SECTION A - LIVING ORGANISMS IN THE ... - VincyClassroom

SECTION A- LIVING ORGANISMS IN THE ENVIRONMENTSECTION A is designed as an introduction to the rest of the syllabus. The idea is for students to be involvedin working outside the classroom in order to study the interrelationships between organism and theirenvironment and to appreciate the variety and complexity of these relationships.General ObjectivesStudents should demonstrate :1. an understanding that there is both diversity and similarity of form in living organisms;2. an understanding that there is interdependence between living organisms and their environment;3. an understanding that there is a flow of energy through living organisms within an ecosystem;4. an understanding that materials are recycled in nature5. an ability to apply knowledge of the interrelationships of organisms and their environment toidentify environmental problems.SECTION A - LIVING ORGANISMS IN THE ENVIRONMENT cxc 20/G/SYLL 02SPECIFIC OBJECTIVESStudents should be able to:CONTENT/EXPLANATORYNOTESSUGGESTEDPRACTICALACTIVITIESINTER-RELATIONSHIPS1.12.1Group living organism accordingto observed the similarities anddifferencesIdentify the relative positions ofproducers and consumers in thefood chain and relate the positionsto their modes of feedingVisible characteristics such ashairiness, colour,: shape,venation, number of legs andwings. Common names oforganisms and groups areacceptable.Include limitations of foodchains in supporting trophiclevels. construct simplepyramidsObserveorganisms intheir naturalhabitat.Construct tablesto recordobservations2.2identify, from a selectedhabitat, a food chaincontaining at least fourorganisms;Terrestrial and aquatic (marineand freshwater) habitats.Construct foodchains and websusing organismsin selectedhabitats.

2.32.42.5Identify, from the selectedhabitats, a herbivore, carnivoreand omnivore;Identify, from the Selectedhabitats, Predator or preyRelationshipsConstruct a food include differentlevels;Not to be confined to familiardomestic animals.Use of examples from thehabitat(s) investigated. Studentsmay be required to interpret afood web containing unfamiliarexamples.investigatedifferent trophiclevels in foodwebs.Chem.-fermentation2.62.7Explain the role of decomposers;discuss the advantages anddisadvantages of specialrelationships to the organismsinvolved;Role of fungi and bacteria inconverting complex compoundsto simple substances.Symbiosis: parasitism,commensalism, mutualismsimple treatment with localexamples, such as lice and ticks,epiphytes on trees, nitrogenfixing bacteria in roots oflegumes. Give names ofpartners.Action of mouldon breadObservationsfrom a large tree.Examine rootnodules.INTER-RELATIONSHIPS2.8discuss the interdependence oforganisms within a foodweb;SPECIFIC OBJECTIVESCONTENT/EXPLANATORYNOTESSUGGESTEDPRACTICALACTIVITIESChemistry –Nitrogencompounds andhydrocarbonsStudents should be able to:3.1explain energy flowwithin a food chain orIllustrate withnitrogen andcarbon cycles

4.1webexplain, with examples,the continual re-use of materialsin nature;5.1apply the principles andconcepts involved ininterrelationships betweenorganisms and theirenvironmentt to Caribbeansituations.SECTION B - LIFE PROCESSESThe life processes are largely illustrated in humans and flowering plants because these are the two groupswith which students are most familiar, and about which they should have some degree of understanding.Comparisons with other organisms should be included where appropriate. Details of anatomical structure areonly important in so far as they illustrate the relationships between structure and function.There should be a focus on the interdependence of the processes in maintaining the organism in a healthystate.GENERAL OBJECTIVESStudents should demonstrate:1. Knowledge of the structure of an unspecialized cell and an appreciation of the functions of the main cellstructures and of cell specialization;2. understanding that nutrition is the means by which living organisms obtain their energy and materialrequirements, and this occurs in different ways;3. understanding that respiration is the means by which energy is made available for carrying out lifeprocesses;

SECTION B LIFE PROCESSES (cont’d)SPECIFIC OBJECTIVESStudents should be able to:CONTENT/EXPLANATORYNOTESSUGGESTEDPRACTICALACTIVITIESINTER-RELATIONSHIPS1.11.2draw and label simple diagrams toshow the structure ofunspecialized plant and animalcells;state the functions and explain theimportance of the followingstructures: cell wall, cellmembrane, nucleus andChromosomes, cytoplasm,mitochondria, vacuoles,chloroplast;Cell wall, cell membrane,nucleus, cytoplasm, vacuolesmitochondria, chloroplast.Details of structures as seen inelectron micrographs notrequired.Simple treatment only, forexample chromosomes carrygenetic information in the formof DNA.Constructmodels usingplasticine orothermaterialsfoundaround thehome orlaboratory.Physics-Osmosis.Chemistry– Osmosis1.31.4differentiate between plant andanimal cells;explain the importance of cellsjecialization in multi-cellularorganisms;Reference to plant cellscharacterized by the presencecell wall, large vacuoleschloroplasts.Examples of tissues from bothplants and animals.Consideration that a number ofdifferent tissues come together toform organs and organsystems.Examine avariety of cells,for example,cells of Allium(onion), Rhoeodiscolor,Elode,prepared slidesof blood cellsand skin.Constructmodels.

