Biology Syllabus
Biology Syllabus
Biology Syllabus
BIOLOGY SYLLABUS
FORMS 5 - 6
2015 - 2022
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge contributions made by the
following towards the development and production of this syllabus:
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Biology Syllabus Forms 5 - 6
CONTENTS
ACKNOWLEDGEMENTS.................................................................................................................. i
CONTENTS........................................................................................................................................ ii
1.0 PREAMBLE................................................................................................................................. 1
3.0 AIMS............................................................................................................................................. 1
4.0 OBJECTIVES............................................................................................................................... 2
6.0 TOPICS........................................................................................................................................ 2
FORM 5.............................................................................................................................................. 5
FORM 6.............................................................................................................................................. 19
9.0 ASSESSMENT............................................................................................................................. 29
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The learners should be able to: For adequate coverage of the syllabus, a time allocation
of 12 periods per week is required to adequately cover
4. 1 apply biological knowledge to solve day-to-day the syllabus. Each period should be at least 35 minutes
challenges long. Four double periods and one block of four periods
4. 2 use scientific research methods and tech- per week are recommended. Learners should be
niques for self-reliance engaged in at least two Educational Tours (educational
4. 3 demonstrate an understanding of biological visits by students to local and away sites) per year.
knowledge and concepts in novel situations Participation in at least two Biology seminars and one
4. 4 measure with accuracy and precision Science exhibition per year is recommended.
4. 5 manipulate numerical and other forms of data
4. 6 design practical experiments and projects to
solve problems 6.0 TOPICS
4. 7 suggest ways of sustainable use of natural
resources for socio economic development The syllabus consists of thirteen compulsory topics listed
4. 8 explain the importance of conserving biodiver- below:
sity and the environment
4. 9 use appropriate ICT tools to solve scientific 6.1 Cell Structure and Function
problems 6.2 Biological Molecules and Water
4. 10 demonstrate an understanding of global distri- 6.3 Cell and Nuclear Division
bution of diseases 6.4 Genetic Control
6.5 Gene Technology
5.0 METHODOLOGY AND TIME 6.6 Inherited Change and Evolution
6.7 Energetics
ALLOCATION 6.8 Transport Systems
6.9 Nervous Control
Methodology 6.10 Sexual Reproduction
6.11 Ecology
6.12 Biodiversity
The syllabus is based upon interactive, multi-sensory,
6.13 Human Health and Disease
learner centered and practical approaches. Principles of
independence, teamwork, completeness and stimulation
must be applied to enhance the learning – teaching
process. The learners should be allowed to apply their
experiences, knowledge, skills and attitudes in the
learning of the subject. The following are the suggested
methods:
5.1 Experimentation
5.2 Discovery
5.3 Demonstrations
5.4 Problem solving
5.5 Discussions
5.6 e-learning
5.7 Group work
5.8 Educational tours
5.9 Project based learning
5.10 Research
5.11 Observations
5.12 Simulations
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FORM 5
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8.1.4 Eukaryotic compare eukaryotic Structure of eukaryotic and Observing and drawing Prepared slides
and Prokaryotic and prokaryotic cells prokaryotic cells eukaryotic and prokaryotic Microscope
Cells cells. Print media
Discussing the similarities and ICT tools
differences between the cells. Braille software/Jaws
8.1.5 Movement of describe and explain Fluid mosaic model including Drawing the cell surface Print media
substances into the cell surface the roles of phospholipids, membrane. Photomicrographs
and out of cells membrane structure cholesterol, glycolipids, Identifying the components. ICT tools
proteins and glycoproteins Discussing the functions of Braille software/Jaws
relate the structure of Diffusion parts of the cell surface
the membrane to Facilitated diffusion membrane.
movement of Designing and carrying
substances into and
out of cells
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describe the formation Glycosidic bond Illustrating formation and ICT tools
and breakage of Starch breakage of glycosidic Braille software/Jaws
glycosidic bond Glycogen bonds. models
cellulose
describe the synthesis Discussing the synthesis
and molecular structure of and molecular structure of
polysaccharides starch, glycogen and
cellulose.
relate structures of Observing molecular
polysaccharides to their structures of
functions in living polysaccharides.
organisms Discussing the link
between the structure and
the function of each
polysaccharide.
