O-INTEGRATED SCIENCE SYLLABUS.pdf

8/18/2019 O-INTEGRATED SCIENCE SYLLABUS.pdf

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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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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 indiagrammatic, 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 thevariability 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 of10 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 applyknowledge 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 tissuemust 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 inorder 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;

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make approximations and estimates to obtain quick order-of-magnitude answers orto 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 OBJECTIVESPupils should be able to:

CONTENT NOTES AND ACTIVITIES

1.1 PLANT NUTRITION

1.1.1 Photosynthesis - identify green plants as the ultimatesource of food for all living organisms;

- explain the term photosynthesis;

- state the word equation for photosynthesis;

- describe experiments to investigatefactors affecting photosynthesis;

- identify the end products of photosynthesis;

- describe the fate of the end products of photosynthesis;

- identify parts of the internal structure

of a dicotyledonous leaf

- describe how the leaf is adapted for photosynthesis;

Production of carbohydrates by plants.

Carbon dioxide + water + energy carbohydrates + oxygen

Factors: carbon dioxide; light andchlorophyll.

Oxygen and carbohydrates.

Translocation, storage and structureformation.

Epidermis, stomata, vascular tissue and

mesophyll.

Surface area, cross-section of leaf, airspaces and presence of stomata.

Green plants as producers and other livingorganisms as consumers.

Investigations into the need for carbondioxide, light and chlorophyll usingcontrolled experiments and tests for starchin a leaf.

Transverse section of a leaf to show

distribution of cells. Details of cellularstructures not required. Observations oftissues under microscope or bioviewer.

Examination of leaf surface.


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TOPIC LEARNING OBJECTIVES



1.1.2. Mineral nutrition - describe the functions of nitrogen, phosphorus and potassium in plantgrowth;

- describe the effects of deficiencies ofnitrogen, phosphorus and potassium;

Nitrogen for pertain synthesis.Phosphorus for production of energycarrier.Potassium for osmotic and ionic balancerespiration and photosynthesis.

Nitrogen: stunted growth and chlorosisPhosphorus: poor root growth and purplish leaf colouration.Potassium: yellowish/brown leafmargins, poor flowering and fruit setting, premature death.

Nitrogen is needed for leaf growth, phosphorus for root growth and potassiumfor flower and fruit formation. Emphasisshould be placed on the provision of thecorrect amount of the right nutrient.

Culture experiments to show the effects oflack of nitrogen, phosphorus and potassium.

1.1.3 Plant pests anddiseases

- identify the major types of plants pestsand diseases;

- explain how plant pests and diseasesaffect productivity in plants;

- describe and explain methods ofcontrol;

- state the advantages and disadvantagesof using the control methods;

- explain the safe use of chemicals;

Tissue-eating and sap-sucking pests, bacterial wilts, fungal rusts.

Reduction of yields.

Chemical and cultural control.

Warning symbols, protective clothing,hygiene, storage, disposal.

Field observations and use of hand lensesand bioviewers.

Use of pesticides and fungicides.Discussion of cultural control of cottonand tobacco pests.


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1.2 ANIMAL

NUTRITION

1.2.1 Alimentary systems - identify parts of the mammalianalimentary canal and associatedorgans;

- compare ruminant and non-ruminantalimentary canals;

- state functions of the parts of thealimentary canal;

Oesophagus, stomach, small and largeintestines, caecum and anus. Salivaryglands, liver, gall bladder and pancreas.

Cow and rabbit.

Ingestion, digestion, absorption,assimilation and egestion.

Examination of digestive systems.

Use of diagrams and other appropriatevisual aids.

Reference to bacterial fermentation.

1.2.2 Digestion - describe mechanical breakdown andmovement of food in the alimentarycanal;

- explain the importance of digestion;

- describe the function of a typicalenzyme;

- name the product of starch, protein andlipid digestion;

Chewing and peristalsis.

Molecule size and solubility.

Action of amylase.

Glucose, amino acids, fatty acids andglycerol.

Structure of teeth not required.

Model of gut using starch and amylase invisking tubing or eggshell membrane.Reducing sugar (maltose) diffuses intosurrounding water demonstratingabsorption.

Action of amylase to illustrate howenzymes act on foods.


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1.2.3 Assimilation andabsorption

- describe the process of absorption;

- describe the fate of end-products ofdigestion;

Diffusion and active uptake in the smallintestine.

Role of the hepatic portal vein.Formation of urea and breakdown ofalcohol in the liver. Storage, respiration

and growth.

Villi as increasing absorption surfacearea; details of structure not required.

1.2.4 Growth anddevelopment

- explain the need for balanced rations atdifferent stages of growth instock/farm animals;

- interpret data on growth of animals;- deduce appropriate time for slaughter

from growth curves;

Poultry and rabbit feeds.

Growth curves.

Balance of quality and quantity.

1.2.5 Animal parasites anddiseases

- name some common parasites anddiseases in cattle and goats inZimbabwe;

- explain how parasites and diseasesaffect animals;

- state how parasites and diseases arecontrolled;

Ticks and flukes. Foot and mouth andanthrax.

