junior certificate science - ncca

THESE GUIDELINES

GUIDELINESFOR

TEACHERS

S C I E N C E

AN ROINN OIDEACHAIS

AGUS EOLAÍOCHTA

Junior Certificate

INTRODUCTION

• role of the guidelines• changed emphasis

COURSE STRUCTURE

AND LEVELS

• overview

SKILLS AND PROCESSES

OF SCIENCE

SCIENCE AND THE

GENERAL CURRICULUM

USEFUL APPARATUS

IDEAS FOR LEARNING

ACTIVITIES

• Biology, Chemistry, Physics

TEACHING METHODOLOGY

• teaching science• lesson planning

• using ICT

ASSESSMENT

• coursework investigations• outline of exam paper

• question types

coursework report templatesPLUS

JUNIOR CERTIFICATE SCIENCE

DRAFT GUIDELINES FORTEACHERS

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The Junior Certificate science syllabus is the definitive document inrelation to syllabus topics and sub-topics, and the learning to be achievedas specified in the associated learning outcomes.

These draft guidelines support the implementation of the syllabus byproviding teachers with a broader context for science education in thejunior cycle, together with specific ideas and suggestions for classroompractice that can facilitate students in developing their knowledge,understanding, skills and attitudes in relation to science. Teachers shouldchoose an appropriate teaching methodology for the achievement of theaims, objectives and learning outcomes specified in the syllabus.

The guidelines, which were made available initially in electronic formatonly, complement the programme of in-service education for teachers,through which additional teaching resources are made available—see thesupport service website at http://www.juniorscience.ie

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FOREWORD

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CONTENTS1 Introduction . . . . . . . . . . . . . . . . . . . .5

2 Course structure and levels . . . . . . . . .11

3 Skills and processes of science . . . . . . .15

4 Teaching methodology . . . . . . . . . . . .19

5 Ideas for learning activities . . . . . . . . .35

Biology . . . . . . . . . . . . . . . . . . . . . . . . .37

Chemistry . . . . . . . . . . . . . . . . . . . . . . . .46

Physics . . . . . . . . . . . . . . . . . . . . . . . . . .53

6 Assessment . . . . . . . . . . . . . . . . . . .61

7 Science in relation to the general curriculum . . . . . . . . . . . . . . .73

8 Suggested useful apparatus and materials . . . . . . . . . . . . . . . . . .77

Appendix 1: Sample reporting booklet for a set investigation . . . . . . .83

Appendix 2: Sample reportingbooklet for an investigation ofthe student’s own choice . . . . . . . . . . .97

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PART 1

INTRODUCTION

A new kind of syllabusThe revised syllabus in Junior Certificate sciencereplaces the syllabus that had been in place since1989, when the Junior Certificate was introduced.While much of the content of the previous syllabushas been retained, the revised syllabus differs fromits predecessor in three significant ways. First, therevised syllabus has a different structure to itspredecessor. The core and extensions model, whichwas adopted in 1989 to accommodate the scope ofthe former Intermediate Certificate and DayVocational Certificate science courses, was seen ascontributing to under-emphasis of the chemistryand physics aspects of science in the junior cycle,especially at Ordinary level. In revising the syllabus,a simplified structure was adopted through whichstudents would be required to study each of thethree major areas of science: biology, chemistry andphysics.

Secondly, the revised syllabus places studentlearning in the context of science activities,emphasising hands-on engagement through whichthe students can develop their understanding of thescientific concepts and principles involved, togetherwith appropriate science process skills. Thisapproach provides greater coherence with thescience education that students experience in theprimary school. There is an increased emphasis onan investigative approach, through which studentscan develop an understanding and appreciation ofactivities and processes that are fundamental to allscience, together with the ability to apply scienceprinciples in their everyday lives.

Thirdly, the revised syllabus adopts a different styleof presenting the science course. Previously,material was presented as a list of content (facts,definitions, laws, lists of properties, etc.) which itwas intended would be taught and learned “withan emphasis on student experience of science as apractical activity” (science syllabus, 1989).However, there was no explicit indication of thedesired learning outcomes to be associated with thiscontent. With international trends moving to focusmore on the student as learner and, in particular, onthe specification of desired outcomes of his/herlearning, the science topics in the revised syllabusare accompanied by a set of learning outcomes,

which encompass the knowledge, understandingand skills that students can be expected to attainthrough their study of science. The focus is onachieving the intended outcomes, regardless of theapproach taken. The manner in which these arepresented affords the teacher flexibility in designingappropriate experiences for students so that thedesired learning can take place and the learningexperiences can be matched to the abilities andinterests of the students. Possible ideas for teachingand learning are presented in section 5 of theseguidelines.

A change in approach to teachingand learning scienceOver a number of years, concerns have beenexpressed at the declining interest in science,particularly the physical sciences. This has beennoticeable in the senior cycle and also at third level.The kinds of science experiences that junior cyclestudents had in schools and the manner in whichthe course enabled some aspects of science to beomitted were identified as contributing to a fall-offin the take-up of physics and chemistry at seniorcycle, with follow-on impact at third level.Furthermore, the approach to science that wasincluded in the revised primary school curriculumdiffered significantly from that in the junior cycle.These factors were taken into consideration inrevising the Junior Certificate science syllabus.

The revised syllabus places increased emphasis onscientific investigation and on the application ofscience process skills through student activities. Theoverall length of the syllabus is such that time isallowed for active student engagement in learningexperiences that will enable the development ofscience process skills, leading to a betterunderstanding of the underlying science concepts,as well as the development of higher-order skillsassociated with problem solving and theapplication of knowledge in new situations orcontexts. This is in keeping with internationaldevelopments in science education, reflecting amove towards greater emphasis on thedevelopment of scientific literacy.

Science and its many applications play anincreasingly important role in our lives and, as

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citizens, we need to become scientifically literate inorder to engage with issues that arise fromdevelopments in science and technology. We needto understand, in a general way, the processes ofscience so that we are in a position to evaluate theadvantages and disadvantages of thesedevelopments and their potential impact on ourlives and environment. While it is not the onlymeans of doing so, the study of science contributesto the development of thinking and decision-making skills that can be used in problem-solving.Such skills can be developed through the systematicapproach to investigations which is a feature ofscience, and they can be easily transferred to other,non-scientific situations and contexts.

Science, technology and society(STS) contextParticipation in discussion of science and science-related issues has extended beyond the boundariesof the classroom and the science laboratory. It is nolonger confined to academic interests or purely toscientific concepts. This is not surprising, given thepervasive nature of the applications of science inour everyday lives. It is important, therefore, todevelop the skills and understanding that enableengagement with such everyday issues.

Using a science-technology-society (STS) approachin the teaching and learning of Junior Certificatescience will facilitate the students’ understanding ofscience, while at the same time linking the learningof science to contexts and issues in their everydaylives and environment. Students can develop in areal-life context the scientific knowledge, skills,concepts and attitudes essential for theresponsibilities of citizenship in today’s world.

While there is no explicitly prescribed STS contentin the syllabus, many of the sub-topics andassociated learning outcomes require appropriatelinkage to everyday experiences (in areas such ashealth, diet, human development, ecology) and toeveryday examples of applications of science (suchas in biotechnology, industry, medicine, energyconservation, electronics, etc.). The exemplarsgiven later in the guidelines (see section 4) illustratehow a variety of contexts familiar to students canbe used to lead into, and follow-on from, the

teaching and learning of syllabus topics. They canoffer a starting point to engage students’ interest orto generate points for subsequent discussion ordevelopment.

Appropriate reference to the work of prominentscientists and to modern scientific developmentscan provide points of transference from school-based learning to general experience, makingscientific phenomena more meaningful for thestudents.

Changed approach supportedthrough assessmentIn the revised syllabus, many of the learningoutcomes are associated with practical activitieswhich students must undertake. Effecting amovement towards ‘doing’ rather than simply‘observing’ or ‘learning off’ science was one of themain reasons for revising the syllabus. The presenceof mandatory activities and student investigationsfor which credit is given in the assessmentarrangements reflects this changed approach. Therevised syllabus sees the introduction of a secondassessment component in the form of coursework,for which students can obtain up to 35% of theoverall assessment marks. The investigativeapproach and the application of science processskills are strongly reflected in the coursework,particularly in the coursework B investigations. Theexamination paper, which accounts for theremaining 65% of the marks, also reinforces andrewards the investigative approach and theapplication of science process skills, including theiruse in relevant contexts (see section 6 for furtherdetails on assessment).

The role and aims of the guidelinesGiven the inclusion of extensive learning outcomesin the revised syllabus, and the putting in place of afull-time support service to assist teachers inengaging with them, the role of these guidelinesdiffers from those developed to support theintroduction of the previous science syllabus.

These guidelines complement the professionaldevelopment provided for teachers and the web-based resources that are being developed to supportthe implementation of the revised syllabus. They set

the teaching of science in a wider educationalcontext and suggest teaching approaches andactivities that are not meant to be prescriptive, butthat teachers may find useful. They should be usedin conjunction with the syllabus when planning theteaching and learning of science, so that dueemphasis is given to the investigative, hands-onapproach to learning science which is adopted inthe revised syllabus, as well as setting the learningof science in contexts that are meaningful tostudents. Specific exemplars are included thatillustrate how teachers can plan student learningexperiences for a given topic, from its introductionin an appropriate context though classroom orlaboratory activities that promote active studentengagement in learning, and follow-through toassess the extent of the learning that has takenplace.

Furthermore, the guidelines identify activities orlearning experiences that may be used to enablestudents for whom it may be appropriate, or whomay have a particular interest in specific topics, togain additional insights into science. The aims ofthese guidelines are to

• help teachers understand the changedemphasis in the revised syllabus and tofamiliarise them with its structure and withthe specified topics and learning outcomes

• place the teaching and learning of JuniorCertificate science within the broader contextsof the study of science at primary level and inthe senior cycle

• advise on teaching strategies or approaches,with suggestions for a variety of teaching andlearning activities

• support teachers in planning the investigationsand activities required by the learningoutcomes specified in the syllabus

• support teachers in the development of aschool policy on science as part of SchoolDevelopment Planning

• indicate ways in which learning in science maybe linked to other learning experiences in thejunior cycle and to the everyday lives ofstudents.

Science in the primary schoolAs part of the Primary School Curriculum (1999),all children study science. The science curriculumwas implemented in all schools from September2003, following an initial pilot phase in a limitednumber of schools. The study of science at primarylevel is placed in the context of social,environmental and scientific education (SESE), thuspromoting its relevance to children’s experienceand facilitating the development of informedattitudes towards scientific and environmentalissues.

Primary science has its roots in nature study andenvironmental studies, and builds on children’sinterests and curiosity about the biological andphysical world, while at the same timeincorporating experimental and investigatory skillsin their work. Experience of the biological andphysical world is crucial to children’s cognitivedevelopment. In this way, objects and events can beexperienced and encountered in reality before theybecome the subject of thought and mentalmanipulation. Children in primary schoolsconstruct scientific ideas and concepts based onavailable evidence. These ideas and concepts will berefined as the children work in more demandingcontexts and develop more open-endedinvestigative approaches to solving problems.

Science at second levelIn the junior cycle, the study of science contributesto a broad and balanced educational experience forstudents, extending their experiences at primarylevel. Science education in the post-primary juniorcycle is concerned with the development ofscientific literacy and associated science processskills, together with an appreciation of the impactthat science has on our lives and environment. In anera of rapid scientific and technological change, thestudy of science is fundamental to the developmentof the confidence required to deal with theopportunities and challenges that such changepresents in a wide variety of personal and socialcontexts.

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Arising out of their experience in the junior cycle, itis hoped that many students will be encouraged tostudy one or more of the science subjects in thesenior cycle, thus preparing themselves for furtherstudy or work in this area. The five science subjectsin the Leaving Certificate are: agricultural science,biology, chemistry, physics, and physics andchemistry (combined). The syllabuses in biology,chemistry and physics have recently been revised.

Junior Certificate scienceThe revised syllabus in Junior Certificate scienceemphasises a practical experience of science for thestudent. The syllabus presentation does not implyany particular method or sequence of teachingscience, although it should follow a logical andcoherent approach. In the teaching and learning ofscience, appropriate links should be made betweenthe three syllabus sections. A wide range ofteaching approaches may be used, including the useof datalogging where appropriate. Particularemphasis should be put on the everydayapplications of science in the student's life andenvironment, and appropriate reference should bemade to the work of prominent scientists and tomodern scientific developments. These representthe points of transference from school-basedlearning to general experience.

Teaching strategies should promote the aims,objectives and learning outcomes described in thesyllabus and they should include investigative workas well as experimental work. Practical activitiesare, therefore, an essential element of the course.There should be an emphasis on the developmentof investigative process skills as well as on thethought processes of science and the knowledgecontent. Active learning experiences can lead to abetter understanding, while at the same timedeveloping skills and attitudes.

The approach and methods adopted in teachingthis syllabus should enable and encourage bothteachers and students to achieve its aims andobjectives. The learning experiences of studentsmust reflect their everyday lives, thus developingawareness of the applications of science in theirlives and environment, together with a sense ofsafety in the laboratory, at home, in the workplace,and in the environment.

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PART 2

COURSE STRUCTUREAND LEVELS

11

Syllabus topics are presented under three main headings—biology, chemistry and physics—each of which issub-divided into three sections, as illustrated in the table below.

Errata in the syllabus

A number of minor errors have been identified in the syllabus (both English and Irish versions). Some of theerrors found in the English version were corrected in the Irish version.

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1A Human biology – food, digestion and associated body systems

1. Biology 1B Human biology – the skeletal/muscular system, the senses and

human reproduction

1C Animals, plants and micro-organisms

2A Classification of substances

2. Chemistry 2B Air, oxygen, carbon dioxide and water

2C Atomic structure, reactions and compounds

3A Force and energy

3. Physics 3B Heat, light and sound

3C Magnetism, electricity and electronics

Reference Errata/Corrections

OB23, p. 11 The initial words ‘recall that’ should not be underlined. The underlinedsection should extend to include the words ‘and that’, thereby leaving thenon-underlined part of this learning outcome as follows:recall that urine is stored in the bladder before being released from the body.

OB38, p. 15 The initial words ‘understand how to’ should be deleted so that this learningoutcome reads as follows:use a simple key to identify plants and animals, including vertebrates andinvertebrates

OB43, p. 15 The word ‘indicate’ in line four should read ‘indicating’.

OB56, p. 15 The entire outcome should be underlined (i.e. Higher level only); the word‘radical’ should read ‘radicle’.

OC15, p. 19 This learning outcome should not be underlined (see 2A7).

Introduction,p. 20 The introductory sentence should read: Air, oxygen, carbon dioxide andwater are important chemicals in our everyday lives.

OC39 p. 23 The term ‘atomic mass’ should read ‘relative atomic mass’.

Overview of the assessmentarrangementsWithin each syllabus section, topics and sub-topicsare listed, together with associated learningoutcomes. The learning outcomes embody theinvestigative approach emphasised in the revisedsyllabus and form the basis of the assessmentarrangements.

Junior Certificate science will be assessed at twolevels, Higher and Ordinary. At each level,assessment will be by means of a terminalexamination paper and coursework. Theassessment arrangements are illustrated below.

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Erratum in Irish version of the syllabus

Reference Erratum/Correction

3A6, p. 26 ‘foinsí fuinnimh inathnuaite nó neamh-inathnuaite’ omitted from the sub-topics.

Coursework A

Experiments andinvestigations specified in

the syllabus

Marks: 10%

Coursework B

Additional specifiedinvestigations or oneinvestigation of the

student’s own choice

Marks: 25%

Terminal examination

Section 1: BiologySection 2: Chemistry

Section 3: Physics

Marks: 65%

+ +

Coursework A – mandatoryexperiments and investigationsIn each of the main sections of the syllabus, tenexperiments or investigations are identified asmandatory (indicated in bold print in the syllabus).These represent a minimum of practical work. Eachstudent must keep his/her own individual record ofthese thirty activities over the three years of thecourse, and this must be available for inspection.As part of the assessment, marks will be awardedon a pro rata basis for the satisfactory completionof this coursework.

Coursework B – studentassignmentsIn the third year of the course, students will berequired to carry out two specified investigations,which will be based on the topics and learningoutcomes in the syllabus. These will be set by theState Examinations Commission and will vary for

each yearly cohort of examination candidates. Asan alternative to the set investigations, a studentmay substitute a single investigation of his/her ownchoosing, provided that it meets the criteria laiddown by the State Examinations Commission.

Terminal examination paperThere will be separate Ordinary level and Higherlevel examination papers, each with three sectionscorresponding to the structure of the syllabus. Theexamination papers will assess the candidates’knowledge and skills in relation to topics andlearning outcomes in the syllabus.

Further details on assessment, including exemplarsof the different types of questions that arerecommended, can be found in section 6 of theseguidelines.

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PART 3

SKILLS AND PROCESSESOF SCIENCE

15

Use of measuring instrumentsIt is important from the outset to ensure thatstudents are familiar with and correctly use basicapparatus when, for example, reading volume,measuring length, mass, etc. They should beencouraged to take accurate readings, and to recordall measurements, using appropriate units.

Observation It is by means of observation that we gain muchinformation about the world around us. The skillof observation needs to be developed if students areto study natural phenomena and form opinions ormake judgements about naturally occurring objectsand events. Students should be encouraged to

(a) use all of their senses, each where appropriate

(b) assess quantitatively – size, weight, etc.

(c) note changes, patterns or trends

(d) observe only what is there and avoid makinginappropriate inferences.

Classification can be used to show relationshipsbetween things or for identification purposes. It isusually based on the fact that objects/substances/organisms/reactions share common characteristicsor properties. Students can classify by

• careful observation of objects or events

• identification of similar or dissimilarcharacteristics or properties

• grouping of objects or events on the basis oftheir observations of chosen characteristics orproperties.

