Science Syllabus Codes: Singapore-Cambridge General Certificate of Education Ordinary Level (2024)

Singapore–Cambridge General Certificate of Education
Ordinary Level (2024)
Science
Syllabus codes
5086 Science: Physics, Chemistry
5087 Science: Physics, Biology
5088 Science: Chemistry, Biology
(First year of examination in 2024)
© MOE & UCLES 2022

5086, 5087 and 5088 SCIENCE GCE ORDINARY LEVEL SYLLABUS
CONTENTS
Page
AIMS 3
PRACTICES OF SCIENCE 3
ASSESSMENT OBJECTIVES 4
SCHEME OF ASSESSMENT 6
PHYSICS SECTION 8
INTRODUCTION 8
DISCIPLINARY IDEAS OF PHYSICS 8
CONTENT STRUCTURE 9
SUBJECT CONTENT 10
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS 23
CHEMISTRY SECTION 25
INTRODUCTION 25
DISCIPLINARY IDEAS OF CHEMISTRY 25
CONTENT STRUCTURE 26
SUBJECT CONTENT 27
NOTES FOR QUALITATIVE ANALYSIS 38
COLOURS OF SOME COMMON METAL HYDROXIDES 39
THE PERIODIC TABLE OF ELEMENTS 40
BIOLOGY SECTION 41
INTRODUCTION 41
DISCIPLINARY IDEAS OF BIOLOGY 41
CONTENT STRUCTURE 42
SUBJECT CONTENT 43
PRACTICAL ASSESSMENT 55
GLOSSARY OF TERMS USED IN SCIENCE PAPERS 63
SPECIAL NOTE 64
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.
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
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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.
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).
4
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 subject content because questions testing
such skills may be based on information which is unfamiliar to the candidate. In answering such questions,
candidates are required to use principles and concepts that are within the syllabus and apply them in a
logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin
with one of the following words: predict, deduce, suggest, calculate or determine (see the Glossary of
Terms).
C Experimental Skills and Investigations
Candidates should be able to:
1. follow a sequence of instructions;
2. use techniques, apparatus and materials;
3. make and record observations, measurements and estimates;
4. interpret and evaluate observations and experimental results;
5. plan investigations, select techniques, apparatus and materials;
6. evaluate methods and suggest possible improvements.
Weighting of Assessment Objectives
Theory Papers (Papers 1, 2, 3 and 4)
A Knowledge with Understanding, approximately 50% of the marks with approximately 20% allocated to
recall.
B Handling Information and Solving Problems, approximately 50% of the marks.
Practical Assessment (Paper 5)
Paper 5 is designed to test appropriate skills in C, Experimental Skills and Investigations.
In one or more of the questions in Paper 5, candidates will be expected to suggest a modification or an
extension, which does not need to be executed. Depending on the context in which the modification /
extension element is set, the number of marks associated with this element will be in the range of 10% to
20% of the total marks available for the practical test.
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SCHEME OF ASSESSMENT
Candidates are required to enter for Paper 1, Paper 5 and two of Papers 2, 3 and 4.
Paper Type of Paper Duration Marks Weighting
1 Multiple Choice 1h 40 20.0%
2 Structured and Free Response (Physics) 1 h 15 min 65 32.5%
3 Structured and Free Response (Chemistry) 1 h 15 min 65 32.5%
4 Structured and Free Response (Biology) 1 h 15 min 65 32.5%
5 Practical Test 1 h 30 min 30 15.0%
Science (Physics, Chemistry), Syllabus 5086

Paper 1 will be based on the Physics and Chemistry sections of the syllabus.
Paper 2 will be based on the Physics section of the syllabus.
Paper 3 will be based on the Chemistry section of the syllabus.
Paper 5 will be based on the Physics and Chemistry sections of the syllabus.
Science (Physics, Biology), Syllabus 5087

Paper 1 will be based on the Physics and Biology sections of the syllabus.
Paper 2 will be based on the Physics section of the syllabus.
Paper 4 will be based on the Biology section of the syllabus.
Paper 5 will be based on the Physics and Biology sections of the syllabus.
Science (Chemistry, Biology), Syllabus 5088

Paper 1 will be based on the Chemistry and Biology sections of the syllabus.
Paper 3 will be based on the Chemistry section of the syllabus.
Paper 4 will be based on the Biology section of the syllabus.
Paper 5 will be based on the Chemistry and Biology sections of the syllabus.
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Theory papers
Paper 1 This paper consists of 40 compulsory multiple choice questions

(1 h, 40 marks) providing approximately equal coverage of the two appropriate
sections of the syllabus.
This paper will be set at the same time for all three syllabuses,
5086, 5087, 5088.
A copy of the Data Sheet ‘Colours of Some Common Metal

Hydroxides’ and ‘The Periodic Table of Elements’ will be printed as
part of Paper 1 for syllabus 5086 and 5088.
Paper 2 This paper consists of two sections.

