BIOLOGY SYLLABUS - Free ZIMSEC & Cambridge Revision Notes
ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONBIOLOGY SYLLABUSFORMS 3 - 42015 - 2022Curriculum Development and Technical ServicesP. O. Box MP 133Mount PleasantHarare All Rights Reserved2015
Biology Syllabus Forms 3 - 4ACKNOWLEDGEMENTThe Ministry of Primary and Secondary Education would like to acknowledge contributions made by thefollowing towards the development of this syllabus: Panelists for Form 3 and 4 Biology syllabusesZimbabwe School Examinations Council (ZIMSEC)Government DepartmentsMinistry of Higher and Tertiary Education, Science and Technology DevelopmentUnited Nations Children’s Fund (UNICEF)United Nations Educational Scientific and Cultural Organization(UNESCO)i
Biology Syllabus Forms 3 - 4CONTENTSACKNOWLEDGEMENT. iCONTENTS. ii1.0 PREAMBLE.12.0 PRESENTATION OF SYLLABUS.13.0 AIMS. 14.0 SYLLABUS OBJECTIVES.15.0 METHODOLOGY AND TIME ALLOCATION.26.0.TOPICS. 27.0. SCOPE AND SEQUENCE.3FORM 3. 5FORM 4. 289.0 ASSESSMENT.40ASSESSMENT MODEL. 4310.0 GLOSSARY OF TERMS USED IN SYLLABUS/SCIENCE PAPERS.44ii
Biology Syllabus Forms 3 - 41.0 PREAMBLE1.51.1. IntroductionIn order to foster competency development for furtherstudies, life and work, the following cross-cuttingpriorities have been taken into consideration:The Biology Syllabus is designed for learners in Forms 3and 4. The learners are expected to acquire theory andpractical skills as well as develop cognitively, emotionally,physically and socially. The syllabus aims at balancingknowledge, understanding and practical skills in order toproduce effective learners. The content provides a firmfoundation for careers such as in Medicine, Food Technology, Biotechnology and Environmental Science. 1.2. RationaleBiology is the study of the dynamic relationshipsbetween living things, their interdependence, theirinteractions with the non-living environment and the processes that maintain life and ensure its continuity. Thissyllabus encourages learners to employ biological skillsin solving real life problems and also emphasizes the linkbetween human activities and the environment. Learnersacquire knowledge and skills of inquiry that help them tocritically examine issues that arise in their own lives andin the public domain. The skills will be acquired throughunderstanding of biological concepts and practicalapplication. It is therefore important that the learners beafforded an opportunity to study Biology as they preparefor self-reliance and future careers.The Biology syllabus is presented as a stand-alonedocument with content to be covered in Forms 3 and 4.3.0 AIMSThe syllabus aims to help learners:3.13.2The content covered by this syllabus includes theoryand practical skills in the broad areas of Biology such asBiochemistry, Cytology, Anatomy, Physiology, Genetics,Ecology, Systematics, Health and Disease.3.33.43.5Asumptions3.6The syllabus assumes that learners have: acquired skills in handling apparatuslearnt about the hazards and safety precautionsduring experimentsknowledge of the basic concepts of Biologydeveloped an awareness of and interest in theconservation of the environmenta basic understanding of health and disease issuesGender and inclusivityEnvironmental issuesInformation and Communication Technology ToolsChildren’s Rights and ResponsibilitiesDisaster Risk ManagementLife SkillsCollaborationSexuality, HIV and AIDSRespect for lifeHeritage studies2.0 PRESENTATION OFSYLLABUS1.3. Summary of Content1.4Cross- Cutting Themes3.7appreciate the contribution of Biology to thesustainable socio-economic development ofthe countrydevelop practical skills such as accuracy, objectivity, integrity and enquirydevelop good practices for health and safetyapply scientific method in solving everyday lifechallengesrecognise that the study and practice of Biology are inter-related.appreciate that the study and practice of Biology are subject to economic, technological,social, political, ethical and cultural influencesdevelop an interest in caring for the local andglobal environment4.0 SYLLABUS OBJECTIVESLearners should be able to:4.1demonstrate knowledge of biological terms,laws, facts, concepts, principles, theories andphenomena1
