Effective for examination from 2020

BGCSE Science Single Award Assessment Syllabus Page 1

 Changes to Syllabus effective from 2020
The changes in this Assessment Syllabus are;

Syllabus Content
The syllabus content has not changed but the core and extended objectives have been combined
to make the specific objectives.

Structure of Assessment
The assessment structure has not changed, however, the Theory paper and the Alternative to
Practical paper have been renumbered. The papers are now:
Paper 1: Multiple Choice
Paper 2: Theory
Paper 3: Alternative to Practical Test

Reporting
The Grade descriptors have been revised to make them communicate better.
The grade descriptors for F have been replaced by grade descriptors for E.

Assessment Grid
The relationship between the assessment objectives and components is more detailed showing the
number of marks for each assessment objective per component.

The Periodic Table

The Periodic Table has been revised to improve its relevance.

BGCSE Science Single Award Assessment Syllabus Page 2

CONTENTS PAGE
1. INTRODUCTION 3

2. SCHEME OF ASSESSMENT 5

2.1 THE COMPONENTS 5

2.2 AVAILABILITY 6

2.3 COMBINING THIS SYLLABUS WITH OTHER SYLLABUSES 6

3 SYLLABUS AIMS AND ASSESSMENT OBJECTIVES 7

3.1 AIMS 7

3.2 ASSESSMENT OBJECTIVES 8

3.3RELATIONSHIP BETWEEN ASSESSMENT OBJECTIVES AND COMPONENTS 10

4 CONTENT 12

5 OTHER INFORMATION 44

5.1 GRADING AND REPORTING 44

5.2 GRADE DESCRIPTORS 44

6 APPENDICES 46

A: MATHEMATICAL SKILLS 46

B: PHYSICAL QUANTITIES SYMBOLS AND UNITS 47

C: GLOSSARY OF TERMS 48

D: PRESENATTION OF DATA 50

E: NOTES FOR USE IN QUALITATIVE ANALYSIS 51

F: THE PERIODIC TABLE 52

BGCSE Science Single Award Assessment Syllabus Page 3

 1. Introduction

As part of the Botswana General Certificate of Secondary Education, this Science Single Award
Assessment Syllabus is designed to assess the outcome of instruction for candidates who have
completed a course based on the Senior Secondary Science Single Award Teaching Syllabus.

This syllabus aims to assess positive achievement at all levels of ability. Candidates will be
assessed in ways that encourage them to show what they know, understand and can do, and
which provide opportunities to articulate their insights, perceptions and responses.

This Science Single Award Assessment Syllabus should be read in conjunction with the Senior
Secondary Science Single Award Teaching Syllabus

Progression
The BGCSE is a general qualification that enables candidates to progress either directly to
employment or to proceed to further qualifications.

BGCSE Science Single Award Assessment Syllabus Page 4

 2. Scheme of Assessment

All candidates must take three papers; Paper 1, Paper 2 and Paper 3, which are described below.
The questions will be based on the whole syllabus.

2.1 The components

All candidates must take:

Paper 1 1 hour
Multiple Choice

A Multiple-Choice paper consisting of 40 items each with four options.

The questions will test skills in Assessment Objectives 1 (AO 1) and 2 (AO 2) and will be of a
difficulty appropriate to grades A to G.

The paper will be weighted at 30% of the final total mark

Paper 2 1 hour 15 minutes

Theory

A written paper consisting of short-answer and structured questions.

The questions will test skills in Assessment Objectives 1 (AO 1) and 2 (AO 2) and will be of a
difficulty appropriate to grades A to G.

70 marks.

The paper will be weighted at 50% of the final total marks

Paper 3 1 hour
Alternative to Practical Test

This paper will test Assessment Objective 3 (AO 3). It is designed to test familiarity with
laboratory equipment and procedures.

The paper will be of difficulty appropriate to grades A to G.

40 marks.

The paper will be weighted at 20% of the final total marks

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2.2 Availability

This syllabus is available to both school candidates and private candidates.

2.3 Combining this syllabus with other syllabuses

Candidates may not combine this syllabus in an examination series with the following:
 0569 Science Double Award
 0570 Chemistry
 0571 Physics
 0572 Biology
 0573 Human and Social Biology

BGCSE Science Single Award Assessment Syllabus Page 6

 3. Syllabus Aims and Assessment Objectives

3.1 Aims
According to the Science Single Award Teaching Syllabus, candidates following the syllabus
should:

1. develop manipulative skills to assist them in solving technical and technological problems as
they relate to day-to-day life situations.

2. become confident citizens in a technological world to make informed decisions in matters of

scientific interest.

3. develop desirable attitudes and behavioural patterns in interacting with the environment in a
manner that is protective, preserving, developmental and nurturing.

4. develop an understanding of the applications of science and of the technological, economic,

ethical and social implications of these.

5. develop an understanding of the significance of information and communication technology in

the day-to-day life situations and the world of work.

6. acquire knowledge, attitudes and practices that will promote good family life and health
including awareness and management of epidemics such as HIV / AIDS practices that prepare
them for productive life.

7. develop positive attitudes such as open-mindedness, inventiveness, concern for accuracy and
precision, objectivity, integrity and initiative towards scientific skills

8. develop an interest in and an enjoyment of science and science related-work.

9. develop an understanding of key concepts and principles of science as they are experienced
in everyday life.

10. develop abilities and skills that are relevant to the study, safe practice and application of
science (such as experimenting and investigating).

11. develop problem solving, critical thinking, communication, inquiry and teamwork / interpersonal
skills to help them to be productive and adaptive to cope in a changing environment.

12. develop an appreciation of the role of science in improving the quality of life.

13. recognise the usefulness of science, and limitations of scientific method.

14. promote an awareness that the applications of science may be both beneficial and detrimental
to the individual, the community and the environment.

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3.2 Assessment Objectives

The main Assessment Objectives are:

AO1 Knowledge with Understanding

AO2 Handling Information and Problem Solving

AO3 Experimental Skills and Investigations

A description of each assessment objective is:

AO1 Knowledge with Understanding

Candidate should be able to demonstrate knowledge and understanding of:

1. the concepts, laws, theories and principles of Science;
2. the vocabulary, terminology and conventions of Science, including symbols, quantities and
units;
3. applications of Science and of their technological, economic, environmental and social
implications;
4. the significance of information and communication technology in the day-to-day life and in the
world of work.

Questions assessing these objectives will often begin with words such as define, state, describe,
outline, etc.

AO2 Handling Information and Solving Problems

Candidates should be able to:

1. solve problems as they relate to day-to-day life, including some of a quantitative nature;
2. use information to identify patterns, report trends, draw inferences, make predictions and
propose hypotheses;
3. locate, select, organise and present information from a variety of sources;
4. translate information from one form to another;
5. manipulate numerical and other data;
6. present explanations for phenomena, patterns and relationships.

Questions assessing these objectives may contain information which is unfamiliar to candidates.
In answering such questions, candidates are required to take principles and concepts in the
syllabus and apply them to the situations described in the questions.

Questions assessing these objectives will often begin with words such as discuss, predict, suggest,
calculate, determine, etc.
BGCSE Science Single Award Assessment Syllabus Page 8
AO3 Experimental Skills and Investigations

Candidates should be able to:

1. follow a sequence of instructions;
2. use appropriate techniques, apparatus and materials;
3. make and record observations, measurements and estimates;
4. interpret and evaluate observations and data;
5. plan investigations and / or evaluate methods and suggest possible improvements;
6. convert acquired skills into creative innovations;
7. apply knowledge and draw conclusions in practical situations.

