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Scheme Ncea Level 1 Extension Class 2010
- 1. 01 SCE Level 1 Science Extension class 2010
- 2. NCEA Level 1 Extension class Although students did not actually sit the level 1 Science Externals at the end of 2009, they did complete the work to the Level 1 standard and passed the final level 1 examination with Merit or above. They are therefore prepared to proceed beyond what they learnt last year and tackle more in depth questions of these topics. This will better prepare students for Level 2 Sciences next year. Keeping in mind that students learnt last year (and the fact that they have not yet gained credits in Level 1 Science yet) we have decided on the following papers for 2010. Students will need to be aware that they must attend 3 exam time slots for biology, chemistry and physics (dates to be advised). Standard Name Credits 90163 Describe the transfer of Genetic Information 3 90178 Describe functioning of human circulatory, respiratory and 6 excretory systems 90172 Describe atomic structure and bonding 3 90640 Describe characteristic properties and reactions of metals, 4 acids and bases 90183 Demonstrate understanding of mechanics in one dimension 5 90184 Demonstrate understanding of heat transfer and nuclear 3 physics
- 3. Achievement Standard Biology 1.3 Describe the transfer of genetic information Level 1 Credits 3 Assessment External Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Describe biological ideas • Explain biological ideas • Discuss biological ideas relating to transfer of genetic relating to transfer of genetic relating to transfer of genetic information. information. information. Explanatory Notes 1 Biological ideas relating to the transfer of genetic information will be selected from: • roles of, and relationships between, chromosomes, genes, alleles and DNA • structure and replication of DNA and its role in the transfer of genetic information. The structure is limited to double helix, molecular groups (sugar, base, phosphate), base pairing • cell division through mitosis and meiosis. Biological ideas relating to mitosis and meiosis are limited to purpose, where they occur, sequence of events (the names of stages are not required), reasons for maintenance or change of chromosome number, significance of the number of cells produced • solution of genetic problems limited to sex determination, simple monohybrid inheritance patterns for alleles showing complete dominance • applications of genetics, eg selective breeding, breeding techniques, genetic modification, cloning. 2 The student will be expected to be familiar with the following terms: variation, gamete, zygote, fertilisation, chromosome, karyotype, gene, allele, dominant, recessive, homozygous, heterozygous, pure breeding, genotype, phenotype, trait, characteristic, phenotype ratio, Punnett square, pedigree chart and semi- conservative. 3 Terms: • Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of. • Explain requires the student to provide a reason as to how or why something occurs. • Discuss requires the student to show understanding by linking biological ideas. It may involve students in elaborating, applying, justifying, relating, evaluating, comparing and contrasting, and analysing.
- 4. Biology 1.3 Keywords Adenosine Allele Antisense gene Asexual reproduction Base Base pair Characteristic Chromosome Clone Codon Cytosine DNA DNA replication Dominant Double helix Fertilisation Gamete Gene Genetic code Genetic modification Genetic mutation Genetics Genotype Guanine Heterozygous Homozygous Karyotype Meiosis Mitosis Pedigree chart Phenotype Plasmid Protein Punnett square
- 6. Achievement Standard Biology 1.6 Describe functioning of human circulatory, respiratory and excretory systems Level 1 Credits 6 Assessment External Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Describe functioning of • Describe functioning of • Describe functioning of human circulatory, human circulatory, human circulatory, respiratory and excretory respiratory and excretory respiratory and excretory systems. systems. systems. • Explain functioning of • Discuss functioning of human circulatory or human circulatory or respiratory or excretory respiratory or excretory systems. systems. Explanatory Notes 1 For these organ systems, assessment of functioning will be selected from: • the role of the organ system • biological processes carried out by the organ system • the structure and function of parts • factors affecting function • diseases and malfunctions – causes, effects, consequences, avoidance and repair. 2 Malfunctions of organ systems will be selected from: • circulatory – toxaemia, bleeding, varicose veins, hypotension, hypertension, strokes, coronary heart diseases, anaemia, leukaemia • respiratory – asthma, bronchitis, pleurisy, pneumonia, tuberculosis, lung cancer • excretory – kidney stones, nephritis, reflux, blood pressure. 3 The functioning of an organ system could include biological processes, such as: transport and exchange of nutrients, wastes and gases; disease protection; temperature regulation; diffusion, filtration and excretion. 4 Factors affecting the functioning of an organ system could include: availability of water, gases, blood pressure, alcohol, smoking, exercise, diet, stress, and obesity. 5 Terms: • Describe requires the student to define, use annotated diagrams, give characteristics of, or an account of. • Explain requires the student to provide a reason as to how or why something occurs. • Discuss requires the student to show understanding by linking biological ideas. It may involve students in elaborating, applying, justifying, relating, evaluating, comparing and contrasting, and analysing.
