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ocr.org.uk/gcsegatewaycombinedscience
GCSE (9-1)Specification
GATEWAY SCIENCE COMBINED SCIENCE AJ250For first assessment in 2018
Version 2 (December 2017)
Registered office: 1 Hills Road Cambridge CB1 2EU
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Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]
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Contents
1 Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)? 11a. WhychooseanOCRqualification? 11c. Whatarethekeyfeaturesofthisspecification? 41d. HowdoIfindoutmoreinformation? 5
2 The specification overview 62a. OCR’sGCSE(9–1)inCombinedScienceA(GatewayScience)(J250) 62b. ContentofGCSE(9–1)inCombinedScienceA(GatewayScience)(J250) 82c. ContentoftopicsB1toB6,C1toC6andP1toP6 162d. Priorknowledge,learningandprogression 126
3 Assessment of GCSE (9–1) in Combined Science A (Gateway Science) 1273a. Formsofassessment 1273b. Assessmentobjectives(AO) 1293c. Tiers 1313d. Assessmentavailability 1313e. Retakingthequalification 1313f. Assessmentofextendedresponse 1313g. Synopticassessment 1313h. Calculatingqualificationresults 132
4 Admin: what you need to know 1334a. Pre-assessment 1334b. Specialconsideration 1344c. Externalassessmentarrangements 1344d. Resultsandcertificates 1354e. Post-resultsservices 1354f. Malpractice 135
5 Appendices 1365a. Gradedescriptors 1365b. Overlapwithotherqualifications 1375c. Accessibility 1375d. Unitsinscience 1385e. Workingscientifically 1395f. Mathematicalskillsrequirement 1445g. EquationsinPhysics 1465h. Healthandsafety 1485i. ThePeriodicTableofelements 149
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Support and Guidance
Introducinganewspecificationbringschallengesforimplementationandteaching,butitalsoopensupnewopportunities.Ouraimistohelpyouateverystage.Weareworkinghardwithteachersandotherexpertstobringyouapackageofpracticalsupport,resourcesandtraining.
Subject Advisors
OCRSubjectAdvisorsprovideinformationandsupporttocentresincludingspecificationandnon-examassessmentadvice,updatesonresourcedevelopmentsandarangeoftrainingopportunities.
OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharangeofnetworkstoensurethesharingofideasandexpertisesupportingteachersandstudentsalike.Theyworkwithdeveloperstohelpproduceourspecificationsandtheresourcesneededtosupportthesequalificationsduringtheirdevelopment.
YoucancontactourScienceSubjectAdvisorsforspecialistadvice,guidanceandsupport:
[email protected]@OCR_Science
Teaching and learning resources
Ourresourcesaredesignedtoprovideyouwitharangeofteachingactivitiesandsuggestionsthatenableyoutoselectthebestactivity,approachorcontexttosupportyourteachingstyleandyourparticularstudents.Theresourcesareabodyofknowledgethat
willgrowthroughoutthelifetimeofthespecification,theyinclude:
• DeliveryGuides• TransitionGuides• TopicExplorationPacks• LessonElements.
Wealsoworkwithanumberofleadingpublisherswhopublishtextbooksandresourcesforourspecifications.Formoreinformationonourpublishingpartnersandtheirresourcesvisit:ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners
Professional development
OurimprovedProfessionalDevelopmentProgrammefulfilsarangeofneedsthroughcourseselection,preparationforteaching,deliveryandassessment.Whetheryouwanttocometoface-to-faceevents,lookatournewdigitaltrainingorsearchfortrainingmaterials,youcanfindwhatyou’relookingforallinoneplaceattheCPDHub: cpdhub.ocr.org.uk
An introduction to new specifications
Weruntrainingeventsthroughouttheacademicyearthataredesignedtohelpprepareyouforfirstteachingandsupporteverystageofyourdeliveryofthenewqualifications.
ToreceivethelatestinformationaboutthetrainingweofferonGCSEandALevel,pleaseregisterforemailupdatesat: ocr.org.uk/updates
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Assessment Preparation and Analysis Service
Alongwithsubject-specificresourcesandtools,you’llalsohaveaccesstoaselectionofgenericresourcesthat
focusonskillsdevelopment,professionalguidanceforteachersandresultsdataanalysis.
Skills GuidesTheseguidescovertopicsthatcouldberelevanttoarangeofqualifications,forexamplecommunication,legislationandresearch.Downloadtheguidesatocr.org.uk/skillsguides
Subject Advisors SupportOurSubjectAdvisorsprovideyouwithaccesstospecifications,high-qualityteachingresourcesandassessmentmaterials.
ExamBuilderEnablingyoutobuild,markandassesstestsfromOCRexamquestionsandproduceacompletemockGCSEorALevelexam.Findoutmoreatocr.org.uk/exambuilder
Practice PapersAssessstudents’progressunderformalexaminationconditionswithquestionpapersdownloadedfromasecurelocation,well-presented,easy-to-interpretmarkschemesandcommentaryonmarkingandsampleanswers.
Active ResultsOurfreeonlineresultsanalysisservicehelpsyoureviewtheperformanceofindividualstudentsoryourwholecohort.Formoredetails,pleaserefertoocr.org.uk/activeresults
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ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards.OurnewOCRGCSE(9–1)inCombinedScienceA(GatewayScience)coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducation(HE)toprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheirneeds.
We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesector.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
Our Specifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:
• Awiderangeofhigh-qualitycreativeresourcesincluding:• DeliveryGuides• TransitionGuides• TopicExplorationPacks• LessonElements• . . .andmuchmore.
• AccesstoSubjectA dvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.
• CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.
• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.
• ExamBuilder–ourfreeonlinepastpapersservicethatenablesyoutobuildyourowntestpapersfrompastOCRexamquestions.
AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sGCSE(9–1)inCombinedScienceA(GatewayScience)isQN601/8687/2.
1a. Why choose an OCR qualification?
1 Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)?
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Weappreciatethatonesizedoesn’tfitallsoweoffertwosuitesofqualificationsineachscience:
Combined Science A (Gateway Science) –Providesaflexibleapproachtoteaching.Thespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofbiology,chemistryandphysics.Teachingofpracticalskillsisintegratedwiththetheoreticaltopicsandtheyareassessedthroughthewrittenpapers.
Combined Science B (Twenty First Century Science) – Learnersstudybiology,chemistryandphysicsusinganarrative-basedapproach.IdeasareintroducedwithinrelevantandinterestingsettingswhichhelplearnerstoanchortheirconceptualknowledgeoftherangeoftopicsrequiredatGCSElevel.Practicalskillsareembeddedwithinthespecificationandlearnersareexpectedtocarryoutpracticalworkinpreparationforawrittenexaminationthatwillspecificallytesttheseskills.
Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.Wehaveworkedincloseconsultationwithteachersandotherstakeholderswiththeaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandeasytoadministerwithinallcentres.
OurnewGCSE(9–1)inCombinedScienceA(GatewayScience)qualificationbuildsonourtwoexistingpopularcourses(CoreScienceandAdditionalScience).WehavebasedtheredevelopmentofourGCSEsciencesonanunderstandingofwhatworkswellincentreslargeandsmall.
ThecontentisclearandlogicallylaidoutforbothexistingcentresandthosenewtoOCR,withassessmentmodelsthatarestraightforwardtoadminister.Wehaveworkedcloselywithteacherstoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.
1b. Why choose an OCR GCSE (9–1) in Combined Science A (Gateway Science)?
Aims and learning outcomes
GCSEstudyinthesciencesprovidesthefoundationforunderstandingthematerialworld.Scientificunderstandingischangingourlivesandisvitaltoworld’sfutureprosperity,andalllearnersshouldbetaughtessentialaspectsoftheknowledge,methods,processesandusesofscience.Theyshouldbehelpedtoappreciatehowthecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideasrelatingtothescienceswhicharebothinter-linked,andareofuniversalapplication.
Thesekeyideasinclude:
• theuseofconceptualmodelsandtheoriestomakesenseoftheobserveddiversityofnaturalphenomena
• theassumptionthateveryeffecthasoneormorecause
• thatchangeisdrivenbydifferencesbetweendifferentobjectsandsystemswhentheyinteract
• thatmanysuchinteractionsoccuroveradistanceandovertimewithoutdirectcontact
• thatscienceprogressesthroughacycleofhypothesis,practicalexperimentation,observation,theorydevelopmentandreview
• thatquantitativeanalysisisacentralelementbothofmanytheoriesandofscientificmethodsofinquiry.
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OCR’sGCSE(9–1)inCombinedScienceA(GatewayScience)willencouragelearnersto:
• developscientificknowledgeandconceptualunderstandingthroughthespecificdisciplinesofbiology,chemistryandphysics
• developunderstandingofthenature,processesandmethodsofscience,throughdifferenttypesofscientificenquiriesthathelpthemtoanswerscientificquestionsabouttheworldaroundthem
• developandlearntoapplyobservational,practical,modelling,enquiryandproblem-solvingskills,bothinthelaboratory,inthefieldandinotherlearningenvironments
• developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusions,bothqualitativelyandquantitatively.
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OurGCSE(9–1)inCombinedScienceA(GatewayScience)specificationisdesignedwithaconcept-ledapproachandprovidesaflexiblewayofteaching.Thespecification:
• islaidoutclearlyinaseriesofteachingtopicswithguidanceincludedwhererequiredtoprovidefurtheradviceondelivery
• isco-teachablewiththeGCSE(9–1)in:BiologyA(GatewayScience),ChemistryA(GatewayScience)andPhysicsA(GatewayScience)
• embedspracticalrequirementswithintheteachingtopics
• identifiesopportunitiesforcarryingoutpracticalactivitiesthatenhancelearners’understandingofsciencetheoryandpracticalskills
• highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeAppendix5eandtheToincludecolumnforeachtopic)intoyourteaching
• identifies,withintheWorkingscientificallycolumn,howtheskills,knowledgeandunderstandingofworkingscientifically(WS)canbeincorporatedwithinteaching.
1c. What are the key features of this specification?
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Whethernewtoourspecifications,orcontinuingonfromourlegacyofferings,youcanfindmoreinformationonourwebpagesatwww.ocr.org.uk
Visitoursubjectpagestofindoutmoreabouttheassessmentpackageandresourcesavailabletosupportyourteaching.ThescienceteamalsoreleasesatermlynewsletterScience Spotlight(despatchedtocentresandavailablefromoursubjectpages).
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk/approvals
Wanttofindoutmore?
YoucancontacttheScienceSubjectAdvisors:
E-mail:[email protected]
Telephone:01223553998
JoinourScienceCommunity:http://social.ocr.org.uk/
CheckwhatCPDeventsareavailable:www.cpdhub.ocr.org.uk
FollowusonTwitter:@OCR_science
1d. How do I find out more information?
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LearnersareenteredforeitherFoundationTier(Papers1,2,3,4,5and6)orHigherTier(Papers7,8,9,10,11and12).ThisqualificationisworthtwoGCSEs.
Content Overview Assessment Overview
Foundation Tier,grades5–5to1–1
• TopicB1:Celllevelsystems• TopicB2:Scalingup• TopicB3:Organismlevelsystems• TopicCS7:Practicalskills(PAGsB1-B5)
Paper1(Biology)J250/01
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicB4:Communitylevelsystems• TopicB5:Interactionbetweensystems• TopicB6:Globalchallenges• TopicCS7:Practicalskills(PAGsB1-B5)WithassumedknowledgeofB1–B3
Paper2(Biology)J250/02
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicC1:Particles• TopicC2:Elements,compoundsandmixtures• TopicC3:Chemicalreactions• TopicCS7:Practicalskills(PAGsC1-C5)
Paper3(Chemistry)J250/03
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicC4:Predictingandidentifyingreactionsandproducts
• TopicC5:Monitoringandcontrollingchemicalreactions
• TopicC6:Globalchallenges• TopicCS7:Practicalskills(PAGsC1-C5)WithassumedknowledgeofC1–C3
Paper4(Chemistry)J250/04
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricityandmagnetism• TopicCS7:Practicalskills(PAGsP1-P6)
Paper5(Physics)J250/05
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicP4:Wavesandradioactivity• TopicP5:Energy• TopicP6:Globalchallenges• TopicCS7:Practicalskills(PAGsP1-P6)WithassumedknowledgeofP1–P3.
Paper6(Physics)J250/06
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
J250/02,J250/04andJ250/06includesynopticassessment.
2a. OCR’s GCSE (9–1) in Combined Science A (Gateway Science) (J250)
2 The specification overview
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Content Overview Assessment Overview
Higher Tier,grades9–9to4–4
• TopicB1:Celllevelsystems• TopicB2:Scalingup• TopicB3:Organismlevelsystems• TopicCS7:Practicalskills(PAGsB1-B5)
Paper7(Biology)
J250/07
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicB4:Communitylevelsystems• TopicB5:Interactionbetweensystems• TopicB6:Globalchallenges• TopicCS7:Practicalskills(PAGsB1-B5)
WithassumedknowledgeofB1–B3
Paper8(Biology)
J250/08
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicC1:Particles• TopicC2:Elements,compoundsandmixtures• TopicC3:Chemicalreactions• TopicCS7:Practicalskills(PAGsC1-C5)
Paper9(Chemistry)
J250/09
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicC4:Predictingandidentifyingreactionsandproducts
• TopicC5:Monitoringandcontrollingchemicalreactions
• TopicC6:Globalchallenges• TopicCS7:Practicalskills(PAGsC1-C5)
WithassumedknowledgeofC1–C3
Paper10(Chemistry)
J250/10
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricityandmagnetism• TopicCS7:Practicalskill(PAGsP1-P6)
Paper11(Physics)
J250/11
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
• TopicP4:Wavesandradioactivity• TopicP5:Energy• TopicP6:Globalchallenges• TopicCS7:Practicalskills(PAGsP1-P6)
WithassumedknowledgeofP1–P3
Paper12(Physics)
J250/12
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
J250/08,J250/10andJ250/12includesynopticassessment.
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2b. Content of GCSE (9–1) in Combined Science A (Gateway Science) (J250)
TheGCSE(9–1)inCombinedScienceA(GatewayScience)specificationcontentisspecifiedinsection2cItisdividedinto18teachingtopicsB1-B6,C1-C6&P1-P6andapracticalactivityskillstopicCS7.
LearningatGCSE(9–1)inCombinedScienceA(GatewayScience)isdescribedinthetablesthatfollow:
Overview of the content layout
Topic B/C/P1: Topic title
B1.1 sub-topic
SummaryAshortoverviewofthesub-topicthatwillbeassessedintheexaminations.
Underlying knowledge and understandingUnderlyingknowledgeandunderstandinglearnersshouldbefamiliarwithlinkedtothesub-topic
Common misconceptionsCommonmisconceptionsstudentsoftenhaveassociatedwiththistopic
TieringAbriefsummaryofthetieringofthesub-topic
Reference Mathematical learning outcomesMathematical skills(Seeappendix5f)
OCRsmathematicsreferencecode
Thiscolumndefinestheareasofmathematicsthatwillneedtobetaughtspecificallywithinthecontextofthissub-topic.Questionsintheexaminationwillassesstheselearningoutcomeswithinthecontextofthetopic.
MathematicalskillcodeasindicatedinAppendix5e
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Topic contentOpportunities to cover:
Itemsthatarecontainedwithinthesecolumnsareintendedasastartingpointforlessonplanning. Practical suggestions
(SeetopicCS7)
Learning outcomes To includeMaths(Seeappendix5e)
Working scientifically(Seeappendix5d)
Spec.referencenumber
Columnspecifiesthesubjectcontentthatwillbeassessedintheexaminations.
Thiscolumnisincludedtoprovidefurther/specificadviceondeliveryofthelearningoutcome.
Mathematicalskillswillbeassessedthroughouttheexamination.Thiscolumnhighlightsthemathematicalskillsthatcouldbetaughtalongsidethetopiccontent.
Workingscientificallywillbeassessedthroughouttheexamination.Thiscolumnhighlightstheworkingscientificallyskillsthatcouldbetaughtalongsidethetopiccontent.
ThecompulsorypracticalskillscoveredbythePracticalActivityGroupsorPAGsareindicatedinthetablesinTopicCS7.ActivitiesinthiscolumncanbeusedtosupplementthePAGsusingtopicappropriateexperiments
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Biologyisthescienceoflivingorganisms(includinganimals,plants,fungiandmicroorganisms)andtheirinteractionswitheachotherandtheenvironment.Thestudyofbiologyinvolvescollectingandinterpretinginformationaboutthenaturalworldtoidentifypatternsandrelatepossiblecauseandeffect.Biologicalinformationisusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations.
Learnersshouldbehelpedtounderstandhow,throughtheideasofbiology,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
• lifeprocessesdependonmoleculeswhosestructureisrelatedtotheirfunction
• thefundamentalunitsoflivingorganismsarecells,whichmaybepartofhighlyadaptedstructuresincludingtissues,organsandorgansystems,enablinglivingprocessestobeperformedeffectively
• livingorganismsmayformpopulationsofsinglespecies,communitiesofmanyspeciesand
ecosystems,interactingwitheachother,withtheenvironmentandwithhumansinmanydifferentways
• livingorganismsareinterdependentandshowadaptationstotheirenvironment
• lifeonEarthisdependentonphotosynthesisinwhichgreenplantsandalgaetraplightfromtheSuntofixcarbondioxideandcombineitwithhydrogenfromwatertomakeorganiccompoundsandoxygen
• organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife
• thechemicalsinecosystemsarecontinuallycyclingthroughthenaturalworld
• thecharacteristicsofalivingorganismareinfluencedbyitsgenomeanditsinteractionwiththeenvironment
• evolutionoccursbyaprocessofnaturalselectionandaccountsbothforbiodiversityandhoworganismsareallrelatedtovaryingdegrees.
Biology key ideas
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Chemistryisthescienceofthecomposition,structure,propertiesandreactionsofmatter,understoodintermsofatoms,atomicparticlesandthewaytheyarearrangedandlinktogether.Itisconcernedwiththesynthesis,formulation,analysisandcharacteristicpropertiesofsubstancesandmaterialsofallkinds.
Learnersshouldbehelpedtoappreciatetheachievementsofchemistryinshowinghowthecomplexanddiversephenomenaofboththenaturalandman-madeworldscanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
• matteriscomposedoftinyparticlescalledatomsandthereareabout100differentnaturallyoccurringtypesofatomscalledelements
• elementsshowperiodicrelationshipsintheirchemicalandphysicalpropertiestheseperiodic
propertiescanbeexplainedintermsoftheatomicstructureoftheelements
• atomsbondbyeithertransferringelectronsfromoneatomtoanotherorbysharingelectrons
• theshapesofmolecules(groupsofatomsbondedtogether)andthewaygiantstructuresarearrangedisofgreatimportanceintermsofthewaytheybehave
• therearebarrierstoreactionsoreactionsoccuratdifferentrates
• chemicalreactionstakeplaceinonlythreedifferentways:• protontransfer• electrontransfer• electronsharing
• energyisconservedinchemicalreactionssocanthereforebeneithercreatedordestroyed.
Chemistry key ideas
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Physicsisthescienceofthefundamentalconceptsoffield,force,radiationandparticlestructures,whichareinter-linkedtoformunifiedmodelsofthebehaviourofthematerialuniverse.Fromsuchmodels,awiderangeofideas,fromthebroadestissueofthedevelopmentoftheuniverseovertimetothenumerousanddetailedwaysinwhichnewtechnologiesmaybeinvented,haveemerged.Thesehaveenrichedbothourbasicunderstandingof,andourmanyadaptationsto,ourmaterialenvironment.
Studentsshouldbehelpedtounderstandhow,throughtheideasofphysics,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplicationandwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
• theuseofmodels,asintheparticlemodelofmatterorthewavemodelsoflightandofsound
• theconceptofcauseandeffectinexplainingsuchlinksasthosebetweenforceandacceleration,orbetweenchangesinatomicnucleiandradioactiveemissions
• thephenomenaof‘actionatadistance’andtherelatedconceptofthefieldasthekeytoanalysingelectrical,magneticandgravitationaleffects
• thatdifferences,forexamplebetweenpressuresortemperaturesorelectricalpotentials,arethedriversofchange
• thatproportionality,forexamplebetweenweightandmassofanobjectorbetweenforceandextensioninaspring,isanimportantaspectofmanymodelsinscience
• thatphysicallawsandmodelsareexpressedinmathematicalform.
Physics key ideas
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Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Biology
Topic B1: Cell level systems Topic B2: Scaling up Topic B3: Organism level systems
B1.1 CellstructuresB1.2 Whathappensincells(andwhatdocells
need)?B1.3 RespirationB1.4 Photosynthesis
B2.1 SupplyingthecellB2.2 Thechallengesofsize
B3.1 Coordinationandcontrol–thenervoussystemB3.2 Coordinationandcontrol–theendocrine
systemB3.3 Maintaininginternalenvironments
Topic B4: Community level systems Topic B5: Genes, inheritance and selection Topic B6: Global challenges
B4.1 Ecosystems B5.1 InheritanceB5.2 Naturalselectionandevolution
B6.1 MonitoringandmaintainingtheenvironmentB6.2 FeedingthehumanraceB6.3 Monitoringandmaintaininghealth
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Chemistry
Topic C1: Particles Topic C2: Elements, compounds and mixtures Topic C3: Chemical reactions
C1.1 TheparticlemodelC1.2 Atomicstructure
C2.1 PurityandseparatingmixturesC2.2 BondingC2.3 Propertiesofmaterials
C3.1 IntroducingchemicalreactionsC3.2 EnergeticsC3.3 TypesofchemicalreactionsC3.4 Electrolysis
Topic C4: Predicting and identifying reactions and products
Topic C5: Monitoring and controlling chemical reactions
Topic C6: Global challenges
C4.1 Predictingchemicalreactions C5.1 ControllingreactionsC5.2 Equilibria
C6.1 ImprovingprocessesandproductsC6.2 InterpretingandinteractingwithEarthsystems
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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Summary of content for GCSE (9–1) in Combined Science A (Gateway Science) – Physics
Topic P1: Matter Topic P2: Forces Topic P3: Electricity and magnetism
P1.1 TheparticlemodelP1.2 Changesofstate
P2.1 MotionP2.2 Newton’slawsP2.3 Forcesinaction
P3.1 StaticandChargeP3.2 SimplecircuitsP3.3 Magnetsandmagneticfields
Topic P4: Waves and radioactivity Topic P5: Energy Topic P6: Global challenges
P4.1 WavebehaviourP4.2 TheelectromagneticspectrumP4.3 Radioactivity
P5.1 WorkdoneP5.2 Powerandefficiency
P6.1 PhysicsonthemoveP6.2 PoweringEarth
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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2c. Content of topics B1 to B6, C1 to C6 and P1 to P6
Topic B1: Cell level systems
B1.1 Cell structures
SummaryCellsarethefundamentalunitsoflivingorganisms.Cellscontainmanysub-cellularstructuresthatareessentialforthefunctioningofthecellasawhole.Microscopyisusedtoexaminecellsandsub-cellularstructures.
Underlying knowledge and understandingLearnersshouldbefamiliarwithcellsasthefundamentalunitoflivingorganisms,andwiththeuseoflightmicroscopestoviewcells.Theyshouldalsobefamiliarwithsomesub-cellularstructures,andthesimilaritiesanddifferencesbetweenplantandanimalcells.
Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofacellasa3Dstructure,sothisshouldbeaddressedduringtheteachingofthistopic.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.1i demonstrateanunderstandingofnumber,sizeandscaleandthequantitativerelationshipbetweenunits M2aandM2h
BM1.1ii useestimationsandexplainwhentheyshouldbeused M1d
BM1.1iii calculate with numbers written in standard form M1b
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
B1.1a describehowlightmicroscopesandstainingcanbeusedtoviewcells
lenses,stage,lamp,useofslidesandcoverslips,andtheuseofstainstoviewcolourlessspecimensortohighlightdifferentstructures/tissuesandcalculationofthemagnificationused
M1d,M2a,M2h
WS1.2c,WS1.4c,WS1.4d,WS1.4e,WS2a,WS2b,WS2c,WS2d
Investigationofarangeofcellsusingpictures,lightmicrographsanddiagrams.Measurethesizeandmagnificationofthecells.(PAGB1)
Preparationofcheekcellslides.(PAGB1,PAGB5)
Preparationofonionepidermiscellsslides.(PAGB1,PAGB4)
Useoflightmicroscopestoviewplantandanimalcells.(PAGB1,PAGB4,PAGB5)
B1.1b explainhowthemainsub-cellularstructuresofeukaryoticcells(plantsandanimals)andprokaryoticcellsarerelatedtotheirfunctions
nucleus,geneticmaterial,chromosomes,plasmids,mitochondria(containenzymesforcellularrespiration),chloroplasts(containchlorophyll)andcellmembranes(containreceptormolecules,providesaselectivebarriertomolecules)
WS1.4a,WS2a,WS2b,WS2c,WS2d
Demonstratethestructureofplantandanimalcellsbyconstructing3Dmodels.
InvestigationofcytoplasmicstreaminginElodeaspp.(PAGB1,PAGB4)
B1.1c explainhowelectronmicroscopyhasincreasedourunderstandingofsub-cellularstructures
toincludeincreasedresolutioninatransmissionelectronmicroscope
M1b WS1.1a,WS1.4c,WS1.4d
Comparisonofarangeofcellsusingpicturesfromlightandelectronmicrographs.
Comparisonofthestructuresvisibleonlightandelectronmicrographs.
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B1.2 What happens in cells (and what do cells need)?
SummaryLifeprocessesdependonbiologicalmoleculeswhosestructureisrelatedtotheirfunction.Insideeverycellisgeneticmaterialandthisisusedasacodetomakeproteins.Enzymesareimportantproteinsinbiology.
Underlying knowledge and understandingLearnersshouldhaveasimpleunderstandingofthedoublehelixmodelofDNA.Learnersshouldbefamiliarwiththeideaofenzymesasbiologicalcatalysts.
Common misconceptionsLearnerscommonlyholdthemisconceptionthatDNAismadeofproteinorsugar.Learnersalsothinkthatallenzymeshaveanoptimumtemperatureof37°C(humanbodytemperature).Therangeofoptimumtemperaturesofenzymesshouldbeintroducedthroughtheteachingofthistopicandfurtheraddressedwhenconsideringhomeostaticmechanismsforcontrollingtemperature.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.2i carryoutratecalculationsforchemicalreactions M1aandM1c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
DNA and protein synthesis
B1.2a describeDNAasapolymer WS1.4a DemonstrateofthestructureofDNAbyconstructing3Dmodels.
B1.2b describeDNAasbeingmadeupoftwostrandsformingadoublehelix
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B1.2c describeexperimentsthatcanbeusedtoinvestigateenzymaticreactions
M1a,M1c,M2g
WS1.1h,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d
Investigationsofenzymeactivity,includingnumericalanalysisofdataandgraphicalrepresentationofresults.(PAGB3)
B1.2d explainthemechanismofenzymeaction
theroleofenzymesinmetabolism,theroleoftheactivesite,enzymespecificity(lockandkeyhypothesis)andfactorsaffectingtherateofenzymecontrolledreactions(pH,temperature,substrateandenzymeconcentration)
M1a,M1c,M3d,M4b
WS2a,WS2b,WS2c,WS2d
Demonstrationoftheeffectofamylaseonababyricepaste.(PAGB3)
Investigationofenzymecontrolledreactions.(PAGB3)
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B1.3 Respiration
SummaryMetabolicprocessessuchasrespirationarecontrolledbyenzymes.Organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife.
Underlying knowledge and understandingLearnersshouldhavesomeunderpinningknowledgeofrespiration.Thisshouldincludethatrespirationinvolvesthebreakdownoforganicmoleculestoenablealltheotherchemicalprocessesnecessaryforlife.Learnersshouldbeabletorecallthewordequationforrespiration.
Common misconceptionsLearnerscommonlyholdthemisconceptionthatventilationisrespiration.Theycanalsogetconfusedbetweenthetermsbreakupandbreakdown.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B1.3a describecellularrespirationasauniversalchemicalprocess,continuouslyoccurringinalllivingcellsthatsupplyATP
WS1.2a
B1.3b describecellularrespirationasanexothermicreaction
WS1.2b Demonstrationofanexothermicreaction(e.g.heatpack).
B1.3c comparetheprocessesofaerobicandanaerobicrespiration
inplants/fungiandanimalsthedifferentconditions,substrates,productsandrelativeyieldsofATP
WS2a,WS2b,WS2c,WS2d
Researchintowhetherplantsrespire.(PAGB3,PAGB4)
Investigationoffermentationinfungi.(PAGB3)
Investigationofrespirationinyeastusingalginatebeadstoimmobilizethefungus.(PAGB3)
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B1.3d explaintheimportanceofsugarsinthesynthesisandbreakdownofcarbohydrates
toincludeuseofthetermsmonomerandpolymer
Demonstrationofthesynthesisandbreakdownofbiologicalmolecules(e.g.usingLegobricks).
B1.3e explaintheimportanceofaminoacidsinthesynthesisandbreakdownofproteins
toincludeuseofthetermsmonomerandpolymer
B1.3f explaintheimportanceoffattyacidsandglycerolinthesynthesisandbreakdownoflipids
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B1.4 Photosynthesis
SummaryLifeprocessesdependonphotosynthesis.GreenplantsandalgaetraplightfromtheSuntofixcarbondioxidewithhydrogenfromwatermakingorganiccompounds.
Underlying knowledge and understandingLearnersshouldalsohavesomeunderpinningknowledgeofphotosynthesis.Theyshouldhaveanunderstandingthatplantsmakecarbohydratesintheirleavesbyphotosynthesis,andbeabletorecallthewordequationforphotosynthesis.
Common misconceptionsLearnersoftenthinkthatplantsdonotrespire.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.4i understandandusesimplecompoundmeasuressuchastherateofareaction M1aandM1c
BM1.4ii translateinformationbetweengraphicalandnumericalform M4a
BM1.4iii plotanddrawgraphs,selectingappropriatescalesandaxes M4aandM4c
BM1.4iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a
BM1.4v Understand and use inverse proportion – the inverse square law and light intensity in the context of factors affecting photosynthesis
M1c
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B1.4a describephotosyntheticorganismsasthemainproducersoffoodandthereforebiomassforlifeonEarth
Useofconceptcartoonstostartdiscussionsaboutphotosynthesis.
B1.4b describetheprocessofphotosynthesis
reactantsandproducts,two-stageprocess,locationofthereaction(inthechloroplasts)
WS2a,WS2b,WS2c,WS2d
Investigationofphotosynthesise.g.thePriestleyexperimentusingCabomba tocollectoxygenortheIngenhouszexperimenttoshowmassgain.(PAGB4)
B1.4c describephotosynthesisasanendothermicreaction
WS1.3b,WS1.3c,WS1.3e
Demonstrateanendothermicreaction(e.g.icepack).
B1.4d describeexperimentstoinvestigatephotosynthesis
WS2a,WS2b,WS2c,WS2d
Experimentstoshowtheconsequencesoflightexclusiononphotosynthesisingplants(e.g.testinggeraniumsforstarch).(PAGB4)
B1.4e explaintheeffectoftemperature,lightintensityandcarbondioxideconcentrationontherateofphotosynthesis
M1a,M1c,M2c,M4a,M4c,M1c
WS2a,WS2b,WS2c,WS2d
Investigationofphotosynthesisinalgaeusingalginatebeadstoimmobilizethealgae.(PAGB4)
B1.4f explain the interaction of these factors in limiting the rate of photosynthesis
M1a,M1cM2c,M4a,M1c
WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3f,WS1.3g,WS1.4e,WS2c,WS2d
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Topic B2: Scaling up
B2.1 Supplying the cell
SummaryCellstransportmanysubstancesacrosstheirmembranesbydiffusion,osmosisandactivetransport.Stemcellsarefoundinbothplantsandanimals.Thesestemcellscandivide,differentiateandbecomespecialisedtoformtissues,organsandorgansystems.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.
Common misconceptionsLearnerscommonlyshowsomeconfusionregardingsurfaceareatovolumeratio,particularlyhowlargeranimalshaveasmallersurfaceareatovolumeratio.Theyalsoshowsomeconfusionastostemcells:wheretheyarefoundandtheirroles.Careshouldbetakentogivecleardefinitionswhencoveringthiscontent.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM2.1i usepercentilesandcalculatepercentagegainandlossofmass M1c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B2.1a explainhowsubstancesaretransportedintoandoutofcellsthroughdiffusion,osmosisandactivetransport
examplesofsubstancesmoved,directionofmovement,concentrationgradientsanduseofthetermwaterpotential(nomathematicaluseofwaterpotentialrequired)
M1c,M1d WS2a,WS2b,WS2c,WS2d
Observationofosmosisinplantcellsusingalightmicroscope.
Demonstrationof‘creamingyeast’toshowosmosis.(PAGB1,PAGB5)
Investigationofchangesinmassofvegetablechipswhenplacedinsucrose/saltsolutionsofvaryingconcentrations.(PAGB4)
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B2.1b describetheprocessofmitosisingrowth,includingthecellcycle
thestagesofthecellcycleasDNAreplication,movementofchromosomes,followedbythegrowthofthecell
WS2a,WS2b,WS2c,WS2d
Modellingofmitosisusingeverydayobjectse.g.shoes,socksetc.
Observationofmitosisinstainedroottipcells.(PAGB1,PAGB4)
B2.1c explaintheimportanceofcelldifferentiation
theproductionofspecialisedcellsallowingorganismstobecomemoreefficientandexamplesofspecialisedcells
WS2a,WS2b,WS2c,WS2d
Examinationofarangeofspecialisedcellsusingalightmicroscope.(PAGB1,PAGB4,PAGB5)
B2.1d recallthatstemcellsarepresentinembryonicandadultanimalsandmeristemsinplants
Demonstrationofcloningusingcauliflower.(PAGB4)
B2.1e describethefunctionsofstemcells divisiontoproducearangeofdifferentcelltypesfordevelopment,growthandrepair
WS1.1e,WS1.1f,WS1.1h
B2.1f describethedifferencebetweenembryonicandadultstemcellsinanimals
Researchintothedifferenttypesofstemcells.
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B2.2 The challenges of size
SummaryWhenorganismsbecomemulticellular,theneedarisesforhighlyadaptedstructuresincludinggaseousexchangesurfacesandtransportsystems,enablinglivingprocessestobeperformedeffectively.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.Theyshouldalsobefamiliarwiththehumangaseousexchangesystem.
Common misconceptionsLearnershaveaviewthattheslowflowofbloodincapillariesisduetothenarrowdiameter,wheninfactitisafunctionofthetotalcross-sectionalareaofthecapillaries(1000timesgreaterthantheaorta).Whenexplainingtheimportanceoftheslowflowofbloodinallowingtimeforexchangebydiffusion,thismisunderstandingshouldbeconsidered.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM2.2i calculatesurfacearea:volumeratios M1c
BM2.2ii usesimplecompoundmeasuressuchasrate M1aandM1c
BM2.2iii carryoutratecalculations M1aandM1c
BM2.2iv plot,drawandinterpretappropriategraphs M4a,M4b,M4candM4d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B2.2a explaintheneedforexchangesurfacesandatransportsysteminmulticellularorganismsintermsofsurfacearea:volumeratio
toincludesurfacearea,volumeanddiffusiondistances
M1c WS1.4d,WS1.4e,WS1.4f,WS2a,WS2b,WS2c,WS2d
Investigationofsurfacearea:volumeratiousinghydrochloricacidandgelatinecubesstainedwithphenolphthaleinorothersuitablepHindicator.(PAGB4,PAGB5)
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B2.2b describesomeofthesubstancestransportedintoandoutofarangeoforganismsintermsoftherequirementsofthoseorganisms
oxygen,carbondioxide,water,dissolvedfoodmolecules,mineralionsandurea
B2.2c describethehumancirculatorysystem
toincludetherelationshipwiththegaseousexchangesystem,theneedforadoublecirculatorysysteminmammalsandthearrangementofvessels
Modellingofthehumancirculatorysystem.
B2.2d explainhowthestructureoftheheartandthebloodvesselsareadaptedtotheirfunctions
thestructureofthemammalianheartwithreferencetovalves,chambers,cardiacmuscleandthestructureofbloodvesselswithreferencetothicknessofwalls,diameteroflumen,presenceofvalves
WS2a,WS2b,WS2c,WS2d
Investigationofheartstructurebydissection.
Investigationofabloodsmearusingalightmicroscope.(PAGB1,PAGB5)
Modellingofbloodusingsweetstorepresentthecomponents.
B2.2e explainhowredbloodcellsandplasmaareadaptedtotheirtransportfunctionsintheblood
WS2a,WS2b,WS2c,WS2d
Examinationofthegrossstructureofbloodvesselsusingalightmicroscope.(PAGB1)
Investigationoftheelasticityofdifferentbloodvesselsusinghangingmasses.
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B2.2f explainhowwaterandmineralionsaretakenupbyplants,relatingthestructureoftheroothaircellstotheirfunction
WS2a,WS2b,WS2c,WS2d
Examinationofroothaircellsusingalightmicroscope.(PAGB1,PAGB4)
Demonstrationoftheeffectivenessoftranspirationbytryingtosuckwaterfromabottleusinga10mstraw.(PAGB4)
Investigationofthepositionofthexylem/phloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)
Interpretationofexperimentalevidenceofthemovementofdissolvedfoodmaterialsinaplant.(PAGB1,PAGB4)
Examiningthepositionofthephloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)
B2.2g describetheprocessesoftranspirationandtranslocation
thestructureandfunctionofthestomata WS2a,WS2b,WS2c,WS2d
Measurementofplantstomataldensitybytakinganimpressionoftheleafusingclearnailvarnishorsprayonplaster.(PAGB1,PAGB4)
B2.2h explainhowthestructureofthexylemandphloemareadaptedtotheirfunctionsintheplant
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B2.2i explaintheeffectofavarietyofenvironmentalfactorsontherateofwateruptakebyaplant
lightintensity,airmovement,andtemperature
M1a,M1cM1d
WS2a,WS2b,WS2c,WS2d
Interpretationofexperimentalevidenceofinvestigationsintoenvironmentalfactorsthataffectwateruptake.(PAGB4)
B2.2j describehowasimplepotometercanbeusedtoinvestigatefactorsthataffecttherateofwateruptake
M1a,M1c,M1d,M4a,M4b,M4c,M4d
WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d
Investigationoftranspirationratesfromaplantcutting.(PAGB4)
Calculationoftherateoftranspirationinvolumeofwater/time.(PAGB4)
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Topic B3: Organism level systems
B3.1 Coordination and control – the nervous system
SummaryThehumannervoussystemisanimportantpartofhowthebodycommunicateswithitselfandalsoreceivesinformationfromitssurroundings.
Underlying knowledge and understandingLearnersshouldhaveaconceptofthehierarchicalorganisationofmulticellularorganismsfromcellstotissuestoorganstosystemstoorganisms.
Common misconceptionsLearnerscommonlythinkthattheireyesseeobjects‘directly’,likeacamera,buttherealityisthattheimageformedbythebrainisbasedontheeye’sandbrain’sinterpretationofthelightthatcomesintotheeyei.e.differentpeoplewillperceivethesameobjectorimagedifferently.Younglearnersalsohavethemisconceptionthatsomesortof‘force’comesoutoftheeye,enablingittosee.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.1a describethestructureofthenervoussystem
CentralNervousSystem,sensoryandmotorneuronesandsensoryreceptors
Demonstrationofthestructureofaneuronebyconstructing3Dmodels.
B3.1b explainhowthecomponentsofthenervoussystemcanproduceacoordinatedresponse
itgoestoallpartsofthebody,hasmanylinks,hasdifferentsensoryreceptorsandisabletocoordinateresponses
Demonstration(byvideo)ofsomeonetryingtodoeverydaytaskswhilstbeinggivenmildelectricshocks(BBCBrainiac).
Demonstrationofreactiontimebygettingalearnertocatchafalling£5note.
Investigatingthereactiontimebyrulerdrop.(PAGB5)
B3.1c explainhowthestructureofareflexarcisrelatedtoitsfunction
M1d,WS2a,WS2b,WS2c,WS2d
Researchintoreflexes.(PAGB5)
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B3.2 Coordination and control – the endocrine system
SummaryHormonesarechemicalmessengers.Inanimals,hormonesaretransportedaroundthebodyinthebloodandaffecttargettissuesandorgans.Hormoneshaveavarietyofrolesinthehumanbody,includingcontrollingreproduction.Planthormonesarechemicalsthatregulateplantgrowthanddevelopment.Theycanbeusedinagriculturetocontroltherateofgrowth.
Underlying knowledge and understandingLearnersshouldbeawareofanumberofhormonesincludingadrenalineandthemaleandfemalesexhormones.
Common misconceptionsWithregardstothemenstrualcycle,researchhasshownthatlearnershaveproblemsrelatingthetimeofconceptiontotheconditionoftheliningoftheuterus.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM3.2i extractandinterpretdatafromgraphs,chartsandtables M2c
BM3.2ii translateinformationbetweennumericalandgraphicalforms M4a
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.2a describetheprinciplesofhormonalcoordinationandcontrolbythehumanendocrinesystem
useofchemicalmessengers,transportinblood,endocrineglandsandreceptors
H2g
B3.2b explain the roles of thyroxine and adrenaline in the body
thyroxine as an example of a negative feedback system
B3.2c describetheroleofhormonesinhumanreproductionincludingthecontrolofthemenstrualcycle
oestrogen,progesterone,FSHandtestosterone
WS1.3b,WS1.3e
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B3.2d explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle
M2c,M4a Analysisofrelativehormonelevelsfromrawdataandgraphically.
B3.2e explaintheuseofhormonesincontraceptionandevaluatehormonalandnon-hormonalmethodsofcontraception
therelativeeffectivenessofthedifferentformsofcontraception
M2c,M4a WS1.1d,WS1.1e,WS1.1f
Discussionintothevariousmethodsofcontraceptionandtheireffective/ethicaluse.
B3.2f explain the use of hormones in modern reproductive technologies to treat infertility
WS1.1d,WS1.1e,WS1.1f,WS1.1h
ResearchintoXenopus laevispregnancytestingtodetecthCGbythestimulationofoogenesis.
Researchintohormonaltreatmentsforinfertility.
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B3.3 Maintaining internal environments
SummaryHomeostasisiscrucialtotheregulationofinternalenvironmentsandenablesorganismstoadapttochange,bothinternallyandexternally.Internaltemperature,bloodsugarlevelsandosmoticbalanceareregulatedbyanumberoforgansandsystemsworkingtogether.
Underlying knowledge and understandingLearnerswillbuildontheknowledgeandunderstandinggainedinsection3.1aboutcoordinationandcontrolwhenconsideringthetopicsinthissection.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM3.3i extractandinterpretdatafromgraphs,chartsandtables M2c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.3a explaintheimportanceofmaintainingaconstantinternalenvironmentinresponsetointernalandexternalchange
allowingmetabolicreactionstoproceedatappropriaterates
WS1.4a Researchintohypothermia.
B3.3b explainhowinsulincontrolsbloodsugarlevelsinthebody
M2g
B3.3c explain how glucagon interacts with insulin to control blood sugar levels in the body
M2c WS2a,WS2b,WS2c,WS2d
Investigationsintotheglucosecontentoffakeurinetodiagnosediabetes,usinge.g.Clinistix.(PAGB5)
B3.3d comparetype1andtype2diabetesandexplainhowtheycanbetreated
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Topic B4: Community level systems
B4.1 Ecosystems
SummaryMicroorganismsplayanimportantroleinthecontinuouscyclingofchemicalsinecosystems.Bioticandabioticfactorsinteractinanecosystemandhaveaneffectoncommunities.Livingorganismsformpopulationsofsinglespecies,communitiesofmanyspeciesandarepartofecosystems.Livingorganismsareinterdependentandshowadaptationstotheirenvironment.Feedingrelationshipsreflectthestabilityofanecosystemandindicatetheflowofbiomassthroughtheecosystem.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofafoodwebandtheinterrelationshipsassociatedwiththemandthatvariationallowslivingthingstosurviveinthesameecosystem.Theyshouldalsorecognisethatorganismsaffecttheirenvironmentandareaffectedbyit.
Common misconceptionsResearchhasshownthatitiseasierforalearnertoexplaintheconsequencesonafoodwebiftheproducersareremovedforsomereasonthanifthetoppredatorsaretakenaway.Itisalsobettertostartoffexplainingideasrelatingtofoodwebsusingsmallsimplewebswithanimalsandplantsthatlearnersarelikelytoknowe.g.rabbitsandfoxes.Learnersfindarrowsshowingtheflowofbiomassfromonetrophicleveltoanotherquitechallengingandoftenmistakeitforthedirectionofpredation.Thismakesproblemsrelatingtothemanipulationofafoodwebquitedifficultforsome.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM4.1i Calculatethepercentageofmass M1c
BM4.1ii Plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c
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Working scientifically
B4.1a recallthatmanydifferentmaterialscyclethroughtheabioticandbioticcomponentsofanecosystem
examplesofcycledmaterialse.g.nitrogenandcarbon
B4.1b explaintheroleofmicroorganismsinthecyclingofmaterialsthroughanecosystem
theroleofmicroorganismsindecomposition
Researchintotherangeofecosystemsandexamplesofmicro-organismsthatactasdecomposerswithinthem.(PAGB1,PAGB2,PAGB3,PAGB5)
B4.1c explaintheimportanceofthecarboncycleandthewatercycletolivingorganisms
maintaininghabitats,freshwaterflowofnutrients
B4.1d describedifferentlevelsoforganisationinanecosystemfromindividualorganismstothewholeecosystem
M1c
B4.1e explainhowabioticandbioticfactorscanaffectcommunities
temperature,lightintensity,moisturelevel,pHofsoil,predators,food
M4a,M4c,M3a
WS1.3a,WS1.3b,WS1.3eWS1.3h,WS2a,WS2b,WS2c,WS2d
Identificationofthebioticfactorsinanecosystemusingsamplingtechniques.(PAGB2)
B4.1f describetheimportanceofinterdependenceandcompetitioninacommunity
interdependencerelatingtopredation,mutualismandparasitism
WS1.4a Examinationoftherootsofaleguminousplante.g.clovertoobservetherootnodules.(PAGB1)
Investigationofthehollyleafminerorthehorse-chestnutleafminer(Cameraria ohridella).(PAGB1,PAGB2)
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Topic B5: Genes, inheritance and selection
B5.1 Inheritance
SummaryInheritancereliesonthegeneticinformationcontainedinthegenomebeingpassedfromonegenerationtothenext,whethersexuallyorasexually.Thecharacteristicsofalivingorganismareinfluencedbythegenomeanditsinteractionwiththeenvironment.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofheredityastheprocessbywhichgeneticinformationispassedfromonegenerationtothenext.Theyshouldhaveasimplemodelofchromosomes,genesandDNA.
Common misconceptionsLearnerscommonlystruggletoappreciatethephysicalrelationshipsbetweenthenucleus,geneticmaterial,thegenome,chromosomesandgenes.Accuratedefinitionsofthesetermswillhelplearners’explanationsinthistopic.Learners
oftenhavewell-developed(althoughnotnecessarilyscientificallyaccurate)explanationsforinheritancebeforeundertakingGCSEstudy.Someexamplesincludethatintra-specificvariationisasaresultofdefectsindevelopmentorthatacquiredcharacteristicscanbeinherited.Caremustalsobetakenwiththeconceptofdominantandrecessivealleles.Whetheranalleleisdominantorrecessivedoesnotaffectthemechanismofinheritanceoftheallele,butisanobservedpatterninthephenotypeoforganisms.Manylearnersassumethatthedominantallele‘dominates’therecessiveallelepreventingitsexpression(whichisnotthecase)orthattherecessivealleleisactuallyjustanabsenceofthedominantallele(alsonotgenerallythecase).
