KS3 Science - Assessment Overview

Transcription

1 KS3 Science - Assessment Overview Students work through the units as indicated below. At the end of each unit the students sit a test which assesses their knowledge and application of the unit content which includes elements of all three sciences in addition to science skills. The top sets also cover the advanced content that relates to each unit. This content is underlined in each of the units. For detailed information of the knowledge, skills and understanding required for each unit please click on the unit title in the table below. Year 7 Elementary 1 Elementary 2 Elementary 3 Year 8 Elementary 4 Intermediate 1 Intermediate 2 Year 9 Intermediate 3 Intermediate 4

2 Elementary 1 Biology Cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope. Label the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts. The similarities and differences between plant and animal cells The properties of the different states of matter (solid, liquid and gas) in terms of the particle model The differences in arrangements, in motion and in closeness of particles. Similarities and differences between solids, liquids and gases Changes of state in terms of the particle model. Draw a simple atomic model Model atoms as spheres that make up matter Physics Describe forces as pushes or pulls, arising from the interaction between two objects. Identify where push and pull forces are acting Identify forces associated with deforming objects; stretching and squashing springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water. Recall that forces are measured in N. Use a force meter to measure stretching force as a spring changes length. Can fill variable values into a table Be able to describe what you have seen Use positive and negative numbers Be able to round whole numbers

3 Elementary 2 Biology The similarities and differences between plant and animal cells. Identify different examples of specialised cells (Red Blood Cell, Nerve Cell, Root Hair Cell, Leaf Cell, Sperm Cell and Egg Cell). Organise the hierarchy of multicellular organisms: from cells to tissues to organs to systems to organisms. Give examples and know the position of organs and organ systems. Including: Digestive System (Stomach, Small Intestines, Large Intestine) and Circulatory System (Lungs and Heart). The structure and functions of the human skeleton, to include support, protection, movement and making blood cells. Describe the function of the human skeleton (to include: support, protection, movement and making blood cells.) Describe the function of muscles. State functions of parts of plant and animal cells. (Specifically: cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts). State the 7 different nutrient groups (carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water). The ph scale for measuring acidity/alkalinity; and indicators. Recall examples of acids and alkalis. Use litmus paper to determine whether or not a substance is acidic, alkaline or neutral. Use universal indicator to determine the ph of substances and their strength. Defining acids and alkalis in terms of neutralisation reactions. Recall the general word equation: acid + alkali -> salt + water. Recall that the reaction between an acid and an alkali is called neutralisation. Recall that water is always produced in neutralisation reactions. Physics Recall the names of the 4 magnetic materials. Recall the difference between a magnet and a magnetic material. Label the poles of a bar magnet. Draw two bar magnets to show when they attract (without field lines). Draw two bar magnets to show when they repel (without field lines). Draw a single bar magnet and its magnetic field lines. Use a plotting compass to show the direction of a magnetic field. Recall that the magnetic field lines show the area that the magnetic force acts. Explain why the magnetic poles have the strongest magnetic force. Draw a diagram to show the shape and direction of Earth s magnetic field. Recall that a compass always points North. Use and round decimal numbers. Be able to construct table of results. Include appropriate units when giving results. Identify obvious risks. Ask simple questions to help me understand observations. Suggest what might happen. Select and use equipment for a task.

4 Biology Elementary 3 Reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta. (I2) Label the parts of the male and female reproductive systems. Describe the functions of the different parts of the male and female reproductive system. State how sperm and egg cells are adapted to their function. Describe the menstrual cycle. Describe the process of fertilisation in humans. Describe the process of gestation and birth. Differences between atoms, elements and compounds The concept of a pure substance Mixtures, including dissolving The varying physical and properties of different elements. Chemical symbols and formulae for elements and compounds. Define the terms atoms, elements, compounds and mixtures. Use particle diagrams and formula to classify atoms, elements, compounds and mixtures. Understand that compounds may have different properties to their constituent elements. Identify elements using symbols from the periodic table (table provided). Deduce the number of elements from a given compound. Describe simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography. Carry out filtration, evaporation and chromatography. Identify which separation technique is required for a given mixture. Determining the purity of substances from boiling/melting points and chromatograms. Physics Our Sun as a star, other stars in our galaxy, other galaxies The light year as a unit of astronomical distance Non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets Using force arrows in diagrams. Draw arrows to show gravity acting on an object on the Earth. Draw arrows to show gravity acting on an object in space. Draw field lines between two bar magnets. Include columns for calculations in tables including averages Decide if results data matches a prediction Convert units for the same variable to scale up or down Explain reasoning for a prediction Select appropriate variables to test Explain how a scientific idea has changed as new evidence has been found. Develop higher order questions to explore observations using scientific knowledge and understanding

