1

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL

(ZIMSEC)







ZIMBABWE GENERAL CERTIFICATE OF EDUCATION
(ZGCE)






For Examination in June/November 2011 2020







O Level Syll abus






INTEGRATED SCIENCE (5006)


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5006 INTEGRATED SCIENCE (ZIMBABWE)
G.C.E. ORDINARY LEVEL

A. INTRODUCTION

This syllabus assumes knowledge of the content of the two-year Zimbabwe J unior
Certificate (ZJ C) Science Syllabus. It is designed to meet the needs to candidates whose
formal study of Science may cease at the end of O Level. Those candidates wishing to
continue to A Level studies are advised to take either the Physical Science (Zimbabwe)
O Level or the Biology (Zimbabwe) O Level course, or both.

Applications of science and technology to agriculture, environmental, social and economic
fields are included to extend subject concepts and skills. A practical and investigative
approach must be adopted in teaching this syllabus. This will serve to develop the skills and
abilities necessary to achieve the stated aims and objectives.

B. AIMS

The aims of the syllabus are to help pupils:

1. develop interest, and curiosity, in science;

2. develop concepts and skills that are relevant to the study and practice of science;

3. appreciate and enjoy science and its methods of enquiry;

4. develop creativity, initiative and skills of enquiry;

5. develop good practices for health and safety;

6. develop accuracy and precision, objectivity and integrity;

7. recognise the usefulness and limitations of science;

8. apply scientific method in other disciplines and in everyday life;

9. appreciate the beneficial and detrimental effects of the applications of science;

10. recognise that the study and practice of science are inter-related and are subject to
economic, technological, social, political, ethical and cultural influences;

11. communicate scientific information effectively;

12. participate in the technological development of Zimbabwe;

13. develop interest in, and participate in, caring for the local and global environment.



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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 in
diagrammatic, 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 the
variability 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 of
10 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 apply
knowledge 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 (3 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 tissue
must 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 in
order 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;

- make approximations and estimates to obtain quick order-of-magnitude answers or
to 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 ZJ C. 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 OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.1 PLANT NUTRITION
1.1.1 Photosynthesis - identify green plants as theultimate
sourceof food for all living organisms;

- explain thetermphotosynthesis;

- statetheword equation for
photosynthesis;


- describeexperiments to investigate
factors affecting photosynthesis;


- identify theend products of
photosynthesis;

- describethefateof theend products of
photosynthesis;

- identify parts of theinternal structure
of a dicotyledonous leaf



- describehow theleaf is adapted for
photosynthesis;

Production of carbohydrates by plants.




Carbon dioxide+water +energy
carbohydrates +oxygen


Factors: carbon dioxide; light and
chlorophyll.


Oxygen and carbohydrates.


Translocation, storageand structure
formation.

Epidermis, stomata, vascular tissueand
mesophyll.



Surfacearea, cross-section of leaf, air
spaces and presenceof stomata.

Green plants as producers and other living
organisms as consumers.







Investigations into the need for carbon
dioxide, light and chlorophyll using
controlled experiments and tests for starch
in a leaf.






Transversesection of a leaf to show
distribution of cells. Details of cellular
structures not required. Observations of
tissues under microscopeor bioviewer.

Examination of leaf surface.


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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.1.2. Mineral nutrition - describethefunctions of nitrogen,
phosphorus and potassiumin plant
growth;




- describetheeffects of deficiencies of
nitrogen, phosphorus and potassium;
Nitrogen for pertain synthesis.
Phosphorus for production of energy
carrier.
Potassiumfor osmotic and ionic balance
respiration and photosynthesis.


Nitrogen: stunted growth and chlorosis
Phosphorus: poor root growth and
purplish leaf colouration.
Potassium: yellowish/brown leaf
margins, poor flowering and fruit setting,
prematuredeath.

Nitrogen is needed for leaf growth,
phosphorus for root growth and potassium
for flower and fruit formation. Emphasis
should be placed on the provision of the
correct amount of theright nutrient.


Cultureexperiments to show theeffects of
lack of nitrogen, phosphorus and
potassium.


1.1.3 Plant pests and
diseases
- identify themajor types of plants pests
and diseases;

- explain how plant pests and diseases
affect productivity in plants;

- describeand explain methods of
control;

- statetheadvantages and disadvantages
of using thecontrol methods;

- explain thesafeuseof chemicals;
Tissue-eating and sap-sucking pests,
bacterial wilts, fungal rusts.

Reduction of yields.


Chemical and cultural control.




Warning symbols, protectiveclothing,
hygiene, storage, disposal.
Field observations and useof hand lenses
and bioviewers.




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


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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.2 ANIMAL
NUTRITION

1.2.1 Alimentary systems - identify parts of themammalian
alimentary canal and associated
organs;

- compareruminant and non-ruminant
alimentary canals;

- statefunctions of theparts of the
alimentary canal;
Oesophagus, stomach, small and large
intestines, caecumand anus. Salivary
glands, liver, gall bladder and pancreas.

Cow and rabbit.


Ingestion, digestion, absorption,
assimilation and egestion.
Examination of digestivesystems.



Use of diagrams and other appropriate
visual aids.


Referenceto bacterial fermentation.

