LESSON 1-3

COURSE WORK AND

SKILLS REVIEW
BIOLOGY
 Lesson objectives
At the end of the lesson, student should know;

• All topics to be treated throughout the course

• How to answer questions

 Topics in Cambridge O Level Biology (5090)

1 Cells

2 Classification

3 Movement into and out of cells

4 Biological molecules
5 Enzymes
6 Plant nutrition
 Topics in Cambridge O Level Biology (5090)
7 Transport in flowering plants

8 Human nutrition

9 Human gas exchange

10 Respiration
11 Transport in humans

12 Disease and immunity

• 13 Excretion
• 14 Coordination and control
• 15 Coordination and response in plants
• 16 Development of organisms and continuity of life
• 17 Inheritance
• 18 Biotechnology and genetic modification
• 19 Relationships of organisms with one another and with
the environment
Assessment overview
 ANSWERING QUESTIONS
• Syllabus outcomes, objectives and have key words that state what students are
expected to be able to do.
• Examination questions, exercises and quizzes use these key verbs to state
clearly what is expected of students.
 ANSWERING QUESTIONS
• Understanding these verbs and their meanings with regards to exam
expectations helps to:
✔ Guide us in learning to pay attention to important components;
✔ Help us to develop and improve our learning skills;
✔ Attain full marks assigned to each question;
✔ Avoid waste of time on questions that do not need much as information.
 SOME KEY VERBS
• Account:
– State reasons for;
– Report on;
– Give an account of;
– Narrate a series of events or processes
• Analyze:
– Identify components and the relationship between them; draw out and
relate implications
• Classify:
– Arrange or include in classes/categories
 SOME KEY VERBS
• Compare:
– Show how things are similar or different; or both
• Contrast:
– Show how things are different or opposite
• Define:
– State meaning and identify essential qualities
• Demonstrate:
– Show by example
• Describe:
– Provide characteristics and features
 SOME KEY VERBS
• Discuss:
– Identify issues and provide points for and/or against
• Distinguish:
– Recognize or note/indicate as being distinct or different from; to note
differences between
• Examine:
– Inquire into
• Explain:
– Relate cause and effect; make the relationships between things evident;
provide why and/or how
 SOME KEY VERBS

• Identify:
– Recognise and name
• Justify:
– Support an argument or conclusion
• Outline:
– Sketch in general terms; indicate the main features of
• Propose:
– Put forward (for example a point of view, idea, argument, suggestion) for consideration
or action
• Summarise:
– Express, concisely, the relevant details
 BIOLOGICAL DRAWING RULES
• All drawings must have titles boldly written at the top and
underlined.
• The topic must have the section or view, and the power of
magnification under which the specimen was viewed if a microscope
was used when drawing.
• E.g.
– A DRAWING OF THE LATERAL VIEW OF TILAPIA
– DRAWING OF RED BLOOD CELL X4
 BIOLOGICAL DRAWING RULES
❖ Guidelines (lines that point to the parts of the
diagram being labelled) should be drawn with a
ruler.
❖ Guidelines must not be given arrow heads
❖ Guidelines must touch the part of the diagram it is
showing

❖ Guidelines must not cross each other and must

not touch its label
❖ You should not write on, under or through a
guideline
 BIOLOGICAL DRAWING RULES

• The whole drawing and labelling should be done with pencil

• As many parts as possible should be labelled

• Labelled must be horizontal and not oblique

• Labels must be in capital letters or small letters which are not
joined together.
• Wrong spelling of labels do not score.
 BIOLOGICAL DRAWING RULES
• All lines in the drawing must be uniform and not wavy
or wooly.
• They must be continuous, they must not be broken
• HB pencil used for drawings must be well-sharpened
into a fine point
• Lines in drawing must be thin and clear
• Avoid all forms of shading and painting
1. Look at the Figure carefully and
List five errors in drawing technique
that you can spot in the left-hand
half of the drawing. (5)
2. Mention the exact pencil type
and two any other tools used in
biological drawing (3)
3. State five laboratory safety rules
(5)
4. Describe what you will do if a
chemical spills on your body in the
lab (2)
 LAB SAFETY RULES
Lesson objectives:

At the end of the lesson students should know;

• the DO’s and the DONT’s in the lab.

SAFETY PRECAUTIONS IN THE LABORATORY
 Safety precautions
• Do not work with broken glassware or sharp edged metals
• Accidents and breakages must be reported immediately.
• Any chemical spilled on the body must be rinsed well with plenty of water
and then reported immediately to your teacher or technician.
• Follow instructions carefully.
 Safety precautions
• When possible, heat inflammable substances in a water bath to minimise direct
contact of the inflammable vapour with the fire source.
• Use a test tube holder, tongs or soft cloth to hold hot things where possible. Place
very hot materials on a heat proof mat to avoid burning your hand or work surface.

• Always add acid to water whilst stirring and not water to acid.
 Safety precautions
• Do not take fire to an inflammable substance or vice versa.

• When heating in a test tube, do not point the mouth of the tube towards yourself
or another person.
• After carrying out an experiment, wash the apparatus, work surface and clean your
hands before leaving the laboratory.