1.51.62.1explain the processes ofdiffusion and osmosis using anexperimentalt approach;discuss the importance of diffusionand osmosis in living systems;distinguish between heterotrophicand autotrophic nutrition;Importance of diffusion andosmosis in transportingsubstances in and out of cellsand from one cell to another inall living organisms. Referenceto the cell membrane as aselectively permeablemembrane.Simple inorganic substancesused by plants compared tocomplex organic substancesconsumed by animals and fungi.Carry outsimpleinvestigationstoillustrate themovement ofparticles(molecules andions).Physics-OsmosisDiffusion.ChemistryParticultenature ofmatter.Physics-Osmosis.Chemistry– OsmosisChemistry-water,nitrogen,carbondioxide,starch,sugars,proteins.2.22.3describe photosynthesis as theprocess by which green plantsmanufacture organic substancesfrom inorganicsubstances;Simple treatment involving anequation to summarize theprocess; the evolution of oxygenas a result of the splitting ofwater by light energy; thesubsequent reduction of carbondioxide to a carbohydrate andthe chloroplast as the site of thereactions. Mention the fate ofproducts.Test forevolution ofoxygen usingwater plant.relate the structure of the leaf of aflowering plant to function inphotosynthesis;The external features and theinternal structure of adicotyledonous leaf as seen incross section under the lightmicroscopeDraw and labelthe externalfeatures and theinternal

2.42.52.62.7carry out simple controlledinvestigations to demonstrate thatlight .and chlorophyll arenecessary conditions forphotosynthesis;perform tests to distinguishamong food substances;describe and relate to specificregions of the humanalimentary canal, the intake offood, its breakdown into smallmolecules, its absorption andegestion;Use of foliage leaves of onion orchives (escallion) variegatedleaves.Starch, protein, lipids, reducingand non - reducing sugars;chemical and physical properties(solubility) of carbohydrates,proteins, lipids; hydrolysis andcondensation (dehydrationsynthesis).Mastication and the role of teethin the mechanical breakdown offood to be included. Simplediagrams of the alimentary canaland internal structure of a toothrequired.structure of adicotyledonousleaf as seen incross sectionunder the lightmicroscopeTests for endproducts, starchor reducingsugar.Test forproteins(Biuret), fats(grease spot,ethanol andwater), starch(iodine),reducing sugars(Benedict’sSolution). Notethe necessity forhydrolysis andneutralizationin testing fornon- reducingsugars.Examination ofdissection of asmall mammal.2.82.9explain the role importance ofenzymes;investigate the effect oftemperature and pH on the activityof the enzymes catalase oramylase;describe what happens to theInclusion of catalysis.Candidates may be asked todeduce from tables and graphsthe effects of temperature andpH on enzyme activity.Transport to the liver andassimilation to be included, thatis, how products are used and

2.102.11products of digestion after theirabsorption;discuss the importance of abalanced diet in humans;what happens to excess.Sources of the components of abalanced diet (includingvitamins A and C; iron andcalcium), uses, the resultsof their deficiency or surplus andthe effects of age, sex andoccupation on dietaryneeds.Discussionon vegetarianism.3.13.23.33.4discuss the importance of mineralsin plants nutrition using nitrogenand magnesium as examples;state that respiration takes place atthe level of the cell;describe the process aerobicrespiration;state the function of ATP(adenosine triphosphate) in energytransfer;distinguish between aerobic andEmphasis on the importance ofnitrogen in the formation ofproteins and magnesium in theformation of chlorophyllInvolvement of enzymes inreleasing Energy. Distinguishbetween respiration andbreathing.Simple treatment. An equation toshow the raw materials and finalproducts of aerobic respiration isrequired.Inclusion of the concept ofcurrency for the role of ATP:cells earning ATP as a result ofenergy-producing reactions andspending it on reactionsrequiring energy.Include a consideration offatigue, the production of lacticacid in muscle, alcohol andcarbon dioxide in plants.Investigate theeffect of thelack of nitrogenon seedlingsplanted in cleansand usinginorganic ororganicfertilizers as acontrol.Simpleinvestigationscomparing rateChemistry-Reactionsinvolvedin bakingdough.

