CSEC Integrated Science Syllabus & Subject Reports

IntegratedSc

ScienceInteg

IntegratedSc

ScienceInteg

IntegratedSc

CSECIntegrated Science

Caribbean Examinations Council

SYLLABUS SUBJECT REPORTS

Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48178-7 Caribbean Examinations Council (CXC) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe

CSEC Integrated Science Free Resources

LIST OF CONTENTS

CSEC Integrated Science Syllabus Extract 3

CSEC Integrated Science Syllabus 4

CSEC Integrated Science Subject Reports

June 2004 68

June 2005 79

June 2006 95

June 2007 113

June 2008 122

June 2009 133

June 2010 146

June 2011 161

June 2012 175

June 2013 187

June 2014 198

Integrated Science Syllabus Extract

The CSEC Integrated Science syllabus is based on three themes The Organism

and Its Environment, The Home and Workplace, and Earths Place in the Universe

which adequately reflect the common areas of human activity and experience.

These themes form the unifying points of the syllabus which should, therefore, be

seen as a coherent unit.

The syllabus is redesigned with a greater emphasis on the integration and

application of scientific concepts and principles. Such an approach is adopted to

develop those long-term transferable skills of ethical conduct, team work, problem-

solving, critical thinking, and innovation and communication. It encourages the use of

various teaching and learning strategies to inculcate these skills that will prove useful

in everyday life, while at the same time catering to multiple intelligence and different

learning styles and needs.

The syllabus is arranged in three sections sub-divided into specific objectives,

corresponding explanatory notes and suggested practical activities.

x Section A The Organism and Its Environment

x Section B The Home and Workplace

x Section C Earths Place in the Universe

CX C 2 3 / G / S Y L L 0 9

CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate CSEC

INTEGRATED SCIENCESYLLABUS

Effective for examinations from May/June 2011

Published by the Caribbean Examinations Council

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, ortransmitted in any form, or by any means electronic, photocopying, recording or otherwise without priorpermission of the author or publisher.

Correspondence related to the syllabus should be addressed to:

The Pro-RegistrarCaribbean Examinations CouncilCaenwood Centre37 Arnold Road, Kingston 5, Jamaica, W.I.

Telephone: (876) 630-5200Facsimile Number: (876) 967-4972E-mail address: [email protected]: www.cxc.org

Copyright 2009, by Caribbean Examinations CouncilThe Garrison, St Michael BB14038, Barbados

CX C 2 3 / G / S Y L L 0 9

Contents5$7,21$/($,0635(5(48,6,7(62)7+(6

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Integrated Science Syllabus RATIONALE

In our daily lives and in society at large, many of our decisions demand a knowledge of science. This knowledge is necessary for dealing satisfactorily with many of the situations that confront us daily in our home, at the workplace and in the wider environment. 6FLHQFH VKRXOG WKHUHIRUH EH DQ LPSRUWDQW SDUW RIRXUJHQHUDOHGXFDWLRQ The Integrated Science syllabus attempts to meet this need.

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The CSEC Integrated Science syllabus is designed to allow students to work individually and cooperatively, utilizing theoretical concepts of the course in interactive and practical activities. Students are expected to apply, scientific principles, investigative and problem solving skills, be effective in communicating scientific knowledge and demonstrate an appreciation for all living organisms in their environment.

The Integrated Science syllabus is intended to contribute to the science education needs of Caribbean secondary level students in the following groups:

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1 CX C 2 3 / G / S Y L L 0 9

AIMS

This syllabus aims to:

1. develop scientifically and technologically literate students;

2. develop the ability to apply scientific concepts and principles to everyday situations;

3. promote a willingness to work cooperatively with others and to persist with a task to a logical conclusion;

4. increase awareness of the importance of living in harmony with the environment;

5. encourage an appreciation of the need to preserve the natural environment;

6. develop experimental and critical thinking skills;

develop competencies that will enable students to make appropriate decisions regarding health, safety

and some everyday life problems.

PRE-REQUISITES OF THE SYLLABUS

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Mathematical Requirements

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Suggested Time Allocation

It is recommended that a minimum of five 40minute periods per week over two academic years be allocated to the study of Integrated Science syllabus. 7KLV VKRXOG LQFOXGH DW OHDVW RQH GRXEOH SHULRG HDFK ZHHN$WOHDVWWZRSHULRGVSHUZHHNVKRXOGEHGHYRWHGWRSUDFWLFDOV

ORGANIZATION OF THE SYLLABUS

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SECTION A - THE ORGANISM AND ITS ENVIRONMENT

SECTION B - THE HOME AND WORKPLACE

SECTION C - ENERGY

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CERTIFICATION AND DEFINITION OF PROFILESDIMENSIONS

The subject will be examined for certification at the General Proficiency.

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Note: In addition to the P ra ct i ca l skills, candidates are expected to utilize the skills listed

under the Use of Knowledge profile dimension in their practical work.

4 CX C 2 3 / G / S Y L L 0 9

FORMAT OF THE EXAMINATIONS

3DSHU (1 hour 15 minutes)

Sixty multiplechoice items drawn from all areas of the syllabus.

3DSHU (2 hours)

Part AFour compulsory structured questions drawn from all areas of the syllabus. Question 1 will be a practical/investigative type question.

Part BTwo compulsory essay type questions.

3DSHU School Based Assessment

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Pa p e r 0 3 / 2(School Based Assessment For private candidates only)(2 hours)

Alternative to the School Based Assessment for private candidates. The paper will examine the same skills as these tested on Paper 03/1. The focus, therefore, will be on Practical skills and consist of three written questions.

TABLE 1

ALLOCATION OF MARKS ACROSS PAPERS AND PROFILE DIMENSIONS

PROF I L E S PAPE R 01

PAPE R 02

SB A 03

TO TA L

Knowledge and Comprehension (KC)

30

17

47

Use of Knowledge (UK)

29

29

Practical Skills (PS) 4 20 24To t a l % 30 50 20 100

5 CX C 2 3 / G / S Y L L 0 9

REGULATIONS FOR RESIT CANDIDATES

1. Resit candidates must complete Papers 01 and 02 of the examination for the year for which they re- register. Resit candidates who have earned 50% of the MO D E R A T E D score for the SBA component may elect not to repeat this component, provided they rewrite the examination no later than the year following their first attempt. The scores for the SBA can be transferred once only that is, to the examination immediately following that for which they were obtained.

2. Resit candidates who have obtained less than 50% of the MO D E R A T E D scores for the SBA

component must repeat the component at any subsequent sitting.

3. Resit candidates must be entered through a school or other approved educational institution.

REGULATIONS FOR STUDENTS FROM PRIVATEINSTITUTIONS

1. Private candidates must be entered through institutions recognized by the Council.

2. Private candidates will be required to complete all aspects of the examination (Papers 01, 02 and

03).

3. The SBA activities of private candidates must be monitored by tutors in the institution through which they register.

4. Private candidates must submit their own work, which must be validated by their tutors.

6 CX C 2 3 / G / S Y L L 0 9

SECTION A - THE ORGANISM AND ITS ENVIRONMENT

GENERALOBJECTIVES

On completion of this Section, students should:

1. understand that cells are the basic unit of life;

2. develop an appreciation for the interdependence of life processes;

3. understand the relationship between the organism and its environment;

4. understand the relationship between the structures and functions of the systems within an organism;

5. develop investigative and problem solving skills.

UNIT I THE CELL

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICALACTIVITIES

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draw simple diagrams to show the structure of unspecialized plant and animal cells;

Cell wall, cell membrane, nucleus, cytoplasm, vacuoles, mitochondria, chloroplast. Details of structures as seen in electron micrographs not required.

Construct models using plasticine or other materials found around the home or laboratory.

explain the importance of the cell wall, cell membrane, nucleus, chromosomes, cytoplasm, mitochondria, vacuoles and chloroplast;

Simple treatment only, for example, chromosomes carry genetic information in the form of DNA.

explain the processes of diffusion and osmosis using an experimental approach.

Importance of diffusion and osmosis in transporting substances in and out of cells and from one cell to another in all living organisms. Reference to the cell membrane as a partially permeable membrane.

Carry out simple investigations to illustrate the movement of particles (molecules and ions)

7 CX C 2 3 / G / S Y L L 0 9

UNIT II FOOD AND NUTRITIONSPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES


describe WKHSURFHVVRISKRWRV\QWKHVLV

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describe photochemical reactions;

Refer to photosynthesis and photography.

explain WKH LPSRUWDQFHRIIRRG

The Caribbean food groups, their sources and functions of their main nutrients.

Discussion of food additives and their effect on health; balanced and unbalanced diets. Balanced diet related to age, gender, occupation; deficiency diseases (PEM) obesity.

Food tests. Collect food labels to discern nutritive content.

