G8 Lesson Objectives and other Important Information
Overview Assessment for Science
Grade
Level
8
Term 1
50 %
Term
2
50 %
Overall Report for
Semester 1
100 %
Term 3
Term 4
40 %
60 %
Overall Report for
Semester 2
100 %
G7 and G8 Assessment (2012-2013)
Term
1
Weighting
Written Test (60%)
Practical (20%)
Teacher
(20%)
2
Assessment
Written Test (60%)
Practical (20%)
Teacher
(20%)
3
Assessment
Written Test (60%)
Practical (20%)
Teacher
(20%)
4
Assessment
Written Test (80%)
Practical (20%)
Topic/Assessment
Test 1 (30%)
Topic 1:Plants and Photosynthesis
Test 2 (30%)
Topic2: Magnetism and Electromagnets
Suggested Lab Report: Strength of an electromagnet
Level Assessed How does a Plant grow?
Task
Test 3 (30%)
Topic 3: Periodic Table and Reactivity
Test 4 (40%)
Topic 4: Light and Sound
Suggested Lab Report: Refraction in different materials
Level Assessed Displacement Disco
Task
Test 5 (30%)
Topic 5: Exo/Endo reactions and Rates
Test 6 (30%)
Topic 6: Earth and Beyond
Suggested Lab Report: Concentration and rate of reaction
Level Assessed Glogster or Prezi presentation on space missions/solar
system/ big bang
Task
End
of
Year
Examination
Practical (10%)
Level
Task
Assessed
Mock Cambridge Checkpoint Science Examination
Unit
7:Digestion
and Respiration/Microscope
biological drawing/ respiratory tract
Journey of a cheese sandwich
Command Terms in Science
These are the main terms used in G7/G8 and IGCSE exam questions. They are used throughout the syllabus to
let you know what you are expected to do with each piece of information. PLEASE learn them early and get a
head-start! Writing down everything you know on a topic will not get you high marks. To achieve a good grade,
you must be able to understand exactly what the question/examiner wants from you. Make sure you know
exactly what these command terms mean. Ask your teacher if there are any you are still unsure about.
1. Define (the term(s) ... ) is intended literally, only a formal statement or equivalent paraphrase being
required.
2. What do you understand by/What is meant by (the term(s) ... ) normally implies that a definition should be
given, together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can
readily be obtained ‘by inspection’.
4. List requires a number of points, generally each of one word, with no elaboration. Where a given number of
points is specified, this should not be exceeded.
5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of
asking candidates to give reasons for. The candidate needs to leave the examiner in no doubt why something
happens.
(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.
6. (a) Describe, the data or information given in a graph, table or diagram, requires the candidate to state the
key points that can be seen in the stimulus material. Where possible, reference should be made to numbers
drawn from the stimulus material.
(b) Describe, a process, requires the candidate to give a step by step written statement of what happens
during the process. Describe and explain may be coupled, as may state and explain.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies brevity (short, key points), i.e. restricting the answer to giving essentials.
9. Predict implies that the candidate is not expected to produce the required answer by recall but by making a
logical connection between other pieces of information. Such information may be wholly given in the question
or may depend on answers extracted in an earlier part of the question. Predict also implies a concise answer,
with no supporting statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is required, e.g.
reference to a law or principle, or the necessary reasoning is to be included in the answer.
11. (a) Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in Biology,
there are a variety of factors that might limit the rate of photosynthesis in a plant in a glasshouse),
(b) Suggest may also be used to imply that candidates are expected to apply their general knowledge
and understanding of biology to a ‘novel’ situation, one that may be formally ‘not in the syllabus’ – many data
response and problem solving questions are of this type.
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument (e.g. length, using a rule, or mass, using a balance).
EXAM TIP: If you know the meanings of all the command terms, then you know what the examiner expects you to do – no
more, no less. Pay attention to the number of marks available for that question and make at least that many relevant
points (better to try to make >2 extra points)
Grade 8 Investigative Skills
Investigative Skills used throughout all Science Topics









to


1. PLANNING (PL)
Suggest ideas that may be tested.
Make predictions referring to previous scientific knowledge and understanding.
Outline plans to carry out investigations, considering the variables to control, change or observe.
Identify appropriate evidence to collect and suitable methods of collection.
Choose appropriate apparatus and use it correctly.
Planning investigations to test ideas
Making predictions using scientific knowledge and understanding
Discussing and controlling risks to themselves and others
Identifying important variables, choose which variables to change, control and measure
2. DATA COLLECTION AND PROCESSING (DCP)
Using a range of equipment correctly
Make careful observations including measurements.
