Download Exploring Science Matching Grid by CfE Statement

Exploring Science: How Science Works matching chart for the Curriculum for Excellence
Arranged by Curriculum for Excellence statement.
Statement number
Statement
Exemplification
PLANET EARTH – Biodiversity and interdependence
I can sample and identify living things from
SCN- 3-01a
different habitats to compare their
biodiversity and can suggest reasons for
their distribution.
SCN 4-01a
SCN 3-02a
SCN 4-02a
SCN 4-02b
SCN 3-03a
Exploring Science
I understand how animal and plant species
depend on each other and how living things
are adapted for survival. I can predict the
impact of population growth and natural
hazards on biodiversity.
I have collaborated on investigations into
the process of photosynthesis and can I
demonstrate my understanding of why
plants are vital to sustaining life on Earth.
The process of photosynthesis is
introduced at third level and should
include the production of
carbohydrates as an energy source
for animals as illustrated by practical
activities.
I have propagated and grown plants using a
variety of different methods. I can compare
these methods and develop my
understanding of their commercial use.
I can contribute to the design of an
investigation to show the effects of
different factors on the rate of aerobic
respiration and explain my findings.
Through investigations and based on
experimental evidence. I can explain the
use of different types of chemicals in
agriculture and their alternatives and can
evaluate their potential impact on the
world’s food production.
Edition
Exploring Science: HSW
page correlations
7Ca (PB7 p36-37),
7Cb (PB7 p38-39),
7Cc (PB7 p40-41),
7Cd (PB7 p42-43),
7Ce (PB7 p45-47)
7Ca (PB7 p36-37),
7Cb (PB7 p38-39),
7Cc (PB7 p40-41),
7Cd (PB7 p42-44),
7Ce (PB7 p45)
9Ca (PB9 p32-33),
9Cb (PB9 p34-35)
9Cc (PB9 p36-39)
Plants can be grown using a variety
of growth promoters and inhibitors to
investigate ways in which plant
growth can be altered. Research into
the use of these and of alternatives.
Including the growth of geneticallymodified (GM) plants, could take
place. The role of pesticides,
herbicides and fungicides can be
explored. The use of organic farming
9Ba (PB9 p20),
9Bb (PB9 p22),
RBc (PB9 p156)
8Be (PB8 p32 – 33)
8Be(4),
8Be(5)
9Ad (PB9 p16-17),
9Cc (PB9 p36-39),
9Cd (PB9 p40-41),
9Cd (PB9 p42)
© Pearson Education Limited 2009
methods would be discussed and
compared with the use of artificial
chemicals.
Through investigating the nitrogen cycle
and evaluating results from practical
experiments, I can suggest a design for
fertiliser, taking account of its
environmental impact.
PLANET EARTH – Energy resources and sustainability
I can use my knowledge of the different
SCN 3-04a
ways in which heat is transferred between
hot and cold objects and the thermal
conductivity of materials to improve energy
efficiency in buildings or other systems.
SCN 4-03a
By investigating renewable energy sources
and taking part in practical activities to
harness them, I can discuss their benefits
and potential problems.
By contributing to an investigation on
SCN 4-04a
different ways of meeting society’s energy
needs. I can express an informed view on
the risks and benefits of different energy
sources, including those from plants.
Through investigation, I can explain the
SCN 4-04b
formation and use of fossil fuels and
contribute to discussions on the
responsible use and conservation of finite
resources.
PLANET EARTH – Processes of the planet
By contributing to experiments and
SCN 3-05a
investigations I can develop my
understanding of models of matter and can
apply this to changes of state and the
energy involved as they occur in nature.
I have developed my understanding of the
SCN 4-05a
kinetic model of a gas. I can describe the
qualitative relationships between pressure,
volume and temperature of gases.
I can explain some of the processes which
SCN3-05b
contribute to climate change and discuss
the possible impact of atmospheric change
on the survival of living things.
9Cd(6) (nitrogen cycle)
7Db(3),
7Db(4)
An investigation of heat transfer in
solids, liquids and gases- by
conduction, convection and radiationprovides opportunities for designing
energy-efficient systems e.g. in the
construction industry.