Experiments to measure energy value of food.

discuss dietary needs for specific activities and the timing of meals prior to physical activities;

explain WKH SURFHVV RIGLJHVWLRQ LQhuman beings;

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8 CX C 2 3 / G / S Y L L 0 9

UNIT II FOOD AND NUTRITION (contd)SPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES


explain WKH UROH RI WHHWK LQGLJHVWLRQ

Types of teeth/dental formula; relate structures to function(IIHFW RI IOXRULGDWLRQ

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9 CX C 2 3 / G / S Y L L 0 9

UNIT III RESPIRATION/AIR POLLUTIONSPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES


1. explain the mechanism of breathing;

Inhalation/exhalation, pressure and volume changes, role of ribcage and diaphragm: composition of inhaled and exhaled air.

Bell jar experiment.Ventilator or ventilator machine Consider the use of technology clips video, DVD, CDs flash drives.

2. distinguish between gaseous exchange and breathing;

Structure of lungs and alveoli. Diagrams.

3. discuss the importance of respiration to organisms;

Definition, substrate and products, word and chemical equation; site, types and importance of energy release; energy related to type of substrate.

Experiments to show release of energy and carbon dioxide by organisms.

4. compare and contrast aerobic and anaerobic respiration;

Types compare amounts of energy produced, products anduse; importance of anaerobic respiration [sports/industries].

5. discuss the features common to respiratory surfaces;

Including how fishes obtain oxygen from water.

6. identify the causes of air pollution;

Sulphur dioxide, carbon dioxide, methane, carbon monoxide, lead; afinity of carbon monoxide to

haemoglobin of red blood cells.

7. discuss ailments that are caused by air pollution;

Allergies, lung cancer, other respiratory disorders.

8. explain the effects of smoking Importance of smoke free Collect newspaper clippings, make on the respiratory system. environments. histograms.

10 CX C 2 3 / G / S Y L L 0 9

UNIT IV TRANSPORT SYSTEMS

SPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICALACTIVITIES


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Objective 3].

Experiments on diffusion with agar cubes of different sizes to show how surface area/volume ratio affects total diffusion.

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Composition of blood and types of blood FHOOVDQGWKHLU IXQFWLRQVblood vessels and their functionsVWUXFWXUHRIWKHKHDUWDQGKHDUWEHDWQDPHVRIPDMRUEORRGYHVVHOVDVVRFLDWHGZLWK WKHKHDUW RQO\

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4. explain the role of antigens and antibodies in natural and artificial control of diseases;

Vaccines; an awareness of AIDS as a disease which results from damages to the immune system.

Research on the effect of retrovirals on persons living with HIV/AIDS.

5. explain possible causes of hypertension and heart attacks;

6. discuss the physiological effects of exercise;

Effects on circulatory and respiratory systems, effects on balancing energy input and output.

7. discuss the effects and ethics of using drugs and other techniques in the performance enhancement of athletes.

Blood doping to increase the number of red blood cells; use of hormones (steroid); diet and training programs.

Research and report on use and mis-use of drugs.

11 CX C 2 3 / G / S Y L L 0 9

UNIT V - EXCRETION SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


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Definitions. [Refer to Unit II, Specific Objective 5].

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:DVWH SURGXFWV RI UHVSLUDWLRQDQG SKRWRV\QWKHVLV RQO\Osmoregulation related to environmental factors; plants waste products, gaseous exchange and its importance, leaf fall/storage in bark.

12 CX C 2 3 / G / S Y L L 0 9

UNIT VI SENSE ORGANS AND COORDINATION



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Brain, sensory and motor neurone. Features (receptors, control, effects).Voluntary and involuntary actions.

An understanding that nerves carry messages using chemical and electrical energy; LGHQWLILFDWLRQ RIWKH HIIHFWV RI WKHPDOIXQFWLRQLQJ RI WKH V\VWHPIRU H[DPSOH paralysis.

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Structural diagram identify location of organs; list hormones produced and their uses/effects.

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Use a flow chart to illustrate the concept of the feedback mechanism; illustrate using temperature control and osmoregulation.

relate the structures of the mammalian eye to their functions;

Accommodation and control of amount of light entering eye.

Compare a PRGHORI WKH H\HZLWKDcamera3LQKROH

explain sight defects and their corrections;

Long and short sightedness; HIIHFWVRIEULJKW OLJKWXOWUDYLROHW OLJKWDQG SK\VLFDO LQMXU\ function of convex and concave lenses.

Carry out simple investigations using convex and concave lenses.

relate the structures of the mammalian ear to their functions.

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Carry out simple investigations on pitch and loudness.

13 CX C 2 3 / G / S Y L L 0 9

UNIT VII REPRODUCTION AND GROWTH SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


1. distinguish between asexual and sexual reproduction;

Simple cell division Details of meiosis and mitosis not required. Comparison of asexual and sexual reproduction, advantages and disadvantages of asexual reproduction (variety, evolution, livestock and crops).

Examine and draw storage organs including corms, bulbs, rhizomes, runners, and cuttings. Drawing of halfflower, fruits and seeds.

Use models/charts of human reproductive system.

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3. describe WKH SURFHVV RIVH[XDO UHSURGXFWLRQ LQSODQWV DQG LQ KXPDQbeings

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4. describe the menstrual cycle;

Roles of estrogen and progesterone; mention menopause.

5. discuss ovulation, fertilization, implantation, development of the foetus and birth;

Simplified diagrams to illustrate processes.

6. discuss the advantages and disadvantages of various methods of birth control;

Natural, barrier, hormonal, surgical.

14 CX C 2 3 / G / S Y L L 0 9

UNIT VII REPRODUCTION ANDGROWTH (contd) SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


discuss the importance of SUH DQG SRVW QDWDOFDUH RI PRWKHUV DQGEDELHV

The effects of nutrition, drugs, xrays and diseases; advantages of breastfeeding, and immunization.

The implications of the Rh factor. [Refer to Unit IV, Specific Objective 3].

&ROOHFWGDWDIURPKHDOWKFHQWUHRURWKHUKHDOWK IDFLOLWLHV

8. discuss the causes, symptoms, prevention and control of sexually transmitted infections [STIs];

Herpes, Gonorrhea, Syphilis, Hepatitis, AIDS;Bacterial Syphilis orGonorrhea;Viral Herpes; Fungal Candida.

[Refer to Unit IV, Specific Objective 4].

Use charts/tables compare information of STIs.

FRPSDUH JURZWKSDWWHUQV LQVHOHFWHGRJDQLVPV

6HHGV RI DQQXDO SODQWV EDOVDPEHDQDQGFRUQPDL]H

*HUPLQDWLRQ LQ SODQWV

3ORW JUDSK RI SODQWJURZWK DWUHJXODULQWHUYDOV RI RQHZHHN DQG H[WUDSRODWHWR SUHGLFW KHLJKW DW IXWXUH WLPHFRQVWUXFW DQG DQDO\]H JUDSKV RI KHLJKWDQGZHLJKWZLWK LQFUHDVH LQ DJH RIER\VDQG JLUOV DWWHPSW WR YHULI\ SUHGLFWLRQIRUSODQWVDQGKXPDQEHLQJV

GLVFXVVWKHQHHGIRUKXPDQSRSXODWLRQFRQWURO

(IIHFWVRISRSXODWLRQSUHVVXUHVRQ TXDOLW\ RI OLIHZRUOG IRRGSURGXFWLRQ DQG OLPLWHGPDWHULDO UHVRXUFHVFRQVLGHUDWLRQ RI WKH HIIHFWVRIWHHQDJH SUHJQDQF\ ELUWKFRQWURO PHWKRGV

&ROOHFW SRSXODWLRQ VWDWLVWLFV IURPDJHQFLHV VXFK DV:+2 DQG81(6&2DVZHOODV,QWHUQHWVRXUFHV

15 CX C 2 3 / G / S Y L L 0 9

SECTION B - THE HOME AND WORKPLACE

GENERALOBJECTIVES


1. appreciate that the soil and the sea are the two most important outdoor working environments in the Caribbean;

understand WKHUHODWLRQVKLSEHWZHHQhuman beings DQGWKHHQYLURQPHQW LQZKLFKWKH\ZRUN

understand WKHQHHG IRUDSSURSULDWHSK\VLFDOFRQGLWLRQVVXFKDVYHQWLODWLRQDQGVDQLWDWLRQ LQ

WKHKRPHDQGWKHZRUNSODFH

understand the occurrence of accidents, hazardous situations and safety measures used in their prevention;


UNIT I TEMPERATURE CONTROL AND VENTILATION



GHVFULEH WKH PHWKRGV RIKHDW WUDQVIHU DQG WKHLUDSSOLFDWLRQV

Conduction, convection, radiation. Mention land and sea breezes.

