BOTSWANA SENIOR SECONDARY ASSESSMENT SYLLABUS
FOR SCIENCE: BIOLOGY
BECOMES EFFECTIVE FOR EXAMINATION IN 2009
i
TABLE OF CONTENTS
Section
Page
TABLE OF CONTENTS ........................................................................................................................................ I
FOREWORD ............................................................................................. ERROR! BOOKMARK NOT DEFINED.
ACKNOWLEDGEMENTS............................................................................................................................ II
1.
INTRODUCTION ..................................................................................................................................1
2.
AIMS ......................................................................................................................................................2
3.
ASSESSMENT OBJECTIVES ............................................................................................................3
4.
SCHEME OF ASSESSMENT ..............................................................................................................5
5.
CONTENT .............................................................................................................................................7
6.
ASSESSMENT OF PRACTICAL SKILLS ........................................................................................27
7.
GRADE DESCRIPTORS ...................................................................................................................31
8.
APPENDIOCES ..................................................................................................................................33
A.
B.
C.
D.
MATHEMATICAL SKILLS .......................................................................................................................... 33
PHYSICAL QUANTITIES, SYMBOLS AND UNITS ...................................................................................... 34
GLOSSARY OF TERMS............................................................................................................................ 35
PRESENTATION OF DATA ....................................................................................................................... 37
ii
FOREWORD
The Botswana Examinations Council
is pleased to authorise the publication
of this revised assessment Syllabus
for the senior secondary programme.
It marks a watershed in the
development of the public education
system in Botswana and signals
another milestone of progress in
fulfilment of the goals set by the
Revised National Policy on Education,
Government Paper No. 2 of 1994.
In pursuit of the above principles, the
examination
emphasises
the
assessment of students across a
broad ability range and different levels
of achievement. It also calls for the
demonstration of what each candidate
knows, understands and can do.
It is important then that we value the
student’s own experiences, build upon
what they know and reward them for
positive achievement. At the same
time, we must be prepared to offer
them guidance and counselling at all
levels; assist them to make the best
decisions in keeping with their own
interests, career prospects and ability.
In that way we shall prevail in nurturing
at the roots of our system, the national
ideals of democracy, development,
self-reliance,
unity
and
social
harmony.
The purpose of this revised syllabus is
to further guide schools, teachers and
other educational institutions on what
will be assessed in the subject area
and how the assessment will be
carried out for certification of students
completing the course. The syllabus,
therefore, should be used as a source
of information on the examination.
Critical to the success of the
secondary education programme, is
the recognition of individual talents,
needs and learning styles of students.
Hence, the role of teachers in the
classrooms has to adapt to the
changed environment. They must be
able managers, facilitators, and
proficient in planning and directing a
variety of learning activities. They
should be conscious of the need for
the students to be accountable and
responsible for their own learning to
some extent. They must also take into
account the widening different levels
of achievement which they aspire to.
This implies active participation by
both students and teachers, the
creation of rich and diverse learning
environments and the use of relevant
assessment procedures to monitor the
development of each learner.
This syllabus document is the
outcome of a great deal of
professional
consultation
and
collaboration.
On behalf of the
Botswana Examinations Council, I
wish to record my appreciation for the
input received from Cambridge
International Examinations and thank
sincerely all those who contributed to
and were involved in the production of
this syllabus.
Dr. S Moahi
Executive Secretary
Botswana Examinations Council
iii
ACKNOWLEDGEMENTS
The Botswana Examinations Council would like to acknowledge the original Task
Force Members and officers from the Ministry of Education and Skills Development
who contributed to the development of the Science: Biology Assessment Syllabus.
The syllabus was revised to incorporate the coursework component that was not in
the original document. The Council would also like to acknowledge the technical
support provided by the University of Cambridge Local Examination Syndicate
(UCLES) in production of the syllabus as well as the revision of the Scheme of
Assessment section.
Mr O.D. Gotsileng
Mr D. Rantabe
Mrs N. Tau
Mr S.T.C. Kgaodi
Mrs T. Sethibe
Mr A. Ntuma
Mrs C. Mudongo
Ms. K. Chalebgwa
Mrs T. Madema
Mrs N. Brown
Mrs S. Makgothi
Tonota College of Education
Teacher Training and Development
Kgari Sechele Senior Secondary School
Moeding College
Ledumang Senior Secondary School
Department of Non-Formal Education
Examinations, Research and Testing Division
Regional Inservice Office (Tlokweng)
Examinations, Research and Testing Division
Motswedi Community Junior Secondary School
Curriculum Development Division
ii
1.
INTRODUCTION
As part of the Botswana Senior Secondary Education Programme, this Biology Assessment
Syllabus is designed to assess candidates who have completed a two-year course based on
the Senior Secondary School Biology Teaching Syllabus.
This syllabus aims to assess positive achievement at all levels and candidates will be
assessed in ways that encourage them to show what they know, understand and can do.
Candidates will be assessed on either the core syllabus or the extended syllabus. Both the
core syllabus and the extended syllabus are examined by two written papers and course
work. The papers are described in the Scheme of Assessment.
This syllabus leads to the separate, pure Science award: Biology.
Candidates who have been entered for assessment on this syllabus may not be entered for
Senior Secondary School Science: Single Award, Science: Double Award or Human and
Social Biology.
This syllabus should be read in conjunction with:
(a)
the BSSSC Biology Teaching Syllabus;
(b)
the specimen question papers and marking schemes.
Syllabus-specific requirements and any further information are given in the Appendices.
1
2.
AIMS
Candidates following this syllabus should acquire and develop:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
an appreciation and an enjoyment of Biology and Biology -related work in improving
the quality of life;
skills to assist them in solving technical and technological problems as they relate to
day-to-day life situations;
abilities and skills that are relevant to the study, safe practice and application of
Biology;
an understanding of the applications of Biology and of the technological, economic,
ethical and social implications of these;
an understanding of the significance of information and communication technology in
day-to-day life situations and the world of work;
desirable habits and behavioural patterns in interacting with the environment in a
manner that is protecting, preserving, developmental and nurturing;
knowledge, attitudes and practices that will promote the awareness of practices that
prepare them for a productive life;
positive attitudes, such as open-mindedness, inventiveness, concern for accuracy
and precision, objectivity, integrity and initiative towards Biology skills;
confidence as citizens, with desirable attitudes and behavioural patterns necessary
in interacting with a technologically changing world that is protective to the
environment;
an understanding of the key concepts and principles of science as experienced in
everyday life;
an awareness that the applications of science may be both beneficial and
detrimental to the individual, the community and the environment.
As far as possible, the Aims will be reflected in the Assessment Objectives, however, some
Aims cannot readily be assessed.
2
3.
ASSESSMENT OBJECTIVES
The three assessment objectives in Biology are:
A
Knowledge with understanding
B
Handling information and solving problems
C
Experimental skills and investigations.