Examples might include classification of plants andanimals, acids and bases, or insulators andconductors.

CommunicationStudents should develop the ability to conveyinformation accurately. Communication skills canbe

(a) oral/aural: through discussion and verbalreporting of observations, facts andconclusions

(b) graphical: by use of diagrams, graphs, tables,etc.

(c) written: by recording observations, describingprocedures (for example, steps taken in anexperiment), recording results andconclusions.

For effective communication, information must beaccurate and clearly presented, using the languageof science as appropriate. Students should beencouraged to develop their understanding and useof correct scientific terms.

Planning and designinginvestigationsDesigning investigations involves the application ofa scientific method, which will in practiceincorporate many, if not all, of the skills andprocesses of science. Initially, the teacher will havea central role to play in leading students, throughguided discovery, to develop their own skills ofplanning and designing investigations.

An investigation involves a step-by-step procedure:

(i) defining the problem and forming a predictionor hypothesis

(ii) planning the investigation and controllingvariables where appropriate

(iii) testing/carrying out the investigation andobserving/recording

(iv) interpreting the results and drawingconclusions.

(i) Defining the problem/forming a hypothesis

The problem may arise from a number of sources,for example, observation, class discussion, previouswork, reading or from an everyday situation.

The student is required to think about or posequestions such as: ‘What might happen if ... ?’. Forexample, if a student has been studying evaporationhe/she may ask why some clothes dry more quicklythan others. This leads to other questions: is it thetype of material?… is it the weather?, and so on.

From these questions it may become clear thatthere are a number of factors (variables) involved.The student cannot test all of these together, so ahypothesis may be stated; for example, the type ofmaterial affects the evaporation rate.

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(ii) Planning the investigation/identifying andcontrolling variables

The student must now decide how the hypothesiswill be tested or investigated, and select theappropriate apparatus and procedures. Thus,continuing with the ‘clothes’ example above, tomeasure the rate implies timing how long it takesfor the materials to dry.

It is important for the student to understand theconcept of a fair test. Suppose the student hung anylon sheet outdoors and a matching cotton sheetindoors and, having observed both over a period oftime, found that the nylon sheet dried first. Whatconclusions can the student draw? Why did thenylon sheet dry first – was it the nature of thematerial as was first suggested or had thetemperature, sunlight or wind any influence? Thesequestions cannot be answered, since there are toomany variables; that is, it was not a fair test. Therelevant variables must be noted and controlled. Inthis investigation the student should have placedboth materials in identical conditions of sunlight,temperature, breeze, etc. Any difference in dryingtime, and thus evaporation rate, can then beattributed to the nature of the material, which is theonly other variable.

It should be noted that the question of multiplevariables may not always arise.

(iii) Testing/carrying out the investigation/recording data

This involves carrying out the required practicalprocedures using suitable apparatus correctly andwith due regard to safety. Appropriatemeasurements and/or observations must be madeand recorded accurately. Results need to beorganised and presented clearly so that theirmeaning can be evaluated. Use of tables, trendgraphs and bar charts may help in the recording ofthe data or observations.

(iv) Interpreting results and drawing conclusions

To interpret or explain the results the studentshould

(a) look for common patterns or trends, orrelationships between factors or variables

(b) relate results or patterns to prior knowledge

(c) relate results to the original hypothesis

(d) generalise where necessary.

The student should then be able to reach aconclusion.

In some cases the results may be inconclusive, so itmay be necessary to re-examine the methods usedor carry out further investigations.

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PART 4

TEACHINGMETHODOLOGY

19

IntroductionThe fundamental principle underpinning anyteaching and learning strategy is that it shouldenable the aims, objectives and learning outcomesof the syllabus to be achieved. These guidelines areintended to support a teaching strategy that issyllabus led rather than textbook led. As alreadynoted, the revised syllabus places increasedemphasis on an investigative approach to science.Thus, the teaching strategy adopted must involvethe student as an active participant, developing theskills required for working scientifically, while atthe same time developing associated knowledge,understanding and attitudes. A variety of strategiescan be followed, depending on a range of school,teacher and student factors. Some of these areconsidered below.

Science can be made more meaningful for studentsif appropriate contexts are used. As already noted,a science-technology-society approach can enablestudents to link their learning in science to everydayexperiences and to the many applications of sciencethat impact on their lives and environment.Exemplars of lesson planning are provided later inthis section which illustrate approaches that may beused when introducing a topic.

The sequence of sections and sub-sections in thesyllabus is not intended to represent a prescribedorder for teaching science. Rather, the teachershould select an appropriate combination andsequence of topics to suit the abilities of thestudents in the class, and should choose a pace oflearning that presents an achievable, butchallenging target. Thus, for example, a teachermight choose to group together topics fromdifferent sections that relate to a common scienceconcept such as energy, or link associated topicsunder a common theme such as water treatment.

It is recommended that science teachers in a schoolco-operate in the planning of learning experiencesfor their students, thus facilitating the shared use ofequipment and resources, common class or schooltests, etc. When planning teaching and learningactivities, due consideration should be given to thehealth and safety issues that may arise in the courseof these activities.

In all cases, reference should be made to the overallsyllabus aims and objectives which are givenexpression through the learning outcomesassociated with the various topics and sub-topics ineach of the three syllabus sections. For somelearning outcomes, the student is required simply torecall the stated factual information. For others, thestudent should be able to demonstrate anunderstanding of the stated scientific facts,principles or concepts and, where required, to linkor apply these or to explain their effects. Additionalinformation on how the different types of learningexperiences are addressed in the assessmentarrangements may be found in section 6 of theseguidelines.

Teaching strategiesGiven the structure and format of the revisedsyllabus, teaching strategies may be considered inthree broad categories: separate sciences, co-ordinated science, and integrated science.

(a) Separate sciences

In this approach, each discipline–biology, chemistryand physics–is treated as a separate entity, completein itself, with little or no cross-reference.

(b) Co-ordinated science

In a co-ordinated science approach, while the threedisciplines may be taught as separate units, thelinks or common concepts between them areemphasised. For example, the application of scienceprocess skills, of being ‘scientific’, is common toeach discipline.

Some co-ordinated science courses are designed onthe basis of modules or units of study thatincorporate and illustrate the common conceptsmore clearly, while each element of the moduleremains identifiable as biology, chemistry orphysics. Thus, for example, in relation to heatenergy, respiration in the body involves theconversion of chemical energy in food to heatenergy; in the evaporation of moisture from theskin, the latent heat involved enables the body tomaintain a stable temperature.

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(c) Integrated science

Integrated science aims at providing an overall,general view of science where the unifying conceptsand inter-relationships of different disciplines can bestressed. Less emphasis is placed on the separatenessor individuality of the different disciplines.

Planning for teaching scienceThere is no one or ideal way of teaching science.While the skills and processes of science are anessential part of the teaching of science, they willsucceed only as part of an overall teaching strategy.Good teaching demands a combination of a widevariety of methods. The syllabus emphasises aninvestigative approach to science, which is aimed atfacilitating students in the development of skills,knowledge, understanding and attitudes that areappropriate in a society increasingly influenced byscience and technology.

Where a subject department exists in the school thisis a most useful forum to discuss the organisationaland development needs for science in the school.The collaboration with colleagues in theformulation of the subject policy as part of theSchool Development Plan is an opportunity todevelop a shared understanding of science teachingin the school. It provides the opportunity todevelop policy regarding teaching methodologies,school assessment strategies and the acquisitionand sharing of resources.

In this context, some important features thatshould inform planning for teaching and learningof the revised syllabus include the following:

• The course should be taught with consciousreference to the overall aims of the JuniorCertificate programme (see the inside frontcover of the syllabus). Numerousopportunities exist for linkages to other areasof learning and to the everyday lives ofstudents. These should be exploited throughcareful planning and evaluation of theteaching strategies to be adopted.

• Planning of the teaching and learning shouldbe informed by reference to the general aimsand objectives of the syllabus.

• Teaching practice should highlight theeconomic, social and cultural implications ofthe increased use and influence of science andtechnology in our everyday lives (STS).

• It is important that issues relating to theenvironment be treated in a way thatemphasises the need to conserve and protectthe natural environment while, at the sametime, recognising the–sometimesconflicting–demands of economic developmentand activity.

• Through their enjoyment of the study ofscience in the junior cycle, students should beencouraged to extend this study into thesenior cycle, thus opening up opportunities forfurther study or careers in science in later life.

Scientific enquiry links direct practical experiencewith key scientific concepts. Scientific enquiryshould not be confined to practical classes, butshould be integrated into every science class, eventhose that do not involve practical work. In thisway, students are encouraged to think scientifically,thus developing their ability to solve problems in alogical and ordered manner.

The process of investigation helps students tounderstand how scientific ideas are developed. Itprovides students with opportunities to use andapply their knowledge and understanding whilesolving a problem. Teachers may use a variety ofapproaches to practical activity that will enablestudents to work scientifically. Students shouldlearn to

• use scientific knowledge to turn ideas into aform that can be investigated and to planaccordingly

• decide the extent and range of data to becollected and the techniques, equipment andmaterials to be used

• consider factors that need to be taken intoaccount when collecting evidence

• make observations and measurements,including the use of datalogging whereappropriate

• critically consider, evaluate and interpret theirown data and data derived from other sources

• organise and present information clearly andlogically, using appropriate scientific termsand conventions, and using ICT whereappropriate.

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Throughout the syllabus, the topics and sub-topicsare accompanied by learning outcomes that reflectthe increased emphasis on an investigativeapproach to science, involve a more practicalapproach to teaching and learning, and thus makescience more relevant and interesting for students.In changing the emphasis to discovery throughinvestigation, many of the objectives of the revisedsyllabus (cf. syllabus pages 4 and 5) are achieved.Examples of the change in emphasis for a numberof topics are outlined in the following pages. Ineach case, selected syllabus objectives are cited andelaborated on in the context of the specificinvestigation or experiment.

Examples of changed emphasis(a) Density

Rather than starting with a learned definition ofdensity, students are encouraged to find the massand volume of a variety of different solids andliquids. They will notice that the relationshipbetween mass and volume of different substances isnot the same in each case; in other words, theremust be some other property of the material thatcontributes to the mass. This approach willfacilitate their understanding of the concept ofdensity in a much more meaningful way that wouldbe the case with rote learning of the definition.

Observation, measurement and the accuraterecording of data

Students can examine different objects and bydirect observation notice that even when their sizeis similar their masses are different.

They can verify this by recording the mass andvolume of objects. Many students may work out away of determining the extent to which one objectdiffers from another by finding the ratio betweenmass and volume.

The scientific method and the concept of a validexperiment

Given a variety of liquids and solids of varyingdensities, students can plan how they want toinvestigate the flotation of these solids in the givenliquids.

They may want to float the same solid in all theliquids; it will float in some but not in others. Theywill need to plan how to use each of the solids andliquids to determine the densities of both the solidsand the liquids relative to each other.

Formation of opinions and judgements based onevidence and experiment

Having obtained the information from theirinvestigation, students can classify the materialsbased on their densities relative to each other. Theycan then verify their results by finding the mass andvolume of each of the solids and liquids, and thuscalculate their densities.

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1989 syllabus– ref 2.6

Definition of density

Density as acharacteristic property

Determination ofdensity of a solid of aparticular substance

Determination ofdensity of a liquid

Flotation – related todensity (no treatmentof Archimedes’principle)

Revised syllabus– OP2, OP3

measure mass andvolume of a variety ofsolids and liquids andhence determine theirdensities

investigate flotation fora variety of solids andliquids in water andother liquids, andrelate the results of thisinvestigation to theirdensities

(b) Classification of organisms

Students learn about the classification of livingorganisms based on the factors which identifythem. Before looking at living things, students learnhow to use a simple key.

Use of the key will require them to makeobservations, and then to make judgements basedon those observations.

Promote logical patterns of thought

The use of the key will develop their powers ofinductive reasoning. They will only proceed to thenext step in the key if their reasoning is correct.

Encourage accurate observation and carefulrecording

Accurate use of the key will require skills ofobservation and recording. Students may wish todraw the organism for later identification at homeor in the classroom.

Make biological, chemical and physicalphenomena more real through actual experience

Keys for identification of organisms are a basic toolof the biologist, so students are learning a valuableskill. This investigation takes the student out of thetext book environment and into the realenvironment.

(c) Activity series

In changing the emphasis from knowledge of alearned list to discovery through investigation,many of the objectives of the revised syllabus (cf.pages 4 and 5) are achieved.

The scientific method and the concept of a validexperiment

Students will need to plan how they intend toobserve the reactions of the metals with water andacid. In considering the concept of a fair test,students might take into account factors such asparticle size, temperature, and concentration ofacid, to ensure that conditions are the same foreach metal.

Observation, measurement and the accuraterecording of data

Students need to observe the reactions carefully andrecord their observations accurately. They maydevise some form of coding for these observations,for example, quantity of gas produced or amountof fizzing, and record these in graphic or tabularform.

Logical thinking, inductive and deductivereasoning

Students might try the reaction with water first andrecord their observations. They could then reasonthat the metals that did not react with water shouldbe tried with acid.

Formation of opinions and judgements based onevidence and experiment

Based on prior learning (OC51: reaction betweenZn and HCl) and experimental evidence, studentswill deduce the order of reactivity.

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1989 syllabus– ref 9.1, 10.1

There is a variety oftypes of animals. Theseare grouped intofamilies. They exhibitthe characteristics ofall living organismsand as such should berespected.

There is a wide varietyof types of plants.They exhibit thecharacteristics of allliving organisms andas such should berespected.

Revised syllabus– OB38 OB39

understand how to usea simple key to identifyplants and animals,including vertebratesand invertebrates

investigate the varietyof living things bydirect observation ofanimals and plants intheir environment;classify livingorganisms as plants oranimals, and animalsas vertebrates orinvertebrates

1989 syllabus– ref 8.5

List of metals in orderof reactivity K, Na, Ca, Mg, Zn,Fe, Cu, Ag

Revised syllabus– OC52

Investigate the relativereactivity of Ca, Mg,Zn and Cu based ontheir reactions withwater and acid

Using the syllabus in lesson planning The following exemplars illustrate how specific learning outcomes could be addressed in the teaching andlearning of the selected syllabus topics and sub-topics, while keeping in mind stated syllabus objectives. Theyalso indicate how learning outcomes in different sections of the syllabus can be linked and provide suggestionsfor assessment and for relating the learning in the selected topic to other areas of student learning.

Exemplar 1 – Topic 1A5: Circulatory system [Syllabus, pages 10 and 11]

The charts below are a useful way to capture the sub-topics and learning outcomes that fall under this maintopic.

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When planning lessons for this main topic,associated learning outcomes should be taken intoaccount. These outcomes form the specific target orgoal of learning, with the more general syllabusaims and objectives providing a broaderframework. While the majority of the learningoutcomes in this topic have a knowledge orunderstanding focus, they can be achieved throughan inquiry approach that begins with the students’current knowledge and understanding of blood, itscomposition and its transport and defencefunctions.

A useful starting point might be the compilation ofa brief list of prior learning which can be associatedwith this topic, or which leads naturally into it.Non-school experiences could be referred to, suchas a visit to the doctor or hospital, or topical issuesfrom the news, films, TV, etc. which can be thebasis for an STS approach to this topic.Opportunities could also be taken to link this topicto other areas of learning, such as physicaleducation, home economics, sport, etc.

Some ideas for this main topic are given in Section5 (see page 39). These can be developed into moredetailed ‘advance organisers’ as illustrated below.

Sub-topic 1

This could be approached through a brainstormingexercise to find out what the students currentlyknow about blood and its transport and defencefunctions. Secondary sources, such as newspaper ormagazine articles, CDs / encyclopaedias on thehuman body, internet searches, etc. can act asuseful sources for finding information. A degree ofevaluation of sources may be required before asummary of points is arrived at.

Another starting point could be informationalready learnt about digestion and its role inproviding energy for the body, particularly if linkswere mentioned in previous lessons or assignments.How does the energy get around the body? Whathappens when the energy is converted (used)? Whathappens to the products of the energy conversion?

Sub-topic 2

A physical model of the heart, or a pictorialrepresentation, could be used to familiarise

students with its structure and the location of thechambers; electronic media can simulate thefunctioning of each chamber. The attention ofstudents can be drawn to the physical differencebetween the left and right ventricles of the heart,with initial discussion of possible reasons for thedifference. This can be reinforced later whentreating of the difference between arteries andveins.

Sub-topic 3

A ‘circuit’ approach is one that can help the studentunderstand the circulation of blood around thebody, as it passes through the various main organs.If appropriate, the analogy of the school’s (orhome) central heating system can be used. Specificattention should be paid to the heart itself and tothe lungs, with explicit mention of arteries andveins (drawing distinction between these), withparticular reference to the pulmonary artery andvein, the aorta and vena cava (HL only). In terms ofthe circulation of the blood and its function indistributing energy around the body, this could beintroduced by means of a storyline from theperspective of glucose and oxygen making theirway to a muscle cell (cf. 1A4, OB9).

Sub-topic 4

The main focus in this sub-topic and the associatedlearning outcomes is on the active investigation.Students should be encouraged to apply the sameplanning skills to this as to other (mandatory)investigations. Thus, they need to consider whatfactors they wish to investigate, what are thevariables, what they will keep constant, what theyintend to measure (and how), how they can ensurea fair test, etc. Do they know how to measurepulse? How much exercise will be required to showmeasurable difference in pulse and breathing rate?What other factor(s) may be contributing to achange in either pulse or breathing rate?

As is usual for such activities, a teacher’s checklistof the resources required, teacher inputs, safetyconsiderations, etc. will prove useful. Although thisis not a mandatory activity, students should beencouraged to record the key points and data,which will be useful as a revision aid at a laterstage.