SCN 3-04b
Exploring Science
Edition
8I (PB8 p119-132)
RPb (PB9 p175)
7I (PB7 p119-132)
9I (PB9 p103-114)
RPa (PB9 p172)
7Ia (PB7 p119-121)
7Ib (PB7 p122-123)
9I (PB9 p103-114)
RCa (PB9 p162)
7G (PB7 p91 – 99)
8Ib (PB8 p122 – 123)
8Id (PB8 p126 – 127)
APP Pack ‘Modelling Particles’ (Task 15)
9La (PB9 p139-141)
9Lb (PB9 p142-145)
Air as a mixture of gases and the
relative abundance of its main
components can be investigated.
The tests for oxygen and carbon
7Ca (PB7 p35)
9G (PB9 p79 – 90)
© Pearson Education Limited 2009
SCN 4-05b
Through exploring the carbon cycle, I can
describe the processes involved in
maintaining the balance of air, considering
causes and implications of changes in the
balance.
PLANET EARTH – Space
By using my knowledge of our solar system
SCN 3-06a
and the basic needs of living things, I can
produce a reasoned argument on the
likelihood of life existing elsewhere in the
universe.
By researching developments used to
SCN 4-06a
observe or explore space, I can illustrate
how our knowledge of the universe has
evolved over time.
FORCES, ELECTRICITY AND WAVES - Forces
By contributing to investigations of energy
SCN 3-07a
loss due to friction, I can suggest ways of
improving the efficiency of moving
systems.
Exploring Science
Edition
dioxide can be introduced. The
production of carbon dioxide by the
combustion of carbon based fuels
and the resulting impact on climate
change should be explored.
The process of respiration needs to
be introduced to allow cover of SCN
4-02b.
Air as a mixture of gases and the
relative abundance of its main
components can be investigated.
The tests for oxygen and carbon
dioxide can be introduced. The
production of carbon dioxide by the
combustion of carbon based fuels
and the resulting impact on climate
change should be explored.
The process of respiration needs to
be introduced to allow cover of SCN
4-02b.
9Cd (PB9 p41)
8Ba (PB8 p22-23)
7Ld (PB7 p172-173)
RPe (PB9 p180-181)
The advances in techniques for
observing space, such as radio and
optical telescopes, optical and infrared spectroscopy, have enabled
astronomers to greatly extend
knowledge of the Universe, leading
to theories of its origins in the Big
Bang, and the formation of elements
in stars. Space exploration has
provided detailed information about
the planets of our own Solar System.
7La (PB7 p163-176)
9J (PB9 p115-126)
RPe (PB9 p180-181)
Investigations of energy loss due to
friction can lead to suggestions of
methods that could be used to
improve efficiency of moving
systems.
7Ka (PB7 p149-151)
7Kb (PB7 p152-p153)
8Ja (PB8 p134-135)
8Jb (PB8 p136-137)
8Jc (PB8 p140-141)
© Pearson Education Limited 2009
SCN 4-07a
I can use appropriate methods to measure,
calculate and display graphically the speed
of an object, and show how these methods
can be used in a selected application.
SCN 4-07b
By making accurate measurements of
speed and acceleration, I can relate the
motion of an object to the forces acting on
it and apply this knowledge to transport
safety.
I have collaborated in investigations into
the effects of gravity on objects and I can
predict what might happen to their weight
in different situations on Earth and in
space.
I can help to design and carry out
SCN 4-08a
investigations; I can compare the
properties, uses and commercial
applications of electromagnets and
supermagnets.
Through experimentation, I can explain
SCN 4-08b
floating and sinking in terms of the relative
densities of different materials.
FORCES, ELECTRICITY AND WAVES - Electricity
I can help to design simple chemical cells
SCN3-10a
and use them to investigate the factors
which affect the voltage produced.
7Ke (PB7 p160-161)
8Ka (PB8 p148-149)
9Ka (PB9 p127-129)
Progression in this section begins
with using accurate methods for
measuring speed such as light gates
and electronic timers or ultra-sonic
sensors, and extends to calculations
of acceleration in situations where
speed changes, such as motion
down a slope, or under the action of
an unbalanced force. Knowledge
gained can then be applied to
aspects of transport safety, such as
the braking distances of vehicles
under different road conditions, and
design features of cars to reduce the
impact forces on drivers and
passengers in crash situations.
