Sciences · MYP 2 (Grade 7)

Integrated Science across four recurring areas — Biology, Chemistry, Physics, and scientific investigation skills — with difficulty rising year-over-year.

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1 unit · 16 sets. Click any set to see the learning objectives.

Unit 1 · Integrated Science

Periodic Table and Matter (3 sets)

Set 1 · Atomic structure & isotopes(9 objectives)
- Describe the structure of the atom as a central nucleus containing neutrons and protons, surrounded by electrons in shells
- State the relative charges and relative masses of a proton, a neutron and an electron
- Define proton number/atomic number as the number of protons in the nucleus of an atom
- Define mass number/nucleon number as the total number of protons and neutrons in the nucleus of an atom
- Determine the electronic configuration of elements and their ions with proton number 1 to 20 (e.g. 2,8,3), including valency
- State that Group VIII noble gases have a full outer electron shell, that the number of outer shell electrons is equal to the group number in Groups I to VII, and that the number of occupied electron shells is equal to the period number
- Define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons
- Interpret and use symbols for atoms (e.g. ¹²₆C) and ions (e.g. ³⁵₁₇Cl⁻)
- State that isotopes of the same element have the same chemical properties, because they have the same number of electrons and therefore the same electronic configuration, but different physical properties
Set 2 · Elements, compounds, mixtures & chemical formulae(5 objectives)
- Describe the differences between elements, compounds and mixtures
- Identify elements and compounds based on their formulae
- Define the molecular formula of a compound as the number and type of different atoms in one molecule
- Deduce the formula of a simple compound from the relative numbers of atoms present in a model or a diagrammatic representation, using the criss-cross method (first 20 elements only)
- Construct word equations and symbol equations, including state symbols, to show how reactants form products, including balancing simple equations
Set 3 · Periodic table trends, groups & metal properties(10 objectives)
- Describe the Periodic Table as an arrangement of elements in periods and groups, in order of increasing proton number/atomic number
- Know that there is a change from metallic to non-metallic character across a period
- Describe the relationship between group number and the charge of the ions formed from elements in that group
- Describe the Group I alkali metals — lithium, sodium and potassium — as relatively soft metals, and describe their general trends down the group: decreasing melting point, increasing density, and increasing reactivity
- Describe the Group VII halogens — chlorine, bromine and iodine — as diatomic non-metals, and describe their general trends down the group: increasing density and decreasing reactivity
- State the appearance of the halogens at room temperature and pressure: chlorine as a pale yellow-green gas, bromine as a red-brown liquid, and iodine as a grey-black solid
- Know the transition elements as metals that have high densities and high melting points, form coloured compounds, and often act as catalysts (as elements and in compounds)
- Describe the Group VIII noble gases as unreactive, monatomic gases, and explain this in terms of electronic configuration
- Compare the general physical properties of metals and non-metals, including thermal conductivity, electrical conductivity, malleability and ductility, and melting and boiling points
- Describe the uses of metals in terms of their physical properties, including: aluminium in the manufacture of aircraft because of its low density; aluminium in overhead electrical cables because of its low density and good electrical conductivity; aluminium in food containers because of its resistance to corrosion; and copper in electrical wiring because of its good electrical conductivity and ductility

Human Body Systems - Digestion and Excretion (5 sets)

