Science KS3 | Years 7 to 8
Subject Content
Year 7
Excitement and engagement to promote awe and wonder is the focus of our KS3 science curriculum. We want students to develop their love of science which they bring from KS2 and home and become the best scientists that they can be. Our curriculum is based around practical investigations, in Biology, Chemistry and Physics, and ‘finding things out for yourself’.
This is achieved in Year 7 through the study of 10 different topics across all three of the science disciplines.
Term One
- Introduction to Science
- Organisation | Movement and cells
- Matter | Particle model and separating mixtures
- Forces | Speed and gravity
Term Two
- Reactions | Acids and alkalis, and metals and non-metals
- Energy | Energy costs and energy transfer
- Electromagnets | Potential difference, resistance, and current
Term Three
- Ecosystem | Interdependence and plant reproduction
- Genes | Variation and human reproduction
- Earth | Earth's structure and the universe
Learning Sequence | Year 7
This is a breakdown of the topics taught during the academic year in science. Each learning episode could take a single lesson or multiple lessons depending on the content and the individual needs of a class.
Students will have access to information about each topic through their Google Classrooms, which parents can access. This will include knowledge organisers, lesson resources, assessment notifications, revision guidance and any other helpful information.
Recall is particularly important in order to be successful in science, and we recommend that regular engagement with homework will support the long-term retention of scientific knowledge.
If you have any questions regarding the content of the KS3 Science Course, please feel free to contact your child’s class teacher, who will be happy to answer any questions.
Y7 |
Term |
Topic Order |
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Autumn |
Intro to Science |
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Matter 1 |
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Organisms 1 |
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Forces 1 |
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Spring |
Earth 1 |
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Energy 1 |
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Matter 2 |
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Summer |
Electricity 1 |
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Genes 1 |
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Ecosystems 1 |
Topic : Introduction to Science
Learning Episode |
Learning Intentions |
Key Questions |
Expectations and The Science Lab |
Explain why we use Science Labs |
Why are science lessons conducted in a science lab rather than a normal classroom? |
What is risk? |
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Identify key lab rules |
What are the basic lab rules and why should we follow them? |
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Identify key scientific equipment |
Why do we have specialised science equipment? |
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Identify key scientific equipment |
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Hazards, risks and precautions |
Identify risks and precautions |
What is a hazard? |
What is a precaution? |
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Using a Bunsen burner safely |
Recall how to safely light and use a bunsen burner |
What is a Bunsen Burner? |
Which flame is the safety flame? |
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Which flame is used for heating? |
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What precaution should you take when using a Bunsen Burner? |
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Heating water safely |
Safely heat water using a bunsen burner |
What are the conventions for recording results? |
How do you correctly read a thermometer? |
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The scientific method |
Understand what Scientists do |
What do scientists do? |
Recall key aspects of the Scientific Method |
What is an observation? |
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What is a hypothesis? |
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What is a prediction? |
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Why are conventions used in science? |
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What are the sections in a lab report? |
Topic Matter 1: Particle Model and Separating Mixtures
Learning Episode |
Learning Intentions |
Key Questions |
The particle model |
Describe what the particle model of matter is |
What is a particle? |
What is a pure substance? |
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What is a mixture? |
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Explain the properties of different materials based on the arrangement and movement of particles |
What is a property? |
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What three factors do the properties of a substance depend on? |
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What is density? |
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States of matter |
Describe the properties of solids liquids and gases using the particle model |
Name the three states of matter |
Name the state(s) of matter that can be compressed |
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Name the state(s) of matter that can flow |
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Describe the shape of a solid |
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Describe the shape of a liquid |
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Describe the shape of a gas |
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Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles |
Describe the arrangement of particles in a solid |
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Describe the arrangement of particles in a liquid |
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Describe the arrangement of particles in a gas |
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Describe the movement of particles in a solid |
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Describe the movement of particles in a liquid |
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Describe the movement of particles in a gas |
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Explain the properties of a solid |
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Explain the properties of a liquid |
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Explain the properties of a gas |
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Melting and freezing |
Describe simply how changes of temperature or state can be described in terms of particles transferring energy |
What do we call the state change from solid to liquid? |
What do we call the state change from liquid to solid? |
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Describe in terms of energy transfer what happens when a substance melts |
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Describe in terms of energy transfer what happens when a substance freezes |
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Which substance does not follow the pattern of becoming less dense as it melts? |
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Recognise the state of a substance in relation to its melting and boiling point |
What state is a substance above its melting point? |
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What state is a substance below its melting point? |
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What state is a substance above its boiling point? |
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What state is a substance below its boiling point? |
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Explain changes of state in terms of changes to the energy of the particles |
Describe what happens as a substance melts |
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Describe what happens as a substance freezes |
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Why does the mass of a substance remain constant during boiling and melting? |
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Boiling |
Describe simply how changes of temperature or state can be described in terms of particles transferring energy |
Why do substances boil at different temperatures? |
What is the boiling point of a substance? |
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What happens to the total mass of steam and water as the water boils? |
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Recognise the state of a substance in relation to its melting and boiling point |
What is the boiling point of water? |
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What state of matter is water at 20 degrees? |
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How can you identify the boiling point of a substance on a graph? |
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Explain changes of state in terms of changes to the energy of the particles |
Describe what happens as a substance boils |
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Why does water bubble when it boils? |
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More state changes |
Describe the difference between boiling and evaporation |
At what temperature does boiling occur? |
At what temperature does evaporation occur? |
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Why can evaporation occur at any temperature? |
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Describe simply how changes of temperature or state can be described in terms of particles transferring energy |
How does sweating cool you down? |
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Describe what happens during condensation |
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What is sublimation? |
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Diffusion |
Use the particle model to explain diffusion Use the particle model to explain diffusion |
In which states of matter can diffusion occur? |
What is meant by concentration? |
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Define diffusion |
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State the three factors that affect diffusion |
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How does temperature affect diffusion? |
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Why does diffusion happen more quickly at higher temperatures? |
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How does particle size affect diffusion? |
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Why do larger particles diffuse more slowly than smaller particles? |
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How does the state of matter affect diffusion? |
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Why does diffusion happen more quickly in gases? |
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Investigating diffusion |
Making a prediction about effect of temp on diffusion & testing |
What is the independent variable? |
What is the dependent variable? |
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What do your results tell you? |
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Gas Pressure |
Use words to explain gas pressure simply |
As gas particles move, what do they collide with? |
What do the collisions exert? |
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What do we call the force per unit area of the collisions? |
