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Exploring Science: How Science Works matching chart for the Curriculum for Excellence
Arranged by traditional subject.
Statement
number
BIOLOGY
SCN- 3-01a
Statement
I can sample and identify living things
from different habitats to compare their
biodiversity and can suggest reasons for
their distribution.
SCN 3-02a
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.
SCN 3-03a
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.
SCN3-05b
I can explain some of the processes
which contribute to climate change and
discuss the possible impact of
atmospheric change on the survival of
living things.
SCN 3-12a
I have explored the structure and
function of organs and organ systems
Exploring Science
Exemplification
Edition
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.
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 genetically-modified
(GM) plants, could take place. The role
of pesticides, herbicides and
fungicides can be explored. The use of
organic farming methods would be
discussed and compared with the use
of artificial chemicals.
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 402b
Studies of body systems and structure
and function of, for example, the lungs,
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)
9Ca (PB9 p32-33),
9Cb (PB9 p34-35)
9Ad (PB9 p16-17),
9Cc (PB9 p36-39),
9Cd (PB9 p40-41),
9Cd (PB9 p42)
7Ca (PB7 p35)
9G (PB9 p79 – 90)
7Aa (PB7 p7-9),
7Ae (PB p19)
© Pearson Education Limited 2009
and can relate this to the basic biological
processes required to sustain life.
SCN 3-12b
SCN 3-13a
I have explored the role of technology in
monitoring health and improving the
quality of life.
Using microscopes, I have developed my
understanding of the structure and
variety of cells and of their functions.
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.
I understand the processes of
fertilisation and embryonic development
and can discuss possible risks to the
embryo.
I have extracted DNA and understand its
function. I can express an informed view
of the risks and benefits of DNA profiling.
SCN 3-14a
SCN 3-14b
SCN 3-20a
Exploring Science
I have collaborated with others to find
Edition
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.
7Ae (PB7 p18),
8Cd (PB8 p43)
At 2nd level learners should safely
explore examples of micro-organisms
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
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.
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.
7Ab (PB7 p10-11),
7Ac (PB7 p12-13),
7Ad (PB7 p14-16),
7Ae (PB7 p17)
8Ca (PB8 p36-37),
8Cb (PB8 p38-39)
8Cc (PB8 p40-42),
8Cd (PB8 p44-45),
8Ce (PB8 p46-48)
7Ba (PB7 p22-23),
7Bb (PB7 p24-25),
7Bc (PB7 p26-29),
7Bd (PB7 p29-31)
9Da (PB9 p43),
9Dd (PB9 p54)
8Bb(6),
© Pearson Education Limited 2009
SCN 3-20b
SCN 4-01a
SCN 4-02a
SCN 4-02b
SCN 4-03a
SCN 4-05b
Exploring Science
and present information on how
scientists from Scotland and beyond
have contributed to innovative research
and development.
Through research and discussion, I have
contributed to evaluations of media items
with regard to scientific content and
ethical implications
9Ca(4)
Skills Sheets: SS38 – SS40
7Aa(5),
7Be(3),
8Ab(4) (Task Exploring 3 in 8Ab),
8Ab(5) (Task Exploring 3 in 8Ab),
8Ab(10),
8De(6),
8De(7)
APP Additional Task A ‘Media articles’
7Ca (PB7 p36-37),
7Cb (PB7 p38-39),
7Cc (PB7 p40-41),
7Cd (PB7 p42-44),
7Ce (PB7 p45)
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 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 investigating the nitrogen cycle
and evaluating results from practical
experiments, I can suggest a design for
fertiliser, taking account of its
environmental impact.
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.
Edition
9Cc (PB9 p36-39)
9Ba (PB9 p20),
9Bb (PB9 p22),
RBc (PB9 p156)
8Be (PB8 p32 – 33)
8Be(4),
8Be(5)
9Cd(6) (nitrogen cycle)
7Db(3),
7Db(4)
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-
9Cd (PB9 p41)
8Ba (PB8 p22-23)
© Pearson Education Limited 2009
SCN 4-12a
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 4-13a
By researching cell division, I can explain
its role in growth and repair and can
discuss how cells can be used
therapeutically.
SCN 4-13b
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.
