ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
BIOLOGY SYLLABUS
FORMS 5 - 6
2015 - 2022
Curriculum Development and Technical ServicesP. O. Box MP 133Mount Pleasant
Harare
© All Rrights Reserved2015
i
Biology Syllabus Forms 5 - 6
ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education would like to acknowledge contributions made by the following towards the development and production of this syllabus:
• The National Biology Syllabus Panel• Zimbabwe School Examinations Council(ZIMSEC)• Government Departments• Ministry of Higher and Tertiary Education, Science and Technology Development• United Nations International Children’s Emergency Fund (UNICEF)• United Nations Educational Scientific and Cultural Organisation (UNESCO)• Representatives from Higher and Tertiary institutions
ii
Biology Syllabus Forms 5 - 6
CONTENTS
ACKNOWLEDGEMENTS ................................................................................................................. i
CONTENTS ....................................................................................................................................... ii
1.0 PREAMBLE ................................................................................................................................ 1
2.0 PRESENTATION OF SYLLABUS .............................................................................................. 1
3.0 AIMS ............................................................................................................................................ 1
4.0 OBJECTIVES .............................................................................................................................. 2
5.0 METHODOLOGY AND TIME ALLOCATION .............................................................................. 2
6.0 TOPICS ....................................................................................................................................... 2
7.0 SCOPE AND SEQUENCE .......................................................................................................... 3
FORM 5 ............................................................................................................................................. 5
8.0 COMPETENCY MATRIX ............................................................................................................. 5
FORM 6 ............................................................................................................................................. 19
9.0 ASSESSMENT ............................................................................................................................ 29
10.0 GLOSSARY OF TERMS ........................................................................................................... 34
1
Biology Syllabus Forms 5 - 6
1.0 PREAMBLE
1.1 Introduction
The Biology Syllabus is designed for learners in Forms 5 and 6. The learners are expected to acquire theory, practical, research and problem solving skills. The syllabus will enable learners to appreciate the local flora and fauna and to utilize them sustainably for their own development and for the development of the nation at large. It encourages research on contemporary issues related to Biology as well as use of several tools of Information and Communication Technology (ICT).
1.2 Rationale
This syllabus empowers learners to employ biological skills in solving real life problems and also emphasizes the link between human activities and the environment. Students acquire knowledge and skills of inquiry that help them to examine critical issues that arise in their own lives and in the public domain, to contribute to debate and make informed decisions about their own health and well-being and that of the society. The skills will be learnt through practical application and understanding of biological concepts. The syllabus enables learners to cherish team work, to be innovative, enterprising and self-reliant leading to the socio-econom-ic development of the nation.
1.3 Summary of Content
This syllabus covers theory and practical skills in the following broad branches of Biology: Biochemistry, Cell Biology, Microbiology, Genetics, Biotechnology, Anatomy, Physiology, Human Health and Disease, Ecology and Biodiversity.
1.4 Assumptions
The syllabus assumes that learners:
• have studied and passed Sciences and Mathe-matics at form 4
• can use appropriate apparatus to perform a given task
• have developed an awareness and interest in the importance of conservation of the environment
• can integrate concepts and skills learnt from other learning areas in the learning of Biology
• have knowledge on use of ICT tools
1.5 Cross - cutting isues
In order to foster competency development for life and work, the following crosscutting priorities have been taken into consideration:
• Gender and inclusivity• Environmental issues • Information and Communication Technology• Disaster and Risk Management• Collaboration • Sexuality, HIV and AIDS • Animal rights • Human rights • Enterprise • Health Education
2.0 PRESENTATION OF SYLLABUSThe Biology Syllabus is presented as a single document for Forms 5 and 6 with thirteen compulsory topics.
3.0 AIMSThe syllabus aims to:
3.1 develop abilities and skills that enable learn-ers solve day to day challenges and become self-reliant
3.2 provide the basis for further studies in Biolog-ical Sciences and other related professional and vocational courses
3.3 develop attitudes of concern for accuracy and precision, innovativeness, objectivity and integrity in the study of Biology
3.4 develop enterprising skills that lead to value addition of natural resources
3.5 develop an awareness of the diversity of life, global environmental issues and understand the need for conservation and its relevance to society
3.6 promote an awareness of the use of Informa-tion Technology (IT) for communication as an aid to biological research
3.7 develop an appreciation of health issues in a global context
Biol
ogy
Sylla
bus
Form
s 5
- 6
2
Biology Syllabus Forms 5 - 6
4.0 OBJECTIVESThe learners should be able to:
4. 1 apply biological knowledge to solve day-to-day challenges
4. 2 use scientific research methods and tech-niques for self-reliance
4. 3 demonstrate an understanding of biological knowledge and concepts in novel situations
4. 4 measure with accuracy and precision4. 5 manipulate numerical and other forms of data4. 6 design practical experiments and projects to
solve problems4. 7 suggest ways of sustainable use of natural
resources for socio economic development4. 8 explain the importance of conserving biodiver-
sity and the environment4. 9 use appropriate ICT tools to solve scientific
problems4. 10 demonstrate an understanding of global distri-
bution of diseases
5.0 METHODOLOGY AND TIME ALLOCATIONMethodology
The syllabus is based upon interactive, multi-sensory, learner centered and practical approaches. Principles of independence, teamwork, completeness and stimulation must be applied to enhance the learning – teaching process. The learners should be allowed to apply their experiences, knowledge, skills and attitudes in the learning of the subject. The following are the suggested methods:
5.1 Experimentation5.2 Discovery 5.3 Demonstrations5.4 Problem solving5.5 Discussions5.6 e-learning5.7 Group work5.8 Educational tours5.9 Project based learning5.10 Research 5.11 Observations5.12 Simulations
Time Allocation
For adequate coverage of the syllabus, a time allocation of 12 periods per week is required to adequately cover the syllabus. Each period should be at least 35 minutes long. Four double periods and one block of four periods per week are recommended. Learners should be engaged in at least two Educational Tours (educational visits by students to local and away sites) per year. Participation in at least two Biology seminars and one Science exhibition per year is recommended.
6.0 TOPICSThe syllabus consists of thirteen compulsory topics listed below:
6.1 Cell Structure and Function6.2 Biological Molecules and Water6.3 Cell and Nuclear Division6.4 Genetic Control6.5 Gene Technology6.6 Inherited Change and Evolution6.7 Energetics6.8 Transport Systems6.9 Nervous Control6.10 Sexual Reproduction6.11 Ecology6.12 Biodiversity6.13 Human Health and Disease
3
Biol
ogy
Sylla
bus
Form
s 5
- 6
7.0
SCO
PE A
ND
SEQ
UEN
CE
4 7.
0 SC
OPE
AN
D S
EQU
ENC
E TO
PIC
FO
RM 5
FO
RM 6
7.
1 C
ell S
truct
ure
and
Func
tion
M
icro
scop
y
Plan
t and
Ani
mal
Cel
ls
O
rgan
elle
s an
d th
eir f
unct
ions
Euka
ryot
ic a
nd P
roka
ryot
ic c
ells
Mov
emen
t of s
ubst
ance
s in
to a
nd o
ut o
f cel
ls
7.2
Biol
ogic
al M
olec
ules
and
Wat
er
C
arbo
hydr
ates
Lipi
ds
Pr
otei
ns
W
ater
7.3
Cel
l and
Nuc
lear
Div
isio
n
The
Cel
l cyc
le
M
itosi
s
Mei
osis
7.4
Gen
etic
Con
trol
N
ucle
ic A
cids
Stru
ctur
e an
d re
plic
atio
n of
DN
A
Pr
otei
n sy
nthe
sis
7.5
Gen
e Te
chno
logy
In
sulin
Pro
duct
ion
G
enet
ic S
cree
ning
and
Fin
ger P
rintin
g
Gen
e Th
erap
y
Bene
fits
and
Haz
ards
of G
ene
Tech
nolo
gy
Et
hica
l im
plic
atio
ns o
f Gen
e Te
chno
logy
7.6
Inhe
rited
Cha
nge
and
Evol
utio
n
Nat
ure
of G
ene
M
onoh
ybrid
and
Dih
ybrid
Cro
sses
N
atur
al s
elec
tion
Ar
tific
ial s
elec
tion
7.7
Ener
getic
s
ATP
Stru
ctur
e an
d S
ynth
esis
Phot
osyn
thes
is
R
espi
ratio
n
7.8
Tran
spor
t Sys
tem
s
Stru
ctur
e an
d M
echa
nism
s of
tra
nspo
rt sy
stem
s in
pla
nts
M
amm
alia
n ci
rcul
ator
y sy
stem
4
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
5 7.
9 N
ervo
us C
ontro
l
N
eed
for c
omm
unic
atio
n
Actio
n po
tent
ial
C
holin
ergi
c sy
naps
e
7.10
Se
xual
Rep
rodu
ctio
n
Sexu
al R
epro
duct
ion
in P
lant
s
Sexu
al R
epro
duct
ion
in H
uman
s
7.11
Ec
olog
y
Le
vels
of e
colo
gica
l org
aniz
atio
n
Nitr
ogen
cyc
le
C
onse
rvat
ion
An
thro
poge
nic
impa
ct o
n ec
osys
tem
s
7.12
Bi
odiv
ersi
ty
Cla
ssifi
catio
n
Impo
rtanc
e of
Bio
dive
rsity
7.13
H
uman
Hea
lth a
nd D
isea
se
Dru
g an
d su
bsta
nce
abus
e
Glo
bal d
istri
butio
n of
Dis
ease
s
Imm
unity
4 5
Biol
ogy
Sylla
bus
Form
s 5
- 6
FOR
M 5
8.0
C
OM
PETE
NC
Y M
ATR
IX8.
