IGCSE BIOLOGY SYLLABUS AIMS AND ASSESSMENT

AIMS
The aims of the syllabus are the same for all students. These are set out below and describe the
educational purposes of a course in Biology for the IGCSE examination. They are not listed in
order of priority.
The aims are to:
1. provide, through well designed studies of experimental and practical science, a worthwhile
educational experience for all students, whether or not they go on to study science beyond this
level and, in particular, to enable them to acquire sufficient understanding and knowledge to
1.1 become confident citizens in a technological world, to take or develop an informed interest
in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied
sciences or in science-dependent vocational courses.
2. develop abilities and skills that
2.1 are relevant to the study and practice of Biology;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to Biology such as
3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.
4. stimulate interest in, and care for, the environment.
0610 BIOLOGY IGCSE 2010
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5. promote an awareness that
5.1 scientific theories and methods have developed, and continue to do so, as a result of the
co-operative activities of groups and individuals;
5.2 the study and practice of science is subject to social, economic, technological, ethical and
cultural influences and limitations;
5.3 the applications of science may be both beneficial and detrimental to the individual, the
community and the environment;
5.4 science transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal.
IGCSE Biology places considerable emphasis on understanding and use of scientific ideas and
principles in a variety of situations, including those which are well-known to the learner and those
which are new to them. It is anticipated that programmes of study based on this syllabus will
feature a variety of learning experiences designed to enhance the development of skill and
comprehension. This approach will focus teachers and learners on development of transferable
life-long skills relevant to the increasingly technological environment in which people find
themselves. It will also prepare candidates for an assessment that will, within familiar and
unfamiliar contexts, test expertise, understanding and insight.
0610 BIOLOGY IGCSE 2010
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ASSESSMENT OBJECTIVES
The three assessment objectives in Biology are:
A Knowledge with understanding
B Handling information and solving problems
C Experimental skills and investigations
A description of each Assessment Objective follows.
A KNOWLEDGE WITH UNDERSTANDING
Students should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories;
2. scientific vocabulary, terminology, conventions (including symbols, quantities and units);
3. scientific instruments and apparatus, including techniques of operation and aspects of
safety;
4. scientific quantities and their determination;
5. scientific and technological applications with their social, economic and environmental
implications.
The subject content defines the factual material that candidates may need to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state,
describe, explain (using your knowledge and understanding) or outline. (See the glossary of
terms at the back of this syllabus.)
B HANDLING INFORMATION AND SOLVING PROBLEMS
Students should be able, using oral, written, symbolic, graphical and numerical forms of
presentation, to:
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 explanations of phenomena, patterns and relationships;
6. make predictions and propose hypotheses;
7. solve problems, including some of a quantitative nature.
These assessment objectives cannot be precisely specified in the subject content because
questions testing such skills may be based on information that is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are
within the syllabus and apply them in a logical, reasoned or deductive manner to a novel
situation. Questions testing these objectives will often begin with one of the following words:
discuss, predict, suggest, calculate, explain (give reasoned explanations and explain the
processes of using information and solving problems) or determine. (See the glossary of terms
at the back of this syllabus.)
C EXPERIMENTAL SKILLS AND INVESTIGATIONS
Students should be able to:
1. use techniques, apparatus, and materials (including the following of a sequence of
instructions, where appropriate);
2. make and record observations and measurements;
3. interpret and evaluate experimental observations and data;
4. plan and carry out investigations, evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
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SPECIFICATION GRID
The approximate weightings allocated to each of the assessment objectives in the assessment
model are summarised in the table below.
Assessment Objective Weighting
A Knowledge with understanding 50% (not more than 25% recall)
B Handling information and solving problems 30%
C Experimental skills and investigations 20%
Teachers should take note that there is an equal weighting of 50% for skills (including handling
information, solving problems, practical, experimental and investigative skills) and for knowledge
and understanding. Teachers’ schemes of work, and the sequence of learning activities should
reflect this balance, so that the aims of the syllabus may be met, and the candidates prepared for
the assessment.
WEIGHTING OF ASSESSMENT OBJECTIVES
The relationship between the assessment objectives and the scheme of assessment is set out in
the table below.
Paper 1
(marks)
Paper 2 or 3
(marks)
Paper 4, 5 or 6
(marks)
Whole
assessment
(%)
AO1: Knowledge with
understanding
25-30 48-52 0 47-54
AO2: Handling, applying
and evaluating
information
10-15 27-32 0 26-33
AO3: Experimental and
investigative skills
0 0 40 20

LAB REPORT TEMPLATE

Lab Report Template

Title:

* a brief, concise, yet descriptive title

Statement of the Problem:

* What question(s) are you trying to answer?
* Include any preliminary observations or background information about the subject

Hypothesis:

* Write a possible solution for the problem.
* Make sure this possible solution is a complete sentence.
* Make sure the statement is testable.

Materials:

* Make a list of ALL items used in the lab.

Procedure:

* Write a paragraph (complete sentences) which explains what you did in the lab.
* Your procedure should be written so that anyone else could repeat the experiment.

