Final objectives of the third grade of mainstream secondary education - ASO

Core Curriculum main page - Third grade mainstream secondary education

NATURAL SCIENCES OR PHYSICS AND/OR CHEMISTRY/OR BIOLOGY^[1]

I Common final objectives for sciences

Common final objectives apply to all sciences and are offered at a level adapted to the thirddegree.

1 Learning through research/learning to research

With regard to a concrete scientific or an applied scientific problem, question or phenomenon, the pupils are able to:

1 indicate relevant parameters or data, look up information on this and use this judiciously;

2 formulate their own hypothesis (statement, expectation) and indicate how this can be examined;

3 identify or indicate conditions or circumstances which refute or support a hypothesis (statement, expectation);

4 collect ideas and information to test and illustrate a hypothesis (statement, expectation);

5 assess circumstances which can influence an effect which has been observed;

6 indicate which factors can play a role and how they can be examined;

7 weigh up the results of experiments and observations in relation to the expected results, taking into account the circumstances which can influence the results;

8 generalise the results of experiments and observations in a sound way, and by way of hypothesis;

9 relate experiments or observations in classroom situations to situations in the real world;

10 make observations in a targeted way , based on a hypothesis or observation;

11 formulate observations and other data verbally and in writing and present them in tables, graphs, schedules and formulae;

12 carry out a task individually or in groups, and report on it.

2 Science and society

With regard to the content of subjects of the subject specificfinal objectives, the pupils are able to:

13 give examples of milestones in the historical and conceptual development of the natural sciences and place them in a time schedule;

14 clarify with an example how the genesis and acceptance of new concepts and theories proceed;

15 illustrate with an example the interaction between the natural sciences, technological development and the living conditions of mankind;

16 give an example of positive and negative (side) effects of the applications of natural sciences;

17 illustrate with an example the social and ecological consequences of the application of natural sciences;

18 illustrate with an example how economic and ecological interests can direct, promote or delay the development of natural sciences;

19 illustrate with an example the interaction between scientific and philosophical views of reality;

20 explain with an example that the natural sciences are part of culture, viz. acquired opinions which are shared by several people and have been passed on to others;

21 illustrate with an example the ethical dimension of the natural sciences.

3 Attitudes

The pupils

22 * are motivated to express their own view;

23 * take into account the views of others;

24 *are prepared to present the results of independent tasks objectively;

25 * are prepared to work together;

26 * distinguish between facts and views or assumptions;

27 * evaluate their own work and the work of others critically and objectively;

28 * draw conclusions which can be supported;

29 * devote attention to the correct and accurate use of scientific terminology, symbols, units and data;

30 * are focused on the safe and environmentally aware execution of an experiment;

31 * follow the instructions and regulations when carrying out tasks.

II Subject-related final objectives for biology

1 General final objectives

General final objectives are subject-related final objectives which are not related to a specific subject content.

The pupils are able to

B 1 indicate conditions for a healthy lifestyle;

B 2 illustrate that it is necessary for individuals and society to act responsibly for the sake of the environment;

B 3 formulate a critical opinion on the interaction between biological and social developments;

B 4 carry out macroscopic and microscopic observations and measurements in the context of experimental biological research;

B 5 demonstrate biological relationships in diagrams and other methods of organizing information;

B 6 independently consult and process information in printed and electronic form;

B 7 list possible studies and jobs related to biology and indicate some of the general characteristics;

B 8 * The pupils are aware of their own health and that of others.

2 Final objectives related to subject content

The final objectives related to subject content are achieved in learning situations which are supported in a balanced way by the view of biology as a science, as a social phenomenon and as an applied and practical science.

2.1 The cell

The pupils are able to:

B 9 name the cell organels, both at the level of the ultraviolet light microscope and the electron microscope, and describe their functions;

B 10 explain by giving examples the structure of saccharids, lipids, proteins, nucleic acids, minerals and water with the help of simple representations and reveal their importance for the structure of the cell, and cell metabolism;

B 11 summarise the differences between mitosis and meiosis, and indicate the importance of the different types of cell division;

B 12 locate the DNA replication in a cell cycle and explain the process;

B 13 describe protein synthesis.

