I can:

describe how the structure of atoms leads to the

formation of different bonds such as covalent,

ionic and hydrogen bonds

I can:

explain how hydrogen bonding provides special

properties to water

I can:

explain and compare the terms solute, solvent,

solution and solubility in order to apply these

terms to the dissolution of salt in the ocean

I can:

explain the impacts of temperature and salinity

on the solubility of salts and gases in seawater.

I can:

explain how run-off, precipitation and

evaporation impact the salinity of seawater

I can:

describe the pH scale and know three techniques

used to measure pH in water

I can:

explain the effects on the density of seawater

caused by water temperature, pressure and

salinity

I can:

state that the reason ice can float is because the

density of ice is lower than seawater and discuss

the importance of that to marine organisms.

I can:

describe how temperature and salinity gradients

form in water columns to produce ocean layers

and how subsequent mixing of these layers

may occur

I can:

describe the structure of Earth's geology with

regard to the continental crust, oceanic crust,

mantle and core

I can:

describe and apply the theory of plate tectonics

I can:

describe the formation of hydrothermal vents

and other features that make up the ocean floor

I can:

compare weathering and erosion

I can:

describe sedimentation and explain how the

speed of water and size of particles affect

transport of particles to and from shorelines

I can:

identify examples of varying types of littoral

zone and describe how the processes oft

weathering, erosion and sedimentation create

these ecosystems

I can:

explain how different tides with varying tidal ranges

are impacted by many physical factors allowing for

interpretation of tide tables and graphs

I can:

discuss how ocean currents and upwelling are

created and influenced by abiotic factors in

the environment which lead to the formation

of the global ocean conveyor belt and the El

Nino Southern Oscillation (ENSO) cycle in the

Pacific Ocean

I can:

describe the three main types of symbiotic

relationship and describe examples of each one

I can:

represent feeding relationships as food chains or

food webs and be able to describe the organisms

in these relationships in terms of their trophic

level

I can:

explain how photosynthesis provides energy to

the food chain and summarize the process as a

word equation

I can:

give the word equation for respiration

I can:

define productivity and explain how high

productivity can affect food chains

I can:

explain why energy is lost at each stage of the

food chain

I can:

draw pyramids of number, energy and biomass

and be able to explain and interpret their shapes

I can:

explain what a nutrient is and be able to give the

biological roles of nitrogen, carbon, magnesium,

calcium and phosphorus

I can:

draw simple diagrams to show how

carbohydrates, proteins and lipids are made up

from smaller molecules

I can:

explain how nutrients in the ocean are depleted

and replenished

I can:

describe the different stages in the carbon

cycle including combustion, photosynthesis,

decomposition, fossil fuels and the formation and

weathering of rocks

I can:

understand the classification of species and

binomial system

I can:

construct and use simple dichotomous keys and

make biological observations and drawings

I can:

understand the role of phytoplankton as

producers and zooplankton as consumers

I can:

state the main features of typical adult

echinoderms, crustaceans, bony fish, cartilaginous

fish, macroalgae and marine plants.

I can:

understand the ecological and economic

importance of these marine organisms, including

I can:

explain the genetic, species and ecological

biodiversity of marine environments

I can:

understand the importance of maintaining the

marine biodiversity

I can:

explain the terms ecosystem, habitat, niche,

species, population and community

I can:

explain and identify biotic and abiotic factors in

marine ecosystems

I can:

describe sampling and field work methods and

calculations used in the littoral zone and interpret

different types of correlations

I can:

describe the World Ocean as an interconnected

body of water encircling the globe and identify

the depth zones within

I can:

explain why the interactions between the ocean

I can:

discuss the structure and importance of both

natural and artificial coral reefs relating to the

economy, ecology of the planet and medical

importance to humans

I can:

discuss the abiotic and biotic causes and effects

of reef erosion

I can:

identify the different zones on a typical exposed

rocky shore using abiotic factors and describe

how those factors affect the distribution and

abundance of organisms on the rocky shore

I can:

explain, using named examples, the adaptations

that organisms have for living in the different

zones on a rocky shore and to living on a sandy

shore

I can:

describe the sandy shore as an ecosystem with an

unstable, shifting, porous substrate and explain

why it has a relatively low biodiversity

I can:

investigate the effect of particle size on the

permeability of substrates

I can:

describe the mangrove forest as a tidal ecosystem

featuring salt tolerant trees and other plants,

together with other populations all interacting in

the littoral zone of some tropical and subtropical

coasts

I can:

outline the conditions required for the

development of mangrove forest tidal ecosystem,

the ecological and economical importance of

these forests and the threats facing them

I can:

explain how the red mangrove tree has

developed multiple adaptations to the mangrove

environment

I can:

state the independent variable in an investigation

and give the range of values it will take

I can:

state the dependent variable in an investigation

and describe how it will be measured

I can:

list the control variables and explain how they

will be controlled

I can:

make scientific predictions and formulate

hypotheses

I can:

describe how apparatus must be set up during

experimental work and give the steps in the

practical procedure

I can:

explain how to work ethically and safely during

investigations

I can:

present data in a single table of results which is

large enough for all of your data and the results

of any calculations

I can:

present data in the form of clear and accurate

charts, graphs or drawings

I can:

identify any sources of error or anomalous results

and suggest reasons for these

I can:

make informed judgements on your confidence in

your conclusions

I can:

describe the patterns or trends in my results and

give scientific explanations for these