Y11 Exam Content & What to
Revise
Summer 2017
This booklet includes information on the following for all exam papers in this
summer’s Y11 exam series:
 Times and dates of summer exams
 Length of each exam paper
 How long to spend on each question and number of marks available
 Guidance on what each question is asking, what the examiner is looking
for and what you can do to secure the highest grade
 An overview of all of the topics and content you need to revise
USE THE GUIDANCE, INFORMATION, HINTS AND TIPS
INCLUDED TO BOOST YOUR GRADES THIS SUMMER!
1
Contents
Revision Techniques .......................................................................................................................... 3
English Language ............................................................................................................................. 4-5
English Literature ............................................................................................................................. 6-7
Maths ............................................................................................................................................... 8-12
Science B1 .................................................................................................................................... 13-15
Science C1 ................................................................................................................................... 16-19
Science P1 .................................................................................................................................... 20-22
Science B2 .......................................................................................................................................... 23
Science C2 ......................................................................................................................................... 24
Science P2 .................................................................................................................................... 25-26
Science B3 .................................................................................................................................... 27-29
Science C3 ................................................................................................................................... 30-32
Science P3 .................................................................................................................................... 33-35
Geography.................................................................................................................................... 36-39
History .......................................................................................................................................... 40-46
MFL ................................................................................................................................................ 47-49
RE ................................................................................................................................................... 50-52
PE ................................................................................................................................................... 53-59
Food Technology ........................................................................................................................ 60-61
Computing ................................................................................................................................... 62-66
ICT................................................................................................................................................ 67-69
Film Studies .................................................................................................................................. 70-71
Health and Social Care .................................................................................................................... 72
Resistant Materials ..................................................................................................................... 73-74
Electronics.................................................................................................................................... 75-77
2
3
English Language Paper 1
Date: Tuesday 6th June
Exam Board:
AQA
Question
number
1
9AM
Question
List 4 things…
Length of Exam: 1 hour 45 minutes
Skills

Identify and interpret explicit and implicit information and
ideas. Select and synthesise evidence from different texts

Explain, comment on and analyse how writers use language
and structure to achieve effects and influence, using relevant
subject terminology to support your views.

Explain, comment on and analyse how writers use language
and structure to achieve effects and influence, using relevant
subject terminology to support your views.

Evaluate texts critically and support with appropriate
quotations
Extended writing
Narrative OR describe

24 marks for content and
organisation

Communicate clearly, effectively and imaginatively, selecting
and adapting tone, style and register for different forms,
purposes and audiences.
Organise information and ideas, using structural and
grammatical features to support coherence.
You need to use a range of vocabulary and sentence
structures for clarity, purpose and effect, with accurate
spelling and punctuation.
4 marks
2
How does the writer use
language to…?
8 marks
3
How the writer use
structure to…?
8 marks
4
Personal response to a
statement based on the
extract.
20 marks
5
16 marks for accuracy
4

English Language Paper 2
Date: Monday 12th June 9AM
Exam Board:
AQA
Question
number
1
2
3
4
5
Question
Choose 4 true
statements
4 marks
Using BOTH sources
write a summary of the
differences between…
8 marks
Only use Source B
Comment on how
language is used
12 marks
Use both Source A and
B
Compare how the
writers convey their
different attitudes
16 Marks
Writing to Explain
/Argue/persuade
24 marks for content
and organisation
16 marks for accuracy
5
Length of Exam: 1 hour 45 mins
Skills




Identify and interpret explicit and implicit information
and ideas.
Select and synthesise evidence from different texts
Identify and interpret explicit and implicit information
and ideas
Select and synthesise evidence from different texts

Explain, comment on and analyse how writers use
language and structure to achieve effects and influence,
using relevant subject terminology to support your
views.

Compare writers’ ideas and perspectives, as well as
how these are conveyed, across two or more texts.

Communicate clearly, effectively and imaginatively,
selecting and adapting tone, style and register for
different forms, purposes and audiences.
Organise information and ideas, using structural and
grammatical features to support coherence.
You need to use a range of vocabulary and sentence
structures for clarity, purpose and effect, with accurate
spelling and punctuation.


English Literature Paper 1
Date: Monday 22nd May 9AM
Exam Board:
AQA
Length of Exam: 1 hour 45 mins
This is a closed book examination which means you will have an extract to look at but you
will have to use your memory when talking about the play as a whole.
Top Tip:
Revise 3 or 4 quotations from important sections of the text
You will not be marked down if you paraphrase sections of the text
TEXTS TO REVISE: Romeo & Juliet and A Christmas Carol
Answer ONE question from Section A- Shakespeare. You need to answer the question
on the text we have studied- Romeo and Juliet.
Given an extract from the text. Question will relate specifically to the extract and the play
as a whole.
30 marks
4 marks Accuracy
Answer ONE question from Section B- 19th Century Novel. You need to answer the
question on the text we have studied- A Christmas Carol.
Given an extract from the text. Question will relate specifically to the extract and the play
as a whole.
30 marks
6
English Literature Paper 2
Date: Friday 26th May
9AM
Exam Board:
AQA
Length of Exam: 2 hour 15 mins
Modern Texts and Poetry
Section A - An Inspector Calls
Answer one question based on a theme from the text. This could be responsibility or family for example. You will
always have a choice from two bullet points.
30 Marks
4 Marks Accuracy
Section B - Poetry
Answer one question from the appropriate cluster- Power and Conflict. Compare the supplied poem with one of
your choice.
32 marks
Section C - Unseen Poetry
Question 1- focused on how the poet presents ideas.
24 Marks
Question 2- Another unseen poem is comparing how poets present their attitudes. Read the question first because
it always tells you what the poem is about!
8 Marks
Skills for Literature:







7
Read and understand and respond to texts
Maintain a critical style and develop and informed, personal response
Use quotations to support interpretations
Analyse the language, form and structure used by a writer
Show an understanding of the relationships between texts and the contexts in which they were written
Use a range of vocabulary and sentence structure
Accurate spelling
Maths
Date:
Exam Thursday May 25th 9AM (Non Calculator Paper) 1.5 hours
Exam Thursday 8th June 9AM (Calculator Paper) 1.5 hours
Exam Thursday 13h June 9AM (Calculator Paper) 1.5 hours
There will be a half term revision session between the exams focusing purely on
calculator skills.
Useful Websites
www.mymaths.co.uk
Login: Thorn
Password: volume
www.justmaths.co.uk
Login:
ThornStudent
Password: Thorn
www.mathswatchvle.com
Centre ID: Thornhill
Login: 200
Password: maths
http://www.mathedup.co.uk/classes/10n2/gcse-maths-takeaway/
Revision Programme
You were given a Mathswatch revision programme in lessons last month, and
here is a condensed version for anybody that needs it. There are four different
programmes, each for a different target grade.
To access the video clips go to www.mathswatchvle.com and log in with the
following information:
Centre ID: Thornhill
Login: 200
Password: maths
8
Mathswatch Revision Timetable & Topics
For Foundation Students targeting G – D
For Foundation Students targeting Grade C
9
For Higher Students targeting Grade C
For Higher Students targeting B – A*
10
List of Topics
11
12
GCSE Biology – B1
Date:
Exam Board:
Tuesday16th May 2017
AQA
1pm
Length of Exam: 1 Hour
Revision Checklist - Can you…?
This is Part 1 of your Core GCSE Grade

B1.1 Keeping healthy
B1.1.1 Diet and exercise

Evaluate information about the effect of food on health.

Explain how carbohydrates, fats and proteins are used by the body to release energy and to build
cells.

State that mineral ions and vitamins are needed in small amounts for healthy functioning of the
body.

Describe factors that affect the metabolic rate, eg the rate varies with the amount of activity you
do and the proportion of muscle to fat in your body.
Explain how inherited factors can also affect our health; these include metabolic rate and
cholesterol levels.

Analyse and evaluate claims made by slimming programmes and products.

Evaluate information about the effect of lifestyle on development of diseases.
B1.1.2 How our bodies defend themselves against infectious diseases

Explain how pathogens cause disease.

Describe aseptic techniques.

Describe the work of Semmelweiss and link to results of class investigations.

Describe ways in which the body defends itself against disease.

Explain how microbes make us feel ill and how viruses damage cells.

Describe the actions of white blood cells using terms ‘ingest’, ‘antibodies’ and ‘antitoxins’.

Explain the processes of natural and acquired immunity.

Evaluate the advantages and disadvantages of being vaccinated against a disease, eg the measles,
mumps and rubella (MMR) vaccine.

Use aseptic techniques and explain the precautions taken when handling microorganisms.

Explain how antibiotics work.

Explain how the treatment of disease has changed due to understanding the action of antibiotics
and immunity.

Explain the difficulty in developing drugs that kill viruses without damaging body tissues.

Evaluate the consequences of mutations of bacteria and viruses in relation to epidemics and
pandemics.
B1.2 Nerves and hormones
B1.2.1 The nervous system

Describe the functions of the main structures in the nervous system.
Match receptors of the eye, ear, tongue and skin with the stimuli they detect.

Label a light receptor cell with a nucleus, cytoplasm and cell membrane.

Explain the importance of being able to respond to environmental changes.

Explain the importance of reflex actions and be able to give examples.

Describe the pathway of a nerve impulse in a reflex response and explain the roles of the
structures involved.

Explain the role of chemicals at synapses.

Describe different ways of measuring reaction time.
B1.2.2 Control in the human body

Describe some conditions that need to be controlled in the body.

Measure body temperature.

Explain why body temperature has to be controlled.

Explain what hormones are.

Give some changes that occur at puberty and link with secretion of hormones.

Name the hormones that control the menstrual cycle and state the glands that produce them.

Evaluate the benefits and problems of using hormones to control fertility.

State the hormones that may be present in oral contraceptives.
13



Link the hormones used in oral contraceptives to their effects on the body.

Produce a flow diagram to explain the process of In Vitro Fertilisation (IVF).
B1.2.3 Control in plants

Describe how plant shoots and roots respond to light, gravity and moisture.

Draw diagrams to explain the role of auxin in plant responses in terms of unequal distribution in
shoots and roots.

Explain how plant hormones are used as weed killers and rooting hormones.
B1.3 The use and abuse of drugs
B1.3.1 Drugs

Define the term ‘drug’.

Give examples of medical drugs.
Explain why drugs need to be tested before they can be prescribed.

Describe the uses and problems associated with thalidomide.

Explain how the drug testing procedure for thalidomide was inappropriate.

Describe the main steps in testing a new drug.

Explain the terms placebo and double-blind trial.

Describe and evaluate the effect of statins in cardiovascular disease.
Name some recreational drugs.

Describe some effects of caffeine on the body.

Evaluate the impact of smoking on health.
Evaluate why some people use illegal drugs for recreation.

Evaluate claims made about the effect of prescribed and non-prescribed drugs on health.

Evaluate the impact of alcohol on health.

Evaluate why some people use illegal drugs for recreation.

Evaluate claims made about the effect of prescribed and non-prescribed drugs on health.

Describe the effects of cannabis on the body.

Consider the possible progression from recreational to hard drugs.

Describe the effects of heroin/cocaine addiction and withdrawal symptoms.

Evaluate the use of drugs to enhance performance in sport.

Consider the ethical issues of performance enhancing drugs.

Describe some effects and risks of these drugs.
B1.4 Interdependence and adaptation
B1.4.1 Adaptations

Observe adaptations of a range of organisms.

Explain how organisms are adapted to survive in their habitat.

Describe and explain adaptations for survival in the Arctic.

Describe and explain adaptations for survival in a desert.

Define the term extremophile and be able to give general examples.

List factors that affect the survival of organisms in their habitat.

Give examples of resources that plants and animals compete for in a given habitat.

Describe adaptations that some organisms have to avoid being eaten.

Interpret population curves.
B1.4.2 Environmental change

Evaluate data on environmental change and the distribution and behaviour of living organisms.

Give examples of how an environment can change.

Interpret data on lichen distribution and sulfur dioxide levels.

Interpret data on invertebrates and water pollution.
B1.5 Energy and biomass in food chains
B1.5.1 Energy in biomass

Construct and interpret pyramids of biomass.

Describe how energy and mass is transferred along a food chain.

Explain why energy and biomass is reduced at successive stages in a food chain.
B1.6 Waste materials from plants and animals
B1.6.1 Decay processes

Describe how plants and animals return materials to the environment.

Describe the role of microorganisms in decay.

State factors affecting the rate of decay.

Explain how decay is useful to plants.

Evaluate the necessity and effectiveness of recycling organic kitchen or garden wastes.
B1.6.2 The carbon cycle

Explain the carbon cycle in terms of photosynthesis, respiration, feeding, death and decay,
combustion of wood and fossil fuels.

Explain the role of microorganisms and detritus feeders in decay.
B1.7 Genetic variation and its control
B1.7.1 Why organisms are different

Classify characteristics as being due to genetic or environmental causes.
14

Decide the best way to present information about variation in tables and charts.

Label diagrams to illustrate the order of size of cell, nucleus, chromosome and gene.
B1.7.2 Reproduction

Explain why sexual reproduction results in variation, but asexual reproduction does not produce
variation.

Describe sexual reproduction as the joining of male and female gametes.
Define the term ‘clone’.

Take plant cuttings and grow new plants.

Interpret information about cloning techniques.

Make informed judgements about the economic, social and ethical issues concerning cloning.

Describe the process of tissue culture in plants.

Explain the importance of cloning to plant growers.

Describe the process of embryo transplants in animals.

Describe the process of adult cell cloning in animals.

Explain advantages and disadvantages of cloning techniques.

Define the term ‘genetic engineering’.

Describe the process of genetic engineering to produce bacteria that can produce insulin and
crops that have desired characteristics.

Interpret information about genetic engineering techniques.

Make informed judgements about the economic, social and ethical issues concerning genetic
engineering.

Explain advantages and disadvantages of genetic engineering.
B1.8 Evolution
B1.8.1 Evolution

State the theory of evolution.
Describe different theories of evolution.

Identify differences between Darwin’s theory of evolution and conflicting theories.

Suggest reasons for the different theories.

Explain the terms ‘inherited’ and ‘acquired’ characteristics.

Describe the stages in natural selection.

Define the term ‘mutation’.

Explain why mutation may lead to more rapid change in a species.

Suggest reasons why Darwin’s theory was only gradually accepted.

Interpret evidence relating to evolutionary theory.