2.2 Reproduction

The pupils are able to:

B 14 describe the primary and secondary sexual characteristics of a man and a woman and explain their biological significance;

B 15 explain the role of the sex hormones in the menstrual cycle and in gameto genesis;

B 16 describe the methods of controlling fertility and discuss their reliability;

B 17 describe the process of fertilization, the development of the embryo and birth and discuss the influence of external factors on the development.

2.3 Genetics

The pupils are able to:

B 18 apply Mendel’s laws to examples, including human examples;

B 19 explain by giving examples cross-pollination, sex-linked genes, linked genes and genetic maps;

B 20 explain the implications of different types of mutations, giving examples in man;

B 21 show, with an example, how man can change genetic properties by intervening at the level of DNA.

2.4 Evolution

The pupils are able to:

B 22 formulate indications of biological evolution;

B 23 explain the evolution of new species, , based on contemporary views of evolution;

B 24 explain the biological evolution of man.

III  Subject-related final objectives for chemistry

1  General final objectives

General final objectives are subject-related final objectives which are not linked to a particular subject content.

The pupils are able to:

C 1 use a classification table containing at least the following categories of substances:

Categories of substances
General Formula	Name
R-H	Alkanes
R-CH=CH-R’	Alkenes
R-CºC-R’	Alkynes
R-OH	Alcohols (Alkanos)
R-X	Halogenides (Halogene alkanes)
R-NH2	Amines (Alkanoamines)
R-CHO	Aldehydes (Alkanales)
R-CO-R’	Ketones (Alkanones)
R-COOH	Carboxylic acid (Alkane acids)
R-COO-R’	Esters (Alkylalkanoates)
R-CO-NH2	Amides (Alkaneamides)
R-O-R’	Ethers (Alkoxyalkanes)

C 2 deal safely and soundly with substances and chemical waste, interpret danger symbols and look up R and S sentences;

C 3 carry out a neutralization reaction and a redox reaction with simple substances;

C 4 determine the presence of a substance, using a given identification method:

C 5 systematically look up chemical information in printed sources and electronically, and represent it in graphs, diagrams or tables with the use of ICT;

C 6 illustrate the importance of chemical knowledge in different studies and jobs.

2  Subject-related final objectives

Final objectives related to subject content are achieved in learning situations which are supported in a balanced way by the view of chemistry as a science, a social phenomenon and an applied and practical science.

2.1 Structure and properties of the substance

The pupils are able to:

C 7 classify carbon compounds in a category of substances , based on a given structural formula or name, using a classification table;

C 8 relate specific characteristics of monofunctional carbon compounds to a characteristic group and carbon framework;

C 9 explain the term isomerism, , based on representative examples of structural and stereo isomerism;

C 10 relate the solution process to the polar or apolar character of the dissolved substance and the solvent.

2.2 Chemical interaction between particles

The pupils are able to:

C 11 identify the particles concerned in a particular acid-base balance as an acid or as a base,  based on the transfer of protons;

C 12 identify the particles concerned in a given redox balance as oxidator or reductor , based on the transfer of electrons;

C 13 assign a reaction in carbon chemistry represented in a simple model to one of the following types of reaction: substitution, addition, elimination, condensation, creation of macromolecules, decomposition;

C 14 for a declining reaction in which the reaction equation has been given, calculate the amount and mass of material in the final situation , based on the given amounts of material.

2.3 The dynamics of chemical processes

The pupils are able to:

C 15 explain the influence of factors which determine the speed of a reaction in terms of collisions between particles, and activation energy;

C 16 describe the distinction between a reaction in equilibrium and a declining reaction;

C 17 predict the evolution of a reaction in equilibrium, following the disturbance in the equilibrium by a change in temperature or concentration.

2.4 Chemical analysis

The pupils are able to:

C18 indicate a typical application or property of the following substances or compounds:

• methane, naphtha, white spirit, paraffin
• methanol, ethanol, glycerol, glycol
• acetic acid
• sodium hypochlorite, hydrogen peroxide
• a buffer compound

C 19 relate the measured or given pH of a solution to the concentration of oxonium and hydroxide ions;

C 20 describe the various stages of a chemical analysis (taking a representative sample, preparing and carrying out the analysis, interpreting the results) and illustrate with an example.

