JC SCIENCE Syllabus 414

October/November 2018 – 2020 Examinations

CONTENTS

Page

Introduction 3

Broad Aims 4

Assessment Objectives 5

Specification Grid 6

Assessment 6

Scheme of Assessment 6

Curriculum content 7

Appendix: Glossary of Terms 15

Appendix: Mathematical Requirements 17

Appendix: The Periodic Table of elements 18

 JC SCIENCE Syllabus 414
October/November 2018 – 2020 Examinations

1. INTRODUCTION

This syllabus replaces the Swaziland Integrated Programme (SWISP). It shall be examined for the first time in all
schools in the year 2008.

The national aspirations for school education are given in the National Policy Statement on Education (1999) as
follows;

“Universal access to basic education will remain a priority within available financial and the resource capacities.
Such education shall be pragmatic enough to not only permit students to move on to higher education, but also to
permit students to make a living through gainful employment in both the formal and informal sectors of the
economy, after completing this level”.

Under this main goal of school education, specific policies for the development of this science education syllabus for
the junior secondary level are found in the statement of policy for science (grade 1 to grade 12) produced by the
Science Inspectorate in 1997. Some important elements of the statement of policy which guided the development
of this syllabus are as follows;

1. Science should have a place in the education of all pupils who are in the school system, whether or not they
are likely to go on to follow a career in science or technology field. Science and technology permeate
almost every aspect of daily life. Each of us need to be able to bring a scientific approach to bear on the
practical, social, economic and political issues of modern life.

2. Science education should be regarded as a continuum from grade 1 to grade 12. The course of Science
Education should form a coherent series of experiences for pupils as they progress through the science
curriculum.

3. The central objective of National Policy for Science in secondary education (junior and senior) in Swaziland
is that all pupils should be given a broad programme of science well suited for their abilities and aptitudes
for the full five years of secondary education. Full weight must be given to the development of scientific
skills and processes as well as to knowledge and understanding.

4. The science curriculum should provide genuine equality of opportunity and balanced courses. Particular
attention should be given to the expectations and attitudes of the girl-child when reaching decisions on
style, teaching methods and curriculum content.

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2. BROAD AIMS

This syllabus is designed to make learners aware of the relationship between their body and the environment. It
should make them aware of the environmental changes that occur around them. It should encourage informed
interaction between the learners and the environment. It will also provide knowledge, science process skills, and
attitudes which should have immediate significance for the learners in terms of its intrinsic interest and its
application to learners’ individual lives and pre-occupations.

The syllabus pre-supposes that learners have gone through Swaziland Primary Certificate Science Syllabus and it
is designed to prepare learners for Senior Secondary IGCSE Science syllabuses and any other equivalent course.

The educational purposes for this syllabus are set out below.

At the end of the three-year course the learners should:

(a) be able to use scientific concepts to address social issues and maintain a healthy lifestyle in their environment.
(b) have developed the culture of using the scientific approach to carry out investigations and show innovations in
their creation of scientific objects.
(c) have developed skills, confidently apply them to solve problems and communicate scientific information with
growing proficiency.
(d) recognise the usefulness of science as a starting point for science-based careers.
(e) recognise and appreciate the importance of living in harmony with the environment by demonstrating the use of
resources in a sustainable manner both individually and in the community.
(f) understand, interpret and apply basic science concepts and principles.

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3. ASSESSMENT OBJECTIVES

The objectives for Junior Certificate Science are given in four categories as follows:

A Knowledge and Comprehension

B Application of scientific information
C Investigative skills

A Knowledge and Comprehension

Learners should demonstrate knowledge and understanding of the following;

(a) Scientific facts; concepts, phenomena; definitions; terminology; instruments and conventions including
symbols, quantities and units;
(b) Application of science and technology in the world around them.

B Application of Scientific Information

Learners should be able in words or using written forms of presentation (i.e. symbols, graphs and numbers), to:
(a) locate, select, organize and present information from different sources;
(b) identify patterns, report trends and draw conclusions from given information;
(c) translate information from one form to another;
(d) manipulate numerical and other data;
(e) give explanations for phenomena, patterns and relationships.

C Investigative Skills

Learners should be able to:

(a) follow instructions correctly;
(b) formulate hypotheses and predictions;
(c) use techniques, apparatus and materials (including improvised equipment);
(d) make and record observations, measurements and estimates;
(e) interpret and evaluate experimental observations and data;
(f) solve problems.