8.2.2 Lipids identify lipids in different emulsion test Carrying out the Lipids
substances emulsion test. Alcohol
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describe the structure of Amino acid structure Observing the molecular ICT tools
an amino acid Peptide Bond structure of amino acid. Braille software/Jaws
outline the formation and Dipeptides Demonstrating peptide Print media
breakage of a peptide Polypeptides bond formation and Models (buttons/beads
bond breakage. threads)
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8.3 TOPIC 3 CELL AND NUCLEAR DIVISION
8.3.2 Mitosis describe the behaviour of Prophase Observing behavior of Onion root tips
chromosomes, nuclear Metaphase chromosomes in a root tip Microscope
envelope, cell membrane, Anaphase squash Stains
centrioles and spindles during Telophase Drawing of diagrams Prepared slides
mitosis showing phases of mitosis. ICT tools
Braille software/Jaws
distinguish between Cytokinesis Discussing cytokinesis in Print media
cytokinesis in plants and plant and animal cells. Cancer video clips
animals Discussing the importance
of mitosis.
explain the importance of Growth
mitosis Repair
Asexual reproduction
Production of
genetically identical
cells
Carcinogens Discussing factors
identify factors that increase Mutations associated with cancerous
chances of cancerous growth growth.
Radiation
Uncontrolled cell
outline the stages involved in Watching and
division
the development of cancer analyzing cancer video
clips.
8.3.3 Meiosis explain the meanings of the Haploid Illustrating haploid cells, ICT tools
terms haploid, diploid and Diploid diploid cells and Braille software/Jaws
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8.4 TOPIC 4 GENETIC CONTROL
8.4 TOPIC 4 GENETIC CONTROL
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8.5.2 Monohybrid and use genetic diagrams to Co-dominance Performing genetic Print media
Dihybrid crosses solve problems involving Sex linkage crosses. Seeds
monohybrid and dihybrid Multiple alleles Demonstrating genetic Pebbles
crosses Test crosses crosses using beads, Beads
seeds or pebbles. Scientific calculator
Statistical tables
use chi – squared test to Chi – squared test Applying the chi-
test whether there is a squared test to results
significant difference or obtained from the
not between observed demonstrations.
and expected results
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8.6.3 Respiration Draw detailed structure Mitochondrion Drawing and annotating ICT tools
of mitochondrion mitochondrion. Print media
Braille software/Jaws
outline the process of Glycolysis Outlining the process of
glycolysis glycolysis.
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FORM 6
8.9 6
FORMTOPIC 1 GENE TECHNOLOGY
8.9 TOPIC 1 GENE TECHNOLOGY
8.9.2 Genetic Screening describe how genetic Genetic screening Discussing how genetic ICT
and Fingerprinting screening is carried out screening is carried out. Braille software/Jaws
Ink pads
discuss the roles of Roles of genetic Discussing the roles of Bond paper
genetic screening for screening genetic screening. Hand lense
genetic conditions and
need for genetic
counselling
Genetic fingerprinting
explain the theoretical Observing simulations of
basis of genetic electrophoresis process.
fingerprinting
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describe the cardiac cycle Cardiac cycle Observing cardiac cycle Heart models
Pacemaker simulations.
explain how heart action Observing heart initiation
is initiated and controlled simulations.
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8.12.2 Action potential describe the generation Action potential Illustrating the generation ICT tools
of an action potential Resting potential of an action potential. Braille software/Jaws
Watching simulations on Print media
transmission of an action
explain the transmission Myelinated neurone potential.
of an action potential (importance of sodium
along a myelinated and potassium ions in
neurone the impulse
transmission to be
emphasized).
explain the importance Myelin sheath Demonstrating saltatory
of myelin sheath and Saltatory conduction conduction in myelinated
the refractory period in Refractory period neurones
determining speed of
impulse transmission
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- nitrifying bacteria
(Nitrosomonas and
Nitrobacter)
- denitrifying bacteria
(Pseudomonas and
Clostridium)
8.14.3 Anthropogenic describe the effects of Human settlement Discussing the human Ecosystems
Impact on Ecosystems human activities on Deforestation activities that affect the ICT tools
ecosystems Industrial activities ecosystems. Braille software/Jaws
Agricultural activities Carrying out case
Mining studies.
Global warming
Invasive plant species
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8.15 TOPIC 7 BIODIVERSITY
8.15 TOPIC 7 BIODIVERSITY
8.15.2 Importance of describe the socio- socio-economic importance of Discussing the socio- ICT tools
Biodiversity economic importance I. Kingdom Prokaryotae economic importance of Brail software/Jaws
of the five Kingdoms - fermentation the five kingdoms.
