ZIMBABWE SCHOOL EXAMINATIONS COUNCIL

(ZIMSEC)

ZIMBABWE GENERAL CERTIFICATE OF EDUCATION

(ZGCE)

For Examination in June/November 2011 – 2020

O Level Syllabus

INTEGRATED SCIENCE (5006)

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 5006 INTEGRATED SCIENCE (ZIMBABWE)
G.C.E. ORDINARY LEVEL

A. INTRODUCTION

This syllabus assumes knowledge of the content of the two-year Zimbabwe Junior
Certificate (ZJC) Science Syllabus. It is designed to meet the needs to candidates whose
formal study of Science may cease at the end of ‘O’ Level. Those candidates wishing to
continue to ‘A’ Level studies are advised to take either the Physical Science (Zimbabwe)
‘O’ Level or the Biology (Zimbabwe) ‘O’ Level course, or both.

Applications of science and technology to agriculture, environmental, social and economic

fields are included to extend subject concepts and skills. A practical and investigative
approach must be adopted in teaching this syllabus. This will serve to develop the skills and
abilities necessary to achieve the stated aims and objectives.

B. AIMS

The aims of the syllabus are to help pupils:

1. develop interest, and curiosity, in science;

2. develop concepts and skills that are relevant to the study and practice of science;

3. appreciate and enjoy science and its methods of enquiry;

4. develop creativity, initiative and skills of enquiry;

5. develop good practices for health and safety;

6. develop accuracy and precision, objectivity and integrity;

7. recognise the usefulness and limitations of science;

8. apply scientific method in other disciplines and in everyday life;

9. appreciate the beneficial and detrimental effects of the applications of science;

10. recognise that the study and practice of science are inter-related and are subject to
economic, technological, social, political, ethical and cultural influences;

11. communicate scientific information effectively;

12. participate in the technological development of Zimbabwe;

13. develop interest in, and participate in, caring for the local and global environment.

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C. ASSESSMENT OBJECTIVES
The following objectives reflect those aspects of the aims that will be assessed. Specific
behavioural learning objectives are stated in each section of the syllabus.

1.0 KNOWLEDGE AND UNDERSTANDING

Pupils should be able to demonstrate knowledge and understanding of:
1.1 scientific instruments and apparatus, techniques and operation and aspects of safety;

1.2 biological units, terminology, symbols and conventions;

1.3 scientific quantities and how they are determined;

1.4 biological phenomena, facts and laws, definitions, concepts, theories and models;

1.5 personal, social, economic and environmental implications of science applications.

2.0 HANDLING INFORMATION AND SOLVING PROBLEMS

Pupils 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 recognise 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;

2.10 recognise that the pursuit of science is subject to practical constraints.

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3.0 EXPERIMENTAL SKILLS

Pupils 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 measurements;

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.

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4.0 WEIGHTING OF ASSESSMENT OBJECTIVES

ASSESSMENT OBJECTIVE WEIGHTING

Papers 1 and 2
Knowledge and understanding 1.0 70%
Handling information 2.0 30%
Paper 3
Experimental skills 3.0 100%

D. ASSESSMENT SCHEME

Paper Type of Paper Duration Marks Paper Weighting

1 Theory 1h 40 30%
2 Theory 2h 100 50%
3 Alternative to Practical (Written) 1h 40 20%

Paper 1 Theory (1 hour, 40 marks)

This paper will consist of 40 compulsory multiple-choice items.

Paper 2 Theory (2 hours, 100 marks)

Section A (40 marks) will consist of a number of compulsory short-answer,
structured questions, with one question on each of the five sections of the syllabus.
Section B (60 marks) will consist of five compulsory free-response questions, with
one question on each of the five main sections of the syllabus.

Paper 3 Practical Examination (1 hour, 40 marks)

This is a written paper of four compulsory short-answer and structured questions of
10 marks each, designed to test familiarity with practical laboratory procedures.
Questions may be set requiring candidates to:

(a) record readings from diagrams of apparatus;

(b) describe, explain, analyse or suggest experimental arrangements, techniques
and procedures;
(c) complete tables of data and/or plot graphs;
(d) interpret, draw conclusions from and evaluate experimental data, including
graphical data;
(e) identify tests for foods, gases, water, acids and bases and/or draw conclusions
from such tests;
(f) perform simple calculations;
(g) make clear, labelled, line drawings;
(h) identify possible sources of error in experiments.

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

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E METHODOLOGY

Emphasis is placed on providing pupils with practical experience. A pupil-centred problem-

solving approach should be adopted. Individual and group work is encouraged.

The emphasis must be on the understanding of concepts rather than on the memorisation of
specific examples that illustrate these concepts.

The syllabus is a two-year course of study. A minimum of six teaching periods (3½ hours)
per week is required.

Wherever possible, specimens, models, slides, photomicrographs, photographs and

diagrams must be examined. In the interest of public health and safety, fresh human tissue
must not be used. Wild animals must not be brought into the laboratory or science room for
observation or dissection. Safety precautions must be observed during practical work.

Teachers may use an integrated, co-ordinated, topic based approach or any other style of
organisation and delivery. Emphasis on investigations and practical work is expected.
Schools are encouraged to rearrange the topics to suit their own conditions.

SI units of measurement are to be used together with units in common scientific use.

Where it will facilitate learning, the drawing of diagrams should be encouraged.

Direction should be given in the correct taking of notes and writing up of experiments.

F. MATHEMATICAL REQUIREMENTS

Many topics in the syllabus provide opportunities for quantitative work, including
appropriate calculations. The mathematical knowledge and skills which pupils may need in
order to cope with the specified objectives and content are listed below. Calculators may
be used in all papers.

