Resources Guide

Edexcel AS and A level Science 2015

NEW FOR

2015

Developing successful independent scientists for AS, A level and beyond

www.pearsonschools.co.uk/edexcelalevelscience2015

1

Why choose our Edexcel AS and A level Science resources?

Our brand-new resources are written specifically to help you teach the Edexcel AS and A level Science specifications for 2015, and to develop successful independent scientists able to progress from GCSE and to further study at higher education and beyond. Our focus is on how to support students to progress in their learning. Our new Edexcel AS and A level Science resources have been developed by experts to tackle the demands of A level study, and focus on:

Developing a deep subject understandingWhether in the classroom or working independently, your students will need to understand the bigger picture and recognise connections across topics. We’ve worked with various experts to design approaches that help students to embed their learning of scientific concepts and skills, over two years of study.

Removing the barriers to learningUnderstanding the core concepts and acquiring key scientific skills are essential to removing barriers to learning. Our resources are designed to help overcome these barriers to develop confident and independent scientists.

Synoptic learning and exam preparationOur Edexcel AS and A level Science resources approach whole course learning, consolidation and revision.

How is A level changing?

Our Edexcel AS and A level Science resources have been developed through extensive research to meet the needs of the new specifications and assessments. These needs arise from key changes to the science specifications.

Key changes include:

l AS and A level have become linear qualifications and exams are to be sat at the end of the courses

l AS will be a stand-alone qualification meaning it won’t form part of a student’s full A level grade

l the inclusion of synoptic questions that may draw on two or more different topics at a time

l new requirements for the assessment of mathematics at Level 2 or above (Biology 10%, Chemistry 20%, Physics 40%)

l the assessment of core practical skills through written questions in exams with teacher assessment of techniques and competency that will count towards the Practical Endorsement at A level

l changes to subject content.

For all the latest information on the new Edexcel AS and A level qualifications in Biology, Chemistry and Physics, please visit

www.edexcel.com/alevelscience2015rgTurn the page now for more on how our Edexcel A level Science resources meet the changes to the specifications

32

Change to specification Where addressed How addressed

A level exams sat at end of two-year course.

Student Book • A cumulative approach to learning constantly building on what has previously been taught.• Chapter opener spreads highlight prior learning requirements and links to future learning. • Exam-style question spreads provide opportunities for students to regularly check understanding using questions written in the style of the new exams.• Preparing for your exams sections explain the format of the new exam papers and question types and provide guidance on exam strategy.

Teacher Resource Pack • Assessments provide additional practice in the style of the new exam papers.• Teaching plans highlight prior and future learning for each section.

ActiveLearn Digital Service - Homework and Practice

• Knowledge Check questions consolidate, confirm and test knowledge throughout the course.• Mastering Biology, Mastering Chemistry and Mastering Physics activities help students to revisit and develop a secure understanding of core topics within

the specifications that students typically find difficult.

Revision Guides and Workbooks

• Features such as one-topic-per-page format, practice questions, knowledge checks and skills checks provide hassle-free AS and A level revision.• Build students’ confidence in preparation for the exam, with guided questions, unguided questions, practice papers and a full set of answers.

Paper 3 will include synoptic questions that may draw on two or more different topics.

Student Book • Thinking Bigger spreads require students to use knowledge in new contexts.• Chapter opener spreads highlight prior learning requirements and link to future learning.• Exam-style question spreads include questions that draw on prior learning.

Teacher Resource Pack • Teaching plans include wider reading suggestions.• Guidance on Thinking Bigger spreads provide support and ideas for delivering the content.

New requirement for assessment of mathematics at Level 2 or above (Biology 10%, Chemistry 20%, Physics 40%).

Student Book • Chapter opener spreads highlight the maths skills required at the start of each chapter – providing an opportunity for students to check understanding and remedy gaps.

• A maths reference section provides targeted guidance on key maths skills that students can refer to throughout the course.

Teacher Resource Pack • Maths requirements are highlighted and matched to the specification.

ActiveLearn Digital Service - Homework and Practice

• Maths for Biologists, Maths for Chemists and Maths for Physicists takes students through some of the key maths concepts required. These courses use a scaffolded method to introduce concepts students often struggle with, and help them to apply these in a scientific context.

