Download KS3 Unit 8A Biology

KS3 Unit 8A Biology
Lesson 8Aa: Nutrients
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 State what is shown on food labelling.
Developing
 Correctly use the term: diet.
 Recall why we need food (energy, growth and repair,
health).
 Recall the names of the nutrients in food.
 Interpret nutrition information labels.
 Use nutrition information labels to perform calculations.
Securing
 Describe the uses of fibre and water by the body.
 Describe tests for fat and starch.
 Interpret results from simple food tests (e.g. fat, starch,
protein, vitamin C).
Exceeding
 Interpret results from food tests for reducing and nonreducing sugars (glucose and sucrose
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Lesson 8Ac: Balanced diets
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 Recall what is meant by a balanced diet.
Developing
 Explain the benefits of a balanced diet and correctly use the
term: malnutrition.
 Explain how deficiency diseases are caused.
 Describe the factors that may lead to obesity.

Securing
 Describe the effects of obesity on health.
 Use dietary advice and nutrition information to design a
healthy diet.
 Interpret Reference Intake (RI) information.
 Recall and identify examples of deficiency diseases
(kwashiorkor, scurvy, rickets).
 Explain the links between specific forms of malnutrition, diet
and lifestyle.
Exceeding
 Describe the causes and control of Type 2 diabetes.
TA
Lesson 8Ad: Digestion
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 Identify and recall the main parts of the human digestive
system.
Developing
 Explain why digestion is necessary.
 Describe the functions of the organs in the human digestive
system.
 Describe the role of enzymes as catalysts in digestion.
 Recall some benefits and drawbacks of bacteria in the
digestive system.
Securing
 Describe what happens during ingestion, absorption and
egestion.
 Explain how food is moved through the digestive system.
 Use a model to describe basic enzyme action.
Exceeding
 Evaluate different models of basic enzyme action.
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Lesson 8Ae: Absorption
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 Describe the function of blood plasma.
Developing
 Recall what happens in respiration (only in terms of
releasing energy from food using oxygen).
 Recall where digested food enters the blood.
 Describe the features of the small intestine wall.
 Explain how diffusion occurs in terms of movement of
particles.
 Explain the short- and long-term effects of alcohol.
Securing
 Explain how the structure of the small intestine allows
efficient absorption of the soluble products of digestion.
 Explain how the cells in the small intestine are adapted to
absorb nutrients quickly.
 Use a knowledge of diffusion to explain how nutrients enter
the blood from the small intestine.
Exceeding
 Explain how bile helps in the digestion of lipids.
Calculate area for a variety of shapes, including
rectangles and cuboids.
Use appropriate units for area measurements.
Working Scientifically
 Recall what is meant by area and use a formula to
calculate the area of a rectangle.
Use a formula to calculate the areas of cuboids.
KS3 Unit 8B Biology
Lesson 8Ba: Classification and biodiversity
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 Name the 5 kingdoms
Developing
 Describe the key characteristics of the five kingdoms of
organisms and use this to assign organisms to their
kingdoms.
 Correctly use the term biodiversity.
 Explain how organisms are classified, using smaller and
smaller groupings of shared characteristics.
Securing
 Identify the genus and species names from a binomial name.
 Explain why preserving biodiversity is important (useful
products, organism interactions, enriches our lives, disaster
recovery).
Exceeding
 Use simple calculations (e.g. biodiversity index) to compare
biodiversity.
Use a sample to calculate an estimate of population
size.
Working Scientifically
 State the meaning of: estimate.
 State the meaning of: sample.
 State the meaning of: accuracy.
Lesson 8Bb: Types of reproduction
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 Identify and give examples of inherited variation.
Developing
 Correctly use the terms asexual reproduction and sexual
reproduction.
 Recall ways in which plants reproduce asexually.
 Describe how the fusing of gametes (sex cells) and their
nuclei during fertilisation form a fertilised egg cell.
 Correctly use the terms species and hybrid.
Securing
 Explain how inherited variation is caused (does not include
genes).
 Explain the difference in outcomes of asexual and sexual
reproduction in plants.
Exceeding
Evaluate the advantages and disadvantages of sexual and
asexual reproduction in plants in different conditions.
Lesson 8Bc: Pollination
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 Correctly use the term pollination.
Developing
 Identify the main structures in a flower and identify those
that are male and those that are female.