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4. SPECIFICATION GRID

The different assessment objectives will be given the following approximate weighting in examination:

Assessment objectives Weighting

A Knowledge and Comprehension = 50%
B Application of Scientific Information = 30%
C Investigative Skills = 20%

5. ASSESSMENT

Scheme of Assessment

Candidates will write two papers: Paper 1 and Paper 2.

Paper 1 (1 hour):

(a) Consist of 40 compulsory multiple-choice questions of the four choice types covering all topics of the syllabus.
(b) The questions will test skills mainly in Assessment Objectives A and B.

Paper 2 (1 hour 45 minutes):

(a) This paper will consist of two sections with a total of 80 marks. Candidates will be expected to answer all
questions in both sections.
(b) Section A will have a total of 60 marks balancing all three disciplines of Science (Biology, Chemistry and
Physics). The questions in this section will be structured type questions, testing mainly Assessment Objectives
A and B.
(c) Section B will carry 20 marks and will consist of compulsory question(s) testing mainly Assessment Objective
C. The question shall require familiarity with laboratory equipment and procedures and shall assume that
candidates have done practicals.

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CURRICULUM CONTENT

The topics are presented in a suggested teaching sequence. However, it is expected that curriculum material
developers and teachers may wish to rearrange them to suit their teaching themes and also reflect preferred
teaching approaches such as the contextualised approach.

1. Introduction to Science (non examinable)

All learners should be able to:

(a) define science as the combination of; the body of knowledge in science literature, the investigative method of
gathering the knowledge, and the scientists who are custodians of acceptable knowledge and methodology.
(b) describe the three disciplines of science as Biology: the study of living organisms; Chemistry: the study of the
composition of substances and their effects upon each other; Physics: the study of the laws
(c) list careers in science fields with local relevance.
(d) discuss locally important recent technological advances.
(e) list science process skills as; stating a problem and predicting a solution, planning a controlled procedure,
carrying out experiment, recording results, analyzing results and making conclusions.
(f) identify important attitudes in science as active and critical questioning, accurate and orderly measurement and
recording, objective interpretation of results and accepting failures, safety and taking care of science
equipment.
(g) identify hazardous situations in the school laboratory, at home and on the road and adopt proper safety
precautions.

2. Measurement

All learners should be able to:

(a) state the System International (SI) units for measurement of time (seconds), volume (cubic metres, dm3),
length (metres) and mass (kilograms), force (newtons) and other derived units of temperature, time, volume,
mass and length.
(b) name and use appropriate apparatus for measurement of: time (stop clock/stop watch), temperature
(thermometer), volume (measuring cylinder), length (metre rule), mass (balances), force (spring balance/force
meter).
(c) describe how to measure the volume of an irregular object
(d) describe how to determine the density of regular and irregular objects from volume and mass.
(e) calculate the volume of a regular object.
(f) define speed as the distanced travelled per unit time and calculate it from total distance divided by the total
time.

3. Characteristics and Classifications of Living Organisms

All learners should be able to:

(a) list and describe briefly the characteristics of living organisms as movement, respiration, sensitivity, growth,
excretion, reproduction and feeding.
(b) classify, using visible characteristics, and named examples;
- living organisms to plants and animals (classification of smaller kingdoms such as bacteria and fungi is not
required)
- plants to flowering and non-flowering plants
- flowering plants to monocotyledons and dicotyledons
- animals to vertebrates and invertebrate animals
- vertebrates to fish, amphibians, reptiles, birds and mammals

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- invertebrates to arthropods, annelids, molluscs and nematodes

- arthropods to insects, crustaceans, arachnids and myriapods
(c) use simple dichotomous keys, based on easily identifiable features to classify organisms.

4. Matter, Atoms, Elements and Compounds

All learners should be able to:

(a) define matter as anything that has mass and volume.

(b) describe the states of matter in terms of arrangement of particles and their inter-conversions in terms of the
kinetic particle theory
(c) define an atom as the smallest particle of matter
(d) define a molecule as a particle made up of two or more atoms combined
(e) define element as a substance that is made up of only one kind of atom
(f) describe the Periodic Table as a method of classifying elements
(g) name and give symbols of the first 20 elements of the Periodic Table
(h) define a compound as a substance that can be broken down into two or more different kinds of elements
(i) identify, compounds, mixtures and elements
(j) name and give formulae of simple compounds e.g. H2O,CO, CO2, HCl
(k) construct word equations for simple chemical reactions

5. Cell Structure and Organisation, Diffusion and Osmosis

All learners should be able to:

(a) name a microscope as a magnifying instrument.