A description of each assessment objective follows.
A
KNOWLEDGE WITH UNDERSTANDING
Candidate should be able to demonstrate knowledge and understanding of:
1
2
3
4
the concepts, laws, theories and principles of Biology;
the vocabulary, terminology, conventions of Biology, including symbols, quantities and
units;
applications of Biology and of their technological, economic, environmental and social
implications;
the significance of information and communication technology in the day-to-day life and
in the world of work.
Questions assessing these objectives will often begin with words such as define, state,
describe, outline, etc.
B
HANDLING INFORMATION AND SOLVING PROBLEMS
Candidates should be able to:
1
2
3
4
5
6
solve problems as they relate to day-to-day life, including some of a quantitative nature;
use information to identify patterns, report trends, draw inferences, make predictions
and propose hypotheses;
locate, select, organise and present information from a variety of sources;
translate information from one form to another;
manipulate numerical and other data;
present explanations for phenomena, patterns and relationships.
Question assessing these objectives may contain information which is unfamiliar to
candidates. In answering such questions, candidates are required to take principles and
concepts in the syllabus and apply them to the situations described in the questions.
Questions assessing these objectives will often begin with works such as discuss, predict,
suggest, calculate, determine, etc.
3
C
EXPERIMENTAL SKILLS AND INVESTIGATIONS.
Candidates should be able to:
1 follow a sequence of instructions;
2 use appropriate techniques, apparatus and materials
3 handle instruments, apparatus and materials safely;
4 make and record observations, measurements and estimates;
5 interpret and evaluate observations and data;
6 plan investigations and/or evaluate methods and suggest possible improvements;
7 convert acquired skills into creative innovations;
8 apply knowledge and draw conclusions.
SPECIFICATION GRID
Assessment Objective
Weighting
50% (not more than 25%
recall)
B Handling Information and Problem Solving 30%
A Knowledge with understanding
20%
C Experimental Skills and Investigations
4
4.
SCHEME OF ASSESSMENT
Candidates may be assessed on the core syllabus or the extended syllabus.
candidates must enter for three Papers.
All
Core Syllabus:
Candidates will sit two written papers (Papers 1 and 2) and one practical skills assessment
(Papers 4, 5 or 6). Candidates will be graded on a scale C – G. Candidates failing to
achieve grade G will be unclassified (U) and no grade will appear on the certificate.
Extended Syllabus:
Candidates will sit two written papers (Papers 1 and 3) and one practical skills assessment
(Papers 4, 5 or 6 ). Candidates will be graded on a scale A* – G. Candidates failing to
achieve grade G will be unclassified (U) and no grade will appear on the certificate.
All candidates in Government Schools must take Paper 6 (School-Based Assessment of
Practical Skills) except in those schools which have been granted exemption by the
Botswana Examinations Council. Private candidates and candidates in Private Schools
must take Paper 5 (Alternative Paper to Practical)
CORE SYLLABUS
Grades C to G available
EXTENDED SYLLABUS
Grades A* to G available
Paper 1 (50 minutes) A compulsory paper taken by all candidates.
A multiple-choice paper consisting of 40 items each with 4 options.
The questions will be based on the Core syllabus, will be of a difficulty appropriate to
grades C to G, and will test skills mainly in Assessment Objectives A and B.
The paper will be weighted at 30% of the total final available marks.
Either:
Or:
Paper 2 (1 hour 15 minutes)
Paper 3 (1 hour 15 minutes)
This paper is taken only by candidates This paper is taken only by candidates who
who are entered for the Core option.
are entered for the Extended option.
The paper consists of short-answer and The paper consists of short-answer and
structured questions based on the Core structured questions designed to discriminate
curriculum. The difficulty of the questions between grades A* to D. The questions will
will be appropriate to Grades C to G, and test skills mainly in Assessment Objectives A
will test skills mainly in Assessment and B.
Objectives A and B.
About 20% of the marks available will be
The total mark for the paper will be 70, and based on the Core curriculum and the
the paper will be weighted at 50% of the remainder on the Extended curriculum.
total final available marks.
Practical Assessment A compulsory component taken by all candidates.
The purpose of this component is to test appropriate skills in Assessment Objective C.
Candidates will not be required to use knowledge outside the Core curriculum.
Candidates must be entered for one of the following components:
Paper 4
Practical Test (1 hour 15 minutes) with questions covering experimental and
observational skills. The total mark of the paper is 40.
Paper 5
Alternative to Practical (1 Hour). This is a written paper designed to test
familiarity with laboratory procedures. The total mark for the paper will be 40.
5
Paper 6
Coursework (School-based assessment of Practical Skills). The total mark for
the paper will be 48. This component is compulsory for all candidates in fulltime attendance at Government Schools.
The practical assessment will be weighted at 20% of the total final available marks.
Availability of Practical Components
(a)
Paper 4 will be available only in Government Schools which have been granted
exemption on Paper 6 by the Botswana Examinations Council. After year 2010,
Paper 4 will no longer be available.
(b)
Paper 5 is available only to Private Candidates and to candidates in Private Schools.
The component is not available to candidates who are in full-time attendance at
Government Schools.
(c)
Once a Government School has adopted Paper 6 (Coursework), this component will
be compulsory for all candidates in full-time attendance at the school. For Schools
where there are candidates with Special needs, please liaise with the Botswana
Examinations Council on how they can be assessed.
Weighting of Papers
Weighting (%)
Core
Extended
Paper 1 Multiple Choice
30%
30%
Paper 2
50%
Paper 3
Papers 5 and 6
50%
20%
6
20%
5.
CONTENT
The syllabus content is arranged in four columns:
(a)
(b)
(c)
(d)
Topics
General Learning Objectives
Specific Learning Objectives: Core
Specific Learning Objectives: Extended
(a) Topics, in the first column, are those strands of the subject which candidates should
have studied
(b) Each topic is then defined in the second column in terms of General Learning
Objectives – knowledge, understanding and skills on which candidates may be
assessed.
(c) The Specific Learning Objectives: Core in the third column lists the content for
candidates following the core syllabus.
(d) The Specific Learning Objectives: Extended in the fourth column lists the
additional content for candidates following in the extended syllabus.
Thus, once a topic has been identified in the first column, the second, third and fourth
columns show, in increasing detail, what aspects of that likely tom be assessed.