1.2.2 Digestion - describemechanical breakdown and
movement of food in thealimentary
canal;

- explain theimportanceof digestion;






- describethefunction of a typical
enzyme;

- name theproduct of starch, protein and
lipid digestion;


Chewing and peristalsis.



Moleculesizeand solubility.






Action of amylase.


Glucose, amino acids, fatty acids and
glycerol.
Structureof teeth not required.



Model of gut using starch and amylasein
visking tubing or eggshell membrane.
Reducing sugar (maltose) diffuses into
surrounding water demonstrating
absorption.


Action of amylase to illustrate how
enzymes act on foods.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.2.3 Assimilation and
absorption
- describetheprocess of absorption;


- describethefateof end-products of
digestion;


Diffusion and activeuptakein thesmall
intestine.

Roleof thehepatic portal vein.
Formation of urea and breakdown of
alcohol in theliver. Storage, respiration
and growth.

Villi as increasing absorption surface
area; details of structurenot required.
1.2.4 Growth and
development
- explain theneed for balanced rations at
different stages of growth in
stock/farmanimals;

- interpret data on growth of animals;
- deduceappropriatetimefor slaughter
fromgrowth curves;

Poultry and rabbit feeds.



Growth curves.



Balanceof quality and quantity.
1.2.5 Animal parasites and
diseases
- name somecommon parasites and
diseases in cattleand goats in
Zimbabwe;

- explain how parasites and diseases
affect animals;

- statehow parasites and diseases are
controlled;

Ticks and flukes. Foot and mouth and
anthrax.


Reduced productivity, death of animals.


Dipping, dosing, quarantine, vaccination,
destruction of infected animals and
notification.




Productivity explained in terms of
quantity of meat, milk and offspring.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.3 GASEOUS EXCHANGE AND RESPIRATION
1.3.1 Respiratory system - describetherespiratory systemof a
mammal;


- statethefunction of theparts of the
respiratory system;
Nasal passages, larynx, trachea, bronchi,
bronchioles, alveoli and capillaries.

Use of appropriate diagrams or other
visual aids.


Details of the role of thediaphragm, ribs
and intercostals muscles in breathing not
required.
1.3.2 Gaseous exchange - statethedifferences between inhaled
and exhaled air;


- describetheroleof thealveoli in
gaseous exchange;

Percentagevolumes of oxygen, carbon
dioxideand water vapour.


Diffusion of carbon dioxideand oxygen.
Experiments to show the change in
proportions of carbon dioxideand oxygen
in exhaled and inhaled air.

No details of exchange mechanisms
between red blood cells and alveolar
tissuerequired.
1.3.3 Respiration - definerespiration;



- statetheword equation for aerobic
respiration;
Respiration.



Glucose+oxygen carbon dioxide+
water +energy.


Defined as the release of energy by the
breakdown of glucose in thepresence of
oxygen.

Experiments to show release of energy
and carbon dioxide fromplants, animals
and germinating seeds. Production of
ATP not required.
1.4 TRANSPORT IN PLANTS
1.4.1 Root and stem
structure
- identify theparts of theinternal
structureof a young dicotyledonous
stemand root;

Epidermis, cortex, vascular tissue, root
hairs.
Transverse sections to show distribution
of tissues. Detailed cellular structurenot
required. Examination of sections using
biosets or prepared slides. Identification
of vascular tissueusing dyes.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.4.2 Diffusion and
osmosis
- definediffusion;




- defineosmosis;





Movement of particles down
concentration gradients.



Movement of water molecules across
partially permeablemembranes.
Diffusion as the movement of particles
from a region of their higher
concentration to a region of their lower
concentration.

Osmosis as the passage of water
molecules froma region of their higher
concentration through a partially (semi)
permeable membrane. Experiments to
demonstrate osmosis using visking
tubing, eggshell membraneor potato.
1.4.3 Water and ion
uptake
- describewater and ion uptakeby roots;

- describetheeffects of water gain and
loss on plant cells;
Absorption of water and ions by roots;

Turgor and plasmolysis (flaccidity).



Experiment to demonstrate turgor and
flaccidity in potato strips.
1.4.4 Transpiration - definetranspiration;


- describethefunctions of transpiration;


- investigatefactors affecting rateof
transpiration;


- describeadaptations of leaves to
minimisewater loss;


- describehow wilting occurs;
Water loss in plants.


Water transport and cooling effect.


Wind, light, temperatureand humidity,
stomata and surfacearea.


Reduction of surfaceareas, thickness of
cuticle, distribution of stomata and
presenceof hairs.

Wilting.
Experiments using plant material.
Loss of water vapour fromleaves and stem

No mechanism for transpiration stream
required.

Experiments to investigate transpiration
under various conditions. Refer to
photosynthesis (1.1.1).

Use local examples. Experiments to
investigate distribution and role of
stomata and water loss.

Excessive loss of water during
transpiration.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.5 TRANSPORT IN ANIMALS
1.5.1 Circulatory systemof
mammals
- describethecirculatory system;


- namevessels to and fromtheheart,
liver and lungs;

- relatethestructureof theheart to its
function;

- distinguish between artery, vein and
capillary;

Vessels, heart and valves.