(1 h 15 min, 65 marks)
Section A will carry 55 marks and will contain a number of
compulsory structured questions. The last question will carry 10
marks.
Section B will carry 10 marks and will contain two questions.
Candidates must answer only one out of these two questions.
The questions will be based on the Physics section of the syllabus.

marks.
The questions will be based on the Chemistry section of the

syllabus.
A copy of the Data Sheet ‘Colours of Some Common Metal

Hydroxides’ and ‘The Periodic Table of Elements’ will be printed as
part of this Paper.

marks.
The questions will be based on the Biology section of the syllabus.
Practical assessment
Paper 5 (1 h 30 min, 30 marks) consisting of one or two compulsory questions on each of the two Sciences.
The Physics question(s) will be identical in 5086 and 5087. The Chemistry and the Biology question(s) will,
likewise, be common to the respective papers.
This Paper will be set at the same time for all three syllabuses, 5086, 5087, and 5088.
The use of reference material, other than the Chemistry Practical Notes is not permitted.
In one or both questions, candidates will be expected to suggest a modification or extension, which does not
need to be executed.
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Physics section
INTRODUCTION
The Ordinary 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
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CONTENT STRUCTURE
Section Topics
I. Measurement 1. Physical Quantities, Units and Measurement
II. Newtonian Mechanics 2. Kinematics

3. Force and Pressure
4. Dynamics
5. Turning Effect of Forces
6. Energy
III. Thermal Physics 7. Kinetic Particle Model of Matter

8. Thermal Processes
IV. Waves 9. General Wave Properties

10. Electromagnetic Spectrum
11. Light
V. Electricity and Magnetism 12. Electric Charge and Current of Electricity

13. D.C. Circuits
14. Practical Electricity
15. Magnetism and Electromagnetism
VI. Radioactivity 16. Radioactivity
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SUBJECT CONTENT
SECTION 1: 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
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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
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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)
(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 at most two dimensions)
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(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. Turning Effects of Forces
Content
• Moments
• Equilibrium
• Centre of gravity
Learning Outcomes
(a) describe the moment of a force about a pivot in terms of its turning effect and relate this to everyday
examples
(b) recall and apply the relationship moment of a force (or torque) = force × perpendicular distance from the
pivot to new situations or to solve related problems
(c) state the principle of moments for a body in equilibrium
(d) apply the principle of moments to new situations or to solve related problems
(e) show an understanding that the weight of a body may be taken as acting at a single point known as its
centre of gravity
6. 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 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
13
(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
14
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 Particle 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.
7. 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
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8. 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.
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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.
9. General Properties of Waves
Content
• Describing wave motion
• Wave properties
• Sound
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
representations
(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
(f) show an understanding that sound can be produced by vibrating sources and a medium is required for
the transmission of sound.
(g) describe the longitudinal nature of sound waves in terms of the processes of compression and
rarefaction
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(h) relate loudness of a sound wave to its amplitude and pitch to its frequency
(i) describe how the reflection of sound may produce an echo, and how this may be used for measuring
distances
10. 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. infra-red 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
11. Light
Content
• Reflection of light
• Refraction of light
• Thin converging lenses
Learning Outcomes
(a) recall and use the terms normal, angle of incidence and angle of reflection to describe the reflection of
light
(b) state that, for reflection, the angle of incidence is equal to the angle of reflection and use this principle in
constructions, measurements and calculations
(c) recall and use the terms normal, angle of incidence and angle of refraction to describe the refraction of
light
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(d) recall and apply the relationship sin i / sin r = constant to new situations or to solve related problems
(e) define refractive index of a medium in terms of the ratio of speed of light in vacuum and in the medium
(f) describe the action of a thin converging lens on a beam of light
(g) define the focal length for a converging lens
(h) describe the characteristics of images (e.g. real / virtual, magnified / diminished, and upright / inverted)
formed by a thin converging lens (recall of the characteristics of images formed for specific object
distances is not required).
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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 to
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 and ‘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.
12. 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
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13. 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.
14. 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
21
(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.
15. Magnetism and Electromagnetism
Content
• Laws of magnetism
• Magnetic properties of matter
• Magnetic field
• Magnetic effect of a current
• Force on a current-carrying conductor
Learning Outcomes
(a) state the properties of magnets
(b) describe induced magnetism caused by placing magnetic material close to a strong magnet or within a
current-carrying solenoid
(c) distinguish between temporary magnets (e.g. iron) and permanent magnets (e.g. steel) in terms of their
properties and uses
(d) describe how a bar magnet (e.g. a compass) can be used to determine the direction of a magnetic field
(e) draw the magnetic field pattern around a bar magnet and between the poles of two bar magnets.
(f) draw the pattern of the magnetic field due to currents in straight wires and in solenoids and state the
effect on the magnetic field of changing the magnitude and/or direction of the current
(g) describe experiments to show the force on a current-carrying conductor in a magnetic field, including
the effect of reversing
(i) the current
(ii) the direction of the field
(h) deduce the relative directions of force, field and current when any two of these quantities are at right
angles to each other using Fleming’s left-hand rule
(i) explain how a current-carrying coil in a magnetic field (e.g. in a motor) experiences a turning effect
(recall of structure of an electric motor is not required)
22
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 have 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 recognized 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 on 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.
16. 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 𝑋
(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]
23
(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.
SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS

Students should be able to state the symbols for the following physical quantities and, where indicated, state the
units in which they are measured. Students 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 Pa, N / m2
temperature θ,T °C, K
frequency* f Hz
wavelength* λ m, cm
focal length f m, cm
angle of incidence i degree (°)
angles of reflection, refraction r degree (°)
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
24
Chemistry section
INTRODUCTION
The Ordinary Level Science (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 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 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
appropriate strategies including developing practical work 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.
25
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. Redox Chemistry
8. Patterns in the Periodic Table
9. Chemical Energetics
10. Rate of Reactions
III. Chemistry in a Sustainable World 11. Organic Chemistry

12. Maintaining Air Quality
26
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 and measurement of rates of reaction.
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 11.1(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.
27
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.
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.
28
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.
29
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 (acid-base, precipitation and redox reactions) are delved into
and lay the foundation for understanding what happens to energy and rate of reactions 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 and Stoichiometry
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 and Stoichiometry
(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) define the term mole in terms of the Avogadro constant
(d) calculate stoichiometric reacting masses and volumes of gases (one mole of gas occupies 24 dm3
at room temperature and pressure); calculations involving the idea of limiting reactants may be set
(knowledge of the gas laws and the calculations of gaseous volumes at different temperatures and
pressures are not required)
(e) apply the concept of solution concentration (in mol/dm3 or g/dm3) to process the results of
volumetric experiments (e.g. titration) and to solve simple problems.
(appropriate guidance will be provided where unfamiliar reactions such as redox are involved.
Calculations on % yield and % purity are not required.)
30
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 the use of aqueous sodium hydroxide and/or aqueous ammonia to identify the following
aqueous cations through the formation of precipitates (if any) and their subsequent solubility: aluminium,
ammonium (together with evolution of ammonia gas upon warming), calcium, copper(II), iron(II),
iron(III) and zinc
(formulae of complex ions are not required)
(b) describe tests to identify the following anions: carbonate (by the addition of dilute acid and subsequent
use of limewater); chloride (by reaction of an aqueous solution with nitric acid and aqueous silver
nitrate); nitrate (by reduction with aluminium in aqueous sodium hydroxide to ammonia and subsequent
use of damp red litmus paper) and sulfate (by reaction of an aqueous solution with nitric acid and
aqueous barium nitrate)
(c) describe tests to identify the following gases: ammonia (using damp red litmus paper); carbon dioxide
(using limewater); chlorine (using damp litmus paper); hydrogen (using a burning splint); oxygen (using
a glowing splint) and sulfur dioxide (using acidified potassium manganate(VII)).
31
7. Redox Chemistry
Learning Outcomes
(a) define oxidation and reduction (redox) in terms of oxygen/hydrogen gain/loss
(b) define redox in terms of electron transfer and changes in oxidation state
(c) describe the use of aqueous potassium iodide and acidified potassium manganate(VII) in testing for
oxidising and reducing agents from the resulting colour changes.
8. Patterns in the Periodic Table
Content
8.1 Periodic Trends
8.2 Group Properties
8.3 Reactivity Series
Learning Outcomes
8.1 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
(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.
8.2 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.
32
8.3 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.
9. Chemical Energetics
Learning Outcomes
(a) describe the term exothermic as a process or chemical reaction which transfers energy, often in the
form of heat, to the surroundings and may be detected by an increase in temperature, e.g. the reaction
between sodium hydroxide and hydrochloric acid
(b) describe the term endothermic as a process or chemical reaction which takes in energy, often in the
form of heat, from the surroundings and may be detected by a decrease in temperature, e.g. the
dissolving of ammonium nitrate in water.
10. Rate of Reactions
Learning Outcomes
(a) describe the effect of concentration, pressure, particle size and temperature on the rates of reactions
and explain these effects in terms of collisions between reacting particles
(b) interpret data obtained from experiments concerned with rate of reaction.
33
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.
11. Organic Chemistry
Content
11.1 Fuels and Crude Oil
11.2 Hydrocarbons
11.3 Alcohols and Carboxylic Acids
11.4 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
11.1 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 12(e)).
34
11.2 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 11.4(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.
11.3 Alcohols and Carboxylic Acids
(a) describe the alcohols as a homologous series containing the –OH group
(b) draw the structures of unbranched alcohols, C1 to C3, and name the unbranched alcohols
methanol to propanol
(c) describe the reactions of alcohols in terms of combustion and oxidation to carboxylic acids
(d) describe the formation of ethanol by fermentation of glucose
(e) describe the carboxylic acids as a homologous series containing the –CO2H group
(f) describe the formation of ethanoic acid by the oxidation of ethanol by atmospheric oxygen or
acidified potassium manganate(VII).
35
11.4 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 11.2(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.
12. 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 11.1(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.
36

