NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC) BIOLOGY .
Republic of NamibiaMINISTRY OF EDUCATION, ARTS AND CULTURENAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)BIOLOGY SYLLABUSADVANCED SUBSIDIARY LEVELSYLLABUS CODE: 8223GRADE 12FOR IMPLEMENTATION IN 2021FOR FIRST EXAMINATION IN 2021
Ministry of Education, Arts and CultureNational Institute for Educational Development (NIED)Private Bag 2034OkahandjaNamibia Copyright NIED, Ministry of Education, Arts and Culture 2020Biology SyllabusAdvanced Subsidiary Level Grade 12ISBN: 978-99945-2-246-0Printed by NIEDPublication date: 2020
TABLE OF CONTENTS1.Introduction . 12.Rationale . 23.Aims . 24.Additional information . 35.Learning content . 46.Assessment objectives . 207.Scheme of assessment . 228.Specification grid . 239.Grade descriptions. 2410.Glossary of terms used in science papers . 25Annexe A: Practical assessment (investigative skills and abilities) . 27Annexe B: Apparatus that is used regularly for Paper 3 . 37Annexe C: Mathematical requirements . 43Annexe D: Terminology, units, symbols and presentation of data for biology . 44
1.INTRODUCTIONThe Namibian Senior Secondary Certificate Advanced Subsidiary(NSSCAS) level syllabus isdesigned as a one-year course leading to examination after completion of the NamibiaSenior Secondary Certificate Ordinary (NSSCO) level. The syllabus is designed to meet therequirements of the National Curriculum for Basic Education(NCBE) and has been approvedby the National Examination, Assessment and Certification Board (NEACB).The Namibia National Curriculum Guidelines, applicable at the stage of senior secondaryeducation (Grades 10-12) and at equivalent stages of non-formal education, as a part of lifelong learning, recognises the uniqueness of the learner and adheres to the philosophy oflearner-centred education.The Namibian National Curriculum Guidelines: recognise that learning involves developing values and attitudes as well asknowledge and skills;promote self-awareness and an understanding of the attitudes, values and beliefs ofothers in a multilingual and multicultural society;encourage respect for human rights and freedom of speech;provide insight and understanding of crucial global issues in a rapidly changing worldwhich affect quality of life: the AIDS pandemic, global warming, environmentaldegradation, distribution of wealth, expanding and increasing conflicts, thetechnological explosion and increased connectivity;recognise that as information in its various forms becomes more accessible, learnersneed to develop higher cognitive skills of analysis, interpretation and evaluation touse information effectively;seek to challenge and to motivate learners to reach their full potential and tocontribute positively to the environment, economy and society.Thus the Namibia National Curriculum Guidelines should provide opportunities fordeveloping essential skills across the various fields of study. Such skills cannot bedeveloped in isolation and they may differ from context to context according to a field ofstudy. The skills marked with an * are relevant to this syllabus.The skills are: communication skills * numeracy skills * information skills * problem-solving skills * self-management and competitive skills * social and cooperative skills physical skills work and study skills * critical and creative thinking skills*NSSCAS Biology Syllabus, NIED 20201
2.RATIONALEThis syllabus describes the intended learning and assessment for Biology in the NSSCASphase. As a subject, Biology is within the natural science areas of learning in the curriculum,but has thematic links to other subjects across the curriculum.The subject Biology places strong emphasis on the learners’ understanding of the physicaland environmental world around them at the local, regional and international levels.It thus includes how societies use natural resources to satisfy their needs, and how theenvironment may be changed in ecologically sustainable ways. At this phase and in thissubject area, the application of scientific knowledge and attitudes to health is of specialrelevance for the individual, the family, and society as a whole as well as the environmentaround us including the sustainability of our natural resources. Critical thinking, investigatingphenomena, interpreting data, and applying knowledge to practical (experimental andinvestigative) skills and abilities are essential to understanding the value and limitations ofnatural scientific knowledge and methods, and their application to daily life. This requiresadvanced technology through the efficient and effective usage of equipment, materials andprocesses. Modern