Year 7 Digestion and Breathing

Transcription

1 Year 7 Digestion and Breathing New Energy and Digestion Breathing Skills 3c F3- Describe the components of a healthy Describe which gas from the air is F3 diet (food groups). used in the body. Recall the tests for starch and sugar. Describe the movements of the ribs Suggest some foods that contain starch and sugar. and diaphragm during breathing in and out. 4c G 1- Name some of the organs of the 4b G/F 1 digestive system. 4a F/G 1+ Describe what is meant by physical digestion and chemical digestion. 5c F 2- Describe the role of the stomach and 5b F/E 2 small intestine in digestion. 5a E/F 2+ Recall the names of some digestive enzymes. Describe where gases are exchanged between the lungs and the blood. Describe examples of disease and lifestyle choices that affect the breathing system. Describe two ways of measuring lung volume. Describe four features of the alveoli that help gas exchange. 6c E 3- Locate the organs of the digestive 6b D/E E/D 3 system on a diagram. 6a D 3+ Recall where physical digestion takes place and where chemical digestion takes place. Explain how teeth and saliva are adapted to digest food. 7c D/C 4- Explain why different groups of 7b C/D 4 people have different energy requirements. Explain how each feature of the alveoli supports gas exchange. Explain how changes in pressure in the chest bring about breathing in and out. Compare the pressure in the chest before breathing in and breathing out with atmospheric pressure. Predict the observations of food tests for several foods for starch, sugar, protein and fats. Use data on packaging to plan how individuals could meet their energy requirements. 8c C 5- Explain how the structure of each of the organs of the digestive system supports its function. Explain how visking tubing can be used to model the digestive system. Explain the difference between breathing and respiration.

2 Year 7 - Cells New Cells 3c F3- Recognise and label normal and F3 specialised animal and plant cells; use a microscope to make observations 4c G 1- Describe unicellular organisms 4b G/F 1 including yeast, bacteria, euglena, 4a F/G 1+ paramecium and amoeba as being either prokaryotes or eukaryotes. 5c F 2- Describe the process of diffusion, 5b F/E 2 and name the materials needed by 5a E/F 2+ and those removed from the cell. Describe the functions of the nucleus, cell membrane, mitochondria, cytoplasm, cell wall, vacuole and chloroplast. 6c E 3- Describe some benefits and 6b D/E E/D 3 disadvantages of multicellular 6a D 3+ organisms, compared to singlecelled organisms. 7c D/C 4- Explain how different structures help 7b C/D 4 organisms to survive. 8c C 5- Compare and contrast the similarities and differences between normal and specialised animal and plant cells. Reproduction in plants and animals Name the main parts of the male and female human reproductive systems. Recognise different seed-dispersal methods by the structures of the seeds. Describe how the menstruation cycle works. Explain the differences in insect pollinated and insect-pollinated plants. Discuss the strengths and weaknesses of wind-pollinated and insectpollinated plants. Explain how a pregnant uterus is different from a normal uterus, including the impact of different substances on the health and development of a foetus. Identify key variables that need to be controlled when investigating the effect of seed design on seed dispersal.

3 Year 7 Forces, Friction and Speed New 3c F3- List types of force F3 4c G 1- Identify gravity as a pulling force and 4b G/F 1 4a F/G 1+ Forces Friction Speed Represent forces using force diagrams distinguish between mass and weight. Describe the balancing of a see-saw with different loads. 5c F 2- Describe the size and direction of forces 5b F/E 2 5a E/F 2+ using force diagrams. Know that forces can lead to changes in shape and investigate the change of shape of a spring. 6c E 3- Explain the how the size and direction of 6b D/E E/D 3 6a D 3+ forces determines their effects. Explain how a fulcrum allows a turning motion, explain the effect of changing the size of a force or its distance from the fulcrum, and use and apply the law of moments. 7c D/C 4- Explain the relationship between the 7b C/D 4 amount of change in shape and the size of the force, and use data to state Hooke s Law. 8c C 5- Collect accurate data about forces changing the shape of an object, recognise when shape changes regularly with force size, and explain behaviour when the elastic limit is exceeded. Explain moments using force diagrams and the law of moments, explain how levers can act as force multipliers, and explain and demonstrate the design principles of a crane. Recognise that friction is a force that slows objects down or stops them from moving. List examples where friction is useful and when it is unwanted, recognise that drag forces slow things down, and recognise that streamlining helps objects move through air or water. Explain that friction is a contact force opposing the direction of movement. Compare contrasting situations involving friction, explain how friction can be increased or reduced, explain air and water resistance, and explain how streamlining reduces such resistance. Provide a detailed explanation of friction between surfaces Explain air and water resistance in terms of frictional drag, explain the forces on flying or falling objects, and explain streamlining using scientific vocabulary. Recognise that to find a speed requires a calculation Explain how to find the speed of an object. Explain the concept of speed and use understanding of speed to explain how the equation for speed is derived. Identify forces acting in pairs, and apply an understanding of forces to explain how a force can cause a change in speed and direction. Identify different examples of forces and reaction forces, and predict the changes of speed and direction that different forces can cause. Independently derive the equation for speed and use understanding of the speed equation to explain how speed cameras work.

