ENTRY LEVEL CERTIFICATE IN SCIENCE

ACCREDITED SPECIFICATIONR591

VERSION 1

MAY 2011

ii

WELCOmE TO ENTRY LEVEL SCIENCEThOuSANDS OF TEAChERS ALREADY uNLEASh ThE jOY OF SCIENCE WITh OCR.

A FEW gOOD REASONS TO WORk WITh OCR • You can enjoy the freedom and excitement of teaching

science qualifications which have been developed to help you inspire students of all abilities.

• We’ve built specifications with you in mind, using a clear and easy-to-understand format, making them straightforward for you to deliver.

• Our clear and sensible assessment approach means that exam papers and requirements are clearly presented and sensibly structured for you and your students.

• Pathways for choice – we have the broadest range of science qualifications and our Entry Level provides an ideal foundation for students to progress to more advanced studies and science-related careers.

• Working in partnership to support you – together with teachers we’ve developed a range of practical help and support to save you time. We provide everything you need to teach our specifications with confidence and ensure your students get as much as possible from our qualifications.

• A personal service – as well as providing you with lots of support resources, we’re also here to help you with specialist advice, guidance and support for those times when you simply need a more individual service.

DON’T FORgET – you can download a

copy of this specification and all our support materials at

www.ocr.org.uk/science

hERE’S hOW TO CONTACT uS FOR

SPECIALIST ADVICE: Phone: 01223 553998

Email: science@ocr.org.uk

Online: http://answers.ocr.org.uk

Fax: 01223 552627

Post: Customer Contact Centre, OCR, Progress House, Westwood

Business Park, Coventry CV4 8JQ

iii

WhAT TO DO NEXT

1) Sign up to teach – let us know you will be teaching this specification to ensure you receive all the support and examination materials you need.

Simply complete the online form at www.ocr.org.uk/science/signup

2) Become an approved OCR centre – if your centre is completely new to OCR and has not previously used us for any examinations, visit

www.ocr.org.uk/centreapproval to become an approved OCR centre.

Our essential FREE support includes:

materials• Support booklet• Specimen assessment materials and mark schemes• Lesson plans• Curriculum planning sheets• Past papers.

You can access all of our support at: www.ocr.org.uk/science

TrainingOur FREE gCSE Science get Started events:• include useful information about our specifications

direct from the experts • are designed to assist you in preparing to teach • provide you with an opportunity to speak

face-to-face with our team.Go to www.ocr.org.uk/training for full details and to book your place.

Science CommunityJoin our social network at www.social.ocr.org.uk where you can start discussions, ask questions and upload resources.

Services• Answers @ OCR – a web based service where

you can browse hot topics, FAQs or e-mail us with your questions. Available June 2011. Visit http://answers.ocr.org.uk

• Local cluster support networks – supported by OCR, you can join our local clusters of centres who offer each other mutual support.

Endorsed publisher partner materials

We’re working closely with our publisher partners Collins Education and Oxford University Press to ensure effective delivery of endorsed materials when you need them. Find out more at: www.collinseducation.comwww.oxfordsecondary.co.uk

SuPPORTINg YOu ALL ThE WAY

Our aim is to help you at every stage and we work in close consultation with teachers and other experts to provide a practical package of high quality resources and support.

Our support materials are designed to save you time while you prepare for and teach our new specifications. In response to what you have told us we are offering detailed guidance on key topics and curriculum planning.

ENTRY LEVEL CERTIFICATE IN SCIENCEAn exam-free KS4 science qualification for those students where a GCSE may not be a realistic or appropriate goal. Taught and assessed in small units Entry Level Certificate in Science gives students realistic targets and achievements and enables the more able students to progress to GCSE.

iv

POSSIBLE GCSE COmBInatIOnS

ENTRY LEVEL

gCSE TWENTY FIRST CENTuRY

SCIENCE A

gCSE gATEWAY SCIENCE B

or

ENTRY LEVEL CERTIFICATE IN SCIENCE• Is a course designed to provide students with realistic targets,

encouraging them to develop science skills. This enables the more able students to progress to GCSE Science.

• Provides the flexibility to link between the practical task and the controlled assessment for OCR’s Twenty First Century Science GCSE and Gateway Science GCSE, allowing the possibility for some students being entered, as late Year 11, for the Foundation Tier of an OCR GCSE Science qualification.

• Is assessed with a combination of short end-of-item tests, can-do tasks and practical tasks by teachers, internally standardised and then externally moderated by OCR.

COurSE OvErvIEw

Biology ItemsB1 Dead or AliveB2 BabiesB3 ExtinctionB4 CasualtyB5 Healthy EatingB6 Control SystemsB7 Gasping for

Breath

B8 Creepy CrawliesB9 Fooling your

SensesB10 Food FactoryB11 Drugs in SocietyB12 My GenesB13 Body Wars

Chemistry ItemsC1 Acids and

AlkalisC2 Cooking and

CleaningC3 Colours and

SmellsC4 Heavy Metal?C5 Fibres and

FabricsC6 Clean Air?

C7 Strong StuffC8 Restless EarthC9 How Fast? How

Slow?C10 Sorting OutC11 CSI PlusC12 FuelsC13 What’s Added

to Our Food?

aSSESSmEnt OvErvIEw

Element 1:End-of-Item Tests70% of the total70 points

Element 2:Can-Do Tasks10% of the total10 points

Students may submit the results of a maximum of 35 out of 39 tests.

This number should consist of a minimum of nine items from each of Biology, Chemistry and Physics to provide an appropriate overall balance.

The marks for each test are converted into points. Each test is worth a maximum of two points.

Centres are able to devise their own practical tasks or may use ones suggested in the Teachers’ handbook.

Students can attempt more than one of these tasks but the points submitted must be based on each student’s response to the whole of one task.

The total mark, out of a maximum of 20, is directly converted into points.

}v

Physics ItemsP1 Getting the

MessageP2 Our Electricity

SupplyP3 Attractive

ForcesP4 Pushes and

PullsP5 Let there be

Light!P6 Final Frontier

P7 Alternative Energy

P8 Deep ImpactsP9 Driving AlongP10 Hot Stuff!P11 Nuclear PowerP12 Full SpectrumP13 Medical Rays

Element 3:Practical Tasks20% of the total20 points

One unit made up of three elements listed below.There is one assessment series each year in June.

Each task is marked out of 1 mark, 2 marks or 3 marks. A maximum of 10 tasks are assessed giving a maximum of 30 marks. This mark is divided by 3 to give a maximum of 10 points.

}

}

PROgRESSION PAThWAYS IN SCIENCE

vi

Science A Levels

IGCSE

KS4 vocational Science

Subjects

KS3 Curriculum

This could be a progression route along a particular curriculum pathway. (Stage, not age pathways)

This could be a progression route however students would require additional support.

* Offered asScience, Additional Science, Biology, Chemistry and Physics.

Alternative qualification options

1 © OCR 2011 Entry Level Certi� cate in Science

OCR Entry Level Certi� cate in Science R591

QN 100/5930/1

2 © OCR 2011 Entry Level Certi� cate in Science

Contents

2 Content of Entry Level Certi� cate in Science 6

1 Introduction to Entry Level Certi� cate in Science 4

3 Assessment of Entry Level Certi� cate in Science 49

4 Internal Assessment 51

5 Support for Entry Level Certi� cate in Science 60

6 Access arrangements for Entry Level Certi� cate in Science 61

1.1 Overview of OCR Entry Level 4

1.2 About the Entry Level Certi� cate in Science speci� cation 5

1.3 Guided learning hours 5

2.1 Summary of content 6

2.2 Layout of Item content 8

3.1 Overview of the assessment in Entry Level Certi� cate in Science 49

3.2 Assessment availability 50

3.3 Assessment objectives 50

3.4 Assessment objective weightings 50

3.5 Awarding of grades 50

4.1 Nature of assessment 51

4.2 Supervision and authentication of internally assessed work 53

4.3 Production and presentation of internally assessed work 54

4.4 Annotation of candidates’ work 54

4.5 Marking internally assessed work 54

4.6 Moderation 57

4.7 Minimum requirements for internally assessed work 58

4.8 Submitting the moderation samples via the OCR Repository 58

4.9 Linking of points to interim awards 59

5.1 Free resources available from the OCR website 60

5.2 Other resources 60

5.3 Training 60

5.4 OCR Support Services 60

3 © OCR 2011 Entry Level Certi� cate in Science

Contents

Appendix E: Guidance for the production of electronic internalassessment 73

Appendix D: Mathematics skills 72

Appendix C: Performance descriptors for Practical Task 71

Appendix B: List of Can-Do Tasks 68

Appendix A: Grade descriptions 66

7 Administration of Entry Level Certi� cate in Science 62

8 Other information about Entry Level Certi� cate in Science 63

7.1 Registration and entries 62

7.2 Entry deadlines 62

7.3 Grading and award of certi� cates 62

7.4 Quali� cation re-sits 62

7.5 Enquiries about results 62

7.6 Restrictions on candidates’ entries 62

8.1 Overlap with other quali� cations 63

8.2 Progression from this quali� cation 63

8.3 Avoidance of bias 63

8.4 Regulatory requirements 63

8.5 Language 63

8.6 Spiritual, moral, ethical, social, legislative, economic and cultural issues 63

8.7 Sustainable development, health and safety considerations and European developments, consistent with international agreements 64

8.8 Key skills 65

8.9 Citizenship 65

4 © OCR 2011 Entry Level Certi� cate in Science

1 Introduction to Entry Level Certi� cate in Science

1.1 Overview of OCR Entry Level

Entry Level Certi� cate in Science (R591)

Element 1

End-of-Item Tests

70% of Entry Level Certi� cate in Science

OCR provided, 15 mark tests, each approximately 10 minutes in duration, to be taken after teaching a topic (item).

The results of a maximum of 35 tests to be submitted out of a possible 39.

Available for downloading from Interchange. Marked by teachers using mark schemes provided by OCR.

Element 2

Can-Do Tasks

10% of Entry Level Certi� cate in Science

List of possible tasks given in the speci� cation and on the candidate record card.

Recorded as achieved/not achieved. Assessed in practical situations.

Tasks differentiated at 1, 2 and 3 marks: the results of a maximum of 10 tasks to be submitted.

+

+Element 3

Practical Task

20% of Entry Level Certi� cate in Science

Candidates are assessed on a practical procedure (experiment) designed to provide an answer to a relevant scienti� c issue relating to the content of the course.

Tasks are set by the teacher – OCR will provide exemplars in supporting materials. The task involves planning the experiment and the processing and analysing of the data.

Suggested time: 4 Hours.

This quali� cation consists of one unit composed of three elements.

5 © OCR 2011 Entry Level Certi� cate in Science

1

1.2 About the Entry Level Certi� cate in Science speci� cation

This booklet contains OCR’s Entry Level Certi� cate in Science speci� cation for teaching from September 2011 and for � rst certi� cation in June 2013.

This speci� cation has been speci� cally designed to meet the need of those candidates in Key Stage 4 for whom courses leading to a GCSE examination do not represent a realistic or appropriate goal.

Since it does not lead to a GCSE quali� cation, there is no requirement for this speci� cation to conform either to the general GCSE criteria or to the science-speci� c criteria for GCSE. It does, however, meet the requirements of the Ofqual common criteria and criteria for Entry Level quali� cations and covers those aspects of the Science National Curriculum Programme of Study for Key Stage 4 appropriate for students working at this level. The course will lead to � nal certi� cation by OCR at Entry Level 1, 2 or 3. It is possible for interim certi� cation to be achieved by candidates at stages during the course. These interim certi� cates can be awarded by the centre at Bronze, Silver and Gold levels.

The speci� cation can be used as the basis of an independent course for those candidates identi� ed as unlikely to be entered for GCSE, and as a source of material to support the teaching of lower-attaining candidates in teaching groups where the majority will be entered for the Foundation Tier of a GCSE examination.

The speci� cation consists of 39 items, equally divided between biology, chemistry and physics. Candidates do not need to have been assessed for all items in order to enter for certi� cation. There is no minimum number of items required but an approximate balance between Biology, Chemistry and Physics is expected.

The absence of the requirement to conform to GCSE criteria enables a signi� cantly more � exible approach to be used and this is re� ected in an increased emphasis on positive achievement through the realisation of short-term goals, using 100% teacher assessment.

There is no terminal examination, and assessment is by means of a combination of short end-of-item tests, can-do tasks and a practical task. All assessments are centre-based, are supervised by the candidate’s own teacher, and are carried out at times determined by the centre. All assessments will be subject to normal moderation procedures by OCR.

Part of the inherent � exibility of the Entry Level Science speci� cation is the linking of the mark descriptors for the practical task to those for the controlled assessment tasks for OCR Twenty First Century GCSE Science and OCR Gateway GCSE Science. This allows the possibility of progression from Entry Level Science to GCSE Science. Candidates making this progression can be entered, as late as February of Year 11, for the Foundation Tier of an OCR GCSE Science quali� cation.

The speci� cation is approved by Ofqual as a national Entry Level award and is also approved by DCELLS for use in maintained schools in Wales and, by CCEA, in Northern Ireland.

1.3 Guided learning hours

There are no speci� ed guided learning hours for this course but typically the course could take between 60 and 120 guided learning hours depending on the ability of the candidates and the delivery approach adopted.

6 © OCR 2011 Entry Level Certi� cate in Science

2 Content of Entry Level Certi� cate in Science

2.1 Summary of content

Biology Items Title

B.1B.2B.3B.4B.5B.6B.7B.8B.9B.10B.11B.12B.13

Dead or AliveBabiesExtinctionCasualtyHealthy EatingControl SystemsGasping for BreathCreepy CrawliesFooling your SensesFood FactoryDrugs in SocietyMy GenesBody Wars

The course consists of 39 items, 13 for each of Biology, Chemistry and Physics. The items are related to those aspects of science which feature in the life of candidates in the Twenty-First Century.

The subject content of each item can be delivered in approximately four hours, including the time required for practical work and assessment.

Chemistry Items Title

C.1C.2C.3C.4C.5C.6C.7C.8C.9C.10C.11C.12C.13

Acids and Alkalis Cooking and CleaningColours and SmellsHeavy Metal?Fibres and FabricsClean Air?Strong StuffRestless EarthHow Fast? How Slow?Sorting OutCSI PlusFuels What’s Added to our Food?

7 © OCR 2011 Entry Level Certi� cate in Science

2

Physics Items Title

P.1P.2P.3P.4P.5P.6P.7P.8P.9P.10P.11P.12P.13

Getting the MessageOur Electricity SupplyAttractive ForcesPushes and PullsLet there be Light!Final FrontierAlternative EnergyDeep ImpactsDriving AlongHot Stuff!Nuclear PowerFull SpectrumMedical Rays

8 © OCR 2011 Entry Level Certi� cate in Science

2

2.2 Layout of Item content

The speci� cation content is displayed as 39 items. For each item the cells in the left-hand column list suggested activities which teachers could use in developing the content.

Each of the cells in the right-hand column lists the content statements which are open to assessment in the end-of-item tests. In the end-of-item tests, candidates will be expected to be able to apply their knowledge and understanding in straightforward contexts.

The use of ICT is integral to the study of science and every opportunity should be taken to use ICT as part of the learning process, e.g. using digital photography to record variation in animals and plants in item B3 Extinction.

How Science Works

In addition to the scienti� c knowledge, understanding and skills that are detailed in the items which follow, candidates require an understanding of the fundamental scienti� c processes that underpin these explanations. Studying these processes will provide candidates with some understanding of:

• how scienti� c explanations have been developed

• their limitations, and

• how they may impact on individuals and society.

Examples of links to Items Learning outcomes which can be assessed

Particle collisions and reaction rates – C9Forces and movement – P4Uses of machines – P9

Describe a simple scienti� c idea using a simple model.

Causes of global warming – P2Formation of the Moon – P8

Identify two different scienti� c views or explanations of scienti� c data.

Understand that one case is not enough evidence to show a pattern between one change and another – B4Most features are determined by genes – B12Wegener’s theory of continental drift – C8Interpret data from a crime scene and decide whether or not it con� rms a suspect’s presence – C9

Recall that scienti� c explanations (hypotheses) are:

• used to explain observations

• tested by collecting data / evidence.

Changing species and evolution – B3Energy absorption by different coloured surfaces – P7

Describe examples of how scientists use a scienti� c idea to explain experimental observations or results.

Understand that one case is not enough evidence to show a pattern between one change and another – B4Wegener’s work on plate tectonics – C8Formation of the Moon – P8

Recognise that science explanations are provisional but more convincing when there is more evidence to support them.

Genetic testing of embryos – B12Vaccination of children – B13Testing of perfumes – C3

Identify different views that might be held regarding a given scienti� c or technological development.

9 © OCR 2011 Entry Level Certi� cate in Science

2

Organ transplantation – B1Recycling and the environment – C4Catalytic converters and air pollution – C6Uses of radiation in medicine – P13

Identify how a scienti� c or technological development could affect different groups of people or the environment.

Sensitivity to enzymes in washing powder – C2Effects of food additives – C13Use of mobile phones – P1 & P12Nuclear power – P11

Describe risks from new scienti� c or technological advances.

Organically grown food – B10Effectiveness of biological washing powders – C2Interpret data for different energy saving strategies – P2

Distinguish between claims/opinions and scienti� c evidence in sources.

Identify trends in the growth of babies – B2Interpret data on nutrients in foods – B4Interpret information from charts and graphs about rates of reaction – C9The link between star temperature and colour – P5

Present data as tables, pie charts or line graphs and identify trends in the data and process data using simple statistical methods such as calculating a mean.

Risk factors for heart disease – B4Air pollution and asthma – B7Choices about which fuels to use – C12

Explain how a conclusion is based on the scienti� c evidence which has been collected.

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elop

s in

to a

foet

us.

• K

now

that

iden

tical

twin

s de

velo

p fro

m th

e sa

me

ferti

lised

egg

.•

Kno

w th

at n

on-id

entic

al tw

ins

deve

lop

from

two

diffe

rent

ferti

lised

egg

s.

• D

iscu

ss th

e ch

ange

s th

at ta

ke p

lace

in th

e fe

mal

e bo

dy a

fter f

ertil

isat

ion.

• Vi

sit t

o cl

inic

/mid

wife

.•

Test

fake

urin

e fo

r pro

tein

.•

http

://w

ww

.med

.unc

.edu

/em

bryo

_im

ages

/ (D

evel

opm

ent o

f the

em

bryo

.)

• K

now

som

e of

the

chan

ges

that

occ

ur in

the

fem

ale

body

afte

r fer

tilis

atio

n:

stop

ping

per

iods

and

wei

ght g

ain.

• K

now

that

test

s ar

e ca

rrie

d ou

t to

mon

itor p

rogr

ess

of m

othe

r and

foet

us d

urin

g pr

egna

ncy:

blo

od p

ress

ure,

hei

ght,

wei

ght.

• C

ut a

nd s

tick

wor

k sh

eets

to s

how

pos

ition

s of

pla

cent

a, c

ord,

foet

us, b

ag o

f wat

er.

• C

ompl

ete

a ta

ble

to s

how

the

basi

c ro

le o

f the

se s

truct

ures

.•

Dem

o to

sho

w n

eed

for b

ag o

f wat

er –

sha

ke ja

r con

tain

ing

egg

with

/with

out w

ater

.

• B

e ab

le to

nam

e an

d lo

cate

the

plac

enta

, cor

d, fo

etus

and

bag

of w

ater

and

kn

ow th

e ba

sic

role

of t

hese

stru

ctur

es.

• S

eque

nce

stat

emen

ts o

f eve

nts

of la

bour

lead

ing

up to

birt

h.•

Mak

e a

chec

klis

t of w

hat t

he m

othe

r nee

ds to

take

to h

ospi

tal.

• D

iscu

ss h

ow th

e ho

spita

l can

aid

the

birth

pro

cess

(pai

nkill

ers,

epi

dura

l, br

eath

ing

exer

cise

s).

• D

iscu

ss h

ow th

e pa

rent

s’ li

fest

yle

will

cha

nge

afte

r the

birt

h of

the

baby

and

list

th

e jo

bs th

e fa

ther

cou

ld d

o to

hel

p.•

Dis

cuss

pos

t-nat

al c

are

(vis

it by

com

mun

ity n

urse

).

• K

now

the

early

sta

ges

of la

bour

: wat

er b

reak

ing,

labo

ur p

ain.

• K

now

the

plac

enta

is lo

st a

s th

e af

terb

irth.

•

Inte

rpre

t dat

a fro

m b

abie

s’ g

row

th.

• K

now

that

per

iods

sta

rt ag

ain

afte

r chi

ldbi

rth.

• D

iscu

ss th

e af

fect

s of

the

incr

easi

ng h

uman

pop

ulat

ion.

• R

ecal

l tha

t the

hum

an p

opul

atio

n is

incr

easi

ng.

• In

terp

ret d

ata

on h

uman

pop

ulat

ion

size

.•

Und

erst

and

that

incr

ease

d po

pula

tion

will

put

gre

ater

dem

and

on re

sour

ces:

ho

mes

, foo

d, c

lean

wat

er, f

uel,

mor

e ho

useh

old

was

te a

nd s

ewag

e.

Rel

ated

Can

-Do

Task

s (1

3)

I can

read

dat

a fro

m a

gra

ph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Com

pare

the

abso

rben

cy o

f diff

eren

t nap

pies

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

12

2B

3 E

XT

INC

TIO

N

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Lo

ok a

t dis

play

/pic

ture

s of

foss

ils.

• D

iscu

ss h

ow fo

ssils

wer

e fo

rmed

.•

Com

pare

a d

ustb

in a

nd c

ompo

st h

eap

– ol

dest

mat

eria

l at t

he b

otto

m.

• M

ake

plas

ter c

asts

of ‘

foss

ils’.

• R

ecal

l tha

t fos

sils

pro

vide

evi

denc

e of

livi

ng o

rgan

ism

s fro

m lo

ng a

go.

• K

now

that

som

e ro

cks

are

form

ed in

laye

rs.

• K

now

that

the

soft

part

of b

odie

s ro

t but

teet

h an

d bo

nes

may

be

pres

erve

d in

so

me

cond

ition

s.•

Be

able

to s

eque

nce

the

mai

n st

ages

of f

ossi

l for

mat

ion.

•

Rec

all t

hat a

nim

als

and

plan

ts c

an a

lso

be p

rese

rved

in ic

e, a

mbe

r and

tar p

its.

• P

ut in

seq

uenc

e a

timel

ine

for t

he e

volu

tion

of m

ajor

ani

mal

gro

ups.

• ht

tp://

wsr

v.cl

as.v

irgin

ia.e

du/~

rjh9u

/hde

vsum

.htm

l (Th

e Ju

rass

ic P

erio

d.)

• ht

tp://

ww

w.e

ncha

nted

lear

ning

.com

/sub

ject

s/di

nosa

urs/

inde

x.ht

ml (

Din

osau

rs)

• K

now

that

life

on

Ear

th b

egan

abo

ut 3

500

mill

ion

year

s ag

o an

d th

at th

ese

wer

e ve

ry s

impl

e liv

ing

thin

gs.

• K

now

that

livi

ng th

ings

hav

e be

en c

hang

ing

ever

sin

ce th

roug

h ev

olut

ion.

• K

now

that

som

e sp

ecie

s ha

ve c

hang

ed v

ery

little

ove

r tho

usan

ds o

f yea

rs e

.g.

croc

odile

s.

• S

pot v

aria

tion

in a

nim

als

and

plan

ts o

f the

sam

e sp

ecie

s (p

hoto

grap

hs/li

ving

th

ings

).•

Gro

w s

eeds

with

diff

eren

t num

bers

of s

eeds

per

sm

all p

ot (e

gg b

oxes

).

• B

e ab

le to

iden

tify

varia

tions

in a

nim

als

or p

lant

s of

the

sam

e sp

ecie

s [n

o re

call

expe

cted

].•

Und

erst

and

that

livi

ng th

ings

com

pete

for s

helte

r, fo

od a

nd m

ates

, in

orde

r to

surv

ive.

• K

now

that

the

surv

ivor

s ca

n br

eed

and

pass

on

thei

r fea

ture

s to

the

next

ge

nera

tion.

• U

se th

e in

tern

et to

� nd

nam

es o

f som

e an

imal

s/pl

ants

that

are

end

ange

red

spec

ies.

• M

atch

spe

cies

to th

e re

ason

s fo

r the

m b

ecom

ing

enda

nger

ed/e

xtin

ct.

• P

rodu

ce a

pos

ter o

n ho

w to

pro

tect

a c

hose

n sp

ecie

s.•

Mak

e a

plas

ticin

e di

nosa

ur b

ody

with

stra

w le

gs a

nd c

ardb

oard

feet

to s

uppo

rt th

e di

nosa

ur o

n a

swam

p (w

all p

aper

pas

te).

• U

nder

stan

d th

e te

rms

habi

tat a

nd s

peci

es.

• U

nder

stan

d th

at a

spe

cies

may

bec

ome

extin

ct if

thei

r hab

itat c

hang

es o

r an

othe

r spe

cies

is b

ette

r ada

pted

to s

urvi

ve th

ere.

• U

nder

stan

d ho

w h

uman

bei

ngs

have

cau

sed

som

e sp

ecie

s to

bec

ome

enda

nger

ed o

r ext

inct

: hab

itat d

estru

ctio

n, h

untin

g, p

ollu

tion.

• In

terp

ret d

ata

on p

opul

atio

n si

zes

of e

ndan

gere

d sp

ecie

s.•

Rec

all e

xam

ples

of e

ndan

gere

d sp

ecie

s: p

anda

, gor

illa,

prim

rose

s.•

Rec

all e

xam

ples

of e

xtin

ct s

peci

es: d

inos

aurs

, sab

re-to

othe

d tig

er, d

odo.

Rel

ated

Can

-Do

Task

s (2

) G

iven

info

rmat

ion

I can

mat

ch a

n an

imal

to w

here

it li

ves

or w

hen

it liv

ed.

(14)

I c

an c

olle

ct (s

cien

ti� c

) inf

orm

atio

n ab

out a

n en

dang

ered

or e

xtin

ct s

peci

es.

Poss

ible

Pra

ctic

al A

ctiv

ity

Effe

ct o

f com

petit

ion

on p

lant

gro

wth

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

13

2B

4 C

AS

UA

LTY

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Le

arn

basi

c � r

st a

id fo

r an

emer

genc

y –

vide

o/S

t Joh

n A

mbu

lanc

e et

c.•

Pra

ctis

e si

mpl

e Fi

rst A

id te

chni

ques

.•

Dis

cuss

how

and

whe

n to

cal

l for

hel

p: m

akin

g a

999

call.

• U

nder

stan

d th

e im

porta

nce

of m

aint

aini

ng th

e su

pply

of o

xyge

n to

the

body

.•

Kno

w th

e st

eps

to ta

ke in

an

emer

genc

y si

tuat

ion.

• K

now

how

and

whe

n to

cal

l for

hel

p: 9

99, 1

12.

• K

now

the

AB

C c

ode:

airw

ay, b

reat

hing

, circ

ulat

ion.

• K

now

the

RIC

E p

roce

dure

for s

oft t

issu

e da

mag

e.

• Lo

ok a

t the

stru

ctur

e of

the

hear

t (di

ssec

tion

or m

odel

).•

http

://w

ww

.sm

m.o

rg/h

eart/

hear

t/top

.htm

l (Th

e st

ruct

ure

of th

e he

art.)

• U

se a

ste

thos

cope

to li

sten

to th

e he

art b

eat.

• K

now

that

the

hear

t is

mad

e of

mus

cle.

• K

now

that

the

hear

t pum

ps to

forc

e bl

ood

out t

o th

e lu

ngs

or a

roun

d th

e bo

dy.

• K

now

that

the

hear

t act

s as

a d

oubl

e pu

mp.

• K

now

why

the

hear

t mus

cles

nee

d a

good

blo

od s

uppl

y.

• D

iscu

ss d

iffer

ence

s be

twee

n ar

terie

s an

d ve

ins

and

capi

llarie

s.•

Look

at m

icro

scop

e sl

ides

to s

how

the

stru

ctur

es o

f arte

ries

vein

s an

d ca

pilla

ries

• ht

tp://

wsr

v.cl

as.v

irgin

ia.e

du/~

rjh9u

/hde

vsum

.htm

l (B

lood

circ

ulat

ion.

)•

Obs

erve

/iden

tify

diffe

renc

es fr

om v

ideo

/slid

es, o

r Vis

king

tubi

ng a

nd B

unse

n tu

bing

.

• K

now

that

arte

ries

carr

y bl

ood

away

from

the

hear

t, an

d ve

ins

to th

e he

art.

• B

e ab

le to

reco

gnis

e th

e di

ffere

nce

betw

een

an a

rtery

and

a v

ein.

• U

nder

stan

d th

at a

cut

to a

maj

or b

lood

ves

sel i

s m

ore

serio

us th

an a

cut

to a

ca

pilla

ry.

• K

now

that

the

body

can

cop

e w

ith a

10%

blo

od lo

ss.

• K

now

that

30%

blo

od lo

ss is

ser

ious

and

that

the

casu

alty

may

nee

d a

bloo

d tra

nsfu

sion

.

• Lo

ok a

t hea

lth e

duca

tion

lea�

ets

and

iden

tify

fact

ors

that

incr

ease

the

risk

of

hear

t dis

ease

.•

Exp

lore

hea

rt di

seas

e ris

k fa

ctor

s fo

r diff

eren

t ind

ivid

uals

.•

Con

side

r pat

tern

s in

evi

denc

e th

at s

mok

ing

incr

ease

s th

e ris

k of

hea

rt di

seas

e.•

Look

at v

ideo

mat

eria

l rep

ortin

g st

udie

s of

risk

fact

ors

for h

eart

dise

ase.