Set 1 · Diffusion & osmosis(11 objectives)
- Describe diffusion as the net movement of particles from a region of higher concentration to a region of lower concentration (down a concentration gradient), as a result of random particle movement
- State that the energy for diffusion comes from the kinetic energy of the random movement of molecules and ions
- State that some substances move into and out of cells by diffusion through the cell membrane
- Describe the importance of diffusion of gases and solutes in living organisms, limited to carbon dioxide, oxygen and water vapour
- Investigate the factors that influence diffusion, limited to surface area, temperature, concentration gradient and distance
- Describe the role of water as a solvent in organisms, with reference to digestion, excretion and transport
- State that water diffuses through partially permeable membranes by osmosis
- State that water moves into and out of cells by osmosis through the cell membrane
- Investigate and describe the effects on plant tissues of immersing them in solutions of different concentrations
- Describe osmosis as the net movement of water molecules from a region of higher water potential (dilute solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane
- Know the effects on plant cells of immersing them in solutions of different concentrations, using the terms turgid, turgor pressure, plasmolysis and flaccid
Set 2 · Nutrients, food tests & balanced diet(6 objectives)
- List the chemical elements that make up carbohydrates, fats and proteins
- State that large molecules are made from smaller molecules: starch, glycogen and cellulose from glucose; proteins from amino acids; and fats and oils from fatty acids and glycerol
- Describe food tests: iodine solution for starch, Benedict's solution for reducing sugars, the biuret test for proteins, the ethanol emulsion test for fats and oils, and the DCPIP test for vitamin C
- Describe what is meant by a balanced diet
- State the principal dietary sources and describe the importance of carbohydrates, fats and oils, proteins, vitamins (limited to C and D), mineral ions (limited to calcium and iron), fibre (roughage) and water
- State the causes of scurvy and rickets
Set 3 · Digestive system structure & physical digestion(8 objectives)
- Identify in diagrams and images the main organs of the digestive system: the alimentary canal (mouth, oesophagus, stomach, small intestine — duodenum and ileum — and large intestine — colon, rectum, anus) and associated organs (salivary glands, pancreas, liver and gall bladder)
- Describe the functions of the organs of the digestive system in relation to ingestion, digestion, absorption, assimilation and egestion
- Describe physical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules
- State that physical digestion increases the surface area of food for the action of enzymes in chemical digestion
- Identify in diagrams and images the types of human teeth: incisors, canines, premolars and molars
- Describe the functions of the types of human teeth in physical digestion of food
- Describe the function of the stomach in physical digestion
- Outline the role of bile in emulsifying fats and oils to increase the surface area for chemical digestion
Set 4 · Chemical digestion & enzymes(8 objectives)
- Describe chemical digestion as the breakdown of large insoluble molecules into small soluble molecules
- State the role of chemical digestion in producing small soluble molecules that can be absorbed
- Describe the functions of enzymes: amylase (starch to simple reducing sugars), proteases (protein to amino acids), and lipase (fats and oils to fatty acids and glycerol)
- State where amylase, protease and lipase are secreted and where they act
- Describe the functions of hydrochloric acid in gastric juice: killing harmful microorganisms and providing an acidic pH
- Describe starch digestion: amylase breaks down starch to maltose, and maltase breaks down maltose to glucose in the small intestine
- Describe protein digestion by proteases: pepsin acts on protein in the stomach, and trypsin acts on protein in the small intestine
- Explain the role of bile as an alkaline mixture that neutralises stomach acid in the duodenum
Set 5 · Absorption & excretion(8 objectives)
- State that the small intestine is the region where nutrients are absorbed
- State that most water is absorbed from the small intestine, and some from the colon
- Explain the significance of villi and microvilli in increasing surface area for absorption
- State that carbon dioxide is excreted through the lungs
- State that the kidneys excrete urea and excess water and ions
- Identify in diagrams and images the kidneys, ureters, bladder and urethra
- Identify in diagrams and images the structure of the kidney, limited to the cortex and medulla
- State that urea is formed in the liver from excess amino acids

Heat (4 sets)

Set 1 · Particle model, kinetic theory & gas pressure(9 objectives)
- Know the distinguishing properties of solids, liquids and gases
- Know the terms for the changes in state between solids, liquids and gases (gas to solid and solid to gas transfers are not required)
- Describe the particle structure of solids, liquids and gases in terms of the arrangement, separation and motion of the particles, and represent these states using simple particle diagrams
- Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (−273°C), known as absolute zero, where the particles have least kinetic energy
- Outline the pressure and the changes in pressure of a gas in terms of the motion of its particles and their collisions with a surface
- Know that the random motion of microscopic particles in a suspension is evidence for the kinetic particle model of matter
- Describe and explain this motion (sometimes known as Brownian motion) in terms of random collisions between the microscopic particles in a suspension and the particles of the surrounding gas or liquid
- Know that the forces and distances between particles (atoms, molecules, ions and electrons), and the motion of the particles, affect the properties of solids, liquids and gases
- Describe the pressure and the changes in pressure of a gas in terms of the forces exerted by particles colliding with surfaces, creating a force per unit area
Set 2 · Thermal expansion & specific heat capacity(5 objectives)
- Describe, qualitatively, the thermal expansion of solids, liquids and gases at constant pressure
- Describe some of the everyday applications and consequences of thermal expansion
- Describe, in terms of the motion and arrangement of particles, the relative order of magnitude of the expansion of solids, liquids and gases as their temperatures rise
- Describe an increase in temperature of an object in terms of an increase in the average kinetic energies of all of the particles in the object
- Define specific heat capacity as the energy required per unit mass per unit temperature increase; recall and use the equation Q = mcΔθ (simple, direct substitution only)
Set 3 · Changes of state(8 objectives)
- Describe melting and boiling in terms of energy input without a change in temperature
- Know the melting and boiling temperatures for water at standard atmospheric pressure
- Describe condensation and solidification in terms of particles
- Describe evaporation in terms of the escape of more-energetic particles from the surface of a liquid
- Know that evaporation causes cooling of a liquid
- Describe the differences between boiling and evaporation
- Describe how temperature, surface area and air movement over a surface affect evaporation
- Explain the cooling of an object in contact with an evaporating liquid
Set 4 · Conduction, convection, radiation & applications(10 objectives)
- Describe experiments to demonstrate the properties of good thermal conductors and bad thermal conductors (thermal insulators)
- Describe thermal conduction in solids in terms of atomic or molecular lattice vibrations, and also in terms of the movement of free (delocalised) electrons in metallic conductors
- Describe, in terms of particles, why thermal conduction is poor in gases and most liquids
- Know that convection is an important method of thermal energy transfer in liquids and gases
- Explain convection in liquids and gases in terms of density changes, and describe experiments to illustrate convection
- Know that thermal radiation is infrared radiation, and that all objects emit this radiation
- Know that thermal energy transfer by thermal radiation does not require a medium
- Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation
- Describe some of the basic everyday applications and consequences of conduction, convection and radiation, including heating objects such as kitchen pans, and heating a room by convection
- Describe some of the complex applications and consequences of conduction, convection and radiation where more than one type of thermal energy transfer is significant, including a fire burning wood or coal, and a radiator in a car

