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2026 JAMB Biology Syllabus PDF Download with details explanations 2026 JAMB Biology Syllabus PDF Download If you are preparing for the upcoming JAMB UTME, then getting the 2026 JAMB Biology syllabus PDF download is the first and most important step. This official document tells you exactly what topics JAMB will set questions from, how many areas you must study, and the recommended textbooks for Biology. BIOLOGYGENERAL OBJECTIVESThe 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:demonstrate sufficient knowledge of the concepts of the diversity, interdependence and unity of life;account for continuity of life through reorganization, inheritance and evolution;apply biological principles and concepts to everyday life, especially to matters affecting living things, individual, society, the environment, community health and the economy.DETAILED SYLLABUSA: VARIETY OF ORGANISMSTOPICS / CONTENTS/ NOTESOBJECTIVES1. Living organisms:Candidates should be able to:a. Characteristicsi. differentiate between the characteristics of living and non-living things.b. Cell structure and functions of cell componentsii. identify the structures of plant and animal cells.c. Level of organizationiii. analyse the functions of the components of plant and animal cells.i. Cell e.g. euglena and paramecium,iv. compare and contrast the structure of plant and animal cells.ii. Tissue e.g. epithelial tissues and hydrav. trace the levels of organization among organisms in their logical sequence in relation to the five levels of organization of living organisms.iii. Organ e.g. onion bulb iv. Systems e.g. reproductive, digestive and excretory v. Organisms e.g. Chlamydomonas TOPICS / CONTENTS/ NOTESOBJECTIVES2. Evolution among the following:Candidates should be able to:a. Monera (prokaryotes), e.g. bacteria and blue green algae.i. analyse external features and characteristics of the listed organisms.b. Protista (protozoans and protophyta), e.g. Amoeba, Euglena and Paramecium.ii. apply the knowledge from (i) above to demonstrate increase in structural complexity.c. Fungi, e.g. mushroom and Rhizopus.iii. trace the stages in the life histories of the listed organisms.d. Plantae (plants)iv. apply the knowledge of the life histories to demonstrate gradual transition from life in water to life on land.i. Thallophyta (e.g. Spirogyra).v. trace the evolution of the listed plants.ii. Bryophyta (mosses and liverworts) e.g. Brachmenium and Merchantia. iii. Pteridophyta (ferns) e.g. Dryopteris. iv. Spermatophyta (Gymnospermae and Angiospermae) - Gymnosperms e.g. Cycads and conifers. - Angiosperms (monocots, e.g. maize; dicots, e.g. water leaf) e. Animalia (animals)Candidates should be able to:i. Invertebratesi. trace the advancement of the invertebrate animals.- coelenterate e.g. Hydraii. determine the economic importance of the insects studied.- Platyhelminthes flatworms e.g. Taeniaiii. assess their values to the environment.- Nematoda (roundworms)iv. trace the advancement of multi-cellular animals.- Annelida e.g. earthwormv. determine their economic importance.- 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) TOPICS / CONTENTS/ NOTESOBJECTIVES3. Structural/functional and behavioural adaptations of organisms:Candidates should be able to:a. adaptive colouration and its functionsi. describe how the various structures, functions and behaviour adapt these organisms to their environment, and way of life. ii. Categorize countershading in fish, toads, snakes and warning colouration in mushrooms.b. Behavioural adaptations in social animalsiii. Differentiate various castes in social insects like termites and their functions in their colony hive. iv. Account for basking in lizards, territorial behavour of other animals under unfavourable conditions (hibernation and aestivation).c. Structural adaptations in organismsi. account for adaptation in organisms with respect to the following: - Obtaining food (beaks and legs of birds, mouthparts of insects, especially mosquito, butterfly and moth.) - Protection and defence (stick insects, praying mantis and toad). - Securing mates (redhead male and female Agama lizards, display of feathers by birds). - Regulating body temperature (skin, feathers and hairs) - Conserving water (spines in plants and scales in mammals).B: FORM AND FUNCTIONSTOPICS / CONTENTS/ NOTESOBJECTIVES1. Internal structure of plants and animalsCandidates should be able to:a. Internal structure of a flowering planti. identify the transverse sections of these organs.i. Rootii. relate the structure of these organs to their functions.ii. Stemiii. identify supporting tissues in plants (collenchyma, sclerenchyma, xylem and phloem fibres)iii. Leafiv. describe the distribution of supporting tissues in roots, stem and leafb. Internal structure of a mammalv. examine the arrangement of the mammalian internal organs. vi. describe the appearance and position of the