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Edexcel Entry 1, Entry 2 and Entry 3 Certifi cate in Science (8939)
in ScienceSpecifi cation
Entry Level Certifi cate
First examination June 2014
ELC_SCI.indd 1 27/02/2013 14:49
Pearson Education Limited is one of the UK's largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers general qualifications.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and students.
Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and other interested parties. Edexcel would like to thank all those who contributed their time and expertise to its development.
References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Martin Stretton Prepared by John Crew
Publications code W031185
All the material in this publication is copyright © Pearson Education Limited 2013
Introduction The Edexcel Entry Level Certificates in Science are designed for use in schools. The qualification recognises achievement at National Curriculum Levels 1, 2 and 3. The qualification is part of a suite offered by Edexcel.
Key subject aims
The Edexcel Entry Level Certificate in Science qualification enables students to:
acquire a body of basic scientific knowledge and an understanding of some important scientific ideas
develop basic experimental and investigative abilities
recognise the difference between scientific and non-scientific ideas and explanations
develop a basic understanding of some of the important technological and environmental applications of science and the economic, ethical and social implications
develop literacy, numeracy and ICT skills as appropriate to them and the centre resources that are available
develop an interest in science leading to further study at a higher level, for example, the Edexcel GCSE in Science.
Key features and benefits of the qualification
Key features and benefits are:
provides entitlement to the Programme of Study for Key Stage 4 Science
recognises achievement at National Curriculum Levels 1, 2 and 3
meets the needs of students with special educational needs
meets the requirements of students with learning and behavioural difficulties
motivates students by recognising small steps of achievement
no terminal examination
flexible teaching and assessment approaches
clear links to the Edexcel GCSE in Science.
Contents Rationale for Entry Level Science 1
Qualification content 2
National Qualifications Framework (NQF) criteria 2
Knowledge and understanding 2
Skills 2
Topic index 3
Topic 1: Classification and variation 5
Topic 2: Changes in humans and plants 14
Topic 3: Drugs and bacteria 20
Topic 4: The Earth, its atmosphere and chemical reactions 28
Topic 5: Acids and metals 36
Topic 6: Fuels 42
Topic 7: Waves and radiation 50
Topic 8: Earth and space 58
Topic 9: Electricity and energy 63
Assessment 68
Topic tests 68
Assignments 69
Retaking of assessment 70
Student record sheets 70
Calculating the overall mark 71
Assessment Objectives and weightings 72
Relationship of Assessment Objectives to Tasks for the Entry Level 1 Certificate 72
Entering your students for assessment 73 Student entry 73 Classification code 73 Access arrangements and special requirements 73 Equality Act 2010 73 Internal standardisation 74 Awarding and reporting 74 Retaking of qualifications 74 Language of assessment 74 Malpractice and plagiarism 74
Student recruitment 74
Prior learning 75
Progression 75
Support and training 76
Edexcel support services 76
Training 76
Appendices 77
Appendix 1: Wider curriculum 79
Appendix 2: Codes 81
Appendix 3: Record sheet for topic tests and assignments 83
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
Issue 1 – February 2013 © Pearson Education Limited 2013
1
Rationale for Entry Level Science These qualifications are designed for Key Stage 4 students who are not yet ready to follow a Level 1 programme through either an academic or vocational pathway. There are nine topics that focus on the following important areas of the Key Stage 4 Programme of Study.
1 Classification and variation
2 Changes in humans and plants
3 Drugs and bacteria
4 The Earth, its atmosphere and chemical reactions
5 Acids and metals
6 Fuels
7 Waves and radiation
8 Earth and space
9 Electricity and energy
The topics have been chosen to ensure that students develop a grasp of some important concepts and that they are presented in a way that maximises engagement.
To ensure students have the opportunity to fulfill their potential, the topics are aligned to content in the Edexcel 2011 GCSE in Science. This ensures that students can either:
start to gain GCSE foundation tier knowledge but then drop back to Entry level if the GCSE is too demanding
or
complete the Entry Level qualification and then build on their knowledge by attempting to learn the GCSE foundation tier knowledge.
Alignment of the content to the Edexcel 2011 GCSE in Science also means that some resources you use to deliver the GCSE, for example practical equipment and books, can be of use when teaching at Entry level, as long as you take appropriate steps to ensure students can access any learning materials at the appropriate level.
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
Issue 1 – February 2013 © Pearson Education Limited 2013
2
Qualification content
National Qualifications Framework (NQF) criteria This qualification complies with the requirements of the common criteria and Criteria for Entry Level Qualifications which are prescribed by the regulatory authorities.
Knowledge and understanding This Edexcel Entry Level Certificate in Science requires students to demonstrate a knowledge and understanding of:
basic scientific concepts
scientific terms, conventions, symbols and technical vocabulary
applications of science in everyday life.
Skills The Edexcel Entry Level Certificate in Science requires students to apply:
experimental skills to perform simple experiments in which they carry out fair testing, follow procedures, take basic measurements, record observations and organise and present their results
analytical skills to interpret experimental data and draw conclusions
communication skills to communicate observations and ideas using basic scientific and technical vocabulary
simple mathematics to solve scientific problems.
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
Issue 1 – February 2013 © Pearson Education Limited 2013
3
Topic index Pages
Topic 1: Classification and variation 5
Topic 2: Changes in humans and plants 14
Topic 3: Drugs and bacteria 20
Topic 4: The Earth, its atmosphere and chemical reactions 28
Topic 5: Acids and metals 36
Topic 6: Fuels 42
Topic 7: Waves and radiation 50
Topic 8: Earth and space 58
Topic 9: Electricity and energy 63
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
Issue 1 – February 2013 © Pearson Education Limited 2013
4
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
5
Top
ic 1
: C
lass
ific
atio
n a
nd v
aria
tion
Bio
log
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
th
e st
ruct
ure
of
a si
mple
anim
al c
ell an
d a
sim
ple
pla
nt
cell
th
e cl
assi
fica
tion o
f liv
ing t
hin
gs
va
riat
ions
in h
um
ans
in
her
itan
ce o
f ch
arac
terist
ics
gen
etic
dis
ord
ers
ev
olu
tion.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
pra
ctic
al w
ork
and t
o co
llect
dat
a to
tes
t si
mple
idea
s. T
hey
should
dra
w c
oncl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
tec
hnic
al a
nd m
athem
atic
al lan
guag
e, c
onve
ntions
and s
ymbols
. Stu
den
ts s
hou
ld b
e en
coura
ged
to u
se I
CT,
for
exam
ple
to w
rite
up e
xper
imen
ts,
mak
e bar
char
ts,
calc
ula
te p
erce
nta
ges
, pro
duce
post
ers
and r
eport
s.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
6
Str
uct
ure
of
a s
imp
le a
nim
al
cell
an
d a
sim
ple
pla
nt
cell
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.1
des
crib
e pla
nts
and a
nim
als
as b
eing m
ade
up o
f tiny
units
calle
d c
ells
U
se a
mic
rosc
ope
to v
iew
and d
raw
a c
ell (e
.g.
onio
n c
ell)
.
1.2
re
call
that
all
cells
:
a.
hav
e an
oute
r su
rfac
e m
embra
ne
and t
hat
som
e hav
e a
wal
l as
wel
l
b.
conta
in a
wat
ery
liquid
cal
led c
ytopla
sm
c.
conta
in c
hro
moso
mes
whic
h a
re s
om
etim
es in a
nucl
eus
Vie
w p
re-p
repar
ed s
lides
of
oth
er c
ells
, in
cludin
g s
om
e an
imal
cel
ls.
Res
earc
h t
he
inte
rnet
for
dia
gra
ms
of
diffe
rent
cells
.
Mak
e a
sim
ple
model
of
a ce
ll.
1.3
re
call
that
chro
moso
mes
conta
in g
enes
1.4
id
entify
the
nucl
eus
in a
cel
l D
raw
the
nucl
eus
in a
n o
utlin
e ce
ll.
1.5
id
entify
the
chlo
ropla
st a
nd v
acuole
in a
pla
nt
cell.
D
raw
a c
hlo
ropla
st a
nd v
acuole
in a
n o
utlin
e pla
nt
cell.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
7
Cla
ssif
yin
g liv
ing
th
ing
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.6
cl
assi
fy o
bje
cts
into
liv
ing a
nd n
on-l
ivin
g t
hin
gs
1.7
cl
assi
fy liv
ing t
hin
gs
into
the
five
kin
gdom
s:
a.
bac
teria:
one
celle
d a
nd n
o n
ucl
eus
b.
algae
(in
cludin
g p
lankt
on):
one
celle
d o
r m
any
celle
d w
ith
nucl
ei
c.
fungi:
man
y ce
lled w
ith c
ell w
alls
and n
ucl
ei
d.
pla
nts
: m
any
celle
d w
ith c
ell w
alls
, ce
ll m
embra
nes
, ch
loro
phyl
l an
d n
ucl
ei
e.
anim
als:
man
y ce
lled w
ith c
ell m
embra
nes
and n
ucl
ei
Sort
or
mat
ch c
lear
dia
gra
ms
of re
pre
senta
tive
org
anis
ms
into
ki
ngdom
s.
Colle
ct a
nd o
bse
rve
som
e org
anis
ms,
e.g
. fr
om lea
f lit
ter
hed
ger
ow
, pond,
wal
l, law
n.
Rec
ord
obse
rvat
ions
usi
ng p
hot
ogra
phs
and p
ost
ers,
etc
.
Res
earc
h c
omm
on fea
ture
s of
each
cla
ss.
1.8
re
call
that
anim
als
with a
bac
kbone
are
calle
d v
erte
bra
tes
and
anim
als
without
a bac
kbone
are
calle
d inve
rteb
rate
s
1.9
id
entify
ver
tebra
tes
and inve
rteb
rate
s fr
om
dia
gra
ms
or
photo
gra
phs
Sort
or
mat
ch c
lear
dia
gra
ms
of re
pre
senta
tive
anim
als
into
ve
rteb
rate
s an
d inve
rteb
rate
s.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
8
Cla
ssif
yin
g liv
ing
th
ing
s (c
ontinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.1
0
clas
sify
ver
tebra
tes
into
fiv
e cl
asse
s:
a.
mam
mal
s: t
ake
in o
xygen
thro
ugh lungs,
fur,
inte
rnal
fe
rtili
sation,
young b
orn
aliv
e, c
onst
ant
(inte
rnal
) body
tem
per
ature
b.
reptile
s: t
ake
in o
xygen
thro
ugh lungs,
dry
sca
ly s
kin,
inte
rnal
fer
tilis
atio
n,
young lai
d a
s eg
gs,
var
iable
(i
nte
rnal
) body
tem
per
ature
c.
birds:
tak
e in
oxy
gen
thro
ugh lungs,
fea
ther
s, inte
rnal
fe
rtili
sation,
young lai
d a
s eg
gs,
const
ant
(inte
rnal
) body
tem
per
ature
d.
amphib
ians:
tak
e in
oxy
gen
thro
ugh lungs
and s
kin,
mois
t sk
in,
exte
rnal
fer
tilis
atio
n,
young lai
d a
s eg
gs,
var
iable
(i
nte
rnal
) body
tem
per
ature
e.
fish
: ta
ke in o
xygen
thro
ugh g
ills,
sca
les,
ext
ernal
fe
rtili
sation,
young lai
d a
s eg
gs,
var
iable
(in
tern
al)
body
tem
per
ature
Use
a k
ey t
o s
ort
cle
ar d
iagra
ms
of re
pre
senta
tive
anim
als
into
cl
asse
s.
1.1
1
inve
stig
ate
how
som
e pla
nts
and a
nim
als
hav
e ch
arac
terist
ics
that
enab
le t
hem
to s
urv
ive
in d
iffe
rent
envi
ronm
ents
,
e.g.
des
erts
, pola
r re
gio
ns.
Mat
ch t
he
char
acte
rist
ics
of (u
nusu
al)
pla
nts
and a
nim
als
to t
hei
r en
viro
nm
ent.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
9
Vari
ati
on
s in
hu
man
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.1
2
use
key
s to
show
how
spec
ies
can b
e dis
tinguis
hed
1.1
3
const
ruct
a s
imple
key
1.1
4
reca
ll th
at t
her
e is
var
iation w
ithin
eac
h s
pec
ies
1.1
5
des
crib
e va
riat
ion a
s co
ntinuous
or d
isco
ntinuous
1.1
6
inve
stig
ate
variat
ion in h
um
an c
har
acte
rist
ics
to illu
stra
te
continuou
s an
d d
isco
ntinuous
variat
ion.
Sort
colo
ure
d s
hap
es into
gro
ups
and c
onst
ruct
a s
imple
key
.
Sort
wild
bird s
eed m
ixtu
re into
gro
ups
and c
onst
ruct
a s
imple
key
to
iden
tify
eac
h s
eed.
Ther
e is
som
e good m
ater
ial at
:
htt
p:/
/lea
rn.g
enet
ics.
uta
h.e
du/c
onte
nt/
beg
in/t
our/
index
.htm
l on
her
edity
and c
har
acte
rist
ics
and w
ork
shee
ts a
t htt
p:/
/tea
ch.g
enet
ics.
uta
h.e
du/c
onte
nt/
Inve
stig
ate
com
mon p
hys
ical
char
acte
rist
ics
in p
eople
that
are
co
ntinuou
s, e
.g.
circ
um
fere
nce
of w
rist
, han
d s
pan
, hei
ght,
len
gth
of
foot/
mid
dle
fin
ger
.
Inve
stig
ate
com
mon c
har
acte
rist
ics
in p
eople
that
are
dis
continuous,
e.
g.
hai
r co
lour,
lef
t or
right
han
ded
nes
s, t
asting,
hai
rlin
e sh
ape,
co
lour-
blin
dnes
s, fre
ckle
s, c
urly
hai
r, d
imple
s, c
left
chin
, ey
e co
lour,
blo
od t
ype.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
10
Inh
eri
tan
ce o
f ch
ara
cteri
stic
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.1
7
reca
ll th
at s
om
e ch
arac
terist
ics
can b
e in
her
ited
only
while
oth
ers
can b
e in
her
ited
or
chan
ged
by
the
envi
ronm
ent
Sort
com
mon p
hys
ical
and b
ehav
ioura
l ch
arac
terist
ics
into
gen
etic
only
and g
enet
ic a
nd/o
r en
viro
nm
enta
l.
1.1
8
reca
ll th
at o
rgan
ism
s in
her
it c
har
acte
rist
ics
from
both
par
ents
th
rough g
enes
.
Mak
e a
fam
ily t
ree
of
char
acte
rist
ics,
e.g
. cu
rly
hai
r, d
imple
s.
htt
p:/
/tea
ch.g
enet
ics.
uta
h.e
du/c
onte
nt/
beg
in/t
raits/
han
dyf
amily
tree
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
11
Gen
eti
c d
iso
rders
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.1
9
dem
onst
rate
an u
nder
stan
din
g t
hat
som
e dis
ord
ers
can b
e in
her
ited
, e.
g.
sick
le c
ell dis
ease
and c
ystic
fibro
sis
Res
earc
h t
he
inte
rnet
for
info
rmat
ion o
n d
iffe
rent
dis
ord
ers.
1.2
0
dis
cuss
the
issu
es f
acin
g a
per
son w
ho h
as a
gen
etic
dis
ord
er.
Produce
a p
ost
er t
o s
how
the
effe
cts
of th
ese
dis
ord
ers.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
12
Evo
luti
on
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
1.2
1
reca
ll th
at D
arw
in’s
theo
ry o
f nat
ura
l se
lect
ion g
ives
ris
e to
a
chan
ge
in c
har
acte
rist
ics
of th
e popula
tion o
f org
anis
ms
Res
earc
h t
he
inte
rnet
for
info
rmat
ion o
n D
arw
in a
nd h
is t
heo
ry o
f ev
olu
tion
.
ww
w.b
bc.
co.u
k/sc
hools
/gcs
ebites
ize/
scie
nce
/aqa_
pre
_2011/e
volu
tion
/evo
lutionre
v1.s
htm
l
1.2
2
reca
ll th
at e
volu
tion
is
chan
ge
ove
r tim
e.