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3.3 Relationship between Assessment Objectives and Components

The table shows the raw marks and the weighting of each skill area by component as well as the
total for each skill area in the overall assessment.

Marks for Skill Areas and Weightings in Paper Weighting of

Assessment Objectives AO in
Paper 1 Paper 2 Paper 3 qualification

recall 12 ± 2 (30 %) 22 ± 2 (30 %) –

AO1: Knowledge
50 %
with Understanding
understanding 13 ± 2 (33 %) 22 ± 2 (33 %) –

AO2: Handling Information and

15 (37 %) 26 (37 %) – 30 %
Problem Solving

AO3: Experimental Skills – – 100 % 20 %

Total Marks 40 70 40

Weighting of paper in overall

30 % 50 % 20 % 100 %
qualification

BGCSE Science Single Award Assessment Syllabus Page 10

BGCSE Science Single Award Assessment Syllabus Page 11
 4. CONTENT

This section presents the content as prescribed in the Science Single Award Teaching Syllabus.

EXPERIMENTAL / INVESTIGATION SKILLS

TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Candidates should be able to; Candidates should be able to;
Experimental / apply basic skills for scientific
Investigation Skills investigation:

 using and organising apparatus and - follow a sequence of instructions

materials: - identify apparatus and materials useful for scientific activities
- practise accepted safety procedures
- apply appropriate techniques in manipulating laboratory equipment and materials

 collecting data - make observations using the senses

- collect qualitative and quantitative data
- measure and make estimations
- accurately record an observation
- record data on a table or chart or graphs
- make Biological diagrams as record of observation

 handling experimental observations - predict outcome of an event based upon previous observations
and data - identify relationships among phenomena
- draw and interpret graphs or tables
- interpolate or extrapolate conclusions when given appropriate data
- identify conditions which cause or influence change
- distinguish among independent, dependent or controlled variables
- draw conclusions
- comment, recognise anomalies and make modifications
- describe orally and in writing a sequence of events occurring in an experiment or investigation

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 apply basic process skills to problem - identify a problem
solving - plan for an investigation
- carry out an investigation
- evaluate investigations

acquire some knowledge and skills - practise the techniques of paper chromatography
about the techniques for separating - interpret simple chromatograms
mixtures and purifying substances - practise methods of purification by the use of a suitable solvent, filtration, crystallisation,
distillation (include fractional distillation)
- identify substances and assess their purity from melting point and boiling point information
- solve a problem by correctly applying separation and purification techniques

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 PHYSICS
1.0 GENERAL PHYSICS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
1.1. Length and Time 1.1.1. perform accurate [Link] state fundamental physical quantities and give their SI units
measurement of [Link] measure small lengths accurately using rulers, vernier and micrometer
length and time
[Link] identify sources of errors in measurement of length from a given measuring instrument
[Link] measure time accurately using stop clock / watch
[Link] estimate the accuracy of a given measuring instrument
[Link] identify sources of errors in measurements of time

1.2. Motion 1.2.1. show understanding of [Link] define distance, displacement, speed, velocity and acceleration
motion and the [Link] identify motion with uniform and non-uniform velocity
relationship between
[Link] identify uniformly accelerated motion
the variables
[Link] plot and interpret speed-time graphs for uniform motion
[Link] define g (acceleration due to gravity)
[Link] use g in solving problems on motion
[Link] state that acceleration of free fall for a body near earth is constant
[Link] describe motion of a body freely falling in air

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1.3. Mass and 1.3.1. show the relationship [Link] demonstrate an understanding that mass is a measure of the amount of substance in a body
Weight between mass, weight
[Link] define inertia and relate it to mass
and centre of mass
[Link] define weight and its relationship to mass
[Link] measure mass and weight using appropriate balances

1.4. Forces 1.4.1. show understanding [Link] demonstrate that force may cause change in shape / size of objects
(a). effects on shape of the effects of forces [Link] determine the relationship between load and extension
and size on shape and size of [Link] plot, draw and interpret extension-load graphs and describe the associated experimental
objects procedure
[Link] recognise the significance of the term "Limit of Proportionality" for an extension - load graph and
use proportionality in simple calculations
(b). effects on 1.4.2. show understanding [Link] describe ways in which a force may cause change in motion of a body
motion of the effects of force
[Link] use the relationship F = ma in calculations
on motion
[Link] state the effects of friction on motion of a body
[Link] perform simple calculations in cases where there is friction

1.5. Energy, Work 1.5.1. acquire knowledge on

[Link] list various forms of energy and identify their sources
and Power sources of energy and
[Link] define kinetic and potential energy ( mechanical )
(a). energy their limitations
[Link] describe energy conversions and apply the principle of conservation of energy giving examples
[Link] list major energy sources in Botswana
[Link] describe the socio- economic and environmental impact of each energy sources locally and
globally

(b). work 1.5.2. show the relationship [Link] relate work done to the magnitude of a force and the distance moved
between work, energy [Link] use the relationship W = F × s in simple calculations
[Link] describe the relationship between work and energy
(c). power 1.5.3. show the relationship [Link] define power
between work and W
power [Link] use the equation P = in simple calculations
t

BGCSE Science Single Award Assessment Syllabus Page 15

 2.0 THERMAL PHYSICS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
2.1. Thermal 2.1.1. understand the [Link] describe and demonstrate the thermal expansion of solids, liquids and gases
expansion of concept of thermal [Link] show an appreciation of the relative order of magnitude of the expansion of solids, liquids and
matter expansion of matter gases
[Link] identify and explain some of the everyday applications and consequences of thermal expansion
including thermostat
2.2. Measurement of 2.2.1. demonstrate [Link] appreciate how a physical property which varies with temperature may be used for the
temperature understanding of the measurement of temperature e.g. thermal expansion and voltage (e.m.f)
concepts and [Link] recognise the need for and identify fixed points of a temperature scale
instruments involved [Link] describe the structure and action of liquid-in-glass thermometers (laboratory and clinical)
in the measurement of
temperature
2.3. Transfer of 2.3.1 acquire knowledge on [Link] give a simple molecular account of heat transfer in solids
thermal energy heat transfer by [Link] perform and describe experiments to demonstrate good and bad conductors of heat
conduction, [Link] relate convection in fluids to density changes
convection and
[Link] perform and describe experiments to illustrate convection
radiation
[Link] show understanding of the term radiation (infrared)
[Link] perform and describe experiments to distinguish between good and bad emitters / absorbers of
heat
2.3.2. acquire knowledge on [Link] identify and explain some of the everyday applications of conduction, convection and radiation
the applications and including Thermos flask, car cooling system, water heating system
consequences of [Link] identify and explain some of the everyday consequences of conduction, convection and
energy transfer radiation including; cyclones, typhoons, land and sea breezes, days and nights in deserts ,
global warming and the greenhouse effect

BGCSE Science Single Award Assessment Syllabus Page 16

 3.0 PROPERTIES OF WAVES, INCLUDING LIGHT AND SOUND

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
3.1. General wave 3.1.1. acquire basic [Link] describe wave motion
properties knowledge about [Link] define the terms; wave front, speed, frequency, wavelength and amplitude
wave motion [Link] perform experiments to show:
(i) wave motion and wave front
(ii) relationship between speed, frequency and wavelength (v = f )
[Link] use the wave equation v = f 