- 7. Biology 1.6 Keywords Aerobic respiration Agglutinin Agglutinogen Alveoli Anaemia Anaerobic respiration Antibody Antigen Aorta Asthma Atria Bicuspid valve Blood group Blood pressure Bronchitis Circulatory system Collecting duct Complemental air Concentration gradient Coronary artery Coronary heart disease Coronary vein Cortex Diastolic pressure Diffusion Erythrocytes Excretion Fibrinogen Filtration Gaseous exchange Haemoglobin Hepatic Hypertension
- 8. Hypotension Kidney stones Leucocytes Leukaemia Lung cancer Lymph Lymphocytes Medulla Nephritis Nephron Organ Pericardium Phagocytes Plasma Platelets Pleural membranes Pleurisy Pneumonia Pulmonary Pulmonary vein Reflux Renal Residual air Respiration Rhesus factor Semilunar valves Septum Serum Sphygmomanometer Stroke Supplemental air Systolic pressure Tidal air Toxaemia Tricuspid valve
- 10. Achievement Standard Chemistry 1.5 Describe atomic structure and bonding Level 1 Credits 3 Assessment External This achievement standard involves the description of atomic structure and bonding. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Describe atomic structure • Link principles of atomic • Discuss selected properties and bonding. structure, bonding and in terms of atomic structure selected properties. and bonding. Explanatory Notes 1 This achievement standard is derived from Chemistry in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, achievement objective 6.3, p. 18. 2 For Achievement, description of atomic structure and bonding will involve a selection from the following: • relating the number of protons, neutrons and electrons in an atom (including isotopes), or a monatomic ion, to the atomic number, mass number and charge • stating the electron arrangement of atoms or ions of the first 20 elements • relating the charge on monatomic ions to the position of the element in the periodic table • drawing Lewis diagrams of atoms (selected from the first 20 elements) and molecules with single bonds only (eg H2O, CH4, H2, Cl2 and PCl3). Molecules with more than four pairs of electrons around the central atom are excluded • distinguishing between ionic and covalent bonds and predicting the type of bonding in given examples of ionic and covalent compounds (compounds are limited to those containing two elements only). 3 Selected properties are limited to conductivity, melting point and boiling point of ionic and molecular compounds. 4 For Achievement with Merit, linking principles of atomic structure, bonding and selected properties may involve: • distinguishing between states of ionic and molecular substances, in terms of particle separation, energy, particle motion and attractive forces • drawing Lewis diagrams of molecules with multiple bonds (eg O2, N2 and CO2). Molecules with more than four pairs of electrons around the central atom are excluded • using atomic structure to justify the type of bonding in ionic and covalent compounds
- 11. • relating the similarities in the chemical properties of elements in the same group to the number of valence electrons or the elements’ positions on the periodic table. Elements will be selected from groups 1, 2, 16, 17 and 18 • relating the type of bonding to a selected property. 5 For Achievement with Excellence, discussions of the properties of the substances must be related to their constituent particles (molecules or ions) and the strength of attractive forces between them. Explanations in terms of forces such as hydrogen bonding and van der Waals forces are not required. 6 A periodic table showing symbols, atomic numbers and molar mass values only will be provided.