Candidates will be expected to:

- recognise and use expressions in decimal form;

- add, subtract, multiply and divide numbers, including decimal numbers and common
fractions;

- make approximations and estimates to obtain quick order-of-magnitude answers or

to make simple mental checks of answers obtained by calculator;

- calculate and use averages, ratios, direct proportion and percentages;

- draw and interpret graphs, bar and pie charts;

- select appropriate axes and scales for plotting graphs;

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 - choose, by simple inspection, a set of points and then draw the best smooth curve
through them;

- determine the intercept of a linear graph;

- read, interpret and draw simple inferences from tables and statistical diagrams;

- substitute numbers for letters or words in simple equation;

- measure triangles, rectangles, circles and cuboids;

- take account of variability of experimental measurements;

- manipulate and solve simple equations;

- demonstrate a qualitative understanding of inverse proportion;

- use a ruler graduated in millimetres and centimetres;

- use a protractor to measure angles;

- read graduated scales of various forms.

G. PRESENTATION OF CONTENT

The syllabus consists of five compulsory sections listed below.

1. Science in Agriculture

2. Science in Industry

3. Science in Energy Uses

4. Science in Structures and Mechanical Systems

5. Science in the Community

The learning objectives are presented in behavioural form.

The content column serves to limit the extent to which the learning objectives should be
covered.

The notes and activities in the last column are in no way exhaustive. Teachers are
encouraged to use their own additional examples to assist pupils in understanding concepts
and acquiring skills.

Assessment objectives marked with an asterisk (*) should have been covered at ZJC. It is
anticipated that these will entail revision only and do not need further detailed treatment,
although more activities may be required by the syllabus.

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 INTEGRATED SCIENCE SYLLABUS
1.0 SCIENCE IN AGRICULTURE
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.1 PLANT NUTRITION
1.1.1 Photosynthesis - identify green plants as the ultimate Production of carbohydrates by plants. Green plants as producers and other living
source of food for all living organisms; organisms as consumers.

- explain the term photosynthesis;

- state the word equation for Carbon dioxide + water + energy

photosynthesis;  carbohydrates + oxygen

- describe experiments to investigate Factors: carbon dioxide; light and Investigations into the need for carbon
factors affecting photosynthesis; chlorophyll. dioxide, light and chlorophyll using
controlled experiments and tests for starch
in a leaf.
- identify the end products of Oxygen and carbohydrates.
photosynthesis;

- describe the fate of the end products of Translocation, storage and structure
photosynthesis; formation.

- identify parts of the internal structure Epidermis, stomata, vascular tissue and Transverse section of a leaf to show
of a dicotyledonous leaf mesophyll. distribution of cells. Details of cellular
structures not required. Observations of
tissues under microscope or bioviewer.

- describe how the leaf is adapted for Surface area, cross-section of leaf, air Examination of leaf surface.
photosynthesis; spaces and presence of stomata.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.1.2. Mineral nutrition - describe the functions of nitrogen, Nitrogen for pertain synthesis. Nitrogen is needed for leaf growth,
phosphorus and potassium in plant Phosphorus for production of energy phosphorus for root growth and potassium
growth; carrier. for flower and fruit formation. Emphasis
Potassium for osmotic and ionic balance should be placed on the provision of the
respiration and photosynthesis. correct amount of the right nutrient.

- describe the effects of deficiencies of Nitrogen: stunted growth and chlorosis Culture experiments to show the effects of
nitrogen, phosphorus and potassium; Phosphorus: poor root growth and lack of nitrogen, phosphorus and
purplish leaf colouration. potassium.
Potassium: yellowish/brown leaf
margins, poor flowering and fruit setting,
premature death.

1.1.3 Plant pests and - identify the major types of plants pests Tissue-eating and sap-sucking pests, Field observations and use of hand lenses
diseases and diseases; bacterial wilts, fungal rusts. and bioviewers.

- explain how plant pests and diseases Reduction of yields.

affect productivity in plants;

- describe and explain methods of Chemical and cultural control. Use of pesticides and fungicides.
control; Discussion of cultural control of cotton
and tobacco pests.
- state the advantages and disadvantages
of using the control methods;
Warning symbols, protective clothing,
- explain the safe use of chemicals; hygiene, storage, disposal.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.2 ANIMAL
NUTRITION
1.2.1 Alimentary systems - identify parts of the mammalian Oesophagus, stomach, small and large Examination of digestive systems.
alimentary canal and associated intestines, caecum and anus. Salivary
organs; glands, liver, gall bladder and pancreas.

- compare ruminant and non-ruminant Cow and rabbit. Use of diagrams and other appropriate
alimentary canals; visual aids.

- state functions of the parts of the Ingestion, digestion, absorption,

alimentary canal; assimilation and egestion. Reference to bacterial fermentation.

1.2.2 Digestion - describe mechanical breakdown and Chewing and peristalsis. Structure of teeth not required.
movement of food in the alimentary
canal;

- explain the importance of digestion; Molecule size and solubility. Model of gut using starch and amylase in
visking tubing or eggshell membrane.
Reducing sugar (maltose) diffuses into
surrounding water demonstrating
absorption.

- describe the function of a typical Action of amylase. Action of amylase to illustrate how
enzyme; enzymes act on foods.

- name the product of starch, protein and Glucose, amino acids, fatty acids and
lipid digestion; glycerol.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.2.3 Assimilation and - describe the process of absorption; Diffusion and active uptake in the small Villi as increasing absorption surface
absorption intestine. area; details of structure not required.

- describe the fate of end-products of Role of the hepatic portal vein.

digestion; Formation of urea and breakdown of
alcohol in the liver. Storage, respiration
and growth.

1.2.4 Growth and - explain the need for balanced rations at Poultry and rabbit feeds. Balance of quality and quantity.
development different stages of growth in
stock/farm animals;

- interpret data on growth of animals; Growth curves.

- deduce appropriate time for slaughter
from growth curves;

1.2.5 Animal parasites and - name some common parasites and Ticks and flukes. Foot and mouth and
diseases diseases in cattle and goats in anthrax.
Zimbabwe;

- explain how parasites and diseases Reduced productivity, death of animals. Productivity explained in terms of
affect animals; quantity of meat, milk and offspring.

- state how parasites and diseases are Dipping, dosing, quarantine, vaccination,
controlled; destruction of infected animals and
notification.

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 TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.3 GASEOUS EXCHANGE AND RESPIRATION
1.3.1 Respiratory system - describe the respiratory system of a Nasal passages, larynx, trachea, bronchi, Use of appropriate diagrams or other
mammal; bronchioles, alveoli and capillaries. visual aids.

