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    College Readiness Standards

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    Hakuna

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    Republic of the Philippines OFFICE OF THE PRESII EXCERPTS FROM THE MINUTES OF THE 382% REGULAR COMMISSION MEETIN’ ELD ON, THE 2" DAY OF OCTOBER 2011 AT THE HEDC CONFERENCE ROOM EDC BUILDING, C., GARCIA AVE,, U.P, DILIMAN, QUEZON CITY RESOLUTION No. 298 ~ 2011. RESOLVED, AS IT JS HERESY RESOLVED, that upon its deliberation, the Commission approved the College Readiness Standards ‘submited by the Technical Panel for General Education (TPGE), fom 4 fJ2— ‘ PATRICIA B. LICUANAN Chairperson and Presiding Officer 388"! Regular Commission En Banc Meeting 28 October 2011 ¢ L ry De mad LUNINGNING MI AR Cormmissioner U/ } 4 Aesabard| Defererc On Official Travel WENALYN 3 i ‘WILLIAM C. MEDRANO Commissioner Conimissioner College Readiness Standards! Technical Panel on General Education (TPGE) Report on the College Reaciiness Standards ' October 2044 Overview of College Readiness Standards (CRS) “ 4, What they mean College readiness standards ere intemationally defined as “Demonstrated proficiency of a high schoot graduate to participate and shinneed in an academic proaram leadina to the completion of 2 2-year or 4-year college degree program” (Nevada System of Higher Ecucation) + “Combination of skills, knowledge, and habits of mind necessary to fully participate in college-level courses to completion” (Washington State Board for Community and Technical Colleges) hout remediation — in a credit-bearing general edu postsecondary institution that offers @ baccalaureate det transfer to 2 bagcalaureate program’, “succeed” being defined “completing entry-level courses at a level of understanding and proficiency that makes it possible for the student to consider taki the next course in the sequence or the nex-ievel of course in th subject area” (David T. Conley, 2007; underscoring supplied) The TPGE finds all the foregoing definitions acceptable, and particularly highlights the third, for it addresses the practice of remedis) courses at the tertiary level The TPGE proposes the following definition: Coffege Readiness Standards (CRS) consists of the combination of knowledge, skills, and retiective thinking necessary to participate’ and succeed — without remediation ~ in entry-level undergraduate courses in Higher Education institutions (HEIs). | College Readiness Standards/2 Scope and organization i ©, Science: Chemistry, Physics, Biology, and Earth Science + Mathematics (including Statistics) © English + Filipino + Literature + Humanities + Social Studies Each subject area consists of two sets of standards: content (subject area- oF discipline-specific) and competence (aiso discipline-specific skils). In addition, basic (foundation, cross-curricular) standards are provided: 3. Why the standards are necessary The learning pipeline has long been segmented, with the different levels of education (elementary, secondary, and tertiary) not conversing with each other in terms of curricular content anc competencies. The college readiness standards represent the effort of higher education to share with basic education the expectations of academic higher leaming systems from pre-university education Moreover, graduation from high school does not necessarily mean admission into university, in part because standards across leaming levels are not articulated and do not cohere with one another. By spelling out the expectations of higher education, the hope is that college applicants with 12 or more years of pre~ university education will be better prepared to enter the tertiary level From the standpoint of higher education, the acceptance of college readiness standards by basic education will remove the current remedial character of entry-level college courses and allow higher leaming institutions to tighten the focus of their undergraduate curicula, as weli as conform to international standards of higher education as articulated by UNESCO and other international bodies. ' In sum, the foundational college standards — overelt and by subject area ~ will serve basic education graduates by providing the overall framework of knowledge and capacities they are to possess in order to be prepared for university life. College Readiness Standards/3 4 Premises | 1s TPGE operates on two premises: + No one can enter college or university without 12. years of formal pre-unive’sity education excluding kindergarten or its pre-school equivalent. \ + AS aresut of the CRS (and assuming basic education meets the standards), the fobndation courses in college (e.g., basic math, science, and| communication) will no longer be necessary at ine university 1eve Process Over a period of some six months, |the