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Skills For Biological Investigations
Topics
(Through out the
course learners
should be given
opportunities to
perform these
skills)
ORE
Specific Objectives
- follow a sequence of instructions
- understand the working principles of
commonly used instruments e.g. microscope
- identify apparatus and materials useful for
biological activities
- practise appropriate safety procedures
- apply appropriate techniques in manipulating
laboratory equipment and materials
- make observations using the senses
General Objectives
apply basic skills for
biological investigations:• using and organising
apparatus and
materials:
• applying basic process
skills to problem solving
•
collecting data
-
identify a problem
plan for an investigation
generate hypotheses to solve a problem
carry out an investigation
-
collect qualitative and quantitative data
measure and make estimations
accurately record observations
make biological drawings as a record of
observations
record data using tables, charts and graphs
•
handling experimental
observations and data
-
8
predict outcome of an event based upon
previous observations
identify trends or patterns in data presented
in tables, charts, graphs
interpret trends or patterns to draw
conclusions
interpolate or extrapolate conclusions when
given appropriate data
identify conditions which cause or influence
change
control variables
distinguish among independent and
dependent variables
draw conclusions
comment, recognise anomalies and make
modifications
describe orally and in writing a sequence of
events occurring in an experiment or
investigation
Topics
CORE
EXTENDED
General Objectives
Specific Objectives
Specific Objectives
Candidates should be able to:
Candidates should be able to
Candidates should be able to
1.1.1 acquire knowledge and
understanding of plant and
animal cells
- identify different parts of plant and animal cells
- state the functions of the mitochondrion,
nucleus, and ribosomes
1.0 Cell processes
and maintenance
1.1 Cell Structure
- identify from fresh preparations or diagrams or on
photomicrographs cell surface membrane,
cytoplasm, cell organelles: mitochondria, nucleus
and ribosomes of an animal cell
- identify from fresh preparations and diagrams or
on photomicrographs the cell wall, cell surface
membrane, sap vacuole, cytoplasm nucleus,
chloroplasts, mitochondria and ribosomes of a
plant cell
- state the functions of the cell surface membrane
and nucleus of an animal cell
- examine under the microscope an animal cell
(including protozoan) and a plant cell (including
moss or onion epidermis) using appropriate
staining techniques.
1.2 Cell
specialisation
1.2.1 acquire knowledge on
cell specialisation and
organisation.
- define tissue, organ, system, and organism.
1.3 Movement of
substances in
and out of cells
1.3.1 acquire knowledge and
understanding of the process
of diffusion.
- define diffusion as movement of molecules from a
region where they are at a higher concentration to
a region where they are at a lower concentration
i.e. down a concentration gradient.
- examine under a microscope sections of tissues
from any locally available plant and animal
material
- demonstrate diffusion in gases and liquids.
8
- describe the relationship between cell
structure and function using specialised
animal cell and specialised plant cell as
examples
- describe how concentration gradient, particle
size and temperature affect diffusion rate.
1.3.2 acquire knowledge and
understanding of the process
of osmosis and its role in living
things.
- define osmosis (a special form of diffusion) as
movement of water molecules from a region
where they are at a higher concentration to a
region where they are at a lower concentration
through a partially permeable membrane.
- state that osmosis is a special form of diffusion
- describe the effect of concentration gradient in
the uptake of water by plants.
- describe the effect of osmosis on plant tissues, in
terms of flaccid cells, turgid cells, wilting and
plasmolysis
- describe the effect of osmosis on animal tissues
[refer to bursting and shrinking ].
- conduct experiments using solutions of varying
concentration to demonstrate the process of
osmosis.
1.3.3 acquire knowledge and
understanding of the process
of active and passive transport
in living things.
- define active transport as an energy
consuming process in which substances are
transferred against their concentration
gradient.
- define passive transport as a non-energy
consuming process in which substances are
transferred down their concentration gradient.
- distinguish active transport from osmosis and
diffusion, which are passive processes.
9
Topic
CORE
EXTENDED
General Objectives
Specific Objectives
Specific Objectives
Learners should
Learners should
Learners should
2. Transport and
circulation
2.1 Transport in
flowering plants
acquire knowledge and
understanding of the
process of transport in
plants.
- describe the structure and function of root
hairs in relation to their surface area, and to
water and ion uptake.
- describe absorption of mineral ions in terms of
active transport.
- conduct experiments using dyes (stains) to
identify vascular tissues in cross sections and
vertical sections of stems, roots and leaves of
herbaceous dicotyledons and monocotyledons.
- state the structure and functions of vascular
tissues ( xylem vessels and phloem tissues )
- describe absorption of water in terms of
diffusion and osmosis.
2.2 Transpiration
and translocation
acquire knowledge and
understanding of the
process of transpiration and
translocation
- define transpiration as loss of water vapour
from stomata
- discuss how transpiration is related to cell structure,
stomata and intercellular air spaces
- investigate the effect of temperature, humidity,
light intensity and wind on the rate of
transpiration.
- describe transpiration stream as a process of
water movement through xylem vessels.
- define translocation as transport of organic
materials through the phloem
2.3 Mammalian
Circulatory
System
acquire knowledge and
understanding of the role of
the mammalian circulatory
system.
- explain why multicellular animals need a
circulatory system.
- describe the circulatory system as a system of
tubes (blood vessels) with a pump (heart) and
valves to ensure one-way flow of blood.
- describe the dual circulation as consisting of
pulmonary and systemic circuits.
- name the main blood vessels to and from the
10
- discuss the difference between the two circuits
(pulmonary and systemic) in terms of pressure,
direction of blood flow and quality of blood.
heart, lungs, liver, and kidney.
- describe the structure and function of the heart
.
- compare and contrast the structure and
function of arteries, veins and capillaries.
- locate pulse points and count the pulse rate
- investigate the effect of physical activity on
pulse rate.
- describe coronary heart disease in terms of
the occlusion of coronary arteries
- discuss possible causes of coronary heart
diseases (diet, stress, smoking)
- discuss preventative measures of coronary
heart diseases
2.4 Blood
acquire knowledge on the
different components of
blood and their functions.
- list the components of blood as red blood cells,
white blood cells, platelets, and plasma
- identify red and white blood cells as seen in
diagrams and/or photomicrographs.
- describe the functions of blood:
red blood cells - haemoglobin and oxygen
transport; white blood cells - phagocytosis,
antibody formation and tissue rejection;
platelets - fibrinogen to fibrin causing clotting;
plasma - transport of blood cells , ions, end
products of digestion, hormones, carbon
dioxide, urea, vitamins, plasma proteins.
- describe the transfer of materials between
capillaries and tissue fluid.
- discuss common blood-related diseases
including HIV/AIDS, malaria, leukaemia, and
anaemia.
- discuss how the blood-related diseases can be
prevented.
- explain why immunity often results after an
11
infection or a vaccination.
- explain why some people do not become
immune to some diseases.
2.5 Blood groups
acquire knowledge and
understanding of blood
groups and blood
transfusions.
- describe the four blood groups (A, B, AB, O) in
terms of antigens.
- discuss blood transfusions in terms of donors and
recipients.
3.0 Nutrition
3.1 Modes of
nutrition
appreciate different ways of
how organisms obtain their
nutrients.
- describe autotrophic and heterotrophic modes
of nutrition.
3.2 Leaf structure
acquire knowledge and
understanding of the
structure and functions of a
leaf
- identify and label the cellular and tissue
structure of a dicotyledonous leaf, as seen in
cross section under the microscope.
