At Level 6 the student is able to:

This is evident when the student is able to:

·               describe the flow of energy through an ecosystem

·               explain why there is a limit to the number of links in food chains within an ecosystem

·               describe how matter is cycled in an ecosystem.

This is evident when the student is able to:

·               describe the theories of Darwin, Wallace and Lamarck as explanations for evolution

·               define the broad principles of the theory of natural selection as a mechanism for evolution

·               evaluate evidence about evolution of species.

This is evident when the student is able to:

·               explain the need for regulation and control in a range of plants and animals

·              summarise the role of major plant growth substances in regulating growth and development of a flowering plant

·               identify the role of the nervous system in coordinating animals

·               describe the activity of hormones in regulating and coordinating growth and development in animals.

This is evident when the student is able to:

·               determine which factors affect photosynthesis

·               describe cellular respiration, including a comparison of the energy outputs of aerobic and anaerobic cellular respiration

·               compare photosynthesis and respiration.

This is evident when the student is able to:

·               describe the basic structure of chromosomes in terms of DNA and genes

·               compare the outcome of mitosis and meiosis in relation to genetic inheritance

·               explain pedigrees by tracing the inheritance of one characteristic resulting from ‘dominant’ or ‘recessive’ genes

·               chart the outcome of simple monohybrid crosses, including complete and partial dominance

·               identify ways in which inheritance can be manipulated by human intervention. 

This is evident when the student is able to:

·               explain the significance of adaptations of organisms in relation to their survival

·               evaluate theories about the causes of extinction of particular species

·               draw conclusions about the consequences of reducing biodiversity

·               explain how genetic mutations can contribute to evolution of species

·               explain the implications of using gene technologies in relation to survival of organisms.

This is evident when the student is able to:

·               describe atoms, molecules and ions in terms of protons, neutrons, electrons and electric charge

·               relate the physical properties of a substance to the strength of forces between constituent particles

·               relate electrical conductivity to the presence of charged particles that are free to move within a substance

·               relate properties of substances to the bonding of their constituent particles.

This is evident when the student is able to:

·               relate the main group structure of the periodic table to the number of electrons in the outer shell of atoms

·               recognise that the periods of the periodic table relate to the shells of the atom

·               use the periodic table to identify groups of chemically similar elements and describe the basis of this grouping.

This is evident when the student is able to:

·               describe the characteristics, chemical reactions and usefulness to society of some metals

·               describe the characteristics, chemical reactions and usefulness to society of some non-metals

·               describe the characteristics, chemical reactions and usefulness to society of some acids and bases

·               describe the characteristics, chemical reactions and usefulness to society of common compounds involving carbon, hydrogen and oxygen.

This is evident when the student is able to:

·               assign symbols to represent the physical state of reactants and products

·               interpret and represent chemical reactions, using word equations

·               explain how balanced chemical equations represent the conservation of the numbers of atoms of each element involved in a chemical reaction.

This is evident when the student is able to:

·               report on the production, uses and impact on society of a chosen substance

·               describe the production of the substance outlining reaction conditions and chemical equations

·               describe the properties of the substance explaining why they are unusual or specialised

·               relate the uses of the substance to its properties.

This is evident when the student is able to:

·               describe the causes of movements of the Earth’s crust

·               justify the theory of plate tectonics

·               relate crustal movements to the formation of different kinds of folds and faults

·               make connections between folding and faulting and formation of mineral and fossil fuel resources.

This is evident when the student is able to:

·               identify a range of geological resources

·               describe methods used to extract different kinds of geological resources

·               describe issues specifically associated with uses of a resource.

This is evident when the student is able to:

·               summarise key ideas presented in major theories of the origin of the universe

·               summarise current ideas about the future of the universe

·               identify similarities and differences among theories of the origin and future of the universe.

This is evident when the student is able to:

·               identify different kinds of space technologies and their uses

·               explain how developments in space technology have contributed to scientific knowledge and ideas

·               explain the underlying scientific principles involved in an aspect of space technology

·               justify allocation of resources to space technologies.

This is evident when the student is able to:

·               associate light refraction with changes in direction of light rays

·               relate the refraction of light rays by lenses to the formation of images and everyday uses of lenses

·               associate selective absorption and reflection of different colors of light with colors of objects and theatrical lighting effects

·               link light polarisation effects to everyday applications.

This is evident when the student is able to:

·               identify a range of common electronic components

·               correctly write and interpret circuit symbols for electronic components

·               describe the functioning of circuits and simple electronic systems

·               connect components into a functioning circuit following a circuit diagram

·               describe the operation of an electromagnet and simple electromagnetic devices.

This is evident when the student is able to:

·               describe the effect on an object’s motion of two or more forces along the same straight line

·              explain the stationary state of an object in terms of balanced forces in all directions

·               recognise the role of friction in aiding and retarding motion

·               describe the main forces acting on objects in everyday situations.

This is evident when the student is able to:

·               derive values for velocity and acceleration from measurements of the motion of objects, using suitable recording devices

·               calculate values for velocity, given data for distance and time, and for acceleration, given data for mass and force

·               use graphical methods to represent relationships between distance, velocity, acceleration and time

·               link data from laboratory investigations of force and acceleration to relationships between mass, force and acceleration.

This is evident when the student is able to:

·               collect information about a modern communication system from a variety of print and electronic media

·               carry out laboratory and field investigations of significant aspects of the operation of a communication system

·               draw block diagrams to represent basic elements of the system and the connections between them

·               describe energy transfers between elements of the system

·               describe the operation of key elements that transfer signals or store information

              analyse collected data and information and present a report.

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