What is the difference between a living and non-living thing?

Living things (organisms) have seven life processes: movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition. Non-living things do not carry out all these processes. For example, a plant is living because it grows and reproduces, while a rock is non-living because it does not grow or need food.

How do I know if a material is waterproof?

A material is waterproof if it does not let water pass through it. To test this, you can place the material over a container and pour water on it. If the water stays on top or runs off, the material is waterproof. If water soaks through, it is not waterproof. Examples of waterproof materials include plastic and glass.

What is a force and how can I measure it?

A force is a push or pull that can change the shape, speed, or direction of an object. Forces are measured in newtons (N) using a force meter (spring scale). For example, you can measure the force needed to pull a toy car across a table. Gravity is also a force that pulls objects downwards.

Why do we need to do fair tests in science?

Fair tests are important because they help us find out if one thing causes another. In a fair test, you only change one variable (the thing you are testing) and keep everything else the same. This way, you can be sure that any changes you observe are due to the variable you changed, not something else.

What is a food chain and how do I draw one?

A food chain shows how energy passes from one living thing to another. It always starts with a producer (a plant that makes its own food) and then shows consumers (animals that eat plants or other animals). To draw one, write the names of the organisms in order and connect them with arrows pointing from the food to the eater. For example: grass → rabbit → fox.

How does a simple circuit work?

A simple circuit is a loop that allows electricity to flow from a battery, through wires, to a component like a bulb, and back to the battery. For the bulb to light up, the circuit must be complete (no gaps). If there is a break in the circuit, the electricity cannot flow and the bulb will not light. Switches can open or close the circuit to turn the bulb on or off.

Alloys and Metals, Polymers and Plastics

OPEN AWARDS

vocational

This topic introduces processes for making household products from plastics, polymers, metals, and alloys. It covers forging, smelting, die-cutting, casting, and recycling, along with practical participation in making products.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Open Awards Entry Level Certificate in Science (Entry 2) (RQF)

Topic Overview

The Open Awards Entry Level Certificate in Science (Entry 2) (RQF) is a foundational qualification designed to introduce students to key scientific concepts in biology, chemistry, and physics. It focuses on developing basic scientific skills, such as observing, measuring, and recording data, while building understanding of everyday science. This qualification is ideal for students who are new to science or need a stepping stone to higher-level study, as it covers essential topics like living things, materials, and forces in a practical, accessible way.

The course is structured around three main units: 'Living Things and Their Environments', 'Materials and Their Properties', and 'Physical Processes'. In the biology unit, students explore the characteristics of living organisms, habitats, and simple food chains. The chemistry unit introduces common materials, their properties, and changes like melting and dissolving. The physics unit covers basic forces, electricity, and light. Assessment is through portfolio-based tasks and practical activities, allowing students to demonstrate their understanding in a supportive environment.

This qualification matters because it provides a solid foundation for further study in science, whether at Entry 3, GCSE, or vocational courses. It also helps students develop critical thinking and problem-solving skills that are valuable in everyday life and future careers. By the end of the course, students should be able to identify common scientific phenomena, carry out simple investigations, and communicate their findings clearly.

Key Concepts

Core ideas you must understand for this topic

→Living things: Understand that all living things (plants and animals) need food, water, and air to survive, and that they grow, reproduce, and respond to their environment.
→Materials: Recognise common materials (e.g., wood, metal, plastic, glass) and describe their properties (e.g., hard, soft, flexible, waterproof). Know that materials can be changed by heating, cooling, or mixing.
→Forces: Identify pushes and pulls as forces that can change the shape, speed, or direction of an object. Understand that gravity is a force that pulls objects towards the Earth.
→Energy: Know that energy comes from different sources (e.g., sun, food, batteries) and is used to make things happen, such as light from a bulb or movement from a motor.
→Scientific enquiry: Be able to ask simple questions, make predictions, carry out fair tests, and record observations using tables or charts.