1 TO
PIC
1
CEL
L ST
RU
CTU
RE
AN
D F
UN
CTI
ON
6 FO
RM 5
8.
0
CO
MPE
TEN
CY
MAT
RIX
8.
1 TO
PIC
1
CEL
L ST
RU
CTU
RE
AND
FU
NC
TIO
N
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.1.
1 M
icro
scop
y
calib
rate
eye
piec
e gr
atic
ule
Dra
w a
nd d
eter
min
e lin
ear d
imen
sion
s of
sp
ecim
ens
dist
ingu
ish
betw
een
mag
nific
atio
n an
d re
solu
tion
prep
are
tem
pora
ry
slid
es
C
alib
ratio
n an
d m
easu
rem
ent
Uni
ts o
f mea
sure
men
t
(milli
met
re, m
icro
met
re a
nd
nano
met
re)
M
agni
ficat
ion
and
reso
lutio
n (re
fer t
o lig
ht a
nd e
lect
ron
mic
rosc
opes
)
Wet
mou
nts
St
aini
ng
C
alib
ratin
g ey
epie
ce g
ratic
ule.
Obs
ervi
ng c
ells
usi
ng li
ght
mic
rosc
ope.
Mea
surin
g lin
ear d
imen
sion
s of
sp
ecim
ens.
Dis
cuss
ing
the
conc
epts
m
agni
ficat
ion
and
reso
lutio
n.
M
ount
ing
tem
pora
ry s
lides
.
Stai
ning
wet
mou
nts
with
ap
prop
riate
sta
ins.
R
elev
ant r
efer
ence
m
ater
ials
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
Ligh
t Mic
rosc
ope
(X4,
X10
, X4
0 ob
ject
ive
lens
es)
H
and
lens
es
G
ratic
ules
Stag
e m
icro
met
ers
St
ains
Prep
ared
slid
es
8.1.
2 Pl
ant a
nd
Anim
al C
ells
iden
tify
plan
t and
an
imal
cel
ls
com
pare
pla
nt a
nd
anim
al c
ells
U
ltra
stru
ctur
e of
the
pla
nt a
nd a
nim
al c
ells
Rou
gh a
nd s
moo
th
endo
plas
mic
retic
ula,
Gol
gi
body
, m
itoch
ondr
ia,ri
boso
mes
, ch
loro
plas
ts, c
ell s
urfa
ce
mem
bran
e, n
ucle
ar
enve
lope
, cen
triol
es, n
ucle
us
and
nucl
eolu
s
O
bser
ving
pla
nt a
nd a
nim
al
cells
.
Dra
win
g pl
ant a
nd a
nim
al c
ells
.
D
iscu
ssin
g th
e si
mila
ritie
s an
d di
ffere
nces
bet
wee
n pl
ant a
nd
anim
al c
ells
.
Ph
otom
icro
grap
hs
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
Mic
rosc
ope
Pr
epar
ed s
lides
Mod
els
6
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
7 K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.1.
3 O
rgan
elle
s an
d th
eir f
unct
ions
outli
ne th
e fu
nctio
ns o
f or
gane
lles
Fu
nctio
ns o
f cel
l
orga
nelle
s lis
ted
abov
e
Dis
cuss
ing
func
tions
of c
ell
orga
nelle
s.
Ph
otom
icro
grap
hs
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
8.1.
4 E
ukar
yotic
an
d Pr
okar
yotic
C
ells
co
mpa
re e
ukar
yotic
an
d pr
okar
yotic
cel
ls
St
ruct
ure
of e
ukar
yotic
and
pr
okar
yotic
cel
ls
O
bser
ving
and
dra
win
g eu
kary
otic
and
pro
kary
otic
ce
lls.
D
iscu
ssin
g th
e si
mila
ritie
s an
d di
ffere
nces
bet
wee
n th
e ce
lls.
Pr
epar
ed s
lides
Mic
rosc
ope
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
8.1.
5 M
ovem
ent o
f su
bsta
nces
into
an
d ou
t of c
ells
de
scrib
e an
d ex
plai
n th
e ce
ll su
rface
m
embr
ane
stru
ctur
e
re
late
the
stru
ctur
e of
th
e m
embr
ane
to
mov
emen
t of
subs
tanc
es in
to a
nd
out o
f cel
ls
Fl
uid
mos
aic
mod
el in
clud
ing
the
role
s of
pho
spho
lipid
s,
chol
este
rol,
glyc
olip
ids,
pr
otei
ns a
nd g
lyco
prot
eins
Diff
usio
n
Faci
litat
ed d
iffus
ion
D
raw
ing
the
cell
surfa
ce
mem
bran
e.
Id
entif
ying
the
com
pone
nts.
Dis
cuss
ing
the
func
tions
of
parts
of t
he c
ell s
urfa
ce
mem
bran
e.
D
esig
ning
and
car
ryin
g
Pr
int m
edia
Phot
omic
rogr
aphs
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
O
smos
is
Ac
tive
upta
ke
En
docy
tosi
s
Exoc
ytos
is
O
ut e
xper
imen
ts to
de
mon
stra
te o
smos
is (i
nclu
de
seria
l dilu
tions
).
O
nion
Pota
toes
Slid
es
M
icro
scop
e
Egg
mem
bran
e
Visk
ing
tubi
ng
6 7
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.2
TOPI
C 2
B
IOLO
GIC
AL
MO
LEC
ULE
S A
ND
WAT
ER
8 8.
2 TO
PIC
2
BIO
LOG
ICAL
MO
LEC
ULE
S AN
D W
ATER
K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.2.
1 C
arbo
hydr
ates
carr
y ou
t tes
ts to
iden
tify
carb
ohyd
rate
s
de
scrib
e th
e fo
rmat
ion
and
brea
kage
of
glyc
osid
ic b
ond
desc
ribe
the
synt
hesi
s an
d m
olec
ular
stru
ctur
e of
po
lysa
ccha
rides
re
late
stru
ctur
es o
f po
lysa
ccha
rides
to th
eir
func
tions
in li
ving
or
gani
sms
R
educ
ing
suga
rs
N
on- r
educ
ing
suga
rs
St
arch
(Qua
litat
ive
and
Qua
ntita
tive
test
s)
Gly
cosi
dic
bond
Star
ch
G
lyco
gen
ce
llulo
se
Pe
rform
ing
the
redu
cing
an
d no
n-re
duci
ng s
ugar
te
sts.
Car
ryin
g ou
t the
sta
rch
test
.
Ill
ustra
ting
form
atio
n an
d br
eaka
ge o
f gly
cosi
dic
bond
s.
D
iscu
ssin
g th
e sy
nthe
sis
and
mol
ecul
ar s
truct
ure
of
star
ch, g
lyco
gen
and
cellu
lose
.
Obs
ervi
ng m
olec
ular
st
ruct
ures
of
poly
sacc
harid
es.
D
iscu
ssin
g th
e lin
k be
twee
n th
e st
ruct
ure
and
the
func
tion
of e
ach
poly
sacc
harid
e.
Be
nedi
ct’s
sol
utio
n
Red
ucin
g su
gars
Non
-redu
cing
sug
ars
Po
tass
ium
iodi
de s
olut
ion
C
olor
imet
ers
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
m
odel
s
8.2.
2 Li
pids
iden
tify
lipid
s in
diff
eren
t su
bsta
nces
de
scrib
e th
e m
olec
ular
st
ruct
ures
of a
trig
lyce
ride
and
a ph
osph
olip
id
rela
te th
e st
ruct
ures
of
trigl
ycer
ides
and
ph
osph
olip
ids
to th
eir
func
tions
in li
ving
or
gani
sms
em
ulsi
on te
st
trigl
ycer
ides
phos
phol
ipid
s
C
arry
ing
out t
he
emul
sion
test
.
Ill
ustra
ting
the
mol
ecul
ar
stru
ctur
es o
f a
trigl
ycer
ide
and
a ph
osph
olip
id.
O
bser
ving
the
mol
ecul
ar
stru
ctur
es
D
iscu
ssin
g th
e
Li
pids
Alco
hol
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
M
odel
s
8
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
9 K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
rela
tions
hip
betw
een
stru
ctur
es a
nd fu
nctio
ns.
8.2.