SCN 3-08a
Exploring Science
Edition
7Ke (PB7 p160-161)
9Ka (PB9 p127-138)
RPc (PB9 p176)
9Ja (PB9 p116-117)
9Jb (PB9 p118-119)
8Jc (PB8 p140-141)
8Jd (PB8 p142-143)
RPc (PB9 p177)
7Kc (PB7 p154-155)
Factors such as type of metal
electrode, concentration of solution,
type of solution, depth and distance
between electrodes can be explored.
Ways of increasing the output
voltage could also be investigated
and compared to practical
applications.
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
© Pearson Education Limited 2009
SCN 4-10a
Using experimental evidence, I can place
metals in an electrochemical series and can
use this information to make predictions
about their use in chemical cells.
SCN 4-10b
Using a variety of sources, I have explored
the latest developments in chemical cells
technology and can evaluate their impact
on society.
FORCES, ELECTRICITY AND WAVES – Vibrations and waves
By exploring the refraction of light when
SCN 3-11a
passes through different materials, lenses
and prisms, I can explain how light can be
used in a variety of applications.
SCN 3-11b
By exploring radiations beyond the visible, I
can describe a selected application,
discussing the advantages and limitations.
SCN 4-11a
By recording and analysing sound signals, I
can describe how they can be manipulated
Exploring Science
Edition
Factors such as type of metal
electrode, concentration of solution,
type of solution, depth and distance
between electrodes can be explored.
Ways of increasing the output
voltage could also be investigated
and compared to practical
applications.
Factors such as type of metal
electrode, concentration of solution,
type of solution, depth and distance
between electrodes can be explored.
Ways of increasing the output
voltage could also be investigated
and compared to practical
applications.
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
The concept of the transmission of
sound by waves in the air, or other
media such as water, is probably
best illustrated using a ‘slinky’ spring,
where regular compressions and
extensions of the coils can be seen
to travel longitudinally along the
length of the spring. This can be
linked to communication systems
used by whales and dolphins and
echo-sounding by bats.
Familiar optical devices e.g.
spectacles, cameras, binoculars and
microscopes can be used to
demonstrate applications of the use
of lenses to bend the path of light
rays. Investigations of other forms of
electromagnet radiation lead to an
understanding of differences and
common properties, and to an
awareness of the wide range of
applications in medicine,
telecommunications, astronomy, and
industrial processes.
The appearance of wave patterns
observed by the oscilloscope can be
8Kd (PB8 p154-155)
8Ke (PB8 p156-157)
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
8Ie (PB8 p128-129)
8Jc (PB8 p122-123)
8La (PB8 p161-163)
8Lb (PB8 p164-165)
© Pearson Education Limited 2009
and used in sound engineering.
By carrying out a comparison of the
properties of parts of the electromagnetic
spectrum.
BIOLOGICAL SYSTEMS – Body systems and cells
I have explored the structure and function
SCN 3-12a
of organs and organ systems and can relate
this to the basic biological processes
required to sustain life.
linked to changes in the pitch, volume
and tone of sounds from different
sources.
SCN 4-11b
SCN 3-12b
SCN 4-12a
I have explored the role of technology in
monitoring health and improving the quality
of life.
I can explain how biological actions which
take place in response to external and
internal changes work to maintain stable
body conditions.
SCN 4-12b
Through investigation, I can explain how
changes in learned behaviour due to
internal and external stimuli are of benefit
to the survival of the species.
SCN 3-13a
Using microscopes, I have developed my
understanding of the structure and variety
of cells and of their functions.
Exploring Science
Edition
9Jc (PB9 p122-123)
Studies of body systems and
structure and function of, for
example, the lungs, liver, heart or
kidneys could be studied along with
the illnesses which cause damage to
these organs. Knowledge of the
structure, function, limitations and
reliability of the sense organs will
support investigation of the body’s
response to change in the
environment.