3.1.2. recognise the [Link] describe transverse and longitudinal waves and their nature (characteristics)
differences between [Link] give examples of transverse and longitudinal waves
transverse and
longitudinal waves
3.2. Light 3.2.1. demonstrate [Link] describe and perform experiments to demonstrate refraction of light through glass blocks
understanding of [Link] use the terminology for the angles i and r in refraction and describe the passage of light through
refraction of light, parallel-sided transparent material
total internal [Link] give the meaning of refractive index
reflection and
[Link] understand the terms real depth and apparent depth and use them to determine the refractive
refractive index
index
[Link] give the meaning of critical angle and total internal reflection
[Link] describe the action of optical fibres

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3.2. Light 3.2.2. understand the action [Link] differentiate between the converging and diverging lenses
of a thin lens on a
[Link] describe the action of a thin lens on a beam of light
beam of light
[Link] use and understand the meaning of the terms focal length, principal focus and principal axis with
respect to a thin converging lens
[Link] draw ray diagrams to illustrate the formation of real and virtual images of an object by a thin
converging lens
[Link] use and describe the use of a single lens as a magnifying glass
[Link] describe the use of a single lens to form a real image, e.g. a camera, a projector, a
photographic enlarger

3.3. Electro- 3.3.1. show understanding of [Link] describe the main components of the electro-magnetic spectrum
magnetic the main features of
[Link] state and describe their methods of detection
spectrum the electro-magnetic
spectrum [Link] state the uses , sources and side effects of the components of the electromagnetic spectrum

3.3.2. appreciate that all [Link] sate that all e.m. waves travel with the same high speed in vacuum
e.m. waves travel with
[Link] sate the magnitude of this speed
the same high speed
in vacuum [Link] use the wave equation c = f  in simple calculations

3.4. Sound 3.4.1. understand how [Link] describe the longitudinal nature of sound waves and describe compression and rarefaction in
sound is produced relation to pressure variations

3.4.2 Recognise that sound [Link] state the approximate range of audible frequencies for human beings , dogs and bats
waves require a [Link] state the uses of ultra-sonic sound waves
medium for their [Link] understand noise pollution
transmission
[Link] perform an experiment to determine the speed of sound in air and make necessary calculations
[Link] state the order of magnitude of the speeds of sound in gases , liquids and solids

BGCSE Science Single Award Assessment Syllabus Page 18

 4.0 ELECTRICITY AND MAGNETISM

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
4.1. Magnetism 4.1.1 understand simple [Link] state the properties of magnets
phenomena of [Link] distinguish between magnetic and non-magnetic materials
magnetism [Link] describe the phenomenon of induced magnetism
[Link] describe different methods of magnetisation e.g. electricity, stroking, etc.
[Link] use iron fillings to show the pattern of field lines of a magnetic field of a bar magnet
[Link] distinguish between the magnetic properties of iron and steel
[Link] distinguish between the design and use of permanent magnets and electromagnets
[Link] give examples of the use of magnetic materials

4.2. Electricity 4.2.1 understand the [Link] describe the phenomenon of electrostatic charging
concept of electric [Link] perform simple experiments to show electrostatic charging
charge [Link] state the two types of charges, namely positive and negative
[Link] state that charge is measured in coulombs
[Link] demonstrate that unlike charges attract and that like charges repel
[Link] understand the concept of discharging and relate it to occurrence of lightning
[Link] describe the design and use of a lightning conductor

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4.2. Electricity 4.2.2. understand the [Link] define electric current as the rate of flow of charge and that it is measured in amperes (A)
concept of electric Q
current [Link] use the equation I =
t
[Link] use and describe the use of an ammeter with different ranges including a milliampere range

4.2.3. understand the [Link] state that the e.m.f of a source of electrical energy is measured in volts
concept of electro- [Link] give a definition of the volt [Energy / Charge (J / C)]
motive force [Link] understand that the e.m.f. is measured by the energy dissipated by a source in driving a charge
W
round a complete circuit (e.m.f = )
Q
4.2.4. show an [Link] give an explanation of potential difference
understanding of
[Link] state that the potential difference across a circuit component is measured in volts
potential difference
[Link] use and describe the use of a voltmeter with different ranges

4.2.5. show an [Link] give an explanation of resistance

understanding of [Link] state that resistance is measured in ohms
resistance
V
[Link] state that resistance = p.d. / current and use the equation R =
I
[Link] perform and describe an experiment to determine resistance using a voltmeter and an ammeter
and make the necessary calculation
[Link] describe qualitatively the relationship between resistance, length and cross-sectional area

BGCSE Science Single Award Assessment Syllabus Page 20

4.2. Electricity 4.2.7. show an [Link] identify circuit components and their symbols
understanding of [Link] perform experiments using simple electric circuits
electric circuits [Link] draw and interpret circuit diagrams
[Link] perform experiments to show that
(i) current is the same at every point in a series circuit
(ii) the sum of the p.d's in a series circuit is equal to the terminal p.d. across the source
(iii) the current from the source is the sum of the currents in the separate branches of a parallel
circuit
(iv) the p.d across components in parallel is the same as the terminal p.d.
[Link] calculate the total resistance of two resistors in series
4.3. Practical 4.3.1. appreciate the use of [Link] state the use of electricity in heating, lighting machines, security, communication
electric circuitry electricity in everyday
[Link] define electric energy and power
life situations
[Link] use the equations P = VI, E = VIt

4.3.2. understand the [Link] state the hazards of;

dangers of electricity (i) damaged insulation
(ii) overheating of cables
(iii) damp conditions
(iv) overloading of sockets
[Link] explain how these hazards can be prevented

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4.3. Practical 4.3.3. acquire knowledge on [Link] show understanding of the use of fuses and fuse ratings
electric circuitry the safe use of [Link] explain the need for earthing metal cases and for double insulation of electrical appliances
electricity in the home
[Link] give the meaning of the terms: live, neutral and earth
[Link] describe and correctly wire, a mains plug
[Link] understand simple lighting (including lamps in parallel) in the house
[Link] give the reason for connecting switches and fuses in live wires
[Link] describe the necessary diagnostic steps to be followed when there is an electrical fault in an
appliance e.g. blown fuse, damaged cable, loose connection, etc.

