| Hamble Ref | HT ONLY | Sep ONLY | Student Checklist Question | 1 | 2 | 3 |
|---|---|---|---|---|---|---|
| B2.5.01 | What are the different levels of organisation in an ecosystem from individual organisms to the whole ecosystem? | |||||
| B2.5.01 | What is the importance of interdependence and competition in a community? | |||||
| B2.5.01 | What factors are organisms competing for in a given habitat? | |||||
| B2.5.01 | What is an ecosystem? | |||||
| B2.5.01 | What do organisms require to survive? | |||||
| B2.5.01 | What do plants compete for? | |||||
| B2.5.01 | What do animals compete for? | |||||
| B2.5.01 | What do species within a community depend on each other for? | |||||
| B2.5.01 | What is a stable community? | |||||
| B2.5.01 | ★ Students should be able to extract and interpret information from charts, graphs and tables relating to the interaction of organisms within a community. Extract and interpret information from charts, graphs and tables.(MS) ★ |
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| B2.5.01 | ★ ★ | |||||
| B2.5.02 | What is an abiotic factor? | |||||
| B2.5.02 | What abiotic (non-living) factors affect a community? | |||||
| B2.5.02 | ★ Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of abiotic factors on organisms within a community. Extract and interpret information from charts, graphs and tables. (MS) ★ | |||||
| B2.5.02 | What is a biotic factor? | |||||
| B2.5.02 | What types of Biotic (living) factors affect a community? | |||||
| B2.5.02 | ★ Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of biotic factors on organisms within a community. ★ | |||||
| B2.5.02 | ★ (WS) Extract and interpret information from charts, graphs and tables ★ | |||||
| B2.5.02 | What are the producers of biomass for life on Earth? | |||||
| B2.5.02 | How can feeding relationships be represented? | |||||
| B2.5.02 | What do all food chains begin with? | |||||
| B2.5.02 | What is the difference between mean, mode and median? | |||||
| B2.5.02 | ★ In relation to abundance of organisms students should be able to calculate arithmetic means (MS) ★ | |||||
| B2.5.02 | ★ In relation to abundance of organisms students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes (MS) ★ | |||||
| B2.5.02 | What is the order of energy transfer between secondary consumer, tertiary consumer, producer and primary consumer | |||||
| B2.5.02 | What is an organism that eats a consumer called? What is a consumer that is eaten by another consumer called? | |||||
| B2.5.02 | What is a predator-prey cycle? | |||||
| B2.5.02 | ★ Interpret graphs used to model predator-prey cycles (WS) (MS) ★ | |||||
| B2.5.02 | ★ Students should be able to interpret graphs used to model these cycles. ★ | |||||
| B2.5.03 | What is an adaptation? | |||||
| B2.5.03 | How are organisms adapted to live in their natural environment? | |||||
| B2.5.03 | What are the three types of adaptations organisms can have to survive in the conditions that they live? | |||||
| B2.5.03 | What is an extremophile? | |||||
| B2.5.03 | What type of microbe lives in deep sea vents? | |||||
| B2.5.04 | When would a transect line be used? | |||||
| B2.5.05 | What different parts of the ecosystem do materials cycle through? | |||||
| B2.5.05 | Why is it important that carbon and water are cycled through the ecosystem. | |||||
| B2.5.05 | Why do materials need to be recycled? | |||||
| B2.5.05 | ★ (WS) Students should be able to interpret and explain the processes in diagrams of the carbon cycle, the water cycle. ★ | |||||
| B2.5.05 | What process are carbon to be cycled from A) carbon dioxide to producers, B) producers to consumers, C) Producers/consumers/decomposers to carbon dioxide and D) fossil fuels to carbon dioxide | |||||
| B2.5.05 | How do microorganisms help to cycle material through an ecosystem? | |||||
| B2.5.05 | Why is precipitation important for organisms in ecosystems? | |||||
| B2.5.05 | How does water get from the land to the air and the air back to the land? | |||||
| B2.5.06 | ★ | What three factors affect the rate of decay of biological material? | ||||
| B2.5.06 | ★ | ★ Students should be able to calculate rate changes in the decay of biological material (MS) ★ | ||||
| B2.5.06 | ★ | ★ Students should be able to translate information between numerical and graphical form (MS) ★ | ||||
| B2.5.06 | ★ | ★ Students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes. (MS) ★ | ||||
| B2.5.06 | ★ | Name two groups of people would want to provide optimum conditions for rapid decay of waste biological material. | ||||
| B2.5.06 | ★ | Why would gardeners and farmers want to provide optimum conditions for rapid decay of waste material. | ||||
| B2.5.06 | ★ | Under what conditions can decay produce methane that can be used a biogas fuel? | ||||
| B2.5.06 | ★ | ★ Required Practical 10 - Rate of Decay (AT skills 1,3,4,5) ★ | ||||
| B2.5.07 | ★ | ★ | ★ Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. ★ | |||
| B2.5.07 | ★ | ★ | How might changes to the environment affect species? | |||
| B2.5.07 | ★ | ★ | What are potential environmental changes? | |||
| B2.5.07 | ★ | ★ | What might be some causes of changes in the environment? |