Science KS3 Curriculum

Year 7 and 8 students at King Edward VI School follow an adapted AQA Key Stage 3 Specification (link : Key Stage 3 Science Specification Key Stage 3 Science Syllabus. Lessons are taught as biology, chemistry and physics to prepare students for the subject specialisms at GCSE, which starts in Year 9.

The structure of the course is shown below:

- - To know that cells are the building blocks of all plant and animal life.
    
    To know that the 7 characteristics of living things can be remembered using MRS GREN.
    
    Describe the basic structure of a microscope.
    
    Explain how to use a microscope.
    
    Practise using a microscope to look at demo slides.
  - To recap how to use a microscope.
    
    To prepare an onion skin slide and look at the cells under a microscope.
    
    To explain how to use a microscope to identify and compare different types of cell.
  - To describe the basic structure of plant and animal cells.
    
    Facts – Both plant and animal cells have a cell membrane, nucleus, cytoplasm and mitochondria.
    
    Plant cells also have a cell wall, chloroplasts and usually a permanent vacuole.
  - To know that there are many types of cell. Each has a different structure or feature so it can do a specific job.
    
    Extend : Deduce general patterns about how the structure of different cells is related to their function.
  - To know that Multicellular organisms are composed of cells, which are organised into tissues, organs and systems to carry out life processes.
    
    To explain why multicellular organisms need organ systems to keep their cells alive.
    
    To explain how unicellular organisms are adapted to carry out functions that in multi-cellular organisms are done by different types of cell.
    
    Extend – Make deductions about how medical treatments work based on cells, tissues, organs and systems.
    
    Extend – Suggest how damage to, or failure of, an organ would affect other body systems.
  - To give three reasons for cell division (Growth, repair, reproduction).
    
    To describe how cells divide.
    
    To look at cells dividing in yeast.
- - The parts of the human skeleton work as a system for support, protection, movement and the production of new blood cells.
    
    Explain how a physical property of part of the skeleton relates to its function.
  - Name and explain the function of joints
    
    Explain how antagonistic pairs of muscles create movement when one contracts and the other relaxes.
    
    Explain why some organs contain muscle tissue.
  - Extend – Suggest factors that affect the force exerted by different muscles.
    
    Describe a link between the size of muscle and force
    
    Explain how antagonistic muscles produce movement
  - Recognise that bones can be damaged.
    
    Identify bone fractures.
    
    State ways that bone damage can be fixed.
    
    Extend- Predict the consequences of damage to a join, bone or muscle
  - Predict the consequences of damage to a muscle.
    
    Extend – Consider the benefits and risks of a technology for improving human movement.
- - Define the following terms: food chain, food web, producer, consumer, top predator
    
    Classify organisms into producers and consumers
    
    Explain how a food chain allows us to see the flow of energy in an ecosystem
  - Construct a pyramid of numbers to represent a food chain.
    
    Construct a pyramid of biomass and explain how energy is lost between organisms
  - Describe how a species’ population changes as its predators or prey population changes
    
    Recognise that the population of a species is affected by the number of predators and prey
    
    Extend – make a deduction based on data about what caused a change in the population of a species
  - Understand that the organisms in a food web depend on each other for nutrients. So, a change in one population leads to changes in others.
    
    Define the term pollinator
    
    Explain how pollination occurs
    
    Describe the adaptations of insects for pollination
    
    Explain issues with human food supplies in terms of insect pollinators.
    
    Extend – make a deduction based on data about what caused a change in the population of a species
  - The population of a species is affected by the number of its predators and prey, disease, pollution and competition between individuals for
    
    limited resources such as water and nutrients.
    
    Explain effects of environmental changes and toxic materials on a species’ population.
    
    Extend – Develop an argument about how toxic substances can accumulate in human food
    
    Extend – Suggest what might happen when an unfamiliar species is introduced into a food web.
- - Define the word variation.
    
    Describe the difference between continuous and discontinuous variation
    
    Explain whether characteristics are inherited, environmental or both.
    
    Plot bar charts or line graphs to show discontinuous or continuous variation data
  - To investigate the link between height and shoe size.
    
