Science

Singapore–Cambridge General Certificate of Education
Normal (Academic) Level (2024)
Science
(Syllabus 5105 Science: Physics, Chemistry)
(Syllabus 5106 Science: Physics, Biology)
(Syllabus 5107 Science: Chemistry, Biology)
(First year of examination in 2024)
© MOE & UCLES 2022

5105, 5106 and 5107 SCIENCE GCE NORMAL (ACADEMIC) LEVEL SYLLABUS
CONTENTS
Page
AIMS 3
PRACTICES OF SCIENCE 4
ASSESSMENT OBJECTIVES 5
SCHEME OF ASSESSMENT 7
PHYSICS SECTION 8
INTRODUCTION 8
DISCIPLINARY IDEAS OF PHYSICS 8
CONTENT STRUCTURE 9
SUBJECT CONTENT 10
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS 22
PRACTICAL GUIDELINES 23
CHEMISTRY SECTION 24
INTRODUCTION 24
DISCIPLINARY IDEAS OF CHEMISTRY 24
CONTENT STRUCTURE 25
SUBJECT CONTENT 25
NOTES FOR QUALITATIVE ANALYSIS 35
THE PERIODIC TABLE OF ELEMENTS 36
BIOLOGY SECTION 37
INTRODUCTION 37
DISCIPLINARY IDEAS OF BIOLOGY 37
CONTENT STRUCTURE 38
SUBJECT CONTENT 38
GLOSSARY OF TERMS USED IN SCIENCE PAPERS 47
SPECIAL NOTE 49
2
AIMS
The syllabus aims to:
1. provide a worthwhile educational experience for all students, whether or not they go on to study science
beyond this level.
2. develop in students the understanding, and skills relevant to the practices of science, and enable them to
2.1 appreciate practical applications of science in the real world
2.2 deepen their interest in science for future learning and work
2.3 become scientifically literate citizens who can innovate and seize opportunities in the 21st century
2.4 develop a way of thinking and use the disciplinary ideas to approach, analyse and solve problems in
biological, chemical and physical systems.
3. develop in students the values, ethics and attitudes relevant to science such as
3.1 curiosity – desiring to explore the environment and question what is found
3.2 creativity – seeking innovative and relevant ways to solve problems
3.3 integrity – handling and communicating data and information with complete honesty
3.4 objectivity – seeking data and information to validate observations and explanations without bias
3.5 open-mindedness – accepting all knowledge as tentative and suspending judgement, tolerance for
ambiguity, willingness to change views if the evidence is convincing
3.6 resilience – not giving up on the pursuit of answers/solutions, willingness to take risks and embrace
failure as part of the learning process
3.7 responsibility – showing care and concern for living things and awareness of our responsibility for the
quality of the environment
3.8 healthy scepticism – questioning the observations, methods, processes and data, as well as trying to
review one’s own ideas.
3
PRACTICES OF SCIENCE
The Practices of Science represents the set of established procedures and practices associated with scientific
inquiry, what scientific knowledge is and how it is generated and established, and how Science is applied in
society respectively. It consists of three components:
1. Demonstrating Ways of Thinking and Doing in Science (WoTD)
1.1 Posing questions and defining problems
1.2 Designing investigations
1.3 Conducting experiments and testing solutions
1.4 Analysing and interpreting data
1.5 Communicating, evaluating and defending ideas with evidence
1.6 Making informed decisions and taking responsible actions
1.7 Using and developing models
1.8 Constructing explanations and designing solutions
2. Understanding the Nature of Scientific Knowledge (NOS)
2.1 Science is an evidence-based, model-building enterprise concerned with understanding the natural
world
2.2 Science assumes there are natural causes for physical phenomena and an order and consistency in
natural systems
2.3 Scientific knowledge is generated using a set of established procedures and practices, and through a
process of critical debate within the scientific community
2.4 Scientific knowledge is reliable and durable, yet open to change in the light of new evidence
3. Relating Science, Technology, Society and Environment (STSE)
3.1 There are risks and benefits associated with the applications of science in society. Science and its
applications have the potential to bring about both benefits and harm to society
3.2 Applications of science often have ethical, social, economic and environmental implications
3.3 Applications of new scientific discoveries often inspire technological advancements while advances
in technology motivate scientists to ask new questions and/or empower scientists in their inquiry
(e.g. collecting more precise data or carrying out more complex data analysis)
The Practices of Science serve to highlight that the discipline of Science is more than the acquisition of a body
of knowledge (e.g. scientific facts, concepts, laws, and theories); it is also a way of thinking and doing. In
particular, it is important to appreciate that the cognitive, epistemic and social aspects of the Practices of
Science are intricately related. For example, observation of events can lead to the generation of scientific
knowledge which is, simultaneously, shaped by the beliefs of scientific knowledge. In addition, scientists
develop models to construct theories, based on the assumption that there is order and consistency in natural
systems. The practice of theory-making, in turn, reinforces the explanatory power of scientific knowledge. The
scientific endeavour is embedded in the wider ethical, social, economic and environmental contexts.
4
ASSESSMENT OBJECTIVES
The Assessment Objectives listed below reflect those parts of the Aims and Practices of Science that will be
assessed.
A Knowledge with Understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts and theories
2. scientific vocabulary, terminology and conventions (including symbols, quantities and units contained in
‘Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000)’ and the
recommendations on terms, units and symbols in ‘Biological Nomenclature 4th Edition (2009)’ published by
the Institute of Biology, in conjunction with the Association for Science Education)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, name,
describe, explain or outline. (See the Glossary of Terms)
B Handling Information and Solving Problems
Candidates should be able (in words or by using symbolic, graphical and numerical forms of presentation) to:
1. locate, select, organise and present information from a variety of sources
2. translate information from one form to another
3. manipulate numerical and other data
4. use information to identify patterns, report trends and draw inferences
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and propose hypotheses
7. solve problems.
These Assessment Objectives cannot be precisely specified in the syllabus content because questions testing
such skills may be based on information which is unfamiliar to the candidate. In answering such questions,
candidates are required to use principles and concepts that are within the syllabus and apply them in a logical,
reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one
of the following words: predict, deduce, suggest, calculate or determine. (see the Glossary of Terms)
5
C Experimental Skills and Investigations
Candidates should be able to:
1. select and use techniques, apparatus and materials
2. take readings and record observations
3. interpret and evaluate experimental data and observations
4. evaluate methods and suggest possible improvements.
Scientific subjects are by their nature, experimental. It is therefore important that the candidates carry out
appropriate practical work to facilitate the learning of this subject and to meet objectives C1–C4 above.
Weighting of Assessment Objectives
Theory Papers (Papers 1, 2, 3, 4, 5 and 6)
A Knowledge with Understanding, approximately 45% of the marks with approximately 20% allocated to
recall.
B Handling Information and Solving Problems, approximately 45% of the marks.
C Experimental Skills and Investigations, approximately 10% of the marks.
Questions on experimental skills and investigations will normally be set within the bounds of the syllabus. If
questions are based on apparatus or topics beyond the syllabus, candidates will not be assessed on knowledge
of the apparatus or topics. They will be assessed on knowledge or general skills (e.g. reading of scales, data
handling), which are required by the syllabus. Questions may be set requiring the candidates to:
(a) select appropriate experimental techniques

(b) select and use apparatus and materials
(c) draw, complete or label diagrams of apparatus
(d) record readings from diagrams of apparatus
(e) read, complete or draw tables of data
(f) take readings from or plot graphs
(g) determine a gradient, intercept or intersection on a graph
(h) interpret or draw conclusions from observations and experimental data
(i) suggest a needed modification to a step in an experiment
(j) recognise or comment on possible sources of error from experimental data
(k) comment on the safety or suggest safety procedures when using apparatus, materials and techniques.
6
SCHEME OF ASSESSMENT
There will be six papers of which candidates will take four as described below.
5105 Science (Physics, Chemistry) Papers 1, 2, 3, 4

5106 Science (Physics, Biology) Papers 1, 2, 5, 6
5107 Science (Chemistry, Biology) Papers 3, 4, 5, 6
The pair of Papers 1 and 2, 3 and 4, 5 and 6 will be taken in one session of 1 hour 15 minutes. Candidates will
be advised not to spend more than 30 minutes on each of Papers 1, 3 and 5.
Paper Type of Paper Duration Marks Weighting
1 Multiple Choice (Physics) 20 20%

1 hour 15 minutes
2 Structured (Physics) 30 30%
3 Multiple Choice (Chemistry) 20 20%

1 hour 15 minutes
4 Structured (Chemistry) 30 30%
5 Multiple Choice (Biology) 20 20%

1 hour 15 minutes
6 Structured (Biology) 30 30%
Theory papers
Paper 1, 3, 5 (20 marks) Each of these papers consists of 20 compulsory multiple choice
questions.
A copy of The Periodic Table of Elements will be printed as part
of Paper 3 for syllabuses 5105 and 5107.
Paper 2, 4, 6 (30 marks) Each of these papers consists of two sections.

