CXC A10/U2/17 SYLLABUS - BR BIOLOGY
Caribbean AdvancedProficiency Examination SYLLABUSBIOLOGYCaribbean AdvancedProficiency Examination Caribbean AdvancedProficiency Examination CXC A10/U2/17SYLLABUSCaribbean AdvancedProficiency Examination Effective for examinations from May–June 2019PHYSICSCaribbean AdvancedProficiency Examination CXC A16/U2/07SYLLABUSCaribbean AdvancedProficiency Examination PHYSICSCaribbean AdvancedProficiency Examination CXC A16/U2/07SYLLABUSPHYSICSCXC A16/U2/07SYLLABUSCaribbean AdvancedProficiency Examination Caribbean AdvancedProficiency Examination Caribbean AdvancedProficiency Examination
Correspondence related to the syllabus should be addressed to:The Pro-RegistrarCaribbean Examinations CouncilCaenwood Centre37 Arnold Road, Kingston 5, JamaicaTelephone Number: 1 (876) 630-5200Facsimile Number: 1 (876) 967-4972E-mail Address: cxcwzo@cxc.orgWebsite: www.cxc.orgCopyright 2017 by Caribbean Examinations CouncilPrince Road, Pine Plantation Road, St Michael BB11091CXC A10/U2/07
ContentsContentsINTRODUCTION iContentsRATIONALE . 2AIMS. . 3ContentsSKILLS AND ABILITIES TO BE ASSESSED . 3PREREQUISITES OF THE SYLLABUS . 6ContentsSTRUCTURE OF THE SYLLABUS . 7ContentsSUGGESTIONS FOR TEACHING THE SYLLABUS . 7THE PRACTICAL APPROACH. 8ContentsUNIT 1: BIOMOLECULES, REPRODUCTION AND DEVELOPMENT . 12MODULE 1: CELL AND MOLECULAR BIOLOGY . 12ContentsMODULE 2: GENETICS, VARIATION AND NATURAL SELECTION. 18MODULE 3: REPRODUCTIVE BIOLOGY . 25ContentsUNIT 2: BIOENERGETICS, BIOSYSTEMS AND APPLICATIONS . 30MODULE 1: BIOENERGETICS AND CONSERVATION . 30MODULE 2: BIOSYSTEMS MAINTENANCE . 37ContentsMODULE 3: APPLICATIONS OF BIOLOGY . 43OUTLINE OF ASSESSMENT. 50ContentsREGULATIONS FOR PRIVATE CANDIDATES . 56REGULATIONS FOR RESIT CANDIDATES . 56ContentsASSESSMENT GRID . 57ContentsRESOURCES . 58APPENDIX I: GLOSSARY . 60ContentsContentsCXC A10/U2/17
This document CXC A10/U2/17 replaces CXC A10/U2/07 issued in 2007. Please note that thesyllabus has been revised and amendments are indicated by italics.First issued 1999Revised 2001Revised 2007Revised 2017Please check the website, www.cxc.org for updates on CXC ’s syllabuses.CXC A10/U2/17
IntroductionTContentshe Caribbean Advanced Proficiency Examination (CAPE ) is designed to provide certification ofthe academic, vocational and technical achievement of students in the Caribbean who, havingcompleted a minimum of five years of secondary education, wish to further their studies. Theexaminations address the skills and knowledge acquired by students under a flexible and articulatedsystem where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing threeModules. Subjects examined under CAPE may be studied concurrently or singly.The Caribbean Examinations Council offers three types of certification at the CAPE level. The first isthe award of a certificate showing each CAPE Unit completed. The second is the CAPE Diploma,awarded to candidates who have satisfactorily completed at least six Units, including CaribbeanStudies. The third is the CXC Associate Degree, awarded for the satisfactory completion of aprescribed cluster of eight CAPE Units including Caribbean Studies, Communication Studies andIntegrated Mathematics. Integrated Mathematics is not a requirement for the CXC Associate Degreein Mathematics. The complete list of Associate Degrees may be found in the CXC Associate DegreeHandbook.For the CAPE Diploma and the CXC Associate Degree, candidates must complete the cluster ofrequired Units within a maximum period of five years. To be eligible for a CXC Associate Degree, theeducational institution presenting the candidates for the award, must select the Associate Degree ofchoice at the time of registration at the sitting (year) the candidates are expected to qualify for theaward. Candidates will not be awarded an Associate Degree for which they were not registered.CXC A10/U2/17i
Biology SyllabusContents RATIONALEScience plays a major role in the evolution of knowledge. It empowers us to use creative andindependent approaches to problem-solving. It arouses our natural curiosity and enables us to meetdiverse and ever expanding challenges. It enhances our ability to inquire, seek answers, research, andinterpret data. These skills use the scientific method which lead to the construction of theories andlaws that help us to explain natural phenomena and exercise control over our environment. Scienceis, thus, an integral component of a balanced education.The life sciences involve the study of living organisms and their life processes. Biology is at the core ofthe life sciences and allows for the examination, investigation and recording of the diverse forms oflife. The