syllabus ce science

7/31/2019 Syllabus CE Science

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Independent Schools

Examinations Board

COMMON ENTRANCE EXAMINATION AT 11+ AND 13+

COMMON ACADEMIC SCHOLARSHIP EXAMINATION AT 13+

SCIENCE SYLLABUS

(Revised Spring 2010 for first examination in Autumn 2011)

Independent Schools Examinations Board 2010

INTRODUCTION

The revised Common Entrance science syllabus for examination at 11+ and 13+ is basedupon the programmes of study for key stage 2 and key stage 3 respectively of the NationalCurriculum for Science (2007 revision). At 11+ it is expected that material in key stage 1

has already been fully covered. At 13+, knowledge of the 11+ syllabus will be assumedand can be examined in the context of questions based on the content of the 13+ syllabus.

The syllabus content is presented in a two-column format. The first column locates thecontent within the framework of the relevant programme of study. The second columngives a detailed description of the content to be taught and examined, with Level 2 onlytopics underlined. Examination questions will be drawn from all parts of the syllabus.Candidates will also be expected to analyse and evaluate scientific knowledge, and applyit to unfamiliar situations.

The examination papers will contain questions about practical techniques and scientific

processes. Candidates should be taught to record observations and measurements withappropriate precision. The analysis, interpretation, explanation and evaluation of theirmethods, results and conclusions will be examined. The impact of their own and othersexperimental and investigative activities will also be tested. This is outlined in How ScienceWorks below.


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AIMS

A course leading to this examination should:

(i) stimulate curiosity, interest in and enjoyment of science;

(ii) help candidates to acquire a systematic body of scientific knowledge and to developan understanding of science, recognising connections between different areas ofscience;

(iii) enable candidates to use scientific ideas and models to explain phenomena andevents and to understand applications of science;

(iv) develop an awareness of the impact of developments in technology on theenvironment and in other contexts;

(v) develop experimental and investigative abilities, paying due regard to safe practice(see How Science Works below);

(vi) develop an ability to evaluate and communicate scientific evidence, and understandthe importance of experimental evidence in supporting scientific ideas (see HowScience Works below);

(vii) develop an awareness of science as a social and cultural activity which hasstrengths and limitations (see How Science Works below);

(viii) enable candidates to acquire a sound foundation of knowledge and understandingfor future studies, and to facilitate the smooth transfer between schools in theindependent and maintained sectors of education.

ASSESSMENT OBJECTIVES

Candidates should develop their knowledge, skills and understanding in the fourattainment targets:

AO1 How science works (AT1);

AO2 Biology, including organisms, their behaviour and the environment (AT2);

AO3 Chemistry, including materials, their properties and the Earth (AT3);

AO4 Physics, including energy, forces and space (AT4).

HOW SCIENCE WORKS

This section is adapted from the programme of study for key stage 3 of the NationalCurriculum for Science (2007 revision).

There are a number of key concepts, skills and processes which pupils need to experiencein order to deepen and broaden their understanding of science. These underpin scienceand how science works,and complement the scientific content of the syllabus.


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Scientific thinking

a) using scientific ideas and models to explain phenomena and developing themcreatively to generate and test theories;

b) analysing and evaluating evidence critically from observations and experiments;

Applications and implications of science

a) exploring how the creative application of scientific ideas can bring abouttechnological developments and consequent changes in the way people think andbehave;

b) examining the ethical and moral implications of using and applying science;

Cultural understanding

a) recognising that modern science has its roots in many different societies andcultures, and draws on a variety of valid approaches to scientific practice;

Collaboration

a) sharing developments and common understanding across disciplines andboundaries;

Practical and enquiry skills

a) using a range of scientific methods and techniques to develop and test ideas andexplanations;

b) assessing risk and working safely in the laboratory, field and work place *;

c) planning and carrying out practical and investigative activities, both individually and ingroups;

Critical understanding of evidence

a) obtaining, recording and analysing data from a wide range of primary and secondarysources, including ICT sources, using their findings to provide evidence for scientificexplanations;

b) evaluating scientific evidence and working methods;

Communication

a) using appropriate methods, including ICT, to communicate scientific information andcontribute to presentations and discussions about scientific issues.

* Important note: teachers should assess risk and pay due regard to safety whenplanning and supervising practical activities. CLEAPPS and the Association ofScience Education are valued and trusted sources of important information.


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SYLLABUS CONTENT

11+: Range and breadth of content

Energy, movement and forces

a. the effect of changes in electrical circuits

b. the properties and behaviour of light and sound in order to describe and explainfamiliar effects

c. combinations of forces

Material behaviour

a. reversible and non-reversible changes which occur in the environment

b. how changes can be used to create new and useful materials

Life and living things

a. the structure and function of key human body systems, including reproduction

b. the structure, function, life cycle and growth of flowering plants and how these growand are used around the world

c. the benefits of micro-organisms and the harm they can cause

The environment, Earth and solar system

a. how plants and animals are interdependent and are diverse and adapted to theirenvironment as a result of evolution

b. how scientific and technological developments affect the physical and living worlds

c. practical ways in which science can contribute to a more sustainable future

d. how time measurement relates to day and night and the Earths place in the solarsystem

13+: Range and breadth of content

Energy, electricity and forces

a. energy can be transferred usefully, stored, or dissipated, but cannot be created ordestroyed

b. forces are interactions between objects and can affect their shape and motion

c. electric current in circuits can produce a variety of effects

Chemical and material behaviour

a. the particle model provides explanations for the different physical properties andbehaviour of matter

b. elements consist of atoms which combine together in chemical reactions to formcompounds

c. elements and compounds show characteristic chemical properties and patterns intheir behaviour


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Organisms, behaviour and health

a. life processes are supported by the organisation of cells into tissues, organs andbody systems

b. the human reproductive cycle includes adolescence, fertilisation and fetaldevelopment

c. conception, growth, development, behaviour and health can be affected by diet,drugs and disease

d. all living things show variation, can be classified and are interdependent, interactingwith each other and their environment

e. behaviour is influenced by internal and external factors and can be investigated andmeasured