Assessment of practical skills through examinations and Science Practical Endorsement.

Student Book • Exam-style question spreads include questions that target understanding of experimental methods.

Teacher Resource Pack • Student, Teacher and Technician practical sheets are provided for all core practicals, plus additional practicals, chosen to provide further opportunities for students to demonstrate practical competencies and techniques.

• Teaching plans highlight practical opportunities with mapping to practical competencies and techniques.• Practical competency tracking sheet: enables teachers and students to track progress towards achieving practical endorsement.

Co-teaching of AS and A level.

Student Book • Simple division of content: Student Book 1 supports a standalone AS course and provides the first year of a two-year A level course; Student Books 1 and 2 together support the full A level course.

• Preparing for your exams sections highlight the key differences between preparing for an AS and full A level exam.

Teacher Resource Pack • Teaching plans highlight any requirement for differentiation between AS and A level learning.

Changes to subject content. Student Book • Structure is closely matched to the structure of the specifications, ensuring clear and comprehensive coverage of the content.

How do our Edexcel AS and A level Science resources address the changes to the new specifications?

4 5

What’s in Edexcel AS and A level Science?

Student Books Created for the new 2015 Edexcel AS and A level Science specifications, our new Student Books cover the topics comprehensively, developing scientific thinking in your students, providing them with a deep understanding of the subject and creating confident, independent scientists.

92

12.2

By the end of this section, you should be able to…

● describe the ultrastructure of prokaryotic cells and their organelles including nucleoid, plasmids, 70S ribosomes and the cell wall

● distinguish between Gram-positive and Gram-negative bacterial cell walls

Bacteria, cyanobacteria and archaebacteria are prokaryotic organisms. Bacteria alone are probably the most common form of life on Earth. Some bacteria are pathogens and cause disease, but the great majority do no harm and many are beneficial to living organisms, for example as gut bacteria and in the cycling of nutrients in the natural world. (see Chapter 02 in Book 2) In this section, you will mainly consider the structure and functions of bacterial cells.

glycogen granules, lipid droplets

mesosome* cell surface membrane

small ribosomes

cell wall

plasmids*

photosynthetic membranes*

capsule or slime layer*

flagellum*

* = not present in all bacteria

nucleoid - a long, circularstrand of DNA

fig A Structure of a typical bacterium.

The structure of bacteriaAll bacterial cells have certain features in common, although these vary greatly between species.

Bacterial cell wallsAll bacterial cells have a cell wall. The contents of bacterial cells are usually hypertonic to the medium around them, so water tends to move into the cells by osmosis. The cell wall prevents the cell swelling and bursting. It also maintains the shape of the bacterium, and gives support and protection to the contents of the cell. All bacterial cell walls consist of a layer of peptidoglycan which is made up of many parallel polysaccharide chains with short peptide cross-linkages forming an enormous molecule with a net-like structure. Some bacteria have a capsule (or slime layer if it is very thin and diffuse) around their cell walls. This may be formed from starch, gelatin, protein or glycolipid, and protects the bacterium from phagocytosis by white blood cells. It also covers the cell markers on the cell membrane which identify the cell. So a capsule can make it easier for a bacterium to be pathogenic (to cause disease) because it is not so easily identified by the immune

Prokaryotic cells

system. This is the case for the bacteria that cause pneumonia, meningitis, tuberculosis (TB) and septicaemia. However, many capsulated bacteria do not cause disease and it seems likely that capsules evolved to help the bacteria survive very dry conditions.

Pili and flagellae

Some bacteria have from one to several hundred thread-like protein projections from their surface. These are called the pili (or fimbriae) and they are found on some well-known bacteria such as Escherichia coli (E. coli ) and Salmonella spp. They seem to be used for attachment to a host cell and for sexual reproduction. However, they also make bacteria more vulnerable to virus infections, as a bacteriophage can use pili as an entry point to the cell.

Some bacteria can move themselves using flagella. These are little bigger than one of the microtubules contained in a eukaryotic flagellum, and are made of a many-stranded helix of the protein flagellin. The flagellum moves the bacterium by rapid rotations – about 100 revolutions per second.

