Integrated Science School Based Assessment Manual 2010-2012(2)

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By Ms. K. Hobson & Ms. A. Hill

INTEGRATED SCIENCE

SBA LABORATORY MANUAL

2010-2012

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TABLE OF CONTENT

Content Page No. Use of SBA Laboratory Manual 3 Tips on writing-up an SBA 4-6 List of SBA’s 2009-2011 7 SBA 1 8 SBA 2 8 SBA 3 9 SBA 4 10 SBA 5 11 SBA 6 12 SBA 7 13 SBA 8 14 SBA 9 15 SBA 10 16 SBA 11 17 SBA 12 18 SBA 13 19 SBA 14 20 SBA 15 21 SBA 16 22 SBA 17 23 SBA 18 24 SBA 19 25 SBA 20 26 SBA 21 27 SBA 22 28 SBA 23 29 SBA 24 30 SBA 25 31 SBA 26 32 Study Tips 33 Bibliography 34

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Use of SBA Laboratory Manual

This lab manual is a compilation of all the selected SBA’s for the 2010-2012

Integrated Science class. In addition to these SBA’s are other bits of information that are meant to guide you along, both while doing the experiments in the lab and while perfecting the SBA write-ups.

What does a really good SBA write-up include?

This section will take you through a breakdown of each section of the SBA write-up. It will focus on the thought process prior to doing the write-up. This section will attempt to “teach” you how to maximize the amount of points you earn on your SBA.

Criteria and Mark Scheme for Skills Assessed by CXC It is hard to know exactly where you are going wrong on your SBA write-up without first knowing how you will be marked for each skill. This section dissects each section of each skill that you will be assessed on. It will show you how the points are awarded: criteria that must be met and how points are totaled. It will also explain how your overall SBA scores are calculated and submitted to CXC for review.

List of SBA’s and SBA Layouts The following two sections are most important in this manual. The list shows the topics and the skills assessed in the specific SBA. The layout contains all the information necessary for you to conduct the experiments. It will show which sections are needed for the given SBA. For instance, there are some SBA’s where a Diagram section is not needed; there are some with just an Observation section and other where both an Observation section and Results section are needed. The layout also includes key points to consider in order to write your Discussion sections. These are not provided for every SBA, just the really tough ones.

Tips on Effective Study Practices for Integrated Science

This final section provides simple yet effective tips for studying for the Integrated Science exam. These will be based on the time limits of the exam and the material necessary to perform well. Select the methods of studying that are best for you.

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What does a really good SBA write-up include?

The same amount of preparation that goes into writing an essay for English A, is the same that should go into writing-up an SBA. Great detail should be placed on grammar, spelling, and vocabulary as your SBA write-up tells me, as well as CXC, that you have an understanding of the procedure, techniques and concepts involved in the SBA. Although you may have a good grasp of these things, if you are unable to communicate that to the examiner, your overall grade in Integrated Science will be disadvantaged even before sitting the exam. SBA’s were created to give you an opportunity to secure a good grade over a period of time instead of just one day when you sit the exam. Make the best of the SBA’s. Put your all into perfecting each write-up. Utilize the drafting process to get feedback from me (remember: I am the one grading them). Good luck! Selecting a suitable Aim:

• The Aim must be directly related to the topic. It should briefly state exactly what you hope to accomplish with the experiment. Therefore, you must have read through the procedure and understand the concepts that will be put to practice during the SBA.

• The Aim always begins with the word “To”. Example: To identify the presence of active chemicals in household substances.

• Words like “investigate”, “demonstrate”, “find out”, “show”, “calculate”, “identify”, “analyse”, etc. are common words to use following the word “To”.

Materials: • Must be complete and accurate!

Method: • Note: the word is “M-e-t-h-o-d” and not “M-e-t-h-o-d-s” • MUST be in point-form (numbered, as given) AND in past tense using the passive

voice. Therefore, there should be no use of “I”. Example: Wrong à I placed one piece of liver in the first test tube. Right à A piece of liver was placed into the first test tube. This demonstrates the proper use of the passive voice; it is as if by magic the liver gets into the test tube.

• Use the method given to you. DO NOT adjust the method in any way except to put it in the past tense.