The environment, Earth and universe

a. geological activity is caused by chemical and physical processes

b. astronomy and space science provide insight into the nature and observed motionsof the Sun, Moon, stars, planets and other celestial bodies

c. human activity and natural processes can lead to changes in the environment


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AT2: ORGANISMS, THEIR BEHAVIOUR AND THE ENVIRONMENT

LEARNING OBJECTIVES AMPLIFICATION

1. Life processes

Pupils should be taught: Candidates should know:

a. that the life processes common tohumans and other animals includenutrition, movement, growth andreproduction

the names and positions of the followingrelated organs: brain, heart, lungs,stomach, intestines, liver and kidneysinhumans, and the root, stem, leaves andflower of a flowering plant

b. that the life processes common to

plants include growth, nutrition andreproduction

For humans, this can be based on

pictures and models; for flowering plants,real specimens should be examined.

c. to make links between lifeprocesses in familiar animals andplants and the environments inwhich they are found

how living things, e.g. pets, farm animals,wildlife found in parks and gardens andthe associated plant life, carry out theselife processes within their respectivehabitats

2. Humans and other animals

Pupils should be taught: Candidates should know:Nutrition

a. about the functions and care ofteeth

the main kinds of teeth (incisors, canines,pre-molars and molars) and theirfunctions; the effect of bacteria (plaque),fluoride and diet on dental decay; theimportance of dental care and hygiene

b. about the need for food for activityand growth, and about the

importance of an adequate andvaried diet for health

the value of a balanced diet, composedof carbohydrates, fats, proteins, vitamins,

mineralsalts, fibreandwater, in themaintenance of good health; how to carryout the iodine test for starch

Circulation

c. that the heart acts as a pump tocirculate the blood through vesselsaround the body, including throughthe lungs

the structure of the heart through the useof appropriate models or diagrams; thatthe heart forces blood round the body tothe organs through arteries and that theblood returns to the heart through veins


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11+

The names of the chambers and valvesof the heart will not be examined.

d. about the effect of exercise and reston pulse rate

that during exercise the body needsmore oxygen and food to provide the

necessary energy, and that this can bedemonstrated by comparing pulse ratesat rest and after exercise; the effect ofexercise on the body and the benefits tohealth, e.g. reducing obesity, increasingstamina

The term respiration will not be used.

Movement

e. that humans and some otheranimals have skeletons andmuscles to support and protect theirbodies and to help them to move

that animals with internal skeletons arecalled vertebrates; the role of theskeleton in providing support, protectionand movement; the location of the skull,backbone (vertebral column), rib cage,pelvis, collarbone and shoulder blade

Growth and reproduction

f. about the main stages of the humanlife cycle

This topic will not be examined butshould have been taught by the end ofyear 6.

Health

g. about the effects on the humanbody of tobacco, alcohol and otherdrugs, and how these relate topersonal health

examples of the harmful effects on thebody of tobacco and alcohol; that otherdrugs can seriously affect health

h. about the importance of exercise forgood health

See 2d above.

3. Green plantsPupils should be taught: Candidates should know:

Growth and nutrition

a. the effect of light, air, water andtemperature on plant growth

how to demonstrate the effect of variationin light, temperature and water on plantgrowth; that the air supplies a plant withcarbon dioxide for making food; thatplants also need oxygen

Respiration will not be examined.


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b. the role of the leaf in producing newmaterial for growth

that green plants use energy from theSun to produce food (photosynthesis);the role of the green pigment(chlorophyll) in the leaf and stem incapturing this light energy; that nearly allfood chains start with green plants

c. that the root anchors the plant, andthat water and minerals are taken inthrough the root and transportedthrough the stem to other parts ofthe plant

that mineral salts are nutrients which areneeded for healthy growth

Reproduction

d. about the parts of the flower[e.g.

stigma, stamen, petal, sepal]andtheir role in the life cycle offlowering plants, includingpollination, seed formation, seeddispersal and germination

how sexual reproduction occurs in

flowering plants, including details offlower structure; the terms carpel(stigma,style, ovary, ovule), stamen(anther,filament),petal, sepal; that pollination isthe transfer of pollen from an anther to astigma; that fertilisation is the fusingtogether of the male and female sex cellswhich produces a fertilised egg leading tothe formation of a seed; about fruitformation and seed dispersal; about thegermination of seeds; the main parts of a

germinating seed: embryo shoot, embryoroot, food storeand seed coat

4. Variation and classification


a. to make and use keys how to make and use simple keys basedon observable external features to helpthem to identify and group living thingssystematically

b. how locally occurring animals andplants can be identified andassigned to groups

c. that the variety of plants andanimals makes it important toidentify them and assign them togroups

the terms vertebrate and invertebrate;how to distinguish between insects andspiders; that there are flowering and non-flowering groups of plants

Taxonomic groups will not be examined.


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5. Living things in their environment


a. about ways in which living thingsand the environment need

protection

about the need to protect and conserveliving things and their environment, e.g.

endangered species, effects of pollution,habitat destruction etc.

Adaptation

b. about the different plants andanimals found in different habitats

c. how animals and plants in twodifferent habitats are suited to theirenvironment

the features of animals and plants in onechosen habitat (these should includesize, shape, colour and, where possible,methods of movement, feeding andprotection); the wide variety of responsesto which animals living in different

situations have developed; that someanimals are nocturnal; that the activity ofliving things can be related to the time ofday and season of the year; the termshibernation and migration

Feeding relationships

d. to use food chains to show feedingrelationships in a habitat

how to place organisms in order in a foodchain; the termsproducer,consumer(herbivore,carnivore andomnivore); the

relationship between predator and prey

e. about how nearly all food chainsstart with a green plant

Micro-organisms

f. that micro-organisms are livingorganisms that are often too smallto be seen, and that they may bebeneficial [e.g. in the breakdown ofwaste, in making bread]or harmful

[e.g. in causing disease, in causingfood to go mouldy]

This topic will not be examined but shouldhave been taught by the end of year 6.


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11+

AT3: MATERIALS, THEIR PROPERTIES AND THE EARTH


6. Grouping and classifying materials


a. to compare everyday materials andobjects on the basis of theirmaterial properties, includinghardness, strength, flexibility andmagnetic behaviour, and to relatethese properties to everyday usesof the materials

the terms metal, non-metal, magnetic andnon-magnetic

A wide range of materials should betested and included in as many practicalsituations as possible (see Appendix I).

b. that some materials are better

thermal insulators than others

that air is a good insulator; examples of

situations where trapped air is used forinsulation in everyday life, e.g. winterclothing, sleeping-bags, expandedpolystyrene for cups

c. that some materials are betterelectrical conductors than others

that metals and carbon (graphite) areconductors of electricity, e.g. copper forhousehold wiring; that most othermaterials are insulators, e.g. plastic forplug covers

d. to describe and group rocks andsoils on the basis of theircharacteristics, includingappearance, texture andpermeability

about different kinds of soils, e.g. sand,clay, loam; how particle size affectsdrainage; the term humusand how thisenriches the soil

Rocks will not be examined but shouldhave been taught by the end of year 6.

e. to recognise differences betweensolids, liquids and gases, in termsof ease of flow and maintenance of

shape and volume

how to use simple particle theory todescribe the arrangement of particles insolids, liquids and gases

The use of technical terms such asviscosity is not expected.