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If you increase the number of gas particles in a balloon what happens? |
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What happens to the gas pressure if you increase the number of gas particles in a solid container? |
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Explain unfamiliar observations about gas pressure in terms of particles |
Why would a balloon burst on a hot day? |
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Why would a bottle of air collapse in a freezer? |
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Explain how temperature affects gas pressure in containers |
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Inside particles |
Describe what an atom is |
Define an atom |
Define an element |
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Define a compound |
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Describe some difference between elements and compounds |
Define a molecule |
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Is carbon dioxide an element or compound? Why? |
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Is hydrogen an element or compound? Why? |
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Pure substances and mixtures |
State the properties of a pure substance |
What is a pure substance? |
Describe the particles in a pure substance |
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Are elements or compounds examples of a pure substance? |
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Name four common substances that are mixtures |
What is a mixture? |
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What can a mixture contain? |
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Give four examples of mixtures |
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Explain how to use melting temperatures to identify pure substances. |
Describe the melting point of a pure substance |
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Describe the melting point of a mixture |
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Solutions |
Describe solutions using key words |
Define solute |
Define solvent |
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Define solution |
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Define dissolve |
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Explain how substances dissolve using the particle model. |
Describe the arrangement of particles when sugar dissolves in water |
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Describe the movement of particles when sugar dissolves in water |
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Solubility |
Explain the meaning of solubility Explain the meaning of solubility |
What does soluble mean? |
What does solubility mean? |
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Which is more soluble, sugar or salt? |
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What is a saturated solution? |
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What does insoluble mean? |
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Give an example of a substance that is insoluble in water |
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Use solubility curves to explain observations about solutions |
Can you dissolve more sugar in hot or cold water? |
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What is a solubility curve? |
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Do all substances have the same solubility curve? |
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Filtration |
State why it is possible to separate mixtures |
Why are mixtures easy to separate? |
Why can you not separate compounds? |
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State why filtration works to separate a particular mixture |
State what equipment is needed to carry out filtration |
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Define filtrate |
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Define residue |
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Choose when to use filtration to separate mixtures. |
State the two types of mixtures that can be separated by filtration |
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Explain how filtration separates a liquid from an insoluble solid |
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Explain how filtration separates a solution from an insoluble solid |
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Evaporation and distillation |
State why evaporation works to separate a particular mixture |
What can be separated by evaporation? |
Describe how to carry out evaporation |
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State why distillation works to separate a particular mixture |
What can be separated by distillation? |
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Choose the most suitable technique to separate a mixture of substances. |
What separation technique would you use to separate the salt from seawater? |
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What separation technique would you use to separate the water from seawater? |
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Chromatography |
Describe how chromatography separates substances |
Why do some substances move further up the chromatography paper than others? |
Why do some substances stay towards the bottom of chromatography paper more than others? |
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What is formed as a result of chromatography? |
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Use evidence from chromatography to identify unknown substances in mixtures. |
How can chromatography identify mixtures? |
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How can we tell if a substance is the same as another substance from chromatography? |
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How can we tell if a substance is different from another substance from chromatography? |
Topic Organisms 1: Movement and cells
Learning Episode |
Learning Intentions |
Key Questions |
Levels of organisation |
Define tissues, organs, and organ systems |
What is a tissue? |
What is an organ? |
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What is an organ system? |
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State examples of tissues, organs, and organ systems |
Give two examples of a tissue |
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Give two examples of an organ |
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Give two examples of an organ system |
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Give the functions of two organ systems |
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Explain the hierarchy of organisation in a multicellular organism. |
What is the smallest part of a multicellular organism? |
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Explain how multicellular organisms are organised |
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Skeletons |
Describe the functions of the skeleton |
What are bones? |
State the four functions of the skeleton |
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Explain how the properties of bones link to their function in the body |
Explain how the skeleton supports the body |
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Explain how the skeleton protects vital organs |
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Explain how the skeleton helps us move |
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Explain how the skeleton makes blood |
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The Human Skeleton |
Name key features of a human skeleton |
How many bones make up an adult human skeleton? |
Why do babies have more bones than adults? |
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Name the main bones of the skeleton |
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Movement: Joints |
State where joints are found in the body |
What are joints? |
Are all joints flexible? |
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Describe the structure and function of joints |
Name the three types of joint |
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Which of the joints allow movement? |
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What reduces friction in a joint? |
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What connective tissue joins the two bones together? |
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Explain how to measure the force exerted by different muscles. |
What are the units of force? |
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What equipment would you need to measure the force exerted? |
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Movement: Forces for Lifting Investigation |
Apply learning from Joints to practical experiment |
What parts of our arm do we use to lift a weight? |
How will increasing the mass an arm is lifting affect the force needed? |
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Can you name the independent variable in this experiment? |
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Can you name the dependent variable in this experiment? |
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Movement: Muscles |
Describe the function of major muscle groups |
What are muscles? |
What are muscles made from? |
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State the function of the muscles in the upper arm |
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State the function of the thigh muscles |
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State the function of the neck muscles |
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Explain how antagonistic pairs of muscles create movement |
What do muscles do? |
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What connects muscles to bones? |
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What happens when a muscle contracts? |
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What do we call a pair of muscles? |
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Why do muscles work in pairs? |
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Explain why some organs contain muscle tissue. |
Name two organs that contain muscle tissue |
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Explain why the heart contains muscle tissue |
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Explain why the gut contains muscle tissue |
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Observing cells |
State what a cell is |
What is a cell? |
Why can we not see individual cells with our eyes? |
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What do we need to use to see a cell? |
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Explain how to use a microscope to observe a cell. |
State the main parts of a microscope |
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State the equation to calculate total magnification |
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Explain how to observe a cell using a microscope |
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Plant and animal cells |
Match cell components to their functions |
What is an organelle? |
State the function of the cell membrane |
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State the function of the cytoplasm |
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State the function of the nucleus |
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State the function of the mitochondria |
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State the function of the cell wall |