 Use flower structure and pollen shape to identify windpollinated and insect-pollinated flowers.
 Describe the functions of structures in flowers.
Securing
 Identify pollen grains and ovules as containing the male and
female gametes.
 Describe how the structures of a flower are adapted to their
functions.
 Describe how plants avoid self-pollination.
 Explain why plants try to avoid self-pollination.
 Explain how some pollen grains are adapted to their
functions.
Exceeding
 Evaluate different methods of pollination.
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Lesson 8Bd: Fertilisation and dispersal
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 Describe how the fusing of male and female gametes and
their nuclei during fertilisation forms a fertilised egg cell (or
zygote).
Developing
 Identify different structures within a seed.
 Identify different kinds of fruits and describe how they
disperse seeds.
 Describe the events that occur after pollination leading to
fertilisation.
 Describe how a fertilised egg cell grows into an embryo.
Securing
 Explain the functions of the different parts of a seed.
 Explain the importance of seed dispersal.
 Evaluate different methods of seed dispersal.
Exceeding
 Describe the importance of hybridisation in plant breeding.
 Explain the production of seedless fruits using hybridisation
KS3 Unit 8C Biology
Lesson 8Cb: Gas exchange system
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 Identify and recall the main organs in the human gaseous
exchange system.
Developing
 Correctly use the terms: breathing, breathing rate,
ventilation, inhalation, exhalation.
 Describe the functions of the organs in the human gaseous
exchange system and what happens during gas exchange.
 Describe how muscles attached to ribs and the diaphragm
produce breathing movements and use a model to explain
how lungs expand and contract.
 Describe the structure of the lungs.
 Explain how diffusion occurs in terms of movement of
particles.
Securing
 Use a pressure model to explain ventilation.
 Explain how specialised cells keep the lungs clean (mucus
production and ciliated epithelial cells).
 Explain how the lungs are adapted for efficient gas
exchange.
Exceeding
 Explain how and why a concentration gradient is maintained
for oxygen and carbon dioxide between the blood and lungs.
Identify correlations using scatter graphs.
Working Scientifically
 Identify the ranges of readings in data.
 Explain why data with a small range is of good quality.
 Calculate means and explain their use.
Identify anomalous results in data.
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Lesson 8Cc: Getting oxygen
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 Describe how breathing rate and heart rate are affected by
exercise.
Developing
 Recall some harmful chemicals in tobacco smoke.
 Recall ways in which gas exchange in the lungs can be
reduced.
 Describe how substances reach respiring cells from the blood
and how waste products are returned to the blood.
 Describe the effects of nicotine, tar and carbon monoxide in
tobacco smoke.
 Describe how asthma, emphysema and tobacco tar can
reduce gas exchange.
Securing
 Explain the changes in heartbeat and breathing rate during
exercise.
 Explain some of the effects of reduced oxygen supply on the
body.
 Explain the effects of some chemicals in tobacco smoke on
the body.
Exceeding
 Explain why exercise is recommended to help people with
cardiovascular disease.
Identify the ranges of readings in data.
Explain why data with a small range is of good quality.
Calculate means and explain their use.
Identify anomalous results in data.
TA
Lesson 8Cd: Comparing gas exchange
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 State where respiration happens
Developing
 Compare respiration in plants and animals.
 Describe ways in which respiration can be detected
(limewater, hydrogen carbonate indicator, heat).
Securing
 Describe how gas exchange occurs in plants.
 Compare the human gaseous exchange system with those of
other animals.
Exceeding
 Compare the efficiencies of different gas exchange organs.
 Identify the limitations of lungs, gills and body surface
covering as sites of gas exchange.
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Lesson 8Ce: Anaerobic respiration
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 Recall what happens in anaerobic respiration in humans.
Developing
 Explain why aerobic and anaerobic respiration occur in
humans at the same time.
Securing
 Recall that anaerobic respiration releases less energy than
aerobic respiration.
 Model anaerobic respiration using a word equation.
 Describe how lactic acid is removed from tissues.
 Explain why anaerobic activity cannot be sustained.
 Analyse and explain the changes in heartbeat and breathing
rate during and after exercise (including EPOC/oxygen debt).
Exceeding
 Explain the effects of poisons that disrupt certain metabolic
processes.
Identify the ranges of readings in data.
