aqa gcse science spring 2011 course guide

AQA

Matchesthe new 2011 AQA GCSE science specifications

GCSE SciencesWritten by a team of experienced teachers and examiners – this course caters for all abilities and covers all your assessment needs.

For AQA

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GCSE SciencesAQAG

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Student Book Resources and Planning Pack

Resources and Planning OxBox

CD-ROM

Exam Preparation and Assessment OxBox CD-ROM

Revision Guide Online Homework



CD-ROM





CD-ROM



Course structure

GCSE Biology (B1, B2, B3)

GCSE Chemistry (C1, C2, C3)

GCSE Physics (P1, P2, P3)

Student Book Exam Preparation and

Assessment OxBox CD-ROM


CD-ROM

Resources and Planning Pack


www




CD-ROM






CD-ROM



More support for assessment, better engagement and extra help with delivery

Order your AQA GCSE Science Evaluation PackOrder your AQA GCSE Science Evaluation Pack today. It contains a copy of the GCSE Science Student Book, the GCSE Additional Science Student Book, and the GCSE Biology Student Book, as well as teacher material and a demo CD-ROM of the digital resources. This will give you an excellent overview of the resources and it’s available on 90 days’ free evaluation to give you plenty of time to try them out. Email [email protected] to order yours.

Oxford’s AQA GCSE Sciences resources are written by a team of experienced teachers and examiners so you can be confident it matches the new AQA specifications exactly. We’re listening to teachers and have created a new GCSE science course that builds on the features you like about your current resources while incorporating all the features you’d like to see.

Why choose this course? It’s accessible and contains clear, exam-tier matched

differentiation – all abilities are catered for, from G-A*

It’s packed with lots of tiered questions at the end of every spread and at the end of the chapters, so students can practise at the right level for them and improve

It provides end of chapter revision checklists and visual summaries so students know what they need to learn and spot areas of weaknesses

There’s help provided for students to progress through the grades – Upgrade shows students what they need to do to improve and achieve their full potential

It includes support for extended response questions and Controlled Assessment to help you and your students get to grips with the new styles of assessment

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For the latest news and information on AQA GCSE Sciences, visit www.oxfordsecondary.co.uk/aqagcsescience

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For AQA

“The whole package is very impressive – it covers all you need. Beautiful presentation, extension material, grade boundaries and excellent suggested practicals and homework. The text summarises concisely with easily understood language. Revision stuff – fabulous with mind maps – unique!”

Clive West, Hall Green School

34 35BIOLOGY B1 (PART 1)

Learning objectives

After studying this topic, you should be able to:

know about different types of adrugs

evaluate why some people use aillegal drugs for recreation

Drugs may be benefi cial or harmfulA drug is a chemical that alters the way your body or brain works. Drugs may alter your behaviour as well as altering your metabolism.

Benefi cial drugs are medicines like painkillers, antibiotics, and statins. Some drugs have to be prescribed by a doctor. This is because they may

have side-effectsinterfere with another medicine the patient is takingbe harmful for a particular patient if they have another conditionbe harmful if taken too often.

Using drugs for recreationLegal recreational drugsSome drugs are legal and used for recreation. These include caffeine, nicotine in tobacco, and alcohol. Caffeine is usually not harmful. Nicotine makes people addicted to tobacco, and that causes cancer. Alcohol can harm the nervous system. It alters people’s behaviour and may lead to violence or accidents.

Illegal recreational drugsSome athletes use performance-enhancing drugs like anabolic steroids. These can have harmful side-effects. It may be unethical to use them as it gives some athletes an unfair advantage. The athletes may also suffer side-effects from taking the anabolic steroids.

Progression to hard drugsMany young people experiment briefl y with some types of drugs. Unfortunately some of them may go on to take hard drugs like heroin and cocaine. Both these drugs are very addictive. When users try to stop taking them they get withdrawal symptoms.

Impact on healthAll drugs have an effect on your health. However, the legal drugs, like alcohol and tobacco, have a greater overall impact and cause more harm. This is because more people use them so more people are harmed.

CannabisSome people believe cannabis is a very good painkiller. People with multiple sclerosis fi nd it relieves their symptoms. However, some people have concerns that the chemicals in cannabis smoke may

lead to mental health problems in some peoplelead the user on to addiction to hard drugs like heroin and cocaineincrease the risk of heart attacks and strokes.

In the UK cannabis is illegal and cannot be prescribed. However, it is used illegally for recreation by some people.