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State the function of the chloroplasts |
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State the function of the permanent vacuole |
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Identify a similarity and a difference between plant and animal cells |
Name the four organelles found in both animal cells and plant cells |
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Compare the similarities and differences between plant and animal cells. |
Name the three organelles found only in plant cells |
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Explain why plant cells chloroplasts |
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Specialised cells |
Name some examples of specialised plant and animal cells |
What is a specialised cell? |
Name three specialised animal cells |
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Name two specialised plant cells |
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Describe examples of specialised plant and animal cells |
What is the function of a nerve cell? |
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How are nerve cells specialised? |
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What is the function of a red blood cell? |
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How are red blood cells specialised? |
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What is the function of a sperm cell? |
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How are sperm cells specialised? |
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What is the function of a root hair cell? |
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How are root hair cells specialised? |
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What is the function of a palisade cell? |
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How are palisade cells specialised? |
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Onion slide Investigation |
Prepare a microscope slide and observe onion cells. |
What equipment do you need to prepare a microscope slide? |
Why do we need a stain to see the parts of an onion cell under the microscope? |
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Movement of substances |
Name some substances that move into and out of cells |
Name two substances that move into cells |
Name one substance that moves out of cells |
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Name the process by which substances move into and out of cells |
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Define concentration |
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Describe the process of diffusion. |
What is needed for diffusion to occur? |
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Describe diffusion |
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Unicellular organisms |
Identify structures in an amoeba and a euglena |
Name two unicellular organisms |
Name the organelles found in a Amoeba |
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Name the organelles found in a Euglena |
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Describe a unicellular organism |
What does the term unicellular mean? |
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Explain how unicellular organisms are adapted to carry out different functions. |
How do both Amoebas and Euglenas reproduce? |
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How do Amoebas move? |
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How do Euglenas move? |
Topic Forces 1: Speed and Gravity
Learning Episode |
Learning Intentions |
Key Questions |
Introduction to forces |
State the unit of force |
What is a force? |
What is the unit of force? |
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What do we use to measure forces? |
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Describe what forces do |
What are the three things forces can do? |
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What is a contact force? |
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What is a non-contact force? |
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Give an example of a contact force |
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Give an example of a non-contact force |
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Describe what is meant by an interaction pair. |
What is an interaction pair? |
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Give an example of an interaction pair. |
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Balanced and unbalanced forces |
Describe the difference between balanced and unbalanced forces |
What are balanced forces? |
What are unbalanced forces? |
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What is meant by the resultant force? |
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Describe situations that are in equilibrium |
What does equilibrium mean? |
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Describe the motion of objects in equilibrium |
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Give an example of an object in equilibrium |
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Explain why the speed or direction of motion or objects can change. |
Describe the forces as an object changes speed or direction |
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Describe the resultant force as an object changes speed or direction |
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Speed |
Calculate speed |
State the equation used to calculate speed |
State the units used in the equation to calculate speed |
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Give two examples of units used for speed in day to day life |
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Define average speed |
Define average speed |
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Why is average speed useful? |
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Describe relative motion. |
What is relative speed? |
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What is the relative speed of two cars, both travelling in the same direction at 30mph? |
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What is the relative speed of two cars travelling towards each other, both at 40mph? |
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Distance-time graphs |
Interpret distance–time graphs |
What is represented on the x-axis of a distance time graph? |
What is represented on the y-axis of a distance time graph? |
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What do distance time graphs show us? |
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What does a horizontal line on a distance time graph tell us? |
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What does a sloped line on a distance time graph tell us? |
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What does a curved line on a distance time graph tell us? |
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Calculate speed using a distance–time graph |
How do you calculate speed from a distance time graph? |
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What term can be used to describe the slope of the line? |
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What does a steeper gradient tell us? |
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Define acceleration. |
Define acceleration |
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What do we call slowing down? |
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Investigating the average speed of a trolley |
Plan an investigation into the factors affecting speed of a trolley. |
What is the independent variable? |
What is the dependent variable? |
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Analyse results from investigation |
What do your results tell you? |
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Gravity |
Describe the effects of a field |
What is a gravitational field? |
What force does mass experience in a gravitational field? |
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How are mass and weight different? |
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Describe the effect of gravitational forces on Earth and in space. |
What is the gravitational field strength on Earth? |
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How is weight calculated? |
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What does the strength of a gravitational field depend on? |
Topic Earth 1: Earth structure and The Universe
Learning Episode |
Learning Intentions |
Key Questions |
The structure of the Earth |
Name the three rock layers of the Earth |
What is the outer layer of the Earth called? |
What is the middle layer of the Earth called? |
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What is the Centre of the Earth called? |
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Compare the layers of the Earth. |
What is molten rock called when it is under the Crust? |
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What is molten rock called when it is above the Crust? |
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What is the inner core made of? |
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Sedimentary rocks |
Describe how sedimentary rocks are formed |
What are the 3 types of Weathering? |
What conditions are needed for Freeze-Thaw weathering? |
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How are rocks moved from the original rock to the sea bed? |
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Explain the properties of sedimentary rocks |
How are fossils formed? |
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From what materials are Coal, Oil and Gas formed? |
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Why are there layers in sedimentary rock? |
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Igneous rocks |
Describe how igneous rocks are formed |
What liquid is needed to create igneous rock |
Where are igneous rocks typically formed? |
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Explain the properties of igneous rocks. |
Are igneous rocks hard or soft? |
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Name some igneous rocks |
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What affects the size of the crystals in igneous rocks? |
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The rock cycle |
List the processes that interconvert sedimentary, igneous and metamorphic rocks |
How are rocks moved from the mountains to the sea floor? |
How are sedimentary rocks changed to Metamorphic rocks? |
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How are metamorphic rocks changed into Igneous rocks? |
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Construct a labelled diagram to explain the processes of rock formation. |
How are igneous rocks changed to sedimentary rocks? |
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What forms rock at the sea bed? |
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How is rock formed at the sea bed? |
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Ceramics |
Describe the properties of ceramics |
What is the raw material for making ceramics? |
What must happen to this raw material to turn it into a plate or cup? |
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What properties do Ceramics have? |
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Explain the properties of a substance. |
What does Brittle mean? |
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What is a property? |
