Name:
Maths Target:
English Target:
Science Target:
Year 8 Early entry
& Year 9 SATs timetable
2009
Monday 22nd June 2009
Tuesday 23rd June 2009
9.00am English writing paper
Longer task—45 minutes
Shorter task—30 minutes
Wednesday 24th June 2009
9.00am Maths paper 1—1 hour
11.15—12.15 am Science 2
1.45pm English reading paper 1.45pm Science 1
15 minutes reading time plus
1 hour to answer questions
1.45pm Mathematics paper 2—1
hour
Science students will be told by their teacher which paper they will be sitting.
3-6 or 5-7
How Can I Get Help?
You can email your teacher:
English: [email protected]
Maths: [email protected]
Science: [email protected]
Booster Sessions:
Come along to our
English SATs Booster Sessions -Wednesdays after school F30
Maths Booster Sessions -Thursdays after school G29
Science Booster Session - Thusdays after school G26
Revision Guides will be available from
The English Office:
Reading and Writing Guide £3.00
Exam practice pack £2.00
The Maths office:
Revision Guide 3-6 £1.50
Revision Guide 5-8 £1.50
Work Book 3-6 £1.50
Work Book 5-8 £1.50
The Science office:
Revision guide £2.50
Workbook £1.50
General Advice for English
http://www.bbc.co.uk/schools/ks3bitesize/english/
http://www.skoolzone.co.uk/
http://www.cgpbooks.co.uk/online_rev/ks3/ks3_english.asp
Your teacher is confident that you can achieve your target grade in the SATs –
you already have the intelligence, enthusiasm and
attitude to learning. However, it is really important that you
maximise your potential to ensure that you achieve the level you are truly capable of.
TOP 10 TIPS:
1. Attend all lessons – every lesson is vital!
2. Work on your homework projects – they are structured to support your
exam preparation.
3. Attend any extra booster sessions (such as the ones over Easter) – they will
be worthwhile!
4. Purchase a Revision Guide – spend an hour a week completing the tasks.
Choose tasks that you are less confident with to help you to prepare for the
worst!
5. READ! Always remember APE.
6. WRITE! Always remember PAL.
7. SHAKESPEARE! Always remember PEEL.
8. Pack your bag and have an early night before the exam.
9. Eat breakfast before the exam – studies show that exam performance is
improved in those who’ve eaten.
RELAX – we believe in you! Take this as an opportunity to show off the skills
you have worked so hard to develop.
General Advice for Maths
Think carefully about calculations
Think carefully about how you are going to work out an answer. Decide
whether to use:
• a mental calculation;
• a mental calculation with some jottings;
• a written method;
• a calculator.
On the mental mathematics paper you may jot down information while the
question is being read to help you work out an answer. On Paper 1 make sure
you show your working and on Paper 2 use your calculator if appropriate.
Pick out important words or symbols
When reading a question highlight important words that tell you which kind of
calculation it is likely to be. Look for words like sum (addition) and product
(multiplication). If you have to calculate a length or angle you should not measure it or use a scale diagram.
Always check that your answer is sensible
You’d be surprised how many people forget to write down the calculation that
they are working on. Always write down any calculation, write down the answer
to the calculation and then check to
make sure that the answer is sensible.
• Do a rough estimate and then see if your answer is close.
• Does the answer feel about right?
• Check to see you have got the units correct and that you have written your
answer in a correct way.
• Check if you were asked to give the answer to a certain number of decimal
places or significant figures. If so, first write down all the figures on your calculator, then write the answer, to the correct degree of accuracy, in the answer box.
Remember the order of calculations
When doing a calculation work out:
• brackets first ( )
• then powers 53
• then division and multiplication
• finally addition and subtraction
Know how your calculator works and make sure it is on the
right settings for the exam.
Justify your answer
Often pupils manage to get an answer correct but many forget to give a reason
for their answer. Improve your marks by:
• explaining how you worked out angles, or lengths, from those you were given;
• explaining how you came to conclusions about the data or graphs.