Reduced productivity, death of animals.

Dipping, dosing, quarantine, vaccination,destruction of infected animals andnotification.

Productivity explained in terms ofquantity of meat, milk and offspring.


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1.3 GASEOUS EXCHANGE AND RESPIRATION1.3.1 Respiratory system - describe the respiratory system of a

mammal;

- state the function of the parts of the

respiratory system;

Nasal passages, larynx, trachea, bronchi, bronchioles, alveoli and capillaries.

Use of appropriate diagrams or othervisual aids.

Details of the role of the diaphragm, ribs

and intercostals muscles in breathing notrequired.

1.3.2 Gaseous exchange - state the differences between inhaledand exhaled air;

- describe the role of the alveoli ingaseous exchange;

Percentage volumes of oxygen, carbondioxide and water vapour.

Diffusion of carbon dioxide and oxygen.

Experiments to show the change in proportions of carbon dioxide and oxygenin exhaled and inhaled air.

No details of exchange mechanisms between red blood cells and alveolartissue required.

1.3.3 Respiration - define respiration;

- state the word equation for aerobicrespiration;

Respiration.

Glucose + oxygen carbon dioxide +water + energy.

Defined as the release of energy by the breakdown of glucose in the p resence ofoxygen.

Experiments to show release of energyand carbon dioxide from plants, animalsand germinating seeds. Production ofATP not required.

1.4 TRANSPORT IN PLANTS1.4.1 Root and stem

structure- identify the parts of the internal

structure of a young dicotyledonousstem and root;

Epidermis, cortex, vascular tissue, roothairs.

Transverse sections to show distributionof tissues. Detailed cellular structure notrequired. Examination of sections using biosets or prepared slides. Identificationof vascular tissue using dyes.


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1.4.2 Diffusion andosmosis

- define diffusion;

- define osmosis;

Movement of particles downconcentration gradients.

Movement of water molecules across

partially permeable membranes.

Diffusion as the movement of particlesfrom a region of their higherconcentration to a region of their lowerconcentration.

Osmosis as the passage of water

molecules from a region of their higherconcentration through a partially (semi) permeable membrane. Experiments todemonstrate osmosis using viskingtubing, eggshell membrane or potato.

1.4.3 Water and ionuptake

- describe water and ion uptake by roots;

- describe the effects of water gain andloss on plant cells;

Absorption of water and ions by roots;

Turgor and plasmolysis (flaccidity). Experiment to demonstrate turgor andflaccidity in potato strips.

1.4.4 Transpiration - define transpiration;

- describe the functions of transpiration;

- investigate factors affecting rate oftranspiration;

- describe adaptations of leaves tominimise water loss;

- describe how wilting occurs;

Water loss in plants.

Water transport and cooling effect.

Wind, light, temperature and humidity,stomata and surface area.

Reduction of surface areas, thickness ofcuticle, distribution of stomata and presence of hairs.

Wilting.

Experiments using plant material.Loss of water vapour from leaves and stem

No mechanism for transpiration streamrequired.

Experiments to investigate transpirationunder various conditions. Refer to

photosynthesis (1.1.1).

Use local examples. Experiments toinvestigate distribution and role ofstomata and water loss.

Excessive loss of water duringtranspiration.


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1.5 TRANSPORT IN ANIMALS

1.5.1 Circulatory system ofmammals

- describe the circulatory system;

- name vessels to and from the heart,liver and lungs;

- relate the structure of the heart to itsfunction;

- distinguish between artery, vein andcapillary;

Vessels, heart and valves.

Pulmonary artery and vein, aorta, venacava, hepatic portal vein, hepatic artery.

Atria, ventricles, valves, heart muscle.Movement of blood.

Structure of blood vessels.

One-way flow system of tubes with adouble pump. Examination of a dissectedheart or model of the heart.

Functions of muscular walls and valves ofheart to be included.

Thickness of muscular walls of arteriesand presence of valves in veins. Study of blood cells & capillaries in tadpole tails.

1.5.2 Blood - list components of blood;

- describe the functions of the blood;

White cells, red cells, platelets and plasma: water, gases, nutrients, wastesand plasma proteins.

Transportation and homeostaticfunctions.

No details of exchange mechanisms between blood and tissues. Use of biosets.

Refer to defence systems (5.1.8).

1.6 REPRODUCTION IN PLANTS

1.6.1 Sexual reproduction - state the characteristics of wind andinsect pollinated flowers;

- describe the process of pollinationand fertilisation;

- - describe the changes that occur

after fertilisation;

Adaptation of flower parts to mode of pollination.

Transfer of pollen. Development of pollen tube, fusion of male and femalenuclei.

Formation of seeds and fruits.

Practical examination of both types offlower. Dependence on weathercondition to be included.

Practical examination of growing pollentubes.

Examination of a variety of seeds andfruits.