TPGE discussed the meaning and purpose of the standards, their scope, land the division of work among the members. Each member was assigned t0 take charge of the standards as follows + Isagani R. Cruz: English, Filipino, Literature + Fr. Joe! Tabora: Humanities | + Ma, Cristina D. Padolina: Science + Queena Lee-Chua: Mathematics + Maria Serena Diokno: Social Studies The TPGE members then convened separate consultations with the relevant Technical Panels, officials of HEIs, and other key stakeholders in order to formulate their respective subject-area stanciards. The TPGE then re-examined all the drafts and agreed on a common formal and the degree of detail On 2 September 2011 the TPGE presented the drafis to the various Technical Panels, officials of HEIs, and other key stakeholders; those consulted were organized by subject.area and areas of concem. An open forum followed the workshops, where questions (mostly about the impletnentation of the standards) were raised and comments were collected. Participants were further invited to email adcitional comments. Thefeatter the TPGE revised the standaras that are presented in this report | | College Readiness Standards/4 Foundation Standards The basic (cross-curricuiar) standards are as follows: Overall goal: K to 12 should connect the individual student with local and global communities, concerns, and challenges. K to 12 graduates should be able to: | 4 Produce all forms of texts (eg, written, oral, visual, digital) based on: | . Solid grounding on Philippine experience and culture; . An understanding of the self, community, and nation; . Application of critical and creative thinking and doing processes: Competency in formulating ideas/arguments logically, scientifically and creatively; and j Clear appreciation of one’s responsibilty as a citizen of @ Tulticuftural Philippines and a tiverse world; 2. Systematically apply knowledge, understanding, theory, and skills, for the development of the seif, local, and giébal communities using prior leaming, inquiry, and experimentation; | I 3. Work comfortably with relevant technologies and develop adaptations and Innovations for significant use in local and global communities; 4 Communicate with local and global communities with proficiency, orally, in writing, and through new technologies of communication; ang 5. Interact meaningfully in a social setting and contribute to the fulfilment of individual and shared goels, respecting the fundamental humanity of all persons and the diversity of groups and communities. Collage Readiness Standards/5 es to Resolve with the Department @f Education (DepEn) In the course of work, te TPGE Was confronted with two crucial issues that she CHED nas to resolve jointly with th Department of Education (DepEL). 4, Streaming in Grades 11 and 12 The TPGE js aware that specialization in the upper grades of basic education Is not only unhealthy but perhaps also unwarranted, given the youthfulness of students and their lack| of exposure to the broad aay of disciplines offered in college. Not anly might the high school student not know yet wihat fo take in college; it of course possible that a literature student could aiso Atthe same time, however, the TPGE accepts tna letiary-level diseipine cemand specie pr competences thal ehable Nigh school gradustes fo grasp, with some degree of facility, the entry-level Courses in the discipline. The TPGE thus proposes that electives in the higher grades of bas! education be offered, to enable. studenis to deepen their knowledge and capacities in supject areas of their choice andior to simpiy take subjects that interest them, Realizing that not all high schools are positioned to offer an array of electives, the TPGE suggests that the range of choices be determined by the particular expertise of the school, 2 UBD strategy ‘The TPGE expresses its concem abdut the insistence by the DepEd on the application of “Understanding By Design® (8D) to all subject areas. The TRGE recognizes that UBD is only one of many| pedagogical approaches and is not necessarily the best, wisest, most effective, or most appropriate approach in all instances of leaming, Understanding in one jeubject, for instance, is not the same as understanding in another, since pedegogies are driven or influenced by the nature of the discipline or subject at hand. | | The TPGE, therefore, maintains that no single approach should be privileged or imposed upon the curriculum. Since the cuniculum is, es @ genera rule, articulated in terms of content and competencies, the pedagogical approach must be suited to the requirements of both and, in this respect, ought to be flexible College Readiness Standards/6 Post-CRS Roadmap Piine the eonstiation in Seniomer 2014, the Technical Panels rained questions about ihe inipewieniaiur Or ine GieS, pariauiany + The preparedness of basic erlucaton teachers, anc « The transition from the present scheme to K to 12. Because the successful implementation of the standards ig tied into these aspects, the TPGE proposes @ roadmap! that will see the standards through, taking into account their impact on higher education [ To Be Done By CHED Presentation of College Readiness Standards Chair to K to 12 Steering Committee [ Transition from Grade 12 to college } Transition Task Force Implication of CRS on adm'ssion policies of| To be determined by Chair HEIs. 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Energy Flow System (Photosynthesis and Cellular Respiration). when presented on a microscopic s drawing during a] practical laboratory exam Arrange pictures or word Mlescriptions of the stages cm or explain any significant events occuring i1 each stage Explain the process of eyiok I cells and how this process is related to growth. \, Relate mitosis with the other pases of the cell cycle is in plant and a sis ancl meiosis based on actual specimen and relate these with growill, asexual seproduct Describe the major features and events of cytokinesis pictures or word description Identify the structure of — and how this re ates to permiea! Describe and explain the groctsses of osmosis and ciffusion Explain how the structurelof plasma membranes permits and influences these evenis. Laboratory Skills down observ tre laboratory and or resi d passive transpor ive and passive transport processes using day to day experiences jike sweating . Discuss | Energy Flow System (Photosynthesis and Cellular espiration). Describe the major fearuls and chemical events of photosynthesis. sportance ofjchloroph: Describe patterns of electron flow tt Describe significant featutes of the Calvin cycle. importance as an energy carrier m feature$ of glycolysis, Krebs cycle, electron transport syste s 1 Explain coupled react je of ATP fn energy coupling and transfer. that prpduce and consume ATP, f id Laboratory Skills Set up an experiment to demonstrate photosynth Y fermentation, winle miaking, yoghurt and chee: Biochemistry | Biochemistry Structure and functions of enzymes. | Structure and functions of enzymes. { Describe the structure and ino acids, peptide b fen! ig effects on activa polyp Describe the effec requirements, ' Biological mo | Biological molecules. { Describe the major catego! acids, } a | Mechanisn Evolutions and Poy levanee, mé sand evidence/bases. Laboratory 5k fermentation. of oxygen, advantages Skills Evolutions and Popul | Recognize variation: Deseribe theisnajor role of each biological molecule in Determine the presence of Mechanism offamentation Explain how organisms céspand to presence ot abscrce of oxygen, including mechanisms of ‘carbohydrates, fats, proteis, nucleic acids in some tissues. Describe the rule of oxygen in -espiration and descri e pathways of electron flow in the absence 9 ar{d disadvantages of fermen ation and aerobic respiration. laboratory experimen's in fermentation. i televance, mechanisms, dud extentions nary change and how this evidence is used mnships among org nisms. oi sin p | 39 Describe Recognize, describe, an growth curve). | 1 Describe how populations of organisms have changed, alt c patterns of descert with modification from comnfon ancestors to pi ory of life on Ear how generally ac logic time scale and charactetistics of major grou! me period’, Describe general featur sequence of present during t 4 dates and ‘panisms (eg, Taxonomy Taxonomy Name the ways ia which ss can be classified based op each organis’'s ‘stemal and external structure! development, and relatedness of DNA sequences, ship bet INA sequences and physical characteristics xistids of each taxon and explain the significance in sepa~ ding: organisms. Distinguish similarities and differences among a given set of pictures or drawi_ gs of vertebrate: during their developme: Describe species diversityland cl s, including the types of evidence and : ocedures be used to constrict diagrams (e.g., phy Construct cladograms andlor phylogens — __ organisms. | 20 Feotogy | Motor Komes, nergy lew and mater descriptions. k Define characters or featufes o "each of the invertebrate phyla. Classify simple organisms representing the different phyla! Ecology Major biomes, energy flowy and material cycli ani succession. smperate deciduous luding wn boreal forests, forests, grasslands, dé rain forests, estuaries and other wetlands, and marine biomes, ate ions, the typical organisms found in each, and smportant phy .ctors (€-g., empesstusr, sainfall rates) that produce these Contrast patterns of energy flow and mutrient cycling through ecosystems Deseribe a ccna ic pyramid, including descriptions of typical organisms to be found an ecosystem. and nutrient cycling through ecosystems including the role of microorganisms. Describe events and procésses that occur in succession, ificluding changes in organismal populations, species diversity, and life histcry patterns over the course. mbiotic relationships. Distinguish the various folms of interactions betwern silent species Laboratory | Give exaniples of plants and animats that demanstrcte mutualism, commensatism and para \ Relevant ecological issues, a Genetics Mendel's law of Molecular basis Genetics | ee Mendel's law of inheritance Explain Mendel’s laws ofjinheri Desei cs. Predict outcomes of a variety of test crosses and be able to predict pi offspring. | , Use the laws of inheritande to carry out numerical calculations analyzing an characteristics of parents and offspri Read a “genetics problem” and identify the information needed to complete phenotypes it genotypes of offspring from a given set of data abex al ger-stypes for lenotypes and/dle genotypes, expressing these features in numerical rybrid and Wihybrid crosses and other typical cases, ‘types and fenotypes of parents from a given set oFdata about sp:ing phenotye and/or genotypes! expressin using blender and garden peas, among Laboratory Skills P eritance using seeds and Drost mple DNA ext ents on Mende! notypes; express these features in ance, sex-linked trait ictures and fur ler and describe Describe the molecular s4 Research a genetic 2 ney we - Feedback Mechanism systems and functions; comparison. Describe in words or pictires the molecular structur DNA, RNA, and prot replication, trans: Sumnmarize the events and prosesses of molecular genetics: DNA controls s (ypes of RNA, RWA molecules plus proteins cooperate to symthesize new proteins, and jeins control structure and metabolism o cells trophoresis and potyrr erase chain reaction, and exp structure and fumetinns of RNA/DNA through aniaiated videos. osmotic balance, plucose levels) is (e.g, temperature regula Describe the major featutes of feedback loops that produce such homeostasis. jimal structure of organs systems and funcsions: comparison Distinguish, compare, ang contrast structures anki processes that allow gas exchange, nutrient uptake and processing, waste excretion, ne‘vous and hormonal regut animals, and fungi end give examples of ea reproduction ia pl Describe common gas exthange systems in plants and animals including anatomical features am 2B} Functions Describe common nut | features and fangtions. | Describe common wastelexcretion systems in plants and animals, inc and functions. | Describe common nervous/hormonal control sysiems in plants and animals, features and futons Describe common reproductive syst features and funtt acquisition systems in plants, animals, and fungi ing anaton ding : -aic nical featur inelue in plants, animals, and funy Laboratory Skills Dissect a frog and ide maintenance of steady internal environ the organ systems with emphasis on organs that ¢~- c: scial fo the ent or homeostasis, Chemistry Chemistry i | Matter and its Properties Matter and its Properties Physical and chemical properties of matter. Physical and chemical properties of matter Explain how physical and chemical properties can be used to classify matter Distinguish between physical and chemical properties. Describe how chemical thanges create new substances Explain how intrinsic properties like density do not change with sample size properties like volume do. Laboratory Skills Measure physical properties (¢.g. mass, volume, density). Cotrectly and safely uselcommon laboratory equipment Measure mass, volume, ind density of liquids and solids { iter. eof m Particulate nature of matter, Particulate natur 24 Classification. a -. | Discuss how'matter exists in different states and tha matter is made up of smalter particles that behave differenti} in each of these states. Describe how all substandes are made up of smalier partictes. { oh Recognize and classify pre substances (elements, compounds) and mixtures. Recognize some common eletents and their chemicat symbols (e.g., H, He, C, N, O, Na, C). Recognize some commor| com pounds andl theit forrulas (e.g., NaCl, H20, C02) Differentiate between efemnents and compounds, Describe separation tech#liques for mixtures and cor pounds. Distinguish between homiogencous and feterogencous mixtures. Laboratory Skis | Perform simple separatioh techniques such as filtrat on, decantation, evapor chromatography! Separate substances based on Jifferences in propert es such as solubility, m 108 of organic and in tha ic substances, properties, € Give examples of organit and inorganic substances and their uses. Atomic Struc! iub-atomic Identify the relative masses and the charges of protons, neutrons, and electrons. Nuclear model of the atom Describe the nuclear moje Identify the locations of} atom. F components of the atom (protons, neutrorts, azxd