AQA ELC Science Specification

Entry Level Certificate

Specification

Science

For assessment September 2011 onwards

For certification June 2013 onwards

Version 1.0

Entry Level Certificate

Specification

Science

5948

Our specification is published every year on our website (http://www.aqa.org.uk). We will let centres know in writing about any changes to the specification. We will also publish changes on our website. The definitive version of our specification will always be the one on our website, this may differ from printed versions.

You can get further copies of this specification from:

AQA Logistics Centre (Manchester)

Unit 2

Wheel Forge Way

Ashburton Park

Trafford Park

Manchester

M17 1EH

Or, you can download a copy from our website (www.aqa.org.uk).

Copyright © 2010 AQA and its licensors. All rights reserved.

AQA retains the copyright on all its publications, including the specifications. However, registered centres for AQA are permitted to copy material from this specification booklet for their own internal use.

The Assessment and Qualifications Alliance (AQA), is a company limited by guarantee registered in England and

Wales (company number 3644723), and a registered charity (registered charity number 1073334).

Registered address:

AQA

Devas Street,

Manchester

M15 6EX

ELC Science for teaching from September 2011 onwards (Version 1.0)

6 Internally Assessed Work Administration

6a Authenticating that internally assessed work is genuine

6b Malpractice

6c Teacher standardisation

6d Internal standardisation

6e Annotation of internally assessed work

6f Submitting confirmation of achievement

29

30

30

31

31

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1

1 Introduction


1a Why choose AQA?

1b Why choose Entry Level Science?

1c How do I start using this Specification?

1d How can I find out more?

2 The Specification

2a Specification at a glance

2b Summary of assessment

3 Subject Content

3a Rationale

3b Individual component content

4 Scheme of Assessment

4a Aims

4b Assessment Objectives

4c Requirements

4d Differentiating factors

4e National criteria

4f Previous learning requirements

4g Equality, access and inclusion

4h Progression

5 Administration

5a Availability of assessment units and certification

5b Entries

5c Private candidates

27

27

27

5d Access arrangements, reasonable adjustments and special consideration 27

5e Examination language 28

5f Qualification titles 28

5g Certification and reporting results

5h Re-sits

28

28

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7

8

8

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24

26

3

4

4

5

Contents

7 Moderation

7a Moderation procedures

7b Procedures after moderation

33

33

2


Appendices

32 6g Factors affecting individual candidates

6h Keeping candidates¶ work

A

Grade descriptions 34

B

Spiritual, moral, ethical, social, legislative, sustainable development, cultural issues, and health and safety considerations

35 economic and

32

C

Record forms 36

D

Wider Key Skills ± Teaching, developing and providing opportunities for 37 generating evidence

E

Accrediting achievement of individual Entry Level Certificate

Components through the Unit Award Scheme

38

1a Why choose AQA?

3


We are proud to be one

1

Introduction

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LU examinations with us in any given year.

As an independent registered educational charity, we invest all our income in the running of our examinations and in research and development to improve our qualifications and services. We focus on promoting education for the benefit of the public, drawing on years of experience of setting and marking public exams.

We are committed to delivering a straightforward and simple teaching experience, in a manageable timescale.

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We work closely with teachers to make sure the introduction of a new qualification is straightforward, providing free resources to help them get ready to teach, and ongoing support throughout the life of the qualifications.

We refine and develop qualifications which:

can help candidates to achieve their full potential

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are manageable for schools and colleges facilitate progression are affordable and value for money.

Other benefits of choosing our qualifications include:

access to subject departments training for teachers, including practical teaching strategies and methods, presented by senior examiners

support for internal assessments

24 hour support through our website and Ask AQA ± an on-line searchable bank of frequently asked questions

a wide range of printed and electronic resources.

We are an educational charity focused on the needs of the learner. All our income is spent on improving the quality of our Specifications, examinations and support services.

If you are already a customer we thank you for your support. If you are thinking of joining us we look forward to welcoming you.

1b Why choose Entry Level Science?

The Entry Level Certificate is designed for use by candidates who are unlikely to reach Grade G at GCSE. It can also be used to motivate candidates by providing a stepping stone to GCSE.

This unit based Specification meets the requirements of the key stage 4 programme of study for science. The content has been arranged into six components to match the units used in the new GCSE Science. This will facilitate co-teaching of the Entry Level and GCSE Sciences.

Each component has reference to both new GCSE Science A and new GCSE Science B to assist you in this.

The structure and the assessment requirements have been simplified. There are two components covering each Science ± two from Biology, two from Chemistry and two from Physics. Candidates are required to submit a portfolio comprising a Candidate Record Form, evidence from Teacher-Devised Assignments (TDAs) and evidence from the Externally-Set Assessments (ESAs). Candidates are required to submit evidence from three

Teacher-Devised Assignments and three Externally-Set Assessments. These must be from at least three components, one from each science.

The changes in content have been kept to a minimum and the administration of the specification has been simplified. There is now no requirement for scaling of the marks and the total mark is the sum of the raw marks.

4


The Externally-Set Assessments can now be downloaded from e-AQA by your examinations officer, when required.

This scheme of assessment allows attainment to be recognised at standards broadly consistent with National

Curriculum Levels 1, 2 and 3. The Specification provides excellent progression from the programme of study for KS3 science and progression to GCSE studies in Science.

The skills, knowledge and understanding acquired will be relevant and transferable in both education and career settings.

In addition, this qualification provides a worthwhile course for candidates of various ages and from diverse backgrounds in terms of general education and lifelong learning.

1c How do I start using this Specification?

You need to register at www.aqa.org.uk/askaqa.php

to ensure that you receive regular updates and have access to the various resources available.

Once you have decided to enter candidates you need to tell us so we can make sure that you get all the material you need for the examinations. This is very important where examination material is sent to you before the final entry deadline. You can let us know by filling in the

DSSURSULDWHµ,QWHQWLRQWR(QWHU¶DQG

µ(VWLPDWHG(QWU\¶IRUPV,I\RXUFHQWUHLVUHJLVWHUHGRQH-AQA you will receive an email prompting you to submit entry information on-line. If you are not e-AQA registered we will send copies to your exams officer. Both forms can be downloaded from our website

(www.aqa.org.uk/admin/p_entries.php

).

If your centre has not used AQA for any examinations in the past, please contact our centre approval team at centreapproval@aqa.org.uk

1d How can I find out more?

You can choose to find out more about this Specification or the services that AQA offer in a number of ways.

You can find the latest information and specimen papers via our website - www.sciencelab.org.uk

Ask AQA

You have 24-hour access to useful information and answers to the most commonly asked questions at www.aqa.org.uk/askaqa.php

If the answer to your question is not available, you can submit a query through Ask AQA for our team. We will respond within 2 working days.

Speak to your subject team

You can talk directly to the Science subject team about this Specification either by emailing

ScienceGCSE@aqa.org.uk

or by calling 01483 477737.

Teacher Support Meetings

Details of our Teacher Support meetings are available on our website at www.aqa.org.uk/support/teachers.php

There is also a link to our fast and convenient on-line booking system for Teacher Support meetings at events.aqa.org.uk/ebooking

Latest information online

You can find out more including the latest news, how to register for support and downloadable resources on our website at www.aqa.org.uk

5


2

The Specification

2 a Specification at a glance

Entry Level Science (5948)

Three levels of award are available: Entry 1 , Entry 2 and Entry 3 with Entry 3 being the most demanding.

The specification comprises of six components. Each component has two assessments.

1. An Externally-Set Assessment (ESA) consisting of a short written test.

ELC SCIENCE

EXTERNALLY-SET ASSESSMENTS (ESA)

(Weighting 57%)

Candidates should submit evidence from three components chosen from the list below.

One each from Biology, Chemistry and Physics.

Biology

Component 1 (Keeping Healthy)

Component 2 (Inheritance, Evolution and the Environment)

Chemistry

Component 3 (Materials from the Earth)

Component 4 (Oils, Earth and Atmosphere)

Physics

Component 5 (Energy transfer and efficiency)

Component 6 (Electricity and Waves)

ESAs are set by AQA and marked by the teacher using a mark scheme provided by AQA. ESAs and mark schemes are accessible via e-AQA.

2. A Teacher-Devised Assignment (TDA) consisting of a short piece of practical work.

Candidates should be encouraged to study as many of the six components as they are able, to meet the KS4

Programme of Study requirements, but they need only submit evidence for 3 Teacher-Devised Assignments and 3 Externally-Set Assessments .

The TDAs and ESAs do not need to be from the same components.

6


PLUS

TEACHER-DEVISED ASSIGNMENTS (TDA)

(Weighting 43%)

Candidates must submit evidence from three components. They are not required to be from the same components as the ESAs.

These are assessments of practical tasks set by the teacher and marked against the marking criteria provided in the Specification

.

2b Summary of assessment

Assessment is through completion of the Externally-Set Assessments (ESAs) and Teacher-Devised

Assignments (TDAs). These can be undertaken at a time convenient to the centre, and different candidates can be assessed on different occasions.

There are six components of content.

Entry Level Science candidates should submit 3 ESAs and 3 TDAs, one ESA and one TDA for each of the sciences. The ESAs and TDAs do not have to be from the same components. Therefore candidates can, if they wish, submit a different assessment for each of the six components.

Candidates should be encouraged to study as many of the components as they are able. This will facilitate progression to GCSE Science, if appropriate. It will also enable teachers to co-teach Entry Level and GCSE

Science candidates of different abilities.

Each of the two components available for Biology, Chemistry and Physics correlates closely with the content of sections in the AQA GCSE Science Specifications. This content is assessed by the Externally-Set

Assessments. In addition, the assessment criteria for the Teacher-Devised Assignments are designed to address the same range of knowledge, understanding and skills as those tested by the Controlled Assessment

Unit of GCSE science, but with lower demand. This commonality between Entry Level Science and GCSE

Science also enables the qualifications to be co-taught. If it is thought desirable, candidates can be entered for both qualifications in the same series.