Presenting results as appropriate in tables and graphs
Making simple calculations
Present results in the form of tables, bar charts and line graphs.
Make sufficient observations and measurements to reduce error and make results more reliable
3. DISCUSSION, EVALUATION AND CONCLUSION (DEC)
Identifying trends and patterns in results
Make conclusions from collected data, including those presented in a graph, chart or spreadsheet
Present conclusions using different methods.
Make predictions and review them against evidence.
Interpret results using scientific knowledge and understanding.
Interpreting data from secondary sources
Discuss explanations for results using scientific knowledge and understanding. Communicate these clearly
others
Comparing results with predictions
Presenting conclusions to others in appropriate ways
RESEARCH
Use Information from secondary sources.
Be able to talk about the importance of questions, evidence and explanations.
Grade 8 Topics and Objectives
Use this list of objectives to check you learning after each topic and to help you revise for end of topic tests.
1. Plants structure, Photosynthesis and Reproduction
LESSON OBJECTIVES
LESSON
CHECKLIST
REVISION
CHECKLIST
LESSON
CHECKLIST
REVISION
CHECKLIST
Plant Structure
Recognise, identify the positions, and know the functions of the major organs of flowering plants,
e.g. root, stem, leaf.
Describe roots/root hairs and their function.
describe plant stems and their function
describe flower parts and their functions
describe fruits and their function
Describe the absorption and transport of water and mineral salts in flowering plants.
Photosynthesis
Explore how plants need carbon dioxide, water and light for photosynthesis in order to make
biomass and oxygen
Define and describe photosynthesis and use the word equation.
The importance of water and mineral salts to plant growth.
Describe the effect of light (or lack of) on growing plants.
show how light is needed to make starch
provide evidence that only green parts of plants make starch
Know that the green parts of cells are called chloroplasts.
know that carbon dioxide can enter and oxygen escape through stoma
explain how to measure rates of photosynthesis
Know that nutrients in the form of mineral ions are taken in by roots.
describe water loss from leaves
Plant Reproduction
Identify the positions and functions of the reproductive parts of plants.
explain the role of seeds/embryos in life cycles
explain what is meant by pollination and fertilization
Observe the inside of a seed.
give reasons for the dispersal of seeds.
Describe some methods of dispersal.
2. Magnets and Electromagnets
LESSON OBJECTIVES
Investigate and describe the properties of magnets
Investigate magnetising iron
Know about attraction and repulsion
Recognise and reproduce the magnetic field pattern of a bar magnet.(Plot magnetic fields)
consider some examples of the use of magnets
Construct and use an electromagnet.
Research the use of magnets and electromagnets
3. Periodic Table and Reactivity of Metals
LESSON OBJECTIVES
LESSON
CHECKLIST
REVISION
CHECKLIST
LESSON
CHECKLIST
REVISION
CHECKLIST
Atomic Structure
Recognise the symbols for the first 20 elements
Arrange the first 20 elements into the Periodic Table
Describe the structure of an atom and learn about the methods and discoveries of Rutherford.
Trends and Patterns
Recognise Groups and Periods
Consider the similarities in the elements of a Group eg. Group 1, Group 7 and Group 8
Consider the chemical trends within a Group
Relate atomic structure to Periods
Recognise the unique position of hydrogen
Order properties of metals and non-metals for comparison.
State the properties of metals and say in what ways some are exceptional.
Reactivity Series
know how metals and non-metals react with oxygen, water and acid
Compare the rates of reaction of some metals with oxygen.
Compare the rates of reaction of some metals with water.
Compare the rates of reaction of some metals with dilute acid.
Construct a reactivity series for metals.
Know the methods of extraction of some metals and some non-metals.
explain why the historical order of the discovery of metals is related to their reactivity
make predictions about displacement reactions
Give examples of displacement reactions.
Chemical equations and Preparation of Salts
Explain how to prepare some common salts by the reactions of metals and metal carbonates and
be able to write word equations for these reactions.
Know the preparation of copper sulphate. calcium chloride. zinc chloride or zinc sulphate crystals.
4. Light and Sound
LESSON OBJECTIVES
Light
Use light travelling in a straight line to explain the formation of shadows and other phenomena
Investigate how a pin-hole camera works
Describe reflection at a plane surface and use the law of reflection
Investigate refraction at the boundary between air and glass or air and water.
Explain the dispersion of white light.
Explain colour addition and subtraction, and the absorption and reflection of coloured light.
Investigate/research the electromagnetic spectrum ( uv light, infra red, gamma, x yas and radio
waves)
Sound
The properties of sound in terms of movement of air particles.