technology is required in order to assist our learners and society to solveproblems through planning, design, realisation, and evaluation of activities and goals.3.AIMSThe aims of the syllabus are the same for all learners. These are set out below and describethe educational purposes of a course in Biology for the NSSCAS examination. They are notlisted in order of priority.Biology promotes the following aims in the curriculum to:1. provide, through well designed in-depth studies of experimental and practical science, aworthwhile educational experience for all learners, whether or not they go on to studyscience beyond this level and, in particular, to enable them to acquire sufficientunderstanding and knowledge to: become confident citizens in a technological world, to take or develop an informedinterest in matters of scientific importance; recognise the usefulness, and limitations, of scientific method and appreciate itsapplicability in other disciplines and in everyday life; be suitably prepared for studies beyond the NSSCAS level in pure sciences, inapplied sciences or in science-dependent vocational courses.2. develop abilities and skills that are relevant to the study and practice of Biology; are useful in everyday life; encourage efficient and safe practice; encourage effective communication.3. develop attitudes relevant to Biology such as concern for accuracy and precision; enquiry; initiative; integrity; inventiveness; objectivity.4. stimulate interest in, and care for, the environment.NSSCAS Biology Syllabus, NIED 20202
5. to promote an awareness that: scientific theories and methods have developed, and continue to do so, as a resultof the co-operative activities of groups and individuals; the study and practice of science is subject to social, economic, technological,ethical and cultural influences and limitations; the applications of science may be both beneficial and detrimental to the individual,the community and the environment; science transcends national boundaries and that the language of science, correctlyand rigorously applied, is universal.4.ADDITIONAL INFORMATION4.1 Guided learning hoursThe NSSCAS level syllabuses are designed on the assumption that learners have about 180guided learning hours per subject over the duration of one year, but this is for guidance only.The number of hours required to gain the qualification may vary according to local conditionsand the learners’ prior experience of the subject. The National Curriculum for BasicEducation (NCBE) indicates that this subject will be taught for 9 periods of 40 minutes eachper 7-day cycle.4.2 Prior learningIt is recommended that learners who are beginning this course should have previouslystudied Biology Ordinary at Senior Secondary (NSS) level.4.3 ProgressionNSSCAS levels are general qualifications that enable learners to progress either directly toemployment, or to proceed to further qualifications at Universities. Learners who areawarded grades e to a in NSSCAS are well prepared to enrol at leading universities (local,regional or abroad).4.4 Grading and reportingNSSCAS results are shown by one of the grades a, b, c, d or e indicating the standardachieved, grade a being the highest and grade e the lowest. ‘Ungraded’ indicates that thecandidate has failed to reach the standard required for a pass at NSSCAS level.4.5 Support materials and approved textbooksNSSCAS syllabuses, question papers and examiner reports are sent to all schools.Assessment manuals in subjects, where applicable are sent to schools. Approved learningsupport materials are available on the Senior Secondary Textbook Catalogue for Schools.The Senior Secondary Textbook Catalogue is available on the institution’s (NIED) website(http://www.nied.edu.na).NSSCAS Biology Syllabus, NIED 20203
5.LEARNING CONTENTTheme 1: Classification of living rvationTheme 2: Organisation and maintenance of the 2.9.22.102.10.12.10.2The microscopeCell structureCell membranes and transportFluid mosaic membranesMovement of substances into and out of cellsBiological moleculesCarbohydrates and lipidsProteins and waterEnzymesMode of action of enzymesFactors that affect enzyme actionTransport in plantsStructure of transport tissuesMechanisms of transport in plantsTransport in animals/mammalsMammalian circulatory systemMammalian heartDiseaseInfectious diseasesAntibioticsThe immune systemThe response of the immune system to pathogensAntibodies and vaccinationHuman gas exchange and smokingThe gas exchange systemSmoking and its impact on the gas exchange and circulatory systemTheme 3: Development of the organism and the continuity of life3.13.1.13.1.23.23.2.13.2.2Mitotic cell cycleReplication and division of nuclei and cellsChromosome behaviour in mitosisNucleic acids and protein synthesisStructure and replication of DNAProtein synthesisNSSCAS Biology Syllabus, NIED 20204