(b) label parts of a microscope (eye piece, objectives, mirror, light source, focusing knob, handle) and state their
functions.
(c) describe a cell as a basic unit of life.
(d) identify from diagrams the following: palisade cell, root hair cell, red blood cell, guard cell, and white blood cells
(e) label and give one function of the following parts of a plant cell; cell wall, membrane, nucleus, cytoplasm and
chloroplast
(f) define a tissue as a group of similar cells that work together to perform a special function.
(g) give examples of tissues and their functions; plant tissues-xylem, phloem, epidermis, animal tissues – muscles,
epithelium, bone nerve, blood tissue.
(h) discuss relationships between cells, tissues, organs, systems and organisms.
(i) describe cell division (binary fission).
(j) define growth in terms of increase in number of cells.
(k) define diffusion as the movement of molecules from a region of their higher concentration to a region of their
lower concentration.
(l) define osmosis as the movement of water molecules from a dilute solution to a concentrated solution through a
partially-permeable membrane.
(m) investigate and describe the processes of diffusion and osmosis.

6. Mass and Force

All learners should be able to:

(a) define force as a push, pull or twist.

(b) state that a force may produce a change in size, shape and the motion of a body.
(c) list different types of forces.
(d) describe the force of friction.
(e) identify situations where the existence of the frictional force is useful.

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(f) identify situations where the existence of the frictional force is disadvantageous.
(g) distinguish between mass and weight.
(h) perform and describe an experiment to determine the position of the centre of mass of a plane lamina.
(i) describe the effects of the position of the centre of mass on the stability of simple objects.
(j) define a lever as a type of simple machine.
(k) identify the load, fulcrum and force in a given lever.

7. Reproduction

All learners should be able to:

(a) define reproduction as the production of offspring for the continuity of organisms of the same kind.
(b) describe the secondary sex characteristics in males and females at puberty.
(c) name the hormones responsible for the development and regulation of secondary sex characteristics at
puberty.
(d) describe;
- the structure and function of human male reproductive system: testis, penis, scrotum, sperm duct and
urethra;
- the female reproductive system: ovary, oviduct, vagina, cervix and uterus.
(e) describe the menstrual cycle, (hormonal control not required).
(f) state the sperm as the male sex cell and the ovum as the female sex cell.
(g) state that the sex cells carry information about the characteristics that are passed on from parents to their
offspring.
(h) describe:
- sexual intercourse as the deposition of sperms into the vagina.
- fertilisation.
- pregnancy.
(i) list the consequences of teenage pregnancy.
(j) define sexually transmitted infections (STI’s) as infections that are transmitted mainly through sexual
intercourse.
(k) name and describe some examples of sexually transmitted infections.
(l) describe signs, symptoms, effects and treatment of gonorrhea and syphilis.
(m) describe the Human Immuno-deficiency Virus (HIV) as a virus that causes Acquired Immune deficiency
Syndrome (AIDS) in human beings.
(n) describe how AIDS develops, giving examples of opportunistic infections.
(o) describe the methods of transmission of HIV/AIDS and how it can be prevented from spreading.
(p) describe the flower as the reproductive organ in plants.
(q) investigate specimen and label the following parts of an insect pollinated flower: petals, sepals, anthers,
filaments, stamens, stigma, style, ovary, ovules, pistil.
(r) define and describe pollination.
(s) describe the two types of pollination: self-pollination and cross-pollination.
(t) Name the agents of pollination as insects and wind.
(u) describe the differences between insect pollinated and wind pollinated flowers.
(v) describe the formation of the pollen tube and fertilisation. (enzymes not required)
(w) state that the ovule develops into a seed and the ovary into a fruit.