Cell surface membrane

The cell surface membrane in prokaryotes is similar in both structure and function to the membranes of eukaryotic cells. However, bacteria have no mitochondria so the cell membrane is also the site of some of the respiratory enzymes. In some bacterial cells such as Bacillus subtilis, a common soil bacterium, the membrane shows infoldings known as mesosomes. There is still some debate about their function. Some scientists think they may be an artefact from the process of preparing the cell for an electron micrograph, others believe they are associated with enzyme activity, particularly during the separation of DNA and the formation of new cross walls during replication. It appears that other infoldings of the bacterial cell surface membrane may be used for photosynthesis by some bacterial species.

Plasmid

Some bacterial cells also contain one or more much smaller circles of DNA known as plasmids. A plasmid codes for a particular aspect of the bacterial phenotype in addition to the genetic information in the nucleoid, for example the production of a particular toxin or resistance to a particular antibiotic. Plasmids can reproduce themselves independently of the nucleoid. They can be transferred from one bacterium to another in a form of sexual reproduction using the pili.

02-Unit 02-2_092-099.indd 92 25/11/2014 14:43

8

151

7 Behaviour can be learned8Classification 3.1

Questions

1 Why is a classification system needed in biology?

2 Draw a diagram to show the main groups of the most commonly used system of classification and how they are related to each other.

3 Discover the classification from domain to species of the following organisms: domestic cat, maize, honey bee and human being.

Key definitionsBiodiversity is a measure of the variety of living organisms and their genetic differences.

Evolution is the process by which natural selection acts on variation to bring about adaptations and eventually speciation.

Taxonomy is the science of describing, classifying and naming living organisms.

Morphology is the study of the form and structure of organisms.

Analogous features are features which look similar or have a similar function, but are not from the same biological origin.

Homologous structures are structures which genuinely show common ancestry.

Domains are the three largest classification categories, including the Eukaryota, the Bacteria and the Archaea.

Archaea is one of the three domains, made up of bacteria-like prokaryotic organisms found in many places including extreme conditions and the soil. They are thought to be early relatives of the eukaryotes.

Kingdom is the classification category smaller than domains; there are six kingdoms: Archaebacteria, Eubacteria, Protista, Fungi, Plantae and Animalia.

Phylum (division for plants) are a group of classes which all share common characteristics.

Class are a group of orders which all share common characteristics.

Order are a group of families which all share common characteristics.

Family is a group of genera (singular genus) which all share common characteristics.

Genus is a group of species which all share common characteristics.

Species is a group of closely related organisms that are all potentially capable of interbreeding to produce fertile offspring.

Archaebacteria are ancient bacteria thought to be the oldest form of living organism.

Eubacteria are true bacteria.

like fungi. Examples include Amoeba, Chlamydomonas, green and brown algae and slime moulds.

• Fungi: all heterotrophs – most of them are saprophytic and some are parasitic. They have chitin, not cellulose, in their cell walls.

• Plantae: almost all autotrophs, which make their own food by photosynthesis using light captured by the green pigment chlorophyll. These include the mosses, liverworts, ferns, gymnosperms, and angiosperms (flowering plants).

• Animalia: all heterotrophs which move their whole bodies around during at least one stage of their life cycle. These include the invertebrates, for example insects, molluscs, worms, echinoderms, and the vertebrates, for example fish, amphibians, reptiles, birds and mammals.

The binomial systemThe binomial system of naming organisms was originally used by Linnaeus. It is now used universally among biologists. The way different organisms are classified is constantly under review as new data are discovered.

In the binomial system every organism is given two Latin names – binomial literally means two names. The first name is the genus name and the second is the species or specific name which identifies the organism precisely. There are certain rules to writing binomial names:

• use italics

• the genus name has an upper-case letter and the species name a lower-case letter, e.g. Homo sapiens – human beings, Bellis perennis – common daisy

• after the first use, binomial names are abbreviated to the initial of the genus and then the species name, e.g. H. sapiens, B. perennis.

A genus is a group of species which all share common characteristics so, for example, the genus Vanessa contains both the Red Admiral Vanessa atalanta and the Painted Lady Vanessa cardui. These lovely butterflies have some very clear similarities, but enough differences for you to see why they are separate species. It is not always so easy to tell species within a genus apart.