THEME 1: CLASSIFICATION OF LIVING ORGANISMSTOPICGENERAL OBJECTIVESLearners will:1.1 Classification SPECIFIC OBJECTIVESLearners should be able to:know how the hierarchical classification systems are used 1.2 Biodiversity know three levels of biodiversity, the importance of randomsampling and assess theirdistribution andabundance of organismsin their locality NSSCAS Biology Syllabus, NIED 2020use and describe the binomial system of naming organismsdescribe the use of a hierarchical classification system for livingorganismsexplain the concept of natural classification, based on homologousfeatures and evolutionary relationshipsconstruct dichotomous keys for the identification of locally occurringorganismsdiscuss the meaning of the term species, limited to the biological,morphological, ecological and behavioural conceptsdefine ecosystem and nicheexplain that biodiversity can be assessed at differentlevels:-the number and range of different ecosystems and habitats-the number of species and their relative abundance- the genetic variation within each speciesexplain the importance of random sampling in determining thebiodiversity of an areause Simpson’s Index of Diversity (D) to calculate the biodiversity of anarea, and state the significance of different values of D (the formula forSimpson’s Index of Diversity will be provided, as shown in theMathematical requirements) (formula: D 1 – (Ʃ )2)describe and usesuitable methods to assess the distribution andabundance of organisms in an area, limited to frame quadrats, linetransects, belttransects and mark-release-recapture using the Lincolnindex (as shown in the Mathematical requirements)investigate the distribution and abundance of species in a localarea,using the methods above/ suitable methods5
TOPICGENERAL OBJECTIVESLearners will:SPECIFIC OBJECTIVESLearners should be able to:1.3 Conservation realise the importance ofmaintaining biodiversityand know the actionsrequired at local, nationaland global levels NSSCAS Biology Syllabus, NIED 2020discuss the reasons for the need to maintain biodiversityexplain the importance of reducing the pollution of water ways withreference to bioaccumulation and eutrophicationoutline the roles of zoos, botanic gardens, conserved areas (nationalparks and marine parks), ‘frozen zoos’ and seed banks, in theconservation of endangered speciesexplain why it may be necessary to limit the population of species, forexample by culling or contraception, in order to reduce pressure of otherspeciesexplain, using examples, the importance of controlling alien speciesdescribe how degraded habitats may be restored limited to local orregional examplesinvestigate the negative impact of rhino and elephant poaching on thetourism sector locally (Namibia) and regionally (South Africa andBotswana)6
THEME 2: ORGANISATION AND MAINTENANCE OF THE ORGANISMTOPICGENERAL OBJECTIVESLearners will:SPECIFIC OBJECTIVESLearners should be able to:2.1 The microscope know and understand theprinciples of light andelectron microscopy 2.2 Cell structure know and understand the cellular nature of all livingorganisms and thedifference betweenprokaryotic and eukaryoticcells and virusesNSSCAS Biology Syllabus, NIED 2020state and explain the principles of microscopyexplain and distinguish between resolution and magnification, withreference to light-and electron microscopeuse an eyepiece graticule and stage micrometer scale to measure cellsand be familiar with units (millimetre, micrometre and nanometre)calculate actual sizes of specimens from drawings, photomicrographsand electron micrographscalculate the linear magnifications of drawings, photomicrographs andelectron micrographsidentify and recognise the following parts of a eukaryotic cell and outlinethe functions of the:- cell surface membrane- nucleus, nuclear envelope and nucleolus- mitochondrion- ribosomes (80S in the cytoplasm and 70S in chloroplasts andmitochondria)- chloroplast- rough and smooth endoplasmic reticulum- Golgi body (Golgi apparatus or Golgi complex)- lysosomes- cell wall- centrioles- cilia- microvilli- plasmodesmata- large permanent vacuoles and- tonoplast7
TOPICGENERAL OBJECTIVESLearners will:SPECIFIC OBJECTIVESLearners should be able to:2.2 Cell structure(continued) know and understand thecellular nature of all livingorganisms and thedifference betweenprokaryotic and eukaryoticcells and viruses(continued) NSSCAS Biology Syllabus, NIED 2020describe and interpret the structure of plant and animal cells as seenwith an electron microscopedraw and label low power plan diagrams of tissues and organs(including a transverse section of stems, roots and leaves)compare the structure of a typical plant (palisade) and animal (liver)cellsmake temporary slides (wet mounts) of plant and animal cells (forexample: epidermal cells from a leaf or an onion, epithelial cells fromthe trachea of a sheep or human cheek cells)make observations and drawings of cells as seen under a lightmicroscope (including cells within transverse sections of stems,rootsand leaves)outline key structural features of typical prokaryotic cells as found in atypical bacterium (including: unicellular, 1–5μm diameter, peptidoglycancell walls, naked circular DNA, 70S ribosomes, absence of doublemembrane-bound organelles)compare and contrast the structure of prokaryotic cells with eukaryoticcells (no reference to mesosomes required)state that ATP is produced in mitochondria and chloroplasts and outlineits role in cellsstate that all viruses are non-cellular and have a nucleic acid core(either DNA or RNA), a capsid made of protein, and some viruses havean outer envelope made of phospholipid8
TOPIC2.3GENERAL OBJECTIVESLearners will:SPECIFIC OBJECTIVESLearners should be able to:Cell membranes and transport2.3.1 Fluid mosaicmembranes know and understand the structure and functions ofcell surface membranes inrelation to cell signalling 2.3.2 Movement of substances intoand out of cellsunderstand how substances enter and exitcells by a variety ofmechanisms NSSCAS Biology Syllabus, NIED 2020describe the fluid mosaic model of membrane structure, including thecomponents phospholipids, cholesterol, glycolipids, proteins andglycoproteinsoutline the roles of the cell surface membranedescribe the roles in cell surface membranes of phospholipids,cholesterol, carrierproteins, channelproteins, cell surface receptors andcell surface antigensoutline the process of cell signalling involving the release of chemicalsthat combine with cell surface receptors on target cells, leading tospecific responsesdescribe and explain the processes of diffusion, facilitated diffusion,osmosis, active transport, endocytosis and exocytosis (no calculationsinvolving water potential will be set)investigate simple diffusion and osmosis using plant tissue and nonliving materials, such as glucose solutions, Visking tubing and agarcalculate surface areas and volumes of simple shapes (e.g. cubes) toillustrate the principle that surface area to volume ratios decrease withincreasing sizeexplain the movement of water between cells and solutionswith differentwater potentials and explain the different effect son plant cells (using theterms turgid, flaccid, plasmolysis) and animal cells (Movement of watershould be described in terms of water potential. Knowledge of solutepotential is not expected)investigate the effects of immersing plant tissues in solutions of differentwater potential, using the results to estimate the water potential of thetissues9
TOPICGENERAL OBJECTIVELearners will:2.4Biological molecules2.4.1Carbohydratesand lipids know the structure andproperties ofbiological molecules andunderstand therelationship betweenmolecular structures andtheir functionsSPECIFIC OBJECTIVESLearners should be able to: NSSCAS Biology Syllabus, NIED 2020define the terms monomer, polymer, macromolecule, monosaccharide,disaccharide and polysaccharidedescribe and draw the ring forms of -glucose and ᵦ-glucosedescribe the formation of a glycosidic bond by condensation,withreference both to polysaccharides and to disaccharides, includingsucrosedescribe the breakage of glycosidic bonds in polysaccharides anddisaccharides by hydrolysis, with reference to the non-reducing sugartestdescribe the molecular structure of the polysaccharides starch (amyloseand amylopectin) and glycogen and relate their structures to theirfunctions in living organismsdescribe the molecular structure of the polysaccharide cellulose andoutline how the arrangement of cellulose molecules contributes to thefunction of plant cell wallsdescribe the molecular structure of a triglyceride with reference to theformation of ester bonds and relate the structure of triglycerides to theirfunctions in living organismsdescribe the structure of a phospholipid and relate the structure to thefunctions of phospholipids in living organismsdescribe and carry out the Benedict’s test for reducing sugars, the iodinetest for starch and the emulsion test for lipidsdescribe and carry out a semi-quantitative Benedict’s test on a reducingsugar solution by standardising the test and u
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