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13
En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
la
bel
the
nucl
eus
in a
gen
eral
ised
anim
al c
ell
dis
tinguis
h b
etw
een p
lant
and a
nim
al c
ells
use
a s
imple
bra
nch
ing k
ey t
o s
ort
liv
ing t
hin
gs
into
kin
gdom
s
giv
e ex
ample
s of
som
e ch
arac
terist
ics
of
anim
als
whic
h liv
e in
w
ater
and o
n lan
d,
usi
ng d
raw
ings
or
imag
es
use
a s
imple
bra
nch
ing k
ey t
o s
ort
ver
tebra
tes
into
cla
sses
des
crib
e so
me
diffe
rence
s bet
wee
n indiv
idual
s an
d g
ive
one
reas
on f
or
thes
e diffe
rence
s
id
entify
one
continuousl
y va
ryin
g t
rait in h
um
ans
from
a g
iven
lis
t
id
entify
one
dis
cret
ely
vary
ing t
rait in h
um
ans
from
a g
iven
lis
t
id
entify
inher
ited
char
acte
rist
ics
from
a g
iven
lis
t
nam
e one
dis
ease
that
can
be
inher
ited
re
cognis
e ap
pro
priat
e sc
ientific
voca
bula
ry.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
la
bel
the
nucl
eus
in a
cel
l an
d r
ecognis
e it a
s co
nta
inin
g
chro
moso
mes
whic
h c
ontr
ol th
e ce
ll
la
bel
the
cell
wal
l an
d c
hlo
ropla
sts
in a
gen
eral
ised
pla
nt
cell
use
dat
a to
com
ple
te a
sim
ple
bra
nch
ing k
ey t
o s
ort
liv
ing t
hin
gs
into
kin
gdom
s
giv
e ex
ample
s of
som
e ch
arac
terist
ics
of
anim
als
whic
h liv
e in
a
variet
y of
hab
itat
s an
d d
escr
ibe
how
thes
e ch
arac
terist
ics
hel
p t
he
anim
al t
o s
urv
ive
use
dat
a to
com
ple
te a
sim
ple
bra
nch
ing k
ey t
o s
ort
ver
tebra
tes
into
cla
sses
des
crib
e so
me
diffe
rence
s bet
wee
n indiv
idual
s an
d g
ive
the
reas
ons
for
thes
e diffe
rence
s
giv
e ex
ample
s of
continuousl
y va
ryin
g c
har
acte
rist
ics
in h
um
ans
giv
e ex
ample
s of
dis
cret
ely
vary
ing c
har
acte
rist
ics
in h
um
ans
giv
e ex
ample
s of
char
acte
rist
ics
that
are
inher
ited
and t
hose
that
ar
e ch
anged
by
the
envi
ronm
ent
nam
e at
lea
st t
wo d
isea
ses
that
can
be
inher
ited
and s
om
e of
thei
r re
late
d s
ympto
ms
use
appro
priat
e sc
ientific
voca
bula
ry.
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ific
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ited
2013
14
Top
ic 2
: C
han
ges
in h
um
ans
and p
lants
Bio
log
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
ke
epin
g b
ody
conditio
ns
const
ant
horm
ones
th
e ner
vous
syst
em
ch
anges
in p
lant
gro
wth
.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
som
e pra
ctic
al w
ork
to m
ake
obse
rvat
ions
and d
raw
sim
ple
concl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
te
chnic
al a
nd m
athem
atic
al lan
guag
e, c
onve
ntions
and s
ymbols
. The
use
of
ICT t
o p
rese
nt
exper
imen
tal w
ork
shou
ld b
e en
coura
ged
. Spre
adsh
eets
may
be
use
d t
o t
abula
te d
ata
and p
roduce
gra
phs
wher
e ap
pro
priate
.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
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–
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ruar
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Pea
rson E
duca
tion
Lim
ited
2013
15
Keep
ing
bo
dy c
on
dit
ion
s co
nst
an
t
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
2.1
st
ate
that
it
is im
port
ant
to k
eep t
emper
ature
, blo
od s
ugar
an
d w
ater
bal
ance
in t
he
body
stea
dy
Look
at d
ata
on p
eople
’s b
ody
tem
per
ature
and w
ater
gai
ns
and
loss
es,
if p
ossi
ble
during v
ario
us
activi
ties
(e.
g.
runnin
g,
slee
pin
g)
ove
r a
per
iod o
f tim
e.
Dis
cuss
tem
per
ature
as
a def
ence
mec
han
ism
when
ill
(e.g
. fe
ver)
.
Use
a s
trip
clin
ical
ther
mom
eter
to
mea
sure
tem
per
ature
(e.
g.
nec
k,
han
d,
fore
hea
d).
Mea
sure
the
tem
per
ature
of w
ater
in a
bea
ker
usi
ng a
ther
mom
eter
.
2.2
ex
pla
in t
he
funct
ion o
f th
e sk
in in c
ontr
olli
ng b
ody
tem
per
ature
:
a.
swea
ting c
an c
ool th
e body;
shiv
erin
g c
an w
arm
it
b.
body
hai
rs b
ecom
e er
ect
when
the
body
is c
old
to c
reat
e a
laye
r of
insu
lating a
ir;
they
lay
fla
t w
hen
hot
to a
llow
hea
t to
esc
ape.
Illu
stra
te h
ow s
wea
ting (
wat
er e
vapora
tion)
cools
the
body
by
show
ing t
he
tem
per
ature
dro
p o
f a
ther
mom
eter
bulb
wra
pped
in a
dam
p c
loth
.
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ific
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Edex
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Feb
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Pea
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duca
tion
Lim
ited
2013
16
Ho
rmo
nes
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
2.3
st
ate
that
horm
ones
:
a.
are
chem
ical
mes
senger
s
b.
trav
el a
round t
he
body
in t
he
blo
od t
o a
tar
get
org
an
c.
set
off a
n a
ctio
n in t
he
targ
et o
rgan
2.4
st
ate
that
insu
lin is
mad
e in
the
pan
crea
s an
d h
elps
contr
ol
the
amount
of
sugar
in o
ur
blo
od
Tes
t fo
r th
e pre
sence
of
sugar
in s
imula
ted u
rine
usi
ng C
linis
tix
(ava
ilable
fro
m p
har
mac
ists
). F
ollo
w t
he
inst
ruct
ions
on t
he
pac
k ve
ry
care
fully
.
2.5
st
ate
that
exc
ess
sugar
is
store
d s
o t
hat
the
body
can u
se it
when
nee
ded
2.6
ex
pla
in t
hat
:
a.
som
e peo
ple
with d
iabet
es c
annot
pro
duce
enou
gh insu
lin
and,
as a
res
ult,
thei
r blo
od s
ugar
lev
els
cannot
be
contr
olle
d
b.
som
e peo
ple
with d
iabet
es c
an inje
ct insu
lin into
th
emse
lves
to r
educe
the
leve
ls o
f su
gar
in t
hei
r blo
od
c.
som
e peo
ple
with d
iabet
es c
ontr
ol th
e le
vels
of
sugar
in
thei
r blo
od b
y die
t an
d e
xerc
ise
d.
ther
e m
ay b
e a
link
bet
wee
n o
bes
ity
and o
ne
type
of
dia
bet
es.
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ific
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vel Cer
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Feb
ruar
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Pea
rson E
duca
tion
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ited
2013
17
Th
e n
erv
ou
s sy
stem
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
2.7
re
call
that
mes
sages
pas
s fr
om
sen
se o
rgan
s to
the
bra
in a
nd
from
the
bra
in t
o m
usc
les,
and t
hat
thes
e m
essa
ges
are
pas
sed o
n b
y a
series
of
ner
ve c
ells
Car
ry o
ut
tast
ing s
essi
ons
(blin
dfo
ld t
ests
) of
various
foods
– s
wee
t,
sour,
sal
ty,
bitte
r.
2.8
re
call
that
the
mes
sages
are
im
puls
es t
hat
are
ele
ctrica
l and
that
thes
e cr
oss
ner
ve c
ell ju
nct
ions
by
a ch
emic
al
A s
tuden
t vo
lunte
er p
lace
s one
han
d in ice
-col
d w
ater
and a
t th
e sa
me
tim
e pla
ces
one
han
d in w
arm
wat
er.
They
des
crib
e w
hat
they
fe
el/s
ense
. Aft
er t
wo o
r th
ree
min
ute
s th
ey q
uic
kly
pla
ce b
oth
han
ds
into
a b
ow
l of
cold
wat
er.
The
cold
han
d n
ow fee
ls h
ot
and t
he
war
m
han
d f
eels
cold
.
2.9
ex
pla
in t
hat
som
e m
usc
le a
ctio
ns
take
pla
ce w
ithout
consc
ious
contr
ol an
d t
hat
thes
e ar
e ca
lled r
efle
x ac
tions
Inve
stig
ate
reflex
rea
ctio
ns
(tak
e ca
re!)
, e.
g.
pupil
of
eye
in o
rdin
ary
light
and in s
had
e, k
nee
jer
k.
2.1
0
reca
ll th
e st
ruct
ure
of
a re
flex
arc
, in
cludin
g s
tim
ulu
s, s
enso
ry
neu
rone,
rel
ay n
euro
ne,
moto
r neu
rone
and e
ffec
tor.
W031185 –
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ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
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–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
18
Ch
an
ges
in p
lan
t g
row
th
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
2.1
1
stat
e th
at p
lant
gro
wth
can
be
affe
cted
by
light
and g
ravi
ty
Gro
w p
lants
fro
m s
eeds
in t
he
light
and in t
he
dar
k.
2.1
2
expla
in t
hat
pla
nt
gro
wth
subst
ance
s bring a
bou
t ch
anges
in
pla
nt
gro
wth
in r
esponse
to lig
ht
and g
ravi
ty.
Ger
min
ate
bro
adbea
n s
eeds
– p
ut
seed
s at
diffe
rent
angle
s, t
rapped
by
rolle
d w
et n
ewsp
aper
, in
jam
jar
s an
d o
bse
rve
how
the
shoots
and
roots
chan
ge
direc
tion.
Gro
w c
ress
punnet
s fr
om a
super
mar
ket
in n
orm
al lig
ht,
lig
ht
from
one
side
(kee
p c
ress
in a
shoeb
ox
with a
win
dow
cut
in o
ne
end),
and
in t
he
dar
k (k
eep c
ress
in a
shoeb
ox
with n
o open
ings)
.
W031185 –
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ific
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Edex
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–
Issu
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Feb
ruar
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Pea
rson E
duca
tion
Lim
ited
2013
19
En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
re
call
that
sw
eating low
ers
body
tem
per
ature
re
call
that
horm
ones
are
chem
ical
mes
senger
s
st
ate
that
insu
lin c
ontr
ols
the
amount
of
sugar
in t
he
body
re
call
that
mes
sages
to a
nd fro
m t
he
bra
in a
re c
arried
by
ner
ve
cells
st
ate
that
pla
nts
gro
w t
ow
ards
light.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
st
ate
that
sw
eating low
ers
body
tem
per
ature
and s
hiv
erin
g r
aise
s it
st
ate
that
horm
ones
are
chem
ical
mes
senger
s th
at t
rave
l ar
ound
the
body
in t
he
blo
od
st
ate
that
insu
lin is
mad
e in
the
pan
crea
s, c
ontr
ols
blo
od s
ugar
le
vels
and c
annot
be
pro
duce
d b
y so
me
peo
ple
with d
iabet
es
re
call
that
ther
e ar
e tw
o t
ypes
of
dia
bet
es
re
call
that
som
e m
usc
le a
ctio
ns
take
pla
ce w
ithout
consc
ious
contr
ol
re
call
that
pla
nt
gro
wth
can
be
affe
cted
by
both
lig
ht
and g
ravi
ty.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
20
Top
ic 3
: D
rugs
and b
acte
ria
Bio
log
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
th
e gen
eral
effec
ts o
f th
e fo
ur
maj
or
dru
g t
ypes
on t
he
hum
an b
ody
how
rea
ctio
n t
imes
are
affec
ted b
y dru
gs
th
e im
plic
atio
ns
of
dru
g m
isuse
th
e sp
read
of
infe
ctio
us
dis
ease
s by
pat
hogen
s
m
easu
res
to r
educe
the
spre
ad o
f in
fect
ious
dis
ease
s
use
of
antibio
tics
to
contr
ol in
fect
ion.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
som
e pra
ctic
al w
ork
to m
ake
obse
rvat
ions
and d
raw
sim
ple
concl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
te
chnic
al a
nd m
athem
atic
al lan
guag
e, c
onve
ntions
and s
ymbols
. The
use
of
ICT t
o p
rese
nt
exper
imen
tal w
ork
shou
ld b
e en
coura
ged
. Spre
adsh
eets
may
be
use
d t
o t
abula
te d
ata,
pro
duce
gra
phs
wher
e ap
pro
priat
e, p
roduce
rep
ort
s, s
urv
eys
etc.
Info
rmat
ion c
an b
e ob
tain
ed
from
web
site
s.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
21
Th
e g
en
era
l eff
ect
s o
f th
e f
ou
r m
ajo
r d
rug
typ
es
on
th
e h
um
an
bo
dy
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.1
des
crib
e th
e gen
eral
effec
ts o
f:
a.
pai
nki
llers
that
blo
ck n
erve
im
puls
es,
incl
udin
g m
orp
hin
e
b.
hal
luci
nogen
s th
at d
isto
rt s
ense
per
ception,
incl
udin
g L
SD
c.
stim
ula
nts
that
incr
ease
the
spee
d o
f re
actions,
incl
udin
g
caffei
ne
d.
dep
ress
ants
that
slo
w d
ow
n t
he
activi
ty o
f th
e bra
in,
incl
udin
g a
lcohol
Mat
ch d
rug t
ypes
to t
hei
r ef
fect
s.
This
web
site
has
a lot
of
up-t
o-d
ate
info
rmat
ion:
ww
w.t
alkt
ofr
ank.
com
/
Sort
com
mon d
rugs
into
thei
r ty
pes
by
usi
ng t
hei
r ef
fect
s.
Produce
a p
ost
er w
arnin
g p
eople
of
som
e of th
e co
nse
quen
ces
of
drinki
ng a
lcohol/
smoki
ng t
obac
co/t
akin
g (
nam
ed)
dru
gs.
3.2
re
call
som
e ch
emic
als
in c
igar
ette
sm
oke
and t
hei
r ef
fect
s,
incl
udin
g:
a.
nic
otine
whic
h is
addic
tive
b.
tar
whic
h c
an c
ause
can
cer
c.
carb
on m
onoxi
de
gas
whic
h r
educe
s th
e am
ount
of
oxy
gen
in t
he
blo
od
Tuto
r dem
onst
ration
to s
how
the
tar
and a
cidic
gas
es p
roduce
d b
y burn
ing a
cig
aret
te.
3.3
re
call
som
e har
mfu
l ef
fect
s of
alco
hol co
nsu
mption:
a.
in t
he
short
ter
m –
blu
rred
vis
ion,
low
erin
g o
f in
hib
itio
ns,
sl
ow
er r
eact
ions
b.
in t
he
long t
erm
– liv
er c
irrh
osi
s, b
rain
dam
age
3.4
des
crib
e so
me
posi
tive
and n
egat
ive
effe
cts
that
med
ical
dru
gs
can h
ave
on a
n indiv
idual
’s h
ealth.
W031185 –
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ific
atio
n –
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vel Cer
tifica
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–
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ruar
y 2013 ©
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rson E
duca
tion
Lim
ited
2013
22
Ho
w r
eact
ion
tim
es
are
aff
ect
ed
by d
rug
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.5
in
vest
igat
e re
action t
imes
3.6
re
call
that
alc
ohol sl
ow
s dow
n r
eact
ion t
imes
and c
affe
ine
spee
ds
up r
eact
ion t
imes
.
Mea
sure
rea
ctio
n t
imes
usi
ng e
ither
an o
nlin
e tim
er o
r th
e ru
ler
dro
p
met
hod.