Testing new drugsNew drugs have to be rigorously tested before being licensed. They are tested on laboratory animals and human tissue to see if they are toxic. Then they are trialled on human volunteers.

0AB1 11: Drugs and you

Key words

drug, addiction, withdrawal symptoms

AQAExam tip

Do not fall into the trap of saying athat because something is made from natural substances it is bound to be good for you. Many strong poisons come from plants.

Did you know...?

Some animals self-medicate. They eat certain leaves that they do not normally eat, to treat parasitic infections.

Statins lower blood cholesterol. Some statins 5cause muscle pain in some people, and a doctor will need to fi nd the best type for each patient.

Field of opium poppies in Dorset. Opium is obtained from the seed heads 5of this poppy. Opium contains morphine and codeine. Opium can also be refi ned to make the illegal drug heroin.

Cannabis products: seeds, a leaf, dried parts, 5and marijuana

A Why do you need to have a prescription from a doctor to get certain drugs, like strong painkillers?

B Why do legal drugs have a greater impact overall on people’s health than illegal drugs?

C What are the medical benefi ts of cannabis?

D Why is cannabis not available on prescription in the UK?

1 Name three drugs that can be obtained from opium poppies.

S

2 Explain the following terms: drug; addiction; withdrawal.

M

3 Explain why new drugs have to be tested before they are licensed for use as medicines.

H

Questions

90 91CHEMISTRY C1 (PART 1)

Learning objectives


know what elements are and what athey are made up of

describe how elements are aclassifi ed in the periodic table

0AC1 1: Atoms and elements

Killer cargoIt’s 1810. A ship takes on board a cargo of mercury. Within three weeks, many crew members are ill. Most are dribbling uncontrollably. Many have mouth ulcers and bowel complaints. Some are suffering more badly. Their faces are so swollen that their eyes will not open. Their tongues are so swollen that they can hardly breathe. Three sailors die. So do all the sheep, pigs, and cats on the boat.

These sailors and animals were suffering from mercury poisoning. The leather of the mercury containers had rotted. Liquid mercury fl owed all over the ship. Sailors breathed in mercury vapour and absorbed the metal through their skin.

Symbols for elementsEach element has its own symbol. The symbol for mercury is Hg. This comes from its Latin name, hydrargyrum. The symbol O represents one atom of oxygen. The list below shows the symbols of some other elements:

nitrogen – Nneon – Neneptunium – Npsodium – Na.

The periodic tableAll the elements are listed in the periodic table. The vertical columns are called groups. The elements in a group have similar properties.

A model of the atoms in liquid mercury. Each 5circle represents one mercury atom.

The elements in group 1are silver-coloured metals.They react with water.

The elements in group 0are gases at room temperature.

They do not usually reactwith other substances.

The elements onthe left of the steppedline are metals

1 2 3 4 5 6 7

0

The elements on the right of thestepped line are non-metals

H He

Mo

Li Be

Na Mg

K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr

Al Si P S Cl Ar

B C N O F Ne

Rb Sr Y Zr Nb Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe

WCs Ba La Hf Ta Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn

Fr Ra Ac

Using mercuryMercury is not all bad. Its vapour is a vital part of low energy light bulbs – each bulb contains about fi ve milligrams of the metal. Mercury saves lives in tip-over switches in electric heaters, too. When the heater is on, electricity fl ows through the mercury in the switch. If the heater falls over, the mercury moves. The circuit is broken, so the heater switches off and is unlikely to start a fi re.

Elements and atomsMercury is an element. It is made of just one sort of atom. An atom is the smallest part of an element that can exist. Atoms are tiny. The diameter of one atom is about 0.000 000 01 cm. If you could place one hundred million atoms side by side, they would stretch one centimetre.

Mercury is not the only element. In total, there are about 100 elements, each with its own type of atom. You cannot split elements into simpler substances. Everything in the world is made from the atoms of one or more of these 100 or so elements.

Did you know...?

You are made up of atoms of elements, too. A 50 kg person contains 32.5 kg of oxygen atoms, 9 kg of carbon atoms, 5 kg of hydrogen atoms, and smaller amounts of many other elements.

Key words

metal, element, atom, symbol, periodic table, group

AQAExam tip

Remember that everything is amade up of atoms of about 100 elements.

A What is an element?

B What is an atom?

C Name an element whose symbol is the fi rst letter of its name.

D Suggest a reason for the symbols of neon and neptunium being two letters long.

