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BTEC Entry

Edexcel Entry Level Certificate in Science (8938)

Teacher’s guide

Edex

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Sci

ence

(8

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8)

Teac

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September 2006

360Science: The student -centred curriculum

Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees. We also manage the data collection, marking and distribution of the National Curriculum Tests at Key Stages 2 and 3, and the Year 7 Progress Tests.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Sarah Harrison

All the material in this publication is copyright © Edexcel Limited 2006

CONTENTS

Introduction 1

Structure of the qualification 2

Specialist scientific language, scientific units and conventions 3

Unit 1: Survival in Nature 4

Unit 2: Cells, DNA and Diseases 5

Unit 3: Sending Messages Around the Body 6

Unit 4: Staying Fit and Healthy 7

Unit 5: What are Things Made From? 8

Unit 6: Making Changes 9

Unit 7: There’s One Earth 10

Unit 8: Properties of Materials and their Uses 11

Unit 9: Electricity – its Production and its Applications 12

Unit 10: Energy to Make Things Work 13

Unit 11: Electromagnetic Waves and their Uses 14

Unit 12: Exploring the Earth and Space 15

Assessment of practical skills 16

Record sheet for the assessment of practical skills 17

1 Identifying/selecting equipment 18

2 Using equipment 18

3 Following procedures 20

4 Data collection 20

5 Presentation of results 22

6 Working responsibly 22

How Science Works 23

Teacher’s guide – Edexcel Entry Level Certificate in Science (8938) – Issue 1 – September 2006 1 © Edexcel Limited 2006

Introduction

This teacher’s guide accompanies the Edexcel Entry Level Certificate in Science specification and has been designed to help teachers prepare for first teaching of the qualification.

This guide is designed to give further information on:

• specialist scientific language and scientific units used in each of the qualifications units and levels

• the assessment of practical skills

• how the specification relates to the Key Stage 4 Science subject criteria section 3.6 How Science Works

• specialist language and units, assessment of practical skills and ‘How Science Works’.

The specialist language and units lists contain the language and units that the students are required to use in each unit. The information given on assessment of practical skills and ‘How Science Works’ are examples to illustrate how students could show progression through Entry Levels 1, 2 and 3.

2 Teacher’s guide – Edexcel Entry Level Certificate in Science (8938) – Issue 1 – September 2006 © Edexcel Limited 2006

Structure of the qualification

The Entry Level Certificate in Science consists of four biology, four chemistry and four physics units.

Entry Level Certificate in Science

Unit Content

Biology units

1 Survival in Nature

2 Cells, DNA and Diseases

3 Sending Messages Around the Body

4 Staying Fit and Healthy

Chemistry units

5 What are Things Made From?

6 Making Changes

7 There’s One Earth

8 Properties of Materials and their Uses

Physics units

9 Electricity — its Production and its Applications

10 Energy to Make Things Work

11 Electromagnetic Waves and their Uses

12 Exploring the Earth and Space

Links to GCSE Science

To facilitate co-teaching all units (except Unit 10: Energy to Make Things Work) map directly to the units in the Edexcel GCSE Science qualification.


Specialist scientific language, scientific units and conventions

The following tables show which specialist scientific language and scientific units students should be able to use at each of the Entry Levels 1, 2 and 3.

Each level shows the specialist language that the students are expected to understand, in addition to that of the earlier levels. For example, a student who is at Entry Level 3 would be expected to understand the specialist language for Entry Level 1, Entry Level 2 and Entry Level 3.

There is only one convention used within the Entry Level specification. This is conventional current, which states that current flows from the positive terminal of a battery to the negative terminal. This is a convention that is used because in a metallic conductor current actually flows from the negative to the positive terminal.

