Biology Grade 10 - Detailed Textbook Notes

Biology Grade 10 Textbook Notes

Introduction

  • This is a biology textbook for Grade 10 students, published by the Federal Democratic Republic of Ethiopia, Ministry of Education.
  • The textbook emphasizes taking good care of the book by covering it, keeping it in a dry place, ensuring clean hands, and avoiding writing or tearing pages.

Contributors

  • Writers: Beyene Dobo, Ph.D., and Girma Tilahun, Ph.D.
  • Editors: Kedir Woliy, Ph.D. (Content Editor), Girma Moti, MA (Curriculum Editor), and Temesgen Daniel, Ph.D. (Language Editor).
  • Illustrator: Simachew Ayenew, MSc
  • Designer: Tesfamichael Getu, Ph.D.
  • Evaluators: Berhanu Tesfaye, MA, MEd, and GebreHana Zeleke, MSc (Hawassa University)

Publication Information

  • First published in August 2023 by the Federal Democratic Republic of Ethiopia, Ministry of Education.
  • Supported by various international organizations through the General Education Quality Improvement Program for Equity (GEQIP-E).
  • Copyrighted by the Federal Democratic Republic of Ethiopia, Ministry of Education, © 2023. All rights reserved.

Unit 1: Sub-fields of Biology

  • Introduction to the sub-fields of biology.
  • Exploration of various sub-disciplines within biology and their specific areas of focus.
  • Activity 1.1: THINK-PAIR-SHARE
  • Examples: Capra walie (Waliya ibex), Ruta chalepensis L. (Tena Adam), and microorganisms.
  • Activity 1.2: Discussion how different branches of biology are related to the structure we study.
  • Table 1.1: Different fields of biology based on the structure studied, including:
    • Cytology - Study of cells
    • Histology - Study of tissues
    • Anatomy - Study of the structure of organisms
    • Physiology - Study of the function of organisms
    • Taxonomy - Study of classification of organisms
    • Genetics - Study of heredity and variation
    • Ecology - Study of the interaction between organisms and their environment
  • Table 1.2: Subjects studied in various branches of Biology:
    • Botany: Study of plants, including their physiology, structure, genetics, ecology, distribution, classification, and economic importance.
    • Zoology: Study of animals, including their physiology, structure, genetics, ecology, distribution, classification, and economic importance.
    • Microbiology: Study of microorganisms, including bacteria, viruses, fungi, protozoa, and algae.
  • Table1.3 Knowledge taken from other subjects that help to explain biological phenomenon.
    • Math: for understanding population dynamics
    • Chemistry: to understand biochemical reactions.
    • Geography: to understand the distribution of organisms.
    • Statistics: used to analyze biological data related to traits.
    • Physics: Used to understand light, microscopy and refraction.
  • Activity 1.3: Group Discussion
  • Activity 1.4: Categorizing pure and applied fields of biology. Understand the distinction between them and list each of them.
  • Table 1.4 Pure and Applied fields of Biology:
    • Pure fields: Morphology, Anatomy, Physiology, Genetics, Taxonomy, Ecology, Embryology, Histology, Cytology
    • Applied fields: Biochemistry, Biotechnology, Bioinformatics, Agriculture, Medicine, Pharmacy
    • Pure Biology focuses on understanding basic biological processes, while Applied Biology uses that knowledge for practical applications.
  • Activity 1.5: THINK-PAIR- SHARE and Activity 1.6 Group discussion.
  • Introduction to important figures in Biology:
    • Aristotle: historical figure in biology.
    • Galen: prominent figure in the history of medicine and anatomy.
    • Antonie van Leeuwenhoek: early significant figure in the development of microscopy.
    • Carl Linnaeus: the father of taxonomy, developed a system for classifying organisms.
    • Charles Darwin: well known for his theory of evolution.
    • Gregor Mendel: father of genetics, work on pea plants laid foundation for understanding heredity.
    • Jane Goodall: is known for her work on animal behavior and conservation.
    • Robert Koch: known for his contribution for germ theory of disease.
    • Louis Pasteur: known for his contribution for germ theory of disease and development of vaccines.
    • Barbara McClintock: made significant contribution to cytogenetics field.
    • James Watson and Francis Crick: for discovering structure of DNA
    • Ian Wilmut and Keith Campbell: known for their work on cloning.
    • Aklilu Lemma: Ethiopian biologist known for his work on schistosomiasis.
    • Yalemtsehay Mekonnen: Ethiopian biologist known for her work on plant biodiversity.
    • Gebissa Ejeta: Ethiopian biologist known for his work on crop improvement.
  • Activity 1.7: Group and individual work, as well as, Activity 1. 8, 1. 9
  • Table 1.5 describes types of discoveries as serendipitous, logical, and systematic, each with benefits and impact.
  • Activity 1.10: Application of Genetics. Discuss genetics and Ethiopian biologists who made major discoveries and their contributions
  • Activity 1.11: Table summary of filling in the column with contributions.
  • Unit Summary is provided summarising the chapter, as well as, the list of review questions.

