Assessment sheet t - Dr Eyre's Science SITEdreyre.weebly.com/.../yr8_science_exam_checklist.pdf ·...

Biology Term 4

Assessment sheet Name

Form/Class

© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only. 1 SMART SCIENCE

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Biology Term 4 – Photosynthesis, respiration and circulation

Use this sheet to help you track your progress and reach your target:

Self

Peer

Teacher

Assessment focus:

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.

Learning

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I can state which types of organisms make use of

photosynthesis.

Mastering

/

I can describe where in a plant photosynthesis takes

place.

Expanding

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I can explain why the products of photosynthesis are

so important for the organism and for most other living

things on Earth.

Assessment focus:

The adaptations of leaves for photosynthesis, including the role of leaf stomata in plants; plants

making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from

the soil via their roots.

Learning

/

I can label the main parts of a plant.

Mastering

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I can describe the functions for the different plant

organs, such as leaves, roots and stems.

Expanding

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I can explain how the different organs and tissues are

adapted for photosynthesis and growth.

Assessment focus:

The reactants in, and products of, photosynthesis, and a word summary for photosynthesis.

Learning

/

I can recall what is needed for photosynthesis and

what is made.

Mastering

/

I can describe the equation for photosynthesis.

Expanding

/

I can explain how altering gas concentration,

temperature or light levels can change the rate of

photosynthesis.

Biology Term 4


Form/Class

© Smart Learning Ltd 2014 – Copying permitted for purchasing institution only. 2 TEACHER’S HANDBOOK 2

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Assessment focus:

The structure and function of the gas exchange system in humans, including adaptations to function.

Learning

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I can describe the main organs in the human breathing

system.

Mastering

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I can describe the function of the alveoli and how gas

exchange occurs in humans via the lungs.

Expanding

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I can explain how gas exchange occurs by diffusion.

Assessment focus:

The mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the

movement of gases, including simple measurements of lung volume.

Learning

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I can describe the start and end point of breathing in

and breathing out.

Mastering

/

I can draw flow charts to show the stages of the

processes of breathing in and breathing out.

Expanding

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I can describe an investigation to measure lung volume

and explain how to use the data collected.

Assessment focus:

Aerobic respiration in living organisms, including the breakdown of organic molecules to enable other

chemical processes necessary for life and a word summary for aerobic respiration.

Learning

/

I can state that aerobic respiration uses up oxygen and

releases energy in plants and animals.

Mastering

/

I can write down and explain the word equation for

aerobic respiration.

Expanding

/

I can describe and compare different examples of

aerobic respiration in living things.

Biology Term 4


Form/Class


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Assessment focus:

Anaerobic respiration in living organisms; the process of anaerobic respiration in humans and

multicellular organisms, including fermentation and a word summary for anaerobic respiration.

Learning

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I can state that anaerobic respiration takes place in

the absence of oxygen and releases energy in plants

and animals.

Mastering

/

I can write down and explain the word equation for

anaerobic respiration.

Expanding

/

I can describe and compare different examples of

anaerobic respiration in living things, including the

process of fermentation.

Assessment focus:

The differences between aerobic and anaerobic respiration in terms of the reactants, the products

formed and the implications for the organism.

Learning

/

I can state the different reactants involved in aerobic

and anaerobic respiration.

Mastering

/

I can compare the word equations for aerobic and

anaerobic respiration, and describe an example of

each taking place in living things.

Expanding

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I can compare the processes of aerobic and anaerobic

respiration, including the impact each has on humans

(for example, the effects on athletes).

Assessment focus:

The impact of exercise, asthma and smoking on the human gas exchange system.

Learning

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I can describe the effects of smoking on the lungs.

Mastering

/

I can explain how asthma and smoking can affect the

human gas exchange system.

Expanding

/

I can analyse the data from various sources to

evaluate the impact of exercise, smoking and asthma

on the human gas exchange system.

Biology Term 4


Form/Class


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Assessment focus:

The circulatory system and blood.