4 Year 7 Energy, Heat and Sound New 3c F3- Recognise that energy is transferred by a range of F3 Energy Heat Sound different processes. Identify simple energy transfers which involve gravitational potential energy, elastic potential energy and chemical energy. 4c G 1- Recognise that work can be done by a force, and 4b G/F 1 that the work done is equal to the energy transferred. 4a F/G 1+ Explain how energy is transferred using elastic, gravitational and chemical potential energy. 5c F 2- Interpret and draw energy transfer diagrams for a range of different energy transfers, including 5b F/E 2 gravitational potential energy, elastic potential 5a E/F 2+ energy, chemical energy and electrical energy. 6c E 3- Use Sankey diagrams to explain a range of energy 6b D/E E/D 3 changes and demonstrate that all energy is always accounted for. 6a D 3+ Calculate the work done in different situations, given the size of the force and the distance moved. 7c D/C 4- Explain how simple machines transfer energy in a way that offers an advantage. 7b C/D 4 8c C 5- Analyse changes in gravitational potential energy in different situations, and compare the energy per gram of different fuels. Recognise what is meant by temperature and how it is measured. Explain and make predictions about the direction of heat flow in different situations. Explain the difference between temperature and heat. Recognise an echo as a reflection of sound. Recognise that some materials are good at reflecting sound and others can absorb it. Recognise that sound energy is transferred by waves and describe how sound waves are made in different situations. Recognise that different organisms hear differently. Name different parts of the human ear. Describe what is meant by infrasound and ultrasound. Describe how to measure the speed of sound, and how the speed of sound can be used in different applications to measure distances. Describe what is meant by the term hearing range. Describe a wide range of applications for ultrasound and infrasound. Explain how parts of the ear are adapted to enable us to hear. Interpret and devise wave diagrams to represent sounds of different wavelength and amplitude. Use calculations to measure the speed of sound and the distance of objects in different applications, applying ideas about echoes. Compare and contrast the detection of sound by an ear and a microphone. Explain how longitudinal waves carry sound. Relate the terms frequency and amplitude to sounds. Explain why these waves are suitable for their applications. Use the particle model to explain why the speed of sound is different in solids, liquids and gases, and how energy is transferred in the reflection and absorption of sound.

5 Year 8 Skeleton and Respiration New Skeleton Respiration Skills 3c F3- Identify the main bones of the Describe the purpose of respiration. F3 skeleton. 4c G 1- Describe the role of skeletal joints. Define anaerobic respiration and give 4b G/F 1 examples of sports that use 4a F/G 1+ anaerobic respiration. 5c F 2- Identify muscles that contract to Describe and explain aerobic Investigate the 5b F/E 2 cause specific movements. respiration using a word equation. strengths of different 5a E/F 2+ muscles and draw a conclusion. 6c 6b 6a E D/E E/D D Explain how diagnosis and treatment of problems with the skeletal system have changed over time. 7c D/C 4- Compare the movement allowed at 7b C/D 4 different joints and explain why different types of joints are needed. 8c C 5- Explain how muscles work antagonistically to bring about movement and evaluate a model. Describe and explain some evidence to show the products of anaerobic respiration and plan an investigation into fermentation. Explain the role of respiration in building up complex molecules. Evaluate the quality of evidence for aerobic respiration in plants and animals. Plan and carry out an investigation to compare strengths of muscles and analyse the results using a graph. Analyse data to compare and explain the numbers of mitochondria in different cells. Plan an investigation to test a hypothesis about anaerobic respiration, analyse the data and evaluate the investigation.