4 Te

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Uni

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Sur

viva

l in

Nat

ure

En

try

Leve

l 1

Entr

y Le

vel 2

En

try

Leve

l 3

Spec

ialis

t sc

ient

ific

lang

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Ch

arac

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s Fo

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ion

Co

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Hab

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tens

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D

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Org

anic

far

min

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Ph

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Surv

ival

Pr

edat

or

Pr

ey

Pr

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Q

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Scie

ntif

ic u

nits

°C

– c

enti

grad

e (t

empe

ratu

re)

%

hum

idit

y (m

oist

ure)

Lu

x (l

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)

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Uni

t 2:

Cel

ls,

DN

A a

nd D

isea

ses

En

try

Leve

l 1

Entr

y Le

vel 2

En

try

Leve

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Spec

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lang

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Ce

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Asex

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D

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Vari

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Chro

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Cl

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In

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Uni

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Sen

ding

Mes

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e Bo

dy

En

try

Leve

l 1

Entr

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En

try

Leve

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Spec

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ific

lang

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Br

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Bloo

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gar

leve

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Cont

race

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H

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ones

Ki

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Reac

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Uni

t 4:

Sta

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Fit

and

Hea

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En

try

Leve

l 1

Entr

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En

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Leve

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Spec

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lang

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rate

Ci

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Ci

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M

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D

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rat

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In

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N

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Re

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To

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W

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Uni

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bpm

– b

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per

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(pul

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(tem

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8 Te

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Uni

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Wha

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Mad

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En

try

Leve

l 1

Entr

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En

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Spec

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lang

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At

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Cond

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Chem

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rea

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Co

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Co

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Peri

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M

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Su

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M

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N

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Uni

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min

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min

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ime)

Teac

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Uni

t 6:

Mak

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Chan

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En

try

Leve

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Entr

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En

try

Leve

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Spec

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lang

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Chem

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Extr

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Met

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Uni

t 7:

The

re’s

One

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En

try

Leve

l 1

Entr

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En

try

Leve

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Spec

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lang

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Co

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Uni

t 8:

Pro

pert

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of M

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and

the

ir U

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En

try

Leve

l 1

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Spec

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lang

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Uni

t 9:

Ele

ctri

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– it

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and

its

App

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En

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Leve

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Spec

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lang

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poun

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V

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W

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Uni

t 10

: En

ergy

to

Mak

e Th

ings

Wor

k

En

try

Leve

l 1

Entr

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En

try

Leve

l 3

Spec

ialis

t sc

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ific

lang

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Cond

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En

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In

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Effi

cien

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Geo

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En

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loss

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En

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mat

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Te

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Th

erm

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nerg

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Uni

ts

°C –

cen

tigr

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(tem

pera

ture

)

14

Teac

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Uni

t 11

: El

ectr

omag

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c W

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and

the

ir U

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En

try

Leve

l 1

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En

try

Leve

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Spec

ialis

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lang

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Re

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W

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X-

rays

Io

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fib

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a

Pr

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s

Re

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To

tal i

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nal r

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Uni

ts

m –

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cm

– c

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res

(len

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15

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Uni

t 12

: Ex

plor

ing

the

Eart

h an

d Sp

ace

En

try

Leve

l 1

Entr

y Le

vel 2

En

try

Leve

l 3

Spec

ialis

t sc

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lang

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So

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syst

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Assessment of practical skills

The assessment of practical skills can be carried out over a number of different practicals that the students carry out throughout the year. This section of the Teacher’s guide gives some examples of how students could achieve medium- and higher-level practical skills. The practicals given here as examples are taken from various units within the entry level specification.

For all practicals it is expected that the students will be given instructions by the teacher on what they need to do. The guidance referred to in the mark scheme is additional guidance that can be given by the teacher to the learners, while the learners complete the practical assessment.


Record sheet for the assessment of practical skills

Marks Total

Identifying/selecting equipment

Cannot identify/select equipment, even with help 0

Can identify/select equipment with help 1

Can identify/select equipment without help 2

Using equipment

Cannot set up simple equipment, even with guidance 0

Can set up simple equipment with guidance 1

Can set up simple equipment without guidance 2

Cannot set up several pieces of equipment, even with guidance 0

Can set up several pieces of equipment with guidance 1

Can set up several pieces of equipment without guidance 2

Cannot adjust equipment even with guidance 0

Can adjust equipment when necessary with guidance 1

Can adjust equipment when necessary without guidance 2

Following procedures

Cannot follow procedures, even with help 0

Can follow procedures involving one stage with help 1

Can follow procedures involving one stage without help 2

Can follow procedures involving more than one stage with help 3

Can follow procedures involving more than one stage without help 4

Data collection

Cannot make simple readings/observations/measurements, even with help 0

Can make simple readings/observations/measurements with help 1

Can make simple readings/observations/measurements without help 2

Readings/observations/measurements are normally accurate 1

Can identify erroneous readings/observations/measurements and retake the readings/observations/measurements

