Science at key stage 3    (Year 8)

• identify that the body needs food for growth, synthesis of new materials, production of body heat

• explain that glucose is transported in the blood to other parts of the body, including specific cells, eg muscle cells, where glucose can become an energy resource

• recognise that oxygen is needed for aerobic respiration
• state that glucose is used for energy release
• identify differences between reactions in cells and burning, eg in the cell the release of energy is controlled

• record temperatures, reading scales accurately
• summarise respiration in a word equation: glucose + oxygen > carbon dioxide + water
• explain the increased temperature in terms of energy release during respiration

• state that oxygen and glucose are carried in the bloodstream
• explain that oxygen (and glucose) pass from the bloodstream into nearby cells
• explain that carbon dioxide and water pass from cells into the bloodstream

• explain why the tissues, including the lungs, need a good blood supply
• synthesise information from a variety of sources
• recognise that theories change when they are not supported by evidence

• state that oxygen is needed for cellular aerobic respiration
• describe some effects on the body of an inadequate oxygen supply
• state that carbon dioxide and water are products of respiration

• identify the reactants and the products of respiration
• explain the role of the blood in supplying and removing substances to cells
• identify some effects of a reduced oxygen supply to respiring cells
• contribute to sustained group work to carry out and report on a task

• describe features of the alveoli, eg very thin walls, large surface area, the network of blood capillaries around the alveoli
• describe the movement of gases from air to blood and blood to air
• describe how carbon dioxide and oxygen are exchanged at the surface of an alveolus
• describe how damaged lungs will result in less gas exchange

• describe the differences in the concentrations of oxygen, water vapour and carbon dioxide in inhaled and exhaled air
• present their results in a table which relates their findings to other data about the composition of the air and their knowledge of respiration

• identify factors that could affect the quantity of carbon dioxide produced
• recognise the need for a control

• recognise that other living things, including plant material, produce carbon dioxide during respiration
• integrate the results of others with their own to draw conclusions
• identify and describe patterns in the data

• connect ideas appropriately, eg in a flow chart, responses to questions