Unit Overview Year 1 Science The External Features Of .
Unit overviewYear 1 scienceThe external features of living thingsUnit overviewThis unit helps students explore the way different external featuresof living things have evolved to help them survive and thrive.All living things have external features that help them survivein their habitats. Students will be familiar with their ownexternal features, such as eyes, ears, nose, mouth, arms,legs and so on, but are unlikely to have considered how thesefeatures have evolved to help them survive.Encouraging students to observe the features and behaviourof other animals can provide a window into the similarities anddifferences among living things and help students gain a betterunderstanding of how these features support survival. Throughthe investigations in this unit of work, students explore howanimals move, feed and protect themselves.This unit aims to bring students’ prior knowledge to a consciouslevel, through closely studying the external features of sheep.By playing a guessing game, students are encouraged to thinkabout the external features that define different animals. Focusquestions help identify what features are unique to particulartypes of animals.Throughout the unit, students will investigate the variousexternal features that combine to make a sheep unique andadapted to the environment in which it lives. At the completionof the unit, students will have created a model sheep and willassess their sheep in a sheep judging competition.GD3828A class science journal is used to record the students’learning journey and provides for meaningful literacymodelling. It is used to review and organise observations andideas, and can include images and student contributions.Real life, hands-on experiences and sharing observationswith others are a key part of creating meaningful, sharedunderstandings.While employing the students’ own senses as a tool for scientificobservation, this unit could be extended through additionallessons analysing the way animals (including humans) use theirsenses to help them survive. The lessons and the backgroundinformation provide useful web links for extension possibilities.
Unit overviewYear 1 scienceThe external features of living thingsCross-curriculum priority:Links with the Australian CurriculumSustainabilityThis lesson links to all three strands of the AustralianCurriculum: Science. The table below outlines the sub-strandscovered in this unit of work.Early lessons about the interdependence of animals, plantsand people.StrandSub-strandCodeContent descriptionsScienceunderstandingBiological sciencesACSSU017Living things have a variety of external featuresScience as a humanendeavourNature and developmentof scienceACSHE021Science involves asking questions about, and describingchanges in, objects and eventsScienceinquiry skillsUse and influence ofscienceACSHE022People use science in their daily lives, including whencaring for their environment and living thingsQuestioning andpredictingACSIS024Respond to and pose questions, and make predictionsabout familiar objects and eventsPlanning and conductingACSIS025Participate in different types of guided investigations toexplore and answer questions, such as manipulatingmaterials, testing ideas, and accessing information sourcesProcessing and analysingdata and informationACSIS027Use a range of methods to sort information, includingdrawings and provided tablesEvaluatingACSIS213Compare observations with those of othersCommunicatingACSIS029Represent and communicate observations and ideasin a variety of ways such as oral and written language,drawing and role playAchievement standardThe sequence of the lessons in this unit of work providesopportunities to gather information about students’understanding related to the sections in bold in theachievement statement below:By the end of Year 1, students describe objects and eventsthat they encounter in their everyday lives, and the effects ofinteracting with materials and objects. They identify a rangeGD3828of habitats. They describe changes to things in their localenvironment and suggest how science helps people care forenvironments.Students make predictions, and investigate everydayphenomena. They follow instructions to record and sort theirobservations and share their observations with others.Source: Australian Curriculum, Assessment and Reporting Authority(ACARA)