7. Changing materials


a. to describe changes that occurwhen materials are mixed [e.g.adding salt to water]

how to carry out simple dissolvingexperiments


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b. to describe changes that occurwhen materials [e.g.water, clay,dough]are heated or cooled

c. that temperature is a measure of

how hot or cold things are

d. about reversible changes, includingdissolving, melting, boiling,condensing, freezing andevaporating

that heating or cooling can cause achange of state; the names given to thesechanges, i.e.melting,boiling,condensing,evaporating, freezing/solidifying; thatwater expands on freezing, causing pipesto burst and rocks to crack; how tocompare different temperatures by feeland by the use of a thermometer; how toread a thermometer scale includingvalues below 0 C; the boiling point andfreezing point of water and thetemperature of a healthy human

e. the part played by evaporation andcondensation in the water cycle

how to carry out simple experiments onevaporation and condensation; how these

processes relate to the water cycle

f. that non-reversible changes [e.g.vinegar reacting with bicarbonate ofsoda, plaster of Paris with water]result in the formation of newmaterials that may be useful

examples of useful non-reversiblechanges, e.g. making concrete, baking;that air and water are both needed forrusting to occur; simple methods ofpreventing rusting, e.g. oiling, painting,galvanising, coating with plastic

g. that burning materials [e.g. wood,wax, natural gas]results in the

formation of new materials and thatthis change is not usually reversible

simple burning experiments todemonstrate that burning is not

reversible; the term fuel; the termfossilfueland examples of solid, liquid andgaseous fossil fuels

Knowledge of the formation of fossil fuelswill not be examined.

8. Separating mixtures of materials


a. how to separate solid particles of

different sizes by sieving [e.g. thosein soil]

how to carry out simple experiments to

separate solid particles of different sizes

b. that some solids [e.g. salt, sugar]dissolve in water to give solutionsbut some [e.g. sand, chalk]do not

the terms soluble, insoluble,solute,solvent,solution; factors affecting the rateof dissolving everyday substances inwater, i.e. the temperature of the solvent,particle size of the solute and stirring; theconcept of fair testing to compare rates ofdissolving in water; that a solutioncontains at least two substances: water

and the dissolved substance; how todraw and interpret bar charts and linegraphs using data from dissolvingexperiments


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c. how to separate insoluble solidsfrom liquids by filtering

how to carry out simple filtrationexperiments and decanting as anothersimple method of separating a solid froma liquid; the terms filtrate andresidue

d. how to recover dissolved solids byevaporating the liquid from thesolution

how to carry out simple evaporationexperiments, e.g. evaporation of a saltsolution; that salt solutions should not bedried completely when heated

e. to use knowledge of solids, liquidsand gases to decide how mixturesmight be separated

how to take an investigative approach toseparate a variety of mixtures

AT4: ENERGY, FORCES AND SPACE


9. Electricity

Pupils should be taught:Candidates should know:

Simple circuits

a. to construct circuits, incorporating abattery or power supply and arange of switches, to make

electrical devices work [e.g.buzzers, motors]

how to construct series circuits involvingup to three cells, up to three bulbs, amotor, a buzzer and a switch; that

electrical devices will only work if they arepart of a complete circuit between theterminals of an electrical supply, and thateach part of the circuit must be aconductor of electricity; the term in series

b. how changing the number or typeof components [e.g. batteries,bulbs, wires]in a series circuit canmake bulbs brighter or dimmer

the relative brightness of bulbs in seriescircuits

It is recommended that normal brightnessdescribes one bulb lit by one cell. Other

circuits can be compared with this.

c. how to represent series circuits bydrawings and conventionalsymbols, and how to constructseries circuits on the basis ofdrawings and diagrams usingconventional symbols

the electrical symbols for all thecomponents mentioned above (seeAppendix III); how to interpret and drawcircuit diagrams where the componentsare connected in series; how to recognisea short circuit and be aware of the safetyimplications


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10. Forces and motion


Types of force

a. about the forces of attraction andrepulsion between magnets, andabout the forces of attractionbetween magnets and magneticmaterials

how to classify materials into magneticand non-magnetic groups; that magneticmaterials such as iron and steel areattracted to a magnet; how to carry outexperiments to discover that a magnetexerts a force on another magnet or anypiece of magnetic material which isplaced close to it; that a magnet hasnorth-seeking and south-seeking polesand why they are so called; that a freelysuspended bar magnet comes to rest in a

north-south direction and acts as acompass; that like poles repel and unlikepoles attract each other; that magneticeffects will pass through some materials;how to compare the strength of two ormore magnets

b. that objects are pulled downwardsbecause of the gravitationalattraction between them and theEarth

The distinction between mass and weightwill not be examined.

c. about friction, including airresistance, as a force that slowsmoving objects and may preventobjects from starting to move

about the concept of friction as a forcewhich opposes the relative movement ofsurfaces, with reference to everydaysituations, e.g. the effect of frictionbetween the wheels of a bicycle and theroad, the effect of air resistance on thecyclist; how to carry out investigationsinvolving friction, e.g. a toy car runningover different surfaces

d. that when objects [e.g. a spring, atable]are pushed or pulled, anopposing pull or push can be felt

how to carry out simple experiments toexperience these opposing forces

e. how to measure forces and identifythe direction in which they act

different types of force: push, pull,frictional (including air resistance),magnetic, gravitational, support (reaction)and upthrust; how to use arrows to showthe direction in which these forces areacting on an object; that the newton (N) is

the unit of force; how to use a force meter(newton spring balance) to investigate theforce required to do various jobs


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11. Light and sound


Everyday effects of light

a. that light travels from a source that a luminous source gives out light;examples of luminous sources; that lighttravels in straight lines; how to indicate aray of light like this:

b. that light cannot pass throughsome materials, and how this leadsto the formation of shadows

the terms opaque,translucent andtransparent; how shadows are formed byopaque objects, investigating the effect ofdifferent distances between source,

object and screen

c. that light is reflected from surfaces[e.g. mirrors, polished metals]

Quantitative experiments with mirrors willnot be examined.