    To write up the investigation and plot a graph
    
    Plot bar charts or line graphs to show discontinuous or continuous variation data
    
    Extend – Critique a claim that a particular characteristic is inherited or environmental.
  - Know that there is variation between individuals of the same species. Some variation is inherited, some is caused by the environment and some is a combination.
    
    Define the words environmental and inherited variation
    
    Give examples of environmental and inherited variation
    
    Extend – predict implication of a change in the environment on a population
    
    Extend – critique a claim that a characteristic is inherited or environmental
  - Recall the definition of variation.
    
    Understand that variation between individuals is important for the survival of a species, helping it to avoid extinction in an always changing environment.
    
    Explain how variation in plants can be used by humans
    
    Perform an experiment to investigate variation in plants.
    
    Plot bar charts or line graphs to show
    
    Discontinuous or continuous variation data.
  - Define the term adaptation.
    
    Explain how an adaptation is advantageous for an animal.
    
    Explain how selection can lead to a change in a species.
    
    Explain how characteristics of a species are adapted to particular environmental conditions.
    
    Extend – Use the ideas of variation to explain why one species may adapt better than another to environmental change.
- - To be able to recall the names of the reproductive organs.
    
    To be able to recall the locations of the reproduction organs.
    
    To be able to describe the functions of the reproductive organs.
  - To be able to recall the terms embryo and foetus.
    
    To be able to recall stages of embryo development.
    
    To be able to describe the different stages of embryo development.
  - To be able to recall the function of the placenta.
    
    To be able to recall substances that are exchanged via the placenta.
    
    To be able to describe the function of the placenta.
  - To be able to recall the purpose of the menstrual cycle.
    
    To be able to identify key events on a diagram of the menstrual cycle.
    
    To be able to explain why pregnancy is more or less likely at certain stages of the menstrual cycle.
  - To be able to describe causes of low fertility in male and female reproductive systems.
  - To be able to recall the physical and emotional changes that occur at puberty.
    
    To be to recall the hormones that are responsible for the changes that occur at puberty.
- - Label the main organs of a plant
    
    Identify parts of the flower and link their structure to their function.
    
    List the nutrients required for a plant
    
    Describe the effect on a plant of nutrient deficiency
  - Identify parts of the flower and link their structure to their function.
    
    To be able to dissect a flower, and identify the parts of the flower.
  - To define the keywords pollination and fertilisation.
    
    To describe different ways pollination can occur.
    
    To explain how a new seed form.
    
    Plants reproduce sexually to produce seeds, which are formed following fertilisation in the ovary.
    
    Describe the main steps that take place when a plant reproduces successfully.
  - Plants have adaptations to disperse seeds using wind, water or animals.
    
    Suggest how a plant carried out seed dispersal based on the features of its fruit or seed.
    
    Explain why seed dispersal is important to survival of the parent plant and its offspring.
    
    Use models to evaluate the features of various types of seed dispersal
    
    Extend – Describe similarities and differences between the structures of wind pollinated and insect pollinated plants.
    
    Extend – Develop an argument why a particular plant structure increases the likelihood of successful production of offspring.
  - Describe the function of the fruit
    
    Relate the fruit structure to the flower structure
    
    Explain the role of fruit in seed dispersal
    
    Plants have adaptations to disperse seeds using wind, water or animals.
    
    Plants reproduce sexually to produce seeds, which are formed following fertilisation in the ovary.
    
    Explain why seed dispersal is important to survival of the parent plant and its offspring.
  - Describe the conditions needed for germination.
    
    Explain how germination occurs

- - Draw the arrangement of particles in a solid, a liquid and a gas
    
    Describe the properties of solids, liquids and gases in terms of particle movement
    
    Evaluate observations that provide evidence for the existence of particles
  - List the differences in the arrangement and movement particles in solids liquids and gases
    
    Explain the properties of solids, liquids and gases based on the arrangement and movement of their particles.
    
    Define density in terms of particles
  - Apply what we have learnt about solids, liquids and gases to classify more unusual substances
    
    To practise using a flow chart to classify substances
  - Determine the state of matter of a substance at a given temperature using it melting and boiling points
    
    Explain the properties of the states of matter using the particle model
    
    Explain state changes in terms of particles gaining or losing energy
  - Define diffusion and gas pressure
    
    Explain unfamiliar observations about gas pressure in terms of particles.
    
