scheme ncea level 1 extension class 2010
DESCRIPTION
extension programmeTRANSCRIPT
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
Achievement Standard
Biology 1.6 Describe functioning of human circulatory, respiratory and excretory systems
Level 1 Credits 6 Assessment External
Achievement CriteriaAchievement Achievement with Merit Achievement with Excellence
Describe functioning of human circulatory, respiratory and excretory systems.
Describe functioning of human circulatory, respiratory and excretory systems.
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
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 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
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 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
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 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
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 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.