Suitab
le w
ebsi
tes,
in n
o p
articu
lar
ord
er,
incl
ude:
htt
p:/
/get
yourw
ebsi
teher
e.co
m/j
swb/r
ttes
t01.h
tml
ww
w.h
um
anben
chm
ark.
com
/tes
ts/r
eact
iontim
e/
ww
w.t
open
dsp
ort
s.co
m/t
esting/r
eact
ionte
st.h
tm
ww
w.b
bc.
co.u
k/sc
ience
/hum
anbody/
slee
p/s
hee
p/r
eact
ion_ve
rsio
n5.
swf
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
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ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
23
Th
e im
plica
tio
ns
of
dru
g m
isu
se
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.7
re
call
som
e of
the
soci
al iss
ues
of drinki
ng a
lcohol, t
akin
g
dru
gs
and s
moki
ng
Dis
cuss
soci
al p
ress
ure
s an
d t
he
effe
cts
of th
e use
of
exce
ss a
lcohol
an
d d
rugs.
3.8
dis
cuss
dat
a sh
ow
ing t
he
rela
tionsh
ip b
etw
een s
moki
ng a
nd
neg
ativ
e hea
lth e
ffec
ts
Gat
her
info
rmat
ion t
o co
mple
te a
work
shee
t sh
ow
ing e
ffec
ts o
f dru
g
use
(m
edic
inal
) an
d a
buse
.
3.9
dis
cuss
som
e of
the
way
s peo
ple
try
to g
ive
up s
moki
ng.
Colle
ct lea
flet
s an
d o
ther
info
rmat
ion o
n w
ays
of
hel
pin
g a
per
son t
o giv
e up s
moki
ng.
Use
ful w
ebsi
tes
incl
ude:
ww
w.q
uit.o
rg.u
k an
d w
ww
.tal
ktofr
ank.
com
/
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
24
Th
e s
pre
ad
of
infe
ctio
us
dis
ease
s b
y p
ath
og
en
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.1
0
reca
ll th
at p
athogen
s (m
icro
bes
) ca
use
infe
ctio
us
dis
ease
Exp
lain
that
bac
teria,
viruse
s an
d fungi ar
e re
sponsi
ble
for
man
y in
fect
ious
illnes
ses.
3.1
1
des
crib
e how
pat
hogen
s ar
e tr
ansm
itte
d (
spre
ad)
and t
ypic
al
infe
ctio
ns:
a.
in w
ater
by
bac
teria,
e.g
. ch
ole
ra/t
yphoid
b.
by
food b
y bac
teria,
e.g
. sa
lmonel
la
c.
airb
orn
e (s
uch
as
snee
zing),
e.g
. in
fluen
za v
irus
d.
by
conta
ct,
e.g.
athle
te’s
foot
fungus
e.
by
body
fluid
s, e
.g.
HIV
f.
by
anim
als,
e.g
. house
fly
can c
arry
dys
ente
ry;
mosq
uito
can t
ransm
it m
alar
ia.
Mat
ch a
n illn
ess
to its
cau
se,
e.g.
dia
rrhoea
can
be
cause
d b
y dirty
w
ater
.
Produce
a r
eport
on t
he
pro
ble
ms
of
poor
sanitat
ion.
This
web
site
has
mat
eria
l on d
rugs
and p
athog
ens:
w
ww
.abpis
chools
.org
.uk/
pag
e/in
dex
.cfm
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
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vel Cer
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–
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e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
25
Measu
res
to r
ed
uce
th
e s
pre
ad
of
infe
ctio
us
dis
ease
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.1
2
reca
ll how
the
hum
an b
ody
def
ends
itse
lf f
rom
pat
hogen
s,
thro
ugh:
a.
phys
ical
bar
rier
s – s
kin,
mucu
s
b.
chem
ical
def
ence
– h
ydro
chlo
ric
acid
in t
he
stom
ach,
lyso
zym
es in t
ears
3.1
3
des
crib
e si
mple
mea
sure
s (i
ncl
udin
g a
ntise
ptics
) th
at c
an b
e use
d t
o pre
vent
the
spre
ad o
f in
fect
ion.
Produce
a p
ost
er t
o s
how
how
the
spre
ad o
f in
fect
ious
dis
ease
s ca
n
be
pre
vente
d.
W031185 –
Spec
ific
atio
n –
Edex
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vel Cer
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–
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e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
26
Use
of
an
tib
ioti
cs t
o c
on
tro
l in
fect
ion
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
3.1
4
reca
ll th
at a
ntibio
tics
can
be
use
d t
o c
ontr
ol in
fect
ion,
incl
udin
g:
Sel
ect
the
most
appro
priat
e tr
eatm
ent
for
a bac
terial
or
fungal
in
fect
ion fro
m a
giv
en lis
t.
a.
antibac
terials
to t
reat
bac
terial in
fect
ions
b.
antifu
ngal
s to
tre
at fungal
infe
ctio
ns
3.1
5
inve
stig
ate
the
effe
cts
of
antise
ptics
or
antibio
tics
on m
icro
bia
l cu
lture
s.
Inve
stig
ate
the
effe
ct o
f an
tibio
tics
on a
mic
robia
l cu
lture
either
as
a cl
ass
exper
imen
t or
as a
sim
ula
tion.
Culture
det
ails
can
be
found a
t:
ww
w.b
ioto
pic
s.co
.uk/
edex
cel/
pra
cw.h
tml
Sim
ula
tion
s ca
n b
e fo
und a
t:
ww
w.a
bpis
chools
.org
.uk/
pag
e/m
odule
s/in
fect
iousd
isea
ses_
med
icin
es/m
edic
ines
2.c
fm?c
oSiteN
avig
atio
n_al
lTopic
=1
Focu
s in
vest
igat
ions
at:
ww
w.f
ocu
seduca
tional
.com
/pro
duct
/sci
ence
-in
vest
igat
ions-
2/4
1
W031185 –
Spec
ific
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vel Cer
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–
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Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
27
En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
re
cognis
e th
at n
on-m
edic
al d
rugs
are
oft
en h
arm
ful
lis
t se
vera
l dru
gs
(both
med
ical
and r
ecre
atio
nal
)
st
ate
one
chem
ical
in t
obac
co a
nd h
ow
it
affe
cts
the
hum
an b
ody
st
ate
one
har
mfu
l ef
fect
of
alco
hol
des
crib
e a
ben
efit o
f a
com
mon m
edic
al d
rug,
e.g.
aspirin
, co
ugh
mix
ture
m
easu
re t
he
reac
tion t
ime
of
an indiv
idual
usi
ng a
sim
ple
met
hod
or
com
pute
r si
mula
tion
use
giv
en d
ata
to iden
tify
the
effe
ct o
f al
cohol on r
eact
ion t
imes
id
entify
a s
imple
pat
tern
fro
m a
gra
ph,
e.g.
how
the
num
ber
of
cigar
ette
s sm
oke
d b
y an
indiv
idual
rel
ates
to a
n incr
ease
d r
isk
of
the
indiv
idual
dyi
ng fro
m lung c
ance
r
st
ate
that
infe
ctio
us
illnes
s ar
e ca
use
d b
y m
icro
bes
des
crib
e so
me
of
the
met
hods
by
whic
h p
athogen
s sp
read
des
crib
e a
sim
ple
met
hod u
sed t
o lim
it t
he
spre
ad o
f pat
hogen
s/co
ntr
ol in
fect
ion
id
entify
a s
imple
pat
tern
fro
m a
gra
ph,
e.g.
how
the
conce
ntr
atio
n
of
an a
ntibio
tic
affe
cts
mic
robia
l cu
lture
s.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
des
crib
e th
e ef
fect
s of
spec
ific
dru
gs
cl
assi
fy d
rugs
into
diffe
rent
types
des
crib
e th
e ef
fect
of
tar
and n
icotine
on t
he
lungs
des
crib
e th
e sh
ort
- an
d long-t
erm
effec
ts o
f al
cohol
des
crib
e so
me
ben
efits
and s
ide
effe
cts
of
com
mon m
edic
al d
rugs
m
easu
re t
he
reac
tion t
ime
of
an indiv
idual
usi
ng a
sim
ple
met
hod
or
com
pute
r si
mula
tion a
num
ber
of
tim
es,
and r
ecord
m
easu
rem
ents
in a
suitab
le c
har
t so
that
gra
phs
or
aver
ages
can
be
pro
duce
d
find o
ut
the
effe
ct o
f al
cohol on r
eact
ion t
imes
by
sele
ctin
g
info
rmat
ion f
rom
more
than
one
sourc
e pro
vided
for
them
id
entify
a s
imple
pat
tern
fro
m a
gra
ph a
nd s
ugges
t re
asons
for
the
pat
tern
, e.
g.
how
the
num
ber
of ci
gar
ette
s an
indiv
idual
sm
oke
s re
late
s to
an incr
ease
d r
isk
of
the
indiv
idual
dyi
ng f
rom
lu
ng c
ance
r an
d g
ive
reas
ons
for
tren
ds
show
n
giv
e ex
ample
s of
infe
ctio
us
dis
ease
s ca
use
d b
y bac
teria,
viruse
s an
d f
ungi an
d t
hei
r m
ethod o
f sp
read
ex
pla
in m
ethods
use
d t
o lim
it t
he
spre
ad o
f pat
hogen
s/co
ntr
ol
infe
ctio
n
id
entify
a s
imple
pat
tern
fro
m a
gra
ph a
nd s
ugges
t re
asons
for
the
pat
tern
, e.
g.
how
the
conce
ntr
atio
n o
f an
antibio
tic
affe
cts
mic
robia
l cu
lture
s.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
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ruar
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duca
tion
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ited
2013
28
Top
ic 4
: T
he
Eart
h,
its
atm
ospher
e an
d c
hem
ical
rea
ctio
ns
Ch
em
istr
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
th
e at
mosp
her
e – h
ow it
has
chan
ged
ove
r tim
e
ig
neo
us,
sed
imen
tary
and m
etam
orphic
rock
s
at
om
s an
d c
hem
ical
rea
ctio
ns.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
pra
ctic
al w
ork
to
achie
ve m
any
of
the
outc
om
es f
or
this
topic
. They
should
mak
e obse
rvat
ions
and d
raw
co
ncl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
tec
hnic
al a
nd m
athem
atic
al la
nguag
e, c
onve
ntions
and s
ymbols
. The
use
of
ICT t
o p
rese
nt
exper
imen
tal w
ork
shou
ld b
e en
coura
ged
.
W031185 –
Spec
ific
atio
n –
Edex
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y Le
vel Cer
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e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
29
Th
e a
tmo
sph
ere
— h
ow
it
has
chan
ged
over
tim
e
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.1
re
call
that
the
gas
es p
roduce
d b
y vo
lcan
ic a
ctiv
ity
form
ed t
he
Ear
th’s
ear
ly a
tmosp
her
e
Thoughts
how
er g
ases
that
are
in t
he
air
and d
iscu
ss w
hic
h g
ases
ca
me
from
volc
anoes
.
Produce
a p
ost
er o
f vo
lcan
oes
and t
he
gas
es t
hey
pro
duce
.
4.2
re
call
that
the
early
atm
osp
her
e co
nta
ined
:
a.
little
or
no o
xygen
b.
a lar
ge
amount
of ca
rbon d
ioxi
de
c.
wat
er v
apou
r an
d s
mal
l am
ounts
of
oth
er g
ases
Use
diffe
rent
met
hods
of p
rese
nting d
ata
to s
how
the
per
centa
ge
com
posi
tion o
f th
e Ear
th’s
ear
liest
atm
osp
her
e, e
.g.
pie
char
t, b
ar
char
t, lea
ving s
pac
e to
add t
he
curr
ent
com
pos
itio
n lat
er.
4.3
re
call
the
curr
ent
com
posi
tion o
f th
e Ear
th’s
atm
osp
her
e.
Inve
stig
ate
the
pro
port
ion o
f ox
ygen
in t
he
atm
osp
her
e, e
ither
by
tuto
r dem
onst
ration
usi
ng h
ot
copper
and t
he
syringe
exper
imen
t to
m
easu
re t
he
per
centa
ge
of
oxy
gen
in t
he
air
or a
s a
clas
s pra
ctic
al
ww
w.r
sc.o
rg/l
earn
-chem
istr
y/co
nte
nt/
file
reposi
tory
/CM
P/00/0
00/
523/c
ce-6
9.p
df.
Add d
ata
to s
how
the
curr
ent
com
posi
tion o
f th
e at
mosp
her
e on
pre
vious
bar
/pie
char
t.
4.4
des
crib
e how
to
test
for
oxy
gen
4.5
des
crib
e how
con
den
sation o
f w
ater
vap
our
from
the
early
atm
osp
her
e fo
rmed
oce
ans
Com
par
e dat
a on b
ar/p
ie c
har
ts for
the
Ear
th’s
ear
ly a
nd c
urr
ent
atm
osp
her
es a
nd iden
tify
diffe
rence
s.
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ific
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rson E
duca
tion
Lim
ited
2013
30
Th
e a
tmo
sph
ere
— h
ow
it
has
chan
ged
over
tim
e (
continued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.6
re
call
that
the
amount
of
carb
on d
ioxi
de
in t
he
atm
osp
her
e has
red
uce
d s
ince
the
Ear
th’s
ear
liest
atm
osp
her
es
4.7
ex
pla
in t
hat
photo
synth
esis
by
pla
nts
incr
ease
d t
he
amou
nt
of
oxy
gen
in t
he
atm
osp
her
e si
nce
the
Ear
th’s
ear
liest
at
mosp
her
es
4.8
ex
pla
in t
hat
photo
synth
esis
by
pla
nts
dec
reas
ed t
he
amount
of
carb
on d
ioxi
de
in t
he
atm
osp
her
e si
nce
the
Ear
th’s
ear
liest
at
mosp
her
es
Dis
cuss
how
the
chan
ge
in p
erce
nta
ge
of g
ases
has
hap
pen
ed,
e.
g.
photo
synth
esis
, co
nden
sation o
f w
ater
vap
our.
Produce
a p
ost
er o
f th
e cu
rren
t co
mposi
tion o
f th
e Ear
th’s
at
mosp
her
e, u
se s
trin
g o
r ar
t st
raw
s to
lin
k th
e gas
es o
n t
his
post
er
to t
he
sam
e gas
on t
he
earlie
st a
tmosp
her
e post
er,
e.g.
carb
on
dio
xide.
Mak
e la
bel
s to
han
g o
n t
he
strings
stat
ing t
he
pro
cess
(p
hoto
synth
esis
) th
at h
as c
han
ged
the
per
centa
ge
of gas
and h
ow
it
has
chan
ged
(dec
reas
ed).
W031185 –
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ific
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n –
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e 1 –
Feb
ruar
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Pea
rson E
duca
tion
Lim
ited
2013
31
Th
e a
tmo
sph
ere
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.9
ex
pla
in t
hat
sm
all ch
anges
in t
he
atm
osp
her
e ar
e co
nst
antly
occ
urr
ing t
hro
ugh:
a.
volc
anic
act
ivity
b.
hum
an a
ctiv
ity,
incl
udin
g t
he
burn
ing o
f fo
ssil
fuel
s,
farm
ing a
nd d
efore
stat
ion.
Thoughts
how
er a
nyt
hin
g t
hat
stu
den
ts c
an t
hin
k of th
at g
ives
off
or
take
s in
gas
es,
refe
r bac
k to
photo
synth
esis
and r
efer
to
def
ore
stat
ion.
Ref
er b
ack
to v
olc
anoe
s pro
duci
ng t
he
firs
t gas
es a
nd
ask
if t
his
is
still
hap
pen
ing.
Dem
onst
rate
a lit c
andle
under
an inve
rted
jar
. D
iscu
ss w
hy
the
candle
goes
out.
Dis
cuss
whic
h g
ases
are
use
d u
p a
nd w
hic
h a
re p
roduce
d a
s th
e ca
ndle
is
burn
ing.
Rel
ate
the
candle
to o
ther
fuel
s su
ch a
s pet
rol,
die
sel, e
tc.
