Use of English

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The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Use of English is
to prepare the candidates for the Board’s examination. It is designed to test their achievement of
the course objectives, which are to:

(1) communicate effectively in both written and spoken English;

(2) have a sound linguistic basis for learning at the tertiary level.

The syllabus consists of two sections:

5'%6+10# Comprehension/Summary

5'%6+10$Lexis, Structure and Oral Forms

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1. Comprehension/Summary Candidates should be able to:

(a) description
(b) narration i. identify main points in passages;
(c) exposition ii. determine implied meaning;
(d) argumentation/persuasion iii. identify the grammatical functions of words,
phrases and clauses and figurative /idiomatic
(i) Each of the four passages to be set (one expression;
will be a cloze test) should reflect various iv. deduce or infer the writer’s opinion, mood,
disciplines and be about 400 words long. attitude to the subject matter, etc.

(ii) Questions on passages will test the;

following:

The Potter’s Wheel by Chukwuemeka Ike

and The Successors by Jerry Agada will
test the following:
(a) Comprehension of the whole or part
of each passage.

(b) Comprehension of words, phrases,

clauses, sentences, figures of speech
and idioms as used in the passages.

(c) Coherence and logical reasoning

(deductions, inferences, etc)

(d) Synthesis of ideas from the passages.

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NOTE:
By synthesis of ideas is meant the art of
combining distinct or separate pieces of
information to form a complex whole, that is,
the ability to make generalizations from
specific ideas mentioned in the passages. Such
generalizations involve identifying the mood
or tone of the writer, his attitude to the subject
matter, his point of view, etc. In this regard,
synthesis is a higher-level skill than summary.

2. Lexis, Structural and Oral Forms Candidates should be able to:

2.1 Lexis and Structure
(a) synonyms i. use words and expressions in their ordinary,
(b) antonyms figurative and idiomatic contexts;
(c) homonyms ii. determine similar and opposite meanings;
(d) clause and sentence patterns iii. differentiate between correct and incorrect
(e) word classes and their functions punctuation and spelling;
(f) mood, tense, aspect, number, iv. identify various grammatical pattern in use;
agreement/concord, degree (positive, v. interpret information conveyed in sentences.
comparative and superlative) and
question tags
(g) punctuation and spelling
(h) ordinary usage (words in their denotative
or dictionary sense), figurative usage
(expressions used in ways other than
literal) and idiomatic usage (expressions
whose meanings cannot be determined
through a mere combination of
individual words) are to be tested.

NOTE:
Idioms to be tested will be those expressed in
standard British English (i.e those with
universal acceptability)

2.2 Oral Forms

(a) Vowels (monophthongs and diphthongs
(b) Consonants (including clusters) Candidates should be able to:
(c) Rhymes (homophones)
(d) Stress (word, sentence and emphatic) i. distinguish correct from incorrect vowels;
(e) Intonation
ii. differentiate correct from incorrect
consonants;
NOTE:
iii. identify silent letters, vowel length;
Sentence stress should not be mistaken for
consonant clusters, etc.
emphatic or contrastive stress. It involves the
iv. determine appropriate uses of stress in words
placement of normal stress on content words
(monosyllabic, disyllabic and polysyllabie)
(nouns, main verbs, adjectives and adverbs) in
and in sentences (emphatic/contrastive);
an utterance. Here, no emphasis or contrast is
v. detect partial and complete rhymes.
intended. For example, the words ‘see’ and
‘soon’ would normally be stressed in the
sentence, I’ll see you soon’.

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SECTION A: Comprehension/Summary

(a) 3 comprehension passages (15 questions in all, 3 marks each) = 45 marks

(b) I cloze passage (10 questions in all, 2 marks each) = 20 marks

SECTION B: Lexis, Structure and Oral Forms

(a) Sentence interpretation (10 questions in all, 2 marks each) = 20 marks

(b) Antonyms (opposite in meaning – 15 questions in all, 1 mark each) = 15 marks

(c) Synonyms (same in meaning – 15 questions in all, 1 mark each) = 15 marks

(d) Sentence completion (filling in the gaps – 20 questions in all, 1 mark each) = 20 marks

(e) Oral forms (15 questions in all, 1 mark each) = 15 marks

Total: 100 questions = 150 marks

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Bamgbose, A. (2002). English Lexis and Structure for Senior Secondary Schools and colleges (Revised
Edition), Ibadan: Heinemann

Banjo, A. name(s)? (2004). New Oxford Secondary English Course Book Six for Senior Secondary Schools,
Ibadan: UP Plc.

Banjo, A. Ayodele, S. and Ndahi, K. S. (1997). Exam Focus: English for WASSCE and SSCE, Ibadan UP Plc

Caesar, O. J. (2003). Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited

Egbe, D. I (1996). Mastering English Usage and Communication Skills, Lagos: Tisons

Elugbe, B. (2000). Oral English for Schools and Colleges, Ibadan: Heinemann

Grant, N. J. H, Nnamonu, S. Jowitt, D. (1998). Senior English Project 3, (New Edition) Harlow: Longman

Idowu, O. O, Sogbeson, T. S, Adofo, A. K. Burgess, D. F and Burgess, L. J. (1998). Round-up English: A

Complete Guide, Lagos: Longman

Idris, U. (2001). Oral English at Your Fingertips for Schools and Colleges, Lagos, M. Youngbrain
Publishers

Igwe, S. O. Atoye, R. O. and Olayiwola, B. A. (2005). JAMB Success: English Language for UME, PCE,
Ibadan: UP Plc

Nnamonu, S. and Jowitt, D. (1987) .Use of English: JAMB Practice Tests, Lagos: Longman.

Nnamonu, S. and Jowitt, D. (1989). Common Errors in English, Lagos: Longman

Obinna, M. F. (2001). University Matriculation Use of English,(Fourth Edition) Port Harcourt: Sunray Books
Limited

Ogunsanwo, O. Duruaku, A. B.C, Ezechukwu, J and Nwachukwu, U. I (2005). Countdown English

Language, (Revised Edition), Ibadan: Evans

Olatoye, S. (2006). The Silent Teacher, Ado-Ekiti: Segun and Sons Enterprises

Oluikpe, B. O. A, nnaemeka, B. A, Obah, T. Y, Otagburuagu, E. J. Onuigbo, S. and Ogbonna, E. A. (1998).

Intensive English for Senior Secondary School 3, Onitsha: Africana – FIRST Publisher.

Tomori, S. H. O (2000). Objective Tests for School Certificate english: Practice in Lexis, Structure and idiom
(Reprinted Edition), Ibadan: Heinemann

Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002). Catch-up English for
SSCE/UME, Ibadan: Heinemann

Wisdomline Pass at Once JAMB.

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 Mathematics


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The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Mathematics is to
prepare the candidates for the Board’s examination. It is designed to test the achievement of the
course objectives, which are to:

(1) acquire computational and manipulative skills;

(2) develop precise, logical and formal reasoning skills;
(3) apply mathematical concepts to resolve issues in daily living;

This syllabus is divided into five sections:

I. Number and Numeration.

II. Algebra
III. Geometry/Trigonometry.
IV. Calculus
V. Statistics

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SECTION I: NUMBER AND
NUMERATION.
1. Number bases: Candidates should be able to:
(a) operations in different number bases i. perform four basic operations (x,+,-,÷);
from 2 to 10; ii. convert one base to another.
(b) conversion from one base to another
including fractional parts.

2. Fractions, Decimals, Approximations Candidates should be able to:

and Percentages: i. perform basic operations;
(a) fractions and decimals (x,+,-,÷) on fractions and decimals;
(b) significant figures ii. express to specified number of significant
(c) decimal places figures and decimal places;
(d) percentage errors iii. calculate simple interest, profit and loss per cent,
(e) simple interest ratio proportion and rate.
(f) profit and loss per cent
(g) ratio, proportion and rate

3. Indices, Logarithms and Surds: Candidates should be able to:

(a) laws of indices i. apply the laws of indices in calculation;
(b) standard form ii. establish the relationship between indices and
(c) laws of logarithm logarithms in solving problems;
(d) logarithm of any positive number to a iii. solve problems in different bases in logarithms.
given base. iv. simplify and rationalize surds;
(e) change of bases in logarithm and v. perform basic operations on surds
application.

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(f) relationship between indices and
logarithm
(g) surds

4. Sets: Candidates should be able to:

(a) types of sets i. identify types of sets, i.e empty, universal,
(b) algebra of sets compliments, subsets, finite, infinite and disjoint
(c) venn diagrams and their applications. sets;
ii. solve set problems using symbol;
iii. use venn diagrams to solve problems involving
not more than 3 sets.

SECTION II: ALGEBRA

1. Polynomials: Candidates should be able to:

(a) change of subject of formula i. find the subject of the formula of a given
(b) factor and remainder theorems equation;
(c) factorization of polynomials of degree not ii. apply factor and remainder theorem to factorize
exceeding 3. a given expression;
(d) multiplication and division of polynomials iii. multiply and divide polynomials of degree not
(e) roots of polynomials not exceeding degree 3 more than 3;
(f) simultaneous equations including one linear, iv. factorize by regrouping difference of two
one quadratic squares, perfect squares, etc.;
(g) graphs of polynomials of degree not greater v. solve simultaneous equations – one linear, one
than 3 quadratic;
vi. interpret graphs of polynomials including
application to maximum and minimum values.

2. Variation: Candidates should be able to:

(a) direct
(b) inverse i. solve problems involving direct, inverse, joint
(c) joint and partial variations;
(d) partial ii. solve problems on percentage increase and
(e) percentage increase and decrease. decrease in variation.


3. Inequalities: Candidates should be able to:

(a) analytical and graphical solutions of linear solve problems on linear and quadratic inequalities
inequalities. both analytically and graphically
(b) quadratic inequalities with integral roots
only.

4. Progression: Candidates should be able to:

i. determine the nth term of a progression;
(a) nth term of a progression ii. compute the sum of A. P. and G.P;
(b) sum of A. P. and G. P. iii. sum to infinity a given G.P

5. Binary Operations: Candidates should be able to:

(a) properties of closure, commutativity,
associativity and distributivity. i. solve problems involving closure,
(b) identity and inverse elements. commutativity, associativity and distributivity;
ii. solve problems involving identity and inverse
elements.

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6. Matrices and Determinants: Candidates should be able to:

(a) algebra of matrices not exceeding 3 x 3. i. perform basic operations (x,+,-,÷) on matrices;
(b) determinants of matrices not exceeding
3 x 3. ii. calculate determinants;
(c) inverses of 2 x 2 matrices
[excluding quadratic and higher degree iii. compute inverses of 2 x 2 matrices
equations].

SECTION III: GEOMETRIC AND

TRIGONOMETRY

1. Euclidean Geometry:
(a) angles and lines Candidates should be able to:
(b) polygon; triangles,
quadrilaterals and general i. identify various types of lines and angles;
polygon. ii. solve problems involving polygons;
(c) circles, angle properties, cyclic, iii. calculate angles using circle theorems;
quadrilaterals and intersecting iv. identify construction procedures of special
chords. angles, e.g. 30º, 45º, 60º, 75º, 90º etc.
(d) construction.

2. Mensuration:
(a) lengths and areas of plane geometrical Candidates should be able to:
figures.
(b) length s of arcs and chords of a circle. i. calculate the perimeters and areas of
(c) areas of sectors and segments of circles. triangles, quadrilaterals, circles and
(d) surface areas and volumes of simple composite figures;
solids and composite figures. ii. find the length of an arc, a chord and areas of
(e) the earth as a sphere, longitudes and sectors and segments of circles;
latitudes iii. calculate total surface areas and volumes of
cuboids, cylinders. cones, pyramids, prisms,
sphere and composite figures;
iv. determine the distance between two points on
the earth’s surface.

3. Loci: Candidates should be able to:

locus in 2 dimensions based on geometric identify and interpret loci relating to parallel
principles relating to lines and curves. lines, perpendicular bisectors, angle bisectors
and circles.