The big DON’T DO IT!
The biggest of all the big DON’T DO IT is:
• Don’t assume a diagram is drawn accurately unless you are told it is. Diagrams
are usually not accurate so you will have to work out distances and angles
rather than measure them. Write the values you
have worked out on your diagram.
• Do not misread scales. Check, by writing on the scale, values that you have
read from a graph. Make sure that they make sense.
• Never give the probability of an event as a ratio or as odds.
Remember the rules of algebra
Remember that algebra has the same rules as arithmetic. An expression (3n 2) should not be confused with an equation (y 3n 2).
Remember addition () and subtraction () are inverses of each other, as are
division () and multiplication ().
Remember key facts
You need to know and be able to use the following facts. Look at ways to help
remember them.
• The formula for the circumference of a circle is C = 2πr.
• The formula for the area of a circle is A = πr 2. Use the π key on your calculator or the approximate value given in the question.
• The mode is the most common value.
• When results are arranged in order, the middle value is the median.
• The m+e+a+n is the sum of all the values divided by the number of values.
4
• The largest value take away the smallest value is the range.
• The probability of an event that is certain to happen is 1.
The probability of an impossible event is 0.
All other probabilities lie between 0 and 1.
• The sum of the probabilities of all possible events, with no
overlap, is 1.
↓
Weed out your weaknesses
So you’ve tried and tried and you still make silly errors and get algebra wrong.
Here’s what to do.
• Make up ways of correcting your worst habits.
• Write it at the top of the answer book in pencil.
• Go back and check when you need them during the exam.
Revision technique
Look at different ways to help you revise. Ask your friends, parents, carers,
brothers or sisters to ask you key facts. Put up revision sheets in places you
can see them (the fridge, the bathroom door, the back of the car, the back of
the cereal packet) and revise when you have two minutes to fill.
Have you started to revise yet?
• Work in 30-minute bursts.
• Take breaks away from your work.
• Don’t look at a question and think you can’t do it; attempt it and then check
your answer.
• Note questions you are unsure about and ask for help in class.
• Use notes to help you remember key facts.
•
How to survive the exam
• Don’t be afraid of the exam. If you are stuck, move on and come back to the
question later.
• If you are still stuck, start by writing down what you know. It may jog your
memory.
• Remember you often get marks for showing your method.
General advice for science
In lessons you will be working on a full programme of revision—this will also include preparation through past papers and self assessment to identify your
own personal areas of strength as well as topics you need to concentrate more
on.
Use websites such as:
http://www.bbc.co.uk/schools/ks3bitesize/
http/://lgfl.skoool.co.uk/index.aspx
www.parrswood.manchester.sch.uk and use Moodle you will be shown this in a
science lesson
What equipment do I need?
You will need your own:
Pen (blue or black ink)
A spare pen!!
Pencil
Ruler
Pencil Sharpener
Eraser
Protractor
Calculator
Unfortunately we cannot provide your child with these on the day of the SAT.
Any advice to help me on the day?
Arrive on time to the exam hall
Have all of the correct equipment
Read the questions carefully – don’t fold the paper in half so that you can’t see
the full question!
If the test asks you to tick 2 boxes – JUST TICK 2 BOXES!!
Try to answer all questions using scientific terminology
Look at the number of marks for each question and make sure you write enough
points to get all the marks.
English—Check Your Level...
LEVEL 4
When I read I understand the important ideas, themes, events and characters.
I am beginning to ‘read between the lines’ for more understanding of these
things.
I can use examples or words from the text when I explain my thoughts and
opinions about it. My writing is lively and thoughtful. I choose adventurous
words, to make an effect.
I am beginning to use more grammatically complicated sentences, making meaning clearer.
My spelling, including words with many SYLLABLES, is usually correct.
I use full stops, capital letters and question marks correctly, and I am beginning to use punctuation inside the sentence.