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Additional learning outcomes

These can be introduced as appropriate in the sub-topics above, or dealt with after the sub-topics havebeen addressed. They could be reserved for a timewhen this main topic is being revised and/or alsoserve as useful points of linkage between this topicand others such as digestion, respiration, energyconversion, and heat.

If appropriate, attention may be drawn to issuessuch as cardiovascular disease, its effects on thecirculatory system, and what steps can be taken toavoid it.

Assessment of student learning

When the set of lessons on this topic is complete, avariety of assessment methods may be used todetermine the extent to which students haveattained the required learning outcomes: classdiscussion, knowledge tests or quizzes, wordmazes, presentation of findings or of additionalsearch results, demonstration using electronic orphysical media, production (individually or ingroups) of illustrated diagrams showing thestructure of the heart or the circulatory system, etc.Can the students measure their own pulse rate, orthat of another student? Is it greater/less than theaverage of 70 b.p.m.? What might be a reason forthis? Can students show that a short period ofexercise results in a changed pulse rate?

Students may be interested in undertaking aCoursework B investigation related to this topic.

Linking forward and outward

It is useful, when finishing with a topic, to map outwhere it may arise again in relation to other topics,to note (from the assessment) whether all sub-topics have been understood or may need to be re-visited at a later time, and whether (and how) it isintended to include aspects of this in futureassessments or tests.

Finally, opportunities should be availed of to linklearning in this topic to other areas of learning,including biology at senior cycle where students canexpect to study in greater detail about the heart andthe circulatory system.

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Exemplar 2 – Topic 2A7: Water and solutions [Syllabus, pages 18 and 19]

The charts below are a useful way to capture the sub-topics and learning outcomes that fall under this maintopic.

When planning lessons for this main topic,associated learning outcomes should be taken intoaccount. These outcomes form the specific target orgoal of learning, with the more general syllabusaims and objectives providing a broaderframework. The majority of the learning outcomesin this topic require some sort of investigation andcan be achieved through an inquiry approach thatbegins with the students’ current knowledge andunderstanding.

A useful starting point may be the compilation of abrief list of prior learning which can be associatedwith this topic, or which leads naturally into it.Students will be familiar with solutions anddissolving from everyday life. They should be ableto predict what effect temperature will have on therate of dissolving, based on day to day activity orexperience. They may have grown crystals atprimary school without understanding the scientificconcepts involved. Opportunities should also betaken to link this topic to other areas of learning,such as home economics, geography, etc.

Some ideas for this main topic are given in Section5 (see page 48). These can be developed into moredetailed ‘advance organisers’ as illustrated below.

Sub-topic 1

Students should already be familiar with the ideathat substances dissolve to form solutions.Reference should be made to OC2 (separatingmixtures). From information they already have,students can predict which of a number ofsubstances will dissolve in water.

This exercise can be extended to include moreprobing questions about mass and dissolving.

For example:

Some water was placed in a beaker, and its mass wasmeasured using a balance.The mass of beaker and water was200 g. Then 10 g of sugar was weighed out. The sugar wasadded to the water, and sank to the bottom. 10 minutes laterthe sugar could not be seen.

a) Fill in the boxes to show what you think themass of the beaker and its contents would bewhen the sugar was first added, and then afterit could no longer be seen.

b) Where did the sugar go? Explain your answer(source www.chemsoc.org).

A simple exercise like this can be used as adiagnostic tool to show exactly what studentsunderstand by ‘dissolving’. It can also be used as aprelude to classroom discussion. Commonmisconceptions about dissolving include:

• the sugar ‘disappears’

• the sugar melts.

Students’ understanding should be probed so thatthese misconceptions, if they exist, can be rectified.

The idea of concentrated and dilute solutions islikely to be familiar to students from ‘strong’ or‘weak’ diluted drinks. They know that the moresugar that is put in tea, the sweeter it gets. Askstudents to design an investigation to see whetherthere is a limit to the amount of a substance thatwill dissolve in water at a given temperature.Different groups of students could use differentvolumes of water or different amounts of thesubstance; the results can be drawn together andpatterns identified and discussed. (A usefulsimulation of dissolving can be found atwww.juniorscience.ie under 2A7 resources.)

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Sub-topic 2

Use a familiar concept such as dissolving jelly,tablets, etc. to encourage students to predict whateffect changing temperature might have onsolubility. Students may also extend this to discusswhat other factors might affect the rate at whichthe substance dissolves.

Having discussed this topic, students should planand carry out a valid investigation of the effect oftemperature on the solubility of a salt or sugar inwater. Students should account for variables.

Reference could be made here to gases dissolved inwater and, for example, to the effect of temperatureon the solubility of oxygen and hence itsavailability to living organisms.

Sub-topic 3

Students may be familiar with the crystallisationthat sometimes happens with honey or home-madejam. Following on from sub-topic 2, studentsshould be familiar with the concept of saturatedsolutions. They should also be aware of whathappens to solutions as they cool.

Growing the crystals is an enjoyable activity. Itallows learning outcomes about water andsolutions to be revisited. Students can be asked forscientific reasons for some of the proceduresinvolved.

Additional learning outcomes

These can be introduced as appropriate in the sub-topics above, or dealt with after the sub-topics havebeen addressed. They could be reserved for a timewhen this main topic is being revised and/or alsoserve as useful points of linkage between this topicand others such as separating techniques, ionic andcovalent substances, hardness of water, planttransport and circulation.


When the set of lessons on this topic is complete, avariety of assessment methods may be used todetermine the extent to which students haveattained the required learning outcomes: classdiscussion, knowledge tests or quizzes, presentationof findings or of additional search results,interpretation of graphs and/or data, discussion ofresults of investigations, etc. Can the student growa crystal? Can he/she give everyday examples ofdilute or concentrated solutions, or where the effectof temperature change on solubility is taken intoconsideration?

Students may be interested in undertaking aCoursework B investigation related to this topic,such as investigating water in their localenvironment.


It is useful, when finishing with a topic, to map outwhere it may arise again in relation to other topics,to note (from the assessment) whether all sub-topics have been understood or may need to be re-visited at a later time, and whether (and how) it isintended to include aspects of this in futureassessments/tests.

Finally, opportunities should be availed of to linklearning in this topic to other areas of learning,including chemistry at senior cycle where studentscan expect to learn in greater detail aboutsolubility, types of solvents and solutes, and rates ofreaction.

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Exemplar 3 – Topic 3A7: Energy conversion [Syllabus, pages 26 and 27]

The charts below are a useful way to capture the sub-topics and learning outcomes that fall under this maintopic. Note that some learning outcomes associated with section 3C are linked to this topic and it may bedesirable to deal with these first.

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While the general syllabus aims and objectives(syllabus page 4) provide a broad framework orbackdrop, a particular knowledge andunderstanding objective comes into sharp focus inthis topic:

The student will develop a knowledge andunderstanding of… energy in its various forms, theapplication of energy conversions, and the need foreconomical use of energy sources.

In addition, students are expected to be able toapply scientific knowledge to everyday lifeexperiences. The topic of energy conversion affordsa variety of possibilities to adopt an STS approach,such as consideration of the ways and means bywhich we obtain and use energy, the problems (andsome of their solutions) in relation to energyavailability and supply in third world countries,etc.

Some ideas for this main topic are given in Section5 (see page 55). The following examples illustratehow the sub-topics might be developed. It is likelythat some of the ‘everyday examples’ (in sub-topic2) will arise naturally in the course of the discussionand activities associated with sub-topic 1.

Sub-topic 1

The students’ present knowledge of energy can beexplored through a brainstorming exercise, whichis also a useful way to categorise the various formsof energy using the student’s examples. There areimmediate links here to other syllabus topics andlearning outcomes, such as respiration (1A4),converting chemical energy in food to heat energy(OB5), and the topic of energy itself (3A6).

In considering energy sources (cf. 3A6), an electriccell or battery can form the basis of discussion ofthe type of energy (chemical) that is ‘stored’ and thetype of energy (electrical) that is ‘released’ when thebattery is being ‘used’. It can help the student to geta more complete understanding of energy if the‘charging’ of a (re-chargeable) battery is cited as anexample of electrical energy being stored aschemical energy in the battery for later conversionor use. Students interested in the InternationalSpace Station (ISS) could check out the informationavailable on its website regarding the need to storeenergy for use during that part of the orbit (about30 minutes) when the ISS is in darkness.

Another point of reference is the activities underOP50 and OP51 (if these precede topic 3A7) inwhich different devices or components in a circuitcan be referred to as ‘energy converters’. It is usefulif students can recall these circuits and discuss whatenergy conversion(s) may be taking place in thecomponents. [Alternatively, where sub-topic 3C4arises after 3A7, backward reference can be madeto energy conversion when those circuits are beinginvestigated.]

Conversion (a) – chemical energy to electricalenergy to heat energy

A very simple illustration of this type of energyconversion is a basic electric circuit containing anelectric cell or battery and a (filament) bulb. Tokeep the focus on these two components, thebattery connector can act as the circuit switch.When current flows in the circuit, the chemicalenergy in the battery is converted to electricalenergy in the circuit. The bulb acts as an energyconverter, producing both light and heat. Athermometer or thermofilm may be used to show arise in temperature at the bulb’s surface.

With an eye on learning outcome OP57, referencecould be made to the difference between a filamentbulb and a LED in such a circuit.

Everyday examples of this energy conversioninclude the battery torch and the spark plug in a car(or lawnmower) engine; some diesel engines use aheater coil to aid ignition. This conversion sequencecould also be discussed in the context of LuigiGalvani’s discovery of the effect of two joinedmetals coming into contact with different parts of afrog’s leg, producing movement.

Some students might be interested in researchinginformation on fuel cells. Perhaps students could beencouraged to make a ‘fruit battery’.

Conversion (b) – electrical energy to magneticenergy to kinetic energy

A few possibilities arise here. While an electricmotor is an obvious choice, with discussion topoint out what conversions are taking place, it isnot always clear to the student what is happening.A battery or power supply can be connected to asimple motor, producing rotation (movement). Amore ‘visual’ engagement with what is taking place

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can be managed if an electromagnetic coil is placedover or near a number of pins (or a magneticcompass). When the electromagnet is ‘switched on’(i.e. electric current flows through it), the pins willbe attracted to the coil (or the compass needledeflected). The movement (kinetic) is broughtabout by conversion of the electrical energy in thecoil to magnetic energy, which gives rise to themovement.

A similarly illustrative example can be set up if abar magnet is placed partly inside anelectromagnetic coil. When the coil is ‘energised’,the magnet will move either further into or out ofthe coil (depending on the polarity of theelectromagnet). This can be linked to discussion ofmagnetism.

Everyday examples of this energy conversioninclude the electric motor (motorised toys are agood illustration), the traditional electric bell, abattery-operated clock, the ‘relay’ switch (perhapsfamiliar to students doing technology projects), andthe circuit breaker in domestic electric circuits. TheESB meter is another everyday example of thisconversion.

Conversion (c) – light energy to electrical energyto kinetic energy

In the previous energy conversion, a battery couldhave acted as the source of the electrical energy.However, light is also a form of energy (refer toOP33 and 3A6) and a solar cell can provide a smallamount of electrical energy. When used inconjunction with a ‘solar motor’ (one that operateswith very low currents), the required conversionsequence can be illustrated.

Large (arrays of) solar panels on the InternationalSpace Station are used to provide the energyrequired for the electric motors that control thegyroscope system.

Sub-topic 2

As indicated earlier, examples will arise in thecourse of sub-topic 1. However, sub-topic 2 is notrestricted to the three ‘double’ conversions coveredin sub-topic 1. Thus, students should beencouraged to propose and list examples of ‘single’conversions from a variety of energy forms.

Linked learning outcomes

These links can act either way, depending on thesequence of topics adopted in class. In as far aspossible, appropriate links and cross-referencesshould be made when the sub-topics arise, or whenthey would help to reinforce the students’knowledge and understanding.


When the set of lessons on this topic is complete, avariety of assessment methods may be used todetermine the extent to which students haveattained the required learning outcomes: classdiscussion, knowledge tests or quizzes, presentationof findings or of additional (re)search results,demonstration using electronic or physical media,production or display (individually or in groups) ofillustrations or mini-projects on related themes.Can students discuss the advantages ordisadvantages of different energy conversionprocesses?

Students may be interested in undertaking aCoursework B investigation related to, or arisingfrom, energy conversions.


This topic can be related to a number of otherscience topics, as already indicated. It can also belinked to other areas of learning such asenvironmental issues, renewable energy,conservation, geography, history, and thetechnology subjects.

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Using ICT in the teaching andlearning of scienceInformation and communication technologies(ICTs) can enhance the teaching and learning ofscience. A vast amount of information is availableon CD-ROMs and on the World Wide Web.Specific applications can be used to provideanimated images of objects and events, makingthese more real for students. Exploratory andinteractive software can provide opportunities to

• observe phenomena that are not usuallyvisible (such as a journey into the humanbody)

• control processes (such as chemical reactions)that are not normally easily controllable

• participate in learning activities that mightotherwise be impractical or dangerous (suchas exploring the effect on a fuse of anoverloaded electric circuit)

• make decisions and observe the consequencesof these

• test hypotheses and formulate actions in a safeenvironment

• work collaboratively for a common goal.

Teachers may use ICT to complement classroom orlaboratory activities, to prepare and presentclassroom learning materials, to research additionalinformation or references, to communicate withtheir peers and share ideas, and to keep and updateclass tests, student records, etc. Students can useICT for self-directed learning, to explore newconcepts that arise in the course of their learning,and to reinforce the understanding of concepts andprocesses already encountered.

In using ICT in the teaching and learning of science,care should be taken not to simply replicate atraditional teaching approach using a modern tool,but to take advantage of its potential for addingvalue to the learning experience. Thus, for example,datalogging provides for easy and rapid recordingof data and its analysis and presentation in ‘realtime’, thus allowing patterns and trends to beobserved and monitored. In the next section,internet references are included that illustrate someof the points referred to above.

General guidelines for the use of ICT at post-primary level are currently being developed by theNCCA, and these will be complemented by subject-specific guidelines. The support service websitewww.juniorscience.ie contains a section on the useof ICT in teaching science.

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IDEAS FORLEARNING ACTIVITIES

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IntroductionAs well as identifying specific content in the form oftopics and sub-topics, the revised syllabus containslearning outcomes in each section and sub-sectionwhich specify what it is that each student isexpected to know and to be able to do as a resultof his/her experience of science. Many of theselearning outcomes are activity focused. In each ofthe three main syllabus sections, ten mandatoryactivities are highlighted; students are required tokeep a record of these thirty practical activities.This record forms one element of the assessment(i.e. Coursework A) and accounts for up to 10% ofthe total examination marks.

The precise procedures for carrying out theseactivities are not specified, however. This facilitatesa variety of approaches, depending on thecircumstances prevailing in a given school or at agiven time. The focus is on achieving the intendedoutcomes, regardless of the approach taken. Suchflexibility enables the teacher to explore science indifferent ways, and thus match the learningexperiences to the abilities and interests of thestudents. The assessment of science will take thischanged approach into account. Students will notbe required to know or describe a specific way ofconducting an activity where this has not beenstated in the learning outcomes. However, one ofthe outcomes of their learning should be an abilityto comprehend and respond to questions onmethods of carrying out an investigation or activityin a way other than one which was specificallydone by them.

The following pages contain ideas for learningactivities that could be undertaken in the teachingof the science topics described in the syllabus.These are not mandatory activities, but rathersuggestions that may prove useful to teachers whenplanning student learning. The choice of an activityshould be influenced by a range of factors: the timeavailable, the ability range of the students, theresources required and those immediately available,considerations of health and safety, etc. A numberof website addresses are included that provideappropriate alternative approaches to activities andrelevant background information. At the time ofprinting these sites are active; however, it isimportant to be aware that, over time, websiteaddresses may become outdated.

The tables are set out using the syllabus headingsand codes, and should be used in conjunction with

the syllabus. This should not be taken to mean thatall the activities in the following pages are required;only those activities which are specified in thesyllabus are examinable. Rather, the activitiessuggested are opportunities to enrich the students’understanding of the various concepts and todevelop their range of investigative skills.

Note that, in some cases, the scientific terms usedare ones that would be familiar to teachers, but notnecessarily appropriate for students. Some activitiesare listed as extensions, and these should only beundertaken where students have already shown afirm grasp of the underlying concepts, havedeveloped the required skills, and would find theseactivities of further benefit.

Some of the activities listed in the tables on thefollowing pages may prove suitable springboardsfor an investigation of the student’s own choice thatcould be undertaken as Coursework B in place ofthe set investigations.

The links indicated in column 2 of the tables allowindividual topics to be associated with other topicsor learning outcomes in the syllabus and withdifferent curriculum areas. They also provide linksto developments in business or industry, to modernapplications of science and technology, to thenames of prominent scientists whose work isclosely associated with the particular topic and toeveryday issues or events in the lives of thestudents. These links are points of reference and arenot intended to be dealt with in depth when thelearning activities are being undertaken. They areneither prescriptive nor exhaustive.

In addition to the range of activities listed here,many other ideas for student learning activitieswere also tried out, discussed and recommended atthe in-service education courses offered by theJunior Certificate Science Support Team. The CDprovided to each science teacher contains numerouslearning ideas and resources that complement thoselisted in these guidelines. The JSSS website and CDprovide a wide range of resources and ideas forclass activity. In some of the following sections,reference is made to the JSSS website/CD wherespecific examples have been selected to help thestudent’s understanding of the topic in question.The website/CD contains resources for many othertopics and sub-topics apart from those listed andteachers should familiarise themselves with theseresources when planning classroom experiences fortheir students.

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1A1 FoodDiscuss energy content of food and identify somedietary problems experienced by teenagers.

Through guided discussion, generate a list of theconstituents of a balanced diet.