- bio-technology
- food spoilage
- decomposition
- Plasmodium sp -
o malaria
- Schistosoma sp –
schistosomiasis
- Trypanosoma sp -
- Trypanosomiasis
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- Fermentation
- Penicillin production
- Decomposition
- Food spoilage
- Food
- Producers
- Carbon sink
- Timber
- Medicinal use
- Tourism
V. Kingdom Animalia
- Tourism
- Food
- Hunting
- Leather
- Fishing
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9.0 ASSESSMENT
9.1 Scheme of Assessment
Forms 5 and 6 Biology assessment will be based on 30% continuous assessment and 70% summative assessment.
The syllabus’ scheme of assessment is grounded in the principle of equalisation of opportunities hence does not
condone direct or indirect discrimination of learners.
Arrangements, accommodations and modifications must be visible in both continuous and summative assessments to
enable candidates with special needs to access assessments and receive accurate performance measurement of their
abilities. Access arrangements must neither give these candidates an undue advantage over others nor compromise
the standards being assessed.
Candidates who are unable to access the assessments of any component or part of component due to disability
(transitory or permanent) may be eligible to receive an award based on the assessment they would have taken.
NB For further details on arrangements, accommodations and modifications refer to the ZIMSEC Assessment Proce-
dure Booklet.
a) Continuous Assessment
Continuous assessment for Forms 5 and 6 will consist of practical tests, written theory tests and a project.
Practical tests
These are practical tests that teachers give to learners individually once a term. The tests should cover manipulation
of apparatus, following procedures, result collection, presentation, analysis and evaluation. A practical test consists of
100% skill C.
i) Written Tests
These are tests set by the teacher to assess the concepts covered during a term. The tests consist of multiple choice,
structured and free response questions. Each test consists of 50% skill A and 50% skill B.
Learners should have a project that will be assessed at the end of the course. The project can be set at school/district/
provincial level but innovative learners should be allowed to come up with their own projects. The project consists of
70% skill C and 30 % skills A and B.
In Terms 1 to 5, candidates are expected to have done at least the following recorded tasks:
• 5 practical tests
• 5 written theory tests
• 1 project
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1 1 1
2 1 1
3 1 1
4 1 1
5 1 1 1
6 National Examination
Weighting 10% 10% 10% 30%
SUMMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
Assessment Objectives
These describe the knowledge, skills and abilities which candidates are expected to
Assessment Objectives
demonstrate at the end of the course. They reflect those aspects of the aims which will
be assessed.
TheseSkill A: Knowledge
describe the knowledge, with skills
understanding
and abilities which candidates are expected to
Candidates should be able to demonstrate knowledge and understanding in relation to:
demonstrate at thephenomena,
1. biological end of the course. They definitions,
facts, laws, reflect those aspects of
concepts, the aims which will
theories;
be assessed.
2. biological vocabulary, terminology, conventions (including symbols, quantities and
units);
Skill A:3.Knowledge
scientific instruments and apparatus used in biology, including techniques of
with understanding
operation and aspects of safety;
Candidates should be able to demonstrate knowledge and understanding in relation to:
4. scientific quantities and their determination;
5. biological and technological applications with their social. economic and
1. biological phenomena,
environmental facts, laws, definitions, concepts, theories;
implications.
The syllabus
2. biological content
vocabulary, defines theconventions
terminology, factual materials that symbols,
(including candidates need to recall
quantities and
and units);
explain. Questions testing the objectives above will often
3. scientific instruments and apparatus used in biology, including techniques ofbegin with one of the words:
define, state, name, describe, explain, outline or suggest..
operation and aspects of safety;
4. scientific quantities
Skill B: Handling and their determination;
information and solving problems
5. biological and technological
Candidates should be able applications
to use oral,with their social.
written, symbolic,economic and
graphical and numerical material to:
1. locate, select,
environmental implications. organise and present information from a variety of sources;
2. translate
The syllabus information
content defines thefromfactual
one form to another;
materials that candidates need to recall and
3. manipulate numerical and other data;
explain.
4. Questions testing
use information to the objectives
identify above
patterns, willtrends
report often begin with inferences;
and draw one of the words:
define,5.state, name, describe, explain, outline or suggest..
present reasoned explanation for phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
Skill B:7.Handling
apply knowledge,
information including principles,
and solving problemsto novel situations;
Candidates should be able to use oral, written, symbolic, graphical and numerical material to:
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1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanation for phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. apply knowledge, including principles, to novel situations;
8. solve problems.