- state the function of the parts of the Details of the role of the diaphragm, ribs
respiratory system; and intercostals muscles in breathing not
required.
1.3.2 Gaseous exchange - state the differences between inhaled Percentage volumes of oxygen, carbon Experiments to show the change in
and exhaled air; dioxide and water vapour. proportions of carbon dioxide and oxygen
in exhaled and inhaled air.

- describe the role of the alveoli in Diffusion of carbon dioxide and oxygen. No details of exchange mechanisms
gaseous exchange; between red blood cells and alveolar
tissue required.
1.3.3 Respiration - define respiration; Respiration. Defined as the release of energy by the
breakdown of glucose in the presence of
oxygen.

- state the word equation for aerobic Glucose + oxygen  carbon dioxide + Experiments to show release of energy
respiration; water + energy. and carbon dioxide from plants, animals
and germinating seeds. Production of
ATP not required.
1.4 TRANSPORT IN PLANTS
1.4.1 Root and stem - identify the parts of the internal Epidermis, cortex, vascular tissue, root Transverse sections to show distribution
structure structure of a young dicotyledonous hairs. of tissues. Detailed cellular structure not
stem and root; required. Examination of sections using
biosets or prepared slides. Identification
of vascular tissue using dyes.

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 TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.4.2 Diffusion and - define diffusion; Movement of particles down Diffusion as the movement of particles
osmosis concentration gradients. from a region of their higher
concentration to a region of their lower
concentration.

- define osmosis; Movement of water molecules across Osmosis as the passage of water
partially permeable membranes. molecules from a region of their higher
concentration through a partially (semi)
permeable membrane. Experiments to
demonstrate osmosis using visking
tubing, eggshell membrane or potato.
1.4.3 Water and ion - describe water and ion uptake by roots; Absorption of water and ions by roots;
uptake
- describe the effects of water gain and Turgor and plasmolysis (flaccidity). Experiment to demonstrate turgor and
loss on plant cells; flaccidity in potato strips.
1.4.4 Transpiration - define transpiration; Water loss in plants. Experiments using plant material.
Loss of water vapour from leaves and stem

- describe the functions of transpiration; Water transport and cooling effect. No mechanism for transpiration stream
required.

- investigate factors affecting rate of Wind, light, temperature and humidity, Experiments to investigate transpiration
transpiration; stomata and surface area. under various conditions. Refer to
photosynthesis (1.1.1).

- describe adaptations of leaves to Reduction of surface areas, thickness of Use local examples. Experiments to
minimise water loss; cuticle, distribution of stomata and investigate distribution and role of
presence of hairs. stomata and water loss.

- describe how wilting occurs; Wilting. Excessive loss of water during

transpiration.

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 TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.5 TRANSPORT IN ANIMALS
1.5.1 Circulatory system of - describe the circulatory system; Vessels, heart and valves. One-way flow system of tubes with a
mammals double pump. Examination of a dissected
heart or model of the heart.
- name vessels to and from the heart, Pulmonary artery and vein, aorta, vena
liver and lungs; cava, hepatic portal vein, hepatic artery.

- relate the structure of the heart to its Atria, ventricles, valves, heart muscle. Functions of muscular walls and valves of
function; Movement of blood. heart to be included.

- distinguish between artery, vein and Structure of blood vessels. Thickness of muscular walls of arteries
capillary; and presence of valves in veins. Study of
blood cells & capillaries in tadpole tails.
1.5.2 Blood - list components of blood; White cells, red cells, platelets and No details of exchange mechanisms
plasma: water, gases, nutrients, wastes between blood and tissues. Use of
and plasma proteins. biosets.

- describe the functions of the blood; Transportation and homeostatic Refer to defence systems (5.1.8).
functions.
1.6 REPRODUCTION IN PLANTS
1.6.1 Sexual reproduction - state the characteristics of wind and Adaptation of flower parts to mode of Practical examination of both types of
insect pollinated flowers; pollination. flower. Dependence on weather
condition to be included.

- describe the process of pollination Transfer of pollen. Development of Practical examination of growing pollen
and fertilisation; pollen tube, fusion of male and female tubes.
nuclei.
- Examination of a variety of seeds and
- describe the changes that occur Formation of seeds and fruits. fruits.
after fertilisation;

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.6.2 Germination - describe the internal and external Testa, endosperm, cotyledon, radical, Practical examination of internal and
structure of a maize and a bean plumule. external features.
seed;

- investigate factors affecting Suitable temperature, water, oxygen. Controlled experiments to show necessity
germination; of oxygen, water, temperature.

- determine percentage germination Germination.

from experimental data;
1.6.3 Vegetative re- - define vegetative reproduction; Vegetative reproduction Production of new individuals from
production vegetative structures of a single parent.

- describe vegetative reproduction in Vegetative structures. Tuber – potato (Irish)

plants; Rhizome, tuber and cutting. Rhizome – grass.
Cutting – sugar cane or sweet potato.

- state advantages and disadvantages Resistance to disease, genetic variation, Practical study using sand and water
of vegetative reproduction; survival of offspring, rate of propagation. cultures.

1.7 INHERITANCE
1.7.1 Variation - explain the term vibration; Discontinuous and continuous variation. Practical study of plant and animal
characteristics of number of leaflets, seeds
in pod, coat colour, height, weight.

- identify factors that cause variations Environmental factors (non-heritable)

in living organisms; and genetic factors (heritable).
1.7.2 Selection - describe the process of selection; Natural and artificial selection. Discuss natural selection as a mechanism
for change.
- state the applications of artificial Milk and meat yields, resistance to
selection; disease, drought tolerance.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.7.3 Breeding - describe the advantages and cattle and maize breeding in Zimbabwe; Limited to discussion of selection of
disadvantages of cross-breeding and desired characteristics in cattle and maize,
in-breeding; e.g. milk, meat, seed production, drought
tolerance, disease resistance, early
maturity. Use of local cattle breeds and
maize varieties.
1.8 ECOSYSTEMS
1.8.1 Ecosystem - define an ecosystem; Organisms and their environment. a self-contained system of interdependent
organisms and their physical
environment; reference to be made to the
energy flow;

- list components of an ecosystem; Physical and biological components; air, Examination of an ecosystem, e.g. pond,
water, soil, light and living organisms. forest, field or garden.
1.8.2 The soil - identify the soil as a key component Role of soil.
of an ecosystem;

- identify physical components of Air, water, mineral salts and rock

soil; particles.

