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Cambridge Year 8 Science Curriculum Framework

This document outlines the science curriculum for Year 8 students at Cambridge International School Bratislava. It covers scientific inquiry, biology, chemistry, and physics topics. In biology, students will learn about plants, human nutrition and systems. In chemistry, topics include states of matter, material properties, and chemical reactions. Physics topics include forces, sound, light, and magnetism. For each subject, 3-4 specific concepts and skills are listed that students will explore.

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5K views2 pages

Cambridge Year 8 Science Curriculum Framework

This document outlines the science curriculum for Year 8 students at Cambridge International School Bratislava. It covers scientific inquiry, biology, chemistry, and physics topics. In biology, students will learn about plants, human nutrition and systems. In chemistry, topics include states of matter, material properties, and chemical reactions. Physics topics include forces, sound, light, and magnetism. For each subject, 3-4 specific concepts and skills are listed that students will explore.

Uploaded by

AimanRiddle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Cambridge International School Bratislava Science Curriculum Framework

Secondary Stage 8 Science for Year 8

Scientific enquiry
Ideas and evidence
 Discuss the importance of developing empirical questions which can be investigated, collecting
evidence, developing explanations and using creative thinking.
 Test predictions with reference to evidence gained.
Plan investigative work
 Select ideas and turn them into a form that can be tested.
 Plan investigations to test ideas.
 Identify important variables; choose which variables to change, control and measure.
 Make predictions using scientific knowledge and understanding.
Obtain and present evidence
 Take appropriately accurate measurements.
 Use a range of equipment correctly.
 Discuss and control risks to themselves and others.
 Present results as appropriate in tables and graphs.
Consider evidence and approach
 Make simple calculations.
 Identify trends and patterns in results (correlations).
 Compare results with predictions.
 Identify anomalous results and suggest improvements to investigations.
 Interpret data from secondary sources.
 Discuss explanations for results using scientific knowledge and understanding. Communicate
these clearly to others.
 Present conclusions to others in appropriate ways.

Biology
Plants
 Explore how plants need carbon dioxide, water and light for photosynthesis in order to make
biomass and oxygen.
 Describe the absorption and transport of water and mineral salts in flowering plants.
Humans as organisms
 Identify the constituents of a balanced diet and the functions of various nutrients. Secondary
sources can be used.
 Understand the effects of nutritional deficiencies.
 Recognise the organs of the alimentary canal and know their functions. Secondary sources can
be used.
 Understand the function of enzymes as biological catalysts in breaking down food to simple
chemicals.
 Recognise and model the basic components of the circulatory system and know their functions.
 Understand the relationship between diet and fitness.
 Discuss how conception, growth, development, behaviour and health can be affected by diet,
drugs and disease.
 Recognise the basic components of the respiratory system and know their functions.
 Define and describe aerobic respiration, and use the word equation.
 Explain gaseous exchange.
 Describe the effects of smoking. Secondary sources can be used.
 Discuss the physical and emotional changes that take place during adolescence.
Cambridge International School Bratislava Science Curriculum Framework

 Describe the human reproductive system, including the menstrual cycle, fertilisation and foetal
development.

Chemistry
States of matter
 Show how the particle theory of matter can be used to explain the properties of solids, liquids
and gases, including changes of state, gas pressure and diffusion.
Material properties
 Describe and explain the differences between metals and non-metals.
 Give chemical symbols for the first twenty elements of the Periodic Table.
 Understand that elements are made of atoms.
 Explain the idea of compounds.
 Name some common compounds including oxides, hydroxides, chlorides, sulfates and
carbonates.
 Distinguish between elements, compounds and mixtures.
Material changes
 Use a word equation to describe a common reaction. Secondary sources can be used.
 Describe chemical reactions which are not useful, e.g. rusting.

Physics
Forces and motion
 Calculate average speeds, including through the use of timing gates.
 Interpret simple distance/time graphs.
Sound
 Explain the properties of sound in terms of movement of air particles.
 Recognise the link between loudness and amplitude, pitch and frequency, using an
oscilloscope.
Light
 Use light travelling in a straight line to explain the formation of shadows and other phenomena.
 Describe how non-luminous objects are seen.
 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.
Magnetism
 Describe the properties of magnets.
 Recognise and reproduce the magnetic field pattern of a bar magnet.
 Construct and use an electromagnet.

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