3 Pr
otei
ns
Id
entif
y pr
otei
ns in
di
ffere
nt fo
od s
ubst
ance
s
de
scrib
e th
e st
ruct
ure
of
an a
min
o ac
id
ou
tline
the
form
atio
n an
d br
eaka
ge o
f a p
eptid
e bo
nd
ex
plai
n th
e m
eani
ng o
f th
e te
rms
prim
ary,
se
cond
ary,
terti
ary
and
quat
erna
ry s
truct
ures
of
prot
eins
de
scrib
e th
e ty
pes
of
bond
s w
hich
hol
d th
e pr
otei
n m
olec
ules
in
shap
e
desc
ribe
the
mol
ecul
ar
stru
ctur
es o
f hae
mog
lobi
n an
d co
llage
n
rela
te th
e st
ruct
ures
of
haem
oglo
bin
and
colla
gen
to th
eir f
unct
ions
in li
ving
or
gani
sms
ex
plai
n th
e m
ode
of a
ctio
n of
enz
ymes
Bi
uret
test
Am
ino
acid
stru
ctur
e
Pept
ide
Bond
Dip
eptid
es
Po
lype
ptid
es
Pr
imar
y, S
econ
dary
, Te
rtiar
y, Q
uate
rnar
y st
ruct
ures
H
ydro
gen,
ioni
c,
disu
lphi
de a
nd
hydr
opho
bic
inte
ract
ions
Hae
mog
lobi
n
Col
lage
n
Lock
and
key
hyp
othe
sis
In
duce
d fit
hyp
othe
sis
Enzy
me
cata
lyze
d re
actio
ns
Ef
fect
s of
tem
pera
ture
, pH
, enz
yme
conc
entra
tion
and
subs
trate
con
cent
ratio
n
C
arry
ing
out t
he B
iure
t te
st fo
r pro
tein
s.
Obs
ervi
ng th
e m
olec
ular
st
ruct
ure
of a
min
o ac
id.
D
emon
stra
ting
pept
ide
bond
form
atio
n an
d br
eaka
ge.
Illus
tratin
g st
ruct
ures
of
prot
eins
.
Dis
cuss
ing
the
vario
us
bond
s in
pro
tein
s.
M
akin
g m
odel
s of
ha
emog
lobi
n an
d co
llage
n.
D
iscu
ssin
g th
e re
latio
nshi
p be
twee
n st
ruct
ure
and
func
tion.
Con
stru
ctin
g m
odel
s to
de
mon
stra
te th
e m
ode
of
actio
n of
enz
ymes
.
Mea
surin
g th
e ra
te o
f fo
rmat
ion
of p
rodu
cts
or
rate
s of
dis
appe
aran
ce
of s
ubst
rate
s.
Bi
uret
reag
ents
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
Prin
t med
ia
M
odel
s (b
utto
ns/b
eads
th
read
s)
8 9
Biol
ogy
Sylla
bus
Form
s 5
- 6
10
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
fo
llow
the
prog
ress
of a
n en
zym
e ca
taly
zed
reac
tion
ex
plai
n fa
ctor
s af
fect
ing
rate
of e
nzym
e ca
taly
sed
reac
tions
ex
plai
n th
e ef
fect
of
com
petit
ive
and
non
– co
mpe
titiv
e in
hibi
tors
on
enzy
me
activ
ity
Rev
ersi
ble
and
non-
re
vers
ible
inhi
bitio
n
Inhi
bito
rs s
uch
as h
eavy
m
etal
s (c
yani
de,
mer
cury
), in
sect
icid
es
C
arry
ing
out
expe
rimen
ts to
sho
w
effe
cts
of th
e fa
ctor
s on
th
e ra
te o
f rea
ctio
ns.
D
emon
stra
ting
effe
cts
of
inhi
bito
rs o
n en
zym
e ca
taly
sed
reac
tions
.
C
atal
ase
Am
ylas
e
Subs
trate
s
Buffe
rs
Ac
ids
and
base
s
Inhi
bito
rs
M
odel
s of
enz
ymes
8.2.
4 W
ater
desc
ribe
the
stru
ctur
e an
d pr
oper
ties
of w
ater
ex
plai
n th
e ro
les
of w
ater
in
livi
ng o
rgan
ism
s an
d as
an
env
ironm
ent
St
ruct
ure
of a
wat
er
mol
ecul
e
Phys
ical
and
ch
emic
al p
rope
rties
of
wat
er
R
oles
of w
ater
in
livin
g or
gani
sms
C
onst
ruct
ing
a w
ater
m
olec
ule
mod
el.
Pe
rform
ing
expe
rimen
ts
illust
ratin
g va
rious
pr
oper
ties
of w
ater
.
Visi
ting
wat
er b
odie
s.
D
iscu
ssin
g th
e ro
les
of
wat
er in
livi
ng
orga
nism
s.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
M
odel
s
10
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
11
8.3
TOPI
C 3
C
ELL
AND
NU
CLE
AR D
IVIS
ION
K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.3.
1 Th
e C
ell C
ycle
outli
ne th
e ce
ll cy
cle
desc
ribe
inte
rpha
se
In
terp
hase
Mito
sis
C
ytok
ines
is
G
row
th
D
NA
repl
icat
ion
Ill
ustra
ting
the
cell
cycl
e.
O
utlin
ing
DN
A re
plic
atio
n.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
8.3.
2 M
itosi
s
desc
ribe
the
beha
viou
r of
chro
mos
omes
, nuc
lear
en
velo
pe, c
ell m
embr
ane,
ce
ntrio
les
and
spin
dles
dur
ing
mito
sis
dist
ingu
ish
betw
een
cyto
kine
sis
in p
lant
s an
d an
imal
s
ex
plai
n th
e im
porta
nce
of
mito
sis
iden
tify
fact
ors
that
incr
ease
ch
ance
s of
can
cero
us g
row
th
outli
ne th
e st
ages
invo
lved
in
the
deve
lopm
ent o
f can
cer
Pr
opha
se
M
etap
hase
Anap
hase
Telo
phas
e
C
ytok
ines
is
Gro
wth
Rep
air
As
exua
l rep
rodu
ctio
n
Prod
uctio
n of
ge
netic
ally
iden
tical
ce
lls
C
arci
noge
ns
M
utat
ions
Rad
iatio
n
Unc
ontro
lled
cell
divi
sion
O
bser
ving
beh
avio
r of
chro
mos
omes
in a
root
tip
squa
sh
D
raw
ing
of d
iagr
ams
show
ing
phas
es o
f mito
sis.
D
iscu
ssin
g cy
toki
nesi
s in
pl
ant a
nd a
nim
al c
ells
.
Dis
cuss
ing
the
impo
rtanc
e of
mito
sis.
Dis
cuss
ing
fact
ors
asso
ciat
ed w
ith c
ance
rous
gr
owth
.
W
atch
ing
and
anal
yzin
g ca
ncer
vid
eo
clip
s.
O
nion
root
tips
Mic
rosc
ope
Stai
ns
Pr
epar
ed s
lides
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
Prin
t med
ia
C
ance
r vid
eo c
lips
8.3.
3 M
eios
is
ex
plai
n th
e m
eani
ngs
of th
e te
rms
hapl
oid,
dip
loid
and
Hap
loid
Dip
loid
Illus
tratin
g ha
ploi
d ce
lls,
dipl
oid
cells
and
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
8.3
TOPI
C 3
C
ELL
AN
D N
UC
LEA
R D
IVIS
ION
10 11
Biol
ogy
Sylla
bus
Form
s 5
- 6
12
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
hom
olog
ous
chro
mos
omes
D
escr
ibe
the
beha
viou
r of
chro
mos
omes
, nuc
lear
en
velo
pe, c
ell m
embr
ane,
ce
ntrio
les
and
spin
dles
dur
ing
mei
osis
di
scus
s th
e im
porta
nce
of
mei
osis
com
pare
and
con
trast
mito
sis
and
mei
osis
H
omol
ogou
s C
hrom
osom
es
Inte
rpha
se
M
eios
is I
M
eios
is II
Cyt
okin
esis
G
amet
e fo
rmat
ion
G
enet
ic v
aria
tion
Si
mila
ritie
s an
d di
ffere
nces
bet
wee
n m
itosi
s an
d m
eios
is
hom
olog
ous
chro
mos
omes
.
Obs
ervi
ng b
ehav
iour
of
chro
mos
omes
dur
ing
polle
n gr
ain
form
atio
n
Dra
win
g of
dia
gram
s sh
owin
g ph
ases
of
mei
osis
.
Dis
cuss
ing
the
impo
rtanc
e of
mei
osis
.
Dis
cuss
ing
the
sim
ilarit
ies
and
diffe
renc
es.
Pr
int m
edia
Mic
rosc
ope
Pr
epar
ed s
lides
Flow
ers
12
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.4
TOPI
C 4
G
ENET
IC C
ON
TRO
L
13
8.4
TOPI
C 4
G
ENET
IC C
ON
TRO
L K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.4.
1 N
ucle
ic A
cids
desc
ribe
the
stru
ctur
e of
a
nucl
eotid
e
desc
ribe
form
atio
n of
a
dinu
cleo
tide
dist
ingu
ish
betw
een
Rib
onuc
leic
aci
d (R
NA)
an
d D
eoxy
ribon
ucle
ic
acid
(DN
A) n
ucle
otid
es
N
ucle
osid
e
Nuc
leot
ide
D
inuc
leot
ide
Ph
osph
odie
ster
bon
ds
RN
A nu
cleo
tides
DN
A nu
cleo
tides
Ill
ustra
ting
the
stru
ctur
e of
a n
ucle
otid
e.
D
emon
stra
ting
the
form
atio
n of
a
phos
phod
iest
er b
ond
D
iscu
ssin
g th
e di
ffere
nces
. bet
wee
n R
NA
and
DN
A nu
cleo
tides
.
M
odel
s
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
8.4.
2 St
ruct
ure
and
repl
icat
ion
of D
NA
de
scrib
e th
e st
ruct
ure
of
DN
A
expl
ain
how
DN
A re
plic
ates
D
NA
stru
ctur
e
Se
mi -
con
serv
ativ
e re
plic
atio
n of
DN
A
M
esse
lson
and
Sta
hl
expe
rimen
t
C
onst
ruct
ing
mod
els
of
DN
A.
M
akin
g D
NA
mod
els
illust
ratin
g re
plic
atio
n.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
Mod
els
(zip
s, b
eads
, sof
t w
ires)
8.4.
3 P
rote
in s
ynth
esis
outli
ne th
e pr
oces
s of
pr
otei
n sy
nthe
sis
Tr
ansc
riptio
n
Tr
ansl
atio
n in
clud
ing
role
of
mes
seng
er R
NA,
tra
nsfe
r RN
A an
d rib
osom
es
Vi
ewin
g si
mul
atio
ns a
nd
vide
os o
f pro
tein
sy
nthe
sis.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
12 13
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.5
TOPI
C 5
IN
HER
ITED
CH
AN
GE
AN
D E
VOLU
TIO
N
14
8.5
TOPI
C 5
IN
HER
ITED
CH
ANG
E AN
D E
VOLU
TIO
N
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.5.
1 N
atur
e of
Gen
e
disc
uss
the
gene
con
cept
Gen
e as
uni
t of
inhe
ritan
ce
D
iscu
ssin
g th
e ge
ne
conc
ept.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
8.5.
2 M
onoh
ybrid
and
D
ihyb
rid c
ross
es
us
e ge
netic
dia
gram
s to
so
lve
prob
lem
s in
volv
ing
mon
ohyb
rid a
nd d
ihyb
rid
cros
ses
use
chi –
squ
ared
test
to
test
whe
ther
ther
e is
a
sign
ifica
nt d
iffer
ence
or
not b
etw
een
obse
rved
an
d ex
pect
ed re
sults
C
o-do
min
ance
Sex
linka
ge
M
ultip
le a
llele
s
Test
cro
sses
Chi
– s
quar
ed te
st
Pe
rform
ing
gene
tic
cros
ses.
Dem
onst
ratin
g ge
netic
cr
osse
s us
ing
bead
s,
seed
s or
peb
bles
.
Ap
plyi
ng th
e ch
i-sq
uare
d te
st to
resu
lts
obta
ined
from
the
dem
onst
ratio
ns.
Pr
int m
edia
Seed
s
Pebb
les
Be
ads
Sc
ient
ific
calc
ulat
or
St
atis
tical
tabl
es
14
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.6
TOPI
C 6
EN
ERG
ETIC
S
15
8.6
TOPI
C 6
EN
ERG
ETIC
S K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.6.
1 AT
P St
ruct
ure
and
Synt
hesi
s
outli
ne th
e ne
ed fo
r en
ergy
in li
ving
or
gani
sms
desc
ribe
ATP
stru
ctur
e as
a p
hosp
hory
late
d nu
cleo
tide
desc
ribe
synt
hesi
s of
AT
P by
che
mio
smos
is
An
abol
ic re
actio
ns
Ac
tive
trans
port
M
ovem
ent
M
aint
enan
ce o
f bod
y te
mpe
ratu
re
St
ruct
ure
of A
TP
Che
mio
smos
is
D
iscu
ssin
g us
es o
f en
ergy
.
Illus
tratin
g th
e st
ruct
ure
of A
TP.
Ill
ustra
ting
the
chem
iosm
osis
cou
plin
g of
ATP
syn
thes
is.
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
Mod
el
8.6.
2 Ph
otos
ynth
esis
draw
det
aile
d st
ruct
ure
of c
hlor
opla
st
id
entif
y ch
loro
plas
t pi
gmen
ts
di
scus
s th
e ro
le o
f ch
loro
plas
t pig
men
ts in
ab
sorp
tion
and
actio
n sp
ectra
desc
ribe
the
phot
o -
activ
atio
n of
chl
orop
hyll
outli
ne th
e C
alvi
n C
ycle
disc
uss
phot
osyn
thes
is
in C
4 pla
nts
ch
loro
plas
t stru
ctur
e
Chl
orop
last
pig
men
ts
Abso
rptio
n an
d Ac
tion
spec
tra
Ligh
t dep
ende
nt
reac
tions
(cyc
lic a
nd n
on-c
yclic
ph
oto
phos
phor
ylat
ion)
Ligh
t – in
depe
nden
t re
actio
ns (C
alvi
n C
ycle
)
Car
bon
fixat
ion
in C
4 pl
ants
D
raw
ing
and
labe
ling
chlo
ropl
ast.
Se
para
ting
pigm
ents
by
pape
r chr
omat
ogra
phy.
Col
lect
ing
diffe
rent
co
lore
d le
aves
.
Find
ing
out o
ther
use
s of
pig
men
ts in
life
.
Anal
ysin
g ab
sorp
tion
and
actio
n sp
ectra
.
Out
linin
g th
e lig
ht
depe
nden
t rea
ctio
ns o
f ph
otos
ynth
esis
.
Illus
tratin
g th
e C
alvi
n C
ycle
.
Dis
cuss
ing
carb
on
fixat
ion
in C
4 pla
nts.
Pr
int m
edia
Filte
r pap
er
Ac
eton
e
Diff
eren
t col
oure
d le
aves
Leaf
ext
ract
s
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
14 15
Biol
ogy
Sylla
bus
Form
s 5
- 6
16
disc
uss
the
conc
ept o
f lim
iting
fact
ors
Li
ght i
nten
sity
and
w
avel
engt
h
C
arbo
n di
oxid
e co
ncen
tratio
n
Te
mpe
ratu
re
In
vest
igat
ing
the
effe
cts
of li
miti
ng fa
ctor
s on
rate
of
pho
tosy
nthe
sis.
8.6.
3 R
espi
ratio
n
Dra
w d
etai
led
stru
ctur
e of
mito
chon
drio
n
outli
ne th
e pr
oces
s of
gl
ycol
ysis
desc
ribe
the
form
atio
n of
ace
tyl C
oenz
yme
A (C
oA) f
rom
pyr
uvat
e
ou
tline
the
Kreb
s C
ycle
ex
plai
n de
carb
oxyl
atio
n an
d de
hydr
ogen
atio
n in
re
latio
n to
the
link
reac
tion
and
the
Kreb
s cy
cle
desc
ribe
the
proc
ess
of
oxid
ativ
e ph
osph
oryl
atio
n in
the
mito
chon
drio
n
ou
tline
the
proc
ess
of
anae
robi
c re
spira
tion
in
plan
t/ ye
ast a
nd a
nim
al
cells
M
itoch
ondr
ion
Gly
coly
sis
Li
nk re
actio
n
Kr
ebs
Cyc
le
D
ecar
boxy
latio
n
Deh
ydro
gena
tion
Elec
tion
trans
port
chai
n
Rol
e of
oxy
gen
Rol
e of
Nic
otin
amid
e Ad
enin
e D
inuc
leot
ide
(NAD
)
Anae
robi
c re
spira
tion
D
raw
ing
and
anno
tatin
g m
itoch
ondr
ion.
Out
linin
g th
e pr
oces
s of
gl
ycol
ysis
.
Dis
cuss
ing
the
conv
ersi
on o
f pyr
uvat
e to
ace
tyl C
oA.
Illus
tratin
g th
e st
eps
in
the
conv
ersi
on o
f citr
ate
to o
xalo
acet
ate.
D
iscu
ssin
g th
e pr
oces
ses
of
deca
rbox
ylat
ion
and
dehy
drog
enat
ion
D
iscu
ssin
g ox
idat
ive
phos
phor
ylat
ion.
Dis
cuss
ing
anae
robi
c re
spira
tion.
IC
T to
ols
Prin
t med
ia
Br
aille
sof
twar
e/Ja
ws
16
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
17
de
sign
exp
erim
ents
to
com
pare
rate
s of
fe
rmen
tatio
n
expl
ain
the
rela
tive
ener
gy v
alue
s of
ca
rboh
ydra
tes,
lipi
ds
and
prot
eins
as
resp
irato
ry s
ubst
rate
s
de
fine
the
term
R
espi
rato
ry Q
uotie
nt
(RQ
)
ca
lcul
ate
RQ
fe
rmen
tatio
n
C
arbo
hydr
ates
Prot
eins
Lipi
ds
RQ
Effe
ct o
f tem
pera
ture
on
resp
iratio
n ra
tes
D
esig
ning
and
car
ryin
g ou
t exp
erim
ents
to
com
pare
rate
s of
fe
rmen
tatio
n.
Pe
rform
ing
expe
rimen
ts
to d
eter
min
e en
ergy
va
lues
.
Des
igni
ng a
nd c
arry
ing
out e
xper
imen
ts u
sing
si
mpl
e re
spiro
met
ers
to
mea
sure
RQ
.
Cal
cula
ting
RQ
.
Ye
ast
Su
cros
e/G
luco
se
Fo
od s
ampl
es
R
espi
rom
eter
Smal
l ani
mal
s su
ch a
s be
etle
s, h
arur
wa
cate
rpilla
rs, a
mac
imbi
Wat
er b
ath
In
cuba
tor
16 17
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.7
TOPI
C 7
TR
AN
SPO
RT
SYST
EMS
18
8.7
TOPI
C 7
TR
ANSP
OR
T SY
STEM
S K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.7.
1 St
ruct
ure
and
mec
hani
sms
of tr
ansp
ort
syst
ems
in p
lant
s
de
scrib
e th
e st
ruct
ures
of
the
xyle
m v
esse
ls,
siev
e tu
be e
lem
ents
and
co
mpa
nion
cel
ls
ex
plai
n ho
w th
e xy
lem
ve
ssel
s an
d ph
loem
tu
bes
are
adap
ted
to
thei
r fun
ctio
ns
desc
ribe,
cle
arly
sta
ting
the
path
way
s, h
ow w
ater
is
tran
spor
ted
from
the
soil
to th
e xy
lem
expl
ain
the
mec
hani
sms
by w
hich
wat
er is
tra
nspo
rted
from
soi
l to
xyle
m a
nd fr
om ro
ots
to
leav
es
ex
plai
n th
e tra
nslo
catio
n of
suc
rose
St
ruct
ure
and
adap
tatio
ns o
f xyl
em
vess
els,
sie
ve tu
be
elem
ents
and
co
mpa
nion
cel
ls
Osm
osis
Apop
last
Sym
plas
t
Vacu
olar
Rol
e of
the
Cas
paria
n st
rip
O
smos
is
R
oot p
ress
ure
Tr
ansp
iratio
n pu
ll
Cap
illary
effe
ct
Mas
s flo
w h
ypot
hesi
s
Ex
amin
ing
fresh
m
onoc
otyl
edon
ous
and
dico
tyle
dono
us p
lant
ro
ots
and
stem
s.
D
raw
ing
cros
s se
ctio
nal
diag
ram
s of
mon
ocot
an
d di
cot p
lant
root
s an
d st
ems.
Dis
cuss
ing
adap
tatio
ns
of x
ylem
and
phl
oem
.
Dis
cuss
ing
the
path
way
s.
O
bser
ving
effe
ct o
f roo
t pr
essu
re b
y cu
tting
a
stem
of a
live
pla
nt.
D
emon
stra
ting
mas
s flo
w h
ypot
hesi
s.
M
icro
scop
e
Slid
es
Pr
epar
ed s
lides
Stai
ning
dye
s
Mic
roto
me
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
Scal
pel b
lade
s
Vi
skin
g tu
bing
Live
pla
nts
18
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.8
TOPI
C 8
H
UM
AN
HEA
LTH
AN
D D
ISEA
SE
19
8.8
TOPI
C 8
H
UM
AN H
EALT
H A
ND
DIS
EASE
K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.8.
2 G
loba
l dis
trib
utio
n of
di
seas
es
di
scus
s th
e gl
obal
di
strib
utio
n of
dis
ease
s
Mal
aria
Tube
rcul
osis
Ebol
a
HIV
/AID
S
Cho
lera
Cor
onar
y he
art d
isea
se
Si
ckle
cel
l ana
emia
D
iscu
ssin
g an
d ev
alua
ting
epid
emio
logi
cal
evid
ence
of d
isea
ses.
Visi
ting
clin
ics.
R
esou
rce
pers
on
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
18 19
Biol
ogy
Sylla
bus
Form
s 5
- 6
FOR
M 6
8.9
TOPI
C 1
GEN
E TE
CH
NO
LOG
Y
20
FORM
6
8.9
TOPI
C 1
GEN
E TE
CH
NO
LOG
Y K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.9.
1 In
sulin
Pro
duct
ion
ou
tline
the
synt
hesi
s of
hu
man
insu
lin b
y ba
cter
ia
ex
plai
n th
e ad
vant
ages
of
treat
ing
diab
etic
s w
ith
hum
an in
sulin
pro
duce
d by
gen
e te
chno
logy
St
eps
invo
lved
in th
e pr
oduc
tion
of h
uman
in
sulin
by
bact
eria
Adva
ntag
es o
f hum
an
insu
lin p
rodu
ced
by g
ene
tech
nolo
gy in
trea
ting
diab
etes
Ill
ustra
ting
gene
tic
engi
neer
ing
usin
g pa
per
and
scis
sors
.
Con
duct
ing
educ
atio
nal
tour
s to
Bio
tech
nolo
gy
labo
rato
ries.
D
iscu
ssin
g th
e ad
vant
ages
of u
se o
f in
sulin
from
gen
e te
chno
logy
.
Pa
per a
nd s
ciss
ors
mod
els
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
8.9.
2 G
enet
ic S
cree
ning
an
d Fi
nger
prin
ting
de
scrib
e ho
w g
enet
ic
scre
enin
g is
car
ried
out
di
scus
s th
e ro
les
of
gene
tic s
cree
ning
for
gene
tic c
ondi
tions
and
ne
ed fo
r gen
etic
co
unse
lling
expl
ain
the
theo
retic
al
basi
s of
gen
etic
fin
gerp
rintin
g
ou
tline
how
the
proc
ess
of g
enet
ic fi
nger
prin
ting
is
carri
ed o
ut
G
enet
ic s
cree
ning
Rol
es o
f gen
etic
sc
reen
ing
G
enet
ic fi
nger
prin
ting
D
iscu
ssin
g ho
w g
enet
ic
scre
enin
g is
car
ried
out.
D
iscu
ssin
g th
e ro
les
of
gene
tic s
cree
ning
.
O
bser
ving
sim
ulat
ions
of
elec
troph
ores
is p
roce
ss.
D
iscu
ssin
g ge
netic
fin
gerp
rintin
g.
IC
T
Brai
lle s
oftw
are/
Jaw
s
Ink
pads
Bond
pap
er
H
and
lens
e
8.9.
3 G
ene
Ther
apy
ou
tline
the
basi
s of
gen
e th
erap
y
Gen
e th
erap
y
Dis
cuss
ing
gene
ther
apy.
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
20
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
21
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.9.
4 B
enef
its a
nd h
azar
ds
of G
ene
Tech
nolo
gy
ex
plai
n th
e be
nefit
s an
d ha
zard
s of
gen
e te
chno
logy
G
ene
tech
nolo
gy
Its
ben
efits
and
haz
ards
Dis
cuss
ing
bene
fits
and
haza
rds
of g
ene
tech
nolo
gy.
IC
T to
ol
Br
aille
sof
twar
e/Ja
ws
8.9.
5 Et
hica
l im
plic
atio
ns
of G
ene
Tech
nolo
gy
di
scus
s th
e so
cial
and
et
hica
l im
plic
atio
ns o
f ge
ne te
chno
logy
So
cial
and
eth
ical
im
plic
atio
ns o
f gen
e te
chno
logy
R
esea
rchi
ng a
nd
deba
ting
on th
e so
cial
an
d et
hica
l im
plic
atio
ns o
f ge
ne te
chno
logy
.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
8.10
TO
PIC
2
INH
ERIT
ED C
HA
NG
E A
ND
EVO
LUTI
ON
22
8.10
TO
PIC
2
INH
ERIT
ED C
HAN
GE
AND
EVO
LUTI
ON
K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.10
.1 N
atur
al s
elec
tion
ex
plai
n, w
ith e
xam
ples
, ho
w m
utat
ions
and
en
viro
nmen
t may
affe
ct
phen
otyp
e
expl
ain,
with
exa
mpl
es,
how
env
ironm
enta
l fa
ctor
s ac
t as
forc
es o
f na
tura
l sel
ectio
n
ex
plai
n ho
w n
atur
al
sele
ctio
n m
ay b
ring
abou
t evo
lutio
n
N
atur
al S
elec
tion
M
utat
ions
Nat
ural
sel
ectio
n
En
viro
nmen
tal f
acto
rs
Ev
olut
ion
D
iscu
ssin
g ho
w
mut
atio
ns a
nd
envi
ronm
ent m
ay a
ffect
ph
enot
ype.
Dis
cuss
ing
with
ex
ampl
es h
ow
envi
ronm
enta
l fac
tors
act
as
forc
es o
f nat
ural
se
lect
ion.
Res
earc
hing
and
pr
esen
ting
on h
ow
natu
ral s
elec
tion
may
br
ing
abou
t evo
lutio
n.
Pr
int m
edia
ICT
tool
s
Brai
lle
softw
are/
Jaw
s
8.10
.2 A
rtifi
cial
sel
ectio
n
desc
ribe
one
exam
ple
of
artif
icia
l sel
ectio
n
Ar
tific
ial s
elec
tion
O
utlin
ing
the
exam
ples
of
artif
icia
l sel
ectio
n.
IC
T to
ols
Pr
int m
edia
Brai
lle s
oftw
are/
Jaw
s
20 21
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.11
TO
PIC
3
TRA
NSP
OR
T SY
STEM
S
23
8.11
TO
PIC
3 T
RAN
SPO
RT
SYST
EMS
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.11
.1 M
amm
alia
n ci
rcul
ator
y sy
stem
iden
tify
arte
ries,
vei
ns a
nd
capi
llarie
s
expl
ain
the
role
of
haem
oglo
bin
in th
e tra
nspo
rtatio
n of
oxy
gen
and
carb
on d
ioxi
de
expl
ain
the
Bohr
effe
ct
expl
ain
the
sign
ifica
nce
of
the
diffe
renc
e in
the
affin
ity fo
r oxy
gen
betw
een:
i.
Hae
mog
lobi
n an
d m
yogl
obin
ii.
M
ater
nal a
nd
foet
al
haem
oglo
bin
desc
ribe
the
card
iac
cycl
e
ex
plai
n ho
w h
eart
actio
n is
initi
ated
and
con
trolle
d
ex
plai
n th
e m
eani
ng o
f the
te
rms
syst
olic
blo
od
pres
sure
, dia
stol
ic b
lood
pr
essu
re a
nd
hype
rtens
ion
di
scus
s th
e lo
ng te
rm
Ar
terie
s, v
eins
and
ca
pilla
ries
Tr
ansp
orta
tion
of
oxyg
en a
nd c
arbo
n di
oxid
e
O
xyge
n di
ssoc
iatio
n cu
rves
Diff
eren
ce in
oxy
gen
affin
ity b
etw
een:
i.
Hae
mog
lobi
n an
d m
yogl
obin
ii.
M
ater
nal
and
foet
al
haem
oglo
bin
C
ardi
ac c
ycle
Pace
mak
er
M
yoge
nic
cont
rol
Sy
stol
ic a
nd d
iast
olic
bl
ood
pres
sure
Hyp
erte
nsio
n
Impr
oved
car
diac
out
put
R
ecog
nisi
ng th
e ve
ssel
s un
der t
he li
ght
mic
rosc
ope.
Dra
win
g pl
an d
iagr
ams
of
bloo
d ve
ssel
s.
Dis
cuss
ing
the
trans
porta
tion
of o
xyge
n an
d ca
rbon
dio
xide
.
An
alys
ing
oxyg
en
diss
ocia
tion
curv
es.
D
iscu
ssin
g th
e di
ffere
nces
in o
xyge
n af
finity
.
O
bser
ving
car
diac
cyc
le
sim
ulat
ions
.
Obs
ervi
ng h
eart
initi
atio
n si
mul
atio
ns.
Mea
surin
g bl
ood
pres
sure
.
Anal
ysin
g th
e re
sults
.
Dis
cuss
ing
the
long
term
M
icro
scop
e
Prep
ared
slid
es
Ph
otom
icro
grap
hs
IC
T to
ols
Pr
int m
edia
Brai
lle s
oftw
are/
Jaw
s
H
eart
mod
els
22
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
24
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
cons
eque
nces
of e
xerc
ise
on th
e ca
rdio
vasc
ular
sy
stem
N
orm
al re
stin
g pu
lse
rate
Effic
ient
car
diov
ascu
lar
syst
em
cons
eque
nces
of
exer
cise
.
Sphy
gmom
anom
eter
Stet
hosc
ope
Res
earc
h to
ols
8.12
TO
PIC
4
NER
VOU
S C
ON
TRO
L
25
8.12
TO
PIC
4
NER
VOU
S C
ON
TRO
L K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.12
.1 N
eed
for
com
mun
icat
ion
re
cogn
ise
the
need
for
com
mun
icat
ion
syst
ems
with
in li
ving
org
anis
ms
N
euro
nes
N
eed
for c
omm
unic
atio
n
Dra
win
g ne
uron
es fr
om
prep
ared
slid
es
D
iscu
ssin
g th
e ne
ed fo
r co
mm
unic
atio
n in
livi
ng
orga
nism
s.
Pr
epar
ed s
lides
8.12
.2 A
ctio
n po
tent
ial
de
scrib
e th
e ge
nera
tion
of a
n ac
tion
pote
ntia
l
expl
ain
the
trans
mis
sion
of
an
actio
n po
tent
ial
alon
g a
mye
linat
ed
neur
one
expl
ain
the
impo
rtanc
e of
mye
lin s
heat
h an
d th
e re
fract
ory
perio
d in
de
term
inin
g sp
eed
of
impu
lse
trans
mis
sion
Ac
tion
pote
ntia
l
Res
ting
pote
ntia
l
Mye
linat
ed n
euro
ne
(im
porta
nce
of s
odiu
m
and
pota
ssiu
m io
ns in
th
e im
puls
e tra
nsm
issi
on to
be
emph
asiz
ed).
M
yelin
she
ath
Sa
ltato
ry c
ondu
ctio
n
Ref
ract
ory
perio
d
Ill
ustra
ting
the
gene
ratio
n of
an
actio
n po
tent
ial.
W
atch
ing
sim
ulat
ions
on
trans
mis
sion
of a
n ac
tion
pote
ntia
l.
Dem
onst
ratin
g sa
ltato
ry
cond
uctio
n in
mye
linat
ed
neur
ones
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
22 23
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.13
TO
PIC
5
SEXU
AL
REP
RO
DU
CTI
ON
26
8.13
TO
PIC
5
SEXU
AL R
EPR
OD
UC
TIO
N
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.13
.1 S
exua
l R
epro
duct
ion
in P
lant
s
desc
ribe
anth
er
stru
ctur
e an
d po
llen
form
atio
n
de
scrib
e ov
ule
deve
lopm
ent
desc
ribe
doub
le
ferti
lizat
ion
expl
ain
the
sign
ifica
nce
of d
oubl
e fe
rtilis
atio
n in
th
e em
bryo
sac
An
ther
stru
ctur
e
Polle
n fo
rmat
ion
O
vule
dev
elop
men
t
Dou
ble
ferti
lisat
ion
D
iscu
ssin
g an
ther
st
ruct
ure
and
polle
n fo
rmat
ion.
Obs
ervi
ng a
nd d
raw
ing
anth
er s
truct
ure
and
polle
n gr
ains
.
Dis
sect
ing
flow
ers.
Obs
ervi
ng a
nd d
raw
ing
the
cros
s se
ctio
n of
the
ovar
y.
D
iscu
ssin
g ov
ule
deve
lopm
ent.
D
iscu
ssin
g do
uble
fe
rtilis
atio
n an
d its
si
gnifi
canc
e.
C
ondu
ctin
g ed
ucat
iona
l to
urs
to p
lant
bre
eder
s.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Fl
ower
s
Mic
rosc
ope
Sl
ides
Scal
pels
8.13
.2 S
exua
l R
epro
duct
ion
in H
uman
s
reco
gnis
e th
e m
icro
scop
ic
stru
ctur
e of
the
ovar
y an
d te
stis
de
scrib
e ga
met
ogen
esis
ex
plai
n ho
w
gam
etog
enes
is is
co
ntro
lled
by h
orm
ones
ex
plai
n in
det
ail t
he ro
le
of h
orm
ones
in th
e m
enst
rual
cyc
le
S
truct
ure
of th
e ov
ary
and
test
is
ga
met
ogen
esis
horm
onal
con
trol o
f ga
met
ogen
esis
Men
stru
al c
ycle
and
ho
rmon
es
O
bser
ving
the
mic
rosc
opic
stru
ctur
es o
f ov
ary
and
test
is fr
om
phot
omic
rogr
aphs
and
pr
epar
ed s
lides
.
Obs
ervi
ng
gam
etog
enes
is
sim
ulat
ions
.
Out
linin
g th
e pr
oces
ses
of g
amet
ogen
esis
.
Dis
cuss
ing
hom
orna
l co
ntro
l of
gam
etog
enes
is.
In
terp
retin
g gr
aphi
cal
repr
esen
tatio
n of
the
men
stru
al c
ycle
.
M
amm
alia
n sp
ecim
ens
M
odel
s
Mic
rosc
ope
Pr
epar
ed s
lides
Phot
omic
rogr
aphs
ICT
Br
aille
sof
twar
e/Ja
ws
Pr
int m
edia
24
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
27
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
de
scrib
e th
e pr
oces
s of
fe
rtilis
atio
n
de
scrib
e th
e st
ruct
ure
of
the
plac
enta
expl
ain
the
role
s of
the
plac
enta
di
scus
s co
ntra
cept
ion
and
abor
tion
from
bi
olog
ical
and
eth
ical
vi
ew p
oint
s
outli
ne th
e ro
le o
f ho
rmon
es in
pre
-m
enst
rual
tens
ion,
re
plac
emen
t the
rapy
and
m
enop
ause
C
apac
itatio
n
Acro
som
e re
actio
n
C
ortic
al re
actio
n
Ferti
lisat
ion
St
ruct
ure
of th
e pl
acen
ta
Tr
ansp
ort
H
orm
onal
pro
duct
ion
C
ontra
cept
ion
In
vitro
ferti
lizat
ion
Abor
tion
R
ole
of h
orm
ones
O
bser
ving
sim
ulat
ion
of
ferti
lizat
ion.
Obs
ervi
ng a
nd d
raw
ing
the
stru
ctur
e of
the
plac
enta
.
Obs
ervi
ng s
imul
atio
n of
th
e m
echa
nism
s in
pl
acen
tal t
rans
fer.
D
ebat
ing
on b
iolo
gica
l an
d et
hica
l vie
wpo
ints
.
D
iscu
ssin
g th
e ro
le o
f ho
rmon
es.
24 25
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.14
TO
PIC
6
ECO
LOG
Y
28
8.14
TO
PIC
6 E
CO
LOG
Y K
EY C
ON
CEP
T O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.14
.1 L
evel
s of
Eco
logi
cal
Org
anis
atio
n
defin
e th
e te
rms
used
to
desc
ribe
leve
ls o
f ec
olog
ical
org
anis
atio
n
Sp
ecie
s
Hab
itat
Po
pula
tion
N
iche
Com
mun
ity
ec
osys
tem
Ex
plai
ning
the
term
s.
St
atin
g ex
ampl
es o
f eac
h of
the
term
s.
pr
int m
edia
8.14
.2 N
itrog
en C
ycle
outli
ne th
e ni
troge
n cy
cle
N
itrog
en c
ycle
R
oles
of:
-
nitro
gen
– fix
ing
bact
eria
(R
hizo
bium
)
- ni
trify
ing
bact
eria
(N
itros
omon
as a
nd
Nitr
obac
ter)
- de
nitri
fyin
g ba
cter
ia
(Pse
udom
onas
and
C
lost
ridiu
m)
Ill
ustra
ting
the
nitro
gen
cycl
e.
O
bser
ving
legu
min
ous
root
nod
ules
.
Pr
int m
edia
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
legu
mes
8.14
.3 A
nthr
opog
enic
Im
pact
on
Ecos
yste
ms
de
scrib
e th
e ef
fect
s of
hu
man
act
iviti
es o
n ec
osys
tem
s
H
uman
set
tlem
ent
D
efor
esta
tion
In
dust
rial a
ctiv
ities
Agric
ultu
ral a
ctiv
ities
Min
ing
G
loba
l war
min
g
Inva
sive
pla
nt s
peci
es
D
iscu
ssin
g th
e hu
man
ac
tiviti
es th
at a
ffect
the
ecos
yste
ms.
Car
ryin
g ou
t cas
e st
udie
s.
Ec
osys
tem
s
ICT
tool
s
Brai
lle s
oftw
are/
Jaw
s
26
Biol
ogy
Sylla
bus
Form
s 5
- 6
Biol
ogy
Sylla
bus
Form
s 5
- 6
29
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.14
.4 C
onse
rvat
ion
ex
plai
n, u
sing
spe
cific
ex
ampl
es, h
ow
cons
erva
tion
may
invo
lve
pres
erva
tion,
m
anag
emen
t and
re
clam
atio
n
disc
uss
the
cons
erva
tion
of th
e Af
rican
Ele
phan
t (L
oxod
onta
afri
cana
) and
th
e W
hite
Rhi
noce
ros
(Cer
atot
heriu
m s
imum
)
co
nser
vatio
n
role
of E
nviro
nmen
tal
Man
agem
ent A
genc
y (E
MA)
and
CAM
PFIR
E
The
Afric
an
Elep
hant
and
Whi
te
Rhi
noce
ros
Po
pula
tion
num
bers
Rea
sons
for c
once
rn,
mea
sure
s in
trodu
ced
In
tern
atio
nal c
o-op
erat
ion,
con
flict
of
inte
rest
s
D
iscu
ssin
g th
e co
ncep
t of
con
serv
atio
n.
Ev
alua
ting
trend
s in
the
popu
latio
n nu
mbe
rs o
f th
e Af
rican
Ele
phan
t and
W
hite
rhin
ocer
os.
Res
earc
hing
on
othe
r en
dand
ered
spe
cies
.
D
iscu
ssin
g ec
onom
ic
impl
icat
ions
to
Zim
babw
e.
C
ondu
ctin
g Ed
ucat
iona
l To
urs.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
En
viro
nmen
tal
Man
agem
ent A
ct
26 27
Biol
ogy
Sylla
bus
Form
s 5
- 6
8.15
TO
PIC
7
BIO
DIV
ERSI
TY
30
8.15
TO
PIC
7
BIO
DIV
ERSI
TY
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
8.15
.1 C
lass
ifica
tion
id
entif
y or
gani
sms
usin
g di
agno
stic
feat
ures
of
the
five
King
dom
s
us
e di
agno
stic
feat
ures
to
div
ide
king
dom
s in
to
phyl
a
stat
e th
e ta
xono
mic
hi
erar
chy
ob
serv
e th
e ru
les
of
bino
mia
l nom
encl
atur
e
D
iagn
ostic
feat
ures
of t
he fi
ve
King
dom
s
Dia
gnos
tic fe
atur
es o
f phy
la
Ki
ngdo
m
Ph
yla
C
lass
Ord
er
Fa
mily
Gen
us
Sp
ecie
s
Bino
mia
l nom
encl
atur
e
Gen
us a
nd s
peci
es n
ames
O
bser
ving
org
anis
ms.
Cla
ssify
ing
orga
nism
s in
to th
e fiv
e Ki
ngdo
ms.
Col
lect
ing
and
clas
sify
ing
orga
nism
s.
O
utlin
ing
the
taxo
nom
ic
hier
arch
y.
Dis
cuss
ing
the
rule
s of
bi
nom
ial n
omen
clat
ure.
IC
T to
ols
Br
aille
sof
twar
e/Ja
ws
Sa
mpl
es o
f org
anis
ms
D
icho
tom
ous
key
8.15
.2 I
mpo
rtan
ce o
f B
iodi
vers
ity
de
scrib
e th
e so
cio-
econ
omic
impo
rtanc
e of
the
five
King
dom
s
so
cio-
econ
omic
impo
rtanc
e of
I.
King
dom
Pro
kary
otae
-
ferm
enta
tion
- bi
o-te
chno
logy
-
food
spo
ilage
-
deco
mpo
sitio
n
II.
King
dom
Pro
tista
- P
lasm
odiu
m s
p -
o m
alar
ia
- S
chis
toso
ma
sp –
sc
hist
osom
iasi
s -
Tryp
anos
oma
sp -
- Tr
ypan
osom
iasi
s
III.
King
dom
Fun
gi
D
iscu
ssin
g th
e so
cio-
econ
omic
impo
rtanc
e of
th
e fiv
e ki
ngdo
ms.
IC
T to
ols
Br
ail s
oftw
are/
Jaw
s
28
Biol
ogy
Sylla
bus
Form
s 5
- 6
31
KEY
CO
NC
EPT
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D
RES
OU
RC
ES
- Fe
rmen
tatio
n -
Peni
cillin
pro
duct
ion
- D
ecom
posi
tion
- Fo
od s
poila
ge
- Fo
od
IV
. Ki
ngdo
m P
lant
ae
- Pr
oduc
ers
- C
arbo
n si
nk
- Ti
mbe
r -
Med
icin
al u
se
- To
uris
m
V.
Ki
ngdo
m A
nim
alia
-
Tour
ism
-
Food
-
Hun
ting
- Le
athe
r -
Fish
ing
28
29
Biology Syllabus Forms 5 - 6
9.0 ASSESSMENT
9.1 Scheme of Assessment
Forms 5 and 6 Biology assessment will be based on 30% continuous assessment and 70% summative assessment.The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not condone 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 receive 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 (transitory 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 ZIMSEC Assessment Proce-dure Booklet.
a) Continuous Assessment
Continuous assessment for Forms 5 and 6 will consist of practical tests, written theory tests and a project.Practical tests
These are practical tests that teachers give to learners individually once a term. The tests should cover manipulation of apparatus, following procedures, result collection, presentation, analysis and evaluation. A practical test consists of 100% skill C.
i) Written Tests
These are tests set by the teacher to assess the concepts covered during a term. The tests consist of multiple choice, structured and free response questions. Each test consists of 50% skill A and 50% skill B.
ii) End of course Project
Learners should have a project that will be assessed at the end of the course. The project can be set at school/district/provincial level but innovative learners should be allowed to come up with their own projects. The project consists of 70% skill C and 30 % skills A and B.
Summary of Continuous Assessment Tasks
In Terms 1 to 5, candidates are expected to have done at least the following recorded tasks:• 5 practical tests • 5 written theory tests• 1 project
Biology Syllabus Forms 5 - 6
Detailed Continuous Assessment Tasks Table
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Term
Practical tests
Written Tests
Project
Total
1 1 1 2 1 1 3 1 1 4 1 1 5 1 1 1 6 National Examination Weighting 10% 10% 10% 30% SUMMATIVE ASSESSMENT Assessment Objectives These describe the knowledge, skills and abilities which candidates are expected to demonstrate at the end of the course. They reflect those aspects of the aims which will be assessed. Skill A: Knowledge with understanding Candidates should be able to demonstrate knowledge and understanding in relation to: 1. biological phenomena, facts, laws, definitions, concepts, theories; 2. biological vocabulary, terminology, conventions (including symbols, quantities and units); 3. scientific instruments and apparatus used in biology, including techniques of operation and aspects of safety; 4. scientific quantities and their determination; 5. biological and technological applications with their social. economic and environmental implications. The syllabus content defines the factual materials that candidates need to recall and explain. Questions testing the objectives above will often begin with one of the words: define, state, name, describe, explain, outline or suggest.. Skill B: Handling information and solving problems Candidates should be able to use oral, written, symbolic, graphical and numerical material to: 1. locate, select, organise and present information from a variety of sources; 2. translate information from one form to another; 3. manipulate numerical and other data; 4. use information to identify patterns, report trends and draw inferences; 5. present reasoned explanation for phenomena, patterns and relationships; 6. make predictions and propose hypotheses; 7. apply knowledge, including principles, to novel situations;
SUMMATIVE ASSESSMENT
Assessment Objectives
These describe the knowledge, skills and abilities which candidates are expected todemonstrate at the end of the course. They reflect those aspects of the aims which willbe assessed.
Skill A: Knowledge with understandingCandidates should be able to demonstrate knowledge and understanding in relation to:
1. biological phenomena, facts, laws, definitions, concepts, theories;2. biological vocabulary, terminology, conventions (including symbols, quantities and units);3. scientific instruments and apparatus used in biology, including techniques ofoperation and aspects of safety;4. scientific quantities and their determination;5. biological and technological applications with their social. economic andenvironmental implications.The syllabus content defines the factual materials that candidates need to recall andexplain. Questions testing the objectives above will often begin with one of the words:define, state, name, describe, explain, outline or suggest..
Skill B: Handling information and solving problemsCandidates should be able to use oral, written, symbolic, graphical and numerical material to:
1. locate, select, organise and present information from a variety of sources;2. translate information from one form to another;3. manipulate numerical and other data;4. use information to identify patterns, report trends and draw inferences;5. present reasoned explanation for phenomena, patterns and relationships;6. make predictions and propose hypotheses;7. apply knowledge, including principles, to novel situations;8. solve problems.
Skill C. Experimental skills and investigationscandidates should be able to:
1. follow a sequence of instruction;2. use techniques, apparatus and materials;3. make and record observations, measurements and estimates;
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8. solve problems. Skill C. Experimental skills and investigations candidates should be able to: 1. follow a sequence of instruction; 2. use techniques, apparatus and materials; 3. make and record observations, measurements and estimates; 4. interpret and evaluate observations and experimental data; 5. devise and plan investigations, select techniques, apparatus and materials; 6. evaluate methods and techniques, and suggest possible improvements. SCHEME OF ASSESSMENT Paper Type of paper Duration Marks Weighting 1 Multiple choice 1 Hour 40 11% 2 Theory- structured 1 Hour 30 minutes 60 17% 3 Theory- short free response essay
type 2 Hours 100 28%
4 Practical test 2 Hours 30 minutes 50 14%
ASSESSMENT OF LEARNER PERFORMANCE IN FORM 5 AND 6 BIOLOGY 100%
Paper 3 28%
Paper 1 11% 28%
%
Paper 2 17% 14%
%
Theory Tests 10%
Assessment 70%
Paper 2
17%
Continuous Assessment 30%
s Assessment 30%
Summative Assessment 70%
FINAL MARK
100% Paper 3
28%
%
Practicals 10%
Project 10%
Paper 4 14%
Assessment of learner performance in Form 5 AND 6 Biology 100%
Continuous Assessment 30%
Continuous Assessment 30%
FINAL MARK 100%
Summative Assessment 70%
Summative Assessment 70%
Project10%
Theory Tests10%
Practicals 10%
Paper 111%
Paper 217%
Paper 328%
Paper 414%
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Biology Syllabus Forms 5 - 6
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WEIGHTING OF ASSESSMENT OBJECTIVES Assessment Objective Marks Paper 1 Knowledge and comprehension A 18 Handling information and solving problems B 22 Paper 2 Knowledge and comprehension A 25 Handling information and solving problems B 35 Paper 3 Knowledge and comprehension A 40 Handling information and solving problems B 60 Paper 4 Experimental skills and investigations C 50 PAPER 1 (1 Hour - 40 marks) This paper consists of 40 multiple choice questions. All questions will be of the direct choice type with four options. Candidates attempt all questions.
FINAL MARK 100%
Continuous Assessment 30%
Examination Mark 70%
PAPER 1 (1 Hour - 40 marks)This paper consists of 40 multiple choice questions. All questions will be of the direct choice type with four options. Candidates attempt all questions.
PAPER 2 (1Hour 30 minutes - 60 marks)This paper consists of a variable number of structured questions which are compulsory.
PAPER 3 (2 Hours - 100 marks)
This paper consists of seven (7) short essay type questions. Candidates are to answer five (5) questions. Each questions carries twenty (20) marks.
PAPER 4 (2 Hours 30 minutes - 50 marks)This paper will be a practical test set and marked by ZIMSEC. The question paper will includeexperiments and investigations. This paper consists of three compulsory questions of variable marks. Candidates will be expected to show evidence of the following skills in the handling of familiar and unfamiliar biological material:• Planning• Implementing• Interpreting, concluding and evaluatingWhere unfamiliar materials/techniques are required, full instructions will be given.Observation may be made using a microscope and/or a hand lens.Questions involving an understanding of the use of chi- squared test may be set, butdetailed computation of these tests will not be required in the examination. Candidates will be expected to show evidence of the following skills:• Implementing skills(a) Carrying out experimental work in a methodical and organised way with dueregard for safety and living organisms.(b) Using apparatus and materials in an appropriate way.(c) Making and recording:(i) accurate and detailed observations including low power and high power drawings of a specimen.(ii) measurements to the appropriate degree of precision allowed by the apparatus.• Interpreting, concluding and evaluating skill(a) Assessing the reliability and accuracy of experimental data and techniques byidentifying and assessing errors.(b) Applying knowledge to explain and interpret experimental results to reach validconclusions.(c) Communicating information, results and ideas in clear and appropriate ways,including tabulation, line graphs and continuous prose.NOTE: Examination questions on all papers may be set requiring candidates to apply
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Biology Syllabus Forms 5 - 6
knowledge to novel situations.
SPECIFICATION GRID
TOPIC Paper 1 Paper 2 Paper 3 Paper 4Skill A Skill B Skill A Skill B Skill A Skill B Skill C
Cell structure and functionBiological molecules and waterCell and nuclear divisionGenetic controlGene TechnologyInherited change and evolutionEnergeticsTransport systemsNervous controlSexual ReproductionEcologyBiodiversityHuman health and disease
TOTAL MARKS 18 22 25 35 40 60 100
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Biology Syllabus Forms 5 - 6
10.0 GLOSSARY OF TERMS
The syllabus hopes that the glossary (which is relevant only to Biology) will be helpful to candidates as aguide, although it does not cover every command word that might be used in Biology exams. We havedeliberately kept the glossary brief, both in numbers of terms included and also in the descriptions of theirmeanings. Candidates should be aware that the meaning of a term must depend, in part, on its context.
1. Define (the term(s)…): only a formal statement or equivalent paraphrase is required.
3. State: give a concise answer with little or no supporting argument (for example, a numerical answer thatcan easily be obtained ‘by inspection’).
4. List: give a number of points, generally each of one word. Do not give more points than the numberspecified.
5. (a) Explain: this may imply reasoning or some reference to theory, depending on the context. It isanother way of asking candidates to give reasons for. The candidate needs to make sure that theexaminer is told why something happens.(b) Give a reason/Give reasons: this is another way of asking candidates to explain why somethinghappens.
6. (a) Describe: state in words the key points that can be found from the data or information given in agraph, table or diagram. Where possible, the candidate should refer to numbers taken from thematerial.(b) Describe a process: give a step by step description of what happens during the process.Describe and explain may be used together, as may state and explain.
7. Discuss: the candidate should give a critical account of the points involved in the topic.
8. Outline: the candidate should be brief, restricting the answer to giving essentials, without supportingdetails.
9. Predict: the candidate should produce the required answer by making a logical connection betweenother pieces of information. The question may provide this information, or the information may dependon answers calculated in an earlier part of the question. The answer should be concise, with nosupporting statement required.
10. Deduce: the candidate should follow the guidance for predict, but a supporting statement is alsorequired: for example, reference to a law, a principle or the necessary reasoning should be included inthe answer.
11. (a) Suggest: this may imply that there is no single correct answer (for example, in biology, there are anumber of factors that might limit the rate of photosynthesis in a plant in a greenhouse).(b) Suggest: this may also imply that the candidate must apply their general knowledge andunderstanding of biology to a ‘novel’ situation, one that may not formally be ‘in the syllabus’. Manydata-response and problem-solving questions are of this type.
12. Find: a general term that can be interpreted as calculate, measure, determine, etc.
13. Calculate: a numerical answer is required. In general, working should be shown, especially where two ormore steps are involved. The candidate should give suitable units where possible.
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14. Measure: this implies that a suitable measuring instrument will give the quantity in question: forexample, length, using a rule, or mass, using a balance. The candidate should give suitable units wherepossible.
15. Determine: this often implies that the quantity in question cannot be measured directly but must befound by calculation, placing measured or known values of other quantities into a standard formula.It may also be used when the candidate must carry out a procedure to find a numerical answer.For example, the candidate might be asked to find the energy absorbed by a plant and calculate itsefficiency.
16. Estimate: the candidate should give a reasoned order of magnitude statement or calculation of thequantity in question, making any necessary simplifying assumptions about points of principle and aboutthe values of quantities not otherwise included in the question.
17. Show: the candidate must make an algebraic deduction to prove a given equation. The candidate mustmake sure to state clearly the terms being used.
18. (a) Sketch, when applied to graph work: this implies that the shape and/or position of the curve onlyneeds to be qualitatively correct. However, the candidate should be aware that, depending on thecontext, some quantitative aspects may be looked for, such as passing through the origin or havingan intercept, asymptote or discontinuity at a particular value. On a sketch graph, the candidate mustshow clearly what is being plotted on each axis.(b) Sketch when applied to diagrams: this implies that simple, freehand drawing is allowed. However,the candidate should take care over proportions and should show important details clearly.
19. Compare: the candidate must give both the similarities and differences between things or concepts.
20. Recognise: the candidate should identify facts, characteristics or concepts that are relevant and/orappropriate to understanding a situation, event, process or phenomenon.
21. Classify: the candidate should group things based on common characteristics.In all questions, the number of marks are shown on the examination paper and candidates should usethese as a guide to how much detail to give. When describing a process, the candidate should use thenumber of marks to decide how many steps to include. When explaining why something happens, thecandidate should use the number of marks to decide how many reasons to give, or how much detail togive for each reason.
22. Evaluate: to judge the value or condition of something in a careful and thoughtful way
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