Science at key stage 3    (Year 8)

• explain why using their senses is not a reliable way to measure temperature
• understand the need for a scale of temperature and use the Celsius scale of temperature
• combine results to produce a larger sample size
• present information in chart form so that it is easily assimilated

• select an appropriate thermometer for a set of measurements

• describe the flow of heat (energy) in an everyday situation of temperature change, eg the cooling of hot food
• relate a flow of heat to change in temperature
• relate a difference in temperature to a flow of heat
• give reasons for their predictions and for any differences between the predictions and observations

• explain that whether things feel warm or cold to the touch will depend on their conductivity as well as their temperature

• classify materials as conductors or insulators of heat
• interpret temperature data from datalogger

• describe evidence that gases and liquids are poor conductors of heat

• simulate the conduction of thermal energy through a solid, liquid or gas
• apply the particle model to explain why metals are good conductors and why fluids are poor conductors of heat

• describe the expansion of all three states of matter on heating (in terms of particles moving more and taking up more space) and contraction on cooling (in terms of particles slowing down and taking up less space)
• relate different states to the different motion and arrangement of particles

• recognise common hazards and work safely with flames and hot light bulbs
• choose apparatus to undertake a successful design-and-build exercise
• describe how air or water moves when part is heated or cooled

• produce coherent text explaining how a convection current transfers heat

• work with others to simulate convection, eg describe their role as a particle gaining and losing energy

• work with others to simulate convection, eg describe their role as a particle gaining and losing energy

• distinguish between transfer of thermal energy via conduction and convection and transfer by radiation, with reference to requirement for a medium

• describe and explain how a house can be fitted out to reduce heat loss

• devise a plan in which they make fair comparisons
• collect and present data
• draw conclusions which they relate to practical, everyday situations
• evaluate conclusions by considering how good (valid) a model their house is

• produce a report explaining the way different 'heat-saving' methods work and comparing effectiveness

• collect data and draw graphs with an appropriate curve to show what happens to the temperature as a material changes state
• use the terms 'melting point' and 'boiling point' and give some important examples
• describe what happens to the temperature of the substance, eg the salol got warmer and the temperature stayed the same for three minutes. When it had all melted, the temperature started to go up again
• describe, with reasons, what would happen if the liquid/solid were cooled/heated again
• use the particle model to associate heating and cooling with changes of state

• show by their writing that they have assimilated the key ideas behind conduction and insulation
• synthesise the key ideas about heat transfer in their responses to the picture