Produce
a p
ost
er s
how
ing g
ases
use
d u
p a
nd g
ases
pro
duce
d w
hen
a
candle
/oth
er f
uel
is
burn
ing.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
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vel Cer
tifica
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8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
32
Ign
eo
us,
sed
imen
tary
an
d m
eta
mo
rph
ic r
ock
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.1
0
des
crib
e th
at igneo
us
rock
s, s
uch
as
gra
nite,
are
:
a.
form
ed b
y th
e so
lidific
ation o
f m
agm
a or
lava
b.
mad
e of
crys
tals
whose
siz
e dep
ends
on t
he
rate
of
coolin
g
Prac
tica
l – t
o m
odel
the
form
atio
n o
f cr
ysta
ls in igneo
us
rock
. Cool
the
liquid
s at
diffe
rent
rate
s by
pla
cing t
hem
on c
ool an
d w
arm
m
icro
scope
slid
es.
The
crys
tals
are
obse
rved
, w
hils
t fo
rmin
g,
usi
ng a
lig
ht
mic
rosc
ope.
ww
w.p
ract
ical
phys
ics.
org/g
o/E
xper
imen
t_153.h
tml
4.1
1
des
crib
e how
sed
imen
tary
rock
s ar
e fo
rmed
by
the
com
pac
tion
of
laye
rs o
f se
dim
ent
ove
r a
very
long t
ime
per
iod
Mak
e a
model
of
a se
dim
enta
ry r
ock
with d
iffe
rent-
colo
ure
d lay
ers
of
sand/r
ock
s.
See
exp
erim
ent
G,
on w
ww
.knock
an-
crag
.co.u
k/dow
nlo
ads/
Sed
imen
tary
%20ro
ck%
20dem
os%
20-
%20te
acher
s%20not
es.p
df
4.1
2
expla
in t
hat
sed
imen
tary
rock
s:
a.
may
conta
in f
oss
ils
b.
are
susc
eptible
to e
rosi
on
4.1
3
des
crib
e ch
alk
and lim
esto
ne
as e
xam
ple
s of se
dim
enta
ry
rock
s
4.1
4
des
crib
e th
e fo
rmat
ion o
f m
etam
orphic
rock
s by
the
action o
f hea
t an
d/o
r pre
ssure
, in
cludin
g t
he
form
atio
n o
f m
arble
fro
m
chal
k or
limes
tone
4.1
5
des
crib
e m
arb
le a
s an
exa
mple
of
a m
etam
orp
hic
rock
4.1
6
reca
ll th
at lim
esto
ne,
chal
k an
d m
arble
are
form
s of
calc
ium
ca
rbonat
e
Car
ry o
ut
exper
imen
ts o
n d
iffe
rent
rock
typ
es t
o s
how
diffe
rent
form
s of
erosi
on.
ww
w.k
nock
an-c
rag.c
o.u
k/dow
nlo
ads/
Sed
imen
tary
%20ro
ck%
20
dem
os
%20-%
20te
acher
s%20note
s.pdf
Set
up a
circu
s of
rock
typ
es (
sedim
enta
ry,
met
amorp
hic
, ig
neo
us)
.
Supply
stu
den
ts w
ith h
and len
ses.
Stu
den
ts o
bse
rve
key
pro
per
ties
(d
ensi
ty,
har
dnes
s et
c) a
nd a
ppea
rance
for
diffe
rent
rock
typ
es a
nd
then
look
for
tren
ds
in p
roper
ties
for
diffe
rent
rock
typ
es.
W031185 –
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ific
atio
n –
Edex
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vel Cer
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e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
33
Ign
eo
us,
sed
imen
tary
an
d m
eta
mo
rph
ic r
ock
s (c
ontinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.1
7
des
crib
e so
me
use
s of
limes
tone
4.1
8
dis
cuss
the
adva
nta
ges
and d
isad
vanta
ges
of
quar
ryin
g
limes
tone
4.1
9
des
crib
e th
e th
erm
al d
ecom
posi
tion o
f ca
lciu
m c
arbonat
e
4.2
0
des
crib
e th
e ef
fect
of w
ater
on c
alci
um
oxi
de
4.2
1
des
crib
e how
cal
cium
hyd
roxi
de
dis
solv
es in w
ater
to f
orm
a
solu
tion,
know
n a
s lim
ewat
er
4.2
2
des
crib
e how
lim
ewat
er is
use
d t
o t
est
for
carb
on d
ioxi
de.
Cla
ss d
iscu
ssio
n:
deb
ate
the
adva
nta
ges
and d
isad
vanta
ges
of
quar
ryin
g lim
esto
ne,
to
incl
ude
idea
s on s
oci
al,
envi
ronm
enta
l an
d
finan
cial
im
pac
ts.
Stu
den
ts c
ould
pre
sent
the
adva
nta
ges
and
dis
adva
nta
ges
of
each
and v
ote
on t
he
outc
om
e. (
This
is
an
opport
unity
for
studen
ts t
o p
roduce
post
ers,
use
the
inte
rnet
for
rese
arch
, use
ora
l co
mm
unic
atio
n s
kills
and t
eam
work
to g
ather
thei
r ev
iden
ce a
nd a
rgum
ents
.)
Car
ry o
ut
the
pra
ctic
al a
t:
ww
w.p
ract
ical
chem
istr
y.org
/exp
erim
ents
/ther
mal
-dec
omposi
tion-o
f-ca
lciu
m-c
arbonat
e,282,E
X.h
tml
W031185 –
Spec
ific
atio
n –
Edex
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vel Cer
tifica
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–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
34
Ato
ms
an
d c
hem
ical re
act
ion
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
4.2
3
expla
in t
hat
an e
lem
ent
consi
sts
of ve
ry s
mal
l par
ticl
es c
alle
d
atom
s
4.2
4
expla
in t
hat
during c
hem
ical
rea
ctio
ns,
ato
ms
are
nei
ther
cr
eate
d n
or
des
troye
d
Use
model
s to
rea
rran
ge
atom
s in
sim
ple
rea
ctio
ns.
4.2
5
expla
in t
hat
during c
hem
ical
rea
ctio
ns,
ato
ms
are
rear
ranged
to
mak
e new
pro
duct
s (c
om
pounds
) w
ith d
iffe
rent
pro
per
ties
fr
om
the
reac
tants
, e.
g.
when
iro
n a
nd s
ulfur
reac
t to
form
iron s
ulfid
e
Use
: ap
pea
rance
; a
mag
net
; w
het
her
pro
duct
s an
d r
eact
ants
flo
at o
r si
nk
in w
ater
; dilu
te a
cid t
o inve
stig
ate
the
pro
per
ties
of
iron a
nd
sulfur;
a m
ixtu
re o
f iron
and s
ulfur;
or
iron o
xide
to s
how
that
the
pro
duct
s of th
e re
action
hav
e diffe
rent
pro
per
ties
to t
he
reac
tants
.
4.2
6
reca
ll th
at t
he
tota
l m
ass
bef
ore
and a
fter
a r
eact
ion in a
se
aled
conta
iner
is
unch
anged
. D
emonst
rate
the
reac
tion b
etw
een lea
d n
itra
te a
nd p
ota
ssiu
m iodid
e so
lution
s on
a b
alan
ce.
Dis
cuss
that
the
pre
cipitat
e is
a n
ew p
roduct
an
d t
hat
the
star
ting r
eact
ants
had
the
sam
e m
ass
as t
his
pro
duct
.
Dem
onst
rate
(or
studen
ts c
ould
car
ry o
ut)
the
reac
tion b
etw
een
calc
ium
car
bonat
e an
d h
ydro
chlo
ric
acid
, usi
ng a
bal
loon o
ver
the
mouth
of
a te
st t
ube
to c
olle
ct t
he
carb
on d
ioxi
de
pro
duce
d.
The
reac
tion b
etw
een m
agnes
ium
and h
ydro
chlo
ric
acid
cou
ld a
lso b
e in
vest
igat
ed,
colle
ctin
g t
he
hyd
rogen
pro
duce
d a
nd lig
hting w
ith a
sp
lint,
to furt
her
rei
nfo
rce
the
poin
t th
at p
roduct
s hav
e diffe
rent
pro
per
ties
to r
eact
ants
.
W031185 –
Spec
ific
atio
n –
Edex
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vel Cer
tifica
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–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
35
En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
re
call
som
e of
the
mai
n g
ases
that
mad
e up t
he
Ear
th’s
ear
liest
at
mosp
her
e an
d m
ake
up t
he
atm
osp
her
e of
the
Ear
th t
oday
giv
e one
exam
ple
of
a pro
cess
or
action w
hic
h w
ould
res
ult in a
ch
ange
in t
he
com
posi
tion o
f th
e Ear
th’s
atm
osp
her
e to
day
, e.
g.
drivi
ng a
car
id
entify
diffe
rent
types
of
rock
usi
ng a
n iden
tifica
tion c
har
t
nam
e so
me
rock
s
des
crib
e ad
vanta
ges
and d
isad
vanta
ges
of quar
ryin
g lim
esto
ne,
co
mm
unic
atin
g t
hei
r id
eas
in a
sim
ple
way
des
crib
e at
om
s an
d r
eact
ions
in a
sim
ple
way
, e.
g.
usi
ng d
raw
ings
re
call
that
lim
esto
ne
bre
aks
dow
n w
hen
hea
ted t
o p
roduce
new
su
bst
ance
s an
d t
hat
thes
e new
subst
ance
s ca
n b
e re
acte
d f
urt
her
.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
des
crib
e th
e gas
es in t
he
Ear
th’s
ear
liest
atm
osp
her
e an
d t
he
atm
osp
her
e to
day
and u
se s
cien
tific
term
s to
exp
lain
how
the
per
centa
ge
of
the
gas
es h
as c
han
ged
des
crib
e diffe
rent
pro
cess
es w
hic
h c
han
ge
the
per
centa
ges
of
gas
es in t
he
atm
osp
her
e usi
ng s
cien
tific
term
s, e
.g.
photo
synth
esis
, def
ore
stat
ion
des
crib
e th
e pro
per
ties
of
diffe
rent
rock
s an
d iden
tify
rock
s as
ig
neo
us,
sed
imen
tary
or
met
amorp
hic
withou
t th
e nee
d f
or a
n
iden
tifica
tion c
har
t
nam
e at
lea
st o
ne
rock
that
bel
ongs
to e
ach r
ock
type
des
crib
e ad
vanta
ges
and d
isad
vanta
ges
of quar
ryin
g lim
esto
ne,
co
mm
unic
atin
g idea
s in
sim
ple
sen
tence
s
des
crib
e at
om
s usi
ng s
imple
sen
tence
s
des
crib
e re
actions
usi
ng s
imple
sen
tence
s an
d w
ord
equat
ions
des
crib
e th
e pro
duct
s fo
rmed
during t
he
ther
mal
dec
om
posi
tion o
f ca
lciu
m c
arbonat
e an
d r
ecal
l th
e pro
duct
s of th
e fu
rther
rea
ctio
n
of
thes
e pro
duct
s.
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Top
ic 5
: A
cids
and m
etal
s
Ch
em
istr
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
so
me
pro
per
ties
of
met
als
and n
on-m
etal
s
m
etal
s in
the
Ear
th
neu
tral
isat
ion r
eact
ions
how
to t
est
for
som
e gas
es.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
pra
ctic
al w
ork
to
achie
ve m
any
of
the
outc
om
es f
or
this
topic
. They
should
mak
e obse
rvat
ions
and d
raw
co
ncl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
tec
hnic
al a
nd m
athem
atic
al la
nguag
e, c
onve
ntions
and s
ymbols
. Stu
den
ts s
hould
be
enco
ura
ged
to
use
ICT t
o pre
sent
exper
imen
tal w
ork
.
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So
me p
rop
ert
ies
of
meta
ls a
nd
no
n-m
eta
ls
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
5.1
gro
up e
lem
ents
as
met
als
or
non-m
etal
s
5.2
lo
cate
blo
cks
of
met
als
and n
on-m
etal
s on a
n o
utlin
e of
the
Periodic
Tab
le
5.3
des
crib
e pro
per
ties
exh
ibited
by
most
met
als
(solid
, sh
iny,
har
d,
conduct
hea
t an
d e
lect
rici
ty)
5.4
des
crib
e so
me
varied
pro
per
ties
of
non-m
etal
s, e
.g.
most
do
not
conduct
hea
t or
elec
tric
ity;
man
y ar
e gas
es
Use
the
inte
rnet
to r
esea
rch s
ome
use
s of
com
mon m
etal
s an
d n
on-
met
als.
Lo
ok
at a
pic
torial
Per
iodic
Tab
le.
Look
at a
ctual
ele
men
ts t
hem
selv
es
that
are
saf
e.
Ass
emble
a s
imple
jig
saw
of
the
two ‘blo
cks’
into
an o
utlin
e Pe
riodic
Tab
le.
A u
sefu
l re
sourc
e is
:
CD
RO
M M
ultim
edia
Sci
ence
Sch
ool – T
he
Period
ic T
able
(N
ew M
edia
).
Act
ing a
s a
met
al o
r non
-met
al,
write
a let
ter
to a
pro
spec
tive
em
plo
yer
aski
ng f
or
a jo
b,
e.g.
copper
wan
ting t
o b
e par
t of
an e
lect
rica
l ci
rcuit.
Exp
lain
what
pro
per
ties
you h
ave
that
would
mak
e yo
u a
suitab
le m
etal
or
non-m
etal
for
the
job.
Produce
a p
ost
er o
r le
afle
t to
dis
pla
y so
me
use
s of th
ese
com
mon
pro
per
ties
.
5.5
des
crib
e th
e use
s of
met
als
in r
elation t
o t
hei
r pro
per
ties
, in
cludin
g:
a.
alum
iniu
m
b.
copper
c.
gold
d.
stee
l
Use
the
inte
rnet
to r
esea
rch t
he
pro
per
ties
and u
ses
of m
etal
s in
cludin
g
alum
iniu
m,
copper
, gold
and s
teel
. Stu
den
ts c
ould
pro
duce
a p
ost
er t
o
show
thei
r re
sear
ch.
5.6
in
vest
igat
e how
met
als
and n
on-m
etal
s co
nduct
hea
t at
diffe
rent
rate
s.
Car
ry o
ut
an e
xper
imen
t hea
ting m
etal
and n
on-m
etal
rod
s, w
ith p
ins
stuck
on w
ith w
ax,
to s
how
how
som
e m
ater
ials
conduct
hea
t bet
ter
than
oth
ers.
Dis
cuss
how
con
duct
ivity
is a
pplie
d a
t hom
e, e
.g.
usi
ng a
wooden
spoon
to s
tir
your
bak
ed b
eans
rath
er t
han
a m
etal
one.
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Meta
ls in
th
e E
art
h
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
5.7
re
call
that
som
e m
etal
s ar
e fo
und a
s el
emen
ts (
e.g.
gold
) an
d
som
e ar
e fo
und in c
om
pounds
(ore
s) (
e.g.
iron o
xide)
Lo
ok
at s
ample
s (o
r pic
ture
s) o
f pure
met
als
and o
res
to s
ee t
he
diffe
rence
bet
wee
n t
hem
. M
atch
the
ore
s to
the
met
al t
hat
can
be
extr
acte
d f
rom
it.
5.8
in
vest
igat
e w
her
e m
etal
s ar
e fo
und (
in t
he
UK/w
orld)
Stu
den
ts c
ould
colo
ur
in a
map
to
show
wher
e diffe
rent
met
als
are
found.
5.9
ex
pla
in w
hy
gold
/silv
er/p
latinum
are
more
exp
ensi
ve (
they
are
ra
rer)
than
oth
er m
etal
s
5.1
0
des
crib
e th
e re
action b
etw
een m
etal
s an
d a
cids
and e
xpla
in
how
this
pro
vides
evi
den
ce f
or
the
diffe
rent
reac
tivi
ties
of
met
als
Inve
stig
ate
the
reac
tion
bet
wee
n m
etal
s (n
ot
above
mag
nes
ium
in
the
reac
tivi
ty s
erie
s) a
nd a
cids
(not
dilu
te n
itric
acid
).
