11Scu
Understanding Everyday Science
Student information
Science Department
Onslow College
2016
Understanding everyday science offers at least 12 credits towards NCEA Level 1.
All standards are internally assessed – there will be no exam at the end of the year.
The course will focus on three achievement standards:
AS90943
Investigate implications of heat for everyday life (Term 2)
AS90954
Demonstrate understanding of the effects of astronomical cycles on planet Earth (Term 3)
AS90950
Investigate biological ideas relating to interactions between humans and micro-organism (Term 1)
Important note:
This course will NOT give entry to any level 2 science subjects.
Each standard is worth 4 credits and will take approximately 1 term.
The students will be assessed on a portfolio basis, and as a result there will be flexible deadlines.
In addition, some students may be assessed using different standards. This will only occur after discussion with all
parties involved.
Investigate biological ideas relating to interactions between
humans and micro-organisms
AS90950 Version 3
Science 1.11
Assessment
4
Level
Credits
1
Internal
Subfield
Science
Domain
Science - Core
Status
Status date
30 November 2010
Registered
Planned review date
Date version published 30 November 2010
31 December 2018
This achievement standard involves investigating biological ideas relating to how humans use and are
affected by micro-organisms.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with
Excellence
• Investigate biological ideas
relating to interactions
between humans and microorganisms.
• Investigate, in depth,
biological ideas relating to
interactions between humans
and micro-organisms.
• Investigate,
comprehensively, biological
ideas relating to interactions
between humans and microorganisms.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Life Processes achievement objective in the Living World strand and the Investigating in
Science, Communicating in Science, and the Participating and Contributing achievement objectives in the Nature of
Science strand, and is related to the material in the Teaching and Learning Guide for Science, Ministry of Education,
2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
2
This investigation involves collecting information about interactions between humans and micro-organisms. The
information could come from a variety of sources such as direct observations, collection of experimental data,
resource sheets, photos, videos, websites, and reference texts.
The procedures outlined in Safety and Science: A Guidance Manual for New Zealand Schools, Learning Media, Ministry
of Education, 2000, must be followed during any practical component investigation.
3
Investigate involves using observations or findings to describe how humans use or are affected by micro-organisms.
4
Investigate in depth involves using findings and biological ideas to explain how or why humans use or are affected by
micro-organisms.
5
Investigate comprehensively involves using findings and biological ideas to make significant links about the interactions
between humans and micro-organisms, including the impacts of this knowledge on human’s personal actions or
everyday life. It may involve explaining, elaborating, applying, justifying, relating, evaluating, comparing and
contrasting, and analysing.
6
Micro-organisms will be selected from: bacteria, fungi and viruses.
7
The ways that humans use and are affected by micro-organisms may include: disposal of organic wastes, sewage
treatment, composting, food production and preservation, food poisoning, microbial action on everyday materials
(helpful and harmful micro-organisms), disease in humans and animals they are in contact with, antibiotics, resistance
to antibiotics, and origins and control of pandemics.
8
Biological ideas relating to how humans use and are affected by micro-organisms may include the following:
 structure and life processes of micro-organisms
 culturing of micro-organisms
 factors that affect the life processes of micro-organisms.
Investigate implications of heat for everyday life
AS90943 Version 3
Science 1.4
Level
Credits
Assessment
1
4
Internal
Subfield
Science
Domain
Science - Core
Status
Status date
Registered
30 November 2010
Planned review date
Date version published 30 November 2010
31 December 2018
This achievement standard involves investigating implications of heat for everyday life.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
• Investigate implications of
heat for everyday life.
• Investigate, in depth, implications
of heat for everyday life.
• Investigate, comprehensively,
implications of heat for everyday life.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Nature of Science and the Physical World strands, and is related to the material in the
Teaching and Learning Guide for Science, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
2
Implications of heat may relate to issues involving individuals, groups of people, society in general, the environment,
or natural phenomena.
3
Investigate involves showing awareness of how science is involved in an issue that students encounter in their
everyday lives. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
 the collection of secondary data and the identification of the scientific theory relevant to the issue under
investigation. The issue must involve two different views, positions, perspectives, arguments, explanations, or
opinions.
4
Investigate, in depth, involves providing reasons for the way science is involved in this issue. This requires at least one
of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
in order to give an explanation of the issue being investigated
 the collection of sufficient relevant secondary data and the application of the identified scientific theory relevant
to the issue to explain the different views, positions, perspectives, arguments, explanations, or opinions of the
issue under investigation.
5
Investigate, comprehensively, involves providing reasons and linking them in a way that clearly explains the science
that is involved in this issue. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
in order to give a comprehensive and critical explanation of the issue being investigated
 the collection of sufficient relevant secondary data and the application of the identified scientific theory relevant
to the issue to critically evaluate the different views, positions, perspectives, arguments, explanations, or opinions
of the issue under investigation.
6
Aspects of heat may be chosen from, but are not limited to temperature, heat energy, specific heat capacity,
conduction, convection, radiation, insulation, phase changes, latent heat, the relationships that are relevant to the
investigation.
