O-Level Biology Syllabus (6093)

Introduction to O-Level Biology Syllabus

The O-Level Biology syllabus is designed to have less emphasis on factual materials, but a much greater emphasis on the understanding and application of scientific concepts and principles. This approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly complex and globalised world, rather than focusing on large quantities of factual material, which may have only short-term relevance.

It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate strategies in teaching topics in this syllabus. The assessment will be specifically intended to test skills, comprehension and insight in familiar and unfamiliar contexts.

Aims of O-Level Biology

The aims of a course based on this syllabus should be to:

provide a worthwhile educational experience for all students, whether or not they go on to study science beyond this level
develop in students the understanding, and skills relevant to the practices of science, and enable them to
1. appreciate practical applications of Biology in the real world
2. deepen their interest in Biology for future learning and work
3. become scientifically literate citizens who can innovate and seize opportunities in the 21st century
4. understand how living organisms work to sustain life and use the disciplinary ideas in Biology to
  approach, analyse and solve problems in biological systems.
develop in students the values, ethics and attitudes relevant to science such as
1. curiosity – desiring to explore the environment and question what is found
2. creativity – seeking innovative and relevant ways to solve problems
3. integrity – handling and communicating data and information with complete honesty
4. objectivity – seeking data and information to validate observations and explanations without bias
5. open-mindedness – accepting all knowledge as tentative and suspending judgement, tolerance for ambiguity, willingness to change views if the evidence is convincing
6. resilience – not giving up on the pursuit of answers/solutions, willingness to take risks and embrace failure as part of the learning process
7. responsibility – showing care and concern for living things and awareness of our responsibility for the quality of the environment
8. healthy skepticism – questioning the observations, methods, processes and data, as well as trying to review one’s own ideas.

Assessment Objectives

These describe the knowledge, skills and abilities which candidates are expected to demonstrate at the end of
the course. They reflect those aspects of the aims which will be assessed.

A Knowledge with Understanding
Candidates should be able to demonstrate knowledge and understanding about:

scientific phenomena, facts, laws, definitions, concepts, theories;
scientific vocabulary, terminology, conventions (including symbols, quantities and units contained in Signs, Symbols and Systematics 16–19, Association for Science Education, 2000 and the recommendations on
terms, units and symbols in ‘Biological Nomenclature 4th Edition (2009)’ published by the Institute of
Biology, in conjunction with the Association for Science Education);
scientific instruments and apparatus, including techniques of operation and aspects of safety;
scientific quantities and their determination;
scientific and technological applications with their social, economic and environmental implications.

The subject content defines the factual knowledge that candidates may be required to recall and explain. Questions testing those objectives will often begin with one of the following words: define, state, describe,
explain or outline.

B Handling Information and Solving Problems

Candidates should be able – in words or by using symbolic, graphical and numerical forms of presentation – to:

locate, select, organise and present information from a variety of sources;
translate information from one form to another;
manipulate numerical and other data;
use information to identify patterns, report trends and draw inferences;
present reasoned explanations for phenomena, patterns and relationships;
make predictions and propose hypotheses;
solve problems.

These assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on information which 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: predict, suggest, calculate or determine.

C Experimental Skills and Investigations

Candidates should be able to:

follow a sequence of instructions;
use techniques, apparatus and materials;
make and record observations, measurements and estimates;
interpret and evaluate observations and experimental results;
plan investigations, select techniques, apparatus and materials;
evaluate methods and suggest possible improvements.

Weighting of Assessment Objectives

Theory Papers (Papers 1 and 2)

A Knowledge with Understanding, approximately 45% of the marks.

B Handling Information and Solving Problems, approximately 55% of the marks.

Practical Assessment (Paper 3)

C Experimental Skills and Investigations, 100% of the marks.

Paper 3 will assess appropriate aspects of objectives C1 to C6 in the following skill areas

Planning (P)
Manipulation, measurement and observation (MMO)
Presentation of data and observations (PDO)
Analysis, conclusions and evaluation (ACE)

The assessment of Planning (P) will have a weighting of 15%. The assessment of skill areas MMO, PDO and ACE will have a weighting of 85%.

Scheme of Assessment

Candidates are required to enter for Papers 1, 2 and 3.

Paper	Type of Paper	Duration	Marks	Weighting
1	Multiple Choice	1 h	40	30%
2	Structured and Free Response	1 h 45 min	80	50%
3	Practical	1 h 50 min	40	20%

Theory Papers
Paper 1 (1 h, 40 marks)

This paper will consist of 40 compulsory multiple-choice items.

Paper 2 (1 h 45 min, 80 marks)

This paper will consist of two sections.
Section A will carry 70 marks and contain several compulsory structured questions, with one free-response question and one data-based question as the last two questions. The last two questions will carry a total of 20 marks. The data-based question requires candidates to interpret, evaluate or solve problems using a stem of information. The data-based question will carry 8–12 marks.

Section B will carry 10 marks and consist of two free-response questions. Candidates must answer only one out of these two questions.

Practical

Paper 3 (1 h 50 min, 40 marks)
This paper will comprise two to three compulsory practical questions, based mainly on Assessment Objective C. One or more of the questions may incorporate assessment of Planning (P) and require candidates to apply and integrate knowledge and understanding from different sections of the syllabus. The assessment of PDO and ACE may include questions on data-analysis which do not require practical equipment and apparatus. Candidates are not allowed to refer to notebooks, textbooks or any other information during the assessment.

Disciplinary Ideas of Biology

The disciplinary ideas of Biology described below represent the overarching ideas which can be applied to explain, analyse and solve a variety of problems that seek to address the broader question of how living organisms work to sustain life. The purpose of equipping students with an understanding of these ideas is to develop in them a coherent view and conceptual framework of scientific knowledge to facilitate the application and transfer of learning. These ideas can be revisited throughout the syllabus, and deepened at higher levels of learning and beyond the schooling years.

The Cell – Diverse life forms are similar in that their basic units are cells.
Structure and Function – The structure and function of organisms from the molecular to the organ system levels are related to each other.
Systems – Biological systems interact among themselves and with the environment resulting in the flow of energy and nutrients.
Energy – To ensure survival, living organisms obtain, transform and utilise energy from the external world.
Homeostasis, Co-ordination and Response – Living organisms detect changes both from the surrounding environment and within themselves so that they can respond to these changes to maintain a constant internal environment needed for sustaining life.
Heredity – Genetic information is passed down from parents to offspring during reproduction to ensure the continuity of life.
Evolution – The diversity of living organisms is achieved through a process of evolution, driven by mechanisms such as natural selection.

Content Structure

THEMES	Type of Paper
I. Cells and The Chemistry of Life	1. Cell Structure and Organisation 2. Movement of Substances 3. Biological Molecules
II. The Human Body – Maintaining Life	4. Nutrition in Humans 5. Transport in Humans 6. Respiration in Humans 7. Excretion in Humans 8. Homeostasis, Co-ordination and Response in Humans 9. Infectious Diseases in Humans
III. Living Together – Plants, Animals and Ecosystems	12. Molecular Genetics 13. Reproduction 14. Inheritance

Full O-Level Biology syllabus details can be read in the SEAB O-Level Biology Syllabus 6093.