5.0 ATOMIC PHYSICS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
5.1. Radioactivity 5.1.1. appreciate the [Link] describe the process of radioactivity
existence of [Link] give examples of radioactive materials
radioactive emissions
[Link] state the dangers of exposure to radioactive emissions
[Link] describe the safe handling and storage of radioactive material in a laboratory
[Link] state that alpha, beta and gamma emissions can be emitted during the process of radioactivity
[Link] state methods of detection of these emissions by Geiger-Muller tubes
[Link] show awareness of the existence of background radiation

5.1.3. appreciate the uses [Link] state the uses of radioactive materials in industries, agriculture, medicine and production of
and dangers of electricity
radioactive materials [Link] describe the dangers of waste products of radioactive materials and give suggestions on safer
disposal of these waste products

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 CHEMISTRY

6.0 MATTER

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
6.1. Particulate 6.1.1. explain the nature of [Link] explain states of matter in terms of particle arrangement and movement
nature of matter matter [Link] explain changes of state of matter in terms of the Kinetic Particle Theory
[Link] describe diffusion of particles in fluids
[Link] demonstrate diffusion in gases
[Link] describe the dependence of rate of diffusion on molecular mass
6.2. Atomic 6.2.1. acquire an [Link] describe the structure of an atom in terms of neutrons, protons and electrons
structure understanding of the [Link] state the relative charges and approximate relative masses of protons, neutrons and electrons
structure and [Link] define atomic number (proton number)
characteristics of
[Link] define mass number (nucleon number)
atoms
12
[Link] use and interpret symbols such as 6C

[Link] describe the build-up of electrons in ‘shells’

[Link] draw the structure of atoms of elements 1 to 20 in the periodic table showing the electron
arrangement and the nucleus
[Link] explain the significance of outer shell electrons (valency) and the noble gas electron
Arrangement (configuration)
[Link] define isotopes (give examples of hydrogen and chlorine isotopes)
6.3. Periodic Table 6.3.1. be aware of the [Link] extract information from the Periodic Table
periodic table as a [Link] translate from element name to symbol and vice versa
method of classifying [Link] describe periodic trends like the change from metallic to non-metallic character, electronegativity
element across a period (period III can be used to illustrate this)
[Link] state the relationship between period number and number of main shells
[Link] state the relationship between Group number and number of valency electrons

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6.3. Periodic Table 6.3.2. use trends in the [Link] describe lithium, sodium and potassium in Group I as a collection of relatively soft metals
Periodic Table to showing a trend in melting point, density and in reaction with water
acquire knowledge [Link] predict the properties of other elements in Group I (given data where appropriate)
and understanding of
[Link] describe chlorine, bromine and iodine in Group VII as a collection of di-atomic non-metals
properties of elements
showing a trend in colour, reactivity (as well as displacement reactions) and physical state at
room temperature and pressure
[Link] predict the properties of other elements in Group VII, given data, where appropriate
[Link] describe elements in Group VIII or 0 as being unreactive
[Link] describe the uses of the Noble Gases in providing an inert atmosphere e.g. argon in lamps,
helium for filling balloons, neon in advertising lamps
[Link] describe the transition elements as a collection of metals having high densities, high melting
points, variable charges on ions, forming coloured compounds and which, as elements and
compounds, often act as catalysts
6.4. Chemical 6.4.1. acquire knowledge [Link] describe the formation of ions by electron loss or gain
Bonding and understanding of [Link] define an ionic bond as an electrostatic force of attraction between oppositely charged ions
the structure of matter [Link] describe properties and find out uses of ionic compounds
in terms of bonding
[Link] describe the formation of ionic bonds between metallic and non-metallic elements, e.g. in NaCl,
between particles
CaCl2,
[Link] describe the formation of covalent bonds between non-metallic elements leading to the noble
gas electron arrangement, e.g. H2, Cl2, HCl, H2O, CH4
[Link] define a single covalent bond as a shared pair of electrons
[Link] construct ‘dot’ and ‘cross’ diagrams to show the outer shell electrons in covalent molecules
[Link] represent an electron pair by a dash in structural formulae
[Link] describe properties of covalent compounds
[Link] describe the lattice structure of Sodium Chloride
[Link] distinguish between inter and intra molecular forces
[Link] deduce the electron arrangement in other covalent molecules e.g. CO, N2, O2 NH3

BGCSE Science Single Award Assessment Syllabus Page 24

 7.0 CHEMICAL REACTIONS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
7.1. Rate of reaction 7.1.1. investigate the [Link] represent and interpret data obtained from experiments concerned with rate of reaction
qualitative effect of [Link] investigate effect of concentration, temperature, surface area, use of catalyst and pressure on
several variables on the rate of chemical reaction
the rate of chemical [Link] explain the effects of the above factors in terms of collisions between the reacting particles
reaction
[Link] compare enzymes with other catalysts
[Link] state uses of enzymes in baking, brewing, dairy industry
[Link] explain how explosive combustions with fine powders (e.g. in flour mills) and combustible gases
(e.g. in mines) occur
[Link] identify some everyday instances of speeding up or slowing down reactions and the variable
involved
[Link] describe practical applications of the effect of enzyme-catalysed reactions in food preservation
e.g. freezing, refrigeration, cooking
7.2. Redox 7.2.1. understand concept of [Link] define oxidation in terms of electron loss
Reactions oxidation and [Link] define reduction in terms of electron gain
reduction [Link] define an oxidising agent as a substance that gains electrons from another substance
[Link] define a reducing agent as substance that losses electrons to another substance

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 +
7.3. Acids, bases 7.3.1. investigate acids, [Link] define an acid as an hydrogen ion, H , donor
and salts bases and salts and +
[Link] define a base as a hydrogen ion, H , acceptor
their properties [Link] describe the meaning of weak and strong acids and alkalis
[Link] explain the difference between strength and concentration
[Link] investigate the effect of acids and alkalis on indicators such as methyl orange, universal
indicator, litmus
[Link] describe pH as a measure of the degree of acidity or alkalinity of a solution
[Link] determine the pH of a solution using universal indicator
[Link] investigate the characteristic properties of acids in reactions with metals and bases (including
alkalis and carbonates)
[Link] test for and identify hydrogen and carbon dioxide
[Link] investigate the characteristic properties of bases in reactions with acids and ammonium salts
[Link] give applications of acid / base reactions in daily life e.g. treatment of indigestion, treatment of
acidic soils, brushing teeth with toothpaste
[Link] classify oxides as acidic, basic, neutral or amphoteric
[Link] prepare soluble salts from acid / base, acid / metal reactions
[Link] prepare insoluble salts by precipitation
[Link] purify salts by filtration and crystallisation
[Link] investigate the existence of water of crystallisation
[Link] suggest a method of preparing a given salt from suitable starting materials, given appropriate
information
2+ 2+ 3+ 2+
[Link] conduct tests for the following ions: , , , Cu , Fe , Fe , Zn and

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 8.0 STOICHIOMETRY

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
8.1. Chemical 8.1.1. understand the [Link] represent elements, ions and the formulae of compounds with symbols
formulae and stoichiometry of [Link] determine formulae of compounds from the charges of ions or from models and diagrams
equations chemical formulae [Link] interpret symbolic equations
and equations
[Link] construct balanced chemical equations with state symbols
[Link] construct balanced ionic equations with state symbols
[Link] define the relative atomic mass, Ar, and the relative molecular mass, Mr
[Link] calculate the relative molecular mass of a compound with known formula

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 9.0 METALS AND NON METALS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
9.1. Properties of 9.1.1 investigate general [Link] describe the general physical and chemical properties of metals
metals physical and chemical [Link] describe the reactivity series as related to the tendency/ease of a metal to form its positive ion
properties of metals [Link] carry out simple displacement reactions to demonstrate the relative reactivities of metals
and their uses
[Link] place the metals potassium, sodium, calcium, magnesium, aluminium, zinc, iron, copper, silver,
gold in order of reactivity
[Link] Use the series to show the pattern in the reactions of these metals with water or steam, dilute
hydrochloric acid
[Link] identify the methods of extraction of the metals listed above depending on their position in the
reactivity series
[Link] describe the chemical reactions (symbol equations) involved in the extraction of iron from iron
ore (Haematite)
[Link] outline the general principles of steel making
[Link] investigate the action of heat on the carbonates of listed metals
[Link] account for the apparent unreactivity of aluminium as it forms a film of oxide
[Link] describe alloys as a mixture of metals or of metals and non-metals
[Link] state uses of some alloys e.g. mild steel, brass, solder and bronze
[Link] list the uses of the following metals: zinc, copper, and aluminium