3HUIRUP VLPSOH H[SHULPHQWV

H[SODLQ WKH SULQFLSOH E\ZKLFK WKHUPRVWDWLFDOO\FRQWUROOHG KRXVHKROGDSSOLDQFHV RSHUDWH

Electrical and gas ovens, electrical irons.

'HPRQVWUDWLRQ WR LOOXVWUDWH WKHSULQFLSOHXVLQJDELPHWDOOLFVWULS

GHVFULEH WKH IHDWXUHV RIWKHUPRPHWHUV DQG WKHSULQFLSOHV E\ ZKLFK WKH\ZRUN

Types of thermometers, for example, clinical, laboratory, digital, minimum and maximum thermometers, alcohol and mercury thermometers.

Perform simple experiments to demonstrate use. Safe handling techniques should be encouraged.

H[SODLQWKHFRROLQJHIIHFWRI HYDSRUDWLRQ

Latent heat of vaporization, sweating and metabolic rate.

16 CX C 2 3 / G / S Y L L 0 9

UNIT I TEMPERATURE CONTROL AND VENTILATION (contd)



explain WKH HIIHFWV RI

WHPSHUDWXUH DQG UHODWLYHKXPLGLW\ RQ ERG\IXQFWLRQV

Physiological effects of exposure to the sun.

,QYHVWLJDWH WKH HIIHFWV RI ZLQGWHPSHUDWXUH DQG KXPLGLW\ RIWKH DUHD RQ HYDSRUDWLRQ DQGGU\LQJ RIPDWHULDOV

6. explain the need for proper ventilation.

Effects of ventilation. Include air conditioner and humidifier.

Identify features of buildings which promote ventilation.

17 CX C 2 3 / G / S Y L L 0 9

UNIT II THE TERRESTRIAL ENVIRONMENT SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

6WXGHQWVVKRXOGEHDEOHWR 1. discuss the factors which

influence soil formation;3K\VLFDO DQG FKHPLFDOweathering DQG ELRORJLFDODFWLRQ

2. compare WKH types DQGIXQFWLRQVRI VRLOV

6DQGORDPDQGFOD\drainage, air content.

Sedimentation tests and drawing of soil profile observed.

3. relate VRLO IHUWLOLW\ WR WKH

SK\VLFDO DQG FKHPLFDOSURSHUWLHVRI VRLO

4XDQWLWDWLYH ZRUN ZLWK KXPXV0DNH LQIHUHQFHV DERXW SODQWJURZWKDIWHUPDNLQJVRLO WHVWV

4. LGHQWLI\ FDXVHV RI VRLO

HURVLRQ DQG PHWKRGV RISUHYHQWLRQ

(YDOXDWLRQ RI WKH VRLO DV DQLPSRUWDQW QDWXUDO UHVRXUFH

)LHOG WULSV

5. FRPSDUH and contrast methods used in the production of crops;

Include strip planting, contour ploughing WHUUDFLQJ FURSURWDWLRQ FRQWRXULQJJUHHQKRXVHIDUPLQJ'HWHUPLQDWLRQ RI ZKLFKPHWKRGV ZLOO UHVXOW LQPD[LPXP FURS \LHOGV ZLWK WKHPLQLPXP GHSOHWLRQ LQ VRLOQXWULHQWV

9LVLWV WR QHDUE\ IDUPV VWXG\ RIFRPPRQ DJULFXOWXUDO SUDFWLFHVQHHGHG WR PDLQWDLQ FURSJURZWKQHHG IRU FRQVHUYDWLRQ

GLVFXVV IRRG FKDLQV DQGIRRG ZHEV IRXQG LQ DQHQYLURQPHQW

Producers, consumers (primary and secondary) decomposers, habitat, herbivores, carnivores, omnivores, population, community, ecosystem.

2EVHUYHSODQWVDQGDQLPDOV LQDQHDUE\DUHDRUWKHVFKRROJURXQGVDQGFODVVLI\WKHPDVSURGXFHUVFRQVXPHUVGHFRPSRVHUVKHUELYRUHVFDUQLYRUHV

'UDZ VLPSOH IRRG FKDLQV DQGIRRG ZHEV LQ terrestrial and aquatic environments.

7. GHVFULEH the oxygen, carbon, nitrogen cycles;

The role of decomposers including nitrogenfixing and denitrifying bacteria in soil.

Simple diagrams and models of cycles.

18 CX C 2 3 / G / S Y L L 0 9

UNIT II THE TERRESTRIAL ENVIRONMENT (contd) SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

6WXGHQWVVKRXOGEHDEOHWR 8. describe the various types of

air masses;Air masses affecting the Caribbean; the spread of pollutants, radioactive fallout, volcanic dust, industrial waste, Sahara dust, landfill fumes.

Use video clips, DVDs, power point, to illustrate.

9. distinguish among the four types of local fronts;

Include symbols. Consider how they affect weather.

10. describe the characteristics of a cyclonic storm, particularly a hurricane;

Collect records of hurricanes in the Caribbean to trace their paths on weather maps.

Research and discuss evacuation and safety procedures.

11. describe tidal waves and how they are formed;

Underwater landslides, volcanoes and earthquake; tsunami and how it is formed.

[Include KickemJenny off the coast of Grenada underwater volcano]

12. explain the causes of the different types of volcanic eruptions;

The ecological consequences of volcanoes in the short and long term.

Use models to show volcanic eruptions.

13. discuss the relationship between earthquakes and volcanoes;

The function of a seismograph. Richter scale.

14. describe how tides are formed.

The effects of tides.Include high, low, spring, neap tides.

Study of plant and animal life on seashores or river banks with respect to tidal patterns.

19 CX C 2 3 / G / S Y L L 0 9

UNIT III WATER AND THE AQUATIC ENVIRONMENTSPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES 6WXGHQWVVKRXOGEHDEOHWR

explain WKH XVHV RIZDWHU

5ROH LQ OLIH processes XVHV LQKRPH FRQVLGHU ZDVWDJH DQGFRQVHUYDWLRQ

Growing crops (hydroponics); GULQNLQJ ILUHILJKWLQJJHQHUDWLRQRI HOHFWULFLW\

GHVFULEH PHWKRGV RISXULI\LQJ ZDWHU

6RXUFHVRIZDWHUWKHWUHDWPHQWRIVHDZDWHU IRUGRPHVWLFXVH

([SHULPHQWV WR SXULI\ ZDWHU E\ERLOLQJ ILOWUDWLRQ FKORULQDWLRQGLVWLOODWLRQ DQG DGGLWLYHV RIDOXP

3. GLVFXVV the importance of WKH ZDWHU F\FOH in providing D FRQWLQXRXVVXSSO\RIIUHVKZDWHU

Simple diagram or model RI WKHZDWHU F\FOH

4. GLVFXVV WKH FKHPLFDO

DQG SK\VLFDO SURSHUWLHVRIZDWHU

Sea and fresh water. Effects of sea and fresh water on aquatic life.

Investigate WKH SUHVHQFH RIGLVVROYHG DLU DQG VROLGV LQ ZDWHUby heating.

5. VWDWH the conditions for

flotation in terms of upthrust and density;

Archimedes principle. The Plimsoll line on boats and ships.

2EVHUYH VLQNLQJ DQG IORDWLQJ RIVLPLODU PDWHULDOV LQ IUHVK DQGVHDZDWHU Simple measurements of densities.

6. GLVFXVV the factors affecting the free movement of objects in air and water;

Resistance to (friction/viscosity), streamlining, speed and direction of wind and water currents on sailing, kite flying, running and cycling.

Determine the angle at which the projectile must be thrown to obtain maximum range; apply this knowledge to sports involving throwing, for example, javelin, discus.

GLVFXVV WKH HIIHFWV RIZDWHU SROOXWLRQ RQDTXDWLF OLIH

6RXUFHVRISROOXWLRQ IRUH[DPSOH QLWUDWHV SKRVSKDWHV>HXWURSKLFDWLRQ@YDULRXVSHVWLFLGHV RLO VSLOOV

Visit sites where there is evidence of water pollution.

20 CX C 2 3 / G / S Y L L 0 9

UNIT III WATER AND THE AQUATIC ENVIRONMENT (contd)SPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL


ACTIVITIES

GHVFULEH WKH YDULRXVPHWKRGV XVHG ORFDOO\ IRUILVKLQJ

&RPSDUH WKH YDULRXV PHWKRGVInclude by hand; spears/harpoons; netting (trawling, purse seining, long- lining, dredging); lining; pots or traps; fish farming.

&ROOHFW LQIRUPDWLRQ IURP ORFDOILVKHUIRONV DQG ILVKHULHVGHSDUWPHQW

9. describe the various

navigational devices used at sea;

Compass as a device; how the magnetic compass works; safety standards set by regional boards. Sonar, radar, GPS.