Recognise the link between loudness and amplitude, pitch and frequency, using an oscilloscope.
relate sound to hearing
Investigate/research uses of ultrasound and or how animals use sound
5. Chemical Reactions and Rates of Reaction
LESSON OBJECTIVES
Physical and Chemical Changes
Distinguish physical and chemical changes
Describe burning
Compare melting and burning
Describe some reactions which happen relatively quickly.
Describe some reactions which happen relatively slowly.
state the conditions necessary for the formation of rust
know that rusting is an oxidation process
know the factors which increase the rate of rusting
Know ways of preventing rust.
recognise other examples of corrosion.
Exothermic and Endothermic Reactions
Know that oxides can be prepared by combustion.
State the three requirements needed for a fire to start/remain alight.
Know that the process of burning gives out heat.
Compare the values of different fuels.
Suggest the best fuel for a purpose.
Explore and explain the idea of endothermic processes and exothermic reactions.
Understand links with respiration and photosynthesis.
Rate of Reaction
Recognize that reactions take place at different rates.
Show how rate of reaction depends on concentration of reactants.
Show how rate of reaction depends on particle size.
Show how rate of reaction depends on temperature.
Show how rate of reaction depends on the presence of a catalyst.
Give an explanation (kinetic theory) of the effects of concentration, particle size temperature and
catalysts on the rate of a reaction.
Know that enzymes are biological catalysts.
Know the preparation of copper sulphate. calcium chloride. zinc chloride or zinc sulphate crystals.
LESSON
CHECKLIST
`
REVISION
CHECKLIST
6. Earth and beyond
LESSON OBJECTIVES
Rocks and the Rock Cycle
Observe and classify sedimentary, igneous and meamorphic rocks
Explain how sedimentary, igneous and metamorphic rocks are formed
Explain physical, chemical and biological weathering
Explain and investigate the rock cycle
Examine fossils and research the fossil record
Discuss the fossil record as a guide to estimating the age of the Earth.
Learn about most recent estimates of the age of the Earth.
Research simple models of the internal structure of the Earth.
Investigate/research formation of volcanoes and Earthquakes
Earth and Space
Describe how the movement of the Earth causes the apparent daily and annual movement of the
Sun and the stars.
Describe the relative position and movement of the planets and the Sun in the solar system.
Discuss the impact of the ideas and discoveries of Copernicus, Galileo and more recent scientists.
Use information from secondary sources.
Understand that the Sun and other stars are sources of light and that planets and other bodies
are seen by reflected light.
Research the Big Bang, formation of our solar system and scale of the universe
LESSON
CHECKLIST
REVISION
CHECKLIST
7. Digestion and Respiration
LESSON OBJECTIVES
Nutrients and Food Tests
appreciate that food groups contains different nutrients
identify carbohydrates as energy sources
Know that protein is used for growth and repair.
Identify fats/lipids as energy sources and use as insulation
specify further major essentials ( vitamins, minerals, water, and fibre) in the diet
Appreciate what is meant by Recommended Daily Allowance
Specify minor essentials in the diet
Understand the relationship between diet and fitness.
describe the tests for starch and reducing sugar
Describe the test for protein
Know a test for fats.
Digestive System and Enzymes
Describe the digestive system and its function.
identify and place the organs of the digestive system -.mouth, esophagus/gullet, stomach, small
intestine, large intestine
Understand where and how digestion begins.
Appreciate that enzymes (amylase, protease, lipases) exist and help in the breakdown of specific
foods.
Understand a simple version of the process within the complete alimentary canal.
Identify organs which excrete waste products
Circulatory System
Recognise and model the basic components of the circulatory system and know their functions
Explain the functions of the blood ( red blood cells, white blood cells, plasma, platelets)
Recognize and describe the role of red blood cells in transporting oxygen
Describe three types of blood vessel (arteries, capillaries and veins)
Research disorders ( heart attacks, high blood pressure etc) of circulatory system
Respiration
Explain why all organisms have to respire
write the basic equation for aerobic respiration
recognise the role of the leaf in plant respiration
Compare respiration and burning
Recognize that both plants and animals respire
Investigate anaerobic respiration during exercise and in yeast
write the basic equations for anaerobic respiration
Respiratory System
Recognise the basic components of the respiratory system and know their functions.
Explain how gases are exchanged in the lungs by diffusion
Explain why it is important of keeping the airways clean ( mucus, ciliated epithelia cells)
Explain and research the problems which result from smoking.
Discuss how growth, development, and health can be affected by drugs and disease.
Extend ideas about breathing and recognise the difference between “breathing and “respiration”
Microorganisms
Know about the role of micro-organisms in the breakdown of organic matter, food production
and disease, including the work of Louis Pasteur.
LESSON
CHECKLIST
REVISION
CHECKLIST