|
Common Competencies |
KS3 |
KS4 |
|
Level 5 |
Level 6 |
Level 7 |
Level 8 |
|
Understand science investigations |
ˇ@ |
(3U1) relate the learning from scientific investigations
to their existing knowledge and to their science learning occurring in
the classroom |
ˇ@ |
ˇ@ |
(4U1) understand some of the influences and guiding
principles of scientific investigations |
ˇ@ |
| ˇ@ |
(3U2) use the learning from scientific investigations to
develop logically consistent arguments, principles, models, and theories |
ˇ@ |
ˇ@ |
(4U2) understand some of the influences and guiding
principles of scientific explanation |
ˇ@ |
| ˇ@ |
(4U3) understand some of the influences and guiding
principles of scientific communication |
ˇ@ |
|
(4U4) understand that scientific investigations sometimes
confirm or challenge our views |
|
|
Predict |
ˇ@ |
(3P1) distinguish between a prediction and a guess by
providing a rationale for the prediction |
_ |
ˇ@ |
(4P1) use models that explain phenomena to make
predictions |
ˇ@ |
| ˇ@ |
(3P2) make further predictions based on available
experimental evidence |
ˇ@ |
| ˇ@ |
(3P3) make predictions based on known theories and/or
laws |
ˇ@ |
| Plan |
ˇ@ |
(3PL1) propose hypotheses for investigation |
ˇ@ |
ˇ@ |
(4PL1) justify the appropriateness of a particular
investigation plan and approaches selected |
ˇ@ |
|
^ |
(3PL2) plan and carry out scientific investigations
consistent with scientific processes; e.g. the concept of a "fair" test |
ˇ@ |
ˇ@ |
(4PL2) propose modifications that may be improvements to
investigation plans |
ˇ@ |
|
|
(3PL3) select appropriate apparatus and justify choice |
|
ˇ@ |
(4PL3) evaluate the appropriateness of different
strategies with investigations |
ˇ@ |
|
^ |
(3PL4) suggest experimental procedures and methods that
are appropriate to the questions being explored |
ˇ@ |
ˇ@ |
(4PL4) recognize the potential need for a modified plan |
ˇ@ |
| ˇ@ |
(3PL5) understand what empirical evidence will support or
refute claims |
_ |
|
Define variables |
^ |
(3D1) devise experiments with control variables where
appropriate |
ˇ@ |
|
(4D1) evaluate the appropriateness of considering
particular variables for specific scientific investigations |
|
|
|
(3D2) define operationally physical quantities and
qualities |
|
^ |
(4D2) operationalize an abstract concept into a
measurable quantity |
|
|
Application |
ˇ@ |
(3A1) apply science knowledge arising from investigation
to understand social issues related to science and technology |
ˇ@ |
^ |
(4A1) apply science knowledge arising from investigation
to propose solutions to scientific and social, ethical and economic
problems |
ˇ@ |
| ˇ@ |
(4A2) apply science knowledge arising from investigation
to propose further scientific investigations |
_ |
|
Information gathering - General |
ˇ@ |
(3I1) extract relevant information from various primary
and secondary sources including text, tables, graphs and diagrams, and
organize them in a suitable manner |
ˇ@ |
ˇ@ |
(4I1) check the reliability of gathered data and
information by comparing them with observations or information from
other sources |
ˇ@ |
|
(3I2) translate data from one form to another |
|
|
(4I2) critically analyse the accuracy of scientific
information presented in mass media |
|
|
(4I3) apply given criteria for evaluating evidence and
sources of scientific information; e.g. those presented in mass media |
|
|
Information gathering -Observe |
|
(3O1) observe objects and/or events systematically |
|
^ |
(4O1) assess the validity and accuracy of observations |
|
|
|
(3O2) use scientific ideas in deciding which are the key
features to be observed |
|
|
(4O2) suggest improvements to enhance the validity and
accuracy of an observation |