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8. Experimental Techniques

All learners should be able to:

(a) define the terms:

- mixture as substance that contains two or more elements or compounds that are not chemically combined.
- solute as a solid that dissolves in a liquid.
- solvent as the liquid in which a solid dissolves.
- solution as the mixture of a solute and a solvent.
(b) describe methods of separating mixtures by: decanting, filtration, evaporation, crystallization, simple distillation,
fractional distillation, separating funnel, sublimation, paper chromatography (details of adsorbent not required).
(c) describe the preparation and properties of crystals.
(d) describe and identify physical and chemical changes.

9. Electricity and Magnetism

All learners should be able to:

(a) state the simple properties of a magnet.

(b) describe the effect of the poles of bar magnets on one another.
(c) use iron filings to determine and draw the pattern of field lines around a bar magnet.
(d) draw field lines around two bar magnets arranged end to end.
(e) describe methods of;
- magnetisation: induction and stroking.
- demagnetisation: hammering and heating.
(f) describe how a simple electromagnet can be constructed.
(g) describe the factors affecting the strength of an electromagnet: number of turns in coil, amount of current and
type of material used for the core.
(h) describe simple structure of atoms in terms of protons, neutrons and electrons: and state their relative charges.
(i) describe simple experiments to show the production and detection of electrostatic charges.
(j) state that unlike charges attract, and like charges repel.
(k) define current as the rate of flow of charge.
(l) distinguish between conductors and insulators of electricity, stating the role of free electrons in conductors.
(m) describe the use of an ammeter, stating the units of current as Amperes (A).
(n) describe the use of a voltmeter, stating the units of potential difference as volts (V).
(o) draw and interpret circuit diagrams containing cells, switches, not more than two fixed resistors or bulbs, a
voltmeter and an ammeter.
(p) draw and interpret circuit diagrams with electrical components such as bulbs connected in series and in parallel.
(q) describe the advantages and disadvantages of connecting bulbs in parallel and series.
(r) state that the current in a series circuit is the same at every point.
(s) define resistance as opposition to the flow of current, stating its unit as the Ohm (  ).
(t) recall and use the equation V= IR.
(u) describe the factors that affect the resistance of a conductor: thickness, length and type of material.
(v) calculate the combined resistance of two resistors in series.
(w) describe the function of a fuse in a circuit.
(x) list the uses of electricity: heating, lighting and driving motors.
(y) describe how a three pin plug is wired.

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10. Non-Metals

All learners should be able to:

(a) describe the approximate composition of air (21% oxygen, 0.03% carbon dioxide, 78% nitrogen , and
remainder being mixture of noble gases and water vapour).
(b) prepare and collect hydrogen.
(c) describe the properties of hydrogen.
(d) describe the test for hydrogen using a lighted splint.
(e) state the use hydrogen as a fuel in rockets.
(f) prepare and collect oxygen by the method of heating potassium permanganate.
(g) describe the properties oxygen.
(h) describe the test for oxygen using a glowing splint.
(i) state the uses of oxygen including its use in hospitals and with acetylene in welding.
(j) describe combustion.
(k) investigate the conditions necessary for rusting to occur.
(l) describe methods of rust prevention: paint and other coatings to exclude oxygen.
(m) prepare and collect carbon dioxide.
(n) describe the properties of carbon dioxide.
(o) describe the test for carbon dioxide using lime water.
(p) state the uses of carbon dioxide in fire extinguishers, fizzy drinks and baking.
(q) list physical properties of water: melting point, boiling point and density.

11. Acids, Bases and Salts

All learners should be able to:

(a) describe physical properties of acids and bases

(b) define an indicator as a substance that has different colours in acidic or alkaline solutions.
(c) identify acidic, alkaline and neutral substances using litmus paper.
(d) describe neutrality, relative acidity and alkalinity in terms of pH (whole numbers only) measured using Universal
Indicator.
(e) investigate and describe the reactions of acids with metals, bases and carbonates.
(f) describe and explain the importance of controlling the acidity in soil.
(g) describe the preparation of soluble salts.