1 Give the name and symbol of one element in group 1 of the periodic table.

2 State what all the elements in group 0 have in common.

S

3 How many types of atom are there? Explain how you worked out your answer.

M

Questions

Mercury is the only metal which is liquid at room temperature 5

GCSE SciencesAQA

GCSE ScienceThe GCSE Science specification develops scientific knowledge and understanding, and then illustrates it in reference to context. The content is presented in subject units, and biology, chemistry and physics can be taught separately by subject specialists.

The units are:Unit 1 – Biology 1 Unit 2 – Chemistry 1 Unit 3 – Physics 1 Unit 4 – Controlled Assessment Unit

GCSE Science Student Book

Science summary pages provide checklists and visual summaries as a starting point for revision


A bright and modern page structure, specially designed to engage and enthuse your students while making the science as accessible as possible


Specification-linked learning objectives written in a student-friendly language encourage your students to understand what is expected of them and monitor their own progress

Worked examples focus on equations needed for the exams, showing students how to work through problems in preparation for assessment and providing a reference point for revision

To find out more about Controlled Assessment visit www.sciencelab.org.uk/2011science/controlledassessment.phpwww

4

AQA

163CHEMISTRY C1 (PART 2)

Using ethanol made from sugar cane is

carbon neutral. The sugar take in the same

amount of carbon dioxide when they grow as

the ethanol give out when it burn. Ethanol

from ethene is not renewable. A disadvantage

of ethanol from sugar is you should use land

to grow food.

Examiner: The answer makes three correct

points, and the spelling and punctuation are good.

There are some grammatical errors. The answer

explains the meaning of the term ‘carbon neutral’,

but does not mention that making fertilisers for

sugar cane crops causes carbon dioxide

emissions.

C – D

Fermentasion is good

because you can grow

shugar cane every year.

The ethene method needs

lots of energy

Examiner: The candidate knows that ethanol made from sugar

cane is a renewable resource, but has not used the scientifi c word to

describe this advantage. The second point is also correct. The

candidate has not made it obvious how the two processes compare.

There are two spelling errors and one punctuation error.

E – G

Examiner: This answer clearly describes

the advantages and disadvantages of the

two processes. It is logically organised, and

includes scientifi c terms that are used

correctly. The spelling, punctuation, and

grammar are accurate.

The answer would be even better if it made

clear which statements refer to advantages

and which to disadvantages.

A* – B

Sugar cane is a renewable resource – you can

grow it again. Ethene is a non-renewable resource,

because it comes from crude oil. Fermentation

happens at 37 ºC. Ethene makes ethanol by

reacting with steam at 300 ºC. So fermentation

needs lower energy inputs. But fermentation

makes waste carbon dioxide. The other process

makes no waste products. It is morally wrong to

use land for fuel crops instead of food.

Outline the advantages and disadvantages of producing ethanol from plant crops, compared to producing ethanol from ethene.

The quality of written communication will be assessed in your answer to this question.

QU

ES

TION

Answering Extended Writing questionsIn Brazil, ethanol has been used as a vehicle fuel for many years. Ethanol can be produced by the fermentation of plant sugars, such as those in sugar cane. It can also be produced from ethene gas. Ethene is made from crude oil.

Exam-style questions1 Scientists now know that the Earth is

made up of several layers:

core crust mantle

a Use the words above to label the different layers in this diagram.

b Which layer is:i made of nickel and iron?ii a source of important raw

materials for the chemical industry?

iii made up of a number of large tectonic plates?

2 Large hydrocarbon molecules obtained from crude oil can be converted into smaller molecules by a process called cracking.a What conditions are needed for a

cracking reaction? b Give one reason why cracking is

important in the petrochemical industry.

3 a The displayed formula of chloroethene is:

H

C

Cl

H H

C

i Why is this molecule described as unsaturated?

ii A student adds bromine water to a small sample of this substance. What would she observe?

iii Complete this balanced equation to show the reaction which happens when the bromine is added:C2H3Cl + Br2

b Chloroethene is a monomer used in industry to manufacture the polymer poly(chloroethene). i Draw out the displayed formula

of poly(chloroethene).ii Poly(chloroethene) is used to

make window frames. Suggest two properties which the polymer must have to make it suitable for this use.

Extended writing

4 Olives grow in some parts of the world. They are a good source of oil. This olive oil is used in cooking, is eaten as a food, and can be used as a fuel.

Write about why olives can be used in this way.

G – E

5 Polymers are a very important type of substance in today’s society. However, many people are worried about how to dispose of them.

Explain why disposing of polymers is a particular problem.

