ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

BIOLOGY SYLLABUS

FORMS 3 - 4

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rights Reserved

2015
Biology Syllabus Forms 3 - 4

ACKNOWLEDGEMENT

The Ministry of Primary and Secondary Education would like to acknowledge contributions made by the
following towards the development of this syllabus:

• Panelists for Form 3 and 4 Biology syllabuses

• Zimbabwe School Examinations Council (ZIMSEC)
• Government Departments
• Ministry of Higher and Tertiary Education, Science and Technology Development
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organization(UNESCO)

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Biology Syllabus Forms 3 - 4

CONTENTS
ACKNOWLEDGEMENT.............................................................................................................................................. i

CONTENTS................................................................................................................................................................ ii

1.0 PREAMBLE.......................................................................................................................................................... 1

2.0 PRESENTATION OF SYLLABUS........................................................................................................................ 1

3.0 AIMS.................................................................................................................................................................... 1

4.0 SYLLABUS OBJECTIVES................................................................................................................................... 1

5.0 METHODOLOGY AND TIME ALLOCATION....................................................................................................... 2

6.0.TOPICS................................................................................................................................................................ 2

7.0. SCOPE AND SEQUENCE................................................................................................................................... 3

FORM 3...................................................................................................................................................................... 5

FORM 4.................................................................................................................................................................... 28

9.0 ASSESSMENT.................................................................................................................................................... 40

ASSESSMENT MODEL........................................................................................................................................... 43

10.0 GLOSSARY OF TERMS USED IN SYLLABUS/SCIENCE PAPERS.............................................................. 44

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Biology Syllabus Forms 3 - 4

1.0 PREAMBLE 1.5 Cross- Cutting Themes

In order to foster competency development for further

1.1. Introduction
studies, life and work, the following cross-cutting
priorities have been taken into consideration:
The Biology Syllabus is designed for learners in Forms 3
and 4. The learners are expected to acquire theory and
practical skills as well as develop cognitively, emotionally, • Gender and inclusivity
physically and socially. The syllabus aims at balancing • Environmental issues
knowledge, understanding and practical skills in order to • Information and Communication Technology Tools
produce effective learners. The content provides a firm • Children’s Rights and Responsibilities
foundation for careers such as in Medicine, Food Tech- • Disaster Risk Management
nology, Biotechnology and Environmental Science. • Life Skills
• Collaboration
• Sexuality, HIV and AIDS
1.2. Rationale
• Respect for life
• Heritage studies
Biology is the study of the dynamic relationships
between living things, their interdependence, their
interactions with the non-living environment and the pro- 2.0 PRESENTATION OF
cesses that maintain life and ensure its continuity. This SYLLABUS
syllabus encourages learners to employ biological skills
in solving real life problems and also emphasizes the link
The Biology syllabus is presented as a stand-alone
between human activities and the environment. Learners
document with content to be covered in Forms 3 and 4.
acquire knowledge and skills of inquiry that help them to
critically examine issues that arise in their own lives and
in the public domain. The skills will be acquired through 3.0 AIMS
understanding of biological concepts and practical
application. It is therefore important that the learners be The syllabus aims to help learners:
afforded an opportunity to study Biology as they prepare
for self-reliance and future careers. 3.1 appreciate the contribution of Biology to the
sustainable socio-economic development of
the country
1.3. Summary of Content
3.2 develop practical skills such as accuracy, ob-
jectivity, integrity and enquiry
The content covered by this syllabus includes theory
3.3 develop good practices for health and safety
and practical skills in the broad areas of Biology such as
3.4 apply scientific method in solving everyday life
Biochemistry, Cytology, Anatomy, Physiology, Genetics,
challenges
Ecology, Systematics, Health and Disease.
3.5 recognise that the study and practice of Biolo-
gy are inter-related.
1.4 Asumptions 3.6 appreciate that the study and practice of Bi-
ology are subject to economic, technological,
The syllabus assumes that learners have:
social, political, ethical and cultural influences
3.7 develop an interest in caring for the local and
• acquired skills in handling apparatus
global environment
• learnt about the hazards and safety precautions
during experiments
• knowledge of the basic concepts of Biology 4.0 SYLLABUS OBJECTIVES
• developed an awareness of and interest in the
conservation of the environment Learners should be able to:
• a basic understanding of health and disease is- 4.1 demonstrate knowledge of biological terms,
sues laws, facts, concepts, principles, theories and
phenomena

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Biology Syllabus Forms 3 - 4

4.2 use appropriate technological instruments to 5.2 Time Allocation

collect and analyse data
4.3 conduct experiments using the scientific meth- For adequate coverage of the syllabus, a time allocation
ods of enquiry of 8 periods of at least 35 minutes each per week is rec-
4.4 apply health and safety precautions in every- ommended. Double periods are recommended.
day life
4.5 draw biological diagrams in two dimension
4.6 carry out simple scientific calculations 6.0. TOPICS
4.7 translate information from one form to another
4.8 draw logical conclusions based on the exam-
ination of evidence The syllabus consists of eleven topics
4.9 communicate information logically and concise-
ly 6.1 Branches of Biology
4.10 apply biological principles in solving problems 6.2 Chemicals of life
and understanding new situations 6.3 Cells and cellular activities
4.11 identify the practical constraints affecting bio- 6.4 Enzymes
logical investigations 6.5 Plant science
4.12 use biological principles, methods and tech- 6.6 Animal science
niques in value addition 6.7 Microbiology and Biotechnology
4.13 explain the effects of technological applications 6.8 Genetics
on the environment 6.9 Biodiversity
4.14 interpret the relationship between living organ- 6.10 Ecosystems
isms and their environment 6.11 Health and Disease

5.0 METHODOLOGY AND TIME

ALLOCATION

5.1 Methodology

The syllabus is based upon interactive, multi-sensory,

learner centered and practical approaches. Principles of
individuality, team work, wholeness and stimulation must
be applied to enhance the learning and teaching process.
The learners should be allowed to apply their experienc-
es, knowledge, skills and attitudes in the learning of the
subject. The following are the suggested methods:

5.1.1 Experimentation
5.1.2 Discovery
5.1.3 Demonstrations
5.1.4 Problem solving
5.1.5 Discussions
5.1.6 Visual tactile
5.1.7 e-learning
5.1.8 Group work
5.1.9 Educational tours
5.1.10 Project based learning
5.1.11 Case studies
5.1.12 Observations
5.1.13 Simulations

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 7.0. SCOPE AND SEQUENCE
7.0 SCOPE AND SEQUENCE

TOPIC FORM 3 FORM 4

7.1 Safety, Careers and Branches in Biology  Safety in the laboratory  Safety labels and symbols
 Branches of Biology
 Careers
7.2 Chemicals of life  Constituents and identification of : Classification ,chemical structure and uses:
- Water - Carbohydrates
- Carbohydrates - Proteins
- Proteins - Lipids
Biology Syllabus Forms 3 - 4

- Lipids - Nucleic acids

- Nucleic acids
7.3 Cells and cellular activities  Plant and animal cell structure
 Cell specialization
 Cellular transport
7.4 Enzymes  Nature and properties of enzymes  Industrial application of enzymes
 Mode of action

7.5 Plant Science  Nutrition  Reproduction

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 Productivity  Coordination and response
 Transport
7.6 Animal Science  Nutrition  Productivity
 Gaseous exchange  Homeostasis
 Respiration  Coordination and response
 Transport  Endocrine system
 Immunity  Skeletal system
 Sexual reproduction in humans

7.7 Microbiology and Biotechnology  Characteristics Types and economic  Recombinant Gene Technology
importance of microorganisms

7.8 Genetics  Chromosomes and Genes  Variation

 Monohybrid inheritance  Selection
 Mutations

7.9 Biodiversity  Classification  Threats and conservation measures

7.10 Ecosystems  Ecosystems  Management of ecosystems

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 Natural systems
 Artificial systems
7.11 Health and Diseases  Health  Drug use and abuse
 Diseases (Infectious and non-infectious)
 7.8 Genetics  Chromosomes and Genes  Variation
 Monohybrid inheritance  Selection
 Mutations

7.9 Biodiversity  Classification  Threats and conservation measures

7.10 Ecosystems  Ecosystems  Management of ecosystems

 Natural systems
 Artificial systems
7.11 Health and Diseases  Health  Drug use and abuse
 Diseases (Infectious and non-infectious)
Biology Syllabus Forms 3 - 4

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 FORM 3

8.0 COMPETENCY MATRIX

8.1 TOPIC 1 SAFETY, CAREERS AND BRANCHES IN BIOLOGY

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING ACTIVI- SUGGESTED RESOURC-
Learner should be asble to Knowldege and Skills) TIES AND NOTES ES
Biology Syllabus Forms 3 - 4

8.1.1 Safety in the laboratory • identify causes of accidents • Causes of accidents in the • Identifying causes of accidents • Charts showing electrical
in the laboratory laboratory in the laboratory. hazards
• outline laboratory safety - Fire • Listing accidents that may occur • ICT tools
rules - Fumes during experiments. • Brail software/Jaws
• perform fire drills - Acids and strong bas- • Demonstrating proper handling • Fire extinguishers
• memorise the local emer- es of apparatus. • Fire blankets
gency numbers - Handling of micro • Discussing electrical hazards. • Sand buckets
• make a fire guard around organisms • Discussing laboratory safety • Fire alert bells

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the laboratory - Improper handling of rules. • Fume cupboards
• demonstrate use of the apparatus • Performing mock fire drills. • Goggles and masks
First Aid Kit - Electricity • Demonstrating emergency call. • Gloves
• Laboratory safety rules • Preparing a fire guard around • First Aid Kit
- Fire drills the laboratory.
- Local emergency call • Demonstrating use of the con-
numbers tents of the First Aid Kit.