Learning Objectives

What you need to know and understand

1. Know about processes for making household products with plastics and polymers 1.1 State the processes for making household products from new plastics and polymers 1.2 State the processes involved in making household products by recycling plastics and polymers 1.3 Identify a range of household products made with plastics and polymers 2. Know the processes for making household products from metals and alloys 2.1 State the processes involved in forging and smelting alloys and metals 2.2 State the processes involved in die-cutting and casting alloys and metals 2.3 Identify a range of household products made using: Forging and smelting techniques Die cutting and casting techniques 3. Know how to make serviceable household products from a range of alloys, metals, polymers and plastics 3.1 State how household products can be made from: Alloys and metals Polymers and plastics 3.2 Identify the electrical and mechanical engineering and science skills required to make household products from: Alloys and metals Polymers and plastics 3.3 Identify the processes and skills required to make given household products from alloys, metals, polymers and plastics 4. Be able to participate in making household products from alloys, metals, polymers and plastics 4.1 Work with others to agree household products to make from: Alloys and metals Polymers and plastics 4.2 Work with others to gather and prepare ingredients and materials required to make agreed household products 4.3 Participate in appropriate processes to prepare materials and ingredients 4.4 Work safely with others to make agreed serviceable household products from: Alloys and metals Polymers and plastics 4.5 Showcase household products made from materials including: Alloys and metals Plastics and polymers 5. Be able to review own participation in projects to make household products with alloys, metals, polymers and plastics 5.1 Identify own contributions to: Choice of products and items to be made Gathering and preparing materials to be made Participation in processes to make items and products Final product showcase 5.2 Identify ways: Own contributions Show case End product could be improved

Assessment Criteria

Key criteria assessors look for in your portfolio

States processes for making products from new and recycled plastics.
Identifies household products made from metals and alloys.
Describes forging, smelting, die-cutting, and casting techniques.
Participates safely in making household products from given materials.
Reviews own contributions and suggests improvements.

Assessment Guidance

Guidance for achieving higher grades

💡Use diagrams to explain processes like injection moulding.
💡Practice identifying materials in everyday objects.
💡Work collaboratively in practical tasks and reflect on teamwork.
💡When describing properties of materials, use specific vocabulary like 'transparent', 'brittle', or 'conductive' rather than just 'good' or 'bad'. This shows deeper understanding and can earn you higher marks.
💡In practical tasks, always explain why you are doing each step (e.g., 'I am measuring the temperature every minute to see how fast the ice melts'). This demonstrates your understanding of fair testing and variables.
💡For food chains, always start with a producer (plant) and use arrows to show the direction of energy flow. Remember: arrows point from the food to the eater, not the other way around.

Common Mistakes

Common errors to avoid in your coursework

Confusing forging with casting.
Not recognising the difference between thermoplastics and thermosets.
Forgetting safety precautions when handling materials.
Misconception: All metals are magnetic. Correction: Only some metals (like iron, nickel, and cobalt) are magnetic. Many metals, such as aluminium and copper, are not attracted to magnets.
Misconception: Plants get their food from the soil. Correction: Plants make their own food through photosynthesis using sunlight, water, and carbon dioxide. Soil provides water and minerals, but not the main food.
Misconception: Electricity flows out of a battery and is used up. Correction: Electricity flows in a complete circuit; the battery provides energy to push electrons around the circuit, but the electrons themselves are not used up.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic literacy and numeracy skills (e.g., reading simple instructions, counting, and measuring).
•Familiarity with everyday scientific vocabulary (e.g., hot, cold, living, dead, solid, liquid).
•Experience with simple practical activities, such as using a ruler or thermometer.

Key Terminology

Essential terms to know

1. Know about processes for making household products with plastics and polymers 1.1 State the processes for making household products from new plastics and polymers 1.2 State the processes involved in making household products by recycling plastics and polymers 1.3 Identify a range of household products made with plastics and polymers 2. Know the processes for making household products from metals and alloys 2.1 State the processes involved in forging and smelting alloys and metals 2.2 State the processes involved in die-cutting and casting alloys and metals 2.3 Identify a range of household products made using: Forging and smelting techniques Die cutting and casting techniques 3. Know how to make serviceable household products from a range of alloys, metals, polymers and plastics 3.1 State how household products can be made from: Alloys and metals Polymers and plastics 3.2 Identify the electrical and mechanical engineering and science skills required to make household products from: Alloys and metals Polymers and plastics 3.3 Identify the processes and skills required to make given household products from alloys, metals, polymers and plastics 4. Be able to participate in making household products from alloys, metals, polymers and plastics 4.1 Work with others to agree household products to make from: Alloys and metals Polymers and plastics 4.2 Work with others to gather and prepare ingredients and materials required to make agreed household products 4.3 Participate in appropriate processes to prepare materials and ingredients 4.4 Work safely with others to make agreed serviceable household products from: Alloys and metals Polymers and plastics 4.5 Showcase household products made from materials including: Alloys and metals Plastics and polymers 5. Be able to review own participation in projects to make household products with alloys, metals, polymers and plastics 5.1 Identify own contributions to: Choice of products and items to be made Gathering and preparing materials to be made Participation in processes to make items and products Final product showcase 5.2 Identify ways: Own contributions Show case End product could be improved

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Alloys and Metals, Polymers and Plastics

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Topic Overview

Key Concepts

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Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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