• K

now

that

hea

rt di

seas

e of

ten

happ

ens

whe

n ar

terie

s su

pply

ing

the

hear

t with

bl

ood

beco

me

bloc

ked.

• R

ecal

l tha

t the

risk

of h

eart

dise

ase

is in

crea

sed

by s

ome

fact

ors

incl

udin

g hi

gh-

fat d

iet a

nd s

mok

ing

and

unde

rsta

nd th

at th

ese

fact

ors

incr

ease

the

risk

of h

eart

dise

ase,

but

will

not

cau

se it

in e

very

one.

•

Und

erst

and

that

one

cas

e is

not

eno

ugh

evid

ence

to s

how

a p

atte

rn b

etw

een

one

chan

ge a

nd a

noth

er.

• R

ecal

l tha

t reg

ular

exe

rcis

e re

duce

s th

e ris

k of

hea

rt di

seas

e.

Rel

ated

Can

-Do

Task

s (1

) I c

an m

easu

re a

per

son’

s br

eath

ing

rate

or p

ulse

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Effe

ct o

f diff

eren

t typ

es o

f exe

rcis

e on

pul

se ra

te.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

14

2B

5 H

EA

LTH

Y E

AT

ING

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• D

iscu

ss h

ow d

iffer

ent p

eopl

e w

ith d

iffer

ent l

ifest

yles

nee

d di

ffere

nt d

iets

.•

Look

at t

he m

ain

food

gro

ups

and

whi

ch fo

ods

cont

ain

them

.•

Look

at o

ur o

wn

diet

s.•

http

://w

ww

.less

ontu

tor.c

om/jm

_dig

estiv

e.ht

ml (

The

dige

stiv

e sy

stem

.)

• K

now

that

a b

alan

ced

diet

mus

t con

tain

: wat

er, c

arbo

hydr

ates

, pro

tein

, fat

s,

vita

min

s, m

iner

als.

• K

now

exa

mpl

es o

f foo

ds th

at a

re ri

ch in

eac

h of

the

mai

n fo

od g

roup

s i.e

. ca

rboh

ydra

tes,

pro

tein

, fat

s, v

itam

ins,

min

eral

s.•

Inte

rpre

t dat

a on

nut

rient

con

tent

of d

iffer

ent f

oods

. •

Kno

w th

at a

poo

r die

t cou

ld le

ad to

som

eone

bei

ng o

verw

eigh

t or u

nder

wei

ght.

• K

now

that

bei

ng o

verw

eigh

t or u

nder

wei

ght i

s lin

ked

to in

crea

sed

heal

th ri

sks.

• U

nder

stan

d th

at e

xerc

ise

is im

porta

nt fo

r a h

ealth

y lif

esty

le.

• D

iscu

ss h

ow th

e di

et s

houl

d be

bal

ance

d.•

Dis

cuss

die

tary

exc

esse

s, d

e� c

ienc

ies

and

alle

rgie

s.•

Res

earc

h di

ets

of p

eopl

e in

oth

er c

ount

ries.

• K

now

that

diff

eren

t peo

ple

have

diff

eren

t life

styl

es a

nd th

eref

ore

diet

ary

requ

irem

ents

.•

Kno

w th

at th

e di

et in

man

y pa

rts o

f the

wor

ld is

de�

cie

nt in

pro

tein

.•

Kno

w th

at a

hig

h pr

otei

n di

et is

nee

ded

by te

enag

ers

for g

row

th.

• Lo

ok a

t foo

d la

bels

.•

Visi

t sho

ps/k

itche

n cu

pboa

rds.

• K

now

that

car

bohy

drat

es a

nd fa

ts p

rovi

de e

nerg

y, a

nd p

rote

in is

nee

ded

for

grow

th a

nd re

pair.

• K

now

that

food

labe

ls g

ive

nutri

tiona

l inf

orm

atio

n.

• Te

stin

g fo

ods

for s

tarc

h, g

luco

se, p

rote

in a

nd fa

t.•

Pla

n to

test

diff

eren

t sw

eets

for g

luco

se.

• In

terp

ret s

impl

e da

ta o

n fo

od te

sts

[no

reca

ll ex

pect

ed].

• P

rodu

ce a

full

size

mod

el b

ody

with

labe

lled

cut-o

uts

of th

e or

gans

.•

Dis

cuss

/ w

atch

a v

ideo

abo

ut h

ow w

e di

gest

food

.•

Dis

cuss

the

role

of e

nzym

es in

dig

estio

n.•

Sho

w th

at la

rge

mol

ecul

es (e

.g. s

tarc

h) c

anno

t pas

s th

roug

h Vi

skin

g tu

bing

, w

hile

sm

alle

r mol

ecul

es (e

.g. s

impl

e su

gars

) can

.•

Sho

w th

at o

nly

parti

cula

r typ

es o

f enz

yme

can

dige

st c

erta

in fo

ods,

e.g

. pro

teas

e ca

nnot

dig

est s

tarc

h.

• K

now

the

nam

es a

nd p

ositi

ons

of th

e m

ain

orga

ns o

f the

hum

an d

iges

tive

syst

em: m

outh

, sto

mac

h, s

mal

l int

estin

e, la

rge

inte

stin

e.•

Und

erst

and,

in s

impl

e te

rms,

the

proc

esse

s of

dig

estio

n an

d ab

sorp

tion

and

whe

re th

ese

even

ts o

ccur

.•

Kno

w th

at e

nzym

es s

peed

up

reac

tions

in h

uman

s.•

Und

erst

and

that

enz

ymes

spe

ed u

p di

gest

ion

to p

rodu

ce s

mal

ler s

olub

le

chem

ical

s (w

hich

can

pas

s in

to th

e bl

ood)

.•

Kno

w th

at th

ere

are

diffe

rent

enz

ymes

in th

e m

outh

, sto

mac

h an

d in

test

ines

, ea

ch o

f whi

ch d

iges

ts a

diff

eren

t typ

e of

food

.

Rel

ated

Can

-Do

Task

s (4

) I c

an s

afel

y ca

rry

out a

food

test

for s

tarc

h.

(15)

I c

an s

afel

y ca

rry

out a

food

test

for s

ugar

.

(2

5)

I can

reco

rd m

y da

ily p

rote

in in

take

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Find

the

ener

gy c

onte

nt o

f diff

eren

t typ

es o

f foo

d an

d lin

k th

is to

the

fat c

onte

nt.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

15

2B

6 C

ON

TR

OL

SY

ST

EM

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• In

trodu

ce th

e id

ea th

at o

ur in

tern

al e

nviro

nmen

t nee

ds c

ontro

lling

.•

Dis

cuss

cha

nges

in o

ur s

urro

undi

ng e

nviro

nmen

t whi

ch c

an a

ffect

our

bod

y’s

inte

rnal

env

ironm

ent.

• U

nder

stan

d th

at c

hang

es in

our

sur

roun

ding

s ca

n af

fect

our

bod

y’s

inte

rnal

en

viro

nmen

t.•

Und

erst

and

that

the

body

’s in

tern

al e

nviro

nmen

t can

cha

nge

and

that

the

body

tri

es to

con

trol t

his

chan

ge.

• D

iscu

ss w

hat f

acto

rs c

an a

ffect

our

bod

y te

mpe

ratu

re.

• P

lace

car

ds u

nder

hea

ding

s: ‘K

eepi

ng o

ur b

ody

war

m’ a

nd ‘K

eepi

ng o

ur b

ody

cool

’.•

Use

ther

mom

eter

s / ‘

feve

r sca

ns’ t

o ta

ke e

xter

nal b

ody

tem

pera

ture

.•

Find

out

abo

ut h

ypot

herm

ia a

nd fr

ostb

ite.

• In

vest

igat

e in

sula

tion

/ hud

dlin

g.

• K

now

that

the

body

’s te

mpe

ratu

re is

abo

ut 3

7 ºC

.•

Kno

w th

at th

e bo

dy lo

ses

heat

in c

old

air.

• K

now

that

wor

king

mus

cles

gen

erat

e he

at.

• K

now

that

shi

verin

g an

d m

ovin

g pr

oduc

e he

at.

• K

now

that

rais

ed h

air,

stor

ed fa

t and

clo

thin

g re

duce

hea

t los

s.•

Und

erst

and

that

tem

pera

ture

ext

rem

es a

re d

ange

rous

to y

our b

ody.

• D

iscu

ss w

hat h

appe

ns to

our

bod

ies

whe

n w

e ge

t too

hot

.•

Res

earc

h se

cond

ary

sour

ces

incl

udin

g IC

T to

� nd

out

abo

ut c

oolin

g m

echa

nism

s.•

Inve

stig

ate

the

tem

pera

ture

dro

p of

war

m w

ater

with

wet

, dry

or w

ith n

o co

verin

g.

• K

now

that

sw

eatin

g an

d m

ore

bloo

d � o

w n

ear t

he s

kin

help

s to

kee

p th

e bo

dy

cool

.•

Be

able

to in

terp

ret t

he re

sults

of s

impl

e co

olin

g ex

perim

ents

.

• La

bel a

sim

ple

diag

ram

of a

kid

ney

and

a bl

adde

r.•

Sur

vey

the

amou

nt o

f liq

uid

drun

k in

sum

mer

and

win

ter.

• D

iscu

ss th

e us

e of

isot

onic

liqu

ids

by a

thle

tes.

• K

now

the

way

s th

e bo

dy g

ains

or l

oses

wat

er.

• B

e ab

le to

nam

e an

d lo

cate

the

kidn

eys

and

the

blad

der.

• K

now

that

kid

neys

rem

ove

exce

ss w

ater

.

• R

ead

a st

ory

abou

t a d

iabe

tic.

• D

iscu

ss h

ow b

eing

a d

iabe

tic a

ffect

s yo

ur li

fe.

• D

esig

n a

lea�

et t

o ex

plai

n w

hat b

eing

a d

iabe

tic m

eans

• K

now

that

blo

od s

ugar

leve

ls n

eed

to b

e co

ntro

lled.

• K

now

that

the

body

con

trols

blo

od s

ugar

leve

ls w

ith in

sulin

.•

Be

able

to n

ame

and

loca

te th

e pa

ncre

as.

• K

now

that

insu

lin is

pro

duce

d by

the

panc

reas

.•

Kno

w th

at d

iabe

tes

can

be m

anag

ed b

y co

ntro

lling

sug

ar le

vels

in th

e di

et a

nd

use

of in

sulin

.

Rel

ated

Can

-Do

Task

s (1

6)

I can

pro

duce

a p

oste

r to

war

n ol

d pe

ople

abo

ut th

e ris

ks o

f hyp

othe

rmia

.

(2

6)

I can

use

a th

erm

omet

er to

acc

urat

ely

mea

sure

tem

pera

ture

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Exp

erim

ent t

o sh

ow ra

te o

f coo

ling.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

16

2B

7 G

AS

PIN

G F

OR

BR

EA

TH

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• M

easu

re c

hest

mov

emen

t dur

ing

brea

thin

g.•

Mak

e a

mod

el th

orax

.•

Und

erst

and

how

the

mov

emen

t of t

he ri

bs b

rings

abo

ut b

reat

hing

.•

Be

able

to n

ame

and

loca

te th

e w

indp

ipe,

lung

s an

d rib

s on

a d

iagr

am o

f the

th

orax

.

• D

esig

n a

heal

th e

duca

tion

post

er a

bout

ast

hma.

•

Talk

to a

sthm

a su

ffere

rs a

bout

the

sym

ptom

s.•

Mea

sure

lung

vol

umes

.•

Use

a p

eak

� ow

met

er.

• R

ecal

l tha

t air

pollu

tion

may

cau

se a

sthm

a an

d th

at a

sthm

a ca

uses

the

airw

ays

to n

arro

w.

• U

nder

stan

d th

at it

is d

if� c

ult t

o pr

ove

that

air

pollu

tion

caus

es a

sthm

a.

• In

terp

ret d

ata

abou

t ast

hma

[no

reca

ll ex

pect

ed].

• K

now

that

an

inha

ler c

an re

lieve

and

pre

vent

the

sym

ptom

s of

ast

hma.

• U

nder

stan

d th

at lu

ng v

olum

es v

ary

and

may

be

affe

cted

by

smok

ing

and

asth

ma.

• U

nder

stan

d th

at th

e sp

eed

of e

xhal

atio

n va

ries

and

may

be

affe

cted

by

smok

ing

and

asth

ma.

• D

emon

stra

te a

mod

el s

mok

ing

mac

hine

.•

Deb

ate

smok

ing

in p

ublic

pla

ces.

• U

se w

ebsi

tes

/ boo

ks to

� nd

out

abo

ut s

mok

ing.

• K

now

that

sm

okin

g ca

n ca

use

hear

t dis

ease

and

can

cer.

• K

now

that

toba

cco

smok

e co

ntai

ns c

arbo

n m

onox

ide,

nic

otin

e, ta

rs a

nd s

olid

pa

rticl

es.

• K

now

that

car

bon

mon

oxid

e is

odo

urle

ss, c

olou

rless

and

poi

sono

us.

• K

now

that

nic

otin

e is

add

ictiv

e an

d th

at n

icot

ine

patc

hes

can

be u

sed

to h

elp

som

eone

giv

e up

sm

okin

g.•

Inte

rpre

t dat

a re

latin

g to

hea

lth s

tudi

es o

n sm

okin

g.•

Kno

w th

at o

ther

peo

ple

may

be

affe

cted

by

pass

ive

smok

ing.

• Lo

ok a

t mic

rosc

ope

slid

es o

r dia

gram

s of

mus

cle

cells

.•

Wat

ch a

vid

eo/s

imul

atio

n (e

.g. w

ww

.bbc

.co.

uk/b

itesi

ze) t

o sh

ow re

spira

tion

in

cells

.•

Test

exh

aled

air

to s

how

it c

onta

ins

carb

on d

ioxi

de a

nd w

ater

vap

our.

• Li

nk e

xerc

ise

to re

spira

tion

rate

.

• R

ecal

l tha

t in

all c

ells

, glu

cose

from

food

and

oxy

gen

brea

thed

in c

ombi

ne to

re

leas

e en

ergy

and

that

this

pro

cess

is c

alle

d re

spira

tion.

• R

ecal

l tha

t car

bon

diox

ide

and

wat

er a

re th

e w

aste

pro

duct

s of

resp

iratio

n.•

Kno

w h

ow to

test

bre

ath

for c

arbo

n di

oxid

e us

ing

limew

ater

, and

for w

ater

va

pour

with

a m

irror

or c

obal

t chl

orid

e pa

per.

• R

ecal

l tha

t car

bon

diox

ide

is re

mov

ed fr

om o

ur b

odie

s vi

a th

e lu

ngs.

• K

now

that

dur

ing

exer

cise

, mor

e ox

ygen

and

glu

cose

is n

eede

d by

mus

cles

, and

w

ater

and

car

bon

diox

ide

are

rem

oved

mor

e qu

ickl

y.

Rel

ated

Can

-Do

Task

s (1

) I c

an m

easu

re a

per

son’

s br

eath

ing

rate

or p

ulse

.

(1

7)

I can

car

ry o

ut a

test

to s

how

the

pres

ence

of c

arbo

n di

oxid

e.

Poss

ible

Pra

ctic

al A

ctiv

ity

Com

pare

lung

vol

umes

to c

hest

siz

e of

diff

eren

t peo

ple.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

17

2B

8 C

RE

EP

Y C

RA

WLI

ES

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• G

row

pla

nts

in d

iffer

ent c

ondi

tions

of l

ight

and

wat

er.

• Te

st a

leaf

for s

tarc

h•

Kno

w th

at p

lant

s m

ake

thei

r ow

n fo

od fr

om c

arbo

n di

oxid

e in

the

air a

nd w

ater

.•

Kno

w th

at th

is p

roce

ss is

cal

led

phot

osyn

thes

is.

• K

now

that

pla

nts

also

nee

d lig

ht to

mak

e th

eir o

wn

food

.•

Kno

w th

at o

xyge

n is

a w

aste

pro

duct

of p

hoto

synt

hesi

s.

• Id

entif

y ad

apta

tions

of p

rey

and

pred

ator

s.•

Kno

w th

at a

nim

als

get t

heir

food

from

eat

ing

plan

ts o

r oth

er a

nim

als.

• K

now

that

som

e an

imal

s ar

e ad

apte

d to

sur

vive

bei

ng c

augh

t as

prey

.•

Und

erst

and

how

som

e an

imal

s ar

e ad

apte

d as

suc

cess

ful p

reda

tors

.

• C

onst

ruct

a fo

od c

hain

usi

ng w

ell-k

now

n ex

ampl

es.

• U

se s

impl

e fo

od w

ebs

to p

redi

ct a

ffect

s of

cha

nges

on

diffe

rent

mem

bers

of t

he

food

web

.

• U

nder

stan

d th

e te

rms

herb

ivor

e an

d ca

rniv

ore.

• B

e ab

le to

con

stru

ct a

sim

ple

food

cha

in w

ith a

pla

nt, a

her

bivo

re a

nd a

ca

rniv

ore.

• B

e ab

le to

inte

rpre

t a s

impl

e fo

od w

eb (l

imite

d to

3 o

rgan

ism

s at

any

leve

l).•

Und

erst

and

how

a c

hang

e af

fect

ing

one

spec

ies

in a

food

web

can

affe

ct a

noth

er

spec

ies

in th

e sa

me

food

web

.

• C

olle

ct d

ata

usin

g a

varie

ty o

f sam

plin

g te

chni

ques

.•

Col

lect

pon

d or

leaf

-litte

r org

anis

ms.

• U

se a

key

to id

entif

y co

llect

ed o

rgan

ism

s.•

Mat

ch p

lant

s an

d an

imal

s to

thei

r hab

itats

.

• B

e ab

le to

des

crib

e an

d ca

rry

out s

impl

e sa

mpl

ing

met

hods

: lim

ited

to p

oote

rs,

nets

, pitf

all t

raps

and

qua

drat

sur

veys

.•

Be

able

to u

se s

impl

e ke

ys to

nam

e pl

ants

and

ani

mal

s.•

Rec

all t

he m

eani

ng o

f the

term

hab

itat.

• U

nder

stan

d th

at o

rgan

ism

s ar

e ad

apte

d to

live

in th

eir h

abita

t.

• E

stim

ate

the

num

ber o

f wee

ds in

a �

eld.

• R

ecal

l tha

t a v

arie

ty o

f pla

nts

live

in a

1 m

qua

drat

are

a.•

Be

able

to e

stim

ate

the

num

ber o

f pla

nts

in a

n ar

ea u

sing

resu

lts o

f a q

uadr

at

surv

ey.

Rel

ated

Can

-Do

Task

s (2

) G

iven

info

rmat

ion

I can

mat

ch a

n an

imal

to w

here

it li

ves

or w

hen

it liv

ed.

(27)

I c

an c

arry

out

a s

impl

e su

rvey

of a

hab

itat.

(28)

I c

an m

easu

re le

ngth

/ di

stan

ce a

ccur

atel

y.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

popu

latio

n si

zes

in d

iffer

ent c

ondi

tions

usi

ng a

qua

drat

sur

vey,

e.g

. Ple

uroc

occi

on

trees

, dis

tribu

tion

of w

eeds

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

18

2B

9 FO

OLI

NG

YO

UR

SE

NS

ES

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Lo

ok a

t a m

odel

/ vi

deo

/ web

site

of t

he s

truct

ure

of th

e ey

e.•

Bui

ld a

cut

and

stic

k m

odel

of t

he e

ye.

• D

emon

stra

te b

inoc

ular

vis

ion

by b

ringi

ng tw

o pe

ncil

poin

ts to

geth

er a

t arm

s le

ngth

usi

ng o

ne e

ye a

nd tw

o ey

es.

• Lo

ok a

t pic

ture

s of

pre

dato

rs (b

inoc

ular

) and

pre

y (m

onoc

ular

).

• B

e ab

le to

labe

l a d

iagr

am o

f the

eye

(lim

ited

to c

orne

a, ir

is, p

upil,

lens

, ret

ina,

op

tic n

erve

).•

Rec

all t

he jo

b of

the

pupi

l, le

ns, r

etin

a, o

ptic

ner

ve a

nd ir

is.

• R

ecal

l tha

t hum

ans

have

goo

d bi

nocu

lar v

isio

n, b

ut a

lim

ited

� eld

of v

iew

.•

Kno

w th

e di

ffere

nces

bet

wee

n m

onoc

ular

and

bin

ocul

ar v

isio

n.•

Be

able

to u

se th

e po

sitio

n of

eye

s to

sta

te if

an

anim

al is

a p

reda

tor o

r pre

y.•

Kno

w th

at 3

D v

isio

n en

able

s di

stan

ces

to b

e ju

dged

.

• Ta

ste

food

whe

n th

e se

nse

of s

mel

l is

impa

ired,

e.g

. app

le a

nd o

nion

.•

Inve

stig

ate

of th

e fo

ur ta

ste

area

s on

the

tong

ue.

• Id

entif

y su

bsta

nces

by

smel

l, e.

g. d

iffer

ent t

ypes

of c

risps

.

• K

now

that

the

nose

is li

ned

with

ner

ves

sens

itive

to c

hem

ical

s in

the

air.

• K

now

that

tast

e bu

ds a

re lo

cate

d on

the

tong

ue a

nd a

re s

ensi

tive

to fo

ur ta

stes

: sa

lt, s

wee

t, so

ur, b

itter

.•

Kno

w th

at d

iffer

ent a

reas

of t

he to

ngue

are

mor

e se

nsiti

ve to

diff

eren

t tas

tes.

• U

nder

stan

d th

at th

e � a

vour

of f

ood

dim

inis

hes

whe

n w

e ha

ve a

col

d an

d ca

nnot

sm

ell.

• W

atch

a v

ideo

/ w

ebsi

te s

imul

atio

n of

how

ner

ve im

puls

es w

ork.

• In

vest

igat

e re

� ex

reac

tions

, e.g

. kne

e je

rk, p

upil

dila

tion

and

blin

king

.•

Mea

sure

reac

tion

times

by

catc

hing

a d

ropp

ed ru

ler.

• ht

tp://

ww

w.n

euro

phys

.wis

c.ed

u/an

imat

ions

/ (Th

e st

ruct

ure

of th

e ea

r.)

• R

ecal

l tha

t sen

sor (

rece

ptor

) cel

ls d

etec

t stim

uli,

and

effe

ctor

cel

ls (m

uscl

es)

prod

uce

a re

spon

se.

• U

nder

stan

d th

e ne

ed fo

r sim

ple

re� e

x ac

tions

, i.e

. for

pro

tect

ion.

• R

ecal

l exa

mpl

es o

f sim

ple

re� e

x ac

tions

lim

ited

to k

nee

jerk

, iris

, tou

chin

g a

hot

surfa

ce.

• In

terp

ret s

impl

e da

ta o

n re

actio

n tim

es.

• U

se ‘f

eelie

’ box

es to

test

ski

n se

nsiti

vity

.•

Test

wat

er te

mpe

ratu

re w

ith th

e ha

nds.

• Te

st d

iffer

ent a

reas

of s

kin

for s

ensi

tivity

.

• K

now

that

the

skin

con

tain

s se

nsor

y ne

rves

for t

ouch

, tem

pera

ture

, pai

n an

d pr

essu

re.

• K

now

that

pre

ssur

e se

nsor

s ar

e de

eper

than

pai

n se

nsor

s.

• K

now

that

som

e ar

eas

of s

kin

cont

ain

mor

e ne

rve

endi

ngs

than

oth

ers.

Rel

ated

Can

-Do

Task

s (3

) I c

an m

easu

re th

e ef

fect

of c

affe

ine

on h

eart

rate

. (6

) I c

an a

dd re

sults

to a

bar

cha

rt.

(1

3)

I can

read

dat

a fro

m a

gra

ph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Com

pare

reac

tion

times

/ � n

d ou

t if r

eact

ion

times

impr

ove

with

pra

ctic

e.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

19

2B

10

FOO

D F

AC

TOR

Y

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Te

st a

leaf

for s

tarc

h•

Gro

w p

lant

s fro

m s

eeds

and

tube

rs•

Inve

stig

ate

cond

ition

s ne

eded

for g

erm

inat

ion.

• C

ut o

pen

a so

aked

see

d an

d lo

ok fo

r roo

t, sh

oot,

food

sto

re a

nd te

st it

for s

tarc

h.•

Gro

w p

lant

s fro

m c

uttin

gs, a

nd/o

r com

pare

cut

tings

gro

wn

with

or w

ithou

t roo

ting

pow

der.

• D

iscu

ss th

e ad

vant

ages

and

dis

adva

ntag

es to

gar

den

cent

res

of c

loni

ng p

lant

s.

• K

now

that

pla

nts

mak

e su

gars

and

som

e is

sto

red

as s

tarc

h.•

Kno

w h

ow p

lant

s ca

n be

pro

paga

ted

limite

d to

:–

seed

s–

cutti

ngs

– ru

nner

s–

tube

rs.

• K

now

that

cut

tings

, run

ners

and

tube

rs a

re e

xam

ples

of c

loni

ng.

• K

now

that

clo

ning

pro

duce

s id

entic

al o

ffspr

ing.

• K

now

the

cond

ition

s ne

cess

ary

for g

erm

inat

ion:

war

mth

, air

and

wat

er.

• M

easu

re th

e pH

of d

iffer

ent s

oil s

ampl

es•

Mea

sure

the

wat

er c

onte

nt o

f diff

eren

t typ

es o

f soi

l•

Mea

sure

the

hum

us c

onte

nt o

f diff

eren

t typ

es o

f soi

l

• U

nder

stan

d th

at th

ere

are

diffe

rent

type

s of

soi

l and

that

this

can

affe

ct th

e ty

pe

of p

lant

s th

at g

row

ther

e.•

Kno

w th

at s

ome

soils

dry

out

eas

ily a

nd o

ther

s ge

t wat

erlo

gged

.•

Kno

w h

ow to

test

the

pH o

f soi

l.•

Inte

rpre

t dat

a to

det

erm

ine

pH p

refe

renc

es o

f diff

eren

t pla

nt s

peci

es.

• C

ompa

re g

rass

gro

wn

with

and

with

out f

ertil

iser

• R

esea

rch

diffe

rent

met

hods

of o

rgan

ic fa

rmin

g•

Sor

t arg

umen

ts fo

r and

aga

inst

diff

eren

t met

hods

of f

arm

ing

and

mat

chin

g th

em

to o

rgan

ic a

nd in

tens

ive

farm

ing

met

hods

• K

now

that

ferti

liser

s su

pply

the

chem

ical

s th

at p

lant

s ne

ed fo

r gro

wth

. •

Kno

w th

at fe

rtilis

ers

incl

ude

nitro

gen

for i

mpr

oved

gro

wth

, pho

spho

rus

for g

ood

root

gro

wth

and

pot

assi

um fo

r � o

wer

s an

d fru

it gr

owth

. •

Kno

w th

at o

rgan

ic fa

rmer

s us

e m

anur

e an

d cr

op ro

tatio

n to

impr

ove

soil

ferti

lity.

• B

e ab

le to

dis

tingu

ish

betw

een

fact

s an

d op

inio

ns a

bout

org

anic

ally

gro

wn

food

.

• C

ompa

re th

e ta

ste

of d

iffer

ent t

ypes

of m

ilk.

• Te

st s

ampl

es o

f milk

to s

ee h

ow fr

esh

it is

.•

Mak

e ch

eese

or y

oghu

rt•

Car

ry o

ut a

con

sum

er p

refe

renc

e te

st o

n va

rietie

s of

che

ese

and

yogh

urt.

• K

now

that

mos

t of t

he m

ilk w

e bu

y co

mes

from

cow

s (o

r she

ep o

r goa

ts) a

nd is

pr

oces

sed

befo

re b

eing

sup

plie

d to

cus

tom

ers.

• K

now

that

cow

s ca

n be

sel

ectiv

ely

bred

to p

rodu

ce h

ighe

r milk

yie

lds.

• K

now

the

stag

es in

pro

vidi

ng m

ilk to

peo

ple’

s ho

mes

.•

Kno

w h

ow m

ilk is

pas

teur

ised

and

ste

rilis

ed.

• U

nder

stan

d w

hy it

is im

porta

nt to

test

sam

ples

of m

ilk b

efor

e it

is s

old.

Rel

ated

Can

-Do

Task

s (4

) I c

an s

afel

y ca

rry

out a

food

test

for s

tarc

h.

(1

8)

I can

use

Uni

vers

al In

dica

tor s

olut

ion

to �

nd p

H.

Poss

ible

Pra

ctic

al A

ctiv

ity

Effe

ct o

f diff

eren

t con

ditio

ns o

n se

ed g

erm

inat

ion.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

20

2B

11

DR

UG

S I

N S

OC

IET

Y

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• A

rran

ge a

vis

it fro

m th

e re

leva

nt p

olic

e de

partm

ents

or r

ehab

ilita

tion

cent

res

• Te

st d

iffer

ent t

able

ts fo

r the

ir so

lubi

lity

• R

ecal

l tha

t dru

gs c

an b

e be

ne� c

ial o

r har

mfu

l.•

Und

erst

and

that

som

e dr

ugs

are

only

ava

ilabl

e on

pre

scrip

tion

beca

use

they

can

be

harm

ful i

f not

use

d pr

oper

ly.•

Kno

w h

ow to

test

for s

olub

ility

of s

olub

le ta

blet

s e.

g. a

spiri

n.•

Kno

w th

at a

dru

g is

a c

hem

ical

that

has

an

effe

ct o

n th

e m

ind

or th

e bo

dy.

