National Curriculum in Action - Science

ICT OPPORTUNITIES

Pupils should be given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning. Here are the statutory requirements to use ICT in the science programme of study:

Key stage 1

Sc2 Life processes and living things
2a: recognise and compare the main external parts of the bodies of humans and other animals

pupils could use multimedia sources to make comparisons

4a: to recognise similarities and differences between themselves and others, and treat others with sensitivity

4b: to group living things according to observable similarities and differences

pupils could use data collected to compile a class database

Sc3 Materials and their processes
1b: sort objects into groups on the basis of simple material properties (for example, roughness, hardness, shininess, ability to float, transparency and whether they are magnetic or non-magnetic)

pupils could use a software package to combine words and pictures about materials and objects

Sc4 Physical process
3c: that there are many kinds of sound and sources of sound
pupils could use sensors to detect and compare sounds

Key stage 2

Sc2 Life processes and living things
2b: about the need for food for activity and growth, and about the importance of an adequate and varied diet for health

pupils could use a database or spreadsheet to analyse data about types of food in school lunches

2c: that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs

2e: that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them move

2f: about the main stages of the human life cycle

pupils could use video or CD-ROM to see things that cannot be directly observed

4a: make and use keys

pupils could use a branching database to develop and use keys

5b: about the different plants and animals found in different habitats

pupils could use video or CD-ROM to compare non-local habitats

5f: that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial or harmful (for example, in the breadown of waste, in making bread) or harmful (for example, in causing disease, in causing food to go mouldy)

pupils could use simulation software to show changes in the populations of micro-organisms in different conditions

Sc3 Materials and their properties
2b: describe changes that occur when materials (for example, water, clay, dough) are heated or cooled

pupils could use sensors to record temperature changes

2e: the part played by evaporation and condensation in the water cycle

pupils could use CD-ROM or the internet to research water supplies in a range of localities

Sc4 Physical processes
1a: to construct circuits, incorporating a battery or power supply and a range of switches, to make electrical devices work (for example, buzzers, motors)

pupils could use simulation software to extend an investigation of components in a series circuit

3f: how to change the pitch and loudness of sounds produced by some vibrating objects (for example, a drum string, a plucked string)

pupils could use sensors to detect and compare sounds made under different conditions

4b: how the position of the Sun appears to change during the day, and how shadows change as this happens

4c: how day and night are related to the spin of the Earth on its own axis

4d: that the Earth orbits the Sun once each year, and that the Moon takes approximately 28 days to orbit the Earth

pupils could use video or CD-ROM to study models of the Sun, Earth and Moon system

Key stage 3

Sc1 Scientific enquiry
2d: consider key factors that need to be taken into account when collecting evidence, and how evidence may be collected in contexts (for example, fieldwork, survey) in which the variables cannot readily be controlled

pupils could use data-handling software with fieldwork data

2j: use diagrams, tables, charts and graphs, including lines of best fit, to identify and describe patterns or relationships in data

pupils could use data-handling software to create, analyse and evaluate charts and graphs

Sc2 Life processes and living things
2a: about the need for a balanced diet containing carbohydrates, proteins, fats, minerals, vitamins, fibre and water, and about foods that are sources of these

pupils could use databases or spreadsheets to record, analyse and evaluate information about diets

2n: how the growth and reproduction of bacteria and the replication of viruses can affect health, and how the body's natural defences may be enhanced by immunisation and medicines

pupils could use simulation software to model changes in populations of bacteria in different conditions

3a: that plants need carbon dioxide, water and light for photosynthesis, and produce biomass and oxygen

pupils could use sensors to record or use simulation software to model factors that affect photosynthesis

5f: how toxic materials can accumulate in food chains

pupils could use simulation software to explore toxic materials in food chains

Sc3 Materials and their properties
1a: how materials can be characterised my melting point, boiling point and density

pupils could search a database for information about properties of materials

2a: that when physical changes (for example, changes of state, formation of solutions) take place, mass is conserved

pupils could use dataloggers to collect, analyse and evaluate changes of temperature and mass

2i: about possible effects of burning fossil fuels on the environment (for example, production of acid rain, carbon dioxide and solid particles) and how these effects can be minimised

pupils could use the internet to find up-to-date information on environmental issues

3a: how metals react with oxygen, water, acids and oxides of other metals, and what the products of these reactions are

pupils could use video or CD-ROM to see reactions that are dangerous

Sc4 Physical processes
1a: how to design and construct series and parallel circuits, and how to measure current and voltage

pupils could use simulation software to investigate and model circuits

4a: how the movement of the Earth causes the apparent daily and annual movement of the Sun and other stars

4c: about the movements of planets around the Sun and to relate these to gravitational forces

4e: about the use of artificial satellites and probes to observe the Earth and to explore the solar system

pupils could use video or CD-ROM to study the solar system

5a: about the variety of energy resources, including oil, gas, coal, biomass, food, wind, waves and batteries, and the distinction between renewable and non-renewable resources

5c: that electricity is generated by means of a variety of energy resources

pupils could use the internet to find up-to-date information about energy resources

Key stage 4 single science

Sc1 Scientific enquiry
2d: consider key factors that need to be taken into account when collecting evidence and how evidence can be collected in contexts (for example, fieldworks, surveys) in which the variables cannot readily be controlled

pupils could use data-handling software to analyse data from fieldwork

Sc2 Life processes and living things
2d: how the reflex arc makes rapid response to a stimulus possible

pupils could use multimedia simulation of nerve impulse

3g: the basic principles of cloning, selective breeding and genetic engineering

pupils could use the internet to find out about current developments and issues

4a: how the distribution and relative abundance of organisms in habitats can be explained using ideas of interdependence, adaptation, competition and predation

pupils could use spreadsheets to model the effects of competition and predation

Sc3 Materials and their components
1b: about a model of the way electrons are arranged in atoms

1c: how the reactions of elements depend on the arrangement of electrons in their atoms

pupils could use software simulations to explore models of the atom and reactions

2b: the use of some of the products from crude oil distillation as fuels

2c: the products of burning hydrocarbons

2e: some uses of addition polymers

pupils could use the internet to find out about products and processes

3c: the connection between the arrangement of outer electrons and the position of an element in the periodic table

3d: that elements in the same group of the periodic table have similar properties

3e: how the properties of elements change gradually from the top to the bottom of a group, illustrated by the study of at least one group

pupils could use a database of the elements to explore patterns

3h: about the great variation in the rates at which different reactions take place

3i: how the rates of reactions can be altered by varying temperatures or concentration, or by changing the surface area of a solid reactant, or by adding a catalyst

pupils could use dataloggers to analyse and evaluate reaction data

Sc4 Physical processes
1c: the quantitative relationship between resistance, voltage and current

1d: how current varies with voltage in a range of devices (for example, resistors, filament bulbs, diodes, light dependent resistors (LDRs) and thermistors)

pupils could use dataloggers to investigate relationships

2a: about the reflection and refraction of waves, including light and sound as examples of transverse and longitudinal waves

2b: the meaning of frequency, wavelength and amplitude of a wave

pupils could use CD-ROM software to explore wave models

3a: the relative positions and sizes of the planets, stars and other bodies in the universe (for example, comets, meteors, galaxies, black holes)

3b: how gravity acts as a force throughout the universe

pupils could use CD-ROM software to simulate movements in the solar system and universe

4b: about the efficient use of energy, the need for economical uses of energy resources, and the environmental implications of generating energy

pupils could use CD-ROM software to simulate movements in the solar system and universe

Key stage 4 double science

Sc1 Scientific enquiry
2d: consider key factors that need to be taken into account when collecting evidence and how evidence can be collected in contexts (for example, fieldwork, surveys) in which the variables cannot readily be controlled

pupils could use data-handling software to analyse data from fieldwork

Considering evidence
2k: use diagrams, tables, charts and graphs, and identify and explain patterns or relationships in data

pupils could use data-handling software to create, analyse and evaluate charts and graphs of data

Sc2 Life processes and living things
2d: how the structure of the thorax enables ventilation of the lungs

2h: how the reflex arc makes rapid response to a stimulus possible

pupils could use multimedia sources to see things that cannot readily be observed

3b: that the rate of photosynthesis may be limited by light intensity, carbon dioxide concentration or temperature

pupils could use dataloggers in investigations of photosynthesis

3e: the hormonal control of plant growth and development, including commercial applications

pupils could use the internet to find information about commercial applications

4h: the basic principles of cloning, selective breeding and genetic engineering

pupils could use the internet to find out about current developments and issues

5a: how the distribution and relative abundance or organisms and habitats can be explained using ideas of interdependence, adaptation, competition and predation

pupils could use spreadsheets to model the effects of competition and predation

Sc3 Materials and their properties
1d: about a model of the way electrons are arranged in atoms

1e: how the reactions of elements depend on the arrangement of electrons in their atoms

pupils could use software simulations to explore models of the atom and reactions

2b: the use of some of the products from crude oil distillation as fuels

2c: the products of burning hydrocarbons

2f: some uses of addition polymers

2g: about the variety of useful substances (for example, chlorine, sodium hydroxide, glass, cement) that can be made from rocks and minerals

pupils could use the internet to find out about products from oil, rocks and minerals and current processes

3 Patterns of behaviour

Pupils could use a database of the elements to explore patterns

3n: about the great variation in the rates at which different reactions take place

3o: how the rates of reactions can be altered by varying temperature or concentration, or by changing the surface area of a solid reactant, or by adding a catalyst

pupils could use data-logging to analyse and evaluate reaction data

3r: how enzymes may be used in biotechnology

pupils could use the internet to find out about the use of enzymes in biotechnology and other manufacturing processes

3s: about manufacturing processes based on reversible reactions, and how the yield of these depends on the conditions

pupils could use the internet to find out about the use of enzymes in biotechnology and other manufacturing processes
pupils could use simulation software to explore the effects of changing conditions

Sc4 Physical processes
1c: the quantitative relationship between resistance, voltage and current

1d: how current varies with voltage in a range of devices (for example, resistors, filament bulbs, diodes, light dependent resistors (LDRs) and thermistors)

1e: that voltage is the energy transferred per unit charge

pupils could use dataloggers to investigate relationships

2b: about factors affecting vehicle stopping distances

pupils could use a spreadsheet to analyse data

2i: why falling objects may reach a terminal velocity

pupils could use simulations to investigate falling objects

3a: about the reflection, refraction and diffraction of waves, including light and sound as examples of transverse and longitudinal waves

3b: the meaning of frequency, wavelength and amplitude of a wave

3c: the quantitative relationship between the speed, frequency and wavelength of a wave

pupils could use CD-ROM software to explore wave models

3n: that the Earth's outermost layer, the lithosphere, is composed of plates in relative motion, and that plate tectonic processes result in the formation, deformation and recycling of rocks