Year 7 Science 7C Muscles and bones Expected Attainment Year Group Grade Emerging Confident Advanced Mastery 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 Expected Attainment Year Group Grade 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 7F Acids and Alkalis Expected Attainment Year Group Grade Emerging Confident Advanced Mastery 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 Group Grade Emerging Confident Advanced Mastery 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. Describe some common properties of metallic and materials. 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, Name simple compounds formed from two elements. 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.
Expected Attainment Year Group Grade Emerging Confident Advanced Mastery 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
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 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
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.