Science at key stage 3    (Year 7)

• identify some common fuels
• identify fuels as sources of light, heat and movement, all of which can be called energy

• use a Bunsen burner safely and recognise the need for eye protection and other safety precautions
• use a thermometer accurately
• make a fair comparison of the output of different flames

• produce a chart which shows temperature rise from a range of fuels
• describe how to improve accuracy by repeating readings or by controlling variables more carefully

• name several fossil fuels and explain why they are described as fossil
• explain that fossil fuel reserves are limited because they are non-renewable
• provide coherent accounts of the formation or use of fossil fuels by writing, pictures or other means, such as class wall display
• contribute to a discussion on fossil fuels

• identify the main renewable energy resources
• explain the term 'renewable energy resource'
• describe the operation of a device driven by a renewable energy source, eg solar cell to generate electricity

• give a reason for the prediction made
• evaluate evidence collected, saying whether it supports the prediction

• make presentations, eg through oral or written descriptions, of an energy device or resource for the future
• make a written generalisation about energy resources after a discussion, eg wood is a useful energy resource in many parts of the world

• state in their own words the idea that energy is associated with changes
• link key ideas, eg in summary, spider diagram, concept map

• know that living creatures need energy to live
• identify the energy contents of a sample of food, eg from a label

• describe how they have carried out a comparison of foods, making sure the comparison was fair
• produce and present records of temperature rise to compare energy output of different foods
• evaluate reliability of their results compared with other groups, eg better control of heating, less heat 'lost'

• draw a food chain and extend it to show the link to sunlight and to themselves

• contribute a view or appropriate evidence to the debate/role play
• describe, eg in an energy diagram, how energy from the Sun links to everyday activities, eg a car ride to school