Section A will carry 22 marks and will contain a number of
compulsory structured questions. The last question will carry
8 marks.
Section B will carry 8 marks and will contain two structured

questions. Candidates must answer only one out of these two
questions.
A copy of The Periodic Table of Elements will be printed as part

of Paper 4 for syllabuses 5105 and 5107.
7
Physics section
INTRODUCTION
The N-Level Science (Physics) Syllabus provides students with a coherent understanding of energy, matter,
and their interrelationships. It focuses on investigating natural phenomena and then applying patterns, models
(including mathematical ones), principles, theories and laws to explain the physical behaviour of the universe.
The theories and concepts presented in this syllabus belong to a branch of physics commonly referred to as
classical physics. Modern physics, developed to explain the quantum properties at the atomic and sub-atomic
level, is built on knowledge of these classical theories and concepts.
Students should think of physics in terms of scales. Whereas the classical theories such as Newton’s laws of
motion apply to common physical systems that are larger than the size of atoms, a more comprehensive theory,
quantum theory, is needed to describe systems that are very small, at the atomic and sub-atomic scales. It is at
this atomic and sub-atomic scale that physicists are currently making new discoveries and inventing new
applications.
It is envisaged that teaching and learning programmes based on this syllabus would feature a wide variety of
learning experiences designed to promote acquisition of scientific expertise and understanding, and to develop
values and attitudes relevant to science. Teachers are encouraged to use a combination of appropriate
strategies to effectively engage and challenge their students. It is expected that students will apply investigative
and problem-solving skills, effectively communicate the theoretical concepts covered in this course and
appreciate the contribution physics makes to our understanding of the physical world.
DISCIPLINARY IDEAS OF PHYSICS

The disciplinary ideas of Physics represent the overarching ideas essential for the understanding of Physics.
An understanding of these ideas helps students see the interconnectedness of ideas within and across the
sub-disciplines of Physics. Equipping students with a coherent view and conceptual framework facilitates the
application and transfer of learning. These disciplinary ideas can be revisited and deepened at higher levels of
learning and beyond the schooling years.
Disciplinary ideas are introduced at the upper secondary levels when students begin to specialise in the
sub-disciplines of science.
1. Matter and energy make up the Universe
2. Matter interacts through forces and fields
3. Forces help us understand motion
4. Waves can transfer energy without transferring matter
5. Conservation laws constrain the changes in systems
6. Microscopic models can explain macroscopic phenomena
8
CONTENT STRUCTURE
SECTION Topics
I. Measurement 1. Physical Quantities, Units and Measurement
II. Newtonian Mechanics 2. Kinematics

3. Force and Pressure
4. Dynamics
5. Energy
III. Thermal Physics 6. Kinetic Particle Model of Matter

7. Thermal Processes
IV. Waves 8. General Wave Properties

9. Electromagnetic Spectrum
V. Electricity and Magnetism 10. Electric Charge and Current of Electricity

11. D.C. Circuits
12. Practical Electricity
VI. Radioactivity 13. Radioactivity
9
SUBJECT CONTENT
SECTION I: MEASUREMENT
Overview
Physics is an experimental science and precise measurements enable the collection of useful experimental data
which can be tested against hypothesis for the development of physical theories. With the development of better
measurement tools and techniques, the data available is improved and scientific knowledge continue to evolve
in light of new information.
There is a variety of instruments available and our choice of instrument should take into consideration the
precision, and feasibility of the choice of instrument when making measurements. We need to be cognisant of
the limitations associated with the measurement process which can arise from the precision of the instrument
chosen, the mechanics of the measuring instrument and the design of the experiment.
Apart from the need of accurate measurements, interactions between objects in systems should also be
described with precisely defined quantities and units and as these interactions could range from celestial
objects to sub-atomic particles, prefixes in order-of-ten are necessary to depict such diversity in range of
magnitude.
1. Physical Quantities, Units and Measurement
Content
• Physical quantities and SI units
• Measurement
• Scalars and vectors
Learning Outcomes
(a) show an understanding that physical quantities typically consist of a numerical magnitude and a unit
(b) recall the following base quantities and their units: mass (kg), length (m), time (s), current (A), temperature
(K), amount of substance (mol)
(c) use the following prefixes and their symbols to indicate decimal sub-multiples and multiples of the SI units:
nano (n), micro (μ), milli (m), centi (c), deci (d), kilo (k), mega (M), giga (G), tera (T)
(d) show an understanding of the orders of magnitude of the sizes of common objects ranging from a typical
atom to the Earth
(e) select and explain the use of appropriate measuring instruments to measure or determine physical
quantities listed in ‘Summary of key quantities, symbols and units’ taking into consideration the range and
precision of the instrument
(f) state what is meant by scalar and vector quantities and give common examples of each
10
SECTION II: NEWTONIAN MECHANICS
Overview
Mechanics is the branch of physics that deals with the study of motion and its causes. Through a careful
process of observation and experimentation, Galileo Galilei used experiments to overturn Aristotle’s ideas of the
motion of objects, for example the flawed idea that heavy objects fall faster than lighter ones, which dominated
physics for about 2,000 years.
The greatest contribution to the development of mechanics is by one of the greatest physicists of all time, Isaac
Newton. By extending Galileo’s methods and understanding of motion and gravitation, Newton developed the
three laws of motion and his law of universal gravitation, and successfully applied them to both terrestrial and
celestial systems to predict and explain phenomena. He showed that nature is governed by a few special rules
or laws that can be expressed in mathematical formulae. Newton’s combination of logical experimentation and
mathematical analysis shaped the way science has been done ever since.
2. Kinematics
Content
• Speed, velocity and acceleration
• Graphical analysis of motion
• Free-fall
Learning Outcomes
(a) state what is meant by speed and velocity
(b) calculate average speed = distance travelled / time taken
(c) state what is meant by uniform acceleration and calculate the value of acceleration using change in velocity
/ time taken
(d) interpret given examples of non-uniform acceleration
(e) plot and interpret a distance-time graph and a speed-time graph for motion in one direction.
(f) deduce from the shape of a distance-time graph when a body travelling in one direction is:
(i) at rest
(ii) moving with uniform speed
(iii) moving with non-uniform speed
(g) deduce from the shape of a speed-time graph when a body travelling in one direction is:
(i) at rest
(ii) moving with uniform speed
(iii) moving with uniform acceleration
(iv) moving with non-uniform acceleration
(h) calculate the area under a speed-time graph to determine the distance travelled for motion in one direction
with uniform speed or uniform acceleration
(i) state that the acceleration of free fall for a body near to the Earth is constant and is approximately 10 m / s2
11
3. Force and Pressure
Content
• Types of forces
• Mass, weight and gravitational field
• Density
• Pressure
Learning Outcomes
(a) identify and distinguish between contact forces (e.g. friction, air resistance, tension and normal force) and
non-contact forces (e.g. gravitational, electrostatic and magnetic forces)
(b) state that mass is a measure of the amount of matter in a body
(c) state that a gravitational field is a region in which a mass experiences a force due to gravitational attraction
(d) define gravitational field strength, g, as gravitational force per unit mass placed at that point
(e) recall and apply the relationship weight = mass × gravitational field strength to new situations or to solve
related problems
(f) distinguish between mass and weight
(g) recall and apply the relationship density = mass / volume to new situations or to solve related problems
(h) define pressure in terms of force and area
(i) recall and apply the relationship pressure = force / area to new situations or to solve related problems
4. Dynamics
Content
• Newton’s laws of motion
• Effects of resistive forces on motion
Learning Outcomes
(a) apply Newton's Laws to:

(i) describe the effect of balanced and unbalanced forces on a body
(ii) describe the ways in which a force may change the motion of a body
(iii) identify action-reaction pairs acting on two interacting bodies
(stating of Newton's Laws is not required)
12
(b) identify forces acting on a body and draw free body diagram(s) representing the forces acting on the body
(for cases involving forces acting in one dimension)
(c) recall and apply the relationship resultant force = mass × acceleration to new situations or to solve related
problems
(d) explain the effects of friction on the motion of a body
5. Energy
Content
• Energy stores and transfers
• Work
• Power
Learning Outcomes
(a) show an understanding that there are energy stores, e.g. kinetic, potential (gravitational, chemical, elastic),
nuclear and internal, and that energy that can be transferred from one store to another:
(i) Mechanically (by a force acting over a distance)
(ii) Electrically (by an electric current)
(iii) By heating (due to a temperature difference)
(iv) By propagation of waves (both electromagnetic and mechanical)
(b) recall and apply the relationships for kinetic energy (Ek = ½ m v 2) and gravitational potential energy near
the Earth's surface (Ep = m g h) to new situations or to solve related problems
(c) state the principle of the conservation of energy and apply the principle to new situations or to solve related
problems
(d) recall and apply the relationship work done = force × distance moved in the direction of the force to new
situations or to solve related problems
(e) recall and apply the relationship power = energy transfer / time taken to new situations or to solve related
problems
13
SECTION III: THERMAL PHYSICS
Overview
When asked what was the most valuable scientific information in a single sentence, Richard Feynman response
was, ‘All things are made of atoms – little particles that move around in perpetual motion, attracting each other
when they are a little distance apart, but repelling upon being squeezed into one another. In that one
sentence ... there is an enormous amount of information about the world.’ (Six Easy Pieces, p.4)
Understanding thermal physics requires us to approach the concepts from both the macroscopic and
microscopic lenses. The Kinetic Model of Matter is a cornerstone theory that is used extensively to explain how
different types of matter exhibit certain physical properties by relating them to behaviour of atoms and
molecules.
By nature, energy exchange takes place between bodies of different temperatures until thermal equilibrium is
reached. Energy may be transferred between bodies by heating through processes like conduction, convection
and radiation. These processes could cause changes in the molecular structure of matter and result in
macroscopic observations, e.g. monsoon winds and ocean currents observed are convectional currents
produced in the process of regulating differences in temperature.
6. Kinetic Particle Model of Matter
Content
• States of matter
• Kinetic Particle Model
• Internal energy
Learning Outcomes
(a) compare the physical properties of solids, liquids and gases
(b) use the kinetic particle model to describe the different states of matter (solids, liquids and gases), relating
their physical properties to the arrangement and motion of the particles (e.g. molecules, atoms) and the
forces and distances between particles
(c) relate the rise in temperature of a body to the increase in average kinetic energy of all the particles in the
body
(d) describe internal energy as an energy store that is made up of the total kinetic energy associated with the
random motion of the particles and the total potential energy between the particles in the system
(e) describe melting/solidification and boiling/condensation as processes of energy transfer without a change
in temperature
14
7. Thermal Processes
Content
• Thermal equilibrium
• Conduction
• Convection
• Radiation
Learning Outcomes
(a) show an understanding that energy is transferred (by heating) from a region of higher temperature to a
region of lower temperature until thermal equilibrium is achieved between the two regions
(b) describe, in microscopic terms, how conduction occurs in solids (via vibration of atoms/molecules and
movement of electrons)
(c) describe, in terms of density changes, how convection occurs in fluids
(d) explain that energy transfer by electromagnetic radiation does not require a material medium and that this
rate of energy transfer to/from a body is affected by its:
(i) surface colour and texture
(ii) surface temperature
(iii) surface area
(e) apply the concepts of conduction, convection and radiation in everyday examples.
15
SECTION IV: WAVES
Overview
All waves have properties in common and a wave model can be used to explain many phenomena, both natural
(like water waves and sound) and artificial (like many forms of electromagnetic waves). The ability of waves to
transfer energy at great speed provides valuable propositions.
Much of our current understanding of wave motion has come from the study of acoustics, which is the science
of sound. Many of the ancient Greek philosophers were interested in music. They had hypothesized that there
was a connection between waves and sound, and that vibrations must be responsible for sounds. Pythagoras
observed in 550 BC that vibrating strings produced sound and worked to determine the mathematical
relationships between the lengths of strings that made harmonious tones.
Scientific theories of wave propagation became more prominent in the 17th Century, when Galileo Galilei
published a clear statement that connected vibrating bodies to the sounds they produce. In 1640 Robert Boyle’s
classic experiment on the sound produced by a ticking watch in a partially evacuated glass vessel provided
evidence that air is necessary, either for the production or transmission of sound.
The mathematical theory of sound propagation began with Isaac Newton, whose Principia (1686) included a
mechanical interpretation of sound as being ‘pressure’ pulses transmitted through neighbouring fluid particles.
In the 18th Century, French mathematician and scientist Jean Le Rond d'Alembert derived the wave equation, a
thorough and general mathematical description of waves, which laid the foundation for generations of scientists
to study and describe wave phenomena.
8. General Properties of Waves
Content
• Describing wave motion
• Wave properties
• Longitudinal and transverse waves
Learning Outcomes
(a) describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by waves in a
ripple tank (including use of the term wavefront)
(b) show an understanding that waves transfer energy without transferring matter
(c) define and use the terms speed, frequency, wavelength, period and amplitude including graphical
representation
(d) recall and apply the relationship speed of wave = frequency × wavelength to new situations or to solve
related problems
(e) compare transverse and longitudinal waves and give suitable examples of each
16
9. Electromagnetic Spectrum
Content
• Properties of electromagnetic waves
• Applications of electromagnetic waves
• Effects of electromagnetic waves on cells and tissues
Learning Outcomes
(a) state that all electromagnetic waves are transverse waves that travel with the same speed in vacuum
(b) describe the main regions of the electromagnetic spectrum in order of wavelength and frequency
(c) state examples of typical uses of the following regions of the electromagnetic spectrum:
(i) radio waves (e.g. radio and television communication, astronomy and RFID tags)
(ii) microwaves (e.g. mobile (cell) phones, microwave oven and satellite television)
(iii) infrared (e.g. infrared remote controllers, intruder alarms and thermal imaging)
(iv) visible light (e.g. photography, optical fibres in medicine and telecommunications)
(v) ultraviolet (e.g. sunbeds, bank note authentication and disinfecting water)
(vi) X-rays (e.g. medical radiology, security screening and industrial defect detection)
(vii) gamma (γ) rays (e.g. sterilising food, detection of cancer and its treatment)
(d) describe how over-exposure to electromagnetic waves can have hazardous effects (e.g. heating and
ionising effects of radiation) on living cells and tissue
17
SECTION V: ELECTRICITY AND MAGNETISM
Overview
Electricity and magnetism were seen as separate and independent phenomena in the past. It only was when
Danish physicist Hans Christian Ørsted discovered, accidentally, in 1820 that a magnetic needle is deflected
when the current in a nearby wire varies - a phenomenon establishing a relationship between electricity and
magnetism.
Inspired by Ørsted's discovery, André-Marie Ampère conducted a series of experiments in the same year
designed to elucidate the exact nature of the relationship between electric current-flow and magnetism. Further
works by Michael Faraday reinforced the magnetic effect of a current and introduced the idea of a ‘field’ of
action to explain why electricity and magnetism had an ‘area of activity’.
However, it was the work of James Clerk Maxwell, a mathematical physicist, who provided mathematical tools
and equations to describe Faraday’s ideas of the field. His works went on to prove that electromagnetic fields
have wave-like properties which was a very important discovery in physics.
10. Electric Charge and Current of Electricity
Content
• Electric charge
• Conventional current and electron flow
• Electromotive force and potential difference
• Resistance
Learning Outcomes
(a) state that there are positive and negative charges and that charge is measured in coulombs
(b) state that unlike charges attract and like charges repel
(c) state that current is the rate of flow of charge and that it is measured in amperes
(d) distinguish between conventional current and electron flow
(e) recall and apply the relationship charge = current × time to new situations or to solve related problems
(f) state that the electromotive force (e.m.f.) of an electrical source of energy is measured in volts
(g) state that the potential difference (p.d.) across a component in a circuit is the work done per unit charge in
driving charges through the component and that it is measured in volts
(h) state that resistance = p.d./ current
(i) apply the relationship R = V / I to new situations or to solve related problems
(j) recall and apply the relationship of the proportionality between resistance and the length and
cross-sectional area of a wire to new situations or to solve related problems
18
11. D.C. Circuits
Content
• Circuit diagrams
• Series and parallel circuits
Learning Outcomes
(a) draw circuit diagrams with power sources (cell or battery), switches, lamps, light-emitting diodes (LEDs),
resistors (fixed and variable), fuses, ammeters and voltmeters
(b) state that the current at every point in a series circuit is the same and apply the principle to new situations
or to solve related problems
(c) state that the sum of the potential differences in a series circuit is equal to the potential difference across
the whole circuit and apply the principle to new situations or to solve related problems
(d) state that the sum of the currents in the separate branches of a parallel circuit is equal to the current from
the source and apply the principle to new situations or to solve related problems
(e) state that the potential difference across the separate branches of a parallel circuit is the same and apply
the principle to new situations or to solve related problems
(f) recall and apply the formulae for the effective resistance of a number of resistors in series and in parallel to
new situations or to solve related problems
(g) recall and apply the relevant relationships, including R = V / I and those for current, potential differences
and resistors in series and in parallel circuits, in calculations involving a whole circuit.
12. Practical Electricity
Content
• Electrical working, power and energy
• Dangers of electricity
• Safe use of electricity in the home
Learning Outcomes
(a) describe the use of the heating effect of electricity in appliances such as electric kettles, ovens and heaters
(b) recall and apply the relationships P = V I and E = V I t to new situations or to solve related problems
(c) calculate the cost of using electrical appliances where the energy unit is the kW h
(d) state the hazards of using electricity in the following situations:

(i) damaged insulation
(ii) overheating of cables
(iii) damp conditions
19
(e) explain the use of fuses and circuit breakers in electrical circuits and of fuse ratings
(f) explain the need for earthing metal casings and for double insulation
(g) state the meaning of the terms live, neutral and earth
(h) describe the wiring in a mains plug
(i) explain why switches, fuses, and circuit breakers are fitted to the live wire.
20
SECTION VI: RADIOACTIVITY
Overview
Radioactivity was first discovered through the handling of radioactive uranium by physicists Pierre and Marie
Curie during which they suffered radioactive burns due to inadequate handling of the substance. Radioactivity is
the study of the nature of the radiation emitted by radioactive materials. It was later understood that there are
three types of emissions: the alpha particles (helium atoms with no electrons), beta particles (fast moving
electrons) and the gamma rays (electromagnetic radiation similar to X-rays). These emissions are the result of
the decay or disintegration of an unstable atomic nucleus.
Radioactivity has important medical uses, which include the killing of cancer cells. However excessive exposure
to radioactivity can cause cancer if the dose is too high. Many early scientists working with radioactive materials
died early from the harmful effects of high radiation before proper safety guidelines were drawn. ‘Radiometric
dating’ makes use of a radioactive element’s half-life to help determine the age of rocks or carbon.
Large amounts of energy are also involved in radioactive emissions and physicists quickly recognised the power
of this. Many scientists working on this from 1930 to 1940 in Europe were forced to leave their home countries,
fleeing to the United States due to the development of the war. This led to a ‘brain drain’ which benefited the
United States and allowed them to develop the two atomic bombs which ended the war. This highlights the
impact of science on society and human interactions. Since the development of the atomic bomb, much has
been learnt about how to control the release of energy and nuclear power can generate electricity with only a
fraction of the greenhouse gases released by burning coal and other fossil fuels.
Because radiation cannot be easily seen, it is commonly feared and shunned. Coupled with news about the
dangers of nuclear radiation and the potential detriments to health, the general public is apprehensive about the
use and application of any form of radiation. This topic aims to provide an objective evaluation of the risks and
benefits of the use of radiation through the development of a good understanding of the many practical uses of
radioactive materials.
13. Radioactivity
Content
• The composition of the atom
• Radioactive decay
• Dangers and uses of radioactivity
Learning Outcomes
(a) describe the composition of an atom in terms of a positively charged nucleus (with protons and neutrons)
and negatively charged electrons
(b) use the terms proton (atomic) number Z, nucleon (mass) number A and isotope
(c) use and interpret the term nuclide and use the nuclide notation AZX
(d) show an understanding that nuclear decay is a random and spontaneous process whereby an unstable
nucleus loses energy by emitting radiation
(e) show an understanding of the nature of alpha (α), beta (β), and gamma (γ) radiation (including ionising
effect and penetrating power) [β-particles are assumed to be β– particles only]
(f) show an understanding of background radiation
(g) use the term half-life in simple calculations, which might involve information in tables or decay curves
(h) state the applications (e.g. medical and industrial uses) and hazards of radioactivity.
21
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS

Candidates should be able to state the symbols for the following physical quantities and, where indicated,
state the units in which they are measured. Candidates should be able to define those items indicated by an
asterisk (*).
Quantity Symbol Unit

length l, h . . . km, m, cm, mm
area A m2, cm2
volume V m3, cm3
weight* W N
mass m, M kg, g, mg
time t h, min, s, ms
period* T s
density* ρ g / cm3, kg / m3
speed* u, v km / h, m / s, cm / s
acceleration* a m / s2
acceleration of free fall g m / s2, N / kg
force* F, f N
moment of force* Nm
work done* W, E J
energy E J, kW h
power* P W
pressure* p, P N / m2, Pa
temperature θ, T °C, K
frequency* f Hz
wavelength* λ m, cm
potential difference*/voltage V V, mV
current* I A, mA
charge q, Q C, A s
e.m.f.* E V
resistance R Ω
proton number Z
nucleon number A
half-life t1/2 s
activity of a radioactive source A Bq
22
PRACTICAL GUIDELINES
Scientific subjects are, by their nature, experimental. It is therefore important that the candidates carry out
appropriate practical work to support and facilitate the learning of this subject. A list of practical work is provided
below. Candidates are expected to show familiarity with laboratory practical procedures and to have carried out
at least four practical tasks from this list.
1. Measurements of:
(i) length by using tapes, rules, digital calipers and digital micrometers
(ii) time interval (including period of a simple pendulum) by using digital stopwatches
(iii) volume of solids/liquids by using measuring cylinders
(iv) mass and weight by using electronic balances and spring balances
(v) temperature by using laboratory thermometers
(vi) current and voltage by using ammeters and voltmeters
2. Determination of the density of a liquid, or of a regularly or irregularly shaped solid that sinks in water
3. Determination of the value of the acceleration of free fall
4. Investigation of the effects of balanced and unbalanced forces
5. Investigation of the factors affecting transfer of energy by thermal processes
6. Determination of the resistance of a circuit component
This is not intended to be an exhaustive list. Reference may be made to the techniques used in these
experiments in the theory papers but no detailed description of the experimental procedures will be required.
Candidates may be asked about other practical work and appropriate guidance will be provided where
unfamiliar experiments are involved.
23
Chemistry section
INTRODUCTION
The Normal (Academic) Level (Chemistry) Syllabus is designed to place less emphasis on factual materials
while having a greater emphasis on the understanding and application of scientific concepts and principles. This
approach has been adapted in recognition of the need for students to develop skills that will be of long-term
value in an increasingly complex and globalised world, rather than focusing on large quantities of factual
materials, which may have only short-term relevance.
It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of
strategies including developing practical works for their students to facilitate a greater understanding of the
subject. It is expected that students will apply investigative and problem-solving skills and effectively
communicate the theoretical concepts covered in this course.
DISCIPLINARY IDEAS OF CHEMISTRY

The disciplinary ideas of Chemistry described below represent the overarching ideas which can be applied to
explain, analyse and solve a variety of problems that seek to address the broader questions of what matter is
and how particles interact with one another. Equipping students with a coherent view and conceptual framework
facilitates the application and transfer of learning. These disciplinary ideas can be revisited and deepened at
higher levels of learning and beyond the schooling years.
1. Matter is made up of a variety of chemical elements, each with characteristic properties, and the smallest
particle that characterises a chemical element is an atom.
2. The structure of matter and its chemical and physical properties are determined by the arrangement of
particles and electrostatic interactions between them.
3. Energy changes across and within systems usually occur during physical and chemical changes, when
there is rearrangement of particles.
4. Energy plays a key role in influencing the rate and extent of physical and chemical changes.
5. Matter and energy are conserved in all physical and chemical changes.
24
CONTENT STRUCTURE
SECTION Topics
I. Matter – Structures and Properties 1. Experimental Chemistry

2. The Particulate Nature of Matter
3. Chemical Bonding and Structure
II. Chemical Reactions 4. Chemical Calculations

5. Acid-Base Chemistry
6. Qualitative Analysis
7. Patterns in the Periodic Table
III. Chemistry in a Sustainable World 8. Organic Chemistry