Background informationYear 1 scienceThe external features of living thingsBackground informationWhile sheep have many similar external features to othermammals, such as eyes, ears, a nose and legs, they havesome features adapted specifically to allow them to supporta herbivorous diet and ruminant digestive system and surviveunder a range of climatic conditions.Sheep are well protected from the weather by the wool fleecethat covers their body. Wool has a range of unique propertiesthat help sheep maintain their body temperature as theexternal temperatures fluctuate from hot to cold.Because they are herbivores, sheep only eat plants. Sheep alsoare ruminants, with four stomachs and chew cud (regurgitated,partially-digested plant material) as part of the digestiveprocess. Unlike humans, sheep have only back teeth on theirupper jaw (no front teeth), with a full set of teeth on their lowerjaw. This allows them to grab pasture close to the ground andgrind it with their back teeth. The age of sheep can also beidentified by the number of teeth.They mostly graze during the early morning and the eveningand can walk many kilometres as they graze. Instead of softfeet with five toes (like humans) sheep are cloven-hooved (ahard hoof split into two toes), which allows them to walk forlong distances grazing over rough terrain. Examples of othermammals with this type of hoof are cattle, deer and goats.A class science journal can be easily made from large piecesof art or painting paper stapled on one side. Ideally it shouldbe the size of a commercial ‘big book’ used for shared reading.Alternately, you could create a digital version.Ensure writing is large and easy to read, so all students cansee the words from where they sit.Students also can have their own journal to record theirobservations and ideas. A scrapbook makes an ideal studentscience journal.Source: Education Services Australia (2013)Classroom preparation and resourcesDuring the early years at school, children learn best through playbased activities — they learn by exploring and investigating. Thisunit of work has been developed to be used in conjunction with thefreely-available online LEARN ABOUT WOOL The external featuresof living things resource package, which has links to a range ofrelevant factsheets and engaging short videos.A hardcopy version of the LEARN ABOUT WOOL kit also isfreely available and contains hardcopy factsheets, posters andsamples of wool from the raw fibre through various stages ofprocessing to yarn and fabric samples.Leading up to and throughout this unit of work:More background information on the external features of sheepand how they help sheep survive can be found in the LEARN ABOUTWOOL The external features of living things resource package. allow students to explore the primary factsheets andThe Workboot Series — Story of Wool book (if available in yourschool library)Class science journal provide a range of age-appropriate fiction titles that containsheep, such as Pete the sheep by Jackie FrenchDuring this unit of work you are encouraged to record studentobservations and the results of investigations in a class sciencejournal. introduce students to the range of stories written bychildren on the Envirostories website — particularly the OurFarmers Our Future sections of the siteA class science journal is used for a number of purposes. encourage students to use vocabulary associated with woolproduction found in the resources. to record student ideas including prior knowledge,observations and statements of learning to model scientific text types such as labelled diagrams,lists, drawings, simple tables and graphs, mind maps andother appropriate graphic organisers to list activities for group work or free-choice activities to record the class’ learning journey, including photos andprinted worksheets to showcase to others the learning that has beenundertaken during the unit.GD1844 LAdditional resourcesThe activities in this unit of work require a range of equipment.Each lesson plan will identify the particular items required tosuccessfully carry out the lesson.
Background informationYear 1 scienceThe external features of living thingsVenn diagramDuring this unit of work students will use a Venn diagram tocompare the difference and similarities between two animals.A Venn diagram is a visual representation of information inintersecting circles. Items with properties unique to a set arerecorded in separate circles, while items with shared propertiesare recorded in the space where the circles 44 Lhandsearsfeet
Background informationYear 1 scienceThe external features of living thingsUnit snapshotLessonAt a glanceLesson 1: External features of animals To determine what students already know about the common featuresof animals such as head, legs and wings To explore different ways of solving science questions through guideddiscussion With guidance, to allow students to sort information and classify objectsbased on easily observable characteristics.Lesson 2: Differences and similarities Describe the use of animal body parts for particular purposes such asmoving and feeding Research ideas collaboratively using web pages and ICT within the classroomLesson 3: I’ve been fleeced Describe the use of animal body parts for particular purposes such asmoving and feeding Research ideas collaboratively using big books, web pages and ICTwithin the classroomLesson 4: Different types of teeth Describe the use of animal body parts for particular purposes such asmoving and feeding R esearch ideas collaboratively using web pages and ICT within the classroom Recognise that descriptions of what we observe are used by people to helpidentify change. Jointly construct simple column graphs and picture graphs to representclass investigations.Lesson 5: Different types of feet Describe the use of animal body parts for particular purposes such asmoving and feeding. Research ideas collaboratively using big books, web pages and ICT withinthe classroom.Lesson 6: Clever creatures Describe the use of animal body parts for particular purposes such asmoving and feeding. Represent what was discovered in an investigation. Engage in whole class discussion to share observations and ideasGD1844 L
