Curriculum table
The ticks in the grid illustrate which curriculum areas are supported by each worksheet.
| Worksheet | ||||||||||
| National curriculum reference | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| BIOLOGY Science 2 KS3 |
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| 1e Cells and cell functions | * | * | ||||||||
| 2i Lung structure and gas exchange | ||||||||||
| 2m Abuse of alcohol affects health | * | * | * | * | * | * | * | * | ||
| KS4 | ||||||||||
| Coursework | * | |||||||||
| 1e Relate cell function to structure and activity | ||||||||||
| 2c Exchange of substances between capillaries and tissues | * | * | ||||||||
| 2d Thorax and ventilation of lungs | ||||||||||
| 2e Anaerobic respiration | * | |||||||||
| 2q Effects of alcohol on body functions | * | * | * | * | * | * | * | * | * | * |
| 5g Food production and distribution | * | |||||||||
| CHEMISTRY Sc3 KS4 |
||||||||||
| Coursework | * | |||||||||
| 3q Temperature, pH, and rate of reaction | * | |||||||||
| 3r Enzymes and biotechnology | * | |||||||||
| PHYSICS Sc4 KS4 |
||||||||||
| 2a Distance, time, speed, graphs | * | |||||||||
| 2b Factors affecting stopping distances | * | |||||||||
| Worksheet | ||||||||||
| Scottish curriculum reference | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
| Standard Grade BIOLOGY | ||||||||||
| Investigating cells - living cells | * | * | ||||||||
| Changing levels of performance - anaerobic respiration | * | |||||||||
| Biotechnology - living factories | * | |||||||||
| Need for energy - circulation and exchange | * | * | ||||||||
| Intermediate II BIOLOGY | ||||||||||
| Living cells - structure and functions of cells | * | * | ||||||||
| Living cells - respiration | * | |||||||||
| Animal physiology - circulation and gas exchange | * | * | ||||||||
| Standard Grade CHEMISTRY | ||||||||||
| Rates of reaction | * | |||||||||
| Intermediate II CHEMISTRY | ||||||||||
| Rates of reaction | * | |||||||||
| Standard Grade PHYSICS | ||||||||||
| Distance, speed and time | * | |||||||||
| Intermediate II PHYSICS | ||||||||||
| Distance, speed and time | * | |||||||||
