1 2023 - 24 Yr 9 LSSC

Curriculum Framework
Cambridge Lower Secondary

Science 0893
Published in September 2020 for first teaching in September 2021.
Cambridge Lower Secondary Progression Tests will be available from 2022.
Cambridge Lower Secondary Checkpoint tests will be available from 2023.
Version 2.0
Cambridge Lower Secondary Science 0893 Curriculum Framework: Learning objectives by stage
Stage 7
Thinking and Working Scientifically
Models and representations
• 7TWSm.01 Describe the strengths and limitations of a model.
• 7TWSm.02 Use symbols and formulae to represent scientific ideas.
Scientific enquiry: purpose and planning
• 7TWSp.01 Identify whether a given hypothesis is testable.
• 7TWSp.02 Describe how scientific hypotheses can be supported or contradicted by evidence

from an enquiry.
• 7TWSp.03 Make predictions of likely outcomes for a scientific enquiry based on scientific
knowledge and understanding.
• 7TWSp.04 Plan a range of investigations of different types, while considering variables

appropriately, and recognise that not all investigations can be fair tests.
• 7TWSp.05 Know the meaning of hazard symbols, and consider them when planning practical
work.
Carrying out scientific enquiry
• 7TWSc.01 Sort, group and classify phenomena, objects, materials and organisms through
testing, observation, using secondary information, and making and using keys.
• 7TWSc.02 Decide what equipment is required to carry out an investigation or experiment and
use it appropriately.
• 7TWSc.03 Evaluate whether measurements and observations have been repeated

sufficiently to be reliable.
• 7TWSc.04 Take appropriately accurate and precise measurements, explaining why accuracy
and precision are important.
• 7TWSc.05 Carry out practical work safely.
• 7TWSc.06 Evaluate a range of secondary information sources for their relevance and know
that some sources may be biased.
• 7TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate

form.
Back to contents page www.cambridgeinternational.org/lowersecondary 13

Scientific enquiry: analysis, evaluation and conclusions
• 7TWSa.01 Describe the accuracy of predictions, based on results, and suggest why they
were or were not accurate.
• 7TWSa.02 Describe trends and patterns in results, including identifying any anomalous
results.
• 7TWSa.03 Make conclusions by interpreting results and explain the limitations of the
conclusions.
• 7TWSa.04 Evaluate experiments and investigations, and suggest improvements, explaining

any proposed changes.
• 7TWSa.05 Present and interpret observations and measurements appropriately.
Biology
Structure and function
• 7Bs.01 Understand that all organisms are made of cells and microorganisms are typically
single celled.
• 7Bs.02 Identify and describe the functions of cell structures (limited to cell membrane,
cytoplasm, nucleus, cell wall, chloroplast, mitochondria and sap vacuole).
• 7Bs.03 Explain how the structures of some specialised cells are related to their functions
(including red blood cells, neurones, ciliated cells, root hair cells and palisade cells).
• 7Bs.04 Describe the similarities and differences between the structures of plant and animal
cells.
• 7Bs.05 Understand that cells can be grouped together to form tissues, organs and organ
systems.
Life processes
• 7Bp.01 Describe the seven characteristics of living organisms.
• 7Bp.02 Discuss reasons for classifying viruses as living or non-living.
• 7Bp.03 Describe a species as a group of organisms that can reproduce to produce fertile
offspring.
• 7Bp.04 Use and construct dichotomous keys to classify species and groups of related
organisms.
Ecosystems
• 7Be.01 Know and describe the ecological role some microorganisms have as decomposers.
• 7Be.02 Construct and interpret food chains and webs which include microorganisms as
decomposers.