0DJQHWLF DWWUDFWLRQ DQGUHSXOVLRQ VKRXOG EHGHPRQVWUDWHG LGHQWLI\GLUHFWLRQV XVLQJ D PDJQHWLFFRPSDVV

10. LGHQWLI\water safety devices; Life rafts and jackets, inflatable

tubes.

11. GLVFXVV the hazards associated with scuba- diving.

Respiratory problems: damage to membrane due to high pressure. The bends, nitrogen narcosis, embolism.

Recompression chamber.

21 CX C 2 3 / G / S Y L L 0 9

UNIT IV PESTS AND PARASITES/SANITATION SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


GHVFULEH WKH FRQGLWLRQVZKLFKSURPRWH WKHJURZWKRIPLFURRUJDQLVPV

3URFHGXUHV IRU UHWDUGLQJ DQGSUHYHQWLQJ WKH JURZWK RI EUHDGPRXOG The effects of microorganisms in food.

Investigate growth of mould on bread under different conditions.

GLVFXVV WKH SULQFLSOHV used in IRRG SUHVHUYDWLRQ

Methods VDOWLQJ GU\LQJSLFNOLQJ KHDWLQJ UHIULJHUDWLRQDGGLQJ VXJDU DQG WUHDWLQJ ZLWKRWKHUSUHVHUYDWLYHV

GLVFXVV FRQGLWLRQV WKDWHQFRXUDJH WKH EUHHGLQJand control of KRXVHKROGSHVWVand parasites

Differentiate between pests and parasites.

&RFNURDFKHV IOLHV UDWVPRVTXLWRHV

Biological, mechanical and chemical sanitary controls.

4. GLVFXVV WKH GLIIHUHQW W\SHVRIZDVWH

'RPHVWLF LQGXVWULDO DQGELRORJLFDO ZDVWH Uses to which waste can be put, for example, recycling, biogas production. Bio- degradable and non biodegradable waste.

GLVFXVV WKH QHHG IRUSHUVRQDO DQG FRPPXQLW\K\JLHQH

The importance of the state in the disposal of waste, adequate toilet and sewage disposal facilities, garbage collection and disposal.

Environmental effects, such as, pollution of potable water, food contamination, increase in pest population; prediction of their consequences; assessment of the effects of unsanitary conditions on the spread of pathogenic microorganisms and parasites such as worms.

22 CX C 2 3 / G / S Y L L 0 9

UNIT V SAFETY HAZARDS SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


GLVFXVVVDIHW\LQWKHKRPHDQG ZRUNSODFH

7\SHV RI DFFLGHQWV FDXVHV DQGSUHFDXWLRQV DFFLGHQWV WKDW DUHOLNHO\ WR UHVXOW IURP QHJOLJHQFHLQ WKH XVH RI KRXVHKROGDSSOLDQFHV IRU H[DPSOHRYHUKHDWLQJ RI HOHFWULF LURQGHOD\ LQ OLJKWLQJ JDV FRRNHUVhazards in any working environment food contamination, fires, toxic gases, corrosive substances, infection by pathogens, excessive noise, electrical shock; methods used to prevent food contamination, possible hazards; maintenance of household appliances; adequate lighting; types of disabilities that can occur due to accidents and improper lighting; laboratory rules.

'HPRQVWUDWH WKH FRUUHFW XVH RIWKH BXQVHQ EXUQHU Principle of combustion, Luminous and non- luminous flames.

9LVLW ,QGXVWULDO $UWV +RPH(FRQRPLFV and Visual Arts department of the school.

&ROOHFW LGHQWLI\ DQG GLVSOD\H[DPSOHV RI VDIHW\ V\PEROVKD]DUG VLJQV

HYDOXDWH ILUVW DLG PHWKRGV

IRU WUHDWLQJ DFFLGHQWV(OHFWULFDO VKRFN EXUQV DQGSULQFLSOHV RI PRXWK WR PRXWKUHVXVFLWDWLRQ

Visit to Emergency Medical Department or invite EMS personnel for demonstration workshops.

GLVFXVV WKH YDULRXV Electrical, chemical and bush fires. 9LVLW WR ILUHGHSDUWPHQWRU LQYLWH PHWKRGV XVHG LQ ILUHSHUVRQQHOIRUJXHVWOHFWXUH

H[WLQJXLVKLQJ ILUHV Design and make a simple carbondioxide fire extinguisher.

HYDOXDWHFRQYHQWLRQDOSURWHFWLYH ZHDUUHFRPPHQGHG IRU YDULRXVMREV

3URWHFWLYH FORWKLQJ JORYHVJRJJOHVKHOPHWV FKHVWPDVNV

GLVFXVV the hazards caused by careless handling of radios, television sets and other equipment that operate from the mains.

Radiation and voltage hazards.

23 CX C 2 3 / G / S Y L L 0 9

UNIT VI METALS AND NON METALS SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

6WXGHQWVVKRXOGEHDEOHWR UHODWH the uses of metals and

nonmetals to their properties;0HWDOV SODVWLFV DQG ZRRGSURSHUWLHV VXFK DV HOHFWULFDOFRQGXFWLYLW\ WKHUPDOFRQGXFWLYLW\ PHOWLQJ SRLQWGHQVLW\ WHQVLOH VWUHQJWKMaterials used in sports/sporting equipment.

GLVFXVV WKH DGYDQWDJHV

DQG GLVDGYDQWDJHV RIXVLQJ SODVWLFV

1HJDWLYH HIIHFWV RQ WKHHQYLURQPHQW RIXVLQJ SODVWLFV

GHVFULEH WKH UHDFWLRQV RI

PHWDOV ZLWK R[\JHQ DFLGDONDOLZDWHUDQG steam;

Aluminum (Al); Copper (Cu); Iron (Fe); Tin (Sn); Silver (Ag); Zinc (Zn).

2EVHUYH ZKLFK PHWDOV UHDFWDQG ZKLFK GR QRW VLPSOH ZRUGHTXDWLRQV WR VKRZ WKHLUUHDFWLRQ

GLVFXVV WKH DGYDQWDJHV

DQGGLVDGYDQWDJHV RIXVLQJFRRNLQJRUFDQQLQJXWHQVLOVPDGHRIDOXPLQXP

Consideration of toxicity and corrosion.

GLVFXVV PHWKRGV RI

FOHDQLQJ KRXVHKROGDSSOLDQFHV

+RXVHKROG DSSOLDQFHV PDGH RIDOXPLQXP FRSSHU LURQ WLQVLOYHUDQG]LQF

GLVFXVV WKH EHQHILWV RI

XVLQJ DOOR\V WR PDNHKRXVHKROG LWHPV

$OOR\V DQG H[DPSOHV RI DOOR\VFRPPRQO\ IRXQG LQ WKH KRPHDQG ZRUNSODFH steel, brass and soft solder.

GLVFXVV WKHFRQGLWLRQVZKLFK FDXVH UXVWLQJ

7DUQLVKLQJDVDFKHPLFDOSURFHVV R[LGDWLYH

24 CX C 2 3 / G / S Y L L 0 9

UNIT VI METALS AND NON METALS (contd) SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


LGHQWLI\WKHIDFWRUVZKLFKDIIHFWWKHUDWHRIUXVWLQJ

3UREOHPV RI UXVWLQJ PHWDOIL[WXUHV LQ KRXVHV ORFDWHG QHDUWKHVHDRUDQLQGXVWULDOSODQW

GLVFXVV WKH PHWKRGV XVHGWR UHGXFH RU SUHYHQWUXVWLQJRILURQRUVWHHO

3DLQWLQJ FRYHULQJ ZLWK RLOHOHFWURSODWLQJ JDOYDQL]LQJ WKHVFLHQWLILF SULQFLSOHV LQYROYHGFRPPHUFLDO DV ZHOO DVKRXVHKROG

&RQWUROOHG H[SHULPHQWV WRVKRZ WKDW DLU DQG ZDWHU DUHQHFHVVDU\ IRU UXVWLQJ

25 CX C 2 3 / G / S Y L L 0 9

UNIT VII ACIDS, BASES AND MIXTURES



GLVFXVV WKH XVHV RI VRPHFRPPRQ KRXVHKROGFKHPLFDOV

&KHPLFDO DQG WUDGH QDPHVZDWHU DV WKH PRVW FRPPRQFKHPLFDO LQ WKH KRPH ZDWHU DVD VROYHQW XVHG LQ PDQ\KRXVHKROGFKHPLFDOV

distinguish among acids,

bases and salts;7KH FRQFHSW RI S+ DQGQHXWUDOLW\ &ODVVLILFDWLRQ RIKRXVHKROG FKHPLFDOV LQWR DFLGVEDVHVDQGVDOWV

Principle of neutralization.