Here are a number of different species, which you may or may not recognise, with all of their levels of classification shown:

Domain Bacteria Eukaryota Eukaryota Eukaryota

Kingdom Eubacteria Animalia Fungi Plantae

Phylum/Division Proteobacteria Chordata Basidomycota Magnoliophyta

Class Gammaproteobacteria Mammalia Agaricomycetes Liliopsida

Order Enterobacteriales Perissodactyla Agaricales Poales

Family Enterobacteriaceae Equidae Amanitaceae Poaceae

Genus Escherichia Equus Amanita Oryza

Species Escherichia coliE. coli

common bacterium in the intestines

Equus caballusE. caballus

domestic horse

Amanita muscariaA. muscaria

fly agaric

Oryza sativaO. sativa

rice

Easy co-teaching of AS and A levelStudent Book 1 supports a standalone AS course and provides the first year of a two-year A level course. Student Books 1 and 2 together support the full A level course.

Resources are available for Edexcel AS and A level Biology, Chemistry and Physics. A cumulative approach to learning constantly builds on what has previously been taught.

Student Book 1 supports a standalone AS course and provides the first year of a two-year A level course; Student Books 1 and 2 together support the full A level course.

Edexcel AS/A level Biology B Student Book 1

Edexcel AS/A level Biology B Student Book 1

Student Books

(with free online ActiveBook)

l Edexcel AS/A level Biology B Student Book 1

l Edexcel AS/A level Chemistry Student Book 1

l Edexcel AS/A level Physics Student Book 1

Teacher Resource Packs

l Edexcel AS/A level Biology B Teacher Resource Pack 1

l Edexcel AS/A level Chemistry Teacher Resource Pack 1

l Edexcel AS/A level Physics Teacher Resource Pack 1

AS

Student Books

(with free online ActiveBook)

l Edexcel AS/A level Biology B Student Book 1

l Edexcel AS/A level Chemistry Student Book 1

l Edexcel AS/A level Physics Student Book 1

l Edexcel A level Biology B Student Book 2

l Edexcel A level Chemistry Student Book 2

l Edexcel A level Physics Student Book 2

Teacher Resource Packs

l Edexcel AS/A level Biology B Teacher Resource Pack 1

l Edexcel AS/A level Chemistry Teacher Resource Pack 1

l Edexcel AS/A level Physics Teacher Resource Pack 1

l Edexcel A level Biology B Teacher Resource Pack 2

l Edexcel A level Chemistry Teacher Resource Pack 2

l Edexcel A level Physics Teacher Resource Pack 2

A level

Covering both AS and A level: ActiveLearn Digital Service

Homework, practice and support Available for: Edexcel AS and A level Biology, Chemistry and Physics.

Revision Guides and WorkbooksSee page 10 for further information

6 7

2

Introduction How could we calculate how fast a plane is fl ying, in what direction it is going and how long it will

take to reach a certain destination? If you were a pilot, how would you know what force to make the engines produce and where to direct that force so your plane moves to your destination?

There is an amazing number of calculations that need to be done to enable a successful fl ight, but the basis on which all of it is worked out is simple mechanics.

This chapter explains the multiple movements of objects. It looks at how movement can be described and recorded, and then moves on to explaining why movement happens. It covers velocity and acceleration, including how to calculate these in different situations.

We only consider objects moving at speeds that could be encountered in everyday life. At these speeds (much less than the speed of light) Sir Isaac Newton succinctly described three laws of motion. With knowledge of basic geometry, we can identify aspects of movement in each dimension.

Newton’s laws of motion have been constantly under test by scientists ever since he published them in 1687. Within the constraints established by Einstein in the early 20th century, Newton’s laws have always correctly described the relationships between data collected. You may have a chance to confi rm Newton’s laws in experiments of your own. With modern ICT recording of data, the reliability of such experiments is now much improved over traditional methods.