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Investigating crystal size |
Plan and carry out an investigation into the formation of crystals |
When molten rock cools slowly what size crystals does it form? |
When molten rock cools quickly what size crystals does it form? |
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What is the independent variable in this investigation? |
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The night sky |
Describe the objects that you can see in the night sky |
What is the name of Earth's only natural satellite? |
What can artificial satellites be used for? |
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What is the name of the space station? |
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Describe the structure of the Universe. |
What is the smallest object: Star, Planet, Galaxy, Solar system |
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What is the name of our galaxy? |
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What shape is The Milky Way? |
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The solar system |
Name the objects in the Solar System |
Which Planet is closest to the Sun? |
Which planet is furthest from the Sun? |
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Which planets are the gas giants? |
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Describe some similarities and differences between the planets of the Solar System. |
Which are the only 2 planets without moons? |
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Which is the coldest planet? |
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Which is the hottest planet? |
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What is a light year? |
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The Earth |
Explain the motion of the Sun, stars, and Moon across the sky |
How long does it take for the Earth to rotate around the Sun? |
How long does it take for the Earth to rotate on its axis? |
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What is an orbit? |
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Explain why seasonal changes happen. |
What are the names of the four seasons? |
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Why does the Earth have 4 seasons? |
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The Moon |
Name some of the phases of the Moon |
Does the moon spin on its axis? |
Does the moon orbit the Earth? |
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What do we call the phase when the whole moon is visible? |
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Describe the appearance of the Moon and planets |
Are the moon phases the same everywhere on Earth? |
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What shape is the moon? |
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What do Mars and Jupiter look like to the naked eye from Earth? |
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Explain why you see phases of the Moon. |
Are the moon phases caused by shadows of the Earth? |
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Why do we see moon Phases? |
Topic Energy 1: Energy Costs and Energy Transfer
Learning Episode |
Learning Intentions |
Key Questions |
Foods and fuels |
Compare the energy values of food and fuels |
What is the unit of energy? |
How many joules are in 1 kilojoule? |
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Give three examples of fuels |
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What is needed to release the energy from both food and fuels? |
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Compare the energy in foods and fuels with the energy needed for different activities. |
Which needs more energy per hour, sleeping or relaxing? |
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Who would need more energy, an athlete or an average person? |
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What happens if you take in more energy than you need? |
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Energy resources |
Describe the difference between a renewable and a non-renewable energy resource |
Name the three fossil fuels |
What are oil and gas formed from? |
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What is coal formed from? |
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Why are fossil fuels considered non-renewable? |
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What does renewable mean? |
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Name the seven renewable energy resources |
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Describe how electricity is generated in a power station. |
What is burnt in a power station? |
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What is heated by the burning fuel? |
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What does the steam drive? |
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What does the turbine do? |
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What are the disadvantages of fossil fuel power stations? |
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Energy and power |
Explain the difference between energy and power |
What is power? |
What is the unit of power? |
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How is power calculated? |
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Describe the link between power, fuel use, and the cost of using domestic appliances. |
How can you calculate the cost of using an appliance? |
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Will an appliance with a high power rating cost more or less than an appliance with a low power rating? |
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How can you reduce the cost of an energy bill? |
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Energy adds up |
Describe energy before and after a change |
Name five stores of energy |
State the law of conservation of energy |
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What does the law of conservation of energy tell us? |
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Explain what brings about changes in energy. Explain what brings about changes in energy. |
Name the four ways energy is transferred |
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If you are in a car travelling at a constant speed, is the kinetic energy store of the car changing? |
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Why, when you bounce a ball, does it not bounce as high? |
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Energy dissipation |
Describe what dissipation means |
What is meant by energy dissipation? |
State the useful energy transfer when a toaster heats bread |
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State the dissipated energy when a toaster heats bread |
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Calculate useful energy and dissipated energy |
How can you calculate the wasted energy, or energy dissipated, by an appliance? |
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Calculate the energy dissipated if 100J of energy is transferred from the burning of fuel in a car, 40J of which goes to the kinetic energy store. |
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How can you calculate the efficiency of an appliance? |
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Calculate the efficiency of a car that transfers 100J of energy from fuel, of which 40J is transferred to the kinetic store |
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Explain how energy is dissipated in a range of situations. |
How can friction cause energy to be dissipated? |
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How can energy be dissipated in a wire? |
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How can insulation reduce energy dissipation? |
Topic Matter 2: Elements and the Periodic Table
Learning Episode |
Learning Intentions |
Key Questions |
Elements |
State what an element is |
What is an element? |
Is an element a pure substance or impure substance? |
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Recall the chemical symbols of fifteen elements. |
What are chemical symbols? |
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What are the chemical symbols of the first 15 elements on the periodic table? |
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Atoms |
State what atoms are |
What are atoms? |
What is a sheet of pure Aluminium atoms made of |
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Compare the properties of one atom of an element to the properties of many atoms. |
Do single atoms of an element have the same properties as the element? |
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Compare the properties of individual gold atoms to that of the gold element |
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Compounds |
Represent elements, mixtures, and compounds using particle diagrams |
What is a compound? |
What is a molecule? |
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What is a mixture? |
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Explain why a compound has different properties to the elements in it. |
Are mixtures pure or impure substances? |
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Why does liquid water have a higher boiling point than liquid hydrogen |
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Give examples of diatomic molecules |
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Chemical formulae Chemical formulae |
Write the chemical names for some simple compounds |
How many atoms of carbon and oxygen are there in carbon dioxide? |
What is the second word of the name of compounds made from just oxygen and another element? |
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What elements are always included in a hydroxide? |
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Write and interpret chemical formulae. Write and interpret chemical formulae. |
What does a chemical formula show? |
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What elements are always included in a Nitrate? |
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What elements are always included in a Sulfate? |
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What elements are always included in a Carbonate? |
||
What is the formula for Sodium Hydroxide? |
||
What is the formula for Sodium Nitrate? |
||
What is the formula for Copper Sulfate? |
||
What is the formula for Calcium Carbonate? |
||
Polymers |
Describe polymer properties |
What are polymers? |
Give examples of natural polymers |
||
Give examples of synthetic polymers |
||
Explain how polymer properties make them suitable for their uses. |
Explain why methane melts at a lower temperature than poly(ethene) |
|
Why is High Density Poly(ethene) suitable to be used in artificial knee replacements? |
||
The Periodic Table |
Use patterns to predict the properties of elements |
What does the periodic table show? |
How are elements organised? |
||
Compare patterns in properties in the groups and periods of the Periodic Table. |
Where are all the gasses found on the periodic table? |
|
What happens to the melting point as you go down group 1? |
||
What happens to boiling point as you go down group 7? |
||
The elements of group 1 |
Interpret data to describe patterns in properties of the Group 1 elements |
What is another name for the elements in group one? |
Are the elements in group 1 metals or non-metals? |
||
Do group one elements have higher or lower melting points than most other metals? |
||
Use patterns to predict properties of Group 1 elements. |