Seeing

d. that we see things only when lightfrom them enters our eyes

how we see luminous objects; how todraw simple diagrams to show that lightrays, travelling in straight lines, enter theeye(s) directly from the luminous object

Details of the structure of the eye will notbe examined.

Vibration and sound

e. that sounds are made whenobjects [e.g. strings on musicalinstruments]vibrate but thatvibrations are not always directlyvisible

the terms vibrate and vibration; thatsound is emitted when an object vibrates,e.g. a stringed instrument, a tuning fork, arubber band, a ruler, or when the airinside an object vibrates, e.g. a recorder,a milk bottle; how to demonstrate that

vibrations are not always visible, e.g.vibrations in a drum skin shown by usingrice grains


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f. how to change the pitch andloudness of sounds produced bysome vibrating objects [e.g. a drumskin, a plucked string]

the term pitch; how the properties ofsound such as pitch and loudness can bechanged; that an increase/decrease inthe size of the vibration produces alouder/quieter sound, and a faster/slowervibration produces a higher/lower-pitchedsound; that on a stringed instrument,changing the length, tightness andthickness of a string will affect the pitch ofa note

The terms frequency and amplitude arenot required.

g. that vibrations from sound sourcesrequire a medium [e.g. metal,wood, glass, air]through which totravel to the ear

that sound travels through solids, liquidsand gases but not through a vacuum;these vibrations are detected by the ear

The ear and hearing will not be examined.

12. The Earth and beyond


The Sun, Earth and Moon

a. that the Sun, Earth and Moon are

approximately spherical

Periodic changes

b. how the position of the Sunappears to change during the day,and how shadows change as thishappens

c. how day and night are related tothe spin of the Earth on its ownaxis

how to use a globe and lamp representingthe Earth and Sun in order to show howday and night arise; about practicalexamples relating to the apparentmovement of the Sun, e.g. sundials

d. that the Earth orbits the Sun onceeach year, and that the Moon takesapproximately 28 days to orbit theEarth

A small ball representing the Moon shouldbe added to the model.


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13+

NB: additional topics for Level 2 are underlined

AT2: ORGANISMS, THEIR BEHAVIOUR AND THE ENVIRONMENT


1. Cells and cell functions


a. that animal and plant cells can formtissues, and tissues can form organs

that in multi-cellular organisms cells aremassed together to form tissues, andtissues can be massed together to formorgans

b. the functions of chloroplasts and cell

walls in plant cells and the functionsof the cell surface membrane,cytoplasm, mitochondria and nucleusin both plant and animal cells;vacuole in plant cells

that a typical animal or plant cell has a

nucleus, cytoplasm, mitochondriaand cellsurface membrane; that plant cells containpermanent fluid-filled vacuoles; thefunction of each component, stated verybriefly; that the nucleus contains geneswhich control the production of protein inthe cell; that genes are made of DNAwhich determines an organismscharacteristics; how to use a microscopeto observe plant and animal cells and howto prepare a temporary microscope slide,e.g. using methylene blue as a stain fornuclei

c. ways in which some cells, includingciliated epithelial cells, sperm, ova,and root-hair cells, are adapted totheir functions

This section can be taught in the context ofother parts of the syllabus. Candidates willnot be expected to draw these cells in anexamination.

d. about fertilisation in humans andflowering plants as the fusion of a

male and female cell

that fertilisation in humans occurs whenthe head of a sperm (a male cell) enters

the ovum (a female cell) and the nucleifuse together

See also 2g.

that fertilisation in flowering plants occurswhen a male nucleus in a pollen tubefuses with a nucleus in a female egg cell(ovum) in an ovule

e. to relate cells and cell functions tolife processes in a variety oforganisms

Questions will be restricted to animal andplant cells only.


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2. Humans as organisms


Nutrition

a. about the need for a balanced dietcontaining carbohydrates, proteins,fats, minerals, vitamins, fibre andwater, and about foods that aresources of these

that glucose and starch are examples ofcarbohydrates, vitamin C is an example ofa vitamin, and calcium salts are anexample of a mineral; the effects onhumans of lack of vitamin C and calcium;the dangers of an excessive intake ofanimal fats; one good source of each foodcomponent; how to carry out the iodinetest for starch

No other food tests will be examined.

b. the principles of digestion, includingthe role of enzymes in breakingdown large molecules into smallerones; amylase is an example of anenzyme

that digestive enzymes in the gut breakdown food substances into solublesubstances capable of being absorbedacross the lining of the intestine into thebloodstream; amylase as an example of anenzyme breaking starch into simple sugars

Names, sources and actions of particularenzymes will not be examined.

c. that the products of digestion are

absorbed into the bloodstream andtransported throughout the body, andthat waste material is egested

that the products of digestion are absorbed

through the gut into the bloodstreamacross the villi in the small intestine; thatthe waste products are egested(notexcreted) from the anus

d. that food is used as a fuel duringrespiration to maintain the bodysactivity and as a raw material forgrowth and repair

that carbohydrates are energy-containingfoods, proteins are needed for growth andrepair, fats are an energy source and arealso needed for insulation

Movement

e. the role of the skeleton and jointsand the principle of antagonisticmuscle pairs [e.g. biceps andtriceps]in movement

that the skeleton protects delicate organs,supports the body and providesattachment for muscles; that muscles cancontract and are pulled back to theiroriginal length by the contraction ofantagonistic muscles; that muscles usuallyoperate across moveable joints

Reproduction

f. about the physical and emotional

changes that take place duringadolescence

the principal changes which occur at

adolescence


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g. about the human reproductivesystem, including the menstrualcycle and fertilisation

the terms gamete and zygote; the relativesizes and numbers of eggs and sperm andtheir roles; that fertilisation is the union of asperm with an egg, bringing togetherthrough the genes some of the

characteristics of both parents; thestructure and functions of the humanreproductive system and how sperm andegg are brought together; the menstrualcycle in outline only

Hormonal control will not be examined.

h. how the fetus develops in the uterus,including the role of the placenta

how the fetus is protected and nourished inthe uterus and how its waste materials areeliminated

Breathing

i. the role of lung structure in gasexchange, including the effect ofsmoking

the structure of the lungs in outline only,i.e. the lung surface is greatly folded,creating a large surface area for gaseousexchange; that oxygen is taken into thelungs by breathing, and transported to thetissues by the circulatory system; thatsmoking is one of the causes of lungcancer and heart disease; that smokingreduces the surface area of the lungs,leading to severe breathing difficulties