- compare properties of clay, loamy Size of particles, air content, water Experiments to compare clay and sandy
and sandy soils; holding capacity, drainage, leaching, soils in terms of physical properties.
infiltration, acidity/alkalinity (pH).

- relate soil properties to crop Maize, cotton and tobacco cultivation. Discussion of soil properties in relation to
cultivation; maize, cotton and tobacco cultivation.

Cotton: dark, fine-textured soils

(clay soils)
Tobacco: light, coarse-grained soils
(sandy soils)

Maize: many types of soil

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 - identify biological components of Litter, earthworms, nematodes, termites, Extraction of organisms from soil. Use of
soil; fungi, bacteria and humus. keys not required.

- state the role of biological Fertility, aeration and crumb structure. Experiments to show presence of micro-
components and their importance; organisms in the soil by carbon dioxide
production. Calculation of organic matter
content from experimental results.
1.8.3 Natural ecosystems - construct food chains; Producers, consumers and decomposers. Use of local environment to study food
chains and webs.
Trophic levels.
- interpret food webs; Examples to illustrate concepts to be
taken from Zimbabwean savanna
ecosystems.
Energy input and energy flow.
- explain the loss of energy in food
chains;
Numbers and biomass.
- interpret pyramids of numbers;
The carbon cycle; the nitrogen cycle.
- describe and explain the importance Reference to excessive emission of
of nutrients recycling; carbon dioxide, greenhouse effect and
deforestation. Scientific names of
bacteria not required.
1.8.4 Artificial ecosystem - describe an artificial ecosystem; Human-made, limited species diversity. Case study of cultivated piece of land
(garden or field).
Soil infertility; pest problems;
- state problems caused by limited production for human consumption only.
species (bio-) diversity;
Plants and animals.

- compare species (bio-) diversity in

natural and artificial ecosystem;

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
1.8.5 Management of - describe effect of ground cover on Topsoil preservation; water retention Effects of soil cover in field and
ecosystems surface run off, erosion and by soil. Role of mulching as artificial controlled experiments.
evaporation; cover.

- describe the effects of human activities Agricultural, industrial and social Pollution to include acid rain and global
on ecosystems; activities resulting in soil erosion, warming.
pollution, desertification and
reduction in bio-diversity.

- describe the characteristics of High temperatures, rapid

Zimbabwean savanna soils; denitrification, few earthworms, low
fertility.

- state problems of farming on marginal Low fertility, unreliable rainfall Need for soil management.
land; patterns, low rainfall.

- explain ways of using marginal land; Game ranching and the growing of Marginal land as Regions 4 and 5.
suitable crops. Application of Ability of indigenous animals to utilise a
conservation and use of resources. wide variety of food. Resistance to
drought.

- explain the concept of carrying Limiting factors: oxygen, food, space,

capacity; shelter and water.

- describe the effects of exceeding the Overstocking, overgrazing,

carrying capacity; deterioration of veld.

- examine ways of maintaining and Culling, destocking, paddocking.

controlling animal populations within
the carrying capacity of a habitant;

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2.0 SCIENCE IN INDUSTRY

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES

Pupils should be able to:
2.1 NATURE AND BEHAVIOUR OF MATTER
2.1.1 States of matter - describe the three states of matter in Solids, liquids and gases Comparison of the arrangement of
terms of the kinetic theory; particles and the energy of particles.

- explain changes in the states of matter; Change of state, shape and volume, Experiments on heating and cooling of
boiling, condensation, evaporation, water, iodine, wax and naphthalene.
freezing, melting and sublimation. (Caution: iodine and naphthalene vapours
are toxic.) Change of state explained in
terms of particle nature of matter.
2.1.2 Structure of atoms - describe the structure of an atom; Electrons, protons and neutrons. Electronic configuration not required.

- state the relative charges of sub-atomic

particles;
2.1.3 Elements, mixtures - explain the meaning of the terms atom, Differences between mixtures and Experiments with magnesium and
and compounds element, molecule, mixture, compound compounds. oxygen, iron and sulphur.
and chemical reaction;

- summarise reactions using word Chemical reactions.

equations;
2.1.4 Metals and non- - compare the physical properties of Conduction of heat and electricity, Experiments using various materials.
metals metals and non-metals; malleability and ductility, tensile
strength;
2.1.5 Reactivity of metals - list metals in order of reactivity; The activity series for metals:
magnesium, aluminium, zinc, iron, lead
- predict reactions of a metal from its and copper. Reactions with air, water and dilute acids
position in the series; for magnesium, zinc, iron and copper
only. Word equations only.
2.1.6 Oxidation and - define oxidation and reduction in terms Redox reactions. Oxidation restricted to the addition of
reduction of oxygen or hydrogen gain or loss; oxygen and removal of hydrogen and
reduction to the removal of oxygen and
addition of hydrogen.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
2.17 Acids, bases and salts - identify acids and bases; Effect on litmus and Universal Indicator; Preparation of acids and bases by
corrosive nature. dissolving oxides.

- describe the reactions of acids with Formation of salts, production of Preparation of salts.
metals and bases; hydrogen.

- define neutralisation; Neutralisation as a reaction between an

- acid and base with the formation of a salt
and water. Ionic equations not required.
2.1.8 Speed of reaction - describe the effect of factors affecting Temperature, concentration, surface area Experimental investigations to be carried
speeds of reactions; and presence of catalysts. out such as reactions of magnesium with
dilute acids and effects of copper as a
catalyst on production of hydrogen.
- state the meaning of reversible Forward and backward reactions.
reaction;
2.2 METALS
2.2.1 Iron and copper - state the occurrence of ion and of Common occurrence in Zimbabwe.
copper;

- describe the extraction and purification Iron: Extraction by blast Main reactions and conditions. Purpose
of iron and of copper; furnace. Purification by of raw materials in blast furnace. Activity
oxygen lance process. to produce a metal from a powdered oxide
by heating with charcoal; use of a
Copper: Extraction by blowpipe.
concentration, roasting
and reduction
processes. Purification
by electrolysis.