Chemistry
Materials and their structure
• 7Cm.01 Understand that all matter is made of atoms, with each different type of atom being a
different element.
• 7Cm.02 Know that the Periodic Table presents the known elements in an order.
• 7Cm.03 Know metals and non-metals as the two main groupings of elements.
• 7Cm.04 Describe the differences between elements, compounds and mixtures, including
alloys as an example of a mixture.
• 7Cm.05 Describe a vacuum as a space devoid of matter.
• 7Cm.06 Describe the three states of matter as solid, liquid and gas in terms of the
arrangement, separation and motion of particles.
• 7Cm.07 Use the particle model to represent elements, compounds and mixtures.
Properties of materials
• 7Cp.01 Understand that all substances have chemical properties and physical properties.
• 7Cp.02 Understand that the acidity or alkalinity of a substance is a chemical property and is
measured by pH.
• 7Cp.03 Use indicators (including Universal Indicator and litmus) to distinguish between
acidic, alkaline and neutral solutions.
• 7Cp.04 Use tests to identify hydrogen, carbon dioxide and oxygen gases.
• 7Cp.05 Describe common differences between metals and non-metals, referring to their
physical properties.
• 7Cp.06 Understand that alloys are mixtures that have different chemical and physical
properties from the constituent substances.
• 7Cp.07 Use the particle model to explain the difference in hardness between pure metals and
their alloys.
Changes to materials
• 7Cc.01 Identify whether a chemical reaction has taken place through observations of the loss
of reactants and/or the formation of products which have different properties to the reactants
(including evolving a gas, formation of a precipitate or change of colour).
• 7Cc.02 Explain why a precipitate forms, in terms of a chemical reaction between soluble
reactants forming at least one insoluble product.
• 7Cc.03 Use the particle model to describe chemical reactions.
• 7Cc.04 Describe neutralisation reactions in terms of change of pH.

Physics
Forces and energy
• 7Pf.01 Describe changes in energy that are a result of an event or process.
• 7Pf.02 Know that energy tends to dissipate and in doing so it becomes less useful.
• 7Pf.03 Describe gravity as a force of attraction between any two objects and describe how
the size of the force is related to the masses of the objects.
• 7Pf.04 Understand that there is no air resistance to oppose movement in a vacuum.
Light and sound
• 7Ps.01 Describe the vibration of particles in a sound wave and explain why sound does not
travel in a vacuum.
• 7Ps.02 Explain echoes in terms of the reflection of sound waves.
Electricity and magnetism
• 7Pe.01 Use a simple model to describe electricity as a flow of electrons around a circuit.
• 7Pe.02 Describe electrical conductors as substances that allow electron flow and electrical
insulators as substances that inhibit electron flow.
• 7Pe.03 Know how to measure the current in series circuits.
• 7Pe.04 Describe how adding components into a series circuit can affect the current (limited to
addition of cells and lamps).
• 7Pe.05 Use diagrams and conventional symbols to represent, make and compare circuits
that include cells, switches, lamps, buzzers and ammeters.
Earth and Space
Planet Earth
• 7ESp.01 Describe the model of plate tectonics, in which a solid outer layer (made up of the
crust and uppermost mantle) moves because of flow lower in the mantle.
• 7ESp.02 Describe how earthquakes, volcanoes and fold mountains occur near the
boundaries of tectonic plates.
• 7ESp.03 Know that clean, dry air contains 78% nitrogen, 21% oxygen and small amounts of
carbon dioxide and other gases, and this composition can change because of pollution and
natural emissions.
Cycles on Earth
• 7ESc.01 Describe the water cycle (limited to evaporation, condensation, precipitation, water
run-off, open water and groundwater).

Earth in space
• 7ESs.01 Describe how planets form from dust and gas, which are pulled together by gravity.
• 7ESs.02 Know that gravity is the force that holds components of the Solar System in orbit
around the Sun.
• 7ESs.03 Describe tidal forces on Earth as a consequence of the gravitational attraction

between the Earth, Moon and Sun.
• 7ESs.04 Explain how solar and lunar eclipses happen.
Science in Context
• 7SIC.01 Discuss how scientific knowledge is developed through collective understanding and
scrutiny over time.
• 7SIC.02 Describe how science is applied across societies and industries, and in research.
• 7SIC.03 Evaluate issues which involve and/or require scientific understanding.
• 7SIC.04 Describe how people develop and use scientific understanding, as individuals and
through collaboration, e.g. through peer-review.
• 7SIC.05 Discuss how the uses of science can have a global environmental impact.

Stage 8
• 8TWSm.01 Describe what an analogy is and how it can be used as a model.
• 8TWSm.02 Use an existing analogy for a purpose.
• 8TWSp.01 Identify whether a given hypothesis is testable.
• 8TWSp.02 Describe how scientific hypotheses can be supported or contradicted by evidence

from an enquiry.
• 8TWSp.04 Plan a range of investigations of different types, while considering variables

appropriately, and recognise that not all investigations can be fair tests.
• 8TWSp.05 Make risk assessments for practical work to identify and control risks.
• 8TWSc.03 Evaluate whether measurements and observations have been repeated

sufficiently to be reliable.
• 8TWSc.05 Carry out practical work safely, supported by risk assessments where appropriate.
• 8TWSc.06 Evaluate a range of secondary information sources for their relevance and know
that some sources may be biased.
• 8TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate

form.