Classify organisms based on their similarities.
What resources can you use to help you revise?
Exercise books
Revision guide (if you do not have one you can still buy one from me)
B1 revision booklet (you can hire these from me)
BBC Bitesize http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/
My GCSE Science http://www.my-gcsescience.com/revision/core
S-cool http://www.s-cool.co.uk/gcse/biology
What revision strategies can you use?
Make revision cards (keywords, key ideas etc.)
Mind maps (see the article for help http://www.thinkbuzan.com/uk/articles/view/how-to-create-a-mind-map)
Use post-it notes
Use past papers (see me if you need any papers)
Teach someone
Record revision podcasts
Find a strategy that works for you!
15
GCSE Chemistry – C1
Date:
Exam Board:
Thursday18th May 2017 9AM
AQA
Length of Exam: 1 Hour
Revision Checklist - Can you…?
This is Part 2 of your Core GCSE Grade
C1.1 The fundamental ideas in chemistry
C1.1.1 Atoms
C1.1.2 The
periodic table
C1.1.3
Chemical
reactions
a) All substances are made of atoms. A substance that is made of only one sort of atom is called an element.
There are about 100 different elements. Elements are shown in the periodic table. The groups contain
elements with similar properties.
b) Atoms of each element are represented by a chemical symbol, eg O represents an atom of oxygen, and Na
represents an atom of sodium.
c) Atoms have a small central nucleus, which is made up of protons and neutrons and around which there are
electrons.
d) The relative electrical charges are as shown:
Name of particle Charge
Proton
+1
Neutron
0
Electron
–1
e) In an atom, the number of electrons is equal to the number of protons in the nucleus. Atoms have no
overall electrical charge.
f) All atoms of a particular element have the same number of protons. Atoms of different elements have
different numbers of protons.
g) The number of protons in an atom of an element is
its atomic number. The sum of the protons and
neutrons in an atom is its mass number.
h) Electrons occupy particular energy levels. Each electron in an atom is at a particular energy level (in a
particular shell). The electrons in an atom occupy the lowest available energy levels (innermost available
shells). Candidates may
answer questions in terms of either energy levels or shells.
a) Elements in the same group in the periodic table have the same number of electrons in their highest
energy level (outer electrons) and this gives them
similar chemical properties.
b) The elements in Group 0 of the periodic table are called the noble gases. They are unreactive because
their atoms have stable arrangements of electrons.
a) When elements react, their atoms join with other atoms to form compounds. This involves giving, taking
or sharing electrons to form ions or molecules.
Compounds formed from metals and non-metals consist of ions. Compounds formed from non-metals
consist of molecules. In molecules the atoms are
held together by covalent bonds.
b) Chemical reactions can be represented by word equations or by balanced symbol equations.
c) No atoms are lost or made during a chemical reaction so the mass of the products equals the mass of the
reactants.
C1.2 Limestone and building materials
C1.2.1
Calcium
carbonate
a) Limestone, mainly composed of the compound calcium carbonate (CaCO3), is quarried and can be used as
a building material.
b) Calcium carbonate can be decomposed by heating (thermal decomposition) to make calcium oxide and
carbon dioxide.
c) The carbonates of magnesium, copper, zinc, calcium and sodium decompose on heating in a similar way.
d) Calcium oxide reacts with water to produce calcium hydroxide, which is an alkali that can be used in the
neutralisation of acids.
e) A solution of calcium hydroxide in water (limewater) reacts with carbon dioxide to produce calcium
carbonate. Limewater is used as a test for carbon
dioxide. Carbon dioxide turns limewater cloudy.
16
f) Carbonates react with acids to produce carbon dioxide, a salt and water. Limestone is damaged by acid
rain.
g) Limestone is heated with clay to make cement. Cement is mixed with sand to make mortar and with sand
and aggregate to make concrete.
C1.3 Metals and their uses
C1.3.1 Extracting
metals
a) Ores contain enough metal to make it economical to extract the metal. The economics of extraction
may change over time.
b) Ores are mined and may be concentrated before the metal is extracted and purified.
C1.3.2 Alloys
C1.3.3 Properties
and uses of metals
c) Unreactive metals such as gold are found in the Earth as the metal itself but most metals are found as
compounds that require chemical reactions to extract the metal.
d) Metals that are less reactive than carbon can be extracted from their oxides by reduction with carbon,
for example iron oxide is reduced in the
blast furnace to make iron.
e) Metals that are more reactive than carbon, such as aluminium, are extracted by electrolysis of molten
compounds. The use of large amounts of energy in the extraction of these metals makes them expensive.
f) Copper can be extracted from copper-rich ores by heating the ores in a furnace (smelting). The
copper can be purified by electrolysis. The supply of
copper-rich ores is limited.
g) New ways of extracting copper from low-grade ores are being researched to limit the environmental
impact of traditional mining. Copper can be extracted by phytomining, or by bioleaching.
h) Copper can be obtained from solutions of copper salts by electrolysis or by displacement using scrap
iron.
i) Aluminium and titanium cannot be extracted from their oxides by reduction with carbon. Current
methods of extraction are expensive because:
■ there are many stages in the processes
■ large amounts of energy are needed.
j) We should recycle metals because extracting them uses limited resources and is expensive in terms of
energy and effects on the environment.
a) Iron from the blast furnace contains about 96% iron. The impurities make it brittle and so it has
limited uses.
b) Most iron is converted into steels. Steels are alloys since they are mixtures of iron with carbon. Some
steels contain other metals. Alloys can be designed
to have properties for specific uses. Low-carbon steels are easily shaped, high-carbon steels are hard, and
stainless steels are resistant to corrosion.
c) Most metals in everyday use are alloys. Pure copper, gold, iron and aluminium are too soft for many
uses and so are mixed with small amounts of similar metals to make them harder for everyday use.
a) The elements in the central block of the periodic table are known as transition metals. Like other
metals they are good conductors of heat and
electricity and can be bent or hammered into shape. They are useful as structural materials and for
making things that must allow heat or
electricity to pass through them easily.
b) Copper has properties that make it useful for electrical wiring and plumbing.
c) Low density and resistance to corrosion make aluminium and titanium useful metals.
C1.4 Crude oil and fuels
C1.4.1 Crude oil
C1.4.2
Hydrocarbons
17
a) Crude oil is a mixture of a very large number of compounds.
b) A mixture consists of two or more elements or compounds not chemically combined together. The
chemical properties of each substance in the mixture are unchanged. It is possible to separate the
substances in a mixture by physical methods including distillation.
c) Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms only
(hydrocarbons). Most of these are saturated
hydrocarbons called alkanes, which have the general formula CnH2n+2.
a) Alkane molecules can be represented in the following forms:
■ C2H6
H
H
I
I
■ H –– C –– C –– H
I
I
H
H
C1.4.3
Hydrocarbon fuels
b) The many hydrocarbons in crude oil may be separated into fractions, each of which contains
molecules with a similar number of carbon atoms, by evaporating the oil and allowing it to condense at a
number of different temperatures. This process is fractional distillation.
c) Some properties of hydrocarbons depend on the size of their molecules. These properties influence
how hydrocarbons are used as fuels.
a) Most fuels, including coal, contain carbon and/or hydrogen and may also contain some sulfur. The
gases released into the atmosphere when a fuel burns may include carbon dioxide, water (vapour),
carbon monoxide, sulfur dioxide and oxides of nitrogen. Solid particles (particulates) may also
be released.
b) The combustion of hydrocarbon fuels releases energy. During combustion the carbon and hydrogen in
the fuels are oxidised.
c) Sulfur dioxide and oxides of nitrogen cause acid rain, carbon dioxide causes global warming, and solid
particles cause global dimming.
d) Sulfur can be removed from fuels before they are burned, for example in vehicles. Sulfur dioxide can
be removed from the waste gases after combustion, for example in power stations.
e) Biofuels, including biodiesel and ethanol, are produced from plant material. There are economic,
ethical and environmental issues surrounding
their use.
C1.5 Other useful substances from crude oil
C1.5.1 Obtaining
useful substances
from crude oil
a) Hydrocarbons can be cracked to produce smaller, more useful molecules. This process involves
heating the hydrocarbons to vaporise them. The vapours are either passed over a hot catalyst or mixed
with steam
and heated to a very high temperature so that thermal decomposition reactions then occur.
b) The products of cracking include alkanes and unsaturated hydrocarbons called alkenes. Alkenes have
the general formula CnH2n.
c) Unsaturated hydrocarbon molecules can be represented in the following forms:
■ C3H6
H
H
H
I
I
I
■ H –– C –– C == C
I
I
H
H
d) Alkenes react with bromine water, turning it from orange to colourless.
e) Some of the products of cracking are useful as fuels.
C1.5.2 Polymers
a) Alkenes can be used to make polymers such as poly(ethene) and poly(propene). In these reactions,
many small molecules (monomers) join together to form very large molecules (polymers).
For example:
H
H
H
H
I
I
I
I
n C === C
C ––– C
I
I
I
I
H
H
H
H n
ethene
poly(ethene)
b) Polymers have many useful applications and new uses are being developed, for example: new
packaging materials, waterproof coatings for fabrics, dental polymers, wound dressings, hydrogels, smart
materials (including shape memory polymers).
c) Many polymers are not biodegradable, so they are not broken down by microbes and this can lead to
problems with waste disposal.
d) Plastic bags are being made from polymers and cornstarch so that they break down more easily.
Biodegradable plastics made from cornstarch have
been developed.
C1.5.3 Ethanol
a) Ethanol can be produced by hydration of ethane with steam in the presence of a catalyst.
b) Ethanol can also be produced by fermentation with yeast, using renewable resources. This can be
represented by:
sugar  carbon dioxide + ethanol
C1.6 Plant oils and their uses
C1.6.1 Vegetable
oils
a) Some fruits, seeds and nuts are rich in oils that can be extracted. The plant material is crushed and the
oil removed by pressing or in some cases by
distillation. Water and other impurities are removed.
18
b) Vegetable oils are important foods and fuels as they provide a lot of energy. They also provide us with
nutrients.
C1.6.2 Emulsions
c) Vegetable oils have higher boiling points than water and so can be used to cook foods at higher
temperatures than by boiling. This produces quicker cooking and different flavours but increases the
energy that the food releases when it is eaten.
a) Oils do not dissolve in water. They can be used to produce emulsions. Emulsions are thicker than oil
or water and have many uses that depend on their special properties. They provide better texture,
coating
ability and appearance, for example in salad dressings, ice creams, cosmetics and paints.
b) Emulsifiers have hydrophilic and hydrophobic
properties.
C1.6.3 Saturated
and unsaturated oils
a) Vegetable oils that are unsaturated contain double carbon–carbon bonds. These can be detected by
reacting with bromine water.
b) Vegetable oils that are unsaturated can be hardened by reacting them with hydrogen in
the presence of a nickel catalyst at about 60 °C.
Hydrogen adds to the carbon–carbon double bonds. The hydrogenated oils have higher
melting points so they are solids at room
temperature, making them useful as spreads and in cakes and pastries.
C1.7 Changes in the Earth and its atmosphere
C1.7.1 The Earth’s
crust
a) The Earth consists of a core, mantle and crust, and is surrounded by the atmosphere.
b) The Earth’s crust and the upper part of the mantle are cracked into a number of large pieces (tectonic
plates).
c) Convection currents within the Earth’s mantle driven by heat released by natural radioactive
processes cause the plates to move at relative speeds of a few centimetres per year.
d) The movements can be sudden and disastrous. Earthquakes and / or volcanic eruptions occur at the
boundaries between tectonic plates.
C1.7.2 The Earth’s
atmosphere
a) For 200 million years, the proportions of different gases in the atmosphere have been much the same
as they are today:
■ about four-fifths (80 %) nitrogen
■ about one-fifth (20%) oxygen
■ small proportions of various other gases, including carbon dioxide, water vapour and noble gases.
b) During the first billion years of the Earth’s existence there was intense volcanic activity. This activity
released the gases that formed the early atmosphere and water vapour that condensed to form the
oceans.
c) There are several theories about how the atmosphere was formed. One theory suggests that during
this period the Earth’s atmosphere was mainly carbon dioxide and there would have been little or no
oxygen gas (like the
atmospheres of Mars and Venus today). There may also have been water vapour and small proportions of
methane and ammonia.
d) There are many theories as to how life was formed billions of years ago.
e) One theory as to how life was formed involves the interaction between hydrocarbons,
ammonia and lightning.
f) Plants and algae produced the oxygen that is now in the atmosphere.
g) Most of the carbon from the carbon dioxide in the air gradually became locked up in sedimentary
rocks as carbonates and fossil fuels.
h) The oceans also act as a reservoir for carbon dioxide but increased amounts of carbon dioxide
absorbed by the oceans has an impact on the marine environment.
i) Nowadays the release of carbon dioxide by burning fossil fuels increases the level of carbon dioxide in
the atmosphere.
j) Air is a mixture of gases with different boiling points and can be fractionally distilled to
provide a source of raw materials used in a variety of industrial processes.
19
GCSE Physics – P1
Date:
Exam Board:
Wednesday 24th May 2017
AQA
1PM
Length of Exam: 1 Hour
Revision Checklist - Can you…?
This is Part 3 of your Core GCSE Grade
P1.1 The transfer of energy by heating processes and the factors that affect the rate at which that
energy is transferred
P1.1.1
Infrared
radiation
a) All objects emit and absorb infrared radiation
b) The hotter an object is the more infrared radiation it radiates in a given time.
c) Dark, matt surfaces are good absorbers and good emitters of infrared radiation.
d) Light, shiny surfaces are poor absorbers and poor emitters of infrared radiation.
e) Light, shiny surfaces are good reflectors of infrared radiation
P1.1.2
a) The use of kinetic theory to explain the different states of matter.
Kinetic
theory
b) The particles of solids, liquids and gases have different amounts of energy.
P1.1.3
a) The transfer of energy by conduction, convection, evaporation and condensation
involves particles, and how this transfer takes place.
Energy
transfer
by heating
P1.1.4
Heating
and
insulating
buildings
b) The factors that affect the rate of evaporation and condensation.
c) The rate at which an object transfers energy by heating depends on:
■ surface area and volume
■ the material from which the object is made
■ the nature of the surface with which the object is in contact.
d) The bigger the temperature difference between an object and its surroundings, the
faster the rate at which energy is transferred by heating.
a) U-values measure how effective a material is as an insulator.
b) The lower the U-value, the better the material is as an insulator.
c) Solar panels may contain water that is heated by radiation from the Sun. This water
may then be used to heat buildings or provide domestic hot water.
d) The specific heat capacity of a substance is the amount of energy required to change
the temperature of one kilogram of the substance by one degree Celsius.
E=mxcxθ
P1.2 Energy and efficiency
P1.2.1
Energy
transfers
and
efficiency
20
a) Energy can be transferred usefully, stored, or dissipated, but cannot be created or
destroyed.
b) When energy is transferred only part of it may be usefully transferred, the rest is
‘wasted’.
c) Wasted energy is eventually transferred to the surroundings, which become warmer.
The wasted energy becomes increasingly spread out and so becomes less useful.
d) To calculate the efficiency of a device using:
efficiency = useful energy out
total energy in
efficiency = useful power out
total power in
(x100%)
(x100%)
P1.3 The usefulness of electrical appliances
P1.3.1
Transferring
electrical
energy
a) Examples of energy transfers that everyday electrical appliances are designed to
bring about.
b) The amount of energy an appliance transfers depends on how long the appliance
is switched on and its power.
c) To calculate the amount of energy transferred from the mains using:
E=Pxt
d) To calculate the cost of mains electricity given the cost per kilowatt-hour.
P1.4 Methods we use to generate electricity
P1.4.1
Generating
electricity
a) In some power stations an energy source is used to heat water. The steam
produced drives a turbine that is coupled to an electrical generator.
Energy sources include:
■ the fossil fuels (coal, oil and gas) which are
burned to heat water or air
■ uranium and plutonium, when energy from
nuclear fission is used to heat water
■ biofuels
that can be burned to heat water.
b) Water and wind can be used to drive turbines directly.
c) Electricity can be produced directly from the Sun’s radiation.
d) In some volcanic areas hot water and steam rise to the surface. The steam can be
tapped and used to drive turbines. This is known as geothermal energy.
e) Small-scale production of electricity may be useful in some areas and for some
uses, eg hydroelectricity in remote areas and solar cells for roadside signs.
f) Using different energy resources has different effects on the environment. These
effects include:
■ the release of substances into the atmosphere
■ the production of waste materials
■ noise and visual pollution
■ the
P1.4.2 The
National
Grid
destruction of wildlife habitats.
a) Electricity is distributed from power stations to consumers along the National
Grid.
b) For a given power increasing the voltage reduces the current required and this
reduces the energy losses in the cables.
c) The uses of step-up and step-down transformers in the National Grid.
P1.5 The use of waves for communication and to provide evidence that the universe is expanding
P1.5.1
General
21
a) Waves transfer energy.
b) Waves may be either transverse or longitudinal.
properties of
waves
c) Electromagnetic waves are transverse, sound waves are longitudinal and
mechanical waves may be either transverse or longitudinal.
d) All types of electromagnetic waves travel at the same speed through a vacuum
(space).
e) Electromagnetic waves form a continuous spectrum.
f) Longitudinal waves show areas of compression and rarefaction.
g) Waves can be reflected, refracted and diffracted.
h) Waves undergo a change of direction when they are refracted at an interface.
i) The terms frequency, wavelength and amplitude.
j) All waves obey the wave equation:
v=fxλ
k) Radio waves, microwaves, infrared and visible light can be used for
communication.
P1.5.2
Reflection
a) The normal is a construction line perpendicular to the reflecting surface at the
point of incidence.
b) The angle of incidence is equal to the angle of reflection.
c) The image produced in a plane mirror is virtual, upright and laterally inverted.
P1.5.3
Sound
a) Sound waves are longitudinal waves and cause vibrations in a medium, which are
detected as sound.
b) The pitch of a sound is determined by its frequency and loudness by its
amplitude.
c) Echoes are reflections of sounds.
P1.5.4 Redshift
a) If a wave source is moving relative to an observer there will be a change in the
observed wavelength and frequency. This is known as the Doppler effect.
b) There is an observed increase in the wavelength of light from most distant
galaxies. The further away the galaxies are, the faster they are moving, and the
bigger the observed increase in wavelength. This effect is called red-shift.
c) How the observed red-shift provides evidence that the universe is expanding and
supports the ‘Big Bang’ theory (that the universe began from
a very small initial point).
d) Cosmic microwave background radiation (CMBR) is a form of electromagnetic
radiation filling the universe. It comes from radiation that was present shortly after
the beginning of the universe.
e) The ‘Big Bang’ theory is currently the only theory that can explain the existence
of CMBR.
22
GCSE Biology – B2
Date:
Exam Board:
9am Friday 9th June 2017
AQA
Length of Exam: 1 Hour
Revision Checklist - Can you…? (higher tier in bold) This is Part 1 of your Additional GCSE Grade
Subject knowledge
I understand this
Name the cell organelles.
State the function of cell organelles.
Describe differences between
animal and plant cells.
Explain the function of cellulose, chloroplasts
and vacuole in plant/algal cells.
Describe the structure of bacterial
cells, including the lack of distinct
nucleus, cytoplasm and cell
membrane.
Identify that yeast are a single celled
organism which have a nucleus, cytoplasm
and membrane surrounded by a cell wall.
Explain how the following cells are
adapted to their function;
cell
Explain the process of diffusion and
factors affecting it.
Explain the process of osmosis.
Explain the process of active
transport
23
My assessment
I partially know this
I need to revise this
GCSE Chemistry – C2
Date:
Exam Board:
Wednesday 14th June2017 9AM
Length of Exam: 1 Hour
AQA
This is Part 2 of your Additional GCSE Grade
(Bold items are on higher tier)
Revision Checklist - Can you…?
Be able to link the structures of diamond and graphite to their properties.
Understand this in terms of electrons.
Understand how alloys of metals have different properties than the original metals.
Polymer properties differ depending on what they are made from and the conditions
under which they are made.
Understand the difference between thermosetting and thermosoftening polymers and
be able to explain the properties of thermosoftening polymers in terms of
intermolecular forces.
Understand how to use mass number and atomic number to calculate numbers of
protons, neutrons and electrons in an atom of any element.
Be able to explain what an isotope is
Give an accurate definition of relative atomic mass
Be able to calculate the relative formula mass of a compound.
Know that the relative formula mass of a compound is the same as the mass of 1
mole of that substance in grams
24
I understand
Write formulae for ions using square brackets
Represent covalent bonds using dot and cross diagrams
Represent metallic bonding using a diagram and be able to explain their
ability to conduct electricity
Understand the metals consist of giant structures of atoms arranged in a regular
pattern.
Understand how atoms bond and why ( to gain a full outer shell)
Understand how group 1 and group 7 elements interact
Be familiar with the structure of sodium chloride
Be familiar with the structures of simple molecular, giant ionic and giant covalent
structures and relate these to their properties.
Be familiar with some nanomaterials, fullerenes and shape memory polymers and be
able to comment on some given you that you have never seen.
Understand that intermolecular forces are weaker than covalent bonds.
Understand the bonding in ionic substances and how it allows for ionic solutions to
conduct electricity
I have
revised this
The following are brief descriptions of things you should be able to do. Some things
you need to learn, other things you need to understand and other things you need to
be able to analyse when faced with new information.
Questions
GCSE Physics – P2
Date:
Friday 16th June 2017
Exam Board:
AQA
9AM
Length of Exam: 1 Hour
This is Part 3 of your Additional GCSE Grade
Revision Checklist - Can you…?
(Bold items are on higher tier)
Learning Outcomes in Physics 2
Forces & Their Effects (2.1)
Resultant Forces (2.1.1)
 Understand that forces work in pairs
 What a resultant force is and how to calculate it
 Understand about equal and opposite forces
 Describe how a change in the resultant causes changes to motion
Forces & Motion (2.1.2)
 Be able to draw and interpret Distance- time graphs
 Understand the difference between speed and velocity (HT)
 Calculate the speed of an object from the gradient of a distance-time
graph (HT)
 Be able to calculate acceleration when given the formula
 Be able to draw and interpret velocity time graphs
 Calculate the acceleration of an object from the gradient of a
velocity-time graph (HT)
 Calculate the distance an object travelled from a velocity-time graph
(HT)
 Be able to use the equation relating force, mass and acceleration, F=ma
Forces & Braking (2.1.3)
 Explain reaction time
 Explain the difference between thinking distance, braking distance and stopping
distance
 Describe how stopping distance is linked to speed
 Recall the factors that affect a drivers ability to react
 Recall the factors that affect braking distance
Forces & Terminal Velocity (2.1.4)
 Know which forces act on an object moving in a fluid
 Describe and explain how velocity changes as an object moves through a fluid
 Understand how a parachute reduces terminal velocity
 How to calculate weight, given the objects mass
 Explain the difference between mass and weight.
Forces & Elasticity (2.1.5)
 What is elastic potential energy
 Understand that when elastic objects are stretched they store elastic potential
energy
 Explain the relationship between force and extension in elastic objects
 Use the equation F=ke
25
Before Revision

