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Earth & Space Earth in Space
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this is Level F |
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Access to other Strands & Attainment Outcomes 
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Skills | Materials from Earth |
Energy & Forces | Living Things |
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Changing materials |
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| Level F | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
| Target, Code & Menu | |||||
 ES-F1.1
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Earth in Space
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describe some of the ideas used to explain the origin and evolution of the Universe |
collect information about Hubble's 'red shift'
find out about the 'big bang' theory. |
Like the Doppler effect of sound, if an object is moving away from us its light is distorted, showing up as reddening of the spectrum. Galaxies furthest from us have the biggest 'red shift', so are moving fastest. Hubble's findings were the first real indication that the Universe was not static.
Interesting questions arise here. At the moment before the 'big bang', the Universe would have occupied no space and its density would have been infinite. What was there before? What does the |
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Earth & Space Materials from Earth
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E |
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Skills |
Earth in Space |
Changing materials |
Energy & Forces | Living Things |
| Level F | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | ||||
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ES-F2.1
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Materials from Earth
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describe some features of the structure of the atom |
read about the work of such early researchers as Dalton, Rutherford and Bohr, which led to the model of the atom based upon protons and neutrons forming the nucleus around which move the electrons explain atomic mass in terms of number of protons and neutrons in an atom, then look up mass numbers for hydrogen, etc. |
This is an opportunity to introduce electron shells and to explore the nature of scientific research, with peer verification and changing models being featured.
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ES-F2.2
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Materials from Earth
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| describe some of the characteristic features of the periodic table |
establish the link between the order of elements in the table and proton numbers
find out where elements are placed in the table whose atoms have only one outer-shell electron confirm the relationship between group numbers and outer-shell electrons |
Members of a group have similar properties.
The halogens make an interesting group to explore, taking care to make links with the 'Changing materials' strand that deals with chemical reactions when covering reactivity.
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ES-F2.3
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Target Menu from G22
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Materials from Earth
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| explain the water cycle using the particulate model. | demonstrate, using suspended paper spirals, that hot air rises and explain this in terms of the distance between particles | Pupils could be introduced to the notions of high and low pressure, resultant air movement, cooling and precipitation.  |
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| annotate a diagram of the water cycle in terms of the state of the water particles. |
This is an opportunity to reinforce the fact that the cycle involves physical changes and that water is H2O in all three states.
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Earth & Space Changing materials
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E |
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Materials from Earth |
Energy & Forces | Living Things |
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Properties & uses of energy |
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| Level F | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
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ES-F3.1
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Changing materials
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give examples of the ways in which the rates of chemical reactions can be changed |
compare powdered and chipped marble in acting upon dilute hydrochloric acid to produce CO2 show the effect of dilution of sulphuric acid on the reaction with magnesium investigate the effect of heat on the rate of oxidation of copper demonstrate the effect of the catalyst manganese dioxide on the decomposition of hydrogen peroxide investigate the relationship between enzyme activity and temperature |
The effect of particle size, dilution and heat can all be related to the particulate model. Some simple model of enzyme action could be offered to pupils, with the value to living things of fast reactions at low, undamaging temperatures being stressed. |
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ES-F3.2
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Changing materials
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| distinguish between chemical and physical changes | list examples of chemical and physical change and use these to discuss the defining characteristics of the two types of change |
Chemical changes could be demonstrated, e.g. burning methane in air to produce heat, carbon dioxide and water, burning magnesium in air to give magnesium oxide. Changes of state, dissolving, distilling and crystallising should feature as physical changes.
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ES-F3.3
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Changing materials
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| give examples of chemical reactions using word equations |
sort cards showing reactants and products write their own word equations for a variety of reactions explore the use of symbols and formulae. |
The terms 'reactant' and 'products' will be useful - products of chemical reaction being quite different to the reactants. Word equations should be deployed here.