5.1
1
expla
in t
hat
met
als
found a
s co
mpounds
(ore
s) a
re h
arder
to
extr
act
than
to r
ecyc
le,
e.g.
alum
iniu
m.
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Neu
tralisa
tio
n r
eact
ion
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
5.1
2
inve
stig
ate
the
pro
duct
ion o
f m
etal
sal
ts f
rom
the
neu
tral
isat
ion o
f ac
ids
by
inso
luble
met
al o
xides
and
carb
onat
es
Mak
e so
me
use
of sc
ientific
term
s (e
.g.
neu
tral
isat
ion r
eact
ion)
in
dis
cuss
ions
and w
ritt
en w
ork
.
5.1
3
reca
ll th
at:
a.
hyd
roch
loric
acid
pro
duce
s ch
loride
salts
b.
nitric
acid
pro
duce
s nitra
te s
alts
c.
sulfuric
acid
pro
duce
s su
lfat
e sa
lts
5.1
4
stat
e th
e diffe
rent
colo
ure
d fla
mes
obta
ined
when
spec
ifie
d
met
als
are
pla
ced in a
Bunse
n b
urn
er f
lam
e Id
entify
met
als
usi
ng a
sim
ple
fla
me
test
.
5.1
5
explo
re s
om
e use
ful pro
duct
s th
at a
re d
eriv
ed f
rom
neu
tral
isat
ion r
eact
ions,
e.g
. fire
work
s an
d f
ertilis
ers
5.1
6
des
crib
e how
to
test
pH
usi
ng indic
ator
pap
er a
nd u
niv
ersa
l in
dic
ator
5.1
7
reca
ll th
at h
ydro
chlo
ric
acid
is
pro
duce
d in t
he
stom
ach t
o h
elp
dig
estion a
nd k
ill b
acte
ria
Produce
a p
ost
er o
n u
sefu
l pro
duct
s der
ived
fro
m n
eutr
alis
atio
n
reac
tions.
5.1
8
inve
stig
ate
how
indig
estion r
emed
ies
neu
tral
ise
stom
ach a
cid.
Colle
ct indig
estion t
able
t pac
kets
and c
ompar
e in
gre
die
nts
.
Rea
ctio
n o
f in
dig
estion
tab
lets
with d
ilute
aci
d t
o p
roduce
gas
bubble
s, s
how
ing t
hat
a g
as is
pro
duce
d.
Tes
t pH
of so
lutions
bef
ore
an
d a
fter
exp
erim
ent.
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Ho
w t
o t
est
fo
r so
me g
ase
s
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
5.1
9
reca
ll th
at h
ydro
chlo
ric
acid
can
be
bro
ken d
own u
sing
elec
tric
ity
to p
roduce
hyd
rogen
and c
hlo
rine
Tuto
r dem
onst
rate
s el
ectr
oly
sis
of hyd
roch
loric
acid
and t
ests
eac
h
gas
pro
duce
d.
5.2
0
des
crib
e how
to
test
for
hyd
rogen
, ch
lorine
and c
arbon d
ioxi
de
gas
es
Iden
tify
hyd
rogen
, ch
lorine
and c
arbon d
ioxi
de
gas
es u
sing
appro
priat
e te
sts.
5.2
1
des
crib
e ch
lorine
as a
toxi
c gas
5.2
2
des
crib
e th
e use
of
chlo
rine
to m
anufa
cture
ble
ach.
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En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
m
ake
limited
use
of
scie
ntific
term
s (e
.g.
reac
tion)
in d
iscu
ssio
ns
des
crib
e pro
per
ties
of
gro
ups
of m
ater
ials
, e.
g.
met
als
and n
on-
met
als
des
crib
e how
to
test
for
hyd
rogen
and c
arbon
dio
xide
gas
es
st
ate
the
diffe
rent-
colo
ure
d f
lam
es o
bta
ined
when
spec
ifie
d
met
als
are
pla
ced in a
Bunse
n b
urn
er f
lam
e
use
sim
ple
tex
ts,
with h
elp,
to o
bta
in info
rmat
ion,
e.g.
about
recy
clin
g m
ater
ials
des
crib
e re
actions
bet
wee
n a
cids
and m
etal
s an
d m
etal
co
mpounds
giv
e use
s fo
r m
etal
sal
ts
kn
ow
that
chlo
rine
gas
can
be
mad
e fr
om
hyd
roch
loric
acid
and
can b
e use
d in m
akin
g b
leac
h.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
m
ake
som
e use
of
scie
ntific
term
s (e
.g.
neu
tral
isat
ion,
reac
tion)
in d
iscu
ssio
ns
and w
ritt
en w
ork
use
the
pro
per
ties
of
mat
eria
ls t
o so
rt t
hem
into
gro
ups,
e.g
. m
etal
s an
d n
on-m
etal
s
id
entify
hyd
rogen
and c
arbon d
ioxi
de
gas
es u
sing a
ppro
priat
e te
sts
id
entify
met
als
usi
ng a
sim
ple
fla
me
test
des
crib
e re
actions
bet
wee
n a
cids
and m
etal
s an
d m
etal
co
mpounds,
and k
now
what
typ
e of
sal
t is
form
ed
des
crib
e use
s of
met
al s
alts
kn
ow t
hat
ele
ctrici
ty is
use
d t
o bre
ak d
ow
n h
ydro
chlo
ric
acid
to
form
hyd
rogen
and c
hlo
rine.
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Top
ic 6
: Fuel
s
Ch
em
istr
y
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
fu
els
use
ful su
bst
ance
s pro
duce
d f
rom
cru
de
oil
pollu
tion a
nd t
he
envi
ronm
ent,
incl
udin
g t
he
gre
enhouse
effec
t
su
stai
nab
ility
.
Stu
den
ts a
re e
xpec
ted t
o u
nder
take
pra
ctic
al w
ork
to
achie
ve m
any
of
the
outc
om
es f
or
this
topic
. They
should
mak
e obse
rvat
ions
and d
raw
co
ncl
usi
ons
usi
ng a
ppro
priat
e sc
ientific,
tec
hnic
al a
nd m
athem
atic
al la
nguag
e, c
onve
ntions
and s
ymbols
. The
use
of
ICT t
o p
rese
nt
exper
imen
tal w
ork
shou
ld b
e en
coura
ged
.
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Fu
els
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
6.1
in
vest
igat
e th
e use
of fo
ssil
fuel
s (c
oal
, cr
ude
oil
and n
atura
l gas
) an
d s
ome
oth
er c
omm
on fuel
s (e
.g.
wood,
pet
rol,
char
coal
)
Colle
ct info
rmat
ion o
n v
ario
us
fuel
s (e
.g.
for
a post
er d
ispla
y).
Dis
cuss
the
bes
t ty
pe
of fu
el f
or
diffe
rent
situ
atio
ns,
consi
der
ing c
ost
, st
ora
ge,
tra
nsp
ort
, et
c.
6.2
re
call
that
in o
rder
to b
urn
, a
fuel
nee
ds
hea
t en
ergy
and
oxy
gen
Build
a ‘fire
-trian
gle
’.
6.3
ex
pla
in t
hat
fire
fighting invo
lves
rem
ovi
ng o
ne
or
more
of
fuel
, hea
t en
ergy
or
oxy
gen
Vis
it t
he
loca
l fire
sta
tion
.
6.4
dis
cuss
som
e m
ethods
of
putt
ing o
ut
fire
s (e
.g.
diffe
rent
types
of
fire
ext
inguis
her
, fire
bla
nke
ts,
sand)
and w
hic
h o
f th
e fo
llow
ing t
hey
rem
ove
: fu
el,
hea
t en
ergy
or
oxy
gen
Use
pic
ture
s of va
rious
types
of fire
and lin
k to
the
met
hods
of
putt
ing t
hem
out.
Car
ry o
ut
a su
rvey
of fire
ext
inguis
her
s an
d fire
bla
nke
ts in t
he
centr
e.
6.5
des
crib
e w
hat
hap
pen
s w
hen
a fuel
burn
s, i.e
. it r
eact
s w
ith
oxy
gen
in t
he
air
and g
ives
out
hea
t an
d lig
ht
ener
gy;
this
re
action is
calle
d c
om
bust
ion
6.6
des
crib
e how
car
bon
and c
arbon
monoxi
de
will
form
if
ther
e is
not
enou
gh o
xygen
for
com
ple
te c
om
bust
ion
Wat
ch r
elev
ant
video
s on c
arbon m
onoxi
de
pois
onin
g,
e.g.
ww
w.h
se.g
ov.
uk/
gas
/dom
estic/
video
s.htm
6.7
re
call
that
car
bon m
onox
ide
is a
toxi
c gas
6.8
des
crib
e th
e pro
ble
ms
cause
d b
y in
com
ple
te c
om
bust
ion in
applia
nce
s th
at u
se c
arbon c
om
pou
nds
as fuel
s (i
.e.
the
pro
duct
ion o
f ca
rbon m
onoxi
de
and s
oot)
Tuto
r use
s a
yello
w f
lam
e of
a Bunse
n b
urn
er t
o s
how
soot
form
atio
n.
6.9
des
crib
e th
e te
st f
or
carb
on d
ioxi
de
and w
ater
Tuto
r dem
onst
ration
of burn
ing a
fuel
to
pro
duce
pro
duct
s w
hic
h:
a.
turn
lim
ewat
er ‘m
ilky’
(ca
rbon d
ioxi
de)
b.
turn
dry
white
copper
sulfat
e blu
e (w
ater
).
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Fu
els
(co
ntinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
6.1
0
inve
stig
ate
the
pro
duct
s pro
duce
d w
hen
a fuel
burn
s by
test
ing f
or
carb
on d
ioxi
de
gas
and w
ater
usi
ng lim
ewat
er a
nd
anhyd
rous
copper
sulfat
e
6.1
1
expla
in h
ow
this
tes
t sh
ow
s th
at f
uel
s co
nta
in c
arbon a
nd
hyd
rogen
6.1
2
inve
stig
ate
the
fact
ors
that
mak
e a
good fuel
, in
cludin
g h
ow
ea
sily
it
burn
s, t
he
amount
of as
h o
r sm
oke
it
pro
duce
s, t
he
amount
of h
eat
it p
roduce
s, e
ase
of
tran
sport
and s
tora
ge
Com
par
e va
rious
fuel
s (e
.g.
pap
er,
wood,
fire
-lig
hte
r, c
ream
cra
cker
an
d p
owder
ed c
oal
).
6.1
3
reca
ll th
e eq
uat
ion:
fu
el +
oxy
gen
c
arbon
dio
xide
+ w
ater
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Use
ful su
bst
an
ces
pro
du
ced
fro
m c
rud
e o
il
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
6.1
4
iden
tify
loca
tions
wher
e oil
is f
ound (
under
lan
d a
nd s
ea)
Wat
ch r
elev
ant
video
s (e
.g.
Oil
and G
as F
orm
atio
n fro
m B
P Am
oco
) or
use
wal
l ch
arts
or
CD
RO
M r
esourc
es.
6.1
5
reca
ll th
at c
rude
oil
is f
orm
ed o
ver
mill
ions
of ye
ars
and
expla
in w
hy
it is
not
a re
new
able
res
ourc
e.
Com
ple
te a
cut
and p
aste
pic
ture
puzz
le o
n t
he
stag
es o
f th
e fo
rmat
ion a
nd p
roduct
ion o
f oi
l.
Use
ful w
ebsi
tes:
ww
w.s
hel
l.co
.uk;
ww
w.e
sso.c
o.u
k; w
ww
.bpes
.com
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46
Use
ful su
bst
an
ces
pro
du
ced
fro
m c
rud
e o
il (
continued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
6.1
6
inve
stig
ate
how
cru
de
oil
can b
e se
par
ated
by
dis
tilla
tion (
a pro
cess
cal
led r
efin
ing)
into
man
y use
ful su
bst
ance
s:
a.
fuel
s (g
as,
pet
rol, d
iese
l fu
el)
b.
subst
ance
s w
hic
h c
an b
e use
d t
o pro
duce
pla
stic
s, p
aints
, dru
gs
and d
yes
c.
build
ing m
ater
ials
(e.
g.
bitum
en for
road
s).
Bas
ic d
emon
stra
tion
of th
e dis
tilla
tion o
f tw
o liq
uid
s.
Mak
e a
model
fra
ctio
nat
ing t
ow
er fro
m a
lar
ge
pla
stic
drinks
bott
le.
Put
on s
tick
y la
bel
s to
show
the
various
tem
per
ature
s an
d p
roduct
s at
eac
h lev
el.
Use
the
inte
rnet
to c
olle
ct info
rmat
ion o
n t
he
mat
eria
ls t
hat
can
be
mad
e fr
om c
rude
oil.
Pro
duce
a lea
flet
on t
hes
e m
ater
ials
usi
ng a
w
ord
pro
cess
ing a
nd g
raphic
s pac
kage.
Dem
onst
rate
dis
tilla
tion
of
subst
itute
‘cr
ude
oil’
; use
‘m
ade-
up’ cr
ude
oil,
in a
fum
e cu
pboar
d,
usi
ng a
rec
ipe
from
CLE
APS
S H
azca
rds
or
from
Tea
chin
g S
econ
dar
y Chem
istr
y, J
ohn M
urr
ay P
ublic
atio
ns
(I
SBN
0719576385).
Do n
ot
use
cru
de
oil,
whic
h is
carc
inogen
ic.
Cla
ss d
iscu
ssio
n.
Deb
ate
the
use
of fo
ssil
fuel
s an
d n
ucl
ear
fuel
s. S
tuden
ts s
hould
pre
sent
the
adva
nta
ges
and d
isad
vanta
ges
of
each
and v
ote
on t
he
outc
ome.
(This
is
an o
pport
unity
to p
roduce
post
ers,
use
the
inte
rnet
for
rese
arch
, use
ora
l co
mm
unic
atio
n s
kills
and t
eam
work
to g
ather
ev
iden
ce a
nd a
rgum
ents
.)
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Po
llu
tio
n a
nd
th
e e
nvir
on
men
t
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
6.1
7
expla
in t
hat
pollu
tants
are
subst
ance
s or
form
s of
ener
gy
(hea
t, n
ois
e, r
adia
tion)
that
may
har
m liv
ing t
hin
gs
and t
he
envi
ronm
ent
Des
ign a
boa
rd g
ame
on e
ner
gy
or
pollu
tion.
6.1
8
inve
stig
ate
the
dam
agin
g e
ffec
ts t
hat
har
mfu
l w
aste
pro
duct
s (e
.g.
carb
on d
ioxi
de,
aci
dic
gas
es a
nd s
moke
) hav
e on
the
envi
ronm
ent
when
foss
il fu
els
are
burn
ed
6.1
9
expla
in t
hat
too m
uch
car
bon d
ioxi
de
in t
he
Ear
th’s
at
mosp
her
e ca
n c
ause
glo
bal
war
min
g
6.2
0
explo
re h
ow
glo
bal
war
min
g c
an d
amag
e th
e Ear
th (
e.g.
the
mel
ting o
f pola
r ic
e ca
ps
cause
s se
a le
vels
to r
ise,
dro
ughts
).
Inve
stig
ate
the
poss
ible
effec
ts o
f glo
bal
war
min
g.
Use
the
inte
rnet
fo
r re
sear
ch a
nd film
s (e
.g.
The
Day
Aft
er T
om
orr
ow
) fo
r public
idea
s ab
out
glo
bal
war
min
g.
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Su
stain
ab
ilit
y
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
6.2
1
expla
in w
hy
bio
fuel
s (e
.g.
ethan
ol)
are
som
etim
es u
sed a
s al
tern
ativ
es t
o f
oss
il fu
els
Inve
stig
ate
the
use
s of bio
fuel
s usi
ng t
he
inte
rnet
(e.
g.
in B
razi
l th
e use
of al
cohol in
car
s ra
ther
than
pet
rol)
.
6.2
2
inve
stig
ate
how
rec
yclin
g c
erta
in m
ater
ials
(gla
ss,
met
al a
nd
pap
er)
use
s le
ss e
ner
gy
and p
roduce
s le
ss p
ollu
tion t
han
m
akin
g m
ore
of
thes
e m
ater
ials
.
