Thinking & Working

Scientifically
Models & Representation
Describe how a model can
help us understand and
describe scientific phenomena
and ideas.

Models use familiar things to explain unfamiliar

things.
Models can help you visualize, or picture in your
mind, something that is difficult to see or
understand. Models can help scientists
communicate their ideas, understand processes,
and make predictions.
Use models, including
diagrams, to represent and
describe scientific phenomena
and ideas.
Scientific enquiry: purpose and
planning
Ask scientific questions and
select appropriate scientific
enquiries to use

A good scientific question should be objective and testable. It may

be a verification question, theory question, or experimental
question. A scientific question should be narrow enough to answer
with data gathered by observation or testing. It should not be a
question about opinion.
Know the features of the five
main types of scientific
enquiry.

5 scientific enquiries:
•Research using secondary
sources.
•Comparative and fair testing.
•Observing over time.
•Pattern seeking.
•Identifying, classifying and
grouping.
Make predictions, referring to
relevant scientific knowledge
and understanding within
familiar and unfamiliar
contexts

If temperatures are increased, then the rate of reaction will

increase

If the food is not put in the fridge, then the food will spoil
faster
Plan fair test investigations,
identifying the independent,
dependent and control
variables.

Independent variable: The factor Dependent variable: The factor in Control variable: The factor in the
in the experiment that is changed the experiment that is measured experiment that is not given any
by the researcher. by the researcher. treatment.
Example: Example: Example:
• Temperature • Blood pressure • Healthy individuals
• Type of treatment • Number of leaves • Healthy plants
Describe risks when planning
practical work and consider
how to minimise them.

• Chemical reactions  Work under the hood

• Dangerous fumes  Use PPE
• Glass containers  Don’t put it on the edge of the table
• Spills  Clean as soon as possible
• Chemical substances  Use PPE
Carrying out scientific enquiry
Sort, group and classify objects,
materials and living things through Doesn’t mix with water
Mix with water
testing, observation and using
secondary information.

Sort the following materials:

Table
Oil
Stone
Living things Non-Living things
Monkey
Soap
Capybara
Sand
Sugar
Complete a key based on
easily observed
differences.
Choose equipment to carry
out an investigation and use it
appropriately.

Melissa is trying to conduct an experiment to measure the amount urine

produced by a monkey. Which equipment works best? Explain why!
Decide when observations
and measurements need to
be repeated to give more
reliable data

Experiments always need to be repeat more

than once to ensure we get similar results
repeatedly. This help in making the results
become more reliable and accurate.
Take appropriately accurate
measurements
Carry out practical work
safely.

PPE:
• Gloves
• Lab Coat
• Googles
• Hair tied up

Use heat protection gloves when removing hot items.

Remove plugs when not in use.
Disinfect your surface often.
Use a range of secondary
information sources to
research and select relevant
evidence to answer questions
Collect and record
observations and/or
measurements in tables and
diagrams appropriate to the
type of scientific enquiry.
Scientific enquiry: analysis, evaluation
and conclusions
Describe the accuracy of
predictions, based on results.

Compare with the hypothesis whether do you reject or accept the

hypothesis by looking at the results of the experiment.
Describe patterns in results,
including identifying any weird
results.

Chart Title
6

0
Category 1 Category 2 Category 3 Category 4
Series 1 Series 2 Series 3
Make a conclusion from
results informed by scientific
understanding.

• Accept or reject the hypothesis

• Compare all the results and see if there is outliers.
Suggest how an investigation
could be improved and
explain any proposed
changes.

• Do more repetition to make it

more reliable
• Use more accurate measuring
equipment.
• Remove outliers during analysis
Biology
Structure and Function
Describe the human circulatory system in terms of the heart
pumping blood through arteries, capillaries and veins, describe
its function (limited to transporting oxygen, nutrients and waste)
and know that many vertebrates have a similar circulatory
system.

Veins carry blood from in oxygen from the lungs to the heart. The heart
pumps blood rich in oxygen through the capillaries within the organs of
the body. At the capillaries, oxygen and nutrients are transported from
the blood to the organs. Oxygen and nutrients are needed in all parts of
the body for respiration to occur. This process releases energy and
produces waste and materials. Waste materials like carbon dioxide and
water are transported from the organs to the blood through the
capillaries.

