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Carterton Assessment & Progress Framework

Year 7 Science 7A Cells Tissues, Organs and Systems

Expected AttainmentYear Group

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Emerging Confident Advanced Mastery

7 1 Identify things as being alive or not. Recall the life processes: movement,

reproduction, sensitivity, growth, respiration, excretion, nutrition.

State the meaning of and correctly use the word: organism.

Locate and identify some human and plant organs.

Correctly use the word: organ. Describe the functions of major human

and plant organs. State the use of a microscope Identify the basic parts of a light

microscope. Identify the basic parts of a prepared

light microscope slide. Identify and recall named tissues in

human and plant organs. Correctly use the word: tissue. Identify the [cell nucleus, cell

Describe the life processes. Use life processes to justify

whether something is an organism or is non-living.

Describe the functions of a large range of human, animal and plant organs.

Describe the functions of the parts of a light microscope.

Describe how to use a light microscope to examine a slide.

Describe how to prepare a microscope slide.

Calculate total microscope magnification using a formula.

Describe the functions of different tissues in an organ.

Describe what the [nucleus, cell membrane, cytoplasm] do.

Identify ways in which an organism shows each life process.

Compare life processes in a range of plants and animals.

Identify similarities between the functions of different organs (including common life processes).

Estimate sizes under a microscope.

Identify similarities between the functions of different organs (including common life processes).

Justify the classification of an organism as an animal based on cell structure.

Justify the classification of an

membrane, cytoplasm] on a diagram of a cell.

List the main features commonly found in animal cells.

Identify a cell as an animal cell. Identify the [cell wall, permanent

vacuole, chloroplasts] on a diagram. List the main features commonly found

in plant cells. Identify a cell as a plant cell. Correctly use the term: organ system. Describe how organs work together as

organ systems. Identify and recall the parts in the plant

water transport system. State the function of the plant water

transport system. Identify and recall the main organs in

the digestive system. State the function of the digestive

system. Identify and recall the main organs in

the circulatory system. State the function of the circulatory

system. Identify and recall the main organs in

the breathing system. State the function of the breathing

system.

Describe what the [cell wall, permanent vacuole, chloroplasts] do.

Identify the contents of plant cells in unfamiliar plants.

Identify mitochondria. Describe the function of

mitochondria. Identify organs working together as

a system. Identify and recall the main parts of

the urinary system. Correctly use the word: urine. State the function of the urinary

system. Identify the main parts of the

nervous system. Describe what the parts of the

nervous system are made of. State the function of the nervous

system.

organism as a plant based on cell structure.

Suggest reasons for differences between animal cells (in terms of their function).

Suggest reasons for differences between plant cells (in terms of their function).

Give examples of when organ transplants are needed.

Explain why some people need dialysis.

Compare benefits and drawbacks of transplants compared with other forms of treatment.

Compare the function of the kidney with a dialysis machine.

Year 7 Science 7B Sexual reproduction in animals


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deEmerging Confident Advanced Mastery

7 1 Identify ways in which animals care for their offspring.

Identify animals that reproduce sexually and correctly use the term: sexual reproduction.

Describe how different animals care for their offspring.

Describe how fish, birds and mammals reproduce sexually.

Identify sperm cells and egg cells as gametes and correctly use the term: gamete

Identify the structures and organs in the human reproductive system.

Describe the functions of the structures and organs of the human reproductive system.

Identify sperm cells and egg cells as specialised cells and recall that they are adapted to their functions.

Describe how a woman becomes pregnant after fertilisation and correctly use the term: implantation.

Recall the names of the structures surrounding the developing foetus.

Compare the sexual reproduction of fish, birds and mammals.

Compare the amount of care of offspring in fish, birds and mammals.

Describe how the fusing of gametes and their nuclei during fertilisation forms a fertilised egg cell.

Use knowledge of the positions or shapes of reproductive organs to make deductions about reproductive processes.

Suggest outcomes caused by problems with reproductive organs.

Explain how sperm cells and egg cells are adapted to their functions.

Compare the reproductive systems of humans and other animals.

Describe what happens during cell division.

Explain how identical and non-identical twins occur.

Describe how materials are supplied and removed from the foetus.

