This Syllabus is a four-year programme of study for Biology, which is one of the 20 subjects of the New Lower Secondary School Curriculum. The Syllabus builds upon concepts, skills, attitudes, and values developed at primary school level which provide a firm foundation for further learning of the subject at the secondary level. Thus, this Syllabus in addition to providing the basic foundation for understanding Biology, meets specific needs of the higher-achieving minority of the learners who will go on to study Biology at a higher level. Biology contributes to the development of critical thinking, creativity, invention, and innovation. It helps the learner to use evidence to evaluate the way Science can be applied in everyday life. The effective integration of the Science processes and the development of the scientific attitude are central to this Syllabus. The teachers of Biology, are required to shape the learning experiences to cater for the needs and interests of all learners. Learner textbooks and teacher’s resource books will greatly assist teachers in achieving the set learning outcomes. The study of Biology contributes to the development of independent thinking, science process skills, and the scientific attitude. The Learning Outcomes of the Syllabus are, therefore, structured to provide the learner with opportunities to develop an understanding of Biology within the different topics, across the four-year study. This Biology syllabus complements our indigenous Science which is about the way people live and interact with the natural environment. In this way, scientific knowledge, skills, and attitudes contribute purposefully towards the improvement of the health and material wellbeing of individuals, and our society as a whole. This Syllabus is meant to positively affect everyday life, by improving understanding of the natural phenomena. Biology also provides a foundation for a knowledgeable, skilled, and responsive workforce, which is crucial for the development of the country’s economy. I, therefore, endorse this Syllabus as the official document for the teaching and learning of Biology

This book is based upon my experiences in research as a student, practitioner and teacher. The difficulties I faced in understanding research as a student, my discoveries about what was applicable and inapplicable in the field as a practitioner, and my development of the ability effectively to communicate difficult concepts in simple language without sacrificing technicality and accuracy as a teacher have become the basis of this book. Research methodology is taught as a supporting subject in several ways in many academic disciplines such as health, education, psychology, social work, nursing, public health, library studies and marketing research. The core philosophical base for this book comes from my conviction that, although these disciplines vary in content, their broad approach to a research enquiry is similar. This book, therefore, is addressed to these academic disciplines. It is true that some disciplines place greater emphasis on quantitative research and some on qualitative research. My own approach to research is a combination of both. Firstly, it is the objective that should decide whether a study be carried out adopting a qualitative or a quantitative approach. Secondly, in real life most research is a combination of both methods. Though they differ in the philosophy that underpins their mode of enquiry, to a great extent their broad approach to enquiry is similar. The quantitative research process is reasonably well structured whereas the qualitative one is fairly unstructured, and these are their respective strengths as well as weaknesses. I strongly believe that both are important to portray a complete picture. In addition, there are aspects of quantitative research that are qualitative in nature. It depends upon how a piece of information has been collected and analysed. Therefore I feel very strongly that a good researcher needs to have both types of skill. I follow a qualitative–quantitative–qualitative approach to an enquiry. This book, therefore, has been written to provide theoretical information in an operational manner about methods, procedures and techniques that are used in both approaches. Research as a subject is taught at different levels. The book is designed specifically for students who are newcomers to research and who may have a psychological barrier with regard to the subject. I have therefore not assumed any previous knowledge on the part of the reader; I have omitted detailed discussion of aspects that may be inappropriate for beginners; I have used many flow charts and examples to communicate concepts; and areas covered in the book follow a ‘simple to complex’ approach in terms of their discussion and coverage.

The author has an inexorable curiosity in streamlining the chemistry concepts that majority of the students in Uganda consider a nut to crack. He has taught Chemistry and Mathematics in various schools in Entebbe, Kampala, Wakiso and Butambala. This means that he has analysed the problems students at A‟ level face in Chemistry. This physical chemistry collation has been substantially organised and fully compatible with the NCDC Chemistry syllabus-2013 The author is contented that this edition contains more than enough material as regards A‟ level physical chemistry and the subject matter has been arranged and structured so that it can be tackled by students of different abilities and the text is in a readable font to all kinds of eyes. Indeed this book is vital for a student to teach him/herself even in absence of a teacher. However, the teacher is as well vital in cases where you may not well interprete the content. The author has tried to link physical chemistry with inorganic and organic concepts where he feels it is necessary. Variety of examples are given, more than one methods of solving a problem illustrated and a diversity of typical examinable revision questions in each subtopic but no answers such that research and consultation is enhanced. Also feel free to contact the author using contacts or social media platforms at the back cover of the book for clarity, recommendations, guidance or advice. This is the only book that you will not regret to have come across.