Forces and Motion (4 sets)

Set 1 · Scalars, vectors, speed & motion graphs(10 objectives)
- Understand that a scalar quantity has magnitude (size) only, and that a vector quantity has magnitude and direction
- Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature
- Know that the following quantities are vectors: force, weight, velocity, acceleration, momentum, electric field strength and gravitational field strength
- Define speed as distance travelled per unit time; recall and use the equation v = s/t
- Define velocity as speed in a given direction
- Recall and use the equation average speed = total distance travelled / total time taken
- Sketch, plot and interpret distance–time and speed–time graphs
- Determine, qualitatively, from given data or the shape of a distance–time graph or speed–time graph, when an object is at rest, moving with constant speed, accelerating, or decelerating
- Calculate speed from the gradient of a straight-line section of a distance–time graph
- Calculate the area under a speed–time graph to determine the distance travelled for motion with constant speed or constant acceleration
Set 2 · Acceleration & free fall(6 objectives)
- State that the acceleration of free fall, g, for an object near the surface of the Earth is approximately constant, at approximately 9.8 m/s²
- Define acceleration as change in velocity per unit time; recall and use the equation a = Δv/Δt
- Determine from given data or the shape of a speed–time graph when an object is moving with constant acceleration or changing acceleration
- Calculate acceleration from the gradient of a speed–time graph
- Know that a deceleration is a negative acceleration, and use this in calculations
- Describe the motion of objects falling in a uniform gravitational field with and without air/liquid resistance, including reference to terminal velocity
Set 3 · Mass, weight, forces & Newton's laws(9 objectives)
- State that mass is a measure of the quantity of matter in an object at rest relative to the observer
- State that weight is a gravitational force on an object that has mass
- Define gravitational field strength as force per unit mass; recall and use the equation W = mg, and know that this is equivalent to the acceleration of free fall
- Know that weights (and masses) may be compared using a balance
- Know that forces may produce changes in the size and shape of an object
- Determine the resultant of two or more forces acting along the same straight line, including free body diagrams
- Know that an object either remains at rest or continues in a straight line at constant speed unless acted on by a resultant force
- State that a resultant force may change the velocity of an object by changing its direction of motion or its speed
- Recall and use the equation F = ma, and know that the force and the acceleration are in the same direction
Set 4 · Energy stores, work, power & pressure(12 objectives)
- State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) energy
- Describe how energy is transferred between stores during events and processes, including transfer by forces (mechanical work done), electrical currents (electrical work done), heating, and by electromagnetic, sound and other waves
- Know the principle of the conservation of energy, and apply this principle to simple examples, including the interpretation of simple flow diagrams
- Recall and use the equation for kinetic energy, Ek = ½mv²
- Recall and use the equation for the change in gravitational potential energy, ΔEp = mgΔh
- Know the principle of the conservation of energy, and apply this principle to examples involving multiple stages, including the qualitative interpretation of Sankey diagrams
- Know that mechanical or electrical work done is equal to the energy transferred
- Recall and use the equation for mechanical working, W = Fd = ΔE (direct substitution only)
- Define power as work done per unit time and also as energy transferred per unit time; recall and use the equations P = W/t and P = ΔE/t (direct substitution only)
- Define pressure as force per unit area; recall and use the equation p = F/A (direct substitution only)
- Describe how pressure varies with force and area in the context of everyday examples
- Outline, qualitatively, how the pressure beneath the surface of a liquid changes with depth and density of the liquid