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM5.1i understandandusedirectproportionsandsimpleratiosingeneticcrosses M1c
BM5.1ii understandandusetheconceptofprobabilityinpredictingtheoutcomeofgeneticcrosses M2e
BM5.1iii extractandinterpretinformationfromcharts,graphsandtables M2candM4a
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Working scientifically
B5.1a explainthefollowingterms:gamete,chromosome,gene,allele/variant,dominant,recessive,homozygous,heterozygous,genotypeandphenotype
Useofallelestoworkoutthephenotypeofprogeny.
B5.1b describethegenomeastheentiregeneticmaterialofanorganism
B5.1c describethatthegenome,anditsinteractionwiththeenvironment,influencethedevelopmentofthephenotypeofanorganism
useofexamplesofdiscontinuousandcontinuousvariatione.g.eyecolour,weightandheight
B5.1d recallthatallvariantsarisefrommutations,andthatmosthavenoeffectonthephenotype,someinfluencephenotypeandaveryfewdeterminephenotype
B5.1e explainthetermshaploidanddiploid
B5.1f explaintheroleofmeioticcelldivisioninhalvingthechromosomenumbertoformgametes
thatthismaintainsdiploidcellswhengametescombineandisasourceofgeneticvariation
B5.1g explainsinglegeneinheritance inthecontextofhomozygousandheterozygouscrossesinvolvingdominantandrecessivegenes
M2c,M4a Predictionoftheprobabilityofphenotypeforgeneticcrosses.
Investigationintoprobabilitybysuitableexample(e.g.cointossordieroll).
B5.1h predicttheresultsofsinglegenecrosses M1c,M2c,M2e,M4a
B5.1i describesexdeterminationinhumansusingageneticcross
M1c,M2c,M2e,M4a
B5.1j recallthatmostphenotypicfeaturesaretheresultofmultiplegenesratherthansinglegeneinheritance
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B5.2 Natural selection and evolution
SummaryVariationinthegenomeandchangesintheenvironmentdrivetheprocessofnaturalselection,leadingtochangesinthecharacteristicsofpopulations.Evolutionaccountsforbothbiodiversityandhoworganismsareallrelatedtovaryingdegrees.Keyindividualshaveplayedimportantrolesinthedevelopmentoftheunderstandingofgenetics.
Underlying knowledge and understandingLearnersshouldappreciatethatchangesintheenvironmentcanleavesomeindividuals,orevensomeentirespecies,unabletocompeteandreproduceleadingtoextinction.
Common misconceptionsLearnersareusedtohearingthetermevolutionineverydaylifebutitisoftenusedforitemsthathavebeendesignedandgraduallyimprovedinordertofitapurpose.Theythereforefinditdifficulttograsptheideathatevolutionbynaturalselectionreliesonrandommutations.Learnersalsotendtoimplythatindividualschangebynaturalselection.Statementssuchas‘amothwillchangebynaturalselectioninordertobecomebettercamouflaged’includebothofthesecommonmisconceptions.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B5.2a statethatthereisusuallyextensivegeneticvariationwithinapopulationofaspecies
B5.2b describetheimpactofdevelopmentsinbiologyonclassificationsystems
naturalandartificialclassificationsystemsanduseofmolecularphylogeneticsbasedonDNAsequencing
WS1.1b
B5.2c explainhowevolutionoccursthroughthenaturalselectionofvariantsthathavegivenrisetophenotypesbestsuitedtotheirenvironment
theconceptofmutation
B5.2d describeevolutionasachangeintheinheritedcharacteristicsofapopulationovertime,throughaprocessofnaturalselection,whichmayresultintheformationofnewspecies
B5.2e describetheevidenceforevolution fossilsandantibioticresistanceinbacteria
WS1.1cWS1.1dWS1.1g
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Topic B6: Global challenges
Thistopicseekstointegratelearners’knowledgeandunderstandingofbiologicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Biologicalinformationisusedtohelppeopletoimprovetheirownlivesandstrivetocreate
asustainableworldforfuturegenerations.Thistopicprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubject.
6.1 Monitoring and maintaining the environment
SummaryLivingorganismsinteractwitheachother,theenvironmentandwithhumansinmanydifferentways.Ifthevarietyoflifeistobemaintainedwemustactivelymanageourinteractionswiththeenvironment.Wemustmonitorourenvironment,collectingandinterpretinginformationaboutthenaturalworld,toidentifypatternsandrelatepossiblecauseandeffect.
Underlying knowledge and understandingFromtheirstudyintopic4,learnersshouldbefamiliarwithecosystemsandthevariouswaysorganismsinteract.Theyshouldunderstandhowbioticandabiotic
factorsinfluencecommunities.Learnersshouldbefamiliarwiththegasesoftheatmospherefromkeystage3.
Common misconceptionsItisimportantthatinthestudyofthistopiclearnersaregivenopportunitiestoexplorebothpositiveandnegativehumaninteractionswithinecosystems.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.1i calculatearithmeticmeans M2b
BM6.1ii plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c
BM6.1iii understandandusepercentiles M1c
BM6.1iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a
BM6.1v understandtheprinciplesofsamplingasappliedtoscientificdata M2d
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B6.1a explainhowtocarryoutafieldinvestigationintothedistributionandabundanceoforganismsinahabitatandhowtodeterminetheirnumbersinagivenarea
samplingtechniques(randomandtransects,capture-recapture),useofquadrats,pooters,nets,keysandscalingupmethods
M1c,M2b,M2cM4a,M4c
WS1.2d,WS1.2b,WS1.2c,WS1.2e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Investigationofecologicalsamplingmethods.Usethesymbols=,<,<<,>>,>,Ä,~inyouranswerwhereappropriate.(PAGB2)
Investigationofsamplingusingasuitablemodel(e.g.measuringtheredsweetsinamixedselection).
B6.1b describebothpositiveandnegativehumaninteractionswithinecosystemsandexplaintheirimpactonbiodiversity
theconservationofindividualspeciesandselectedhabitatsandthreatsfromlanduseandhunting
WS2a,WS2b,WS2c,WS2d
Investigationintotheeffectivenessofgerminationindifferentstrengthsofacidrain.(PAGB4)
Investigationintotheeffectsofpollutiononlichendistribution.(PAGB2)
B6.1c explainsomeofthebenefitsandchallengesofmaintaininglocalandglobalbiodiversity
thedifficultyingainingagreementsforandthemonitoringofconservationschemesalongwiththebenefitsofecotourism
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B6.2 Feeding the human race
SummaryThehumanpopulationisincreasingrapidlyandwiththiscomesaneedformorefood.Biologistsareseekingtotacklethisincreaseddemand,whichwillleadtoanimprovementinthelivesofmanypeoplearoundtheworld.However,therearemanythingstoconsiderinachievingthisaim,notleasttheimpactonecosystems.Thereismuchdebatesurroundingtheuseofgenetechnologyasapotentialsolutiontotheproblemoffoodsecurity.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththecontentofahealthyhumandietandtheconsequencesofimbalancesinahealthydailydiet.Theirknowledgeandunderstandingfromtopics1,4and5willalsobedrawntogetherinthistopic.
ThisincludestheorganisationofDNA,whatplantsrequireenablingthemtophotosynthesise,interactionsbetweenspeciesandtheideaofvariabilitywithinspeciesandsubsequentselectionofcharacteristics.
Common misconceptionsLearnerscanoftenthinkthatgeneticengineeringleadstotheincreaseduseofpesticides.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.2 extractandinterpretinformationfromcharts,graphsandtables M2candM4a
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B6.2a explaintheimpactoftheselectivebreedingoffoodplantsanddomesticatedanimals
M2c,M4a WS1.1c ResearchintotheRothamsted Research Broadbalkexperiment.
B6.2b describegeneticengineeringasaprocesswhichinvolvesmodifyingthegenomeofanorganismtointroducedesirablecharacteristics
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B6.2c describe the main steps in the process of genetic engineering
restriction enzymes, sticky ends, vectors e.g. plasmids, ligase, host bacteria and selection using antibiotic resistance markers
Productionofastoryboarddescribingtheprocessesforgeneticengineering.
B6.2d explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmodernagriculture
toincludepracticalandethicalconsiderations
WS1.1cWS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.3i
Researchintotheadvantagesanddisadvantagesofselectivebreedingandgeneticengineering.
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B6.3 Monitoring and maintaining health
SummaryDiseasesaffectthehealthofpopulationsofbothhumansandplants.Scientistsareconstantlyonthelookoutforwaysofpreventingandcombatingdisease.Thepreventionofdiseaseinplantsisimportantsothatweareabletogrowhealthyplantsenablingustofeedourselvesandenhanceourenvironment.Theunderstandingofhowdiseaseisspread,howourbodiesdefendthemselvesagainstdiseaseandhowimmunityisachievedisessentialtoenableustocombatpotentiallyfataldiseasesspreadingthroughoutwholepopulations.Non-communicablediseasesalsohaveanimpactonthehealthofthepopulation.Thepreventionofthesediseasesisfrequentlydiscussedinthemedia,withadvicebeinggiventousonhowtoreduceourriskofcontractingthesediseasesthroughourlife-stylechoicesanddiscussionofnewtechnologies.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeeffectsof‘recreational’drugs(includingsubstancemisuse)onbehaviour,healthandlifeprocesses,theimpactofexercise,
asthmaandsmokingonthegasexchangesystemandtheconsequencesofimbalancesinthediet,includingobesity,starvationanddeficiencydiseases.
Common misconceptionsResearchhasshownthatlearnerstendtoviewallmicro-organismsasbeingnon-beneficial.Theytendtoconsiderhealthasjustphysicalanddonotconsidermentalhealth.Learnersalsoconfusewhichdiseasesareinheritedandwhicharecaught.Theyseecancerasageneticdisease.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.3i translateinformationbetweengraphicalandnumericalforms M4a
BM6.3ii constructandinterpretfrequencytablesanddiagrams,barchartsandhistograms M2c
BM6.3iii understandtheprinciplesofsamplingasappliedtoscientificdata M2d
BM6.3iv useascatterdiagramtoidentifyacorrelationbetweentwovariables M2g
BM6.3v calculatecross-sectionalareasofbacterialculturesandclearagarjellyusingπr2 M5c
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B6.3a describetherelationshipbetweenhealthanddisease
B6.3b describedifferenttypesofdiseases communicableandnon-communicablediseases
B6.3c describetheinteractionsbetweendifferenttypesofdisease
HIVandtuberculosis,andHPVandcervicalcancer
M4a
B6.3d explainhowcommunicablediseases(causedbyviruses,bacteria,protistsandfungi)arespreadinanimalsandplants
scientificquantities,numberofpathogens,numberofinfectedcases,estimatingthenumberofcases
M2c WS1.4b
B6.3e explainhowthespreadofcommunicablediseasesmaybereducedorpreventedinanimalsandplants
detectionoftheantigen,DNAtesting,visualidentificationofthedisease
M2c WS1.4b
B6.3f describeaminimumofonecommonhumaninfection,oneplantdiseaseandsexuallytransmittedinfectionsinhumansincludingHIV/AIDS
plantdiseases:virustobaccomosaicvirus,fungalErysiphe graminisbarleypowderymildew,bacterialAgrobacterium tumafacienscrowngalldisease
B6.3g explainhowwhitebloodcellsandplateletsareadaptedtotheirdefencefunctionsintheblood
B6.3h describethenon-specificdefencesystemsofthehumanbodyagainstpathogens
B6.3i explaintheroleoftheimmunesystemofthehumanbodyindefenceagainstdisease
B6.3j explaintheuseofvaccinesandmedicinesinthepreventionandtreatmentofdisease
antibiotics,antiviralsandantiseptics WS1.1g,WS1.1h Researchintowhetherchildrenshouldberoutinelyvaccinated.
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B6.3k describetheprocessesofdiscoveryanddevelopmentofpotentialnewmedicines
preclinicalandclinicaltesting M2d,M5c,M3d
WS1.1d,WS2a,WS2b,WS2c,WS2d
Investigationintothegrowthofbacterialculturesusingaseptictechniques.(PAGB1)
B6.3l recallthatmanynon-communicablehumandiseasesarecausedbytheinteractionofanumberoffactors
cardiovasculardiseases,manyformsofcancer,somelung(bronchitis)andliver(cirrhosis)diseasesanddiseasesinfluencedbynutrition,includingtype2diabetes
B6.3m evaluatesomedifferenttreatmentsforcardiovasculardisease
lifestyle,medicalandsurgical
B6.3n analysetheeffectoflifestylefactorsontheincidenceofnon-communicablediseasesatlocal,nationalandgloballevels
lifestylefactorstoincludeexercise,diet,alcoholandsmoking
M2d,M2g,M4a
B6.3o describecancerastheresultofchangesincellsthatleadtouncontrolledgrowthanddivision
B6.3p discusspotentialbenefitsandrisksassociatedwiththeuseofstemcellsinmedicine
tissuetransplantationandrejection WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1hWS1.1j
B6.3q explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmedicine
practicalandethicalconsiderations WS1.1c,WS1.1d,WS1.1eWS1.1j
B6.3r discussthepotentialimportanceformedicineofourincreasingunderstandingofthehumangenome
theideasofpredictingthelikelihoodofdiseasesoccurringandtheirtreatmentbydrugswhicharetargetedtogenomes
WS1.1cWS1.1d,WS1.1j
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Topic C1: Particles
C1.1 The particle model
SummaryThisshortsectionintroducestheparticlemodelanditsexplanationofdifferentstatesofmatter.Asimpleparticlemodelcanbeusedtorepresentthearrangementofparticlesinthedifferentstatesofmatterandtoexplainobservationsduringchangesinstate.Itdoesnot,however,explainwhydifferentmaterialshavedifferentproperties.Thisexplanationisthattheparticlesthemselvesandhowtheyareheldtogethermustbedifferentinsomeway.Elementsaresubstancesthataremadeupofonlyonetypeofatomandatomsofdifferentelementscancombinetomakecompounds.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththedifferentstatesofmatterandtheirproperties.Theyshouldalsobefamiliarwithchangesofstateintermsoftheparticlemodel.Learnersshouldhavesufficientgroundingintheparticlemodeltobeabletoapplyittounfamiliarmaterialsandcontexts.
Common misconceptionsLearnerscommonlyintuitivelyadheretotheideathatmatteriscontinuous.Forexample,theybelievethatthespacebetweengasparticlesisfilledornon-existent,orthatparticlesexpandwhentheyareheated.Thenotionthatemptyspaceexistsbetweenparticlesisproblematicbecausethislackssupportingsensoryevidence.Theyalsoshowdifficultyunderstandingtheconceptofchangesinstatebeingreversible;thisshouldbeaddressedduringtheteachingofthistopic.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM1.1i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
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C1.1a describethemainfeaturesoftheparticlemodelintermsofstatesofmatterandchangeofstate
M5b WS1.1a,WS1.1b
C1.1b explainintermsoftheparticlemodelthedistinctionbetweenphysicalchangesandchemicalchanges
C1.1c explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (e.g. like bowling balls)
that it does not take into account the forces of attraction between particles, the size of particles and the space between them
M5b WS1.1c Observationsofchangeofstatewithcomparisontochemicalchanges.
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C1.2 Atomic structure
SummaryAnatomisthesmallestcomponentofanelementthatgivesanelementitsproperty.Thesepropertiescanbeexplainedbymodelsofatomicstructure.Currentmodelssuggestthatatomsaremadeofsmallersub-atomicparticlescalledprotons,neutronsandelectrons.Theysuggestthatatomsarecomposedofanucleussurroundedbyelectrons.Thenucleusiscomposedofneutronsandprotons.Atomsofeachelementhavethesamenumberofprotonsaselectrons.Atomsofdifferentelementshavedifferentnumbersofprotons.Atomsofthesameelementwillhavethesamenumberofprotonsbutmayhavedifferentnumbersofneutrons.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.
Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofisotopesduetothefacttheythinkthatneutralatomshavethesamenumberofprotonsandneutrons.Theyalsofinditdifficulttodistinguishbetweenthepropertiesofatomsandmolecules.Anothercommonmisconceptionisthatapositiveiongainsprotonsoranegativeionloseselectronsi.e.thatthereisachangeinthenucleusoftheatomratherthanachangeinthenumberofelectrons.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM1.2i relatesizeandscaleofatomstoobjectsinthephysicalworld M4a
CM1.2ii estimatesizeandscaleofatoms M1c
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C1.2a describehowandwhytheatomicmodelhaschangedovertime
themodelsofDalton,Thomson,Rutherford,Bohr,GeigerandMarsden
WS1.1a,WS1.1i,WS1.2b
Timelineoftheatomicmodel.
C1.2b describetheatomasapositivelychargednucleussurroundedbynegativelychargedelectrons,withthenuclearradiusmuchsmallerthanthatoftheatomandwithmostofthemassinthenucleus
WS1.4a
C1.2c recallthetypicalsize(orderofmagnitude)ofatomsandsmallmolecules
theconceptthattypicalatomicradiiandbondlengthareintheorderof10–10m
M1c,M4a WS1.1c,WS1.4b,WS1.4c,WS1.4d,WS1.4e,WS1.4f
C1.2d recallrelativechargesandapproximaterelativemassesofprotons,neutronsandelectrons
WS1.4a,WS1.4b,WS1.4c
C1.2e calculatenumbersofprotons,neutronsandelectronsinatomsandions,givenatomicnumberandmassnumberofisotopes
definitionsofanion,atomicnumber,massnumberandanisotope,alsothestandardnotationtorepresentthese
WS1.3c,WS1.4b
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Topic C2: Elements, compounds and mixtures
C2.1 Purity and separating mixtures
SummaryInchemicaltermselementsandcompoundsarepuresubstancesandmixturesareimpuresubstances.Chemicallypuresubstancescanbeidentifiedusingmeltingpoint.Manyusefulmaterialsthatweusetodayaremixtures.Therearemanymethodsofseparatingmixturesincludingfiltration,crystallisation,distillationandchromatographictechniques.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeconceptofpuresubstances.Theyshouldhavemetsimpleseparationtechniquesofmixtures.Theidentificationofpuresubstancesintermsofmeltingpoint,boilingpointandchromatographywillalsohavebeenmetbefore.
Common misconceptionsLearnerscommonlymisusethewordpureandconfuseitwithnaturalsubstancesorasubstancethathasnotbeentamperedwith.Theythinkthatwhenasubstancedissolvesthatthesolutionispureandnotamixture.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.1i arithmeticcomputation,ratio,percentageandmultistepcalculationspermeatesquantitativechemistry M1a,M1c,M1d
CM2.1ii provideanswerstoanappropriatenumberofsignificantfigures M2a
CM2.1iii changethesubjectofamathematicalequation M3b,M3c
CM2.1iv arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M3b,M3c
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C2.1a explainwhatismeantbythepurityofasubstance,distinguishingbetweenthescientificandeverydayuseoftheterm‘pure’
WS1.4a Purificationofcompounds.(PAGC3,PAGC4)
C2.1b usemeltingpointdatatodistinguishpurefromimpuresubstances
M1a,M1c,M1d,M2a
Measurementofmeltingpoint.
C2.1c calculaterelativeformulamassesofspeciesseparatelyandinabalancedchemicalequation
thedefinitionofrelativeatomicmass,relativemolecularmassandrelativeformulamass
M3b,M3c WS1.3c,WS1.4c
C2.1d deducetheempiricalformulaofacompoundfromtherelativenumbersofatomspresentorfromamodelordiagramandviceversa
M3b,M3c WS1.1b,WS1.4a
C2.1e explainthatmanyusefulmaterialsareformulationsofmixtures
alloys
C2.1f describe,explainandexemplifytheprocessesoffiltration,crystallisation,simpledistillation,andfractionaldistillation
knowledgeofthetechniquesoffiltration,crystallisation,simpledistillationandfractionaldistillation
WS1.2b,WS1.2c,WS2a,WS2b
Separationofmixturesandpurificationofcompounds.(PAGC3,PAGC4)
Distillationofmixtures(PAGC3)
C2.1g describethetechniquesofpaperandthinlayerchromatography
WS1.2b,WS1.2c,WS1.4a,WS2a,WS2b
Thinlayerchromatography.(PAGC2)
C2.1h recallthatchromatographyinvolvesastationaryandamobilephaseandthatseparationdependsonthedistributionbetweenthephases
identificationofthemobileandstationaryphases
WS1.4a
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C2.1i interpretchromatograms,includingmeasuringRfvalues
therecallandtheuseoftheformula M3b,M3c WS1.3c,WS1.4a
C2.1j suggestsuitablepurificationtechniquesgiveninformationaboutthesubstancesinvolved
C2.1k suggestchromatographicmethodsfordistinguishingpurefromimpuresubstances
paper,thinlayer(TLC)andgaschromatography
WS1.4a Usingchromatographytoidentifymixturesofdyesinanunknownink.(PAGC2)
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C2.2 Bonding
SummaryAsimpleelectronenergylevelmodelcanbeusedtoexplainthebasicchemicalpropertiesofelements.Whenchemicalreactionsoccur,theycanbeexplainedintermsoflosing,gainingorsharingofelectrons.Theabilityofanatomtolose,gainorshareelectronsdependsonitsatomicstructure.Atomsthatloseelectronswillbondwithatomsthatgainelectrons.Electronswillbetransferredbetweentheatomstoformapositiveionandanegativeion.Theseionsattractoneanotherinwhatisknownasanionicbond.Atomsthatshareelectronscanbondwithotheratomsthatshareelectronstoformamolecule.Atomsinthesemoleculesareheldtogetherbycovalentbonds.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.
Common misconceptionsLearnersdonotalwaysappreciatethatthenucleusofanatomdoesnotchangewhenanelectronislost,gainedorshared.Theyalsofinditdifficulttopredictthenumbersofatomsthatmustbondinordertoachieveastableouterlevelofelectrons.Learnersthinkthatchemicalbondsarephysicalthingsmadeofmatter.TheyalsothinkthatpairsofionssuchasNa+andCl –aremolecules.Theydonothaveanawarenessofthe3Dnatureofbondingandthereforetheshapeofmolecules.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.2i estimatesizeandscaleofatoms M1c
CM2.2ii representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
CM2.2iii translateinformationbetweendiagrammaticandnumericalforms M4a
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Working scientifically
C2.2a describemetalsandnon-metalsandexplainthedifferencesbetweenthemonthebasisoftheircharacteristicphysicalandchemicalproperties
physicalproperties,formationofionsandcommonreactionse.g.withoxygentoformoxides
WS1.3f,WS1.4a
C2.2b explainhowtheatomicstructureofmetalsandnon-metalsrelatestotheirpositioninthePeriodicTable
C2.2c explainhowthepositionofanelementinthePeriodicTableisrelatedtothearrangementofelectronsinitsatomsandhencetoitsatomicnumber
groupnumberandperiodnumber M1c WS1.4a
C2.2d describeandcomparethenatureandarrangementofchemicalbondsin: i. ioniccompoundsii. simplemoleculesiii. giantcovalentstructuresiv. polymersv. metals
M5b,M4a WS1.4a Makeballandstickmodelsofmolecules.
C2.2e explainchemicalbondingintermsofelectrostaticforcesandthetransferorsharingofelectrons
WS1.4a
C2.2f constructdotandcrossdiagramsforsimplecovalentandbinaryionicsubstances
M4a WS1.4a
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C2.2g describethelimitationsofparticularrepresentationsandmodels
dotandcrossdiagrams,ballandstickmodelsandtwo-andthree-dimensionalrepresentations
M5b WS1.1c
C2.2h explainhowthereactionsofelementsarerelatedtothearrangementofelectronsintheiratomsandhencetotheiratomicnumber
WS1.1b,WS1.3f,WS1.4a
C2.2i explainintermsofatomicnumberhowMendeleev’sarrangementwasrefinedintothemodernPeriodicTable
WS1.1a,WS1.4a
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C2.3 Properties of materials
SummaryThissectionexploresthephysicalpropertiesofelementsandcompoundsandhowthenatureoftheirbondingisafactorintheirproperties.
