Edexcel International Lower Secondary Curriculum Science
Edexcel InternationalLower SecondaryCurriculumScienceSpecificationFirst examination June 2012Edexcel International Award in Lower Secondary Science (LSC01)
Pearson Education Limited is one of the UK's largest awarding organisations, offeringacademic and vocational qualifications and testing to schools, colleges, employers and otherplaces of learning, both in the UK and internationally. Qualifications offered include GCSE,AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from EntryLevel to BTEC Higher National Diplomas. Pearson Education Limited administers BTECqualifications.Through initiatives such as onscreen marking and administration, Pearson is leading the wayin using technology to modernise educational assessment, and to support teachers andlearners.AcknowledgementsThis specification has been produced by Edexcel on the basis of consultation with teachers,examiners, consultants and other interested parties. Edexcel would like to thank all thosewho contributed their time and expertise to its development.References to third-party material made in this specification are made in good faith. We donot endorse, approve or accept responsibility for the content of materials, which may besubject to change, or any opinions expressed therein. (Material may include textbooks,journals, magazines and other publications and websites.)Authorised by Martin StrettonPrepared by Ali MelvillePublications Code PL033390All the material in this publication is copyright Pearson Education Limited 2012
IntroductionKey aims of the Edexcel International CurriculumThe Edexcel International Curriculum: is excellent preparation for International GCSE and GCE A Level orequivalent – through a structured curriculum for English, maths and science provides a solid benchmark of achievement, with externally-markedachievement tests and certification at the end of Year 9 that meet rigorousinternational standards allows you to track pupils’ progress and identify barriers to learningthrough a variety of age specific progress and achievement tests is easy to implement and administer, with free training and a fully-flexiblestructure that allows you to teach it alongside other curricula offers a comprehensive, well-structured and up-to-date learningplatform to ease the transition to upper secondary education offers unrivalled and unique delivery support, with detailed suggestions ofpublished resources embedded within each unit to help you implement thecurriculum gives you and your pupils a seamless and cohesive teaching andlearning experience, especially when used alongside other Edexcelqualifications for ages 8–19.Key features and benefits of the achievement testThe achievement test: gives pupils a tangible record of achievement to use when progressing toInternational GCSE or equivalent enables pupils to gain experience of the standards required for InternationalGCSE and equivalent examinations is externally marked by Edexcel so you can be assured of the level ofachievement of your pupils complies with rigorous global standards provides certification at the end of Year 9.
ContentsSpecification at a glance1Award content3Life processes and living things3Unit 1: Science and fiction3Unit 2: A model career6Unit 3: On the farm7Unit 4: Crime scene investigations8Materials and their propertiesUnit 5: Building for the future99Unit 6: Sculpture park10Unit 7: Cleaning up12Unit 8: Flying materials13Physical processes14Unit 9: Buying energy14Unit 10: Satellites and space15Unit 11: Record breakers19Unit 12: Dam it!20Scientific EnquiryUnit 13: Scientific enquiryAssessment summary212124Levels of attainment and weightings24Entering your pupils for assessment25Pupil entry25Access arrangements and special requirements25Assessing your pupils26Awarding and reporting26Pass description26Language of assessment26Malpractice and plagiarism26Pupil recruitment26Prior learning27Progression27Support and training28Edexcel support services28Training28
Appendices29Appendix A: Levels of attainment31Appendix B: Codes39
Specification at a glanceThe Edexcel International Award in Lower Secondary Science comprises one test.Test Externally assessed Availability: June series First assessment: June 2012Paper code LSC01/01Overview of content:Life processes and living things Unit 1: Science and fiction Unit 2: A model career Unit 3: On the farm Unit 4: Crime scene investigationsMaterials and their properties Unit 5: Building for the future Unit 6: Sculpture park Unit 7: Cleaning up Unit 8: Flying materialsPhysical processes Unit 9: Buying energy Unit 10: Satellites and space Unit 11: Record breakers Unit 12: Dam it!Scientific Enquiry Unit 13: Scientific enquiryOverview of assessment Section A consists of 60 marks addressing, with equal weighting, life processesand living things, materials and their properties and physical processes. Section B consists of 20 marks on scientific enquiry. The test duration is 1 hour 20 minutes. Questions target levels S1, S2, S3 and S4.PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 20121
2PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – November 2012 Pearson Education Limited 2012
Award contentThis Edexcel International Award in Lower Secondary Science requires pupils todemonstrate knowledge, understanding and application of the following learningobjectives drawn from Year 9 of the International Curriculum. The contentamplification also includes aspects of learning from Years 7 and 8.Life processes and living thingsUnit 1: Science and fictionLearning objectivePupils should:a) Describe the role of the sex cells(gametes) in sexual reproduction use the term gamete correctly withreference to sex cells. understand that egg cells andsperm cells are the female andmale gametes.b) Describe how genetic information ispassed on from parents to offspringin sexual reproduction understand that genetic informationfrom each parent is carried in thenucleus of each gamete and thatwhen gametes join together bothsets of genetic information arepassed on to the baby.c) Explain what genetic information isand how it is stored use the terms nucleus,chromosome, gene and DNAcorrectly. understand that chromosomes arefound in the nucleus of a cell andthat they contain information aboutan organism’s characteristics in theform of genes. know that chromosomes are madeof DNA and that this geneticinformation can be copied. use the terms dominant, recessiveand allele correctly. understand the outcomes of simplePunnett squares, e.g. eye colour,CF. use the terms genotype andphenotype correctly.d) Explain how dominant andrecessive alleles cause their effectsPL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 20123
Learning objectivePupils should:e) Identify and describecharacteristics that are of benefit orharmful to an organism recall simple examples of each,such as antibiotic resistance beingof benefit to bacteria, but someinherited conditions, e.g. cysticfibrosis, being harmful to humans.f) Recall some inheritedcharacteristics and some that areinfluenced by environmentalconditions understand that characteristicssuch as eye colour are inherited. Use the terms continuous anddiscontinuous variation correctly,building on previous knowledge ofvariation within a species. understand that somecharacteristics such as plant heightare also influenced by theenvironment. understand that although someanimal characteristics, such asheight, body mass or predispositionto illness, may have geneticcomponents, lifestyle factors canalso affect these characteristics. understand that although someplant characteristics, such asheight, may have a geneticcomponent this will also be affectedby environmental factors such asavailability of light/minerals.h) Recognise that animal breeding hasgone on for hundreds of years understand that animals such asdogs, horses and cattle have beenbred for desirable characteristicsfor hundreds of years.i) understand that the stages inselective breeding involveidentification of desiredcharacteristics in the parents,breeding and then selection ofoffspring. understand that selective breedingmust be repeated over manygenerations. use the term clone correctly withreference to genetically identicalindividuals. know the steps used to clone Dollythe sheep. The principles of nucleartransfer and surrogacy should bedescribed.g) Describe how inherited andenvironmental factors can affectcharacteristicsExplain how offspring withparticular characteristics can beproduced by selective breedingj) Explain how mammals can becloned4PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – November 2012 Pearson Education Limited 2012
Learning objectivePupils should:k) Describe some ways in which plantscan reproduce asexually to produceclones understand that plants often clonethemselves naturally by producingrunners, e.g. strawberry. understand that asexualreproduction produces geneticallyidentical offspring and is often usedby plants to reproduce quickly. understand that GM plants havebeen given genetic informationfrom other organisms in order toenhance their own characteristics,e.g. to improve shelf life, to givethem resistance to disease orresistance to weedkiller. details of the use of vectors and/orgene guns are NOT required. understand that the public may nothave sufficient information onwhich to make a judgement aboutgenetically modified (GM)organisms. understand that the public mayhave concerns about GMorganisms, e.g. long term healtheffects or genes being passed on toother organisms.n) Suggest arguments for and againstselective breeding, cloning andgenetic modification recall some of the arguments forand against each of theseprocesses.o) Explain why certain secondarysources of information have beenchosen and use those sources toanswer questions interpret information presented asa simple secondary source articlerelating to, e.g. the work of Doll onsmoking, the cloning of Dolly thesheep or the GM debate.l)Explain how organisms can begenetically modified (GM)m) Describe some of the publicreaction to introducing geneticallymodified organismsPL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 20125