3.53.63.73.8anaerobic respiration;demonstrate knowledge andunderstanding of the products ofrespiration;describe and explain theimportance of breathing in humansand gaseous exchange in floweringplants;Temperature change to beincluded.Simple diagrams to show therelationship between the trachea,the bronchi and lungs and thediaphragm and ribcage required.The necessity for a continualsupply of oxygen and theremoval of waste products to beincluded.Emphasis on mechanismsincreasing surface area humans,fish and plants.of respiringyeast inunboiled andboiled water.Carry outsimplecontrolledinvestigationsand interpretresultsUse models ofthe thorax4.1identify characteristics common togaseous exchange surfaces;discuss the effects of cigarettesmoking;explain the need for transportsystems in multicellularorganisms;For example, nicotine addiction,damage to the lining of thelungs, cancer causing effects andreduction in the oxygen carryingcapacity of the blood. No furtherdetails required.The limitations of simplediffusion. Comparison withsingle celled organism such asthe amoeba. The relationshipbetween surface area and volume(the problems of large cells andthe concept of osmoticpotentials).4.2illustrate by examples.

4.34.44.5identify the types of materialswhich need to be transported inanimals and plants;describe the structure and functionof the circulatory system inhumans;Structure and function of theheart. Names of blood vesselssupplying only major organsrequired.Diagrams of red and white bloodcells required.Diagrams required.Draw diagramsto showdifferences inthe structures ofarteries, veinsand capillaries.Examineexternal andinternalfeatures of freshor preservedspecimens ofmammalianhearts.4.64.7describe the composition andfunctions of blood in transport;describe the structure of xylemvessels, sieve tubes andcompanion cells;Transpiration stream from rootsto leaves to be included.4.84.9explain how the structure of xylemvessels suits them for theirfunction;describe the process involved intranspiration;demonstrate the effects of externalfactors on transpirationLight, humidity, and airmovements should be included.Explanation ofevapotranspiration and relativehumidity.Observe smallherbaceousplant placed incolouredwater.Carry outcontrolledinvestigations

4.104.11state the function of phloem in thetransport system of plants;discuss the importance of foodstorage in living organisms;Storage as a means ofovercoming the need forcontinuous food intake ormanufacture, providing forperiods of scarcity, providing forspecial functions, for example,production of sexual orvegetative reproductivestructures, development ofembryos.___5.15.25.3identify the products stored andthe sites of storage;____________________________Roots, stems, leaves, fruits,seeds in plants; the liver, fatdeposits in animals to beincluded. Detailed structures ofstorage organs not required.__________________________For example, carbon dioxide,urea, water, oxygen, and calciumoxalate.Carry out foodtests for starch,sugars and oilof storageorgans._____________5.4discuss the importance ofexcretion in living organisms;give examples of substancesexcreted by animals and plants;Leaf fall, loss of bark andstorage in plants; lungs andurinary systems in humans to beincluded.5.55.6state the means by which excretoryproducts are eliminated fromplants and animals;relate the structure of the kidney toits osmoregulatory and excretoryHighlight structure of the urinarysystem and a tubule; Thefunction of the parts.Homeostasis; negative feedbackto be included.Simple treatment: root length,cuticle thickness, water storage.Observe

6.16.26.3functions;explain the role of the hormoneADH in osmoregulation;discuss adaptation in plants toconserve water;use examples to distinguishbetween growth movements inplants and movement in animalsThe distinction should be madebetween:(i) growth movement asshown bygerminatingseedlings, forexample, Zea mays orbean;(ii) whole movement asillustrated by animalsFunctions to include protection,support, locomotion, bloodformation.xerophyticplants.Examine askeleton6.4relate the structure of the skeletonto its functions in humansThe relationship between thebones and muscles of a limb.Behaviour of antagonisticmuscles; types of joint, action atmoveable joints.Simple linedrawing toshow therelationship6.56.6___describe the mechanism ofmovement in a human limb;draw, label and annotate a simplediagram of the long bones of a foreor hind limb;distinguish between cervical,thoracic and lumbar vertebraeDifferences in the neural spine,the relative sizes of the neuralcanal and transverse processesand articulating surfaces. Stressthe functions of the varioussurfaces and projections.Comparison with floweringplants with reference to nutritionand reproduction.________________________Examine andmake drawingof mammalianvertebrae;_____________

7.17.27.37.47.5discuss the importance oflocomotion in animals;____________________________define ‘stimulus’ and ‘response’;describe the response of:(i)green plants tounilateral stimuli oflight and gravity(ii) invertebrates tovariations in lightintensities, temperatureand moistureThe response of stems and rootsof seedlings to light and gravity.Relate observations to thebehaviour of plants in naturalsituations.The response of invertebrates forexample, millipedes, earthwormsor woodlice.Reference to investigations withgreen plants and invertebrates inspecific objective 7.2.Emphasis on the coordinatingfunction of the brain and spinalcord an1 the roles of sensory andmotor neurones.Carry outcontrolledinvestigations;makeobservations;record andreport asappropriateConstructsimple choicechambers.Recordobservations7.67.7define receptors and effectors;explain why the response tostimuli is important for thesurvival of organisms;explain the relationship betweenthe receptor, the central nervoussystem and the effector;distinguish between a cranial and aUse of simple flow diagrams toshow the pathway along whichthe impulse travels in a reflex.Diagrams showing the crosssection of a spinal cord andspinal nerves not required.Cerebrum, cerebellum andmedulla. Mention of the role ofthe medulla and the autonomicinvestigatechanges inpupil size inresponse tochanges in lightintensity, usingmirrors, andthe knee jerkreflex.