1

Can identify a minimum number of readings/observations/measurements required to be able to reach a satisfactory conclusion

1

Presentation of results

Cannot complete a given table of results, even with help 0

Can complete a table of results with help 1

Can complete a table of results without help 2

Working responsibly

Works safely to avoid accidents and health risks 1

Total: 20 (max)

This sheet can also be found on page 112 of the Entry Level specification.


1 Identifying/selecting equipment

Identifying/selecting equipment

Cannot identify/select equipment, even with help 0

Can identify/select equipment with help 1

Can identify/select equipment without help 2

Practical carried out: Investigating series and parallel circuits, varying the number of bulbs in the circuit and seeing what effect they have on the current flowing around the circuit.

For 1 mark: Students can choose the correct meter to measure the current, out of a choice of voltmeters and ammeters, when helped to remember the units for current (amps) by the teacher. The students can then match the symbol for amperes (A) to the symbol on the meter.

For 2 marks: Students can choose the correct meter, out of a selection of voltmeters and ammeters, and the rest of the equipment needed to set up both series and parallel circuits correctly.

2 Using equipment

Using equipment










a Simple equipment




Practical carried out: Heating metal and non-metal rods with pins stuck to one end with wax. The pin that falls off first shows which rod is the best conducting material. The pins should be pre-stuck to the rods.


For 1 mark: Students can balance the rods on the tripod, but they need help to position them correctly so that they are being heated in the same place as each other by the Bunsen burner. Students need to be reminded which flame to use on the Bunsen burner.

For 2 marks: Students can set up the rods correctly and can select the correct flame on the Bunsen burner.

b Several pieces of equipment




Practical carried out: Measuring the angle of incidence and reflection, using a plane mirror, a ray box with a single slit, a power supply and a protractor.

For 1 mark: Students can set up the mirror and ray box correctly, with the correct slit, but they need guidance on how to connect the ray box to the power supply. Students also need guidance on how to position the ray box relative to the mirror.

For 2 marks: Students can correctly set up the mirror, ray box, with a single slit, and power supply. They can also position the ray box correctly, relative to the mirror.

c Adjusting equipment




Practical carried out: Investigating how light affects photosynthesis by varying how close a lamp is to a piece of pond weed in a test tube and counting the number of oxygen bubbles produced.

For 1 mark: Students have difficulty correctly repositioning the lamp at the different distances from the pond weed and need guidance to do so. Students may also need to be reminded to reset the stopwatch to time the experiment at each distance from the lamp.

For 2 marks: Students can correctly reposition the lamp and reset the stopwatch to accurately count the oxygen bubbles at each distance from the lamp.


3 Following procedures

Following procedures

Cannot follow procedures, even with help 0

Can follow procedures involving one stage with help 1

Can follow procedures involving one stage without help 2

Can follow procedures involving more than one stage with help 3

Can follow procedures involving more than one stage without help 4

Practical: Building a pinhole camera. This can be a simple one-stage practical, where a pinhole is punched through one sheet of paper and the image is formed on a second piece of paper (screen). Or this could be a multistage practical where a box is constructed and the pinhole and the screen are housed within the box, similar to a standard camera.

For 1 mark: Students punch the hole in the sheet of paper, but need guidance to use a second piece of paper as the screen.

For 2 marks: Students correctly produce a pinhole camera with two sheets of paper.

For 3 marks: Students construct the box part of the camera, but need guidance to fit the paper with the pinhole, and the screen, to the box.

For 4 marks: Students can correctly construct a box pinhole camera.

