Subject overview
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:
Official syllabus Content is taken from the official JAMB UTME syllabus (IBASS). Last checked: 17 Sept 2026. Always confirm at jamb.gov.ng.
Your progress
Mark topics as you go to track your readiness.
Study the syllabus below, then test yourself. Move each topic from Not started → Learning → Practising → Mastered.
General objectives
The Biology syllabus is designed to test candidates' ability to:
- 1. demonstrate sufficient knowledge of the concepts of the diversity, 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 living things, individual, society, the environment, community health and the economy
How this paper is examined
JAMB Biology is a Computer-Based Test of 40 multiple-choice questions worth 100 marks. There is no negative marking, so attempt every question. It is examined alongside Use of English and two other subjects, for 180 questions in two hours overall.
How to use this syllabus: don't just read it — turn each topic into a checklist. Study a topic, then immediately practise questions on it so the knowledge sticks. Give extra time to the sections that carry the most topics, and revisit weak areas with timed practice as the exam approaches.
Topics & recommended order
Work through these topics in order. Mark each one as you go — your progress is saved on this device.
1. Living organisms
Not started2. Evolution among the following
Not started5. Nutrition
Not started10. Reproduction
Not started11. Growth
Not started12. Co-ordination and control
Not started14. Symbiotic interactions of plants
Not started15. Natural Habitats
Not started16. Local (Nigerian) Biomes
Not started17. The Ecology of Populations
Not started20. Heredity
Not started21. Biotechnology
Not started22. Theories of evolution
Not startedFull Biology syllabus
Every topic below is from the official JAMB syllabus, with its contents and the objectives you should be able to meet. Study a topic, then use its objectives as a checklist.
1. Living organisms
Contents
- 1. Living organisms: a. Characteristics b. Cell structure and functions of cell components c. Level of organization i. Cell e.g. euglena and paramecium, ii. Tissue e.g. epithelial tissues and hydra iii. Organ e.g. onion bulb iv. Systems e.g. reproductive, digestive and excretory v. Organisms e.g. Chlamydomonas
Objectives — candidates should be able to:
- Differentiate between the characteristics of living and non-living things
- Identify the structures of plant and animal cells
- Analyse the functions of the components of plant and animal cells
- Compare and contrast the structure of plant and animal cells
- Trace the levels of organization among organisms in their logical sequence in relation to the five levels of organization of living organisms
2. Evolution among the following
Contents
- 2. Evolution among the following: a. Monera (prokaryotes), e.g. bacteria and blue green algae
- b. Protista (protozoans and protophyta), e.g. Amoeba, Euglena and Paramecium
- c. Fungi, e.g. mushroom and Rhizopus
- d. Plantae (plants) i. Thallophyta (e.g. Spirogyra)
- ii. Bryophyta (mosses and liveworts) e.g
- Brachmenium and Merchantia
- iii. Pteridophyta (ferns) e.g. Dryopteris
- iv. Spermatophyta (Gymnospermae and Angiospermae) - Gymnosperms e.g. Cycads and conifers
- - Angiosperms (monocots, e.g. maize; dicots, e.g. water leaf) v. Plants classified on the span of their life cycles
- e. Animalia (animals) Candid i. Invertebrates - coelenterate e.g. Hydra i. tra - Platyhelminthes flatworms e.g. Taenia ii. de - Nematoda (roundworms) i - Annelida e.g. earthworm iii. a - Arthropoda e.g. mosquito, cockroach, iv. cl housefly, bee, butterfly - Mollusca e.g. snails ii. Multicellular animals (vertebrates) v. tr - pisces (cartilaginous and bony fish) - Amphibia e.g. toads and frogs vi. d - Reptilia e.g. lizards, snakes and turtles - Aves (birds) - Mammalia (mammals)
Objectives — candidates should be able to:
- Analyse external features and characteristics of the listed organisms
- Apply the knowledge from (i) above to demonstrate increase in structural complexity
- Trace the stages in the life histories of the listed organisms
- Apply the knowledge of the life histories to demonstrate gradual transition from life in water to life on land
- Trace the evolution of the listed plants. ates should be able to: ce the advancement of the invertebrate animals. termine the economic importance of the nsects studied. ssess their values to the environment. assify plants into animals, biennials and perennials ace the advancement of multi-cellular animals. etermine their economic importance
3. Structural/functional and behavioural
Contents
