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: [email protected]
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.
© O
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of t
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ain
orga
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f the
mal
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to a
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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.
© O
CR
201
1 E
ntry
Lev
el C
erti�
cat
e in
Sci
ence
48
2P
13
ME
DIC
AL
RAY
S
Sugg
este
d A
ctiv
ities
and
Exp
erie
nces
Con
tent
Sta
tem
ents
• C
onsi
der w
hy a
doc
tor m
ay n
eed
to s
ee in
side
a p
atie
nt’s
bod
y to
con
� rm
a
diag
nosi
s.•
Dis
cuss
the
risks
of e
xplo
rato
ry s
urge
ry.
• U
nder
stan
d th
e di
ffere
nce
betw
een
the
diag
nosi
s of
an
illne
ss a
nd it
s tre
atm
ent.
• R
ecal
l som
e be
ne� t
s of
a d
octo
r bei
ng a
ble
to s
ee in
side
a p
atie
nt’s
bod
y.•
Kno
w th
at a
ll su
rgic
al p
roce
dure
s ha
ve ri
sks.
• U
se c
ase
stud
ies
to le
arn
abou
t med
ical
use
s of
UV
radi
atio
n e.
g. tr
eatin
g ec
zem
a an
d ja
undi
ce, r
evea
ling
the
pres
ence
of b
acte
ria, s
ettin
g de
ntal
� lli
ngs.
• R
ecal
l som
e m
edic
al u
ses
of U
V ra
diat
ion.
• K
now
that
exp
osur
e to
UV
radi
atio
n ca
n ca
use
sunt
an, s
unbu
rn a
nd s
kin
canc
er.
• U
nder
stan
d th
at th
e us
e of
UV
radi
atio
n in
volv
es b
alan
cing
ben
e� ts
aga
inst
risk
.•
Rec
all s
ome
way
s of
redu
cing
the
risk
of e
xpos
ure
to U
V ra
diat
ion.
• In
terp
ret d
ata
on th
e us
e of
sun
scre
ens
[no
reca
ll ex
pect
ed].
• Lo
ok a
t X-r
ays
of n
orm
al a
nd b
roke
n bo
nes.
• D
iscu
ss a
dvan
tage
s an
d di
sadv
anta
ges
of X
-ray
s in
med
icin
e.•
Und
erst
and
that
bon
e ab
sorb
s X
-ray
s an
d so
pro
duce
s sh
adow
pic
ture
s.•
Kno
w th
at to
o m
uch
expo
sure
to X
-ray
s is
dan
gero
us.
• U
nder
stan
d th
at th
e us
e of
X-r
ays
invo
lves
bal
anci
ng b
ene�
ts a
gain
st ri
sk.
• Lo
ok a
t gam
ma
cam
era
imag
es o
f the
thyr
oid.
• W
atch
a d
emon
stra
tion
/ sim
ulat
ion
of th
e pe
netra
ting
pow
er o
f gam
ma
radi
atio
n.•
Dis
cuss
how
radi
oact
ive
chem
ical
s ca
n pr
oduc
e an
imag
e ou
tsid
e th
e pa
tient
’s
body
.
• K
now
that
gam
ma
radi
atio
n is
ver
y pe
netra
ting.
• K
now
that
a g
amm
a ca
mer
a de
tect
s ga
mm
a ra
diat
ion
and
that
a c
ompu
ter l
inke
d to
it c
an m
ake
pict
ures
. •
Kno
w th
at e
xpos
ure
to g
amm
a ra
ys is
dan
gero
us.
• U
nder
stan
d th
at th
e us
e of
gam
ma
rays
invo
lves
bal
anci
ng b
ene�
ts a
gain
st ri
sk.
• W
atch
a v
ideo
sho
win
g pr
oced
ures
in th
e ra
diol
ogy
depa
rtmen
t in
a ho
spita
l to
see
how
sta
ff an
d pa
tient
s ar
e pr
otec
ted
from
unn
eces
sary
dos
es o
f X-r
ays.
• Fi
nd o
ut h
ow g
amm
a ra
ys a
re u
sed
in n
ucle
ar m
edic
ine.
• R
ecal
l tha
t UV
radi
atio
n, X
-ray
s an
d ga
mm
a ra
ys a
re p
art o
f a fa
mily
cal
led
the
elec
trom
agne
tic s
pect
rum
.•
Rec
all t
hat U
V ra
diat
ion,
X-r
ays
and
gam
ma
rays
can
dam
age
livin
g ce
lls.
• K
now
that
som
e ra
diat
ion
is n
atur
al, a
nd th
is is
cal
led
back
grou
nd ra
diat
ion.
• In
terp
ret s
impl
e da
ta o
n ra
diat
ion
dose
s an
d po
ssib
le h
arm
ful e
ffect
s [n
o re
call
expe
cted
].
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
Usi
ng d
ata
from
a c
lass
dem
onst
ratio
n, in
vest
igat
e ho
w th
e th
ickn
ess
of le
ad s
hiel
ding
affe
cts
the
amou
nt o
f gam
ma
radi
atio
n tra
nsm
itted
.
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
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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
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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)
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
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NEED mORE hELP?
Here’s how to contact us for specialist advice
Phone: 01223 553998
Email: [email protected]
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
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www.ocr.org.uk/science R591/1105/OC607
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