study of Biology leads to an understanding and appreciation of the concept of life at all levelsand hence, to a greater respect and reverence for life. The interconnected web of life and the uniquerole of the human species are integral to the dynamic nature of the biosphere. Students of Biologyshould recognise the enormous responsibility which must be undertaken to ensure the continuity oflife in all its forms. It is incumbent that student use this knowledge to protect, sustain, manage,conserve and improve the variety of life in the ecosphere. Additionally, the study of Biology preparesstudents for careers in biological, agricultural, environmental, medical, paramedical and appliedsciences.The CAPE Biology Syllabus is redesigned with a greater emphasis on the application of scientificconcepts and principles. It recognises the need for an understanding of some of the basic principles ofChemistry, Physics and Mathematics, and, therefore seeks to strengthen the inter-relationship withthese subjects. It also recognises the inter-relatedness among the topics in Biology, and social andenvironmental issues. Such an approach is adopted to to develop those long-term transferable skillsof ethical conduct, teamwork, problem-solving, critical thinking, innovation, and communication. Itencourages the use of various student-centred teaching-learning strategies to inculcate theknowledge and competencies that will prove useful in everyday life, while at the same time cateringto multiple intelligences and different learning styles and needs. It will provide a sound foundationpursue the study of Life Sciences and related professions at the post-secondary level.The most important natural resource in the Caribbean is its people. If the Caribbean is to play animportant role in the new global village and survive economically, a sustained development of thescientific and technological resources of its people is essential. This syllabus will contribute to thedevelopment of the Ideal Caribbean Person as articulated by the CARICOM Heads of Government inthe following areas: respect for human life and awareness of the importance of living in harmony withthe environment; demonstration of multiple literacies; independent and critical thinking and theinnovative application of science and technology to problem-solving. In keeping with the UNESCOPillars of Learning, on completion of the study of this course, students will learn to do, learn to be andlearn to transform themselves and society.CXC A10/U2/172
AIMSThe syllabus aims to:1.enable students to acquire a body of knowledge and develop an understanding of biologicalconcepts and principles;2.promote an understanding of how new information can contribute to the reformulation orrejection of earlier models and concepts;3.recognise the scope of Biology at all levels from the molecular level to that of body systemsand entire ecosystems;4.facilitate the development of the ability to communicate scientific information in a logical andstructured manner;5.develop an understanding of the scientific method and the ability to apply it to solvingproblems, both in academic and non-academic settings;6.assist in the development of critical thinking, analytical, and practical skills;7.encourage students to appreciate the impact of biological knowledge on society and itsrelevance to ethical, economic, environmental and technological issues;8.develop the ability to apply biological knowledge and skills to relevant Caribbean situationsand issues;9.develop the ability to work independently and collaboratively with others;10.promote an appreciation of the significance and limitations of science in relation to social andeconomic development; and,11.promote the integration of Information Communication and Technology (ICT) tools and skills. SKILLS AND ABILITIES TO BE ASSESSEDThe skills students are expected to develop on completion of this syllabus, have been grouped underthree main headings:1.Knowledge and Comprehension;2.Use of Knowledge; and,3.Experimental Skills.1.Knowledge and Comprehension (KC)(a)Knowledge – the ability to identify, remember and grasp the meaning of basic facts,concepts and principles.CXC A10/U2/173