- describe the significance of the cellular and tissue
structures of a dicotyledon leaf in terms of:
distribution of chloroplasts - photosynthesis;
stomata and mesophyll cells - gaseous exchange;
vascular bundles transport
3.3 Plant nutrition
acquire knowledge and
understanding of nutrition in
plants
- define photosynthesis
- discuss the effect of varying light intensity, carbon
dioxide concentration and temperature on the rate
of photosynthesis (e.g. in submerged aquatic
plants).
- state both the word and symbol equation for
photosynthesis.
- describe the intake of carbon dioxide and
water by plants, the trapping of light energy by
chlorophyll, the conversion of light energy into
chemical energy, the formation of
carbohydrates, their subsequent storage, and
the release of oxygen.
- investigate the necessity for chlorophyll, light
and carbon dioxide for photosynthesis.
3.4 Mineral
nutrition
understand the need for
mineral nutrients in plants.
- state the importance of nitrogen-containing
ions for protein synthesis and magnesium ions
for chlorophyll synthesis.
- investigate the effect of nitrogen deprivation on
plant growth.
12
3.5 Animal
nutrition
appreciate how diet relates
to energy intake.
- define balanced diet
3.6 Enzymes
acquire knowledge and
understanding of enzymes
- define the term enzyme
- explain why diet, especially energy intake,
should be related to age and physical activity
of an individual.
- discuss the importance of enzymes in anabolic
and catabolic reactions.
- describe intra-cellular and extra-cellular
enzymes.
- investigate the catalytic effect of enzymes
- investigate and describe the effect of
temperature and/or pH on enzyme activity.
3.7 Food tests
3.8 Human
alimentary canal
acquire knowledge on the
procedure of carrying out
food tests.
- carry out food tests.
acquire knowledge on parts
and functions of the human
alimentary canal
- using diagrams and models, identify the main
regions of the alimentary canal and the
associated organs: mouth, salivary glands,
oesophagus, stomach, duodenum, pancreas,
gall bladder, liver, ileum, colon, rectum and
anus.
- describe tests for starch (iodine solution),
reducing sugars (Benedict’s solution), protein
(biuret test) and fats (ethanol)
- describe the main functions of the identified
parts of the alimentary canal in relation to
ingestion, digestion, absorption, assimilation
and egestion of food, as appropriate.
- state the reason why most food must be
digested
3.9 Digestion
acquire knowledge on the
physical and chemical
processes of digestion
- describe chewing and peristalsis
- describe chemical digestion in the alimentary
canal, the function of typical amylase, protease
and lipase in digestion
- investigate the action of amylase on starch.
13
3.10 Absorption
and assimilation
acquire knowledge on the
absorption process and
some possible uses of the
end-products of digestion.
- describe absorption and assimilation.
- describe the significance of villi in increasing
the internal surface area
- describe the significance of villi in increasing
the internal surface area
- state the function of the hepatic portal vein as
the route taken by most of the food absorbed
from the small intestines.
- state that large molecules are synthesised
from smaller basic units: glycogen from simple
sugars; proteins from amino acids; lipids (fats
and oils) from glycerol and fatty acids
- state the role of the liver in the metabolism of
glucose, as a storage organ, deamination and
detoxification.
- list the chemical elements which make up:
carbohydrates, fats and proteins
4. Respiration
4.1 Respiration
acquire knowledge and
understanding of respiration
- define respiration as the release of energy
from food substances in all living cells.
4.2 Aerobic
respiration
acquire knowledge and
understanding of aerobic
respiration
- define aerobic respiration as the release of a
relatively large amount of energy by the break
down of food substances in the presence of
oxygen.
- state the equation for aerobic respiration,
using words and symbols.
- describe the uses of energy in the body of
humans including muscle contraction, cell
division, growth, protein synthesis, active
transport, transmission of nerve impulses and
maintenance of constant temperature.
4.3 Anaerobic
respiration
acquire knowledge and
understanding of anaerobic
respiration
- define anaerobic respiration as the release of
a relatively small amount of energy by the
break down of food substances in absence of
14
- describe the production of lactic acid in muscles
during exercise.
oxygen.
- state the equation for anaerobic respiration in
plants and animals using words and symbols.
- describe fermentation process as a form of
anaerobic respiration
- demonstrate the release of energy through
anaerobic respiration using yeast.
4.4 Gaseous
exchange in man
acquire knowledge and
understanding of the
process of breathing
- describe the role of the exchange surface of
the alveoli in gaseous exchange.
- describe the role of the diaphragm, ribs and
intercostal muscles in breathing.
- investigate the effect of physical activity on the
rate and depth of breathing.
- identify on diagrams and name the larynx,
trachea, bronchi, bronchioles, alveoli and
associated capillaries.
- describe the effects of tobacco smoke and its
major toxic components (nicotine, tar and
carbon monoxide) on health: strong
association with bronchitis, emphysema, lung
cancer and heart disease, and the association
between smoking during pregnancy and
reduced birth weight
5.0 Excretion
5.1 Excretory
system and waste
products
- acquire knowledge and
understanding of the
importance of removing
waste from the body.
- define excretion as the removal of toxic
materials and waste products of metabolism
from organisms.
- describe dialysis in kidney machines as the
diffusion of waste products and salts (small
molecules) through membrane.
- identify parts of the urinary system: kidneys,
ureter, bladder, urethra
- describe the structure and function of the nephron
(ultrafiltration, selective reabsorption, urine
formation)
- describe the functions of kidneys, ureter,
bladder and urethra
- describe the removal of water and urea
through the kidneys
- draw and label a cross section of a
mammalian kidney
15
CORE
EXTENDED
General Objectives
Specific Objectives
Specific Objectives
Learners should
Learners should
Learners should
6.1 Sense
organs/receptors
acquire knowledge of the
different organs that are
irritated by environmental
stimuli
- discuss the principle of detecting change in the
environment and responding to it.
6.2 The eye
Understand how the eye
works to bring about vision
of objects
- describe the gross structure of the eye as seen
in front view and in longitudinal section
Topic
6. Co-ordination
and Response
- draw and label a cross section of the eye
- describe the pupil reflex in response to bright
and dim light
- discuss how the eye produces a focused image
of near and distance objects (accommodation)
6.3 The nervous
system
gain knowledge of
functional parts of the
nervous system and their
relationship
- discuss the relationship of sensory (receptor)
cells, sense organs and the effector organs
- describe the functions of a sensory neurone, a
motor neurone and a relay neurone.
- draw a labelled diagram of a sensory neurone,
a motor neurone and a relay neurone
appreciate how a reflex
action occurs
- demonstrate and describe a reflex action
- describe, with the aid of a labelled diagram, a
reflex arc.
- measure and explain reaction time
6.4 The central
nervous system
understand the general
function of the central
nervous system
- identify and label on diagrams of the human
central nervous system i.e. cerebrum,
cerebellum, pituitary gland, hypothalamus,
medulla and spinal cord.