Pulmonary artery and vein, aorta, vena
cava, hepatic portal vein, hepatic artery.

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

Structureof blood vessels.
One-way flow system of tubes with a
doublepump. Examination of adissected
heart or model of theheart.



Functions of muscular walls and valves of
heart to beincluded.

Thickness of muscular walls of arteries
and presence of valves in veins. Study of
blood cells & capillaries in tadpoletails.
1.5.2 Blood - list components of blood;



- describethefunctions of theblood;

Whitecells, red cells, platelets and
plasma: water, gases, nutrients, wastes
and plasma proteins.

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

Refer to defencesystems (5.1.8).
1.6 REPRODUCTION IN PLANTS
1.6.1 Sexual reproduction - statethecharacteristics of wind and
insect pollinated flowers;


- describetheprocess of pollination
and fertilisation;

-
- describethechanges that occur
after fertilisation;
Adaptation of flower parts to modeof
pollination.


Transfer of pollen. Development of
pollen tube, fusion of maleand female
nuclei.

Formation of seeds and fruits.


Practical examination of both types of
flower. Dependence on weather
condition to beincluded.

Practical examination of growing pollen
tubes.

Examination of a variety of seeds and
fruits.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.6.2 Germination - describetheinternal and external
structureof a maizeand a bean
seed;

- investigatefactors affecting
germination;

- determinepercentagegermination
fromexperimental data;
Testa, endosperm, cotyledon, radical,
plumule.


Suitabletemperature, water, oxygen.


Germination.

Practical examination of internal and
external features.


Controlled experiments to show necessity
of oxygen, water, temperature.
1.6.3 Vegetativere-
production
- definevegetativereproduction;


- describevegetativereproduction in
plants;


- stateadvantages and disadvantages
of vegetativereproduction;

Vegetativereproduction


Vegetativestructures.
Rhizome, tuber and cutting.


Resistanceto disease, genetic variation,
survival of offspring, rateof propagation.
Production of new individuals from
vegetativestructures of a singleparent.

Tuber potato (Irish)
Rhizome grass.
Cutting sugar caneor sweet potato.

Practical study using sand and water
cultures.
1.7 INHERITANCE
1.7.1 Variation - explain thetermvibration;



- identify factors that causevariations
in living organisms;
Discontinuous and continuous variation.



Environmental factors (non-heritable)
and genetic factors (heritable).
Practical study of plant and animal
characteristics of number of leaflets, seeds
in pod, coat colour, height, weight.
1.7.2 Selection - describetheprocess of selection;

- statetheapplications of artificial
selection;
Natural and artificial selection.

Milk and meat yields, resistanceto
disease, drought tolerance.
Discuss natural selection as a mechanism
for change.

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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.7.3 Breeding - describetheadvantages and
disadvantages of cross-breeding and
in-breeding;
cattleand maizebreeding in Zimbabwe; Limited to discussion of selection of
desired characteristics in cattleand maize,
e.g. milk, meat, seed production, drought
tolerance, disease resistance, early
maturity. Use of local cattle breeds and
maizevarieties.
1.8 ECOSYSTEMS
1.8.1 Ecosystem - definean ecosystem;




- list components of an ecosystem;

Organisms and their environment.




Physical and biological components; air,
water, soil, light and living organisms.
a self-contained systemof interdependent
organisms and their physical
environment; referenceto bemadeto the
energy flow;

Examination of an ecosystem, e.g. pond,
forest, field or garden.
1.8.2 Thesoil - identify thesoil as a key component
of an ecosystem;

- identify physical components of
soil;

- compareproperties of clay, loamy
and sandy soils;


- relatesoil properties to crop
cultivation;








Roleof soil.


Air, water, mineral salts and rock
particles.

Sizeof particles, air content, water
holding capacity, drainage, leaching,
infiltration, acidity/alkalinity (pH).

Maize, cotton and tobacco cultivation.















Experiments to compare clay and sandy
soils in terms of physical properties.


Discussion of soil properties in relation to
maize, 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 of
soil;


- statetheroleof biological
components and their importance;

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


Fertility, aeration and crumb structure.
Extraction of organisms fromsoil. Useof
keys not required.


Experiments to show presence of micro-
organisms in the soil by carbon dioxide
production. Calculation of organic matter
content fromexperimental results.
1.8.3 Natural ecosystems - construct food chains;


- interpret food webs;



- explain theloss of energy in food
chains;

- interpret pyramids of numbers;

- describeand explain theimportance
of nutrients recycling;

Producers, consumers and decomposers.

Trophic levels.



Energy input and energy flow.


Numbers and biomass.

Thecarbon cycle; thenitrogen cycle.
Use of local environment to study food
chains and webs.

Examples to illustrate concepts to be
taken from Zimbabwean savanna
ecosystems.