Underlying knowledge and understandingLearnerswillknowthedifferencebetweenanatom,elementandcompound.
Common misconceptionsLearnerscommonlyhavealimitedunderstandingofwhatcanhappenduringchemicalreactions,forexample,thatsubstancesmayexplode,burn,contract,expandorchangestate.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.3i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
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Working scientifically
C2.3a recallthatcarboncanformfourcovalentbonds WS1.4a
C2.3b explainthatthevastarrayofnaturalandsyntheticorganiccompoundsoccurduetotheabilityofcarbontoformfamiliesofsimilarcompounds,chainsandrings
C2.3c explainthepropertiesofdiamond,graphite,fullerenesandgrapheneintermsoftheirstructuresandbonding
M5b WS1.4a
C2.3d useideasaboutenergytransfersandtherelativestrengthofchemicalbondsandintermolecularforcestoexplainthedifferenttemperaturesatwhichchangesofstateoccur
WS1.2a,WS1.3f,WS1.4a,WS1.4c
C2.3e usedatatopredictstatesofsubstancesundergivenconditions
datasuchastemperatureandhowthismaybelinkedtochangesofstate
C2.3f explainhowthebulkpropertiesofmaterials(ioniccompounds;simplemolecules;giantcovalentstructures;polymersandmetals)arerelatedtothedifferenttypesofbondstheycontain,theirbondstrengthsinrelationtointermolecularforcesandthewaysinwhichtheirbondsarearranged
recognitionthattheatomsthemselvesdonothavethebulkpropertiesofthesematerials
WS1.4a
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Topic C3: Chemical reactions
C3.1 Introducing chemical reactions
SummaryAchemicalequationrepresents,insymbolicterms,theoverallchangeinachemicalreaction.Newmaterialsareformedthroughchemicalreactionsbutmasswillbeconserved.Thiscanbeexplainedbyamodelinvolvingtherearrangementofatoms.Avogadrogaveusasystemofmeasuringtheamountofasubstanceinmoles.
Underlying knowledge and understandingLearnersshouldbefamiliarwithchemicalsymbolsandformulaeforelementsandcompounds.Theyshouldalsobefamiliarwithrepresentingchemicalreactionsusingformulae.Learnerswillhaveknowledgeofconservationofmass,changesofstateandchemicalreactions.
Common misconceptionsAlthoughlearnersmayhavemettheconservationofmasstheystilltendtorefertochemicalreactionsaslosingmass.Theyunderstandthatmassisconservedbutnotthenumberorspeciesofatoms.Theymaythinkthattheoriginalsubstancevanishes‘completelyandforever’inachemicalreaction.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM3.1i arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M1a,M1c
CM3.1ii calculations with numbers written in standard form when using the Avogadro constant M1b
CM3.1iii provideanswerstoanappropriatenumberofsignificantfigures M2a
CM3.1iv convertunitswhereappropriateparticularly from mass to moles M1c
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Working scientifically
C3.1a usechemicalsymbolstowritetheformulaeofelementsandsimplecovalentandioniccompounds
M1a,M1c WS1.4a
C3.1b usethenamesandsymbolsofcommonelementsandcompoundsandtheprincipleofconservationofmasstowriteformulaeandbalancedchemicalequationsand half equations
M1a,M1c WS1.4c
C3.1c usethenamesandsymbolsofcommonelementsfromasuppliedPeriodicTabletowriteformulaeandbalancedchemicalequationswhereappropriate
thefirst20elements,Groups1,7,and0andothercommonelementsincludedwithinthespecification
C3.1d usetheformulaofcommonionstodeducetheformulaofacompound
M1a,M1c
C3.1e construct balanced ionic equations M1a,M1c
C3.1f describethephysicalstatesofproductsandreactantsusingstatesymbols(s,l,gandaq)
C3.1g describeteststoidentifyselectedgases oxygen,hydrogen,carbondioxideandchlorine
C3.1h recall and use the definitions of the Avogadro constant (in standard form) and of the mole
the calculation of the mass of one atom/molecule
M1b,M1c WS1.4b,WS1.4c,WS1.4d,WS1.4f
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C3.1i explain how the mass of a given substance is related to the amount of that substance in moles and vice versa
M1c,M2a WS1.4b,WS1.4c
C3.1j explain how the mass of a solute and the volume of the solution is related to the concentration of the solution
M1b,M1c WS1.3c,WS1.4a,WS1.4c
C3.1k recallandusethelawofconservationofmass WS1.4c
C3.1l explainanyobservedchangesinmassinnon-enclosedsystemsduringachemicalreactionandexplainthemusingtheparticlemodel
WS1.1b,WS1.4c
C3.1m deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactant
M1c WS1.3c,WS1.4c,WS1.4d,WS1.4f
C3.1n use a balanced equation to calculate masses of reactants or products
M1c WS1.3c,WS1.4c
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C3.2 Energetics
SummaryChemicalreactionsareaccompaniedbyanenergychange.Asimplemodelinvolvingthebreakingandmakingofchemicalbondscanbeusedtointerpretandcalculatetheenergychange.
Underlying knowledge and understandingLearnersshouldbefamiliarwithexothermicandendothermicchemicalreactions.
Common misconceptionsLearnerscommonlyhavetheideathatenergyislostorusedup.Theydonotgrasptheideathatenergyistransferred.Learnersalsowronglythinkthatenergy
isreleasedwhenbondsbreakanddonotlinkthisreleaseofenergywiththeformationofbonds.Theyalsomaythinkforexamplethatacandleburningisendothermicbecauseheatisneededtoinitiatethereaction.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM3.2i interpretationofchartsandgraphswhendealingwithreactionprofiles M4a
CM3.2ii arithmeticcomputationwhencalculatingenergychanges M1a
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Working scientifically
C3.2a distinguishbetweenendothermicandexothermicreactionsonthebasisofthetemperaturechangeofthesurroundings
WS1.4c Measuringthetemperaturechangeinreactions.(PAGC5)
C3.2b drawandlabelareactionprofileforanexothermicandanendothermicreaction
activationenergy,energychange,reactantsandproducts
M4a WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.4c
C3.2c explainactivationenergyastheenergyneededforareactiontooccur
WS1.4c
C3.2d calculate energy changes in a chemical reaction by considering bond making and bond breaking energies
M1a WS1.3c,WS1.4c
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C3.3 Types of chemical reactions
SummaryChemicalreactionscanbeclassifiedaccordingtochangesattheatomicandmolecularlevel.Examplesoftheseincludereduction,oxidationandneutralisationreactions.
Underlying knowledge and understandingLearnersshouldbefamiliarwithcombustion,thermaldecomposition,oxidationanddisplacementreactions.Theywillbefamiliarwithdefiningacidsandalkalisintermsofneutralisationreactions.Learnerswillhavemetreactionsofacidswithalkalistoproduceasaltandwaterandreactionsofacidswithmetalstoproduceasaltandhydrogen.
Common misconceptionsLearnerscommonlyintuitivelyadheretotheideathathydrogenionsinanacidarestillpartofthemolecule,notfreeinthesolution.TheytendtohavelittleunderstandingofpH,forexample,theytendtothinkthatalkalisarelesscorrosivethanacids.Learnersalsomaythinkthatthestrengthofacidsandbasesandconcentrationmeanthesamething.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM3.3i arithmeticcomputation,ratio,percentageandmultistepcalculationspermeatesquantitativechemistry M1a,M1c,M1d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
C3.3a explainreductionandoxidationintermsoflossorgainofoxygen,identifyingwhichspeciesareoxidisedandwhicharereduced
theconceptofoxidisingagentandreducingagent
WS1.4a
C3.3b explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced
WS1.4a
C3.3c recallthatacidsformhydrogenionswhentheydissolveinwaterandsolutionsofalkaliscontainhydroxideions
WS1.4a
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C3.3d describeneutralisationasacidreactingwithalkaliorabasetoformasaltpluswater
WS1.4a Productionofpuredrysampleofsalt.(PAGC4)
C3.3e recognisethataqueousneutralisationreactionscanbegeneralisedtohydrogenionsreactingwithhydroxideionstoformwater
WS1.4a
C3.3f recallthatcarbonatesandsomemetalsreactwithacidsandwritebalancedequationspredictingproductsfromgivenreactants
WS1.4a
C3.3g use and explain the terms dilute and concentrated (amount of substance) and weak and strong (degree of ionisation) in relation to acids
ratio of amount of acid to volume of solution
M1a,M1c,M1d
WS1.4a
C3.3h recallthatrelativeacidityandalkalinityaremeasuredbypH
WS1.4a
C3.3i describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only)
pH of titration curves WS1.4a Neutralisationreactions.
C3.3j recall that as hydrogen ion concentration increases by a factor of ten the pH value of a solution decreases by a factor of one
M1a,M1c,M1d
WS1.4a
C3.3k describetechniquesandapparatususedtomeasurepH
DeterminingpHofunknownsolutions.
UseofpHprobes.
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C3.4 Electrolysis
SummaryDecompositionofaliquidduringtheconductionofelectricityisachemicalreactioncalledelectrolysis.Thissectionexplorestheelectrolysisofvariousmoltenionicliquidsandaqueousionicsolutions.
Underlying knowledge and understandingLearnersshouldbefamiliarwithionicsolutionsandsolids.
Common misconceptionsAcommonmisconceptionisthationicsolutionsconductbecauseofthemovementofelectrons.Anothercommonmisconceptionisthationicsolidsdonotconductelectricitybecauseelectronscannotmove.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM3.4i arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M1a,M1c
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Working scientifically
C3.4a recallthatmetals(orhydrogen)areformedatthecathodeandnon-metalsareformedattheanodeinelectrolysisusinginertelectrodes
thetermscationsandanions WS1.4a
C3.4b predicttheproductsofelectrolysisofbinaryioniccompoundsinthemoltenstate
compoundssuchasNaCl M1a,M1c WS1.2a,WS1.2b,WS1.2c,WS1.4a,WS2a,WS2b
C3.4c describecompetingreactionsintheelectrolysisofaqueoussolutionsofioniccompoundsintermsofthedifferentspeciespresent
theelectrolysisofaqueousNaClandCuSO4usinginertelectrodes
M1a,M1c WS1.4a Electrolysisofsodiumchloridesolution.(PAGC1)
Electrolysisofcoppersulfatesolution.(PAGC1)
C3.4d describeelectrolysisintermsoftheionspresentandreactionsattheelectrodes
M1a,M1c
C3.4e describethetechniqueofelectrolysisusinginertandnon-inertelectrodes
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Topic C4: Predicting and identifying chemical products
C4.1 Predicting chemical reactions
SummaryModelsofhowsubstancesreactandthedifferenttypesofchemicalreactionsthatcanoccurenableustopredictthelikelihoodandoutcomeofachemicalreaction.ThecurrentPeriodicTablewasdevelopedbasedonobservationsofthesimilaritiesanddifferencesinthepropertiesofelements.ThewaythatthePeriodicTableisarrangedintogroupsandperiodsrevealsthetrendsandpatternsinthebehaviouroftheelements.Themodelofatomicstructureprovidesanexplanationfortrendsandpatternsinthepropertiesofelements.Thearrangementofelementsingroupsandperiodsrevealstherelationshipbetweenobservablepropertiesandhowelectronsarearrangedintheatomsofeachelement.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeprinciplesunderpinningtheMendeleevPeriodicTable;thePeriodicTable:periodsandgroups;metalsandnon-metals;thevaryingphysicalandchemicalpropertiesofdifferentelements;thechemicalpropertiesofmetalsandnon-metals;thechemicalpropertiesofmetaland
non-metaloxideswithrespecttoacidityandhowpatternsinreactionscanbepredictedwithreferencetothePeriodicTable.
Common misconceptionsLearnersconsiderthepropertiesofparticlesofelementstobethesameasthebulkpropertiesofthatelement.Theytendtorelyonthecontinuousmattermodelratherthantheparticlemodel.Learnersconfusestatechangesanddissolvingwithchemicalchanges.Also,sincetheatmosphereisinvisibletotheeyeandlearnersrelyonconcrete,visibleinformation,thismeanslearnersoftenavoidtheroleofoxygenintheirexplanationsforopensystemreactions.Eveniftheroleofoxygenisappreciated,learnersdonotrealisethatsolidproductsofanoxidationreactionhavemoremassthanthestartingsolid.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM4.1i arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M1a,M1c
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Working scientifically
C4.1a recallthesimplepropertiesofGroups1,7and0
physicalandchemicalproperties WS1.2a,WS1.4aWS1.4c
Displacementreactionsofhalogenswithhalides.
C4.1b explainhowobservedsimplepropertiesofGroups1,7and0dependontheoutershellofelectronsoftheatomsandpredictpropertiesfromgiventrendsdownthegroups
easeofelectrongainorloss;physicalandchemicalproperties
C4.1c predictpossiblereactionsandprobablereactivityofelementsfromtheirpositionsinthePeriodicTable
WS1.1b,WS1.2a,WS1.4a
C4.1d explainhowthereactivityofmetalswithwaterordiluteacidsisrelatedtothetendencyofthemetaltoformitspositiveion
M1a,M1c WS1.4a Reactionofmetalswithwater,dilutehydrochloricacid.PAGC4,PAGC5)
C4.1e deduceanorderofreactivityofmetalsbasedonexperimentalresults
WS1.3e,WS2a Displacementreactionsinvolvingmetalsandmetalsalts.(PAGC4,PAGC5)
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Topic C5: Monitoring and controlling chemical reactions
C5.1 Controlling reactions
SummaryTherateandyieldofachemicalreactioncanbealteredbychangingthephysicalconditions.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeactionofcatalystsintermsofrateofreaction.Theyshouldknowthetermsurfaceareaandwhatitmeans.
Common misconceptionsLearnersoftenmisinterpretrategraphsandthinkthatcatalyststakepartinreactionsandrunout/getusedup.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM5.1i arithmeticcomputation,ratiowhenmeasuringratesofreaction M1a,M1c
CM5.1ii drawingandinterpretingappropriategraphsfromdatatodeterminerateofreaction M4b,M4c
CM5.1iii determininggradientsofgraphsasameasureofrateofchangetodeterminerate M4d,M4e
CM5.1iv proportionalitywhencomparingfactorsaffectingrateofreaction M1c
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C5.1a suggestpracticalmethodsfordeterminingtherateofagivenreaction
M1a,M1c WS1.2b,WS1.2c,WS1.2d,WS2a,WS2b
Rateofreactionexperiments.(PAGC5)
Disappearingcrossexperiment.(PAGC5)
Magnesiumandacid,marblechipsandacid.(PAGC5)
C5.1b interpretrateofreactiongraphs 1/tisproportionaltorateandgradientsofgraphs(notorderofreaction)
M4b,M4c WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS1.3h,WS1.3i,WS2b
Marblechipsandacidormagnesiumandacidexperimentseithermeasuringreactiontimeorthevolumeofgasovertime.(PAGC4,PAGC5)
C5.1c describetheeffectofchangesintemperature,concentration,pressure,andsurfaceareaonrateofreaction
M4d,M4e WS1.4c Varyingsurfaceareawithmarblechipsandhydrochloricacid.(PAGC5)
C5.1d explaintheeffectsonratesofreactionofchangesintemperature,concentrationandpressureintermsoffrequencyandenergyofcollisionbetweenparticles
WS1.4c Reactionofmagnesiumandacidwithdifferenttemperaturesofacid–measurereactiontimes.(PAGC5)
C5.1e explaintheeffectsonratesofreactionofchangesinthesizeofthepiecesofareactingsolidintermsofsurfaceareatovolumeratio
M1c
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C5.1f describethecharacteristicsofcatalystsandtheireffectonratesofreaction
C5.1g identifycatalystsinreactions WS1.4a CatalysisofhydrogenperoxidewithvariousblackpowdersincludingMnO2.(PAGC5)
Catalysisofreactionofzincwithsulfuricacidusingcopperpowder.(PAGC5).
C5.1h explaincatalyticactionintermsofactivationenergy
reactionprofiles
C5.1i recallthatenzymesactascatalystsinbiologicalsystems
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C5.2 Equilibria
SummaryInareaction,whentherateoftheforwardreactionequalstherateofthebackwardsreaction,thereactioninaclosedsystemissaidtobeinequilibrium.
Underlying knowledge and understandingLearnerswillbefamiliarwithrepresentingchemicalreactionsusingformulaeandusingequations.
Common misconceptionsLearnersoftendonotrecognisethatwhenadynamicequilibriumissetupinareactiontheconcentrationofthereactantsandproductsremainconstant.Theythinkthattheyareequal.Learnersalsosometimesperceiveadynamicequilibriumastworeactions.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM5.2i arithmeticcomputation,ratiowhenmeasuringratesofreaction M1a,M1c
CM5.2ii drawingandinterpretingappropriategraphsfromdatatodeterminerateofreaction M4b,M4c
CM5.2iii determininggradientsofgraphsasameasureofrateofchangetodeterminerate M4d,M4e
CM5.2iv proportionalitywhencomparingfactorsaffectingrateofreaction M1c
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C5.2a recallthatsomereactionsmaybereversedbyalteringthereactionconditions
M1a,M4b,M4c
C5.2b recallthatdynamicequilibriumoccursinaclosedsystemwhentheratesofforwardandreversereactionsareequal
M4b,M4c
C5.2c predict the effect of changing reaction conditions on equilibrium position and suggest appropriate conditions to produce as much of a particular product as possible
Le Chatelier’s principle concerning concentration, temperature and pressure
M1a,M4d,M4e,M1c
WS1.2a,WS1.2b,WS1.2c,WS1.4c,WS2a,WS2b
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Topic C6: Global challenges
Thistopicseekstointegratelearners’knowledgeandunderstandingofchemicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Applicationsofchemistrycanbeusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations,andthese
challengesareconsideredinthistopic.Itthereforeprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubjectofchemistry.
C6.1 Improving processes and products
SummaryHistorically,newmaterialshavebeendevelopedthroughtrialanderror,experienceetc.butasourunderstandingofthestructureofmaterialsandchemicalprocesseshasimprovedweareincreasingourabilitytomanipulateanddesignnewmaterials.Industryiscontinuallylookingtomakeproductsthathaveabetterperformanceandaresustainabletoproduce.Thissectionalsoexplorestheextractionofrawmaterialsandtheiruseinmakingnewproducts.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththepropertiesofceramics,polymersandcomposites.Theyalsowillhavemetthemethodofusingcarbontoobtainmetalsfrommetaloxides.
Common misconceptionsLearnersoftenthinkthatchemicalreactionswillcontinueuntilallthereactantsareexhausted.Theyalsothinkthatequilibriumisastaticcondition.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM6.1i arithmeticcomputation,ratiowhenmeasuringratesofreaction M1a,M1c
CM6.1ii drawingandinterpretingappropriategraphsfromdatatodeterminerateofreaction M4b,M4c
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Working scientifically
C6.1a explain,usingthepositionofcarboninthereactivityseries,theprinciplesofindustrialprocessesusedtoextractmetals,includingextractionofanon-ferrousmetal
M1a,M1c WS1.4a Extractionofcopperbyheatingcopperoxidewithcarbon.
C6.1b explainwhyandhowelectrolysisisusedtoextractsomemetalsfromtheirores
M4b,M4c WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.3i,WS1.4,WS2b
Electrolysisofaqueoussodiumchloridesolution.(PAGC1)
Electrolysisofaqueouscoppersulfatesolution.(PAGC1)
C6.1c evaluate alternative biological methods of metal extraction
bacterial and phytoextraction WS1.1a,WS1.1e
C6.1d describethebasicprinciplesincarryingoutalife-cycleassessmentofamaterialorproduct
C6.1e interpretdatafromalife-cycleassessmentofamaterialorproduct
C6.1f describeaprocesswhereamaterialorproductisrecycledforadifferentuse,andexplainwhythisisviable
WS1.1f,WS1.1g
C6.1g evaluatefactorsthataffectdecisionsonrecycling
WS1.1f,WS1.1g
C6.1h describetheseparationofcrudeoilbyfractionaldistillation
thenameofthefractions WS1.3f,WS1.4a
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Practical suggestions
C6.1i explaintheseparationofcrudeoilbyfractionaldistillation
molecularsizeandintermolecularforces
C6.1j describethefractionsaslargelyamixtureofcompoundsofformulaCnH2n+2 whicharemembersofthealkanehomologousseries
WS1.4a
C6.1k recallthatcrudeoilisamainsourceofhydrocarbonsandisafeedstockforthepetrochemicalindustry
WS1.4a
C6.1l explainhowmodernlifeiscruciallydependentuponhydrocarbonsandrecognisethatcrudeoilisafiniteresource
WS1.1c,WS1.1f,WS1.1e,WS1.4a
C6.1m describetheproductionofmaterialsthataremoreusefulbycracking
conditionsandreasonsforcrackingandsomeoftheusefulmaterialsproduced
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C6.2 Interpreting and interacting with earth systems
SummaryAsourunderstandingofthestructureofmaterialsandchemicalprocesseshasimprovedweareincreasingourabilitytointerpretandunderstandchemicalandearthsystems.Understandinghowweinteractwiththemisveryimportanttooursurvivalasaspecies.Thissectionstartswiththehistoryoftheatmosphereandmovesontohowhumanactivitycouldbeaffectingitscomposition.
Underlying knowledge and understandingLearnersshouldhavesomeunderstandingofthecompositionoftheEarth,thestructureoftheEarth,therockcycle,thecarboncycle,thecompositionoftheatmosphereandtheimpactofhumanactivityontheclimate.
Common misconceptionsLearnersthinkthattheatmosphereislargeandthatsmallincreasesofcarbondioxideorafewdegreesoftemperaturechangedonotmakeadifferencetotheclimate.Theymayconsiderthatglobalwarmingiscausedbytheozoneholeandthathumanactivitiesalonecausethegreenhouseeffect.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM6.2i extractandinterpretinformationfromcharts,graphsandtables M2c,M4a
CM6.2ii useordersofmagnitudetoevaluatethesignificanceofdata M2h
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Working scientifically
C6.2a interpretevidenceforhowitisthoughttheatmospherewasoriginallyformed
knowledgeofhowthecompositionoftheatmospherehaschangedovertime
M2c,M4a,M2h
WS1.3e
C6.2b describehowitisthoughtanoxygen-richatmospheredevelopedovertime
M2h WS1.1a
C6.2c describethegreenhouseeffectintermsoftheinteractionofradiationwithmatterwithintheatmosphere
C6.2d evaluatetheevidenceforadditionalanthropogenic(humanactivity)causesofclimatechangeanddescribetheuncertaintiesintheevidencebase
thecorrelationbetweenchangeinatmosphericcarbondioxideconcentrationandtheconsumptionoffossilfuels
M2c,M4a,M2h
C6.2e describethepotentialeffectsofincreasedlevelsofcarbondioxideandmethaneontheEarth’sclimateandhowtheseeffectsmaybemitigated
considerationofscale,riskandenvironmentalimplications
M2c,M4a,M2h
WS1.1f,WS1.1h
C6.2f describethemajorsourcesofcarbonmonoxide,sulfurdioxide,oxidesofnitrogenandparticulatesintheatmosphereandexplaintheproblemscausedbyincreasedamountsofthesesubstances
WS1.4a
C6.2g describetheprincipalmethodsforincreasingtheavailabilityofpotablewaterintermsoftheseparationtechniquesused
easeoftreatmentofwaste,groundandsaltwater
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Topic P1: Matter
P1.1 The particle model
SummaryKnowledgeandunderstandingoftheparticlenatureofmatterisfundamentaltophysics.Learnersneedtohaveanappreciationofmatterinitsdifferentforms,theymustalsobeawareofsubatomicparticles,theirrelativecharges,massesandpositionsinsidetheatom.Thestructureandnatureofatomsareessentialtothefurtherunderstandingofphysics.Theknowledgeofsubatomicparticlesisneededtoexplainmanyphenomena,forexamplethetransferofcharge,aswellasradioactivity.(MuchofthiscontentoverlapswiththatintheGCSE(9–1)inChemistryA(Gateway).)