My handwriting style is controlled, joined-up and easy to read.
How to get a level 5
I need to begin to use STANDARD ENGLISH in formal situations.
I need to read and understand a wider range of texts, not just the ones I already know.
I need to be able very easily to choose the most important points in a text. I
need to be good at ‘reading between the lines’ so that I have a deeper understanding of ideas, themes, events and characters.
When talking or writing about a text, I need to identify important features,
themes and characters.
I need to be good at choosing sentences, phrases or relevant information to
back up my comments about the text. My writing needs to be varied and interesting, varying the content and style for different readers. I need to use a
more formal style at times.
I need to choose words imaginatively and precisely. Simple and complex sentences need to be organised into paragraphs. Really difficult words need to
be spelt correctly.
I need to use commas, apostrophes and inverted commas accurately.
My handwriting needs to be joined-up, clear and fluent.
LEVEL 5
I read and understand a wide range of texts.
I can very easily choose the most important points in a text
and I am good at ‘reading between the lines’ so that I have a deeper understanding of ideas, themes, events and characters. When talking or writing
about a text I identify key features, themes and characters.
I am good at choosing sentences, phrases or relevant information to back up
my comments.
I can easily find, use and organise information from a wide range of texts.
My writing is varied and interesting. I vary the content and style for different readers, using a more formal style when I need to. I choose words are
imaginatively and precisely.
Simple and complex sentences are organised into paragraphs.
Really difficult words are usually spelt correctly.
I use commas, apostrophes and inverted commas accurately.
Handwriting is joined-up, clear and fluent and, where appropriate, is adapted to
a range of tasks.
How to get a level 6
I need to identify “layers of meaning” and comment on their importance and
effect.
I need to give my personal opinions about poems, plays or novels. I need to discuss language, structure and themes to support my comments.
I need to be easily able to find, use, organise and summarise information from
a wide range
of texts.
My writing needs to catch the reader’s attention , showing changes of style
and register , including using an impersonal style where appropriate.
I need to use different sentence structures and different words and phrases
to create effects.
My spelling needs to be generally accurate, including irregular words. My handwriting needs to be neat and legible.
I need to use a range of punctuation to clarify meaning,. My ideas need to be
organised
LEVEL 6
I read and discuss a range of texts.
I identify layers of meaning and comment on their importance
and effect.
I can give my personal opinions about poems, plays or novels and can discuss
language, structure and themes to support my comments.
I can easily find, use, organise and summarise information from a wide range
of texts.
My writing often catches the attention and keeps the reader's interest, showing some changes of style and register to different forms, including using an
impersonal style where appropriate.
I can use lots of different sentence structures and different words and
phrases to create effects.
My spelling is generally accurate, including that of irregular words.
My handwriting is neat and legible.
I use a range of punctuation to clarify meaning.
How to get a level 7
I need to understand how a range of writers convey meaning and information.
I need to express my own personal and critical responses to poems, plays and
novels.
I need to practice identifying and discussing themes, structure and language in
texts I read.
I need easily to find, use, organise, summarise and bring together a range of
information from a variety of sources. My writing needs to be confident and
show suitable choices of style in a range of forms.
In story writing, I need to develop characters and settings and, in non-fiction,
to organise ideas use grammatical features and vocabulary accurately and effectively.
My spellings should be correct, including that of complex irregular words.
My work needs to be legible and attractively presented.
I must use paragraphing and correct punctuation to make the sequence of
events or ideas sensible and clear to the reader.
LEVEL 7
I express my own personal and critical responses to poems,
plays and novels.
I am very good at identifying and discussing themes, structure and language in
texts I read.
I can easily find, use, organise, summarise and bring together a range of information from a variety of sources.
My writing is confident and shows suitable choices of style in a range of forms.
In story writing, characters and settings are developed and, in non-fiction,
ideas are organised and make logical sense.
I use grammatical features and vocabulary accurately and effectively.
Spelling is correct, including that of complex irregular words.