After Revision

The Kinetic Energy of Objects Speeding Up and Slowing Down(2.2)
Forces & Energy (2.2.1)
 How to calculate work done and the power
 Understand that a raised object is doing work against gravity and gains GPE
 Calculate the change in GPE
 Understand the transfer of KE when objects fall
 How to calculate kinetic energy (HT)
Momentum (2.2.2)
 How to calculate momentum
 That momentum is conserved in collisions and explosions
 Calculate the change in momentum of collisions and explosions
 How to calculate the change in momentum caused by a force (HT)
Currents in Electrical Circuits(2.3)
Static Electricity (2.3.1)
 Describe why rubbing causes some insulators to become charged
 What charge is
 How charge flows easily in some substances like metals
 Explain the role of the electron movement in charging insulators
 Know that like charges attract and like charges repel

Uses and dangers of static electricity
Electric Circuits(2.3.2)
26

Recall that the flow of electrical charge is called a current

Use the equation relating current, charge and time. Q=It

The symbols for circuit components

Draw circuit diagrams

Explain what potential difference is


Use the equation relating potential difference, with energy transferred and
charge. V=W/Q
Where to put ammeters and voltmeters in circuits

To know Ohms Law and be able to calculate resistance R =V/I

Explain what resistance is and how it can be measured

To explain resistance changes in terms of ions and electrons
(HT)

To know the difference between series and parallel circuits

To know be able to recognise/interpret current-potential difference graphs for;
o
Resistor
o
Filament bulb
o
Diode

Describe the use of LED’s and their use of current

Know that for Series circuits;
o
Calculate the voltage of cells in series
o
Total resistance is the sum of the resistance of each component
o
Current is the same for each component
o
The total potential difference is shared equally by the components
Triple Science - Biology
Date:
Friday 9th June 2017
Exam Board:
9AM
Length of Exam: 1 Hour
AQA
Biology B3
Topic
Content
13.1 How do
dissolved
materials get into
and out of
animals and
plants?
The cells in animals
and plants all need
oxygen to be able to
release energy for the
jobs they do.
They all produce
carbon dioxide as a
waste product.
explain how gas and solute exchange surfaces in humans and other organisms are adapted to maximise
effectiveness.
Dissolved substances move by diffusion.
Substances are sometimes absorbed against a concentration gradient. This requires the use of energy
from respiration. The process is called active transport. It enables cells to absorb ions from very dilute
solutions. Other substances, such as sugar and ions, can also pass through cell membranes.
Many organ systems are specialised for exchanging materials.
• In humans:
− the surface area of the lungs is increased by the alveoli
− and that of the small intestine by villi.
The lungs are in the upper part of the body (thorax) protected by the ribcage and separated from the lower
part of the body (abdomen) by the diaphragm.
The breathing system takes air into and out of the body so that oxygen from the air can diffuse into the
bloodstream and carbon dioxide can diffuse out of the bloodstream into the air.
The alveoli provide a very large, moist surface, richly supplied with blood capillaries so that gases can readily
diffuse into and out of the blood.
The villi provide a large surface area with an extensive network of capillaries to absorb the products of
digestion by diffusion and active transport.
In plants:
– carbon dioxide enters leaf cells by diffusion
– most of the water and mineral ions are absorbed by root hair cells.
The surface area of the roots is increased by root hairs and the surface area of leaves by the flattened shape
and internal air spaces.
Plants have stomata to obtain carbon dioxide from the atmosphere.
Plants lose water vapour from the surface of their leaves. This loss of water vapour is called transpiration.
Transpiration is more rapid in hot, dry and windy conditions. Most of the transpiration is through stomata.
The size of stomata is controlled by guard cells which surround them. If plants lose water faster than it is
replaced by the roots, the stomata can close to prevent wilting.
The heart pumps blood around the body. Blood flows from the heart to the organs through arteries and
returns through veins. In the organs, blood flows through capillaries. Substances needed by cells in the body
tissues pass out of the blood, and substances produced by the cells pass into the blood through the walls of
the
capillaries.
There are two separate circulation systems, one to the lungs and one to all the other organs of the body.
Blood plasma transports:
− carbon dioxide from the organs to the lungs
− soluble products of digestion from the small intestine to other organs
− urea from the liver to the kidneys.
Red blood cells transport oxygen from the lungs to the organs.
Red blood cells have no nucleus.
They are packed with a red pigment called haemoglobin. In the lungs haemoglobin combines
with oxygen to form oxyhaemoglobin. In other organs oxyhaemoglobin splits up into haemoglobin and
oxygen.
to interpret data relating to the effects of exercise on the human body.
The energy that is released during respiration is used to enable muscles to contract.
During exercise a number of changes take place:
− the heart rate increases
− rate and depth of breathing increases
− the arteries supplying the muscles dilate.
These changes increase the blood flow to the muscles and so increase the supply of sugar and oxygen and
increase the rate of removal of carbon dioxide.
Glycogen stores in the muscle are used during exercise.
If muscles are subjected to long periods of vigorous activity they become fatigued, ie they stop contracting
efficiently. If insufficient oxygen is reaching the muscles they use anaerobic respiration to obtain energy.
Anaerobic respiration is the incomplete breakdown of glucose and produces lactic acid. As the breakdown of
glucose is incomplete, much less energy is released than during aerobic respiration.
Anaerobic respiration results in an oxygen debt that has to be repaid in order to oxidise lactic acid to carbon
dioxide and water.
Times revised
1
13. 2 How are
dissolved
materials
transported
around the body?
13.3 How does
exercise affect
the exchanges
taking place
within the body?
27
2
3
13.4 How do
exchanges in
the kidney
help us to
maintain the
internal
environment
in mammals
and how has
biology
helped us to
treat kidney
disease?
13.5 How are
microorganis
ms used to
make food
and drink?
13.5 How are
microorganis
ms used to
make food
and drink?
13.6 What
other useful
substances
28
to evaluate the advantages and disadvantages of treating kidney failure by dialysis or kidney
transplant.
A healthy kidney produces urine by:
− first filtering the blood
− reabsorbing all the sugar
− reabsorbing the dissolved ions needed by the body
− reabsorbing as much water as the body needs
− releasing urea, excess ions and water as urine.
Sugar and dissolved ions may be actively absorbed against a concentration gradient
People who suffer from kidney failure may be treated either by using a kidney dialysis machine or by
having a healthy kidney transplanted.
In a dialysis machine a person’s blood flows between partially permeable membranes. The dialysis
fluid contains the same concentration of useful substances as the blood. This ensures that glucose
and useful mineral ions are not lost. Urea passes out from the blood into dialysis fluid. Treatment
by dialysis restores the
concentrations of dissolved substances in the blood to normal levels and has to be carried out at
regular intervals.
A kidney transplant enables a diseased kidney to be replaced with a healthy one from a donor.
However, the donor kidney may be rejected by the immune system unless precautions are taken.
To prevent rejection of the transplanted kidney:
− a donor kidney with a ‘tissue-type’ similar to that of the recipient is used
− the recipient is treated with drugs that suppress the immune system.
Be able to explain how scientists such as Spallanzani, Schwann and Pasteur were involved in the
development of the theory of biogenesis.
Microorganisms are used to make food and drink:
− bacteria are used in yoghurt and cheese manufacture
− yeast is used in making bread and alcoholic drinks.
Yeast is a single-celled organism. The cells have a nucleus, cytoplasm and a membrane surrounded
by a cell wall.
Yeast can respire without oxygen (anaerobic respiration), producing carbon dioxide and ethanol
(alcohol). This is called fermentation. In the presence of oxygen yeast carries out aerobic
respiration and produces carbon dioxide and water. Aerobic respiration provides more energy and
is necessary
In brewing beer and wine-making, carbohydrates are used as an energy source for yeast to respire.
For making beer:
− the starch in barley grains is broken down into a sugary solution by enzymes in the germinating
grains, in a process called malting
− the sugary solution is extracted then fermented
− hops are then added to give the beer flavour.
In wine-making the yeast uses the natural sugars in the grapes as its energy source.
In the production of yoghurt:
− a starter of bacteria is added to warm milk
− the bacteria ferment the milk sugar (lactose) producing lactic acid
− the lactic acid causes the milk to clot and solidify into yoghurt.
Be able to explain how scientists such as Spallanzani, Schwann and Pasteur were involved in the
development of the theory of biogenesis.
Microorganisms are used to make food and drink:
− bacteria are used in yoghurt and cheese manufacture
− yeast is used in making bread and alcoholic drinks.
Yeast is a single-celled organism. The cells have a nucleus, cytoplasm and a membrane surrounded
by a cell wall.
Yeast can respire without oxygen (anaerobic respiration), producing carbon dioxide and ethanol
(alcohol). This is called fermentation. In the presence of oxygen yeast carries out aerobic
respiration and produces carbon dioxide and water. Aerobic respiration provides more energy and
is necessary for the yeast to grow and reproduce.
In brewing beer and wine-making, carbohydrates are used as an energy source for yeast to respire.
For making beer:
− the starch in barley grains is broken down into a sugary solution by enzymes in the germinating
grains, in a process called malting
− the sugary solution is extracted then fermented
− hops are then added to give the beer flavour.
In wine-making the yeast uses the natural sugars in the grapes as its energy source.
In the production of yoghurt:
− a starter of bacteria is added to warm milk
− the bacteria ferment the milk sugar (lactose) producing lactic acid
− the lactic acid causes the milk to clot and solidify into yoghurt.
Be able to interpret economic and environmental data relating to production of fuels by
fermentation and their use
Be able to evaluate the advantages and disadvantages of given designs of biogas generator
can we make
using
microorganis
ms?
13.7 How can
we be sure we
are using
microorganis
ms safely?
29
Microorganisms can be grown in large vessels called fermenters to produce useful products such as
antibiotics. Industrial fermenters usually have:
− an air supply – to provide oxygen for respiration of the microorganisms
− a stirrer to keep the microorganisms in suspension and maintain an even temperature
− a water-cooled jacket to remove heat produced by the respiring microorganisms
− instruments to monitor factors such as pH and temperature.
The antibiotic, penicillin, is made by growing the mould Penicillium, in a fermenter. The medium
contains sugar and other nutrients eg a source of nitrogen. The Penicillium only starts to make
penicillin after using up most of the nutrients for growth
The fungus Fusarium is used to make mycoprotein, a protein-rich food suitable for vegetarians. The
fungus is grown on starch in aerobic conditions and the biomass is harvested and purified.
Fuels can be made from natural products by fermentation.
Biogas, mainly methane, can be produced by anaerobic fermentation of a wide range of plant
products or waste materialcontaining carbohydrates.
On a large scale, waste from, for example, sugar factories or sewage works can be used. On a small
scale, biogas generators can be used to supply the energy needs of individual families or farms. Many
different microorganisms are involved in the breakdown of materials in biogas production.
Ethanol-based fuels can be produced by the anaerobic fermentation of sugar cane juices and from
glucose derived from maize starch by the action of carbohydrase. The ethanol is distilled from the
products of the fermentation and can be used in motor vehicle fuels.
Microorganisms can be grown in a culture medium containing carbohydrates as an energy source,
mineral ions, and in some cases supplementary protein and vitamins. These nutrients are often
contained in an agar medium which can be poured into a Petri dish.
In order to prepare useful products, uncontaminated cultures of microorganism are required. For
this:
− Petri dishes and culture media must be sterilised before use to kill unwanted microorganisms
− inoculating loops used to transfer microorganisms to the media must be sterilised by passing
them through a flame
− the lid of the Petri dish should be sealed with adhesive tape to prevent microorganisms from the
air contaminating the culture.
In school and college laboratories, cultures should be incubated at a maximum temperature of 25
°C which greatly reduces the likelihood of pathogens growing that might be harmful to humans. In
industrial conditions higher temperatures can produce more rapid growth.
Triple Science - Chemistry
Date:
Wednesday 14th June 2017
Exam Board:
9AM
Length of Exam: 1 Hour
AQA
Topic
Content
C3.1
The
periodi
c table
The modern periodic table has been developed from work begun by Newlands and Mendeleev. There are trends in chemical
properties within the periodic table linked to how easily the element gains or loses electrons.
You should use your skills, knowledge and understanding to:

Evaluate the work of Newlands and Mendeleev in terms of their contributions to the development of the modern periodic table.
Explain why scientists regarded a periodic table of the elements first as a curiosity, then as a useful tool and finally as an important
summary of the structure of atoms.
Newlands, and then Mendeleev, attempted to classify the elements by arranging them in order of their atomic weights. The list can be
arranged in a table so that elements with similar properties are in columns, known as groups. The table is called a periodic table
because similar properties occur at regular intervals.
The early periodic tables were incomplete and some elements were placed in inappropriate groups if the strict order of atomic
weights was followed. Mendeleev overcame some of the problems by leaving gaps for elements that he thought had not been
discovered.
When electrons, protons and neutrons were discovered early in the 20th century, the periodic table was arranged in order of atomic
(proton) numbers. When this was done, all elements were placed in appropriate groups.
a) The modern periodic table can be seen as an arrangement of the elements in terms of their electronic structures. Elements in
the same group have the same number of electrons in their highest occupied energy level (outer shell).
You should understand that the number of electrons in the highest occupied energy level (outer shell) for elements
in the main groups is equal to the group number.
a) The elements in Group 1 of the periodic table (known as the alkali metals):

Are metals with low density (the first three elements in the group are less dense than water).

React with non-metals to form ionic compounds in which the metal ion carries a charge of +1. The compounds are white
solids that dissolve in water to form colourless solutions.

React with water, releasing hydrogen.
Form hydroxides that dissolve in water to give alkaline solutions.
b) In Group 1, the further down the group an element is:

The more reactive the element.
The lower its melting point and boiling point.
c) Compared with the elements in Group 1, transition elements:

Have higher melting points (except for mercury) and higher densities.

Are stronger and harder.
Are much less reactive and so do not react as vigorously with water or oxygen.
d) Many transition elements have ions with different charges, form coloured compounds and are useful as catalysts.
e) The elements in Group 7 of the periodic table (known as the halogens) react with metals to form ionic compounds in which e)
the halide ion carries a charge of –1.
f)
In Group 7, the further down the group an element is:

The less reactive the element.
The higher its melting point and boiling point.
g) A more reactive halogen can displace a less reactive halogen from an aqueous solution of its salt.
h) The trends in reactivity within groups in the periodic table can be explained because the higher the energy level of the outer electrons: (HT
only)

The more easily electrons are lost.
The less easily electrons are gained.
The water we drink is not pure water because it contains dissolved substances. It should be safe to drink water that has been treated.
This means that the water does not contain anything that could cause us harm. Some of the dissolved substances are beneficial to our
health but some cause hard water.
You should use your skills, knowledge and understanding to:

Evaluate the use of commercial water softeners consider and evaluate the environmental, social and economic aspects of water
quality and hardness.
Consider the advantages and disadvantages of adding chlorine and fluoride to drinking water.
a) Soft water readily forms lather with soap. Hard water reacts with soap to form scum and so more soap is needed to form
lather. Soapless detergents do not form scum.
You should be able to measure the hardness of water by titration with soap solution.
b) In Group 1, the further down the group an element is:
Hard water contains dissolved compounds, usually of calcium or magnesium. The compounds are dissolved when water comes into
contact with rocks.
c) There are two types of hard water. Permanent hard water remains hard when it is boiled. Temporary hard water is softened by
boiling.
You should be able to distinguish between temporary hard water and permanent hard water.
d) Temporary hard water contains hydrogencarbonate ions (HCO3–) that decompose on heating to produce carbonate ions which react with
calcium and magnesium ions to form precipitates. (HT only)
C3.1.1
The
early
periodi
c table
C3.1.2
The
modern
periodi
c table
C3.1.3
Trends
within
the
periodi
c table
C3.2
Water
C3.2.1
Hard
and soft
water
30
Times
revised:
1 2 3
e)
C3.2.2
Purifyin
g water
C3.3
Calcula
ting
and
explaini
ng
energy
change
C3.3.1
Energy
from
reactio
ns
Using hard water can increase costs because more soap is needed. When temporary hard water is heated it can produce scale
that reduces the efficiency of heating systems and kettles.
f)
Hard water has some benefits because calcium compounds are good for the development and maintenance of bones and teeth
and also help to reduce heart disease.
g) Hard water can be made soft by removing the dissolved calcium and magnesium ions. This can be done by:

Adding sodium carbonate, which reacts with the calcium and magnesium ions to form a precipitate of calcium carbonate
and magnesium carbonate.
Using commercial water softeners such as ion exchange columns containing hydrogen ions or sodium ions, which replace the calcium
and magnesium ions when hard water passes through the column.
a) Water of the correct quality is essential for life. For humans, drinking water should have sufficiently low levels of dissolved salts
and microbes.
Water of the correct quality is produced by:

Choosing an appropriate source.