KS3 Unit 8D Biology
Lesson 8Da: Unicellular or multicellular
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 Recall the life processes (MRS GREN).
 Recall the five kingdoms of organisms.
Developing
 State the meaning of: multicellular, unicellular.
 Identify organisms that are unicellular and those that are
multicellular.
 Explain why multicellular organisms need efficient transport
systems.
 Use a knowledge of diffusion to explain how materials enter
and leave unicellular organisms.
Securing
 Use the key characteristics of microorganism cell structure to
classify microorganisms.
 Justify the lack of a virus kingdom.
Exceeding
 Explain the importance of surface area:volume ratio for
organisms.
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Lesson 8Db: Microscopic fungi
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 Recall that some foods, such as bread, beer and wine, are
made using yeast.
Developing
 Recall the conditions under which yeast grow quickly.
 Recall what happens in aerobic and anaerobic respiration in
yeast.
 Explain what happens in fermentation.
 Explain how yeast can be used to make both alcoholic drinks
and bread.
Securing
 Describe how yeast multiply by budding.
 Describe what is happening in the different parts of a growth
curve.
Exceeding
 Use graphs to calculate population growth rates.
 Apply microbial growth rates to growth curves of other
organisms.
Lesson 8Dd: Protoctists
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 Describe what happens in photosynthesis.
Developing
 Recall the conditions under which algae grow quickly.
 Define feeding relationships in terms of energy flow.
 Explain how changes in a physical environmental factor
affect the distribution of organisms.
 Describe, identify and state the basic functions of common
parts of protoctist cells (cell wall, flagella, cilia, pseudopods,
cytoplasm, cell membrane, chloroplast, nucleus).
Securing
 Explain the functions of light and chlorophyll in
photosynthesis (in terms of energy transfer).
 Model photosynthesis using a word equation.
Exceeding
 Explain how eutrophication occurs and the problems
associated with eutrophication in an aquatic environment.
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Lesson 8De: Decomposers and carbon
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 Give examples of decomposer microorganisms.
Developing
 Correctly use the terms: ecosystem, decomposer.
 State the names of the compounds in which carbon is held in
an ecosystem.
 Describe the methods by which carbon is recycled in an
ecosystem.
 Explain the importance of decomposers in an ecosystem.
 Model the recycling of carbon in an ecosystem using the
carbon cycle.
Securing
 Make predictions about how changes in physical and
biological factors will affect carbon supply in an ecosystem.
Exceeding
 Explain ways in which decay can be prevented, such as
freezing, refrigeration, drying, canning, salting, jamming,
pickling and pasteurisation.
KS3 Unit 8E Chemistry
Lesson 8Eb: Oxidation
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 Describe the reactions of metals with oxygen.
Developing
 State what happens to mass in a chemical reaction.
 State the meaning of: oxidation.
 Identify and explain the products formed by the oxidation of
metals.
Securing
 Explain the change in mass seen in reactions.
 Compare and contrast the oxygen and phlogiston theories
for combustion.
Exceeding
 Evaluate the evidence used to displace the phlogiston theory
of combustion.
 Model simple reactions using symbol equations.
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Lesson 8Ec: Fire safety
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 Recognise hazard symbols.
Developing
 Name the three sides of the fire triangle.
 Describe how to stay safe in familiar situations.
 Use the idea of the ‘fire triangle’ to explain how to extinguish
a fire.
 Explain why different types of fire need to be put out in
different ways.
Securing
 Describe what is meant by exothermic changes.
 Compare the temperature rise of water when some fuels are
burnt.
 Apply knowledge of explosive reactions to explain why they
occur more/less rapidly when variables (proportion of
fuel/oxygen mixture, the droplet size, the oxidiser) are
changed.
Exceeding
 Justify methods of risk reduction.
 Evaluate data on burning fuels to deduce the best energy
per gram of fuel.
Working Scientifically
 Identify variables that need to be controlled in a given
experiment.
 Plan ways in which to control a simple control
variable.
 Explain the need for a fair test.
 Plan ways in which to control more than one variable.
Justify the choice of control variables.
Lesson 8Ed: Air pollution
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 Recall examples of non-metal oxide pollutants caused by
burning fossil fuels and their impurities.
Developing
 Describe the reactions of non-metals with oxygen.