Centres wishing to enter candidates for the complementary Unit Award Scheme should check the outcomes/evidence required and the procedures for making and recording assessments at http:/web.aqa.org.uk/qual/uas.php

7


3

Subject Content

3 a Rationale

It is recognised that GCSE Science is too demanding for some candidates. ELC Science is designed as a qualification that offers candidates who are unlikely to achieve grade G in GCSE Science the opportunity to achieve a certificated award. This specification has been designed to build on work undertaken at Key Stage 3.

To assist centres in meeting the statutory requirements, Entry Level Science is derived from GCSE Science, with components that together cover a substantial proportion of the programme of study, but in less depth and

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WVRIµ+RZ6FLHQFH:RUNV¶,W is intended that it can be used in conjunction with any GCSE Science

Specification, particularly those offered by AQA.

3b Individual component content

The Specification content is defined by the following components.

Biology

Component 1 Keeping Healthy

Component 2 Inheritance, Evolution and the Environment

Chemistry

Component 3 Materials from the Earth

Component 4 Oils, Earth and Atmosphere

Physics

Component 5 Energy transfer and efficiency

Component 6 Electricity and Waves

Structure of each component

Each component contains a number of sections.

The Component Description indicates the content of the component by posing questions that are addressed in the component.

Details of Content specifies the subject content of the component. Common wording with AQA GCSE Science facilitates co-teaching with Entry Level Certificate.

Additional Guidance contains statements to indicate the extent and depth of treatment required for ELC.

The Specification reference refers to the corresponding section of GCSE Science Specification A and

Specification B. This is intended to facilitate co-teaching with GCSE.

The Teacher-Devised Assignments, which are practically based, have the same marking criteria for each of components 1±6; therefore they are stated once, later in this section.

8


The Suggested Activities for the Teacher-Devised Assignment give topics which would be suitable for the basis of a TDA, but teachers are encouraged to make their own choice of topic where this fits better with their scheme of work.

The Procedure for Making and Recording Assessments and Evidence

Each component is assessed by means of an Externally-Set Assessment.

In addition, skill areas 11 - 15 are assessed by the teacher through observation, inspection and discussion of the Teacher-Devised Assignments.

Evidence to be offered for the Entry Level Certificate

The ESAs are completed by the candidate and marked by the teacher.

The recorded work of the candidate should be submitted for skill areas 11 - 15. This work should be annotated by the teacher to indicate which skill area has been met and which mark has been awarded.

Teachers using Entry Level Science for the Unit Award Scheme will find details of the evidence required in

Appendix E.

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NQRZOHGJHDQGXQGHUVWDQGLQJRIµ+RZ6FLHQFH:RUNV¶DUHVLJQSRVWHGE\ the following icons.

This icon identifies parts of the content which lend themselves to investigative work of the type needed for

Teacher-Devised Assignments. These sections are about obtaining valid and reliable scientific evidence.

This icon identifies parts of the content which lend themselves to consideration of using scientific evidence, for example, how scientific evidence can contribute to decision making and how scientific evidence is limited.

ICT Skills

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RUNV¶FDQGLGDWHV should be given opportunities to:

collect data from primary and secondary sources, using ICT sources and tools present information, develop arguments and draw conclusions using ICT tools.

Opportunities to use ICT sources and tools occur throughout the content of this Specification. They are signposted in the subject content by the icon shown, and are listed below under four headings.

Use the Internet (and other primary and secondary sources) to find information or data about:

± nutrient and energy needs of different people

± the use of hormones to control fertility

± environmental issues

±

uses of limestone metals and alloys

± reserves of metal ores and recycling of metals

± uses and recycling of polymers

± uses of vegetable oils

± the formation of the Earth and its atmosphere

±

comparing different energy sources for electricity generation

± environmental impacts of using different energy sources

± heating and insulating buildings

± communication using electromagnetic radiation.

Use sensors and data loggers to capture data in practical work: ± measuring reaction times ± heat transfer.

9


Use spreadsheets or databases for data analysis, for modelling or to explore patterns: ± products of the burning of fuels, and their impacts on the environment.

Use electronic resources, eg software simulations, video clips:

± extraction of plant oils

± plate tectonics

±

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HUH ± kinetic theory and particles.

Skill areas to be assessed in each component by the teacher

The following skill areas must be assessed by the teacher for each Teacher-Devised Assignment. Each of the skill areas, 11-15, at Entry 2 subsumes the equivalent skill area at Entry 1; similarly Entry 3 subsumes those at

Entry 2.

Evidence for success in these skill areas may take a variety of formats. In some cases where the evidence is ephemeral, eg observing safe practice, it may take the form of teacher annotation. In other cases it may take the form of a written response by the candidate, or by means of the candidate completing a work sheet or flow chart.

In successfully completing this component the candidate will have demonstrated ability in the following skill areas:

Entry Level

Skill area

11

Description

Designing an experiment

1 2 3

Indicates how a problem can be investigated, and identifies the techniques or equipment that can be used to investigate the problem, eg by identifying the relevant variables or by selecting equipment from a list

Indicates how a problem can be investigated, and identifies the techniques or equipment that can be used to investigate the problem, and describes the way in which the techniques or equipment can be used to produce results, eg by completing a flow chart for the method

Indicates how a problem can be investigated, and identifies the techniques or equipment that can be used to investigate the problem, and describes the way in which the techniques or equipment can be used to produce results. In addition, makes a simple prediction about the outcome, eg by a statement such as "I think that thick rubber bands will be stronger than thin rubber bands"

12 Making measurements or observations

Handles equipment and materials safely to make observations, eg by wearing safety goggles when appropriate

Handles equipment and materials safely, and uses the equipment to make simple measurements or observations, eg by using a microscope to draw a cell, or by correctly reading the display on a meter

Handles equipment and materials safely, and uses the equipment to make simple measurements or observations, showing recognition of the need for the results to be meaningful, eg by checking and reporting measurements, or by carrying out repeats or calculating a mean

10

13 Recording data Records the results of an experiment, eg by writing down the results


Records the results of an experiment, using a table or

Records the results of an experiment, using a table or framework that has been produced by the framework that has been provided, eg by filling in the data in a table that has been candidate, eg by drawing a table in which the candidate has decided provided already complete with the on the correct headings and units for each correct headings and units column in the table

Skill area

14

Description

Presenting data

15 Identifying patterns and relationships

Entry Level

1 2 3

Selects an appropriate method of displaying the data, eg bar chart, pie chart or line graph, eg by selecting from a list the most appropriate method, such as the use of a bar chart for categoric data

State simply what has been found out in the experiment, eg tea cools faster in a metal cup than it does in a plastic cup

Selects an appropriate method of displaying the data, eg bar chart, pie chart or line graph, and display the results using a framework that has been provided, eg after selecting the most appropriate methods, the candidate is provided with a blank graph in which the axes have been scaled and labelled, and is able to accurately plot the data

State what has been found out in the experiment, and describe a simple relationship in the results or draw a simple conclusion, eg noticing that tea cools faster in a metal cup than it does in a plastic cup, leading to the conclusion that plastic is a better insulator than metal

Selects an appropriate method of displaying the data, eg bar chart, pie chart or line graph, and display the results using a framework that has been produced by the candidate , eg the candidate can independently select the correct form of display, and can decide on suitable scales and labels for the axes of a graph or bar chart, and then correctly plot the data

State what has been found out in the experiment, and describe a simple relationship in the results or draw a simple conclusion, and make a relevant comment about the success or otherwise of the experiment, eg by referring to any anomalous results, or by stating that any repeats always gave the same value, or by referring back to the prediction

11


Component 1: Biology ± Keeping Healthy

Component Description

How do diet, exercise and the use of drugs affect human health?

What are the causes of diseases and what defences do humans have against them?

How do hormones affect processes within the human body?

Details of Content Additional Guidance

Specification reference

Outcome Candidates should show knowledge and understanding of the content statement.

1 Reflex actions are automatic and rapid.

Science

A

Science

B

Examples include the response of the pupil in the eyes to bright light, and the knee jerk reaction. Knowledge of the reflex arc is not required.

B1.2.1 3.4.1.1

2 A healthy diet contains the right balance of the different foods you need and the right amount of energy.

Knowledge of different food types is limited to carbohydrates, fats and proteins and examples of sources of each. Knowledge of the effects of an unbalanced diet is limited to a person being overweight or underweight.

No knowledge of deficiency diseases is required.

B1.1.1 3.4.1.1.

3 People who exercise regularly are usually fitter than people who take little exercise.

The concept of fitness is limited to the rate at which the pulse rate returns to normal for a person after exercise.

B1.1.1 3.4.1.1

4

5

Drugs affect our body chemistry. Medical drugs are developed and tested before being used to relieve illness or disease.

Drugs change the chemical

SURFHVVLQSHRSOH¶VERGLHVVRWKDW they may become dependent or addicted to them and suffer withdrawal symptoms without them. Some people use drugs recreationally. Some of these drugs are legal, some illegal.

Knowledge of specific drugs is limited to the fact that cannabis is an illegal drug.

B1.3.1 3.5.1.1

B1.1.2 3.5.1.2 Bacteria and viruses may reproduce rapidly inside the body and may produce poisons (toxins) that make us feel ill.

Viruses damage cells in which they reproduce.

No recall of specific illnesses is required.

12

6 White blood cells help to defend against bacteria by ingesting them, and red blood cells are responsible for transporting oxygen around the body.

Knowledge of the production of antibodies is not required.


B1.1.2 3.5.1.2

7

Antibiotics, including penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body, but cannot be used to kill viruses.

The names of any antibiotics other than B1.1.2 3.5.1.1 penicillin are not required.