4 Data collection

Data collection






1


1

Practical: An investigation into which brand of kitchen towel is the strongest. Testing a brand of kitchen towel by fixing three sheets’ thickness of it to the top of a metal beaker (or a calorimeter beaker), with an elastic band. Wet the top of the towel with 3–5 ml of water, to simulate kitchen towel working conditions. Add masses to the top of the kitchen towel, in intervals, eg intervals of 50 g. Smaller masses, such as 10 g, could be used to make the experiment more precise. Measure the mass required to break the towel to see which brand is the strongest.


a Make simple readings/observations/measurements




For 1 mark: Students carry out the practical, but need guidance to add up the amount of mass used to break the towel.

For 2 marks: Students can add up the mass used to break the towel.

b Accuracy


For 1 mark: Students use smaller masses (eg 10 g) and can accurately add up the mass used in each experiment, for each brand of kitchen towel. The smaller masses used give a more precise experiment.

c Erroneous readings


1

For 1 mark: Students can identify any results that are not typical of the rest of the results. The students will then conduct these experiments again, the appropriate number of times, eg take the reading three times and calculate the average of these readings.

d Minimum number of readings


1

For 1 mark: Students decide to use at least four brands of kitchen towel in the experiment. They also decide how many times to carry out the experiment on each brand of kitchen towel, eg three times. These steps ensure that the students reach a satisfactory conclusion.


5 Presentation of results

Presentation of results

Cannot complete a given table of results, even with help 0

Can complete a table of results with help 1

Can complete a table of results without help 2

Practical: Measuring reaction times by asking fellow students to hold a ruler, at the bottom, and release it, then re-catch it as fast as possible. This should be timed and recorded, along with the distance the ruler travelled.

For 1 mark: Students can complete the results table when they receive guidance on how to construct it, with sections for time (s) and distance (cm).

For 2 marks: Students can complete the results table and use the correct sections for time (s) and distance (cm).

6 Working responsibly

Working responsibly

Works safely to avoid accidents and health risks 1

Practical: Making hydrogen and oxygen gas.

For 1 mark: Students carry out the practical safely, wearing safety goggles and being careful with the chemicals that are being used.


How Science Works

How Science Works is taken from the Key Stage 4 Science subject criteria section 3.6 and is a new requirement for all Key Stage 4 science specifications. It is primarily about helping students to engage with and challenge the science they meet in everyday life. Students need to adopt a critical, questioning frame of mind, going ‘behind the scenes’ to understand the workings of science and how it impacts on society and their lives.

It will help students to:

• identify questions that science can and cannot address and how scientists look for the answers

• evaluate scientific claims by judging the reliability and validity of the evidence appropriately

• consider scientific reports they see in the media and communicate their thoughts

• make informed judgements about science and technology, including any ethical issues that may arise.

How Science Works from Key Stage 4 Science subject criteria section 3.6

(i) data, evidence, theories and explanations

a the collection and analysis of scientific data

b the interpretation of data, using creative thought, to provide evidence for testing ideas and developing theories

c many phenomena can be explained by developing and using scientific theories, models and ideas

d there are some questions that science cannot currently answer, and some that science cannot address

(ii) practical and enquiry skills

a planning to test a scientific idea, answer a scientific question, or solve a scientific problem

b collecting data from primary or secondary sources, including the use of ICT sources and tools

c working accurately and safely, individually and with others, when collecting first-hand data

d evaluating methods of data collection, and considering their validity and reliability as evidence


(iii) communication skills

a recalling, analysing, interpreting, applying and questioning scientific information or ideas

b using both qualitative and quantitative approaches

c presenting information, developing an argument and drawing a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools

(iv) applications and implications of science

a the use of contemporary scientific and technological developments and their benefits, drawbacks and risks

b how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

c how uncertainties in scientific knowledge and scientific ideas change over time and the role of the scientific community in validating these changes

The following tables give examples of how students at the three different levels within Entry Level could develop the skills needed to address the criteria within How Science Works.