5 Biology Elementary 4 The interdependence of organisms in an ecosystem, including food webs Draw a food chain (from Producer to Secondary Consumer) Identify the meaning of the terms: Producer, Consumer, Herbivore, Omnivore, Carnivore, Predator and Prey. Draw a pyramid of number Identify an individual food chain from a food web. Identify differences between species. The variation between individuals within a species being discontinuous, to include measurement and graphical representation of variation. How organisms affect, and are affected by, their environment, including the accumulation of toxic materials. The interdependence of organisms in an ecosystem, including food webs and insect pollinated crops Continued The structure of the Earth o Label a diagram describing the mantle, inner/outer core, mantle and crust. o Recall that the Earth s crust is a source of many materials, including coal, gas, oil, rock, clay and metal ores. o Recall that metals are extracted from ores. o Recall that plastics are examples of polymers, and that these are made from oil. o Igneous, sedimentary and metamorphic rocks The Periodic Table: periods and groups; metals and non-metals. o Classify elements as metals or non-metals based on their position in the periodic table. o Chemical symbols for elements. o The varying chemical properties of different elements. o The properties of metals and non-metals o Recall that iron, cobalt and nickel are magnetic. o Recall that metals, except mercury are solid at room temperature. o Classify metals and non-metals based on their electrical conductivity, thermal conductivity, malleability/brittleness, density and sound when struck. o Recognise the tests for oxygen, hydrogen and carbon dioxide. The properties of ceramics, polymers and composites (qualitative). o Recall that bricks and pottery are made from clay that is moulded and baked. o Recall that ceramics are made by firing clay with other rock material before coating them with a glaze to make them tough. o Recall that bricks are normally brittle, but can be used to build houses because they are strong when compressed. o Recall that polymers can be used to make plastics because they are flexible and can be moulded. o Describe composite materials as those made by mixing two or more materials so that the new material has the properties of both, using reinforced concrete as an example. Internal energy stored in materials o Describe how energy is released when making bonds and absorbed to break bonds. o Explain endothermic and exothermic reactions in terms of bond making and bond breaking with the aid of an energy profile diagram.

6 Physics E4 continued Frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound o Describe how sound travels o Identify the frequency of low pitched sound and high pitched sound. o Recall that frequency is measured in Hertz (Hz) o Describe how an echo is formed o Use a buzzer to investigate the effects of different materials on sound absorption. Sound needs a medium to travel, the speed of sound in air, in water, in solids Sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum. o Describe how sound travels o Explain why sound travels at different speeds in solids, liquids and gases. o Label a picture of the inner ear. o Describe the role of the ear drum. o Compare the ear to a microphone, in terms of energy transfer and vibrations. o Auditory range of humans and animals. Light waves travelling through a vacuum; speed of light Recall that light can travel through a vacuum. The transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface Define the words opaque, translucent and transparent (in terms of absorption/transmission) Draw a ray diagram to show how we see an object. Calculate an average Identify continuous and discontinuous data Calculate range values Show results in a bar chart Describe patterns in data and tables Describe a trend on a graph or chart Suggest a reason for patterns in data Look for other possible conclusions that may be drawn from data Use conflicting evidence appropriately Recall that scientific explanations are used to explain observations and are tested by collecting data/evidence. Plan to control risks in an investigation. Justify selection of equipment Identify limitations of equipment (precision) Justify my data collection method