Identify stages of growth from embryo to newborn baby and recall how these stages can be checked.

Describe what happens during labour and birth in humans.

Explain why breast milk is best for

Explain the implications of different methods of fertilisation in fish, birds and mammals.

Explain the implications of a certain level of animal offspring aftercare in different situations.

Explain the links between scientific advances and survival rates of humans.

Suggest reasons for differences between the same types of specialised cells from different organisms.

Suggest a function for an unknown animal cell based on its adaptations.

Use knowledge of reproductive organs to suggest causes of reproductive problems.

Identify and explain the points in reproduction where difficulties in becoming pregnant could occur.

Explain how IVF and hormones can be used to increase the chances of pregnancy.

Explain why ultrasound scans are used during pregnancy.

Explain why acne may become a problem during puberty.

Identify the placenta and umbilical cord.

Describe how the developing foetus is protected inside the mother.

Recall the names of substances in a mother's blood that may harm a developing foetus and correctly use the term: premature baby.

Recall when human babies change their diet and correctly use the term: mammary gland.

List the main stages in giving birth in humans.

Recall the length of the gestation period in humans and correctly use the term: gestation period.

Describe an animal’s life cycle using a diagram.

Identify the parts of the body that change in males and females during puberty and correctly use the terms: puberty, adolescence.

Recall the length of and stages in the menstrual cycle.

newborn babies. Describe the effects of some

substances that may harm a developing foetus.

Compare the life cycles of different animals.

Identify the role of sex hormones in puberty.

Describe what happens to parts of the body during puberty and adolescence.

Explain the purpose of the menstrual cycle.

Use knowledge of the menstrual cycle to predict timings (e.g. of menstruation, ovulation, fertile period).

Year 7 Science 7C Muscles and bones


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7 1 Recall the main functions of the skeleton (support, protection, movement).

Identify the main bones in the human skeleton and correctly use the terms: skull, vertebra(e), ribs, sternum, hip, thigh, shin, collar bone, knee cap, ribcage.

Describe the functions of individual bones (skull, vertebrae, ribs, sternum, hip).

Relate the properties of bones to their functions. Describe how muscles and bones work together

to allow movement. Describe some evidence for continual changes

in bone and muscles. Recall that contracting muscles produce a force

and recall the unit for measuring forces. Describe what happens when muscles contract

and relax. Recall that muscles are controlled by the

nervous system. Recall that drugs are substances that affect how

the body works. Recall that drugs can be addictive and correctly

use the term: substance abuse. Identify the effects and side-effects of drugs on

the body. Classify drugs as legal, illegal, medical,

recreational. Describe the effects of stimulants and

depressants, including on reaction times. Describe the short- and long-term effects of

alcohol on the body.

Describe the basic parts of joints. Classify joints as different types. Use a knowledge of bones and joints to

identify problems with them. State the function of and the parts in

the locomotor system and correctly use the terms: locomotor system, biomechanics.

Explain why antagonistic muscles are used to operate bones in many joints.

Describe the action of the biceps and triceps as an example of an antagonistic pair.

Describe how muscle action is controlled by nervous impulses.

Recall the short- and long-term effects of commonly abused substances.

Explain the effects of stimulants and depressants on the body by reference to the nervous system.

Explain the short- and long-term effects of alcohol.

Compare vertebrate and invertebrate skeletons.

Identify the limitations of different types of skeletons.

Consider the consequences of the effects of frictional and impact forces on joints.

Compare natural hip joints with their artificial replacements.

Describe the importance of testing drugs.

Year 7 Science 7D Ecosystems


Gra

de Emerging Confident Advanced Mastery

7 1 Correctly use the term: habitat. Identify variation between organisms of the

same type and of different types. Identify the physical environmental factors that

make up the environment in a habitat. Describe the adaptations of a range of

organisms to their habitats. Compare similar adaptations in plants and

animals that live in similar places. Identify and give examples of inherited

variation. Describe how physical environmental factors

vary in a habitat, both on a daily basis and seasonally.

Identify and give examples of environmental variation.

Describe physical and behavioural adaptations of organisms to daily and seasonal changes, including deciduous and evergreen trees, nocturnal organisms, hibernation and migration.