• 8TWSa.01 Describe the accuracy of predictions, based on results, and suggest why they
were or were not accurate.
• 8TWSa.02 Describe trends and patterns in results, including identifying any anomalous
results.
• 8TWSa.03 Make conclusions by interpreting results and explain the limitations of the
conclusions.
• 8TWSa.04 Evaluate experiments and investigations, and suggest improvements, explaining

any proposed changes.
• 8TSWa.05 Present and interpret observations and measurements appropriately.
Biology
• 8Bs.01 Identify ball-and-socket and hinge joints, and explain how antagonistic muscles move
the bones at a hinge joint.
• 8Bs.02 Describe the components of blood and their functions (limited to red blood cells
transporting oxygen, white blood cells protecting against pathogens and plasma transporting
blood cells, nutrients and carbon dioxide).
• 8Bs.03 Describe how the structure of the human respiratory system is related to its function
of gas exchange (in terms of lung structure and the action of the diaphragm and intercostal
muscles) and understand the difference between breathing and respiration.
• 8Bs.04 Describe the diffusion of oxygen and carbon dioxide between blood and the air in the
lungs.
Life processes
• 8Bp.01 Identify the constituents of a balanced diet for humans as including protein,
carbohydrates, fats and oils, water, minerals (limited to calcium and iron) and vitamins
(limited to A, C and D), and describe the functions of these nutrients.
• 8Bp.02 Understand that carbohydrates and fats can be used as a store of energy in animals,
and animals consume food to obtain energy and nutrients.
• 8Bp.03 Discuss how human growth, development and health can be affected by lifestyle,
including diet and smoking.
• 8Bp.04 Know that aerobic respiration occurs in the mitochondria of plant and animal cells,
and gives a controlled release of energy.
• 8Bp.05 Know and use the summary word equation for aerobic respiration
(glucose + oxygen  carbon dioxide + water).

Ecosystems
• 8Be.01 Identify different ecosystems on the Earth, recognising the variety of habitats that
exist within an ecosystem.
• 8Be.02 Describe the impact of the bioaccumulation of toxic substances on an ecosystem.
• 8Be.03 Describe how a new and/or invasive species can affect other organisms and an
ecosystem.
Chemistry
• 8Cm.01 Describe the Rutherford model of the structure of an atom.
• 8Cm.02 Know that electrons have negative charge, protons have positive charge and
neutrons have no charge.
• 8Cm.03 Know that the electrostatic attraction between positive and negative charge is what
holds together individual atoms.
• 8Cm.04 Know that purity is a way to describe how much of a specific chemical is in a mixture.
• 8Cp.01 Understand that the concentration of a solution relates to how many particles of the
solute are present in a volume of the solvent.
• 8Cp.02 Describe how paper chromatography can be used to separate and identify
substances in a sample.
• 8Cc.01 Use word equations to describe reactions.
• 8Cc.02 Know that some processes and reactions are endothermic or exothermic, and this
can be identified by temperature change.
• 8Cc.03 Describe the reactivity of metals (limited to sodium, potassium, calcium, magnesium,
zinc, iron, copper, gold and silver) with oxygen, water and dilute acids.
• 8Cc.04 Know that reactions do not always lead to a single pure product and that sometimes a
reaction will produce an impure mixture of products.
• 8Cc.05 Describe how the solubility of different salts varies with temperature.
• 8Cc.06 Understand that some substances are generally unreactive and can be described as
inert.