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Energy & Forces Properties & uses of energy
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E |
this is Level F |
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Access to other Strands & Attainment Outcomes
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Skills | Conversion & transfer of energy |
Earth & Space | Living Things |
Changing materials |
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| Level F | Learning activities & links to Target Group(G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | |||
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EF-F1.1 |
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Properties & uses of energy
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describe how energy is transferred by radiation |
investigate the loss of heat from hot water through a brightly shining can and through a dull black can |
The dull black can loses heat much faster because it is a good radiator. Polished surfaces are poor radiators, so keep the water warm for longer. Heat travels most quickly by rays - or radiation. Heat rays are known as infra-red rays.
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EF-F1.2 |
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Properties & uses of energy
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| explain the effect of colour filters on white light |
explore what happens to white light as it passes through coloured filters observe what happens when white light is viewed through red and green filters together investigate the effects of viewing different coloured objects in beams of light of different colours |
A red filter allows only red light through, so it must be absorbing the other constituent colours of white light, i.e. the orange, yellow, green, blue, indigo, violet. The red filter allows only red light through, which in turn is absorbed by the green filter so that no light passes through to the eye. Applications of this could be considered, e.g. disco lighting, matching dyes in fabrics, identifying the colour of clothing or cars under street lighting.
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EF-F1.3
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Properties & uses of energy
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| describe the relationship between pitch and frequency and between loudness and amplitude |
use a signal generator to produce sounds of different frequencies and describe the accompanying changes in pitch use a microphone and an oscilloscope to investigate the relationship between loudness and amplitude of sound waves research how a variety of animals detect sound and make use of it |
Frequency is a property of sound, being the number of complete waves in one second. The pitch of a sound depends on the frequency of the note, high-pitched notes being the product of high frequency. Soft notes have low-amplitude waves, loud notes have larger amplitudes. Note that the microphone converts sound waves into electrical waves that can be displayed on the oscilloscope.
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EF-F1.4
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Properties & uses of energy
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demonstrate the magnetic field produced by a current-carrying wire construct an electromagnet investigate ways of increasing the strength of an electromagnet and evaluate aspects of the investigation examine an electric bell as an application of the electromagnet |
Pupils should understand that a wire coil carrying a current acts like a bar magnet. Iron filings can be used to show the magnetic field. Thin insulated copper wire wrapped round a nail and connected to a battery will suffice. More turns and more cells will increase the ability to pick up paper clips. At this stage pupils should plan, implement and write up their own investigation.
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EF-F1.5
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Properties & uses of energy
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| analyse the functions of everyday electronic systems in terms of input and output conditions |
examine and use some simple electronic devices draw system diagrams to illustrate their function analyse given problems in terms of input, process and output |
Examples could include real or model alarms of various types (smoke, burglar, water level), public address system, metal detector. Note that each device has a process subsystem that changes the signal from the input subsystem to produce the desired effect through the output subsystem when a specified condition exists at the input.
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EF-F1.6
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Properties & uses of energy
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| using prefabricated subsystems, construct simple electronic systems to solve given problems |
select suitable subsystems and assemble a system to solve the problem evaluate and modify (if necessary) the constructed system. |
Suitable input subsystems could include switches of various types, sensors of sound, heat, light and moisture. Process subsystems could include logic gates, amplifiers, counters and power drivers. Output subsystems could include motors, linear actuators, lamps, LEDs, numerical displays, loudspeakers, buzzers.
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End of targets related to electricity Click here to return to first target |
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Energy & Forces Conversion & transfer of energy
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E |
this is Level F |
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Skills | Properties & uses of energy |
Force & their effects |
Earth & Space | Living Things |
| Level E | Learning activities & links to Target Groups (G) in Framework for Planning | Additional advice from Guide for Teachers & Managers | ||||
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EF-F2.1
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Conversion & transfer of energy
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distinguish between gravitational potential and chemical potential energy |
demonstrate the energy that a piece of wood possesses because it has been lifted into position and the energy that can be released by burning. |
The wood has the potential to give out energy when it falls (gravitational potential energy) or when it burns (chemical potential energy).