Use food chains to create food webs and identify food chains within food webs.

Use a food web to identify food sources for different animals and give reasons for identifying organisms as: carnivores, consumers, herbivores, omnivores, predators, prey, producers.

State the resources that organisms need from their habitats and ecosystems.

Define feeding relationships in terms of energy flow.

Describe the sources and effects of some pesticides.

Tell the difference between and identify examples of continuous and discontinuous variation.

Correctly use the term: species. Explain how particular adaptations

increase the chances of survival. Explain how inherited variation is caused

(does not include genes). Correctly use the terms: community,

ecosystem. Explain how changes in a physical

environmental factor in a habitat affect populations and communities.

Explain how environmental variation is caused.

Explain how particular adaptations increase the chances of survival.

Explain why organisms are in competition in a given habitat.

Describe how the distribution of organisms is controlled by the availability of resources.

Explain how changes in a population or community in an ecosystem affect other populations.

Use food webs to predict the effects of changes in populations.

Explain the gains and losses of energy from living organisms.

Sketch pyramids of numbers. Explain the effects of some persistent

pesticides on ecosystems. Interpret models of energy transfer

(pyramids of numbers).

Correctly use the term: hybrid.

Describe how hybrids can be distinguished from species.

Identify the parents of a hybrid.

Explain how particular adaptations limit an organism's distribution

Recall the differences between innate and learned behaviours.

Describe how certain learned and innate behaviours can be beneficial to organisms.

Evaluate food chains and food webs as models of feeding relationships.

Use data to create food webs.

Compare models of energy transfer in food chains (pyramids of number, biomass).

Year 7 Science 7E Mixtures and separation


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7 1 Recall the three states of matter and identify solids, liquids, gases.

State the meaning of: mixture. State the meaning of: sieving, filtering, insoluble,

suspension. Describe what the three states of matter are like. Identify mixtures. Describe how insoluble solids can be separated

from a liquid. Describe what is seen when a solid dissolves, and

correctly use the terms: soluble, solute, solvent, solution.

Describe how some solids can be used to form a solution, and identify the solvent and solute in a solution.

Describe what happens when a liquid will not dissolve any more of a solid and use correctly the terms: solubility, saturated solution.

State what happens to mass in a physical change. Describe what happens during evaporating. State what happens at a material's boiling point. Give examples of where chromatography is used,

and describe how chromatography is used to separate mixtures

Give examples of where distillation is used, and describe how distillation can separate mixtures.

Group materials using their states of matter as justification.

Classify mixtures as suspensions, colloids and solutions, based on what they look like and whether they separate on standing.

Describe how factors affect how much of a substance dissolves.

Describe how we know that different solutes have different solubilities.

Use a knowledge of dissolving to decide how mixtures should be separated.

Explain how chromatography works, and interpret a chromatogram.

Explain how distillation works. Identify factors that could affect distillation

Classify colloids as, foams, emulsions, gels, aerosols based on what they are made up of.

Justify the decision to separate a mixture in a certain way.

Plan a fair test to discover how different factors affect the solubility of a substance.

Justify the decision to separate a solution in a certain way.

Evaluate the information provided by chromatograms.

Explain how fractional distillation is used in making perfumes.

Year 7 Science 7F Acids and Alkalis


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7 1 Recall examples of everyday substances that are alkalis.

Recall the colour changes associated with litmus indicator.

Describe how indicators are used to distinguish between acidic, alkaline and neutral solutions.

Describe the main features of the pH scale (numbered scale that shows how acidic or alkaline a solution is, with solutions below pH 7 being acidic, those above pH 7 being alkaline and those at pH 7 being neutral).

Recall that acids react with alkalis and this is called neutralisation.

Explain how chemical reactions are different to physical changes.

Interpret a word equation to identify the products and reactants in a chemical reaction.

Recall some applications of neutralisation (changing the pH of soils).

Supply missing reactants or products to complete a word equation.

Correctly use the term: base. Recall some applications of

neutralisation (antacids, toothpastes, treating waste gases, rust removal).

Use solutions of known acidity/alkalinity in order to deduce a colour chart for an indicator.

Explain why litmus is purple in neutral solutions.

