Std12-BioZoo-EM.pdf

Life Sciences have always been a fundamental area of science. The exponential increase in the quantity of scientific information and the rate, at which new discoveries are made, require very elaborate, interdisciplinary and up-to-date information and their understanding. This fourth edition of Life sciences, Fundamentals and practice includes extensive revisions of the previous edition. We have attempted to provide an extraordinarily large amount of information from the enormous and ever-growing field in an easily retrievable form. It is written in clear and concise language to enhance self-motivation and strategic learning skill of the students and empowering them with a mechanism to measure and analyze their abilities and the confidence of winning. We have given equal importance to text and illustrations. The fourth edition has a number of new figures to enhance understanding. At the same time, we avoid excess detail, which can obscure the main point of the figure. We have retained the design elements that have evolved through the previous editions to make the book easier to read. Sincere efforts have been made to support textual clarifications and explanations with the help of flow charts, figures and tables to make learning easy and convincing. The chapters have been supplemented with self-tests and questions so as to check one’s own level of understanding. Although the chapters of this book can be read independently of one another, they are arranged in a logical sequence. Each page is carefully laid out to place related text, figures and tables near one another, minimizing the need for page turning while reading a topic. I have given equal importance to text and illustrations as well. We hope you will find this book interesting, relevant and challenging.

Life Sciences have always been a fundamental area of science. The exponential increase in the quantity of scientific information and the rate, at which new discoveries are made, require very elaborate, interdisciplinary and up-to-date information and their understanding. This fourth edition of Life sciences, Fundamentals and practice includes extensive revisions of the previous edition. We have attempted to provide an extraordinarily large amount of information from the enormous and ever-growing field in an easily retrievable form. It is written in clear and concise language to enhance self-motivation and strategic learning skill of the students and empowering them with a mechanism to measure and analyze their abilities and the confidence of winning. We have given equal importance to text and illustrations. The fourth edition has a number of new figures to enhance understanding. At the same time, we avoid excess details, which can obscure the main point of the figure. We have retained the design elements that have evolved through the previous editions to make the book easier to read. Sincere efforts have been made to support textual clarifications and explanations with the help of flow charts, figures and tables to make learning easy and convincing. The chapters have been supplemented with self-tests and questions so as to check one’s own level of understanding. We hope you will find this book interesting, relevant and challenging.

By the end of the course, the learner should be able to: 1. communicate biological information in a precise, clear and logical manner 2. develop an understanding of interrelationships between plants and animals and between humans and their environment 3. apply the knowledge gained to improve and maintain the health of the individual, family and the community 4. relate and apply relevant biological knowledge and understanding to social and economic situations in rural and urban settings 5. observe and identify features of familiar and unfamiliar organisms, record the observations and make deductions about the functions of parts of organisms 6. develop positive attitudes and interest towards biology and the relevant practical skills 7. demonstrate resourcefulness, relevant technical skills and scientific thinking necessary for economic development 8. design and carry out experiments and projects that will enable them understand biological concepts 9. create awareness of the value of cooperation in solving problems 10. acquire a firm foundation of relevant knowledge, skills and attitudes for further education and for training in related scientific field.

This book has been prepared with an idea that on completion of the course, the student can opt for any field related to the Biological Sciences in his / her higher studies. A foundation for learning various subjects had already been provided in the lower classes through appropriate revisions in the syllabus. The revision of syllabus made, has provided us with an opportunity to offer adequate information related to several fields in biology to the students of Higher Secondary classes. The 11 th and 12 th standard lessons are interlinked. A sound knowledge of the material provided in this book will be essential for pursuing the next level.

2010

ing is permitted with credit to the source. Libraries are permitted to photocopy or print, providing the reference is mentioned and that the resulting material is made available at no cost. Reference should mention: International Journal on Advances in Life Sciences, issn 1942-2660 vol. 5, no. 1 & 2, year 2013, http://www.iariajournals.org/life_sciences/ The copyright for each included paper belongs to the authors. Republishing of same material, by authors or persons or organizations, is not allowed. Reprint rights can be granted by IARIA or by the authors, and must include proper reference. Reference to an article in the journal is as follows: <Author list>, “<Article title>” International Journal on Advances in Life Sciences, issn 1942-2660 vol. 5, no. 1 & 2, year 2013, <start page>:<end page> , http://www.iariajournals.org/life_sciences/ IARIA journals are made available for free, proving the appropriate references are made when their

This book contains concept of biology and the exercise in English language that can help the readers to improve their English skill in biology. There are eight main contents in this book, which are the chemistry of life, an introduction of metabolisms, biotechnology, mechanisms of evolution, classification of living things,reproduction in plant, thermoregulation, and ecology. Hopefully, this book can help the readers to expand their knowledge about English for Biology.