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Energy & Forces Forces & their effects
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E |
this is Level F |
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Skills | Conversion & transfer of energy |
Earth & Space | Living Things |
Variety & characteristic features |
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EF-F3.1
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Forces & their effects
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distinguish between mass and weight |
use a spring balance to determine the relationship between weight (in newtons) and mass (in kilograms) of an object | Mass is the amount of matter, which is measured in kg. It does not change due to gravity. Weight is the force of gravity pulling an object. A mass of 1 kg is pulled by a force of 10 newtons on Earth, so its weight is 10 N. |
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EF-F3.2
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| name the newton as the unit of force and explain its relationships to mass |
use different known masses and plot a graph of weight against mass provide pupils with household items whose mass is marked and ask them to work out the weights |
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EF-F3.3
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Forces & their effects
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| describe the relationship between force, area and pressure. |
research the relationship between force and area find out about and explain some practical applications of the relationship between force, area and pressure work out the lowest and highest pressure they can exert on a part of their body compile a list of devices that rely on low pressure and devices that rely on high pressure research hydraulics and pneumatics and some practical applications of these. |
Establish the relationship: Pressure = force (in newtons)/area (square metres) The unit is N/m2 Practical applications: snow-shoes, skis, stiletto heels, studs on football boots, a bed of nails, camels' feet. Pupils will need to weigh themselves in newtons and measure the cross-sectional area of any part of the body on which they are capable of balancing, e.g. head, tiptoes, hands, full body.
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Living Things & Processes of Life Variety & characteristic features
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E |
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Skills |
Processes of life |
Earth & Space | Energy & Forces |
Force & their effects |
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LT-F1.1
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Variety & characteristic features
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| describe the harmful and beneficial roles of microorganisms |
organise group work to investigate the characteristics of a range of micro- organisms e.g., their role in the breakdown of waste, yeasts in baking and brewing and fungi as the cause of athlete's foot and thrush; bacteria in cheese and yoghurt making and as the causal agent of some childhood infections; viruses that cause disease in plants and humans have a class discussion on the role of microorganisms in recycling biodegradable waste and the consequences of producing large amounts of non-biodegradable waste examine the growth of mould on food samples kept in sealed containers investigate the reasons behind food safety rules and discuss personal responsibility for observing health and hygiene guidelines |
There is ample opportunity to explore a wide variety of social and historical trends in disease control, the role of antibiotics and changes associated with over-prescription. Ideal opportunity to link with 'people and society'.
Containers should not be opened by pupils and must be disposed of correctly. |
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LT-F1.2
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Variety & characteristic features
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| outline the principles of modern biotechnology and explain its significance now and for the future |
set up a simple fermenter and control one variable and analyse results use secondary sources to identify products of biotechnological industries |
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LT-F1.3
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Variety & characteristic features
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| explain the role of chromosomes and genes in inheritance. |
view a picture of the human karyotype and carry out a chromosome-pair matching exercise. use video clips, software simulations or diagrams to illustrate the transfer of genetic information from male and female parents use secondary sources to explore selective breeding in plants and animals identify ethical issues relating to the cloning of animals and explore these using the internet. |
By this point pupils should have covered topics such as the stages in human reproduction and reproductive organs, and changes occurring during puberty. Animals cells will have been examined and the function of the nucleus discussed. Explain that chromosomes consist of DNA and that certain sections of the DNA are referred to as genes each of which controls the inheritance of a characteristic. A simple outline of gamete formation and fertilisation should be presented to establish links between generations. Very simple examples of monohybrid |
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Living Things & Processes of Life The Processes of Life
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E |
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Skills | Variety & characteristic features |
Interaction of living things with their environment |
Earth & Space | Energy & Forces |
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| Target, Code & Menu | ||||||
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LT-F2.1
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The Processes of Life
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describe how different cells are adapted to their functions |
view a range of cells types from both plants and animals match information about the role of each type of cell with pictures of cells examine a leaf section, e.g. privet, and identify different cell types and tissues |
Cell types should be selected from plant and animal tissues, whose function in a plant or animal system has previously been met in the course or will be met at S-Grade. Simple diagrams are appropriate and functions should not involve complex terminology. Pupils should be introduced to the concept of tissues and organs as organisational features of living things. |
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LT-F2.2
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The Processes of Life
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| describe the process of respiration |
discuss the distinction between respiration and breathing describe the route taken by glucose from the stomach and of oxygen from the lungs to a leg muscle cell investigate the differences between inhaled and exhaled air, i.e. oxygen concentration, temperature, moisture and carbon dioxide concentration plan and carry out simple investigations to show energy release and uptake of oxygen in respiring seeds or invertebrates |
Treatment of respiration should be simple and lead to the word equation for aerobic respiration.