    Draw particle diagrams to explain diffusion, and gas pressure
- - State which metals are magnetic
    
    State the two elements that are liquid at room temperature
    
    Describe the physical properties of metals and non-metals
    
    Identify unknown elements from their physical and chemical properties
    
    Justify the use of specific metals and non-metals for different applications using data
  - Describe how metals react with oxygen to form metal oxides
    
    Metals and non-metals react with oxygen to form oxides which are either bases or acids
    
    Describe an oxidation reaction by writing a word equation
    
    Deduce the physical or chemical changes a metal has undergone from its appearance
  - Compare the reactions of different metals with dilute acid
    
    Describe a metal-acid reaction with a word equation
    
    Describe the test for hydrogen gas
  - State the order of metal reactivity
    
    Describe how a battery works based on the difference in reactivity of metals
    
    Explain how to make a simple battery (from a potato)
  - State that the reactivity series lists metal elements in order of how readily they react with other substances
    
    Define the term displacement
    
    Predict when a displacement reaction will occur and the products of that reaction
    
    Describe a displacement reaction with a word equation
    
    Place an unfamiliar metal into the reactivity series based on information about its reactions
- - Name the layers of the Earth.
    
    Describe the characteristics of the different layers
    
    Give examples of fast and slow change of land
  - Name igneous as one of the three types of rock
    
    Describe how igneous rocks are formed
    
    Explain why igneous rocks have different sized crystals
  - Define the terms erosion, deposition, compaction and cementation
    
    Describe how sedimentary rocks form
  - Define the terms erosion, deposition, compaction and cementation
    
    Describe how sedimentary rocks form
  - Define metamorphic rock
    
    Explain the role of heat and pressure in the formation of metamorphic rock
    
    Give examples of metamorphic rock: marble, slate and schist
  - Explain why a rock has a particular property based on how it was formed.
    
    Describe similarities and differences between the rock cycle and everyday physical and chemical processes.
    
    Predict planetary conditions from descriptions of rocks on other planets
- - A pure substance consists of single type of material with nothing mixed in.
    
    Mixtures may be separated due to differences in their physical properties.
  - Explain how substances dissolve using the particle model.
  - Choose the most suitable technique to separate out a mixture of substances.
    
    Describe the process of distillation
  - Use evidence from chromatography to identify unknown substances in mixtures
    
    Use techniques to separate mixtures
    
    Choose the most suitable technique to separate out a mixture of substances
  - Define the term solubility
    
    State that substances have different solubilities
    
    Describe the factors that affect solubility
    
    Use the solubility curve of a solute to explain observations about solutions
- - Describe the pH scale using numbers and colours
    
    Acids and alkalis can be corrosive or irritant and require safe handling
  - Recall the pH of strong and weak acids and bases.
    
    Explain what an indicator is used for and how it works.
    
    Use data and observations to determine the pH of a solution and explain what this shows.
  - Describe a method for how to make a neutral solution from an acid and alkali.
    
    Recall that mixing an acid and alkali produces a chemical reaction, neutralisation, forming a chemical called a salt and water.
  - Recall the equation, acid + alkali > salt + water
    
    Given the names of an acid and an alkali, work out the name of the salt produced when they react
  - Describe a method for how to make a neutral solution from an acid and base
- - Define the terms monomer, polymer and polymerisation
    
    Describe how polymers are made
    
    Recognise that different polymers can have different properties
  - State that plastics have different properties determined by the bonding between chains
    
    Define the terms flexible and rigid
    
    Identify the independent, dependent and control variables in an experiment
    
    Explain why some plastics are flexible and others are rigid
  - Define the terms monomer, polymer and non-Newtonian fluid
    
    Describe the properties that different materials need to have to make them suited to their uses
    
    Explain how the molecular structure of slime allows it to behave as a non-Newtonian fluid
  - State the problem with disposing of plastic
    
    Describe different methods for disposing of plastics
    
    Evaluate the methods for disposing of plastics
  - State the problem with disposing of plastic
    
    Describe different methods for disposing of plastics
    
    Evaluate the methods for disposing of plastics

- - Describe what forces do.
    
    Categorize everyday forces as contact and non-contact forces.
    
