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

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

Chemistry 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.

Skills 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

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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).

Chemistry 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.

Skills 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.

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Elementary 3

Biology 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.

Chemistry 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.

Skills 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

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Elementary 4

Biology 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

Chemistry 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.

Continued…

E4 continued

Physics 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.

Skills

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

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Intermediate 1

Biology 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

Chemistry 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

I1 continued

Physics 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

Skills 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

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Intermediate 2

Biology 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

Chemistry 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

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.

Skills 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

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Intermediate 3

Biology 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)

Chemistry 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.

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.

Skills

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

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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.

Chemistry 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.

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

Skills 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)

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