Results (Data):

* This section should include any data tables, observations, or additional notes you make during the lab.
* You may attach a separate sheet(s) if necessary.
* All tables, graphs and charts should be labeled appropriately

Conclusions:

* Accept or reject your hypothesis.
* EXPLAIN why you accepted or rejected your hypothesis using data from the lab.
* Include a summary of the data - averages, highest, lowest..etc to help the reader understand your results
* List one thing you learned and describe how it applies to a real-life situation.
*Discuss possible errors that could have occurred in the collection of the data (experimental errors)

Introduction to Science

A- Define carefully.

Cell


Organism


Metabolism


Homeostasis


Respiration


Stimulus


Response


Secretion


Excretion


Reproduction


Classify


Prokaryote


Eukaryote


Nucleus


Binomial nomenclature

Taxonomy


Domain


Species



B- Compare each pair of terms listed below.

Unicellular



Multicellular
Autotrophic



Heterotrophic
Ingest



Digest
Asexual reproduction Sexual reproduction



Internal stimuli External stimuli



Voluntary response


Involuntary response
Movement


Location
Warm blooded animal Cold blooded animal




C. Life Functions
1. Name the life activity described:

a. birth to death
b. obtaining food for growth, energy and cell repair
c. collection and elimination of waste
d. ability to react to situations
e. motion either within an organism or a change in position or location
f. taking in O2 and combining it with food to release energy
g. the need for the essential fluid that composes about 65-70% of the organism
h. change in size, shape, form
i. production of chemicals such as hormones, enzymes, etc.
j. to produce an organism of the same species

2a. Do both animals and plants need to ingest food?



2b. Do both animals and plants need to digest food? Explain



3. Write the word formulas for photosynthesis and respiration. How are these reactions related?



4. How do plants and animals take in 02?



5. Which life processes compose an organism’s metabolism?



6. Write 4 reasons why H20 is essential to all organisms.



7. Why must all organisms have sufficient living space?



8. How do warm-blooded and cold-blooded animals maintain homeostasis?



9.What is the main source of energy for all living things? Explain.




10. What makes a living thing different from a non-living thing?




D. Classification

1.Why do scientists classify organisms?




2.What did Aristotle contribute to the development of scientific classification?




3.What two contributions did Linnaeus make to taxonomy?




4.What two important factors are considered in today’s modern classification system?




5. What are the levels of classification? (in order, of course!)



6. Which two levels are used for scientific naming?



7.Which level of classification include organisms that are the most similar? ……the least similar?



8.Name the three domains. Write three facts about each domain.






9a. Name the four kingdoms in the Eukarya domain.


9b.Name the kingdoms for each of the following descriptions

a. examples include heterotrophs and autotrophs
b. examples are all autotrophs
c. examples are all hetertrophs
d. multicellular (most or all)
e. unicellular (most)
f. most complex kingdom
g. examples often have both animal like and plant like characteristics.
h. hetertrophic and cannot move about
i. hetertrophic and can move about
j. autotrophic and can move about
k. examples include corn, cabbage, and carrots
l. examples include mold, yeast, and mildew
m. examples include Amoeba, saiamecieem, Euglena
n. examples include mussels, rabbits and man.


E. Scientific naming

1.What is the system of scientific naming called?


2. Who devised this system?


3.Which language is used in most of the scientific naming?


4.Who names a newly discovered organism?


5.Which two levels of classification are used to name organisms?


6.What is the rule that is applied to scientific names when written in script? When written in print? (books, magazines, journals, etc.)


7. Why is it important for scientist to agree on one naming system?


8. Using your notes, write the scientific name for: Remember to underline each name.

a. lion
b. man
c. rose

8b. Rewrite the scientific name for rose and indicate which is the genus and species name.


F. The Microscope


1.What is the proper way to carry a microscope?


2.Where are the lenses on the microscope?


3.What parts of the microscope are used for focusing?


4.How are the objectives changed?


5.How does the diaphragm work?


6.What 2 parts “support” the microscope?


7.What are the function of the:

a. body tube-
b. stage-
c. stage clips
d. mirror-

8. How is total magnification determined and give an example?

** Be able to Identify All Parts of The Microscope **

Introduction to science

Introduction to science

1. Science
2. Classify
3. Life Science
4. Earth Science
5. Physical Science
6. Theory
7. Inferring
8. Predicting
9. Scientific Method
10. Scientific Law
11. Hypothesis
12. Control Group
13. Experimental Group
14. Meter
15. Liter
16. Gram
17. Farenheit Scale
18. Celsius Scale
19. Kelvin Scale
20. Direct Observation
21. Indirect Observation
22. Data
23. Qualitative Data
24. Quantitative Data
25. Technology
26. Kilogram
27. Zoology
28. Botany
29. Ecology
30. Experiment



Part B- General Information.

1. Write 4 characteristics exhibited by many scientists.
2. Write 4 places a scientist works.
3. What is the main difference between a scientific theory and a scientific law?
4. List the steps of the scientific method.
5. Name the four parts of the experiment.
6. What is a variable?
7. Why is a control group necessary?
8. Compare qualitative and quantitative data, Include Examples.