8.1.2 Branches of Biology • identify various branches of • Branches • Discussing the various branches • Relevant reference ma-
Biology - Cytology of Biology terials
- Anatomy
- Physiology • ICT tools
- Ecology
- Genetics
- Biotechnology
- Microbiology
- Zoology
- Botany
 8.1 TOPIC 1 SAFETY, CAREERS AND BRANCHES IN BIOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.1.3 Careers  list Biology related careers  Careers such as:  Researching on careers  ICT tools
- Medicine related to various branches  Braille software/Jaws
- Research scientists of Biology.  Career guidance booklet
- Ecologists  Resource persons
- Conservationists
- Dieticians
Biology Syllabus Forms 3 - 4

8.2 TOPIC 2 CHEMICALS OF LIFE

SUB TOPIC LEARNING OBJECTIVES CONTENT (Attitudes, Knowl- SUGGESTED NOTES AND SUGGESTED RESOURCES

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Learner should be asble to deg and Skills) ACTIVITIES
8.2.1 Water • state the constituent ele- • Constituent elements • Naming the constituents of • Liquid and frozen water
ments of water • Chemical structure water. models of a water molecule
• describe the chemical • Constructing the model of • ICT tools
structure of water a water molecule. • Braille software/Jaws
• relate the properties of • Properties • Demonstrating the unusual
water to its uses in living - transparent behavior of water when it
organisms and as a habitat - solvent freezes
for living organisms - high specific heat ca- • Relating the properties of
pacity water to its uses in living
- reagent organisms
• Uses
- photosynthesis
- solvent
- cooling
- habitats
- reagent
8.2.3 Carbohydrates • state the constituent ele- • Constituent elements • Identifying the constituent • Iodine solution
Proteins, Lipids and Nucleic ments of carbohydrates, elements of carbohydrates, • Benedict’s solution
Acids proteins, lipids and nucleic proteins, lipids and nucleic • Biuret solution/sodium hy-
acids acids droxide and copper
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 8.2 TOPIC 2 CHEMICALS OF LIFE CONTD..

SUB TOPIC LEARNING OBJECTIVES CONTENT (Attitudes, Knowl- SUGGESTED NOTES AND SUGGESTED RESOURCES
Learner should be asble to deg and Skills) ACTIVITIES
• perform tests to identify • Sub-units • Carrying out the following sulphate
reducing sugars, non-re- - Glucose as sub units of identification tests: • Hydrochloric acid
ducing sugars, proteins starch, cellulose, glyco- - Iodine test for starch • Sodium hydrogen carbonate
and lipids gen - Benedict’s test for re- • Ethanol
- Amino acids as sub- ducing sugar • Water
Biology Syllabus Forms 3 - 4

units of proteins - Biuret test for proteins • Filter paper

- Fatty acids and glycerol - Emulsion/spot test for
as sub-units of lipids lipids
- Nucleotides as sub units
of nucleic acids
• Identification of reducing
sugars, non-reducing sug-
ars, starch, proteins and
lipids

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8.3 TOPIC 3 CELLS AND CELLULAR ACTIVITIES

SUB TOPIC LEARNING OBJECTIVES CONTENT (Attitudes, Knowl- SUGGESTED LEARNING SUGGESTED RESOURCES
Learner should be able to: dege and Skills) ACTIVITIES AND NOTES
8.3.1 Plant and Animal Cells • define a cell • Structural and functional • Defining a cell. • Microscope
units • Biosets and bioviewers
• identify parts of the cells • Plant and animal cell struc- • Observing cells under the • Print media
ture microscope and bioview-
• outline functions of cell - Nucleus ers.
organelles - Cytoplasm • Drawing and labeling plant
- Cell membrane and animal cells.
• compare the structures of - Vacuole • Comparing the structures
plant and animal cells - Cell wall of plant and animal cells
- Mitochondrion
- Chloroplast
 8.3 TOPIC 3 CELLS AND CELLULAR ACTIVITIES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING AC- SUGGESTED RESOURC-
Learner should be able to Knowldeg and Skills) TIVITIES AND NOTES ES
8.3.2 Cell Specialisation • identify specialized cells • Palisade – photosynthe- • Relating cell structure to func- • Biosets
• relate cell structure to function sis tion • Bioviewers
• Root hair – absorption • Examining specialised cells • Photomicrographs
• Neurone – transmission using bioviewers, micro- • Print media
of impulse scopes and photomicro- • Microscopes
• Red blood cell – trans- graphs. • ICT tools
Biology Syllabus Forms 3 - 4

port of oxygen • Drawing labeled specialised • Braille software/Jaws

• White blood cell – immu- cells
nity
• Muscle cell – contraction
• Sperm –fertilization and

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motility
• Ovum – fertilization and
food reserve

8.4 TOPIC 4 ENZYMES

8.4 TOPIC 4 ENZYMES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
KNOWLEDGE)
8.4.1 Nature and properties  define an enzyme  Biological catalyst  Discussing the concept of  Rapoko or any other
of enzymes  explain the properties of  Protein nature and enzyme grain
enzymes substrate specificity  Carrying out experiments to  Fresh tissues from
investigate properties of plants e.g. peas beans
enzymes such as: amylase and potato
from germinating rapoko  Fresh tissue from
seedling and catalase from domestic animals e.g.
fresh plant and animal liver
tissue (N.B. No tissues  ICT tools
from human or wild  Braille software/Jaws
animals)  Models

 Hydrogen peroxide

8.4.2 Mode of enzyme

 8.4 TOPIC 4 ENZYMES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING AC- SUGGESTED RESOURC-
Learner should be able to Knowldeg and Skills) TIVITIES AND NOTES ES
8.4.2 Mode of enzyme action • explain enzyme action • Mode of action (The lock • Using models and animations
and key hypothesis) to illustrate the lock and key
• investigate factors that affect • Factors affecting en- concept
the rate of enzyme catalyzed zyme activity; • Investigating effects of tem-
reactions - Temperature perature and pH on enzyme
- pH activity.
Biology Syllabus Forms 3 - 4

8.5 TOPIC 5 PLANT SCIENCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING AC- SUGGESTED
Learner should be able to Knowldeg and Skills) TIVITIES AND NOTES RESOURCES
8.5.1 Nutrition • define photosynthesis • Photosynthesis • Describing the process of • Apparatus for starch

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• State the word equation for photosynthesis. testing
photosynthesis • Word equation • Potted plants
• investigate conditions neces- • Iodine solution
sary for photosynthesis • Carrying out controlled ex- • Hand lenses
• explain the importance of pho- • Conditions necessary: periments to show conditions • Microscopes
tosynthesis in an ecosystem chlorophyll, light, carbon necessary for photosynthesis • Bioviewers
• investigate factors affecting dioxide • Discussing the fate of end • Lime water / bicarbonate
the rate of photosynthesis products indicator
• relate the structure of the leaf • Fate of end products of
to its function in photosynthe- photosynthesis
sis • Importance of photosyn-
thesis
• investigate gaseous exchange • Factors affecting the • Carrying out experiments
in plants rate of photosynthesis to show the effects of these
(light intensity, factors.
• carbon dioxide • Observing the external struc-
ture of leaf.
 8.5 TOPIC 5 PLANT SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING AC- SUGGESTED
Learner should be able to Knowldeg and Skills) TIVITIES AND NOTES RESOURCES
8.5.1 Nutrition • concentration and tem- • Observing prepared slides of • Apparatus for starch
perature) leaf internal structure. testing
• Adaptation of the leaf to • Carrying out experiments • Potted plants
photosynthesis to demonstrate gaseous in • Iodine solution
• Gaseous exchange in plants. • Hand lenses
Biology Syllabus Forms 3 - 4

leaves • Microscopes
• Bioviewers
• describe the functions of nitro- • Mineral Nutrients • Discussing the functions of • Lime water / bicarbonate
gen phosphorus and potassi- - Nitrogen (N) – protein nitrogen, phosphorus and indicator
um on plant growth synthesis and potassium on plant growth. • ICT tools