Learning

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I can name the main parts of the human circulatory

system and describe what they do.

Mastering

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I can describe the functions of the heart, the different

types of blood vessels and red and white blood cells.

Expanding

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I can explain how an unhealthy lifestyle can lead to

high blood pressure or coronary heart disease.

Teacher’s comments:

What I need to do to improve:

Chemistry Term 4


Form/Class


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Chemistry Term 4 – Acids and alkalis


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Assessment focus

Chemical reactions – Acids and alkalis and their safe uses.

Learning

/

I can name some everyday acids and alkalis and

describe some hazards with handling acids in the

laboratory.

Mastering

/

I can explain which acids and alkalis are dangerous

and why, and explain the precautions that need to be

taken when using acids and alkalis.

Expanding

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I can classify acids and alkalis in terms of the risks

involved in their use, and relate this to their uses.

Assessment focus

Chemical reactions – Defining acids and alkalis in terms of neutralisation reactions; reactions of acids

with alkalis to produce a salt plus water.

Learning

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I can describe how an acid and an alkali react to form

a neutral solution and can write a word equation for

this.

Mastering

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I can identify the salts produced by different acids and

can write different word equations for each

neutralisation.

Expanding

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I can write balanced symbol equations for different

neutralisation reactions, and predict the salts made by

different combinations of acids and alkalis, and can

also suggest which acids and alkalis are required to

produce a particular salt.

Chemistry Term 4


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Assessment focus

Chemical reactions – Defining acids and alkalis in terms of neutralisation reactions, based on

observations of the real world.

Learning

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I can recall that indigestion is caused by excess

stomach acid, which can be treated with antacids.

Mastering

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I can plan and perform a practical about the

neutralisation of stomach acid.

Expanding

/

I can evaluate an investigation into antacids.

Assessment focus

Chemical reactions – The pH scale for measuring acidity and alkalinity; and indicators.

Learning

/

I can describe the pH scale and name an indicator that

will show the difference between an acid, an alkali and

water.

Mastering

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I can use an indicator to compare the strengths of

different acids and alkalis on the pH scale.

Expanding

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I can evaluate the different methods of determining pH.

Assessment focus

Earth and atmosphere – The composition of the atmosphere. The effects on the environment of acid

rain caused by human activities (not in KS3 PoS; used to underpin KS4 science).

Learning

/

I can describe how acid rain is caused and identify

some effects of acid rain on buildings and the

environment.

Mastering

/

I can explain the effect of acid rain on lakes, rivers,

rocks and buildings and describe different ways in

which acid rain can be neutralised.

Expanding

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I can evaluate the impact of natural causes compared

to man-made causes of acid rain, and suggest how

man-made acid rain can be reduced.

Chemistry Term 4


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Assessment focus

Chemical reactions – Reactions of acids with metals to produce a salt plus hydrogen.

Learning

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I can identify the products of the reaction of an acid

with a metal.

Mastering

/

I can write word equations for different reactions of

acids with metals.

Expanding

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I can write balanced symbol equations for different

reactions of acids with metals.



Physics Term 4


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Physics Term 4 – Energy


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Assessment focus

Matter: Energy in matter: Changes with temperature in motion and spacing of particles; internal

energy stored in materials.

Learning

/

I can state that as the temperature of an object

changes, so does the energy contained within that

object.

Mastering

/

I can describe the changes in particle arrangement due

to increases in internal energy.

Expanding

/

I can describe the factors that affect the changes in

temperature of a material.

Assessment focus

Energy: Changes in systems and Calculation of fuel uses and costs in the domestic context: Energy

as a quantity that can be quantified and calculated; fuels and energy resources.

Learning

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I can describe different energy resources as renewable

or non-renewable and identify their advantages and

disadvantages.

Mastering

/

I can compare energy resources, suggesting which

would be appropriate to use in a variety of situations.

Expanding

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I can evaluate the use of energy resources, taking into

account a range of factors including cost and

environmental impact.