digestive, reproductive and excretory organs.TOPICS / CONTENTS/ NOTESOBJECTIVES2. NutritionCandidates should be able to:a. Modes of nutritioni. compare autotrophic and heterotrophic modes of nutrition.i. Autotrophicii. provide examples from both flowering and non- flowering plants.ii. Heterotrophiciii. compare the photosynthetic and chemosynthetic modes of nutrition; iv. differentiate the following examples of heterotrophic feeding: - holozoic (sheep and man) - Parasitic (roundworm, tapeworm and Loranthus) - saprophytic (Rhizopus and mushroom) - carnivorous plants (sundew and bladderwort) - determine their nutritional value.b. Types of Nutritionv. differentiate the light and dark reactions, of photosynthesis.c. Plant nutritionvi. determine the necessity of light, carbon (IV) oxide and chlorophyll in photosynthesis.i. Photosynthesisvii. detect the presence of starch in a leaf as an evidence of photosynthesis.ii. Chemosynthesisviii. identify macro-and micro-elements required by plants.iii. Mineral requirements (macro and micro-nutrients)ix. recognise the deficiency symptoms of nitrogen, phosphorous and potassium.d. Animal nutritionx. indicate the sources of the various classes of food;i. Classes of food substances; carbohydrates, proteins, fats and oils, vitamins, mineral salts and waterxi. determine the nutritional value of food xii. relate the importance and deficiency (e.g. scurvy, rickets, kwashiorkor etc.) of each class of food; xiii. determine the importance of a balanced diet.ii. Food tests (e.g. starch, reducing sugar, protein, oil, fat etc.)xiv. detect the presence of a food type from the result of a given experiment.iii. The mammalian tooth (structures, types and functions)xv. describe the structure of a typical mammalian tooth xvi. differentiate the types of mammalian tooth and relate their structures to their functions. xvii. compare the dental formulae of man, sheep and dog.iv. Mammalian alimentary canalxviii. relate the structure of the various components of the alimentary canal and its accessory organs (liver, pancreas and gall bladder) to their functions.v. Nutrition process (ingestion, digestion, absorption, and assimilation of digested food).xix. identify the general characteristics of digestive enzymes xx. associate enzymes with digestion of carbohydrates, proteins and fats and xxi. determine the end products of these classes of food.TOPICS / CONTENTS/ NOTESOBJECTIVES3. TransportCandidates should be able to:a. Need for transportationi. determine the relationship between increase in size and complexity; and the need for the development of a transport system in plants and animals.b. Materials for transportationii. determine the sources of materials and the forms in which they are transported.(Excretory products, gases, manufactured food, digested food, nutrient, water and hormones)iii. describe the general circulatory systemc. Channels for transportationiv. compare specific functions of the hepatic portal vein, the pulmonary vein and artery, aorta, the renal artery and vein.i. Mammalian circulatory system (heart, arteries, vein and capillaries)v. identify the organs of the plant vascular system.ii. Plant vascular system (phloem and xylem)vi. understand the specific functions of the phloem and xylem.d. Media and processes of mechanism for transportation.vii. identify media of transportation (e.g. cytoplasm, cell sap, body fluid, blood and lymph) viii. state the composition and functions of blood and lymph ix. describe diffusion, osmosis, plasmolysis and turgidity as mechanisms of transportation in organisms. x. compare the various mechanisms of open circulatory systems in animal, transpiration pull, root pressure and active transport as mechanisms of transportation in plants.TOPICS / CONTENTS/ NOTESOBJECTIVES4. RespirationCandidates should be able to:a. Respiratory organs and surfacesi. explain the significance of respiration;b. The mechanism of gaseous exchange in:ii. describe a simplified outline of the chemical processes involved in glycolysis and krebs cycle with reference to ATP productioni. Plantsiii. deduce gaseous exchange and products, exchange and production of heat energy during respiration from experimental set up.ii. Animalsiv. describe the following respiratory organs and surfaces with organisms in which they occur; body surface, gill, trachea, lungs, stomata and lenticel.c. Aerobic respirationv. describe the mechanism for the opening and closing of the stomatad. Anaerobic respirationvi. determine respiratory mechanisms in plants and animals. vii. examine the role of oxygen in the liberation of energy for the activities of the living organisms viii. explain the effect of insufficient supply of oxygen to the muscles. ix. use yeast cells and sugar solution to demonstrate the process of fermentation. x. state the economic importance of yeasts.TOPICS / CONTENTS/ NOTESOBJECTIVES5. ExcretionCandidates should be able to:a. Types of excretory structures:i. define