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CAPE BIOLOGY

INTRODUCTION

How will the syllabus be taught?

The cape syllabus will be taught with lectures. You will not be able to write down what the teacher is saying verbatim therefore you must jot down key points and words to read up about later. You are expected take responsibility for your learning so make sure to ask the teacher to explain any concept you do not understand during a lesson or during reading about a topic.

Will my class notes be enough for me to get through CAPE?

Any notes you receive, will guide your course of study they will not be enough.

What do I need to do to get through CAPE Biology?

You must read as many sources as you can, your notes, text books and online sources. SBAs will in many cases be similar to CSEC but your discussions must be longer and reflect the new concepts you have learnt.

What will the exam be like?


You will be examined twice, at the end of year 1 and at the end of year 2.

Paper 1 will consist of forty-five multiple-choice items, 15 from each module 1 hour 30 minutes Each item is worth 1 mark - 40 % Paper 2 is divided into two sections: Section A Three compulsory structured questions, one each module. 2 hours 30 minutes Each question is worth 15 marks 40 % Section B Three compulsory essay questions one from each module. Each question is worth 15 marks. 20 %

NOTE TAKING TECHNIQUES

NOTE TAKING TECHNIQUES


METHOD 1 This is good for taking notes in a lecture. Divide your page as shown in the diagram. Date your work at the top. Write key words in the left hand margin. Write brief points in the largest section of the paper. Remember, you cant write every word the teacher said!

Method 2 Concept maps


This is good for understanding how different parts of a topic are linked together. If youre good at this you can do this as the teacher speaks. If you need to think about things a bit more you can do it after class.

EXAMPLE OF CONCEPT MAP


alveoli for energy
RESPIRATION energy ATP aerobic anaerobic ADP +

METHOD 3 STUDY CARDS

This is good for learning definitions or simple diagrams. Use index cards e.g. 3 x 5. Write the topic at the top. Write two of three definitions or points per card. Carry cards around for studying.

STRUCTURE OF THE SYLLABUS


UNIT 1: BIOMOLECULES, REPRODUCTION AND DEVELOPMENT MODULE 1: Cell and molecular biology MODULE 2: Genetics, variation and natural selection MODULE 3: Reproductive Biology UNIT 2: BIOENERGETICS, BIOSYSTEMS AND APPLICATIONS MODULE 1: Bioenergetics MODULE 2: Biosystems maintenance MODULE 3: Applications of Biology

SCHOOL BASED ASSESSMENTS (SBAs)

These consist of selected practical laboratory exercise and may contribute 20 % of the final grade. These will assess five skills AI (Analysis and Interpretation), ORR (observation, recording and reporting), MM (manipulation and measurement), DR (drawing) and PD (planning and design). In each Unit, a total of 12 marks are to be allocated for each skill as indicated in the Table on the next slide.

SBA MARK ALLOCATIONS


SKILL ORR MM AI PD DR TOTAL UNIT 1 12 marks 12 marks 12 marks 12 marks 48 marks UNIT 2 12 marks 12 marks 12 marks 12 marks 48 marks

ANALYSIS AND INTERPRETATION


The ability to: Identify and recognize the component parts of a whole and interpret the relationships between those parts; Identify causal factors and show how they interact with each other; Infer, predict and draw conclusions; Make necessary and accurate calculations and recognize the limitations and assumptions of data.

OBSERVATION, RECORDING AND REPORTING


The ability to: Select observations relevant to the particular activity; Make accurate observations and minimize experimental errors; Recognize, identify and interpret biological materials both microscopically and macroscopically; Record observations, measurements, methods and techniques with due regard for precision, accuracy and units; Record and report unexpected results; Select and use appropriate models of recording data or observations, for example, graphs, tables, diagrams and drawings Present data in an appropriate manner, using the accepted convention of recording errors and uncertainties; Organize and present information, ideas, descriptions and arguments clearly and logically in a complete report, using spelling, punctuation and grammar with an acceptable degree of accuracy. Report accurately and concisely using scientific terminology and conventions as necessary.

MANIPULATION AND MEASURMENT


The ability to: Follow a detailed set or sequence of instructions; Make measurements with due regard for precision and accuracy; Handle chemicals and living organisms with care Cut, stain and mount sections and make temporary mounts; Set up light microscope for optimum use both under low power and high power. Use the stage micrometer and eyepiece graticule for accurate measuring. Assemble and use simple apparatus and measuring instruments

DRAWING

The ability to: Make clear, accurate line representations of specimens, with no shading or unnecessary details; Produce drawings with clean continuous lines of even thickness; Label drawings accurately and use label lines which do not cross each other or carry arrowheads or dots. Annotate drawings appropriately and accurately. Make drawings which are large enough to display specific details. Calculate the magnification of the drawings.

PLANNING AND DESIGN


The ability to: Identify problems, make predictions, develop hypotheses and devise means or carrying out investigations to test the hypotheses; Plan and execute experimental procedures and operations in an appropriate sequence; Use experimental controls where appropriate; Modify an original plan or sequence of operations as a result of difficulties encountered in carrying out experiments or obtaining unexpected results; Take into account possible sources of errors and danger in the design of an experiment; Select and use appropriate equipment and techniques.