energy Transformation in Nature
(a)
Energy loss in the ecosystem
(i)
Solar
radiation: its intake and loss at the earth’s surface.
(ii)
Energy loss in the biosphere.
|
Aquatic and terrestrial producers, consumers and decomposers
should be known.
Candidates should
illustrate food relationship in a
food chain and food web using
specific examples.
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.
Candidates should discuss energy as a limiting factor in primary production i.e. production of autotrophs.
Reference should be made to harvest as a means of measuring primary production.
|
CONTENTS
|
NOTES
|
(b)
Decomposition in Nature
(i)
Decomposers: (micro and macro- decomposers)
(ii)
Gaseous products
(iii)
Role of decomposers
6.
Ecological
Management
(a)
Associations
Type of associations:
Parasitism, symbiosis,
commensalism and saprophytism.
(b)
Adaptation of organisms to habitats.
(c)
Pollution of
the atmosphere
(i)
Nature, names,
sources and effects of air pollutants.
(ii)
Effect of
noise
|
Candidates should observe demonstrations to show that carbon
dioxide, hydrogen sulphide, heat
energy are released during
decomposition.
Features of biological importance associated with each type
should be discussed.
Named examples should be used to illustrate these associations.
Adaptations of plants and
animals to environmental conditions
with particular reference to
differences in habitats should be discussed.
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 environment should be emphasized.
Discuss harmful effect of
noise from generators and
electronic sound gadgets.
|
CONTENTS
|
NOTES
|
(d)
Water and Soil Pollution
Types, composition and effects of pollutants
7.
Ecology of
Population
(a)
Ecological
succession
(i)
Structural changes in species composition,
variety or diversity and increase
in numbers.
(ii)
General characteristics
and outcomes of succession
(b)
Primary succession. Succession in terrestrial habitats.
(c)
Secondary
succession, climax of the succession:
characteristic of a stable
ecosystem.
(d)
Factors that may cause overcrowding: natality
and immigration, survival rate.
|
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 be discussed. Mention should be made of oil spillage and its effects
Candidates should study
succession in an abandoned
farmland, lawn, over a period of
time to discover a definite sequence of
colonising plants.
Reference should be made to population. Candidates should determine
the space available for each
member of the class when:
(i)
only the class members are present
(ii)
members from another class are added.
Using the following formula
Space = Area of habitat
Number of Organisms
|
CONTENTS
|
NOTES
|
8.
Micro-organisms: Man and health
(a)
Carriers of
micro-organisms
(b)
Micro-organisms in action
(i)
Beneficial effects in nature, medicine and
industries.
(ii)
Harmful effects of micro- organisms, diseases
caused by micro- organisms: cholera, measles, malaria and ring worm.
(c)
Towards better Health
(i)
Methods of
controlling harmful micro-
organisms, high temperature, anti biotics, antiseptics, high salinity
and dehydration.
(ii)
Ways of controlling the vectors.
D.
Conservation of Natural Resources:
1.
Resources to be conserved: soil, water, wildlife, forest and minerals.
|
Effects of micro organisms on our bodies should be discussed.
Examples of carriers:
housefly; mosquitoes; tsetsefly should be mentioned.
Candidates should perform experiments on fermentation and
curdling of milk to illustrate the
beneficial uses of micro-
organisms.
The diseases should be studied with respect to the causative organisms, mode of transmission and symptoms.
Effects of these methods on the micro- organisms should be discussed.
Methods of controlling housefly and mosquito should be studied.
The meaning and need for conservation of natural resources should be discussed.
Problems of conservation
should be discussed in relation to
economic, and social development,
overgrazing and poaching.
|
CONTENTS
|
NOTES
|
2. Ways of ensuring conservation
E.
Variation in Population
1.
Morphological variations in the physical appearance of individuals
(a)
size, height, weight
(b)
colour (skin, eye, hair coat of animals)
(c)
finger prints
2.
Physiological Variations
(a)
Ability to roll tongue
(b)
Ability to
taste phenylthiocarbamide (PTC)
(c)
Blood groups
(ABO) classification)
F.
Biology of Heredity (Genetics)
1.
