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Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

PHYSICAL SCIENCE SYLLABUS


ORDINARY LEVEL
SYLLABUS CODE: 4323
GRADES 11 - 12

2010

DEVELOPED IN COLLABORATION WITH


UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

PHYSICAL SCIENCE SYLLABUS

ORDINARY LEVEL

This syllabus replaces previous NSSC


syllabuses and will be implemented in
2010 in Grade 11
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

Copyright NIED, Ministry of Education, 2009


Physical Science Syllabus Ordinary Level Grades 11 - 12

ISBN: 99916-69-14-0

Printed by NIED

Publication date: 2009


TABLE OF CONTENTS

1. Introduction ........................................................................................................................... 1

2. Rationale ................................................................................................................................ 2

3. Aims....................................................................................................................................... 2

4. Learning Content ................................................................................................................... 3

General Science Section ......................................................................................................... 4

Physics Section....................................................................................................................... 6

Chemistry Section .................................................................................................................. 23

5. Asssessment Objectives ......................................................................................................... 38

6. Scheme of Assessment .......................................................................................................... 39

7. Specification Grid .................................................................................................................. 41

8. Grade Descriptions ................................................................................................................ 42

9. Glossary of Terms Used in Science Papers ........................................................................... 43

Annexures ........................................................................................................................................ 45

A. Assessment Criteria for Practical Assessment ................................................. 45

B. Criteria for the Assessment of Practical Skills and Abilities ...................................... 47

C. Explanatory Notes for Guidance................................................................................. 49

D. Notes for Use in Qualitative Analysis ........................................................................ 51

E. Data Sheet: The Periodic Table of the Elements ........................................................ 53

F. Units of Physical Quantities ....................................................................................... 55

G. NSSCO Sciences: Form for Practical Activities ......................................................... 57

H. NSSCO Sciences: Individual Learner Record Card ................................................... 58

I. Instructions for Completing Individual Learner Record Cards .................................. 59

J. NSSCO Sciences: Coursework Assessment Summary Form ..................................... 60


1. INTRODUCTION

The Namibia Senior Secondary Certificate Ordinary Level (NSSCO) syllabus for Physical
Science is designed as a two-year course leading to examination after completion of the Junior
Secondary Certificate. The syllabus is designed to meet the requirements of the Curriculum
Guide for Formal Senior Secondary Education for Namibia and has been approved by the
National Examination, Assessment and Certification Board (NEACB).

The National Curriculum Guidelines, applicable at the stage of senior secondary education
(Grades 11 and 12) and at equivalent stages of non-formal education, as a part of life-long
learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-
centred education.

The Namibia National Curriculum Guidelines:

recognise that learning involves developing values and attitudes as well as knowledge and
skills;
promote self-awareness and an understanding of the attitudes, values and beliefs of others
in a multilingual and multicultural society;
encourage respect for human rights and freedom of speech;
provide insight and understanding of crucial global issues in a rapidly changing world
which affect quality of life: the AIDS pandemic, global warming, environmental
degradation, distribution of wealth, expanding and increasing conflicts, the technological
explosion and increased connectivity;
recognise that as information in its various forms becomes more accessible, learners need
to develop higher cognitive skills of analysis, interpretation and evaluation to use
information effectively;
seek to challenge and to motivate learners to reach their full potential and to contribute
positively to the environment, economy and society.

Thus the Namibia National Curriculum Guidelines should provide opportunities for developing
essential skills across the various fields of study. Such skills cannot be developed in isolation
and they may differ from context to context according to a field of study. The skills marked
with an * are relevant to this syllabus:

The skills are:


Communication skills *
Numeracy skills *
Information skills *
Problem-solving skills *
Self-management and Competitive skills *
Social and Cooperative skills
Physical skills
Work and Study skills *
Critical and Creative thinking*

NSSCO Physical Science Syllabus NIED 2009 1


2. RATIONALE

Learning experiences in the natural scientific area aim at increasing the learners' knowledge
and understanding of the physical and biological world of which they are part. This includes
understanding how people use the natural environment to satisfy human needs, and how the
environment may be changed in ecologically sustainable ways. Critical thinking, investigating
phenomena, interpreting data, and applying knowledge to practical (experimental and
investigative) skills and abilities are essential to understanding the value and limitations of
natural scientific knowledge and methods, and their application to daily life. The application of
scientific knowledge and attitudes to health is of special relevance for the individual, the
family and society as a whole.

The overall aim of the syllabus is to equip learners with the necessary knowledge, skills and
attitudes that will enable them to enter tertiary education or the world of work.

3. AIMS

The aims of the syllabus are the same for all learners. These are set out below and describe the
educational purposes of a course in Physical Science for the NSSCO examination. They are
not listed in order of priority.

The aims are to:


1. provide, through well designed studies of experimental and practical science, a
worthwhile educational experience for all learners, whether or not they go to study
Science beyond this level and, in particular, to enable them to acquire sufficient
understanding and knowledge to
1.1 become confident citizens in a technological world, to take or develop an informed
interest in matters of scientific importance;
1.2 recognise the usefulness and limitations of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3 be suitably prepared for studies beyond the NSSCO level in pure sciences, in
applied sciences or in science-dependent vocational courses.

2. develop abilities and skills that:


2.1 are relevant to the study and practice of Physical Science;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.

3. develop attitudes relevant to Physical Science such as


3.1 concern for accuracy and precision;
3.2 objectivity;
3.3 integrity;
3.4 enquiry;
3.5 initiative;
3.6 inventiveness.

4. stimulate interest in, and care for, the environment.

5. promote an awareness that:


5.1 scientific theories and methods have developed, and continue to do so, as a result
of the co-operative activities of groups and individuals;
5.2 the study and practice of Science is subject to social, economic, technological,
ethical and cultural influences and limitations;
5.3 the applications of Science may be both beneficial and detrimental to the
individual, the community and the environment;
5.4 Science transcends national boundaries and that the language of Science, correctly
and rigorously applied, is universal.

NSSCO Physical Science Syllabus NIED 2009 2


4. LEARNING CONTENT

NOTE:
1. The learning content outlined below is designed to provide guidance to teachers as to
what will be assessed in the overall evaluation of learners. They are not meant to limit, in
any way, the teaching program of any particular school.

2. The learning content is set out in THREE columns:


(a) Topics
(b) General Objectives
(c) Specific Objectives

3. Topics refer to those components of the subject which learners are required to study.
The General Objectives are derived from the topic and is the general knowledge,
understanding and demonstration of skills on which learners will be assessed.
The Specific Objectives are the detailed and specified content of the syllabus, which
will be assessed.

4. Suggestions for practical activities or demonstrations that are considered essential, and
which all learners should be exposed to, as preparation for the Applied Practical Skills
examination (assessed by the national examination at the end of Grade 12), are included
at the end of each topic.

NSSCO Physical Science Syllabus NIED 2009 3


GENERAL SCIENCE SECTION
It is important that throughout this section, attention should be drawn to
the foundation of science concepts and way of thought;
the mathematical requirements, calculations, units and the conversion thereof;
the naming and identifying of appropriate apparatus and the correct use thereof.

GENERAL OBJECTIVES SPECIFIC OBJECTIVES


TOPIC
Learners will: Learners should be able to:
1. Mathematical know mathematical add, subtract, multiply and divide
requirement procedures which are required use averages, decimals, fractions, percentages, ratios and
throughout the syllabus reciprocals
use direct and inverse proportion
use positive, whole number indices and exponents in calculations
make approximate evaluations of numerical expressions
use usual mathematical instruments (ruler, compasses, protractor,
set square), etc.
explain the meaning of angle, curve, circle, radius, diameter,
square, parallelogram, rectangle, diagonal
solve equations of the form x = yz for any one term when the other
two are known
recognise and use points of the compass (N, S, E, W), bearing
taken and the rules for bearing taking
2. Scientific Skills
2.1 Recording data know the scientific way of present each column of a table by heading it with the physical
presenting data quantity and the appropriate unit, e.g. time/s (units should be in the
heading of the column and not in the measurements in the column)
use column headings of the table to be directly transferred to the
axes of a constructed graph
2.2 Drawing graphs and understand and recognise the select suitable scales and axes for graphs
tables correct way to draw graphs plot the independent variable on the x-axis (horizontal axis) and
plot the dependent variable on the y-axis (vertical axis)
label each graph with the appropriate heading (by convention
always the dependent versus independent variable)
label each axis with the physical quantity and the appropriate unit,
e.g. time/s
draw the graph as the whole diagrammatic presentation. It may
have one or several curves plotted on it
NSSCO Physical Science Syllabus NIED 2009 4
GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
draw and name curves
draw appropriate lines through relevant points being a straight line
or smooth curve
present points on the curve as clearly marked as crosses (x) or
encircled dots (~). If a further curve is included, vertical crosses
(+) may be used to mark the points
2.3 Basic units, quantified understand scientific notation, explain and use the relationship between length, surface area and
and derived units prefixes and significant volume and their units on metric scales
figures identify the correct SI unit and derive units (cross reference to page
55)
explain and use suffixes, use multiples (tera, giga, mega, kilo) and
sub-multiples (deci, centi, milli, micro, nano, pico) of units
use standard notation
use acceptable methods of stating units, e.g. metres per second or
m per s be written as m/s or m s-1 (Note: The solidus (/) will be
used for a quotient and indicate units in labels of tables and graphs
e.g. distance/cm)
2.4 Error and accuracy understand errors, sources of state and use the relationship between accuracy of measurement
error, their rectification, and the appropriate number of significant figures used to record
accuracy and precision measurements and present calculated data
identify sources of error and their margin of error
suggest possible preventative measures
2.5 Instruments and understand the relationship name appropriate apparatus for the measurement of time,
purpose of between accuracy of temperature, mass and volume, including burettes, pipettes and
measurement measurement and number of measuring cylinders
significant figures used to
record measurements

NSSCO Physical Science Syllabus NIED 2009 5


PHYSICS SECTION
It is important that throughout this section, attention should be paid to
showing the relevance of concepts to the learners everyday life and to the natural and human-made word
considerations in the industry, such as the availability of research to produce new ways of using energy and the impact on the environment (e.g. nuclear
power stations)

GENERAL OBJECTIVES SPECIFIC OBJECTIVES


TOPIC
Learners will: Learners should be able to:
1. General Physics
1.1 Length and time know how to use use and describe the use of rulers and measuring cylinders to determine length or
equipment to measure volume
time and length use and describe the use of clocks and devices for measuring an interval of time
(wrist watch and stop watch)
measure and describe how to measure a short interval of time (including the
period of a pendulum)
describe simple experiment to show that the only variable that effects the period
is the length of simple pendulums
determine the period of a simple pendulum
use vernier calipers and calipers for the measurement of a small distance
1.2 Speed, velocity understand speed, define distance as physical distance moved (without considering direction)
and acceleration velocity and acceleration define displacement as the distance moved in a particular direction
as well as recognise define speed as rate of change of distance with time
different types of motion define velocity as rate of change of displacement with time
on graphs identify linear motion for which the acceleration is constant and calculate the
acceleration (a = v/t)
draw and interpret a velocity/time graph
draw and interpret a speed/time graph
identify motion for which the acceleration is not constant
identify from the shape of a velocity/time graph when a body is
- at rest
- moving with constant velocity
- moving with changing velocity
calculate the area under a velocity/time graph to determine the distance travelled
for motion with constant acceleration

NSSCO Physical Science Syllabus NIED 2009 6


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
state that the acceleration of free fall for a body near to the earth is constant
describe qualitatively the motion of bodies falling in a uniform gravitational
field with and without air resistance (including reference to terminal velocity)
1.3 Mass and Weight understand the describe the mass of a body
terminology to determine state that weight is a force
the mass and weight of a define inertia as mass having the property which resists change in motion
body define earths gravitational field strength (g) as constant of gravitational force of
10 N on 1 kg of mass (10 N/kg) and as gravitational acceleration due to
gravitational force towards the centre of the earth (10 m/s 2)
calculate the weight of a body from its mass
describe, and use the concept of, weight as the effect of a gravitational field on a
mass
describe that mass can be determined due to its weight (comparing the effect of
using balance or spring)
1.4 Density understand density of an relate the term density to the mass and volume of an object and calculate the
object density of the object
describe an experiment to determine the density of a liquid and of a regularly
shaped solid and make the necessary calculation
describe the determination of the density of an irregularly shaped solid by the
method of displacement
describe floating and sinking in terms of different densities, the density of a
substance related to the density of water
explain why the density of water around 4oC is a maximum
1.5 Forces
1.5.1 Effects of forces recognise the significance state and use that a force may produce a change in size and/or shape of a body
of a force describe the ways in which a force may change the motion of a body
plot extension-load graphs and describe the associated experimental procedure
and use proportionality in simple calculations
take readings from and interpret extension-load graphs (Hookes law, as such, is
not required)
identify the significance of the term limit of proportionality for an extension-
load graph
perform simple calculations with the extension or force using the proportionality
state the relation between force, mass and acceleration

NSSCO Physical Science Syllabus NIED 2009 7


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
1.5.2 Turning effect know the turning effect describe the moment of a force as a measure of its turning effect and give
and the conditions for everyday examples (such as crowbar, wheelbarrow, pliers, scissors, tweezers or
equilibrium tongs)
describe the difference between moment and work (one is a vector and the other
a scalar)
calculate the moment of a force given the necessary information
perform and describe an experiment (involving vertical forces) to verify that
there is no net moment on a body in equilibrium
state that, when there is no resultant turning effect, a system is in equilibrium
1.5.3 Centre of mass recognise the centre of describe an experiment to determine the position of the centre of mass of a plane
mass lamina
describe qualitatively the effect of the position of the centre of mass on the
stability of simple objects
1.6 Energy, work and
power
1.6.1 Major sources of show understanding of compare sources of energy and energy converting from one form to another,
energy and sources of energy and including reference to
alternative alternative sources of - chemical/fuel energy (a regrouping of atoms)
sources of energy energy - energy from water hydroelectric energy , waves, tides
- geothermal energy
- nuclear energy (nuclear fission of heavy atoms)
- solar energy (fusion of nuclei of atoms in the sun)
- wind energy
outline the advantages and disadvantages of the use of different sources of
energy, including environmental considerations and the distinction between
finite and renewable sources
outline the mass and energy equation E = mc2 (as utilised in nuclear reactions)
define efficiency as useful energy output divided by total energy input

NSSCO Physical Science Syllabus NIED 2009 8


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
1.6.2 Energy show understanding of give examples of energy in different forms, its conversion and conservation and
energy of motion and apply the principle of energy conservation to simple examples
energy of position (i.e. describe processes by which energy is converted from one form to another,
gravitational and strain) including reference to 1.6.1
describe energy transfer in terms of work done and make calculations involving
Fxd
use the terms kinetic and potential energy in context
recall and use the expressions
k.e. = 1/2 mv2
p.e. = mgh
1.6.3 Work show understanding of explain, without calculation, how the work done relates to the magnitude of a
work force and distance moved
state and use W = F x d = E
1.6.4 Power show understanding of calculate power from work done and time taken, using appropriate examples
power recall and use the equation P = E/t = W/t in simple systems
1.7 Pressure relate pressure to force define pressure as force acting on a unit area
and area using recall and use p = F/A
appropriate examples state that the pressure beneath a liquid surface is related to depth and to density
using appropriate examples
describe the atmospheric pressure changes with changes of altitude
use and describe the use of a manometer, aneroid barometers and Bourdon gauge

NSSCO Physical Science Syllabus NIED 2009 9


Suggestions for practical work: General Physics:

Practical suggestions:
determine the period of a construct a simple pendulum and investigate which of the variable(s) determines
simple pendulum the period of the pendulum
determine the period of a ticker timer
determine the time for a measure an interval of time for an object falling a very short distance using two
very short distance move stop watches
identify linear motion of investigate motion to determine approximate constant walking speed
which acceleration is investigate motion to determine acceleration due to gravitational pull using a
constant and calculate the trolley, ticker timer, ticker tape and inclined plane
acceleration
describe an experiment to design and carry out experiments to find the density of:
determine the density of a - a liquid
liquid, a regular solid and - regular and
make necessary - irregular shaped solids
calculations
plot extension-load use a spring (or office elastic band) and an appropriate set of masses to
graphs investigate the elasticity of the spring (or elastic band)
take readings from and
interpret extension-load
graphs
describe an experiment to use a balanced ruler and sets of masses to show that there is no net moment in an
verify that there is no net equilibrium
moment on a body in
equilibrium
describe an experiment to use a mounted nail, a plumb line and irregular lamina to find the centre of
determine the position of gravity of the plane lamina
the centre of mass of a
plane lamina
calculate and use: work = investigate the power of your leg muscles when jumping (climbing) up a stair
force x displacement case (chair)
recall and use: power =
work/time

NSSCO Physical Science Syllabus NIED 2009 10


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
2. Thermal Physics
2.1. The Particle understand the explain the kinetic particle theory as:
Nature of Matter significance of the kinetic - the particles and the space the particles occupy
particle nature of matter - the inter-particle forces between particles
- the constant state of motion of the particles
- elastic collisions between particles
- kinetic energy of particles in relation to the temperature
describe the states of matter and explain their interconversion in terms of the
kinetic particle theory in everyday life
describe diffusion and Brownian motion in terms of kinetic theory
2.2 Thermal
properties
2.2.1 Thermal know the expansion of in terms of the kinetic particle theory: describe qualitatively the thermal
expansion of solids, liquids and gases expansion of solids, liquids and gases
solids, liquids and state and explain the relative order of magnitude of the expansion of solids,
gases liquids and gases in terms of the kinetic particle theory
identify and explain some of the everyday applications and consequences of
thermal expansion
2.2.2 Measurement of appreciate how a physical state and apply examples of how a physical property which varies with
temperature property which varies temperature may be used for the measurement of temperature
with temperature may be explain the sensitivity, range and linearity of measurements of temperature
used for the measurement state the need for and identify a fixed point
of temperature describe the structure and action of liquid-in-glass thermometers
describe the structure and action of a thermocouple and show understanding of
its use for measuring high temperatures and for those which vary rapidly
2.2.3 Melting and understand the process of describe melting and boiling in terms of energy input without a change in
boiling melting and boiling temperature
define melting point and boiling point as changing of state of a substance
distinguish between boiling and evaporation
establish and interpret heating and cooling curves of water
2.3 Transfer of know and understand the
thermal energy different ways of transfer
of heat

NSSCO Physical Science Syllabus NIED 2009 11


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
2.3.1 Conduction understand conduction as define conduction of heat as the flow of heat through a material without any flow
one form of energy of the material
transfer describe experiments to demonstrate the properties of good and bad conductors
of heat
give a simple molecular account of the heat transfer in insulators and migration
of electrons in metals
2.3.2 Convection understand convection as define convection as the flow of liquid or gas caused by a change in density, in
one form of energy which the whole medium moves and carries heat energy with it
transfer explain the difference between conduction and convection in terms of physical
movement of the medium of transfer of thermal energy
describe convection in fluids to density changed and describe experiments to
illustrate convection
2.3.3 Radiation understand radiation as define radiation as the transfer of heat electromagnetic waves which do not
one form of energy require a medium
transfer identify infra-red radiation as part of the electromagnetic spectrum
describe experiments to show the properties of good and bad emitters and good
and bad absorbers of infra-red radiation
2.3.4 Consequences of relate to the consequence identify and explain some of the everyday applications and consequences of
energy transfer of energy transfer conduction, convection and radiation

Suggestions for practical work: Thermal Physics:

Practical suggestions:
establish and interpret heat a sample of ice and record the temperature at constant intervals
heating (cooling) curves
for water
describe an experiment to investigate good or bad conductors
demonstrate good or bad
conductors
describe an experiment to investigate good or bad conductors
illustrate convection in
fluids
describe an experiment to evaluate the properties of good or bad emitters and absorbers
demonstrate the
properties of good or bad
emitters and absorbers
NSSCO Physical Science Syllabus NIED 2009 12
GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
3. Properties of
Waves,
including Light
and Sound
3.1 General wave understand general wave define pulse as single disturbance in substance
properties properties define oscillations or simple harmonic motion as any repeated to-and-fro motion
of a fluid or elastic solid, e.g. tuning-fork, pendulum or stretched string
describe what is meant by wave motion (propagation) as illustrated by vibration
in ropes, springs and by experiments using water waves
distinguish between transverse and longitudinal waves (in terms of pulse
movement in relation to wave propagation and the movement in a medium of
different density)
define speed, frequency, period, wavelength and amplitude
recall and use the equation c = f
define the term wave front in wave motion, as the surface containing adjacent
points that are in the same phase
explain and graphically represent the term wave front
use the term wave-front to describe the observation of water waves in a ripple
tank undergoing:
- reflection at a plane surface
- refraction due to a change of speed (use change in depth as change in
medium)
- diffraction
explain:
reflection (in terms of angle i = r),
refraction (change in optical density or depth)
diffraction (object in path of wave)
describe the formation and give characteristics of diffraction patterns of water
waves in a ripple tank at narrow and wide openings

NSSCO Physical Science Syllabus NIED 2009 13


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
3.2 Light understand different
properties of light and
their applications
3.2.1 Reflection of describe the formation, and give the characteristics, of an optical image formed
light by a plane mirror
use the law angle of incidence = angle of reflection
perform simple constructions, measurements and calculations
3.2.2 Refraction of define refraction as light entering or leaving a medium with different optical
light density
describe the refraction, including angle of refraction, in terms of the passage of
light through a parallel sided glass block
determine and calculate refractive index using n = sin i /sin r
describe and graphically represent the path of light through a rectangular glass
block and triangular prism
explain dispersion of white light into continuous spectrum
explain colour
3.2.3 Thin converging outline the formation, and give the characteristics, of an optical image formed by
lens a converging lens (diverging lens only in reference to correction of sight)
describe the action of a thin converging lens on a beam of light (diverging lens
only in reference to correction of sight)
use the term focal length and focal point
use and describe the use of a single lens as a magnifying glass
describe the eye as converging lens (focus light on retina) and describe the uses
of lenses to correct short and long sight
3.2.4 Electromagnetic outline the range of the electromagnetic spectrum that is in the radioactive range
spectrum describe the main features of the electromagnetic spectrum and state that all e.m.
waves travel with the same high speed in vacuum
state the approximate value of the speed of electromagnetic waves in a vacuum
describe the main uses and dangers of the electromagnetic spectrum

NSSCO Physical Science Syllabus NIED 2009 14


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
3.3 Sound understand the production describe the production of sound by vibrating sources
and transmission of sound outline the approximate range of audible frequencies
know the effect of noise discuss the frequency of vibration in relation to the pitch of the sound
on human hearing discuss the amplitude of vibration in relation to the loudness of the sound
describe displayed waveforms on cathode-ray oscilloscope (c.r.o.) screen
explain that a medium (solid, liquid and gas) is required in order to transmit
sound waves
study the speed of sound by using echos
state unit of sound as decibel
discuss the effect of noise on human hearing

Suggestions for practical work : Properties of Waves, including Light and Sound:

Practical suggestions:
describe the use of water describe the use of water waves to show:
waves - reflection at a plane surface
- refraction due to change of speed
- diffraction
perform simple determine relevant angles with reflection of light
constructions, refraction through a parallel sided block
measurements and thin converging lens
calculations (for
reflection and refraction
only) of a beam of light
describe investigation to investigate the speed of sound using different media
determine the speed of
sound

NSSCO Physical Science Syllabus NIED 2009 15


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
4. Electricity and
magnetism
4.1 Simple relate to the simple state the properties of magnets
phenomena of phenomena of magnetism give an account of induced magnetism in terms of molecular magnets
magnetism distinguish between ferrous and non-ferrous materials
describe an experiment to identify the pattern of field lines round a bar magnet
(iron filings and plotting compass)
distinguish between the magnetic properties of iron and steel
describe and explain the difference between the design and use of permanent
magnets and electromagnets (as used in e.g. bell and relay)
explain magnetism in terms of molecular magnets
4.2 Electrostatics and understand electrostatics describe simple experiments to show the production and detection of
electric charge and simple experiments electrostatic charges (using electroscope)
to show nature of charge state that there are positive and negative charges
and the detection of state that charge is measured in coulombs
charge state that unlike charges attract and that like charges repel
state some uses of electrostatics (photocopying)
explain the phenomenon of lightning
outline the working of the Van der Graaf generator
4.3 Electricity know the basic concept of
electricity to be used in
simple experiments and
calculations
4.3.1 Current state that current is related to the flow of charge
show understanding that a current is a rate of flow of charge and recall and use
the equation I= Q/t
explain and distinguish between alternating current (ac), direct current (dc), and
electron and conventional current
state the correct way to connect an ammeter

NSSCO Physical Science Syllabus NIED 2009 16


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
4.3.2 Potential state that the potential difference (p.d.) of a source of electrical energy is
difference (p.d.) measured in volts
state that potential difference is defined in terms of the ability to drive charge
round a complete circuit
define potential difference as energy per unit charge (V = E/Q)
state that the potential difference across a circuit component is measured in volts
state the correct way to connect a voltmeter
4.3.3 Resistance define Ohm's Law at constant temperature
recall and use the equation V = IR
describe an experiment to determine resistance using a voltmeter and an
ammeter
relate (without calculation) the resistance of a wire to its length and to its
diameter
recall and use qualitatively the proportionality between resistance and the length
and the inverse proportionality between resistance and cross-sectional area of a
wire and the proportionality between resistance and the temperature
recall and use qualitatively the proportionality between resistance and the
temperature
sketch the V/I characteristic graphs for metallic conductors (Ohmic)
sketch the V/I characteristic graphs for non-metallic conductors (non-Ohmic)
such as bulbs
investigate the relationship between current and potential difference across
various conductors (nichrome, copper, eureka wires and light bulb)
distinguish between Ohmic and non-Ohmic conductors
4.4 Electric circuits become aware of the draw and interpret circuit diagrams containing sources, switches, resistors (fixed
applications of electrical and variable), ammeters, voltmeters, magnetising coils, bells and fuses
circuits draw and interpret circuit diagrams containing relays
state that the current at every point in a series circuit is the same
state that, for a parallel circuit, the current from the source is larger than the
current in each branch

NSSCO Physical Science Syllabus NIED 2009 17


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
recall and use the fact that the sum of the p.d. across the components in a series
circuit is equal to the total p.d. across the supply
state that, for a parallel circuit, the p.d. stays the same across each branch
give the combined resistance of two or three resistors in series
state that the combined resistance of two resistors in parallel is less than that of
either resistor by itself
calculate the effective resistance of two or three resistors in parallel
recall and use the fact that the current from the source is the sum of the currents
in the separate branches of a parallel circuit
draw and interpret circuit diagrams containing diodes as rectifiers
4.5 Practical electric understand the use of
circuitry electricity in everyday
life
4.5.1 Uses of electricity describe the uses of electricity in heating, lighting (including lamps in parallel),
motors, bell and relay
recall and use the equations P = I V, E = I Vt and their alternative forms
4.5.2 Safety state the hazards of :
considerations - damaged insulation
- overheating of cables
- overloading
describe the wiring of an electrical plug
describe the use of safety devices, including earthing, circuit breakers and fuses
4.6 Electromagnetic understand the
effects electromagnetic effects
and their mechanical
application
4.6.1 Electromagnetic define electro motive force (e.m.f.) as the maximum amount of work that can be
induction done by a source
state the difference between e.m.f. and p.d. as the maximum work per charge
that can be done and the work per charge actually done
describe an experiment which shows that a changing magnetic field can induce
an e.m.f. in a circuit
state the factors affecting the magnitude of the induced e.m.f.
state that the direction of induced current is such as to oppose the change causing
it

NSSCO Physical Science Syllabus NIED 2009 18


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
4.6.2 a.c. generator describe a rotating-coil generator and the use of slip rings
sketch a graph of voltage output against time for a simple a.c. generator
4.6.3 d.c. motor state that a current-carrying coil in a magnetic field experiences a turning effect
and that the effect is increased by increasing the number of turns on the coil
describe the effect of increasing the current or magnetic field
relate this turning effect to the action of an electric motor
4.6.4 Transformer describe the construction of a basic iron-cored transformer
state the principle of operation of a transformer
use the equation (Vp / Vs) = (Np / Ns)
recall and use the equation Vp Ip = Vs Is (for 100% efficiency)
explain the energy loss in cables and how it can be reduced (reference to 'Uses of
electricity')
describe the use of the transformer in high-voltage transmission of electricity
give the advantages of high voltage transmission
4.6.5 Simple treatment describe the use of a c.r.o. to display waveforms
of the cathode-ray describe the use of a c.r.o. to measure p.d's and short intervals of time (detailed
oscilloscope circuits are not required)
(c.r.o.) distinguish between the direction of electron current and conventional current
describe the use of a c.r.o. to display waveforms of sound waves to indicate the
difference between high and low pitch (frequency)
describe the use of a c.r.o. to display waveforms of sound waves to indicate the
different loudness (amplitude)

Suggestions for practical work: Electricity and magnetism:

Practical suggestions:
describe experiments to use plotting compass (or iron filings) to establish the magnetic field around a bar
identify the pattern of magnet
field lines round a bar
magnet
give account of induced investigate methods of induced magnetism
magnetism
distinguish between the evaluate magnetic properties of iron and steel
magnetic properties of
iron and steel
NSSCO Physical Science Syllabus NIED 2009 19
distinguish between the evaluate the relationship between the design and use of permanent and
design and use of electromagnets
permanent and
electromagnets
describe experiments to investigate the production and detection of electrostatic charges
show production and
detection of electrostatic
charges
describe experiments to construct a circuit using correctly an ammeter, voltmeter, one or more resistors
indicate the correct in series or parallel, a power source (cells or power supply)
construction of an electric
circuit
describe an experiment to investigate Ohm's Law for a variety of resistors (conductors)
determine resistance investigate the total resistance of two or more resistors in a series connection
using a volt meter and an investigate the total resistance of two or more resistors in a parallel connection
ammeter
sketch the V/I
characteristic graph for
metallic (Ohmic)
conductors
describe an experiment to investigate the :
investigate the - proportionality between resistance and the temperature of a conductor
dependence of - proportionality between resistance and the length of a conductor
temperature, length and - inverse proportionality between resistance and the cross sectional area of
cross sectional area on conductors
the resistance of an
conductor
describe experiments to investigate how a changing magnetic field induces a p.d. and how this induced
show that a changing p.d. can be maximised
magnetic field can induce
an e.m.f. in a circuit
indicate the working of build a working model of an a.c. generator
a.c. generator and a d.c. build a working model of d.c. motor
motor

NSSCO Physical Science Syllabus NIED 2009 20


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
5. Nuclear Physics
5.1 The nuclear atom know the composition of
the atom
5.1.1 Nucleus describe the composition of the nucleus in terms of protons and neutrons
use the term proton number, Z
use the term nucleon number, A
use the term nuclide and nuclide notation AZX
use the nuclide notation in equations to show alpha and beta decay
5.1.2 Isotopes define isotopes as atoms with the same proton number but different nucleon
number
give and explain examples of practical applications of isotopes
5.2 Radioactivity
5.2.1 Safety know radioactive material describe how radioactive materials are handled, used and stored in a safe way
precautions safety precautions
5.2.2 Detection of show awareness of the describe the existence of background radioactivity
radioactivity existence of background
radioactivity
5.2.3 Characteristics of know different types and describe the detection of alpha-particles (), beta-particles () and gamma-rays
the three kinds of characteristics of the (), (cloud chamber, G-M counter and photographic film)
emission three kinds of emission state that radioactive emissions occur randomly over space and time
describe radioactive emission:
- their nature
- their relative ionising effects
their relative penetrating abilities
describe their deflection in electric fields and magnetic fields
5.2.4 Radioactive know radioactive decay state the meaning of radioactive decay, using word equations to represent
decay changes in the composition of the nucleus when particles are emitted
5.2.5 Half-life understand half-life define half-life as the time for one-half of any quantity of radioactive nuclei to
decay
use the term half-life in simple calculations which might involve information in
tables or decay curves

NSSCO Physical Science Syllabus NIED 2009 21


Demonstration suggestions for Nuclear Physics:

Demonstration
suggestions:
describe the detection of investigate the different types of radiation and their different properties
radioactive radiation
establish half-life of use isotope generator and establish a decay curve to find the half-life of the
radioactive material radioactive isotopes

NSSCO Physical Science Syllabus NIED 2009 22


CHEMISTRY SECTION
It is important that throughout this section, attention should be drawn to:
The finite life of the worlds resources and hence the need for recycling and conservation
Economic considerations in the chemical industry, such as the availability and cost of raw materials and energy
The importance of chemicals in industry and in everyday life

GENERAL OBJECTIVES SPECIFIC OBJECTIVES


TOPIC
Learners will: Learners should be able to:
1. Experimental understand the principles name appropriate apparatus for the measurement of time, temperature, mass and
Techniques of experimental volume, including burettes, pipettes and measuring cylinders
techniques describe paper chromatography (including the use of locating agents) and
interpret simple chromatograms
indicate that mixtures melt and boil over a range of temperatures
identify pure substances by distinctive melting-and-boiling points
describe methods of purification by the use of a suitable solvent, filtration,
crystallisation, re-crystallisation and distillation (including use of fractionating
column)
describe petroleum as a mixture of hydrocarbons and its separation into useful
fractions by fractional distillation
name the uses of the fractions: petrol fraction as fuel in cars; paraffin fraction for
oil stoves and aircraft fuel; diesel fraction for fuel in diesel engines; lubricating
fraction for lubricants and making waxes and polishes; bitumen for making roads

Suggestions for practical work: Experimental Techniques:

Practical suggestions:
describe methods of prepare a sample of soluble salt
purification prepare a sample of insoluble salt
describe paper investigate the component of food colouring (OHP pens, ink, leaf or flower petal
chromatography colour)

NSSCO Physical Science Syllabus NIED 2009 23


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
2. Atoms,
Elements,
Molecules and
Compounds
2.1 Atomic structure know and understand the state the relative charge, approximate relative mass and atomic mass of a proton,
and the Periodic different aspects of a neutron and an electron and their position in the atom
Table atomic structure and the define proton number (Z) of an element as the number of protons in the nucleus
Periodic table of each atom of that element
define nucleon number (A) or mass number of an element as number of protons
and neutrons (together called nucleons) in the nucleus
use proton number and the simple structure of atoms to explain the basis of the
Periodic Table (section 6.1 to 6.4), with special reference to the elements of
proton number 1 to 20
use the notation AZX for an atom
describe the build-up of electrons in shells and
(The ideas of the distribution of electrons in s- and p-orbitals and in d-block
elements are not required. (Note that a copy of the Periodic Table, will be
provided in Papers 1, 2 and 3)
deduce the structure of atoms and ions from given proton and nucleon numbers
define isotopes as atoms with the same proton number but different nucleon
numbers
2.2 Bonding: the know and understand the describe the differences between elements, mixtures, molecules and compounds,
structure of different types of bonding and between metals and non-metals (6.1)
matter describe alloys, such as brass, bronze and steel, as mixtures of a metal with other
elements
2.2.1 Ions and ionic describe the formation of ions (cations and anions) by electron transfer
bonding describe the formation of ionic compounds between the metals and the halogens,
and between metals and non-metallic elements as electrostatic attraction of
cations and anions
describe the formation of a lattice of ionic compound using NaCl as example

NSSCO Physical Science Syllabus NIED 2009 24


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
2.2.2 Molecules and describe the formation of single covalent bonds in H2, Cl2, H2O, CH4 and HCl as
covalent bonds the sharing of pairs of electrons leading to the noble gas configuration
describe the electron arrangement in more complex covalent molecules such as
N2, C2H4, CH3OH and CO2
state that the forces between atoms in covalent molecules are stronger than the
intermolecular forces between molecules
compare (with regards to inter-forces) the differences in volatility, solubility,
melting/boiling points and electrical conductivity between ionic and covalent
compounds
use Bohr, Lewis and Cooper notation to illustrate ionic and covalent bonding
2.2.3 Macromolecules describe the structure of graphite and of diamond
describe the structure of silicon oxide
2.2.4 Metallic bonding describe metallic bonding as a lattice of positive ions in a sea of electrons and
use this to explain and describe the electrical conductivity and malleability of
metals
compare the bonding structures of metals to the melting point, conductivity and
hardness

Suggestions for practical work: Atoms, Elements, Molecules and Compounds

Practical suggestions:
describe the structure of build a model to illustrate the structure of graphite and diamond
graphite and of diamond

NSSCO Physical Science Syllabus NIED 2009 25


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
3. Stoichiometry know terminology and use the symbols of the elements and write the formulae of simple compounds
calculation used in deduce the formula and name of a simple compound from the relative numbers
stochiometric calculations of atoms present
determine the formula of an ionic compound from the charges on the ions
present
construct word equations and simple balanced chemical equations
define relative atomic mass, Ar , of an atom as the ratio of the average mass of
one atom of the naturally-occurring atom to 1/12 of the mass of a carbon-12
atom
define relative formula mass Mr, of a molecule or chemical compound as the
ratio of the average mass of one molecule or compound in the simplest form, of
the naturally-occurring atom to 1/12 of the mass of a carbon-12 atom (Note: The
term relative molecular mass, Mr, may be used for molecules)
state the relative formula mass of the molecule or compound in the simplest
form, is the sum of the relative atomic masses of all atoms present in that
molecule
calculate it as the sum of the relative atomic masses /relative formula mass
deduce the balanced equation of a chemical reaction, given relevant information
define concentration in g/dm3 and mol/ dm3 (Note: The word molarity expresses
the concentration of a solution only in mol/ dm3 and is no longer in use)
calculate stoichiometric reacting masses and volume of gases (taking the molar
gas volume as 24dm3at room temperature and pressure rtp)
calculate stoichiometric reacting masses and volume of solutions, solution
concentrations being expressed in g/dm3 or mol/dm3, (calculations based on
limiting reactants may be set (questions on the gas laws and the conversion of
gaseous volumes to different temperatures and pressures will not be set)
4. Chemical understand the production
reactions of energy, energetics and
speed of reactions
4.1 Production of understand the production describe the production of heat energy by burning fuels
energy of energy describe hydrogen as a form of fuel
describe radioactive isotopes, such as 23592U, as a source of energy (reference to
isotopes)

NSSCO Physical Science Syllabus NIED 2009 26


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
4.2 Energetics of a understand energetics of describe the meaning of exothermic and endothermic reactions
reaction reactions describe bond breaking as endothermic and bond forming as exothermic
state that light can provide the energy needed for a chemical reaction to occur
(such as production of silver from silver chloride)
state that photosynthesis leads to the production of glucose from carbon dioxide
and water in the presence of chlorophyll and sunlight (energy)
describe the use of silver salts in photography (i.e. reduction of silver ions to
silver)
4.3 Rate of reaction know speed of reactions define catalyst as a substance, which accelerates or retards the rate of a chemical
reaction. The catalyst participates in the reaction but is chemically unchanged at
the end of it, although it may change physically
describe the effects of concentration, particle size (surface area), catalysts
(including inorganic or organic) and temperature and light on the speeds (rate) of
reactions
state that organic compounds that catalyse organic reactions are called enzymes
describe the application of the above factors to the danger of explosive
combustion with fine powders (e.g. flour mills and mines)
describe experiments for investigation of the effects of given variables on the
rate of reaction
interpret data obtained from experiment concerned with rate of reaction
4.4 Redox know oxidation numbers define oxidation and reduction in terms of oxygen gain/loss and in terms of the
in redox reaction transfer of electrons
relate to oxidation numbers in redox reaction
identifying reducing and oxidising agents (including the extraction of metals)

Suggestions for practical work: Chemical Reactions:


Practical suggestions:
describe the production of investigate how much energy can be obtained from burning of methylated spirits
heat energy by burning
fuels
describe effect of investigate factors determining speed of reaction between metal or metal
concentration, particle carbonate and diluted acid
size, catalyst and
temperature on speed of
reaction

NSSCO Physical Science Syllabus NIED 2009 27


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
5. Acids, bases and
salts
5.1 The characteristic understand characteristics describe the characteristic properties of acids as reactions with metals, bases,
properties of and properties of acids carbonates and effect on litmus and Universal Indicator
acids and bases and bases define acids and bases in terms of proton transfer, limited to aqueous solutions
use these ideas to explain specified reactions as acid/base
explain difference between alkalis and bases
define pH as a scale ranging from 1 to 14
describe neutrality and relative acidity and alkalinity in terms of pH (whole
numbers only) (measured using Universal Indicator paper)
explain the difference between weak/strong acids and concentrated/diluted acids
5.2 Types of oxides recognise the different classify oxides as acidic, basic, neutral or amphoteric, related to the metallic,
types of oxides non-metallic or metalloid character of the element forming the oxide (amphoteric
ZnO, Al2O3, PbO and H2O and neutral CO & NO)
5.3 Preparation of know the preparation describe the preparation, separation and purification of salts as examples of some
salts methods of common salts of the techniques specified in section 1 and the reactions specified in section 6.1
state solubility rules :
- all common sodium, potassium and ammonium salts are soluble
- all nitrates are soluble
- lead compounds are insoluble (except the nitrate and ethanoate)
- hydroxides are insoluble (except for Group 1 and barium hydroxides,
calcium hydroxides slightly soluble)
- carbonates are insoluble (except for sodium, potassium and ammonium
carbonates)
- common chlorides are soluble (except silver and lead chloride)
- common sulphates are soluble (except barium sulphate, calcium sulphate is
slightly soluble)
suggest a method of making a given salt from suitable starting materials, given
appropriate information, including precipitation

NSSCO Physical Science Syllabus NIED 2009 28


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
5.4 Identification of realise the importance of use of ion identification in qualitative analysis
ions chemical identifications describe the use of the following tests to identify:
Note: the notes for use of ions and gases aqueous cations:
in qualitative ammonium, zinc, copper(II), iron(II) and iron(III) using aqueous sodium
analysis on page hydroxide and aqueous ammonia as appropriate. (Formulae of complex ions are
51 will be not required)
supplied with aqueous anions:
paper 3. carbonate (by reaction with dilute acid and then with limewater),
chloride (by reaction under acidic conditions with aqueous silver nitrate),
iodide (by reaction under acidic conditions with aqueous lead(II) nitrate),
nitrate (by reduction with aluminium to ammonia)
and sulphate (by reaction under acidic conditions with aqueous barium ions)
5.5 Identification of describe the use of the following tests to identify: ammonia (using damp red
gases litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus
paper), hydrogen (using a lighted splint), oxygen (using a glowing splint)
describe a chemical test for water (using cobalt(II) chloride paper)

Suggestions for practical work: Acids, bases and salts:

Practical suggestions:
describe characteristic carry out titration of an acid and a base using a suitable indicator to determine
properties of acid as the endpoint
reaction with metals,
bases, carbonates and
their effect on litmus
describe the use of tests carry out all tests as listed on the data sheet in the syllabus
to identify aqueous carry out some tests to identify the cation and anion in an unknown sample of a
cations and anions soluble salt
describe the use of tests carry out all tests as listed on the data sheet in the syllabus
to identify ammonia, carry out all tests to identify the unknown gas released in a certain reaction
carbon dioxide, chlorine,
hydrogen and oxygen

NSSCO Physical Science Syllabus NIED 2009 29


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
6. The Periodic appreciate periodic and
Table group trends in the
Periodic Table
6.1 Periodic trends relate to trends in the describe the Periodic Table as a method of classifying elements and describe its
Periodic Table use in predicting properties of elements
describe the change from metallic to non-metallic character across a Period
describe the relationship between group number and the number of outer
electrons
6.2 Group properties know Group properties describe lithium, sodium and potassium in Group I and II as a collection of
relatively soft metals showing a trend in melting point, density and reaction with
water
describe Group I and II metals form soluble hydroxide with water and cannot be
precipitated
predict the properties of other elements in the group given data, where
appropriate
identify trends in other groups given data about the elements concerned
describe chlorine, bromine and iodine in Group VII as a collection of diatomic
non-metals showing a trend in colour, reactivity, phase state and state their
reaction with other halide ions
describe the structures and associated uses of the Group IV elements (carbon in
diamond and graphite and silicon in sand or glass) and the relative high melting
point
6.3 Transition know nature and describe the transition elements as a collection of metals having high densities,
elements properties of transition high melting points, forming coloured compounds, and which, as elements and
elements compounds, often act as catalysts
6.4 Noble gases know nature and uses of describe the noble gases as being unreactive
noble gases describe the use of the noble gases in providing an inert atmosphere (argon in
lamps and helium for filling weather balloons)

NSSCO Physical Science Syllabus NIED 2009 30


Suggestions for practical work : The Periodic Table:

Demonstration
suggestions:
describe chlorine, investigate the order of reactivity amongst the halogens using their reactions
bromine and iodine with halide ions
showing a trend in colour,
reactivity and their
reaction with halide ions

NSSCO Physical Science Syllabus NIED 2009 31


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
7. Metals know physical and
chemical properties,
extraction and uses of
metals
7.1 Properties of compare the general physical and chemical properties of metals with those of
metals non-metals
7.2 Reactivity series place in order of reactivity (hydrogen), potassium, sodium, calcium, magnesium,
zinc , iron , copper by reference to the reactions, if any and where relevant, of the
metals with:
- water or steam (Note potassium should be only placed in cold water),
- dilute hydrochloric acid,
- the aqueous ions of other metals
deduce an order of reactivity from a given set of experimental results
7.3 Extraction of describe the ease in obtaining metals from their ores by relating the elements to
metals the reactivity series
name metals that occur native
name the main ores of aluminium (Bauxite) and iron (Haematite)
name the main Namibian ores of copper (Chalcopyrite), lead (Galena) and
uranium (uranium oxide)
describe the essential reactions in the extraction of iron from Haematite
describe, in outline, the extraction of zinc from zinc blende (zinc sulphide) and
of aluminium from pure aluminium oxide
7.4 Uses of metals describe the idea of changing the properties of iron by the controlled use of
additives to form steel alloys
name the uses of mild steel (car bodies and machinery) and stainless steel
(chemical plant and cutlery)
state the uses of zinc in galvanising and making brass
state the uses of tin in galvanising and making bronze
explain how alloying affects the properties of metals
name the uses, related to their properties, of copper (electrical wiring and in
cooking utensils) and of aluminium (aircraft parts and food containers)
describe methods of rust prevention: paint and other coatings to exclude oxygen
and galvanising
account for the apparent unreactivity of aluminium in terms of the oxide layer
adhering to the metal (anodising iron sheets)
NSSCO Physical Science Syllabus NIED 2009 32
Suggestions for practical work: Metals

Practical suggestions:
place in order of investigate the reaction of these metals with water, steam or dilute acid in order
reactivity: Ca, Cu, H, Fe, to place them in order of reactivity
Mg, K, Na and Zn
deduce an order of investigate the displacement reaction between aqueous metal ions and metals
reactivity from a given
set of experimental data

NSSCO Physical Science Syllabus NIED 2009 33


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
8. Industrial uses relate to simple chemical
and application application in industry
chemistry
8.1 Metallurgical know the manufacturing, describe the manufacture of calcium oxide (lime) from calcium carbonate
industrial plants chemistry and uses of (limestone) in terms of the chemical reactions involved
lime and limestone state some uses of lime and calcium hydroxide (slaked lime) as in treating acidic
soil and neutralising acidic industrial waste products
describe and explain the importance of the use of lime in controlling acidity in
soil
state the use of calcium carbonate (e.g. Marble Mining at Karibib), and in the
manufacturing of iron and of cement (e.g. Otjiwarongo Cement Works)
describe a physical and chemical test for water
state the sources of temporary and permanent hardness and the methods to soften
hard water (boiling, chemically by washing soda or ion exchanger)
8.2 Chemical describe the extraction of salt and table salt in salt works (Swakopmund and
industrial plants Walvis Bay)
state and describe that hydration may be reversible (e.g. by heating hydrated
copper(II) sulphate or hydrated cobalt(II) chloride)
describe, in outline, the purification of the water supply in terms of filtration and
chlorination
name some of the uses of water in industry and in the home
describe the composition of clean air as being approximately 79% nitrogen, 20%
oxygen and the remainder as being a mixture of noble gases, water vapour and
carbon dioxide
describe the separation of oxygen and nitrogen from liquid air by fractional
distillation
name the uses of oxygen in oxygen tents in hospitals, and with acetylene, a
hydrocarbon, in welding
describe petroleum as a mixture of hydrocarbons and its separation into useful
fractions by fractional distillation
state the uses of the fractions as: petrol fraction as fuel in cars; paraffin fraction
for oil stoves and aircraft fuel; diesel fraction for fuel in diesel engines;
lubricating fraction for lubricants and making waxes and polishes; bitumen for
making roads

NSSCO Physical Science Syllabus NIED 2009 34


GENERAL OBJECTIVES SPECIFIC OBJECTIVES
TOPIC
Learners will: Learners should be able to:
describe the formation of carbon dioxide:
- as a product of complete combustion of carbon-containing substances
- as a product of respiration
- as a product of the reaction between an acid and a carbonate

Suggestions for practical work: Industrial uses and application chemistry:

Practical suggestions:
distinguish between investigate the chemical properties of limestone, lime and slaked lime
limestone, lime and
slaked lime
test for the presence of investigate for the presence of water
water

NSSCO Physical Science Syllabus NIED 2009 35


TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
9. Organic know the names,
Chemistry chemistry and structure of
simple organic
compounds
9.1 Nomenclature know the names of
simple organic
compounds
9.1.1 Names of - name and draw the structures of methane, ethene, ethane, ethanol, ethanoic acid,
compounds ethyl ethanoate and the products of the reactions stated in section 9.4 to 9.5
- state the type of compound (functional group) present given a chemical name,
ending in ane, -ene, -ol, or oic acid or a molecular structure
9.1.2 Homologous name the fuels coal, natural gas and petroleum
series name methane as the main constituent of natural gas
describe the concept of homologous series as a family of similar compounds
with similar properties due to the presence of the same functional group
(chemical properties) and the changing in physical properties (required in
fractional distillation).
9.2 Alkanes understand the basic describe the properties of alkanes (exemplified by methane) as being generally
chemistry of alkanes unreactive, except in terms of combustion (both complete and incomplete
reaction) to produce CO2 and CO)
9.3 Alkenes understand the basic describe the properties of alkenes in terms of addition reactions with bromine,
chemistry of alkenes hydrogen and steam
describe the manufacture of alkenes and of hydrogen by cracking
distinguish between saturated and unsaturated hydrocarbons from molecular
structures, by simple chemical tests (bromine and potassium permanganate)
describe the formation of poly (ethene) as an example of addition polymerisation
of monomer units
9.4 Alcohols understand the basic describe the formation of ethanol by fermentation and by the catalytic addition of
chemistry of alcohols steam to ethene
state the uses of ethanol as a solvent as a fuel and as a constituent of wine and
beer
9.5 Simple Esters understand the basic describe the formation of ethanoic acid with ethanol to give an ester (restricted to
chemistry of esters reaction of ethyl ethanoate)
state uses of esters (e.g. flavours and fragrances)

NSSCO Physical Science Syllabus NIED 2009 36


Suggestions for practical work: Organic chemistry:

Practical suggestions: describe the separation carry out fractional distillation of a sample of wine/ fermented sugar solution/
into useful fractions by fruit juice
fractional distillation

TOPIC GENERAL OBJECTIVES SPECIFIC OBJECTIVES


Learners will: Learners should be able to:
10. Environmental evaluate the economic investigate for the presence of water using anhydrous copper sulphate or cobalt
Chemistry advantages of industry chloride
with respect to ecological investigate whether or not a clear colourless liquid is water by determining
and social impact melting and boiling points
state the common pollutants in the air as being carbon monoxide, sulphur
dioxide, oxides of nitrogen and lead compounds
state the source of each of these pollutants:
- carbon monoxide from the incomplete combustion of carbon-containing
substances
- sulphur dioxide from the combustion of fossil fuels which contain sulphur
compounds (leading to acid rain)
- oxides of nitrogen and lead compounds from car exhausts
explain the catalytic removal of nitrogen oxides from car exhaust gases
state the adverse effect of common pollutants on buildings and on health
describe the need for nitrogen-, phosphorous- and potassium-containing
fertilisers
discuss the dangers of over use of fertilisers with reference to the effect on soil
and water resources
evaluate the dangers of dumping
identify dangerous chemicals in dumping sites
investigate the effects of the dangerous chemicals on the environment

NSSCO Physical Science Syllabus NIED 2009 37


5. ASSSESSMENT OBJECTIVES

The assessment will include, wherever appropriate, personal, social, environmental, economic
and technological applications of Physical Science in modern society. Learners are required to
demonstrate the assessment objectives in the context of the content and skills prescribed.
Within each of the Assessment Objectives the assessment must take account of the learners
ability to communicate clearly and logically and apply conventions where appropriate.

The three Assessment Objectives in Physical Science are:

A Knowledge with understanding


B Handling information, application and solving problems
C Practical (experimental and investigative) skills and abilities

Following is a description of each Assessment Objective:

A KNOWLEDGE WITH UNDERSTANDING

Learners should be able to demonstrate knowledge and understanding in relation to:


A1. scientific phenomena, facts, laws, definitions, concepts and theories;
A2. scientific vocabulary, terminology and conventions, (including symbols,
quantities, units);
A3. scientific instruments and apparatus, including techniques of operation and
aspects of safety;
A4. scientific quantities and their determination;
A5. scientific and technological applications with their social, economic and
environmental implications.

The Learning Content defines what learners may be required to recall and explain.
Questions testing assessment objectives will often begin with one of the following
words: define, name, list, indicate, give examples, state, describe, compare, explain,
distinguish, outline and give reasons.

B HANDLING INFORMATION, APPLICATION AND SOLVING PROBLEMS

Learners should be able to, in word or using other written forms of presentation (i.e.
symbolic, graphical and numerical) to:
B1. locate, select, organise and present information from a variety of sources;
B2. translate information from one form to another;
B3. manipulate numerical and other data;
B4. use information to identify patterns, report trends and draw inferences;
B5. present reasoned explanations for phenomena, patterns and relationships;
B6. make predictions and hypotheses;
B7. solve quantitative and qualitative problems as they relate to everyday life.

These skills cannot be precisely specified in the Learning Content, because questions
testing such skills are often based on information that is unfamiliar to the learner. In
answering such questions, learners are required to use principles and concepts that are
within the syllabus and apply them in a logical, deductive manner to a novel situation.
Questions testing these objectives will often begin with one of the following words:
discuss, deduce, compare and discuss, find, estimate, interpret, evaluate, sketch,
predict, identify, relate, suggest and calculate or determine.

NSSCO Physical Science Syllabus NIED 2009 38


C PRACTICAL (experimental and investigative) SKILLS AND ABILITIES

Learners should be able to:


C1. follow a sequence of instructions; use appropriate techniques; handle
apparatus/material competently and have due regard for safety;
C2. make and record estimates, observations and measurements accurately;
C3. handle and processes experimental observations and data, including dealing
with anomalous or inconsistent results;
C4. apply scientific knowledge and understanding to make interpretations and to
draw appropriate conclusions from practical observations and data;
C5. plan, design and carry out investigations (based on concepts familiar to
learners) and suggest modifications in the light of experience.

6. SCHEME OF ASSESSMENT

All learners should be entered for Papers 1, 2 and 3 which are compulsory papers. All
learners should take a practical paper (Paper 3 Applied Practical Skills). School-Based
Assessment of Practical Skills and Abilities will be introduced eventually allowing learners a
choice of School-Based Assessment of Practical Skills and Abilities instead of Paper 3.

DESCRIPTION OF PAPERS

Paper 1 (1 hour) (40 marks)


This paper will consist of forty multiple-choice items of the four-choice type. The questions will be
based on the content described as specific objectives and will test abilities in assessment objectives A
and B. Learners should attempt all questions

Paper 2 (2 hours) (100 marks)


This paper will consist of compulsory short-answer, structured and free-response questions. The
questions will test skills and abilities mainly in Assessment Objectives A and B, but may include the
testing of skills in Assessment Objectives C. The last question of this paper will be a question (about
10 marks) set entirely on environmental issues.

Assessment of Practical Skills and Abilities


The purpose of this component is to assess appropriate practical skills in Assessment Objective C.

Paper 3 Applied Practical Skills Paper (1 hour 30 minutes) (60 marks)


A written paper of compulsory questions designed to test familiarity with practical laboratory
procedures and will test skills mainly in assessment objective C, but may include the assessment of
objectives A and B. This implies that learners must be exposed to practical work and demonstrations

The notes for use in qualitative analysis on page 51 will be supplied with paper 3.

NSSCO Physical Science Syllabus NIED 2009 39


WEIGHTING OF PAPERS

All learners will be entered for Papers 1, 2 and 3 specified below.


Learners will be graded from A* - G depending on their abilities and achievements.

Weighting of papers

Paper 1 20%
Paper 2 50%
Paper 3 (Applied Practical Skills Paper) 30%

NOTE ON FUTURE CHANGES REGARDING COURSEWORK (School-Based


Assessment of Practical skills and abilities)
School-Based assessment (60 marks) of the experimental skills described at end of syllabus
will eventually be introduced allowing learners a choice of School-Based Assessment of
Practical skills instead the Applied to Practical Skills Paper. The Applied to Practical Skills
(Paper 3) option is compulsory.

Centres may not enter learners for School-based assessment without the written approval of
the National Examination, Assessment and Certification Board after the coursework option
was introduced. This will only be given to teachers who satisfy requirements concerning
moderation and they will have to undergo in-service training in assessment before entering
learners.

When introduced, each skill can be assessed on a maximum of four occasions, and the marks
for the two best assessments for each skill should be submitted. Meanwhile the teachers can
use the forms for internal assessment of skills.

NSSCO Physical Science Syllabus NIED 2009 40


7. SPECIFICATION GRID

The approximate weightings allocated to each of the Assessment Objectives across the papers
are summarised in the table below:

Assessment Objective Weighting across Paper 1 Paper 2 Paper 3


all components
A Knowledge with 50% 20 marks 55 marks 25 marks
understanding (not more than 25%
recall)
B Handling 30% 20 marks 35 marks 5 marks
information,
application and
solving problems
C Practical 20% 0 marks 10 marks 30 marks
(experimental and
investigative) skills
and abilities
40 marks 100 marks 60 marks
200 marks

NSSCO Physical Science Syllabus NIED 2009 41


8. GRADE DESCRIPTIONS

The scheme of assessment is intended to encourage positive achievement by all learners.


Grade descriptions are therefore provided for judgmental Grades A, C, E and G to give a
general indication of the standards of achievement likely to have been shown by learners
awarded particular grades. The description must be interpreted in relation to the content
specified by the Physical Science syllabus but are not designed to define that content. The
grade awarded will depend in practice upon the extent to which the learner has met the
assessment objective overall. Shortcomings in some aspects of the assessment may be
balanced by better performance in others. Grade descriptions for Science Subjects will range
from A, C, E and G.

At Grade A the learner is expected to:


recall a wide range of knowledge from all areas of the syllabus
use detailed scientific knowledge and understanding in a range of applications relating to
scientific systems or phenomena
use a wide range of scientific and technical vocabulary throughout their work
explain how theories can be changed by new evidence and identify some areas of
uncertainty in science
select and collate information from a number of sources and present it in a clear, logical
form
solve problems in situations that may involve a wide range of variables
process data from a number of sources to identify patterns or trends
generate a hypothesis to explain facts, or find facts to support a hypothesis.

At Grade C the learner is expected to:


recall a range of scientific information from all areas of the syllabus
use and apply scientific knowledge and understanding in some general contexts
use appropriate scientific and technical vocabulary in a range of contexts
explain how scientific theories can be modified by new scientific evidence
select a range of information from a given source and present it in a clear, logical form
identify patterns or trends in given information
solve problems involving more than one step, but with a range of variables
generate a hypothesis to explain a given set of facts or data

At Grade E the learner is expected to:


recall a range of information, using basic concepts, principles and theories
use and apply knowledge and understanding some specific every day contexts
make some use of scientific and technical vocabulary to make simple generalisations
from information
recognise how scientific explanations can be derived from experimental evidence
select basic information from a given source and present it fairly
solve a problem involving one step or more with minimum assistance
identify a few patterns or trends where manipulation of data is needed
differentiate between two hypotheses which explain a set of data

At Grade G the learner is expected to:


recall a limited range of information, using basic concepts, principles and theories
make use of limited scientific vocabulary, recall basic concepts, principles and theories
apply some scientific and technical vocabulary to make simple generalisations from
information
recognise how simple explanations can be derived from experimental evidence
select and present a single piece of information from a given source

NSSCO Physical Science Syllabus NIED 2009 42


9. GLOSSARY OF TERMS USED IN SCIENCE PAPERS

It is hoped that the glossary (which is relevant only to Science subjects) will prove
helpful to Learners as a guide, i.e. it is neither exhaustive nor definitive. The glossary
has been deliberately kept brief not only with respect to the number of terms included
but also to the descriptions of their meanings. Learners should appreciate that the
meaning of a term must depend in part on its context.

1. Define (the term(s)) is intended literally, only a formal statement or equivalent


paraphrase being required.
2. What do you understand by/What is meant by (the term(s).) normally implies that a
definition should be given, together with some relevant comment on the significance or
context of the term(s) concerned, especially where two or more terms are included in
the question. The amount of supplementary comment intended should be interpreted in
the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, e.g. a numerical
answer that can readily be obtained by inspection.
4. List requires a number of points, generally each of one word, with no elaboration.
Where a given number of points is specified, this should not be exceeded.
5. Explain may imply reasoning or some reference to theory, depending on the context.
In other contexts, describe should be interpreted more generally, i.e. the learner has
greater discretion about the nature and the organisation of the material to be included in
the answer. Describe and explain may be coupled, as may state and explain.
7. Discuss requires the learner to give a critical account of the points involved in the topic.
8. Outline implies brevity, i.e. restricting the answer to giving essentials.
9. Predict implies that the learner is not expected to produce the required answer by recall
but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted
in an earlier part of the question.
Predict also implies a concise answer, with no supporting statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is
required, e.g. reference to a law or principle, or the necessary reasoning is to be
included in the answer.
11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer
(e.g. in Chemistry, two or more substances may satisfy the given conditions describing
an unknown), or to imply that Learners are expected to apply their general knowledge
to a novel situation, one that may be formally not in the syllabus.
12. Find is a general term that may variously be interpreted as calculate, measure,
determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be
shown, especially where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or mass, using a balance.
15. Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into
a standard formula, e.g. relative molecular mass.
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of
principle and about the values of quantities not otherwise included in the question.
17. Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct, but learners should be aware that, depending on the
context, some quantitative aspects may be looked for, e.g. passing through the origin,
having an intercept, asymptote or discontinuity at a particular value.

In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless,


care should be taken over proportions and the clear exposition of important details.
18. Analyse is used when information should be examined to discover patterns or
relationships.

NSSCO Physical Science Syllabus NIED 2009 43


19. Interpret implies that the candidate should use reasoning or some reference to theory,
depending on the context.
20. Study implies that the information provided or data should be used to investigate a
problem in a systemic way.

NSSCO Physical Science Syllabus NIED 2009 44


ANNEXURES

A. ASSESSMENT CRITERIA FOR PRACTICAL ASSESSMENT


Scientific subjects are, by their nature, experimental. It is, accordingly, important that an
assessment of a learners knowledge and understanding of Physical Science should contain a
component relating to practical work and experimental skills (as identified by assessment
objective C). In order to accommodate, within NSSCO, differing circumstances such as the
availability of resources three alternative means of assessing assessment objective C are
provided, namely, school-based assessment, a formal practical test, and a written alternative to
practical paper, as outlined in the scheme of assessment.

PAPER 3, Applied to Practical Skills Paper

This paper is designed to test the learners familiarity with laboratory practical procedures.
Questions may be set requiring the Learners to:
(a) describe in simple terms how they would carry out practical procedures;
(b) explain and/or comment critically on described procedures or points of practical detail;
(c) follow instructions for drawing diagrams;
(d) draw, complete and/or label diagrams of apparatus;
(e) take readings from their own diagrams, drawn as instructed, and/or from printed
diagrams including reading a scale with appropriate precision/accuracy with consistent
use of significant figures and with appropriate units, interpolating between scale
divisions, taking repeat measurements to obtain an average value;
(f) process data as required, complete tables of data;
(g) present data graphically, using suitable axes and scales (appropriately labelled) and
plotting the points accurately;
(h) take readings from a graph by interpolation and extrapolation;
(i) determine a gradient, intercept or intersection on a graph;
(j) report a conclusion or result clearly;
(k) identify and/or select, with reasons, items of apparatus to be used for carrying out
practical procedures;
(l) explain, suggest and/or comment critically on precautions taken and/or possible
improvements to techniques and procedures;
(m) describe the tests for gases and ions, and/or draw conclusions from such tests.

(Notes for Use in Qualitative Analysis, will be provided in the question paper)

NSSCO Physical Science Syllabus NIED 2009 45


SCHOOL-BASED ASSESSMENT OF PRACTICAL SKILLS AND ABILITIES

Teachers may not undertake school-based assessment without the written approval of the
National Examination and Assessment Certification Board. This will only be given to
teachers who satisfy requirements concerning moderation and they will have to undergo special
training in assessment before entering learners.

Experimental work forms and integral part of the NSSCO Physical Science course. The
practical aspects to be assessed are outlined in Assessment Objective C. It is important that
these skills are covered during the teaching program. The following scheme has been devised
to enable teachers to develop, assess and record positive achievement in experimental skills.
Five practical skills have been identified in order that assessment may be carried out as
precisely as possible. The skills are discrete but should not be regarded as being performed in
isolation.

It is assumed that there has been a background of practical work carried out during the first
three years of secondary education. Thus, it is reasonable to suppose that any single assessment
is a representative measure of a given learners ability. This could be, but may not necessarily
be, related to their previous practical experiences.

The practical skills and abilities, C1 to C5, to be assessed are given below:

C1. Following sequence of instructions; using appropriate techniques; handling


apparatus/material competently and having due regard for safety.

C2. Making and recording estimates, observations and measurements accurately.

C3. Handling and processing experimental observations and data, including dealing with
anomalous or inconsistent results.

C4. Applying scientific knowledge and understanding to make interpretations and to draw
appropriate conclusions from practical observations and data.

C5. Planning, designing and carrying out investigations (based on concepts familiar to
learners) and suggest modifications in the light of experience.

The five skills carry equal weighting.

All assessments must be based on practical work carried out by the learners. It is expected
that the teaching and assessment of experimental skills will take place throughout the course.

Teachers should ensure that they can make available to the moderator evidence for two
assessments of each skill for each learner. For skills C1 to C5 inclusive, information about the
tasks set and how the marks were awarded will be required. In addition, for skills C2, C3, C4
and C5, the learners written work will also be required. The assessment scores finally
recorded for each skill must represent the learners best performances.

For learners who miss the assessment of a given skill through no fault of their own, for example
because of illness, and who cannot be assessed on another occasion, the procedure approved by
the National Examination and Assessment Certification Board for special consideration should
be followed. However, learners who for no good reason absent themselves from an assessment
of a given skill should be awarded a mark of zero for that assessment.

NSSCO Physical Science Syllabus NIED 2009 46


B. CRITERIA FOR ASSESSMENT OF PRACTICAL SKILLS AND ABILITIES
Marks (1-6) should be awarded for each of the experimental skills in terms of the Performance
Criteria Descriptors.
Each skill must be assessed on a 6-point scale, level 6 being the highest level of achievement.
Each of the skills is defined in terms of three levels of achievement at scores 2, 4 and 6.
A score of 0 is available if there is no evidence of positive achievement for a skill (i.e. no work
is submitted).
For learners who do not meet the criteria for a score of 2, a score of 1 is available if there is
some evidence of positive achievement.
A score of 3 is available for learners who go beyond the level defined for 2, but who do not
meet fully the criteria for 4.
Similarly, a score of 5 is available for those who go beyond the level defined for 4, but do not
meet fully the criteria for 6.
1. following sequence of instructions; using appropriate techniques; handling
apparatus/material competently and having due regard for safety
2. making and recording estimates, observations and measurements accurately
3. handling and processing experimental observations and data, including dealing with
anomalous or inconsistent results
4. applying scientific knowledge and understanding to make interpretations and to draw
appropriate conclusions from practical observations and data
5. planing, designing and carrying out investigations (based on concepts familiar to learners)
and suggest modifications in the light of experience

SKILL C1 Following sequence of instructions; using appropriate techniques; handling


apparatus /material competently and having due regard for safety
Follows written, diagrammatic or oral instructions to perform a single practical 1 or 2
operation.
Uses familiar apparatus and materials adequately, needing reminders on points
of safety.
Follows written, diagrammatic or oral instructions to perform an experiment 3 or 4
involving a series of step-by-step practical operations.
Uses familiar apparatus, materials and techniques adequately and safely.
Follows written, diagrammatically or oral instructions to perform an 5 or 6
experiment involving a series of practical operations where there may be a
need to modify or adjust one step in the light of the effect of a previous step.
Uses familiar apparatus, materials and techniques methodically, correctly and
safely, with the minimum amount of help.

SKILL C2 Making and recording estimates, observations and measurements accurately


Makes observations or readings, given detailed instructions. 1 or 2
Record results in an appropriate manner, given a detailed format.
Make relevant observations or measurements, given an outline format or brief 3 or 4
guideline.
Records results in an appropriate manner, given an outline format.
Makes relevant observations or measurements to a degree of accuracy 5 or 6
appropriate to the instruments or techniques used.
Records results in an appropriate manner, given no format.
NSSCO Physical Science Syllabus NIED 2009 47
SKILL C3 Handling and processing experimental observations and data; including
dealing with anomalous or inconsistent results
Processes results in an appropriate manner, given a detailed format. 1 or 2
Processes results in an appropriate manner, given an outline format. 3 or 4
Recognises and comments on anomalous results.
Processes results in an appropriate manner, given no format. 5 or 6
Recognises and comments on possible sources of experimental error.
Deals appropriately with anomalous or inconsistent results.

SKILL C4 Applying scientific knowledge and understanding to make interpretations


and to draw appropriate conclusions from practical observations and data
Requires help in identifying patterns from data collected. 1 or 2
Applies some scientific knowledge to draw an obvious qualitative conclusion fro
results of an experiment.
Deduces a simple pattern in data without help. 3 or 4
Applies scientific knowledge and understands to draw qualitative conclusions
that are consistent with obtained results.
Attempts to make appropriate predictions, where appropriate.
Deduces generalisations or patterns from data. 5 or 6
Applies scientific knowledge and understanding to draw relevant qualitative
conclusions that are consistent with obtained results.
Makes a prediction about the outcome of the investigation, explaining it using
appropriate scientific terminology.

SKILL C5 Planning, designing and carrying out investigations (based on concepts


familiar to learners) and suggest modifications in the light of experience.
Suggests a simple experimental strategy to investigate a given practical 1 or 2
problem.
Attempts trial and error modification in the light of the experimental work
carried out.
Specifies a sequence of activities to investigate a given practical problem, 3 or 4
identifying appropriate apparatus, taking into account the need for safe
working.
In a situation where there are two variables, recognises the need to keep one
constant while the other is being changed (fair testing).
Comments critically on the original plan, and implements appropriate changes
in the light of the experimental work carried out.
Analyses a practical problem systematically and specifies a sequence of 5 or 6
activities to investigate a given practical problem, identifying equipment that
will allow the collection of results to an appropriate degree of accuracy.
Identifies the possible variables in the investigation and plans a strategy to
keep these constant, except the variable under test.
Describes a suitable way of varying the variable under test.
Evaluates chosen procedures, suggests or implements modifications where
appropriate and shows a systematic approach in dealing with unexpected
results

NSSCO Physical Science Syllabus NIED 2009 48


C. EXPLANATORY NOTES FOR GUIDANCE
The following notes are intended to provide teachers with information to help them to make
valid and reliable assessments of the skills and abilities of their learners.

The assessments should be based on the principle of positive achievement; learners


should be given opportunities to demonstrate what they understand and can do.

It is expected that learners will have had opportunities to acquire a given skill before
assessment takes place.

It is not expected that all of the practical work undertaken by a learner will be assessed.

Assessments can be carried out at any time during the course. However, at whatever
stage assessments are done, the standards applied must be those expected at the end of the
course, as exemplified in the criteria for the skills.

Assessments should be made by the person responsible for teaching the learners.

It is recognised that a given practical task is unlikely to provide opportunities for all
aspects of the criteria at a given level for a particular skill to be satisfied, for example,
there may be any anomalous results (Skill C5). However, by using a range of practical
work, teachers should ensure that opportunities are provided for all aspects of the criteria
to be satisfied during the course.

The educational value of extended experimental investigations is widely recognised.


Where such investigations are used for assessment purposes, teachers should make sure
that the learners have ample opportunity for displaying the skills and abilities required by
the scheme of assessment.

It is not necessary for all learners at a Centre, or in a teaching group within a Centre to be
assessed on exactly the same practical work, although teachers may well wish to make
use of work that is undertaken by all their learners.

When an assessment is carried out on group work, the teacher must ensure that the
individual contribution of each learner can be assessed.

Skill C1 may not generate a written product from the learners. This will be assessed
through observing learners while they are conducting the practical.

Skills C2, C3, C4 and C5 will usually generate a written product from the learners. This
product will provide evidence for moderation.

Raw scores for individual practical assessments should be recorded on the Individual
Learner Record Card. The final, internally moderated total score should be recorded on
the Coursework Assessment Summary Form. Examples of both forms, plus the Sciences
Experiment Form, are shown at the back of this syllabus Annexures 7, 8 and 10.

Raw scores for individual practical assessments may be given to learners as part of the
normal feedback from the teacher. The final, internally moderated total mark should not
be given to the learner.

NSSCO Physical Science Syllabus NIED 2009 49


MODERATION

Internal Moderation

When several teachers in a centre are involved in internal assessments, arrangements must be
made within the centre for all learners to be assessed to a common standard.

It is essential that, within each centre, the marks for each skill assigned within different teaching
groups (e.g. different classes) are moderated internally for the whole centre entry. The centre
assessments will then be subject to external moderation.

NSSCO Physical Science Syllabus NIED 2009 50


D. NOTES FOR USE IN QUALITATIVE ANALYSIS

Tests for anions


anion test test result
carbonate (CO32-) add dilute acid effervescence,
carbon dioxide produced
chloride (Cl-) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous silver nitrate
iodide (I-) acidify with dilute nitric acid, then add
yellow ppt.
[in solution] aqueous silver nitrate
nitrate (NO3-) add aqueous sodium hydroxide, then ammonia produced
[in solution] aluminium foil; warm carefully
sulphate (SO42-) acidify with dilute nitric acid, then add white ppt.
[in solution] aqueous barium nitrate

Tests for aqueous cations


cation effect of aqueous sodium hydroxide effect of aqueous ammonia
white ppt., soluble in excess, giving a
Aluminium (Al3+) white ppt., insoluble in excess
colourless solution
calcium (Ca2+) white ppt., soluble in excess no ppt, , or very slight white ppt.
ammonium (NH4+) ammonia produced on warming
copper(II) (Cu2+) light blue ppt., insoluble in excess light blue ppt., soluble in excess,
giving a dark blue solution
iron(II) (Fe2+) green ppt., insoluble in excess green ppt., insoluble in excess
iron(III) (Fe3+) red-brown ppt., insoluble in excess red-brown ppt., insoluble in excess
zinc (Zn2+) white ppt., soluble in excess, giving a white ppt., soluble in excess, giving
colourless solution a colourless solution

NSSCO Physical Science Syllabus NIED 2009 51


Tests for gases

gas test and test result


ammonia (NH3) turns damp red litmus paper blue
carbon dioxide (CO2) turns lime water milky
chlorine (Cl2) bleaches damp litmus paper
hydrogen (H2) pops with a lighted splint
oxygen (O2) relights a glowing splint

NSSCO Physical Science Syllabus NIED 2009 52


E. DATA SHEET: THE PERIODIC TABLE OF THE ELEMENTS
Group
I II III IV V VI VII 0
1 4
H He
Hydrogen Helium
1 2
7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulphur Chlorine Argon
11 12 13 14 15 16 17 18
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
133 137 139 178 181 184 186 190 192 195 197 201 204 207 209
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
*
226 227
Fr Ra Ac
Francium Radium actinium
87 88 89
*58-71 Lanthanoid series
90-103 Actinoid series
140 141 144 150 152 157 159 163 165 167 169 173 175
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71
232
a
a = relative atomic mass
Md
Th Pa U Np Pu Am Cm Bk Cf Es Fm Mendeleviu No Lr
X X = atomic symbol Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium m Nobelium Lawrencium
Key b b = proton (atomic) number 90 91 92 93 94 95 96 97 98 99 100 101 102 103

The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.).

NSSCO Physical Science Syllabus NIED 2006


F. UNITS OF PHYSICAL QUANTITIES

1. Numbers
The decimal point will be placed on the line, e.g. 52.35.
Numbers from 1000 to 9999 will be printed without commas or spaces.
Numbers greater than or equal to 10 000 will be printed without commas. A space will
be left between each group of three whole numbers, e.g. 4 256 789.

2. Units
Learners should be able to state the symbols for the following physical quantities and
where indicated, state the units in which they are measured.
The acceptable methods of stating units will be (e.g. metres per second or m per s) be
written as m/s or m s-1 (Note: the solidus (/) will be used for a quotient and indicate units
in labels of tables and graphs e.g. distance/cm).

Quantity Name of unit Symbol for unit


length kilometre km
metre m
centimetre cm
millimetre mm
mass tonne (1000 kg) Mg
kilogram kg
gram g
milligram mg
weight Newton N
time year y
day d
hour h
minute min
second s (not sec)
amount of substance mole mol
area hectare = 104 m2 ha
square metre m2
square decimetre dm2
square centimetre cm2
square millimetre mm2
volume cubic kilometre km3
cubic metre m3
cubic decimetre (preferred to dm3
liter)
liter dm3 (not l)
3
cubic centimetre cm (not ml or cc)
cubic millimetre mm3
density kilogram per cubic metre kg/m3
gram per cubic centimetre g/cm3
speed u, v km/h, m/s, cm/s
acceleration a m/s2
acceleration of free fall g N/kg or m/s2
gravitational field strength g N/kg or m/s2
force F, P N
work done W, E J
energy E J
power P W

temperature t C / K
focal length f cm, mm
angle of incidence i degree ()
angle of reflection, r degree ()
NSSCO Physical Science Syllabus NIED 2009 55
Quantity Name of unit Symbol for unit
refraction
potential difference/voltage V V, mV
current I A, mA (not amps)
e.m.f. emf V
resistance R

NSSCO Physical Science Syllabus NIED 2009 56


G. NSSCO SCIENCES: FORM FOR PRACTICAL ACTIVITIES

Please read the instructions printed bottom of this page.

Centre Centre Name


Number
Syllabus Code Syllabus Title Physical Science
Component Number 0 Component Title COURSEWORK
November 2 0

Experiment Skill(s)
Practical
Number Assessed

INSTRUCTIONS FOR COMPLETING SCIENCE PRACTICAL FORM

1. Complete the information at the top of the form.


2. Use a separate form for each syllabus.
3. Give a brief description of each of the experiments your learners performed for assessment in the NSSCO Physical Science Syllabus. Use additional sheets as
necessary.
4. Copies of the Experiment Forms and the corresponding Worksheets/Instructions and Mark Schemes will be required for each assessed task sampled, for each of
skills C1 to C5 inclusive.

NSSCO Physical Science Syllabus NIED 2009 57


H. NSSCO SCIENCES: Individual Learner Record Card

Please read the instructions printed on next page and the General Coursework Regulations before completing this form.

Centre Centre Name November


Number
Learner Number Learner Name Teaching Group/ Set
Syllabus Code Syllabus Title Physical Component Component Title COURSEWORK
Science Number

Date of Assessment Experimental Number from Assess at least twice: ring highest two marks for each skills Relevant comments (for example, if
Sciences Experiment Form (max 6 for each assessment) help was given)
C1 C2 C3 C4 C5

Marks to be transferred to Coursework Assessment (max 12) (max 12) (max 12) (max 12) (max 12) TOTAL (max 60)
Summary Form

NSSCO Physical Science Syllabus NIED 2009 58


I. INSTRUCTIONS FOR COMPLETING INDIVIDUAL LEARNER RECORD CARDS

1. Complete the information at the top of the form.

2. Mark each item of Coursework for each learner according to instructions given in the
syllabus and in the Distance Training Pack.

3. Enter marks and total marks in the appropriate spaces. Complete any other sections of the
form required.

4. Ensure that the addition of marks is independently checked.

5. It is essential that the marks of learners from different teaching groups within each centre
are moderated internally. This means that the marks awarded to all learners within a
centre must be brought to a common standard by the teacher responsible for co-ordinating
the internal assessment (i.e. the internal moderator), and a single valid and reliable set of
marks should be produced that reflects the relative attainment of all the learners in the
Coursework component at the centre.

6. Transfer the marks to the Coursework Assessment Summary Form in accordance with the
instructions given on that document.

Note: These Record Cards are to be used by teachers only for learners who have
undertaken Coursework as part of their NSSCO.

NSSCO Physical Science Syllabus NIED 2009


J. NSSCO SCIENCES: Coursework Assessment Summary Form

Please read the instructions printed overleaf and the General Coursework Regulations before completing this form.

Centre Number Centre Name November


Physical Component
Syllabus Code Syllabus Title 0 4 Component Title COURSEWORK
Science Number

Learner Learner Name Teaching C1 C2 C3 C4 C5 Total Mark Internally Moderated


Number Group/ Mark
Set (max 12) (max 12) (max 12) (max 12) (max 12) (max 60) (max 60)

Name of teacher completing this form Signature Date


Name of internal moderator Signature Date

NSSCO Physical Science Syllabus NIED 2009


A. INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY
FORMS

1. Complete the information at the top of the form.

2. List the learners in an order that will allow ease of transfer of information to a
computer-printer Coursework Mark Sheet MS1 at a later stage (i.e. in learner index
number order, where this is known; see item B.1. below). Show the teaching group or
set for each learner. The initials of the teacher may be used to indicate the group or
set.

3. Transfer each learners marks from his or her Individual Learner Record Card to this
form as follows:

(a) In the columns headed C1, C2, C3, C4 and C5, enter the marks initially awarded
(i.e. before internal moderation took place).
(b) In the column headed Total Mark, enter the total mark awarded before internal
moderation took place.
(c) In the column headed Internally Moderated Mark, enter the total mark awarded
after internal moderation took place.

4. Both the teacher completing the form and the internal moderator (or moderators)
should check the form and complete and sign the bottom portion.

NSSCO Physical Science Syllabus NIED 2009


The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA

Telephone: +264 62 509000


Facsimile: +264 62 509073

E-mail: info@nied.edu.na
Website: http://www.nied.edu.na

NIED 2009

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