- 12. Chemistry 1.5 Keywords Alloy Atom Atomic number Boiling Compound Condensing Conductivity Covalent bonding Distillation Electron Electron configuration Electrostatic attraction Element Evaporating Filtration Freezing Inert gas Ion Ionic bond Isotope Lattice Lewis diagram Mass number Melting Mixture Neutron Nucleus Periodic group Periodic table Polarity Property Proton Pure substance
- 14. Achievement Standard Chemistry 1.4 Describe characteristic properties and reactions of metals, acids and bases Level 1 Credits 4 Assessment External This achievement standard involves the description of characteristic properties and reactions of metals, acids and bases. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Describe characteristic • Explain characteristic • Apply an understanding of properties and reactions of properties and reactions of characteristic properties and metals, acids and bases. metals, acids and bases. reactions of metals, acids and bases. Explanatory Notes 1 This achievement standard is derived from Chemistry in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, achievement objectives 6.2 and 6.3, p. 18. 2 Metals are limited to Li, Na, Ca, Mg, Al, Zn, Fe, Pb, Cu, Ag and Au. 3 Acids are limited to HCl, H2SO4, HNO3, CH3COOH. 4 Bases are limited to metal oxides, hydroxides, carbonates, and hydrogen carbonates. 5 Assessment of the characteristic properties and reactions of metals will involve a selection from the following: • physical properties – electrical conductivity, thermal conductivity, density, lustre, malleability and ductility • relating the properties of metals to their uses • relating the relative reactivity of metals to their uses and method of extraction from their ores • observations and word/balanced equations for reactions of metals with oxygen, water and acids. 6 Assessment of the characteristic properties and reactions of acids and bases will involve a selection from the following: • effects on litmus, universal indicator • pH value • observations of reaction of acids with carbonates and hydrogen carbonates • naming products and writing word/balanced equations for reactions of acids with bases.
- 15. 7 Assessment may involve identification and explanation of factors affecting rates of reaction, restricted to changes in concentration, temperature and surface area. 8 A table of ions will be provided. 9 A periodic table showing symbols, atomic numbers and molar mass values only will be provided.
- 16. Chemistry 1.4 Keywords Acid Atomic number Balanced equation Base Collision theory Density Ductility Electrical conductivity Litmus Lustre Malleability Metal Metal activity series Metal compound Molar mass Neutralisation Ore pH Phenolphthalein Physical property Product Rate of reaction Reactant Reactivity Symbol equation Thermal conductivity Universal indicator Word equation
- 17. Achievement Standard Physics 1.4 Demonstrate understanding of mechanics in one dimension Level 1 Credits 5 Assessment External This achievement standard involves demonstrating knowledge and understanding of mechanics in one dimension and the use of appropriate methods to solve related problems. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Identify or describe aspects • Give descriptions or • Give explanations that of phenomena, concepts or explanations in terms of show clear understanding principles. phenomena, concepts, in terms of phenomena, principles and/or concepts, principles relationships. and/or relationships. • Solve straightforward • Solve problems. • Solve complex problems. problems. Explanatory Notes 1 This achievement standard is derived from Physics in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, Level 6 achievement objectives, p. 16. 2 Assessment will be limited to a selection from the following: Phenomena, Concepts and Principles: Motion and Force Addition and subtraction of vectors in one dimension. Distance, speed (instantaneous, average and constant), displacement, velocity (average and constant), positive and negative acceleration (constant), motion/time graphs and the interpretation of their gradients and areas. Mass, weight and the acceleration due to gravity, balanced and unbalanced forces, free body force diagrams, pressure. Work, Energy and Power Work and power, gravitational potential energy, kinetic energy, and the conservation of mechanical energy in free fall situations. Relationships:
- 18. ∆d ∆v F v= a= Fnet = ma P= ∆t ∆t A 1 W ∆EP = mg∆h EK = mv2 W = Fd P= 2 t 3 Real life contexts will be used whenever possible. Requisite information about the context used will be supplied. 4 The following descriptions provide guidance on the typical performance for achievement, achievement with merit and achievement with excellence. Both the complexity of the situation and the problem-solving process will determine the grade. a Statements, descriptions and explanations can be written, diagrammatic or graphical. • Achievement will typically involve single aspects related to phenomena, concepts or principles. • Achievement with merit will typically involve reasons. • Achievement with excellence will typically have minimal irrelevancies. b A physics problem involves a process(es) to find a physical quantity. A process involves recognising the relevant concept or principle, selecting the method (eg formula, graph, diagram, logical deduction), and selecting the relevant information. • A straightforward problem is one involving a single process. The relevant concept or principle will be transparent, the method will be straightforward (a formula will need no more than a simple rearrangement), and the information will be directly usable. • For achievement with merit, a problem is typically one in which the relevant concept or principle may not be immediately obvious, the method may involve the use of a complex formula or rearrangement, or the information may not be directly usable or immediately obvious. • A complex problem will typically involve more than one process. The recognition of two different concepts must be involved. 5 Formulae listed in this achievement standard will be supplied. 6 Minor computational or transcription errors will not be penalised if the process used to determine the solution is clearly indicated and valid. 7 Students must be aware of the appropriate use of units. Both negative index (eg m s–2) and slash notation (eg m/s2) will be acceptable when writing units. Negative index notation will be used when supplying data.