7Aa (PB7 p7-9),
7Ae (PB p19)
7Ae (PB7 p18),
8Cd (PB8 p43)
Physiological mechanisms can
maintain conditions within tolerable
limits. Behavioural adaptations in
animals might include interesting
examples from local and extreme
habitats e.g. woodlice, worms.
Physiological mechanisms can
maintain conditions within tolerable
limits. Behavioural adaptations in
animals might include interesting
examples from local and extreme
habitats e.g. woodlice, worms, birds,
snakes, salmon, bears.
At 2nd level learners should safely
explore examples of microorganisms that are beneficial and
harmful through relevant practical
activities. This can be further
developed at 3rd level to include
practical activities to safely test the
local environment for the presence of
micro-organisms. The effects on
7Cb (PB7 p38-39)
9Dd (PB9 p50)
RBe (PB9 p160-161)
7Cb (PB7 p38-39)
7Cc (PB7 p40-41)
RBe (PB9 p160)
7Ab (PB7 p10-11),
7Ac (PB7 p12-13),
7Ad (PB7 p14-16),
7Ae (PB7 p17)
© Pearson Education Limited 2009
SCN 3-13b
I have contributed to investigations into the
different types of micro-organisms and can
explain how their growth can be controlled.
SCN 3-13c
I have explored how the body defends itself
against disease and can describe how
vaccines can provide protection.
By researching cell division, I can explain
its role in growth and repair and can
discuss how cells can be used
therapeutically.
SCN 4-13a
SCN 4-13b
SCN 4-13c
Exploring Science
I have taken part in practical activities
which involve the use of enzymes and
micro-organisms to develop my
understanding of their properties and their
use in industries.
I can debate the moral and ethical issues
associated with some controversial
biological procedures.
Edition
growth of micro-organisms of a
variety of factors, such as
temperature and disinfections, can
also be investigated.
Practical activities to safely test the
local environment for the presence of
micro-organisms. The effects of
growth of micro-organisms of a
variety of factors, such as
temperature and disinfectants, can
also be investigated.
Topics such as in vitro fertilisation
(IVF), pre implantation genetic
screening, transferring living cells,
tissues or organs from one species
to another (xenotransplantation),
gene therapy, GM technology and
Stem Cell therapy could be
discussed and debated. Research
into the background science could be
done to find out why such
procedures are seen to be
controversial and to explore people’s
different opinions and concerns.
Exploration of the use of microorganisms and enzymes in industry.
Topics such as in vitro fertilisation
(IVF), pre implantation genetic
screening, transferring living cells,
tissues or organs from one species
to another (xenotransplantation),
gene therapy, GM technology and
Stem Cell therapy could be
discussed and debated. Research
into the background science could be
done to find out why such
procedures are seen to be
8Ca (PB8 p36-37),
8Cb (PB8 p38-39)
8Cc (PB8 p40-42),
8Cd (PB8 p44-45),
8Ce (PB8 p46-48)
7Ad (PB7 p16)
9Aa (PB9 p8-9)
9Ac (PB9 p14-15)
9Ad (PB9 p16-18)
RBb (PB9 p154-155)
8Cb (PB8 p38-39)
9Cc (PB9 p36-39)
7Aa (PB7 p7-8)
7Bc (PB7 p28)
© Pearson Education Limited 2009
controversial and to explore people’s
different opinions and concerns.
BIOLOGICAL SYSTEMS – Inheritance
I understand the processes of fertilisation
SCN 3-14a
and embryonic development and can
discuss possible risks to the embryo.
SCN 3-14b
I have extracted DNA and understand its
function. I can express an informed view of
the risks and benefits of DNA profiling.
Through investigation, I can compare and
contrast how different organisms grow and
develop.
Through evaluation of a range of data, I can
SCN 4-14b
compare sexual and asexual reproduction
and explain their importance for survival of
species.
I can use my understanding of how
SCN 4-14c
characteristics are inherited to solve simple
genetic problems and relate this to my
understanding of DNA, genes and
chromosomes.
MATERIALS – Properties and uses of substances
I have developed my knowledge of the
SCN 3-15a
Periodic Table by considering the
properties and uses of a variety of elements
relative to their positions.