(b)ComprehensionThe ability to:2.(i)select appropriate ideas, match, compare and cite examples of facts, conceptsand principles in familiar situations; and,(ii)explain familiar phenomena in terms of theories, models, laws and principles.Use of Knowledge (UK)(a)ApplicationThe ability to:(b)(i)use facts, concepts, principles and procedures in unfamiliar situations;(ii)transform data accurately and appropriately;(iii)use common characteristics as a basis for classification; and,(iv)use formulae accurately for computations.Analysis and InterpretationThe ability to:(c)(i)identify and recognise the component parts of a whole and interpret therelationships between those parts;(ii)identify causal factors and show how they interact with each other;(iii)infer, predict and draw conclusions; and,(iv)make necessary and accurate calculations and recognise the limitations andassumptions of data.SynthesisThe ability to:(d)(i)combine component parts to form a new meaningful whole; and,(ii)make predictions and solve problems.Evaluation – the ability to make reasoned judgements and recommendations basedon the value of ideas and information and their implications.CXC A10/U2/174
3.Experimental Skills (XS)(a)Observation, Recording and ReportingThe ability to:(b)(i)make accurate observations and minimise experimental errors;(ii)recognise, identify and interpret biological materials both microscopically andmacroscopically;(iii)record observations, measurements, methods and techniques with dueregard for precision, accuracy and units;(iv)record and report unexpected results;(v)select and use appropriate modes of recording data or observations, forexample, graphs, tables, diagrams and drawings;(vi)present data in an appropriate manner, using the accepted convention ofrecording errors and uncertainties;(vii)organise and present information, ideas, descriptions and arguments clearlyand logically in a complete report, using spelling, punctuation and grammarwith an acceptable degree of accuracy; and,(viii)report accurately and concisely using scientific terminology and conventionsas necessary.Manipulation and MeasurementThe ability to:(i)follow a detailed set or sequence of instructions;(ii)make measurements with due regard for precision and accuracy;(iii)handle chemicals and living organisms with care;(iv)cut, stain and mount sections and make temporary mounts;(v)set up light microscope for optimum use both under low power and highpower;(vi)use the stage micrometer and eyepiece graticule for accurate measuring; and,(vii)assemble and use simple apparatus and measuring instruments.CXC A10/U2/175
(c)DrawingThe ability to:(i)make clear, accurate line representations of specimens, with no shading orunnecessary details;(ii)produce illustrations with clean continuous lines of even thickness;(iii)label illustrations accurately and use label lines which do not cross each otheror carry arrowheads or dots;(iv)annotate illustrations appropriately and accurately;(v)make illustrations which are large enough to display specific details; and,(vi)calculate the magnification of the illustrations.Note: A drawing is used to illustrate a three-dimensional representation of a specimenwhereas a diagram illustrates the surface view of a section cut through thespecimen.(d)Planning and DesigningThe ability to:(i)identify problems, make predictions, develop hypotheses and devise meansof carrying out investigations to test the hypotheses;(ii)plan and execute experimental procedures and operations in an appropriatesequence;(iii)use experimental controls where appropriate;(iv)modify an original plan or sequence of operations as a result of difficultiesencountered in carrying out experiments or obtaining unexpected results;(v)take into account possible sources of errors and danger in the design of anexperiment; and,(vi)select and use appropriate equipment and techniques.Planning and Designing skills may be assessed through the use of fieldwork. PREREQUISITES OF THE SYLLABUSAny person with a good grasp of the Caribbean Secondary Education Certificate (CSEC ) Biology andChemistry syllabuses, or the equivalent, should be able to pursue the course of study defined by thissyllabus. However, successful participation in the course of study will also depend on the possessionof good verbal and written communication skills.CXC A10/U2/176
STRUCTURE OF THE SYLLABUSThe subject is organised in two Units. A Unit comprises three Modules each requiring 50 hours. Thetotal time for each Unit, is therefore, expected to be 150 hours. Each Unit can independently offerstudents a comprehensive programme of study with appropriate balance between depth andcoverage to provide a basis for further study in this field.Unit 1: Biomolecules, Reproduction and DevelopmentModule 1Module 2Module 3-Cell and Molecular BiologyGenetics, Variation and Natural SelectionReproductive BiologyUnit 2: Bioenergetics, Biosystems and ApplicationsModule 1Module 2Module 3-Bioenergetics and ConservationBiosystems MaintenanceApplications of BiologyIt is recommended that of the approximately 50 hours suggested for each Module, a minimum of 20hours be spent on laboratory-related