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 10.0 CHEMISTRY IN THE ENVIRONMENT

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
10.1. Water 10.1.1. know the effect of [Link] investigate physical properties of pure water
dissolving property of [Link] carry out a chemical test for water
water in producing [Link] distinguish temporary hardness of water and permanent hardness of water
hard water and
[Link] measure the hardness of water
pollution
[Link] describe physical and chemical process of softening hard water
[Link] describe pollution of water in terms of dissolved substances, accumulation of toxic substances
and effect of detergents
[Link] investigate effects of pollutants in water
10.2. Air 10.2.1. recognise the delicate [Link] state the proportions of different components of clean air by percentage volume
balance of air in [Link] explain the effect of increased carbon dioxide concentration in the atmosphere
volume and quality
10.2.2. be aware that [Link] name the common pollutants and their sources in the air as carbon monoxide, sulphur dioxide,
people's action on the oxides of nitrogen and lead compounds
environment can [Link] explain the danger (include chemical reactions) of burning carbon compounds in an enclosed
result in air pollution area
and appreciate the [Link] describe the adverse effects of common pollutants on buildings, health, vegetation, ozone layer
need to control it
[Link] describe methods of controlling pollution such as acid rain, toxic waste

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10.3. Recycling 10.3.1. appreciate the role of [Link] state uses of catalytic converters and unleaded petrol in reducing pollution from car exhausts
recycling in [Link] describe some of the problems caused by the chemical industry
conservation of [Link] explain the importance of recycling
natural resources and
[Link] identify recyclable materials
reducing the problem
of pollution
10.4. Sources of 10.3.2. appreciate the finite [Link] describe how charcoal is made from wood
energy nature of fossil fuels [Link] use data and information to compare two fuels
and the need to find [Link] explain energy conservation methods used in the home
alternative sources of
[Link] discuss the advantages and disadvantages of various energy sources
energy
[Link] describe the use of plant and animal waste in producing fuel
[Link] relate the structure of silicon to its ability to trap solar energy

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 11 CARBON CHEMISTRY

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
11.1. Homologous 11.1.1. understand the [Link] explain the ability of carbon atoms to form chains, branched chains and rings
Series importance of carbon [Link] describe the general characteristics of an homologous series
in organic compounds [Link] name and draw the structures of unbranched alkanes, alkenes and alkanols containing up to
five carbon atoms
[Link] identify alkanes and alkenes
[Link] list some uses of ethanol as solvent, as fuel and as constituent of alcoholic beverages
[Link] name some commonly occurring alkanoic acids, their sources and uses e.g. tartaric acid,
ethanoic acid, ascorbic acid, citric acid
11.2 Alkanes 11.2.1. be aware of the [Link] describe burning and substitution reactions (with chlorine) of alkanes (exemplified by methane)
sources of alkanes and name the products
and their impact in our [Link] name fossil fuels, natural gas and petroleum as the main sources of alkanes
everyday life [Link] describe fractional distillation of petroleum
[Link] name the uses of the fractions as: petrol fraction as fuel in cars; paraffin / kerosene fraction as
fuel in stoves, lamps and aircraft; diesel fraction for fuel in engines; lubricating fraction for
lubricants and making waxes and polishes; bitumen / asphalt for making roads
[Link] describe substitution reaction of alkanes with chlorine (exemplified by methane) and name the
products
11.3 Alkenes 11.3.1. know uses of alkenes [Link] describe the manufacture of alkenes by cracking
and how they are [Link] describe properties of alkenes in terms of burning, addition reactions with bromine, hydrogen
manufactured and steam
[Link] distinguish unsaturated hydrocarbons e.g. alkenes from saturated hydrocarbons e.g. alkanes by
molecular structures and by using aqueous bromine
[Link] describe the formation of poly(ethane) as an example of addition polymerisation of monomer
units
[Link] list some uses of polythene e.g. plastic bags

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11.4 Macromolecules 11.4.1. be aware of [Link] explain that different macromolecules have different units
macromolecules as [Link] describe formation of macromolecules from small units e.g. starch, fat, nylon and polyester
large molecules built [Link] give some examples of synthetic and natural macro-molecules
from small units
[Link] describe the pollution problems caused by non-biodegradable polymers e.g. plastics, nylon

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 BIOLOGY

12.0 LIVING THINGS

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
12.1. Cell processes 12.1.1. acquire knowledge [Link] identify different parts of plant and animal cells
and and understanding of [Link] identify from fresh preparations and diagrams or on photomicrographs cell membrane,
maintenance plant and animal cells cytoplasm and nucleus of an animal cell
[Link] identify from fresh preparations and diagrams or on photomicrographs the cell wall, cell
membrane, sap vacuole, cytoplasm, nucleus and chloroplasts of a plant cell
[Link] state the functions of the nucleus
[Link] examine under the microscope an animal cell (e.g. protozoan) and a plant cell (e.g. moss or
onion epidermis) using appropriate staining techniques
12.1.2. acquire knowledge on [Link] define tissue, organ, system and organism
cell specialisation and [Link] describe the relationship between cell structure and function using a red blood cell in animals
organisation and root hair cell in plant cells
12.1.3. acquire knowledge
[Link] define diffusion as movement of molecules from a region where they are at a higher
and understanding of
concentration to a region where they are at a lower concentration i.e. down a concentration
the process of
gradient
diffusion
12.1.4. acquire knowledge [Link] define osmosis (a special form of diffusion) as movement of water molecules from a region of
and understanding of their higher concentration to a region of their lower concentration through a selectively
the process of permeable membrane
osmosis and its role in [Link] describe the effect of concentration gradient in the uptake of water by plants
living things [Link] describe the effect of osmosis on plant tissues, in terms of flaccid cells, turgid cells and
plasmolysis
[Link] describe the effect of osmosis on animal tissues [refer to bursting and shrinking]
[Link] conduct experiments using solutions of varying concentration to demonstrate the process of
osmosis

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 13.0 OBTAINING ESSENTIALS OF LIFE

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
13.1. Nutrition 13.1.1. acquire knowledge [Link] describe the intake of carbon dioxide and water by plants, the trapping of light energy by
and understanding of chlorophyll, the conversion of light energy into chemical energy, the formation of carbohydrates,
nutrition in plants their subsequent storage, and the release of oxygen
[Link] state both the word and symbol equation for photosynthesis
[Link] discuss the necessity for chlorophyll, light and carbon dioxide for photosynthesis
13.1.2. understand the need [Link] state the importance of nitrates for protein synthesis and magnesium ions for chlorophyll
for mineral nutrients in synthesis
plants
13.1.3. appreciate how diet [Link] explain why diet, especially energy intake, should be related to age and physical activity of an
relates to energy individual
intake