Assessment focus

Energy: Changes in systems: Comparing the starting with the final conditions of a system and

describing increases and decreases in the amounts of energy.

Learning

/

I can state the law of conservation of energy and

identify simple energy transfers.

Mastering

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I can describe energy transfers in a range of situations

using the appropriate descriptions of energy.

Expanding

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I can link an energy transfer to the process that causes

the transfer (e.g. heating or forces).

Physics Term 4


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Assessment focus

Energy: Energy changes and transfers: Heating and thermal equilibrium: temperature difference

between two objects leading to energy transfer from the hotter to the cooler one.

Learning

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I can state that energy can be transferred by the

processes of conduction and convection and describe

these processes in simple terms.

Mastering

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I can describe the processes of conduction and

convection in terms of particle behaviour or movement.

Expanding

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I can use advanced concepts from the particle model

such as the role of electrons in conduction and

convection currents in terms of changes in density.

Assessment focus

Energy: Changes in systems: Using physical processes and mechanisms, rather than energy, to

explain the intermediate steps that bring about such changes.

Learning

/

I can calculate the power of a device or energy

transfer.

Mastering

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I can identify the forces and distances in a range of

situations to calculate the work done by the force.

Expanding

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I can rearrange key equations to calculate energy

transfer and sizes of forces.

Assessment focus

Energy: Calculations of fuel uses and costs in the domestic context: Comparing power ratings of

appliances in watts (W, kW); comparing amounts of energy transferred (J, kJ, kW hour); domestic fuel

bills, fuel use and costs.

Learning

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I can calculate the energy use of a single mains device

in kilowatt hours.

Mastering

/

I can calculate the energy use and costs of operating a

device or a range of appliances.

Expanding

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I can calculate energy use in joule and in kilowatt

hours, converting between the units when required.

Physics Term 4


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Biology Term 5


Form/Class


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Biology Term 5 – Reproduction and growth


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Teacher

Assessment focus

Reproduction in plants and animals: recap of differences between asexual and sexual reproduction

Learning

/

I can state what is meant by asexual and sexual

reproduction.

Mastering

/

I can recall the differences between asexual and

sexual reproduction.

Expanding

/

I can explain how asexual and sexual reproduction

have advantages and disadvantages depending on the

living thing and its environment.

Assessment focus

Reproduction in plants: flower structure, wind and insect pollination and fertilisation

Learning

/

I can recall the names of the parts of flowers and state

what happens during pollination and fertilisation in a

flower.

Mastering

/

I can explain the adaptations of insect-pollinated and

wind-pollinated flowers and explain the function of a

pollen tube.

Expanding

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I can predict how the pollen of insect-pollinated and

wind-pollinated flowers will differ.

Assessment focus

Reproduction in plants: seed and fruit formation and dispersal, including quantitative investigation of

some dispersal mechanisms.

Learning

/

I can state the main ways that plants carry out seed

dispersal.

Mastering

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I can explain why seed dispersal from the parent plant

is necessary for the survival of plant offspring.

Expanding

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I can use quantitative data to explain why seed

dispersal is necessary.

Biology Term 5


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Assessment focus

Reproduction in humans: the structure and function of the male and female reproductive systems,

gametes and fertilisation

Learning

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I can recall the names of the parts of the male and

female human reproductive systems and recall

changes that happen to boys and girls during puberty.

Mastering

/

I can describe the events that take place after

fertilisation (cell division and implantation).

Expanding

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I can apply what I know about the human reproductive

organs to suggest possible causes of infertility and

explain how the sperm and egg are adapted to their

functions.

Assessment focus

Reproduction in humans: the menstrual cycle and gestation

Learning

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I can recall the functions of the placenta, umbilical cord

and amnion.

Mastering

/

I can describe the events that take place during the

menstrual cycle.

Expanding

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I can use a diagram of the menstrual cycle to predict

when events will happen.

Assessment focus

Reproduction in humans: gestation and birth, to include the effect of maternal lifestyle on the foetus

through the placenta

Learning

/

I can state some substances that can cross the

placenta.