Describe how universal indicator is used to distinguish between acidic, alkaline and neutral solutions.

Describe the use of universal indicator and pH meters to determine the pH of a solution.

Describe solutions as being more or less acidic/alkaline by comparing their pHs.

Model simple reactions using word equations.

Describe the reactions of acids with alkalis (including the salts produced by hydrochloric, sulfuric and nitric acids).

Explain how everyday examples of neutralisation are useful (changing the pH of soils).

Describe the reactions of acids with bases.

Explain how everyday examples of neutralisation are useful (antacids, toothpastes, treating waste gases, rust removal).

Evaluate the effectiveness of different indicators.

Use information about indicator colour changes to design different indicators for different purposes.

Apply ideas about the pH scale to explain the changes that take place on neutralisation and dilution.

Plot and interpret graphs of pH against volume of acid or alkali added in a neutralisation reaction

Describe how to produce a solution that is only a salt and water using the reaction between an acid and an alkali or insoluble base

Year 7 Science 7G The particle model


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7 1 State that all materials are made from particles

Describe, draw and recognise the arrangement of particles in solids, liquids and gases.

Describe Brownian motion. State where Brownian motion can be

observed. Describe diffusion as the movement

of one substance through another without any external mixing.

Recall some everyday examples of diffusion.

Make a prediction about diffusion. Describe how moving gas particles

cause pressure when they hit the walls of their container.

Recognise some effects of pressure (e.g. blowing up a balloon).

Explain that more particles in a container will cause a greater pressure.

Describe how the movement and spacing of the particles is different in solids, liquids and gases.

Use the particle theory to explain the properties of solids, liquids and gases.

Explain how Brownian motion occurs, using particle theory.

Convert metres to nanometres and vice versa.

Explain how diffusion occurs in terms of movement of particles.

Explain why the speed of diffusion in gases is faster than in liquids.

Recognise examples of diffusion causing problems.

Explain the ways in which gas pressure can be increased (more particles introduced into a container, container is made smaller, gas is heated).

Describe what a vacuum is. Explain some of the effects of air

pressure (e.g. using a straw, collapsing can).

Use the particle model to explain other observations about matter.

Explain how evidence from Brownian motion is used to support the particle theory.

Carry out a calculation to work out the speed of diffusion.

Explain how barometers work.

Year 7 Science 7H Atoms, elements and compounds


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7 1 Describe the difference between a mixture and pure

substance.

Recall the names of the most important gases that are

mixed together in air.

State that all matter is made up of tiny particles called

atoms.

Explain the differences between elements, compounds

and mixtures (with reference to elements being

substances that cannot be broken down into anything

simpler by chemical means).

Explain the difference between an atom and a

molecule.

Interpret particle models of mixtures, atoms, molecules,

elements and compounds.

Recall that different materials have different properties.

Recall that elements are often represented by symbols.

Explain why internationally agreed symbols and

conventions are necessary in science communication.

Recognise some symbols for common elements.

Use the periodic table to look up symbols for elements.

Relate the uses of different elements to their properties.

Identify some common materials as being metals or

not.

Explain, in terms of atoms and

particles, how air is a mixture of

elements, compounds, atoms and

molecules.

Represent atoms, molecules of

elements and simple compounds

using a model.

Explain the advantages of recycling

metals.

Describe how some elements are

found in their native states.

Explain why some elements have

been known for much longer than

others.

Explain how new evidence has

changed ideas about elements.

Use ideas about the periodic table to

identify the positions of metal and

non-metal elements.

Use evidence to classify unfamiliar

materials as being metal elements,

metallic, non-metal elements, non-

metallic.

Recall that atoms can

be joined together by

bonds and that bonds

affect the shape of a

molecule.

Interpret experimental

evidence to identify

elements.

Write simple chemical

formulae from

molecular structures.

Apply knowledge of

thermal decomposition

in carbonates to other

compounds.

Describe some common properties of metallic and non-

metallic materials.

Describe the evidence needed to decide whether an

element is a metal or a non-metal.

Relate the uses of different elements to their properties

(includes magnetism).

Describe how all other materials are made from the

chemical elements.

Recall some observations that indicate a chemical

reaction.

