At the end of this unit
in terms of scientific enquiry
most pupils will: describe an earlier model of circulation indicating how it does not match present-day evidence; explain why control experiments and sample size are important when investigating living organisms; make appropriate observations, recording them accurately and identifying patterns in data obtained
some pupils will not have made so much progress and will: recognise that ideas about circulation have changed; with help, identify variables relevant to a question; make observations and recognise patterns in data
some pupils will have progressed further and will: describe and explain some of the evidence leading to present-day ideas about how and why blood circulates
in terms of life processes and living things
most pupils will: describe the role of blood in transporting carbon dioxide from, and oxygen to, the lungs and explain why tissues need a good blood supply; describe aerobic respiration as a reaction with oxygen; describe some effects of an inadequate oxygen supply; describe and explain differences between inhaled and exhaled air and identify similarities in aerobic respiration in plants and animals
some pupils will not have made so much progress and will: recognise that oxygen is required for aerobic respiration and that oxygen and glucose are transported in the blood; describe differences between inhaled and exhaled air
some pupils will have progressed further and will: represent the process of aerobic respiration as a word and/or symbol equation and identify similarities with the burning of fuels; describe the features of alveoli and explain how damaged alveoli result in less gas exchange
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