8

9

Many processes within the body are coordinated by chemical substances called hormones. Hormones are secreted by glands and are transported to their target organs by the bloodstream.

No knowledge of the names of specific hormones is required.

B1.2.2 3.4.1.1

Several hormones are involved in the menstrual cycle of a woman, including some that are involved in promoting the release of an egg.

No further details of the menstrual cycle B1.2.2 are required.

10

-

The uses of hormones in controlling

No knowledge of the names of the fertility include: hormones involved, or the mechanism giving oral contraceptives that by which they work is required. contain hormones to inhibit eggs from maturing

Candidates may be required to evaluate the benefits of, and the problems that

B1.2.2

JLYLQJµIHUWLOLW\GUXJV¶WR may arise from, the use of hormones to stimulate eggs to mature. control fertility.

Suggested Activities for the Teacher-Devised Assignment

Investigate the effect of exercise on pulse rate.

Compare the speed of the catching reflex of two people.

Demonstrate the knee jerk reaction.

&RPSDUHWKHHQHUJ\UHOHDVHGE\EXUQLQJDµORZIDW¶FULVSZLWKDQRUPDORQH

Use pre-inoculated agar in Petri dishes to evaluate the effect of disinfectants and antibiotics.

Component 2: Biology ± Inheritance, Evolution and th e

Environment


What is the role of the genes in the reproduction process?

What is the difference between sexual and asexual reproduction?

What determines where particular species live?

The theory of evolution.



13


Outcome

Candidates should show knowledge and understanding of the content statement.

1

Science

A

Science

B

Plants often compete with each other for light and space, and for water and nutrients from the soil.

Candidates will not be required to recall any specific examples

B1.4.1 3.3.2.1

2

Animals often compete with each other for food, mates and territory.

Candidates will not be required to recall any specific examples

B1.4.1 3.3.2.1

3

Animals and plants may be adapted for survival in the conditions where they normally live.

Examples may include polar bears in the Arctic, or cacti in deserts.

B1.4.1 3.3.2.1

4 Animals and plants are subjected to environmental changes. Such changes may be caused by living or non-living factors.

An example of a living factor is a change in a competitor.

An example of a non-living factor is a change in the average temperature or rainfall.

B1.4.2 3.5.3.1

5

Radiation from the Sun is the source of energy for living organisms.

Green plants and algae absorb a small amount of the light that reaches them. The transfer from light energy to chemical energy occurs during photosynthesis. This energy is stored in the substances that make up the cells of the plants.

&DUERQGLR[LGHZDWHUĺVXJDU oxygen

Candidates should know the word equation for photosynthesis

B1.5.1 3.3.1.2

3.3.2.2

6

Living things remove materials from the environment for growth and other processes. These materials are returned to the environment either in waste materials or when living things die and decay. Materials decay because they are broken down

(digested) by microorganisms.

Microorganisms are more active and digest materials faster in warm, moist, aerobic conditions.

The names of particular microorganisms are not required.

B1.6.1 3.3.2.2

3.3.2.3

7

The nucleus of a cell contains chromosomes.

Chromosomes carry genes that control the characteristics of the

Candidates should know that a cell consists of a nucleus that controls the body. actions of the cell, and cytoplasm.

B1.7.1 3.4.1.3

14


8

The information that results in plants and

15

The term gametes is not B1.7.1 3.3.2.1


16 animals having similar characteristics to their required.

B1.7.2 3.4.1.3

ELC Science for teaching from September 2011 onwards (Version 1.0) parents is carried by genes, which are passed

17


18 on in the sex cells from which the offspring

ELC Science for teaching from September 2011 onwards (Version 1.0) develop.

19


20

Sexual reproduction involves the joining of

ELC Science for teaching from September 2011 onwards (Version 1.0) male and female sex cells. The mixture of

21


22 genetic information from two parents leads to

ELC Science for teaching from September 2011 onwards (Version 1.0) variety in the offspring.

23


24

9

In asexual reproduction, only one individual is

B1.7.2 3.5.2.3

ELC Science for teaching from September 2011 onwards (Version 1.0) needed as a parent. There is no mixing of

25


26 genetic information and so no genetic variation

ELC Science for teaching from September 2011 onwards (Version 1.0) in the offspring. These genetically identical

27


28 individuals are known as clones.


New plants are produced quickly and cheaply

29


30 by taking cuttings from older plants.


10

'DUZLQ¶VWKHRU\RIHYROXWLRQVWDWHV Evidence to support this

31

B1.8.1 3.3.2.1


32 that all species of living things have evolved theory of

ELC Science for teaching from September 2011 onwards (Version 1.0) from simple life-forms that first developed more evolution is limited to

33


34 than three billion years ago. fossil evidence and the

ELC Science for teaching from September 2011 onwards (Version 1.0) similarity of

35


36 characteristics between

ELC Science for teaching from September 2011 onwards (Version 1.0) species.

37


38



Investigate whether or not two characteristics are linked, eg finger length and height.

39


40


Investigate how alike the plants grown from runners are, eg mint or strawberry.

41


42


Compare the growth of plants when seeds are planted at different densities.

43


44


Investigate the rate of photosynthesis in pond weed.

45


46


Component 3: Chemistry ± Materials from the Earth

47



How do rocks provide building materials?

How are metals used?

What do humans use crude oil for?

What are the environmental effects of using fuels?



Outcome


Science

A

Science

B

1

All substances are made of atoms. A substance that is made of only one sort of atom is called an element. There are about

100 different elements. Elements are shown in the periodic table.

Candidates should understand that most of the elements are metals.

C1.1.1 3.3.1.3

2

3

When elements react, their atoms join with other atoms to form compounds.

Chemical reactions can be represented by word equations.

Candidates should be able to recognise simple compounds of metals and non-metals from their names, eg sodium chloride, magnesium oxide.

C1.1.3 3.3.1.4

C1.2.1 3.4.2.1

Limestone, mainly composed of the compound calcium carbonate, is quarried and can be used as a building material.

No knowledge of the production process is required.

Limestone is heated with clay to make cement.

Cement is mixed with sand to make mortar and with sand and aggregate to make concrete.

4

Ores contain enough metal to make it economical to extract the metal. Unreactive metals, such as gold, are found in the Earth as the metal itself, but most metals are found as compounds that require chemical reactions to extract the metal.

We should recycle metals to save resources.

Candidates may be required to evaluate the social, economic and environmental impacts of recycling metals.

C1.3.1 3.3.1.3

C1.3.2 3.4.2.1 5

Most iron is converted into steels. Steels are alloys since they are mixtures of iron with carbon and other metals.

48

6

Most metals in everyday use are alloys. Pure iron, copper, gold and aluminium are too soft for many uses and so are mixed with small amounts of other elements to make them harder for everyday use.

C1.3.2 3.4.2.1


7

8

Copper has properties that make it useful for electrical wiring and plumbing.

Low density and resistance to corrosion make aluminium a useful metal.

The properties of copper are limited to its ability to conduct electricity easily and the ease with which it can be worked.

C1.3.3 3.4.2.1

No knowledge of the extraction process of aluminium is required.

C1.4.1 3.3.1.3

Crude oil is a mixture of a very large number of compounds, and may be found in deposits underground, eg the oil fields under the North

Sea.

Crude oil may be separated into fractions by distillation.

This process, which takes place in a refinery, can be used to produce a range of useful fuels and oils.

Candidates will not be required to recall the name of any of the fractions.

9

Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur. When they burn energy is released.

The gases released into the atmosphere when a fuel burns completely include carbon dioxide, water (vapour), and sulfur dioxide if the fuel contains sulfur.

Carbon dioxide causes global warming and sulfur dioxide causes acid rain.

Candidates may be required to evaluate the impact on the environment of burning fossil fuels.

C1.4.3 3.4.2.2

10

When fuels burn in a limited supply of air a poisonous, odourless gas called carbon monoxide is produced. Solid particles (soot) may also be produced.


Investigate the strength of different mixes of concrete.

Investigate the strength of different alloys or steels.

Investigate the effects of acids on metals.

Investigate the gases produced when a fuel is burned.

Investigate the viscosity of different oils.

Component 4: Chemistry ± Oils, Earth and Atmosphere

C1.4.3 3.5.3.3


How can plant oils be used?

What are the changes in the Earth and its atmosphere?



49


Outcome


Science

A

Science

B

1

Crude oil is a raw material used to make polymers such as poly(ethene), poly(propene) and PVC.

Polymers are waterproof and resistant to chemicals, so they have many useful applications.

2

Many polymers are not biodegradable, so they are not broken down by microbes. This can lead to problems with waste disposal.

Common names of these polymers will be accepted. Knowledge of the names of other polymers is not required.

C1.5.2 3.4.2.1

Applications include packaging materials and moulded containers.

C1.5.2 3.5.3.1

3 Vegetable oils are important foods and fuels as they provide a lot of energy.

Oils do not dissolve in water. They can be used to make emulsions.

4

Examples of emulsions are limited to salad dressings and ice cream.

Vegetable oils have higher boiling points than water and so can be used to cook foods at higher temperatures than by boiling. Using oil produces quicker cooking and different flavours but increases the energy that the food produces when it is eaten.

C1.6.1

C1.6.2

3.3.3.2

C1.6.1

5

6

7KH(DUWK¶VFUXVWDQGWKHXSSHUSDUW of the mantle are cracked into a number of large pieces, called tectonic plates.

Candidates should be familiar with a simple model of the Earth, consisting of a crust, mantle and core.

Convection currents within the

(DUWK¶VPDQWOHFDXVHWKHSODWHVWR move at speeds of a few centimetres per year.

The movements can be sudden and disastrous.

Earthquakes and/or volcanic eruptions occur at the boundaries between these plates.

C1.7.1 3.3.1.2

C1.7.1 3.3.1.2

7

During the first billion years of the

(DUWK¶VH[LVWHnce, there was intense volcanic activity. This released the gases that formed the early atmosphere and water vapour that condensed to form the oceans.