7.8spinal reflex, for example,(i) the pupil reflex; andnervous system in controlling theheart and breathing rates.7.9(ii) the knee jerk reflex;Cross section or longitudinalsection of the eye required.7.107.117.127.13describe the functions of the mainregions of the brain;identify the main sense organs andthe stimuli to which they respond;relate the structure of the humaneye to its functions as a senseorgan;explain sight defects and theircorrections;Long and near sightedness; theuse of corrective lenses;glaucoma.Temperature control as anexample of homeostasis.-------------------------------------The thyroid; the pancreas; theadrenals; the gonads and thepituitary.Pancreas; the adrenals. (B2.9)Examinedissected eyesof a mammal.-------------------___8.18.2describe the function of the humanskin in temperature regulation;----------------------------------------recall the location of selectedendocrine glands in humans;describe the role of the hormonesof selected endocrine glands;___________________________perform and make deductionsfrom simple investigationsdesigned to demonstrate growth in__________________________Examples could involvemeasuring changes in length,mass or surface area using roots,leaves, or other suitable materialor counting the number of leavesin a named plant from seedlingto fruiting plant.Plant growth substances andauxins to be included. Alsohormones secreted by pituitarygland, thyroid and gonads._____________Conduct simpleexercises toinvestigatepatternsgrowth.Draw andinterpretgraphs (growthcurves,histograms),from givendata.

9.1living organisms;Explanation that sexualreproduction leads to variation inthe off-spring while asexualreproduction is conservative -offspring identical to the parent.9.29.39.4state the functions of selectedsubstances in controlling growthand development in livingorganisms;compare sexual and asexualreproduction;Male and female reproductivesystems. Functions of thevarious parts.The roles of oestrogen andprogesterone and the effect ofpregnancy on the menstrualcycle to be included.Include implantation, functionsof the amnion, placenta andumbilical cord.Label annotategiven diagrams9.5-----9.6describe the structure and functionof the reproductive systems inhumans;describe the menstrual cycle;For example, natural, barrier,hormonal and surgical methodsConsider social aspects. Inviteinput from family planningdepartment or organization.---------------------------------------9.79.8outline the mechanism forbringing gametes together, theirfusion and the development of theembryo in humans;discuss the advantages anddisadvantages of various methodsof birth control;Pollination, growth of the pollentube and fertilization as distinctprocesses.-------------------draw Label andannotate localspecimens.

-----------------------------------------9.9compare the structure of an insectpollinated flower and a windpollinated flower and relate theseto their functions in pollination;describe the means by whichgametes are brought together andtheir fusion to form the zygote of aflowering plant;Collect samplesof a fertilizedovary atdifferent stagesof developmentand compare tothe ovary of aflower of thesame species.9.10relate the structure of the fruit andseed to the structure of the flowerin a dicotyledonous plant;Include breakdown of foodstores and translocation togrowing points.Draw, labeland annotatethe external andinternalstructures of aseed.9.11describe the structure of adicotyledonous seed;At least one example each ofwater, wind and animaldispersal. Mention of theimportance of dispersal.Use food teststo compare thefood substancesfound incotyledonsbefore and aftergermination.describe the processes taking placewithin a seed during germination;Draw examplesof fruits andseeds to showadaptations fordispersal.describe fruit structure includingadaptations for seed dispersal;SECTION C - CONTINUITY AND VARIATIONThe teaching of Section C should highlight the implications of variation. The simpletreatment of meiosis is deliberate; what is important is that the consequences of the process

should be appreciated. Use of this knowledge for improved efficiency in agriculture shouldbe considered.GENERAL OBJECTIVESStudents should demonstrate:1 . an understanding of the role of mitosis in growth;2. an understanding oft he perpetuation of life by asexual and sexual means;3. some understanding of the mechanisms by which the characteristics of organisms aredetermined;4. an understanding of the importance of genetic variation in species and how these traits canbe altered;5. an understanding of the social and ethical implications of genetic engineering.SPECIFIC OBJECTIVES1.1outline the process of mitosis;CONTENT/EXPLANATORYNOTESEmphasis on its importance formaintaining species chromosomenumber. Mention the replicationof chromosomes. Names ofstages are not required.SUGGESTEDPRACTICALACTIVITIESConstruct modelsINTER-RELATIONSHIPS1.2describe the role of mitosis ingrowth;2.1explain the role of mitosis inasexual reproduction;Include at least two examples ofasexual reproduction in plantssuch as sugarcane cuttings andBryophyllum leaves.2.2explain why asexual reproductiongives rise to genetically identicaloffspring;Cloning as the reproduction ofpopulations of geneticallyidentical individuals.2.3outline the process of meiosis;Simple treatment to include onlyhomologous pairs, separation ofhomologous chromosomes andsubsequent separation ofConstruct models