Biology Syllabus Forms 3 - 44.2use appropriate technological instruments tocollect and analyse data4.3 conduct experiments using the scientific methods of enquiry4.4apply health and safety precautions in everyday life4.5draw biological diagrams in two dimension4.6carry out simple scientific calculations4.7translate information from one form to another4.8draw logical conclusions based on the examination of evidence4.9communicate information logically and concisely4.10 apply biological principles in solving problemsand understanding new situations4.11identify the practical constraints affecting biological investigations4.12 use biological principles, methods and techniques in value addition4.13 explain the effects of technological applicationson the environment4.14 interpret the relationship between living organisms and their environment5.0 METHODOLOGY AND TIMEALLOCATION5.1 MethodologyThe syllabus is based upon interactive, multi-sensory,learner centered and practical approaches. Principles ofindividuality, team work, wholeness and stimulation mustbe applied to enhance the learning and teaching process.The learners should be allowed to apply their experiences, knowledge, skills and attitudes in the learning of thesubject. The following are the suggested yDemonstrationsProblem solvingDiscussionsVisual tactilee-learningGroup workEducational toursProject based learningCase studiesObservationsSimulations25.2 Time AllocationFor adequate coverage of the syllabus, a time allocationof 8 periods of at least 35 minutes each per week is recommended. Double periods are recommended.6.0. TOPICSThe syllabus consists of eleven topics6.16.26.36.46.56.66.76.86.96.106.11Branches of BiologyChemicals of lifeCells and cellular activitiesEnzymesPlant scienceAnimal scienceMicrobiology and BiotechnologyGeneticsBiodiversityEcosystemsHealth and Disease
Constituents and identification of :- Water- Carbohydrates- Proteins- Lipids- Nucleic acidsChemicals of lifeCells and cellular activitiesEnzymesPlant ScienceAnimal ScienceMicrobiology and BiotechnologyGeneticsBiodiversityEcosystemsHealth and Gaseous exchangeRespirationTransportImmunitySexual reproduction in humans6 Health Diseases (Infectious and non-infectious) Ecosystems Natural systems Artificial systems Classification Chromosomes and Genes Monohybrid inheritance Mutations Characteristics Types and economicimportance of microorganisms Nutrition Productivity Transport Nature and properties of enzymes Mode of action Plant and animal cell structure Cell specialization Cellular transportFORM 3 Safety in the laboratory Branches of Biology CareersSCOPE AND SEQUENCETOPIC7.1Safety, Careers and Branches in Biology7.07.0. SCOPE AND SEQUENCERecombinant Gene TechnologyProductivityHomeostasisCoordination and responseEndocrine systemSkeletal system Drug use and abuse Management of ecosystems Threats and conservation measures Variation Selection Reproduction Coordination and response Industrial application of enzymesClassification ,chemical structure and uses:- Carbohydrates- Proteins- Lipids- Nucleic acidsFORM 4 Safety labels and symbolsBiology Syllabus Forms 3 - 4