Transmission and expression of characteristics in organisms.
(a)
Hereditary
variation
(b)
Mendel’s
work in genetics
|
The following should be studied:
(a)
agencies responsible for conservation
(b)
conservation
education
(c)
conservation
laws.
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.
Observe and record various skin colour, colour pattern of some animals
(cow, goat, rabbits), colour
pattern of plants (maize cob and
leaves). Make finger prints and
classify them into arches, loops, whorls
and compounds.
Reference should be made to characters that can be transmitted from
generation to generation such as
colour of skin, eye and hair,
blood group, sickle cell, shape of
face and nose.
Mendel’s
experiment with red and white
flowered pea should be reviewed and
discussed.
|
CONTENTS
|
NOTES
|
(i)
Mendel’s experiments
(ii)
Mendelian
traits
(iii)
Mendelian
laws
2.
Chromosomes: The basis of heredity
(a)
Structure
(b)
Process of transmission of hereditary characters from parents to offspring.
3.
Probability in genetics
4.
Application of the principles of heredity in:
(a)
Agriculture
|
Candidates are required to determine the ratio of grains of different
colours in the maize cob and
compare their findings with that
obtained by Mendel in monohybrid
inheritance.
Reference should be made to dominant and recessive characters in
plants and animals.
Candidates should observe chromosomes in permanently prepared
slides of cells and root tips of
onion or lily.
Simple treatment of DNA
will be required.
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.
Computation of probability
is not required.
Data on cross-breeding experiments should be studied.
Examples of new varieties of crop and livestock obtained through cross-breeding should be mentioned. The
advantages and disadvantages of
cross-fertilization, out and
inbreeding should be explained.
|
CONTENTS
|
NOTES
|
(b) Medicine
G. Evolution
1.
Behavioural Adaptations in Social animals
(a)
Termites
(b)
Bees
2.
Theories of evolution
(a)
Larmack’s
theory
(b)
Darwin’s
theory
|
The application of knowledge, of heredity in marriage counselling with particular reference to sickle cell
anaemia and rhesus factor should
be mentioned.
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 discussed.
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.
Reference should be made to organic evolution. The contributions of Larmack and Darwin to the development
of the theory of evolution should
be discussed.
Evidences for evolution such as fossil records, comparative anatomy and physiology and embryology should be known.
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.
|
SECTION B
FOR CANDIDATES IN GHANA, SIERRA LEONE AND THE GAMBIA
CONTENTS
|
NOTES
|
1.
INTRODUCING BIOLOGY
(a)
Biology as a
Science
(b)
The microscope
2.
THE CELL
(a)
Types of cells
(b)
Specialized eukaryotic cells
(c)
DNA and protein synthesis
3.
THE DIVERSITY OF LIVING THINGS
(a)
Classification of living things
(b)
Identifying living things using key
(c)
The main characteristics of major phyla and divisions of the kingdom
(i)
Prokaryotae
(ii)
Protoctista
(iii)
Fungi
|
The importance of Biology and the scientific method should be stressed.
Parts of the microscope. Preparation of wet/temporary mounts.
Viral, bacterial, plants and animal cells as examples of akaryotic, prokaryotic and
eukaryotic cells respectively.
The structure and function of red blood
cells, sperm cells, leaf epidermal
cells, nerve cells, palisade cells.
Treatment should include
the role of RNA, TRNA and ribosome
only. Detailed structure of these not
required.
Classification of organisms according to kingdom. Phylum/division, class, order,
family, genus, species.
Only dichotomous key is required
Viruses should be treated as a group that
share the same characteristic with
living and non living things.
The main characteristics of major phyla of the kingdom protoctista: Rhizopoda e.g. Amoeba
Zoomastigina e.g. Trypanosoma, Apicomplexa
(Sporozoa) e.g. Plasmodium. Ciliophora
e.g.
Paramecium, Euglenophyta e.g. Euglena, Oomycota (Slime moulds) e.g. Phytophthora, Chlorophyta e.g.
Spirogyra, Rhodophyta (red algae), Phaeophyta (brown algae)
The main characteristics of major phyla of the Kingdom Fungi: Zygomycota e.g.
yeast Xylaria Cookeina
|
CONTENTS
|
NOTES
|
(iv)
Plantae
(v)
Animalia
|
Basidiomycota: toad stools, bracket fungi and mushroom.
The main characteristics of the major
divisions and class of the Kingdom Plantae.
Bryophyta
·
class Hepaticae
·
class Musci
Lycopophyta (clubmoses) Filicinophyta (ferns)
Angiospermophyta
·
class monocotyledoneae
·
class Dicotyledoneae
The main characteristics of the major phyla, classes, and orders of the kingdom.
Animalia:
Cnideria (Coelenterates)
Platyhelmintes:
·
class Tubellaria
·
class Trematoda
·
class Cestoda
Nematoda
Annelida:
·
class Polychaeta
·
class Oligochaeta
Mollusca:
·
class Gastopoda
·
class Pelycopoda (Bivalvia)
·
class Cephalopoda
|
CONTENTS
|
NOTES
|
4.
LIFE PROCESSES IN LIVING THINGS
(a)
Amoeba
Paramecium Euglena
(b)
Spirogyra,
Rhizopus
(c)
Mosses and
Ferns
(d)
Cockroach and Butterfly
(e)
Tilapia (or any other bony fish) Toad (Bufo) or Frog (Rana)
(f)
Flowering Plants
(i)
External structure of monocotyledonous and
dicotyledonous plants
|
Arthropoda:
·
class Crustacea, class Chilopoda (Centipedes)
·
class Diplopoda (Millipedes), class Insecta,
·
class Arachnida. Distinguishing features of the following orders of the class
insecta are required: Odonata,
Orthoptera, Lepidoptera,
Coleoptera, Hymenoptera, Hemiptera,
Diptera, Isoptera
Chordata:
·
class Chondrichthyes (cartilagenous fishes)
·
class Osteichthyes (bonyfish) class Amphibia,
·
class Reptilia, class Aves and class Mammalia
In studying this section,
relationship between structure and
function is required.
External structures,
movement, osmoregulation,
nutrition, reproduction, respiration.
Emphasis on Euglena
exhibiting plant, as well as some
animal features is required.
Nutrition and reproduction only Reproduction in Mosses and
ferns. Details of
structure of antheridia and archegonia of
fern are not required.
Nutrition, respiration, excretion,
irritability and movement for the
cockroach only.
Nutrition, respiration, excretion, movement and reproduction
Differences between toad
and frog. In this section
adaptations to their various environments
are required.
Root, stem and leaf and their modifications. Internal structure of
root, stem and leaf should be
treated with respect to their functions.
Examination of these structures under the microscope is required.
|
CONTENTS
|
NOTES
|
(ii)
Internal structure of roots, stem and leaf
(iii)
Nutrition
Photosynthesis
(g)
Excretion and Excretory products.
(h)
Reproduction
(i)
Floral formula
(ii)
Pollination
(i)
Growth and
Development:
Primary and Secondary growth
(j)
Dentition
(k)
Respiration Cell tissue
respiration principles of aerobic and anaerobic pathways
(l)
Movement
Action of muscles on bones
to effect Movement
(m)
Reproduction
(i)
Testis and
Ovary
(iii) Secondary Sexual characters
|
Structural adaptations of
the leaf for photosynthesis.
Factors affecting the rate of photosynthesis; light, temperature and carbon dioxide concentration.
Fixation and reduction of Carbon dioxide. In treating
the Calvin cycle; only the following compounds
should be mentioned;
Ribulose-disphosphate,
unstable carbon compounds diphospho
glyceraldehyde, glucose and starch.
Conversion of starch to fat
and protein should be
mentioned. Details of the conversion
not required.
Treatment should include water, carbon dioxide, oxygen, alkaloids, tannin,
acid, resin, gum.
Caesalpinia Sp, Crotolaria Sp, floral diagram not required.
Agents (wind and insect)
mechanism and adaptation
Simple measurement of growth by increase in length, area/volume and mass
Graphical representation of
growth data are required
Tooth structure.
Dental care should also be stressed.
The importance of anaerobic
respiration in food processing
Observation, drawing and labelling of the transverse section of a bone from a
slide under the microscope is
required. Types of muscle: smooth, striated
and cardiac muscle. Examination of different types of muscle is required.
Locomotion should be
treated in a named mammal.
Structure and function. Histological study is required but developmental stages are
not required.
The role of hormones in
development of secondary sexual
characteristics is required.
|
CONTENTS
|
NOTES
|
5. ECONOMIC IMPORTANT OF SOME INSECTS
6.
SOIL
(a)
Soil Formation
(b)
Soil Components
(c)
Mineral Salts
(d)
Organic matter
(i)
Water Content
(ii)
Air Content
(iii)
Living organisms in the soil
(e)
) Physical nature and Properties of soil types
(f)
) Conservation, maintenance and Renewal of Soil fertility
7. FUNDAMENTAL CONCEPTS IN
ECOLOGY
Dominance, environment, energy flow
Population dynamics
|
The structure, mode of life, and economic importance of weevil, termites, cotton
stainers, grasshoppers, honey bee
are required.
Sizes of soil particles should be noted. The following mineral salts,
Ca²+, Fe²+, Mg²+, and some anions
e.g. SO4²-, NO3- are required
Determination of organic matter, water, air, and living organisms, in the soil
should be discussed.
Activities to compare
properties of sandy, loamy clayey
soil regarding permeability, capillarity, pH,
water holding capacity are required.
The various methods used for conserving, maintaining and renewing
soil fertility should be known:
bush fallowing, surface terracing, contour
ploughing, strip cultivation, crop rotation,
manuring, irrigation, cover crops and mulching should be known.
Activities to demonstrate
the effect of these methods are required.
The study should include energy flow in food chain and food webs, producers,
consumers, decomposers tropic
levels, pyramid of numbers, biomass and
energy.
Methods of determination of food chains and food webs should include direct
observation and dissection.
Population density, immigration, emigration, population growth. Method of
measuring population:
Sampling-transact, total counts, capture-mark-
release-recapture methods are required.
|
8.
MAN AND HIS BIOLOGICAL ENVIRONMENT
(a)
Health and
Hygiene
(b)
Community Health
(i)
Criteria for good housing
(ii)
Personal hygiene
(iii)
Water supply, source and purification
(iv)
First Aid
|
School buildings, siting,
design, building materials
orientation, surroundings, ventilation, and
sanitation should be discussed.
Study should include care
of all parts of the body.
The dangers posed by drug abuse including smoking, alcoholism should be emphasized.
Mention should be made of
ways through which drinking water
may be contaminated and purified.
Filtration should include the use of clean cloth and sand.
First aid in cases of drowning, bleeding,
snake bite, burns and scalds,
fracture, fits, epilepsy, dislocation.
fainting, the importance of methods employed in first and should be stressed.
|
9. GENETICS AND EVOLUTION
(a)
Genetic engineering.
(b)
DNA and gene
replication.
|
Candidates should know the meaning of genetic engineering.
Candidates should study the structure and gene replication using models.
|
SECTION C
(FOR CANDIDATES IN NIGERIA)
CONTENTS
|
NOTES
|
A. CONCEPT OF
LIVING
1.
The Cell
2.
Cell’s
reaction to its environment
(a)
Irritability as a basic characteristic of Protoplasm
(b)
Types of responses; taxis, nastism
(c)
Environmental factors that evoke responses: temperature,
pH.
3.
Movement
(a)
Cyclosis,
(b)
Organelles for movement: cilia, flagella
4.
Tissues and supporting Systems, Skeletal supporting systems in animals.
(a)
Biological
significance
(b)
Skeletal materials, e.g. chitin, cartilage
5.
Supporting tissues in plants
6.
Transport
System
(a)
Media of Transportation:
Cytoplasm in cells, cell sap or
latex in most plants, body fluid in invertebrates.
(b)
Mechanism of
transportation in multicellular organisms,
invertebrates higher animals and
higher plants.
|
The cell theory including the work of Hooke, Dujardin, Schleiden and Schwann should
be outlined.
Reference should be made to
pseudopodia. The organelles should
be observed from prepared slides.
The different supporting
tissues: turgid parenchyma,
collenchma, xylem (wood) sclerenchyma should
be studied.
Compare
and contrast various mechanisms of
transportation. The following mechanisms should be mentioned – protoplasmic streaming, pumping of blood in higher animals, open
circulatory system in
invertebrates, transpiration pull, root pressure, and active transport in plants. Compare and contrast various mechanisms of transportation,
experiments illustrating transport
in plants should be performed.
|
SECTION E
(FOR CANDIDATES IN NIGERIA)
CONTENTS
|
NOTES
|
7.
Respiratory
System:
Stomata and lenticel in plants, tracheal system in insects.
Mechanism of gaseous exchange in insects.
8.
(a) Excretory System and Mechanisms:
Types: flame cell, nephridia,
Malpighian tubes
(b)
Diseases of the kidney: Nephritis, kidney stone and diuresis, Their effects
and remedy.
(c)
(i) Liver
(ii) Diseases of the liver: infective hepatitis, cancer of the liver and gall stones,
their effects and remedy.
(d)
The skin:
Care of the mammalian skin
9.
Hormonal Coordination
Plant hormones
Modern application of auxins
10.
Nervous Coordination, Peripheral Nervous System, Conditioned reflex and its role on behaviour.
11.
Sense Organs
(a) The skin as a sense organ. Sensations
received by the skin: touch,
pressure, pain, cold and heat.
|
Candidates should observe,
draw and label the excretory
organs of flatworm, earthworm and insect
(e.g. cockroach).
Excretory mechanism of earthworm and insects should be mentioned.
Reference should be made to
the need for regular washing of
the body.
Particular reference to
crop harvesting, growth, and weed
control should be made.
Candidates should be able to enumerate conditioned reflexes such as salivation,
driving a car, walking and
swimming.
|
CONTENTS
|
NOTES
|
(b)
Organ of smell
(c)
Organ of taste
12.
Reproduction
(a)
Courtship behaviour in animals:
(i)
Pairing
(ii)
Display e.g.
peacocks
(iii)
Territoriality
(iv)
Seasonal migration
associated with breeding in
herrings, eels and birds.
(b)
Adaptive features in a developing animal:
(i)
Yolk in egg of fish, toad and birds for nourishment
(ii)
Placenta in animals
(iii)
Kinds of placentation:
axile, marginal and parietal
(c)
Structure of
a monocotyledonous and
dicotyledonous embryo
(d)
Fruits
Development of fruits and seed and ovary wall
B.
PLANT AND ANIMAL NUTRITION
1.
(a) Nitrogen cycle
|
The process of perception
of smell including the roles of
sensory cells in nose and olfactory lobes should be studied. Mention
should be made of taste buds.
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 discussed
Courtship pattern in male and female animals and territorialism in lizards should be observed.
The
content (yolk and albumen) of birds’ egg should be examined.
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 discussed.
Location of the position of embryo in seed
should be noted. External changes
which take place in fertilized ovum
should be discussed.
The names and roles of
bacteria involved in nitrogen cycle
should be known. Candidates to observe root
nodules in leguminous plants.
|
CONTENTS
|
NOTES
|
2.
(b) Modes of
nutrition:
autotrophic, chemosynthetic, carnivorous plants
(c)
Alimentary
System
(i)
Alimentary tracts of different animals
(ii)
Description and function of various parts.
(iii)
Modifications of parts as they affect their digestive
function.
(d)
Feeding habits
(i)
Categories:
Carnivorous, herbivorous and omnivorous
(ii)
Modifications and mechanisms associated
with the following habits: filter
feeding, fluid feeding, feeding
adaptation in insects, saprophytic
feeding, parasitic feeding
(e)
Feeding in
Hydra
C.
BASIC ECOLOGICAL CONCEPTS
1.
Ecological
Components:
Lithosphere, hydrosphere, atmosphere, niche
2.
Local biotic communities or biomes
(a)
Tropical rain forest
(b)
Southern Guinea savanna
(c)
Northern Guinea savanna
(d)
Sahel
(e)
Desert
(f)
Swamp/estuarine
|
Example of carnivorous
plants should be studied.
Comparison should be made using dissected earthworm,
grasshopper/cockroach to show the
important features of the alimentary canal.
Use a bird and cockroach/grasshopper to show modifications for functions
Mosquito larva, housefly, butterfly,
cockroach, adult mosquito, maize
weevil, rhizopods, tapeworm should
be used to illustrate the different types of
feeding mechanisms and various modification.
Reference should be made to
feeding habits in Hydra
Candidates are expected to explain and give examples of the terms.
Identify these local biotic
communities and associate each
state in Nigeria with a particular biotic
community.
|
CONTENTS
|
NOTES
|
3.
Major Biomes of the World
(a)
Tropical forest
(b)
Savanna
(c)
Desert
(d)
Shrub
(e)
Afro Alphine
(f)
Swamp
4.
Population Studies by Sampling
(a)
Population
size
(b)
Dominance
(c)
Density
(d)
Factors that affect population
5. Energy transformation in nature: Energy loss in the biosphere
6.
Nutrient Cycling in Nature
(a)
Carbon Cycle:
(i)
Process of carbon cycle
(ii)
Importance of carbon in nature.
(b)
Water Cycle:
(i)
Importance of water cycle,
(ii)
Importance of water to living organisms.
7.
Ecological Management: Tolerance
(a)
Minimum and maximum range,
(b)
Geographic range
|
Difference in structure should be mentioned and contrast between the temperate
regions and the tropics should be stressed.
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.
Reference should be made to
harvest as a means of measuring
primary production.
Laws of thermodynamics and its application to ecological phenomena should be discussed.
The laws of thermodynamic should be used to explain energy flow across tropic levels.
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.
Candidates should carry out experiments to
show the presence of water in
expired air and that water is given
off during respiration.
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.
Reference should be made to
geographical distribution of
organisms from the equator to the poles as
example of geographic range of tolerance.
|
CONTENTS
|
NOTES
|
8. Habitats
(a)
Aquatic habitat: marine, estuarine fresh water under the following headings:
(i)
characteristics of habitat
(ii)
distribution of plants and animals in the habitat.
(iii)
adaptive features of plants and animals in the habitat.
(b)
Terrestrial habitat: marsh forest, grass land, arid land should be studied under the following headings:
(i)
characteristics of habitat
(ii)
distribution of plants and animals in habitat.
(c)
Primary Succession:
Succession in aquatic habitat
(d)
Balance in
Nature
(i)
Dynamic equilibrium
population and population density
(ii)
Factors affecting a population
(iii)
Response of population to abiotic and biotic factors.
(e)
Population growth and Food Supply
(i)
Relationship
between availability of food and human
population.
(ii)
Family Planning
(iii)
Factors that affect availability of food.
|
One of the mentioned habitats should be
chosen for study. 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.
One of the mentioned habitats should be
studied. 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.
Candidates should study
succession in a pond over a period
of time to discover a definite sequence of
colonising plants.
The process by which carnivores maintain a constant population should be discussed.
Reference should be made to
pest, abiotic factors;
temperature, space, water and light.
Biotic factors; food,
competition, mortality, dispersal,
parasites, pathogens and predators.
Candidates should carry out
experiments to show the effects of
limited food on mice population.
Reference should be made to the effect of
food shortage on human population
during famine
Human population and family planning should be discussed.
|
CONTENTS
|
NOTES
|
9.
Food production and storage
(a)
Factors affecting food production and storage
(b)
Causes of
wastage
(c)
Food shortage
(i)
Causes of food shortage
(ii)
Effect of food shortage on the size of population. Competition, emigration, decline in rate of reproduction and mortality.
(d)
Methods of preserving and storing food, salting, drying, smoking, refrigeration, canning and use of chemicals.
(e)
) Ways of improving crop yield
10.
Relevance of Biology to Agriculture
(a)
Classification of plants
(b)
Effects of agricultural practices on ecology
(i)
Bush burning
(ii)
Tillage
(iii)
Fertilizer
(iv)
Herbicide/pesticide
(v)
Different farming methods.
|
Reference should be made to factors affecting food production, distribution,
(transport and roads), and
government’s efforts to increase food production.
