BENNETT MEMORIAL DIOCESAN SCHOOL
SCIENCE DEPARTMENT
YEAR 8
Mid –year exam 2015 - 2016
Exam timetable: Science group Teachers (s) 8wSc1 IBR/AGL 8wSc2 VGA/JAM/AGI 8xSc1 PRE/TLI 8xSc2 MKI/APO 8ySc1 SWA/AFU 8ySc2 LJA/AGL 8zSc1 TLI/KSM 8zSc2 AGL Day and date of Science exam RECALL PAPER APPLICATION AND PROBLEM SOLVING PAPER Monday A3 18th January 2016 Tuesday A3 19th January 2016 Monday A3 18th January 2016 Tuesday A3 19th January 2016 Tuesday A3 19th January 2016 Monday A3 18th January 2016 Tuesday A3 19th January 2016 Monday A3 18th January 2016 Wednesday A4 20th January 2016 Thursday A1 21st January 2016 Thursday A1 21st January 2016 Thursday A1 21st January 2016 Thursday A5 21st January 2016 Friday A2 22nd January 2016 Thursday A5 21st January 2016 Thursday A3 21st January 2016 BENNETT MEMORIAL DIOCESAN SCHOOL SCIENCE DEPARTMENT YEAR 8 Mid –year exam 2015 ‐ 2016 The Science tests are based on key areas of related study.
Biology
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Cellular Biology (Year 7 topic which was then called Life processes and Cells)
Plant biology (Year 8 topic)
Chemistry
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Fundamental Particles (Year 7 topic which was then called Particle Behaviour)
The Periodic Table 1 (Year 8 topic)
Physics
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Forces (Year 7 topic)
Energy (Year 8 topic)
The tables below outline the objectives that were studied in these topics and the pages in your Revision Guide that will support your revision of each topic
You should also refer to your Supplementary Revision Guide pages booklet for the Revision Guide pages that you need to revise for each of the topics studied
in Year 8. You must also use your class notes in your exercise books (from Y7 – 8) to prepare for these exams and any other resources you have been given
in Y7 – 8.
BBC Bitesize for KS3 is also an excellent revision resource (especially if you have lost previous books or missed any lessons).
BENNETT MEMORIAL DIOCESAN SCHOOL SCIENCE DEPARTMENT YEAR 8 Mid –year exam 2015 ‐ 2016 Biology objectives Topic Cellular biology Plant biology Objectives: Students must be able to: a) Identify the processes that occur in all living things using MRS GREN (movement, reproduction, sensitivity, growth, respiration, excretion, nutrition) b) Understand that the development of the microscope has allowed us to be able to see what cells look like and what they are made of c) Label a diagram of the compound microscope to include stage, fine focusing knob, rough focusing knob, objective lenses, eyepiece lens, light source, mirror, body tube, handle d) Describe how to use a compound microscope to view specimens e) Use a compound microscope to view and draw animal cells (cheek cells) and calculate the total magnification used f) Use a compound microscope to view and draw plant cells (onion skin cells) and calculate the total magnification used g) To outline that both animals and plants are made up of cells, but that these cells are different in structure to account for the differences in the functions of those cells h) To be able to recognise, compare and explain how cells are specialised to their function i) To be able to draw and label generic animal and plant cells j) To be able to outline how plant and animal cells can form tissues, tissues can form organs and organs can form organ systems k) To be able to outline the role of the main organ systems. This should include; circulatory, breathing (respiratory), digestive, reproductive, excretory, nervous, endocrine, skeletal, muscular. a) To be able to explain how plants make glucose in the process of photosynthesis. b) To be able to recall the word equation for photosynthesis. c) To be able to recall the structure of root hair cells and palisade cells and explain their role in the process of photosynthesis. d) State that plants don’t use all the glucose they make immediately therefore store glucose as starch. e) Be able to test a leaf for starch and use this test to provide evidence that chlorophyll, carbon dioxide and light are needed for photosynthesis. f) Explain that new materials (proteins, cellulose) made from glucose produced during photosynthesis lead to an increase in biomass g) Explain that the glucose from photosynthesis provides energy for all living processes in the green plant. This energy is release from glucose in the process of aerobic respiration. 2014 Revision Guide page references Page 1 – 3 Page 16 ‐17 You should also have a copy of p 5 & 6 of the Old Revision Guide stuck in your revision guide or in your exercise book from last year Page 2 Page 4 Page 32 – 33 Page 40 – 41 You also have pages to revise in the Supplementary Revision Guide pages pack that you have been issued h) State that the oxygen made by the plant in photosynthesis can be used in respiration but some oxygen may leave the plant through the stomata. i) State that the carbon dioxide made in aerobic respiration can be used in photosynthesis but some carbon dioxide may leave the plant through the stomata. j) Recognise that plants are the only organisms that can make their own glucose other organisms have to eat plants or another organism that has eaten plants to obtain glucose or products made using it. Therefore plants are the starting point of most food chains. BENNETT MEMORIAL DIOCESAN SCHOOL SCIENCE DEPARTMENT YEAR 8 Mid –year exam 2015 ‐ 2016 Chemistry objectives Topic Fundamental particles Objectives: Students must be able to: a)
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Describe how materials are made up of particles. Know that the atom is the basic building block of matter. State that elements consist of only one type of atoms. Understand that there are approximately 100 elements. Use the particle model to explain why different materials have different properties Describe the properties of a substance in its three states Use ideas about particles to explain the properties of a substance in its three states Use the particle model to explain why heating causes expansion in solid, liquids and gases to include melting, freezing, boiling, evaporation, condensation and sublimation. Use the particle model to explain changes of state involving solids, liquids and gases Produce a graph to show temperature changes when heating a substance (stage 4) Interpret data about changes of state (stage 4). Evaluate the limitations of experiment procedure, when considering factors that affect evaporation (stage 5). Use the particle model to explain diffusion (Brownian motion – biology). Describe evidence for diffusion (biology). Describe and give examples of gas pressure. Describe and give examples of solutions and dissolving. Explain the meaning of soluble and insoluble substances. Explain the meaning of solubility and a saturated solution (crystallisation). Explain how temperature affects solubility. Everything is made of atoms – found on the periodic table.