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1.6.2 Germination - describe the internal and externalstructure of a maize and a beanseed;

- investigate factors affectinggermination;

- determine percentage germinationfrom experimental data;

Testa, endosperm, cotyledon, radical, plumule.

Suitable temperature, water, oxygen.

Germination.

Practical examination of internal andexternal features.

Controlled experiments to show necessityof oxygen, water, temperature.

1.6.3 Vegetative reproduction

- define vegetative reproduction;

- describe vegetative reproduction in plants;

- state advantages and disadvantagesof vegetative reproduction;

Vegetative reproduction

Vegetative structures.Rhizome, tuber and cutting.

Resistance to disease, genetic variation,survival of offspring, rate of propagation.

Production of new individuals fromvegetative structures of a single parent.

Tuber – potato (Irish)Rhizome – grass.Cutting – sugar cane or sweet potato.

Practical study using sand and watercultures.

1.7 INHERITANCE 1.7.1 Variation - explain the term vibration;

- identify factors that cause variationsin living organisms;

Discontinuous and continuous variation.

Environmental factors (non-heritable)and genetic factors (heritable).

Practical study of plant and animalcharacteristics of number of leaflets, seedsin pod, coat colour, height, weight.

1.7.2 Selection - describe the process of selection;

- state the applications of artificialselection;

Natural and artificial selection.

Milk and meat yields, resistance todisease, drought tolerance.

Discuss natural selection as a mechanismfor change.


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1.7.3 Breeding - describe the advantages anddisadvantages of cross-breeding andin-breeding;

cattle and maize breeding in Zimbabwe; Limited to discussion of selection ofdesired characteristics in cattle and maize,e.g. milk, meat, seed production, droughttolerance, disease resistance, earlymaturity. Use of local cattle breeds andmaize varieties.

1.8 ECOSYSTEMS1.8.1 Ecosystem - define an ecosystem;

- list components of an ecosystem;

Organisms and their environment.

Physical and biological components; air,water, soil, light and living organisms.

a self-contained system of interdependentorganisms and their physicalenvironment; reference to be made to theenergy flow;

Examination of an ecosystem, e.g. pond,forest, field or garden.

1.8.2 The soil - identify the soil as a key componentof an ecosystem;

- identify physical components ofsoil;

- compare properties of clay, loamyand sandy soils;

- relate soil properties to cropcultivation;

Role of soil.

Air, water, mineral salts and rock particles.

Size of particles, air content, waterholding capacity, drainage, leaching,infiltration, acidity/alkalinity (pH).

Maize, cotton and tobacco cultivation.

Experiments to compare clay and sandysoils in terms of physical properties.

Discussion of soil properties in relation tomaize, 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 ofsoil;

- state the role of biologicalcomponents and their importance;

Litter, earthworms, nematodes, termites,fungi, bacteria and humus.

Fertility, aeration and crumb structure.

Extraction of organisms from soil. Use ofkeys not required.

Experiments to show presence of micro-organisms in the soil by carbon dioxide production. Calculation of organic mattercontent from experimental results.

1.8.3 Natural ecosystems - construct food chains;

- interpret food webs;

- explain the loss of energy in foodchains;

- interpret pyramids of numbers;

- describe and explain the importanceof nutrients recycling;

Producers, consumers and decomposers.

Trophic levels.

Energy input and energy flow.

Numbers and biomass.

The carbon cycle; the nitrogen cycle.

Use of local environment to study food

chains and webs.

Examples to illustrate concepts to betaken from Zimbabwean savannaecosystems.

Reference to excessive emission ofcarbon dioxide, greenhouse effect anddeforestation. Scientific names of bacteria not required.

1.8.4 Artificial ecosystem - describe an artificial ecosystem;

- state problems caused by limitedspecies (bio-) diversity;

- compare species (bio-) diversity innatural and artificial ecosystem;

Human-made, limited species diversity.

Soil infertility; pest problems; production for human consumption only.

Plants and animals.

Case study of cultivated piece of land(garden or field).


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1.8.5 Management ofecosystems

- describe effect of ground cover onsurface run off, erosion andevaporation;

- describe the effects of human activitieson ecosystems;

- describe the characteristics ofZimbabwean savanna soils;

- state problems of farming on marginalland;

- explain ways of using marginal land;

- explain the concept of carrying

capacity;

- describe the effects of exceeding thecarrying capacity;

- examine ways of maintaining andcontrolling animal populations withinthe carrying capacity of a habitant;

Topsoil preservation; water retention by soil. Role of mulching as artificialcover.

Agricultural, industrial and socialactivities resulting in soil erosion,

pollution, desertification andreduction in bio-diversity.

High temperatures, rapiddenitrification, few earthworms, lowfertility.

Low fertility, unreliable rainfall patterns, low rainfall.

Game ranching and the growing ofsuitable crops. Application ofconservation and use of resources.

Limiting factors: oxygen, food, space,

shelter and water.

Overstocking, overgrazing,deterioration of veld.

Culling, destocking, paddocking.

Effects of soil cover in field andcontrolled experiments.