Provide groups of students with a variety of labels fromdifferent food products, e.g. milk carton, cheese pack,bread, crisps, chocolate, etc. Use the information fromthe labels to place foods in their correct position on afood pyramid.

Design balanced diets for different groups of people,e.g. teenagers, babies, the elderly, based onRecommended Daily Allowance (RDA).

Investigate the conversion of food energy to heatenergy. Compare the energy contained in differentsamples of foods using the ‘amount per 100 grams’ onthe labels.

1A2 DigestionUse models, diagrams or simulation software toexamine the functions of the major parts of thedigestive system and the functions of different toothtypes.

There is a Powerpoint on digestion, an interactivediagram and assessment material on the JSSSCD/website.

Discuss obesity andassociated dramatic increaseof type II diabetes in youngchildren, with associatedcardiovascular disease in laterlife.

Discuss the nutritional valueof some sample menus.

Plan menus for a balanceddiet.

Construct a food pyramidusing examples of food fromAsia only, from Africa only, etc.

Investigate the relationshipbetween surface area andabsorption.

Use disclosing tablets todemonstrate plaque.

OB9: oxidation of glucose(respiration)

OB48: photosynthesis- plantsmaking food

OB60-62, food chains andfood webs

OC45:oxidation of metals(rusting)

OP21: energy conversions

Home Economics: foodstudies

To include an intercultural perspective use examples offoods from non Europeancountries.

OC18: everyday acids andbases- stomach acid

OC38: preparation of a salt

OB46: phloem-transport offood in plants

Possible learning approaches/activities Links to other topics Alternative orExtension learning activities

Biology Section 1A: Human biology – food, digestion and associated body systems

Within a context of health education, students should be taught to appreciate the importance of a healthylifestyle in order to maintain the body systems and thus enjoy a good quality of life.

For the study of human biology it is necessary to examine models of the human body or pictures fromsecondary sources to identify and locate the body systems. Build on the student’s existing knowledge andunderstanding.

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1A3 EnzymesUse a model to explain the process of digestion, e.g.,visking tubing filled with a starch “meal” and amylase;include a control.

Use models of atoms or a linked chain to explain thebreakdown of large molecules by enzymes.

Discuss the role of enzymes in everyday life.

1A4 Aerobic respirationRefer to the investigation on the conversion of chemicalenergy to heat energy to explain the use of oxygen inthe release of energy from food.

Discuss the distinction between respiration andbreathing.

Measure breathing rate under different conditions, forexample at rest, after exercise, etc.

Investigate the differences between carbon dioxidelevels in inhaled and in exhaled air, discuss reasons forthese differences.

Discuss diffusion of gases and the concept of gaseousexchange. Use models, diagrams or software to showthe human breathing system and the exchange of gasesbetween the lungs and the bloodstream.

Discuss the harmful effects of smoking.

There are animations, investigations and assessmentmaterial on aerobic respiration on the JSSS CD/website,as well as an interactive simulation of heart rate andexercise.

Design an investigation todemonstrate the effect ofchanging one variable (e.g.,temperature, pH) on the rateof enzyme action.

Use washing powder solutionand milk agar plates to showhow enzymes in washingpowder work.

Design an investigation to testwhether is it better to washclothes at 40ºC, 60ºC or80ºC when using biologicalwashing powder.

Use secondary sources ofdata to investigate CO2

changes over a field of crops,relate this to respiration andphotosynthesis.

Design and carry out simplefitness tests.

Discuss the effects ofcigarette smoke on the lungs.

OC61: chemistry in the foodindustry

OB66: biotechnology inindustry and in medicine.

use of enzymes in brewing

enzymes as biological catalysts

2B1: air, oxygen, carbondioxide and water

1A5: circulatory system


P.E.: fitness training


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1A5 Circulatory systemUse secondary sources to look at the composition ofthe blood, discuss the concept of the living cells inblood.

Use models, diagrams or computer simulations to lookat the chambers of the heart and to identify thelocation and function of each of the chambers.(The JSSS CD/website contains several animations andmodels of the heart and circulatory system).

Discuss the movement of glucose from the digestivesystem and oxygen from the lungs to enable the releaseof energy in muscle cells.

Consider the circulatory system as a central heatingsystem.

Find normal body temperature, discuss the effect ofillness on body temperature.

1A6 ExcretionDiscuss the waste products of the body and explorethe term excretion; distinguish excretion from egestion.

Use models, diagrams or software to locate the parts ofthe urinary system; discuss the excretory function of thelungs and the skin.

The JSSS website/CD contains a Powerpoint onexcretion with associated assessment material.There arealso some questions to promote higher order thinking.

Design and conduct aninvestigation to find outwhether pulse rate dependson height, age or sex.

Dissect a heart or carry out avirtual dissection (detailsavailable on the JSSS website).

Find out the effects thatcardiovascular disease has onour circulatory system, andwhat we should do to avoidcardiovascular disease.

Discuss kidney dialysis andfactors that affect urineoutput.

Urine testing as a method ofdrug detection.

OB6: digestive system

OB9-10: breathing andrespiration

OP29: latent heat;evaporation causes cooling

OP31: heat transfer

OB8: enzymes

OB6: digestion

OC2: separating techniques;the kidneys as filters

OC16: solutions

OB12: gaseous exchange inthe lungs


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1B1 Skeletal systemDiscuss the functions of the human skeleton in support,movement and protection - compare organisms withskeletons to those without skeletons.

Examine models of the skeleton.The JSSS CD/website contains a template for making amodel skeleton, interactive exercises, a Powerpointpresentation and assessment materials on the skeleton.

1B2 Muscular systemUse models and ICT to examine and discuss joints andmuscles in the human body.

Powerpoint slides and an interactive Flash animation onthe JSSS CD/website show the action of antagonisticmuscle pairs.

1B3 Sensory systemThrough guided discussion, generate a list of the fivesenses and their functions.

Relate light and sound to detecting information aboutour surroundings (emphasis on gathering informationfrom the surroundings rather than the detail of theprocesses).

Use animations to show how the sensory organs work.Refer to Galileo and Kepler and the invention of thetelescope.

See JSSS CD/website for a range of resources andsupport material.

Make a model skeleton.

Look at X-rays of bones.

Discuss sports injuries, forexample, Achilles tendon andlateral and cruciate ligamentdamage in football players.Compare physical processesin plants and animals basedon their needs; discuss whyplants and animals haveevolved various mechanisms.

Design an investigation todetermine whether binocularor monocular vision is better.

Investigate sound levels indifferent everyday situations;compare some commonsounds and show how theyrank in potential harm tohearing.

Investigate reflex actions.

OP9: levers

OC52: calcium

OB2: balanced diet

Relate muscle building toprotein.

OP33-44: light and sound


Link sound with music andhow musical instrumentswork.


Section 1B: Human biology – the skeletal/muscular system,the senses and human reproduction

Movement and sensitivity are central to our existence. The bodies of animals (including humans) have parts,including the skeleton and muscular systems, which have different functions, all of which help the animal tolive successfully. The senses allow us to obtain information from our environment. Continuity of life ismaintained through reproduction. Genetic information is passed on to us by our parents. Human bodieschange as they grow.

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1B4 Reproductive systemUse models and/or ICT to identify male and femalereproductive systems; discuss the function of each part.

Discuss different forms of contraception and how theyprevent conception.

The JSSS website/CD contains a teaching resource onhuman reproduction, produced by INTEL.

1B5 GeneticsDiscuss examples of inheritable and non-inheritablecharacteristics.

Discuss the contribution of Mendel and other scientiststo modern day genetics.

Outline main similaritiesbetween animal and plantreproduction and discuss thereasons for the differences.

View and read suitableresource material to gatherinformation on the mainphysical changes that occurduring puberty in males andfemales.

Discuss ethical issues such ascloning of animals and geneticmodification of crops.

Investigate simple geneticallyinherited traits.

SPHE: emotional changes

Home Economics: social andhealth studies

OB54: reproduction in theflowering plant

OB66: biotechnology – use ofgenetically engineered micro-organisms to producepharmaceuticals


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1C1 Living thingsIntroduce students to the use of keys in biology;resources for this can be found on the JSSSCD/website.

Use keys to identify collected samples of living things.

Discuss similarities between plants and animals in termsof characteristics of living things.

Distinguish between living and non-living things.

1C2 The microscopeUse a microscope to examine plant and animal cells.Examine cells from different organisms.

Investigate different cell types and discuss the reasonsfor their structural differences (investigation worksheetsare available on the JSSS CD/website).

Discuss how growth occurs from cell division.

Refer to Antony van Leeuwenhoek and thedevelopment of the microscope.

1C3 Plant structureCollect and observe a variety of flowering plants andidentify the stem, root, leaf, buds and flowers anddiscuss the function of each part and relate thestructure of the part to its function.

Use games to help studentsto understand classification.

Develop a resource aroundplants and animals found inthe school grounds.

Use pre-prepared slides, orimages of different cells, toemphasise and discuss thevarieties of cells with differentfunctions.

Discuss reasons for variationsin root types, leaf shape andcolour of different plants.

OB59: ecology

Classification as a tool usedby scientists

OB30: eye

OP38: lenses

Plant and animal systems

OB3: food tests – adaptationof plants to store food


Section 1C: Animals, plants and micro-organisms

Animals and plants share many similarities which characterize them as living things. The differences betweenplants and animals are mainly due to their different functions. Thus, for example, a plant is mainly concernedwith making food and so can remain in the same place, whereas an animal is mainly concerned with catchingfood and avoiding predators and so needs to be mobile and alert to its surroundings. Competition andinterdependence occur within an ecosystem.

Food for all living organisms is made through the process of photosynthesis. At the same time, plantsreplenish the supply of oxygen in the atmosphere and remove carbon dioxide. Both plants and animals havesystems that enable them to function and survive and to respond their environment.

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1C4 Transport in plantsInvestigate the movement of coloured water throughstems.

Design a simple investigation to show that waterevaporates from the surface of a leaf by transpiration.

See the JSSS CD/website for material on transpirationincluding an animation of transport in plants.

1C5 PhotosynthesisDesign and conduct an investigation to show that aphotosynthesising plant produces starch, referring toearlier work on the qualitative test for starch.

Discuss the factors that might affect the ability of a plantto carry out photosynthesis.

Design and conduct an investigation to showgeotropism and phototropism.

Discuss the role of green plants in the environment.

The JSSS CD/website contains a range of resources onphotosynthesis, including a set of higher order questionsthat test and stretch students’ understanding of thistopic.There is also an interactive simulation of aninvestigation into factors affecting the rate ofphotosynthesis in pondweed and an animated lesson onplant nutrition (from INTEL).

1C6 Reproduction and germination in plantsDiscuss the differences between sexual and asexualreproduction.

Use cuttings to show asexual reproduction of plants.

Use flowers to identify named parts.

Use seed and fruit samples to discuss function of seedsand seed dispersal.

Grow different types of seeds to investigategermination.

Design and conduct an investigation to investigate theconditions necessary for germination.

An animated lesson on plant reproduction (fromINTEL) can be launched from the JSSS website.

Investigate transport of waterunder different conditions, e.g.dark/light, warm/cold, differentvolumes of water.

Investigate why commercialgrowers sometimes use redor blue light in greenhouses.

Design an investigation todemonstrate the energycontent of food produced byphotosynthesis.

Investigate which part of theemerging embryo growsfaster, discuss why this mightbe the case and relate thisback to photosynthesis.

Investigate the effect ofchanging variables ongermination.

OP28, OB29: evaporation;latent heat

OB3: food and feeding

OB5: energy in food

OB8: enzymes (amylase)

OB9: respiration


OB33: human reproduction,gamete formation andfertilisation

OB8: breakdown of starch byenzymes

OB66: industry andbiotechnology


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1C7 EcologyVisit a selected habitat and identify common plants andanimals.

Discuss features of the habitat and ways in which theorganisms found are suited to living there.

Select a common carnivorous animal from the habitatand trace back to find other possible members of thefood chain.

Discuss the availability of food and shelter in the habitatand how that affects the distribution of the organisms.

Make posters to illustrate a food web.

Investigate the impact of pollution on a local area.

Identify a local site that has been improved and discusshow knowledge of ecology might have influenced thoseimprovements.

Discuss conservation and waste management.

There is an array of ecology teaching resources on theJSSS website/CD including Powerpoint presentations,food chain games, secondary data, images, investigationsand worksheets on the use of keys and on habitatstudies. It also contains animal and plant keys forcommon Irish species.

Predict how one variableaffects the distribution of anorganism; design aninvestigation to test thisprediction.

Create (or adapt) a key for alocal habitat.

Use secondary sources tocompare a contrasting habitatnot in the locality.

Investigate the response ofanimals (woodlice, snails) tofactors such as light ormoisture.

Use secondary data toinvestigate the disruption of afood chain; predict theoutcome of such a disruption.

Use software or data fromthe web to test thesepredictions.

Identify local recycling facilitiesand conduct a survey on theirusage among the families ofthe class group.

OC22: CO2 emissions

OC37: acid rain

Geography: fieldwork, impactof man on the environment,soil studies

CSPE: concept of stewardship Art: design a poster


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1C8 Microbiology and biotechnologyUse prepared agar plates to demonstrate the presenceof micro-organisms in the soil and in the air.

Carry out research to identify some products ofbiotechnology industries based in Ireland.

Discuss common illnesses caused by viruses and bybacteria; discuss how these diseases are transmitted.

The JSSS CD/website contains a Powerpointpresentation on microbiology and biotechnology. It alsohas information on using agar plates and ideas for usingmodels to simulate transmission of disease.

Investigate temperaturechanges as micro-organismsbreak down organic material;discuss composting as a wastemanagement solution.

Investigate acidity in milk as it‘goes sour’. Design and carryout an investigation todetermine the optimumtemperature for bacteria inmilk to grow.

Discuss the reasons behindfood safety rules.

Discuss the role of micro-organisms in breakdown ofwaste, in the pharmaceuticalindustry, in the food industry,in the brewing industry.

Visit a biotechnology plant.

OB8: enzymes, fermentation

Geography: field studies


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2A1 MaterialsUse the particulate nature of matter to explain theproperties of solids liquids and gasses.

Conduct experiments to show the characteristicproperties of solids, liquids and gases – refer to volume,mass, shape, compression and effect of temperaturechange.

Pour water into containers of different shapes anddescribe what happens.

2A2 MixturesThrough guided discussion, generate a list of separationtechniques of mixtures already known to the students.

Design and construct a filter using a plastic bottle anddifferent grades of gravel; compare quality of waterbefore and after.

Given various mixtures find a way of getting back theoriginal constituents based on scientific knowledge, askstudents to offer scientific explanations for theirmethods.

Discuss every-day applications of the separationtechniques studied.

Try to depress syringes filledwith solid, liquid and gas.Discuss the outcomes.

Design and make differentfilters and investigate theirrelative effectiveness.

Make a simple solar still toproduce pure water from saltwater.

Do a ‘forensic’ typeinvestigation to identify aparticular dye.

Investigate the pigmentspresent in the chlorophyll of aspinach leaf.

OP1: measurement of volume

OP12: show that air has massand occupies space

OC58: materials (plastic)

OB12: diffusion of oxygen andcarbon dioxide in gaseousexchange in the lungs

2C5: hydrocarbons;(fractional) distillation ofcrude oil

OB23: filtration in the kidney

OC30-33: water


Chemistry Section 2A: Classification of substances

Substances can be classified using three principal categories: (i) solids, liquids or gases; (ii) elements (metalsand non-metals), compounds and mixtures; (iii) acidic, neutral or basic.

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2A3 Classification of substances, elements andcompoundsDiscuss the Periodic Table and the list of elements;identify the metals and non-metals.

Use models to establish the idea of elements combiningto make a compound and to demonstrate thatelements are made up of only one kind of particle.

Carry out a sorting exercise to separate elements fromother materials.

Discuss the history of the idea of elements and of thedevelopment of the periodic table including thecontribution of the Greeks, Boyle and Mendeleev.

A series of lessons and interactive simulations on thissection, created by INTEL, can be launched from theJSSS CD/website; there are also two Powerpointpresentations and worksheets on classification ofsubstances.

2A4 MetalsSort samples of materials used in everyday activitiesinto metallic and non-metallic elements. Use the termslustrous, malleable, and ductile when describing themetals.

Research data on a selection of metal and non-metalelements, record the symbol, appearance at 20ºC, andproperties such as magnetism, conductivity, andmalleability

Investigate transfer of heat in metals and non-metals.

Use a simple circuit to test electrical conductivity, usethe evidence to make a statement about conduction ofheat and electricity in metals and in non-metals.

An animation on metals and non-metals can beaccessed through the JSSS website/CD.

2A5 Non-metalsWhere possible examine samples of carbon, sulfur,oxygen, hydrogen and nitrogen.

Describe the appearance of each and locate each onthe Periodic Table.

Discuss the location of metals and non-metals on thePeriodic Table.

Carry out research into someuses of metals.

Use secondary data tocompare boiling points ofmetals and non-metals.

OC41: atoms and elementscombining to formcompounds

3B1, 3B2: heat, heat transfer3C4: electric circuits

OP23: expansion andcontraction


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2A6 Mixtures and compoundsInvestigate the production of MgO and FeS; comparethe properties of each compound with their constituentelements.

Discuss the properties of the compounds CO2, andH2O and compare to the properties of the constituentelements.

Discuss why it is often preferable to use alloys thantheir constituent metals.

2A7 Water and solutionsInvestigate the solubility of a number of substances,sugar, salt, flour, chalk, uncooked rice, washing powder,copper sulphate, etc.

Discuss the terms solute and solvent, and the use ofwater as a solvent.

Design an investigation to find out if there is a limit tohow much solute will dissolve in a given volume ofwater at a given temperature.

What variables alter that limit?