- state the constituents of alloys of iron Cast, iron, mild steel, stainless steel; Percentage composition of alloys is not
and of copper; bronze and brass. required.

- relate the uses of metals and alloys to Properties and uses of metals alloys. Identification of common examples.
their properties;

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:

2.2.2 Coating processes - explain the need for coating materials; Prevention of corrosion, decoration. Experiments on rusting and its
prevention; electroplating of iron nail
- describe the methods used for coating Painting, galvanising and copper, nickel with copper.
materials; and chrome plating.

- identify appropriate applications of Choice of coating material. Practical examination of coatings on

coating processes; various objects.
2.3 INDUSTRIAL PROCESSES
2.3.1 Sulphuric acid - outline the manufacture of sulphuric Contact process; sources of raw
acid; materials.

- state the optimum conditions for the Temperature and catalyst.

manufacture o sulphuric acid;

- state the industrial uses of sulphuric Drying agent: production of fertilizer,

acid; paint, plastics, and detergents and in
paper making.
2.3.2 Industrial gases - outline the manufacture of oxygen, Electrolyses of water, liquefaction and Experiments on electrolysis of water.
hydrogen and nitrogen; fractional distillation of air.

- outline the manufacture of ammonia; Harber process and sources of raw Reference should be made to the
materials. interdependence of Zimbabwe Iron And
Steel Company (ZISCO), Zimbabwe
Electricity Supply Authority (ZESA) and
Sable Chemical Company (ammonia
production).

- state the optimum conditions for the Temperature, pressure and catalyst.
Harber process;

- state the industrial uses of gases; Oxygen: steel-making, welding.

Hydrogen: manufacture of ammonia and
hydrogenation of oil.

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TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:

Nitrogen: manufacture of nitric acid,

freezing of vegetables, and in medicine.

2.3.3 Nitric acid - outline the manufacture of nitric acid; Catalytic oxidation of ammonia.

- outline the manufacture of ammonium Neutralisation of nitric acid with

nitrate fertilizer; ammonia. Refer to 2.1.7. acids, bases and salts.
-
- state the industrial uses of nitric acid;` Manufacture of ammonia, fertilisers,
explosives and dyes.
3.1 FUELS
3.1.1 Types of fuels - define fuel; Solid, liquid and gaseous fuels. Fuel as a material that can be burned to
give out heat or provide chemical energy.

- state the occurrence and uses of coal; Location and type of coal found in Only bituminous coal is found in
Zimbabwe. Uses in power generation, Zimbabwe.
industry, agriculture, and coking.

- describe destructive distillation and Coke, coal gas, benzol and ammonia. Demonstration of dry distillation of coal
state the uses of its products or analogy using wood to charcoal.
Refer to 2.2.1 iron.

- explain the production of biogas; Recovery of energy from biological No knowledge of the chemical reactions
waste by fermentation. required.

- identify factors affecting the Role of bacteria, temperature and pH.

production of biogas;

- identify factors that affect Fermentation of sugar and maize. Role Investigations to determine ideal
fermentation; of yeast. Temperature and pH. conditions for ethanol production.

- identify products of fermentation; Ethanol and carbon dioxide.

22
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:

- describe the concentration of ethanol; Fractional distillation.

- state uses of ethanol and of carbon Ethanol: fuel, beverages and medical
dioxide; purposes, solvent.
- Carbon dioxide: beverages, fire
extinguishers and dry
ice.
3.1.2 Fuel efficiency - compare the efficiency and Solid fuels: wood, coal, charcoal and Experimental comparisons of efficiency.
inflammability of different fuels; coke. Refer to coal 3.1.1
Liquid fuels: diesel, paraffin, petrol and Blend as a mixture of petrol and ethanol.
ethanol.

- explain complete and incomplete Reactants, products, energy production Practical exercise using a camping
combustion; and word equations. burner/Bunsen burner with air hole(s)
open and closed. Dangers of incomplete
combustion through carbon monoxide
poisoning and pollution should be
mentioned.
3.1.3 Fuel engines - describe the operations of a four stroke Compression, power, exhaust and inlet Importance of a clean fuel supply, effects
engine; strokes. of limitation of air supply (choke control,
blocked filters) and fuel supply (worn
- explain the role of the carburettor; Fuel and air supply. jets).

- state the advantage of multiple Even firing and power distribution. Use of a model.
cylinders in an engine;

- compare the operations of a diesel and Ignition methods, relative efficiency and Efficiency as measured by fuel economy
a petrol engine. carbon monoxide production. (kilometres per litre).
3.1.4 Social and economic - Identify renewable and non-renewable Renewable and non-renewable fuels.
considerations of using resources;
fuels.
- describe the social and economic Deforestation, effects of the by-products,
implications of using fuels; pollution. Safe handling of fuels.

23
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
- explain the need for fuel conservation.

3.2 ELECTRICAL ENERGY

3.2.1 Electrostatics - demonstrate understanding that there Concept of charge, the electron.
are positive and negative charges;

- explain electrostatic charging; Positive and negative charges. Negative as an excess of electrons,
positive as a deficiency. Refer to atom
2.1.2.

- state the action between like and unlike Attraction and repulsion. Experiments on repulsions and attraction.
charges;
Capacitance and discharge at a point not
- explain the production of lightning; Movement of charges between cloud and required.
ground.

- describe the dangers of lightning; High voltage: electrocution and heating

effect.

- explain the principle of a lightning Height, conduction and earthing.

conductor;

- describe safety precautions one must Precautionary measures.

take against lightning;
3.2.2 Current electricity - explain the term voltage; Potential difference and the volt (V).

- measure voltage; Voltmeter.

- explain flow of current in a circuit; Flow of charge.