12. Animal and Plant Nutrition

All learners should be able to:

(a) define nutrition as the obtaining of food substances by living organisms to sustain life.
(b) describe nutrients as chemicals required by living organisms to sustain life, obtained from consumed food
substances.
(c) name the types of nutrients as carbohydrates, proteins, fats, minerals and vitamins.
(d) state the functions of the nutrients: carbohydrates, proteins, fats, vitamins (C, D) and minerals (iron, calcium) in
the body, stating their local sources.
(e) describe a balanced diet as a diet which contains all the main nutrients in the correct proportions to sustain a
healthy life including water and roughage.
(f) name the smallest basic units making up carbohydrates, proteins and fats.
(g) describe the iodine test for starch and the spot test for fats.
(h) identify and label the following parts of the alimentary canal and associated organs: mouth, salivary glands,
oesophagus, stomach, pancreas, liver, small intestine (duodenum and ileum), appendix, large intestine (colon
and rectum) and anus.
(i) identify the types of human teeth and describe their functions.
(j) state the causes of dental decay and describe the proper care of teeth.

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(k) describe the digestion of cooked starch to maltose by salivary amylase only.
(l) state the end products of the digestion of carbohydrates, proteins and fats.
(m) define photosynthesis as the process of making glucose in green plants using water and carbon dioxide in the
presence of light.
(n) state the word equation for photosynthesis.
(o) investigate and describe the conditions necessary for photosynthesis.
(p) state that most photosynthesis occurs in the leaves.

13. Organisms in Their Natural Environment

All learners should be able to:

(a) list the three features which enable life on Earth as water, air and energy.
(b) state that the sun is the principal source of energy to all living systems.
(c) define food chains as simple feeding relationships between living organisms in a given habitat through which
energy is passed from one organism to the other.
(d) construct simple food chains and describe energy flow in a food chain.
(e) identify and describe the use of equipment for collecting specimen; nets and quadrants.
(f) define:
- ecology as the study of relationship of organisms with each other and their environment,
-ecosystem as different organisms living together in a given environment and depending on each other, giving
local examples.
(g) describe, giving local examples, the terms: producer, primary consumer, secondary consumer.
(h) state the human activities which bring about pollution: motor car exhaust, industrial/household smoke, dust
from industries, insecticides, fertilizers, litter-plastics, non rotting wastes.
(i) define conservation as maintenance and protection of a habitat or species.

14. Energy

All learners should be able to:

(a) define energy as the ability to do work.

(b) give examples of energy in different forms and their conversion.
(c) Investigate and describe the energy of motion (kinetic) and energy of position relative to ground (gravitational
potential).
(d) state the law of energy conservation.
(e) list some common fuels (wood, coal, cow dung, petroleum, natural gas).
(f) describe production of thermal energy by burning fuels.
(g) investigate and describe qualitatively the thermal expansion of solids, liquids and gases.
(h) describe some everyday applications and consequences of thermal expansion.
(i) investigate convection in liquids.
(j) describe melting and boiling in terms of energy input without change in temperature.
(k) investigate the properties of good and bad conductors.
(l) identify and explain some of the everyday applications and consequences of conduction, convection and
radiation.
(m) explain how a vacuum flask works.

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15. Light

All learners should be able to:

(a) list the common sources of light.

(b) describe an experiment to illustrate the laws of reflection.
(c) list properties of the image formed by a plane mirror.
(d) describe refraction as the bending of light when it passes from one medium to another, such as from air into
glass or water.
(e) describe the action of a thin converging lens on a parallel beam of light, and hence, the function of the lens in
the eye.
(f) list the properties of a real image.
(g) describe the action of a thin diverging lens on a parallel beam of light.

16. Sound

All learners should be able to:

(a) investigate and describe what is meant by wave motion as illustrated by vibrations in ropes, springs and water
waves.
(b) distinguish between transverse and longitudinal waves.
(c) describe the frequency of a wave and state the unit of its measurement as Hertz.
(d) identify the wavelength and amplitude of a wave.
(e) investigate and describe the production of sound by vibrating sources.
(f) state that sound waves are longitudinal in nature.

17. Coordination and Response

All learners should be able to:

(a) describe sense organs as groups of receptor cells responding to specific stimuli: light, sound, touch
temperature and chemicals.
(b) identify a motor neurones and sensory neurons from diagrams and label the parts; axon, nucleus and
cytoplasm.
(c) state the function of a sensory neurone and motor neurone.
(d) describe the sensory functions of the human ear, eye, tongue and skin in terms of the perceived stimuli, its
conversion to nerve impulses and transmission to the brain. (detail of structures not required)
(e) describe voluntary and reflex actions.
(f) investigate and describe reaction times.
(g) describe the brain and spinal cord as the central nervous system.
(h) identify and label the following parts of the skin: epidermis, dermis, fatty layer, sweat gland sweat pore,
capillary, oily gland, hair, erector muscle and receptors.
(i) explain the role of sweating in controlling body temperature.
(j) investigate and describe plant response to light and gravity (hormonal details not required).
(k) define a drug as any externally administered substance which modifies or affects chemical reactions in the
body.
(l) describe the effects of alcohol, cannabis, and cocaine and the dangers of their abuse.
(m) describe the personal and social problems (crime and HIV infection) arising from drug abuse, by references to
alcohol and heroin (or cocaine).