6 Year 8 Plants and Exosystems New Plants Ecosystems Skills 3c F3- Identify the importance of F3 plants to life on Earth 4c G 1- Identify the reactants and products Describe how food webs are made 4b G/F 1 of photosynthesis up of a number of food chains 4a F/G 1+ Identify the factors that can affect photosynthesis Identify how water and minerals move through a plant Describe the impact of low pollination on fruit production Describe examples of the interdependence of organisms Describe the role of niches 5c 5b 5a F F/E E/F Explain how gas exchange occurs in leaves Explain how water and minerals move through a plant 6c 6b 6a E D/E E/D D Use evidence to explain that plants do not use soil to grow Analyse how stomata density is affected by different conditions 7c D/C 4- Evaluate secondary data to start to 7b C/D 4 explain how plants make food 8c C 5- Evaluate the cell structures that allow the movement of water and minerals through a plant Explain how organisms help other organisms to survive Explain why prey populations affect predator populations Describe how toxins pass along the food chain Explain why artificial pollination is used for some crops Explain ideas about habitat destruction Explain how toxins enter and accumulate in food chains Make predictions about factors affecting plant and animal populations Evaluate a model of predator prey populations and explain the importance of predators Evaluate the advantages and disadvantages of using pesticides Analyse and evaluate the role of variation in enabling organisms to co-exist Analyse and evaluate changes in a food web Evaluate the risks of monoculture on world food security Plan and predict the results of investigations Evaluate the risks of a procedure Interpret secondary data about photosynthesis

7 Year 8 Physical and Chemical Changes New Physical changes 3c F3- Compare the properties of solids, F3 liquids and gases. 4c G 1- Draw circle diagrams to demonstrate 4b G/F 1 the differences between the 4a F/G 1+ arrangement of particles in solids, liquids and gases, and describe their different properties. 5c F 2- Describe features of physical and 5b F/E 2 chemical changes, recognising how 5a E/F 2+ mass is conserved. 6c 6b 6a E D/E E/D D Use the particle model to explain expansion in solids, liquids and gases. 7c D/C 4- Use particle diagrams to explain the 7b C/D 4 differences in energy and forces between the particles in different states of matter, accounting for differences in their properties. 8c C 5- Use the particle model to explain latent heat and how impurities affect melting and boiling points Chemical changes Identify some everyday substances that contain acids and alkalis. Describe the changes to indicators when acids and alkalis are mixed Explain the general reaction between an acid and a metal, and between an acid and a carbonate, using generic equations Compare the reactants and products of complete and incomplete combustion Evaluate the hazards posed by some acids and alkalis and how these risks may be reduced. Explain, using an equation, the effects of acid rain.

8 Electromagnetism, Gravitational Force and Pressure New Electromagnetism Gravitational Force Pressure 3c F3- Describe the attraction of unlike poles and Know that objects experience a Describe the causes and effects of varying F3 repulsion of like poles. gravitational force. pressure on and by solids. Suggest why some objects float and others sink. Describe how friction between objects may cause electrostatic charge through the transfer of electrons. 4c G 1- Show how a magnetic field can be 4b G/F 1 represented. 4a F/G 1+ Describe the field around a charged object. 5c F 2- Describe some applications of static 5b F/E 2 electricity. 5a E/F 2+ Identify magnetic attraction and repulsion as non-contact forces; explain how field lines indicate the direction and strength of forces. 6c E 3- Explain various examples of electrostatic 6b D/E 3 charge; use ideas of election transfer to E/D explain different effects. 6a D 3+ Use the idea of fields to explain various examples and applications of static electricity. 7c 7b 7a D/C C/D C/D Apply and evaluate the concept of magnetic fields in various contexts. Explain why some electrostatic charge mechanisms are more effective than others. 8c C 5- Compare and contrast useful and dangerous instances of static charge; compare electrostatic and magnetic fields. Describe the variation and effects of gravity on Earth and in space. Identify gravity as a pulling force and distinguish between mass and weight. Apply the concept of gravitational fields to explain the variation and effects of gravity on Earth and in space. Apply the concept of gravitational fields in explaining gravitational effects on Earth and in space, including acceleration. Be able to calculate the force exerted on an object of a given mass in different gravitational fields. Calculate the force of attraction between two objects. Describe the variation of pressure in liquids with depth and the effects of this. Describe how atmospheric pressure varies with height; state some implications of variations in pressure. Explain the effects of varying pressure on and by solids; calculate the pressure applied by a solid from the force applied and the contact surface area. Explain the variation of pressure with depth in liquids. Explain why atmospheric pressure varies with height; describe how the effects of pressure used and dealt with. Explain how force and area can be varied to alter the pressure applied. Identify the causes and implications of variation of pressure with depth. Use the concepts of density, displacement and upthrust in explaining floating and sinking. Apply ideas about density and upthrust to predict the outcomes of various situations. Identify some implications of pressure variation in situations such as weather patterns and highaltitude activities.