While there is no risk in collecting
DNA, consideration should be given
to the ethical implications concerning
collection, processing, storage and
ownership of genetic information.
The current and future uses of DNA
profiling could be researched along
with the surrounding controversies.
SCN 4-14a
SCN 3-15b
Exploring Science
Having contributed to a variety of practical
activities to make and break down
Edition
7Ba (PB7 p22-23),
7Bb (PB7 p24-25),
7Bc (PB7 p26-29),
7Bd (PB7 p29-31)
9Da (PB9 p43),
9Dd (PB9 p54)
7Ba (PB7 p22-23)
7Bd (PB7 p30)
7Be (PB7 p34)
7Ba (PB7 p21-23)
9Ad (PB9 p16-17)
9Da (PB9 p44-45)
9Aa (PB9 p8-11)
9Ac (PB9 p14-15)
9Ad (PB9 p16-17)
The characteristic property of metal/
non-metal, and Group 1, 7 and 0
elements provides an introduction to
the organisation of the elements in
the Periodic Table. Common
examples of compounds with
properties that are different from their
constituent elements at this level,
provides further illustration of
properties being changed. The
correct use of symbols, formulae and
equations should be introduced at
this level.
8Fa-8Fd p77-86
8E (PB8 p63-72)
© Pearson Education Limited 2009
SCN 4-15a
compounds, I can describe how the
properties of compounds are different from
their constituent elements.
Through gaining an understanding of the
structure of atoms and how they join, I can
begin to connect the properties of
substances with their possible structures.
SCN 3-16a
I can differentiate between pure substances
and mixtures in common use and can
select appropriate physical methods for
separating mixtures into their components.
SCN 3-16b
I have taken part in practical investigations
into solubility using different solvents and
can apply what I have learned to solve
everyday practical problems.
I have carried out research into novel
materials and can begin to explain the
scientific basis of their properties and
discuss the possible impacts they may
have on society.
Through evaluation of experimental results,
SCN 4-16b
I can demonstrate my understanding of
conservation of mass.
MATERIALS – Earth materials
Through evaluation of a range of data, I can
SCN 3-17a
describe the formation, characteristics and
uses of soils, minerals and basic types of
rock.
I can participate in practical activities to
SCN 3-17b
extract useful substances from natural
resources
The concept of covalent and ionic
bonding and resulting structures can
be developed. This allows learners to
begin to understand how
observations of properties can lead
to models of possible structure at the
atomic level.
Explore the difference between pure
substances (elements and
compounds) and mixtures. The
selection of physical methods for
separation of mixtures on the basis
of physical properties is extended to
include, for example, distillation,
dissolution, etc.
The correct use of the terms solute,
solvent and solution can be
introduced and applied, as can the
relationship between concentration
and the relative amounts of solute or
solvent.
SCN 4-16a
SCN 4-17a
Exploring Science
I have explored how different materials can
Edition
8Ga (PB8 p92-95)
8Gb (PB8 p96-97)
8Gc (PB8 p98-99)
8E (PB8 p63-72)
8E (PB8 p63-72)
9H (PB9 p91-102)
The concept of conservation of mass
is explored.
8E (PB8 p63-73)
The extraction of useful substances
from natural resources could include
metals from ores, dyes from plant or
other materials, etc.
The extraction of useful substances
from natural resources could include
metals from ores, dyes from plant or
other materials, etc.
8Ha (PB8 p105-107)
8Hb (PB8 p108-109)
8Hc (PB8 p110-111)
8Ha (PB8 p105-107)
8Hb (PB8 p108-109)
8Hc (PB8 p110-111)
8Ee(7),
© Pearson Education Limited 2009
be derived from crude oil and their uses. I
can explain the importance of carbon
compounds in our lives.
MATERIALS – Chemical changes
Having taken part in practical activities to
SCN 3-18a
compare the properties of acids and bases,
I have demonstrated ways of measuring pH
and can describe the significance of pH in
everyday life.
SCN 4-18a
SCN 3-19a
I can monitor the environment by collecting
and analysing samples. I can interpret the
results to inform others of pollution and
express a considered opinion on how
science can help to protect our
environment.