Humans have a double circulatory system as blood passes through the heart twice in each
round of circulation
Describe the human respiratory system in
terms of oxygen from the air moving into the
blood in the lungs and know that many
vertebrates have a similar respiratory system.

When we inhale, the diaphragm flattens

and moves downwards. The lungs have
more room to expand. The lungs become
bigger and air rushes into the lungs.
When we exhale, the diaphragm moves
upwards, and the lungs become smaller.
Air is pushed out of the lungs.
Name the parts of the human
reproductive system
Life processes

Describe the physical
changes that take place
during puberty in humans.
BOYS
• Facial hair develop on the jaw and
above the mouth
• Voice breaks suddenly or over a
long period
• Shoulders become boarder
• Muscle develop all over the body
and strength increases
• Testes and Penis become bigger
BOTH
• The skin produces an oily substance that
can cause one to smell bad if it is not
wash regularly. It may also block skin
pores, causing pimples or spot to
develop.
• Hair develops under the armpit and
around the pubic area. Boys may
develop longer and more noticeable
hairs on their arms, legs, and chest.
• Growth spurt  Become taller and
heavier quickly
GIRLS
• Breast develop and become bigger
to be ready to milk for a baby after
giving birth
• Menstruation starts
• Hips become wider
Know that some diseases can Parasites
be caused by infection with • Living things that live on or
viruses, bacteria, parasites or in a host. They depend on
fungi that can be passed from the host for nutrients. They
one host to another. can also cause harm to the
host.

Viruses Bacteria Fungi

• Very small pathogens that • Very small living things • Living things like
cannot reproduce or commonly found in many mushrooms, yeast and
survive without a host. places. Not all bacteria are moulds. Some of them can
They can infect many harmful, only some types of cause diseases in animals
different type of living bacteria can cause and plants
things. infections. • Can be treated using anti-
• Can be prevented with a • Can be treated using fungal medicine
vaccine antibiotics.
Describe how good hygiene can
control the spread of diseases
transmitted in water, food and body
fluids, and describe ways to avoid
being bitten by insect vectors.

• Handwashing
• Close mouth when coughing or sneezing
• Vaccination
• Use a mask
• Apply insect repellent
• Close doors and windows or using a mosquito net
Know that humans have
defense mechanisms against
infectious diseases, including
skin, stomach acid and
mucus

Skin Stomach acid

• Our body’s first lines of defence • Stomach acid kills the
• A physical barrier pathogens

Mucus
• The trapped pathogens can make us sneeze or cough,
allowing us to blow the pathogens out of our body
• It can also kill the pathogens.
Ecosystems
Interpret food webs and
identify food chains within
them.
Know that some substances
can be toxic and damage
living things, and that these
substances can move
through a food chain/web.

Factories and human activities like mining, spraying pesticides and littering can release toxic substances into the ecosystem.
These toxic substances can move through a food web and harm living things, resulting in illnesses and even death.
Toxic substances  Planktons  Shrimps  Seal
Identify the energy source of
a food chain/web and
describe how energy is
transferred through a food
chain/web.
Chemistry
Properties of Materials
Know that the temperature at
which a substance changes
state is a property of the
substance.

When the melting point of a substance is higher than room temperature (25°C), it appears as a solid at room temperature.
If the freezing point of a substance is lower than room temperature, it appears as a liquid at room temperature.
If the boiling point of a substance is higher than room temperature, it appears as liquid at room temperature.

If the boiling point of a substance is lower than room temperature, it appears as gas at room temperature.
Identify and describe physical
changes that are reversible.

Physical changes can be returned to their original form are reversible.

Know that gases have
properties, including mass.

Gas have mass too like solid and liquids. Gases are easy to compress, expand to fill their containers and occupy space.
Understand that electrical
conductivity and thermal
conductivity are properties of
a substance.

The ability of a substance to

The ability of a substance to
conduct heat is called
conduct electricity is called
thermal conductivity
electrical conductivity