Part C- The Metric System

1. What are the three basic units in the metric system? Give their meaning and their abbreviations.
2. Which prefixes make the base units larger? ----smaller? Include their meanings and their abbreviations.
3. Complete the chart:

Name Abbreviation Meaning
a. hectoliter
b. decagram
c. kilometer
d. deciliter





4. Measure these lines in: (cm and mm)

A) _________________________


B) ___________


C) _______________________________________________________________________


5. What is another name for the Metric System?


Part D- Temperature.

Name the three temperature scales and give the freezing and boiling points of each.




Part E- Word-Part Meaning: Define these words.




Part F- Essay

1. Explain how technology can have a positive and a negative effect on society as well as include 2 specific examples.

Classroom Rules and Procedures Ms Valeriani

Rules:
1. SAFETY FIRST!!

2. Pay attention and always follow teacher’s instructions the first time.

3. Be courteous and respect other people and their property.

4. Be in your seat prepared with books, pencils, notebook, etc. when bell rings.

5. Raise your hand and wait to be recognized before speaking.

6. Treat classroom equipment with exceptional care.

In addition, students will not:

Eat or drink in class, comb hair, apply make-up, etc. during class
Additional rules for lab:

Any misbehavior of any type will result in an immediate zero for that lab.
No warnings necessary. Three zeros will result in loss of lab privileges and an alternative written assignment.

Report all injuries, even the ones you feel are minor.
All classroom rules can be summed up in one sentence. No student shall do anything to interfere with another student’s ability to learn or the teacher’s ability to teach.
Cheating:

Giving or attempting to give, getting or attempting to get information on an assignment or test is considered cheating. Anyone caught cheating will receive a zero on the assignment and his/her parents will be contacted.

Procedures:

When you come to class read any directions on the board first. Make sure you have all the necessary materials to begin working (textbook, paper, 3-ring binder, and something to write with). You will receive positive participation points for being prepared each da

IGCSE

Contents for IGCSE Biology Examinations

SECTION III – DEVELOPMENT OF THE ORGANISM AND THE CONTINUITY OF LIFE
2. Growth and development
3. Inheritance
3.1 Chromosomes
3.2 Mitosis
3.3 Meiosis
3.4 Monohybrid inheritance
3.5 Variation
3.6 Selection
3.7 Genetic Engineering

SECTION IV – RELATIONSHIPS OF ORGANISMS WITH ONE ANOTHER AND WITH THEIR ENVIRONMENT
Energy flow
2. Food chains and food web Emphasis on examples occurring locally
Nutrient cycle
4. Population size
5. Human influences on the ecosystem 5.1 Agriculture
5.2 Pollution
5.3 Conservation

Revision for examination

IGCSE

Contents for IGCSE Biology Examinations

SECTION II – ORGANISATION AND MAINTENANCE OF THE ORGANISM
7. Transportation
7.1 Transport in plants
7.1.1 Water uptake
7.1.2 Transpiration
7.1.3 Translocation
7.2 Transport in humans
7.2.1 Heart
7.2.2 Arteries, veins and capillaries
7.2.3 Blood
8. Respiration
8.1 Aerobic respiration
8.2 Anaerobic respiration
8.3 Gas Exchange
9. Excretion in humans
10. Coordination and response
10.1 Nervous control in humans
10.2 Hormones
10.3 Tropic responses
10.4 Homeostasis
10.5 Drugs
SECTION III – DEVELOPMENT OF THE ORGANISM AND THE CONTINUITY OF LIFE
1. Reproduction
1.1 Asexual reproduction
1.2 Sexual reproduction
1.2.1 Sexual reproduction in plants
1.2.2 Sexual reproduction in
Humans
1.3 Sex hormones
1.4 Methods of birth control
1.5 Sexually transmissible
Diseases

IGCSE

Contents for IGCSE Biology Examinations
SECTION I – CHARACTERISTICS AND CLASSIFICATION OF LIVING ORGANISMS

1. Characteristics of living
Organisms
2. Classification and diversity
of living organisms
2.1 Concept and use of a
classificatory system
2.2 Adaptations of organisms to
their environment, to be
illustrated by examples
wherever possible
3. Simple keys
SECTION II – ORGANISATION AND MAINTENANCE OF THE ORGANISM
1. Cell structure and
Organisation
2. Levels of organisation
3. Size of specimens
4. Movement in and out of
cells
4.1 Diffusion
4.2 Active Transport
4.3 Osmosis
5. Enzymes
6. Nutrition
6.1 Nutrients
6.2 Plant nutrition
6.2.1 Photosynthesis
6.2.2 Leaf structure
6.2.3 Mineral requirements
6.3 Animal nutrition
6.3.1 Diet
6.3.1.1 Food supply
6.3.2 Human alimentary canal
6.3.3 Mechanical and physical
Digestión
6.3.4 Chemical digestión
6.3.5 Absorption
6.3.6 Assimilation