Respiration

j. that aerobic respiration involves areaction in cells between oxygen andfood, in which glucose is brokendown to carbon dioxide and water

the difference between breathing andrespiration

k. to summarise aerobic respiration in aword equation

that energy is made available by aerobicrespiration, summarised by the word

equation

glucose+oxygen water+carbon dioxide+energyhow to test exhaled air for carbon dioxideusing limewater

l. that the reactants and products ofrespiration are transportedthroughout the body in thebloodstream

that oxygen and carbon dioxide are carriedin the blood and exchanged with theatmosphere through the lungs


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Health

m. that the abuse of alcohol, solventsand other drugs affects health

the positive effects of exercise and healthyeating

n. how the growth and reproduction of

bacteria and the replication ofviruses can affect health, and howthe bodys natural defences may beenhanced by medicines

one example of a bacterial disease and

one example of a viral disease; theimportance of cleanliness at personal andcommunity levels as a defence againstdisease; that the bodys natural defencescan be supplemented by medicines

3. Green plants as organisms


Nutrition and growth

a. that plants need carbon dioxide,water and light for photosynthesis,and produce biomass and oxygen

the global importance of photosynthesis inproducing food and maintaining thecomposition of the atmosphere; about gasproduction during photosynthesis in,e.g.Elodea; how to perform a controlledexperiment to show that light is needed forstarch production by a potted plant, e.g.Pelargonium

b. to summarise photosynthesis in aword equation

that photosynthesis is summarised by theword equation

light energychlorophyll

carbondioxide + water glucose + oxygen

that in most plants the glucose is thenconverted into starch which can be tested,using iodine solution

c. that nitrogen and other elements, inaddition to carbon, oxygen andhydrogen, are required for plant

growth

that nitrates are needed for healthygrowth; that magnesium is needed forchlorophyll

d. the role of root hairs in absorbingwater and minerals from the soil

that root hairs increase the surface areafor absorption of water and minerals suchas nitrates

Respiration

e. that plants carry out aerobicrespiration

that animals and plants respire and plantsphotosynthesise; how the carbon cyclemaintains a balance between respiration

and photosynthesis and the effect of thison the atmosphere


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4. Variation, classification and inheritance


Variation

a. about environmental and inherited

causes of variation within a species

blood groups as an example of

discontinuous variation and heightas anexample of continuous variation; how todetect and describe variation within andbetween species and suggest possiblecauses

Classification

b. to classify living things into the majortaxonomic groups

how to use a simple key to identify thegroup to which a specimen belongs; thatanimals and plants are classified intoseparate kingdoms; that bacteria, fungiand single-celled organisms are placed inother kingdoms; the characteristic featuresof the animal and plant kingdoms and whyfungi are not included with plants; thediagnostic features of: single-celledorganisms, fungi, arthropods (knowing thedifference between insects and spiders),fish, amphibians, reptiles, birds, mammalsand flowering plants

Candidates will not be asked to make theirown keys.

Inheritance

c. that selective breeding can lead tonew varieties

one example of selective breeding, suchas dogs

5. Living things in their environment


Adaptation and competition

a. about ways in which living things andthe environment can be protected,and the importance of sustainabledevelopment

the importance of conserving localhabitats, that the resources of the Earthare limited and need to be managed

b. that habitats support a diversity ofplants and animals that areinterdependent

at least one habitat, e.g. a freshwater pondor a hedgerow


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c. how some organisms are adapted tosurvive daily and seasonal changesin their habitats

about the habitat of at least one animaland one plant, understanding how they areadapted to the conditions in their naturalhabitats at different times of the day, andin different seasons of the year; how to

measure at least one physical factor, e.g.temperature, light intensity in the habitat

d. how predation and competition forresources affect the size ofpopulations [e.g. bacteria, growth ofvegetation]

simple methods of estimating thepopulation size of one type of organism bymeans of a quadrat; that population size isaffected by predation and competition

Feeding relationships

e. about food webs composed ofseveral food chains

about one simple food chain in one of thehabitats studied; the difference between a

food chain and a food web

f. how toxic materials can accumulatein food chains

Questions will be restricted to datainterpretation.

AT3: MATERIALS AND THEIR PROPERTIES


6. Classifying materials


Solids, liquids and gases

a. how materials can be characterisedby melting point, boiling point anddensity

Measurement of the mass and volume andcalculation of the density of regularly-shaped solids and of irregularly-shapedsolids (using the displacement of water to

find the volume) and of liquids will usuallybe examined in the physics section of theCommon Entrance examination. So too willthe fact that air has mass and that it ispossible to measure its density.

b. how the particle theory of matter canbe used to explain the properties ofsolids, liquids and gases, includingchanges of state, gas pressure anddiffusion

the meaning of the words atom andmolecule

A knowledge of ions and of diffusion will notbe examined.


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Elements, compounds and mixtures

c. that elements are shown in theperiodic table and consist of atomswhich can be represented bysymbols

the term element as used in chemistry andthe idea that samples of the same elementcontain the same type of atom; that theelements are organised in the periodic

table; the symbols for the elements H, C,O, N, S, Mg, Na, Cl, Ca, Cu, Fe and He;that the symbol can represent one atom ofthat element

Details of the periodic table will not beexamined.

d. how elements vary widely in theirphysical properties, includingappearance, state at room

temperature, magnetic propertiesand thermal and electricalconductivity, and to use theseproperties to classify elements asmetals or non-metals

the terms conductor and insulator in bothelectrical and thermal contexts; thegrouping of elements into metals and non-

metals according to physicalcharacteristics, such as electricalconductivity, shininess, malleability andaccording to whether they give acidic orbasic oxides

Carbon, copper, iron, magnesium, sulphurand zinc are suitable examples forexperiments on burning the elements in airand testing the oxides. Calcium andsodium, if included, must be handled onlyby the teacher.

e. how elements combine throughchemical reactions to formcompounds [e.g. water, carbondioxide, magnesium oxide, sodiumchloride, most minerals]with definitecomposition

the idea that elements combine to givecompounds whose properties differ fromthose of the constituent elements; whathappens when some elements are burnedin oxygen, e.g. carbon, sulphur, iron,magnesium; thereaction between pairs ofelements, e.g. iron + sulphur, copper +sulphur, aluminium + iodine (in a fume

cupboard or outside)

Knowledge of the reaction of sodium withchlorine will not be examined.

f. to represent compounds byformulae and to summarisereactions by word equations

simple formulae: H2O, CO2, O2, CH4, NaCl,HCl, NaOH, CaCO3

Equations using formulae will not beexamined.