SCN 4-13c
Exploring Science
Edition
02b
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.
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 controversial and to explore
people’s different opinions and
7Cb (PB7 p38-39)
9Dd (PB9 p50)
RBe (PB9 p160-161)
7Cb (PB7 p38-39)
7Cc (PB7 p40-41)
RBe (PB9 p160)
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
concerns.
SCN 4-14a
SCN 4-14b
SCN 4-14c
SCN 4-20a
SCN 4-20b
Exploring Science
Through investigation, I can compare and
contrast how different organisms grow
and develop.
Through evaluation of a range of data, I
can compare sexual and asexual
reproduction and explain their
importance for survival of species.
I can use my understanding of how
characteristics are inherited to solve
simple genetic problems and relate this
to my understanding of DNA, genes and
chromosomes.
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.
Edition
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)
Skills Sheets: SS38 – SS40
APP Additional Task A ‘Media articles’
APP Pack ‘Ban zoos’ (Task 3)
APP Additional Task A ‘Media articles’
© Pearson Education Limited 2009
Statement
number
CHEMISTRY
SCN 3-03a
Statement
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.
SCN 3-05a
By contributing to experiments and
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.
SCN3-05b
I can explain some of the processes which
contribute to climate change and discuss
the possible impact of atmospheric change
on the survival of living things.
SCN3-10a
I can help to design simple chemical cells
and use them to investigate the factors
which affect the voltage produced.
SCN 3-15a
Exploring Science
I have developed my knowledge of the
Edition
Exemplification
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
genetically-modified (GM) plants,
could take place. The role of
pesticides, herbicides and
fungicides can be explored. The use
of organic farming methods would
be discussed and compared with
the use of artificial chemicals.
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.
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.
The characteristic property of metal/
Exploring Science: HSW
page correlations
9Ad (PB9 p16-17),
9Cc (PB9 p36-39),
9Cd (PB9 p40-41),
9Cd (PB9 p42)
RCa (PB9 p162)
7G (PB7 p91 – 99)
8Ib (PB8 p122 – 123)
8Id (PB8 p126 – 127)
APP Pack ‘Modelling Particles’ (Task
15)
7Ca (PB7 p35)
9G (PB9 p79 – 90)
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
8Fa-8Fd p77-86
© Pearson Education Limited 2009
Periodic Table by considering the
properties and uses of a variety of elements
relative to their positions.
SCN 3-15b
SCN 3-16a
Having contributed to a variety of practical
activities to make and break down
compounds, I can describe how the
properties of compounds are different from
their constituent elements.
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.
SCN 3-17a
Through evaluation of a range of data, I can
describe the formation, characteristics and
uses of soils, minerals and basic types of
rock.
I can participate in practical activities to
extract useful substances from natural
resources.
SCN 3-17b
SCN 3-18a
Exploring Science
Having taken part in practical activities to
compare the properties of acids and bases,
I have demonstrated ways of measuring pH
and can describe the significance of pH in
Edition
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.
8E (PB8 p63-72)
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.
8E (PB8 p63-72)
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.
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;
8Ha (PB8 p105-107)
8Hb (PB8 p108-109)
8Hc (PB8 p110-111)
8E (PB8 p63-72)
8Ha (PB8 p105-107)
8Hb (PB8 p108-109)
8Hc (PB8 p110-111)
7Ea (PB7 p63-65)
7Eb (PB7 p66-67)
7Ec (PB7 p68-69)
7Ed (PB7 p70-73)
© Pearson Education Limited 2009
everyday life.
SCN 3-19a
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 3-20a
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 4-03a
Through investigating the nitrogen cycle
and evaluating results from practical
experiments, I can suggest a design for
Exploring Science
Edition
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.
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.
7Fa (PB7 p78-79)
9Fc (PB9 p72-73) (rates)
9H (PB9 (91-102)
APP Pack ‘Washing enzymes’ (Task 4)
(rates)
9Fa p68
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’
7Db(3),
7Db(4)
9Cd(6) (nitrogen cycle)
© Pearson Education Limited 2009
SCN 4-04b
SCN 4-10a
fertiliser, taking account of its
environmental impact.
Through investigation, I can explain the
formation and use of fossil fuels and
contribute to discussions on the
responsible use and conservation of finite
resources.