Reference to excessive emission of
carbon dioxide, greenhouse effect and
deforestation. Scientific names of
bacteria not required.
1.8.4 Artificial ecosystem - describean artificial ecosystem;


- stateproblems caused by limited
species (bio-) diversity;


- comparespecies (bio-) diversity in
natural 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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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
1.8.5 Management of
ecosystems
- describeeffect of ground cover on
surfacerun off, erosion and
evaporation;

- describetheeffects of human activities
on ecosystems;



- describethecharacteristics of
Zimbabwean savannasoils;


- stateproblems of farming on marginal
land;


- explain ways of using marginal land;




- explain theconcept of carrying
capacity;


- describetheeffects of exceeding the
carrying capacity;


- examineways of maintaining and
controlling animal populations within
thecarrying capacity of ahabitant;
Topsoil preservation; water retention
by soil. Roleof mulching as artificial
cover.

Agricultural, industrial and social
activities resulting in soil erosion,
pollution, desertification and
reduction in bio-diversity.

High temperatures, rapid
denitrification, few earthworms, low
fertility.

Low fertility, unreliablerainfall
patterns, low rainfall.


Gameranching and thegrowing of
suitablecrops. Application of
conservation and useof resources.


Limiting factors: oxygen, food, space,
shelter and water.


Overstocking, overgrazing,
deterioration of veld.


Culling, destocking, paddocking.


Effects of soil cover in field and
controlled experiments.


Pollution to include acid rain and global
warming.







Need for soil management.



Marginal land as Regions 4 and 5.
Ability of indigenous animals to utilisea
wide variety of food. Resistance to
drought.










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2.0 SCIENCE IN INDUSTRY

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
2.1 NATURE AND BEHAVIOUR OF MATTER
2.1.1 States of matter - describethethreestates of matter in
terms of thekinetic theory;

- explain changes in thestates of matter;

Solids, liquids and gases


Changeof state, shapeand volume,
boiling, condensation, evaporation,
freezing, melting and sublimation.
Comparison of the arrangement of
particles and theenergy of particles.

Experiments on heating and cooling of
water, iodine, wax and naphthalene.
(Caution: iodineand naphthalenevapours
are toxic.) Change of state explained in
terms of particlenatureof matter.
2.1.2 Structureof atoms - describethestructureof an atom;

- statetherelativecharges of sub-atomic
particles;
Electrons, protons and neutrons. Electronic configuration not required.
2.1.3 Elements, mixtures
and compounds
- explain themeaning of theterms atom,
element, molecule, mixture, compound
and chemical reaction;

- summarisereactions using word
equations;
Differences between mixtures and
compounds.


Chemical reactions.
Experiments with magnesium and
oxygen, iron and sulphur.
2.1.4 Metals and non-
metals
- comparethephysical properties of
metals and non-metals;
Conduction of heat and electricity,
malleability and ductility, tensile
strength;
Experiments using various materials.
2.1.5 Reactivity of metals - list metals in order of reactivity;

- predict reactions of a metal fromits
position in theseries;
Theactivity series for metals:
magnesium, aluminium, zinc, iron, lead
and copper.


Reactions with air, water and dilute acids
for magnesium, zinc, iron and copper
only. Word equations only.
2.1.6 Oxidation and
reduction
- defineoxidation and reduction in terms
of oxygen or hydrogen gain or loss;
Redox reactions. Oxidation restricted to the addition of
oxygen and removal of hydrogen and
reduction to the removal of oxygen and
addition of hydrogen.
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TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
2.17 Acids, bases and salts - identify acids and bases;


- describethereactions of acids with
metals and bases;

- defineneutralisation;
-
Effect on litmus and Universal Indicator;
corrosivenature.

Formation of salts, production of
hydrogen.

Preparation of acids and bases by
dissolving oxides.

Preparation of salts.


Neutralisation as a reaction between an
acid and basewith the formation of a salt
and water. Ionic equations not required.
2.1.8 Speed of reaction - describetheeffect of factors affecting
speeds of reactions;


- statethemeaning of reversible
reaction;
Temperature, concentration, surfacearea
and presenceof catalysts.


Forward and backward reactions.
Experimental investigations to be carried
out such as reactions of magnesiumwith
dilute acids and effects of copper as a
catalyst on production of hydrogen.
2.2 METALS
2.2.1 Iron and copper - statetheoccurrenceof ion and of
copper;

- describetheextraction and purification
of iron and of copper;








- statetheconstituents of alloys of iron
and of copper;

- relatetheuses of metals and alloys to
their properties;
Common occurrencein Zimbabwe.


Iron: Extraction by blast
furnace. Purification by
oxygen lanceprocess.

Copper: Extraction by
concentration, roasting
and reduction
processes. Purification
by electrolysis.

Cast, iron, mild steel, stainless steel;
bronzeand brass.

Properties and uses of metals alloys.



Main reactions and conditions. Purpose
of raw materials in blast furnace. Activity
to produce a metal fromapowdered oxide
by heating with charcoal; use of a
blowpipe.





Percentage composition of alloys is not
required.

Identification of common examples.
21
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES

2.2.2 Coating processes - explain theneed for coating materials;

- describethemethods used for coating
materials;

- identify appropriateapplications of
coating processes;
Prevention of corrosion, decoration.

Painting, galvanising and copper, nickel
and chromeplating.

Choiceof coating material.
Experiments on rusting and its
prevention; electroplating of iron nail
with copper.


Practical examination of coatings on
various objects.
2.3 INDUSTRIAL PROCESSES
2.3.1 Sulphuric acid - outlinethemanufactureof sulphuric
acid;

- statetheoptimumconditions for the
manufactureo sulphuric acid;

- statetheindustrial uses of sulphuric
acid;
Contact process; sources of raw
materials.