Inve
stig
ate
what
subst
ance
s ar
e re
cycl
ed b
y yo
ur
loca
l co
unci
l an
d
your
centr
e (u
se inte
rnet
sites
for
loca
l co
unci
ls).
Poss
ibly
vis
it a
loca
l la
nd d
isposa
l si
te/r
ecyc
ling p
lant.
Des
ign a
pos
ter
to e
nco
ura
ge
peo
ple
to r
ecyc
le m
ore
gla
ss,
met
al a
nd
pap
er.
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En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
des
crib
e glo
bal
war
min
g in a
sim
ple
way
, e.
g.
usi
ng d
raw
ings
or
a post
er
m
ake
limited
use
of
sim
ple
sci
entific
term
s (e
.g.
fuel
) in
dis
cuss
ions
kn
ow
how
fuel
s burn
and h
ow
fires
are
ext
inguis
hed
des
crib
e how
to
test
for
wat
er a
nd c
arbon d
ioxi
de
gas
kn
ow
the
use
s of
pro
duct
s m
ade
from
cru
de
oil
use
sim
ple
tex
ts,
with h
elp,
to o
bta
in info
rmat
ion,
e.g.
about
recy
clin
g m
ater
ials
dis
cuss
the
pollu
tion p
roduce
d b
y burn
ing foss
il fu
els
and t
he
har
m c
ause
d t
o t
he
envi
ronm
ent,
in a
gen
eral
conte
xt.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
des
crib
e glo
bal
war
min
g u
sing s
imple
sen
tence
s (p
erhap
s w
ithin
a
leaf
let)
and o
utlin
e its
impac
t on t
he
envi
ronm
ent
m
ake
som
e use
of
scie
ntific
term
s (e
.g.
foss
il fu
els,
bio
fuel
s) in
dis
cuss
ions
and w
ritt
en w
ork
use
a s
imple
word
equat
ion f
or b
urn
ing a
nd u
nder
stan
d t
he
haz
ards
of inco
mple
te c
om
bust
ion
id
entify
the
pro
duct
s fo
rmed
when
a f
uel
is
burn
ed,
usi
ng
appro
priat
e te
sts
des
crib
e use
ful pro
duct
s der
ived
fro
m c
rude
oil
se
lect
info
rmat
ion f
rom
giv
en s
ourc
es t
hat
are
pro
vided
to o
bta
in
info
rmat
ion,
e.g.
recy
clin
g m
ater
ials
dis
cuss
the
impac
t on t
he
envi
ronm
ent
of th
e diffe
rent
pollu
tants
pro
duce
d b
y burn
ing fos
sil fu
els.
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Top
ic 7
: W
aves
and r
adia
tion
Ph
ysi
cs
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
use
s of co
nve
rgin
g len
ses
how
to d
escr
ibe
wav
es
th
e vi
sible
spec
trum
th
e el
ectr
om
agnet
ic s
pec
trum
io
nis
ing a
nd o
ther
rad
iation.
It is
expec
ted t
hat
most
of th
e outc
om
es f
or
this
topic
will
be
achie
ved v
ia p
ract
ical
work
. Stu
den
ts s
hould
be
enco
ura
ged
to d
raw
concl
usi
ons
from
thei
r dat
a an
d u
se a
ppro
priat
e sc
ientific,
tec
hnic
al a
nd m
athem
atic
al lan
guag
e, c
onve
ntions
and s
ymbols
. As
ICT c
ontr
ibute
s to
how
sc
ience
work
s, s
tuden
ts s
hou
ld b
e en
coura
ged
to u
se I
CT fac
ilities
. Fo
r ex
ample
, th
ey c
an u
se a
word
-pro
cess
ing p
acka
ge
to w
rite
up
exper
imen
ts a
nd p
roduce
bookl
ets.
Spre
adsh
eets
may
be
use
d t
o ta
bula
te d
ata
and p
roduce
gra
phs
wher
e ap
pro
priat
e.
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Use
s o
f co
nverg
ing
len
ses
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.1
dis
cuss
the
ben
efits
of usi
ng a
n inst
rum
ent
(cam
era
or
tele
scope)
to h
elp o
ur
sight
Mat
ch b
enef
its
to t
he
inst
rum
ent.
7.2
re
call
that
a c
amer
a has
one
conve
x le
ns
and t
hat
a t
eles
cope
has
tw
o len
ses
or
mirro
rs
Res
earc
h d
iffe
rent
cam
eras
and t
eles
copes
.
7.3
des
crib
e how
to
mea
sure
the
foca
l le
ngth
of a
conve
rgin
g len
s usi
ng a
dis
tant
obje
ct
7.4
in
vest
igat
e th
e re
lationsh
ip b
etw
een t
he
shap
e of
a co
nve
x le
ns
and its
foca
l le
ngth
Mea
sure
the
foca
l le
ngth
of
diffe
rent
shap
es o
f co
nve
x le
nse
s as
a
clas
s pra
ctic
al o
r by
usi
ng a
sim
ula
tion.
This
web
site
has
a s
uitab
le s
imula
tion:
htt
p:/
/phet
.colo
rado.e
du/e
n/s
imula
tion/g
eom
etric-
optics
7.5
re
call
that
in a
sim
ple
tel
esco
pe,
the
obje
ctiv
e le
ns
form
s an
im
age
that
the
eyep
iece
mag
nifie
s.
Mak
e a
sim
ple
tel
esco
pe
with t
wo len
ses
and a
rule
r. C
aution:
do
not
look
at b
right
lights
(e.
g.
the
Sun)
usi
ng a
tel
esco
pe.
This
web
site
show
s th
e m
ethod c
lear
ly:
ww
w.y
outu
be.
com
/wat
ch?v
=0eZ
2o4W
NtJ
U&
list=
UU
EE5jd
hxr
aA_bliI
Gs1
ymIw
&in
dex
=24&
feat
ure
=plc
p
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Desc
rib
ing
waves
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.6
re
call
that
wav
es t
ransf
er e
ner
gy
and info
rmat
ion f
rom
one
pla
ce t
o a
noth
er
Dem
onst
rate
with a
Mex
ican
wav
e.
7.7
in
vest
igat
e w
hat
hap
pen
s to
a f
loat
ing o
bje
ct w
hen
a w
ave
pas
ses
7.8
des
crib
e how
par
ticl
es m
ove
in w
ater
wav
es a
nd s
ound w
aves
7.9
re
call
that
wav
es d
o not
tran
sfer
par
ticl
es f
rom
pla
ce t
o p
lace
Cla
ss d
emon
stra
tion
s w
ith s
linky
/rip
ple
tan
k or
use
a s
uitab
le
sim
ula
tion.
ww
w.y
outu
be.
com
/wat
ch?v
=Kbd8Q
UkR
bjw
&fe
ature
=re
late
d
htt
p:/
/phet
.colo
rado.e
du/e
n/s
imula
tion/w
ave-
on-a
-str
ing
7.1
0
use
the
term
s cr
est,
tro
ugh,
freq
uen
cy,
wav
elen
gth
, am
plit
ude
and s
pee
d t
o d
escr
ibe
wav
es.
Label
a (
sine)
wav
e, iden
tify
lar
ges
t fr
equen
cy,
wav
elen
gth
and
amplit
ude
on w
ave
dia
gra
ms.
Use
an o
scill
osc
ope
and s
ound g
ener
ator
to o
bse
rve
the
rela
tionsh
ips
bet
wee
n:
a.
amplit
ude
and lou
dnes
s
b.
pitch
and f
requen
cy
c.
wav
elen
gth
and p
itch
/fre
quen
cy.
W031185 –
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ific
atio
n –
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vel Cer
tifica
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e 1 –
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ruar
y 2013 ©
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duca
tion
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ited
2013
53
Th
e v
isib
le s
pect
rum
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.1
1
inve
stig
ate
how
to p
roduce
a v
isib
le s
pec
trum
usi
ng a
prism
or
CD
spec
trom
eter
Cla
ss e
xper
imen
t w
ith a
prism
and lig
ht
sourc
e or
CD
spec
trom
eter
.
For
exam
ple
:
a.
ww
w.y
outu
be.
com
/wat
ch?v
=iO
R9ZM
MCN
Ns
b.
ww
w.c
s.cm
u.e
du/~
zhuxj
/ast
ro/h
tml/
spec
trom
eter
.htm
l
Des
crib
e w
hic
h c
olo
ur
is a
ffec
ted m
ost
, e.
g.
‘Blu
e Ben
ds
Bes
t’
7.1
2
reca
ll th
e co
lours
of
the
visi
ble
spec
trum
Mak
e a
mnem
onic
for
the
colo
urs
, e.
g.
‘Ric
har
d o
f Y
ork
Goe
s B
attlin
g
in V
ain’.
7.1
3
inve
stig
ate
UV b
eads
Cla
ss p
ract
ical
with U
V b
eads
indoor
s an
d o
uts
ide/
under
UV lam
p.
7.1
4
reca
ll th
at t
her
e ar
e oth
er r
adia
tions
or
wav
es lik
e lig
ht
that
ar
e in
visi
ble
but
that
we
can d
etec
t.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
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8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
54
Th
e e
lect
rom
ag
neti
c sp
ect
rum
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.1
5
dis
cuss
that
thes
e w
aves
are
a ‘fa
mily
’ bec
ause
they
can
tr
avel
thro
ugh s
pac
e (a
vac
uum
) an
d h
ave
the
sam
e sp
eed
7.1
6
list
the
elec
trom
agnet
ic s
pec
trum
in o
rder
:
a.
radio
wav
es
b.
mic
row
aves
c.
infr
ared
d.
visi
ble
lig
ht
e.
ultra
viole
t
f.
X-r
ays
g.
gam
ma
rays
Use
a m
nem
onic
to
rem
ember
the
ord
er
Gra
ndm
a X
’s U
mbre
lla V
anis
hes
In M
ild R
ain
or
mak
e up o
wn m
nem
onic
or
rap lik
e th
ese
ww
w.y
outu
be.
com
/wat
ch?N
R=
1&
feat
ure
=en
dsc
reen
&v
=Ay2
VFG
Dsx
ac
ww
w.y
outu
be.
com
/wat
ch?v
=A0un-_
jBPP
U&
feat
ure
=re
late
d
Use
the
inte
rnet
to r
esea
rch t
he
spee
d o
f ea
ch w
ave.
7.1
7
reca
ll th
at r
adio
wav
es h
ave
a lo
ng w
avel
ength
, lo
w f
requen
cy
and c
arry
little
ener
gy
Produce
a p
ost
er t
o s
how
wher
e th
e hig
h e
ner
gy
etc
is in t
he
elec
trom
agnet
ic s
pec
trum
.
7.1
8
reca
ll th
at g
amm
a ra
ys h
ave
a ve
ry s
mal
l w
avel
ength
, hig
h
freq
uen
cy a
nd c
arry
hig
h e
ner
gy
7.1
9
list
one
har
mfu
l ef
fect
of:
a.
mic
row
aves
b.
infr
ared
c.
ultra
viole
t
d.
X-r
ays
and g
amm
a ra
ys
Mat
ch t
he
har
mfu
l ef
fect
to t
he
regio
n.
UV s
ourc
es a
re a
vaila
ble
fro
m:
ww
w.e
pa.
gov/
sunw
ise/
educa
tor_
reso
urc
es.h
tml
Oth
er c
onte
nt
is a
vaila
ble
at:
ww
w.h
pa.
org
.uk/
Topic
s/Rad
iation
/Under
stan
din
gRad
iation/U
nder
stan
din
gRad
iationTopic
s/
7.2
0
dis
cuss
that
the
pote
ntial
dan
ger
of
an e
lect
rom
agnet
ic w
ave
incr
ease
s w
ith fre
quen
cy
W031185 –
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ific
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n –
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vel Cer
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Pea
rson E
duca
tion
Lim
ited
2013
55
Th
e e
lect
rom
ag
neti
c sp
ect
rum
(co
ntinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.2
1
list
use
s of:
a.
radio
wav
es
b.
mic
row
aves
c.
infr
ared
d.
visi
ble
lig
ht
e.
ultra
viole
t
f.
X-r
ays
g.
gam
ma
rays
.
Mat
ch t
he
use
to t
he
regio
n.
Dis
cuss
the
ben
efits
and d
isad
vanta
ges
of usi
ng t
he
hig
h e
ner
gy
end
of
the
spec
trum
.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
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ce (
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–
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e 1 –
Feb
ruar
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duca
tion
Lim
ited
2013
56
Ion
isin
g a
nd
oth
er
rad
iati
on
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
7.2
2
reca
ll th
at a
noth
er ‘fa
mily
’ of
(invi
sible
) ra
dia
tion c
arries
har
mfu
l en
ergy
that
can
dam
age
cells
D
emonst
rate
that
this
‘fa
mily
’ of
rad
iation e
xist
s or
use
a s
imula
tion
, e.
g.
htt
p:/
/vis
ual
sim
ula
tions.
co.u
k/
Dis
cuss
saf
ety
for
this
dem
onst
ration.
7.2
3
reca
ll th
at t
his
‘fa
mily
’ in
cludes
alp
ha,
bet
a an
d g
amm
a ra
dia
tions
Dis
cuss
wher
e th
e nam
es ‘al
pha,
bet
a, g
amm
a’ c
om
e fr
om
.
7.2
4
reca
ll th
at t
hey
are
cal
led ionis
ing r
adia
tions
7.2
5
stat
e th
at t
hes
e ra
dia
tions
are
pro
duce
d b
y ra
dio
active
so
urc
es.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
57
En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
id
entify
the
lens
in a
dia
gra
m o
f a
cam
era
m
easu
re t
he
foca
l le
ngth
of
a co
nve
x le
ns
co
mple
te a
dia
gra
m t
o s
how
how
lig
ht
from
a d
ista
nt
sourc
e is
ben
t in
war
ds
by
a le
ns
id
entify
that
a f
at len
s is
str
onger
than
a t
hin
len
s
re
call
that
ther
e ar
e tw
o len
ses
in a
sim
ple
tel
esco
pe
m
atch
par
ticl
e m
ove
men
t to
the
type
of w
ave
(lim
ited
to s
ound
and w
ater
wav
es)
la
bel
a d
iagra
m o
f a
wav
e w
ith c
rest
and t
rough
id
entify
the
larg
est
amplit
ude/
wav
elen
gth
on a
dia
gra
m o
f diffe
rent
wav
es
re
call
that
you c
an u
se a
prism
to s
plit
up lig
ht
st
ate
som
e of
the
colo
urs
in t
he
visi
ble
spec
trum
(not
nec
essa
rily
in
ord
er)
re
call
that
we
can d
etec
t in
visi
ble
rad
iation in s
unlig
ht
with s
pec
ial
bea
ds
co
mple
te a
char
t of th
e el
ectr
om
agnet
ic s
pec
trum
fro
m a
giv
en
word
box
re
call
that
ele
ctro
mag
net
ic w
aves
car
ry e
ner
gy
st
ate
one
har
mfu
l ef
fect
of an
ele
ctro
mag
net
ic w
ave
st
ate
som
e use
s of el
ectr
om
agnet
ic w
aves
re
call
that
rad
ioac
tive
sourc
es e
mit r
adia
tion w
hic
h c
annot
be
seen
.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
ex
pla
in t
he
ben
efits
of usi
ng a
tel
esco
pe
des
crib
e how
to
find t
he
foca
l le
ngth
of
a co
nve
x le
ns
m
easu
re t
he
foca
l le
ngth
of
seve
ral le
nse
s to
fin
d a
pat
tern
bet
wee
n t
he
thic
knes
s an
d f
oca
l le
ngth
la
bel
the
foca
l poin
t/le
ngth
on a
com
ple
ted d
iagra
m t
o s
how
how
lig
ht
from
a d
ista
nt
sourc
e is
ben
t in
war
ds
by
a le
ns
la
bel
the
eyep
iece
and o
bje
ctiv
e le
ns
in a
dia
gra
m o
f a
sim
ple
te
lesc
ope
st
ate
that
the
eyep
iece
is
a st
ronger
len
s th
an t
he
obje
ctiv
e le
ns
des
crib
e th
e m
ove
men
t of par
ticl
es f
or
a so
und o
r w
ater
wav
e
dra
w a
nd lab
el a
wav
e w
ith w
avel
ength
and a
mplit
ude
id
entify
the
larg
est
freq
uen
cy o
n a
dia
gra
m o
f diffe
rent
wav
es
des
crib
e am
plit
ude
as ‘lo
udnes
s’ a
nd f
requen
cy a
s ‘p
itch
’
des
crib
e how
to f
ind t
he
colo
urs
of
the
visi
ble
spec
trum
usi
ng a
prism
lis
t th
e co
lours
in t
he
visi
ble
spec
trum
in o
rder
des
crib
e how
to
use
UV b
eads
co
mple
te a
char
t of th
e el
ectr
om
agnet
ic s
pec
trum
without
a w
ord
box
re
call
that
the
gam
ma/
hig
h f
requen
cy e
nd o
f th
e el
ectr
om
agnet
ic
spec
trum
car
ries
more
ener
gy
than
rad
io w
aves
re
late
the
har
mfu
l ef
fect
s of el
ectr
om
agnet
ic r
adia
tion t
o t
he
ener
gy
carr
ied
st
ate
a use
for
each
reg
ion o
f th
e el
ectr
om
agnet
ic s
pec
trum
lis
t th
e nam
es o
f th
e ra
dia
tion e
mitte
d b
y ra
dio
active
sourc
es.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
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ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
58
Top
ic 8
: Ea
rth a
nd s
pac
e
Ph
ysi
cs
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
th
e st
ruct
ure
of
the
Ear
th
th
e nat
ure
, lo
cation a
nd h
arm
ful ef
fect
s of
eart
hquak
es
diffe
rent
way
s of findin
g o
ut
info
rmat
ion a
bout
our
Univ
erse
, in
cludin
g t
he
use
of
optica
l te
lesc
opes
and t
hei
r lim
itat
ions
th
e use
of se
condar
y dat
a on t
he
Sola
r Sys
tem
and e
arth
quak
es.