All the maths you need • Units of measurement ( e.g. the newton, N )

• Using Pythagoras’ theorem, and the angle sum of a triangle ( e.g. fi nding a resultant vector )

• Using sin, cos and tan in physical problems ( e.g resolving vectors )

• Using angles in regular 2D structures ( e.g. interpreting force diagrams to solve problems )

• Changing the subject of an equation ( e.g. re-arranging the SUVAT equations )

• Substituting numerical values into algebraic equations ( e.g. calculating the acceleration )

• Plotting two variables from experimental or other data, understanding that y = mx + c represents a linear relationship and determining the slope of a linear graph ( e.g. verifying Newton’s second law experimentally )

• Estimating, by graphical methods as appropriate, the area between a curve and the x- axis and realising the physical signifi cance of the area that has been determined ( e.g. using a speed–time graph )

TOPIC 2 Mechanics

10

CH

APT

ER

2.1 Motion

3

What have I studied before? • Using a stopwatch to measure times

• Measuring and calculating the speed of objects

• Gravity making things fall down, and giving them weight

• Measuring forces, calculating resultant forces

• The motion of objects as a result of forces acting on them

What will I study in this chapter? • The defi nitions of and equations for: speed,

distance, displacement, time, velocity, acceleration

• Graphs of motion over time

• The classifi cation of scalars and vectors

• Adding and resolving vectors

• Newton’s laws of motion

• Kinematics equations

• Moments (turning forces)

What will I study later? • Kinetic energy and gravitational potential energy

• Interconverting gravitational potential and kinetic energy

• Work and power

• Momentum and the principle of conservation of momentum

• Wave movements

• Fluid movements and terminal velocity

• The meaning and calculation of impulse (A level)

11

Student Books

ActiveBook included with every Student BookAn ActiveBook gives your students easy online access to the content in the Student Book. They can make it their own with notes, highlights and links to their wider reading. Perfect for supporting their course work and revision activities.

The required maths skills are highlighted at the start of each chapter providing opportunities for students to check understanding and remedy gaps.

The chapter opener highlights prior learning requirements and link to future learning.

Edexcel AS/A level Physics Student Book 1

2

Introduction How could we calculate how fast a plane is fl ying, in what direction it is going and how long it will

take to reach a certain destination? If you were a pilot, how would you know what force to make the engines produce and where to direct that force so your plane moves to your destination?

There is an amazing number of calculations that need to be done to enable a successful fl ight, but the basis on which all of it is worked out is simple mechanics.

This chapter explains the multiple movements of objects. It looks at how movement can be described and recorded, and then moves on to explaining why movement happens. It covers velocity and acceleration, including how to calculate these in different situations.

We only consider objects moving at speeds that could be encountered in everyday life. At these speeds (much less than the speed of light) Sir Isaac Newton succinctly described three laws of motion. With knowledge of basic geometry, we can identify aspects of movement in each dimension.

Newton’s laws of motion have been constantly under test by scientists ever since he published them in 1687. Within the constraints established by Einstein in the early 20th century, Newton’s laws have always correctly described the relationships between data collected. You may have a chance to confi rm Newton’s laws in experiments of your own. With modern ICT recording of data, the reliability of such experiments is now much improved over traditional methods.

All the maths you need • Units of measurement ( e.g. the newton, N )

• Using Pythagoras’ theorem, and the angle sum of a triangle ( e.g. fi nding a resultant vector )

• Using sin, cos and tan in physical problems ( e.g resolving vectors )

• Using angles in regular 2D structures ( e.g. interpreting force diagrams to solve problems )

• Changing the subject of an equation ( e.g. re-arranging the SUVAT equations )

• Substituting numerical values into algebraic equations ( e.g. calculating the acceleration )

• Plotting two variables from experimental or other data, understanding that y = mx + c represents a linear relationship and determining the slope of a linear graph ( e.g. verifying Newton’s second law experimentally )

• Estimating, by graphical methods as appropriate, the area between a curve and the x- axis and realising the physical signifi cance of the area that has been determined ( e.g. using a speed–time graph )

TOPIC 2 Mechanics

10

CH

APT

ER

2.1 Motion

3

What have I studied before? • Using a stopwatch to measure times

• Measuring and calculating the speed of objects

• Gravity making things fall down, and giving them weight

• Measuring forces, calculating resultant forces

• The motion of objects as a result of forces acting on them

What will I study in this chapter? • The defi nitions of and equations for: speed,

distance, displacement, time, velocity, acceleration

• Graphs of motion over time

• The classifi cation of scalars and vectors

• Adding and resolving vectors

• Newton’s laws of motion

• Kinematics equations

• Moments (turning forces)

What will I study later? • Kinetic energy and gravitational potential energy

• Interconverting gravitational potential and kinetic energy

• Work and power

• Momentum and the principle of conservation of momentum

• Wave movements

• Fluid movements and terminal velocity

• The meaning and calculation of impulse (A level)

11

8 9

7 Exam-style questions

224

1 A primary alcohol can be oxidised by reaction with acidifi ed potassium dichromate(VI). The major product obtained depends on the conditions used.