chromatids. (Names of stagesnot required.)2.4state the importance of halving ofchromosome number in theformation of gametes. meiosis ;fertilizationSimple treatment only’MeiosisDiploid haploid2.5explain the role of gametes in thetransmission of inheritable geneticcharacteristics;Production of gametes inrneiosis leads to variation.2.6distinguish between continuousand discontinuous variationExample: foot size, presence orabsence of horns in cattle, podsize, tongue rolling and leaf size.Carry out asurvey onappropriatecharacteristics forexample observeand record therange of variationin a particularfeature of anykind of organism.3.13.23.3describe a chromosome as a lengthof DNA sections of which aregenes;explain the meaning of terms:gene, allele, dominant, recessive,incomplete dominance, genotype,phenotype;use genetic diagrams to explain theinheritance of a single pair ofcharacteristics;One example from thefollowing: Sickle cell anaemia,blood groups, albinism.3.4predict the results of crossesinvolving one pair of alleles;Include pedigree charts

3.54.14.24.34.44.5-----5.15.2describe the mechanism of sexdeterminations in humans;investigate the impact ofenvironmental factors ongenetically identical organisms;explain why genetic variation isimportant;define natural selection as aprocess by which a populationremains well adapted to its habitat;describe one example of a singlecharacteristic which can bechanged by natural selection;distinguish between natural andartificial selection;-----------------------------------------state that genetic engineering canbe used to change the traits of anorganism;discuss the possible advantagesand disadvantages of humanschanging the characteristics oforganisms through geneticengineering.dominant, recessive and codominant;Chemistiy of lead andrnercury toxic effects on livingorganisms.Genetic variation is inheritable,environmental variation is not.Explanation that naturalselection normally preservesuseful adaptations.The peppered mothMention plant and animalbreeding. Humans select traits tosuit their needs.----------------------------------------Changing the traits of organismby inserting material from adifferent organism. Include foodand medical treatment.Social, ethical and ecologicalimplications.SECTION D - DISEASE AND ITS IMPACT ON HUMANS

A disease is a condition in which the health of an organism is impaired. Severaldiseases common in the Caribbean variously affect:(a)the quality of life of its people, for example, through sexually transmitteddiseases and alcoholism;(b)the efficiency of its human resources, for example, through deficiency, vectorborneand physiological diseases;(c) its economy, for example, through reducing agricultural production.The purpose of this section is to make students sufficiently aware of the problems andtheir implications so ihat they can recognize and deal with them in their ownenvironments.The study of the historical development of the control of at least one diseasewould help students to become aware of the changing nature of science.GENERAL OBJECTIVESStudents should demonstrate:1. a knowledge of the major groups of diseases which occur in living organisms;2. an understandingof the principles of disease control;3. an appreciation of the social and economic importance of disease control.SPECIFIC OBJECTIVESStudents should be able to:CONTENT/EXPLANATORYNOTESSUGGESTEDPRACTICALACTIVITIESINTER-RELATIONSHIPS1.1distinguish among pathogenic,deficiency, hereditary andphysiological diseases;Include at least one example ofeach.1.22.1treatment and control related to thedifferences among the four maingroups of diseases;explain the role of vectors in thetransmission of disease;The role of diet and exercise incontrolling hypertension anddiabetes (B2. 10) to be included.

2.2identify the stages in the lifehistory of a mosquito or houseflyInclude habitat and mode of lifeof each stageCollect eggs andlarvae ofmosquitoes andhouseflies. Makeobservations anddrawings ofmetamorphosis.2.3suggest appropriate methods ofcontrol of each stage of the lifehistory of a named vectorMosquito or houseflyDisplay andinterpretincidence of thesediseases in theterritory.2.4discuss the transmission andcontrol of AIDS and other sexuallytransmitted disease;implications of STD’s. (B4).Include causative agent.2.5describe the role of blood indefending the body againstdisease;Include clotting, the role ofphagocytes and naturalimmunity. (B4.2; B4.4)2.6explain how the principles ofimmunization are used in thecontrol of communicable diseases;As is demonstrated by artificialimmunity via vaccines. (B4.2;B4.4)3.1discuss the physiological, socialand economic effects of drugabuse.Include alcohol and one illegaldrug. Mention the abuse ofprescription drugs for example,diet pills, tranquilizers, steroids,caffeine, antibiotics. (B7.5;B7.7)3.2Discuss the social and economicimplications of disease in plantsand animals.Emphasize loss of productivity’loss of human life, livestock andagricultural crops; implicationsof STDs.Display andinterpretstatistical datafor localexamples.SECTION E - ENVIRONMENT AND HUMAN ACTIVITIES