Passing the water through filter beds to remove any solids.
Sterilising with chlorine.
b) Water filters containing carbon, silver and ion exchange resins can remove some dissolved substances from tap water to
improve the taste and quality.
You should understand the principles of how ion exchange resins work
c) Chlorine may be added to drinking water to reduce microbes and fluoride may be added to improve dental health.
You should be aware of the arguments for and against the addition of fluoride to drinking water.
d) Pure water can be produced by distillation.
You should be aware of the large amount of energy needed for distillation and, as a consequence, of the high
costs involved.
Knowing the amount of energy involved in chemical reactions is useful so that resources are used efficiently and economically. It is
possible to measure the amount of energy experimentally or to calculate it.
Candidates should use their skills, knowledge and understanding to:

Consider the social, economic and environmental consequences of using fuels.

Interpret simple energy level diagrams in terms of bond breaking and bond formation (including the idea of activation energy and
the effect on this of catalysts).
Evaluate the use of hydrogen to power cars compared to other fuels
a)
The relative amounts of energy released when substances burn can be measured by simple calorimetry, e.g. by heating water in
a glass or metal container. This method can be used to compare the amount of energy released by fuels and foods.
You should be able to calculate and compare the amount of energy released by different fuels given the
equation:
b)
c)
Energy is normally measured in joules (J).
The amount of energy released or absorbed by a chemical reaction in solution can be calculated from the measured
temperature change of the solution when the reagents are mixed in an insulated container. This method can be used for
reactions of solids with water or for neutralisation reactions.
d) Simple energy level diagrams can be used to show the relative energies of reactants and products, the activation energy and the
overall energy change of a reaction.
You will be expected to understand simple energy level diagrams showing the relative energies of reactants and
products, the activation energy and the overall energy change, with a curved arrow to show the energy as the
reaction proceeds.
You should be able to relate these to exothermic and endothermic reactions.
e) During a chemical reaction:

Energy must be supplied to break bonds.
Energy is released when bonds are formed.
f)
In an exothermic reaction, the energy released from forming new bonds is greater than the energy needed to break existing bonds. (HT
only)
You should be able to calculate the energy transferred in reactions using supplied bond energies. (HT only)
g) In an endothermic reaction, the energy needed to break existing bonds is greater than the energy released from forming new bonds. (HT
only)
h) Catalysts provide a different pathway for a chemical reaction that has a lower activation energy.
You should be able to represent the effect of a catalyst on an energy level diagram.
i)
Hydrogen can be burned as a fuel in combustion engines.
hydrogen + oxygen  water
C3.4
Further
analysis
and
quantit
ative
chemist
ry
C3.4.1
Analysi
ng
substan
ces
31
It can also be used in fuel cells that produce electricity to power vehicles.
You should be able to compare the advantages and disadvantages of the combustion of hydrogen with the use
of hydrogen fuel cells from information that is provided.
A range of chemical tests can be used for the detection and identification of elements and compounds. Titrations can be used to find
the amounts of acid or alkali in a solution.
You should use your skills, knowledge and understanding to:

Interpret results of the chemical tests in this specification.
You are expected to know the chemical tests specified in the subject content and may be asked to interpret
results of any of those tests applied to solutions or mixtures of substances in different contexts.

Interpret and evaluate the results of analyses carried out to identify elements and compounds for forensic, health or
environmental purposes.
You should be able to comment on results and data from such analyses that are presented to you.
a) Flame tests can be used to identify metal ions. Lithium, sodium, potassium, calcium and barium compounds produce distinctive
colours in flame tests:

Lithium compounds result in a crimson flame.

Sodium compounds result in a yellow flame.

Potassium compounds result in a lilac flame.

Calcium compounds result in a red flame.
C3.5
The
product
ion of
ammon
ia
C3.5.1
Making
ammon
ia
C3.6
Alcohol
s,
carboxy
lic acids
and
esters
Barium compounds result in a green flame.
b) Aluminium, calcium and magnesium ions form white precipitates with sodium hydroxide solution but only the aluminium
hydroxide precipitate dissolves in excess sodium hydroxide solution.
c) Copper(II), iron(II) and iron(III) ions form coloured precipitates with sodium hydroxide solution. Copper forms a blue
precipitate, iron(II) a green precipitate and iron(III) a brown precipitate.
d) Carbonates react with dilute acids to form carbon dioxide. Carbon dioxide produces a white precipitate with limewater. This
turns limewater cloudy.
e) Halide ions in solution produce precipitates with silver nitrate solution in the presence of dilute nitric acid. Silver chloride is
white, silver bromide is cream and silver iodide is yellow.
f)
Sulfate ions in solution produce a white precipitate with barium chloride solution in the presence of dilute hydrochloric acid.
g) The volumes of acid and alkali solutions that react with each other can be measured by titration using a suitable indicator.
You should be able to carry out titrations using strong acids and strong alkalis only (sulfuric, hydrochloric and nitric
acids only).
h) If the concentration of one of the reactants is known, the results of a titration can be used to find the concentration of the other reactant.
(HT only)
You should be able to calculate the chemical quantities in titrations involving concentrations (in moles per dm3) and
masses (in grams per dm3). (HT only)
In industrial processes, energy requirements and emissions need to be considered both for economic reasons and for sustainable
development.
You should use your skills, knowledge and understanding to:

Evaluate the conditions necessary in an industrial process to maximise yield and minimise environmental impact.

Describe and evaluate the effects of changing the conditions of temperature and pressure on a given reaction or process. (HT only)
Evaluate the conditions used in industrial processes in terms of energy requirements.You should be able to comment on results
and data from such analyses that are presented to you.
a) The raw materials for the Haber process are nitrogen and hydrogen. Nitrogen is obtained from the air and hydrogen may be
obtained from natural gas or other sources.
b) The purified gases are passed over a catalyst of iron at a high temperature (about 450 oC) and a high pressure (about 200
atmospheres). Some of the hydrogen and nitrogen reacts to form ammonia.
The reaction is reversible so ammonia breaks down again into nitrogen and hydrogen:
nitrogen + hydrogen
ammonia
On cooling, the ammonia liquefies and is removed. The remaining hydrogen and nitrogen are recycled.
c)
When a reversible reaction occurs in a closed system, equilibrium is reached when the reactions occur at exactly the same rate in each
direction. (HT only)
d) The relative amounts of all the reacting substances at equilibrium depend on the conditions of the reaction. (HT only)
e)
If the temperature is raised, the yield from the endothermic reaction increases and the yield from the exothermic reaction decreases. (HT
only)
f)
If the temperature is lowered, the yield from the endothermic reaction decreases and the yield from the exothermic reaction increases. (HT
only)
g)
In gaseous reactions, an increase in pressure will favour the reaction that produces the least number of molecules as shown by the symbol
equation for that reaction. (HT only)
h) These factors, together with reaction rates, are important when determining the optimum conditions in industrial processes, including the
Haber process. (HT only)
Alcohols and carboxylic acids are important organic chemicals that have many uses. Alcohols react with carboxylic acids to produce
esters.
You should use your skills, knowledge and understanding to:

Represent the structures of alcohols in the following forms:

C3.6.1
Alcohol
s
C3.6.2
Carbox
ylic
acids
32
H
H
I
I
H –– C –– C –– O –– H
I
I
H
H
CH3CH2OH
Represent the structures of carboxylic acids in the following forms:
H
I
H –– C –– C=== O
I
I
H
O––H
CH3COOH
Evaluate the social and economic advantages and disadvantages of the uses of alcohols, carboxylic acids and esters.
a) Alcohols contain the functional group –OH. Methanol, ethanol and propanol are the first three members of a homologous
series of alcohols.
You should be able to recognise alcohols from their names or formulae.
b) Methanol, ethanol and propanol:

Dissolve in water to form a neutral solution.

React with sodium to produce hydrogen.

Burn in air.
Are used as fuels and solvents, and ethanol is the main alcohol in alcoholic drinks.
c) Ethanol can be oxidised to ethanoic acid, either by chemical oxidising agents or by microbial action. Ethanoic acid is the main
acid in vinegar.
You should be aware that vinegar is an aqueous solution that contains ethanoic acid.
a) Ethanoic acid is a member of the carboxylic acids, which have the functional group –COOH.
You should be able to recognise carboxylic acids from their names or formulae.
b) Carboxylic acids:

Dissolve in water to produce acidic solutions.

React with carbonates to produce carbon dioxide.

React with alcohols in the presence of an acid catalyst to produce esters.

Do not ionise completely when dissolved in water and so are weak acids. (HT only)

C3.6.3
Esters
33
a)
Aqueous solutions of weak acids have a higher pH value than aqueous solutions of strong acids with the same concentration. (HT
only)
Ethyl ethanoate is the ester produced from ethanol and ethanoic acid. Esters have the functional group –COO–. They are
volatile compounds with distinctive smells and are used as flavourings and perfumes.
You should be able to recognise a compound as an ester from its name or its structural formula.
Triple Science - Physics
Friday 16th June 2017
Date:
Exam Board:
9AM
Length of Exam: 1 Hour
AQA
Physics 3: 16th of June: 1 Hr Exam
Topi
c
P3.1
Medic
al
applic
ations
of
physi
cs
Content
1
Physics has many applications in the field of medicine. These include the uses of X-rays and ultrasound for scanning, and of
light for image formation with lenses and endoscopes
You should use your skills, knowledge and understanding to:

Draw and interpret ray diagrams in order to determine the nature of the image.
In ray diagrams a convex lens will be represented by:
A concave lens will be represented by:


P3.1.1
Xrays
P3.1.2
Ultra
sound
P3.1.3
Lense
s
34
Times revised
Evaluate the use of different lenses for the correction of defects of vision.
Compare the medical use of ultrasound and X rays.
You should understand that some of the differences in use are because ultrasound waves are nonionising and X rays are ionising.
Evaluate the advantages and disadvantages of using ultrasound, X-rays and Computerised Tomography (CT) scans.
a) X-rays are part of the electromagnetic spectrum. They have a very short wavelength and cause ionisation.
Properties of X-rays include:

They affect a photographic film in the same way as Light.

They are absorbed by metal and bone.

They are transmitted by soft tissue.

Their wavelength is of the same order of magnitude as the diameter of an atom.
b) X-rays can be used to diagnose and treat some medical conditions.
Examples include CT scans, bone fractures, dental problems and killing cancer cells.
The use of charge-coupled devices (CCDs) allows images to be formed electronically.
c) Precautions to be taken when X-ray machines and CT scanners are in use.
a) Electronic systems can be used to produce ultrasound waves, which have a frequency higher than the upper limit of
hearing for humans.
You should know that the range of human hearing is about 20 Hz to 20 000 Hz.
b) Ultrasound waves are partially reflected when they meet a boundary between two different media. The time taken for
the reflections to reach a detector can be used to determine how far away such a boundary is.
c) Calculation of the distance between interfaces in various media.
s=vxt
s is distance in metres, m
v is speed in metres per second, m/s
t is time in seconds, s
You may be required to use data from diagrams of oscilloscope traces.
d) Ultrasound waves can be used in medicine.
Examples include pre-natal scanning and the removal of kidney stones.
a) Refraction is the change of direction of light as it passes from one medium to another.
b) A lens forms an image by refracting light.
c) In a convex or converging lens, parallel rays of light are brought to a focus at the principal focus. The distance from
the lens to the principal focus is called the focal length.
refractive index = sin i
sin r
i is the angle of incidence
r is the angle of refraction
d) The nature of an image is defined by its size relative to the object, whether it is upright or inverted relative to the
object and whether it is real or virtual.
e) The nature of the image produced by a converging lens for an object placed at different distances from the lens.
f)
The use of a converging lens as a magnifying glass.
2
3
g)
h)
P3.1.4
The
eye
P3.1.5
Other
applic
ations
using
light
P3.2
Using
physi
cs to
make
things
work
P3.2.1
Centr
e of
mass
P3.2.2
Mom
ents
35
The nature of the image produced by a concave or diverging lens.
The construction of ray diagrams to show the formation of images by converging and diverging lenses.
You may be asked to complete ray diagrams drawn on graph paper.
i)
The magnification produced by a lens is calculated using the equation:
magnification = image height
object height
a) The structure of the eye. The structure of the eye is limited to:

Retina.

Lens.

Cornea.

Pupil /iris.

Ciliary muscle.

Suspensory ligaments.
You should know the function of these named parts.
You should understand how the action of the ciliary muscle causes changes in the shape of the lens,
which allows the light to be focused at varying distances.
b) Correction of vision using convex and concave lenses to produce an image on the retina:

Long sight, caused by the eyeball being too short, or the eye lens being unable to focus.

Short sight, caused by the eyeball being too long, or the eye lens being unable to focus.
c) Range of vision. The eye can focus on objects between the near point and the far point.
You should know that the near point is approximately 25 cm and the far point is infinity.
d) Comparison between the structure of the eye and the camera.
You should be aware that the film in a camera or the CCDs in a digital camera is the equivalent of the
retina in the eye.
e) The power of a lens is given by:
P= 1 .
F
P is power in dioptres, D
f is focal length in metres, m
You should know that the power of a converging lens is positive and the power of a diverging lens is
negative.
f)
The focal length of a lens is determined by:

The refractive index of the material from which the lens is made.

The curvature of the two surfaces of the lens.
g)
For a given focal length, the greater the refractive index, the flatter the lens. This means that the lens can be manufactured
thinner. (HT only)
a) Total internal reflection and critical angle.
refractive index (HT only) =
1 .
sin c
c is the critical angle
You need to understand the concept of critical angle.
b) Visible light can be sent along optical fibres.
Examples of use should include the endoscope for internal imaging.
c) The laser as an energy source for cutting, cauterising and burning.
Applications should include use in eye surgery.
Many things, from simple toys to complex fairground rides, are constructed from basic machines such as the lever. A
knowledge of the physics involved in balancing and turning can help us to make these appliances work.
You should use your skills, knowledge and understanding to:

Analyse the stability of objects by evaluating their tendency to topple.
You should use a range of laboratory equipment to model real-life situations, e.g. cranes.

Recognise the factors that affect the stability of an object.
You should recognise that objects with a wide base and low centre of mass are more stable than those
with a narrow base and a high centre of mass.

Evaluate how the design of objects affects their stability.

Interpret and evaluate data on objects moving in circular paths.
You should understand that a centripetal force does not exist in its own right but is always provided by
something else such as gravitational force, friction or tension.
a) The centre of mass of an object is that point at which the mass of the object may be thought to be concentrated.
You will be expected to be able to describe how to find the centre of mass of a thin, irregular sheet of a
material.
b) If freely suspended, an object will come to rest with its centre of mass directly below the point of suspension.
c) The centre of mass of a symmetrical object is along the axis of symmetry.
d) For a simple pendulum:
T= 1 .
F
T is periodic time in seconds, s
f is frequency in hertz, Hz
e) The time period depends on the length of a pendulum.
Applications of the pendulum should include simple fairground and playground rides.
a) The turning effect of a force is called the moment.
b) The size of the moment is given by the equation:
M=Fxd
M is the moment of the force in newton-metres, Nm
F is the force in newtons, N
d is the perpendicular distance from the line of action of the force to the pivot in metres, m
c) If an object is not turning, the total clockwise moment must be exactly balanced by the total anticlockwise moment
about any pivot.
d) The calculation of the size of a force, or its distance from pivot, acting on an object that is balanced. (HT only)
e)
f)
P3.2.3
Hydr
aulics
P3.2.4
Circul
ar
motio
n
P3.3
Keepi
ng
things
movi
ng
P3.3.1
The
moto
r
effect
P3.3.2
Trans
forme
rs
Ideas of simple levers. Limited to levers as force multipliers.
If the line of action of the weight of an object lies outside the base of the object there will be a resultant moment and the body
will tend to topple. (HT only)
Applications should include vehicles and simple balancing toys. (HT only)
a) Liquids are virtually incompressible, and the pressure in a liquid is transmitted equally in all directions.
You should understand that this means that a force exerted at one point on a liquid will be transmitted
to other points in the liquid.
b) The use of different cross-sectional areas on the effort and load side of a hydraulic system enables the system to be
used as a force multiplier.
c) The pressure in different parts of a hydraulic system is given by:
P= F .
A
P is the pressure in pascals, Pa
F is the force in newtons, N
A is the cross-sectional area in metres squared, m2
a) When an object moves in a circle it continuously accelerates towards the centre of the circle. This acceleration
changes the direction of motion of the body, not its speed.
b) The resultant force causing this acceleration is called the centripetal force and is always directed towards the centre
of the circle.
You should be able to identify which force(s) provide(s) the centripetal force in a given situation.
c) The centripetal force needed to make an object perform circular motion increases as:

The mass of the object increases.

The speed of the object increases.

The radius of the circle decreases.
Electric currents produce magnetic fields. Forces produced in magnetic fields can be used to make things move. This is
called the motor effect and is how appliances such as the electric motor create movement.
Many appliances do not use 230 volts mains electricity. Transformers are used to provide the required potential difference.
You should use your skills, knowledge and understanding to:

Interpret diagrams of electromagnetic appliances in order to explain how they work.

Compare the use of different types of transformer for a particular application.
Examples might include some mobile phone chargers and power supplies for lap top computers.
a) When a current flows through a wire a magnetic field is produced around the wire.
Applications of electromagnets could include their use on cranes for lifting iron/ steel.
b) The motor effect and its use.
You should be able to apply the principles of the motor effect in any given situation.
c) The size of the force can be increased by:

Increasing the strength of the magnetic field.

Increasing the size of the current.
d) The conductor will not experience a force if it is parallel to the magnetic field.
e) The direction of the force is reversed if either the direction of the current or the direction of the magnetic field is
reversed.
You will be expected to identify the direction of the force using Fleming’s left-hand rule.
a) If an electrical conductor ‘cuts’ through a magnetic field a potential difference is induced across the ends of the
conductor.
b) If a magnet is moved into a coil of wire a potential difference is induced across the ends of the coil.
c) The basic structure of the transformer.
d) An alternating current in the primary coil produces a changing magnetic field in the iron core and hence in the
secondary coil. This induces an alternating potential difference across the ends of the secondary coil.
e) In a step-up transformer the potential difference across the secondary coil is greater than the potential difference
across the primary coil.
f)
In a step-down transformer the potential difference across the secondary coil is less than the potential difference
across the primary coil.
g) The potential difference across the primary and secondary coils of a transformer are related by the equation:
Vp = np
Vs ns
h)
i)
j)
k)
36
Vp is the potential difference across the primary coil in volts, V
Vs is the potential difference across the secondary coil in volts, V
np is the number of turns on the primary coil
ns is the number of turns on the secondary coil
If transformers are assumed to be 100% efficient, the electrical power output would equal the electrical power input.
Vp x Ip = Vs x Is
Vp is the potential difference across the primary coil in volts, V
Ip is the current in the primary coil in amperes (amps), A
Vs is the potential difference across the secondary coil in volts, V
Is is the current in the secondary coil in amperes (amps), A
You should be aware that the input to a transformer is determined by the required output.
Switch mode transformers operate at a high frequency, often between 50 kHz and 200 kHz.
Switch mode transformers are much lighter and smaller than traditional transformers working from a 50 Hz mains
supply.
You should be aware that this makes them useful for applications such as mobile phone chargers.
Switch mode transformers use very little power when they are switched on but no load is applied.
GCSE Geography Paper 1
Date:
Monday 22nd May 2017
Exam Board:
WJEC Specification B – Unit 1
Questions/
marks/time
What is the question asking?
Question 1
Marks – 30 + 3
SPaG
Time – 30 mins
Short answer questions on
Theme 1.
1-6 marks. Range of questions on
any of the following:
 Urbanisation
 Migration
 Land Use
 Rural pressures
 Retail
 City Development
 Settlement shapes and
functions
 Housing
 Sustainable cities
Case Study (Choice of 2 from
theme 1).
8 marks + 3 SPaG (H)
5 Marks + 3 SpaG (F)
Could be any from the following:
 Rio de Janeiro
(urbanisation)
 Rio de Janeiro
(improvements in housing)
 Leeds Trinity (changes in
retail)
 North York Moors –
Dalby Forest (rural area
under pressure)
 Dale Farm (conflict over
planning permission)
37
1PM
Length of Exam: 1 Hour
What does the
examiner want to see
from you?
Can test a range of skills
on the short answer
questions:
 Using/completing
graphs.
 Comparing
figures/trends
 Describing
 Explaining
 Defining key words
 Using map skills (4/6
FGR, scale)
What can you do to gain the
highest marks possible?
In the case study
question:
 Use of specific case
study detail.
 2 sections, describe
and explain.
 Plenty of expansion.
 Only choose 1.
- Make 2 separate sections, 1 for
describe and 1 for explain.
- Use 1 SW for describe points and
2 SWs for explain points.
- Try and include as much specific
detail as possible.
-Read the question carefully, only
include detail it asks for.
- If you’re short on time, do a
bullet pointed 4, 2 plan (4 describe,
2 explain).
-When completing/reading graphs,
be really accurate with figures.
Never say ‘around’ or ‘about’.
-Read every single bit of the paper,
you may miss a complete the graph
question.
- When comparing, use words
ending in ‘er’ (bigger, faster, higher,
lower, and greater).
-When describing, say what you
see. Look at the marks to see how
many points to make.
-When asked to explain or if a
question is 3+ marks, use SWs!!
 3 mark questions – [1+1]
+1
 4 mark questions – [1+1]
[1+1]
 6 mark questions –
[1+1+1] [1+1+1]
Question 2
Marks – 30 + 3
SPaG
Time – 30 mins
Short answer questions on
Theme 2.
1-6 marks. Range of questions on
any of the following:
 Weather
 Ecosystems
 Rivers
 Coasts
Can test a range of skills
on the short answer
questions:
 Using/completing
graphs.
 Comparing
figures/trends
 Describing
 Explaining
 Defining key words
 Using map skills (4/6
FGR, scale)
-When completing/reading graphs,
be really accurate with figures.
Never say ‘around’ or ‘about’.
-Read every single bit of the paper,
you may miss a complete the graph
question.
- When comparing, use words
ending in ‘er’ (bigger, faster, higher,
lower, and greater).
-When describing, say what you
see. Look at the marks to see how
many points to make.
-When asked to explain or if a
question is 3+ marks, use SWs!!
 3 mark questions – [1+1]
+1
 4 mark questions – [1+1]
[1+1]
 6 mark questions –
[1+1+1] [1+1+1]
Case Study (Choice of 2 from
theme 2.
8 marks + 3 SPaG (H)
5 Marks + 3 SpaG (F)
In the case study
question:
 Use of specific case
study detail.
 2 sections, describe
and explain.
 Plenty of expansion.
- Make 2 separate sections, 1 for
describe and 1 for explain.
- Use 1 SW for describe points and
2 SWs for explain points.
- Try and include as much specific
detail as possible.
-Read the question carefully, only
include detail it asks for.
- If you’re short on time, do a
bullet pointed 4, 2 plan (4 describe,
2 explain).
Could be any from the following:
 Hurricane Katrina
(extreme weather/extreme
low pressure)
 Holderness Coast (coastal
area)
 York Flooding (river
flood/river management)
 Sahel – Niger
(desertification)
 Amazon (ecosystem)
38
GCSE Geography Paper 2
Date:
Tuesday 6th June 2017
Exam Board:
WJEC Specification B – Unit 2
Questions/
marks/time
Unit 2a
Marks – 30
Time – 30 mins
What is the question
asking?
Length of Exam: 2 hours
What does the
examiner want to
see from you?
Short answer questions on Can test a range of
Theme 3.
skills on the short
1-6 marks. Range of
answer questions:
questions on any of the
 Using/completing
following:
graphs.
 Development
 Comparing
 Interdependence
figures/trends
 Globalisation
 Describing
 Multinational
 Explaining
Companies
 Defining key
 Trade
words
 Aid
 Using map skills
(4/6 FGR, scale)
 Climate Change
What can you do to gain the highest
marks possible?
Case Study (Choice of 2
from theme 3).
8 marks + 3 SPaG (H)
5 Marks + 3 SpaG (F)
- Make 2 separate sections, 1 for describe
and 1 for explain.
- Use 1 SW for describe points and 2 SWs
for explain points.
- Try and include as much specific detail as
possible.
-Read the question carefully, only include
detail it asks for.
- If you’re short on time, do a bullet
pointed 4, 2 plan (4 describe, 2 explain).
Could be any from the
following:
 Apple (multinational
company)
 Ethiopia vs Egypt
(conflict over
water/trans-boundary
water conflict)
 Dewsbury (industry
change)
 Haiti (Aid)
 Amazon (human
impact on an
ecosystem/ecosystem
damaged)
 Kirlees/UK/Paris
2015 (climate change)
39
1PM
In the case study
question:
 Use of specific
case study detail.
 2 sections,
describe and
explain.
 Plenty of
expansion.
 Only choose 1.
-When completing/reading graphs, be really
accurate with figures. Never say ‘around’ or
‘about’.
-Read every single bit of the paper, you may
miss a complete the graph question.
- When comparing, use words ending in ‘er’
(bigger, faster, higher, lower, and greater).
-When describing, say what you see. Look
at the marks to see how many points to
make.
-When asked to explain or if a question is
3+ marks, use SWs!!
 3 mark questions – [1+1] +1
 4 mark questions – [1+1] [1+1]
 6 mark questions – [1+1+1]
[1+1+1]
Unit 2b
Section A
Marks – 24 (H)
Marks – 27(F)
Time – 30 mins
Short answer questions on Can test a range of
an issue. Issue could be
skills on the short
anything from themes 1, 2 answer questions:
or 3. Using the resource
 Using/completing
booklet.
graphs.
 Comparing
figures/trends
 Describing
 Explaining
 Defining key
words
 Using map skills
(4/6 FGR, scale)
Unit 2b
Section B
Marks – 22 (H)
Marks – 22(F)
Time – 30 mins
Medium length questions
asking about the
advantages and
disadvantages of 2-3
options to solve the issue.



Unit 2b
Section C
Marks – 14+ 4
SPaG (H)
Marks – 11+ 4
SPaG(F)
Time – 30 mins
40
Long answer question
where you have to make a
decision and justify it.