Temperatureand catalyst.


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

2.3.2 Industrial gases - outlinethemanufactureof oxygen,
hydrogen and nitrogen;

- outlinethemanufactureof ammonia;






- statetheoptimumconditions for the
Harber process;

- statetheindustrial uses of gases;
Electrolyses of water, liquefaction and
fractional distillation of air.

Harber process and sources of raw
materials.





Temperature, pressureand catalyst.


Oxygen: steel-making, welding.
Hydrogen: manufactureof ammonia and
hydrogenation of oil.

Experiments on electrolysis of water.


Reference should be made to the
interdependence of Zimbabwe Iron And
Steel Company (ZISCO), Zimbabwe
Electricity Supply Authority (ZESA) and
Sable Chemical Company (ammonia
production).

22
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES

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

2.3.3 Nitric acid - outlinethemanufactureof nitric acid;

- outlinethemanufactureof ammonium
nitratefertilizer;
-
- statetheindustrial uses of nitric acid;`
Catalytic oxidation of ammonia.

Neutralisation of nitric acid with
ammonia.

Manufactureof ammonia, fertilisers,
explosives and dyes.



Refer to 2.1.7. acids, bases and salts.
3.1 FUELS
3.1.1 Types of fuels - definefuel;


- statetheoccurrenceand uses of coal;



- describedestructivedistillation and
statetheuses of its products


- explain theproduction of biogas;


- identify factors affecting the
production of biogas;


- identify factors that affect
fermentation;

- identify products of fermentation;

Solid, liquid and gaseous fuels.


Location and typeof coal found in
Zimbabwe. Uses in power generation,
industry, agriculture, and coking.

Coke, coal gas, benzol and ammonia.



Recovery of energy frombiological
wasteby fermentation.

Roleof bacteria, temperatureand pH.



Fermentation of sugar and maize. Role
of yeast. Temperatureand pH.

Ethanol and carbon dioxide.

Fuel as a material that can be burned to
giveout heat or providechemical energy.

Only bituminous coal is found in
Zimbabwe.


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

No knowledge of the chemical reactions
required.





Investigations to determine ideal
conditions for ethanol production.
23
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES

- describetheconcentration of ethanol;

- stateuses of ethanol and of carbon
dioxide;
-

Fractional distillation.

Ethanol: fuel, beverages and medical
purposes, solvent.
Carbon dioxide: beverages, fire
extinguishers and dry
ice.
3.1.2 Fuel efficiency - comparetheefficiency and
inflammability of different fuels;



- explain completeand incomplete
combustion;
Solid fuels: wood, coal, charcoal and
coke.
Liquid fuels: diesel, paraffin, petrol and
ethanol.

Reactants, products, energy production
and word equations.
Experimental comparisons of efficiency.
Refer to coal 3.1.1
Blend as amixtureof petrol and ethanol.


Practical exercise using a camping
burner/Bunsen burner with air hole(s)
open and closed. Dangers of incomplete
combustion through carbon monoxide
poisoning and pollution should be
mentioned.
3.1.3 Fuel engines - describetheoperations of a four stroke
engine;

- explain theroleof thecarburettor;

- statetheadvantageof multiple
cylinders in an engine;

- comparetheoperations of a diesel and
a petrol engine.
Compression, power, exhaust and inlet
strokes.

Fuel and air supply.

Even firing and power distribution.


Ignition methods, relativeefficiency and
carbon monoxideproduction.
Importanceof a clean fuel supply, effects
of limitation of air supply (chokecontrol,
blocked filters) and fuel supply (worn
jets).

Useof a model.


Efficiency as measured by fuel economy
(kilometres per litre).
3.1.4 Social and economic
considerations of using
fuels.
- Identify renewableand non-renewable
resources;

- describethesocial and economic
implications of using fuels;

Renewableand non-renewablefuels.


Deforestation, effects of theby-products,
pollution. Safehandling of fuels.

24
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
- explain theneed for fuel conservation.

3.2 ELECTRICAL ENERGY
3.2.1 Electrostatics - demonstrateunderstanding that there
arepositiveand negativecharges;

- explain electrostatic charging;



- statetheaction between likeand unlike
charges;

- explain theproduction of lightning;


- describethedangers of lightning;


- explain theprincipleof a lightning
conductor;

- describesafety precautions onemust
takeagainst lightning;
Concept of charge, theelectron.


Positiveand negativecharges.



Attraction and repulsion.


Movement of charges between cloud and
ground.

High voltage: electrocution and heating
effect.

Height, conduction and earthing.


Precautionary measures.




Negative as an excess of electrons,
positive as a deficiency. Refer to atom
2.1.2.

Experiments on repulsions and attraction.

Capacitance and discharge at a point not
required.

3.2.2 Current electricity - explain thetermvoltage;

- measurevoltage;

- explain flow of current in acircuit;

- measurecurrent;

- draw and interpret circuit diagrams;


Potential difference and thevolt (V).

Voltmeter.

Flow of charge.

Ammeter and theampere(A).