- 3. Structural/functional and behavioural adaptations of organisms: a. adaptive colouration and its functions b. Behavioural adaptations in social animals c. Structural adaptations in organisms B: FORM AND FUNCTIONS TOPICS / CONTENTS / NOTES
Objectives — candidates should be able to:
- Describe how the various structures, functions and behaviour adapt these organisms to their environment, and way of life. ii.Categorize countershading in fish, toads, snakes and warning colouration in mushrooms
- Differentiate various castes in social insects like termites and their functions in their colony hive
- Account for basking in lizards, territorial behavour of other animals under unfavourable conditions (hibernation and aestivation). account for adaptation in organisms with respect to the following: - Obtaining food (beaks and legs of birds, mouthparts of insects, especially mosquito, butterfly and moth.) - Protection and defence (stick insects, praying mantis and toad). - Securing mates (redhead male and female Agama lizards, display of feathers by birds). - Regulating body temperature (skin, feathers and hairs) - Conserving water (spines in plants and scales in mammals)
4. Internal structure of a flowering plant
Contents
- 1. Internal structure of a flowering plant i. Root ii. Stem iii. Leaf b. Internal structure of a mammal
Objectives — candidates should be able to:
- Identify the transverse sections of these organs
- Relate the structure of these organs to their functions
- Identify supporting tissues in plants (collenchyma) sclerenchyma, xylem and phloem fibres)
- Describe the distribution of supporting tissues in roots, stem and leaf
- Examine the arrangement of the mammalian internal organs
- Describe the appearance and position of the digestive, reproductive and excretory organs
5. Nutrition
Contents
- 2. Nutrition a. Modes of nutrition i. Autotrophic ii. Heterotrophic b. Types of Nutrition c. Plant nutrition i. Photosynthesis ii. Chemosynthesis iii. Mineral requirements (macro and micro-nutrients) d. Animal nutrition i. Classes of food substances; carbohydrates, proteins, xi fats and oils, vitamins, mineral salts and water ii. Food tests (e.g. starch, reducing sugar, protein, oil, fat etc.) iii. The mammalian tooth (structures, types and functions) iv. Mammalian alimentary canal v. Nutrition process (ingestion, digestion, absorption, xi and assimilation of digested food). x xx Ca
Objectives — candidates should be able to:
- Compare autotrophic and heterotrophic modes of nutrition
- Provide examples from both flowering and non- flowering plants
- Compare the photosynthetic and chemosynthetic modes of nutrition
- Differentiate the following examples of heterotrophic feeding: - holozoic (sheep and man) - Parasitic (roundworm, tapeworm and Loranthus) - saprophytic (Rhizopus and mushroom) - carnivorous plants (sundew and bladderwort) - determine their nutritional value
- Differentiate the light and dark reactions, of photosynthesis
- Determine the necessity of light, carbon (IV) oxide and chlorophyll in photosynthesis
- Detect the presence of starch in a leaf as evidence of photosynthesis
- Identify macro-and micro-elements required by plants
- Recognise the deficiency symptoms of nitrogen, phosphorous and potassium
- Indicate the sources of the various classes of food
- Determine the nutritional value of food
- Relate the importance and deficiency (e.g., scurvy, rickets, kwashiorkor etc.) of each class of food
- Determine the importance of a balanced diet
- Detect the presence of a food type from the result of a given experiment
- Describe the structure of a typical mammalian tooth
- Differentiate the types of mammalian tooth and relate their structures to their functions
- Compare the dental formulae of man, sheep and dog
- Relate the structure of the various components of the alimentary canal and its accessory organs (liver, pancreas and gall bladder) to their functions
- Identify the general characteristics of digestive enzymes
- Associate enzymes with digestion of carbohydrates, proteins and fats and
- Determine the end products of these classes of food. ndidates should be able to
6. Transport i. determine the relationship between increase in size and
Contents
- 3. Transport a. Need for transportation b. Materials for transportation (Excretory products, gases, manufactured food, digested food, nutrient, water and hormones) c. Channels for transportation i. Mammalian circulatory system (heart, arteries, vein and capillaries) ii Plant vascular system (phloem and xylem) d. Media and processes of mechanism for transportation
Objectives — candidates should be able to:
- Determine the relationship between increase in size and complexity; and the need for the development of a transport system in plants and animals
- Determine the sources of materials and the forms in which they are transported