Describe trends for melting and boiling points for group one metals as you go down the group |
|
What is produced when group one metals react with water? |
||
As you go down the group, are the reactions more or less vigorous? |
||
The elements of group 7 |
Use patterns to predict properties of Group 7 elements |
Are the elements of group 7 metals or non-metals? |
What is another name for the elements of group 7? |
||
Describe trends for melting and boiling points for group 7 elements as you go down the group |
||
Describe displacement reactions. |
Do reactions get more or less vigorous as you go down the group? |
|
What are displacement reactions? |
||
The elements of group 0 |
Describe the physical and chemical properties of Group 0 elements |
Are group 0 elements metals or non-metals |
What is another name for group 0 elements? |
||
What state are group 0 elements in at room temperature? |
||
Use patterns to predict properties of Group 0 elements. |
Describe the trend of boiling points in group 0 elements as you go down the group |
|
Do Noble gases get more or less reactive as you go down the group? |
||
How reactive are group 0 elements? |
Topic Electricity 1: Potential difference, resistance and current
Learning Episode |
Learning Intentions |
Key Questions |
What is a Circuit? |
Describe the key components of a circuit |
What is needed to build a circuit? |
What are the symbols of some key components? |
||
Explain the safe way of using electrical circuits |
How can we work with circuits safely? |
|
Conductors and insulators |
Define the key terms conductor and insulator |
What does the word conductor mean? |
What does the word insulator mean? |
||
Identify different insulating materials |
Name 3 different materials that act as insulators. |
|
Identify different conducting materials |
What type of materials make the best conductors? |
|
Name 3 different materials that can conduct electricity. |
||
Potential difference |
Use an analogy or model to explain potential difference |
What is the unit for potential difference? |
How do you measure the p.d. in a circuit? |
||
Draw circuit diagrams and make circuits that measure potential difference |
Draw a circuit diagram using a cell, lamp, switch and voltmeter. |
|
Explain how potential difference affects the way components work. |
What happens to the brightness of the lamp when the supply p.d. is increased? |
|
Series and parallel circuits |
Describe the potential difference across components in series and parallel circuits |
Draw a series circuit with a cell, switch, 3 bulbs. |
Draw a parallel circuit with a battery, switch, 3 resistors. |
||
Which piece of equipment do we use to measure potential difference? |
||
Make series and parallel circuits from circuit diagrams. |
Which circuit has the lower resistance, series or parallel |
|
How do you place a voltmeter in a circuit? |
||
How do you place an ammeter in a circuit? |
||
Current |
Describe what is meant by current |
What is current? |
What is the unit for current? |
||
What piece of equipment do we use to measure current? |
||
Describe what happens to current in series and parallel circuits |
Describe in terms of current, why bulbs in series are dimmer than bulbs in parallel. |
|
How is current distributed in a series circuit? |
||
How is current different in a parallel circuit? |
||
Describe what happens to current when you change components in a circuit. |
What happens to current if you double the number of bulbs in a series circuit? |
|
What happens to current if you increase the number of cells in a series circuit? |
||
In a parallel circuit with 2 branches, if the current leaving the battery is 3 amps, how many amps will pass through each branch? |
||
Resistance |
Use a formula to calculate resistance |
What is the unit and unit symbol for resistance? |
What is the formula for resistance using p.d. and current? |
||
Make circuits and describe what components with resistance do |
What happens to the brightness of the bulb/s when the resistance is decreased? |
|
What happens to the brightness of the bulb when the p.d. is increased. |
||
Explain how resistance affects the way components work - use a model or analogy to explain resistance. |
What might happen to the motor in a hairdryer if the resistance is increased? |
|
In general does increasing resistance speed up or slow down components? |
||
Using the analogy of a river, how could you increase "resistance" in the river? |
||
Resistance Investigation |
Investigate how the thickness of a wire affects resistance in a circuit |
What is the independent variable in this investigation? |
What things will you need to record in this investigation to work out the resistance of each wire? |
||
What are the control variables? |
||
Charging up |
Describe the properties of an electric field |
What are the three subatomic particles and what are their charges? |
Can you see an electric field? |
||
What is an electric field? |
||
State how charged objects interact |
What is an insulator? |
|
What is a conductor? |
||
Describe what happens when charged objects are placed near to each other |
How do like charges interact? |
|
How do unlike charges interact? |
||
Why does your hair stand up when using the Van der graaf generator? |
||
Use a sketch to describe how an object becomes charged up. |
What can you do to a balloon to give it charge? |
|
When you rub a balloon on a jumper what is being transferred from one to the other? |
||
What happens to a charged object if it comes into contact with another charged object? |
Topic Genes 1: Variation and Human Reproduction
Learning Episode |
Learning Intentions |
Key Questions |
Variation |
Describe how variations in species occur |
What does the word variation mean? |
What kinds of variation are there? |
||
What is the name of our species? |
||
Describe the difference between environmental and inherited variation. |
What causes inherited variation? |
|
What causes environmental variation? |
||
Continuous and discontinuous |
Describe the difference between continuous and discontinuous variation |
What can we measure using a range? |
What can we not measure using a range of values? |
||
Represent variation within a species using graphs. |
When would we use a line graph? |
|
When would we use a bar chart? |
||
Adapting to change |
Describe how organisms adapt to environmental changes |
What adaptations do animals have in the cold? |
Why do plants lose their leaves in the winter? |
||
Describe how competition can lead to adaptation. |
What can birds do in the seasonal changes? |
|
What do bears do to survive long stretches of low food? |
||
Arm span Investigation |
Enquire: Use appropriate techniques to collect data |
What are our variables today? |
Analyse: present observations and data using appropriate methods, including tables and graphs |
What type of data will be generated from this practical? |
|
Adolescence |
State the difference between adolescence and puberty |
What does the term adolescence mean? |
What does the term puberty mean? |
||
Describe the main changes that take place during puberty. |
What changes happen to girls during puberty? |
|
What changes happen to boys during puberty? |
||
Reproductive systems |
Describe the main structures in the male and female reproductive systems |
What is the female reproductive system designed to do? |
What is the male reproductive system designed to do? |
||
How many ovaries are in the female reproductive system? |
||
Describe the function of the main structures in the male and female reproductive systems. |
What are the important structures in these two body systems? |
|
Fertilisation and implantation |
Describe the structure and function of gametes |
What is a gamete? |
Name the two gametes in humans. |
||
How does an egg cell move down the oviduct? |
||
Describe the process of fertilisation. |
What is fertilisation? |
|
What is the cell called that is made after fertilisation? |
||
What is implantation? |
||
Development of a foetus Development of a foetus |
Describe what happens during gestation |
What does gestation mean? |
How long does gestation last in humans? |
||
After 8 weeks in the uterus what is the growing "baby" referred to as? |
||
Describe what happens during birth. |
What is the average time at which birth happens in humans? |
|
What happens to the cervix during birth? |
||
What happens to the muscles in the wall of the uterus during birth? |
||
How is the baby attached to the placenta? |
||
The menstrual cycle |
State what the menstrual cycle is |
State the approximate length of the menstrual cycle. |
What organ is menstruation mostly linked with? |
||
When does the menstrual cycle start? |
||
Describe the main stages in the menstrual cycle. |
What is meant by ovulation? |
|
What happens on day 1 of the menstrual cycle? |
||
What happens on approximately day 14 of the menstrual cycle? |
Topic Ecosystems 1: Interdependence and Plant Reproduction
Learning Episode |
Learning Intentions |
Key Questions |
Food chains and webs |
State what food chains and food webs are |
What is the difference between a food web and a food chain? |
What do the arrows show in a food chain and a food web? |
||
Describe what food chains and food webs show |
What do the arrows show in a food chain and a food web? |
|
Combine food chains to form a food web. |
What is interdependence? |
|
Disruptions to food chains and webs |
State factors that affect the population of a species |
Name 3 factors that affect the population of a species. |
Explain how toxic materials can accumulate in a food web and affect populations |
What does "toxic" mean? |
|
What does the word bioaccumulation mean? |
||
Which population in a food web is affected worst by bioaccumulation? |
||
Explain the importance of insect pollinators to food supplies. |
What is pollination? |
|
What would be the effect of a reduction in the number of bees on plants? |
||
Ecosystems |
State what is meant by ecosystem, community, habitat, environment, and niche |
Which contains more organisms, an ecosystem or a community? |
Name 2 different types of ecosystem. |
||
What is a niche? |
||
Describe how different organisms coexist within an ecosystem. |
What is symbiosis? |
|
What is mutualism? |
||
What is parasitism? |
||
Competition |
List some resources that plants and animals compete for |
Name 3 things animals compete for. |
Name 3 things plants compete for. |
||
Describe the interaction between predator and prey populations. |
What happens to the number of rabbits in a habitat if the number of foxes reduces? |
|
What happens to the number of rabbits in a habitat if the number of foxes increases? |
||
What happens to the number of dandelions if the number of foxes increases? |
||
Flowers and pollination |
State where a plant's reproductive system is found |
What organ does a plant use to reproduce? |
What is the name of the male gametes in a plant? |
||
What is the name of the female gametes in a plant? |
||
Name some methods of pollination |
Name two ways plants pollinate. |
|
Identify the structures of a flower and link their structure to their function |
What is the male part of a flower? |
|
What is the female part of a flower? |
||
Where is the pollen deposited during pollination? |
||
Describe the differences between wind-pollinated and insect-pollinated plants. |
Which type of plant has colourful flowers? |
|
Which type of plant has taller stamen? |
||
Why do they have taller stamen? |
||
Fertilisation and germination |
State what seeds and fruits are |
What is a seed? |
What is a fruit? |
||
State what is meant by fertilisation |
What is fertilisation? |
|
Describe what happens after the ovule is fertilised |
||