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 –
37
NOTES FOR QUALITATIVE ANALYSIS

Test for anions
anion test test result
effervescence, carbon dioxide

carbonate (CO32–) add dilute acid
produced
chloride (Cl –) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate
nitrate (NO3–) add aqueous sodium hydroxide, then ammonia produced

[in solution] aluminium foil; warm carefully
sulfate (SO42–) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous barium nitrate
Test for aqueous cations
cation effect of aqueous sodium hydroxide effect of aqueous ammonia
white ppt., soluble in excess giving a

aluminium (Al 3+) white ppt., insoluble in excess
colourless solution
ammonium (NH4+) ammonia produced on warming –
calcium (Ca2+) white ppt., insoluble in excess no ppt.
copper(II) (Cu2+) light blue ppt., insoluble in excess light blue ppt., soluble in excess giving
a dark blue solution
iron(II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
iron(III) (Fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
zinc (Zn2+) white ppt., soluble in excess giving a white ppt., soluble in excess giving a
colourless solution colourless solution
Test for gases
gas test and test result
ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) gives white ppt. with limewater

(ppt. dissolves with excess CO2)
chlorine (Cl2) bleaches damp litmus paper
hydrogen (H2) ‘pops’ with a lighted splint
oxygen (O2) relights a glowing splint
turns aqueous acidified potassium manganate(VII) from purple to

sulfur dioxide (SO2)
colourless
38
Colours of Some Common Metal Hydroxides
aluminium hydroxide white
calcium hydroxide white
copper(II) hydroxide light blue
iron(II) hydroxide green
iron(III) hydroxide red-brown
zinc hydroxide white
39
40
Biology section
INTRODUCTION
The Ordinary 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
appropriate strategies in teaching topics in this syllabus. The assessment will be specifically intended to test
skills, comprehension and insight in familiar and unfamiliar contexts.
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. Heredity – Genetic information is passed down from parents to offspring during reproduction to ensure
the continuity of life.
7. Evolution – The diversity of living organisms is achieved through a process of evolution, driven by
mechanisms such as natural selection.
41
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 – MAINTAING LIFE 4. Nutrition in Humans

5. Transport in Humans
6. Respiration in Humans
7. Infectious Diseases in Humans
III. LIVING TOGETHER – PLANTS, 8. Nutrition and Transport in Flowering Plants

ANIMALS AND ECOSYSTEMS 9. Organisms and their Environment
IV. CONTINUITY OF LIFE 10. Molecular Genetics