This section is intended to lead students to a fuller appreciation of the interrelationshipsbetween organisms and their environment. It is expected that aquantitative approach will be used where appropriate.Humans are a part of this environment and must, therefore, show a sense ofresponsibility for its maintenance and improvement. The section offers scope fordeveloping positive attitudes towards the environment.GENERAL OBJECTIVES: Students should demonstrate an:1 . understanding of the importance of the physical environment to living organisms;2. ability to undertake a simple ecological study;3. understanding of the factors that affect the growth of populations;4. appreciation of the finite nature of the world’s resources;5. understanding of the effects of human activities on the environment.SPECIFIC OBJECTIVESStudents should be able to:CONTENT/EXPLANATORYNOTESSUGGESTEDPRACTICALACTIVITIESINTER-RELATIONSHIPS1.1distinguish between the followingpairs of terms:I. physical and biotic factors,II. environment and habitatIII.population and communityEnvironment-physical and bioticFactors.Habitat - type of place where aparticular organism is found.Population - single specieswithin a particular habitatCommunity - variety of speciesin a particular habitat.1.2discuss the importance of thephysical environment to livingorganisms;Consider terrestrial and aquatichabitats; importance of soil inproviding water, mineral,nutrients and oxygen,importance of air in providingInvestigatedifferent soils -constituents, air,water- holdingcapacity, humus.

various raw materials, oxygen,carbon dioxide, nitrogen(SO A4. 1); role ofmicroorganisms.2.1carry out simple ecological study;Habitats may include a tree,wall, or small pond.Use quadrats tointegrate thedistribution ofspecies in aparticular habitatEstimate thedensity of a particular species.2.23.1choose most appropriate samplingmethods for a particular study;discuss the factors that affect thegrowth of natural population;Consider the use of quadrats,transects bottles, jars, nets.Include competition for food andspace,; effects of disease pests,natural disasters.Research projectsinformation, datacollection andanalysis.3.24.14.2illustrate using examples thathuman populations are subject tothe same constraints as othernatural populations;describe various resources andtheir limitsdiscuss the importance of anddifficulties encountered inrecycling manufactured materials;Effects of population growth onfood, resources, prevalence ofdisease.Energy and mineral resources.Consider biodegradeable andnon-biodegradeable materials,collection, transport and storage;note economic factors.5.1discuss the negative impact ofhuman activity on theenvironemnt;Consider pollution byagricultural practice such as useof chemical fertilizers; productsof industrialization and impropergarbage disposal.Research projectsinformation, datacollection andanalysis.Refer specifically to impact on

5.2small island states.5.3discuss the implications ofpollution of marine and wetlandenvironments;discuss means by whichenvironment could be conserved;and restored.Consider effect of the change inpractices; example, use ofnatural fertilizers in agriculture;conservation methods;Education; monitoring strategies.GUIDELINES FOR SCHOOL-BASED ASSESMENTAPPENDIX 1RATIONALESchool-Based Assessment (SBA) is an integral part of student assessment in the coursecovered by this syllabus. It is intended to assist students in acquiring certainknowledge, skills and attitudes that are critical to the subject. The activities for theSchool-Based Assesment are linked to the “Suggested Practical Activities” and shouldform part of the learning activities to enable the student to achieve the objectives ofthe syllabus.During the course of study of the subject, students obtain marks for the competencethey develop and demonstrate in undertaking their SBA assignments. These markscontribute to the final marks and grades that are awarded to students for theirperformance in the examination.The guidelines provided in this syllabus for selecting appropriate tasks are intended toassist teachers and students in selecting assignments that are valid for the purpose ofthe SBA. These guidelines are also intended to assist teachers in awarding marksaccording to the degree of achievement in the SBA component of the course. In orderto ensure that the scores awarded by teachers are not out of line with the CXCstandards, the Council undertakes the moderation of a sample of SBA assignmentsmarked by each teacher.School-Based Assessment provides an opportunity to individualize a part of thecurriculum to meet the S needs of students. It facilitates feedback to the students atvarious stages of the experience. This helps to build the self confidence of the studentsas they proceed with their studies. School-Based Assessment further facilitates thedevelopment of essential investigative and practical skills that allow students tofunction more effectively in their chosen vocation. School-Based Assessmenttherefore, makes a significant and unique contribution to the development of relevantskills of the students. It also provides an instrument for testing them and rewardingthem for their achievements.