Use scientific knowledge to explain why solubilityincreases with temperature.

There is an animation on the JSSS website/CD that maybe useful for explaining dissolving.The CD stuff andsubstance, distributed at in-service, contains many usefulteaching resources for this topic.

2A8 Acids and basesAdd universal indicator to small amounts of commonhousehold substances; record the colour changes.A worksheet for this can be found on the JSSSwebsite/CD

The Salters’ Chemistry Club pupil’s worksheet 8 onacids and bases: rainbow reaction can also be accessedfrom the JSSS website/CD.

Investigate the difference inproperties of alloys and themetals they come from.

Investigate the differencesbetween steel and iron.

What types of substancesdissolve and what types donot? Is there a link to theconstituent elements?

Design an investigation to findout what might make a soliddissolve faster – for example,size of particles, stirring,temperature of solvent,volume of solvent.

Grow crystal ‘gardens’

The Salters’ Chemistry Clubpupil’s worksheet 9: chemicalmagic

OC41: elements combine toform compounds

OC42: ionic bonding

OC43: covalent bonding

OC42: ionic bonding

OC43: covalent bonding

OC28: carbon dioxide gas

OC36-38: acids and bases

OB6: digestion

OC56: acid rain


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2B1 Air and oxygenDiscuss the composition of air.

Place a piece of moist wire wool in an upturned test-tube in a well of water and leave for a few days; discussthe results.

Investigate burning.What else (apart from energy) isreleased when a wooden splint burns? Compare theseproducts to those from photosynthesis.

Burn magnesium in oxygen; compare the products withthose formed when the wooden splint was burned.

Introduce the term ‘catalyst’ (simple treatment), and testfor the production of oxygen when H2O2 isdecomposed using MnO2.

Identify uses of oxygen gas.

2B2 Carbon dioxideBurn carbon in oxygen and test the product using moistlitmus paper.

Prepare CO2 and test it with a lighted splint and withlimewater.

Compare the density of CO2 with that of air usingballoons filled with each. Discuss everyday uses ofcarbon dioxide such as fizzy drinks and fireextinguishers.

The JSSS website/CD contains worksheets that guidestudents through this straightforward experimentalprocedure in an investigative way.There is also asimulation which allows students to change the variablesin a reaction between HCl and marble chips andobserve the effect.

Discuss the use of oxygen inmedicine

Investigate the time taken fora candle to go out in closedcontainers of differentvolumes

Pour CO2 over a candle toextinguish it.

Design and make a simple fireextinguisher.

Discuss the uses of dry ice.

OC2: separation techniques

Fractional distillation

OC3: elements andcompounds

OB8: enzymes

OB10: respiration

OC14: water and solutions

OC18-20: acids and bases

OB48: photosynthesis

OC45, OC46: rusting as anoxidation process


OB10, OB11: respiration

OC15: solutions


Section 2B: Air, oxygen, carbon dioxide and water

Air, oxygen and carbon dioxide are important chemicals in our everyday lives. Knowledge of their propertieshelps us to develop an understanding of the role they play. Acids and bases are present in many everydaymaterials and common household substances, and salts are produced when acids and bases react.

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2B3 Hardness of water; water treatmentRefer to limescale deposits on glassware, kettles, pipes,etc. and discuss the everyday implications.

Discuss how the chemicals that cause hardness in waterget into the water.

Investigate ways of removing water hardness includingthe use of an ion-exchanger.

Investigate how a sample of pure water can beobtained from salt water.

Research how water treatment plants work .

2B4 Electrolysis of waterIdentify the differences between the compound waterand the elements from which it is made.

Discuss why it is necessary to acidify water beforeelectrolysis.

There is an interactive animated investigation in whichstudents can control variables and test the results ofelectrolysis on the JSSS website/CD.There is also aworksheet on the electrolysis of water.

2B5 Acids and basesDiscuss with the students their knowledge of the use ofacids and bases in everyday activities and situations.

Investigate what happens to the pH when a dilutestrong acid is added drop by drop to a dilute strongbase.

Discuss everyday neutralisation reactions such as theuse of baking powder and vinegar for bee and waspstings.

Discuss why some gardeners add lime to garden soil.

TV adverts claim that addinga named tablet to your washwill reduce the hardness ofthe water ; design and carryout an investigation to testthis claim.

Make a filter out of differentmaterials; compare thesuspended solids before andafter filtration to determinewhich material is the best.

Build, or find out about, a fuelcell

Investigate the differences inthe acid content of a range ofsoft drinks.

Investigate the pH of differentsoil types.

Investigate which plants growon which soil types.

OB66: biotechnology, micro-organisms

OB63: conservation, pollution

OC2: separation techniques

OC12: composition of H2O

OB6: digestive system;indigestion treatment withantacid

OB60: ecology


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2C1 Basic atomic structureUse models to develop the concept of the structure ofthe atom.

Establish the link between order of elements andproton numbers, and group numbers and outer shellelectrons.

Discuss the location of elements on the Periodic Tableon the basis of the atomic number.

Refer to the early work done by Dalton, Rutherford,Bohr and Stoney, which led to the model of the atom.A document outlining a summary of the contributionsof prominent scientists to our understanding of theatom can be found on the JSSS website/CD, along withworksheets and other resource material.

2C2 BondingUse models, diagrams or simulation software todescribe ionic and covalent bonding.

Use a simple circuit to test the ability of ionic andcovalent substances to conduct electricity .

Use the Periodic Table to predict ionic or covalentbonding.

There are two interactive multimedia tutors on the JSSSwebsite/CD: atoms symbols and equations and atomsbonding and structure.There is also an ionic bondinggame designed to help students with this topic, as wellas worksheets and investigations.

2C3 Rusting and corrosionDesign and carry out an investigation to see whatconditions favour rusting, discuss examples of rustprevention.

OP 48: static electricity

OP49: electrical conduction

Investigate factors that affectthe rate of rusting.

Investigate methods of rustprevention.

OC1: states of matter

OC3: Periodic Table

OC23: burning

OB9: respiration


Section 2C: Atomic structure, reactions and compounds

All substances contain atoms. All atoms contain sub-atomic particles and different atoms contain differentnumbers of these

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2C4 MetalsDiscuss the common properties of Group I metals –appearance, storage, conductivity, ease of cutting.

Observe what happens when Group I metals are addedto water to which some phenolphthalein indicator hasbeen added.

Discuss Group II elements and their identification as thealkaline earth metals.

Investigate the relative reactivities of Ca, Mg, Zn, and Cuin water and in dilute acid; use the results of thisinvestigation to place the metals tested in order in theactivity series.

2C5 Hydrocarbons, acid rainIdentify a number of fossil fuels.

Explore the term acid rain and how the burning of fossilfuels contributes to it. Investigate the effects of acid rainon limestone and on plants.

Discuss methane as a natural gas and its contribution tothe greenhouse effect.

Provide samples of plastics in everyday use, discuss howmany everyday items we use derive from crude oil.

Relate the properties of the plastic to the use of theeveryday item.

Discuss the terms biodegradable and non-biodegradable and the impact of the latter on theenvironment.

Identify the role of chemistry in pharmacy, in medicineand in the food industry.

Research some aspects ofcurrent mining or aspects ofthe history of mining inIreland.

Investigate the carbon cycle.

Use secondary data toinvestigate how much CO2 isbeing released per year andhow the increase in CO2

emissions is contributing to anenhanced greenhouse effect.

OC35: common acids andbases

OB63: conservation pollutionand waste management

OB64: the effect of humanactivity on the environment

OC2: crude oil as a mixturethat is separated

CSPE

Home Economics, Geography


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3A1 Measurement in scienceExplore different ways of measuring length, mass, timeand temperature.

Use recorded measurements to calculate derivedquantities; pay particular attention to units.

Present the data using graphs and charts.

Discuss the difference between speed and velocity.

Use a motion detector to explore distance-time graphs.

3A2 Density and flotationInvestigate a number of materials to determine if theysink or float in water (include some liquids); relate theresult to their densities.

Measure the mass of a known volume of water andhence determine its density.

Calculate the densities of a variety of objects andliquids. Predict which objects will float in which liquids.

There is an interactive simulation and worksheet on theJSSS website/CD.

3A3 Force and momentsDiscuss the different types of forces as push or pull.

Use diagrams or simulation software to show theeffects of different forces.

Discuss how forces work in pairs, for example pushingagainst a wall.

Discuss everyday applications of friction and oflubrication. Investigate surfaces on which objects slidemore easily using a force meter. Relate this to bald tyresand road safety.

Use a force meter to investigate the relationshipbetween weight and mass; derive this relationship.

Research historical developmentof units and names.

Measure the circumference anddiameter of different sizedcircles; find a pattern;introduce π.

Design and make a densitycolumn using liquids of differentdensities.Find objects that float at eachlevel.

Investigate the work of IsaacNewton in relation to forces.

Research Archimedes ofSyracuse.

Predict the weight of everydayobjects on the Moon.

Mathematics: simplecalculations using formulas,graphs, data analysis.


OB24, OB26: movement inthe human skeleton


Physics Section 3A: Force and energy

Forces occur throughout nature and affect all aspects of living and working. Energy cannot be created ordestroyed; it is converted from one form to another. It is in the process of these conversions that useful workis done. Natural resources need to be conserved.

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Discuss the effects of the force of gravity on weight andhow weight varies with location.

Discuss how the location of the centre of gravity of anobject, for example a bus or a vase, influences its design.

3A4 PressureLink the idea of a weight force being spread over anarea with examples from the students’ own experience.Provide stimulus discussion material e.g. diagrams orpictures of practical applications, such as snow shoes,stiletto heels, camels’ feet, a bed of nails.

Use the students’ experience of swimming underwaterto explore the relationship between pressure and depthin fluids.

Use a pressure sensor to investigate pressure and depthfor a variety of liquids.

To show that air has mass, use the inner tube of abicycle tyre.The volumes of a ‘soft’ and fully pumpedtyre are similar ; however, there is a marked difference intheir mass.

Use weather charts to observe variations inatmospheric pressure and relate these to weatherconditions.

[See the JSSS website/CD for suggestions andinstructions for interesting demonstrations andinvestigations on pressure, interactive assessmentmaterial and links to online weather charts.]

3A5 Work and powerAs power and work have different meanings in physicsthan in students’ everyday language, it is useful toexplore these concepts with reference to everydayexamples.

Provide pictures of work being done using differentweight forces moving through different distances, andask students to calculate the work being done in eachcase.

Calculate the power exerted when the work is done atdifferent rates.

Compare the power rating of everyday appliances.

Use secondary data toinvestigate changes in pressurewith altitude. For example,pressure changes in planes,pressure changes as you scale amountain. (see data on the JSSSCD)

Investigate the effect of depthon liquids of varying densities.

Compare the work/power ofan athlete, horse and car overa short distance.

Get students to determinetheir own personal power bydoing work such as climbingup a flight of stairs. Bymeasuring the force,displacement and time,students can measure theirown personal power rating.


Geography : climate studies

PE: swimming

OB12: effect of pressure ondissolved gas in bloodstreamduring diving

OP4: concept of force

OP 55: kilowatt-hour as theunit of electricity


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3A6 EnergyIdentify different forms of energy.

Research different forms of energy around theclassroom, e.g. sound, light, heat, wind, electrical andchemical.

Discuss insulation and the conservation of energy in thehome and the environmental impact of wasting energy.

Through guided discussion, generate a list of renewableand non-renewable resources.

Collect information on the energy content of a range offoodstuffs (chemical potential energy).

A teachnet site covering all aspects of this section ofthe course can be accessed through the JSSS website.

3A7 Energy conversionUse guided questioning and discussion to identifyeveryday energy conversions.

Use a ball tossed into the air to explain conversionbetween chemical, kinetic and potential energy,investigate the source of energy in a selection of wind-up toys.

Carry out a series of simple investigations that involveenergy conversion in a variety of everyday devices, e.g.,solar cell (calculator), guitar string, light-up yo-yo,wind-up torch/radio.

Discuss the importance ofbio-energy and how

the use of biomass couldreduce emissions of CO2.

Use simulation software totest knowledge on energyconversions.

OB4, OB5: energy value offood

Geography: social geography

Home Economics: energyconservation in the home

OB5: conversion of foodenergy to heat energy


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3B1 HeatInvestigate the temperature change in different volumesof water when the same amount of heat energy isadded to both. Use the results to demonstrate thedifference between heat and temperature.

Measure the change in temperature for a mug of warmwater over a suitable period. Explain this by referring toheat energy being lost.

Use water in a closed syringe to show that water willboil at a temperature below 100ºC if the pressure isreduced.

Use datalogging to record the temperature changes as achange of state occurs. Discuss the cooling curve toreinforce understanding of the difference between heatand temperature.

Investigations, worksheets and teaching strategies tohelp in teaching this topic can be found on the JSSSwebsite/CD.

3B2 Heat transferIdentify the sun as the main source of heat.

Give examples of everyday uses of good and badconductors of heat.

Identify and test good conductors and insulators of heatin the home.

Discuss the cooling effect of wearing loose clothing inhot climates.

Use the analogy of different ways to pass a book fromthe front of the class to the back of the class (passing,carrying, throwing) to help explain convection,conduction and radiation.

Look up information onCelsius, Kelvin.

Carry out experiments thatinvolve changes of state andrecord temperaturesgraphically.

Investigate the loss of heatthrough bright and dullsurfaces. Refer to clothingcolours in different parts ofthe world.

OB 18: blood and bodytemperature

3A6: Energy

3A7: energy conversions

3B2: heat transfer

OP53: heating effect of anelectric current

Mountaineering: effect ofaltitude on the boiling pointof water.

OC1: states of matter

OC6: heat conduction inmetals

3B1: heat


Section 3B: Heat, light and sound

Heat, light and sound are forms of energy that have many applications in our lives. Students should developa basic understanding of these forms of energy and their common properties, and be able to identify everydayapplications. They should be able to investigate these forms of energy, using appropriate equipment.

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3B3 LightIdentify the sun as the main source of light.

Discuss ways in which light is shown to be a form ofenergy and how it can be converted to other forms ofenergy.

Design and conduct an investigation to show howshadows are formed.

Provide everyday examples of luminous objects and ofnon-luminous objects and discuss how they differ.

Simulation software, investigations and activities,assessment material and Powerpoint slides on light canbe found on the JSSS website/CD

3B4 Reflection of light; refraction of lightExplore what happens when objects are observedthrough lenses.

Show how a magnifying glass works.

Build a simple periscope.

Investigate what happens to light as it passes throughdifferent materials

Use a ray box to demonstrate reflection of light byplane mirrors

3B5 SoundMake a range of simple musical instruments (usingelastic bands, rulers, drums, tuning forks, bottles) anddescribe the attributes in terms of pitch and volume.

Use sound editing software to explore the nature ofsound.

A downloadable sound editor, videos, investigations andworksheets can be found on the JSSS website/CD

Test predictions aboutshadow formation on a rangeof materials that are opaque,transparent (plastic bottles)or translucent (greaseproofpaper).

Challenge students to find outhow the coloured raysproduced by a prism can beremixed.

Refer to Michelson’sexperiment on the speed oflight.

Research the contributions ofGalileo to our understandingof light.

Research John Tyndall, theIrish scientist who was thefirst to explain how scatteringof light in the atmospherecauses blue colour in the sky.

Investigate the effect ofsoundproofing and recordsound levels in and aroundthe school.

Determine the speed ofsound.

OB30: eye

OB42: light microscope


OB50: phototropism

OP18: the sun as the primarysource of energy

OB42: the microscope

OP21: everyday energyconversions

OB28: sensory systems in thehuman

Music and musical scales


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3B6 Reflection of sound; hearingResearch how a variety of animals, including humans,detect sound and make use of it.

Investigate echoes as reflected sound.

Compare the speeds of sound and light over a knowndistance.

Use a sound level detector to determine levels ofeveryday sounds.

Use a signal generator andoscilloscope to establish therelationship between pitchand frequency and betweenloudness and amplitude.

OB28: sense organs

OC21: air is a mixture ofgases (thus sound can travelthrough it)


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3C1 MagnetismAllow students to work with a variety of magnets totest attraction and repulsion.

Investigate the difference between magnetic north andgeographical north.

Use a magnet inside a small bottle to demonstrate itsmagnetic field in three dimensions (details on JSSSwebsite/CD).

3C2 Static electricityExamine the static electricity formed when variousobjects are rubbed (balloons, plastic ruler, biro, etc.).

Use simulation software (JSSS CD) to view thedistribution of charge on a variety of charged materialsand to see the effect of earthing.

3C3 Current electricity; voltageMost students have misconceptions about how electriccircuits work. Use analogies to help students visualisethe working of simple circuits in terms of chargedparticles, current, energy and resistance, i.e., tounderstand what is happening in terms of the electriccircuit model.

Use the ‘big circuit’ (as demonstrated at in-service) toclarify students’ understanding of the movement ofcharge.

Test the relationship between current, potentialdifference (voltage) and resistance using simple circuitsand meters. Show the results graphically.

Support material for this topic (including materialsuitable as a ‘refresher’ course for teachers) can befound on the JSSS website/CD.

Find out which planets in thesolar system have thestrongest and weakestmagnetic fields.

Research the contributions ofGalileo and Newton to ourunderstanding of magnetism.

Discuss how lightning isformed.

Investigate the effect on thestrength of the field by coilingwire around a suitable (iron)core, and the effect ofincreasing the number ofturns.Research the contributions ofVolta, Øersted, Ohm, Faradayto our understanding ofcurrent electricity.