9. Maintaining Air Quality
SUBJECT CONTENT
SECTION I: MATTER – STRUCTURES AND PROPERTIES
Overview
Matter is understood in terms of particles, the way particles are arranged and the forces that hold them together.
Evidence of the particulate nature of matter come from daily observable phenomena such as diffusion and
crystal growth. The simplest particle is known as an atom, which consists of sub-atomic particles like protons,
neutrons and electrons. A myriad of molecules with different properties are formed from the atoms of hundreds
of elements discovered to date. The physical properties of a substance are determined by how its particles are
arranged (i.e. structure) and the strength of the electrostatic forces between them.
Chemistry is typically an experimental science and relies primarily on practical work. This section also examines
the appropriate use of simple apparatus and chemicals, and experimental techniques.
1. Experimental Chemistry
Content
1.1 Experimental Design
1.2 Methods of Purification and Analysis
Learning Outcomes
1.1 Experimental Design
(a) name appropriate apparatus for the measurement of time, temperature, mass and volume; including
burettes, pipettes, measuring cylinders and gas syringes
(b) suggest suitable apparatus, given relevant information, for a variety of simple experiments, including
collection of gases.
25
1.2 Methods of Purification and Analysis
(a) describe methods of separation and purification for the components of mixtures, to include:
(i) use of a suitable solvent, filtration and crystallisation or evaporation
(ii) distillation and fractional distillation (see also 8.1(b))
(iii) paper chromatography
(b) suggest suitable separation and purification methods, given information about the substances involved
in the following types of mixtures:
(i) solid-solid
(ii) solid-liquid
(iii) liquid-liquid (miscible)
(c) interpret paper chromatograms including comparison with ‘known’ samples

(the use of Rf values is not required)
(d) deduce from given melting point and boiling point data the identities of substances and their purity.
2. The Particulate Nature of Matter
Content
2.1 Kinetic Particle Theory
2.2 Atomic Structure
Learning Outcomes
2.1 Kinetic Particle Theory
(a) describe the solid, liquid and gaseous states of matter and explain their interconversion in terms of the
kinetic particle theory and of the energy changes involved.
2.2 Atomic Structure
(a) state the relative charges and approximate relative masses of a proton, a neutron and an electron
(b) describe, with the aid of diagrams, the structure of an atom as consisting of protons and neutrons
(nucleons) in the nucleus and electrons arranged in shells (energy levels)
(knowledge of s, p, d and f classification is not required; a copy of the Periodic Table will be available
in the examination)
(c) define proton (atomic) number and nucleon (mass) number
12
(d) interpret and use nuclide notations such as 6 C
(e) define the term isotopes
(f) deduce the numbers of protons, neutrons and electrons in atoms and ions given proton and nucleon
numbers.
26
3. Chemical Bonding and Structure
Content
3.1 Ionic Bonding
3.2 Covalent Bonding
3.3 Structure and Properties of Materials
Learning Outcomes
3.1 Ionic Bonding
(a) describe the formation of ions by electron loss/gain and that these ions usually have the electronic
configuration of a noble gas
(b) describe, including the use of ‘dot-and-cross’ diagrams, the formation of ionic bonds between
metals and non-metals, e.g. NaCl ; MgCl 2
(c) relate the physical properties (including electrical property) of ionic compounds to their lattice
structure.
3.2 Covalent Bonding
(a) describe the formation of a covalent bond by the sharing of a pair of electrons and that the atoms in
the molecules usually have the electronic configuration of a noble gas
(b) describe, using ‘dot-and-cross’ diagrams, the formation of covalent bonds between non-metallic
elements, e.g. H2; O2; H2O; CH4; CO2
(c) deduce the arrangement of electrons in other covalent molecules
(d) relate the physical properties (including electrical property) of covalent substances to their structure
and bonding.
3.3 Structure and Properties of Materials
(a) describe the differences between elements, compounds and mixtures
(b) describe the general physical properties of metals as solids having high melting and boiling points,
malleable and good conductors of heat and electricity
(c) describe an alloy as a mixture of a metal with another element, e.g. brass; stainless steel
(d) identify representations of metals and alloys from diagrams of structures.
27
SECTION II: CHEMICAL REACTIONS
Overview
This section provides an understanding of the changes at the sub-microscopic level during chemical reactions.
Different types of chemical reactions are delved into and lay the foundation for understanding what happens
during a chemical change. The study of reactions also reveals patterns in the chemical properties of
substances, leading to the organisation of elements in the Periodic Table.
In all chemical reactions, matter is conserved and this is illustrated by balanced chemical equations. Chemists
use symbols and formulae to construct these chemical equations, from which the molar ratios are used to
quantify the amount of reactants and products in a reaction.
4. Chemical Calculations
Content
4.1 Formulae and Equation Writing
4.2 The Mole Concept
Learning Outcomes
4.1 Formulae and Equation Writing
(a) state the symbols of the elements and formulae of the compounds mentioned in the syllabus
(b) deduce the formulae of simple compounds from the relative numbers of atoms present and vice versa
(c) deduce the formulae of ionic compounds from the charges on the ions present and vice versa
(d) interpret chemical equations with state symbols
(e) construct chemical equations, with state symbols, including ionic equations.
4.2 The Mole Concept
(a) define relative atomic mass, Ar
(b) define relative molecular mass, Mr, and calculate relative molecular mass (and relative formula mass)
as the sum of relative atomic masses
(c) perform calculations involving the relationship between the amount of substances in moles, mass and
molar mass
(calculations of stoichiometric reacting masses and volumes of gases are not required).
28
5. Acid-Base Chemistry
Learning Outcomes
(a) describe the meanings of the terms acid and alkali in terms of the ions they produce in aqueous solution
and their effects on Universal Indicator
(b) describe neutrality and relative acidity and alkalinity, in terms of

(i) relative H+ and OH– ion concentrations,
(ii) colour in Universal Indicator, and
(iii) the pH scale
(calculation of pH from hydrogen ion concentration is not required)
(c) describe the characteristic properties of acids as in reactions with metals, bases and carbonates to form
salts
(description of the preparation of pure salts is not required)
(d) describe the reaction between hydrogen ions and hydroxide ions to produce water,
H+ + OH– → H2O, as neutralisation
(e) describe the importance of controlling the pH in soils and how excess acidity can be treated using calcium
hydroxide
(f) describe the characteristic properties of bases in reactions with acids and with ammonium salts
(g) classify oxides as acidic, basic, amphoteric or neutral based on metallic/non-metallic character.
6. Qualitative Analysis
Learning Outcomes
(a) describe tests to identify the following gases: carbon dioxide (using limewater); hydrogen (using a burning
splint); oxygen (using a glowing splint).
7. Patterns in the Periodic Table
Content
7.1 Periodic Trends
7.2 Group Properties
7.3 Reactivity Series
Learning Outcomes
7.1 Periodic Trends
(a) describe the Periodic Table as an arrangement of the elements in the order of increasing proton
(atomic) number
(b) describe how the position of an element in the Periodic Table is related to proton number and
electronic configuration
29
(c) explain the similarities between the elements in the same group of the Periodic Table in terms of their
electronic configuration
(d) describe the change from metallic to non-metallic character from left to right across a period of the
Periodic Table
(e) describe the relationship between number of outer (valence) electrons and metallic/non-metallic
character
(f) predict the properties of elements in Group 1 and Group 17 using the Periodic Table.
7.2 Group Properties
(a) describe lithium, sodium and potassium in Group 1 (the alkali metals) as a collection of relatively soft,
low density metals showing a trend in melting point and in their reaction with water
(b) describe chlorine, bromine and iodine in Group 17 (the halogens) as a collection of diatomic non-
metals showing a trend in colour, state and their displacement reactions with solutions of other halide
ions
(c) describe the lack of reactivity of the elements in Group 18 (the noble gases) in terms of their electronic
configurations.
7.3 Reactivity Series
(a) place in order of reactivity calcium, copper, (hydrogen), iron, lead, magnesium, potassium, silver,
sodium and zinc by reference to the reactions, if any, of the metals with water, steam and dilute
hydrochloric acid
(b) deduce the order of reactivity from a given set of experimental results
(c) describe the ease of obtaining metals from their ores by relating the elements to their positions in the
reactivity series
(d) describe the essential conditions for the corrosion (rusting) of iron as the presence of oxygen and
water; prevention of rusting can be achieved by placing a barrier around the metal, e.g. painting;
greasing; plastic coating.
30
SECTION III: CHEMISTRY IN A SUSTAINABLE WORLD
Overview
Ubiquitous in modern life, organic compounds range from the fuels we burn, the materials we use such as
plastics to the food we eat. Urbanisation, industrialisation, increasing population and economic development
especially in developing countries also create a huge demand for consumption of material goods and energy,
accelerating the rate of waste output and emissions of pollutants. The excessive use of crude oil and its
products results in detrimental effects on the environment and sustainability. Chemists have made significant
contributions towards reducing these effects and improving sustainability through innovative use of chemical
knowledge.
In this section, knowledge and concepts from other topics within the syllabus are applied to assess the impacts
of the consumption of organic compounds like fuels and plastics, the environmental issues related to their use
and the solutions afforded by chemistry.
8. Organic Chemistry
Content
8.1 Fuels and Crude Oil
8.2 Hydrocarbons
8.3 Polymers
In describing reactions, candidates will be expected to quote the reagents, e.g. aqueous bromine, and
the essential conditions, e.g. high temperature and pressure. Detailed conditions involving specific
temperature and pressure values are not required.
Learning Outcomes
8.1 Fuels and Crude Oil
(a) name natural gas, mainly methane, and crude oil as non-renewable sources of energy
(b) describe crude oil as a mixture of hydrocarbons and its separation by fractional distillation to yield
fractions which have competing uses as fuels and as a source of chemicals (see also 1.2(a))
(c) describe biofuel (exemplified by bioethanol from sugarcane) as a renewable alternative to natural gas
and crude oil
(d) describe how biofuel, when compared to fossil fuels, is more environmentally sustainable in terms of
the offset in carbon dioxide emission during burning by that taken in during plant growth (see also
9(e)).
31
8.2 Hydrocarbons
(a) describe a homologous series as a group of compounds with a general formula, similar chemical
properties and showing a gradation in physical properties as a result of increase in the size and mass
of the molecules, e.g. melting and boiling points; viscosity
(b) describe the alkanes as a homologous series of saturated hydrocarbons with the general formula
CnH2n+2
(c) draw the structures of unbranched alkanes, C1 to C3, and name the unbranched alkanes methane to
propane
(d) describe alkanes (exemplified by methane) as being generally unreactive except in terms of
combustion and substitution by chlorine
(e) describe the alkenes as a homologous series of unsaturated hydrocarbons with the general formula
CnH2n
(f) draw the structures of unbranched alkenes, C2 and C3, and name the unbranched alkenes ethene and
propene
(g) describe the manufacture of alkenes and hydrogen by cracking hydrocarbons and recognise that
cracking is essential to match the demand for fractions containing smaller molecules from the refinery
process
(h) describe the difference between saturated and unsaturated hydrocarbons from their molecular
structures and by using aqueous bromine
(i) describe the reactions of alkenes (exemplified by ethene) in terms of combustion, polymerisation (see
also 8.3(b)) and the addition with bromine and hydrogen
(j) state the meaning of polyunsaturated when applied to food products
(k) describe the manufacture of margarine by the addition of hydrogen to unsaturated vegetable oils to
form a solid product.
8.3 Polymers
(a) describe polymers as large molecules built up from small units (monomers), different polymers having
different units
(b) describe the formation of poly(ethene) as an example of addition polymerisation of ethene as the
monomer (see also 8.2(i))
(c) state some uses of poly(ethene) as a typical plastic, e.g. plastic bags; clingfilm
(d) deduce the structure of the addition polymer product from a given monomer and vice versa
(e) describe the pollution problems caused by the disposal of non-biodegradable plastics
(f) describe two methods of recycling plastics as

