Waves & radiation

P3 - Describe the electro-magnetic spectrum

P4 - Describe the different types of radiation, including non-ionizing and ionizing radiation

M2 - Describe the uses of ionizing and non-ionising radiation in the home or workplace

D2 - Discuss the possible negative effects of ionizing and non ionsing radiation

Space

P9  - Describe the composition of the solar system

P10 - Identify evidence that shows how the universe is changing

M5 - Describe the main theory of how the universe was formed

M6 - Explain how the evidence shows that the universe is changing

D5 - Evaluate the main theory of how the universe was formed

D6 - Evaluate the evidence that shows how the universe is changing

Make a poster showing the order of the planets & annotate it with information about the planets. Describe the composition of the solar system. -what is the name of our galaxy? what is the name of our solar system? -what are the planets in our solar system? -what is the order of the planets from the sun? -what are conditions like on these planets? -what are the special features of the planets? -what are the sizes of the planets? -what are the distances between the planets & their distances from the sun? -what other objects are there in space other than planets? P9

What evidence is there that the universe is changing? e.g. what is redshift (Doppler effect)? P10

Describe how the big bang theory of how the universe was formed. M5

Evaluate the big bang theory. -How sure are you that the theory is correct? -consider arguments for & against the big bang theory. Hint: ·         Find out about the findings of NASA Cosmic Background Explorer (COBE) in 1992 about cosmic background radiation as evidence of the big bang. D5

How does the evidence show that the universe is changing? -Explain redshift shows that the universe is changing. Keywords: Redshift, Doppler effect, electromagnetic spectrum, light, wavelength, frequency, galaxy. M6

Evaluate this evidence that the universe is changing: -What is the evidence for & against the universe changing? -How reliable is the evidence? -What is the future of the universe? ·         Continue to expand forever? ·         Expansion will slow down? ·         The expansion will stop & reverse until the universe collapses into a massive black hole (singularity)? D6

New town energy

Task 1 Build the National Grid model. Describe how electricity is delivered from the power station to the different parts of the town using information labels/panels on your model. If you complete this task correctly, you will meet grading criterion P6.

Task 2 Make an information panel that describes using diagrams, how electricity is produced in the power station If you complete this task correctly, you will meet grading criterion P7

Task 3 Add some other ways of generating electricity (wind farm, Solar cells, hydroelectric dam etc) to your model. Make a table showing to advantages and disadvantages of each way of generating electricity include how efficient each is. If you complete this task correctly, you will meet grading criterion M4.

Waves

Task 1 Types of wave Waves are ways of transmitting, or carrying, energy from one place to another. 1       Explain the difference between transverse and longitudinal waves, giving examples of each 2       Explain the following terms in connection with waves, and show how they are related to each other.        a   wavelength                  b   frequency               c    velocity 3       Describe what the electromagnetic spectrum is, and describe each part of the spectrum, including what it is used for, its properties and how wavelength, frequency and velocity vary between each part. If you complete this task correctly, you will meet criterion P3.

Task 2 Communicating with waves Communication between humans, and between other animals, depends on sight and sound. 1       Explain how electromagnetic waves are used to communicate over longer distances. Your answer should cover: §  telephones, radio and television §  transmission by wires, cables, optical fibres and through air and space 2       For part of your presentation, use technology to transmit sound and visual information. The information which is sent must explain how waves are being used to carry that information from its source to its audience. If you complete this task correctly, you will meet criterion P5.

Task 3 Wireless communication Much technology today uses wireless communication.  Choose at 3 different applications of this and for each one, explain in full how wireless technology is used, how the information is carried and how it is better than wired communication. If you complete this task correctly, you will meet criterion M5.

Task 4 Comparing wired and wireless Draw up a table to show the advantages and disadvantages of wireless and wired communication.  For each one, show clearly which types of EM waves are involved in the transmission of information. If you complete this task correctly, you will meet criterion D5.