|
|
ˇ@ |
(3O3) understand factors that might influence the quality
of their observations |
ˇ@ |
|
(4O3) understand that the nature of the instrument
influences an observation |
|
|
|
(4O4) understand that observations may be influenced by
the theories and views of the observer |
|
|
Information gathering -Measure |
ˇ@ |
(3M1) make measurements accurately using a variety of
instruments |
ˇ@ |
^ |
(4M1) assess the validity and accuracy of the measurement |
ˇ@ |
| ˇ@ |
(3M2) make decisions about the choice of instruments
based on the variable to be measured |
ˇ@ |
ˇ@ |
(4M2) understand that the nature of the instrument
influences the measurement available |
ˇ@ |
| ˇ@ |
(3M3) choose appropriate ranges and intervals in making
measurements |
ˇ@ |
ˇ@ |
(4M3) evaluate measurements and/or suggest improvements |
ˇ@ |
|
(3M4) know when and how often to measure |
|
| ˇ@ |
(3M5) set appropriate standards for evaluating the
accuracy of a reading |
ˇ@ |
|
(3M6) identify possible sources of error |
|
|
Information gathering -Laboratory techniques |
ˇ@ |
(3L1) handle and use laboratory apparatus, equipment and
chemicals safely and properly |
ˇ@ |
ˇ@ |
(4L1) identify ways in which accuracy and reliability
could be improved when using laboratory equipment |
ˇ@ |
|
(3L2) apply appropriate laboratory techniques |
|
|
Classify |
ˇ@ |
(3CS1) classify according to external features and
observed chemical and physical properties |
ˇ@ |
ˇ@ |
(4CS1) propose alternative systems of classification |
_ |
|
|
(3CS2) classify according to abstract and inferred
properties |
|
|
Record data |
|
(3R1) make systematic and accurate notes and drawings of
observations |
|
ˇ@ |
(4R1) suggest alternative methods for recording and/or
presenting data |
ˇ@ |
|
|
(3R2) compile and display data in a variety of formats;
e.g. tables and bar graphs |
|
|
Interpret |
ˇ@ |
(3IN1) identify similarities, differences, patterns or
relationships in a variety of forms of data |
ˇ@ |
|
(4IN1) construct their findings or possible solutions
against established scientific theory to draw and justify conclusions |
|
|
|
(3IN2) suggest explanations for observations that are
consistent with the evidence |
|
|
(4IN2) build and use models to explain phenomena |
|
|
|
(3IF1) infer abstract concepts through observing
macroscopic phenomena |
_ |
|
(4IF1) distinguish between fact, theory and model |
|
|
Conclude |
|
(3CO1) combine findings of different investigations in
drawing conclusions |
|
^ |
(4CO1) identify multiple perspectives that influence a
science-related decision or issue |
|
|
|
(3CO2) distinguish between valid and invalid conclusions |
_ |
|
(4CO2) assesses the validity of conclusions from gathered
data and information |
_ |
| Evaluate |
ˇ@ |
(3E1) evaluate the investigations, designs and outcomes
of their investigations and investigations of others |
ˇ@ |
ˇ@ |
(4E1) suggest improvements or modifications or further
investigations based on the evaluation of fairness of test, procedure,
experimental design and outcomes |
ˇ@ |
|
Communicate |
|
(3C1) communicate findings in investigations using a
variety of modes of communication |
|
|
(4C1) select, and use appropriately, a discussion,
explanation, procedure, exposition, recount, report, response or
experimental record for oral or written presentation |
|
|
^ |
(3C2) use scientific symbols and vocabulary to convey and
explain information |
|
^ |
(4C2) select and use a medium to present data and
information that is appropriate for the purpose and audience |
|
| ˇ@ |
(3F1) follow a sequence of instructions to undertake an
investigation first-hand |
ˇ@ |
ˇ@ |
(4F1) follow appropriate methods for specific purposes
and make modifications where necessary |
ˇ@ |