Teac

her’

s gu

ide

– Ed

exce

l Ent

ry L

evel

Cer

tifi

cate

in S

cien

ce (

8938

) –

Issu

e 1

– Se

ptem

ber

2006

25

©

Ede

xcel

Lim

ited

200

6

How

Sci

ence

Wor

ks

(i)

data

, ev

iden

ce,

theo

ries

and

exp

lana

tion

s

Entr

y Le

vel 1

En

try

Leve

l 2

Entr

y Le

vel 3

a th

e co

llect

ion

and

anal

ysis

of

scie

ntif

ic d

ata

Stud

ents

nee

d gu

idan

ce t

o co

llect

evi

denc

e fr

om a

pra

ctic

al,

eg t

he m

ass

need

ed t

o br

eak

diff

eren

t br

ands

of

kitc

hen

tow

el,

whe

n w

et.

Stud

ents

can

col

lect

evi

denc

e fr

om a

pr

acti

cal.

St

uden

ts c

an c

olle

ct e

vide

nce

from

a p

ract

ical

an

d an

alys

e it

to

draw

val

id c

oncl

usio

ns,

eg

wor

k ou

t w

hich

bra

nd o

f ki

tche

n to

wel

is t

he

stro

nges

t w

hen

wet

.

b th

e in

terp

reta

tion

of

data

, us

ing

crea

tive

tho

ught

, to

pro

vide

evi

denc

e fo

r te

stin

g id

eas

and

deve

lopi

ng t

heor

ies

Use

info

rmat

ion

on r

usti

ng t

o th

ink

abou

t ho

w

we

can

prev

ent

it f

rom

hap

peni

ng.

Use

info

rmat

ion

abou

t ho

w w

e cu

rren

tly

try

to

prev

ent

rust

ing

to t

hink

abo

ut h

ow w

e co

uld

test

whi

ch m

etho

d is

mos

t ef

fect

ive.

Use

info

rmat

ion

abou

t ho

w w

e cu

rren

tly

try

to

prev

ent

rust

ing

to p

lan

an e

xper

imen

t to

see

w

hat

is n

eede

d fo

r ru

stin

g to

occ

ur (

wat

er a

nd

oxyg

en).

Use

thi

s in

form

atio

n to

thi

nk o

f be

tter

met

hods

of

prev

enti

on.

c m

any

phen

omen

a ca

n be

exp

lain

ed b

y de

velo

ping

and

usi

ng s

cien

tifi

c th

eori

es,

mod

els

and

idea

s

Anim

als

and

plan

ts a

re d

iffe

rent

as

they

hav

e ad

apte

d to

the

ir e

nvir

onm

ent.

An

imal

s an

d pl

ants

hav

e ev

olve

d to

ada

pt

bett

er t

o th

eir

envi

ronm

ent

and

incr

ease

the

ir

chan

ces

of s

urvi

val.

Anim

als

and

plan

ts h

ave

evol

ved

and

are

cont

inui

ng t

o ev

olve

. So

me

are

not

surv

ivin

g w

ell a

s th

ey h

ave

adap

ted

to a

spe

cifi

c en

viro

nmen

t th

at is

now

und

er t

hrea

t, e

g po

lar

bear

s.

d th

ere

are

som

e qu

esti

ons

that

sci

ence

can

not

curr

entl

y an

swer

, an

d so

me

that

sci

ence

can

not

addr

ess

Scie

nce

cann

ot y

et a

nsw

er w

hat

happ

ened

be

fore

the

big

ban

g.

Scie

nce

cann

ot y

et a

ddre

ss w

heth

er c

lone

s w

ill t

hink

the

sam

e w

ay a

s ea

ch o

ther

. Sc

ienc

e ca

nnot

yet

ans

wer

how

inte

llige

nt

anim

als

are

and

it c

anno

t ad

dres

s w

heth

er

anim

al o

r hu

man

tes

ting

is r

ight

.