11. Reproduction in Humans
12. Inheritance
42
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.
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
43
(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
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
44
(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
45
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
(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
46
(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
47
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
(d) describe the transmission and methods to reduce the transmission of:
• influenza virus
• pneumococcus
48
(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
49
SECTION III: LIVING TOGETHER – PLANTS, ANIMALS AND ECOSYSTEMS
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
through the unique process of photosynthesis. Other organisms depend on this energy captured by plants
through direct or indirect feeding relationships to sustain life.
The study of ecology will further explain how all organisms are interdependent on the transfer of energy and
matter in this intricate web of life. Humans are by far the singular most influential species in ensuring the
conservation of the fragile ecosystem and thus, there are important lessons to be learnt from this highly
interdependent relationship among organisms. In the face of global warming as one of the major challenges
confronting the world now, examining how human actions can reduce the effects of global warming takes on
a pressing urgency to ensure the sustainability of the environment and life on Earth.
The overarching idea of this section is the interaction between organisms in the ecosystem for the
sustainability of life through the transfer of energy and matter.
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
50
(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 plants)
(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
9. Organisms and their Environment
Content
• Energy Flow
• Food Chains and Food Webs
• Carbon Cycle and Global Warming
• Effects of Man on the Ecosystem
Learning Outcomes
(a) describe the non-cyclical nature of energy flow
(b) describe the roles of producers, consumers and decomposers in food chains and food webs
(c) explain how energy losses occur along food chains, and discuss the efficiency of energy transfer
between trophic levels
(d) interpret pyramids of numbers and biomass
(e) describe how carbon is cycled within an ecosystem and outline the role of forests and oceans as carbon
sinks
(f) describe how human activities, such as deforestation and use of fossil fuels, cause an increase in
atmospheric carbon dioxide concentration, leading to global warming
(g) discuss how human actions can reduce the effects of global warming
51
SECTION IV: CONTINUITY OF LIFE
Overview
The many aspects of structure and function that we have examined in this syllabus can be viewed in the
widest context as various adaptations aimed at ensuring reproductive success. Reproduction is vital for the
survival of species across generations.
In this section, we examine the processes that contribute to the continuity of life. These processes include
how genes interact to produce hereditary characteristics in the offspring and how genetic information is
passed from one generation to the next.
Some important scientists who contributed to findings in this section include Gregor Mendel – who published
his observations from breeding experiments on pea plants and James Watson and Francis Crick – who
developed the model for deoxyribonucleic acid (DNA), a molecule that was deduced as the hereditary
material that is passed down through generations. Models aid in the visualisation of science and led to the
breakthrough of the discovery of the double-helix molecule – DNA.
The overarching ideas of this section are the storage of genetic information in the DNA and the passing
down of genetic information through generations to ensure the continuity of life.
10. Molecular Genetics
Content
• The Structure of DNA
• From DNA to Proteins
Learning Outcomes
(a) outline the relationships among DNA, genes and chromosomes
(b) state that DNA is a double helix comprising two strands of nucleotides, each nucleotide formed of a
sugar, a phosphate group and one of four different bases
(c) state the rule of complementary base pairing
(d) state that each gene:
• is a sequence of nucleotides, as part of a DNA molecule
• codes for one polypeptide
• is a unit of inheritance
(e) state that DNA is used to carry the genetic code, which is used to synthesise specific polypeptides
(details of transcription and translation are not required)
52
11. Reproduction in Humans
Content
• Sexual Reproduction in Humans
• Sexually Transmitted Diseases
Learning Outcomes
(a) define sexual reproduction as the process involving the fusion of nuclei of male and female gametes to
form a zygote and the production of genetically dissimilar offspring
(b) identify the male reproductive system and state the functions of: testes, scrotum, sperm ducts, prostate
gland, urethra and penis
(c) identify the female reproductive system and state the functions of: ovaries, oviducts, uterus, cervix and
vagina
(d) outline the menstrual cycle with reference to the alternation of menstruation and ovulation, the natural
variation in its length, and the fertile and infertile phases of the cycle with reference to the effects of
progesterone and oestrogen only
(e) describe fertilisation and early development of the zygote simply in terms of the formation of a ball of
cells which becomes implanted in the wall of the uterus
(f) discuss the transmission of human immunodeficiency virus (HIV) and methods to reduce transmission
12. Inheritance
Content
• The Passage of Genetic Information from Parent to Offspring
• Monohybrid Crosses
• Variation
Learning Outcomes
(a) distinguish between the terms gene and allele
(b) distinguish between continuous and discontinuous variation and give examples of each
(c) explain the terms dominant, recessive, homozygous, heterozygous, phenotype and genotype
(d) predict the results of simple crosses with expected ratios of 3:1 and 1:1, using the terms homozygous,
heterozygous, F1 generation and F2 generation
(e) explain why observed ratios often differ from expected ratios, especially when there are small numbers
of progeny
(f) use genetic diagrams to solve problems involving monohybrid inheritance
53
(g) describe the determination of sex in humans – XX and XY chromosomes
(h) describe mutation as a change in the sequence of a gene such as in sickle cell anaemia, or in the
chromosome number, such as the 47 chromosomes in the condition known as Down syndrome
(i) name ionising radiation (e.g. X-ray) and chemical mutagens as factors which may increase the rate of
mutation
54