Lesson 1: External features of living thingsYear 1 scienceThe external features of living thingsPre-lesson preparation, materialsand equipmentMaterials and equipmentThe LEARN ABOUT WOOL factsheets listed below andThe Story of Wool book (Kondinin Group) will give you amplebackground information to carry out this lesson and answera range of questions posed by students. Class science journal or graphic organiserUseful resources:For teachersLEARN ABOUT WOOL kit factsheets: What is wool? How wool grows Sheep —the wool producersThe Story of Wool book (Kondinin Group)GD1844 L A set of Who am I? animal flashcards (teacher to provide) Student worksheet — Animal body parts
Lesson 1: External features of living thingsYear 1 scienceThe external features of living thingsLesson objective To capture students’ interest and explore what they knowabout the external features of a range of animals and groupthem according to their common features. Introduce students to the language used to describecommon external features of living things.Students will have the opportunity to: demonstrate what they already know about the commonfeatures of animals such as head, legs and wings through play explore different ways of solving science questions throughguided discussionthe class science journal under the heading ‘Who am I?’ asstudents ask their questions to support further discussion.You may need to guide the students in their questioning.Encourage questions such as: Where does this animal live? How does this animal move about? What does this animal eat? How does this animal find/catch/eat its food?3. W hen the students have guessed the animal, use thegraphic organiser to discuss how the answers led them tothe conclusion.4. Repeat the game for each of the flash cards. sort information and classify objects based on easilyobservable characteristics.5. W hen the game is finished, have students complete theworksheet Animal body parts.Setting the context6. W ork through the animals on the worksheet with the class,asking questions such as:All living things have external features that help them survive intheir habitats. Students will be familiar with their own externalfeatures, such as eyes, ears, nose, mouth, arms, legs and so on, butmay not have considered how these features help them survive.In this lesson, students will play ‘Who am I?’ to practiceusing science questions to identify links between a range ofexternal features and different types of animals. Students willthen consolidate this knowledge to match a range of externalfeatures to familiar animals. How does the animal move? Which parts of the animal help it to move? How does the animal see? What do you think the animal eats? What body parts does the animal use to eat its food? What kind of place does the animal live in? How does the animal protect itself from the weather?Lesson focus Can the animal protect itself from other animals?The focus of this lesson is to spark students’ interest,stimulate their curiosity, raise questions for inquiry and gainan understanding of their existing beliefs about the externalfeatures of a range of familiar animals.ConclusionThese existing ideas can then be taken account of in future lessons.IntroductionExplain to students that you are going to play a game of ‘Whoam I?’ and that you will choose students one at a time to pickan animal from the pile of flash cards and the rest of the classwill need to guess what sort of animal the chosen student is byasking scientific questions.Body of lesson1. C hoose a student to start the game and allow them topick a flash card of an animal. Give them a few momentsto think about their animal before the other students startasking questions. You may need to provide some support inanswering the questions for the other students.2. Record information about each animal on the board or inGD3828Regroup in front of the class science journal and review thegraphic organiser and worksheet. Discuss how living thingslook different and move differently because they are made upof different parts. Explain that we can describe these parts as‘features’. Explain that each animal’s features help it survivein different places or habitats.Links to the Australian Curriculum Living things have a variety of external features ACSSU017 Pose and respond to questions, and make predictions aboutfamiliar objects and events ACSIS024 Use a range of methods to sort information, includingdrawings and provided tables through discussion,compare observations with predictions ACSIS027 Compare observations with those of others ACSIS213 Represent and communicate observations and ideasin a variety of ways ACSIS029
ANIMAL BODY PARTSName:.