Pollution to include acid rain and globalwarming.

Need for soil management.

Marginal land as Regions 4 and 5.Ability of indigenous animals to utilise awide variety of food. Resistance todrought.


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2.0 SCIENCE IN INDUSTRY



2.1 NATURE AND BEHAVIOUR OF MATTER

2.1.1 States of matter - describe the three states of matter interms of the kinetic theory;

- explain changes in the states of matter;

Solids, liquids and gases

Change of state, shape and volume,

boiling, condensation, evaporation,freezing, melting and sublimation.

Comparison of the arrangement of particles and the energy of particles.

Experiments on heating and cooling of

water, iodine, wax and naphthalene.(Caution: iodine and naphthalene vapoursare toxic.) Change of state explained interms of particle nature of matter.

2.1.2 Structure of atoms - describe the structure of an atom;

- state the relative charges of sub-atomic particles;

Electrons, protons and neutrons. Electronic configuration not required.

2.1.3 Elements, mixturesand compounds

- explain the meaning of the terms atom,element, molecule, mixture, compoundand chemical reaction;

- summarise reactions using wordequations;

Differences between mixtures andcompounds.

Chemical reactions.

Experiments with magnesium andoxygen, iron and sulphur.

2.1.4 Metals and non-metals

- compare the physical properties ofmetals and non-metals;

Conduction of heat and electricity,malleability and ductility, tensilestrength;

Experiments using various materials.

2.1.5 Reactivity of metals - list metals in order of reactivity;

- predict reactions of a metal from its position in the series;

The activity series for metals:magnesium, aluminium, zinc, iron, leadand copper. Reactions with air, water and dilute acids

for magnesium, zinc, iron and copperonly. Word equations only.

2.1.6 Oxidation andreduction

- define oxidation and reduction in termsof oxygen or hydrogen gain or loss;

Redox reactions. Oxidation restricted to the addition ofoxygen and removal of hydrogen andreduction to the removal of oxygen andaddition of hydrogen.


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2.17 Acids, bases and salts - identify acids and bases;

- describe the reactions of acids withmetals and bases;

- define neutralisation;-

Effect on litmus and Universal Indicator;corrosive nature.

Formation of salts, production ofhydrogen.

Preparation of acids and bases dissolving oxides.

Preparation of salts.

Neutralisation as a reaction between acid and base with the formation of a sand water. Ionic equations not required

2.1.8 Speed of reaction - describe the effect of factors affectingspeeds of reactions;

- state the meaning of reversiblereaction;

Temperature, concentration, surface areaand presence of catalysts.

Forward and backward reactions.

Experimental investigations to be carriout such as reactions of magnesium wdilute acids and effects of copper ascatalyst on production of hydrogen.

2.2 METALS 2.2.1 Iron and copper - state the occurrence of ion and of

copper;

- describe the extraction and purificationof iron and of copper;

- state the constituents of alloys of ironand of copper;

- relate the uses of metals and alloys totheir properties;

Common occurrence in Zimbabwe.

Iron: Extraction by blastfurnace. Purification byoxygen lance process.

Copper: Extraction byconcentration, roastingand reduction processes. Purification by electrolysis.

Cast, iron, mild steel, stainless steel; bronze and brass.

Properties and uses of metals alloys.

Main reactions and conditions. Purpoof raw materials in blast furnace. Activito produce a metal from a powdered oxi by heating with charcoal; use of

blowpipe.

Percentage composition of alloys is nrequired.

Identification of common examples.


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2.2.2 Coating processes - explain the need for coating materials;

- describe the methods used for coatingmaterials;

- identify appropriate applications of

coating processes;

Prevention of corrosion, decoration.

Painting, galvanising and copper, nickeland chrome plating.

Choice of coating material.

Experiments on rusting and prevention; electroplating of iron nwith copper.

Practical examination of coatings

various objects.2.3 INDUSTRIAL PROCESSES

2.3.1 Sulphuric acid - outline the manufacture of sulphuricacid;

- state the optimum conditions for themanufacture o sulphuric acid;

- state the industrial uses of sulphuricacid;

Contact process; sources of rawmaterials.

Temperature and catalyst.

Drying agent: production of fertilizer, paint, plastics, and detergents and in paper making.

2.3.2 Industrial gases - outline the manufacture of oxygen,hydrogen and nitrogen;

- outline the manufacture of ammonia;

- state the optimum conditions for theHarber process;

- state the industrial uses of gases;

Electrolyses of water, liquefaction andfractional distillation of air.

Harber process and sources of rawmaterials.

Temperature, pressure and catalyst.

Oxygen: steel-making, welding.Hydrogen: manufacture of ammonia and

hydrogenation of oil.

Experiments on electrolysis of water.

Reference should be made to tinterdependence of Zimbabwe Iron ASteel Company (ZISCO), Zimbabw

Electricity Supply Authority (ZESA) aSable Chemical Company (ammon production).


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Nitrogen: manufacture of nitric acid,freezing of vegetables, and in medicine.