The elements are arranged in the periodic table and each element has symbol. Learn the symbols and positions of the first 20 elements. Know what a group and row is on the periodic table. Know what is meant by ‘element’ – definition. Know that elements are divided into two main types – metals and non‐metals. Know where metals and non‐metals are on the periodic table Show where group 1, 2, 7 and 8 and transition elements are found 2014 Revision Guide page references Page 54 – 59 Page 62 ‐ 63 Page 69 Page 127 Page 62 – 66 Page 68 – 73 You also have pages to revise in the Supplementary Revision Guide pages pack that i)
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Know the names of the groups above – alkali metal, alkali earth metals, transition metals, halogens and noble gases.
Know what is meant by ‘element’ – definition. a) Identify the atomic number and mass number of each element. b) Understanding what the atomic number and mass number tells us about atoms c) Draw and fully label an atom – nucleus, protons, neutrons and electrons. d) Use the mass number and atomic number to work out the number of protons, neutrons and electrons in an atom. Know that elements are divided into two main types – metals and non‐metals. Know where metals and non‐metals are on the periodic table. Know that atoms in some elements pair up to form simple molecules for example O2, N2, H2, Cl2 (all halogens) and are called diatomic molecules. Know the definition of ‘molecule’ – two or more elements chemically combined. Understand that elements combine together chemically to make the vast number of known compounds. State the definition of a compound as a substance made up of 2 or more different elements chemically combined together. Know what is meant by the formula of a compound and be able to state the number and ratio of atoms and elements in a compound. a) Use the mass number to calculate the relative atomic mass of a substance (element) (Ar). b) Use the mass number of elements to calculate the relative formula mass or relative molecular mass of substances (RFM, Mr) – Beyond mastery. State the definition of a mixture as substances – elements, compounds – that are not chemically combined. Define a mixture as a substance containing elements, molecules and/or compounds that are not chemically combined. Understand that substances in a mixture can be separated, whereas separating elements chemically combined in compounds is difficult. Explain how mixtures can be separated: Sand and stones, sand and salt. Explain how evaporation is used to separate mixtures. Describe and explain filtration – to separate mixtures Explain how chromatography separates mixtures Analyse chromatograms to identify substances in mixtures. Explain how the boiling point of substances is used in distillation to separate mixtures. Use laboratory techniques and apparatus to show that a substance is a compound because it will break down to produce different substances. Use laboratory techniques and apparatus to show how to separate mixtures: sieving, filtering, distillation, evaporation. you have been issued BENNETT MEMORIAL DIOCESAN SCHOOL SCIENCE DEPARTMENT YEAR 8 Mid –year exam 2015 ‐ 2016 Physics objectives Topic Objectives: Students must be able to: 2014 Revision Guide page references Forces a)
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Page 133 ‐ 135 Page 138 ‐ 139 Energy List the eight different types of forces
Identify a quantity by knowing that force is measured in Newtons Describe the effect of different forces, including friction and air resistance Represent forces by using force diagrams Represent forces accurately by using appropriate scales Use force diagrams to predict the motion of an object in one direction Use force diagrams to predict the motion of an object in more than one plane Identify balanced and unbalanced forces Describe the effect of balanced and unbalanced forces on the motion of an object Define the terms mass, gravity and weight Investigate the relationship between mass and weight to prove W=mg Calculate weight using the equation W=mg Rearrange W=mg to find mass and g Using a graph to find a value of g State the eight forms of energy and give examples of where each can be found.
State the three types of energy that can be stored and give an example of where each can be found. Give named examples of energy transfers and whether these are useful or not. State the principle of conservation of energy. Explain what useful and wasteful energy are and what happens to them. Draw and interpret energy transfer diagrams including Sankey diagrams. State the units of energy as Joules (J) and be able to convert into appropriate units. Define and use the energy efficiency equation to calculate efficiency both as a “ratio” and as %. Explain why no objects are 100% efficient. Page 112 – 116 You also have pages to revise in the Supplementary Revision Guide pages pack that you have been issued