Physics
Forces and energy
• 8Pf.01 Calculate speed (speed = distance / time).
• 8Pf.02 Interpret and draw simple distance / time graphs.
• 8Pf.03 Describe the effects of balanced and unbalanced forces on motion.
• 8Pf.04 Identify and calculate turning forces (moment = force x distance).
• 8Pf.05 Explain that pressure is caused by the action of a force, exerted by a substance, on
an area (pressure = force / area).
• 8Pf.06 Use particle theory to explain pressures in gases and liquids (qualitative only).
• 8Pf.07 Describe the diffusion of gases and liquids as the intermingling of substances by the
movement of particles.
Light and sound
• 8Ps.01 Describe reflection at a plane surface and use the law of reflection.
• 8Ps.02 Describe refraction of light at the boundary between air and glass or air and water in
terms of change of speed.
• 8Ps.03 Know that white light is made of many colours and this can be shown through the
dispersion of white light, using a prism.
• 8Ps.04 Describe how colours of light can be added, subtracted, absorbed and reflected.
• 8Pe.01 Describe a magnetic field, and understand that it surrounds a magnet and exerts a
force on other magnetic fields.
• 8Pe.02 Describe how to make an electromagnet and know that electromagnets have many
applications.
• 8Pe.03 Investigate factors that change the strength of an electromagnet.
Earth and Space
Planet Earth
• 8ESp.01 Know that the reason the Earth has a magnetic field is that the core acts as a
magnet.
• 8ESp.02 Identify renewable resources (including wind, tidal and solar power, and bioplastics)
and non-renewable resources (including fossil fuels), and describe how humans use them.

Cycles on Earth
• 8ESc.01 Understand that there is evidence that the Earth's climate exists in a cycle between
warm periods and ice ages, and the cycle takes place over long time periods.
• 8ESc.02 Understand that the Earth's climate can change due to atmospheric change.
• 8ESc.03 Describe the difference between climate and weather.
Earth in space
• 8ESs.01 Describe a galaxy in terms of stellar dust and gas, stars and planetary systems.
• 8ESs.02 Describe asteroids as rocks, smaller than planets, and describe their formation from
rocks left over from the formation of a planetary system.
Science in Context
scrutiny over time.
• 8SIC.04 Describe how people develop and use scientific understanding as individuals and

Cambridge Lower Secondary Science 0893 Curriculum Framework: Glosssary
4 Glossary
This glossary is provided to support your understanding of the content of this curriculum
framework. The definitions are intended to be sufficient to guide an informed reader.
Analogy – a comparison between one thing and another for the purpose of explanation which acts
as a model for a scientific idea or concept.
Breathing – the process of air moving into and out of the lungs due to the contraction and
relaxation of the diaphragm and intercostal muscles. This definition is specific to breathing in
mammals, including humans.
Climate – the general weather conditions in an area over a long period of time.
Diagram – a scientific representation of a concept, experiment or observation.
Experiment – a specific procedure carried out to support, disprove or validate all, or part of, a
scientific hypothesis. Experiments are often part of a wider investigation but not always.
Hypothesis – a scientific theory or proposed explanation made on the basis of evidence which can
be further tested.
Investigation – a method of acquiring scientific knowledge based on a starting question. A

scientific investigation often involves experiments but not always, e.g. using secondary sources of
information to carry out a literature review.
Learning objective – statements from the curriculum framework of the expectations of knowledge,
understanding and skills that learners will develop; they provide a structure for teaching and
learning, and a reference against which to check learners’ ability and skills development.
Material – what substance or matter an object may be made from (e.g. aluminium, gold, wood,
glass, metal, ceramic).
Mixture – a sample which contains more than one substance or material.
Model – (verb) – to demonstrate scientific understanding of a concept through the use of a

scientific model.
Model (noun) – see Scientific model.
Object – a visible and tangible item composed of one or more materials and/or substances.
Representation – a way of showing scientific understanding of phenomena by means of

diagrams, equations (word or symbol) or other models.
Respiration – a biochemical process which involving the release of energy through the reaction of
oxygen with complex organic substances, such as carbohydrates.
Scheme of work – support materials for each stage of Cambridge Lower Secondary Science.
Each scheme of work contains a suggested long-term plan, a medium-term plan with suggested
activities and sample short-term (lesson) plans.

Cambridge Lower Secondary Science 0893 Curriculum Framework: Glosssary
Scientific model – a representation of objects, systems or processes that helps scientists explain
and think about ideas that are abstract or not visible.
Strand – a collection of learning objectives in the curriculum framework that forms an area of
learning.
Substance – matter which is composed of a single thing. For example, oxygen is a substance, but
air is a mixture. Iron is a substance, but steel is made of iron mixed with other substances; steel is
therefore a material and not a single substance.
Teacher guide – the document providing support in using the curriculum framework to plan and
deliver lessons using effective teaching and learning approaches.
Weather – the conditions in the air above the Earth such as wind, rain or temperature over a
particular area at a particular time.