Diagram: • Must be a true representation of the specimen. It must be larger than the

specimen, clear, and neat. It must also be two dimensional. • The calculated magnification must be stated (don’t include calculations). This must

be written on the right-hand side, directly above the title in pen or pencil. Note: Magnification = length of drawing / length of specimen = (a number, often a decimal). You write: Magnification x (a number, a decimal to one or two decimal places).

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• The title should be the last thing on the diagram page. It should be written in block letters in pencil. A good title includes the name of the specimen and also the orientation (ex. Cross-section, longitudinal section, external view, internal view, etc.).

• Labels MUST be to the right-hand side. Label lines are to be drawn in pencil. The label words should NOT be written on the label lines, but next to it in pencil.

Observation: • A well-written observation provides sufficient imagery so that I will have an idea

of exactly what the specimen was like. Colour, texture (how it feels), smell, weight (if necessary), etc. are key things to note. Here, it is key that you flex your best vocab and grammar muscle!

• SHOULD NOT include facts! ONLY what was detected by your senses (sight, touch, etc.).

• Must be in paragraph form. Often one paragraph is necessary, but you will be the ultimate judge of this (based on how you write).

• Must be BRIEF and TO THE POINT. This is often the shortest section in the SBA write-up.

Results: • Not a paragraph! • Any tables of results collected and graphs of those results are found here. • Tables: must have title which should be written in pencil directly ABOVE the table

and begin with the words: “Table showing . . .” The title must be informative but precise. You will most often be given a table, so most of the work is already done. All you have to do is title it and fill it accurately.

• Graphs: must have a title while be written in pen directly above the graph. The title must begin with the words: “Graph showing . . .” A suitable title can be the same as the title for the table (with the word “Graph” instead of “Table”, of course!). In addition to the title, well chosen scales must be evident. The scales MUST suit the data points to be plot. Each axis must also be labeled and the units given, if applicable. This does not mean that you state which is the X-axis and Y-axis! I know this already! If you are graphing time against temperature, these will be your labels, including their units. Make sure you know which variable goes where. For example, in the graph of time against temperature, you must know where time should be (X-axis) and where temperature should be (Y-axis). This simple mix-up can rob you of 2 of the 3 points awarded for graphs! Another key thing is that the points must be accurately plotted. That is, the table of data MUST correspond to the graph! For example, if the table shows that at 5 minutes the temperature was 55°C, this, too, must be clear on the graph. The graph must also take up most of the graph paper.

Discussion: • This section uses facts to explain your observations. Simple. This is where research

on background information is highly important. Make use of all the resources available. The internet is good not just for MSN and Facebook!

• Must be in paragraph-form. More than one paragraph is advised. • Points must be well-developed, well-supported and in sequence, just as in an essay

for English class!

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• It’s a good practice to begin with general statements then breakdown to specific topics addressed individually.

• This should be the largest section; however, your writing must be concise. Stick to the facts and observation.

• This is where you address points that will later form your conclusion section. • Any abnormities in the experiment must be addressed here! • KEEP YOUR WORK BASED ON SCIENCE. Don’t write based on your own

feelings. • When writing about specimen, address their features from the point of view of the

specimen. Example, in an observation SBA, like Flower Structure, don’t explain the colour and/or smell of flowers as used by man (for recreation and the purpose of decoration) but how these features are important TO THE FLOWER.

• Must address ANYTHING you can think about that will affect the results! Conclusion:

• Must be in paragraph-form (can be one). • Must be concise! So, be extremely brief! • Should NOT include any information not mentioned in the discussion section. • It is where you sum up experiment done… refocus on the aim … was the aim

accomplished? How were abnormalities explained? What conclusions were made from having done the experiment?

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SBA List 2010-2012 No. Topic ORR D MM AI PD

1 Plant Growth • • • 2 Fleshy Fruits • • 3 Testing a Leaf for For Starch • • 4 Food Tests • • 5 Energy Content of a Peanut • • 6 Diffusion • • • 7 Digestion Investigation • 8 Respiration in Peas • • • 9 Excretion - Urinalysis • • •

