scheme ncea level 1 extension class 2010

01 SCE

Level 1 Science Extension class

2010

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 Credits90163 Describe the transfer of Genetic Information 390178 Describe functioning of human circulatory, respiratory and

excretory systems6

90172 Describe atomic structure and bonding 390640 Describe characteristic properties and reactions of metals,

acids and bases4

90183 Demonstrate understanding of mechanics in one dimension 590184 Demonstrate understanding of heat transfer and nuclear

physics3

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 relating to transfer of genetic information.

Explain biological ideas relating to transfer of genetic information.

Discuss biological ideas relating to transfer of genetic 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.

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

Pure breeding

Recessive

Semi-conservative

Sexual reproduction

Sugar-phosphate ladder

Thymine

Trait

Variation

Zygote


Biology 1.6 Describe functioning of human circulatory, respiratory and excretory systems


Achievement CriteriaAchievement Achievement with Merit Achievement with Excellence

Describe functioning of human circulatory, respiratory and excretory systems.



Explain functioning of human circulatory or respiratory or excretory systems.

Discuss functioning of human circulatory or respiratory or excretory 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.

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

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

Tuberculosis

Urea

Ureter

Varicose veins

Vena cava

Ventricular

Vital capacity


Chemistry 1.5 Describe atomic structure and bonding


This achievement standard involves the description of atomic structure and bonding.



Describe atomic structure and bonding.

Link principles of atomic structure, bonding and selected properties.

Discuss selected properties in terms of atomic structure 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

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.

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

Re-subliming

Solubility

Subliming

Symbol


Chemistry 1.4 Describe characteristic properties and reactions of metals, acids and bases


This achievement standard involves the description of characteristic properties and reactions of metals, acids and bases.



Describe characteristic properties and reactions of metals, acids and bases.

Explain characteristic properties and reactions of metals, acids and bases.

Apply an understanding of characteristic properties and 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.

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.

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


Physics 1.4 Demonstrate understanding of mechanics in one dimension


This achievement standard involves demonstrating knowledge and understanding of mechanics in one dimension and the use of appropriate methods to solve related problems.



Identify or describe aspects of phenomena, concepts or principles.

Give descriptions or explanations in terms of phenomena, concepts, principles and/or relationships.

Give explanations that show clear understanding in terms of phenomena, concepts, principles and/or relationships.

Solve straightforward problems.

Solve problems. Solve complex 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 ForceAddition 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 PowerWork and power, gravitational potential energy, kinetic energy, and the conservation of mechanical energy in free fall situations.

Relationships:

v = Fnet = ma P =

EP = mgh EK = mv2 W = Fd P =

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.

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

Terminal velocity

Thrust

Time

Velocity

Weight


Subject Reference Physics 1.6

Title Demonstrate understanding of electricity and magnetism


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.



Identify or describe aspects of phenomena, concepts or principles.

Give descriptions or explanations in terms of phenomena, concepts, principles and/or relationships.

Give explanations that show clear understanding in terms of phenomena, concepts, principles and/or relationships.

Solve straightforward problems.

Solve problems. Solve complex 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 ElectricityPositive 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

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:

V = IR P = IV P = RT = R1 + R2 + …

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.

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.

scheme ncea level 1 extension class 2010

Technology

transfer of genetic

malfunctions of organ

assessment of functioning

circulatory toxaemia

final level

sce level

ncea level

achievement standard