Unit 2: Plants

  • What are the common characteristics of all living things?
  • What are the characteristics of plants?
  • Introduction to plants.
  • ACTIVITY 2.1 THINK– PAIR- SHARE : Discuss flowers and flowering plants and how plants reproduce.
  • Activity 2.2, Cooperative learning: understand plant major groups.
  • Figure 2.1 Major groups of plants.
  • Figure 2.2 External structure of a typical angiosperm (flowering plant).
  • ACTIVITY 2.3 FIELD WORK. Identify and name the plant structures and functions near your campus.
  • Figure 2. 3 External structure of a typical leaf (A) and Types of roots (B).
  • ACTIVITY 2.4 PEER DISCUSSION: Discuss leaf and root structured related to function.
  • Figure 2.4 Internal structure of a leaf.
  • Figure 2.5 Internal structure of a typical dicot stem (A = Ground plan; B = Transverse section)
  • ACTIVITY 2.5 LIBRARY WORK. Compare dicot and monocot stems focusing on key differences.
  • Figure 2.6 Internal structure of a typical dicot root.
  • ACTIVITY 2.6: COMPARATIVE TABLE
  • Self Test.
  • ACTIVITY 2.7 : FIELD VISIT : List the common gymnosperms and reproductive cones from the visit.
  • Podocarpus Tree, Juniperus tree, Male Cone, Female Cone
  • ACTIVITY 2.8 COOPERATIVE LEARNING. Discuss the removal of a flower from the opportunity of reproduction.
  • Figure 2.8 Life cycle of a pine tree representing gymnosperms
  • ACTIVITY 2.9 COOPERATIVE LEARNING.
  • Figure 2.9: Structure of typical flower.
  • Self Test.
  • ACTIVITY 2.10 LIBRARY SEARCH. Life cycle of typical flowering plant (angiosperm)
  • Figure 2.10 Life cycle of typical flowering plant (angiosperm)
  • Figure 2.11 Section of a dicot (Bean) and monocot (Corn/Maize) seed and the associated structures.
  • Table 2.1 Differences between dicot and monocot seeds.
  • Two cotyledons are present in the embryo
  • Only one cotyledon present
  • Cotyledons are fleshy and store food materials
  • Cotyledon is very thin and lacks food materials
  • Endosperm is absent
  • Endosperm is large and well developed
  • Primary root produced from the radicle bears many lateral roots.
  • Primary root formed from radicle is replaced by adventitious fibrous roots
  • ACTIVITY 2.10 LIBRARY WORK Is seed alive or dead? Find out if you can know this and seed dispersal.
  • ACTIVITY 2.12: GROUP ACTIVITY
  • Figure 2.12. Epigeal and Hypogeal germination
  • Self Test
  • • outline the reproductive cycle /pattern of non – flowering and flowering plants
  • Figure 2.13: Chloroplast – the photosynthetic apparatus
  • How is the structure of chloroplast best suited for its function?
  • Figure 2.14 The action spectrum for different wavelengths
  • ACTIVITY 2.13: PEER DIS- CUSSION
  • What is the source of oxygen?
  • What are the inputs (reactants) and outputs (products) of photosynthesis?
  • Point out the importance of water with regard to food that we eat and air we breathe
  • How are different materials, such as water, mineral and food transported to and from different parts of the plant such as root, stem and leaf?
  • ACTIVITY 2.14: TESTING LEAF FOR STARCH
  • What are the routes of material transport in plants?
  • Figure 2.15 Root vascular bundles
  • Root vascular bundles
  • ACTIVITY 2.15: GROUP WORK
  • Figure 2.16 Transport of water and minerals from root to the leaf via the stem
  • ACTIVITY 2.16: COLOURED CELERY EXPERIMENT
  • How can we demonstrate that food transport occurs through phloem ?
  • Figure 2.17 Ringing /Girdling experiment
  • If you have potted plant placed near the window of your room, to which direction does the plant turn its shoot? Why is this so?
  • If you add water to one side of your potted plant, what do you think will happen to the root?
  • What is the response of the shoot to unilateral (one - sided) light ?
  • How does auxin affect shoot and root growth?
  • Figure 2.18 Effects of auxin concentrations on the growth of shoots and roots
  • Figure 2.19 How unilateral light affects shoot and root response
  • Figure 2.20 Darwin’s experiment on phototropism
  • ACTIVITY 2.18: Demonstration of hydrotropism
  • What is the effect of water on root growth ?
  • Figure 2.21 Seed embryo developing into a seedling in an upright position
  • What is the effect of gravity on shoot and root growth at seedling stage?
  • Figure 2.22 Plant responses to gravity
  • How can we overcome the effect of gravity on root and shoot growth of a seedling?
  • Figure 2.23 Effect of clinostat on gravity (geotropism)
  • Table 2.2 List of medicinal plants and disease treated

