1. Effective for examination from May-June 2015
CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate
PHYSICS SYLLABUS
Effective for examination from May-June 2015
ORIENTATION WORKSHOP
May 29, 2013

2. WELCOME!
THANK YOU FOR COMING! Aim: “…to apprise participants of changes to the syllabus and to enhance their knowledge base and skills required to interpret and implement the CSEC Physics Syllabus…”

3. Major Changes Rationale Organization of the syllabus
Suggestion for teaching the syllabus
The Practical Approach
Sections
Format of the exam
School-Based Assessments

4. Rationale
Greater emphasis on the application of scientific concepts and principles
Embracement of
The Vision of the Ideal Caribbean Person (Adopted by the CARICOM Heads of Government at their 18th Summit)
UNESCO’s Pillars of Learning
Emphasis on APPLICATION OF SCIENTIFIC CONCEPT
Application rather than short term memory
Develop long-term transferrable skills
Team work
Critical thinking
Apply science to problem solving
Adaptability to changes in society and environment
Ethical conduct
Move away from traditional teaching of physics as “the next mathematics class”
Mathematics is the alphabet for physics, but first we must understand concepts before we can translate physics into mathematics and visa-versa

5. Rationale
The Ideal Caribbean Person is described as being someone who:
has respect for human life and awareness of the importance of living in harmony with the environment;
demonstrates multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving;
demonstrate a positive work ethic and value and display creative imagination and entrepreneurship.
The ideal Caribbean Person
9 in total, the syllabus is focused on 3.
The 3 points lie on the UNESCO’s Pillars of Learning.

6. Rationale UNESCO’S PILLARS OF LEARNING
Of the 5 points, the CSEC syllabus is focused on 3.
Learning to do – application important and the focus of the revised syllabus, apply science to solve problems
Learning to be – critical thinkers, problem solvers, value creativity and imagination
Learning to transform oneself and society – how do they contribute back to their society, country and so on … how do they see themselves as a member of society, as an asset or something else?

7. Organization of the Syllabus
Suggestions for teaching the syllabus and the Practical Approach
greater emphasis on the application of scientific concepts and principles
establish relevant link to regional and global examples
employ a practical approach whenever possible
By facilitating inquiry-based learning, we will cater to different teaching and learning styles.
Emphasis on Application
Focus less on factual materials
Discourage short term memorization and short term recall
Don not convert physics to the next mathematic class.
Do not limit lectures to just the classroom – establish links to regional and global examples
Physics of the atom,
When discussing nuclear energy use the effects on the tsunami on Japan’s nuclear power plants. Discuss the dangers of radioactive wastes; the magnitude of the energy released by the atom; the conditions for controlling a nuclear interaction.
Waves, cite examples of use of sound waves in medicine and their use in navigation and weather forecasting,
Do not make mechanics all mathematics. Establish links between use of the Newtonian laws of motion and forensics, crash scenes, and so on
Teaching Section A first
Teaching Measurement first is essential. However, we can depart from Section A and move on to other sections that contain “True Physics” that enhance application of physical principles.
The Practical Approach
Clarify and discuss the skills: MM, AI, ORR, PD

8. Organization of the Syllabus
Sections
Previously, the CSEC Physics Syllabus comprised of 6 sections.
The revised has 5 sections
Physical Measurements and Units and Mechanics now make up one section.
Some sections have been shortened.
E3.4, (calculations on the cost of electrical energy (KWH))
E4.20 (International colour code) have been removed
No new additions.
Some sections have been shortened.
Section A and B of previous syllabus has been joined to form one. However, Measurement is embedded in all sections. At all times, students should be encouraged to develop the skills in deriving units, use and select equipment properly and so on.

9. Organization of the Syllabus
Skills and Interrelationships column has been extended to
include Chemistry, Mathematics and Biology overlaps;
identify skills that can be assessed during suggested practical activities.
Suggested Teaching and Learning Activities section.
List of activities
URL (web address)
Skills and Interrelationships
Sections have been clearly marked so that you can liaise with your colleagues. Take advantage of this feature to maximize your time. However, always ensure that your students covered these sections appropriately.
Suggested Teaching and Learning Activities
To provide support for the rationale of “Application” a list of activities and websites is listed at the end of each section.

10. Questions?

11. Time for a break

12. Format of the exam Paper 01 (1 hour 15 minutes) Paper 02 (2 ½ hrs)
60 MC Questions
Paper 02 (2 ½ hrs)
One compulsory data analysis question.
Two structured .
Three extended response questions.
Paper 03/1
SBA
Paper 03/2
Alternate to the SBA for private candidates
Major change was made to the SBA component of the exam

13. Guideline for the SBAs
Minimum number of practicals remain at 16 over a two year period.
Previously, 10 topics were listed and considered essential for the development and evaluations of skills.
Presently, the 16 practicals MUST include
The number of practicals over two years remain at 16.
These 16 practicals must include an experiment from topics listed.
Examples of experiments from each section.
Recommend that some experiments can be divided into smaller practicals, eg I-V Relationships experiments
Pendulum
SHC/SLH
Radioactive Decay
Momentum/Conservation of energy
Refraction
Series and Parallel Circuits
I-V Relationships

14. Guideline for the SBAs Previous Assessment of Practical Skills
Point I
Point II
Point III
Point IV
Observation/Recording/Reporting
(ORR) 
Manipulation /Measurement
(MM)
Planning and Designing
(PD)
Analysis and Interpretation
(AI)
SBA Mark should be average of at least two separate assessments

15. Guideline for the SBAs Revised Assessment of Practical Skills Profile
Year 1
Year 2
TOTAL
Times to be assessed
Marks XS MM 1 10 2 20 3 30 90
(30*)
ORR PD UK AI 40
(10*) 6 60 70 12
130
40*
*Indicates that some marks will be weighted/scaled
Each skill must be assessed AT LEAST 3 times
Introduction of the investigative project that should be carried out over the two years.
Year 1 – the plan and design
Year 2 – the execution/carrying out the design
Page 55

16. Guideline for the SBAs
Each skill must be assessed at least 3 times over the 2 year period.
Do not assess more than two skills for one activity.
Encourage students to make corrections so that misconceptions will not persist.
Each skill must be assessed AT LEAST 3 times
Discourage assessing more than two skills for one experiment
Encourage students to make corrections on their reports even after reviews or corrections have been made.

17. Guideline for the SBAs Addition of an Investigative project.
planning to be done in Year 1
execution to be done in Year 2
Investigative project will be assessed for the skills PD (10 marks) and AI (20 marks).
Introduction of the investigative project that should be carried out over the two years.
Year 1 – the plan and design
Year 2 – the execution/carrying out the design
The investigative project will count as part of the SBA assessment in Year 1 and Year 2. In Year 1 as PD and Year 2 as AI. The assessed marks will be out of 10 and 20 respectively.

18. Guideline for the SBAs
On-site moderation of the SBAs by an external moderator
Moderators will make a first visit near the end of Year 1 and a second visit during the middle of Year 2.
Revised SBA Assessment Record Sheets will be available online at .
Since the marks awarded have been redistributed, there will be a new record card in use next year.
On site moderation by external moderators will take effect next year.
The logistics, schedule and so on will be worked out the CXC and you should be informed later this year.

19. Questions?

21. (Structured; Data Analysis)
Format of the exam
Previous weighting of Papers and Profiles:
Profiles
Paper 1
(MC)
Paper 2
(Structured; Data Analysis)
Paper 3
(Free Response)
Paper 4
(SBA)
Total %
Knowledge and Comprehension
(KC) 25 10 - 45
Use of Knowledge
(UK) 15 5 35
Experimental Skills
(XS) 20
TOTAL % 30
100

22. (Structured; Data Analysis)
Format of the exam
Revised weighting of Papers and Profiles:
Profiles
Paper 1
(MC)
Paper 2
(Structured; Data Analysis)
Paper 3
(SBA)
TOTAL RAW
Total %
Knowledge and Comprehension
(KC) 50 35 - 85 43
Use of Knowledge
(UK) 10 55 75 37
Experimental Skills
(XS) 30 40 20
TOTAL 60
100
200
Table 1, Page 6