Lesson 2: Differences and similaritiesYear 1 scienceThe external features of living thingsPre-lesson preparation, materialsand equipmentMaterials and equipmentThe LEARN ABOUT WOOL factsheets listed below andThe Story of Wool book (Kondinin Group) will give you amplebackground information to carry out this lesson and answera range of questions posed by students. Student worksheet — What do we have in common?Useful resources:For teachers LEARN ABOUT WOOL online resource package: ABC Splash website Skin and scales, feathers and furGD1844 L Student worksheet — Skin and scale, feathers and fur
Lesson 2: Differences and similaritiesYear 1 scienceThe external features of living thingsLesson objectiveBody of lesson To encourage students to describe the use of animal bodyparts for particular purposes such as moving and feeding.1. Allow students to visit the ABC Splash website Skinand scales, feathers and fur, or visit it as a whole class.Chapters 2 – 10 feature short videos of a range of animalsand their unique features. Ask students to select four of thevideos to watch. To allow students to research ideas collaboratively usingweb pages and ICT within the classroom. To introduce students to a Venn diagram to compareanimals based on easily observable characteristics withteacher guidance.Students will have the opportunity to: explore and make observations about a range of animals discuss the different purposes of a range of external features explore the differences and similarities between a rangeof animals.Setting the contextStudents will understand that different animals look different,move differently and even eat different things, but may not haveconsciously linked these characteristics to survival of each ofthese creatures.In this lesson, students will explore the purpose of a range ofexternal features of different types of animals using the internet.Students will then consolidate this knowledge to compare andcontrast two animals using a Venn diagram.Lesson focusThe focus of this lesson is to spark students’ interest,stimulate their curiosity, raise questions for inquiry and gainan understanding about the external features of a range offamiliar animals.These existing ideas can then be taken account of in futurelessons.IntroductionReview with students the class science journal and worksheetfrom the last lesson. Remind students that animals have manydifferent parts, and we call these parts ‘features’. Ask studentsif they can recall some of the features they discussed in theprevious lesson.GD38282. Ask students to complete the worksheet Skin and scales,feathers and fur, using the videos they have watched for ideas.3. Explain to students they are going to compare two ofthe animals from their Skin and scales, feathers and furworksheet to investigate their similarities and differences.Tell students they will be using a Venn diagram to help themcompare these animals. Explain that a Venn diagram is atype of scientific diagram that can be used to explore thedifferences and similarities between two things.4. Ask students to select two of the animals from their Skin andscales, feathers and fur worksheet and complete the worksheetWhat do we have in common? Ask students to place the featuresthat are similar (e.g. eyes) in the intersecting space andfeatures that are unique to each animal in the correspondingcircle (e.g. fins, feathers, fur etc).ConclusionAsk students to share their Venn diagrams with the class. Recorda collection of unique features under a heading for each animalin the class science journal. Discuss with students how they thinkeach of these unique features helps the animal to survive.Links to the Australian Curriculum Living things have a variety of external features ACSSU017 Pose and respond to questions, and make predictions aboutfamiliar objects and events ACSIS024 Use a range of methods to sort information, includingdrawings and provided tables through discussion,compare observations with predictions ACSIS027 Compare observations with those of others ACSIS213 Represent and communicate observations and ideasin a variety of ways ACSIS029
SKIN AND SCALES, FEATHERS AND FURName:.
WHAT DO WE HAVE IN COMMON?Name:.