10 Transpiration Investigation • • • • 11 Sense Organs: Eyes • 12 Physiological Effects of Exercise • • 13 Heat Transfer - Conduction • • • 14 Evaporation • 15 Density of Water • • • 16 Heat of a Flame • • • 17 Reactions of Acids • • 18 Hardness of Water • • • 19 Viscous Drag • • • 20 Viscosity of a Liquid • 21 Chromatography • • • 22 Wiring a Plug • 23 Electromagnets • • • 24 Inclined Plane • • 25 Centre of Gravity • • • 26 Friction • • •

The SBA practicals are divided based on the sections of the syllabus they are taken from. Section A: The Organism and its Environment Section B: The Home and Workplace Section C: Energy

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SBA# 1 Skills: ORR, D, AI Date: TOPIC: Plant Growth AIM: To observe plant growth over a one-week period MATERIALS: a healthy young plant, a ruler METHOD:

1. Create a table to record your measurements. 2. Measure the initial height of the plant (in centimeters) 3. Measure the plant everyday during this one week period, and record your

measurements. 4. Plot a line graph of the results.

OBSERVATION: RESULTS: DRAWING: DISCUSSION: CONCLUSION: SBA# 2 Skills: ORR, D Date: TOPIC: Fleshy Fruits AIM: To observe and draw the structure of different fleshy fruits MATERIALS: at least three different fleshy fruits, a ruler METHOD:

1. Collect and observe three fleshy fruits. 2. Draw and label the structure of the fruits selected. 3. Calculate the magnification of each magnification.

OBSERVATION: DRAWING: DISCUSSION: CONCLUSION:

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SBA# 3 Skills: ORR, MM Date: TOPIC: Testing a Leaf for Starch AIM: To test for the presence of starch in green leaves MATERIALS: a green leaf, water, ethanol, Bunsen burner, tripod, wire gauze, 400cm3 beaker, forceps, boiling tubes, petri dishes METHOD:

1. Half-fill a beaker with water and heat it till it boils. 2. Half-fill a boiling tube with ethanol. 3. Cut the leaf into small pieces. 4. Place two or three small pieces in the boiling water for one minute. 5. Remove the pieces of the leaf carefully, using forceps. 6. Turn off the Bunsen burner. 7. Place the pieces of the leaf in the ethanol and place this boiling tube in hot water

for five minutes. 8. If the pieces of leaves have lost most of their colour, remove them. If not, remove

the boiling tube, re-boil the water, replace the boiling tube and continue. 9. Rinse the pieces of the leaf under cold water and place them in a petri dish 10. Cover them with Iodine solution and record observations.


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SBA# 4 Skills: ORR, MM Date: TOPIC: Food Tests AIM: To determine the nutrients present in food samples MATERIALS: Bunsen Burner, tripod, wire gauze, 400cm3 petri dishes, water, Benedict’s solution, boiling tubes, Iodine solution, droppers, ethanol, Sodium hydroxide, Copper sulphate solution, watch glasses, beaker, cooked rice, cheese, butter, sausage, bread, honey, fruit, peanuts

METHOD: Testing for sugar

1. Heat the water in the beaker (half-full) until it begins to boil, then remove the Bunsen burner.

2. One-quarter fill a boiling tube with Benedict’s solution. 3. Add a small amount of the food you wish to test. 4. Place the boiling tube in the hot water and leave for five minutes.

Testing for starch 1. Place a small piece of the food you wish to test in a watch glass. 2. Cover with Iodine solution.

Testing for lipid 1. One-third fill one boiling tube with water; one-third fill the other with ethanol. 2. Place a small amount of the food you wish to test into the boiling tube with

ethanol. 3. Shake this tube and allow settling for a minute. 4. Pour the liquid only into the water.

Testing for protein 1. One-third fill a boiling tube with equal amounts of Sodium hydroxide and

Copper sulphate. 2. Place a small amount of food you wish to test in the boiling tube. 3. Wait five minutes and observe.

OBSERVATION: DISCUSSION:

CONCLUSION:

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SBA# 5 Skills: ORR, MM Date: TOPIC: Energy Content of a Peanut AIM: To calculate the energy content in a peanut MATERIALS: a whole peanut (fresh, non-germinating, and shelled), boiling tube, thermometer, retort stand, boss head, clamp, mounted needle, Bunsen burner, measuring cylinder, balance

METHOD:

1. Record the weight of one peanut and measure 10cm3 of water into the boiling tube. Hold the thermometer in the water and leave it there.