26

Teac

her’

s gu

ide

– Ed

exce

l Ent

ry L

evel

Cer

tifi

cate

in S

cien

ce (

8938

) –

Issu

e 1

– Se

ptem

ber

2006

© E

dexc

el L

imit

ed 2

006

(ii)

pra

ctic

al a

nd e

nqui

ry s

kills

Entr

y Le

vel 1

En

try

Leve

l 2

Entr

y Le

vel 3

a pl

anni

ng t

o te

st a

sci

enti

fic

idea

, an

swer

a s

cien

tifi

c qu

esti

on,

or s

olve

a s

cien

tifi

c pr

oble

m

Com

pare

how

man

y da

isy

plan

ts t

here

are

in a

gr

assy

and

a p

aved

are

a of

the

sch

ool.

Fi

nd o

ut h

ow t

he t

ype

of e

nvir

onm

ent

affe

cts

the

num

ber

of d

aisy

pla

nts.

Fi

nd o

ut w

hat

fact

ors

affe

ct t

he n

umbe

r of

da

isy

plan

ts f

ound

aro

und

the

scho

ol.

b co

llect

ing

data

fro

m p

rim

ary

or s

econ

dary

sou

rces

, in

clud

ing

the

use

of IC

T so

urce

s an

d to

ols

Colle

ct p

ract

ical

dat

a in

an

expe

rim

ent

inve

stig

atin

g ho

w t

he a

mou

nt o

f lig

ht a

ffec

ts

the

phot

osyn

thes

is o

f po

nd w

eed.

Use

a c

ompu

ter

sim

ulat

ion

of a

n ex

peri

men

t in

vest

igat

ing

how

the

am

ount

of

light

aff

ects

th

e ph

otos

ynth

esis

of

pond

wee

d an

d co

llect

da

ta.

Colle

ct d

ata

from

an

expe

rim

ent

inve

stig

atin

g ho

w t

he a

mou

nt o

f lig

ht a

ffec

ts t

he

phot

osyn

thes

is o

f po

nd w

eed,

usi

ng d

ata-

logg

ing

equi

pmen

t.

c w

orki

ng a

ccur

atel

y an

d sa

fely

, in

divi

dual

ly a

nd w

ith

othe

rs,

whe

n co

llect

ing

firs

t-ha

nd d

ata

Wor

k sa

fely

in s

impl

e pr

acti

cals

, in

gro

ups

and

indi

vidu

ally

. W

ork

safe

ly a

nd a

ccur

atel

y in

sim

ple

prac

tica

ls,

in g

roup

s an

d in

divi

dual

ly.

Wor

k sa

fely

and

acc

urat

ely

in m

ore

dem

andi

ng

prac

tica

ls,

in g

roup

s an

d in

divi

dual

ly.

d ev

alua

ting

met

hods

of

data

col

lect

ion,

and

con

side

ring

the

ir v

alid

ity

and

relia

bilit

y as

evi

denc

e

Be a

ble

to r

ecog

nise

a m

easu

rem

ent

that

is

not

follo

win

g th

e tr

end

of t

he r

est

of t

he

resu

lts.

Be a

ble

to e

xpla

in h

ow t

he p

ract

ical

cou

ld b

e im

prov

ed t

o gi

ve m

ore

relia

ble

data

, eg

use

m

ore

prec

ise

equi

pmen

t.

Be a

ble

to s

ugge

st h

ow t

o im

prov

e th

e pr

acti

cal t

o m

ake

the

resu

lts

colle

cted

mor

e re

liabl

e an

d va

lid,

eg u

se m

ore

prec

ise

equi

pmen

t, r

epea

t ea

ch r

eadi

ng t

hree

tim

es

and

take

the

ave

rage

, et

c.

Teac

her’

s gu

ide

– Ed

exce

l Ent

ry L

evel

Cer

tifi

cate

in S

cien

ce (

8938

) –

Issu

e 1

– Se

ptem

ber

2006

27

©

Ede

xcel

Lim

ited

200

6

(iii)

com

mun

icat

ion

skill

s

Entr

y Le

vel 1

En

try

Leve

l 2

Entr

y Le

vel 3

a re

calli

ng,

anal

ysin

g, in

terp

reti

ng,

appl

ying

and

que

stio

ning

sci

enti

fic

info

rmat

ion

or id

eas

Reca

ll fa

cts

abou

t m

etal

s an

d no

n-m

etal

s an

d us

e th

ese

to e

xpla

in w

hy w

e us

e th

em in

sp

ecif

ic s

itua

tion

s, e

g w

oode

n sp

oon

whe

n st

irri

ng h

ot b

aked

bea

ns.