activities, such as conducting experiments, making field trips andviewing audio-visual materials. SUGGESTIONS FOR TEACHING THE SYLLABUSThe organisation of each module in the syllabus is designed to facilitate inquiry-based learning and toensure that connections among biological concepts are established. Teachers should ensure that theirlessons stimulate the use of all the senses in learning as this will help students view science as adynamic and exciting investigative process. Although the units are presented in a sequential manner,teachers are encouraged to utilise a thematic approach in the implementation of the syllabus.The general and specific objectives indicate the scope of the content and include suggested practicalactivities that should be covered. Explanatory notes are provided to the right of some specificobjectives. These notes provide further guidance to teachers as to the level of detail required.Suggested Practical Activities indicate those areas of the syllabus that are suitable for practical work.However, practical work should not necessarily be limited to these suggested activities, sinceunfamiliar situations may be presented as stimulus material in examination questions.This syllabus caters to varying teaching and learning styles, with specific attention being drawn to theinterrelatedness of concepts. Whenever possible, a practical approach should be employed, withspecial attention given to the identification of variables and to the use of controls in biologicalinvestigations. Students should be encouraged to use information gathering tools and socialnetworking platforms to aid investigation and teamwork. The need for repeated investigation andobservation to arrive at meaningful conclusions should be emphasised.Greater emphasis should be placed on the application of scientific concepts and principles, and lesson the factual materials, which encourage memorisation and short-term recall. Opportunities shouldCXC A10/U2/177
be provided for relating biological studies to the environment and to use an ecological approachwhenever pertinent. Biological principles should be illustrated by specific local and regional examples.The use of scientific names to identify organisms is preferable.The relationship between structure and function, cause and effect, stability and change is to becontinually highlighted. Where appropriate, this relationship should be illustrated by the use ofannotated diagrams/drawings.The role of the teacher is to facilitate students’ learning of accurate and unbiased information thatwill contribute to a more scientifically literate society, capable of making educated and ethicaldecisions regarding the world in which we live. THE PRACTICAL APPROACHThe syllabus is designed to foster the use of inquiry-based learning through the application of thepractical approach. Students will be guided to answer scientific questions by a process of makingobservations, asking questions, doing experiments and analysing and interpreting data. The CAPE Biology Syllabus focuses on the following skills.1.Planning and Designing (PD)(a)Ask questions: how, what, which, why or where. (Students must be guided by theirteachers to ask scientific questions).Observation: Growth of plants are affected by their environment.Example: Will plants that are grown using organic fertilizers grow taller than thosethat are grown using inorganic fertilizers?(b)Construct a hypothesis: the hypothesis must be clear, concise and testable.Example: Plants grown using organic fertilizer will grow taller than those grown usinginorganic fertilizer.(c)Design an experiment to test the hypothesis. Experimental reports must include thefollowing:(i)problem statement;(ii)an appropriate aim related to the hypothesis;(iii)list of materials and apparatus to be used;(iv)observations to be made or measurements to be taken;(v)precautions to be taken;(vi)method of controlling variables;(vii)clear and concise step by step procedure;CXC A10/U2/178
2.(viii)state expected results (format of table expected);(ix)use of results; and,(x)possible limitations.Measurement and Manipulation (MM)(a)Student’s ability to handle scientific equipment competently.The list of equipment is:3.(i)Bunsen burner;(ii)Tripod stand with wire gauze;(iii)binocular and monocular light microscope;(iv)measuring cylinders (25-100cm3);(v)beaker (50-500cm3);(vi)thermometer;(vii)ruler;(viii)stop watch/clock;(ix)balance;(x)boiling tube;(xi)test tubes and test tube holders;(xii)hand lens; and,(xiii)syringe.(b)Student’s ability to take accurate measurements.(c)Student’s ability to use appropriate units.Observation, Reporting and Recording (ORR)(a)RecordingStudent’s ability to record observations and to collect, organise and present data.Observations and data may be recorded in the following format.CXC A10/U2/179