• R

esea

rch

idea

s ab

out m

akin

g ca

nnab

is le

gal

• R

ecal

l the

nam

es o

f leg

al d

rugs

lim

ited

to:

– ca

ffein

e (fo

und

in c

offe

e, te

a an

d so

me

soft

drin

ks)

– as

pirin

/ pa

race

tam

ol–

alco

hol

– ni

cotin

e (fo

und

in c

igar

ette

s an

d to

bacc

o).

• K

now

that

som

e pe

ople

wan

t to

mak

e so

me

othe

r dru

gs le

gal e

.g. c

anna

bis.

• R

esea

rch

drug

test

ing

in s

port

• M

easu

re th

e af

fect

of c

affe

ine

on h

eart

rate

e.g

. in

Dap

hnia

•

Kno

w th

at s

ome

drug

s ar

e ad

dict

ive.

•

Kno

w th

e ef

fect

s of

diff

eren

t cat

egor

ies

of d

rugs

and

be

able

to n

ame

one

exam

ple

in

each

cat

egor

y lim

ited

to:

– de

pres

sant

: slo

ws

dow

n th

e br

ain

e.g.

alc

ohol

, sol

vent

s–

pain

kill

er: b

lock

s ne

rve

impu

lses

e.g

. asp

irin,

par

acet

amol

– st

imul

ant:

incr

ease

s br

ain

activ

ity e

.g. n

icot

ine,

caf

fein

e, e

csta

sy–

hallu

cino

gen:

dis

torts

wha

t is

seen

and

hea

rd e

.g. L

SD

– pe

rform

ance

enh

ance

r: m

uscl

e de

velo

pmen

t e.g

. ana

bolic

ste

roid

s.•

Kno

w h

ow th

e ef

fect

of c

affe

ine

on h

eart

rate

can

be

mea

sure

d.

• P

rodu

ce a

pos

ter o

n th

e da

nger

s of

drin

k dr

ivin

g•

Res

earc

h dr

ink

driv

ing

law

s in

diff

eren

t cou

ntrie

s•

Rec

all t

hat a

lcoh

ol a

buse

acc

ount

s fo

r mor

e de

aths

and

crim

e th

an a

ny o

ther

dru

g.•

Kno

w th

e sh

ort t

erm

effe

cts

of a

lcoh

ol (l

imite

d to

blu

rred

vis

ion,

slu

rred

spe

ech,

poo

r ba

lanc

e an

d sl

ower

reac

tions

).•

Kno

w th

e da

nger

s of

drin

k dr

ivin

g.•

Kno

w th

e lo

ng te

rm e

ffect

s of

alc

ohol

(lim

ited

to li

ver d

amag

e).

• R

esea

rch

the

clas

si� c

atio

n of

dru

gs•

Rec

all t

hat i

llega

l dru

gs a

re c

lass

i� ed

as

Cla

ss A

(mos

t dan

gero

us),

Cla

ss B

and

Cla

ss C

.•

Und

erst

and

why

the

pena

lty fo

r usi

ng o

r sup

plyi

ng C

lass

A d

rugs

is m

uch

mor

e se

vere

th

an fo

r usi

ng o

r sup

plyi

ng C

lass

C.

• U

nder

stan

d w

hy th

e pe

nalty

for s

uppl

ying

dru

gs is

gre

ater

than

the

pena

lty fo

r pos

sess

ion

for p

erso

nal u

se.

• K

now

the

dang

ers

of d

rivin

g af

ter t

akin

g so

me

drug

s.

Rel

ated

Can

-Do

Task

s (3

) I c

an m

easu

re th

e ef

fect

of c

affe

ine

on h

eart

rate

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Sol

ubili

ty o

f diff

eren

t typ

es o

f asp

irin

/ affe

ct o

f caf

fein

e on

hea

rt ra

te.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

21

2B

12

MY

GE

NE

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• M

ake

mod

els,

use

boo

ks, u

se th

e in

tern

et o

r mul

ti-m

edia

to s

how

that

the

nucl

eus

cont

ains

chr

omos

omes

.•

Use

pip

e cl

eane

rs o

r col

oure

d sw

eets

to m

ake

mod

els

of g

enes

and

ch

rom

osom

es.

• K

now

that

hum

an c

ells

con

tain

a n

ucle

us.

• K

now

that

the

nucl

eus

cont

ains

chr

omos

omes

.•

Kno

w th

at c

hrom

osom

es a

re m

ade

of D

NA

.•

Kno

w th

at le

ngth

s of

DN

A in

chr

omos

omes

are

gen

es.

• R

ecal

l tha

t our

DN

A ca

rrie

s ou

r uni

que

gene

tic c

ode.

• R

ecor

d an

d pr

esen

t dat

a on

var

iatio

n in

hum

an fe

atur

es.

• Id

entif

y hu

man

feat

ures

whi

ch a

re in

herit

ed, e

nviro

nmen

tal o

r bot

h.•

Look

at p

hoto

grap

hs o

f fam

ilies

and

iden

tify

sim

ilar f

eatu

res.

• K

now

that

mos

t hum

an fe

atur

es a

re d

eter

min

ed b

y a

pers

on’s

gen

es.

• U

nder

stan

d th

at e

nviro

nmen

t als

o af

fect

s m

any

feat

ures

.•

Und

erst

and

that

mos

t fea

ture

s ar

e af

fect

ed b

y se

vera

l gen

es, e

.g. h

eigh

t.•

Be

able

to c

lass

ify a

rang

e of

hum

an fe

atur

es a

s ge

netic

: e.g

. ton

gue

rolli

ng, e

ar

lobe

s, e

nviro

nmen

tal e

.g. s

cars

, acc

ent,

and

both

e.g

. hai

r col

our,

good

at s

port.

• In

terp

ret d

ata

on h

uman

var

iatio

n.

• U

se a

gen

e pa

iring

gam

e to

sho

w m

ales

hav

e an

odd

set

of c

hrom

osom

es (X

Y)

whi

le fe

mal

es h

ave

(XX

).•

Vary

the

gam

e to

pai

r gen

es a

nd d

ecid

e th

e ou

tcom

e of

a b

aby.

• U

se s

impl

e pu

nnet

t squ

ares

to s

how

pos

sibl

e ge

noty

pes

and

the

ratio

of e

ach.

• ht

tp://

ww

w.a

cces

sexc

elle

nce.

org/

RC

/VL/

GG

/rece

ssiv

e.ht

ml (

Dom

inan

ce.)

• K

now

that

nor

mal

bod

y ce

lls h

ave

46 c

hrom

osom

es:

– fe

mal

es h

ave

23 p

airs

(inc

ludi

ng X

X)

– m

ales

hav

e 22

pai

rs a

nd o

ne o

dd p

air (

XY

).•

Kno

w th

at s

ome

gene

s ar

e do

min

ant a

nd s

ome

are

rece

ssiv

e.•

Kno

w h

ow to

use

sim

ple

Pun

nett

squa

res

to s

how

inhe

ritan

ce o

f gen

otyp

e ra

tios.

• W

atch

vid

eo m

ater

ial d

escr

ibin

g ge

netic

dis

ease

s.•

Dis

cuss

vie

wpo

ints

peo

ple

may

hav

e ab

out t

estin

g em

bryo

s fo

r cer

tain

gen

es.

• R

ecal

l tha

t som

e di

seas

es a

re c

ause

d by

faul

ty g

enes

.•

Kno

w th

at e

mbr

yos

can

be te

sted

for c

erta

in g

enes

.•

Und

erst

and

that

peo

ple

have

diff

eren

t vie

wpo

ints

abo

ut s

uch

test

ing.

Rel

ated

Can

-Do

Task

s (6

) I c

an a

dd re

sults

to a

bar

cha

rt.

(1

3)

I can

read

dat

a fro

m a

gra

ph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Com

parin

g he

ight

and

foot

siz

e.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

22

2B

13

BO

DY

WA

RS

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Lo

ok a

t mag

ni� e

d w

hite

blo

od c

ells

.•

http

://sc

ienc

e.ho

wst

uffw

orks

.com

/blo

od.h

tm (B

lood

.)•

Look

at p

ictu

res

(inte

rnet

) of d

iffer

ent m

icro

bes.

• K

now

that

mic

robe

s ar

e ba

cter

ia, f

ungi

and

viru

ses.

• U

nder

stan

d th

at o

ur b

odie

s pr

ovid

e go

od c

ondi

tions

for m

icro

bes

to re

prod

uce

rapi

dly.

• In

terp

ret d

ata

on m

icro

bial

pop

ulat

ion

size

.•

Kno

w th

at w

hite

blo

od c

ells

are

par

t of t

he im

mun

e sy

stem

.•

Rec

all t

hat t

he im

mun

e sy

stem

� gh

ts in

fect

ions

.

• Te

st th

e ef

fect

of a

cidi

c pH

(sto

mac

h ac

id) o

r pro

teas

e (te

ars)

on

grow

th o

f ba

cter

ial a

gar p

late

s.•

Kno

w th

at a

few

type

s of

mic

robe

s ca

n m

ake

peop

le il

l.•

Kno

w th

at th

e sk

in, c

hem

ical

s in

tear

s, s

wea

t, an

d st

omac

h ac

id s

top

mic

robe

s ge

tting

in.

• K

now

that

mic

robe

s ca

n en

ter t

he b

ody

thro

ugh

natu

ral o

peni

ngs,

or c

uts

in th

e sk

in.

• Id

entif

y go

od h

ygie

ne ru

les

by lo

okin

g at

hea

lth e

duca

tion

lea�

ets

.•

Arr

ange

som

e co

mm

on fo

odst

uffs

saf

ely

in a

cut

and

stic

k fri

dge.

• R

ecal

l way

s of

redu

cing

the

risk

of c

atch

ing

infe

ctio

ns, e

.g. w

ashi

ng h

ands

afte

r goi

ng

to th

e to

ilet,

befo

re p

repa

ring

or e

atin

g fo

od.

• K

now

that

food

sho

uld

be s

tore

d ca

refu

lly in

a fr

idge

, e.g

. sal

ad c

over

ed, r

aw m

eat

belo

w c

ooke

d m

eat.

• K

now

that

kni

ves

and

chop

ping

boa

rds

shou

ld b

e w

ashe

d th

orou

ghly

afte

r pre

parin

g m

eat,

and

that

the

food

sho

uld

be c

ooke

d th

orou

ghly,

in o

rder

to k

ill a

ny m

icro

bes.

• Te

st th

e ef

fect

of a

ntis

eptic

s an

d / o

r ant

ibio

tic d

iscs

on

grow

th o

f bac

teria

l ag

ar p

late

.•

Rec

all t

hat a

ntib

iotic

s ar

e ch

emic

als

that

kill

bac

teria

and

fung

i, bu

t not

viru

ses.

• K

now

that

som

e ba

cter

ia h

ave

evol

ved

whi

ch a

re n

ot k

illed

by

som

e an

tibio

tics.

• K

now

that

ther

e ar

e so

me

way

s th

at p

eopl

e ca

n re

duce

the

risk

of ‘s

uper

bugs

’ de

velo

ping

: –

only

use

ant

ibio

tics

whe

n ne

eded

– al

way

s � n

ish

a co

urse

of a

ntib

iotic

s.

• Fi

nd o

ut w

hat v

acci

natio

ns y

ou h

ave

had.

• D

iscu

ss w

hy v

acci

nes

are

give

n –

to p

rote

ct th

e m

ajor

ity a

gain

st a

pos

sibl

e de

adly

dis

ease

. •

Dis

cuss

why

som

e pa

rent

s do

n’t h

ave

thei

r chi

ldre

n va

ccin

ated

(ris

k of

sid

e ef

fect

s).

• M

atch

cha

ngin

g m

edia

hea

dlin

es a

bout

the

MM

R v

acci

ne o

ver t

ime

to

diffe

rent

pie

ces

of e

vide

nce

(sou

rce

from

the

web

).

• K

now

that

vac

cine

s ca

n m

ake

peop

le im

mun

e to

a d

isea

se.

• K

now

that

a v

acci

ne u

sual

ly c

onta

ins

a sa

fe fo

rm o

f a d

isea

se-c

ausi

ng

mic

roor

gani

sm.

• K

now

that

onc

e yo

u ar

e im

mun

e yo

u ar

e pr

otec

ted

from

a p

artic

ular

dis

ease

.•

Und

erst

and

diffe

rent

vie

wpo

ints

that

par

ents

may

hav

e ab

out g

ivin

g th

eir c

hild

a

vacc

inat

ion.

• U

nder

stan

d th

at m

edia

repo

rts o

f hea

lth s

tudi

es a

re n

ot a

lway

s ac

cura

te.

Rel

ated

Can

-Do

Task

s (1

3)

I can

read

dat

a fro

m a

gra

ph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Be

able

to c

ompa

re b

acte

rial g

row

th in

diff

eren

t con

ditio

ns b

y es

timat

ing

perc

enta

ge c

over

on

agar

pla

tes.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

23

2C

1 A

CID

S A

ND

ALK

ALI

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Fi

nd /

sele

ct a

nd n

ame

the

appa

ratu

s ne

eded

to o

btai

n a

dye

from

a p

lant

.•

Ext

ract

pla

nt d

yes

from

� ow

ers,

bee

troot

or r

ed c

abba

ge a

nd u

se th

e so

lutio

n to

id

entif

y ac

ids

and

alka

lis.

• In

vest

igat

e ho

w th

e co

lour

of d

yes

chan

ges

whe

n ac

ids

or a

lkal

is a

re a

dded

.•

Find

the

nam

es a

nd u

ses

of c

omm

on a

cids

and

alk

alis

.

• B

e ab

le to

labe

l sim

ple

labo

rato

ry a

ppar

atus

use

d to

obt

ain

a dy

e fro

m a

pla

nt

(lim

ited

to b

eake

r, st

irrin

g ro

d, h

eatin

g ap

para

tus,

� lte

r fun

nel,

� lte

r pap

er a

nd

mor

tar a

nd p

estle

).•

Kno

w th

at le

mon

s, li

mes

and

vin

egar

con

tain

nat

ural

ly o

ccur

ring

acid

s.•

Kno

w th

at th

e co

lour

of s

ome

dyes

can

be

chan

ged

by a

ddin

g ac

ids

and

alka

lis.

• R

ecal

l tha

t alk

alis

are

use

d to

mak

e oi

ls in

to s

oap,

che

mic

als

for d

yes,

and

gl

ass.

• U

nder

stan

d sa

fety

pre

caut

ions

whe

n us

ing

acid

s or

alk

alis

.

• U

se o

ther

indi

cato

rs s

uch

as li

tmus

to id

entif

y so

lutio

ns th

at a

re a

cidi

c, a

lkal

ine

or n

eutra

l.•

Use

Uni

vers

al In

dica

tor t

o m

easu

re th

e pH

of c

omm

on s

ubst

ance

s.•

Cre

ate

a ‘ra

inbo

w’ o

f col

ours

usi

ng U

nive

rsal

Indi

cato

r.•

Mea

sure

the

pH o

f sol

utio

ns u

sing

a p

H m

eter

• In

terp

ret s

impl

e in

form

atio

n ab

out t

he u

se o

f ind

icat

ors

to c

lass

ify s

olut

ions

as

acid

, neu

tral o

r alk

ali.

• K

now

how

to u

se th

e pH

sca

le.

• K

now

that

the

colo

urs

of U

nive

rsal

Indi

cato

r sho

w p

H v

alue

s.•

Kno

w th

at p

H c

an b

e m

easu

red

elec

troni

cally

.

• In

vest

igat

e ad

ding

dilu

te a

cids

to m

etal

car

bona

tes.

• B

ubbl

e th

e ga

s pr

oduc

ed th

roug

h lim

ewat

er.

• Fi

nd w

hich

met

als

reac

t with

dilu

te a

cids

.•

Col

lect

the

gas

and

test

with

a li

t spl

int.

• K

now

that

aci

ds �

zz w

ith c

arbo

nate

s to

mak

e ca

rbon

dio

xide

gas

.•

Kno

w th

at m

agne

sium

, zin

c an

d iro

n re

act w

ith a

cids

to m

ake

hydr

ogen

gas

. •

Rec

all t

he te

sts

for h

ydro

gen

and

carb

on d

ioxi

de.

• In

vest

igat

e th

e re

actio

ns b

etw

een

acid

dro

ps a

nd b

icar

bona

te o

f sod

a or

sod

a to

othp

aste

and

frui

t jui

ce.

• In

vest

igat

e th

e ch

ange

in p

H w

hen

acid

and

alk

ali a

re m

ixed

.•

Find

out

abo

ut th

e co

nten

ts o

f diff

eren

t typ

es o

f ind

iges

tion

rem

edie

s.•

Com

pare

diff

eren

t ind

iges

tion

rem

edie

s by

� nd

ing

out h

ow m

uch

acid

they

ne

utra

lise

• K

now

that

neu

tralis

atio

n oc

curs

whe

n ac

ids

and

alka

lis a

re m

ixed

.•

Und

erst

and

the

uses

of n

eutra

lisat

ion,

lim

ited

to c

urin

g in

dige

stio

n an

d re

duci

ng

the

acid

ity o

f soi

ls.

• K

now

that

exc

ess

acid

in th

e st

omac

h is

a c

ause

of i

ndig

estio

n.•

Inte

rpre

t sim

ple

info

rmat

ion

com

parin

g th

e ef

fect

iven

ess

of d

iffer

ent i

ndig

estio

n re

med

ies

[no

reca

ll ex

pect

ed].

Rel

ated

Can

-Do

Task

s (9

) I c

an u

se a

mea

surin

g cy

linde

r to

mea

sure

vol

ume.

(1

7)

I can

car

ry o

ut a

test

to s

how

the

pres

ence

of c

arbo

n di

oxid

e.

(1

8)

I can

use

Uni

vers

al In

dica

tor t

o � n

d pH

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Wha

t pH

do

diffe

rent

sol

utio

ns h

ave

and

how

can

we

grou

p th

em?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

24

2C

2 C

OO

KIN

G A

ND

CLE

AN

ING

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• S

urve

y of

the

diffe

rent

type

s of

food

.•

Look

at d

iffer

ent w

ays

to c

ook

food

e.g

. boi

ling,

fryi

ng, g

rillin

g, s

team

ing,

ove

n,

mic

row

ave.

• H

eat w

ater

con

tain

ed in

a b

lock

of i

ce s

hape

d as

a b

eake

r in

a m

icro

wav

e an

d w

atch

the

wat

er b

oil.

• C

ook

food

usi

ng d

iffer

ent m

etho

ds to

sho

w c

hem

ical

cha

nges

.

• K

now

two

exam

ples

of f

oods

that

can

be

eate

n ra

w.

• K

now

exa

mpl

es o

f diff

eren

t way

s to

coo

k fo

od (l

imite

d to

boi

ling,

fryi

ng, g

rillin

g,

stea

min

g, m

icro

wav

e an

d us

e of

con

vent

iona

l ove

n).

• U

nder

stan

d w

hy fo

od is

coo

ked

limite

d to

impr

ovin

g te

xtur

e, ta

ste,

� av

our,

mak

ing

it ea

sier

to d

iges

t and

kill

ing

mic

robe

s.

• K

now

that

the

cook

ing

food

is a

n ex

ampl

e of

a c

hem

ical

cha

nge.

• U

nder

stan

d th

at a

che

mic

al c

hang

e ta

kes

plac

e if

a ne

w s

ubst

ance

is fo

rmed

an

d th

e pr

oces

s is

not

reve

rsib

le.

• In

vest

igat

e th

e ef

fect

of h

eat o

n ba

king

pow

der.

• Fi

nd o

ut h

ow b

akin

g po

wde

r is

used

in m

akin

g ca

kes

and

mak

ing

doug

h ris

e.•

Mak

e ca

rbon

dio

xide

usi

ng b

akin

g po

wde

r and

vin

egar

, by

ferm

enta

tion

and

in

pizz

a do

ugh.

• C

olle

ct a

nd te

st th

e ga

s fro

m a

ctiv

ated

yea

st.

• K

now

that

car

bon

diox

ide

is m

ade

whe

n ba

king

pow

der i

s he

ated

.•

Kno

w th

at b

akin

g po

wde

r is

a ris

ing

agen

t use

d in

mak

ing

cake

s.•

Be

able

to m

ake

a pl

an to

com

pare

diff

eren

t typ

es o

f bak

ing

pow

der.

• K

now

that

yea

st re

acts

with

sug

ar to

mak

e ca

rbon

dio

xide

, and

this

is c

alle

d fe

rmen

tatio

n.•

Kno

w th

at fe

rmen

tatio

n pr

oduc

es a

lcoh

ol u

sed

in m

akin

g be

er a

nd w

ine.

• M

ake

soap

.•

Cle

an s

tain

s w

ith d

eter

gent

s an

d so

ap.

• R

esea

rch

and

repo

rt ab

out h

ow d

eter

gent

s w

orks

•

Sur

vey

(hom

e or

sch

ool)

of w

hich

cle

anin

g ag

ents

are

use

d.

• K

now

that

soa

p is

mad

e fro

m a

nim

al fa

t or p

lant

oils

.•

Kno

w th

at s

ynth

etic

det

erge

nts

are

mad

e fro

m c

hem

ical

s fo

und

in c

rude

oil.

• In

terp

ret s

impl

e di

agra

mm

atic

repr

esen

tatio

ns s

how

ing

how

det

erge

nts

can

aid

the

rem

oval

of g

reas

e fro

m a

sur

face

.•

Inte

rpre

t sim

ple

data

rela

ting

to th

e ef

fect

of d

iffer

ent c

lean

ing

agen

ts [n

o re

call

expe

cted

].

• In

vest

igat

e th

e ef

fect

iven

ess

of b

iolo

gica

l was

hing

pow

ders

.•

Mod

el th

e en

zym

e ‘lo

ck a

nd k

ey’

• Fi

nd o

ut a

bout

the

cont

ents

of d

iffer

ent w

ashi

ng p

owde

rs.

• R

esea

rch

abou

t alle

rgie

s to

bio

logi

cal w

ash

pow

ders

.•

Find

out

abo

ut w

ash

labe

ls o

n fa

bric

s.

• U

nder

stan

d w

hy e

nzym

es a

re a

dded

to w

ashi

ng p

owde

rs.

• R

ecal

l tha

t bio

logi

cal w

ashi

ng p

owde

r con

tain

s en

zym

es.

• R

ecal

l tha

t som

e pe

ople

are

sen

sitiv

e to

bio

logi

cal w

ashi

ng p

owde

rs.

• In

terp

ret i

nfor

mat

ion

on b

iolo

gica

l and

non

-bio

logi

cal w

ash

pow

ders

[no

reca

ll ex

pect

ed].

• B

e ab

le to

inte

rpre

t sim

ple

was

h la

bels

.

Rel

ated

Can

-Do

Task

s (9

) I c

an u

se a

mea

surin

g cy

linde

r to

mea

sure

vol

ume.

(17)

I c

an c

arry

out

a te

st to

sho

w th

e pr

esen

ce o

f car

bon

diox

ide.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

muc

h ga

s is

rele

ased

whe

n ba

king

pow

der i

s he

ated

(diff

eren

t tem

pera

ture

s or

diff

eren

t am

ount

s)?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

25

2C

3 C

OLO

UR

S A

ND

SM

ELL

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• M

ake

colo

ured

sub

stan

ces

by m

ixin

g to

geth

er s

olut

ions

.•

Mak

e up

pai

nts

from

pow

der.

• Te

st h

ow w

ell p

aint

s co

ver d

iffer

ent m

ater

ials

.

• K

now

that

a p

igm

ent i

s a

colo

ured

sub

stan

ce u

sed

in p

aint

.•

Rec

all t

hat p

aint

s co

ntai

n a

solv

ent,

bind

ing

med

ium

and

pig

men

t.•

Kno

w th

at p

aint

s ar

e us

ed to

dec

orat

e or

pro

tect

sur

face

s.

• In

vest

igat

e th

erm

ochr

omic

pig

men

ts (M

iddl

esex

Uni

vers

ity T

each

ing

Res

ourc

es)

and

peop

le w

ho u

se th

em in

thei

r job

s.•

Mak

e w

ater

bas

ed p

aint

s us

ing

pigm

ents

and

pva

glu

e, a

nd u

se th

em to

pai

nt

with

.•

Sur

vey

som

e ad

verti

sem

ent l

ea� e

ts a

bout

diff

eren

t typ

es o

f pai

nts.

• R

esea

rch

diffe

rent

type

s of

pai

nts,

ingr

edie

nts

and

uses

.

• K

now

that

som

e pa

ints

can

cha

nge

colo

ur w

hen

heat

ed o

r coo

led.

• R

ecal

l one

use

of a

pai

nt th

at c

hang

es c

olou

r with

tem

pera

ture

.•

Kno

w th

at o

il pa

int h

as a

pig

men

t dis

pers

ed in

oil

and

a so

lven

t to

diss

olve

the

oil.

• K

now

that

wat

er p

aint

has

a p

igm

ent d

isso

lved

in a

mix

ture

of w

ater

and

a b

inde

r su

ch a

s gl

ue.

• In

terp

ret s

impl

e in

form

atio

n on

the

cont

ent o

f pai

nts

[no

reca

ll ex

pect

ed].

• In

vest

igat

e th

e ac

tion

of s

ome

solv

ents

to re

mov

e st

ains

suc

h as

pai

nts

or n

ail

varn

ish.

• In

vest

igat

e w

hich

sol

ids

diss

olve

in w

hich

sol

vent

.•

Inve

stig

ate

how

tem

pera

ture

affe

cts

solu

bilit

y.•

Res

earc

h an

d re

port

on h

ow to

rem

ove

com

mon

sta

ins.

• U

nder

stan

d th

e te

rms

solv

ent,

solu

ble

and

inso

lubl

e.•

Kno

w th

at d

iffer

ent s

olid

s ne

ed d

iffer

ent s

olve

nts.

• K

now

that

whe

n a

solid

dis

solv

es a

sol

utio

n is

form

ed.

• U

nder

stan

d th

at th

e am

ount

of s

olid

that

dis

solv

es d

epen

ds o

n th

e te

mpe

ratu

re

of th

e so

lven

t.•

Inte

rpre

t sim

ple

info

rmat

ion

on th

e ef

fect

iven

ess

of s

olve

nts

[no

reca

ll ex

pect

ed].

• Fi

nd o

ut a

bout

the

rang

e of

cos

met

ics

obta

ined

from

nat

ural

sou

rces

(e.g

. N

orfo

lk la

vend

er).

• D

emon

stra

te e

xtra

ctin

g la

vend

er o

il by

ste

am d

istil

latio

n.•

Pre

pare

an

este

r (e.

g. e

thyl

eth

anoa

te).

• D

iscu

ss th

e pr

oper

ties

need

ed b

y pe

rfum

es (e

.g. e

vapo

rate

s ea

sily,

non

-toxi

c,

does

not

irrit

ate

skin

).•

Deb

ate

abou

t ‘is

the

test

ing

of c

osm

etic

s on

ani

mal

s ju

sti�

ed?’

• K

now

that

man

y pe

rfum

es a

re m

ade

from

nat

ural

sou

rces

.•

Rec

all o

ne e

xam

ple

of a

per

fum

e m

ade

from

a n

atur

al s

ourc

e.•

Kno

w th

at s

ome

perfu

mes

are

mad

e sy

nthe

tical

ly u

sing

wea

k ac

ids.

•

Kno

w th

at p

erfu

mes

hav

e a

plea

sant

sm

ell.

• K

now

that

per

fum

es m

ust e

vapo

rate

eas

ily.

• U

nder

stan

d th

at a

ll pe

rfum

es m

ust b

e te

sted

to e

nsur

e th

ey a

re s

afe

to u

se b

ut

ther

e ar

e di

ffere

nt v

iew

s on

how

they

sho

uld

be te

sted

.

Rel

ated

Can

-Do

Task

s (1

9)

I can

mak

e a

pain

t sam

ple

and

prov

e th

at it

wor

ks.

(26)

I c

an u

se a

ther

mom

eter

to m

easu

re te

mpe

ratu

re a

ccur

atel

y.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

muc

h sa

lt di

ssol

ves

in w

ater

of d

iffer

ent t

empe

ratu

res?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

26

2C

4 H

EA

VY

ME

TAL?

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• E

xtra

ct u

nrea

ctiv

e m

etal

s fro

m th

e E

arth

by

pann

ing,

e.

g. c

oppe

r fro

m a

mix

ture

of c

oppe

r tur

ning

s an

d sa

nd.

e.g.

‘gol

d’ (b

rass

or t

in tu

rnin

gs) f

rom

san

d.•

Res

earc

h fa

cts

and

uses

of g

old.

• D

iscu

ss th

e us

e of

hal

lmar

ks.

• Fi

nd o

ut a

bout

alle

rgie

s so

me

peop

le h

ave

to m

etal

s.

• K

now

that

gol

d, s

ilver

and

pla

tinum

can

be

foun

d as

met

als

in th

e E

arth

.•

Kno

w th

at p

anni

ng c

an b

e us

ed to

obt

ain

gold

from

rock

.•

Kno

w th

at g

old,

silv

er a

nd p

latin

um a

re e

xpen

sive

, shi

ny a

nd a

re h

eavy

met

als.

• U

nder

stan

d th

at th

eir l

ack

of re

activ

ity m

akes

gol

d, s

ilver

and

pla

tinum

sui

tabl

e fo

r jew

elle

ry.

• K

now

that

som

e je

wel

lery

is c

oate

d in

gol

d to

avo

id a

llerg

ic re

actio

n to

the

met

al

that

is c

oate

d.