(i) physical method (exemplified by melting small pieces of poly(ethene) waste into pellets)
(ii) chemical method (exemplified by cracking of plastic waste into fuel)
(g) discuss the social, economic and environmental issues of recycling plastics.
32
9. Maintaining Air Quality
Learning Outcomes
(a) describe the volume composition of gases present in dry air as being approximately 78% nitrogen,
21% oxygen and the remainder being noble gases (with argon as the main constituent) and carbon dioxide
(b) name some common atmospheric pollutants, e.g. carbon monoxide; methane; nitrogen oxides
(NO and NO2); ozone; sulfur dioxide; unburned hydrocarbons
(c) state the sources of these pollutants as

(i) carbon monoxide from incomplete combustion of carbon-containing substances
(ii) nitrogen oxides from lightning activity and internal combustion engines
(iii) sulfur dioxide from volcanoes and combustion of fossil fuels
(d) discuss some of the effects of these pollutants on health and on the environment
(i) the toxic nature of carbon monoxide
(ii) the role of nitrogen dioxide and sulfur dioxide in the formation of ‘acid rain’ and its effects on
respiration and buildings
(e) describe the carbon cycle in simple terms, to include

(i) the processes of combustion, respiration and photosynthesis
(ii) how the carbon cycle regulates the amount of carbon dioxide in the atmosphere
(see also 8.1(d))
(f) state that carbon dioxide and methane are greenhouse gases and may contribute to global warming; give
the sources of these gases and describe the potential effects of increased levels of these greenhouse
gases, including more extreme weather events and melting of polar ice.
33

The list below is intended as a guide to the more important quantities which might be encountered in teaching
and used in question papers. The list is not exhaustive.
Base quantities
mass m g, kg, tonne
length l cm, m
time t s, min
amount of substance n mol
Other quantities
temperature θ, t °C
volume V cm3, m3, dm3
density ρ g / cm3, kg / m3
atomic mass ma g
relative { atomic
isotopic } mass Ar –
molecular mass m g
relative molecular mass Mr –
molar mass M g / mol
nucleon number A –
proton number Z –
neutron number N –
enthalpy change of reaction ΔH J, kJ, J / mol, kJ / mol
bond energy - kJ / mol
concentration c mol / dm3, g / dm3
pH pH –
34
appropriate practical work to facilitate the learning of this subject. A list of practicals is provided. Candidates are
expected to show familiarity with laboratory practical procedures and to have carried out at least four practical
tasks from this list.
1. Separation techniques including crystallisation (of salts), filtration, paper chromatography and distillation
2. Measurements of temperature based on thermometers with 1° C graduation
3. Determination of melting point and boiling point
4. Acid/alkali titration involving the use of a pipette, burette and a suitable given indicator
5. Identification of gases as specified in the syllabus
6. Experiments involving displacement reactions
7. Experiments involving reactivity of metals
Responsibility for safety matters rests with Centres.
NOTES FOR QUALITATIVE ANALYSIS

Test for gases
gas test and test result
carbon dioxide (CO2) gives white ppt. with limewater

(ppt. dissolves with excess CO2)
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint
35
36
Biology section
INTRODUCTION
The Normal (Academic) Level Science (Biology) syllabus is designed to have less emphasis on factual
materials, but a much greater emphasis on the understanding and application of scientific concepts and
principles. This approach has been adopted in recognition of the need for students to develop skills that will be
of long-term value in an increasingly complex and globalised world, rather than focusing on large quantities of
factual material, which may have only short-term relevance.
It is envisaged that teaching and learning programmes based on this syllabus will feature a wide variety of
strategies in teaching topics in this syllabus. The assessment will be specifically intended to test skills,
comprehension and insight in familiar and unfamiliar contexts.
DISCIPLINARY IDEAS OF BIOLOGY

The disciplinary ideas of Biology described below represent the overarching ideas which can be applied to
explain, analyse and solve a variety of problems that seek to address the broader question of how living
organisms work to sustain life. The purpose of equipping students with an understanding of these ideas is to
develop in them a coherent view and conceptual framework of scientific knowledge to facilitate the application
and transfer of learning. These ideas can be revisited throughout the syllabus, deepened at higher levels of
learning and beyond the schooling years.
1. The Cell – Diverse life forms are similar in that their basic unit are cells.
2. Structure and Function – Structure and function of organisms from the molecular to the organ system
levels are related to each other.
3. Systems – Biological systems interact among themselves and with the environment resulting in the flow of
energy and nutrients.
4. Energy – To ensure survival, living organisms obtain, transform and utilise energy from the external world.
5. Homeostasis, Co-ordination and Response – Living organisms detect changes both from the
surrounding environment and within themselves so that they are able to respond to these changes to
maintain a constant internal environment needed for sustaining life.
6. Evolution – The diversity of living organisms is achieved through a process of evolution, driven by
mechanisms such as natural selection.
37
CONTENT STRUCTURE
SECTION Topics
I. Cells and the Chemistry of Life 1. Cell Structure and Organisation