7 Biology Intermediate 1 Organs of the human digestive system, Name and label the organs of the digestive system (mouth, oesophagus, gall bladder, liver, pancreas, small intestine, large intestine, rectum, and anus) Describe the function of each organ (mouth, oesophagus, gall bladder, liver, pancreas, small intestine, large intestine, rectum, and anus) Describe enzymes as molecules that break down large molecules into smaller mlecules during digestion The structure and functions of the gas exchange system in humans, Name and label the organs of the respiratory system (mouth, nasal cavity, trachea, bronchi, bronchioles, lungs, ribs, intercostal muscles, alveoli, capillary network, diaphragm) Describe the function of the organs of the respiratory system (mouth, nasal cavity, trachea, bronchi, bronchioles, lungs, ribs, intercostal muscles, alveoli, capillary network, diaphragm) The mechanism of breathing to move air in and out of the lungs, Describe the mechanical process of breathing (diaphragm and rib cage movement only) The tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalyst) Describe mechanical digestion including mastication and peristalsis Describe chemical digestion including the specific enzymes for each food group Adaptations of the villi in the intestine and function of bile Changes with temperature in motion and spacing of particles Use the particle model to show the expansion and contraction of states of matter at different temperatures. Conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving Define a physical change and provide examples of physical changes Explain in terms of particles why mass is conserved. The varying physical properties of different elements. Energy changes on changes of state (qualitative) Define melting and boiling point. Describe whether energy is required or released for a given change of state. Describe the motion of gas particles as random speed and direction including gas pressure. Understand gas pressure as the concept of gas particles colliding with and exerting a force on a surface Describe diffusion as a spreading out of particles due to Brownian motion Explain diffusion as the spreading of particles from areas of high to low concentration. The principles underpinning the Mendeleev Periodic Table Describe how Mendeleev ordered the elements. Describe the trend in reactivity of the alkali metals. Use the periodic table to predict the reactivity of a metal Explain how the chemical and physical properties of metals and non-metals can be predicted by their position in the periodic table. Continued

8 Physics I1 continued Forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion. Draw the driving force and frictional forces on moving objects. Identify the three possible effects of unbalanced forces acting on an object. Identify the two possible effects of balanced forces acting on an object. Describe what happens to the motion of an object with different sized forces applied in different directions. Opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface. Define equilibrium. Calculate the resultant force acting on an object for unbalanced and balanced forces in the same dimension. Gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and Sun (qualitative only) Calculate the weight of objects with different masses using W = mg Explain why there is a difference in gravitational field strength on different planets Calculate the weight of masses in different gravitational field strengths. Describe what keeps an object in orbit (limited to gravitational pull). Explain how the Earth s tilt causes seasons (in terms of radiation intensity). Compare the length of day in different hemispheres at different times of year. Simple machines give bigger force but at the expense of smaller movement (and vice versa) Describe how a hydraulic piston works Moment as the turning effect of a force o Define a moment o Calculate the moment of a force Force-extension linear relation; Hooke s Law as a special case Calculate the spring constant from the gradient of the graph of their results Pressure measured by ratio of force over area acting normal to any surface Atmospheric pressure, decreases with increase of height as weight of air above decreases with height Pressure in liquids, increasing with depth; upthrust effects, floating and sinking Describe how pressure is formed in liquids Explain the differences in pressure at different depths Show results through plotting a line graph Scale an axis Predict data from a curve or line of best fit Use the term anomalous results correctly Identify problems with an investigation Suggest reasoned improvements for an investigation Discuss the effectiveness of planning with others Recognise significant control variables in investigations Explain how the exclusion or acceptance of data can lead to different conclusions

9 Biology Intermediate 2 Aerobic and anaerobic respiration in living organisms, Describe the process of aerobic respiration Describe the process of anaerobic respiration Construct a word equation for anaerobic respiration Construct the word equation for aerobic respiration Describe the differences between aerobic and anaerobic respiration in terms of reactants and products Recall that anaerobic respiration produces lactic acid build up which causes pain and fatigue Name the reactants and products in photosynthesis Construct a word equation to represent photosynthesis The effects of recreational drugs (including substance misuse) on behaviour, health and life processes. Describe the general effects of recreational drugs on behaviour (limited to those required at KS4) Describe the general effects of recreational drugs on the body (limited to those required at KS4) Describe the general effects of recreational drugs on a developing foetus The structure and functions of the gas exchange system in humans, including adaptations to function Describe adaptations of alveoli and capillary network Recall the key differences between chemical and physical changes. Identify the signs of a chemical reaction. Chemical reactions as the rearrangement of atoms Use models to show that the atoms in reactants and products are arranged in different ways. What catalysts do Recall that a catalyst speeds up a reaction. Representing chemical reactions using word equations. Identify the reactants and products in a word equation. Combustion, thermal decomposition, oxidation and reactions. Carry out and describe thermal decomposition as the breaking down of a substance into two or more substances using heat Carry out and describe oxidation as the reaction of metals or non-metals with oxygen Carry out and describe combustion as the burning of a fuel in the presence of oxygen to release heat energy. Describe a fuel as a substance that is burned in oxygen to release energy. Construct word equations and balance given simple symbol equations for complete combustion, thermal decomposition and oxidation reactions. What catalysts do Describe how the conditions in a car engine can lead to the production of carbon monoxide in addition to oxides of nitrogen Using combustion and thermal decomposition as examples, show that the number of atoms in reactant and product are equal. Recall the chemical formulae for simple acids, bases and salts. Chemical reactions as the rearrangement of atoms Observe the displacement reactions of the halogens, using the findings to predict products and the reactivity of the Group 7 elements. Carry out metal displacement reactions to order metals and carbon in a reactivity series. Continued