Circuit symbols; cells, switches,
resistors, bulbs, ammeters, voltmeters
and fuses.






No definition of an ampereis required.

Recognition of a bulb as an exampleof a
resistor.

25
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES

- calculatevoltage, current, power and
resistancefor circuits;

Ohms law: V =IR. P =VI =I
2
R.
Series and parallel resistors.
Experiments to measure voltage and
current to determine an unknown
resistance and find its power.
Calculations of resistors in parallel will be
limited to two resistors only.
3.2.3 Cells - describetheconstruction of a simple
cell;



- explain how simplecells work;



- relatevoltageproduced in a simplecell
to theactivity series;

- describeand explain thedry cell;


- describethefunction of aphotovoltaic
cell;

- describearrangement of cells to give
(i) high voltage(ii) high current;

- describetheconstruction of a lead-acid
accumulator;

- explain thefunction, useand careof
thelead-acid cells;
Primary cells, electrochemical series,
electron transfer, conversion of chemical
energy to electrical energy.


Polarisation and its correction.



Theactivity series.


Zinc carbon cells, depolarisation.


Energy change.


Series and parallel circuits.





Practical details of chargeand discharge,
careand maintenance. Theamperehour
as a unit of charge.
Simple cells investigated to develop the
reactivity series of the metals mentioned
in 2.1.5. A variety of solutions should be
experimented with.

Use of a simple cell and potassium
manganate (VII) (permanganate) solution
to depolarise.




Dissection and identification of cell parts.


J oining cells in a variety of ways to
produce a battery giving either high
voltage or high current. Importance of
correct orientation of cells. Effect on dry
cell life.




Explanation limited to lead and lead (IV)
oxide plates converted to lead (II)
sulphateon discharge.

26

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
3.2.4 Alternating and direct
current
- statethedifferencebetween a.c. and
d.c. electricity;

- statethereasons for transmission of
electricity as a.c.
Alternating and direct flow.


Easeof transmission and lower energy
losses.
No knowledge of voltage output versus
timegraphs is required.

No formular or principles of operation of
transformer arerequired.
3.2.5 Motors and generators - describehow movement is produced in
a motor;


- describetheprinciples of electricity
generation in a generator;
Interaction of magnetic fields, producing
turning effect. Electrical energy to
mechanical energy.

Rotating magnet or coil
Flemings rules arenot required.



Motor and generator treated as reversible
machines.
3.2.6 Electrical safety - describeelectrical hazards and safety
precautions;

- describethewiring of a3-pin plug

- explain theuseof a 2-pin plug;

- describethepurposeof a fuseand fuse
ratings;

Damaged insulation, overheating of
cables, damp conditions.

Neutral, liveand earth wires.

Doubleinsulation of appliance.

Protection of applianceand life. Fuse
ratings.
No experimentation involving hazards to
bedone.





Demonstrate theprincipleof a fuse using
steel wool in d.c. circuits.
3.3 SOLAR ENERGY
3.3.1 Conduction, convection
and radiation
- describeand explain theheating effect
of radiant energy;


- explain conduction and convection in
terms of thekinetic theory;

- describethefunction and design of a
solar water heater;
Solar radiation, reflection and absorption
of radiant energy, solar cooker.


Good and bad conductors, convection.


Thesolar water heater.
Simple experiments with parabolic
reflectors and on radiation using dull and
bright surfaces.

Experiments on conduction in metal rods
and convection using smokeapparatus.
27
4.0 Science in Structures and Mechanical Systems

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
4.1 STRUCTURES
4.1.1 Beams - define beam

- describe a beamby its cross sectional
area;


- compare the strength of beams;



- explain the effects of push and pull
forces;



- explain how stress is distributed in a
loaded beam;
Beams

T. L, and I shaped beams, solid and
hollow box ( and ) and cylindrical
beams.

Qualitative relation between strength,
cross-sectional shapeand depth.


Compression, tension and shear.



Compression, tension and natural zones.
Internal stress, areas of strength and
weakness.
A supported bar which bears a load.





Practical work on beams using similar
quantities (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 bedistributed
throughout atruss;

- 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 connecting
members.

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

Problems associated with scale. Lighter
structures have less mass to sustain their
own weight.

Experiments to illustrate strength/mass ratio
of a beamand truss.

Experiments to determine which members
are under tension and which are under
compression.



Construction of models.
28

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
4.1.3 J oining materials - describe methods of joining
materials;








- compare the strength of joints;
Pinning:
Wood screws, nails and bolts;
Metal bolts and rivets;

Surface contact:
Wood gluing with or without dowels and
tongue;
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 be
made and tested for strength.
4.1.4 Largestructures - identify materials used in large
structures;

- compare properties of construction
materials;

- explain the design and materials
used in different types of bridges;

- explain the use of arches in
construction of largestructures;

- explain composition and shape of
damwalls.
Wood, metal, concreteand stone.


Compressive and tensile strength, mass and
durability.

Pier and beambridge, arch bridge, and
suspension bridge.




Earth and concrete; straight and arch dams.



Durability in relation to decay, corrosion and
rusting.