Cambridge Lower Secondary Science 0893 Curriculum Framework: Appendix
5 Appendix
Electrical symbols
Learners are expected to be able to recall and use the standard electrical symbols listed below.
Junction of
Ammeter
conductors
Battery of cells Lamp
Buzzer Open Switch
Cell Variable resistor
Closed Switch Voltmeter
Fixed resistor Wire

Hazard symbols
Learners are expected to be able to recall and recognise the hazard symbols listed below as part
of Cambridge Lower Secondary Science.
Acutely toxic Corrosive
Hazardous to the
Flammable
environment
Moderate hazard Health hazard

Symbols and units for physical quantities
Learners should be able to give the symbols for the following physical quantities and, where
indicated, state the units in which they are measured.
Learners should be familiar with the following multiplies: m milli, c centi, k kilo, M mega.
Quantity Expected symbols Expected units
Length (used for length, height and width) l, h, w mm, cm, m, km
Area A m2, cm2
Volume V ml, l, cm3, m3
Weight W N
Mass m, M g, kg
Time t s, min, h
Force F N
Gravitational field strength g N/kg

o
Temperature T C
Distance s, d cm, m, km
Density ρ g/cm3, kg/m3
Speed u, v cm/s, m/s, km/h
Energy E J, kJ, MJ
Pressure p N/m2
Frequency f Hz, kHz
Amplitude A mm, cm, m
Wavelength λ mm, cm, m
Angle of incidence i Degree (o)
Angle of reflection, refraction r Degree (o)
Voltage V V, mV
Current I A, mA
Resistance R V/A, Ω

Quantity Expected symbols Expected units

No symbol is required
Mass concentration in Cambridge Lower g/cm3, kg/m3
Secondary Science
Moment M Nm
Table of formulae
Learners should be able to recall and use the following formulae:
Symbol form (if

Formulae Word form
required)
Aerobic respiration glucose + oxygen  carbon dioxide + water
carbon dioxide + water  glucose + oxygen,

Photosynthesis
in the presence of light and chlorophyll
Speed speed = distance / time v = s / t or v = d / t
Moment moment = force x distance M = Fs or M = Fd
Pressure pressure = force / area p=F/A
Density density = mass / volume ρ=m/V
Resistance resistance = voltage / current R=V/I
Learners should be aware of and be able to use the following formula:
Formula Word form
Mass concentration of a solute in solution

Mass concentration
= mass of the solute / volume of the mixture

Stage 9
• 9TWSm.01 Understand that models and analogies reflect current scientific evidence and
understanding and can change.
• 9TWSm.02 Describe some important models, including analogies, and discuss their
strengths and limitations.
• 9TWSp.01 Suggest a testable hypothesis based on scientific understanding.
• 9TWSp.02 Describe examples where scientists' unexpected results from enquiries have led
to improved scientific understanding.
• 9TWSp.04 Plan a range of investigations of different types to obtain appropriate evidence

when testing hypotheses.
• 9TWSp.05 Make risk assessments for practical work to identify and control risks.
• 9TWSc.03 Decide when to increase the range of observations and measurements, and
increase the extent of repetition, to give sufficiently reliable data.
• 9TWSc.05 Carry out practical work safely, supported by risk assessments where appropriate.
• 9TWSc.06 Make an informed decision whether to use evidence from first-hand experience or
secondary sources.
• 9TWSc.07 Collect, record and summarise sufficient observations and measurements, in an

appropriate form.

• 9TWSa.01 Evaluate the strength of the evidence collected and how it supports, or refutes, the
prediction.
• 9TWSa.02 Describe trends and patterns in results, identifying any anomalous results and
suggesting why results are anomalous.
• 9TWSa.03 Make conclusions by interpreting results, explain the limitations of the conclusions
and describe how the conclusions can be further investigated.
• 9TWSa.04 Evaluate experiments and investigations, including those by others, and suggest
improvements, explaining any proposed changes.
• 9TWSa.05 Present and interpret results, and predict results between the data points
collected.
Biology
• 9Bs.01 Describe the pathway of water and mineral salts from the roots to the leaves in
flowering plants, including absorption in root hair cells, transport through xylem and
transpiration from the surface of leaves.
• 9Bs.02 Describe the structure of the human excretory (renal) system and its function (limited
to kidneys filtering blood to remove urea, which is excreted in urine).
• 9Bs.03 Know that chromosomes contain genes, made of DNA, and that genes contribute to
the determination of an organism's characteristics.