2.3.3 Nitric acid - outline the manufacture of nitric acid;

- outline the manufacture of ammonium

nitrate fertilizer;- - state the industrial uses of nitric acid;`

Catalytic oxidation of ammonia.

Neutralisation of nitric acid with

ammonia.

Manufacture of ammonia, fertilisers,explosives and dyes.

Refer to 2.1.7. acids, bases and salts.

3.1 FUELS3.1.1 Types of fuels - define fuel;

- state the occurrence and uses of coal;

- describe destructive distillation andstate the uses of its products

- explain the production of biogas;

- identify factors affecting the production of biogas;

- identify factors that affectfermentation;

- identify products of fermentation;

Solid, liquid and gaseous fuels.

Location and type of coal found inZimbabwe. Uses in power generation,industry, agriculture, and coking.

Coke, coal gas, benzol and ammonia.

Recovery of energy from biological

waste by fermentation.

Role of bacteria, temperature and pH.

Fermentation of sugar and maize. Roleof yeast. Temperature and pH.

Ethanol and carbon dioxide.

Fuel as a material that can be burned give out heat or provide chemical energy

Only bituminous coal is found Zimbabwe.

Demonstration of dry distillation of coor analogy using wood to charcoal.Refer to 2.2.1 iron.

No knowledge of the chemical reactio

required.

Investigations to determine ideconditions for ethanol production.


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- describe the concentration of ethanol;

- state uses of ethanol and of carbondioxide;

-

Fractional distillation.

Ethanol: fuel, beverages and medical purposes, solvent.

Carbon dioxide: beverages, fireextinguishers and dry

ice.3.1.2 Fuel efficiency - compare the efficiency andinflammability of different fuels;

- explain complete and incompletecombustion;

Solid fuels: wood, coal, charcoal andcoke.

Liquid fuels: diesel, paraffin, petrol andethanol.

Reactants, products, energy productionand word equations.

Experimental comparisons of efficiencyRefer to coal 3.1.1Blend as a mixture of petrol and ethanol

Practical exercise using a campi burner/Bunsen burner with air holeopen and closed. Dangers of incomplecombustion through carbon monoxi poisoning and pollution should mentioned.

3.1.3 Fuel engines - describe the operations of a four strokeengine;

- explain the role of the carburettor;

- state the advantage of multiplecylinders in an engine;

- compare the operations of a diesel anda petrol engine.

Compression, power, exhaust and inletstrokes.

Fuel and air supply.

Even firing and power distribution.

Ignition methods, relative efficiency andcarbon monoxide production.

Importance of a clean fuel supply, effecof limitation of air supply (choke contr blocked filters) and fuel supply (wo jets).

Use of a model.

Efficiency as measured by fuel econom(kilometres per litre).

3.1.4 Social and economicconsiderations of usingfuels.

- Identify renewable and non-renewableresources;

- describe the social and economicimplications of using fuels;

Renewable and non-renewable fuels.

Deforestation, effects of the by-products, pollution. Safe handling of fuels.


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- explain the need for fuel conservation.

3.2 ELECTRICAL ENERGY

3.2.1 Electrostatics - demonstrate understanding that thereare positive and negative charges;

- explain electrostatic charging;

- state the action between like and unlikecharges;

- explain the production of lightning;

- describe the dangers of lightning;

- explain the principle of a lightningconductor;

- describe safety precautions one musttake against lightning;

Concept of charge, the electron.

Positive and negative charges.

Attraction and repulsion.

Movement of charges between cloud andground.

High voltage: electrocution and heatingeffect.

Height, conduction and earthing.

Precautionary measures.

Negative as an excess of electron

positive as a deficiency. Refer to ato2.1.2.

Experiments on repulsions and attraction

Capacitance and discharge at a point nrequired.

3.2.2 Current electricity - explain the term voltage;

- measure voltage;

- explain flow of current in a circuit;

- measure current;

- draw and interpret circuit diagrams;

Potential difference and the volt (V).

Voltmeter.

Flow of charge.

Ammeter and the ampere (A).

Circuit symbols; cells, switches,resistors, bulbs, ammeters, voltmetersand fuses.

No definition of an ampere is required.

Recognition of a bulb as an example ofresistor.


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- calculate voltage, current, power andresistance for circuits;

Ohm’s law: V = IR. P = VI = I2R.

Series and parallel resistors.

Experiments to measure voltage acurrent to determine an unknowresistance and find its powCalculations of resistors in parallel will limited to two resistors only.

3.2.3 Cells - describe the construction of a simplecell;

- explain how simple cells work;

- relate voltage produced in a simple cellto the activity series;

- describe and explain the dry cell;

- describe the function of a photovoltaiccell;

- describe arrangement of cells to give

(i) high voltage (ii) high current;

- describe the construction of a lead-acidaccumulator;

- explain the function, use and care ofthe lead-acid cells;

Primary cells, electrochemical series,electron transfer, conversion of chemical

energy to electrical energy.

Polarisation and its correction.

The activity series.