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.
SCN 4-15a
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 4-16a
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,
I can demonstrate my understanding of
conservation of mass.
I have explored how different materials can
be derived from crude oil and their uses. I
can explain the importance of carbon
compounds in our lives.
I can monitor the environment by collecting
and analysing samples. I can interpret the
SCN 4-16b
SCN 4-17a
SCN 4-18a
Exploring Science
Edition
7Ia (PB7 p119-121)
7Ib (PB7 p122-123)
7Ic (PB7 p124-127)
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.
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.
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
8Ga (PB8 p92-95)
8Gb (PB8 p96-97)
8Gc (PB8 p98-99)
9H (PB9 p91-102)
The concept of conservation of
mass is explored.
8E (PB8 p63-73)
8Ee(7),
9Hb(3)
Scot(1)
7Ce (PB7 p46-48)
8Db (PB8 p54-55)
© Pearson Education Limited 2009
SCN 4-19a
SCN 4-19b
SCN 4-20a
SCN 4-20b
Exploring Science
results to inform others of pollution and
express a considered opinion on how
science can help to protect our
environment.
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
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 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.
Edition
8Dc (PB8 p56-57)
9G (PB9 p79-90)
Examples of chemical reactions
should be investigated to begin to
explore where the extra energy
comes from in exothermic reactions
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.
9Ha (PB9 p91-102)
9F (PB p67-78)
Skills Sheets: SS38 – SS40
APP Additional Task A ‘Media articles’
APP Pack ‘Global Hoax’ (Task 18)
APP Additional Task A ‘Media articles’
© Pearson Education Limited 2009
Statement
number
PHYSICS
SCN 3-04a
SCN 3-04b
SCN 3-06a
SCN 3-07a
SCN 3-08a
SCN 3-09a
Exploring Science
Statement
I can use my knowledge of the different
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.
By investigating renewable energy sources
and taking part in practical activities to
harness them, I can discuss their benefits
and potential problems.
By using my knowledge of our solar
system and the basic needs of living
things, I can produce a reasoned argument
on the likelihood of life existing elsewhere
in the universe.
By contributing to investigations of energy
loss due to friction, I can suggest ways of
improving the efficiency of moving
systems.
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.
Having measured the current and voltage
in series and parallel circuits, I can design
a circuit to show the advantages of parallel
circuits in an everyday application.
Edition
Exemplification
An investigation of heat transfer in
solids, liquids and gases- by
conduction, convection and
radiation- provides opportunities for
designing energy-efficient systems
e.g. in the construction industry.
Exploring Science: HSW
page correlations
8I (PB8 p119-132)
RPb (PB9 p175)
7I (PB7 p119-132)
7Ld (PB7 p172-173)
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)
9Ja (PB9 p116-117)
9Jb (PB9 p118-119)
At third and forth levels, the basic
properties of series and parallel
circuits and of electrical components
provide the basis for developing
understanding of everyday
applications e.g. the parallel wiring
of domestic lighting systems.
Understanding the properties of
input devices e.g. variable and lightdependent resistors, thermistor and
switch, output devices e.g. bulb,
LED, motor, relay, and processing
devices e.g. transistor switching
7Ja (PB7 p136-137)
7Jd (PB7 p142-143)
RPa (PB9 p173)
© Pearson Education Limited 2009
circuits, allows exploration of
electronic systems.
SCN 3-10a
I can design simple chemical cells and use
them to investigate the factors which affect
the voltage produced.
SCN 3-11a
By exploring the refraction of light when
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 3-20a
I have collaborated with others to find and
present information on how scientists from
Scotland and beyond have contributed to
innovative research and development.
Through research and discussion, I have
contributed to evaluations of media items
with regard to scientific content and ethical
implications.
By contributing to an investigation on
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 3-20b
SCN 4-04a
SCN 4-04b
Exploring Science
Edition
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.