If the oxidising agent is slowly added to the alcohol and then the product is distilled off as it forms, an aldehyde is collected.

If the alcohol is heated under refl ux with an excess of the oxidising agent, a carboxylic acid is formed.

The infrared spectrum is that of a product formed by the oxidation of butan-1-ol.

100

50

01000150020004000 3000 500

Wavenumber (cm21)

Tran

smitt

ance

(%)

(a) Identify the product and explain your reasoning. [3] (b) Write an equation for the oxidation of butan-1-ol to this

product. Use [O] to represent the oxidising agent. [2] [Total: 5]

2 When halogenoalkanes are refl uxed with a solution of sodium hydroxide, two products can be formed. One is an alcohol, the other is an alkene. The major product is determined by the solvent used.

The skeletal formula of chlorocyclohexane is

Cl

A student refl uxed a solution of chlorocyclohexane with sodium hydroxide. The organic product was separated and analysed.

The infrared spectrum of the organic product is shown.

100

50

01000150020004000 3000 500

Wavenumber (cm21)

Tran

smitt

ance

(%)

The student concluded that cyclohexene had been produced. (a) State what is meant by the term refl uxed . [1] (b) Explain why the student was justifi ed in ruling out

cyclohexanol as a product. [2] (c) Describe a simple chemical test to confi rm that an alkene

had been formed. [2] [Total: 5]

3 Spectrum A and Spectrum B are the mass spectra of pentan-2-one (CH 3 COCH 2 CH 2 CH 3 ) and pentan-3-one, (CH 3 CH 2 COCH 2 CH 3 ), but not necessarily in that order.

010 20 30 40 50 60 70 80

8671

43

m/z

Relativeabundance

010 20 30 40 50 60 70 80

29

57

86

m/z

Relativeabundance

Explain which spectrum belongs to each compound. [4]

[Total: 4]

Edexcel AS/A level Chemistry Student Book 1

Student Books Homework, practice and support

Try your free unit today: www.pearsonschools.co.uk/tryedexcelalactivecourse

The homework and practice service for A level Science provides online learning that helps support your students where they need it most. It provides independent student learning, which helps your students develop and master the core concepts and essential maths required for A level science, and checks they are securing the breadth and depth of knowledge required.

Promote student independencel A personalised learning programme that enables students to work independently or guided by

the teacher.

l Students work through core subject concepts in clear, contextualised step-by-step activities allowing them to reach the correct solution without additional teacher intervention.

l Detailed, structured activities that help students practise essential skills and knowledge, so they can progress at their own pace through every part of the question.

l Guided hints and instant feedback that help guide students to the correct answer and understand why answers are correct or incorrect.

l Knowledge Check questions that consolidate, confirm and test knowledge throughout the course.

l Provides a scaffolded method to work through the maths required, taking learners through three levels of each skill.

l Effective reporting that allows you to track student progress – both at-a-glance, and in depth when required.

Where else will I encounter these themes?

1.1 2.1 2.2 2.3 3.1 3.2 4.1

THINKING

Where else will I encounter these themes?

32

YOU ARE HERE

DURHAM CASTLE SIEGE Durham Castle was initially built as a fortress against Scottish raiders. In this activity, you will need to imagine attacking the castle using a catapult that fi res a boulder as a projectile.

fi g A Durham Castle is now an UNESCO World Heritage Site and is a part of Durham University.

In this section, I will use some basic mechanics to answer a question regarding the prospect that Scottish raiders really could have assaulted Durham Castle in the manner described previously. The seventeenth-century source material suggests that the castle was under siege by the Scots for more than a week and ‘battered by boulders’. However, the current walls bear little in the way of obvious battle scars, despite being apparently part of the original medieval construction.

