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GCSE (9-1)Specification

GATEWAY SCIENCE COMBINED SCIENCE AJ250For first assessment in 2018

Version 2 (December 2017)

http://www.ocr.org.uk/gcsegatewaycombinedscience

Registered office: 1 Hills Road Cambridge CB1 2EU

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i© OCR 2016 GCSE (9–1) in Combined Science A (Gateway Science)

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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GCSE (9–1) in Combined Science A (Gateway Science)

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

mailto:[email protected]

https://twitter.com/@OCR_Science

http://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

http://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners

http://cpdhub.ocr.org.uk

http://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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1© OCR 2016 GCSE (9–1) in Combined Science A (Gateway Science)

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)?

http://exambuilder.ocr.org.uk

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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?



http://www.ocr.org.uk/approvals


http://http://social.ocr.org.uk/

http://www.cpdhub.ocr.org.uk

https://twitter.com/ocr_science

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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


16.7%oftotalGCSE

• TopicC1:Particles• TopicC2:Elements,compoundsandmixtures• TopicC3:Chemicalreactions• TopicCS7:Practicalskills(PAGsC1-C5)

Paper3(Chemistry)J250/03


16.7%oftotalGCSE

• TopicC4:Predictingandidentifyingreactionsandproducts

• TopicC5:Monitoringandcontrollingchemicalreactions

• TopicC6:Globalchallenges• TopicCS7:Practicalskills(PAGsC1-C5)WithassumedknowledgeofC1–C3

Paper4(Chemistry)J250/04


16.7%oftotalGCSE

• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricityandmagnetism• TopicCS7:Practicalskills(PAGsP1-P6)

Paper5(Physics)J250/05


16.7%oftotalGCSE

• TopicP4:Wavesandradioactivity• TopicP5:Energy• TopicP6:Globalchallenges• TopicCS7:Practicalskills(PAGsP1-P6)WithassumedknowledgeofP1–P3.

Paper6(Physics)J250/06


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


16.7%oftotalGCSE

• TopicB4:Communitylevelsystems• TopicB5:Interactionbetweensystems• TopicB6:Globalchallenges• TopicCS7:Practicalskills(PAGsB1-B5)

WithassumedknowledgeofB1–B3

Paper8(Biology)

J250/08


16.7%oftotalGCSE

• TopicC1:Particles• TopicC2:Elements,compoundsandmixtures• TopicC3:Chemicalreactions• TopicCS7:Practicalskills(PAGsC1-C5)

Paper9(Chemistry)

J250/09


16.7%oftotalGCSE

• TopicC4:Predictingandidentifyingreactionsandproducts

• TopicC5:Monitoringandcontrollingchemicalreactions

• TopicC6:Globalchallenges• TopicCS7:Practicalskills(PAGsC1-C5)

WithassumedknowledgeofC1–C3

Paper10(Chemistry)

J250/10


16.7%oftotalGCSE

• TopicP1:Matter• TopicP2:Forces• TopicP3:Electricityandmagnetism• TopicCS7:Practicalskill(PAGsP1-P6)

Paper11(Physics)

J250/11


16.7%oftotalGCSE

• TopicP4:Wavesandradioactivity• TopicP5:Energy• TopicP6:Globalchallenges• TopicCS7:Practicalskills(PAGsP1-P6)

WithassumedknowledgeofP1–P3

Paper12(Physics)

J250/12


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


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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


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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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Topic content Opportunities to cover:

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.



BM1.2i carryoutratecalculationsforchemicalreactions M1aandM1c




DNA and protein synthesis

B1.2a describeDNAasapolymer WS1.4a DemonstrateofthestructureofDNAbyconstructing3Dmodels.

B1.2b describeDNAasbeingmadeupoftwostrandsformingadoublehelix

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Practical suggestions

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.





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.



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.



BM2.1i usepercentilesandcalculatepercentagegainandlossofmass M1c




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.



BM2.2i calculatesurfacearea:volumeratios M1c

BM2.2ii usesimplecompoundmeasuressuchasrate M1aandM1c

BM2.2iii carryoutratecalculations M1aandM1c

BM2.2iv plot,drawandinterpretappropriategraphs M4a,M4b,M4candM4d




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.





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.



BM3.2i extractandinterpretdatafromgraphs,chartsandtables M2c

BM3.2ii translateinformationbetweennumericalandgraphicalforms M4a




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.



BM3.3i extractandinterpretdatafromgraphs,chartsandtables M2c




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.



BM4.1i Calculatethepercentageofmass M1c

BM4.1ii Plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c

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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).



BM5.1i understandandusedirectproportionsandsimpleratiosingeneticcrosses M1c

BM5.1ii understandandusetheconceptofprobabilityinpredictingtheoutcomeofgeneticcrosses M2e

BM5.1iii extractandinterpretinformationfromcharts,graphsandtables M2candM4a

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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.





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.



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.



BM6.2 extractandinterpretinformationfromcharts,graphsandtables M2candM4a




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.



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.


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.



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.



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.



CM2.2i estimatesizeandscaleofatoms M1c

CM2.2ii representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon

M5b

CM2.2iii translateinformationbetweendiagrammaticandnumericalforms M4a

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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.



CM2.3i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon

M5b

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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.



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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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.



CM3.2i interpretationofchartsandgraphswhendealingwithreactionprofiles M4a

CM3.2ii arithmeticcomputationwhencalculatingenergychanges M1a

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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.



CM3.3i arithmeticcomputation,ratio,percentageandmultistepcalculationspermeatesquantitativechemistry M1a,M1c,M1d




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.




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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.




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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.



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.





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.





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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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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.



CM6.2i extractandinterpretinformationfromcharts,graphsandtables M2c,M4a

CM6.2ii useordersofmagnitudetoevaluatethesignificanceofdata M2h

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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.



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.



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.



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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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.



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.



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)


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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.



PM3.1i recallandapply:chargeflow(C)=current(A)xtime(s) M1a,M2a,M3a,M3b,M3c,M3d

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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


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P3.2 Simple circuits

SummaryElectricalcurrentsdependonthemovementofchargeandtheinteractionofelectrostaticfields.Electricalcurrent,potentialdifferenceandresistancearealldiscussedinthissection.Therelationshipbetweenthemisconsidered,andlearnerswillinvestigatetherelationshipusingconventionalcircuits.

Underlying knowledge and understandingLearnersshouldhavebeenintroducedtothemeasurementofconventionalcurrentandpotentialdifferenceincircuits.Theywillhaveanunderstandingofhowtoassembleseriesandparallelcircuitsandofhowtheydifferwithrespecttoconventionalcurrentandpotentialdifference.Learnersareexpectedtohaveanawarenessoftherelationshipbetweenpotentialdifference,currentandresistanceandtheunitsinwhichtheyaremeasured.

Common misconceptionsLearnersfindtheconceptofpotentialdifferenceverydifficulttograsp.Theyfinditdifficulttounderstandthebehaviourofchargeincircuitsandthroughcomponentsandhowthisrelatestoenergyorworkdonewithinacircuit.



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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Practical suggestionsLearning Outcomes To include Maths

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


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)


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



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.



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




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.



PM4.1i recallandapply:wavespeed(m/s)=frequency(Hz)xwavelength(m) M1a,M1b,M1c,M2a,M3a,M3b,M3c,M3d

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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.





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.





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.





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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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.



PM5.2i recallandapply:efficiency=usefuloutputenergytransfer(J)/inputenergytransfer(J) M1a,M1b,M1d,M2a,M3a,M3b,M3c,M3d


Practical suggestionsLearning Outcomes To include Maths


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


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.





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.



PM6.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)

M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d




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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Example of a suitable biology activity(a range of practicals are included in the


B4Photosynthesis


InvestigatethefactorsthatcanaffecttherateofphotosynthesisonCabomba.

Safeandethicaluseoflivingorganisms(plantsoranimals)tomeasurephysiologicalfunctionsandresponsestotheenvironment

Measurementofratesofreactionbyavarietyofmethodsincludingproductionofgas,uptakeofwaterandcolourchangeofindicator5



B5Microbiologicaltechniques


Investigatetheeffectivenessofantimicrobialagentsonthegrowthofa

bacteriallawn.

Useofappropriateapparatus,techniquesandmagnification,includingmicroscopes,tomakeobservationsofbiologicalspecimensandproducelabelledscientificdrawings7



* 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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Example of a suitable chemistry activity (a range of practicals are included in the


C1Electrolysis

Useofappropriateapparatusandtechniquestodraw,setupanduseelectrochemicalcellsforseparationandproductionofelementsandcompounds

Electrolysisofaqueoussodiumchlorideoraqueouscoppersulfatesolutiontesting

forthegasesproduced.

C2Distillation

Safeuseofarangeofequipmenttopurifyand/orseparatechemicalmixturesincludingevaporation,filtration,crystallisation,chromatographyanddistillation4

Distillationofamixture,forexample,orangejuice,cherrycola,

hydrocarbons,inks


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


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Example of a suitable chemistry activity (a range of practicals are included in the


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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Example of a suitable physics activity (a range of practicals are included in the


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 Bincludesshortanswerquestionstyles(practical,maths,synopticquestions,structuredquestions)andanextendedsix-markLevelofResponsequestion.Thissectionofthepaperisworth50marks,someofwhichwillbesynoptic.

Combined Science Paper 3 and Paper 9 – Chemistry

Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsC1toC3andTopicCS7(PAGsC1-C5).



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Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsC4toC6,withassumedknowledgeofTopicsC1toC3andTopicCS7(PAGsC1-C5).



Combined Science Paper 4 and Paper 10 – Chemistry

Combined Science Paper 5 and Paper 11 – Physics

Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsP1toP3andTopicCS7(PAGsP1-P6).



Combined Science Paper 6 and Paper 12 – Physics

Thesepapers,oneatFoundationTierandoneatHigherTier,areeachworth60marks,aresplitintotwosectionsandassesscontentfromTopicsP4toP6,withassumedknowledgeofTopicsP1toP3andTopicCS7(PAGsP1-P6).



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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






Total 40 40 20 100

Components (Higher Tier) AO1 AO2 AO3 Total

Paper7(HigherTier)J250/07 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






J250H CombinedScienceA(GatewayScience)(HigherTier)

07 Paper7(HigherTier) Externalassessment






EachlearnermustbeenteredforeithertheFoundationTierortheHigherTieronly.Theycannotbeenteredforacombinationoftiers.

http://www.ocr.org.uk/administration

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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.

http://www.jcq.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.



• demonstratemostlyaccurateandappropriateknowledgeandunderstandingandapplythesemostlycorrectlytofamiliarandunfamiliarcontexts,usingmostlyaccuratescientificterminology

• useappropriatemathematicalskillstoperformmulti-stepcalculations

• analysequalitativeandquantitativedatatodrawplausibleconclusionssupportedbysomeevidence

• evaluatemethodologiestosuggestimprovementstoexperimentalmethods,andcommentonscientificconclusions.



• 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


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


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


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


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

5


SummaryArangeofpracticalexperiencesareavitalpartofascientificstudyatthislevel.Awiderangeofpracticalskillswillbeaddressedthroughoutthecourse,skillswhicharerequiredforthedevelopment

ofinvestigativeskills.Learnersshouldbegiventheopportunitytopractisetheirpracticalskills,whichwillalsopreparethemforthewrittenexaminations.Forfurtherdetailsofthepracticalactivityrequirements,seeTopicCS7

WS2: Working scientifically skills demonstrated

Practical skills to be developed


WS2a carryoutexperiments dueregardtothecorrectmanipulationofapparatus,theaccuracyofmeasurementsandhealthandsafetyconsiderations,andfollowingwritteninstructions

WS2b makeandrecordobservationsandmeasurementsusingarangeofapparatusandmethods

keepingappropriaterecords

WS2c presentingobservationsusingappropriatemethods

methodstoincludedescriptive,tabulardiagrammaticandgraphically

WS2d communicatingthescientificrationaleforinvestigations,methodsused,findingsandreasonedconclusions

presentationsthroughpaper-basedandelectronicreportsandpresentationsusingverbal,diagrammatic,graphical,numericalandsymbolicforms

5

144© OCR 2016


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

5


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


LearnersareexpectedtorecallandapplythefollowingequationsusingstandardS.I.units:


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)


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)


PM2.3iii recallandapply:gravityforce(N)=mass(kg)xgravitationalfieldstrength,g(N/kg)


PM2.3iv recallandapply:(inagravityfield)potentialenergy(J)=mass(kg)xheight(m)xgravitationalfieldstrength,g(N/kg)


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)


PM3.2iii recallandapply:power(W)=potentialdifference(V)xcurrent(A)=(current(A))2xresistance(Ω)


PM3.2iv recallandapply:energytransferred(J,kWh)=power(W,kW)xtime(s,h) M1a,M2a,M3a,M3b,M3c,M3d

5g. Equations in Physics

5



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)


LearnersareexpectedtoselectandapplythefollowingequationsusingstandardS.I.units:


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


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)


PM6.2i apply:potentialdifferenceacrossprimarycoil(V)xcurrentinprimarycoil(A)=potentialdifferenceacrosssecondarycoil(V)xcurrentinsecondarycoil(A)

M1a,M1b,M1c,M1d,M2a,M3a,M3b,M3c,M3d

5

148© OCR 2016


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.

http://http://www.ase.org.uk/resources/health-and-safety-resources/risk-assessments/



http://www.cleapss.org.uk

http://www.cleapss.org.uk

5

149©

OCR 2016

GCSE (9–1) in Com


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


152© OCR 2016


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