Energy

Task 1 Ever-changing energy 1     From your practical investigations, produce a table of results listing what object you investigated, what energy it used and what that energy was transferred to. 2     For each of the appliances you looked at, draw a simple energy transfer diagram If you complete this task correctly, you will meet grading criterion P1. Task 2 – Energy Efficiency 3     Using work you have done in class, complete a table of energy efficiency calculations for at least 5 appliances or objects (e.g. filament bulb, energy efficient bulb, kettle, radio, computer) If you complete this task correctly, you will meet grading criterion P2.

Task 3 Energy conservation We can change energy from one form into others, but the total amount of energy stays the same. It is conserved. Unfortunately, not all the energy is transformed into the form we want. 1       a   Describe three examples of everyday processes in which one form of energy is transformed into at least two other forms.        b   Draw simple diagrams showing these energy transformations.        c   Explain what happens to each of the energy forms produced. Show which are useful energy, and which are wasted        d   Look up data for three everyday processes, to find the percentage of energy transformed into useful and waste energy in each. (Sankey diagrams) If you complete this task correctly, you will meet grading criterion M1.

Task 4 Conserving energy 1       a   Since energy cannot be destroyed nor used up, what do we mean by energy consumption ? 2       Household appliances are labelled with efficiency ratings, A to G.        a   What do we mean by energy efficiency? What do these ratings mean?  Give examples.        b   Explain the advantages of using appliances with higher energy efficiency. 3     List, with brief details, five ways that people can reduce their energy consumption, and/or use energy more efficiently in their everyday lives. If you complete this task correctly, you will meet grading criterion D1.

Biology& the environment

P4-Carry out an investigation into the impact of human activity on an environment

M3 – Describe how to measure the effect of human activity on an environment.

D2 – Explain how the environmental effect of human activity might be minimised in the future

Ecosystems

1     Task 1   Identification key Local Ecologists will need to be able to identify different animal species from the rainforest. Choose at least 5 different animal species from the Amazon rainforest and write a simple key for identification of each species. If you complete this task correctly, you will meet grading criterion P2. 2     Task 2 The ecosystem of the Golden Lion Tamarin needs to be carefully described in your report. You should include: the features of its ecosystem the types of organism present how these organisms depend on each other to survive how these organisms are adapted to their ecosystem                                    If you complete this task correctly, you will meet grading criterion P3.

Task 3 The present status and the importance of the Golden-Lion-Tamarin within it’s ecosystem needs to be carefully described. You should include: ·    Numbers of Golden-Lion-Tamarin in the wild ·  Reasons to why it has become endangered ·         The impact of it’s extinction on it’s predators ·         The impact of it’s extinction on the plants it eats ·         Actions that can be put in place to stop the decline of the species If you complete this task correctly, you will meet grading criterion M2.

Classification

Task 1 The five kingdoms and identification keys §  Living organisms can be classified into five major kingdoms. -          What are the five major kingdoms? -          Write a paragraph for each kingdom describing its main characteristics. §  From one kingdom choose a group of organisms found in the British Isles that environment agency workers are likely to come across, e.g. birds, fish, insects, trees, shrubs, grasses. Choose at least five species from the group and write a simple key for scientists to use in the field to identify each species. §  Produce a copy of your key for practical use outdoors in the field. Think about the conditions your trainees will be working under before choosing the best method of displaying your key. If you complete this task correctly, you will meet grading criterion P1.

T ask 2 Classifying organisms §  A trainee has been asked to identify a sample of organisms found in the leaf mould at the bottom of a river. They have not written the full species names for some of the organisms. Some they have briefly described and for some they have only given their common names. Write down: -          problems you think the trainee may have encountered -          problems that come from writing common names instead of the Linnaen system of classification (Genus and species names). §  The environmental agency needs to use some of the trainee’s data as part of a court case against polluters. -          Why is it important to classify organisms specifically and correctly? -          A scientist called A. Milner discovered a new species of butterfly closely related to the Lycaena phlaeas (common name, small copper). Which of these three names would you use to name the new species, explain your answer: Lycaena milner; Milner phlaeas; Mini copper §  How is evolution related to the classification of organisms? If you complete this task correctly, you will meet grading criterion M1.