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
8Kd (PB8 p154-155)
8Ke (PB8 p156-157)
8Ie (PB8 p128-129)
8Jc (PB8 p122-123)
7Ld(3),
7Ld(4),
8Jb(2),
Skills Sheets: SS38 – SS40
7Ic(9),
APP Pack ‘Solar System pull-out’ (Task
25)
APP Additional Task A ‘Media articles’
9I (PB9 p103-114)
RPa (PB9 p172)
7Ia (PB7 p119-121)
© Pearson Education Limited 2009
SCN 4-05a
SCN 4-06a
SCN 4-07a
SCN 4-07b
SCN 4-08a
Exploring Science
formation and use of fossil fuels and
contribute to discussions on the
responsible use and conservation of finite
resources.
I have developed my understanding of the
kinetic model of a gas. I can describe the
qualitative relationships between pressure,
volume and temperature of gases.
By researching developments used to
observe or explore space, I can illustrate
how our knowledge of the universe has
evolved over time.
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.
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 can help to design and carry out
investigations; I can compare the
properties, uses and commercial
applications of electromagnets and
supermagnets.
Edition
7Ib (PB7 p122-123)
9I (PB9 p103-114)
9La (PB9 p139-141)
9Lb (PB9 p142-145)
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)
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.
7Ke (PB7 p160-161)
9Ka (PB9 p127-138)
RPc (PB9 p176)
8Jc (PB8 p140-141)
8Jd (PB8 p142-143)
RPc (PB9 p177)
© Pearson Education Limited 2009
SCN 4-08b
SCN 4-09a
SCN 4-09b
Through experimentation, I can explain
floating and sinking in terms of the relative
densities of different materials.
Through investigation, I understand the
relationship between current, voltage and
resistance. I can apply this knowledge to
solve practical problems.
By contributing to investigations into the
properties of a range of electronic
components and switching devices, I can
help to engineer an electronic system to
provide a practical solution to a real-life
situation.
SCN 4-09c
Using my knowledge of electronic
components and switching devices, I can
help to engineer an electronic system to
provide a practical solution to a real-life
situation.
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.
Using a variety of sources, I have explored
the latest developments in chemical cells
SCN 4-10b
Exploring Science
Edition
7Kc (PB7 p154-155)
7Ja (PB7 p136-137)
7Je (PB7 p144-145)
9Ic (PB9 p110-111)
At third and forth levels, the basic
properties of series and parallel
circuits and of electrical components
provide the basis for developing
understanding of everyday
applications e.g. the parallel wiring
of domestic lighting systems.
Understanding the properties of
input devices e.g. variable and lightdependent resistors, thermistor and
switch, output devices e.g. bulb,
LED, motor, relay, and processing
devices e.g. transistor switching
circuits, allows exploration of
electronic systems.
At third and forth levels, the basic
properties of series and parallel
circuits and of electrical components
provide the basis for developing
understanding of everyday
applications e.g. the parallel wiring
of domestic lighting systems.
Understanding the properties of
input devices e.g. variable and lightdependent resistors, thermistor and
switch, output devices e.g. bulb,
LED, motor, relay, and processing
devices e.g. transistor switching
circuits, allows exploration of
electronic systems.
7Ja (PB 7 p133-137),
7Ja(8),
7Jd (PB 7 p142-143)
APP Pack ‘Wiring’ (Task 26)
7Ja (PB 7 p133-137),
7Ja(8),
7Jd (PB 7 p142-143)
APP Pack ‘Wiring’ (Task 26)
9Ib(3),
9Ib(4),
9Ib(8)
APP Pack ‘Portable power’ (Task 33)
7Ja (PB7 p133)
7Je (PB7 p146-148)
© Pearson Education Limited 2009
SCN 4-11a
SCN 4-11b
SCN 4-20a
SCN 4-20b
Exploring Science
technology and can evaluate their impact
on society.
By recording and analysing sound signals,
I can describe how they can be
manipulated and used in sound
engineering.
By carrying out a comparison of the
properties of parts of the electromagnetic
spectrum.
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.
Edition
9Ib(8)
The appearance of wave patterns
observed by the oscilloscope can be
linked to changes in the pitch,
volume and tone of sounds from
different sources.
8La (PB8 p161-163)
8Lb (PB8 p164-165)
9Jc (PB9 p122-123)
Skills Sheets: SS38 – SS40
APP Additional Task A ‘Media articles’
APP Pack ‘Demoting Pluto’ (Task 24)
APP Additional Task A ‘Media articles’
© Pearson Education Limited 2009