    Identify interaction pairs in a simple situation.
  - Identify the effects of balanced and unbalanced forces.
    
    Use a Newton meter to measure forces.
    
    Explain different results of more than one force acting on an object.
    
    Calculate resultant forces.
  - Know that every object exerts a gravitational force on every other object.
    
    Describe simply how gravity varies with mass and distance.
    
    Describe the effect of gravity in our solar system.
  - Describe the difference between mass and weight.
    
    Use the formula: weight (N) = mass (kg) x gravitational field strength (N/kg).
    
    Recall the units for mass and weight.
  - Carry out an experiment to measure the strength of gravity on the surface of the Earth.
    
    Plot a graph using data collected.
    
    Write a conclusion.
- - To identify the difference between contact and non-contact forces
    
    Sketch the forces acting on an object and label their size and direction.
    
    Explain whether an object in an unfamiliar situation is in equilibrium.
  - Identify examples of drag forces and friction.
    
    Describe factors which affect the size of frictional and drag forces.
    
    Carry out an experiment to test a prediction of friction caused by different surfaces.
  - Explain how friction affects different types of moving objects and predict whether friction will be high or low.
    
    Carry out an investigation into the effects of mass on friction.
  - Know that air resistance is a contact force.
    
    Describe the effects of drag and other forces on falling or accelerating objects as they move.
    
    Make paper model cones to help understand the concept of air resistance.
  - Describe how forces deform objects.
    
    Explain how solid surfaces provide a support force.
    
    Describe what happens to the length of a spring when the force on it changes.
    
    Present data in a graph and identify a pattern.
- - List the energy stores.
    
    State the definition of the conservation of energy.
    
    Create simple energy transfer diagrams.
    
    Describe how the energy of an object depends on its speed, temperature, height or whether it is stretched or compressed.
  - Plan an experiment to investigate how the bounce height of a ball changes.
    
    Analyse data
    
    Write a conclusion.
  - Calculate the useful energy and the amount dissipated, given values of input and output energy.
    
    Explain how energy is dissipated in a range of situations.
    
    Extend: Explain why processes such as swinging pendulums or bouncing balls cannot go on forever, in terms of energy.
  - Recall the Kilojoule as being equal to 1000 Joules.
    
    Identify energy values for food.
    
    Compare the amounts of energy transferred by different foods.
    
    Investigate which type of food has the most energy.
  - Calculate the cost of home energy usage, using the formula: cost = power (kW) x time (hours) x price (per kWh).
    
    Compare the energy usage and cost of running different home devices.
    
    Suggest ways to reduce costs on your energy bill.
- - Give examples of renewable and non-renewable energy resources.
    
    Explain why some energy sources are renewable and others are non-renewable.
    
    Explain the advantages and disadvantages of different energy resources.
  - Explain the advantages and disadvantages of solar power.
    
    Develop understanding of solar power.
    
    Investigate how the area of a solar panel affects the amount of electricity generated or the effect of light distance on the output of a photovoltaic cell.
  - Explain the advantages and disadvantages of wind power.
    
    Develop understanding of wind power.
    
    Build a model wind turbine to develop understanding of renewable energy resources which can be used to turn turbines in a power station.
  - Draw a diagram to show the energy transfers from a renewable or non-renewable resource to an electrical device in the home.
    
    Describe how electricity is generated using fossil fuels or a renewable resource
  - State times of day/special occasions when demand for electricity might increase.
    
    Describe how we meet this demand.
    
    Draw a line graph to compare demand at different types of day.
    
    Describe how this demand changes.
- - State the two types of charge.
    
    Describe how to charge insulators.
    
    Describe what happens when charged objects are placed near to each other or touching.
    
    Use a sketch to describe how an object charged positively or negatively became charged up.
  - Identify circuit symbols.
    
    Draw electric circuit diagrams.
    
    Describe the difference between series and parallel circuits.
    
    Turn circuit diagrams into real series and parallel circuits.
  - State what current is.
    
    Describe how to measure current.
    
    Describe how current changes in series and parallel circuits when components are changed.
  - State what potential difference is and how it is measured.
    
    State the unit of potential difference.
    
    Draw a circuit diagram to show how potential difference can be measured in a simple circuit.
    