Describe the process of fertilisation and germination. |
What is germination? |
|
Which happens first in a plant's life cycle, fertilisation or germination? |
||
What two things emerge from a seed during germination? |
||
Seed dispersal |
State the ways seeds can be dispersed |
Describe 2 ways animals can disperse seeds |
Describe how a seed is adapted to its method of dispersal |
List 4 methods of seed dispersal |
|
Explain why seed dispersal is important to the survival of the parent plant and its offspring. |
What happens if seeds are not dispersed? |
|
Why is it good for the plant if seeds are dispersed widely? |
Year 8
In Year 8 through the study of 9 different topics across all three of the science disciplines.
Term One
- Waves | Sound and light
- Forces | Contact forces and Pressure
- Elements and the Periodic table
Term Two
- Energy | Work and heating and cooling
- Waves | Wave effects and Wave properties
- Reactions | Types of reaction and chemical energy
Term Three
- Earth | Climate and the Earth's resources
- Ecosystems Respiration and photosynthesis
- Organisms | Breathing and digestion
Learning Sequence | Year 8
This is a breakdown of the topics taught during the academic year in science. Each learning episode could take a single lesson or multiple lessons depending on the content and the individual needs of a class.
Students will have access to information about each topic through their Google Classrooms which parents can access. This will include knowledge organisers, lesson resources, assessment notifications, revision guidance and any other helpful information.
Recall is particularly important in order to be successful in Science, and we recommend that regular engagement with homework will support the long-term retention of scientific knowledge.
If you have any questions regarding the content of the KS3 Science Course please feel free to contact your child’s class teacher who will be happy to answer any questions.
Y8 |
Term |
Topic Order |
|
Autumn |
Waves 1 |
||
Reactions 1 |
|||
Spring |
Organisms 2 |
||
Forces 2 |
|||
Reactions 2 |
|||
Summer |
Organisms 3 |
||
Energy 2 |
|||
Earth 2 |
Topic Waves 1: Sound, Light, Wave effects and properties
Learning Episode |
Learning Intentions |
Key Questions |
What are waves? |
Compare transverse and longitudinal waves |
What is a wave? |
What is a transverse wave? |
||
What is a longitudinal wave? |
||
Sound waves and speed |
Describe how sound is produced and travels |
What is sound? |
How is sound produced? |
||
How does sound travel? |
||
Explain why the speed of sound is different in different materials |
What is the speed of sound in air? |
|
What is the speed of sound in water? |
||
Why does sound travel faster in water than air? |
||
Contrast the speed of sound and the speed of light. |
What is the speed of sound in air? |
|
What is the speed of light in air? |
||
Why does lightning reach us before thunder? |
||
Loudness and amplitude |
Describe the link between amplitude, loudness and energy |
What is amplitude? |
How does amplitude link to sound? |
||
What are the units for amplitude/loudness of sound? |
||
Explain observations where sound is reflected or absorbed by different media |
What happens when sound is reflected by a material? |
|
What happens when a sound is absorbed by a material? |
||
Frequency and pitch |
Describe what frequency of a wave is |
What is the frequency of a wave? |
What is the unit of frequency? |
||
Describe the link between frequency and wavelength |
What is the wavelength of a wave? |
|
What is the link between frequency and wavelength? |
||
Describe the link between frequency and pitch. |
What is the link between frequency and pitch? |
|
The ear and hearing |
Describe how the ear works |
What is the structure of the ear? |
How does the ear work? |
||
Describe how your hearing can be damaged. |
What is the human auditory range? |
|
How does the hearing range of humans compare to that of other animals? |
||
What is ultrasound? |
||
How can our ears be damaged? |
||
Modelling waves |
Use wave models to explain wave behaviour |
How do we model waves? |
Why do we use models when we talk about waves? |
||
Which of the models we've used are best? |
||
Describe what happens when waves superpose. |
What is superposing? |
|
What happens when waves meet? |
||
Microphones & loudspeakers |
Explain how a microphone and loudspeaker work. |
How does a microphone work? |
How does a loudspeaker work? |
||
Radiation and energy |
Describe the electromagnetic spectrum |
What makes up the electromagnetic spectrum? |
What do we use the waves of the electromagnetic spectrum for? |
||
Explain the effect of radiation on living cells. |
How does radiation affect our cells? |
|
Light |
Describe what happens when light interacts with materials |
How does light travel? |
How does light travel through different materials? |
||
Reflection |
Explain how images are formed in a plane mirror |
What happens when light is reflected from a mirror? |
How do we draw a ray diagram? |
||
What is the law of reflection? |
||
Explain the difference between specular reflection and diffuse scattering. |
What is specular reflection? |
|
What is diffuse scattering? |
||
Refraction |
Describe and explain what happens when light is refracted |
What is refraction? |
Why does refraction occur? |
||
Describe what happens when light travels through a lens. |
What is a convex lens? |
|
What is a concave lens? |
||
The eye and vision |
Describe how the eye works |
What is the structure of the eye? |
What is the function of the eye's components? |
||
How do we see? |
||
How does the retina use light energy? |
||
Understand how to correct vision. |
What is long sighted vision? |
|
What is short sighted vision? |
||
How are convex and concave lenses used to correct vision? |
||
Dispersion |
Explain what happens when light passes through a prism |
What is dispersion? |
What is a spectrum? |
||
What is the order of the light colours in a spectrum? |
||
Colours |
Describe how primary colours add to make secondary colours |
What are the primary colours in Science? |
What happens when the colours combine? |
||
Filters |
Explain how filters and coloured materials subtract light. |
How does the colour of a material and the colour of the light on it affect the colour we see? |
Topic Reactions 1: Acids, Alkalis, Metals and Non-metals
Learning Episode |
Learning Intentions |
Key Questions |
Chemical reactions |
Describe the characteristics of chemical reactions |
What happens during a chemical reaction? |
What observations can you make if a chemical reaction happens? |
||
Are chemical reactions easily reversible? |
||
Explain why chemical reactions are useful |
Name three substances that are made from chemical reactions |
|
Why is the transfer of energy by chemical reactions useful? |
||
Name a chemical reaction that is not useful |
||
Compare chemical reactions to physical changes. |
State an example of a physical change |
|
State two differences between chemical reactions and physical changes |
||
Acids and alkalis |
Recall the hazards of acids and alkalis and how to handle them safely |
What two hazard labels can acids and alkalis be labelled with? |
What can a corrosive substance do? |
||
What can an irritant do? |
||
How can you control the risks when using acids and alkalis? |
||
Name a common acid and alkali |
||
Describe differences between concentrated and dilute solutions of an acid |
What is meant by a concentrated acid? |
|
What is meant by a dilute acid? |
||
Why is vinegar safe to put on food even though it contains ethanoic acid? |
||
Compare the properties of acids and alkalis. |
Describe acids and alkalis |
|
Name a common substance that is acidic |
||
Name a common substance that is acidic |
||
Indicators and pH |
Identify acids, alkalis, and neutral solutions on the pH scale |
What is the pH scale? |
State the pH range of an acidic solution |
||
State the pH of a neutral solution |
||
State the pH of an alkaline solution |
||
Identify the best indicator to distinguish between solutions of different pH Identify the best indicator to distinguish between solutions of different pH |
What does neutral mean? |
|
What colour would red litmus turn in the presence of an alkali? |
||
What colour would blue litmus be in the presence of an acid? |
||
Why could you not use blue litmus paper to tell which is more acidic out of vinegar or stomach acid? |
||
Which indicator is best for distinguishing between solutions of different pH? |
||
What colour do acidic, neutral and alkaline solutions turn in universal indicator |
||
Acid strength |
Describe what factors affect the pH of a solution |
What happens to the particles of a strong acid when it dissolves in water? |
What happens to the particles of a weak acid when it dissolves in water? |
||
How are acid strength and concentration different? |
||
Name three strong acids and two weak acids |
Name three strong acids |
|
Name two weak acids |
||
Use data and observations to determine the pH of a solution and explain what this shows. |
Do more concentrated acids have a higher or lower pH than a less concentrated acid? |
|
If a strong and weak acid have the same concentration, which will have the lower pH? |
||
Neutralisation |
State what products are formed in the reaction between an acid and alkali |
What is a base? |
State three examples of bases |
||
What do we call a soluble base? |
||
What do we call the reaction between an acid and a base? |
||
What is produced during a neutralisation reaction? |
||
Explain how neutralisation reactions are used in different situations |
State two uses of neutralisation reactions |
|
Describe a method for making a neutral solution from an acid and an alkali. |
What indicator could you use to tell you how the pH is changing during a neutralisation reaction? |
|
How would you know when a neutral solution has formed? |
||
Making salts |
State which products are formed in the reaction between an acid and alkali |
State the general word equation for the neutralisation reaction between an acid and an alkali |
What is a salt? |
||
How do you name the salt formed? |
||
Choose the salts that form when acids react with metals or bases. |
What salts do hydrochloric acid form? |
|
What salts do nitric acid form? |
||
What salts do sulphuric acid form? |
||
What salt would be formed from the reaction of copper oxide and nitric acid? |
||
What salt would be formed from the reaction of hydrochloric acid and sodium hydroxide? |
||
More about elements |
Recall key information about the Periodic table and what it shows |
(Revision) What is an element? |
How many elements are there? |
||
How does the Periodic table group elements? |
||
What is the chemical symbol of an element? |
||
On which side of the Periodic table are metals? |
||
On which side of the Periodic table are non-metals? |
||
State key properties about specific elements |
Name the three magnetic elements |
|
Name the only metal that is liquid at room temperature |
||
Name the only non-metal that is liquid at room temperature |
||
State five properties of typical metals (when solid) |
||
State five properties of typical non-metals (when solid) |
||
Chemical reactions of metals and non-metals |
Name the substances formed when metals and non-metals react with oxygen |
What is a physical property? |
What is a chemical property? |
||
What substances are formed when metals and non-metals react with oxygen? |
||
Name the oxide formed when zinc reacts with oxygen |
||
Name the oxide formed when sulphur reacts with oxygen |
||
Classify the substances formed when metals and non-metals react with oxygen |
Describe the properties of a metal oxide at room temperature |
|