D – C

6 The atmosphere of the Earth today contains about 21% oxygen, 78% nitrogen, and 1% other gases.

Describe how the early atmosphere may have been different to today’s atmosphere.

B –A*

B–A*G

– ED

– CB

–A*

162

5

Summary questions are differentiated by level of difficulty to cater for higher and foundation students in one book

For AQA

Exam tips help your students prepare for their exams and reach their full potential

Why study this unit?Human activity is leading to changes in climate, and we are rapidly using up our natural resources. Scientists are working on solutions to these problems. We consume vast amounts of electricity every day, powering a range of appliances including our TVs and computers. In the future, how will we generate enough to meet our needs?

In this unit you will learn about how electricity is generated, and the advantages and disadvantages of the different technologies, from large coal-fired power stations to small solar cells on calculators.

You will also learn more about waves. How, when we talk, our mobile phones convert sound waves into microwaves before beaming them at high speed to the nearest mobile phone mast. Finally, you will learn about how electromagnetic waves provide the evidence for the Big Bang theory. This is one of the most important of scientific ideas; it describes how everything around us, the entire Universe, was formed.

You should remember

1 All human activity has an impact on the environment.

2 The conservation of energy states that energy cannot be created or destroyed.

3 Electricity is generated in different types of power station.

4 Waves, like light and sound, transfer energy from one place to another.

5 Light and sound can be reflected off objects, and refracted when they travel from one material to another.

The world’s largest power station is the Three Gorges Dam on the Yangtze River in China. The project has been in development since 1994. When it reaches full capacity it is expected to be able to produce as much as 22 500 000 000 watts of power (22.5 gigawatts, GW). That’s enough electricity for every person in the UK and Australia to watch their own large plasma TV at the same time.

The world’s smallest ‘power station’ is a phytoplankton – a single-celled aquatic organism that converts sunlight into chemical energy to create living biomass.

Electrical energy and waves

P1 Part 2

AQA specification match

P1.4 1.16 Generating

electricity

P1.4 1.17 Fossil fuels and

carbon capture

P1.4 1.18 Nuclear power

P1.4 1.19 Biomass and

biofuels

P1.4 1.20 Solar and wind

power

P1.4 1.21 Energy from water

P1.4 1.22 The National Grid

P1.4 1.23 Matching supply

and demand

P1.5 1.24 Waves all around us

P1.5 1.25 Transverse and

longitudinal waves

P1.5 1.26 Experiments with

waves

P1.5 1.27 The electromagnetic

spectrum

P1.5 1.28 Communications

and optics

P1.5 1.29 Sound waves

P1.5 1.30 The Doppler effect

P1.5 1.31 Red-shift

P1.5 1.32 The Big Bang theory

Course catch-up

AQA Upgrade

Engaging opening pages start the module by outlining what students should already be familiar with from previous science teaching, linking back to KS3 and building links between modules in GCSE

Exam preparation pages provide exam-style questions with exam tips for summary and revision work

GCSE SciencesAQA

GCSE Additional ScienceThe GCSE Additional Science specification provides a natural progression from GCSE Science. It places a greater emphasis on explaining, theorising and modelling science. It provides students with a solid foundation to move on to study separate AS and A Level Sciences.

GCSE Additional Science Student Book

GCSE Separate SciencesThe GCSE Biology, Chemistry and Physics specifications all have three units, which all have rich and relevant content. These provide a firm foundation for students who want to go on to study separate sciences at A Level.

It’s easy to deliver the GCSE Separate Science option with two flexible routes. Choose either to buy GCSE Biology, GCSE Chemistry and GCSE Physics which each contain three units or you can choose to use the Separate Science Student Book that covers just units B3, C3 and P3 alongside your existing resources for GCSE Science and GCSE Additional Science.

GCSE Chemistry Student Book

To find out more about Controlled Assessment visit www.sciencelab.org.uk/2011science/controlledassessment.phpwww

6 7

For AQA

Separate Sciences optionsRoute 1 Route 2

GCSE Additional Science GCSE Separate ScienceGCSE Science GCSE Chemistry GCSE PhysicsGCSE Biology

50

Learning objectives


understand that enzymes for adigesting food work outside body cells

know the roles of hydrochloric acid aand bile in helping digestion

Why do you need to digest food?It may seem a strange idea, but when food is in your gut it is still outside your body. Think of your body as being like a very long doughnut. The hole running through it is your gut. It is open to the outside at each end – the mouth and the anus.

Your gut or digestive tract runs from the mouth, via the gullet, stomach, small intestine, large intestine, and rectum to the anus.