2. Record the temperature of the water as T1. 3. Spike the peanut firmly on the mounted needle. 4. Set it alight by holding it in a Bunsen burner flame. As soon as it is burning, use it

to heat the water in the boiling tube. (If it goes out, quickly relight it.) 5. Record the highest temperature shown by the thermometer as T2. 6. Calculate the energy content of the peanut using the following two equations:

E=mc▲θ and E= [(T2-T1)*10*4.2]/mass of peanut (in grams) 7. Draw a diagram of the set up of the apparatus used for the experiment. 8. Clean up thoroughly after the experiment.

OBSERVATION: RESULTS: DIAGRAM: DISCUSSION: CONCLUSION:

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SBA# 6 Skills: ORR, D, AI Date: TOPIC: Diffusion AIM: To observe diffusion of gases MATERIALS: damp red litmus paper, a bottle of strong ammonia solution, 50cm long glass tube, glass rod, cotton wool, tweezers, permanent marker, timer

METHOD:

1. Hold a strip of damp red litmus paper in the mouth of an open bottle of strong ammonia solution. Note the effect of the gas on the litmus paper.

2. Make marks at 10cm intervals along a 50cm glass tube. 3. Use a glass rod to push a small piece of moist, red, litmus paper to each mark

inside the tube. Do not use very wet paper or the ammonia gas will dissolve it! 4. Soak a piece of cotton wool in the strong ammonia solution and use tweezers to

push it into the end of the tube at the zero mark. Start your timer as you do so. 5. Record the time it takes for each of the strips of litmus paper to turn blue and

record results in the table below. 6. Make a carefully labeled, two-dimensional drawing of the apparatus at the point

when two strips of litmus paper had changed colour.

OBSERVATION: RESULTS: Table showing the rate of diffusion of ammonia gas Distance moved by gas/cm Time/s Speed of diffusion/cms-1 10 20 30 40 50 DIAGRAM: DISCUSSION: CONCLUSION:

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SBA# 7 Skills: PD Date: TOPIC: Digestion Investigation METHOD:

• You are to thoughtfully plan/design an experiment in which you determine if the rate digestion is always sped up by an increase in temperature. Your design should be simple yet effective.

• Your experiment must be properly written in coherent English to include the following: a meaningful title, a hypothesis, the aim, a list of materials that you plan to use, full details of how to carry out the experiment (i.e. your method, which should include how/when you plan to record data and how you plan to analyze your results), limitations, and a conclusion.

Hint- Your experiment should include the following: • A systematic way of changing the temperature • A way of not changing anything but the temperature • A way of finding out how fast the reaction is taking place • A way of ensuring that your results will be reliable Note from teacher: As resources may be in short supply, the use of inexpensive and easily available materials/equipment is strongly encouraged. The use of ‘typical’ lab equipment such as beakers, test tubes, Bunsen burners, etc. should be arranged by seeking my permission. Where possible, improvising your own additional equipment is perfectly acceptable. REMEMBER YOU WILL NOT BE CARRYING OUT THE EXPERIMENT

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SBA# 8 Skills: ORR, MM, AI Date: TOPIC: Respiration in Peas AIM: To investigate if peas release energy MATERIALS: two thermos flasks, some germinating pea seeds, some dead pea seeds, two thermometers, some cotton wool, access to a balance, clamps and retort stand METHOD:

1. Weigh out 100g of germinating pea seeds. 2. Weigh out 100g of dead pea seeds. 3. Place the germinating pea seeds in one flask, and the dead pea seeds in the other

thermos flask. Appropriately label each flask. 4. Wrap enough cotton wool tightly around each thermometer so that it will

completely fill the neck to the flask and support the thermometer when the flask is turned upside down.