the meaning and state the significance of excretioncontractile vacuole, flame cell, nephridium, Malpighian tubule, kidney, stoma and lenticel.ii. relate the characteristics of each structure with functions.b. Excretory mechanisms:iii. relate the structure of the kidneys to the excretory and osmo-regulatory functions.i. Kidneysiv. identify the functions and excretory products of the lungs and the skin.ii. lungsv. deduce the economic importance of the excretory products of plants e.g. carbon (IV) oxide, oxygen, tannins, resins, gums, mucilage, alkaloids etc.iii. skin c. Excretory products of plants TOPICS / CONTENTS/ NOTESOBJECTIVES6. Support and movementCandidates should be able to:a. Tropic, tactic, nastic and sleep movements in plantsi. determine the need for support and movement in organisms ii. identify supporting tissues in plants (collenchyma, sclerenchyma, xylem and phloem fibres)b. supporting tissues in animalsiii. describe the distribution of supporting tissues in root, stem and leaf. iv. relate the response of plants to the stimuli of light, water, gravity and touchc. Types and functions of the skeletonv. identify the regions of growth in roots and shoots and the roles of auxins in tropism.i. Exoskeletonvi. relate the location of chitin, cartilage and bone to their supporting function.ii. Endoskeletonvii. relate the structure and the general layout of the mammalian skeleton to their supportive, locomotive and respiratory function.iii. Functions of the skeleton in animalsviii. differentiate types of joints using appropriate examples. ix. apply the protective, supportive, locomotive and respiratory functions of the skeleton to the well being of the animal.TOPICS / CONTENTS/ NOTESOBJECTIVES7. ReproductionCandidates should be able to:a. Asexual reproductioni. differentiate between asexual and sexual reproductioni. Fission (e.g. Paramecium)ii. apply natural vegetative propagation in crop production and multiplication.ii. Budding (e.g. yeast)iii. apply grafting, budding and layering in agricultural practices.iii. Natural vegetative propagationiv. relate parts of flower to their functions and reproductive process.iv. Artificial vegetative propagationv. state the advantages of cross pollination.b. Sexual reproduction in flowering plantsvi. deduce the different types of placentation that develop into simple, aggregate, multiple and succulent fruits.i. Floral parts and their functionsvii. differentiate between male and female reproductive organs.ii. Pollination and fertilizationviii. relate their structure and function to the production of offspring.iii. products of sexual reproductionix. describe the fusion of gametes as a process of fertilization.c. Reproduction in mammalsx. relate the effects of the mother’s health, nutrition and indiscriminate use of drugs on the developmental stages of the embryo up to birth.i. Structures and functions of the male and female reproductive organsxi. explain the modern methods of regulating reproduction on e.g. invitro fertilization and birth controlii. Fertilization and development. (Fusion of gametes) TOPICS / CONTENTS/ NOTESOBJECTIVES8. GrowthCandidates should be able to:a. Meaning of growthi. apply the knowledge of the conditions necessary for germination on plant growth.b. Germination of seeds and condition necessary for germination of seeds.ii. differentiate between epigeal and hypogeal germination.TOPICS / CONTENTS/ NOTESOBJECTIVES9. Co-ordination and controlCandidates should be able to:a. Nervous coordination:i. apply the knowledge of the structure and function of the central nervous system in the coordination of body functions in organisms.i. the components, structure and functions of the central nervous systemii. illustrate reflex actions such as blinking of the eyes, knee jerk etc.ii. The components and functions of the peripheral nervous systemiii. differentiate between reflex and voluntary actions as well as conditioned reflexes such as salivation, riding a bicycle and swimming.iii. Mechanism of transmission of impulsesiv. relate the listed sense organs with their functions.iv. Reflex actionv. apply the knowledge of the structure and functions of these sense organs in detecting and correcting their defects.b. The sense organsvi. state the location of the listed endocrine glands in animals.i. Skin (tactile)vii. relate the hormone produced by each of these glands to their functions.ii. Nose (olfactory)viii. examine the effects of various phytohormones (e.g. auxins, gibberellin, cytokinin, and ethylene) on growth, tropism, flowering, fruit ripening and leaf abscission.iii. Tongue (taste)ix. relate the function of hormones in homeostasis.