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
PRACTICAL ASSESSMENT
Scientific subjects are, by nature, experimental. It is therefore important that an assessment of a candidate’s
knowledge and understanding of Science should include a component relating to practical work and
experimental skills. This assessment is provided in Paper 5, as a formal practical test, and is outlined in the
Scheme of Assessment.
Paper 5 Practical Test
Physics Practical Test
Candidates may be asked to carry out exercises based on:
(a) 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
(b) determination of the density of a liquid, or a regularly or irregularly shaped solid, that sinks in water
(c) determination of the value of acceleration of free fall
(d) investigation of the effects of balanced and unbalanced forces
(e) the principle of moments
(f) determination of the position of the centre of gravity of a plane lamina
(g) investigation of the factors affecting transfer of energy by thermal processes
(h) the law of reflection
(i) determination of the position and characteristics of an optical image formed by a plane mirror or a thin
converging lens
55
(j) the refraction of light through glass blocks
(k) 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.
Apparatus List
This list below gives guidance to Centres concerning the apparatus and items that are expected to be
generally available for examination purposes. The list is not intended to be exhaustive.
The apparatus and materials requirement for Paper 5 will vary from year to year. Centres will be notified in
advance of the details of the apparatus and materials required for each practical examination.
Spare sets of apparatus must be available to allow for breakages and malfunctions.
56
Unless otherwise stated, the rate of allocation is ‘per candidate’.
Electrical Mechanics and General Items

Ammeter (analogue): f.s.d 1 A Pendulum bob
Voltmeter (analogue): f.s.d 3 V, f.s.d. 5V Stand, boss and clamp:
Cells: 2 x 1.5 V with holder × 2 (Rod length: 60 cm)
Lamp and holder: 2.5 V, 0.3 A Pivot
Rheostat: Max resistance: 22 Ω, Rating: at least 3.3 A Pulley
Resistors, various Newton-meter: 1 N, 2.5 N
Switch Rule with millimetre scale
Jockey (1 × 1 m, 1 × 0.5 m, 1 × 300 mm)
Leads and crocodile clips Digital calipers (1 per 4–6 candidates)
Wire: constantan 28 s.w.g. or metric equivalents Digital micrometer screw gauge (1 per 4–6
Wire: nichrome 28, 32 s.w.g. or metric equivalents candidates)
Magnets: 2 × bar magnets Stopwatch (reading to 0.1 s or better)
Compass: 1 × small Balance to 0.01 g (1 per 8–12 candidates)
Plasticine
Blu-Tack
Heat Springs
Long stem thermometer: –10° C to 110° C at 1° C Optical pin
Beaker: 500 cm3, 2 × 250 cm3 Slotted masses: 1 × 5 g; 1 × 10 g; 2 × 20 g;
Boiling tube, 150 mm × 25 mm 4 × 50 g; 1 × 50 g hanger
Measuring cylinder: 50 cm3, 100 cm3 Slotted masses: 4 × 100 g; 1 × 100 g hanger
Plastic or polystyrene cup 200 cm3 Burette
Means to heat water safely to boiling Rubber tubing
Heating mat Cork
Stirrer Dropper
String/thread/twine
Light Scissors
Glass block (120 mm × 60 mm × 20 mm) Adhesive tape
Microscope slides Card (assorted sizes)
Mirror, plane (100 mm × 50 mm) Wood (assorted sizes, for various uses, e.g.
Lens, converging f = 15 cm support)
Lens holder Wooden board
Screen (10 cm wide, 15 cm high) Sand and tray
Torchlight Bricks: 2 × (approx. 22 cm × 10 cm × 7 cm)
Protractor
Pin board (23 cm × 30 cm)
Pins
Tracing paper
57
Chemistry Practical Test
Candidates may be asked to carry out exercises based on:
(a) quantitative experiments involving the use of a pipette, burette and an indicator such as methyl orange
or screened methyl orange; if titrations other than acid / alkali are set, full instructions and other
necessary information will be given
(b) speeds of reaction that may involve measuring of quantities, e.g. volume, length, mass or time
measurement
(c) measurements of temperature based on thermometers with 1°C graduations
(d) problems of an investigatory nature, possibly including suitable organic compounds
(e) paper chromatography
(f) filtration
(g) qualitative inorganic analysis involving an element, a compound or a mixture, including precipitation
reactions, and tests for oxidising and reducing agents (as specified in the syllabus)
Candidates should be familiar with the identification of ions and gases as specified in the syllabus.
Candidates would not be required to carry out tests involving sulfur dioxide gas or describe methods to
prepare salts.
Reactions involving ions not specified in the syllabus may be tested: in such cases, candidates will not
be expected to identify the ions but only to draw conclusions of a general nature.
This is not intended to be an exhaustive list.
Responsibility for safety matters rests with Centres. Candidates should also be aware of the need for safe
handling of chemicals and apparatus.
Candidates are not allowed to refer to notebooks, textbooks or any other information in the practical
examination. Notes for Qualitative Analysis will be included in the question paper for the use of candidates in
the examination.
Candidates may also be required to perform simple calculations.
Practical Techniques
The following notes are intended to give schools and candidates an indication of the accuracy that is
expected in titration and general instructions for qualitative analysis.
(a) Candidates should normally record burette readings to the nearest 0.05 cm3 and they should ensure
that they have carried out a sufficient number of titrations, e.g. in an experiment with a good end-point,
two titres within 0.20 cm3.
(b) In qualitative analysis, candidates should use approximately 1 cm depth of a solution (1–2 cm3) for each
test and add reagents slowly, ensuring good mixing, until no further change is seen. Candidates should
indicate at what stage a change occurs. Answers should include details of colour changes and
precipitates formed, and the name and test for any gases evolved.
58
Apparatus List
This list given below has been drawn up in order to give guidance to Centres concerning the apparatus that
is expected to be generally available for examination purposes. The list is not intended to be exhaustive, in
particular, items (such as Bunsen burners, tripods, test-tube holders) that are commonly regarded as
standard equipment in a chemical laboratory are not included.
Unless otherwise stated, the rate of allocation is “per candidate”.
one burette, 50 cm3

one pipette, 25 cm3
a supply of dropping pipettes
one pipette filler
two conical flasks within the range 150 cm3 to 250 cm3
measuring cylinders, 10 cm3, 25 cm3 and 50 cm3
one filter funnel
beakers, squat form with lip: 100 cm3 and 250 cm3
thermometer: –10° C to +110° C at 1° C graduations
a polystyrene or other plastic beaker of approximate capacity 150 cm3
test-tubes (Pyrex or hard glass), approximately 125 mm × 15 mm
boiling tubes, approximately 150 mm × 25 mm
stopwatch to measure to an accuracy of about 1 s
balance, single-pan, direct reading, 0.01 g or better (1 per 8–12 candidates)
stand and clamp suitable for a burette
wash bottle
glass rod
one white tile
The apparatus and material requirements for Paper 5 will vary year on year. Centres will be notified in
Reagents
This list given below has been drawn up in order to give guidance to Centres concerning the standard
reagents that are expected to be generally available for examination purposes. The list is not intended to be
exhaustive and Centres will be notified in advance of the full list of all reagents that are required for each
practical examination.
hydrochloric acid (approximately 1.0 mol/dm3)

nitric acid (approximately 1.0 mol/dm3)
sulfuric acid (approximately 0.5 mol/dm3)
aqueous ammonia (approximately 1.0 mol/dm3)
aqueous sodium hydroxide (approximately 1.0 mol/dm3)
aqueous barium nitrate (approximately 0.2 mol/dm3)
aqueous silver nitrate (approximately 0.05 mol/dm3)
limewater (a saturated solution of calcium hydroxide)
aqueous potassium manganate(VII) (approximately 0.02 mol/dm3)
aqueous potassium iodide (approximately 0.1 mol/dm3)
aluminium foil
red and blue litmus paper and Universal Indicator paper
59
Biology Practical Test
1. The practical examination is designed to test candidates’ abilities to:
(a) follow carefully a sequence of instructions within a set time allowance
(b) use familiar and unfamiliar techniques to record their observations and make deductions from them
(c) employ manipulative skills in assembling apparatus, in using chemical reagents and in using such
instruments as mounted needles, scalpels and razor blades, forceps and scissors
(d) observe reactions, read simple measuring instruments and perform simple arithmetical calculations
(e) recognise and observe features of familiar and unfamiliar biological specimens, record their
observations and make deductions about functions of whole specimens or their parts
(f) make clear line drawings of the specimens provided, indicate magnification and to label familiar
structures
(g) interpret unfamiliar data and draw conclusions from their interpretations
(h) measure to an accuracy of 1 mm, using a ruler.
(i) comment on a procedure used in an experiment and suggest an improvement
(j) design / plan an investigation to solve a problem
2. Candidates may be asked to carry out simple physiological experiments, involving tests for food
substances (specifically reducing sugars with Benedict’s solution, starch using iodine solution, protein
using the biuret test and fats using the ethanol emulsion test), enzyme reactions, hydrogen carbonate
indicator solution, cobalt(II) chloride paper etc. It is expected that glassware and instruments normally
found in a laboratory (e.g. beakers, test-tube racks, funnels, thermometers, droppers and so on) should
be available for these experiments.
3. Candidates may be asked to carry out simple physiological experiments, involving the use of the above
mentioned instruments 1(c) on plant or animal materials. Accurate observations of these specimens will
need a hand lens of not less than ×6 magnification for each candidate.
4. The material set will be closely related to the subject matter of the syllabus, but will not necessarily be
limited to the particular types mentioned therein. In order to assist their own practical work, and to supply
possible examination specimens, schools are asked to build up a reference collection of material.
5. When planning practical work, teachers should make sure that they do not contravene any school,
education authority, or government regulations which restrict the sampling, in educational
establishments, of urine, saliva, blood or other bodily secretions and tissues.
60
Apparatus List
This list given below has been drawn up in order to give guidance to Centres concerning the apparatus that
is expected to be generally available for examination purposes. The list is not intended to be exhaustive and