&DUU\ RXW VLPSOH LQYHVWLJDWLRQVWR GHWHUPLQH WKH S+ YDOXHV RIYDULRXV EUDQGV RI WRRWKSDVWHDQG LQIHU WKH HIIHFW RI WKH S+RQ EDFWHULD IRXQG LQ WKH PRXWK8VH S+ SDSHU 6LPSOHH[SHULPHQWV RQ QHXWUDOL]DWLRQXVLQJ GURSSHUV

Experiments on stain removal bicarbonate of soda for fruit stains; borax for fruit, wine and tea stains.

dLstinguish among solutions, suspensions and colloids;

&ODVVLILFDWLRQ RI KRXVHKROGFKHPLFDOV LQ HDFK FDWHJRU\

6LPSOH SUHSDUDWLRQV RIVROXWLRQV VXVSHQVLRQV DQGFROORLGV

explain the action of a solvent $TXHRXV DQG QRQDTXHRXV ([SHULPHQWV RQ VWDLQ UHPRYDO in stain removal; VROXWLRQV - WXUSHQWLQH IRU SDLQW

PHWK\ODWHG VSLULW IRUJODVVDFHWRQH IRU QDLO SROLVKDemonstrate ways of removing rust marks on clothing.

discuss the safe and economic use of some common household chemicals;

7KH DFWLRQ RI GLVLQIHFWDQWVDQWLVHSWLFVGHRGRULVHUV

distinguish between hard and

soft water;$GYDQWDJHVDQGGLVDGYDQWDJHVRIKDUGDQGVRIWZDWHU

([SHULPHQW WR GHWHUPLQHGHJUHHRIKDUGQHVVRIZDWHU

([SHULPHQWV WR VRIWHQVDPSOHV RI KDUG ZDWHU E\ DERLOLQJ E DGGLQJ ZDVKLQJVRGD FGLVWLOODWLRQ

26 CX C 2 3 / G / S Y L L 0 9

UNIT VII ACIDS, BASES AND MIXTURES (contd) SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


explain the cleaning actions of scouring powders and detergents;

&RQVWLWXHQWV RI VFRXULQJSRZGHUV DQG GHWHUJHQWV

discuss the effectiveness of various types of abrasive materials;

Corrosion and toxicity

distinguish EHWZHHQ VRDS\VRDSDQG VRDSOHVVdetergents.

7KHLUFOHDQLQJDFWLRQ WKHHIIHFWVRIGHWHUJHQWVRQWKHHQYLURQPHQW biodegradable/non biodegradable detergents.

27 CX C 2 3 / G / S Y L L 0 9

SECTION C - ENERGY

GENERALOBJECTIVES


1. understand the nature of gravitational force;

2. appreciate the importance of energy in every day life;

3. appreciate the inter-conversion and conservation of the different forms of energy;

4. understand the principles of conservation of mass energy and momentum;

5. understand the methods used in transferring energy;

6. appreciate the motions within our solar system;


UNIT I ELECTRICITY AND LIGHTING



GLVFXVVWKHXVHRIJRRGDQGSRRU FRQGXFWRUVRIHOHFWULFLW\

'HILQLWLRQ RI FRQGXFWRUV good, semi and poor 8VH RI UXEEHUDQG SODVWLFV LQ FRYHULQJHOHFWULFDO ZLUHV DQGFRQQHFWLRQV

6LPSOH H[SHULPHQWV WR GHWHFWJRRG semi DQG SRRUFRQGXFWRUV

H[SODLQ WKH UHODWLRQVKLSEHWZHHQ YROWDJH FXUUHQWDQGUHVLVWDQFH LQFLUFXLWV

8VH RI IRUPXOD 9 ,5 WR ILQGXQNQRZQ XQLWV RI HOHFWULFLW\$PSHUH 9ROW :DWW DQG 2KPPHQWLRQ V\PEROV IRU DPPHWHUFHOO ODPSV UHVLVWRUV VZLWFKWUDQVIRUPHU YROWPHWHU and fuse

&DOFXODWH ZDWWDJH JLYHQYROWDJH DQG FXUUHQW XVHDPPHWHUV DQG YROWPHWHUV WRVKRZ KRZ GLIIHUHQW UHVLVWDQFHVDIIHFW FXUUHQW VHW XS FLUFXLWV WRVKRZ SURSHUWLHV GUDZGLDJUDPV RI VHULHV DQGSDUDOOHOFLUFXLWV

H[SODLQKRZDIXVHZRUNVDVDVDIHW\GHYLFH

Colour FRGH LQ ZLULQJ SOXJ DQGFKRLFH RI IOH[ GDQJHUV RIRYHUORDGLQJ FLUFXLWRYHUKHDWLQJ RI ZLUH WKDW PD\FDXVH LQVXODWLRQ WREXUQ

:LULQJRIDSOXJ

28 CX C 2 3 / G / S Y L L 0 9

UNIT I ELECTRICITY AND LIGHTING (contd)



FDOFXODWH WKHDPSHUDJH IRUIXVHVDQG IOH[HVQHHGHGIRU KRXVHKROG DSSOLDQFHV

8VH RI IRUPXOD , :9 FRQVLGHUXVH RI WKLFN ZLUHV DV RYHUKHDGFDEOHV DQG IRU KHDY\GXW\DSSOLDQFHV (QHUJ\FRQVXPSWLRQ SRZHU[WLPH

:RUN RXW VL]H RI IXVHV IRUDSSOLDQFHV

FDOFXODWH WKH HQHUJ\FRQVXPSWLRQ RI GLIIHUHQWHOHFWULFDODSSOLDQFHV

7KH FRVW RI XVLQJ KHDWLQJDSSOLDQFHV FORWKHV LURQ VWRYHVDQG QRQ KHDWLQJ DSSOLDQFHV UDGLRIOXRUHVFHQW EXOEV IDQVUnit = 1 k Wh

0HDVXUH HQHUJ\ FRQVXPSWLRQXQLWV RQ PHWHU RI GLIIHUHQWDSSOLDQFHV

FDOFXODWH HOHFWULFLW\ ELOOV 9DULRXV FRVWV ZKLFK PXVW EHFRQVLGHUHG ZKHQ PDNLQJ XSHOHFWULFLW\ ELOOV LQFOXGLQJ PHWHUUHQWDOV DQG IXHO DGMXVWPHQWFKDUJHV

5HDGERWKGLJLWDODQGDQDORJXHPHWHUV

7. discuss energy conservation measures;

Energy wastage in faulty electrical appliances.

8. explain the magnetic effects of

electrical current;Types electromagnets temporary magnets, permanent magnets

Make bells, birelays and electromagnets; demonstrate magnetic effect.

9. distinguish between natural and artificial lighting;

Effects on colours of objects.

10. compare and contrast the use of fluorescent tubes and filament lamps in providing light;

Shadow formation, efficiency, ease of brightness control and similarity with daylight.

Compare the brightness of various filament lamps of different voltage.

11. describe how to separate white OLJKW LQWR LWV FRPSRQHQWFRORXUV

Glass or water prisms can be used.

29 CX C 2 3 / G / S Y L L 0 9

UNIT I ELECTRICITY AND LIGHTING (contd)SPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES6WXGHQWVVKRXOGEHDEOHWR

12. differentiate between primary and secondary colours of light;

&RORXU ZKHHO

13. discuss the effects produced by mixing various combinations of primary pigments.

6HSDUDWLRQ RI GLIIHUHQWFRORXUHG LQNVE\FKURPDWRJUDSK\

30 CX C 2 3 / G / S Y L L 0 9

UNIT II FOSSIL FUELS AND ALTERNATIVE SOURCES OF ENERGY



1. identify the various types of fossil fuels;

Formation of fossil fuels.

2. identify the energy obtained from petroleum as stored energy;

6LPSOH FRPEXVWLRQH[SHULPHQWV WR VKRZWKDWHQHUJ\ LVHYROYHG IURPSHWUROHXP

3. discuss problems associated with the use of fossil fuels;

)RVVLO IXHOV DV D QRQUHQHZDEOHUHVRXUFH HQYLURQPHQWDO HIIHFWVRIDFLGUDLQJOREDOZDUPLQJ

4. identify alternative sources of energy;

Solar, biogas, wind, wave, biofuels, geothermal, hydroelectric, biodiesel.

GLVFXVV WKHXVHVRIVRODUHQHUJ\

Include water heating, solar cells (photovoltaics cells), solar cookers/cooking; air heating (cold temperature), lighting, solar driers (meat, fish, fruits, crops).

Make simple solar cells, solar panels, solar cookers.