(b)(i)ProseWritten description of observations in the correct tense.(ii)Table (Neatly enclosed)Numerical: physical quantities in heading, units stated in heading, symbols,decimal points.Non-numerical: headings correct, details present.(iii)GraphAxes labelled, correct scales, correct plotting, smooth curves/best fit lines,key to explain symbols if more than one dependent variable is being plotted.ReportingStudent’s ability to prepare a comprehensive written report on their assignmentsusing the following format:4.(i)Date (date of experiment).(ii)Aim/Purpose (what is the reason for doing the experiment).(iii)Apparatus and Materials (all equipment, chemicals and materials used in theexperiment must be listed).(iv)Method/Experimental Procedure (logically sequenced,procedure written in the past tense, passive voice).(v)Results and Observations (see (a) above: Recording).(vi)Discussion(vii)Conclusion (should be related to the Aim).step-by-stepAnalysis and InterpretationStudent’s ability to:(a)identify patterns and trends, cause and effect, stability and change;(b)make accurate calculations;(c)identify limitations and sources of error;(d)make a conclusion to either support or refute the hypothesis;(e)compare actual results with expected results based on background/theoreticalknowledge if they are different;(f)suggest alternative methods or modification to existing methods; and,(g)analyse and interpret results and observations and making conclusions.CXC A10/U2/1710
5.Drawing (Dr)The following guidelines should be used for drawing:(a)The illustrations should be placed in a position on the page which will allow for neatand clear labelling.(b)If the illustration is included in the written material, it should be placed just beforethis material and should be referred to in your answer.(c)Illustrations should be done in pencil. The use of coloured pencils is not acceptable.(d)The illustration should be large enough so that all structures can be clearly drawn.(e)The illustration should be correctly proportioned and parts should be accuratelypositioned.(f)In order to get a smooth, unbroken line when drawing, lift the pencil from the paperas infrequently as possible until the line is completely drawn. This method will helpto eliminate haphazard and sketchy lines.(g)When a large number of small structures are present in a specimen, draw only a fewof them carefully, showing structural details.(h)Write labels in pencil.(i)Labels should be annotated (that is, accompanied by brief explanatory notes).(j)Label lines should never cross each other and should be horizontal where possible.(k)In illustrations where only a few structures are being labelled, all labels should bewritten on the right of the drawing.(l)Biological illustrations must have a full title and magnification. This is usually writtenbelow the drawn item and underlined. The title tells the name of the structure ororganism and the view from which the illustration was made.Note: A diagram should clearly indicate the following:- tissues present;- the position of the tissues in the organ relative to each other; and,- the proportion of the tissues relative to each other in the section.CXC A10/U2/1711
UNIT 1: BIOMOLECULES, REPRODUCTION AND DEVELOPMENTMODULE 1: CELL AND MOLECULAR BIOLOGYGENERAL OBJECTIVESOn completion of this Module, students should:1.understand the chemical structure of water, carbohydrates, lipids and proteins and their rolesin living organisms;2.understand that cells are the basic units of living organisms, grouped into tissues and organs;3.relate cell organelles to their functions;4.understand the Fluid Mosaic Membrane model and the movement of substances into and outof cells; and,5.understand the mode of action of enzymes.SPECIFIC OBJECTIVES1.EXPLANATORY NOTESSUGGESTED PRACTICALACTIVITIESAspects of BiochemistryStudents should be able to:1.1.discuss how the structureand properties of waterrelate to the role thatwater plays as a mediumof life;1.2.discussthatmacromoleculesarepolymers made up of theirindividual monomers andformation and breakageof bonds;1.3.explain the relationshipbetween the structureand function of glucose;Exact molecularstructureinDistinguish betweenstructures of alphabeta glucose.ringfull.theand1.4.explain the relationshipbetween the structureand function of sucrose;Exact molecularstructure in full.ringWater as a most suitablesolvent in relation to itsessentialrolesintransport: cellular andsystemic levels.CXC A10/U2/1712Compare solubility ofsubstances in liquids ofdifferent polarities.