Describe the properties of a non-metal oxide at room temperature |
||
Describe an oxidation reaction with a word equation and a particle diagram. |
What is an oxidation reaction? |
|
Represent the oxidation of zinc with a word equation |
||
Represent the oxidation of sulphur with a word equation |
||
(Revision) What happens during a chemical reaction? |
||
Metals and acids |
State what is formed when metals react with acids |
What is produced when a metal reacts with an acid? |
How do you name the salt formed? |
||
Compare the reactions of different metals with dilute acids |
What would you observe when a metal reacts with acid? |
|
Do all metals react with acid in the same way? |
||
Which metal reacts more vigorously, magnesium or iron? |
||
Do all metals react with dilute acids? |
||
Describe a metal–acid reaction with a word equation and a particle diagram. |
What is the general word equation for the reaction between a metal and acid? |
|
What is formed when iron and hydrochloric acid react together? |
||
What is formed when magnesium and sulphuric acid react together? |
||
Metals and oxygen |
Name the substances formed when metals react with oxygen |
(Revision) What substances form when a metal reacts with oxygen? |
(Revision) What is an oxidation reaction? |
||
What would form when magnesium reacts with oxygen? |
||
Compare the reactions of different metals with oxygen |
Do all metals react with oxygen? |
|
Do all metals react in the same way with oxygen? |
||
List metals in order of their reactivity with oxygen |
||
Describe an oxidation reaction with a word equation and a particle diagram. |
What is the general word equation for the reaction between a metal and oxygen? |
|
Write a word equation to represent the reaction of zinc and oxygen |
||
Metals and water |
State what the reactivity series is and what it shows |
What metals can react with water? |
What is formed when a group 1 metal reacts with water? |
||
What is the reactivity series? |
||
Place an unfamiliar metal into the reactivity series based on information about its reactions with water. |
How can you place a metal in the reactivity series based on its reactions with water? |
|
Write a word equation to represent the reaction between potassium and water |
||
Metal displacement reactions |
Describe an oxidation, displacement, or metal–acid reaction with a word equation |
What is a displacement reaction? |
Which metal is more reactive, magnesium or copper? |
||
Will magnesium displace copper from its compound? |
||
Write a word equation to show the reaction between magnesium and copper sulphate |
||
What is more reactive, zinc or copper? |
||
Write a word equation to show the reaction between zinc and copper oxide |
||
When zinc displaces copper from copper oxide, what can we say has happened to the zinc? |
||
Place an unfamiliar metal into the reactivity series based on information about its reactions. |
Aluminium displaces iron from its compounds, which is more reactive? |
|
Write a word equation to show the reaction between aluminium and iron oxide |
||
The Reactivity Series RP |
Bring together all our learning on the reactivity of metals to design a series of experiments to discover the reactivity series of metals. |
What equipment will you need? |
What order would you do your experiments in? |
||
How would you record your results? |
||
Topic Organisms 2: Respiration and Photosynthesis
Learning Episode |
Learning Intentions |
Key Questions |
Aerobic respiration |
Describe the process of respiration state the word equation for aerobic respiration |
Where do we get our energy from? |
What do we use energy for? |
||
Where does respiration take place? |
||
State the word equation for aerobic respiration |
What is required for respiration to take place? |
|
How do oxygen and glucose get to our body cells? |
||
What are the products of respiration? |
||
How does carbon dioxide leave the body? |
||
Anaerobic respiration |
State the word equation for anaerobic respiration |
What are the reactants for anaerobic respiration? |
What are the products of anaerobic respiration in animals? |
||
Describe the differences between aerobic and anaerobic respiration. |
State the key differences in aerobic and anaerobic respiration |
|
When is anaerobic respiration useful? |
||
Fermentation |
Write the word equation for fermentation |
What are the reactants for fermentation? |
What are the products of Anaerobic respiration in plants and some microorganisms? |
||
Describe how bread, beer, and wine are made. |
What can fermentation be used for? |
|
What product of fermentation causes bread dough to rise? |
||
What product of fermentation creates the alcohol in beer and wine? |
||
Photosynthesis |
Describe the process of photosynthesis |
Name the part of a plant cell responsible for photosynthesis |
What is a producer? |
||
What is a consumer? |
||
State the word equation for photosynthesis. |
What are the reactants and products of photosynthesis? |
|
How does carbon dioxide enter the plant? |
||
How does water enter a plant? |
||
Leaves |
Describe the structure and function of the main components of a leaf |
How are leaves adapted to allow gaseous exchange? |
What is the role of the palisade layer? |
||
What is the role of the waxy cuticle? |
||
Explain the distribution of chloroplasts in a leaf. |
What is the role of chloroplasts? |
|
Why are there more chloroplasts on the top of a leaf? |
||
Why are chloroplasts not found in plant roots? |
||
Investigating photosynthesis |
Describe how to test a leaf for starch |
What is starch? |
Why is starch normally found in a leaf? |
||
What effect will keeping a plant in the dark have on starch levels in the leaf? |
||
State the factors affecting photosynthesis |
What is needed for photosynthesis to take place? |
|
What is the impact of putting a plant in a dark place? |
||
Which factors can affect the rate of photosynthesis? |
||
Plant minerals |
Describe how a plant uses minerals for healthy growth |
How are minerals absorbed by a plant? |
What are phosphates used for? |
||
What is potassium used for? |
||
Explain the role of nitrates in plant growth. |
What is the role of nitrates? |
|
Why do plants need proteins? |
||
What is the impact of a lack of minerals on plants? |
Topic Forces 2: Contact forces and pressure
Learning Episode |
Learning Intentions |
Key Questions |
Drag Forces & Friction |
Describe the effect of drag forces and friction |
What is a force? |
What is drag? |
||
What is friction? |
||
Describe what happens to a moving object when the resultant force acting on it is zero. |
What is a resultant force? |
|
What is equilibrium? |
||
What is the motion of an object in equilibrium? |
||
Explain why drag forces and friction forces affect motion |
What direction does drag or friction act in? |
|
Why does drag and friction affect motion? |
||
Squashing and stretching |
Describe how forces deform objects |
What is deformation? |
What is compression? |
||
What is stretch? |
||
Explain how solid surfaces provide a support force |
What is normal reaction force? |
|
Which direction does the normal force act? |
||
Use Hooke's law |
What is an extension? |
|
What is the elastic limit? |
||
Moments |
Describe what is meant by a moment |
What is a moment? |
What are the units for a moment? |
||
What are some examples of moments? |
||
Calculating Moments |
Calculate the moment of a force. |
What is the law of moments? |
How do we calculate the moment of a situation? |
||
How do we convert cm to m? |
||
Pressure |
State what pressure is and how it is calculated |
What is pressure? |
How is pressure calculated? |
||
What are the units for pressure? |
||
Stress on Solids |
Explain the impact of pressure on different objects |
What does pressure do to solids? |
How does pressure impact the design of an object? |
||
Pressure in Gases |
Describe the factors that affect gas pressure |
Which factors affect the pressure exerted by a gas? |
Describe how atmospheric pressure changes with altitude. |
What is atmospheric pressure? |
|
What is altitude? |
||
How does atmospheric pressure change with altitude? |
||
Fluid Pressure |
State what fluid pressure is and how is it calculated |
What is a fluid? |
What is fluid pressure? |
||
How does depth affect fluid pressure? |
||
Floating and Sinking |
Explain why some things float and some things sink. |
What is upthrust? |
What affects whether an object floats or sinks? |
||
What is density? |
Topic Reactions 2: Types of reaction and chemical energy
Learning Episode |
Learning Intentions |
Key Questions |
Atoms in chemical reactions |
describe what happens to atoms in chemical reactions |
What happens to atoms in a chemical reaction? |
What are the chemicals at the start of a reaction called? |
||
What are the new materials made at the end of a chemical reaction called? |
||
draw particle diagrams |
What is a particle? |
|
How many atoms make up a particle? |
||
What does a particle diagram show us? |
||
Combustion |
predict products of combustion reactions |
What is combustion? |
What is a fuel? |
||
What are the products of combustion? |
||
use a particle diagram to show what happens in a reaction. |
What 3 things are needed for combustion to happen? |
|
What are the reactants in a combustion reaction? |
||
Why might other products than carbon dioxide and water be made in combustion? |
||
Thermal decomposition |
Identify decomposition reactions from word equations |
What does the word "decomposition" mean? |
What is required to break down chemicals in a thermal decomposition reaction? |
||
How many reactants are there in a thermal decomposition reaction? |
||
Use a pattern to predict products of decomposition reactions. |
In thermal decomposition reactions, one product is usually a solid, what is the other product normally? |
|
How can you tell if a reaction has taken place for most thermal decomposition reactions? |
||
If the gas bubbled through limewater turns it cloudy, what was the gas? |
||
Conservation of mass (recap of Y7 content) |
Explain the conservation of mass in chemical reactions |
What is the law of conservation of mass? |
What does conserved mean? |
||
If mass is not created or destroyed in a chemical reaction how is a new product made? |
||
Calculate masses of reactants and products |
If 24g or magnesium reacted with 0.4g of oxygen, how much magnesium oxide would be made? |
|
If 100g of calcium carbonate thermally decomposed to make 54g of calcium oxide, how much carbon dioxide was released? |
||
A student said that they reacted 12g of magnesium with 0.2g of oxygen and made 13g of magnesium oxide. Is the student correct? |
||
Exothermic and endothermic (Recap of Y7 content) |
Describe the characteristics of exothermic and endothermic changes |
How is energy transferred in an endothermic reaction? |
How is energy transferred in an exothermic reaction? |
||
Classify changes as exothermic and endothermic. |
What type of reaction is a burning candle? |
|
What type of change is an ice cube melting in the sun? |
||
What type of change is a puddle of water freezing over? |
||
Energy level diagrams |
Use energy level diagrams to explain energy changes in changes of state |
What does an energy level diagram for a change of state show? |
In an energy level diagram of ice melting, will the water be drawn above or below the ice? |
||
For an endothermic change of state will the products be above or below the reactants in the energy level diagram? |
||
Compare the energy transferred during the combustion of 1 kg of different heating fuels. |
What do the horizontal lines on an energy level diagram represent? |
|
In an exothermic reaction will the products be above or below the reactants? |
||
In an endothermic reaction, will the products be above or below the reactants? |
||
Bond energies |
Explain energy changes observed during a change of state |
How are atoms held together in a compound? |
Is bond breaking exothermic or endothermic? |
||
Is bond making exothermic or endothermic? |
||
Explain energy changes in chemical reactions. |
The bonds in some chemicals are stronger than others. Will it take more or less energy to break the bonds in one compound if they are stronger than another? |
|
What is a catalyst? |
||
What are examples of catalysts? |
Topic Organisms 2: Breathing and Digestion
Learning Episode |
Learning Intentions |
Key Questions |
Gas exchange |
Describe the structure of the gas exchange system |
Name the two gases that are exchanged at the lungs |
By what process is gas exchanged in the lungs? |
||
Describe how parts of the gas exchange system are adapted to their function. |
How is the structure of the gas exchange system adapted its function? |
|
Breathing |
Describe the processes of inhaling and exhaling |
What is the name of the sheet of muscle below the lungs? |
What happens to the muscles in our lungs to help us breathe? |
||
What is the name of the process that draws air INTO our lungs |
||
Describe how a bell jar can be used to model what happens during breathing |
What does the bell jar represent? |
|
What do the balloons inside the bell jar represent? |
||
What happens to the balloons when the rubber sheet is pulled down? |
||
Explain how to measure lung volume. |
What is lung volume? |
|
How can you increase your lung volume? |
||
Give an example of something that can reduce your lung volume |
||
Drugs |
Describe the difference between recreational and medicinal drugs |
What is a drug? |
What are the two types of drug? |
||
Which type of drug can be illegal? |
||
Describe the effects of drugs on health and behaviour. |
What is addiction? |
|
What is withdrawal? |
||
Give an example of a drug and it's effect on the body. |
||
Alcohol |
Describe the effect of alcohol on health and behaviour |
What drug is in alcohol? |
How does alcohol affect the body? |
||
What health conditions can arise from long term alcohol abuse? |
||
Describe the effect alcohol has on conception and pregnancy. |
What does drinking alcohol during pregnancy increase the risk of? |
|
How does the alcohol drunk by the mother affect the developing fetus? |
||
How does drinking alcohol affect the fertility of men and women? |
||
Smoking |
Describe the effects of tobacco smoke on health |
What is passive smoking? |
What is in tobacco smoke? |
||
What are the main conditions that can arise from smoking? |
||
Describe the effects of tobacco smoke on pregnancy. |
What can smoking GREATLY increase the risk of in pregnancy? |
|
What other effects can smoking during pregnancy have? |
||
What risk is increased by parents who smoke after a baby is born? |
||
Nutrients |
Describe the components of a healthy diet |
What is a nutrient? |
Name the six nutrients |
||
What fluid is needed for a healthy diet? |
||
Explain what the body uses the different nutrients for |
What are the two types of carbohydrate? |
|
What are the two types of lipids |
||
What is the role of protein in our diet? |
||
Food tests |
Describe how to test foods for starch, lipids, sugar, and protein |
What do scientists use food tests for? |
What chemical do we use to test for the complex carbohydrate - starch? |
||
What chemical is used to test for the presence of sugar? |
||
Describe the positive results for each food test. |
What colour does iodine turn in the presence of starch? |
|
What colour does benedict's solution turn in the presence of sugar? |
||
What happens to filter paper if lips are present? |
||
Unhealthy diet |
Describe some health issues caused by an unhealthy diet |
What is the unit of energy? |
What is the extreme result of not having enough food to eat? |
||
What is the extreme result of eating too much food or too much fatty foods? |
||
Calculate the energy requirements of different people. |
For children aged 5-11 is there a difference in the energy requirements of males and females? |
|
For children aged 12-15 is there a difference in the energy requirements of males and females? |
||
When might a females energy requirements go up significantly? |
||
Digestive system |
Describe the structure and function of the main parts of the digestive system |
What is the digestive system? |
Name some of the organs of the digestive system. |
||
What two organs add digestive juices to the digestive system? |
||
Describe the process of digestion. |
What is the first stage of digestion? |
|
What helps move food through your digestive system? |
||
Where are the digested molecules diffused across into our blood? |
||
Bacteria and enzymes in digestion |
Describe the role of enzymes in digestion |
What is an enzyme? |
What does an enzyme do? |
||
What are the 3 main enzymes in digestion? |
||
Describe the role of bacteria in digestion. |
Where in your digestive system would you find friendly bacteria? |
|
What do the bacteria in your gut live on? |
||
How do the bacteria in our gut help us? |
Topic Energy 2: Heating and Cooling
Learning Episode |
Learning Intentions |
Key Questions |
Work, energy, and machines |
Calculate work done |
What is work done? |
What are the units for work done? |
||
Apply the conservation of energy to simple machines. |
What is a simple machine? |
|
How do simple machines work? |
||
How does a lever work? |
||
How does a pulley work? |
||
Energy and temperature |
State the difference between energy and temperature |
What is temperature and its unit? |
What is heat and its unit? |
||
Describe what happens when you heat up solids, liquids, and gases |
What happens when a substance is heated? |
|
What happens when a solid is heated? |
||
What happens when a liquid is heated? |
||
What happens when a gas is heated? |
||
Explain what is meant by equilibrium. |
What happens when there is a temperature difference between two objects? |
|
What is thermal equilibrium? |
||
Energy transfer: conduction |
Describe how energy is transferred by particles in conduction |
What is conduction? |
What is a thermal conductor? |
||
Energy transfer: convection |
Describe how energy is transferred by particles in convection |
What is convection? |
Energy transfer: radiation |
Describe some sources of infrared radiation |
What is infrared radiation? |
What are some sources of IR radiation? |
||
Explain how energy is transferred by radiation |
How is IR transferred? |
|
What does a thermal-imaging camera show? |
||
Thermal insulators |
Describe how an insulator can reduce energy transfer |
What is a thermal insulator? |
Why is a vacuum the best thermal insulator? |
||
Pick an everyday insulating object and describe how it works and why |
||
Compare insulation methods |
Compare different materials for their insulating properties |
How can we investigate different materials to see which is the best thermal insulator? |
How can we review the results from the investigation? |
||
How do we know our results are reliable? |
Topic Earth 2: Climate and the Earth’s resources
Learning Episode |
Learning Intentions |
Key Questions |
Global warming |
Explain why global warming happens |
What is the greenhouse effect? |
Why is global warming an issue? |
||
Name two greenhouse gases |
State the two main Greenhouse gasses |
|
State man-made sources of greenhouse gasses |
||
State natural sources of greenhouse gasses |
||
State the gases in the Earth's atmosphere. |
What gases are present in the atmosphere? |
|
The carbon cycle |
Explain why the concentration of carbon dioxide in the atmosphere did not change for many years |
How did the levels of CO2 change over the timespan of our planet? |
What organisms have caused major changes? |
||
What impact are humans having on gas levels? |
||
Use the carbon cycle to identify reservoirs of carbon. |
What is the word equation for respiration? |
|
Where is carbon released in the carbon cycle? Where is carbon absorbed and stored? |
||
What is the word equation for photosynthesis and where does it occur? |
||
Climate change |
State a cause of global warming |
What is the equation for the complete combustion of a fossil fuel? (Methane) |
How are respiration, photosynthesis and combustion similar to each other? |
||
Describe how human activities affect the carbon cycle |
Describe how human activities affect the carbon cycle |
|
Describe how global warming can impact climate. |
Explain the impact of global warming on climate |
|
How does global warming affect local weather patterns |
||
Suggest ways we can prevent climate change |
||
Extracting metals |
State what an ore is |
What is an ore? |
What metals are found as pure metals? |
||
Recall methods for extracting metals |
Which metals from the reactivity series are extracted via electrolysis? |
|
Which metals from the reactivity series are extracted by carbon displacement? |
||
Which metals from the reactivity series are found pure? |
||
Suggest factors to consider when extracting metals. |
What is a high grade ore? |
|
What is a low grade ore? |
||
Recycling |
Explain why recycling certain materials is particularly important |
What reasons are there for recycling plastic? |
Why is it important to recycle metals like aluminium? |
||
Why should we recycle glass? |
||
State why some natural resources will run out |
Name some resources that will run out. |
|
Name some resources that will NOT run out. |
||
Why will coal run out? |
||
Describe how Earth's resources are recycled. |
What happens first when aluminium is recycled? |
|
What happens next to the aluminium? |
||
What is a recycled material? |
Assessment Details
The assessment plan for Year 7 consists of regular 'Knowledge check' assessments throughout the year which students will be given notice of via their Google Classroom.
There will be two formal assessments:
- Mid-year assessment
- End of year assessment
All of these assessment types work to inform current grades for students and to identify areas for development.
Additional Equipment Recommended
- Students will need a scientific calculator.
- We have recommended revision guides being available in the school shop.
- Coloured pencils are useful for diagrams.
What can I do to support my child at home?
- Take an interest in the science that students are studying
- Encourage students to practice spellings and learn definitions
- Encourage students to complete the homework and meet deadlines
- We recommend the use of Seneca learning. Encourage students to engage with this regularly and to use it for targeted revision in the preparation for exams
- Take advantage of relevant science institutes to support interest in science. For example, Tring Museum, National Science Museum, Woburn Safari Park, College Lake, Whipsnade Zoo etc
- Help students prepare thoroughly for assessments
Recommended Resources for the Course
Websites
Books
- KS3 Science Study Guide – Higher ISBN 9781841462301
- KS3 Science Study Guide – Foundation ISBN 9781841462400
Teaching Staff
Head of Science
Mrs Beatty - lbeatty@cottesloe.bucks.sch.uk Save
Second in Science
Mrs Moore - vmoore@cottesloe.bucks.sch.uk
Teachers of Science
Mr Brockwell - gbrockwell@cottesloe.bucks.sch.uk
Mrs Barnes - jbarnes@cottesloe.bucks.sch.uk
Miss Edwards - jedwards@cottesloe.bucks.sch.uk
Mr Mudarikiri - tmudarikiri@cottesloe.bucks.sch.uk
Mrs Woodburn - kwoodburn@cottesloe.bucks.sch.uk
Mr Caputo - acaputo@cottesloe.bucks.sch.uk
Miss Gamage - cgamage@cottesloe.bucks.sch.uk
Mrs Hooley - chooley@cottesloe.bucks.sch.uk
Mrs Baldwin - lbaldwin@cottesloe.bucks.sch.uk
Mrs Smith - ksmith@cottesloe.bucks.sch.uk
Mr Magill - gmagill@cottesloe.bucks.sch.uk