• E

xtra

ct c

oppe

r by

heat

ing

mal

achi

te a

nd c

arbo

n.•

Res

earc

h so

me

uses

of c

oppe

r•

Dis

cuss

why

recy

clin

g is

che

aper

than

min

ing

it (e

.g. n

o m

inin

g co

sts,

less

pr

oces

sing

and

tran

spor

t, le

ss e

nerg

y to

mak

e a

prod

uct).

• K

now

that

cop

per c

an b

e ex

tract

ed b

y he

atin

g its

ore

with

car

bon.

• K

now

that

recy

clin

g co

pper

is c

heap

er th

an m

akin

g co

pper

and

that

it s

aves

re

sour

ces

and

ener

gy.

• C

oppe

r pla

te a

nai

l.•

Look

at e

xam

ples

of e

lect

ropl

ated

met

als.

• C

ompa

re th

e ph

ysic

al p

rope

rties

of i

ron

and

alum

iniu

m b

y da

ta s

earc

h an

d/or

by

expe

rimen

t.•

Res

earc

h us

es o

f alu

min

ium

and

iron

.

• U

nder

stan

d th

at e

lect

ropl

atin

g so

me

met

als

with

silv

er, g

old

or p

latin

um e

nabl

es

chea

per j

ewel

lery

to b

e m

ade.

• K

now

use

s of

ele

ctro

plat

ing,

lim

ited

to s

ilver

pla

ted

cutle

ry a

nd c

hrom

ium

pla

ted

stee

l.•

Be

able

to d

escr

ibe

sim

ilarit

ies

and

diffe

renc

es b

etw

een

the

prop

ertie

s of

iron

an

d al

umin

ium

, lim

ited

to:

– iro

n is

mor

e de

nse

than

alu

min

ium

– iro

n is

mag

netic

; alu

min

ium

is n

ot–

iron

corr

odes

(rus

ts) e

asily

and

alu

min

ium

doe

s no

t.

• In

vest

igat

e th

e co

rros

ion

of a

lum

iniu

m a

nd ir

on u

sing

diff

eren

t con

ditio

ns e

.g.

salt

wat

er, a

cid

rain

and

moi

st a

ir.•

Find

out

abo

ut c

orro

sion

pre

vent

ion

on la

rge

stru

ctur

es s

uch

as th

e E

iffel

tow

er

or F

orth

Roa

d B

ridge

.•

Dis

cuss

the

adva

ntag

es a

nd d

isad

vant

ages

of a

lum

iniu

m c

ars

e.g.

the

Aud

i A5.

• K

now

that

rust

ing

need

s iro

n, w

ater

and

oxy

gen.

• K

now

that

sal

t wat

er s

peed

s up

rust

ing.

• K

now

one

adv

anta

ge a

nd o

ne d

isad

vant

age

of m

akin

g ca

rs fr

om a

lum

iniu

m.

• In

terp

ret s

impl

e in

form

atio

n ab

out m

etal

s us

ed to

mak

e ca

rs [n

o re

call

expe

cted

].

• Fi

nd d

ata

abou

t the

am

ount

s of

met

al o

res

rem

aini

ng in

the

Ear

th’s

cru

st.

• R

esea

rch

how

muc

h yo

ur lo

cal c

ounc

il re

cycl

es.

• K

now

that

met

als

are

a � n

ite re

sour

ce.

• U

nder

stan

d w

hy m

etal

s ar

e w

orth

recy

clin

g.•

Inte

rpre

t inf

orm

atio

n on

the

recy

clin

g of

mat

eria

ls [n

o re

call

expe

cted

].

Rel

ated

Can

-Do

Task

s (7

) I c

an id

entif

y so

me

com

mon

met

als;

iron

(usi

ng a

mag

net),

cop

per,

alum

iniu

m a

nd le

ad (b

y si

ght a

nd to

uch)

.

(2

9)

I can

ext

ract

a s

ampl

e of

cop

per f

rom

its

ore.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s in

crea

sing

the

curr

ent (

or ti

me)

affe

ct th

e m

ass

of m

etal

dep

osite

d by

ele

ctro

lysi

s?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

27

2C

5 FI

BR

ES

AN

D F

AB

RIC

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• E

xam

ine

� bre

s an

d fa

bric

s us

ing

eye

and

mic

rosc

ope.

• S

olve

a m

ock

crim

e fro

m c

lues

on

� bre

sam

ples

.•

Pro

duce

a d

ispl

ay o

n us

ing

natu

ral a

nd s

ynth

etic

� br

es.

• S

urve

y ga

rmen

t lab

els

to �

nd th

e � b

res

used

in c

loth

es a

nd w

here

they

com

e fro

m.

• K

now

that

som

e � b

res

are

natu

ral t

o in

clud

e co

tton

from

cot

ton

plan

ts a

nd w

ool

from

she

ep.

• K

now

that

som

e � b

res

are

synt

hetic

, to

incl

ude

nylo

n, p

olyt

hene

and

pol

yest

er,

and

are

mad

e by

che

mic

al re

actio

ns.

• B

e ab

le to

giv

e ex

ampl

es o

f whe

re a

rti� c

ial �

bre

s ha

ve re

plac

ed n

atur

al �

bres

e.

g. te

nts,

sai

ls a

nd o

utdo

or c

loth

ing.

• K

now

that

gar

men

t lab

els

prov

ide

info

rmat

ion

on c

ompo

sitio

n an

d ca

re.

• In

terp

ret i

nfor

mat

ion

from

gar

men

t lab

els

[no

reca

ll ex

pect

ed].

• D

iscu

ss th

e fa

ctor

s in

volv

ed in

buy

ing

clot

hing

.•

Test

the

stre

ngth

of �

bre

s.•

Test

the

stre

tchi

ness

of �

bre

s.•

Res

earc

h ho

w b

reat

habl

e fa

bric

s w

ork.

• Te

st d

iffer

ent m

ater

ials

for w

ater

proo

� ng

e.g.

cot

ton,

wax

ed c

otto

n, n

ylon

and

G

ore-

Tex®

.•

Pre

sent

resu

lts a

s ba

r cha

rts.

• B

e ab

le to

rela

te g

iven

pro

perti

es o

f � b

res

or fa

bric

s to

thei

r use

s in

clo

thin

g [n

o re

call

expe

cted

].•

Inte

rpre

t sim

ple

data

on

test

ing

the

stre

tchi

ness

of �

bre

s or

fabr

ics.

• K

now

one

adv

anta

ge a

nd o

ne d

isad

vant

age

of w

ater

proo

f clo

thin

g.•

Kno

w th

at fa

bric

s su

ch a

s G

ore-

Tex®

are

wat

erpr

oof a

nd b

reat

habl

e.•

Und

erst

and

that

usi

ng G

ore-

Tex®

type

mat

eria

ls is

an

adva

ntag

e in

out

door

ac

tiviti

es.

• In

terp

ret d

ata

abou

t wat

erpr

oof f

abric

s [n

o re

call

expe

cted

].

• In

vest

igat

e w

hich

che

mic

als

prov

ide

� am

epro

o� n

g.•

Mat

ch fa

bric

s to

use

s ba

sed

on in

form

atio

n ab

out t

heir

resi

stan

ce to

cat

chin

g � r

e.•

Find

out

abo

ut p

eopl

e w

ho u

se w

ater

proo

f or �

am

epro

of c

loth

ing.

• K

now

that

cer

tain

che

mic

als

can

help

mak

e cl

othe

s m

ore

� am

epro

of.

• U

nder

stan

d w

hy �

amep

roof

fabr

ics

are

used

.•

Inte

rpre

t sim

ple

data

rela

ting

the

prop

ertie

s of

mat

eria

ls to

thei

r use

as

wat

erpr

oof o

r � a

mep

roof

clo

thin

g [n

o re

call

expe

cted

].

• C

ompa

re d

iffer

ent t

ypes

of p

last

ers

e.g.

cot

ton

/ lat

ex /

hypo

alle

rgen

ic.

• W

atch

a p

rese

ntat

ion

or v

ideo

abo

ut th

e us

es o

f � b

res

or fa

bric

s in

hea

lth c

are

such

as

stitc

hing

wou

nds,

wou

nd d

ress

ing,

spa

re p

arts

for s

urge

ry.

• C

ompa

re th

e ad

vice

to p

atie

nts

on a

rang

e of

wou

nd d

ress

ings

from

pha

rmac

y st

ores

.

• K

now

that

a �

bre

or fa

bric

use

d in

, or o

n, a

pat

ient

mus

t not

har

m th

e bo

dy.

• In

terp

ret s

impl

e da

ta a

bout

the

use

of �

bres

or f

abric

s in

hea

th c

are

[no

reca

ll ex

pect

ed].

Rel

ated

Can

-Do

Task

s (6

) I c

an a

dd re

sults

to a

bar

cha

rt.

(2

0)

I can

mak

e m

easu

rem

ents

to te

st a

pro

perty

of a

� br

e or

fabr

ic.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

(stro

ng o

r stre

tchy

) are

diff

eren

t � b

res?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

28

2C

6 C

LEA

N A

IR?

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• C

ompa

re c

harts

sho

win

g th

e co

mpo

sitio

n of

pol

lute

d an

d un

pollu

ted

air.

• W

atch

a d

emon

stra

tion

to s

how

that

not

all

of th

e ai

r is

reac

tive.

• D

raw

pie

cha

rts to

sho

w th

e co

mpo

sitio

n of

the

atm

osph

ere.

• K

now

that

the

Ear

th is

sur

roun

ded

by a

mix

ture

of g

ases

cal

led

the

atm

osph

ere.

• K

now

that

the

atm

osph

ere

cont

ains

abo

ut 8

0% n

itrog

en a

nd 2

0% o

xyge

n.•

Kno

w th

at th

ere

are

smal

ler a

mou

nts

of w

ater

vap

our,

carb

on d

ioxi

de a

nd o

ther

ga

ses

in th

e ai

r.

• C

olle

ct p

artic

les

from

the

air i

n va

rious

site

s w

ith a

sim

ple

hom

e-m

ade

dust

co

llect

or (d

oubl

e-si

ded

stic

ky ta

pe o

n a

slid

e).

• B

urn

smal

l sam

ples

of f

uels

and

com

pare

the

quan

titie

s of

soo

t (ca

rbon

pa

rticl

es).

• D

esig

n a

post

er d

escr

ibin

g th

e m

ain

caus

es o

f glo

bal w

arm

ing.

• K

now

that

fuel

s co

ntai

n ca

rbon

, whi

ch fo

rms

carb

on d

ioxi

de w

hen

the

fuel

bur

ns.

• K

now

how

to te

st fo

r the

pre

senc

e of

car

bon

diox

ide.

• K

now

that

the

amou

nt o

f car

bon

diox

ide

in th

e at

mos

pher

e is

slo

wly

incr

easi

ng.

• K

now

that

the

incr

easi

ng le

vels

of c

arbo

n di

oxid

e is

link

ed to

glo

bal w

arm

ing.

• D

emon

stra

te th

at c

arbo

n di

oxid

e an

d w

ater

form

whe

n fu

els

burn

.•

Res

earc

h an

d pr

esen

t inf

orm

atio

n on

air

pollu

tion

and

heal

th.

• Lo

ok a

t map

s sh

owin

g le

vels

of n

itrog

en o

xide

s ac

ross

a re

gion

.•

Sur

vey

the

num

ber o

f ast

hma

suffe

rers

(cla

ss /

form

/ sc

hool

/ fa

mily

).

• K

now

that

bur

ning

fuel

s m

ay a

dd h

arm

ful c

hem

ical

s in

to th

e at

mos

pher

e.•

Kno

w th

at th

ese

harm

ful c

hem

ical

s ar

e ca

lled

pollu

tant

s.•

Inte

rpre

t sim

ple

publ

ic in

form

atio

n ab

out a

ir qu

ality

[no

reca

ll ex

pect

ed].

• U

nder

stan

d so

me

of th

e pr

oble

ms

thes

e po

lluta

nts

caus

e lim

ited

to n

itrog

en

oxid

es (b

reat

hing

pro

blem

s an

d ac

id ra

in) a

nd c

arbo

n pa

rticl

es (l

ung

dam

age)

.

• D

emon

stra

te (i

n a

fum

e cu

pboa

rd) b

urni

ng s

ulfu

r in

a ga

s ja

r, ad

ding

wat

er a

nd

test

ing

the

pH to

sho

w S

O2

diss

olve

s to

form

an

acid

ic s

olut

ion.

• P

rodu

ce a

pos

ter o

n ac

id ra

in.

• K

now

that

foss

il fu

els

cont

ain

smal

l am

ount

s of

sul

fur w

hich

are

rele

ased

as

sulfu

r dio

xide

whe

n th

e fu

el is

bur

nt.

• R

ecal

l tha

t sul

fur d

ioxi

de is

a c

ause

of a

cid

rain

.

• D

iscu

ss th

e us

e of

ven

tilat

ion,

ext

ract

or fa

ns a

nd a

ir-co

nditi

onin

g sy

stem

s e.

g.

clea

n ro

oms

for e

lect

roni

c si

licon

waf

er m

anuf

actu

re, o

pera

ting

thea

tres.

•

Look

at t

he re

sults

from

an

MO

T te

st o

n a

car a

nd w

ork

out w

hy it

has

faile

d th

e te

st.

• R

esea

rch

way

s in

whi

ch a

tmos

pher

ic p

ollu

tion

from

mot

or v

ehic

les

can

be

redu

ced

e.g.

use

mor

e ef

� cie

nt e

ngin

es, u

se lo

w s

ulfu

r fue

ls, u

se c

atal

ytic

co

nver

ters

, and

hav

e la

ws

and

test

s on

car

s.

• K

now

that

nitr

ogen

and

oxy

gen

from

the

air c

an m

ake

nitro

gen

oxid

es in

a c

ar

engi

ne.

• R

ecal

l tha

t a c

atal

ytic

con

verte

r get

s rid

of p

ollu

tant

s lik

e ni

troge

n ox

ides

.•

Inte

rpre

t sim

ple

data

on

the

rem

oval

of p

ollu

tant

s fro

m c

ar e

xhau

sts.

• B

e ab

le to

sta

te th

e be

ne� t

s an

d dr

awba

cks

of u

sing

cat

alyt

ic c

onve

rters

.•

Kno

w th

at e

xhau

st g

as e

mis

sion

s ar

e pa

rt of

an

MO

T ve

hicl

e te

st.

Rel

ated

Can

-Do

Task

s (1

3)

I can

read

dat

a fro

m a

gra

ph.

(17)

I c

an c

arry

out

a te

st to

sho

w th

e pr

esen

ce o

f car

bon

diox

ide.

Poss

ible

Pra

ctic

al A

ctiv

ity

Doe

s th

e am

ount

of c

arbo

n pa

rticl

es d

ecre

ase

with

dis

tanc

e fro

m a

road

?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

29

2C

7 S

TR

ON

G S

TU

FF

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• D

iscu

ss th

e m

ater

ials

nee

ded

to m

ake

a m

ount

ain

bike

and

div

ide

thes

e in

to m

etal

lic a

nd n

on-m

etal

lic m

ater

ials

.•

Com

pare

the

sim

ple

prop

ertie

s of

met

als

and

non-

met

als.

• C

ompa

re th

e ea

se o

f mel

ting

sold

er a

nd p

ure

lead

or p

ure

tin.

• D

emon

stra

te m

akin

g an

allo

y of

sol

der (

in fu

me

cupb

oard

) by

mel

ting

60%

lead

and

40%

tin.

• P

rodu

ce a

pos

ter t

o sh

ow u

ses

of a

lloys

/ w

hat e

lem

ents

are

in d

iffer

ent

allo

ys.

• D

iscu

ss th

e us

e of

allo

ys in

eve

ryda

y lif

e, e

.g. b

ike

fram

es, c

oins

and

w

indo

w fr

ames

.•

Inve

stig

ate

/ dem

onst

rate

niti

nol –

a s

mar

t allo

y.

• U

nder

stan

d th

e ph

ysic

al p

rope

rties

whi

ch d

istin

guis

h m

etal

s fro

m n

on-m

etal

s lim

ited

to

cond

uctiv

ity (h

eat a

nd e

lect

ricity

), ha

rdne

ss, s

treng

th, �

exi

bilit

y an

d du

ctili

ty.

• K

now

that

an

allo

y is

a m

ixtu

re o

f tw

o or

mor

e el

emen

ts, a

t lea

st o

ne o

f whi

ch is

a m

etal

.•

Kno

w th

e na

mes

and

one

use

of t

he a

lloys

: ste

el, s

olde

r, al

umin

ium

allo

y an

d br

ass.

• U

nder

stan

d th

e te

rm ‘s

mar

t’ al

loy.

• K

now

that

the

prop

ertie

s of

allo

ys a

re d

iffer

ent f

rom

the

prop

ertie

s of

the

met

als

from

w

hich

they

are

mad

e.

• C

ompa

re th

e ha

rdne

ss o

f diff

eren

t roc

ks b

y ru

bbin

g th

em to

geth

er.

• Li

nk h

ardn

ess

of m

iner

als

to M

oh’ s

scal

e.•

Res

earc

h th

e co

st o

f min

eral

s / g

ems

used

to m

ake

jew

elle

ry.

• In

terp

ret i

nfor

mat

ion

linki

ng th

e pr

oper

ties

of m

ater

ials

to th

eir u

ses

[no

reca

ll ex

pect

ed].

• B

e ab

le to

use

a k

ey to

rank

mat

eria

ls in

ord

er o

f har

dnes

s.•

Kno

w th

at s

ome

hard

min

eral

s ar

e us

ed fo

r mak

ing

jew

elle

ry.

• D

iscu

ss th

e us

e of

rock

s as

raw

mat

eria

ls, e

.g. b

uild

ing

hous

es, r

oad

cons

truct

ion.

• M

ake

mor

tar a

nd c

oncr

ete

usin

g ce

men

t.•

Com

pare

air

drie

d an

d ki

ln d

ried

bric

ks m

ake

from

cla

y.•

Com

pare

the

stre

ngth

of d

iffer

ent s

ampl

es o

f con

cret

e

• K

now

that

gra

nite

, lim

esto

ne a

nd m

arbl

e ar

e ra

w m

ater

ials

ext

ract

ed fr

om th

e E

arth

.•

Und

erst

and

that

gra

nite

, lim

esto

ne a

nd m

arbl

e ar

e us

ed a

s bu

ildin

g m

ater

ials

bec

ause

th

ey a

re s

trong

and

har

d.•

Kno

w th

at b

ricks

are

mad

e fro

m c

lay.

• K

now

that

con

cret

e is

mad

e fro

m c

emen

t, sa

nd a

nd s

mal

l sto

nes.

• B

e ab

le to

com

pare

the

stre

ngth

of d

iffer

ent t

ypes

of c

oncr

ete.

• C

ompa

re te

nnis

rack

ets

mad

e fro

m c

arbo

n � b

re, m

etal

s an

d w

oode

n fra

mes

.•

Stu

dy d

ata

of d

iffer

ent m

ater

ials

and

mak

e pr

edic

tions

abo

ut th

e su

itabi

lity

of p

artic

ular

mat

eria

ls fo

r diff

eren

t use

s. P

rodu

ce a

dis

play

ab

out m

ater

ials

use

d fo

r spo

rts.

• M

ake

and

com

pare

rein

forc

ed c

oncr

ete

usin

g iro

n na

ils to

nor

mal

co

ncre

te.

• K

now

that

woo

d, m

etal

s an

d ca

rbon

� br

e ar

e us

ed in

spo

rts e

quip

men

t.•

Be

able

to g

ive

an a

dvan

tage

and

dis

adva

ntag

e of

usi

ng w

ood,

met

al a

nd c

arbo

n � b

re

for s

ports

equ

ipm

ent.

• K

now

that

a c

ompo

site

mat

eria

l con

tain

s at

leas

t tw

o di

ffere

nt m

ater

ials

.•

Kno

w o

ne u

se fo

r eac

h of

the

com

posi

te m

ater

ials

: GR

P, re

info

rced

con

cret

e an

d pl

ywoo

d.•

Inte

rpre

t sim

ple

data

com

parin

g th

e pr

oper

ties

of d

iffer

ent m

ater

ials

[no

reca

ll ex

pect

ed].

Rel

ated

Can

-Do

Task

s (9

) I c

an u

se a

mea

surin

g cy

linde

r to

mea

sure

vol

ume.

(30)

I c

an m

ake

and

then

test

a s

ampl

e of

con

cret

e fo

r its

stre

ngth

.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s ch

angi

ng th

e am

ount

of c

emen

t alte

r the

stre

ngth

of c

oncr

ete?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

30

2C

8 R

ES

TLE

SS

EA

RT

H

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• W

atch

pre

sent

atio

n or

vid

eo c

lips

show

ing

an e

arth

quak

e or

vol

cano

.•

Mak

e a

mod

el o

f the

Ear

th’s

stru

ctur

e (e

.g. c

ut u

p pe

ach

/ nec

tarin

e)•

Use

ICT

and/

or o

ther

info

rmat

ion

sour

ces

to c

onst

ruct

a g

loba

l map

sho

win

g w

here

vol

cano

es a

nd e

arth

quak

es h

appe

n.•

Plo

t maj

or e

arth

quak

es a

nd v

olca

noes

ont

o a

map

sho

win

g pl

ate

boun

darie

s.

• K

now

that

the

Ear

th is

a s

pher

e w

ith a

cor

e, m

antle

and

thin

rock

y cr

ust.

• K

now

that

the

rock

y cr

ust a

nd u

pper

man

tle to

geth

er is

spl

it in

to s

ectio

ns c

alle

d te

cton

ic p

late

s.•

Kno

w th

at v

olca

nic

activ

ity a

nd e

arth

quak

es a

re li

nked

to th

e m

ovem

ent o

f te

cton

ic p

late

s.•

Inte

rpre

t sim

ple

data

link

ing

the

posi

tion

of e

arth

quak

es a

nd v

olca

noes

to th

e ed

ges

of te

cton

ic p

late

s.

• Fi

nd a

nd w

atch

an

earth

quak

e w

ave

sim

ulat

ion.

•

Mod

el a

n ea

rthqu

ake

with

bric

ks a

nd a

hea

vy e

last

ic c

ord.

• M

ake

an a

dvic

e le

a� e

t for

peo

ple

livin

g in

ear

thqu

ake

zone

s.•

Dis

cuss

the

dif�

culty

of p

redi

ctin

g ea

rthqu

akes

.

• K

now

that

larg

e am

ount

s of

ene

rgy

can

be re

leas

ed in

an

earth

quak

e.•

Rec

all t

hat u

nder

wat

er e

arth

quak

es m

ay c

reat

e ts

unam

is.

• R

ecal

l pos

sibl

e ef

fect

s of

ear

thqu

akes

on

peop

le a

nd w

ildlif

e.•

Und

erst

and

som

e ac

tions

that

pub

lic a

utho

ritie

s ca

n ta

ke to

redu

ce d

amag

e ca

used

by

earth

quak

es.

• K

now

that

it is

not

pos

sibl

e to

pre

dict

whe

n ea

rthqu

akes

mig

ht h

appe

n.

• M

ake

a m

odel

vol

cano

.•

Com

pare

the

crys

tal s

ize

in d

iffer

ent i

gneo

us ro

cks

• G

row

cry

stal

s by

coo

ling

mol

ten

salo

l at d

iffer

ent t

empe

ratu

res.

• P

rodu

ce a

pos

ter a

bout

the

risks

and

ben

e� ts

of l

ivin

g ne

ar a

n ac

tive

volc

ano

• K

now

that

mol

ten

rock

und

er th

e su

rface

of t

he E

arth

is c

alle

d m

agm

a.•

Kno

w th

at m

olte

n ro

ck e

rupt

s fro

m v

olca

noes

and

is c

alle

d la

va.

• K

now

that

igne

ous

rock

s fo

rm w

hen

mol

ten

rock

coo

ls d

own.

• U

nder

stan

d th

at ig

neou

s ro

cks,

whi

ch h

ave

form

ed s

low

ly, h

ave

larg

e cr

ysta

ls

(and

vic

e-ve

rsa)

.•

Kno

w th

e ris

ks a

nd b

ene�

ts o

f liv

ing

near

an

activ

e vo

lcan

o.

• C

onsi

der e

vide

nce

for W

egen

er’s

theo

ry o

f con

tinen

tal d

rift.

• D

iscu

ss s

ome

of th

e re

ason

s w

hy W

egen

er’s

theo

ry w

as re

ject

ed a

t the

tim

e (m

ovem

ent n

ot d

etec

tabl

e; W

egen

er n

ot a

geo

logi

st; t

here

wer

e al

read

y si

mpl

er

expl

anat

ions

).•

Dis

cuss

that

new

evi

denc

e (s

ea �

oor s

prea

ding

/ su

bduc

tion)

has

per

suad

ed

scie

ntis

ts to

acc

ept p

late

tect

onic

theo

ry.

• U

nder

stan

d so

me

of th

e ev

iden

ce fo

r con

tinen

tal d

rift (

limite

d to

jigs

aw �

t of

cont

inen

ts, m

atch

ing

rock

s an

d fo

ssils

).•

Kno

w th

at W

egen

er’s

idea

of m

ovin

g co

ntin

ents

was

not

imm

edia

tely

acc

epte

d by

sci

entis

ts.

• R

ecal

l tha

t lot

s of

new

evi

denc

e la

ter s

how

ed W

egen

er w

as ri

ght.

Rel

ated

Can

-Do

Task

s (2

6)

I can

use

a th

erm

omet

er to

mea

sure

tem

pera

ture

acc

urat

ely.

(31)

I c

an �

nd th

e lo

catio

ns o

f ten

ear

thqu

akes

or v

olca

noes

and

put

them

on

a m

ap.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s th

e te

mpe

ratu

re o

f wat

er (i

n a

beak

er) a

ffect

the

time

take

n fo

r wax

(in

a bo

iling

tube

) to

mel

t?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

31

2C

9 H

OW

FA

ST

? H

OW

SLO

W?

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• W

atch

vid

eo c

lips

of �

res

(incl

udin

g ch

ip p

an �

res)

, rus

ting

and

expl

osio

ns to

ill

ustra

te d

iffer

ent r

ates

of c

hem

ical

reac

tions

.•

Vide

o cl

ip (o

r dem

onst

ratio

n) o

f � o

ur/ L

ycop

odiu

m e

xplo

sion

s.•

Look

at r

eact

ions

and

sep

arat

e th

em in

to fa

st a

nd s

low

reac

tions

.•

Look

at t

he a

pplic

atio

n of

rate

of r

eact

ion

in e

very

day

life

(e.g

. spe

ed o

f coo

king

w

ith a

pre

ssur

e co

oker

, slo

win

g up

rust

ing,

rate

of d

isso

lvin

g ta

blet

s fo

r med

icin

al

use)

.

• K

now

that

the

rate

s of

che

mic

al re

actio

ns c

an v

ary

grea

tly.

• In

terp

ret s

impl

e vi

sual

imag

es s

how

ing

diffe

rent

rate

s of

che

mic

al re

actio

ns.

• K

now

that

a re

actio

n st

ops

whe

n on

e of

the

reac

ting

subs

tanc

es is

use

d up

.•

Kno

w w

ays

of m

onito

ring

the

prog

ress

of a

reac

tion.

• K

now

that

the

rate

slo

ws

as a

reac

tion

proc

eeds

.

• In

vest

igat

e th

e ef

fect

of t

empe

ratu

re o

n th

e sp

eed

of d

isso

lvin

g in

dige

stio

n ta

blet

s.•

Inve

stig

ate

the

effe

ct o

f tem

pera

ture

whe

n ba

king

pow

der i

s ad

ded

to v

ineg

ar.

• In

terp

ret i

nfor

mat

ion

from

cha

rts a

nd g

raph

s ab

out r

ates

of r

eact

ion.

• K

now

that

incr

easi

ng te

mpe

ratu

re u

sual

ly s

peed

s up

che

mic

al re

actio

ns.

• K

now

that

low

erin

g th

e te

mpe

ratu

re (i

n a

refri

gera

tor o

r fre

ezer

) slo

ws

dow

n th

e ch

ange

s th

at m

ake

food

go

bad.

• In

vest

igat

e th

e ef

fect

of c

once

ntra

tion

on re

actio

n tim

e,

e.g.

mag

nesi

um ri

bbon

and

hyd

roch

loric

aci

d, re

sin

and

hard

ener

in c

ar b

ody

� lle

r.

• K

now

that

incr

easi

ng th

e co

ncen

tratio

n in

crea

ses

the

spee

d of

a c

hem

ical

re

actio

n.•

Be

able

to la

bel s

impl

e la

bora

tory

app

arat

us u

sed

to �

nd o

ut a

bout

rate

s of

re

actio

n: li

mite

d to

bea

ker,

� ask

, mea

surin

g cy

linde

r, th

erm

omet

er, s

tirrin

g ro

d,

test

tube

, gas

syr

inge

, top

pan

bal

ance

, sto

p cl

ock/

digi

tal w

atch

.

• In

vest

igat

e th

e ef

fect

of p

artic

le s

ize

on re

actio

n tim

e,

e.g.

mag

nesi

um a

nd h

ydro

chlo

ric a

cid.

• K

now

that

the

rate

of r

eact

ion

is in

crea

sed

whe

n se

vera

l sm

all l

umps

of s

olid

are

us

ed ra

ther

than

a fe

w la

rge

lum

ps.

• U

nder

stan

d th

at a

diff

eren

ce in

the

rate

of r

eact

ion

can

be e

xpla

ined

by

a di

ffere

nce

in th

e su

rface

are

a.

• In

vest

igat

e th

e ef

fect

of m

etal

oxi

des

as c

atal

ysts

on

a so

lutio

n of

hyd

roge

n pe

roxi

de a

nd w

ashi

ng u

p liq

uid.

• D

esig

n a

post

er to

sho

w h

ow d

iffer

ent f

acto

rs a

ffect

reac

tion

rate

.

• K

now

that

cat

alys

ts c

an a

lter t

he ra

te o

f a re

actio

n bu

t are

not

use

d up

in th

e re

actio

n.•

Inte

rpre

t sim

ple

info

rmat

ion

on th

e us

e of

diff

eren

t cat

alys

ts [n

o re

call

expe

cted

].•

Und

erst

and

how

par

ticle

col

lisio

ns c

an b

e us

ed to

exp

lain

reac

tion

rate

s.

Rel

ated

Can

-Do

Task

s (8

) I c

an m

easu

re re

actio

n tim

e.

(26)

I c

an u

se a

ther

mom

eter

to m

easu

re te

mpe

ratu

re a

ccur

atel

y.

(9

) I c

an u

se a

mea

surin

g cy

linde

r to

mea

sure

vol

ume.

(3

2)

I can

mea

sure

tim

e ac

cura

tely

e.g

. to

time

a ch

emic

al re

actio

n.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s te

mpe

ratu

re o

r con

cent

ratio

n or

the

size

of p

artic

les

affe

ct re

actio

n ra

te?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

32

2C

10

SO

RT

ING

OU

T

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Lo

ok a

t var

ious

way

s to

sep

arat

e m

ixtu

res

in e

very

day

life

e.g.

sie

ves,

va

cuum

cle

aner

� lte

rs, c

ar a

ir-in

take

� lte

rs.

• C

hoos

e ho

w to

sep

arat

e a

mix

ture

(by

diss

olvi

ng a

nd �

lterin

g), e

.g. s

alt a

nd

sand

.•

Dis

cuss

how

� lte

ring

wor

ks.

• D

iscu

ss h

ow �

lters

sep

arat

e di

ffere

nt ty

pes

of m

ixtu

res,

e.g

. air

� lte

rs,

extra

ctin

g po

ison

from

air,

tea

bags

and

cof

fee

� lte

rs.

• In

vest

igat

e th

e be

st p

aper

for t

ea b

ags

or c

offe

e � l

ters

.

• K

now

that

a m

ixtu

re c

onta

ins

two

or m

ore

unco

mbi

ned

subs

tanc

es.

• K

now

that

mix

ture

s co

ntai

n su

bsta

nces

that

can

be

sepa

rate

d fro

m e

ach

othe

r.•

Be

able

to p

lan

how

to s

epar

ate

a so

lubl

e su

bsta

nce

(e.g

. sal

t, co

pper

sul

fate

or

suga

r) fr

om a

n in

solu

ble

subs

tanc

e e.

g. s

and

by d

isso

lvin

g an

d � l

tratio

n.•

Kno

w th

at �

lterin

g ca

n be

use

d to

sep

arat

e a

solid

from

a s

olut

ion.

• U

se c

hrom

atog

raph

y to

sol

ve a

sim

ple

fore

nsic

pro

blem

or t

o in

vest

igat

e fo

od c

olou

rs.

• U

se a

nd m

ake

chro

mat

ogra

ms.

• In

vest

igat

e w

hich

met

als

are

mag

netic

.•

Mak

e a

post

er a

bout

use

s of

mag

nets

.

• K

now

how

chr

omat

ogra

phy

is u

sed

to s

epar

ate

mix

ture

s in

to th

eir c

onst

ituen

ts.

• In

terp

ret s

impl

e ch

rom

atog

ram

s.•

Kno

w th

at m

agne

tism

can

be

used

to s

epar

ate

iron

from

a m

ixtu

re o

f iro

n an

d al

umin

ium

.•

Kno

w ir

on a

nd s

teel

are

mag

netic

and

giv

e so

me

uses

: lim

ited

to m

otor

s, c

ompa

sses

, cr

edit

card

stri

ps, a

nd fr

idge

doo

rs.

• D

emon

stra

tion

of th

e us

e of

a c

entri

fuge

. •

Wat

ch a

pre

sent

atio

n ab

out t

he s

epar

atio

n te

chni

ques

use

d in

hos

pita

ls:

– di

alys

is u

ses

thin

mem

bran

e to

sep

arat

e th

e w

aste

in b

lood

– ce

ntrif

ugin

g us

ed to

sep

arat

e a

susp

ende

d so

lid fr

om a

liqu

id.

• K

now

that

dec

antin

g ca

n be

use

d to

sep

arat

e a

solid

in a

sus

pens

ion.

•

Kno

w h

ow to

use

cen

trifu

ging

to s

epar

ate

mix

ture

s.•

Kno

w o

ne m

edic

al a

pplic

atio

n fo

r eac

h of

cen

trifu

ging

and

dia

lysi

s.•

Kno

w th

at d

ialy

sis

is u

sed

to re

mov

e sa

lts fr

om b

lood

.•

Inte

rpre

t sim

ple

info

rmat

ion

abou

t the

use

of d

ialy

sis

in th

e po

pula

tion

[no

reca

ll ex

pect

ed].

• In

vest

igat

e th

e fre

ezin

g an

d bo

iling

poi

nt o

f pur

e w

ater

, and

how

impu

ritie

s su

ch a

s sa

lt af

fect

this

.•

Dis

cuss

why

rock

sal

t is

used

on

road

s in

win

ter.

• Lo

ok a

t how

hei

ght a

bove

and

bel

ow s

ea le

vel a

ffect

s bo

iling

poi

nt.

• K

now

that

pur

e w

ater

free

zes

and

mel

ts a

t 0°C

.•

Kno

w th

at p

ure

wat

er b

oils

and

con

dens

es a

t 100

°C.

• In

terp

ret i

nfor

mat

ion

abou

t mel

ting

poin

ts a

nd b

oilin

g po

ints

[no

reca

ll ex

pect

ed].

• W

atch

a v

ideo

abo

ut th

e us

e of

dis

tilla

tion

in in

dust

ry.

• D

istil

pur

e w

ater

from

sal

t wat

er.

• K

now

that

dis

tilla

tion

can

be u

sed

to o

btai

n fre

sh w

ater

from

sea

wat

er.

• U

nder

stan

d th

at d

istil

latio

n is

use

d to

sep

arat

e liq

uids

with

diff

eren

t boi

ling

poin

ts.

• K

now

that

dis

tilla

tion

is u

sed

to p

rodu

ce s

ome

alco

holic

drin

ks, e

.g. w

hisk

y.

Rel

ated

Can

-Do

Task

s (5

) I c

an s

epar

ate

a si

mpl

e m

ixtu

re e

.g. i

ron

from

alu

min

ium

or s

alt f

rom

san

d.

(2

1)

I can

mak

e a

chro

mat

ogra

m.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s ad

ding

sal

t affe

ct th

e bo

iling

poi

nt o

f wat

er?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

33

2C

11

CS

I P

LUS

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• O

bser

ve e

vide

nce

at a

crim

e sc

ene,

then

aga

in a

fter i

t has

bee

n ta

mpe

red

with

.•

Pra

ctis

e co

llect

ing

evid

ence

with

out c

onta

min

atin

g or

mix

ing

it up

.•

Dis

cuss

the

type

s of

evi

denc

e th

at c

ould

be

left

at a

crim

e sc

ene.

• K

now

that

any

one

pres

ent a

t a c

rime

scen

e w

ill le

ave

som

e ev

iden

ce b

ehin

d.•

Und

erst

and

why

crim

e sc

ene

inve

stig

ator

s w

ear s

peci

al c

loth

ing

to a

void

leav

ing

evid

ence

at a

crim

e sc

ene.

• K

now

how

an

inve

stig

ator

col

lect

s ev

iden

ce a

t a c

rime

scen

e –

in p

reci

sely

la

belle

d ev

iden

ce b

ags.

• U

se s

eale

d ja

rs c

onta

inin

g io

dine

cry

stal

s to

dev

elop

prin

ts o

n � l

ter p

aper

.•

Dus

t for

prin

ts u

sing

� ne

alu

min

ium

pow

der.

• In

vest

igat

e th

e be

st m

etho

d to

take

� ng

erpr

ints

from

diff

eren

t sur

face

s.

• U

se in

k pa

ds to

mak

e a

reco

rd o

f � n

gerp

rints

.

• K

now

� ng

erpr

ints

are

left

on a

sur

face

bec

ause

oils

from

the

skin

are

dep

osite

d.•

Rec

all h

ow d

ustin

g a

surfa

ce w

ith a

spe

cial

pow

der c

an m

ake

� nge

rprin

ts s

how

up

.•

Rec

all h

ow �

nger

prin

ts c

an b

e re

mov

ed fr

om a

sur

face

.•

Kno

w h

ow to

mak

e a

reco

rd o

f a p

erso

n’s

� nge

rprin

ts.

• R

esea

rch

the

mai

n w

ays

of c

lass

ifyin

g � n

gerp

rints

• C

ompa

re �

nger

prin

ts to

reco

gnis

e si

mpl

e ar

ches

, loo

ps a

nd w

horls

.•

Dis

cuss

why

the

polic

e ke

ep �

nger

prin

ts fr

om c

onvi

cted

crim

inal

s on

� le

, but

not

fro

m in

noce

nt p

eopl

e.

• U

nder

stan

d th

at in

noce

nt p

eopl

e ha

ve th

eir �

nge

rprin

ts ta

ken

for e

limin

atio

n.•

Rec

ogni

se lo

op, a

rch

and

who

rl as

feat

ures

of �

nge

rprin

ts.

• K

now

that

no

two

peop

le h

ave

iden

tical

� ng

erpr

ints

– n

ot e

ven

iden

tical

twin

s.

• M

ake

a m

odel

of b

lood

e.g

. pop

bot

tle c

onta

inin

g w

ater

, drie

d pe

as, r

ed le

ntils

.•

Res

earc

h th

e di

ffere

nt b

lood

gro

ups,

and

blo

od tr

ansf

usio

ns.

• D

iscu

ss w

hy p

eopl

e vo

lunt

eer t

o be

blo

od d

onor

s, a

nd w

hy s

ome

peop

le c

anno

t gi

ve b

lood

.

• K

now

that

blo

od c

onta

ins

red

bloo

d ce

lls, w

hite

blo

od c

ells

, pla

tele

ts a

nd p

lasm

a.•

Rec

all t

hat t

he m

ain

bloo

d gr

oups

are

A, B

, AB

and

O.

• S

epar

ate

dyes

usi

ng c

hrom

atog

raph

y e.

g. in

a m

ade

up s

olut

ion

cont

aini

ng

diffe

rent

dye

s.•

Com

pare

inks

from

a fo

rged

che

que.

• K

now

how

chr

omat

ogra

phy

can

be u

sed

to s

epar

ate

colo

urs

in in

k.•

Und

erst

and

how

the

resu

lts o

f sep

arat

ing

colo

urs

can

iden

tify

a pa

rticu

lar i

nk a

s be

ing

used

e.g

. to

writ

e a

forg

ed c

hequ

e.

• M

ake

a si

mpl

e m

odel

of a

DN

A do

uble

cha

in u

sing

twis

ted

pipe

cle

aner

s.•

Pro

duce

a p

oste

r sho

win

g ev

iden

ce fr

om a

mad

e up

crim

e sc

ene.

• R

ecal

l tha

t DN

A is

inhe

rited

from

par

ents

.•

Kno

w th

at id

entic

al tw

ins

have

iden

tical

DN

A bu

t oth

erw

ise

DN

A is

uni

que.

• In

terp

ret d

ata

from

a c

rime

scen

e an

d de

cide

whe

ther

or n

ot it

con

� rm

s a

susp

ect’s

pre

senc

e.

Rel

ated

Can

-Do

Task

s (1

0)

I can

take

a s

et o

f � n

gerp

rints

.

(2

1)

I can

mak

e a

chro

mat

ogra

m.

Poss

ible

Pra

ctic

al A

ctiv

ity

Col

lect

and

ana

lyse

dat

a fro

m a

(mad

e up

) crim

e sc

ene

to d

ecid

e if

a su

spec

t is

guilt

y.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

34

2C

12

FUE

LS

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• W

atch

a d

emon

stra

tion

of d

istil

latio

n of

arti

� cia

l cru

de o

il in

the

labo

rato

ry.

• W

atch

a d

emon

stra

tion

that

som

e fu

els

catc

h � r

e m

ore

easi

ly th

an o

ther

s.•

Mak

e a

virtu

al v

isit

to a

n oi

l re�

ner

y on

the

inte

rnet

or w

atch

a v

ideo

abo

ut

re� n

ing.

• M

ake

mod

els

of h

ydro

carb

on c

hain

s of

var

ious

leng

ths.

• K

now

that

cru

de o

il is

a to

xic,

dar

k, s

ticky

liqu

id.

• K

now

that

cru

de o

il is

a m

ixtu

re th

at is

sep

arat

ed in

to m

ore

usef

ul p

arts

at a

n oi

l re

� ner

y.•

Kno

w th

at p

etro

leum

gas

es, p

etro

l, ke

rose

ne a

nd d

iese

l com

e fro

m c

rude

oil.

• K

now

that

hyd

roca

rbon

s ar

e on

ly c

ompo

sed

of h

ydro

gen

and

carb

on.

• R

ecal

l tha

t cru

de o

il is

mad

e m

ainl

y of

hyd

roca

rbon

s in

cha

ins

of v

aryi

ng le

ngth

.

• In

vest

igat

e th

e ea

se o

f lig

htin

g sm

all s

ampl

es o

f diff

eren

t fue

ls.

• C

onst

ruct

a p

rese

ntat

ion

or d

ispl

ay m

atch

ing

each

of t

he fr

actio

ns to

thei

r use

s.•

Und

erst

and

that

som

e fu

els

igni

te m

ore

easi

ly th

an o

ther

s do

and

that

this

is

impo

rtant

for t

heir

uses

.•

Kno

w th

e us

es o

f the

se fu

els:

– pe

trole

um g

ases

, suc

h as

pro

pane

, in

porta

ble

gas

cylin

ders

– pe

trol i

n ca

rs–

kero

sene

in a

irpla

nes

– di

esel

in lo

rrie

s, b

uses

, tra

ins

and

cars

.•

Kno

w th

at b

urni

ng fu

els

prod

uces

ene

rgy

for h

eatin

g, tr

ansp

ort a

nd m

akin

g el

ectri

city

in p

ower

sta

tions

.

• C

ompa

re th

e ad

vant

ages

of d

iffer

ent f

uels

– s

olid

s, li

quid

s an

d ga

ses.

• B

urn

a fu

el a

nd u

se th

e en

ergy

to h

eat w

ater

.•

Com

pare

the

ener

gy v

alue

s of

var

ious

fuel

s.

• B

e ab

le to

labe

l the

app

arat

us u

sed

to �

nd o

ut h

ow m

uch

ener

gy a

� am

e gi

ves

out.

• In

terp

ret d

ata

to d

ecid

e w

hich

fuel

giv

es o

ut m

ost e

nerg

y w

hen

the

sam

e am

ount

bu

rns.

• Lo

ok a

t adv

ice

to th

e pu

blic

abo

ut c

arbo

n m

onox

ide

pois

onin

g an

d ho

w to

avo

id

the

acci

dent

s th

at it

can

cau

se.

• E

xam

ine

a ca

rbon

mon

oxid

e de

tect

or a

nd th

e in

stru

ctio

ns fo

r its

use

.

• K

now

that

car

bon

mon

oxid

e fo

rms

whe

n fu

els

from

cru

de o

il bu

rn in

a li

mite

d su

pply

of a

ir.•

Kno

w th

at c

arbo

n m

onox

ide

is a

poi

sono

us, c

olou

rless

gas

with

no

smel

l.•

Inte

rpre

t inf

orm

atio

n ab

out c

arbo

n m

onox

ide

pois

onin

g.

• C

ompa

re in

form

atio

n fo

r cus

tom

ers

abou

t die

sel c

ars

and

petro

l car

s e.

g. fu

el

cons

umpt

ion,

0–6

0 m

ph ti

me,

pol

lutio

n an

d co

st.

• W

atch

or r

ead

new

s re

ports

abo

ut a

way

of r

educ

ing

pollu

tion

from

bur

ning

fuel

s.

• G

ive

one

adva

ntag

e an

d on

e di

sadv

anta

ge o

f pet

rol a

nd d

iese

l for

tran

spor

t.•

Inte

rpre

t sim

ple

info

rmat

ion

abou

t the

use

of d

iffer

ent f

uels

[no

reca

ll ex

pect

ed].

• U

nder

stan

d th

at p

eopl

e ca

n m

ake

choi

ces

abou

t whi

ch fu

els

to u

se.

• M

ake

poly

mer

cha

ins

from

mon

omer

pap

er c

lips.

• Fi

nd th

e na

mes

of d

iffer

ent m

onom

ers

and

link

thes

e to

the

poly

mer

nam

es

• K

now

that

pla

stic

s ar

e m

ade

from

sm

all m

olec

ules

cal

led

mon

omer

s.•

Kno

w th

at lo

ts o

f mon

omer

s jo

in to

geth

er to

form

a lo

ng c

hain

pol

ymer

.

Rel

ated

Can

-Do

Task

s (2

2)

I can

mak

e a

post

er to

war

n ab

out t

he d

ange

rs o

f car

bon

mon

oxid

e po

ison

ing.

(32)

I c

an m

easu

re ti

me

accu

rate

ly (e

.g. t

o tim

e a

fuel

bur

ning

).

Poss

ible

Pra

ctic

al A

ctiv

ity

Whi

ch fu

el g

ives

out

mos

t ene

rgy

whe

n th

e sa

me

amou

nt b

urns

?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

35

2C

13

WH

AT

’S A

DD

ED

TO

OU

R F

OO

D?

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Lo

ok a

t foo

d la

bels

to s

ee w

hat a

dditi

ves

they

con

tain

.•

Look

at f

ood

labe

ls to

see

whi

ch ty

pes

of fo

od c

onta

in a

ntio

xida

nts,

� av

our

enha

ncer

s an

d fo

od c

olou

rings

.•

Dis

cuss

the

adva

ntag

es a

nd d

isad

vant

ages

of u

sing

food

add

itive

s.•

Mat

ch E

num

bers

to th

eir j

ob.

• R

esea

rch

and

mak

e a

post

er a

bout

food

alle

rgie

s.

• K

now

that

som

e fo

ods

cont

ain

chem

ical

s pu

t the

re b

y pe

ople

and

that

thes

e ar

e ca

lled

addi

tives

.•

Kno

w th

at th

ere

are

diffe

rent

type

s of

food

add

itive

s: li

mite

d to

ant

ioxi

dant

s,

� avo

ur e

nhan

cers

and

food

col

ours

.•

Kno

w th

at fo

od a

dditi

ves

have

to b

e te

sted

and

are

giv

en E

num

bers

bef

ore

they

ca

n be

use

d.

• K

now

that

som

e ad

ditiv

es m

ay b

e ha

rmfu

l to

som

e pe

ople

.•

Inte

rpre

t inf

orm

atio

n ab

out f

ood

addi

tives

[no

reca

ll ex

pect

ed].

• C

ompa

re m

etho

ds o

f sto

ppin

g ap

ple

slic

es g

oing

bro

wn

in th

e ai

r.

• In

vest

igat

e th

e ef

fect

of d

iffer

ent a

ntio

xida

nt s

olut

ions

on

peas

ove

r a fe

w d

ays.

• K

now

that

oxy

gen

from

the

air c

an a

ffect

food

.•

Und

erst

and

that

ant

ioxi

dant

s pr

eser

ve fo

od b

y st

oppi

ng th

e ef

fect

s of

oxy

gen.

•

Inte

rpre

t inf

orm

atio

n on

sim

ple

expe

rimen

ts to

sho

w th

e ef

fect

of o

xyge

n (o

r its

ab

senc

e) o

n fo

ods

[no

reca

ll ex

pect

ed].

• Lo

ok a

t the

info

rmat

ion

for u

sers

in p

acks

of v

itam

in C

tabl

ets.

• C

heck

the

vita

min

C c

onte

nt o

f a ty

pica

l die

t to

see

if a

vita

min

sup

plem

ent i

s ne

eded

.•

Mea

sure

the

vita

min

C c

onte

nt (u

sing

dcp

ip s

olut

ion)

of d

iffer

ent f

oods

bef

ore

and

afte

r coo

king

or i

n di

ffere

nt fr

uit j

uice

s.

• K

now

that

vita

min

s ar

e ad

ded

to c

erta

in fo

ods

to s

uppl

emen

t the

die

t.•

Be

able

to c

ompa

re in

form

atio

n ab

out a

per

son’

s di

et w

ith th

e re

com

men

ded

daily

inta

ke o

f a v

itam

in [n

o re

call

expe

cted

].•

Kno

w h

ow to

test

the

vita

min

C c

onte

nt in

diff

eren

t foo

ds.

• C

ompa

re th

e en

ergy

val

ues

of p

ortio

ns o

f foo

d or

drin

k w

ith s

ugar

s or

arti

� cia

l sw

eete

ners

.•

Look

at i

nfor

mat

ion

abou

t cha

nges

in th

e en

ergy

in th

e di

et a

nd p

atte

rns

of

obes

ity.

• P

rese

nt a

n ad

vice

she

et a

bout

the

dang

ers

of e

xces

s su

gar.

• K

now

that

sug

ar is

a n

atur

al s

wee

tene

r.•

Und

erst

and

that

too

muc

h su

gar i

n th

e di

et c

an b

e ha

rmfu

l to

heal

th.

• K

now

that

die

t drin

ks a

nd s

ome

slim

min

g fo

ods

cont

ain

arti�

cia

l sw

eete

ners

.

• E

vapo

rate

and

cry

stal

lise

salty

wat

er to

obt

ain

salt

crys

tals

.•

Ext

ract

sal

t fro

m ro

ck s

alt.

• Fi

nd o

ut a

bout

the

envi

ronm

enta

l im

pact

of m

inin

g.•

Pre

sent

an

advi

ce le

a� e

t abo

ut th

e da

nger

s of

eat

ing

too

muc

h sa

lt.

• K

now

that

sal

t (so

dium

chl

orid

e) is

use

d in

the

food

indu

stry

for �

avo

urin

g an

d as

a

pres

erva

tive.

• R

ecal

l tha

t sal

t can

be

obta

ined

from

the

sea

or fr

om u

nder

grou

nd s

alt d

epos

its.

• U

nder

stan

d th

at th

e m

etho

ds o

f obt

aini

ng s

alt c

an h

ave

an im

pact

on

the

envi

ronm

ent.

• R

ecal

l the

hea

lth im

plic

atio

ns o

f eat

ing

too

muc

h sa

lt.

Rel

ated

Can

-Do

Task

s (2

2)

I can

mak

e a

post

er to

war

n ab

out t

he d

ange

rs o

f exc

ess

suga

r or s

alt.

(33)

I c

an d

o a

test

to c

ompa

re th

e qu

antit

ies

of v

itam

in C

in fr

uit j

uice

s.

Poss

ible

Pra

ctic

al A

ctiv

ity

How

doe

s vi

tam

in C

cha

nge

durin

g co

okin

g in

diff

eren

t foo

ds?

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

36

2P

1 G

ET

TIN

G T

HE

ME

SS

AG

E

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• P

lay

a ga

me

of C

hine

se W

hisp

ers.

• S

end

a co

ded

mes

sage

by

hand

sig

nals

.•

Inve

stig

ate

mob

ile p

hone

‘tex

ting’

.•

Inve

stig

ate

the

rang

e of

spo

ken

mes

sage

s in

the

play

grou

nd.

• K

now

that

cod

ing

a m

essa

ge in

crea

ses

its s

ecur

ity.

• K

now

that

err

ors

can

happ

en w

hen

mes

sage

s ar

e se

nt.

• R

ecal

l tha

t lig

ht tr

avel

s th

roug

h sp

ace

at a

spe

ed o

f 300

000

km/s

.•

Und

erst

and

how

usi

ng li

ght a

llow

s m

essa

ges

to b

e tra

nsm

itted

qui

ckly.

• E

xam

ine

a re

mot

e co

ntro

l dev

ice

and

use

an in

frare

d de

tect

or to

sho

w

that

infra

red

is e

mitt

ed fr

om it

.•

Dis

cuss

how

the

ever

yday

life

of a

stu

dent

wou

ld b

e di

ffere

nt w

ithou

t a

mob

ile p

hone

.

• K

now

that

hou

seho

ld re

mot

e co

ntro

l dev

ices

use

infra

red

radi

atio

n.•

Kno

w th

at w

irele

ss c

omm

unic

atio

n de

vice

s us

e ra

dio

wav

es.

• U

nder

stan

d th

e ad

vant

ages

of w

irele

ss te

chno

logy

for r

adio

, mob

ile te

leph

ones

and

la

ptop

com

pute

rs.

• C

ompa

re m

obile

and

� xe

d ph

ones

.•

Find

out

how

the

mob

ile p

hone

sys

tem

wor

ks.

• D

iscu

ss th

e ad

vant

ages

and

dis

adva

ntag

es o

f wire

less

link

s fo

r co

mpu

ters

.•

Writ

e a

lette

r to

the

Hea

dtea

cher

to p

rote

st a

t the

mob

ile p

hone

mas

t he

wan

ts to

inst

all a

t sch

ool.

• R

ecal

l tha

t mob

ile p

hone

s us

e m

icro

wav

e si

gnal

s.•

Kno

w th

at th

ere

is s

ome

conc

ern

amon

gst s

cien

tists

abo

ut c

hild

ren

usin

g m

obile

pho

nes.

• K

now

way

s of

redu

cing

the

risk

of u

sing

mob

ile p

hone

s: li

mite

d to

sho

rter t

ime

of u

se,

hand

s fre

e ki

t, te

xtin

g.•

Und

erst

and

that

mic

row

ave

aeria

ls n

eed

to b

e si

ted

clos

e to

geth

er o

r hig

h up

bec

ause

th

ey m

ust b

e in

‘lin

e of

sig

ht’.

• U

nder

stan

d re

ason

s fo

r and

aga

inst

the

sitin

g of

mob

ile p

hone

mas

ts.

• In

terp

ret i

nfor

mat

ion

abou

t siti

ng o

f mob

ile p

hone

mas

ts [n

o re

call

expe

cted

].

• U

se a

rope

to d

emon

stra

te a

tran

sver

se w

ave

and

iden

tify

its fe

atur

es.

• E

xam

ine

the

mot

ion

of a

� oa

ting

obje

ct in

a w

ater

tank

to s

how

that

the

wat

er d

oes

not m

ove

in th

e sa

me

dire

ctio

n as

the

wav

e.•

Use

an

osci

llosc

ope

and

mic

roph

one

to lo

ok a

t voi

ce p

atte

rns.

• K

now

that

a w

ave

trans

fers

ene

rgy

with

out t

rans

ferr

ing

mat

ter.

• K

now

that

ana

logu

e si

gnal

s ha

ve a

con

tinuo

usly

var

iabl

e va

lue.

• K

now

the

mai

n fe

atur

es o

f a tr

ansv

erse

wav

e:–

wav

elen

gth

– fre

quen

cy–

ampl

itude

.

• S

end

a M

orse

cod

e m

essa

ge b

y tu

rnin

g a

lam

p on

and

off.

• Fi

nd o

ut a

bout

his

toric

al u

ses

of u

sing

ligh

t or s

ound

for c

omm

unic

atio

n e.

g. s

emap

hore

, AS

DIC

.•

Inve

stig

ate

mak

ing

smok

e si

gnal

s.•

Inve

stig

ate

bina

ry c

ode.

• C

ontra

st v

inyl

ana

logu

e m

usic

with

dig

ital m

usic

.

• K

now

that

dig

ital s

igna

ls a

re e

ither

on

(1) o

r off

(0).

• K

now

that

Mor

se c

ode

uses

a d

igita

l cod

e.•

Rec

all t

hat s

ound

and

imag

es c

an b

e tra

nsm

itted

dig

itally

.•

Kno

w th

at th

e m

ain

reas

on fo

r sw

itchi

ng to

dig

ital t

elev

isio

n an

d ra

dio

is th

e im

prov

ed

qual

ity o

f pic

ture

and

sou

nd.

• R

ecal

l tha

t mod

ern

IT e

quip

men

t rel

ies

on d

igita

l sig

nals

.

Rel

ated

Can

-Do

Task

s (1

2)

I can

pro

duce

a p

oste

r on

the

safe

use

of m

obile

pho

nes.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

how

the

num

ber o

f err

ors

in a

non

sens

ical

mes

sage

sen

t by

Chi

nese

Whi

sper

s ch

ange

s w

ith th

e le

ngth

of m

essa

ge o

r num

ber o

f pe

ople

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

37

2P

2 O

UR

ELE

CT

RIC

ITY

SU

PP

LY

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• M

ake

a fru

it ba

ttery

and

inve

stig

atin

g its

pro

perti

es.

• M

ake

a ch

emic

al b

atte

ry.

• D

iscu

ss a

ppro

pria

te u

ses

for d

iffer

ent b

atte

ries.

• K

now

that

ele

ctric

ity is

‘mad

e’ b

y ch

emic

al re

actio

ns in

a b

atte

ry.

• K

now

that

two

diffe

rent

met

als

are

need

ed fo

r the

term

inal

s of

a b

atte

ry.

• B

e ab

le to

cho

ose

suita

ble

batte

ries

for d

iffer

ent s

ituat

ions

.

• W

atch

an

anim

atio

n sh

owin

g ho

w a

pow

er s

tatio

n w

orks

.•

Find

out

abo

ut th

e pa

rts o

f a p

ower

sta

tion.