Mastering

/

I can describe important milestones in the

development of the foetus and describe what happens

during the three stages of birth.

Expanding

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I can use data to evaluate health advice given to

pregnant women.

Biology Term 5


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Chemistry Term 5


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Chemistry Term 5 – Materials and everyday chemistry


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Assessment focus

Earth and atmosphere – Earth as a source of limited resources and the efficacy of recycling

(Recycling in photosynthesis and respiration)

Learning

/

I can state the reactants and products of

photosynthesis and respiration in plants.

Mastering

/

I can write word equations for photosynthesis and

respiration.

Expanding

/

I can explain what a ‘metabolic pathway’ means, using

a particular example.

Assessment focus


(Sustainability)

Learning

/

I can identify features that either use sustainable

resources, save energy or reduce waste.

Mastering

/

I can explain the features of a sustainable house using

scientific reasoning or examples.

Expanding

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I can explain some of the challenges and drawbacks of

sustainability.

Assessment focus

Materials – Properties of polymers

Learning

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I can name some polymers and their uses and

describe how polymers are made up of long

molecules.

Mastering

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I can explain how polymers are formed and relate the

uses of some polymers to their properties.

Expanding

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I can draw simple molecular diagrams to show how

polymers are formed and explain why nylon production

is not sustainable.

Chemistry Term 5


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Assessment focus

Materials – Properties of ceramics

Learning

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I can state some of the properties of ceramic materials.

Mastering

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I can explain why the properties of ceramics mean that

they have particular uses.

Expanding

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I can suggest applications of particular ceramics based

on their properties.

Assessment focus

Materials – Properties of composites

Learning

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I can describe how a composite material is different

from a simple, single material.

Mastering

/

I can explain how the structure and manufacture of a

composite material differs from a simple polymer,

describing its advantages.

Expanding

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I can suggest other situations in which a composite

material would be better than a simple material.

Assessment focus

Preparation for GCSE – Trends in the uses of fuels

Learning

/

I can use data to identify a trend in the uses of

fossil fuels.

Mastering

/

I can analyse data and form conclusions about the

trends in the uses of fossil fuels.

Expanding

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I can explain some of the trends in the uses of fossil

fuels and use data to make informed decisions.

Chemistry Term 5


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Assessment focus

Preparation for GCSE – Medicines

Learning

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I can describe how many medicines came originally

from natural sources.

Mastering

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I can explain why medicines nowadays are synthetic

and made in factories.

Expanding

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I can explain the process of scientific research that

takes place when a new medicine is developed.

Assessment focus

Preparation for GCSE – Cooking

Learning

/

I can identify evidence that cooking involves chemical

reactions.

Mastering

/

I can describe the changes that happen to meat and

potatoes when cooked.

Expanding

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I can explain how proteins and starch cells change

when heated.



Physics Term 5


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Physics Term 5 – Waves


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Assessment focus

Observed waves – Waves on water as undulations that travel through water with transverse motion;

these waves can be reflected, and add or cancel – superposition.

Learning

/

I can describe transverse wave motion and compare

waveforms displayed on an oscilloscope.

Mastering

/

I can identify the wavelength and amplitude of a wave

from a diagram and use the correct units.

Expanding

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I can describe the superposition of water waves

causing increases and decreases of amplitude.

Assessment focus

Light waves – Use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of

light and action of convex lens in focusing.

Learning

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I can use ray diagrams to show ray paths for light

including reflection, refraction and dispersion.

Mastering

/

I can apply the Law of Reflection to find the position of

an image in a plane mirror.

Expanding

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I can use ray diagrams to explain the properties of an

image in a mirror and a pinhole camera and explain

the refraction of light in terms of changes of speed.

Assessment focus

Light waves – The human eye; photosensitive material in the retina and in cameras.

Learning

/

I can label the key parts of the human eye and a

camera and describe their basic function.

Mastering

/

I can describe how the human eye and a digital

camera focus light and detect light.

Expanding

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I can draw and explain ray diagrams that show how the

human eye and a digital camera work.

Physics Term 5


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Assessment focus

Light waves – The similarities and differences between light waves and waves in matter; how light

waves travel and the speed of light; the transmission of light through materials.

Learning

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I can state whether light requires a medium through

which to travel and whether light waves are transverse

or longitudinal.

Mastering

/

I can recall the speed of light and explain why light

waves can travel through space and through

transparent or translucent materials.

Expanding

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I can compare light, sound and water waves and carry

out calculations involving the speed of light.

Assessment focus

Light waves – Colours and the different frequencies of light, white light and prisms; differential colour

effects in absorption and diffuse reflection.

Learning

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I can describe the action of a filter.

Mastering

/

I can describe how coloured light can be combined to

produce new colours and explain the action of a filter in

terms of selective absorption and transmission.

Expanding

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I can explain the appearance of a range of coloured

objects in coloured light.

Assessment focus

Sound waves – Frequencies of sound waves; echoes, reflection and absorption of sound; how sound

travels; the speed of sound; how sound is produced.

Learning

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I can describe how sound is produced, what is needed

for sound to travel through and whether sound waves

are transverse or longitudinal.

Mastering

/

I can link frequency with pitch and amplitude with

loudness of sound and explain how sound can be

reflected.

Expanding

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I can describe the motion of individual particles in a

longitudinal wave and carry out calculations involving

the speed of sound.

Physics Term 5


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Assessment focus

Sound waves – Detected by the ear drum; auditory range of humans and animals.

Learning

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I can label the key parts of the ear and describe their

basic function.

Mastering

/

I can describe how the ear works and give

approximations for the frequency range of human

hearing.

Expanding

/

I can explain how sound levels can be reduced in

terms of absorption of energy.

Assessment focus

Sound waves: In loud speakers and in microphones.

Learning

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I can describe how a loudspeaker produces sounds.

Mastering

/

I can explain the energy transfers that take place

inside a loudspeaker, and I can describe what a

microphone does.

Expanding

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I can explain different uses of microphones and

loudspeakers and suggest how they can be used

together.

Assessment focus

Sound waves: In loud speakers and in microphones.

Learning

/

I can state what waves can do with energy and with

information.

Mastering

/

I can describe the energy transfers involving waves

and how sound and ultrasound waves can be used.

Expanding

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I can describe how sound waves transfer energy in a

range of situations.

Physics Term 5


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Biology Term 6


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Biology Term 6 – Ecosystems


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Assessment focus

Relationships in an ecosystem – the interdependence of organisms in an ecosystem (terminology)

Learning

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I can recall the meanings of the words ecosystem,

population, community, habitat, biotic factor and

abiotic factor.

Mastering

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I can describe the climate, communities and give

examples of habitats in an ecosystem.

Expanding

/

I can explain how the abiotic factors in a habitat

influence the biotic factors (what organisms live there).

Assessment focus

Relationships in an ecosystem – the interdependence of organisms in an ecosystem, including

food webs

Learning

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I can recall what a food chain shows, and build food

chains and webs.

Mastering

/

I can explain why the organisms in a habitat are

interdependent and why the numbers of organisms

normally decrease at each stage in a food chain.

Expanding

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I can describe what a pyramid of biomass shows and

apply ideas about energy transfer to explain why food

chains are never more than five organisms long.

Assessment focus

Relationships in an ecosystem – the interdependence of organisms in an ecosystem, including

insect pollinated crops and the importance of plant reproduction through insect pollination in human

food security

Learning

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I can recall why insects are important for pollination.

Mastering

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I can explain why a fall in the numbers of bees has an

impact on food security.

Expanding

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I can explain at least two theories as to why bee

numbers are falling.

Biology Term 6


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Assessment focus

Relationships in an ecosystem – how organisms affect, and are affected by, their environment,

including the accumulation of toxic materials (Bio-magnification)

Learning

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I can state problems caused by an increase in human

population and recall the names of some air and

water pollutants.

Mastering

/

I can describe what happens during bio-magnification

and the biological effects of acid rain, global dimming

and photochemical smog.

Expanding

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I can explain why DDT was banned in most countries

and how acid rain, global dimming and photochemical

smog are formed.

Assessment focus


including the accumulation of toxic materials (greenhouse effect and climate change)

Learning

/

I can recall what the greenhouse effect is and state

one effect of climate change.

Mastering

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I can describe how rising carbon dioxide concentration

in the air is linked to climate change.

Expanding

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I can explain the effects of climate change on

living organisms.

Assessment focus

Working scientifically – Apply sampling techniques

Learning

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I can recall what a quadrat is used for and how it

should be used.

Mastering

/

I can use a quadrat and a transect to sample

a population.

Expanding

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I can explain how sampling techniques work

and calculate the population of a plant based on

quadrat samples.

Biology Term 6


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including the accumulation of toxic materials (protecting the environment)

Learning

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I can recall examples of environmental problems and

state what I can do to help solve these problems.

Mastering

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I can explain how changes can help solve

environmental problems.

Expanding

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I can evaluate the use of nuclear power.



Chemistry Term 6


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Chemistry Term 6 – The Earth and atmosphere


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Assessment focus

Earth and atmosphere – the formation of sedimentary rock

Learning

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I can recall that sedimentary rock is found in layers

formed millions of years ago.

Mastering

/

I can explain the process by which sedimentary rocks

are formed.

Expanding

/

I can explain why sedimentary rock is formed in layers

and why each layer can be different in appearance.

Assessment focus

Earth and atmosphere – the formation of metamorphic rock

Learning

/

I can state the properties of metamorphic rock and list

some examples.

Mastering

/

I can explain the process by which metamorphic rock

is formed.

Expanding

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I can explain how the properties of metamorphic rock

arise because of stages in the process of formation

and suggest uses for metamorphic rocks.

Assessment focus

Earth and atmosphere – the formation of igneous rock

Learning

/

I can state that igneous rocks form from cooling

magma and describe the difference in crystal size

between basalt and granite.

Mastering

/

I can explain the process by which igneous rocks are

formed and explain how the rate of cooling changes

the crystal size in igneous rocks.

Expanding

/

I can identify basalt and granite by the different crystal

sizes and explain how each is formed.

Chemistry Term 6


Form/Class


Ch

em

istr

y T

erm

6 –

Ass

ess

me

nt

sh

ee

t

Self

Peer

Teacher

Assessment focus

Earth and atmosphere – the rock cycle

Learning

/

I can recall that three different types of rock are

connected in a cycle and state that rocks are broken

apart over time by weathering.

Mastering

/

I can describe and link the three types of rock with the

physical processes in the rock cycle and explain

weathering and erosion.

Expanding

/

I can explain the evidence for the more complex parts

of the rock cycle, including lithification and the

differences between weathering and erosion.

Assessment focus


Learning

/

I can describe how oil is running out and explain why it

is a finite resource.

Mastering

/

I can explain some of the key problems that result from

our reliance on fossil fuels and suggest possible

solutions including recycling.

Expanding

/

I can predict some of the effects on people of running

out of oil and evaluate different possible solutions,

including reusing and recycling.

Assessment focus

Earth and atmosphere – the carbon cycle

Learning

/

I can state what ‘carbon neutral’ means and recall how

carbon is ‘recycled’ naturally in the carbon cycle.

Mastering

/

I can explain how fossil fuels and biofuels differ and

draw and describe the key parts of the carbon cycle.

Expanding

/

I can evaluate the benefits and drawbacks of biofuels

and explain how the carbon cycle is kept in balance.

Chemistry Term 6


Form/Class


Ch

em

istr

y T

erm

6 –

Ass

ess

me

nt

sh

ee

t

Self

Peer

Teacher

Assessment focus

Earth and atmosphere – the composition of the atmosphere; the production of carbon dioxide by

human activity and the impact on climate

Learning

/

I can describe how we know that levels of carbon

dioxide in the atmosphere have increased.