As
ICT c
ontr
ibute
s to
how
sci
ence
work
s, s
tuden
ts s
hould
be
enco
ura
ged
to u
se w
ord p
roce
ssin
g s
oft
war
e an
d inte
rnet
sea
rches
to
pro
duce
bookl
ets/
info
rmat
ion lea
flet
s on e
arth
quak
es a
nd t
hei
r ef
fect
s, a
nd a
lso o
n h
ow
and w
hy
we
explo
re S
pac
e. T
his
topic
als
o p
rovi
des
opport
unitie
s to
look
at h
ow
idea
s on
the
Sola
r Sys
tem
, an
d o
ur
under
stan
din
g o
f it,
hav
e ch
anged
with t
ime.
Stu
den
ts s
hould
use
sci
entific,
te
chnic
al a
nd m
athem
atic
al lan
guag
e, c
onve
ntions
and s
ymbols
wher
e ap
pro
priate
.
W031185 –
Spec
ific
atio
n –
Edex
cel Entr
y Le
vel Cer
tifica
te in S
cien
ce (
8939)
–
Issu
e 1 –
Feb
ruar
y 2013 ©
Pea
rson E
duca
tion
Lim
ited
2013
59
Th
e E
art
h
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
8.1
re
call
that
the
Ear
th is
com
pose
d o
f a
crust
, a
man
tle
and a
liq
uid
core
In
vest
igat
e th
e th
ickn
esse
s an
d t
extu
res
of th
e la
yers
in a
soft
- an
d a
har
d-b
oile
d e
gg.
8.2
co
mpar
e th
e re
lative
thic
knes
ses
of
crust
, m
antle
and c
ore
to
the
laye
rs in a
n e
gg o
r an
apple
8.3
re
call
that
the
Ear
th’s
oute
rmost
lay
er is
com
pose
d o
f te
ctonic
pla
tes
whic
h a
re in r
elat
ive
motion
8.4
co
mpar
e th
e pla
tes
to t
he
mov
emen
t of
poly
styr
ene
lum
ps
on
the
surf
ace
of
a tr
ay o
f unev
enly
hea
ted w
ater
/syr
up
Obse
rve
the
mov
emen
t of
poly
styr
ene
lum
ps
on t
he
surf
ace
of
a tr
ay
of
unev
enly
hea
ted w
ater
/syr
up a
nd c
om
par
e w
ith w
ater
hea
ted in a
bea
ker.
8.5
ex
pla
in t
hat
the
pla
tes
move
due
to c
onve
ctio
n c
urr
ents
in t
he
man
tle
8.6
dem
onst
rate
an u
nder
stan
din
g o
f how
, at
pla
te b
oundar
ies,
pla
tes
may
slid
e pas
t ea
ch o
ther
, so
met
imes
cau
sing
eart
hquak
es a
nd t
sunam
is
Inve
stig
ate
how
ear
thquak
es o
ccur
thro
ugh t
he
use
of sl
idin
g b
lock
s an
d w
eights
.
8.7
dem
onst
rate
an u
nder
stan
din
g o
f w
hy
it is
difficu
lt t
o p
redic
t ea
rthquak
es
Use
giv
en d
ista
nce
s to
pin
poin
t th
e posi
tion
of an
ear
thquak
e (p
oss
ibly
on a
map
).
8.8
ex
pla
in h
ow
dis
tance
s m
easu
red b
y se
ism
om
eter
s at
diffe
rent
stat
ions
can b
e use
d t
o iden
tify
the
loca
tion o
f an
ear
thquak
e
8.9
dis
cuss
why
it is
import
ant
to b
e ab
le t
o loca
te w
her
e an
ea
rthquak
e hap
pen
s.
Use
sec
ondar
y dat
a to
com
pile
a f
act
shee
t co
mpar
ing t
he
effe
cts
of
two r
ecen
t ea
rthquak
es.
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Sp
ace
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
8.1
0
reca
ll th
at t
he
Sola
r Sys
tem
com
prise
s th
e Sun,
pla
net
s,
moons,
com
ets
and a
ster
oid
s
8.1
1
reca
ll th
at a
gal
axy
is a
colle
ctio
n o
f st
ars
and t
hat
the
Sola
r Sys
tem
is
par
t of th
e M
ilky
Way
gal
axy
and t
hat
the
Univ
erse
in
cludes
all
of
the
gal
axie
s
8.1
2
com
par
e th
e re
lative
siz
es o
f an
d d
ista
nce
s bet
wee
n t
he
Ear
th,
the
Moon,
the
pla
net
s, t
he
Sun,
gal
axie
s an
d t
he
Univ
erse
Write
thei
r ow
n a
ddre
ss u
p t
o t
he
Sola
r Sys
tem
and t
hen
addre
ss a
n
enve
lope
to s
end a
let
ter
to s
omeo
ne
on a
pla
net
in a
diffe
rent
gal
axy.
Use
sec
ondar
y dat
a to
pro
duce
a m
obile
of
the
Sola
r Sys
tem
.
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Sp
ace
(co
ntinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
8.1
3
use
sec
ondar
y dat
a to
com
par
e co
nditio
ns
in S
pac
e bet
wee
n
and o
n d
iffe
rent
pla
net
s an
d t
he
equip
men
t/re
sourc
es n
eeded
to
surv
ive.
Conditio
ns
incl
ude:
a.
lack
of
atm
osp
her
e
b.
tem
per
ature
c.
wei
ghtles
snes
s
Use
the
web
site
htt
p:/
/spac
eflig
ht.
nas
a.gov/
livin
g/i
ndex
.htm
l, o
r si
mila
r, t
o d
raw
up a
lis
t of
equip
men
t et
c. t
hat
ast
ronau
ts w
ould
nee
d t
o t
ake
with t
hem
to t
rave
l an
d liv
e on
anoth
er p
lanet
.
8.1
4
des
crib
e th
e m
ethods
use
d t
o gat
her
evi
den
ce f
or
life
bey
ond
Ear
th,
incl
udin
g t
eles
copes
, sp
ace
pro
bes
and s
oil
exper
imen
ts
by
lander
s, e
.g.
Curiosi
ty lan
der
on M
ars
Use
word
-pro
cess
ing s
oft
war
e an
d t
he
inte
rnet
to p
roduce
a lea
flet
ill
ust
rating t
he
diffe
rent
met
hods
use
d t
o e
xplo
re t
he
Univ
erse
, in
cludin
g t
hei
r ad
vanta
ges
and d
isad
vanta
ges
.
8.1
5
dis
cuss
som
e of
the
ben
efits
of
Spac
e ex
plo
ration
8.1
6
des
crib
e th
e ev
olu
tion o
f st
ars
like
our
Sun t
hro
ugh t
he
follo
win
g s
tages
:
a.
neb
ula
b.
star
(m
ain s
equen
ce)
c.
red g
iant
d.
white
dw
arf
Use
sec
ondar
y dat
a to
dra
w a
tim
elin
e fo
r th
e fo
rmat
ion o
f a
white
dw
arf fr
om
a n
ebula
, in
the
form
of an
annota
ted d
iagra
m.
8.1
7
des
crib
e th
e ro
le o
f gra
vity
in t
he
form
atio
n o
f st
ars
from
a
neb
ula
.
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En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
use
sim
ple
tex
ts a
nd t
he
inte
rnet
, w
ith h
elp,
to o
bta
in info
rmat
ion
about,
e.g
., t
he
effe
cts
of
eart
hquak
es
use
sec
ondar
y dat
a so
urc
es,
with h
elp,
to p
roduce
a fac
t sh
eet
on
the
Sola
r Sys
tem
sh
ow
a b
asic
under
stan
din
g o
f how
ear
thquak
es o
ccur,
co
mm
unic
atin
g t
hei
r id
eas
in a
sim
ple
way
, e.
g.
usi
ng d
raw
ings
des
crib
e how
our
under
stan
din
g o
f th
e Sola
r Sys
tem
has
chan
ged
ove
r tim
e
dis
cuss
the
soci
al a
nd e
conom
ic b
enef
its
of lo
cating e
arth
quak
es,
in a
gen
eral
conte
xt
m
ake
limited
use
of
scie
ntific
term
s (e
.g.
core
, pla
net
, m
oon)
in
dis
cuss
ions.
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
se
lect
, w
ith little,
if
any,
hel
p,
info
rmat
ion f
rom
giv
en s
ourc
es
about,
e.g
., t
he
cause
and e
ffec
t of
ear
thquak
es
use
sec
ondar
y dat
a so
urc
es w
ith little
or
no h
elp t
o p
roduce
a f
act
shee
t, e
.g.
on t
he
Sola
r Sys
tem
sh
ow
an u
nder
stan
din
g o
f th
e ca
use
s of
eart
hquak
es,
com
munic
atin
g t
hei
r id
eas
usi
ng s
imple
sen
tence
s
des
crib
e how
our
under
stan
din
g o
f th
e Sola
r Sys
tem
and t
he
Univ
erse
has
dev
eloped
ove
r tim
e, o
utlin
ing s
cien
tific
evid
ence
for
dev
elopm
ents
in o
ur
under
stan
din
g
dis
cuss
the
soci
al a
nd e
conom
ic b
enef
its
of lo
cating e
arth
quak
es,
in a
spec
ific
conte
xt
m
ake
som
e use
of
scie
ntific
term
s (e
.g.
man
tle,
tsu
nam
i, S
ola
r Sys
tem
) in
dis
cuss
ions
and w
ritt
en w
ork
.
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Top
ic 9
: El
ectr
icit
y an
d e
ner
gy
Ph
ysi
cs
In t
his
topic
, st
uden
ts w
ill e
xplo
re:
th
e gen
erat
ion o
f el
ectr
icity
usi
ng a
var
iety
of
ener
gy
sourc
es
av
oid
ing w
asta
ge
and t
he
effici
ent
and s
afe
use
of
elec
tric
ity.
As
ICT c
ontr
ibute
s to
how
sci
ence
work
s, s
tuden
ts s
hould
be
enco
ura
ged
to u
se w
ord-p
roce
ssin
g s
oft
war
e an
d inte
rnet
sea
rches
to
pro
duce
bookl
ets/
info
rmat
ion lea
flet
s on r
enew
able
and n
on-r
enew
able
ener
gy
sourc
es.
They
should
use
sci
entific,
tec
hnic
al a
nd m
athem
atic
al
languag
e, c
onve
ntions
and s
ymbols
wher
e ap
pro
priat
e.
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Ele
ctri
city
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
9.1
use
the
follo
win
g t
erm
s an
d u
nits:
a.
voltag
e – v
olts
b.
curr
ent
– a
mps
c.
pow
er –
wat
ts
d.
ener
gy
– jou
les
and k
ilow
att-
hours
9.2
re
call
the
fact
ors
that
affec
t th
e si
ze o
f an
induce
d c
urr
ent
Inve
stig
ate
fact
ors
affec
ting t
he
gen
erat
ion o
f el
ectr
ic c
urr
ent
by
induct
ion,
usi
ng m
agnet
s an
d c
oils
.
9.3
re
call
the
fact
ors
that
aff
ect
the
direc
tion o
f an
induce
d
curr
ent
9.4
ex
pla
in h
ow
to p
roduce
an e
lect
ric
curr
ent
by
the
rela
tive
m
ove
men
t of
a m
agnet
and a
coil
of
wire
on a
sm
all sc
ale,
as
in a
dyn
amo
Inve
stig
ate
how
the
spee
d o
f ro
tation a
ffec
ts t
he
induce
d,
alte
rnat
ing
curr
ent.
9.5
ex
pla
in t
he
diffe
rence
bet
wee
n d
irec
t an
d a
lter
nat
ing c
urr
ent
9.6
re
call
that
a t
ransf
orm
er c
an c
han
ge
the
size
of
an a
lter
nat
ing
voltag
e In
vest
igat
e w
hic
h e
very
day
dev
ices
use
(ex
tern
al)
tran
sfor
mer
s.
9.7
re
call
wher
e st
ep-u
p a
nd s
tep-d
own t
ransf
orm
ers
are
use
d
9.8
des
crib
e th
e haz
ards
asso
ciat
ed w
ith e
lect
rici
ty t
ransm
issi
on
Res
earc
h t
he
safe
ty p
reca
ution
s to
be
take
n w
hen
usi
ng e
lect
rici
ty.
9.9
ex
pla
in t
hat
the
amou
nt
of
elec
tric
ity
use
d b
y an
ele
ctrica
l ap
plia
nce
in a
giv
en t
ime
dep
ends
on its
pow
er r
atin
g (
in
wat
ts)
Inve
stig
ate
the
pow
er c
onsu
mption o
f el
ectr
ical
ite
ms,
incl
udin
g
those
usi
ng a
low
voltag
e.
9.1
0
reco
gnis
e so
me
ener
gy-
savi
ng d
evic
es
9.1
1
dis
cuss
the
econom
ic a
nd e
nvi
ronm
enta
l ad
vanta
ges
of usi
ng
ener
gy-
savi
ng d
evic
es
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Ele
ctri
city
(co
ntinued
)
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
9.1
2
use
dat
a to
com
par
e an
d c
ontr
ast
the
adva
nta
ges
and
dis
adva
nta
ges
of
diffe
rent
ener
gy-
savi
ng d
evic
es
9.1
3
reca
ll th
at e
ner
gy
from
the
mai
ns
supply
is
mea
sure
d in u
nits
calle
d k
ilow
att-
hou
rs
9.1
4
calc
ula
te t
he
cost
of
usi
ng d
iffe
rent
elec
tric
al applia
nce
s in
the
hom
e fr
om
giv
en f
orm
ula
and d
ata.
In
vest
igat
e th
e co
st o
f usi
ng d
iffe
rent
elec
tric
al a
pplia
nce
s in
the
hom
e fr
om
giv
en f
orm
ula
and d
ata.