10 I2 continued Physics State the energy transfers that occur when a circuit is complete to include: battery, bulb, buzzer and motor. Electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge Recall that current is measured in amps (A) Describe what an electrical current is Draw a two bulb series circuit and a two bulb parallel circuit. Describe how current flows in a two bulb series circuit Describe how current flows in a two bulb parallel circuit Use an ammeter to measure current. Potential difference, measured in volts, Recall that voltage is measured in volts (V) Define 'voltage'. Other processes that involve energy transfer: changing motion, dropping an object, Identify and describe the 8 types of energy (light, sound, kinetic, thermal, electrical, gravitational potential, elastic, chemical). Describe the energy changes in the three main stages of a swinging pendulum. Using iron fillings plot the magnetic field around a current carrying wire Make and use an electromagnet Describe how to make an electromagnet stronger Make a DC motor and describe how it works Resistance, measured in ohms, as the ratio of potential difference (p.d.) to current. Investigate the action of a LDR in different light intensities Describe what happened when light hits the photosensitive materials in an LDR, the retina and a camera. Analyse data using error bars on a graph Combine primary and secondary data in the same table Draw a line of best fit and calculate Compare two or more sets of data to highlight similarities Describe limitations in methods and how they lead to inconsistencies in data Recognise that some scientific questions do not yet have definitive answers. Select precision equipment and use it appropriately to ensure accuracy Generate hypothesis to test

11 Biology Intermediate 3 The consequences of imbalances in the diet, including obesity, starvation and deficiency diseases Describe the issues associated with obesity - arthritis, heart disease, diabetes and breast cancer. Describe the issues associated with starvation anorexia & bulimia. Describe the issues associated with deficiency Scurvy, Kwoshiorkhor & Brittle bones Calculations of energy requirements in a healthy daily diet Including the breakdown of organic molecules to enable all the other chemical processes necessary for life Make links between glucose, digestion and respiration Reproduction in plants: o Compare the difference between wind and insect pollinated plants. o Describe the process of insect pollination. o Describe the process of fertilisation in plants. o Describe seed and fruit formation and dispersal. The adaptations of leaves for photosynthesis. Label the cross section of a leaf. State how palisade cells are adapted to their function. Give the functions of each section of the leaf (related to photosynthesis). The role of leaf stomata in gas exchange in plants. Draw and label stomata and guard cells Describe the terms turgid and flaccid and how the stomata open and close Explain how oxygen and carbon dioxide diffuse in and out of a leaf through the stomata (diffusion) Reactions of acids with metals to produce a salt plus hydrogen Construct word equations for the reactions of metals with acids Recognise that not all metals react with acids Reactions of acids with alkalis to produce a salt plus water Name the product salts given the reactants Construct word equations for the reactions of acids with alkalis The chemical properties of metal and oxides with respect to acidity. Define the term base as a substance that reacts with acids Describe an alkali as a base that is soluble in water Recall that metal oxides are bases Construct word equations for the reactions of metal oxides with acids Exothermic and endothermic chemical reactions (qualitative). Define exothermic and endothermic reactions as those which absorb or release energy The chemical properties of metal and non-metal oxides with respect to acidity. Sulphur dioxide is produced when fossil fuels are burned due to the presence of sulphur impurities Describe how the temperature of car engines results in the production of nitrogen oxides Identify the acids produced when non-metal oxides dissolve in rain water Describe the long term environmental impact of acid rain Explain how catalytic converters work, using the word and symbol equations: nitrogen oxides + carbon monoxide --> carbon dioxide + nitrogen These gases have less of an impact on human health than oxides of nitrogen and carbon monoxide. The differences in arrangements, in motion and in closeness of particles (E1) explaining changes of state, shape and density (and I3), the anomaly of ice-water transition. Explain using particle diagrams, the how the difference in the arrangement of the particles affects the shape and density of s, l and g. Describe how ice is unusual, in terms of density, compared with other solids.