13.1.4. acquire knowledge [Link] define the term enzyme as proteins which function as biological catalysts
and understanding of [Link] describe properties of enzymes
enzymes [Link] investigate and describe the effect of temperature and pH on enzyme activity
13.1.5. acquire knowledge on [Link] using diagrams and models identify the main regions of the digestive system and the associated
parts and functions of organs: mouth, salivary glands, oesophagus, stomach, duodenum, pancreas, gall bladder, liver,
the human digestive ileum, colon, rectum and anus
system. [Link] describe the main functions of the identified parts of the digestive system in relation to ingestion,
digestion, absorption, assimilation and egestion of food, as appropriate

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 13.1.6. acquire knowledge on [Link] describe physical digestion with reference to chewing and peristalsis
the physical and [Link] describe chemical digestion with reference to the functions of amylase, protease and lipase in
chemical processes of digestion
digestion
13.1.7. acquire knowledge on [Link] state the function of the hepatic portal vein as the route taken by most of the food absorbed from
the absorption the small intestines
process and some [Link] describe the role of the liver in the metabolism of glucose, as a storage organ, deamination and
possible uses of the detoxification
end-products of
digestion
13.2. Respiration 13.2.1. acquire knowledge [Link] describe respiration as the release of energy from food substances in all living cells
and understanding of
respiration
13.2.2. acquire knowledge [Link] describe aerobic respiration as the release of a relatively large amount of energy by the
and understanding of breakdown of carbohydrates in the presence of oxygen
aerobic respiration [Link] state the equation for aerobic respiration, using words

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13.3. Transport and 13.3.1. acquire knowledge [Link] define transpiration as loss of water vapour from stomata
circulation and understanding of [Link] investigate the effect of temperature, humidity and wind on the rate of transpiration
the process of [Link] define translocation as movement of organic materials through phloem
transpiration and
translocation
13.3.2. acquire knowledge [Link] describe the functions of vascular tissues ( xylem vessels and phloem tissues ).
and understanding of [Link] describe absorption of water in terms of diffusion and osmosis.
the process of
[Link] describe absorption of mineral ions in terms of active transport.
transport in plants.
13.3.3. acquire knowledge [Link] describe the circulatory system as consisting of tubes (blood vessels) with a pump (heart) and
and understanding of valves to ensure one-way flow of blood
the role of the [Link] describe the structure and function of the heart
circulatory system [Link] compare the structure and function of arteries, veins and capillaries
[Link] locate pulse points and count the pulse rate
[Link] investigate the effect of physical activity on pulse rate
[Link] describe coronary heart disease in terms of the occlusion of coronary arteries
[Link] discuss possible causes of coronary heart diseases (diet, stress, smoking)
[Link] discuss preventative measures of coronary heart diseases
13.3.4. acquire knowledge on [Link] list the components of blood as red blood cells, white blood cells, platelets, and plasma
the different [Link] identify red and white blood cells as seen in diagrams and/or photomicrographs
components of blood [Link] describe the functions of blood:
and their functions red blood cells - haemoglobin and oxygen transport;
white blood cells - phagocytosis and antibody formation;
platelets- fibrinogen to fibrin causing clotting;
plasma - transport of blood cells , ions, vitamins, end products of digestion, carbon dioxide, urea,
hormones, plasma proteins

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 14.0 CONTROL OF THE INTERNAL ENVIRONMENT

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
14.1. Excretion 14.1.1. acquire knowledge [Link] define excretion as the removal of waste products of metabolism and/or toxic materials from
and understanding of organisms
the importance of [Link] identify parts of the urinary system: kidneys, ureter, bladder, urethra
removing waste from [Link] describe the functions of kidneys, ureter, bladder and urethra
the body

BGCSE Science Single Award Assessment Syllabus Page 37

 15.0 RESPONSE AND CO-ORDINATION

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
15.1. Nervous 15.1.1. acquire knowledge of [Link] discuss the principle of detecting change in the environment and responding to it.
system the different organs that
are irritated by
environmental stimuli
15.1.2 acquire knowledge of [Link] discuss the relationship of sensory (receptor) cells, sense organs and the effector organs.
functional parts of the [Link] describe the functions of a sensory neurone, a motor neurone and a relay neurone.
nervous system and
their relationship
15.2. Hormonal co- 15.2.1. understand and [Link] define a hormone as a chemical substance, produced by a gland, carried by the blood, which
ordination appreciate the function alters the activity of one or more specific target organs
of hormones in body co- [Link] state effects of adrenaline and insulin on the body.
ordination
15.3. The use and 15.3.1. understand drugs and [Link] define a drug as any substance taken in from an external source to affect or modify chemical
abuse of drugs their medicinal use reactions in the body
[Link] distinguish between medicinal and non-medicinal drugs
[Link] discuss allergic reactions to drugs and other substances
15.3.2. be aware of the dangers [Link] discuss the dangers of drug abuse e.g. damage to body tissues
of abusing drugs [Link] describe the dangers of consumption of alcohol: reduced self-control, depressant, effect on
reaction time, damage to liver, social implications

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 16.0 REPRODUCTION

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
16.1. Forms of 16.1.1. acquire knowledge of [Link] describe asexual reproduction as the process resulting in the production of genetically identical
reproduction asexual and sexual offspring from one parent
reproduction [Link] give examples of asexual reproduction in plants and animals
16.2. Sexual 16.2.1. acquire knowledge of [Link] describe sexual reproduction as the process involving the fusion of nuclei from two different
reproduction reproductive parts of gametes to form a zygote and resulting in offspring’s that are genetically dissimilar to parents
in flowering flowering plants [Link] describe the functions of the sepals, petals, anthers and carpels
plants [Link] observe and identify using a hand lens the sepals, petals, stamens, and carpels of a locally
available insect pollinated flower
16.2.2. acquire knowledge [Link] define pollination
and understanding of [Link] compare wind pollinated and insect pollinated flowers using fresh specimens
the processes of [Link] describe the structure and function of parts of a non-endospermic seed in terms of embryo,
pollination, fertilisation (radicle and plumule) cotyledons and testa.
and seed dispersal
[Link] discuss the environmental conditions which affect germination of seeds.
[Link] describe the role of amylase in seed germination.

BGCSE Science Single Award Assessment Syllabus Page 39

16.3. Sexual 16.3.1. acquire knowledge
[Link] use a diagram of the male reproductive system to identify testes, scrotum, sperm ducts, prostate
reproduction about human gland, seminal vesicle, urethra and penis.
in mammals reproductive parts and
[Link] describe the functions of the testes, scrotum, sperm ducts, prostate gland, urethra and penis
their functions
[Link] use a diagram of the female reproductive system to identify ovaries, oviducts, uterus, cervix,
vagina and bladder
[Link] describe the functions of the ovaries, oviducts, uterus, cervix and vagina

16.3.2. acquire knowledge [Link] discuss the functions of the placenta and umbilical cord in relation to exchange of dissolved
about fertilisation and nutrients, gases and waste products
development of a [Link] describe fertilisation and early development of the zygote in terms of the formation of a ball of
zygote cells which becomes implanted in the wall of the uterus
16.3.4. acquire knowledge [Link] discuss the following methods of birth control: natural, mechanical / physical, chemical /
about the use of birth hormonal and surgical
control methods
16.3.5. acquire knowledge of [Link] describe the causes, transmission, symptoms / signs, effects and treatment of gonorrhoea,
sexually transmitted syphilis and HIV/AIDS
diseases and be [Link] discuss the control of the spread of sexually transmitted diseases (gonorrhoea, syphilis and HIV/
aware of their AIDS)
prevalence and
seriousness