SBA assessments should be made in the context of normal practical courseworkexercises. It is not intended that the exercises used for assessment should be artificialand meaningless. Assessments should only be made after candidates have beentaught the skills and given enough opportunity to develop them. Although CXCrequires the reporting of only 1 8 tests of practical skills for moderation, teachers arereminded that there is no upper limit to the number of assessments that should beconducted during the course of normal teaching.The General Aims of this syllabus can only be achieved by using a practical approachand skills that are not being assessed for CXC at a particular time should, therefore,not be neglected. Note also that not all practicals are used for assessment. Studentsshould be given the opportunity to develop their skills and to feel free to ask forassistance without penalty.cxcI CXC2O/G/SYLLO2 33PROCEDURES FOR CONDUCTING SBASafetyTeachers should observe all the following safety precautions before conductinglaboratory work:1. Investigations involving human blood and other fresh human material (for example,cheek cell, saliva) should NOT be conducted.2. Extreme care should be taken when handling live animals. Wild rodents should notbe handled since they pass on disease by biting or through their urine. These diseasesinclude leptospirosis.3. A fire extinguisher or fire blanket must be readily accessible. Both teacher andstudent should know how to use them. The extinguisher purchased should beappropriate for a biology laboratory.4. A first aid kit should be kept in the laboratory and should be checked regularly.5. Corrosive solutions and inflammable solvents (for example, concentrated acids,alcohols) should be clearly labeled as such and handled with great care and should belocked away when not in use.6. Candidates should know the correct way to light and use a bunsen burner. Flintsrather than matches are safer to use.

7. Electrical equipment and fittings should be regularly checked and serviced.Electrical outlets should be properly labelled (example 110v and 220v).8. A laboratory safety manual should be available.Audio-Visual AidsThe dynamic nature of biology requires the teacher to make use of a variety ofresource materials as teaching aids. Audiovisual aids are particularly useful toreinforce and deepen understanding.Resource materials are available for use with:1 . Film projectors;2. Slide projectors;3. Overhead projectors;4. Videotape machines;5. Tape recorders;6. CD-ROM and other interactive media.Cost might prohibit departmental ownership but hardware may be kept in a commonpool for use within a school or among a group of schools.Sources of materials include:1. overseas information services, for example, USIS, UNESCO, High Commissions;2. government ministries;3. the media: television, radio, newspapers;4. the Internet.Ecological Practical WorkSubstantial portions of Sections A and E of this syllabus need to be taught outside the classroom. Many ofthe expected exercises could be carried out within the school grounds or on waste or parkiand nearby. Forexample, Objectives El .2 and 1 .3 can be achieved with any soil, and comparisons are recommended. Acomparison of the soil from a footpath across the school field with that from a grassed area nearby shouldshow the effects of trampling, e.g. reduced air space, changes in the rate of water percolation, etc. Forobjectives Al .1; 2. 1 ; 2.3; 2.4; E2.5 soil organisms or the arthropods, etc. associated with a tree can be used.PROCEDURE FOR CONDUCTING PRACTICALS

In preparation for SBA practical, it is recommended that the teacher should undertake the tasks below.1.(i)(ii)Select the practical work to be done, which should fit in with the normal work beingdone in that class. The task selected should be related to a given syllabus objective andmay be chosen from the Suggested Practical Activities”. An exception can be made forplanning and design.List the materials including quantities and equipment that will be needed for eachstudent.(iii) Carry out the experiment beforehand, if possible, to ascertain the suitability of materialsand the kind of results (observations, readings) which will be obtained noting especiallyany unusual or unexpected results.(iv)(v)List the steps that will be required by the candidates in performing the experiment. Fromthis it will be clear to the teacher how the candidates should be arranged in the laboratory,whether any sharing of equipment or materials is necessary, the skills which can beassessed from the practical, and the instructions to be given.List the skills that may be assessed (example observation/recording/reporting, analysis andinterpretation). No more than two practical skills should be assessed from any oneactivity.(vi)(vii)Select the skills to be assessed on this occasion. Skills other than those required for thatterm on the CXC mark sheet should also be included for teaching purposes.Work out the criteria for assessing each skill. This will form the basis of a mark schemeand/or a checklist.2. The teacher should carry out the assessment and record the marks.This is the most critical step in the assessment process. For a teacher to produce marks that arereliable, the marking must be consistent for all candidates and the marks should reflect the standard ofperformance at the level. The teacher must be able to justify the marks, and this occurs when there isa fixed set of conditions, factors or criteria for which the teacher looks. Marks should range from 0 to10 and no more than 4 marks should be assigned to any one criterion.Marks should be submitted to CXC on a yearly basis on the SBA form provided. The forms should bedispatched through the Local Registrar, to reach CXC by June 30 of the first year, and April 30 of the

year of the examination. The SBA form for each year should be completed in duplicate the originalfor submission to CXC and the copy to be retained by the school.ASSESSMENT OF SKILLSSchool Based Assessment will test skills under the profiles Experimental Skills and Use of Knowledge(Analysis and Interpretation only). Both qualitative and quantitative work should be included. Eighteenpracticals over the two year period would be considered the minimum number for candidates to develop theirskills and on which to base realistic assessments. For the purposes of the SBA, no more than two practicalskills should be assessed from any one activity. The following thirteen topics are considered essential forthe development and evaluation of skills in order to complete adequately the practical requirementsfor the biology course:(i)(ii)(iii)(iv)(v)(vi)(vii)(viii)PhotosynthesisRespirationDiffusion or OsmosisFood testsEnzyme actionTranspirationResponseLocomotion(ix) Growth(x)(xi)(xii)(xiii)ReproductionDispersalGeneticsField workEach skill must be tested foul- times over the two-year period except for the Planning and Designing skillwhich must be assessed twice. Students should be encouraged to do corrections so that misconceptions willnot persist. As the assessment of certain skills, especially those requiring on-the-spot observation, involveslooking at several behaviours, teachers are advised to select not more than two skills to be assessed in anyactivity. The practical exercises selected for assessment should make adequate demands on the candidates