12 I3 continued The use of carbon in obtaining metals from metal oxides Explain the reduction of metal ores by carbon to extract metals Carry out the thermal decomposition of copper carbonate. Construct word and balanced symbol equations for the thermal decomposition of copper carbonate and reduction of the resulting copper oxide. Physics Speed and the quantitative relationship between average speed, distance and time. Use the equation 'speed = distance/time' to calculate the speed of various objects Define 'average speed' The representation of a journey on a distance-time graph Relative motion: trains and cars passing one another. Calculate the relative velocity of trains and cars: Heading towards each other Travelling in the same direction e.g. on a motorway Separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects. The idea of electric field, forces acting across the space between objects not in contact. Non-contact forces: forces due to static electricity. Identify materials that are insulators (using current not resistance) Describe, in terms of electrons, what happens when a rod and a duster are rubbed together. Understand that zero is not the starting point on all graphs Explain how improvements could lead to an a more reliable and accurate conclusion Critically evaluate conclusions drawn by others Explain how valid results are in terms of reliability and accuracy Define the terms accuracy and precision Define the terms repeatability and reproducibility. Construct a detailed risk assessment for an experimental procedure. Explain predictions using scientific models Recognise that some variables can not be easily controlled Measure an appropriate range and quantity of data Use primary and secondary data to form a conclusion Describe a relationship between two or more sets of data. Use an equation triangle to formulate an equation

13 Intermediate 4 Biology The dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere Plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots. Explain how a plants (including algae) use the products of photosynthesis Explain how the gases involved in photosynthesis affect today s atmosphere Explain how you would show that starch is one of the organic molecules used as an essential energy store (test for starch in a leaf) State how root hair cells are adapted to their function. Describe how minerals are absorbed, to include; dissolved in solution, by the root hairs and from the soil. Explain how microorganisms can be useful to humans (bread making, brewing). Explain how oxygen, glucose, carbon dioxide and other waste products move into and out of cells by diffusion. Explain the effect of exercise on breathing and pulse rate (make links with circulatory system E2) State how red blood cells and ciliated epithelial cells are adapted to their function. Describe the adverse effect of asthma on the gas exchange system Explain the effect of smoking on the cilia, Explain the function of bacteria in the human digestive system. The rock cycle and the formation of igneous, sedimentary and metamorphic rocks. Describe the process of chemical weathering and physical weathering. Describe the process of sedimentation Explain why fossils are found in sedimentary rocks Describe the process of metamorphic rock formation Describe the process of igneous rock formation Explain why fossils are not usually found in metamorphic or igneous rocks The composition of the atmosphere Recall the percentages of nitrogen, oxygen, carbon dioxide and argon in the atmosphere Identify the processes that influence the levels of carbon dioxide in the atmosphere Describe the impact of these changes on global temperatures and sea levels Define and give examples of renewable and non-renewable resources. Evaluate the benefits and drawbacks of recycling. Explain how combustion, respiration and photosynthesis influence the level of carbon dioxide in the atmosphere.

14 Physics Comparing energy values of different foods (from labels) (kj) Use food labels to identify and compare the amounts of energy in different foods. Comparing power ratings of appliances in watts (W, kw) Convert power ratings between watts and kilowatts. State reasons why different appliances have different power ratings e.g. heater compared to a television Comparing amounts of energy transferred (J, kj, kw hour) Convert amounts of energy between joules and kilojoules. Recall that a kwh is a large unit of energy. Calculate the number of joules in a kwh. Explain why fuel bills are given in kwh and not joules. Calculate the amount of energy used in kwh. Calculate the cost of a fuel bill from the amount of energy used. State the different types of fuels used in the home Describe different ways of harnessing energy e.g. solar panels, wind turbines and burning fossil fuels State the law of conservation of energy Draw a simple Sankey diagram for any appliance to demonstrate the law of conservation of energy. Describe what happens in terms of heat transfer when objects of different temperatures are put together. Explain the process of conduction using ideas about particles. Explain the process of radiation. Investigate how different materials affect the movement of heat (standard insulation experiment). Comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with temperatures. When cooking, describe the energy changes to: o The burning fuel o The oven o The food Write units in standard form Use a calculator efficiently to perform complex calculations Make further predictions based upon results Suggest a well thought out strategy to take an investigation further Calculate results using formulas Explain the importance of accuracy, precision, repeatability and reproducibility in providing evidence to support hypotheses. Use relevant evidence to support/refute an argument Explain how scientists collaborate to support/refute scientific theories and evidence Modify equipment or techniques to minimise error Carry out statistical calculations on data (E.g. standard deviation)