Work is legible and attractively presented.
Paragraphing and correct punctuation are used to make the sequence of events
or ideas sensible and clear to the reader.
Maths—Check Your Level...
Level 4 means that I can…
Describe number patterns
Find multiples
Find factors
Work out the square numbers
Use word formulae
Use co-ordinates in the first quadrant
Multiply and divide whole numbers by 10 and 100
Say my tables up to 10x10
Add and subtract numbers like 13.64 and 48.95
Write decimal numbers in the correct order
Check my own answers
Make 3D models
Draw 2D shapes
Find perimeters of shapes
Find the area by counting squares
Draw line graphs
Present data clearly
Read simple pie charts
Draw frequency tables
Find the mode
Find the range
Level 5 means that I can…
Multiply and divide whole numbers by 10, 100 and 1000
Add and subtract negative numbers
Put numbers in order including negative numbers
Add, subtract, multiply and divide numbers like 19.75 and 34.21
Simplify a fraction
Work out a fraction or percentage of a number
Multiply or divide a three digit number by a two digit number
Use inverse operations of approximation to check my answers
Use simple formulae like C=2n+4
Use co-ordinates in all four quadrants
Measure and draw angles to the nearest degree
Remember the metric to imperial conversions
Use and understand the formula for the area of a rectangle
Find the mean of discrete data
Use the range and one of the averages to compare two sets of
data
Say what diagrams and graphs show
Use the probability scale from 0 to 1
Understand that experiments don’t always have the same outcome
Level 6 means that I can…
Use trial and improvement to solve things like x3+5x=38
Work out one number as a fraction or percentage of another
Understand that fractions, decimals and percentages can be equivalent to each
other (eg 0.5=50%)
Calculate using ratio
Add and subtract fractions with common denominators
Find and describe in words the rule for the next term in a sequence (linear)
Find and describe in words the rule for the nth term in a sequence
Solve linear equations with integer coefficients
Plot the graph of y = mx + c
Recognise 2D representations of 3D objects
Classify quadrilaterals by knowing their properties
Find the missing angles when two parallel lines are intersected
Solve angle problems in polygons
Write instructions to make a computer draw a shape
Find the area and circumference of a circle
Find the volume of cuboids
Enlarge a shape by a positive scale factor
Work with continuous data
Construct pie charts
Say what a scatter diagram tells us
Understand correlation
Find all the possible outcomes of two experiments
Use the fact that the probability of mutually exclusive events add up to 1
Level 7 means that I can…
Round to one significant figure
Understand what happens when we multiply or divide by numbers between 0
and 1
Multiply and divide numbers of any size
Understand proportional change
Describe in symbols the rule for the next term or nth term in a sequence
(Quadratic)
Multiply things like (a+b)(c+d)
Simplify quadratic expressions
Solve simultaneous, linear equations with two variables (Using
graphs or algebra)
Solve inequalities like 6(2n+1)≥18
Understand and use Pythagoras’ Theorem in 2D
Calculate lengths, areas and volumes in right prisms
Enlarge a shape by a fractional scale factor
Understand similarity
Draw the locus of a moving object
Find and understand upper and lowers bounds
Use compound measures like speed, distance, time
Give and test a hypothesis to a situation
Understand bias
Find the modal class and an estimate to the mean, median and range when using
grouped data
Compare distributions using frequency polygons
Draw a line of best fit on a scatter diagram
Understand relative frequency
Level 8 means that I can…
Solve problems involving powers and roots
Solve problems involving standard form
Solve problems involving repeated proportional change
Substitute fractions and decimals into equations and expressions and find the
answers
Calculate one variable in a formula when I know the others
Understand that a2-b2=(a+b)(a-b)
Solve inequalities in two variables
Sketch and interpret graphs of quadratic, cubic and reciprocal functions
Interpret graphs that model real life situations
Use congruence and mathematical similarity
Use sine, cosine and tangent in right angled triangles in 2D
Distinguish between formulae for perimeter, area and volume by considering
dimensions
Interpret and construct cumulative frequency diagrams
Estimate the median and interquartile range
Science—Check Your Level...