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18. Metals

All learners should be able to:

(a) describe the general physical properties of metals

(b) investigate and place in order of reactivity: calcium, copper, (hydrogen), iron, magnesium, potassium, sodium
and zinc by reference to the reactions, if any and where relevant, of the metals with water or steam and dilute
hydrochloric acid (word equations required for reactions with dilute hydrochloric acid only)
(c) describe the ease in obtaining metals from their ores by relating the elements to the reactivity series.
(d) name metals that occur in pure state: copper and gold.
(e) name the main ores of aluminium and iron.
(f) define oxidation and reduction in terms of oxygen gain/loss only.
(g) describe the essential reaction in the extraction of iron (reduction of iron (III) oxide).
(h) define an alloy as a mixture of two or more metals or a metal and a non metal.
(i) describe the idea of changing the properties of iron by the controlled use of additives to form steel alloys.
(j) name the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery).
(k) name the uses of zinc for galvanizing and for making brass.
(l) name the uses of copper (electrical wiring and in cooking utensils) and aluminium (aircraft bodies and food
containers), relating them to their properties.

19. Transportation, Respiration and Excretion

All learners should be able to:

(a) describe processes which cause movement of chemicals: diffusion through stomata in leaves, osmosis through
root hairs and transpiration through leaves.
(b) define transpiration as the diffusion of water vapour from the leaves through stomata into the atmosphere.
(c) investigate and describe the factors which affect transpiration.
(d) describe the composition of blood (plasma, red blood cells, white blood cells and platelets).
(e) state the functions of the red blood cells (transport of oxygen), white blood cells (defence) plasma (transport of
dissolved food, heat and waste material).
(f) label parts of the internal structure of the human heart (right and left atria, right and left ventricles, valves
(specific names not required) aorta, pulmonary vein, pulmonary artery and vena cava) and state their functions.
(g) describe the direction of flow of blood through the heart.
(h) list and state the functions of three types of blood vessels (arteries, veins and capillaries).
(i) label parts of respiratory system; larynx, trachea, bronchi and lungs.
(j) state differences between inhaled and exhaled air.
(k) describe the role of lungs, rib cage and diaphragm in breathing (role of intercostals muscles not required).
(l) describe the role of lungs in removal of carbon dioxide and water.
(m) describe respiration as the burning of glucose in oxygen to release energy in cells.
(n) compare respiration and combustion.
(o) state the function of the urinary system.
(p) label parts of the urinary system; kidneys, bladder, ureter, urethra, renal vein and renal artery.
(q) state the functions of the parts of the urinary system.

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GLOSSARY OF TERMS

It is hoped that the glossary will prove helpful to candidates as a guide i.e., it is neither exhaustive nor definitive.
The glossary has been deliberately kept brief with respect to the number of terms included but also to the
descriptions of their meanings. Candidates should appreciate that the meaning of a term must depend, in part, on
its context.

In all questions, the number of marks allocated is shown on the examination paper, and should be used as a guide
by candidates to how much detail to give or time to spend in answering. In describing a process the mark allocation
should guide the candidate about how many steps to include. In explaining why something happens, it guides the
candidate on how many reasons to give, or who much detail to give for each reason.

CALCULATE Used when a numerical answer is required. In general, working should be shown, especially where
two or more steps are involved.

DEDUCE Used in a similar way to “Predict” except that some supporting statement is required
(e.g., reference to a law, principle, or the necessary reasoning is to be included in the answer).

DEFINE (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being
required.

DESCRIBE Requires the candidate to state in words (using diagrams where appropriate) the main points of the
topic. It is often used with reference either to particular phenomena or to particular experiments. In
the former instance, the term usually implies that the answer should include reference to (visual)
observations associated with the phenomena. In other contexts, describe should be interpreted
more generally (i.e., the candidate has greater discretion about the nature and the organisation of
the material to be included in the answer). “Describe and explain” may be coupled, as may “State
and explain”.