Geography: Magneticnorth/south and geographicnorth/south

PE: orienteering

OC39 structure of the atom

OC39: structure of the atom

OC42: ionic bonding

OP20: energy conversion


Section 3C: Magnetism, electricity and electronics

Magnetism is a natural phenomenon with many useful applications. Electricity is a form of energy. Electricitymakes a significant contribution to all aspects of our lives. Students should develop a basic knowledge of thenature of electricity, and of its supply and use in the home. They should understand the operation of simplecircuits and be aware of safety issues in the use of electricity. Students are also given a simple introductionto electronics. Providing students with the opportunity to conduct investigations and experiments greatlyenhances their understanding of electricity and electronics.

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3C4 Electric circuitsConstruct a circuit with one bulb and then find a wayof adding two more bulbs without causing thebrightness to dim.

Construct a circuit with two bulbs that can be switchedon or off independently.

Discuss why household (mains) circuits are connectedin parallel.

3C5 Electricity in the homeUse a display of fuse board or circuit breakers todiscuss their role in safety in the home.

Discuss how to wire a plug safely; where possible,provide materials for students to carry out this activity.

Explore and research the power rating of electricalappliances.

Discuss sample electricity bills for the home – identifythe unit used by electricity supply companies.

Discuss the environmental impact of the generation ofelectricity and the energy wasted as a consequence ofthe many energy transfers.

3C6 ElectronicsExplore the effect of a diode (LED) in a simple circuit.Confirm that the diode allows current to flow in onedirection only.

Measure the resistance of a light-dependent resistor(LDR) under varying light intensity.

Compare a household lightcircuit with the circuit used inChristmas tree lights.

Investigate the effect ofthickness of wire in electricalconductivity. Confirm thatthinner wires have greaterelectrical resistance –consider how a fair test maybe constructed.

Investigate the use of solarpanels on houses.

Examine and use some simpleelectronic devices like alarms(smoke, burglar, water), metaldetectors, light sensors, etc.Research Nobel winners(1956): Shockley, Brattain andBardeen.

Economics: dependence onelectricity

Social/political history andgeography:energy conservation


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PART 6

ASSESSMENT

IntroductionThe most significant change in the revised JuniorCertificate science syllabus is an increased emphasison scientific investigation and on the application ofscience process skills in student activities. It isintended that the syllabus be taught through a moreinvestigative approach – encouraging thinking,questioning, decision-making and problem-solvingto develop understanding of the core scientificconcepts. The assessment structure (see syllabus,page 32) is designed to assess the extent to whichthe syllabus aims and objectives have beenachieved. It should provide a vehicle for students’responses, in both the coursework elements and theterminal examination paper, to reflect the extent towhich they have developed the capacity to usescientific knowledge, to identify questions and todraw evidence-based conclusions, as well as havingdeveloped science process skills associated withconducting an investigation.

Structure of the assessmentJunior Certificate science will be assessed at twolevels: Higher level and Ordinary level. Marks willbe allocated to the various assessment elements inthe following proportions:

The introduction of Coursework A andCoursework B reflects a significant change in thefocus of assessment in Junior Certificate science.These coursework elements focus on the student’sreport of completed experimental and investigativework, based on his/her knowledge, understandingand application of the scientific method and of theconcept of a valid experiment. Further, it will assesshow the student has recorded data, interpreted itand communicated it.

Coursework A extends over the three years of thecourse, while Coursework B is conducted towardsthe end of the third year, by which time the studentswill be expected to have developed their skills inplanning and conducting investigations, and inwriting up their reports (see Appendix).

Separate examination papers will be set forOrdinary level (1.5 hours) and Higher level (2hours). Each examination paper will be in bookletform, with appropriate provision for candidates toenter their answers on the examination bookletitself.

Each of the three assessment elements is describedin more detail in the remainder of this section.

Coursework A Coursework A comprises the mandatory studentactivities specified in the syllabus, ten each frombiology, chemistry and physics (these arehighlighted in bold throughout the syllabus). It isenvisaged that these will be completed over thecourse of the three years. A copy of theCoursework A checklist included in the pro formabooklet to be submitted for assessment can be usedas an aid in planning these investigations andexperiments and to monitor their completion.

For assessment purposes, students are required tocomplete reports on these activities. While it isexpected that the activities will be conducted bystudents in small groups, ideally of two students(maximum of three), every student should completehis/her own personal record of each activity. Thisrecord, which must be available for inspection,should be in paper form and must be the individualwork of the student. It can also serve as a valuablestudy/revision aid when preparing for theCoursework B elements of assessment and for theterminal examination paper.

Guidelines for reporting on Coursework A

The report should be neat and legible and shouldfollow the format described below, as appropriateto the particular experiment or investigation. Whenthe individual report has been completed thestudent should sign and date it, thereby attestingthat he/she has carried out the activity and that thereport is his/her own individual work. This date isto be recorded on the pro forma checklistssubmitted for assessment (see Appendix).

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Coursework A – 10% (on a pro rata scale)

Coursework B – 25%

Terminal examination paper – 65%

Content of Coursework A reports

Typically, a Coursework A report should containthe following elements, appropriate to the activityundertaken. As the student develops his/her skill ofreport writing, the structure of the report willgradually become better established.

Introduction

The title of the experiment or investigation shouldbe stated clearly. The date on which it was carriedout, and the name(s) of the student(s) involvedshould also be recorded.

Planning the activity

This could present evidence that the student hasapproached the activity in an organised manner,deciding what it is that should be observed ormeasured, which quantities are required to be keptconstant and which are varied, etc.

Materials and apparatus

This includes a list of the equipment that is needed(and available), with an indication of the quantitiesof chemicals, etc. required. Where appropriate, alabelled diagram (or diagrams) of assembledapparatus should be included.

Procedure

This is a concise summary, in the student’s ownwords, of the procedure followed in carrying outthe experiment or investigation. It may include,where appropriate, safety precautions and personalprotective equipment used, the nature and numberof measurements or observations made, etc.

If the procedure is one of a repeated series, it willsuffice to make reference to a previously describedprocedure, unless points of difference arise.

Data

Measurements or observations should be recordedas they are made; the data should be presented inan orderly sequence and tabulated as appropriate,with relevant units.

Calculations and graphs

This includes the main steps in the calculation and,if appropriate, reaction equations (in certaininstances, word equations are sufficient).

Graphs or charts, with suitable scales and labelledaxes, could be used to illustrate relationships.

Results and conclusions

The final result(s) should be clearly identified, withappropriate units and to the required degree ofaccuracy. In qualitative work, inferences could bedrawn and/or conclusions reached that are basedon the observed or recorded data.

An integral part of this section should be anevaluation of the activity and its results, indicatingwhere a different (or improved) procedure might befollowed in the event of the activity being repeatedon another occasion. Sources of error and the levelof accuracy could be noted where appropriate; acomparison with expected or theoretical resultsmay also be possible. An explanation should beoffered for unexpected outcomes.

Assessment and Coursework A

At the end of the three years, on completion ofCoursework A, each student is required to submit

• reports of the mandatory activities conductedover the three years (these are to be retainedin the school)

• pro forma checklists of these activities (to besubmitted together with the Coursework Breports).

Details of these requirements are given below.

(i) Reports of mandatory activities

As previously indicated, students are required tomaintain records of the thirty mandatoryexperiments and investigations specified in thesyllabus, which must be available for inspection. Amaximum of 10% of the examination marks isavailable for completion of Coursework A. Byarrangement with the school authorities, the set ofreports should be submitted for retention in theschool no later than the date of the terminalexamination for Junior Certificate science. Failureto provide this set of reports may result in the lossof all marks associated with the assessment of thiscoursework element. The school should retain theset of reports and an associated checklist for theduration of the examination process, and makethem available for inspection, if required.

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(ii) Pro forma checklists

At the end of the three years, each student will berequired to indicate, on checklists in a pro formabooklet, the number of these mandatory activitiesthat he/she has carried out and for which he/she hascompleted a report. Where a student has beenunable to complete all of the mandatory activities,alternative experiments or investigations listed inthe syllabus—and for which a record has beenmaintained—may be included. This is limited to amaximum of two alternatives in each section.

Coursework BCoursework B serves a dual function. It allows forassessment of the learning in science that has takenplace over the previous years, that is, the extent towhich the student has developed the skills necessaryto conduct scientific inquiry, to think critically andlogically, and to make evidence-based conclusions.At the same time, it integrates, and acts as arevision of, the knowledge and understanding thatmight be required when answering questions on theexamination paper related to science investigations.

Coursework B investigations carry 25% of themarks for the examination. Each student isrequired to conduct two investigations selectedfrom the three set by the State ExaminationsCommission or, alternatively, one investigation ofhis/her own choosing which represents anequivalent amount of work and which meets therequirements of the State ExaminationsCommission.

The inclusion of an investigation of the student’sown choice as an alternative to the setinvestigations in the Coursework B component ofthe revised Junior Certificate science syllabus isdesigned to allow the student to carry out aninvestigation into a science-related topic of interestto him/her. It provides a stimulus to research anarea of science, and to design, implement andreport on an investigation within his/her owncapabilities. It is intended to stimulate and maintainan interest and curiosity regarding science, and itsrelevance to everyday life. In addition to developinggreater skill and understanding of science, it ishoped that by undertaking such an investigationthe student will experience a sense of achievement,of pride and of personal fulfilment.

While it is important for the student to pursue aninvestigation that interests him/her, making a gooddecision with regard to the nature and type of theinvestigation may require guidance from theteacher. The investigation should be carried out bystudents individually, or in a small group (ideallytwo students; maximum of three per group). Whilemuch of the work can be carried out in the schoolduring normal class time, some aspects of theinvestigation may need to be carried out in thestudent’s own time, outside of school. Theresources required should be those normallyavailable to the student in the school or in theirlocality, and the investigation should be conductedwith due consideration for safety and theenvironment.

Guidelines for Coursework Binvestigations Investigations should be based on good scientificpractice, be safe, possible to complete within theallocated time and should provide a goodeducational experience for the student. Thereforestudents should be made aware that, particularly inthe case of an investigation of their own choosing,they should not embark on investigations which

(i) demand resources in excess of thosenormally available to them at school or intheir locality

(ii) in the opinion of the teacher, are outside thestage of intellectual development andcapacity of the student, i.e. topics whichmight be too easy or too difficult for thestudent concerned

(iii) are destructive to the environment orcompromise the student’s own safety or thesafety of others

(iv) involve the use of illegal substances

(v) involve problems which cannot be solved

(vi) are trivial

(vii) are sociological in character

(viii) are based entirely on research of some partof the scientific literature and are purelydescriptive in character.

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Some examples will help to illustrate activities thatdo not, of themselves, make a piece of workscientific:

• listing the contents of a packet of soup

• the use of a balance simply to find and recordthe mass of a number of objects chosen atrandom

• the presentation of a traffic survey, which isinherently geographical, in the form of a bar-chart

• conducting a survey among a cohort ofstudents to identify what constitutes a healthylifestyle.

By way of contrast, the following represent validscience investigations:

• the effect of exercise on pulse and breathingrates

• the difference (if any) in mass betweenseedlings left in the dark for 4–5 days andsimilar seedlings exposed to light for the sameperiod

• the cause of ‘rising’ in bread

• the factors that contribute to, or that help toprevent, rusting in iron

• the heat insulating properties of differentnatural and synthetic materials

• the effect on battery life of using a LED arrayinstead of a filament bulb in a torchlight.

Stages in conducting a scientificinvestigationThe following steps are recommended forconducting a satisfactory investigation, whetherthis is one of the set investigations or one of thestudent’s own choice. Completion of each stagecontributes to the overall success of theinvestigation.

1.Getting started

Good planning and organisation in the initialstages of the investigation will reduce difficultiesand allow the investigation to proceed smoothly.Adequate time needs to be allocated to thepreliminary planning stages of exploring the workentailed in the investigation and in choosing anappropriate topic.

The following are some exploratory questions forboth the teacher and the student:

• How much direction should be given?

• What techniques can be used to help studentsselect their topics?

• What topics should be vetoed?

• How much time will be given to this work?

• When should the investigation be carried out?

• How will the field work or the lab work beorganised?

• Will permission of parents/school principal berequired?

• What information resources will be needed?

The time might be allocated on the basis of:

A. choosing a topic (5%)

B. student planning (20%)

C. obtaining evidence – laboratory work andfieldwork (35%)

D. analysing and considering evidence (25%)

E. evaluating and report writing (15%).

It is very important not to skimp on tasks A and B.Successful investigations require adequateplanning. The time given to C and D will vary withthe type of investigation. Sometimes theexperimental work, analysis and writing up can bedone concurrently. [It is expected that theweighting of marks between the various sections ofthe report will, generally, reflect the timebreakdown above, but allow for differencesbetween set and chosen investigations, anddifferentiation between Ordinary and Higherlevels.]

2. Selecting the topic

Identifying projects as early as possible enablesadequate and essential discussion between studentand teacher. (For example, how complex is thetopic chosen?; can the ideas be modified and yetmaintain interest?; does it suit the student’s ability?;is there a reasonable chance of success in the timeavailable?)

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Students in class could make suggestions of possibletopics to investigate. This encourages students tothink in terms of enquiring, investigating andexperimenting, rather than just finding out fromwritten sources. Some students may have definiteideas of a topic to investigate. They could be askedto write it in the form of a question to see if it issuitable. Other students may find it difficult tochoose anything at all. It will be helpful for suchstudents if the teacher can find ways to guide themtowards the selection of a topic.

3. Background research

Reading in association with a practicalinvestigation is to be encouraged. It providesstudents with information on which to base theirstudy and will also help them in their statement ofthe problem to be investigated. Students should beencouraged to discuss their ideas with other people,to use the school and the local libraries. Theyshould also be encouraged to communicate withrelevant outside bodies (industry, e.g. ESB; foodprocessing body; agencies, e.g. Eolas, Teagasc)when researching and making the final analysis.

4. The investigation(i) Preparation and planning

Once a topic is chosen, this stage becomes the mostimportant part of the student’s work. If theinvestigation is planned well by the student, thework that follows will have relevance and anexcitement for her/him. Without properpreparation the investigation will seem aimless andstudents will spend a lot of time seekingunnecessary help from the teacher. ‘What will I donow?’ becomes a common cry.

Some students may lack the ability to plan aheadeffectively; it is here that guidance from the teachercan be most helpful, but it will also need to be mostskilful, if the teacher is to avoid the trap of doing allof the work for the student. A worksheet to helpwith their planning might be worthwhile. It will benecessary for the teacher to be aware of each of theinvestigations being conducted within the classgroup. Plan the use of time carefully. Flowdiagrams of organisation can help with availabilityof resources, equipment, etc. and can act as a form

of checklist for progress. Particular attentionshould be paid to the identification of risks or otheraspects of safety that are likely to arise in the courseof the investigation.

Students should maintain a logbook, keeping arecord of ideas/plans, research, correspondence,gathering of evidence, results, etc. These will helpin writing the final report.

The student should begin by writing the title andthe aim of the investigation, which will indicatewhat s/he is going to explore or find out. In orderto make a clear statement of the problem to beinvestigated students should be encouraged to posequestions that will help them to formulate ahypothesis and to identify the controls andvariables as appropriate. Take, for example, aninvestigation into comparing different soil types forgrowing plants: a student might ask ‘What type ofsoil grows the best plants?’ ‘What does “best”mean?’ ‘What plant is being grown?’ ‘At what stageis the plant tested?’ ‘What soil factors should beconsidered (e.g. particle size, pH)?’ A hypothesismight be formulated such as ‘Carrot plants grownin clay soil with pH 5.5–7 are tallest’. Such astatement makes a prediction and also suggestslines of enquiry for the student to follow.

(ii) Obtaining evidence (procedure, recordeddata/observations)

A carefully designed method and procedure tocollect the required range of data is necessary forsuccessfully gathering evidence through laboratorywork or fieldwork. This should include:

• selection and use of appropriate apparatus

• careful observation

• accurate recording of data, e.g. measurement

• verification of results by repeatingexperiments.

Laboratory work will involve carrying out specificexperiments or investigations to test the hypothesisstated. Fieldwork conducted outside school willoften provide material for the basis of thelaboratory work. Individuals and groups shouldcheck with the teacher before they start any labwork or fieldwork and present the planning

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worksheet for their experiments. They shouldspecify and discuss their requirements with theteacher, and indicate how they intend to collectdata or obtain evidence.

Students may have to come to terms with the factthat if they do not plan in time they will not receivewhat they require on the day and will have toreorganise their work for that class.

In giving approval for conducting the lab/fieldwork, the teacher will need to consider theappropriateness of the requirements presented bythe students in light of the resources available, sothat all students are treated equitably. Safety is ofparamount importance, and teachers should vetoany experiment or activity that is consideredunsafe.

Fieldwork (including surveys where appropriate)may involve work outside the school and may bedone in the students' own time. Where fieldworkinvolves leaving school, suitable arrangementsshould be made re parental/school permission,safety requirements, school insurance, supervisionand all related matters, as required in goodclassroom management. Where students haveconducted fieldwork in their own time they shouldbe asked to bring in data/observations/results toclass so that they can analyse and report on them.

(iii) Calculations/data analysis

The data collected during the laboratory work andfieldwork should be presented in tables or graphformat as appropriate. By studying the data thestudent should identify patterns and relationships.

(iv) Conclusions and evaluation

The student can draw conclusions from the findingsand comment on any patterns observed. Theteacher can best help students by discussing theirfindings with them, and prompting them withquestions such as “What did you find out?”; “Isthis what you expected to happen?; “Can you thinkof why this might have happened?”; “Was there apattern in the results?”; “Did it prove yourhypothesis or theory?”.

In evaluating the findings the student needs toconsider the reliability of the data recorded and tocomment on whether it is sufficient to reach the

conclusions presented. The student could alsocomment on any weaknesses in the planning andhow the investigative process could be improved.At this stage the student may also identify furtherinvestigations, which could be conducted either tosupport the hypothesis or to extend the scope of theinvestigation.

