CSEC Physics Syllabus With Specimen Pap
CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Secondary Education Certificate®
CSEC®
PHYSICS
SYLLABUS
Effective for examinations from May–June 2015
CXC 22/G/SYLL 13
Published by the Caribbean Examinations Council.
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.
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) 630-5200
Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright © 2013 by Caribbean Examinations Council
The Garrison, St Michael BB14038, Barbados
CXC 22/G/SYLL 13
Content
RATIONALE ……………………………………………………………………………………………………………………………………… 1
AIMS………………………………………………………………………………………………………………………………………………… 1
CANDIDATE POPULATION………………………………………………………………………………………………………………… 2
SUGGESTED TIME-TABLE ALLOCATION ……………………………………………………………………………………………. 2
ORGANISATION OF THE SYLLABUS…………………………………………………………………………………………………… 3
SUGGESTIONS FOR TEACHING THE SYLLABUS………………………………………………………………………………….. 3
CERTIFICATION AND DEFINITION OF PROFILES…………………………………………………………………………………. 4
FORMAT OF THE EXAMINATION………………………………………………………………………………………………………. 5
REGULATIONS FOR PRIVATE CANDIDATES CANDIDATES………………………………………………………………….. 6
REGULATIONS FOR RESIT …………………………………………………………….………………………………………………….. 6
THE PRACTICAL APPROACH………………………………………………………………………………….………………………….. 7
SECTION A - MECHANICS………………………………………………………………………………………………………………… 10
SECTION B - THERMAL PHYSICS AND KINETIC THEORY……………………………………………………………………. 21
SECTION C - WAVES AND OPTICS……………………………………………………………………………………………………. 28
SECTION D - ELECTRICITY AND MAGNETISM…………………………………………………………………………………… 35
SECTION E - THE PHYSICS OF THE ATOM………………………………………………………………………………………… 49
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT………………………………………………………………………… 53
LIST OF PHYSICAL QUANTITIES AND THEIR SYMBOLS……………………………………………………………………….. 75
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS………………………………………………………... 76
RECOMMENDED MINIMUM EQUIPMENT LIST…………………………………………………………………………………. 78
RESOURCES……………………………………………………………………………………………………………………………………… 80
GLOSSARY……………………………………………………………………………………………………………………………………….. 81
CXC 22/G/SYLL 13
This document CXC 22/G/SYLL 13 replaces CXC 22/G/SYLL 02 issued in 2002.
Please note that the syllabus has been revised and amendments are indicated by italics.
First published 1983
Reprinted with amendments 1986, 1987
Revised 1991, 1996, 2002, 2013
Please check the website www.cxc.org for updates on CXC’s syllabuses.
CXC 22/G/SYLL 13
Physics Syllabus
RATIONALE
The application of scientific principles and the conduct of relevant research are of significant importance in identifying, assessing and realising the potential of the resources of Caribbean territories.
A good foundation in the sciences will enhance the ability of our citizens to respond to the challenges of a rapidly changing world using the scientific approach.
Physics is a science that deals with matter and energy and their interactions. It is concerned with systems, laws, models, principles and theories that explain the physical behaviour of our world and the universe. Physics is regarded as a fundamental scientific discipline since all advances in technology can be traced either directly or indirectly to the physical laws and theories.
The CSEC Physics Syllabus is redesigned with a greater emphasis on the application of scientific concepts and principles. Such an approach is adopted in order to develop those long-term transferrable skills of ethical conduct, team work, problem solving, critical thinking, innovation and communication.
In addition, it encourages the use of various teaching and learning strategies to inculcate these skills while, at the same time catering to multiple intelligences and different learning styles and needs. The syllabus will assist students to develop positive values and attitudes towards the physical components of the environment and will also provide a sound foundation for those who wish to pursue further studies in science.
It contributes to the development of the Ideal Caribbean Person as articulated by the CARICOM Heads of Government in the following areas: respect for human life; and awareness of the importance of living in harmony with the environment; demonstrates multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving. Such a person should demonstrate a positive work ethic and value and display creative imagination and entrepreneurship. In keeping with the UNESCO Pillars of Learning, on completion of the study of this course, students will learn to do, learn to be and learn to transform themselves and society.
AIMS
This syllabus aims to:
1.
acquire technical and scientific vocabulary;
2.
develop the ability to apply an understanding of the principles and concepts involved in Physics to situations which may or may not be familiar;
3.
appreciate the contributions of some of the outstanding regional and international scientists to the development of Physics;
4.
develop critical thinking and problem solving skills;
5.
plan, design and perform experiments to test theories and hypotheses;
CXC 22/G/SYLL 13
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6.
collect and represent data in an acceptable form;
7.
report accurately and concisely;
8.
develop the ability to appraise information critically, identify patterns, cause and effect, stability and change, and evaluate ideas;
9.
develop the ability to work independently and collaboratively with others when necessary;
10.
appreciate the significance and limitations of science in relation to social and economic development; 11.
develop an awareness of the applications of scientific knowledge and a concern about the consequences of such applications, particularly the impact on the environment;
12.
integrate Information and Communication Technology (ICT) tools and skills.
CANDIDATE POPULATION
The syllabus is designed for students intending to pursue further studies in science at the tertiary level as well as students whose formal study of the subject is unlikely to proceed further.
CANDIDATE REQUIREMENTS
1.
Candidates should have been exposed to at least three years of science at the secondary level, which should provide an introduction to basic scientific principles.
2.
Candidates should be concurrently studying or have done:
(a)
CSEC Mathematics or its equivalent;
(b)
CSEC English A (English Language) or its equivalent.
CLASS SIZE
It is recommended that practical classes accommodate approximately twenty-five candidates.
SUGGESTED TIME-TABLE ALLOCATION
It is recommended that a minimum of five 40-minute periods per week, including one double period, be allocated to the subject over a two-year period.
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ORGANISATION OF THE SYLLABUS
The syllabus is arranged in five sections, namely:
SECTION A
-
Mechanics
SECTION B
-
Thermal Physics and Kinetic Theory
SECTION C
-
Waves and Optics
SECTION D
-
Electricity and Magnetism
SECTION E
-
The Physics of the Atom
SUGGESTIONS FOR TEACHING THE SYLLABUS
It is recommended that Section A be taught first.
The organisation of each section in the syllabus is designed to facilitate inquiry-based learning and to ensure that connections among physical concepts are established. Teachers should ensure that their lessons stimulate the use of the senses in learning as this will help students view science as a dynamic and exciting investigative process.
The general and specific objectives indicate the scope of the content including practical work that should be covered. However, unfamiliar situations may be presented as stimulus material in examination questions.
This syllabus caters to varying teaching and learning styles, with specific attention made to ensure the interrelatedness of concepts. The fourth column entitled, “Skills and Interrelationships” states which specific objectives are best suited for Observation, Recording and Reporting (ORR),
Manipulation and Measurement (MM), Analysis and Interpretation (AI), and Planning and Designing
(PD) skills. Whenever possible, a practical approach should be employed, with special attention given to the identification of variables and the use of information gathering technological tools and social networking media to aid investigations and team work. The need for good observational, mathematical, data analysis and reporting skills must be emphasised.
Column four also highlights connections between physical concepts and the fields of Chemistry,
Biology, Mathematics and other related disciplines. In order to make the course as relevant as possible, students’ awareness of the effect of science and technology on society and environment and vice versa should be encouraged.
While classical Physics is several hundred years old, it is the fundamental discipline responsible for the modern technological era we live in and a strong appreciation of this must be inculcated by linking the work of the classical scientists to the present technological development.
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. Every opportunity should be made to relate the study of physical principles to relevant, regional and global examples. The relationship between the theory and practical is to be continually highlighted.
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The role of the teacher is to facilitate students’ learning of accurate and unbiased information that will contribute to a more scientifically literate society, capable of making educated decisions regarding the world we live in.
CERTIFICATION AND DEFINITION OF PROFILES
The syllabus will be examined for General Proficiency certification.
In addition to the overall grade, there will be a profile report on the candidate's performance under the following headings:
1.
Knowledge and Comprehension.
2.
Use of Knowledge.
3.
Experimental Skills.
Knowledge and Comprehension (KC)
The ability to:
Knowledge
identify, remember and grasp the meaning of basic facts, concepts and principles;
Comprehension
select appropriate ideas, match, compare and cite examples of facts, concepts and principles in familiar situations.
Use of Knowledge (UK)
The ability to:
Application
use facts, concepts, principles and procedures in unfamiliar situations; transform data accurately and appropriately; use formulae accurately for computations;
Analysis and Interpretation
identify and recognise the component parts of a whole and interpret the relationship between those parts; identify causal factors and show how they interact with each other; infer, predict and draw conclusions; make necessary and accurate calculations and recognise the limitations and assumptions inherent in the collection and interpretation of data;
Synthesis
combine component parts to form a new meaningful whole; make predictions and solve problems;
Evaluation
make reasoned judgments and recommendations based on the value of ideas and information and their implications.
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Experimental Skills (XS)
The ability to:
Observation/Recording/
Reporting
select observations relevant to the particular activity; record the result of a measurement accurately; select, draw and use appropriate models of presenting data, for example, tables, graphs and diagrams; organise and present a complete report in a clear and logical form; report accurately and concisely; report and recheck unexpected results;
Manipulation/Measurement
follow instructions; set up and use carefully and competently simple laboratory apparatus and measuring instruments;
Planning and Designing
develop hypotheses and devise means of carrying out investigations to test them; plan and execute experimental procedures and operations in an appropriate sequence; use controls where appropriate; modify original plan or sequence of operations as a result of difficulties encountered in carrying out experiments or obtaining unexpected results; take into account possible sources of error, precautions and limitations in the design of an experiment.
FORMAT OF THE EXAMINATION
Paper 01
(1 hour 15 minutes)
An objective test consisting of 60 multiple choice items.
Paper 02
(2 hours 30 minutes)
One compulsory data analysis question, two structured questions and three extended response questions.
Paper 03/1
School-Based Assessment (SBA)
School-Based Assessment will evaluate the achievement of the candidate in the Experimental Skills and Analysis and Interpretation involved in the laboratory and fieldwork. Candidates will be required to keep a separate practical workbook which must be made available for moderation.
Paper 03/2
Assessment for Private candidates only
(2 hours and 10 minutes)
Alternate to the School-Based Assessment for private candidates.
This paper will examine the same skills as those tested in Paper
03/1. The focus, therefore, will be on Experimental Skills, Analysis and Interpretation and Use of Knowledge.
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NOTES ON THE EXAMINATION
1.
The use of silent non programmable calculators will be allowed. The use of a calculator to previously store and then recall information during an examination is prohibited.
2.
SI units will be used on all examination papers.
WEIGHTING OF PAPERS AND PROFILES
The percentage weighting of the examination components and profiles is as follows:
Table 1 – Percentage Weighting of Papers and Profiles
PROFILES
PAPER 1
Multiple
Choice
PAPER 2
Structured and
Data Analysis
PAPER 3
SBA
TOTAL
RAW
SBA
TOTAL
%
Knowledge and
Comprehension
50
35
-
85
43
Use of Knowledge
10
55
10
75
37
Experimental Skills
–
10
30
40
20
TOTAL %
60
100
40
200
100
REGULATIONS FOR PRIVATE CANDIDATES
Private candidates must be entered for examination through the Local Registrar in their respective territories and will be required to sit Papers 01, 02, and EITHER Paper 03/1 OR Paper 03/2.
Paper 03/2 is a practical examination designed for candidates whose work cannot be monitored by tutors in recognised educational institutions. The Paper will be of 2 hours and 10 minutes duration and will consist of three questions. Questions will test the Experimental Skills and Use of Knowledge
(Analysis and Interpretation) profiles and will incorporate written exercises and practical activities.
REGULATIONS FOR RESIT CANDIDATES
Resit candidates must complete Papers 01 and 02 and Paper 03 of the examination for the year for which they re-register. Resit candidates may elect not to repeat the School-Based Assessment component, provided they re-write the examination no later than two years following their first attempt. Candidates may opt to complete the School-Based Assessment (SBA) or may opt to re-use another
SBA score which satisfies the condition below.
A candidate who re-writes the examination within two years may re-use the moderated SBA score earned in the previous sitting within the preceding two years. Candidates re-using SBA scores in this way must register as “Resit candidates” and provide the previous candidate number.
All resit candidates may enter through schools, recognized educational institutions, or the Local
Registrar’s Office.
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THE PRACTICAL APPROACH
The syllabus is designed to foster the use of inquiry-based learning through the application of the practical approach. Students will be guided to answer scientific questions by a process of making observations, asking questions, doing experiments, and analysing and interpreting data. The CXC
CSEC Physics syllabus focuses on the following skills.
1.
Planning and Designing (PD)
Student’s ability to:
(a)
Ask questions: how, what, which, why or where. (Students must be guided by their teachers to ask scientific questions).
Example: How does the length of the simple pendulum affect its period of swing?
(b)
Construct a hypothesis: The hypothesis must be clear, concise and testable.
Example: There is direct correlation between the length of the pendulum and period of the swing.
(c)
2.
Design an experiment to test the hypothesis. Experimental report must include the following: (i)
problem statement;
(ii)
aim;
(iii)
list of materials and apparatus to be used;
(iv)
identification of variables;
(v)
clear and concise step by step procedure;
(vi)
display of expected results;
(vii)
use of results;
(viii)
possible sources of error/precaution;
(ix)
possible limitations.
Measurement and Manipulation (MM)
(a)
Student’s ability to handle scientific equipment competently.
The list of equipment is:
(i)
Bunsen burner;
(ii)
Vernier callipers;
(iii)
measuring cylinder;
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3.
(iv)
beakers;
(v)
thermometer;
(vi)
ruler;
(vii)
stop watch/clock;
(viii)
balance;
(ix)
micrometer screw gauge;
(x)
voltmeter;
(xi)
multimeter;
(xii)
ammeter.
(b)
Student’s ability to take accurate measurements.
(c)
Student’s ability to use appropriate units.
Observation, Reporting and Recording (ORR)
(a)
Recording
Student’s ability to record observations and to collect and organise data; observations and data may be recorded in:
(b)
(i)
Prose
Written description of observations in the correct tense.
(ii)
Table
Numerical: physical quantities with symbols and units stated in heading, significant figures.
(iii)
Graph
Title axes labelled, correct scales, accurate plotting fine points, smooth curves/best fit lines.
(iv)
Calculations
Calculations must be shown with attention paid to units.
Reporting
Student’s ability to prepare a comprehensive written report on their assignments using the following format.
(i)
Date (date of experiment).
(ii)
Aim (what is to be accomplished by doing the experiment).
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4.
(iii)
Apparatus and Materials (all equipment and materials used in the experiment must be listed).
(iv)
Method/Experimental Procedure (step by step procedure written in the past tense). (v)
Results and Observations (see (a) above: Recording).
(vi)
Discussion and Conclusion (see 4: Analysis and Interpretation).
Analysis and Interpretation
Student’s ability to:
(a)
make accurate calculations;
(b)
identify patterns and trends, cause and effect, and stability and change ;
(c)
compare actual results with expected results if they are different;
(d)
identify limitations and sources of error and error ranges if appropriate;
(e)
suggest alternative methods or modification to existing methods;
(f)
draw a conclusion justified by data.
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SECTION A – MECHANICS
Mechanics is the branch of physics which deals with the study of motion. This section introduces the scientific method, physical measurements, significant figures and units, which transcends the entire syllabus. GENERAL OBJECTIVES
On completion of this Section, students should:
1.
understand the importance of measurement and graphical representation of data;
2.
appreciate the difference between scalar and vector quantities;
3.
be familiar with the various effects of forces;
4.
appreciate the universal applicability of the laws of dynamics and the conservation of momentum; 5.
understand the significance of the concept of energy;
6.
be aware of the application of hydrostatics in everyday life.
SPECIFIC OBJECTIVES
1.
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
SCIENTIFIC METHOD
Students should be able to:
Galileo
1.1
discuss how the methodology employed by Galileo contributed to the development of
Physics;
Relate the scientific method to the methodology employed by Galileo.
Simple Pendulum
1.2
investigate the factors which might affect the period of a simple pendulum; Restrict factors to length of string, mass of bob, angle of displacement. Take readings of the period for the variation of the different factors.
Skills: MM; ORR;
AI; PD.
1.3
use graphs of experimental data from simple pendulum; Use or to denote plotted points.
Allow students to plot T vs L and T2 vs L.
MathematicsFunctions,
Relations and
Graphs
Skill: ORR.
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SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.4
draw a line of ‘best fit’ for a set of plotted values;
Reasons why ‘best fit’ line is the ‘best’ average of the data.
1.5
determine the gradient of the straight line graph;
Use a triangle that covers at least half of the ‘best fit’ line.
Skill: AI.
Use gradient to determine g.
Mathematics –
Functions,
Relations and
Graphs.
Include the derivation of the unit of the gradient. MEASUREMENT
1.6
express the result of a measurement or calculation to an appropriate number of significant figures;
Refer to SO A 1.5.
1.7
discuss possible types and sources of error in any measurement; Include those made with digital instruments, and ways of reducing such errors. 1.8
use a variety of instruments to measure different quantities; Measurements should include length – rulers, vernier calipers, micrometer screw gauge; units.
Mass – balances; units. Time – clocks, stop clocks or watches; units. Volume – measuring cylinder; units.
1.9
assess the suitability of instruments on the basis of sensitivity, accuracy and range; Similar instruments should be compared in the discussion.
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Mathematics.
Skill: MM.
Comparison of readings for the same quantity. Skill: MM.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Deduce unit.
Determine the density of regular and irregular solids and a liquid.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.10
apply the formula for density: .
2.
VECTORS
2.1
distinguish between scalars and vectors and give examples of each; Everyday examples for each type, for example, movement of a hurricane as vector. Mass of objects as scalar. 2.2
use scale diagrams to find the resultant of two vectors;
Oblique vectors included. MathematicsVectors.
2.3
calculate the resultant of vectors which are parallel, anti-parallel and perpendicular; Limit calculations to four or less vectors.
Mathematics Trigonometry.
explain that a single vector is equivalent to two other vectors at right angles. Everyday examples of motion and force, for example, velocity of a ball thrown through the air.
Using single pulleys and masses against a grid board.
Mathematics Vectors.
A force can cause a change in the size, shape or motion of a body. Use plasticene and marbles to demonstrate effect of forces.
Biology
Movement
Chemistry
Bonding.
2.4
Skills: MM; AI.
3. STATICS
Forces, F
3.1
explain the effects of forces; Skills: MM; AI.
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SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Situations in which electric, magnetic, nuclear or gravitational forces act. Use magnets, falling objects. Chemistry –
Nuclear force.
Static electricity.
Skills: ORR., MM.
Weight = mass gravitational field strength: On earth, g = 10 Nkg1
Note that:
Nkg1 ms2.
Measure mass and weight for different objects. Skills: MM; ORR;
AI.
Students should be able to:
3.2
3.3
identify forces; types
of
determine the weight of objects;
Plot a graph of weight vs mass.
Determine the gradient.
3.4
show how derived quantities and their related units are produced; Note how unit ρ may be derived by multiplying and dividing fundamental quantities and their units; From the definition of the quantity, for example:
N kgms2.
3.5
recall the special names given to the units for some derived quantities;
kgms2 = N.
3.6
express derived units using the index notation;
MathematicsAlgebra.
Conversion of units for given quantities into base units.
Biology All measurements
Chemistry All measurements
Mathematicsmeasurement.
3.7
identify situations in which the application of a force will result in a turning effect;
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Situations that are relevant to everyday life, for example, opening a door, sitting on a ‘seesaw’, using a spanner. 13
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Skills: MM; ORR; AI.
Students should be able to:
Turning Forces
3.8
define the moment of a force, T;
Moment units of Nm.
Note that Nm is not equivalent to a Joule.
Refer to SO A3.4 - 3.6.
Perform simple experiments to investigate the turning effects of forces on bodies in equilibrium.
3.9
apply the principle of moments; Oblique forces are excluded. Use of measuring instruments to indicate the magnitude of the forces in equilibrium.
Observe situations in which forces are in equilibrium (varied to give different equilibrium situations).
3.10
explain the action of common tools and devices as levers;
Identification of load, effort and fulcrum for each device and tool in use.
Hammers or spanners of different lengths, bottle openers, crowbars.
BiologyMovement in limbs. 3.11
determine the location of the centre of gravity of a body;
Centre of gravity of a variety of regular and irregular shaped solids, including lamina. Find the centre of gravity for the given objects. Plumbline for lamina. Skill: MM.
3.12
relate the stability of an object to the position of its centre of gravity and its weight; The orientation of an object can change the position or height of its centre of gravity and affect its stability.
Compare the stability of the same regular solid, for example, cylinder, metre rule, cuboid in different positions, for example, horizontal, vertical, inclined.
Biology-Structure of the human body. Interpretation of simple force-extension graphs. Identification of regions of proportionality for springs. Perform experiments to determine the relationship between applied force and the resulting extensions, for springs and elastic bands. ChemistryProperties of materials. Mathematics
Proportionality.
Deformation
3.13
investigate the relationship between extension and force;
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Skills: MM; ORR;
AI; PD.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Trolleys on inclined plane. Mathematics –
Algebra/
Computation.
Students should be able to:
3.14
solve problems using
Hooke’s law.
4.
DYNAMICS: MOTION IN A STRAIGHT LINE
4.1
define the terms: distance, displacement, speed, velocity, acceleration;
Distance and displacement, s or x; speed and velocity, v; acceleration, .
apply displacementtime and velocitytime graphs;
Finding the gradient for straight lines only.
4.2
Problems involving springs and elastic bands only.
Skills: MM;AI;PD.
Ticker tape timer, car racing. Mathematics –
Functions,
Relations and
Graphs.
Skills: ORR; AI.
Aristotle
4.3
discuss
Aristotle's
arguments in support of his "law of motion”, that is, v
F";
Aristotle’s law was eventually discredited.
Push trolley on a flat surface. Marbles in a groove.
Newton's Laws
4.4
state Newton's three laws of motion;
Have students identify applicable laws after viewing examples.
4.5.
use Newton's laws to explain dynamic systems; Examples - rockets, garden sprinklers, trampolines. 4.6
define linear momentum; Units of kg ms1 Ns.
4.7
define linear momentum describe situations that demonstrate the law of conservation of linear momentum;
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Skill: AI.
Collisions of Billiard balls. 15
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Oblique collisions are excluded. Collisions between objects of different sizes or velocity.
Students should be able to:
4.8
apply the law of conservation of linear momentum. 5.
ENERGY
Forms of Energy
5.1
define energy;
Unit: Joule.
5.2
identify the various forms of energy;
Gravitational, elastic, chemical, electrical, magnetic, electromagnetic, thermal, nuclear, kinetic, sound.
5.3
describe the energy transformation(s) in a given situation;
Transformations should be limited to one-step or twostep only. Note that thermal energy is always a product and by-product of every transformation.
Examples of the conversion of electrical energy to other forms and vice versa.
5.4
apply the relationship: work = force x displacement; Unit: Joule.
5.5
discuss the use of energy from alternative sources, and its importance to the Caribbean;
Emphasis on examples relevant to the Caribbean, to include hydroelectricity, geothermal energy, tidal energy waves, solar energy, wind energy, nuclear energy. More efficient and economical use of energy.
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Observe and list the energy transformations for the particular situation, for example, radio playing music, vehicles coming to rest, cooking food in microwave oven.
Biology - Food web,
Photosynthesis,
Respiration.
Chemistry-Burning
of hydrocarbons.
MathematicsAlgebra/ computation. 16
Project alternative sources.
on energy Biology-Food web.
Chemistry-Burning
of hydrocarbons.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Potential Energy, Ep
5.6
define potential energy; 5.7
calculate the change in gravitational potential energy using: Examples of this form of energy, for example, battery, stretched spring or elastic band, object on shelf. Skill: AI.
MathematicsAlgebra/
Computation
Kinetic Energy, Ek
5.8
define kinetic energy;
5.9
calculate kinetic energies using the expression: ;
Definition.
Give everyday examples.
Skill: AI.
MathematicsAlgebra/
Computation
Conservation
5.10
apply the law of conservation of energy; Use different energy forms in these problems.
Conversion of P.E. to K.E. on a moving swing, pendulum, kicking a football. Skill: AI.
Power, P
5.11
define power and apply definition;
Unit: Watt
Apply:
.
Refer to SO D3.3.
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Perform activities to find the power in situations for which the energies and time intervals involved can be measured or calculated. Skills: MM; ORR;
AI.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
5.12
explain the term efficiency; The factors which affect its value.
MathematicsComputation.
5.13
calculate efficiency in given situations.
Efficiency = output value x 100% input value.
Skill: AI.
6.
HYDROSTATICS
6.1
define pressure and apply definition; Apply:
6.2
relate the pressure at a point in a fluid to its depth and the density; 6.3
apply Archimedes’ principle to predict whether a body would float or sink in a given fluid.
Pressure extended standing on one foot. MathematicsAlgebra/
Computation.
Skill: MM; ORR;
AI.
Apply:
(for fluid pressure);
(Pascal) Pa Nm-2.
All points on the same horizontal level in a fluid at rest, have the same pressure. Demonstrate using a can with holes at same and at different levels, to illustrate the principle. MathematicsAlgebra/
Computation.
Skill: MM.
Relevant examples include rafts, boats, balloons, and submarines. Perform activities to check predictions.
Biology Dispersal of seeds. .
Refer to SO A3.5.
Skills: MM; ORR;
AI; PD.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Galileo: Galileo has been called the "father of modern observational Astronomy", the "father of Modern Physics", and the "father of science”. Do group research projects on what his different contributions were to Science to earn him all these titles.
CXC 22/G/SYLL 13
18
SECTION A – MECHANICS (cont’d)
2.
Scientific method: Galileo made the important discovery that sunspots were on the surface of the sun by extremely patient and detailed daily observations of the Sun. Explain why this technique is critical to scientific study, even today.
“Galileo: Sunspots” by NOVA can be viewed as a class project http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.galileosun/ 3.
Effect of gravity: Have students drop a heavy and a light book from the same height at the same time and observe if they land at the same time or not. Discussion should ensue about the leaning tower of Pisa experiment.
4.
Units: Students should do a five-minute PowerPoint presentation on the failure of the $125
Million Mars Climate orbiter mission, which was launched in 1999 due to a mix up of metric and imperial units. The importance of units in Physics should be emphasised through this exercise. 5.
Centre of gravity: Is it easier or harder to balance a yardstick on your finger than a pencil or ruler? Experiment and try to figure out why. Can you make a pencil easier to balance on your finger by adding weight at the top? Explain. “Centre of gravity: Pencil balance” from ZOOM should be viewed as a class activity. http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.zpencilbalance/ 6.
Hydrodynamics: Write an essay on the history and design of submarines.
What will it take to make a floating toy submarine sink to the bottom of a bathtub? Conduct an experiment based on your understanding of the factors that influence an object's buoyancy to the test in this interactive brainteaser from the NOVA website. http://www.teachersdomain.org/resource/phy03.sci.phys.matter.buoqu/ 7.
Friction: Design a mini poster on “shooting stars”. Explain why the meteors burn up in the atmosphere. List the major meteor showers and see how many “shooting stars” you can observe during a meteor shower.
8.
Gravity: Do a research project on how the construction industry evolved to build modern day sky scrapers and why they could not be built in the past. The tallest constructions of the past were pyramids. Why did they have to have bigger bases the taller they were built? http://science.howstuffworks.com/engineering/structural/skyscraper1.htm 9.
Laws of motion, momentum and energy: Arrange a cricket match with the class divided into two teams. Subsequent to the match, discuss from principles of Physics why the winning team won and the losing team did not. Use the items listed in the paper “Physics of Cricket” to discuss your points. http://www.physics.usyd.edu.au/~cross/cricket.html CXC 22/G/SYLL 13
19
SECTION A – MECHANICS (cont’d)
10.
Laws of motion, momentum and energy: With the school’s permission, have a water rocket display with your class. The students must write a paper explaining the Physics of the trajectories and patterns formed.
11.
Friction, turning forces: Design a poster to explain why rally cars can drift around corners and Formula 1 cars do not.
12.
Pendulums: Do five minute group presentations on clocks through the ages and how the pendulum is used to build the clocks.
13.
Vectors: Conduct research on Caribbean icon and scientist Dr. Rudranath Capildeo. http://www.caribbean-icons.org/profiles/rudranath.capildeo.htm 14.
Renewable energy: Divide the class into groups with each group being assigned a different form of renewable energy to research and investigate its suitability in the Caribbean. Design scaled models of their renewable energy options assigned. http://www.teachersdomain.org/resource/phy03.sci.engin.systems.lp_renew/ “What is the design process?” http://www.teachersdomain.org/resource/phy03.sci.engin.design.desprocess/caribbeanicons.org/profiles/rudranath.capildeo.htm CXC 22/G/SYLL 13
20
SECTION B - THERMAL PHYSICS AND KINETIC THEORY
Thermal physics is the study of heat, temperature and heat transfer. It can be explained in terms of kinetic theory at the microscopic level. It helps us to capture the different phases of matter.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
be familiar with the development of the theory of heat;
2.
relate macroscopic phenomena to the kinetic theory of matter;
3.
have a conceptual understanding of thermal quantities and the relationship between them;
4.
understand the various modes of thermal energy transfer.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Rumford’s cannonboring experiments as evidence against the caloric theory.
Discussion.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
NATURE OF HEAT
1. 1
differentiate between the caloric and kinetic theories of heat as they existed in the eighteenth century;
1. 2
discuss the role of
Joule’s experiments in establishing the principle of conservation of energy. 2.
MACROSCOPIC PROPERTIES AND PHENOMENA
Temperature, T
2.1
relate temperature to the direction of net thermal energy transfer; 2.2
identify physical properties which vary with temperature and may be used as the basis for measuring temperature; CXC 22/G/SYLL 13
Temperature T, units. Perform activities to observe change in length of liquid column with temperature.
21
Skills: MM; ORR.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Draw and explain design of:
(a) laboratory; thermometer; (b) clinical thermometer (c) thermocouple.
Chemistry and
Biology –
Thermometer.
Students should be able to:
2.3
relate the use of a thermometer to its design; Highlight design features which make a thermometer suitable for its particular task.
Note
temperature ranges for each.
2.4
define the fixed points on the
Celsius scale;
Lower and upper fixed points. 2.5
relate the temperature of a body to the kinetic energy of molecules; Phases of Matter
2.6
distinguish among solids, liquids and gases; 2.7
use the Kinetic theory to explain the different macroscopic properties of solids, liquids and gases;
Note the differences with respect to intermolecular forces, motion of molecules, shape and volume of matter. ChemistryStates of matter. Perform simple experiments to illustrate the existence of intermolecular forces, for example, compression of a syringe containing a liquid. Chemistry Diffusion, osmosis, particulate nature of matter.
Biology - Diffusion, osmosis. Demonstrations which illustrate expansion of solids, liquids, for example, ball and ring, bar breaking, bimetallic strip. Chemistry Properties of materials. Expansion
2.8
explain observations of the effects of thermal expansion;
CXC 22/G/SYLL 13
Telephone lines.
Application of thermal expansion, for example, opening jars, carbonated beverages, creaking roofs. 22
Skill: ORR.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Experiments to investigate the relationships among pressure, volume and temperature of a gas.
Chemistry – Gas
Laws.
Virtual labs
Use of trapped gas in sealed syringe; sealed
U-tube.
Chemistry.
MathematicsAlgebra/
Computation.
Skill: AI; ORR.
Students should be able to:
Gas Laws
2.9
relate graphs of pressure or volume against temperature to the establishment of the Kelvin temperature scale;
2.10
use the relationship between Kelvin and
Celsius scale.
T/K = /oC 273;
2.11
apply the laws; gas
(a) Boyle’s Law –
PV= constant;
(b) Charles’ Law –
= constant;
(c) Pressure Law –
Skills: MM; ORR;
AI.
= constant;
(d) General Gas Law = constant.
2.12
give qualitative explanations of the gas laws in terms of the Kinetic theory.
Explain gas pressure in terms of molecular motion. 3.
THERMAL MEASUREMENTS
Specific Heat Capacity, c
3.1
distinguish between specific heat capacity,
‘c’ and heat capacity
‘C’;
3.2
apply the relationship
EH = mc ΔѲ, or
EH = mc ΔT;
CXC 22/G/SYLL 13
Note that specific heat capacity and heat capacity are related by the formula
C = mc.
Chemistry – properties of materials. MathematicsAlgebra/
Computation.
Skill: AI.
23
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Use electrical method and method of mixtures. Perform activities to measure specific heat capacity. Skills: MM; ORR;
AI; PD.
Perform cooling curve demonstration, for example, candle wax.
Chemistry - Melting point of metals and non-metals, separation in mixtures, properties of materials. Students should be able to:
3.3
determine the specific heat capacity of metals and liquids;
Specific Latent Heat, l
3.4
demonstrate that temperature remains constant during a phase change;
Skill: ORR.
3.5
apply the relationship EH = ml ;
3.6
determine the specific latent heat of vaporization lv, and fusion, lf of water; Unit: Jkg1
Use an electrical method. 3.7
distinguish between evaporation and boiling. Use the Kinetic theory to explain evaporation and boiling.
Give examples of application of cooling effect of evaporation air conditioners, earthenware vessels, refrigerators, perspiration.
CXC 22/G/SYLL 13
24
Perform activity to determine the specific latent heat of fusion of ice, using method of mixtures with a container of negligible heat capacity.
MathematicsAlgebra/
Computation
Skills: MM; ORR;
AI; PD.
Perform activity to determine specific latent heat of fusion.
Skills: MM; ORR;
AI.
Biology –
Homeostasis.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Perform activity to compare qualitatively the thermal conductivities of different solids.
Skills: MM; ORR.
Students should be able to:
4.
TRANSFER OF THERMAL ENERGY
4.1
explain the transfer of thermal energy by conduction; Relate the fact that air is a very poor conductor to the insulation properties of certain materials, for example, expanded polystyrene, hollow blocks.
Refer to SO B2.6.
4.2
explain the transfer of thermal energy by convection; Relate convection to common phenomena, for example, land and sea breezes.
Perform demonstrations to show convection in fluids. 4.3
explain the transfer of thermal energy by radiation; Recall that radiant energy is electromagnetic (infra-red).
Perform demonstration to show that radiant energy does not need a medium for transmission. Chemistry-Use of solar energy.
4.4
conduct experiments to investigate the factors on which absorption and emission of radiation depend; Factors limited to:
(a) texture of surface (rough, smooth); (b) nature of surface
(shiny, dull);
(c) colour of surface
(black, white);
(d) area of surface.
Perform experiments to investigate such factors. Skills: ORR; MM;
AI; PD.
4.5
recall that good absorbers are good emitters; Relate the phenomenon of radiation to common practices. CXC 22/G/SYLL 13
25
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.6
relate the principles of thermal energy transfer to the design of devices.
Conduction, convection, radiation.
Vacuum flask and solar water heater.
Explanation of the glass house (green house) effect, including role of atmospheric CO2.
Global Warming.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Expansion and contraction: Do a short research paper on why the Columbia space shuttle disaster occurred in 2003, killing all persons on board. Highlight the role of thermodynamics in it.
2.
Heat: Make a list of applications of infrared imaging. Some examples can be found from the
US Geological survey website at http://www.usgs.gov/science/. http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/background.html. 3.
Heat sensors: What animals use infrared vision and how does it help them? Imagine you could see in infrared, do a sketch of what the classroom would look like through infrared goggles. 4.
Heat transfer: In the Caribbean islands, note where air conditioning units are typically placed in rooms. In cold countries where will heaters be located in a room? Explain the choices from principles of Physics.
5.
Temperature: Play the online educational game in identifying the range of temperatures in different scales. http://funphysics.jpl.nasa.gov/adventures/temperature-game.html. 6.
Temperature: The temperature of zero Kelvin cannot be attained but very interesting phenomena happen as you get closer and closer to that temperature. Design a poster highlighting the phenomena and its use in modern technology.
CXC 22/G/SYLL 13
26
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
7.
Temperature ranges: Explore some of the extreme temperatures on the moon through this video clip on the moon and why that happens. http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.extemp/ 8.
Phases: The water cycle is the process that moves water around Earth. In this video segment adapted from ZOOM, cast members use a homemade solar still to mimic this natural process, separating pure water from a saltwater mixture. The class can make this homemade solar still as a project and see the processes of condensation and evaporation and its relevance on planet earth. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.solarstill1/ 9.
Local scientist: Create a small booklet highlighting the biography and the contribution of
Professor O. Headley in applications of solar energy in the Caribbean. caribbean-icons.org/science/index.htm CXC 22/G/SYLL 13
27
SECTION C - WAVES AND OPTICS
Wave theory represents the branch of Physics that deals with wave processes. It is significant to the understanding of sound phenomena. Light, which is electromagnetic in origin, is fundamental to the understanding of optics.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
appreciate that wave motion is a means of transferring energy and that there are certain features common to all waves;
2.
understand the way in which sound waves are produced and propagated;
3.
understand the properties of the electromagnetic spectrum;
4.
be familiar with the historical development of the theory of light;
5.
appreciate how a ray treatment facilitates the understanding of reflection and refraction of light waves.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Pulses, progressive waves, transverse and longitudinal waves.
Production of waves using springs and in ripple tanks.
Skill: ORR.
Students should be able to:
1.
WAVE MOTION
Types of Waves
1. 1
differentiate between types of waves; Draw diagrams of:
(a) transverse waves in ripple tank and slinky spring; (b) longitudinal wave in a slinky spring. Virtual simulations. CXC 22/G/SYLL 13
28
SECTION C – WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
apply speed, frequency, wavelength, period and amplitude;
Use:
Timing echoes.
MathematicsAlgebra/
Computation.
Skills: PD; MM.
represent transverse and longitudinal waves in displacementposition and displacement-time graphs.
Note: a progressive wave varies in both time and space simultaneously.
To
represent it on paper, either time or position must be held constant.
Extract information about wave parameters from graphs representing waves.
Mathematics:
Trigonometric
functions.
Students should be able to:
Wave Parameters
1. 2
1. 3
.
Refer to SO D2.7.
Skills: ORR; AI.
Refer to SO D2.6.
2.
SOUND
Production and Propagation
2.1
describe how sound is produced and propagated in a medium; Sound is transmitted as a longitudinal wave and is produced by vibrating systems.
Cup and string telephone. Different sounds produced by vibrating systems. For example, stretch rubber bands.
2.2
relate the terms
‘pitch’ and ‘loudness’ to wave parameters;
Pitch - frequency
Loudness - amplitude.
Recall the range of frequencies detectable by the normal human ear;
Playing drums and steel pan. Tuning forks. Using bottles with water at different heights.
Thunder and lighting and the proximity of the strike.
Estimate the speed of sound in air using echoes. Biology – Hearing.
Speed of Sound
2.3
apply the speed of sound to practical situations; CXC 22/G/SYLL 13
29
Skills: MM;
ORR; AI; PD.
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.4
cite evidence that sound waves reflect, refract, diffract and interfere; Reflect – echoes
Refract – sound travelling from air to water. Diffract – hearing sound around corners/barriers. Interfere – sound systems. 2.5
describe the use of ultrasound. Definition of ultrasound; pre-natal and materials testing.
3.
ELECTROMAGNETIC WAVES
3.1
state the properties of e.m. waves;
For example, travels same speed, are transverse and propagates in a vacuum. 3.2
differentiate between types of
e.m. waves in terms of their wavelengths;
Radio, infrared, visible, ultraviolet, x-rays, Yrays. Discuss the spectrum. 3.3
identify a source and use of each type of
e.m. wave.
4.
LIGHT WAVES
compare the rival theories of light held by scientists;
CXC 22/G/SYLL 13
Research project.
Biology – Medical applications of
Y-rays and x- rays.
Wave Particle Duality
4.1
Biology- Reproduction.
Theories of Huygens,
Newton, Young,
Einstein. Recall that in the twentieth century experiments have provided evidence that light has both a particle and a wave nature.
Knowledge of the photo-electric effect not required. Photo sensors, digital cameras. 30
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Diffraction and interference. Young’s experiment looking at a straight filament lamp through a double slit.
Ripple tank.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.2
conduct a Young’s double slit experiment to show that light is a wave;
Rays of Light
4.3
explain why the diffraction of light is not normally observed; Wavelength comparable to the width of slit.
Use ripple tank.
Observe diffraction with gaps of different widths. 4.4
apply the principle that light travels in straight lines;
Use straight lines to represent beams.
Shadows, eclipses, pin hole camera.
Demonstrate that light travels in straight lines.
Construct a pin hole camera. Skill: MM.
Perform experiments to show the angle of incidence and the angle of reflection are equal.
Skills: MM; ORR.
Locate virtual image using: (a) ray plotting;
(b) no parallax method.
MathematicsTransformations
Reflection
4.5
apply the laws of reflection; 4.6
describe the formation of images in a plane mirror;
Object and distances are
The image is and the object equal to the size. image equal. virtual size is image Skills: MM; ORR; PD.
Construct diagrams to show the formation of virtual images.
Refraction
4.7
give examples of observations which indicate that light can be refracted;
CXC 22/G/SYLL 13
Appearance of water on the road, apparent depth of swimming pool. Refraction occurs as a result of the change of speed of light.
31
Activities to illustrate refraction of light, for example, pencil in water. Skills: MM; ORR.
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.8
describe the refraction of light rays; Recall that the passage of a ray of light through a rectangular block may results in lateral displacement of that ray. Passage of light rays through: (a) rectangular blocks;
(b)
triangular prisms. Draw diagrams.
Skill: MM.
4.9
describe how a prism may be used to produce a spectrum;
Use a source of white light. Newton’s experiment with prisms.
Demonstrate:
(a) dispersion using a triangular prism.
(b) rainbow.
Skill: MM.
4.10
apply Snell’s Law;
Definition of refractive index. Perform an experiment to test
Snell’s Law.
MathematicsTrigonometry.
Skills: MM; ORR; AI.
Critical Angle and Total Internal Reflection
4.11
explain ‘critical angle’ and ‘total internal reflection’; 4.12
relate critical angles to total internal reflection; Measure critical angle in glass or other transparent material. Use diagrams to illustrate. Definition of total internal reflection.
Skills: MM; ORR.
MathematicsTrigonometry.
Skill: AI.
4.13
draw diagrams illustrating applications of total internal reflection.
CXC 22/G/SYLL 13
Periscope, fibre optic cable, endoscopes.
32
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Use ray boxes or virtual simulation.
Investigate the properties of converging and diverging lenses on a beam of parallel rays.
Biology – Eye.
Perform experiments to locate real and virtual images and draw diagrams.
Skills: MM; ORR.
Students should be able to:
5.
LENSES
Action of Lenses
5.1
5.2
illustrate the effect of converging and diverging lenses on a beam of parallel rays;
Skills: MM; ORR.
define the terms:
(a)
(b)
(c)
(d)
(e)
principal axis; principal focus; focal length; focal plane; magnification; Image Formation
5.3
5.4
differentiate between real virtual images;
and
apply the equations for magnification;
Magnification
= image size object size
= image distance (v) object distance (u).
Biology – Drawing.
Mathematics Transformations,
Skill: AI.
5.5
determine the focal length of a converging lens.
Use lens formula and scale diagram:
= +
Perform experiments to measure focal length of converging lens. Mathematics Functions and
Relations;
Algebra/ Computation.
Skills:
PD.
CXC 22/G/SYLL 13
33
MM; ORR; AI;
SECTION C - WAVES AND OPTICS (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Standing waves: Conduct experiments to explore why ants survive in an operating microwave oven.
2.
Light, refraction: Discuss how raindrops and prisms have similar effect with light in forming rainbows and spectrum respectively using diagrams. Simulation at: http://micro.magnet.fsu.edu/optics/activities/students/prisms.html 3.
Electromagnetic spectrum: List a use of each band in the electromagnetic spectrum with examples and make a model to depict them as for a science centre display. Show time scales of the use/discovery of examples you show.
4.
Sound: Arrange a field trip to a concert hall to look at its design and how this affects the acoustics. Students should write a report of the activity. Discuss the quality of a band concert in a hall versus being played in the open air. http://www.concerthalls.org/ 5.
Transverse and longitudinal waves; transmission of energy: Show how earthquakes are located. How tsunami waves are formed and why are they so much larger than normal sea waves? This video segment from Nature examines the anatomy of the tsunami and the possibility that animals sensed the coming waves of destruction. http://www.teachersdomain.org/resource/nat08.earth.geol.tec.waves/ 6.
Sound waves: Imagine you are a bat looking in the darkness of the caves for your companions who have ventured deep into the caves but instead there is a large predator lurking. Write a short story of your adventure. Make sure you include the principles of Physics used in your story.
7.
Wave-particle duality: Identify modern technology that operates on the principle that light behaves as a particle. Observe pictures with a digital camera and a traditional film camera and compare the differences between them including how each forms the image.
8.
Light, reflection, transmission: Discuss the holographic projectors in “Star Trek”. How realistic are they in producing holograms. http://memory-alpha.org/wiki/Category:Holographic_technology. CXC 22/G/SYLL 13
34
SECTION D - ELECTRICITY AND MAGNETISM
In this section, Electricity and Magnetism, we explore electrical, magnetic and electromagnetic principles and phenomena. The importance of electronics in modern society is also introduced.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
understand electrostatic phenomena;
2.
understand the ways in which electricity is conducted;
3.
understand electrical quantities and the relations between them;
4.
have a working knowledge of electrical circuits and components;
5.
be aware of the applications of electronics in technology;
6.
understand the simple phenomena associated with magnets;
7.
have a working knowledge of electromagnetic phenomena.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
ELECTROSTATICS
Electric Charge, Q
1. 1
explain the charging of objects;
Explain in terms of properties of electrons which are relatively free to move; charging of glass, perspex or polythene by rubbing with a dry cloth and explain in terms of electron transfer by friction. Demonstrate 'charging by friction’.
1. 2
describe the forces that electric charges exert on each other;
The forces between charges as a fundamental property of electric charges.
Perform simple activities to show that like charges repel and unlike charges attract.
1. 3
explain charging by induction; How a charged object can attract objects having zero net charge.
Perform simple experiment. CXC 22/G/SYLL 13
35
Skills: MM; ORR.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Electric Fields
1. 4
define field; 1. 5
describe one hazard and one useful application of static charge. 2.
2.1
an
electric
Draw the electric fields around and between point charges, and between charged parallel plates; Refer to other force fields such as gravitational and magnetic.
Refer to SO A3.2; D6.7.
Electrostatic painting;
Lightning strikes, dust extraction, photocopying, static build up on vehicles.
The effects of a local charged ionised atmosphere. CURRENT ELECTRICITY distinguish between conductors and insulators; Definitions, properties and classification.
Use a low voltage test circuit with lamp indicator to test different materials.
Chemistry Electrons; properties of metals and nonmetals.
Skills: MM; ORR.
2.2
state that an electric current in a metal consists of a flow of electrons; In other conducting media an electric current may consist of the movement of both negative and positive charge carriers.
For example, the use of silicon and germanium, in semiconductors and electrolytes in batteries. CXC 22/G/SYLL 13
36
ChemistryElectrons; properties of metals and nonmetals.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.3
differentiate between electron flow and conventional current;
The convention behind current flow.
2.4
state the unit of electrical current;
Ampere, A.
2.5
apply the relationship The unit of charge, the coulomb, can be obtained from this equation. Thus,
1 coulomb = 1 ampsecond.
Q = It;
Chemistry-ElectroChemistry.
MathematicsAlgebra/
Computation.
Skill: AI.
Alternating Current
2.6
differentiate between direct and alternating currents;
Recognise that current reverses direction of flow in
a.c. systems.
2.7
analyse current-time or voltage-time graphs. Use f = 1/T.
3.
Draw current time or voltage time graphs to represent direct and alternating current simulations. MathematicsAlgebra/
Computation.
Deduce the period and frequency of alternating currents or voltages. Refer to SO C1.2.
Skill: AI.
ELECTRICAL QUANTITIES
Power, P and Energy, E
3.1
cite examples of the conversion of electrical energy to other forms and vice versa; CXC 22/G/SYLL 13
Refer to SO A5.3.
37
Mathematics:
Functions and
Graphs.
Demonstrate energy conversions in the laboratory. SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
3.2
apply the relationship V = E/Q;
Definition of terms and their units.
MathematicsAlgebra/
Computation
Skill: AI.
3.3
apply the relationship P =IV ;
Compare consistency of units for P=IV and
P= E/t.
Refer to SO A5.11.
Mathematics Algebra/
Computation.
3.4
discuss the importance of conserving electrical energy and the means of doing so.
Limited reserves of fossil fuel hence the need to conserve.
Fluorescent, LED rather than incandescent lamps.
Chemistry Burning of hydrocarbons. Biology-Ecology.
Skill: AI.
Solar rather than electrical or gas water heaters.
High efficiency refrigeration and air condition units.
4.
CIRCUIT AND
COMPONENTS
Circuit Diagrams
4.1
use symbols to construct circuit diagrams; Refer to list of
Graphical Symbols.
4.2
differentiate between series and parallel circuits;
Consider series, parallel and seriesparallel combinations and polarity of devices. Simple series circuits with diode, resistor and instruments CXC 22/G/SYLL 13
38
Skill: MM.
Set up a simple circuit given a circuit diagram paying due regard to the polarity and suitability of components. SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Draw a diagram.
Chemistry Electro-chemistry.
Perform these experiments. Draw I – V graphs from the result of such experiments and draw appropriate conclusions from the graphs obtained.
ChemistryProperties of matter. MathematicsFunctions,
Relations and
Graphs.
Students should be able to:
Cells
4.3
explain the functions of the various parts of a zinc-carbon cell;
The parts of the cell and their functions.
Mention the fact that there are other types of primary cells.
4.4
distinguish between primary and secondary cells;
Comparison of characteristics such as:
(a) terminal voltage; (b) maximum current; (c) internal resistance; (d) portability;
(e) rechargeability.
4.5
draw a circuit diagram to show how a secondary cell can be recharged;
Note polarity and charging voltage.
I - V Relationships
4.6
investigate the relationship between current and potential difference; (a) Metallic conductors at constant temperature.
(b) Filament lamps.
(c) Semiconductor diodes. (d) Solutions of copper sulphate in water using copper electrodes.
Refer to SO A1.4.
CXC 22/G/SYLL 13
39
Skills: MM; ORR;
AI; PD.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Determine resistance using the formula
MathematicsAlgebra/
Computation.
Students should be able to:
Resistance, R
4.7
explain the concept of resistance;
Point out the fact that resistance varies with the current in some cases. 4.8
apply the relationship Ohm’s Law.
Refer to SO D4.6.
R
V
R
;
I
4.9
explain why it is necessary for an ammeter to have a very low resistance;
4.10
explain why it is necessary for a voltmeter to have a very high resistance;
4.11
solve problems involving series and parallel resistance;
I
Use the formulae:
Rs = R1 + R2 + R3 .... for resistors in series; and
1
Rp
1
R1
1
R2
1
40
.
Skill: AI.
MathematicsAlgebra/
Computation.
.......
R3
for resistors parallel;
CXC 22/G/SYLL 13
V
in
Skill: AI.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.12
solve problems involving series, parallel and seriesparallel circuits;
Properties of current and potential difference (p.d.) in series and parallel circuits. Set up a series circuit and measure current at various points.
Set up a parallel circuit and measure current in the branches and on entry and exit.
Set up a series circuit and measure p.d. across components.
Set up a parallel circuit and measure p.d. across components.
Electricity in the Home
4.13
discuss the reasons for using parallel connections of domestic appliances;
4.14
explain the purpose of a fuse or circuit breaker and the earth wire;
4.15
select a fuse or circuit breaker of suitable current rating for a given appliance; 4.16
state the adverse effects of connecting electrical appliances to incorrect or fluctuating voltage supplies. CXC 22/G/SYLL 13
Highlight safety issues. Include fuse in live wire.
41
Mathematics.
Skills: MM; ORR;
AI; PD.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
5.
ELECTRONICS
Students should be able to:
5.1
describe how a semiconductor dioxide can be used in half wave rectification;
5.2
differentiate between direct current from batteries and rectified alternating current by a consideration of the
V – t graphs for both cases; Sketch V-t graphs to compare variation of voltage with time before or after rectification.
Logic Gates
5.3
recall the symbols for
AND, OR, NOT, NAND,
NOR logic gates;
Limited to two-input logic gates.
5.4
state the function of each gate with the aid of truth tables;
Refer to SO D1.3 for similarity to electrical charges. 5.5
analyze circuits involving the combinations of not more than three logic gates;
Example: simple alarm circuits.
5.6
discuss the impact of electronic and technological advances on society. CXC 22/G/SYLL 13
42
MathematicsFunctions,
Relations and
Graphs.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
6.
MAGNETISM
Permanent Magnets
6.1
differentiate between magnetic and non-magnetic materials;
6.2
explain how a magnet can attract an unmagnetised object;
Refer to SO D1.3 for similarity to electrical charges. 6.3
distinguish between materials used to make "permanent" and "temporary" magnets; Permanent magnets: steel and magnadur.
Temporary magnets: iron and mumetal.
6.4
identify the poles of a magnetic dipole;
Alignment with the earth’s magnetic field. Perform an activity to identify the poles of a magnetic dipole.
Use two strong magnets to investigate forces between like and unlike poles.
Magnetic Forces
6.5
investigate the forces between magnetic poles; The effect of the polarity and separation of magnets on the magnitude of the force between them. 6.6
define a magnetic field;
A magnetic field line indicates the direction of the magnetic force acting on an N-pole;
(a)
CXC 22/G/SYLL 13
43
Skill: MM.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
6.7
map magnetic fields.
Familiarity with iron
Map the magnetic field filings and plotting using iron filings and compass methods: plotting compass.
(a) around a single strong magnet.
(b) around and between two strong magnets.
Oriented parallel and anti-parallel and pole to pole with each other.
Skill: MM.
7.
ELECTROMAGNETISM
7.1
conduct simple experiments to investigate the magnetic field pattern around current-carrying conductors; Straight conductors, flat coils, solenoids.
Map the fields for the given conductor. Sketch the magnetic flux patterns. Skills: MM; ORR.
7.2
apply suitable rules which relate the direction of current flow to the direction of the magnetic field;
Right hand grip rule, right hand screw rule.
7.3
describe a commercial application of an electromagnet; Example:
Starter Motor.
Magnetic Relay.
Construct a simple electromagnet. Skills: MM.
Electromagnetic Force
7.4
conduct an experiment which demonstrates the existence of a force on a current-carrying conductor placed in a magnetic field;
CXC 22/G/SYLL 13
Demonstrate the force on the current carrying conductor in a magnetic field. 44
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
7.5
sketch the resultant magnetic flux pattern when a current carrying wire is placed perpendicular to a uniform magnetic field;
Skill: ORR.
7.6
apply Fleming’s lefthand (motor) rule;
Predict what will happen when current flow perpendicular to a uniform magnetic field. Refer to SO E3.5.
7.7
identify the factors that affect the force on a current-carrying conductor in a magnetic field; Strength of the field and on the magnitude of the current.
Motors
7.8
explain the action of a
D.C. motor;
Draw a diagram of a simple D.C. electric motor. Appliances such as fans, mixers.
Induced e.m.f.
7.9
describe simple activities which demonstrate an induced e.m.f.;
7.10 conduct simple experiments to show the magnitude of the induced e.m.f.;
CXC 22/G/SYLL 13
Coil and magnets; two coils. Perform activities demonstrating induced
e.m.f.
Skill: MM.
Effect of the rate of change of magnetic flux experienced by the conductor.
Perform experiments to investigate the factors which affect the magnitude of the induced e.m.f.
Skills: MM; ORR;
AI; PD.
45
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
7.11 predict the direction of induced current given the direction of motion of the conductor and that of the magnetic field; 7.12 explain the action of the A.C. generator;
Sketch graphs to represent the output from a simple A.C generator. Mathematics –
Graphs and
Trigonometric
functions.
Skill: ORR.
Transformers
7.13 explain the principle of operation of a transformer; Diagram of a simple transformer. Construct a simple transformer. Transformer formulae to solve problems
Perform activities to show that for an ideal transformer Skill: MM.
7.14 state the advantages of using a.c. for transferring electrical energy; 7.15 apply the ideal transformer formula
Pout = Pin.
CXC 22/G/SYLL 13
46
MathematicsAlgebra/
Computation
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Earth’s magnetic poles: Write a science fiction on a trip to the centre of Earth and use it to explain how planet Earth gets its magnetism. http://www.physics.org/article-questions.asp?id=64 2.
Magnetic fields: Prepare a five-minute presentation on how frogs, and by extension humans can be levitated. http://www.physics.org/facts/frog-really.asp 3.
Electromagnetic induction: Design a poster to show how metal detectors work employing the principles of electromagnetic induction. Simulation at http://micro.magnet.fsu.edu/electromag/java/detector/index.html 4.
Electric fields: Prepare a safety brochure on the dangers of lightning. Include and explain how tingling of the skin and hair raising can be indicators. During thunderstorms, time the difference between seeing the lightning and hearing the thunder to determine how far away the storm is. http://theboar.org/science/2010/nov/7/hair-raising-truth-about-lightning/ Simulation - http://micro.magnet.fsu.edu/electromag/java/lightning/index.html
5.
Static electricity: Prepare a poster showing examples of use of static electricity in life. http://hubpages.com/hub/Uses-of-Static-Electricity 6.
Magnetic and true north: Fieldwork – determine the difference in the true north found by astronomical position of the north star and the magnetic north using a compass. Observe over a few weeks and see if there are any differences. Write a report. http://adventure.howstuffworks.com/survival/wilderness/true-north.htm Simulation: http://micro.magnet.fsu.edu/electromag/java/compass/index.html
7.
Electromagnetism: As a class project, build an electromagnet and experiment with their operations. http://education.jlab.org/beamsactivity/6thgrade/magnetsandelectromagnets/overview.html
8.
Transformers: make a list of the items in the home that require a transformer when plugged in. Explain why this is so.
CXC 22/G/SYLL 13
47
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
9.
AC and DC: Write an essay on how Direct Current (DC) and Alternating Current(AC) were discovered. Why did the AC prevail? List items in the house that use AC and those that use DC. http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.acdc/ 10.
Ohm’s law: observe the simulation at: http://micro.magnet.fsu.edu/electromag/java/ohmslaw/index.html CXC 22/G/SYLL 13
48
SECTION E - THE PHYSICS OF THE ATOM
This is the branch of physics that studies the structure of the atom and the interaction of the sub-atomic particles of matter and electromagnetic fields. Students will appreciate how energy can be released from inside the atom and become aware of its impact on society and the environment.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
appreciate the development of atomic theory and the concept of the nucleus;
2.
understand how the elements differ in atomic structure;
3.
be familiar with the phenomenon of radioactivity and the safety measures when dealing with radioactive substances;
4.
know that a change in the nuclear mass is associated with the release of energy;
5.
appreciate the importance of nuclear energy on society and the environment.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
MODELS OF THE ATOM
1. 1
describe the work done in establishing the modern view of the atom;
Include Thomson,
Rutherford, Bohr,
Chadwick.
Chemistry - Atoms and the Periodic table. 1. 2
describe the GeigerMarsden experiment.
Establish the nuclear structure of the atom.
Consider that the nucleus contains protons and neutrons of approximately equal mass.
ChemistryStructure of the atom. Include the distribution of charge.
ChemistryStructure of the atom, metallic bonding. 2.
STRUCTURE OF THE
ATOM
Particles in the Atom
2.1
sketch the structure of simple atoms; CXC 22/G/SYLL 13
49
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.2
compare the mass and charge of the electron with the mass and charge of the proton;
2.3
explain why an atom is normally neutral and stable;
2.4
apply the relationship A = Z + N;
2.5
explain what is meant by the term "isotope";
2.6
relate the shell model of the atom to the periodic table. 3.
Mention could be made of the absolute values in kg and C.
ChemistryStructure of the atom. Use of standard notation for representing a nuclide, for example
Chemistry Atomic number and atomic mass.
.
ChemistryIsotopes.
Any element in the periodic table has one more proton than an element before it.
ChemistryPeriodic table.
RADIOACTIVITY
Radioactive Emissions
3.1
describe Marie Curie’s work in the field of radioactivity; 3.2
state the nature of the three types of radioactive emissions;
3.3
describe experiments to compare the ranges of
, , and emission;
3.4
describe the appearance of the tracks of radioactive emissions in a cloud chamber; CXC 22/G/SYLL 13
Research biography.
Relationship between radioactivity and nuclear instability.
The details of the operation of the cloud chamber are not required. 50
Video simulation.
Chemistry Marie Curie
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
3.5
predict the effects of magnetic and electric fields on the motion of and particles and rays;
3.6
interpret nuclear reactions in the standard form;
Refer to S.O.D7.7.
Ra
C
3.7
conduct an activity to demonstrate the random nature of radioactive decay;
3.8
recall that the decay process is independent of the conditions external to the nucleus;
Rn
N
ChemistryBalancing equations. He e Activity from which a radioactive decay curve can be obtained.
Perform analogue demonstrations to illustrate random processes, for example, throwing of dice, tossing of coins.
Skills: MM; ORR;
AI.
Half-life
3.9
use graphs of random decay to show that such processes have constant half-lives;
Definition of the term
"half-life", T½ Use more than one set of values from graph for comparison. Plot graphs of demonstrations performed in SO 3.7.
MathematicsFunctions,
Relations and
Graphs.
Skills: AI; ORR.
3.10
solve problems involving half-life;
MathematicsAlgebra/
Computation.
Radioisotopes
3.11
discuss the useful applications of radioisotopes;
CXC 22/G/SYLL 13
Tracers. Medical and industrial applications.
Carbon dating.
51
ChemistryIsotopes.
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Nuclear Energy
3.12
3.13
relate the release of energy in a nuclear reaction to a change in mass;
cite arguments for and against the utilisation of nuclear energy. Application of
Einstein’s equation:
E = mc2.
Include fission and fusion. MathematicsAlgebra/
Computation.
Cost of environmental impact; disposal; safety. Biology-Ecology.
Skill: AI.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Fusion and fission: Write a play of the story of “Cold Fusion” and its discovery. At the end of the play, explain how energy from fusion can only occur naturally in the sun. http://w3.gre.ac.uk/~bj61/talessi/tlr22.html 2.
Nuclear Radiation: Organise a class debate for and against the establishment of a nuclear reactor in the Caribbean. http://news.discovery.com/tech/top-five-nuclear-disasters.html http://www.benefitsofnuclearpower.com/
3.
Cosmic radiation: Write a short science fiction story of an Astronomer travelling to Mars and the risks he or she is exposed to. http://spaceinfo.com.au/2011/05/07/space-travel-could-kill-you/ 4.
Nuclear radiation: Design a poster showing the uses of radiation in medicine. http://health.howstuffworks.com/medicine/modern/nuclear-medicine.htm 5.
Marie Curie: Design a poster highlighting the accomplishments of Marie Curie particularly as a woman in a male dominated field. http://nobelprize.org/nobel_prizes/physics/laureates/1903/marie-curie-bio.html 6.
Science in research: Conduct research to ascertain if there are any scientists in the region working on nuclear energy. What are the challenges and opportunities for it in the region?
CXC 22/G/SYLL 13
52
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT
RATIONALE
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 acquiring certain knowledge, skills and attitudes 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 of the subject, students obtain marks for the competencies they develop and demonstrate in undertaking their 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 the 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 the CXC standards, the Council undertakes the moderation of a sample of SBA assignments marked by each teacher.
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 the experience. This helps to build the self-confidence of the students as they proceed with their studies. School-Based
Assessment further facilitates the development of critical skills and that allows the students to function more effectively in their chosen vocation and in everyday life. School-Based Assessment therefore, makes a significant and unique contribution to the development of relevant skills by the students. It also provides an instrument for testing them and rewarding them for their achievements.
PROCEDURES FOR CONDUCTING SBA
SBA assessments should be made in the context of normal practical coursework exercises. It is expected that the exercises would provide authentic learning experiences. Assessments should only be made after candidates have been taught the skills and given enough opportunity to develop them. Sixteen 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. These practicals MUST include all of the following:
1.
Pendulum.
2.
Momentum/Conservation of Energy.
3.
Specific heat capacity/Specific Latent heat capacity.
4.
Refraction.
5.
Series and Parallel Circuits.
6.
I-V Relationships.
7.
Radioactivity Decay (Simulation).
Each skill must be assessed at least three times over the two-year period. Candidates should be encouraged to do corrections so that misconceptions will not persist. As the assessment of certain skills, especially those requiring on-the-spot observation or involve looking at several
CXC 22/G/SYLL 13
53
behaviours or criteria, teachers are advised to select not more than two skills to be assessed in any activity. The practical exercises selected to be used 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 one that can be completed in the time allotted for the class and the notebooks should be collected at the end of the period.
Candidates who have not been assessed over the two-year period will be deemed absent from the whole examination. Under special circumstances, candidates who have not been assessed at all points may, at the discretion of CXC, have their marks pro-rated (adjusted proportionately).
1.
2.
In preparation for an SBA practical, the teacher should:
(a)
select tasks which must include the seven (7) topics on page 53 and should be related to a given syllabus objective. These tasks may be chosen from the
“Suggested Practical Activities” and should fit in with the normal work being done in that class;
(b)
list the materials including quantities and equipment that will be needed for each student; (c)
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;
(d)
list the steps which 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;
(e)
list the skills that may be assessed (for example, observation/recording/reporting, analysis and interpretation). No more than two practical skills should be assessed from any one activity;
(f)
select the skills to be assessed on this occasion. Skills other than those required for that year should also be included for teaching purposes;
(g)
work out the criteria for assessing each skill. This will form the basis of a mark scheme and a checklist.
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 the standard of 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 be submitted electronically to CXC on the SBA form provided. The forms should be dispatched through the Local Registrar by the Moderator to reach CXC by 30
April of the year of the examination.
CXC 22/G/SYLL 13
54
ASSESSMENT OF PRACTICAL SKILLS
School-Based Assessment will assess skills under the profiles Experimental Skills and Use of Knowledge
(Analysis and Interpretation only).
The assessment will be conducted during Terms 1 - 5 of the two-year period following the programme indicated in the Table below.
SBA SKILLS TO BE ASSESSED FOR CXC MODERATION
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
PROFILE
Manipulation/
YEAR 2
YEAR 1
SKILLS
MARKS
TOTAL
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
MARKS
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
MARKS
1
10
2
20
3
30
1
10
2
20
3
30
Measurement
Observation/
XS
90
Recording/
Reporting
(30*)
UK
Planning and
Designing
2
20
1
10
3
30
Analysis and
Interpretation
2
20
1
20
3
40
TOTAL
6
40
(10*)
60
6
70
12
130
40*
*Weighted mark
Investigative project to be done in Year 2.
The investigative project would be assessed for two skills, Planning and Design and Analysis and
Interpretation.
Students who are pursuing two or more of the single science subjects (Biology, Chemistry, Physics) may opt to carry out ONE investigation* only from any of these subjects.
[ONLY the marks for the investigation can be transferred across subjects.]
CXC 22/G/SYLL 13
55
ASSESSMENT OF INVESTIGATION SKILLS
Proposal (Planning and Design)
The maximum marks available for the Proposal is
10 marks
The format for this part is shown below
Observation/Problem/Research question stated
Hypothesis
Aim
Materials and Apparatus
Method
Controlled variables
Expected Results
Assumptions, Precautions/ Limitations
2 marks
1 mark
1 mark
2 marks
1 mark
2 marks
1 mark
TOTAL
10 marks
Implementation (Analysis and Interpretation)
The maximum marks available for the Implementation is
20 marks
The format for this part is shown below.
Method
Results
Discussion
Limitation
Reflection
Conclusion
1 mark
4 marks
5 marks
3 marks
5 marks
2 marks
TOTAL
CXC 22/G/SYLL 13
20 marks
56
REPORTING FORMAT OF INVESTIGATION
PART A THE PROPOSAL (Planning and Design)
Statement of the Problem – Can be an observation, a problem
Hypothesis
Aim – Should be related to the hypothesis
Materials and Apparatus
Method – Should also include variables
Assumptions/Precautions
Expected Results
PART B THE IMPLEMENTATION (Analysis and Interpretation)
Method - Linked to Part A (change of tense)
Results
Discussion – Explanations/Interpretations/Trends
Limitations
Reflections
Conclusion
CRITERIA FOR ASSESSING INVESTIGATIVE SKILLS
A.
PLANNING AND DESIGN
HYPOTHESIS
- Clearly stated
- Testable
2
1
1
AIM
- Related to hypothesis
1
MATERIALS AND APPARATUS
- Appropriate materials and apparatus
1
METHOD
- Suitable
- At least one manipulated or responding variable
1
1
1
1
2
CONTROLLED VARIABLE
-Controlled variable stated
1
1
EXPECTED RESULTS
- Reasonable
- Link with method
1
1
2
ASSUMPTIONS/PRECAUTIONS/POSSIBLE SOURCES OF
ERRORS
- Any one stated
TOTAL
CXC 22/G/SYLL 13
1
1
(10)
57
B.
ANALYSIS AND INTERPRETATION
METHOD
Linked to Proposal, Change of tense
1
RESULTS
- Correct formulae and equations:
Accurate (2)
Acceptable (1)
4
2
- Accuracy of data:
Accurate (2)
Acceptable (1)
2
DISCUSSION
- Explanation
Development of points:
Thorough (2)
Partial (1)
5
2
- Interpretation
Fully supported by data (2)
Partially supported by data (1)
2
- Trends:
Stated
1
LIMITATIONS
-Sources of error identified
-Precautions stated
-Limitation stated
3
1
1
1
REFLECTIONS
- Relevance between the experiment and real life
(Self, Society or Environment)
- Impact of knowledge gain from experiment on self
- Justification for any adjustment made during experiment
- Communication of information
(Use of appropriate scientific language, grammar and clarity of expression all of the time (2); some of the time (1)
CONCLUSION
- Stated
- Related to the aim
1
1
2
2
1
1
TOTAL
CXC 22/G/SYLL 13
5
1
(20)
58
EXEMPLAR OF INVESTIGATIVE PRACTICAL
EXEMPLAR 1
PART A-THE PROPOSAL
Observation
During lunch break at school Darren noticed his rubber ball did not bounce as high as it normally would when it landed on a paper towel. Darren now claims if more paper towels are added the ball’s rebound height would decrease.
Hypothesis: The height of rebound of a rubber ball decreases with the addition of paper towels.
Aim: To investigate the height of rebound [Hr] of a rubber ball with increasing paper towels.
Apparatus: Meter rule; paper towels; rubber ball; pencil.
Diagram
Variables
Independent – Number of paper towels
Dependent – Height of rebound
Controlled/ Constant – Rubber Ball; Height of Release
CXC 22/G/SYLL 13
59
Method
1.
Securely place meter rule vertically against a wall.
2.
Mark off a suitable release height [HO] , [the ball must be allowed to FALL vertically and
REBOUND on nearly the same straight line].
3.
With no paper towels at the base of the meter ruler, release the rubber ball from the marked height [the ball must be completely above the marked line with its bottom edge just touching the line].
4.
Observe and record the rebound height of the ball [HR], [this should be done from in front of the ruler and eye level]. Repeat twice for this number of paper towels. Record all data.
5.
Place a single paper towel at the base of the ruler and release it from marked height.
6.
Observe and record the rebound height of the ball. Repeat steps 4 and 5 twice for that number of paper towels, recording all data.
7.
Continue adding paper towels and repeat step 6 until there are 8 paper towels.
8.
Calculate average rebound height [Hr] for each number of paper towels.
9.
Plot a graph of Rebound Height [y axis] against Number of paper towels [x axis]
Expected Results
The rubber ball will reach maximum rebound height when it bounces on the ground with no paper towels present. As the paper towels are added it will rebound to a consistently lower height.
CXC 22/G/SYLL 13
60
PART B- THE IMPLEMENTATION
Method
1.
The meter rule was securely placed vertically against a wall with the 0 cm end touching the ground. 2.
The release height, Ho, was set at 60 cm.
3.
With no paper towels at the base of the meter ruler, the rubber ball was released from the
60 cm mark and the height of rebound was recorded. This step was repeated two more times and the data recorded.
4.
A single paper towel was placed at the base of the ruler and the ball was released from the
60 cm mark. The new height of rebound was recorded. This was repeated two more times and data recorded.
5.
Another paper towel was added and the rubber ball was released three times from the 60 cm mark. All rebound heights were recorded.
6.
Step 5 was repeated until there were 7 paper towels at the base of the ruler.
7.
The average rebound height [Hr] was calculated for each number of paper towels.
8.
A graph of Rebound Height [y axis] against Number of paper towels [x axis] was plotted.
Results
# of paper towels
1
Rebound Height,
HR[cm]
(Attempts)
2
3
Average
Rebound
Height, HR[cm]
0
42
43
42
42
1
42
42
42
42
2
41
41
41
41
3
39
40
39
39
4
36
35
36
36
5
34
35
35
35
6
33
33
33
33
7
32
32
32
32
CXC 22/G/SYLL 13
61
Graph of Rebound Height Against Number of
Paper Towels for a Rubber Ball
50
45
Rebound Height HR [cm]
40
(0, 43)
35
30
(8, 30)
25
20
15
10
5
0
0
1
2
3
4
5
Number of Paper Towels
CXC 22/G/SYLL 13
62
6
7
8
9
Calculations
Using points (0, 43) and (8, 30) to calculate the slope/gradient:
S =
=
=
= 1.6 (cm/paper towel)
Discussion
When the results were represented on a graph, the points defined a straight line. This allows the relation between the rebound height and the paper towels to be described by a linear equation of the form: y = mx + c
Where y = Rebound height, x = number of paper towels, m = slope/gradient and c = intercept on the y-axis. From the calculations the relation between the paper towels and the rebound height of the ball is described by:
RH = 1.6N + 43
Where RH is the rebound height and N is the number of paper towels.
When N = 0, the rebound height is 43 cm. As N increases, RH decreases because the slope is negative. According to the relation, the rebound height will be zero when the number of paper towels is approximately 27.
Limitations
Sources of Error/Limitation
The ball achieves its rebound height for a very short time. To measure this height during this short time was difficult. At times only an approximation can be made. This introduces an error and a limitation in determining the accurate rebound height whenever a paper towel is added.
Precautions
Read rebound heights perpendicular to the ruler.
Repeat the experiment for each number of paper towels at least 3.
Reflections
The paper towels used in this experiment are much softer than the ground and the ball. This indicates that the paper towels decreases the rate of change of momentum of the ball and as a result decreases the force of impact of the ball with the ground. The reduction in the force of impact is as a result of the work done in compressing the paper towels on impact. Thus, the ball has less energy to rebound and as a result its rebound height decreases.
Conclusion
The rebound height decreases with increasing number of paper towels.
CXC 22/G/SYLL 13
63
Exemplar 2
PART A - THE PROPOSAL
Observation
During a power outage one night, Devon lit a candle and without thinking, placed it near to his bedroom wall. Shortly after, the power was restored. He was surprised when he noticed the wall was warm. The following day in school he told some classmates about this and they decided to see how much energy a candle could release in a few minutes.
Aim: To investigate the heat energy released by a candle in 5 minutes.
Apparatus: Tripod stand; candle; insulated beaker; stirrer; thermometer; retort stand.
Variables
Independent – Time for which candle is lit
Dependent – Energy Released
Controlled – volume of water
Method
1.
Fill the beaker up to the 300 ml mark with distilled water and place it on the tripod stand.
2.
Using the retort stand, suspend the thermometer in the centre of the beaker [ensure the thermometer does not touch the bottom of the beaker]. Observe and record initial temperature of the water.
3.
Place candle directly under the tripod stand and light it [ensure the flame is as close to the bottom of the beaker as possible].
4.
Let the candle light for 5 minutes. Observe and record the final temperature of the water.
5.
Calculate the heat supplied by the candle using the formula EH = mcΔΘ.
CXC 22/G/SYLL 13
64
Expected Results
The temperature of the water will increase by as much as 5⁰ or more.
PART B - THE IMPLEMENTATION
Method
1.
The beaker was filled up to the 300 ml mark with distilled water and placed on the tripod stand. 2.
Using the retort stand, the thermometer was secured at the centre of the beaker so that it does not touch the bottom of the beaker. The initial temperature of the water was measured and recorded.
3.
The candle was placed directly under the tripod stand and lit. It was ensured the flame was as close to the bottom of the beaker as possible. The stop watch was started simultaneously. 4.
The candle was allowed to be lit for 5 minutes .
5.
The final temperature of the water after the five minutes was measured and recorded.
6.
The heat supplied by the candle was calculated using the formula EH = mcΔΘ.
CXC 22/G/SYLL 13
65
Results
Initial Temperature of water [Θ1] = 28°C
Final Temperature of water [Θ2] = 34°C
Volume of water = 300 ml
Calculations:
Temperature change [ΔΘ] = Θ2 – Θ1 [note the temperature change in degrees Celsius is the same as in Kelvin] = 34 – 28 = 6 K
Mass of water = Volume of water × Density of water
= 300cm3 × 1g/cm3 = 300g = 0.3kg
EH = mass of water × temperature change × specific heat capacity of water
EH = 0.3 kg × 6 K × 4200 J/kg/K
EH = 7560 J
Discussion
The amount of energy released by a candle in 5 minutes was of the order of several kilojoules. If the candle was lit for a longer period of time more energy would be released. It requires 90,720 J of heat energy to bring 300 g of water to its boiling point. According to the calculations, it would take the candle approximately 12 minutes to accomplish this task.
Limitations
Sources of Error/Limitation
Not all the heat energy produced by the candle was absorbed by the water. Some heat energy was absorbed by the beaker and tripod stand. Hence, the heat energy yielded for this experiment is only a fraction of the total heat energy produced by the candle.
Precautions
Read temperature perpendicular to the scale and above the meniscus.
Place candle as close to the beaker as possible
Reflections
Candles are commonly used during power outages as a source of light. A lit candle generates both light energy and heat energy. The latter being the greater energy produced. These cheap and common light sources can be dangerous if attention is not paid to how and where they are placed.
Conclusion
The heat energy released by the candle in 5 minutes is 7560 J.
CXC 22/G/SYLL 13
66
Moderation of School-Based Assessment
The reliability (consistency) of the marks awarded by teachers on the School-Based Assessment is an important characteristic of high quality assessment. To assist in this process, the Council undertakes on-site moderation of the School-Based Assessment conducted by visiting external Moderators.
The Moderator will make a first visit in Term 3 of Year 1. Teachers must make available to the
Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the proposal for the
Investigation).
During the Term 2 of Year 2, the Moderator will make a second visit. Teachers must make available to the Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the report on the
Investigation). Teachers are NOT required to submit to CXC samples of candidates’ work, unless specifically requested to do so by the Council BUT will be required to submit the candidates’ marks electronically. The Moderator will remark the skills, and investigation reports for a sample of five candidates, who are selected using the guidelines listed below.
1.
Candidates’ total marks on the SBA are arranged in descending order (highest to lowest).
2.
The sample comprises the work of the candidates scoring the:
(a)
(b)
(c)
(d)
(e)
3.
highest Total mark; middle Total mark; lowest Total mark; mark midway between the highest and middle Total mark; mark midway between the middle and lowest Total mark;
The candidates selected above may be required to demonstrate some practical skills.
Teachers’ marks may be adjusted as a result of the moderation and feedback will be provided by the
Moderator to the teachers.
The Moderator may re-mark the assignments of additional candidates. Where the total number of candidates is five or fewer, the Moderator will remark ALL.
On the first visit, the Moderator will re-mark a sample of the Year 1 candidates. A copy of this report must be retained by the teacher, and be made available to the Moderator during Term 2 of Year 2.
The Moderator will submit the Assessment Sheets, moderation of SBA Sample and the moderation reports to the Local Registrar by April 30 of the year of the examination. A copy of the Assessment
Sheets and candidates’ work must be retained by the school for three months after the examination results are published by CXC.
School-Based Assessment Record Sheets are available online via the CXC’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS).
CXC 22/G/SYLL 13
67
STRATEGIES FOR ASSESSING PRACTICAL OBJECTIVES
The basic strategy for assessing practical objectives in Physics comprises the following:
STEP I
Selection of the task or investigation and the corresponding syllabus objectives.
STEP II
1.
Preparing the apparatus and the teacher performing the activity.
2.
Determining and selecting skills to be assessed.
3.
Developing the criteria for assessing each skill.
4.
Designing rating scales based on the criteria.
STEP III
Breakdown of work to be done by candidate.
STEP IV
Carrying out assessment and recording marks.
Further explanation of Steps I-IV
The following is a more detailed explanation of what should take place in Steps I - IV.
Re:
STEP I
The selection of the task or investigation should be done along with the preparation of the scheme of work for the term or year for each class. The task selected should contribute to the development of skills and attitudes within the subject and match a given syllabus objective
(general or specific). Both qualitative and quantitative work should be included.
Re:
STEP II
1.
After selection of the task the teacher should prepare the required apparatus and materials. The teacher should perform the activity before presentation to the candidates as this can help in determining the steps involved and the skills that can be assessed (see Step III).
2.
Before selecting the skills to be assessed the teacher should list all the skills that could be assessed. This may be achieved by preparing a step by step outline of the task and noting the skills involved in each step. Teachers are advised whenever possible to select only one skill to be assessed in any one activity.
3.
Developing the criteria for assessing each skill 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 the standard of 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. CXC 22/G/SYLL 13
68
CRITERIA FOR THE ASSESSMENT OF EACH SKILL
For each skill there may be a number of general criteria from which the teacher may select depending on the nature of the activity. It is especially important to make such a selection when there are numerous criteria as it is difficult to assess more than a few at a time without sacrificing accuracy. The following lists represent general criteria as may be defined under a particular skill:
A.
OBSERVATION/RECORDING/REPORTING
(i)
(ii)
(iii)
(iv)
(v)
B.
MANIPULATION/MEASUREMENT
(i)
(ii)
(iii)
(iv)
(v)
C.
Suggests appropriate hypotheses.
Suggests suitable and feasible methods for data collection.
Identifies and controls variables appropriately.
Takes account of possible sources of error or danger.
ANALYSIS AND INTERPRETATION
(i)
(ii)
(iii)
(iv)
NOTE:
Follows instructions.
Uses basic laboratory equipment correctly.
Sets up electrical circuits correctly.
Uses electrical circuits correctly.
Prepares material for observation or investigation correctly.
PLANNING AND DESIGNING
(i)
(ii)
(iii)
(iv)
D.
Selects appropriate observations.
Makes accurate recordings/observations.
Uses appropriate format of presentation.
Uses acceptable language/expression.
Uses appropriate tables/diagrams/graphs.
Makes accurate calculations and logical inferences from data.
Predicts from data.
Evaluates data (including sources of error).
Identifies relationships and patterns within data.
Plotting and drawing of graphs would be assessed in
Observation/Recording/Reporting whereas inferences from graphs would be assessed under Analysis and Interpretation.
CXC 22/G/SYLL 13
69
Using a Checklist
Assessing candidates in some of the skills could be conveniently done by marking the candidates' laboratory notebooks. However, in the skills Manipulation/Measurement teachers will find it easier to write down marks as the activity is occurring. A convenient way of doing this is by using checklists. The column headings reflect what the teacher is looking for and a tick may be used to show that the candidate was displaying a satisfactory behaviour. More than one tick may occur in one column if the teacher checks a candidate more than once during the activity. A zero may be used to show that the candidate was displaying an unsatisfactory behaviour. The ticks and zeros should help the teacher decide on a mark for a candidate (see below).
CHECKLIST FOR USE OF A MEASURING CYLINDER
NAMES
Rests on flat surface Meniscus read to avoid parallax
Bottom of meniscus read
MARK
L. Allie
H. Cassie
S. Williams
D. Wong
4.
If the criteria are clear and adequate, a rating scale is relatively easy to define. The range required by the syllabus is an 11-point scale ranging from 0-10. If the number of criteria is small then several assessments may be necessary, perhaps of different pieces of apparatus in one activity.
It is important that a record of the criteria and rating scale used for each activity be kept to avoid duplication and it is advisable to submit, along with the final mark sheet of candidates' scores, a copy of such record.
Re: STEP III
The teacher should prepare a step by step outline of the task. Such an analysis would provide a good guide as to the format of the sessions, for example, work stations, groups, individual and worksheets, experimental format and the skills and objective(s) which may be assessed. Re: STEP IV
A Teacher's Mark Book (which is retained by the school) should contain all the marks from which the averages are derived. The SBA Form which is submitted to CXC shows only the candidate's average mark at each point in each skill to be assessed at the point. At the end of this appendix is an example of the SBA Form and a possible format of a Teacher's Mark Book.
CXC 22/G/SYLL 13
70
LABORATORY NOTEBOOKS
A sample of laboratory notebooks will be required to help moderate the teacher's scores.
1.
The notebook should contain all the practical work that the candidate does (not only that which is assessed).
2.
It is advisable for three pages to be left blank at the front of the practical notebook for a list of contents giving the practical activity and the date on which it was performed.
3.
The activities used for SBA should be indicated.
4.
The marks awarded for each skill selected within an activity should be indicated.
5.
The notebooks should contain a variety of practical activities that are spread over the entire syllabus. Teachers may wish to consider some of the questions set by CXC in Question 1 of the
Practical examination prior to 1997 as possible examples of open-ended investigative activities. SELECTION OF ACTIVITIES
Teachers must bear in mind that opportunities for the development of the skills in the SBA are needed before their assessment. Again the point is made that practicals of a more open-ended, investigatory nature should also be utilized. Teachers should refer to the “Suggested Practical Activities" for ideas for practical work in the different section of the syllabus.
CXC 22/G/SYLL 13
71
APPLYING THE ASSESSMENT STRATEGY
EXAMPLE
The following is an example of how the strategy may be applied to a specific task:
STEP I
To investigate the factors which might affect the period of simple pendulum (Specific Objective
Section A 1.2).
STEPS II AND III
Apparatus per candidate or group
Stand or clamp, fine thread, several small objects of various masses for use as pendulum bobs, stop watch, metre rule.
1.
Outline of task
(a)
(b)
(c)
(d)
(e)
Sets up apparatus appropriately.
Controls variables (in procedure).
Times several oscillations more than once.
Averages sensible results.
Compares results and draws appropriate conclusions.
2.
Manipulation/Measurement is the skill selected for assessment.
3.
Manipulation/Measurement
Criteria for assessment.
(a)
(b)
(c)
(d)
(e)
(f)
Uses vertical reference lines.
Measures length of pendulum to centre of bob.
Checks zero error on stop clock or stop watch.
Operates clock or watch correctly.
Uses count down method.
Reads scale to avoid parallax.
Note: The same experiment could have been used to assess Planning and Designing as follows: Planning and Designing
(i)
(ii)
(iii)
(iv)
CXC 22/G/SYLL 13
identifies appropriate variables. maintains all but one variable constant for one series of readings. times a reasonable number of oscillations. repeats timing for same number of oscillations under same conditions.
72
4.
Teacher's rating scale
STEP IV
Assessment performed and marks entered in Teacher's Mark Book.
RECORDING FOR SBA
Teacher's Mark Book
SKILL
OBSERVATION/RECORDING/
REPORTING
Date
18/1
MANIPULATION/
MEASUREMENT
Total
10/12
Total
ANALYSIS AND
INTERPRETATION
25/1
28/3
4
15
10
Tot.
3/2
31/3
Tot.
25
Out of 20
8
9
17
YEAR 1
Maximum
Mark
12
12
Out of 10
Ammar,
Annette
12
5
9
7
4
9
10
8
18
14
6
5
11
McNab,
Bryan
10
4
6
6
3
7
12
10
22
18
3
2
5
6
Singh, Ricki
4
2
3
4
3
7
1
5
6
4
2
7
9
10
Thompson,
Neil
9
5
8
8
3
8
8
4
12
10
4
9
13
16
Wong,
Claudette
7
4
6
3
2
5
14
9
23
18
3
4
7
8
8
Out of 10
TOTAL
PLANNING AND
DESIGNING
Out of 20
60
12
Teacher's Mark Book
SKILL
OBSERVATION/RECORDING/
Date
14/3
Tot.
MANIPULATION/
MEASUREMENT
REPORTING
20/4
Out
of
20
4
ANALYSIS AND
INTERPRETATION
Tot.
Maximum
Mark
6
27
18
Ammar,
Annette
5
25
4
16
McNab,
Bryan
4
16
3
11
Singh, Ricki
2
9
3
Thompson,
Neil
5
21
Wong,
Claudette
4
17
Tot.
Out
of
20
25
Out of
10
TOTAL
PLANNING AND
DESIGNING
3/2
31/3
Tot.
8
9
17
18
6
5
11
22
3
2
5
12
6
9
3
14
12
2
7
4
9
2
9
23
3
4
YEAR 1
Out of
20
70
13
7
N.B.:
1.
Although more than one skill may be assessed by any one component, the marks are more objective if the teacher concentrates on assessing one skill during a particular period of time.
2.
Note that no special assessment exercises need to be planned. The teachers will, as is customary, be recording periodic "marks" for their candidates. The difference is that, since these "marks" will now contribute to an assessment external to the school, they need to be more directed. Several of the objectives can be assessed from work which would normally be collected for marking.
CXC 22/G/SYLL 13
73
CARIBBEAN EXAMINATIONS COUNCIL
SCHOOL-BASED ASSESSMENT IN PHYSICS7
NAME OF SCHOOL:
SCHOOL CODE:
NAME OF TEACHER:
TERRITORY:
REGISTRATION
NUMBER
CANDIDATES
YEAR OF FINAL EXAMINATION_____________________
YEAR 2
TOTAL
YEAR 1
TOTAL
TOTAL
NAME
COMMENTS
XS
XS
XS
UK
XS
XS
XS
UK
MM
ORR
PD
AI
Year 1
MM
ORR
PD
AI
Year 2
PROFILE
P3 (10)
P3 (10)
P3 (20)
P2 (20)
60
P3 (20)
P3 (20)
P3 (10)
P2 (20)
70
P3 (90)
OVERALL
P2 (40)
TEACHER'S SIGNATURE:
PRINCIPAL'S NAME:
__________________________________
DATE: ____________________________________
PRINCIPAL'S SIGNATURE:
____________________________________
CXC 22/G/SYLL 13
74
LIST OF PHYSICAL QUANTITIES AND THEIR SYMBOLS
NAME OF QUANTITY
SYMBOL
ELECTRIC CURRENT
LENGTH
l
MASS
m
TEMPERATURE: (KELVIN)
(CELSIUS)
TIME
t
VOLUME
V
AREA
A
ANGLE
T
NAME OF QUANTITY
SYMBOL
SPECIFIC LATENT HEAT
OF FUSION
lf
OF VAPORISATION
lv
WAVELENGTH
PERIOD
T
AMPLITUDE
a
FREQUENCY
f
OBJECT DISTANCE
u
IMAGE DISTANCE
DENSITY
v
FOCAL LENGTH
RELATIVE DENSITY
f
r
REFRACTIVE INDEX
FORCE
n
F
LINEAR MAGNIFICATION
MOMENT OF FORCE OR TORQUE
m
T
ELECTRIC CHARGE
DISPLACEMENT, DISTANCE
Q
s, x
SPEED, VELOCITY
v
POTENTIAL AND
POTENTIAL DIFFERENCE
ACCELERATION
a
ELECTRO-MOTIVE FORCE
E
MOMENTUM
P
RESISTANCE
R
E, W
WEIGHT (GRAVITATIONAL FORCE)
W
WORK
W
ACCELERATION DUE TO GRAVITY
g
POTENTIAL ENERGY
EP
MASS OF ELECTRON
me
KINETIC ENERGY
EK
CHARGE OF ELECTRON
e
THERMAL ENERGY
EH
PROTON (ATOMIC) NUMBER
Z
POWER
P
NUCLEON (MASS) NUMBER
A
PRESSURE
P
NEUTRON NUMBER
N
SPECIFIC HEAT CAPACITY
c
HALF LIFE
T½
HEAT CAPACITY
C
VELOCITY OF LIGHT IN VACUO
c
ENERGY
CXC 22/G/SYLL 13
75
V
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS
DESCRIPTION
GRAPHICAL SYMBOL(S)
DESCRIPTION
EARTH
GALVANOMETER
CELL
SEMI-CONDUCTOR
DIODE
BATTERY OF
CELLS
ELECTROLYTIC CELL
OR VOLTAMETER
D. C. SUPPLY
GRAPHICAL SYMBOL(S)
G
OR
+
FUSE
OR
A. C. SUPPLY
FIXED RESISTOR
OR
SWITCH
VARIABLE RESISTOR
OR
JUNCTION OF
CONDUCTORS
ELECTRIC MOTOR
ONE WIRE
CROSSING
ANOTHER
NO
ELECTRICAL
CONNECTION
FILAMENT
LAMP OR
BULB
LOUDSPEAKER
OR
TRANSFORMER
OR
VOLTMETER
V
AMMETER
A
CXC 22/G/SYLL 13
GENERATOR
76
GEN
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS (cont’d)
DESCRIPTION
GRAPHICAL SYMBOL(S)
DESCRIPTION
NOT
OR
AND
NOR
NAND
CXC 22/G/SYLL 13
77
GRAPHICAL SYMBOL(S)
RECOMMENDED MINIMUM EQUIPMENT LIST
(Recommended quantity per 25 candidates)
QUANTITY
ITEM
QUANTITY
ITEM
1.
12
Metre rule
22.
12
Double pulley
2.
12
Half metre rule
23.
1
Manometer
3.
12
Callipers
24.
1
12m length of transparent PVC tubing diameter = 3cm
4.
12
Vernier callipers
25.
8
Sets brass masses (1 x 10g;
2x20g; 1x50g; 1x100g)
5.
12
Micrometer screwgauge
26
12
Thermometer: 10C to 110C
6.
5
Top pan balance
27.
5
Clinical thermometer
7.
112
Spring balance (0 - 2.5)N
28.
1
Thermocouple
8.
1
Spring balance (0 - 10)N
29.
1
Ball and ring demonstration apparatus 9.
12
Stop watch (or clock)
30.
1
Bimetallic strip
10.
24
Retort stand and clamp/boss head
31.
20
Bunsen burner
11.
12
Pendulum bob
32.
12
Tripod stand and wire gauze
12.
5
Eureka/overflow can
33.
12
Beaker (100ml)
13.
2
34.
12
Beaker (250ml)
14.
12
Sets rectangular blocks of different materials having similar and different dimensions Knife edge (commercial or improvised) 35.
12
Beaker (400ml)
15.
12
Helical spring yielding 0.5N cm –1
36.
12
100 ml graduated measuring cylinder. Thread/String (as needed)
37.
6
1 metre length of glass tubing
(each 4mm internal diameter).
16.
17.
144
Straight (common) pin
38.
2
Glass funnel
18.
12
Set hook (stirrup) + set of slotted masses (10 x 100g)
39.
2
Sets rods of identical dimensions and different metals.
19.
2
Acceleration trolley
40.
1
Ripple tank and accessories
20.
1
Electronic timer
41.
1
Slinky spring
21.
12
Single pulley
42.
1
Bell jar, electric bell and vacuum pump apparatus.
43.
12
Pinboard (of softwood or cardboard or polystyrene).
CXC 22/G/SYLL 13
78
QUANTITY
ITEM
QUANTITY
ITEM
44.
1
Ray optics kit
61.
1
45.
100
Optical pins
62.
12
Variable resistors, commercial or improvised. 46.
12
Rectangular glass block
63.
2
Reel-resistance wire (bare) constantan (SWG 26)
47.
12
Right-angled triangular glass prism.
Equilateral triangular glass prism. 64.
2
Reel-resistance wire (bare) constantan (SWG 28).
12
Small d.c. motor (as from toy).
48.
1
Light pipe
65.
2
Sets assorted standard resistors.
49.
12
66.
12
Circuit key or switch.
50.
12
Converging lens-focal length 10 cm
Converging lens-focal length 15 cm
67.
12
Diodes
51.
5
Diverging lens- any focal length. 68.
0.5kg
Copper sulphate (CuSO4 5H20)
52.
12
Thin plane mirror (each
5cm x 8cm)
69.
1
Pair-copper electrodes (thick bare copper wire suitable)
53.
12
70.
1
Card-fuse wire.
54.
5
Power pack OR accumulator OR dry cells in holder or with soldered leads Reel-varnished or insulated copper wire SWG 24.
71.
1
110 V plug
55.
12
Ammeter (0 - 1)A
72.
1
220 V plug.
12
Voltmeter (0-5)V
73.
1
G.M. tube + electric accessories.
12
Analog Multimeter
74.
1
radioactive source.
56.
30
Doz. Crocodile clips
75.
1
radioactive source.
57.
5
Small screwdrivers
76.
1
radioactive source.
58.
1
Pair of pliers or wire cutter
77.
1
Set of aluminium and lead plates. 78.
1
Diffusion cloud chamber.
59.
24
2.5V (MES) torchlight electric lamp
79.
2
1 Set-identical dice.
60.
24
MES lamp holder
80.
2
Reel-PVC insulated connecting wire. CXC 22/G/SYLL 13
79
RESOURCES
Avison, J., Henry, D. and Neeranjan, D.
Physics for CSEC, United Kingdom: Nelson Thornes Limited,
2007.
Farley, A. and Trotz, C.
CXC Physics, Oxford: Macmillan Education, 2007.
Jackson, B. and Whiteley, P.
Physics for CSEC, Jamaica: Carlong Publishers (Caribbean)
Limited, 2007.
CXC 22/G/SYLL 13
80
GLOSSARY
WORD/TERM
DEFINITION/MEANINGS
NOTES
annotate
add a brief note to a label
{simple phrase of a few words only;
KC}
apply
use knowledge and principles to solve problems{make inferences and conclusions;
UK}
assess
present reasons for the importance of particular structures, relationships or processes
{compare the advantages and disadvantages or the merits and demerits of a particular structure, relationship or process; UK}
calculate
arrive at the solution to numerical problem {steps should be shown; units must be included; UK}
cite
quote or refer to
{KC}
classify
divide into groups according to observable characteristics {UK}
comment
state opinion or view with supporting reasons {UK}
compare
state similarities and differences
{an explanation of the significance of each similarity and difference stated may be required for comparisons which are other than structural; UK}
construct
use a specific format to make or draw a graph, histogram, pie chart or other representation using data or material provided or drawn from practical investigations, build (for example, a model) draw scale diagram
{such representation should normally bear a title, appropriate headings and legend; UK}
deduce
make a logical connection between two or more pieces of information; use data to arrive at a conclusion
{UK}
define
state concisely the meaning of a word or term {this should include the defining equation or formula where relevant;
KC}
CXC 22/G/SYLL 13
81
WORD/TERM
DEFINITION/MEANINGS
NOTES
demonstrate
show, direct attention to…
{KC}
derive
to deduce, determine or extract from data by a set of logical steps some relationship, formula or result
{this relationship etc. may be general or specific; KC}
describe
provide detailed factual information on the appearance or arrangement of a specific structure or the sequence of a specific process
{descriptions may be in words, drawings or diagrams or any appropriate combination.
Drawings or diagrams should be annotated to show appropriate detail where necessary; KC}
determine
find the value of a physical quality
{UK}
design
plan and present, with appropriate practical detail
{where hypotheses are stated or when tests are to be conducted, possible outcomes should be clearly stated the way in which data will be analyzed and presented; XS}
develop
expand or elaborate on an idea or argument with supporting reasons
{KC/UK}
differentiate or state or explain briefly those differences distinguish between or among items which can be
(between or among) used to define the items or place them into separate categories
{KC}
discuss
present reasoned argument; consider points both for an against; explain the relative merits of a case
{UK}
draw
make a line representation of apparatus which shows accurate relationship between the parts
{A diagram is a simplified representation showing the relationship between components;
KC/UK}
estimate
make an judgement {UK}
evaluate
weigh evidence and make judgements based on given criteria
CXC 22/G/SYLL 13
approximate
quantitative
82
{the use of logical supporting reasons for a particular point of view is more important than the view held; usually both sides of an argument should be considered;
UK}
WORD/TERM
DEFINITION/MEANINGS
NOTES
explain
give reasons, based on recall, to account for {KC}
find
locate a feature or obtain as from a graph
{UK}
formulate
devise a hypothesis
{UK}
identify
name or point out specific components or features {KC}
illustrate
show clearly by using appropriate examples or diagrams, sketches
{KC/UK}
investigate
use simple systematic procedures to observe, record data and draw logical conclusions {XS}
label
add names to identify structures or parts indicated by pointers
{KC}
list
itemise without detail
{KC}
measure
take accurate quantitative readings using appropriate instruments
{XS}
name
give only the name of
{no additional required; KC}
note
write down observations
{XS}
observe
pay attention to details which characterise reaction or change taking place; to examine and note scientifically
{observations may involve all the senses or extensions of them but would normally exclude the sense of taste; XS}
plan
prepare to conduct an exercise
{XS}
predict
use information provided to arrive at a likely conclusion or suggestion possible outcome {UK}
record
write an accurate description of the full range of observations made during a given procedure {this includes the values for any variable being investigated; where appropriate, recorded data may be depicted in graphs, histograms or tables; XS}
CXC 22/G/SYLL 13
83
information
is
WORD/TERM
DEFINITION/MEANINGS
NOTES
relate
show connections between; explain how one set of facts or data depend on others or are determined by them
{UK}
sketch
Make a simple freehand diagram showing relevant proportions and any important details {KC}
state
provide factual information in concise terms omitting explanations
{KC}
suggest
Offer an explanation deduced from information provided or previous knowledge. (... an hypothesis; provide a generalisation which offers a likely explanation for a set of data or observations.) {no correct or incorrect solution is presumed but suggestions must be acceptable within the limits of scientific knowledge; UK}
test
to find out following set procedures
{XS}
KEY TO ABBREVIATIONS
KC
UK
XS
-
Knowledge and Comprehension
Use of Knowledge
Experimental Skills
Western Zone Office
12 June 2013
CXC 22/G/SYLL 13
84
CARIBBEAN EXAMINATIONS COUNCIL®
Caribbean Secondary Education Certificate
(CSEC)®
PHYSICS
Specimen Papers and Mark Schemes/Keys
Specimen Papers:
Paper 01
Paper 02
Paper 03/2
Mark Schemes/Keys:
Paper 02
Paper 03/2
TEST CODE
01238010
FORM 01238010/SPEC
CARIBBEAN EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER
Paper 01 – General Proficiency
75 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY
1.
This paper consists of 60 items. You will have 75 minutes to answer them.
2.
In addition to this test booklet, you should have an answer sheet.
3.
Each item in this test has four suggested answers, lettered (A), (B), (C) and (D). Read each item you are about to answer and decide which choice is best.
4.
On your answer sheet, find the number which corresponds to your item and shade the space having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
The SI unit of length is the
Sample Answer
(A)
(B)
(C)
(D)
metre newton second kilogram A
B C D
The best answer to this item is “metre”, so answer space (A) has been shaded.
5.
If you want to change your answer, erase it completely and fill in your new choice.
6.
When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, omit it and go on to the one. You can return later to the item omitted. You score will be the number of correct answers produced.
7.
You may do any rough work in the booklet.
8.
Figures are not necessarily drawn to scale.
9.
The use of silent electronic calculators is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO
Copyright © 2012 Caribbean Examinations Council
All rights reserved
01238010/SPEC 2012
2
1.
Which of the following is a vector quantity? (A)
(B)
(C)
(D)
2.
4.
Item 4 refers to the lamps below.
Mass
Density
Moment
Momentum
Which arrangement gives the greatest resultant force acting on the block?
The most stable lamp is
(A)
(B)
(C)
(D)
5.
3.
(A)
(B)
(C)
(D)
Biomass
Wind
Natural Gas
Sun
01238010/SPEC 2012
Which of the following is MOST suitable for measuring the diameter of a wire? (A)
(B)
(C)
(D)
Which of the following is a nonrenewable energy source?
6.
P
Q
R
S
Metric rule
Tape measure
Vernier calipers
Micrometer screw gauge
Which of the following is the correct SI unit for pressure?
(A)
(B)
(C)
(D)
Joule (J)
Pascal (Pa)
Newton-metre (Nm)
Newton per metre (Nm-1)
GO ON TO THE NEXT PAGE
3
7.
A vehicle with a uniform velocity of
10ms-1 is represented by which of the following graphs?
11.
Acceleration can be defined as the rate of change of
(A)
(B)
(C)
(D)
12.
8.
Which of the following is NOT a vector quantity? (A)
(B)
(C)
(D)
9.
13.
velocity acceleration displacement momentum A cyclist riding down a hill applies his brakes and eventually comes to rest at the bottom of the hill. Which of the following energy changes takes place? (A)
(B)
(C)
(D)
Potential kinetic
Potential kinetic heat
Kinetic potential heat
Potential kinetic chemical
01238010/SPEC 2012
Which of the following does the pressure of a fluid depend?
I.
II.
III.
The depth of the fluid
The density of the fluid
The acceleration due to gravity (A)
(B)
(C)
(D)
I only
II only
I and II only
I, II and III
The period of a simple pendulum depends on
(A)
(B)
(C)
(D)
Force is directly proportional to
(A)
(B)
(C)
(D)
10.
Mass
Force
Velocity
Acceleration
14.
velocity energy momentum displacement The length of the string
The mass of the bob
The initial displacement
The stop watch used
An aeroplane is travelling at a constant speed at an altitude of
1000 m above sea level. Which of the following is TRUE?
(A)
(B)
(C)
(D)
Its kinetic energy is increasing
It has kinetic energy only
It has potential energy only
It has both potential and kinetic energy
GO ON TO THE NEXT PAGE
4
15.
Which of the following is TRUE of a body in equilibrium.
I.
II.
III.
(A)
(B)
(C)
(D)
16.
17.
The sum of the forces in one direction is equal to the sum of the forces in the opposite direction The sum of the clockwise forces is equal to the sum of the anticlockwise forces
The sum of the clockwise moments is equal to the sum of the anticlockwise moments
8 x 102 kg m-3
8 x 10-2 kg m-3
2 x 102 kg m-3
1.25 x 10-3 kg m -3
When liquid in a puddle evaporates its temperature changes. How does the temperature of the liquid change and why? Temperature
I only
II only
I and III only
I, II and III
400 kg of methylated spirit occupies a volume of 0.50 m3. What is its density? (A)
(B)
(C)
(D)
18.
19.
(A)
decreases
(B)
decreases
(C)
increases
(D)
increases
Reason less energetic molecules leave the liquid more energetic molecules leave the liquid less energetic molecules leave the liquid more energetic molecules leave the liquid
Which scientist successfully showed the relationship between heat and mechanical work?
(A)
(B)
(C)
(D)
Joule
Einstein
Rumford
Watts
What is the gain in gravitational potential energy of a body of weight
2000 N as it rises from a height of 20 m to a height of 25 m above the earth’s surface?
(A)
(B)
(C)
(D)
400 J
1 000 J
10 000 J
20 000 J
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
5
20.
A thermostat used in a domestic iron is made from a bimetallic strip comprising of a strip of iron and a strip of brass as shown below. brass 23.
(A)
(B)
iron
(C)
The strip is heated and the brass expands more than the iron.
The shape the strip becomes:
(A)
(B)
(C)
(D)
Bubbles of gas rising from a scuba diver below the surface of the sea increase in size as they rise to the surface. Their size increase is because
(D)
24.
Water pressure on the bubbles decreases Water pressure on the bubbles increases Atmospheric pressure on the bubble decreases
Atmospheric pressure on the bubbles increases
The clinical thermometer is designed so that it is very sensitive to small changes in temperature.
Which of the following features should it have?:
(A)
21.
The name given to the amount of energy needed to raise the temperature of 1kg of iron by 1 K is
(B)
(A)
(B)
(C)
(D)
(D)
(C)
latent heat heat capacity specific latent heat specific heat capacity
25.
22.
Sharon painted half the roof of her dog house white and the other half black.
She noticed that the half painted black dried quicker than the half painted white. The property that BEST explains why the half painted black dried quicker is that dark bodies are better
(A)
(B)
(C)
(D)
insulators. heat absorbers reflectors of heat conductors of heat
01238010/SPEC 2012
A thick-walled bulb and a wide bore
A thin walled bulb and a wide bore A thin-walled bulb and a narrow bore
A thick-walled bulb and a narrow bore
In a YouTube video, Mr. Lee and his students heat a metal drum which is then capped and dumped into a tub of cold water. The video shows that the drum is crushed.
The gas law that BEST explains this observation is due to
(A)
(B)
(C)
(D)
Boyle’s
Charles’
Pressure
Combined Gas
GO ON TO THE NEXT PAGE
6
26.
An electronic air conditioner maintains the temperature of the inside of an office building at 24oC.
Which of the following measures could noticeably reduce the electricity bill? 28.
Reducing the temperature to
21oC
II. Hanging curtains at the window
III. Painting the roof of the building with aluminum paint
27.
I only
I and II only
II and III only
I, II and III
Item 27 refers to the diagram below.
(A)
(B)
(C)
(D)
29.
(B)
In the diagram above, P, Q, R and S are identical containers containing water of masses m, 2m, 3m and 4m respectively at the temperatures indicated. Which of the following must lose the most energy to cool down to 10 o C?
P
Q
R
S
(C)
(D)
30.
1.3
30
0.5 kPa
1.6 kPa
1.9 kPa
2.3 kPa
thunder is produced after the lightning light can pass through a vacuum but sound cannot the speed of light is much faster than the speed of sound sound is reflected by the clouds several times before it reaches the ear.
The list of electromagnetic waves in order of DECREASING wave length is
(A)
(B)
(C)
(D)
01238010/SPEC 2012
Volume/cm3
40
Lightning is seen several seconds before thunder is heard because
(A)
(A)
(B)
(C)
(D)
Pressure/kPa
1.0
The table shows two pairs of readings taken from an experiment to investigate
Boyle’s law. Which of the values below is MOST likely to be the measured pressure if the volume is reduced to 20 cm3?
I.
(A)
(B)
(C)
(D)
Item 28 refers to the following table.
Xrays, ultraviolet, infrared, microwaves Xrays, infrared, ultraviolet, microwaves Microwaves, ultraviolet, infrared, x rays
Microwaves, infrared, ultraviolet, x-rays. GO ON TO THE NEXT PAGE
7
Item 31 refers to the following diagram
Item 34 refers to the following diagram
x
air paraffin 28
34.
31.
A ray of light passes from paraffin into air at an angle of incidence of 280. If the refractive index of paraffin is 1.44, the value of sin x0 is
(A)
(B)
(C)
(D)
(A)
(B)
From the diagram above, a real image is produced with a converging lens when the object is located
1.44 x sin 280
(C)
35.
(D)
When Young’s Double Slit experiment is conducted, it is expected to show
(A)
(B)
(C)
Item 32 refers to the following diagram
(D)
32.
Which shows a ray of light passing through a diverging lens?
(A)
(B)
(C)
(D)
33.
At F only
At 2F only
Between F and infinity
Between the optical centre and
II only
I and II only
I and III only
I, II and III
36.
That light can bend
A series of dots on a screen
That light travels in a straight line Interference patterns on a screen “Pitch” and “loudness” refer respectively to
(A)
(B)
(C)
(D)
Amplitude and frequency
Frequency and amplitude
Wavelength and speed
Speed and wavelength
The refractive index for light traveling from air to glass is
I.
II.
III.
(A)
(B)
(C)
(D)
II only
I and II only
II and III only
I, II and III
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
8
Item 37
refers to the following diagram.
Item 39 refers to the following diagram, which shows two resistors, R1= 6.0 and R2
= 4.0, in parallel.
39.
37.
A lady faces a plane mirror which is
5.0 m away from her. She views the image of a vase, which is 0.5 m in front of her. How far from her is the image of the vase?
(A)
(B)
(C)
(D)
38.
(A)
(B)
(C)
(D)
40.
4.5 m
5.5 m
9.0 m
9.5 m
A transformer was connected to a
100 V supply and the output measured and found to be 10 V, 0.5 A. The primary current was
0.005 A
0.05 A
0.5 A
5.0 A
Item 41 refers to the truth table below
A
0
0
1
1
200 m
250 m
400 m
800 m
41.
B
0
1
0
1
C
1
1
1
0
The logic gate that gives the above output is
(A)
(B)
(C)
(D)
01238010/SPEC 2012
1.2 A
1.8 A
2.7 A
3.0 A
(A)
(B)
(C)
(D)
A transmitter emits radio waves of frequency 750 kHz. If the velocity of electromagnetic waves is 3 x 108 m s-1, what is the wavelength of the transmission? (A)
(B)
(C)
(D)
What is the current in R1 if the current in R2 is 1.8A?
OR
AND
NOR
NAND
GO ON TO THE NEXT PAGE
9
42.
If in a transformer, NS is greater than
NP, then the transformer is a
(A)
(B)
(C)
(D)
43.
44.
46.
48.
49.
β-rays γ- rays
X-rays
Light rays
Marie Curie
Isaac Newton
Albert Einstein
Ernest Rutherford
For any TWO consecutive elements in the periodic table the first element has one less
(A)
(B)
(C)
(D)
proton electron neutron neutrino 01238010/SPEC 2012
Electrons
Nucleus
Neutrons
Electrical forces
The atomic number and the mass number of an atom are 50 and 120 respectively. This means that in the atom there are
(A)
(B)
(C)
(D)
50.
vanishes increases decreases remains constant
What did the Geiger-Marsden experiment establish as being present in the atom?
(A)
(B)
(C)
(D)
Which of the following scientists discovered the relationship E = mc2?
(A)
(B)
(C)
(D)
For a radioactive substance with a particular half-life, as time increases, the radioactive substance
(A)
(B)
(C)
(D)
Current
Voltage
Resistance
Power
A magnetic field can be used to deflect the path of
(A)
(B)
(C)
(D)
45.
Smoothing transformer
Step – up transformer
Alternating transformer
Step-down transformer
Which of the following quantities is constant in a parallel circuit?
(A)
(B)
(C)
(D)
47.
120 protons
120 neutrons
70 protons and 50 neutrons
50 protons and 70 neutrons
On Sunday, the corrected count rate of a radioactive source was 240 counts per second. Exactly two days later, the count rate had fallen to 120 counts per second. After exactly four more days (on Saturday), the count rate in counts per second was
(A)
(B)
(C)
(D)
zero
24
30
60
GO ON TO THE NEXT PAGE
10
51.
When a polythene rod is rubbed with a cloth, it becomes
(A)
(B)
(C)
(D)
52.
The role of a transformer in an electrical circuit is to
(A)
(B)
(C)
(D)
53.
Positively charged by losing electrons Positively charged by gaining protons Negatively charged by losing electrons Negatively charged by gaining electrons alter the voltage alter the frequency convert alternating current to direct current convert direct current to alternating current
54.
Fleming’s left hand rule associates a quantity with each finger shown in the diagram below. The correct
ORDER of the quantities labelled i, ii and iii is
(A)
(B)
(C)
(D)
Current, Force, Field
Field, Current, Force
Field, Force, Current
Force, Field, Current
Which of the following materials are conductors? I.
II.
III.
Wood
Gold
Graphite
(A) I and II only
(B) I and III only
(C) II and III only
(D) I, II and III
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
11
55. A student requires a circuit to measure the resistance of a resistor. Which of the circuits below is correctly connected?
Item 56 refers to the following circuit.
(A)
(B)
56. In the circuit shown above, which lamps will be lit when the switch is closed?
(C)
(A)
(B)
(C)
(D)
R only
T, Q and R
T and Q only
T and R only
Item 57 refers to the following diagram which shows a coil carrying a current and wrapped around wooden cylinder.
(D)
57. Which row of the table below shows the magnetic field directions at x, y and z?
x
y
z
(A)
(B)
(C)
(D)
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
12
60.
58.
Which of the following is NOT
TRUE when a magnet is moved relative to a coil?
I.
II.
III.
(A)
(B)
(C)
(D)
The greater the number of turns in the coil, the smaller the induced e.m.f.
The faster the magnet moves relative to the coil, the greater the induced e.m.f.
The stronger the magnetic field, the greater the induced
e.m.f.
I only
II only
III only
II and III only
Item 59 refers to the diagram below.
59.
In the electric field diagram above the charges labelled A and B are
(A)
(B)
(C)
(D)
Positive and positive
Negative and positive
Negative and negative
Positive and negative
01238010/SPEC 2012
The radioactive decay of an isotope of
Radon is represented by the equation
+
The values of a and b are respectively
(A)
(B)
(C)
(D)
a
216
216
220
220
b
88
84
84
83
CARIBBEAN EXAMINATION COUNCIL
SECONDARY EDUCATION CERTIFICATE
PHYSICS SPECIMEN PAPER 2012
Item
Specific Objective
Key
Item
Specific
Objective
Key
1
A2.1
D
31
C4.10
B
2
A.2.3
A
32
C5.1
C
3
A5.5
C
33
C4.10
A
4
A3.12
A
34
C5.3
C
5
A1.9
D
35
C4.2
D
6
A6.1
B
36
C2.2
B
7
A4.2
A
37
C4.5
D
8
A2.1
A
38
C1.2
C
9
A4.4
B
39
D4.11
A
10
A5.10
B
40
D7.16
B
11
A4.1
A
41
D5.4
D
12
A6.1
C
42
D7.14
B
13
A1.2
A
43
D4.11
B
14
A5.6
D
44
E3.5
A
15
A3.9
C
45
E3.12
C
16
A 1.10
A
46
E2.6
A
17
A5.7
C
47
E3.10
C
18
B3.7
B
48
E1.2
B
19
B1.2
A
49
E2.4
D
20
B2.8
B
50
E3.10
C
21
B3.1
D
51
E1.1
D
22
B4.5
B
52
D7.14
A
23
B2.11
A
53
D2.1
C
24
B2.3
C
54
D7.6
D
25
B2.11
B
55
D4.1
C
26
B4.6
C
56
D4.2
D
27
B3.2
B
57
D7.2
B
28
B2.11
C
58
D7.11
A
29
C2.3
C
59
D1.4
D
30
C3.2
D
60
E3.6
B
TEST CODE 01238020
FORM 01238020/SPEC
CARIBBEAN EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER
Paper 02 – General Proficiency
2 hours and 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of SIX questions in two sections. Answer ALL questions.
2.
For Section A, write your answers in the spaces provided in this booklet.
3.
For Section B, write your answers in the spaces provided at the end of each question, in this booklet.
4.
All working MUST be CLEARLY shown.
5.
The use of non-programmable calculators is permitted, but candidates should note that the use of an inappropriate number of figures in answers will be penalized. 6.
Mathematical tables are provided.
Copyright © 2012 Caribbean Examinations Council ®
All rights reserved.
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
2
01238020/CSEC/SPEC/2012
SECTION A
Attempt ALL questions
You MUST write your answers in this answer booklet.
1. Rihanna, a student, carried out an experiment to investigate the properties of a spring. The results of the variation of the length of the spring with load, is shown in Table 1.
TABLE 1
Load (N)
Length (mm)
(a)
4.0
18.4
8.0
20.5
12.0
22.4
16.0
24.3
20.0
26.4
24.0
28.5
On the grid provided on page 3, plot the graph of Length (mm) against Load (N).
(7 marks)
(b)
Calculate the slope, P, of the graph.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
(c)
Given that the spring constant equal
, calculate the spring constant stating its units.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(d)
Use your graph to determine the spring’s length when the load is 0N.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
(1 mark)
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01238020/CSEC/SPEC/2012
3
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
4
(e)
What mass must be placed on the spring to produce an extension of 9mm?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(7 marks)
(f)
State THREE precautions Rihanna would have taken to ensure the accuracy of the readings and to prevent damage to the spring.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(3 marks)
Total 25 marks
2. (a)
Draw a circuit with three resistors in parallel across a two-cell battery. Include an ammeter in the circuit so that its reading is the total current in the circuit.
(3 marks)
(b)(i) Give the equation relating resistance, voltage and current. State the unit for resistance. ________________________________________________________________________
________________________________________________________________________
(2 marks)
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
5
(ii) Explain whether or not an ammeter should have a high resistance?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(c)(i) If the three resistors in 2(a) are each 2Ω, what is the total effective resistance in the circuit?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(ii)
The voltage supplied by the two-cell battery is 3V. What is the reading on the ammeter? ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(3 marks)
(iii)
If the ammeter is replaced by one which has a resistance of 3 Ω, calculate the new reading.
(3 marks)
Total 15 marks
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
6
3. (a)
Distinguish between the mode of propagation of transverse waves and longitudinal waves. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(b)
Give ONE example of EACH of the following waves:
Longitudinal: ___________________________________________________________
Transverse:______________________________________________________________
(2 marks)
(c)
Define the following terms:
(i) wavelength
_______________________________________________________________________
_______________________________________________________________________
(ii) frequency
________________________________________________________________________
________________________________________________________________________
(iii) amplitude
________________________________________________________________________
________________________________________________________________________
(3 marks)
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
7
(d) (i) Draw a wave of wavelength 6 cm using the axes provided in Figure 1.
Displacement (cm)
2
4
6
8
10
12
Distance (cm)
Figure 1
(2 marks)
Displacement x(cm) Figure 2 shows a displacement-time graph of a small Styrofoam cup floating, in the path of water wave in a pond.
6
4
2
0
-2 0
-4
-6
2
4
6
8
10
Time t (s)
Figure 2
(ii)
Use the graph in Figure 2 to determine the frequency of the wave.
(3 marks)
(iii)
Use the graph to determine the amplitude of the wave.
(1 mark)
(e)
Give ONE example of the use of waves in each of the following:
Medical testing _________________________________________________________________
Industry _______________________________________________________________________
(2 marks)
Total 15 marks
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
8
SECTION B
Attempt ALL questions
You MUST write your answers in the space provided after each question.
4.
(a)
(b)
A typical lap top computer operates on 18 V d.c. As a result, to safely power a lap top from 120V a.c. domestic mains, a specialized power cable must be used.
(i)
State the TWO essential components that must be included in this specialized cable. (2 marks)
(ii)
Sketch TWO separate graphs to show the variation of voltage vs. time of a
120 V a.c. domestic mains and the output of the specialized power cable.
Assume that the power cable is only able to accomplish wave rectification.
(4 marks)
An electric kettle is connected to an alarm that sounds whenever the kettle is switched on and the lid is left open or the water level is below the heating element.
Figure 3 shows the circuit that controls the electric kettle’s alarm.
Logic gate
L
Lid Sensor
1 = Open
0 = Closed
A
Power Supply M
120V
1 = On
0 = Off
N
Level Sensor
1 = Level below heating element
0 = Level above heating element
Outputs
X
Logic gate
Output
C
Y
Z
Alarm
B
Logic gate
Figure 3
(i)
What are points L, M and N collectively called?
(1 mark)
(ii)
What logic gate(s) should be placed at A, B and C?
(3 marks)
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
9
(iii)
The table below shows the inputs for a truth table. In the space provided for your answers, complete the truth table to show outputs at X, Y and Z that satisfies the condition that will make the alarm sound.
L
0
0
0
0
1
1
1
1
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
(3 marks)
(c)
Discuss ONE way in which lap top computers have evolved into a versatile tool of communication. (2 marks)
Total 15 marks
Write the answer to Question 4 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
10
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(b) (iii)
L
0
0
0
0
1
1
1
1
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
X
Output
Y
Z
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
11
5
(a)
(b)
(i)
Describe an experiment to compare the ranges of α, β and γ emissions.
(5 marks)
(ii)
Which of these emissions would not be deflected by strong electric or magnetic fields? (1 mark)
(i)
24
Na is a beta emitter. It decays to Mg with a half-life of 15 hours. Write a nuclear equation for the decay of 2411Na.
11
(3 mark)
(ii)
A sample contains 24g of 2411Na. How long would it take for 21g to decay?
(4 mark)
(iii)
Discuss ONE safety measure necessary when handling a sample of 2411Na.
(2 marks)
Total 15 marks
Write the answer to Question 5 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
12
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
13
6
(a)
(i) Define the term specific latent heat of vaporisation.
(2 marks)
(ii) Identify THREE processes that require specific latent heat.
(3 marks)
(b)
An electric kettle is rated at 1500W. It takes 98s to bring water originally at 30oC to 100oC.
(i)
Describe the energy change that takes place in the kettle.
(1 mark)
(ii)
How much energy is supplied by the kettle in the given time?
(3 marks)
(iii)
Calculate the specific heat capacity of the water.
(3 marks)
(iv)
0.1 Kg of water is converted to steam when the kettle is left on for an additional 150s. Calculate a value for the specific latent heat of vaporisation of steam.
(3 marks)
Total 15 marks
Write the answer to Question 6 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
14
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
END OF TEST
01238020/CSEC/SPEC/2012
01238020/SPECIMEN PAPER/MS/2012
C A R I B B E A N
E X A M I N A T I O N S
CARIBBEAN SECONDARY EDUCATION
EXAMINATION
CERTIFICATE
PHYSICS
SPECIMEN PAPER
PAPER 02 – GENERAL PROFICIENCY
MARK SCHEME
2012
C O U N C I L
01238020/MS/SPEC/2012
2
Question
1 P2
MARK SCHEME
1 (a)
L-Label axes
A-correct Axes Length on y-axis and load on x-axis S-scales
P-Plots
6-5 correct -3
4-3 correct -2
2-1 correct -1
(1)
Best fit line
(1)
Large ∆
Correct read offs = gradient formula =
Answer = 0.55 ± 0.05 mmN-1
(1)
(1)
(1)
(1)
(1)
Spring’s constant =
(1)
(b)
(c)
=
= 1.81 Nmm-1
(d)
Spring’s length = 16.3 mm
KC
SP. OBJ
XS
(1)
(1)
7
(1)
(1)
(e)
Original length = 16.3 mm
New Length of spring = Original length + Extension
= 16.3 mm + 9 mm
= 25.3 mm
UK
(1)
(1)
(1)
3
2
2
1
01238020/MS/SPEC/2012
3
Question 1
Cont’d
(e) c’td
(f)
MARK SCHEME
KC
Corresponding Load = 17.5 N
Load = mg
17.5 = m.10 m = m = 1.75 Kg
UK
XS
(1)
(1)
(1)
7
(1)
(i)
Avoid the error of parallax by reading the scale accurately.
(ii) Do not overload the spring to prevent permanent damage.
(iii) Add loads when the system comes to rest.
(iv) Take measurements when the system comes to rest.
(1)
(1)
(1)
3
(1)
Any 3: 1 mark each.
SP. OBJ
A 1.4, 1.5, 3.13
Total
3
12
10
01238020/MS/SPEC/2012
4
Question 2
MARK SCHEME
KC
2a.
b (i)
(ii)
(c) (i)
(ii)
UK
3
Resistance = V/I.
The unit of resistance is the Ohm[Ω].
(1)
It must offer no resistance to current flow - the circuit must function as if the ammeter is not in the circuit.
(1)
1/RT
1/RT
1/RT
RT =
(1)
= 1/R1 + 1/R2 + 1/R3
= ½ + ½ + ½
= 3/2
2/3Ω or 0.67 Ω
2
2
(1)
2
(1)
(1)
V = IR
I = V/R
(1)
=
3
(1)
(1)
(iii)
SP. OBJ
RT = 3Ω + 0.67Ω = 3.67Ω
I = 3V/3.67Ω
= 0.82A
D 4.7, 4.9
(1)
(1)
(1)
Total
3
7
8
XS
01238020/MS/SPEC/2012
5
Question 3
(a)
(b)
(c) (i)
MARK SCHEME
For propagation of transverse waves, the displacement of the medium is perpendicular to the direction of motion while for propagation of longitudinal waves, the displacement of the medium is parallel to the propagation of the wave. KC
Examples: transverse wave - electromagnetic / water waves
1
Longitudinal wave - sound waves
1
Wavelength: The distance between successive crests or troughs of a wave
1
Frequency: Number of waves per unit time
1
Amplitude: the wave
1
UK
1
1
(ii)
(iii)
(d) (i)
This is the maximum displacement of
displacement (cm)
2
2
4
6
8
10
12
distance(cm)
1 mark for general sinusoidal shape
1 mark for crossing at 3 cm and ending on 6 cm
(ii)
Frequency = Number of waves / time = 1 / 4 f = 0.25 /seconds
3
(1)
(1)
(1) marks for equation, substitution, correct answer
(iii)
(e)
Amplitude of the wave = 4 cm
(1)
Example in medical testing: ultrasound in prenatal care
(1)
1
2
SP. OBJ
Example in industry: testing of materials for defects (1)
C 1.1,1.2,2.5
Total
7
8
XS
01238020/MS/SPEC/2012
6
Question 4
(a) (i)
(ii)
MARK SCHEME
1 mark for stating: Transformer
KC
1
1 mark for stating:
Semiconductor rectifiers, or diodes
1
1 mark for sketching a sinusoidal waveform
1 mark for indicating peak values at 120V
UK
2
V
+120
t
120
1 mark for sketching a
-waveform
1 mark for indicating peak values at +18V or
18V
e.g.
V
+18
t
18
or
V
+18
t
18
2
XS
01238020/MS/SPEC/2012
7
Question 4
Cont’d
(b) (i)
(ii)
MARCH SCHEME
KC
1 mark for stating: L, M and N are inputs
UK
1
1 mark for stating: A is an AND gate
1 mark for stating: B is an AND gate
3
1 mark for stating: A is an OR gate
(iii)
1 mark for correctly completing the outputs of X using gates the student suggested in
(b) (ii)
1 mark for correctly completing the outputs of Y using gates the student suggested in
(b) (ii)
3
1 mark for correctly completing the outputs of Z using gates the student suggested in
(b) (ii)
THE TRUTH TABLE FOR THE COMBINATION OF THE
LOGIC GATES IN b(ii) IS SHOWN BELOW.
L
0
0
0
0
1
1
1
1
(c)
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
X
0
0
0
0
0
0
1
1
Output
Y
0
0
0
1
0
0
0
1
Z
0
0
0
1
0
0
1
1
2 marks for stating two or more points from the list below:
1 mark for stating one point from the list below:
Lap tops have become lighter.
Lap tops have become faster.
Built-in video camera and microphones are standard in lap tops.
XS
01238020/MS/SPEC/2012
8
Question 4
Cont’d
MARKSCHEME
KC
UK
6
2
9
SP. OBJ
They can connect to the internet from locations where internet is available wirelessly. Laptops are more efficient
Online communication/games/facebook/social Or any other acceptable response
D 5.1, 5.2, 5.4, 5.5, 5.6
Total
XS
01238020/MS/SPEC/2012
9
Question 5
(a)(i)
KC
UK
States/list equipment used:
2
, , and source;
Detector: GM tube or Cloud Chamber
Metre rule;
(2)
(1)
(0)
States all three (2)
States any 2 (1)
States none (0)
Procedure of experiment
Places GM tube in front of source, or: Places source inside cloud chamber;
Moves GM tube away from source until no radiation is detected, or: Observes/identifies tracks formed inside chamber
Measures distance between GM tube and source, or:
Measures length of tracks
(ii)
(b)(i)
(ii)
Identifies radiation is undeflected
(1)
3
(1)
(1)
(1)
1
Beta-decay equation: a g
(1) ; g (2) [1 for Mg and 1 for atomic number and atomic mass]
Length of time:
Identifies/calculates that sample remains:
3
of the
(1)
of
(1)
gra s gra s
Identifies/calculates that
4
sample remains:
Identifies/calculate that 3 half
(1)
lives have elapsed: ( )
(iii)
Sp. Obj
Calculates length of time:
=
rs ours Discussion of safety measure
States 1 appropriate safety
Measure
Presents reasoned argument why safety measure must be observed argument reasoning
E, 3.3; 3.4; 3.5; 3.6; 3.10
(1)
(1)
2
(1)
(1)
6
9
XS
01238020/MS/SPEC/2012
10
KC
Question 6
(a) (i)
(ii)
(b)
(i)
(ii)
Heat required to change the unit mass of a liquid to a gas (1) without a temperature change (1).
2
melting,
3
boiling,
evaporation
electrical
Energy supplied
heat
= Pt
(iv)
SP.OBJ
1
(1)
(1)
(1)
3
(1)
(1)
(1)
3
Pt = ml
(1)
1500 x 150 = 0.1 x l
(1)
S.l.h.of vaporisation,l = 2 250 000 JKg-1 (1)
3
= 1500 x 98
= 147 000 J
(iii)
UK
Heat energy = mcΔθ
147 000 = 0.5 x c x 70
Specific heat capacity,c = 4200J KgoC
A 5.10, 5.11; B3.1 - 3.3; B3.5 - 3.7
Total
6
9
XS
TEST CODE
01238032
FORM 01238032/SPEC
CARIBBEAN
EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER 2012
Paper 032 – General Proficiency
2 hours 10 minutes
READ TH E F O LLOWING DIR ECTIO NS CAR EF ULLY
1.
You MUST use this answer booklet when responding to the questions. For each question, write your answer in the space provided and return the answer booklet at the end of the examination. 2.
ALL WORKING MUST BE SHOWN in this booklet, since marks will be awarded for correct steps in calculations.
3.
Attempt ALL questions.
4.
The use of non-programmable calculators is allowed.
5.
Mathematical tables are provided.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO
Copyright © 2012 Caribbean Examinations Council ®
All rights reserved
01238032/SPEC 2012
2
1.
In this experiment you are required to investigate the period of a pendulum made from paperclips. The paperclips provided are to be linked together, in a chain, and swung as a single pendulum, as shown below in Figure 1.The period of the pendulum, T, depends on the number of paperclips, n, linked together.
Figure 1
It is suggested that the relationship between T and n is
where k is a constant.
Describe how you would use the paperclips provided to test this theory for n = 3, 6 and 9.
Include in your answer:
(a) The steps taken in obtaining your results
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(6 marks)
01238032/SPEC 2012
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3
(b) A record of the measurements
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(5 marks)
(c) Calculations
(7 marks)
(d) Two possible sources of error and the precautions taken
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
01238032/SPEC 2012
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4
(e) Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
Total 24 marks
2.
Table 1 shows the relationship between the temperature, T, of the measuring junction of a thermocouple and the thermocouple emf, E, that is measured by a millivoltmeter.
Table 1
Thermocouple emf E (mV)
0.1
0.4
0.7
1.0
1.4
1.8
Temperature T (C)
44
118
163
202
247
293
(a)
(b)
(i)
Plot on page 5, a graph of the thermocouple emf, E, against Temperature, T.
Draw your BEST straight line.
(7 marks)
(ii)
Find the slope S of the graph.
(i)
(6 marks)
Using the graph determine T0, the temperature at which the thermocouple emf E = 0 mV
(1 mark)
Total 14 marks
01238032/SPEC 2012
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5
01238032/SPEC 2012
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6
3.
In an examination question about refraction, a student draws the diagram below and writes:
“If angle i is doubled, angle r will also be doubled”
Ray
Box
i
Rectangular
Block
r
Plan and design an experiment to investigate the student’s statement.
Your design must include:
(a)
A clear objective/aim
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
01238032/SPEC 2012
GO ON TO NEXT PAGE
7
(b)
A list of equipment used
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(c)
Clear procedures in an appropriate sequence
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
(d)
A statement/explanation of the manipulation of the data collected;
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
(e)
A precaution taken during investigation;
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
01238032/SPEC 2012
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8
(f)
One possible limitation of your design.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 marks)
Total 10 marks
01238032/SPEC 2012
01238032/SPECIMEN PAPER/MS/2012
C A R I B B E A N
E X A M I N A T I O N S
CARIBBEAN SECONDARY EDUCATION
EXAMINATION
CERTIFICATE
PHYSICS
SPECIMEN PAPER
PAPER 032 – GENERAL PROFICIENCY
MARK SCHEME
2012
C O U N C I L
-201238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question No. 1
Mark Scheme
(a)
Method:
Pendulum set in motion with small angle of swing (1)
Started count simultaneously with stopwatch (1)
Measured time for X swings
(1)
Repetition
(1)
Repeat with 6 and 9 paperclips
(1)
Use of English - tense
(1)
(b)
Table:
Neat table
Headings with units for each column
(c)
(e)
Sp. Obj
Consistent sig. fig. time column period column
UK
XS
6
(1)
(2)
(1)
(1)
5
Calculations
(d)
KC
Average time for each length
Period
k for each set
(1)
(3 x 1)
(3 x 1 )
Possible Sources of error
Timing
Angle of release
(1)
(1)
Precautions
Repetition
Small displacement
(1)
(1)
Conclusion
Relates to aim
Valid
(1)
(1)
A 1.2, 1.7, 1.8, 1.9
Total
7
2
2
1
1
8
16
-301238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question
No. 2
(a) (i)
MARK SCHEME
KC
L-Label axes
A-Correct orientation of axes
S-Scales
P-Plots:
UK
(1)
(1)
(1)
(3)
6 – 5 correct – 3
4 – 3 correct – 2
2 – 1 correct – 1
(a) (ii)
(b)
Sp. Obj
7
Best line
(1)
Large
Correct read offs
Gradient formula =
Answer = _____0.001
(1)
Read off correct value of T
A 1.4, 1.5; B 2.3
XS
(2 s.f.)
(1)
(3)
(1)
2
4
(1)
Total
1
4
10
-401238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question 3
(a)
(b)
MARK SCHEME
Clear objective/aim:
To investigate the relationship between i and r. or To measure r for various i
1
(1)
Glass block;
Ray box/plotting pins;
Protractor;
Ruler
2
4-3 items (2)
2-1 items (1)
Draws outline of block or reference lines and normal;
Shines ray of light for various angles i;
Marks path of light;
Measures angles r.
4 steps (3)
3 step
(2)
2-1 step (1)
App. Seq. (1)
4
Manipulation of data
States that i and r are compared; or
States that a graph of r vs. i is plotted and explains the use of the graph in the analysis of i and r; or
Any other reasonable analysis of data
(e)
Precaution
States one reasonable precaution
(f)
Limitation
States one reasonable limitation of method
C 4.4, 4.8
Sp. Obj
XS
Procedure:
(d)
UK
List of equipment
(c)
KC
(1)
1
(1)
1
(1)
Total
1
10
Caribbean Secondary Education Certificate®
CSEC®
PHYSICS
SYLLABUS
Effective for examinations from May–June 2015
CXC 22/G/SYLL 13
Published by the Caribbean Examinations Council.
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.
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) 630-5200
Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright © 2013 by Caribbean Examinations Council
The Garrison, St Michael BB14038, Barbados
CXC 22/G/SYLL 13
Content
RATIONALE ……………………………………………………………………………………………………………………………………… 1
AIMS………………………………………………………………………………………………………………………………………………… 1
CANDIDATE POPULATION………………………………………………………………………………………………………………… 2
SUGGESTED TIME-TABLE ALLOCATION ……………………………………………………………………………………………. 2
ORGANISATION OF THE SYLLABUS…………………………………………………………………………………………………… 3
SUGGESTIONS FOR TEACHING THE SYLLABUS………………………………………………………………………………….. 3
CERTIFICATION AND DEFINITION OF PROFILES…………………………………………………………………………………. 4
FORMAT OF THE EXAMINATION………………………………………………………………………………………………………. 5
REGULATIONS FOR PRIVATE CANDIDATES CANDIDATES………………………………………………………………….. 6
REGULATIONS FOR RESIT …………………………………………………………….………………………………………………….. 6
THE PRACTICAL APPROACH………………………………………………………………………………….………………………….. 7
SECTION A - MECHANICS………………………………………………………………………………………………………………… 10
SECTION B - THERMAL PHYSICS AND KINETIC THEORY……………………………………………………………………. 21
SECTION C - WAVES AND OPTICS……………………………………………………………………………………………………. 28
SECTION D - ELECTRICITY AND MAGNETISM…………………………………………………………………………………… 35
SECTION E - THE PHYSICS OF THE ATOM………………………………………………………………………………………… 49
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT………………………………………………………………………… 53
LIST OF PHYSICAL QUANTITIES AND THEIR SYMBOLS……………………………………………………………………….. 75
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS………………………………………………………... 76
RECOMMENDED MINIMUM EQUIPMENT LIST…………………………………………………………………………………. 78
RESOURCES……………………………………………………………………………………………………………………………………… 80
GLOSSARY……………………………………………………………………………………………………………………………………….. 81
CXC 22/G/SYLL 13
This document CXC 22/G/SYLL 13 replaces CXC 22/G/SYLL 02 issued in 2002.
Please note that the syllabus has been revised and amendments are indicated by italics.
First published 1983
Reprinted with amendments 1986, 1987
Revised 1991, 1996, 2002, 2013
Please check the website www.cxc.org for updates on CXC’s syllabuses.
CXC 22/G/SYLL 13
Physics Syllabus
RATIONALE
The application of scientific principles and the conduct of relevant research are of significant importance in identifying, assessing and realising the potential of the resources of Caribbean territories.
A good foundation in the sciences will enhance the ability of our citizens to respond to the challenges of a rapidly changing world using the scientific approach.
Physics is a science that deals with matter and energy and their interactions. It is concerned with systems, laws, models, principles and theories that explain the physical behaviour of our world and the universe. Physics is regarded as a fundamental scientific discipline since all advances in technology can be traced either directly or indirectly to the physical laws and theories.
The CSEC Physics Syllabus is redesigned with a greater emphasis on the application of scientific concepts and principles. Such an approach is adopted in order to develop those long-term transferrable skills of ethical conduct, team work, problem solving, critical thinking, innovation and communication.
In addition, it encourages the use of various teaching and learning strategies to inculcate these skills while, at the same time catering to multiple intelligences and different learning styles and needs. The syllabus will assist students to develop positive values and attitudes towards the physical components of the environment and will also provide a sound foundation for those who wish to pursue further studies in science.
It contributes to the development of the Ideal Caribbean Person as articulated by the CARICOM Heads of Government in the following areas: respect for human life; and awareness of the importance of living in harmony with the environment; demonstrates multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving. Such a person should demonstrate a positive work ethic and value and display creative imagination and entrepreneurship. In keeping with the UNESCO Pillars of Learning, on completion of the study of this course, students will learn to do, learn to be and learn to transform themselves and society.
AIMS
This syllabus aims to:
1.
acquire technical and scientific vocabulary;
2.
develop the ability to apply an understanding of the principles and concepts involved in Physics to situations which may or may not be familiar;
3.
appreciate the contributions of some of the outstanding regional and international scientists to the development of Physics;
4.
develop critical thinking and problem solving skills;
5.
plan, design and perform experiments to test theories and hypotheses;
CXC 22/G/SYLL 13
1
6.
collect and represent data in an acceptable form;
7.
report accurately and concisely;
8.
develop the ability to appraise information critically, identify patterns, cause and effect, stability and change, and evaluate ideas;
9.
develop the ability to work independently and collaboratively with others when necessary;
10.
appreciate the significance and limitations of science in relation to social and economic development; 11.
develop an awareness of the applications of scientific knowledge and a concern about the consequences of such applications, particularly the impact on the environment;
12.
integrate Information and Communication Technology (ICT) tools and skills.
CANDIDATE POPULATION
The syllabus is designed for students intending to pursue further studies in science at the tertiary level as well as students whose formal study of the subject is unlikely to proceed further.
CANDIDATE REQUIREMENTS
1.
Candidates should have been exposed to at least three years of science at the secondary level, which should provide an introduction to basic scientific principles.
2.
Candidates should be concurrently studying or have done:
(a)
CSEC Mathematics or its equivalent;
(b)
CSEC English A (English Language) or its equivalent.
CLASS SIZE
It is recommended that practical classes accommodate approximately twenty-five candidates.
SUGGESTED TIME-TABLE ALLOCATION
It is recommended that a minimum of five 40-minute periods per week, including one double period, be allocated to the subject over a two-year period.
CXC 22/G/SYLL 13
2
ORGANISATION OF THE SYLLABUS
The syllabus is arranged in five sections, namely:
SECTION A
-
Mechanics
SECTION B
-
Thermal Physics and Kinetic Theory
SECTION C
-
Waves and Optics
SECTION D
-
Electricity and Magnetism
SECTION E
-
The Physics of the Atom
SUGGESTIONS FOR TEACHING THE SYLLABUS
It is recommended that Section A be taught first.
The organisation of each section in the syllabus is designed to facilitate inquiry-based learning and to ensure that connections among physical concepts are established. Teachers should ensure that their lessons stimulate the use of the senses in learning as this will help students view science as a dynamic and exciting investigative process.
The general and specific objectives indicate the scope of the content including practical work that should be covered. However, unfamiliar situations may be presented as stimulus material in examination questions.
This syllabus caters to varying teaching and learning styles, with specific attention made to ensure the interrelatedness of concepts. The fourth column entitled, “Skills and Interrelationships” states which specific objectives are best suited for Observation, Recording and Reporting (ORR),
Manipulation and Measurement (MM), Analysis and Interpretation (AI), and Planning and Designing
(PD) skills. Whenever possible, a practical approach should be employed, with special attention given to the identification of variables and the use of information gathering technological tools and social networking media to aid investigations and team work. The need for good observational, mathematical, data analysis and reporting skills must be emphasised.
Column four also highlights connections between physical concepts and the fields of Chemistry,
Biology, Mathematics and other related disciplines. In order to make the course as relevant as possible, students’ awareness of the effect of science and technology on society and environment and vice versa should be encouraged.
While classical Physics is several hundred years old, it is the fundamental discipline responsible for the modern technological era we live in and a strong appreciation of this must be inculcated by linking the work of the classical scientists to the present technological development.
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. Every opportunity should be made to relate the study of physical principles to relevant, regional and global examples. The relationship between the theory and practical is to be continually highlighted.
CXC 22/G/SYLL 13
3
The role of the teacher is to facilitate students’ learning of accurate and unbiased information that will contribute to a more scientifically literate society, capable of making educated decisions regarding the world we live in.
CERTIFICATION AND DEFINITION OF PROFILES
The syllabus will be examined for General Proficiency certification.
In addition to the overall grade, there will be a profile report on the candidate's performance under the following headings:
1.
Knowledge and Comprehension.
2.
Use of Knowledge.
3.
Experimental Skills.
Knowledge and Comprehension (KC)
The ability to:
Knowledge
identify, remember and grasp the meaning of basic facts, concepts and principles;
Comprehension
select appropriate ideas, match, compare and cite examples of facts, concepts and principles in familiar situations.
Use of Knowledge (UK)
The ability to:
Application
use facts, concepts, principles and procedures in unfamiliar situations; transform data accurately and appropriately; use formulae accurately for computations;
Analysis and Interpretation
identify and recognise the component parts of a whole and interpret the relationship between those parts; identify causal factors and show how they interact with each other; infer, predict and draw conclusions; make necessary and accurate calculations and recognise the limitations and assumptions inherent in the collection and interpretation of data;
Synthesis
combine component parts to form a new meaningful whole; make predictions and solve problems;
Evaluation
make reasoned judgments and recommendations based on the value of ideas and information and their implications.
CXC 22/G/SYLL 13
4
Experimental Skills (XS)
The ability to:
Observation/Recording/
Reporting
select observations relevant to the particular activity; record the result of a measurement accurately; select, draw and use appropriate models of presenting data, for example, tables, graphs and diagrams; organise and present a complete report in a clear and logical form; report accurately and concisely; report and recheck unexpected results;
Manipulation/Measurement
follow instructions; set up and use carefully and competently simple laboratory apparatus and measuring instruments;
Planning and Designing
develop hypotheses and devise means of carrying out investigations to test them; plan and execute experimental procedures and operations in an appropriate sequence; use controls where appropriate; modify original plan or sequence of operations as a result of difficulties encountered in carrying out experiments or obtaining unexpected results; take into account possible sources of error, precautions and limitations in the design of an experiment.
FORMAT OF THE EXAMINATION
Paper 01
(1 hour 15 minutes)
An objective test consisting of 60 multiple choice items.
Paper 02
(2 hours 30 minutes)
One compulsory data analysis question, two structured questions and three extended response questions.
Paper 03/1
School-Based Assessment (SBA)
School-Based Assessment will evaluate the achievement of the candidate in the Experimental Skills and Analysis and Interpretation involved in the laboratory and fieldwork. Candidates will be required to keep a separate practical workbook which must be made available for moderation.
Paper 03/2
Assessment for Private candidates only
(2 hours and 10 minutes)
Alternate to the School-Based Assessment for private candidates.
This paper will examine the same skills as those tested in Paper
03/1. The focus, therefore, will be on Experimental Skills, Analysis and Interpretation and Use of Knowledge.
CXC 22/G/SYLL 13
5
NOTES ON THE EXAMINATION
1.
The use of silent non programmable calculators will be allowed. The use of a calculator to previously store and then recall information during an examination is prohibited.
2.
SI units will be used on all examination papers.
WEIGHTING OF PAPERS AND PROFILES
The percentage weighting of the examination components and profiles is as follows:
Table 1 – Percentage Weighting of Papers and Profiles
PROFILES
PAPER 1
Multiple
Choice
PAPER 2
Structured and
Data Analysis
PAPER 3
SBA
TOTAL
RAW
SBA
TOTAL
%
Knowledge and
Comprehension
50
35
-
85
43
Use of Knowledge
10
55
10
75
37
Experimental Skills
–
10
30
40
20
TOTAL %
60
100
40
200
100
REGULATIONS FOR PRIVATE CANDIDATES
Private candidates must be entered for examination through the Local Registrar in their respective territories and will be required to sit Papers 01, 02, and EITHER Paper 03/1 OR Paper 03/2.
Paper 03/2 is a practical examination designed for candidates whose work cannot be monitored by tutors in recognised educational institutions. The Paper will be of 2 hours and 10 minutes duration and will consist of three questions. Questions will test the Experimental Skills and Use of Knowledge
(Analysis and Interpretation) profiles and will incorporate written exercises and practical activities.
REGULATIONS FOR RESIT CANDIDATES
Resit candidates must complete Papers 01 and 02 and Paper 03 of the examination for the year for which they re-register. Resit candidates may elect not to repeat the School-Based Assessment component, provided they re-write the examination no later than two years following their first attempt. Candidates may opt to complete the School-Based Assessment (SBA) or may opt to re-use another
SBA score which satisfies the condition below.
A candidate who re-writes the examination within two years may re-use the moderated SBA score earned in the previous sitting within the preceding two years. Candidates re-using SBA scores in this way must register as “Resit candidates” and provide the previous candidate number.
All resit candidates may enter through schools, recognized educational institutions, or the Local
Registrar’s Office.
CXC 22/G/SYLL 13
6
THE PRACTICAL APPROACH
The syllabus is designed to foster the use of inquiry-based learning through the application of the practical approach. Students will be guided to answer scientific questions by a process of making observations, asking questions, doing experiments, and analysing and interpreting data. The CXC
CSEC Physics syllabus focuses on the following skills.
1.
Planning and Designing (PD)
Student’s ability to:
(a)
Ask questions: how, what, which, why or where. (Students must be guided by their teachers to ask scientific questions).
Example: How does the length of the simple pendulum affect its period of swing?
(b)
Construct a hypothesis: The hypothesis must be clear, concise and testable.
Example: There is direct correlation between the length of the pendulum and period of the swing.
(c)
2.
Design an experiment to test the hypothesis. Experimental report must include the following: (i)
problem statement;
(ii)
aim;
(iii)
list of materials and apparatus to be used;
(iv)
identification of variables;
(v)
clear and concise step by step procedure;
(vi)
display of expected results;
(vii)
use of results;
(viii)
possible sources of error/precaution;
(ix)
possible limitations.
Measurement and Manipulation (MM)
(a)
Student’s ability to handle scientific equipment competently.
The list of equipment is:
(i)
Bunsen burner;
(ii)
Vernier callipers;
(iii)
measuring cylinder;
CXC 22/G/SYLL 13
7
3.
(iv)
beakers;
(v)
thermometer;
(vi)
ruler;
(vii)
stop watch/clock;
(viii)
balance;
(ix)
micrometer screw gauge;
(x)
voltmeter;
(xi)
multimeter;
(xii)
ammeter.
(b)
Student’s ability to take accurate measurements.
(c)
Student’s ability to use appropriate units.
Observation, Reporting and Recording (ORR)
(a)
Recording
Student’s ability to record observations and to collect and organise data; observations and data may be recorded in:
(b)
(i)
Prose
Written description of observations in the correct tense.
(ii)
Table
Numerical: physical quantities with symbols and units stated in heading, significant figures.
(iii)
Graph
Title axes labelled, correct scales, accurate plotting fine points, smooth curves/best fit lines.
(iv)
Calculations
Calculations must be shown with attention paid to units.
Reporting
Student’s ability to prepare a comprehensive written report on their assignments using the following format.
(i)
Date (date of experiment).
(ii)
Aim (what is to be accomplished by doing the experiment).
CXC 22/G/SYLL 13
8
4.
(iii)
Apparatus and Materials (all equipment and materials used in the experiment must be listed).
(iv)
Method/Experimental Procedure (step by step procedure written in the past tense). (v)
Results and Observations (see (a) above: Recording).
(vi)
Discussion and Conclusion (see 4: Analysis and Interpretation).
Analysis and Interpretation
Student’s ability to:
(a)
make accurate calculations;
(b)
identify patterns and trends, cause and effect, and stability and change ;
(c)
compare actual results with expected results if they are different;
(d)
identify limitations and sources of error and error ranges if appropriate;
(e)
suggest alternative methods or modification to existing methods;
(f)
draw a conclusion justified by data.
CXC 22/G/SYLL 13
9
SECTION A – MECHANICS
Mechanics is the branch of physics which deals with the study of motion. This section introduces the scientific method, physical measurements, significant figures and units, which transcends the entire syllabus. GENERAL OBJECTIVES
On completion of this Section, students should:
1.
understand the importance of measurement and graphical representation of data;
2.
appreciate the difference between scalar and vector quantities;
3.
be familiar with the various effects of forces;
4.
appreciate the universal applicability of the laws of dynamics and the conservation of momentum; 5.
understand the significance of the concept of energy;
6.
be aware of the application of hydrostatics in everyday life.
SPECIFIC OBJECTIVES
1.
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
SCIENTIFIC METHOD
Students should be able to:
Galileo
1.1
discuss how the methodology employed by Galileo contributed to the development of
Physics;
Relate the scientific method to the methodology employed by Galileo.
Simple Pendulum
1.2
investigate the factors which might affect the period of a simple pendulum; Restrict factors to length of string, mass of bob, angle of displacement. Take readings of the period for the variation of the different factors.
Skills: MM; ORR;
AI; PD.
1.3
use graphs of experimental data from simple pendulum; Use or to denote plotted points.
Allow students to plot T vs L and T2 vs L.
MathematicsFunctions,
Relations and
Graphs
Skill: ORR.
CXC 22/G/SYLL 13
10
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.4
draw a line of ‘best fit’ for a set of plotted values;
Reasons why ‘best fit’ line is the ‘best’ average of the data.
1.5
determine the gradient of the straight line graph;
Use a triangle that covers at least half of the ‘best fit’ line.
Skill: AI.
Use gradient to determine g.
Mathematics –
Functions,
Relations and
Graphs.
Include the derivation of the unit of the gradient. MEASUREMENT
1.6
express the result of a measurement or calculation to an appropriate number of significant figures;
Refer to SO A 1.5.
1.7
discuss possible types and sources of error in any measurement; Include those made with digital instruments, and ways of reducing such errors. 1.8
use a variety of instruments to measure different quantities; Measurements should include length – rulers, vernier calipers, micrometer screw gauge; units.
Mass – balances; units. Time – clocks, stop clocks or watches; units. Volume – measuring cylinder; units.
1.9
assess the suitability of instruments on the basis of sensitivity, accuracy and range; Similar instruments should be compared in the discussion.
CXC 22/G/SYLL 13
11
Mathematics.
Skill: MM.
Comparison of readings for the same quantity. Skill: MM.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Deduce unit.
Determine the density of regular and irregular solids and a liquid.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.10
apply the formula for density: .
2.
VECTORS
2.1
distinguish between scalars and vectors and give examples of each; Everyday examples for each type, for example, movement of a hurricane as vector. Mass of objects as scalar. 2.2
use scale diagrams to find the resultant of two vectors;
Oblique vectors included. MathematicsVectors.
2.3
calculate the resultant of vectors which are parallel, anti-parallel and perpendicular; Limit calculations to four or less vectors.
Mathematics Trigonometry.
explain that a single vector is equivalent to two other vectors at right angles. Everyday examples of motion and force, for example, velocity of a ball thrown through the air.
Using single pulleys and masses against a grid board.
Mathematics Vectors.
A force can cause a change in the size, shape or motion of a body. Use plasticene and marbles to demonstrate effect of forces.
Biology
Movement
Chemistry
Bonding.
2.4
Skills: MM; AI.
3. STATICS
Forces, F
3.1
explain the effects of forces; Skills: MM; AI.
CXC 22/G/SYLL 13
12
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Situations in which electric, magnetic, nuclear or gravitational forces act. Use magnets, falling objects. Chemistry –
Nuclear force.
Static electricity.
Skills: ORR., MM.
Weight = mass gravitational field strength: On earth, g = 10 Nkg1
Note that:
Nkg1 ms2.
Measure mass and weight for different objects. Skills: MM; ORR;
AI.
Students should be able to:
3.2
3.3
identify forces; types
of
determine the weight of objects;
Plot a graph of weight vs mass.
Determine the gradient.
3.4
show how derived quantities and their related units are produced; Note how unit ρ may be derived by multiplying and dividing fundamental quantities and their units; From the definition of the quantity, for example:
N kgms2.
3.5
recall the special names given to the units for some derived quantities;
kgms2 = N.
3.6
express derived units using the index notation;
MathematicsAlgebra.
Conversion of units for given quantities into base units.
Biology All measurements
Chemistry All measurements
Mathematicsmeasurement.
3.7
identify situations in which the application of a force will result in a turning effect;
CXC 22/G/SYLL 13
Situations that are relevant to everyday life, for example, opening a door, sitting on a ‘seesaw’, using a spanner. 13
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Skills: MM; ORR; AI.
Students should be able to:
Turning Forces
3.8
define the moment of a force, T;
Moment units of Nm.
Note that Nm is not equivalent to a Joule.
Refer to SO A3.4 - 3.6.
Perform simple experiments to investigate the turning effects of forces on bodies in equilibrium.
3.9
apply the principle of moments; Oblique forces are excluded. Use of measuring instruments to indicate the magnitude of the forces in equilibrium.
Observe situations in which forces are in equilibrium (varied to give different equilibrium situations).
3.10
explain the action of common tools and devices as levers;
Identification of load, effort and fulcrum for each device and tool in use.
Hammers or spanners of different lengths, bottle openers, crowbars.
BiologyMovement in limbs. 3.11
determine the location of the centre of gravity of a body;
Centre of gravity of a variety of regular and irregular shaped solids, including lamina. Find the centre of gravity for the given objects. Plumbline for lamina. Skill: MM.
3.12
relate the stability of an object to the position of its centre of gravity and its weight; The orientation of an object can change the position or height of its centre of gravity and affect its stability.
Compare the stability of the same regular solid, for example, cylinder, metre rule, cuboid in different positions, for example, horizontal, vertical, inclined.
Biology-Structure of the human body. Interpretation of simple force-extension graphs. Identification of regions of proportionality for springs. Perform experiments to determine the relationship between applied force and the resulting extensions, for springs and elastic bands. ChemistryProperties of materials. Mathematics
Proportionality.
Deformation
3.13
investigate the relationship between extension and force;
CXC 22/G/SYLL 13
14
Skills: MM; ORR;
AI; PD.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Trolleys on inclined plane. Mathematics –
Algebra/
Computation.
Students should be able to:
3.14
solve problems using
Hooke’s law.
4.
DYNAMICS: MOTION IN A STRAIGHT LINE
4.1
define the terms: distance, displacement, speed, velocity, acceleration;
Distance and displacement, s or x; speed and velocity, v; acceleration, .
apply displacementtime and velocitytime graphs;
Finding the gradient for straight lines only.
4.2
Problems involving springs and elastic bands only.
Skills: MM;AI;PD.
Ticker tape timer, car racing. Mathematics –
Functions,
Relations and
Graphs.
Skills: ORR; AI.
Aristotle
4.3
discuss
Aristotle's
arguments in support of his "law of motion”, that is, v
F";
Aristotle’s law was eventually discredited.
Push trolley on a flat surface. Marbles in a groove.
Newton's Laws
4.4
state Newton's three laws of motion;
Have students identify applicable laws after viewing examples.
4.5.
use Newton's laws to explain dynamic systems; Examples - rockets, garden sprinklers, trampolines. 4.6
define linear momentum; Units of kg ms1 Ns.
4.7
define linear momentum describe situations that demonstrate the law of conservation of linear momentum;
CXC 22/G/SYLL 13
Skill: AI.
Collisions of Billiard balls. 15
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Oblique collisions are excluded. Collisions between objects of different sizes or velocity.
Students should be able to:
4.8
apply the law of conservation of linear momentum. 5.
ENERGY
Forms of Energy
5.1
define energy;
Unit: Joule.
5.2
identify the various forms of energy;
Gravitational, elastic, chemical, electrical, magnetic, electromagnetic, thermal, nuclear, kinetic, sound.
5.3
describe the energy transformation(s) in a given situation;
Transformations should be limited to one-step or twostep only. Note that thermal energy is always a product and by-product of every transformation.
Examples of the conversion of electrical energy to other forms and vice versa.
5.4
apply the relationship: work = force x displacement; Unit: Joule.
5.5
discuss the use of energy from alternative sources, and its importance to the Caribbean;
Emphasis on examples relevant to the Caribbean, to include hydroelectricity, geothermal energy, tidal energy waves, solar energy, wind energy, nuclear energy. More efficient and economical use of energy.
CXC 22/G/SYLL 13
Observe and list the energy transformations for the particular situation, for example, radio playing music, vehicles coming to rest, cooking food in microwave oven.
Biology - Food web,
Photosynthesis,
Respiration.
Chemistry-Burning
of hydrocarbons.
MathematicsAlgebra/ computation. 16
Project alternative sources.
on energy Biology-Food web.
Chemistry-Burning
of hydrocarbons.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Potential Energy, Ep
5.6
define potential energy; 5.7
calculate the change in gravitational potential energy using: Examples of this form of energy, for example, battery, stretched spring or elastic band, object on shelf. Skill: AI.
MathematicsAlgebra/
Computation
Kinetic Energy, Ek
5.8
define kinetic energy;
5.9
calculate kinetic energies using the expression: ;
Definition.
Give everyday examples.
Skill: AI.
MathematicsAlgebra/
Computation
Conservation
5.10
apply the law of conservation of energy; Use different energy forms in these problems.
Conversion of P.E. to K.E. on a moving swing, pendulum, kicking a football. Skill: AI.
Power, P
5.11
define power and apply definition;
Unit: Watt
Apply:
.
Refer to SO D3.3.
CXC 22/G/SYLL 13
17
Perform activities to find the power in situations for which the energies and time intervals involved can be measured or calculated. Skills: MM; ORR;
AI.
SECTION A – MECHANICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
5.12
explain the term efficiency; The factors which affect its value.
MathematicsComputation.
5.13
calculate efficiency in given situations.
Efficiency = output value x 100% input value.
Skill: AI.
6.
HYDROSTATICS
6.1
define pressure and apply definition; Apply:
6.2
relate the pressure at a point in a fluid to its depth and the density; 6.3
apply Archimedes’ principle to predict whether a body would float or sink in a given fluid.
Pressure extended standing on one foot. MathematicsAlgebra/
Computation.
Skill: MM; ORR;
AI.
Apply:
(for fluid pressure);
(Pascal) Pa Nm-2.
All points on the same horizontal level in a fluid at rest, have the same pressure. Demonstrate using a can with holes at same and at different levels, to illustrate the principle. MathematicsAlgebra/
Computation.
Skill: MM.
Relevant examples include rafts, boats, balloons, and submarines. Perform activities to check predictions.
Biology Dispersal of seeds. .
Refer to SO A3.5.
Skills: MM; ORR;
AI; PD.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Galileo: Galileo has been called the "father of modern observational Astronomy", the "father of Modern Physics", and the "father of science”. Do group research projects on what his different contributions were to Science to earn him all these titles.
CXC 22/G/SYLL 13
18
SECTION A – MECHANICS (cont’d)
2.
Scientific method: Galileo made the important discovery that sunspots were on the surface of the sun by extremely patient and detailed daily observations of the Sun. Explain why this technique is critical to scientific study, even today.
“Galileo: Sunspots” by NOVA can be viewed as a class project http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.galileosun/ 3.
Effect of gravity: Have students drop a heavy and a light book from the same height at the same time and observe if they land at the same time or not. Discussion should ensue about the leaning tower of Pisa experiment.
4.
Units: Students should do a five-minute PowerPoint presentation on the failure of the $125
Million Mars Climate orbiter mission, which was launched in 1999 due to a mix up of metric and imperial units. The importance of units in Physics should be emphasised through this exercise. 5.
Centre of gravity: Is it easier or harder to balance a yardstick on your finger than a pencil or ruler? Experiment and try to figure out why. Can you make a pencil easier to balance on your finger by adding weight at the top? Explain. “Centre of gravity: Pencil balance” from ZOOM should be viewed as a class activity. http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.zpencilbalance/ 6.
Hydrodynamics: Write an essay on the history and design of submarines.
What will it take to make a floating toy submarine sink to the bottom of a bathtub? Conduct an experiment based on your understanding of the factors that influence an object's buoyancy to the test in this interactive brainteaser from the NOVA website. http://www.teachersdomain.org/resource/phy03.sci.phys.matter.buoqu/ 7.
Friction: Design a mini poster on “shooting stars”. Explain why the meteors burn up in the atmosphere. List the major meteor showers and see how many “shooting stars” you can observe during a meteor shower.
8.
Gravity: Do a research project on how the construction industry evolved to build modern day sky scrapers and why they could not be built in the past. The tallest constructions of the past were pyramids. Why did they have to have bigger bases the taller they were built? http://science.howstuffworks.com/engineering/structural/skyscraper1.htm 9.
Laws of motion, momentum and energy: Arrange a cricket match with the class divided into two teams. Subsequent to the match, discuss from principles of Physics why the winning team won and the losing team did not. Use the items listed in the paper “Physics of Cricket” to discuss your points. http://www.physics.usyd.edu.au/~cross/cricket.html CXC 22/G/SYLL 13
19
SECTION A – MECHANICS (cont’d)
10.
Laws of motion, momentum and energy: With the school’s permission, have a water rocket display with your class. The students must write a paper explaining the Physics of the trajectories and patterns formed.
11.
Friction, turning forces: Design a poster to explain why rally cars can drift around corners and Formula 1 cars do not.
12.
Pendulums: Do five minute group presentations on clocks through the ages and how the pendulum is used to build the clocks.
13.
Vectors: Conduct research on Caribbean icon and scientist Dr. Rudranath Capildeo. http://www.caribbean-icons.org/profiles/rudranath.capildeo.htm 14.
Renewable energy: Divide the class into groups with each group being assigned a different form of renewable energy to research and investigate its suitability in the Caribbean. Design scaled models of their renewable energy options assigned. http://www.teachersdomain.org/resource/phy03.sci.engin.systems.lp_renew/ “What is the design process?” http://www.teachersdomain.org/resource/phy03.sci.engin.design.desprocess/caribbeanicons.org/profiles/rudranath.capildeo.htm CXC 22/G/SYLL 13
20
SECTION B - THERMAL PHYSICS AND KINETIC THEORY
Thermal physics is the study of heat, temperature and heat transfer. It can be explained in terms of kinetic theory at the microscopic level. It helps us to capture the different phases of matter.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
be familiar with the development of the theory of heat;
2.
relate macroscopic phenomena to the kinetic theory of matter;
3.
have a conceptual understanding of thermal quantities and the relationship between them;
4.
understand the various modes of thermal energy transfer.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Rumford’s cannonboring experiments as evidence against the caloric theory.
Discussion.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
NATURE OF HEAT
1. 1
differentiate between the caloric and kinetic theories of heat as they existed in the eighteenth century;
1. 2
discuss the role of
Joule’s experiments in establishing the principle of conservation of energy. 2.
MACROSCOPIC PROPERTIES AND PHENOMENA
Temperature, T
2.1
relate temperature to the direction of net thermal energy transfer; 2.2
identify physical properties which vary with temperature and may be used as the basis for measuring temperature; CXC 22/G/SYLL 13
Temperature T, units. Perform activities to observe change in length of liquid column with temperature.
21
Skills: MM; ORR.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Draw and explain design of:
(a) laboratory; thermometer; (b) clinical thermometer (c) thermocouple.
Chemistry and
Biology –
Thermometer.
Students should be able to:
2.3
relate the use of a thermometer to its design; Highlight design features which make a thermometer suitable for its particular task.
Note
temperature ranges for each.
2.4
define the fixed points on the
Celsius scale;
Lower and upper fixed points. 2.5
relate the temperature of a body to the kinetic energy of molecules; Phases of Matter
2.6
distinguish among solids, liquids and gases; 2.7
use the Kinetic theory to explain the different macroscopic properties of solids, liquids and gases;
Note the differences with respect to intermolecular forces, motion of molecules, shape and volume of matter. ChemistryStates of matter. Perform simple experiments to illustrate the existence of intermolecular forces, for example, compression of a syringe containing a liquid. Chemistry Diffusion, osmosis, particulate nature of matter.
Biology - Diffusion, osmosis. Demonstrations which illustrate expansion of solids, liquids, for example, ball and ring, bar breaking, bimetallic strip. Chemistry Properties of materials. Expansion
2.8
explain observations of the effects of thermal expansion;
CXC 22/G/SYLL 13
Telephone lines.
Application of thermal expansion, for example, opening jars, carbonated beverages, creaking roofs. 22
Skill: ORR.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Experiments to investigate the relationships among pressure, volume and temperature of a gas.
Chemistry – Gas
Laws.
Virtual labs
Use of trapped gas in sealed syringe; sealed
U-tube.
Chemistry.
MathematicsAlgebra/
Computation.
Skill: AI; ORR.
Students should be able to:
Gas Laws
2.9
relate graphs of pressure or volume against temperature to the establishment of the Kelvin temperature scale;
2.10
use the relationship between Kelvin and
Celsius scale.
T/K = /oC 273;
2.11
apply the laws; gas
(a) Boyle’s Law –
PV= constant;
(b) Charles’ Law –
= constant;
(c) Pressure Law –
Skills: MM; ORR;
AI.
= constant;
(d) General Gas Law = constant.
2.12
give qualitative explanations of the gas laws in terms of the Kinetic theory.
Explain gas pressure in terms of molecular motion. 3.
THERMAL MEASUREMENTS
Specific Heat Capacity, c
3.1
distinguish between specific heat capacity,
‘c’ and heat capacity
‘C’;
3.2
apply the relationship
EH = mc ΔѲ, or
EH = mc ΔT;
CXC 22/G/SYLL 13
Note that specific heat capacity and heat capacity are related by the formula
C = mc.
Chemistry – properties of materials. MathematicsAlgebra/
Computation.
Skill: AI.
23
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Use electrical method and method of mixtures. Perform activities to measure specific heat capacity. Skills: MM; ORR;
AI; PD.
Perform cooling curve demonstration, for example, candle wax.
Chemistry - Melting point of metals and non-metals, separation in mixtures, properties of materials. Students should be able to:
3.3
determine the specific heat capacity of metals and liquids;
Specific Latent Heat, l
3.4
demonstrate that temperature remains constant during a phase change;
Skill: ORR.
3.5
apply the relationship EH = ml ;
3.6
determine the specific latent heat of vaporization lv, and fusion, lf of water; Unit: Jkg1
Use an electrical method. 3.7
distinguish between evaporation and boiling. Use the Kinetic theory to explain evaporation and boiling.
Give examples of application of cooling effect of evaporation air conditioners, earthenware vessels, refrigerators, perspiration.
CXC 22/G/SYLL 13
24
Perform activity to determine the specific latent heat of fusion of ice, using method of mixtures with a container of negligible heat capacity.
MathematicsAlgebra/
Computation
Skills: MM; ORR;
AI; PD.
Perform activity to determine specific latent heat of fusion.
Skills: MM; ORR;
AI.
Biology –
Homeostasis.
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Perform activity to compare qualitatively the thermal conductivities of different solids.
Skills: MM; ORR.
Students should be able to:
4.
TRANSFER OF THERMAL ENERGY
4.1
explain the transfer of thermal energy by conduction; Relate the fact that air is a very poor conductor to the insulation properties of certain materials, for example, expanded polystyrene, hollow blocks.
Refer to SO B2.6.
4.2
explain the transfer of thermal energy by convection; Relate convection to common phenomena, for example, land and sea breezes.
Perform demonstrations to show convection in fluids. 4.3
explain the transfer of thermal energy by radiation; Recall that radiant energy is electromagnetic (infra-red).
Perform demonstration to show that radiant energy does not need a medium for transmission. Chemistry-Use of solar energy.
4.4
conduct experiments to investigate the factors on which absorption and emission of radiation depend; Factors limited to:
(a) texture of surface (rough, smooth); (b) nature of surface
(shiny, dull);
(c) colour of surface
(black, white);
(d) area of surface.
Perform experiments to investigate such factors. Skills: ORR; MM;
AI; PD.
4.5
recall that good absorbers are good emitters; Relate the phenomenon of radiation to common practices. CXC 22/G/SYLL 13
25
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.6
relate the principles of thermal energy transfer to the design of devices.
Conduction, convection, radiation.
Vacuum flask and solar water heater.
Explanation of the glass house (green house) effect, including role of atmospheric CO2.
Global Warming.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Expansion and contraction: Do a short research paper on why the Columbia space shuttle disaster occurred in 2003, killing all persons on board. Highlight the role of thermodynamics in it.
2.
Heat: Make a list of applications of infrared imaging. Some examples can be found from the
US Geological survey website at http://www.usgs.gov/science/. http://coolcosmos.ipac.caltech.edu/image_galleries/ir_zoo/lessons/background.html. 3.
Heat sensors: What animals use infrared vision and how does it help them? Imagine you could see in infrared, do a sketch of what the classroom would look like through infrared goggles. 4.
Heat transfer: In the Caribbean islands, note where air conditioning units are typically placed in rooms. In cold countries where will heaters be located in a room? Explain the choices from principles of Physics.
5.
Temperature: Play the online educational game in identifying the range of temperatures in different scales. http://funphysics.jpl.nasa.gov/adventures/temperature-game.html. 6.
Temperature: The temperature of zero Kelvin cannot be attained but very interesting phenomena happen as you get closer and closer to that temperature. Design a poster highlighting the phenomena and its use in modern technology.
CXC 22/G/SYLL 13
26
SECTION B - THERMAL PHYSICS AND KINETIC THEORY (cont’d)
7.
Temperature ranges: Explore some of the extreme temperatures on the moon through this video clip on the moon and why that happens. http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.extemp/ 8.
Phases: The water cycle is the process that moves water around Earth. In this video segment adapted from ZOOM, cast members use a homemade solar still to mimic this natural process, separating pure water from a saltwater mixture. The class can make this homemade solar still as a project and see the processes of condensation and evaporation and its relevance on planet earth. http://www.teachersdomain.org/resource/ess05.sci.ess.watcyc.solarstill1/ 9.
Local scientist: Create a small booklet highlighting the biography and the contribution of
Professor O. Headley in applications of solar energy in the Caribbean. caribbean-icons.org/science/index.htm CXC 22/G/SYLL 13
27
SECTION C - WAVES AND OPTICS
Wave theory represents the branch of Physics that deals with wave processes. It is significant to the understanding of sound phenomena. Light, which is electromagnetic in origin, is fundamental to the understanding of optics.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
appreciate that wave motion is a means of transferring energy and that there are certain features common to all waves;
2.
understand the way in which sound waves are produced and propagated;
3.
understand the properties of the electromagnetic spectrum;
4.
be familiar with the historical development of the theory of light;
5.
appreciate how a ray treatment facilitates the understanding of reflection and refraction of light waves.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Pulses, progressive waves, transverse and longitudinal waves.
Production of waves using springs and in ripple tanks.
Skill: ORR.
Students should be able to:
1.
WAVE MOTION
Types of Waves
1. 1
differentiate between types of waves; Draw diagrams of:
(a) transverse waves in ripple tank and slinky spring; (b) longitudinal wave in a slinky spring. Virtual simulations. CXC 22/G/SYLL 13
28
SECTION C – WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
apply speed, frequency, wavelength, period and amplitude;
Use:
Timing echoes.
MathematicsAlgebra/
Computation.
Skills: PD; MM.
represent transverse and longitudinal waves in displacementposition and displacement-time graphs.
Note: a progressive wave varies in both time and space simultaneously.
To
represent it on paper, either time or position must be held constant.
Extract information about wave parameters from graphs representing waves.
Mathematics:
Trigonometric
functions.
Students should be able to:
Wave Parameters
1. 2
1. 3
.
Refer to SO D2.7.
Skills: ORR; AI.
Refer to SO D2.6.
2.
SOUND
Production and Propagation
2.1
describe how sound is produced and propagated in a medium; Sound is transmitted as a longitudinal wave and is produced by vibrating systems.
Cup and string telephone. Different sounds produced by vibrating systems. For example, stretch rubber bands.
2.2
relate the terms
‘pitch’ and ‘loudness’ to wave parameters;
Pitch - frequency
Loudness - amplitude.
Recall the range of frequencies detectable by the normal human ear;
Playing drums and steel pan. Tuning forks. Using bottles with water at different heights.
Thunder and lighting and the proximity of the strike.
Estimate the speed of sound in air using echoes. Biology – Hearing.
Speed of Sound
2.3
apply the speed of sound to practical situations; CXC 22/G/SYLL 13
29
Skills: MM;
ORR; AI; PD.
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.4
cite evidence that sound waves reflect, refract, diffract and interfere; Reflect – echoes
Refract – sound travelling from air to water. Diffract – hearing sound around corners/barriers. Interfere – sound systems. 2.5
describe the use of ultrasound. Definition of ultrasound; pre-natal and materials testing.
3.
ELECTROMAGNETIC WAVES
3.1
state the properties of e.m. waves;
For example, travels same speed, are transverse and propagates in a vacuum. 3.2
differentiate between types of
e.m. waves in terms of their wavelengths;
Radio, infrared, visible, ultraviolet, x-rays, Yrays. Discuss the spectrum. 3.3
identify a source and use of each type of
e.m. wave.
4.
LIGHT WAVES
compare the rival theories of light held by scientists;
CXC 22/G/SYLL 13
Research project.
Biology – Medical applications of
Y-rays and x- rays.
Wave Particle Duality
4.1
Biology- Reproduction.
Theories of Huygens,
Newton, Young,
Einstein. Recall that in the twentieth century experiments have provided evidence that light has both a particle and a wave nature.
Knowledge of the photo-electric effect not required. Photo sensors, digital cameras. 30
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
Diffraction and interference. Young’s experiment looking at a straight filament lamp through a double slit.
Ripple tank.
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.2
conduct a Young’s double slit experiment to show that light is a wave;
Rays of Light
4.3
explain why the diffraction of light is not normally observed; Wavelength comparable to the width of slit.
Use ripple tank.
Observe diffraction with gaps of different widths. 4.4
apply the principle that light travels in straight lines;
Use straight lines to represent beams.
Shadows, eclipses, pin hole camera.
Demonstrate that light travels in straight lines.
Construct a pin hole camera. Skill: MM.
Perform experiments to show the angle of incidence and the angle of reflection are equal.
Skills: MM; ORR.
Locate virtual image using: (a) ray plotting;
(b) no parallax method.
MathematicsTransformations
Reflection
4.5
apply the laws of reflection; 4.6
describe the formation of images in a plane mirror;
Object and distances are
The image is and the object equal to the size. image equal. virtual size is image Skills: MM; ORR; PD.
Construct diagrams to show the formation of virtual images.
Refraction
4.7
give examples of observations which indicate that light can be refracted;
CXC 22/G/SYLL 13
Appearance of water on the road, apparent depth of swimming pool. Refraction occurs as a result of the change of speed of light.
31
Activities to illustrate refraction of light, for example, pencil in water. Skills: MM; ORR.
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.8
describe the refraction of light rays; Recall that the passage of a ray of light through a rectangular block may results in lateral displacement of that ray. Passage of light rays through: (a) rectangular blocks;
(b)
triangular prisms. Draw diagrams.
Skill: MM.
4.9
describe how a prism may be used to produce a spectrum;
Use a source of white light. Newton’s experiment with prisms.
Demonstrate:
(a) dispersion using a triangular prism.
(b) rainbow.
Skill: MM.
4.10
apply Snell’s Law;
Definition of refractive index. Perform an experiment to test
Snell’s Law.
MathematicsTrigonometry.
Skills: MM; ORR; AI.
Critical Angle and Total Internal Reflection
4.11
explain ‘critical angle’ and ‘total internal reflection’; 4.12
relate critical angles to total internal reflection; Measure critical angle in glass or other transparent material. Use diagrams to illustrate. Definition of total internal reflection.
Skills: MM; ORR.
MathematicsTrigonometry.
Skill: AI.
4.13
draw diagrams illustrating applications of total internal reflection.
CXC 22/G/SYLL 13
Periscope, fibre optic cable, endoscopes.
32
SECTION C - WAVES AND OPTICS (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Use ray boxes or virtual simulation.
Investigate the properties of converging and diverging lenses on a beam of parallel rays.
Biology – Eye.
Perform experiments to locate real and virtual images and draw diagrams.
Skills: MM; ORR.
Students should be able to:
5.
LENSES
Action of Lenses
5.1
5.2
illustrate the effect of converging and diverging lenses on a beam of parallel rays;
Skills: MM; ORR.
define the terms:
(a)
(b)
(c)
(d)
(e)
principal axis; principal focus; focal length; focal plane; magnification; Image Formation
5.3
5.4
differentiate between real virtual images;
and
apply the equations for magnification;
Magnification
= image size object size
= image distance (v) object distance (u).
Biology – Drawing.
Mathematics Transformations,
Skill: AI.
5.5
determine the focal length of a converging lens.
Use lens formula and scale diagram:
= +
Perform experiments to measure focal length of converging lens. Mathematics Functions and
Relations;
Algebra/ Computation.
Skills:
PD.
CXC 22/G/SYLL 13
33
MM; ORR; AI;
SECTION C - WAVES AND OPTICS (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Standing waves: Conduct experiments to explore why ants survive in an operating microwave oven.
2.
Light, refraction: Discuss how raindrops and prisms have similar effect with light in forming rainbows and spectrum respectively using diagrams. Simulation at: http://micro.magnet.fsu.edu/optics/activities/students/prisms.html 3.
Electromagnetic spectrum: List a use of each band in the electromagnetic spectrum with examples and make a model to depict them as for a science centre display. Show time scales of the use/discovery of examples you show.
4.
Sound: Arrange a field trip to a concert hall to look at its design and how this affects the acoustics. Students should write a report of the activity. Discuss the quality of a band concert in a hall versus being played in the open air. http://www.concerthalls.org/ 5.
Transverse and longitudinal waves; transmission of energy: Show how earthquakes are located. How tsunami waves are formed and why are they so much larger than normal sea waves? This video segment from Nature examines the anatomy of the tsunami and the possibility that animals sensed the coming waves of destruction. http://www.teachersdomain.org/resource/nat08.earth.geol.tec.waves/ 6.
Sound waves: Imagine you are a bat looking in the darkness of the caves for your companions who have ventured deep into the caves but instead there is a large predator lurking. Write a short story of your adventure. Make sure you include the principles of Physics used in your story.
7.
Wave-particle duality: Identify modern technology that operates on the principle that light behaves as a particle. Observe pictures with a digital camera and a traditional film camera and compare the differences between them including how each forms the image.
8.
Light, reflection, transmission: Discuss the holographic projectors in “Star Trek”. How realistic are they in producing holograms. http://memory-alpha.org/wiki/Category:Holographic_technology. CXC 22/G/SYLL 13
34
SECTION D - ELECTRICITY AND MAGNETISM
In this section, Electricity and Magnetism, we explore electrical, magnetic and electromagnetic principles and phenomena. The importance of electronics in modern society is also introduced.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
understand electrostatic phenomena;
2.
understand the ways in which electricity is conducted;
3.
understand electrical quantities and the relations between them;
4.
have a working knowledge of electrical circuits and components;
5.
be aware of the applications of electronics in technology;
6.
understand the simple phenomena associated with magnets;
7.
have a working knowledge of electromagnetic phenomena.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
ELECTROSTATICS
Electric Charge, Q
1. 1
explain the charging of objects;
Explain in terms of properties of electrons which are relatively free to move; charging of glass, perspex or polythene by rubbing with a dry cloth and explain in terms of electron transfer by friction. Demonstrate 'charging by friction’.
1. 2
describe the forces that electric charges exert on each other;
The forces between charges as a fundamental property of electric charges.
Perform simple activities to show that like charges repel and unlike charges attract.
1. 3
explain charging by induction; How a charged object can attract objects having zero net charge.
Perform simple experiment. CXC 22/G/SYLL 13
35
Skills: MM; ORR.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Electric Fields
1. 4
define field; 1. 5
describe one hazard and one useful application of static charge. 2.
2.1
an
electric
Draw the electric fields around and between point charges, and between charged parallel plates; Refer to other force fields such as gravitational and magnetic.
Refer to SO A3.2; D6.7.
Electrostatic painting;
Lightning strikes, dust extraction, photocopying, static build up on vehicles.
The effects of a local charged ionised atmosphere. CURRENT ELECTRICITY distinguish between conductors and insulators; Definitions, properties and classification.
Use a low voltage test circuit with lamp indicator to test different materials.
Chemistry Electrons; properties of metals and nonmetals.
Skills: MM; ORR.
2.2
state that an electric current in a metal consists of a flow of electrons; In other conducting media an electric current may consist of the movement of both negative and positive charge carriers.
For example, the use of silicon and germanium, in semiconductors and electrolytes in batteries. CXC 22/G/SYLL 13
36
ChemistryElectrons; properties of metals and nonmetals.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.3
differentiate between electron flow and conventional current;
The convention behind current flow.
2.4
state the unit of electrical current;
Ampere, A.
2.5
apply the relationship The unit of charge, the coulomb, can be obtained from this equation. Thus,
1 coulomb = 1 ampsecond.
Q = It;
Chemistry-ElectroChemistry.
MathematicsAlgebra/
Computation.
Skill: AI.
Alternating Current
2.6
differentiate between direct and alternating currents;
Recognise that current reverses direction of flow in
a.c. systems.
2.7
analyse current-time or voltage-time graphs. Use f = 1/T.
3.
Draw current time or voltage time graphs to represent direct and alternating current simulations. MathematicsAlgebra/
Computation.
Deduce the period and frequency of alternating currents or voltages. Refer to SO C1.2.
Skill: AI.
ELECTRICAL QUANTITIES
Power, P and Energy, E
3.1
cite examples of the conversion of electrical energy to other forms and vice versa; CXC 22/G/SYLL 13
Refer to SO A5.3.
37
Mathematics:
Functions and
Graphs.
Demonstrate energy conversions in the laboratory. SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
3.2
apply the relationship V = E/Q;
Definition of terms and their units.
MathematicsAlgebra/
Computation
Skill: AI.
3.3
apply the relationship P =IV ;
Compare consistency of units for P=IV and
P= E/t.
Refer to SO A5.11.
Mathematics Algebra/
Computation.
3.4
discuss the importance of conserving electrical energy and the means of doing so.
Limited reserves of fossil fuel hence the need to conserve.
Fluorescent, LED rather than incandescent lamps.
Chemistry Burning of hydrocarbons. Biology-Ecology.
Skill: AI.
Solar rather than electrical or gas water heaters.
High efficiency refrigeration and air condition units.
4.
CIRCUIT AND
COMPONENTS
Circuit Diagrams
4.1
use symbols to construct circuit diagrams; Refer to list of
Graphical Symbols.
4.2
differentiate between series and parallel circuits;
Consider series, parallel and seriesparallel combinations and polarity of devices. Simple series circuits with diode, resistor and instruments CXC 22/G/SYLL 13
38
Skill: MM.
Set up a simple circuit given a circuit diagram paying due regard to the polarity and suitability of components. SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Draw a diagram.
Chemistry Electro-chemistry.
Perform these experiments. Draw I – V graphs from the result of such experiments and draw appropriate conclusions from the graphs obtained.
ChemistryProperties of matter. MathematicsFunctions,
Relations and
Graphs.
Students should be able to:
Cells
4.3
explain the functions of the various parts of a zinc-carbon cell;
The parts of the cell and their functions.
Mention the fact that there are other types of primary cells.
4.4
distinguish between primary and secondary cells;
Comparison of characteristics such as:
(a) terminal voltage; (b) maximum current; (c) internal resistance; (d) portability;
(e) rechargeability.
4.5
draw a circuit diagram to show how a secondary cell can be recharged;
Note polarity and charging voltage.
I - V Relationships
4.6
investigate the relationship between current and potential difference; (a) Metallic conductors at constant temperature.
(b) Filament lamps.
(c) Semiconductor diodes. (d) Solutions of copper sulphate in water using copper electrodes.
Refer to SO A1.4.
CXC 22/G/SYLL 13
39
Skills: MM; ORR;
AI; PD.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Determine resistance using the formula
MathematicsAlgebra/
Computation.
Students should be able to:
Resistance, R
4.7
explain the concept of resistance;
Point out the fact that resistance varies with the current in some cases. 4.8
apply the relationship Ohm’s Law.
Refer to SO D4.6.
R
V
R
;
I
4.9
explain why it is necessary for an ammeter to have a very low resistance;
4.10
explain why it is necessary for a voltmeter to have a very high resistance;
4.11
solve problems involving series and parallel resistance;
I
Use the formulae:
Rs = R1 + R2 + R3 .... for resistors in series; and
1
Rp
1
R1
1
R2
1
40
.
Skill: AI.
MathematicsAlgebra/
Computation.
.......
R3
for resistors parallel;
CXC 22/G/SYLL 13
V
in
Skill: AI.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
4.12
solve problems involving series, parallel and seriesparallel circuits;
Properties of current and potential difference (p.d.) in series and parallel circuits. Set up a series circuit and measure current at various points.
Set up a parallel circuit and measure current in the branches and on entry and exit.
Set up a series circuit and measure p.d. across components.
Set up a parallel circuit and measure p.d. across components.
Electricity in the Home
4.13
discuss the reasons for using parallel connections of domestic appliances;
4.14
explain the purpose of a fuse or circuit breaker and the earth wire;
4.15
select a fuse or circuit breaker of suitable current rating for a given appliance; 4.16
state the adverse effects of connecting electrical appliances to incorrect or fluctuating voltage supplies. CXC 22/G/SYLL 13
Highlight safety issues. Include fuse in live wire.
41
Mathematics.
Skills: MM; ORR;
AI; PD.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
5.
ELECTRONICS
Students should be able to:
5.1
describe how a semiconductor dioxide can be used in half wave rectification;
5.2
differentiate between direct current from batteries and rectified alternating current by a consideration of the
V – t graphs for both cases; Sketch V-t graphs to compare variation of voltage with time before or after rectification.
Logic Gates
5.3
recall the symbols for
AND, OR, NOT, NAND,
NOR logic gates;
Limited to two-input logic gates.
5.4
state the function of each gate with the aid of truth tables;
Refer to SO D1.3 for similarity to electrical charges. 5.5
analyze circuits involving the combinations of not more than three logic gates;
Example: simple alarm circuits.
5.6
discuss the impact of electronic and technological advances on society. CXC 22/G/SYLL 13
42
MathematicsFunctions,
Relations and
Graphs.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
6.
MAGNETISM
Permanent Magnets
6.1
differentiate between magnetic and non-magnetic materials;
6.2
explain how a magnet can attract an unmagnetised object;
Refer to SO D1.3 for similarity to electrical charges. 6.3
distinguish between materials used to make "permanent" and "temporary" magnets; Permanent magnets: steel and magnadur.
Temporary magnets: iron and mumetal.
6.4
identify the poles of a magnetic dipole;
Alignment with the earth’s magnetic field. Perform an activity to identify the poles of a magnetic dipole.
Use two strong magnets to investigate forces between like and unlike poles.
Magnetic Forces
6.5
investigate the forces between magnetic poles; The effect of the polarity and separation of magnets on the magnitude of the force between them. 6.6
define a magnetic field;
A magnetic field line indicates the direction of the magnetic force acting on an N-pole;
(a)
CXC 22/G/SYLL 13
43
Skill: MM.
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
6.7
map magnetic fields.
Familiarity with iron
Map the magnetic field filings and plotting using iron filings and compass methods: plotting compass.
(a) around a single strong magnet.
(b) around and between two strong magnets.
Oriented parallel and anti-parallel and pole to pole with each other.
Skill: MM.
7.
ELECTROMAGNETISM
7.1
conduct simple experiments to investigate the magnetic field pattern around current-carrying conductors; Straight conductors, flat coils, solenoids.
Map the fields for the given conductor. Sketch the magnetic flux patterns. Skills: MM; ORR.
7.2
apply suitable rules which relate the direction of current flow to the direction of the magnetic field;
Right hand grip rule, right hand screw rule.
7.3
describe a commercial application of an electromagnet; Example:
Starter Motor.
Magnetic Relay.
Construct a simple electromagnet. Skills: MM.
Electromagnetic Force
7.4
conduct an experiment which demonstrates the existence of a force on a current-carrying conductor placed in a magnetic field;
CXC 22/G/SYLL 13
Demonstrate the force on the current carrying conductor in a magnetic field. 44
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
7.5
sketch the resultant magnetic flux pattern when a current carrying wire is placed perpendicular to a uniform magnetic field;
Skill: ORR.
7.6
apply Fleming’s lefthand (motor) rule;
Predict what will happen when current flow perpendicular to a uniform magnetic field. Refer to SO E3.5.
7.7
identify the factors that affect the force on a current-carrying conductor in a magnetic field; Strength of the field and on the magnitude of the current.
Motors
7.8
explain the action of a
D.C. motor;
Draw a diagram of a simple D.C. electric motor. Appliances such as fans, mixers.
Induced e.m.f.
7.9
describe simple activities which demonstrate an induced e.m.f.;
7.10 conduct simple experiments to show the magnitude of the induced e.m.f.;
CXC 22/G/SYLL 13
Coil and magnets; two coils. Perform activities demonstrating induced
e.m.f.
Skill: MM.
Effect of the rate of change of magnetic flux experienced by the conductor.
Perform experiments to investigate the factors which affect the magnitude of the induced e.m.f.
Skills: MM; ORR;
AI; PD.
45
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
7.11 predict the direction of induced current given the direction of motion of the conductor and that of the magnetic field; 7.12 explain the action of the A.C. generator;
Sketch graphs to represent the output from a simple A.C generator. Mathematics –
Graphs and
Trigonometric
functions.
Skill: ORR.
Transformers
7.13 explain the principle of operation of a transformer; Diagram of a simple transformer. Construct a simple transformer. Transformer formulae to solve problems
Perform activities to show that for an ideal transformer Skill: MM.
7.14 state the advantages of using a.c. for transferring electrical energy; 7.15 apply the ideal transformer formula
Pout = Pin.
CXC 22/G/SYLL 13
46
MathematicsAlgebra/
Computation
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Earth’s magnetic poles: Write a science fiction on a trip to the centre of Earth and use it to explain how planet Earth gets its magnetism. http://www.physics.org/article-questions.asp?id=64 2.
Magnetic fields: Prepare a five-minute presentation on how frogs, and by extension humans can be levitated. http://www.physics.org/facts/frog-really.asp 3.
Electromagnetic induction: Design a poster to show how metal detectors work employing the principles of electromagnetic induction. Simulation at http://micro.magnet.fsu.edu/electromag/java/detector/index.html 4.
Electric fields: Prepare a safety brochure on the dangers of lightning. Include and explain how tingling of the skin and hair raising can be indicators. During thunderstorms, time the difference between seeing the lightning and hearing the thunder to determine how far away the storm is. http://theboar.org/science/2010/nov/7/hair-raising-truth-about-lightning/ Simulation - http://micro.magnet.fsu.edu/electromag/java/lightning/index.html
5.
Static electricity: Prepare a poster showing examples of use of static electricity in life. http://hubpages.com/hub/Uses-of-Static-Electricity 6.
Magnetic and true north: Fieldwork – determine the difference in the true north found by astronomical position of the north star and the magnetic north using a compass. Observe over a few weeks and see if there are any differences. Write a report. http://adventure.howstuffworks.com/survival/wilderness/true-north.htm Simulation: http://micro.magnet.fsu.edu/electromag/java/compass/index.html
7.
Electromagnetism: As a class project, build an electromagnet and experiment with their operations. http://education.jlab.org/beamsactivity/6thgrade/magnetsandelectromagnets/overview.html
8.
Transformers: make a list of the items in the home that require a transformer when plugged in. Explain why this is so.
CXC 22/G/SYLL 13
47
SECTION D - ELECTRICITY AND MAGNETISM (cont’d)
9.
AC and DC: Write an essay on how Direct Current (DC) and Alternating Current(AC) were discovered. Why did the AC prevail? List items in the house that use AC and those that use DC. http://www.teachersdomain.org/resource/phy03.sci.phys.mfw.acdc/ 10.
Ohm’s law: observe the simulation at: http://micro.magnet.fsu.edu/electromag/java/ohmslaw/index.html CXC 22/G/SYLL 13
48
SECTION E - THE PHYSICS OF THE ATOM
This is the branch of physics that studies the structure of the atom and the interaction of the sub-atomic particles of matter and electromagnetic fields. Students will appreciate how energy can be released from inside the atom and become aware of its impact on society and the environment.
GENERAL OBJECTIVES
On completion of this Section, students should:
1.
appreciate the development of atomic theory and the concept of the nucleus;
2.
understand how the elements differ in atomic structure;
3.
be familiar with the phenomenon of radioactivity and the safety measures when dealing with radioactive substances;
4.
know that a change in the nuclear mass is associated with the release of energy;
5.
appreciate the importance of nuclear energy on society and the environment.
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
1.
MODELS OF THE ATOM
1. 1
describe the work done in establishing the modern view of the atom;
Include Thomson,
Rutherford, Bohr,
Chadwick.
Chemistry - Atoms and the Periodic table. 1. 2
describe the GeigerMarsden experiment.
Establish the nuclear structure of the atom.
Consider that the nucleus contains protons and neutrons of approximately equal mass.
ChemistryStructure of the atom. Include the distribution of charge.
ChemistryStructure of the atom, metallic bonding. 2.
STRUCTURE OF THE
ATOM
Particles in the Atom
2.1
sketch the structure of simple atoms; CXC 22/G/SYLL 13
49
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
2.2
compare the mass and charge of the electron with the mass and charge of the proton;
2.3
explain why an atom is normally neutral and stable;
2.4
apply the relationship A = Z + N;
2.5
explain what is meant by the term "isotope";
2.6
relate the shell model of the atom to the periodic table. 3.
Mention could be made of the absolute values in kg and C.
ChemistryStructure of the atom. Use of standard notation for representing a nuclide, for example
Chemistry Atomic number and atomic mass.
.
ChemistryIsotopes.
Any element in the periodic table has one more proton than an element before it.
ChemistryPeriodic table.
RADIOACTIVITY
Radioactive Emissions
3.1
describe Marie Curie’s work in the field of radioactivity; 3.2
state the nature of the three types of radioactive emissions;
3.3
describe experiments to compare the ranges of
, , and emission;
3.4
describe the appearance of the tracks of radioactive emissions in a cloud chamber; CXC 22/G/SYLL 13
Research biography.
Relationship between radioactivity and nuclear instability.
The details of the operation of the cloud chamber are not required. 50
Video simulation.
Chemistry Marie Curie
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
3.5
predict the effects of magnetic and electric fields on the motion of and particles and rays;
3.6
interpret nuclear reactions in the standard form;
Refer to S.O.D7.7.
Ra
C
3.7
conduct an activity to demonstrate the random nature of radioactive decay;
3.8
recall that the decay process is independent of the conditions external to the nucleus;
Rn
N
ChemistryBalancing equations. He e Activity from which a radioactive decay curve can be obtained.
Perform analogue demonstrations to illustrate random processes, for example, throwing of dice, tossing of coins.
Skills: MM; ORR;
AI.
Half-life
3.9
use graphs of random decay to show that such processes have constant half-lives;
Definition of the term
"half-life", T½ Use more than one set of values from graph for comparison. Plot graphs of demonstrations performed in SO 3.7.
MathematicsFunctions,
Relations and
Graphs.
Skills: AI; ORR.
3.10
solve problems involving half-life;
MathematicsAlgebra/
Computation.
Radioisotopes
3.11
discuss the useful applications of radioisotopes;
CXC 22/G/SYLL 13
Tracers. Medical and industrial applications.
Carbon dating.
51
ChemistryIsotopes.
SECTION E - THE PHYSICS OF THE ATOM (cont’d)
SPECIFIC OBJECTIVES
CONTENT/
EXPLANATORY
NOTES
SUGGESTED
PRACTICAL
ACTIVITIES
SKILLS AND
INTERRELATIONSHIP
Students should be able to:
Nuclear Energy
3.12
3.13
relate the release of energy in a nuclear reaction to a change in mass;
cite arguments for and against the utilisation of nuclear energy. Application of
Einstein’s equation:
E = mc2.
Include fission and fusion. MathematicsAlgebra/
Computation.
Cost of environmental impact; disposal; safety. Biology-Ecology.
Skill: AI.
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives of this Section, teachers are advised to engage students in the teaching and learning activities below. These activities are designed to promote inquiry-based learning and cater to students with various learning styles.
1.
Fusion and fission: Write a play of the story of “Cold Fusion” and its discovery. At the end of the play, explain how energy from fusion can only occur naturally in the sun. http://w3.gre.ac.uk/~bj61/talessi/tlr22.html 2.
Nuclear Radiation: Organise a class debate for and against the establishment of a nuclear reactor in the Caribbean. http://news.discovery.com/tech/top-five-nuclear-disasters.html http://www.benefitsofnuclearpower.com/
3.
Cosmic radiation: Write a short science fiction story of an Astronomer travelling to Mars and the risks he or she is exposed to. http://spaceinfo.com.au/2011/05/07/space-travel-could-kill-you/ 4.
Nuclear radiation: Design a poster showing the uses of radiation in medicine. http://health.howstuffworks.com/medicine/modern/nuclear-medicine.htm 5.
Marie Curie: Design a poster highlighting the accomplishments of Marie Curie particularly as a woman in a male dominated field. http://nobelprize.org/nobel_prizes/physics/laureates/1903/marie-curie-bio.html 6.
Science in research: Conduct research to ascertain if there are any scientists in the region working on nuclear energy. What are the challenges and opportunities for it in the region?
CXC 22/G/SYLL 13
52
GUIDELINES FOR THE SCHOOL-BASED ASSESSMENT
RATIONALE
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 acquiring certain knowledge, skills and attitudes 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 of the subject, students obtain marks for the competencies they develop and demonstrate in undertaking their 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 the 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 the CXC standards, the Council undertakes the moderation of a sample of SBA assignments marked by each teacher.
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 the experience. This helps to build the self-confidence of the students as they proceed with their studies. School-Based
Assessment further facilitates the development of critical skills and that allows the students to function more effectively in their chosen vocation and in everyday life. School-Based Assessment therefore, makes a significant and unique contribution to the development of relevant skills by the students. It also provides an instrument for testing them and rewarding them for their achievements.
PROCEDURES FOR CONDUCTING SBA
SBA assessments should be made in the context of normal practical coursework exercises. It is expected that the exercises would provide authentic learning experiences. Assessments should only be made after candidates have been taught the skills and given enough opportunity to develop them. Sixteen 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. These practicals MUST include all of the following:
1.
Pendulum.
2.
Momentum/Conservation of Energy.
3.
Specific heat capacity/Specific Latent heat capacity.
4.
Refraction.
5.
Series and Parallel Circuits.
6.
I-V Relationships.
7.
Radioactivity Decay (Simulation).
Each skill must be assessed at least three times over the two-year period. Candidates should be encouraged to do corrections so that misconceptions will not persist. As the assessment of certain skills, especially those requiring on-the-spot observation or involve looking at several
CXC 22/G/SYLL 13
53
behaviours or criteria, teachers are advised to select not more than two skills to be assessed in any activity. The practical exercises selected to be used 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 one that can be completed in the time allotted for the class and the notebooks should be collected at the end of the period.
Candidates who have not been assessed over the two-year period will be deemed absent from the whole examination. Under special circumstances, candidates who have not been assessed at all points may, at the discretion of CXC, have their marks pro-rated (adjusted proportionately).
1.
2.
In preparation for an SBA practical, the teacher should:
(a)
select tasks which must include the seven (7) topics on page 53 and should be related to a given syllabus objective. These tasks may be chosen from the
“Suggested Practical Activities” and should fit in with the normal work being done in that class;
(b)
list the materials including quantities and equipment that will be needed for each student; (c)
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;
(d)
list the steps which 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;
(e)
list the skills that may be assessed (for example, observation/recording/reporting, analysis and interpretation). No more than two practical skills should be assessed from any one activity;
(f)
select the skills to be assessed on this occasion. Skills other than those required for that year should also be included for teaching purposes;
(g)
work out the criteria for assessing each skill. This will form the basis of a mark scheme and a checklist.
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 the standard of 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 be submitted electronically to CXC on the SBA form provided. The forms should be dispatched through the Local Registrar by the Moderator to reach CXC by 30
April of the year of the examination.
CXC 22/G/SYLL 13
54
ASSESSMENT OF PRACTICAL SKILLS
School-Based Assessment will assess skills under the profiles Experimental Skills and Use of Knowledge
(Analysis and Interpretation only).
The assessment will be conducted during Terms 1 - 5 of the two-year period following the programme indicated in the Table below.
SBA SKILLS TO BE ASSESSED FOR CXC MODERATION
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
PROFILE
Manipulation/
YEAR 2
YEAR 1
SKILLS
MARKS
TOTAL
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
MARKS
NO. OF
TIMES
SKILLS TO
BE
ASSESSED
MARKS
1
10
2
20
3
30
1
10
2
20
3
30
Measurement
Observation/
XS
90
Recording/
Reporting
(30*)
UK
Planning and
Designing
2
20
1
10
3
30
Analysis and
Interpretation
2
20
1
20
3
40
TOTAL
6
40
(10*)
60
6
70
12
130
40*
*Weighted mark
Investigative project to be done in Year 2.
The investigative project would be assessed for two skills, Planning and Design and Analysis and
Interpretation.
Students who are pursuing two or more of the single science subjects (Biology, Chemistry, Physics) may opt to carry out ONE investigation* only from any of these subjects.
[ONLY the marks for the investigation can be transferred across subjects.]
CXC 22/G/SYLL 13
55
ASSESSMENT OF INVESTIGATION SKILLS
Proposal (Planning and Design)
The maximum marks available for the Proposal is
10 marks
The format for this part is shown below
Observation/Problem/Research question stated
Hypothesis
Aim
Materials and Apparatus
Method
Controlled variables
Expected Results
Assumptions, Precautions/ Limitations
2 marks
1 mark
1 mark
2 marks
1 mark
2 marks
1 mark
TOTAL
10 marks
Implementation (Analysis and Interpretation)
The maximum marks available for the Implementation is
20 marks
The format for this part is shown below.
Method
Results
Discussion
Limitation
Reflection
Conclusion
1 mark
4 marks
5 marks
3 marks
5 marks
2 marks
TOTAL
CXC 22/G/SYLL 13
20 marks
56
REPORTING FORMAT OF INVESTIGATION
PART A THE PROPOSAL (Planning and Design)
Statement of the Problem – Can be an observation, a problem
Hypothesis
Aim – Should be related to the hypothesis
Materials and Apparatus
Method – Should also include variables
Assumptions/Precautions
Expected Results
PART B THE IMPLEMENTATION (Analysis and Interpretation)
Method - Linked to Part A (change of tense)
Results
Discussion – Explanations/Interpretations/Trends
Limitations
Reflections
Conclusion
CRITERIA FOR ASSESSING INVESTIGATIVE SKILLS
A.
PLANNING AND DESIGN
HYPOTHESIS
- Clearly stated
- Testable
2
1
1
AIM
- Related to hypothesis
1
MATERIALS AND APPARATUS
- Appropriate materials and apparatus
1
METHOD
- Suitable
- At least one manipulated or responding variable
1
1
1
1
2
CONTROLLED VARIABLE
-Controlled variable stated
1
1
EXPECTED RESULTS
- Reasonable
- Link with method
1
1
2
ASSUMPTIONS/PRECAUTIONS/POSSIBLE SOURCES OF
ERRORS
- Any one stated
TOTAL
CXC 22/G/SYLL 13
1
1
(10)
57
B.
ANALYSIS AND INTERPRETATION
METHOD
Linked to Proposal, Change of tense
1
RESULTS
- Correct formulae and equations:
Accurate (2)
Acceptable (1)
4
2
- Accuracy of data:
Accurate (2)
Acceptable (1)
2
DISCUSSION
- Explanation
Development of points:
Thorough (2)
Partial (1)
5
2
- Interpretation
Fully supported by data (2)
Partially supported by data (1)
2
- Trends:
Stated
1
LIMITATIONS
-Sources of error identified
-Precautions stated
-Limitation stated
3
1
1
1
REFLECTIONS
- Relevance between the experiment and real life
(Self, Society or Environment)
- Impact of knowledge gain from experiment on self
- Justification for any adjustment made during experiment
- Communication of information
(Use of appropriate scientific language, grammar and clarity of expression all of the time (2); some of the time (1)
CONCLUSION
- Stated
- Related to the aim
1
1
2
2
1
1
TOTAL
CXC 22/G/SYLL 13
5
1
(20)
58
EXEMPLAR OF INVESTIGATIVE PRACTICAL
EXEMPLAR 1
PART A-THE PROPOSAL
Observation
During lunch break at school Darren noticed his rubber ball did not bounce as high as it normally would when it landed on a paper towel. Darren now claims if more paper towels are added the ball’s rebound height would decrease.
Hypothesis: The height of rebound of a rubber ball decreases with the addition of paper towels.
Aim: To investigate the height of rebound [Hr] of a rubber ball with increasing paper towels.
Apparatus: Meter rule; paper towels; rubber ball; pencil.
Diagram
Variables
Independent – Number of paper towels
Dependent – Height of rebound
Controlled/ Constant – Rubber Ball; Height of Release
CXC 22/G/SYLL 13
59
Method
1.
Securely place meter rule vertically against a wall.
2.
Mark off a suitable release height [HO] , [the ball must be allowed to FALL vertically and
REBOUND on nearly the same straight line].
3.
With no paper towels at the base of the meter ruler, release the rubber ball from the marked height [the ball must be completely above the marked line with its bottom edge just touching the line].
4.
Observe and record the rebound height of the ball [HR], [this should be done from in front of the ruler and eye level]. Repeat twice for this number of paper towels. Record all data.
5.
Place a single paper towel at the base of the ruler and release it from marked height.
6.
Observe and record the rebound height of the ball. Repeat steps 4 and 5 twice for that number of paper towels, recording all data.
7.
Continue adding paper towels and repeat step 6 until there are 8 paper towels.
8.
Calculate average rebound height [Hr] for each number of paper towels.
9.
Plot a graph of Rebound Height [y axis] against Number of paper towels [x axis]
Expected Results
The rubber ball will reach maximum rebound height when it bounces on the ground with no paper towels present. As the paper towels are added it will rebound to a consistently lower height.
CXC 22/G/SYLL 13
60
PART B- THE IMPLEMENTATION
Method
1.
The meter rule was securely placed vertically against a wall with the 0 cm end touching the ground. 2.
The release height, Ho, was set at 60 cm.
3.
With no paper towels at the base of the meter ruler, the rubber ball was released from the
60 cm mark and the height of rebound was recorded. This step was repeated two more times and the data recorded.
4.
A single paper towel was placed at the base of the ruler and the ball was released from the
60 cm mark. The new height of rebound was recorded. This was repeated two more times and data recorded.
5.
Another paper towel was added and the rubber ball was released three times from the 60 cm mark. All rebound heights were recorded.
6.
Step 5 was repeated until there were 7 paper towels at the base of the ruler.
7.
The average rebound height [Hr] was calculated for each number of paper towels.
8.
A graph of Rebound Height [y axis] against Number of paper towels [x axis] was plotted.
Results
# of paper towels
1
Rebound Height,
HR[cm]
(Attempts)
2
3
Average
Rebound
Height, HR[cm]
0
42
43
42
42
1
42
42
42
42
2
41
41
41
41
3
39
40
39
39
4
36
35
36
36
5
34
35
35
35
6
33
33
33
33
7
32
32
32
32
CXC 22/G/SYLL 13
61
Graph of Rebound Height Against Number of
Paper Towels for a Rubber Ball
50
45
Rebound Height HR [cm]
40
(0, 43)
35
30
(8, 30)
25
20
15
10
5
0
0
1
2
3
4
5
Number of Paper Towels
CXC 22/G/SYLL 13
62
6
7
8
9
Calculations
Using points (0, 43) and (8, 30) to calculate the slope/gradient:
S =
=
=
= 1.6 (cm/paper towel)
Discussion
When the results were represented on a graph, the points defined a straight line. This allows the relation between the rebound height and the paper towels to be described by a linear equation of the form: y = mx + c
Where y = Rebound height, x = number of paper towels, m = slope/gradient and c = intercept on the y-axis. From the calculations the relation between the paper towels and the rebound height of the ball is described by:
RH = 1.6N + 43
Where RH is the rebound height and N is the number of paper towels.
When N = 0, the rebound height is 43 cm. As N increases, RH decreases because the slope is negative. According to the relation, the rebound height will be zero when the number of paper towels is approximately 27.
Limitations
Sources of Error/Limitation
The ball achieves its rebound height for a very short time. To measure this height during this short time was difficult. At times only an approximation can be made. This introduces an error and a limitation in determining the accurate rebound height whenever a paper towel is added.
Precautions
Read rebound heights perpendicular to the ruler.
Repeat the experiment for each number of paper towels at least 3.
Reflections
The paper towels used in this experiment are much softer than the ground and the ball. This indicates that the paper towels decreases the rate of change of momentum of the ball and as a result decreases the force of impact of the ball with the ground. The reduction in the force of impact is as a result of the work done in compressing the paper towels on impact. Thus, the ball has less energy to rebound and as a result its rebound height decreases.
Conclusion
The rebound height decreases with increasing number of paper towels.
CXC 22/G/SYLL 13
63
Exemplar 2
PART A - THE PROPOSAL
Observation
During a power outage one night, Devon lit a candle and without thinking, placed it near to his bedroom wall. Shortly after, the power was restored. He was surprised when he noticed the wall was warm. The following day in school he told some classmates about this and they decided to see how much energy a candle could release in a few minutes.
Aim: To investigate the heat energy released by a candle in 5 minutes.
Apparatus: Tripod stand; candle; insulated beaker; stirrer; thermometer; retort stand.
Variables
Independent – Time for which candle is lit
Dependent – Energy Released
Controlled – volume of water
Method
1.
Fill the beaker up to the 300 ml mark with distilled water and place it on the tripod stand.
2.
Using the retort stand, suspend the thermometer in the centre of the beaker [ensure the thermometer does not touch the bottom of the beaker]. Observe and record initial temperature of the water.
3.
Place candle directly under the tripod stand and light it [ensure the flame is as close to the bottom of the beaker as possible].
4.
Let the candle light for 5 minutes. Observe and record the final temperature of the water.
5.
Calculate the heat supplied by the candle using the formula EH = mcΔΘ.
CXC 22/G/SYLL 13
64
Expected Results
The temperature of the water will increase by as much as 5⁰ or more.
PART B - THE IMPLEMENTATION
Method
1.
The beaker was filled up to the 300 ml mark with distilled water and placed on the tripod stand. 2.
Using the retort stand, the thermometer was secured at the centre of the beaker so that it does not touch the bottom of the beaker. The initial temperature of the water was measured and recorded.
3.
The candle was placed directly under the tripod stand and lit. It was ensured the flame was as close to the bottom of the beaker as possible. The stop watch was started simultaneously. 4.
The candle was allowed to be lit for 5 minutes .
5.
The final temperature of the water after the five minutes was measured and recorded.
6.
The heat supplied by the candle was calculated using the formula EH = mcΔΘ.
CXC 22/G/SYLL 13
65
Results
Initial Temperature of water [Θ1] = 28°C
Final Temperature of water [Θ2] = 34°C
Volume of water = 300 ml
Calculations:
Temperature change [ΔΘ] = Θ2 – Θ1 [note the temperature change in degrees Celsius is the same as in Kelvin] = 34 – 28 = 6 K
Mass of water = Volume of water × Density of water
= 300cm3 × 1g/cm3 = 300g = 0.3kg
EH = mass of water × temperature change × specific heat capacity of water
EH = 0.3 kg × 6 K × 4200 J/kg/K
EH = 7560 J
Discussion
The amount of energy released by a candle in 5 minutes was of the order of several kilojoules. If the candle was lit for a longer period of time more energy would be released. It requires 90,720 J of heat energy to bring 300 g of water to its boiling point. According to the calculations, it would take the candle approximately 12 minutes to accomplish this task.
Limitations
Sources of Error/Limitation
Not all the heat energy produced by the candle was absorbed by the water. Some heat energy was absorbed by the beaker and tripod stand. Hence, the heat energy yielded for this experiment is only a fraction of the total heat energy produced by the candle.
Precautions
Read temperature perpendicular to the scale and above the meniscus.
Place candle as close to the beaker as possible
Reflections
Candles are commonly used during power outages as a source of light. A lit candle generates both light energy and heat energy. The latter being the greater energy produced. These cheap and common light sources can be dangerous if attention is not paid to how and where they are placed.
Conclusion
The heat energy released by the candle in 5 minutes is 7560 J.
CXC 22/G/SYLL 13
66
Moderation of School-Based Assessment
The reliability (consistency) of the marks awarded by teachers on the School-Based Assessment is an important characteristic of high quality assessment. To assist in this process, the Council undertakes on-site moderation of the School-Based Assessment conducted by visiting external Moderators.
The Moderator will make a first visit in Term 3 of Year 1. Teachers must make available to the
Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the proposal for the
Investigation).
During the Term 2 of Year 2, the Moderator will make a second visit. Teachers must make available to the Moderator ALL Assessment Sheets (Record of Marks, Mark Schemes and the report on the
Investigation). Teachers are NOT required to submit to CXC samples of candidates’ work, unless specifically requested to do so by the Council BUT will be required to submit the candidates’ marks electronically. The Moderator will remark the skills, and investigation reports for a sample of five candidates, who are selected using the guidelines listed below.
1.
Candidates’ total marks on the SBA are arranged in descending order (highest to lowest).
2.
The sample comprises the work of the candidates scoring the:
(a)
(b)
(c)
(d)
(e)
3.
highest Total mark; middle Total mark; lowest Total mark; mark midway between the highest and middle Total mark; mark midway between the middle and lowest Total mark;
The candidates selected above may be required to demonstrate some practical skills.
Teachers’ marks may be adjusted as a result of the moderation and feedback will be provided by the
Moderator to the teachers.
The Moderator may re-mark the assignments of additional candidates. Where the total number of candidates is five or fewer, the Moderator will remark ALL.
On the first visit, the Moderator will re-mark a sample of the Year 1 candidates. A copy of this report must be retained by the teacher, and be made available to the Moderator during Term 2 of Year 2.
The Moderator will submit the Assessment Sheets, moderation of SBA Sample and the moderation reports to the Local Registrar by April 30 of the year of the examination. A copy of the Assessment
Sheets and candidates’ work must be retained by the school for three months after the examination results are published by CXC.
School-Based Assessment Record Sheets are available online via the CXC’s website www.cxc.org.
All School-Based Assessment Record of marks must be submitted online using the SBA data capture module of the Online Registration System (ORS).
CXC 22/G/SYLL 13
67
STRATEGIES FOR ASSESSING PRACTICAL OBJECTIVES
The basic strategy for assessing practical objectives in Physics comprises the following:
STEP I
Selection of the task or investigation and the corresponding syllabus objectives.
STEP II
1.
Preparing the apparatus and the teacher performing the activity.
2.
Determining and selecting skills to be assessed.
3.
Developing the criteria for assessing each skill.
4.
Designing rating scales based on the criteria.
STEP III
Breakdown of work to be done by candidate.
STEP IV
Carrying out assessment and recording marks.
Further explanation of Steps I-IV
The following is a more detailed explanation of what should take place in Steps I - IV.
Re:
STEP I
The selection of the task or investigation should be done along with the preparation of the scheme of work for the term or year for each class. The task selected should contribute to the development of skills and attitudes within the subject and match a given syllabus objective
(general or specific). Both qualitative and quantitative work should be included.
Re:
STEP II
1.
After selection of the task the teacher should prepare the required apparatus and materials. The teacher should perform the activity before presentation to the candidates as this can help in determining the steps involved and the skills that can be assessed (see Step III).
2.
Before selecting the skills to be assessed the teacher should list all the skills that could be assessed. This may be achieved by preparing a step by step outline of the task and noting the skills involved in each step. Teachers are advised whenever possible to select only one skill to be assessed in any one activity.
3.
Developing the criteria for assessing each skill 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 the standard of 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. CXC 22/G/SYLL 13
68
CRITERIA FOR THE ASSESSMENT OF EACH SKILL
For each skill there may be a number of general criteria from which the teacher may select depending on the nature of the activity. It is especially important to make such a selection when there are numerous criteria as it is difficult to assess more than a few at a time without sacrificing accuracy. The following lists represent general criteria as may be defined under a particular skill:
A.
OBSERVATION/RECORDING/REPORTING
(i)
(ii)
(iii)
(iv)
(v)
B.
MANIPULATION/MEASUREMENT
(i)
(ii)
(iii)
(iv)
(v)
C.
Suggests appropriate hypotheses.
Suggests suitable and feasible methods for data collection.
Identifies and controls variables appropriately.
Takes account of possible sources of error or danger.
ANALYSIS AND INTERPRETATION
(i)
(ii)
(iii)
(iv)
NOTE:
Follows instructions.
Uses basic laboratory equipment correctly.
Sets up electrical circuits correctly.
Uses electrical circuits correctly.
Prepares material for observation or investigation correctly.
PLANNING AND DESIGNING
(i)
(ii)
(iii)
(iv)
D.
Selects appropriate observations.
Makes accurate recordings/observations.
Uses appropriate format of presentation.
Uses acceptable language/expression.
Uses appropriate tables/diagrams/graphs.
Makes accurate calculations and logical inferences from data.
Predicts from data.
Evaluates data (including sources of error).
Identifies relationships and patterns within data.
Plotting and drawing of graphs would be assessed in
Observation/Recording/Reporting whereas inferences from graphs would be assessed under Analysis and Interpretation.
CXC 22/G/SYLL 13
69
Using a Checklist
Assessing candidates in some of the skills could be conveniently done by marking the candidates' laboratory notebooks. However, in the skills Manipulation/Measurement teachers will find it easier to write down marks as the activity is occurring. A convenient way of doing this is by using checklists. The column headings reflect what the teacher is looking for and a tick may be used to show that the candidate was displaying a satisfactory behaviour. More than one tick may occur in one column if the teacher checks a candidate more than once during the activity. A zero may be used to show that the candidate was displaying an unsatisfactory behaviour. The ticks and zeros should help the teacher decide on a mark for a candidate (see below).
CHECKLIST FOR USE OF A MEASURING CYLINDER
NAMES
Rests on flat surface Meniscus read to avoid parallax
Bottom of meniscus read
MARK
L. Allie
H. Cassie
S. Williams
D. Wong
4.
If the criteria are clear and adequate, a rating scale is relatively easy to define. The range required by the syllabus is an 11-point scale ranging from 0-10. If the number of criteria is small then several assessments may be necessary, perhaps of different pieces of apparatus in one activity.
It is important that a record of the criteria and rating scale used for each activity be kept to avoid duplication and it is advisable to submit, along with the final mark sheet of candidates' scores, a copy of such record.
Re: STEP III
The teacher should prepare a step by step outline of the task. Such an analysis would provide a good guide as to the format of the sessions, for example, work stations, groups, individual and worksheets, experimental format and the skills and objective(s) which may be assessed. Re: STEP IV
A Teacher's Mark Book (which is retained by the school) should contain all the marks from which the averages are derived. The SBA Form which is submitted to CXC shows only the candidate's average mark at each point in each skill to be assessed at the point. At the end of this appendix is an example of the SBA Form and a possible format of a Teacher's Mark Book.
CXC 22/G/SYLL 13
70
LABORATORY NOTEBOOKS
A sample of laboratory notebooks will be required to help moderate the teacher's scores.
1.
The notebook should contain all the practical work that the candidate does (not only that which is assessed).
2.
It is advisable for three pages to be left blank at the front of the practical notebook for a list of contents giving the practical activity and the date on which it was performed.
3.
The activities used for SBA should be indicated.
4.
The marks awarded for each skill selected within an activity should be indicated.
5.
The notebooks should contain a variety of practical activities that are spread over the entire syllabus. Teachers may wish to consider some of the questions set by CXC in Question 1 of the
Practical examination prior to 1997 as possible examples of open-ended investigative activities. SELECTION OF ACTIVITIES
Teachers must bear in mind that opportunities for the development of the skills in the SBA are needed before their assessment. Again the point is made that practicals of a more open-ended, investigatory nature should also be utilized. Teachers should refer to the “Suggested Practical Activities" for ideas for practical work in the different section of the syllabus.
CXC 22/G/SYLL 13
71
APPLYING THE ASSESSMENT STRATEGY
EXAMPLE
The following is an example of how the strategy may be applied to a specific task:
STEP I
To investigate the factors which might affect the period of simple pendulum (Specific Objective
Section A 1.2).
STEPS II AND III
Apparatus per candidate or group
Stand or clamp, fine thread, several small objects of various masses for use as pendulum bobs, stop watch, metre rule.
1.
Outline of task
(a)
(b)
(c)
(d)
(e)
Sets up apparatus appropriately.
Controls variables (in procedure).
Times several oscillations more than once.
Averages sensible results.
Compares results and draws appropriate conclusions.
2.
Manipulation/Measurement is the skill selected for assessment.
3.
Manipulation/Measurement
Criteria for assessment.
(a)
(b)
(c)
(d)
(e)
(f)
Uses vertical reference lines.
Measures length of pendulum to centre of bob.
Checks zero error on stop clock or stop watch.
Operates clock or watch correctly.
Uses count down method.
Reads scale to avoid parallax.
Note: The same experiment could have been used to assess Planning and Designing as follows: Planning and Designing
(i)
(ii)
(iii)
(iv)
CXC 22/G/SYLL 13
identifies appropriate variables. maintains all but one variable constant for one series of readings. times a reasonable number of oscillations. repeats timing for same number of oscillations under same conditions.
72
4.
Teacher's rating scale
STEP IV
Assessment performed and marks entered in Teacher's Mark Book.
RECORDING FOR SBA
Teacher's Mark Book
SKILL
OBSERVATION/RECORDING/
REPORTING
Date
18/1
MANIPULATION/
MEASUREMENT
Total
10/12
Total
ANALYSIS AND
INTERPRETATION
25/1
28/3
4
15
10
Tot.
3/2
31/3
Tot.
25
Out of 20
8
9
17
YEAR 1
Maximum
Mark
12
12
Out of 10
Ammar,
Annette
12
5
9
7
4
9
10
8
18
14
6
5
11
McNab,
Bryan
10
4
6
6
3
7
12
10
22
18
3
2
5
6
Singh, Ricki
4
2
3
4
3
7
1
5
6
4
2
7
9
10
Thompson,
Neil
9
5
8
8
3
8
8
4
12
10
4
9
13
16
Wong,
Claudette
7
4
6
3
2
5
14
9
23
18
3
4
7
8
8
Out of 10
TOTAL
PLANNING AND
DESIGNING
Out of 20
60
12
Teacher's Mark Book
SKILL
OBSERVATION/RECORDING/
Date
14/3
Tot.
MANIPULATION/
MEASUREMENT
REPORTING
20/4
Out
of
20
4
ANALYSIS AND
INTERPRETATION
Tot.
Maximum
Mark
6
27
18
Ammar,
Annette
5
25
4
16
McNab,
Bryan
4
16
3
11
Singh, Ricki
2
9
3
Thompson,
Neil
5
21
Wong,
Claudette
4
17
Tot.
Out
of
20
25
Out of
10
TOTAL
PLANNING AND
DESIGNING
3/2
31/3
Tot.
8
9
17
18
6
5
11
22
3
2
5
12
6
9
3
14
12
2
7
4
9
2
9
23
3
4
YEAR 1
Out of
20
70
13
7
N.B.:
1.
Although more than one skill may be assessed by any one component, the marks are more objective if the teacher concentrates on assessing one skill during a particular period of time.
2.
Note that no special assessment exercises need to be planned. The teachers will, as is customary, be recording periodic "marks" for their candidates. The difference is that, since these "marks" will now contribute to an assessment external to the school, they need to be more directed. Several of the objectives can be assessed from work which would normally be collected for marking.
CXC 22/G/SYLL 13
73
CARIBBEAN EXAMINATIONS COUNCIL
SCHOOL-BASED ASSESSMENT IN PHYSICS7
NAME OF SCHOOL:
SCHOOL CODE:
NAME OF TEACHER:
TERRITORY:
REGISTRATION
NUMBER
CANDIDATES
YEAR OF FINAL EXAMINATION_____________________
YEAR 2
TOTAL
YEAR 1
TOTAL
TOTAL
NAME
COMMENTS
XS
XS
XS
UK
XS
XS
XS
UK
MM
ORR
PD
AI
Year 1
MM
ORR
PD
AI
Year 2
PROFILE
P3 (10)
P3 (10)
P3 (20)
P2 (20)
60
P3 (20)
P3 (20)
P3 (10)
P2 (20)
70
P3 (90)
OVERALL
P2 (40)
TEACHER'S SIGNATURE:
PRINCIPAL'S NAME:
__________________________________
DATE: ____________________________________
PRINCIPAL'S SIGNATURE:
____________________________________
CXC 22/G/SYLL 13
74
LIST OF PHYSICAL QUANTITIES AND THEIR SYMBOLS
NAME OF QUANTITY
SYMBOL
ELECTRIC CURRENT
LENGTH
l
MASS
m
TEMPERATURE: (KELVIN)
(CELSIUS)
TIME
t
VOLUME
V
AREA
A
ANGLE
T
NAME OF QUANTITY
SYMBOL
SPECIFIC LATENT HEAT
OF FUSION
lf
OF VAPORISATION
lv
WAVELENGTH
PERIOD
T
AMPLITUDE
a
FREQUENCY
f
OBJECT DISTANCE
u
IMAGE DISTANCE
DENSITY
v
FOCAL LENGTH
RELATIVE DENSITY
f
r
REFRACTIVE INDEX
FORCE
n
F
LINEAR MAGNIFICATION
MOMENT OF FORCE OR TORQUE
m
T
ELECTRIC CHARGE
DISPLACEMENT, DISTANCE
Q
s, x
SPEED, VELOCITY
v
POTENTIAL AND
POTENTIAL DIFFERENCE
ACCELERATION
a
ELECTRO-MOTIVE FORCE
E
MOMENTUM
P
RESISTANCE
R
E, W
WEIGHT (GRAVITATIONAL FORCE)
W
WORK
W
ACCELERATION DUE TO GRAVITY
g
POTENTIAL ENERGY
EP
MASS OF ELECTRON
me
KINETIC ENERGY
EK
CHARGE OF ELECTRON
e
THERMAL ENERGY
EH
PROTON (ATOMIC) NUMBER
Z
POWER
P
NUCLEON (MASS) NUMBER
A
PRESSURE
P
NEUTRON NUMBER
N
SPECIFIC HEAT CAPACITY
c
HALF LIFE
T½
HEAT CAPACITY
C
VELOCITY OF LIGHT IN VACUO
c
ENERGY
CXC 22/G/SYLL 13
75
V
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS
DESCRIPTION
GRAPHICAL SYMBOL(S)
DESCRIPTION
EARTH
GALVANOMETER
CELL
SEMI-CONDUCTOR
DIODE
BATTERY OF
CELLS
ELECTROLYTIC CELL
OR VOLTAMETER
D. C. SUPPLY
GRAPHICAL SYMBOL(S)
G
OR
+
FUSE
OR
A. C. SUPPLY
FIXED RESISTOR
OR
SWITCH
VARIABLE RESISTOR
OR
JUNCTION OF
CONDUCTORS
ELECTRIC MOTOR
ONE WIRE
CROSSING
ANOTHER
NO
ELECTRICAL
CONNECTION
FILAMENT
LAMP OR
BULB
LOUDSPEAKER
OR
TRANSFORMER
OR
VOLTMETER
V
AMMETER
A
CXC 22/G/SYLL 13
GENERATOR
76
GEN
LIST OF GRAPHICAL SYMBOLS AS USED IN CIRCUIT DIAGRAMS (cont’d)
DESCRIPTION
GRAPHICAL SYMBOL(S)
DESCRIPTION
NOT
OR
AND
NOR
NAND
CXC 22/G/SYLL 13
77
GRAPHICAL SYMBOL(S)
RECOMMENDED MINIMUM EQUIPMENT LIST
(Recommended quantity per 25 candidates)
QUANTITY
ITEM
QUANTITY
ITEM
1.
12
Metre rule
22.
12
Double pulley
2.
12
Half metre rule
23.
1
Manometer
3.
12
Callipers
24.
1
12m length of transparent PVC tubing diameter = 3cm
4.
12
Vernier callipers
25.
8
Sets brass masses (1 x 10g;
2x20g; 1x50g; 1x100g)
5.
12
Micrometer screwgauge
26
12
Thermometer: 10C to 110C
6.
5
Top pan balance
27.
5
Clinical thermometer
7.
112
Spring balance (0 - 2.5)N
28.
1
Thermocouple
8.
1
Spring balance (0 - 10)N
29.
1
Ball and ring demonstration apparatus 9.
12
Stop watch (or clock)
30.
1
Bimetallic strip
10.
24
Retort stand and clamp/boss head
31.
20
Bunsen burner
11.
12
Pendulum bob
32.
12
Tripod stand and wire gauze
12.
5
Eureka/overflow can
33.
12
Beaker (100ml)
13.
2
34.
12
Beaker (250ml)
14.
12
Sets rectangular blocks of different materials having similar and different dimensions Knife edge (commercial or improvised) 35.
12
Beaker (400ml)
15.
12
Helical spring yielding 0.5N cm –1
36.
12
100 ml graduated measuring cylinder. Thread/String (as needed)
37.
6
1 metre length of glass tubing
(each 4mm internal diameter).
16.
17.
144
Straight (common) pin
38.
2
Glass funnel
18.
12
Set hook (stirrup) + set of slotted masses (10 x 100g)
39.
2
Sets rods of identical dimensions and different metals.
19.
2
Acceleration trolley
40.
1
Ripple tank and accessories
20.
1
Electronic timer
41.
1
Slinky spring
21.
12
Single pulley
42.
1
Bell jar, electric bell and vacuum pump apparatus.
43.
12
Pinboard (of softwood or cardboard or polystyrene).
CXC 22/G/SYLL 13
78
QUANTITY
ITEM
QUANTITY
ITEM
44.
1
Ray optics kit
61.
1
45.
100
Optical pins
62.
12
Variable resistors, commercial or improvised. 46.
12
Rectangular glass block
63.
2
Reel-resistance wire (bare) constantan (SWG 26)
47.
12
Right-angled triangular glass prism.
Equilateral triangular glass prism. 64.
2
Reel-resistance wire (bare) constantan (SWG 28).
12
Small d.c. motor (as from toy).
48.
1
Light pipe
65.
2
Sets assorted standard resistors.
49.
12
66.
12
Circuit key or switch.
50.
12
Converging lens-focal length 10 cm
Converging lens-focal length 15 cm
67.
12
Diodes
51.
5
Diverging lens- any focal length. 68.
0.5kg
Copper sulphate (CuSO4 5H20)
52.
12
Thin plane mirror (each
5cm x 8cm)
69.
1
Pair-copper electrodes (thick bare copper wire suitable)
53.
12
70.
1
Card-fuse wire.
54.
5
Power pack OR accumulator OR dry cells in holder or with soldered leads Reel-varnished or insulated copper wire SWG 24.
71.
1
110 V plug
55.
12
Ammeter (0 - 1)A
72.
1
220 V plug.
12
Voltmeter (0-5)V
73.
1
G.M. tube + electric accessories.
12
Analog Multimeter
74.
1
radioactive source.
56.
30
Doz. Crocodile clips
75.
1
radioactive source.
57.
5
Small screwdrivers
76.
1
radioactive source.
58.
1
Pair of pliers or wire cutter
77.
1
Set of aluminium and lead plates. 78.
1
Diffusion cloud chamber.
59.
24
2.5V (MES) torchlight electric lamp
79.
2
1 Set-identical dice.
60.
24
MES lamp holder
80.
2
Reel-PVC insulated connecting wire. CXC 22/G/SYLL 13
79
RESOURCES
Avison, J., Henry, D. and Neeranjan, D.
Physics for CSEC, United Kingdom: Nelson Thornes Limited,
2007.
Farley, A. and Trotz, C.
CXC Physics, Oxford: Macmillan Education, 2007.
Jackson, B. and Whiteley, P.
Physics for CSEC, Jamaica: Carlong Publishers (Caribbean)
Limited, 2007.
CXC 22/G/SYLL 13
80
GLOSSARY
WORD/TERM
DEFINITION/MEANINGS
NOTES
annotate
add a brief note to a label
{simple phrase of a few words only;
KC}
apply
use knowledge and principles to solve problems{make inferences and conclusions;
UK}
assess
present reasons for the importance of particular structures, relationships or processes
{compare the advantages and disadvantages or the merits and demerits of a particular structure, relationship or process; UK}
calculate
arrive at the solution to numerical problem {steps should be shown; units must be included; UK}
cite
quote or refer to
{KC}
classify
divide into groups according to observable characteristics {UK}
comment
state opinion or view with supporting reasons {UK}
compare
state similarities and differences
{an explanation of the significance of each similarity and difference stated may be required for comparisons which are other than structural; UK}
construct
use a specific format to make or draw a graph, histogram, pie chart or other representation using data or material provided or drawn from practical investigations, build (for example, a model) draw scale diagram
{such representation should normally bear a title, appropriate headings and legend; UK}
deduce
make a logical connection between two or more pieces of information; use data to arrive at a conclusion
{UK}
define
state concisely the meaning of a word or term {this should include the defining equation or formula where relevant;
KC}
CXC 22/G/SYLL 13
81
WORD/TERM
DEFINITION/MEANINGS
NOTES
demonstrate
show, direct attention to…
{KC}
derive
to deduce, determine or extract from data by a set of logical steps some relationship, formula or result
{this relationship etc. may be general or specific; KC}
describe
provide detailed factual information on the appearance or arrangement of a specific structure or the sequence of a specific process
{descriptions may be in words, drawings or diagrams or any appropriate combination.
Drawings or diagrams should be annotated to show appropriate detail where necessary; KC}
determine
find the value of a physical quality
{UK}
design
plan and present, with appropriate practical detail
{where hypotheses are stated or when tests are to be conducted, possible outcomes should be clearly stated the way in which data will be analyzed and presented; XS}
develop
expand or elaborate on an idea or argument with supporting reasons
{KC/UK}
differentiate or state or explain briefly those differences distinguish between or among items which can be
(between or among) used to define the items or place them into separate categories
{KC}
discuss
present reasoned argument; consider points both for an against; explain the relative merits of a case
{UK}
draw
make a line representation of apparatus which shows accurate relationship between the parts
{A diagram is a simplified representation showing the relationship between components;
KC/UK}
estimate
make an judgement {UK}
evaluate
weigh evidence and make judgements based on given criteria
CXC 22/G/SYLL 13
approximate
quantitative
82
{the use of logical supporting reasons for a particular point of view is more important than the view held; usually both sides of an argument should be considered;
UK}
WORD/TERM
DEFINITION/MEANINGS
NOTES
explain
give reasons, based on recall, to account for {KC}
find
locate a feature or obtain as from a graph
{UK}
formulate
devise a hypothesis
{UK}
identify
name or point out specific components or features {KC}
illustrate
show clearly by using appropriate examples or diagrams, sketches
{KC/UK}
investigate
use simple systematic procedures to observe, record data and draw logical conclusions {XS}
label
add names to identify structures or parts indicated by pointers
{KC}
list
itemise without detail
{KC}
measure
take accurate quantitative readings using appropriate instruments
{XS}
name
give only the name of
{no additional required; KC}
note
write down observations
{XS}
observe
pay attention to details which characterise reaction or change taking place; to examine and note scientifically
{observations may involve all the senses or extensions of them but would normally exclude the sense of taste; XS}
plan
prepare to conduct an exercise
{XS}
predict
use information provided to arrive at a likely conclusion or suggestion possible outcome {UK}
record
write an accurate description of the full range of observations made during a given procedure {this includes the values for any variable being investigated; where appropriate, recorded data may be depicted in graphs, histograms or tables; XS}
CXC 22/G/SYLL 13
83
information
is
WORD/TERM
DEFINITION/MEANINGS
NOTES
relate
show connections between; explain how one set of facts or data depend on others or are determined by them
{UK}
sketch
Make a simple freehand diagram showing relevant proportions and any important details {KC}
state
provide factual information in concise terms omitting explanations
{KC}
suggest
Offer an explanation deduced from information provided or previous knowledge. (... an hypothesis; provide a generalisation which offers a likely explanation for a set of data or observations.) {no correct or incorrect solution is presumed but suggestions must be acceptable within the limits of scientific knowledge; UK}
test
to find out following set procedures
{XS}
KEY TO ABBREVIATIONS
KC
UK
XS
-
Knowledge and Comprehension
Use of Knowledge
Experimental Skills
Western Zone Office
12 June 2013
CXC 22/G/SYLL 13
84
CARIBBEAN EXAMINATIONS COUNCIL®
Caribbean Secondary Education Certificate
(CSEC)®
PHYSICS
Specimen Papers and Mark Schemes/Keys
Specimen Papers:
Paper 01
Paper 02
Paper 03/2
Mark Schemes/Keys:
Paper 02
Paper 03/2
TEST CODE
01238010
FORM 01238010/SPEC
CARIBBEAN EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER
Paper 01 – General Proficiency
75 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY
1.
This paper consists of 60 items. You will have 75 minutes to answer them.
2.
In addition to this test booklet, you should have an answer sheet.
3.
Each item in this test has four suggested answers, lettered (A), (B), (C) and (D). Read each item you are about to answer and decide which choice is best.
4.
On your answer sheet, find the number which corresponds to your item and shade the space having the same letter as the answer you have chosen. Look at the sample item below.
Sample Item
The SI unit of length is the
Sample Answer
(A)
(B)
(C)
(D)
metre newton second kilogram A
B C D
The best answer to this item is “metre”, so answer space (A) has been shaded.
5.
If you want to change your answer, erase it completely and fill in your new choice.
6.
When you are told to begin, turn the page and work as quickly and as carefully as you can.
If you cannot answer an item, omit it and go on to the one. You can return later to the item omitted. You score will be the number of correct answers produced.
7.
You may do any rough work in the booklet.
8.
Figures are not necessarily drawn to scale.
9.
The use of silent electronic calculators is allowed.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO
Copyright © 2012 Caribbean Examinations Council
All rights reserved
01238010/SPEC 2012
2
1.
Which of the following is a vector quantity? (A)
(B)
(C)
(D)
2.
4.
Item 4 refers to the lamps below.
Mass
Density
Moment
Momentum
Which arrangement gives the greatest resultant force acting on the block?
The most stable lamp is
(A)
(B)
(C)
(D)
5.
3.
(A)
(B)
(C)
(D)
Biomass
Wind
Natural Gas
Sun
01238010/SPEC 2012
Which of the following is MOST suitable for measuring the diameter of a wire? (A)
(B)
(C)
(D)
Which of the following is a nonrenewable energy source?
6.
P
Q
R
S
Metric rule
Tape measure
Vernier calipers
Micrometer screw gauge
Which of the following is the correct SI unit for pressure?
(A)
(B)
(C)
(D)
Joule (J)
Pascal (Pa)
Newton-metre (Nm)
Newton per metre (Nm-1)
GO ON TO THE NEXT PAGE
3
7.
A vehicle with a uniform velocity of
10ms-1 is represented by which of the following graphs?
11.
Acceleration can be defined as the rate of change of
(A)
(B)
(C)
(D)
12.
8.
Which of the following is NOT a vector quantity? (A)
(B)
(C)
(D)
9.
13.
velocity acceleration displacement momentum A cyclist riding down a hill applies his brakes and eventually comes to rest at the bottom of the hill. Which of the following energy changes takes place? (A)
(B)
(C)
(D)
Potential kinetic
Potential kinetic heat
Kinetic potential heat
Potential kinetic chemical
01238010/SPEC 2012
Which of the following does the pressure of a fluid depend?
I.
II.
III.
The depth of the fluid
The density of the fluid
The acceleration due to gravity (A)
(B)
(C)
(D)
I only
II only
I and II only
I, II and III
The period of a simple pendulum depends on
(A)
(B)
(C)
(D)
Force is directly proportional to
(A)
(B)
(C)
(D)
10.
Mass
Force
Velocity
Acceleration
14.
velocity energy momentum displacement The length of the string
The mass of the bob
The initial displacement
The stop watch used
An aeroplane is travelling at a constant speed at an altitude of
1000 m above sea level. Which of the following is TRUE?
(A)
(B)
(C)
(D)
Its kinetic energy is increasing
It has kinetic energy only
It has potential energy only
It has both potential and kinetic energy
GO ON TO THE NEXT PAGE
4
15.
Which of the following is TRUE of a body in equilibrium.
I.
II.
III.
(A)
(B)
(C)
(D)
16.
17.
The sum of the forces in one direction is equal to the sum of the forces in the opposite direction The sum of the clockwise forces is equal to the sum of the anticlockwise forces
The sum of the clockwise moments is equal to the sum of the anticlockwise moments
8 x 102 kg m-3
8 x 10-2 kg m-3
2 x 102 kg m-3
1.25 x 10-3 kg m -3
When liquid in a puddle evaporates its temperature changes. How does the temperature of the liquid change and why? Temperature
I only
II only
I and III only
I, II and III
400 kg of methylated spirit occupies a volume of 0.50 m3. What is its density? (A)
(B)
(C)
(D)
18.
19.
(A)
decreases
(B)
decreases
(C)
increases
(D)
increases
Reason less energetic molecules leave the liquid more energetic molecules leave the liquid less energetic molecules leave the liquid more energetic molecules leave the liquid
Which scientist successfully showed the relationship between heat and mechanical work?
(A)
(B)
(C)
(D)
Joule
Einstein
Rumford
Watts
What is the gain in gravitational potential energy of a body of weight
2000 N as it rises from a height of 20 m to a height of 25 m above the earth’s surface?
(A)
(B)
(C)
(D)
400 J
1 000 J
10 000 J
20 000 J
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
5
20.
A thermostat used in a domestic iron is made from a bimetallic strip comprising of a strip of iron and a strip of brass as shown below. brass 23.
(A)
(B)
iron
(C)
The strip is heated and the brass expands more than the iron.
The shape the strip becomes:
(A)
(B)
(C)
(D)
Bubbles of gas rising from a scuba diver below the surface of the sea increase in size as they rise to the surface. Their size increase is because
(D)
24.
Water pressure on the bubbles decreases Water pressure on the bubbles increases Atmospheric pressure on the bubble decreases
Atmospheric pressure on the bubbles increases
The clinical thermometer is designed so that it is very sensitive to small changes in temperature.
Which of the following features should it have?:
(A)
21.
The name given to the amount of energy needed to raise the temperature of 1kg of iron by 1 K is
(B)
(A)
(B)
(C)
(D)
(D)
(C)
latent heat heat capacity specific latent heat specific heat capacity
25.
22.
Sharon painted half the roof of her dog house white and the other half black.
She noticed that the half painted black dried quicker than the half painted white. The property that BEST explains why the half painted black dried quicker is that dark bodies are better
(A)
(B)
(C)
(D)
insulators. heat absorbers reflectors of heat conductors of heat
01238010/SPEC 2012
A thick-walled bulb and a wide bore
A thin walled bulb and a wide bore A thin-walled bulb and a narrow bore
A thick-walled bulb and a narrow bore
In a YouTube video, Mr. Lee and his students heat a metal drum which is then capped and dumped into a tub of cold water. The video shows that the drum is crushed.
The gas law that BEST explains this observation is due to
(A)
(B)
(C)
(D)
Boyle’s
Charles’
Pressure
Combined Gas
GO ON TO THE NEXT PAGE
6
26.
An electronic air conditioner maintains the temperature of the inside of an office building at 24oC.
Which of the following measures could noticeably reduce the electricity bill? 28.
Reducing the temperature to
21oC
II. Hanging curtains at the window
III. Painting the roof of the building with aluminum paint
27.
I only
I and II only
II and III only
I, II and III
Item 27 refers to the diagram below.
(A)
(B)
(C)
(D)
29.
(B)
In the diagram above, P, Q, R and S are identical containers containing water of masses m, 2m, 3m and 4m respectively at the temperatures indicated. Which of the following must lose the most energy to cool down to 10 o C?
P
Q
R
S
(C)
(D)
30.
1.3
30
0.5 kPa
1.6 kPa
1.9 kPa
2.3 kPa
thunder is produced after the lightning light can pass through a vacuum but sound cannot the speed of light is much faster than the speed of sound sound is reflected by the clouds several times before it reaches the ear.
The list of electromagnetic waves in order of DECREASING wave length is
(A)
(B)
(C)
(D)
01238010/SPEC 2012
Volume/cm3
40
Lightning is seen several seconds before thunder is heard because
(A)
(A)
(B)
(C)
(D)
Pressure/kPa
1.0
The table shows two pairs of readings taken from an experiment to investigate
Boyle’s law. Which of the values below is MOST likely to be the measured pressure if the volume is reduced to 20 cm3?
I.
(A)
(B)
(C)
(D)
Item 28 refers to the following table.
Xrays, ultraviolet, infrared, microwaves Xrays, infrared, ultraviolet, microwaves Microwaves, ultraviolet, infrared, x rays
Microwaves, infrared, ultraviolet, x-rays. GO ON TO THE NEXT PAGE
7
Item 31 refers to the following diagram
Item 34 refers to the following diagram
x
air paraffin 28
34.
31.
A ray of light passes from paraffin into air at an angle of incidence of 280. If the refractive index of paraffin is 1.44, the value of sin x0 is
(A)
(B)
(C)
(D)
(A)
(B)
From the diagram above, a real image is produced with a converging lens when the object is located
1.44 x sin 280
(C)
35.
(D)
When Young’s Double Slit experiment is conducted, it is expected to show
(A)
(B)
(C)
Item 32 refers to the following diagram
(D)
32.
Which shows a ray of light passing through a diverging lens?
(A)
(B)
(C)
(D)
33.
At F only
At 2F only
Between F and infinity
Between the optical centre and
II only
I and II only
I and III only
I, II and III
36.
That light can bend
A series of dots on a screen
That light travels in a straight line Interference patterns on a screen “Pitch” and “loudness” refer respectively to
(A)
(B)
(C)
(D)
Amplitude and frequency
Frequency and amplitude
Wavelength and speed
Speed and wavelength
The refractive index for light traveling from air to glass is
I.
II.
III.
(A)
(B)
(C)
(D)
II only
I and II only
II and III only
I, II and III
01238010/SPEC 2012
GO ON TO THE NEXT PAGE
8
Item 37
refers to the following diagram.
Item 39 refers to the following diagram, which shows two resistors, R1= 6.0 and R2
= 4.0, in parallel.
39.
37.
A lady faces a plane mirror which is
5.0 m away from her. She views the image of a vase, which is 0.5 m in front of her. How far from her is the image of the vase?
(A)
(B)
(C)
(D)
38.
(A)
(B)
(C)
(D)
40.
4.5 m
5.5 m
9.0 m
9.5 m
A transformer was connected to a
100 V supply and the output measured and found to be 10 V, 0.5 A. The primary current was
0.005 A
0.05 A
0.5 A
5.0 A
Item 41 refers to the truth table below
A
0
0
1
1
200 m
250 m
400 m
800 m
41.
B
0
1
0
1
C
1
1
1
0
The logic gate that gives the above output is
(A)
(B)
(C)
(D)
01238010/SPEC 2012
1.2 A
1.8 A
2.7 A
3.0 A
(A)
(B)
(C)
(D)
A transmitter emits radio waves of frequency 750 kHz. If the velocity of electromagnetic waves is 3 x 108 m s-1, what is the wavelength of the transmission? (A)
(B)
(C)
(D)
What is the current in R1 if the current in R2 is 1.8A?
OR
AND
NOR
NAND
GO ON TO THE NEXT PAGE
9
42.
If in a transformer, NS is greater than
NP, then the transformer is a
(A)
(B)
(C)
(D)
43.
44.
46.
48.
49.
β-rays γ- rays
X-rays
Light rays
Marie Curie
Isaac Newton
Albert Einstein
Ernest Rutherford
For any TWO consecutive elements in the periodic table the first element has one less
(A)
(B)
(C)
(D)
proton electron neutron neutrino 01238010/SPEC 2012
Electrons
Nucleus
Neutrons
Electrical forces
The atomic number and the mass number of an atom are 50 and 120 respectively. This means that in the atom there are
(A)
(B)
(C)
(D)
50.
vanishes increases decreases remains constant
What did the Geiger-Marsden experiment establish as being present in the atom?
(A)
(B)
(C)
(D)
Which of the following scientists discovered the relationship E = mc2?
(A)
(B)
(C)
(D)
For a radioactive substance with a particular half-life, as time increases, the radioactive substance
(A)
(B)
(C)
(D)
Current
Voltage
Resistance
Power
A magnetic field can be used to deflect the path of
(A)
(B)
(C)
(D)
45.
Smoothing transformer
Step – up transformer
Alternating transformer
Step-down transformer
Which of the following quantities is constant in a parallel circuit?
(A)
(B)
(C)
(D)
47.
120 protons
120 neutrons
70 protons and 50 neutrons
50 protons and 70 neutrons
On Sunday, the corrected count rate of a radioactive source was 240 counts per second. Exactly two days later, the count rate had fallen to 120 counts per second. After exactly four more days (on Saturday), the count rate in counts per second was
(A)
(B)
(C)
(D)
zero
24
30
60
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10
51.
When a polythene rod is rubbed with a cloth, it becomes
(A)
(B)
(C)
(D)
52.
The role of a transformer in an electrical circuit is to
(A)
(B)
(C)
(D)
53.
Positively charged by losing electrons Positively charged by gaining protons Negatively charged by losing electrons Negatively charged by gaining electrons alter the voltage alter the frequency convert alternating current to direct current convert direct current to alternating current
54.
Fleming’s left hand rule associates a quantity with each finger shown in the diagram below. The correct
ORDER of the quantities labelled i, ii and iii is
(A)
(B)
(C)
(D)
Current, Force, Field
Field, Current, Force
Field, Force, Current
Force, Field, Current
Which of the following materials are conductors? I.
II.
III.
Wood
Gold
Graphite
(A) I and II only
(B) I and III only
(C) II and III only
(D) I, II and III
01238010/SPEC 2012
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11
55. A student requires a circuit to measure the resistance of a resistor. Which of the circuits below is correctly connected?
Item 56 refers to the following circuit.
(A)
(B)
56. In the circuit shown above, which lamps will be lit when the switch is closed?
(C)
(A)
(B)
(C)
(D)
R only
T, Q and R
T and Q only
T and R only
Item 57 refers to the following diagram which shows a coil carrying a current and wrapped around wooden cylinder.
(D)
57. Which row of the table below shows the magnetic field directions at x, y and z?
x
y
z
(A)
(B)
(C)
(D)
01238010/SPEC 2012
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12
60.
58.
Which of the following is NOT
TRUE when a magnet is moved relative to a coil?
I.
II.
III.
(A)
(B)
(C)
(D)
The greater the number of turns in the coil, the smaller the induced e.m.f.
The faster the magnet moves relative to the coil, the greater the induced e.m.f.
The stronger the magnetic field, the greater the induced
e.m.f.
I only
II only
III only
II and III only
Item 59 refers to the diagram below.
59.
In the electric field diagram above the charges labelled A and B are
(A)
(B)
(C)
(D)
Positive and positive
Negative and positive
Negative and negative
Positive and negative
01238010/SPEC 2012
The radioactive decay of an isotope of
Radon is represented by the equation
+
The values of a and b are respectively
(A)
(B)
(C)
(D)
a
216
216
220
220
b
88
84
84
83
CARIBBEAN EXAMINATION COUNCIL
SECONDARY EDUCATION CERTIFICATE
PHYSICS SPECIMEN PAPER 2012
Item
Specific Objective
Key
Item
Specific
Objective
Key
1
A2.1
D
31
C4.10
B
2
A.2.3
A
32
C5.1
C
3
A5.5
C
33
C4.10
A
4
A3.12
A
34
C5.3
C
5
A1.9
D
35
C4.2
D
6
A6.1
B
36
C2.2
B
7
A4.2
A
37
C4.5
D
8
A2.1
A
38
C1.2
C
9
A4.4
B
39
D4.11
A
10
A5.10
B
40
D7.16
B
11
A4.1
A
41
D5.4
D
12
A6.1
C
42
D7.14
B
13
A1.2
A
43
D4.11
B
14
A5.6
D
44
E3.5
A
15
A3.9
C
45
E3.12
C
16
A 1.10
A
46
E2.6
A
17
A5.7
C
47
E3.10
C
18
B3.7
B
48
E1.2
B
19
B1.2
A
49
E2.4
D
20
B2.8
B
50
E3.10
C
21
B3.1
D
51
E1.1
D
22
B4.5
B
52
D7.14
A
23
B2.11
A
53
D2.1
C
24
B2.3
C
54
D7.6
D
25
B2.11
B
55
D4.1
C
26
B4.6
C
56
D4.2
D
27
B3.2
B
57
D7.2
B
28
B2.11
C
58
D7.11
A
29
C2.3
C
59
D1.4
D
30
C3.2
D
60
E3.6
B
TEST CODE 01238020
FORM 01238020/SPEC
CARIBBEAN EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER
Paper 02 – General Proficiency
2 hours and 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1.
This paper consists of SIX questions in two sections. Answer ALL questions.
2.
For Section A, write your answers in the spaces provided in this booklet.
3.
For Section B, write your answers in the spaces provided at the end of each question, in this booklet.
4.
All working MUST be CLEARLY shown.
5.
The use of non-programmable calculators is permitted, but candidates should note that the use of an inappropriate number of figures in answers will be penalized. 6.
Mathematical tables are provided.
Copyright © 2012 Caribbean Examinations Council ®
All rights reserved.
GO ON TO THE NEXT PAGE
01238020/CSEC/SPEC/2012
2
01238020/CSEC/SPEC/2012
SECTION A
Attempt ALL questions
You MUST write your answers in this answer booklet.
1. Rihanna, a student, carried out an experiment to investigate the properties of a spring. The results of the variation of the length of the spring with load, is shown in Table 1.
TABLE 1
Load (N)
Length (mm)
(a)
4.0
18.4
8.0
20.5
12.0
22.4
16.0
24.3
20.0
26.4
24.0
28.5
On the grid provided on page 3, plot the graph of Length (mm) against Load (N).
(7 marks)
(b)
Calculate the slope, P, of the graph.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
(c)
Given that the spring constant equal
, calculate the spring constant stating its units.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(d)
Use your graph to determine the spring’s length when the load is 0N.
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________.
(1 mark)
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01238020/CSEC/SPEC/2012
3
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01238020/CSEC/SPEC/2012
4
(e)
What mass must be placed on the spring to produce an extension of 9mm?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(7 marks)
(f)
State THREE precautions Rihanna would have taken to ensure the accuracy of the readings and to prevent damage to the spring.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(3 marks)
Total 25 marks
2. (a)
Draw a circuit with three resistors in parallel across a two-cell battery. Include an ammeter in the circuit so that its reading is the total current in the circuit.
(3 marks)
(b)(i) Give the equation relating resistance, voltage and current. State the unit for resistance. ________________________________________________________________________
________________________________________________________________________
(2 marks)
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01238020/CSEC/SPEC/2012
5
(ii) Explain whether or not an ammeter should have a high resistance?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(c)(i) If the three resistors in 2(a) are each 2Ω, what is the total effective resistance in the circuit?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(2 marks)
(ii)
The voltage supplied by the two-cell battery is 3V. What is the reading on the ammeter? ____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
(3 marks)
(iii)
If the ammeter is replaced by one which has a resistance of 3 Ω, calculate the new reading.
(3 marks)
Total 15 marks
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01238020/CSEC/SPEC/2012
6
3. (a)
Distinguish between the mode of propagation of transverse waves and longitudinal waves. ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(b)
Give ONE example of EACH of the following waves:
Longitudinal: ___________________________________________________________
Transverse:______________________________________________________________
(2 marks)
(c)
Define the following terms:
(i) wavelength
_______________________________________________________________________
_______________________________________________________________________
(ii) frequency
________________________________________________________________________
________________________________________________________________________
(iii) amplitude
________________________________________________________________________
________________________________________________________________________
(3 marks)
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01238020/CSEC/SPEC/2012
7
(d) (i) Draw a wave of wavelength 6 cm using the axes provided in Figure 1.
Displacement (cm)
2
4
6
8
10
12
Distance (cm)
Figure 1
(2 marks)
Displacement x(cm) Figure 2 shows a displacement-time graph of a small Styrofoam cup floating, in the path of water wave in a pond.
6
4
2
0
-2 0
-4
-6
2
4
6
8
10
Time t (s)
Figure 2
(ii)
Use the graph in Figure 2 to determine the frequency of the wave.
(3 marks)
(iii)
Use the graph to determine the amplitude of the wave.
(1 mark)
(e)
Give ONE example of the use of waves in each of the following:
Medical testing _________________________________________________________________
Industry _______________________________________________________________________
(2 marks)
Total 15 marks
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01238020/CSEC/SPEC/2012
8
SECTION B
Attempt ALL questions
You MUST write your answers in the space provided after each question.
4.
(a)
(b)
A typical lap top computer operates on 18 V d.c. As a result, to safely power a lap top from 120V a.c. domestic mains, a specialized power cable must be used.
(i)
State the TWO essential components that must be included in this specialized cable. (2 marks)
(ii)
Sketch TWO separate graphs to show the variation of voltage vs. time of a
120 V a.c. domestic mains and the output of the specialized power cable.
Assume that the power cable is only able to accomplish wave rectification.
(4 marks)
An electric kettle is connected to an alarm that sounds whenever the kettle is switched on and the lid is left open or the water level is below the heating element.
Figure 3 shows the circuit that controls the electric kettle’s alarm.
Logic gate
L
Lid Sensor
1 = Open
0 = Closed
A
Power Supply M
120V
1 = On
0 = Off
N
Level Sensor
1 = Level below heating element
0 = Level above heating element
Outputs
X
Logic gate
Output
C
Y
Z
Alarm
B
Logic gate
Figure 3
(i)
What are points L, M and N collectively called?
(1 mark)
(ii)
What logic gate(s) should be placed at A, B and C?
(3 marks)
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01238020/CSEC/SPEC/2012
9
(iii)
The table below shows the inputs for a truth table. In the space provided for your answers, complete the truth table to show outputs at X, Y and Z that satisfies the condition that will make the alarm sound.
L
0
0
0
0
1
1
1
1
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
(3 marks)
(c)
Discuss ONE way in which lap top computers have evolved into a versatile tool of communication. (2 marks)
Total 15 marks
Write the answer to Question 4 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
10
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(b) (iii)
L
0
0
0
0
1
1
1
1
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
X
Output
Y
Z
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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01238020/CSEC/SPEC/2012
11
5
(a)
(b)
(i)
Describe an experiment to compare the ranges of α, β and γ emissions.
(5 marks)
(ii)
Which of these emissions would not be deflected by strong electric or magnetic fields? (1 mark)
(i)
24
Na is a beta emitter. It decays to Mg with a half-life of 15 hours. Write a nuclear equation for the decay of 2411Na.
11
(3 mark)
(ii)
A sample contains 24g of 2411Na. How long would it take for 21g to decay?
(4 mark)
(iii)
Discuss ONE safety measure necessary when handling a sample of 2411Na.
(2 marks)
Total 15 marks
Write the answer to Question 5 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
12
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
13
6
(a)
(i) Define the term specific latent heat of vaporisation.
(2 marks)
(ii) Identify THREE processes that require specific latent heat.
(3 marks)
(b)
An electric kettle is rated at 1500W. It takes 98s to bring water originally at 30oC to 100oC.
(i)
Describe the energy change that takes place in the kettle.
(1 mark)
(ii)
How much energy is supplied by the kettle in the given time?
(3 marks)
(iii)
Calculate the specific heat capacity of the water.
(3 marks)
(iv)
0.1 Kg of water is converted to steam when the kettle is left on for an additional 150s. Calculate a value for the specific latent heat of vaporisation of steam.
(3 marks)
Total 15 marks
Write the answer to Question 6 here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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01238020/CSEC/SPEC/2012
14
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
END OF TEST
01238020/CSEC/SPEC/2012
01238020/SPECIMEN PAPER/MS/2012
C A R I B B E A N
E X A M I N A T I O N S
CARIBBEAN SECONDARY EDUCATION
EXAMINATION
CERTIFICATE
PHYSICS
SPECIMEN PAPER
PAPER 02 – GENERAL PROFICIENCY
MARK SCHEME
2012
C O U N C I L
01238020/MS/SPEC/2012
2
Question
1 P2
MARK SCHEME
1 (a)
L-Label axes
A-correct Axes Length on y-axis and load on x-axis S-scales
P-Plots
6-5 correct -3
4-3 correct -2
2-1 correct -1
(1)
Best fit line
(1)
Large ∆
Correct read offs = gradient formula =
Answer = 0.55 ± 0.05 mmN-1
(1)
(1)
(1)
(1)
(1)
Spring’s constant =
(1)
(b)
(c)
=
= 1.81 Nmm-1
(d)
Spring’s length = 16.3 mm
KC
SP. OBJ
XS
(1)
(1)
7
(1)
(1)
(e)
Original length = 16.3 mm
New Length of spring = Original length + Extension
= 16.3 mm + 9 mm
= 25.3 mm
UK
(1)
(1)
(1)
3
2
2
1
01238020/MS/SPEC/2012
3
Question 1
Cont’d
(e) c’td
(f)
MARK SCHEME
KC
Corresponding Load = 17.5 N
Load = mg
17.5 = m.10 m = m = 1.75 Kg
UK
XS
(1)
(1)
(1)
7
(1)
(i)
Avoid the error of parallax by reading the scale accurately.
(ii) Do not overload the spring to prevent permanent damage.
(iii) Add loads when the system comes to rest.
(iv) Take measurements when the system comes to rest.
(1)
(1)
(1)
3
(1)
Any 3: 1 mark each.
SP. OBJ
A 1.4, 1.5, 3.13
Total
3
12
10
01238020/MS/SPEC/2012
4
Question 2
MARK SCHEME
KC
2a.
b (i)
(ii)
(c) (i)
(ii)
UK
3
Resistance = V/I.
The unit of resistance is the Ohm[Ω].
(1)
It must offer no resistance to current flow - the circuit must function as if the ammeter is not in the circuit.
(1)
1/RT
1/RT
1/RT
RT =
(1)
= 1/R1 + 1/R2 + 1/R3
= ½ + ½ + ½
= 3/2
2/3Ω or 0.67 Ω
2
2
(1)
2
(1)
(1)
V = IR
I = V/R
(1)
=
3
(1)
(1)
(iii)
SP. OBJ
RT = 3Ω + 0.67Ω = 3.67Ω
I = 3V/3.67Ω
= 0.82A
D 4.7, 4.9
(1)
(1)
(1)
Total
3
7
8
XS
01238020/MS/SPEC/2012
5
Question 3
(a)
(b)
(c) (i)
MARK SCHEME
For propagation of transverse waves, the displacement of the medium is perpendicular to the direction of motion while for propagation of longitudinal waves, the displacement of the medium is parallel to the propagation of the wave. KC
Examples: transverse wave - electromagnetic / water waves
1
Longitudinal wave - sound waves
1
Wavelength: The distance between successive crests or troughs of a wave
1
Frequency: Number of waves per unit time
1
Amplitude: the wave
1
UK
1
1
(ii)
(iii)
(d) (i)
This is the maximum displacement of
displacement (cm)
2
2
4
6
8
10
12
distance(cm)
1 mark for general sinusoidal shape
1 mark for crossing at 3 cm and ending on 6 cm
(ii)
Frequency = Number of waves / time = 1 / 4 f = 0.25 /seconds
3
(1)
(1)
(1) marks for equation, substitution, correct answer
(iii)
(e)
Amplitude of the wave = 4 cm
(1)
Example in medical testing: ultrasound in prenatal care
(1)
1
2
SP. OBJ
Example in industry: testing of materials for defects (1)
C 1.1,1.2,2.5
Total
7
8
XS
01238020/MS/SPEC/2012
6
Question 4
(a) (i)
(ii)
MARK SCHEME
1 mark for stating: Transformer
KC
1
1 mark for stating:
Semiconductor rectifiers, or diodes
1
1 mark for sketching a sinusoidal waveform
1 mark for indicating peak values at 120V
UK
2
V
+120
t
120
1 mark for sketching a
-waveform
1 mark for indicating peak values at +18V or
18V
e.g.
V
+18
t
18
or
V
+18
t
18
2
XS
01238020/MS/SPEC/2012
7
Question 4
Cont’d
(b) (i)
(ii)
MARCH SCHEME
KC
1 mark for stating: L, M and N are inputs
UK
1
1 mark for stating: A is an AND gate
1 mark for stating: B is an AND gate
3
1 mark for stating: A is an OR gate
(iii)
1 mark for correctly completing the outputs of X using gates the student suggested in
(b) (ii)
1 mark for correctly completing the outputs of Y using gates the student suggested in
(b) (ii)
3
1 mark for correctly completing the outputs of Z using gates the student suggested in
(b) (ii)
THE TRUTH TABLE FOR THE COMBINATION OF THE
LOGIC GATES IN b(ii) IS SHOWN BELOW.
L
0
0
0
0
1
1
1
1
(c)
Input
M
0
0
1
1
0
0
1
1
N
0
1
0
1
0
1
0
1
X
0
0
0
0
0
0
1
1
Output
Y
0
0
0
1
0
0
0
1
Z
0
0
0
1
0
0
1
1
2 marks for stating two or more points from the list below:
1 mark for stating one point from the list below:
Lap tops have become lighter.
Lap tops have become faster.
Built-in video camera and microphones are standard in lap tops.
XS
01238020/MS/SPEC/2012
8
Question 4
Cont’d
MARKSCHEME
KC
UK
6
2
9
SP. OBJ
They can connect to the internet from locations where internet is available wirelessly. Laptops are more efficient
Online communication/games/facebook/social Or any other acceptable response
D 5.1, 5.2, 5.4, 5.5, 5.6
Total
XS
01238020/MS/SPEC/2012
9
Question 5
(a)(i)
KC
UK
States/list equipment used:
2
, , and source;
Detector: GM tube or Cloud Chamber
Metre rule;
(2)
(1)
(0)
States all three (2)
States any 2 (1)
States none (0)
Procedure of experiment
Places GM tube in front of source, or: Places source inside cloud chamber;
Moves GM tube away from source until no radiation is detected, or: Observes/identifies tracks formed inside chamber
Measures distance between GM tube and source, or:
Measures length of tracks
(ii)
(b)(i)
(ii)
Identifies radiation is undeflected
(1)
3
(1)
(1)
(1)
1
Beta-decay equation: a g
(1) ; g (2) [1 for Mg and 1 for atomic number and atomic mass]
Length of time:
Identifies/calculates that sample remains:
3
of the
(1)
of
(1)
gra s gra s
Identifies/calculates that
4
sample remains:
Identifies/calculate that 3 half
(1)
lives have elapsed: ( )
(iii)
Sp. Obj
Calculates length of time:
=
rs ours Discussion of safety measure
States 1 appropriate safety
Measure
Presents reasoned argument why safety measure must be observed argument reasoning
E, 3.3; 3.4; 3.5; 3.6; 3.10
(1)
(1)
2
(1)
(1)
6
9
XS
01238020/MS/SPEC/2012
10
KC
Question 6
(a) (i)
(ii)
(b)
(i)
(ii)
Heat required to change the unit mass of a liquid to a gas (1) without a temperature change (1).
2
melting,
3
boiling,
evaporation
electrical
Energy supplied
heat
= Pt
(iv)
SP.OBJ
1
(1)
(1)
(1)
3
(1)
(1)
(1)
3
Pt = ml
(1)
1500 x 150 = 0.1 x l
(1)
S.l.h.of vaporisation,l = 2 250 000 JKg-1 (1)
3
= 1500 x 98
= 147 000 J
(iii)
UK
Heat energy = mcΔθ
147 000 = 0.5 x c x 70
Specific heat capacity,c = 4200J KgoC
A 5.10, 5.11; B3.1 - 3.3; B3.5 - 3.7
Total
6
9
XS
TEST CODE
01238032
FORM 01238032/SPEC
CARIBBEAN
EXAMINATIONS
COUNCIL
CARIBBEAN SECONDARY EDUCATION CERTIFICATE
EXAMINATION
PHYSICS
SPECIMEN PAPER 2012
Paper 032 – General Proficiency
2 hours 10 minutes
READ TH E F O LLOWING DIR ECTIO NS CAR EF ULLY
1.
You MUST use this answer booklet when responding to the questions. For each question, write your answer in the space provided and return the answer booklet at the end of the examination. 2.
ALL WORKING MUST BE SHOWN in this booklet, since marks will be awarded for correct steps in calculations.
3.
Attempt ALL questions.
4.
The use of non-programmable calculators is allowed.
5.
Mathematical tables are provided.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO
Copyright © 2012 Caribbean Examinations Council ®
All rights reserved
01238032/SPEC 2012
2
1.
In this experiment you are required to investigate the period of a pendulum made from paperclips. The paperclips provided are to be linked together, in a chain, and swung as a single pendulum, as shown below in Figure 1.The period of the pendulum, T, depends on the number of paperclips, n, linked together.
Figure 1
It is suggested that the relationship between T and n is
where k is a constant.
Describe how you would use the paperclips provided to test this theory for n = 3, 6 and 9.
Include in your answer:
(a) The steps taken in obtaining your results
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(6 marks)
01238032/SPEC 2012
GO ON TO NEXT PAGE
3
(b) A record of the measurements
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(5 marks)
(c) Calculations
(7 marks)
(d) Two possible sources of error and the precautions taken
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
01238032/SPEC 2012
GO ON TO NEXT PAGE
4
(e) Conclusion
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
Total 24 marks
2.
Table 1 shows the relationship between the temperature, T, of the measuring junction of a thermocouple and the thermocouple emf, E, that is measured by a millivoltmeter.
Table 1
Thermocouple emf E (mV)
0.1
0.4
0.7
1.0
1.4
1.8
Temperature T (C)
44
118
163
202
247
293
(a)
(b)
(i)
Plot on page 5, a graph of the thermocouple emf, E, against Temperature, T.
Draw your BEST straight line.
(7 marks)
(ii)
Find the slope S of the graph.
(i)
(6 marks)
Using the graph determine T0, the temperature at which the thermocouple emf E = 0 mV
(1 mark)
Total 14 marks
01238032/SPEC 2012
GO ON TO NEXT PAGE
5
01238032/SPEC 2012
GO ON TO NEXT PAGE
6
3.
In an examination question about refraction, a student draws the diagram below and writes:
“If angle i is doubled, angle r will also be doubled”
Ray
Box
i
Rectangular
Block
r
Plan and design an experiment to investigate the student’s statement.
Your design must include:
(a)
A clear objective/aim
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
01238032/SPEC 2012
GO ON TO NEXT PAGE
7
(b)
A list of equipment used
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(2 marks)
(c)
Clear procedures in an appropriate sequence
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(4 marks)
(d)
A statement/explanation of the manipulation of the data collected;
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
(e)
A precaution taken during investigation;
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 mark)
01238032/SPEC 2012
GO ON TO NEXT PAGE
8
(f)
One possible limitation of your design.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
(1 marks)
Total 10 marks
01238032/SPEC 2012
01238032/SPECIMEN PAPER/MS/2012
C A R I B B E A N
E X A M I N A T I O N S
CARIBBEAN SECONDARY EDUCATION
EXAMINATION
CERTIFICATE
PHYSICS
SPECIMEN PAPER
PAPER 032 – GENERAL PROFICIENCY
MARK SCHEME
2012
C O U N C I L
-201238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question No. 1
Mark Scheme
(a)
Method:
Pendulum set in motion with small angle of swing (1)
Started count simultaneously with stopwatch (1)
Measured time for X swings
(1)
Repetition
(1)
Repeat with 6 and 9 paperclips
(1)
Use of English - tense
(1)
(b)
Table:
Neat table
Headings with units for each column
(c)
(e)
Sp. Obj
Consistent sig. fig. time column period column
UK
XS
6
(1)
(2)
(1)
(1)
5
Calculations
(d)
KC
Average time for each length
Period
k for each set
(1)
(3 x 1)
(3 x 1 )
Possible Sources of error
Timing
Angle of release
(1)
(1)
Precautions
Repetition
Small displacement
(1)
(1)
Conclusion
Relates to aim
Valid
(1)
(1)
A 1.2, 1.7, 1.8, 1.9
Total
7
2
2
1
1
8
16
-301238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question
No. 2
(a) (i)
MARK SCHEME
KC
L-Label axes
A-Correct orientation of axes
S-Scales
P-Plots:
UK
(1)
(1)
(1)
(3)
6 – 5 correct – 3
4 – 3 correct – 2
2 – 1 correct – 1
(a) (ii)
(b)
Sp. Obj
7
Best line
(1)
Large
Correct read offs
Gradient formula =
Answer = _____0.001
(1)
Read off correct value of T
A 1.4, 1.5; B 2.3
XS
(2 s.f.)
(1)
(3)
(1)
2
4
(1)
Total
1
4
10
-401238032/MS/JUNE 2012
PHYSICS
PAPER 032 - GENERAL PROFICIENCY
MARK SCHEME
Question 3
(a)
(b)
MARK SCHEME
Clear objective/aim:
To investigate the relationship between i and r. or To measure r for various i
1
(1)
Glass block;
Ray box/plotting pins;
Protractor;
Ruler
2
4-3 items (2)
2-1 items (1)
Draws outline of block or reference lines and normal;
Shines ray of light for various angles i;
Marks path of light;
Measures angles r.
4 steps (3)
3 step
(2)
2-1 step (1)
App. Seq. (1)
4
Manipulation of data
States that i and r are compared; or
States that a graph of r vs. i is plotted and explains the use of the graph in the analysis of i and r; or
Any other reasonable analysis of data
(e)
Precaution
States one reasonable precaution
(f)
Limitation
States one reasonable limitation of method
C 4.4, 4.8
Sp. Obj
XS
Procedure:
(d)
UK
List of equipment
(c)
KC
(1)
1
(1)
1
(1)
Total
1
10
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