Zinc – carbon cells, depolarisation.

Energy change.

Series and parallel circuits.

Practical details of charge and discharge,care and maintenance. The ampere houras a unit of charge.

Simple cells investigated to develop treactivity series of the metals mention

in 2.1.5. A variety of solutions should experimented with.

Use of a simple cell and potassiumanganate (VII) (permanganate) solutito depolarise.

Dissection and identification of cell part

Joining cells in a variety of ways produce a battery giving either hivoltage or high current. Importance correct orientation of cells. Effect on d

cell life.

Explanation limited to lead and lead (IVoxide plates converted to lead (sulphate on discharge.


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3.2.4 Alternating and directcurrent

- state the difference between a.c. andd.c. electricity;

- state the reasons for transmission ofelectricity as a.c.

Alternating and direct flow.

Ease of transmission and lower energylosses.

No knowledge of voltage output verstime graphs is required.

No formular or principles of operation transformer are required.

3.2.5 Motors and generators - describe how movement is produced in

a motor;

- describe the principles of electricitygeneration in a generator;

Interaction of magnetic fields, producing

turning effect. Electrical energy tomechanical energy.

Rotating magnet or coil

Fleming’s rules are not required.

Motor and generator treated as reversibmachines.

3.2.6 Electrical safety - describe electrical hazards and safety precautions;

- describe the wiring of a 3-pin plug

- explain the use of a 2-pin plug;

- describe the purpose of a fuse and fuseratings;

Damaged insulation, overheating ofcables, damp conditions.

Neutral, live and earth wires.

Double insulation of appliance.

Protection of appliance and life. Fuseratings.

No experimentation involving hazards be done.

Demonstrate the principle of a fuse usisteel wool in d.c. circuits.

3.3 SOLAR ENERGY

3.3.1 Conduction, convectionand radiation

- describe and explain the heating effectof radiant energy;

- explain conduction and convection interms of the kinetic theory;

- describe the function and design of asolar water heater;

Solar radiation, reflection and absorptionof radiant energy, solar cooker.

Good and bad conductors, convection.

The solar water heater.

Simple experiments with paraboreflectors and on radiation using dull an bright surfaces.

Experiments on conduction in metal roand convection using smoke apparatus.


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4.0 Science in Structures and Mechanical Systems




4.1 STRUCTURES

4.1.1 Beams - define beam

- describe a beam by its cross sectionalarea;

- compare the strength of beams;

- explain the effects of push and pullforces;

- explain how stress is distributed in aloaded beam;

Beams

T. L, and I shaped beams, solid andhollow box (° and □) and cylindrical beams.

Qualitative relation between strength,cross-sectional shape and depth.

Compression, tension and shear.

Compression, tension and natural zones.Internal stress, areas of strength andweakness.

A supported bar which bears a load.

Practical work on beams using similarquantities (mass per unit length) of material but different cross-sectional shapes.

Experiments to demonstrate crushing,compressing, buckling and bending,stretching and snapping.

Experiments using foam rubber blocks,green twigs and hollow stems.

4.1.2 Trusses - construct a truss;

- explain the use of triangles in a truss;

- explain the advantages of trusses over beams;

- explain how a load can be distributedthroughout a truss;

- identify struts and ties in a truss;

- explain the design of a roof truss;

Trusses.

Stability.

Economy, strength and strength/mass ratio.

Compressive and tensile forces.

Transmission of forces by connectingmembers.

Distribution of load.

A truss is composed of many members performing the function of a beam.

Problems associated with scale. Lighterstructures have less mass to sustain their

own weight.

Experiments to illustrate strength/mass ratioof a beam and truss.

Experiments to determine which membersare under tension and which are undercompression.

Construction of models.


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4.1.3 Joining materials - describe methods of joiningmaterials;

- compare the strength of joints;

Pinning:Wood – screws, nails and bolts;Metal – bolts and rivets;

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

Size of contact area, number and position of pins.

An example of each type of joint should bemade and tested for strength.

4.1.4 Large structures - identify materials used in largestructures;

- compare properties of constructionmaterials;

- explain the design and materialsused in different types of bridges;

- explain the use of arches inconstruction of large structures;

- explain composition and shape ofdam walls.

Wood, metal, concrete and stone.

Compressive and tensile strength, mass anddurability.

Pier and beam bridge, arch bridge, andsuspension bridge.

Earth and concrete; straight and arch dams.

Durability in relation to decay, corrosion andrusting.

Construction and loading of models. Noknowledge of material cost is required but anappreciation of both durability and cost asfactors in determining choice.


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4.2 MECHANICAL SYSTEMS

4.2.1 Machines - describe the use and application ofmachines;

- calculate mechanical advantage andvelocity ratio and efficiency oflevers and pulley system;

- explain energy losses in machines;

- describe methods of improvingefficiency.

Levers, single string pulley systems,inclined plane, gears and wheel and axle.

MA = Load / Effort; VR = Distance moved by the effort force/distance moved by theload force.

Friction and mass of the machine.

