This strand is organised into two substrands:
This strand was established in the previous Framework as a key idea and fundamental scientific concept. Analysis and interpretation of data is an important feature of How science works and this strand develops the use of quantitative evidence.
Energy is focused on energy transfer related to:
This substrand is based on the transfer model, as opposed to the transformation model, as the transfer model provides a stronger foundation for progression to Key Stage 4 and the Key Stage 3 programme of study (2007) refers specifically to energy transfer. It is important that pupils consider the strengths and weaknesses of both models and identify where many textbooks and exam questions have unhelpfully confused the two.
Further exemplification of the use of the energy transfer model is provided in the secondary National Strategies publication on interactive teaching. Electricity is included as one of the aspects within energy, to emphasise its significance in the world as a means of energy transfer. Energy transfer permeates aspects of the debates surrounding sustainability and conservation.
Energy transfer also underpins our understanding of biological systems. This aspect combines a number of increasingly complex concepts and models that span all disciplines. These include aspects of energy transfer in biological organisms and systems, such as:
The Forces substrand is similar to the key ideas in the Key Stage 3 science Framework (2002). Pupils will already have had a wide experience of forces, having learnt about types of force, their effects and how to measure them during their primary education. The Forces substrand therefore begins with more abstract ideas where models are used to develop understanding about forces in action; this results in more effective progression.