Construction and loading of models. No
knowledge of material cost is required but an
appreciation of both durability and cost as
factors in determining choice.
29

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
4.2 MECHANICAL SYSTEMS
4.2.1 Machines - describe the use and application of
machines;

- calculatemechanical advantage and
velocity ratio and efficiency of
levers and pulley system;


- explain energy losses in machines;

- describe methods of improving
efficiency.
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 the
load 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 measureefficiency.
4.2.2 Pressureinfluids - definepressure;

- describethemeasurement of fluid
pressure;


- calculatepressureinwater;
Pressure=force/area.

Manometer.


Pressure=density x accelerationdueto gravity x
height.


Construction of a water manometer used to compare
pressureat different depth.

Density of water equals 1000 kg/m
3
.

4.2.3 Pumps - describethestructure, functionand
operationof simplepumps;

Lift and forcepumps. Lift pumps illustrated by the Blair shallow well pump
and force pumps by the bicycle pump. Models of
pumps.
4.2.4 Fluid systems - explainthefunctionand operationof
simplefluid systems;
Siphons; hydraulic systems; motor car braking
systemand hydraulic jack.
No calculations required.
30

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
5.0 SCIENCE IN COMMUNITY

5.1 HEALTH

5.1.1 Health and well-being - explainthemeaning of health; Individual and community health. Health as a stateof completephysical, mental and social
well being, not merely the absence of disease (World
Health Organisation definition). Reference to choices
and habits of theindividual and community.
5.1.2 Nutrition - list thecomponents of a balanced diet;


- describetheir functions inthebody;


- analysea food for presenceof simple
sugar, starch, proteinand fat;




- compareenergy content of foods;


- explaintheneed for abalanced diet;

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

- describetheadvantages and breast
feeding;

- explainthetermmalnutrition;


- describedeficiency symptoms of iodine
and VitaminA;






Carbohydrates, proteins, fats, minerals, vitamins,
fibreand water.

Energy source, body building and repair, energy
storeand metabolic functions.

Food tests.





Carbohydrates and fats.


Balanceof quantity and quality.

Manual and sedentary worker, infants and nursing
mothers.

Balanced nutrients, antibodies and hygiene.


Undernourishment, obesity, stunting of growth and
kwashiorkor.

Iodine: stunting of mental and physical growth in
children; goitreinadults.
VitaminA: poor development of epithelial tissue
resulting inupper respiratory tract infections; poor
night vision, poor sight and blindness.



Refer to nutrition in animals. 1.2 discussion of pupils
owndiets and menus.




Benedicts solution reducing sugar (or clinistix
glucose).
Iodine starch
Biuret (or albustix) protein
Ethanol emulsionor translucent paper fats.

Experiments onburning a variety of foods.
Interpretationof nutritiontables and charts.

Energy content.

Discussionof qualitativenutritional needs only.


Refer to immunity. 5.1.8.


Discussionof symptoms of kwashiorkor.


Cure of diseases as the intake of foods rich in missing
nutrients. VitaminA supplement and iodised salt.






31
TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
- statethecauses of dental decay;

- describethecareof teeth;




Plaqueand bacteria.

Regular and correct cleaning, correct diet, visits to
dental worker.
Actionof bacteriaonsugar leading to decay.

Testing toothpastefor abrasivequalities and pH. Useof
salt and bicarbonate of soda (sodium
hydrogencarbonate) for cleaning teeth as an alternative
for toothpaste.
5.1.3 Substanceuseand abuse - describetheeffects smoking onhealth;




- describetheeffects of excessive
consumptionof alcohol;


- describeeffects of useof mandrax and
cannabis;

- describetheeffects of breathing solvents;
-
Lungs: emphysema, bronchitis and lung cancer.
Heart diseases.



Reduced self-control, depressant, effect onreaction
times, damageto liver (cirrhosis) and social
implications.

Alternationof personality, addictivequalities.


Hallucination, reduced self-control, damageto
muscles and heart.

Theassociationbetweensmoking during pregnancy and
reduced birth weight must be mentioned. Personal
choices as anaspect of control to bediscussed. Dangers
of passivesmoking.

Abuseof alcohol incough medicines to bediscussed.
5.1.4 Food preservation - investigatetheoptimumconditions for
thegrowth of micro-organisms;

- describemethod of food preservation;


- explainhow each method limits growth
of micro-organisms;

Temperature, moisture, air.


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

Experiments on growth of bacteria in sour milk and
growth of mould onbread only.

Suitability of each method to foods.


Investigationof methods used inlocal communities and
discussionof their advantages and disadvantages.

32

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
5.1.5 Diseases - describeways inwhich pathogens are
transmitted;

- describesymptoms and treatment of
cholera;

- describetheroleof hygieneindisease
prevention;

- describethelifecycleof theanopheles
mosquito;

- statethepathogencausing malaria and
describeits lifecycle;


- describemethods of controlling malaria;

Droplet, contact, contaminationof food and water,
vectors.

Diarrhoeaand fever. Oral rehydrationand
antibiotics.

Personal, domestic and community hygiene.


Egg, larva, pupa, adult.


Plasmodium. Transmission.



Mosquito control, correct useof chloroquineand
prophylactic drugs.


Examples of diseases. Cholera as an example of a
diseasetransmitted by contaminated water and food.

Medical adviceshould besought.