Lubrication and mass reduction.

Classification of levers is not required.

Calculations limited to levers, pulley systems(no more than 4 pulleys) and inclined planes(not including screws).

Experiments to measure efficiency.

4.2.2 Pressure in fluids - define pressure;

- describe the measurement of fluid pressure;

- calculate pressure in water;

Pressure = force/area.

Manometer.

Pressure = density x acceleration due to gravity xheight.

Construction of a water manometer used to compare pressure at different depth.

Density of water equals 1000 kg/m3.

4.2.3 Pumps - describe the structure, function andoperation of simple pumps;

Lift and force pumps. Lift pumps illustra ted by the Blair shallow well pumpand force pumps by the bicycle pump. Models of pumps.

4.2.4 Fluid systems - explain the function and operation ofsimple fluid systems;

Siphons; hydraulic systems; motor car brakingsystem and hydraulic jack.

No calculations required.


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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 socialwell being, not merely the absence of disease (WorldHealth Organisation definition). Reference to choicesand habits of the individual and community.

5.1.2 Nutrition - list the components of a balanced diet;

- describe their functions in the body;

- analyse a food for presence of simplesugar, starch, protein and fat;

- compare energy content of foods;

- explain the need for a balanced diet;

- relate energy and nutritional needs to age,sex and activity of individuals;

-

describe the advantages and breastfeeding;

- explain the term malnutrition;

- describe deficiency symptoms of iodineand Vitamin A;

Carbohydrates, proteins, fats, minerals, vitamins,fibre and water.

Energy source, body building and repair, energystore and metabolic functions.

Food tests.

Carbohydrates and fats.

Balance of quantity and quality.

Manual and sedentary worker, infants and nursingmothers.

Balanced nutrients, antibodies and hygiene.

Undernourishment, obesity, stunting of growth andkwashiorkor.

Iodine: stunting of mental and physical growth inchildren; goitre in adults.Vitamin A: poor development of epithelial tissueresulting in upper respiratory tract infections; poornight vision, poor sight and blindness.

Refer to nutrition in animals. 1.2 discussion of pupils’own diets and menus.

Benedict’s solution – reducing sugar (or clinistix –glucose).Iodine – starchBiuret (or albustix) – proteinEthanol emulsion or translucent paper – fats.

Experiments on burning a variety of foods.Interpretation of nutrition tables and charts.

Energy content.

Discussion of qualitative nutritional needs only.

Refer to immunity. 5.1.8.

Discussion of symptoms of kwashiorkor.

Cure of diseases as the intake of foods rich in missingnutrients. Vitamin A supplement and iodised salt.


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- state the causes of dental decay;

- describe the care of teeth;

Plaque and bacteria.

Regular and correct cleaning, correct diet, visits todental worker.

Action of bacteria on sugar leading to decay.

Testing toothpaste for abrasive qualities and pH. Use ofsalt and bicarbonate of soda (sodiumhydrogencarbonate) for cleaning teeth as an alternativefor toothpaste.

5.1.3 Substance use and abuse - describe the effects smoking on health;

- describe the effects of excessiveconsumption of alcohol;

- describe effects of use of mandrax andcannabis;

- describe the effects of breathing solvents;-

Lungs: emphysema, bronchitis and lung cancer.Heart diseases.

Reduced self-control, depressant, effect on reactiontimes, damage to liver (cirrhosis) and socialimplications.

Alternation of personality, addictive qualities.

Hallucination, reduced self-control, damage tomuscles and heart.

The association between smoking during pregnancy andreduced birth weight must be mentioned. Personal

choices as an aspect of control to be discussed. Dangersof passive smoking.

Abuse of alcohol in cough medicines to be discussed.

5.1.4 Food preservation - investigate the optimum conditions forthe growth of micro-organisms;

- describe method of food preservation;

- explain how each method limits growthof micro-organisms;

Temperature, moisture, air.

Refrigeration, dehydration, canning, pickling,salting, sugaring and smoking.

Experiments on growth of bacteria in sour milk andgrowth of mould on bread only.

Suitability of each method to foods.

Investigation of methods used in local communities anddiscussion of their advantages and disadvantages.


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5.1.5 Diseases - describe ways in which pathogens aretransmitted;

- describe symptoms and treatment ofcholera;

- describe the role of hygiene in disease prevention;

- describe the life cycle of the anophelesmosquito;

- state the pathogen causing malaria anddescribe its life cycle;

- describe methods of controlling malaria;

Droplet, contact, contamination of food and water,vectors.

Diarrhoea and fever. Oral rehydration andantibiotics.

Personal, domestic and community hygiene.

Egg, larva, pupa, adult.

Plasmodium. Transmission.

Mosquito control, correct use of chloroquine and prophylactic drugs.

Examples of diseases. Cholera as an example of adisease transmitted by contaminated water and food.

Medical advice should be sought.

Observation of some stages of the life cycle of mosquitounder a microscope or bioviewer or use of biosets.