    Describe how potential difference changes in a series and parallel circuit.
  - Describe what is meant by resistance.
    
    Calculate resistance using the formula: resistance (Ω) = potential difference (V) ÷ current (A).
    
    Use an analogy like water in pipes to explain why part of a circuit has higher resistance.
    
    Investigate the relationship between resistance and the length of a wire.
- - Define longitudinal wave and transverse wave.
    
    Know the difference between longitudinal and transverse waves.
    
    Know and labels the parts of a wave
    
    Define frequency and wavelength, and learn how to use the wave equation
  - Describe how sound is produced and travels.
    
    Describe the amplitude and frequency of a wave from a diagram or oscilloscope picture.
    
    Use drawings of waves to describe how sound waves change with volume or pitch.
    
    Compare the hearing range of different animals.
    
    State what ultrasound is.
    
    Label the parts of the ear.
    
    Explain how we hear sounds.
    
    Describe a common use of ultrasound.
  - State what happens when a light ray meets a different medium.
    
    Construct ray diagrams to show how light reflects off mirrors and forms images.
    
    Describe the relationship between the angle of incidence and the angle of reflection.
  - Define refraction.
    
    Draw ray diagrams of light refracting.
    
    Describe the relationship between the angle of incidence and the angle of refraction for more and less dense mediums.
  - Describe the refraction of light through a prism.
    
    Explain how objects appear different colours – reflection and absorption
    
    Explain how a colour filter works.

- - To recall the site of gas exchange in the lungs is the alveoli.
    
    To recall that oxygen is transported to cells for aerobic respiration and carbon dioxide, a waste product of respiration, is removed from the body.
  - To recall the parts of the respiratory system.
    
    To be able to locate the parts of the respiratory system on a diagram.
    
    To be able to explain how the parts of the gas exchange system are adapted to their function.
    
    To be able to describe the action of breathing.
  - To recall how exercise affects the breathing rate.
    
    To be able to explain how exercise affects the breathing system.
  - To recall how smoking affects the breathing rate.
    
    To be able to describe how smoking damages the lungs.
    
    To be able to explain how smoking affects the breathing system.
  - To be able to recall some examples of lung disease.
    
    To be able to describe how some lung diseases affect the lungs.
    
    To be able to explain how changes in volume and pressure inside the chest move gases in and out of the lungs.
- - Recall respiration is a series of chemical reactions that release energy.
  - Recall word equations to describe aerobic and anaerobic respiration.
    
    Describe similarities and differences between aerobic and anaerobic respiration.
  - To recall that respiration rate increases with exercise.
    
    Recall that most living things use aerobic respiration but switch to anaerobic respiration, which provides less energy, when oxygen is unavailable
    
    To be able to explain how specific activities involve aerobic or anaerobic respiration.
  - To recall the organs of the circulatory system.
    
    To be able to describe the route of blood through the circulatory system.
    
    To describe how theories on circulation were developed.
  - To recall the route of blood through the heart.
    
    To explain how respiration rate effects heart rate.
  - Recall that yeast fermentation is used in brewing and bread making.
    
    To be able to describe how different factors effect respiration rate in yeast.
    
    Suggest how organisms living in different conditions use respiration to get their energy.
- - To know that digestion is the breakdown of food into smaller molecules.
    
    To learn the parts of the digestive system and some of their functions
  - To model the processes that happen during digestion.
    
    To describe the events that take place in order to turn a meal into simple food molecules inside a cell.
  - To describe how organs and tissues involved in digestion are adapted to their role.
    
    To observe how the villi increase the surface area of the small intestine
    
    To begin to see the role that enzymes play in digestion.
  - To see how enzymes are part of the process that takes place in order to turn a meal into simple food molecules inside a cell.
  - To understand what the body needs for a balanced diet (carbohydrates, lipids, proteins, vitamins, minerals, dietary fibre and water, for it’s cells’ energy growth and maintenance)
    
    To understand what food labels can tell us.
    
    To calculate food requirements for a healthy diet, using information provided.
    
    To describe possible health effects of unbalanced diets from data provided.
    
    Extend: Design a diet for a person with specific dietary needs
    
    Extend: Critique claims for a food product or diet by analysing nutritional information.
  - To test foods for Starch, glucose and protein.
- - To name the organs of a plant and their functions.
    