- Describe the general circulatory system
- Compare specific functions of the hepatic portal vein, the pulmonary vein and artery, aorta, the renal artery and vein
- Identify the organs of the plant vascular system
- Understand the specific functions of the phloem and xylem
- Identify media of transportation (e.g., cytoplasm, cell sap, body fluid, blood and lymph)
- State the composition and functions of blood and lymph
- Describe diffusion, osmosis, plasmolysis and turgidity as mechanisms of transportation in organisms
- Compare the various mechanisms of open circulatory systems in animal, transpiration pull, root pressure and active transport as mechanisms of transportation in plants
7. Respiration i. explain the significance of respiration;
Contents
- 4. Respiration a. Respiratory organs and surfaces b. The mechanism of gaseous exchange in: i. Plants ii. Animals c. Aerobic respiration d. Anaerobic respiration
Objectives — candidates should be able to:
- Explain the significance of respiration
- Describe a simplified outline of the chemical processes involved in glycolysis and Krebs cycle with reference to ATP production
- Deduce gaseous exchange and products, exchange and production of heat energy during respiration from experimental set up
- Describe the following respiratory organs and surfaces with organisms in which they occur; body surface, gill, trachea, lungs, stomata and lenticel
- Describe the mechanism for the opening and closing of the stomata
- Determine respiratory mechanisms in plants and animals
- Examine the role of oxygen in the liberation of energy for the activities of the living organisms
- Explain the effect of insufficient supply of oxygen to the muscles
- Use yeast cells and sugar solution to demonstrate the process of fermentation
- State the economic importance of yeasts
8. Excretion i. define the meaning and state the significance of excretion
Contents
- 5. Excretion a. Types of excretory structures: contractile vacuole, flame cell, nephridium, Malpighian tubule, kidney, stoma and lenticel
- b. Excretory mechanisms: i. Kidneys ii. lungs iii. skin c. Excretory products of plants
Objectives — candidates should be able to:
- Define the meaning and state the significance of excretion
- Relate the characteristics of each structure with functions
- Relate the structure of the kidneys to the excretory and osmo-regulatory functions
- Identify the functions and excretory products of the lungs and the skin
- Deduce the economic importance of the excretory products of plants e.g., carbon (IV) oxide, oxygen, tannins, resins, gums, mucilage, alkaloids etc
9. Support and movement i. determine the need for support and movement in
Contents
- 6. Support and movement a. Tropic, tactic, nastic and sleep movements in plants b. supporting tissues in animals c. Types and functions of the skeleton i. Exoskeleton ii. Endoskeleton iii. Functions of the skeleton in animals
Objectives — candidates should be able to:
- Determine the need for support and movement in organisms
- Identify supporting tissues in plants (collenchyma, sclerenchyma, xylem and phloem fibres)
- Describe the distribution of supporting tissues in root, stem and leaf
- Relate the response of plants to the stimuli of light, water, gravity and touch
- Identify the regions of growth in roots and shoots and the roles of auxins in tropism
- Relate the location of chitin, cartilage and bone to their supporting function
- Relate the structure and the general layout of the mammalian skeleton to their supportive, locomotive and respiratory function
- Differentiate types of joints using appropriate examples
- Apply the protective, supportive, locomotive and respiratory functions of the skeleton to the wellbeing of the animal
10. Reproduction
Contents
- 7. Reproduction a. Asexual reproduction i. Fission (e.g., Paramecium) ii. Budding (e.g., yeast) iii. Natural vegetative propagatio iv. Artificial vegetative propagat b. Sexual reproduction in flowering i. Floral parts and their function ii. Pollination and fertilization iii. products of sexual reproducti c. Reproduction in mammals i. Structures and functions of the reproductive organs ii. Fertilization and development
- (Fusion of gametes)
Objectives — candidates should be able to:
- Differentiate between asexual and sexual reproduction
- Apply natural vegetative propagation in crop production and multiplication
- Apply grafting, budding and layering in agricultural practices. n
- Relate parts of flower to their functions and reproductive ion process
- State the advantages of cross pollination. plants vi. deduce the different types of placentation that develop into s simple, aggregate, multiple and succulent fruits