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 a standard formula (e.g.,
resistance, the formula of an ionic compound).

DISCUSS Requires the candidate to give a critical account of the points involved in the topic.

ESTIMATE Implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about points of principle and about the values
of quantities not otherwise included in the question.

EXPLAIN May imply reasoning or some reference to theory, depending on the context.

FIND Is a general term that may variously be interpreted as “Calculate”, “Measure”, “Determine”, etc.

LIST Requires a number of points, generally each of one word, with no elaboration. Where a given
number of points is specified this should not be exceeded.

MEASURE Implies that the quantity concerned can be directly obtained from a suitable measuring instrument
(e.g., length, using a rule, or mass, using a balance).
OUTLINE Implies brevity (i.e., restricting the answer to giving essentials).

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 earlier part of the question. Predict also
implies a concise answer with no supporting statement required.
SKETCH When applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some
quantitative aspects may be looked for (e.g., passing through the origin, having an intercept). In

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 JC SCIENCE Syllabus 414
October/November 2018 – 2020 Examinations

diagrams, sketch implies that simple, freehand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.

STATE Implies a concise answer with little or no supporting argument (e.g., a numerical answer that can
readily be obtained 'by inspection').

SUGGEST Used in two main contexts (i.e., either to imply that there is no unique answer (e.g., in Chemistry,
two or more substances may satisfy the given conditions describing an 'unknown'), or to imply that
candidates are expected to apply their general knowledge to a 'novel' situation, one that may be
formally 'not in the syllabus').

WHAT “What do you understand by”/“What is meant by” (the term (s) ... ) normally implies that a definition
should be given, together with some relevant comment on the significance or context of the term(s)
concerned, especially where 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.

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October/November 2018 – 2020 Examinations

MATHEMATICAL REQUIREMENTS

Calculators may be used in all parts of the Assessment.

Candidates should be able to:

1. add, subtract, multiply and divide;

2. understand and use averages, decimals, fractions, percentages, ratios and reciprocals;
3. recognise and use standard notation;
4. use direct and inverse proportion;
5. use positive, whole number indices;
6. draw charts and graphs from given data;
7. interpret charts and graphs;
8. select suitable scales and axes for graphs;
9. make approximate evaluations of numerical expressions;

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 JC SCIENCE Syllabus 414
October/November 2018 – 2020 Examinations

Group

I II III IV V VI VII 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 Magnesiu Aluminiu Silicon
Phosphoru Sulfur Chlorine Argon
11 m m 14 s 16 17 18
12 13 15
39 40 45 48 51 5255 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V CrMn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassiu Calcium Scandiu Titanium Vanadium Chromium
Manganes Iron Cobalt Nickel Copper Zinc GalliumGermaniu Arsenic Seleniu Bromine Krypton
m 20 m 22 23 24
e 26 27 28 29 30 31 m 33 m 35 36
19 21 25 32 34
85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidiu Strontium YttriumZirconium Niobium Molybden Technetiu Ruthenium Rhodium Palladium Silver Cadmiu Indium Tin Antimony Telluriu Iodine Xenon
m 38 39 40 41 um m 44 45 46 47 m 49 50 51 m 53 54
37 42 43 48 52
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 Lanthan Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Poloniu Astatine Radon
55 56 um 72 73 74 75 76 77 78 79 80 81 82 83 m 85 86
57 84
*
226 227
Fr Ra Ac
Franciu Radium actinium
m 88 89
87 †
*58-71 Lanthanoid series
†90-103 Actinoid series

140 141 144 150 152 157 159 163 165 167 169 173 175
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseody Neodymiu Promethiu Samarium Europium Gadoliniu Terbium Dysprosi Holmium Erbium Thulium Ytterbium Lutetium
58 mium m m 62 63 m 65 um 67 68 69 70 71
59 60 61 64 66
232 238
a = relative atomic mass
a Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
K X = atomic symbol
X Thorium Protactiniu Uranium Neptunium Plutonium Americium Curium Berkeliu Californiu Einsteini Fermium Mendele Nobelium Lawrenciu
ey
b 90 m 92 93 94 95 96 m m um 100 vium 102 m
b = proton (atomic) number
91 97 98 99 101 103