Multiplication of pathogens in mosquito and humans.The terms sporozoite, merozoite and gametocyte anddetails of species of Plasmodium are not required.

Malaria control should be related to the life cycle of thevector and pathogen. Mapping of malaria infested areas.Identification of likely mosquito breeding places; pondsand stagnant water. Contemporary effective drugs to beadvised by medical people.

5.1.6 Defence systems - describe the body’s defence mechanisms;

- describe events leading to activeimmunity;

- explain the acquisition of immunity ininfants;

- describe the effect of the human immune-deficiency virus (HIV) on the body;

Skin, tears, saliva, mucus, blood-clotting, stomachacid; white blood cells, engulfing action, antibody production.

Infection leading to antibody production.

Antibody transfer via placenta and breast milk.Immunisation schedule.

Inability to resist infection. Reference to small size of a virus. Destruction ofimmune system.


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5.2 REPRODUCTION 5.2.1 Reproduction in humans - state the functions of the male and female

reproductive systems;

- explain the term gamete;

- describe the structure of male and female

gametes;

- describe the process of fertilisation;

- describe the menstrual cycle;

- explain causes of infertility;

- describe the growth of a foetus;

- describe the functions of the placenta,umbilical cord and amnion;

- describe methods of contraception;

Testes, sperm duct, penis, scrotum, urethra, prostategland, seminal vesicle, ovary, oviduct, uterus,cervix and vagina.

Sperms and ovum.

Pathway of sperm to ovum. Zygote formation.

Cyclic changes in uterus lining and ovulation.

Causes of infertility.

Implantation and growth.

Exchange of materials and protection of foetus.

Abstinence e. Artificial hormones, barrier, methods(cap and condom), IUD’s, spermicides, naturalmethods, sterilisation.

No details of the internal structure of ovaries or testes.

Structure of gametes limited to cells with a half set ofchromosomes and their size, shape and mobility.

Fusion of nuclei of sperms and ovum to form a zygote.

Most fertile phase. No mention of hormonal levelsrequired.

Low sperm count, poor quality of sperm. Physicalconditions. Damage by STD’s. Cancer.

Limited to early organ development and later growth.

Discussion of the effectiveness and problems of eachmethod.

5.2.2 Sexually transmitted

disease.

- describe symptoms and effects of

sexually transmitted diseases;

- discuss the spreads of sexuallytransmitted diseases and the humanimmunodeficiency virus (HIV) and themethods by which they may becontrolled;

Chancroid, gonorrhoea, syphilis and human

immunodeficiency virus.

Abstinence, mutually faithful long-termrelationships, condoms, early treatment withantibiotics for STD’s. Contact tracing.

Reference to be made to incurability of AIDS. Long

term effects of sexually transmitted diseases on healthand fertility to be discussed. Refer to 5.2.1.


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5.2.3 Population dynamics - describe factors affecting populationchange;

- use data to make predictions on population growth and patterns ofdevelopment;

- describe the effect of population growthon natural resources;

Birth, death, mortality, growth rates and migration.

Doubling time, dependency ratios. Populationgrowth curves. Age/sex pyramids.

Environmental degradation, social, educational andhealth facilities, poverty.

Reference to under five mortality as an indicator ofquality of health services and development. Relation ofmortality rates of different groups to AIDS epidemic.

Doubling time: the time it takes a population to double= 70/%growth. Dependency ratio: ratio of dependents to productive adults. Dependants include children under15 years and people aged 65 and over. A graphic study

of the increase in size of a community with 2 differentfamily sizes.

5.3 ENVIRONMENTAL HEALTH

5.3.1 Waste disposal - explain the importance of proper disposalof refuse;

- explain the need to minimise industrial pollution;

- describe methods of sewage disposal;

- relate the method of disposal to the sizeof the community;

-

describe the processes of sewagetreatment;

Biodegradable and non-biodegradable wastes:recycling, burning and burying.

Industrial effluent, smoke and dust.

Pit latrine, Blair ventilated pit toilet, water closetand water borne sewage in urban areas.

Increase in complexity, speed of disposal and cost.

Decomposition in pits, septic tanks and biologicalfilters.

Investigation of waste disposal in own community.Recycling of organic waste in compost heap and asanimal feed. Need to control insets and rodents.

Dust and fume-related diseases: bronchitis andasbestosis.

Investigation of waste disposal in a community.

Emphasis on decomposition chamber and liquid soak-away.

5.3.2 Water - explain the importance of clean safewater;

- describe methods of purifying water;

- explain the need for protecting watersupplies;

Absence of pathogens and pollutants.

Filtration and chemical treatment.

Prevention of contamination.

Observation of water micro-organisms using microscopeor bioviewer.

Milk souring test for water purity.

Correct siting of wells and latrines. Refer to cholera5.1.5.


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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 fromgiven 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 produceand 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 usuallyfollows 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

formula, for instance density of an object may be calculated usingV

m d

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 analysingthe 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 producean 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.


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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 areexpected 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 detailexpected is determined by the marks allocated.

/SK

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