Reca

ll fa

cts

abou

t m

etal

s an

d no

n-m

etal

s an

d us

e th

ese

to p

redi

ct w

heth

er a

n un

know

n m

ater

ial i

s a

met

al o

r a

non-

met

al.

Reca

ll fa

cts

abou

t m

etal

s an

d no

n-m

etal

s an

d us

e th

ese

to e

xpla

in w

hy s

ome

mat

eria

ls a

re

diff

icul

t to

cla

ssif

y in

to t

hese

gro

ups.

b us

ing

both

qua

litat

ive

and

quan

tita

tive

app

roac

hes

Use

qua

litat

ive

appr

oach

es w

ith

guid

ance

, eg

w

hen

carr

ying

out

a s

urve

y of

dif

fere

nces

in

stud

ents

, co

llect

ing

info

rmat

ion

on e

ye

colo

ur.

Use

qua

litat

ive

and

quan

tita

tive

app

roac

hes

wit

h gu

idan

ce,

eg w

hen

carr

ying

out

a s

urve

y of

dif

fere

nces

in s

tude

nts,

col

lect

ing

info

rmat

ion

on le

ngth

of

feet

and

left

or

righ

t ha

nded

ness

.

Use

qua

litat

ive

and

quan

tita

tive

app

roac

hes,

eg

whe

n ca

rryi

ng o

ut a

sur

vey

of d

iffe

renc

es

in s

tude

nts,

col

lect

ing

info

rmat

ion

on h

eigh

t an

d ha

ir c

olou

r.

c pr

esen

ting

info

rmat

ion,

dev

elop

ing

an a

rgum

ent

and

draw

ing

a co

nclu

sion

, us

ing

scie

ntif

ic,

tech

nica

l and

mat

hem

atic

al la

ngua

ge,

conv

enti

ons

and

sym

bols

and

ICT

tool

s

Reco

rd d

ata

in a

sim

ple

tabl

e w

ith

guid

ance

. Be

abl

e to

put

for

war

d th

eir

own

idea

s, w

hen

give

n su

gges

tion

s. C

an u

se li

mit

ed s

peci

alis

t vo

cabu

lary

and

mat

hem

atic

al la

ngua

ge.

Are

able

to

inpu

t da

ta in

to a

sim

ple

spre

adsh

eet.

Reco

rd d

ata

in s

impl

e ta

bles

or

on s

impl

e gr

aphs

. Be

abl

e to

giv

e so

me

expl

anat

ion

for

the

tren

ds in

the

col

lect

ed r

esul

ts.

Can

mak

e so

me

use

of s

peci

alis

t vo

cabu

lary

and

m

athe

mat

ical

lang

uage

. Ar

e ab

le t

o in

put

data

in

to t

he c

orre

ct p

arts

of

a sp

read

shee

t, w

hich

co

ntai

ns e

xist

ing

form

ulae

and

per

form

s ca

lcul

atio

ns.

Reco

rd d

ata

in t

able

s an

d gr

aphs

. Be

abl

e to

ex

plai

n w

hat

the

colle

cted

res

ults

sho

w.

Can

mak

e us

e of

a r

ange

of

spec

ialis

t vo

cabu

lary

an

d m

athe

mat

ical

lang

uage

. Ab

le t

o in

put

data

into

the

cor

rect

cel

ls o

f a

spre

adsh

eet,

w

hich

con

tain

s ex

isti

ng f

orm

ulae

and

per

form

s ca

lcul

atio

ns.

Can

use

thes

e va

lues

to

draw

gr

aphs

in t

he s

prea

dshe

et.