Underlying knowledge and understandingLearnersshouldbeawareoftheatomicmodel,andthatatomsareexamplesofparticles.Theyshouldalsoknowthedifferencebetweenatoms,moleculesand
compounds.Learnersshouldunderstandhowdensitycanbeaffectedbythestatematerialsarein.
Common misconceptionsLearnerscommonlyconfusethedifferenttypesofparticles(subatomicparticles,atomsandmolecules)whichcanbeaddressedthroughtheteachingofthistopic.Theycommonlymisunderstandtheconversionsbetweendifferentunitsusedinthemeasurementofvolume.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM1.1i recallandapply:density(kg/m3)=mass(kg)/volume(m3) M1a,M1b,M1c,M3b,M3c,M5c
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P1.1a describehowandwhytheatomicmodelhaschangedovertime
theThomson,Rutherford(alongsideGeigerandMarsden)andBohrmodels
M5b WS1.1a,WS1.1c,WS1.1g
Timelineshowingthedevelopmentofatomictheory.
Discussionofthedifferentrolesplayedindevelopingtheatomicmodelandhowdifferentscientistsworkedtogether.
P1.1b describetheatomasapositivelychargednucleussurroundedbynegativelychargedelectrons,withthenuclearradiusmuchsmallerthanthatoftheatomandwithalmostallofthemassinthenucleus
M5b WS1.1b Modelmaking(including3D)ofatomicstructures.
P1.1c recallthetypicalsize(orderofmagnitude)ofatomsandsmallmolecules
knowledgethatitistypically1x10–10m
M1b WS1.1d
P1.1d definedensity WS1.2b,WS1.2c,WS1.3c,WS1.3d,WS1.4a,WS1.4b,WS1.4e,WS1.4f,WS2a,WS2b,WS2c,WS2d
Measurementoflength,volumeandmassandusingthemtocalculatedensity.(PAGP1)
InvestigationofArchimedes’Principleusingeurekacans.(PAGP1)
P1.1e explainthedifferencesindensitybetweenthedifferentstatesofmatterintermsofthearrangementsoftheatomsandmolecules
M5b WS1.1b
P1.1f applytherelationshipbetweendensity,massandvolumetochangeswheremassisconserved(M1a,M1b,M1c,M3c)
M1a,M1b,M1c,M3c
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P1.2 Changes of state
SummaryAclearunderstandingofthefoundationsofthephysicalworldformsasolidbasisforfurtherstudyofphysics.Understandingoftherelationshipbetweenthestatesofmatterhelpstoexplaindifferenttypesofeverydayphysicalchangesthatweseearoundus.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththestructureofmatterandthesimilaritiesanddifferencesbetweensolids,liquidsandgases.Theyshouldhaveanideaoftheparticlemodelandbeabletouseittomodelchangesinparticlebehaviourduringchangesofstate.Learnersshouldbeawareoftheeffectoftemperatureinthemotionandspacingofparticlesandanunderstandingthatenergycanbestoredinternallybymaterials.
Common misconceptionsLearnerscommonlycarrymisconceptionsaboutmatter;assumingatomsarealwayssynonymouswithparticles.Learnersalsostruggletoexplainwhatisbetweentheparticles,instinctively‘filling’thegapswith‘air’or‘vapour’.Theyoftenstruggletovisualisethe3Darrangementofparticlesinallstatesofmatter.Learnerscanfinditchallengingtounderstandhowkinetictheoryappliestoheatingmaterialsandhowtousethetermtemperaturecorrectly,regularlyconfusingthetermstemperatureandheat.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM1.2i apply:changeinthermalenergy(J)=mass(kg)xspecificheatcapacity(J/kg°C)xchangeintemperature(°C)
M1a,M3b,M3c,M3d
PM1.2ii apply:thermalenergyforachangeinstate(J)=mass(kg)xspecificlatentheat(J/kg) M1a,M3b,M3c,M3d
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P1.2a describehowmassisconservedwhensubstancesmelt,freeze,evaporate,condenseorsublimate
WS1.3a,WS1.3e,WS1.4a,WS2a,WS2c
Useofadataloggertorecordchangeinstateandmassatdifferenttemperatures.(PAGP5)
Demonstrationofdistillationtoshowthatmassisconservedduringevaporationandcondensation.(PAGP5)
P1.2b describethatthesephysicalchangesdifferfromchemicalchangesbecausethematerialrecoversitsoriginalpropertiesifthechangeisreversed
P1.2c describehowheatingasystemwillchangetheenergystoredwithinthesystemandraiseitstemperatureorproducechangesofstate
WS1.3a,WS1.3e,WS1.4a,WS2a,WS2b,WS2c
Observationofthecrystallisationofsalolinwaterunderamicroscope.
Useofthermometerwitharangeof10–110°C,torecordthetemperaturechangesoficeasitisheated.(PAGP1)
P1.2d definethetermspecificheatcapacityanddistinguishbetweenitandthetermspecificlatentheat
WS1.2e,WS1.3b,WS1.3c,WS1.3h,WS1.4a,WS1.4f,WS2a,WS2b
Investigationofthespecificheatcapacityofdifferentmetalsorwaterusingelectricalheatersandajoulemeter.(PAGP5)
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P1.2e applytherelationshipbetweenchangeininternalenergyofamaterialanditsmass,specificheatcapacityandtemperaturechangetocalculatetheenergychangeinvolved(M1a,M3c,M3d)
M1a,M3c,M3d
P1.2f applytherelationshipbetweenspecificlatentheatandmasstocalculatetheenergychangeinvolvedinachangeofstate(M1a,M3c,M3d)
M1a,M3c,M3d
WS1.2e,WS1.3b,WS1.3c,WS1.3h,WS1.4a,WS1.4f,WS2a,WS2b
Measurementofthespecificlatentheatofvaporisationofwater.(PAGP5)
Measurementofthespecificlatentheatofstearicacid.(PAGP5)
P1.2g explainhowthemotionofthemoleculesinagasisrelatedbothtoitstemperatureanditspressure
applicationtoclosedsystemsonly M1c,M4a,M5b
WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a,WS2a
Demonstrationofthedifferenceinpressureinaninflatedballoonthathasbeenheatedandfrozen.(PAGP1)
Buildingmanometersandusingthemtoshowpressurechangesinheated/cooledvolumesofgas.(PAGP1)
P1.2h explaintherelationshipbetweenthetemperatureofagasanditspressureatconstantvolume(qualitativeonly)
M1c,M5b WS1.1b,WS1.2a,WS1.2e,WS1.3e,WS1.4a,WS2a
Demonstrationoftheexplodingcanexperiment.
BuildingofAlka-Seltzerrocketswithfilmcanisters.
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Topic P2: Forces
P2.1 Motion
SummaryHavinglookedatthenatureofmatterwhichmakesupobjects,wemoveontoconsidertheeffectsofforces.Theinteractionbetweenobjectsleadstoactionswhichcanbeseenbytheobserver,theseactionsarecausedbyforcesbetweentheobjectsinquestion.Someoftheinteractionsinvolvecontactbetweentheobjects,othersinvolvenocontact.Wewillalsoconsidertheimportanceofthedirectioninwhichforcesacttoallowunderstandingoftheimportanceofvectorquantitieswhentryingtopredicttheaction.
Underlying knowledge and understandingFromtheirworkinKeyStage3Science,learnerswillhaveabasicknowledgeofthemathematicalrelationshipbetweenspeed,distanceandtime.Theyshould
alsobeabletorepresentthisinformationinadistance-timegraphandhaveanunderstandingoftherelativemotionofobjects.
Common misconceptionsLearnerscanfindtheconceptofactionatadistancechallenging.Theyhaveatendencytobelievethatavelocitymusthaveapositivevalueandhavedifficultyinassociatingareverseindirectionwithachangeinsign.Itisthereforeimportanttomakesurelearnersareknowledgeableaboutthevector/scalardistinction.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM2.1i recallandapply:distancetravelled(m)=speed(m/s)xtime(s) M1a,M2b,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4d,M4e
PM2.1ii recallandapply:acceleration(m/s2)=changeinvelocity(m/s)/time(s) M1a,M3a,M3b,M3c,M3d
PM2.1iii apply:(finalvelocity(m/s))2–(initialvelocity(m/s))2=2xacceleration(m/s2)xdistance(m) M1a,M3a,M3b,M3c,M3d
PM2.1iv recallandapply:kineticenergy(J)=0.5xmass(kg)x(speed(m/s))2 M1a,M3a,M3b,M3c,M3d
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Working scientifically
P2.1a describehowtomeasuredistanceandtimeinarangeofscenarios
P2.1b describehowtomeasuredistanceandtimeandusethesetocalculatespeed
M4a,M4b,M4c,M4d,M4f
WS1.2b,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Calculationsofthespeedsoflearnerswhentheywalkandrunameasureddistance.
Investigationoftrolleysonrampsatanangleandwhetherthisaffectsspeed.(PAGP3)
P2.1c makecalculationsusingratiosandproportionalreasoningtoconvertunitsandtocomputerates(M1c,M3c)
conversionfromnon-SItoSIunits M1c,M3c
P2.1d explainthevector-scalardistinctionasitappliestodisplacementanddistance,velocityandspeed
P2.1e relatechangesanddifferencesinmotiontoappropriatedistance-time,andvelocity-timegraphs;interpretlinesandslopes(M4a,M4b,M4c,M4d)
M4a,M4b,M4c,M4d
WS1.3a Learnerstodrawdisplacement–timeandvelocity–timegraphsoftheirjourneytoschool.(PAGP3)
P2.1f Interpret enclosed areas in velocity-time graphs (M4a, M4b, M4c, M4d, M4f)
M4a,M4b,M4c,M4d,M4f
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P2.1g calculateaveragespeedfornon-uniformmotion(M1a,M1c,M2b,M3c)
M1a,M1c,M2b,M3c
P2.1h applyformulaerelatingdistance,timeandspeed,foruniformmotion,andformotionwithuniformacceleration(M1a,M1c,M2b,M3c)
M1a,M1c,M2b,M3c
WS1.2b,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Investigationofacceleration.(PAGP3)
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P2.2 Newton’s laws
SummaryNewton’slawsofmotionessentiallydefinethemeansbywhichmotionchangesandtherelationshipbetweenthesechangesinmotionwithforceandmass.
Underlying knowledge and understandingLearnersshouldhaveanunderstandingofcontactandnon-contactforcesinfluencingthemotionofanobject.Theyshouldbeawareofnewtonsandthatthisisthemeasureofforce.Thethreelawsthemselveswillbenewtothelearners.Learnersareexpectedtobeabletouseforcearrowsandhaveanunderstandingofbalancedandunbalancedforces.
Common misconceptionsLearnerscommonlyhavemisconceptionsaboutobjectsneedinganetforceforthemtocontinuetomovesteadilyandcanstruggletounderstandthatstationaryobjectsalsohaveforcesactingonthem.Difficultiesfacedbylearnerswhentryingtodifferentiatebetweenscalarandvectorquantitiesistheideaofobjectswithachangingdirectionnothavingaconstantvectorvalue,forexample,objectsmovinginacircle.Thisissuealsoariseswiththeconceptofmomentumandchangesinmomentumofcollidingobjects.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM2.2i recallandapply:force(N)=mass(kg)xacceleration(m/s2) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2ii recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s) M1a, M2a, M3a, M3b, M3c, M3d
PM2.2iii recallandapply:workdone(J)=force(N)xdistance(m)(alongthelineofactionoftheforce) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iv recallandapply:power(W)=workdone(J)/time(s) M1a,M2a,M3a,M3b,M3c,M3d
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P2.2a recallexamplesofwaysinwhichobjectsinteract
electrostatics,gravity,magnetismandbycontact(includingnormalcontactforceandfriction)
P2.2b describehowsuchexamplesinvolveinteractionsbetweenpairsofobjectswhichproduceaforceoneachobject
P2.2c representsuchforcesasvectors drawingfreebodyforcediagramstodemonstrateunderstandingofforcesactingasvectors
M5b WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2d
Measurementofthevelocityofballbearingsinglycerolatdifferenttemperaturesorofdifferingsizes.(PAGP3)
P2.2d applyNewton’sFirstLawtoexplainthemotionofanobjectmovingwithuniformvelocityandalsoanobjectwherethespeedand/ordirectionchange
lookingatforcesononebodyandresultantforcesandtheireffects(qualitativeonly)
WS1.3e,WS2a Demonstrationofthebehaviourofcollidingglidersonalinearairtrack.(PAGP3)
Useofballoongliderstoconsidertheeffectofaforceonabody.
P2.2e use vector diagrams to illustrate resolution of forces, a net force (resultant force), and equilibrium situations (M4a, M5a, M5b)
scale drawings M4a,M5a,M5b
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P2.2f describe examples of the forces acting on an isolated solid object or system
examples of objects that reach terminal velocity for example skydivers and applying similar ideas to vehicles
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2d
Learnerstodesignandbuildaparachuteforamass,andmeasureitsterminalvelocityasitisdropped.(PAGP3)
P2.2g describe, using free body diagrams, examples where two or more forces lead to a resultant force on an object
P2.2h describe using free body force diagrams the special case of balanced forces when the resultant force is zero (qualitative only)
P2.2i applyNewton’sSecondLawincalculationsrelatingforces,massesandaccelerations
M1a,M2a,M3b,M3c,M3d
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Useoflightgates,weightsandtrolleystoinvestigatethelinkbetweenforceandacceleration.(PAGP2)
P2.2j explain that inertia is a measure of how difficult it is to change the velocity of an object and that the mass is defined as the ratio of force over acceleration
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P2.2k define momentum and describe examples of momentum in collisions
an idea of the law of conservation of momentum in elastic collisions
WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Useoflightgates,weightsandtrolleystomeasuremomentumofcollidingtrollies.(PAGP3)
Useofawaterrockettodemonstratethattheexplosionpropelsthewaterdownwiththesamemomentumastherocketshootsup.
P2.2l usetherelationshipbetweenworkdone,force,anddistancemovedalongthelineofactionoftheforceanddescribetheenergytransferinvolved
M1a,M2a,M3a,M3b,M3c,M3d
WS1.4a,WS2a,WS2b
Measurementofworkdonebylearnersliftingweightsorwalkingupstairs.(PAGP5)
P2.2m calculaterelevantvaluesofstoredenergyandenergytransfers;convertbetweennewton-metresandjoules(M1c,M3c)
M1c,M3c WS1.4e,WS1.4f
P2.2n explain,withreferencetoexamples,thedefinitionofpowerastherateatwhichenergyistransferred
P2.2o recallandapplyNewton’sThirdLaw situationsofequilibriumandnon-equilibrium
P2.2p explain why an object moving in a circle with a constant speed has a changing velocity (qualitative only)
WS1.3e Demonstrationofspinningarubberbungonastring
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P2.3 Forces in action
SummaryForcesactingonanobjectcanresultinachangeofshapeormotion.Havinglookedatthenatureofmatter,wecannowintroducetheideaoffieldsandforcescausingchanges.Thisdevelopstheideathatforceinteractionsbetweenobjectscantakeplaceeveniftheyarenotincontact.Learnersshouldbefamiliarwithforcesassociatedwithdeformingobjects,withstretchingandcompressing(springs).
Underlying knowledge and understandingLearnersshouldhaveanunderstandingofforcesactingtodeformobjectsandtorestrictmotion.TheyshouldalreadybefamiliarwithHooke’slawandtheideathatwhenworkisdonebyaforceitresultsinanenergytransferandleadstoenergybeingstoredbyanobject.Learnersareexpectedtoknowthatthereisa
forceduetogravityandthatgravitationalfieldstrengthdiffersonotherplanetsandstars.
Common misconceptionsBecauseoftheeverydayuseoftheterm‘weighing’,learnerscommonlyhavedifficultyunderstandingthattheweightofanobjectisnotthesameasthemass.TheconceptofforcemultiplierscanalsobechallengingeventhoughthebasicconceptsareonescoveredatKeyStage3.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM2.3i recallandapply:forceexertedbyaspring(N)=extension(m)xspringconstant(N/m) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3ii apply:energytransferredinstretching(J)=0.5xspringconstant(N/m)x(extension(m))2 M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
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Working scientifically
P2.3a explain,thattostretch,bendorcompressanobject,morethanoneforcehastobeapplied
applicationstoreallifesituations WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Useofaliquoricebungeeorspringtoexploreextensionandstretching.(PAGP2)
P2.3b describethedifferencebetweenelasticandplasticdeformation(distortions)causedbystretchingforces
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Comparisonsofbehaviourofspringsandelasticbandswhenloadingandunloadingwithweights.(PAGP2)
P2.3c describetherelationshipbetweenforceandextensionforaspringandothersimplesystems
graphicalrepresentationoftheextensionofaspring
M1a,M2a,M4a,M4b,M4c
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS1.4f,WS2a,WS2b,WS2c
extensionofaspring(Hooke’slaw).Investigationofforcesonsprings–Hooke’slaw.(PAGP2)
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P2.3d describethedifferencebetweenlinearandnon-linearrelationshipsbetweenforceandextension
M1a,M2a,M4a,M4b,M4c
WS1.1b,WS1.1e,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c
Investigationoftheelasticlimitofspringsandothermaterials.(PAGP2)
P2.3e calculateaspringconstantinlinearcases M1a,M2a,M3a,M3b,M3c,M3d
P2.3f calculatetheworkdoneinstretching M1a,M2a,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4f
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3c,WS1.3e,WS1.3f,WS1.3g,WS1.4f,WS2c
Useofdatafromstretchinganelasticbandwithweightstoplotagraphtocalculatetheworkdone.(PAGP2)
P2.3g describethatallmatterhasagravitationalfieldthatcausesattraction,andthefieldstrengthismuchgreaterformassiveobjects
P2.3h defineweight,describehowitismeasuredanddescribetherelationshipbetweentheweightofanobjectandthegravitationalfieldstrength(g)
knowledgethatthegravitationalfieldstrengthisknownasgandhasavalueof10N/kgattheEarth’ssurface
WS1.1b Calculationsofweightondifferentplanets.
P2.3i recalltheaccelerationinfreefall
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Topic P3: Electricity and magnetism
P3.1 Static and charge
SummaryHavingestablishedthenatureofmatter,considerationisnowgiventotheinteractionsbetweenmatterandelectrostaticfields.Theseinteractionsarederivedfromthestructureofmatterwhichwasconsidered.Themovementofchargeisconsidered.Chargeisafundamentalpropertyofmatter.Therearetwotypesofchargewhicharegiventhenames‘positive’and‘negative’.Theeffectsofthesechargesarenotnormallyseenasobjectsgenerallycontainequalamountsofpositiveandnegativecharge.
Underlying knowledge and understandingLearnersshouldbeawareofelectrontransferleadingtoobjectsbecomingstaticallychargedandtheforcesbetweenthem.Theyshouldalsobeawareoftheexistenceofanelectricfield.
Common misconceptionsLearnerscommonlyhavedifficultyclassifyingmaterialsasinsulatorsorconductors.Theyfinditdifficulttorememberthatpositivechargedoesnotmovetomakeamaterialpositive,ratheritisthemovementofelectrons.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M2a,M3a,M3b,M3c,M3d
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Learning outcomes To include MathsWorking scientifically
Practical suggestions
P3.1a describethatchargeisapropertyofallmatterandthattherearepositiveandnegativecharges.
theunderstandingthatinmostbodiesthereareanequalnumberofpositiveandnegativechargesresultinginthebodyhavingzeronetcharge.
WS1.1b,WS1.1e,WS1.2a,WS1.3e,WS2a
Useofchargedrodstorepelorattractoneanother.
Useofachargedrodtodeflectwaterorpickuppaper.
Discussionofwhychargedballoonsareattractedtowalls.
P3.1b describetheproductionofstaticelectricity,andsparking,byrubbingsurfaces,andevidencethatchargedobjectsexertforcesofattractionorrepulsionononeanotherwhennotincontact
theunderstandingthatstaticchargeonlybuildsuponinsulators
WS1.1b,WS1.1e,WS1.2a,WS1.3e
UseofaVandeGraaffgenerator.
P3.1c explainhowtransferofelectronsbetweenobjectscanexplainthephenomenaofstaticelectricity
WS1.1b,WS1.3e,WS1.3f,WS2a
Useofthegoldleafelectroscopeandachargedrodtoobserveanddiscussbehaviour.
P3.1d recallthatcurrentisarateofflowofcharge(electrons)andtheconditionsneededforchargetoflow
conditionsforchargetoflow:sourceofpotentialdifferenceinaclosedcircuit
P3.1e recallthatcurrenthasthesamevalueatanypointinasingleclosedloop
P3.1f recallandusetherelationshipbetweenquantityofcharge,currentandtime
M1a,M2a,M3a,M3b,M3c,M3d
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P3.2 Simple circuits
SummaryElectricalcurrentsdependonthemovementofchargeandtheinteractionofelectrostaticfields.Electricalcurrent,potentialdifferenceandresistancearealldiscussedinthissection.Therelationshipbetweenthemisconsidered,andlearnerswillinvestigatetherelationshipusingconventionalcircuits.
Underlying knowledge and understandingLearnersshouldhavebeenintroducedtothemeasurementofconventionalcurrentandpotentialdifferenceincircuits.Theywillhaveanunderstandingofhowtoassembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.Learnersareexpectedtohaveanawarenessoftherelationshipbetweenpotentialdifference,currentandresistanceandtheunitsinwhichtheyaremeasured.
Common misconceptionsLearnersfindtheconceptofpotentialdifferenceverydifficulttograsp.Theyfinditdifficulttounderstandthebehaviourofchargeincircuitsandthroughcomponentsandhowthisrelatestoenergyorworkdonewithinacircuit.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM3.2i recallandapply:potentialdifference(V)=current(A)xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2ii recallandapply:energytransferred(J)=charge(C)xpotentialdifference(V) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h) M1a,M2a,M3a,M3b,M3c,M3d
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Working Scientifically
P3.2a describethedifferencesbetweenseriesandparallelcircuits
positioningofmeasuringinstrumentsincircuitsanddescriptionsofthebehaviourofenergy,currentandpotentialdifference
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Buildingofcircuitstomeasurepotentialdifferenceandcurrentinbothseriesandparallelcircuits.(PAGP6)
P3.2b representd.c.circuitswiththeconventionsofpositiveandnegativeterminals,andthesymbolsthatrepresentcommoncircuitelements
diodes,LDRs,NTCthermistors,filamentlamps,ammeter,voltmeterandresistors
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Buildingcircuitsfromdiagrams.(PAGP6)
P3.2c recallthatcurrent(I)dependsonbothresistance(R)andpotentialdifference(V)andtheunitsinwhichthesearemeasured
thedefinitionofpotentialdifference WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Recordingofp.d.acrossandcurrentthroughdifferentcomponentsandcalculateresistances.(PAGP6)
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P3.2d recallandapplytherelationshipbetweenI,RandVandthatforsomeresistorsthevalueofRremainsconstantbutthatinothersitcanchangeasthecurrentchanges
M1a,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofresistanceinawire.(PAGP6)
Investigationoftheeffectoflengthonresistanceinawire.(PAGP6)
P3.2e explainthatforsomeresistorsthevalueofRremainsconstantbutthatinothersitcanchangeasthecurrentchanges
P3.2f explainthedesignanduseofcircuitstoexploresucheffects
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
Buildingcircuitsandmeasurementofcurrentandpotentialdifference.