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: ECOLOGYTOPICS - CONTENTS - NOTESOBJECTIVES1. Factors affecting the distribution of OrganismsCandidates should be able to:i. Abiotici. relate 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. Bioticii. use appropriate equipment (secchi disc, thermometer, rain gauge) to measure abiotic factors. iii. describe how the activities of plants/animals (particularly human) affect the distribution of organisms.TOPICS - CONTENTS - NOTESOBJECTIVES2. Symbiotic interactions of plants and animalsCandidates should be able to:(a) Energy flow in the ecosystem: food chains, food webs and trophic levels.i. determine appropriate examples of symbiosis, parasitism, saprophytism, commensalism, mutualism, amensalism, competition, predation and cooperation among organisms.(b) Nutrient cycling in nature.ii. explain the distribution of organisms with food chains and food webs in particular habitats.i. carbon cycleiii. define chains and websii. water cycleiv. describe the carbon cycle and its significance including the balance of atmospheric oxygen and carbon (IV) oxide and global warming.iii. Nitrogen cyclev. assess the effects of water cycle on other nutrient cycles. vi. relate the roles of bacteria and leguminous plants in the cycling of nitrogen.TOPICS - CONTENTS - NOTESOBJECTIVES3. Natural HabitatsCandidates should be able to:(a) Aquatic (e.g. ponds, streams, lakes, seashores and mangrove swamps)i. associate plants and animals with each of these habitats.(b) Terrestrial/arboreal (e.g. tree-tops, abandoned farmland or a dry grassy (savanna) field, and burrow or hole.ii. relate adaptive features to the habitats in which organisms live.TOPICS - CONTENTS - NOTESOBJECTIVES4. Local (Nigerian) BiomesCandidates should be able to:a. Tropical rainforesti. locate biomes in regionsb. Guinea savanna (southern and northern)ii. apply the knowledge of the features of the listed local biomes in determining the characteristics of different regions of Nigeria.c. Sudan Savanna d. Desert e. Highlands of montane forests and grasslands of the Obudu -, Jos -, Mambilla - Plateaus. TOPICS - CONTENTS - NOTESOBJECTIVES5. The Ecology of PopulationsCandidates should be able to:(a) Population density and overcrowding.i. determine the reasons for rapid changes in human population and the consequences of overcrowding.(b) Adaptation for survivalii. compute/calculate density as the number of organisms per unit area.i. Factors that bring about competitioniii. Relate increase in population, diseases, shortage of food and space with intra- and inter-specific competition.ii. Intra and inter-specific competitioniv. Determine niche differentiation as a means of reducing intra-specific completion.iii. Relationship between competition and succession.v. Relate competition to succession.(c) Factors affecting population sizes:vi. deduce the effect of these factors on the size of population.i. Biotic (food, pest, disease, predation, competition and reproductive ability).vii. 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).ii. Abiotic (temperature, space, light, rainfall, topography, pressure, pH) etc.viii. trace the sequence in succession to the climax stage of stability in plant population.(d) Ecological succession i. primary succession ii. secondary succession TOPICS - CONTENTS - NOTESOBJECTIVES6. SOILCandidates should be able to:a. Characteristics of different types of soil (sandy, loamy, clayey)i. identify physical properties of different soil types based on simple measurement of particle size, porosity or water retention ability.i. soil structureii. determine the amounts of air, water, humus and capillarity in different soil types experimentally.ii. porosity, capillarity and humus contentiii. relate soil characteristics, types and components to the healthy growth of plantsb. Components of the soiliv. relate such factors as loss of inorganic matter, compaction, leaching, erosion of the top soil and repeated cropping with one variety.i. inorganicv. 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.ii. organic iii. soil organisms iv. soil air v. soil water c. Soil fertility i. loss of soil fertility ii. renewal and maintenance of soil fertility TOPICS - CONTENTS - NOTESOBJECTIVES7. Humans and EnvironmentCandidates should be able to:(a) Diseases:i. identify ecological conditions that favour the spread of common endemic and potentially epidemic diseases e.g. malaria, meningitis, drancunculiasis, schistosomiasis, onchocerciasis, typhoid fever and cholera.(i) Common and endemic diseasesii. relate the biology of the vector or agent of each disease with its spread and controlii. Easily transmissible diseases and disease syndrome such as:iii. use the knowledge of the causative organisms, mode of transmission and symptoms of the listed diseases to their prevention - treatment - control- poliomyelitisiv. apply the principles of inoculation and vaccination on disease prevention.- cholerav. categorize pollution into air, water and soil- tuberculosisvi. relate the effects of common pollutants to human health and environmental degradation.