2. Movement of Substances
3. Biological Molecules
II. The Human Body – Maintaining Life 4. Nutrition in Humans

5. Transport in Humans
6. Respiration in Humans
7. Infectious Diseases in Humans
III. Living Together – Plants and 8. Nutrition and Transport in Flowering Plants
Animals
SUBJECT CONTENT
SECTION I: CELLS AND THE CHEMISTRY OF LIFE
Overview
Living things are different from non-living things in their ability to grow, reproduce, move, and respond to
change. Understanding what makes these characteristics of life possible requires an appreciation of the
hierarchical organisation of life (from cells → tissues → organs → systems → organism) and the processes
needed to sustain life at each level.
In this section, we begin by exploring life at the smallest level. Amidst the great diversity of living organisms on
earth, all living organisms are fundamentally similar at the smallest level; they are all made of cells and a
common set of carbon-based molecules. Physiological processes in living organisms can be explained through
activities happening at the cellular level. For instance, the transport of oxygen around the body is made possible
by red blood cells that bind oxygen to haemoglobin.
In order to sustain life, all living things require three macromolecules – carbohydrates, proteins and fats. They
make life possible by providing energy, building cellular structures, and for growth and repair.
The overarching ideas of this section are cells as the basic unit of life, correlation between structure and
function and how living organisms obtain, transform and utilise energy from the external world at the cellular
level to sustain life. Knowing how life works at the cellular and molecular level will provide students with a
foundation to understand processes needed to sustain life at the tissue, organ and system levels, which are
covered in subsequent sections of this syllabus.
38
1. Cell Structure and Organisation
Content
• Plant and Animal Cells
• Cell Specialisation
Learning Outcomes
(a) identify and state the functions of the following cell structures (including organelles) of typical plant and
animal cells from diagrams, light micrographs and as seen under the light microscope using prepared
slides and fresh material treated with an appropriate temporary staining technique:
• cell wall
• cell membrane
• cytoplasm
• nucleus
• cell vacuoles (large, sap-filled in plant cells, small, temporary in animal cells)
• chloroplasts
(b) identify and state the functions of the following organelles from diagrams and electron micrographs:
• mitochondria
• ribosomes
(c) compare the structure of typical animal and plant cells
(d) explain how the structures of specialised cells are adapted to their functions (e.g. muscle cell – many
mitochondria to supply more energy, root hair cell – large surface area of cell membrane for greater
absorption, red blood cell – lack of nucleus allowing it to transport more oxygen)
2. Movement of Substances
Content
• Diffusion
• Osmosis
Learning Outcomes
(a) define diffusion and describe its role in nutrient uptake and gaseous exchange in plants and humans
(b) define osmosis, investigate and describe the effects of osmosis on plant and animal tissues
39
3. Biological Molecules
Content
• Carbohydrates, Fats and Proteins
• Enzymes
Learning Outcomes
(a) state the main roles of carbohydrates, fats and proteins in living organisms:
• carbohydrates as an immediate source of energy
• fats for insulation and long-term storage of energy
• proteins for growth and repair of cells
(b) describe and carry out tests for:
• starch (using iodine in potassium iodide solution)
• reducing sugars (using Benedict’s solution)
• protein (using biuret solution)
• fats (using ethanol)
(c) state that large molecules are synthesised from smaller basic units:
• cellulose, glycogen and starch from glucose
• polypeptides and proteins from amino acids
• lipids such as fats from glycerol and fatty acids
(d) explain the mode of action of enzymes in terms of an active site, enzyme-substrate complex and enzyme
specificity using the ‘lock and key’ hypothesis
(e) investigate and explain the effects of temperature and pH on the rate of enzyme catalysed reactions
40
SECTION II: THE HUMAN BODY – MAINTAINING LIFE
Overview
Life is sustained through the integrated organisation of the whole organism. In humans, the maintenance and
regulation of life processes include nutrition, transport and respiration.
Living systems utilise energy and macromolecules to maintain life processes such as growth, reproduction and
homeostasis. Interactions also exist between living systems within organisms, which are often accompanied by
the transfer of energy between matter and transfer or exchange of matter. Each system has their component
parts, characterised by the division of labour. This division of labour enables an organism to function efficiently
and allows for the various systems to work together as a co-ordinated whole.
The threat of diseases disrupts the maintenance of important life processes and the functioning of human body
systems. In ancient times, the concept of ‘catching’ a disease was unheard of, and diseases were even thought
to be caused by the imbalance of ‘humours’ (internal fluids) within the body. However, with the invention of the
microscope, we have found out that infectious diseases are often caused by pathogens, e.g. viruses and
bacteria.
The overarching ideas in the study of this section are the co-ordination of the human body system as a whole
and the correlation between structure and function.
4. Nutrition in Humans
Content
• Human Digestive System
• Physical and Chemical Digestion
• Absorption and Assimilation
Learning Outcomes
(a) describe the functions of the various parts of the digestive system: mouth, salivary glands, oesophagus,
stomach, duodenum, pancreas, gall bladder, liver, ileum, colon, rectum, anus, in relation to ingestion,
digestion, absorption, assimilation and egestion of food, as appropriate
(b) describe the functions of enzymes (e.g. amylase, maltase, protease, lipase) in digestion, listing the
substrates and end-products
(c) state the function of the hepatic portal vein as the transport of blood rich in absorbed nutrients from the
small intestine to the liver
(d) state the role of the liver in:
• conversion of glucose to glycogen and vice versa
• fat digestion
• metabolism of amino acids and formation of urea
• breakdown of alcohol
• breakdown of hormones
41
(e) define a hormone as a chemical substance, produced by a gland, carried by the blood, which alters the
activity of one or more specific target organs
(f) outline how blood glucose concentration is regulated by insulin and glucagon
(g) describe type 2 diabetes mellitus in terms of a persistently higher than normal blood glucose concentration
due to the body's resistance to insulin or insufficient production of insulin
(h) identify the risk factors of (e.g. unhealthy diet and sedentary lifestyle) and ways to manage type 2 diabetes
mellitus
5. Transport in Humans
Content
• Parts and Functions of the Circulatory System
• Blood
• Coronary Heart Disease
Learning Outcomes
(a) identify the main blood vessels to and from the heart, lungs, liver and kidney
(b) relate the structures of arteries, veins and capillaries to their functions (specific names of muscle layers in
arteries and veins are not required)
(c) state the components of blood and their roles in transport and defence:
• red blood cells – haemoglobin for oxygen transport
• plasma – transport of blood cells, ions, soluble food substances, hormones, carbon dioxide, urea,
vitamins, plasma proteins
• white blood cells – phagocytosis, antibody formation and tissue rejection
• platelets – fibrinogen to fibrin, causing clotting
(d) describe the structure and function of the heart in terms of muscular contraction and the working of valves
(histology of the heart muscle, names of nerves and transmitter substances are not required)
(e) describe coronary heart disease in terms of the occlusion of coronary arteries and list the possible causes,
such as unhealthy diet, sedentary lifestyle, and smoking, stating the possible preventative measures
42
6. Respiration in Humans
Content
• Human Gas Exchange
• Cellular Respiration
Learning Outcomes
(a) identify the larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries and state their functions
in human gaseous exchange
(b) explain how the structure of an alveolus is suited for its function of gaseous exchange
(c) state the major toxic components of tobacco smoke – nicotine, tar and carbon monoxide, and describe
their effects on health
(d) define aerobic respiration in human cells as the release of energy by the breakdown of glucose in the
presence of oxygen and state the word equation
(e) define anaerobic respiration in human cells as the release of energy by the breakdown of glucose in the
absence of oxygen and state the word equation
(f) explain why cells respire anaerobically during vigorous exercise resulting in an oxygen debt that is
removed by rapid, deep breathing after exercise
7. Infectious Diseases in Humans
Content
• Organisms affecting Human Health
• Influenza and Pneumococcal Disease
• Prevention and Treatment of Infectious Diseases
Learning Outcomes
(a) state that infectious diseases can be spread from person to person whereas non-infectious diseases
cannot and identify examples of each
(b) explain that infectious diseases are caused by pathogens such as bacteria and viruses and can be spread
from person to person through body fluids, food and water (knowledge of the structure of bacteria and
viruses is not required)
(c) state the signs and symptoms of:
• influenza – caused by the influenza virus
• pneumococcal disease – caused by the bacteria, pneumococcus
43
(d) describe the transmission and methods to reduce the transmission of:
• influenza virus
• pneumococcus
(e) state that vaccines contain an agent that resembles a pathogen and prevent infectious diseases by
stimulating white blood cells to quickly produce antibodies when the pathogen invades
(f) state that antibiotics kill bacteria and are ineffective against viruses
(g) explain that the misuse and overuse of antibiotics may accelerate the emergence of antibiotic-resistant
bacteria
44
SECTION III: LIVING TOGETHER – PLANTS AND ANIMALS
Overview
The sun is the principal source of energy for almost all living organisms on earth, without which, life will not exist
as it is today. Green plants are able to capture and convert light energy to useful chemical forms in the unique
process of photosynthesis.
Plants are important to most living organisms that depend on the energy captured by plants through direct or
indirect feeding relationships to sustain life. The process of photosynthesis helps to capture the carbon dioxide
released through respiration and other human activities such as combustion. This ensures that the
concentration of carbon dioxide in the atmosphere is maintained within healthy limits, beyond which will result in
global warming.
The overarching idea of this section is the adaptation of plant structures that allow them to transform light
energy into chemical energy efficiently to sustain life on earth.
8. Nutrition and Transport in Flowering Plants
Content
• Plant Structure
• Photosynthesis
• Transpiration
• Translocation
Learning Outcomes
(a) identify the cellular and tissue structure of a dicotyledonous leaf, as seen in transverse section using the
light microscope and describe the significance of these features in terms of their functions, such as the:
• distribution of chloroplasts for photosynthesis
• stomata and mesophyll cells for gaseous exchange
• vascular bundles for transport
(b) identify the positions of and state the functions of xylem vessels and phloem in sections of a herbaceous
dicotyledonous leaf and stem, under the light microscope
(c) explain how the structure of a root hair cell is suited for its function of water and ion uptake
(d) state that chlorophyll absorbs light energy and converts it into chemical energy for the formation of
carbohydrates and their subsequent uses
(e) briefly explain why most forms of life are completely dependent on photosynthesis
(f) state the word equation for photosynthesis (details of light-dependent and light-independent stages are not
required)
(g) describe how carbon dioxide reaches mesophyll cells in a leaf
(h) investigate and describe the effects of varying light intensity, carbon dioxide concentration and temperature
on the rate of photosynthesis (e.g. in submerged aquatic plant)
45
(i) state that transpiration is the loss of water vapour from the stomata
(j) briefly explain the movement of water through the stem in terms of transpiration pull
(k) investigate and explain:
• the effects of variation of air movement, temperature, humidity and light intensity on transpiration rate
• how wilting occurs
(l) define the term translocation as the transport of food (mainly sucrose) in the phloem tissue

