web viewthe st. michael school, barbados. 38. 38. this ccslc booklet must be kept in excellent...

This CCSLC booklet must be kept in EXCELLENT condition over first and second form. The booklet will be used and returned to the Integrated

Science teacher, and it is NOT to be taken home unless given permission to do so by the Integrated Science teacher.

ALL activities must be completed during the course of first and second form. In addition to the activities contained in this booklet, there will be a Multiple Choice test on Module 4 and several group activities which will

assess how well students work with each other.

The skills assessed by CCSLC are:

AI – Analysis and InterpretationDR – Drawing

MM – Manipulation and MeasurementPD – Planning and Design

RC – Recording and CommunicationSA – Social Attributes

IF THIS BOOKLET IS LOST OR DAMAGED IT MUST BE REPLACED BY THE STUDENT.

NAME: ………………………………………………………………………………….

FORM: ……………………

TEACHER: …………………………………

FORM: ……………………

TEACHER: …………………………………

The St. Michael School, Barbados

ASSESSMENT PAGESKILL

ASSESSEDSCOR

EMODULE 1

Sample drawing – Crab 7 DRSample summary table –

Measurement10 RC

Green fruit investigation 11 PDMeasurement activity 13 MM

Bar chart analysis 17 AICollage – Caribbean issues --- SA

Reflective Piece 20 REFMODULE 2

Investigating pH 23 MMInvestigation of unknown

substance25 PD

MODULE 3Sample drawing – Leaf 29 DRTesting a leaf for starch 31 RCCaribbean Pest Project --- SA

Reflective Piece 34 REFMODULE 4

Multiple Choice Test --- RCMultiple Choice Test --- AI


MODULE 5Series and parallel circuits 39 AI

Metre reading 41 AIInvestigating fossil fuels --- SA

Reflective Piece 43 REF


Name and colour the Safety Symbols below.


For the three scenarios listed below, name, draw and colour the correct safety symbol.

a) The sign on a bottle of rubbing alcohol indicates that it catches fire easily.

b) The sign on a bottle of bathroom cleaner indicates that it may cause harm or irritate persons using it.


c) The sign on an abandoned building indicates that it contains a source of atomic radiation and/or containers used to store radioactive materials.

DrawingYour first task is to draw a crab. You can practise in the space below Drawing rules:

1. Use a sharp pencil.2. Make sure the drawing covers more than half the page.3. Do not use sketchy lines – use continuous lines.4. Never shade a drawing.5. Label the drawing using upper case letters and a ruler. Label the

eyes, claws, shell and legs.6. Give the drawing a title (capital letters, underlined), a view and a

magnification. For example: DRAWING SHOWING EXTERNAL/INTERNAL VIEW OF A CRAB


Drawing Score

LargeClearLabelsTOTAL /3

Here are some unusual measuring instruments:microbalance, vernier calliper, triple beam balance, lever arm balance,

Galileo thermometerFor the instruments listed above:

a) Collect pictures from magazines/newspapers/on-line and stick into the SBA book

b) Include a brief description of how each instrument works.


Recording and CommunicationYour next task is to construct a table summarising measurement. Information for the table:

1. The five (5) quantities learnt2. Their symbols3. Their units4. Instruments used to measure the five (5) quantities


Recording and Communication (RC)

Score

Accuracy of content (2)Correct use of scientific terms (1)TOTAL /3

Planning and DesignWhen unripe fruits are wrapped in newspaper they ripen faster than when left unwrapped. Plan and design an investigation to test this hypothesis.

Hypothesis:………………………………………………………………………………………………………………………………………………………………………………………………………………

Aim:


………………………………………………………………………………………………………………………………………………………………………………………………………………

Apparatus and Materials:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Method:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Variables:Controlled variables:………………………………………………………………………………………………………………………………………………………………………………………………………………

Manipulated/Independent variables:………………………………………………………………………………………………………


Responding/Dependent variables:………………………………………………………………………………………………………

Expected Results:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Limitations:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Planning and Designing (PD)

Score

HypothesisVariablesMethodTOTAL /3

MEASUREMENTCarry out the following activities in your groups

TIME – Use a stopwatch to measure how long it takes each person to walk the length of the ramp

Name Time taken (min:sec)


1.2.3.4.5.6.

TEMPERATURE – Use the thermometer provided to record the temperature of the following:

Object Temperature (°C)WaterThe air

MASS – Record the mass of the following objects using the instruments provided

Object Instrument Mass (g)Tin of milk Triple beam balance

Stone Top pan balance

Determine the mass of water in a beaker:1. Place some water in a beaker and record its mass.2. Empty the water and record the mass of the beaker.3. Determine the mass of the water.

Mass of beaker + water =Mass of beaker = Mass of water =

LENGTH – Measure the heights of the students in your groupName Height (cm)


1.2.3.4.5.6.

VOLUME – record the volumes of the following objectsObject Volume (cm3)

Water in measuring cylinderMatch box

Determine the volume of an irregularly-shaped object (a stone)1. Place some water in a measuring cylinder and record the volume.2. Gently (no splashing!) lower the stone into the water and record the

new volume. 3. Determine the volume of the stone

Volume of water + stone =Volume of water = Volume of stone =

Manipulation and Measurement (MM)

Score

Taking accurate measurements (2)Proper handling and safety of equipment and apparatus (1)TOTAL /3


Date:

Title: Bar chart analysis

Aim: To analyse the bar chart of heights of students

Apparatus and Materials: metre rule, chalk, book

Method: Measure the heights of five students using the metre rule, book and chalk. Construct a table of results and record the heights measured. Construct a bar chart of the results shown below and answer the questions which follow.

Results:Table 1: The heights of students measured

Name of student Height (cm)Jack 163

Megan 140Rick 125Sara 155

Shelly 139

Discussion:1. Who was the tallest person in the group?2. How many students were taller than 150 cm?3. Who was the shortest person in the group?4. What is the average height of students in the group? Remember to

show working.5. How many students are in the following ranges:

a. 120 – 129


b. 130 – 139c. 140 – 149

6. Which two students are almost the same height?7. The five students are all in first year at The St. Michael School. Table

2 below shows the average height of students in each year group at the school.

a. Construct a bar chart of the information in Table 2.b. Identify the trend shown from the bar chart.c. What can you predict about the heights of the five first year

students two years later?

Table 2: The average heights of students in different year groupsYear Group Average height (cm)

First Year 135Second Year 141Third Year 148

Fourth Year 155Fifth Year 162Sixth Year 169

Conclusion: Answers the Aim with a simple statement


Analysis and Interpretation (AI)

Score

Identifying trends/patternsMaking predictionsTOTAL /3

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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Choose one of the scientists from page 21 in the CCSLC Integrated Science text book to investigate. Describe briefly the scientific research he/she published and what he/she found out.……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


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Reflective pieceDescribe two (2) things learnt in Module 1 and describe the impact they have had on you.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Reflective piece Score

Description of two things learntImpactTOTAL /2


Laboratory ExerciseStudents will be given three unknown substances to conduct tests and then classify each substance as acidic, basic or neutral.

Apparatus and Materials (write up as two separate columns)spotting tile, droppers, solution A, solution B, solution C, Universal indicator solution, Litmus paper – red & blue

Method1. Place two drops of solution A into a well of the spotting tile. Add two

drops of universal indicator to solution A. Observe.2. Place two drops of solution A into a well of the spotting tile. Add a

piece of red litmus paper to solution A. Observe.3. Place two drops of solution A into a well of the spotting tile. Add a

piece of blue litmus paper to solution A. Observe.4. Repeat steps 1 – 3 for solution B.


5. Repeat steps 1 – 3 for solution C.6. Record the results as shown in the Observations table.

ObservationsTable showing results of tests to determine whether solutions A, B & C are acidic,

basic or neutral.

SolutionColour in universal

indicatorColour in red

litmusColour in blue

litmusABC

DiscussionClassify solutions A, B & C as either strongly acidic, weakly acidic, strongly basic, weakly basic or neutral. Give reasons for your answer in each case.Suppose lime juice was tested in the same way. What would you expect to observe?

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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Manipulation and Measurement (MM)

Score

Safety for self and others (2)Appropriate instrument used (2)Accuracy of readings (3)Competence in use of materials (3)TOTAL /10

Planning and DesignA student found an unlabelled bottle of a transparent, odourless liquid in the kitchen. The student believes that this liquid is water. Write a suitable hypothesis and the plan and design an investigation to test the hypothesis.

Hypothesis:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Aim:………………………………………………………………………………………………………………………………………………………………………………………………………………

Apparatus and Materials:………………………………………………………………………………………………………………………………………………………………………………………………………………

Method:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Variables:Controlled variables:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Manipulated/Independent variables:………………………………………………………………………………………………………

Responding/Dependent variables:………………………………………………………………………………………………………

Expected Results:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Limitations:………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Planning and Design (PD)

Score

Hypothesis (2)Appropriate method used (5)Controls present (2)Limitations stated (1)TOTAL /10


DrawingYou are required to draw a leaf. You can practise in the space below. Drawing rules:

1. Use a sharp pencil.2. Make sure the drawing covers more than half the page.3. Do not use sketchy lines – use continuous lines.4. Never shade a drawing.


5. Label the drawing using upper case letters and a ruler. Label the apex, margin, mid-rib, petiole, lamina and veins.

6. Give the drawing a title (capital letters, underlined), a view and a magnification. For example: DRAWING SHOWING EXTERNAL/INTERNAL VIEW OF A LEAF


Drawing Score

LargeClearProportionsLabelsTOTAL /4

Laboratory Exercise


Date:

Title: Photosynthesis

Apparatus and Materials (write up as two separate columns)green leaf, beaker, boiling tube, spatula, forceps, watch glass, iodine solution, alcohol, Bunsen burner, tripod, test tube rack

Method1. Note the colour of the leaf. Boil the leaf for five minutes and then

turn off the Bunsen burner.2. Place the leaf in a boiling tube with alcohol. Place the boiling tube

with the leaf into the beaker and leave this for five minutes.3. Carefully remove the leaf from the boiling tube. Note the texture and

the colour of the leaf and the colour of the alcohol. 4. Swirl the leaf in the hot water and again note its texture.5. Place the leaf on a watch glass and cover with iodine solution. Leave

this for a few minutes and then note the colour change.

ObservationsNote: (i) the initial colour of the leaf (ii) the colour and texture of the leaf after being removed from the alcohol (iii) the texture of the leaf after being rinsed in water (iv) the colour change of the alcohol (v) the colour change of the leaf after being soaked in iodine solution.

DiscussionWhy was the leaf boiled? Why was the leaf soaked in alcohol? Why was the leaf rinsed in hot water? Was starch present in the leaf? Give reasons for your answer. What does the presence of starch tell you about the leaf?

Conclusion Did photosynthesis occur in the leaf?


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………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Recording and Communication (RC)

Score


Logical sequence of report (2)Section headings named (2)Accuracy of observations (4)Correct use of scientific terms (2)TOTAL /10

Reflective pieceDescribe two (2) things learnt in Module 3 and describe the impact they have had on you.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Description of two things learntImpactTOTAL /2


Complete the Crossword Puzzle below. The answers can be found in the CCSLC textbook.


P. T. O. for clues


Created on https://worksheets.theteacherscorner.net/make-your-own/crossword/#


Laboratory Exercise

Date:Title: Electricity billAim: To estimate a monthly electric bill

Method: Read and record an electric meter reading for 10 days. Calculate the average units used each day. Estimate the total units used in 30 days. Calculate the monthly electric bill.

Results:Table1: Metre readings (kWh) for ten (10) days.

Date Meter reading (kWh)

Units Used (kWh)

1

2

3

45

6

7

8

9

10


CalculationsAverage units used per day:

Total units used in 30 days:

Table 2: Billing details over a thirty (30) day period.Customer Fixed Charge $ 10.00

Energy used 150kWh @ $0.15 per kWh

Next 350 @ $0.176 per kWh

Next 1000 kWh @ $0.300 per kWh

Next 1500 kWh @ $0.224 per kWh

Fuel………………………kWh @ $0.232769

Current charges

Conclusion: Questions(i) How does the number of KWh affect the cost of

electricity?(ii) If the meter was read for a further 10 days explain what

would occur at the end of the period.(iii) Examine the meter readings and say whether there was a

noticeable change in the number of KWh used during weekdays as opposed to weekends and explain why this may occur.


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Laboratory ExerciseDate:

Title: Series and parallel circuits

Aim: To investigate the brightness of bulbs when connected in series and parallel

Apparatus: bulbs, cells, connecting wires, switch

Method: 1. Set up a series circuit with one bulb and record the brightness of the

bulb. 2. Add a second bulb to circuit and record the brightness of both bulbs.3. Predict the brightness of the bulbs if third bulb is added to circuit.4. Repeat steps 1 – 3 using a parallel circuit with 1, 2 and 3 bulbs.


5. Predict the brightness of bulbs if a fourth bulb is added to the parallel circuit.

6. Draw a diagram of (i) a series circuit (ii) a parallel circuit using three bulbs in each case.

Observations:

Series Circuit Parallel CircuitFigure 1: Series and parallel circuits

Results:Table 1: The relative brightness of bulbs in series and parallel circuits

Number of bulbs

Series Parallel

1 _____

2

3

4 _____

Questions:


1. What would happen to the other bulbs if one bulb was removed from the closed:a. Series circuit?…………………………………………………………………………………………b. Parallel circuit?…………………………………………………………………………………………..

2. Which circuit would you use to wire a house?………………………………………………………………………………………………………

Conclusion:What can be said about bulbs in series and parallel circuits?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Analysis and Interpretation (AI)

Score

Correct connections – series (2)Correct connections – parallel (2)Identifies relationships and patterns (2)Uses trends to make predictions (2)Calculations (4)TOTAL /12

Reflective pieceDescribe two (2) things learnt in Module 5 and describe the impact they have had on you.


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Description of two things learntImpact


TOTAL /2

web viewthe st. michael school, barbados. 38. 38. this ccslc booklet must be kept in excellent...

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