The early atmosphere was mainly carbon dioxide.

C1.7.2 3.3.1.2

50

8

9

Most of the carbon from the carbon dioxide in the early atmosphere gradually became locked up in rocks as carbonates and fossil fuels.


Plants and algae produced the oxygen that is now in the atmosphere, by a process called photosynthesis.

Candidates will be required to know the word equation:

Carbon dioxide + water

 sugar + oxygen

C1.7.2

C1.7.2 3.3.1.2

The proportions of different gases in

WKH(DUWK¶VDWPRVSKHUHDUHDERXW four-fifths (80%) nitrogen and about one fifth

(20%) oxygen, with small proportions of other gases, including carbon dioxide, water vapour and noble gases.

C1.7.2 3.3.1.2

10

Nowadays, the release of carbon dioxide by burning fossil fuels increases the level of carbon dioxide in the atmosphere.

Candidates may be required to evaluate the effect of human activities on the atmosphere.

C1.7.2 3.5.3.1


Show that carbon dioxide is produced when a fossil fuel is burned.

Do an experiment to find the amount of oxygen in air.

Show that aquatic plants produce oxygen in daylight.

Investigate how the viscosity of oil changes with temperature.

Compare the biodegradability of different plastics.

Investigate the time taken for oil and water mixtures to separate after shaking.

Investigate the amount of energy released when oily foods (eg crisps) are burned.

Component 5: Physics ± Energy Transfer and Efficiency


How is energy transferred by heating?

What affects the rate of transfer of energy by heating?

What is meant by the efficient use of energy?

How can we insulate our homes?


Outcome


1

All bodies emit and absorb infrared radiation.

The hotter an object is, the more infrared energy it radiates in a given time.


Science

A

Science

B

P1.1.1 3.5.3.2

51


52

2 Dark, matt surfaces are good P1.1.1 3.5.3.2

ELC Science for teaching from September 2011 onwards (Version 1.0) absorbers and good emitters of

53


54 infrared radiation. Light, shiny

ELC Science for teaching from September 2011 onwards (Version 1.0) surfaces are poor absorbers and

55


56 poor emitters of infrared radiation.


Light, shiny surfaces are good

57


58 reflectors of infrared radiation.


3

The use of kinetic theory to explain

Candidates should be able to

59

P1.1.2 3.5.3.2


60 the different states of matter. recognise simple diagrams to


The particles of solids, liquids and model the difference between

61


62 gases have different amounts of solids, liquids and gases.

ELC Science for teaching from September 2011 onwards (Version 1.0) energy.

63


4 No knowledge of the mechanism

The transfer of energy by of how this transfer takes place conduction, convection, evaporation and condensation involves particles. will be required.

P1.1.3 3.5.3.2

5

The factors that affect the rate of evaporation and condensation.

Candidates should know that evaporation causes a cooling effect.

6

The rate at which an object transfers energy by heating depends on:

surface area and volume the material from which the object is made

the nature of the surface with which the object is in contact.

Candidates should be able to explain animal adaptations in terms of energy transfer, for example relative ear size of animals in cold and warm climates.

P1.1.3

P1.1.3

3.5.3.2

3.5.3.2

7

The bigger the temperature difference between an object and its surroundings, the faster the rate at which energy is transferred by heating.

P1.1.3 3.5.3.2

8

Heating and insulating buildings.

U-values measure how effective a material is as an insulator.

The lower the U-value, the better the material is as an insulator.

Candidates should be familiar with different methods of conserving energy in the home.

Knowledge of the U-values of specific materials is not required, nor is the equation that defines the Uvalue.

P1.1.4 3.5.3.2

P1.2.1 3.5.3.2 9

When energy is transferred, only part of it may be usefully transferred, the

UHVWLVµZDVWHG¶.

Wasted energy is eventually transferred to the surroundings, which become warmer. The wasted energy becomes increasingly spread out and so becomes less useful.

10 The greater the percentage of the

No calculations involving efficiency energy that is usefully transformed in will be required. a device, the more efficient the device is, eg the comparison between

Candidates may be required to filament lamps and fluorescent tubes. describe the intended energy transfers and the main energy wastages that occur in a range of appliances.

P1.2.1 3.5.3.2


Investigate which cools more quickly, tea in a white cup or tea in a black cup.

Investigate the rate at which water cools.

Investigate which is the better material for a saucepan handle ± metal or plastic.

Investigate different materials that could be used for lagging.

Investigate rates of evaporation from water-soaked cloth of different areas.

64


Component 6: Physics ± Electricity and Waves


How do we use electricity in the home?

How should we generate the electricity we need?

What are the uses and hazards of the waves that form the electromagnetic spectrum?

What are the uses and dangers of emissions from radioactive substances?

Details of Content

Additional

Guidance


Outcome


Science

A

Science

B

1

2

3

The domestic electricity meter measures the amount of electrical

HQHUJ\XVHGLQ³XQLWV´NLORZDWWhours).

No calculations of kilowatt-hours will be required, nor will any calculations involving the cost of electricity be required.

P1.3.1 3.4.3.1

The amount of electrical energy a device transfers depends on how long the appliance has been switched on and its power.

The power of an appliance is measured in watts

(W) or kilowatts

(kW).

No calculations of the amount of electrical energy will be required.

Candidates should be aware that heating devices generally have a higher power rating than other electrical devices.

P1.3.1 3.4.3.1

In some power stations an energy source is used to heat water. The steam produced drives a turbine that is coupled to an electrical generator.

No knowledge of the internal construction of these units will be required.

P1.4.1 3.4.2.3

4 Energy sources include:

the fossil fuels coal, oil and gas, which are burned to heat water or air

uranium and plutonium, when energy from nuclear fission is used to heat water. No knowledge of the fission process required.

P1.4.1 3.4.2.3

65


5 Renewable energy sources include:

biofuels, that can be burned to heat water

water and wind that can be used to drive turbines directly

solar cells that can be used to produce electricity directly from

WKH6XQ¶VUDGLDWLRQ geothermal energy. In some volcanic areas, hot water and steam rise to the surface. The steam can be tapped and used to drive turbines.

Examples include hydroelectric schemes, wind, waves and tides.

Candidates should be aware of the advantages and limitations of the use of solar cells.

P1.4.1 3.4.2.3

6

Using different energy resources has different effects on the environment.

Candidates should be able to compare and contrast the particular advantages and disadvantages of using different energy sources to generate electricity.

This is limited to the release of substances into the atmosphere, noise and visual pollution, the production of waste materials, and the destruction of wildlife habitats.

This is limited to a comparison between fossil fuels, nuclear and renewable resources.

P1.4.

1

P1.4.

1

3.4.2.

3

3.5.3.

1

7

Waves transfer energy. Waves may be either transverse or longitudinal.

Electromagnetic waves are transverse and form a continuous spectrum. All types of electromagnetic waves travel at the same very high speed through a vacuum (space).

Sound waves are longitudinal and mechanical waves may be either transverse or longitudinal.

Candidates should know the order of electromagnetic waves within the spectrum, in terms of energy, frequency and wavelength.

P1.5.

1

Knowledge of the magnitude of the speed will not be required.

3.4.3.

2

8 Radio waves, microwaves, infrared and visible light can be used for communication.

Candidates will be expected to be familiar with situations in which such waves are typically used, eg

P1.5.

1

radio waves ± television and radio

(including Bluetooth)

microwaves ± mobile phones and satellite television infrared ± remote controls visible light ± photography.

3.4.3.

2

9

Reflection.

The angle of incidence is equal to the angle of reflection.

Echoes are reflections of sounds.

P1.5.

2

P1.5.

3

66


4

Scheme of Assessment

4 a Aims

10

Scientists are able to find out about the Universe by measuring the different types of radiation given out

E\WKH6XQDQGRWKHUVWDUV7KHµ%LJ

%DQJ¶WKHRU\VWDWHVWKDWWKHXQLYH

UVH began from a very small initial point.

Candidates will be expected to know that a process known as red-shift, in which the apparent wavelength of radiation from stars changes as they move away from us, has helped to

VXSSRUWWKHµ%LJ%DQJ¶WKH

RU\

P1.5.

4

3.3.1.

1


Investigate which materials are the best electrical conductors.

Investigate solar garden lamps, (eg how long do they stay on?) What affects how much electricity we use at home?

Testing visual acuity to different colours of light.

Investigate the shielding of a mobile phone.

InvesWLJDWHWKHUDQJHRYHUZKLFKDµ%OXHWRRWK¶GHYLFHLVHIIHFWLYH

Entry Level Certificate courses based on this Specification should encourage candidates to: develop their interest in, and enthusiasm for, science develop a critical approach to scientific evidence and methods acquire and apply skills, knowledge and understanding of how science works and its essential role in society acquire scientific skills, knowledge and understanding necessary for progression to further learning.

4b Assessment Objectives

Candidates should be able to:

Assessment Objective 1 (AO1)

Assessment Objective 2 (AO2) demonstrate the ability to design an investigation, make measurements, present data, and identify patterns and relationships show knowledge and understanding of science and how science works as set out in the Specification and apply it where appropriate.

The table below shows the approximate weighting of each of the assessment objectives.

Weightings %

Assessment

Objectives

AO1

Teacher-Devised

Assignments

43

Externally-Set

Assessments

-

AO2

Overall weighting of components (%)

-

43

57

57

4c Requirements

Six assessment components are available, one for each of the teaching components:

67


Biology

Component 1 Keeping Healthy

Component 2 Inheritance, Evolution and the Environment

Chemistry

Component 3 Materials from the Earth

Component 4 Oils, Earth and Atmosphere

Physics

Component 5 Energy transfer and Efficiency Component

6 Electricity and Waves Candidates should submit evidence for at least three components, with at least one chosen from Biology (components 1-2), Chemistry

(components 3-4) and Physics (components 5-6).