and the skills assessed should be appropriate for the exercises done. For the assessment of written work, thepractical selected should be one that can be completed in the time allotted and the notebooks should becollected at the end of the period.Candidates who have not been assessed over the two-year period will be deemed absent from the wholeexamination. Under special circumstances, candidates who have not been assessed over the entire two yearperiod may, at the discretion of CXC, have their marks pro-rated (adjusted proportionately).The assessment will be conducted during terms 1 -5 of the two-year period following the programmeindicated in the Table below.SKILLS Year 1 Year 2No. of Assessments No. of Assessments No. of AssessmentsObservation/Recording/Reporting 2 2 4Drawing 2 2 4Manipulation/Measurement 2 2 4Planning and Designing - 2 2Analysis and Interpretation 2 2 4Total No.of Skills 8 10 18Criteria for the Assessment of Each SkillThis syllabus is grounded in the philosophy and methodology of all science disciplines. The teachingstrategies that are recommended for its delivery are dictated by the scientist’s approach to a task. A problemto be identified will be examined in the light of available evidence and suggestions or hypotheses as to itssolution formulated. These will then be tested by repeated practical observations, modified or discarded asnecessary, until a hypothesis that does offer a solution is found.The history of scientific thought shows that new ideas replace old ones that were previously accepted asfactual. Students must be made to realize that no solution is final and infallible since modifications arecontinually made in light of new knowledge and technology.The following are examples of how to conduct assessments of the skills listed under Experimental Skills andUse of Knowledge (Analysis and Interpretation)

TASKSASSESSMENT CRITERIAExperimental Skill:(a)Observation/Recording/ReportingCandidates should be able to makeobservations and record/report them by:(i)(ii)presenting diagrams of models andspecimens;summarizing data, using mean,median and range; by constructingtables, graphs, histograms, mapsand pie charts;Descriptions, tables or diagrams: Method clearlydescribed, logical sequence of activities, adequatedetails; tables, diagrams appropriately neat.Accuracy of observations/recordings: Significantchanges recorded; extent or degree of changerecorded; original and final condition compared;condition of control included (if relevant).(iii)presenting written reports ofinvestigations.Format: Aims, apparatus, materials. All present inthe correct sequence; correct content under eachheading.(Candidates are to be encouraged to use all senses orextensions of them, for example, hand lens).(b)DrawingLanguage and expression: Correct tense and voice.Few or no grammatical errors.Candidates should be able to:1.make large, clear representations of appropriatelabelling accurate line specimens, with andannotations;Clarity: Clean continuous lines of even thickness inpencil with no shading or unnecessary details;reasonable size.Accuracy: Faithfulness of reproduction; structuresare typical of specimen; proportions are reasonable.Labelling/Labelling lines: Neat, drawn with a ruler;labelling lines are straight and do not cross one another. There is the inclusion of magnification, viewor section where appropriate; there is a title.

(c)Manipulation/MeasurementCandidates should be able to:(i)use basic laboratory equipmentwith competence and skill, handleselected measuring devices andtake accurate readings;Extent of facility in using pH paper, thermometer,metre rule, quadrat, measuring cylinder, watch orclock or other timing device, cobalt chloride paperand balances.(ii)prepare biological materials forobservation or investigation;Correct handling of equipment for collectingspecimens(iii)handle living things with care.(d)Planning/DesigningCandidates should be able to:(i)suggest hypotheses on the basis ofobservation(s);Hypotheses should include an problems on whichthey are based.(ii)design methods to test their ownor other hypotheses.Inclusion of apparatus and materials to be used;Description of procedures; suggestions of controlswhere appropriate; Statement of expected resultsand limitations.(e)Analysis and InterpretationCandidates should be able to:1. identify and explain relationships andpatterns;include labels and annotations of structures.Inclusion of the following:2. draw logical conclusions and make Inclusionof the following: predictions fromobservations and data.(i)(ii)the limitations of the observationsand data;the relationship between resultsand original hypothesis.

WORD /TERM DEFINITION/MEANING NOTESannotate add a brief note to a label Simple phrase or a few wordsonly.applyassesscalculateuse knowledge of principles tosolve problemspresent reasons for the importanceof particular structures,relationships or processesMake inferences and conclusions;UKCompare the advantages anddisadvantages or the merits anddemerits of a particular structuresrelationships, or process; UK