Securing
 Explain the products formed by the complete and incomplete
combustion of hydrocarbons.
 Explain the problems caused by incomplete combustion.
 Explain how sulfur dioxide and nitrogen oxides are produced
in some combustion reactions.
 Explain how sulfur dioxide and nitrogen oxides help to cause
acid rain.
 Explain how neutralisation can be used to reduce pollution
from fossil fuel combustion.
 Explain how vehicle catalytic converters work (to reduce
pollution from fossil fuel combustion).
 Explain the effects of acid rain on organisms, bodies of
water.
Exceeding
Evaluate ways in which pollution from non-metal oxides can
be reduced.
Calculating means.
Lesson 8Ee: Global warming
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 Recall some effects of global warming, climate change.
Developing
 Recall reasons why the temperature on the Earth varies over
time.
 Explain how human activity affects the levels of carbon
dioxide in the atmosphere.
Securing
 State the meaning of the greenhouse effect.
 Explain how carbon dioxide helps to cause the greenhouse
effect.
 Explain how methods of controlling the levels of carbon
dioxide work.
Exceeding
 Decide how responsibility for cutting emissions should be
shared.
 Evaluate the contribution made by combustion to the
amount of carbon dioxide in the air in the short, medium and
long term.
 Evaluate the link between global temperature and levels of
carbon dioxide in the atmosphere.
KS3 Unit 8F Chemistry
Lesson 8Fa: Dalton’s atomic model
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 Identify the chemical symbols for some common elements
and vice versa.
Developing
 Recall that different elements have different physical
properties.
 Record two-letter symbols correctly.
 Describe Dalton’s ideas about atoms.
 Use a simple (Dalton’s) atomic model to describe an
element.
 Use a simple (Dalton’s) atomic model to describe a
compound.
Securing
 Use the idea of atoms to explain why different elements
have different physical properties.
Exceeding
 Use information about reaction ratios to calculate atomic
masses.
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Lesson 8Fb: Chemical properties
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 Use observations to decide whether a chemical reaction has
taken place.
Developing
 Explain how chemical reactions are different from physical
changes.
 Explain the difference between physical and chemical
properties of a substance.
 Model simple chemical reactions using word equations.
 Use a simple (Dalton’s) atomic model to describe a
compound.
Securing
 Model more complex chemical reactions using word
equations.
 Describe how atoms are rearranged in chemical reactions.
 Write simple chemical formulae from information on
structure.
 Interpret formulae to identify the types of and ratio of atoms
in a compound.
Exceeding
 Give a simple description of the valency of an element and
use this to deduce the formula of compounds (containing
two main group elements).
Lesson 8Fc: Mendeleev’s table
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 Use the periodic table to look up symbols.
Developing
 Identify the alkali metals, halogens, (transition metals) and
noble gases in the periodic table.
 State what elements in the same group of the periodic table
share.
 Recall that the noble gases are chemically inert compared
with other elements.
Securing
 Recall the typical properties of alkali metals.
 Recall the typical properties of halogens.
 Explain how Mendeleev made predictions using his table.
 Describe how the periodic table is arranged (in terms of
elements in groups of similar properties).
Exceeding
 Explain how Mendeleev originally arranged the periodic table
by placing the elements in order of atomic weight.
Working Scientifically
 Identify the range of readings in an experiment.
 State the meaning of: anomalous result, outlier.
 Identify anomalous results/outliers in data.
Suggest scientific reasons for anomalous
results/outliers.
Lesson 8Fe: Chemical trends
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 Describe the reactions of metals with oxygen.
Developing
 Describe the reactions of non-metals with oxygen.
 Describe the reactions of metals with water.
 Use the reactions of some alkali metals with water to predict
the reactions of other alkali metals with water (in terms of
what happens, not reactivity).
Securing
 Compare the physical and chemical properties of metal and
non-metal oxides.
 Recall there is usually a regular gradation in chemical
properties as you go down a group.
 Use data to identify trends in chemical properties within a
group.
 Identify a pattern of reactivity in the reaction between some
alkali metals and water and use this to predict the reactivity
of other alkali metals.
Exceeding
 State that atoms can be joined up to make molecules or
giant lattice structures.
 Describe the difference between molecules and giant lattice
structures.
TA
KS3 Unit 8G Chemistry
Lesson 8Gb: Corrosion
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 State the meaning of: rusting.