Level 4 means that I have …
named at least three important body organs.
shown that I know how important evidence is in deciding whether a scientific
idea is right or wrong by explaining that a microscope can be used to look at
organs.
stated that some organs can be transplanted.
stated that both male and female animals are needed for reproduction to take
place.
stated that animals are often bred in zoos before being released into the wild.
described the feeding relationships between two or more organisms.
stated that evidence can be collected from habitats to find out what lives
there.
stated that food chains/webs can be damaged by human activities or given an
example of this.
correctly identified an organism.
given one piece of evidence which allowed me to identify an organism
used the words ‘acid’ and/or ‘alkali’.
described two properties of acids.
described how getting rid of waste from the factory can cause at least two
problems in the environment.
stated that evidence can support scientific ideas, for example a substance is
corrosive or harmful.
stated that evidence from experiments can be used to work out their properties.
stated that solids, liquids and gases have to be handled differently because of
their properties.
described how you can tell that a rock is a sedimentary rock by examining its
texture.
stated that sedimentary rocks weather more easily than other rocks.
given one way of how the ease with which sedimentary rocks are weathered can
affect the landscape.
given a reason why this energy resource should be used.
listed some energy resources.
stated whether each energy resource is renewable or non-renewable.
described some of the effects on the environment that can be caused by nonrenewable energy resources.
stated that a cell is essential in a circuit to provide energy for
the lights and motors.
explained that cells are used in my model instead of plugging into
a mains socket because they are safer.
stated that I need cells, switches and motors in my model and explained why
each is needed.
named two or more forces and stated whether they are contact or non- contact forces.
stated at least two examples of where friction is useful and two examples of
where it is not useful in sports.
described a common observation, for example how the Sun appears to move
across the sky during the day or how the Moon appears to change shape over a
month.
explained that it is day when the part of the Earth that we are on is facing
the Sun and night when it is facing away from the Sun.
explained how the apparent movement of the Sun can be used to tell
the time or how the changes in the height of the Sun at midday can be used to
tell the time of year.
Level 5 means that I have…
explained that organ systems are made of organs, which are made of tissues,
which are made of cells.
described the functions of at least five human body organs.
stated the transplant organ that would be needed to treat someone with a
specific disease.
explained the role of the sperm cell and the egg cell in reproduction.
explained what is meant by a lifecycle.
named the two organs in which the sperm cells and egg cells are made.
explained how microscopes can be used to show that males and females produce
different sex cells.
stated that zoos and other wildlife centres try to increase the numbers of endangered species in the wild.
started each of my food chains or webs with a plant.
made a food web by linking two or more food chains.
named at least two animals I already know as ‘predator’ or ‘prey’.
described the meanings of the terms vertebrate and invertebrate.
explained how I classified organism X as an animal, a vertebrate and a mammal
and organism Y as an invertebrate.
used knowledge of classification to invent a common name for each organism.
explained why new organisms need to be classified.
explained why the discovery of new organisms sometimes means
that the classification system needs to be altered.
stated that acids are hazardous.
explained what is meant by ‘neutralisation’.
described the steps involved in making sulphuric acid.
explained the meanings of the terms ‘combustion’, ‘explosives’ and
‘decomposition’.
described the process of combustion, including the need for a ‘trigger’
to start the fire or explosion.
explained how two or more different types of fire that might occur
in the home or science laboratory should be put out and why these methods
work.
described how two or more different types of fire are put out by different
types of fire extinguisher.
described solids, liquids and gases using scientific terms, e.g. ‘density’,
‘maintenance of volume’.
explained that the different properties of solids, liquids and gases are caused
by the different arrangement of their particles.
named at least two substances that are difficult to describe as solid,
liquid or gas, and explained why they are difficult to describe in this way.
described the processes of physical, chemical and biological weathering of
rocks.