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• describe the effects of defi- • chlorophyll formation • Carrying out culture experi- • Braille software/Jaws
ciencies of nitrogen, phospho- - Phosphorous (P) – ments • Culture solutions
rus and potassium synthesis of ATP and • Plants
- nucleic acids
- Potassium (K) – ion
and osmotic balance

• Defiency signs
- N – stunted growth
and chlorosis
- P – Stunted root
growth and purplish
leaf colouring
- K – yellow and brown
leaf margins and pre-
mature death (poor
flowering and fruiting)
 8.5 TOPIC 5 PLANT SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING AC- SUGGESTED
Learner should be able to Knowldeg and Skills) TIVITIES AND NOTES RESOURCES
8.5.2 Productivity • define biomass • Organic content • Carrying out experiments to • Balances
• define productivity • Increase in biomass measure biomass • Ovens
overtime • Discussing productivity in • Print media
terms of increase in biomass .
Biology Syllabus Forms 3 - 4

• explain factors affecting pro- • Factors affecting pro- • Discussing factors affecting
ductivity ductivity productivity
• define pest - Light
- Mineral salts
- Temperature
- Water availability • Observing plants affected by • School grounds and
• identify types of plant pests - Pests and diseases various pests and diseases neighboring fields
and diseases • Pest as an organism • Preserved plant pests
• explain how pests and diseas- which reduces produc- • Classifying pests and affected plants

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es affect productivity tivity • Discussing effects of plant • Resource person
pests and diseases on pro-
• describe methods of con- • Pests: ductivity.
trolling pests and diseases - Tissue – eating • Discussing methods of con-
• outline the advantages and - Sap-sucking pests trolling plant pests and dis-
disadvantages of each method eases with specific reference
• Diseases: to maize, cotton and tobacco
- Bacterial wilt
- Fungal rust
- Reduction of yields
• Management, cultural,
chemical and biological
 8.5 TOPIC 5 PLANT SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, Knowldeg and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learner should be able to Skills) AND NOTES RESOURCES
8.5.3 Transport • describe the general struc- • External Plant structure • Educational tour to observe the gener- • Hand lenses
ture of a plant al structure of plants • Maize and bean
plants
• distinguish between mono- • Stem , leaves, flowers ,seeds and roots • Comparing the structures of dicotyle- • Maize and bean
cotyledonous and dicotyle- donous and monocotyledonous plants seeds
donous plants • Plant stem and root internal structure • Observing prepared slides showing • Microscopes
Biology Syllabus Forms 3 - 4

• identify parts of the internal • Stem: Epidermis, cortex and vascular internal structures of stem and root • Bio viewers and
structure of a young dicotyle- tissue and pith bio sets
donous stem and root • Root: Epidermis, cortex, vascular tissue • Making labelled drawings of observed
• compare internal structure and root hairs structures
of dicotyledonous stem and • Xylem – support and transport - Discussing the functions of xylem and • Prepared slides

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root • Phloem – transport phloem
• state the functions of xylem • Transpiration
and phloem vessels • Functions of transpiration • Discussing the concept and functions • Dyes
- Water and ion movement in xylem of transpiration • Celery plants or
• define transpiration - Cooling effect spinach
• Factors affecting rate of transpiration • Microscope slides
• describe the functions of - Surface area • Carrying out experiments to inves- • Bioviewers
transpiration - Stomata distribution tigate factors affecting the rate of
• investigate factors affecting - Temperature transpiration. • Leaves
rate of transpiration - Wind • Demonstrating • Vaseline
• describe adaptations of - Humidity • transpiration • Transparent plas-
leaves to minimize water loss - Light intensity tic bags
• describe how wilting occurs • Adaptations • Observing leaves.
• define translocation - Reduction of surface area • Carrying out experiments to investi- • Potted plants
• describe the effect of ring - Thickness of cuticle gate the distribution and role of stoma- • Print media
barking - Distribution of stomata ta in water loss. • Educational tour-
- Presence of hairs • Observing wilting plants. ing
• Wilting and its significance • Explaining wilting and its significance.
• Translocation • Discussing translocation
• effects to plants and the environment • Explaining the process of bark ringing.
• Explaining the effects of ring barking
 8.6 TOPIC 6 ANIMAL SCIENCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, Knowldeg and SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learner should be able to Skills) AND NOTES RESOURCES
8.6.1 Nutrition • define balanced diet • components of a balanced diet • Discussing balanced diet • Refer to topic 2
• list components of a bal- • Components of nutrients
anced diet • Discussing sources and functions of
• Sources of nutrients nutrients
• list major sources of nutrients • Functions of nutrients
• describe the major functions NB. On lipids include synthesis of cell
Biology Syllabus Forms 3 - 4

of nutrients membranes
• Test food for presence of • Carrying out case study on nutritional
nutrients • Food tests values of locally available foods
• compare energy content of • Energy content • Carrying out food tests
carbohydrates and lipids • Carrying out experiments to measure • Carbohydrate
• relate food intake to age, • Nutrient requirements energy content in food and fat- rich
sex, activity and health re- • Discussing the relationship between foods
quirements food intake to age, sex, activity and • Resource per-

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• define malnutrition health requirements. sons
• Discussing malnutrition • ICT tools
• Discussing diseases linked to malnu- • Braille software/
• discuss causes and effects of • Malnutrition as under nourishment or trition. Jaws
malnutrition over nourishment • Discussing effects of taking excess • ICT tools
• Under nourishment of fats, carbohydrates. • Braille software/
- Vitamin A Jaws
- Vitamin C • Resource person
- Vitamin D
- Iron
- Calcium
- Iodine
- Protein
• Over nourishment
- Fats
- Carbohydrates
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, Knowl- SUGGESTED LEARNING AC- SUGGESTED
Learner should be able to deg and Skills) TIVITIES AND NOTES RESOURCES
• Identify the main regions of • Human digestive system • Drawing and identifying parts • Printed media
the human alimentary canal of the digestive system • Model
and associated organs • A ruminant
• Ingestion, digestion, ab- • ICT tools
• state functions of parts of the sorption, assimilation and • Discussing functions of the • Braille software/Jaws
alimentary canal egestion parts of the alimentary canal • Print media
Biology Syllabus Forms 3 - 4

• define mechanical digestion • physical breakdown of food • Discussing mechanical diges- • Starch solution
by teeth and muscles tion • Visking tubing
• describe peristalsis • Amylase
• Peristalsis • Describing peristalsis • Thermometer
• explain the importance of • Benedict solution

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chemical digestion • molecule size and solubility • Discussing chemical diges-
• describe the function of amy- tion
lase, protease and lipase • breakdown of starch, pro-
tein and fats • Carrying out experiments with • Hydrochloric acid, bile,
• explain the roles of hydro- • Hydrochloric acid – buffer, starch and amylase in visking starch, fats and rennin
chloric acid, rennin and bile destruction of bacteria and tubing as a model gut to • Printed media
hydrolysis illustrate chemical digestion • Model of villi
• Rennin – clotting of milk and absorption (testing for
• describe structural adaption • Bile – emulsification of fats glucose
of small intestines to absorp- • Features of • Carrying out experiments on
tion - small intestines: hydrolysis, clotting of milk and
- length emulsification of fats
- folding,
• describe absorption of end - Villi • Analysing features of the
products of digestion - thin lining small intestine
• state the function of the - rich blood supply • Discussing the role of the
hepatic portal vein • Diffusion and active uptake hepatic portal vein
• state the roles of large intes- • Transportation of products
tine of digestion to the liver • Describing roles of the large
intestine
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
• Absorption of water, vitamin
B formation and expulsion of
faeces
• define assimilation • Use of end products of • Discussing the fate of end • ICT tools
• outline the role of the liver digestion products of digestion • Braille software/Jaws
Biology Syllabus Forms 3 - 4

in metabolism • Regulation of glucose ami- • Discussing the roles of the

no acids, liver • Model of a tooth
breakdown of alcohol, toxins NB. Details of urea formation not
storage of fat, glycogen and required • Acid
• describe types and func- vitamin A and D • Tooth or any calcium
tions of teeth • Types of teeth containing material
• describe the structure of a • Identifying incisors, canines, • Tooth paste
tooth premolars and molars • Tooth brush
• Internal and external struc- • Identifying the crown neck, • Floss

