Year 8 Key Performance Indicators Science (Biology) S8.1 B1: To understand key concepts in Biology. I can compare the rate of digestion of different enzymes by linking to their surroundings. S8.2 B3: To understand genetics. I can explain how characteristics are inherited through and coded by genes and explain the contribution of each team of scientists to the development of the model of DNA. I can explain how enzymes affect the rate of digestion. I can explain how characteristics are inherited and describe how scientists worked together to develop the DNA model. S8.3 B4: To understand natural selection and genetic modification. I can explain how natural selection I can explain the process of leads to evolution and explain how natural selection and describe scientists know that organisms how organisms evolve over time. have changed over time. S8.4 B5: To understand health. I can explain how each nutrient contributes to a healthy, balanced diet linking to the health issues that an unhealthy diet can cause. I can explain the role of each nutrient in the body and describe the health issues caused by unhealthy diet. I can describe the role of enzymes in digestion. I can describe how characteristics are inherited and how scientists worked together to develop the DNA model. I can describe the process of natural selection and state that organisms have changed over time, giving examples. I can describe the role of each nutrient in the body and describe some of the health issues caused by unhealthy diet. I can name some enzymes used in digestion. I can state what is meant by genes and state that more than one scientist was involved in discovering the structure of the DNA. I can state how survival rates differ for successful adaptation and give some examples of organisms that have changes over time. I can name some nutrients needed by the human body and state one potential problem for someone with an unhealthy diet.
S8.5 B6: To understand plant structures and their function. I can explain the importance of I can explain the process of photosynthesis in the food chain photosynthesis and describe how and explain how the plant is the plant obtains the reactants for adapted to obtain the reactants for it. photosynthesis. S8.6 B8: To understand exchange and transport in animals. I can explain the process of I can explain the process of respiration, compare it to aerobic respiration and describe anaerobic respiration and explain how the reactants for it get into the how the reactants for respiration cells. get into the cells. S8.7 B9: To understand ecosystems and material cycles. I can explain how different organisms are needed in an ecosystem, explain how an ecosystem has different niches and the link between food chains and energy. I can explain how different organisms are needed in an ecosystem, describe how different organisms co-exist within an ecosystem and explain the interdependence of organisms. I can describe the process of photosynthesis and state the word equation for it. I can describe the process of aerobic respiration and state the word equation for it. I can describe how different organisms co-exist within an ecosystem, identify niches within an ecosystem and describe what food chains and web show. I can state where photosynthesis occurs in the plant and state the products of it. I can give the name of the process where energy is released in cells and state the requirements for it. I can state that different organisms can co-exist, state the definition of the term niche, food web and food chain.
Year 8 Key Performance Indicators Science (Chemistry) S8.8 C2: To understand separating techniques. I can consider how I can explain how chromatography chromatography can be used and and distillation works. can compare evaporation and distillation. S8.9 C4: To understand the periodic table. I can apply patterns shown within I can explain how the groups or periods to unknown position of an element can elements. be used to suggest properties of elements. S8.10 C11: To understand obtaining and using metals. I can analyse why metals can be extracted using carbon, using the idea of displacement. I can explain why metals can be extracted using carbon, using the idea of displacement. S8.11 C13: To understand groups in the periodic table. I can compare trends in physical I can explain trends in physical and chemical properties of group and chemical properties of group 1, group 7 and group 0. 1, group 7 and group 0. I can describe what a chromatogram looks like. I can describe in simple terms what pattern is shown in a given property of a group or period. I can use the reactivity series to decide which metals can be extracted from their ores by heating with carbon. I can describe trends in physical and chemical properties of group 1, group 7 and group 0. I can state what happens to mixtures when they undergo chromatography and I can state that mixtures can be separated by distillation. I can identify changes in properties between elements. I can state where carbon is found in the reactivity series. I can state trends in physical and chemical properties of group 1, group 7 and group 0.
S8.12 C17: To understand Earth and atmospheric science. I can use equations to explain I can explain changes in the levels processes that exchange carbon of carbon dioxide using stages of dioxide to and from the the carbon cycle and I can use a atmosphere and I can discuss in model to explain why global detail the impacts of global warming happens. warming, identifying primary and secondary problems. I can use the carbon cycle to identify reservoirs of carbon and I can describe some impacts of global warming. I can state the changes in levels of carbon dioxide over time and I can state a cause of global warming.
Year 8 Key Performance Indicators Science (Physics) S8.13 P1: To understand motion. To analyse unfamiliar situations using the speed equation, calculate relative motions and draw & analyse distance-time graphs. S8.14 P3: To understand conservation of energy. To analyse the advantages and disadvantages of using renewable and non-renewable resources and how a range of resources can be used to generate electricity. power stations. To explain unfamiliar situations using the speed equation and what is meant by relative motion. To explain the differences between renewable and nonrenewable energy resources and how electricity is generated in S8.15 P7: To understand energy-forces doing work. To analyse the work done in different scenarios and by different machines. machines do work. To explain the difference between energy and power and how S8.16 P9: To understand electricity. To use a model to explain the flow To explain the meaning of current of current, compare and contrast and potential difference and why current and potential difference current is measured in series and and predict the current in different voltage is measured in parallel. circuits. To calculate speed using the speed equation & distance-time graphs, describe relative motion and interpret distance-time graphs. To describe the difference between renewable and nonrenewable energy resources and how electricity is generated in a power station. To describe the difference between energy and power and how to calculate work done. To describe the meaning of current and potential difference and how to measure them. To state the equation for speed, define relative motion and qualitatively interpret a distancetime graph. State the names of some renewable and non-renewable resources and one advantage and one disadvantage of fossil fuels. To state the definitions of energy and power and how work is calculated. To state and know how to measure current and potential difference.
S8.17 P10: To understand magnetism and the motor effect. To compare magnetic field lines To explain how magnets can be and magnetic fields. used, explain how magnetic field lines represent a magnetic field, how a compass works and suggest ways to make motors turn faster. S8.18 P11: To understand electromagnetic induction. To analyse the use of electromagnets in designing a circuit. To explain how electromagnets work and predict the effects of changes on the strength of different electromagnets. To describe how magnets interact, how to represent magnetic fields, describe the Earth's magnetic field and how simple motors work. To describe how to make an electromagnet, some of an electromagnet's uses and how to change its strength. To state features of a magnet, draw magnetic field lines around a bar magnet, state that the Earth has a magnetic field and the main parts of a motor. To state the main features of an electromagnet, the uses of electromagnets and a difference between electromagnets and permanent magnets.