Describe how elements can combine to form

compounds.

Explain the differences between elements, compounds

and mixtures.

Describe the changes in properties between a

compound and its constituent elements.

Interpret particle models of mixtures, atoms, molecules,

elements and compounds.

Recall examples of chemical reactions in everyday life.

Recall some observations that indicate a chemical

reaction.

Identify the products and reactants using a word

equation.

Supply missing reactants or products to complete a

word equation.

Identify thermal decomposition reactions.

Name simple compounds formed

from two elements.

Recall that temperature changes

occur during many chemical

reactions.

Represent atoms, molecules of

elements and simple compounds

using a model.

Model simple reactions using word

equations.

Recall examples of energy being

used to start a chemical reaction or

keep it going.

Describe what happens during

thermal decomposition of a metal

carbonate.

Name compounds that contain two

elements plus oxygen.

Year 7 Science 7I Energy


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7 1 Compare the temperature rise of water when some fuels are burnt.

Identify situations in which energy is stored. Identify situations in which an energy transfer is taking

place. Recall the factors that affect the amount of energy needed

in a person's diet. Describe the factors that affect body mass. Recall some substances that are used as sources of

energy. Identify situations in which energy is stored. Identify situations in which an energy transfer is taking

place. Recall the different ways in which energy can be stored. Recall the different ways in which energy can be

transferred. Recall what power stations are used for. State the meaning of: biomass/biofuel, fuel, renewable,

non-renewable. Describe advantages and disadvantages of different

energy resources. Recall examples of renewable and non-renewable fuels

and their sources. Recall the different ways in which energy can be stored. Recall some substances that are used as sources of

energy. State the meaning of: hydroelectricity, geothermal, solar

energy, wind energy, tidal power. Recall examples of renewable fuels and their sources. Recall the different ways in which energy can be stored. Recall the different ways in which energy can be

transferred.

Explain the differing energy needs of people of different ages and activity levels.

Recall the law of conservation of energy. Identify situations in which energy is

stored. Identify situations in which an energy

transfer is taking place. Describe energy transfer chains for given

situations. Describe the factors that make up a good

fuel. Compare the temperature rise of water

when some fuels are burnt. Describe what happens in a fuel cell. Apply the idea of different colours being

good or poor absorbers. Describe advantages and disadvantages

of different renewable, energy resources. Explain how the Sun is the ultimate

source of the energy used in renewable resources.

Describe what happens in a fuel cell. Identify situations in which energy is

stored. Identify situations in which an energy

transfer is taking place.

Calculate the energy requirements for a particular person or activity.

Identify useful and wasted energies.

Decide and explain the best energy resources to use in an area.

Describe energy transfer chains for given situations.

Year 7 Science 7J Current electricity


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7 1 Recall materials that are conductors and insulators.

State the meaning of: conductor, insulator, complete circuit, ammeter, current.

Describe why a cell is needed in a circuit.

Explain how switches work to turn a circuit on or off.

Identify common circuit components and their symbols.

Model circuits using simple circuit diagrams.

Measure current and state its unit. Recall that current is not used up. Identify common circuit components

and their symbols. Model circuits using simple circuit

diagrams. Recall that current is not used up. State what is meant by: current. Explain how switches and broken

bulbs affect a circuit. Identify common circuit components

and their symbols. Model circuits using simple circuit

diagrams. Measure current and state its unit. State what is meant by series circuit,

parallel circuit. State what is meant by: voltage,

Describe the effects of breaking or removing bulbs in a circuit.

Use the idea of a complete circuit to test whether different materials conduct electricity.

Describe and explain how adding more bulbs affects the brightness of bulbs in a circuit.

Construct a circuit from instructions provided in the form of a circuit diagram.

Recall the link between current and bulb brightness.

Describe how changing the number or type of components in a circuit affects the current.

Describe what the current is like at different points in a series circuit.


Use a model to describe how an electrical circuit works.


Describe how changing the number or type of components in a circuit affects the current.

Recall the differences between how current behaves in series and parallel circuits and describe and predict what the current is like at different points in a series circuit and parallel circuit.

Recall how electrical cells work. Evaluate a physical model for

electric circuits on how well it explains data or observations.