P3.2g usegraphstoexplorewhethercircuitelementsarelinearornon-linear(M4c,M4d)
M4c,M4d WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
InvestigationofI-Vcharacteristicsofcircuitelements.(PAGP6)
P3.2h usegraphsandrelatethecurvesproducedtothefunctionandpropertiesofcircuitelements(M4c,M4d)
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
M4c,M4d WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Useofwires,filamentlamps,diodes,insimplecircuits.Alterp.d.andkeepcurrentsameusingvariableresistor.Recordandplotresults.(PAGP6)
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P3.2i explain,why,iftworesistorsareinseriesthenetresistanceisincreased,whereaswithtwoinparallelthenetresistanceisdecreased(qualitativeexplanationonly)
M1c WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofthebrightnessofbulbsinseriesandparallel.(PAGP6)
P3.2j calculatethecurrents,potentialdifferencesandresistancesind.c.seriesandparallelcircuits
componentssuchaswireofvaryingresistance,filamentlamps,diodes,NTCthermistorsandLDRs
M1a,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS1.4a,WS2a,WS2b,WS2c,WS2d
Investigationofresistanceofathermistorinabeakerofwaterbeingheated.(PAGP6)
InvestigationofresistanceofanLDRwithexposuretodifferentlightintensities.(PAGP6)
Investigationofhowthepowerofaphotocelldependsonitssurfaceareaanditsdistancefromthelightsource.(PAGP6)
P3.2k explainthedesignanduseofsuchcircuitsformeasurementandtestingpurposes
P3.2l explainhowthepowertransferinanycircuitdeviceisrelatedtothepotentialdifferenceacrossitandthecurrent,andtotheenergychangesoveragiventime
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P3.2m applytheequationsrelatingpotentialdifference,current,quantityofcharge,resistance,power,energy,andtime,andsolveproblemsforcircuitswhichincluderesistorsinseries,usingtheconceptofequivalentresistance(M1c,M3b,M3c,M3d)
M1c,M3b,M3c,M3d
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P3.3 Magnets and magnetic fields
SummaryHavinganunderstandingoftheflowofchargeanditseffects,wecannowconsiderthelinksbetweenmovementofchargeandmagnetism.Tobegin,learnerswillinvestigatemagnetsandmagneticfieldsaroundmagnetsandcurrent-carryingwires.
Underlying knowledge and understandingLearnersshouldhavebeenintroducedtomagnetsandtheideaofattractiveandrepulsiveforces.Theyshouldhaveanideaoftheshapeofthefieldsaroundbarmagnets.Learnersareexpectedtohaveanawarenessofthemagneticeffectofacurrentandelectromagnets.
Common misconceptionsLearnersholdthemisconceptionthatlargermagnetswillalwaysbestrongermagnets.Theyalsohavedifficultyunderstandingtheconceptoffieldlinedensitybeinganindicatoroffieldstrength.Learnersoftendonotknowthatthegeographicandmagneticpolesarenotlocatedinthesameplace.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM3.3i apply: force on a conductor (at right angles to a magnetic field) carrying a current (N) = magnetic flux density (T) x current (A) x length (m)
M1a, M1b, M1d, M2a, M3a, M3b, M3c, M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P3.3a describetheattractionandrepulsionbetweenunlikeandlikepolesforpermanentmagnets
diagramsofmagneticfieldpatternsaroundbarmagnetstoshowattractionandrepulsion
WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b
Usingsuspendedmagnetstoshowattractionandrepulsion.
P3.3b describethedifferencebetweenpermanentandinducedmagnets
P3.3c describethecharacteristicsofthemagneticfieldofamagnet,showinghowstrengthanddirection,changefromonepointtoanother
diagramstoshowattractionandrepulsionandalsodepicthowthestrengthofthefieldvariesaroundthemandwaysofinvestigatingthis
M5b WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c
Plottingofmagneticfieldsanduseofdippingcompass.
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P3.3d explainhowthebehaviourofamagnetic(dipping)compassisrelatedtoevidencethatthecoreoftheEarthmustbemagnetic
P3.3e describehowtoshowthatacurrentcancreateamagneticeffectanddescribethedirectionsofthemagneticfieldaroundaconductingwire
WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c
Investigationofthemagneticfieldaroundacurrent-carryingwireusingplottingcompasses.
P3.3f recallthatthestrengthofthefielddependsonthecurrentandthedistancefromtheconductor
P3.3g explainhowsolenoidarrangementscanenhancethemagneticeffect
WS1.1b,WS1.2a,WS1.2b,WS2a,WS2b,WS2c,WS2d
Investigationofthemagneticfieldaroundacurrent-carryingsolenoidusingplottingcompasses.
Investigationoffactorsthatcanaffectthemagneticeffecte.g.numberofturnsandlength.
P3.3h describe how a magnet and a current-carrying conductor exert a force on one another
WS1.1b,WS1.1e,WS1.2a,WS1.3e
Demonstrationofthejumpingwireexperiment.
P3.3i show that Fleming’s left-hand rule represents the relative orientations of the force, the current and the magnetic field
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P3.3j apply the equation that links the force on a conductor to the magnetic flux density, the current and the length of conductor to calculate the forces involved
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
P3.3k explain how the force exerted from a magnet and a current-carrying conductor is used to cause rotation in electric motors
an understanding of how electric motors work but knowledge of the structure of a motor is not expected
WS1.1e,WS1.3e,WS2a
Constructionofsimplemotors.
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Topic P4: Waves and radioactivity
P4.1 Wave behaviour
SummaryWavesaremeansoftransferringenergyandthetwomaintypesofwaveareintroducedinthissection:mechanicalandelectromagnetic.Thissectionconsidersbothwhatthesetypesofwavesareandhowtheyareused.Themaintermsusedtodescribewavesaredefinedandexemplifiedinthistopic.
Underlying knowledge and understandingLearnersshouldhavepriorknowledgeoftransverseandlongitudinalwavesthroughsoundandlight.Learnersshouldbeawareofhowwavesbehaveandhowthespeedofawavemaychangeasitpassesthroughdifferentmedia.Theymayalreadyhaveknowledgeofhowsoundisheardandthehearingrangesofdifferentspecies.
Common misconceptionsAlthoughtheywilloftenhaveheardofthetermsultrasoundandsonar,learnersfinditchallengingtoexplainhowimagesandtracesareformedandtoapplytheirunderstandingtocalculations.Learnersoftenmisinterpretdisplacementdistanceanddisplacement-timegraphpresentationofwaves.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM4.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
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Working scientifically
P4.1a describewavemotionintermsofamplitude,wavelength,frequencyandperiod
WS1.1b,WS1.3b,WS1.3e
Observingsoundwavesonanoscilloscope.
P4.1b definewavelengthandfrequency
P4.1c describeandapplytherelationshipbetweenwavelength,frequencyandthewavevelocity
M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS2a,WS2b
Investigationofreflectioninarippletank.(PAGP4)
P4.1d applyformulaerelatingvelocity,frequencyandwavelength(M1c,M3c)
M1c,M3c
P4.1e describedifferencesbetweentransverseandlongitudinalwaves
directionoftravelanddirectionofvibration
WS1.1b,WS1.3e Useofaslinkytomodelwaves.
P4.1f describehowripplesonwatersurfacesareusedtomodeltransversewaveswhilstsoundwavesinairarelongitudinalwaves,andhowthespeedofeachmaybemeasured
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS2a,WS2b
Investigationofrefractioninarippletank.(PAGP4)
P4.1g describeevidencethatinbothcasesitisthewaveandnotthewaterorairitselfthattravels
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P4.2 The electromagnetic spectrum
SummaryHavinglookedatmechanicalwaves,wavesintheelectromagneticspectrumarenowconsidered.Thissectionincludestheapplicationofelectromagneticwaveswithaspecificfocusonthebehaviouroflight.Alongsidethis,itexplorestheapplicationofothertypesofelectromagneticradiationforuseinmedicalimaging.
Underlying knowledge and understandingLearnersmaybefamiliarwiththeusesofsometypesofradiationbutanunderstandingofallpartsoftheelectromagneticspectrumisnotexpectedandshouldbetaughtasnewcontent.
Common misconceptionsLearnerscanhavemisconceptionssuchasgammarays,X-rays,ultravioletlight,visiblelight,infraredlight,microwavesandradiowavesbeingindependententitiesandnotbeingabletoviewitasaspectrum.Theystruggletolinkthefeaturesthatwaveshaveincommon,alongsidethedifferencesandhowtheserelatetotheirdifferentproperties.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P4.2a recallthatelectromagneticwavesaretransverseandaretransmittedthroughspacewheretheyallhavethesamevelocity
P4.2b explainthatelectromagneticwavestransferenergyfromsourcetoabsorber
examplesfromarangeofelectromagneticwaves
P4.2c applytherelationshipsbetweenfrequencyandwavelengthacrosstheelectromagneticspectrum(M1a,M1c,M3c)
M1a,M1c,M3c
WS1.1b,WS1.3b,WS1.3e
Investigationofelectromagneticwavesonchocolateorprocessedcheeseinamicrowavetomeasurewavelength.(PAGP4)
P4.2d describethemaingroupingsoftheelectromagneticspectrumandthatthesegroupingsrangefromlongtoshortwavelengthsandfromlowtohighfrequencies
radio,microwave,infra-red,visible(redtoviolet),ultra-violet,X-raysandgamma-rays
WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
Researchanddesignapostertoshowtheproperties,usesanddangersofthedifferentelectromagneticwavegroups.
P4.2e describethatoureyescanonlydetectalimitedrangeoftheelectromagneticspectrum
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P4.2f recallthatlightisanelectromagneticwave
P4.2g giveexamplesofsomepracticalusesofelectromagneticwavesintheradio,micro-wave,infra-red,visible,ultra-violet,X-rayandgamma-rayregions
WS1.1b,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i,WS1.3e,WS1.3f
Demonstrationofhowmicrowavescanbeusedtoheatwaterinabeakerwhichcaninturnbeusedtolightabulb.Thiswillhelptodemonstratethatmicrowavescanheatwaterandinturnhowfoodisheated.
Useamicrowaveemitterandabsorbertodemonstratebehaviourofwaves.(PAGP4)
Useofaphonecameratolookattheinfra-redemitteronaremotecontrol.(PAGP4)
P4.2h describehowultra-violetwaves,X-raysandgammarayscanhavehazardouseffects,notablyonhumanbodilytissues
WS1.1a,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1h,WS1.1i
ShowimagesofX-raystodiscusshowtheimagesareformed;theiradvantagesanddisadvantages.
Investigationofthebalanceofrisksforstaffandpatientsduringradiotherapy.
P4.2i recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits
P4.2j recall that different substances may absorb, transmit, refract, or reflect electromagnetic waves in ways that vary with wavelength
P4.2k explain how some effects are related to differences in the velocity of electromagnetic waves in different substances
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P4.3 Radioactivity
SummaryHavingconsideredthegeneralcharacteristicsofwavesandparticles,wenowmoveontolookatradioactivedecaywhichcombinesthesetwoideas.Theideaofisotopesisintroduced,leadingintolookingatthedifferenttypesofemissionsfromatoms.
Underlying knowledge and understandingLearnersshouldhavepriorunderstandingoftheatomicmodel,chemicalsymbolsandformulae.Anunderstandingofradioactivityisnotexpectedandshouldbetaughtasnewcontent.
Common misconceptionsLearnerstendtostrugglewiththeconceptthatradioactivityisarandomandunpredictableprocess.Theideaofhalf-lifeisanotherareathatcanleadtoconfusion.Learnersoftenfinditdifficulttounderstandthatirradiatingobjectsdoesnotcausethemtobecomeradioactive.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P4.3a recallthatatomicnucleiarecomposedofbothprotonsandneutrons,thatthenucleusofeachelementhasacharacteristicpositivecharge
M5b
P4.3b recallthatatomsofthesameelementscandifferinnuclearmassbyhavingdifferentnumbersofneutrons
P4.3c usetheconventionalrepresentationfornucleitorelatethedifferencesbetweenisotopes
identities,chargesandmasses
P4.3d recallthatsomenucleiareunstableandmayemitalphaparticles,betaparticles,orneutrons,andelectromagneticradiationasgammarays
WS1.1a,WS1.1b,WS1.2a,WS1.2d,WS1.3b,WS1.3f
UseofaGeiger-Müllertubeandradioactivesourcestoinvestigateactivity.
P4.3e relatetheseemissionstopossiblechangesinthemassorthechargeofthenucleus,orboth
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P4.3f usenamesandsymbolsofcommonnucleiandparticlestowritebalancedequationsthatrepresentradioactivedecay
P4.3g balanceequationsrepresentingtheemissionofalpha,betaorgammaradiationsintermsofthemasses,andchargesoftheatomsinvolved(M1b,M1c,M3c)
M1b,M1c,M3c
P4.3h recallthatineachatomitselectronsarearrangedatdifferentdistancesfromthenucleus,thatsucharrangementsmaychangewithabsorptionoremissionofelectromagneticradiationandthatatomscanbecomeionsbylossofouterelectrons
knowledgethatinnerelectronscanbe‘excited’whentheyabsorbenergyfromradiationandrisetoahigherenergylevel.Whenthisenergyislostbytheelectronitisemittedasradiation.Whenouterelectronsarelostthisiscalledionisation
P4.3i recallthatchangesinatomsandnucleicanalsogenerateandabsorbradiationsoverawidefrequencyrange
anunderstandingthatthesetypesofradiationmaybefromanypartoftheelectromagneticspectrumwhichincludesgammarays
WS1.1b,WS1.3e Demonstrationoffluorescencewithablacklightlampandtonicwater.
P4.3j explaintheconceptofhalf-lifeandhowthisisrelatedtotherandomnatureofradioactivedecay
M1c,M3d,M4a,M4c
WS1.1b,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3f,WS1.3h,WS2a
Usingdicetomodelrandomdecayandhalf-life.
Researchhowhalf-lifecanbeusedinradioactivedating.
P4.3k calculate the net decline, expressed as a ratio, during radioactive emission after a given (integral) number of half-lives (M1c, M3d)
half-life graphs M1c,M3d
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P4.3l recallthedifferencesinthepenetrationpropertiesofalpha-particles,beta-particlesandgamma-rays
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3f,WS1.3g,WS1.3h
UseofGeiger-Müllertube,sourcesandaluminiumplatesofvaryingthicknessestoinvestigatechangeincountrate.
P4.3m recallthedifferencesbetweencontaminationandirradiationeffectsandcomparethehazardsassociatedwiththesetwo
WS1.1a,WS1.1b,WS1.2a,WS1.2d,WS1.3b,WS1.3f
Useofsparkchambertodemonstrateadifferenttypeofactivitycounter.
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Topic P5: Energy
P5.1 Work done
SummaryWenowmoveontoconsiderhowenergycanbestoredandtransferred.Thistopicactstoconsolidatetheideasofenergythathavebeencoveredinprevioustopicsasitisafundamentalconceptthatunderpinsmanyofthewaysinwhichmatterinteracts.
Underlying knowledge and understandingLearnersmayhavepriorknowledgeofenergylistedasninetypes,asthisistheteachingapproachoftentakenatKeyStage2andKeyStage3toincreaseaccessibilitytoanabstractconcept.Learnersmayfinditdifficulttomoveawayfromthisideabutneedtobeabletoapproachsystemsintermsofenergytransfersandstores.Theywillhaveanunderstandingthatenergycanbetransferredinprocessessuchaschangingmotion,burningfuelsandinelectrical
circuits.Learnersshouldalsobeawareoftheideaofconservationofenergyandthatithasaquantitythatcanbecalculated.
Common misconceptionsLearnersmayhavemisconceptionsaroundenergybeingafuel-likesubstancethatmatterhasto‘useup’,thatrestingobjectsdonothaveanyenergyandthatallenergyistransferredefficiently.Thereisalsooftenconfusionbetweenforcesandenergy.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P5.1a describeforsituationswherethereareenergytransfersinasystem,thatthereisnonetchangetothetotalenergyofaclosedsystem(qualitativeonly)
thelawofconservationofenergy
P5.1b describeallthechangesinvolvedinthewayenergyisstoredwhenasystemchangesforcommonsituations
anobjectprojectedupwardsorupaslope,amovingobjecthittinganobstacle,anobjectbeingacceleratedbyaconstantforce,avehicleslowingdown,bringingwatertoaboilinanelectrickettle
WS1.2a,WS1.2b,WS1.3c,WS1.3f,WS1.4a,WS1.4e,WS2a,WS2b,WS2c
Exploringenergystoresandtransfersindifferentobjectinacircusbasedactivity.Objectscouldincludeawind-uptoy,aweightonaspring,aweightbeingliftedordropped,waterbeingheated,electricalappliances.
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Practical suggestions
P5.1c describethechangesinenergyinvolvedwhenasystemischangedbyheating(intermsoftemperaturechangeandspecificheatcapacity),byworkdonebyforces,andbyworkdonewhenacurrentflows
P5.1d makecalculationsoftheenergychangesassociatedwithchangesinasystem,recallingorselectingtherelevantequationsformechanical,electrical,andthermalprocesses;therebyexpressinquantitativeformandonacommonscaletheoverallredistributionofenergyinthesystem(M1a,M1c,M3c)
workdonebyforces,currentflow,throughheatingandtheuseofkWhtomeasureenergyuseinelectricalappliancesinthehome
M1a,M1c,M3c
WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useofajoulemetertomeasuretheenergyusedbydifferentelectricalappliances.(PAGP5)
P5.1e calculatetheamountsofenergyassociatedwithamovingbody,astretchedspringandanobjectraisedabovegroundlevel
M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
WS1.1b,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useoflightgatesandtrolleystoinvestigatekineticenergy.(PAGP5)
Useofajoulemeterandelectricalmotortoliftaweighttoinvestigatepotentialenergy.(PAGP5)
Investigationofenergychangesandefficiencyofbouncyballs.(PAGP5)
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P5.2 Power and efficiency
SummaryThisconsiderstheideaofconservationanddissipationofenergyinsystemsandhowthisleadstotheefficiency.Waysofreducingunwantedenergytransfersandtherebyincreasingefficiencywillbeexplored.
Underlying knowledge and understandingLearnersshouldbeawareofthetransferofenergyintousefulandwasteenergies.Theywillhaveanunderstandingofpowerandhowdomesticappliancescanbecompared.Learnerswillhaveknowledgeofinsulatorsandhowenergytransferisinfluencedbytemperature.Theyshouldhaveanawarenessofwaystoreduceheatlossinthehome.
Common misconceptionsLearnershavethecommonmisconceptionthatenergycanbe‘usedup’orthatenergyistrulylostinmanyenergytransformations.Theyalsotendtohavethebeliefthatenergycanbecompletelychangedfromoneformtoanotherwithnoenergydissipated.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM5.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J) M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
Topic content Opportunities to cover:
Practical suggestionsLearning Outcomes To include Maths
Working scientifically
P5.2a describe,withexamples,theprocessbywhichenergyisdissipated,sothatitisstoredinlessusefulways
P5.2b describehow,indifferentdomesticdevices,energyistransferredfrombatteriesorthea.c.fromthemains
howenergymaybewastedinthetransfertoandwithinmotorsandheatingdevices
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P5.2c describe,withexamples,therelationshipbetweenthepowerratingsfordomesticelectricalappliancesandhowthisislinkedtothechangesinstoredenergywhentheyareinuse
WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS2a,WS2b
Useofajoulemetertoinvestigatethepoweroutputofdifferentelectricalappliances.(PAGP5)
P5.2d calculateenergyefficiencyforanyenergytransfer
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
P5.2e describe ways to increase efficiency
P5.2f explainwaysofreducingunwantedenergytransfer
throughlubricationandthermalinsulation
WS1.1b,WS1.1e,WS1.1f,WS1.1g,WS1.1i,WS1.3b
Research,designandbuildingofenergyefficientmodelhouses.
Examinationofthermogramsofhouses.
P5.2g describehowtherateofcoolingiseffectedbythethicknessandthermalconductivityofitswalls(qualitativeonly)
WS1.2a,WS1.2b,WS1.2c,WS1.3a,WS1.3c,WS1.3d,WS1.3e,WS1.3g,WS1.3h,WS1.3i,WS2a,WS2b,WS2c,WS2d
Investigationofrateofcoolingwithinsulatedandnon-insulatedcoppercans.(PAGP5)
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Topic P6: Global challenges
Thistopicseekstointegratelearners’knowledgeandunderstandingofphysicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Applicationsofphysicscanbeusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations,andthese
challengesareconsideredinthistopic.Itthereforeprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubjectofphysics.
P6.1 Physics on the move
SummaryLearnerswillusetheirknowledgeofforcesandmotiontodeveloptheirideasabouthowobjectsareaffectedbyexternalfactors.Theywilldevelopabetterunderstandingoftheseexternalfactorstobeabletounderstandhowthedesignofobjectssuchascarsmaybemodifiedtooperatemoresafely.
Underlying knowledge and understandingLearnersshouldbefamiliarwithhowforcesaffectmotionofobjects.Theymayalreadyhavesomeknowledgeofhowvehiclesareadaptedtoincreasesafety.
Common misconceptionsLearnerstendtoconfusethefactorsthataffectthinkingdistanceandbrakingdistance,thinkingthatalcohol,drugsandtirednesswillaffectbrakingdistanceratherthanthinkingdistance.Itneedstobemadeclearthedistinctionbetweenthesetwotermsandthatthecombinationofthesegivesusthestoppingdistance.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P6.1a recalltypicalspeedsencounteredineverydayexperienceforwindandsound,andforwalking,running,cyclingandothertransportationsystems
M1d
P6.1b estimatethemagnitudesofeverydayaccelerations
M1d
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P6.1c makecalculationsusingratiosandproportionalreasoningtoconvertunitsandtocomputerates(M1c,M3c)
conversionfromnon-SItoSIunits M1c,M3c
P6.1d explainmethodsofmeasuringhumanreactiontimesandrecalltypicalresults
M1a,M2a,M2b
WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3e,WS1.3g,WS1.3h,WS2a,WS2b,WS2c,WS2d
Investigationofreactiontimeusingrulerdropexperiments.(PAGP3)
P6.1e explainthefactorswhichaffectthedistancerequiredforroadtransportvehiclestocometorestinemergenciesandtheimplicationsforsafety
factorsthataffectthinkingandbrakingdistanceandoverallstoppingdistance
P6.1f explainthedangerscausedbylargedecelerations
WS1.1e,WS1.1f,WS1.1h,WS1.2a,WS1.2b,WS1.2c,WS1.2e,WS2a,WS2b
Researchandbuildingofcasingontrolleysforeggstoinvestigatecrumplezonesandsafetyfeaturesincars.
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P6.2 Powering Earth
SummaryWearereliantonelectricityforeverydaylifeandthistopicexplorestheproductionofelectricity.Considerationwillbegiventotheuseofnon-renewableandrenewableresourcesandtheproblemsthatarefacedintheefficienttransportationofelectricitytohomesandbusinesses.Safeuseofelectricityinthehomeisalsocoveredinthistopic.Itmaybeanopportunitytorevisitpowerandefficiency.
Underlying knowledge and understandingLearnersshouldalreadybefamiliarwithrenewableandnon-renewableenergyresources.Learnersareexpectedtohaveabasicunderstandingofhowpowerstationsworkandthecostofelectricityinthehome.Theymayhavesomeideaofelectricalsafetyfeaturesinthehome.
Common misconceptionsLearnersoftenconfusetheideaofenergywithtermsincludingthewordpowersuchassolarpower.Thereareoftendifficultiesinunderstandingthathighervoltagesareappliedacrosspowerlinesandnotalongthem.Anothercommonmisconceptionisthatbatteriesandwallsocketshavecurrentinsidethemreadytoescape.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
PM6.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)
M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
P6.2a describethemainenergysourcesavailableforuseonEarth,comparethewaysinwhichtheyareusedanddistinguishbetweenrenewableandnon-renewablesources
fossilfuels,nuclearfuel,bio-fuel,wind,hydro-electricity,tidesandtheSun
WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.1i,WS1.3e
Researchofdifferentenergysources.
Demonstrationofasteamengineanddiscussionofthetransferofenergytakingplace.
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P6.2b explainpatternsandtrendsintheuseofenergyresources thechanginguseofdifferentresourcesovertime
M2c WS1.1a,WS1.1b,WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.1i
Researchandpresentinformationtoconvincepeopletoinvestinenergysavingmeasures.
Researchhowtheuseofelectricityhaschangedinthelast150years.