Life processes
• 9Bp.01 Describe the fusion of gametes to produce a fertilised egg with a new combination of
DNA.
• 9Bp.02 Describe the inheritance of sex in humans in terms of XX and XY chromosomes.
• 9Bp.03 Describe variation within a species and relate this to genetic differences between
individuals.
• 9Bp.04 Describe the scientific theory of natural selection and how it relates to genetic
changes over time.
• 9Bp.05 Know that plants require minerals to maintain healthy growth and life processes
(limited to magnesium to make chlorophyll and nitrates to make protein).
• 9Bp.06 Know that photosynthesis occurs in chloroplasts and is the process by which plants
make carbohydrates, using the energy from light.
• 9Bp.07 Know and use the summary word equation for photosynthesis
(carbon dioxide + water  glucose + oxygen, in the presence of light and chlorophyll).
• 9Bp.08 Discuss how fetal development is affected by the health of the mother, including the
effect of diet, smoking and drugs.
Ecosystems
• 9Be.01 Describe what could happen to the population of a species, including extinction, when
there is an environmental change.
Chemistry
• 9Cm.01 Understand that the structure of the Periodic Table is related to the atomic structure
of the elements and the Periodic Table can be used to predict an element’s structure and
properties.
• 9Cm.02 Understand that a molecule is formed when two or more atoms join together
chemically, through a covalent bond.
• 9Cm.03 Describe a covalent bond as a bond made when a pair of electrons is shared by two
atoms (limited to single bonds).
• 9Cm.04 Describe an ion as an atom which has gained at least one electron to be negatively
charged or lost at least one electron to be positively charged.
• 9Cm.05 Describe an ionic bond as an attraction between a positively charged ion and a
negatively charged ion.

• 9Cp.01 Understand that the groups within the Periodic Table have trends in physical and
chemical properties, using group 1 as an example.
• 9Cp.02 Describe how the density of a substance relates to its mass in a defined volume.
• 9Cp.03 Calculate and compare densities of solids, liquids and gases.
• 9Cp.04 Know that elements and compounds exist in structures (simple or giant), and this
influences their physical properties.
• 9Cc.01 Use word equations and symbol equations to describe reactions (balancing symbol
equations is not required).
• 9Cc.02 Identify examples of displacement reactions and predict products (limited to reactions
involving calcium, magnesium, zinc, iron, copper, gold and silver salts).
• 9Cc.03 Describe how to prepare some common salts by the reactions of metals with acids,
and metal carbonates with acids, and purify them, using filtration, evaporation and
crystallisation.
• 9Cc.04 Describe the effects of concentration, surface area and temperature on the rate of
reaction, and explain them using the particle model.
• 9Cc.05 Understand that in chemical reactions mass and energy are conserved.
Physics
Forces and energy
• 9Pf.01 Use density to explain why objects float or sink in water.
• 9Pf.02 Describe the difference between heat and temperature.
• 9Pf.03 Know that energy is conserved, meaning it cannot be created or destroyed.
• 9Pf.04 Know that thermal energy will always transfer from hotter regions or objects to colder
ones, and this is known as heat dissipation.
• 9Pf.05 Describe thermal transfer by the processes of conduction, convection and radiation.
• 9Pf.06 Explain cooling by evaporation.
Light and sound
• 9Ps.01 Draw and interpret waveforms, and recognise the link between loudness and
amplitude, pitch and frequency.
• 9Ps.02 Use waveforms to show how sound waves interact to reinforce or cancel each other.