- 19. Physics 1.4 Keywords Acceleration Area Atomic energy Average speed Chemical potential energy Constant speed Directly proportional Displacement Distance Elastic potential energy Electrical energy Equilibrium Force Friction Gravitational potential energy Gravity Heat energy Instantaneous speed Inversely proportional Kinetic energy Light energy Mass Nett force Newton’s second law of motion Nuclear energy Power Pressure Reaction force Solar energy Sound energy Speed Tension
- 21. Achievement Standard Subject Reference Physics 1.6 Title Demonstrate understanding of electricity and magnetism Level 1 Credits 5 Assessment External Subfield Science Domain Physics Status Registered Status date 5 November 2007 Planned review date 28 February 2009 Date version published 5 November 2007 This achievement standard involves demonstrating knowledge and understanding of electricity and magnetism, and the use of appropriate methods to solve related problems. Achievement Criteria Achievement Achievement with Merit Achievement with Excellence • Identify or describe aspects • Give descriptions or • Give explanations that show of phenomena, concepts or explanations in terms of clear understanding in terms principles. phenomena, concepts, of phenomena, concepts, principles and/or principles and/or relationships. relationships. • Solve straightforward • Solve problems. • Solve complex problems. problems. Explanatory Notes 1 This achievement standard is derived from Physics in the New Zealand Curriculum, Learning Media, Ministry of Education, 1994, Level 6 achievement objectives, p. 16. 2 Assessment will be limited to a selection from the following: Phenomena, Concepts and Principles: Static Electricity Positive and negative charge, conductors and insulators, uniform and non- uniform charge distributions, earthing, electrical discharge in air. Separation of charge by friction, charging by contact and induction. DC Electricity
- 22. Voltage, current, resistance, power, series circuits and simple parallel circuits (no resistive component in series with the source), circuit diagrams. Magnetism Magnetic field directions, interactions and the result of interactions (including magnetic field of bar magnets, the earth’s magnetic field, magnetic fields due to currents in straight wires and solenoids). Right-hand grip rule. The electromagnet. Relationships: E V = IR P = IV P= RT = R1 + R2 + … t µo I B= 2π d 3 In assessment activities, real life contexts will be used whenever possible. Requisite information about the context will be supplied. 4 The following descriptions provide guidance on the typical performance for achievement, achievement with merit and achievement with excellence. Both the complexity of the situation and problem-solving process will determine the grade. a Statements, descriptions and explanations can be written, diagrammatic or graphical. • Achievement will typically involve single aspects related to phenomena, concepts or principles. • Achievement with merit will typically involve reasons. • Achievement with excellence will typically have minimal irrelevancies. b A physics problem involves a process(es) to find a physical quantity. A process involves recognising the relevant concept or principle, selecting the method (eg formula, graph, diagram, logical deduction), and selecting the relevant information. • A straightforward problem is one involving a single process. The relevant concept or principle will be transparent, the method will be straightforward (a formula will need no more than a simple rearrangement), and the information will be directly usable. • For achievement with merit, a problem is typically one in which the relevant concept or principle may not be immediately obvious, the method may involve the use of a complex formula or rearrangement, or the information may not be directly usable or immediately obvious. • A complex problem will typically involve more than one process. The recognition of two different concepts must be involved. 5 Formulae listed in this achievement standard will be supplied. 6 Minor computational or transcription errors will not be penalised if the process used to calculate the solution is clearly indicated and valid.
- 23. 7 Students must be aware of the appropriate use of units. Both negative index (eg m s–2) and slash notation (eg m/s2) will be acceptable when writing units. Negative index notation will be used when supplying data. 8 Approved circuit symbols will be used when drawing circuit diagrams.