GeneticsBiodiversityEcosystemsHealth and Diseases7.87.97.107.117 Health Diseases (Infectious and non-infectious) Ecosystems Natural systems Artificial systems Classification Chromosomes and Genes Monohybrid inheritance Mutations Drug use and abuse Management of ecosystems Threats and conservation measures Variation SelectionBiology Syllabus Forms 3 - 44
8.1.2Branches of Biology5 identify various branches of Biologyidentify causes of accidents in the laboratoryoutline laboratory safetyrulesperform fire drillsmemorise the local emergency numbersmake a fire guard aroundthe laboratorydemonstrate use of theFirst Aid Kit 8.1.1 Safety in the laboratoryBranches- Cytology- Anatomy- Physiology- Ecology- Genetics- Biotechnology- Microbiology- Zoology- BotanyCauses of accidents in thelaboratory- Fire- Fumes- Acids and strong bases- Handling of microorganisms- Improper handling ofapparatus- ElectricityLaboratory safety rules- Fire drills- Local emergency callnumbersCONTENT (Attitudes,Knowldege and Skills)SAFETY, CAREERS AND BRANCHES IN BIOLOGYLEARNING OBJECTIVESLearner should be asble toTOPIC 1KEY CONCEPT8.18.0 COMPETENCY MATRIXFORM 3 ICT toolsRelevant reference materialsCharts showing electricalhazardsICT toolsBrail software/JawsFire extinguishersFire blanketsSand bucketsFire alert bellsFume cupboardsGoggles and masksGlovesFirst Aid KitSUGGESTED RESOURCESDiscussing the various branches of BiologyIdentifying causes of accidentsin the laboratory.Listing accidents that may occurduring experiments.Demonstrating proper handlingof apparatus.Discussing electrical hazards.Discussing laboratory safetyrules.Performing mock fire drills.Demonstrating emergency call.Preparing a fire guard aroundthe laboratory.Demonstrating use of the contents of the First Aid Kit.SUGGESTED LEARNING ACTIVITIES AND NOTESBiology Syllabus Forms 3 - 4
68.2.3 CarbohydratesProteins, Lipids and NucleicAcids state the constituent elements of carbohydrates,proteins, lipids and nucleicacidsstate the constituent elements of waterdescribe the chemicalstructure of waterrelate the properties ofwater to its uses in livingorganisms and as a habitatfor living organisms 8.2.1 WaterCHEMICALS OF LIFELEARNING OBJECTIVESLearner should be asble toTOPIC 2SUB TOPIC8.2 list Biology related careers8.1.3 Careers Researching on careersrelated to various branchesof Biology.SUGGESTED LEARNINGACTIVITIES AND NOTES 9Constituent elementsProperties- transparent- solvent- high specific heat capacity- reagentUses- photosynthesis- solvent- cooling- habitats- reagentConstituent elementsChemical structure ICT toolsBraille software/JawsCareer guidance bookletResource personsIdentifying the constituent elements of carbohydrates, proteins, lipids and nucleic acidsIodine solutionBenedict’s solutionBiuret solution/sodium hydroxide and copperLiquid and frozen watermodels of a water moleculeICT toolsBraille software/JawsSUGGESTED RESOURCES SUGGESTED RESOURCESNaming the constituents of water.Constructing the model of a water molecule. Demonstrating the unusualbehavior of water when itfreezesRelating the properties ofwater to its uses in livingorganismsCONTENT (Attitudes, Knowl- SUGGESTED NOTES ANDdeg and Skills)ACTIVITIESCONTENT(ATTITUDES, SKILLS ANDKNOWLEDGE) Careers such as:- Medicine- Research scientists- Ecologists- Conservationists- DieticiansSAFETY, CAREERS AND BRANCHES IN BIOLOGYOBJECTIVESLearners should be able to:TOPIC 1KEY CONCEPT8.1Biology Syllabus Forms 3 - 4