Looking at fi g B , the question that needs to be answered here is:

‘How high up the front wall of the castle will the boulder hit?’ This height is marked on fi g B as ‘ H ’.

s 5 150 m

Vtotal h

max

h

H 24 m

Durham Castle

fi g B Details of the trajectory of a catapult boulder towards Durham Castle. We assume the boulder leaves the catapult at ground level.

In addition to the layout shown in fi g B , we need information about the initial velocity of the boulder. The catapult sling could act for 0.30 s to accelerate the boulder (mass = 12 kg) with a force of 1550 N. It causes the boulder to leave the catapult at an angle of 45° to the horizontal.

Steps to the answer By working back from the answer we are looking for, we can see what calculations will need to be made in order to solve this problem. The fundamental idea is that the parabola trajectory would be symmetrical if the fl ight was not interrupted by crashing into the castle wall. 1 To fi nd the height up the wall from the ground, we will need to

work out how far down from the boulder’s maximum height it falls:

H = h max − h 2 To fi nd h , we need to know the time of fl ight, t total so we can

split this into a time to reach h max , and see how much time is left to fall height h . We will use gravitational acceleration vertically to calculate the vertical drop in that remaining time:

t total = s __ v horizontal From fi g B , we can see that s = 150 m.

3 v horizontal can be found by resolving the velocity to give the horizontal component:

v horizontal = v total × cos 45° 4 The overall velocity will come from the sling’s acceleration of

the boulder: v = u + at

where u = 0 ms −1 , and the question tells us that the sling acts for 0.30 seconds.

5 Newton’s second law of motion will give us the acceleration the sling causes:

a = F __ m Calculate the answer by reversing these steps.

The acceleration caused by the sling: a = F __ m a =

● 3 February 2015, by Claus Thermad, early draft for dissertation for Masters degree in Medieval History, Durham University.

Thinking Bigger spreads require students to read real-life material that’s relevant to the course and use knowledge in new contexts.

Accompanying questions require students to analyse how scientists write, think critically and consider issues.

Practice question spreads provide opportunities for students to regularly check their understanding using questions written in the style of the new exams from day one.

Preparing for your exams sections highlight the key differences between preparing for an AS and full A level exam.

Master the core conceptsExercises to review all the core concept knowledge required.

Edexcel AS/A level Physics Student Book 1

Edexcel AS/A level Chemistry - Homework, practice and support

The timelines illustrate how different topics are linked.

10 11

The Teacher Resource Pack is designed to give you maximum support for the new Edexcel AS and A level Science courses.

Revision Guides and Workbooks

REVISE EDEXCEL AS/A LEVELBiologyREVISION

GUIDE

A LWAY S L E A R N I NG

REVISE EDEXCEL

AS/A LEVEL

Physics

REVISION WORKBOOK

A LWAY S L E A R N I NG

The UK’s best-selling revision guides now available for Edexcel AS and A level Science.

l Designed for hassle-free classroom and independent study, our Revision Guides are designed to complement the Student Books with a range of specially designed features such as the one-topic-per-page format, practice questions, knowledge checks and skills checks.

l Our Revision Workbooks are designed to help students develop vital skills throughout the course and build their confidence in preparation for the exam, with guided questions, unguided questions, practice papers and a full set of answers.

Teacher Resource Pack

EDEXCEL Physics Teacher Resource Pack 1

© Pearson Education Ltd 2015 This document may have been altered from the original 1

Teaching plan 2.1.1 Electric current

Student Book links Specification links Links to prior learning Suggested teaching order

● 2.1.1 ● 2.23; 2.26 ● Atomic structure and electrical conduction by electrons

● Forces between charges ● Conservation of electrical

charge ● What we mean by ‘current’ and

how it is measured

Learning objectives

Students should be able to: ● describe electric current as the rate of flow of electrons ● make calculations of electric current.

1. Review of basic electrostatic ideas about charge and force.

2. Define the coulomb. 3. Measure electric currents in simple circuits. 4. Introduce Q I t

5. Investigate currents in an ionic solution. 6. Investigate currents in circuits with series and

parallel components.

Key definitions Practical skills

Charge is a fundamental property of some particles. It is the cause of the electromagnetic force and it is a basic aspect of describing electrical effects.

Charge is measured in coulombs (C). One coulomb is the quantity of charge that passes a point in a conductor per second when one ampere of current is flowing in the conductor. The amount of charge on a single electron in these units is -1.6 × 10-19 C.

Current (A) = charge passing a point (C)/time for that charge to pass (s). /I Q t

● Use of electrical meters or multimeters (Practical technique 2)

● Construction of simple circuits (Practical technique 6)

● Use of a datalogger (Practical technique 11)

Maths links Digital learning ideas

● Recognise and make use of appropriate units in calculations (C0.1) ● Recognise and use expressions in decimal and standard form (C0.2) ● Substitute numerical values into algebraic equations using appropriate units for physical

quantities (C2.3)

● Use of digital multimeters ● Use of datalogger

Pre-unit homework suggestions

● Review simple electrostatics effects and electrostatic forces – this could be done by setting a reading and comprehension task.

EDEXCEL Chemistry Teacher Resource Pack 1

© Pearson Education Ltd 2015 This document may have been altered from the original 1

Practical 1 Student sheetMeasure the molar volume of a gas

Practical 1: Measure the molar volume of a gas

Objective

● To find the volume of one mole of carbon dioxide gas

Safety All the maths you need

● Wear eye protection. ● Ensure the delivery tube

does not become blocked. ● Ethanoic acid will sting if it

gets into cuts in the skin.

● Recognise and make use of appropriate units in calculations.

● Use ratios, fractions and percentages. ● Translate information between graphical, numerical and

algebraic forms. ● Plot two variables from experimental or other data.

Equipment Diagram

● boiling tube ● bung fitted with delivery tube

to fit boiling tube ● water bath for gas collection ● 100 cm3 measuring cylinder ● 50 cm3 measuring cylinder ● test tube ● mass balance (2 d.p.) ● 1 mol dm −3 ethanoic acid ● powdered calcium carbonate

Procedure1. Place 30 cm3 of 1 mol dm −3 ethanoic acid in the boiling tube. 2. Set the apparatus up as shown in the diagram. 3. Place approximately 0.05 g of calcium carbonate in a test tube. 4. Weigh the test tube and its contents accurately. 5. Remove the bung from the boiling tube and tip the calcium carbonate into the boiling tube.

Quickly replace the bung in the boiling tube. 6. Once the reaction is over, measure the volume of gas collected in the measuring cylinder. 7. Reweigh the test tube that had contained the calcium carbonate. 8. Repeat the experiment six more times, increasing the mass of calcium carbonate by about

0.05 g each time. Do not exceed 0.40 g of calcium carbonate.

Analysis of results

1. Record your results in a suitable way. 2. Plot a graph of mass of calcium carbonate (x) against volume of carbon dioxide collected (y).

Draw a straight line of best fit – this line must pass through the origin. 3. Use the graph to find the volume of carbon dioxide that would be made from 0.25 g of calcium

carbonate. 4. In this reaction, one mole of calcium carbonate makes one mole of carbon dioxide. Calculate the

number of moles of calcium carbonate in 0.25 g and hence calculate the volume of one mole of carbon dioxide gas in dm3.

Teaching plans highlight any requirement for differentiation between AS and A level learning.

Student, Teacher and Technician sheets are provided for all core practicals plus additional practicals. These are chosen to provide further opportunities for students to demonstrate practical skills, competencies and techniques.

Practical competency tracking sheets enables teachers and students to track progress towards achieving practical endorsement.

Master the essential mathsExercises covering the essential maths required for each subject.

From a teacher point of view I think it is an excellent resource for revision on

self-testing of topics as the students study them and I would definitely incorporate

it into a scheme of work.

Jon Gent, Norwich School (Teacher)

Teaching plans include wider reading suggestions.

Edexcel AS/A level Chemistry - Homework, practice and support

Edexcel AS/A level Physics Teacher Resource Pack 1

Edexcel AS/A level Chemistry Teacher Resource Pack 1

Teaching plans highlight practical opportunities with mapping to practical competencies and techniques.

Teaching plans show prior and future learning highlighted for each section.

12

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Edexcel AS/A level Biology B Revision Workbook 978 1447989 93 6 £10.99

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