Lesson 3: I’ve been fleecedYear 1 scienceThe external features of living thingsPre-lesson preparation, materialsand equipmentMaterials and equipmentThe LEARN ABOUT WOOL factsheets listed below andThe Story of Wool book (Kondinin Group) will give you amplebackground information to carry out this lesson and answera range of questions posed by students. Woollen fleeceUseful resources:For teachersPete the sheep, by Jackie FrenchLEARN ABOUT WOOL factsheets: What is wool? How wool grows Shearing Wool — from farm to fashionLEARN ABOUT WOOL resource sheet — Fleecy friendsLEARN ABOUT WOOL video — What is wool?Video tutorial model sheep construction ament-tutorial/GD1844 L LEARN ABOUT WOOL fibre samples Pencils, cardboard, scissors, wooden pegs,glue, sticky tape, plastic eyes and craft wool
Lesson 3: I’ve been fleecedYear 1 scienceThe external features of living thingsLesson objective Where do sheep live? Describe the use of animal body parts, such as a sheep’sfleece, for particular purposes such as warmth andprotection. How do sheep stay warm? Research ideas collaboratively using big books, web pagesand ICT within the classroom.2. Show students the LEARN ABOUT WOOL videoWhat is wool? and allow students to explore the LEARNABOUT WOOL factsheets: What is wool?Students will have the opportunity to: How wool grows explore and make observations about wool Shearing discuss the different purposes of the sheep’s fleece Wool — from farm to fashion make the connection between a sheep’s fleece and wool used ina range of everyday items such as clothing and furnishings.3. Allow students to explore the fibre and fabric samples fromthe LEARN ABOUT WOOL resource kit and ask them todescribe how the samples feel. Record their responses inthe class science journal.Setting the contextAnimals have a range of adaptations that protect them againstthe weather. Sheep are well protected from the weather by thewool fleece that covers their body. Wool has a range of uniqueproperties that help sheep maintain their body temperature as theexternal temperatures fluctuate from hot to cold. Wool containsa natural grease called lanolin, which gives it water-resistantproperties, helping to keep sheep dry and warm in wet weather.Lesson focusThe focus of this lesson is to spark students’ interest,stimulate their curiosity, raise questions for inquiry and gain anunderstanding about the different adaptations animals have toprotect them against the weather or environmental conditionsin which they live using sheep as an example.These existing ideas can then be taken account of in futurelessons.IntroductionExplain to students that they will be investigating sheep,exploring their unique features and discovering how thesefeatures help sheep to survive.Body of lessonRead to the class Pete the sheep, by Jackie French. Using theclass science journal to record students’ ideas, make a listof what students already know about sheep. You might liketo use the the LEARN ABOUT WOOL factsheets to guide thediscussion. Ask students questions such as: How do sheep move about? What do sheep eat?GD38284. Using the LEARN ABOUT WOOL resource sheet Fleecyfriends as a guide, allow students to make their own petsheep. Display the sheep in the classroom for judging,if possible.ConclusionRegroup in front of the class science journal and write the headingAnimals and their coverings. Ask students to recall the purpose ofthe sheep’s fleece. Encourage students to think about the weatherconditions sheep might need to endure and what might happen ifthe sheep did not have a woolly fleece for protection. Ask studentsto think of other types of protection animals have that they haveexplored during the lesson (fur, feathers, scales). Make a list ofanimals and their protective adaptations.Links to the Australian Curriculum Living things have a variety of external features ACSSU017 Pose and respond to questions, and make predictions aboutfamiliar objects and events ACSIS024 Use a range of methods to sort information, includingdrawings and provided tables through discussion,compare observations with predictions ACSIS027 Compare observations with those of others ACSIS213 Represent and communicate observations and ideasin a variety of ways ACSIS029
FLEECY FRIENDS TEMPLATEHeadEarsFold along dotted lineName:.BodyClip pegs here
Lesson 3: I’ve been fleecedYear 1 scienceThe external features of living thingsFleecy friendsInstructions:1. Provide each student with a copy of the Fleecy friendstemplate. Glue the template to the stiff card and cut alongthe solid lines to produce one body and two ears.2. Glue a plastic eye to each side of the head.3. Place two pegs on the cardboard body (as indicated on thetemplate) and attach using a dab of glue.4. Apply a small amount of glue to the body of the sheep andgently wrap craft wool around the body to form a fleece.Tuck the end of the fleece into the body.You will need: Pencils or marker pens Stiff cardboard White paper Scissors Craft glue Wooden pegs Craft wool (from craft supplier, such as Spotlight)or woollen fleece Plastic eyes (from craft supplier, such as Spotlight)GD1844 L5. Cut out the ears and fold along the dotted lilne beforedabbing with glue and inserting into fleece at head end ofbody.6. Line up the class fleecy friends and complete judgingactivity using a ‘special guest’ judge.