TOPIC 27 define a cellidentify parts of the cellsoutline functions of cellorganellescompare the structures ofplant and animal cells 8.3.1 Plant and Animal CellsCarrying out the followingidentification tests:- Iodine test for starch- Benedict’s test for reducing sugar- Biuret test for proteins- Emulsion/spot test forlipids Structural and functionalunitsPlant and animal cell structure- Nucleus- Cytoplasm- Cell membrane- Vacuole- Cell wall- Mitochondrion- Chloroplast Observing cells under themicroscope and bioviewers.Drawing and labeling plantand animal cells.Comparing the structuresof plant and animal cellsDefining a cell.CONTENT (Attitudes, Knowl- SUGGESTED LEARNINGdege and Skills)ACTIVITIES AND NOTES Sub-units- Glucose as sub units ofstarch, cellulose, glycogen- Amino acids as subunits of proteins- Fatty acids and glycerolas sub-units of lipids- Nucleotides as sub unitsof nucleic acidsIdentification of reducingsugars, non-reducing sugars, starch, proteins andlipidsCONTENT (Attitudes, Knowl- SUGGESTED NOTES ANDdeg and Skills)ACTIVITIESCELLS AND CELLULAR ACTIVITIESperform tests to identifyreducing sugars, non-reducing sugars, proteinsand lipidsLEARNING OBJECTIVESLearner should be able to:TOPIC 3 LEARNING OBJECTIVESLearner should be asble toCHEMICALS OF LIFE CONTD.SUB TOPIC8.3SUB TOPIC8.2 MicroscopeBiosets and bioviewersPrint mediaSUGGESTED RESOURCESsulphate Hydrochloric acid Sodium hydrogen carbonate Ethanol Water Filter paperSUGGESTED RESOURCESBiology Syllabus Forms 3 - 4
88.4TOPIC 4TOPIC 48.4.2 Mode of enzyme define an enzymeexplain the properties ofenzymesOBJECTIVESLearners should be able to:ENZYMESENZYMES8.4.1 Nature and propertiesof enzymesKEY CONCEPT8.4identify specialized cellsrelate cell structure to function 8.3.2 Cell Specialisation Discussing the concept ofenzymeCarrying out experiments toinvestigate properties ofenzymes such as: amylasefrom germinating rapokoseedling and catalase fromfresh plant and animaltissue (N.B. No tissuesfrom human or wildanimals)SUGGESTED LEARNINGACTIVITIES AND NOTESRelating cell structure to functionExamining specialised cellsusing bioviewers, microscopes and photomicrographs.Drawing labeled specialisedcellsSUGGESTED LEARNING ACTIVITIES AND NOTESPalisade – photosynthe- sis Root hair – absorptionNeurone – transmissionof impulseRed blood cell – transport of oxygen White blood cell – immunityMuscle cell – contractionSperm –fertilization andmotilityOvum – fertilization andfood reserveCONTENT(ATTITUDES, SKILLS ANDKNOWLEDGE) Biological catalyst Protein nature andsubstrate specificity CONTENT (Attitudes,Knowldeg and Skills)CELLS AND CELLULAR ACTIVITIES CONTD.LEARNING OBJECTIVESLearner should be able toTOPIC 3KEY CONCEPT8.3BiosetsBioviewersPhotomicrographsPrint mediaMicroscopesICT toolsBraille software/Jaws Hydrogen peroxideRapoko or any othergrainFresh tissues fromplants e.g. peas beansand potatoFresh tissue fromdomestic animals e.g.liverICT toolsBraille software/JawsModelsSUGGESTEDRESOURCES SUGGESTED RESOURCESBiology Syllabus Forms 3 - 4
TOPIC 49investigate gaseous exchangein plants define photosynthesisState the word equation forphotosynthesisinvestigate conditions necessary for photosynthesisexplain the importance of photosynthesis in an ecosysteminvestigate factors affectingthe rate of photosynthesisrelate the structure of the leafto its function in photosynthesis 8.5.1 NutritionPLANT SCIENCELEARNING OBJECTIVESLearner should be able toTOPIC 5investigate factors that affectthe rate of enzyme catalyzedreactionsKEY CONCEPT8.5 explain enzyme actionLEARNING OBJECTIVESLearner should be able toENZYMES CONTD.8.4.2 Mode of enzyme action KEY CONCEPT8.4 Fate of end products ofphotosynthesisImportance of photosynthesisFactors affecting the rate of photosynthesis(light intensity,carbon dioxide Conditions necessary:chlorophyll, light, carbon dioxideWord equationPhotosynthesis Carrying out experimentsto show the effects of thesefactors.Observing the external structure of leaf.Carrying out controlled experiments to show conditionsnecessary for photosynthesisDiscussing the fate of endproductsDescribing the process ofphotosynthesis.SUGGESTED LEARNING ACTIVITIES AND NOTESUsing models and animationsto illustrate the lock and keyconceptInvestigating effects of temperature and pH on enzymeactivity.SUGGESTED LEARNING ACTIVITIES AND NOTESMode of action (The lock and key hypothesis)Factors affecting enzyme activity; - Temperature- pHCONTENT (Attitudes,Knowldeg and Skills) CONTENT (Attitudes,Knowldeg and Skills) Apparatus for starchtestingPotted plantsIodine solutionHand lensesMicroscopesBioviewersLime water / bicarbonateindicatorSUGGESTEDRESOURCESSUGGESTED RESOURCESBiology Syllabus Forms 3 - 4
8.58.5.1 NutritionKEY CONCEPTTOPIC 5 describe the functions of nitrogen phosphorus and potassium on plant growthdescribe the effects of deficiencies of nitrogen, phosphorus and potassiumLEARNING OBJECTIVESLearner should be able toPLANT SCIENCE CONTD.concentration and temperature)Adaptation of the leaf tophotosynthesisGaseous exchange inleaves 10 Defiency signs- N – stunted growthand chlorosis- P – Stunted rootgrowth and purplishleaf colouring- K – yellow and brownleaf margins and premature death (poorflowering and fruiting)Discussing the functions ofnitrogen, phosphorus andpotassium on plant growth.Carrying out culture experimentsObserving prepared slides ofleaf internal structure.Carrying out experimentsto demonstrate gaseous inplants.SUGGESTED LEARNING ACTIVITIES AND NOTES Mineral Nutrients- Nitrogen (N) – proteinsynthesis and chlorophyll formation- Phosphorous (P) –synthesis of ATP and- nucleic acids- Potassium (K) – ionand osmotic balance CONTENT (Attitudes,Knowldeg and Skills) Apparatus for starchtestingPotted plantsIodine solutionHand lensesMicroscopesBioviewersLime water / bicarbonateindicatorICT toolsBraille software/JawsCulture solutionsPlantsSUGGESTEDRESOURCESBiology Syllabus Forms 3 - 4
identify types of plant pestsand diseasesexplain how pests and diseases affect productivity Pests:describe methods of con- Tissue – eatingtrolling pests and diseases- Sap-sucking pestsoutline the advantages anddisadvantages of each method Diseases:- Bacterial wilt- Fungal rust- Reduction of yields Management, cultural,chemical and biological 11 explain factors affecting productivitydefine pestFactors affecting productivity- Light- Mineral salts- Temperature- Water availability- Pests and diseases Pest as an organismwhich reduces productivity Organic contentIncrease in biomassovertime define biomassdefine productivity CONTENT (Attitudes,Knowldeg and Skills)8.5.2 ProductivityPLANT SCIENCE CONTD.LEARNING OBJECTIVESLearner should be able toTOPIC 5KEY CONCEPT8.5Classifying pestsDiscussing effects of plantpests and diseases on productivity.Discussing methods of controlling plant pests and diseases with specific referenceto maize, cotton and tobacco Observing plants affected byvarious pests an
TIES AND NOTES SUGGESTED RESOURC-ES 8.1.1 Safety in the laboratory identify causes gency numbers of accidents in the laboratory outline laboratory safety rules perform fire drills memorise the local emer- make a fire guard around the laboratory demonstrate use of the First Aid Kit Causes of accidents in the laboratory .
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l The Zimbabwe School Examinations Council (ZIMSEC) l Representatives from Universities and Teachers’ Colleges l Representatives from Book Publishers l United Nations Children’s Fund (UNICEF) l UNESCO English Junior 01-10-16.qxp_Layout 1 13/10/2016 12:54 PM Page i. ii English Languages Junior (Grade 3 - 7) SyllabusFile Size: 2MB