UNIT 1MODULE 1: CELL AND MOLECULAR BIOLOGY (cont’d)SPECIFIC OBJECTIVES1.EXPLANATORY NOTESSUGGESTED PRACTICALACTIVITIESAspects of Biochemistry (cont’d)Students should be able to:1.5.discuss how the molecularstructureofstarch,glycogen and celluloserelate to their functions inliving organisms;Molecularstructure:types of bonds; chain andring structure whereappropriate; 3D nature;hydrolysisandcondensation reactions;relatestructuretoproperties.1.6.describe the molecularstructure of a triglycerideand its role as a sourceof energy;Without going into detail,the student should bemade aware of therelationshipbetweentriglycerides and obesity.1.7.describe the structureof phospholipids andtheir role in membranestructure and function;Relatestructuretoproperties and hence tofunction.1.8.describe the generalisedstructure of an amino acid,and the formation andbreakage of a peptidebond;1.9.carry out tests forreducingandnonreducing sugars, starch,lipids and proteins;Benedict’s test, KI/I2 test,emulsion test, Biuret test.1.10.compare the differentlevelsofproteinstructures; and,Primary,secondary,tertiary and quaternary.1.11.outline the molecularstructure of haemoglobin,as an example of aglobular protein, and ofcollagen, as an example ofa fibrous protein.Ensurethattherelationshipsbetweentheir structures andfunctions are clearlyestablished.CXC A10/U2/1713Investigate and comparequantitativelyreducingsugars and starch.
UNIT 1MODULE 1: CELL AND MOLECULAR BIOLOGY (cont’d)SPECIFIC OBJECTIVES2.EXPLANATORY NOTESSUGGESTED ghtmicroscope and betweenresolutionandmagnification.Clear diagrams required.Describe and interpretdiagrams and electronmicrographsofthestructure of membranesystems and organelles oftypical animal and plantcells.Cell Structure and FunctionsStudents should be able to:2.1.compare the structuresand functions of typicalanimal and plant cells asseen under the light andelectron microscope;Roughandsmoothendoplasmic reticulum,Golgi body, membrane,nuclearenvelope,centrioles,nucleus and nucleolus.2.2.describe the structure ofa prokaryotic cell;Electron micrograph ofprokaryotic cell.2.3.compare the structureof prokaryotic cells withthat of eukaryotic ukaryoticcells. Canmention plants, animals,fungi and protista.2.4.explain the concepts oftissue and organ usingthe dicotyledonous rootand stem.Use of transverse sectionof a dicotyledonous rootand stem to illustratetissuesincludingparenchyma, xylem andphloem. The root is usedas an organ.CXC A10/U2/1714Make plan and detaileddiagrams to show thedistribution of tissueswithin an organ of thedicotyledonous root andstem. The use of livespecimen is encouraged,for example, Coleus.
UNIT 1MODULE 1: CELL AND MOLECULAR BIOLOGY (cont’d)SPECIFIC OBJECTIVES3.EXPLANATORY NOTESSUGGESTED PRACTICALACTIVITIESMembrane Structure and FunctionStudents should be able to:3.1.explain the Fluid MosaicMembrane model ofbiologicalmembranestructure; and,Therolesofphospholipids,cholesterol, glycolipids,proteinandglycoproteins. Diagramsare required.3.2.explain the processes ofdiffusion,facilitateddiffusion, osmosis, activetransport,endocytosisand n and osmosis;and active and passiveprocesses. Diagrams arerequired. No calculationswill be set on waterpotential.4.EnzymesStudents should be able to:4.1.explain that enzymes areglobular proteins thatcatalysemetabolicreactions;Definition of metabolism,anabolism and catabolismrequired.4.2.explain the mode ofaction of enzymes interms of an active site,enzyme and/or substratecomplex, lowering ofactivation energy andenzyme specificity;Properties of enzymes.Lock and key hypothesis,andInduced-fithypothesis.CXC A10/U2/1715Investigate the effects onplant cells immersion intosolutions of differentwater potentials, forexample,redonionepidermal cells.
UNIT 1MODULE 1: CELL AND MOLECULAR BIOLOGY (cont’d)SPECIFIC OBJECTIVESEXPLANATORY NOTESSUGGESTED PRACTICALACTIVITIESInvestigate the effects oftemperatureandsubstrate concentrationonenzyme-catalysedreactions, and explaintheseeffects.Forexample, use yeast andrespiration. Use of virtuallabs (see link below).Enzymes (cont’d)Students should be able to:4.3.explain the effects of pH,temperature,enzymeconcentration,andsubstrate concentrationon enzyme action; and,Constructionandinterpretati
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