- Differentiate between male and female reproductive organs. on viii. relate their structure and function to the production of offspring
- Describe the fusion of gametes as a process of fertilization. male and female
- Relate the effects of the mother’s health, nutrition and indiscriminate use of drugs on the developmental stages of the embryo up to birth
- Explain the modern methods of regulating reproduction on e.g., invitro fertilization and birth control
11. Growth
Contents
- 8. Growth a. Meaning of growth b. Germination of seeds and condition necessary for germination of seeds
Objectives — candidates should be able to:
- Apply the knowledge of the conditions necessary for germination on plant growth
- Differentiate between epigeal and hypogeal germination
12. Co-ordination and control
Contents
- 9. Co-ordination and control a. Nervous coordination: i. the components, structure and functions of the central nervous system ii. The components and functions of the peripheral nervous system iii. Mechanism of transmission of impulses iv. Reflex action b. The sense organs i. Skin (tactile) ii. Nose (olfactory) iii. Tongue (taste) iv. Eye (sight) v. Ear (auditory) c. Hormonal control i. animal hormonal system (Pituitary, thyroid, parathyroid, adrenal gland, pancreas, gonads) ii. Plant hormones (phytohormones) d. Homeostasis i. Body temperature regulation ii. Salt and water regulation C TOPICS / CONTENTS / NOTES
Objectives — candidates should be able to:
- Apply the knowledge of the structure and function of the central nervous system in the coordination of body functions in organisms
- Illustrate reflex actions such as blinking of the eyes, knee jerk etc
- Differentiate between reflex and voluntary actions as well as conditioned reflexes such as salivation, riding a bicycle and swimming
- Relate the listed sense organs with their functions
- Apply the knowledge of the structure and functions of these sense organs in detecting and correcting their defects
- State the location of the listed endocrine glands in animals
- Relate the hormone produced by each of these glands to their functions
- Examine the effects of various phytohormones (e.g., auxins, gibberellin, cytokinin, and ethylene) on growth, tropism, flowering, fruit ripening and leaf abscission
- Relate the function of hormones in homeostasis. : ECOLOGY OBJECTIVES
13. Factors affecting the distribution of
Contents
- 1. Factors affecting the distribution of Organisms i. Abiotic ii. Biotic
Objectives — candidates should be able to:
- Relate the effects of temperature; rainfall, relative humidity, wind speed and direction, altitude, salinity, turbidity, pH and edaphic (soil) conditions on the distribution of organisms
- Use appropriate equipment ( secchi disc, thermometer, rain gauge) to measure abiotic factors
- Describe how the activities of plants/animals (particularly human) affect the distribution of organisms
14. Symbiotic interactions of plants
Contents
- 2. Symbiotic interactions of plants and animals
- (a) Energy flow in the ecosystem: food chains, food webs and trophic levels
- (b) Nutrient cycling in nature
- i. carbon cycle ii. water cycle iii. Nitrogen cycle
Objectives — candidates should be able to:
- Determine appropriate examples of symbiosis, parasitism, saprophytism, commensalism, mutualism, amensalism, competition, predation and cooperation among organisms
- Explain the distribution of organisms with food chains and food webs in particular habitats
- Define chains and webs
- Describe the carbon cycle and its significance including the balance of atmospheric oxygen and carbon (IV) oxide and global warming
- Assess the effects of water cycle on other nutrient cycles
- Relate the roles of bacteria and leguminous plants in the cycling of nitrogen
15. Natural Habitats
Contents
- 3. Natural Habitats
- (a) Aquatic (e.g., ponds, streams, lakes, seashores and mangrove swamps)
- (b) Terrestrial/arboreal (e.g., tree-tops, abandoned farmland or a dry grassy (savanna) field, and burrow or hole
Objectives — candidates should be able to:
- Associate plants and animals with each of these habitats
- Relate adaptive features to the habitats in which organisms live
16. Local (Nigerian) Biomes
Contents
- 4. Local (Nigerian) Biomes a. Tropical rainforest b. Guinea savanna (southern and northern) c. Sudan Savanna d. Desert e. Highlands of montane forests and grasslands of the Obudu -, Jos -, Mambilla - Plateaus
Objectives — candidates should be able to:
- Locate biomes in regions
- Apply the knowledge of the features of the listed local biomes in determining the characteristics of different regions of Nigeria
17. The Ecology of Populations
Contents
- 5. The Ecology of Populations
- (a) Population density and overcrowding