• 9Pe.01 Describe how current divides in parallel circuits.
• 9Pe.02 Know how to measure current and voltage in series and parallel circuits, and describe
the effect of adding cells and lamps.
• 9Pe.03 Calculate resistance (resistance = voltage / current) and describe how resistance
affects current.
• 9Pe.04 Use diagrams and conventional symbols to represent, make and compare circuits
that include cells, switches, resistors (fixed and variable), ammeters, voltmeters, lamps and
buzzers.
Earth and Space
Planet Earth
• 9ESp.01 Explain the movement of tectonic plates in terms of convection currents.
• 9ESp.02 Explain why the jigsaw appearance of continental coasts, location of volcanoes and
earthquakes, fossil record and alignment of magnetic materials in the Earth's crust are all
evidence for tectonic plates.
Cycles on Earth
• 9ESc.01 Describe the carbon cycle (limited to photosynthesis, respiration, feeding,

decomposition and combustion).
• 9ESc.02 Describe the historical and predicted future impacts of climate change, including sea
level change, flooding, drought and extreme weather events.
Earth in space
• 9ESs.01 Describe the consequences of asteroid collision with the Earth, including climate
change and mass extinctions.
• 9ESs.02 Describe the evidence for the collision theory for the formation of the Moon.
• 9ESs.03 Know that nebulae are clouds of dust and gas, and can act as stellar nurseries.

Science in Context
scrutiny over time.
• 9SIC.04 Describe how people develop and use scientific understanding as individuals and

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Curriculum Framework

Cambridge Lower Secondary

Models and representations

• 7TWSm.01 Describe the strengths and limitations of a model.

• 7TWSm.02 Use symbols and formulae to represent scientific ideas.

Scientific enquiry: purpose and planning

• 7TWSp.01 Identify whether a given hypothesis is testable.

• 7TWSp.02 Describe how scientific hypotheses can be supported or contradicted by evidence

• 7TWSp.04 Plan a range of investigations of different types, while considering variables

Carrying out scientific enquiry

• 7TWSc.03 Evaluate whether measurements and observations have been repeated

• 7TWSc.05 Carry out practical work safely.

• 7TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate

Back to contents page www.cambridgeinternational.org/lowersecondary 13

Scientific enquiry: analysis, evaluation and conclusions

• 7TWSa.04 Evaluate experiments and investigations, and suggest improvements, explaining

• 7TWSa.05 Present and interpret observations and measurements appropriately.

Structure and function

• 7Bp.01 Describe the seven characteristics of living organisms.

• 7Bp.02 Discuss reasons for classifying viruses as living or non-living.

Back to contents page www.cambridgeinternational.org/lowersecondary 14

Materials and their structure

• 7Cm.05 Describe a vacuum as a space devoid of matter.

• 7Cc.03 Use the particle model to describe chemical reactions.

• 7Cc.04 Describe neutralisation reactions in terms of change of pH.

Back to contents page www.cambridgeinternational.org/lowersecondary 15

Forces and energy

• 7Pf.01 Describe changes in energy that are a result of an event or process.

• 7Pf.04 Understand that there is no air resistance to oppose movement in a vacuum.

Light and sound

• 7Ps.02 Explain echoes in terms of the reflection of sound waves.

Electricity and magnetism

• 7Pe.03 Know how to measure the current in series circuits.

Earth and Space

Back to contents page www.cambridgeinternational.org/lowersecondary 16

• 7ESs.03 Describe tidal forces on Earth as a consequence of the gravitational attraction

• 7ESs.04 Explain how solar and lunar eclipses happen.

• 7SIC.03 Evaluate issues which involve and/or require scientific understanding.

Back to contents page www.cambridgeinternational.org/lowersecondary 17

Models and representations

• 8TWSm.01 Describe what an analogy is and how it can be used as a model.

• 8TWSm.02 Use an existing analogy for a purpose.

• 8TWSm.03 Use symbols and formulae to represent scientific ideas.

Scientific enquiry: purpose and planning

• 8TWSp.01 Identify whether a given hypothesis is testable.

• 8TWSp.02 Describe how scientific hypotheses can be supported or contradicted by evidence

• 8TWSp.04 Plan a range of investigations of different types, while considering variables

Carrying out scientific enquiry

• 8TWSc.03 Evaluate whether measurements and observations have been repeated

• 8TWSc.07 Collect and record sufficient observations and/or measurements in an appropriate

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Scientific enquiry: analysis, evaluation and conclusions

• 8TWSa.04 Evaluate experiments and investigations, and suggest improvements, explaining

• 8TSWa.05 Present and interpret observations and measurements appropriately.

Structure and function

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• 8Be.02 Describe the impact of the bioaccumulation of toxic substances on an ecosystem.

Materials and their structure

• 8Cm.01 Describe the Rutherford model of the structure of an atom.