7
The procedures outlined in Safety and Science: A Guidance Manual for New Zealand Schools, Learning Media, Ministry
of Education, 2000, must be followed during any practical component of the investigation.
Demonstrate understanding of the effects of astronomical cycles on planet Earth
society
AS90954 Version 3
Science 1.15
Assessment
4
Level
Credits
1
Internal
Subfield
Science
Domain
Science - Core
Status
Status date
30 November 2010
Registered
Planned review date
Date version published 30 November 2010
31 December 2018
This achievement standard involves demonstrating understanding of the effects of astronomical cycles on planet Earth.
Achievement Criteria
Achievement
Achievement with Merit
 Demonstrate understanding of the  Demonstrate in-depth
effects of astronomical cycles on
planet Earth.
understanding of the effects of
astronomical cycles on planet Earth.
Achievement with Excellence
 Demonstrate comprehensive
understanding of the effects of
astronomical cycles on planet Earth.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Astronomical Systems achievement objective in the Planet Earth and Beyond strand, and
the Nature of Science strand, and is related to the material in the Teaching and Learning Guide for Science, Ministry of
Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
2
Demonstrate understanding involves describing astronomical cycles and the effects on planet Earth using information,
visual representations, and data.
3
Demonstrate in-depth understanding involves explaining astronomical cycles and the effects on planet Earth using
information, visual representations, and data.
4
Demonstrate comprehensive understanding involves explaining thoroughly links between astronomical cycles and the
effects on planet Earth using information, visual representations, and data. It may involve elaborating, applying,
justifying, relating, evaluating, comparing and contrasting, or analysing.
5
Astronomical cycles are:
 Spin of the Earth
 Orbit of Earth around Sun
 Orbit of Moon around Earth
 Effect of the Earth’s tilt and the heating effect of the Sun.
6
Effects on planet Earth may be selected from:
 Day and night
 Seasons
 Changes of temperature during the day and night
 Seasonal changes at the North and South poles, latitude of New Zealand, Tropics of Cancer and Capricorn, and the
Equator
 Formation and direction of winds in the Southern hemisphere - direction of surface ocean current flows in the
Pacific Ocean
 Phases of the Moon
 Formation of tides
 Neap and Spring tides.
7
Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/Resources-forInternally-Assessed-Achievement-Standards.
11Scu
Understanding Everyday Science
Student information
Science Department
Onslow College
2015
Understanding everyday science offers at least 12 credits towards NCEA Level 1.
All standards are internally assessed – there will be no exam at the end of the year.
The course will focus on three achievement standards:
AS90949
Investigate life processes and environmental factors that affect them
AS90942
Investigate the implications of wave behaviour for everyday life
AS90953
Demonstrate understanding of carbon cycling
Each standard is worth 4 credits and will take approximately 1 term.
Important note:
This course will NOT give entry to any level 2 science subjects.
The students will be assessed on a portfolio basis, and as a result there will be flexible deadlines.
In addition, some students may be assessed using different standards. This will only occur after discussion with all
parties involved.
Investigate life processes and environmental factors that affect them
Level
1
Subfield
Science
Domain
Science - Core
Credits
4
AS90949 Version 3
Science 1.10
Assessment
Internal
Status
Registered
Status date
30 November 2010
Planned review date
31 December 2018
Date version published
30 November 2010
This achievement standard involves investigating life processes of plants and/or animals and investigating environmental
factors that affect these processes.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Investigate life processes and
environmental factors that
affect them.
 Investigate, in depth, life
processes and environmental
factors that affect them.
 Investigate, comprehensively,
life processes and
environmental factors that
affect them.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Life Processes achievement objective in the Living World strand and the Investigating in
Science achievement objectives in the Nature of Science strand, and is related to the material in the Teaching and
Learning Guide for Science, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
2
This investigation involves collecting information about life processes and environmental factors that affect them. The
information may come from a variety of sources such as direct observations, collection of experimental data, resource
sheets, photos, videos, websites, and reference texts.
The procedures outlined in Safety and Science: A Guidance Manual for New Zealand Schools, Learning Media, Ministry
of Education, 2000, must be followed during any practical component investigation.
3
Investigate involves describing observations or findings about the structure, function and environmental factors
related to life processes of the organism.
4
Investigate in depth involves using observations or findings, and biological ideas, to give reasons how or why the
structure, function and environmental factors are related to life processes of the organism.
5
Investigate comprehensively involves using observations or findings, and biological ideas to make significant links
between the structure, function and environmental factors related to life processes of the organism, including the
implications for the organism. It may involve explaining, elaborating, applying, justifying, relating, evaluating,
comparing and contrasting, or analysing.
6
Life processes may be selected from: support and movement, reproduction, sensitivity, growth, excretion, nutrition,
and gas exchange. At least two of these processes must be selected.
7
Environmental factors that affect life processes may be internal or external factors and may include: temperature, pH,
light intensity, photoperiod, moisture levels, concentration of gases, hormone levels, and nutrient supply.