Candidates should submit three Externally-Set

Assessments (ESAs) and three Teacher-Devised

Assignments (TDAs). The ESAs and TDAs do not have to be from the same components.

The three Externally-Set Assessments have a weighting of 57% of the total mark and the three TeacherDevised

Assignments have a weighting of 43%.

Candidates can take up to 45 minutes to complete an ESA. The total maximum mark for each ESA is 20 marks. Candidates are not permitted to use reference materials when completing an ESA. The assessments must be completed under supervised conditions (High Control).

Any teacher assistance given has to be limited to the use of strategies designed to improve accessibility such as:

the re-phrasing of tasks or questions which have not been understood the explanation of terms or phrases used in tasks and questions where such an explanation does not, in itself, provide the information which the candidate must supply

the provision of feedback in relation to inappropriate or inadequate answers given by the candidate where such feedback does not, in itself, provide the information which the candidate must supply.

All assessments will be marked by the teacher, in accordance with mark schemes and instructions provided by

AQA, and will be subsequently moderated by AQA.

The Teacher-Devised Assignments must be carried out under supervision (Limited Control). The assignments

PXVWEHWDNHQXQGHUFRQGLWLRQVLQZKLFKWKHWHDFKHUFDQDXWKHQWLFDWHWKDWWKH\DUH

WKHFDQGLGDWH¶VRZQZRUN

There is no set time limit for a TDA, and the maximum total mark for each TDA is 15 marks. AQA will monitor contextualisation and teachers are encouraged to contact their dedicated Coursework Adviser for queries regarding contextualisation, eg using washing powders to test effectiveness of enzymes.

All assignments must be taken under conditions in which the teacher can authenticate that they are the

FDQGLGDWH¶VRZQZRUN7KHFDQGLGDWH¶VZRUNPXVWEHUHFRUGHGDQGDQQRWDWHGE\WKHW

HDFKHULQDFFRUGDQFH with instructions provided by AQA, and will be subsequently moderated by AQA.

Portfolio of work

At the end of the course candidates must submit a portfolio of work. This portfolio comprises a Candidate

Record Form, the evidence from the Teacher-Devised Assignments and the Externally-Set Assessments.

The final mark is aggregated from the marks for the 3 TDAs and 3 ESAs giving a total mark out of 105. The level of award (Entry 1, Entry 2 or Entry 3) will be based on the candidates mark out of 105.

AQA will review the relationship between total mark thresholds and the level of award at an annual award meeting.

The level of award for the Entry Level Certificate will be approximately as follows. AQA reserves the right to amend the thresholds at the annual award meeting.

68


Marks out of 105

30

50

Advisory Award

Entry Level 1

Entry Level 2

75 Entry Level 3

Candidates may still be awarded a certificate even if one or more of the components is not submitted. A score of zero must be entered for a missing component.

4d Differentiating factors

This Specification has been written to facilitate co-teaching with GCSE Science. The Subject content section includes Specification references for GCSE Science A and Science B.

4e National criteria

This Entry Level Specification complies with:

The Arrangements for the Statutory Regulation of External Qualifications in England, Wales and Northern

Ireland: Common Criteria

The requirements for qualifications to provide access to Levels 1 and beyond of the National

Qualifications Framework.

4f Previous learning requirements

This Specification builds on the knowledge, understanding and skills acquired in programmes of study at Key

Stage 3 of the National Curriculum. It is advisable for candidates to have had experience of the Programme of

Study for KS3 Science. However, this is not a requirement. It is recommended that candidates have acquired literacy and numeracy skills of at least Level 1, as these will be used in all components.

4g Equality, access and inclusion

Entry level qualifications enable learners to gain the most from life, learning and work.

Entry Level qualifications often need to assess a wide range of competences. This is because they are general qualifications designed to prepare candidates for a wide range of occupations and further study.

The revised qualification was reviewed to see whether any of the skills or knowledge needed by the subject presented a possible difficulty to any candidates, whatever their ethnic background, religion, sex, age, disability or sexuality. If there were difficulties, the situation was reviewed again to make sure that such tests of specific competences were only included if they were important to the subject. The findings were discussed with groups who represented the interests of a diverse range of candidates.

Arrangements are made for candidates with special needs to help them access the assessments as long as the competences being tested are not changed. Because of this, most candidates will be able to access any part of the assessment. More details are given in Section 5d.

4h Progression

The scheme of assessment allows attainment to be recognised at a standard broadly consistent with National

Curriculum Level 1, and beyond. As an approved Entry Level Qualification, the Specification provides excellent progression to GCSE studies particularly in Science, Additional Science or Additional Applied Science.

69


5

Administration

The skills and knowledge acquired will be relevant and transferable in both educational and career settings.

The qualification, therefore, increases flexibility for candidates and makes a distinct contribution to the quality and coherence of qualifications on an identified progression pathway.

In addition, it provides a worthwhile course for candidates of various ages and from diverse backgrounds in terms of general education and lifelong learning.

For centres wishing to use the Unit Award Scheme, separate registration and entry from that for the Entry

Level Certificate are required ± see Appendix E.

Centres may join the Unit Award Scheme at any time of year.

5a Availability of assessment units and certification

For security purposes, Externally-Set Assessments will be available on e-AQA.

The assessments are not timetabled, but are done at a time chosen to suit the centre.

Each candidate may take an ESA whenever the teacher deems that the candidate is ready.

The assessments and mark schemes should be kept under secure conditions when not in use.

Three sets of Externally-Set Assessments will be available. These ESAs are valid for the life time of the

Specification but will be subject to review if a problem is identified.

Certification for this Specification is available once per year in the June series. The opportunity to certificate will be available from June 2013.

Work is combined to create a single unit and centres should submit this one mark for certification.

5b Entries

Please check the current version of Entry Procedures and Codes for up-to-date entry procedures.

Entries should be submitted by 21 February each year. The total mark (out of 105) for each candidate should be submitted to AQA by 15 May each year.

The Subject Code for entry for this Entry Level Certificate is 5948.

5c Private candidates

This specification is not available to private candidates.

70


5d Access arrangements, reasonable adjustments and special consideration

We have taken note of the equality and discrimination legislation and the interests of minority groups in developing and administering this Specification.

We follow the guidelines in the Joint Council for Qualifications (JCQ) document: Access Arrangements,

Reasonable Adjustments and Special Consideration: General and Vocational Qualifications. This document gives guidance to centres on how these arrangements should be administered. This is published on the JCQ website ( www.jcq.org.uk

) or you can follow the link from our website ( www.aqa.org.uk

) .

Access arrangements

We can arrange for candidates with special needs to access an assessment. These arrangements must be made before the examination. For example, we can produce a Braille paper for a candidate with sight problems.

Reasonable adjustments

An access arrangement which meets the needs of a particular disabled candidate would be a reasonable adjustment for that candidate. For example a Braille paper would be a reasonable adjustment for a Braille reader but not for a candidate who did not read Braille. The Equality Act 2010 requires us to make reasonable adjustments to remove or lessen any disadvantage affecting a disabled candidate.

Special consideration

We can give special consideration to candidates who have had a temporary illness, injury or serious problem such as death of a relative, at the time of the examination. We can only do this after the examination.

The Examinations Officer at the centre should apply online for access arrangements and special consideration by following the e-AQA link from our website ( www.aqa.org.uk

).

5e Examination language

We will only provide components for this specification in English.

5f Qualification titles

The qualification based on this Specification has the following title:

AQA Certificate in Science at Entry 1



Candidates who fail to reach the minimum standard for a Level will be unclassified and will not receive a qualification certificate.

5g Certification and reporting results

:KHUHDFDQGLGDWH¶VSHUIRUPDQFHLVVXIILFLHQWWRPHHWWKHOHYHOUHTXLUHPHQWVDQ(QW

U\/HYHOTXDOLILFDWLRQ certificate is awarded. Centres will be informed of the existing grade boundary with the disclaimer that we reserve the right to change it.

7KHFDQGLGDWH¶VILQDOPDUNLVDQDJJUHJDWLRQRIWKHPDUNVIRUWKHLQGLYLGXDOFRPSRQHQW

V7KHOHYHORIDZDUG (QWU\(QWU\RU(QWU\ZLOOEHEDVHGRQWKHFDQGLGDWH¶VWRWDOPDUk.

71


5h Re-sits

Candidates can re-sit the qualification as many times as they want within the life time of the Specification.

Candidates may not make more than one attempt at the same Externally-Set Assessment for a component.

However, they may attempt the second or third assessment for a component, from the other Sets available, if they fail to complete the first assessment satisfactorily. ESAs must not be returned to candidates, but must be kept in a secure place in the centre. If teachers wish to allow their candidates to practise an ESA, then one of the specimen ESAs should be used for this purpose.

Candidates may make more than one attempt at a Teacher-Devised Assessment for a component. However, to maintain standards, once a candidate has received feedback from their teacher on a particular TDA, an alternative TDA must be used for that component.

&DQGLGDWHV¶JUDGHVDUHEDVHGRQWKHZRUNWKH\VXEPLWIRUDVVHVVPHQW

6 Internally Assessed Work Administration

These regulations apply to all internally assessed work whether Externally-Set Assessments or TeacherDevised

Assignments.

6a Authenticating that internally assessed work is genuine

The Head of a centre is required to provide supervision. The precise means of supervision will inevitably differ from centre to centre, but it is expected that the teacher will be involved in on-going discussion with the

FDQGLGDWHDWDOOVWDJHVRIWKHZRUN&DQGLGDWHV¶ZRUNIRUDVVHVVPHQWPXVWEHXQGHUW

DNHQXQGHUFRQGLWLRQV which allow the teacher to supervise the work and enable the work to be authenticated. If it is necessary for some assessed work to be done outside the centre, sufficient work must take place under direct supervision to allow the teacher to monitor progress, prevent plagiarism

DQGDXWKHQWLFDWHHDFKFDQGLGDWH¶VZKROHZRUNZLWK confidence.