4. Coordinate Geometry: Candidates should be able to:

(a) midpoint and gradient of a line i. determine the midpoint and gradient of a line
segment. segment;
(b) distance between two points. ii. find distance between two points;
(c) parallel and perpendicular lines iii. identify conditions for parallelism and
(d) equations of straight lines. perpendicularity;
iv. find the equation of a line in the two-point
form, point-slope form, slope intercept form
and the general form.

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5. Trigonometry: Candidates should be able to:

(a) trigonometric ratios of angels. i. calculate the sine, cosine and tarigent of
(b) angles of elevation and depression angles between - 360º ≤ 0 ≤ 360º;
and bearing. ii. apply these special angles, e.g. 30º, 45º, 60º,
(c) areas and solutions of triangle 75º, 90º, 135º to solve simple problems in
(d) graphs of sine and cosine trigonometry;
(e) sine and cosine formulae. iii. solve problems involving angles of elevation
and depression and bearing;
iv. apply trigonometric formulae to find areas of
triangles;
v. solve problems involving sine and cosine
graphs.

SECTION IV: CALCULUS

I. Differentiation: Candidates should be able to:

(a) limit of a function; i. find the limit of a function;
(b) differentiation of explicit ii. differentiate explicit algebraic and simple
algebraic and simple trigonometric functions.
trigonometric functions –
sine, cosine and tangent.

2. Application of differentiation: Candidates should be able to:

(a) rate of change solve problems involving applications of rate of
(b) maxima and minima change, maxima and minima.

3. Integration: Candidates should be able to:

(a) integration of explicit i. solve problems of integration involving
algebraic and simple algebraic and simple trigonometric
trigonometric functions. functions;
(a) area under the curve. ii. calculate area under the curve (simple cases
only).

SECTION V: STATISTICS

1. Representation of data:
(a) frequency distribution Candidates should be to:
(b) histogram, bar chart and pie chart. i. identify and interpret frequency distribution
tables;
ii. interpret information on histogram, bar chat
and pie chart.

2. Measures of Location:
(a) mean, mode and median of ungrouped Candidates should be able to:
and grouped data – (simple cases only) i. calculate the mean, mode and median of
(b) cumulative frequency ungrouped and grouped data (simple cases
only);
ii. use ogive to find the median quartiles and

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percentiles.

Candidates should be able to:

3. Measures of Dispersion: calculate the range, mean deviation, variance and
range, mean deviation, variance and standard standard deviation of ungrouped and group data.
deviation.

Candidates should be able to:

4. Permutation and Combination solve simple problems involving permutation and
combination.

Candidates should be able to:

5. Probability solve simple problems in probability (including
addition and multiplication).

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Adelodun A. A (2000). Distinction in Mathematics: Comprehensive Revision Text, (3rd Edition)

Ado –Ekiti: FNPL.

Anyebe, J. A. B (1998). Basic Mathematics for Senior Secondary Schools and Remedial Students
in Higher/ institutions, Lagos: Kenny Moore.

Channon, J. B. Smith, A. M (2001). New General Mathematics for West Africa SSS 1 to 3, Lagos:
Longman.

David –Osuagwu, M. name(s)? (2000). New School Mathematics for Senior Secondary Schools,
Onitsha: Africana - FIRST Publishers.

Egbe. E name(s)? (2000). Further Mathematics, Onitsha: Africana – FIRST Publishers

Ibude, S. O. name(s)? (2003). Agebra and Calculus for Schools and Colleges: LINCEL
Publishers.

Tuttuh – Adegun M. R. name(s)? (1997). Further Mathematics Project Books 1 to 3, Ibadan:

NPS Educational

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 Physics


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The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Physics is to
prepare the candidates for the Board’s examination. It is designed to test their achievement of the
course objectives, which are to:

(1) sustain their interest in physics;

(2) develop attitude relevant to physics that encourage accuracy, precision and objectivity;
(3) interpret physical phenomena, laws, definitions, concepts and other theories;
(4) demonstrate the ability to solve correctly physics problems using relevant theories and
concepts.

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1. MEASUREMENTS AND UNITS Candidates should be able to:

(a) Length area and volume: i. identify the units of length area and
Metre rule, Venier calipers Micrometer volume;
Screw-guage ii. use different measuring instruments;
iii. determine the lengths, surface areas and
volume of regular and irregular bodies;

(b) Mass
(i) unit of mass iv. identify the unit of mass;
(ii) use of simple beam balance v. use simple beam balance, e.g Buchart’s
balance and chemical balance;

(c) Time vi. identify the unit of time;

(i) unit of time vii. use different time-measuring devices;
(ii) time-measuring devices

(d) Fundamental physical quantities viii. relate the fundamental physical quantities
to their units;

(e) Derived physical quantities and their

units
(i) Combinations of fundamental ix. deduce the units of derived physical
quantities and determination of their quantities;
units

(f) Dimensions
(i) definition of dimensions x. Determine the dimensions of physical
(ii) simple examples quantities;
xi. use the dimensions to determine the units

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of physical quantities;
xii. test the homogeneity of an equation;

(g) Limitations of experimental xiii. determine the accuracy of measuring

measurements instruments;
(i) accuracy of measuring instruments xiv. estimate simple errors;
(ii) simple estimation of errors. xv. express measurements in standard form.
(iii) significant figures.
(iv) standard form.

2. Scalars and Vectors Candidates should be able to:

(i) definition of scalar and vector
quantities i. distinguish between scalar and vector
(ii) examples of scalar and vector quantities;
quantities ii. give examples of scalar and vector
(iii) relative velocity quantities;
(iv) resolution of vectors into two iii. determine the resultant of two or more
perpendicular directions including vectors;
graphical methods of iv. determine relative velocity;
solution. v. resolve vectors into two perpendicular
components;
vi. use graphical methods to solve vector
problems;

3. Motion Candidates should be able to :

(a) Types of motion:
translational, oscillatory, rotational, i. identify different types of motion ;
spin and
random

(b) linear motion

(i) speed, velocity and acceleration ii. differentiate between speed, velocity and
(ii) equations of uniformly accelerated acceleration;
motion iii. deduce equations of uniformly accelerated
(iii) motion under gravity motion;
(iv) distance-time graph and velocity iv. solve problems of motion under gravity;
time graph v. interpret distance-time graph and velocity-time
(v) instantaneous velocity and graph;
acceleration. vi. compute instantaneous velocity and acceleration

(c) Projectiles:
(i) calculation of range, maximum vii. establish expressions for the range, maximum
height and height and time of flight of projectiles;
time of fight viii. solve problems involving projectile motion;
(ii) applications of projectile motion

(d) Newton’s laws of motion:

(i) inertia, mass and force ix. interpret Newton’s laws of motion;
(ii) relationship between mass and x. compare inertia, mass and force;
acceleration xi. deduce the relationship between mass and
(iii) impulse and momentum acceleration;
(iv) conservation of linear momentum xii. solve numerical problems involving impulse
(Coefficient of restitution not and momentum;

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necessary) xiii. interpret the law of conservation of linear
momentum;

(e) Motion in a circle:

(i) angular velocity and angular xiv. establish expression for angular velocity,
acceleration angular acceleration and centripetal force;
(ii) centripetal and centrifugal forces. xv. solve numerical problems involving motion in
(iii) applications a circle;

(f) Simple Harmonic Motion (S.H.M):

(i) definition and explanation of simple xvi. establish the relationship between period and
harmonic motion frequency;
(ii) examples of systems that execute xvii. analyse the energy changes occurring during
S.H.M S.H.M
(iii) period frequency and amplitude of
S.H.M
(iv) velocity and acceleration of S.H.M
(v) energy change in S.H.M

4 Gravitational field
(i) Newton’s law of universal Candidates should be able to:
gravitation i. identify the expression for gravitational force
(ii) gravitational potential between two bodies;
(iii) conservative and non-conservative ii. apply Newton’s law of universal gravitation;
fields iii. give examples of conservative and non-
(iv) acceleration due to gravity conservation fields;
g = GM iv. deduce the expression for gravitational field
R potentials;

(iv) variation of g on the earth’s v. identify the causes of variation of g on the

surface earth’s surface;
(v) distinction between mass and vi. differentiate between mass and weight;
weight vii. determine escape velocity
(vi) escape velocity
(vii) parking orbit and weightlessness

5. Equilibrium of Forces Candidates should be able to:

(a) equilibrium of a particles: i. apply the conditions for the equilibrium of
(i) equilibrium of coplanar forces coplanar force to solve problems;
(ii) triangles and polygon of forces ii. use triangle and polygon laws of forces to solve
(iii) Lami’s theorem equilibrium problems;

(b) principles of moments iii. use Lami’s theorem to solve problems;

(i) moment of a force iv. analyse the principle of moment of a force;
(ii) simple treatment and moment of a couple v. determine moment of a force and couple;
(torgue) vi. describe some applications of moment of a
(iii) applications force and couple;

(c) conditions for equilibrium of rigid

bodies under the action of parallel and
non-parallel forces
(i) resolution and composition of forces in vii. apply the conditions for the equilibrium of rigid
two perpendicular directions, bodies to solve problems;

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(ii) resultant and equilibrant viii. resolve forces into two perpendicular
directions;
ix. determine the resultant and equilibrant of
forces;

(d) centre of gravity and stability x. differentiate between stable, unstable and
(i) stable, unstable and neutral equilibra neutral equilibrate.

6. Work Energy and Power Candidates should be able to:

(i) definition of work, energy and power i. differentiate between work, energy and power;
(ii) forms of energy ii. compare different forms of energy, giving
(iii) conservation of energy examples;
(iv) qualitative treatment between different iii. apply the principle of conservation of energy;
forms of energy iv. examine the transformation between different
(v) interpretation of area under the force- forms of energy;
distance curve v. interpret the area under the force –distance curve.

7. Friction Candidates should be able to:

(i) static and dynamic friction i. differentiate between static and dynamic friction
(ii) coefficient of limiting friction and its ii. determine the coefficient of limiting friction;
determination. iii. compare the advantages and disadvantage of
(iii) advantages and disadvantages of friction friction;
(iv) reduction of friction iv. suggest ways by which friction can be reduced;
(v) qualitative treatment of viscosity and v. analyse factors that affect viscosity and terminal
terminal viscosity. velocity;
(vi) stoke’s law. vi. apply stoke’s law.

8. Simple Machines Candidates should be able to:

(i) definition of machine i. identify different types of machines;
(ii) types of machines ii. solve problems involving simple machines.
(iii) mechanical advantage, velocity ratio and
efficiency of machines

9. Elasticity Candidates should be able to:

(i) elastic limit, yield point, breaking point, i. interpret force-extension curves;
Hooke’s law and Young’s modulus ii. interpret Hooke’s law and Young’s modulus of a
(ii) the spring balance as a device for measuring material;
force iii use spring balance to measure force;
(iii) work done in springs and elastic strings iv. determine the work done in spring and elastic
strings

10. Pressure
(a) Atmospheric Pressure Candidates should be able to:
(i) definition of atmospheric pressure i. recognize the S.I units of pressure;
(ii) units of pressure (S.I) units ii. identify pressure measuring instruments;
(iii) measurement of pressure iii. relate the variation of pressure to height;
(iv) simple mercury barometer, iv. use a barometer as an altimeter.
aneroid barometer and manometer.
(v) variation of pressure with height
(vi) the use of barometer as an altimeter.

(b) Pressure in liquids

(i) the relationship between pressure, depth and v. determine the relationship between pressure,
density (P = ρgh) depth and density;

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(ii) transmission of pressure in liquids (Pascal’s vi apply the principle of transmission of pressure
Principle) in liquids to solve problems;
(iii) application vii. determine the application of pressure in liquid;

11. Liquids At Rest Candidates should be able to:

(i) determination of density of solid and liquids i. distinguish between density and relative density
(ii) definition of relative density of substances;
(iii) upthrust on a body immersed in a liquid ii. determine the upthrust on a body immersed in a
(iv) Archimede’s principle and law of floatation liquid;
and applications, e.g. ships and iii. apply Archimedes’ principle and law of
hydrometers. floatation to solve problems.

12. Temperature and Its Measurement Candidates should be able to:

(i) concept of temperature i. identify thermometric properties of materials that
(ii) thermometric properties are used for different thermometers;
(iii) calibration of thermometers ii. calibrate thermometers;
(iv) temperature scales –Celsius and Kelvin. iii. differentiate between temperature scales e.g
(v) types of thermometers Clesius and Kelvin.
(vi) conversion from one scale of temperature to iv. compare the types of thermometers;
another vi. convert from one scale of temperature to
another.

13. Thermal Expansion Candidates should be able to:

(a) Solids
(i) definition and determination of linear, i. determine linear and volume expansivities;
volume and area expansivities
(ii) effects and applications, e.g. expansion in ii. assess the effects and applications of thermal
building strips and railway lines expansivities;
(iv) relationship between different iii. determine the relationship between different
expansivities expansivities;

(b) Liquids iv. determine volume, apparent, and real

(i) volume expansivity expansivities of liquids;
(ii) real and apparent expansivities v. analyse the anomalous expansion of water.
(iii) determination of volume expansivity
(iv) anomalous expansion of water

14. Gas Laws Candidates should be able to:

(i) Boyle’s law (PV = constant) i. interpret the gas laws;
(ii) Charle’s law ( V = constant) ii. use expression of these laws to solve numerical
P problems.
(iii) Pressure law ( P = constant )
T
(iv) absolute zero of temperature

(v) general gas quation

( PV = constant )
T

(vi) ideal gas equation

(Pv = nRT)

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15. Quantity of Heat Candidates should be able to:

(i) heat as a form of energy i. differentiate between heat capacity and specific
(ii) definition of heat capacity and specific heat capacity;
heat capacity of solids and liquids ii. determine heat capacity and specific heat
(iii) determination of heat capacity and capacity using simple methods;
specific heat capacity of substances by iii. examine some numerical problems.
simple methods e.g method of mixtures
and electrical method

16. Change of State Candidates should be able to:

(i) latent heat i. differentiate between latent heat and specific
(ii) specific latent heats of fusion and latent heat of fusion and vaporization;
vaporization; ii. differentiate between melting, evaporation and
(iii) melting, evaporation and boiling boiling;
(iv) the influence of pressure and of dissolved iii. examine the effects of pressure and of dissolved
substances on boiling and melting points. substance on boiling and melting points.
(v) application in appliances

17. Vapours Candidates should be able to:

(i) unsaturated and saturated vapours i. distinguish between saturated and unsaturated
(ii) relationship between saturated vapour vapours;
pressure (S.V.P) and boiling ii. relate saturated vapour pressure to boiling point;
(iii) determination of S.V.P by barometer tube iii. determine S.V.P by barometer tube method;
method iv. differentiate between dew point, humidity and
(iv) formation of dew, mist, fog, and rain relative humidity;
(v) study of dew point, humidity and relative vi. estimate the humidity of the atmosphere using
humidity wet and dry bulb hydrometers.
(vi) hygrometry; estimation of the humidity of
the atmosphere using wet and dry bulb
hygrometers.

18. Structure of Matter and Kinetic Theory

(a) Molecular nature of matter Candidates should be able to:
(i) atoms and molecules i. differentiate between atoms and molecules;
(ii) molecular theory: explanation of Brownian ii. use molecular theory to explain Brownian
motion, diffusion, surface tension, motion , diffusion, surface, tension, capillarity,
capillarity, adhesion, cohesion and angles adhesion, cohesion and angle of contact;
of contact
(iii) examples and applications.

(b) Kinetic Theory

(i) assumptions of the kinetic theory iii. examine the assumptions of kinetic theory;
(ii) using the theory to explain the pressure iv. interpret kinetic theory, the pressure exerted by
exerted by gas, Boyle’s law, Charles’ law, gases Boyle’s law, Charle’s law melting,
melting, boiling, vapourization, change in boiling vaporization, change in temperature,
temperature evaporation, etc. evaporation, etc.

19. Heat Transfer

(i) conduction, convention and radiation as Candidates should be able to:
modes of heat transfer i. differentiate between conduction, convention and
(ii) temperature gradient, thermal conductivity radiation as modes of heat transfer;
and heat flux
(iii) effect of the nature of the surface on the ii. determine temperature gradient, thermal

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energy radiated and absorbed by it. conductivity and heat flux;
(iv) the conductivities of common materials. iii. assess the effect of the nature of the surface on
(v) the thermos flask the energy radiated and absorbed by it;
(vii) land and sea breeze iv. compare the conductivities of common
materials;
v. relate the component part of the working of the
thermos flask;
vi. differentiate between land and sea breeze.

20. Waves Candidates should be able to:

(a) Production and Propagation i. interpret wave motion;
(i) wave motion, ii. identify vibrating systems as sources of waves;
(ii) vibrating systems as source of waves iii use waves as a mode of energy transfer;
(iii) waves as mode of energy transfer iv distinguish between particle motion and wave
(iv) distinction between particle motion and motion;
wave motion v. relate frequency and wave length to wave
(v) relationship between frequency, wavelength velocity;
and wave velocity (V=f λ) vi. determine phase difference;
(vi) phase difference
(vii) progressive wave equation e.g vii. use the progressive wave equation to compute
y = A sin 2π (vt + x) basic wave parameters;
λ

(b) Classification viii. differentiate between mechanical and

(i) types of waves; mechanical and electronmagnetic waves;
electromagnetic waves ix. differentiate between longitudinal and
(ii) longitudinal and transverse waves transverse waves
(iii) stationary and progressive waves x. distinguish between stationary and progressive
(iv) examples of waves from springs, ropes, waves;
stretched strings and the ripple tank. xi. indicate the example of waves generated from
springs, ropes, stretched strings and the ripple
tank;

(c) Characteristics/Properties xii. differentiate between reflection, refraction,

(i) reflection, refraction, diffraction and diffraction and plane polarization of waves;
plane Polarization xiii. analyse the principle of superposition of
(ii) superposition of waves e.g interference waves.

21. Propagation of Sound Waves Candidates should be able to:

(i) the necessity for a material medium i. determine the need for a material medium in the
(ii) speed of sound in solids, liquids and air; propagation of sound waves;
(iii) reflection of sound; echoes, reverberation ii. compare the speed of sound in solids, liquids
and their applications and air;
(iv) disadvantages of echoes and reverberations iii. relate the effects of temperature and pressure to
the speed of sound in air;
iv. solve problem on echoes, reverberation;
v. compare the disadvantages and echoes.

22. Characteristics of Sound Waves Candidates should be able to:

(i) noise and musical notes i. differentiate between noise and musical notes;
(ii) quality, pitch, intensity and loudness and ii. analyse quality, pitch, intensity and loudness of
their application to musical instruments; sound notes;
(iii) simple treatment of overtones produced by iii. evaluate the application of (ii) above in the

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vibrating strings and their columns construction of musical instruments;
Fo= l T
2L m

(iv) acoustic examples of resonance iv. identify overtones by vibrating stings and air
(v) frequency of a note emitted by air columns columns;
in closed and open pipes in relation to v. itemize acoustical examples of resonance;
their lengths. vi. determine the frequencies of notes emitted by
air columns in open and closed pipes in relation
to their lengths.

23. Light Energy Candidates should be able to:

(a) Source of Light: i. compare the natural and artificial sources of
(i) natural and artificial source of light light;
(ii) luminous and non-luminous objects ii. differentiate between luminous and non
luminous objects;
(b) Propagation of light iii. relate the speed, frequency and wavelength of
(i) speed, frequency and wavelength of light light;
(ii) formation of shadows and eclipse iv. interpret the formation of shadows and eclipses;
(iii) the pin-hole camera. v. solve problems using the principle of operation
of a pin-hole camera.

24. Reflection of Light at Plane and Curved Candidates should be able to:
Surfaces i. interpret the laws of reflection;
(i) laws of reflection. ii. illustrate the formation of images by plane,
(ii) application of reflection of light concave and convex mirrors;
(iii) formation of images by plane, concave iii. apply the mirror formula to solve optical
and convex mirrors and ray diagrams problems;
(iv) use of the mirror formula iv. determine the linear magnification;
l =l+l v. apply the laws of reflection of light to the
f u v working of periscope, kaleidoscope and the
sextant.
(v) linear magnification

25. Refraction of Light Through

(a) Plane and Curved Surface Candidates should be able to:
(i) explanation of refraction in terms of i. interpret the laws of reflection;
velocity of light in the media. ii. determine the refractive index of glass and liquid
(ii) laws of refraction using Snell’s law;
(iii) definition of refractive index of a medium iii. determine the refractive index using the
(iv) determination of refractive index of glass principle of real and apparent depth;
and liquid using Snell’s law iv. determine the conditions necessary for total
(v) real and apparent depth and lateral internal reflection;
displacement v. examine the use of periscope, prism, binoculars,
(vi) critical angle and total internal reflection optical fibre;
vi. apply the principles of total internal reflection to
(b) Glass Prism the formation of mirage;
(i) use of the minimum deviation formula vii. use of lens formula and ray diagrams to solve
A+D optical numerical problems;
u = sin 2 viii. determine the magnification of an image;
sin A ix. calculate the refractive index of a glass prism
2 using minimum deviation formula.

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(ii) type of lenses

(iii) use of lens formula

l= l+l
f u v

(iv) magnification

26. Optical Instruments Candidates should be able to:

(i) the principles of microscopes, telescopes, i. apply the principles of operation of optical
projectors, cameras and the human eye instruments to solve problems;
(physiological details of the eye are not ii. distinguish between the human eye and the
required) cameras;
iii. calculate the power of a lens;
(ii) power of a lens iv. determine the angular magnification of optical
(iii) angular magnification instruments;
(iv) near and far points v. determine the near and far points;
(v) sight defects and their corrections vi. detect sight defects and their corrections.

27. (a) dispersion of light and colours Candidates should be able to:
(i) dispersion of white light by a triangular i. relate the expression for gravitational force
prism between two bodies;
(ii) production of pure spectrum ii. apply Newton’s law of universal gravitation;
(iii) colour mixing by addition and subtraction iii. identify primary colours and obtain secondary
(iv) colour of objects and colour filters colours by mixing;

(b) electgromagnetic spectrum iv. deduces why objects have colours;

(i) description of sources and uses of various v. analyse colours using colour filters
types of radiation. vi. analyse the electromagnetic spectrum in relation
to their wavelengths, sources, detection and uses

28. Electrostatics Candidates should be able to:

(i) existence of positive and negative charges i. identify charges;
in matter ii. examine uses of an electronscope;
(ii) charging a body by friction, contact and iii. apply coulomb’s square law of electrostatic to
induction solve problems;
(iii) electroscope iv. deduce expressions for electric field and
(iv) coulomb’s inverse square law electric field potential;
and potential v. identify electric field flux patterns of isolated
(v) electric field and potential and iteracting charges;
(vi) electric discharge and lightning vi. analyse the distribution of charges on a
conductor and how it is used in lightening
conductors.

29. Capacitors Candidates should be able to:

(i) functions of capacitors i. determine uses of capacitors;
(ii) parallel plate capacitors ii. analyse parallel plate capacitors;
(iii) capacitance of a capacitors iii. determine the capacitance of a capacitors;
(iv) the relationship between capacitance, area iv. analyse the factors that affect the capacitance of
separation of plates and medium between a capacitor;

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the plates. v. solve problems involving the arrangement of
capacitor;
C = 3A vi. determine the energy stored in capacitors
d

(v) capacitors in series and parallel

(vi) energy stored in a capacitor

30. Electric Cells Candidates should be able to:

i. identify the defects of the simple voltaic cell and
(i) simple voltaic cell and its defects; their corrected;
(ii) Daniel cell, Leclanche cell (wet and dry) ii. compare different types of cells including solar
(iii) lead –acid accumulator and Nickel-Iron cell;
(Nife) Lithium lon and Mercury cadmium iii. compare the advantages of lead-acid and Nikel
(iv) maintenance of cells and batteries (detail iron accumulator;
treatment of the chemistry of a cell is not iv. solve problems involving series and parallel
required combination of cells.
(v) arrangement of cells

31. Current Electricity Candidates should be able to:

(i) electromagnetic force (emf), potential i. differentiate between emf, p.d., current and
difference (p.d.), current, internal internal resistant of a cell;
resistance of a cell and lost Volt ii. apply Ohm’s law to solve problems;
(ii) Ohm’s law iii. use metre bridge to calculate resistance;
(iii) measurement of resistance iv. compute effective total resistance of both
(iv) meter bridge parallel and series arrangement of resistors;
(v) resistance in series and in parallel and v. determine the resistivity and the conductivity of
their combination a conductor;
(vi) the potentiometer method of measuring vi. measure emf. current and internal resistance of
emf, current and internal resistance of a a cell using the potentiometer.
cell.

32. Electrical Energy and Power Candidates should be able to:

(i) concepts of electrical energy and power i. apply the expressions of electrical energy and
(ii) commercial unit of electric energy and power to solve problems;
power ii. analyse how power is transmitted from the
(iii) electric power transmission power station to the consumer;
(iv) heating effects of electric current. iii. identify the heating effects of current and its
uses.

33. Magnets and Magnetic Fields Candidates should be able to:

(i) natural and artificial magnets i. give examples of natural and artificial magnets
(ii) magnetic properties of soft iron and steel ii. differentiate between the magnetic properties of
(iii) methods of making magnets and soft iron and steel;
demagnetization iii. identify the various methods of making magnets
(iv) concept of magnetic field and demagnetizing magnets;
(v) magnetic field of a permanent magnet iv. describe how to keep a magnet from losing its
(vi) magnetic field round a straight current magnetism;
carrying conductor, circular wire and v. determine the flux pattern exhibited when two
solenoid magnets are placed together pole to pole;
(vii) properties of the earth’s magnetic field; vi. determine the flux of a current carrying
north and south poles, magnetic meridian conductor, circular wire and solenoid including
the polarity of the solenoid;

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and angle of dip and declination vii. determine the flux pattern of magnetic placed
(viii) flux and flux density in the earth’s magnetic fields;
(ix) variation of magnetic field intensity over viii. identify the magnetic elements of the earth’s
the earth’s surface flux;
(x) applications: earth’s magnetic field in ix. determine the variation of earth’s magnetic
navigation and mineral exploration. field on the earth’s surface;
x. examine the applications of the earth’s magnetic
field.

34. Force on a Current-Carrying Conductor in Candidates should be able to:

a i. determine the direction of force on a current
Magnetic Field carrying conductor using Fleming’s left-hand
(i) quantitative treatment of force between rule;
two parallel current-carrying conductors ii. interpret the attractive and repulsive forces
(ii) force on a charge moving in a magnetic between two parallel current-carrying
field; conductors using diagrams;
(iii) the d. c. motor iii. determine the relationship between the force,
(iv) electromagnets magnetic field strength, velocity and the angle
(v) carbon microphone through which the charge enters the field;
(vi) moving coil and moving iron instruments iv. interpret the working of the d. c. motor;
(vii) conversion of galvanometers to v. analyse the principle of electromagnets give
ammeters and voltmeter using shunts examples of its application;
and multipliers vi. compare moving iron and moving coil
instruments;
vii. convert a galvanometer into an ammeter or a
voltmeter.

35. (a) Electromagnetic Induction Candidates should be able to:

(i) Faraday’s laws of electromagnetic i. interpret the laws of electromagnetic induction;
induction ii. identify factors affecting induced emf;
(ii) factors affecting induced emf iii. recognize how Lenz’s law illustrates the
(iii) Lenz’s law as an illustration of the principle of conservation of energy;
principle of conservation of energy iv. interpret the diagrammatic set up of A. C.
(iv) a.c. and d.c generators generators;
(v) transformers v. identify the types of transformer;
(vi) the induction coil vi. examine principles of operation of transformers;
vii. assess the functions of an induction coil;
(b) Inductance viii. draw some conclusions from the principles of
(i) explanation of inductance operation of an induction coil;
(ii) unit of inductance ix. interpret the inductance of an inductor;
(iii) energy stored in an inductor x. recognize units of inductance;
ଵ xi. calculate the effective total inductance in series
E=ଶ I2L
and parallel arrangement;
xii. deduce the expression for the energy stored in
(iv) application/uses of inductors
an inductor;
xiii. examine the applications of inductors;
(c) Eddy Current
xiv. describe the method by which eddy current
(i) reduction of eddy current
losses can be reduced.
(ii) applications of eddy current
xv. determine ways by which eddy currents can be
used.

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36. Simple A. C. Circuits Candidates should be able to:

(i) explanation of a.c. current and voltage i. identify a.c. current of and d. d. voltage;
(ii) peak and r.m.s. values ii. differentiate between the peak and r.m.s. values
(iii) a.c. source connected to a resistor; of a.c.;
(iv) a.c source connected to a capacitor- iii. determine the phase difference between current
capacitive reactance and voltage;
(v) a.c source connected to an inductor- iv. interpret series R-L-C circuits;
inductive v. analyse vector diagrams;
reactance vi. calculate the effective voltage reactance and
(vi) series R-L-C circuits impedance;
(vii) vector diagram vii. recognize the condition by which the circuit is
(viii) reactance and impedance of alternative at resonance;
quantities viii. determine the resonant frequency of R-L-C
(ix) effective voltage in an R-L-C circuits arrangement;
(x) resonance and resonance frequency ix. determine the instantaneous power, average
F0 = 1 power and the power factor in a. c. circuits
2π LC

37. Conduction of Electricity Through Candidates should be able to:

(a) liquids i. distinguish between electrolytes and non-
electrolytes;
(i) electrolytes and non-electrolyte ii. analyse the processes of electrolytes;
(ii) concept of electrolysis iii. apply Faraday’s laws of electrolysis to solve
(iii) Faraday’s law of electrolysis problems;
(iv) application of electrolysis, e.g
electroplating, calibration of ammeter etc.

(b) gases
(i) discharge through gases (quantitative iv. analyse discharge through gases;
treatment only) v. determine some applications/uses of conduction
(ii) application of conduction of electricity of electricity through gases.
through gases

38. Elementary Modern Physics Candidates should be able to:

(i) models of the atom and their limitations i. identify the models of the atom and write their
(ii) elementary structure of the atom; limitation;
(iii) energy levels and spectra ii. describe elementary structure of the atom;
(iv) thermionic and photoelectric emissions; iii. differentiate between the energy levels and
(v) Einstein’s equation and stopping potential spectra of atoms;
(vi) applications of thermionic emissions and iv. compare thermionic emission and photoelectric
photoelectric effects emissions;
(vii) simple method of production of x-rays v. apply Einstein’s equation to solve problems of
(viii) properties and applications of alpha, beta photoelectric effect;
and gamma rays vi. calculate the stopping potential;
(xiii) half-life and decay constant vii. relate some application of thermionic emission
(xiv) simple ideas of production of energy by and photoelectric effects;
fusion and fission viii. interpret the process involved in the
production of x-rays;p
ix identify some properties and application of
x-rays

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(xv) binding energy, mass defect and x. analyse elementary radioactivity;

Einsterin’s Energy equation xi. distinguish between stable and unstable
nuclei;
xii. identify isotopes of an element;
∆E = ∆Mc2 xiii. compare the properties of alpha, beta and
gamma rays;
(xvi) wave-particle paradox (duality of matter) xiv. relate half-life and decay constant of a
(xvii) electron diffraction radioactive element;
(xviii) the uncertainty principle xv. determine the binding energy, mass defect and
Einsterin’s energy equation;
xvi. analyse wave particle duality;
xvii. solve some numerical problems based on the
uncertainty principle.

39. Introductory Electronics Candidates should be able to:

(i) distinction between metals, semiconductors i. differentiate between conductors, semi-
and insulators (elementary knowledge of conductors and insulators;
band gap is required) ii. distinguish between intrinsic and extrinsic
(ii) intrinsic and extrinsic semi-conductors; semiconductors;
(iii) uses of semiconductors and diodes in iii. distinguish between electron and hole carriers;
rectification and transistors in amplification iv. distinguish between n-type and p-type
(iv) n-type and p-type semi-conductors semiconductor;
(v) elementary knowledge of diodes and v. analyse diodes and transistor (detailed
transistors characteristics of transistor not required);
(vi) use of semiconductors and diodes in vi. relate diodes to rectification and transistor to
rectification and transistors in amplification. amplification.

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Nelkon, M (1977). Fundamentals of Physics, Great Britain: Hart-Davis

Educational.

Nelkon, M and Parker, (1989). Advanced Level Physics (Sixth Edition),

Heinemann

Okeke, P. N and Anyakoha, M. W (2000). Senior Secondary School Physics,

Lagos: Pacific Printers

Olumuyionwa A. and Ogunkoya O. O (1992). Comprehensive Certificate Physics,

Ibadan: University Press Plc.

Ike, E. E (2006). Essential Principles of Physics, Aba Enic Publishers

Ike, E. E (2005). Numerical Problems and Solutions in Physics, F = Ma Enic

Publishers, Aba

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 Biology


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The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Biology is to
prepare the candidates for the Board’s examination. It is designed to test their achievement of the
course objectives, which are to:

1. demonstrate sufficient knowledge of the concepts of the interdependence and unity of life;
2. account for continuity of life through reorganization, inheritance and evolution;
3. apply biological principles and concepts to everyday life, especially to matters affecting the
individual, society, the environment, community health and the economy.

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1. Living organisms: Candidates should be able to:

a. Characteristics
i. differentiate between the characteristics of
b. Cell structure and functions of cell living and non-living things;
Components
ii. identify the cell structures;
c. Level of organization
i. Cell e.g. Amoeba, cheek cell iii. analyse the functions of the components of
plants and animal cells;
ii. Tissue, e.g. epithelial tissues
iv. compare and contrast the structure of plant and
iii. Organ, e.g. leaf and heart animal cells;

iv. Systems, e.g. reproductive v. trace the levels of organization among

organisms in their logical sequence in relation
v. Organisms e.g. Chlamydomonas to the five kingdom classification of living
organisms.

2. Evolution among the following: Candidates should be able to:

a. Monera (prokaryotes), e.g. bacteria and i. analyse external features and characteristics of the
blue green algae. listed organisms:

b. Protista (protozoans and protophyta), ii. apply the knowledge from (i) above to
e.g. Amoeba, Euglena and Paramecium demonstrate increase in structural complexity;

c. Fungi, e.g. mushroom and Rhizopus. iii. trace the stages in the life histories of the listed
organisms;

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d. Plantae (plants) iv. apply the knowledge of the life histories to

demonstrate gradual transition from life in
i. Thallophyta (e.g. Spirogyra) water to life on land;

ii. Bryophyta (mosses and liveworts) e.g. v. trace the evolution of the listed plants.
Bryachymenium 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)
Candidates should be able to:
e. Animalia (animals)
i. Invertebrates i. trace the evolution of the invertebrate animals;
- coelenterate (e.g. Hydra) ii. determine the economic importance of the
- Platyhelminthes (flatworms) e.g. Taenia insects studied;
- Nematoda (roundworms) iii. asses their values to the environment;
- Annelida (e.g. earthworm)
- Arthropoda (insects) e.g. Millipedes,
ticks, mosquito, cockroach, housefly,
bee, butterfly

- Mollusca (e.g. snails)

i. trace the evolution of multi-cellular animals;
ii. Multicellular animals (vertebrates)
- pisces (cartilaginous and bony fish) ii. determine their economic importance.
- Amphibia (e.g. toads and frogs)
- Reptilia (e.g. lizards, snakes and
turtles)
- Aves (birds)
- Mammalia (mammals)
Candidates should be able to:
3. Structural/behavioural adaptations of
vertebrates (bony fish, toad, lizard, bird, i. describe how the various structures and behaviour
small mammal) to the environment. adapt these organisms to their environment;

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1. Internal structure of a flowering plant Candidates should be able to:

i. Root i. identify the transverse sections of these

ii. Stem organs;
iii. Leaf ii. relate the structure of these organs to their
functions.

b. Internal structure of a mammal Candidates should be able to:

i. examine the arrangement of the mammalian

internal organs;
ii. describe the appearance and position of the
digestive, reproductive and excretory organs.

2. Nutrition Candidates should be able to:

a. Modes of nutrition i. compare the photosynthetic and chemosynthetic

i. Autotrophic modes of nutrition;
ii. Heterotrophic ii. provide examples from both flowering and non-
flowering plants;
iii. compare autotropic and heterotrophic modes of
nutrition.

Types of Nutrition Candidates should be able to:

differentiate the following examples:
- holozoic (sheep and man)
- Parasitic (roundworm, tapeworm and
Loranthus)
- saprophytic (Rhizopus and mushroom)
- carnivorous plants (sundew and
bladderwort)
- determine their nutritional value.

b. Plant nutrition Candidates should be able to:

i. Photosynthesis
i. analyse the light and dark reactions, materials
and conditions necessary for photosynthesis;
ii. determine the necessity of light, carbon (IV)
oxide and chlorophyll in photosynthesis;
iii. detect the presence of starch in a leaf as an
evidence of photosynthesis.

ii. Mineral requirements Candidates should be able to:

(macro and micro-nutrients) i. identify macro-and micro-elements required
by plants;
ii. determine the deficiency symptoms of
nitrogen, phosphorous and potassium.

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c. Animal nutrition Candidates should be able to:

i. Classes of food substances; i. indicate the sources of the various classes of
carbohydrates, proteins, fats and oils, food;
vitamins, mineral salts and water ii. relate the importance of each class;
iii. determine the importance of a balanced diet.

ii. Food tests (e.g. starch, reducing Candidates should be able to detect the presence
sugar, protein, oil, fat etc. of the listed food items from the result of a given
experiment.

iii. The mammalian tooth Candidates should be able to:

(structures, types and functions) i. describe the structure of a typical mammalian
tooth;
ii. differentiate the types of mammalian tooth
and relate their structures to their functions.
iii. compare the dental formulae of man, sheep,
and dog.

iv. Mammalian alimentary canal Candidates should be able to:

i. relate the structure of the various components of
the alimentary canal and its accessory organs
(liver, pancreas, and gall bladder) to their
functions.

v. Nutrition process (ingestion, digestion, Candidates should be able to:

absorption, and assimilation of digested i. identify the general characteristics of digestive
food. enzymes;
ii. associate enzymes with digestion of
carbohydrates, proteins and fats;
iii. determine the end products of these classes of
food.

3. Transport Candidates should be able to:

a. Need for transportation i. determine the relationship between increase in size
and complexity and the need for the development
of a transport system.

b. Materials for transportation. Candidates should be able to:

Excretory products, gases, manufactured food, i. determine the sources of materials and the forms
digested food, nutrient, water and in which they are transported.
hormones)
c. Channels for transportation Candidates should be able to:
i. describe the general circulatory system;
i. Mammalian circulatory system (heart, ii. compare specific functions of the hepatic portal
arteries, veins, and capillaries) vein, the pulmonary vein and artery, aorta, the
renal artery and vein

ii Plant vascular system (phloem and xylem) Candidates should be able to:
i. identify the organs of the plant vascular system;
ii. compare the specific functions of the phloem
and xylem

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d. Media and processes of mechanism for Candidates should be able to:

transportation. i. identify media of transportation (e.g. cytoplasm,
cell sap, body fluid, blood and lymph);
ii. determine the composition of blood and lymph;
iii. describe diffusion, osmosis, plasmolysis and
turgidity as mechanism of transportation in
organisms;
iv. compare the various mechanisms of open
circulatory systems, transpiration pull, root
pressure and active transport as mechanism
of transportation in plants.

4. Respiration Candidates should be able to:

i. examine the significance of respiration;
ii. describe the process of glycolysis;
iii. compare the similarities of the process in plants
and animals;
iv. deduce from an experimental set up, gaseous
exchange and products, exchange and
production of heat energy during respiration.

a. Respiratory organs and surfaces Candidates should be able to:

i. describe the following respiratory organs and
surfaces with organisms in which they occur;
body surface, gill, trachea, lungs, stomata and
lenticels;
ii. relate the characteristics of the respiratory
surfaces listed above to their functions.

b. The mechanism of gaseous exchange in: Candidates should be able to:

i. describe the mechanism for the opening and
i. Plants closing of the stomata;
ii. Mammals ii. determine respiratory movements in these
animals.

c. Aerobic respiration Candidates should be able to:

iii. examine the role of oxygen in the liberation of
energy for the activities of the living organisms;
iv. deduce the effect of insufficient supply of
oxygen to the muscles.

d. Anaerobic respiration Candidates should be able to:

i. use yeast cells and sugar solution to demonstrate
the process of fermentation;
ii. asses the economic importance of yeasts;

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5.Excretion Candidates should be able to:

a. Types of excretory structures: i. Interpret the meaning and significance of excretion;
contractile vacuole, flamecell, ii. identify the characteristics of each structure.
nephridium, Malpighian tubule, kidney,
stoma and lenticel.

b. Excretory mechanisms: Candidates should be able to:

i. Kidneys i. relate the structure of the kidneys to the excretory
ii. lungs and osmo-regulatory functions.
ii. skin . identify the functions and excretory products of
the lungs and the skin.

c. Excretory products of plants Candidates should be able to:

i. deduce the economic importance of the excretory
products of plants, carbon (IV) oxide, tannins, 
resins, gums, mucilage, alkaloids etc.

6. Support and movement Candidates should be able to:

i. determine the need for support and movement in
organisms;
ii. identify supporting tissues in plants (collenchyma,
sclerenchyma, xylem and phloem fibres);
iii. describe the distribution of supporting tissues in
roots, stem, and leaf.

a. Tropic, tactic, nastic and sleep Candidates should be able to:

movements in plants i. relate the response of plants to the stimuli of light,
water, gravity and touch;
ii. identify the regions of growth in roots and shoots
b. supporting tissues in animals and the roles of auxins in tropism.

Candidates should be able to:

i. relate the location of chitin, cartilage and bone to
their supporting function;

c. Types and functions of the skeleton ii. relate the structure and the general layout of the
i. Exoskeleton mammalian skeleton to their supportive,
ii. Endoskeleton locomotive and respiratory function;
iii. differentiate types of joints using appropriate
examples.

iii. Functions of the skeleton in animals Candidates should be able to:

i. apply the protective, supportive, locomotive and
respiratory functions of the skeleton to the
wellbeing of the animal;

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7. Reproduction Candidates should be able to:

a. A sexual reproduction i. differentiate between asexual and sexual

i. Fission as in Paramecium reproduction;
ii. Budding as in yeast ii. apply natural vegetative propagation in crop
iii. Natural vegetative propagation production and multiplication;
iii. apply grafting, budding and layering in
iv. Artificial vegetative propagation. agricultural practices.

b. sexual reproduction in flowering plants Candidates should be able to:

i. relate parts of flower to their functions and
i. Floral parts and their functions reproductive process;
ii. Pollination and fertilization ii. deduce the advantages of cross pollination;
iii. products of sexual reproduction iii. deduce the different types of placentation that
develop into simple, aggregate, multiple and
succulent fruits.

c. Reproduction in mammals Candidates should be able to:

i. differentiate between male and female
i. structures and functions of the male reproductive organs;
and female reproductive organs ii. relate their structure and function to
the production of offspring.

ii. Fertilization and development. Candidates should be able to:

(Fusion of gamates) i. describe the fusion of gametes as a process of
fertilization;
ii. relate the effects of the mother’s health, nutrition
and indiscriminate use of drugs on the
developmental stages of the embryo up to birth.

8. Growth Candidates should be able to:

a. meaning fo grwoth i. apply the knowledge of the conditions necessary
for germination on plants growth;
b. Germination of seeds and condition ii. differentiate between epigeal and hypogeal
necessary for germination of seeds. germination.

9. Co-ordination and control Candidates should be able to:

a. Nervous coordination: i. apply the knowledge of the structure and function
i. the components, structure and functions of the central nervous system in the coordination
of the central nervous system; of body functions in organisms;
ii. The components and functions of the ii. illustrate reflex actions such as blinking of the
peripheral nervous systems; eyes, knee jerk; etc.;
iii. Mechanism of transmission of impulses; iii. differentiate between reflex and voluntary actions
iv. Reflex action as well as conditioned reflexes such as salivation,
riding a bicycle and swimming;

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b. The sense organs Candidates should be able to:

i. skin (tactile) i. associate the listed sense organs with their
ii. nose (olfactory) functions;
iii. tongue (taste) ii. apply the knowledge of the structure and
iv. eye (sight) functions of these sense organs in detecting an
v. ear (auditory) correcting their defects.

c. Hormonal control Candidates should be able to:

i. animal hormonal system i. locate the listed endocrine glands in animals;
- Pituitary ii. relate the hormone produced by each of these
- thyroid glands to their functions.
- parathyroid
- adrenal gland
- pancreas
- gonads

ii. Plant hormones Candidates should be able to:

(phytohormones) i. examine the effects of various phytohormones (e.g.
auxins, gibberellin, cytokinin, and ethylene) on
growth, tropism, flowering, fruit ripening and leaf
abscission.

d. Homeostasis Candidates should be able to:

i. Body temperature regulation i. relate the function of hormones to regulating the
ii. Salt and water regulation levels of materials inside the body.

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1. Factors affecting the distribution of Candidates should be able to:

Organisms i. deduce the effects of temperature; rainfall, relative
humidity, wind speed and direction, altitude,
i. Abiotic salinity, turbidity, pH and edaphic (soil) conditions
on the distribution of organisms.

ii. use appropriate equipment (e.g. sechi disc,

thermometer, rain gauge etc) to measure abiotic
factors.

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ii. Biotic Candidates should be able to:

i. describe how the activities of
plants/animals (particularly human)
affect the distribution of organisms.

2. Symbiotic interactions of plants Candidates should be able to:

and animals i. determine appropriate examples of
symbiosis, parasitism, saprophytism,
comensalism, mutualism, amensalism,
competition, predation and
cooperation among organisms;
ii. associate the distribution of organisms
with food chains and food webs in
particular habitats.

(a) Food chains, food webs and Candidates should be able to:
trophic levels i. interpret the ecological pyramids of
(b) Energy flow in the ecosystem. numbers, biomass and energy.
(c) Nutrient cycling in nature
i. carbon cycle Candidates should be able to:
i. describe the cycle and its significance
including the balance of atmospheric
oxygen and carbon (IV) oxide.

ii. water cycle Candidates should be able to:

i. assess the effects of water cycle on other
nurtrient cycles.

iii. Nitrogen cycle Candidates should be able to:

i. relate the roles of bacteria and leguminous plants in
the cycling of nitrogen.
3. Natural Habitats

(a) Aquatic (e.g. ponds, streams, lakes Candidates should be able to:
seashores and mangrove swamps) i. associate plants and animals with each of these
habitats.

(b) Terrestrial/arboreal (e.g. tree-tops of oil palm, Candidates should be able to:
abandoned farmland or a dry grassy (savanna) i. relate adaptive features to the habitats in which an
field, and burrow or hole. organisms lives.

4. Local (Nigerian) Biomes) Candidates should be able to:

i. locate biomes to regions
a. Tropical rainforest ii. apply the knowledge of the features of the listed
local biomes in determining the characteristics of
different regions of Nigeria.

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b. Guinea savanna (southern and

northern)
c. Sudan Savanna
d. Desert
e. Highlands of montane forests and
grasslands of the Obudu, Jos,
Mambilla Plateau.

5. The Ecology of Populations: Candidates should be able to:

i. determine the reasons for rapid changes in human
(a) Population density and population and the consequences of
overcrowding. overcrowding;
ii. compute/calculate density as the number of
organisms per unit area;
iii. apply modern methods to control human
population;

(b) Factors affecting population sizes: Candidates should be able to:

i. Biotic (e.g. food, pest, disease, i. deduce the effect of these factors on the size of
predation, competition, reproductive population.
ability).

ii. Abiotic (e.g. temperature, space, light,

rainfall, topography, pressure, pH, i. determine the interactions between biotic and
etc. abiotic factors, e.g. drought or scarcity of water
which leads to food shortage and lack of space
c. Ecological succession which causes increase in disease rates;
i. primary succession
ii. secondary succession Candidates should be able to:
i. trace the sequence in succession to the climax
stage of stability in plant population.
6. SOIL
Candidates should be able to:
a) (i) characteristics of different types i. identify physical properties of different soil types
of soil (sandy, loamy, clayey) based on simple measurement of particle size,
i. soil structure porosity or water retention ability;
ii. porosity, capillarity and humus ii. determine the amounts of air, water, humus and
content capillarity in different soil types experimentally.

iii. Components of the soil Candidates should be able to:

i. inorganic i. relate soil characteristics, types and components to
ii. organic the healthy growth of plant.
iii. soil organisms

b) Soil fertility: Candidates should be able to:

i. loss of soil fertility i. relate such factors as loss of inorganic matter,
compaction, leaching, erosion of the top soil and
repeated cropping with one variety.

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ii. Renewal and maintenance of soil Candidates should be able to:

fertility i. apply the knowledge of the practice of contour
ridging, terracing, mulching, poly-cropping,
strip-cropping, use of organic and inorganic
fertilizers, crop rotation, shifting cultivation, etc
to enhance soil conservation.

7. Humans and Environment Candidates should be able to:

i. identify ecological conditions that favour the
(a) Diseases: spread of common endemic and potentially
(i) Common and endemic diseases. epidemic disease e.g. malaria, meningitis,
drancunculiasis, schistosomiasis, onchocerciasis,
typhoid fever and cholera etc.;
ii. relate the biology of the vector or agent of each
disease with its spread and control;

ii. Easily transmissible diseases and disease Candidates should be able to:
syndrome such as: i. use the knowledge of the causative organisms,
- poliomyelitis mode of transmission and symptoms of the listed
- cholera diseases to their prevention/treatment/control.
- tuberculosis
- sexually transmitted disease/syndrome ii. apply the principles of inoculation and
(gonorrhea, syphilis, AIDS, etc. vaccination on disease prevention.

b. Pollution and its control Candidates should be able to:

(i) sources, types, effects and methods of i. categorize pollution into air, water and soil
control. pollution;
ii. relate the effects of common pollutants to human
health and environmental degradation;
iii. determine the methods by which each pollutant
may be controlled.

(ii) Sanitation and sewage Candidates should be able to:

i. examine the importance of sanitation with
emphasis on sewage disposal, community health
and personal hygiene;

ii assess the roles and functions of international and

national health agencies (e.g. World Health
Organization (WHO), United Nations
International Children Emergency Fund
(UNICEF), International Red Cross Society
(IRCS), and the ministries of health and
environment.

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(c) Conservation of Natural Resources Candidates should be able to:

(i) apply the various methods of conservation of
both the renewable and non-renewable natural
resources for the protection of our environment
for present and future generations;
(ii) outline the benefits of conserving natural
resources;
(iii) identify the bodies responsible for the
conservation of resources at the national and
international levels (e.g. Nigerian Conservation
Foundation (NCF), Federal Ministry of
Environment, Nigeria National Parks, World
Wildlife Foundation (WWF), International
Union for Conservation of Nature (IUCN),
United Nations Environmental Programme
(UNEP) and their activities;
(iv) asses their activities.

(I) Variation In Population Candidates should be able to:

i. differentiate between continuous and
a. Morphological variations in the discontinuous variations with examples;
physical appearance of individuals.
ii. relate the role of environmental
conditions, habitat and the genetic
constitution to variation.

(i) size (height, weight) Candidates should be able to:

i) measure heights and weight of pupils of
the same age group;
ii) plot graphs of frequency distribution
of the heights and weights.

(ii) Colour (skin, eye, hair, coat of animals, Candidates should be able to:
scales and feathers. i) observe and record various colour
patterns in some plants and mammals.

(iii) Fingerprints Candidates should be able to:

i) apply classification of fingerprints in
identity detection.

b. Physiological variation Candidates should be able to:

(i) Ability to roll tongue i) identify some specific examples of
(ii) Ability to taste physiological variation among human
phenylthiocarbamide population;
(PTC) ii) categorize people according to their
(iii) Blood groups physiological variation.

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b. Application of discontinuous Candidates should be able to:

variation in crime detection, i) apply the knowledge of blood groups in
blood transfusion and blood transfusion and determination of
determination of paternity. paternity;
ii) use discontinuous variation in crime
detection.

2. Heredity Candidates should be able to:

i. determine heritable and non-heritable
a) Inheritance of characters in characters with examples.
organisms;
i) Heritable and non-heritable
characters.

b) Chromosomes – the basis of Candidates should be able to:

heredity; i. illustrate simple structure of DNA

(i) Structure
(ii) Process of transmission of Candidates should be able to:
hereditary characters from i. illustrate segregation of genes at meiosis
parents to offspring. and recombination of genes at fertilization
to account for the process of transmission
of characters from parents to offsprings.

c) Probability in genetics and sex Candidates should be able to:

determination. i) deduce that segregation of genes occurs
during gamete formation and that
recombination of genes at fertilization is
random in nature.

a) Application of the principles of Candidates should be able to:

heredity in: i. analyze data on cross-breeding
experiments;
i) Agriculture ii. apply the principles of heredity in the
production of new varieties of crops and
livestock through cross-breeding;
iii. deduce advantages and disadvantages
of out-breeding and in-breeding;
iv. analyze elementarily the contentious
issues of genetically modified
organisms (GMO) and gene therapy.

(ii) Medicine Candidates should be able to:

i) apply the knowledge of heredity in

marriage counselling with particular
reference to blood grouping, sickle-cell
anaemia and the Rhesus factors.

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ii) examine the significance of using

recombinant DNA materials in the
production of important medical
products such as isulin, interferon and
enzymes.

b. Sex – linked characters e.g. baldness, Candidates should be able to:

haemophilia, colour blindness, etc. i) identify characters that are sex linked.

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1.) Adaptation for survival: Candidates should be able to:

a) Factors that bring about competition. i) relate increase in population, diseases,
shortage of food and space with intra-
and inter-specific competition.

b) Intra and inter-specific competition Candidates should be able to:

i) determine niche differentiation as a
means of reducing intra-specific
competition.

c) Relationship between competition and Candidates should be able to:

succession. i) relate competition to succession.

2) Structural adaptations in organisms Candidates should be able to account for adaptation

in organisms with respect to the following:
i) obtaining food (beaks and legs of birds;
mouthparts of insects, especially mosquito,
butterfly and moth.)

ii) protection and defence (stick insects, praying

mantis and toad.

iii) securing mates (redhead male and female Agama

lizards, display of feathers by birds).

iv. regulating body temperature (skin, feathers and

hairs).

v. conserving water (spines in plants and scales in

mammals).

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3) Adaptive colouration and its functions Candidates should be able to:

i. categorize countershading in fish, toads and
snakes and warning colouration in mushrooms.

Candidates should be able to:

4) Behavioural adaptations in social animals
i.) differentiate various castes in social insects like
termites and their functions in their colony/hive;

ii.) account for basking in lizards, territorial

behaviour of other animals under unfavourable
conditions (hibernation and aestivation).

5. Theories of evolution Candidates should be able to:

i) Lamarck’s theory i.) relate organic evolution as the sum total of all
ii) Darwin’s theory adaptive changes that have taken place over a
long period of time resulting in the diversity of
forms, structure and functions among organisms.

ii.) examine the contributions of

Lamarck and Darwin to the theory
of evolution.

6. Evidence of evolution Candidates should be able to:

i.) provide evidences for evolution such
as fossil records, comparative
anatomy, physiology and embryology;

ii.) trace evolutionary trends in plants

and animals;

iii.) provide evidence for modern

evolutionary theories such as genetic
studies and the role of mutation.

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Ambuna, A. Egunyomi, A. and Osakwe, J. (1990). Comprehensive Certificate Biology for

Senior Secondary Schools: University Press Limited

Egunyomi A. Bob – Manuel, Abdullahi B.A. and Oyetola O.A. (1988). Exam Focus: Biology
For WASSCE and JME 2nd Edition, University Press Limited

MacQueen J. and Murray J. (1978). Success in Biology, Benin: John Murray

Ndu, F.O. C. Ndu, Abun A. and Aina J.O. (2001). Senior Secondary School Biology:
Books 1 -3, Lagos: Longman

Odunfa, S.A. (2001). Essential of Biology, Ibadan: Heinemann

Oguniyi, M.B. Adebisi A.A. and Okojie J.A. (2000). Biology for Senior Secondary Schools: Books 1 – 3, Macmillan

Ramalingam, S.T. (2005). Modern Biology, SS Science Series. New Edition, AFP

Roberts, A.B.U. (1993). Functional Approach in Biology

Sorojini, T.L. Sheila, P and Charles, T.P. (2000). Modern Biology for Secondary Schools. Revised Edition, FEP

STAN. (2004). Biology for Senior Secondary Schools. Revised Edition, Ibadan: Heinemann

Stone, R.H. and Cozens, A.B.C. (1982). Biology for West African Schools. Longman

Usua, E.J. (1997). Handbook of practical Biology 2nd Edition, University Press, Limited
Wisdomline Pass at Once JAMB.

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 Chemistry


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)'0'4#.1$,'%6+8'5
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Chemistry is to
prepare the candidates for the Board’s examination. It is designed to test their achievement of the
course objectives, which are to:

(i) apply the basic principles governing scientific methods in new situations;
(ii) interpret scientific data;
(iii) deduce the relationships between chemistry and other sciences;
(iv) apply the knowledge of chemistry to industry and everyday life.

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1. Separation of mixtures and Candidates should be able to:
purification of chemical
substances

(a) Pure and impure substances i) distinguish between pure and impure
substances;
(b) Boiling and melting points. ii) use boiling and melting points as criteria for
purity of chemical substances;
(c) Elements, compounds and mixtures (iii) distinguish between elements, compounds and
mixture;
(d) Chemical and physical changes. (iv) differentiate between chemical and physical
changes;
(e) Separation processes: (v) identify the properties of the components of a
evaporation, simple and fractional distillation, mixture;
sublimation, filtration, crystallization, paper (vi) specify the principle involved in each separation
and column chromatography, simple and method.
fractional crystallization.

2. Chemical combination Candidates should be able to:

Stoichiometry, laws of definite and multiple (i) perform simple calculations involving formulae,
proportions, law of conservation of matter, equations/chemical composition and the mole
Gay Lussac’s law of combining volumes, concept;
Avogadro’s law; chemical symbols, formulae, (ii) deduce the chemical laws from given
equations and their uses, relative atomic mass expressions/statements;
based on 12C=12, the mole concept and (iii) interpret data based on these laws;
Avogadro’s number.
(iv) interpret graphical representations related
to these laws.