GLVFXVV YDULDEOHV DIIHFWLQJVRODU HQHUJ\ WUDQVIHU

&RQGXFWLRQ FRQYHFWLRQ DQGUDGLDWLRQ [Refer to Section B, Unit 1 Specific Objective 1].

DSSUDLVHWKHH[WHQWWRZKLFKVRODUHQHUJ\FDQEHXVHGDVDQDOWHUQDWLYHVRXUFHRI HQHUJ\

/RVVRIHQHUJ\GXULQJFRQYHUVLRQ'HYLFHV VXFK DVVRODUZDWHUKHDWHUV solar FHOOV

31 CX C 2 3 / G / S Y L L 0 9

UNIT III MACHINES AND MOVEMENT SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


explain the functions of simplePDFKLQHV

/HYHUV SXOOH\V DQG LQFOLQHGSODQHVZLWKUHIHUHQFH WR WKHZD\WKH\ PDNH ZRUN HDVLHU XVH DVIRUFH PXOWLSOLHUV IRUFRQYHQLHQFH RI DSSOLFDWLRQ RI DIRUFH FRQVLGHU VLPSOH PDFKLQHVXVHG LQ RU DVVRFLDWHG ZLWKYHKLFOHV IRU H[DPSOH PRWRUFDUV SXVK FDUWV GUDJOLQHVELF\FOHV LGHQWLI\ VLPSOH OHYHUVLQ WKHPDPPDOLDQVNHOHWRQ

GHPRQVWUDWH WKH GLIIHUHQWW\SHVRI OHYHUV

2UJDQL]LQJ ORDG HIIRUW DQGIXOFUXP LQWKUHHGLIIHUHQWZD\V

$FWXDO XVH RU REVHUYDWLRQ RI WKHKDPPHU ERWWOH RSHQHU FURZEDUVFLVVRUV QXWFUDFNHUZKHHOEDUURZ ILVKLQJ URGWZHH]HUV DV OHYHUV SXOOH\VZKHHOV K\GUDXOLF SUHVV VFUHZ

discuss the principles of mechanical advantage and energy conversion;

8VH RI WKHHTXDWLRQVPHFKDQLFDODGYDQWDJH ORDG HIIRUWHQHUJ\ FRQYHUWHG IRUFH [GLVWDQFH PRYHG LQ WKHGLUHFWLRQRIWKH IRUFH

8VH LQFOLQHG SODQHV WR DVVLVWPRYHPHQW RI REMHFWV IURP RQHOHYHO WR DQRWKHU perform calculations on mechanical advantage and energy conversion with respect to simple machines.

discuss factors that contribute to the inefficiencies of machines and ways of overcoming their influences.

7KH PRWRUFDU ODZQPRZHUELF\FOH IDFWRUV VXFK DV UXVWLQJFRUURVLRQ DQG IULFWLRQ

32 CX C 2 3 / G / S Y L L 0 9

UNIT IV CONSERVATION OF ENERGY SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES


explain the concept of energy; (QHUJ\DVDQDELOLW\WRSURGXFHDFKDQJH

$FWLYLWLHV LQYROYLQJ FKDQJH RIVWDWH FKHPLFDO FRPSRVLWLRQWHPSHUDWXUH DQGPRWLRQ

discuss the interconversion and conservation of mass energy;

&RQVLGHUDWLRQ WKDW HQHUJ\ FDQEH LQWHUFRQYHUWHG VWRUHG E\SK\VLFDO RU FKHPLFDOPHDQV SXWLQWRPRWLRQRUXVHGWRGRZRUNIRU H[DPSOH LQ WKHVXQQXFOHDUUHDFWRUV ERPEVHQHUJ\ VXSSO\LQVSDFH GLVFXVVSKRWRV\QWKHVLVPHWKRGV XVHG WR VDYH HQHUJ\VXSSO\ WRYHKLFOHV DQGPHDVXUHVWKDW PD\ EH WDNHQ to decrease the effects of the internal FRPEXVWLRQ HQJLQH RQ OLIH DQGWKH HQYLURQPHQW >5HIHU WR6HFWLRQ&8QLW,@

Consider WHOHSKRQHV VSULQJVODPSV VKRFN DEVRUEHUV LQYHKLFOHV EDWWHULHV HOHFWULFPRWRU calculators, computers

discuss the transport and transfer of energy;

9HKLFXODU FROOLVLRQV WUDQVIHU RIHQHUJ\ E\ D ZDYH PHWKRG(QHUJ\ UHIOHFWHG DQG EURXJKWWR IRFXV

0RYLQJ VWDWLRQDU\ REMHFWV E\PHDQV RI UROOLQJ RQ VZLQJLQJVSKHUHV 8VH RI ULSSOH WDQNVKDNLQJ URSH RU VOLQN\ DVGHPRQVWUDWLRQ XVH RI GLVKDHULDOV PLUURUV KHDGODPSV[Refer to Section A, Unit VI, Specific Objective 5].

explain the principles of momentum conservation.

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8VH WKH PRPHQWXPFRQVHUYDWLRQ SULQFLSOH WRSUHGLFW WKH RXWFRPHV RIFROOLVLRQ 8VH VLPSOH TXDOLWDWLYHWUROOH\H[SHULPHQWV

33 CX C 2 3 / G / S Y L L 0 9

UNIT V FORCES



discuss the basic principles of forces;

Action-reaction SULQFLSOHDSSOLHGLQ VSDFH WUDQVSRUW WKH IRUZDUGPRWLRQRI MHWDLUFUDIWV5HODWLRQVKLSEHWZHHQVKDSHRIZLQJVRISODQHVDQGELUGVDQGOLIW IRUFHV WKH\H[SHULHQFHZKLOHPRYLQJ WKURXJK DLU WKHLPSRUWDQFH RI IULFWLRQPRWLRQRI YHKLFOHV URDG VXUIDFHV DQGW\UHV WKH HIIHFWV RI ZLQG VSHHGDQG ZLQGFXUUHQWV RQ WKHPRWLRQRIDLUFUDIW

$FWLRQUHDFWLRQ SULQFLSOH IRUH[DPSOH UHOHDVLQJ DQ LQIODWHGEDOORRQ XVLQJ D SDLU RI VSULQJEDODQFHV 'HPRQVWUDWH E\EORZLQJ RYHU VWULSV RI SDSHUKHOG DW RQH HQG XVH RI EDOO RQGLIIHUHQW VXUIDFHV XVH RI SDSHUDLUFUDIWPRGHOVDQG IDQ

describe gravity as a force; 'HILQLWLRQ FHQWULSHWDO DQGFHQWULIXJDO IRUFHV WKHUHODWLRQVKLS EHWZHHQ KHLJKW RIWKH FHQWHU RI JUDYLW\ RI DQREMHFW DQG LWV VWDELOLW\ WKHLPSOLFDWLRQV IRU VWDELOLW\ RQ WKHORDGLQJ RI YHKLFOHV LQ UHODWLRQWR WKHLU FHQWHU RI JUDYLW\UHDVRQV IRU PD[LPXP ORDGLQJFDSDFLW\DQG WDUH

6KRZ KRZ DQ REMHFW FDQ HVFDSHWKH SXOO RI JUDYLW\ WKURZLQJ DEDOO XS DQG REVHUYLQJ LWVPRWLRQ UHOHDVLQJ REMHFWVDWWDFKHG WR VXVSHQGHG VSULQJQRW DWWDFKHG WR DQ\WKLQJ XVLQJPRGHOV WR GHPRQVWUDWH KRZ DQREMHFW FDQ HVFDSH WKH SXOO RIJUDYLW\ LI JLYHQ HQRXJK NLQHWLFHQHUJ\ E\ ZKLUOLQJ DURXQG WKHKHDG D UXEEHU EDQG DWWDFKHG WRDZHDNWKUHDG

explain centre of gravity; &RQGLWLRQV IRU HTXLOLEULXPXQGHU SDUDOOHO IRUFHV

8VH RI FDUGERDUG FXWRXWV RIWULDQJOHV UHFWDQJOHVFLUFOHVDQGLUUHJXODU VKDSHV WR DUULYH DWWKH DSSUR[LPDWH SRVLWLRQ RI WKHFHQWHU RI JUDYLW\ RI REMHFWV RIVLPSOH VKDSHV LWHPV VXFK DVSHQFLOV UXOHUV DQG VROLGV ZLWKUHJXODU VKDSHV VKRXOG EH XVHGWRORFDWHWKHFHQWHURIJUDYLW\