The work assessed must be solely that of the candidate concerned. Any assistance given to an individual candidate which is beyond that given to the group as a whole must be recorded on the Candidate Record Form .

Candidates must sign the Candidate Record Form to confirm that the work they have handed in is their own.

Teachers and assessors must confirm on the Candidate Record Form that the work marked is only that done by that candidate and was conducted in line with the conditions in the Specification

(authentication declaration).

Centres must give a mark of zero if candidates cannot confirm the work handed in for assessment is their own.

You should attach the completed Candidate Record Form for each candidate to his or her work. All teachers who have marked the work of any candidate entered for each component must sign the declaration that the work is genuine.

If you have doubts about signing the authentication declaration, you should follow these guidance points.

If you believe that a candidate had additional assistance and this is acceptable within the guidelines for

WKHUHOHYDQW6SHFLILFDWLRQ\RXVKRXOGDZDUGDPDUNZKLFKFRYHUVRQO\WKHFDQGL

GDWH¶VDFKLHYHPHQW without any help. (You should sign the authentication declaration and give information on the relevant form).

,I\RXFDQQRWVLJQWKHDXWKHQWLFDWLRQGHFODUDWLRQWKHFDQGLGDWH¶VZRUNFDQQR

WEHDFFHSWHGIRU assessment.

If, during the external moderation process, there is no evidence that the work has been authenticated, we will award a mark of zero.

72


6b Malpractice

You should let candidates know about our malpractice regulations.

Candidates must not :

submit work that is not their own lend work to other candidates

give other candidates access to, or the use of, their own independently-sourced research material (this does not mean that candidates cannot lend their books to another candidate, but that candidates should

EHVWRSSHGIURPFRS\LQJRWKHUFDQGLGDWHV¶UHVHDUFK include work copied directly from books, the internet or other sources without acknowledgement of the source

hand in work typed or word-processed by someone else without acknowledgement.

These actions are considered malpractice, for which a penalty (for example being disqualified from the qualification) will be applied.

If malpractice is suspected, your Examinations Officer should be consulted about the procedure to be followed.

Where you suspect malpractice in internal assessments after the candidate has signed the declaration of authentication, your Head of Centre must submit full details of the case to us at the earliest opportunity. The form JCQ/M1 should be used. Copies of the form can be found on the JCQ website (www.jcq.org.uk).

Malpractice in internal assessments discovered prior to the candidate signing the declaration of authentication

QHHGQRWEHUHSRUWHGWRXVEXWVKRXOGEHGHDOWZLWKLQDFFRUGDQFHZLWK\RXUFHQWUH¶

VLQWHUQDOSURFHGXUHV:H would expect you to treat such cases very seriously.

6c Teacher standardisation

We will hold standardising meetings for teachers each year, usually in the autumn term. At these meetings we will provide support in explaining tasks in context and using the marking criteria. These materials will also be available online.

All centres must send a representative to one of the meetings in the first year of entry. If you have told us you are a new centre, either by sending us an intention to enter or an estimate of entry, or by contacting the subject team, we will contact you to invite you to a meeting.

Attendance is also mandatory in the following cases:

where there has been a serious misinterpretation of the Specification requirements where the nature of the Teacher-Devised Assignments made by a centre has been inappropriate where there have been significant differences between recommendations made by the centre and awards made by AQA in the previous year.

At these meetings support will be provided for centres in the development of appropriate assessment tasks and assessment procedures. For teachers who are unable to attend the standardisation meetings AQA will provide access to the standardisation materials online.

AQA will carry out random sampling of centres as part of the moderation process over a 3 year period. This will ensure maintenance of standards over time.

6d Internal standardisation

Centres must have consistent standards for all candidates. One person must be responsible for ensuring that work has been assessed to the same standard, and they need to sign the Centre Declaration Sheet to confirm that internal standardisation has taken place. These forms can be accessed at http://www.aqa.org.uk/admin/p_course.php

73


Internal standardisation may involve:

all teachers assessing some sample assessments and identifying differences in standards discussing any differences in assessment at a training meeting for all teachers involved in the assessment referring to reference and archive material, such as the commentaries from our standardising meetings.

6e Annotation of internally assessed work

It is a requirement of the Specification that teachers assessing internally assessed work clearly show how the marks have been awarded in line with the marking guidance provided by AQA. This helps our advisers to see as precisely as possible where the teacher has identified that candidates have met the criteria in the

Specification.

6f Submitting confirmation of achievement

The total mark for each candidate must be sent to us and the moderator (on the mark forms provided), by

Electronic Data Interchange (EDI) or electronically by the date given (see www.aqa.org.uk/deadlines.php

).

Our moderator will contact you to let you know which pieces of work must be sent to them as part of the sample

(please see section 7a for more guidance on sending in samples).

An individual Candidate Record Form must be completed for each candidate.

This individual Candidate Record Form (CRF) should be used to record the components completed, the marks for each Assessment Objective and the total mark for the assessments as a whole. The CRF should be

DWWDFKHGWRHDFKFDQGLGDWH¶VIROGHURIDVVLJQPHQWV

The Centre Mark Sheet (CMS) showing all candidates entered by the centre for ELC Science is sent to centres by 30 April in the year of certification. Centres need to indicate the final marks on the CMS . The top copy of the three-part CMS should be sent to AQA, and parts two and three to the moderator, as soon as possible and by no later than 15 May .

The requirements for those centres also making entries for the Unit Award Scheme can be found at http://web.aqa.org.uk/qual/uas.php

Copies of all forms and details regarding submission can be found at http://www.aqa.org.uk/admin/p_course.php

6g Factors affecting individual candidates

You should be able to accept the occasional absence of candidates by making sure they have the chance to make up missed internal assessments. You may organise an alternative supervised time session for candidates who are absent at the time the centre originally arranged.

Where special help which goes beyond normal learning support is given, use the Candidate Record Form to inform us that this help can be taken into account.

Candidates who move from one centre to another during the course sometimes need additional help to meet the requirements of a scheme of internally assessed work. How this can be dealt with depends when the move takes place. If it happens early in the course the new centre should be responsible for the internally assessed work. If it happens late in the course it may be possible to accept the assessments made at the previous

74

ELC Science for teaching from September 2011 onwards (Version 1.0) centre. Centres should contact us as early as possible for advice about appropriate arrangements in individual cases.

6h Keeping candidates¶ work

From the time the work is marked, your centre must keep the work of all candidates, with Candidate Record

Forms attached, under secure conditions, to allow the work to be available during the moderation period or should there be an Enquiry about Results.

75


Internally

DVVHVVHGZRUNLVPRGHUDWHGE\LQVSHFWLQJDVDPSOHRIFDQGLGDWHV¶ZRUNVHQWIURPWKHFH

QWUHWRD moderator appointed by us. The centre marks must be sent to us and the moderator by the

7 Moderation

7 a Moderation procedures

deadline given (see www.aqa.org.uk/deadlines.php

).

Centres entering fewer candidates than the minimum sample size (20) should send the second copy of the

Centre Mark Form together with the work and candidate record forms of all of their candidates to the moderator by 15 May. Centres entering larger numbers of candidates should send only the second and third copies of the

&HQWUH0DUN)RUPWRWKHPRGHUDWRU7KHPRGHUDWRUZLOOWKHQVHOHFWZKLFKFDQGLGDWHV

¶ZRUNPXVWEHVHQWDVSDUW of the sample sent in for moderation, and inform the centre accordingly.

)ROORZLQJWKHPRGHUDWLRQRIWKHVDPSOHZRUNWKHPRGHUDWRU¶VPDUNVDUHFRPSDUHGZLW

KWKHFHQWUHPDUNVWR

FKHFNZKHWKHUDQ\FKDQJHVDUHQHHGHGWREULQJWKHFHQWUH¶VDVVHVVPHQWVLQOLQHZLWK

Rur agreed standards. In some cases the moderator may need to ask for the work of other candidates in the centre. To meet this request, centres must keep the internally assessed work and Candidate Record Forms of every candidate entered for the examination under secure conditions, and they must be prepared to send it to us or the moderator when it is

UHTXHVWHG$Q\FKDQJHVWRPDUNVZLOOQRUPDOO\NHHSWKHFHQWUH¶VUDQNRUGHUEXWZKHUH

PDMRUGLIIHUHQFHVDUH found, we reserve the right to change the rank order.

Moderation will take place in May.

7b Procedures after moderation

When the results are published, we will give centres details of the final levels for the internally assessed work.

You will receive a report at the time the results are issued giving feedback on the accuracy of the assessments made and the reasons for any adjustments to the marks.

:HPD\NHHSVRPHFDQGLGDWHV¶ZRUNIRUDZDUGLQJDUFKLYHRUVWDQGDUGLVLQJSXUSRVHVDQGZ

LOOLQIRUP\RXLIWKLVLV the case.

The following post-result services will be available:

clerical re-check remoderation re-moderation with report.

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates who were awarded particular grades. The descriptions should be considered in relation to the content outlined in the specification ± they are not designed to define that content.

The grade awarded will depend on how well the candidate has met the assessment objectives (see section 4c).

If a candidate has performed less well in some areas this may be balanced by better performance in others.

76


Appendices

A Grade descriptions

Entry 1

Communication skills

Candidates working at this level can communicate simple ideas using every day language.

Candidates describe or respond appropriately to simple features of objects, living things and events based on their every day experiences. They can communicate their findings in simple ways (eg discussion, making drawings, and simple charts) and can respond to simple questions about a topic they have studied.

Practical skills

Candidates can use simple equipment safely and can carry out simple scientific investigations, under instruction.

They can describe the steps in an experiment where they were given help. They can state what they found out in an experiment.