BGCSE Science Single Award Assessment Syllabus Page 40

 17.0 LIVING THINGS AND THE ENVIRONMENT

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
17.1. Ecology 17.1.1. acquire knowledge [Link] describe the non-cyclic nature of energy flow.
and understanding of [Link] describe the importance of the sun as the principal source of energy for biological systems
the importance of [Link] describe energy transfer through an ecosystem.
energy flow through
ecosystems
17.1.2 appreciate and [Link] describe the carbon cycle.
understand that
nutrients are cycled in
nature
17.1.3 be aware of the impact [Link] discuss how poor agricultural practices result in destruction of the ecosystem e.g. monoculture,
of agricultural activities excessive use of fertilisers and pesticides, overstocking, deforestation.
on the environment [Link] discuss the problems which contribute to famine such as unequal distribution of food, natural
disasters (such as floods and drought) and increase in population.
17.1.4. acquire knowledge of [Link] describe a cause, effect and control of each of the following types of pollution: water [sewage
managing problems and inorganic wastes], air[sulphur dioxide] and land [pesticides and herbicides].
associated with
pollution
17.2. Conservation 17.2.1. be aware of and [Link] discuss reasons for conservation of species with reference to local plants, (mosukujane,
appreciate the need to sengaparile, monepenepe, mowana) and animals (rhinos, wild dogs, cheetahs)
conserve our natural [Link] discuss reasons for recycling of materials including sewage water, paper, bottles and tins
resources

BGCSE Science Single Award Assessment Syllabus Page 41

 18.0 BIOTECHNOLOGY

General Objectives Specific Objectives

Topic
Candidates should be able to: Candidates should be able to:
18.1. Biotechnology 18.1.1. appreciate biotechnology [Link] define biotechnology as the application of biological organisms, systems or processes to
as an approach to solving manufacturing and service industries
day to day problems and [Link] discuss how industry in Botswana can benefit from biotechnology e.g. bread, drugs madila,
its role in the provision of chibuku (bojalwa ja Setswana)
food, fuels, medicines
and new raw materials for
industry

BGCSE Science Single Award Assessment Syllabus Page 42

BGCSE Science Single Award Assessment Syllabus Page 43
 5. OTHER INFORMATION

5.1 GRADING AND REPORTING

BGCSE results are reported on a scale of A* – G, A* being the highest and G the lowest.
Ungraded (U) indicates that the candidate’s performance fell short of the standard required for
grade G. Ungraded (U) will be reported on the statement of results but not on the certificate. The
letters Q (result pending) and X (no result) may also appear on the statement of results.

5.2 GRADE DESCRIPTORS

As a guide to what might be expected of a candidate, Grade Descriptors are given as follows.

A Grade A candidate should be able to:

• recall a wide range of scientific facts, concepts, principles and theories and use complex
scientific knowledge

• understand the relationship between complex scientific concepts and relate them to scientific
principles and theories in real life situations

• apply appropriate scientific knowledge and understanding, identify complex patterns, and
report trends from given information and draw appropriate conclusions and give
recommendations to novel situations

• translate abstract information from one form to another: process information from graphs,
tables and charts; represent information in the form of graphs, tables and charts

• make concise and complete experimental procedures (plan); critically discuss the plan;
generate hypotheses to solve a scientific problem, identify and deal with a wide range of
variables

• demonstrate understanding of the correct and safe use of appropriate apparatus and
techniques; follow / evaluate all the given instructions to an experiment

• make accurate observations; decide the level of precision needed in measurements and
record detailed experimental data; process data, make appropriate conclusions and
generalisations; identify and explain anomalous observation

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A Grade C candidate should be able to:

• recall a range of scientific facts, concepts, principles and theories and use scientific knowledge

• understand the relationship between scientific concepts and relate them to scientific principles
and theories in real life situations

• apply scientific knowledge and understanding, identify patterns, and report trends from given
information and draw relevant conclusions and give recommendation to simple situations

• translate information from one form to another: process information from graphs, tables and
charts; represent information in the form of graphs, tables and charts

• make concise and complete experimental procedures (plan); generate hypotheses to solve a
scientific problem and identify some key factors to vary and control

• demonstrate understanding of the correct and safe use of appropriate apparatus and
techniques; follow / evaluate most of the given instructions to an experiment

• make accurate observations, measurements and record experimental data; process data,
make conclusions and generalisations; recognise when it is necessary to repeat observation
and measurement

A Grade E candidate should be able to:

• recall simple scientific facts, concepts, principles and theories and use simple scientific
knowledge

• understand the relationship between simple scientific concepts and relate them to simple
scientific principles and theories in real life situations

• apply simple scientific knowledge and understanding, identify patterns, and report trends from
given information and draw conclusions and give recommendation to familiar situations

• translate simple information from one form to another: process information from graphs, tables
and charts with some assistance; represent information in the form of graphs, tables and
charts

• make simple and complete experimental procedures (plan); devise a fair test which only
involves a few factors, generate hypotheses

• demonstrate understanding of the correct and safe use of some apparatus and techniques;
follow / evaluate some of the given instructions to an experiment

• make simple observations; measurements and record experimental data; process data, make
conclusions where appropriate

BGCSE Science Single Award Assessment Syllabus Page 45

6. Appendices

A. MATHEMATICAL SKILLS

Candidates will be required to perform quantitative work, including calculations.

They should be able to use scientific calculators and mathematical instruments.

The mathematical requirements, which form part of this syllabus, are listed below.

add, subtract, multiply and divide numbers

recognize and use expression in decimal form

make approximations and estimates to obtain reasonable answers

use simple formulae

understand and use averages

read, interpret and draw simple inferences from tables and statistical diagrams

find fractions or percentages of quantities

construct and interpret pie-charts

calculate with fractions, decimals, percentage or ratios

manipulate and solve simple equations

substitute numbers in simple equations

recognize and use expressions in standard form

interpret and use graphs

choose by simple inspection and then draw the best smooth curve through a set of points on a
graph
select appropriate axes and scales for plotting a graph

determine the intercept of a linear graph

understand and use direct and indirect proportion

BGCSE Science Single Award Assessment Syllabus Page 46

B. PHYSICAL QUANTITIES, SYMBOLS AND UNITS

Candidates will be required to demonstrate an understanding of the physical quantities, and their
corresponding SI units, listed below. They will be required to use them in quantitative work and
calculations.

physical quantity symbols SI unit(s) other unit(s)

length / disatnce l, h metre (m) kilometre(km); centimetre (cm); millimetre (mm)
mass M, m kilogram (kg) gram (g); milligram (mg)
time t seconds (s) milliseconds (ms), minutes (min), hours (h)
temperature θ, T Kelvin (K) degree Celsius (oC)
current I ampere (A) milliampere (mA)

DERIVED QUANTITIES AND UNITS

physical quantity symbols unit(s)

area A cm 2; m 2
volume V cm 3; m 3
density  kg / m 3; g / cm 3
force F newton (N)
pressure P pascal (Pa); N / m 2; N / cm 2
speed u, v m / s; km / h
acceleration a m/s2
energy E joule (J); kilojoule (kJ); megajoule (MJ)
power P watt (W); kilowatt (kW); megawatt(MW)
frequency f hertz (Hz); kilohertz (kHz)
electrical charge Q, q coulomb (C)
potential difference V volt (V)
resistance R ohm (Ω)
weight W newton (N)
acceleration of free fall g m / s 2, N / kg
work W joule (J)
specific heat capacity c J / (g °C), J / (kg °C)
specific latent heat l J / kg, J / g
wavelength  m, cm
electromotive force E V

BGCSE Science Single Award Assessment Syllabus Page 47

NOTE

Units, significant figures. Candidates would be advised in each question on the number of
significant figures or decimal places they have to express their answers to. If there is no advice on
such, answers can be given to any number of significant figures. Candidates should be aware that
misuse of units that is, failure to code units where necessary or the inclusion of units in quantities
defined as ratios is liable to be penalised.