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g. that mixtures [e.g. air, sea water andmost rocks]are composed ofconstituents that are not combined

that air is a mixture of gases; theapproximate percentages of nitrogen,oxygen and the relatively small proportionof other gases in the air; the uses ofoxygen; that carbon dioxide is a product of

respiration and a raw material forphotosynthesis

h. how to separate mixtures into theirconstituents using distillation andchromatography and otherappropriate methods

the following methods of separation:evaporation to recover a solute and thetesting of water purity by measurement ofits boiling point and freezing point; simpledistillationto recover a solvent from asolution, e.g. how to obtain a sample ofpure water from seawater or washable ink;of the need to prevent suck-back of the

distilled sample if simple apparatus is used,and how to prevent it; fractional distillationto recover ethanol (alcohol) from wine orbeer; use of the Liebig condenser; paperchromatography to separate a mixture oftwo or more coloured solutes from asolution, e.g. coloured inks, food dyes,Smartie-type sweets; how to interpretsimple chromatograms; about filtration toremove insoluble solids from a suspension;the terms filtrateand residue; how to purify

rock salt

7. Changing materials


Physical changes

a. that when physical changes [e.g.changes of state, formation ofsolutions]take place, mass isconserved

the terms solution, solvent, solute, soluble,insoluble and dissolving


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b. about the variation of solubility withtemperature, the formation ofsaturated solutions and thedifferences in solubility of solutes indifferent solvents

that when soluble solids form a solution, achemical change is not involved; that asolution is a mixture which may beseparated using physical techniques; aboutthe abundance of water in nature, including

its existence as vapour in the air; the watercycle; about the use of anhydrous coppersulphate and anhydrous cobalt chloride totest for the presence of water vapour in theair; the effect of air flow and temperaturechanges on evaporation from oceans or inlaboratory experiments; how to makepredictions about the amount of water lost;the need for filtration; the differencesbetween sea, tap and distilled water,demonstrated by evaporation; the

importance of water as a solvent; thatethanol and propanone are alternativesolvents to water

Chlorinated hydrocarbons must not beused.

c. to relate changes of state to energytransfers

the terms melting,freezing,boiling,condensation,evaporation andsublimation;that most solids, liquids and gases expandon heating and contract on cooling, e.g. the

use of mercury or alcohol in thermometers;that evaporation can occur at anytemperature but boiling occurs at a specifictemperature for a particular substance

Chemical reactions

d. how mass is conserved whenchemical reactions take placebecause the same atoms arepresent, although combined in

different ways

how to use the Bunsen burner for gentlewarming, vigorous heating etc.; about theeffect of air supply on the flame and relativetemperatures of different parts of the

roaring flame; about the experiment todemonstrate the conservation of mass inwhich lead iodide, or another suitable solid,is produced by mixing two solutions in astoppered conical flask; how to constructword equations for simple chemicalreactions; about recognising chemicalchange by the new substances which areformed


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e. that virtually all materials, includingthose in living systems, are madethrough chemical reactions, and torecognise the importance ofchemical change in everyday

situations, [e.g. ripening fruit, settingsuperglue, cooking food]

Many examples of such reactions are givenin other sections. Copper oxide, zinc oxideand magnesium oxide (previously dried inan oven) may be used to illustrate thatsome substances do not change chemically

when heated.

that chemical reactions are needed for theextraction of copper, iron and aluminiumfrom their ores

f. about possible effects of the burningof fossil fuels on the environment[e.g. production of acid rain, carbondioxide and solid particles]and howthese effects can be minimised

that when things burn in air they react withoxygen; the glowing splint test for oxygenand the limewater test for carbon dioxide;how to identify the products of combustion,e.g. of a candle; the importance of oxygen

as a reactant in respiration; the effect ofburning fossil fuels; that air is often pollutedby sulphur dioxide and carbon monoxideand the sources of these pollutants

Production and effects of ozone and oxidesof nitrogen will not be examined.

8. Patterns of behaviour


Metalsa. how metals react with oxygen, water

and acids and oxides of othermetals, and what the products ofthese reactions are

how to apply the lighted splint test forhydrogen; about the rusting of iron; thatoxygen in the air is involved in the rustingprocess

Simple rusting experiments should beextended to show that air contains 20%oxygen. Copper, iron, magnesium and zincare suitable examples for experiments.

b. about the displacement reactionsthat take place between metals andsolutions of salts of other metals

about displacement reactions betweenmetals and solutions of the sulphates ofother metals


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c. how a reactivity series of metals canbe determined by considering thesereactions, and used to makepredictions about other reactions

how to use the reactivity series of metals todeduce that those higher in the seriesmight burn more vigorously in air, reactfaster with water and dilute acids, andreplace a lower metal from its oxide; about

the uses of metals low down the series,such as lead and copper, for roofing andpiping; about the need for methods ofcovering the surface when the morereactive iron is used; about the exceptionallack of reactivity of silver and gold whichmakes them useful for jewellery andelectrical contacts

Reference should be made to the fact thatmost metals are not found in their free state

and that chemical reactions are necessaryto extract metals from their ores.

Acids and bases

d. to use indicators to classifysolutions as acidic, neutral oralkaline and to use the pH scale asa measure of the acidity of asolution

about experiments which test substanceswith different indicators, including litmuspaper and Universal Indicator; thatsubstances can be acidic, alkalineorneutral; about the use of plant extracts, e.g.red cabbage, as indicators; colour changesfor litmus; the pH scale; pH numbers forstrong and weak acids and alkalis and aneutral solution

e. how metals and bases, includingcarbonates, react with acids and theproducts of these reactions

about neutralisationand salt formation;about the addition of dilute sodiumhydroxide solution to dilute hydrochloricacid and evaporation of the neutralsolution, to illustrate neutralisation and saltformation

Alternatively, salt formation could beillustrated by adding copper oxide orcopper carbonate to warm dilute sulphuricacid and evaporating gently.