Task 3 Distinguishing characteristics Part of the training material needs to help trainees realise that some characteristics are more significant than others when classifying organisms. Make a table with three columns. §  In the first column write viruses, bacteria, protists, fungi, flowering plants, non-flowering plants, invertebrates, vertebrates. §  In the second column list the characteristics that may be used to classify each group.  §  In the third column provide more detail about why that characteristic helps distinguish the group. In other words: What is significant about that characteristic? Why are two organisms with the characteristic closer relatives than organisms without the characteristic? Hint: Think about how the organism evolved to have the characteristic and why it is important to its survival to have the characteristic. If you complete this task correctly, you will meet grading criterion D1.

Homeostasis

Task 1  Homeostasis

Produce a handout/leaflet to explain each control mechanism include:

·         What is homeostasis

·         What happens to the body when hot? And when cold?

·         What happens to the body when blood sugar is high? And when low?

·         Explain what hyper and hypothermia are

·         Describe diabetes

Include tables, diagrams and pictures where appropriate.

                    If you complete this task correctly you will meet grading criteria P6

Genes & variation

Task 1   Chromosomes, genes and DNA Design a labelled/annotated diagram titled ‘What are genes?’  It should: §  show where chromosomes, genes and DNA are found §  be labelled with a description of each component §  identify the relationship between all three components. If you complete this task correctly, you will meet grading criterion P1.

Task 2 Evolving because of genetic variation Sickle cell syndrome is a common disease in people who come from areas of Africa where you can catch malaria. Malaria is a parasite spread by mosquitoes that kills many people in Africa every year. People who have one copy of the sickle cell gene do not get ill with sickle cell syndrome, but their red blood cells are slightly abnormal. The malaria parasite can not use these abnormal red blood cells to grow. Therefore, people who carry the sickle cell disease are less likely to die of malaria. §  How is sickle cell syndrome inherited? §  What is the genetic probability of two carriers of sickle cell syndrome having a child who is: §  also a carrier §  has sickle cell syndrome. §  Explain why sickle cell syndrome is so high in regions where there is a risk of catching malaria. In your explanation you should use these words: Genes Variation Environmental conditions Evolutionary change §  Variation in genes doesn’t just bring about evolutionary change in humans and it isn’t always associated with disease. Describe another example in nature where genetic variation led to evolutionary change.                             If you complete this task correctly, you will meet grading criterion M1.

Task 3 The genetic code and variation Genes are comprised of four different bases combined in a unique way. §  Draw a diagram to illustrate the four bases and how they bond together in DNA. §  What role does the genetic code play in variation? §  What types of mistakes (mutations) in the genetic code can lead to genetic diseases? §  The most common cause of sickle cell anaemia is an A to T mutation in the sickle cell gene. Explain in simple terms what this means. If you complete this task correctly, you will meet grading criterion D1

Human Health

Task 1 The potential risk to health Produce advice sheets to give to patients on how different internal and external factors can cause illness. Factors are; Smoking, Obesity, Not getting vaccinated (for example MMR), Alcohol  If you complete this task completely you will meet grading criterion P5

Task 2 How the body is affected Copy and complete this table by listing the body system disrupted and explaining how it is. Factor affecting health Potential illness/disease caused Mechanism by which this illness/ disease arises Bacterial infection Viral infection Smoking  Alcohol Obesity Inherited condition Autoimmune disease . If you complete this task correctly, you will meet grading criterion M4.

Task 3 Overcoming social issues Often society and people’s attitudes must be changed before people live healthier lifestyles. Making people aware of the facts is an important step in this process. For the 7 factors that affect health in task 2 explain the issues or attitudes that might have to be overcome before people will try and improve their health and/or accept treatment. If you complete this task correctly, you will meet grading criterion D3