Science Checkpoint Practice

High-yield content aligned to Cambridge Lower Secondary Science coverage.

• This strand cuts across every question type (multiple choice, structured, and practical-style reasoning). It covers:
• Models and representations
• Using diagrams, graphs, tables, particle models, circuit diagrams, food webs, energy transfer diagrams
• Choosing the most appropriate representation for a phenomenon
• Limits of models (why models simplify reality; when a model breaks down)
• Scientific enquiry: purpose and planning
• Writing testable questions and hypotheses/predictions
• Identifying independent, dependent, and control variables
• Fair testing and controlling variables
• Choosing methods: comparative tests, observations, classification, pattern seeking
• Selecting equipment, measurement approach, and sample size
• Risk assessment and safe working
• Carrying out scientific enquiry
• Accurate measurement: length, mass, volume, time, temperature (and appropriate units)

This aligns to the “Structure and function” sub-strand in Biology.

• Cells and organisation
• Animal vs plant cells; major organelles (nucleus, cytoplasm, membrane; cell wall/chloroplast/vacuole)
• Microscopes (basic use and interpretation of micrographs)
• Levels of organisation: cell → tissue → organ → organ system
• Human body structure
• Skeleton and joints (movement, support, protection)
• Muscles working in pairs (antagonistic pairs, basic lever ideas)
• Plant structure
• Key parts of a plant (root, stem, leaf, flower) and functions
• Transport ideas (water/minerals; simple explanation of movement in plants)

This maps to “Life processes” in Biology.

• Nutrition
• Balanced diet; nutrients (carbohydrates, proteins, fats, vitamins, minerals, fibre, water)
• Digestion overview (enzymes at a basic level; absorption; egestion)
• Respiration
• Aerobic respiration (word equation concept; energy release)
• Anaerobic respiration (basic comparison; muscle fatigue; oxygen debt idea)
• Gas exchange
• Lungs and breathing mechanism (structure-function links at an age-appropriate level)
• Transport
• Circulatory system overview (heart, blood vessels; basic roles)
• Blood components (red cells, white cells, platelets, plasma – broad functions)
• Coordination and response
• Stimulus–response pathway idea
• Basic nervous system roles; reflex actions (conceptual understanding)

This maps to “Ecosystems” in Biology.

• Ecological relationships
• Producers, consumers, decomposers
• Food chains, food webs, pyramids (numbers/biomass ideas at an accessible level)
• Predator–prey relationships; competition
• Adaptation and variation
• Structural/behavioural adaptations
• Variation within species; simple selection ideas (non-mathematical unless required)
• Populations and sampling
• Simple sampling approaches (quadrats/transects conceptually, depending on teaching)
• Interpreting ecological data and patterns
• Human impacts and sustainability
• Pollution, habitat destruction, conservation
• Resource management and sustainable practice links (ties strongly to “Science in Context”)

This aligns with “Materials and their structure” and supports later chemistry reasoning.

• Particle model of matter
• Solids, liquids, gases (arrangement, movement, spacing)
• Changes of state (melting, boiling, evaporation, condensation, freezing)
• Diffusion (and factors affecting diffusion, qualitatively)
• Mixtures and separation
• Mixtures vs pure substances
• Separation methods: filtration, evaporation/crystallisation, distillation, chromatography (as appropriate)
• Physical properties
• Density concept, solubility, melting/boiling point ideas
• Conductors vs insulators (thermal/electrical, where included)

This maps directly to “Properties of materials.”

• Metals and non-metals
• Typical properties (conductivity, malleability, ductility, strength, density)
• Uses linked to properties (materials selection in context)
• Acids and alkalis (intro level)
• Indicators and pH (basic scale interpretation)
• Neutralisation concept and everyday examples
• Safe handling (hazards)
• Corrosion and prevention
• Rusting conditions and methods to reduce rusting (paint, oiling, galvanising, sacrificial protection idea)

This aligns to “Changes to materials.”

• Physical vs chemical change
• Evidence of chemical change (gas, colour change, temperature change, precipitate)
• Reversibility as a clue (with caution)
• Reaction types (age-appropriate)
• Combustion (oxygen involvement; products conceptually)
• Simple displacement ideas (often with metals, if covered)
• Thermal decomposition (basic idea, if taught)
• Conservation concepts
• Conservation of mass (qualitative; simple closed-system reasoning)
• Energy in reactions
• Exothermic vs endothermic (observational interpretation)
• Temperature change as evidence, not “proof” by itself

This matches “Forces and energy” (force/motion portion) plus common checkpoint coverage.

• Forces
• Contact vs non-contact forces (friction, air resistance, magnetism, gravity)
• Resultant force concept (qualitative; sometimes simple arithmetic)
• Balanced vs unbalanced forces
• Motion
• Speed concept (often speed = distance/time; interpreting speed-time ideas if introduced)
• Distance-time graphs (basic interpretation: gradient as “speed” idea)
• Acceleration concept (intro level, if taught)
• Turning effects
• Moments/torque idea (simple lever situations, where included)
• Pressure and density
• Pressure in solids and fluids (qualitative and simple calculations depending on level taught)
• Density concept and link to floating/sinking (as appropriate)

This combines “Forces and energy”, “Electricity and magnetism”, and “Light and sound.”

• Energy
• Energy stores/transfers (heating, mechanical work, electrical transfer ideas)
• Conservation and dissipation (energy “wasted” as thermal energy)
• Efficiency concept (often qualitative; may include simple ratio/percentage)
• Electricity
• Simple circuits: series vs parallel (effects on brightness/current qualitatively)
• Circuit symbols and diagrams
• Current and potential difference as concepts (as appropriate for stage)
• Conductors/insulators; safety (fuses, earthing idea at a basic level)
• Magnetism and electromagnets
• Magnetic poles, attraction/repulsion, fields (field lines interpretation)
• Electromagnets: factors affecting strength (turns of coil, current, iron core)
• Applications (motors, bells, relays – conceptual)
• Waves: sound and light

Cambridge Lower Secondary Science explicitly includes Earth and Space and Science in Context as strands.

• Earth structure & materials: Planet Earth; layers of the Earth (crust, mantle, core); rocks and soils; basic rock-cycle ideas (where taught).
• Cycles on Earth: Water cycle; carbon cycle (intro where included); weather vs climate; basic atmospheric processes.
• Human impact: Pollution; sustainability choices; climate-related ideas where covered in the curriculum.
• Earth in Space: Solar System (planets, orbits); day/night and seasons (Earth’s tilt); Moon phases and eclipses (basic explanations).
• Stars & galaxies: Introductory awareness of stars, constellations, and galaxies.
• Science in Context: Explain everyday phenomena (health, materials, energy use, environment) using science.
• Technology links: How scientific ideas enable devices and solutions; benefits and risks of technologies (energy resources, plastics, transport, agriculture).
• Evidence-based argument: Claim–evidence–reasoning style responses; science, society, and ethics (intro level); safe practice and informed choices.