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Level 2
Unit No:
Guided learning hours:
48 hours

Assessment Guidance

Portfolio of Evidence.

Unit Learning Outcomes


Be able to investigate energy transformations.

Learning Outcome 1: Indicative Content

Learners might start by locating energy transformations found in their own environment, such as the workplace. They could then move on to considering the useful and non-useful energy transformations within these and think about how non-useful transformations might be minimised.

Assessment Criteria

  • 1.1
    Carry out practical investigations that demonstrate how various types of energy can be transformed.


Know properties and applications of waves and radiation.

Learning Outcome 2: Indicative Content

Learners might research trends and patterns in the electromagnetic spectrum and try to explain these. They might go on to develop comparisons between communication systems used in the workplace such as radio waves and light waves or wired and wireless communications.

Assessment Criteria

  • 2.1
    Describe the trends and patterns in the electromagnetic spectrum.
  • 2.2
    Give examples of radio and light radio waves being used in communication.


Know properties and applications of ionising radiations.

Learning Outcome 3: Indicative Content

Learners could think about any ionising radiations they have come across in their everyday lives including the workplace and research others to develop an understanding of the different types and their uses. Further work should consider the benefits and drawbacks of using ionising radiations.

Assessment Criteria

  • 3.1
    Describe different types of ionising radiations.
  • 3.2
    Identify one application of each of the ionising radiations in the modern world.
  • 3.3
    Describe the benefits that using ionising radiations brings to the modern world.


Know how electrical energy that is generated from different sources can be transferred to electric circuits in the home and industry.

Learning Outcome 4: Indicative Content

Learners could research energy resources used in the UK and investigate the resources used to generate electricity in their home, college and workplace. They should research how a resource is used for electricity generation and compare this to how another resource is used, e.g. nuclear and wind power, in terms of efficiency and environmental impact.

Assessment Criteria

  • 4.1
    Describe methods of generating electricity from different energy sources.
  • 4.2
    Describe the stages involved in transferring electrical energy from a power station to homes or industry.


Know the components of the solar system and the way the universe is changing.

Learning Outcome 5: Indicative Content

Learners could research to improve their understanding of the components and structure of the solar system. They should investigate any patterns and trends in this information and data and develop their own ideas as to the dynamic nature of the solar system, possibly making predictions as to the future of the solar system.

Assessment Criteria

  • 5.1
    Explain the structure of the universe and our solar system.
  • 5.2
    Identify trends and patterns in given quantitative data about the components in the solar system.
  • 5.3
    Identify evidence that shows the dynamic nature of the universe.


Know the methods used to explore space.

Learning Outcome 6: Indicative Content

Learners might express their knowledge of the methods used to explore space and research to find further examples. They could focus on one element of space explorations, e.g. space shuttles, radio telescopes, and weigh up the pros and cons of such a space exploration method.

Assessment Criteria

  • 6.1
    Describe different methods used to observe the universe.

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