Detail and terminology should not go beyond that required for S Grade at General Level. |
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LT-F2.3
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The Processes of Life
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| describe the function of enzymes in the control of cellular reactions |
brainstorm to find out what pupils already know about enzymes from everyday life introduction of enzymes as catalysts that control the rate of chemical reactions simple investigations of reactions with and without the presence of an enzyme, e.g. breakdown of starch with amylase |
Pupils will have some ideas about enzymes derived possibly from advertisements for biological washing powders. They may also know that enzymes are found in gastric juices and are involved in digestion of food.
Links should be made with the work on respiration and the need to control energy release. |
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LT-F2.4
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The Processes of Life
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| describe the effect of pH and temperature on enzyme activity |
carry out an investigation into the effect of temperature on a reaction, e.g. effect of pepsin on the breakdown of protein (egg white or albumin)
plot results as graphs and discuss the meaning of the curves. |
Suitable investigations would be those that focus on processes already met by this stage. The reaction and the reactants should be familiar to the pupils so that attention can be given to the effect of temperature. If the same reaction is used to investigate the effect of pH then there will be less distracting information. Egg white in capillary tubing has the advantage of being readily visible and pH will have been met in 'Earth and Space'. |
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Living Things & Processes of Life Interaction of living things with their environment
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E |
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Skills |
Processes of life |
Earth & Space | Energy & Forces |
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| Target, Code & Menu | |||||
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LT-F3.1
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Interaction of living things with their environment
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construct and explain food pyramids |
use given data to construct a pyramid of numbers for a simple familiar food chain from a local habitat
examine and analyse the relative size and mass of organisms at each level of the familiar food chain to establish that the total mass of organisms at each stage decreases |
Pyramid diagrams are not easy for pupils to understand. Drawing a diagram to scale is not difficult but making the connection with the food chain and the fact that numbers or mass decrease at each stage or level is very difficult for pupils to explain.
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LT-F3.2
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Interaction of living things with their environment
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| give a simple description of the theory of evolution and explain how species survive or become extinct |
discuss ways in which genes become changed by naturally occurring mutations view video material that explains 'survival of the fittest' review the process by which some dinosaurs became extinct and how birds evolved from dinosaur ancestors |
Pupils will have previously studied the processes by which organisms may become extinct and those by which some organisms are better adapted to environmental conditions. They will also have knowledge of reproductive processes.
They have some knowledge of chromosomes and genes on which |
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LT-F3.3
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Interaction of living things with their environment
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| describe what is meant by an abiotic factor and give some examples of how these can be measured |
use dataloggers to collect and analyse data from two different habitats, e.g. temperature, dissolved oxygen, light intensity, humidity over a 24-hour period plan and carry out an investigation on the effect of environmental changes on the activity of a suitable invertebrate, e.g. woodlice, snails, brine shrimps and daphnia. |
There is an opportunity here to use data logging equipment. Secondary sources such as newspapers, Ceefax and weather stations could be used to confirm readings. | |||
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