Lesson 4: Different types of teethYear 1 scienceThe external features of living thingsPre-lesson preparation, materialsand equipmentThe LEARN ABOUT WOOL factsheets listed below will give youample background information to carry out this lesson andanswer a range of questions posed by students.Useful resources:For teachersLEARN ABOUT WOOL factsheets: Sheep — the wool producers Types of sheepGD1844 LMaterials and equipment Student worksheet — How many teeth?
Lesson 4: Different types of teethYear 1 scienceThe external features of living thingsLesson objective How many front teeth does your partner have? To introduce students to the idea that different animals havedifferent diets and different types of teeth. W hat is the difference between the teeth at the front of yourpartner’s mouth and the teeth at the back of their mouth?Students will have the opportunity to: explore and make observations about a range of animals discuss the different purposes of a range of external features explore the differences and similarities between arange of animals sort information and classify objects based on easily observablecharacteristics with teacher guidance.Setting the contextUnlike humans, sheep have only back teeth on their upper jaw(no front teeth), with a full set of teeth on their lower jaw. Thisallows them to grab pasture close to the ground and grip itwith their back teeth. The age of sheep can also be identified bythe number of teeth.In this lesson students will compare the teeth of differentanimals and relate their findings to the types of food eachanimal eats (herbivore, omnivore or carnivore). Students willthen consolidate this knowledge to compare and contrast twoanimals using a simple matching game.Lesson focusThe focus of this lesson is to introduce the concept of herbivores,carnivores and omnivores by looking at different types of teeth.These existing ideas can then be taken account of in future lessons.Introduction Why are our teeth different shapes? What sort of food do humans eat? What do sheep eat? Why don’t sheep have any front teeth on the top?3. Explain to students that many animals (including people andsheep) are born without teeth, develop baby or ‘milk’ teeth,which slowly fall out and are replaced by adult teeth. Take careto explain that different people lose their teeth at different agesand this is normal. Ask students to raise their hands if they havelost any of their baby teeth. Using the worksheet How many teeth?help students to record information about how many teeth theirclassmates have lost and work with them to develop a simple bargraph of class dental development. Explain that tables and bargraphs are simple scientific tools we can use to present data.ConclusionAllow students to play the online game: Teeth and s/teetheating.htmlNOTE: This requires Adobe flash player. If you do not have accessto the internet for each student, the game can be played in smallgroups, or as a whole class. Using the information in the onlinegame, explain to students that there are three basic types of teeth:incisors, canines and molars. Animals have certain types of teethdepending on what they eat. Each type of tooth has a job, suchas biting (incisor), gripping and tearing (canine), crushing andchewing (molar).Explain to students animals’ teeth are different depending uponwhat foods they eat — their ‘diet’. Meat-eaters (carnivores)have sharp teeth. Plant-eaters (herbivores) have flat teeth.Animals that eat both plants and meat (omnivores), likehumans, have sharp teeth in front and flat teeth at the back.Show students the YouTube clip Top ten animals with scarylooking teeth. Ask students to guess what these animals mighteat by looking at their teeth. Using the class journal, recordin a table or as a mind map the types of animals studentshave explored during the lesson (herbivores, carnivores andomnivores), what each animal eats and the types of teeth eachanimal has.Body of lessonLinks to the Australian Curriculum1. Read the LEARN ABOUT WOOL factsheets Sheep — the woolproducers and Types of sheep with students. Focus students’attention on the diagrams and photograph of the sheepteeth and encourage students to think about the types offood sheep eat. Living things have a variety of external features ACSSU0172. Display the photograph Showing your age on a smartboardor large screen if you have one. Organise students intopairs. Ask students to compare the picture of the sheep’steeth with their partner’s teeth — what differences can theyidentify? Ask questions such as:GD3828 Pose and respond to questions, and make predictions aboutfamiliar objec
Year 1 science The external features of living things GD3828 Unit overview This unit helps students explore the way different external features of living things have evolved to help them survive and thrive. All living things have external features that help them survive in their habitats
Trigonometry Unit 4 Unit 4 WB Unit 4 Unit 4 5 Free Particle Interactions: Weight and Friction Unit 5 Unit 5 ZA-Chapter 3 pp. 39-57 pp. 103-106 WB Unit 5 Unit 5 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and ZA-Chapter 3 pp. 57-72 WB Unit 6 Parts C&B 6 Constant Force Particle: Acceleration Unit 6 Unit 6 and WB Unit 6 Unit 6
Additional Science OCR Gateway Additional Science B (Year 11) Unit 1 (B3, C3, P3) Unit 2 (B4, C4, P4) Unit 3 Controlled Assessment Summer Year 11 BTEC Science Edexcel BTEC First Principles of Applied Science (Year 10) Unit 1 Principles of Science Unit 2 Chemistry and Our Earth Unit 3 Energy and Our Universe Unit 4 Biology and Our Environment
i-to-i TEFL course. How to use this guide 4 - 5 Unit 1 6 - 9 Unit overview 7 Unit task 8 Unit 2 10 - 13 Unit overview 11 Unit task 12 Unit 3 14 - 21 Unit overview 15 Lesson Plan example 18 Unit 4 22 - 25 .
ice cream Unit 9: ice cream ka bio Unit 3: say it again kaa Unit 10: car kakra Unit 3: a little Kofi Unit 5: a name (boy born on Fri.) Koforidua Unit 4: Koforidua kↄ Unit 9: go Kↄ so Unit 7: Go ahead. kↄↄp Unit 9: cup kube Unit 10: coconut Kumase Unit 4: Kumasi Labadi Beach Unit 10: Labadi Beach
CAPE Management of Business Specimen Papers: Unit 1 Paper 01 60 Unit 1 Paper 02 68 Unit 1 Paper 03/2 74 Unit 2 Paper 01 78 Unit 2 Paper 02 86 Unit 2 Paper 03/2 90 CAPE Management of Business Mark Schemes: Unit 1 Paper 01 93 Unit 1 Paper 02 95 Unit 1 Paper 03/2 110 Unit 2 Paper 01 117 Unit 2 Paper 02 119 Unit 2 Paper 03/2 134
BASIC WIRING TABLE OF CONTENTS Unit I: Occupational Introduction 1 Unit II: General Safety 15 Unit III: Electrical Safety 71 Unit IV: Hand Tools 101 Unit V: Specialty Tools and Equipment 195 Unit VI: Using Trade Information 307 Unit VII: Basic Equipment 343 Unit VIII: Basic Theory 415 Unit IX: DC Circuits 469 Unit X: AC Circuits 533 Unit XI: Wiring Methods 641 Unit XII: Conductors 685
Unit 1: Science and fiction 3 Unit 2: A model career 6 Unit 3: On the farm 7 Unit 4: Crime scene investigations 8 Materials and their properties 9 Unit 5: Building for the future 9 Unit 6: Sculpture park 10 Unit 7: Cleaning up 12 Unit 8: Flying materials 13 Physical processes 14 Unit 9: Buying energy 14 Unit 10: Satellites and space 15
Unit 6: Applications of Physical Science 95 Unit 7: Health Applications of Life Science 109 Unit 8: Scientific Skills 117 Unit 9: Practical Scientific Project 123 Unit 10: World Energy 133 Unit 11: How Scientific Theories are Formulated 141 Unit 12: The Living Body 149 Unit 13: Monitoring the Environment 159 Unit 14: Growing Plants for Food 167