Use their knowledge of switches and parallel circuits to devise circuits for specified purposes.

Use a model to explain the idea of voltage.

Describe how voltage and energy are linked.

Explain why a voltmeter is connected in parallel.

Apply their knowledge of voltage, current and electrical safety to novel situations

resistance State the units for voltage. Describe how a voltmeter is used. Recall how the current changes when

the voltage of the supply changes. Recall some dangers of electricity. Recall some safety precautions to be

followed when using electricity. Identify electrical hazards in a

scenario. Describe the job that fuses do. Recall how the different wires are

connected in a plug.

Explain how switches can be used to control different parts of a parallel circuit.

Explain why the lights in a house are wired in parallel.

Analyse a given parallel circuit and say which components will be on or off with different combinations of switches closed.

Recall the link between current and bulb brightness.

Explain why the current increases when the voltage of the supply is increased.

Describe how voltage is divided between the components in a series circuit.

Describe how voltage varies in a parallel circuit.

Describe the relationship between resistance and current.

Describe how the resistance of a wire varies with its length and thickness.

Explain how a variable resistor works. Explain why electricity is more convenient

than other sources of energy, and classify some of its uses.

Explain some safety precautions to be followed when using electricity.

Explain how a fuse works. Explain how a domestic ring main is a

form of parallel circuit. Identify errors in the wiring of a plug.

Year 7 Science 7K Forces


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7 1 Describe what a force is. Recall the names of simple forces. State what is meant by: contact force, non-contact

force. Recall the effects of forces on an object. State what is meant by: friction, air resistance, water

resistance. Recall the effects of forces on an object. Explain how a force has caused certain effects on

an object. State what is meant by extension, compress,

stretch, elastic, plastic. State what is meant by friction. Describe how friction forces affect movement. Describe some ways in which friction can be

changed. Identify simple situations in which friction is helpful

or not helpful. State what is meant by: pressure. Recall that 1 Pa = 1 N/m2. Describe how the pressure depends on force and

area. Describe the effects of high or low pressure in

simple situations. State what is meant by: balanced forces,

unbalanced forces. Explain the effects of balanced and unbalanced

forces in simple situations.

Classify forces as contact and non-contact. Recall the unit for measuring forces. Describe how to use a force meter,

newtonmeter. State what is meant by: mass, weight. Recall the direction in which gravity acts. Identify situations and places where different

forces are likely to be found. Represent sizes and directions of forces

using arrows. Explain the difference between mass and

weight. Describe how the extension of a spring

depends on the force applied. Explain what is meant by elastic limit, limit of

proportionality. Recall some effects of frictional forces. Explain some ways in which friction can be

changed. Suggest how and why friction has been

reduced or increased in unfamiliar situations. Recall some common units for measuring

pressures. Use the formula relating force, pressure and

area. Explain why a vehicle needs a force from the

engine to keep moving at a constant speed. Describe how new evidence changed

scientific ideas.

Compare the way in which force meters and balances that compare masses work.

Students analyse new situations involving springs.

Draw lines of best fit on scatter graphs.

Explain applications of pressure in different situations.

Explain the effects of balanced and unbalanced forces in unfamiliar situations.

Year 7 Science 7L Sound


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7 1 Recognise that all matter consists of particles.

Identify a solid, liquid or gas from the arrangement of particles.

Recall that sound travels through different materials by vibrations, and needs a medium.

Describe how a sound changes as you get further from the source.

Recall that sounds can be detected by sound meters and microphones.

Recall that human hearing can be damaged by loud sounds.

Name the parts of the ear. Recall that different animals have different

hearing ranges. State the meaning of: ultrasound, infrasound. Compare how sounds travel through

different materials. Describe some uses of ultrasound. State the meaning of: absorb, transmit,

reflect. Use a model incorporating the idea of

vibrations to explain how sound travels through different materials.

State the meaning of: transverse wave, longitudinal wave.

Recall what sort of waves sound waves and waves on water are.

Recall that waves transfer energy without transferring matter.

Recall that sound does not travel as quickly as light.

Draw the arrangement of particles in a solid, liquid and gas.

Use a model incorporating the idea of vibrations to explain how sound travels through different materials.