Developing
 Describe the corrosion of metals by reactions with oxygen.
 Identify and explain the products formed by the oxidation of
metals.
 Recall ways in which iron can be prevented from rusting.
 Recall some reactions that happen slowly and some that
happen quickly.
 Relate the uses of different elements to their chemical
properties.
Securing
 Model simple oxidation reactions using word equations.
 Explain how barrier methods protect iron from rust.
 Identify the products and reactants using a symbol equation.
Exceeding
 Model simple reactions using balanced symbol equations.
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Lesson 8Gc: Metals and water
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 Describe the gas test for hydrogen.
Developing
 Describe the reactions of different metals with water.
 Relate the uses of different elements to their chemical
properties.
Securing
 Identify and explain the products formed by the reactions of
metals with water.
 Model simple reactions of metals and water using word
equations.
 Use information on the reactions of metals with water to
place them in an order of reactivity.
 Supply missing reactants or products to complete a symbol
equation.
Exceeding
 Use ideas about reactivity to explain how sacrificial metals
can protect iron from rusting.
Lesson 8Gd: Metal and acids
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 Describe the reactions of acids with metals.
Developing
 Recall which salts are produced by which acids.
 Recall some reactions that happen slowly and some that
happen quickly.
 Relate the uses of different elements to their chemical
properties.
Securing
 Model simple reactions of metals and acids using word
equations.
 Use information on the reactions of metals with acids to
place them in order of reactivity.
 Model simple reactions using symbol equations.
 Explain why repeatable, reproducible, reliable data is better
quality.
 Suggest a simple way to improve an investigation.
 Explain how to improve an investigation.
Exceeding
 Write and derive the formulae for common acids and simple
salts, given the ratios of atoms or the formulae of reactants.
 Model simple reactions using balanced symbol equations.
Working Scientifically
 Identify the range of readings in an experiment.
 Identify repeated measurements.
 Identify data that is repeatable, not repeatable,
reproducible, not reproducible, reliable and not
reliable.
Lesson 8Ge: Pure metals and alloys
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 State what is meant by: pure.
Developing
 Describe what happens during changes of state.
 State what happens at a material’s melting, freezing and
boiling point.
 State the meaning of: alloy.
 Explain why metals are often alloyed with other elements.
Securing
 State that a pure material has a fixed melting point and
boiling point.
 Describe how impurities alter melting, freezing and boiling
points.
 Identify a pure substance from its melting or boiling point.
 Use models to explain why converting pure metals into
alloys often increases the strength of the product.
Exceeding
 Describe some ways in which purity is stated.
 Plot and interpret graphs of melting point or boiling point for
mixtures of varying compositions.
KS3 Unit 8H Chemistry
Lesson 8Ha: Rocks and their uses
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 State what rocks are made of.
Developing
 Recall what earthquakes and volcanoes are.
 Recall some uses for rocks and some products made from
limestone.
 Recall why different rocks have different properties.
 Recall some examples of rocks with different textures.
 Explain why certain rocks are porous and/or permeable.
Securing
 Relate features of a landscape to the type of rock and how it
has weathered.
 Explain why certain rocks are used for certain applications.
Exceeding
 Interpret formulae to identify the types of, and ratio of,
atoms in a compound.
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Lesson 8Hb: Igneous and metamorphic
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 Recall that the Earth consists of a core, mantle and crust.
Developing
 Describe how magma can be erupted to form volcanoes.
 Describe how igneous rocks are formed.
 Recall the names of some igneous and metamorphic rocks.
 Describe the textures and properties of igneous and
metamorphic rocks.
 Describe how metamorphic rocks are formed.
 Explain how the size of crystals in igneous rocks is evidence
for the speed of cooling and describe some factors that
affect this.
Securing
 Use crystal size to classify igneous rocks as intrusive and
extrusive.
 Explain the variation in crystal size in an igneous intrusion,
in terms of cooling rate.
Exceeding
 Compare the densities of igneous rocks and relate them to
the minerals contained in the rocks.
Lesson 8Hc: Weathering and erosion
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 Recall some examples of physical changes and of chemical
changes.
Developing
 Describe the effect of physical and biological weathering on
rocks.
 Explain why rainwater is slightly acidic.
 Describe the effect of chemical weathering on rocks.
