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whenever pertinent. Biological principles should be illustrated by specific local and regional examples.
Use of scientific names to identify organisms is preferable.

The relationship between structure and function, cause and effect, stability and change is to be
continually highlighted. Where appropriate, this relationship should be illustrated by the use of
annotated diagrams/drawings.

The role of the teacher is to facilitate students’ learning of accurate and unbiased information that
will contribute to a more scientifically literate society, capable of making educated and ethical
decisions regarding the world in which we live.

 THE PRACTICAL APPROACH

The syllabus is designed to foster the use of inquiry-based learning through the application of the
practical approach. Students will be guided to answer scientific questions by a process of making
observations, asking questions, doing experiments and analysing and interpreting data. The CAPE®
Biology syllabus focuses on the following skills.

1. Planning and Designing (PD)

(a) Ask questions: how, what, which, why or where. (Students must be guided by their
teachers to ask scientific questions).
Observation: Growth of plants are affected by their environment.

Example: Will plants that are grown using organic fertilizers grow taller than those
that are grown using inorganic fertilizers?

(b) Construct a hypothesis: the hypothesis must be clear, concise and testable.

Example: Plants grown using organic fertilizer will grow taller than those grown using
inorganic fertilizer.

(c) Design an experiment to test the hypothesis. Experimental reports must include the
following:

(i) problem statement;

(ii) an appropriate aim related to the hypothesis;

(iii) list of materials and apparatus to be used;

(iv) observations to be made or measurements to be taken;

(v) precautions to be taken;

(vi) method of controlling variables;

(vii) clear and concise step by step procedure;

(viii) state expected results (format of table expected);

CXC A10/U2/17
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