    To write the word equation for photosynthesis (extension- write the symbol equation).
    
    Extend: Suggest reasons for particular adaptations of leaves, roots and stems.
  - To plan an investigation to see how changing the light intensity affects photosynthesis.
    
    Extend: To describe how particular conditions can affect plant growth
  - To know how a leaf is adapted for photosynthesis
    
    To observe stomata using a microscope
  - To know what happens to the glucose made in photosynthesis.
    
    To test a leaf for starch.
  - To see how scientists have carried out experiments that have given us the knowledge of photosynthesis that we know today.
- - To identify that the nucleus contains chromosomes that carry inherited genetic information.
    
    To know that humans have 23 pairs of chromosomes and that the 23rd pair determines gender.
  - To explain how characteristics can be inherited from parents to offspring.
    
    To explain why offspring from the same parents look similar, but are not identical.
  - To use a model (punnet squares) to represent inheritance of a trait.
    
    To predict the likelihood of offspring inheriting specific traits.
    
    To know that identical twins will have the same DNA
    
    Extend: Suggest benefits for scientists knowing all the genes in the human genome
  - To describe what a DNA molecule looks like
    
    Extend :Find out why Watson, Crick and Franklin were so important.
  - To extract DNA from fruit.
    
    To explain how a change in the DNA (mutation) may affect an organism and it’s future offspring
- - Describe what is meant by biodiversity.
    
    Explain the importance of biodiversity.
    
    Within an ecosystem, having many different species ensures resources are available for other populations, like humans.
  - Define the terms population, community, and ecosystem.
    
    State the factors affecting growth in a population (Competition, predators and disease)
  - To describe how natural selection leads to changes in species and is a theory of evolution
    
    Extend : Predict and explain the changes in a population over time due to natural selection.
    
    Extend : Suggest an explanation, based on data, for how a particular evolutionary change occurred.
    
    Adaptations
  - To define the term natural selection
    
    To evaluate whether evidence for a species changing over time supports natural selection.
  - To define extinction and explain why species become extinct
    
    To describe what an endangered species is

- - List some physical and chemical properties.
    
    Use the Periodic table to identify properties of elements
    
    Define group and period using the Periodic table
  - Metals are generally found on the left side of the table, non-metals on the right.
    
    Use data to describe a trend in physical properties.
    
    Use observations of a pattern in chemical reactions to predict the behaviour of an element in a group.
    
    Use properties to predict an elements location on the Periodic Table
  - Group 1 contains reactive metals called alkali metals.
    
    Describe the physical properties of group 1 metals.
    
    Describe the reaction of an unfamiliar Group 1
    
    Describe the pattern in reaction of group 1 metals.
  - Name the halogens
    
    List some uses of halogens
    
    Describe the appearance of the halogens at room temperature
    
    Define the term displacement and describe the reaction of an unfamiliar halogen
  - State the number of atoms in a chemical formula
    
    Determine the name of a compound when given its chemical formula
    
    Balance symbol equations
- - Name some different types of energy
    
    Define the terms exothermic reaction and endothermic reaction.
    
    Identify reactions as exothermic or endothermic based on experimental observations
  - Use the word exothermic and endothermic to describe energy changes in a reaction
    
    Draw energy level diagrams
    
    Use a diagram of relative energy levels of particles to explain energy changes observed during a change of state
  - Calculate the energy change in a reaction
    
    Predict whether a chemical reaction will be exothermic or endothermic given data on bond strengths. Calculate the energy change in a reaction
    
    Predict whether a chemical reaction will be exothermic or endothermic given data on bond strengths.
  - Define the word endothermic
    
    Define independent variable, dependent variable and control variable.
    
    Plan an experiment to investigate energy changes in reactions
  - Define the term catalyst
    
    Describe a catalyst as being specific to a certain reaction
    
    Perform an experiment to investigate catalysts
- - Define the word carbon cycle.
    
    Explain how the processes of combustion, respiration and photosynthesis help maintain the carbon dioxide level.
    
    Give simple equations for combustion reactions
    
    Draw carbon cycle
  - Recall the percentage composition by volume of clean air
    
    Describe the effect of population growth on the atmosphere
  - Scientists have evidence that global warming caused by human activity is causing changes in climate.
    
    Methane and carbon dioxide are greenhouse gases.
    
    Evaluate the implications of a proposal to reduce carbon emissions
    
    Evaluate claims that human activity is causing global warming or climate change.
  - Define the word carbon sink and give examples
    
    Describe the effect of population growth and deforestation on the atmosphere
  - Recall some effects of increased global temperature.
    
    Describe the effect of climate change
    
    Name the most important impact of climate change on the UK
- - Write definitions for the terms atom, element, compound, mixture and molecule
    
    Identify where metals and non-metals are found on the periodic table
    
    Use the periodic table to identify different elements
  - State the number of atoms in a chemical formula
    
    Determine the name of a compound when given its chemical formula
  - To identify elements and compounds in particle diagrams
    
    To state that the properties of a compound are not the same as the properties of the elements it is made up of.
  - Define the terms monomer and polymer
    
    Describe the uses of some polymers
    
    Explain the properties of polymers that make them suited to their use
  - To describe what is meant by ceramic ad composite using examples
    
    Explain how the properties of ceramics and composites relates to their function
- - To know that combustion is a reaction with oxygen in which energy is transferred to the surroundings as heat and light.
    
    To predict the products of combustion of a given reactant and show the reaction as a word equation
    
    To explain why a reaction is an example of combustion
  - To compare the energy released from different fuels
    
    Extend: Compare the pros and cons of fuels in terms of their products of combustion
    
    Extend: Balance a symbol equation
  - Define the term conservation of mass
    
    Understand that a mass of a reaction will decrease is gas is being formed and escaping from the flask.
    
    Use known masses of reactants or products to calculate unknown masses of the remaining reactant or product
    
    Balance symbol equations
  - State what a decomposition reaction is
    
    Identify thermal decomposition reactions from word equations
    
    Describe what happens to limewater when carbon dioxide is made
  - Identify the signs of a chemical reaction
    
    Compare the difference between a chemical reaction and physical change
    
    Explain why physical changes are reversible but chemical changes are not
- - Understand that Natural resources are Materials from the Earth which act as raw materials for making a variety of products.
    
    Understand that an example of a natural resource is fossil fuel
    
    Describe what fossil fuels are
    
    Explain why we need to use fossil fuels more slowly.
  - Define the terms pure and impure
    
    Define the term potable water
    
    Explain whether sea water is potable
    
    Describe methods to remove salt from water
  - State that metals can be mined from the Earth’s crust
    
    Describe that some metals are trapped inside compounds (ores)
    
    Describe how carbon can be used to extract a metal from its ore
  - Define the terms electrolysis, electrolyte, anode and cathode
    
    Be able to identify the, electrolyte, anode and cathode in a diagram of electrolysis
    
    Describe the process of electrolysis
    
    Suggest factors to take into account when deciding whether extraction of a metal is practical
  - State the purpose of recycling materials
    
    Describe which materials can be recycled and the different methods used
    
    Describe how different types of plastic can be sorted by their density
  - What are super elements?
    
    Why do we need them so badly?
    
    What can we do to save them?

- - Know that the pressure acting on an object depends on the area over which the force is acting.
    
    Use the formula: fluid pressure, or stress on a surface = force (N)/area (m2).
    
    Explain observations where the effects of forces are different because of differences in the area over which they apply.
  - Describe the motion of particles in a liquid.
    
    Explain why liquids exert a pressure.
    
    Know that pressure acts in a liquid in all directions.
    
    Use diagrams to explain observations of liquids in terms of unequal pressure.
    
    Carry out calculations involving pressure, force and area in hydraulics, where the effects of applied forces are increased.
  - Describe how liquid pressure changes with depth.
    
    Use the idea of pressure changing with depth to explain underwater effects.
    
    Calculate fluid pressure
    
    Extension: Cartesian divers
  - Know that weight is an attractive force due to gravity which pulls objects on Earth towards the centre of the Earth.
    
    Know that objects sink or float depending on whether the weight of the object is bigger or smaller than the upthrust.
    
    Explain why objects either sink or float depending upon their weight and the upthrust acting on them.
  - State the cause of atmospheric pressure.
    
    Describe how atmospheric pressure changes with height.
- - State what magnetism poles are called.
    
    Describe what happens when magnetic poles are brought together.
    
    State the types of materials are magnetic.
    
    Explain what magnetic shielding is.
  - Know that magnetic materials, electromagnets and the Earth create magnetic fields which can be described by drawing field lines to show the strength and direction.
    
    Know that field lines flow from the north-seeking pole to the south-seeking pole.
    
    Use both iron fillings and a plotting compass to see the magnetic field lines of a bar magnet.
  - Explain what magnetic domains theory is.
    
    Make a magnet and compass using the basis of magnetic domains theory.
    
    Explain why the Earth has a magnetic field.
  - State the main features of an electromagnet.
    
    Describe how to make an electromagnet.
    
    Investigate ways of varying the strength of an electromagnet.
  - Explain the choice of electromagnets or permanent magnets for a device.
    
    State some uses of electromagnets.
    
    Describe how an electric bell works from diagrams.
- - Define work done.
    
    Compare the work needed to move objects different distances.
    
    Use the formula: work done (J) = force (N) x distance moved (m) to compare energy transferred for objects moving horizontally.
  - Investigate and explain how a seesaw works.
    
    Define moment.
    
    Carry out moments calculations.
  - Label a diagram of a lever showing lever, load, effort and pivot.
    
    Identify load, pivot and effort for different levers.
    
    Compare the advantages of different levers in terms of the forces need and distance moved.
  - Know that machines make work easier by reducing the force needed.
    
    State what pulleys are and describe how they work.
  - Investigate how ramps affect force and work done.
- - Define Speed
    
    State the equation for speed and use it to calculate speed.
  - Describe motion using a distance-time graph.
    
    Illustrate a journey with changing speed on a distance-time graph, and label changes in motion.
    
    Know that a straight line on a distance-time graph shows constant speed and a flat line shows no movement.
  - Read speed time graphs.
    
    Draw speed time graphs.
    
    Describe the motion of an object from speed time graphs.
  - Define acceleration.
    
    State the equation for acceleration and use it to calculate acceleration.
    
    Extension: Know that when acceleration is zero objects can be stationary or ‘constant velocity’.
  - Define terminal velocity
    
    Describe an object’s change in motion.
    
    Investigate the concept of terminal velocity using cupcake cases.
- - Explain the difference between heat and temperature.
    
    The thermal energy of an object depends upon its mass and temperature.
    
    When there is a temperature difference, energy transfers from the hotter to the cooler object.
    
    Explain observations about changing temperature in terms of heat flow.
    
    Extension: Sketch a graph to show the pattern of temperature change against time.
  - Describe how energy is transferred by conduction.
    
    Use kinetic theory / particle model to explain conduction.
    
    Know that metals conduct heat better than other substances.
  - To describe how density changes in fluids (due to expansion)
    
    To explain convection using the key ideas
    
    Sketch diagrams to show convection currents in unfamiliar situations.
  - To describe how heat energy is transferred through a vacuum.
    
    To carry out an investigation into radiation to find what surfaces are the best at emitting and absorbing thermal radiation.
    
    To describe which materials, radiate most
  - Explain how a method of heat insulation works in terms of conduction, convection, and radiation.
    
    Explain how a thermos flask works.
- - Describe the appearance of planets from diagrams showing their position in relation to the Earth and Sun.
    
    Describe their position in relation to the Earth and Sun.
    
    Know that the solar system can be modelled as planets rotating on tilted axes while orbiting the Sun, moons orbiting planets and sunlight spreading out and being reflected.
  - Recall why the Earth has day and night.
    
    Identify the different hemispheres.
    
    Explain why the Earth experiences spring, summer, autumn and winter.
  - State how the moon travels around the Earth.
    
    Describe how we can see the moon on Earth.
    
    Explain what the different phases of the moon are.
    
    Explain why we see different phases of the moon.
  - State what a lunar and solar eclipse is.
    
    Describe the position of the moon, Earth and Sun during both types of eclipse.
    
    Explain solar and lunar eclipses using diagrams.
  - Describe how space exploration and observations of stars are affected by the scale of the universe.
    
    Know that there are different types of galaxies.