The effect of harvesting method, storage, and pest should be known.
Reference should be made to effects of
drought, and diseases e.g.
rinderpest on food production.
Candidates should perform experiments using
rats or Zonocerus with adequate/inadequate supply of food to observe their behavior over a period
of time.
The principles involved in
using these methods of food
preservation should be discussed.
Reference should be made to their effects on
flavour and quality of food.
Reference should be made to cross breeding, pest control, improved farming
technique and use of fertilizer.
Candidates should classify
plants using the following
criteria:
(i)
botanical
classification
(ii)
agricultural
classification
(iii)
classification based on life cycle.
Effects of human activities on ecological
systems should be discussed.
|
CONTENTS
|
NOTES
|
(c)
Pests and Disease of agricultural importance
(i)
Pests
(ii)
Diseases
11.
Micro organisms: Man and His Health.
(a)
) Micro-organisms around us
(i)
Micro-organisms in air and water
(ii)
Groups of micro-organisms
bacteria, viruses, some algae,
protozoa and some fungi.
(b)
Micro-organisms in our bodies and food
(c)
) Public Health:
The importance of the following to the maintenance of good health: refuse disposal, sewage disposal,
protection of water, food hygiene,
control of disease, health organisations.
D. Benefits
of Conservation
|
The effect of pest on crop
and livestock with respect to their
cycle and control should be studied using
specific examples.
The effect of diseases on crops and livestock with respect to their causative
organisms and control should be
studied using specific examples.
Micro-organisms in air, water and expired air
should be observed and identified
by their colour, pattern of growth
and appearance of their colony.
Micro-organisms 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.
Candidates should be familiar with the proper methods of carrying out these public
health activities in their
community. Reference should be made to the roles of national and international health organisations in maintenance of good public health.
Various forms of immunisation
should be mentioned.
Reference should be made to prevention of erosion, prevention of desert
encroachment, protection of plant
and game animals for planned harvesting and
regulating the use of minerals.
|
CONTENTS
|
NOTES
|
E. Application of Variations
1.
Crime detection
2.
Blood transfusion
3.
Determination of paternity
F. Evolution
1.
Adaptation for survival
(a)
Factors that bring about competition
(b)
Intra and Interspecies
competition
(c)
Relationship
between competition and succession
2.
Structural Adaptation for:
(a)
obtaining
food
(b)
protection and defence
(c)
securing mates for reproduction
(d)
regulating body temperature
(e)
conserving
water
3.
Adaptive Colouration
(a)
Plants and
animals
(b)
Colouration and their functions
4.
Darwin’s
Theory of evolution
|
The
uniqueness of each individual’s finger print
should be discussed in relation to crime
detection.
Reference should be made to
importance of knowledge of blood
groups in blood transfusion and
determination of paternity.
Reference should be made to the factors such as food, space, water, light and mates which organism share and form the basis of competition.
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.
Candidates should observe
competition and succession on a
moistened exposed slice of bread
over a period of time.
Candidates should observe examples of organisms that show structural
adaptation for obtaining food,
escaping from enemies, securing
mate, regulating body temperature and
conserving water.
Candidates are required to
observe examples of adaptive
colouration in plants and animals.
Reference should be made to modern evolutionary theories (evidence
from genetic studies and role of
mutation in evolution).
|
Put your thoughts below through comment. We love comments
UPGRADING / WITHHELD OF WAEC RESULTS CALL Mr Austine Helllo the good citizen of Nigeria its painful that so many people out there would always remain with their problems here by forgetting that we are in a country that everything is possible as long as you find your way to that he/she that has the link to get you whatever you want. have we all forgotten that the WAEC, scores/ grades was uploaded by somebody, the scores/grades does not just appear on the net on its own, the same people can change it to whatever they want if they so desire. therefore i bring this to you all out there; that has issues with his/her results should call the number below for upgrading or withheld result.and that exam failure would turn to joyful CALL Mr Austine on 08147291499 he has phelped a lot of schools release and upgrade their waec result
ReplyDelete