- (b) Adaptation for survival i. Factors that bring about competition ii. Intra and inter-specific competition iii. Relationship between competition and succession
- (c) Factors affecting population sizes: i. Biotic (food, pest, disease, predation, competition and reproductive ability)
- ii. Abiotic (temperature, space, light, rainfall, topography, pressure, pH) etc
- (d) Ecological succession i. primary succession ii. secondary succession
Objectives — candidates should be able to:
- Determine the reasons for rapid changes in human population and the consequences of overcrowding
- Compute/calculate density as the number of organisms per unit area
- Relate increase in population, diseases, shortage of food and space with intra- and inter-specific competition
- Determine niche differentiation as a means of reducing intra-specific completion
- Relate competition to succession
- Deduce the effect of these factors on the size of population
- Determine the interactions between biotic and abiotic factors, (e.g. drought or scarcity of water which leads to food shortage and lack of space which causes increase in disease rates)
- Trace the sequence in succession to the climax stage of stability in plant population
18. SOIL
Contents
- 6. SOIL a. Characteristics of different types of soil (sandy, loamy, clayey) i. soil structure ii. porosity, capillarity and humus content b. Components of the soil i. inorganic ii. organic iii. soil organisms iv. soil air v. soil water c. Soil fertility i. loss of soil fertility ii. renewal and maintenance of soil fertility
Objectives — candidates should be able to:
- Identify physical properties of different soil types based on simple measurement of particle size, porosity or water retention ability
- Determine the amounts of air, water, humus and capillarity in different soil types experimentally
- Relate soil characteristics, types and components to the healthy growth of plants
- Relate such factors as loss of inorganic matter, compaction, leaching, erosion of the top soil and repeated cropping with one variety
- 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
19. Humans and Environment i. identify ecological conditions that favour the spread
Contents
- 7. Humans and Environment
- (a) Diseases
- (i) Common and endemic diseases ii. Easily transmissible diseases and disease syndrome such as: - poliomyelitis - cholera - tuberculosis - sexually transmitted disease/syndrome (gonorrhea, syphilis, AIDS, etc.) b. Drug abuse: i. Drug addiction ii. Commonly abused drugs iii. Prevention of drug abuse c. Pollution and its control
- (i) Sources, types, effects and methods of control
- (ii) Sanitation and sewage d. Conservation of Natural Resources e. Game reserves and National parks D: HEREDITY AND VARIATIONS
- (I) Variation In Population a. Morphological variations in the physical appearance of individuals
- (i) size (height and weight)
- (ii) Colour (skin, eye, hair, coat of animals, scales and feathers)
- (iii) Fingerprints b. Physiological variation
- (i) Ability to roll tongue
- (ii) Ability to taste phenylthiocarbamide (PTC)
- (iii) Blood groups c. Application of discontinuous variation in crime detection, blood transfusion and determination of paternity
Objectives — candidates should be able to:
- Identify ecological conditions that favour the spread of common endemic and potentially epidemic diseases e.g. malaria, meningitis, drancunculiasis, schistosomiasis, onchocerciasis, typhoid fever and cholera
- Relate the biology of the vector or agent of each disease with its spread and control
- Define drug abuse and addiction
- List the commonly abused drugs
- State the effects of drug abuse on human health
- Use the knowledge of the causative organisms, mode of transmission and symptoms of the listed diseases to their prevention - treatment - control
- Apply the principles of inoculation and vaccination on disease prevention
- Categorize pollution into air, water and soil
- Relate the effects of common pollutants to human health and environmental degradation
- Determine the methods by which each pollutant may be controlled
- Explain the importance of sanitation with emphasis on solid waste, sewage disposal, community health and personal hygiene
- 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
- 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
- Outline the benefits of conserving natural resources, prevention of desertification
- 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
- Identify and state the location and importance of game reserves and National parks in Nigeria
- Differentiate between continuous and discontinuous variations with examples
- Relate the role of environmental conditions, habitat and the genetic constitution to variation
- Measure heights and weights of pupils of the same age group