described how rock fragments are transported and abraded.
explained why sediments are deposited.
explained how sedimentary rocks are formed.
given the presence of plant fossils in coal as evidence that it was formed from
plants.
explained how electricity or heat is made from at least two different types of
renewable energy.
explained why we call fossil fuels ‘non-renewable’.
explained two ways that fossil fuels can harm the environment.
given at least two examples of where renewable energy resources could be used
instead of fossil fuels.
explained the advantages and disadvantages of at least two types of renewable
energy.
described how adding more components (e.g. bulbs or motors) reduces the current in a series circuit but that this does not happen in a parallel circuit.
explained, in terms of brightness and resistance, why I have used parallel circuits when there are two or more bulbs in a circuit.
designed a lighting circuit in which two or more bulbs can be switched on or
off independently.
described how a variable resistor can be used to control the
brightness of lights.
described the effects of balanced and unbalanced forces on at
least two objects.
stated that the density of an object and its shape and design are important in
deciding whether it will sink or float.
explained how or why friction is important in some sports using at least one
example.
described what is meant by the terms ‘solar eclipse’ and ‘lunar eclipse’.
explained in steps, or using a model, either what causes the length of a day or
year, or the causes of solar and lunar eclipses.
explained why the Sun and stars seem to move across the sky.
Level 6 means that I have…
named the cells found in an organ.
described the structure of the cells in an organ and stated their roles.
described the function of two or more organs in other animals.
described the evidence for the function that an organ carries out, for example
the type of cells it contains.
explained why transplantation of a named organ is important to the person receiving it.
described how a sperm cell and egg join together when they fertilise.
explained why some animals produce a few egg cells while others produce
thousands.
described the processes of fertilisation, implantation, gestation and/or birth
in a named animal.
explained how microscope images can show fertilisation.
explained why it is important to increase the numbers of endangered species in
the wild.
stated that the energy in food chains or webs originally came from the
Sun.
explained why some animals hibernate or migrate at certain times of the
year.
explained the feeding relationships between organisms that I do not know
by using a food web.
described two or more ways that an ecologist might use to find out what
organisms lives in a particular area.
described the terms arthropod and arachnid.
explained how I classified organism Y as an animal, an invertebrate, an arthropod and an arachnid.
used knowledge from classification to invent a Latin-sounding
name for each organism, which includes two parts.
explained that the features used to classify organisms are inherited (not those
caused by the environment).
described acids using the words ‘hazardous’, ‘corrosive’ and ‘pollution’.
explained how the pH scale can be used to measure the neutralisation of acids
or the production of sulphuric acid, or explained these processes using word
equations.
described two pieces of evidence for accepted ideas about acids, for example the patterns of reactions between acids and alkalis, or non- metals and
oxygen to form acidic oxides.
described in detail what happens during an explosion.
described the energy changes involved in combustion in detail, including
a word equation.
described combustion using a word equation.
described two or more examples of evidence for what happens when a substance reacts with oxygen.
explained why we need to use highly flammable materials, despite their danger.
described the arrangement of particles in solids, liquids and gases.
explained at least three different properties of solids, liquids and gases by
the different arrangement of their particles.
described three pieces of the evidence for the particle theory.
explained that scientists can predict the behaviour of substances using their
knowledge of the states of matter and of how particles behave.
described the different conditions in which the different types of
weathering are likely to occur.
explained how the speed of water affects the size of grains that can be
transported.
compared the sizes of grains that wind, water and ice can carry.
explained how knowledge of the size of grains that can be transported can
be used to work out what happened to the grains in sedimentary rocks before the rock was formed.
described how erratics show that ice must have covered the area at some
point in the past.
stated at least two disadvantages of two different renewable resources. For
example, the environmental problems that could be caused by tidal barrages
or nuclear power stations.
explained how the Sun is the source of the energy in most energy resources.
said why we should start using less fossil fuels and more renewable forms of energy.