16
- describe the functions of cerebrum, cerebellum,
pituitary gland, hypothalamus, medulla and spinal
cord.
6.5 Hormonal coCoordination
- understand and
appreciate the function of
hormones in body coordination.
- identify and label on diagram the endocrine
glands of the human body
- define a hormone as a chemical substance,
produced by a gland, carried by the blood,
which alters the activity of one or more specific
target organs and is then destroyed by the liver
- distinguish between exocrine and endocrine gland
- compare and contrast the nervous and endocrine
systems
- explain the concept of negative feedback.
- name the hormones produced by the glands in
the body
- discuss the functions of insulin, glucagon,
adrenaline, oestrogen, and testosterone
hormones.
6.6 Tropism
acquire knowledge of the
role of hormones in tropic
responses of plants
- define geotropism as the growth response of
a plant to gravity
- describe geotropism and phototropism in terms of
auxin regulating differential growth.
- define phototropism as the growth response of
a plant to light.
- describe the control of plant growth by auxins
- investigate the effect of removing the apical
bud from plant seedlings.
7.0 Homeostasis
7.1 Maintaining
the internal
environment
acquire knowledge and
understanding of the
importance of maintaining a
constant internal
environment.
- define homeostasis as the maintenance of a
constant internal environment
- locate and name the main organs which
maintain a constant internal environment,
namely pancreas and liver (blood glucose),
kidneys (water content) and skin
(temperature).
- identify and label on a diagram of the skin:
hairs, sweat glands receptors and blood
vessels
- describe the maintenance of a constant
temperature in Man in terms of the role of:
temperature receptors in the skin, sweating,
shivering, blood vessels near the skin surface
and the coordinating role of the brain.
- discuss the co-ordinating role of the brain in
maintaining a constant body temperature.
17
TOPICS
GENERAL OBJECTIVES
CORE
EXTENDED
8. Support,
movement and
locomotion
- know and be familiar with
the functions of bones and
how they are related to
muscles
- identify from diagrams, photographs and real
specimens, the main bones of the fore-limb (
scapula, humerus, radius, ulna) of a mammal.
- describe the action of the antagonistic muscles at
the hinge joint.
- describe the component bones of the fore-limb
of a mammal
- describe the type of movement permitted by
the ball and socket joint and the hinge joint of
the fore-limb
TOPICS
9. The use and
abuse of drugs
9.1 Drugs
GENERAL OBJECTIVES
CORE
EXTENDED
- understand drugs and
their medicinal use
- define a drug as any substance taken in from
an external source to affect or modify
chemical reactions in the body
- discuss dependence (emotional and physical) and
tolerance of medicinal drugs
- distinguish between medicinal and nonmedicinal drugs.
- describe the medicinal use of drugs including
antibiotics, painkillers, antacids etc.
Drug abuse
be aware of the dangers of
abusing drugs
- find out which drugs are commonly abused in
the community e.g. dagga/marijuana, solvents,
glue, alcohol
- describe non-medicinal (abusive) drugs
according to their effect on the central nervous
system: depressants, stimulants,hallucinogens
- discuss the dangers of drug abuse such as
dependence and body tissues damage
- classify a named drug of abuse e.g.
dagga/marijuana: uses, dangers of taking the
drug, signs of dependence, withdrawal
symptoms and popular names
- describe the dangers of consumption of
18
- discuss allergic reactions to drugs and other
substances
alcohol: reduced self-control, depressant,
effect on reaction time, damage to liver, social
implications
10. Living Things
10.1 Diversity of
living things
acquire knowledge and
skills of placing living things
into their major categories
and description of their
structures, nutrition and
reproduction
- discuss the role of protozoa and mosquitoes in
causing malaria
- discuss the concept of diversity of organisms with
examples from Botswana
- describe control of malaria
- list at least three main characteristics of Protozoa,
Viruses, Bacteria, Fungi, Green Algae, Arthropoda
and Vertebrates.
- acquire knowledge and
understanding that the sun
is the principal source of
energy that flows through
ecosystems
- state that the sun is the principal source of
energy input into the biological system
11. Ecology
11.1 Energy flow
- describe the non cyclic nature of energy flow
- describe the importance of the sun as the
principal source of energy for biological
systems
- describe how energy is transferred through an
ecosystem (Producer, Primary consumer,
secondary consumer, tertiary consumer,
pyramid of numbers
11.2 Nutrients
cycles
- appreciate and
understand that nutrients
are cycled in nature
- state that nutrients are used and retained in
the ecosystem
- describe the carbon cycle including the roles of
photosynthesis, respiration, animal nutrition,
decomposers, fossil fuels and combustion
- describe the nitrogen cycle in terms of he role
of micro-organisms in providing usable
nitrogen containing substances by
decomposition and nitrogen fixation in roots.
The absorption of these substances by plants
and their conversion to protein followed by
passage through food chains, death decay and
the return of nitrogen to the soil or the
atmosphere.
19
11.3 Man’s effect
on the
environment
be aware of how man
affects his environment
through agriculture
- discuss how poor agricultural methods result in
destruction of the ecosystem e.g. monoculture,
excessive use of fertilisers and pesticides,
overstocking, deforestation.
- discuss the problems which contribute to famine
such as unequal distribution of food, natural
disasters (such as floods and drought) and increase
in population.
11.4 Pollution
be able to manage
problems associated with
pollution
- describe the undesirable effects of water
pollution by sewage and inorganic waste, air
pollution by sulphur dioxide and pollution due
to pesticides and herbicides.
- investigate common sources of pollution in
their area and find out ways of reducing or
controlling it.
11.5 Conservation
- be aware of and
appreciate the need to
conserve our natural
resources
- discuss reasons for conservation of species
with reference to local plants ( sengaparile,
mosukujane, monepenepe etc) and animals
- find out from the local community which plants
and animals have become scarce and why.
- investigate threatened species (plants and
animals ) and the need to conserve them (
emphasise examples from Botswana)
- state reasons for recycling of materials
including sewage water, paper, bottles and
tins.
- carryout a project to identify and list natural
resources conserved in Botswana.
20
Topic
CORE
EXTENDED
General Objectives
Specific Objectives
Specific Objectives
Learners should
Learners should
Learners should
12. Reproduction
12.1 Asexual
reproduction
- acquire knowledge of
asexual reproduction.
- define asexual reproduction as the process
resulting in the production of genetically
identical offspring from one parent
- list examples of asexual reproduction to
include tubers in potatoes and binary fission in
Amoeba
- describe one named commercially important
application of asexual reproduction in flowering
plants: include stem cuttings in sweet potatoes
and grapes
12.2 Sexual
reproduction
12.3 Sexual
reproduction in
flowering plants
- acquire knowledge about
sexual reproduction.
- acquire knowledge of
reproductive parts of
flowering plants.
- describe sexual reproduction as the process
involving the fusion of nuclei to form a zygote
- identify the sepals, petals, stamens (filament,
anther) and carpels (stigma, style, ovary) of
one locally available insect-pollinated
dicotyledonous flower such as a sweet pea
- describe the functions of the sepals, petals
(honey guides, nectaries), anthers and carpels.
- observe using a hand lens the sepals, petals,
stamens, and carpels of the flower and draw
the named parts.
acquire knowledge and
understanding of the
processes of pollination,
fertilisation and seed
- discuss pollination in terms of types, agents
and methods.
- compare using fresh specimens wind
21
- discuss the advantages and disadvantages of
reproducing asexually
dispersal.
pollinated and insect pollinated flowers
- prepare a slide of the pollen grains from the
stamens of a wind and insect pollinated flower
and examine them under a microscope
- describe the growth of the pollen tube and its
entry into the ovule followed by fertilisation.
- identify using a hand lens the anthers and
carpels of one, locally available named wind
pollinated flower
- examine the structures of a non-endospermic
seed
- describe the structure and function of the seed
in terms of embryo, (radicle, cotyledons and
plumule) and testa
- describe modes of seed and fruit dispersal
such as wind, animal, self (explosive) and give
examples
- state the advantages of fruit and seed
dispersal.
- investigate and state the environmental
conditions which affect germination of seeds
12.4 Sexual
reproduction in
mammals
acquire knowledge about
human reproductive parts.
- identify on diagrams of the male reproductive
system, testes, scrotum, sperm ducts, prostate
gland, seminal vesicle, urethra and penis
- state the functions of the testes, scrotum,
sperm ducts, prostate gland, urethra and penis
- identify on diagrams of the female reproductive
system, ovaries, oviducts, uterus, cervix and
vagina
- state the functions of the ovaries, oviducts,
uterus, cervix and vagina
- compare the male and female gametes in
terms of size, number, mobility and life span
22
- describe the role of enzymes in seed germination
acquire knowledge about
the menstrual cycle.
- discuss the menstrual cycle.
- describe the effects of diet and emotional state
on the menstrual cycle
- describe fertilisation and early development of
the zygote in terms of the formation of a ball of
cells which becomes implanted in the wall of
the uterus
- describe implantation.
- state the functions of the amniotic sac and
amniotic fluid
- describe the special dietary needs of a
pregnant woman.
- discuss the advantages of breast milk
compared to bottle milk.
12.5 Sexually
transmitted
diseases
acquire knowledge about
the use of a variety of birth
control methods.
- discuss the following methods of birth control:
natural, mechanical, chemical, hormonal and
surgical
acquire knowledge of
sexually transmitted
diseases and be aware of
their prevalence and
seriousness.
- describe the causes, transmission,
symptoms/signs, effects and treatment of
gonorrhoea, syphilis and AIDS.
- discuss the control of the spread of sexually
transmitted diseases.
- interpret data to establish prevalence rates of
sexually transmitted diseases.
23
- discuss the menstrual cycle in terms of LH, FSH,
Oestrogen and progesterone
- distinguish between identical and fraternal twins
- describe the functions of the placenta and umbilical
cord in relation to exchange of dissolved nutrients,
gases and wastes.
Topic
CORE
EXTENDED
General Objectives
Specific Objectives
Specific Objectives
Learners should
Learners should
Learners should
13. Inheritance
13.1Chromosome
s and genes
- acquire knowledge and
understanding of genes,
chromosomes and mutation
- define gene, allele and chromosome
- describe the stages in mitosis and meiosis
- describe and compare, in simple terms,
mitosis and meiosis (names and stages not
required, restrict only to number of
chromosomes)
- explain co-dominance with reference to inheritance
A B
O
of the alleles I , I and I and the consequent ABO
blood group phenotypes (A, B, AB & O)
- discuss relationship between gene and
chromosome
- discuss complete dominance
- distinguish between phenotype and genotype,
recessive and dominant
- describe gene and chromosomal mutation
- discuss factors which may lead to mutation
13.2 Variation
13.3 Monohydrid
inheritance
- appreciate variation in
living things
- describe differences between continuous and
discontinuous variation and give examples of
each
acquire knowledge and
understanding of
inheritance
- describe monohybrid inheritance
- predict results of simple crosses with ratios of
3:1 and 1:1 using terms homozygous,
heterozygous, F1 and F2 generations
- explain why observed ratios differ from
expected ratios especially when there are
small number of progeny
- discuss Mendelian experiments in peas and
maize
- discuss the determination of sex in humans
- construct pedigrees for monohybrid crosses
- describe a back cross to determine the
genotype of a dominant phenotype
24
13.4 Natural
selection and
evolution
acquire knowledge and
understanding of the origin
of life and its changes
- state that competition leads to differential
survival of, and reproduction by, those
organisms best fitted to the environment
- discuss the importance of natural selection as a
possible mechanism for evolution
14. Biotechnology
- appreciate biotechnology
as an approach to solving
day to day problems and its
role in the provision of food,
fuels, medicines and new
materials for industry
- define biotechnology as the application of
biological organisms, systems or processes to
manufacturing and service industries
- discuss and investigate the role of micro-organisms
in food production including single cell protein
- describe the role of artificial selection in the
production of economically important plants and
animals.
- explain why micro-organisms are used in
biotechnology
- discuss the role of micro-organisms in genetic
engineering including insulin production, crop plant
resistance, gene therapy
- discuss and investigate the role of microorganisms in food production e.g. bread,
madila, chibuku
- discuss the role of micro-organisms in medicine
production including antibiotics production and
vaccines production
- discuss and investigate the role of microorganisms in fuels and chemicals including
biogas, alcohol, biological enzyme washing
powders
- discuss how industry can benefit from
biotechnology
25
6.
ASSESSMENT OF PRACTICAL SKILLS
By its nature Physics is an experimental discipline. Accordingly, it is important that the
practical work and experimental skills, identified in Assessment Objective 3, are a central
part of the assessment. However it is recognized that, in certain circumstances, it will not
be possible for some centres to provide the facilities and the materials required for
laboratory based experiments. Thus at present this syllabus provides two methods of
assessing practical skills.
Paper 5
An alternative to the practical test: written paper, administered in the centre
and externally marked.
Paper 6
Course work: a continuous centre-based form of assessment of practical
work. The administration and marking is done at the centre and there is
internal and external moderation.
Criteria for Assessing Practical Skills
These criteria describe what a candidate will be expected to do and will provide the basis for
marking the papers.
Paper 5
This paper is designed to test candidates’ familiarity with laboratory practice and procedure.
It is recognized that this paper cannot test directly those parts of Assessment Objective 3
associated with manipulative skills and practical work. However, the questions set will be
based on the assumption that candidates taking the paper will have had appropriate direct
experience of applying their skills to such work.
Candidates will be required to:
•
•
•
•
•
•
•
•
•
•
•
•
describe in simple terms how they would carry out practical procedures
explain and/or comment critically on described procedures or points of practical
detail
follow instructions for drawing diagrams
draw complete and/or label diagrams of apparatus
take readings from their own diagrams, draw as instructed, and/or from printed
diagrams including
reading a scale with appropriate precision / accuracy with consistent use of
significant figures and with appropriate units
interpolating between scale divisions
taking repeat measurements to obtain an average value
process data as required
present data graphically, using suitable axis and scales (appropriately labeled) and
plotting the points accurately
take readings from a graph by interpolation and extrapolation
determine a gradient, intercept or intersection on a graph
draw and report a conclusion or result clearly
identify and/or select, with reasons, items of apparatus to be used for carrying out
practical procedures
explain, suggest and/or comment critically on the precautions taken and/or possible
improvements to techniques and procedures
27
•
apply knowledge and draw conclusions in practical situations
Paper 6
This paper is designed to assess a candidates’ familiarity with appropriate Physics
laboratory apparatus and techniques. The candidates will be required to perform given
tasks and plan an investigation for a given task and/or candidates’ own task based on the
requirements of Assessment Objective 3.
Candidates should be able to:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
follow written instructions for the assembly and use of apparatus provided
select, from given items, the measuring device suitable for the task
carry out the specified manipulation of the apparatus, e.g.,
when determining a (derived) quantity such as the extension per load for a
spring
when verifying the relationship between two variables, such as between
potential difference across a wire and its length.
take readings from a measuring device, including
reading a scale with appropriate precision/ accuracy
consistent use of significant figures
interpolation between scale divisions
allowing for zero errors, where appropriate
taking repeated measurements to obtain an average value
record their observations systematically, with appropriate units
process their data as required
present their data graphically, using suitable axes and scales ( appropriately labeled)
and plotting the points accurately
take readings from the graph by interpolation or extrapolation
determine a gradient, intercept or intersection on a graph
plan and carry out experiments using the scientific approach
draw and report clearly a conclusion or result
indicate how they carried out a required instruction
describe precautions taken in carrying out a procedure
give reasons for making choice of items or apparatus
comment on a procedure used in an experiment and suggest an improvement
apply knowledge and draw conclusions in practical situations
28
6.2
Criteria for Assessment
Each Skill is assessed on a six-point scale. For each Skill, the criteria which have to
be met are defined for the award of 2, 4 and 6 marks respectively. The criteria, which
are common to all science syllabuses, are defined as follows:
Skill 1 Using and organising techniques, apparatus and materials
1
2 Follows written, diagrammatic or oral instructions to perform a single practical
operation.
Uses familiar apparatus and materials adequately, needing reminders on points of
safety.
3
4 Follows written, diagrammatic or oral instructions to perform an experiment involving
a series of step-by-step practical operations.
Uses familiar apparatus, materials and techniques adequately and safely.
5
6 Follows written, diagrammatic or oral instructions to perform an experiment involving
a series of practical operations where there may be a need to modify or adjust one
step in the light of the effect of a previous step.
Uses familiar apparatus, materials and techniques safely, correctly and methodically.
Skill 2 Observing, measuring and recording
1
2 Makes observations or readings given detailed instructions.
Records results in an appropriate manner given a detailed format.
3
4 Makes relevant observations or measurements given an outline format or brief
guidelines.
Records results in an appropriate manner given an outline format.
5
6 Makes relevant observations or measurements to a degree of accuracy appropriate
to the instruments or techniques used
Records results in an appropriate manner given no format.
29
Skill 3 Handling experimental observations and data
1
2 Processes results in an appropriate manner given a detailed format.
Draws an obvious qualitative conclusion from the results of an experiment.
3
4 Processes results in an appropriate manner given an outline format.
Recognises and comments on anomalous results.
Draws qualitative conclusions which are consistent with obtained results, and
deduces patterns in data.
5
6 Processes results in an appropriate manner given no format.
Deals appropriately with anomalous or inconsistent results.
Recognises and comments on possible sources of experimental error.
Expresses conclusions as generalisations or patterns where appropriate.
Skill 4 Planning investigations
1
2 Suggests a simple experimental strategy to investigate a given practical problem.
Attempts trial and error modification in the light of the experimental work carried out.
3
4 Specifies a sequence of activities to investigate a given practical problem.
In a situation where there are two variables, recognises the need to keep one of
them constant while the other is being changed.
Comments critically on the original plan, and implements appropriate changes in the
light of the experimental work carried out.
5
6 Analyses a practical problem systematically and produces a logical plan for an
investigation.
In a given situation, recognises that there are a number of variables, and attempts to
control them.
Evaluates chosen procedures, suggests or implements modifications where
appropriate and shows a systematic approach in dealing with unexpected results.
30
7.
GRADE DESCRIPTORS
A Grade A candidate should be able to:
•
•
•
•
•
•
•
use scientific vocabulary, recall a wide range of scientific facts, concepts, principles
and theories
relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships
apply scientific knowledge and understanding, identify patterns, and report trends
from given information and draw appropriate conclusions and give recommendation
to new situations
translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
ease
make concise and complete experimental procedures (plan); critically discuss the
plan; generate hypotheses to solve a scientific problem, which may involve a wide
range of variables
use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a series of steps
make accurate observations; decide the level of precision needed in measurements
and record experimental data; process data, make conclusions and generalisations
where appropriate with ease; identify and explain anomalous observation
A Grade C candidate should be able to:
•
•
•
•
•
•
•
use scientific vocabulary, recall a wide range of scientific facts, concepts, principles
and theories with some assistance
relate a wide range of scientific concepts to scientific principles and theories and
recognise scientific relationships with some assistance
apply scientific knowledge and understanding, identify patterns, and report trends
from given information and draw appropriate conclusions and give recommendation
to simple situations
translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
some assistance
make concise and complete experimental procedures (plan); generate hypotheses to
solve a scientific problem and identify some key factors to vary and control
use appropriate apparatus and techniques safely and correctly; follow given
instructions to perform an experiment involving a few steps
make accurate observations; measurements and record experimental data; process
data, make conclusions and generalisations where appropriate with some
assistance; recognise when it is necessary to repeat observation and measurement
31
A Grade F candidate should be able to:
•
•
•
•
•
•
•
use scientific vocabulary, recall basic scientific facts, concepts, principles and
theories with some assistance
relate basic scientific concepts to scientific principles and theories and recognise
scientific relationships with some assistance
apply basic scientific knowledge and understanding, identify patterns, and report
trends from given information and draw conclusions and give recommendation to
familiar situations
translate information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts with
assistance all the way
make simple and complete experimental procedures (plan); devise a fair test which
only involves a few factors, generate hypotheses to solve a scientific problem with
assistance all the way
use basic apparatus and techniques safely and correctly; follow given instructions to
perform an experiment involving a few steps with some assistance
make simple observations; measurements and record experimental data; process
data, make conclusions and generalisations where appropriate with assistance all
the way
32
8.
APPENDIOCES
A.
Mathematical Skills
Candidates will be required to perform quantitative work, including calculations.
should be able to use scientific calculators and mathematical instruments.
The mathematical requirements, which form part of this syllabus, are listed below.
add, subtract, multiply and divide numbers
recognize and use expression in decimal form
use simple formulae
understand and use averages
read, interpret and draw simple inferences from tables and statistical
diagrams
find fractions or percentages of quantities
construct and interpret pie-charts
calculate with fractions, decimals, percentage or ratios
manipulate and solve simple equations
substitute numbers in simple equations
recognize and use expressions in standard form
interpret and use graphs
choose by simple inspection and then draw the best smooth curve through a
set of points on a graph
select appropriate axes and scales for plotting a graph
determine the intercept of a linear graph
understand and use direct and indirect proportion
33
They
B.
Physical Quantities, Symbols and Units
Candidates will be required to demonstrate an understanding of the physical quantities, and
their corresponding SI units, listed below. They will be required to use them in quantitative
work and calculations.
Physical
quantity
length
Symbols SI unit(s)
Other unit(s)
l, h
metre (m)
mass
time
M, m
t
kilogram (kg)
seconds (s)
temperature
current
θ, T
I
Kelvin (K)
ampere (A)
kilometre(km); centimetre (cm); millimetre
(mm)
gram (g); milligram (mg)
milliseconds (ms), minutes (min), hours
(h)
degree Celsius (oC)
milliampere (mA)
Derived quantities and units
Physical quantity
area
volume
density
force
pressure
speed
acceleration
energy
power
frequency
electrical charge
potential difference
resistance
weight
acceleration of free fall
work
specific heat capacity
specific latent heat
wavelength
electromotive force
Symbols
A
V
Ρ
F
P
u,v
a
E
P
f
Q, q
V
R
W
g
W
c
l
λ
E
Unit(s)
2
2
cm ; m
3
cm ; m3
kg/m3; g/cm3
newton (N)
pascal (Pa); N/m2; N/cm2
m/s; km/h
m/s2
joule (J); kilojoule (kJ); megajoule (MJ)
watt (W); kilowatt (kW); megawatt(MW)
hertz (Hz); kilohertz (kHz)
coulomb (C)
volt (V)
ohm (Ω)
newton (N)
m/s2, N/kg
joule (J)
J/(g°C), J/(kg°C)
J/kg, J/g
m, cm
V
NOTE
Units, significant figures. Candidates should be aware that misuse of units and/ or
significant figures, that is, failure to code units where necessary, the inclusion of units in
quantities defined as ratios or quoting answers to an inappropriate number of significant
figures is liable to be penalised.
Conventions (e.g. signs, symbols, terminology and nomenclature)
Syllabuses and question papers will conform to generally accepted international practice
34
C.
Glossary of Terms
Learning objectives in the content section of the syllabus are expressed in terms of what
candidates know, understand and can do. The words used on the examination papers in
connection with the assessment of these learning outcomes are contained in this glossary.
This is neither exhaustive nor definitive but is meant to provide some useful guidance.
1. Writing questions about what candidates are expected to know
About 25% of the marks are involved with recall. Words used on examination papers in
connection with such questions may include:
“State...”,
“List...”,
“Give...”,
“Name....”,
“Define...”,
“Draw…”,
“Write…”,
“What…”,
“How….”,
What is meant by…..”
State and Name… implies a concise answer with little or no supporting argument.
List requires a number of points generally each of one word, with no elaboration
Define… is intended literally, only a formal statement or equivalent paraphrase being
required
What is meant by…. Normally implies that a definition should be given together with some
relevant comment on the significance or context of the term(s) concerned, especially when
two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.
2. Writing questions about understanding
“Understand” may be associated with simple factual recall. In this sense the candidate is
required to recall the relevant part of the defined syllabus and to use this recalled
information to amplify, extend or expand this in a wider context. This wider context will
include situations or materials with which the candidates are familiar.
Questions may include such words as; “Explain…” “Complete….” “Why….”, “Construct….”,
“Which……”
Explain… may imply reasoning or some of reference to theory, depending on the context.
“Understand” may also be associated with skills other than factual recall. It can be used to
assess the candidate’s abilities in problem solving, interpretation and evaluation, data
handling and in communication of scientific ideas, principles and concepts. Words such as
“Suggest….”, “Work out….”, “How would you know that…” may be used in questions.
Suggest…. Is used in two main contexts: either to imply that there is no unique answer or to
imply that candidates are expected to apply their general knowledge to a situation that may
not formally be in the syllabus. This would be related to the Assessment Objective 2.
35
3.
Writing questions about “be able to”.
The use of this phrase is always associated with higher-order skills of interpretation,
evaluation, calculation and communication. It involves the ability to recall the appropriate
material from the content and apply this knowledge.
Questions may well include “Be able to…”, “deduce….”, “relate….”, “interpret…”,
“explain…”,
“carry out…”,
“evaluate…” “predict….”,
“discuss…”,
“construct…”,
“suggest…”, “calculate…”, “find…”, “demonstrate…”, “estimate…”, “determine..”.
deduce… is used in a similar way to predict except that that some supporting statement is
required, e.g., reference to a law or principle, or the necessary reasoning to be included in
the answer.
predict… implies that the candidate is not expected to produce the required answer by
recall but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in an
early part of the question.
calculate… is used when a numerical answer is required. In general, working should be
shown when two or more steps are involved.
find… is general term that may be interpreted as calculate, measure, determine, etc
measure… implies that the quantity concerned can be directly obtained from suitable
measuring instruments.
estimate… implies a reasoned order of magnitude statement or calculation of the quantity
concerned making such implying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise used in the question.
discuss… requires the candidates to give critical account of the points involved in the topic.
determine…. often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into
standard formula.
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D.
Presentation of Data
Tables
•
•
•
Each column of a table will be headed with the physical quantity and the
appropriate SI units, e.g., time/s, rather than time (s)
There are three acceptable methods of stating units, e.g., m/s or ms-1
Candidates should use the number of significant figures appropriate to the precision
of the measuring instrument.
The column headings of the table can then be directly transferred to the axes of a
constructed graph
Graphs
•
•
•
•
The independent variable will be plotted on the x-axis (horizontal axis) and the
dependent variable plotted on the y-axis (vertical axis)
The graph is the whole diagrammatic presentation. It may have one or several
curves / lines plotted on it.
Points on the curve / line should be clearly marked as crosses (×) or encircled dot
(‫)ּס‬. If a further curve / line is included, vertical crosses (+) may be used to mark the
points.
Plots of points should have an accuracy of better than 1mm and all read-offs. Plots
should be made with a sharp pencil.
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