28

Teac

her’

s gu

ide

– Ed

exce

l Ent

ry L

evel

Cer

tifi

cate

in S

cien

ce (

8938

) –

Issu

e 1

– Se

ptem

ber

2006

© E

dexc

el L

imit

ed 2

006

(iv)

app

licat

ions

and

impl

icat

ions

of

scie

nce

Entr

y Le

vel 1

En

try

Leve

l 2

Entr

y Le

vel 3

a th

e us

e of

con

tem

pora

ry s

cien

tifi

c an

d te

chno

logi

cal d

evel

opm

ents

and

the

ir b

enef

its,

dra

wba

cks

and

risk

s

Why

we

use

diff

eren

t m

ater

ials

for

dif

fere

nt

purp

oses

, eg

usi

ng p

last

ic f

or c

arri

er b

ags

as it

is

str

ong

and

flex

ible

.

Why

we

use

som

e m

ater

ials

for

spe

cifi

c pu

rpos

es a

nd t

he d

raw

back

s of

the

se

mat

eria

ls,

eg u

sing

pla

stic

for

sof

t dr

inks

bo

ttle

s, a

s it

is s

tron

g an

d ca

n be

sha

ped

into

a

bott

le e

asily

how

ever

, it

is n

ot

biod

egra

dabl

e.

Why

we

use

som

e pe

stic

ides

to

prod

uce

mor

e cr

ops,

to

mak

e m

ore

mon

ey.

But

they

can

be

harm

ful t

o th

e en

viro

nmen

t an

d to

us

if w

e ea

t to

o m

uch

food

con

tain

ing

thes

e pe

stic

ides

.

b ho

w a

nd w

hy d

ecis

ions

abo

ut s

cien

ce a

nd t

echn

olog

y ar

e m

ade,

incl

udin

g th

ose

that

rai

se e

thic

al is

sues

, an

d ab

out

the

soci

al,

econ

omic

and

env

iron

men

tal e

ffec

ts o

f su

ch d

ecis

ions

Why

sci

enti

sts

deci

de t

o br

eed

diff

eren

t ty

pes

of a

nim

als,

eg

diff

eren

t ty

pes

of c

ows

for

milk

an

d fo

r m

eat.

Why

sci

enti

sts

are

grow

ing

anim

als

to p

rodu

ce

orga

ns f

or u

se in

hum

an t

rans

plan

t op

erat

ions

, eg

pig

s gr

own

for

thei

r he

arts

. D

iscu

ss t

he

issu

es in

volv

ed w

ith

this

.

Why

sci

enti

sts

have

dec

ided

to

ban

hum

an

clon

ing

at t

he m

omen

t. W

hat

the

issu

es a

re

wit

h th

is a

nd w

heth

er it

sho

uld

be a

llow

ed in

th

e fu

ture

.

c ho

w u

ncer

tain

ties

in s

cien

tifi

c kn

owle

dge

and

scie

ntif

ic id

eas

chan

ge o

ver

tim

e an

d th

e ro

le o

f th

e sc

ient

ific

com

mun

ity

in

valid

atin

g th

ese

chan

ges.

Peop

le u

sed

to t

hink

tha

t th

e Ea

rth

was

at

the

cent

re o

f th

e U

nive

rse,

but

now

we

know

tha

t it

is n

ot t

rue.

Obs

erva

tion

s of

obj

ects

in s

pace

rel

ativ

e to

th

e Ea

rth

dem

onst

rate

tha

t th

e Ea

rth

is n

ot a

t th

e ce

ntre

of

the

Uni

vers

e.

Scie

ntis

ts o

bser

ve s

pace

and

hav

e de

term

ined

th

at o

ur g

alax

y is

one

of

man

y si

mila

r ga

laxi

es,

and

thei

r id

eas

are

valid

ated

by

othe

r sc

ient

ists

mak

ing

sim

ilar

obse

rvat

ions

.

1250

ma1

3090

6:\L

T\PD

\360

Scie

nce\

Entry

Lev

el C

ert i

n Sc

ienc

e (8

938)

TG

.doc

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Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email: [email protected] September 2006 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or http://enquiries.edexcel.org.uk or visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

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