CXC CCSLC/IS/02/12
CARIBBEAN EXAMINATIONS COUNCIL
CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE®
INTEGRATED SCIENCE
SYLLABUS
Effective for examinations from May–June 2014
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CARIBBEAN EXAMINATIONS COUNCIL
CARIBBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE ®
INTEGRATED SCIENCE
SYLLABUS
Effective for examinations from May–June 2014
Published in Jamaica, 2012 by Ian Randle Publishers 11 Cunningham Avenue P O Box 686 Kingston 6 www.ianrandlepublishers.com
© 2012, Caribbean Examinations Council
ISBN --------------------------------------- (pbk)
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher.
Cover and book design by Ian Randle Publishers
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630- Facsimile Number: + 1 (876) 967- E-mail Address: cxcwzo@cxc.org Website: www.cxc.org
Copyright © 2012 by Caribbean Examinations Council The Garrison, St Michael BB14038, Barbados
INTRODUCTION ................................................................................................................................................................................................................................................................................................ i
- RATIONALE
- AIMS
- GENERAL OBJECTIVES........................................................................................................................................................................................................................................................................................
- COMPETENCIES TO BE ASSESSED
- ORGANISATION OF THE SYLLABUS
- SUGGESTIONS FOR TEACHING THE SYLLABUS………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
- ASSESSMENT GUIDELINES
- ELIGIBILITY FOR CCSLC.......................................................................................................................................................................................................................................................................................
- FORMAT OF THE ASSESSMENT
- REGULATIONS FOR RESIT CANDIDATES
- MODULE 1 – WORKING LIKE A SCIENTIST
- MODULE 2 – INVESTIGATING MATTER
- MODULE 3 – UNDERSTANDING LIFE.................................................................................................................................................................................................................................................................
- MODULE 4 – FOCUSING ON ME........................................................................................................................................................................................................................................................................
- MODULE 5 – EXPLORING ENERGY
- APPENDIX I – LEARNING GRID...........................................................................................................................................................................................................................................................................
- APPENDIX II – CARIBBEAN SCIENTISTS AND THEIR AREA OF WORK................................................................................................................................................................................................................
CXC CCSLC/IS/02/12 ii
GENERIC COMPETENCIES SUBJECT-SPECIFIC COMPETENCIES
PROBLEM SOLVING ABILITY TO COMMUNICATE ORALLY AND IN WRITING
CRITICAL THINKING ABILITY TO FUNCTION IN A FOREIGN LANGUAGE
INFORMED DECISION MAKING MATHEMATICAL LITERACY
MANAGEMENT OF EMOTIONS SCIENTIFIC LITERACY
POSITIVE SELF CONCEPT SOCIAL AND CITIZENSHIP SKILLS
WORKING IN GROUPS
HANDLING CONFLICT
DEALING WITH DIVERSITY AND CHANGE
INDEPENDENT LEARNING STRATEGIES
COMPUTER LITERACY
TECHNOLOGICAL LITERACY
COMPETENCIES
The structure of the programme takes into consideration that the attainment of the competencies identified is the result of processes that require life-long learning and that mastery is attained by progressive steps over differing periods of time. Bearing in mind that one of the main purposes of the curriculum is to prepare individuals to participate fully as productive members of society, key competencies have been identified that are essential for daily living with emphasis on the workplace. A Learning Grid (Appendix I) lists the key competencies across the five subjects of the curriculum, identifies a reference number and indicates the subjects or group of subjects that specifically engage the learner in its development.
CXC CCSLC/IS/02/12 iii
OUTCOMES OF THE CURRICULUM
The curriculum hinges on the realisation that teaching and learning are essential instruments for the development of autonomous individuals who will be able to function effectively as productive members of society. In this regard, the curriculum has identified knowledge, skills, attitudes, values and attributes or competencies that students who master the programme should have attained. These include:
a positive image of self, family, community, region and world;
respect for others irrespective of age, class, creed, gender, ethnicity, physical disabilities or nationality;
an abhorrence of violence in all its forms and commitment to settle disputes through arbitration and conciliation;
the capacity to understand that individual freedom is consonant with the acceptance of personal responsibility for one’s own actions;
commitment to ethical and moral societies that recognise equality of opportunity, freedom of expression and association, and the right to fair judicial process.
Main Elements of the Curriculum
It provides the foundation for knowledge, skills and attitudes required for secondary education.
It provides the foundation for further education and training and for entry level employment.
It provides articulation between and within subject groups offered in the Caribbean Secondary Education Certificate (CSEC) examination by catering for students who continue at secondary school to take General Proficiency examinations in academic or technical and vocational or a mix of academic and technical and vocational subjects.
It facilitates articulation within the wider school curriculum and responds to the developmental needs of the region.
GENERAL OBJECTIVES COMPETENCIES TO BE ASSESSED
On completion of this syllabus, students should:
- appreciate the dynamic nature of Science and the impact of Science and Technology on the world in the twenty first century;
- understand the importance of quantifying the dimensions of matter;
- be aware of the contributions of the Caribbean to Science and Technology;
- understand the particulate nature of matter, and its chemical and physical properties;
- understand that there is interdependence among living organisms;
- understand the relationship between structure and function for selected body systems;
- appreciate the components of the physical environment and their inter- relationship;
- understand the need to practise a healthy lifestyle;
- appreciate the role each individual must play in preserving the environment;
- understand the impact of energy on man’s activities and the interchange among the different forms of energy;
- appreciate the need for responsible use of energy;
- integrate Information and Communication Technological (ICT) tools and skills.
1. RECORDING AND COMMUNICATION (RC)
Students will be able to record scientific data and communicate information effectively, orally, graphically and in writing.
Criteria: make accurate observations; accurately record data in table and graph (titles, correct axes, accurate plots, suitable scales); classify substances; use scientific format, appropriate language and content; and demonstrate creativity.
2. MANIPULATION AND MEASUREMENT (MM)
Students will be able to safely use appropriate instruments to accurately measure various physical qualities.
Criteria: demonstrate competence and safety for self and others in the sequencing of events; select and use appropriate instruments (drawing); take accurate readings (number of trials).
3. DRAWING (DR)
Students will be able to make faithful representation of different species.
Criteria: make large, clear, accurate representations; use adequate labelling; use pencil to make smooth lines, indicate magnification and view where appropriate.
4. ANALYSIS AND INTERPRETATION (AI)
Students will be able to carry out, analyse and interpret data from experiments to solve problems.
Criteria: identify relationships and patterns; make logical inferences and valid predictions; evaluate data ; relate conclusion to aim.
ORGANISATION OF THE SYLLABUS
Module 1 - Working Like a Scientist
Module 2 - Investigating Matter
Module 3 - Understanding Life
Module 4 - Focusing on me
Module 5 - Exploring Energy
5. PLANNING AND DESIGN (PD)
Students will be able to plan and design experiments to solve problems.
Criteria: state problem and hypothesis; use appropriate method; identify variables; include controls; state limitations.
- SOCIAL ATTRIBUTES (SA)
Students will be able to function efficiently and effectively in a group setting , while collaborating to achieve a common goal.
Criteria: show cooperation and act responsibly ; resolve conflict and achieve consensus in decisions, show respect for others and the environment; demonstrate willingness to review decisions based on feedback from others.
SUGGESTIONS FOR TEACHING THE SYLLABUS
The organisation of each Module in the syllabus is designed to facilitate inquiry-based learning and to ensure that connections among concepts are established. Teachers should ensure that their lessons stimulate the use of all of the senses in learning. This will help students view science as a dynamic and exciting investigative process. This syllabus caters to varying teaching, learning and assessment strategies. Greater emphasis should be placed on the application of scientific concepts and principles and less on the factual materials, which encourage memorisation and short-term recall. The role of the teacher is to facilitate students’ learning of accurate and unbiased information that will directly contribute to a more scientifically literate citizenry that is capable of making educated and ethical decisions regarding the world we live in.
ASSESSMENT GUIDELINES
Assessment is an integral component of the syllabus. Its major functions include facilitating learning, providing information which may be used by students and teachers in the planning of subsequent instructional experiences, and providing information on the highest level of proficiency demonstrated by the student. Teachers are encouraged to take advantage of the flexible structure of the programme to ensure that students demonstrate mastery of each increment of the programme before going on to the next. A student who has attained mastery should, on any subsequent occasion and without assistance, be able to demonstrate the highest levels of proficiency on the same or an equivalent task.
The assessment for each syllabus comprises two major components: School-Based Assessment (SBA) and External Assessment (EA).
SCHOOL-BASED ASSESSMENT (SBA)
This assessment spans two phases.
MODERATION OF SCHOOL-BASED ASSESSMENT
Teachers will be required to submit when requested by CXC , a sample of candidates’ work completed for School-Based Assessment for moderation purposes. This procedure serves to ensure that the scores awarded by teachers throughout the system are consistent with the standards set by CXC. The samples will be reassessed by a CXC examiner. The examiner’s comments will be sent to teachers as moderation feedback.
EXTERNAL ASSESSMENT
At any given sitting, candidates may register to write the external examination in one or more subjects. The External Assessment will be a multiple-choice examination comprising 50 items.
ELIGIBILITY FOR CCSLC
A candidate will be awarded the CCSLC certificate if he/she, over a period of up to five years, successfully completes a minimum of five subjects selected as follows:
1. Two compulsory subjects
Syllabuses developed by CXC specifically for this programme
(a) English (b) Mathematics
2. Three subjects from any group or combination of groups listed below:
(a) Other subjects developed by CXC specifically for CCSLC
(i) Integrated Science (ii) Modern Languages: French or Spanish (iii) Social Studies
(b) CSEC, TVET and Business Studies Programme – Grades I, II, III and IV
Home Economics: Management Principles of Business
Clothing and Textiles Principles of Accounts
Food and Nutrition Electronic Document Preparation and Management
Building Technology Electrical and Electronic Technology
Mechanical Engineering Technology Office Administration
Agricultural Science Information Technology
Technical Drawing Economics
(c) CSEC Creative and Expressive Arts – Grades I, II, III and IV
Music Theatre Arts
Visual Arts Physical Education and Sport
(d) TVET and other Programmes certified by other Boards
For example, City and Guilds, Heart Trust/NTA (Jamaica) and Royal College of Music
(e) TVET Level 1 Programmes available in the Region
For example, Beauty Culture, Auto Mechanics, Cabinet Making and Hospitality
(f) Any locally certified enrichment programme which satisfies the criteria set by CXC
For example, Citizenship Education and Community Service
FORMAT OF THE ASSESSMENT
School-Based Assessment Five summative Module-Assessments – one per Module.
External Assessment (1 hour 15 minutes)
Fifty multiple-choice items; each item will have four options.
NOTES ON THE EXAMINATION
- The teacher will set and mark the assignments that make up the School-Based Assessment of each Module using the Guidelines provided.
- The teacher will submit marks for each of the five Modules.
- Samples submitted for moderation must be accompanied by a scoring rubric.
- The teacher will submit the marks for each Module to CXC no later than 31May.
- CXC will combine the marks earned on the School-Based and the External Assessment to produce the candidate’s overall grade.
- All School-Based Assessment materials must be retained by the school for at least six months after the issuing of results.
- The mark allocation for this syllabus is shown below:
Component
Marks Allocated Total Marks
% Contribution to Composite Module 1 Module 2 Module 3 Module 4 Module 5 Score
School-Based Assessment^20 20 20 20 20 100^50 External Assessment 10 10 10 10 10 50 50 % Contribution to Composite Score 20 20 20 20 20 ***** 100
- A candidate will be awarded the certificate if he/she, over a period of up to five years, successfully completes a minimum of five subjects as specified on pages 5 – 7.
- A result slip will be provided after every sitting for which a candidate registers for the external examination in one or more subjects.
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 fifty per cent of the MODERATED score for the School-Based Assessment may elect not to repeat this component, provided they re - write the examination no later than the year following their first attempt. The scores for the School-Based Assessment _can be transferred once only, that is, to the examination immediately following that for which they were obtained.
- Resit candidates who have obtained less than 50 per cent of the_ MODERATED scores for the School-Based Assessment _component must repeat the component at any subsequent sitting.
- Resit candidates must be entered through a school or other approved educational institution._
SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND LEARNING ACTIVITIES ASSESSMENT
Students should be able to:
- discuss the importance of maintaining a safe environment; 3. identify common safety symbols and what they represent;
Home – practices and household safety symbols. School – laboratory rules and safe use of equipment. Community – road safety rules and rules on the playground.
Safety symbols and precautions : corrosive, radioactive, flammable, explosive, harmful, poisonous, danger.
Class discussion for road safety to identify the need to follow rules and the importance of obeying signs for the safety of self and others.
Students in groups will write three (3) laboratory rules. Class discussion on importance of laboratory rules. Teacher presents scenarios of unsafe practices in the home as a stimulus for class discussion on home safety.
Students may be asked to collect labels from common household containers and products and bring them to class. Students will compare the symbols found and list the symbols and their meanings.
N.B. Teacher should ensure that students are familiar with the safe use of common laboratory equipment, for example, Bunsen burner, thermometer and glassware.
Have students draw a representation of an unsafe practice and the corresponding safe practice (school and home). Teacher assesses the representation for correctness of content.
Teacher will give students a matching activity using five (5) symbols with their meanings. Students will match safety symbols and discuss relevant precautions when using products labelled with each symbol.
- demonstrate ways in which scientists do their work;
Scientists: observe, experiment, measure, record results, interpret results and share findings.
Teacher provides activities for students to develop skills in observing, classifying, inferring, measuring, predicting, interpreting data, forming hypothesis, separating and controlling variables, experimenting, recording and reporting.
Students will be taken on a nature walk where they will observe, classify and make inferences about the objects present in the environment.
Students will make simple labelled drawings of whole or part of plant and animal samples found. Teacher assesses students based on Drawing skills.
Students will make a simple pendulum using a stone and string and measure the length of string after it is attached. They will measure and record the time taken for 20 swings. Students will then predict if the time
SPECIFIC OBJECTIVES CONTENT SUGGESTED TEACHING AND LEARNING ACTIVITIES ASSESSMENT
Students should be able to:
taken for 20 swings will increase or decrease if the length of the pendulum is shortened, then test their prediction. Teacher assesses Analysis and Interpretation and Recording and Communication.
5. use scientific format to document scientific information;
Scientific format:
(a) aim; (b) apparatus and materials; (c) method/procedure; (d) results/observations; (e) discussion and conclusion.
Teacher leads class discussion on the importance of using scientific format in writing reports.
In pairs students measure each other’s height and record this information. Students will classify class data into ranges using a table. Students will draw a graph using the information. Students will write a report in scientific format using the information.
- apply the scientific method to a given situation;
The scientific method involves:
(a) observation/statement of problem; (b) hypothesising; (c) variables; (d) experimenting; (e) recording and reporting; (f) drawing conclusions; (g) redesigning if necessary.
The teacher guides students through the planning and designing of an experiment to investigate a problem suggested by the class. The teacher highlights the scientific method used and asks students to record the example as it is being developed.
Each learner will be presented with a problem situation (and may also get the resources required), and will be required to plan and design an experiment to investigate this problem. Examples of problems:
(a) When green fruits are wrapped in newspaper they ripen faster than when left unwrapped. Plan and design an investigation to test this hypothesis.
(b) Objects painted black dry faster than objects painted white. Plan and design an experiment to demonstrate this.
(c) Iron objects close to the sea rust faster than those further inland.