Titration will not be examined.

f. about some everyday applicationsof neutralisations [e.g. thetreatment of acid indigestion, thetreatment of acid soil, the

manufacture of fertilizer]

about medical and agricultural applicationsof neutralisation


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g. how acids in the environment canlead to corrosion of metal andchemical weathering of rock [e.g.limestone]

that carbon dioxide dissolves in water toform an acid and that rain is slightly acidic;aboutlimestone: its chemical composition,its decomposition when heated, its reactionwith dilute hydrochloric acid, its uses as a

building material and for the production ofagricultural lime; about the weatheringeffect of acid rain on limestone

h. to identify patterns in chemicalreactions

the terms oxidation, reduction,neutralisation and decomposition; about theuse of carbon to illustrate reduction; aboutthe action of heat on copper andmagnesium in air to illustrate oxidation;about the combustion of methane andsimilar fuels; about hydrated copper

sulphate, hydrated cobalt chloride, coppercarbonate and potassium permanganate toillustrate thermal decomposition

AT4: ENERGY, FORCES AND SPACE


9. Electricity and magnetism


Circuits

a. how to design and construct seriesand parallel circuits, and how tomeasure current and voltage

about parallel and series circuits, involvingcells, lamps, switches (push button, SPST,reed switches), resistors, variableresistors, motors, buzzers, LDRs, LEDs,fuses, AND and OR circuits (asconstructed using switches); about truthtables for these

Logic gates, SPDT switches and the use of

the voltmeter will not be examined.

b. that the current in a series circuitdepends on the number of cells andthe number and nature of othercomponents and that current is notused up by components

that the unit of current is the ampere(amp); that current is measured with anammeter and that it should be connectedin series in the circuit

Knowledge of resistors should bequalitative and no formal statement ofOhms Law or definition of resistance willbe required.


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c. that energy is transferred frombatteries and other sources to othercomponents in electrical circuits

that a battery or cell transforms chemicalenergy into electrical energy and thatelectrical energy is converted into otherforms in electrical components

Magnetic fields

d. about magnetic fields as regions ofspace where magnetic materialsexperience forces, and that likemagnetic poles repel and unlikemagnetic poles attract

that like poles repel and unlike polesattract, and that both poles will attractunmagnetised iron; that the Earth has amagnetic field, and that a freely-suspended bar magnet will align itselfnorthsouth; the terms north-seekingandsouth-seeking poles; that lines showing thedirection of the field should have arrowspointing away from the north-seeking pole;that repulsion by a known magnet is the

only true test for another magnet

Electromagnets

e. that a current in a coil produces amagnetic field pattern similar to thatof a bar magnet

how to use plotting compasses and/or ironfilings to show that current in a coilproduces a magnetic field

f. how electromagnets are constructedand used in devices [e.g. liftingmagnets, relays]

how to construct a simple electromagnetusing an iron core and insulated wire; howto use relays

10. Forces, motion and density


Force and linear motion

a. scientific units that scientists use the following units: formass kilogramme or gram; for length metre, kilometre, centimetre or millimetre;for time second, minute or hour; theabbreviations for the above units and their

relative sizes (e.g. 1 m = 100 cm); thatarea can be measured in m2 or cm2; thatvolume can be measured in m3 or cm3

b. how to determine the speed of amoving object and to use thequantitative relationship betweenspeed, distance and time

about the timing of moving bodies tomeasure speed; the relationship betweenspeed, distance and time; how to use thisfor simple quantitative work

c. about forces that the unit of force is the newtonand thatforces can be measured using a force

meter (newton meter)


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d. that the weight of an object on Earthis the result of the gravitationalattraction between its mass and thatof the Earth

that there is a gravitational force ofattraction between any two masses; thatthis force causes bodies to fall towards thecentre of the Earth; that the weightof abody is the pull of gravity on it

e. that unbalanced forces change thespeed or direction of objects and thatbalanced forces produce no changein the movement of an object

the concept of constant speed and ofspeeding up and of slowing down, withouta formal definition of acceleration; aboutthe effects of forces on an object; thatforces can act in different directions; aboutexperiments and calculations with springsand combinations of springs

Knowledge of elastic limit and limit ofproportionality will not be examined.

f. ways in which frictional forces,including air resistance, affect motion[e.g. streamlining cars, frictionbetween tyre and road]

about the force of friction, including airresistance (drag), and its applications; thedifferent stopping distances as listed in theHighway Code

Candidates do not have to memorise thedifferent stopping distances.

Force and rotation

g. that forces can cause objects to turn

about a pivot

about the use of levers to change direction

and magnitude of a force and their use insimple machines, e.g. crowbars, pliers,scissors

h. the principle of moments and itsapplication to situations involving onepivot

simple quantitative examples involvingmoments about a single pivot; that the unitof a moment is a newton metre (or newtoncentimetre)

Force and pressure

i. the quantitative relationship betweenforce, area and pressure and itsapplication [e.g. the use of skis andsnowboards, the effect of sharpblades]

the relationship between force, area andpressure; how to use this for simplequantitative work (Level 1 candidates willbe given the pressure relationshiparranged appropriately for the question);that the unit of pressure is N/m

2or N/cm

2


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Density

j. density and its measurement the relationship between density, massand volume; how to use this for simplequantitative work (Level 1 candidates will

be given the density relationship arrangedappropriately for the question); that theunit of density is kg/m3 or g/cm3; themeasurement of the mass and volume ofregularly-shaped solids and of irregularly-shaped solids (using the displacement ofwater to find a volume), and of liquids tocalculate their density; that air has massand that it is possible to measure itsdensity

11. Light and soundPupils should be taught: Candidates should know:

The behaviour of light

a. that light travels in a straight line at afinite speed in a uniform medium

that light comes from a luminous sourceand travels in straight lines

b. that non-luminous objects are seenbecause light scattered from thementers the eye

Details of the structure of the eye will notbe examined.

c. how light is reflected at planesurfaces

how a plane mirror alters the path of a rayof light; the meaning of the angle ofincidenceand angle of reflection; how tomeasure these angles using a protractor,and that they are equal; practicalapplications of mirrors, e.g. construction ofa periscope

d. how light is refracted at the boundarybetween two different materials

that, on a qualitative basis, light changesdirection when it reaches the boundarybetween two different materials and thatthis phenomenon is called refraction

Snells Law and knowledge of opticaldevices which require the use of lenseswill not be examined.

e. that white light can be dispersed togive a range of colours

how a prism disperses white light and thata similar effect occurs naturally in arainbow

Hearing

f. that sound causes the eardrum tovibrate and that different people havedifferent audible ranges

Questions will not be set which requirecandidates to have experienced the use ofa signal generator.