- measure current; Ammeter and the ampere (A). No definition of an ampere is required.

- draw and interpret circuit diagrams; Circuit symbols; cells, switches, Recognition of a bulb as an example of a
resistors, bulbs, ammeters, voltmeters resistor.
and fuses.

24
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
Experiments to measure voltage and
- calculate voltage, current, power and Ohm’s law: V = IR. P = VI = I2R. current to determine an unknown
resistance for circuits; Series and parallel resistors. resistance and find its power.
Calculations of resistors in parallel will be
limited to two resistors only.
3.2.3 Cells - describe the construction of a simple Primary cells, electrochemical series, Simple cells investigated to develop the
cell; electron transfer, conversion of chemical reactivity series of the metals mentioned
energy to electrical energy. in 2.1.5. A variety of solutions should be
experimented with.

- explain how simple cells work; Polarisation and its correction. Use of a simple cell and potassium
manganate (VII) (permanganate) solution
to depolarise.

- relate voltage produced in a simple cell The activity series.

to the activity series;

- describe and explain the dry cell; Zinc – carbon cells, depolarisation. Dissection and identification of cell parts.

- describe the function of a photovoltaic Energy change. Joining cells in a variety of ways to
cell; produce a battery giving either high
voltage or high current. Importance of
- describe arrangement of cells to give Series and parallel circuits. correct orientation of cells. Effect on dry
(i) high voltage (ii) high current; cell life.

- describe the construction of a lead-acid

accumulator;

- explain the function, use and care of Practical details of charge and discharge, Explanation limited to lead and lead (IV)
the lead-acid cells; care and maintenance. The ampere hour oxide plates converted to lead (II)
as a unit of charge. sulphate on discharge.

25
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
3.2.4 Alternating and direct - state the difference between a.c. and Alternating and direct flow. No knowledge of voltage output versus
current d.c. electricity; time graphs is required.

- state the reasons for transmission of Ease of transmission and lower energy No formular or principles of operation of
electricity as a.c. losses. transformer are required.
3.2.5 Motors and generators - describe how movement is produced in Interaction of magnetic fields, producing Fleming’s rules are not required.
a motor; turning effect. Electrical energy to
mechanical energy.

- describe the principles of electricity Rotating magnet or coil Motor and generator treated as reversible
generation in a generator; machines.
3.2.6 Electrical safety - describe electrical hazards and safety Damaged insulation, overheating of No experimentation involving hazards to
precautions; cables, damp conditions. be done.

- describe the wiring of a 3-pin plug Neutral, live and earth wires.

- explain the use of a 2-pin plug; Double insulation of appliance.

- describe the purpose of a fuse and fuse Protection of appliance and life. Fuse Demonstrate the principle of a fuse using
ratings; ratings. steel wool in d.c. circuits.

3.3 SOLAR ENERGY

3.3.1 Conduction, convection - describe and explain the heating effect Solar radiation, reflection and absorption Simple experiments with parabolic
and radiation of radiant energy; of radiant energy, solar cooker. reflectors and on radiation using dull and
bright surfaces.

- explain conduction and convection in Good and bad conductors, convection. Experiments on conduction in metal rods
terms of the kinetic theory; and convection using smoke apparatus.

- describe the function and design of a The solar water heater.

solar water heater;

26
4.0 Science in Structures and Mechanical Systems

TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES

Pupils should be able to:
4.1 STRUCTURES
4.1.1 Beams - define beam Beams A supported bar which bears a load.

- describe a beam by its cross sectional T. L, and I shaped beams, solid and
area; hollow box (° and □) and cylindrical
beams.

- compare the strength of beams; Qualitative relation between strength, Practical work on beams using similar
cross-sectional shape and depth. quantities (mass per unit length) of material
but different cross-sectional shapes.

- explain the effects of push and pull Compression, tension and shear. Experiments to demonstrate crushing,
forces; compressing, buckling and bending,
stretching and snapping.

Compression, tension and natural zones. Experiments using foam rubber blocks,
- explain how stress is distributed in a Internal stress, areas of strength and green twigs and hollow stems.
loaded beam; weakness.
4.1.2 Trusses - construct a truss; Trusses. A truss is composed of many members
performing the function of a beam.

- explain the use of triangles in a truss; Stability. Problems associated with scale. Lighter
structures have less mass to sustain their
own weight.

- explain the advantages of trusses over Economy, strength and strength/mass ratio. Experiments to illustrate strength/mass ratio
beams; of a beam and truss.

- explain how a load can be distributed Compressive and tensile forces. Experiments to determine which members
throughout a truss; are under tension and which are under
compression.
- identify struts and ties in a truss; Transmission of forces by connecting
members.

- explain the design of a roof truss; Distribution of load. Construction of models.

27
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
4.1.3 Joining materials - describe methods of joining Pinning: An example of each type of joint should be
materials; Wood – screws, nails and bolts; made and tested for strength.
Metal – bolts and rivets;

Surface contact:
Wood – gluing with or without dowels and
tongue;
Metals – soldering, brazing and welding;
Plastics – welding and gluing.

- compare the strength of joints; Size of contact area, number and position of
pins.

4.1.4 Large structures - identify materials used in large Wood, metal, concrete and stone.
structures;

- compare properties of construction Compressive and tensile strength, mass and Durability in relation to decay, corrosion and
materials; durability. rusting.

- explain the design and materials Pier and beam bridge, arch bridge, and
used in different types of bridges; suspension bridge. Construction and loading of models. No
knowledge of material cost is required but an
- explain the use of arches in appreciation of both durability and cost as
construction of large structures; factors in determining choice.

- explain composition and shape of Earth and concrete; straight and arch dams.
dam walls.

28
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
4.2 MECHANICAL SYSTEMS
4.2.1 Machines - describe the use and application of Levers, single string pulley systems, Classification of levers is not required.
machines; inclined plane, gears and wheel and axle.

- calculate mechanical advantage and MA = Load / Effort; VR = Distance moved Calculations limited to levers, pulley systems
velocity ratio and efficiency of by the effort force/distance moved by the (no more than 4 pulleys) and inclined planes
levers and pulley system; load force. (not including screws).