- sexually transmitted disease/syndrome (gonorrhea, syphilis, AIDS, etc.)vii. determine the methods by which each pollutant may be controlled.b. Pollution and its controlviii. explain the importance of sanitation with emphasis on solid waste, sewage disposal, community health and personal hygiene.(i) Sources, types, effects and methods of control.ix. 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.(ii) Sanitation and sewagex. 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.c. Conservation of Natural Resourcesxi. outline the benefits of conserving natural resources, prevention of desertification.d. Game reserves and National parksxii. 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. xiii identify and state the location and importance of game reserves and National parks in NigeriaD: HEREDITY AND VARIATIONSTOPICS - CONTENTS - NOTESOBJECTIVES(I) Variation In PopulationCandidates should be able to:a. Morphological variations in the physical appearance of individuals.i. differentiate between continuous and discontinuous variations with examples.(i) size (height and weight)ii. relate the role of environmental conditions, habitat and the genetic constitution to variation.(ii) Colour (skin, eye, hair, coat of animals, scales and feathers).iii. measure heights and weights of pupils of the same age group(iii) Fingerprintsiv. plot graphs of frequency distribution of the heights and weights.b. Physiological variationv. observe and record various colour patterns in some plants and animals.(i) Ability to roll tonguevi. apply classification of fingerprints in identity detection.(ii) Ability to taste phenylthiocarbamide (PTC)vii. identify some specific examples of physiological variation among human population.(iii) Blood groupsviii. categorize people according to their physiological variation.c. Application of discontinuous variation in crime detection, blood transfusion and determination of paternity.ix. apply the knowledge of blood groups in blood transfusion and determination of paternity. x. use discontinuous variation in crime detection.TOPICS - CONTENTS - NOTESOBJECTIVES2. HeredityCandidates should be able to:a) Inheritance of characters in organismsi. determine heritable and non-heritable characters with examples.(i) Heritable charactersii. illustrate simple structure of DNA(ii) Non-heritable charactersiii. 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.b) Chromosomes – the basis of heredityiv. deduce that segregation of genes occurs during gamete formation and that recombination of genes at fertilization is random in nature.(i) Structurev. analyze data on cross-breeding experiments.(ii) Process of transmission of hereditary characters from parents to offsprings.vi. apply the principles of heredity in the production of new varieties of crops and livestock through cross-breeding.c) Probability in genetics and sex determination.vii. deduce advantages and disadvantages of out-breeding and in-breeding.d) Application of the principles of heredity in:viii. analyze elementarily the contentious issues of genetically modified organisms (GMO) and gene therapy and biosafety.i) Agricultureix. apply the knowledge of heredity in marriage counselling with particular reference to blood grouping, sickle-cell anaemia and the Rhesus factors.(ii) Medicinex. describe the significance of using recombinant DNA materials in the production of important medical products such as insulin, interferon and enzymes.e) Sex – linked characters e.g. baldness, haemophilia, colour blindness, etc.xi. identify characters that are sex linked.E: EVOLUTIONTOPICS - CONTENTS - NOTESOBJECTIVES1. Theories of evolutionCandidates should be able to:a) Lamarck’s theoryi. 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, structures and functions among organisms.b) Darwin’s theoryii. explain the contributions of Lamarck and Darwin to the theory of evolution.c) organic theoryiii. state the evidences in support of organic evolution2. Evidence of evolutioniv. mention the evidences for evolution such as fossil records, comparative anatomy, physiology and embryology. v. trace evolutionary trends in plants and animals. vi. state the evidence of modern evolutionary theories such as genetic studies and the role of mutation.RECOMMENDED TEXTSNdu, F.O. C. Ndu, Abun A. and Aina J.O. (2001) Senior Secondary School Biology: Books 1 -3, Lagos: LongmanOdunfa, S.A. (2001) Essential of Biology, Ibadan: HeinemannOgunniyi M.B. Adebisi A.A. and Okojie J.A. (2000) Biology for Senior Secondary Schools: Books 1 – 3, MacmillanRamalingam, S.T. (2018) Modern Biology, SS Science Series. New Edition, AFPStan. (2004) Biology for Senior Secondary Schools. Revised Edition, Ibadan: HeinemannStone R.H. and Cozens, A.B.C. (1982) Biology for West African Schools. LongmanUsua, E.J. (1997) Handbook of practical Biology 2nd Edition, University Press, LimitedIdodo – Umeh, G (2015) College Biology. Idodo – Umeh Publishers Ltd.Micheal, M.C. (2018) Essential Biology for Senior Secondary Schools. TONAD Publishers Ltd. 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