Through experimentation, I can identify
indicators of chemical reactions having
occurred. I can describe ways of controlling
the rate of reactions and can relate my
findings to the world around me.
SCN 3-19b
I have helped to design and carry out
practical activities to develop my
understanding of chemical reactions
involving the Earth’s materials. I can
explain how we apply knowledge of these
reactions in practical ways.
SCN 4-19a
I can collect and analyse experimental data
on chemical reactions the result in an
obvious change in energy. I can apply my
findings to explain the significance of the
Exploring Science
Edition
9Hb(3)
Scot(1)
Properties of common acids and
bases are compared at third level;
that acids have a sour taste; bases
have a bitter taste and slippery feel;
strong acids and bases are
corrosive; both acids and bases
neutralise each other. Knowledge of
the formation and naming of simple
salts underpins this outcome. An
appreciation of the implication of
situations in which pH levels cannot
be returned to normal levels could be
discussed.
7Ea (PB7 p63-65)
7Eb (PB7 p66-67)
7Ec (PB7 p68-69)
7Ed (PB7 p70-73)
7Ce (PB7 p46-48)
8Db (PB8 p54-55)
8Dc (PB8 p56-57)
9G (PB9 p79-90)
Investigation of factors that can affect
the rate of chemical reactions e.g.
temperature, concentration, particle
size and the use of catalysts and
enzymes. Everyday examples can be
used as context here.
The exploration of the reaction of
acids and carbonate rocks and its
consequences can be considered.
Corrosion in general, and rusting in
particular, should also be
investigated. Simple physical
methods of preventing rusting,
environmental factors which increase
the rate of rusting and the
consequences could be researched.
Examples of chemical reactions
should be investigated to begin to
explore where the extra energy
comes from in exothermic reactions
7Fa (PB7 p78-79)
9Fc (PB9 p72-73) (rates)
9H (PB9 (91-102)
APP Pack ‘Washing enzymes’ (Task 4)
(rates)
9Fa p68
9Ha (PB9 p91-102)
© Pearson Education Limited 2009
SCN 4-19b
TOPICAL SCIENCE
SCN 3-20a
energy changes associated with chemical
reactions.
Having carried out a range of experiments
using different chemicals, I can place
metals in an order of reactivity, and relate
my findings to their everyday uses.
I have collaborated with others to find and
present information on how scientists from
Scotland and beyond have contributed to
innovative research and development.
SCN 3-20b
Through research and discussion, I have
contributed to evaluations of media items
with regard to scientific content and ethical
implications
SCN 4-20a
I have researched new developments in
science and can explain how their current
or future applications might impact on
modern life.
Having selected scientific themes of topical
interest, I can critically analyse the issues,
and use relevant information to develop an
informed argument.
SCN 4-20b
Exploring Science
Edition
or where it goes in endothermic
reactions.
An order of reactivity can be
established from the results of
experiments involving metals and
oxygen, water and acid. The use of
certain metals to protect iron from
rusting can be explored and related
to their relative positions in the
reactivity series. The test for
hydrogen gas could be introduced as
a product of the reaction between
metals and acid.
9F (PB p67-78)
Biology: 8Bb(6), 9Ca(4)
Chemistry: 7Fe(10)
Physics: 7Ld(3), 7Ld(4), 8Jb(2)
General:
Skills Sheets: SS38 – SS40
Biology: 7Aa(5), 7Be(3),
8Ab(4) (Task Exploring 3 in 8Ab),
8Ab(5) (Task Exploring 3 in 8Ab),
8Ab(10), 8De(6), 8De(7)
Chemistry: 7Fe(9),
APP Pack ‘Global Hoax’ (Task 18)
Physics: 7Ic(9),
APP Pack ‘Solar System pull-out’ (Task
25)
General:
APP Additional Task A ‘Media articles’
General:
Skills Sheets: SS38 – SS40
APP Additional Task A ‘Media articles’
Biology:
APP Pack ‘Ban zoos’ (Task 3)
Chemistry:
APP Pack ‘Global Hoax’ (Task 18)
Physics:
APP Pack ‘Demoting Pluto’ (Task 24)
General:
APP Additional Task A ‘Media articles’
© Pearson Education Limited 2009