Describe how fast sound is transmitted by solids, liquids, gases.

Use quantitative data to compare the speed of sound in solids, liquids, gases.

Calculate the speed of sound from data about echoes.

Use the terms frequency, amplitude, speed to describe waves.

Recall that waves transfer energy without transferring matter.

Explain why sounds are fainter further from the source in terms of the waves spreading out.

Describe the functions of the parts of the ear. Describe how microphones convert sound into

electrical signals. Recall the units for loudness. Evaluate different materials used for

soundproofing/ sound insulation. Explain how sonar and echolocation work. Model transverse and longitudinal waves. Compare longitudinal and transverse waves. State the meaning of superposition, and give

examples. Explain why the intensity of sound waves

decreases with increasing distance from a source in terms of the waves spreading out.

Evaluate the use of a slinky as a model for sound waves.

Explain why the intensity of sound decreases with increasing distance from a source in terms of the energy dissipating.

Apply knowledge of sound to new situations.

Explain how human hearing can be damaged by sound.

Explain how animals can detect the direction from which a sound is coming.

Calculate depth or distance from time and velocity of ultrasound.

Discuss the ethical aspects of animal experiments.

Compare quantitatively how the intensity of sound waves and waves on water decrease with increasing distance from the source.

Year 7 Science Working Scientifically


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7 1 Adequately use apparatus that requires the manipulation of more than one part (a light microscope).

Recall that data needs to be gathered to answer a scientific question.

Identify ways in which new scientific questions are thought up.

Use information to phrase a scientific question.

Identify/state a prediction. Correctly use the terms: prediction,

scientific method. Data can be presented in frequency

diagrams. Data can be presented in scatter

graphs. Data can be presented in bar charts. In an experiment, one variable is

usually changed and another is measured

Identify risks to themselves and others and state the meaning of: risk, hazard.

Explain why a certain safety instruction has been given, and describe how to control familiar risks.

Draw and use tables, bar charts, pie charts, scatter graphs and line graphs.

State the difference between

Follow instructions to carry out an experiment with many steps (to prepare a slide/use a microscope).

Use apparatus that requires the manipulation of more than one part in the best way (a light microscope).

Explain the difference between a scientific and a non-scientific question.

Outline the steps in the basic scientific method.

Make predictions using everyday knowledge, using scientific ideas to form a hypothesis.

Identify/state a hypothesis. State the meaning of: hypothesis, theory. Recognise a range of risks and plan

appropriate safety precautions. Justify chosen methods of risk reduction. Describe different types of observations

and data that can be used as evidence. Identify scientific questions, hypotheses

and predictions. Describe how evidence and observations

are used to develop a hypothesis into a theory.

State the difference between discrete and continuous quantitative data.

Interpret tables, bar charts, pie charts and scatter graphs.

Simplify and use ratios.

Correct mistakes in the way more complex apparatus is used (in slide preparation/microscope use).

Identify mistakes in the use of apparatus that requires the manipulation of more than one part (mistakes in slide preparation/microscope use).

Develop a hypothesis. Describe how evidence is used to

develop a hypothesis into a theory. Carry out an experiment safely by

following all safety recommendations.

Explain how evidence and observations support or do not support a certain theory.

Identify the best way to present different types of data.

Calculate percentage change.

quantitative and qualitative data. Use ratio notation to compare things. Identify when a physical model is

being used, and what its parts represent.

Use a simple physical model to explain a simple phenomenon.

Record numbers using appropriate units for common measurements (e.g. of length, mass, time, temperature, current).

Identify line graphs and scatter graphs, and extract simple information from them.

Calculate percentages. Express one number as a percentage

of another. Round numbers to a given number of

decimal places or significant figures. Decide on an appropriate level of

accuracy before rounding numbers.

Identify when an abstract model is being used.

Explain why models are used. Recognise the need to convert

measurements into the same units in order to compare them.

Recall the meanings of some prefixes used in the SI system (centi, milli, kilo).

Present data in line graphs and scatter graphs.

Identify patterns using scatter graphs. Calculate the outcome of a percentage

increase or decrease.

web viewstate the meaning of and correctly use the word: ... describe the short- and long-term ......

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