practical examinations may require additional apparatus and materials. General laboratory glassware and
items that are commonly regarded as standard equipment in a Biology laboratory (e.g. Bunsen burner, tripod
and gauze, safety goggles, paper towels and so on) are not included in this list.
Unless otherwise stated, the rate of allocation is ‘per candidate’.
Light microscope, with high-, medium- and low-power objective lens (2 candidates to 1)
Microscope slides and coverslips
Mounted needle
Hand lens (not less than ×6)
Half metre rule or metre rule
30 cm plastic ruler with a mm scale
Syringes (e.g. 1 cm3, 5 cm3, 10 cm3)
Dropper/Pasteur pipettes
Measuring cylinders
Beakers
Petri dishes
Test-tubes (some of which should be heat-resistant)
Test-tube rack and holder
Boiling tubes
Boiling tube rack
Glass rod
Rubber bungs to fit test-tubes and boiling tubes
Knife or scalpel
Forceps
Capillary tubes
Visking tubings
Rubber tubings
Thermometer: –10° C to +110° C
Stopwatch
White tile
Filter funnel and paper
Pestle and mortar
Spatulas
Glass marker pen
Cotton wool
Black paper
Aluminium foil
Balance, single pan, direct reading, 0.01 g or better (1 per 8–12 candidates)
Retort stand and clamp
Bench lamp with 60W bulb
Distilled/deionised water in a wash bottle
Cutting mat
The apparatus and material requirements for Paper 5 will vary year on year. Centres will be notified in
61
Reagents
This list given below has been drawn up in order to give guidance to Centres concerning the standard
reagents that are expected to be generally available for examination purposes. The list is not intended to be
exhaustive and Centres would be notified in advance of the full list of all the reagents that are required for
each practical examination.
Iodine solution, in a container with a dropping pipette

Benedict’s solution, in a container with a dropping pipette
Ethanol (denatured), flammable – in a stoppered bottle with a dropping pipette
Biuret reagent, in a container with a dropping pipette
Glucose solution
Starch solution
Sodium chloride
Dilute hydrochloric acid
Hydrogencarbonate indicator
Sodium bicarbonate/sodium hydrogencarbonate
Limewater
Universal Indicator paper and chart
Litmus paper
Cobalt chloride paper
Methylene blue
Vaseline/petroleum jelly (or similar)
62
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.
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.
63
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.
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 Association for Science Education 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 5086 and
5087.
64

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Singapore–Cambridge General Certificate of Education

Ordinary 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

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. follow a sequence of instructions;

2. use techniques, apparatus and materials;

3. make and record observations, measurements and estimates;

4. interpret and evaluate observations and experimental results;

5. plan investigations, select techniques, apparatus and materials;

6. evaluate methods and suggest possible improvements.

Weighting of Assessment Objectives

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

B Handling Information and Solving Problems, approximately 50% of the marks.

Practical Assessment (Paper 5)

Paper 5 is designed to test appropriate skills in C, Experimental Skills and Investigations.

Paper Type of Paper Duration Marks Weighting

1 Multiple Choice 1h 40 20.0%

2 Structured and Free Response (Physics) 1 h 15 min 65 32.5%

3 Structured and Free Response (Chemistry) 1 h 15 min 65 32.5%

4 Structured and Free Response (Biology) 1 h 15 min 65 32.5%

5 Practical Test 1 h 30 min 30 15.0%

Science (Physics, Chemistry), Syllabus 5086

Science (Physics, Biology), Syllabus 5087

Science (Chemistry, Biology), Syllabus 5088

Paper 1 This paper consists of 40 compulsory multiple choice questions

A copy of the Data Sheet ‘Colours of Some Common Metal

Paper 2 This paper consists of two sections.

The questions will be based on the Physics section of the syllabus.

Paper 3 This paper consists of two sections.

The questions will be based on the Chemistry section of the

A copy of the Data Sheet ‘Colours of Some Common Metal

Paper 4 This paper consists of two sections.

The questions will be based on the Biology section of the syllabus.

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