Using resources
and own ideas to
give positives and
negatives about
different choices.
Weighing up
social, economic
and
environmental
issues.
Explaining and
describing.
SPaG is key
Planning
Expanding
answers
Concept of
sustainability
Justifying a
decision
- When comparing, use words ending in ‘er’
(bigger, faster, higher, lower, and greater).
-When describing, say what you see. Look
at the marks to see how many points to
make.
-When completing/reading graphs, be really
accurate with figures. Never say ‘around’ or
‘about’.
- Use all resource information given. Look
carefully for text, labels and keys.
-When asked to explain or if a question is
3+ marks, use SWs!!
 3 mark questions – [1+1] +1
 4 mark questions – [1+1] [1+1]
-When describing, say what you see. Look
at the marks to see how many points to
make.
-When completing/reading graphs, be really
accurate with figures. Never say ‘around’ or
‘about’.
- Use all resource information given. Look
carefully for text, labels and keys.
-When asked to explain or if a question is
3+ marks, use SWs!!
 3 mark questions – [1+1] +1
 4 mark questions – [1+1] [1+1]
 6 mark questions – [1+1+1]
[1+1+1]
- SEE – Weigh up social, economic and
environmental impacts of all solutions.
- CAR – Do it in 3 sections. Your Choice,
the one you think is Alright and then the
one you Reject.
-Plan your answer either using the matrix
provided or with 3 little spider diagrams
with 3 points for each choice.
-Use information from relevant case studies
to get full marks in the higher paper.
-As many SWs as you can fit in. Don’t do
too many points. 1 well explained point
is worth more than 100 listed ones.
-Give positives and negatives of all choices
but try and solve the negatives for the
option you choose.
GCSE History Paper 1
Date:
Monday 5th June 2017
Exam Board:
OCR Specification A (School History Project) from 2013
Questions/
marks/time
1a
7 marks
10 minutes
1b
8 marks
12 minutes
2a/3a/4a
5 marks
5 minutes
maximum
2b/3b/4b
7 marks
10 minutes
2c/3c/4c
8 marks + 3
SPAG
12 minutes
41
9AM
Length of Exam: 2 hours
Paper 1 Section A: Medicine Through Time EXAM TECHNIQUE
What is the question
What does the examiner want to see What can you do to gain the
asking?
from you?
highest marks possible?
What can we learn from You understand what an inference is - an
-At the end and the beginning of the
Source A about...?
informed guess :
two paragraphs refer to the
-Make a point about the source
question.
What does Source A
-Back up with evidence from the source
-Use specific knowledge in your
suggest about...?
-Explain and back up using your own
answer, something you could have
knowledge.
only learnt through your study of
The question will always Repeat this process two times.
history.
ask what Source A infers
-Refer to the source explicitly and
about a specific topic
clearly in your answer, ‘Source A
infers that...’
To what extent do you
You give a clear balanced answer. Each
-At the end and the beginning of the
agree with the statement side of the argument follows the steps
two paragraphs refer to the
above?
below:
question.
-Make a point about the source
-Give merit to the other side of the
How far do you agree
-Back up with evidence from the source
argument without contradicting
with...?
-Explain and back up using your own
yourself, ‘Some people think that as
knowledge.
the four humours hindered medicine
This will require you to
Do this for each side of the
so much that Galen was not
show a two sided
argument.
significant, however as his logical idea
argument about an
End with a conclusion where you are clear saw such a shift away from
event/person/discovery.
on your opinion and why.
supernatural ideas I would disagree’.
-Give a strong conclusion that
You will either be given
The examiner will also want to see that
reflects your answer
1 or 2 sources.
you understand the source(s). If you have
-Refer to the source explicitly and
two one will agree and the other will
clearly in your answer, ‘Source B
disagree. If you just have one it will just
infers that...’
agree with one side of the argument.
Briefly describe...
List five points that are relevant to the
DO NOT SPEND TOO LONG ON
topic.
THIS QUESTION OR GO INTO
The question will start
TOO MUCH DETAIL
like this but the content
will change.
Explain...
Write two paragraphs for each one follow -At the end and the beginning of the
below:
two paragraphs refer to the
Why...
-Make a point.
question.
-Use evidence in the form of specific
-Use specific knowledge in your
You will be asked to
historical examples
answer, something you could have
explain the importance
-Explain the relevance you point and
only learnt through your study of
or significance of a topic. evidence to the question.
history.
MAKE SURE YOU REPEAT THIS
PROCESS TWICE.
To what extent do you
You give a clear balanced answer. Each
-At the end and the beginning of the
agree with the statement side of the argument follows the steps
two paragraphs refer to the
above?
below:
question.
-Make a point.
-Give merit to the other side of the
How far do you agree
-Use evidence in the form of specific
argument without contradicting
with...?
historical examples
yourself, ‘Some people think that as
-Explain the relevance you point and
the four humours hindered medicine
evidence to the question.
so much that Galen was not
This will require you to
show a two sided
argument about an
event/person/discovery.
9a
7 marks
10 minutes
significant, however as his logical idea
saw such a shift away from
supernatural ideas I would disagree’.
Paper 1 Section B: Germany 1919-1945, EXAM TECHNIQUE
Why was Source A published?
Use CAP to answer the question.
-At the end and the beginning of the two
-What is the historical context of the source?
paragraphs refer to the question. Tailor
OR
What was going on at the time that influenced it
specific knowledge you have to the
being made?
question.
What is the message of
-Author – who produced the source and why
-Use specific knowledge in your answer,
Source?
(what agenda did they have?).
something you could have only learnt
- What purpose was the source published for?
through your study of history.
Was it successful?
-Refer to the source explicitly and clearly in
your answer, ‘The message/purpose of
Do this process just once
Source A is...’
9b
6 marks
10 minutes
How similar are the 2
sources...?
9c
7 marks
10 minutes
How far do you agree with
Source C about...?
10a/11a
5 marks
5 minutes
maximum
10b/11b
7 marks
10 minutes
Do this for each side of the
argument
End with a conclusion where you are clear
on your opinion and why.
Conclude briefly on the most important reason
the source was published OR the most significant
message.
You give a clear balanced answer. Each side of the
argument follows the steps below:
-Make a point about the sources – what
similarities do the sources have.
-Back up with evidence from the sources
-Explain the similarities and back up using your
own knowledge.
Do this for each side of the argument.
End with a conclusion where you are clear on
your opinion and why.
You will be given 1 source.
You give a clear balanced answer. Each side of the
argument follows the steps below:
-Make a point about the source
-Back up with evidence from the source
-Explain and back up using your own knowledge.
Do this for each side of the argument.
End with a conclusion where you are clear on
your opinion and why.
Briefly describe...
The examiner will also want to see that you
understand the source(s). If you have two one
will agree and the other will disagree. If you just
have one it will just agree with one side of the
argument.
List five points that are relevant to the topic.
This will require you to show a
two sided argument about an
event/person/discovery.
The question will start like this
but the content will change.
Explain...
-At the end and the beginning of the two
paragraphs refer to the question.
-Give merit to the other side of the
argument without contradicting yourself,
‘Some people think that It was Hitler’s
personality that got the Nazis power
because of the ‘cult of the Fuhrer’
however I would disagree because if it were
nit for the depression people would not
have been listening to Hitler.’
-Give a strong conclusion that reflects your
answer
-Refer to the source explicitly and clearly in
your answer, ‘Source B infers that...’
-At the end and the beginning of the two
paragraphs refer to the question.
-Give merit to the other side of the
argument without contradicting yourself, ‘
-Give a strong conclusion that reflects your
answer
-Refer to the source explicitly and clearly in
your answer, ‘Source C infers that...’
DO NOT SPEND TOO LONG ON THIS
QUESTION OR GO INTO TOO MUCH
DETAIL
Write two paragraphs for each one follow below:
-At the end and the beginning of each of the
-Make a point.
two paragraphs refer to the question.
Why...
-Use evidence in the form of specific historical
-Use specific knowledge in your answer,
examples
something you could have only learnt
You will be asked to explain
-Explain the relevance you point and evidence to through your study of history.
the importance or significance
the question.
of a topic.
MAKE SURE YOU REPEAT THIS PROCESS
TWICE.
10c/11c
To what extent do you agree
You give a clear balanced answer. Each side of the -At the end and the beginning of the two
8 marks + 3
with the statement above?
argument follows the steps below:
paragraphs refer to the question.
SPAG
-Make a point.
-Give merit to the other side of the
12 minutes
How far do you agree with...?
-Use evidence in the form of specific historical
argument without contradicting yourself,
examples
‘Some people think that as the four
This will require you to show a -Explain the relevance you point and evidence to humours hindered medicine so much that
two sided argument about an
the question.
‘Some people think that It was Hitler’s
event/person/discovery.
Do this for each side of the argument
personality that got the Nazis power
End with a conclusion where you are clear on
because of the ‘cult of the Fuhrer’
your opinion and why.
Timings leave 16 minutes for you to read and annotated the sources and read through your questions at the end.
42
Paper 1 Section A: Medicine Through Time WHAT YOU NEED TO KNOW
Topic
Content
Times revised:
1
Medicine in
prehistoric
times
Medicine in the
ancient world
Medicine in the
Middle Ages
The medical
renaissance and
the growth of
modern
medicine
Medicine in the
nineteenth and
twentieth
centuries
• the nature of the evidence
• its values and its problems
• beliefs in spirits and the treatments used by medicine men
• practical knowledge and resulting treatments
Ancient Egypt:
• the development of Egyptian civilisation and its impact on medicine
• the coexistence in Egyptian society of spiritual and natural beliefs and treatments
• developments in the understanding of physiology, anatomy and the causes of disease
• Egyptian hygiene
Ancient Greece:
• Asclepius and temple medicine
• the theory of the Four Humours and resulting treatments
• Hippocrates and the clinical method of observation
• health and hygiene
• developments in knowledge of anatomy and surgery at Alexandria.
Ancient Rome:
• Roman medicine and Greek ideas and doctors
• the Romans and public health
• Galen’s ideas about physiology, anatomy and treatment
• the impact of the collapse of the Roman Empire on medicine
• the impact of Christianity and Islam on medicine
• the reasons for the acceptance of Galenic medicine
• the continuance of supernatural beliefs and treatments
• developments in surgery
• living conditions and health and hygiene
• domestic medicine, childbirth, the role of women
• hospitals and caring for the ill.
• the rebirth of Greek ideas of careful observation of nature
• Vesalius and advances in knowledge of anatomy
• Paré and developments in surgery
• Harvey and developments in physiology
• the extent of the impact of these developments on the medical treatment of the majority of the
population
• Quacks, the growth of a medical profession and the reduced role of women in medical care
• inoculation, Jenner and the development of vaccination
Fighting disease:
• Pasteur and the development of the germ theory of
disease
• Koch and developments in bacteriology
• developments in drugs and vaccines
• the development of penicillin
• the battle against infectious and non-infectious disease
• the development of hospitals and caring for the ill,
including the contributions of Florence Nightingale and
Mary Seacole.
Surgery:
• developments in anaesthetics and antiseptics, including
the work of Simpson and Lister
• developments in blood transfusion
• modern surgery, transplanting organs and plastic surgery.
Public health in the twentieth century:
• the state of health care in the 1930s
• arguments for and against a national health service
• the introduction of the National Health Service and its
impact in the 1950s and 1960s
• the continuing debate about the provision of health care.
Test yourself on your overall knowledge with these questions:
 What caused people to be healthy or unhealthy?
 Who provided medical care?
 What caused diagnoses and treatments to remain the same or to change?
 How far did new ideas and treatments affect the majority of the population?
 What ideas did people have about the causes and treatment of illness and injuries?
43
2
3
Topic
Paper 1 Section A: Germany 1919-1945, WHAT YOU NEED TO KNOW
Content
Times revised:
1
2
3
Key Question 1: • W hat continuing impact did the defeat in the First World War and the Treaty of
Was the
Versailles have on the Weimar Republic?
Weimar
• Why was the Republic so unpopular with many Germans?
Republic
• How far did life improve for German people between 1924 and 1929?
doomed from
• What were the achievements of the Weimar period?
the start?
To answer the questions investigate the following areas:
To answer the questions investigate the following areas:
T he Versailles settlement: German reactions to it, its economic and political consequences. German politics, economy and
living standards in the Stresemann era. The culture of the Weimar period.
Key Question 2: • What did the Nazi Party stand for in the 1920s?
How was Hitler • Why were the Nazis unsuccessful before, and successful after, 1929?
able to come to • Who supported the Nazis, and why?
power in
• How important was Hitler in the success of the Nazis
Germany?
To answer the questions investigate the following areas:
The early years of the Nazi Party, including the Munich Putsch. Nazi ideas and methods. The roles of Hitler and other Nazi
leaders. The impact of the Depression on Germany, the political, economic and social crisis of 1930–1933, the reasons for the
Nazis’ rise to power. Hitler takes power, 1933. The appeal of National Socialism to different sections of the population. How
Hitler took power in 1933.
Key Question 3: • How much opposition was there and how effectively did the Nazis deal with it?
The Nazi
• How did the Nazis use culture and the mass media to control the people?
regime: How
• Why did the Nazis persecute many groups in German society?
effectively did
• Was Nazi Germany a totalitarian state?
the Nazis
control
Germany,
1933–1945?
To answer the questions investigate the following areas:
The nature of Nazi rule in Germany: the Enabling Act, removal of opposition, methods of control and repression. The nature
and extent of opposition to the regime by different groups and individuals including the churches, youth groups, communists,
the army. Nazi policies towards different groups including the churches, trade unions, communists. Anti-Semitism and changing
policies towards Jews. The use of culture and the mass media by the Nazis.
Key Question 4: •How did young people react to the Nazi regime?
The Nazi
• How successful were Nazi policies towards women and the family?
regime: What
• Did most people benefit from Nazi rule?
was it like to
• How did the coming of war change life in Nazi Germany?
live in Nazi
Germany?
To answer the questions investigate the following areas:
Attempts by the Nazis to appeal to and win the support of youth. Nazi education policies. The reactions of youth to Nazi
policies. Nazi policies towards women and the family. Nazi economic policies. Changing standards of living for different groups
in Nazi Germany. Impact of the Second World War on
Germany. Conversion to war economy. The Final Solution.
44
GCSE History Paper 2
Date:
Questions/ma
rks/time
1
8 marks
10 minutes
Wednesday 14th June 2017 1PM
What is the question
asking?
Study Source A.
Why was the source
published at that time?
Use the source and your
own knowledge to explain
your answer.
2
9 marks
10 minutes
Study Source B and C.
Why do these two sources
disagree so much?
Use the sources and your
own knowledge to explain
your answer.
Length of Exam: 1 hr 30 mins
Paper 2
Paper 2 Public Health 1800-1914
What does the examiner want to see
from you?
Three paragraphs concentrating on CAP:
-What is the context the source was created
in? What had already happened at the time and
what had not happened?
-What purpose did the source have? Is the
source directed at a particular group in
society?
- Author - What might they achieve? Are they
trying to persuade someone? Are they trying
to cause change?
One more paragraph:
You will need an overall conclusion to this
answer, what is the most important reason the
source was produced? If it is context explain
why.
You give a clear balanced answer. Each side of
the argument follows the steps below:
-Make a point about the sources that agrees
or disagrees.
-Back up with evidence from the sources –
what do the actual sources say.
-Explain and back up using your own
knowledge of what they are different. Other
reasons they may differ are:
-Comments on perspective; Gender, social
class, political views, attitudes and experiences
of the person responsible for the source will
always influence their point of view. This will
also be true of Historians!
-Comments on the date a source was
produced; Primary sources (written at the
time) may be involved in the event/have a
purpose and Secondary sources (written
afterwards) may lack passion/new facts may
have come to light since it happened which
may change opinion.
-You must ALWAYS quote from written
sources/describe pictures.
What can you do to gain the
highest marks possible?
-At the end and the beginning of the two
paragraphs refer to the question.
-Use specific knowledge in your answer,
something you could have only learnt
through your study of history.
-Make sure all points you make and all
knowledge is relevant to the question.
-Refer to the source explicitly and clearly
in your answer, ‘Source A states that...’
In your conclusion directly compare the
three elements of CAP to make your
conclusion strong.
-At the end and the beginning of the two
paragraphs refer to the question.
-Comparisons MUST be direct i.e.
‘Source B suggests.... In direct
comparison Source C suggests....’
-You must ALWAYS quote from written
sources/describe pictures.
-Give a strong conclusion that reflects
your answer
-Refer to the source explicitly and clearly
in your answer, ‘Source B infers that...’
-The question is to what extent do they
agree/disagree therefore both similarities
and differences MUST be considered.
-Do the sources agree on some things
but not on others?
-A final judgement needs to be made
‘How far’
-You must ALWAYS quote from written
sources/describe pictures.
Do this for each side of the argument.
3
9 marks
10 minutes
Study Source D.
How typical of the time
were the living conditions
described in this source?
Use the source and your
own knowledge to explain
your answer.
45
End with a conclusion where you are clear on
your opinion and why.
Give a balanced answer on why the source is
and is not typical.
Reasons a source maybe typical are if it:
-Provides accurate information
-Gives particular insight into a period/sheds
light on an issue
-Is a reliable account (primary Or secondary)
-it reflects the views of the public
Reasons a source may not be typical are
if it:
-Provides inaccurate/misleading information
-Deliberate omission of information – provides
an incomplete picture
D-At the end and the beginning of the
two paragraphs refer to the question.
-Comparisons MUST be direct i.e.
-You must ALWAYS quote from written
sources/describe pictures.
-Give a strong conclusion that reflects
your answer’
-A final judgement needs to be made
-Is not typical - Only reflects the views of one
section of society
4
8 marks
10 minutes
Study Sources E and F.
Why do these sources
agree so much?
Use the sources and your
own knowledge to explain
your answer..
Conclusion: What is your overall opinion? Use
the evidence always given in your essay.
You give a clear balanced answer. Each side of
the argument follows the steps below:
-Make a point about the sources that agrees
or disagrees.
-Back up with evidence from the sources –
what do the actual sources say.
-Explain and back up using your own
knowledge of what they are different. Other
reasons they may differ are:
-Comments on perspective; Gender, social
class, political views, attitudes and experiences
of the person responsible for the source will
always influence their point of view. This will
also be true of Historians!
-Comments on the date a source was
produced; Primary sources (written at the
time) may be involved in the event/have a
purpose and Secondary sources (written
afterwards) may lack passion/new facts may
have come to light since it happened which
may change opinion.
-You must ALWAYS quote from written
sources/describe pictures.
-At the end and the beginning of the two
paragraphs refer to the question.
-Comparisons MUST be direct i.e.
‘Source E suggests.... similarily Source F
suggests....’
-You must ALWAYS quote from written
sources/describe pictures.
-Give a strong conclusion that reflects
your answer
-Refer to the source explicitly and clearly
in your answer, ‘Source B infers that...’
-The question is to what extent do they
agree/disagree therefore both similarities
and differences MUST be considered.
-Do the sources agree on some things
but not on others?
-A final judgement needs to be made
‘How far’
-You must ALWAYS quote from written
sources/describe pictures.
Do this for each side of the argument.
5
16 marks + 3
SPAG
30 minutes
-At the end and the beginning of the two
paragraphs refer to the question.
‘A statement about the
1) Explain 2 sources that support the
-Give merit to the other side of the
whole time period will be
statement. (specific reference to the source
argument without contradicting yourself,
given’.
MUST be made – describe/quote) Weave in
‘Some people think public health did
your own knowledge throughout.
improve significantly in the period 1800How far do you agree with
-Comments should also be made on the
1914 because of the liberal reforms from
this interpretation? Use
reliability of sources. A source may well
1906-1912, however I would disagree
your knowledge of British
support the statement but may be unreliable.
and say this was too little too late
public health 1800-1914
2) Explain 2 sources that contradict the
because from 1800-1875 nothing forced
and the sources to explain
statement. (specific reference to the source
people to clean up until Disraeli’s 1875
your answer.
MUST be made – describe/quote) Weave in
Public Health Act’.
your own knowledge throughout.
-Let sources leads the argument and do
This will require you to
-Comments should also be made on the
not contradict yourself (I agree/I
show a two sided argument reliability of sources. A source may well
disagree). Say Source A agrees with the
about an
contradict the statement but may be unreliable. statement...Source B disagrees....
event/person/discovery.
3) A final judgement should be made – this can
-Annotate the sources before you begin
be based on contextual knowledge.
and weave detail and quotes from the
-You must ALWAYS quote from written
source into your answer.
sources/describe pictures.
-Make a strong conclusion and make sure
your essay backs your conclusion up.
-You have three extra marks for SPAG
on offer – if you have time re-read this
answer first.
Timings leave 20 minutes for you to read and annotated the sources and read through your questions at the end.
46
Study all the sources
End with a conclusion where you are clear on
your opinion and why.
Adopt a three stage approach:
Topic
Paper 2 Public Health 1800-1914 WHAT YOU NEED TO KNOW
Content
The state of
public health
in the first
half of the
nineteenth
century
• The reasons for the rapid growth of towns
• Living conditions in towns (poverty, overcrowding, lack of sewerage, drainage
and clean supplies of water.
• Effect on the health of different social classes.
• Spread of diseases such as cholera, typhoid and typhus, including basic
information on their symptoms.
• Reasons why nothing was being done.
Demands for
reform and
reaction to
these
demands
Ancient Egypt:
•The work of Edwin Chadwick
•The work of John Snow
•The work of Sir Joseph Bazalgette.
•The impact of the cholera epidemics of 1831–1832, 1848, 1853 and 1866.
•The Great Stink of 1858
•Germ theory
•The 1867 Reform Act.
•Reasons for opposition to government intervention (little understanding of
causes of disease, the cost to ratepayers, attack on freedom, ideas of self-help
and personal responsibility.)
The
beginnings
of reform
•The Public Heath Act of 1848
•The Public Health Act of 1875.
•Disraeli’s reforms: the Artisans’ Dwellings Act, the Rivers Pollution Prevention
Act and the Food and Drugs Act.
•The work of Joseph Chamberlain and slum clearance and public health reforms
in Birmingham.
•The development of model villages such as Port Sunlight and Bournville.
The need
and
pressures for
further
reform
•The work of Charles Booth and Seebohm Rowntree on poverty and its effect
on health and life expectancy.
•The Victorian workhouse.
•The evidence about the health of men volunteering for the Boer War.
•German welfare reforms and economic progress.
The Liberal
welfare
reforms of
1906–1912
•The political context: new Liberalism and the threat from the Labour Party and
socialism.
•The roles of Lloyd George and Winston Churchill
•Lloyd George’s budget of 1910.
•Help for the young: free school meals (1906), school medical inspections
(1907), school clinics (1912)
•Help for the elderly: pensions (1908)
•Help for the sick and unemployed: labour exchanges (1909), the National
Insurance Act of 1911–1912.
47
Times
revised:
1
2
3
GCSE MFL – French, Spanish and Urdu
Exam Board – Edexcel (French and Spanish)
AQA (Urdu)
EXAMINATION DATES 2017
FRENCH L and R Tuesday16th May 2017 9AM
SPANISH L and R Friday 19th May 2017 9AM
URDU L and R Thursday 18th May 2017 1PM
The MFL exams consist of two papers, each worth up to 40 marks dependant
on tier of entry. The examination consists of a Listening paper and a Reading
paper (40% of the total grade).
•
•
•
•
Listening: 1 paper - Foundation OR Higher Tier
F = 30 mins H = 40 mins
Reading: 1 paper - Foundation OR Higher Tier
F = 35 mins H = 50 mins
Listening
The examination consists of a number of passages or interactions in the target
language with a variety of question types. The material heard will be both
formal and informal speech. You are being tested on your ability to understand
spoken French / Spanish / Urdu. Testing is done through a variety of tasks which
require a response, written or non-verbal, to demonstrate understanding.
Reading
Students are tested on their ability to understand the written form of the
language.
Testing is done through a variety of tasks which require a response, written or
non-verbal, to demonstrate understanding.
48
The following topics may appear on the paper – please refer to your vocabulary
guide for the specific words and phrases covered within each topic area:
Theme 1
Theme 2
Visitor Information
Weather
Local Amenities
Accommodation
Transport
Directions
Theme 3
General interests
Leisure activities
Family and friends
Lifestyle
Internet
Job adverts
Job applications
School and college
Work
Work experience
Theme 4
Cafes and restaurants
Shops
Dealing with problems
Know the basics – they always appear!
Days of the Week
Time phrases
Months
Opinions
Numbers
The Time
Greetings
Advice for completing the Listening Paper
1.
2.
3.
4.
5.
6.
7.
USE the 5 minutes reading time to READ the paper and make notes
Read questions carefully – they will be in order
Predict what you are likely to hear - Key words/ links
Note down synonyms/ antonyms
Use the markscheme so you know how many details are needed
Watch out for distractors – negatives/ but/ opinions
Listen to everything before choosing your answer
Advice for completing the Reading Paper
Read the questions carefully
1. Answer the question asked – highlight important words
2. Use the markscheme to inform your answers
3. Watch out for the little words – meaning changers
4. Consider similarities with English words / use contexts
5. Watch out for different tenses
6. Answer ALL questions
Always put an answer - Don’t leave any gaps
49
(One mark can be the difference between grades)
Useful Websites
www.vocabexpress.com
Login: Each student has their own login for the website
www.linguascope.com
Login : tcsct
Password: poire789
www.digitaldialects.com/Spanish.htm
www.atantot
Login : tcsct
Password: 4103
www.gcsebitesize
www.revisionword
www. Ivona (text to speech)
TOP 3 TIPS
REVISE and LEARN vocabulary
SHORT and REGULAR language practice
UNPICK the exam questions
50
GCSE RE – Paper 1
Date:
Monday 15th May 2017 9AM
Exam Board:
Length of Exam: 1.5 hours
Edexcel
Paper 1 Religion & Life- WHAT YOU NEED TO KNOW
Topic
Content
Times revised:
1
Belief in God
Christianity
ONLY
SPAG
MARKS X4
Matters of Life
& Death
Marriage & the
Family
Religion &
Community
Cohesion
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Religious upbringing (Christian)
Religious experiences (miracles, prayer, numinous, conversion)
The design argument
The causation argument
Big bang & evolution
Unanswered prayers- problems & explanations
Evil & suffering
Christian explanations for evil & suffering
Belief in God & the media (Bruce Almighty)
Christian beliefs about life after death
Muslim beliefs about life after death
Non-religious reasons for believing life after death
Reasons why some people do not believe in life after death
Abortion- the law and why it is a controversial issue
Different Christian views about abortion
Different Muslim views about abortion
Euthanasia- the law and why it is a controversial issue
Matters of life & death and the media (Million dollar Baby, choosing to die Terry
Pratchett)
Changing nature of family life (Different types of family as a result of cohabitation, premarital sex, divorce etc.)
Sex outside marriage (Christian & Muslim beliefs)
Divorce ( Christian & Muslim beliefs)
Homosexuality (Christian & Muslim beliefs)
Contraception (Christian & Muslim beliefs)
The importance of family life (Christianity & Islam)
Changing attitudes to the roles of men & women in the UK
Attitudes to equal rights for women (Christianity & Islam)
The UK as a multi-ethnic society ( advantages & problems)
Religious attitudes to racism (Christian & Muslim)
The UK as a multi faith society (advantages & problems)
The government and community cohesion
The work of religions to promote community cohesion
Religion & community cohesion and the media
2
3
GCSE RE – Paper 2
Date:
Wednesday 17th May 2017 1PM Length of Exam: 1.5 hours
Exam Board:
Edexcel
Paper 2 Religion & Society- WHAT YOU NEED TO KNOW
Topic
Content
Times revised:
1
Rights &
Responsibilities
Christianity
ONLY
SPAG
MARKS X4
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Christians and different moral authorities (Bible, church, conscience & situation ethics)
The importance of Human Rights In the UK
The importance of Human Rights for Christians
Ways of taking part and the Importance of democratic processes
What genetic engineering is, advantages and concerns
Different Christian attitudes to genetic engineering
Environmental
& Medical Ethics
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Global warming (causes, problems & solutions)
Pollution (causes, problems & solutions)
Natural resources (types, uses & problems)
Christian teachings on stewardship & the environment
Muslim teachings on stewardship & the environment
What transplant surgery is, advantages and concerns
Different Christian attitudes to transplant surgery
Different Muslim attitudes to transplant surgery
Why do wars occur- Case Study Darfur
The work of the UN- Case Study Darfur
Religious organisations and peace (Islamic Relief, Pax Christi, Christian Aid)
The Just War theory
Different Christian attitudes to war
Different Muslim attitudes to war
Christian teachings against bullying
Muslim teachings against bullying
Causes of conflicts in religious families
Christian teachings on the importance of forgiveness and reconciliation
Muslim teachings on the importance of forgiveness and reconciliation
Why law and justice is needed
Theories of punishment (protection, retribution, rehabilitation and deterrence)
The importance of justice for Christians
The importance of justice for Muslims
What capital punishment is, non-religious arguments for and against
Different Christian attitudes to capital punishment
Different Muslim attitudes to capital punishment
Drugs and alcohol laws, health & social problems
Different Christian attitudes to alcohol & arguments against drugs
Muslim arguments against drugs and alcohol
Peace &
Conflict
Crime &
Punishment
52
2
3
GCSE PE
Date:
Friday 19th May 2017 1PM
Exam Board:
Edexcel
Length of Exam: 1.5 hours
When answering questions with 3 or more marks
- State a fact
- Give a reason to support it
- Given an example RELATED to the question
What is Co-operation
is working together
to achieve a common goal
For example when you have to change a play in basketball if you are losing.
Always link your answer to the question
Question: Sam is doing his GCSE PE course. He wants to improve his cardiovascular fitness. Explain what
tests he could use and why
Mention SAM in your answer, mention he is a GCSE STUDENT – is there something related to his age?
In the paper
In the last 3 years there have always been questions on
- health / skill related fitness and which sports need them and why
- to SMART targets and how they motivate performance
- prevention of risk
- the impact of diet on health/CV system
1.1.1 Benefits of taking part in physical activity
- training (all areas)
C-Challenge (MENTAL)
1.1.1 Healthy Active Lifestyle
Health: ‘a lifestyle that contributes to physical, mental,
social wellbeing and includes regular exercise’
In order to be healthy your lifestyle needs to combine
these three factors:
Physical – increase fitness
Mental- relieve stress
Social-make friends
H-Health
E-Enjoyment
F-Feel Good
F-Fitness
S-Self-esteem & Confidence
S-Stress & Tension
1.1.1 Reasons for taking part in physical
1.1.3 Health, Exercise, Fitness and Performance
activity
Fitness – ability to meet the demands of the environment
Reasons = PACCS
Health – a state of complete mental, physical, social
Physical Challenge- set a goal to achieve
wellbeing and not merely the absence of disease and
Aesthetic Appreciation – recognition of beauty
infirmity.
Competition - motivates
Exercise – a form of physical activity which maintains or
improves health and/or physical fitness
53
C
H
E
F
F
S
S
Cooperation – work as a team
Social mixing – improve communication skills
P
A
C
C
S
1.1.3 The five components of health related
1.1.2 Sports Participation Pyramid
fitness
Cardiovascular Endurance - the ability to exercise the entire body
for long periods of time
Excellence – Regional/National clubs
Muscular Endurance- the ability to use voluntary muscles many times
without tiring
Performance - Sports
club with coaching
Muscular Strength- the amount of force a muscle can exert against a
resistance
Body Composition – the % of body weight that is fat, muscle and bone
Flexibility- the range of movement around a joint
Participation - sports club
Come, Meet, My, Best, Friend
Foundation – primary PE lesson
1.1.3 The six components of skill-related
fitness
Coordination – the ability to use two or more body parts together
Reaction Time – time between the stimulus and the movement
Agility – the ability to change direction quickly
Balance – the ability to retain the centre of mass of the body
Speed –to cover a distance in a period of time
Power – Strength x Speed
C
R
A
B
S
P
Drop Test, 30 Metre Sprint, Three Ball Juggle
so as to gain fitness
Individual Needs – the training needs to be suitable for the person
training
Rest – the period of time allocated to recovery.
Recovery – the time required to repair damage to the body caused
by training or competition
Reversibility – fitness is reduced due to injury, lack of training, out of
season
Image – fashion, media coverage,
C
H
I
R
P
Resources- availability, location, access, time
S
Health – physical, mental, social
Socio-economic – cost, status
S
PAR-Q Physical Activity Readiness Questionnaire
M
Health Related Fitness Tests: Cooper 12 minute Run, Hand
Grip Strength, Sit and Reach, Harvard Step Test, Bleep test A
Skill Related Fitness Tests: Illinois Agility Test, Standing R
Stork Test, Sergeant Jump Test, Standing Broad Jump, Ruler
T
Specificity – matching training to the requirements of an activity
Progressive overload - gradually increasing the amount of overload
Cultural - age, race, disability, gender
People – family, peers, role models
1.1.4 Assessing your fitness levels
1.1.4 The principles of Training
1.1.2 Influences on taking part
S
P
I
R
R
R
1.1.2 Opportunities for getting involved in sport
Initiatives – action plan
PESSCL – to increase opportunities for 5-16yrs
Sport England – stay, start, and succeed
Youth Sport Trust - top link /top programmes
Sainsbury Active Kids programme -vouchers
1.1.4 Analysing Training Sessions
Heart Rate – the number of times the heart beats per minute
Resting Heart Rate – lowest heart rate
Working Heart Rate – measurement of heart rate during or
immediately after exercise
Maximum Heart Rate – 220-Age
Target Heart Rate or target Zone- 60-80% of MHR
Recovery Rate- how long it takes for a person’s heart rate to return to
resting level.
1.1.4 The Exercise Session
Warm up – pulse raising, stretching, skill
Main Activity – skill, drills, game
Cool-Down – jogging, stretching
Aerobic- With Oxygen, Marathon runner
Anaerobic – Without oxygen, Sprinter
.1.4 Goal Setting
Specific-knowing what the goal is
Measurable – it’s easy to know when a goal has been
1.1.4 Method of training
Weight - Muscular strength (high weight, low rep)
Muscular endurance (low weight, high reps)
Power = strength x speed
Interval - Alternating periods of high intensity work, with rest (SPEED)
Fartlek - Varying the speed and terrain during your training. You may run, walk,
cycle or even ski. (CVE, ME, SPEED, AGILITY)
Continuous - Working for a sustained time without resting. (CVE)
Circuit- Involves exercising over a series of stations for equal amounts o time.
(CVE, ME, MS, POWER)
Cross - Using a variety of training methods in one session.
1.1.4 FITT Principles
achieved
Frequency – how many sessions?
Achievable- can have a degree of success
Intensity – how hard?
Realistic- can the goal be carried out effectively
Time- how long?
Time Bound- how long to achieve goal
54
W
I
F
C
C
C
Type- Methods of training
(Circuit, Continuous, Interval, Weight, Cross, Fartlek)
F
I
T
T
1.1.5 DIET
1.1.5 Links between Diet, Rest, Work and
G
R
E
G
fibre
MACRO NUTRIENTS
Exercise
Carbohydrates – complex (pasta), simple (cake),
Growth
Fats – butter, cheese,
- proteins
Protein – Animal, Plant
Repair
- proteins
Energy
– carbohydrates, fats, protein
General
MICRO NUTRIENTS
Calcium, Iron, Vitamins, Fibre, Water
Health – vitamins, minerals, water,
1.2.1 Different Body Types
Somatypes:
En’D’omorph (D=Dumpy) –fatness- sumo wrestler
1.1.5 Dietary intake and performance
Carbo-loading – mainly for endurance athletes
Before
During
After
BLOOD SHUNTING- redistribution of blood during exercise
Ec’T’omorph (T=Thin & Tall) – long distance runner
‘M’esomorph (M=Muscly) - Muscularity – 100m sprint
OPTIMUM WEIGHT- use BMI,
Factors which effect optimum weight are: Height, Gender,
Bone Structure and Muscle Girth
1.2.1 Weight Related Conditions
1.2.1 Recreational Drugs
Smoking effects:

Coronary heart disease

High blood pressure

Raise heart rate
Alcohol effects:

Dehydration

Liver damage
Anorexic- loss of appetite
Obese – people who are very over fat
Over fat- having body fat in excess of
normal
Overweight- excess of normal but not harmful
1.2.1 Performance Enhancing Drugs
P.S. BAND
1.2.1 Risk Assessment
Warming Up/Cooling Down
Check equipment and facilities
Protective equipment and clothing
Adherence to rules
Footwear
Balanced Competition - to make competition safe and fair by
age, gender, weight, level of ability.
Peptide Hormones - increase red blood cells-long distance
1.2.2 Cardiovascular System
athletes
Stimulants - increase alertness - insomnia
Beta Blockers – helps target sports reduce heart- Snooker
Anabolic Steroids – increase muscle-aggression - Sprinter
Narcotic analgesics – painkiller-loss of concentration
Diuretics - loss of weight – Jockey - dehydration
1.2.2 Cardiovascular System
Cardiac Output-the amount of blood ejected from the heart in
one minute
Stroke Volume x Heart Rate =
Cardiac Output
Stroke Volume-the volume of blood pumped out of the heart by
Long term effects of exercise:
Decreased heart rate
Increased cardiac output
Increased stroke volume
Faster recovery
Increased size heart
Healthy veins and arteries
1.2.2 Cardiovascular System
Diet
HDL (good cholesterol)-high density lipoprotein (contains
more protein than fat)
LDL (bad cholesterol) -Contains mainly fat
each ventricle
Heart Rate – the amount of times the heart beats in one minute
Blood Pressure- the force exerted by circulating blood on walls
of the blood vessels
1.2.2 Cardiovascular System
REST- the period of time allocated to recovery
allows heart to grow in size and thickness
capillaries increase
EXAMPLE- two days training followed by a days’ rest
55
1.2.5 Skeletal System
Long term effects of exercise:
-
Increased bone density
-
Increased strength of ligaments and
tendons
1.2.5 Skeletal System
Functions of skeletal:
Movement – the bones, joints and muscles work
together to move
Support – vertebrae supports the head
Ligaments = bone to bone
Protection – cranium protects the brain
Tendons = muscle to bone
1.2.5 Skeletal System
1.2.5 Skeletal System
Ranges of movement:
Importance of weight-bearing exercise
Hinge joint at elbow and knee: flexion, extension
Exercises such as walking, running, tennis and
aerobics can prevent osteoporosis
Ball and Socket joint at the shoulder:
Diet
flexion, extension, rotation, abduction, adduction
Calcium and vitamin D strengthens bones.
1.2.5 Skeletal System
1.2.5 Skeletal System
Injuries:
Movements at a joint:
Fractures: compound, greenstick, simple, stress
Flexion, Extension, Adduction, Abduction, Rotation
Joint injuries: tennis elbow, golfer’s elbow, dislocation,
sprain, torn cartilage
Treatment: RICE: rest, ice, compression, elevation
1.2.3 Respiratory System
1.2.3 Respiratory System
Stroke volume the volume of blood pumped out of the
heart by each ventricle during one contraction.
Oxygen debt the amount of oxygen
consumed during recovery above that which
would have ordinarily been consumed in the
same time at rest (this results in a shortfall in
the oxygen available).
56
Tidal volume the amount of air breathed in or out of the
lungs in one breath.
Vital capacity the maximum amount of air that can be
forcibly exhaled after breathing in as much as possible.
1.2.2 Cardiovascular System
1.2.2 Cardiovascular System
Immediate effects of exercise:
Increased heart rate
Increased Blood Pressure
Increase systolic blood pressure
Recreational Drugs
Smoking: Lowers HDL, Increase chances of blood clot
resulting in heart attack or stroke, increase blood pressure
Alcohol: in moderation, is thought to increase HDL and
therefore lower s blood pressure
1.2.3 Respiratory System
1.2.2 Cardiovascular System
Diet
Immediate effects of exercise:
Fat and cholesterol deposit’s on the inside the walls of
Increased breathing rate
arteries. People who suffer from this are:
Increased depth of breathing
-short of breath
Oxygen debt- When working very hard the body needs more
-suffer from chest pains (angina)
oxygen than it can get!
-Increased blood pressure due to narrowing of arteries
1.2.3 Respiratory System
Long term effects of exercise:
Increased lung capacity
Increased Vital capacity- the greatest amount of air that can
be made to pass into and out of the lungs by the most forceful
inspiration and expiration
1.2.3 Respiratory System
Effects of Smoking on the alveoli:
They become less stretchy and efficient, and then it
becomes difficult to get oxygen in and carbon dioxide
out.
1.2.4 Muscular System
Long term effects of exercise:
Increased muscle size – Hypertrophy
Increased Muscular Strength
1.2.4 Muscular System
Immediate effects of exercise:
Isometric – Muscle contraction which results in increased
tension but the length does not alter.
Isotonic (bubbles in tonic which move!) – Muscle contraction
that results in limb movement
Increased fuel/energy demands - as exercise increases
1.2.4 Muscular System
REST: Cutting down the amount of training
sessions each week
DIET: For muscles to recover they need protein
to repair and rebuild
DRUGS: use of steroids to aid muscle building
and recovery
1.2.4 Muscular System
Potential Injuries
the body demands more O2 and glycogen.
Muscle Strain SOS - stretching over strain
Lactic Acid- begins to build up.
Muscle Atrophy (smaller)
Treatment: R.I.C.E
1.2.4 Muscular System
Deltoid
Trapezius
Latissimus Dorsi
Pectorals
Biceps
Triceps
Abdominals
Quadriceps
Hamstrings
57
Rest, Ice, Compression, Elevation
1.2.4 Muscular System
Agonist and Antagonist Pairs
Muscle work in pairs. As one muscle contracts (agonist) the
other relaxes (antagonist)
58
59
60
GCSE Food Technology
Date:
Monday 5th June 2017
Exam Board:
AQA
Questions
/marks/time
Section 1
The design
question
What is the
question asking?
HIGH PROTIEN
MAIN MEAL
FROM A
VARIETY OF
CULTURES
30 mins - stop
then move on
and GO BACK
LATER.
There will be
questions about the
design / production
/ nutritional content
1PM
Length of Exam: 2 hours
What does the examiner want to see from you?
2 design ideas ANNOTATED
How to make one of them
Clear reasoning why the design fits the
specification
HOW:
Is it high protein?
Is it multi cultural?
-
What can you do to gain the
highest marks possible?
Have 4 ideas ready that include different
cultures and different proteins.
Don’t forget eggs and beans.
Practice your sketch
Practice your process
GIVE IT A NAME
Practice a “box description”
READ THE SPECIFICATION IN THE QUESTION –
THERE MAY BE A “CATCH”
Key possible questions:
Check the number of marks per question
and give enough content in your answer.
Why are more multi cultural products sold?
Why do people want high protein products?
HEALTH is the best reason
Modify your recipe for a vegetarian.
Advantage / disadvantage of ready made meals.
Section 2
Topics Check list:
Section 2
Use your blue booklet.
Be able to explain key recipes:
Pastry : ½ fat to flour
Cake
100 100 100 2
White sauce roux
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Special dietary needs
Cross contamination
Standard components
Hygiene and safety
The safe food temperatures
Food probe
Food poisoning
Food packaging
Extending shelf life / food spoilage
E numbers
High risk v’s low risk foods
Functions of ingredients
Recipe modification
Consistent product
Food groups
Fair testing
Sensory evaluating
Triangle testing
Methods of cooking
in fridge, chefs hands and chopping boards.
what are they? Advantages v disadvantages
PERSONAL
=
food worker
symptoms, prevention, names of bacteria
protect, preserve, contain, inform
preservative, flavour, colour, emulsifier
rise, texture, flavour, glaze, garnish
exchange ingredients NEVER USE LESS
equipment / accuracy .( Depth gauge)
Extended answer topics:
GM foods
Locally sourced foods
Sustainability
Fairtrade
Over packaging
Food waste
61
TVP – textured vegetable protein
’
star profile – senses!!
develop new product
include – steam, marinade, outdoor – BBQ
Organic farming
responsible farming (red tractor)
food ethos choices – vegetarian/halal
GCSE Computing
Date:
Wednesday 7th June 9AM
Exam Board:
Length of Exam: 1.5 hours
OCR (Unit A451)
Define a computer system
Draw a diagram of a computer system
Define hardware and software
Define system boundary
Give examples of inputs and outputs
1 - Fundamentals
Identify different categories of computer systems
Give examples of computer systems
Explore the advantages and disadvantages of systems
Give examples of the meaning of reliability
Explain the meaning of data integrity
Explain the meaning and purpose of testing
Define and give examples of computer standards
Explain why standards are important in computing
Give examples of ethical impacts of computers
Give examples of legal issues around computing
Explain the difference between a legal issue and an ethical issue
Explain how computers impact the environment
Explain the difference between hardware and software
Give examples of different types and uses of software
Justify software based on user needs
Explain the purpose of user interfaces
Explain the purpose of an operating system and key functions
Explain tasks carried out within memory management
Describe how operating systems organise files on a computer
Give examples of commonly used file extensions
Give examples of how operating systems protect themselves
3 - Software
Give examples of programming software, applications and utilities
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Describe the purpose of utility tools within an operating system
Give examples of commonly used software for individuals and companies
Explain the difference between custom, off the shelf, open source and proprietary software
describe advantages and disadvantages between different software types
4 - Data Representation
Explain the purpose of computer binary
Identify units of measurement in binary
Convert denary numbers into binary and vice versa
add and subtract binary numbers
Explain the need for ASCII and hexadecimal as methods of representing data
Convert denary to hexadecimal
Convert binary to hexadecimal and vice versa
Explain how bitmaps are created using binary
Explain how audio data is created using binary
Explain how audio and image files can be compressed
Explain the difference between lossless and lossy compression
Explain how binary can be used to locate data and perform tasks
Define an OPERATOR and OPERAND
5 - Databases
Explain the meaning and purpose of a database
Give examples of databases used in real life
Describe how to make data meaningful
Describe methods of protecting the quality and security of data within a database
Explain the purpose of database administration
Describe specialist features and tasks that are performed by databases
Identify differences and advantages of specific database models
Define and give examples of DBMS
6 - Networks and Communications
Describe examples and common tools within DBMS
63
Identify the difference between LAN and WAN
Explain uses for WANs and LANs
Describe hardware needed to set up and run a network
Describe the difference between peer to peer and client based networks
Explain the purpose and uses of a network server
Explain the key features of STAR, BUS and RING topologies
Describe the need for network rules and standards
Give examples of key rules and standards for networks
Explain risks faced by networks
Describe examples of how networks protect themselves and their data
Explain the need for and features of an acceptable usage policy
Define the internet
Explain the difference between the WWW and the internet
Describe the hardware and software requirements needed to access the internet
Describe common internet standards and explain what purpose they serve
Explain the meaning of HTML
Explain the relationship between HTML, CSS and Javascript
understand algorithms (written in pseudocode or flow diagram), explain what they do, and correct or
complete them
Produce algorithms in pseudocode or flow diagrams to solve problems.
Explain the difference between high level code and machine code
7 - Programming
Explain the need for translators to convert high level code to machine code
Describe the characteristics of an assembler, a compiler and an interpreter
Describe common tools and facilities available in an integrated development environment (IDE): editors,
error diagnostics, run-time environment, translators, auto-documentation.
Understand and use sequence in an algorithm
Understand and use selection in an algorithm (IF and CASE statements)
Understand and use iteration in an algorithm (FOR, WHILE and REPEAT loops).
Define the terms variable and constant as used in an imperative language
Use variables and constants
Describe the data types integer, real, Boolean, character and string
Select and justify appropriate data types for a given program
Perform common operations on numeric and Boolean data
Use one-dimensional arrays.
Describe syntax errors and logic errors which may occur while developing a program
Understand and identify syntax and logic errors
Select and justify test data for a program, stating the expected outcome of each test.
Define the meaning of hardware
2 - Hardware
Explain the purpose of the CPU how it works and its components
Explain the difference between RAM and ROM
Identify different memory speeds and their impact
Explain the purpose of overclocking
Explain how you can measure the speed of a CPU
Identify and complete examples of AND, OR, NOT circuits
Identify a range of inputs and outputs
Identify and justify examples of secondary storage
Psuedocode – Common words you can use to write it
Print
Next
Do
Else
Get
Select
Function
endprocedure
Or
Add
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Input
While
Until
Elseif
Repeat
Store
endfunction
Where
Start
Times
Output
End
If
endif
For
Switch
Procedure
And
Stop
Divide
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Example with use of a Loop
What can you do to prepare?
Look at the A453 programs you have made, such as the maths quiz program. Write flowcharts for these programs
first, then try to write pseudocode using the dictionary of possible terms
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GCSE ICT
Date:
Wednesday 17th May 9AM
Exam Board: Edexcel
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Length of Exam: 1.5 hours
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Film Studies – Paper 1
Date:
Monday 19th June 1PM
Length of Exam: 1.5 hours
Exam Board: WJEC
PAPER 1 – SUPERHEROES
GUIDENCE
QUESTION 1:
During the exam you will be shown a sequence of a film from the Superhero genre – this is used to test you skills of analysis and
how well you know the conventions of the Superhero genre.
To do well in this part of the exam you must be able to take good notes, so that you can then comment on how the micro
features are used to create meaning in the scene. The sequence of film will be shown 3 times with space in-between to write
down notes. The best way to get the best out of this time would be to follow these rules:
Use note paper to take notes on how the micro features are used, split the note paper into 4 sections, one section for each
micro feature (cinematography, editing, mise-en-scene and sound).
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Watch the clip the first time and don’t make any notes
The second time concentrate on just getting down denotation (say what you see and hear) BUT you can add
connotations
You will be given 10 mins to write your notes before the clip plays again. Take a look at Question 1 again and add to
your notes.
During the third viewing go back over your notes keeping in mind what you could write for question 1 and 2
This should allow you get a good set of notes down so that you can then write a good answer for Question 1.
QUESTION 2:
This will focus on the conventions of the Superhero genre you must be able to apply your knowledge of the genre to the clip of
the film shown and other films we have viewed in class. This question could cover:
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Characters and their relationships
Representation
Themes and Issues
Iconography
Use of settings
QUESTION 3:
This will relate the distribution activities involved in the promotion of a film.
QUESTION 4:
This will involve some kind of creative response from you, I can only advise you on what has come up in the past, which has
been:



Creating a DVD cover (make sure you know the conventions of a DVD cover)
Creating posters (make sure you know the conventions of a film poster)
Pitching a new idea for a Superhero film, so you would be best advised to come up with an idea the same way that you
did for your own pitches (know the conventions, think of a director, stars and target audience)
You will be asked to discuss you creative choices. Take some time to revise key word you could use in the exam.
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Film Studies – Paper 2
Thursday 22rd June 1pm
Date:
Length of Exam: 1 hour
Exam Board: WJEC
PAPER 2 – A FILM OUTSIDE OF HOLLYWOOD
CHECKLIST
1. Can you describe one important setting or location in the film?
 Can you describe how that setting or location relates to themes or issues in the film?
 Can you comment on what the themes suggests to audiences?
2) Can you identify one theme or issues in the film?


Can you describe what the film suggests about that theme or issues?
Can you talk about a key sequence that explores that theme or issues?
3) Can you name and describe one important character?




Can you discuss how your first impression of the character is created?
Can you talk about a key scene where this character appears and explain how the character is important to
the film’s narrative?
Can you discuss how far the character changes over the course of the film?
Can you name a character that this character is in conflict with and discuss whether conflict is shown?
4) Can you discuss how one of the following is represented in a key sequence?
 Age
 Gender
 Ethnicity
 Social Class
 Disability
5) Are you able to write at least 1A4 sheet about the film, encouraging others to watch it –
include the following in your writing:





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Themes and issues the film raises
Difference and/or similarities between a film outside of Hollywood and a mainstream Hollywood film
The role of micro elements in your chosen film
What you think of the film
Whether the film has changed your view of particular people or places
GCSE Health and Social Care
Date and Time: Monday 12th June
Exam Board:
1PM
Length of Exam: 1 hour 15mins
Edexcel
UNIT 1 – Understanding Personal Development and Relationships (40%)
Information – This is a 1 ¼ hour exam worth 40% of the marks. It starts with 15 multiple choice
questions, followed by scenarios/ case studies where you apply your knowledge. There will be 4 or 5 long
questions requiring more detailed answers. These long questions are each worth 10 marks and will be
based around the Case Study information. Long questions are always based around PIES. Check if they
want a positive or negative answer. Check if they are focusing on just one of the PIES e.g. Emotional or all
of them.
Remember-Always highlight or underline key information on the Case Study before you
start.
Action for success for ALL long Q’s



Point
Impact on PIES
Impact for the future
REVISION LIST











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What is growth? What is development?
Key words/terms e.g. egocentric, intellectual, social, solitary play etc.
Timeline – Stage of life with ages and sequences of events during lifespan. Infancy, Early childhood,
Adolescence, Early adulthood, Middle adulthood, Later adulthood
Basic needs – PIES
Development at each life stage including
Physical growth and development, including gross and fine motor skills
Emotional maturity including bonding and attachment
Intellectual and cognitive development including language development
Social development including the formation of relationships
What effects human growth and development?
Eg Economic factors / Environment factors/ Psychological factors etc
Self-esteem/ Self-concept/ Self-image at each stage and how it is affected by factors such as gender and
appearance.
Positive effects/ negative effects on life
Relationships – family/ working/ friendship/ personal and intimate
Life events changes – expected and unexpected
Who can help? Support networks.
GCSE Resistant Materials
Date: Friday 16th June 2017
Exam Board:
1PM
Length of Exam: 2 hours
AQA
Question/Time
What is the
question asking?
What does the examiner want to see from
you?
What can you do to gain
the highest marks
possible?
Section 1
You will be asked to
produce a product
based around:
You will be given a Design Brief
You MUST read this carefully,
this will tell you what you need to design.
The needs of the
elderly when
gardening.
You will be asked to create a
Design Specification
Remember – There are some criteria which will
usually apply:
The Design question will
usually give up to
[3 marks]
For each design idea.
(These MUST be creative and
interesting)
Design Task
In this section you
will:
- Produce a
Design
Specification
- Produce a range
of ideas
- Develop
one/some of
your ideas.
- Write an
evaluation of your
product.
Must be soundly constructed
Must be safe to use
Must be durable
Must be suitable for elderly people
You NEED to explain your answer or give
examples.
E.g. No-one should be injured while using the product
because no one would buy it if it was unsafe.
You will then be asked to create a range of ideas
for a product.
These MUST be creative and unique to gain the
marks.
Think about ERGONOMICS (How it will make it
easier for an elderly person to use it)
Details of a specific material
and a suitable finish (explain
your choices)
Always be specific, you
CAN NOT put Wood, metal
or plastic.
[2 marks]
Constructional details
(How will it be made, giving
details and specific methods)
[3 marks]
Design features and sizes
(You MUST put two sizes,
talk about what you have
added to make it better e.g. a
long handle so the customer
doesn’t have to bend down)
[3 marks]
Evaluation
Write about all your
specification points and
Explain how you have met
them with your design.
[3 Marks]
Total Marks usually
One mark
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Two Marks
Three Marks
35 = F
(Before you’ve answered any
theory questions)
Section 2
Materials
Theory
You will NEED to
know about Woods,
Metals, Plastics and
Manufactured Boards.
Woods
Hammering
Properties & Environmental Issues
Manufactured boards:
- made from recycled old boards.
- can be totally biodegradable.
- No deforestation caused directly from them.
- can be recycled themselves.
Woods (Softwoods & Hardwoods)
Softwoods – Pine, Larch, Spruce
They grow much quicker than hardwoods and are
cheaper, softer and easier to work. They are
coniferous (always green).
Hardwoods – Oak, Mahogany & Walnut
These grow slowly over a number of years meaning
they are more expensive. They are stronger than
softwoods and have a higher appeal visually.
Manufactured Boards (MDF, Plywood)
Manufactured boards often made use of waste
wood materials.
• Saw dust is used to make MDF and hardboard.
• The saw dust is held together with glue.
• Boards are inexpensive so are often used as
instead of real woods.
• Manufactured boards do not look as good as real
woods look.
• Manufactured boards are often covered with a
thin layer of real wood which is called veneer this
improves their appearance.
Marking Out Wood
Cutting Wood
Joining Wood
(Butt Joint, Mortice & Tenon Joint, Housing Joint,
Dowel Joint)
Adhesives & Finishes
PVA (Woods), Hot Glue Guns (Card Modelling),
Epoxy Resin (Plastics & Metals), Solvent Cement
(Plastics)
Surface Finishes
Paints (Water based, Oil based), Oils, Waxes,
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These could come up in a
variety of questions.
The marks for these
questions can vary massively
depending upon the style of
question.
There is usually 1 extended
writing question worth
around
[8 Marks]
GCSE Electronic Products
Date: Tuesday 23rd May 2017
Exam Board:
9AM
Length of Exam: 2 hours
AQA
Question/Time
What is the question
asking?
What does the examiner want to see from
you?
What can you do to
gain the highest marks
possible?
Section 1
A practice design question
for the 2016 AQA GCSE
electronic products exam
based on the theme of hand
to eye co-ordination.
You will be given a Design Brief
You MUST read this carefully,
This will tell you what you need to design.
The Design question will
usually give up to
[3 marks]
For each design idea.
(These MUST be creative
and interesting)
Design Task
In this section you
will:
- Produce a
Design
Specification
- Produce a range
of ideas
- Develop
one/some of
your ideas.
- Write an
evaluation of your
product.
You will be asked to create a
Design Specification
Remember – There are some criteria which will
usually apply:
Must be a soundly constructed case
Must show a suitable circuit design
Must be safe to use
Must be durable
Must be suitable for a specific client
You NEED to explain your answer or give
examples.
E.g. No-one should be injured while using the product
because no one would buy it if it was unsafe.
You will then be asked to create a range of ideas
for a product.
These MUST be creative and unique to gain the
marks.
When designing think about the following
Case: reference to a material, colour, dimension,
safety, hygiene, weight, number of shapes, theme
of toy or similar.
1 mark each e.g. the case needs to be brightly
coloured.
Circuit: reference to output component, input,
battery access, circuit board, function of circuit,
small or compact circuit ( not just ‘small’ ) or
similar.
1 mark each e.g. the circuit needs to have a bright
LED output.
7-8 marks – 2 creative designs that meet all the
stated criteria and the ideas are wellcommunicated.
Case development - up to 10 marks.
Case construction details – up to 2 marks
1 for each ref. to a method e.g. vacuum forming,
injection moulding, gluing, joints, dimensions, battery
access
Materials – up to 2 marks
75
Details of a specific
material and a suitable
electronic circuit (explain
your choices)
Always be specific, you
CAN NOT put Wood,
metal or plastic.
[2 marks]
Constructional details
(How will it be made,
giving of how you could
change the batteries)
[3 marks]
Design features and sizes
(You MUST put two
sizes, talk about what you
have added to make it
better e.g. a long handle
so the customer doesn’t
have to bend down)
[3 marks]
Evaluation
Write about all your
specification points and
Explain how you have
met them with your
design.
[3 Marks]
Total Marks usually
35 = F
(Before you’ve answered
any theory questions)
1 mark to ref. to a generic material e.g wood, metal,
plastic. 2 marks for a specific material e.g. HIPS,
polystyrene, acrylic, ABS, or similar suitable material.
Shapes trigger output – up to 3 marks
1 mark for naming input component.
1 mark for indication of how it is triggered.
1 mark for suggesting how input component is
fitted.
Safety issues – up to 2 marks
Safety issues could include reference to: sharp
edges, small pieces can be a choking hazard,
weight, loose pieces, non-toxic finish, age range
of user, children should not be able to access a
battery,.
Think about ERGONOMICS (How it will
make it easier for a young child to use it)
Components:
Section 2
You will need background
knowledge on
Theory
To identify and understand how individual
components work in a circuit.
Components
Switches
Schematic diagrams
Input / process / Output
Components
Logic gates
Potential dividers
Micro controllers
Integrated circuits
Counter circuits
Ohms law
Semi-conductors
Op-AMPS
Calculate resistor values using ohms law,
potential divider laws, parallel and series circuits.
To describe applications for, and use LEDs,
buzzers, lamps, bells, loudspeakers, sirens, piezo
sounders, solenoids and seven segment displays.
To understand the function of an operational
amplifier and be able to describe the use of the
non-inverting and inverting inputs
Identify the base, emitter and collector leads.
Draw the circuit diagram and understand the use
of a Darlington pair transistor configuration
To understand that capacitors store electrical
charge, identify polarised and non-polarised
capacitors and use the units of measurement
correctly. To identify the anode and cathode
leads of a polarised capacitor.
Processes:
To describe the following processes: vacuum
forming, injection moulding, line bending, laser
cutting and rapid prototyping.
To understand the photo-etch method, routing,
milling or any other suitable method.
To use standard components, electronic input
and output devices in combination to develop
and produce electronic circuits.
Materials:
To understand how to shape and form materials
to specific dimensions in the assembly and fitting
of electronic components, input and output
devices, PCBs and batteries within cases, or any
other suitable packaging.
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These could come up in a
variety of questions.
The marks for these
questions can vary
massively depending upon
the style of question.
There is usually 1
extended writing question
worth around
[8 Marks]
To understand and use alternative finishes and
techniques in the assembly of electronic circuit
boards and associated cases or packaging to
house circuit boards and batteries;
To appropriately use single and multi-core wire,
the twisting together of flying leads attached to
input and output devices, making wires tidy and
secure by using spiral wrap, using colour coded
insulation for polarity identification, using strain
holes to secure battery clips.
Commercial Manufacture:
To describe one-off production of prototypes;
To describe batch production to produce small
quantities of identical PCBs;
To describe the use of a high volume production
line to manufacture large quantities of PCBs, or
cases, to house electronic circuits.
77