Term 1: Electromagnets (Voltage, Resistance and Current)
Students will look at the conductivity of different materials, the uses of electricity and series and parallel circuits. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
voltage
An electromotive force or potential difference expressed in volts.
Resistance
The electrical resistance of a circuit component or device is defined as the ratio of the voltage applied to the electric current which flows through it.
Electron flow
The electrical resistance of a circuit component or device is defined as the ratio of the voltage applied to the electric current which flows through it.
Series
A series circuit is a circuit in which resistors are arranged in a chain, so the current has only one path to take. The current is the same through each resistor.
Wire
Metal drawn out into the form of a thin flexible thread or rod.
Parallel
A parallel circuit has two or more paths for current to flow through. Voltage is the same across each component of the parallel circuit. The sum of the currents through each path is equal to the total current that flows from the source.
Conduct
In science, conduct means to serve as a channel. For example, water and most metals will conduct electricity.
Develop the individual:
Practical activities in science require students to engage in team work and show mutual respect for each other.
Create a supportive community:
Scientists are collaborators. Sharing ideas, data, and results (for further testing and development by others) is a key principle of the scientific method. We encourage students to work together on scientific investigations and to share results.
Term 1: Matter (Periodic Table and Elements)
Students will study the main groups in the Periodic table (groups 1,7 and 0) and will understand similarities and differences between elements in different groups and periods. They will progress to looking at patterns in the Periodic table and properties of compounds and mixtures. Students will also use observations in chemical reactions to predict the behaviour of an element in a group. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Periodic table
Shows all the elements arranged in rows and columns.
Physical properties
Features of a substance that can be observed without changing the substance itself.
Chemical properties
Features of the way a substance reacts with other substances.
Groups
Columns of the periodic table.
Periods
Rows of the periodic table.
Elements
What all substances are made up of, and which contain only one type of atom.
Atom
The smallest particle of an element that can exist.
Molecules
Two to thousands of atoms joined together. Most non-metals exist either as small or giant molecules.
Compound
Pure substances made up of two or more elements strongly joined together.
Chemical formula
Shows the elements present in a compound and their relative proportions.
Develop the individual:
Students will be given an opportunity to appreciate scientists how scientists such as Mendeleev has increased our understanding of science through the development of the periodic table.
Create a supportive community:
I will allow students to appreciate the wide range of men and women from different cultures and their contribution to science.
Term 2: Organisms (Breathing and Digestion)
Understanding the structures of the respiratory system, students will learn about gas exchange in the lungs. They will investigate factors that affect lung volume and interpret data on lung volumes. Students will also learn about the digestive system and an overview of how it works. Students will also learn and the components of a healthy diet and use information provided to calculate food requirements for a healthy diet. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Breathing
The movement of air in and out of the lungs.
Trachea (windpipe)
Carries air from the mouth and nose to the lungs.
Bronchi
Two tubes which carry air to the lungs.
Bronchioles
Small tubes in the lung.
Diaphragm
A sheet of muscle found underneath the lungs.
Enzymes
Substances that speed up the chemical reactions of digestion.
Carbohydrates
The body's main source of energy. There are two types: simple (sugars) and complex (starch).
Protein
Nutrient your body uses to build new tissue for growth and repair.
Stomach
A sac where food is mixed with acidic juices to start the digestion of protein and kill microorganisms.
Small intestine
Upper part of the intestine where digestion is completed and nutrients are absorbed by the blood.
Alveoli
Small air sacs found at the end of each bronchiole; where gas exchange happens.
Lipids (fats and oils)
A source of energy. Found in butter, milk, eggs, nuts.
Large intestine
Lower part of the intestine from which water is absorbed and where feces are formed.
Develop the individual:
Students will have an opportunity to appreciate how the human body works and how their choices, such diet, exercise and smoking, can affect their health.
Create a supportive community:
Students will have an opportunity to discuss how smoking, asthma, diet choices can affect individuals and their wider communities. Discuss the effectiveness of government interventions such as the ban on smoking advertisements and the 'sugar tax'.
Term 2: Reactions (Types of reactions and Chemical energy)
Students will learn about endothermic, exothermic, combustion and thermal decomposition reactions. They will also look at physical changes and chemical reactions and make observations about mass in physical changes and chemical reactions. Catalysts will also be introduced to students, as well as their important in industry. Teaching timeline may change to accommodate classes that are shared between science staff.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Catalysts
Substances that speed up chemical reactions but are unchanged at the end.
Exothermic reaction
One in which energy is given out, usually as heat or light.
Endothermic reaction
One in which energy is taken in, usually as heat.
Chemical bond
Force that holds atoms together in molecules.
Fuel
Stores energy in a chemical store which it can release as heat.
Chemical reaction
A change in which a new substance is formed.
Physical change
One that changes the physical properties of a substance, but no new substance is formed.
Reactants
Substances that react together, shown before the arrow in an equation.
Products
Substances formed in a chemical reaction, shown after the reaction arrow in an equation.
Conserved
When the quantity of something does not change after a process takes place.
Develop the individual:
Students will learn about the consequences of burning fuels for the environment, and their importance in a wide range of industries. Student will also look at how catalysts can affect these industries ecologically and economically.
Create a supportive community:
Students will have the opportunity to discuss study the importance of fuels to human society and the impact their usage is having environmentally.
Term 3: Waves (Wave effects and Properties)
Students will learn about different wave types. They will learn about the electromagnetic spectrum and will study the effects of different waves on objects and cells of the human body. Students will also use the wave model to explain observations of the reflection, absorption and transmission of waves.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Ultrasound
Sound waves with frequencies higher than the human auditory range.
Ultraviolet (UV)
Waves with frequencies higher than light, which human eyes cannot detect.
Microphone
Turns the pressure wave of sound hitting it into an electrical signal.
Loudspeaker
Turns an electrical signal into a pressure wave of sound.
Pressure wave
An example is sound, which has repeating patterns of high-pressure and low-pressure regions.
Waves
Vibrations that transport energy from place to place without transporting matter
Transverse wave
Where the direction of vibration is perpendicular to that of the wave.
Transmission
Where waves travel through a medium rather than be absorbed or reflected.
Longitudinal wave
Where the direction of vibration is the same as that of the wave.
Frequency
The number of waves produced in one second, in hertz.
Develop the individual:
Students will learn about the auditory range of humans and animals. They will learn about other uses of soundwaves in the field of medicine (ultrasound) and as well as for cleaning in industry.
Create a supportive community:
Students will learn about the dangers of UV light, and how this can cause harm and lead to skin cancer.
Term 3: Earth (Climate and Earth's Resources)
The atmosphere and the carbon cycle are the focus of this unit and students will learn how natural and human chemical processes contribute to carbon dioxide stores and how the latter link to climate change. They will also study extracting and recycling metals as well as the properties and uses of materials like ceramics, polymers and composites.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Global warming
The gradual increase in surface temperature of the Earth.
Fossil fuels
Remains of dead organisms that are burned as fuels, releasing carbon dioxide.
Carbon sink
Areas of vegetation, the ocean or the soil, which absorb and store carbon.
Greenhouse effect
When energy from the sun is transferred to the thermal energy store of gases in Earth's atmosphere
Natural resources
Materials from the Earth which act as raw materials for making a variety of products.
Mineral
Naturally occurring metal or metal compound.
Ore
Naturally occurring rock containing sufficient minerals for extraction.
Extraction
Separation of a metal from a metal compound.
Recycling
Processing a material so that it can be used again.
Electrolysis
Using electricity to split up a compound into its elements.
Develop the individual:
Students will learn about the importance for them as individuals to recycle and encourage other to recycle, so that the resources are not wasted.
Create a supportive community:
Students will have the opportunity to explore and discuss moral dilemmas such us the use of fossils fuels for the health and economic prosperity of societies alongside the health and environmental consequences of that for current and future generation.
Term 4: Energy (Work, Heating and Cooling)
Work done and energy transfer by heat are studied in this topic. Students will learn about input forces and output forces and will look at the use of levers and pulleys. Students will also learn how to calculate the work done when a force moves an object over a distance. Students will also study thermal energy and will learn how methods of thermal insulation work in terms of conduction, convection and radiation.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Relative motion
How fast one thing is travelling compared to another.
Lever
A type of machine which is a rigid bar that pivots about a point.
Input force
The force you apply to a machine.
Output force
The force that is applied to the object moved by the machine.
Displacement
The distance an object moves from its original position.
Thermal conductor
Material that allows heat to move quickly through it.
Thermal insulator
Material that only allows heat to travel slowly through it.
Conduction
Transfer of thermal energy by the vibration of particles.
Convection
Transfer of thermal energy when particles in a heated fluid rise.
Radiation
Transfer of thermal energy as a wave.
Work
The transfer of energy when a force moves an object, in joules.
Temperature
A measure of the motion and energy of the particles.
Thermal energy
The quantity of energy stored in a substance due to the vibration of its particles.
Develop the individual:
Students will have a chance to appreciate how science can explain everyday practice relating to heat loss/levers (foil blanket for marathon runners, white houses in hot climates, white/black clothing in summer/winter, thermos flasks, opening a tin with a screwdriver, etc)
Create a supportive community:
Term 5: Ecosystem (Respiration & Photosynthesis)
Students will study the processes of respiration and photosynthesis. They will study aerobic and anaerobic respiration and will look at the adaptations of plants for carrying out photosynthesis.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Aerobic respiration
Breaking down glucose with oxygen to release energy and producing carbon dioxide and water.
Anaerobic respiration
Releasing energy from the breakdown of glucose without oxygen, producing lactic acid (in animals) and ethanol and carbon dioxide (in plants and microorganisms).
Fertilisers
Chemicals containing minerals that plants need to build new tissues.
Photosynthesis
A process where plants and algae turn carbon dioxide and water into glucose and release oxygen.
Chlorophyll
Green pigment in plants and algae which absorbs light energy.
Stomata
Pores in the bottom of a leaf which open and close to let gases in and out.
Gaseous exchange
The movement of oxygen and carbon dioxide into and out of the leaf
Diffusion
The random movement of particles from a region of high concentration to low.
Osmosis
The movement of water from a region of high water content to a region of low water content.
Adaptations
Variations in structure to enable an organism to be better suited to a particular function, or to it's environment.
Develop the individual:
Students will have a chance to appreciate the science behind everyday life situations such as why dogs pant after exercise, why do humans get muscle cramps after heavy exercise, why does bread rise and how beer and wine are made.
Create a supportive community:
Students will have a chance to appreciate the importance of photosynthesis for life on Earth and explore the consequences of deforestation.
Term 5: Forces (Contact forces, Pressure)
Students will develop their knowledge of forces by studying contact forces such as friction and drag. They will look at compression and stretching of different materials. They will also learn about pressure in different substances and explain observations where the effects of forces are different because of differences in the area over which they apply.
A short in-class assessment. The paper will assess student's ability to demonstrate knowledge of the topic and their understanding and interpretation of working scientifically.
Equilibrium
State of an object when opposing forces are balanced.
Deformation
Changing shape due to a force.
Linear relationship
When two variables are graphed and show a straight line which goes through the origin, and they can be called proportional.
Resultant force
Single force which can replace all the forces acting on an object and have the same effect.
Newton
Unit for measuring forces (N).
Friction
Force opposing motion which is caused by the interaction of surfaces moving over one another. It is called 'drag' if one is a fluid.
Fluid
A substance with no fixed shape, a gas or a liquid.
Pressure
The ratio of force to surface area, in N/ m2 , and how it causes stresses in solids.
Upthrust
The upward force that a liquid or gas exerts on a body floating in it.
Atmospheric pressure
The pressure caused by the weight of the air above a surface.
Develop the individual:
Create a supportive community:
Students will have a chance to explore and appreciate the contribution to scientific developments by a wide range of scientists from various cultures (e.g. Ptolemy, Galileo, Copernicus, Newton etc)
Term 6: End of Year Assessment
During term 6, year 8 students will sit an end of year assessment, that tests their knowledge and understanding of all topics studied during the academic year. In class there will be an opportunity to revise these topics to aid students in maximising their assessment grade.
50 minute end of year examination.
Develop the individual:
Create a supportive community:
Term 6: Bronze CREST Award
During term 6, all students will take part in the Bronze CREST Award. Over the course of 10 hours, students will work in teams to design their own investigation and record their findings, giving them a taste of what it is like to be a scientist or engineer in the real-world. This will develop their skills in STEM project work, asking scientific questions, planning scientific investigations, recording, analysing, evaluating and presenting data. They will also spend time enhancing their mathematical skills within a science context, through making and interpreting their own graphs and using mathematical formulas.
Students will be assessed through successful completion of scientific investigations, leading to them passing the assessment criteria as set out by the CREST Award. In addition, students will complete homework tasks on working scientifically and tasks that include questions on working scientifically.
Calculate
To mathematically determine something.
Analyse
Examine something in order to interpret and explain it.
Discuss
Take into account all relevant information
Construct
To create an answer or idea.
Critique
Evaluate in a detailed and critical way.
Justify
To explain with good reasoning.
Examine
Inspect something thoroughly.
Investigate
Systematically carry out inquiry.
Hypothesise
To propose an explanation made on the basis of limited evidence as a starting point for further investigation.
Explain
Make something clear.
Control variable(s)
One or more variable/s that are kept the same so that they don't affect the dependent variable.
Dependent variable
What you record or observe in an investigation.
Independent variable
What you change in an investigation to see how it affects the dependent variable.
Line of best fit
A straight or curved line drawn to show the pattern of data points.
Linear relationship
When two variables are graphed and show a straight line which goes through the origin.
Develop the individual:
This unit will help students to consolidate their investigative skills and become increasingly curious and look for meaning in natural/physical phenomena.
Create a supportive community:
Students will consolidate their social skills through taking responsibility for health safety of themselves and those around them, discussing findings and interpreting and evaluating the data they have collected.