Reports collaboratively and individually a range of methods. Collates, organises and summarises findings, with assistance, using headings or questions to provide structure for presentations. Uses appropriate scientific vocabulary and acknowledges sources, with assistance. Scientific analytical thinking skills Applies scientific analytical thinking skills, with assistance, working with less familiar (or familiar but more complex) contexts. Applies understanding, and a combination of more than one science concept, to solve problems and provide solutions. Demonstrates further development of creative thinking including through the engineering processes of design, construction, testing and modification. Skills and attributes of scientifically literate citizens At Second Level, it is anticipated that learners will be able to demonstrate the skills below with assistance. Presents a reasoned argument based on evidence, demonstrating understanding of underlying scientific concepts, and engages with the views of others. Demonstrates understanding of the relevance of science to their future lives and the role of science in an increasing range of careers and occupations. Demonstrates increased awareness of creativity and inventiveness in science, the use of technologies in the development of sciences and the impact of science on society. Expresses informed about scientific and environmental issues based on evidence. Curriculum Organisers Experiences and Outcomes for planning learning, teaching and assessment Benchmarks to support practitioners’ professional judgement Planet Earth Biodiversity and interdependence I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a Classifies living things into plants (flowering and non-flowering), animals (vertebrates and invertebrates) and groups through knowledge of their characteristics. Begins to construct and use simple branched keys which can be used to identify particular plants or animals. Identifies characteristics of living things and their environment which have contributed to the survival or extinction of a species. Describes how some plants and animals have adapted to their environment, for example, for drought or by using flight.
Planet Biodiversity and interdependence I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-01a (Possible link to MNU 3-11a) Identifies living things using biological keys. Collects and analyses increasingly complex data and information, for example, temperature and light intensity, to suggest reasons for the distribution of organisms within different habitats. I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN 3-02a Describes the process of photosynthesis (using the word equation) in terms of reactants (raw materials) and products. Applies knowledge gained from practical investigations to explain how plants make their own food in the form of sugars and store this as starch. Investigates and presents information on how plants help to sustain life, for example, by providing oxygen, food, habitat, raw materials and medicines. Through investigations and on experimental evidence, I can explain the use of different types of chemicals in agriculture and their alternatives and can evaluate their potential impact on the world’s food production. SCN 3-03a (Possible to MNU 3-20a, TCH 3-02a & LIT 3-01a) Interprets data and information to establish a link between the use of fertilisers and plant yield and nutrient levels in the soil. Researches an agricultural method, for example, chemical fertilisers, herbicides, pesticides, organic methods, genetic modification (GM) and biological control and evaluates their impact on food production. Energy sources and sustainability I can use my knowledge of the different ways in which heat is transferred between hot and cold objects and the thermal conductivity of materials to improve energy efficiency in buildings or other systems. SCN 3-04a Applies knowledge from practical investigations to explain how heat is transferred by conduction, convection and radiation. Establishes a link between heat loss in buildings and the temperature difference between the inside and outside of the building. Applies understanding of thermal energy efficiency, conductors and insulators to explain how materials can be used in building design to reduce heat loss, for example, in double and triple glazing.
Vibrations and waves By exploring the refraction of light when passed through different materials, lenses and prisms, I can explain how light can be used in a variety of applications. SCN 3-11a Demonstrates through practical investigation how refraction can cause a change of direction of light as it passes from one material to another. Describes the practical applications of refraction in everyday situations, for example, in corrective lenses in glasses, and in magnifying glasses and optical instruments. Explains how a visible spectrum is produced as light passes through a prism. By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations. SCN 3-11b Describes the electromagnetic spectrum as a family of waves including Gamma Rays, X-Rays, Ultraviolet, Visible Light, Infrared, Microwaves, Television and Radio. Researches at least one application of an electromagnetic wave beyond the visible in everyday life, giving advantages and limitations of that application. Biological systems Body systems and cells I have explored the structure and function of organs and systems and can relate this to the basic biological processes required to sustain life. SCN 3-12a Learning at Third Level should take account of, and extend prior learning, both in terms of breadth and depth. Explores and explains the structure and function of at least three of the major organ systems, for example, Respiratory, Circulatory, Digestive, Excretory, Reproductive and Skeletal, and relates this to the basic biological processes required to sustain life. I have explored the role of technology in monitoring health and improving the quality of life. SCN 3-12b Uses a variety of instruments to monitor and record aspects of health, for example, pulse rate, blood pressure and recovery rate and gives examples of other aspects of health that may be monitored, for example, cholesterol and BMI. Researches one condition that is screened for (for example, bowel cancer, macular degeneration and diabetes) and describes the symptoms of the condition.
Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me. SCN 3-19a Identifies indicators of chemical reactions such as colour change, precipitate formation, release of gas, and/or a detectable energy change. Finds the relationship between particle size, concentration temperature and catalysts and the rate of a reaction. Explains how catalysts, including enzymes, can be used to up chemical reactions, and provides at least two everyday examples of reactions involving a catalyst. I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways. SCN 3-19b Describes chemical reactions involving the Earth’s materials, for example, combustion of fossil fuels, carbonate rocks reacting with acid and the formation and impact of acid rain. Topical science Topical science I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. SCN 3-20a (Possible links to LIT 3-10a, 3-11a, 3-13a & TCH 3-02a) Collaborates with others to research how scientists, and those who use science in their jobs, have contributed to the development of scientific ideas. Communicates findings in a suitable way to give an example of how scientists contribute to innovative research and development. Gives examples of how skills developed through science are used in a wide variety of jobs and careers including science, technology, engineering and mathematics (STEM) careers.
I have taken part in practical activities which involve the use of enzymes and microorganisms to develop my understanding of their properties and their use in industries. SCN 4-13b Describes the properties and industrial uses of at least one microorganism, for example, the use of yeast in brewing and bacteria in yogurt production. Describes the properties of at least one enzyme used in industry, for example, enzymes within biological detergents and stain removers or pectinase in the breakdown of plant material to release juice. I can debate the moral and ethical issues associated with some controversial biological procedures. SCN 4-13c (Possible to SCN 4-20b & LIT 4-16a, 4-25a) Formulates a reasoned argument, based on evidence and using correct scientific vocabulary, to debate moral and ethical issues of the chosen controversial biological procedure, for example, the collection and use of stem cells and DNA profiling. Inheritance Through investigation, I can compare and contrast how different organisms grow and develop. SCN 4-14a Investigates and researches the life cycles of at least two organisms and compares and contrast their related growth and development. Through evaluation of a range of data, I can compare sexual and asexual reproduction and explain their importance for survival of species. SCN 4-14b Evaluates and compares data and information on sexual and asexual reproduction, for example, rate of reproduction and numbers of organisms, and explains the importance of both methods for survival of species. I can use my understanding of how characteristics are inherited to simple genetic problems and relate this to my understanding of DNA, genes and chromosomes. SCN 4-14c Describes how the genetic information received from parent(s) determines some of our physical characteristics and demonstrates understanding that some genes have dominant and recessive versions called ‘alleles’. Produces a worked example to solve a simple genetic problem, for example, a monohybrid cross to show the passage of genes from parents to offspring.
Materials Properties and uses of substances Through gaining an understanding of the structure of atoms and how they join, I can begin to connect the properties of substances with their possible structures. SCN 4-15a Constructs diagrams and models to illustrate the sharing of outer electrons in covalent bonds between non-metal atoms when forming molecules and to illustrate how ionic compounds exist as a crystal lattice. Identifies, from temperature data, the relationship between melting and boiling points and the state at room temperature for covalent and ionic compounds. Investigates and describes electrical conductivity for covalent and ionic compounds. Identifies the most likely type of bonding in a compound based on its properties, for example, melting and boiling points and electrical conductivity. I have carried out research into novel materials and can begin to explain the scientific basis of their properties and discuss the possible impacts they may have on society. SCN 4-16a (Possible link to TCH 4-01a) Summarises data and information from research to explain the properties, practical application and potential impact of a novel material. Through evaluation of experimental results, I can demonstrate my understanding of conservation of mass. SCN 4-16b Demonstrates understanding of conservation of mass by evaluating experimental results relating to the mass of reactants and products of at least two chemical reactions, for example, burning iron wool, making magnesium oxide or precipitation of ionic salts. Earth’s materials I have explored how different materials can be derived from crude oil and their uses. I can explain the importance of carbon compounds in our lives. SCN 4-17a Explains how fractional distillation can be used to separate oil into ‘fractions’ (groups of compounds with similar boiling points). Identifies and describes the importance of at least three everyday substances that are made from hydrocarbons, for example, petrol for fuel, camping gas or plastics.