IV  Subject-related final objectives for physics

1 General final objectives

General final objectives are subject-related final objectives which are not linked to a specific subject content.

The pupils are able to:

F 1

• name;
• indicate the unit;
• define in words and with the use of a formula indicate the unit;
• create the link between this unit and the basic unit in the Sl Basic unit system;
• apply the formula

for quantities in the table below 

Quantity	Symbol	Unit	Formula
Acceleration for uniform accelerated rectilinear motion	a	m/s²	a = Dv/Dt
Velocity for uniform circular movement	v	m/s	v = 2pr/T
Period	T	s
Frequency	f	Hz	f = 1/ T
Angular velocity for uniform circular movement	w	rad/s	w = 2p/T
Centripetal acceleration	a	m/s2	a = v2/r
Neutron number	N
Atomic number	Z
Mass number	A		A = Z + N
Charge	Q	C
Half-life	T1/2	s
Radioactivity	A	Bq
Magnetic induction	B	T
Loudness	L	dB
Deflection of harmonic oscillation			y(t)=Asinwt or s(t)=rsinwt
Wavelength	l	m	l = vT
Wave velocity	v	m/s	V =l f
Electrical voltage	U	V	U = W/Q
Current	I	A	I = DQ/Dt
Ohmic resistance	R	W	R = U/ I
Power with ohmic resistance	P	W	P = U I

F 2 illustrate the importance of conservation laws (energy and charge);

F 3 explain by using examples, that successive energy conversions and the related de-gradation of energy determines the evolution of the physical system;

F 4 indicate the size of physical measurements in concrete applications;

F 5 indicate which measurement instrument is used to measure the following physical measurements: noise level, magnetic induction, radiation activity and use the measurement instruments for current and voltage;

F 6 systematically look up information on physics in printed and electronic sources, and represent it in graphs, diagrams or tables, if necessary with the use of ICT;

F 7 illustrate the importance of a knowledge of physics in different studies and jobs. 

2 Final objectives related to subject content

Final objectives related to subject content are achieved in learning situations which are supported in a balanced way by the view of physics as a science, a social phenomenon and an applied and practical science.

2.1 Movement and force

The pupils are able to:

F 8 describe the movement of an object in terms of position, speed and acceleration (uniform accelerated and uniform circular movement);

F 9 describe the influence of the resulting force and of the mass on the change in the condition of movement of an object in terms of quality and quantity;

F 10 apply the law of the conservation of energy.

2.2 Matter and radiation

The pupils are able to:

F 11 describe the effects of the interaction between electromagnetic radiation and matter , based on phenomena such as the photoelectrical effect and electromagnetic spectra;

F 12 describe the origin and some applications of natural and artificially generated ionising radiation;

F 13 distinguish a, b^-,g radiation , based on their properties (earth, charge, energy), describe the process of decay by which they are created from a radioneuclides and characterize this process with reference to the half-life.

2.3 Vibrations and waves

The pupils are able to:

F 14 describe the cause and properties of a harmonic vibration and illustrate with concrete examples;

F 15 describe interference, reflection and the break-up of light or sound with the use of a wave model;

F 16 illustrate the transfer of energy by mechanical and electromagnetic waves , based on different phenomena, including resonance.

2.4 Electricity and magnetism

The pupils are able to:

F 17 make a link between electrical voltage, the change in electrical potential energy and electrical charge;

F 18 apply the link between voltage, current and resistance for a conductor in a DC circuit;

F 19 illustrate, with examples, the energy conversion in electrical circuits and calculate the power;

F 20 illustrate, with examples, that charges in movement result in magnetic forces;

F 21 with the help of the magnetic force, describe the operation of an engine;

F 22 with the help of electromagnetic induction, describe the operation of a generator.

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Attitudes have been indicated by * in the margin, for checking by the inspectorate.

[1] The final objectives must be achieved, irrespective of the institutional powers , based on Education Decree II.

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