ϯ͘Kinetic theory of matter and Gas Laws Candidates should be able to:

(a) An outline of the kinetic theory of matter, (i) apply the theory to distinguish between solids,
melting, vapourization and reverse processes; liquids and gases;
melting and boiling explained in terms of (ii) deduce reasons for change of state;
molecular motion and Brownian movement. (iii) draw inferences based on molecular motion;

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(b) The laws of Boyle, Charles, Graham and (iv) deduce chemical laws form given expressions/
Dalton (law of partial pressure); combined statements;
gas law, molar volume and atomicity of gases. (v) interpret graphical representations related to
these laws;
(vi) perform simple calculations based on these laws
and the relationship between the vapour density
of gases and the relative molecular mass.
4. Atomic structure and bonding
Candidates should be able to:
(a) (i)The concept of atoms, molecules and ions,
the works of Dalton, Millikan, Rutherford, (i) distinguish between atom, molecules and ions;
Mosely, Thompson and Bohr. Simple (ii) assess the contributions of these scientists to
hydrogen spectrum, Ionization of gases the development of the atomic structure;
illustrating the electron as fundamental (iii) deduce the number of protons, neutrons and
particle of matter. electrons from atomic and mass numbers of
an atom;
(ii) Atomic structure, electron configuration,
atomic number, mass number and isotopes; (iv) apply the rules guiding the arrangement of
specific examples should be drawn from electrons in an atom;
elements of atomic number 1 to 20. Shapes (v) relate isotopy to mass number;
of s and p orbitals. (vi) perform simple calculations on relative
atomic mass
(vii) determine the number of electrons in s and
(b) The periodic table and periodicity of p atomic orbitals.
elements, presentation of the periodic table (viii) relate atomic number to the position of an
with a view to recognizing families of element on the periodic table;
elements e.g. alkali metals, halogens, the (ix) relate properties of groups of elements on the
noble gases and transition metals. The periodic table;
variation of the following properties should (x) identify reasons for variation in properties
be noticed: ionization energy, ionic radii, across the period.
electron affinity and electronegativity.

(c) Chemical bonding.

Electrovalency and covalency, the electron (xi) differentiate between the different types
configuration of elements and their tendency of bonding.
to attain the noble gas structure. Hydrogen (xii) deduce bond types based on electron
bonding and metallic bonding as special configurations;
types of electrovalency and covalency (xiii) relate the nature of bonding to properties
respectively; coordinate bond as a type of compounds;
of covalent bond as illustrated by complexes (xiv) apply it in everyday chemistry;
like [Fe(CN)6]3-, [Fe(CN)6]4-, [Cu(NH3)4]2+
and [Ag(NH3)2]+; van der Waals’ forces
should be mentioned as a special type of
bonding forces.

(d) Shapes of simple molecules: linear ((H2, 02, (xv) differentiate between the various shapes
C12,HCI and CO2), non-linear (H2O) and of molecules
tetrahedral; (CH4)

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(b) Nuclear Chemistry: xvi) distinguish between ordinary chemical

reaction and nuclear reaction;
(i) Radioactivity (xvii) differentiate between natural and
(elementary treatment only) artificial radioactivity;
(ii) Nuclear reactions. Simple (xviii) compare the properties of the different
equations, uses and types of nuclear radiations;
applications of natural and (xix) compute simple calculations on the
artificial radioactivity. half-life of a radioactive material;
(xx) balance simple nuclear equation;
(xxi) identify the various applications of
radioactivity.

5. Air Candidates should be able to:

(i) deduce reason (s) for the existence of
The usual gaseous constituents air as a mixture;
– nitrogen, oxygen, water vapour, carbon (ii) identify the principle involved in the
(IV) oxide and the noble separation of air components;
gases (argon and neon), proportion (iii) deduce reasons for the variation in the
of oxygen in the air e.g. by burning composition of air in the environment;
phosphorus or by using alkaline pyrogallol, (iv) specify the uses of some of the
air as a mixture and some uses of the noble constituents of air.
gas.

6. Water Candidates should be able to:

(i) identify the various uses of water;
Composition by volume:
Water as a solvent, atmospheric
gases dissolved in water and their biological
significance. Water as a product of the
combustion of hydrogen.
Hard and soft water: (ii) distinguish between the properties of hard and
Temporary and permanent soft water;
hardness and methods of softening (iii) determine the causes of hardness;
hard water. Purification of town (iv) identify methods of removal of hardness;
water supplies. Water of (v) describe the processes involved in the
crystallization, efflorescence, purification of water for town supply;
deliquescence and hygroscopy. (vi) distinguish between these phenomena;
Examples of the substances exhibiting these (vii) identify the various compounds that exhibit
properties and their uses. these phenomena.

7. Solubility Candidates should be able to:

(a) Unsaturated, saturated (i) distinguish between the different types of
and supersaturated solutions. solutions;
Solubility curves and simple (ii) interpret solubility curves;
deductions from them, (iii) calculate the amount of solute that can
(solubility defined in terms of dissolve in a given amount of solvent at a
mole per dm3) and simple given temperature;
calculations. (iv) deduce that solubility is temperature-dependent;

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(b) Solvents for fats, oil and paints (v) classify solvents based on their uses;
and the use of such solvents
for the removal of stains.

(c) Suspensions and colloids: (vi) differentiate between a true solution,

Harmattan haze and paints as suspension and colloids;
examples of suspensions and (vii) compare the properties of a true solution
fog, milk, aerosol spray and and a ‘false’ solution.
rubber solution as examples (viii) provide typical examples of suspensions
of colloids. and colloids.

8. Environmental Pollution Candidates should be able to:

(a) Sources and effects of pollutants. (i) identify the different types of pollution and
pollutants;
(b) Air pollution: (ii) classify pollutants as biodegradable and
Examples of air pollutants such as non-biodegradable;
H2S, CO, SO2, oxides of nitrogen, (iii) assess the effects of pollution on the
fluorocarbons and dust. environment;
(iv) recommend measures for control of
(c) Water pollution environment pollution.
Sewage and oil pollution should be
known.
(d) Soil pollution:
Oil spillage, Biodegradable and
non-biodegradable pollutants.

9. Acids, bases and salts Candidates should be able to:

(a) General characteristics and properties of (i) distinguish between the properties of
acids, bases and salts. Acids/base indicators, acids and bases;
basicity of acids, normal, acidic, basic and (ii) identify the different types of acids
double salts. An acid defined as a substance and bases;
whose aqueous solution furnishes H3O+ions (iii) differentiate between acidity and
or as a proton donor. Ethanoic, citric and alkalinity using acid/base indicators;
tartaric acids as examples of naturally (iv) identify the various methods of
occurring organic acids, alums as examples preparation of salts;
of double salts, preparation of salts by (v) classify different types of salts;
neutralization, precipitation and action of
acids on metals. Oxides and
trioxocarbonate (IV) salts

(b) Qualitative comparison of the vi) relate degree of dissociation to strength

conductances of molar solutions of of acids and bases;
strong and weak acids and bases, (vii) relate degree of dissociation to
relationship between conductance, conductance;
amount of ions present and their relative
mobilities.

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(c) pH and pOH scale. (viii) perform simple calculations on pH;

(ix) identify the appropriate acid-base
pH defined as – log[H3O+] indicator;
(x) interpret graphical representation of
(d) Acid/base titrations. titration curves;
(xi) perform simple calculations based on
(e) Hydrolysis of salts: the mole concept;
Simple examples such as (xii) balance equations for the hydrolysis
NH4C1, AICI3, Na2CO3, CH3COONa to be of salts;
mentioned (xiii) deduce the properties (acidic, basic,
neutral) of the resultant solution.

10. Oxidation and reduction Candidates should be able to:

(i) identify the various forms of expressing
(a) Oxidation in terms of the oxidation and reduction;
addition of oxygen or removal (ii) classify chemical reactions in terms of
of hydrogen. oxidation or reduction;
(b) Reduction as removal of oxygen (iii) balance redox reaction equations;
or addition of hydrogen. (iv) deduce the oxidation number of chemical
(c) Oxidation and reduction in terms species;
of electron transfer. (v) compute the number of electron transfer
(d) Use of oxidation numbers. in redox reactions;
Oxidation and reduction treated
as change in oxidation.
number and use of oxidation numbers (vi) identify the name of redox species using
in balancing simple equations. IUPAC nomenclature.
IUPAC nomenclature of inorganic (vii) distinguish between oxidizing and reducing
compounds. agents in redox reactions.

(e) Tests for oxidizing and reducing

agents.

11. Electrolysis Candidates should be able to:

(a) Electrolytes and non-electrolytes. (i) identify between electrolytes and non-
Faraday’s laws of electrolysis. electrolytes;
(b) Electrolysis of dilute H2SO4, (ii) perform calculations based on faraday as a
aqueous CuSO4, CuC12 solution, dilute mole of electrons.
and concentrated NaC1 solutions and fused (iii) identify suitable electrodes for different
NaC1 and factors affecting discharge electrolytes.
of ions at the electrodes. (iv) specify the chemical reactions at the
electrodes;
(v) determine the products at the electrodes;
(vi) identify the factors that affect the product
of electrolysis;

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(c) Uses of electrolysis: (vii) specify the different areas of application of

Purification of metals e.g. electrolysis;
copper and production of
elements and compounds
e.g. A1, Na, O2, Cl2 and NaOH.

(d) Electrochemical cells: (viii) identify the various electrochemical cells;

Redox series (K, Na, Ca, Mg, (ix) calculate electrode potentials using half-
AI, Zn, Fe, PbII, H, Cu, Hg, Au,) cell reaction equations;
half-cell reactions and electrode potentials.
Simple calculations only.

(e) Corrosion as an electrolytic process, (x) determine the different areas of

cathodic protection of metals, applications of electrolytic processes;
painting, electroplating and coating (XI) apply the methods to protect metals.
with grease or oil as ways of
preventing iron from corrosion.

12. Energy changes

(a) Energy changes(∆H) accompanying physical Candidates should be able to:

and chemical changes:
dissolution of substances in or (i) determine the types of heat changes
reaction with water e.g. Na, NaOH, (∆H) in physical and chemical processes;
K, NH4, Cl. Endothermic (+∆H) and (ii) interpret graphical representations of heat
exothermic (-∆H) reactions. changes;
(b) Entropy as an order-disorder (iii) relate the physical state of a substance
phenomenon: simple illustrations to the degree of orderliness;
like mixing of gases and dissolution (iv) determine the conditions for spontaneity
of salts. of a reaction ;
(c) Spontaneity of reactions: (v) relate (∆H), ∆S0 and ∆G0 as the driving
∆G0 = 0 as a criterion for forces for chemical reactions;
equilibrium, ∆G greater or (vi) solve simple problems based on the
less than zero as a criterion for relationships ∆G0= ∆H0 -T∆S0)
non-spontaneity or spontaneity.

13. Rates of Chemical Reaction

Candidates should be able to:
(a) Elementary treatment of the following factors
which can change the rate of a chemical (i) identify the factors that affect the rates of a
reaction: chemical reaction;
(ii) determine the effects of these factors on
(i) Temperature e.g. the reaction between HCI the rate of reactions;
and Na2S2O3 or Mg and HCI (iii) recommend ways of moderating these effects;

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(ii) Concentration e.g. the reaction between HCl iv) examine the effect of concentration on the
and Na2S2O3, HCl and marble and the iodine rate of a chemical reaction;
clock reaction, for gaseous systems, pressure (v) describe how the rate of a chemical
may be used as concentration term. reaction is affected by surface area;

(iii) Surface area e.g. the reaction (vi) determine the types of catalysts suitable for
between marble and HCI with different reactions.
marble in
(i) powdered form
(ii) lumps of the same mass.

(iv) Catalyst e.g. the decomposition

of H2O2 or KCIO3 in the
presence or absence of MnO2

(b) Concentration/time curves. (vii) interpret reaction rate curves;

(c) Activation energy (viii) solve simple problems on the rate
Qualitative treatment of Arrhenius’ law and of reactions;
the collision theory, effect of (x) relate the rate of reaction to the kinetic
light on some reactions. e.g. halogenation of theory of matter.
alkanes (xi) examine the significance of activation
energy to chemical reactions.
(xi) deduce the value of activation energy
(Ea) from reaction rate curves.