Observation of somestages of thelifecycleof mosquito
under a microscopeor bioviewer or useof biosets.

Multiplication of pathogens in mosquito and humans.
The terms sporozoite, merozoite and gametocyte and
details of species of Plasmodium arenot required.

Malaria control should berelated to thelifecycleof the
vector and pathogen. Mapping of malariainfested areas.
Identificationof likely mosquito breeding places; ponds
and stagnant water. Contemporary effectivedrugs to be
advised by medical people.

5.1.6 Defencesystems - describethebodys defencemechanisms;



- describeevents leading to active
immunity;

- explaintheacquisitionof immunity in
infants;

- describetheeffect of thehumanimmune-
deficiency virus (HIV) onthebody;
Skin, tears, saliva, mucus, blood-clotting, stomach
acid; whiteblood cells, engulfing action, antibody
production.

Infectionleading to antibody production.


Antibody transfer via placenta and breast milk.
Immunisationschedule.

Inability to resist infection.











Reference to small size of a virus. Destruction of
immunesystem.

33

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
5.2 REPRODUCTION
5.2.1 Reproductioninhumans - statethefunctions of themaleand female
reproductivesystems;


- explainthetermgamete;

- describethestructureof maleand female
gametes;

- describetheprocess of fertilisation;

- describethemenstrual cycle;


- explaincauses of infertility;


- describethegrowth of a foetus;

- describethefunctions of theplacenta,
umbilical cord and amnion;

- describemethods of contraception;

Testes, spermduct, penis, scrotum, urethra, prostate
gland, seminal vesicle, ovary, oviduct, uterus,
cervix and vagina.

Sperms and ovum.




Pathway of spermto ovum. Zygoteformation.

Cyclic changes inuterus lining and ovulation.


Causes of infertility.


Implantationand growth.

Exchangeof materials and protectionof foetus.


Abstinencee. Artificial hormones, barrier, methods
(cap and condom), IUDs, spermicides, natural
methods, sterilisation.

No details of theinternal structureof ovaries or testes.


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




Fusionof nuclei of sperms and ovumto formazygote.

Most fertile phase. No mention of hormonal levels
required.

Low sperm count, poor quality of sperm. Physical
conditions. Damageby STDs. Cancer.

Limited to early organdevelopment and later growth.




Discussion of the effectiveness and problems of each
method.
5.2.2 Sexually transmitted
disease.
- describesymptoms and effects of
sexually transmitted diseases;


- discuss thespreads of sexually
transmitted diseases and thehuman
immunodeficiency virus (HIV) and the
methods by which they may be
controlled;

Chancroid, gonorrhoea, syphilis and human
immunodeficiency virus.


Abstinence, mutually faithful long-term
relationships, condoms, early treatment with
antibiotics for STDs. Contact tracing.




Reference to be made to incurability of AIDS. Long
termeffects of sexually transmitted diseases on health
and fertility to bediscussed. Refer to 5.2.1.


34

TOPIC LEARNING OBJECTIVES
Pupils should be able to:
CONTENT NOTES AND ACTIVITIES
5.2.3 Populationdynamics - describefactors affecting population
change;


- usedatato makepredictions on
populationgrowth and patterns of
development;




- describetheeffect of populationgrowth
onnatural resources;
Birth, death, mortality, growth rates and migration.



Doubling time, dependency ratios. Population
growth curves. Age/sex pyramids.





Environmental degradation, social, educational and
health facilities, poverty.

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

Doubling time: thetimeit takes a populationto double
=
70
/
%growth
. Dependency ratio: ratio of dependents to
productive adults. Dependants include children under
15 years and peopleaged 65 and over. A graphic study
of theincreasein sizeof a community with 2 different
family sizes.

5.3 ENVIRONMENTAL HEALTH
5.3.1 Wastedisposal - explaintheimportanceof proper disposal
of refuse;


- explaintheneed to minimiseindustrial
pollution;

- describemethods of sewagedisposal;


- relatethemethod of disposal to thesize
of thecommunity;

- describetheprocesses of sewage
treatment;

Biodegradableand non-biodegradablewastes:
recycling, burning and burying.


Industrial effluent, smokeand dust.


Pit latrine, Blair ventilated pit toilet, water closet
and water bornesewageinurbanareas.

Increaseincomplexity, speedof disposal and cost.


Decompositioninpits, septic tanks and biological
filters.

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

Dust and fume-related diseases: bronchitis and
asbestosis.




Investigationof wastedisposal ina community.


Emphasis on decomposition chamber and liquid soak-
away.
5.3.2 Water - explaintheimportanceof cleansafe
water;

- describemethods of purifying water;

- explaintheneed for protecting water
supplies;

Absenceof pathogens and pollutants.


Filtrationand chemical treatment.

Preventionof contamination.
Observationof water micro-organisms using microscope
or bioviewer.

Milk souring test for water purity.

Correct siting of wells and latrines. Refer to cholera
5.1.5.


35
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 from
given 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 produce
and 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 usually
follows 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 using
V
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 analysing
the 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 produce
an 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.
36
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 are
expected 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 detail
expected is determined by the marks allocated.




/SK
C:\MYDOCUMENTS-LEVEL INTEGRATED SCIENCE SYLLABUS