34 CX C 2 3 / G / S Y L L 0 9

UNIT V FORCES (contd)SPECIFICOBJECTIVES EXPLANATORYNOTES SUGGESTED PRACTICAL

ACTIVITIES

Students should be able to:

explain stable, unstable andQHXWUDO HTXLOLEULXP

8VH RI VPDOO EDOO D FRQFDYHFRQYH[ GLVK RU D FRQH VKDSHGREMHFW DQG D IODW VXUIDFH WRGHPRQVWUDWH WKH WKUHH W\SHV RIHTXLOLEULXP XVH RI UXOHVXVSHQGHG E\ D VSULQJ EDODQFHDQG NHSW KRUL]RQWDO E\ NQRZQVXVSHQGHG ZHLJKWV WR VKRZWKDW

L WKH VXP RI WKH IRUFHV LQ

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LL WKHVXPRIWKHFORFNZLVH

PRPHQWVDERXWDSLYRWPXVWHTXDOWKHVXPRIDQWLFORFNZLVHPRYHPHQWV

explain the term satellite. 7KH FKDUDFWHULVWLFV RI VSDFHDQG KRZ SUREOHPV DIIHFWLQJKXPDQ OLIH LQ VSDFH PLJKW EHRYHUFRPH

8VH RI PRGHOV WR VKRZ KRZSODQHWVRUELWWKHVXQ

35 CX C 2 3 / G / S Y L L 0 9

GUIDELINES FOR SCHOOL BASED ASSESSMENT

RATIONALE

The School Based Assessment (SBA) is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in developing certain knowledge, skills and attributes that are critical to the subject. The activities for the School Based Assessment are linked to the Suggested Practical Activities and should form part of the learning activities to enable the student to achieve the objectives of the syllabus.

During the course of study in the subject, students obtain marks for the competence they develop and demonstrate in undertaking the SBA assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination.

The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of SBA. These guidelines are also intended to assist teachers in awarding marks according to the degree of achievement in the SBA component of the course. In order to ensure that the scores awarded by teachers are not out of line with CXC standards, the Council undertakes the moderation of a sample of the SBA assignments marked by teachers.

School Based Assessment provides an opportunity to individualise a part of the curriculum to meet the needs of students. It facilitates feedback to the students at various stages of experience. This helps to build the self confidence, and critical thinking and problem solving skills of the students as they proceed with their studies. School Based Assessment further facilitates the development of essential communicative, investigative and practical skills that allow students to function more effectively in their chosen vocation. School Based Assessment, therefore, makes a significant and unique contribution to the development of relevant skills of the students. It also provides an instrument for testing them and rewarding them for their achievements.

School Based Assessment should be made in the context of normal pratical coursework exercises. It is not

intended that the exercises used for assessment should be artificial and meaningless. Assessment should only be made after the candidates have been taught the skills and given enough opportunity to develop them. Although CXC requires the reporting of only 18 tests of practical skills for moderation, teachers are reminded that there is no upper limit to the number of assessments that should be conducted during the course of normal teaching.

The general Aims of this syllabus can only be achieved by using a practical approach and skills that are not being assessed at a particular time should, therefore, not be neglected. Note also that not all practicals are used for assessment. Students should be given the opportunity to develop their skills and to feel free to ask for assistance without penalty.

36 CX C 2 3 / G / S Y L L 0 9

PROC E D U RE S F OR C ON D U C T I N G S BA

Saf e t y

Teachers should observe all the following safety precautions before conducting laboratory work:

1. Investigations involving human blood and other fresh human material (for example, cheek cell, and saliva) should NOT be conducted.

2. Extreme care should be taken when handling live animals. Wild rodents should not be handled since

they pass on disease by biting or through their urine. These diseases include leptospirosis.

3. A fire extinguisher or fire blanket must be readily accessible. Both teacher and student should know how to use them. The extinguisher purchased should be appropriate for a biology laboratory.

4. A f i r s t a i d k i t s h o u l d b e k e p t i n t h e l a b o r a t o r y a n d s h o u l d b e c h e c k e d r e g u l a r l y .

5. Co r r o s i v e solutions and inflammable solvents (for example, concentrated acids, alcohols) should be

clearly labeled as such and handled with great care and should be locked away when not in use.

6. Candidates should know the correct way to light and use a Bunsen burner. Flints rather than matches are safer to use.

7. Electrical equipment and fittings should be regularly checked and serviced. Electrical outlets should

be properly labeled (example 110v and 220v).

8. A laboratory safety manual should be available.

9. All safety precautions should be maintained regarding field trips.

Aud i o - Vis u a l A i d s

The dynamic nature of Integrated Science requires the teacher to make use of a variety of resource materials as teaching aids. Audiovisual aids are particularly useful to reinforce and deepen understanding.

Teachers are encouraged to use the following aids:

1. Film projectors2. Slide projectors3. Overhead projectors4. Videotape machines (VCR)5. Tape recorders (Cassette)6. CD-ROM and other interactive media

37 CX C 2 3 / G / S Y L L 0 9

7. Multimedia projector8. Camcorders9. Digital cameras

Cost might prohibit departmental ownership but hardware may be kept in a common pool for use within a school or among a group of schools.

Sources or resource materials include:

1. Overseas information services, for example, USIS, UNESCO, High Commissions;2. Government ministries;3. The media4. The Internet

Fie l d W o r k

Substantial portions of this syllabus need to be taught outside the classroom. Many of the expected exercisescould be carried out within the school grounds or surrounding areas.

PROC E D U RE F OR C ON D U C T I N G PRAC T I C AL S

In preparation for SBA practical, it is recommended that the teacher should undertake the tasks below.

1. (i) Select the practical work to be done, which should fit in with the normal work being done in the class. The task selected should be related to a given syllabus objective and may be chosen from the Suggested Practical Activities. An exception can be made for planning and design.

(ii) List the materials including quantities and equipment that will be needed for each student.

(iii) Carry out the experiment beforehand, if possible, to ascertain the suitability of materials and

the kind of results [observations, readings] which will be obtained noting especially any unusual or unexpected results.

(iv) List the steps that will be required by the candidates in performing the experiment. From this

it will be clear to the teacher how the candidates should be arranged in the laboratory, whether any sharing of equipment or materials is necessary, the skills which can be assessed from the practical, and the instructions to be given.

(v) List the skills that may be assessed [example: observation/recording/reporting, analysis and

interpretation]. No more than two practical skills should be assessed from any one activity.

(vi) Select the skills to be assessed on each occasion. Skills other than those required for that term on the CXC mark sheet should also be included for teaching purposes.

38 CX C 2 3 / G / S Y L L 0 9

(vii) Work out the criteria for assessing each skill. This will form the basis of a mark scheme and/or a checklist.

2. The teacher should carry out the assessment and record the marks.

This is the most critical step in the assessment process. For a teacher to produce marks that are reliable, the marking must be consistent for all candidates and the marks should reflect WKH VWDQGDUGof performance at the level. The teacher must be able to justify the marks, and this occurs when there is a fixed set of conditions, factors or criteria for which the teacher looks. Marks should range from 0 to 10 and no more than 4 marks should be assigned to any one criterion.

Marks should be submitted to CXC on a yearly basis on the SBA form provided. The forms should be dispatched through the Local Registrar, to reach CXC by April 30 of the year of examination. The SBA form should be completed in duplicate the original for submission to CXC and the copy to be retained by the school.

CR I T E R I A F O R T H E A S S E S S M E N T O F E A CH S BA S K I L L

The syllabus is grounded in the philosophy and methodology of all science disciplines. The teaching strategies that are recommended for its delivery are dictated by the scientists approach to a task. A problem to be identified will be examined in the light of available evidence and suggestions or hypothesis as to its solution formulated. These will then be tested by repeated practical observations, modified or discarded as necessary until a hypothesis that does offer a solution is found.

The history of scientific thought shows that new ideas replace old ones that were previously accepted as factual. Students must be made to realize that no solution is final and infallible since modifications are continually made in light of new knowledge and technology.

EXPERIMENTAL SKILLS:

Observation/Recording/Reporting [ORR]

1. Organization and Concisenessi. Logical sequence of the reportii. Sections named Aim, Apparatus and Materials, Procedure/Method, Observation,

Discussion, Conclusion all present in correct sequence/correct content under each headingiii. Correct terminology and expressions few or no grammatical errorsiv. Proper use of tables

2. Tables (Numerical)

i. Physical quantity in headingii. Units stated in headingiii. Abbreviations/symbolsiv. Decimal points

39 CX C 2 3 / G / S Y L L 0 9

3. Tables (NonNumerical)i. Headings correctii. Attention to kinds of dataiii. Details of data present

4. Use of diagrams where appropriate (shading, three dimensional and free hand drawings are

unacceptable).

5. Graphsi. Axes labelledii. Appropriate scales usediii. Accurate plottingiv. Smooth curve or best straight line drawn

6. Makes accurate recordings and observations.

Significant changes recorded: extent or degree of change recorded

7. Prose/otheri. Attention to kinds of dataii. Attention to details of data

Analysis and Interpretation [A/I]

1. Summary datai. Accurately identify trends, patterns, relationships.ii. Include labels and annotations of structures.iii. Make accurate calculations and draw logical conclusion.iv. Makes predictions and logical inferences limitations between observation and data

relationships between results and original hypothesis.

