CBSE Class 12 Biology How To Get Good Marks In Biology

 Strategic Action Plan to achieve quality results in class XII

(Biology)

•To improve the quality of results it is necessary to bring up the performance of the low and average scorers and boost the confidence of the high scorers ,through a series of steps to be taken, both during the preparatory stage and during the examinations as well .It includes - 

For Low Scorers:

• Prepare a home time table under the teacher’s supervision

• Provide individual attention beyond school hours to promote active learning even at home .

• Focus on units 6,8,&10 carrying weightage of 42 marks, for complete and comprehensive revision .

• Make a target to teach 2 or 3 concepts a day and follow it up with weekly slip tests .

• Practise the following diagrams and flow charts;

•2.5- enlarged view of pollen grain

•2.7(d)-Anatropous ovule

• 2.8 c-mature embryo sac

• 2.13 b-stages of embryo development

• 2.14-typical dicot, monocot embryo

• 3.3b-Human female reproductive system

•3.6-human sperm 

• 3.7-human ovary section

• 3.8-spermatogenesis & oogenesis

• 3.9-menstrual cycle

• 3.11-transport of embryo through fallopian tube

• 6.4a-nucleosome

•6.8-DNA replication

•6.9-transcription unit

•6.14-lac operon

• 7.1-Millers experiment

• 8.1- life cycle of Plasmodium

• 8.4-Antibody molecule

• 8.6-Life cycle of HIV

• 10.8-Biogas plant

• 11.2-rDNA technology

• 11.6-PCR

•11.7-Bioreactor

•13.3-organismic response representation

• 13.4-human age pyramids

•13.5-growth curves

• 14.4-ecological pyramids

• 14.5-Primary succession

• 14.6-carbon cycle

• 16.7-greenhouse gases

• Provide a copy of previous years question papers along with the scoring key to familiarise the student with the CBSE question pattern.
• Encourage the use of flow charts and diagrammatic representations while presenting answers.
• Connect Investigatory projects to the key textual concepts or those which necessitate the use of computers.

For Average Scorers:
• Explain the meanings of scientific words by splitting the words sensibly and meaningfully so as to help in easy understanding and recall.
• Make use of easy abbreviations or associative words/songs etc to remember key processes /concepts.
• Encourage answering/attempting of all the questions in the question paper during exams.
• Convince the student that, the use of diagrams/representations/flow charts is the easiest and best way of presenting answers in Biology.
• Insist on identification of general values pertaining to the topic, to be given as answers for Value-based questions.
• Emphasise on the effective use of cooling time (15 min)at the start of the exams for framing answers in the mind and deciding on the optional questions to be answered.
• Provide revision in difficult topics.
• Encourage paired learning.

For High Scorers:
• Give sufficient HOTS as practice questions.
• Encourage them to develop their own question bank while studying the unit/concept by reading the text in detail.
• Give practice in writing , accurate & qualitative answers with properly framed sentences, underlining key words, supplementing through diagrams, for best presentation of answers.
• Encourage reading of questions by splitting the phrases and grasping the core concept being tested, without ignoring any of the sub-part of questions also.
• Promote answering sub-part of the questions in separate paragraphs rather than all together as one .
• Familiarise the students with the design of the question paper , unit wise weightage of marks, types of questions and use of key words in their answers.
• Show the sample of the model answer paper of the toppers in he subject as displayed in the CBSE website.
• Encourage collaborative learning

Assignment Questions
LEVEL 1

1. What is ‗fitness‘ according to Darwin?

2. What is evolution according to Hardy-Weinberg?

3. What is common among the Australian marsupials like Koala, wombat, sugar glider etc.?

4. Can we call the human evolution as an example of adaptive radiation?

5. Why did the animals resembling horse, rabbit etc. of South America disappear, but the pouched mammals of Australia survived and flourished after continental drift.

6. Each of the placental mammals living in Australia resembles a similar marsupial. What is it due to?
Give two examples of each

7. Name and explain the common evolutionary phenomenon shown by Australian marsupials and Darwin‘s finches

LEVEL 2
1. How does biochemistry provide evidence for organic evolution?

2. Give an example of evolution by anthropogenic activities?

3. Mention the two key concepts of Darwinism.

4. What is saltation

5. Name the group of extinct reptiles that was the ancestor of the present day reptiles and birds? Name the period of the geological time scale in which it lived?

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