• M

odel

a p

ower

sta

tion

with

a b

icyc

le d

ynam

o or

ste

am e

ngin

e.•

Dis

cuss

the

reas

ons

why

onl

y 1%

of e

nerg

y in

coa

l use

d in

a p

ower

sta

tion

ends

up

as

light

from

a b

ulb

in th

e ho

me.

• In

vest

igat

e th

e im

plic

atio

ns o

f glo

bal w

arm

ing.

• R

ecal

l tha

t cru

de o

il, c

oal a

nd n

atur

al g

as a

re fo

ssil

fuel

s us

ed in

pow

er s

tatio

ns.

• U

nder

stan

d th

at e

very

pow

er s

tatio

n ne

eds

an e

nerg

y so

urce

.•

Kno

w th

e m

ain

stag

es in

the

prod

uctio

n of

ele

ctric

ity:

– he

at fr

om th

e en

ergy

sou

rce

chan

ges

wat

er in

to s

team

– th

e st

eam

is u

sed

to ro

tate

turb

ines

– tu

rbin

es tu

rn a

gen

erat

or–

the

gene

rato

r pro

duce

s el

ectri

city

.•

Und

erst

and

that

ene

rgy

is w

aste

d at

eac

h st

age.

• R

ecal

l tha

t bur

ning

foss

il fu

els

prod

uces

car

bon

diox

ide

whi

ch is

a g

reen

hous

e ga

s.•

Kno

w th

at g

reen

hous

e ga

ses

cont

ribut

e to

glo

bal w

arm

ing.

• A

ssem

ble

and

test

tran

sfor

mer

s w

ith A

C s

uppl

ies

and

osci

llosc

opes

.•

Dem

onst

rate

a m

odel

tran

smis

sion

line

sys

tem

.•

Des

ign

a le

a� e

t to

war

n of

the

dang

ers

of tr

ansf

orm

ers

or o

verh

ead

pow

er li

nes.

• K

now

that

ele

ctric

ity is

tran

sfer

red

from

a p

ower

sta

tion

thro

ugh

a gr

id o

f hig

h vo

ltage

tran

smis

sion

line

s.•

Und

erst

and

that

tran

sfor

mer

s ar

e re

quire

d at

eith

er e

nd o

f the

tran

smis

sion

line

s to

incr

ease

or d

ecre

ase

volta

ge.

• K

now

that

a tr

ansf

orm

er is

two

coils

of w

ire w

ound

ont

o a

core

of i

ron.

• D

iscu

ss e

lect

ricity

bill

s an

d m

eter

s an

d ec

onom

y –

e.g.

TV

on

‘sta

ndby

’.•

Dem

onst

ratio

n of

ele

ctric

ity m

eter

.•

Wor

kshe

et re

late

d to

pay

ing

for e

lect

ricity

and

how

long

eac

h ite

m w

ill ru

n fo

r on

e un

it.

• K

now

that

we

pay

for e

lect

ricity

by

the

unit.

• K

now

that

som

e ap

plia

nces

use

mor

e el

ectri

city

than

oth

ers.

• B

e ab

le to

read

a d

igita

l ele

ctric

ity m

eter

.•

Inte

rpre

t dat

a on

an

elec

trici

ty b

ill: h

ow m

any

units

hav

e be

en u

sed.

• K

now

way

s of

redu

cing

ene

rgy

loss

from

the

hom

e.•

Inte

rpre

t dat

a fo

r diff

eren

t ene

rgy

savi

ng s

trate

gies

[no

reca

ll ex

pect

ed].

Rel

ated

Can

-Do

Task

s (2

3)

I can

read

a d

omes

tic e

lect

ricity

met

er.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

how

the

dist

ance

bet

wee

n th

e el

ectro

des

of a

frui

t bat

tery

affe

cts

the

volta

ge p

rodu

ced.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

38

2P

3 A

TT

RA

CT

IVE

FO

RC

ES

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Te

st m

ater

ials

to s

ee if

they

are

mag

netic

.•

Inve

stig

ate

gam

es u

sing

mag

nets

(� s

hing

, the

atre

).•

Use

iron

� lin

gs to

see

mag

netic

� el

ds.

• Fi

nd w

here

mag

netic

� el

ds a

re s

trong

est a

nd w

eake

st o

n a

bar m

agne

t.•

Find

the

mag

netic

� el

d of

a m

agne

t by

usin

g iro

n � l

ings

.

• K

now

that

iron

and

ste

el a

re m

agne

tic.

• K

now

how

to in

duce

mag

netis

m in

a p

in.

• K

now

that

mag

nets

attr

act m

agne

tic m

ater

ials

: lim

ited

to ir

on a

nd s

teel

.•

Kno

w th

at li

ke p

oles

repe

l and

unl

ike

pole

s at

tract

.•

Kno

w h

ow ir

on �

lings

or a

com

pass

can

be

used

to s

how

up

a m

agne

tic �

eld.

• M

ake

a co

mpa

ss.

• U

se a

com

pass

to p

lan

a ro

ute

arou

nd a

sch

ool.

• Fo

llow

a ro

ute

usin

g a

com

pass

.•

Find

out

abo

ut th

e E

arth

’s m

agne

tic �

eld.

• U

se th

e in

tern

et to

� nd

out

abo

ut th

e ‘N

orth

ern

Ligh

ts’.

• K

now

that

a fr

eely

sw

ingi

ng m

agne

t com

es to

rest

in a

N-S

dire

ctio

n.•

Rec

all t

hat t

he E

arth

has

a m

agne

tic �

eld

arou

nd it

.•

Und

erst

and

how

a c

ompa

ss w

orks

and

why

it is

so

usef

ul.

• K

now

that

the

Ear

th’s

mag

netic

� el

d pr

otec

ts u

s fro

m c

osm

ic ra

ys.

• In

terp

ret i

nfor

mat

ion

abou

t the

effe

cts

of c

osm

ic ra

ys o

n th

e E

arth

[no

reca

ll ex

pect

ed].

• K

now

that

the

‘Nor

ther

n Li

ghts

’ are

cau

sed

by th

e in

tera

ctio

n be

twee

n co

smic

ra

ys a

nd th

e E

arth

’s m

agne

tic �

eld.

• M

ake

and

use

a lo

udsp

eake

r.•

Kno

w th

at a

cur

rent

-car

ryin

g w

ire b

ehav

es li

ke a

mag

net.

• K

now

that

incr

easi

ng th

e cu

rren

t or n

umbe

r of t

urns

wra

pped

ont

o a

coil

incr

ease

s th

e st

reng

th o

f a m

agne

t.•

Be

able

to la

bel t

he m

agne

t, co

re a

nd c

one

in a

loud

spea

ker.

• B

e ab

le to

pla

n ho

w to

com

pare

how

the

num

ber o

f tur

ns o

n th

e co

il (o

r stre

ngth

of

mag

net)

affe

cts

how

wel

l a lo

udsp

eake

r wor

ks.

• M

ake

a pi

n m

agne

tic u

sing

:(i)

a

perm

anen

t mag

net

(ii)

a cu

rren

t-car

ryin

g w

ire.

• M

ake

an e

lect

rom

agne

t and

use

it to

sor

t alu

min

ium

and

ste

el d

rinks

can

s.•

Dev

ise

way

s of

impr

ovin

g th

e el

ectro

mag

net.

• K

now

how

to c

onst

ruct

an

elec

trom

agne

t.•

Und

erst

and

how

the

stre

ngth

of a

n el

ectro

mag

net d

epen

ds o

n:–

the

num

ber o

f tur

ns o

n th

e co

il–

the

curr

ent i

n th

e co

il.•

Und

erst

and

that

the

core

of a

n el

ectro

mag

net i

s m

ade

of ir

on b

ecau

se ir

on is

a

tem

pora

ry m

agne

t.•

Rec

all u

ses

of e

lect

rom

agne

ts li

mite

d to

: MR

I sca

n, s

ortin

g sc

rap

met

als,

lifti

ng

iron/

stee

l/car

s.

Rel

ated

Can

-Do

Task

s (3

4)

I can

use

a c

ompa

ss to

map

a m

agne

tic �

eld.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

curr

ent i

n th

e co

il of

an

elec

trom

agne

t and

the

num

ber o

f pap

er c

lips

it w

ill p

ick

up.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

39

2P

4 P

US

HE

S A

ND

PU

LLS

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• E

xplo

re th

e si

ze a

nd fe

el o

f a ra

nge

of fo

rces

.•

Inve

stig

ate

type

s an

d op

erat

ion

of s

crew

driv

ers,

spa

nner

s, le

vers

etc

. •

Mak

e an

d te

stin

g a

new

tonm

eter

(spr

ing-

bala

nce)

.•

Mea

sure

gra

vity

forc

e us

ing

a ne

wto

nmet

er.

• Te

st th

e br

eaki

ng s

train

of a

� sh

ing

line.

• R

ecal

l tha

t for

ces

can

be p

ulls

, pus

hes,

twis

ts o

r ben

ds.

• R

ecal

l tha

t for

ces

are

mea

sure

d in

new

tons

. •

Und

erst

and

that

unb

alan

ced

forc

es c

hang

e th

e m

otio

n of

an

obje

ct.

• M

easu

re th

e sp

eed

of fa

lling

obj

ects

.•

Mak

e pa

rach

utes

.•

Inve

stig

ate

glid

ers

and

airp

lane

s.

• K

now

that

gra

vity

is a

forc

e pu

lling

thin

gs to

war

ds th

e E

arth

.•

Und

erst

and

that

wei

ght i

s du

e to

the

forc

e of

gra

vity

.•

Kno

w th

at fa

lling

obj

ects

are

act

ed o

n by

gra

vity

and

dra

g.•

Und

erst

and

the

effe

ct o

f air

resi

stan

ce o

n fa

lling

obj

ects

. •

Kno

w th

at fa

lling

obj

ects

can

reac

h a

max

imum

spe

ed.

• M

ake

mod

el b

unge

e ro

pes

and

test

them

.•

Look

at t

he d

esig

n of

cus

hion

ed tr

aine

rs.

• K

now

that

an

incr

ease

d fo

rce

incr

ease

s th

e le

ngth

of a

n el

astic

mat

eria

l.•

Kno

w th

at a

stre

tche

d el

astic

ban

d ex

erts

a fo

rce.

• K

now

that

ela

stic

mat

eria

ls re

turn

to th

eir o

rigin

al s

hape

unl

ess

the

forc

e be

com

es to

o bi

g.

• W

atch

a ro

ad s

afet

y vi

deo.

• Ta

lk a

bout

the

links

bet

wee

n tra

f� c

spee

d an

d in

jury

.•

Bui

ld c

rum

ple

zone

s on

mod

el c

ars

and

test

them

.

• K

now

that

cru

mpl

e zo

nes

in v

ehic

les

redu

ce th

e im

pact

forc

e.•

Kno

w th

at a

ir ba

gs a

nd s

eatb

elts

redu

ce im

pact

forc

es fo

r occ

upan

ts.

• K

now

traf

� c s

peed

can

be

redu

ced

e.g.

spe

ed h

umps

, chi

cane

s, s

peed

cam

eras

.•

Inte

rpre

t inf

orm

atio

n ab

out t

he re

lativ

e ef

fect

s of

traf

� c c

alm

ing

mea

sure

s [n

o re

call

expe

cted

].•

Rec

all a

nd b

e ab

le to

use

spe

ed =

dis

tanc

e ÷

time.

• D

iscu

ss h

ow g

ravi

ty n

eeds

to b

e ov

erco

me

to p

ut o

bjec

ts in

to s

pace

.•

Test

a c

ompr

esse

d ai

r and

wat

er ro

cket

.•

Find

out

abo

ut c

hem

ical

ly-fu

elle

d ro

cket

s us

ed in

� re

wor

k di

spla

ys.

• K

now

that

larg

e ro

cket

s ar

e ne

eded

to p

ut th

ings

in s

pace

.•

Kno

w th

at s

ome

parts

of s

ome

rock

ets/

shut

tles

retu

rn to

Ear

th a

nd c

an b

e re

used

.•

Kno

w th

at m

any

obje

cts

burn

up

in th

e at

mos

pher

e.

Rel

ated

Can

-Do

Task

s (2

4)

I can

use

a n

ewto

nmet

er to

mea

sure

forc

e.

(32)

I c

an m

easu

re ti

me

accu

rate

ly (e

.g. t

o tim

e a

chem

ical

reac

tion)

.

(3

5)

I can

mea

sure

the

spee

d of

a m

ovin

g ob

ject

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

surfa

ce a

rea

of a

par

achu

te, o

r the

mas

s on

a p

arac

hute

, and

the

time

take

n fo

r it t

o fa

ll.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

40

2P

5 LE

T T

HE

RE

BE

LIG

HT

!

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• R

ecog

nise

the

diffe

renc

e be

twee

n lu

min

ous

and

non-

lum

inou

s ob

ject

s.•

Rec

all t

hat l

umin

ous

obje

cts

prod

uce

thei

r ow

n lig

ht.

• U

nder

stan

d th

at n

on-lu

min

ous

obje

cts

are

only

see

n be

caus

e th

ey re

� ect

ligh

t fro

m o

ther

sou

rces

.•

Inte

rpre

t inf

orm

atio

n ab

out t

he li

nk b

etw

een

the

tem

pera

ture

of s

tars

and

thei

r co

lour

[no

reca

ll ex

pect

ed].

• K

now

that

you

can

see

thin

gs w

hen

light

from

them

reac

hes

the

eye.

• Lo

ok in

a m

irror

and

reco

gnis

e th

e or

ient

atio

n of

the

imag

e.•

Mak

e m

irror

writ

ing

and

sym

met

rical

dra

win

gs.

• C

ount

the

num

ber o

f im

ages

in tw

o m

irror

s he

ld a

t diff

eren

t ang

les

to e

ach

othe

r.

• K

now

that

rays

of l

ight

trav

el in

stra

ight

line

s.•

Be

able

to c

ompl

ete

a di

agra

m to

sho

w h

ow li

ght r

e� e

cts

from

a m

irror

.•

Kno

w th

at s

moo

th s

hiny

sur

face

s re

� ect

ligh

t to

give

a c

lear

re� e

ctio

n.•

Kno

w th

at th

e im

age

in a

mirr

or is

the

sam

e w

ay u

p an

d th

e sa

me

size

as

the

obje

ct b

ut is

the

othe

r way

aro

und.

• D

raw

dia

gram

s of

par

alle

l ray

s of

ligh

t pas

sing

thro

ugh

lens

es a

nd/o

r bei

ng

re� e

cted

by

mirr

ors.

• E

xam

ine

sim

ple

optic

al in

stru

men

ts to

see

wha

t the

lens

doe

s in

eac

h of

them

.

• R

ecal

l tha

t lig

ht c

hang

es d

irect

ion

whe

n it

pass

es fr

om o

ne m

ater

ial i

nto

anot

her.

• B

e ab

le to

com

plet

e a

diag

ram

to s

how

how

a c

onve

x (c

onve

rgin

g) le

ns fo

rms

an

imag

e on

a s

cree

n.•

Rec

all u

ses

of c

onve

x le

nses

lim

ited

to: s

pect

acle

s fo

r lon

g si

ght,

cam

era,

pr

ojec

tor,

mag

nify

ing

glas

s, te

lesc

ope.

• Fi

nd o

ut a

bout

tota

l int

erna

l re�

ect

ion

with

Per

spex

blo

cks

and

ray

boxe

s.•

Dis

cuss

the

uses

of o

ptic

al �

bres

for c

omm

unic

atio

n.•

Inve

stig

ate

the

oper

atio

n of

‘cat

s ey

es’.

• U

se o

ptic

al �

bres

to s

end

mes

sage

s in

cod

e.

• K

now

that

ligh

t can

be

tota

lly re

� ect

ed fr

om a

tran

spar

ent s

urfa

ce.

• U

nder

stan

d ho

w li

ght t

rave

ls a

long

an

optic

al �

bre

from

one

end

to th

e ot

her b

y re

� ect

ion.

• K

now

that

opt

ical

� br

es tr

ansm

it da

ta v

ery

quic

kly.

• U

nder

stan

d th

at u

sing

ligh

t for

com

mun

icat

ion

requ

ires

the

use

of d

igita

l cod

e.

• In

vest

igat

e th

e ef

fect

of s

hini

ng d

iffer

ent c

olou

red

light

s on

to a

whi

te s

cree

n.•

Look

at t

he a

ppea

ranc

e of

diff

eren

t col

oure

d ob

ject

s in

diff

eren

t col

oure

d lig

hts.

• D

iscu

ss th

e di

ffere

nce

betw

een

the

prim

ary

colo

urs

for l

ight

and

the

prim

ary

colo

urs

for p

aint

.

• R

ecal

l the

prim

ary

and

seco

ndar

y co

lour

s fo

r lig

ht.

• K

now

how

two

prim

ary

colo

urs

are

com

bine

d to

form

a s

econ

dary

col

our:

– re

d +

blue

= m

agen

ta–

blue

+ g

reen

= c

yan

– gr

een

+ re

d =

yello

w.

• K

now

that

all

thre

e pr

imar

y co

lour

s ad

d to

form

whi

te li

ght.

Rel

ated

Can

-Do

Task

s (1

1)

I can

writ

e a

mes

sage

in m

irror

writ

ing.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

angl

e of

inci

denc

e an

d th

e an

gle

of re

� ect

ion

for a

pla

ne m

irror

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

41

2P

6 FI

NA

L FR

ON

TIE

R

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• Fi

nd o

ut a

bout

our

Sun

.•

Find

out

the

nam

e of

the

near

est s

tars

to o

ur S

olar

Sys

tem

.•

Kno

w th

at S

pace

con

tain

s m

any

star

s of

whi

ch th

e S

un is

one

.•

Kno

w th

at th

e S

un is

at t

he c

entre

of o

ur S

olar

Sys

tem

.•

Kno

w th

at th

e S

un is

a s

ourc

e of

ligh

t.•

Kno

w th

at it

is d

ange

rous

to lo

ok a

t the

Sun

.

• M

ake

a si

mpl

e m

odel

of t

he S

olar

Sys

tem

.•

Dev

ise

a m

nem

onic

to re

mem

ber t

he n

ames

of t

he p

lane

ts in

our

sol

ar s

yste

m.

• K

now

the

orde

r of t

he e

ight

pla

nets

in th

e S

olar

Sys

tem

.•

Kno

w th

at th

e E

arth

orb

its th

e S

un.

• U

nder

stan

d th

at o

ther

pla

nets

take

long

er/s

horte

r tim

es to

orb

it th

e S

un if

they

ar

e fu

rther

/nea

rer t

o th

e S

un.

• R

ecal

l tha

t the

Ear

th m

oves

in it

s or

bit t

hrou

gh s

pace

at a

n en

orm

ous

spee

d.•

Inte

rpre

t inf

orm

atio

n ab

out t

he p

lane

ts a

nd o

ther

bod

ies

in th

e U

nive

rse

[no

reca

ll ex

pect

ed].

• Fi

nd o

ut a

bout

the

Moo

n.•

Dis

cuss

the

uses

of a

rti� c

ial s

atel

lites

.•

Wha

t cau

ses

an e

clip

se o

f the

Sun

?

• K

now

that

the

Moo

n or

bits

the

Ear

th.

• K

now

that

oth

er (a

rti� c

ial)

sate

llite

s or

bit t

he E

arth

and

are

use

d fo

r co

mm

unic

atio

n, m

appi

ng, s

pyin

g an

d tra

ckin

g.•

Kno

w th

at p

lane

ts a

nd m

oons

re� e

ct li

ght w

hich

ena

ble

them

to b

e se

en.

• K

now

that

som

e pl

anet

s ha

ve m

oons

.

• U

se th

e in

tern

et to

� nd

out

abo

ut p

lane

ts a

roun

d st

ars

othe

r tha

n th

e S

un.

• D

iscu

ss th

e ch

ance

s of

life

on

othe

r pla

nets

.•

Rec

all t

hat t

he S

un is

a s

tar i

n th

e M

ilky

Way

gal

axy.

• R

ecal

l tha

t the

re a

re b

illio

ns o

f sta

rs in

the

Milk

y W

ay.

• R

ecal

l tha

t the

re a

re b

illio

ns o

f gal

axie

s in

the

Uni

vers

e.•

Be

able

to c

ompa

re th

e si

zes

of th

e M

oon,

the

Ear

th, t

he S

un, t

he M

ilky

Way

and

th

e U

nive

rse.

• U

se a

tele

scop

e to

look

at t

he M

oon.

• D

iscu

ss w

hy y

ou m

ust N

EVER

look

at t

he S

un w

ith a

tele

scop

e.•

Pla

n a

spac

e ex

pedi

tion

to th

e M

oon.

• D

iscu

ss w

hat w

ould

be

diffe

rent

if th

e ex

pedi

tion

was

goi

ng to

Mar

s or

to a

noth

er

gala

xy.

• K

now

that

ast

rono

mer

s us

e as

trono

mic

al te

lesc

opes

to s

tudy

the

sky.

• U

nder

stan

d th

at li

ght p

ollu

tion

and

dust

in th

e at

mos

pher

e in

terfe

res

with

ob

serv

atio

ns b

y as

trono

mer

s.•

Rec

all t

hat a

stro

nom

ers

have

dis

cove

red

plan

ets

arou

nd o

ther

sta

rs.

• U

nder

stan

d th

at m

anne

d sp

acec

raft

need

reso

urce

s th

at u

nman

ned

spac

ecra

ft do

not

e.g

. oxy

gen,

food

, wat

er.

Rel

ated

Can

-Do

Task

s (2

8)

I can

mea

sure

leng

th/d

ista

nce

accu

rate

ly.

Poss

ible

Pra

ctic

al A

ctiv

ity

Usi

ng s

econ

dary

dat

a, in

vest

igat

e th

e re

latio

nshi

p be

twee

n th

e or

bit r

adiu

s of

a p

lane

t and

its

perio

d.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

42

2P

7 A

LTE

RN

AT

IVE

EN

ER

GY

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• R

esea

rch

to �

nd d

iffer

ent e

nerg

y so

urce

s.•

Dis

cuss

rene

wab

le e

nerg

y re

sour

ces.

• In

vest

igat

e a

hydr

o-el

ectri

c in

stal

latio

n.•

Dis

cuss

ene

rgy

need

s an

d w

ants

.

• R

ecal

l tha

t the

Sun

is a

sta

ble

sour

ce o

f ene

rgy.

• U

nder

stan

d th

at fo

ssil

fuel

s ar

e a

limite

d en

ergy

sou

rce.

• U

nder

stan

d th

at th

e de

man

d fo

r ene

rgy

is in

crea

sing

and

this

mea

ns th

at re

new

able

so

urce

s w

ill b

ecom

e m

ore

impo

rtant

.•

Kno

w th

at s

ome

ener

gy s

ourc

es a

re re

new

able

: win

d, s

unlig

ht, w

aves

, tid

e,

geot

herm

al, h

ydro

-ele

ctric

, bio

mas

s.•

Inte

rpre

t inf

orm

atio

n ab

out t

he d

eman

d fo

r ene

rgy

and

the

avai

labi

lity

of e

nerg

y so

urce

s [n

o re

call

expe

cted

].

• M

ake

a m

odel

win

dmill

and

inve

stig

ate

the

angl

e of

the

blad

es a

nd th

e us

e of

a ru

dder

.•

Kno

w th

at w

ind

turb

ines

use

ene

rgy

from

the

win

d to

gen

erat

e el

ectri

city

.•

Be

able

to e

valu

ate

win

dmill

des

ign

in te

rms

of b

lade

siz

e an

d us

e of

a ru

dder

.•

Rec

all a

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

win

d tu

rbin

es to

gen

erat

e el

ectri

city

.

• U

se a

pho

toce

ll to

mak

e el

ectri

city

.•

Dis

cuss

app

ropr

iate

use

s of

pho

toce

lls.

• Fi

nd o

ut h

ow p

hoto

cells

can

be

conn

ecte

d to

incr

ease

thei

r vol

tage

.•

Find

out

how

the

volta

ge o

f a p

hoto

cell

depe

nds

on d

ista

nce

from

a la

mp.

• K

now

that

pho

toce

lls tr

ansf

orm

ligh

t int

o el

ectri

cal e

nerg

y.•

Kno

w th

at p

hoto

cells

pro

duce

dire

ct c

urre

nt.

• U

nder

stan

d th

at p

hoto

cells

are

use

ful s

ourc

es o

f ele

ctric

ity fo

r rem

ote

loca

tions

.•

Rec

all a

dvan

tage

s an

d di

sadv

anta

ges

of u

sing

pho

toce

lls to

gen

erat

e el

ectri

city

.

• C

ompa

re e

nerg

y ab

sorp

tion

by d

iffer

ent c

olou

red

surfa

ces.

• M

ake

a m

odel

sol

ar p

anel

usi

ng b

lack

rubb

er tu

bing

and

a s

mal

l wat

er p

ump

e.g.

from

a w

inds

cree

n w

ashe

r to

circ

ulat

e th

e w

ater

.

• R

ecal

l tha

t rad

iatio

n fro

m th

e S

un c

an b

e ab

sorb

ed b

y a

surfa

ce a

nd tr

ansf

erre

d in

to

heat

.•

Be

able

to d

escr

ibe

an e

xper

imen

t to

show

that

bla

ck m

att s

urfa

ces

abso

rb m

ore

ener

gy th

an w

hite

shi

ny s

urfa

ces.

• R

ecal

l tha

t sol

ar p

anel

s ha

ve c

ircul

atin

g w

ater

whi

ch is

hea

ted

by ra

diat

ion

from

the

Sun

.

• R

esea

rch

biom

ass

pow

er p

lant

s in

the

UK

.•

Mak

e a

mod

el ‘b

obbi

ng d

uck’

to p

rodu

ce e

lect

ricity

.•

Rec

all t

hat b

iom

ass

can

be b

urne

d to

gen

erat

e he

at o

r fer

men

ted

to p

rodu

ce

met

hane

.•

Und

erst

and

that

tida

l bar

rage

s sh

ould

be

site

d w

here

ther

e is

a la

rge

tidal

rang

e to

ob

tain

the

mos

t ene

rgy.

• R

ecal

l tha

t the

up

and

dow

n m

ovem

ent o

f wat

er in

a w

ave

can

be u

sed

to tu

rn a

tu

rbin

e an

d so

gen

erat

e el

ectri

city

.

Rel

ated

Can

-Do

Task

s (1

3)

I can

read

dat

a fro

m a

gra

ph.

(33)

I c

an m

easu

re le

ngth

/dis

tanc

e ac

cura

tely.

(33)

I c

an p

lot a

line

gra

ph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

dist

ance

from

a li

ght s

ourc

e to

a p

hoto

cell

and

the

volta

ge p

rodu

ced.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

43

2P

8 D

EE

P I

MPA

CT

S

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• S

earc

h th

e in

tern

et fo

r pho

togr

aphs

of a

ster

oids

.•

Find

out

abo

ut th

e N

AS

A M

oon

land

ings

.•

Dis

cuss

the

evid

ence

for t

he c

reat

ion

of th

e M

oon

• K

now

that

the

Moo

n m

ay b

e th

e re

mai

ns o

f a p

lane

t whi

ch c

ollid

ed w

ith E

arth

bi

llion

s of

yea

rs a

go.

• K

now

that

ast

eroi

ds a

re ro

cks

left

over

from

the

form

atio

n of

the

Sol

ar S

yste

m.

• R

ecal

l tha

t lar

ge a

ster

oids

hav

e co

llide

d w

ith th

e E

arth

in th

e pa

st.

• S

earc

h th

e in

tern

et fo

r im

ages

of c

omet

s.•

Cal

cula

te w

hen

a co

met

, suc

h as

Hal

ley,

will

retu

rn.

• K

now

that

com

ets

are

lum

ps o

f dus

t and

ice.

• K

now

that

a c

omet

has

a ta

il fo

rmed

from

trai

l deb

ris w

hich

is fo

rmed

as

the

ice

mel

ts o

n its

app

roac

h to

the

Sun

.•

Kno

w th

at th

e or

bit o

f a c

omet

is e

llipt

ical

, pas

sing

insi

de th

e or

bit o

f Mer

cury

an

d be

yond

the

orbi

ts o

f Nep

tune

and

Plu

to.

• D

iscu

ss w

hat w

e ca

n te

ll fro

m th

e el

emen

ts in

met

eorit

es.

• In

vest

igat

e cl

aim

s th

at c

omet

s m

ight

car

ry b

acte

ria.

• K

now

that

met

eors

are

rock

s th

at b

urn

as th

ey m

ove

thro

ugh

the

Ear

th’s

at

mos

pher

e.•

Kno

w th

at m

eteo

rites

are

rock

s fro

m s

pace

that

hav

e la

nded

on

Ear

th.

• S

tudy

cra

ters

on

the

Moo

n fo

r evi

denc

e of

the

early

his

tory

of t

he S

olar

Sys

tem

.•

Find

out

abo

ut th

e cr

ater

s on

Mar

s.•

Find

out

abo

ut re

cent

NE

Os.

• D

iscu

ss w

hat w

e sh

ould

do

abou

t NE

Os.

• K

now

that

ast

eroi

ds, c

omet

s an

d m

eteo

rs, m

ove

thro

ugh

spac

e an

d m

ay h

it th

e E

arth

/Moo

n or

oth

er p

lane

ts.

• K

now

that

ast

rono

mer

s m

onito

r the

pat

hs o

f ast

eroi

ds w

ith la

rge

tele

scop

es.

• K

now

that

a N

ear E

arth

Obj

ect (

NE

O) i

s an

ast

eroi

d or

com

et o

n a

poss

ible

co

llisi

on c

ours

e w

ith E

arth

.•

Und

erst

and

how

sci

entis

ts k

now

that

an

obje

ct m

ay b

e on

a c

ollis

ion

cour

se w

ith

the

Ear

th, a

nd w

hy u

ncer

tain

ty g

ets

smal

ler a

s th

e ob

ject

get

s cl

oser

.