2. Evaluate data, including sources of error.

Drawing [D]

1. Clarity clean continuous lines of even thickness in pencil with no shading or unnecessary details.Reasonable size.

i. Make large drawing.ii. Have clear accurate line representations.iii. State title(s) adequately.iv. Be two dimensional.v. Appropriate labelling and annotations.

40 CX C 2 3 / G / S Y L L 0 9

2. Accuracy faithfulness of reproduction, structures are typical of specimen.

i. reasonable proportions;ii. magnification stated correctly;iii. view stated correctly.

3. Labelling/Labelling Lines

i. Neat, drawn with a ruler.ii. Straight and do not cross.iii. Title listed.

Planning and Designing [P/D]

1. Hypothesisi. clear statement of hypothesis on basis of observation(s);ii. testable/manageable.

2. Design

i. generally workable/suitable;ii. inclusion of apparatus/materials to be used;iii. description of procedures;iv. modification(s) where necessary;v. attention to details can be duplicated;vi. precautions taken, repeated measurements, controls and limitations.

Manipulation and Measurement [M/M]

1. Use of basic laboratory equipment with competence and skill.

i. Handle selected measuring devices balance, thermometer, measuring cylinder, burette, syringe, watch/clock or any timing device, voltmeter, ammeter, reagent bottles, Bunsen burner.

ii. Makes accurate reading.

2. Mastering of laboratory techniques simple distillation, heating of solids and liquids in test tubes,

detection of gases, filtration, constructing simple series and parallel electrical circuits.

3. i. Prepare biological materials for observation or investigation; ii. Handle living things with care.

41 CX C 2 3 / G / S Y L L 0 9

$$66(660(172)6.,//6

School Based Assessment will test skills under the profile Practical Skills. Both qualitative and quantitative work should be included. Ei g h t e e n practicals over the two-year period would be considered the minimum number for candidates to develop their skills and on which to base realistic assessments. For the purposes of the SBA, no more than two practical skills should be assessed from any one activity.

Each skill must be tested four times over the twoyear period except for the Planning and Designing skill which must be assessed twice. Students should be encouraged to do corrections so that misconceptions will not persist. As the assessment of certain skills, especially those requiring onthespot observation, involves looking at several behaviours, teachers are advised to select not more than two skills to be assessed in any activity. The practical exercises selected for assessment should make adequate demands on the candidates and the skills assessed should be appropriate for the exercises done. For the assessment of written work, the practical selected should be the one that can be completed in the time allotted and the notebooks should be collected at the end of the period.

Candidates who have not been assessed over the twoyear period will be deemed absent from the whole examination. Under special circumstances, candidates who have not been assessed over the entire two year period may, at the discretion of CXC have their marks prorated [adjusted proportionately].

The assessment will be conducted during terms 1 5 of the twoyear period following the programme indicated in the Table below.

6%$ 6NLOOV WR EH 7HVWHG IRU &;& 0RGHUDWLRQ

SK I L L S

Ye a r 1 Ye a r 2

No . o fAs s e s s m e n t s

No . o fAs s e s s m e n t s

To t a l N o . o f As s e s s m e n t s

Observation/Recording/Reporting 2 2 4Drawing 2 2 4Manipulation/Measurement 2 2 4Planning and Designing - 2 2Analysis and Interpretation 2 2 4To t a l N o . o f S k i l l s 8 10 18

&219(56,212) 0$5.6

The 11-point scale ranges from 10 to 0 thus the maximum mark for each skill at any assessment point is 10. Always marking out of 10 or multiples of 10 make conversion easy but this is not necessary, as this may be readily calculated by hand or by means of a calculator. Conversion of the scale can be done for each assessment but this is not the only possibility. The raw marks out of the totals used must be recorded and these marks totaled for each skill and the conversion done only when their submission to CXC is required.

The following hypothetical results for the assessment of a student on a particular skill may be used as an example. If the marks obtained for observation/recording/reporting are:

5/7, 4/6, 5/5, 7/9, 6/8

42 CX C 2 3 / G / S Y L L 0 9

The total marks are out of a possible 35 marks. This may be converted by calculation as follows:

27 x 10 = 7.71 (approximately)35 = 8 for CXC purposes

99$/,',7

77HDFKHUV

An example of the teachers records follows:

5HFRUGLQJ 0DUNV IRU 6%$

7($&+(5 6 0$5. %22.

SK I L L S OB S E RV AT I ON RE C ORD IN G / RE PORT I N G

DR A W I N G MA N I P U L A T I O N / ME A S U R E ME N T

AN ALY S I S AN DIN T E R P R E T A T IO N

TO TA L YR 1

NA M E S 31/11 14/4 Avg. (10)

2/12 23/2 Avg. (10)

15/10 1/5 Avg. (10)

11/3 9/5 Avg. (

40

Allen, Veronica

6 8 7 2 8 5 8 10 9 6 7 7 28

Williams, Ann

4 4 4 7 7 7 6 9 8 7 9 8 27

Cuthbert, Bryan

5 5 5 3 10 7 9 7 8 3 8 6 26

Moore, Jason

9 9 9 2 3 3 0 8 7 5 7 6 25

Worte, Stewart

3 6 5 9 0 5 3 5 4 4 5 5 19

The average for each skill and total figures will be transferred to the CXC School Based Assessment Form and the latter will be submitted to CXC by April 30 of the year of examination.

No t e t h a t n o s p e c i a l a s s e s s m e n t e x e r c i s e s n e e d t o b e p l a n n e d . The teachers will, as is customary, be recording periodic marks for all students. The difference is that, since these marks will now contribute to an assessment external to the school, they need to be more carefully arranged to clearly stated criteria.

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A sample of the Record Card is included in Appendix 1 to this syllabus.

Teachers will also be expected to supply to CXC a record of tasks set for School Based Assessment and the corresponding mark schemes used.

44 CX C 2 3 / G / S Y L L 0 9

RESOURCES

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45 CX C 2 3 / G / S Y L L 0 9

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Appendix I NOTE TO TEACHERS

MEASUREMENT

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INTEGRATED SCIENCE

SCHOOL BASED ASSESSMENT RECORD BOOK

NAME OF SCHOOL: ACADEMIC YEAR:

Appendix I (a)

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YEAR 1 TERM 3

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INTEGRATED SCIENCE


NAME OF SCHOOL: ACADEMIC YEAR:

Appendix I (b)

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Appendix I (c)


INTEGRATED SCIENCE


NAME OF SCHOOL: SCHOOL CODE NO.:

NAME OF TEACHER

CANDIDATES NAME

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YEAR I

YEAR II

REMARKS

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Appendix II SOME GUIDELINES CONCERNING PRACTICAL WORK

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Appendix III

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Appendix III (contd) SUGGESTED CHEMICALS/MATERIALS LIST (contd)

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SUGGESTED EQUIPMENT LIST

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Appendix IV

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SUGGESTED EQUIPMENT LIST (Cont'd)

Appendix IV (cont'd)

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Appendix IV (contd)

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- 2 -

INTEGRATED SCIENCE

GENERAL PROFICIENCY EXAMINATIONS JUNE 2004

GENERAL COMMENTS

The CSEC examination in Integrated Science (Single Award) is at present offered, at the Basic and General Proficiencies. The June 2004 Examinations, at each proficiency, consisted of four papers: Paper 01, the Multiple Choice paper; Paper 02, the Structured-question paper; Paper 03/1, the School Based Assessment; Paper 03/2, the alternative to the School Based Assessment.

The Candidate entries for the General Proficiency, in June 2004 increased from 16 944 in 2003 to 17 524 in 2004 representing a three percent increase. The entries at the Basic proficiency decreased from 560 in 2003 to 466 in 2004, a 17 percent decrease.

Overall performance of candidates in the examination was satisfactory. There was an increase in the number of candidates achieving Grades I to III at the General Proficiency: from approximately 75 percent in June 2003 to 79 percent in 2004. At the Basic proficiency there was a significant decrease from 58 percent achieving grades I to III in 2003 to 42 percent in 2004.

DETAILED COMMENTS

Basic and General Proficiencies

Paper 01 -- Multiple Choice

Paper 01 of both the General and Basic Proficiencies consisted of 60 Multiple Choice items. At the General Proficiency, performance on Paper 01 remained on par with that in 2003. The mean score for the paper in June 2003 was 31.54, or 52.6 percent, and the mean in June 2004 was 32.12, or 53.5 percent. At the Basic proficiency, the mean score for

Documents

CSEC Integrated Science Syllabus & Subject Reports