To achieve Step 1 in Science students must master the following skills and competencies.

Transcription

1 SCIENCE Step 1 To achieve Step 1 in Science students must master the following skills and competencies. Biology Identify the major organs of the body. Use a microscope to observe cells. Identify the reproductive organs Name some features of a named habitat. Name animals that live in the habitat. Describe some methods of seed and fruit dispersal. Identify ways in which animals are adapted to their environment. Chemistry Recognise acids may be harmful Know common foods containing acids Name the 3 states of matter and give examples. State the meaning of filtering and sieving. State the meaning of soluble and insoluble Make observations about the texture of rocks Physics Use terms push and pull to describe forces. Use the correct units for measuring force. Describe a solar system as a collection of planets and other objects orbiting a star and list planets in our solar system in order.

2 2 State that the Earth is tilted on its axis List the seasons of the Earth in order Describe what is needed for a complete circuit and identify problems. Identify series and parallel circuits. Describe food and fuels as energy stores. State that almost all energy on Earth comes from the sun. List some energy resources Working Scientifically Use simple mathematical concepts to calculate results. Collect data to answer questions Design a fair investigation Use a range of scientific equipment Use a variety of ways to represent data Provide explanations for observations and recognise patterns in data collected Suggest ways to improve their work

3 3 Step 2 To achieve Step 2 in Science students must master the following skills and competencies. Biology Identify the position of the major organs of the body Label the reproductive organs Identify parts of a food chain. Represent feeding relationships using food chains List physical environmental factors. Describe variation between organisms of same species. Describe how variation is caused. Chemistry Name some common examples of acids and alkalis. Name some plant extracts which can be used as indicators Identify acids, alkalis and neutral solutions using universal indicator. Describe the 3 states of matter based on their properties. Recognise all matter is made up of particles Describe draw and recognise the arrangement of particles in solids, Liquids and Gases Describe what is seen when a solid dissolves. Describe what happens during evaporating and condensing. State the meaning of soluble, solution, solvent and solute. Describe how the texture of a rock indicates its method of formation. Describe the formation of sedimentary, igneous and metamorphic rocks simply Physics Name / identify forces Interpret force diagrams. Identify contact and non-contact forces. Describe celestial bodies in order of magnitude.

4 4 Explain that our Sun is a star, and that there are other stars and solar systems in our galaxy and other galaxies in the Universe Define a day, a lunar month and a year with reference to Earth, and I can state how long each of these are on Earth Identify common circuit components. Draw circuit symbols of some common components. Name some other energy stores. Describe energy sources as renewable or non-renewable Working Scientifically Select appropriate approach to answer a question Select appropriate ways of presenting data Extract data from line graphs Make straight forward conclusions and use appropriate scientific vocabulary Follow instructions to conduct a safe scientific investigation. Select appropriate equipment Explain why it is important to repeat results

5 5 Step 3 To achieve Step 3 in Science students must master the following skills and competencies. Biology Describe the main functions of the major organs of the body. Identify organelles in cells. Describe the function and structure of the reproductive organs. Describe stages of pregnancy and birth. Use correct terminology when identifying parts of food chain. Describe how changes in the environment affect the distribution of organisms Describe variation as continuous or discontinuous. Describe ways that animals and plants are adapted. Describe characteristics of predator and prey. Chemistry Explain why hazard symbols are necessary Describe the ph scale. Describe how to measure the ph of a solution. Use particle theory to explain the properties of the 3 states of matter. Identify materials which are hard to classify as Solids, Liquids or Gases. State what is meant by diffusion and recall some of its effects. Describe how insoluble solids can be separated from a liquid. Describe how soluble solids can be separated from a solution. Described how chromatography can be used to separate mixtures. Stated what happens when water boils. Describe the process of physical, chemical and biological weathering Explain how sedimentary, igneous and metamorphic rocks are formed. Physics Draw force diagrams. Explain effects of balanced and unbalanced forces Define resultant force.

6 6 Describe how the seasons are due to the orbit of the Earth around the Sun and the fact the Earth is tilted on its axis Explain the existence of a leap year, with reference to the fact that an Earth year is actually days Describe path taken by current in series and parallel circuits. Correctly connect an ammeter and voltmeter. Use simple models to explain current. Calculate and compare energy values of different foods in KJ. Describe how energy in different energy resources can be used. Working Scientifically Present data using a line graph. Describe relationships using data. Describe some safety precautions during scientific investigations Identify the key factors to be considered when planning an investigation. Identify variables they can and cannot control. Recognise when there is sufficient evidence to support a conclusion.

7 7 Step 4 To achieve Step 4 in Science students must master the following skills and competencies. Biology Compare plant and animal cells. Describe function of organelles. Describe the process of fertilisation Construct food webs from food chains. Explain what the arrows in a food chain show. Explain the term producer by reference to photosynthesis. Explain why some plants and animals can compete more successfully than others. Explain why variation makes organisms more successful. Chemistry Write word equations for neutralisation reactions Recall the names of the salts produced by hydrochloric, sulphuric and nitric acids. Describe how to produce a pure solution of a salt from an acid and a base or an alkali. Use the particle theory to explain why diffusion is faster in gases than liquids. Explain how gases cause pressure Describe the atomic structure of an atom States the meaning of solubility. Describe how distillation can be used to separate a mixture. Describe the difference between evaporation and boiling. Explain how knowledge of the size of grains that can be transported can be used to work out what happened to the grains in sedimentary rocks before the rock was formed. Use the particle theory to explain the how the speed of cooling affects the crystal sizes in igneous rocks Describe how varying pressure and heat can result in the differences in the textures of metamorphic rocks

8 8 Physics Predict effect of resultant force on the motion of an object. Describe friction, explain how it can be increased and decreased. Give examples. Explain that the movement of light is measured in light years, and that this is how far light travels in one year. Know that this is a measurement of distance and not time Measure current in a series and parallel circuit Discuss resistance in terms of conductors and insulators. Compare and contrast energy resources. Working Scientifically Plan, select and carry out appropriate types of scientific enquiries to test predictions Choose appropriate data presentation methods eg. line graph Choose scales for graphs that enable them to show data effectively. Define accuracy, precision, repeatability and reproducibility Explain conclusions using scientific knowledge and understanding. Identify variables in an investigation (including independent, dependent and control variables where appropriate) Explain what to do if there are anomalous results.