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1. follow a sequence of instruction;
2. use techniques, apparatus and materials;
3. make and record observations, measurements and estimates;
Biology Syllabus
4. interpret Formsobservations
and evaluate 5-6 and experimental data;
5. devise and plan investigations, select techniques, apparatus and materials;
6. evaluate methods and techniques, and suggest possible improvements.
SCHEME OF ASSESSMENT
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100%
This paper consists of seven (7) short essay type questions. Candidates are to answer five (5) questions. Each
questions carries twenty (20) marks.
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SPECIFICATION GRID
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The syllabus hopes that the glossary (which is relevant only to Biology) will be helpful to candidates as a
guide, although it does not cover every command word that might be used in Biology exams. We have
deliberately kept the glossary brief, both in numbers of terms included and also in the descriptions of their
meanings. Candidates should be aware that the meaning of a term must depend, in part, on its context.
3. State: give a concise answer with little or no supporting argument (for example, a numerical answer that
can easily be obtained ‘by inspection’).
4. List: give a number of points, generally each of one word. Do not give more points than the number
specified.
5. (a) Explain: this may imply reasoning or some reference to theory, depending on the context. It is
another way of asking candidates to give reasons for. The candidate needs to make sure that the
examiner is told why something happens.
(b) Give a reason/Give reasons: this is another way of asking candidates to explain why something
happens.
6. (a) Describe: state in words the key points that can be found from the data or information given in a
graph, table or diagram. Where possible, the candidate should refer to numbers taken from the
material.
(b) Describe a process: give a step by step description of what happens during the process.
Describe and explain may be used together, as may state and explain.
7. Discuss: the candidate should give a critical account of the points involved in the topic.
8. Outline: the candidate should be brief, restricting the answer to giving essentials, without supporting
details.
9. Predict: the candidate should produce the required answer by making a logical connection between
other pieces of information. The question may provide this information, or the information may depend
on answers calculated in an earlier part of the question. The answer should be concise, with no
supporting statement required.
10. Deduce: the candidate should follow the guidance for predict, but a supporting statement is also
required: for example, reference to a law, a principle or the necessary reasoning should be included in
the answer.
11. (a) Suggest: this may imply that there is no single correct answer (for example, in biology, there are a
number of factors that might limit the rate of photosynthesis in a plant in a greenhouse).
(b) Suggest: this may also imply that the candidate must apply their general knowledge and
understanding of biology to a ‘novel’ situation, one that may not formally be ‘in the syllabus’. Many
data-response and problem-solving questions are of this type.
12. Find: a general term that can be interpreted as calculate, measure, determine, etc.
13. Calculate: a numerical answer is required. In general, working should be shown, especially where two or
more steps are involved. The candidate should give suitable units where possible.
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14. Measure: this implies that a suitable measuring instrument will give the quantity in question: for
example, length, using a rule, or mass, using a balance. The candidate should give suitable units where
possible.
15. Determine: this often implies that the quantity in question cannot be measured directly but must be
found by calculation, placing measured or known values of other quantities into a standard formula.
It may also be used when the candidate must carry out a procedure to find a numerical answer.
For example, the candidate might be asked to find the energy absorbed by a plant and calculate its
efficiency.
16. Estimate: the candidate should give a reasoned order of magnitude statement or calculation of the
quantity in question, making any necessary simplifying assumptions about points of principle and about
the values of quantities not otherwise included in the question.
17. Show: the candidate must make an algebraic deduction to prove a given equation. The candidate must
make sure to state clearly the terms being used.
18. (a) Sketch, when applied to graph work: this implies that the shape and/or position of the curve only
needs to be qualitatively correct. However, the candidate should be aware that, depending on the
context, some quantitative aspects may be looked for, such as passing through the origin or having
an intercept, asymptote or discontinuity at a particular value. On a sketch graph, the candidate must
show clearly what is being plotted on each axis.
(b) Sketch when applied to diagrams: this implies that simple, freehand drawing is allowed. However,
the candidate should take care over proportions and should show important details clearly.
19. Compare: the candidate must give both the similarities and differences between things or concepts.
20. Recognise: the candidate should identify facts, characteristics or concepts that are relevant and/or
appropriate to understanding a situation, event, process or phenomenon.
21. Classify: the candidate should group things based on common characteristics.
In all questions, the number of marks are shown on the examination paper and candidates should use
these as a guide to how much detail to give. When describing a process, the candidate should use the
number of marks to decide how many steps to include. When explaining why something happens, the
candidate should use the number of marks to decide how many reasons to give, or how much detail to
give for each reason.
22. Evaluate: to judge the value or condition of something in a careful and thoughtful way
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