Mastering

/

I can describe the possible effects of increased levels

of carbon dioxide on the Earth’s climate and explain

why people hold different views about the effects of

increased levels of carbon dioxide.

Expanding

/

I can evaluate secondary sources of information and

use them to justify my own opinions about the effects

of increased levels of carbon dioxide.



Physics Term 6


Form/Class


Ph

ys

ics

Term

6 –

Ass

ess

me

nt

sh

ee

t

Physics Term 6 – Space


Self

Peer

Teacher

Assessment focus

Space physics – Our Sun as a star.

Learning

/

I can describe the structure of the Solar System in

simple terms and can state that the Sun is a large ball

of gas around which the Earth orbits.

Mastering

/

I can state that the Sun releases energy through a

process of nuclear fusion.

Expanding

/

I can describe the process of nuclear fusion in simple

terms.

Assessment focus

Space physics – The Solar System (not in KS3 PoS; used to underpin KS4 science).

Learning

/

I can list the order of the planets.

Mastering

/

I can compare planets in terms of key features such as

size, moons and temperature.

Expanding

/

I can describe the significant features of a range of

planets and present information about the planets in a

concise and informative way.

Assessment focus

Space physics – Gravity force, weight = mass × 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).

Learning

/

I can describe the motion of planets around the Sun

and can state the force that causes the movement of

the planets around the Sun.

Mastering

/

I can describe circular motion in terms of a centripetal

force and can describe changes in speed during

elliptical orbits (e.g. for comets).

Expanding

/

I can investigate the relationship between the speed of

an object, its mass and the force required to maintain

that motion.

Physics Term 6


Form/Class


Ph

ys

ics

Term

6 –

Ass

ess

me

nt

sh

ee

t

Self

Peer

Teacher

Assessment focus

Space physics – The seasons and the Earth’s tilt, day length at different times of year, in different

hemispheres.

Learning

/

I can describe the rotation of the Earth and use this to

explain day and night.

Mastering

/

I can explain the seasons in terms of the tilt of the

Earth’s axis.

Expanding

/

I can explain the difference in temperatures in summer

and winter in terms of day length and light intensity.

Assessment focus

Space physics – Gravity forces between Earth and Moon, and the phases of the Moon (not in KS3

PoS; used to underpin KS4 science).

Learning

/

I can describe the apparent changes in the shape of

the Moon over time and can describe the causes of

solar and lunar eclipses in simple terms.

Mastering

/

I can explain why the shape of the Moon appears to

change over time and can draw accurate diagrams

showing a solar and a lunar eclipse.

Expanding

/

I can describe the differences in the appearance of a

range of objects due to eclipses.

Assessment focus

Space physics – Other stars in our galaxy, other galaxies; the light-year as a unit of astronomical

distance.

Learning

/

I can describe a galaxy as a vast collection of stars

held together by gravity forces and can state that the

Universe contains billions of galaxies.

Mastering

/

I can describe some of the larger-scale structures

within galaxies, such as a nebula, and use the term

‘light-year’ as a measure of very long distances.

Expanding

/

I can describe the different structures of galaxies and

explain what distance a light-year represents.

Physics Term 6


Form/Class


Ph

ys

ics

Term

6 –

Ass

ess

me

nt

sh

ee

t

Self

Peer

Teacher

Assessment focus

Space physics – The Big Bang and the development of telescopes (not in KS3 PoS; used to underpin

KS4 science).

Learning

/

I can state that the Universe began in a Big Bang and

has expanded and cooled since then.

Mastering

/

I can outline the development of telescopes and how

advances have improved our understanding of the

Universe.

Expanding

/

I can outline the evidence for the Big Bang model of

the origin of the Universe.



Assessment sheet t - Dr Eyre's Science SITEdreyre.weebly.com/.../yr8_science_exam_checklist.pdf ·...

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Transcript of Assessment sheet t - Dr Eyre's Science SITEdreyre.weebly.com/.../yr8_science_exam_checklist.pdf ·...