Science at key stage 3    (Year 9)

• that useful changes usually involve energy transfers and transformations
• that the terms 'kinetic', 'potential', 'radiation' and 'chemical' are useful when describing energy

• that electrical circuits are used to perform a variety of useful tasks
• that electrical energy is transferred around circuits and can be transformed in components, eg to produce light, sound, movement and heat
• to identify devices and situations that act as energy stores

• how current behaves in electrical circuits

• how to measure voltage in a circuit

• a simple model of energy transfer from batteries to components in circuits
• a simple model of potential difference making a current flow in a circuit
• to work with others to simulate energy transfer around a circuit

• that a cell has chemical energy, which is transformed to electrical energy in a circuit
• to consider which factors are important and how to vary them
• to choose appropriate techniques and equipment
• to explain results that do not fit a pattern that arises
• to compare their investigative method and results with those of others and evaluate the work in the light of comparisons

• to apply scientific knowledge to explain the use and occurrence of high voltages

• that electric current is conducted from 'the mains' to components in electrical circuits
• that energy is transmitted via electricity to an appliance, where it is converted to another form of energy
• that some appliances transfer more energy than others (in a given time)
• to identify the power rating of common household electrical devices
• to present advice based on scientific understanding as a coherent text

• to review their understanding of energy and electricity

• that electricity can be made to flow by causing movement in an electrical generator
• that fossil fuels, nuclear fuels and renewable energy sources can be used to drive electrical generators
• to follow instructions carefully to construct and/or test a generator
• that electrical energy cannot be stored

• to use secondary sources about an environmental aspect of the generation of electricity and contribute to a presentation
• to examine conflicting evidence and arrive at a considered viewpoint

• that in energy transfers, energy may go to waste

• that when energy is transferred the total amount of energy remains constant
• to use flow diagrams to show qualitatively how energy is transferred/transformed in devices

• to summarise and make connections between the key ideas in this unit, and those preceding it