Unit 2: A model careerLearning objectivePupils should:a) Know how the human respiratory,digestive and circulatory systemsinteract to maintain activity know the role of each of thesesystems in the body.b) Know the functions of the skeleton know that the skeleton providesprotection using skull and ribs asexamples. know that the skeleton alsoprovides support and allowsmovement. know the effects of tar, nicotineand carbon monoxide fromcigarette smoke. use the term addictive correctlywith reference to nicotine and othersubstances. know examples of how drugs canaffect the body. know the term balanced diet andwhat it comprises. relate all the above factors toincreased risk of long-term healthproblems using emphysema andbronchitis as examples of lungconditions consider the contribution that theselifestyle factors make to the risk ofhigh blood pressure and coronaryheart disease.d) Find out how scientists linkeddiseases to a lack of specificnutrients understand the term deficiencydisease.e) Consider how the work of differentscientists has contributed to amedical advance understand that such discoveriesare seldom the work of just oneindividual or research team use the terms collaboration,evidence and peer review correctlyin this contextc) Explain how diet, exercise, smokingand drugs affect health6PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – November 2012 Pearson Education Limited 2012
Unit 3: On the farmLearning objectivePupils should:a) Know that photosynthesis is thekey process producing new plantbiomass and that that chlorophyllenables a plant to utilise light inphotosynthesis use the terms chlorophyll,chloroplast, photosynthesis andbiomass correctly.b) Know that carbon dioxide forphotosynthesis comes from the airand that the water is absorbedthrough the roots know a word equation forphotosynthesis. know that root hairs increase thesurface area of a root. the uptake of minerals by roots, theuse of nitrates for growth andmagnesium ions for chlorophyll isassumed knowledge from earlierwork. be able to link photosynthesis tothe producers in a food chain andalso to global food supplies. knowledge and interpretation offood chains/webs and the termspredator, prey, herbivore andcarnivore are assumed knowledgefrom earlier work. describe/interpret simpleexperimental procedures andresults from investigating theeffects of light, CO2 andtemperature on the rate ofphotosynthesis. understand that these factors canbe controlled in a greenhouse.c) Understand the importance ofphotosynthesis to humans andother animalsd) Investigate some of the factorsinfluencing the rate ofphotosynthesisPL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 20127
Unit 4: Crime scene investigationsLearning objectivePupils should:a) Understand how the managementof food production has manyimplications for other animal andplant populations in theenvironment understand that crop monoculture(term NOT required) can reducethe range of animal and plant life inan area and that this puts thoseanimals and plants at greater riskfrom environmental change. understand the effects ofagricultural machinery, weedkillersand pest control on the animal andplant populations in an area. use the term organic farmingcorrectly.b) Develop understanding aboutfactors affecting plant growth understand that both genetic andenvironmental factors affect plantgrowth.c) Consider some of the issuesinvolved in sustainabledevelopment of the countryside understand the role of, forexample, national parks inpreserving the countryside forfuture generations in contrast tothe need for housing andagricultural land.d) Investigate the effects of fertiliseron plant growth plan/interpret simple investigationsinto the effect of fertiliser on plantgrowth. understand how to interpret datafrom such investigations, presentedas tables or graphs.8PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – November 2012 Pearson Education Limited 2012
Materials and their propertiesUnit 5: Building for the futureLearning objectivePupils should:a) Compare the properties of metalsand non-metals use the terms conductor, insulator,malleable, ductile correctly.b) Describe familiar uses of metalslinked to their properties andidentify benefits and drawbacks inthe use of particular metals understand that the reactivity of ametal with water, oxygen and/oracid will affect the uses to which itcan be put. understand that the thermal andelectrical conduction properties ofmetals are significant indetermining their uses.c) Represent elements by symbolsand compounds by formulae use conventions such asupper/lower case and subscriptwhere appropriate accurately.d) Know that different acids react insimilar ways with metals, withmetal carbonates and with metaloxides, and use word and symbolequations to describe thesereactions recall formulae for metalcarbonates and oxides and be ableto use them to write or completeword and symbol equations.e) Devise and evaluate a method forpreparing a sample of a specifiedsalt know that metal oxides are basesand they react with acids to formsalts and water. understand what is meant by aneutralisation reaction, usingproduction of copper sulphate as anexample. an understanding of the pH scaleand the terms acid and alkali areassumed knowledge from previouswork.PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 20129
Unit 6: Sculpture parkLearning objectivePupils should:a) Use the particle model (includingsome ideas about sub-atomicparticles) and ideas about bondingto explain a number of aspects ofthe reactivity of metals use the terms atom and moleculecorrectly. factors indicating that a reactionhas taken place and knowledge ofreversible and non-reversiblereactions is assumed knowledgefrom previous work.b) Use the particle model to work outsymbol equations understand that the number ofatoms in an element must bebalanced in a symbol equation.c) Explain the difference betweenelements, compounds and mixtures know definitions of and be able toidentify examples of elements,compounds and mixtures. basic separation techniques formixtures such as using a magnetsieving and filtration are assumedknowledge from previous work. generic properties of solids, liquidsand gases, including arrangementof particles, is assumed knowledgefrom previous work. an overview of the Periodic Table toinclude the use of the terms groupand period is assumed knowledgefrom previous work.d) Explain how some metals react withoxygen know that some metals, such asiron, react with oxygen in the airbut some metals, such as gold, donot.e) Describe some simple ways ofpreventing corrosion and explainhow different methods of corrosionprotection work understand the use of galvanisingand plating to prevent corrosion.f) Identify patterns in the reactions ofdifferent metals, and in the reactionof a particular metal with water know that some metals are morereactive than others and be able touse information to construct asimple reactivity series for metalswith water.10PL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – November 2012 Pearson Education Limited 2012
Learning objectivePupils should:g) Explain how some metals react withwater know that metals react with waterto produce metal hydroxides andhydrogen. know examples of metals that arevery reactive with water, e.g.calcium, sodium, potassium. know that some metals are morereactive than others and be able touse information to construct asimple reactivity series for metalswith acids. understand factors which wouldaffect rate of reaction such assurface area of metal or strength ofacid. know that metals react with acidsto produce a metal salt andhydrogen. understand that salts are namedfrom the acid used in the reaction.j) Draw and use word equations aspart of an explanation use and/or complete wordequations to summarise reactions.k) Use the reactivity series and aparticle model to predict andinterpret displacement reactions ofmetals use the terms displacement andreactivity series correctly.l) be able to interpret informationprovided to construct a reactivityseries. be able to describe, compare andexplain the reactivity of differentmetals.h) Identify patterns in the reactions ofdifferent metals, and in the reactionof a particular metal with acidsi)Explain how some metals react withacidsUse evidence to develop ideas ofreactivity and explain how differentpieces of evidence support the ideaof the reactivity seriesm) Link the observational evidence ofdisplacement reaction to the energytransfer and rearrangements ofbonds between atomsPL033390 – Specification – Edexcel International Award in Lower Secondary Science (LSC01) –Issue 1 – December 2012 Pearson Education Limited 201211
Unit 7: Cleaning upLearning objectivePupils should:a) Know that rocks, soils and buildingmaterials have a variety ofchemical characteristics use the terms igneous, sedimentaryand metamorphic correctly withreference to rocks such as graniteand basalt, sandstone andlimestone, slate and marble. understand the term porous andrelate this to the uses of a material. relate hardness and ease of cuttingto uses of a material.b) Understand how ch
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
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