The gut wall is part of your body of course, but the space in the middle of the gut is continuous with the outside of the body. So when the food you have chewed and swallowed is in your stomach and intestine, it is still outside.

You need to get it across the gut wall and into your bloodstream so it can go to your cells. The large food molecules have to be broken down into small molecules so they can diffuse across the gut wall and into the blood. This breaking down into smaller molecules is digestion.

0AB2 16: Enzymes and digestion

stomach

largeintestine

smallintestine

Computer artwork showing the digestive tract 5(gut) inside the body

How is your food digested?You have special enzymes that catalyse the breakdown (digestion) of large food molecules to smaller molecules. They are called digestive enzymes.

Digestive enzymesare made in specialised cells in glands and in the lining of the gutpass out of the cells where they are made and into the gutcome into contact with food molecules and catalyse the breakdown of large food molecules into smaller molecules.

A Explain why you need to digest your food.

B What is the substrate for the enzyme amylase?

C What is the product when amylase catalyses the breakdown of its substrate?

Did you know...?

You could digest your food without enzymes, but it would take several years to digest just one meal.

AQAExam tip

You should learn the information in athe table on the next page. You need to know the names of these enzymes, where they are made and work, and what they do.

02 736 AQA Additional Biology U2P2.indd 50 22/11/10 16:37:08

51BIOLOGY B2 (PART 2)

Enzyme Where it is made What it does Where it does it

Amylase In salivary glands In the pancreasIn the lining of the small intestine

Catalyses the breakdown of starch molecules into sugar molecules.

In the mouth and in the small intestine.

Protease In the stomach In the pancreas In the lining of the small intestine

Catalyses the breakdown of protein molecules into amino acids.

In the stomach and small intestine.

Lipase In the pancreasIn the lining of the small intestine

Catalyses the breakdown of lipids (fat molecules) into fatty acid and glycerol molecules.

In the small intestine.

The best conditionsEnzymes need a particular pH to work best.

Some enzymes work well at acidic pHYour stomach makes hydrochloric acid. This kills any bacteria that are in the food you eat. The proteases that work in your stomach can work well at low pH.

Some enzymes work best at alkaline pHThe enzymes that work in the small intestine work best in slightly alkaline conditions. When the food passes out of your stomach and into your small intestine, bile is released from the gall bladder. The bile enters the small intestine.

Bileis made in the liveris stored in the gall bladderneutralises the acid that was added to food in the stomachprovides alkaline conditions in the small intestine for the enzymes there to work most effectively.

Key words

digestion, amylase, protease, lipase

stomachliver

pancreas

pancreaticduct

smallintestine

bileduct

gallbladder

omastover

e

e

e

e

liv

gdd

ver

gallder

sstine

d

d

smallstine

bdu

dd

bileuct

de

ctduc

ncr

ncr

pan

pan

In this diagram of the 3digestive tract you can see how the bile from the gall bladder passes down a tube and into the small intestine. You can also see how enzymes made in the pancreas can pass along the pancreatic duct and into the small intestine.

1 Name three places in the body where amylase is made.

2 What types of molecules are made when lipase catalyses the breakdown of fats?

3 What is the function of bile?

4 Where is bile made?

S

5 What is the function of hydrochloric acid in the stomach?

6 Does amylase work inside or outside body cells?

M

7 Protease enzymes that work in the stomach work well at very low pH. Protease enzymes that work in the small intestine work best in slightly alkaline conditions. Do you think they are exactly the same type of enzyme? Explain your answer.

H

Questions

02 736 AQA Additional Biology U2P2.indd 51 22/11/10 16:37:12

26

Learning objectives


describe how to measure the aenergy transferred when foods and fuels burn

Behind the labelWhich do you prefer – crisps or cashew nuts? Which provide more energy?

0AC3 12: Measuring food and fuel energy

needle

wooden handle

heat resistant mat

hold thehandle here

clamp

test tube

water, 10 g

burning crisp

Measuring the energy in food 5

Food labels tell us how much energy foods provide. Eating 100 g of cashew nuts provides 2410 kJ of energy, and 100 g of crisps provides 2207 kJ.

Of course, energy values are not the full story. Cashew nuts and crisps provide similar amounts of energy, but the nuts are more nutritious.

How do food companies know what numbers to write on the labels? Today, they use data tables to work out the energy values of processed foods. Before these data were available, scientists compared food energy values by using burning foods to heat water. The energy transferred on burning is similar to that available to the person eating the food.

Measuring food energyFreya pours 100 g of water into a metal container. She measures its temperature. She heats the water with a burning crisp. She measures the temperature again.

Here is a summary of Freya’s results.

Mass of crisp (g) 1

Increase in water temperature (°C) 40

NutritionTypical values Per 30 g serving Per 100 gEnergy

ProteinCarbohydrate of which sugarsFat of which saturatesFibreSodium

725 kJ175 kcal

5.7 g5.3 g1.7 g

14.5 g2.7 g2.7 g0.0 g

2410 kJ585 kcal

19.0 g17.8 g5.8 g

48.2 g8.9 g8.9 gtrace

Calories175

Fat14.5 g

Saturates2.7 g

Salt0.0 g

Sugars1.7 g

Per 30 g servingPer 34.5 g pack Per 100 g

761 kJ 163 kcal

2.0 g

17.1 g 0.1 g

11.8 g 0.9 g 0.6 g 0.8 g

1.4 g

0.21 g

0.53 g

2207 kJ 529 kcal

5.9 g

49.7 g 0.4 g

34.2 g 2.5 g 27.9 g 2.2 g

4.2 g

0.60 g

1.17 g

TYPICAL NUTRITIONAL VALUES

Energy

Protein

Carbohydrateof which sugars

Fatof which saturates

of which mono-unsaturatesof which polyunsaturates

Fibre

Sodium*

*Equivalent as salt

A A joule is the unit of energy. Give the number of joules in one kilojoule, 1 kJ.

B Which stores more energy – 100 g of crisps or 100 g of cashews?

05 738 AQA Chemistry U3P1.indd 26 9/11/10 15:45:56

27CHEMISTRY C3 (PART 1)

Freya uses an equation to calculate the heat energy, Q, transferred to the water:

Q = mcΔTm is the mass of water, in grams.c is the specifi c heat capacity of the water. It is the energy needed to make 1 g of water 1 °C hotter. Its value is 4.2 J/g °C.ΔT is the temperature change of the water, in °C.

So for Freya’s experiment, the heat, Q, transferred to 100 g of water by 1 g of crisps:

= 100 g × 4.2 J/g °C × 40 °C= 16 800 J= 16.8 kJ

This gives a value of –1680 kJ for burning 100 g of crisps. The negative sign shows that the burning reaction is exothermic. It transfers energy to the surroundings. In other words, it gives out energy.

Freya’s value is different from that on the crisp packet. There are two reasons for this:

Not all the heat from the burning crisp was transferred to the water – some was transferred to the surroundings and the apparatus.Some of the energy in crisps – that in the fi bre – cannot be absorbed by the body. This energy is not included in the energy value on the crisp packet.

Comparing fuelsYou can use a similar experiment to compare the heat produced by burning fuels. The diagram shows how.

Key words

joule, kilojoule, specifi c heat capacity

spirit burner

water

clamp

clamp

thermometer

fuel, for example butan-1-ol

Measuring the energy in a fuel 3

1 Give the symbol for the scientifi c unit of energy.

S

2 Eva burns 1 g of butan-1-ol fuel in the apparatus shown. It makes 100 g of water 55 °C hotter. Calculate the amount of heat energy transferred to the water from the butan-1-ol. The specifi c heat capacity of water is 4.2 J/g °C.

M

3 Eva checks her result in a data book. This states that burning 1 g of butan-1-ol releases 36 122 J of heat energy. Suggest why Eva’s value is different from that in the data book.

H

Questions

Did you know...?

100 g of crisps provides 10 times more energy than an apple of the same mass, but the apple is much richer in vitamins and minerals.

AQAExam tip

Take care with units, and note awhether energy values are given in joules (J) or kilojoules (kJ). You may even be given energy data in calories.

05 738 AQA Chemistry U3P1.indd 27 9/11/10 15:45:57

Different tiers are highlighted on the page so all students understand what is required of them for the exams, allowing you to differentiate your teaching using only one book

Questions are provided throughout to help your students pause and reflect on what has been learnt, helping you to reinforce content throughout the course

Key words needed to understand the specification are highlighted to help reinforce important knowledge

GCSE SciencesAQA

OxBox CD-ROMsThe OxBox is a flexible, time-saving digital resource that contains everything you need to create lively and engaging lessons and fully prepare your students for their exams:

Packed full of classroom resources, lesson planning and assessment - there is a Resources and Planning OxBox CD-ROM and a separate Assessment and Exam Preparation OxBox CD-ROM

Content is customizable – adapt it to suit your needs and add your own resources directly into your lessons

Incredibly easy to use with simple navigation

A network licence is included in the price and it also comes with a FREE VLE disk

There are no hidden subscription fees – just a single, one-off payment

GCSE Science Resources and Planning OxBox CD-ROM

Create and add in your own resources, thus forming a bank which all teachers in your department can access and share

Content is customizable

Most resources are customizable; adapt the resources and activities to suit your own students’ needs

GCSE Science Resources and Planning OxBox CD-ROM

The course overview and lesson plans familiarize you with the objectives and contents of each unit, allowing you to map out the term’s work quickly and easily

You can adapt planning material or create your own, attaching the resources you want to use in your lesson

GCSE Science Exam Preparation and


OxBox fully supports Controlled Assessment and includes sample tasks and guidance on preparation time

Easy to add in your own resources

Choose from a variety of resources (including videos, interactive activities, PowerPoint presentations, and artwork) to create lively and motivating lessons to engage your students

The Launch Player function allows you to launch resources from the plan, without your students seeing the plan while you run the lesson

8 9

Contains

an eBook

version of the

Student Book –

with annotation

tools

For AQASupports the new Controlled Assessment

The diagnostic tool helps with progression from Key Stage 3 and through the GCSE course to A Level

Exam answer tips show students typical exam-style questions, gives explanations of what examiners are looking for, and shows what a student needs to do in order to gain marks and progress through three grade bands

View an online demo of the OxBox at

www.oxfordsecondary.co.uk/aqagcsescience

GCSE SciencesAQA

Resources and Planning PacksThe Resources and Planning Packs provide you with all the support you need to teach the new 2011 specifications. They contain a wealth of support including lesson plans covering the whole course, homework and cover lessons, activity sheets and teacher guidance.

Content perfectly complements the Students’ Books so you can get the most out of the course

Step-by-step guidance every step of the way

Revision GuidesRevision Guides are available for GCSE Science, GCSE Additional Science, GCSE Biology, GCSE Chemistry, GCSE Physics and one for B3, C3 and P3. These provide the best exam preparation available.

© Oxford University Press 2010 This document may have been altered from the original. 12

Time: 1 hour

APP ref(s): AF 1/3, 1/4, 4/1, 4/2, 4/3, 4/4, 5/1

Book links: Page 18

Specification links: B1.1.2 a, b, f

Lesson objectives:

• State that micro-organisms that cause infections are called pathogens.

• Know that bacteria and viruses reproduce rapidly inside the body.

• Know that some bacteria produce toxins.

• Know the contribution made by Semmelweis to infection control.

Previous knowledge required:

KS3:

• Microbes and disease

• Cells

Key words:

Micro-organism, pathogen, bacteria, virus, toxin

Controlled Assessment:

SA4.1.1; SA4.1.2; SA4.1.3; SA4.2.1

Starting off (15 minutes) Resources required

1 Show Presentation (IB1.3.1) Lesson objectives. A Presentation with the images from the Student book (IB1.3.2) is

also available.

2 Discuss students’ perceptions about bacteria, viruses, pathogens, and infectious diseases. Introduce the term

pathogen and explain the difference between bacteria and viruses.

3 Show Interactive (IB1.3.3) Pathogens, which links types of pathogen such as fungi, bacteria, viruses, and protozoa

with examples of the diseases they cause.

Presentations IB1.3.1,

IB1.3.2

Teacher and technician notes

TB1.3

Interactive IB1.3.3

Main ideas (40 minutes)

4 Show the students agar plates before inoculation and after swabs of various surfaces have produced bacterial

growth.

5 Student activity (AB1.3.1) Inoculating agar plates. Demonstrate a sterile technique to grow pure cultures of bacteria

on agar plates. Students then try the technique for themselves.

Teacher and technician notes

TB1.3

Student activity AB1.3.1

6 On some of these plates, place a disc of filter paper soaked in alcohol hand gel/rub to see the effect on the growth

of bacteria.

7 Discuss the use of alcohol hand gel in hospitals to prevent the spread of disease with reference to the work of

Semmelweiss. Homework task (HB1.3.1) Ignaz Semmelweiss covers his work in more detail.

Homework task HB1.3.1

Lesson plan B1.3 Infectious diseases

GCSE Science Lesson Plan

GCSE Science Student Activity Worksheet

GCSE Science Teacher and Technician Notes

Interested in finding out more about

Online Homework? Online Homework is available for GCSE Science, GCSE Additional Science, GCSE Biology, GCSE

Chemistry, GCSE Physics, and for top up to Separate Sciences.

The subscription costs £100 per year and is updated on a regular basis. Email [email protected] or call 01536 452620. You will need to quote the ISBN and provide your

valid email address.

10 11

394 Practical activities have been checked for health and safety advice by CLEAPSS.

All users will need to review the risk assessment information and may need to adapt it to local circumstances.

© Oxford University Press 2010 This document may have been altered from the original.

Equipment required per group:

Starter demonstration

Two boiling tubes

Glass funnel, 6 cm diameter

Rubber bungs with two holes to fit boiling tubes, and fitted with glass tubing (see diagram)

Glass tubing (see diagram)

Filter pump

Three retort stands and clamps to support apparatus

Nightlight candle

Blue cobalt chloride paper (toxic)

Freshly made limewater, about 20 cm3

Student activities AC1.15.1 Burning dilemmas – acid rain, AC1.15.2 Burning dilemmas –

acid rain and AC1.15.2 Burning dilemmas – killer gas

Student book

Access to the Internet

Student activities AC1.15.4 Burning dilemmas – summary

Summary sheets produced by other student groups during their earlier research activity

Controlled Assessment:

SA4.5.4

Health and Safety notes:

• Wear eye protection for the demonstration.

Starting off

Demonstration

Teacher and technician notes TC1.15

Lesson reference: C1.15 Burning dilemmas

Book links: Page 118

Specification links: C1.4.3 a, c, d

Burning dilemmas

602 Practical activities have been checked for health and safety advice by CLEAPSS.

All users will need to review the risk assessment information and may need to adapt it to local circumstances.

© Oxford University Press 2010 This document may have been altered from the original.

Equipment required per student/group:

Low voltage d.c. motor

Low voltage d.c. power supply

Ammeter

Voltmeter (a joulemeter could be used in place of the ammeter and voltmeter)

Connecting leads and crocodile clips

Winding reel to attach to motor

Pulley and stand

1 m string

Hanger and 50 g masses (200 g per group)

Metre rule

Stopclock

Health and Safety notes:

• Do not attempt to exceed the maximum working voltage of the motor.

Getting started

You are going to investigate the efficiency of an electric motor when it is lifting

different masses.

Investigating

Collect your apparatus and set up the apparatus as shown in the diagram.

Connect up the circuit for the motor as shown in the circuit diagram.

Student activity AP1.14.1

Lesson reference: P1.14 Using

electricity

Book links: Page 198

Specification links: P1.2.1 d, P1.3.1 a–c

Efficiency of a motor

For AQAAQA Online HomeworkAQA GCSE Science Online Homework covers all your students’ home learning needs. All activities are online so your students can access and complete their work easily at home.

OxBox activities are clearly referenced, making it easier for you to integrate your electronic resources

Makes homework an interactive experience, allowing students to complete their work multiple times and receive feedback, so they can learn as they go

GCSE Science Online Homework – Homework Task

GCSE Science Online Homework – Menu Screen

Time-saving and straightforward to use, homework completed by students is automatically marked so that you can instantly see results

Setting up groups and teacher users is straightforward and fast

It’s simple to assign homework – all done at the click of a button

It’s easy to see which students have completed their homework and when

Activities are engaging to keep your students motivated

Material is matched to the new 2011 specifications to help you make the transition as smooth as possible

GCSE SciencesAQAOrdering detailsTitle ISBN Publication Date Price

Evaluation Pack 978 019 912809 9 Spring 2011 £40.00

GCSE Science

Student Book 978 019 913583 7 Spring 2011 £16.99

Resources and Planning Pack 978 019 913585 1 Spring 2011 £195.00

Resources and Planning OxBox CD-ROM 978 019 913586 8 Spring 2011 £499.00+VAT

Exam Preparation and Assessment OxBox CD-ROM 978 019 913587 5 Spring 2011 £275.00+VAT

Revision Guide 978 019 913584 4 Summer 2011 £9.99

Online Homework 978 019 912838 9 Summer 2011 £100.00+VAT

GCSE Additional Science







GCSE Separate Science







GCSE Biology







GCSE Chemistry







GCSE Physics







1tel 01536452620 email [email protected] 01865313472 web www.oxfordsecondary.co.uk/aqagcsescience K3

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Don’t forget to order your Evaluation PackThe AQA GCSE Sciences Evaluation Pack shows you how this course matches the new 2011 specifications exactly. It’s available on 90 days’ free evaluation to give you plenty of time to look at the resources.

For AQA

All prices and publication dates are subject to change.

aqa gcse science spring 2011 course guide

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