electrons). mass nilmber isotopes I 5 Electronic structure (hell model and orbitals; valence adel and orbitals; valence electrons). electrons) * ons in each Determine the valence | Blectron configuration Electron configurat Give the electron confi ‘odie Table Periodic Table ‘The periodic table, ‘The periodic table Discuss the organization bf the periodic table Identify periods and groups. Identify noble gases. « snice the Block ic” by electrons (5 lock, d-block, From the block agra, entity the representative elements, the transition e mc femerts lemes The relaionship ofthe properties ofelements othe | The relationship ofthe plopertes of elements othe otomie structure atomic structure. ,] s in chemical and physical properties of elements im group (c.g. all metals, halogeng, noble gases) Recognize the trend in physical and chemical properties actoss a period. _ | | 1 atansic propertiés: electronic configurati ynization energy, electron affinity, atomic size Tren Chemical Bonding Electron dot representation of atoms, ions and rigue honding characteristics of carbon. I Trends in atomic pr electronic configuration, ionization energy, electron affinity, atom “ize and ionic sizel_ (Me Values/Numbers) Without measured velues| qualitatively describe the trend in atomic size, ione size ionization energy, electron affinity ina group or acros a period Chemical Bonding Draw electron dot structukes of representative elements showing the valence electrons of the atoms in a group| | Jonic bonds & covalent bonds. The Octet Rule, monoato ule. { type of bondit (€g, ftom Groups I, ‘om the Octet 15 (Octet rule). walent honds are formed. tions of ions, compunds and mol: iles and predict the type o: Draw the structures of sifnple hydrocarbon compou'ds including those with single, double and triple bonds andlinfer from these the strengths of the bonds. | The names and formulas for ignic and covalent con pounds, Use chemical vocsbula] starting with the names arié formulas of simpte ionic and covafent compounds espéciall: those used in everyday life. »| Concept of polarity of bonds and molecules. Chemical Reactions, uations. Discuss how, in # bond, the electrons are not et equally distributed and shared by the bond result Predict if th more positive using the location of the elements in the periodic table electron affinities Describe how, in a molecule, the electrons are not distributed and shared equa’‘y by the molecule resulting in polarity of the molecule. ‘When shown structures of molecules, determine if the molecule is polar or no end is more negative and which end is more positive. (Note; the stude to draw the structures.) Define dipole. ' the weak forces|referred to as intermolecular forces between molecu s rnd between forces namely, dipole forces, dis:crsion forces, an fe strengths. Explain physical properties such as , volatility in terms of interr: Discuss the general proplies of metals and relate these to metalic bonding Laboratory Skills Demonstrate the conductivity of substances and classify them as electrolytes Chemical Reactions. The Law of Conservation of Mass Discuss the application & the Law of Conservation of Mass to the environme + Writing and balancing chemical equations. Dunes of reactions: sivple synthesis, decomposition, percent yield. ‘Write equations for chemical reactions using appropriate symbols. Balance the equations bylepplying the Law of Conservation of Mass. simple symbesis, decomposition single replacement, double re; ant a reaction Mole concept. Avos eae) ‘s nunber. Molar mass. Give examples of Avogaldro’s number (e.g., Does th Avogadro's nuntber of Pesos? Are there A sogad today?) A Discuss Avogadro's number as the unit for mole; ore mole of any substance (yencils, persons, Pesos, molecules, atoms) contains Avogadro's number. 's number of people fiving on earth, Mole-mass relationship, percent composition of compounds, definite proportion of compounds. stance to number of roles. and vice versa, ition 10 tke chen ical formula of a compound. mn of @ compound, ctions, stoichiometric calculations an eactants and 29 ing reagent (conceptual and equilibrium, ciple. Heat transfer i Heat transfer | Describe the processes of heat transfer Specific Heat | Perform calculations involving heat transfer using specific heat Gases, Liquids, and Solids Intermolecular forces on the different phases of matter Properties of gases. study of heat change in chemical reactions. , AH(rmn), ean measured, Define thermochemistry fs t Discuss how the Heat of Re: Identify the units of AH(fxn). Describe exothermic and endothermic reactions. Laboratory Skills | Recognize endothermic br exothermic processes. Conduct thermochemical mee surements using a co"fee cup calorimeter (e.g., specific heat of a metal, heat Gases, Liquids, and Solids [ Intermolecular forces oi the different phases of matter, Describe the behavior of matter in its various states; solid, liquid, gas, Describe the common ph | operies of gases. Gas Laws. The Ideal we —_ Bt Perform calculations usirig the Ideal Gas Law relating to the relationship amo: > ssure, volume, temperature, density, mass, or number of particles of a gas Real gases. Real gases, i j Ientify real gases and gases deviate from following the Ideal Gas Law. Kinetic Molecular Theory (Pictorial onl t Iystrate using graphic representations the kinetic molecular theory (KM) a pressure is affected by volume, temperature, and concentration. Kinetic Molecular Theory (Pictorial only). Properties of solids and liquids ' Describe common prope! s and solids and relate to ki cory. Describe the behavior off solids, liquids, and gases under changes. Phase changes and heating/cooling curves. te in vapor pressure. { Explain the effect of vapor pressure on changes in state. Laboratory Skits | . Measure the sates of effision of gases relative to molar mass (e. ammonia» J WC, Demonstrate the Gas aa Electrochemistry Electrochemistry 32 | [ | | Ter 1 Electrolysis. Solutions Electrochemical cell. Corrosion as an electrochemical process. Saturated, unsaturated, supersaturated solutions Corrosion as sn ecco process. Explain that corrosion isjan elzclrochemical process. I of water, preferably microscale, smical cells (e.g. fruit batte-ies and galvanic celts) cpetiraents. Perform simple carrosi Solutions | I Saturated, wwsaturated, supersaturated solutions 3 | Concentration ‘mass, ppm, 1: percent by volume, percent by ity: nature of solvents, pressure Explain the factors affecting solubility Colligative properties (concepts), Colligative properties (concepts), Explain that the amount of solute in a solution affects its vapor pressure, boilirg point, freezing Acids and Bases Acids and Bases { Properties of salts, acids and bases. Properties of salts, acids and bases, Definitions: strong and weak acids and bases. strong and weak acids and bases 7 3a | { | } Common acids and bases by their names and formula ‘Titration { PH Concept of buffer Organic Chemistry Types of organic compounds, J Define acids and bases using Arrhenius definition, Distinguish between stroig and weak acids; strong snd weale bases in terms cf ¢ ionization. tent of Common acids and bases Name common acids and bases and give their formulas. { Titration Concept oftisfix | Describe the use of buffers in solutions. Laboratory Skills ] Determine the pH of suljstances. Ketones, carbonylic acids, amines). ical molecules. | — - Nuclear Chemistry Balancing of nuclear reactions Nuclear reactions of fission and fusion. General Laboratory Skills -al molecules: pro! tes, carb , | Balancing of nuclear react | Differentiate between chemical reactions and nuclear react involved gnd the amount of energy released jeewes fuclear particles that are involved in nuclear reactions, incl x; their properties (mass, charge) and their nuclear notation. Balance simple nuclear reactions, luding the he atom | Nuclear reationsof fission and sion, Compare and. contrast the nuclear processes of fission and fusion General Laboratdry Skills 1! of Namé Recognize and (A), amolint of substance (mol); apply the Si-derived units for qu density. | Use prefixes and their symbols ts indicate decimal iples and sub-multip' pico (p), pano (n), micro (1), milli (m), centi (c), deci (A), kilo (k), x tera (7 Convert various Express measure) Accur ely econ 's of measurement (e.g. Celsius to Kelvin, gram to ki scientific notation. observations and experimental data and use these in calcu: eh Physies Units, Physical Quantities, Measurements, and Vectors Physical quantities Measurement of length and time. | Standards, SI units, and prefixes. Unit consistency and conversions. Significant figures. Estimates and orders of magnitudes. Scalats and vectors. Graphical method of vector addition. \ _— Practice the rules for rounding off numbers in caleu ations Differentiate between accbrac’’ and precision; deteninine percentage error, Construct and interpret graphs Practice safety in the laboratory Properly handle and dispdse 0 materials and chemival substances used he laboratory. Physies i Units, Physical Quantities, Measurements, and Veciars Explain that all physica Joanie cont af munezieal magnitude and a unit. Define the following basé quantities and their units: mass (kp), length (m), time (s), current (A),temperature (K), amount of substance (nol), Use the following prefixes anc. their symbols to indjza nd multiples of lli (m), cent ), kilo (kp, mega the SI units: pico (p), (M), giga (G), tela (To. Describe the orders of magnitude of the sizes of copamon objects ranging few a typical atom (c the Earth. Make reasonable caimatts of physical quantities us ng order of magni Explain what is meant by scalr and vector quantiti¢s and give common examples of cactt. Describe how to mea cd a variety of lengths with appropriate accuracy by micrometers and calig ers, using a vernier scale as necessary. Describe how to measuré a short interval of time inc luding the period of a simple pendulum wit appropriate accu ing stopwatches or :ippropriate instruments. | Distinguish between systematic errors (including 2e:0 errors} and random etrors. Distinguish between precision and accuracy. Name the most commonly used symbols for the following physical quantities and, where indicated, state the units in which they are measured: length, area ,¥. time, period, densi done, energy, pqwer, temperature, frequency, wavelength, angle of incidence, angles 0 e cal resistance. | Convert measurements into different units. - 37 —— T in Mechanics Motion in Two or Three Position and Velocity Vectors, Express measurement Use dimensional analysis|t0 check fferentiate vector and salar quai Perform addition of veetors using graphical methods. of an equation Newtonian Mechanics Motion along a straight scive related efvsetion. ‘wen and in the sevue speed in e sad Sound waves. Describe the produ a of sound by vibrating sources. [Speed of sound. Describe the longitudinal nature of sound waves in terms of the processes of -~~ession and ity and Magn nciples of electrostatics. fc field. of electrostatics. Electron flow. Electromotive force. Difference. | Use an example of the Electric Current the relationship! Apply the formulae for Apply the relationsh 423 examples where elect lise of electrostatic charging, €.g., photocopier and la: are arranged 3 I diffe-ence (p.d.) across a circuit. to solve problemns, ce of a number of resi between resistance and Circuits and Practical Electricity Dangers of electr | Safe use of electricity in the home. Magnetism Laws of magnetism. c properties of matter. dissipated in series and parallel ci Describe the use of the Heating effect of electri and heaters. | in appliances such a5 elect g electrical appliances where the energy unit is the! *b. the need for grolinding metal cases. he need for double insu terms live, ural and earth. | Describe induced magne mettlods of magnetisation and demagne \d pattern around a bar magnet and between the poles ¢ ing of magnetic field lines with a compass, en the properties and uses of temporary magnets (e.g. iron) magnets (c.g. Magnetism Laboratory Skills Explain that instruments affect measurements Read scales (meter sticl, ruler, vernier c Measure Density, Speed measurements, Velocity, Acceferat cations of a4 of acter, as (fixed an on, overheat bar magnet vermnanent sedinate syst i} Earth and Environmental Science Origin and Structure of the Earth | Universe and Solar System ielers, simple v oftm- an Use laboxatory instruments and devices such as cal pers, then ammeters, simple optical devices and so on. Properly identify error sdurcess and estimate their in‘luence on the final resuii(s) Differentiate between accuracy and precision. Explain absolute and relftive crrors, accuracy of measuring instruments, ertor of a single measurement, efror 07a series of measurements Transform a functional dependence to the linear for'n by appropriate choice of variables. Fit a straight line to expdrimental points. Properly use graph papet with different scales ang fbeling, Comectly round off and express the final result(s) and etror(s) of measurements with correct ‘number of significant digits and decimal places. Display standard knowledge cf safety in laboratory work. Catty out expetiments ijvolving: (1) Determinatior of the density of solids and liquids; (2) Determioation of the value of free fall; (3) investigation of the effects of balanced and unbalanced forces; (4) Verification and a ion of the principle of moments/torque (5) Investigatiod of the factors affecting thermal energy transfer; (6) Verification’ and application of the laws of reflection; (7) Determination of the characteristics of optical ages formed by plene mirrors; (8) Verifization and app! n of the refractior: of ight; (9) Measiremeats of current and voltage by using appropriate ammeters an volimeters; and (10) !Determination of the resistance oF circuit element appropriate instruments | Earth and Environmental Science Origin and Structure of the Earth | | Universe and Solar System Describe how the Solar/System evolved, considerir g competing hypothesis and theories Discuss the uniqueness pf Plenet Earth in a Solar System of eight planets and smaller satellite bodies and beir}g the only planet with the right chemical and physical properties need to support life. { Earth & Earth Systems| Discuss how the Earth but is made up of 4 subsystems where both a closed system by Earth & Earth Systems Geosphere, __ — 45

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