KS3 Science: What you need to know & Choosing your Tier of Entry.

 

BIOLOGY

 

 Pupils should be able to -

·       show an increasing knowledge of cell structure which incorporates an understanding that genetic information is carried in the form of chromosomes and genes;

·       explain how cells are adapted to their function

·       show an understanding of the processes of cell respiration and photosynthesis in terms of the main underlying chemical changes;

·       realise that plants need additional elements for healthy growth;

·       compare the energy content of different foods and understand that energy requirements vary according to age, gender and activity;

·       extend their knowledge of reproduction in humans to include the processes of fertilisation, the role of the placenta and the process of birth;

·       know the requirements to maintain a healthy body and a healthy baby during pregnancy, and the needs of young children in the early stages of their development;

·       demonstrate a knowledge of physical and emotional changes which occur during adolescence and of contraception and sexually transmitted diseases.

 

·       explain how a range of physical factors affect the type and distribution of organisms in a local habitat;

·       construct models, such as food webs to represent feeding relationships;

·       explain how substances are transported in plants;

·       explain how digested food is absorbed by the small intestine, how gas exchange occurs at the lung surface and how blood caries out several functions in the body;

·       explain the consequences of harmful substances such as tobacco and drugs for organ systems.

·       understand the relationship between diet, fitness and circulatory disorders;

·       describe different forms of variation and carry out appropriate measurements.

 

 

CHEMISTRY

 

Pupils should be able to  -

·       use their knowledge and understanding to relate the properties and uses of everyday materials;

·       apply their knowledge of particles to explain changes of state, diffusion and dissolving;

·       recognise the Periodic table as a means of arranging elements and describe the physical and chemical properties of elements in terms of their position in the Periodic table;

·       explain the differences between mixtures and compounds in terms of their physical and chemical properties.

·       describe the effects of corrosive gas pollutants;

·       describe the positive and negative effects of exploitation of raw materials.

 

·       describe the physical and chemical properties of metals and non-metals and their compounds; 

·       extend their understanding of the Periodic Table to explain the atomic structure of the first twenty elements;

·       recognise and classify a range of chemical reactions, such as reduction or thermal composition;

·       apply their knowledge of patterns in a chemical reaction to suggest how substances, such as salt, could be made;

·       understand the applications of chemical reactions in everyday contexts, such as the extraction of iron in the blast furnace;

·       Explain the differences between chemical reactions which are exothermic and those which are endothermic.

 

 

PHYSICS

 

Pupils should be able to -

·       use the principle of moments in practical situations;

·       to explain the process of energy transfer by conduction, convection and radiation;

·       know that global resources are limited and explain why energy should be used efficiently;

·       describe, in simple terms, the relationship between the angle of incidence and the angle of reflection;

·       describe common electrostatic phenomena and understand that electric current is a flow of charge;

·       describe simple applications of electromagnets;

·       describe the relative movement of the Sun and planets within the solar system.

 

·       use models to describe and explain phenomena, such as the flow of charge in parallel circuits;

·       consider physical phenomena from different perspectives, such as relating the dissipation of energy during energy transfer to the need to conserve limited energy resources;

·       give detailed interpretations of graphs, such as speed/time graphs;

·       extend their understanding of the principle of moments to situations involving stability;

·       explain the heating effect of a current in terms of vibration of particles.

 

KEY STAGE THREE SCIENCE-

SELECTING YOUR TIER OF ENTRY.

6th March, 1997

 

 

 

 

Bring this sheet home and involve your parent/s in your decision.

 

Your decision will be needed by WEDNESDAY 12th MARCH, 1997

 

 

 

 

 

There are three possible Tiers of Entry to the End of Key Stage Exams in Science (held on May 2nd, this year).

 

Tier A is directed at the very weakest children in Northern Ireland and it should not be suited to anyone in this school.  You will have to decide between the top and middle tiers.

 

Levels 6 - 8 are awarded for Tier C

 

Levels 4 - 6 are awarded for Tier B

 

We expect most of our students to opt for the top Tier, C.

 

 

 

Those students who are undecided should consider the following:-

 

·      You have been given both the Tier B and Tier C papers from last year.  This year’s papers will be similar.

 

·      Above, on this page, you have been given the scientific aspects that will be used to make up two-thirds of the questions in the Tier C papers.  They are the level 7 and 8 aspects.

 

 

 

 

Take some time to review both of these and to consider what level your own capabilities are best suited to.

 

·      It would be unwise to enter for a paper where you would struggle to answer most of the questions.  You would be better to drop down to Tier B, where you still have a chance of achieving a ‘very respectable’ level 6.  In preparing to undertake the Tier B exams you would be working at a more  comfortable and rewarding level.