(v) Writing up the report

Students should be aware that the report must becompleted in the pro forma booklet supplied by theState Examinations Commission. They should havedeveloped their skill in writing up the reportthrough completion of Coursework A. They shouldbe encouraged to draw large, simple, cleardiagrams, and present their results in table form aswell as bar charts or line graphs, whereappropriate. Mathematical skills will be of greathelp in ensuring that axes of graphs are drawn,numbered and labelled properly. Where studentshave worked jointly on an investigation they mustwrite their reports individually.

Role of the teacher in Coursework BThe Coursework B investigation is the work of thestudent or students. The role of the teacher is tofacilitate the student in completing each of thestages of preparing, researching, planning,gathering evidence and reporting on theinvestigation. This may involve the teacher in

• supporting students in the identification andchoosing of topics and, where necessary,making a decision to veto investigations thatare unsuitable

• regularly monitoring the progress of theinvestigation

• encouraging and guiding students, particularlywhen things go wrong

• building up a supply of laboratory equipmentand reference material that would be availableto the student

• setting and raising standards over the years bydisplaying examples of previous goodinvestigations conducted by students.

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Assessment and Coursework BThe handwritten report(s) of the Coursework Binvestigation(s) must be submitted in the pro formabooklet provided for this purpose (different proforma booklets will apply for the investigations setby the State Examinations Commission and for theinvestigation of the student’s own choice). Thereport(s) must be clear and legible. All stages of thework should be clearly documented and, wherestudents have worked jointly on an investigation,each student must indicate his/her contribution tothe investigation in question. As already stated,each student must write up his/her own individualreport in the pro forma booklet provided.

Where a student may not have completed a syllabusinvestigation or experiment that could provide abasis for the Coursework B investigation(s), thiscould be included as part of such investigation(s).

Set investigations

Each year, the State Examinations Commission willset three investigations (one each in biology,chemistry and physics) as the Coursework Belement of assessment in Junior Certificate science.These investigations, which must be school-basedand conducted under the supervision of the teacher,will be based on the learning outcomes in thesyllabus. Each student will be expected to selecttwo of these for completion over 6-8 workingweeks1 in the second term of the third year,including the preparation of an associated report.The same investigations will apply to Ordinarylevel and Higher level candidates; differentiationbetween levels will be achieved by application of adifferentiated standard for the two levels. This willinclude different weighting of the marks associatedwith the sections of the report, while generallyreflecting the time breakdown noted earlier (p. 59).

Investigation of the student’s own choice

An investigation under Coursework B shouldapproach an identified problem or should set out toconfirm a hypothesis in a scientific manner. Theinvestigation should be undertaken at theappropriate time during the third year of the juniorcycle, when students can be expected to have

developed scientific concepts and skills associatedwith investigations, and their communication andreporting skills through completion of CourseworkA reports over the three years. In some cases,depending on the subject and nature of the choseninvestigation, it may be necessary to carry out thework at a time other than that recommended forthe set investigations.

The investigation should be carried out under theguidance of the teacher. As in the case of the setinvestigations, differentiation between Ordinarylevel and Higher level candidates will be achievedby application of a differentiated standard for thetwo levels. This will include different weighting ofthe marks associated with the various sections ofthe report, while reflecting the time breakdown, asnoted earlier (cf. p. 65).

Submission of coursework

At the end of the period allocated for thecompletion of the coursework assessment elements,each student will be required to submit theappropriate pro forma report booklet containing

• the completed checklists indicating themandatory syllabus experiments andinvestigations (Coursework A) that have beencarried out and recorded in accordance withthe specified criteria, and for which credit isclaimed

• a report on each of two specified CourseworkB assignments from among the three set by theState Examinations Commission, or oneinvestigation of the student’s own choosing,within given parameters.

The candidate will be required to sign a standardregister in accordance with the procedures set downby the State Examinations Commission (refer tocircular S04/06), confirming the submitted materialas his/her own individual work. This register willbe signed by the class teacher and the schoolprincipal, and a copy sent to the StateExaminations Commission, together with therequired coursework items. It will serve as a check-back where a school is visited to examine thestudents’ reports, or where a need arises to confirmthe details in the submitted pro forma booklets.

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1 The term ‘working week’ is used here to accommodate the mid-term break and circumstances where access to the laboratorymay be on a shared basis.

The terminal examination paperThe terminal examination paper is allocated 65% ofthe total marks. The paper cannot assess skills in areasspecifically related to conducting investigations andexperiments in the laboratory; for example,‘observation, measurement and accurate recording ofdata’. However, it can assess the ability of the student to

• apply the scientific process

• reproduce knowledge

• interpret data

• evaluate a scientific process

• analyse results

• draw conclusions

• relate and apply their scientific knowledge tothe world around them

• problem solve

• communicate clearly their knowledge and skills.

While it may not be practicable to assess all of theseskills in one examination paper, a wide range ofquestions can provide each student with theoptimum opportunity to communicate theknowledge and skills learnt in the study of science.

Differentiation between Higher level andOrdinary level

Learning outcomes that are specific to Higher levelstudents are indicated by underlining throughoutthe syllabus. There will be separate examinationpapers for each level. At Higher level, students willbe expected to show greater knowledge andunderstanding of the concepts and principles ofscience and their applications. They will beexpected to handle more complex data and todemonstrate greater skills of analysis andinterpretation. They should be able to respond tocontexts and situations of a more complex nature,and present their findings and conclusions in amore structured manner.

Outline of the examination paper

Students are required to complete all parts of thepaper using the space provided in the examinationbooklet. The paper is divided into three mainsections – biology, chemistry and physics –reflecting the structure of the syllabus. Each sectioncontains three different types of questions, with amarks weighting of 40:30:30.

Question 1 type – 8 short items consisting of notmore than two parts. The first 6 items will bemainly recall type questions; the last 2 items in eachsection will be more interpretative, or analytical, orprocess based. Recall items may be of thecompletion type:

or require candidates to provide multi-partanswers:

Complete the table for the chemicals named in thebox below. The first one is already filled in.

They may require the student to give a definition orstate a law:

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The lungs exchange gases. Choose an answerfrom the following list to complete parts (i) and(ii): Carbon Dioxide; Nitrogen; Chlorine;Oxygen.

(i) Name a gas the lungs take from the air:

_______________________________________

(ii) Name a gas the lungs breathe into the air:

_______________________________________

(i) What is meant by an alloy?

_______________________________________

_______________________________________

_______________________________________

Give two examples of alloys.

Example 1 ____________________________

Example 2 ____________________________

Chemical Element Symbol

or elements

Sodium chloride Sodium, Chlorine NaCl

Hydrogen

Oxygen

Carbon Dioxide

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Or

They may be supported by illustrations to testrecall of facts:

They may involve calculations:

Finally, short items may require limited processdescription or analysis:

Question 2 type – This question can relate to one ormore topics from the syllabus. Its purpose is to testhow the student can apply their scientificknowledge to contexts and situations in the naturalworld. As well as testing their knowledge, thisquestion type will assess students’ skills particularlyin the area of logical thinking, inductive anddeductive reasoning and the formation of opinionsand judgement based on evidence and experiment.

The following example of this question type showshow the student may be presented with an everydaycontext/situation and asked to apply his/herknowledge and skill to answer specific questions.

A family bought a ‘night glow’ garden light, similarto the one shown in thepicture, which does notrequire connection to themains electricity supply. Thelight has an on/off switchand a solar cell on the topwhich re-charges twobatteries during the day.When darkness falls, thelight-emitting diode (LED)comes on automatically andremains lighting for anumber of hours.

(i) Which of the following substances is abase? H2SO4, NaOH, HCl?_______________________________________

(ii) What is an alkali?

_______________________________________

Use the labels in the diagram to identify eachof the following parts of the femalereproductive system.

Ovary: ___ Womb: ___

Fallopian tube: ___ Vagina: ___

An electric light bulb has a power rating of 100W; electricity costs 12 cent per kW h. Calculatethe cost of having the light switched on for 5hours every day for 10 days.

You are given two bar magnets, a woodenretort stand and some thread. Describe howyou would show that one pole of one magnetis attracted to one pole of the other magnet(you may use a labelled diagram).

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(i) What energy conversion is taking place in thegarden light during the day?

___________________________________________

___________________________________________

(ii) Complete the following statement by insertingappropriate words.

The garden light glows ________________________at night during the summer months because___________________________________________

___________________________________________

(iii) Give two factors that should be consideredwhen deciding on the best location for such gardenlights.______________________________________

___________________________________________

___________________________________________

___________________________________________

(iv) Apart from the switch, batteries, LED and solarcell, what other electronic device must the nightlight contain in order to come on automatically?

___________________________________________

___________________________________________

(v) Name one other everyday use of solar cells.

___________________________________________

___________________________________________

___________________________________________

(vi) Write down two advantages of this type of lightcompared to a light that uses the mains supply.

(a) ________________________________________

___________________________________________

___________________________________________

(b) ________________________________________

___________________________________________

___________________________________________

Question 3 type – This question can relate to one ormore topics from the syllabus. It will assess thestudent’s understanding of the scientific process,his/her skill in the development and use ofprocedural plans, and the use of the scientificprocess in problem-solving. The following exampleillustrates this type of question.

1. An experiment was setup to investigate the effectof light on the rate of photosynthesis.

The pondweed was exposed to different lightintensities and the rate of photosynthesis wasestimated by counting the number of bubbles of gasproduced per minute. The results are shown in thetable overleaf.

(a) The number of bubbles per minute for each lightintensity was counted four times and an averagecalculated. Explain why this is a good experimentaltechnique.

____________________________________________

____________________________________________

____________________________________________

___________________________________________

___________________________________________

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71

(b) Complete a line graph of the results, markingthe scale on each axis.

(c) With reference to the line graph you havedrawn, describe the effect on the rate of bubbling ofincreasing the light intensity from 5 units to 7 units.

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

(d) Suggest a method for increasing the lightintensity in this experiment.

____________________________________________

____________________________________________

____________________________________________

____________________________________________

(e) What gas forms the bubbles in thisinvestigation?

____________________________________________

Write a word equation describing how plants maketheir own food through photosynthesis:

____________________________________________

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Light intensity (units) 0 1 2 3 4 5 6 7

Average number of bubbles per minute 0 7 14 20 25 27 27 27

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PART 7

SCIENCE IN RELATIONTO THE GENERAL

CURRICULUM

Areas of experience in junior cycleAt post-primary level, teaching and learning tendsto be focused on discrete subject areas. To providea wider educational context for the various subjectsin a school’s curriculum, a broad and wide-rangingframework has been developed for the junior cycle,based on eight areas of experience. This frameworkincorporates the curricular principles of breadth,balance, relevance and coherence.

While the study of science as a subject takes placein the specific context of one of these areas ofexperience, it is important to take into account thebroader context of the overall framework describedabove. Science education is one component of ageneral education and as such may contribute tothe overall aims of education in the development ofthe full potential of the student as an individual.Therefore, science should be linked with othercurriculum areas where possible and appropriate.To facilitate this, a short description of how sciencerelates to each of the eight areas of experience isgiven below.

(i) Language, literature and communication

Practical or experimental work carried out bystudents provides opportunities for them to practiselanguage and communication skills. They candevelop their language skills and vocabularythrough discussion of work in hand and throughmaking verbal and written reports of observations,results and conclusions.

Listening to the teacher’s instructions, orexplanations or ideas from other students, can helpto develop the student’s ability to clarify and formhis/her own ideas. By means of investigative workin the laboratory, the students' curiosity can bearoused and the need to know or a desire forknowledge can encourage students to use librarysources to research information. Their readingskills and interest in reading may be developedfurther by referring students to works of fictionwhich have a scientific theme, to science fiction orto lives of famous scientists. Writing skills can bedeveloped through recording their observationsand measurements, and when preparing reports ofinvestigations.

(ii) Mathematical studies and applications

The study of mathematics is fundamental to thestudy of science. Study of these subjects will help todevelop similar skills of logic and reasoning.Practical or experimental work in science will alsohelp to develop mathematical skills of numeracyand graphicacy. Examples of this might includerecording and presenting results in chart or graphform, reading measurements accurately, use ofpositive and negative numbers, use of formulae,estimation and measurement of length or volume,analysing data and solving problems.

Mathematical models are regularly used in scienceto simulate real events, to investigate particularpatterns or phenomena, or to provide a basis for ahypothesis. Statistical analysis of recorded data canaid in forming inferences or in establishing the basisfor further, more precise investigation.

(iii) Science and technology

Modern technology has as its basis the applicationof scientific principles to the solution of problems.Science attempts to explain how and why thingswork. Advances in pure scientific research providenew information and knowledge. It is the ongoingapplication of these findings which leads toadvances in technology. Science and technologymake an enormous contribution to the agricultural,industrial and economic development of the world.The development of new materials, processes andtechniques has, in the main, been based on researchand development of a scientific nature. Theapplication of science in areas such as electronics,electricity, food and microbiology, and thedevelopment and use of computers, addresssignificant areas of the interface between scienceand technology.

(iv) Social, political and environmentaleducation

Changing perceptions of the world and the universeand changing relationships between humans andtheir environments have been greatly influenced byscientific research and development. Informationabout famous scientists, their lives and times andtheir contribution to science and society can lead toan appreciation of science in a historical context.

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Students can be encouraged to consider the impactthat scientific discoveries have had on our worldand their influence on our daily lives. Topics suchas the weather, soil, water, pollution, wastedisposal/management, transport, geneticengineering, etc., which may arise in other subjectareas, can prove to be a valuable stimulus forscience investigations.

(v) Arts education

Music can help to illustrate a science topic while atthe same time science can help the musician tounderstand the making of music. This can beachieved through such topics as investigating soundand pitch, and making simple musical instruments.In art, as in science, students can develop theirspatial awareness and their ability to observe, aswell as their ability to communicate theseobservations by means of drawing and sketching.The study of light and colour, photography, andtextiles provide natural links between science andthe arts.

(vi) Physical education

Through the study of the human body matters suchas personal hygiene (e.g., care of teeth) and healthyeating habits (arising from a study of nutrition) canbe encouraged. Positive attitudes to health andfitness can be developed through scientific themes,for example, the human body and the environment.Health issues (for example, heart disease, cancerand pollution) and the study of the outdoorenvironment can help students to develop positiveattitudes to environmental health and healthyliving. Physical fitness and sport can be related toscience in areas such as the investigation ofmovement and studies on the effect of exercise onbreathing and heart rate.

(vii) Religious and moral education

The ever-increasing influence of science on ourworld and environment, and the extent to whichdiscoveries in science and technology can lead togreater control of all aspects of our lives, mean thatdecisions about the appropriate use of suchdevelopments should be informed by moral values.

As citizens, we should be equipped to enterdiscussions about, and make personal judgementson, issues related to the impact of science andtechnology on our lives, on society and on theenvironment.

Advances in medicine and the rapid expansion anddevelopment in the pharmaceutical and chemicalindustries, as well as the ever-expanding knowledgeof the human body, will require that decisionswhich seriously impact on life itself should beinfluenced by a religious and moral dimension, andnot solely by scientific or economic considerations.

(viii) Guidance, counselling and pastoral care

Developments in science and technology play anincreasingly pivotal role in our cultural, social andeconomic lives. These developments give rise to theneed for a more highly educated and skilled workforce. Many opportunities arise for careers inscience and in science-related industries. Allstudents should be encouraged to study science andto develop scientific literacy, so they will be betterprepared to respond to and control the influencesthat science will have on their lives andenvironment.

The pace of change associated with scientificprogress can have a dramatic effect on theindividual, sometimes giving rise to feelings ofunease and uncertainty. Education in and aboutscience, together with appropriate guidance, canplay a significant part in preparing all citizens forthe challenges posed by the rapid changes whichinevitably accompany such progress.

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PART 8

SUGGESTED USEFULAPPARATUS AND

MATERIALS

The following resources list of apparatus andchemicals was sent by the Department of Educationand Science to schools with the circular introducingthe revised syllabus. The list sets out the minimumresources needed to implement the hands-onapproach to practical work, as required in therevised syllabus. The list is indicative only, and it isneither prescriptive nor exhaustive. Validalternatives are available for some of the itemslisted. The list does not include some commonitems that can be sourced at local level. Theprimary purpose of the list is to help schools assesstheir resource needs.

The quantities of equipment and materials are, inmost cases, those required for 12 groups ofstudents. While ideally all experiments andinvestigations should take place in groups of twostudents, it is open to the class teacher to providefor fewer groups with more students if he/sheconsiders that this approach is required for certainexperiments or investigations in the particularcircumstances of the school. The quantities ofchemicals listed are those normally provided by thechemical suppliers.