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ific
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tion
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ited
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En
erg
y
Kn
ow
led
ge,
un
ders
tan
din
g a
nd
pro
cess
skills
S
ug
gest
ed
act
ivit
ies
Stu
den
ts s
hould
be
able
to:
9.1
5
reca
ll diffe
rent
form
s of
ener
gy
in t
he
hom
e or
in e
very
day
life
9.1
6
des
crib
e en
ergy
tran
sfer
s w
hic
h o
ccur
in e
very
day
life
Inve
stig
ate
pla
ces
wher
e en
ergy
is t
ransf
erre
d,
in e
very
day
life.
9.1
7
dem
onst
rate
an u
nder
stan
din
g o
f si
tuat
ions
wher
e en
ergy
is
nee
ded
to m
ake
som
ethin
g h
appen
9.1
8
reca
ll th
at d
ull,
dar
k su
rfac
es r
adia
te a
nd a
bso
rb t
her
mal
(h
eat)
rad
iation b
ette
r th
an s
hin
y, lig
ht-
colo
ure
d s
urf
aces
In
vest
igat
e how
the
nat
ure
of
a su
rfac
e af
fect
s th
e am
ount
of
ther
mal
en
ergy
radia
ted o
r ab
sorb
ed u
sing a
Les
lie’s
cube
or
oth
er s
uitab
le
alte
rnat
ive.
9.1
9
expla
in t
hat
red
uci
ng e
ner
gy
loss
es is
import
ant
to k
eep c
ost
s dow
n a
nd s
ave
ener
gy
reso
urc
es
Inve
stig
ate
met
hods
of re
duci
ng h
eat
was
tage
in t
he
hom
e.
9.2
0
dem
onst
rate
an u
nder
stan
din
g t
hat
ener
gy
is c
onse
rved
9.2
1
com
par
e re
new
able
and n
on-r
enew
able
sourc
es o
f en
ergy,
use
d t
o pro
duce
ele
ctrici
ty,
to incl
ude:
a.
sourc
es t
hat
will
run o
ut
(coal
, oil,
gas
and n
ucl
ear)
b.
sourc
es t
hat
will
not
run o
ut
(sola
r, w
ind,
tidal
, w
ave,
bio
mas
s, g
eoth
erm
al,
hyd
ro).
Use
sec
ondar
y dat
a to
pro
duce
a b
ookl
et d
escr
ibin
g r
enew
able
and
non-r
enew
able
sourc
es.
9.2
2
dis
cuss
chan
ges
of
ener
gy
reso
urc
es w
hic
h a
re lik
ely
to o
ccur
this
cen
tury
.
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tion
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En
try L
evel 1
En
try L
evel 3
Stu
den
ts a
t th
is lev
el a
re lik
ely
to b
e ab
le t
o:
use
sim
ple
tex
ts a
nd t
he
inte
rnet
, w
ith h
elp,
to o
bta
in info
rmat
ion
about,
e.g
., s
afet
y pre
cautions
when
nea
r el
ectr
icity
cable
s an
d
pyl
ons
and w
hen
usi
ng e
lect
rici
ty in t
he
hom
e
use
sec
ondar
y dat
a so
urc
es w
ith h
elp t
o,
e.g.,
pro
duce
a fac
t sh
eet
on r
enew
able
sourc
es o
f en
ergy,
incl
udin
g w
ind,
sola
r,
wav
e, h
ydro
sh
ow
a b
asic
under
stan
din
g o
f th
e pro
duct
ion o
f el
ectr
icity
usi
ng
mag
net
s an
d c
oils
, co
mm
unic
atin
g t
hei
r id
eas
in a
sim
ple
way
, e.
g.
usi
ng d
raw
ings
des
crib
e how
our
use
of
ener
gy
sourc
es h
as c
han
ged
ove
r tim
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evic
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.
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
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Assessment The Entry Level Certificate in Science is awarded at one of three levels: Entry 1, Entry 2 and Entry 3, with Entry 1 being the lowest level of achievement and Entry 3 the highest.
For each level, assessment is based on two components:
topic tests 60 percent internally marked, externally set and moderated
assignments 40 percent internally marked, externally set and moderated.
Although each topic has an associated topic test and assignment, only six topic test results and three assignments need to be submitted from different units to determine the level of achievement.
All components require students to use scientific, technical and mathematical language, conventions and symbols where appropriate. Each assessment component is described below.
Topic tests Each topic has an associated topic test. These will remain valid for the lifetime of the qualification. Topic tests will be used to assess students knowledge and understanding of scientific concepts. Questions will require students to recognise, recall and use scientific knowledge. Edexcel will provide topic tests and mark schemes. Specimen topic tests and mark schemes are provided in a separate publication.
The topic tests:
are provided as photocopiable master copies
are confidential and must be kept under secure conditions with the tutor’s mark scheme at all times
each have a maximum of 15 marks
are not time limited
should be taken at an appropriate time for each student or group of students
can be set in normal classroom conditions, but other examination procedures regarding invigilation and safeguards against communication between students must be observed
may be read to students by the tutor; individual oral responses may be recorded (by written or audio means) where judged necessary
must not be taken out of the tutor’s direct supervision
are to be collected and marked by the tutor according to the published mark scheme
are moderated by Edexcel.
Marks can be given to students who have taken the test, but students cannot be shown any marked material.
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Types of questions used in the topic test Different types of question are used in the topic tests, including some of the following.
Types of question
Single word response.
Multiple-choice questions.
Word boxes in various forms, such as three to six words in a box, words to be used once only and all words used.
Simple perspective drawings and diagrams.
Simple arithmetic.
Word boxes in various forms, four to six words in a box, words to be used once, more than once or not at all.
Simple free response.
Assignments Each topic has an associated assignment. These will remain valid for the lifetime of the qualification. Edexcel will provide the assignments and mark schemes. Specimen assignments and mark schemes are provided in a separate publication.
The assignments:
are provided as photocopiable master copies
are confidential and must be kept under secure conditions with the tutor’s mark scheme at all times
each have a maximum of 20 marks
are not time limited
should be taken at an appropriate time for each student or group of students
can be set in normal classroom conditions, but other examination procedures regarding invigilation and safeguards against communication between students must be observed
may be read to students by the tutor; individual oral responses may be recorded (by written or audio means) where judged necessary
must not be taken out of the tutor’s direct supervision
are to be collected and marked by the tutor according to the published mark scheme
are moderated by Edexcel.
Marks can be given to students who have taken the assignment, but students cannot be shown any marked material.
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Assignments may include some of the following tasks.
Assignment tasks
Plan (but not carry out) an experiment.
Identify equipment needed for a specific purpose.
State what would be observed in given practical situations, e.g. describe what happens when carbon dioxide passes through limewater.
Describe how to carry out simple scientific tests, e.g. test for carbon dioxide.
Draw graphs, pie or bar charts using data provided by Edexcel.
Interpret simple pie and bar charts, tables and histograms, and extract data from simple data tables.
Recognise trends/patterns in simple data tables and line graphs.
Draw conclusions from experimental results provided by Edexcel.
Suggest how an experiment may be improved.
Retaking of assessment If work submitted by students on any of the topic tests or topic assignments is inadequate or incomplete, students may be allowed (at the discretion of the centre) to retake it. However, no feedback or guidance on their original answers should be provided.
There must be a gap of at least two weeks between the original assessment and the retake.
Alternatively, centres can disregard the original assessment and students could be examined on a different topic.
Student record sheets A sheet for recording the marks for each student is provided in Appendix 3: Record sheet for topic tests and assignments.
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Calculating the overall mark Evidence for the two components (topic tests and assignments) must be available for moderation. However, there is no minimum requirement for any individual component.
The marks awarded for up to the best six topic test marks and up to the best three assignment marks from different units will be used to determine the level of achievement. Marks for topic tests and assignments must be submitted from different units; the submission of marks for both a topic test and an assignment from the same topic is not permitted.
Marks for the topic tests and assignments need to be combined as shown below to give a total mark out of 150.
Component % weighting Total marks (maximum)
Topic tests 60 90
Assignments 40 60
This will give each student a maximum total mark of 150. The total mark out of 150 then establishes the level a student has achieved as shown in the table below.
Level Minimum total marks required
Entry Level 1 30/150
Entry Level 2 65/150
Entry Level 3 100/150
The marks awarded for the topic tests and assignments must be submitted to Edexcel on the form in Appendix 3: Record sheet for topic tests and assignments.
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Assessment Objectives and weightings
% in Entry Level
Certificate
AO1: Recall, select and communicate their knowledge and understanding of science
52–56%
AO2: Apply skills, knowledge and understanding of science in practical and other contexts
28–38%
AO3: Analyse, draw conclusions and evaluate evidence 10–16%
TOTAL 100%
Relationship of Assessment Objectives to Tasks for the Entry Level 1 Certificate
Assessment Objective
Task AO1 AO2 AO3
Total for AO1, AO2 and AO3
Topic tests
44–48% 12–16% 0% 56–64%
Assignments
8% 16–22% 10–16% 34–46%
Total for Entry Level 1 Certificate
52–56% 28–38% 10–16% 100%
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Entering your students for assessment
Student entry
Details of how to enter students for this qualification can be found in Edexcel’s UK Information Manual, copies of which (in CD format) are sent to all active Edexcel centres. The information can also be found on the Edexcel website: www.edexcel.com
Classification code
Centres should be aware that students who enter for more than one qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables.
Access arrangements and special requirements
Edexcel's policy on access arrangements and special considerations for GCE, GCSE, International GCSE, and Entry Level qualifications aims to enhance access to the qualifications for students with disabilities and other difficulties without compromising the assessment of skills, knowledge, understanding or competence.
The centre assessor and/or centre examinations officer may exercise their own discretion in providing reasonable support to Entry Level Certificate students with particular access requirements. Useful information is contained in the regulations and guidance published annually by the Joint Council for Qualifications; permission from Edexcel is not required for access arrangements deemed to be necessary for individual students.
Please see the Joint Council for Qualifications website (www.jcq.org.uk) for:
the JCQ policy Access Arrangements, Reasonable Adjustments and Special Considerations.
Please see the Edexcel website (www.edexcel.com) for:
any forms to submit requests for access arrangements and special considerations
dates for submission of relevant forms.
Requests for access arrangements and special considerations must be addressed to:
Special Requirements Edexcel One90 High Holborn London WC1V 7BH
Equality Act 2010
Please see the Edexcel website (www.edexcel.com) for information on the Equality Act 2010.
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Internal standardisation The tasks will be marked by the tutor against the set assessment criteria found in this specification.
If more than one tutor in a centre is marking student work, there must be a process of internal standardisation to ensure that there is consistent application of the assessment criteria.
Awarding and reporting
The grading, awarding and certification of this qualification will comply with the requirements of the current GCSE/GCE Code of Practice, which is published by the Office of Qualifications and Examinations Regulation (Ofqual).
The Edexcel Entry Level Certificate qualification will be graded as pass or fail and is awarded at three levels:
Entry 1
Entry 2
Entry 3.
The first certification opportunity for the Edexcel Entry Level Certificate in Science will be 2014.
Retaking of qualifications
Students may retake an Edexcel Entry Level Certificate qualification at any point within the life of the specification. There are no limits on the number of retakes. Students are able to claim certification once per year in the June series.
Language of assessment
Assessment of this qualification will be available in English only. Assessment materials will be published in English only and all work submitted for examination or moderation must be produced in English.
Malpractice and plagiarism
For up-to-date advice on malpractice and plagiarism, please refer to the Joint Council for Qualifications (JCQ) Suspected Malpractice in Examinations and Assessments: Policies and Procedures document on the JCQ website (www.jcq.org.uk).
Student recruitment Edexcel’s access policy concerning recruitment to our qualifications is that:
they must be available to anyone who is capable of reaching the required standard
they must be free from barriers that restrict access and progression
equal opportunities exist for all students.
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Prior learning This qualification builds on the content, knowledge and skills developed in the Key Stage 3 Programme of Study for Science as defined by the National Curriculum Orders for England.
Progression This qualification supports progression to Level 1 or Level 2 qualifications such as the Edexcel GCSE Level 1/Level 2 in Science or a BTEC First Certificate in Science or a vocationally related qualification.
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Support and training
Edexcel support services Edexcel has a wide range of support services to help you implement this qualification successfully.
Ask the Expert – to make it easier for you to raise a query with us online, we have merged our Ask Edexcel and Ask the Expert services.
There is now one easy-to-use web query form that will allow you to ask any question about the delivery or teaching of Edexcel qualifications. You’ll get a personal response, from one of our administrative or teaching experts, sent to the email address you provide.
We’ll also be doing lots of work to improve the quantity and quality of information in our FAQ database, so you’ll be able find answers to any questions you might have by searching before you submit the question to us.
Training A programme of professional development and training courses, covering various aspects of the specification and examination, will be arranged by Edexcel. Full details are on our website: www.edexcel.com
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Appendices
Appendix 1: Wider curriculum 79
Appendix 2: Codes 81
Appendix 3: Record sheet for topic tests and assignments 83
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W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
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Appendix 1: Wider curriculum
Signposting and development suggestions
Issue Opportunities for development
Spiritual The benefits derived from the application of science to improve human conditions, e.g. finding treatment for genetic disorders, use of insulin to treat diabetes, improving technology for food production.
Moral The use of animals in experiments.
Ethical The use of animals in experiments.
Social The impact of science and technology on society.
The harm caused by smoking.
Legislative Legislation concerning laboratory practices.
Economic Reducing the cost of energy for industrial and domestic purposes.
Sustainable The need to use sustainable energy resources.
Health and safety Health and safety is a vital consideration when carrying out experiments.
European initiatives European legislation, e.g. health and safety and environmental.
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Appendix 2: Codes
Type of code Use of code Code
National classification codes
Every qualification is assigned to a national classification code indicating the subject area to which it belongs. Centres should be aware that students who enter for more than one qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables.
1310
National Qualifications Framework (NQF) codes
Each qualification title is allocated a National Qualifications Framework (NQF) code.
The National Qualifications Framework (NQF) code is known as a Qualification Number (QN). This is the code that features in the DfE Funding Schedule, Section 96, and is to be used for all qualification funding purposes. The QN is the number that will appear on the student’s final certification documentation.
The QN for this qualification is:
600/7881/9
Entry code The entry code is used to:
enter a student for assessment
claim certification of a student’s grade for the qualification.
The entry code for this qualification is 8939. Please refer to the Edexcel UK Information Manual, available on the Edexcel website for the entry codes of other qualifications.
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Appendix 3: Record sheet for topic tests and assignments A candidate record sheet is provided on the next page. Please ensure you use this record sheet as a top cover sheet when submitting candidate work for moderation.
Please note that if any candidates complete more than six topic tests, only the best six topic test marks should be submitted. Similarly, if any candidates complete more than three assignments, only the best three assignment marks should be submitted. Topic test marks and assignment marks must be submitted from different units.
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Record sheet for topic tests and assignments
Specification number ______________________
Candidate name ________________________________________________
Candidate number _______________________________________________
Centre name ________________________________________________
Centre number ________________________________________________
Assessment marks Please enter up to the six best topic test marks and up to the three best assignment marks for different units in the following table.
Assessment marks
Topic number Topic test
(maximum 15 marks) Assignment
(maximum 20 marks)
1
2
3
4
5
6
7
8
9
Total marks Total for up to the six best topic tests (maximum 90 marks)
Total for up to the best three assignments (maximum 60 marks)
Marks awarded for the topic tests =
Marks awarded for the assignments =
Total mark (maximum 150)
Please complete the Declaration of Authentication (on next page)
W031185 – Specification – Edexcel Entry Level Certificate in Science (8939) –
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Declaration of Authentication
I declare that the work submitted for assessment has been carried out without assistance other than that which is acceptable under the scheme of assessment.
Signed (candidate):
________________________________________
Date:
________________________________________
Signed (tutor):
________________________________________
Name of tutor:
________________________________________
Date:
________________________________________
Please ensure this form is completed and placed as the top sheet when submitting work for moderation.
ma260213G:\WORDPROC\LT\PD\ENTRY LEVEL\W031185_ENTRY_LVL_L123_SCIENCE\W031185_ENTRY_LVL_L123_SCIENCE.DOC.1–92/1
For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com
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Publication code W031185
ELC_SCI.indd 2 27/02/2013 14:49