8
Biological ideas relating to a life process include the following:
 structural features of the organism such as its organ system or tissues as appropriate to the organism
 functioning of the components of any organ system or tissues
 identifying the biological processes carried out by the organ system or tissues
 environmental factors that affect the life process.
Investigate the implications of wave behaviour for everyday life
Level
1
Subfield
Science
Domain
Science - Core
AS90942 Version 3
Science 1.3
4
Assessment
Credits
Internal
Status
Registered
Status date
30 November 2010
Planned review date
31 December 2018
Date version published
30 November 2010
This achievement standard involves investigating implications of wave behaviour for everyday life.
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Investigate implications of wave
behaviour for everyday life.
 Investigate, in- depth, implications
of wave behaviour for everyday life.
 Investigate, comprehensively,
implications of wave behaviour for
everyday life.
Explanatory Notes
8 This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Nature of Science and Physical World strands, and is related to the material in the Teaching
and Learning Guide for Science, Ministry of Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
9 Implications of wave behaviour for everyday life may relate to issues involving individuals, groups of people, society in
general, the environment, or natural phenomena.
10 Investigate involves showing awareness of how science is involved in an issue that students encounter in their everyday
lives. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue
 the collection of secondary data and the identification of the scientific theory relevant to the issue under investigation.
The issue must involve two different views, positions, perspectives, arguments, explanations, or opinions.
4 Investigate, in depth, involves providing reasons for the way science is involved in this issue. This requires at least one of
the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue in
order to give an explanation of the issue being investigated
 the collection of sufficient relevant secondary data and the application of the identified scientific theory relevant to the
issue to explain the different views, positions, perspectives, arguments, explanations, or opinions of the issue under
investigation.
5 Investigate, comprehensively, involves providing reasons and linking the reasons in a way that clearly explains the science
that is involved in this issue. This requires at least one of the following:
 the collection of primary evidence from an investigation and relating it to the scientific theory relevant to the issue in
order to give a comprehensive and critical explanation of the issue being investigated
 the collection of sufficient relevant secondary data and the application of the identified scientific theory relevant to the
issue to critically evaluate the different views, positions, perspectives, arguments, explanations, or opinions of the issue
under investigation.
6 Aspects of waves may be chosen from, but are not limited to:Light: reflection at a plane surface, reflection and refraction
at a straight boundary, dispersion of white light through a triangular prism, total internal reflection, speed of light in
different media, the relationships that are relevant to the investigation.Waves: longitudinal waves, transverse waves,
period, wavelength, frequency, amplitude, speed, diffraction around a barrier, the relationships that are relevant to the
investigation.
Demonstrate understanding of carbon cycling
AS90953
Version 3
Science 1.14
Assessment
Level
Credits
1
4
Subfield
Science
Domain
Science - Core
Status
Status date
Registered
Planned review date
Date version published
31 December 2018
This achievement standard involves demonstrating understanding of carbon cycling.
Internal
30 November 2010
30 November 2010
Achievement Criteria
Achievement
Achievement with Merit
Achievement with Excellence
 Demonstrate understanding of
 Demonstrate in-depth
 Demonstrate comprehensive
carbon cycling.
understanding of carbon cycling.
understanding of carbon cycling.
Explanatory Notes
1
This achievement standard is derived from The New Zealand Curriculum, Learning Media, Ministry of Education, 2007,
Level 6. It is aligned with the Interacting Systems achievement objective in the Planet Earth and Beyond strand, and
the Nature of Science strand, and is related to the material in the Teaching and Learning Guide for Science, Ministry of
Education, 2010 at http://seniorsecondary.tki.org.nz.
This standard is also derived from Te Marautanga o Aotearoa. For details of Te Marautanga o Aotearoa achievement
objectives to which this standard relates, see the Papa Whakaako.
2
Demonstrate understanding involves describing the addition, removal and storage of carbon using information, visual
representations, and data.
3
Demonstrate in-depth understanding involves explaining the addition, removal and storage of carbon using
information, visual representations, and data.
4
Demonstrate comprehensive understanding involves explaining thoroughly links between the addition, removal and
storage of carbon using information, visual representations, and data. It may involve elaborating, applying, justifying,
relating, evaluating, comparing and contrasting, and analysing.
5
Carbon cycling includes the addition, removal and storage of carbon.
Addition means the release of carbon into the atmosphere as carbon dioxide and methane by:
 respiration, excretion, decay
 combustion eg the burning of fossil fuels
 volcanic activity.
Removal means removing carbon from the atmosphere by:
 photosynthesis eg by phytoplankton, forests
 dissolving in water eg in the surface of oceans.
Storage means holding carbon as:
 short-term storage eg by forests
 long-term storage by sediments, carbonate rocks (limestone), coal, oil, natural gas and subduction resulting in
carbon-rich metamorphic and igneous rocks.
6
Conditions of Assessment related to this achievement standard can be found at http://ncea.tki.org.nz/Resources-forInternally-Assessed-Achievement-Standards.