P6.2c recallthat,inthenationalgrid,electricalpoweristransferredathighvoltagesfrompowerstations,andthentransferredatlowervoltagesineachlocalityfordomesticuse
P6.2d recallthatstep-upandstep-downtransformersareusedtochangethepotentialdifferenceaspoweristransferredfrompowerstations
WS1.1b,WS1.1e,WS1.1f,WS1.3e
Useofamodelpowerlinetodemonstratetheenergylossesatlowervoltageandhighercurrent.
P6.2e explainhowthenationalgridisanefficientwaytotransferenergy
P6.2f recallthatthedomesticsupplyintheUKisa.c.at50Hzandabout230volts
P6.2g explainthedifferencebetweendirectandalternatingvoltage WS1.3b,WS1.3e Useofadataloggertocomparea.c.andd.c.outputtraces.(PAGP6)
P6.2h recallthedifferencesinfunctionbetweenthelive,neutralandearthmainswires,andthepotentialdifferencesbetweenthesewires
WS2a Wiringofaplug.
P6.2i explainthatalivewiremaybedangerousevenwhenaswitchinamainscircuitisopen,andexplainthedangersofprovidinganyconnectionbetweenthelivewireandearth
theprotectionofferedbyinsulationofdevices
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Itiscompulsorythatlearnerscompleteatleastsixteenpracticalactivities.
OCRhassplittherequirementsfromtheDepartmentforEducation‘Combined science GCSE subject content, July 2015’–Appendix4intosixteenPracticalActivityGroupsorPAGs:five biology, five chemistryandsixphysics.
ThePracticalActivityGroupsallowcentresflexibilityintheirchoiceofactivity.Uponcompletionofatleastsixteenpracticalactivities,eachlearnermusthavehadtheopportunitytousealloftheapparatusandtechniquesdescribedinthefollowingtablesofthistopic.
ThetablesillustratetheapparatusandtechniquesrequiredforeachPAGandanexamplepracticalthatmaybeusedtocontributetothePAG.ItshouldbenotedthatsomeapparatusandtechniquescanbeusedinmorethanonePAG. Itisthereforeimportantthatteacherstakecaretoensurethatlearnersdohavetheopportunitytousealloftherequiredapparatusandtechniquesduringthecoursewiththeactivitieschosenbythecentre.
Withinthespecificationthereareanumberofpracticalsthataredescribedinthe‘Practical
suggestions’column.ThesecancounttowardseachPAG.Weareexpectingthatcentreswillprovidelearnerswithopportunitiestocarryoutawiderangeofpracticalactivitiesduringthecourse.Thesecanbetheonesdescribedinthespecificationorcanbepracticalsthataredevisedbythecentre.Activitiescanrangefromwholeinvestigationstosimplestartersandplenaries.
Itshouldbenotedthatthepracticalsdescribedinthespecificationneedtobecoveredinpreparationforthe15%ofquestionsinthewrittenexaminationsthatwillassesspracticalskills.Learnersalsoneedtobepreparedtoanswerquestionsusingtheirknowledgeandunderstandingofpracticaltechniquesandproceduresinwrittenpapers.
Safetyisanoverridingrequirementforallpracticalwork.Centresareresponsibleforensuringappropriatesafetyproceduresarefollowedwhenevertheirlearnerscompletepracticalwork.
Useandproductionofappropriatescientificdiagramstosetupandrecordapparatusandproceduresusedinpracticalworkiscommontoallsciencesubjectsandshouldbeincludedwhereverappropriate.
Topic CS7: Practical skills
Compliance with the requirements for practical work
Revision of the requirements for practical work
OCRwillreviewthepracticalactivitiesdetailedinTopic7ofthisspecificationfollowinganyrevisionbytheSecretaryofStateoftheapparatusortechniquespublishedspecifiedinrespectoftheGCSECombinedScienceA(GatewayScience)qualification.
OCRwillrevisethepracticalactivitiesifappropriate.
Ifanyrevisiontothepracticalactivitiesismade,OCRwillproduceanamendedspecificationwhichwillbepublishedontheOCRwebsite.OCRwillthenusethefollowingmethodstocommunicatetheamendmenttoCentres:NoticetoCentressenttoallExaminationsOfficers,e-alertstoCentresthathaveregisteredtoteachthequalificationandsocialmedia.
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Thefollowinglistincludesopportunitiesforchoiceanduseofappropriatelaboratoryapparatusforavarietyofexperimentalproblem-solvingand/orenquirybasedactivities.
Practical Activity Group(PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable biology activity(a range of practicals are included in the
specification and centres can devise their own activity) *
B1Microscopy
Useofappropriateapparatus,techniquesandmagnification,includingmicroscopes,tomakeobservationsofbiologicalspecimensandproducelabelledscientificdrawings7 Investigatedifferentmagnification
techniquestodrawscientificdiagramsfromanumberofbiologicalspecimens.Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,
includinglength,area,mass,time,temperature,volumeofliquidsandgases,andpH1
B2Samplingtechniques
Applicationofappropriatesamplingtechniquestoinvestigatethedistributionandabundanceoforganismsinanecosystemviadirectuseinthefield(toinclude:bioticandabioticfactors) Investigationthedifferencesinhabitats
usingecologicalsamplingtechniques.Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,temperature,volumeofliquidsandgases,andpH1
B3Ratesofenzyme-
controlledreactions
SafeuseofappropriateheatingdevicesandtechniquesincludinguseofaBunsenburnerandawaterbathorelectricheater2
Investigatethefactorsthatcanaffecttherateofenzymeactivity.
Useofappropriateapparatusandtechniquesfortheobservationandmeasurementofbiologicalchangesand/orprocesses3
Measurementofratesofreactionbyavarietyofmethodsincludingproductionofgas,uptakeofwaterandcolourchangeofindicator5
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,temperature,volumeofliquidsandgases,andpH1
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Practical Activity Group(PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable biology activity(a range of practicals are included in the
specification and centres can devise their own activity) *
B4Photosynthesis
Useofappropriateapparatusandtechniquesfortheobservationandmeasurementofbiologicalchangesand/orprocesses3
InvestigatethefactorsthatcanaffecttherateofphotosynthesisonCabomba.
Safeandethicaluseoflivingorganisms(plantsoranimals)tomeasurephysiologicalfunctionsandresponsestotheenvironment
Measurementofratesofreactionbyavarietyofmethodsincludingproductionofgas,uptakeofwaterandcolourchangeofindicator5
SafeuseofappropriateheatingdevicesandtechniquesincludinguseofaBunsenburnerandawaterbathorelectricheater2
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,temperature,volumeofliquidsandgases,andpH1
B5Microbiologicaltechniques
Useofappropriateapparatusandtechniquesfortheobservationandmeasurementofbiologicalchangesand/orprocesses3
Investigatetheeffectivenessofantimicrobialagentsonthegrowthofa
bacteriallawn.
Useofappropriateapparatus,techniquesandmagnification,includingmicroscopes,tomakeobservationsofbiologicalspecimensandproducelabelledscientificdrawings7
SafeuseofappropriateheatingdevicesandtechniquesincludinguseofaBunsenburnerandawaterbathorelectricheater2
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,temperature,volumeofliquidsandgases,andpH1
* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE:Combined science GCSE subject content, July 2015 Appendix 4.12357 These apparatus and techniques may be covered in any of the groups indicated. Numbers correspond to that used in DfE:Combined science GCSE subject content, July 2015 Appendix 4.
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Thefollowinglistincludesopportunitiesforchoiceanduseofappropriatelaboratoryapparatusforavarietyofexperimentalproblem-solvingand/orenquirybasedactivities.
Practical Activity Group(PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable chemistry activity (a range of practicals are included in the
specification and centres can devise their own activity) *
C1Electrolysis
Useofappropriateapparatusandtechniquestodraw,setupanduseelectrochemicalcellsforseparationandproductionofelementsandcompounds
Electrolysisofaqueoussodiumchlorideoraqueouscoppersulfatesolutiontesting
forthegasesproduced.
C2Distillation
Safeuseofarangeofequipmenttopurifyand/orseparatechemicalmixturesincludingevaporation,filtration,crystallisation,chromatographyanddistillation4
Distillationofamixture,forexample,orangejuice,cherrycola,
hydrocarbons,inks
SafeuseofappropriateheatingdevicesandtechniquesincludinguseofaBunsenburnerandawaterbathorelectricheater2
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includingmass,time,temperature,andvolumeofliquidsandgases1
C3Separationtechniques
Safeuseofarangeofequipmenttopurifyand/orseparatechemicalmixturesincludingevaporation,filtration,crystallisation,chromatographyanddistillation4 Useofchromatographytoidentifythe
mixturesofdyesinanunknownink
C4Productionofsalts
Safeuseofarangeofequipmenttopurifyand/orseparatechemicalmixturesincludingevaporation,filtration,crystallisation,chromatographyanddistillation4
Productionofpuredrysampleofasalt
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includingmass,time,temperature,andvolumeofliquidsandgases1
Useofappropriateapparatusandtechniquesforconductingandmonitoringchemicalreactions,includingappropriatereagentsand/ortechniquesforthemeasurementofpHindifferentsituations
Safeuseandcarefulhandlingofgases,liquidsandsolids,includingcarefulmixingofreagentsundercontrolledconditions,usingappropriateapparatustoexplorechemicalchangesand/orproducts
SafeuseofappropriateheatingdevicesandtechniquesincludinguseofaBunsenburnerandawaterbathorelectricheater2
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Practical Activity Group(PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable chemistry activity (a range of practicals are included in the
specification and centres can devise their own activity) *
C5Measuringrates
ofreaction
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includingmass,time,temperature,andvolumeofliquidsandgases1 Investigatetheeffectofsurfaceareaor
concentrationontherateofanacid/carbonatereaction
Makingandrecordingofappropriateobservationsduringchemicalreactionsincludingchangesintemperatureandthemeasurementofratesofreactionbyavarietyofmethodssuchasproductionofgasandcolourchange
* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE:Combined science GCSE subject content, July 2015 Appendix 4.124 These apparatus and techniques may be covered in any of the groups indicated. Numbers correspond to those used in DfE:Combined science GCSE subject content, July 2015 Appendix 4.
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Thefollowinglistincludesopportunitiesforchoiceanduseofappropriatelaboratoryapparatusforavarietyofexperimentalproblem-solvingand/orenquirybasedactivities.
Practical Activity Group(PAG)
Apparatus and techniques that the practical must use or cover
Example of a suitable physics activity (a range of practicals are included in the
specification and centres can devise their own activity) *
P1Materials
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature Determinethedensitiesofavarietyof
objects,bothsolidandliquidUseofsuchmeasurementstodeterminedensitiesofsolidandliquidobjects1
P2Forces
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature1
InvestigatetheeffectofforcesonspringsUseofappropriateapparatustomeasureandobservetheeffectsofforcesincludingtheextensionofsprings
P3Motion
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature1 Investigateaccelerationofatrolleydown
arampUseofappropriateapparatusandtechniquesformeasuringmotion,includingdeterminationofspeedandrateofchangeofspeed(acceleration/deceleration)
P4Waves
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature1
Usearippletanktomeasurethespeed,frequencyandwavelengthofawave
Makingobservationsofwavesinfluidsandsolidstoidentifythesuitabilityofapparatustomeasurespeed/frequency/wavelength.Makingobservationsoftheeffectsoftheinteractionofelectromagneticwaveswithmatter
Investigatethereflectionoflightoffaplanemirrorandtherefractionoflight
throughprisms
P5Energy
Useofappropriateapparatustomakeandrecordarangeofmeasurementsaccurately,includinglength,area,mass,time,volumeandtemperature1 Determinethespecificheatcapacityofa
materialSafeuseofappropriateapparatusinarangeofcontextstomeasureenergychanges/transfersandassociatedvaluessuchasworkdone
P6Circuits
Useofappropriateapparatustomeasurecurrent,potentialdifference(voltage)andresistance,andtoexplorethecharacteristicsofavarietyofcircuitelements InvestigatetheI-Vcharacteristicsofcircuit
elementsUseofcircuitdiagramstoconstructandcheckseriesandparallelcircuitsincludingavarietyofcommoncircuitelements
* Centres are free to substitute alternative practical activities that also cover the apparatus and techniques from DfE:Combined science GCSE subject content, July 2015 Appendix 4.1 These apparatus and techniques may be covered in any of the groups indicated. Number corresponds to that used in DfE:Combined science GCSE subject content, July 2015 Appendix 4.
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Centrescanincludeadditionalapparatusandtechniqueswithinanactivitybeyondthoselistedastheminimumintheabovetables.Learnersmustcompleteaminimum of sixteenpracticalscoveringalltheapparatusandtechniqueslisted.
Theapparatusandtechniquescanbecovered:
(i) byusingOCRsuggestedactivities(providedasresources)
(ii) throughactivitiesdevisedbytheCentre.
Centrescanreceiveguidanceonthesuitabilityoftheirownpracticalactivitiesthroughourfree
practicalactivityconsultancyservice(e-mail:[email protected]).
WhereCentresdevisetheirownpracticalactivitiestocovertheapparatusandtechniqueslistedabove,thepracticalmustcoveralltherequirementsandbeofalevelofdemandappropriateforGCSE.EachsetofapparatusandtechniquesdescribedinthemiddlecolumncanbecoveredbymorethanoneCentredevisedpracticalactivitye.g.“measurementofratesofreactionbyavarietyofmethodsincludingproductionofgas,uptakeofwaterandcolourchangeofindicator”couldbesplitintotwoormoreactivities(ratherthanone).
Choice of activity
Practical Science Statement
Centresmustprovideawrittenpractical science statementconfirmingthatreasonableopportunitieshavebeenprovidedtoalllearnersbeingsubmittedforentrywithinthatyear’ssetofassessmentstoundertakeatleastsixteenpracticalactivities.
ToaidadministrationwithincentreswehavecombinedthepracticalsciencestatementrequirementwiththeHeadofCentreAnnualDeclaration.BysigningtheHeadofCentreAnnualDeclaration(seeSection4c)thecentreisconfirmingthattheyhavetakenreasonablestepstosecurethateachlearner:
a) hascompletedthepracticalactivitiessetbyOCRasdetailedinTopicCS7
b) hasmadeacontemporaneousrecordof: (i) theworkwhichthelearnerhasundertaken
duringthosepracticalactivities,and (ii) theknowledge,skillsandunderstanding
whichthatlearnerhasderivedfromthosepracticalactivities.
Centresshouldretainrecordsconfirmingpoints(a)to(b)aboveastheymayberequestedaspartoftheJCQinspectionprocess.Centresmustprovidepracticalscienceopportunitiesfortheirlearners.Thisdoesnotgosofarastoobligecentrestoensurethatalloftheirlearnerstakepartinallofthepracticalscienceopportunities.Thereisalwaysariskthatanindividuallearnermaymissthearrangedpracticalsciencework,forexamplebecauseofillness.Itcouldbecostlyforthecentretorunadditionalpracticalscienceopportunitiesforthelearner.
However,theopportunitiestotakepartinthespecifiedrangeofpracticalworkmustbegiventoalllearners.LearnerswhodonottakeupthefullrangeofopportunitiesmaybedisadvantagedastherewillbequestionsonpracticalscienceintheGCSE(9–1)CombinedScienceA(GatewayScience)assessment.
AnyfailurebyacentretoprovideapracticalsciencestatementtoOCRinatimelymanner(bymeansoftheHeadofCentreAnnualDeclaration)willbetreatedasmalpracticeand/ormaladministration[underGeneralConditionA8(Malpractice and maladministration)].
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• LearnersinEnglandwhoarebeginningaGCSE(9–1)coursearelikelytohavefollowedaKeyStage3programmeofstudy.
• TherearenopriorqualificationsrequiredinorderforlearnerstoenterforaGCSE(9–1)inCombinedScienceA(GatewayScience).
• GCSEs(9–1)arequalificationsthatenablelearnerstoprogresstofurtherqualificationseitherVocationalorGeneral.
ThereareanumberofsciencespecificationsatOCR.Findoutmoreat:www.ocr.org.uk
2d. Prior knowledge, learning and progression
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TheGCSE(9–1)inCombinedScienceA(GatewayScience)isalinearqualificationwith100%externalassessment.
OCR’sGCSE(9–1)inCombinedScienceA(GatewayScience)consistsoftwelveexaminedpapersthatare
externallyassessed.SixareatFoundationTierandsixareatHigherTier.LearnersareenteredfortheFoundationTierortheHigherTier.Eachpapercarriesanequalweightingof16.7%forthattieroftheGCSE(9–1)qualification.Eachpaperhasadurationof1hourand10minutes.
3a. Forms of assessment
3 Assessment of GCSE (9–1) in Combined Science A (Gateway Science)
Combined Science Paper 1 and Paper 7 – Biology
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsB1toB3andTopicCS7(PAGsB1-B5).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks.
Combined Science Paper 2 and Paper 8 – Biology
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsB4toB6,withassumedknowledgeofTopicsB1toB3andTopicCS7(PAGsB1-B5).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,synopticquestions,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks,someofwhichwillbesynoptic.
Combined Science Paper 3 and Paper 9 – Chemistry
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsC1toC3andTopicCS7(PAGsC1-C5).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks.
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Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsC4toC6,withassumedknowledgeofTopicsC1toC3andTopicCS7(PAGsC1-C5).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,synopticquestions,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks,someofwhichwillbesynoptic.
Combined Science Paper 4 and Paper 10 – Chemistry
Combined Science Paper 5 and Paper 11 – Physics
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsP1toP3andTopicCS7(PAGsP1-P6).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks.
Combined Science Paper 6 and Paper 12 – Physics
Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsP4toP6,withassumedknowledgeofTopicsP1toP3andTopicCS7(PAGsP1-P6).
Section Acontainsmultiplechoicequestions.Thissectionofthepaperisworth10marks.
Section Bincludesshortanswerquestionstyles(practical,maths,synopticquestions,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks,someofwhichwillbesynoptic.
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TherearethreeAssessmentObjectivesinOCRGCSE(9–1)inCombinedScienceA(GatewayScience).Thesearedetailedinthetablebelow:
Assessment ObjectivesWeighting (%)
Higher Foundation
AO1Demonstrate knowledge and understanding of:
• scientificideas• scientifictechniquesandprocedures.
40 40
AO2Apply knowledge and understanding of:
• scientificideas• scientificenquiry,techniquesandprocedures.
40 40
AO3
Analyse information and ideas to:
• interpretandevaluate• makejudgementsanddrawconclusions• developandimproveexperimentalprocedures.
20 20
3b. Assessment objectives (AO)
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TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:
Components (Foundation Tier)
% of overall GCSE (9–1) in Combined Science A (Gateway Science) (J250)
AO1 AO2 AO3 Total
Paper1(FoundationTier)J250/01 6.67 6.67 3.33 16.67
Paper2(FoundationTier)J250/02 6.67 6.67 3.33 16.67
Paper3(FoundationTier)J250/03 6.67 6.67 3.33 16.67
Paper4(FoundationTier)J250/04 6.67 6.67 3.33 16.67
Paper5(FoundationTier)J250/05 6.67 6.67 3.33 16.67
Paper6(FoundationTier)J250/06 6.67 6.67 3.33 16.67
Total 40 40 20 100
Components (Higher Tier) AO1 AO2 AO3 Total
Paper7(HigherTier)J250/07 6.67 6.67 3.33 16.67
Paper8(HigherTier)J250/08 6.67 6.67 3.33 16.67
Paper9(HigherTier)J250/09 6.67 6.67 3.33 16.67
Paper10(HigherTier)J250/10 6.67 6.67 3.33 16.67
Paper11(HigherTier)J250/11 6.67 6.67 3.33 16.67
Paper12(HigherTier)J250/12 6.67 6.67 3.33 16.67
Total 40 40 20 100
AO weightings in OCR GCSE (9–1) in Combined Science A (Gateway Science)
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Thisschemeofassessmentconsistsoftwotiers:FoundationTierandHigherTier.FoundationTierassessesgrades5–5to1–1andHigherTierassessesgrades9–9to4–4.Anallowedgrade4–3maybe
awardedontheHigherTieroptionforlearnerswhoareasmallnumberofmarksbelowthegrade4–4boundary.LearnersmustbeenteredforeithertheFoundationTierortheHigherTier.
3c. Tiers
3d. Assessment availability
TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.
Allexaminedpapersmustbetakeninthesameexaminationseriesattheendofthecourse.
ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.
3e. Retaking the qualification
Learnerscanretakethequalificationasmanytimesastheywish.
Theyretakeallthepapersoftherelevanttier.
3f. Assessment of extended response
Extendedquestionswhichmarkedusingalevelofresponsemarkschemeareincludedinallexternallyassessedpapers.Theseareindicatedinpapersandmarkschemesbyanasterisk(*).Extendedresponse
questionsprovidelearnerswiththeopportunitytodemonstratetheirabilitytoconstructanddevelopasustainedlineofreasoningwhichiscoherent,relevant,substantiatedandlogicallystructured.
3g. Synoptic assessment
Synopticassessmentinvolvestheexplicitdrawingtogetherofknowledge,understandingandskillslearnedindifferentpartsoftheGCSE(9–1)course.TheemphasisofsynopticassessmentistoencouragethedevelopmentoftheunderstandingofCombinedScienceA(GatewayScience)asadiscipline.Paper2,Paper4andPaper6fortheFoundationTier,andPaper8,Paper10andPaper12fortheHigherTiercontainanelementofsynopticassessment.
Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetween,thoughnotacross,differentareasofeachsciencediscipline,forexampleby:
• applyingknowledgeandunderstandingofmorethanoneareatoaparticularsituationorcontext
• usingknowledgeandunderstandingorprinciplesandconceptsinplanningexperimentalandinvestigativeworkandintheanalysisandevaluationofdata
• bringingtogetherscientificknowledgeandunderstandingfromdifferentareasoftherespectivesubjectandapplyingthem.
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Alearner’soverallqualificationgradeforOCRGCSE(9–1)inCombinedScienceA(GatewayScience)willbecalculatedbyaddingtogethertheirmarksfromthesixpaperstakentogivetheirtotalweightedmark.
Thismarkwillthenbecomparedtothequalificationlevelgradeboundariesfortheentryoptiontakenbythelearnerandfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.
3h. Calculating qualification results
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Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.
MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.
OCR’sAdmin overviewisavailableontheOCRwebsiteathttp://www.ocr.org.uk/administration.
4 Admin: what you need to know
4a. Pre-assessment
Estimated entries
Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries
shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentreinanyway.
Final entries
FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrules.
FinalentriesmustbesubmittedtoOCRbythepublisheddeadlinesorlateentryfeeswillapply.
AlllearnerstakingaGCSE(9–1)inCombinedScienceA(GatewayScience)mustbeenteredforoneofthefollowingentryoptions:
Entry option Components
Entry code Title Code Title Assessment type
J250F CombinedScienceA(GatewayScience)(FoundationTier)
01 Paper1(FoundationTier) Externalassessment
02 Paper2(FoundationTier) Externalassessment
03 Paper3(FoundationTier) Externalassessment
04 Paper4(FoundationTier) Externalassessment
05 Paper5(FoundationTier) Externalassessment
06 Paper6(FoundationTier) Externalassessment
J250H CombinedScienceA(GatewayScience)(HigherTier)
07 Paper7(HigherTier) Externalassessment
08 Paper8(HigherTier) Externalassessment
09 Paper9(HigherTier) Externalassessment
10 Paper10(HigherTier) Externalassessment
11 Paper11(HigherTier) Externalassessment
12 Paper12(HigherTier) Externalassessment
EachlearnermustbeenteredforeithertheFoundationTierortheHigherTieronly.Theycannotbeenteredforacombinationoftiers.
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Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
4b. Special consideration
4c. External assessment arrangements
RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.
Learnersarepermittedtouseascientificorgraphicalcalculatorforcomponents01–12.CalculatorsaresubjecttotherulesinthedocumentInstructions for Conducting ExaminationspublishedannuallybyJCQ(www.jcq.org.uk).
Head of Centre Annual Declaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,thattheyarebothawareofandadheringtoJCQregulationsandaremeetingtheobligationslaiddownbytheawardingorganisations.Thisincludesconfirmationthatallcandidatesatthecentrehavehadtheopportunitytoundertaketheprescribedpracticalactivities.