The list below is intended as a guide to the more important quantities which might be encountered in teaching
and learning. This list is not exhaustive.
length l mm, cm, m

area A cm2, m2
volume V cm3, dm3, m3
mass m mg, g, kg
concentration c g / dm3
time t ms, s, min
pH pH –
temperature T °C
energy E J
46
appropriate practical work to support and facilitate the learning of this subject. A list of practical work is provided
below. Candidates are expected to show familiarity with laboratory practical procedures and to have carried out
at least four practical tasks from this list.
1. Preparation and observation of specimens under a light microscope
2. Investigation of the effects of osmosis on plant cells
3. Identification of nutrients (carbohydrates, proteins and fats) in given samples
4. Investigation of the effects of temperature and pH on enzyme action
5. Test for the presence of carbon dioxide released during respiration
6. Investigation of the factors affecting photosynthesis
7. Investigation on the process of transpiration
GLOSSARY OF TERMS USED IN SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to science papers) will prove helpful to candidates as a
guide, i.e. it is neither exhaustive nor definitive. The glossary has been deliberately kept brief not only 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.
1. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
2. Classify requires candidates to group things based on common characteristics.
3. Comment is intended as an open-ended instruction, inviting candidates to recall or infer points of interest
relevant to the context of the question, taking account of the number of marks available.
4. Compare requires candidates to provide both similarities and differences between things or concepts.
5. Construct is often used in relation to chemical equations where a candidate is expected to write a balanced
equation, not by factual recall but by analogy or by using information in the question.
6. Define (the term(s)…) is intended literally, only a formal statement or equivalent paraphrase being required.
7. Describe requires candidates 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 the latter instance the answer may often follow a standard pattern,
e.g. Apparatus, Method, Measurement, Results and Precautions.
In other contexts, describe and give an account of 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 in a similar way to state and explain.
47
8. 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.
9. Discuss requires candidates to give a critical account of the points involved in the topic.
10. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making
such simplifying assumptions as may be necessary about the points of principle and about values of
quantities not otherwise included in the question.
11. Explain may imply reasoning or some reference to theory, depending on the context.
12. Find is a general term that may be variously interpreted as calculate, measure, determine, etc.
13. 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.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, e.g. length, using a rule, or angle, using a protractor.
15. Outline implies brevity, i.e. restricting the answer to giving essentials.
16. Predict or deduce 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 from an earlier part of the question.
Predict also implies a concise answer with no supporting statement required.
17. 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 the intercept, asymptote or discontinuity
at a particular value.
In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.
18. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can be
obtained ‘by inspection’.
19. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer, 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’.
20. 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 light of the indicated mark value.
48
SPECIAL NOTE
Nomenclature
Students will be expected to be familiar with the nomenclature used in the syllabus. The proposals in ‘Signs,
Symbols and Systematics: The ASE Companion to 16–19 Science (2000)’ and the recommendations on terms,
units and symbols in ‘Biological Nomenclature 4th Edition (2009)’ published by the Institute of Biology, in
conjunction with the ASE, will generally be adopted although the traditional names sulfate, sulfite, nitrate, nitrite,
sulfurous and nitrous acids will be used in question papers. Sulfur (and all compounds of sulfur) will be spelt
with f (not with ph) in question papers, however students can use either spelling in their answers.
It is intended that, in order to avoid difficulties arising out of the use of l as the symbol for litre, use of dm3 in
place of l or litre will be made.
In chemistry, full structural formulae (displayed formulae) in answers should show in detail both the relative
placing of atoms and the number of bonds between atoms. Hence, –CONH2 and –CO2H are not satisfactory as
full structural formulae, although either of the usual symbols for the benzene ring is acceptable.
Units and significant figures
Candidates should be aware that misuse of units and / or significant figures, i.e. failure to quote units where
necessary, the inclusion of units in quantities defined as ratios or quoting answers to an inappropriate number of
significant figures, is liable to be penalised.
Calculators
An approved calculator may be used in all papers.
Geometrical Instruments
Candidates should have geometrical instruments with them for Paper 1 and Paper 2 for syllabus 5105 and
5106.
49

Science

Uploaded by

Copyright:

Available Formats

Science

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science

Uploaded by

Copyright:

Available Formats

Singapore–Cambridge General Certificate of Education

Normal (Academic) Level (2024)

(First year of examination in 2024)

© MOE & UCLES 2022

2.1 appreciate practical applications of science in the real world

3.2 creativity – seeking innovative and relevant ways to solve problems

1. Demonstrating Ways of Thinking and Doing in Science (WoTD)

1.1 Posing questions and defining problems

1.2 Designing investigations

1.3 Conducting experiments and testing solutions

1.4 Analysing and interpreting data

1.5 Communicating, evaluating and defending ideas with evidence

1.6 Making informed decisions and taking responsible actions

1.7 Using and developing models

1.8 Constructing explanations and designing solutions

2. Understanding the Nature of Scientific Knowledge (NOS)

3. Relating Science, Technology, Society and Environment (STSE)

A Knowledge with Understanding

Candidates should be able to demonstrate knowledge and understanding in relation to:

1. scientific phenomena, facts, laws, definitions, concepts and theories

4. scientific quantities and their determination

B Handling Information and Solving Problems

1. locate, select, organise and present information from a variety of sources

2. translate information from one form to another

3. manipulate numerical and other data

4. use information to identify patterns, report trends and draw inferences

5. present reasoned explanations for phenomena, patterns and relationships

6. make predictions and propose hypotheses

C Experimental Skills and Investigations

Candidates should be able to:

1. select and use techniques, apparatus and materials

2. take readings and record observations

3. interpret and evaluate experimental data and observations

4. evaluate methods and suggest possible improvements.

Weighting of Assessment Objectives

Theory Papers (Papers 1, 2, 3, 4, 5 and 6)

B Handling Information and Solving Problems, approximately 45% of the marks.

C Experimental Skills and Investigations, approximately 10% of the marks.

(a) select appropriate experimental techniques

5105 Science (Physics, Chemistry) Papers 1, 2, 3, 4

Paper Type of Paper Duration Marks Weighting

1 Multiple Choice (Physics) 20 20%

3 Multiple Choice (Chemistry) 20 20%

5 Multiple Choice (Biology) 20 20%

Paper 2, 4, 6 (30 marks) Each of these papers consists of two sections.

Section B will carry 8 marks and will contain two structured

A copy of The Periodic Table of Elements will be printed as part

DISCIPLINARY IDEAS OF PHYSICS

1. Matter and energy make up the Universe

2. Matter interacts through forces and fields

3. Forces help us understand motion

4. Waves can transfer energy without transferring matter

5. Conservation laws constrain the changes in systems

6. Microscopic models can explain macroscopic phenomena

I. Measurement 1. Physical Quantities, Units and Measurement

II. Newtonian Mechanics 2. Kinematics

III. Thermal Physics 6. Kinetic Particle Model of Matter

IV. Waves 8. General Wave Properties

V. Electricity and Magnetism 10. Electric Charge and Current of Electricity