Conventions (e.g. signs, symbols, terminology and nomenclature)

Syllabuses and question papers will conform to generally accepted international practice

C. GLOSSARY OF TERMS

Learning objectives in the content section of the syllabus are expressed in terms of what
candidates know, understand and can do. The words used on the examination papers in
connection with the assessment of these learning outcomes are contained in this glossary. This is
neither exhaustive nor definitive but is meant to provide some useful guidance.

1. Writing questions about what candidates are expected to know

About 25 % of the marks are involved with recall. Words used on examination papers in connection
with such questions may include:

“State...”, “List...”, “Give...”, “Name....”, “Define...”, “Draw…”,

“Write…”, “What…”, “How….”, What is meant by…..”

State or Name… implies a concise answer with little or no supporting argument.

List… requires a number of points generally each of one word, with no elaboration.

Define… is intended literally, only a formal statement or equivalent paraphrase being required.

What is meant by... normally implies that a definition should be given together with some relevant
comment on the significance or context of the term(s) concerned, especially when two or more
terms are included in the question. The amount of supplementary comment intended should be
interpreted in the light of the indicated mark value.

2. Writing questions about understanding

“Understand” may be associated with simple factual recall. In this sense the candidate is required
to recall the relevant part of the defined syllabus and to use this recalled information to amplify,
extend or expand this in a wider context. This wider context will include situations or materials with
which the candidates are familiar.

Questions may include such words as:

“Explain…” “Complete...” “Why.”, “Construct...”, “Which…

Explain… may imply reasoning or some of reference to theory, depending on the context.

BGCSE Science Single Award Assessment Syllabus Page 48

“Understand” may also be associated with skills other than factual recall. It can be used to assess
the candidate’s abilities in problem solving, interpretation and evaluation, data handling and in
communication of scientific ideas, principles and concepts. Words such as “Suggest...”, “Work
out…”, “How would you know that…” may be used in questions.

Suggest… Is used in two main contexts: either to imply that there is no unique answer or to imply
that candidates are expected to apply their general knowledge to a situation that may not formally
be in the syllabus. This would be related to the Assessment Objective 2.

3. Writing questions about “be able to”.

The use of this phrase is always associated with higher-order skills of interpretation, evaluation,
calculation and communication. It involves the ability to recall the appropriate material from the
content and apply this knowledge.

Questions may include “Be able to…”, “deduce…”, “relate….”, “interpret…”, “explain…”, “carry
out…”, “evaluate…” “predict….”, “discuss…”, “construct…”, “suggest…”, “calculate…”, “find…”,
“demonstrate…”, “estimate…”, “determine..”.

deduce… is used in a similar way as predict except that some supporting statement is required,
e.g., reference to a law or principle, or the necessary reasoning to be included in the answer.

predict… implies that the candidate is not expected to produce the required answer by recall but
by making a logical connection between other pieces of information. Such information may be
wholly given in the question or may depend on answers extracted in an early part of the question.

calculate… is used when a numerical answer is required. In general, working should be shown
when two or more steps are involved.

find… is general term that may be interpreted as calculate, measure, determine, etc.

measure… implies that the quantity concerned can be directly obtained from suitable measuring
instruments.

estimate… implies a reasoned order of magnitude statement or calculation of the quantity

concerned making such implying assumptions as may be necessary about points of principle and
about the values of quantities not otherwise used in the question.

discuss… requires the candidates to give critical account of the points involved in the topic.

determine… often implies that the quantity concerned cannot be measured directly but is obtained
by calculation, substituting measured or known values of other quantities into standard formula.

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D. PRESENTATION OF DATA

Tables

 Each column of a table will be headed with the physical quantity and the appropriate SI units,
e.g., time / s, rather than time (s)
There are two acceptable methods of stating units, e.g., m / s or ms –1

 Candidates should use the number of significant figures appropriate to the precision of the
measuring instrument.

 The column headings of the table can then be directly transferred to the axes of a constructed
graph.

Graphs

 The independent variable will be plotted on the x-axis (horizontal axis) and the dependent
variable plotted on the y-axis (vertical axis).

 The graph is the whole diagrammatic presentation. It may have one or several curves / lines
plotted on it.

 Points on the curve / line should be clearly marked as crosses (×) or encircled dot (‫)סּ‬.
If a further curve / line is included, vertical crosses (+) may be used to mark the points.

 Plots of points should have an accuracy of better than 1mm and all read-offs.
Plots should be made with a sharp pencil.

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E. Notes for use in Qualitative Analysis

anion test test result

carbonate ( ) add dilute acid effervescence, carbon dioxide produced

acidify with dilute nitric acid, then add aqueous lead(II) nitrate or
chloride (Cl –) [in solution] white precipitate
aqueous silver nitrate
nitrate ( ) [in solution] add aqueous sodium hydroxide then aluminium foil; warm carefully ammonia produced

sulphate ( ) [in solution] acidify, then add aqueous barium chloride or aqueous barium nitrate white precipitate

cation effect of aqueous sodium hydroxide effect of aqueous ammonia

ammonium ( ) ammonia produced on warming –

light blue precipitate, soluble in excess giving a dark blue
copper(II) (Cu2+) light blue precipitate, insoluble in excess
solution
iron(II) (Fe2+) dirty green precipitate, insoluble in excess dirty green precipitate, insoluble in excess

iron(III) (Fe3+) red brown precipitate, insoluble in excess red brown precipitate, insoluble in excess
white precipitate, soluble in excess forming colourless
zinc (Zn2+) white precipitate, soluble in excess forming colourless solution
solution

gas test and test result

ammonia (NH3) turns dump red litmus paper blue

carbon dioxide (CO2) turns limewater milky

chlorine (Cl2) bleaches damp litmus paper

hydrogen (H2) “pops” with a lighted splint

oxygen (O2) relights a glowing splint

BGCSE Science Single Award Assessment Syllabus Page 51

F. The Periodic Table
The Periodic Table of Elements
Group
I II III IV V VI VIII 0
1 4
H He
Hydrogen Helium
1 2
7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulphur Chlorine Argon
11 12 13 14 15 16 17 18
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc
Technetium
Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
133 137 139 178 181 184 186 190 192 195 197 201 204 207 209
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 * 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

226 227
Fr Ra Ac
Francium Radium Actinium
87 88 89 †
140 141 144 150 152 157 159 162 165 167 169 173 175
*58-71 Lanthanoid series Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
†90-103 Actinoid series Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71

a a = relative atomic mass 232 238

Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
Key X X = atomic symbol Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium

b 90 91 92 93 94 95 96 97 98 99 100 101 102 103

b = proton ( atomic ) number
3
The volume of one mole of any gas is 24 dm at room temperature and pressure (r.t.p.).

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