- Plot graphs of frequency distribution of the heights and weights
- Observe and record various colour patterns in some plants and animals
- Apply classification of fingerprints in identity detection
- Identify some specific examples of physiological variation among human population
- Categorize people according to their physiological variation
- Apply the knowledge of blood groups in blood transfusion and determination of paternity
- Use discontinuous variation in crime detection
20. Heredity
Contents
- 2. Heredity a) Inheritance of characters in organisms
- (i) Heritable characters
- (ii) Non-heritable characters b) Chromosomes – the basis of heredity
- (i) Structure
- (ii) Process of transmission of hereditary characters from parents to offsprings
- c) Probability in genetics and sex determination
- d) Application of the principles of heredity in: i) Agriculture
- (ii) Medicine e) Sex – linked characters e.g. baldness, haemophilia, colour blindness, etc
Objectives — candidates should be able to:
- Determine heritable and non-heritable characters with examples
- Illustrate simple structure of DNA
- Illustrate segregation of genes at meiosis and recombination of genes at fertilization to account for the process of transmission of characters from parents to offsprings
- Deduce that segregation of genes occurs during gamete formation and that recombination of genes at fertilization is random in nature
- Analyze data on cross-breeding experiments
- Apply the principles of heredity in the production of new varieties of crops and livestock through cross- breeding
- Deduce advantages and disadvantages of out- breeding and in-breeding
- Analyze elementarily the contentious issues of genetically modified organisms (GMO) and gene therapy and biosafety
- Apply the knowledge of heredity in marriage counselling with particular reference to blood grouping, sickle-cell anaemia and the Rhesus factors
- Describe the significance of using recombinant DNA materials in the production of important medical products such as insulin, interferon and enzymes
- Identify characters that are sex linked
21. Biotechnology
Contents
- 3. Biotechnology a) Application of Biotechnology in
- (i) Agriculture
- (ii) Medicine
- (iii) Pharmaceuticals, and
- (iv) Food industry E: EVOLUTION TOPICS / CONTENTS / NOTES
Objectives — candidates should be able to:
- Define biotechnology
- List some applications in agriculture, medicine, pharmaceutical and food industries OBJECTIVES
22. Theories of evolution
Contents
- 1. Theories of evolution a) Lamarck’s theory b) Darwin’s theory c) organic theory
Objectives — candidates should be able to:
- Relate organic evolution as the sum total of all adaptive changes that have taken place over a long period of time resulting in the diversity of forms, structures and functions among organisms
- Explain the contributions of Lamarck and Darwin to the theory of evolution
- State the evidences in support of organic evolution
23. Evidence of evolution iv. mention the evidences for evolution such as
Contents
- 2. Evidence of evolution
Objectives — candidates should be able to:
- Mention the evidences for evolution such as fossil records, comparative anatomy, physiology and embryology. trace evolutionary trends in plants and animals
- State the evidence of modern evolutionary theories such as genetic studies and the role of mutation
Recommended texts for JAMB Biology
These are the recommended textbooks listed in the official JAMB Biology syllabus. You do not need every book — one solid, complete text that follows the syllabus, paired with past-question practice, is enough.
- 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
- Ogunniyi M.B. Adebisi A.A. and Okojie J.A. (2000) Biology for Senior Secondary Schools: Books 1 – 3, Macmillan
- Ramalingam, S.T. (2018) Modern Biology, SS Science Series. New Edition, AFP
- 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
- Idodo – Umeh, G (2015) College Biology. Idodo – Umeh Publishers Ltd.
- Micheal, M.C. (2018) Essential Biology for Senior Secondary Schools. TONAD Publishers Ltd.
Recommended next steps
All subjects · Subject combination checker · JAMB information · CBT practice
Frequently asked questions
What is the JAMB Biology syllabus for 2026/2027?
The JAMB Biology syllabus for the 2026/2027 UTME is the official document that lists every topic, objective and recommended text you will be examined on. It is organised into broad areas: the variety of organisms; form and functions; ecology; heredity and evolution; and the relevance of Biology to agriculture, health and industry. Every question in the Biology paper is drawn from this syllabus, so studying any topic outside it is a waste of time. The complete, up-to-date syllabus is reproduced in full on this page.