- explain energy losses in machines; Friction and mass of the machine. Experiments to measure efficiency.

- describe methods of improving Lubrication and mass reduction.

efficiency.
4.2.2 Pressure in fluids - define pressure; Pressure = force/area.

- describe the measurement of fluid Manometer. Construction of a water manometer used to compare
pressure; pressure at different depth.

Pressure = density x acceleration due to gravity x Density of water equals 1000 kg/m3.
- calculate pressure in water; height.
4.2.3 Pumps - describe the structure, function and Lift and force pumps. Lift pumps illustrated by the Blair shallow well pump
operation of simple pumps; and force pumps by the bicycle pump. Models of
pumps.
4.2.4 Fluid systems - explain the function and operation of Siphons; hydraulic systems; motor car braking No calculations required.
simple fluid systems; system and hydraulic jack.

29
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
5.0 SCIENCE IN COMMUNITY

5.1 HEALTH

5.1.1 Health and well-being - explain the meaning of health; Individual and community health. Health as a state of complete physical, mental and social
well being, not merely the absence of disease (World
Health Organisation definition). Reference to choices
and habits of the individual and community.
5.1.2 Nutrition - list the components of a balanced diet; Carbohydrates, proteins, fats, minerals, vitamins, Refer to nutrition in animals. 1.2 discussion of pupils’
fibre and water. own diets and menus.

- describe their functions in the body; Energy source, body building and repair, energy
store and metabolic functions.

- analyse a food for presence of simple Food tests. Benedict’s solution – reducing sugar (or clinistix –
sugar, starch, protein and fat; glucose).
Iodine – starch
Biuret (or albustix) – protein
Ethanol emulsion or translucent paper – fats.

- compare energy content of foods; Carbohydrates and fats. Experiments on burning a variety of foods.
Interpretation of nutrition tables and charts.

- explain the need for a balanced diet; Balance of quantity and quality. Energy content.

- relate energy and nutritional needs to age, Manual and sedentary worker, infants and nursing Discussion of qualitative nutritional needs only.
sex and activity of individuals; mothers.

- describe the advantages and breast Balanced nutrients, antibodies and hygiene. Refer to immunity. 5.1.8.
feeding;

- explain the term malnutrition; Undernourishment, obesity, stunting of growth and Discussion of symptoms of kwashiorkor.
kwashiorkor.

- describe deficiency symptoms of iodine Iodine: stunting of mental and physical growth in Cure of diseases as the intake of foods rich in missing
and Vitamin A; children; goitre in adults. nutrients. Vitamin A supplement and iodised salt.
Vitamin A: poor development of epithelial tissue
resulting in upper respiratory tract infections; poor
night vision, poor sight and blindness.

30
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
- state the causes of dental decay; Plaque and bacteria. Action of bacteria on sugar leading to decay.

- describe the care of teeth; Regular and correct cleaning, correct diet, visits to Testing toothpaste for abrasive qualities and pH. Use of
dental worker. salt and bicarbonate of soda (sodium
hydrogencarbonate) for cleaning teeth as an alternative
for toothpaste.

5.1.3 Substance use and abuse - describe the effects smoking on health; Lungs: emphysema, bronchitis and lung cancer. The association between smoking during pregnancy and
Heart diseases. reduced birth weight must be mentioned. Personal
choices as an aspect of control to be discussed. Dangers
of passive smoking.

- describe the effects of excessive Reduced self-control, depressant, effect on reaction Abuse of alcohol in cough medicines to be discussed.
consumption of alcohol; times, damage to liver (cirrhosis) and social
implications.

- describe effects of use of mandrax and Alternation of personality, addictive qualities.

cannabis;

- describe the effects of breathing solvents; Hallucination, reduced self-control, damage to

- muscles and heart.

5.1.4 Food preservation - investigate the optimum conditions for Temperature, moisture, air. Experiments on growth of bacteria in sour milk and
the growth of micro-organisms; growth of mould on bread only.

- describe method of food preservation; Refrigeration, dehydration, canning, pickling, Suitability of each method to foods.
salting, sugaring and smoking.

- explain how each method limits growth Investigation of methods used in local communities and
of micro-organisms; discussion of their advantages and disadvantages.

31
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
5.1.5 Diseases - describe ways in which pathogens are Droplet, contact, contamination of food and water, Examples of diseases. Cholera as an example of a
transmitted; vectors. disease transmitted by contaminated water and food.

- describe symptoms and treatment of Diarrhoea and fever. Oral rehydration and Medical advice should be sought.
cholera; antibiotics.

- describe the role of hygiene in disease Personal, domestic and community hygiene.
prevention;

- describe the life cycle of the anopheles Egg, larva, pupa, adult. Observation of some stages of the life cycle of mosquito
mosquito; under a microscope or bioviewer or use of biosets.

- state the pathogen causing malaria and Plasmodium. Transmission. Multiplication of pathogens in mosquito and humans.
describe its life cycle; The terms sporozoite, merozoite and gametocyte and
details of species of Plasmodium are not required.

- describe methods of controlling malaria; Mosquito control, correct use of chloroquine and Malaria control should be related to the life cycle of the
prophylactic drugs. vector and pathogen. Mapping of malaria infested areas.
Identification of likely mosquito breeding places; ponds
and stagnant water. Contemporary effective drugs to be
advised by medical people.

5.1.6 Defence systems - describe the body’s defence mechanisms; Skin, tears, saliva, mucus, blood-clotting, stomach
acid; white blood cells, engulfing action, antibody
production.

- describe events leading to active Infection leading to antibody production.

immunity;

- explain the acquisition of immunity in Antibody transfer via placenta and breast milk.
infants; Immunisation schedule.

- describe the effect of the human immune- Inability to resist infection. Reference to small size of a virus. Destruction of
deficiency virus (HIV) on the body; immune system.

32
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
5.2 REPRODUCTION
5.2.1 Reproduction in humans - state the functions of the male and female Testes, sperm duct, penis, scrotum, urethra, prostate No details of the internal structure of ovaries or testes.
reproductive systems; gland, seminal vesicle, ovary, oviduct, uterus,
cervix and vagina.
Structure of gametes limited to cells with a half set of
- explain the term gamete; Sperms and ovum. chromosomes and their size, shape and mobility.

- describe the structure of male and female

gametes;

- describe the process of fertilisation; Pathway of sperm to ovum. Zygote formation. Fusion of nuclei of sperms and ovum to form a zygote.

- describe the menstrual cycle; Cyclic changes in uterus lining and ovulation. Most fertile phase. No mention of hormonal levels
required.

- explain causes of infertility; Causes of infertility. Low sperm count, poor quality of sperm. Physical
conditions. Damage by STD’s. Cancer.

- describe the growth of a foetus; Implantation and growth. Limited to early organ development and later growth.

- describe the functions of the placenta, Exchange of materials and protection of foetus.
umbilical cord and amnion;

- describe methods of contraception; Abstinence e. Artificial hormones, barrier, methods Discussion of the effectiveness and problems of each
(cap and condom), IUD’s, spermicides, natural method.
methods, sterilisation.

5.2.2 Sexually transmitted - describe symptoms and effects of Chancroid, gonorrhoea, syphilis and human Reference to be made to incurability of AIDS. Long
disease. sexually transmitted diseases; immunodeficiency virus. term effects of sexually transmitted diseases on health
and fertility to be discussed. Refer to 5.2.1.

- discuss the spreads of sexually Abstinence, mutually faithful long-term

transmitted diseases and the human relationships, condoms, early treatment with
immunodeficiency virus (HIV) and the antibiotics for STD’s. Contact tracing.
methods by which they may be
controlled;

33
TOPIC LEARNING OBJECTIVES CONTENT NOTES AND ACTIVITIES
Pupils should be able to:
5.2.3 Population dynamics - describe factors affecting population Birth, death, mortality, growth rates and migration. Reference to under five mortality as an indicator of
change; quality of health services and development. Relation of
mortality rates of different groups to AIDS epidemic.

- use data to make predictions on Doubling time, dependency ratios. Population Doubling time: the time it takes a population to double
population growth and patterns of growth curves. Age/sex pyramids. = 70/%growth. Dependency ratio: ratio of dependents to
development; productive adults. Dependants include children under
15 years and people aged 65 and over. A graphic study
of the increase in size of a community with 2 different
family sizes.

- describe the effect of population growth Environmental degradation, social, educational and
on natural resources; health facilities, poverty.

5.3 ENVIRONMENTAL HEALTH

5.3.1 Waste disposal - explain the importance of proper disposal Biodegradable and non-biodegradable wastes: Investigation of waste disposal in own community.
of refuse; recycling, burning and burying. Recycling of organic waste in compost heap and as
animal feed. Need to control insets and rodents.

- explain the need to minimise industrial Industrial effluent, smoke and dust. Dust and fume-related diseases: bronchitis and
pollution; asbestosis.

- describe methods of sewage disposal; Pit latrine, Blair ventilated pit toilet, water closet
and water borne sewage in urban areas.

- relate the method of disposal to the size Increase in complexity, speed of disposal and cost. Investigation of waste disposal in a community.
of the community;

- describe the processes of sewage Decomposition in pits, septic tanks and biological Emphasis on decomposition chamber and liquid soak-
treatment; filters. away.

5.3.2 Water - explain the importance of clean safe Absence of pathogens and pollutants. Observation of water micro-organisms using microscope
water; or bioviewer.

- describe methods of purifying water; Filtration and chemical treatment. Milk souring test for water purity.

- explain the need for protecting water Prevention of contamination. Correct siting of wells and latrines. Refer to cholera
supplies; 5.1.5.

34
Glossary of terms used in question papers in Science

The glossary is meant only as a guide; it is neither exhaustive nor definitive. The glossary has been
kept brief in respect of the number of terms and their definitions. It should be borne in mind that
the meaning of a term depends in part on its context.

1. Calculate is used when a numerical answer is required. Working should be shown.

2. Deduce means that the candidate is expected to draw logical and valid conclusions from
given information. Such information may be all be given in the question or may depend on
answers extracted in an earlier part of the question. Candidates are not expected to produce
and answer by recall.

3. Define (the term(s) …..) means to state precisely the meaning of a term.

4. Describe is often used with reference either to particular phenomena or to particular

experiments. When used with reference to particular phenomena the term usually implies
that the description should include reference to (visual) observations associated with the
phenomena. When used with reference to particular experiments the description usually
follows a standard pattern, e.g. Apparatus, Method, Measurements, Results and Precautions.

In other contexts, describe and give an account of should be interpreted more generally, i.e.
the candidate had greater discretion about the nature and the organisation of the material to
be included in the answer.

5. 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
m
formula, for instance density of an object may be calculated using d 
V

6. Estimate implies an approximate calculation of the magnitude or quantity concerned.

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

8. Find means to establish the quantity concerned using a suitable measuring instrument, e.g.
length, using a ruler, or mass, using a balance.

9. Measure means to establish the quantity concerned using a suitable measuring instrument,
e.g. length, using a ruler, or mass, using a balance.

10. Outline means to give the essential points.

11. Predict implies that the candidate is expected to state what is likely to happen by analysing
the given information. Such information may all be given in the question or may depend on
answers extracted in an earlier part of the question. Candidates are not expected to produce
an answer by recall.

12. Sketch, when applied to graph work, implies that the shape and/or position of the curve need
only be qualitatively correct.

35
 In diagrams, sketch implies that the candidate is expected to make a simple, freehand
drawing: nevertheless, care should be taken over proportions. Important details must be
shown.

13. State means to give a concise answer with little or no supporting argument.

14. Suggest may imply that there is more than one possible answer or that candidates are
expected to apply their general knowledge to a novel situation.

15. What do you understand by/What is meant by (the term(s) ….) implies that a definition
should be given, as well as some relevant comment or explanation. The amount of detail
expected is determined by the marks allocated.

/SK
C:\MYDOCUMENTSΟ-LEVEL INTEGRATED SCIENCE SYLLABUS

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