Unit 3: Biochemical Molecules

  • Discussion bio- molecules, such as Proteins, Carbohydrates, Lipids, Nucleic acids, water, organic ions, and minerals.
  • Why water is considered as a biochemical molecule?
  • Figure 3.1 Structure of water molecule
  • Figure 3.2 Distribution of water molecules around ions in a solution
  • Figure 3. 3 Cohesion and adhesion (H2O)
  • Table 3.1 Boiling and freezing points of water
  • •List two properties of water that arises due to water being polar and explain how it helps in keeping an organism alive.
  • •List any three applications of water that are important for plants.
  • •How is solvent, transport medium, and coolant characteristics essential for living systems?
  • Table 3.2 Macro and micro-nutrients in living systemsList any three foods enriched with inorganic ions and mention their importance.
  • What is the importance of the hydrogen ion?
  • Table 3.3 Elements and monomers forming organic molecules
  • Figure 3.5 Food items rich in carbohydrate
  • Figure 3.6 Structural formula of glucose , Galactose and Fructose
  • Figure 3.7 Disaccharides a) Maltose b) Lactose c) Sucrose
  • Laboratory Activity 3.9 Test for reducing sugars
  • Laboratory Activity 3.10: Study of traditional beverages of Ethiopia
  • Laboratory activity 3.11: Test for polysaccharides-starch and glycogen
  • Figure 3.8 A phospholipid molecule
  • Figure 3.9 Phospholipid bilayer
  • Figure 3.10 General formula of amino acids
  • Figure 3.11 Examples of amino acids
  • Figure 3.12 Amino acids link together by the loss of a molecule of water to form a peptide bond.
  • Laboratory Activity 3.15 The Biuret test for proteins
  • Laboratory Activity 3.16 Xanthoproteic Test
  • Figure 3.13 The components of nucleotides.
  • Figure 3.14 Structures of deoxyribose and ribose sugars
  • Figure 3.15 The structure of nucleic acids

Unit 4: Cell Reproduction

  • What are the main divisions of a cell cycle ?
  • Figure 4.1Stages of the cell cycle
  • Endoplasmic reticulum (Smooth)
  • Golgi apparatus
  • Endoplasmic reticulum (Rough – with ribosomes )
  • Vacuole
  • Cytoplasm
  • Nucleolus
  • Nucleus
  • Mitochondrion
  • Lysosome
  • Cell membrane
  • Figure 4.2 Illustration of cell division by mitosis
  • Figure 4.3 Sister chromatids: Mitotic spindle emerging from the centrosomes
  • Table 4.1 Description of the different stages of Meiosis I and Meiosis II
  • Figure 4.4 Illustration of meiosis I and Meiosis II

Unit 5: Human Biology

  • Processes and components of the digestive system.
  • Enzymes in digestion and function.
  • Importance of healthy teeth and enamel structure. Types of teeth
  • The teeth- and function.
  • Describe the structure of stomach and mention the processes in digestion that take place here.
  • What are accessory organs?
  • How does structure of villi adapt in absorption. Where does it help the body?
  • Heart anatomy and valves in heart
  • Describe systematic and pulmonary circulation.
  • Explain the composition of blood and lymph.
  • Mention types of cells in the immune system.
  • Discuss cardiovascular and cancer
  • The structure of the kidney and filtration processes
  • Major types of elements in molecules
  • Draw the organ and mention structure

Unit 6: Ecological Interactions

  • How is energy transferred from organism to organism?
  • What is the ultimate source of energy in life?
  • Food chain and food wab.
  • Schematic illustrations of the food chain and food web.
  • Energy and nutrient flow.
  • Flow of energy and matter (inorganic and organic) in an ecosystem
  • What is an ecological pyramid, its purpose and construction?
  • An Idealized pyramid of energy.
  • Figure 6.6 Pyramid of number and Biomass.
  • Explain the importance of the nitrogen, water and carbon cycle to the living system.
  • Carboncycle, water cycle, nitrogen cycle.
  • What is not recycling properly and the global climate effect.
  • Major cycles in nature
  • List and know major parts and functions of the excretory and digestive system.
  • Diagram label and function in digestive, circulatory, lymphatic.