• S

urve

y th

e ev

iden

ce fo

r the

des

truct

ion

of th

e di

nosa

urs

by a

n as

tero

id.

• D

iscu

ss w

hat h

appe

ns w

hen

a N

ear E

arth

Obj

ect (

NE

O) h

its th

e E

arth

. •

Use

diff

eren

t sha

pe/s

izes

of b

alls

to in

vest

igat

e cr

ater

s in

san

d.•

Dro

p m

arbl

es fr

om d

iffer

ent h

eigh

ts o

nto

sand

to in

vest

igat

e im

pact

dam

age.

• U

nder

stan

d th

e co

nseq

uenc

es o

f a c

ollis

ion

betw

een

Ear

th a

nd a

larg

e N

EO

: ej

ectio

n of

hot

rock

s, �

res,

sun

light

blo

cked

by

dust

, clim

ate

chan

ge, s

peci

es

extin

ctio

n.•

Und

erst

and

that

spe

ed a

nd ‘w

eigh

t’ af

fect

the

dam

age

caus

ed b

y ob

ject

s.•

Kno

w th

at b

omba

rdm

ent c

ause

s cr

ater

s.•

Inte

rpre

t dat

a sh

owin

g th

e ris

k as

soci

ated

with

pos

sibl

e N

EO

col

lisio

ns [n

o re

call

expe

cted

].

Rel

ated

Can

-Do

Task

s (7

) I c

an a

dd re

sults

to a

bar

cha

rt.

(2

8)

I can

mea

sure

leng

th/d

ista

nce

accu

rate

ly.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

heig

ht o

f an

obje

ct fa

lling

into

san

d an

d th

e di

amet

er o

f the

cra

ter p

rodu

ced.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

44

2P

9 D

RIV

ING

ALO

NG

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• S

earc

h th

e in

tern

et to

� nd

a s

imul

atio

n of

a fo

ur s

troke

eng

ine.

• S

urve

y th

e cl

ass

for t

ypes

of f

uel u

sed

by fa

mily

car

s.•

Exa

min

e a

spar

k pl

ug.

• K

now

the

actio

n of

a fo

ur s

troke

eng

ine.

• R

ecal

l tha

t pet

rol,

dies

el, L

PG

, bio

fuel

are

use

d as

fuel

s fo

r tra

nspo

rt.•

Rec

all t

hat a

spa

rk p

lug

prov

ides

the

sour

ce o

f ign

ition

in a

pet

rol e

ngin

e.•

Rec

all t

hat w

hen

dies

el v

apou

r is

com

pres

sed,

it ig

nite

s.

• U

se m

odel

pul

leys

, gea

rs, w

heel

s an

d ax

les

e.g.

from

Leg

o Te

chni

c®, t

o co

nstru

ct d

iffer

ent m

achi

nes.

• R

ecal

l exa

mpl

es o

f mac

hine

s an

d w

here

they

are

use

d in

a c

ar li

mite

d to

: pul

ley

for

fan

belt,

gea

rs in

gea

r box

, whe

el a

nd a

xle

on s

teer

ing

colu

mn.

• U

nder

stan

d th

at m

achi

nes

allo

w a

gre

ater

load

to b

e m

oved

for l

ess

effo

rt.•

Kno

w th

at g

ear r

atio

is a

mea

sure

of h

ow m

uch

easi

er a

mac

hine

mak

es th

e ta

sk.

• B

e ab

le to

cal

cula

te th

e ge

ar ra

tio u

sing

num

ber o

f tee

th o

n dr

ivin

g w

heel

/ nu

mbe

r of

teet

h on

driv

en w

heel

for s

impl

e ra

tios.

• M

ake

a m

odel

mot

or.

• B

e ab

le to

labe

l a D

C m

otor

to s

how

mag

nets

, coi

l, br

ushe

s, c

omm

utat

or.

• R

ecal

l whe

re m

otor

s ar

e us

ed in

car

s lim

ited

to: s

tarte

r, w

inds

cree

n w

iper

.•

Rec

all t

hat e

lect

ric c

ars

need

cha

rgin

g fro

m th

e m

ains

.•

Kno

w th

at s

olar

pow

ered

car

s ha

ve b

oth

adva

ntag

es a

nd d

isad

vant

ages

.

• S

urve

y sp

eeds

out

side

the

scho

ol b

y tim

ing

cars

ove

r a g

iven

dis

tanc

e.•

Mar

k ou

t thi

nkin

g di

stan

ces,

bra

king

dis

tanc

es a

nd s

topp

ing

dist

ance

s on

pl

aygr

ound

or �

eld

for s

peed

s up

to 1

00 m

ph.

• M

easu

re re

actio

n tim

e by

dro

ppin

g ca

libra

ted

‘rule

r’ be

twee

n � n

gers

.•

Des

ign

a po

ster

for a

road

saf

ety

cam

paig

n to

redu

ce s

peed

ing.

• R

ecal

l and

be

able

to u

se: s

peed

= d

ista

nce

÷ tim

e.•

Und

erst

and

that

spe

ed li

mits

wer

e in

trodu

ced

to s

ave

fuel

and

impr

ove

road

saf

ety.

• K

now

that

the

natio

nal s

peed

lim

it is

60

mph

on

mos

t roa

ds, 7

0 m

ph o

n m

otor

way

s an

d du

al c

arria

gew

ays.

• U

nder

stan

d w

hy s

peed

lim

its a

re le

ss th

an th

e na

tiona

l lim

its in

tow

ns, o

utsi

de

scho

ols

and

othe

r are

as.

• K

now

that

thin

king

dis

tanc

e is

the

dist

ance

trav

elle

d be

twee

n se

eing

dan

ger a

nd

star

ting

to b

rake

.•

Kno

w th

at b

raki

ng d

ista

nce

is th

e di

stan

ce tr

avel

led

whi

lst b

raki

ng.

• K

now

that

: sto

ppin

g di

stan

ce =

thin

king

dis

tanc

e +

brak

ing

dist

ance

.•

Inte

rpre

t dat

a fro

m ta

ble

of th

inki

ng, b

raki

ng a

nd s

topp

ing

dist

ance

s [n

o re

call

expe

cted

].•

Kno

w th

at s

peed

cam

eras

, sle

epin

g po

licem

en a

nd h

azar

d w

arni

ng s

igns

are

use

d to

re

duce

spe

ed o

f tra

f� c.

Rel

ated

Can

-Do

Task

s (8

) I c

an m

easu

re re

actio

n tim

e.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

curr

ent i

n a

mot

or a

nd th

e sp

eed

of ro

tatio

n us

ing

a ta

chom

eter

.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

45

2P

10

HO

T S

TU

FF!

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• C

ircus

of e

nerg

y ex

perim

ents

.•

Rec

ord

ener

gy tr

ansf

ers

as b

lock

� ow

cha

rts.

• D

iscu

ss w

hy a

lum

p of

ice

held

in th

e ha

nd m

elts

and

why

the

hand

feel

s co

ld.

• R

ecal

l tha

t ene

rgy

can

be tr

ansf

erre

d as

hea

t.•

Kno

w th

at th

e m

ain

uses

of h

eat:

gene

ratin

g el

ectri

city

, hea

ting,

coo

king

.•

Kno

w th

at h

eat e

nerg

y � o

ws

from

a h

ot to

a c

oole

r bod

y.•

Kno

w th

at te

mpe

ratu

re is

mea

sure

d in

ºC a

nd th

at h

eat i

s m

easu

red

in J

.

• E

xam

ine

ther

mog

ram

s to

see

whe

re h

ot s

pots

occ

ur.

• C

arry

out

exp

erim

ents

to m

easu

re th

e en

ergy

requ

ired

to c

hang

e th

e te

mpe

ratu

re o

f obj

ects

.

• U

nder

stan

d th

at th

e en

ergy

to c

hang

e th

e te

mpe

ratu

re o

f a b

ody

depe

nds

on:

– its

mas

s–

the

mat

eria

l it i

s m

ade

from

– th

e te

mpe

ratu

re c

hang

e.•

Inte

rpre

t sim

ple

data

on

heat

ing/

cool

ing

expe

rimen

ts [n

o re

call

expe

cted

].•

Rec

all a

nd u

se th

e w

ords

: mel

ting,

boi

ling,

free

zing

, con

dens

ing,

eva

pora

ting.

• B

uild

a s

olar

col

lect

or fr

om a

lum

iniu

m fo

il an

d an

um

brel

la.

• K

now

that

ligh

t fro

m th

e S

un is

re� e

cted

to a

focu

s by

a c

urve

d m

irror

.•

Und

erst

and

that

whe

n lig

ht is

abs

orbe

d by

a m

ater

ial t

he e

nerg

y of

the

mat

eria

l in

crea

ses

and

it be

com

es h

otte

r.•

Rec

all t

hat a

sol

ar fu

rnac

e us

es ra

diat

ion

from

the

Sun

focu

ssed

by

a cu

rved

m

irror

.•

Kno

w th

at a

sol

ar fu

rnac

e is

use

d fo

r hea

ting

wat

er w

hich

can

be

used

for

cook

ing

or e

lect

ricity

gen

erat

ion.

• A

pply

the

term

s co

nduc

tor a

nd in

sula

tor t

o di

ffere

nt m

ater

ials

.•

Inve

stig

ate

the

insu

latin

g pr

oper

ties

of p

acka

ging

for t

akea

way

food

s.

• C

ompa

re te

mpe

ratu

re c

hang

es in

insu

late

d an

d no

n-in

sula

ted

mod

el h

ouse

s.•

Find

opt

imum

thic

knes

s fo

r lof

t ins

ulat

ion.

• K

now

that

hot

air

rises

and

is re

plac

ed b

y co

lder

air.

• K

now

that

met

als

are

good

con

duct

ors

of h

eat a

nd th

at tr

appe

d ai

r and

pla

stic

s ar

e go

od in

sula

tors

. •

Kno

w th

at in

sula

tion

redu

ces

heat

loss

.•

Und

erst

and

the

term

s in

sula

tor a

nd c

ondu

ctor

. •

Be

able

to d

esig

n an

d ca

rry

out a

test

to e

valu

ate

the

effe

ctiv

enes

s of

take

away

fo

od p

acka

ging

.•

Inte

rpre

t sim

ple

data

on

hom

e in

sula

tion

[no

reca

ll ex

pect

ed].

Rel

ated

Can

-Do

Task

s (2

6)

I can

use

a th

erm

omet

er to

acc

urat

ely

mea

sure

tem

pera

ture

.

(3

6)

I can

plo

t lin

e gr

aph.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

how

diff

eren

t thi

ckne

sses

of l

aggi

ng a

ffect

s th

e ra

te o

f coo

ling

of w

ater

in a

cop

per c

an.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

46

2P

11

NU

CLE

AR

PO

WE

R

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• M

ake

and

impr

ove

a ge

nera

tor.

• K

now

that

ele

ctric

ity is

mad

e by

cha

ngin

g th

e m

agne

tic �

eld

thro

ugh

a co

il of

wire

.•

Und

erst

and

that

the

amou

nt o

f ele

ctric

ity c

an b

e in

crea

sed

by s

pinn

ing

the

mag

net

fast

er, u

sing

a s

trong

er m

agne

t, us

ing

mor

e tu

rns

of w

ire.

• B

e ab

le to

labe

l a d

iagr

am o

f a g

ener

ator

to s

how

mag

net,

coil

and

met

er.

• K

now

that

gen

erat

ors

in p

ower

sta

tions

use

ele

ctro

mag

nets

.

• D

esig

n a

radi

atio

n-pr

oof s

uit.

• D

esig

n a

post

er fo

r use

in s

choo

l rem

indi

ng te

ache

rs h

ow to

han

dle

radi

oact

ive

mat

eria

l saf

ely.

• U

nder

stan

d ho

w ra

dioa

ctiv

e m

ater

ials

are

han

dled

saf

ely:

– ke

epin

g at

a d

ista

nce

by h

andl

ing

with

tong

s–

usin

g sh

ield

ing

– us

ing

labe

lled

stor

age

– m

onito

ring

time

of e

xpos

ure

– us

ing

prot

ectiv

e cl

othi

ng.

• K

now

that

exp

osur

e to

radi

oact

ivity

is m

onito

red

with

a �

lm b

adge

.

• W

atch

an

anim

atio

n of

a n

ucle

ar re

acto

r to

see

how

� ss

ion

boils

wat

er in

th

e st

eam

gen

erat

or.

• S

imul

ate

the

� ssi

on o

f a la

rge

atom

into

sm

alle

r rad

ioac

tive

atom

s.

• K

now

that

ura

nium

is a

non

-ren

ewab

le re

sour

ce.

• K

now

that

in a

nuc

lear

pow

er s

tatio

n, th

e ur

aniu

m p

rovi

des

the

sour

ce o

f ene

rgy.

• K

now

that

a lo

t of e

nerg

y is

rele

ased

by

the

split

ting

of u

rani

um a

tom

s.

• W

atch

a d

emon

stra

tion

show

ing

the

pene

tratio

n of

radi

oact

ivity

thro

ugh

diffe

rent

mat

eria

ls.

• In

vest

igat

e di

ffere

nt ty

pes

of n

ucle

ar w

aste

and

how

they

are

sto

red.

• C

onsi

der t

he n

eed

for s

ecur

ity o

f nuc

lear

inst

alla

tions

.

• K

now

that

a n

ucle

ar p

ower

sta

tion

prod

uces

har

mfu

l rad

ioac

tive

was

te.

• K

now

that

was

te fr

om n

ucle

ar p

ower

is:

– ha

rmfu

l–

radi

oact

ive

– no

t a c

ause

of g

loba

l war

min

g.•

Kno

w th

at n

ucle

ar w

aste

can

be

disp

osed

of:

– lo

w le

vel w

aste

in la

nd �

ll si

tes

(low

leve

l was

te)

– by

bur

ying

dee

p un

derg

roun

d–

by re

proc

essi

ng.

• K

now

that

plu

toni

um is

a w

aste

pro

duct

from

the

nucl

ear p

ower

indu

stry

.•

Kno

w th

at p

luto

nium

can

be

used

to m

ake

nucl

ear b

ombs

.

• D

iscu

ss th

e go

vern

men

t’s p

lans

for d

ispo

sing

of n

ucle

ar w

aste

.•

Dis

cuss

the

safe

siti

ng o

f nuc

lear

pow

er s

tatio

ns.

• Fi

nd o

ut a

bout

com

mis

sion

ing,

ope

ratin

g an

d de

com

mis

sion

ing

nucl

ear

pow

er s

tatio

ns.

• U

nder

stan

d w

hy th

ere

is a

nee

d fo

r a g

over

nmen

t age

ncy

resp

onsi

ble

for n

ucle

ar s

afet

y.•

In th

e co

ntex

t of n

ucle

ar p

ower

, und

erst

and

that

peo

ple

can

mak

e ch

oice

s ab

out t

he b

est

use

of s

cien

ce a

nd te

chno

logy

. •

Rec

all o

ne ri

sk a

nd o

ne b

ene�

t of

nuc

lear

pow

er.

Rel

ated

Can

-Do

Task

s (3

6)

I can

plo

t a li

ne g

raph

.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

spee

d of

rota

tion

of a

han

d-cr

anke

d dy

nam

o an

d th

e vo

ltage

pro

duce

d.

© O

CR

201

1 E

ntry

Lev

el C

erti�

cat

e in

Sci

ence

47

2P

12

FULL

SP

EC

TR

UM

Sugg

este

d A

ctiv

ities

and

Exp

erie

nces

Con

tent

Sta

tem

ents

• U

se a

mne

mon

ic s

uch

as R

oll O

ut Y

our G

uinn

ess

Boy

s In

Vat

s or

Rur

al

Old

Yok

els

Guz

zle

Bee

r In

Volu

mes

.•

Mak

e a

rain

bow

usi

ng w

ater

from

a g

arde

n ho

se.

• K

now

that

vis

ible

ligh

t is

part

of a

gro

up o

f wav

es c

alle

d th

e el

ectro

mag

netic

spe

ctru

m.

• K

now

that

all

wav

es fr

om th

e el

ectro

mag

netic

spe

ctru

m tr

avel

at t

he s

peed

of l

ight

.•

Be

able

to li

st th

e co

lour

s of

the

visi

ble

spec

trum

in o

rder

from

red

to v

iole

t.•

Kno

w th

at a

rain

bow

is a

nat

ural

ly o

ccur

ring

exam

ple

of th

e vi

sibl

e sp

ectru

m.

• R

ecal

l tha

t a v

isib

le s

pect

rum

can

be

prod

uced

whe

n w

hite

ligh

t pas

ses

thro

ugh

a pr

ism

.

• R

esea

rch

uses

for l

aser

s.•

Kno

w th

at a

lase

r pro

duce

s a

narr

ow, i

nten

se b

eam

of l

ight

.•

Rec

all u

ses

of la

sers

lim

ited

to: r

ead

CD

s, li

ght s

how

s, p

oint

ers,

wea

pon

guid

ance

, cu

tting

tool

s.

• U

se a

n in

frare

d de

tect

or to

sho

w th

ere

is ra

diat

ion

beyo

nd re

d.•

Look

at e

xam

ples

of p

hoto

grap

hs ta

ken

at n

ight

, e.g

. fro

m s

urve

illan

ce

cam

eras

.•

Iden

tify

hous

ehol

d ob

ject

s w

hich

wor

k by

usi

ng in

frare

d ra

diat

ion.

• R

ecal

l tha

t war

m a

nd h

ot o

bjec

ts e

mit

infra

red

radi

atio

n.•

Kno

w th

at p

assi

ve in

frare

d se

nsor

s an

d th

erm

al im

agin

g ca

mer

as w

ork

by d

etec

ting

body

hea

t.•

Kno

w th

at in

frare

d is

use

ful f

or:

– re

mot

e co

ntro

l for

TV

etc

.–

shor

t dis

tanc

e da

ta li

nks

for c

ompu

ter o

r mob

ile p

hone

– ni

ght p

hoto

grap

hy–

burg

lar a

larm

s–

heat

ing

thin

gs, e

.g. e

lect

ric �

re, t

oast

er, g

rill.

• Li

sten

to th

e qu

ality

of r

ecep

tion

from

diff

eren

t rad

io fr

eque

ncy

band

s.•

Invi

te lo

cal p

olic

e to

dem

onst

rate

a ra

dar g

un.

• R

ecal

l tw

o ex

ampl

es o

f use

s of

mic

row

ave

radi

atio

n fro

m:

– co

okin

g–

mob

ile p

hone

s–

rada

r–

com

mun

icat

ion

with

sat

ellit

es.

• R

ecal

l tha

t mic

row

aves

cau

se h

eatin

g w

hen

abso

rbed

by

wat

er o

r fat

and

this

is th

e ba

sis

of m

icro

wav

e co

okin

g.•

Rec

all s

ome

conc

erns

abo

ut c

hild

ren

usin

g m

obile

pho

nes.

• In

terp

ret i

nfor

mat

ion

from

diff

eren

t stu

dies

into

the

effe

cts

of m

obile

pho

ne u

sage

[no

reca

ll ex

pect

ed].

• D

iscu

ss th

e ad

vant

ages

and

dis

adva

ntag

es o

f wire

less

link

s fo

r co

mm

unic

atio

n.•

Com

pare

mob

ile a

nd �

xed

phon

es.

• Fi

nd o

ut h

ow th

e m

obile

pho

ne s

yste

m w

orks

.

• K

now

that

radi

o w

aves

pro

duce

ele

ctric

al s

igna

ls in

met

al a

eria

ls.

• R

ecal

l tw

o ex

ampl

es o

f use

s of

radi

o w

aves

:–

radi

o–

wire

less

link

s fo

r lap

top

com

pute

rs.

• U

nder

stan

d th

e ad

vant

ages

of w

irele

ss te

chno

logy

for g

loba

l com

mun

icat

ions

.

Rel

ated

Can

-Do

Task

s (2

0)

I can

pro

duce

a p

oste

r on

the

safe

use

of m

obile

pho

nes.

Poss

ible

Pra

ctic

al A

ctiv

ity

Inve

stig

ate

the

rela

tions

hip

betw

een

the

wid

th o

f the

vis

ible

spe

ctru

m p

rodu

ced

usin

g a

pris

m a

nd th

e an

gle

of in

cide

nce

of w

hite

ligh

t.

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49 © OCR 2011 Entry Level Certi� cate in Science

Assessment of Entry Level Certi� cate in Science 3

3.1 Overview of the assessment in Entry Level Certi� cate in Science

There is one unit made up of three assessment elements and the credit for each element is aggregated by the centre to produce a � nal points total for each candidate.

Entry Level Science (R591)

Element 1: End-of-Item Tests

70% of the total 70 points

• Candidates may submit the results of a maximum of 35 out of 39 tests. This number should consist of a minimum of nine items from each of Biology, Chemistry and Physics to provide an appropriate overall balance.

• All tests carry 15 marks and are approximately 10 minutes in duration.

• The marks for each test are converted into points. Each test yields a maximum of two points.

Element 2: Can-Do Tasks

10% of the total 10 points

• Each task is marked out of 1 mark, 2 marks or 3 marks. A maximum of 10 assessed tasks can be used for the � nal points total giving a maximum of 30 marks. This mark is divided by 3 to give a maximum of 10 points.

• Assessed in practical situations.

Element 3: Practical Tasks

20% of the total20 points

• Centres are able to devise their own practical tasks or may use ones suggested in the teacher support handbook

• Candidates can attempt more than one of these tasks but the points submitted must be based on each candidate’s response to the whole of one task.

• The task is assessed by the teacher using performance descriptors for � ve aspects, awarding marks out of 4 for each.

• The total mark, out of a maximum of 20, is directly converted into points. Suggested time: 4 hours.

Postal moderation of a sample of candidates’ work takes place at the end of the course. Marked end-of-item tests and evidence from all other elements must be retained for all candidates in case it is required for moderation.

50 © OCR 2011 Entry Level Certi� cate in Science

3

3.2 Assessment availability

There is one assessment series each year in June.

The � rst series that candidates may be awarded this quali� cation is June 2013.

3.3 Assessment objectives

Candidates are expected to demonstrate their ability to:

AO1 Recall, select and communicate their knowledge and understanding of science;

AO2 Apply skills, knowledge and understanding of science in practical and other contexts;

AO3 Collect, present and recognise patterns in data, draw conclusions and comment on methods used to collect data.

3.4 Assessment objective weightings

The relationship between the elements of assessment and the assessment objectives is shown in the following grid:

Element of assessment % of Entry Level Science

AO1 AO2 AO3 Total

End-of-Item Tests 37 28 5 70

Can-Do Tasks – 10 – 10

Practical Task 2 2 16 20

Total 39 40 21 100

3.5 Awarding of grades

The grades awarded for the Entry Level Certi� cate will be at three levels: Entry 1, Entry 2 and Entry 3.

All mark schemes have been written to address the following targeted thresholds:

Speci� cation Grade Entry 3 Entry 2 Entry 1

Target 80% 60% 40%

51 © OCR 2011 Entry Level Certi� cate in Science

Internal Assessment 4

4.1 Nature of assessment

• Teachers record the raw marks generated from their candidates’ work for the three elements of assessment (end-of-item tests, can-do tasks and the practical task).

• These raw marks are converted into points for each element (using separate conversion scales in order to preserve the overall weightings of the assessment).

• The aggregation of these points leads to the award of Bronze, Silver and Gold interim certi� cates by the centre. Following � nal entry, OCR will certi� cate a candidate’s overall level of achievement at Entry Level 1, 2 or 3 following moderation.

Principles of assessment

Introduction to skills assessment

End-of-Item Tests (70%)

An end-of-item test is an integral part of each of the 39 items forming the speci� cation. It is accepted that absence through illness, or other unforeseen circumstances, may affect candidates’ assessment and they are therefore expected to submit the results for a maximum of 35 of these tests. (When candidates are able to take more than 35, the results of the best 35 tests may be submitted for certi� cation.) There is no minimum requirement.

The tests are supervised by teachers in normal lesson time and will be taken at times convenient to the centre. Teachers are required to ensure that normal examination conditions for supervision and invigilation are maintained. Candidates who miss a test may take it on another occasion convenient to the centre. Further details are available in the teacher support handbook for centres.

For each item, candidates are only allowed one attempt at the associated end-of-item test. Candidates are not allowed to retake any end-of-item tests or take an alternative version of any end-of-item test.

All tests carry 15 marks and are constructed to a common format. The breakdown of marks will be:

Assessment Objectives Marks

AO1 Recall, select and communicate their knowledge and understanding of science. 8 ± 2

AO2 Apply skills, knowledge and understanding of science in practical and other contexts. 6 ± 2

AO3 Collect, present and recognise patterns in data, draw conclusions and comment on methods used to collect data. 1 ± 1

52 © OCR 2011 Entry Level Certi� cate in Science

4

There is no formal time limit for these tests, but it is expected that most candidates will be able to complete a test within 10 minutes.

Marking of the tests will be carried out by teachers according to the detailed mark schemes provided by OCR. All test papers and mark schemes should be retained securely until the end of the course and will be sampled during the moderation process.

The raw marks obtained from these tests are converted into points according to the following scale:

Raw Mark 2–4 5–7 8–11 12–15

Points 0.5 1 1.5 2

The maximum points total for this element of the assessment is 70 (= 35 tests × 2).

Can-Do Tasks (10%)

These tasks are designed to provide, at frequent intervals, positive reinforcement of candidates’ attainment and generate an assessment of the practical application of their knowledge, understanding and skills.

The tasks enable all candidates to achieve success but still provide challenge and reward for high attaining candidates. The tasks are set at three levels.

Basic Skills: 1 Mark Tasks Simple practical skills, which should be within the reach of all candidates.

Intermediate Skills: 2 Mark Tasks More complex tasks which require more than one practical skill.

Advanced Skills: 3 Mark Tasks Extended activities which require a candidate to perform a sequence of more demanding operations.

Opportunities to demonstrate pro� ciency in can-do tasks are indicated throughout the speci� cation content and are summarised in Appendix B. Frequent opportunities will arise during the course for candidates to attempt these tasks.

It is expected that during their course candidates will attempt a wide range of tasks at a variety of levels and that all candidates will be able to achieve success at their level. A total of 36 tasks is available and candidates may gain credit from a maximum of 10 of them. Thus, candidates can gain a maximum of 10 marks from ten basic skills tasks or 20 marks by matching 10 intermediate skills tasks or 30 marks by successfully completing 10 advanced skills tasks. However, any combination of basic, intermediate and advanced tasks may be taken.

There is no formal time for these can-do tasks. It is expected that candidates are assessed by their teachers in their practical lessons.

53 © OCR 2011 Entry Level Certi� cate in Science

Practical Task (20%)

Candidates are assessed on their ability to:

• plan a suitable safe procedure

• display data in a suitable format

• recognise patterns in data

• interpret data and relate to relevant science

• comment on the method used to collect data.

The performance descriptors for the practical task are provided in Appendix C.

Since the collection of data is not assessed in the practical task it is not essential for candidates to collect all of the data which is to be used in the task. Their own primary data may be supplemented with extra data from other candidates or classes, demonstrations or other sources.

The practical task is expected to take approximately four to � ve hours.

4

Links with GCSE

It is recognised that many candidates, initially of low attainment at the start of the Entry Level course, will make suf� cient progress to warrant an entry to GCSE Science.

The practical task is a useful preparation for undertaking a GCSE Controlled Assessment task. The task and the performance descriptors have been developed to allow an easy progression from the requirements for Entry Level to those for GCSE Science in the Gateway or Twenty First Century suites.

4.2 Supervision and authentication of internally assessed work

OCR expects teachers to supervise and guide candidates who are undertaking work that is internally assessed. The degree of teacher guidance will vary according to the kind of work being undertaken. It should be remembered, however, that candidates are required to reach their own judgments and conclusions.

When supervising internally assessed tasks, teachers are expected to:

• offer candidates advice about how best to approach such tasks

• exercise supervision of the work in order to monitor progress and to prevent plagiarism

• ensure that the work is completed in accordance with the speci� cation requirements and can be assessed in accordance with the speci� ed mark descriptions and procedures.

The centre must ensure that suf� cient work takes place under direct supervision to allow the teachers concerned to authenticate each candidate’s work with con� dence.

54 © OCR 2011 Entry Level Certi� cate in Science

4

4.3 Production and presentation of internally assessed work

Candidates must observe certain procedures in the production of internally assessed work:

• any copied material must be suitably acknowledged

• where work is based on the use of secondary data, the original sources must be clearly identi� ed

• each candidate’s work for the assessed practical task should be stapled together at the top left-hand corner and have a completed cover sheet as the � rst page.

4.4 Annotation of candidates’ work

Each piece of assessed work should show how the marks have been awarded in relation to the performance descriptors.

The writing of comments on candidates’ work provides a means of dialogue and feedback between teacher and candidate and a means of communication between teachers during internal standardisation of coursework.

The use of a completed cover sheet, available for each candidate’s practical task, provides a means of communication between teacher and moderator and might replace the need for annotation.

4.5 Marking internally assessed work

A detailed mark scheme is provided with each end-of-item test. It is essential that all teachers mark the tests consistently and accurately according to the guidance provided.

All marking must be done in red ink/biro and acceptable answers need to be indicated using a tick (�). All answers which are wrong or are too vague should have a cross (�) against them.

Omissions should be indicated by the use of the � sign. All responses given by the candidate must show clearly that the teacher has considered the answer given.