5. Turn each flask upside down and secure it in a clamp and a retort stand. 6. Lave in a cool, shaded place. 7. Record your results in the given table. 8. Take the temperature in each flask after five minutes. 9. Take the temperature in each flask each day for five days. 10. Draw a graph of the temperature change against the days for both flasks on the

same axes. OBSERVATION: RESULTS:

Day Temperature in flask

Germinating seeds Dead seeds 0 1 2 3 4 5

DISCUSSION: CONCLUSION:

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SBA# 9 Skills: ORR, MM, AI Date: TOPIC: Excretion - Urinalysis AIM: MATERIALS: Sodium hydroxide, Copper sulphate, Benedict’s solution, urine samples – A, B, C, D, red litmus paper, heating apparatus, test tube and rack, test tube holder, measuring cylinder, tap water, 4 droppers, 4 watch glasses, 250ml beakers METHOD:

1. Use clean droppers to collect a sample of each of the four types of urine. 2. Test each for the presence of glucose. 3. Using four other test tubes, collect new samples of urine and test each for the

presence of protein. 4. Similarly, test four new samples for the presence of chloride ions as follows:

Pour a small sample of urine onto a watch glass and place it above a 250ml beaker of boiling water. Allow all the liquid to evaporate and record your observation. Subject a sample of the precipitate to the glucose test. Make note of the results.

5. Record all of your results n a table. Your table should include summary columns of the procedure, observations, and deductions/inferences (identify possible sources of each type of urine if they were obtained from humans).

NB: a table of the recipe used for each type of urine will be provided on the date of the practical.

OBSERVATION: RESULTS: DISCUSSION: CONCLUSION:

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SBA# 10 Skills: ORR, D, MM, AI Date: TOPIC: Transpiration Investigation AIM: MATERIALS: a leafy stem, a beaker of water containing dye, a scalpel, a white tile, a hand lens or access to a microscope METHOD:

1. Trim 2-3cm from the end of a celery stick, 2. Place the stalk in the beaker with the dyed water. 3. Stand the beaker with the celery, and, on the white tile, cut very thin sections

(slices) of the celery at different heights. 4. Observe your sections with a hand lens or microscope. 5. Make fully labeled drawings of your observations.


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SBA# 11 Skills: ORR Date: TOPIC: Sense Organs - Eyes AIM: To test for the blind spot MATERIALS: piece of paper with a dot and a cross, experimenters METHOD:

1. On a piece of paper, draw a cross and a spot about 5cm apart and about 1cm high.

2. Hold it at arm’s length with your nose aligned between the cross and the spot. 3. Close your left eye and look at the spot with your right eye. You should still be

aware of the cross. 4. Move the paper slowly nearer, in a straight line. Keep looking at the spot all the

time. 5. State your observations.

OBSERVATION: DISCUSSION: CONCLUSION:

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SBA#12 Skills: ORR, AI Date: TOPIC: Physiological Effect of Exercise AIM: MATERIALS: Timer, experimenter METHOD: Observing breathing rates at rest and after exercise

1. At the beginning of the class sit quietly and relax. Then count the number of times you breathe in and out within one minute. Record your results.

2. Go outside and run up and down the yard for one minute. Stop, sit and then immediately count the number of breaths you take in one minute. Record your results.

3. Go outside and run up and down the school yard for one minute. Stop, sit and then immediately count the number of breaths you take in one minute. Record your results.

4. While still sitting, keep counting the number of breaths you take for every consecutive minute for 5 minutes. Record your results in a suitable table.

5. Plot a graph of your results, breaths per minute against time. 6. Using your graph, find out how long it takes for you to start breathing at your normal

rate again. The effect of exercise on the heart rate

1. For this investigation you will measure your heart rate by checking your pulse. (I will demonstrate how to do this).

2. While sitting quietly (resting) count your pulse for one minute, 3. Go outside and run up and down the school yard for one minute. Stop, sit down and

immediately take your pulse again over one minute. 4. While still seated, continue to take your pulse every minute until it returns to its initial

rate. 5. Record your results in a table. 6. Repeat steps 1to 5 to obtain a second set of results, and then average the two sets of

results. 7. Plot a graph of the average pulse rate per minute against time.

RESULTS: Time (minutes) Pulse beats per

minute Test 1

Pulse beats per minute Test 2

Average Breaths per minute

0 (rest) 1 (after exercise) 2 3 … DISCUSSION: CONCLUSION:

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SBA#13 Skills: ORR, MM, AI Date: TOPIC: Heat Transfer: Conduction AIM: MATERIALS: Bunsen burner, metal rod about 15cm long, clamp, boss, retort stand, thumbtacks, Vaseline, access to a clock or stop clock METHOD:

1. Fix the metal rod in the clamp and stand high enough so that you can heat the end with the Bunsen burner.

2. Use a little Vaseline to fix the drawing pins to the rod. Fix them at a distance of 3cm, 6cm, 9cm and 12cm from the end of the rod. Try to use the same amount of Vaseline each time.

3. Note the time, and heat the end of the rod. 4. Time how long it takes for each thumbtack to fall off the rod. 5. Plot a graph of the distance of each tack from the end against the time taken for

each to fall off. 6. Based on your graph, find out how long will it take for a tack to fall off if it was

placed 8cm from the end of the rod. OBSERVATION: RESULTS: DISCUSSION: CONCLUSION:

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SBA#14 Skills: PD Date: TOPIC: Evaporation METHOD:

• You are to thoughtfully plan/design an experiment in which you investigate the effects of environmental factors on evaporation from a surface. Your design should be simple yet effective.


Hint- Your experiment should include the following environmental factors: • Temperature • Wind • humidity

Note from teacher: As resources may be in short supply, the use of inexpensive and easily available materials/equipment is strongly encouraged. The use of ‘typical’ lab equipment such as beakers, test tubes, Bunsen burners, etc. should be arranged by seeking my permission. Where possible, improvising your own additional equipment is perfectly acceptable.

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SBA#15 Skills: ORR, MM, AI Date: TOPIC: Density of Water AIM: MATERIALS: A beaker of seawater and a beaker of pure water, a number of small objects METHOD:

1. Construct a table like the one shown below.

Object

Pure Water Seawater Still floating after 1 minute

Sunk after 1 minute

Still floating after 1 minute

Sunk after 1 minute

2. Place each object carefully on the surface of the pure water and the sea water in

turn. Leave for one minute. 3. Note if the object is still floating or if it has sunk.

OBSERVATION: RESULTS: DISCUSSION: CONCLUSION:

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SBA#16 Skills: ORR, MM, AI Date: TOPIC: Heat of a flame AIM: MATERIALS: a tin can, tripod, wire gauze, Bunsen burner, thermometer, a clock or watch, 100ml cold water METHOD:

1. Measure out 100ml of cold water in a tin can. 2. Fix the tin above a blue gas flame. 3. Use a thermometer to measure the temperature of the water at the start to see

how long it takes for the water to boil. 4. Repeat the procedure with a luminous flame.


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SBA#17 Skills: ORR, MM Date: TOPIC: Reactions of Acids AIM: MATERIALS: Two test tubes in a test tube rack, dilute hydrochloric acid and a dropper, small pieces of zinc and magnesium, filter paper and filter funnel, evaporating basins METHOD:

1. Measure 5ml of the acid into each test tube. 2. Add a small piece of zinc to one tube and magnesium to the other. 3. Look carefully for any changes – heat, bubbles, colours, sounds. 4. Repeat each experiment, but keep adding a little more of the metal until the last

piece added does not change – the reaction is over now. 5. Filter the mixtures, collect the filtrates and leave them to evaporate in the

evaporating basins. 6. Based on your knowledge of the reactions of acids and metals, state the type of

compound formed and the name in each case. OBSERVATION: DISCUSSION: CONCLUSION:

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SBA#18 Skills: ORR, MM, AI Date: TOPIC: Hardness of water AIM: MATERIALS: Samples of distilled water, tap water, seawater or salty water, mineral water, evaporating basins, Bunsen burner, tripod, gauze, dilute hydrochloric acid METHOD:

1. Put 10ml of tap water in the evaporating basin. 2. Warm gently until most has evaporated. 3. Leave to completely dry. 4. Check the residue. Look for evidence of the dissolved salts from the water. 5. Add a few drops of hydrochloric acid: if the residue fizzes, then carbonate

minerals such as limestone are present. 6. As an alternative, leave separate samples of water to evaporate and dry naturally.

Check for residues. 7. Based on your results, state which sample(s) contained water only.


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SBA#19 Skills: ORR, MM, AI Date: TOPIC: Viscous Drag AIM: MATERIALS: A glass jar or measuring cylinder, some plasticine, access to a top pan balance, motor oil, a stop watch METHOD:

1. Construct a table like the one below.

Shape of the plasticine

Time taken for plasticine to travel 20cm (20 seconds)

1st attempt 2nd attempt

3rd attempt Average

Cube Cuboid Sphere Bullet' Ovoid

2. Pour oil into the glass jar/ measuring cylinder until it is approximately 2cm from the top.

3. Mark two lines on the side of the jar. These should be 20cm apart and both should be below the surface of the oil.

4. Weigh out 5 pieces of plasticine, each 10g each. 5. Mould each piece into a different shape, as shown in the diagrams.

Sphere Cuboid Cube

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Ovoid Bullet 6. Take one of the pieces of plasticine and hold it just above the oil. 7. Release the plasticine. 8. As the tip of the plasticine passes the first line, start the stopwatch. As the tip of

the plasticine passes the second line, stop the stopwatch. Record the time taken in the table.

9. Repeat steps 6-8 twice more and work out the average time taken. 10. Repeat steps 6-9 for the other shapes.

OBSERVATION/RESULTS: DISCUSSION: CONCLUSION: SBA#20 Skills: PD Date: TOPIC: Viscosity of a liquid METHOD:

• You are to thoughtfully plan/design an experiment in which you determine if the viscosity of a fluid affects how easily an object can move through it. Your design should be simple yet effective.


Hint- Your experiment should include the following: • A way to vary the viscosity of the liquid • A way to keep as many of the other variables constant • A way of recording the results

Note from teacher: As resources may be in short supply, the use of inexpensive and easily available materials/equipment is strongly encouraged. The use of ‘typical’ lab equipment such as beakers, test tubes, Bunsen burners, etc. should be arranged by seeking my permission. Where possible, improvising your own additional equipment is perfectly acceptable.

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SBA#21 Skills: ORR, MM, AI Date: TOPIC: Chromatography AIM: MATERIALS: Food colouring or water-soluble inks, filter papers, pencil, ruler, jar or beaker, tape, capillary tubes, water METHOD:

1. Draw a line 1cm from the end of a strip of filter paper with a pencil. 2. Using the capillary tube, add a small drop of colour at point Y. Leave it to

completely dry. 3. Attach the chromatogram to the pencil as shown in the diagram above. Make sure

that the bottom of the filter paper just barely touches the bottom of the beaker. 4. Remove the pencil and chromatogram, and pour water into the beaker until it

just barely covers the bottom of it. 5. Replace the pencil and chromatogram into the water, ensuring that the water

level does not pass the line that is drawn on the filter paper. 6. Leave the experiment for 15 minutes.


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SBA#22 Skills: MM Date: TOPIC: Wiring a plug AIM: MATERIALS: A 3-core flex, wire stripper, 3-pin plug and fuse, correctly wired for reference, a small screwdriver, a ruler METHOD:

1. Open the plug and make sure you know the position of the different coloured wires. Then loosen the wires and remove them.

2. Check the lengths of each wire and how much copper metal is showing at the ends.

3. Put the plug back together again and prepare a new flex using the wire stripper. Put the plug together.


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SBA#23 Skills: ORR, MM, AI Date: TOPIC: Electromagnets AIM: MATERIALS: A low voltage power supply (4-6V), an insulated wire (3m), a large iron nail (10cm), steel paper clips, a spring balance holding an iron nail, support to hold the spring balance METHOD:

1. Wrap the wire tightly around the iron nail. 2. Connect the electromagnet to the power supply and switch it on. 3. Test the strength of the electromagnet by

i) Finding out how many paper clips the electromagnet can hold ii) Measuring the force as read on the spring balance that it exerts when

another nail is attached to it. 4. Reduce the voltage on the power supply. Record the effect of this reduction on

the strength of the electromagnet.


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SBA#24 Skills: ORR, AI Date: TOPIC: Inclined Plane AIM: MATERIALS: An inclined plane, a load (eg. A trolley), extra masses, a Newton-meter METHOD:

1. Construct a table to record your results. 2. Measure the distance, d, the trolley would have to move up the inclined plane. 3. Measure the height, h, the trolley would have to move if you lifted it vertically

instead of dragging it up the inclined plane. 4. Calculate the ratio d/h. 5. Suspend the trolley from the Newton-meter and record the force exerted by the

trolley. 6. Now pull the trolley up at a steady speed the inclined plane using the Newton-

meter. Again, record the force on the newton-meter. 7. Repeat steps 5 and 6 with masses attached to the trolley. 8. Complete the table by calculating the ratio of vertically suspended force to

dragging force. RESULTS: # of masses on trolley

Total mass on trolley (kg)

Force exerted by trolley (N)

Force on Newton-meter (N)

Ratio: force of trolley/Force on meter

0 1 … 8 9 d= ________________ h=__________________ d/h= _________________ DISCUSSION: CONCLUSION:

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SBA#25 Skills: ORR, D, AI Date: TOPIC: Centre of Gravity AIM: MATERIALS: A set of card shapes (such as rectangles, triangles, and some odd shapes), a plumb line (simply tie a test tube stopper to a thread attached to a thumb tack), a pencil, a ruler METHOD:

1. Attach the plumb line to the edge of a card 2. Mark the position of the plumb line with two pencil crosses. Draw a straight line

to join the crosses. 3. Repeat but with the pin in another place, and draw a second line. 4. Mark the centre of gravity. 5. Find the centre of gravity of other shapes in the same way. 6. Make a labeled diagram of any one of the shapes after its centre of gravity is

found. OBSERVATION: DRAWING: DISCUSSION: CONCLUSION:

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SBA#26 Skills: ORR, MM, AI Date: TOPIC: Friction AIM: MATERIALS: Sheets of rough wood, and of smooth plastic, a carpet square, a toy car, a meter rule METHOD:

1. Place the toy car at the top of the wood slope. The meter rule should be vertically placed at the higher end of the sloped wood.

2. Raise the edge slowly until the car moves steadily down the slope. 3. Measure the height that the slope was lifted to in order for this to happen. 4. Repeat steps 1-3 using the other materials. Ensure that the same length is used in

each instance. 5. Appropriately record your results.


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Study tips

• Make use of as many of your senses as possible! See it, Say it, Write it! • Make flash cards – great for briefly viewing information. Don’t crowd your cards

with too much information (that’s what notebooks are for). This method is good for learning definitions, functions, sources, major parts of a system, etc. It is good for studying when time is very limited or you may be tired. It provides simple, but frequent reminder of facts.

• Form study groups and teach each other – Given the length of the syllabus, it may be wise to designate topics among responsible peers (one person responsible for teaching the rest of the group a certain topic. Don’t get carried away having too much fun together. Remember, the objective is to study/learn/review!

• Tap into as many of your resources as possible – while teachers are a great resources (we are better acquainted with the syllabus), you must not limit yourself to questions to the teacher. Conduct research on the internet and in books apart from that which was recommended on your book list.

• PAST PAPERS – no better way to study for a CXC exam than by doing CXC past papers. That way, you can become acquainted with the way CXC poses questions and with some topics that are favourites of CXC.

• Read through your notes from your day at school at least during the evening when you get home – when you get home, eat, relax, shower, then AT LEAST read the notes through. Whatever extra information was mentioned in class, questions posed by students, and other key things discussed in class that day, will resurface and “stick” in your memory.

• Get enough sleep and follow a healthy diet – while you can more chapters given more time, if you are sleep deprived and/or hungry, very few of the information you read will actually form part of your memory. Rest well, eat well and you will study more efficiently!

• Practice, practice, practice! – Make up your own questions to test yourself! Get a friend to give you an oral quiz! Do over previous assignments from class! Do questions from textbooks! The more you expose yourself to the material the faster you would master it!

• TIME MANAGEMENT IS KEY – CXC is fast approaching. Figure out now how to budget your time. You will be able to do this better when you get your CXC timetables. Don’t wait until then, however! Set aside enough time for each subject, especially those you hate most.

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List of Resources

• L. Atwaroo-Ali, Macmillan CXC Science Series: CXC Biology. Oxford, 2003. • Unlisted, Macmillan CXC Science Series: CXC Chemistry. Oxford. • T. Chung-Harris, Macmillan CXC Science Series: CXC Biology. Oxford, 2005. • L. Maynard, L. Nisbett, C. Williams, Macmillan School Based Assessment Manual:

CXC Biology. London and Oxford, 1989. • L. Maynard, L. Nisbett, C. Williams, Macmillan School Based Assessment Manual:

CXC Integrated Science. London and Oxford, 1989. • S. Potter, R. Oliver. Longman Integrated Science for CSEC 2nd Edition. England,

Jamaica, Trinidad, 2008.

Documents

Integrated Science School Based Assessment Manual 2010-2012(2)