ADVANCES IN LIFE SCIENCES JOURNAL

In the present attempt of the NCERT to revise the Biology syllabus of the Classes XI and XII, several documents like 'Learning without Burden', the National Curriculum Framework-2005, the report of the 'National Focus Group on Teaching of Science' as well as reports of several external and internal reviews carried out, helped to decide the main focus of the revision. Hence, the revised syllabus aims primarily at reducing the information load while ensuring at the same time that ample opportunities and scope for learning and appreciating basic concepts of Biology continues to be available within the framework. The Biology Syllabus reinforces the ideas introduced in the lower classes while the children learn new concepts besides getting an exposure to contemporary areas of Biology. This syllabus aims also at emphasising the underlying principles that are common to both animals and plants, as well as highlighting the interrelationships of Biology with other areas of knowledge. The format of the syllabus allows a simple, clear, sequential flow of concepts without any jarring jumps. The empirical experience gained and practical exercises carried out during the course would prepare the student to handle Biology easily at higher levels in case she/he opts to continue further studies in this area. The revised syllabus stresses the connection of the study of Biology to real life problems-use of biological discoveries/innovations in everyday life-in environment, industry, medicine, health and agriculture. Since it was important that the quality of Biology education at the higher secondary level was not compromised in any way, the reduction in load from the syllabus required a very careful selection of topics to be taught. The Committee chose to leave topics out if: the question about why the child needs to study the topic at the particular stage could not be answered; if the topic had no direct relevance to the child i.e. was not contextual; if the content was repetitive across stages with no change in expected understanding, and if any topic was in isolation with no evident horizontal or vertical linkages. The need for a network of ideas and cross-linking between the areas being identified was deemed very important. While deciding on the units/topics and the depth of each topic for the higher secondary level, a holistic view of the syllabus across all stages from the primary to the higher secondary and beyond was taken. Reducing the use of too many technical terms and avoiding very large numbers of examples will also help to make the content a little lighter. The importance of careful selection of illustrations and their use to make the concepts more explicit was stressed; in Biology the quality of illustrations can make or mar any attempt at good textbooks/ teaching. The principal objective at this stage would be to explore the variations amongst the living and developing respect for the diversities, and to appreciate that the most complex biological phenomena are also built on essentially simple processes. Learning Biology should uncover these elementary aspects and illustrate their linkage to more complex phenomena. It was also felt that the contributions of scientists (women scientists in particular) that led to critical and important discoveries in Biology should be highlighted, not merely through a chronological listing, but through brief biographical discussions, in an effort to bring out the processes that led to the discovery of principles and ideas in Biology. These would stimulate critical and creative thinking. Besides, the proposed course at the higher secondary stage provides substantial orientation to the students to professional/career opportunities available in medicine, agriculture, research, teaching and industry. The syllabus also takes up issues pertaining to environment, health and other ethical issues that arise with any interference of human beings in the natural processes, which have great relevance from the societal

BIOLOGY, 2023

This paper explores key topics in biology, focusing on fundamental concepts essential for understanding life sciences. Topics include cell biology, genetics, ecology, and evolutionary biology, offering insights into the principles governing living organisms and ecosystems. Through detailed explanations and illustrative examples, this paper aims to enhance readers' understanding of biological processes and their relevance in various fields.

Dear Readers, I am happy to announce that finally we have completed hard work on the English issue of the quarterly Biological and Environmental Education. Now it is ready to be handed off to our readers. In this issue, you will find articles assigned to either SCIENCE section or SCHOOL section. In the present issue, we offer you wide variety of articles aligned in growing size of the main characters of each article. SCIENCE section begins with Bacterial species – from theory to practice. You would be surprised if you are used to the concept of biological species known for animals or plants. How it can be different in the world of bacteria? The answer is in the above-mentioned article. If you prefer a bit larger organisms, you should get familiar with following articles: Moulds – friends or enemies? and Dung beetles and their role in the nature. The SCIENCE section closes with Red fox (Vulpes vulpes) as a synurbic species and its role in the spread of the Echinococcus multilocularis tapeworm. The SCHOOL section contains three articles: Importance of digital spatial data in environmental education, Knowledge about local natural monuments – ignorance or flaws of the education system? and Elements of Health Education in Science Coursebooks. The last article is a comprehensive review on health education in Poland. Especially if you reached our quarterly from abroad, you are strongly encouraged to read articles published in this section as they present current problems and hopes of education in our country. I would like to thank Polish Ministry of Science and Higher Education for financial support upon English translation of all texts published in this issue. Dedicated work of our colleagues from Institute of Educational Research, Karolina Kwiatosz and Marcin Trepczyński, is also greatly acknowledged. Happy Holidays and enjoy English issue of Biological and Environmental Education. Kind regards, Takao Ishikawa