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g. some effects of loud sounds on theear[e.g. temporary deafness]

that loud sounds can cause temporary orpermanent damage to hearing

Vibration and sound

h. that light can travel through a

vacuum but sound cannot, and thatlight travels much faster than sound

that sound travels through solids, liquids

and air, but not through a vacuum; that anevent observed from a distance is seenbefore it is heard

Candidates will not be expected tomemorise the numerical values for thespeeds of sound and light but merely thecomparison between the two.

i. the relationship between theloudness of a sound and the

amplitude of the vibration causing it

that increasing amplitude increases theloudness of a sound

j. the relationship between the pitch ofa sound and the frequency of thevibration causing it

that increasing frequency increases pitch

12. The Earth and beyond


The solar system

a. how the movement of the Earthcauses the apparent daily andannual movement of the Sun andother stars

that the Earth is one of several planetswhich orbit the Sun; the reasons for thechanges causing night and day, seasonsand eclipses of the Sun and Moon

b. the relative positions of the Earth,Sun and planets in the solar system

the concept of a moon as a satellite, asshown by our Moon and the moons ofother planets; that the solar system is partof the Milky Way galaxy, and that theUniverse contains many such groups ofstars or galaxies; about the scale of

astronomical distances

Planetary and stellar distances need notbe remembered.

c. about the movements of planetsaround the Sun and to relate these togravitational forces

that it is gravitational forces which keep theMoon in orbit round the Earth and planetsin orbit round the Sun

d. that the Sun and other stars are lightsources and that the planets andother bodies are seen by reflectedlight

why the planets and our Moon are visibleeven though they are not light sources


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e. about the use of artificial satellitesand probes to observe the Earth andto explore the solar system

Factual details about Mans exploration ofspace will not be examined, but candidatesshould have heard of the development ofmanned space flight and of the use ofsatellites for communication, for monitoring

conditions on Earth and for exploration ofthe solar system.

13. Energy resources and energy transfer


Energy resources

a. about the variety of energyresources, including oil, gas, coal,biomass, food, wind, waves andbatteries, and the distinction between

renewable and non-renewableresources

that energy is a quantity which can bemeasured and that the unit of energy is thejoule; that a renewable resource is onewhich can be replenished within a lifetime;

some of the advantages anddisadvantages of renewable and non-renewable resources

Calculations involving this unit in thecontext of work will not be examined.

b. about the Sun as the ultimate sourceof most of the Earths energyresources and to relate this to howcoal, oil and gas are formed

the role of the Sun as the ultimate sourceof the energy in fossil fuels; its part in thewater cycle and formation of wind andwaves

c. that electricity is generated using avariety of energy resources

that a variety of processes is used togenerate electricity

Conservation of energy

d. ways in which energy can be usefullytransferred and stored

that energy can exist in many differentforms:chemical, electrical, gravitational,kinetic, light, sound, strain (elastic) andthermal (internal); the form in which energyis stored in a particular situation (e.g. a

stretched spring stores energy as strainenergy); how to describe the energytransformation taking place in simplesituations (e.g. a lamp transformingelectrical energy into light and thermalenergy)

e. that although energy is alwaysconserved, it may be dissipated,reducing its availability as a resource

the significance of the Law of Conservationof Energy


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SCHEME OF ASSESSMENT

11+ (80 marks; 60 minutes)

The paper will test Organisms, their Behaviour and the Environment; Materials, theirProperties and the Earth; Energy, Forces and Space, with approximately equal weighting.Questions will be included to enable candidates to demonstrate their developing skills inHow science works. Each paper may contain a question giving candidates the opportunity

for free writing to a maximum of 4 marks.

There will be no choice of questions. The use of calculators will be allowed in theexamination.

13+

Assessment of the 13+ syllabus can occur at two levels: Level 1 and Level 2. The syllabusis common for both levels, although those parts of the syllabuswhich are underlined willonlybe assessed on Level 2 papers. It is envisaged that candidates who are expected toachieve less than an average of 40% on the three Level 2 papers should consider using

the Level 1 paper.

Level 1 (80 marks; 60 minutes)

There will be one paper with approximately equal numbers of questions based on the 13+biology, chemistry and physics syllabuses. The paper will consist of a mixture of closeditems, e.g. multiple choice, matching pairs, completing sentences and some openquestions. Open questions will have several parts, some of which will require answers ofone or two sentences. These parts will carry a maximum of two marks. Up to 10% of themarks on the paper will be available for plotting graphs or making simple calculations,such as calculating means from data or using a formula.

There will be no choice of questions. The use of calculators and protractors will be allowedin the examination.

Level 2 (60 marks per paper; 40 minutes per paper)

There will be three papers, one in each of biology, chemistry and physics. Some of thequestions may be closed, although most will be open with several parts requiringcandidates to answer in sentences. These parts will carry a maximum of three marks. Inaddition, one mark may be given for an acceptable standard of spelling, punctuation andgrammar in one part of the paper. The maximum number of marks per question will betwelve. At least 25% of the paper will be testing how science works.

There will be no choice of questions. The use of calculators and protractors will be allowedin the examination.

SCHOLARSHIP

Scholarship papers are based on this syllabus. The Common Academic Scholarshipexamination (90 minutes, including 10 minutes reading time) will be divided into threesections: A (Biology), B (Chemistry) and C (Physics). Each section will contain twoquestions. Candidates will be required to attempt three questions, one from each section.Each question will carry 20 marks. The use of calculators and protractors will be allowed inthe examination.


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APPENDIX I

SUGGESTED MATERIALS FOR GROUPING AND CLASSIFYING MATERIALS

aluminium

brass

bronze

carbon (graphite)

ceramic

chalk

clay

copper

cork

cotton cloth

expanded polystyrene

glass

granite

hardwood

iron

lead

leather

limestone

marble

nylon

paper

Perspex

polystyrene

polythene

PVC

rubber

slate

soft wood

steel

wool

zinc

APPENDIX II

The terminology used in the biology papers is based on Biological Nomenclature:StandardTermsandExpressionsused in the Teaching of Biology, Institute of Biology,2000.

Other useful sources are:

Association of Science Education: www.ase.org.ukCLEAPSS: www.cleapss.org.ukQCA: curriculum.qca.org.ukStandards: www.standards.dfes.gov.uk


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APPENDIX III

ELECTRICAL SYMBOLSWHICH MAY BE USED IN COMMON ENTRANCE PAPERS

11+

cell terminals buzzer lamp / bulb

motor switch switch(open) (closed)

Additional symbols required for 13+

battery fuse light dependent semiconductorresistor diode

light emitting resistorvariable push-buttondiode

resistor switch

ammeter reed switch junction ofconductors

A

M

relay

(normally open)

syllabus ce science

Documents