 Recall how weathered rocks are eroded and explain how
fragments get worn down during transport.
 Describe the link between the size of rock fragments carried
and the water speed.
Securing
 Describe how weathering can break up rocks.
 Compare the fragment sizes that can be transported by
wind, water and ice.
Exceeding
 Describe features in limestone landscapes and relate them to
the way they were formed.
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Lesson 8Hd: Sedimentary rocks
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 Recall the names of some sedimentary and metamorphic
rocks.
Developing
 Describe the textures and properties of sedimentary rocks.
 Describe how sedimentary rocks are formed.
 Describe the link between the size of rock fragments
deposited and the water or wind speed.
Securing
 Describe how fossils are formed.
 Relate the grain size and roundness to transport history.
 Use the rock cycle model to link the formation of igneous,
sedimentary and metamorphic rocks.
 Appreciate the different timescales involved in different rock
cycle processes, and give examples of fast and slow
processes.
Exceeding
 Compare quantitative data about the effect of speed on the
size of grain that can be transported.
Working Scientifically
 Outline the basic scientific method and how it is
modified for largely observational sciences such as
geology.
Identify hypotheses and some of the evidence that
supports/refutes them.
KS3 Unit 8I Physics
Lesson 8Ib: Changing state
Level/Grade
OT
TF
FS
SN
SA
TA
SA
TA
Grade Descriptor
 Recall that ice is less dense than water.
Developing
 Describe the ways in which the volume and density changes
during the water–ice transition are different from other
materials.
 Explain how chemical changes are different from physical
changes and recall some examples of each type.
 Recall that a change of state of a pure substance takes place
at a constant temperature.
Securing
 Describe the effect of physical weathering on rocks and
explain it in terms of expansion and contraction.
 Explain what happens to particles and temperature during
changes of state, in terms of energy and forces.
Exceeding
 Compare densities of materials and link them to the mass of
the particles and how closely they pack together.
 Explain why ice is less dense than water.
 Use the idea of latent heats when discussing changes of
state.
Maths skills
Working
Scientifically
Lesson 8Ic: Pressure in fluids
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 Recall that pressure in a fluid changes with depth.
Developing
 State what is meant by gas pressure and recall some of its
effects.
 Describe how pressure in a fluid increases with depth.
 Use the particle model of matter to describe the causes of
pressure in fluids.
Securing
 Explain some effects caused by air or water pressure using
ideas about forces.
 Use the particle model of matter to explain atmospheric
pressure in different situations.
 Explain why pressure in a fluid increases with depth.
 Use the particle model of matter to explain why gas pressure
changes with temperature, number of particles and volume.
Exceeding
 Apply ideas about pressure to barometers and altimeters.
 Use the equation relating pressure to the depth and density
of a liquid.
Lesson 8Id: Floating and sinking
Level/Grade
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Maths skills
Working
Scientifically
SA
TA
SA
TA
Grade Descriptor
 State what is meant by upthrust.
Developing
 Explain why an object floats.
 Recall the factors that affect the amount of upthrust on an
object.
Securing
 Work out if something will float.
 Use ideas about density changes to explain how a hot air
balloon flies/how the depth of a submarine is controlled.
Exceeding
 Explain that the upthrust depends on the weight of fluid
displaced.
 Use ideas about displacement to explain phenomena
connected with floating and sinking.
Apply mathematical concepts and calculate results.
Lesson 8Ie: Drag
Level/Grade
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Maths skills
Working
Scientifically
Grade Descriptor
 Describe how drag changes with speed.
Developing
 Recall the different types of resistive forces and describe
how they affect movement.
 Explain the effects of balanced forces in simple situations.
Securing
 Describe the ways in which the size of drag forces can be
changed.
 Describe the causes of air and water resistance.
 Explain why a vehicle needs a force from the engine to keep
moving at a constant speed.
Exceeding
 Use and interpret the equation linking drag, density, speed
and frontal area.
Apply mathematical concepts and calculate results
KS3 Unit 8J Physics
Lesson 8Jb: Reflection
Level/Grade
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Maths skills
Working
Scientifically
SA
Grade Descriptor
 Describe some uses of plane mirrors.
Developing
 State the meaning of: reflect, scatter, transmit, absorb,
reflection, angle of incidence, angle of reflection, normal,
plane mirror.
 Describe the difference between even reflection and
scattering, and recall the law of reflection.