It is not necessary to total the mark for each question.

In rare cases a candidate may give an answer which is not provided on the mark scheme. If the teacher considers that the answer is worth the mark, then it should be awarded. In such cases the test paper should be annotated and the notice of the moderator be drawn to it when the sample for moderation is despatched during the � nal certi� cation process.

The raw marks obtained from these tests are converted into points according to the following scale:

Raw Mark 2–4 5–7 8–11 12–15

Points 0.5 1 1.5 2

Element 1: End-of-Item Tests (Points total out of 70)

The marks and points are then entered on each candidate’s record card.

The total number of marks required for certi� cation is 35. The maximum points total for this element of the assessment is 70 (= 35 tests x 2). Further tests may be sat to achieve this; however candidates may only sit end-of-item tests once.

55 © OCR 2011 Entry Level Certi� cate in Science

4

When a task has been successfully completed, the number of marks allocated to the task (1, 2 or 3, depending on the level of the task) are awarded and recorded on candidates’ record cards. No credit is available for partial completion, so that a 3 mark task can only have 3 or 0 marks awarded; it is not possible to award 1 or 2 marks for a 3 mark task.

A successfully completed task is where the candidate, working independently without signi� cant teacher intervention or assistance, has:

• collected appropriate materials and equipment to perform the task

• worked safely, maintaining an organised working environment

• produced evidence to show that the outcome identi� ed by the task has been achieved.

At the end of the course, results for the highest scoring ten tasks should be identi� ed and the total mark calculated out of a maximum of 30. This is then divided by three to give a � nal points total out of 10, which should be entered on each candidate’s record card.

Candidates can attempt any number of can-do tasks.

Element 2: Can-Do Tasks (Points total out of 10)

Marks are awarded for each of � ve aspects of the task (see Appendix C). Each aspect carries a maximum of four marks. The award of marks is based on the professional judgement of the science teacher, working within a framework of descriptions of performance (see Appendix C). Different aspects of performance are identi� ed in the marking grid. For each of these, two descriptions of performance (for 1–2 and 3–4 marks) identify what is expected for candidates working at different levels.

The task should be marked using a ‘best � t’ approach. For each of the aspects, teachers should � rst use their professional judgement to select one of the two band descriptors provided in the marking grid that most closely describes the quality of the work being marked.

To select the most appropriate mark within the band descriptor, teachers should use the following guidance:

• where the candidate’s work convincingly meets the statement, the higher mark should be awarded

• where the candidate’s work just meets the statement, the lower mark should be awarded.

Marking should be positive, rewarding achievement rather than penalising failure or omissions. The award of marks must be directly related to the marking criteria.

Teachers should use the full range of marks available to them and award full marks in any band for work which fully meets that descriptor. This is work which is ‘the best one could expect from candidates working at that level’.

Marking decisions should be recorded on a candidate cover sheet. This cover sheet can be downloaded from the OCR website www.ocr.org.uk. For any aspect, a tick on the grid should be used to indicate the performance statement that best matches the work. When each aspect of performance has been assessed in this way, the addition gives a total in the range of 0–20 points.

Each candidate’s total mark for the practical task must come from a single task.

The maximum total mark is 20 and this is converted directly into points which should be entered on each candidate’s record card.

Element 3: Practical Task (Points total out of 20)

56 © OCR 2011 Entry Level Certi� cate in Science

4

Teachers are required to record each candidate’s achievement on a candidate record card.

The candidate record card is a four-sided document. Page 1 has spaces to indicate the total points accumulated at the time the course is completed. Pages 2, 3 and 4 deal with the can-do tasks, the practical task and the end-of-item test results.

The candidate record card also forms a useful ‘wrap-round’ cover for the portfolio of assessed work from the candidate.

All assessed work which has contributed to the � nal total for each candidate must be available for moderation.

For each candidate selected at the time of moderation, the moderator is sent a copy of the candidate record card.

The totals of the three elements are added to establish each candidate’s � nal points total and this should be submitted to OCR on form MS1 or by Interchange, by the published deadline in the year of entry for Entry Level certi� cation. These forms are produced and despatched at the relevant time based on entry information provided by the centre.

Recording and Submitting Marks

57 © OCR 2011 Entry Level Certi� cate in Science

4

4.6 Moderation

All internally assessed work is marked by the teacher and internally standardised by the centre. Points totals are then submitted to OCR, after which moderation takes place in accordance with OCR procedures. The purpose of moderation is to ensure that the standard of the award of marks/points for work is the same for each centre and that each teacher has applied the standards appropriately across the range of candidates within the centre.

All centres entering candidates are subject to quality control via moderation of a sample of candidates’ work towards the end of the course. This speci� cation offers the opportunity for moderation evidence to be submitted electronically via the OCR Repository (see Entry codes in Section 7.1 Registration and entries of this speci� cation).

OCR will select the sample and inform the centre where the sample of work is to be sent. Materials must be despatched to arrive with the moderator within 5 days of receipt of the sample request. Any delays may affect the issue of candidates’ results. In the case of centres using the OCR Repository, moderators will access coursework directly:

• if there are 10 or fewer candidates the complete work of all candidates should be sent to the moderator (or be uploaded to the OCR Repository) without the need to wait for a request from OCR

• any correspondence with OCR relating to Special Arrangements and the work of the appropriate candidates should be sent to the moderator (or be uploaded to the OCR Repository) with the sample

• completed form CCS160 should accompany the work (or be uploaded to the administration section of the OCR Repository) – candidate authentication forms should be retained by the centre

• centres are advised to have the work of all candidates available in case a further sample is required by the moderator

• postal moderation only – it is advisable to remove the covers of coursework where they might add unnecessary bulk to the parcel and increase the cost of its despatch

• centres should use a system that provides for tracking should the parcel delivery be delayed

• cover sheets must be attached to each candidate’s practical task work (or be uploaded to the OCR Repository).

Any subsequent requests from the moderator e.g. to reconsider the centre’s order of merit or to supply further samples of work should be acted upon with the minimum of delay.

The outcome of moderation will be noti� ed to the centre in due course, at which stage the centre will have the right to submit a result enquiry, requesting a re-moderation.

After moderation has been completed, all candidates’ work must be kept securely in the centre until the results have been published and until any results enquiries/appeals have been concluded.

58 © OCR 2011 Entry Level Certi� cate in Science

4

4.7 Minimum requirements for internally assessed work

If a candidate submits no work for this internally assessed unit, then the candidate should be indicated as being absent from that unit on the mark sheets submitted to OCR. If a candidate completes any work at all for this internally assessed unit, then the work should be assessed according to the criteria or mark scheme and the appropriate mark awarded, which may be zero.

4.8 Submitting the moderation samples via the OCR Repository

The OCR Repository, which is accessed via Interchange, is a system which has been created to enable centres to submit candidate work electronically for moderation. It allows centres to upload work for several candidates at once but does not function as an e-portfolio for candidates.

The OCR Entry Level Certi� cate in Science Unit R591 can be submitted via the OCR Repository.

Once you receive your sample request, you should upload the work to the OCR Repository within three days of receiving the request. Instructions for how to upload � les to OCR using the OCR Repository can be found on the OCR website.

It is the centre’s responsibility to ensure that any work submitted to OCR electronically is virus-free.

59 © OCR 2011 Entry Level Certi� cate in Science

4

4.9 Linking of points to interim awards

The centre may award interim certi� cates at Bronze, Silver and Gold, as described below. These interim awards provide motivation and maintain engagement by recognising candidates’ progress.

Awards are based on credit accumulation. Any combination of points gained from the assessment elements is used to reach the threshold total for each level of interim award.

Teachers will need to monitor the performance of the candidates at frequent intervals during the course. As they approach the three key points for the interim awards of Bronze, Silver and Gold the candidates should be aware of how close they are to achieving their award.

Bronze Award (40%)

An example of a performance for Bronze award would be:

End-of-Item Tests – 30 points out of 70

Can-Do Tasks – 5 points out of 10

Practical Task – 5 points out of 20

This represents an overall achievement of 40%.

Silver Award (60%)

An example of a performance for Silver award would be:

End-of-Item Tests – 43 points out of 70

Can-Do Tasks – 7 points out of 10

Practical Task – 10 points out of 20

This represents an overall achievement of 60%.

Gold Award (80%)

An example of a performance for Gold award would be:

End-of-Item Tests – 55 points out of 70

Can-Do Tasks – 9 points out of 10

Practical Task – 16 points out of 20

This represents an overall achievement of 80%.

60 © OCR 2011 Entry Level Certi� cate in Science

Support for Entry Level Certi� cate in Science5

The following materials will be available on the OCR website www.ocr.org.uk:

• Entry Level Certi� cate in Science Speci� cation

• Specimen assessment materials

• Teachers’ Handbook

5.1 Free resources available from the OCR website

5.2 Other resources

OCR offers centres a wealth of high quality published support with a choice of ‘Of� cial Publisher Partner’ and ‘Approved Publication’ resources, all endorsed by OCR for use with OCR speci� cations.

5.3 Training

For more information go to www.ocr.org.uk/training/.

5.4 OCR Support Services

OCR Interchange has been developed to help you to carry out day-to-day administration functions online, quickly and easily. The site allows you to register and enter candidates online. In addition, you can gain immediate and free access to candidate information at you convenience. Sign up at https://interchange.ocr.org.uk.

61 © OCR 2011 Entry Level Certi� cate in Science

Access arrangements for Entry Level Certi� cate in Science

Arrangements for candidates with special needs for Entry Level Certi� cate speci� cations are based on the principle that the centre is best able to assess the needs of the candidate and the appropriateness of the arrangement required. Arrangements for candidates with special needs should not advantage nor disadvantage a particular candidate, nor should they reduce the reliability and validity of the assessment.

The arrangements for candidates with special needs are more � exible than those currently available at GCSE and as such it should not be assumed that any arrangements made at Entry Level Certi� cate Level will automatically be available at GCSE or GCE Level. Please consult the JCQ bookle t Access Arrangements, Reasonable Adjustments and Special Consideration, chapter 8. Entry Level Forms are available on the JCQ website (Forms 11–13).

The following arrangements can be made for candidates without permission being sought:

• mechanical and technological aids may be used by candidates who are physically dependent on them; (screen readers must not be used in reading texts)

• instructions regarding the conduct of any In-Course tests may be simpli� ed

• language support staff may provide linguistic help; (please see regulations relating to readers and scribes, sign language and oral language modi� ers)

• bilingual and word exchange lists may be used.

For information relating to permission to use the following special arrangements, please consult the JCQ booklet Access Arrangements, Reasonable Adjustments and Special Consideration, chapter 9.

Under certain circumstances:

• the teacher may act under the candidate’s instructions to perform simple physical actions which the candidate is unable to undertake; (please see regulations on the use of practical assistants)

• mechanical and technological aids may be used by candidates who generally use them in their normal work; (for screen readers, please see regulations relating to readers)

• communicators or signers may be used

• readers and amanuenses may be used

• the tests may be modi� ed as necessary for visually impaired candidates. It is the responsibility of the centre to Braille or enlarge the tests.

It is expected that, generally, the candidate’s own teacher will act as a communicator, a signer, a reader or an amanuensis.

Further clari� cation of any special arrangements may be obtained by consulting the JCQ booklet Access Arrangements, Reasonable Adjustments and Special Consideration or by contacting OCR Special Requirements Team.

6

62 © OCR 2011 Entry Level Certi� cate in Science

Administration of Entry Level Certi� cate in Science

Centres must be registered with OCR in order to make any entries, including estimated entries. It is recommended that centres apply to OCR to become a registered centre well in advance of making their � rst entries.

Both estimated and � nal entries must be made in the certi� cation year. Estimated entries, giving estimated numbers only, are needed for the appointment of the centre moderators and � nal entries provide the necessary individual candidate details.

Candidates should be entered for the quali� cation code R591.

It is essential that entry codes are quoted in all correspondence with OCR.

For this quali� cation candidates must be entered for either component 01 (electronic submission via the OCR Repository) or 02 (postal moderation). Centres must enter all of their candidates for ONE of these components. It is not possible for centres to offer both components within the same series.

7.1 Registration and entries

7

Entry option code Component code Submission method

R591A 01 OCR Repository

R591B 02 Postal moderation

Candidate entries must be made by the dates published on the OCR website.

7.2 Entry deadlines

Interim certi� cates for Bronze, Silver and Gold awards can be awarded by centres at any time during the course, but � nal certi� cates will be issued by OCR when the candidates have completed the course.

Final certi� cation is available from OCR on a three-point scale of grades: Entry 1, Entry 2 and Entry 3, where Entry 3 is the highest grade available.

7.3 Grading and award of certi� cates

Candidates may re-sit the quali� cation an unlimited number of times.

7.4 Quali� cation re-sits

Under certain circumstances, a centre may wish to query the result issued to one or more candidates. Enquiries about results must be made immediately following the series in which the relevant unit was taken (by the enquiries about results deadline).

Please refer to the JCQ Post-Results Services booklet and the OCR Admin Guide for further guidance about action on the release of results. Copies of the latest versions of these documents can be obtained from the OCR website.

7.5 Enquiries about results

Candidates who enter for this Entry Level speci� cation may not also enter for any Entry Level speci� cation with the certi� cation title Science in the same examination series.

They may, however, also enter for any GCSE or equivalent quali� cation.

7.6 Restrictions on candidates’ entries

63 © OCR 2011 Entry Level Certi� cate in Science

Other information about Entry Level Certi� cate in Science

8.1 Overlap with other quali� cations

8

There is some overlap of content with the OCR GCSE Science A and B, although the assessment requirements are different.

This Entry Level quali� cation is a general quali� cation designed to enable candidates to progress either directly to employment or to Level 1 (Foundation) courses, for example to GCSE Science, GCSE Additional Applied Science or GCSE Environmental and Land-Based Science.

The progress of some candidates during the course might be suf� cient to allow their transfer to a GCSE Science course.

8.2 Progression from this quali� cation

OCR has taken great care in preparation of this speci� cation and assessment materials to avoid bias of any kind.

8.3 Avoidance of bias

This speci� cation complies in all respects with The Statutory Regulation of External Quali� cations 2004.

8.4 Regulatory requirements

This speci� cation and associated assessment materials are in English only.

8.5 Language

During the course there are opportunities to promote candidates’ spiritual, moral, social and cultural development.

8.6 Spiritual, moral, ethical, social, legislative, economic and cultural issues

Issue Opportunities for Teaching the Issues in the Units of the Course

The endeavour of science in describing the structure and functioning of the natural and modern world. B.3, C.8, P.6

The ethical and moral implications of some of the applications of science and technology. B.1, B.2, B.12

A sense of awe and wonder at the atomic and molecular workings of the material world. B.2, B.12

The endeavour of scientists in the development of knowledge and understanding of the material world. B.1, C.7, C.8

Pollution. B.7, C.6

64 © OCR 2011 Entry Level Certi� cate in Science

8

8.7 Sustainable development, health and safety considerations and European developments, consistent with international agreements

OCR has taken account of the 1988 Resolution of the Council of the European Community in preparing this speci� cation. European examples should be used where appropriate in the delivery of the subject content.

Issue Opportunities for Teaching the Issues in the Units of the Course

Environmental issues:

Energy and mineral recycling. C.4

The positive steps taken to reduce environmental pollution. B.7

The conservation of resources. C.4, P.2, P.7

Environmental monitoring. B.7, B.8, C.6, C.12

Health and Safety issues:

Safe practice in the laboratory. C.1, C.9, P.13

Diet and malnutrition. B.5

Diabetes and its treatment. B.6

Smoking and related diseases. B.7

Although this speci� cation does not make speci� c reference to the European Dimension it may be drawn into the course of study in a number of ways.

65 © OCR 2011 Entry Level Certi� cate in Science

8

8.8 Key skills

8.9 Citizenship

Since September 2002, the National Curriculum for England at Key Stage 4 has included a mandatory programme of study for Citizenship. Parts of the programme of study for Citizenship (2007) may be delivered through an appropriate treatment of other subjects.

This speci� cation provides opportunities for the development of the Key Skills of Communication, Application of Number, Information Technology, Working with Others, Improving Own Learning and Performance and Problem Solving at Levels 1 and/or 2. However, the extent to which this evidence ful� ls the Key Skills criteria at these levels will be totally dependent on the style of teaching and learning adopted for each unit.

The following table indicates where opportunities may exist for at least some coverage of the various Key Skills criteria at Levels 1 for each unit.

Unit C AoN IT WwO IoLP PS

1 1 1 1 1 1

R591 � � � � v

66 © OCR 2011 Entry Level Certi� cate in Science

Appendix A: Grade descriptionsA

Grade descriptions are provided to give an indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions should be interpreted in relation to the content speci� ed in the speci� cation: they are not designed to de� ne the content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of the assessment may be balanced by better performance in others.

Knowledge and Understanding of Science

Candidates recall, understand and apply knowledge from a limited range of the de� ned speci� cation content. For example: they are able to label a diagram of a plant to show roots, stems, leaves, � owers and buds; they know that gold and silver are expensive, shiny and heavy; they know that forces can be pulls, pushes, twists or bends. They are able to communicate simple ideas using everyday language.

Can-Do Tasks

Candidates show that they are able to carry out some simple tasks, some of which involve the use of scienti� c equipment, safely. For example: ‘I can match an animal to where it lives or when it lived’; ‘I can separate a simple mixture’; ‘I can write a message in mirror’.

Practical Task

Candidates can carry out simple investigative work with help. They can work safely to collect at least one piece of evidence. They can state simply what they have found out, can comment on the procedures used or the evidence obtained.

Knowledge and Understanding of Science

Candidates recall, understand and apply knowledge from a range of the de� ned speci� cation content. For example: they know that animals get their food from eating plants and other animals; know that a mixture contains two or more non-combined substances and know about using mobile phones safely. They communicate ideas making limited use of scienti� c and technical vocabulary.

Can-Do Tasks

Candidates show that they are able to carry out simple tasks, some of which involve the manipulation of scienti� c equipment safely. For example: ‘I can use Universal Indicator solution to � nd pH’; ‘I can carry out a test to show the presence of carbon dioxide’; ‘I can use a newtonmeter to measure force’.

Practical Task

Candidates carry out some investigative work in which they research and collect some evidence. They can process, in simple terms, the data that has been collected and make a relevant comment about the procedures used or the evidence obtained.

Entry 1

Entry 2

67 © OCR 2011 Entry Level Certi� cate in Science

A

Knowledge and Understanding of Science

Candidates recall, understand and apply knowledge from a wide range of the de� ned speci� cation content. For example: understand that different people have different lifestyles and therefore dietary requirements; know the physical differences between metals and non-metals; know that unbalanced forces make things move. Candidates obtain information from simple tables and charts and are able to link cause and effect in simple contexts. They communicate ideas well making some use of scienti� c and technical vocabulary.

Can-Do Tasks

Candidates show that they are able to carry out simple tasks, including those which involve the manipulation of scienti� c equipment, safely and with con� dence. These may require candidates to take accurate measurements. For example: ‘I can use a thermometer to measure temperature accurately’; ‘I can do a test to compare quantities of Vitamin C in fruit juice’.

Practical Task

Candidates carry out work in which they plan, research, collect and record evidence, and present data in the form of simple tables or charts. They identify a straightforward trend or pattern in their results and make summarising comments on the procedures used and the evidence obtained. In a simple way they relate their investigative work to appropriate scienti� c knowledge and understanding.

Entry 3

68 © OCR 2011 Entry Level Certi� cate in Science

Appendix B: List of Can-Do TasksB

Can-do tasks provide progression in the attainment of skills. Candidates will have different levels of skills at the start of the course and will progress to different levels at different rates.

The 12 tasks listed below represent basic skills and are suitable for candidates working towards an interim Bronze award and a � nal certi� cation at Entry 1.

Basic Skills: 1 Mark Tasks

Level 1 Item Details

1 B1 I can measure a person’s breathing rate or pulse.

2 B3 B8 Given information I can match an animal to where it lives or when it lived.

3 B9 B11 I can measure the effect of caffeine on heart rate.

4 B10 I can safely carry out a food test for starch.

5 C1 C9 I can use a measuring cylinder to measure volume.

6 C7 I can identify some common metals: iron (using a magnet) copper, aluminium and lead (by sight and touch).

7 C9 I can add results to a bar chart.

8 C9 P9 I can measure reaction time.

9 C10 I can separate a simple mixture (e.g. iron � lings/aluminium, salt/sand).

10 C11 I can take a set of � ngerprints.

11 P5 I can write a message in mirror writing.

12 P12 I can produce a poster on the safe use of mobile phones.

69 © OCR 2011 Entry Level Certi� cate in Science

B

The 12 tasks listed below represent intermediate skills and are suitable for candidates working towards an interim Silver award and a � nal certi� cation at Entry 2.

Intermediate Skills: 2 Mark Tasks

Level 2 Item Details

13 B2 I can read data from a graph.

14 B3 I can collect (scienti� c) information about an endangered or extinct species.

15 B5 I can safely carry out a food test for glucose.

16 B6 I can make a lea� et to warn old people of the dangers of hypothermia.

17 B7 C1C6 I can carry out a test to show the presence of carbon dioxide.

18 B10 C1 I can use Universal Indicator solution to � nd pH.

19 C3 I can make a paint sample and prove that it works.

20 C5 I can make measurements to test a property of a � bre or fabric.

21 C10 C11 I can make a chromatogram.

22 C12 I can make a poster to warn about the dangers of CO poisoning.

23 P2 I can read a domestic electricity meter.

24 P4 I can use a newtonmeter to measure force.

70 © OCR 2011 Entry Level Certi� cate in Science

B

The 12 tasks listed below represent advanced skills and are suitable for candidates working towards an interim Gold award and a � nal certi� cation at Entry 3.

Level 3 Tasks

Level 3 Item Details

25 B5 I can record my daily protein intake.

26 B6 P10 I can use a thermometer to measure temperature accurately.

27 B8 I can carry out a simple survey of a habitat.

28 B12 P8 I can measure length / distance accurately.

29 C4 I can extract a sample of copper from its ore.

30 C7 I can make and then test a sample of concrete for its strength.

31 C8 I can � nd the location of ten earthquakes or volcanoes and put them on a map

32 C9 P4 I can measure time accurately (e.g. to time a chemical reaction).

33 C13 I can do a test to compare the quantity of Vitamin C in fruit juices.

34 P3 I can use a plotting compass to map a magnetic � eld.

35 P4 I can measure the speed of a moving object.

36 P10 I can plot a line graph.

The Level 1 task (4), I can safely carry out a food test for starch, links to the Level 2 task (15), I can safely carry out a food test for glucose.

In the Level 3 task (36) I can plot a line graph, some candidates may not achieve this task but may be awarded the Level 2 task (13), I can read data from a graph.

The Level 2 task (20), I can take measurements to test the property of a � bre or a fabric may be extended for some candidates to allow achievement of the Level 3 task (30), I can make and then test a sample of concrete for its strength

More details on the use of can-do tasks to provide progression in skills development can be found in the OCR Teacher support handbook and at OCR INSET sessions.

71 © OCR 2011 Entry Level Certi� cate in Science

Appendix C: Performance descriptors for Practical Task

Performances are described at the 1 – 2 mark and 3 – 4 mark standards.

C

Aspects 0 1 – 2 marks 3 – 4 marks Assessment Objectives

A Planning to collect data

* outlines a simple plan which would enable a limited amount of data to be collected

describes the method and apparatus selected to collect data makes an appropriate comment about safe working

AO1 – 2AO2 – 2

B Processing the data

* displays a few results in charts or graphs, using given axes or scales

constructs simple charts or graphs to display data in an appropriate way, allowing some errors in scaling or plotting

AO3 – 4

C Patterns in the data

* notes at least one difference between situations/cases, or compares individual results

identi� es trend(s) or pattern(s) in the data

AO3 – 4

D Interpreting the data

* makes a simple attempt to interpret the data

relates the trend(s) or pattern(s) to the relevant science

AO3 – 4

E Reviewing the method

* makes a simple comment about the method used to collect data

comments on the method used and how it affects the quality of data collected

AO3 – 4

* no response or the response is not suf� cient for the award of 1 mark

72 © OCR 2011 Entry Level Certi� cate in Science

Appendix D: Mathematics skillsD

Candidates are permitted to use calculators in all assessments.

Candidates should be able to:

• Recognise and use whole numbers to one decimal place

• Take measurements to whole divisions using simple equipment – ruler, thermometer, measuring cylinder, stop-clock, balance, newtonmeter and electrical meters

• Draw or complete bar charts or pictograms

• Select information from tables and charts.

• Recognise and use numbers to one decimal place

• Take accurate measurements using simple equipment – ruler, thermometer, measuring cylinder, stop-clock, balance, newtonmeter and electrical meters

• Read data from charts and graphs

• Estimate quantities such as length, volume, mass

• Record measurements in tables accurately

• Extract and interpret information from charts, graphs and tables.

• Carry our single calculations involving +, – , x, ÷

• Plot simple line graphs or pie charts

• Calculate arithmetical means

• Measure speed using distance and time

• Substitute numerical values into simple formulae and equations using appropriate units.

At Entry 1:

At Entry 2:

At Entry 3:

73 © OCR 2011 Entry Level Certi� cate in Science

Appendix E: Guidance for the production of electronic internal assessment

E

Structure for evidence

An internal assessment portfolio is a collection of folders and � les containing the candidate’s evidence. Folders should be organised in a structured way so that the evidence can be accessed easily by a teacher or moderator. This structure is commonly known as a folder tree. It would be helpful if the location of particular evidence is made clear by naming each � le and folder appropriately and by use of an index called ‘Home Page’.

There should be a top level folder detailing the candidate’s centre number, candidate number, surname and forename, together with the unit code R591, so that the portfolio is clearly identi� ed as the work of one candidate.

Each candidate produces an assignment for internal assessment. The evidence should be contained within a separate folder within the portfolio. This folder may contain separate � les.

Each candidate’s internal assessment portfolio should be stored in a secure area on the centre’s network. Prior to submitting the internal assessment portfolio to OCR, the centre should add a folder to the folder tree containing internal assessment and summary forms.

Data formats for evidence

In order to minimise software and hardware compatibility issues it will be necessary to save candidates’ work using an appropriate � le format.

Candidates must use formats appropriate to the evidence that they are providing and appropriate to viewing for assessment and moderation. Open � le formats or proprietary formats for which a downloadable reader or player is available are acceptable. Where this is not available, the � le format is not acceptable.

Electronic internal assessment is designed to give candidates an opportunity to demonstrate what they know, understand and can do using current technology. Candidates do not gain marks for using more sophisticated formats or for using a range of formats. A candidate who chooses to use only word documents will not be disadvantaged by that choice.

Evidence submitted is likely to be in the form of word processed documents, PowerPoint presentations, digital photos and digital video.

To ensure compatibility, all � les submitted must be in the formats listed below. Where new formats become available that might be acceptable, OCR will provide further guidance. OCR advises against changing the � le format that the document was originally created in. It is the centre’s responsibility to ensure that the electronic portfolios submitted for moderation are accessible to the moderator and fully represent the evidence available for each candidate.

74 © OCR 2011 Entry Level Certi� cate in Science

Accepted File FormatsE

Movie formats for digital video evidence

MPEG (*.mpg)

QuickTime movie (*.mov)

Macromedia Shockwave (*.aam)

Macromedia Shockwave (*.dcr)

Flash (*.swf)

Windows Media File (*.wmf)

MPEG Video Layer 4 (*.mp4)

Audio or sound formats

MPEG Audio Layer 3 (*.mp3)

Graphics formats including photographic evidence

JPEG (*.jpg)

Graphics � le (*.pcx)

MS bitmap (*.bmp)

GIF images (*.gif)

Animation formats

Macromedia Flash (*.� a)

Structured markup formats

XML (*xml)

Text formats

Comma Separated Values (.csv)

PDF (.pdf)

Rich text format (.rtf)

Text document (.txt)

Microsoft Of� ce suite

PowerPoint (.ppt)

Word (.doc)

Excel (.xls)

Visio (.vsd)

Project (.mpp)

75 © OCR 2011 Entry Level Certi� cate in Science

76 © OCR 2011 Entry Level Certi� cate in Science

YOuR ChECkLISTOuR AIm IS TO PROVIDE YOu WITh ALL ThE INFORmATION AND SuPPORT YOu NEED TO DELIVER OuR SPECIFICATIONS.

Bookmark www.ocr.org.uk/science

Be among the first to hear about support materials and resources as they become available. Register for email updates at www.ocr.org.uk/updates

Book your INSET training place online at www.ocr.org.uk/eventbooker

Find out about controlled assessment support at www.ocr.org.uk/science2011/support

Learn more about Active Results at www.ocr.org.uk/activeresults

Join our social network community for teachers at www.social.ocr.org.uk

NEED mORE hELP?

Here’s how to contact us for specialist advice

Phone: 01223 553998

Email: science@ocr.org.uk

Online: http://answers.ocr.org.uk

Fax: 01223 552627

Post: Customer Contact Centre, OCR, Progress House, Westwood Business Park, Coventry CV4 8JQ

WhAT TO DO NEXT

1) Sign up to teach – let us know you will be teaching this specification to ensure you receive all the support and examination materials you need. Simply complete the online form at www.ocr.org.uk/science/signup

2) Become an approved OCR centre – if your centre is completely new to OCR and has not previously used us for any examinations, visit www.ocr.org.uk/centreapproval to become an approved OCR centre.

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gENERAL QuALIFICATIONSTelephone 01223 553998Facsimile 01223 552627

science@ocr.org.uk1 Hills Road, Cambridge CB1 2EU

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. © OCR 2011 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484455. OCR is an exempt charity.

www.ocr.org.uk/science R591/1105/OC607