14. Chemical equilibra Candidates should be able to:

Reversible reactions and factors governing the
equilibrium position. Dynamic equilibrium. Le (i) identify the factors that affects the position
Chatelier’s principle and equilibrium constant. of equilibrium of a chemical reaction;
Simple examples to include action of steam on (ii) predict the effects of each factor on the
iron and N2O4›’‡‡“—ƒ–‹‘Š‡”‡Ǥ 2NO2. position of equilibrium.
No calculation will be required.

15. Non-metals and their compounds Candidates should be able to:

(a) Hydrogen: commercial production from (i) predict reagents for the laboratory and
water gas and cracking of petroleum industrial preparation of these gases and
fractions, laboratory preparation, their compounds.
properties, uses and test for hydrogen. (ii) identify the properties of the gases and their
compounds.
(b) Halogens: Chlorine as a representative (iii) compare the properties of these gases and
element of the halogen. Laboratory their compounds.
preparation, industrial preparation by (iv) specify the uses of each gas and its
electrolysis, properties and uses, e.g. water compounds;
sterilization, bleaching, manufacture of (v) determine the specific test for each gas and its
HC1, plastics and insecticides. compounds.
(vi) determine specific tests for Cl, SO42-,
S2, NH44+, NO3-, CO32-.

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Hydrochloric acid preparation and properties.

Chlorides and test for chlorides.
(c) Oxygen and Sulphur (vii) identify the allotrope oxygen;
(i) Oxygen: (viii) determine the significance of ozone to
Laboratory preparation, properties and uses. our environment.
Commercial production from liquid air.
Oxides: Acidic,basic, amphoteric and neutral,
trioxygen (ozone) as an allotrope and the
importance of ozone in the atmosphere.
(ii) Sulphur: (ix) identify the allotropes of sulphur and their
Uses and allotropes: uses;
preparation of allotropes is not expected .
Preparation, properties and uses of sulphur (IV)
oxide, the reaction of SO2 with alkalis.
Trioxosulphate (IV) acid and its salts, the
effect of acids on salts of trioxosulphate (IV), (x) specify the commercial preparation of
Tetraoxosulphate (VI) acid: Commercial the acid, its properties and uses;
preparation (contact process only), properties as
a dilute acid, an oxidizing and a dehydrating
agent and uses. Test for SO42-.
Hydrogen sulphide: Preparation and Properties (xi) predicts reagents for the laboratory Preparation
as a weak acid, reducing agent and precipitating for the gas;
agent. Test for S2-
(d) Nitrogen:
(i) Laboratory preparation (xii) specify the laboratory and industrial
(ii) Production from liquid air preparation for the gas;
(iii) Ammonia:
Laboratory and industrial (xiii) use Haber process for the industrial
preparations (Haber Process only), preparation of ammonia;
properties and uses, ammonium salts
and their uses, oxidation of
ammonia to nitrogen (IV)
oxide and trioxonitrate (V)
acid.
Test NH4+
(iv) Trioxonitrate (V) acid: (xiv) identify reagents for the laboratory preparation
Laboratory preparation of the acid, its properties and uses;
from ammonia;
properties and uses. Trioxonitrate (V) salt-
action of heat and uses. Test for NO3-
(v) Oxides of nitrogen:
Properties.

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The nitrogen cycle. (xv) examine the relevance of nitrogen cycle

to the environment.
(e) Carbon: (xvi) identify allotropes of carbon;
(i) Allotropes: Uses and (xvii) predict reagents for the laboratory
properties preparation of CO2;
(ii) Carbon (IV) oxide- (xviii) specify the properties of the gas and its
Laboratory preparation, properties uses;
and uses. Action of heat on (xiv) determine the test for CO2;
trioxocarbonate (xx) determine the reagents for the
(IV) salts and test for CO32- laboratory preparation of the gas;
(iii) Carbon (II) oxide: (xxi) examine its effect on human;
Laboratory preparation, properties
including its effect on blood;
sources of carbon (II) oxide to (xxii) identify the different forms of coal:
include charcoal, fire and exhaust (xxiiii) determine their uses;
fumes.
(iv) Coal: Different types, products
obtained form destructive (xxiv) specify the uses of coke and synthetic gas.
distillation of wood and coal.
(v) Coke: Gasification and uses.
Manufacture of synthetic gas and
uses.

16. Metals and their compounds

(a) Alkali metals e.g. sodium Candidates should be able to:

(i) Sodium hydroxide:-
Production by electrolysis of (i) determine the method for extraction suitable
brine, its action on aluminium, zinc and for each metal;
lead ions. (ii) relate the methods of extraction to the
Uses including precipitation of properties for the metals;
metallic hydroxides. (iii) compare the chemical reactivities of the metals;
(ii) Sodium trioxocarbonate (IV) (iv) specify the uses of the metals;
and sodium hydrogen trioxocarbonate (v) determine specific test for metallic ions;
(IV): Production by Solvay process, (vi) determine the process for the production
properties and uses, e.g. of the compounds of these metals;
Na2CO3 in the manufacture of glass. (vii) compare the chemical reactivities of the
(iii) Sodium chloride: its occurrence in compounds.
sea water and uses, the economic (viii) specify the uses of these compounds;
importance of sea water and the
recovery of sodium chloride.
(b) Alkaline-earth metals, e.g. calcium;
calcium oxide, calcium hydroxide
and calcium trioxocarbonate (IV); (ix) determine the processes for the
Properties and uses. Preparation of preparation of the compounds of the
calcium oxide from sea shells, the metal;
chemical composition of cement
and the setting of mortar. Test for Ca2+.

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(c) Aluminium
Purification of bauxite, electrolytic
extraction, properties and uses of (x) describe the method of purification
aluminium and its compounds. Test of bauxite
for A13+
(d) Tin
Extraction form its ores.
Properties and uses.

(e) Metals of the first transition series.

Characteristic properties: (xi) relate the method of extraction to it properties;
(i) electron configuration (xii) specify the uses of tin;
(ii) oxidation states (xiii) identify the general properties of the first
(iii) complex ion formation transition metals;
(iv) formationof coloured ions (xiv) deduce reasons for the specific properties
of the transition metals;
(xv) determine the IUPAC names of simple
(f) Iron transition metal complexes.
Extraction form sulphide and oxide
ores, properties and uses, (xvi) determine the suitable method of
different forms of iron and their extraction for the metal;
properties and advantages of steel (xvii) specify the properties and uses of the
over iron. metal;
Test for Fe2+ and Fe3+

(g) Copper
Extraction from sulphide and oxide
ores, properties and uses of copper (xviii) identify the appropriate method of
salts, preparation and uses of extraction for the metal and its compounds;
c o p p er ( I I ) tetraoxosulphate (xix) relate the properties of the metal and its
(VI). Test for Cu2+ compound to their uses.
(xx) specify the constituents and uses of the various
(h) Alloy alloys mentioned.
Steel, stainless steel, brass, bronze, type- (xxi) compare the properties and uses of alloys
metal, duralumin and soft solder to pure metals.
(constituents and uses only).

17. Organic Compounds Candidates should be able to:

An introduction to the tetravalency of (i) derive the name of organic compounds form their
carbon, the general formula, IUPAC general formulae;
nomenclature and the determination of (ii) relate the name of a compound to its structure;
empirical formula of each class of the (iii) relate the tetravalency of carbon to its ability
organic compounds mentioned below. to form chains of compound (catenation);
(iv) classify compounds according to their
(a) Aliphatic hydrocarbons functional groups;

(i) Alkanes
Homologous series in relation (v) derive empirical formula and molecular
to physical properties, formula, from given data;
substitution reaction and a few (vi) relate structure/functional groups to specific
examples and uses of halogenated properties;
products. Isomerism: structural (vii) derive various isomeric form from a given
only (examples on isomerism should formula;

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not go beyond six carbon atoms). (viii) distinguish between the different types of
isomerism;
Petroleum: composition, fractional (ix) classify the various types of hydrocarbon;
distillation and major products; (x) distinguish each class of hydrocarbon by their
cracking and reforming, properties;
Petrochemicals – starting materials of (xi) specify the uses of various hydrocarbons;
organic syntheses, quality of petrol (xii) identify crude oil as a complex mixture
and meaning of octane number. of hydrocarbon;
(xiii) relate the fractions of hydrocarbon to their
properties and uses;
(xiv) relate transformation processes to quality
improvement of the fractions;

(ii) Alkenes xv) distinguish between various

Isomerism: structural and geometric polymerization processes;
isomerism, additional and
polymerization reactions, polythene
and synthetic rubber as examples of
products of polymerization and its use
in vulcanization.

(iii) Alkynes (xvi) distinguish between aliphatic and

Ethyne – production from action of aromatic hydrocarbons;
water on carbides, simple reactions and
properties of ethyne.

(b) Aromatic hydrocarbons e.g. benzene - (xvii) relate the properties of benzene to its structure
Structure, properties and uses.

(c) Alkanols (xviii) compare the various classes of alkanols;

Primary, secondary, tertiary – production (xix) determine the processes involved in ethanol
of ethanol by fermentation and from production;
petroleum by-products. Local examples (xx) examine the importance of ethanol as an
of fermentation and distillation, e.g. alternative energy provider;
gin from palm wine and other local
sources and glycerol as a polyhydric
alkanol.
Reactions of OH group – oxidation as a
distinguishing test between primary,
secondary and tertiary alkanols.

(d) Alkanals and alkanones. (xxi) differentiate between alkanals and alkanones;
Chemical test to distinguish between
Alkanals and alkanones.

(e) Alkanoic acids. (xxii) compare the various classes of alkanoic

Chemical reactions; neutralization and acid;
esterification, ethanedioic (oxalic) acid
as an example of a dicarboxylic acid
and benzene carboxylic acid as an (xxiii) identify natural sources of alkanoates;
example of an aromatic acid.

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(xxiv) specify the uses of alkanoates;
(f) Alkanoates
Formation from alkanoic acids and (xxv) distinguish between detergent and soap;
Alkanols – fats and oils as alkanoates.
Saponification:
Production of soap and margarine from (xxvi) compare the various classes of alkanamine;
alkanoates and distinction between
detergents and soaps.
(xxvii) identify the natural sources of carbohydrates
(g) Amines (Alkanamines) Primary, and giant molecules;
Secondary, tertiary (xxviii) compare the various classes of
carbohydrates;
(h) Carbohydrates (xxix) infer the product of hydrolysis of
Classification – mono-, di- and carbohydrates;
polysaccharides, composition, chemical tests (xxx) determine the uses of carbohydrates;
for simple sugars and reaction with
concentrated tetraoxosulphate (VI) acid. (xxxi) relate giant molecules to their uses.
Hydrolysis of complex sugars e.g. cellulose
form cotton and starch from cassava, the
uses of sugar and starch in the production of
alcoholic beverages, pharmaceuticals and
textiles.

(i) Giant molecules e.g. proteins, enzymes,

natural rubbers and polymers.

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Ababio, O.Y. (2005). New School Chemistry for Senior Secondary Schools, (Third Edition),
Onitsha: Africana FIRST Publishers Limited

Bajah, S.T. Teibo, B.O., Onwu, G and Obikwere, A. (1999). Senior Secondary Chemistry,
Book 1, Lagos: Longman

Bajah, S.T., Teibo, B.O., Onwu, G and Obikwere, A. (2000). Senior Secondary Chemistry,
Books 2 and 3, Lagos: Longman

Ohia, G.N.C., Adewoyin, F.A. and Akpan, B.B. (1997). Exam Focus Chemistry for WASSCE
& JME: Ibadan: University Press Plc

STAN (1987). Chemistry for Senior Secondary Schools, Ibadan: Heinemann

Sylvester: O.O. (2004). A Comprehensive Practical Chemistry for Senior Secondary Schools,
Ibadan: Evans

Uche, I.O., Adenuga, I.J. and Iwuagwu, S.L. (2003). Countdown to WASSCE/SSCE, NECO, JME Chemistry,
Ibadan: Evans

Wisdomline Pass at Once JAMB.

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