 Use the ray model of light to explain how we see things that
are not sources of light.

Securing
 State the meaning of: diffuse, specular, incident ray,
reflected ray.
 Use the ray model of light to explain how a periscope works.
 Use ray diagrams to explain the law of reflection and to
describe the differences in light reflected from smooth and
rough surfaces.
 Describe the characteristics of the image formed by a plane
mirror and use ray diagrams to explain its formation.
Exceeding
 State the meaning of: convex mirror, concave mirror.
 Use ray diagrams to explain some of the features of images
in periscopes.
Measuring angles.
Working Scientifically
 Explain why internationally agreed symbols and
conventions are necessary in science communication.
Interpret diagrams that use scientific symbols and
conventions.
TA
Lesson 8Jc: Refraction
Level/Grade
OT
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SA
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SA
TA
Grade Descriptor
 Describe some uses of lenses.
Developing
 State the meaning of: refraction, angle of refraction,
refracted ray, convex lens, converging lens.
 Recall that light, sound travels at different speeds in
different materials.
 Draw ray diagrams to describe the refraction of light as it
passes into and out of different media.
 Describe the effects of convex lenses on parallel beams of
light.
Securing
 Explain why refraction occurs.
 State the meaning of focal length, focus, and principal axis.
 Relate the power of a lens to its shape.
Exceeding
 Describe the effects of concave lenses on parallel beams of
light.
 State the meaning of: total internal reflection, critical angle.
 Describe some uses of total internal reflection such as in
optical fibres and in binoculars.
Maths skills
Working
Scientifically
Lesson 8Jd: Cameras and eyes
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 Recall the primary colours for light.
Developing
 Identify the parts of the eye (including rods and cones) and
state their functions.
 Identify the parts of a camera and state their functions.
Securing
 Use ray diagrams to explain image formation in pinhole
cameras.
 Identify which parts of the eye cause refraction of light and
describe how light is focused on the retina.
 Describe similarities and differences between cameras and
eyes.
 Describe some examples of the absorption of energy
transferred by light leading to chemical or electrical effects
(in the retina or in a camera sensor).
 Describe how secondary colours of white light can be made
from primary colours of light.
 Describe the way our eyes detect different colours.
Exceeding
 Describe the causes and effects of long-sight and short-sight
and how different types of lens are used to correct these
defects.
 Explain how different types of lens are used to correct longsight and short-sight.
Lesson 8Je: Colour
Level/Grade
OT
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Maths skills
Working
Scientifically
SA
Grade Descriptor
 Recall the colours of the visible spectrum, in order.
Developing
 Describe how to split light into different colours using a
prism and correctly use the terms: spectrum, dispersion.
 Recall that the appearance of an object depends on the
colour of light shining on it.
 Recall that filters can be used to make coloured light.
Securing
 Explain why coloured objects appear coloured.
 Explain how filters can be used to make coloured light.
 Explain why objects look different in light of different
colours.
Exceeding
 Explain how paints of different colours can be made by
colour subtraction.
TA
KS3 Unit 8K Physics
Lesson 8Kb: Transferring energy
Level/Grade
OT
TF
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SN
Maths skills
SA
TA
SA
TA
Grade Descriptor
 Recall that energy can be transferred by heating in
conduction, radiation and convection.
Developing
 Recall examples of common thermal conductors and
insulators.
 Identify the process(es) in which energy is transferred by
heating in a given situation.
 Describe how energy is transferred in conduction, convection
and radiation.
 Explain why particular materials are used for given purposes.
 Use the particle model of matter to explain energy transfers
by conduction and convection.
Securing
 Compare conduction in thermal conductors and thermal
insulators.
 Explain the process(es) in which energy is transferred by
heating in a given situation.
 Compare conduction, convection, radiation and evaporation
as methods of heat energy transfer.
Exceeding
 Explain the causes and effects of wind chill.
Choosing and using a suitable level of accuracy for
measurements.
Working
Scientifically
Lesson 8Kc: Controlling transfers
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 Recall ways of reducing energy transfer by conduction,
convection and evaporation.
Developing
 Apply the idea of different colours being good or poor
emitters or absorbers.
 Explain why particular materials are used for given purposes.
Securing
 Evaluate ways of increasing or decreasing energy transfer by
conduction, convection, radiation and evaporation.