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Equipment Quantity per lab

Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Ball and ring . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Bar magnets (pair) . . . . . . . . . . . . . . . . . . . . . .12

Battery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Beaker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

Bell in bell jar apparatus . . . . . . . . . . . . . . . . . .1

Bi-metal strip . . . . . . . . . . . . . . . . . . . . . . . . . .6

Bulb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Bulb holder . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Bunsen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Burette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Buzzer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Clamp + bosshead . . . . . . . . . . . . . . . . . . . . .24

Clay-pipe triangle . . . . . . . . . . . . . . . . . . . . . .12

Clock glass . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Conical flask . . . . . . . . . . . . . . . . . . . . . . . . . .12

Crocodile clip . . . . . . . . . . . . . . . . . . . . . . . . .50

Crucible and lid . . . . . . . . . . . . . . . . . . . . . . . .12

Diode . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Dissection board . . . . . . . . . . . . . . . . . . . . . . .12

Distillation apparatus . . . . . . . . . . . . . . . . . . . .8

Dropping bottle . . . . . . . . . . . . . . . . . . . . . . .50

Dropping pipette . . . . . . . . . . . . . . . . . . . . . . .72

Electrodes (2) . . . . . . . . . . . . . . . . . . . . . . . . .12

Evaporating basin . . . . . . . . . . . . . . . . . . . . . .12

Filter funnel . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Filter pump . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Forceps (blunt) . . . . . . . . . . . . . . . . . . . . . . . .12

Fuse wire (roll) . . . . . . . . . . . . . . . . . . . . . . . . .1

Glass block . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Glass tubing (various) . . . . . . . . . . . . . . . . . . . .1

Graduated cylinder . . . . . . . . . . . . . . . . . . . . .12

Heat mat . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Inoculating loop . . . . . . . . . . . . . . . . . . . . . . .12

Kettle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Leads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48

LED . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

LF a.c. generator . . . . . . . . . . . . . . . . . . . . . . . .1

Light pen . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Light source . . . . . . . . . . . . . . . . . . . . . . . . . .12

Lux meter . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Magnifying glass . . . . . . . . . . . . . . . . . . . . . . . .12

Metal rods (3) . . . . . . . . . . . . . . . . . . . . . . . . .12

Metal tongs . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Metre stick . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Microscope . . . . . . . . . . . . . . . . . . . . . . . . . .12

Microscope cover slip (box) . . . . . . . . . . . . . . .1

Microscope slide (box) . . . . . . . . . . . . . . . . . . .1

Mirror plane . . . . . . . . . . . . . . . . . . . . . . . . . .24

Mortar and pestle . . . . . . . . . . . . . . . . . . . . . .12

Multimeter . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Newton balance . . . . . . . . . . . . . . . . . . . . . . .12

Overflow can . . . . . . . . . . . . . . . . . . . . . . . . .12

Parafilm (roll) . . . . . . . . . . . . . . . . . . . . . . . . . .1

Petri-dish . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Pipette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Pipette filler . . . . . . . . . . . . . . . . . . . . . . . . . .12

Plastic basin . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Plotting compass . . . . . . . . . . . . . . . . . . . . . . .24

Pooter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Potentiometer . . . . . . . . . . . . . . . . . . . . . . . . .12

Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Quadrat . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Resistor . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Retort stand . . . . . . . . . . . . . . . . . . . . . . . . . .16

Round bottomed flask . . . . . . . . . . . . . . . . . . .12

Rubber/propylene tubing (various) . . . . . . . . . .1

Safety glasses . . . . . . . . . . . . . . . . . . . . . . . . . .24

Sample bottle . . . . . . . . . . . . . . . . . . . . . . . . .48

Scalpel blade . . . . . . . . . . . . . . . . . . . . . . . . . .30

Scalpel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Scissors (blunt) . . . . . . . . . . . . . . . . . . . . . . . .12

Set of weights . . . . . . . . . . . . . . . . . . . . . . . . .12

Slide box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Small motor . . . . . . . . . . . . . . . . . . . . . . . . . .12

Soil thermometer . . . . . . . . . . . . . . . . . . . . . . .6

Solar cell kit . . . . . . . . . . . . . . . . . . . . . . . . . .12

Sound level meter . . . . . . . . . . . . . . . . . . . . . . .1

Spatula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Stirring rod . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Stop watch . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Stopper (various) . . . . . . . . . . . . . . . . . . . . . .48

Switch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Syringe plastic . . . . . . . . . . . . . . . . . . . . . . . . .12

Test-tube . . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Test-tube holder . . . . . . . . . . . . . . . . . . . . . . .24

Test-tube rack . . . . . . . . . . . . . . . . . . . . . . . . .12

Thermometer . . . . . . . . . . . . . . . . . . . . . . . . .12

Transect . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Tripod . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Tuning fork . . . . . . . . . . . . . . . . . . . . . . . . . . .12

White dropping tile . . . . . . . . . . . . . . . . . . . . .25

Wire gauze . . . . . . . . . . . . . . . . . . . . . . . . . . .12

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79

General materials Quantity per lab

Aluminium foil (roll) . . . . . . . . . . . . . . . . . . . . .1

Anaerobic jar . . . . . . . . . . . . . . . . . . . . . . . . . .1

Biological species keys . . . . . . . . . . . . . . . . . .24

Candles (pack) . . . . . . . . . . . . . . . . . . . . . . . . .1

Chromatography paper (roll) . . . . . . . . . . . . . .1

Cobalt chloride paper (pack) . . . . . . . . . . . . . .1

Cotton wool (pack) . . . . . . . . . . . . . . . . . . . . .1

Disclosing tablet (box) . . . . . . . . . . . . . . . . . . .1

Disposable glove . . . . . . . . . . . . . . . . . . . . . .100

Filter paper (box) . . . . . . . . . . . . . . . . . . . . . . .1

Food dyes (various) . . . . . . . . . . . . . . . . . . . . .1

Incubator . . . . . . . . . . . . . . . . . . . . . . . . . . . .n/a

Ion exchanger . . . . . . . . . . . . . . . . . . . . . . . . .n/a

Litmus paper (box) . . . . . . . . . . . . . . . . . . . . . .1

Measuring tape . . . . . . . . . . . . . . . . . . . . . . . . .2

Model of torso . . . . . . . . . . . . . . . . . . . . . . . .n/a

Molecular models . . . . . . . . . . . . . . . . . . . . . . .1

pH paper (box) . . . . . . . . . . . . . . . . . . . . . . . . .1

Plant mineral deficiency test kit . . . . . . . . . . . . .1

Plastic bag . . . . . . . . . . . . . . . . . . . . . . . . . . .100

Prepared slide . . . . . . . . . . . . . . . . . . . . . . . . . .4

Reagent bottle . . . . . . . . . . . . . . . . . . . . . . . .48

Refrigerator . . . . . . . . . . . . . . . . . . . . . . . . . .n/a

Respiration apparatus . . . . . . . . . . . . . . . . . . . .1

Skeleton . . . . . . . . . . . . . . . . . . . . . . . . . . . . .n/a

Steel wool (pack) . . . . . . . . . . . . . . . . . . . . . . .1

Sweeping net . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Thermos flask . . . . . . . . . . . . . . . . . . . . . . . . . .2

Tullgren funnel . . . . . . . . . . . . . . . . . . . . . . . . . .1

Universal indicator paper (box) . . . . . . . . . . . . .1

Volumetric flask . . . . . . . . . . . . . . . . . . . . . . . .4

Wooden splint (box) . . . . . . . . . . . . . . . . . . . . .1

Wormery . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

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Chemicals Quantity

Agar powder . . . . . . . . . . . . . . . . . . . . . . . .200g

Aluminium sulfate . . . . . . . . . . . . . . . . . . . .500g

Amylase . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25g

Benedict's solution . . . . . . . . . . . . . . . . . .500ml

Calcium carbonate (marble chips) . . . . . . . . .1kg

Calcium chloride . . . . . . . . . . . . . . . . . . . . .500g

Calcium hydroxide . . . . . . . . . . . . . . . . . . . .500g

Calcium sulfate . . . . . . . . . . . . . . . . . . . . . .500g

Calcium turnings . . . . . . . . . . . . . . . . . . . . . .50g

Carbon (charcoal) . . . . . . . . . . . . . . . . . . . .500g

Copper sulfate . . . . . . . . . . . . . . . . . . . . . . .500g

Copper turnings . . . . . . . . . . . . . . . . . . . . .500g

Glucose powder . . . . . . . . . . . . . . . . . . . . .500g

Hydrochloric acid . . . . . . . . . . . . . . . . . . . . .2.5l

Hydrogen peroxide . . . . . . . . . . . . . . . . . .500ml

Iodine . . . . . . . . . . . . . . . . . . . . . . . . . . . .500ml

Iron filings . . . . . . . . . . . . . . . . . . . . . . . . . .500g

Lithium . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10g

Magnesium ribbon . . . . . . . . . . . . . . . . . . . . .25g

Manganese dioxide . . . . . . . . . . . . . . . . . . .500g

Methylated spirits . . . . . . . . . . . . . . . . . . . . .2.5l

Methylene blue . . . . . . . . . . . . . . . . . . . . .100ml

Paraffin wax . . . . . . . . . . . . . . . . . . . . . . . . . .1kg

Phenolphthalein indicator . . . . . . . . . . . . . . .25g

Potassium . . . . . . . . . . . . . . . . . . . . . . . . . . .10g

Potassium iodide . . . . . . . . . . . . . . . . . . . . .100g

Soda lime . . . . . . . . . . . . . . . . . . . . . . . . . . .500g

Sodium . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10g

Sodium hydroxide . . . . . . . . . . . . . . . . . . . .500g

Sodium metabisulfite . . . . . . . . . . . . . . . . . .100g

Starch powder . . . . . . . . . . . . . . . . . . . . . . .500g

Sulfur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .500g

Sulfuric acid . . . . . . . . . . . . . . . . . . . . . . . . . .2.5l

Universal indicator . . . . . . . . . . . . . . . . . .500ml

Zinc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .500g

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APPENDIX 1

SAMPLE REPORTINGBOOKLET FOR THE

ASSESSMENT OFCOURSEWORK

(SET INVESTIGATIONS)

Junior Certificate Science

Coursework A

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A1

BiologyReference Mandatory investigations and experiments Date completed

OB3 Carry out qualitative food tests for starch, reducing sugar, protein and fat.

OB5 Investigate the conversion of chemical energy in food to heat energy.

OB8 Investigate the action of amylase on starch; identify the substrate, product and enzyme.

OB11 Carry out qualitative tests to compare the carbon dioxide levels of inhaled and exhaled air.

OB39 Investigate the variety of living things by direct observation of animals and plants in their environment; classify living organisms as plants or animals, and animals as vertebrates or invertebrates.

OB44 Prepare a slide from plant tissue and sketch the cells under magnification.

OB49 Show that starch is produced by a photosynthesising plant.

OB58 Investigate the conditions necessary for germination.

OB59 Study a local habitat, using appropriate instruments and simple keys to show the variety and distribution of named organisms.

OB65 Investigate the presence of micro-organisms in air and soil.

Ref. code

Ref. code

Number of completed biology items

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A2


Coursework A

ChemistryReference Mandatory investigations and experiments Date completed

OC2 Separate mixtures using a variety of techniques: filtration, evaporation, distillation and paper chromatography.

OC17 Grow crystals using alum or copper sulfate.

OC19 Investigate the pH of a variety of materials using the pH scale.

OC22 Show that approximately one fifth of the air is oxygen; show that there is CO2 and water vapour in air.

OC24 Prepare a sample of oxygen by decomposing H2O2 using MnO2 as a catalyst.

OC27 Prepare carbon dioxide and show that it does not support combustion.

OC30 Conduct a qualitative experiment to detect the presence of dissolved solids in water samples, and test water for hardness (soap test).

OC38 Titrate HCl against NaOH, and prepare a sample of NaCl.

OC46 Carry out an experiment to demonstrate that oxygen and water are necessary for rusting.

OC51 Investigate the reaction between zinc and HCl, and test for hydrogen.

Ref. code

Ref. code

Number of completed chemistry items

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A3


Coursework A

PhysicsReference Mandatory investigations and experiments Date completed

OP2 Measure the mass and volume of a variety of solids and liquids and hence determine their densities.

OP6 Investigate the relationship between the extension of a spring and the applied force.

OP20 Identify different forms of energy and carry out simple experiments to show the following energy conversions:(a) chemical energy to electrical energy to heat energy(b) electrical energy to magnetic energy to kinetic energy(c) light energy to electrical energy to kinetic energy.

OP23 Investigate and describe the expansion of solids, liquids and gases when heated, and contraction when cooled.

OP31 Carry out simple experiments to show the transfer of heat energy by conduction, convection and radiation; investigateconduction and convection in water.

OP34 Show that light travels in straight lines.

OP38 Investigate the reflection of light by plane mirrors, and illustrate this using ray diagrams; demonstrate and explain the operation of a simple periscope.

OP46 Plot the magnetic field of a bar magnet.

OP49 Test electrical conduction in a variety of materials, and classify each material as a conductor or insulator.

OP50 Set up a simple electric circuit; use appropriate instruments to measure current, potential difference (voltage) and resistance, and establish the relationship between them.

Ref. code

Ref. code

Number of completed physics items

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B1


Coursework B

Reporting on the investigations(Set by the State Examinations Commission)

Selected Investigation

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B2

Period in which the investigation was carried out

Introduction to the investigation (including background research undertaken

in preparation for the investigation: people, books, websites, etc. as sources

of relevant information)


Report on Coursework B Investigation

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B3

Preparation and planning

(i) identification of variables/controls

(ii) List of the equipment needed for the investigation

(iii) List of tasks to be carried out during the investigation

(iv) Particular safety precautions required by this investigation



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B4

Labelled diagram (where appropriate)

Procedure followed in the investigation



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B5


Procedure followed in the investigation (continued)



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B6

Recorded data / observations



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B7



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B8

Calculations / Data analysis

Conclusions and Evaluation of Results



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B9

Comments (refinements, errors, etc.)

Use this additional space, if required, to complete any aspect of your report



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B10


Report on Coursework B Investigation(Use this page for additional graph work, if required)

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97

APPENDIX 2

SAMPLE REPORTINGBOOKLET FOR THE

ASSESSMENT OFCOURSEWORK

(INVESTIGATION CHOSENBY THE CANDIDATE)

SCIENCE

A1


Coursework A

BiologyReference Mandatory investigations and experiments Date completed

OB3 Carry out qualitative food tests for starch, reducing sugar, protein and fat.

OB5 Investigate the conversion of chemical energy in food to heat energy.

OB8 Investigate the action of amylase on starch; identify the substrate, product and enzyme.

OB11 Carry out qualitative tests to compare the carbon dioxide levels of inhaled and exhaled air.

OB39 Investigate the variety of living things by direct observation of animals and plants in their environment; classify living organisms as plants or animals, and animals as vertebrates or invertebrates.

OB44 Prepare a slide from plant tissue and sketch the cells under magnification.

OB49 Show that starch is produced by a photosynthesising plant.

OB58 Investigate the conditions necessary for germination.

OB59 Study a local habitat, using appropriate instruments and simple keys to show the variety and distribution of named organisms.

OB65 Investigate the presence of micro-organisms in air and soil.

Ref. code

Ref. code

Number of completed biology items

SCIENCE

A2


Coursework A

ChemistryReference Mandatory investigations and experiments Date completed

OC2 Separate mixtures using a variety of techniques: filtration, evaporation, distillation and paper chromatography.

OC17 Grow crystals using alum or copper sulfate.

OC19 Investigate the pH of a variety of materials using the pH scale.

OC22 Show that approximately one fifth of the air is oxygen; show that there is CO2 and water vapour in air.

OC24 Prepare a sample of oxygen by decomposing H2O2 using MnO2 as a catalyst.

OC27 Prepare carbon dioxide and show that it does not support combustion.

OC30 Conduct a qualitative experiment to detect the presence of dissolved solids in water samples, and test water for hardness (soap test).

OC38 Titrate HCl against NaOH, and prepare a sample of NaCl.

OC46 Carry out an experiment to demonstrate that oxygen and water are necessary for rusting.

OC51 Investigate the reaction between zinc and HCl, and test for hydrogen.

Ref. code

Ref. code

Number of completed chemistry items

SCIENCE

A3


Coursework A

PhysicsReference Mandatory investigations and experiments Date completed

OP2 Measure the mass and volume of a variety of solids and liquids and hence determine their densities.

OP6 Investigate the relationship between the extension of a spring and the applied force.

OP20 Identify different forms of energy and carry out simple experiments to show the following energy conversions:(a) chemical energy to electrical energy to heat energy(b) electrical energy to magnetic energy to kinetic energy(c) light energy to electrical energy to kinetic energy.

OP23 Investigate and describe the expansion of solids, liquids and gases when heated, and contraction when cooled.

OP31 Carry out simple experiments to show the transfer of heat energy by conduction, convection and radiation; investigateconduction and convection in water.

OP34 Show that light travels in straight lines.

OP38 Investigate the reflection of light by plane mirrors, and illustrate this using ray diagrams; demonstrate and explain the operation of a simple periscope.

OP46 Plot the magnetic field of a bar magnet.

OP49 Test electrical conduction in a variety of materials, and classify each material as a conductor or insulator.

OP50 Set up a simple electric circuit; use appropriate instruments to measure current, potential difference (voltage) and resistance, and establish the relationship between them.

Ref. code

Ref. code

Number of completed physics items

SCIENCE

B1


Coursework B

Reporting on an investigation(Candidate’s own choice)

Title of the investigation

My interest in carrying out this investigation

Period in which the investigation was carried out

SCIENCE

B2

Introduction to the investigation

Aim of my investigation

Statement of the identified task/problem

Background research undertaken in preparation for the investigation: people,

books, websites, etc. as sources of relevant information)



SCIENCE

B3

Preparation and planning

(i) Identification of variables/controls

(ii) List of the equipment needed for the investigation

(iii) List of tasks to be carried out during the investigation

(iv) Particular safety precautions required by this investigation



SCIENCE

B4





SCIENCE

B5





SCIENCE

B6


Procedure followed in the investigation (continued)



SCIENCE

B7

Recorded data / Observations



SCIENCE

B8

Calculations / Data analysis



SCIENCE

B9



SCIENCE

B10

Conclusions and Evaluation of Results



SCIENCE

B11

Comments (refinements, errors, etc.)



SCIENCE

B12


Report on Coursework B Investigation(Use this page for additional graph work, if required)

Published by The Stationery OfficeTo be purchased directly from:

Government Publications Sales Office,Sun Alliance House,

Molesworth Street, Dublin 2.Or by mail order from:

Government Publications, Postal Trade Section,51 St. Stephen’s Green, Dublin 2.

Tel: 01-647 6834/5 Fax: 01-647 6843Or through any bookseller.

Price: €3.81

Designed by: Boyd Freeman Design© 2006 Government of Ireland

www.boydfreeman.ie

www.ncca.ie

www.education.gov.ie

junior certificate science - ncca

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