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• identify causes of tooth tures of teeth root, enamel, dentine and
decay pulp cavity • Salt
• Causes of tooth deca • Describing causes of tooth • Ash/soda
- Action of bacteria on sug- decay
• describe the proper care ary food producing acid • Experimenting on action of
of teeth • Care of teeth acid on tooth
- Remove plaque • Describing different ways of
- Neutralizing acid preventing tooth decay
- Destroying bacteria
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
8.6.3 Gaseous respiratory system trachea, bronchi,  Printed media
exchange  state the functions of bronchioles, alveoli and  Discussing functions of  ICT tools
parts of the respiratory capillaries parts of the respiratory  Braille software/Jaws
system system
 Demonstrating breathing
 describe the  Inhalation and exhalation mechanisms
mechanisms of using models and
Biology Syllabus Forms 3 - 4

breathing animations
 describe the structure  Structure
and role of the alveoli - large surface area
- moist
- thin
- vascularised  Discussing factors which

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 describe factors which increase efficiency of
increase the efficiency  Factors gaseous exchange
of gaseous exchange - Diffusion gradient
- Thinness
- Moisture  Carrying out experiments to
 state the differences - vascularisation show the differences
between inhaled and between inhaled and  Lime water/
exhaled air  Differences in exhaled air Bicarbonate indicator
temperature, volume of
 explain the effects of carbon dioxide, oxygen  Measuring of pulse and
physical activity on and water vapour breathing rates before and
breathing and blood after physical activity  Stop watch
circulation  Depth and rate of
breathing  Evaluating statistical data
 describe effects of  Pulse rate linking diseases and
smoking on the  Short term effects smoking  ICT tools
respiratory system - destruction of cilia  Braille software/Jaws
- increased mucus  Print media
production  Resource person
- constriction of the
bronchioles
 Long term effects
- lung cancer
- bronchitis

22
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
- emphysema
8.6.4 Respiration  define aerobic  Aerobic respiration  Discussing aerobic  Seeds
respiration respiration  Thermos flask
 state the word  Word equation  Carrying out experiments to  Thermometer
equation for aerobic show products of aerobic  Fermentation apparatus
respiration respiration
Biology Syllabus Forms 3 - 4

 list uses of energy in  Uses of Energy  Discussing uses of energy in

the body the body
 define anaerobic  Anaerobic respiration in  Carrying experiments to
respiration plants and animals show fermentation of sugar
by yeast
 state the word  Word equations
equations for
anaerobic respiration
in plants and animals  Fatigue  Demonstrating effects of
 describe the  Oxygen debt lactic acids on muscle during
exercise

17
production and effects
of lactic acids on
muscles during
exercise

8.6.5 Transport  describe the human  Heart, vessels, blood and  describing components of  Printed media
circulatory system valves the circulatory system  Models
 ICT tools
 Braille software/Jaws

 state functions of the  Transport of materials,  Discussing transportation of

circulatory system distribution of heat and materials, distribution of
immunity heat and immunity.
 identify parts of the  Parts of the heart  Examining a heart model.  Models
heart - Auricles/atria
- Ventricles
- Vessels
- Valves
 describe the cardiac  Cardiac cycle  Describing the action of
cycle heart muscles and
movement of blood.
23
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
NB. Mentioning the terms
 explain the importance  Function of heart valves diastole and systole not
of heart valves necessary
 relate pressure
differences in the dual  Pulmonary and systemic  Discussing the importance
circulatory system to the circulation of heart valves.
Biology Syllabus Forms 3 - 4

functions of the two  Comparing pulmonary and

circuits systemic circulations.

 relate the structure of  Arteries, veins and  Examining blood vessels to  Biosets, bioviewers
blood vessels to their capillaries compare their structures  Microscopes
function  Prepared slides

18
 identify possible causes  Genetic predisposition,  Discussing possible causes
of high blood pressure stress, lack of exercise of high blood pressure
and diet
 identify possible causes  Diet, stress, smoking,  Discussing possible causes  Resource person
of coronary heart obesity and high blood of coronary heart disease.  ICT tools
disease pressure  Analysing statistics showing  Braille software/Jaws
the link between life style
and occurrence of coronary
heart diseases.

 state components of  Components  Identifying red and white  Print media

mammalian blood and - Red blood cells blood cells from prepared  Slides/ photomicrographs
their functions disease - White blood cells slides
- Platelets  Discussing movement of
 describe the movement - Plasma materials between
of materials between  Diffusion and pressure capillaries and tissue fluid
capillaries and tissue filtration by diffusion and pressure
fluid filtration.

8.6.6 Immunity  explain how the body  Skin, tears ,clotting of  Discussing natural defense  Print media

24
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
protects itself blood, white blood cells mechanisms.
against infection (engulfing action and
production of antibodies)
 describe events leading  Infection leading to  Discussing natural active
to active immunity antibody production immunity and artificial
 Vaccination active immunity.
Biology Syllabus Forms 3 - 4

 describe events leading  Transfer of antibodies via  Discussing natural passive  Print media
to passive immunity placenta , breast milk and immunity andartificial
serum injection (snake passive immunity.
bites and rabies)
 describe the effects of  Destruction of white blood  Discussing the effects of
the human cells leading to HIV on the body.
immunodeficiency virus inability to resist infections
(HIV) on the body
 discuss the significance  Extended programme of  Studying the immunisation  Immunisation card
of immunisation immunisation card.  Resource persons

19
8.6.7 Reproduction in  describe the structure  Male and female  Identifying parts of the  Print media
humans and function of the reproductive systems reproductive systems.
human reproductive  Drawing and labelling the  ICT tools
system reproductive systems.
 Discussing the functions of  Braille software/Jaws
parts of the reproductive
systems.

 describe gamete  Sperm and ovum  Discussing formation of

formation formation gametes
NB. Details of meiosis not
required
 compare male and  Size, mobility and  Discussing the differences
female gametes numbers produced between sperm and ovum.
 describe the menstrual  Changes in uterus lining  Describing the menstrual
cycle and ovulation. cycle.
 Fertile and infertile
phases of cycle
 Role of oestrogen and
progesterone
25
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
 outline pathway of  Pathway of sperm  Outlining the pathway of
sperm from testes to sperm
ovum
 describe fertilisation  Fusion of male and  Discussing fertilisation
female nuclei
 describe the  Formation of a ball of cells Discussing the development
Biology Syllabus Forms 3 - 4

development of a zygote which becomes implanted of a zygote

in uterine wall NB. Details of mitosis not
 Early development required
- Organ formation later
development – mass
increase

20
 describe the role of the  Passage of  Discussing the role of the
placenta - antibodies placenta
- nutrients
- gases and
- excretory products
 describe limitations of the  Separating foetal from  Discussing limitations of the  Resource person
placenta maternal blood placenta.
 Reference to passage of
 describe the role of the toxins and certain viruses  Discussing the role of the
amniotic fluid including HIV amniotic fluid.
 Functions
- Shock absorber
- Preventing
 explain the dangers of temperature  Discussing the dangers of
taking drugs during fluctuation taking drugs during
pregnancy - Lubrication pregnancy.
 Dangers of taking drugs
during pregnancy (Illicit
drugs, smoking and
alcohol)
 explain causes of infertility  Causes  Discussing causes of
- hormonal infertility.
- sperm quantity and
quality
- physical damage by

26
 8.6 TOPIC 6 ANIMAL SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
STIs
- cancers

 outline various methods of  Natural methods  Discussing reliability,  Resource person

contraception - Abstinence limitations and
- Withdrawal appropriateness of
Biology Syllabus Forms 3 - 4

- Rhythm contraceptive methods

 Chemical: spermicides
 Barriers: condom and
diaphragm
 Intra-uterine devices
(IUDs)
 Hormonal : injection and
pills
 Sterilisation
- Vasectomy and tubal

21
ligation

 identify causative  Causative agents  Discussing causative agents

agents of sexually - Bacteria of STI’s.
transmitted infections - Virus
(STI’s)
 describe signs,  Signs and symptoms
symptoms and effects of - Gonorrhea,  Discussing effects on health
STIs - Syphilis, and fertility of STIs.
- Chancroid
- HIV/AIDS
- Genital warts
- Genital herpes

 discuss the methods by  Mutual faithfulness,  Discussing the spread of

which STIs and HIV may abstinence and the use of STI’s and HIV, incurability of
be controlled condoms AIDS and the social
 Contact tracing implications.
 Treatment with antibiotics  Visiting the local clinic or
for some STI’s hospital for statistical data

27
 8.7 TOPIC 7 MICROBIOLOGY AND BIOTECHNOLOGY
8.7 TOPIC 7 MICROBIOLOGY AND BIOTECHNOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
8.7.1 Characteristics Types  state the main  Types of micro organisms  Observing structures of  Print media,
and economic importance of characteristics of - Viruses microorganisms.  Microscope slides
microorganisms microorganisms - Bacteria  Drawing and labelling the  ICT tools
- Fungi structures.
 outline the economic  Role of:  Discussing the economic  Bakeries
importance of - microorganisms in importance of  Breweries
Biology Syllabus Forms 3 - 4

microorganisms decomposition microorganisms.  Dairies

- (Bioremediation)  Carrying out educational  Sewage works
- yeast in the tours to bakeries,
production of bread breweries, dairy industries
and alcohol and sewage works.
- bacteria in yoghurt ,

22
cheese and insulin
production
- Fungi in production of
penicillin

8.8 TOPIC 8 GENETICS

8.8 TOPIC 8 GENETICS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
8.8.1 Chromosomes and  define chromosome  Chromosome as  Discussing the  ICT tools
Genes including a long molecule structures of  Braille software/Jaws
of DNA chromosomes and genes.  Print media
 define a gene  A unit of inheritance
 Explaining genetic terms.
 explain the major genetic  Genetic terms
terms - Allele
- Dominant
- Recessive
- Genotype
- Phenotype
- Homozygous
- Heterozygous
8.8.2 Monohybrid  Describe complete  Dominant and recessive  Discussing complete  ICT tools
29

inheritance dominance alleles dominance.  Braille software/Jaws

 Homozygous and
heterozygous
 Phenotypes and genotypes
 predict possible outcomes  Genetic Crosses  Constructing  Coloured beads/beans
 8.8 TOPIC 8 GENETICS CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.8.2Monohybrid inheritance • Describe complete domi- • Dominant and recessive • Discussing complete domi- • ICT tools
nance alleles nance. • Braille software/Jaws
• predict possible out- • Homozygous and heterozy- • Constructing • Coloured beads/beans
comes of mono-hybrid gous genetic crosses and Punnet
crosses • Phenotypes and genotypes squares.
Biology Syllabus Forms 3 - 4

• Genetic Crosses • Demonstrating monohybrid

F1 and F2 generations crosses.
monohybrid ratio

• Inheritance of ABO blood • Constructing genetic • Print media

• explain codominance groups crosses.
• Phenotypes groups A, B, • Discussing and illustrat-
AB and O ing sex determination in
• Gene alleles for blood humans.

23
groups IA, IB, I0
• Sex chromosomes X and Y

8.8.3 Mutations • describe genetic and • Genetic • Discussing the concept • Print media
chromosomal mutations - Sickle cell anemia and types of mutations.
- Albinism • ICT tools
• Chromosomal
• discuss factors that in- - Down syndrome • Discussing factors that • Braille software/Jaws
crease rate of mutation • Factors that increase rate increase the rate of muta-
of mutation: tion.
- Genetic disposition
- Radiation (UV, gamma,
alpha, X – rays)
- Carcinogens
 8.9 TOPIC 9 BIODIVERSITY
8.9 TOPIC 9 BIODIVERSITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.9.1 Biodiversity  state the five kingdoms of  Five kingdoms  Classifying organisms  ICT tools
living organisms - Prokaryotae/Monera into five kingdoms  Braille software/Jaws
- Protoctista/Protista  Samples of organisms
- Fungi  Print media
 state characteristic features - Plantae  Discussing characteristic
of the five kingdoms - Animalia features of each kingdom
Biology Syllabus Forms 3 - 4

 Diagnostic features

24
32
 8.10 TOPIC 10 ECOSYSTEMS
8.10 TOPIC 10 ECOSYSTEMS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.10.1 Ecosystems  define ecosystem  A self-contained system of  Examining an ecosystem  Ponds
interdependent organisms such as pond, forest,  Fields
and their physical field, botanical gardens.  Forests
environment  Botanical gardens
 list components of an  Physical and biological  Classifying components
ecosystem components such as air, into physical and
Biology Syllabus Forms 3 - 4

water, soil, light and living biological.

 identify the role of soil in an organisms  Discussing the role of
ecosystem  Role of soil soil in an ecosystem.
 identify biological  Components such as litter,  Extracting macro  Wire gauze
components of soil earthworms, nematodes, organisms in the soil.  Lamps
termites, fungi, bacteria  Demonstrating that soil  Soil samples
and humus contains micro  Alcohol
organisms.  Lime water / bicarbonate
indicator
 state the role of the  Crumb structure, aeration,  Discussing the role of  Soil samples

25
biological components fertility and pH biological components
 compare properties of clay,  Properties  Carrying out experiments
loam and sandy soils - size of particles to measure air, water,
- Air content organic content, pH,
- Water holding water retention and
capacity drainage
- Drainage
- Leaching
- Acidity/alkalinity (pH)

8.10.2 Natural ecosystem  describe a natural  Natural ecosystems  Carrying out educational  Natural ecosystems
ecosystem tours to a natural
ecosystem
 construct simple food chains  Trophic levels:  Discussing examples
and webs  Producers, consumers from local ecosystems
and decomposers  Constructing simple food
chains and webs
 interpret food webs  Inter-relationships between  Discussing inter-  Print media
33
 8.10 TOPIC 10 ECOSYSTEMS CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
food chains relationships between  ICT tools
food chains.  Braille software/Jaws

 explain the loss of energy in  Respiration and heat loss  Discussing energy
food chains  Energy input and energy losses in food chains.
flow
Biology Syllabus Forms 3 - 4

 interpret ecological  Pyramids of numbers,  Constructing and

pyramids biomass and energy interpreting pyramids.
 describe nutrient cycles  Carbon cycle  Discussing nutrient
 Nitrogen cycle cycles
 Drawing nutrient cycles.
NB. Scientific names of

26
bacteria not required

8.10.3 Artificial ecosystem  describe an artificial  Artificial ecosystem  Studying cultivated piece  garden
ecosystem of land.  field
 compare species  Species diversity
biodiversity in natural and  Comparing species
artificial ecosystems diversity.
 state problems caused by - Soil fertility  Discussing the problems.
limited species diversity - Pest problems

8.11 TOPIC 11 HEALTH AND DISEASE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.11.1 Health • define health • Health as a state of physi- • Discussing the concept • Resource persons
cal, mental, emotional and of health • Cleaning materials
social wellbeing and not • Carrying out cleaning • ICT tools
just the absence of disease campaigns around com- • Braille software/Jaws
• discuss levels of hygiene • Personal hygiene munities and in school
• Domestic hygiene • Discussing health issues
• Community hygiene

34
 8.11 TOPIC 11 HEALTH AND DISEASE CONTD..

KEY CONCEPT LEARNING OBJECTIVES Learner CONTENT (Attitudes, SUGGESTED LEARN- SUGGESTED
should be able to Knowldeg and Skills) ING RESOURCES

8.11.1 Health - Waste disposal methods

- Provision of clean, safe
drinking water
- Sanitation
- Provision of health facili-
ties such as clinics
Biology Syllabus Forms 3 - 4

8.11.2 Diseases • define a disease • Definition of disease • Discussing the con- • ICT tools
• state causes of diseases • Causes such as: cept of disease • Braille software/Jaws
- infection, • Resource persons
• classify diseases into infectious - Genetic defects • Classifying diseases
and non-infectious diseases - Cemicals into infectious and
- Radiation non-infectious.
• state the causative agent, mode - malnutrition
of transmission and signs and - degenerative causes • Discussing causes of

27
symptoms of infectious diseas- • Infectious diseases diseases.
es - Cholera • Researching on
- Malaria causes, mode of
• explain ways of preventing and - Tuberculosis (TB) transmission, signs
treating infectious diseases - Typhoid and symptoms and
- Bilharzia ways of treating and
• Non-infectious diseases preventing infectious
- Deficiency diseases diseases.
- Genetic diseases
- Cancer • Discussing research
• Causative agents, mode of findings.
transmission and signs and
symptoms of infectious dis-
eases (NB Scientific names
of causative agents not
required)
• Prevention and treatment of
infectious diseases
 FORM 4
FORM 4
8.12 TOPIC 1 SAFETY, CAREERS AND BRANCHES IN BIOLOGY
8.12 TOPIC 1 SAFETY, CAREERS AND BRANCHES IN BIOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
KNOWLEDGE)
8.12.1 Safety labels and  identify various safety  Labels and symbols  Identifying various safety  Containers with labels and
symbols labels and symbols labels and symbols symbols
 explain the meaning of  Discussing the meaning of  Print media
Biology Syllabus Forms 3 - 4

various safety labels and the various labels and

symbols symbols

8.13 TOPIC 2 CHEMICALS OF LIFE

8.13 TOPIC 2 CHEMICALS OF LIFE

28
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
8.13.1 Carbohydrates  state classes of  Carbohydrates as mono, di-,  Classifying carbohydrates.  ICT tools
carbohydrates and poly-saccharides  Braille software/Jaws
 state the uses of glucose,  Glucose, sucrose, starch,  Discussing uses of mono -, di-  Print media
sucrose, starch, glycogen glycogen and cellulose in and polysaccharides.
and cellulose in living living organism
organisms

8.13.2 Proteins  state the functions of  Functions of proteins in  Discussing the functions of  Print media
proteins in living organisms living organisms proteins in living organisms.  ICT tools
 Braille software/Jaws
8.13.3 Lipids  state the functions of lipids  Functions of lipids in living  Discussing the functions of  ICT tools
in living organisms organisms lipids in living organisms.  Braille software/Jaws

8.13.4 Nucleic acids  state the functions of  Functions of DNA and RNA  Discussing the functions of  ICT tools
nucleic acids in living DNA and RNA.  Braille software/Jaws
organisms 37
 8.14 TOPIC 3 ENZYMES
8.14 TOPIC 3 ENZYMES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
8.14.1 Industrial applications  explain the use of  Detergents/washing  Discussing the uses of  Washing powder
of enzymes enzymes in the powder lipases and proteases in  Lipases and proteases
production of washing - Lipases – fat stains stain removal.
powders - Proteases – protein  Carrying out experiments
stains with lipases and proteases
to remove stains.
Biology Syllabus Forms 3 - 4

8.15 TOPIC 4 PLANT SCIENCE

8.15 TOPIC 4 PLANT SCIENCE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
8.15.1 Reproduction  define asexual  Asexual reproduction in  Discussing asexual  Plant vegetative
reproduction plants reproduction in plants. structures such as:

29
 Observing vegetative stems, tubers, leaves,
 describe natural and  Vegetative reproduction structures in plants. bulbs
artificial methods of  Natural methods  Demonstrating various  Gardens
vegetative reproduction in - Rhizomes, tubers, methods of vegetative
plants suckers, runners reproduction.
bulbs
 Artificial methods
- Cuttings, grafting

 state advantages and - Resistance to  Discussing advantages and  ICT tools

disadvantages of diseases and pests disadvantages of vegetative  Braille software/Jaws
vegetative reproduction - genetic variation reproduction  Grass
- survival of offspring  Irish potatoes
- rate of propagation  Bananas
 Sugar cane
 Sweet-potato stems
 Onion bulbs
 Strawberry plants
39
 8.15 TOPIC 4 PLANT SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
 describe the structure and  Flower as a reproductive  Observing insect and wind  Flowers
characteristics of wind and structure in plants  pollinated flowers  Hand lenses
insect pollinated flowers  Microscopes
 compare the different  Wind pollinated and insect  Comparing insect and a  Pollen grains
structural adaptations of pollinated flowers wind pollinated flower
insect pollinated and wind
Biology Syllabus Forms 3 - 4

pollinated flowers
 outline the process of  Pollination  Examining pollen grains
pollination using microscopes or hand
 distinguish between self-  Self and cross pollination lenses
and cross pollination  Discussing self and cross
pollination

30
 describe the advantages  Advantages and  Discussing advantages of
of self and cross disadvantages of self and self and cross pollination
pollination cross pollination

 outline the process of  Development of pollen tube  Examining growing pollen  Print media
fertilisation tubes  ICT tools
NB. No knowledge of double  Describing the growth of the  Braille software/Jaws
fertilisation is required pollen tube and its entry into
the ovule followed by
fertilisation
 describe changes that  Formation of seeds and  Observing a variety of fruits  Fruits
occur after fertilisation in a fruits and seeds  Seeds
flower  Hand lenses
 describe seed dispersal  Various ways of seed  Relating structure of seed to
dispersal method of dispersal
 outline the importance of  Discussing importance of
seed dispersal  Importance of seed dispersal seed dispersal
- Colonisation of new
areas
- Reducing overcrowding
of plants
- Increasing survival
chances of plants

41
 8.15 TOPIC 4 PLANT SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
 ICT tools
 Braille software/Jaws
 describe the structure of a  Seed structure–  Identifying different parts  Variety of fruits and seeds
monocot and dicot seed - testa/seed coat external and internal of  Scalpel blades
- embryo (radicle and seeds.  Hand lenses
- plumule)  Making labelled drawings of  Bean seeds
Biology Syllabus Forms 3 - 4

- endosperm seeds.  Maize seeds

- cotyledon
- hilum
- micropyle
- Monocot seeds – maize
seeds
- Dicot seeds – bean /
pea/groundnut

 describe the conditions  Germination  Carrying out controlled  Pyrogallic acid

31
necessary for germination - Oxygen experiments to investigate  Drying agents such as
- Suitable temperature conditions necessary for calcium chloride
- Water germination  Refrigerator
 Functions of enzymes  Incubator
- Respiration
- Hydrolysis of stored
food
8.15.2 Coordination and  define phototropism and  response by plants to light  Carrying out experiments to  Potted plants
response geotropism and gravity illustrate phototropism and  Germinating seeds
 illustrate phototropism and geotropism  Cardboard boxes
geotropism in plants  Blades
 ICT tools
 Braille software/Jaws
 Petri-dishes
 Cotton wool
 Clinostat

42
 8.15 TOPIC 4 PLANT SCIENCE CONTD..

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES RESOURCES
to: KNOWLEDGE)
 Define a plant hormone  Plant hormone as a  Discussing commercial  Plant hormones
 describe the application of chemical substance produced application of plant  Fruits
hormones to growth and in one part of a plant and hormones  Young plants
development of plants transported to other parts
where it initiates a response
 Uses of
Biology Syllabus Forms 3 - 4

- Ethylene
- Gibberellins
- Auxins
- Cytokinins

32
8.16 TOPIC 5 ANIMAL SCIENCE
8.16 TOPIC 5 ANIMAL SCIENCE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.16.1 Productivity  define food intake in relation  Food conversion efficiency  Analysing data from the  Resource persons
to increase in mass agriculture department  Pest specimens
 Constructing and
 identify animal pests and  Animal pests and diseases interpreting growth curves
related diseases - Anthrax – bacteria  Observing animal pests.
- Foot and mouth –  Discussing animal
 describe how animal pests virus diseases.
and diseases affect - Liver damage – fluke
productivity - Red water – tick  Discussing how pests and
(vector) diseases affect
 describe ways of preventing  Reduced yields productivity
plant pests and diseases
 Mechanisms  Discussing prevention
- Dosing mechanisms
- Vaccination
- Dipping
- quarantine
8.16.2 Homeostasis  define homeostasis  The maintenance of a  Discussing regulation of  Print media
constant internal water, pH, ions, glucose
 identify and label parts of the concentration and
skin  Skin structure and functions temperature
of its parts  Drawing and labelling
environment43

 relate the functions of parts parts of the skin

of the skin to temperature  Temperature sensitivity,
regulation shivering, sweating, vaso-  Discussing the functions
dilation and vasoconstriction of parts of the skin
 8.16 TOPIC 5 ANIMAL SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.16.2 Homeostasis
8.16.2 • define homeostasis • The maintenance of a con- • Discussing regulation of • Print media
stant internal environment water, pH, ions, glucose
• identify and label parts of • Skin structure and functions concentration and tem-
the skin of its parts perature
• Drawing and labelling
• relate the functions of parts • Temperature sensitivity, shiv- parts of the skin
Biology Syllabus Forms 3 - 4

of the skin to temperature ering, sweating, vaso-dilation

regulation and vasoconstriction • Discussing the functions of
• describe the function of the • The hypothalamus parts of the skin
brain in homeostasis • Negative feedback • Discussing the roles of
• define excretion • Excretion as removal of toxic parts of the skin in relation
• list substances that must materials and waste prod- to temperature regulation • Print media
be excreted and organs ucts of metabolism • Discussing the role of the • ICT tools
involved • Kidney – urea, excess salt, hypothalamus in tempera- • Braille software/Jaws
• describe the structure of excess water and toxins ture regulation

33
the urinary system • Lungs – carbon dioxide and • Discussing excretion
• state the functions of the excess water • Discussing the excretory
parts of the urinary system • Skin – excess salts, urea organs and the wastes
and excess water they excrete • Print media
• Structure of the urinary sys- • Drawing and labelling the
• describe the structure of tem urinary system
the kidney • Functions of- kidney • Discussing functions of • Resource person
- renal artery parts of the urinary system
• state the functions of the - urethra
kidney - ureter • Discussing kidney struc-
- bladder ture and functions.
• describe how the kidney • Kidney structure NB. No detailed structure of
dialysis machine works - Cortex the nephron required
- medulla • Resource person
- pelvis • Discussing how the dialy-
sis machine works.
 8.16 TOPIC 5 ANIMAL SCIENCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
• Functions
- urine formation,
- osmo-regulation,
- pH regulation
• Kidney failure and the
Biology Syllabus Forms 3 - 4

use of dialysis machine

8.16.3 Coordination and • describe the structure of a • Structure of sensory, relay• Drawing and labeling the • Print media
Response neurone and motor neurones structure of neurons. • Bioviewers and biosets
• describe a simple spinal • Receptor, sensory neu- • Demonstrating reflex actions • ICT

34
reflex arc rone, relay neurone, motor such as knee jerk and blink- • Braille software/Jaws
• outline functions of the main neurone, effector and ing.
parts of the brain spinal cord • Drawing the reflex arc.
• describe the structure of the • Cerebrum, cerebellum, pi- • Identifying parts of the brain • Model
eye tuitary gland, hypothalamus and discussing their func-
and medulla oblongata tions.
• Eye • Drawing and labelling the
• describe the functions of - Front view front view and horizontal sec-
parts of the eye - horizontal section tion of the eye
• describe how the eye focus- • Discussing functions of parts
es images on the retina • Parts of the eye of the eye
• Describe eye defects and • Demonstrating the refraction
their correction • Refraction, accommodation of light
and image formation
• Short and long sightedness • Discussing eye defects and
• Describe the structure and their correction
functions of parts of the ear
• Parts of the ear • Drawing and labeling parts of
• Sound conduction the ear
• Balance • Discussing functions of parts
of the ear
  describe the functions of  Parts of the eye parts of the eye  Ear model
parts of the eye  Demonstrating the
 describe how the eye  Refraction, accommodation refraction of light
focuses images on the retina and image formation
 Describe eye defects and  Short and long sightedness  Discussing eye defects
their correction and their correction
8.16 TOPIC 5 ANIMAL SCIENCE CONTD..
 Parts of the ear  Drawing and labeling
 Describe the structure and  Sound conduction parts of the ear
KEY CONCEPT
functions of parts of the ear
LEARNING OBJECTIVES CONTENT
Balance (Attitudes,  Discussing functions
SUGGESTED LEARNING of SUGGESTED
parts of the ear
Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.16.4 Endocrine system  define hormone  Hormone as a  Discussing the  ICT tools
chemical substance production, transport and  Braille software/Jaws
produced by a gland and of hormones
carried by blood, which  Discussing effects of
affects the activities of a adrenaline
 describe the effects of target organ
adrenaline  Adrenal gland, fright fight
Biology Syllabus Forms 3 - 4

and flight responses

 outline the role of insulin and  Regulation of blood glucose  Discussing regulation of
glucagon level blood sugar  Resource person

 state the signs and  Diabetes mellitus  Discussing signs of

symptoms of diabetes  signs and symptoms: diabetes mellitus
mellitus - frequent urination
- tiredness  Discussing the
 explain how Diabetes - thirst management of Diabetes
mellitus can be managed - increased blood glucose mellitus.

35
level
- glucose in urine
 Management of Diabetes
mellitus
8.16.5 Skeletal system  outline functions of the  Functions  Observing the human  Model of the skeleton
skeleton skeleton
- Protection  Discussing functions of
- movement the skeleton
- Support, 46

 identify the main bones of  Scapula, humerus, radius  Identifying the bones on
the fore and hind limb of a ulna, pelvis femur, tibia and the skeleton
mammal fibula
 describe types of joints  Hinge joint, ball and socket  Observing joints
joint
 describe the types of  Hinge joint – one plane  demonstrating movement
movement permitted by  Ball and socket joint – all permitted by joints
joints planes
 describe the action of  Antagonistic muscles  Demonstrating the action  Model of antagonistic muscles
muscles at a hinge joint (extensor and flexor of extensor and flexor
muscles) muscles
 8.17 TOPIC 6 MICROBIOLOGY AND BIOTECHNOLOGY
8.17 TOPIC 6 MICROBIOLOGY AND BIOTECHNOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.17.1 Recombinant Gene  define the term recombinant  Recombinant DNA as a  Discussing formation of  ICT tools
Technology DNA DNA molecule incorporating recombinant DNA  Braille software/Jaws
 explain that genes may be DNA from more than one  Discussing insulin production  Print media
transferred between cells of species of organism
different species NB. Only simplified outline
 Outline production of insulin  Production of insulin using of insulin production using
using recombinant DNA recombinant DNA recombinant DNA
Biology Syllabus Forms 3 - 4

technology technology technology

- Gene coding for human
insulin recovered for
bacteria
- Transformed bacteria
allowed to multiply

36
producing insulin
- Insulin then recovered
from bacteria

 discuss potential benefits  Benefits and hazards of  Debating on benefits and

and hazards of recombinant recombinant DNA hazards of recombinant DNA
DNA technology technology technology

8.18 TOPIC 7 GENETICS

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.18.1 Variation • identify variable features in • Variation • Carrying out activities such • Leaves
plants and animals - Features such as: leaf as: • Balances
size, size of pods, - measuring pupils’ • Rulers
height, coat colour, heights/masses in class • Graph papers
mass, tongue rolling, - counting number of boys
• draw graphs to show con- sex and girls in class
tinuous and discontinuous - Tables and graphs - collecting leaves of the
distribution of characteristics same plant and measur-
• distinguish between con- and discontinu- ing length
tinuous and discontinuous ous variation - to show variables in
• Continuous 48

variation plants and animals

 8.18 TOPIC 7 GENETICS CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (Attitudes, SUGGESTED LEARNING SUGGESTED

Learner should be able to Knowldeg and Skills) ACTIVITIES AND NOTES RESOURCES
8.18.1 Variation • Constructing tables and • Leaves
graphs to show contin- • Balances
uous and discontinuous • Rulers
variation • Graph papers
8.18.2 Selection • define evolution • Evolution • Discussing how evolution • Local communities
occurs in natural commu- • Commercial farms
Biology Syllabus Forms 3 - 4

• outline natural selection as • Variation, competition, selec- nities.

a possible mechanism for tive survival and reproduc-
evolution tion • Investigating application
• describe the applications • Application of artificial se- of artificial selection in
of artificial selection lection in plants and animal plant and animal breeding
breeding in local communities and
• state the reasons for plant • Productivity commercial farms.
and animal breeding - quality of breed,

37
- resistance to drought and
disease

8.19 TOPIC 8 BIODIVERSITY

8.19 TOPIC 8 BIODIVERSITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.19.1 Threats and  explain threats to  Threats to biodiversity  discussing threats to  ICT tools
Conservation measures biodiversity - Deforestation biodiversity  Braille software/Jaws
- Invasive species
- Habitat destruction  Discussing conservation
- Climate change measures
- Pollution  Participating in tree
 describe conservation  Measures planting activities
measures - Afforestation
- Uses of alternative
sources of energy
- Preservation of
endangered species
and agents
 8.20 TOPIC 9 ECOSYSTEMS
8.20 TOPIC 9 ECOSYSTEMS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
8.20.1 Management of  describe advantages of  Advantages  Investigating effects of  Agricultural plots
Ecosystems ground cover - Top soil preservation soil cover.
- water retention
- reduced evaporation
 describe the harmful  Carrying out case studies
human activities on the  Human activities: of environmental problems
Biology Syllabus Forms 3 - 4

ecosystems Agricultural in the local communities

- Mining
- industrial
- social activities

 suggest corrective  Corrective measures  discussing and  Print media

38
measures to harmful implementing corrective  Local ecosystems
human activity measures
 explain the concept of  Limiting factors:  Discussing the concept of
carrying capacity - Water carrying capacity
- Food  Field trip
- Oxygen
- Space and shelter

 describe the effects of  Effects:  Discussing the effects of

exceeding the carrying - Degradation of exceeding the carrying
capacity - ecosystem capacity
- overgrazing
- diseases
- pollution

52
 8.21 TOPIC 10 HEALTH AND DISEASE
8.21 TOPIC 10 HEALTH AND DISEASE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
to: KNOWLEDGE)
8.21.1 Drug use and abuse  define drug  Drug as any substance  Discussing the meaning  ICT tools
administered into the body of drug  Braille software/Jaws
and modifies or affects
chemical reactions
 describe medical uses of  Antibiotics – penicillin  Discussing the
drugs  Analgesics – paracetamol, importance of proper
Biology Syllabus Forms 3 - 4

asprin administration and use

 Anti-malaria – chloroquine of medicinal drugs.
and paludrine  Discussing allergic
reactions to drugs in
some individuals
 describe the abuse of  Physical, mental and social ill-  Discussing the effects  Resource persons
alcohol, tobacco, effects of drug abuse  Specimens
cannabis and solvents - Alcohol  Carrying out campaigns
- Tobacco against drug abuse
- Cannabis

39
- Solvents

53
Biology Syllabus Forms 3 - 4

9.0 ASSESSMENT
9.1 Scheme of Assessment

Forms 3 to 4 Biology assessment will be based on 40% continuous assessment and 60% summative assessment.
The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not con-
done direct or indirect discrimination of learners.Arrangements, accommodations and modifications must be visible in
both continuous and summative assessments to enable candidates with special needs to access assessments and re-
ceive accurate performance measurement of their abilities. Access arrangements must neither give these candidates
an undue advantage over others nor compromise the standards being assessed.

Candidates who are unable to access the assessments of any component or part of component due to disability (tran-
sitory or permanent) may be eligible to receive an award based on the assessment they would have taken.
NB For further details on arrangements, accommodations and modifications refer to the assessment procedure book-
let.

9.1.1 Continuous assessment

Continuous assessment for Forms 3-4 will consist of practical tests, theory tests and end of term examinations:

9.2.1 Practical tests

These are practical tests that teachers give to learners twice a term. These may be individual or group activities. The
tests should cover manipulation of apparatus, following procedures, results collection, presentation, analysis and
evaluation.

9.2.2 Theory Tests

These are tests set by the teacher to assess the concepts covered during the term. The tests should consist of multi-
ple choice, structured and free response questions. Two tests shall be given in a term

9.2.3 End of term examinations

These are comprehensive tests of the whole term work. These can be set at school/district/provincial level.
Summary of Continuous Assessment Tasks
In 5 terms (Form 3 to 4) candidates are expected to have done at least the following recorded tasks per term:

• 2 Practical tests
• 2 theory tests
• 1 End of term test
Detailed Continuous Assessment Tasks Table

Term Practical tests Theory Tests End Of Term Test Total

1 2 2 1
2 2 2 1
3 2 2 1
4 2 2 1
5 2 2 1
6 National Examinations
Weighting 20% 10% 10% 405

40
Biology Syllabus Forms 3 - 4

9.3 SUMMATIVE ASSESSMENT

ASSESSMENT OBJECTIVES

The following objectives reflect those aspects of the aims that will be assessed. Specific behavioural learning objec-
tives are stated in each section of the syllabus.

9.3.1 KNOWLEDGE AND COMPREHENSION

Learners should be able to demonstrate knowledge and understanding of:

1.1 scientific instruments and apparatus, techniques and aspects of safety;

1.2 scientific units, terminology, symbols and conventions;
1.3 scientific quantities and how they are determined;
1.4 scientific phenomena, facts and laws, definitions, concepts, theories and models;
1.5 personal, social, economic and environmental implications of science applications.

9.3.2 HANDLING INFORMATION AND SOLVING PROBLEMS

Learners should be able to demonstrate, in familiar and unfamiliar situations, their ability to:

2.1 extract information relevant to a particular context from data presented in diagrammatic, symbolic, graphical,
numerical or verbal form;
2.2 use data to recognize patterns, formulate hypotheses and draw conclusions;
2.3 translate information from one form to another;
2.4 communicate logically and concisely;
2.5 explain facts, observations and phenomena in terms of scientific laws, theories and models;
2.6 explain technological applications of science and evaluate their associated personal, social, economic, and
environmental implications;
2.7 make logical decisions based on the examination of evidence and arguments;
2.8 apply scientific principles, formulae and methods to solve qualitative and quantitative problems;
2.9 suggest explanations of unfamiliar facts, observations and phenomena;

9.3.3 EXPERIMENTAL SKILLS

Learners should be able to:

3.1 follow instructions for practical work;

3.2 plan, organise and carry out experimental investigations;
3.3 select appropriate apparatus and materials for experimental work;
3.4 use apparatus and materials effectively and safely;
3.5 make accurate, systematic observations and measurements, recognising the variability of experimental mea-
surements;
3.6 observe, measure and record results of experimental procedures;
3.7 identify possible sources of error in experimental procedures;
3.8 draw conclusions and make generalisations from experiments;
3.9 extract information from data presented in diagrammatic, graphical or numerical form.

41
Biology Syllabus Forms 3 - 4

WEIGHTING OF ASSESSMENT OBJECTIVES

ASSESSMENT OBJECTIVES WEIGHTING

Paper 1 and 2
Knowledge and comprehension 1.0 60%
Handling information and solving problems 2.0 40%
Paper 3
Experimental skills 3.0 100%

PAPER TYPES OF PAPER DURATION MARKS WEIGHTING

1 Multiple Choice 1 hour 40 30%
2 Theory 2 hours 100 40%
3 Practical 1 hour 30 minutes 40 30%

Paper 1 Theory (1 hour, 40 marks)

This paper will consist of 40 compulsory multiple-choice items

Paper 2 Theory (2 hours, 100 marks)

This paper is composed of two sections, A and B

• Section A – made up of 6 compulsory structured questions of 10 marks each which add up to 60 marks.
• Section B- made up of 6 optional questions of 10 marks each. Candidates will be required to answer any 4
questions to give a total of 40 marks.

Paper 3 Practical Examination (1 hour 30 minutes, 40 marks)

This is a practical test consisting of two compulsory questions of 20 marks each

NOTE: Examination questions on all papers may be set requiring candidates to apply knowledge to novel situations.

42
Biology Syllabus Forms 3 - 4

ASSESSMENT MODEL

Assessment of learner performance in Biology 100%

Continuous assessment (40%) Summative assessment (60%)

Theory Test End of term examina-

Practical Test 10% tion 10% Paper 1 30% Paper 2 40% Paper 3 30%
20%

Continuous assessment (40%) Examination(60%)

FINAL MARKS 100%

43
Biology Syllabus Forms 3 - 4

10.0 GLOSSARY OF TERMS USED IN SYLLABUS/SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide, i.e.
it is neither exhaustive nor definitive. The glossary has been deliberately kept brief not only with respect to the num-
ber of terms included but also to the descriptions of their meanings. Candidates should appreciate that the meaning
of a term must depend in part on its context.

10.1 Define (the term(s)…) is intended literally. Only a formal statement or equivalent paraphrase being required.

10.2 What do you understand by/What is meant by (the term(s)…) normally implies that a definition should be
given, together with some relevant comment on the significance or context of the term(s) concerned, especial-
ly where 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.

10.3 State implies a concise answer, with little or no supporting argument, e.g. a numerical answer that can be
obtained ‘by inspection’.

10.4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified, this should not be exceeded.

10.5 Explain may imply reasoning or some reference to theory, depending on the context.

10.6 Describe requires candidates to state in words (using diagrams where appropriate) the main points of the
topics. It is often used with reference either to particular phnomena or to a particular experiment. In the for-
mer instance the term usually implies that the answer should include reference to (visual) observations associ-
ated with the phenomena.

10.7 Calculate is used when a numerical answer is required. Working should be show

10.8 Deduce means that the candidate is expected to draw logical and valid conclusion from given information.

10.9 Determine implies that the quantity concerned cannot be measured directly but is obtained by calculation,
substituting measured or known values of other quantities into a standard formula.

10.10 Estimate implies an approximate calculation of the magnitude or quantity concern

10.11 Find means that the candidate is expected to calculate measure or determine.

10.12 Measure means to establish the quantity concerned using a suitable measuring instrument.

10.13 Outline means to give the essential points.

10.14 Predict implies that the candidate is expected to state what as likely to happen by analysing given information

10.15 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualita-
tively correct.

44