 Compare the effects of different rates of conduction in
different materials.
Exceeding
 Apply the idea of thermal mass to homes.
Choosing and using a suitable level of accuracy for
measurements.
Lesson 8Kd: Power and efficiency
Level/Grade
OT
TF
FS
SN
SA
TA
SA
TA
Grade Descriptor
 Identify useful and wasted energies.
Developing
 Match Sankey diagrams to simple situations.
 State the meaning of efficiency and recall some advantages
of efficient appliances.
 Describe whether one machine is more efficient than
another.
 Describe what power means, and the relationship between
watts and joules/second.
Securing
 Use Sankey diagrams to compare appliances or processes.
 Calculate energy efficiencies.
 Explain why the efficiency can never be greater than 100%.
Exceeding
 Use the formula relating power, energy and time (in W, J
and s).
 Evaluate energy-saving appliances or modifications.
Maths skills
Working
Scientifically
Lesson 8Ke: Paying for energy
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 Recall that electricity and mains gas are charged for on the
basis of the energy transferred.
Developing
 Explain why power companies use the kWh as a measure of
energy.
 Recall some advantages of low-energy appliances.
Securing
 Use data to consider cost efficiency by calculating payback
times.
 Evaluate different ways of keeping something warm.
Exceeding
 Use data to evaluate methods of reducing carbon emissions.
KS3 Unit 8L Physics
Lesson 8Lb: Seasons
Level/Grade
OT
TF
FS
SN
SA
TA
SA
TA
Grade Descriptor
 Describe differences in the seasons in terms of day length
and the height of the Sun.
Developing
 Explain the changes in day length and height of the Sun in
terms of the tilt of the Earth’s axis.
Securing
 Use a model to explain the changes in the seasons.
 Use a model to explain why the height of the Sun at noon
and hours of daylight vary with latitude.
 Use a model to explain the pattern of light and dark at the
poles.
 Explain the effect of the tilt of the Earth’s axis on the energy
received from the Sun.
Exceeding
 Obtain information from secondary sources to investigate
the relationships in astronomical data.
 Analyse the rotations and axes of other planets to predict
annual changes.
Maths skills
Working
Scientifically
Lesson 8Lc: Magnetic Earth
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 State what is meant by a magnetic field and recall the shape
of the field of a bar magnet.
Developing
 Describe the effect of the Earth’s magnetic field on compass
needles.
 Explain how to arrange two magnets so that they attract or
repel each other.
Securing
 Recall the direction of a magnet’s magnetic field.
 Explain how a compass can be used together with maps for
navigation.
 Explain how a plotting compass can be used to show the
shape and direction of a magnetic field.
 Describe the Earth’s magnetic field and explain why a
magnetic compass needle points north.
Exceeding
 Describe the shape of the magnetic field between two bar
magnets in different arrangements.
 Use ideas about the Earth’s magnetic field to explain
variation, dip and deviation.
Lesson 8Ld: Gravity in space
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
SA
TA
SA
TA
Grade Descriptor
 Recall the direction in which gravity acts.
Developing
 Recall the factors that affect the strength of gravity.
 State the meaning of gravitational field strength.
 Explain why the weight of an object changes if taken to the
Moon, but not its mass.
 Recall that planets and natural satellites are kept in orbit by
gravity.
Securing
 Describe how mass and distance affect the strength of
gravity.
 Describe how gravity affects bodies in space.
 Use gravitational field strength to calculate weights.
Exceeding
 Explain why the speed of a planet changes as it moves
around its orbit.
Drawing line graphs and scatter graphs, and using
these to draw conclusions.
Working Scientifically
 Use ratio notation to compare things.
Convert fractions to decimals and percentages.
Lesson 8Le: Beyond the Solar System
Level/Grade
OT
TF
FS
SN
Maths skills
Working
Scientifically
Grade Descriptor
 State the meaning of: Sun, star, galaxy, Universe,
constellation.
Developing
 Describe the Milky Way.
 State the meaning of: light year.
Securing
 Explain that stars in a constellation only appear to be close
to each other.
 Compare the relative sizes and distances of objects in space.
Exceeding
 Describe the different shapes of galaxies and relate the view
of the sky to a planet’s position in a galaxy.
 Describe some ways in which astronomers can detect
planets orbiting stars other than the Sun.