AsignedcopyofthisdeclarationmustberetainedwithinyourcentreandmayberequestedaspartoftheJCQinspectionprocess.
PleaseseetheJCQpublicationInstructions for conducting non-examination assessmentsforfurtherinformation.
AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawalofourapprovalforyoutooperateasacentre.Inaddition,forGCSESciences,failuretoreturntheHeadofCentreAnnualDeclaration,alsoconstitutesfailuretoreturnapracticalsciencestatement(seeChapterB8)whichwillbetreatedasmalpracticeand/ormaladministration[underGeneralConditionA8(Malpractice and maladministration)].
Private candidates PrivatecandidatesmayenterforOCRassessments.
Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.
TheGCSECombinedScienceA(GatewayScience)qualificationrequireslearnerstocompletesixteenpracticalactivities.Thesepracticalactivitiesareanessentialpartofthecourseandwillallowlearnerstodevelopskillsforfurtherstudyoremploymentaswellasimpartingimportantknowledgethatispartofthespecification.
Thereisnodirectassessmentofthepracticalskillspartofthecourse.However,learnerswillneedtohavecompletedtheactivitiestopreparefullyforthewrittenexaminationsastherewillbequestionsthatassesspracticalskills.
PrivatecandidatesneedtocontactOCRapprovedcentrestoestablishwhethertheyarepreparedtohostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.
FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk.
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Anumberofpost-resultsservicesareavailable:
• Enquiries about results–Ifyouthinktheremaybesomethingwrongwithalearner’sresults,centresmaysubmitanenquiryaboutresults.
• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied
• Access to scripts–Centrescanrequestaccesstomarkedscripts.
4e. Post-results services
4f. Malpractice
Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRassoonasitisdetected.
DetailedinformationonmalpracticecanbefoundintheJCQpublicationSuspected Malpractice in Examinations and Assessments: Policies and Procedures.
Results
Resultsarereleasedtocentresandlearnersforinformationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:
• thegradeforthequalification
• therawmarkforeachpaper
• thetotalweightedmarkforthequalification.
Thefollowingsupportinginformationwillbeavailable:
• rawmarkgradeboundariesforeachpaper
• weightedmarkgradeboundariesforeachentryoption.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Alearner’sfinalresult(s)willberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/2GCSE(9–1)inCombinedScienceA(GatewayScience)’.
4d. Results and certificates
Grade scale
GCSE(9–1)qualificationsaregradedonthescale:9–9to1–1,where9–9isthehighest.Learnerswhofailtoreachtheminimumstandardof1–1willbe
Unclassified(U).Onlysubjectsinwhichgrades9–9to1–1areattainedwillberecordedoncertificates.
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5 Appendices
5a. Grade descriptors
GradedescriptorsforGCSE(9–1)singlescience(biology,chemistryandphysics)andcombinedscience:
1. Grades 8 and 8–8
1.1 To achieve Grades 8 and 8–8 candidates will be able to:
• demonstraterelevantandcomprehensiveknowledgeandunderstandingandapplythesecorrectlytobothfamiliarandunfamiliarcontextsusingaccuratescientificterminology
• usearangeofmathematicalskillstoperformcomplexscientificcalculations
• criticallyanalysequalitativeandquantitativedatatodrawlogical,well-evidencedconclusions
• criticallyevaluateandrefinemethodologies,andjudgethevalidityofscientificconclusions.
2. Grades 5 and 5–5
2.1 To achieve Grades 5 and 5–5 candidates will be able to:
• demonstratemostlyaccurateandappropriateknowledgeandunderstandingandapplythesemostlycorrectlytofamiliarandunfamiliarcontexts,usingmostlyaccuratescientificterminology
• useappropriatemathematicalskillstoperformmulti-stepcalculations
• analysequalitativeandquantitativedatatodrawplausibleconclusionssupportedbysomeevidence
• evaluatemethodologiestosuggestimprovementstoexperimentalmethods,andcommentonscientificconclusions.
3. Grades 2 and 2–2
3.1 To achieve Grades 2 and 2–2 candidates will be able to:
• demonstratesomerelevantscientificknowledgeandunderstandingusinglimitedscientificterminology
• performbasiccalculations
• drawsimpleconclusionsfromqualitativeorquantitativedata
• makebasiccommentsrelatingtoexperimentalmethod.
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5b. Overlap with other qualifications
ThereisasmalldegreeofoverlapbetweenthecontentofthisspecificationandthoseforGCSE(9–1)BiologyA(GatewayScience),GCSE(9–1)ChemistryA(GatewayScience)andGCSE(9–1)PhysicsA(Gateway
Science)courses.Thelinksbetweenthespecificationsmayallowforsomeco-teaching,particularlyintheareaofworkingscientifically.
5c. Accessibility
Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.DetailedinformationabouteligibilityforaccessarrangementscanbefoundintheJCQAccess Arrangements and Reasonable Adjustments.
TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuchdisadvantage.
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Itisexpectedthatlearnerswillshowunderstandingofthescientificquantitiesandcorrespondingunits,SIbaseandderivedunitslistedbelow.
Theywillbeabletousetheminqualitativeworkandcalculations.Theseunitsandtheirassociatedquantitiesaredimensionallyindependent.
5d. Units in science
SI base units
Physical quantity Unit Unit
Length metre m
Mass kilogram kg
Time second s
Temperature kelvin K
Current ampere A
Amountofasubstance mole mol
SI derived units
Physical quantity Unit(s) Unit(s)
Area squaredmetre m2
Volume cubicmetre;litre;cubicdecimetre m3;l; dm3
Density kilogrampercubicmetre kg/m3
Temperature degreeCelsius oC
Pressure pascal Pa
Specificheatcapacity jouleperkilogramperdegreeCelsius J/kgoC
Specificlatentheat jouleperkilogram J/kg
Speed metrepersecond m/s
Force newton N
Gravitationalfieldstrength newtonperkilogram N/kg
Acceleration metrepersquaredsecond m/s2
Frequency hertz Hz
Energy joule J
Power watt W
Electriccharge coulomb C
Electricpotentialdifference volt V
Electricresistance ohm Ω
Magneticfluxdensity tesla T
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Theideathatscienceprogressesthroughacycleofhypothesis,experimentation,observation,developmentandreviewisencompassedinthissection.Itcoversaspectsofscientificthinkingandaimstodevelopthescientificskillsandconventions,fundamentaltothestudyofscience.Thesectionincludesunderstandingoftheoriesandapplicationsofscience,thepracticalaspectsofscientificexperimentation,andobjectiveanalysisandevaluation.Thiswillenablelearnerstodevelopanunderstandingoftheprocessesandmethodsofscienceand,throughconsiderationofthedifferenttypesofscientificenquiry,learnerswillbecomeequippedtoanswerscientificquestionsabouttheworldaroundthem.Learnerswillalsodevelop
andlearntoapplyskillsinobservation,modellingandproblem-solving,withopportunitiesfortheseskillstobeshownthroughlinkstospecificationcontent.Scientific-basedclaimsrequireevaluativeskillsandthesearealsodevelopedinthissectionwithopportunitiesforcontextualdevelopmenthighlighted.Learnersshouldlearntoevaluatethroughcriticalanalysisofmethodology,evidenceandconclusions,bothqualitativelyandquantitatively.
Workingscientificallyissplitintoconcepts(WS1)andpracticalskills(WS2).BothofthesewillbeassessedinwrittenexaminationsandWS2mayalsobedevelopedthroughpracticalactivities.
5e. Working scientifically
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SummaryTheconceptsandskillsinthissectioncanbeassessedinwrittenexaminations.Therearereferencesto
specificapparatusandmethodsthroughoutthecontentofthespecification.WS1issplitintofourparts.
WS1: Working scientifically assessed in a written examination
WS1.1 Development of scientific thinking
Assessable Content
Learning outcomes To include
WS1.1a understandhowscientificmethodsandtheoriesdevelopovertime
newtechnologyallowingnewevidencetobecollectedandchangingexplanationsasnewevidenceisfound
WS1.1b usemodelstosolveproblems,makepredictionsandtodevelopscientificexplanationsandunderstandingoffamiliarandunfamiliarfacts
representational,spatial,descriptive,computationalandmathematicalmodels
WS1.1c understandthepowerandlimitationsofscience
howdevelopmentsinsciencehaveledtoincreasedunderstandingandimprovedqualityoflifeandquestionsandproblemsthatsciencecannotcurrentlyanswer
WS1.1d discussethicalissuesarisingfromdevelopmentsinscience
WS1.1e explaineverydayandtechnologicalapplicationsofscience
WS1.1f evaluateassociatedpersonal,social,economicandenvironmentalimplications
WS1.1g makedecisionsbasedontheevaluationofevidenceandarguments
WS1.1h evaluaterisksbothinpracticalscienceandthewidersocietalcontext
perceptionofriskinrelationtodataandconsequences
WS1.1i recognisetheimportanceofpeerreviewofresultsandofcommunicatingresultstoarangeofaudiences
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WS1.2 Experimental skills and strategies
Assessable Content
Learning outcomes To include
WS1.2a usescientifictheoriesandexplanationstodevelophypotheses
WS1.2b planexperimentsordeviseprocedurestomakeobservations,produceorcharacteriseasubstance,testhypotheses,checkdataorexplorephenomena
WS1.2c applyaknowledgeofarangeoftechniques,instruments,apparatus,andmaterialstoselectthoseappropriatetotheexperiment
WS1.2d recognisewhentoapplyaknowledgeofsamplingtechniquestoensureanysamplescollectedarerepresentative
WS1.2e evaluatemethodsandsuggestpossibleimprovementsandfurtherinvestigations
WS1.3 Analysis and evaluation
Assessable Content
Learning outcomes To include
Applythecycleofcollecting,presentingandanalysingdata,including:
WS1.3a presentingobservationsandotherdatausingappropriatemethods
methodstoincludedescriptive,tabulardiagrammaticandgraphically
WS1.3b translatingdatafromoneformtoanother
WS1.3c carryingoutandrepresentingmathematicalandstatisticalanalysis
statisticalanalysistoincludearithmeticmeans,mode,median
WS1.3d representingdistributionsofresultsandmakeestimationsofuncertainty
WS1.3e interpretingobservationsandotherdata datapresentationstoincludeverbal,diagrammatic,graphical,symbolicornumericalforminterpretationstoincludeidentifyingpatternsandtrends,makinginferencesanddrawingconclusions
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Assessable Content
Learning outcomes To include
WS1.3f presentingreasonedexplanations relatingdatatohypotheses
WS1.3g beingobjective,evaluatingdataintermsofaccuracy,precision,repeatabilityandreproducibility
WS1.3h identifyingpotentialsourcesofrandomandsystematicerror
WS1.3i communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions
presentationsthroughpaper-basedpresentationsusingdiagrammatic,graphical,numericalandsymbolicforms
WS1.4 Scientific vocabulary, quantities, units, symbols and nomenclature
Assessable Content
Learning outcomes To include
WS1.4a usescientificvocabulary,terminologyanddefinitions
WS1.4b recognisetheimportanceofscientificquantitiesandunderstandhowtheyaredetermined
WS1.4c useSIunitsandIUPACchemicalnomenclatureunlessinappropriate
baseunitsandderivedunits(Appendix5c)
WS1.4d useprefixesandpowersoftenforordersofmagnitude
tera,giga,mega,kilo,centi,milli,microandnano
WS1.4e interconvertunits
WS1.4f useanappropriatenumberofsignificantfiguresincalculation
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SummaryArangeofpracticalexperiencesareavitalpartofascientificstudyatthislevel.Awiderangeofpracticalskillswillbeaddressedthroughoutthecourse,skillswhicharerequiredforthedevelopment
ofinvestigativeskills.Learnersshouldbegiventheopportunitytopractisetheirpracticalskills,whichwillalsopreparethemforthewrittenexaminations.Forfurtherdetailsofthepracticalactivityrequirements,seeTopicCS7
WS2: Working scientifically skills demonstrated
Practical skills to be developed
Learning outcomes To include
WS2a carryoutexperiments dueregardtothecorrectmanipulationofapparatus,theaccuracyofmeasurementsandhealthandsafetyconsiderations,andfollowingwritteninstructions
WS2b makeandrecordobservationsandmeasurementsusingarangeofapparatusandmethods
keepingappropriaterecords
WS2c presentingobservationsusingappropriatemethods
methodstoincludedescriptive,tabulardiagrammaticandgraphically
WS2d communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions
presentationsthroughpaper-basedandelectronicreportsandpresentationsusingverbal,diagrammatic,graphical,numericalandsymbolicforms
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Inordertobeabletodeveloptheirskills,knowledgeandunderstandinginGCSE(9–1)inCombinedScienceA(GatewayScience),learnersneedtohavebeentaught,andtohaveacquiredcompetencein,theappropriateareasofmathematicsrelevanttothesubjectasindicatedinthetableofcoveragebelow.
ThequestionsandtasksusedtotargetmathematicalskillswillbeatalevelofdemandthatisappropriatetoGCSE(9–1)inCombinedScience.
IntheFoundationTierquestionpapers,thequestionsthatassessmathematicalskillswillnotbeofalowerdemandthanthatwhichisexpectedoflearnersatKeyStage3,asoutlinedintheDepartmentforEducation’sdocument“Mathematics programme of study: key stage 3”.
IntheHigherTierquestionpapers,thequestionsthatassessmathematicalskillswillnotbelowerthanthatofquestionandtasksinassessmentfortheFoundationTierinaGCSEqualificationinMathematics.
Theassessmentofquantitativeskillswouldincludeatleast20%mathematicalskillsattheappropriatetierforcombinedscience.
Theseskillswillbeappliedinthecontextoftherelevantcombinedscience.
Allmathematicalcontentwillbeassessedwithinthelifetimeofthespecification.
SkillsshowninboldtypewillonlybetestedintheHigherTierpapers.
ThislistofexamplesisnotexhaustiveandisnotlimitedtoGCSEexamples.Theseskillscouldbedevelopedinotherareasofspecificationcontentasindicatedintheopportunitiestocovercolumn.
ThemathematicalskillsrequiredfortheGCSE(9–1)inBiology(B),Chemistry(C),Physics(P)andCombinedScience(CS)areshowninthetablebelow.
5f. Mathematical skills requirement
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Mathematical skills Subject
M1 Arithmetic and numerical computation
a Recogniseanduseexpressionsindecimalform B C P CS
b Recogniseanduseexpressionsinstandardform B C P CS
c Useratios,fractionsandpercentages B C P CS
d Makeestimatesoftheresultsofsimplecalculations B C P CS
M2 Handling data
a Useanappropriatenumberofsignificantfigures B C P CS
b Findarithmeticmeans B C P CS
c Constructandinterpretfrequencytablesanddiagrams,barcharts andhistograms
B C P CS
d Understandtheprinciplesofsamplingasappliedtoscientificdata B
e Understandsimpleprobability B
f Understandthetermsmean,modeandmedian B P CS
g Useascatterdiagramtoidentifyacorrelationbetweentwovariables B P CS
h Makeorderofmagnitudecalculations B C P CS
M3 Algebra
a Understandandusethesymbols:=,<,<<,>>,>,Ä,~ B C P CS
b Changethesubjectofanequation C P CS
c Substitutenumericalvaluesintoalgebraicequationsusing appropriateunitsforphysicalquantities
C P CS
d Solvesimplealgebraicequations B P CS
M4 Graphs
a Translateinformationbetweengraphicalandnumericform B C P CS
b Understandthaty=mx+crepresentsalinearrelationship B C P CS
c Plottwovariablesfromexperimentalorotherdata B C P CS
d Determinetheslopeandinterceptofalineargraph B C P CS
e Drawandusetheslopeofatangenttoacurveasameasureofrate ofchange C CS
f Understandthephysicalsignificanceofareabetweenacurveandthe x-axisandmeasureitbycountingsquaresasappropriate
P CS
M5 Geometry and trigonometry
a Useangularmeasuresindegrees P CS
b Visualiseandrepresent2Dand3Dformsincludingtwodimensionalrepresentationsof3Dobjects
C P CS
c Calculateareasoftrianglesandrectangles,surfaceareasandvolumesofcubes. B C P CS
5
146© OCR 2016
GCSE (9–1) in Combined Science A (Gateway Science)
LearnersareexpectedtorecallandapplythefollowingequationsusingstandardS.I.units:
Reference Mathematical learning outcomes Maths skills
PM1.1i recallandapply:density(kg/m3)=mass(kg)/volume(m3) M1a,M1b,M1c,M3b,M3c
PM2.1i recallandapply:distancetravelled(m)=speed(m/s)xtime(s) M1a,M2b,M3a,M3b,M3c,M3d,M4a,M4b,M4c,M4d,M4e
PM2.1ii recallandapply:acceleration(m/s2)=changeinvelocity(m/s)/time(s) M1a,M3a,M3b,M3c,M3d
PM2.1iv recallandapply:kineticenergy(J)=0.5xmass(kg)x(speed(m/s))2 M1a,M3a,M3b,M3c,M3d
PM2.2i recallandapply:force(N)=mass(kg)xacceleration(m/s2) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2ii recall and apply: momentum (kgm/s) = mass (kg) x velocity (m/s) M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iii recallandapply:workdone(J)=force(N)xdistance(m)(alongthelineofactionoftheforce)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.2iv recallandapply:power(W)=workdone(J)/time(s) M1a,M2a,M3a,M3b,M3c,M3d
PM2.3i recallandapply:forceexertedbyaspring(N)=extension(m)xspringconstant(N/m)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M3c,M3d
PM3.2i recallandapply:potentialdifference(V)=current(A)xresistance(Ω) M1a,M2a,M3a,M3b,M3c,M3d
PM3.2ii recallandapply:energytransferred(J)=charge(C)xpotentialdifference(V)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω)
M1a,M2a,M3a,M3b,M3c,M3d
PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h) M1a,M2a,M3a,M3b,M3c,M3d
5g. Equations in Physics
5
147© OCR 2016 GCSE (9–1) in Combined Science A (Gateway Science)
Reference Mathematical learning outcomes Maths skills
PM4.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d
PM5.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J)
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
LearnersareexpectedtoselectandapplythefollowingequationsusingstandardS.I.units:
Reference Mathematical learning outcomes Maths skills
PM1.2i apply:changeinthermalenergy(J)=mass(kg)xspecificheatcapacity(J/kg°C)xchangeintemperature(°C)
M1a,M3b,M3c,M3d
PM1.2ii apply:thermalenergyforachangeinstate(J)=mass(kg)xspecificlatentheat(J/kg)
M1a,M3b,M3c,M3d
PM2.1iii apply:(finalvelocity(m/s))2–(initialvelocity(m/s))2=2xacceleration(m/s2)xdistance(m)
M1a,M3a,M3b,M3c,M3d
PM2.3ii apply:energytransferredinstretching(J)=0.5xspringconstant(N/m)x(extension(m))2
M1a,M2a,M3a,M3b,M3c,M3d
PM3.3i apply: force on a conductor (at right angles to a magnetic field) carrying a current (N) = magnetic flux density (T) x current (A) x length (m)
M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d
PM6.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)
M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d
5
148© OCR 2016
GCSE (9–1) in Combined Science A (Gateway Science)
InUKlaw,healthandsafetyisprimarilytheresponsibilityoftheemployer.Inaschoolorcollegetheemployercouldbealocaleducationauthority,thegoverningbodyorboardoftrustees.Employees(teachers/lecturers,techniciansetc.),havealegaldutytocooperatewiththeiremployeronhealthandsafetymatters.Variousregulations,butespeciallytheCOSHHRegulations2002(asamended)andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedureorharmfulmicroorganismsiscarriedout,orhazardouschemicalsareusedormade,theemployermustcarryoutariskassessment.Ausefulsummaryoftherequirementsforriskassessmentinschoolorcollegesciencecanbefoundathttp://www.ase.org.uk/resources/health-and-safety-resources/risk-assessments/
Formembers,theCLEAPSSguide,PS90,Making and recording risk assessments in school science1 offersappropriateadvice.
MosteducationemployershaveadoptednationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.
Whereanemployerhasadoptedmodelriskassessmentsanindividualschoolorcollegethenhastoreviewthem,toseeifthereisaneedtomodifyoradapttheminsomewaytosuittheparticularconditionsoftheestablishment.
Suchadaptationsmightincludeareducedscaleofworking,decidingthatthefumecupboardprovisionwasinadequateortheskillsofthelearnerswereinsufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthenberecordedina‘point of use text’,forexample,onschemesofwork,publishedteachersguides,worksheets,etc.Thereisnospecificlegalrequirementthatdetailedriskassessmentformsshouldbecompletedforeachpracticalactivity,althoughaminorityofemployersmayrequirethis.
Whereprojectworkorinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures,chemicalsormicroorganisms,whicharenotcoveredbytheemployer’smodelriskassessments.Theemployershouldhavegivenguidanceonhowtoproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®1
5h. Health and safety
1These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationswebsitewww.cleapss.org.uk.NotethatCLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS®gotowww.cleapss.org.uk.
5
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ay Science)
5i. The Periodic Table of elements
(1) (2) (3) (4) (5) (6) (7) (0)
1 Key 18
1H
hydrogen
1.0 2
atomicnumberSymbol
name
relativeatomicmass 13 14 15 16 17
2Hehelium
4.03Li
lithium
6.9
4Be
beryllium
9.0
5B
boron
10.8
6C
carbon
12.0
7N
nitrogen
14.0
8O
oxygen
16.0
9F
fluorine
19.0
10Neneon
20.211Na
sodium
23.0
12Mg
magnesium
24.3 3 4 5 6 7 8 9 10 11 12
13Al
aluminium
27.0
14Si
silicon
28.1
15P
phosphorus
31.0
16S
sulfur
32.1
17Cl
chlorine
35.5
18Arargon
39.919K
potassium
39.1
20Ca
calcium
40.1
21Sc
scandium
45.0
22Ti
titanium
47.9
23V
vanadium
50.9
24Cr
chromium
52.0
25Mn
manganese
54.9
26Feiron
55.8
27Cocobalt
58.9
28Ninickel
58.7
29Cu
copper
63.5
30Znzinc
65.4
31Ga
gallium
69.7
32Ge
germanium
72.6
33As
arsenic
74.9
34Se
selenium
79.0
35Br
bromine
79.9
36Kr
krypton
83.837Rb
rubidium
85.5
38Sr
strontium
87.6
39Y
yttrium
88.9
40Zr
zirconium
91.2
41Nb
niobium
92.9
42Mo
molybdenum
95.9
43Tc
technetium
44Ru
ruthenium
101.1
45Rh
rhodium
102.9
46Pd
palladium
106.4
47Agsilver
107.9
48Cd
cadmium
112.4
49In
indium
114.8
50Sntin
118.7
51Sb
antimony
121.8
52Te
tellurium
127.6
53I
iodine
126.9
54Xexenon
131.355Cs
caesium
132.9
56Ba
barium
137.3
57–71lanthanoids
72Hf
hafnium
178.5
73Ta
tantalum
180.9
74W
tungsten
183.8
75Re
rhenium
186.2
76Os
osmium
190.2
77Ir
iridium
192.2
78Pt
platinum
195.1
79Augold
197.0
80Hg
mercury
200.6
81Tl
thallium
204.4
82Pblead
207.2
83Bi
bismuth
209.0
84Po
polonium
85At
astatine
86Rnradon
87Fr
francium
88Ra
radium
89–103actinoids
104Rf
rutherfordium
105Db
dubnium
106Sg
seaborgium
107Bh
bohrium
108Hs
hassium
109Mt
meitnerium
110Ds
darmstadtium
111Rg
roentgenium
112Cn
copernicium
114Fl
flerovium
116Lv
livermorium
150© OCR 2016
GCSE (9–1) in Combined Science A (Gateway Science)
151© OCR 2016 GCSE (9–1) in Combined Science A (Gateway Science)
152© OCR 2016
GCSE (9–1) in Combined Science A (Gateway Science)
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