What are the areas of concentration for JAMB Biology?
The areas of concentration are the sections and high-frequency topics the UTME focuses on. Cell biology, nutrition, transport, respiration, reproduction, ecology and genetics are examined most — learn labelled diagrams (cell, heart, digestive and reproductive systems) and understand processes rather than memorising lists. Concentrate your revision on these areas first, then cover the rest of the syllabus — and practise past-question-style questions on each area so you recognise how they are tested.
How many questions does JAMB set in Biology?
JAMB sets 40 multiple-choice questions in Biology, worth 100 marks. Only Use of English has more (60 questions). Across your four subjects the UTME totals 180 questions and 400 marks.
How long is the JAMB exam and how much time per Biology question?
The whole UTME lasts two hours (120 minutes) for all four subjects combined — roughly 40 seconds per question. Answer the questions you know quickly, flag the harder ones, and return to them. There is no negative marking, so never leave any question unanswered.
Is Biology compulsory in JAMB?
Use of English is the only universally compulsory subject, but Biology is required for Medicine, Nursing, Pharmacy, the biological sciences and agriculture, so most health and life-science candidates take it.
What are the hot topics or most repeated topics in JAMB Biology?
While JAMB does not publish a 'hot topics' list, the syllabus changes little year to year, so the same high-frequency topics recur. Cell biology, nutrition, transport, respiration, reproduction, ecology and genetics are examined most — learn labelled diagrams (cell, heart, digestive and reproductive systems) and understand processes rather than memorising lists. Studying strictly by the syllabus and practising many questions per topic is the reliable way to prepare — never rely on 'expo' or leaked questions, which are scams and can cost you your result.
What are the recommended textbooks for JAMB Biology?
The official syllabus recommends standard texts: Modern Biology (Ramalingam), College Biology (Idodo-Umeh) and Essential Biology (M.C. Michael). You do not need every book — one complete, syllabus-aligned textbook plus consistent past-question practice is enough. See the full recommended-texts list below.
Can I download the JAMB Biology syllabus PDF for free?
JAMB publishes the official syllabus free on the IBASS portal at jamb.gov.ng (Quick Links → Syllabus System). Rather than a static PDF, this page reproduces the complete Biology syllabus for 2026/2027 — every section, topic and recommended text — so you can study it on any phone, with progress tracking and practice built in. Always confirm the current syllabus on the official portal.
Does the JAMB Biology syllabus change every year?
No — the core topics stay largely the same from year to year because the subject content does not change. The only occasional changes are to prescribed texts in a few subjects. Always check the official syllabus at the start of your preparation to confirm nothing in your subjects has been updated.
Is there negative marking in JAMB Biology?
No. JAMB does not use negative marking, so a wrong answer simply scores zero — there is no penalty. This means you should attempt every one of the 40 questions, even where you have to make an educated guess near the end of the time.
How do I study the JAMB Biology syllabus effectively?
Turn the syllabus into a checklist: study one topic, then immediately practise questions on it so it sticks; give the most time to the areas of concentration that carry the most topics; use one recommended textbook rather than many; and practise past-question-style questions under timed conditions to build speed. Track each topic on this page from Not started to Mastered so you always know what is left.
How can I practise JAMB Biology questions on Belmadeng?
Belmadeng offers free, timed CBT practice with worked explanations. Study a topic here, then test yourself — your weak topics are highlighted afterwards so you know exactly what to revise. Explore CBT practice to prepare the way the real Computer-Based Test works.
Source: official JAMB UTME Biology syllabus (IBASS, jamb.gov.ng). Reproduced for study use. Last checked: 17 Sept 2026. Belmadeng is not affiliated with JAMB — always confirm the current syllabus on the official portal.
Courses that require Biology in JAMB
Biology is part of the UTME subject combination for 46+ popular courses. If you’re studying Biology, these are the courses it can lead to:
Commonly required for
… and 20 more. See all courses →
Also accepted for (as an optional subject)
Requirements vary by institution — always confirm your exact course in the subject combinations hub and the official JAMB brochure.
Related JAMB subjects
Candidates studying Biology often study these subjects alongside it. Each links to its full official syllabus and free CBT practice: