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 CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Secondary Education Certificate
CSEC
®

INTEGRATED SCIENCE
SYLLABUS
Effective for examinations from May/June 2011

CXC 23/G/SYLL 09
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, W.I.

Telephone: (876) 630-5200

Facsimile Number: (876) 967-4972
E-mail address: cxcwzo@cxc.org
Website: www.cxc.org

Copyright © 2009, by Caribbean Examinations Council

The Garrison, St Michael BB14038, Barbados

CXC 23/G/SYLL 09
 Contents
RATIONALE ………… .......................................................................................................................................................
................................................................................................. 1
AIMS …… ………… ............................................................................................................................................................ 2
PRE-REQUISITES OF THE SYLLABUS ..................................................................................................................... 2
ORGANIZATION OF THE SYLLABUS ....................................................................................................................... 3
CERTIFICATION AND DEFINITION OF PROFILES DIMENSIONS ........................................................... 3
FORMAT OF THE EXAMINATIONS .......................................................................................................................... 5

REGULATIONS FOR RESIT CANDIDATES ............................................................................................................ 6

REGULATIONS FOR STUDENTS FROM PRIVATE INSTITUTIONS ........................................................ 6

SECTION A - THE ORGANISM AND ITS ENVIRONMENT

UNIT I - THE CELL .............................................................................................................................................................. 7
UNIT II - FOOD AND NUTRITION .............................................................................................................................. 8
UNIT III - RESPIRATION/AIR POLLUTION .......................................................................................................... 10
UNIT IV - TRANSPORT SYSTEMS .............................................................................................................................. 11
UNIT V - EXCRETION ....................................................................................................................................................... 12
UNIT VI - SENSE ORGANS AND COORDINATION ............................................................................................. 13
UNIT VII - REPRODUCTION AND GROWTH ....................................................................................................... 14

SECTION B - THE HOME AND WORKPLACE

UNIT I - TEMPERATURE CONTROL AND VENTILATION ........................................................................... 16
UNIT II - THE TERRESTRIAL ENVIRONMENT .................................................................................................. 18
UNIT III - WATER AND THE AQUATIC ENVIRONMENT ............................................................................. 20
UNIT IV - PESTS AND PARASITES/SANITATION ............................................................................................. 22
UNIT V - SAFETY HAZARDS ......................................................................................................................................... 23
UNIT VI – METALS AND NON-METALS…............................................................................................................. 24
UNIT VII – ACIDS, BASES AND MIXTURES ........................................................................................................... 26

SECTION C - ENERGY
UNIT I - ELECTRICITY AND LIGHTING ..........................................................................................................28
UNIT II - FOSSIL FUELS AND ALTERNATIVE SOURCES OF ENERGY .................................................. 31
UNIT III - MACHINES AND MOVEMENT .........................................................................................................32
UNIT IV - CONSERVATION OF ENERGY ................................................................................................................ 33
UNIT V - FORCES ................................................................................................................................................................. 34
GUIDELINES FOR SCHOOL BASED ASSESSMENT ............................................................................................ 36
RESOURCES ……… ............................................................................................................................................................. 45
GLOSSARY………… ............................................................................................................................................................ 46
APPENDIX I - NOTE TO TEACHERS ......................................................................................................................... 51
APPENDICES I (A) - I(C) - SBA RECORD BOOKS ................................................................................................... 52
APPENDIX II - SOME GUIDELINES CONCERNING PRACTICAL WORK .............................................55
APPENDIX III - SUGGESTED CHEMICALS/MATERIALS LIST ………… ............................................... 56
APPENDIX IV - SUGGESTED EQUIPMENT LIST ………………....………… ........................................... 58

CXC 23/G/SYLL 09
This document CXC 23/G/SYLL 09 replaces CXC 23/O/SYLL 00 issued in 2000.

Please note that the syllabus was revised and amendments are indicated by italics.

Issued1983
Revised in 1993, 2000, 2009

Please check the website, www.cxc.org for updates on CXC’s syllabuses.

CXC 23/G/SYLL 09
 Integrated Science Syllabus

◆ RATIONALE
In our daily lives and in society at large, many of our decisions demand a knowledge of science. This
knowledge is necessary for dealing satisfactorily with many of the situations that confront us daily in our
home, at the workplace and in the wider environment. Science should, therefore, be an important part of
our general education. The Integrated Science syllabus attempts to meet this need.

The syllabus is based on three themes – The Organism and Its Environment, The Home and
Workplace, and Energy – chosen because, they adequately reflect the common areas of human
activity and experience. These themes form the unifying points of the syllabus which should,
therefore, be seen as a coherent unit. Integrated Science is a subject in its own right, encompassing
topics mainly from Physics, Chemistry and Biology. Indeed, if such distinctions were made, other
components such as Earth Sciences and Meteorology would also be recognized.

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

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

i. those whose abilities, aptitudes and choice of courses will allow them to pursue only one
science subject, or who wish to pursue a science course in the interest of a rounded general
education;

ii. those who study science-related subjects such as Home Economics, Physical Education and
Sport and Agricultural Science, or who intend to go on to studies at the tertiary level, for
careers in areas, such as, nursing and teaching.

CXC 23/G/SYLL 09 1
◆ AIMS
This syllabus aims to:

1. develop scientifically and technologically literate students;

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

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

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

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

6. develop experimental and critical thinking skills;

7. develop competencies that will enable students to make appropriate decisions regarding health, safety
and some everyday life problems.

◆ PRE-REQUISITES OF THE SYLLABUS

It is assumed that candidates would have studied Integrated Science or its equivalent up to the end
of the first three years of secondary school. CSEC Mathematics and English A or their equivalent
are also strongly recommended as allied subjects to be studied.

Mathematical Requirements

CSEC Mathematics provides an excellent course that will support work in CSEC Integrated
Science. In particular, the areas below will be very useful.

- The four basic operations (+, -, x, ÷)

- Decimals

- Change of subject of simple formulae

- Substituting values into simple formulae

- Significant figures

- Means and modes

- Graphs, histograms, charts, tables

CXC 23/G/SYLL 09 2
 Suggested Time Allocation

It is recommended that a minimum of five 40-minute periods per week over two academic years be allocated to
the study of Integrated Science syllabus. This should include at least one double period each week. At
least two periods per week should be devoted to practicals.

◆ ORGANIZATION OF THE SYLLABUS

The syllabus is arranged in three sections sub-divided into specific objectives, corresponding
explanatory notes and suggested practical activities.

SECTION A - THE ORGANISM AND ITS ENVIRONMENT

SECTION B - THE HOME AND WORKPLACE

SECTION C - ENERGY

The arrangement of the syllabus does not necessarily represent a teaching order. Each section
begins with a statement of general objectives that along with the specific objectives, corresponding
explanatory notes and suggested practical activities are indicative of the content on which the
examinations will be based. However, the specific objectives should not be treated in isolation as
they are related to general objectives and syllabus aims.

◆ CERTIFICATION AND DEFINITION OF PROFILES

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

In addition to the overall grade, there will be a profile report that reflects the candidate’s
performance of each candidate under the following headings:

(i) Knowledge and Comprehension;

(ii) Use of Knowledge;

(iii) Practical Skills.

Knowledge and Comprehension (KC)

The ability to:

Knowledge identify, recall, state basic facts, concepts and principles;

Comprehension select appropriate ideas, match and compare and cite examples of
facts, concepts and principles in familiar situations.

CXC 23/G/SYLL 09 3
Use of Knowledge (UK)
The ability to:

Application transform data accurately and appropriately; use common

characteristics as a basis for classification; use formulae accurately;

Analysis and Interpretation identify the component parts of a whole and interpret the
relationships between those parts; identify casual factors and
show how they interact with each other;

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.

P ra c t i c a l Skills (P S)
The ability to:

Observation/Recording/ use the senses to perceive objects and events accurately; present a
Reporting written and oral report, drawing or other graphical
representation which is clear, concise, accurate and pertinent to
the investigation; report and recheck unexpected results;

Drawing make large, clear, labelled line representations of specimens,

apparatus or models;

Manipulation/Measurement set up and use carefully and competently simple laboratory

apparatus and measuring instruments; appropriately prepare
specimens and materials for observation/investigation;

Planning/Designing develop hypotheses and devise means of carrying out

investigations to test them; plan experimental procedures and
operations within the time allotted in appropriate sequence of
operations as a result of difficulties encountered in carrying out
experiments or obtaining unexpected results;

Analysis and Interpretation use experimental data to infer, predict and draw conclusions;
identify trends and patterns; make necessary and accurate
calculations and recognize the limitations and assumptions of
data.

Note: In addition to the P ra ct i ca l skills, candidates are expected to utilize the skills listed
under the Use of Knowledge profile dimension in their practical work.

CXC 23/G/SYLL 09 4
◆ FORMAT OF THE EXAMINATIONS

Pap e r 01 Sixty multiple-choice items drawn from all areas of the syllabus.
(1 hour 15 minutes)

Pap e r 02 Part A
(2 hours) Four compulsory structured questions drawn from all areas of the syllabus.
Question 1 will be a practical/investigative type question.

Part B
Two compulsory essay type questions.

Pap e r 03/1
School Based Assessment
The School Based Assessment will evaluate the achievement of the
candidates in the Practical Skills in the laboratory and field work.
Candidates will be required to keep a laboratory notebook. CXC will
require a sample of laboratory notebooks for external moderation. A
statement of the tasks set for SBA and the corresponding Mark Schemes
used should accompany these. See Guidelines for School Based
Assessment on pages 36-44.

Pa p e r 0 3 / 2
(School Based Assessment
For private candidates
only)
(2 hours)
Alternative to the School Based Assessment for private candidates. The paper
will examine the same skills as these tested on Paper 03/1. The focus, therefore,
will be on Practical skills and consist of three written questions.

TABLE 1

ALLOCATION OF MARKS ACROSS PAPERS AND PROFILE DIMENSIONS

PAPE R PAPE R SB A
PROF I L E S TO TA L
01 02 03
Knowledge and
Comprehension (KC) 30 17 - 47
Use of Knowledge (UK)
- 29 - 29
Practical Skills (PS) - 4 20 24
To t a l % 30 50 20 100

CXC 23/G/SYLL 09 5
◆ REGULATIONS FOR RESIT CANDIDATES
1. Resit candidates must complete Papers 01 and 02 of the examination for the year for which they re-
register. Resit candidates who have earned 50% of the MO D E R A T E D score for the SBA
component may elect not to repeat this component, provided they re-write the examination no later
than the year following their first attempt. The scores for the SBA can be transferred once only - that
is, to the examination immediately following that for which they were obtained.

2. Resit candidates who have obtained less than 50% of the MO D E R A T E D scores for the SBA
component must repeat the component at any subsequent sitting.

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

◆ REGULATIONS FOR STUDENTS FROM PRIVATE

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

2. Private candidates will be required to complete all aspects of the examination (Papers 01, 02 and
03).

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

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

CXC 23/G/SYLL 09 6
◆ SECTION A - THE ORGANISM AND ITS ENVIRONMENT

GENERAL OBJECTIVES

On completion of this Section, students should:

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

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

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

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

5. develop investigative and problem solving skills.

UNIT I – THE CELL

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

Students should be able to:

1. draw simple diagrams to
show the structure of
unspecialized plant and
animal cells;
Cell wall, cell membrane, nucleus, Construct models using plasticine
cytoplasm, vacuoles, mitochondria, or other materials found around
chloroplast. Details of structures the home or laboratory.
as seen in electron micrographs not
required.

2. explain the importance of the Simple treatment only, for

cell wall, cell membrane, example, chromosomes carry
nucleus, chromosomes, genetic information in the form of
cytoplasm, mitochondria, DNA.
vacuoles and chloroplast;

3. explain the processes of
diffusion and osmosis
using an experimental
approach.
Importance of diffusion and Carry out simple investigations to
osmosis in transporting substances illustrate the movement of particles
in and out of cells and from one (molecules and ions)
cell to another in all living
organisms. Reference to the cell
membrane as a partially permeable
membrane.

CXC 23/G/SYLL 09 7
UNIT II – FOOD AND NUTRITION
SPECIFIC OBJECTIVES
Students should be able to:
1. describe the process of
photosynthesis;
2. describe photochemical
reactions;
3. explain the importance of
food;
4. discuss dietary needs for
specific activities and the
timing of meals prior to
physical activities;
5. explain the process of
digestion in human beings;
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Definition, identification of Experiments to establish
substrate, conditions and conditions for photosynthesis,
products; word and chemical tests for starch as a product of
equations; outline of process; photosynthesis.
importance of light,
chlorophyll, carbon dioxide and
awareness that light energy
can be converted to chemical
energy.
Refer to photosynthesis and
photography.
The Caribbean food groups, their Food tests.
sources and functions of their main
nutrients. Collect food labels to discern
nutritive content.
Discussion of food additives and
their effect on health; balanced and Experiments to measure energy
unbalanced diets. Balanced diet value of food.
related to age, gender, occupation;
deficiency diseases (PEM) obesity.
Mechanical and chemical Draw and label the digestive
digestion; role of enzymes; system in human beings and
enzymes active at different state the function of each part;
stages, substrates and products; identify enzymes, digestive juices
absorption, assimilation, egestion. and state of acidity/alkalinity at
each stage; experiments to show
effects of temperature and pH
on enzymes.
8
UNIT II – FOOD AND NUTRITION (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

Students should be able to:

6. explain the role of teeth in Types of teeth/dental formula; Draw and label a diagram of a
digestion. relate structures to function; vertical section of a tooth;
Effect of fluoridation. examine models of individual
teeth.

CXC 23/G/SYLL 09 9
UNIT III – RESPIRATION/AIR POLLUTION
SPECIFIC OBJECTIVES
Students should be able to:
1. explain the mechanism of
breathing;
2. distinguish between gaseous
exchange and breathing;
3. discuss the importance of
respiration to organisms;
4. compare and contrast aerobic
and anaerobic respiration;
5. discuss the features common
to respiratory surfaces;
6. identify the causes of air
pollution;
7. discuss ailments that are
caused by air pollution;
8. explain the effects of smoking
on the respiratory system.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Inhalation/exhalation, pressure and Bell jar experiment.
volume changes, role of ribcage and Ventilator or ventilator machine -
diaphragm: composition of inhaled Consider the use of technology clips
and exhaled air. - video, DVD, CD’s flash drives.
Structure of lungs and alveoli. Diagrams.
Definition, substrate and products, Experiments to show release of
word and chemical equation; site, energy and carbon dioxide by
types and importance of energy organisms.
release; energy related to type
of substrate.
Types - compare amounts of
energy produced, products anduse;
importance of anaerobic
respiration [sports/industries].
Including how fishes obtain
oxygen from water.
Sulphur dioxide, carbon dioxide,
methane, carbon monoxide, lead;
- afinity of carbon monoxide to
haemoglobin of red blood cells.
Allergies, lung cancer, other
respiratory disorders.
Importance of smoke free Collect newspaper clippings, make
environments. histograms.
10
UNIT IV – TRANSPORT SYSTEMS
SPECIFIC OBJECTIVES
Students should be able to:
1. discuss the need for
transport systems within
a living organism;
2. relate the structures of
the circulatory system
in human beings to their
functions;
3. identify the blood groups;
4. explain the role of antigens
and antibodies in natural and
artificial control of diseases;
5. explain possible causes of
hypertension and heart
attacks;
6. discuss the physiological
effects of exercise;
7. discuss the effects and ethics
of using drugs and other
techniques in the
performance enhancement of
athletes.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Circulatory system: necessity, Experiments on diffusion with
surface area/volume ratio; agar cubes of different sizes to
transport in plants- show how surface area/volume
transpiration, movement of ratio affects total diffusion.
nutrients, structure of stem –
xylem/phloem.
[Refer to Unit I, Specific
Objective 3].
Composition of blood and types of
blood cells and their functions;
blood vessels and their functions,
structure of the heart and heart
beat; names of major blood
vessels associated with the
heart only.
A, B, AB and O: antigen and Use information gathered from
antibody for each group, clinics, hospitals and doctors.
precaution in transfusion and
handling; Rh factor- risk in
pregnancy and precautions.
Vaccines; an awareness of AIDS Research on the effect of
as a disease which results from retrovirals on person’s living with
damages to the immune system. HIV/AIDS.
Effects on circulatory and
respiratory systems, effects on
balancing energy input and output.
Blood doping to increase the Research and report on use and
number of red blood cells; use of mis-use of drugs.
hormones (steroid); diet and
training programs.
11
UNIT V - EXCRETION

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. distinguish between Definitions. [Refer to Unit II,

excretion and egestion; Specific Objective 5].

2. explain the mechanism of Relationship to metabolism, Examine cross section

excretion by the lungs, excretory organs and products; diagrams/models of the skin
skin and kidneys; kidney - structure of tubule and kidneys of human beings.
related to ultra-filtration
(dialysis) and re-absorption;
Osmoregulatory function of kidneys;
dialysis. Relate structure of skin to
its function.
[Refer to Unit III, Specific
Objective 2].

3. identify the waste Waste products of respiration

products of flowering and photosynthesis only.
plants and their methods Osmoregulation related to
of excretion. environmental factors; plants -
waste products, gaseous exchange
and its importance, leaf
fall/storage in bark.

CXC 23/G/SYLL 09 12
UNIT VI – SENSE ORGANS AND COORDINATION
SPECIFIC OBJECTIVES
Students should be able to:
1. describe the structures
and functions of the
nervous system;
2. describe the functions of
the endocrine system;
3. explain how life processes
are regulated by feedback
control;
4. relate the structures of the
mammalian eye to
their functions;
5. explain sight defects and
their corrections;
6. relate the structures of the
mammalian ear to their
functions.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Brain, sensory and motor neurone. Simplified diagrams showing
Features (receptors, control, effects). structures of brain and
Voluntary and involuntary actions. neurones.
An understanding that nerves Simple reflex arc, for example,
carry messages using chemical and knee jerk.
electrical energy; identification of
the effects of the
malfunctioning of the system,
for example, paralysis.
Endocrine - hormones as Structural diagram – identify
messengers; thyroid, pancreas, location of organs; list hormones
sex organs, adrenal glands and produced and their uses/effects.
pituitary glands.
Ectothermic and endothermic Use a flow chart to illustrate the
animals; advantages of concept of the feedback mechanism;
endothermy; feedback control - illustrate using temperature control
set range of values, detection of and osmoregulation.
deviation and response.
Accommodation and control of Compare a model of the eye with
amount of light entering eye. a camera. (Pin hole)
Long and short sightedness; effects Carry out simple investigations
of bright light, ultra violet light using convex and concave lenses.
and physical injury; function of
convex and concave lenses.
The approximate audio Carry out simple investigations on
frequency spectrum of the pitch and loudness.
human ear; the effects of
loudness and pitch on human
beings.
13
UNIT VII – REPRODUCTION AND GROWTH

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. distinguish between Simple cell division - Details of meiosis and Examine and draw storage
asexual and sexual mitosis not required. Comparison of organs including corms,
reproduction; asexual and sexual reproduction, bulbs, rhizomes, runners, and
advantages and disadvantages of asexual cuttings. Drawing of half-
reproduction (variety, evolution, livestock flower, fruits and seeds.
and crops).
Use models/charts of human
reproductive system.

2. describe various Budding, cuttings, runners, tissue culture,

methods of asexual cloning, grafting.
reproduction in plants
and animals;

3. describe the process of Flowers: name and functions of parts;

sexual reproduction in pollination: types, advantages of cross
plants and in human pollination, agents of; fertilization and
beings; development of seeds/fruits (outline);
human reproductive system: names and
function of parts.

4. describe the menstrual Roles of estrogen and progesterone; mention

cycle; menopause.

5. discuss ovulation, Simplified diagrams to

fertilization, illustrate processes.
implantation,
development of the
foetus and birth;

6. discuss the advantages Natural, barrier, hormonal, surgical.

and disadvantages of
various methods of birth
control;

CXC 23/G/SYLL 09 14
UNIT VII – REPRODUCTION AND GROWTH (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

7. discuss the importance The effects of nutrition, drugs, Collect data from health centre or other
of pre and post natal x- rays and diseases; advantages of health facilities.
care of mothers and breastfeeding, and immunization.
babies;
The implications of the Rh
factor. [Refer to Unit IV,
Specific Objective 3].

8. discuss the causes, Herpes, Gonorrhea, Syphilis, Use charts/tables compare information of
symptoms, prevention Hepatitis, AIDS; STI’s.
and control of Bacterial - Syphilis or
sexually transmitted Gonorrhea;
infections [STI’s]; Viral - Herpes; Fungal –
Candida.

[Refer to Unit IV, Specific

Objective 4].

compare growth Seeds of annual plants - Plot graph of plant growth at regular
patterns in balsam, bean and corn (maize). intervals of one week and extrapolate
selected to predict height at future time;
oganisms; Germination in plants. construct and analyze graphs of height
and weight with increase in age of boys
and girls; attempt to verify prediction
for plants and human beings.

10. discuss the Effects of population pressures Collect population statistics from
need for human on quality of life, world food agencies, such as, WHO and UNESCO,
population production and limited as well as Internet sources.
control. material resources;
consideration of the effects of
teenage pregnancy; birth
control methods.

CXC 23/G/SYLL 09 15
◆ SECTION B - THE HOME AND WORKPLACE

GENERAL OBJECTIVES

On completion of this Section, students should:

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

2. understand the relationship between human beings and the environment in which they work;

3. understand the need for appropriate physical conditions, such as, ventilation and sanitation in
the home and the workplace;

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

5. develop investigative and problem solving skills.

UNIT I – TEMPERATURE CONTROL AND VENTILATION

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. describe the methods of Conduction, convection, radiation. Perform simple experiments.

heat transfer and their Mention land and sea breezes.
applications;

2. explain the principle by Electrical and gas ovens, electrical Demonstration to illustrate the
which thermostatically irons. principle using a bimetallic strip.
controlled household
appliances operate;

3. describe the features of Types of thermometers, for Perform simple experiments to

thermometers and the example, clinical, laboratory, demonstrate use. Safe handling
principles by which they digital, minimum and maximum techniques should be encouraged.
work; thermometers, alcohol and mercury
thermometers.

4. explain the cooling effect Latent heat of vaporization,

of evaporation; sweating and metabolic rate.

CXC 23/G/SYLL 09 16
UNIT I – TEMPERATURE CONTROL AND VENTILATION (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

5. explain the effects of Physiological effects of exposure to Investigate the effects of wind,
temperature and relative the sun. temperature and humidity of
humidity on body the area on evaporation and
functions; drying of materials.

6. explain the need for proper Effects of ventilation. Include air Identify features of buildings
ventilation. conditioner and humidifier. which promote ventilation.

CXC 23/G/SYLL 09 17
UNIT II – THE TERRESTRIAL ENVIRONMENT
SPECIFIC OBJECTIVES
Students should be able to:
1. discuss the factors which
influence soil formation;
2. compare the types and
functions of soils;
3. relate soil fertility to the
physical and chemical
properties of soil;
4. identify causes of soil
erosion and methods of
prevention;
5. compare and contrast
methods used in the
production of crops;
6. discuss food chains and
food webs found in an
environment;
7. describe the oxygen, carbon,
nitrogen cycles;
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Physical and chemical
weathering and biological
action.
Sand, loam and clay; drainage, Sedimentation tests and drawing
air content. of soil profile observed.
Quantitative work with humus.
Make inferences about plant
growth after making soil tests;
Evaluation of the soil as an Field trips.
important natural resource.
Include strip planting, contour Visits to nearby farms; study of
ploughing, terracing, crop common agricultural practices
rotation, contouring, needed to maintain crop
greenhouse farming. growth; need for conservation.
Determination of which
methods will result in
maximum crop yields with the
minimum depletion in soil
nutrients.
Producers, consumers (primary Observe plants and animals in
and secondary) decomposers, a nearby area or the school
habitat, herbivores, carnivores, grounds and classify them as
omnivores, population, community, producers, consumers,
ecosystem. decomposers, herbivores,
carnivores.
Draw simple food chains and
food webs in terrestrial and
aquatic environments.
The role of decomposers including Simple diagrams and models of
nitrogen-fixing and denitrifying cycles.
bacteria in soil.
18
UNIT II – THE TERRESTRIAL ENVIRONMENT (cont’d)
SPECIFIC OBJECTIVES
Students should be able to:
8. describe the various types of
air masses;
9. distinguish among the four
types of local fronts;
10. describe the characteristics
of a cyclonic storm,
particularly a hurricane;
11. describe tidal waves and
how they are formed;
12. explain the causes of the
different types of volcanic
eruptions;
13. discuss the relationship
between earthquakes and
volcanoes;
14. describe how tides are
formed.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Air masses affecting the Caribbean; Use video clips, DVD’s, power
the spread of pollutants, point, to illustrate.
radioactive fall-out, volcanic dust,
industrial waste, Sahara dust,
landfill fumes.
Include symbols.
Consider how they affect weather.
Collect records of hurricanes in the
Caribbean to trace their paths on
weather maps.
Research and discuss evacuation
and safety procedures.
Underwater landslides, volcanoes
and earthquake; tsunami and how
it is formed.
[Include Kick-em-Jenny off the
coast of Grenada - underwater
volcano]
The ecological consequences of Use models to show volcanic
volcanoes in the short and long eruptions.
term.
The function of a seismograph.
Richter scale.
The effects of tides. Study of plant and animal life on
Include high, low, spring, neap seashores or river banks with
tides. respect to tidal patterns.
19
UNIT III – WATER AND THE AQUATIC ENVIRONMENT

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES

Students should be able to:

1. explain the uses of Role in life processes, uses in

water; home (consider wastage and
conservation).

Growing crops (hydroponics);

drinking, fire fighting, generation
of electricity.

2. describe methods of Sources of water; the treatment Experiments to purify water by

purifying water; of seawater for domestic use. boiling, filtration, chlorination,
distillation, and additives of
alum.

3. discuss the importance of Simple diagram or model of the

the water cycle in water cycle.
providing a continuous
supply of fresh water;

4. discuss the chemical Sea and fresh water. Effects of sea Investigate the presence of
and physical properties and fresh water on aquatic life. dissolved air and solids in water
of water; by heating.

5. state the conditions for Archimedes principle. The Plimsoll Observe sinking and floating of
flotation in terms of line on boats and ships. similar materials in fresh and
upthrust and density; seawater. Simple measurements of
densities.

6. discuss the factors Resistance to (friction/viscosity), Determine the angle at which the
affecting the free streamlining, speed and direction of projectile must be thrown to obtain
movement of objects in wind and water currents on sailing, maximum range; apply this
air and water; kite flying, running and cycling. knowledge to sports involving
throwing, for example, javelin,
discus.

7. discuss the effects of Sources of pollution, for Visit sites where there is evidence of
water pollution on example, nitrates, phosphates, water pollution.
aquatic life; [eutrophication] various
pesticides, oil spills.

CXC 23/G/SYLL 09 20
UNIT III – WATER AND THE AQUATIC ENVIRONMENT (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

8. describe the various Compare the various methods. Collect information from local
methods used locally for Include -by hand; spears/harpoons; fisherfolks and fisheries
fishing; netting (trawling, purse seining, department.
long- lining, dredging); lining;
pots or traps; fish farming.

9. describe the various Compass as a device; how the Magnetic attraction and
navigational devices used at magnetic compass works; safety repulsion should be
sea; standards set by regional boards. demonstrated; identify
Sonar, radar, GPS. directions using a magnetic
compass.

10. identify water safety devices; Life rafts and jackets, inflatable
tubes.

11. discuss the hazards Respiratory problems: damage to Recompression chamber.

associated with scuba- membrane due to high pressure.
diving. The bends, nitrogen narcosis,
embolism.

CXC 23/G/SYLL 09 21
UNIT IV– PESTS AND PARASITES/SANITATION

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. describe the conditions Procedures for retarding and Investigate growth of mould on
which promote the preventing the growth of bread bread under different conditions.
growth of mould. The effects of
microorganisms; microorganisms in food.

2. discuss the principles used Methods - salting, drying,

in food preservation; pickling, heating, refrigeration,
adding sugar and treating with
other preservatives.

3. discuss conditions that Differentiate between pests and

encourage the breeding parasites.
and control of household
pests and parasites; Cockroaches, flies, rats,
mosquitoes.

Biological, mechanical and

chemical sanitary controls.

4. discuss the different types Domestic, industrial and

of waste; biological waste. Uses to which
waste can be put, for example,
recycling, biogas production.
Bio- degradable and non bio-
degradable waste.

5. discuss the need for The importance of the state in the

personal and community disposal of waste, adequate toilet
hygiene. and sewage disposal facilities,
garbage collection and disposal.

Environmental effects, such as,

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

CXC 23/G/SYLL 09 22
UNIT V – SAFETY HAZARDS
SPECIFIC OBJECTIVES
Students should be able to:
1. discuss safety in the home
and workplace;
2. evaluate first aid methods
for treating accidents;
3. discuss the various
methods used in
extinguishing fires;
4. evaluate conventional
protective wear
recommended for various
jobs;
5. discuss the hazards caused
by careless handling of radios,
television sets and other
equipment that operate from
the mains.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Types of accidents, causes and Demonstrate the correct use of
precautions; accidents that are the Bunsen burner; Principle of
likely to result from negligence combustion, Luminous and non-
in the use of household luminous flames.
appliances, for example,
overheating of electric iron, Visit Industrial Arts, Home
delay in lighting gas cookers; Economics and Visual Arts
hazards in any working department of the school.
environment - food contamination,
fires, toxic gases, corrosive Collect, identify and display
substances, infection by pathogens, examples of safety symbols,
excessive noise, electrical shock; hazard signs.
methods used to prevent food
contamination, possible hazards;
maintenance of household
appliances; adequate lighting; types
of disabilities that can occur due to
accidents and improper lighting;
laboratory rules.
Electrical shock, burns and Visit to Emergency Medical
principles of mouth to mouth Department or invite EMS
resuscitation. personnel for demonstration
workshops.
Electrical, chemical and bush fires. Visit to fire department or invite
fire personnel for guest lecture.
Design and make a simple carbon
dioxide fire extinguisher.
Protective clothing - gloves,
goggles, helmets, chest masks.
Radiation and voltage hazards.
23
UNIT VI – METALS AND NON METALS

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. relate the uses of metals and Metals, plastics and wood;

non-metals to their properties; properties such as electrical
conductivity, thermal
conductivity, melting point,
density, tensile strength.
Materials used in sports/sporting
equipment.

2. discuss the advantages Negative effects on the

and disadvantages of environment of using plastics.
using plastics;

3. describe the reactions of Aluminum (Al); Copper (Cu); Iron Observe which metals react
metals with oxygen, acid, (Fe); Tin (Sn); Silver (Ag); Zinc and which do not; simple word
alkali, water and steam; (Zn). equations to show their
reaction.

4. discuss the advantages Consideration of toxicity and

and disadvantages of corrosion.
using cooking or canning
utensils made of
aluminum;

5. discuss methods of Household appliances made of

cleaning household aluminum, copper, iron, tin,
appliances; silver and zinc.

6. discuss the benefits of Alloys and examples of alloys

using alloys to make commonly found in the home
household items; and workplace - steel, brass and
soft solder.

7. discuss the conditions Tarnishing as a chemical

which cause rusting; process (oxidative).

CXC 23/G/SYLL 09 24
UNIT VI – METALS AND NON METALS (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

8. identify the factors which Problems of rusting metal

affect the rate of rusting; fixtures in houses located near
the sea or an industrial plant.

9. discuss the methods used Painting, covering with oil, Controlled experiments to
to reduce or prevent electroplating; galvanizing; the show that air and water are
rusting of iron or steel. scientific principles involved, necessary for rusting.
commercial as well as
household.

CXC 23/G/SYLL 09 25
UNIT VII – ACIDS, BASES AND MIXTURES

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. discuss the uses of some Chemical and trade names;

common household water as the most common
chemicals; chemical in the home; water as
a solvent used in many
household chemicals.

2. distinguish among acids, The concept of pH and Carry out simple investigations
bases and salts; neutrality. Classification of to determine the pH values of
household chemicals into acids, various brands of toothpaste
bases and salts. and infer the effect of the pH
on bacteria found in the mouth
Principle of neutralization. Use pH paper. Simple
experiments on neutralization
using droppers.

Experiments on stain removal -

bicarbonate of soda for fruit stains;
borax for fruit, wine and tea
stains.

3. distinguish among solutions, Classification of household Simple preparations of

suspensions and colloids; chemicals in each category. solutions, suspensions and
colloids.

4. explain the action of a solvent Aqueous and non-aqueous Experiments on stain removal
in stain removal; solutions. - turpentine for paint;
methylated spirit for glass;
acetone for nail polish.
Demonstrate ways of removing
rust marks on clothing.

5. discuss the safe and economic The action of disinfectants,

use of some common antiseptics, deodorisers.
household chemicals;

6. distinguish between hard and Advantages and disadvantages Experiment to determine

soft water; of hard and soft water. degree of hardness of water.

Experiments to soften
samples of hard water by (a)
boiling (b) adding washing
soda (c) distillation.

CXC 23/G/SYLL 09 26
UNIT VII – ACIDS, BASES AND MIXTURES (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

7. explain the cleaning actions Constituents of scouring

of scouring powders and powders and detergents.
detergents;

8. discuss the effectiveness of Corrosion and toxicity

various types of abrasive
materials;

9. distinguish between soapy Their cleaning action; the

(soap) and soapless effects of detergents on the
detergents. environment biodegradable/non
biodegradable detergents.

CXC 23/G/SYLL 09 27
◆ SECTION C - ENERGY

GENERAL OBJECTIVES

On completion of this Section, students should:

1. understand the nature of gravitational force;

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

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

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

5. understand the methods used in transferring energy;

6. appreciate the motions within our solar system;

7. develop investigative and problem solving skills.

UNIT I – ELECTRICITY AND LIGHTING

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. discuss the use of good and Definition of conductors (good, Simple experiments to detect
poor conductors of semi and poor). Use of rubber good, semi and poor
electricity; and plastics in covering conductors.
electrical wires and
connections.

2. explain the relationship
between voltage, current
and resistance in circuits;
Use of formula V=IR to find Calculate wattage given
unknown; units of electricity: voltage and current; use
Ampere, Volt, Watt, and Ohm; ammeters and volt-meters to
mention symbols for ammeter, show how different resistances
cell, lamps, resistors, switch, affect current; set up circuits to
transformer, voltmeter and fuse. show properties; draw
diagrams of series and parallel
circuits.

3. explain how a fuse works as
a safety device;
Colour code in wiring plug and Wiring of a plug.
choice of flex; dangers of
overloading circuit
(overheating of wire that may
cause insulation to burn).

CXC 23/G/SYLL 09 28
UNIT I – ELECTRICITY AND LIGHTING (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

4. calculate the amperage for Use of formula I=W/V; consider Work out size of fuses for
fuses and flexes needed use of thick wires as overhead appliances.
for household appliances; cables and for heavy-duty
appliances. Energy consumption
= power x time.

5. calculate the energy
consumption of different
electrical appliances;
The cost of using heating Measure energy consumption
appliances (clothes iron, stoves) (units on meter) of different
and non heating appliances (radio, appliances.
fluorescent bulbs, fans).
Unit = 1 k Wh

6. calculate electricity bills;
Various costs which must be Read both digital and analogue
considered when making up meters.
electricity bills, including meter
rentals and fuel adjustment
charges.

7. discuss energy conservation Energy wastage in faulty electrical

measures; appliances.

8. explain the magnetic effects of Types - electromagnets temporary Make bells, bi-relays and
electrical current; magnets, permanent magnets. electromagnets; demonstrate
magnetic effect.

9. distinguish between natural Effects on colours of objects.

and artificial lighting;

10. compare and contrast the use Shadow formation, efficiency, ease of Compare the brightness of various
of fluorescent tubes and brightness control and similarity with filament lamps of different voltage.
filament lamps in providing daylight.
light;

11. describe how to separate white Glass or water prisms can be used.
light into its component
colours;

CXC 23/G/SYLL 09 29
UNIT I – ELECTRICITY AND LIGHTING (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

12. differentiate between primary Colour wheel.

and secondary colours of light;

13. discuss the effects produced by Separation of different

mixing various combinations of coloured inks by
primary pigments. chromatography.

CXC 23/G/SYLL 09 30
UNIT II – FOSSIL FUELS AND ALTERNATIVE SOURCES OF ENERGY

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

1. identify the various types of Formation of fossil fuels.

fossil fuels;

2. identify the energy obtained Simple combustion

from petroleum as stored experiments to show that
energy; energy is evolved from
petroleum.

3. discuss problems associated Fossil fuels as a non-renewable

with the use of fossil fuels; resource; environmental effects
of acid rain, global warming.

4. identify alternative sources of Solar, biogas, wind, wave,

energy; biofuels, geothermal, hydroelectric,
biodiesel.

5. discuss the uses of solar Include water heating, solar cells Make simple solar cells, solar
energy; (photovoltaics cells), solar panels, solar cookers.
cookers/cooking; air heating (cold
temperature), lighting, solar driers
(meat, fish, fruits, crops).

6. discuss variables affecting Conduction, convection and

solar energy transfer; radiation. [Refer to Section B,
Unit 1 Specific Objective 1].

7. appraise the extent to Loss of energy during

which solar energy can be conversion; Devices such as
used as an alternative solar water heaters, solar cells.
source of energy.

CXC 23/G/SYLL 09 31
UNIT III – MACHINES AND MOVEMENT
SPECIFIC OBJECTIVES
Students should be able to:
1. explain the functions of simple
machines;
2. demonstrate the different
types of levers;
3. discuss the principles of
mechanical advantage and
energy conversion;
4. discuss factors that contribute
to the inefficiencies of machines
and ways of overcoming their
influences.
CXC 23/G/SYLL 09
EXPLANATORY NOTES SUGGESTED PRACTICAL
ACTIVITIES
Levers, pulleys and inclined
planes with reference to the way
they make work easier; use as
force multipliers for
convenience of application of a
force; consider simple machines
used in or associated with
vehicles, for example, motor
cars, push carts, draglines,
bicycles; identify simple levers
in the mammalian skeleton.
Organizing load, effort and Actual use or observation of the
fulcrum in three different ways. hammer, bottle opener, crowbar,
scissors, nutcracker,
wheelbarrow, fishing rod,
tweezers as levers; pulleys,
wheels, hydraulic press, screw.
Use of the equations: mechanical Use inclined planes to assist
advantage = load ÷ effort; movement of objects from one
energy converted = force x level to another; perform
distance moved in the direction calculations on mechanical
of the force. advantage and energy conversion
with respect to simple machines.
The motorcar, lawnmower,
bicycle; factors such as rusting,
corrosion and friction.
32
UNIT IV – CONSERVATION OF ENERGY
SPECIFIC OBJECTIVES EXPLANATORY NOTES
Students should be able to:
1. explain the concept of energy; Energy as an ability to produce
a change.
2. discuss the inter-conversion Consideration that energy can
and conservation of mass be inter-converted, stored by
energy; physical or chemical means, put
into motion or used to do work,
for example, in the sun: nuclear
reactors, bombs; energy supply
in space; discuss photosynthesis;
methods used to save energy
supply to vehicles and measures
that may be taken to decrease
the effects of the internal
combustion engine on life and
the environment; [Refer to
Section C, Unit I].
3. discuss the transport and Vehicular collisions; transfer of
transfer of energy; energy by a wave method;
Energy reflected and brought
to focus.
4. explain the principles of Consider conservation of linear Use
momentum conservation. momentum (refer to vehicular conservation
collision).
CXC 23/G/SYLL 09 33
SUGGESTED PRACTICAL
ACTIVITIES
Activities involving change of
state (chemical composition,
temperature, and motion).
Consider - telephones; springs;
lamps; shock absorbers in
vehicles; batteries; electric
motor, calculators, computers.
Moving stationary objects by
means of rolling on swinging
spheres. Use of ripple tank,
shaking rope or slinky as
demonstration; use of dish
aerials, mirrors, headlamps.
[Refer to Section A, Unit VI,
Specific Objective 5].
the momentum
principle to
predict the outcomes of
collision. Use simple qualitative
trolley experiments.
UNIT V – FORCES
SPECIFIC OBJECTIVES
Students should be able to:
1. discuss the basic principles of
forces;
2. describe gravity as a force;
3. explain centre of gravity;
CXC 23/G/SYLL 09
EXPLANATORY NOTES
Action-reaction principle applied
in space transport; the forward
motion of jet aircrafts.
Relationship between shape of
wings of planes and birds and
lift forces they experience while
moving through air; the
importance of friction; motion
of vehicles, road surfaces and
tyres; the effects of wind speed
and wind currents on the
motion of aircraft.
Definition, centripetal and
centrifugal forces; the
relationship between height of
the center of gravity of an
object and its stability; the
implications for stability on the
loading of vehicles in relation
to their center of gravity;
reasons for maximum loading
capacity and tare.
Conditions for equilibrium
under parallel forces.
34
SUGGESTED PRACTICAL
ACTIVITIES
Action-reaction principle, for
example, releasing an inflated
balloon, using a pair of spring
balances; Demonstrate by
blowing over strips of paper
held at one end; use of ball on
different surfaces; use of paper
aircraft models and fan.
Show how an object can escape
the pull of gravity; throwing a
ball up and observing its
motion; releasing objects
attached to suspended spring/
not attached to anything; using
models to demonstrate how an
object can escape the pull of
gravity if given enough kinetic
energy by whirling around the
head a rubber band attached to
a weak thread.
Use of cardboard cutouts of
triangles, rectangles, circles and
irregular shapes to arrive at
the approximate position of the
center of gravity of objects of
simple shapes; items such as
pencils, rulers and solids with
regular shapes should be used
to locate the center of gravity.
UNIT V – FORCES (cont’d)

SPECIFIC OBJECTIVES EXPLANATORY NOTES SUGGESTED PRACTICAL

ACTIVITIES
Students should be able to:

4. explain stable, unstable and Use of small ball, a concave/

neutral equilibrium; convex dish, or a cone shaped
object and a flat surface to
demonstrate the three types of
equilibrium; use of rule
suspended by a spring balance
and kept horizontal by known
suspended weights to show
that:

(i) the sum of the forces in

one direction must equal
the sum in the opposite
direction;

(ii) the sum of the clockwise

moments about a pivot
must equal the sum of
anti–clockwise
movements.

5. explain the term “satellite”. The characteristics of space Use of models to show how
and how problems affecting planets orbit the sun.
human life in space might be
overcome.

CXC 23/G/SYLL 09 35
◆ GUIDELINES FOR SCHOOL BASED ASSESSMENT
RATIONALE

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

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

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

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

School Based Assessment should be made in the context of normal pratical coursework exercises. It is not
intended that the exercises used for assessment should be artificial and meaningless. Assessment should only
be made after the candidates have been taught the skills and given enough opportunity to develop them.
Although CXC requires the reporting of only 18 tests of practical skills for moderation, teachers are reminded
that there is no upper limit to the number of assessments that should be conducted during the course of normal
teaching.

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

CXC 23/G/SYLL 09 36
PROC E D U RE S F OR C ON D U C T I N G S B A

Saf e t y

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

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

2. Extreme care should be taken when handling live animals. Wild rodents should not be handled since
they pass on disease by biting or through their urine. These diseases include leptospirosis.

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

4. A first aid kit should be kept in the laboratory a nd should be checked regularly.

5. Co r r o s i v e solutions and inflammable solvents (for example, concentrated acids, alcohols) should be
clearly labeled as such and handled with great care and should be locked away when not in use.

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

7. Electrical equipment and fittings should be regularly checked and serviced. Electrical outlets should
be properly labeled (example 110v and 220v).

8. A laboratory safety manual should be available.

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

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

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

Teachers are encouraged to use the following aids:

1. Film projectors
2. Slide projectors
3. Overhead projectors
4. Videotape machines (VCR)
5. Tape recorders (Cassette)
6. CD-ROM and other interactive media

CXC 23/G/SYLL 09 37
7. Multi-media projector
8. Camcorders
9. Digital cameras

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

Sources or resource materials include:

1. Overseas information services, for example, USIS, UNESCO, High Commissions;

2. Government ministries;
3. The media
4. The Internet

Fie l d W o r k

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

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

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

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

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

(iii) Carry out the experiment beforehand, if possible, to ascertain the suitability of materials and
the kind of results [observations, readings] which will be obtained - noting especially any
unusual or unexpected results.

(iv) List the steps that will be required by the candidates in performing the experiment. From this
it will be clear to the teacher how the candidates should be arranged in the laboratory,
whether any sharing of equipment or materials is necessary, the skills which can be assessed
from the practical, and the instructions to be given.

(v) List the skills that may be assessed [example: observation/recording/reporting, analysis and
interpretation]. No more than two practical skills should be assessed from any one activity.

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

CXC 23/G/SYLL 09 38
 (vii) Work out the criteria for assessing each skill. This will form the basis of a mark scheme
and/or a checklist.

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

This is the most critical step in the assessment process. For a teacher to produce marks that are
reliable, the marking must be consistent for all candidates and the marks should reflect 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 range
from 0 to 10 and no more than 4 marks should be assigned to any one criterion.

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

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

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

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

EXPERIMENTAL SKILLS:

Observation/Recording/Reporting [ORR]

1. Organization and Conciseness

i. Logical sequence of the report
ii. Sections named - Aim, Apparatus and Materials, Procedure/Method, Observation,
Discussion, Conclusion - all present in correct sequence/correct content under each heading
iii. Correct terminology and expressions - few or no grammatical errors
iv. Proper use of tables

2. Tables (Numerical)
i. Physical quantity in heading
ii. Units stated in heading
iii. Abbreviations/symbols
iv. Decimal points

CXC 23/G/SYLL 09 39
3. Tables (Non-Numerical)
i. Headings correct
ii. Attention to kinds of data
iii. Details of data present

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

5. Graphs
i. Axes labelled
ii. Appropriate scales used
iii. Accurate plotting
iv. Smooth curve or best straight line drawn

6. Makes accurate recordings and observations.

- Significant changes recorded: extent or degree of change recorded

7. Prose/other
i. Attention to kinds of data
ii. Attention to details of data

Analysis and Interpretation [A/I]

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

2. Evaluate data, including sources of error.

Drawing [D]

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

i. Make large drawing.

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

CXC 23/G/SYLL 09 40
2. Accuracy - faithfulness of reproduction, structures are typical of specimen.

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

3. Labelling/Labelling Lines

i. Neat, drawn with a ruler.

ii. Straight and do not cross.
iii. Title listed.

Planning and Designing [P/D]

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

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

Manipulation and Measurement [M/M]

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

i. Handle selected measuring devices - balance, thermometer, measuring cylinder, burette,

syringe, watch/clock or any timing device, voltmeter, ammeter, reagent bottles, Bunsen
burner.

ii. Makes accurate reading.

2. Mastering of laboratory techniques - simple distillation, heating of solids and liquids in test tubes,
detection of gases, filtration, constructing simple series and parallel electrical circuits.

3. i. Prepare biological materials for observation or investigation;

ii. Handle living things with care.

CXC 23/G/SYLL 09 41
A S S E S S M E N T O F S K I LL S

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

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

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

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

SBA Sk i lls t o b e T e st e d f o r CXC Mo d e ra t i o n

Ye a r 1 Ye a r 2

SK I L L S No . o f No . o f To t a l N o . o f
As s e s s m e n t s As s e s s m e n t s As s e s s m e n t s
Observation/Recording/Reporting 2 2 4
Drawing 2 2 4
Manipulation/Measurement 2 2 4
Planning and Designing - 2 2
Analysis and Interpretation 2 2 4
To t a l N o . o f S k i l l s 8 10 18

CO N V E R S I O N O F M A R K S

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

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

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

CXC 23/G/SYLL 09 42
The total marks are out of a possible 35 marks. This may be converted by calculation as follows:

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

V A L I D I T Y A N D R E L I A BI L I T Y O F T E A CH E R S M A R K S

The reliability of marks awarded is a significant factor in SBA and has far-reaching implications for the
candidate’s final grade. Teachers are asked to note the following:

1. The criteria for assessing a skill should be clearly identified. A mark scheme must be submitted with
the sample of books sent for moderation. Failure to do this could result in the candidates being
unavoidably penalized.

2. The relationship between the SBA marks in the practical workbooks and those submitted to CXC on
the SBA forms must be clearly shown. It is important that the marks awarded reflect the degree of
mastery of the skills assessed.

3. Workbooks should contain all practical work and those exercises used for SBA marks should be
clearly identified.

4. The standard of marking must be consistent, hence the need for a mark scheme.

5. Collaboration among teachers especially in the same centre is urged to minimize the discrepancy in the
standard of assessment between teachers.

REC ORD - KEEPIN G

Each candidate is required to keep a practical workbook containing all practicals done over the two-year
period prior to the examination. Those assessed for CXC will be used to determine the standard of marking
by the teacher. A mark scheme must be sent with each set of books. All practicals should be dated and an
index made by the candidates of the practicals done. Those assessed for CXC should be clearly indicated along
with the marks awarded for each skill.

Candidates’ workbooks should be durable and neatness should be encouraged. The pages should be numbered
and all exercises should be dated. The workbook should contain a contents page providing the following
information concerning the practicals:

1. page number;

2. date;

3. aim of practical;

4. an indication by an asterisk, of which practicals were assessed for CXC;

5. the skills assessed.

CXC 23/G/SYLL 09 43
 T ea c h e r s
An example of the teacher’s records follows:

Re c o rd i ng Ma rk s f o r SBA

TEACHER' S MARK BO O K

S KILLS OB S E R V A T I ON D RAWING M ANIPULATION/ A N AL Y S I S A N D T OT A L

R E C ORD I N G / M EASUR EM ENT IN T E R P R E T A T I O N YR 1
R E P OR T I N G
NA M E 31/11 14/4 Avg. 2/12 23/2 Avg. 15/10 1/5 Avg. 11/3 9/5 Av 40
S (10) (10) (10) g.
(
Allen, 6 8 7 2 8 5 8 10 9 6 7 7 28
Veronica
Williams, 4 4 4 7 7 7 6 9 8 7 9 8 27
Ann
Cuthbert, 5 5 5 3 10 7 9 7 8 3 8 6 26
Bryan
Moore, 9 9 9 2 3 3 0 8 7 5 7 6 25
Jason
Worte, 3 6 5 9 0 5 3 5 4 4 5 5 19
Stewart

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

No t e t h a t n o s p e c i a l a s s e s s m e n t e x e r c i s e s n e e d t o b e p l a n n e d . The teachers will, as is customary,

be recording periodic “marks” for all students. The difference is that, since these “marks” will now contribute
to an assessment external to the school, they need to be more carefully arranged to clearly stated criteria.

The Rec o rd Card

The SBA Record Book will show each candidate’s average mark for each skill/quality at the end of
the year. Where the candidate’s total mark includes a decimal of .5 or above, the total should be
resolved upwards to the nearest whole number. Where the candidate’s total mark includes a
decimal less than .5, the total should be rounded to the nearest whole number. The Record Card
should be completed in duplicate. The original of the Card is to be submitted to CXC and the copy
retained by the school.

SBA Record Card should be dispatched through the Local Registrar to reach CXC by April 30 of
the year of the examination.

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

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

CXC 23/G/SYLL 09 44
◆ RESOURCES
The following is a list of books, which may be used for CXC’s Integrated Science syllabus. This list
is neither exhaustive nor prescriptive but indicates some possible sources which teachers and
students may use as appropriate.

Atwaroo-Ali, L. CXC Biology, Oxford: Macmillan Publishers

Limited, 2003.

Chapman, S., Luttig, D., Murray, J., Chemistry for CSEC, United Kingdom: Nelson
Ritchie, E., and Tindale, A. Thornes Limited, 2009.

Chung-Harris, T. CXC Integrated Science, Oxford: Macmillan

Caribbean, 2005.

Farley, A., and Trotz, C. CXC Physics, Oxford: Macmillan Education, 2007.

Gadd, P. CXC Human and Social Biology, Oxford: Macmillan

Education, 2007.

Kirby, P., Madhosingh, L., and Morrison, Biology for CSEC, United Kingdom: Nelson
K. Thornes Limited, 2008

Koh, A., Chang Hong, W., and Ming Jun, CSEC Integrated Science, Trinidad and Tobago:
L. Caribbean Educational Publishers, 2008.

Neeranjan, D. Avison, J. and Henry, D., Physics for CSEC, United Kingdom: Nelson
Thornes Limited, 2007.

Potter, S. and Oliver, R. Integrated Science for CSEC, England: Pearson

Longman Publishing, 2003

Ragoobirsingh, D. Longman Human and Social Biology for CSEC,

England: Pearson Education Limited, 2007.

Taylor, M., and Chung-Harris, T. CXC Chemistry, Oxford: Macmillan Education,

2006.

CXC 23/G/SYLL 09 45
◆ GLOSSARY
WORD/TERM DEFINITION/MEANING

annotate Add a brief note to a label (Simple phrase or a few words

only: UK)

apply Use knowledge/principles to (make inferences/ conclusions;

solve problems UK)

appraise To judge the quality or worth (UK)

of

assess Present reasons for the (compare the advantages and

importance of particular disadvantages or the merits
structures relationships or and demerits of a particular
processes relationship or process; UK)

calculate Arrive at the solution to a (steps should be shown; units

numerical problem must be included; UK)

classify Divide into groups according (UK)

to observable characteristics

comment State opinion or view with (UK)

supporting reasons

compare State similarities and (an explanation of the

differences significance of each similarity
and difference stated may be
required for comparisons which
are other than structural,
KC/UK)

construct Use a specific format to make (such representations should

and/or draw a graph, normally bear a title,
histogram, pie chart or other appropriate headings and
representation using data or legend; UK)
material provided or drawn
from practical investigations,
build (for example, a model),
draw scale diagram

CXC 23/G/SYLL 09 46
WORD/TERM DEFINITION/MEANING

deduce Make a logical connection (UK)

between two or more pieces of
information; use data to arrive
at a conclusion.

define State concisely the meaning of This should include the

a word or term. defining eq uation/for mula
where relevant; (KC).

demonstrate Show clearly by giving proof or (KC)

evidence; direct attention to.

derive To deduce; determine or (This relationship may be

extract from data by a set of general or specific). (UK)
logical steps some relationship,
formula or result.

describe Provide detailed factual Descriptions may be in words,

information of the appearance
or arrangement of a specific
structure or the sequence of a
specific process.
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 (PS)

quantity.

design Plan, and present with (Where hypotheses are stated

appropriate practical detail.
or when tests are to be
conducted, possible outcomes
should be clearly stated and/or
the way in which data will be
analyzed and presented; PS).

develop Expand or elaborate an idea or (KC/UK)

argument with supporting
reasons.

differentiate/distinguish State or explain briefly those (KC)

(between/among) differences between or among
items which can be used to
define the items or place them
into separate categories.

CXC 23/G/SYLL 09 47
WORD/TERM DEFINITION/MEANING

discuss Present reasoned arguments; (UK)

consider points both for and
against; explain the relative
merits of a case.

draw Make a line representation (In case of drawings from

from specimens or apparatus specimens, the magnification
that shows an accurate must always be stated. A
relationship between the parts. diagram is a simplified
representation showing the
relationship between
components; KC/UK).

estimate Make an approximate

quantitative judgment.

evaluate Weigh evidence and make (The use of logical supporting

judgments based on given reasons for a particular point of
criteria. view is more important than
the view held; usually both
sides of an argument should be
considered; UK).

explain Give reasons based on recall; (KC)

account for.

find Locate a feature or obtain as (UK)

from a graph.

formulate To express in a formula or in a (UK)

systematic manner.

identify Name or point out specific (KC)

components or features.

illustrate Show clearly by using (KC/UK)

appropriate examples or
diagrams, sketches.

investigate Use simple systematic (PS)

procedures to observe, record
data and draw logical
conclusions.

CXC 23/G/SYLL 09 48
WORD/TERM DEFINITION/MEANING

justify To prove a statement or claim (UK)

true.

label Add names to identify (UK)

structures or parts indicated by
pointers.

list Itemize without detail. (KC)

measure Take accurate quantitative (PS)

readings using appropriate
instrument.

name Give only the name of. (No additional information is

required).

note Write down observations. (PS)

observe Pay attention to details which (Observations may involve all

characterize a specimen, the senses and/or extensions of
reaction or change taking them, but would normally
place; to examine and note exclude the sense of taste) (PS).
scientifically.

plan Prepare to conduct an exercise. ( PS)

predict Use information provided to (UK)

arrive at a likely conclusion or
suggest a possible outcome.

record Write an accurate description This includes the values for

of the full range of observations any variable being investigated
made during a given procedure. where appropriate recorded
data may be depicted in graphs,
histograms or tables; (PS).

relate Show connections between; (UK)

explain how one set of facts or
data depend on others or are
determined by them.

sketch Make a simple freehand (KC)

diagram showing relevant
proportions and any important
details.

CXC 23/G/SYLL 09 49
WORD/TERM DEFINITION/MEANING

state Provide factual information in (KC)

concise terms, omitting
explanation.

suggest Offer an explanation deduced (No correct or incorrect

from information or previous solution is presumed but
knowledge. suggestions must be acceptable
within the limits of scientific
knowledge; UK).

suggest an hypothesis Provide a generalization which (UK)

offers a likely explanation for a
set of data or observations.

test To find out by following set (PS)

procedures.

CXC 23/G/SYLL 09 50
 Appendix I

◆ NOTE TO TEACHERS

MEASUREMENT

The SI system is used in this syllabus and will be used in all examination papers. Common
multiples and sub-multiples of base units (for example, kilo, centi and milli) will also be used.

SCHOOL BASED ASSESSMENT

Preparing the Candidate

During Term 1 of the two-year period, teachers should ensure that the candidates are familiar with
the assessment criteria and the mark scheme. Involving the candidates in practice assessments
might accomplish this.

The teacher should also ensure during the first term that all candidates use their practical
notebooks to record the relevant activities and that such records are made in a systematic way.

Assessing ‘Manipulation/Measurement’ and ‘Observation’

In assessing ‘Manipulation/Measurement’ and ‘Observation’ the teacher should ensure that the
candidate has had at least two prior experiences in manipulating/measuring or observing with the
apparatus or in making other observations for recording, before the candidate is assessed on these
criteria.

Sample of Teachers’ Records

The following three pages are samples of the Record Card and Record Book.

CXC 23/G/SYLL 09 51
 Appendix I (a)
CARIBBEAN EXAMINATIONS COUNCIL

INTEGRATED SCIENCE

SCHOOL BASED ASSESSMENT RECORD BOOK

NAME OF SCHOOL: ACADEMIC YEAR:

YEAR 1 TERM 2 YEAR 1 TERM 3

CANDIDATE’S NAME
OBS/REC/REP DRAWING MANIP/MEAS ANAL/ INT
AV AV/ AV/ AV/
MK MK MK MK MK MK MK MK MK MK MK MK
/10 10 10 10

NAME OF PRINCIPAL: SIGNATURE OF PRINCIPAL DATE:

CXC 23/G/SYLL 09
 Appendix I (b)
CARIBBEAN EXAMINATIONS COUNCIL

INTEGRATED SCIENCE

SCHOOL BASED ASSESSMENT RECORD BOOK

NAME OF SCHOOL: ACADEMIC YEAR:

YEAR 2 TERM 4 YEAR 2 TERM 5

CANDIDATE’S NAME ANAL/ INT P/D
OBS/REC/REP DRAWING MANIP/MEAS
AV / AV/ AV/ AV/ AV/
MK MK MK MK MK MK MK MK MK MK MK MK
10 10 10 10 10

NAME OF PRINCIPAL: SIGNATURE OF PRINCIPAL DATE:

CXC 23/G/SYLL 09
 Appendix I (c)

CARIBBEAN EXAMINATIONS COUNCIL

INTEGRATED SCIENCE

SCHOOL BASED ASSESSMENT RECORD BOOK

NAME OF SCHOOL: SCHOOL CODE NO.:

NAME OF TEACHER:

CANDIDATE’S
NAME YEAR I YEAR II REMARKS
(Alphabetical Order)
/10 /10 /10 /10 TOTAL /10 /10 /10 /10 /10 TOTAL
REMARKS
ORR D. M/M A/I. 40 ORR D. M/M. A/I. P/D 50

NAME OF PRINCIPAL:------------------------------- SIGNATURE:--------------------------------- DATE:----------------------------

CXC 23/G/SYLL 09
 Appendix II

◆ SOME GUIDELINES CONCERNING PRACTICAL WORK

It is a syllabus requirement that practical work be done from all three sections of the syllabus.

The work done is to be recorded in a practical notebook. To satisfy syllabus stipulations, a

minimum of eighteen (18) such pieces of work should be written up. There is no maximum limit.
Each write-up should reflect the candidate’s own work and analysis. When practical work is done
in groups, the candidates must still write up his or her own report.

KINDS OF PRACTICAL WORK

Practical work usually falls into three broad categories that sometimes overlap. The categories are
described below.

Practical Exercises

These are of the types that are most often done. They are usually done to help students develop
certain practical skills or gain insights into scientific concepts.

Investigations/Information Gathering

In this kind of work, students use their skills to investigate a problem or to find out about a certain
phenomenon or area of interest. Investigations are best done in areas in which students are
interested. There is much scope for planning and designing in this kind of experiment.

Technology

Students may also be interested in using their knowledge of science in making simple devices or in
solving simple problems. Emphasis is on using readily available materials (even discards) and
appropriate techniques of a very simple nature. Devices constructed should usually be tested by the
student and performance data recorded and evaluated.

A minimum of one (1) practical exercise must be of a technological nature and a minimum of
four (4) must be investigative. In writing up practical exercises, candidates must be encouraged
to discuss the relevance of their work and be made aware of the limitations of their methods and
conclusions.

CXC 23/G/SYLL 09 55
 Appendix III
◆ SUGGESTED CHEMICALS/MATERIALS LIST

Acetone
Agar
Agar, Nutrient
Aluminum foil
Ammonia solution
Benedict’s solution
Bicarbonate indicator solution
Cobalt Chloride
Calcium Carbonate, precipitated
Calcium Hydroxide (solid and solution)
Charcoal powder
Chloroform
Copper, thick wire/strings/ turnings
Copper Sulphate
Crude oil
Ethanol
Ethanoic (acetic) acid
Formaldehyde solution
Glucose
Hydrochloric Acid (dilute)
Hydrogen Peroxide (20 volume)
Iodine
Iron filings
Iron Nails
Lead foil
Litmus paper, blue
Litmus paper, red
Magnesium ribbon
Manganese Dioxide
Methylated spirit
Nitric Acid
Phenolphthalein
Potassium Iodide/Sodium Iodide
Potassium Nitrate
Potassium Permanganate
Pyrogallol 40% w/v
Silver Chloride/nitrate
Sodium Carbonate
Sodium Carbonate hydrated (washing soda)
Sodium Chloride
Sodium Hydrogen Carbonate (baking soda)
Sodium Hydroxide (caustic soda)
Sodium Sulphate
Starch

CXC 23/G/SYLL 09 56
 Appendix III (cont’d)

SUGGESTED CHEMICALS/MATERIALS LIST (cont’d)

Steel wool
Sucrose
Sulphuric Acid
Turpentine
Universal indicator paper
Universal indicator solution
Zinc (granulated)

CXC 23/G/SYLL 09 57
 Appendix IV
◆ SUGGESTED EQUIPMENT LIST

Abrasives
Ammeters
Aquaria
Balances (range 1 kg, sensitivity 0.1 g)
Balances, spring (10N, 100N)
Beakers, 250 cm 2(graduated)
Beakers, 400 cm3/500 cm3 (graduated)
Bell jars with bungs (solid, one hole, two holes)
Borers, cork
Bottles, dropping
Bottles, reagent, assorted
Boxes, ray
Brass
Bronze
Buckets, plastic, with covers
Burners, Bunsen or alcohol
Box Camera
Carbon microphone
Cardboard (for making charts)
Clock (or stopwatch)
Compasses, magnetic
Computer
Coverslips
Crocodile clips
Crucibles with lids
Cylinders, measuring, assorted
Desiccators
Dishes, petri, glass
Droppers, teat
*Dynamo (bicycle)
E - beam
Ear, model of
Eye, model of
Flash Drives
Flasks, conical 250 ml
Forceps
Funnels, filter
Fuses household
Heart, model of
Hi-fi equipment data (catalogues of)
Holders, lens (convex)
Holders, mirror
Holders, test tube
Jars, gas with cover plates

CXC 23/G/SYLL 09 58
 Appendix IV (cont'd)
SUGGESTED EQUIPMENT LIST (Cont'd)

Jars, with plastic screw top lids

Lamps, low voltage
Lenses, concave cylindrical
Lenses, concave spherical
Lenses, convex cylindrical
Lenses, convex spherical (f=5 cm, f = 30 cm)
Lenses, hand, large (x 6 or more)
Lungs, bell jar model of
Magnets, bar
Masses, sets of (10, 100, 200, 500, 1000g)
*Metre, joule
Microscope, light, Magnification x 300
Mirrors, plane (concave, f = 15 cm; convex, f = -15 cm)
Multimedia projectors
Needles, dissecting
Nets for collecting specimens
*Oscilloscope
Paper, chromatography
Paper, filter
Pipettes
Plugs, 3-pin
Poster board (for displaying charts and articles)
Potometers
Power packs (main or batteries) low voltage d.c
Press, plant
Prism, triangular and rectangular
Pulleys (single, stepped, block and tackle)
Pumps, filter
Quadrats
Racks, test tube
Resistors (assorted 1ohm up to 1000 ohm at 1W rating)
Ripple tanks (with accessories for demonstrating rectilinear propagation plane and curved
reflection, refraction, diffraction)
Rules, metre/half metre
Scapels/razor blades/knives/scissors
Shelves, beehive
Skeleton, mammalian, complete
Slides, microscope (plain)
Slides, prepared
• Leaf, T.S; human Nerve cells
• Root tip, L.S.; human Blood smear
• Dicot root, T.S.; human vein, T.S. muscular artery

CXC 23/G/SYLL 09 59
 Appendix IV (cont’d)

SUGGESTED EQUIPMENT LIST (Cont’d)

Sockets, lamp
Solar system, model of
Solder
Sonometer (commercial or improvised – a guitar can work)
Stands, retort with clamps
Stands, tripod (heights must be suitable for use with Bunsen burners)
Switches
Telephone, earpiece and mouthpiece
Thermometers -10oC - 110oC
Tongs, crucible
Trays, sorting
Trolleys
Test Tubes (assorted sizes)
Tubes, Y-piece connectors
Capillary Tubing
Glass Tubing (assorted lengths)
Rubber Tubing
Vertebrae (different types)
Voltmeter (d.c. dual range 0 - 5v, 0 - 15v)
White metal
Electrical Wire (flex) colour coded, connecting
Wire gauzes with insulated centres
Nichrome Wire (assorted) 1056 ohm m-1 - 156 ohm -1

Items with an asterisk (*) need not be bought but may be borrowed for the relevant lesson.

W es t e r n Z o n e O f f i c e
18 May 2009

CXC 23/G/SYLL 09 60
 CARIBBEAN EXAMINATIONS COUNCIL

Caribbean Secondary Education Certificate (CSEC)

INTEGRATED SCIENCE
Specimen Papers, Mark Schemes and
Keys
Specimen Papers:
Paper 01
Paper 02
Paper 03/2

Mark Schemes and Key:

Paper 01
Paper 02
Paper 03/2
 ®

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

SPECIMEN
MULTIPLE CHOICE QUESTIONS
FOR

INTEGRATED SCIENCE

READ THE FOLLOWING INSTRUCTIONS CAREFULLY.

Each item in this test has four suggested answers lettered (A), (B), (C), (D). Read each item you are
about to answer and choose the correct answer.

Sample Item

Benzene dissolves stains caused by

Sample Answer
(A) fruit
(B) paint A B C D
(C) starch
(D) tar

The best answer to this item is “tar”, so answer space (D) has been shaded.

Copyright © 2009 Caribbean Examinations Council.

All rights reserved.

01230010/SPEC 2009
 -2-

1. Which of the gases below is a raw material 6. Iodine in potassium iodide solution, a watch
for photosynthesis? glass and a dropper were used to carry out a
food test. The food being tested for was
(A) Oxygen
(B) Nitrogen (A) fat
(C) Carbon monoxide (B) protein
(D) Carbon dioxide (C) starch
(D) sugar

2. Which of the following blood groups has no

antigen and, as a result, can be used in a 7. Genetic information is contained in the
blood transfusion to any person?
(A) cell membrane
(A) A (B) chromosome
(B) B (C) cytoplasm
(C) AB (D) vacuole
(D) O

8. During digestion, hydrochloric acid is secreted

3. In the male reproductive system sperm is in the
stored in the
(A) intestine
(A) prostate gland (B) mouth
(B) seminal vesicle (C) oesophagus
(C) testes (D) stomach
(D) vas deferens

9. Which of the following processes eliminates

4. Which of the following is NOT a structure of the waste products of respiration?
the seed?
(A) Egestion
(A) Hypocotyl (B) Excretion
(B) Plumule (C) Nutrition
(C) Pith (D) Osmoregulation
(D) Radicle

10. Which of the following is MOST likely to be

5. In the stem there is an upward movement of experienced by a sunbather, with unprotected
water in the eyes, if he faces the sun for a long time?

(A) cambium (A) Change in colour of the iris

(B) epidermis (B) Damage to retina
(C) phloem (C) Double vision
(D) xylem (D) Drying out the aqueous humor

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01230010/SPEC 2009
 -3-

11. The pH of gastric juice produced in the Item 16 refers to the diagram below which
stomach is shows part of a nitrogen cycle.

(A) 1
(B) 5
(C) 7
(D) 11

12. Which of the following shapes BEST

describes incisor teeth?

(A) Chisel-shaped
(B) Flat-topped
(C) Pointed
(D) Rounded

13. Which of the following is NOT normally 16. Excretion occurs at

excreted by the kidney?
(A) I only
(A) Glucose (B) II only
(B) Sweat (C) III only
(C) Urea (D) I and III only
(D) Water

17. Blood boosting increases the number of red

14. The gas which is produced by fish and used cells in the blood. An athlete whose blood
by aquatic plants is has been boosted can perform better in a race
because he
(A) carbon dioxide
(B) hydrogen (A) can absorb more oxygen
(C) nitrogen dioxide (B) can breathe faster
(D) oxygen (C) is more immune to disease
(D) is stronger

15. The MINIMUM recommended time lapse

between the eating of a full meal and the 18. Which of the following helps our sense of
undertaking of vigorous activity is balance?

(A) 15 minutes (A) Cochlea

(B) 30 minutes (B) Eardrum
(C) 1 to 2 hours (C) Ossicles
(D) 3 to 4 hours (D) Semicircular canals

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 -4-

19. Which of the following enzymes is responsible 24. The pitch of a note from a vibrating body may
for the breaking down of starch? NOT be altered by changing its

(A) Pepsin (A) colour

(B) Amylase (B) density
(C) Renin (C) length
(D) Trypsin (D) tension

20. Food molecules that are absorbed through the 25. Which of the drugs below are sometimes used
walls of the small intestine are transported by athletes to improve their performance?
by
(A) Depressants
(A) plasma (B) Hallucinogens
(B) platelets (C) Narcotics
(C) red blood cells (D) Steroids
(D) while blood cells

26. Which of the following processes usually

21. Which of the following processes is likely to takes about 280 days in human beings?
produce a significant cooling effect in a plant?
(A) Fertilization
(A) Transpiration (B) Menstruation
(B) Respiration (C) Conception
(C) Osmosis (D) Gestation
(D) Diffusion

27. Liquids and gases normally expand when

22. Which of the following systems are involved heated and contract when cooled. This
in the co-ordination of body functions? behaviour explains the working of a

I. Endocrine (A) water pump

II. Nervous (B) vacuum cleaner
III. Skeletal (C) tyre pressure gauge
(D) mercury thermometer
(A) I and II only
(B) I and III only
(C) II and III only 28. Brass is an alloy of
(D) I, II and III
(A) iron and carbon
(B) copper and zinc
23. Nerves carry messages using (C) copper and tin
(D) lead and nickel
(A) electrical energy only
(B) heat energy only
(C) chemical and electrical energy
(D) chemical and heat energy

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01230010/SPEC 2009
 -5-

29. One of the MAIN causes of soil erosion is 32. The eye of the hurricane is the

(A) the ploughing of lands during the rainy (A) path along which it is moving
season (B) point at the front where the winds
(B) allowing sheep to graze a pasture just about reach the speed of a
after the cattle are removed standard hurricane
(C) heavy water run-off on unprotected (C) region in which the hurricane is
soil located
(D) the failure to provide barriers to (D) central path of the hurricane
prevent landslips

30. The handle of a cricket bat is usually elastic. 33. By which process does water pass from the
This property ocean to the atmosphere?

(A) enables the batsman to apply large (A) Condensation

forces (B) Evaporation
(B) makes the bat sturdy (C) Precipitation
(C) protects the batsman’s fingers (D) Respiration
(D) reduces the shock to the batsman’s
hands
34. Which of the following processes can
31. During an earthquake, the sea withdrew for transfer heat in a vacuum?
several kilometres along the coast and
returned as immense waves. What kind of (A) Conduction
waves were they? (B) Convection
(C) Evaporation
(A) Ground (D) Radiation
(B) Billow
(C) Seismic
(D) Tsunami

Item 35 refers to the following information. The same volume of water is poured on EACH of four
different soil types. The apparatus and the results of the experiment are shown below.

35. Which of the soils retained the MOST water?

(A) I (C) III

(B) II (D) IV

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01230010/SPEC 2009
 -6-

36. Which of the following types of tides occurs 41. Which of the following is found in clinical
when the low tide is HIGHEST? thermometers, but NOT in other
thermometers?
(A) High tide
(B) Neap tide (A) Constriction
(C) Spring tide (B) Glass index
(D) Tidal bulge (C) Magnified scale
(D) Mercury

37. Which of the following is NOT necessary to

42. A substance X has a pH of 2. This means
start a fire?
that X is
(A) Fuel
(A) an acid
(B) Nitrogen
(B) a base
(C) Oxygen
(C) a salt
(D) Heat
(D) an alkali

38. Which of the following chemicals is BEST Item 43 refers to four types of protective gear
for removing nail polish? (A), (B), (C), and (D), represented in the
diagrams below.
(A) Acetone
(B) Methylated spirit
(C) Borax
(D) Washing soda

39. Which of the following household chemicals

can be used to neutralize hydrochloric acid?

(A) Sodium chloride

(B) Caustic soda
(C) Milk of magnesia
(D) Washing soda

40. A land breeze is caused by

(A) cool air rising and hot air taking its

place
(B) hot air rising and cool air taking its
place
(C) hot air falling and cool air taking its
place
(D) cool air rising with the hot air

43. Which protective gear is MOST suitable for

the welder?

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01230010/SPEC 2009
 -7-

44. The force which acts on all bodies in water 48. Which of the following is NOT a conductor
causing them to appear to have less weight of electricity?
is called
(A) Copper
(A) upthrust (B) Iron
(B) lift (C) Plastic
(C) gravity (D) Tap water
(D) thrust
49. The diagram below shows a blue filter held
between a source of white light and a red
45. Which of the following is emitted from a coloured object.
volcano?

(A) Carbon sulphide

(B) Hydrogen sulphide
(C) Hydrogen
(D) Oxygen

46. Which of the following is NOT associated with

a cold front? The object will appear to be

(A) Slow fall in pressure (A) red

(B) Deep dense clouds (B) blue
(C) Heavy thunderstorms (C) purple
(D) Decrease in temperature (D) black

47. Electricity bills are calculated according to
the number of units of electricity used.
1 unit = 1 kilowatt (kW) x 1 hour (h) = 1
kW h.
50. Which of the following circuits shows the
correct arrangement of an ammeter, A,
voltmeter, V, resistor, R, and battery?

Five 100 W lamps are used in a home for

three hours each day. How many units of
electricity are used by the lamps in 10 days?

100 x 5 x 1000
(A)
10

3 x 5 x 1000
(B)
100

100 x 5 x 10
(C)
1000

(D) 100 x 5 x 3 x 10
1000

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01230010/SPEC 2009
 -8-

51. A raw material used to produce electrical Item 53 refers to the following diagram which
energy in a nuclear reactor is illustrates the carbon cycle, with some parts
labelled (A), (B), (C) and (D).
(A) petroleum
(B) uranium
(C) biogas
(D) coal

52. Which of the following circuit diagrams

shows three resistors in series with a power
source?

53. Where does the process of fossilization

occur?

54. Which of the following would NOT contribute

to the maintenance of a machine?

(A) Greasing
(B) Painting
(C) Oiling
(D) Rusting

55. Which of the following is TRUE about the

centre of gravity of an object which displays
unstable equilibrium?

(A) It is high
(B) It is low
(C) It can be shifted
(D) It lies outside the body

56. Which of the following is TRUE about the

force of gravity experienced by astronauts in
a space ship in orbit around the earth?

(A) It is greater on earth.

(B) It is less than on the earth.
(C) It is the same as on the earth.
(D) It fluctuates.

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01230010/SPEC 2009
 -9-

Item 57 refers to the drawings below which 58. Which energy conversion sequence BEST
shows events taking place within a rocket summarises how electrical energy is
engine. X indicates action force, and Y, generated by a diesel-powered generator?
reaction force.
(A) Heat → chemical → mechanical →
electrical
(B) Chemical → heat → mechanical →
electrical
(C) Chemical → mechanical → heat →
electrical
(D) Heat → mechanical → chemical →
electrical

59. The jawbone is a type of lever found in the

human skeleton, which, when used together
with the incisors in cutting, is an example of
a

(A) first class lever

(B) second class lever
(C) third class lever
(D) combination of first, second and third
class levers

60. The diagram below shows the range of

wavelengths in the electromagnetic spectrum.
In which region would radio waves be found?

I II III IV
| | | |
10-14m 10-7m 10-3m 104m

(A) I
(B) II
(C) III
(D) IV

57. Which diagram correctly indicates the action/

reaction forces necessary to propel the
rocket?

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01230010/SPEC 2009
CAR I B B EAN E XAM I NAT I O N S C O U N C I L

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

INTEGRATED SCIENCE

SPECIMEN PAPER 2009

Item o. Key Item o. Key

1 D 31 D
2 D 32 D
3 C 33 B
4 C 34 D
5 D 35 C
6 C 36 B
7 B 37 B
8 D 38 A
9 B 39 B
10 B 40 B
11 A 41 A
12 A 42 A
13 B 43 B
14 A 44 A
15 C 45 B
16 C 46 A
17 A 47 D
18 D 48 C
19 B 49 C
20 A 50 C
21 A 51 B
22 D 52 D
23 A 53 B
24 A 54 D
25 D 55 A
26 D 56 B
27 D 57 B
28 B 58 C
29 C 59 B
30 D 60 D
 TEST CODE 01230020

FORM 01230020/SPEC

CARIBBEAN EXAMINATIONS COUNCIL

CARIBBEAN SECONDARY EDUCATION CERTIFICATE

EXAMINATION

SPECIMEN PAPER

INTEGRATED SCIENCE

Paper 02

Time: 2 Hours

READ THE FOLLOWING DIRECTIONS CAREFULLY

1. This paper consists of SIX questions in TWO sections.

2. SECTION A consists of FOUR questions. Answer ALL questions.

Write your answer in the space provided in this answer booklet.
Section A is worth 70 marks.

3. SECTION B consists of TWO questions. Answer ALL questions.

Write your answer on the pages provided at the end of each question.
Section B is worth 30 marks.

Copyright © 2009 Caribbean Examinations Council.

All rights reserved
 -2-

SECTION A

You should answer ALL FOUR questions.

1. (a) (i) Name ONE vessel which is used to transport materials in plants.

__________________________________________________________________
(1 mark)

(ii) State TWO factors that can influence the movement of water in plant stems.

___________________________________________________________________

___________________________________________________________________
(2 marks)

(iii) Identify the component of the blood which helps to fight diseases.

___________________________________________________________________
(1 mark)

(iv) State how the component in (iii) above is affected when someone is suffering with
HIV/AIDS.

___________________________________________________________________
(1 mark)

(b) Figure 1 shows a longitudinal section through the human heart.

Figure 1. Longitudinal section through the human heart

 -3-

(i) After conducting several diagnostic tests on Deborah’s heart, the doctor discovered
that she has a large blood clot in the blood vessel labelled B in Figure 1.

a) State ONE organ, other than the heart, which will be affected by this condition.

________________________________________________________________

b) Explain how the organ named in (i) a) above will be affected by this condition.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
(3 marks)

(ii) Some babies are born with defective valves between the chambers of the heart.
Suggest THREE ways this condition might affect the function of the heart.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3 marks)
 -4-

(c) The blood types of the members of the Chatrani family are shown in the table below.

TABLE 1: BLOOD TYPES OF THE CHATRANI FAMILY

Family member Blood type

Mr. Chatrani AB
Mrs. Chatrani O
Chandra B
Vikash A

Mr Chatrani and his son, Vikash, were involved in a serious accident and required blood
transfusions.

(i) Which family member can donate blood to Vikash?

__________________________________________________________________
(1 mark)

(ii) Give an explanation for your answer in (i) above.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
(2 marks)

(iii) Can Chandra donate blood to her father?

__________________________________________________________________
(1 mark)

(iv) Give an explanation for your answer in (iii) above.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
(2 marks)
 -5-

(d) The information in the table below shows the average heights of males and females from age
2 years to 20 years.

TABLE 2: HEIGHTS OF MALES AND FEMALES

HEIGHT (cm)
AGE(years)
MALES FEMALES
2 70 70
4 85 85
6 95 95
8 110 110
10 118 120
12 138 140
14 170 160
16 170 160
18 170 160
20 170 160

(i) Using the grid paper on page 6, plot a line graph to represent the data presented in
the table.
(5 marks)

(ii) State an appropriate title for the graph.

____________________________________________________________________
(1 mark)

(iii) From what age are females usually taller than males?

_______________________________________________________________________
(1 mark)

(iv) Between which two years is there the greatest change in height in males?

________________________________________________________________________
(1mark)
-6-

TOTAL 25 marks
-7-
 -8-

2. a) Figure 2 shows an animal cell as seen with a light microscope.

Figure 2. An animal cell

(i) Identify the structures labelled A, B, C and D.

A _____________________ B ____________________

C _____________________ D ____________________
(2 marks)

(ii) State ONE structure, other than the cell wall, which is found in the plant cell and
NOT in the animal cell.

___________________________________________________________________
(1 mark)

(iii) Which structure in a plant cell is responsible for the process of photosynthesis?

___________________________________________________________________
(1 mark)

(iv) State TWO substances that are required for the process of photosynthesis.

___________________________________________________________________
(1 mark)
 -9-

(b) Some meals prepared by the Food and Nutrition students were tested in the science
laboratory to investigate the nutritional content of the meals. The results are shown in
Table 3.

TABLE 3: RESULTS OF FOOD TESTS

Meal Test Results

Iodine Positive
A Ethanol Negative
Biuret Negative
Iodine Negative
B Ethanol Negative
Biuret Positive
Iodine Positive
C Ethanol Positive
Biuret Negative

(i) Complete the table below to show the nutrients that were present in the three meals.

Meal Nutrient(s)

(3 marks)
 - 10 -

(ii) Suggest which of the meals, A, B, or C, is appropriate for EACH of the following
persons:

An infant

__________________________________________________________________

A construction worker

__________________________________________________________________
(2 marks)

(iii) Give an explanation for your answer in (ii) above.

An infant

__________________________________________________________________

__________________________________________________________________

A construction worker

___________________________________________________________________

___________________________________________________________________
(2 marks)

(c) Michael has a medical condition which reduces the amount of acid produced in his
stomach. Explain how and why this condition will affect digestion.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________
(3 marks)

TOTAL 15 marks
 - 11 -

3. Victor is cooking food on an electric stove in a kitchen with closed windows. He occasionally
stirs the contents of the pot with a metallic spoon.

(a) (i) State the methods of heat transfer that would account for the following
observations, A, B and C.

Observation A: The water boils over the sides of the pot.

___________________________________________________________________
(1 mark)

Observation B: There is an increase in the temperature of the kitchen.

___________________________________________________________________
(1 mark)

Observation C: The handle of the spoon becomes hot.

___________________________________________________________________
(1 mark)

(ii) What should Victor do to reduce or prevent the negative situations at A, B and C
above.

Observation A: ______________________________________________________

___________________________________________________________________

Observation B: ______________________________________________________

___________________________________________________________________

Observation C: ______________________________________________________

___________________________________________________________________
(3 marks)

(b) The room becomes very humid and Victor starts to sweat heavily.

(i) Define the term ‘humidity’.

___________________________________________________________________

(1 mark)
 - 12 -

(ii) Briefly explain how this physiological response (sweating) is intended to increase
his comfort level.
___________________________________________________________________

___________________________________________________________________
(2 marks)

(iii) State the name of the organ in the body where this physiological response
(sweating) takes place.

___________________________________________________________________
(1 mark)

(c) Figure 3 illustrates a classroom at Victor’s school. The curved lines represent airflow in
the room. Missing from the diagram is an extraction fan.

Figure 3. Airflow in a classroom

(i) On Figure 3, label the likely positions of the

(a) air inlet with the letter T

(b) extraction fan with the letter F.
(2 marks)

(ii) On Figure 3, indicate the most likely direction of airflow by placing an arrow on
the line CD.
(1 mark)
 - 13 -

(iii) Explain why air flows in the direction you have indicated in (ii) above.

___________________________________________________________________

___________________________________________________________________
(2 marks)

TOTAL 15 marks

4. Figure 4 represents a circuit diagram.

Figure 4. A circuit diagram

(a) What does the symbol represent?

________________________________________________________________________
(1 mark)

(b) What would happen to the circuit if one of the lamps is removed?

________________________________________________________________________
(1 mark)

(c) The symbol represents a cell in a battery. If the voltage of one cell in Figure 4

is 1.5 V, calculate the voltage of the battery.

_________________________________________________________________________

_________________________________________________________________________
(2 marks)
 - 14 -

(d) Sherri, a toddler, pushed a metal knitting needle into an electrical outlet while playing at
home. She suffered an electrical shock.

(i) State ONE safety precaution her parents should have put in place to prevent this
accident.

___________________________________________________________________
(1 mark)

(ii) What first aid methods could be used to treat Sherri?

___________________________________________________________________

___________________________________________________________________
(2 marks)

(iii) In the event of a mild shock, there is a response to the stimulus (electricity) in the
form of a reflex arc. On the diagram below, use arrows to trace the path in which
impulses would travel from the sensory receptor to the effector.

(1 mark)

(iv) How would you expect Sherri’s body to respond to the impulse?

___________________________________________________________________

___________________________________________________________________
(1 mark)
 - 15 -

(e) Table 4 shows some appliances found in Mr. Jones’ home.

TABLE 4: APPLIANCES AND POWER RATINGS

Appliance Power (W)

Toaster 690
Vacuum Cleaner 500
Electric Kettle 2 300
Electric Water
2 500
Heater
Television 115

(i) If each appliance was used for one hour, which appliance used the MOST
electricity?

___________________________________________________________________
(1 mark)

(ii) On Monday morning the toaster, the electric kettle and the water heater were used
for 30 minutes. Calculate the total electrical energy used by these THREE
appliances.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(3 marks)

(iii) While shopping for light bulbs, it was observed that the fluorescent light bulbs
were more expensive than the incandescent light bulbs. However, the electrician
recommends using the fluorescent bulbs. Suggest TWO advantages of using the
fluorescent light bulbs.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(2 marks)

TOTAL 15 marks
 - 16 -

SECTION B
You should answer BOTH questions.

Write your answer on the pages provided at the end of each question.

5. Figure 5 shows a river that passes through a farmland.

Figure 5. River on a farmland

(a) The process occurring at A is precipitation. Identify the processes occurring at C, D and E.

(3 marks)

(b) Explain EACH of the processes occurring at C, D and E.

(6 marks)

(c) (i) Samples of river water from Points X and Y were obtained and tested. Suggest
ONE difference that may be identified between the water samples.
(1 mark)

(ii) Give a reason for your answer in (i) above.

(1 mark)

(d) Identify FOUR processes that may be used to make the water from Point X suitable for
drinking.
(4 marks)
TOTAL 15 marks
 - 17 -

Write your answer to Question 5 here.

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 - 20 -

6. (a) Fossil fuels are important to today’s global economy, yet they are also associated with the
climatic changes being experienced throughout the world.

(i) Identify TWO common fossil fuels. (2 marks)

(ii) Suggest why fossil fuels are important to the economy. (1 mark)

(iii) Explain the role of fossil fuels in the climatic changes being experienced in the
world.
(3 marks)

(b) Solar energy is used widely in everyday life.

(i) Identify TWO other alternative sources of energy.

(2 marks)

(ii) Identify TWO ways in which solar energy is used in everyday life.
(2 marks)

(iii) Give a brief description of how solar energy is used in EACH of the two
examples identified in (ii) above.
(4 marks)

(iv) State ONE advantage of using solar energy instead of fossil fuels.
(1 mark)

TOTAL 15 marks

Write your answer to Question 6 here.

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 - 23 -

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END OF TEST
 CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS

CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION

INTEGRATED SCIENCE

Paper 02 General Proficiency

SPECIMEN PAPER

KEY AND MARK SCHEME

Syll Instructions Marks

Ques Possible Response or
Ref
Comments KC UK PS
1(a)(i) A.IV.1 Xylem, phloem Award marks 1
for any one

(ii) A.IV.1 Root pressure, capillarity, Award marks 2

transpiration pull for any two
correct
(iii) A.IV.4 White Blood Cells 1

(iv) HIV virus attacks these cells 1

(b)(i) a) Name of any organ in the body 1

b) Less blood will reach the organ
A.IV.2 named and the organ will have an
insufficient supply of oxygen 2
and nutrients

(ii) A.IV.2 Back flow, heart attack,

insufficient O2 supply 3

(c)(i) A.IV.3 Mrs. Chatrani 1

(ii) A.IV.3 Mrs. Chatrani is type O which is 2

the Universal donor; (1 mark only)
The antibodies in Vikash’s blood
will not have any antigens to
react with

(iii) A.IV.3 Yes 1

(iv) A.IV.3 Mr. Chatrani is type AB which is

the Universal recipient;(1 mark only) 2
Mr. Chatrani does not have any
antibodies in the plasma to react
with the donor’s antigen

(d)(i) A.VII9 Correct labelling of axis 2 marks for 1

Correct plotting of points each set of
data 4
More than 8 points plotted (2 marks)
4-7 points correct (1 mark)
 2

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions Marks

Ques Possible Response
Ref or Comments
KC UK PS

1(d)(ii) AVII 9 Graph to show plot of age versus

height for males and females 1
(Or any other suitable title)
(iii)
Age 9 or 10 1
(iv) Ages 12 and 14
1
TOTAL 5 12 8
 3

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Marks
Syll Instructions
Ques Possible Response
Ref or Comments
KC UK PS
2(a)(i) A.I.1 A: cell membrane
B: mitochondrion
C: cytoplasm 3-4 correct (2) 2
D: nucleus 1-2 correct (1)

(ii) A.I.1 Chloroplast 1

(iii) A.I.2 Chloroplast 1

(iv) A.II.1 Carbon dioxide and water Both correct 1

(b)(i) A.II.3 A-starch 1 mark each 3

B-protein
C-starch and fats

(ii) A.II.4 Infant-meal B; Construction worker- 2

meal A or C

(iii) A.II.4 The infant is growing and the role 1

of protein is growth

The construction worker needs a lot 1

of energy for his physical job and
carbohydrates and fats provide
energy

(c) A.II.5 The acid provides the environment 1 mark

for the enzyme pepsin to work in

With this condition there will be 1 mark 3

problems breaking down the proteins
to polypeptides
and getting rid of bacteria 1 mark
entering the stomach

TOTAL 5 10
 4

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions Marks

Ques Possible Response
Ref or Comments
KC UK PS

3(a)(i) B.I.1 A: Convection 1

B: Radiation or convection 1
C: Conduction 1

(ii) A: Lower the setting of the burner 1

B: Open the windows 1
C: Use a spoon with an insulated 1
handle

(b)(i) B.I.5 The air is saturated (filled) with 1

water vapour

(ii) B.I.4 The evaporating sweat would remove 2

heat from the body, cooling the body

(iii) B.I.5 The skin 1

(c) (i) B.I.6 T = bottom opening 2

F = top opening

(ii) B.I.6 Line labelled C – D with arrow 1

pointing up

(iii) B.I.6 The air enters the room and is 2

heated. Warm air rises and is
pushed out or extracted by fan

TOTAL 5 10
 5

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions Marks

Ques Possible Response
Ref or Comments KC UK PS

4 (a) C.I.2 Variable resistor or Rheostat 1

(b) C.I.2 1. Circuit would be broken. Any one of 1

2. The other lamp would not glow. the two
responses

1 mark for
(c) C.I.2 1.5 x 3 = 4.5 volts calculation; 2
1 mark for
value

(d) (i) B.V.1 Use plastic plug guard to cover 1

opened outlets

(ii) 1. Give artificial respiration 2

2. Lay the person on his/her side
in a comfortable position

(iii) A.VI.1 Arrow showing path through sensory 1 mark for 1

neurone both arrows
Arrow showing path through motor
neurone

(iv) Sherri would drop the knitting 1

needle

(e) (i) C.I.5 Electric water heater 1

Convert W to
(ii) C.I.5 Toaster–0.345kWh, Kettle–1.15kWh, kWh (1) 3
Master heater–1.25kWh – 2.745kWh ÷ by 2 (1)
OR 2.75kWh Add (1)

(iii) C.I.10 1. Flourescent bulbs shine Any two, 1 2

brighter mark each
2. Use less energy
3. Do not form shadows

TOTAL 5 10
 6

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions Marks

Ques Possible Response
Ref or Comments KC UK PS

5(a) A.I.3,4 C: Osmosis 3

B.III.2 D: Transpiration
E: Condensation

(b) C. Osmosis: water moves from a 2 marks each

dilute solution (in the
river) to a concentrated
solution (inside the cells
of the roots).
D. Transpiration: this is the
evaporation of water from 6
the leaves, this evaporation
is responsible for the pull
of water up through the
xylem vessels.
E. Condensation: as water
vapour rises it cools and
condenses into droplets of
liquid which gather together
and form clouds

(c) (i) X: much clearer than Y – higher Any one 1

up the mountain
Y: higher effluent level than X

(ii) The water at point Y will contain 1

materials which run-off from the
home.

(d)
 Filtration
 Boiling 1 mark for
each process
 Distillation 4
This involves boiling the water
and collecting the condensed
vapours.
 Chlorination; add a few drops
of chlorine per gallon of water

TOTAL 7 8
 7

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions Marks

Ques Possible Response
Ref or Comments KC UK PS
6 (a)(i) C.II.3 Fossil fuel: any two of the 1 mark for 2
following: each correct
- coal answer
- petroleum / crude oil
- natural gas

(ii) C.II.3 Fossil fuels are important because 1

the energy they contain can be 1 mark for
burnt to produce heat which in answer
turn allows many activities to
occur.

(iii) C.II.3 -Increased use of fossil fuels 1 mark 3

produces high levels of carbon-
dioxide;
-This is a greenhouse gas OR This
gas absorbs radiation and traps 1 mark
heat in the atmosphere
-This results in increased
temperatures
-Increased temperatures lead to 1 mark
climatic changes such as changes
in rainfall patterns.

(b)(i) C.II.4 Biofuel, wind, geothermal 1 mark each 2

for any two

(ii) C.II.5 Uses of solar energy – water Any 2 uses 2

heating, air heating, solar 1 mark each
cookers/cooking, solar cells
[photovoltaic], solar lights,
simple devices, for example,
calculator.

(iii) C.II.5 Water heater – solar water heaters Any 2

are composed of solar thermal explanations 2 4
collectors and a fluid system to marks each
move the heat.

Solar cooker – uses a reflective

panel to direct sunlight onto an
insulated containier

Calculators – sunlight is
converted into electricity using
photovoltaics.
 8

Integrated Science
Specimen Paper
Paper 02 – General Proficiency
Key and Mark Scheme

Syll Instructions or Marks

Ques Possible Response
Ref Comments KC UK PS

6(b)(iv) C.II.5 Reduces pollution in the Any correct 1

environment answer 1 mark

Reduction in greenhouse gases

TOTAL 7 8
 TEST CODE 01230032

FORM 01230032/SPEC

CARIBBEAN EXAMINATIONS COUNCIL

SECONDARY EDUCATION CERTIFICATE

EXAMINATION

SPECIMEN PAPER

INTEGRATED SCIENCE

Paper 03/2 – Alternative to SBA

Time: 2 Hours

In addition to the 2 hours, candidates are allowed 10 minutes

to read through the entire paper. Writing may begin during
the 10-minute period.

READ THE FOLLOWING DIRECTIONS CAREFULLY

1. Answer ALL questions.

2. 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.

Copyright © 2009 Caribbean Examinations Council.

All rights reserved
 -2-

1. Figure 1 is a diagram of a flower.

Figure 1. Diagram of a flower

(a) (i) Make a large labelled drawing of the female part of the flower in the space
provided below. Your drawing should include:

- The magnification
- Correct labeling
- Clear lines
- The title of the drawing

(5 marks)

(ii) State whether the flower is insect pollinated or wind pollinated.

____________________________________________________________
(1 mark)
 -3-
(iii) State TWO characteristics of the flower that support your answer in (ii)
above.

____________________________________________________________

____________________________________________________________
(2 marks)

(iv) Name the part of the drawing that contains the ovules.

____________________________________________________________
(1 mark)

(b) A class of students observed the growth of bean seedlings every two days over a
period of twenty days. They recorded the average height of the seedlings on each
occasion. The results are shown in Table 1 below.

TABLE 1: AVERAGE HEIGHT OF SEEDLINGS

Time(days) Average height of seedlings(cm)

0 0.0
2 0.0
4 0.8
6 2.8
8 6.7
10 11.1
12 14.7
14 17.9
16 20.8
18 24.2
20 26.0

(i) Using the grid paper on page 4, plot a line graph of the class results for the
average height (in cm) against time (in days).

(4 marks)
-4-
 -5-
(ii) State an appropriate title for the graph.

____________________________________________________________
(1 mark)

(iii) From the graph, deduce the average height of the plants on Days 9 and 15.

Average height on Day 9 ____________

Average height on Day 15 ____________

(2 marks)

(iv) Calculate the average growth rate of the plants over the twenty-day period.

____________________________________________________________

____________________________________________________________

____________________________________________________________
(3 marks)

(v) State TWO advantages of using the class results rather than individual
results.

____________________________________________________________

____________________________________________________________

____________________________________________________________
(2 marks)

(c) Construct a hypothesis to show the effect of TWO different types of soil on the
growth rate of bean seedlings.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________
(2 marks)

(d) State the name of the instrument which was most likely used by the students to
measure the height of the seedlings.

___________________________________________________________________
(1 mark)

TOTAL 24 marks
 -6-

2.
(a) A student performed the experiment shown in Figure 2 to investigate the
conditions necessary for rusting.

Figure 2. Experiment to investigate the conditions necessary for rusting

(i) State the expected observations for test tubes 1, 2 and 3.

1 ______________________________________________________

2 ______________________________________________________

3 ______________________________________________________
(3 marks)

(ii) Give a reason for the expected observations in (i) above.

____________________________________________________________

____________________________________________________________

____________________________________________________________
(2 marks)
 -7-

(iii) Plan and design a laboratory experiment to test the hypothesis, “wrought
iron gates close to the sea will rust faster than wrought iron gates farther
from the sea”.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________
(5 marks)
 -8-

(iv) Figure 3 shows the instrument used by the students to measure the volume of
water.

Figure 3. Measuring instrument

(a) Name the instrument.

________________________________________________________
(1 mark)

(b) State the measurement at X and its units.

________________________________________________________
(2 marks)

(c) Why is this instrument used instead of a beaker.

________________________________________________________
(1 mark)

(v) Suggest TWO methods that may be used to prevent rusting of metals used
for making ships.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________
(2 marks)
 -9-

(vi) Explain how ONE of the methods stated in (v) above permanently
prevents rusting.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________
(2 marks)

TOTAL 18 marks
 - 10 -
3. (a) Winston wanted to determine the centre of gravity of a cardboard shoe sole, using
a plumbline and a pin, as shown in Figure 4.

Figure 4. The shoe sole, plumbline and pin used in the experiment

He carried out the activity depicted at (a) and (b) in Figure 5.

Figure 5. Diagram to show the steps taken to determine the centre of gravity

(i) Measure the distances PQ and RS.

PQ: _______________________________________

RS: _______________________________________
(3 marks)
 - 11 -
Figure 6 shows a diagram of the shoe sole.

Figure 6: Diagram of one shoe sole

(ii) Draw the two lines PQ and RS on the diagram in Figure 6.

____________________________________________________________
(2 marks)

(ii) Describe how the plumbline and the pin were used to find the centre of
gravity of the shoe sole.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________
(8 marks)
 - 12 -

(b) Explain how the two lines drawn in a(iii) are used to determine the center of
gravity.
___________________________________________________________

___________________________________________________________
(1 mark)

(c) Mark ‘C’ at the centre of gravity of the shoe sole in Figure 6.

(1 mark)

(d) Draw another object whose centre of gravity can be determined in the
same way.

(2 marks)

(e) Suggest how the experiment can be modified to ensure that the position chosen is
accurate.

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________
(1 mark)

TOTAL 18 marks

END OF TEST
 CARIBBEAN EXAMINATIONS COUNCIL
HEADQUARTERS

CARIBBEAN SECONDARY EDUCATION CERTIFICATE EXAMINATION

INTEGRATED SCIENCE

Paper 03/2 – General Proficiency

SPECIMEN PAPER

KEY AND MARK SCHEME

 2

Integrated Science
Specimen Paper
Paper 3/2 – General Proficiency
Key and Mark Scheme

Syll Marks
Ques Possible Response
Ref
ORR DR MM PD AI

1(a)(i) A.VII.3 a) Magnification 1

b) Correct labeling 2
c) Clear lines 1
d) Title drawing 1

(ii) A.VII.3 Insect pollinated flower 1

(iii) A.VII.3 Large petals 2

Or
Anthers inside flower
Or
Large sticky pollen

(iv) A.VII.3 Ovary 1

(b)(i) A.VII.9  Labelling axis 1

 Plotting parts
 10 correct parts 3 marks
 5-10 correct parts 2 marks
 <5 correct parts 1 mark

(ii) Title 1

(iii) Deductions 2

(iv) A.VII.9 Average growth rate: 1

(v) A.VII.9 Results are more reliable 1

Results are more accurate 1

(c) A.VII.9 Hypothesis clearly stated 2

(d) A.VII.9 Ruler 1

TOTAL = 23 8 5 1 2 8
 3

Integrated Science
Specimen Paper
Paper 3/2 – General Proficiency
Key and Mark Scheme

Syll Marks
Ques Possible Response
Ref
ORR DR MM PD AI
2(a)(i) B.VI.7 Expected Observations

1. rusting of the nail will occur 1

2. no rusting will occur 1

3. no rusting will occur 1

(ii) In tube (1) both air and water which 2

are necessary for rusting are present,
while in tube 2 there is no water and
in tube 3 there is no air.

(iii) Experiment:
Method/Design

 generally workable 1
 attention to detail/can be
duplicated 2
 precaution taken, repeated 2
measurements controls

(iv) (a) Measuring cylinder 1

3
(b) 11 cm
(c) 60 2
1
 4

Integrated Science
Specimen Paper
Paper 3/2 – General Proficiency
Key and Mark Scheme

Syll Marks
Ques Ref Possible Response
ORR DR MM PD AI

(v) Methods to prevent rusting

 Painting
 Convening with oil or grease 2
 Tin plating
 Electroplating
 Galvanizing
 Anodizing/sacrificial protection
(vi) (i) Permanent prevention of rusting

1. anodizing/sacrificial protection
- use of more reactive metal -
sacrificed to protect steel
2. electroplating – coating steel
surfaces with another metal
using electricity, e.g. chromium
plating.
3. galvanizing – coating steel with
a layer of zinc: zinc corrodes
instead of steel.

TOTAL = 19 3 0 4 5 6
 5

Integrated Science
Specimen Paper
Paper 3/2 – General Proficiency
Key and Mark Scheme

Syll Marks
Ques Possible Response
Ref
ORR DR MM PD AI

3(a)(i) PQ – 3.8 2
RS – 2.2 1

(ii) cm 2

(iii) Lines correctly drawn

(iv) Steps in report

 logical 2
 sequenced correctly 2
 detailed 2
 comprehensive 2

(b) Irregular object with clear lines 2

(c) Correctly marking position C 1

(d) It is the point at which the two lines

cross 1

(e) Repeat two more lines to get two 1

additional lines

TOTAL = 18 8 2 5 0 3