Subject content

Candidates can recall and understand simple limited parts of the Specification, eg a good diet and exercise is needed to keep the body healthy or that materials have a range of properties (eg texture, appearance) and these properties determine the uses of the materials.

Entry 2


Candidates working at this level can communicate using simple scientific terms.

Practical skills

Candidates can suggest simple experiments to find out answers to given problems. They respond to suggestions about how to find things out and can make suggestions about how to collect data to answer questions. They can use apparatus to undertake a given experiment, and are able to work safely. With little help they can do all of an experiment and state whether the result is what they expected. They can record their results in given formats.

They can use simple equipment safely and make observations or simple measurements related to their task.

They can observe and compare objects, living things and events. They describe their observations using scientific vocabulary and record them, using simple tables when appropriate.

Subject content

Candidates at this level can recall, understand and apply knowledge from a range of the specification, eg they are familiar with different ways of conserving energy in the home and can compare the efficiency of different methods. Candidates use their knowledge about living things to describe the basic conditions (eg a supply of food, water, air, light) that animals and plants need in order to survive. They recognise that living things grow and reproduce.

Entry 3


Candidates communicate in a scientific way what they have found out and suggest improvements in their work. They can obtain information from data provided, assimilate it and communicate ideas and conclusions in short, coherent sentences.

77


Practical skills

Candidates can put forward ideas for investigations and make predictions about outcomes. They can make observations with some degree of detail and make measurements using appropriate apparatus.

They can carry out scientific investigations safely and with some confidence, and record their results, create tables for data and label drawings or diagrams. Candidates can make some comparisons between observations or measurements and if appropriate find patterns in their results. They can draw simple conclusions from the evidence found. They can recognise a method of fair testing where this is necessary.

Subject content

Candidates can recall, understand and apply knowledge from a wide range of the specification, eg candidates have an understanding of basic life processes (eg growth, reproduction) and understand how living things may be subjected to competition and environmental changes.

Candidates use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations (eg the amount of electrical energy a device transfers depends on how long it is switched on for, and its power).

They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair.

They record their observations in a variety of ways. They can give explanations for observations and for simple patterns in recorded measurements.

B Spiritual, moral, ethical, social, legislative, sustainable development, economic and cultural issues, and health and safety considerations

We have taken great care to make sure that any wider issues (for example, spiritual, moral, ethical, social, legal, sustainable development, economic and cultural issues), including those relevant to the education of candidates at Key Stage 4, have been taken into account when preparing this specification. They will only form part of the assessment requirements where they are relevant to the specific content of the specification and have been identified in Section 3: Subject content.

Spiritual

Through candidates sensing the natural, material and physical world they live in, reflecting on their part in it, exploring questions such as when life starts and where life comes from, and experiencing a sense of awe and wonder at the natural world.

Moral and Ethical

Through helping candidates see the need to draw conclusions using observation and evidence rather than preconception or prejudice, and through discussion of the implications of the uses of scientific knowledge, including using the recognition that such uses can have both beneficial and harmful effects. Exploration of values and ethics relating to applications of science and technology is possible.

Social

Through helping candidates recognise how the formation of opinion and the justification of decisions can be informed by experimental evidence, and drawing attention to how different interpretations of scientific evidence can be used in discussing social issues.

Cultural

Through helping candidates recognise how scientific discoveries and ideas have affected the way people think, feel, create, behave and live, and drawing attention to how cultural differences can influence the extent to which scientific ideas are accepted, used and valued.

European Dimension

We have taken the 1988 Resolution of the Council of the European Community into account when preparing this specification and associated specimen components.

78


Environmental Education

We have taken the 1988 Resolution of the

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5HVSRQVLELOLW\$Q$JHQGDIRU)XUWKHUDQG+LJKHU(GXFDWLRQ¶LQWRDFFRXQWZKHQSUHSDUL

QJWKLV Specification and associated specimen components.

Health and safety

Teaching about health and safety during practical science forms an integral part of any science course and there

DUHRSSRUWXQLWLHVWRUDLVHFDQGLGDWHV¶DZDUHQHVVRIKHDOWKDQGVDIHW\LQDOOFRPSRQ

HQWV+RZHYHUPRUHJHQHUDO teaching requirements about health and safety are as applicable to science as other subjects.

When working with equipment and materials, in practical activities and in different environments, including those that are unfamiliar, candidates should be taught:

about hazards, risks and risk control to recognise hazards, assess consequent risks and take steps to control risks to themselves and others to use information to assess the immediate and cumulative risks to manage their environment to ensure the health and safety of themselves and others to explain the steps they take to control risks.

Centres are reminded of requirements to make their own risk assessments under COSHH regulations in relation to the many materials and processes involved in teaching this subject.

Citizenship

This Specification allows treatmenWRIDVSHFWVRIFLWL]HQVKLSWKURXJKWKHFRQWULEXWLRQPDGHWRFDQGLGDWHV¶PRU

DO ethical, social and cultural development through opportunities to teach about the European dimension and through opportunities to promote an understanding of, and responsible attitudes towards, environmental issues.

Avoiding bias

We have taken great care to avoid bias of any kind when preparing this Specification and specimen papers.

Use of Organisms

Nothing in this Specification requires candidates or teachers to kill animals. Live animals brought into the laboratory for study should be kept unstressed in suitable conditions and should wherever possible, be returned unharmed to their habitats. Studies of animals and plants in their habitats should aim at minimal disturbance.

C Record forms

Copies of the instructions for completing the CMFs

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Centre-DVVHVVHGZRUN´FDQEHDFFHVVHGYLDWKHIROORZLQJOLQN www.aqa.org.uk/coursework

79


D Wider Key Skills ± Teaching, developing and providing opportunities for generating evidence

Introduction

The Key Skills Qualification requires candidates to demonstrate levels of achievement in the Key Skills of

Communication, Application of Number and Information and Communication Technology.

The Wider Key Skills of Improving own Learning and Performance, Working with others and Problem Solving are

DOVRDYDLODEOH7KHDFTXLVLWLRQDQGGHPRQVWUDWLRQRIDELOLW\LQWKHVHµZLGHU¶.H\6NLO

OVLVGHHPHGKLJKO\GHVLUDEOH for all candidates.

The units for each key skill comprise three sections:

What you need to know

What you must do

Guidance.

Candidates following a course of study based on this Specification for Science can be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills of:

Communication

Application of Number

Information and Communication Technology

Working with Others

Improving own Learning and Performance

Problem Solving.

Areas of study and learning that can be used to encourage the acquisition and use of Key Skills, and to provide opportunities to generate evidence, are provided in the Teacher Resource Bank for this Specification.

The above information is given in the context of the knowledge that Key Skills at levels 1 and 2 will be replaced by Functional Skills.

The replacement of Key and Basic Skills with Functional Skills

The Key and Basic Skills qualifications will gradually be replaced by the Functional Skills which will be available in centres from September 2010. All Examination Officers in centres offering AQA Key Skills, Wider Key Skills and Basic Skills have been sent a letter outlining the details of the end dates of these subjects. Copies of the letters have also been sent to the Head of Centre and Key Skills or Basic Skills coordinator. This is a brief outline of that information. It is correct as at August 2010.

Key Skills Levels 1, 2 and 3 Test and Portfolio

The final opportunity for candidates to enter for a level 1, 2 or 3 Key Skills test or portfolio will be June

2011 with last certification in 2012. Centres are asked to ensure that their funding is still available after accreditation ends on 31 August 2010. An exception is that Key Skills in Apprenticeship Frameworks will be extended until March 2011. This will allow providers and employers the choice of offering either

Functional Skills or Key Skills until 31 March 2011.

For further information see http:/nationalemployerservice.org.uk/news/story/extension-of-key-skillsforappenticeships/

Key Skills Level 4

The last series available to candidates entering for the Key Skills Level 4 test and portfolio was June

2010 with the last certification in the June 2012 series.

Basic Skills Adult Literacy Levels 1 and 2, Adult Numeracy Levels 1 and 2 AQA

Basic Skills qualifications will now be available until the June 2012 series.

Wider Key Skills

The AQA Wider Key Skills qualifications in their present form will continue to be available until June

2011. However, funding may be limited after June 2010.

80


E Accrediting achievement of individual Entry Level Certificate

Components through the Unit Award Scheme

The Unit Award Scheme provides the facility for candidates to receive credit for each individual component which they complete as they progress through the Entry Level Certificate course.

In formally recognising the smaller steps of achievement which each completed component represents, the Unit

Award Scheme serves to encourage and motivate candidates for whom the final award of the Entry Level

Certificate may seem a distant goal. Also, those candidates who cannot, for whatever reason, produce enough work across the required number of units to be entered for an Entry Level Certificate may still receive formal recognition through the Unit Award Scheme for any components that they have completed. The components in the Entry Level Certificate correspond to units in the Unit Award Scheme.

Candidates at centres which are registered to participate in the Unit Award Scheme will obtain a Unit Award

Statement for each component that they complete. The Statement reproduces the title outcomes of the component at the particular level of attainment (in this case, Entry Level). A candidate could thus obtain a series of Unit Award Statements for each AQA component-based Entry Level Certificate that he/she is following.

To receive accreditation for an individual component under the Unit Award Scheme, a candidate must demonstrate achievement of all the skills for that component.

This is different to the requirement for the evidence required for Entry Level Certificate where candidates are not required to provide evidence for all the outcomes listed, but are encouraged to complete as much as possible, as failure to do so may prevent them demonstrating the qualities needed to reach Entry 1, Entry 2 or Entry 3.

For Unit Award Scheme purposes, it is not necessary for the candidate to submit work done in response to an externally-set task, although such evidence may be submitted as part of the other evidence which is specified for that unit. The unit will be awarded within the Unit Award Scheme provided that all outcomes have been fully achieved and appropriate evidence has been produced to demonstrate this achievement.