described what is meant by the term ‘current’ in terms of the flow of electrons.
described the transfer of energy from cells to bulbs and other components in my circuit.
explained two or more factors which affect the brightness of bulbs in a circuit (e.g. number and voltage of the cells in the circuit, resistance of each
bulb).
designed a circuit showing how a motor is used to move a part of the model.
explained how the speed an object is travelling affects its stopping distance
(for example in cycling).
stated two or more factors that could affect the stopping distance of an object.
explained how the amount of friction can affect an object’s stopping distance.
described at least two differences between summer and winter days using ideas
about the angle of the Sun or the length of daylight.
explained why planets appear brighter than stars or why the Sun seems hotter
in the summer.
described how the Milky Way provides us with the evidence for the Solar
System being part of a spiral galaxy.
explained the importance of science being able to work out a position north or
south of the Equator by measuring the angle of the Sun at midday.
Level 7 means that I have…
described the functions carried out by at least three different cells based on
what they look like and where they are found.
described the evidence that cells are made of smaller parts that all work together.
described in detail how an embryo is formed by the nuclei of the sperm cell
and egg cell fusing together and then the cells dividing.
explained how knowing about the reproduction of an endangered species can
help to save it or how this might save other endangered species which are part
of the same food web.
explained the differences between internal and external fertilisation or
development.
described two techniques used to get two different animals to breed successfully.
explained that there are other ways of breeding and named either IVF or cloning as examples.
described how plants make food using light energy gained in
photosynthesis and how this energy is then passed on to other organisms.
explained that using chemical poisons in farming can damage food chains
and webs.
explained how the amount of energy in a food chain or web changes, within a
day (daily change) or a year (seasonal change), because of environmental factors.
explained, giving at least one example, how the feeding relationships between
organisms can be worked out by looking at the signs of animal feeding.
described the full structure of the classification system: kingdom, phylum, class, order, family, genus and species.
compared classifying organisms with classifying other things (e.g. solids, liquids
and gases).
explained that the first part of the Latin name of an organism is the genus
name and the second is the species name.
described the differences between explosives that work by combustion and
those that work by decomposition.
explained combustion or decomposition reactions using chemical symbols
and formulae.
described what the terms ‘dilution’, ‘diffusion’ and ‘gas pressure’ mean.
explained dilution, diffusion and gas exchange using the particle theory.
explained how the particle theory is supported by at least three pieces of evidence.
stated and explained two situations where it is important to know about the
behaviour of solids, liquids and gases.
described how ripples form in sediments and that these can be preserved when the sediments form rocks.
explained how cross-bedding patterns can show us the direction of a current or wind, and how the depths of beds can distinguish between waterborne and wind-blown sediments.
explained how evidence other than erratics supports the idea that ice once
covered much of Britain.
described how the ions in metal wires resist the flow of electrons.
explained why the diameter of a wire affects its resistance in terms of current being a flow of electrons.
made links between different areas of science by explaining how
electricity can make an electromagnet work in my model (e.g. to make a bell
ring).
shown how scientific knowledge is applied, by explaining two or more ways in
which electromagnets are used in real life.
described how the length of a planet’s year or its temperature depend on its
distance from the Sun
Level 8 means that I have…
explained in detail what happens to cells during IVF.
explained how IVF can be used in two or more named animals.
described how any release programme needs to be monitored closely to make
sure that increasing the numbers of an endangered species does
not cause more problems on the ecosystem.
described two reasons why IVF and cloning are important.
used balanced chemical equations to represent reactions, for example the combustion of sulphur to make sulphur dioxide.
described three or more fuels and explosives, explaining the changes that take
place when they are used.
described the short- and long-term issues linked to the by-products produced
when fuels burn.
explained combustion or decomposition reactions using balanced chemical equations.
classified three or more different fuels on the basis of how they are composed,
using information from a range of sources.
described and explained two factors, other than safety, that might
be important when considering the benefits of using certain types of explosives and fuels.