Unit Award Statements can be issued shortly after the component has completed a unit and can be included

ZLWKLQDVWXGHQW¶V3URJUHVV)LOHRUHTXLYDOHQW

When a candidate ceases to use the Scheme, he/she will receive, from AQA, a Letter of Credit which lists the titles of all the units he/she has achieved and for which Unit Award Statements have been issued. If a candidate has been credited with units from Entry Level qualifications, these will therefore be listed on the

Letter of Credit , together with any other units which he/she may have gained.

Centres wishing to use the Unit Award Scheme must be specifically registered for that purpose with the Unit

Award Scheme department in Harrogate. Separate registration and entry from that for the Entry Level

Certificate are required, as centres may choose to enter candidates for: the Entry Level Certificate only or the Entry Level

Certificate and the Unit Award Scheme or the Unit Award

Scheme only.

Centres may join the Unit Award Scheme at any time of the year.

To register to participate in the Unit Award Scheme, a centre must complete a Centre Registration Form and

DWWHQGDGD\¶VWUDLQLQJIURP$4$RQKRZWRXVHWKH6FKHPH$4$PDNHVDFKDUge for this training.

Further information can be found at: http://web.aqa.org.uk/qual/uas.php

81


If in doubt, contact the Unit Award Scheme department at the address below for advice.

AQA

Unit Award Scheme Department

31-33 Springfield Avenue

Harrogate

HG1 2HW

Tel: 01423 534235 Fax:

01423 564875 e-mail: unitawardscheme@aqa.org.uk

The Unit Award Scheme

Outcomes to be Assessed for the Unit Award Scheme

Component 1: Biology ± Keeping Healthy

Outco me

1

In successfully completing this unit, the candidate will have shown knowledge of : how reflex actions are automatic and rapid.

2 a healthy diet containing a balance of carbohydrates, fats and proteins and the right amount of energy.

3 the faster return of pulse rate to normal in people who are fitter because they exercise regularly.

4

5

6

7

KRZGUXJVFDXVHFKDQJHVWRWKHFKHPLFDOSURFHVVHVLQSHRSOH¶VERGLHVDQGWKHS

RVVLELOLW\RI addiction and withdrawal symptoms. the possibility that bacteria and viruses can reproduce rapidly inside the body and produce poisons that make us ill. how white blood cells help to defend against bacteria by ingesting them. how antibiotics, including penicillin, are medicines that help to cure bacterial but not viral disease.

8

9 how at least two processes within the body are co-ordinated by hormones which are secreted by glands and transported in the blood. how hormones are involved in the menstrual cycle of a woman, including the release of an egg.

10 DWOHDVWWZREHQHILWVDQGDWOHDVWWZRSUREOHPVRIXVLQJRUDOFRQWUDFHSWLY

HVDQGµIHUWLOLW\GUXJV¶.

Component 2: Biology ± Inheritance, Evolution and the Environment

Outco me

1

In successfully completing this unit, the candidate will have shown knowledge of : how plants compete with each other for light and space, and for water and nutrients from the soil.

82

2

3

ELC Science for teaching from September 2011 onwards (Version 1.0) how animals compete with each other for food, mates and territory. how animals and plants are adapted for survival in the conditions where they normally live.

4

5

6 how animals and plants are subjected to environmental changes, such changes being caused by living or non-living factors. how green plants and algae transfer energy from the Sun's radiation to chemicals by photosynthesis and storing these chemicals in their cells. how living things remove materials from the environment for growth and other processes, and return these when they die and decay and are broken down by microorganisms.

7

8

9 how the nucleus of a cell contains chromosomes which carry genes that control the characteristics of the body. how sexual reproduction involves the joining of male and female sex cells, the mixture of genetic information from two parents leading to variety in the offspring. how asexual reproduction needs only one individual as a parent and so there is no genetic variation in the offspring, known as clones.

10 the theory of evolution stating that all species of living things have evolved from simple lifeforms that first developed more than three billion years ago.

Component 3: Chemistry ± Materials from the Earth

Outco me

1

2

3

4

5

6

7

8

9

In successfully completing this unit, the candidate will have shown knowledge of : how all substances are made of atoms, how elements have one sort of atom, and that there are about 100 elements, most of which are metals. how atoms join with other atoms to form compounds when elements react. how limestone is mainly calcium carbonate and is quarried for use as a building material and to make cement, which is used to make mortar and concrete. how metals are obtained from ores, the need to use chemical reactions except for very unreactive metals, and the importance of recycling metals. most iron being converted into steels, which are alloys. most metals, including iron, copper, gold and aluminium, being used in alloys because pure metals are too soft for many applications. the properties of copper that make it useful for electrical wiring and plumbing, and that aluminium has low density and resistance to corrosion. crude oil as a mixture of many compounds that is found underground and its separation into fractions by distillation at a refinery to produce useful fuels and oils. the gases released when a fuel burns completely including carbon dioxide, water (vapour) and sulfur dioxide and their environmental impacts.

83


10 the poisonous gas carbon monoxide and solid particles (soot) being produced when fuels burn in a limited supply of air.

Component 4: Chemistry ± Oils, Earth and Atmosphere

Outcom e

1

In successfully completing this unit, the candidate will have shown knowledge of : crude oil as a raw material used to make polymers, eg poly(ethene), poly(propene) and PVC, that these raw materials have many useful applications because they can be moulded, are waterproof and resist chemicals.

2

3 many polymers not being biodegradable which leads to problems with waste disposal. vegetable oils as important foods and fuels because they provide a lot of energy, and how they do not dissolve in water and so can be used to make emulsions.

4

5 vegetable oils having higher boiling points than water so they can be used to cook foods quickly, producing different flavours and more energy.

WKHFUDFNLQJRIWKH(DUWK¶VFUXVWDQGXSSHUSDUWRIWKHPDQWOHLQWRODUge pieces called tectonic plates.

6 convection currents in the mantle that cause tectonic plates to move slowly and produce earthquakes and/or volcanic eruptions.

7

8

YROFDQLFDFWLYLW\GXULQJWKHILUVWELOOLRQ\HDUVRIWKH(DUWK¶VH[LVWHQFHWKD

WUHOHDVHGthe gases that formed the early atmosphere and water vapour that condensed to form the oceans. plants and algae producing the oxygen that is now in the atmosphere by photosynthesis and how carbon from carbon dioxide became locked up in rocks as carbonates and fossil fuels.

9 WKHSURSRUWLRQVRIQLWURJHQDQGR[\JHQLQWKH(DUWK¶VDWPRVSKHUHDQGWKHSU

HVHQFHRIVPDOO amounts of other gases.

10 the release of carbon dioxide by burning fossil fuels increasing the level of carbon dioxide in the atmosphere.

Component 5: Physics ± Energy transfer and efficiency

Outcome In successfully completing this unit, the candidate will have shown knowledge of :

1

2

3 how all bodies emit and absorb infrared radiation, and how the hotter an object is the more infrared radiation it radiates in a given time.

how dark, matt surfaces are good absorbers and good emitters of infrared radiation, while light, shiny surfaces are poor absorbers, poor emitters and good reflectors of infrared radiation. the use of kinetic theory to explain the different states of matter, and that the particles of solids, liquids and gases have different amounts of energy.

84

4

5

6

7

8

9

10

ELC Science for teaching from September 2011 onwards (Version 1.0) the transfer of energy by conduction, convection, evaporation and condensation involving particles. at least two factors that affect the rate of evaporation and condensation.

the rate at which an object transfers energy by heating depending on surface area, the material from which the object is made and the nature of the surface. how the bigger the temperature difference between an object and its surroundings, the faster the rate at which energy is transferred by heating.

heating and insulating buildings, and how U-values measure how effective a material is as an insulator.

how, when energy is transferred, only part of it may be usefully transferred, the rest being

'wasted' and transferred to the surroundings, and becoming less useful.

how the greater the percentage of the energy that is usefully transformed in a device, the more efficient the device is, eg filament lamps and fluorescent tubes.

Component 6: Physics ± Electricity and Waves

Outcome In successfully completing this unit, the candidate will have shown knowledge of :

1 how the domestic electricity meter measures the amount of electrical energy useGLQ³XQLWV´ (kilowatt-hours).

2

3 how the amount of electrical energy a device transfers depends on how long the appliance has been switched on and its power, measured in watts (W) or kilowatts (kW). how some power stations use an energy source to heat water, the steam produced driving a turbine that is coupled to an electrical generator.

4

5

6 at least three energy sources, including the fossil fuels coal, oil and gas, which are burned to heat water or air, and uranium and plutonium, when energy from nuclear fission is used to heat water.

at least five renewable energy sources including biofuels, water and wind, solar cells and geothermal energy. how the use of different energy resources has different effects on the environment.

7

8

9 at least two advantages and at least two disadvantages of using different energy sources to generate electricity. waves such as electromagnetic waves that are transverse and how they all travel at the same very high speed through a vacuum, and mechanical waves such as sound waves that are longitudinal. how radio waves, microwaves, infrared and visible light are used for communication.

10 how scientists are able to find out about the Universe by measuring the different types of radiation given out by the Sun and other stars.

85

Entry Level Certificate in Science for assessment from September 2011 onwards

Qualification Accreditation Number: 600/1709/0

Every specification is assigned a national classification code indicating the subject area to which it belongs.

To obtain specification updates, access our searchable bank of frequently asked questions, or to ask us a question, register with Ask AQA: aqa.org.uk/ask-aqa/registe r

You can also download a copy of the specification and support materials from our website: sciencelab.org.uk/subject s

The Unit Award Scheme provides the facility for students to receive credit for each individual component unit which they complete as they progress through the Entry Level Certificate course. Centres wishing to enter candidates for the complementary Unit Award scheme units should check the evidence required at http://web.aqa.org.uk/qual/uas.ph

p

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The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number

3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX.