Faculty of Education,
Community and Leisure
Alternative Science for Intending Teachers (ASFIT)
Syllabus
Welcome to the alternative GCSE science course for intending teacher trainees. The
information in this pack is split in to three sections:
•
•
•
Information on the course structure and assessment.
Suitable learning resources.
Practical investigation and subject specifications.
Course structure
The course consists of the subject material equivalent to a Dual award GCSE
Science qualification, based at Intermediate level that allows a CC pass at GCSE.
Assessment will be made based on the submission of a practical investigation which
will be worth 20% of the final grade and three, 1.5 hour, written examinations.
The final examinations will be split in to the subject areas of Living things (Biology),
Materials (Chemistry) and Physical processes (Physics). Each examination will be
equally weighted and together they will comprise the remaing 80% of the final
mark.
The examinations will involve compulsory “short answer” questions and some
extended writing. There will not be an “essay” style question. Calculations and data
analysis will involve basic mathematical processes and calculators will be allowed.
The drawing and interpretation of graphs may be required in both the examinations
and practical investigation.
The examinations are intended to assess what is known. Negative marking (i.e.
removing marks for incorrect answers) will not be employed.
The subject specifications show the detail of the knowledge and understanding
required by the course.
In the event that an overall pass grade is not achieved, marks from the practical
investigation may be carried forward to any resit examinations taken within 12
calendar months.
Faculty Recruitment Team
Faculty of Education, Community & Leisure IM Marsh Campus, Barkhill Road, Liverpool L17 6BD
Telephone 0151-231-5340 Facsimile 0151-231-5379 email: [email protected]
Contents
Learning resources .....................................................................................................4
Books..........................................................................................................................4
Web-based resources .................................................................................................4
Friends and Family ......................................................................................................4
Practical Investigation ....................................................................................... 5
Written report .............................................................................................................5
Important safety notice...............................................................................................7
Assessment criteria ....................................................................................................7
Subject Specifications ......................................................................................... 8
Living Things (Biology) ........................................................................................ 9
Cellular basis of organisms .........................................................................................9
Movement of molecules.............................................................................................9
Humans as Organisms..............................................................................................10
Nutrition ....................................................................................................................10
Circulation .................................................................................................................10
Respiration................................................................................................................11
Nervous System .......................................................................................................11
Hormones .................................................................................................................11
Homeostasis .............................................................................................................12
Disease .....................................................................................................................12
Drugs ........................................................................................................................12
Defence against disease...........................................................................................12
Variation and reproduction ........................................................................................13
Genetics and DNA ....................................................................................................13
Evolution ...................................................................................................................13
Food chains and webs ..............................................................................................14
Carbon cycle .............................................................................................................15
Green Plants .............................................................................................................15
Photosynthesis .........................................................................................................15
Plant Hormones ........................................................................................................15
Transpiration .............................................................................................................15
Transport in plants ....................................................................................................16
Materials and their properties (Chemistry) ................................................... 16
General: ....................................................................................................................16
Atomic structures .....................................................................................................16
Molecular nature of matter .......................................................................................17
Chemical compounds ...............................................................................................17
Chemical symbols and reactions ..............................................................................17
Rates of reaction.......................................................................................................19
Enzymes as biological catalysts ................................................................................19
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Reversible reactions..................................................................................................19
Reactions and energy transfers ................................................................................19
Reactivity ..................................................................................................................19
Obtaining useful products.........................................................................................20
Oil ..............................................................................................................................20
Metals ........................................................................................................................20
Limestone ..................................................................................................................20
Air ..............................................................................................................................21
The Earth ..................................................................................................................21
The Periodic table and properties of the elements ...................................................21
Physical processes (Physics) ........................................................................... 22
Electricity ..................................................................................................................22
Energy and power.....................................................................................................23
Mains electricity........................................................................................................23
Static electricity and charge ......................................................................................24
Forces and motion ....................................................................................................24
Waves.......................................................................................................................25
Electromagnetic spectrum........................................................................................25
Sound waves ............................................................................................................26
Earth structure ..........................................................................................................26
Solar system and the stars .......................................................................................26
Energy resources and transfers ................................................................................27
Magnetism................................................................................................................28
Radio activity.............................................................................................................29
This syllabus is also available electronically on request from the Faculty
Recruitment Team on [email protected].
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Learning resources
It is impossible to give a list of “course books” that will be best suited to any
particular individual. Rather it is best to say that each person will have their personal
preference as to the types of materials they like to use. These notes must be looked
upon as suggestions to consider when choosing your learning materials.
Books
GCSE level textbooks are generally available in bookshops within Liverpool.
You must choose textbooks that are written specifically for the English GCSE
Science (dual award). There are some that will be titled as “Science”, but you may
also get books that cover Chemistry, Physics and Biology separately. If this is the
case, be careful not to go in to extra detail that is required for the Higher Tier subject
content. Remember that this course requires you to know the content for the
Foundation tier. Look for books that clearly indicate the sections that are relevant to
each tier.
The styles of textbooks vary enormously, although the content is now pretty much
the same. Some may contain many diagrams and graphs whilst others are more
heavily text-based. Neither style is better or worse than the other. Choose the style
that suits you best.
Good books will contain self-test questions and answers within each section. These
are a very good way to check that you have understood the concepts. Purely
revision “study aids” books are also available and are good to revise from. However,
they often do not include background or explanatory information so they are not
recommended as the only source of information for this course.
Good, and relatively cheap, revision books can be obtained from a publisher called
CGP. They are in bookshops and also from their web site at www.cgpbooks.co.uk.
Take care not to choose a book that covers just one module of a particular syllabus.
Web-based resources
There are many learning resources on the Internet available for free. Whilst these
cannot be viewed as the only source of support and information, they can be a
valuable addition.
Again, ensure that the resource is aimed at GCSE level and appropriate. A site,
which has an excellent set of resources and self-tests, can be found at
www.learn.co.uk. Another useful site is at www.schoolscience.co.uk.
Friends and Family
Be wary of “hand-me-downs”. The GCSE syllabus has changed quite considerably
over recent years and old textbooks may well not be suitable. Certainly things like
Nursing textbooks and old “O” level books will be totally unsuitable.
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Practical Investigation
You will need to undertake a practical investigation using materials and equipment
that is readily available. The details of the investigation will be distributed on the day
of the examination. The investigation will contribute 20% to the final grade and will
be assessed as follows:
Written report
A written report of the investigation must be submitted by the deadline date.
The report may be word processed or written by hand. It must however be clear and
legible.
The report should contain:
Background Information that “sets the scene” for the investigation. Include any
relevant scientific background information.
Hypothesis A prediction of what will be observed in the investigation. Base this on
the scientific knowledge you have gathered for the introduction.
Plan
A description of the activities you intend to perform. Link this to the
relevant scientific knowledge and highlight how you will ensure that
the investigation contains the appropriate controls to ensure a “fair
test”. You will be expected to state clearly the independent and
dependant variables.
Method
A clear and unambiguous description of how you performed the
various practical activities. It should contain sufficient detail so that
another person could repeat your investigation exactly. Include any
information on safety-related issues and how you have made sure that
there are no dangers from performing the investigation.
Results
Data collected by observations and measurements that are taken
during the practical activities.
Analysis
Presentation and analysis of the data gathered. This may include (as
appropriate) tables of data, graphs and diagrams and a discussion
about how your results supported or did not support your original
hypothesis.
CONTINUED OVER
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Conclusions
A discussion of
how the observed results fit into the accepted relevant scientific
principles.
Highlight any difficulties that are relevant to the accuracy and reliability
of the investigation. If possible, suggest how these could be overcome
in any extension of the investigation.
Include explanations of any unusual unexpected observations and draw
together the investigation to answer the initial problem that was set.
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Important safety notice
Under no circumstances should you attempt anything that you regard as
endangering either yourself or others. The investigations that will be asked to
perform will not require any dangerous procedures in order to complete the
investigation successfully.
Assessment criteria
The investigation report will be marked in four sections and scaled to contribute
20% to the final grade.
Section
General criteria
Planning
(10 marks
maximum)
Present a simple plan of activities.
Include information on fair test and
controls.
Select equipment as appropriate.
Develop a more complex plan in light of current
scientific knowledge.
Ensure plan has appropriate strategies for gathering
precise and reliable information.
Results
(10 marks
maximum)
Sufficient information has been gathered
to answer the initial question posed.
The use of tables, graphs and / or diagrams represents
the data in an appropriate manner.
Increasing amounts of data are collected and
manipulated to give more reliable data.
Analysis
(10 marks
maximum)
Simple conclusions are drawn from the
data collected.
The conclusions are related to relevant scientific
knowledge.
Relate the results obtained to the predictions made.
Evaluation
(5 marks
maximum)
Critically consider the reliability of the
procedures and data obtained. Suggest
improvements if necessary.
Clarity of
expression
(5 marks
maximum)
Clearly written so that there are few
ambiguities.
Detailed, logical method.
Graphs, tables and diagrams well drawn and labelled
appropriately.
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Subject Specifications
The following section describes the areas of knowledge and understanding required.
It is the equivalent of a dual award in GCSE Science at Foundation level.
For the examination, you will be provided with a data sheet that contains a copy of
the Periodic table of the elements, the reactivity series of metals and the chemical
formulae of common ions.
You will need to be able to recall the following formulae for the Physical Processes
examination.
•
•
•
•
•
•
•
•
•
•
•
•
Potential difference = current x resistance
Power = potential difference x current
Energy transferred = power x time
Work done = energy transferred
Work done = force applied x distance moved
Power = work done I time taken
Efficiency = work done / time taken
Acceleration = change in velocity / time taken
Wave speed = frequency x wavelength
Weight = mass x gravity
Gravitational potential energy = weight x change in vertical height
Kinetic energy = 0.5 x mass x speed2
You will need to be familiar with the principles that underpin ‘How Science Works’ in
the context of GCSE Foundation level dual award science specifications.
There will be an element in each of the written papers that explores the application
of science and the principles and processes within the scope of the anticipated
subject knowledge.
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Living Things (Biology)
Cellular basis of organisms
Understand that plants and animals are made up of cells that may be specialised to
carry out a particular function.
Organisms are structured into cells, tissues, organs and systems.
Animal cells have the following parts:
• Nucleus: contains the cell’s DNA and controls the cell’s activities.
• Cytoplasm: place where most of the chemical reactions takes place.
• Cell surface membrane: boundary of the cell and
controls the passage of substances into and out of
the cell.
Plant cells contain in addition:
• Cell wall: strengthens the cell and gives overall structure to the plant.
• Chloroplasts: contained in some plant cells and absorb the energy from light to
make food in the process of photosynthesis.
• Permanent vacuole: filled with cell sap to control the level of water in the cell.
Movement of molecules
Understand the process of diffusion as the spreading molecules from a region of
their high concentration to a region of their low concentration. Understand the
factors that affect the rate of diffusion (temperature, liquid, gas or gel).
Apply principles of diffusion in biological examples such as the diffusion of oxygen,
carbon dioxide and nutrients into and out of cells.
Understand that osmosis is the movement of water from a dilute solution to a more
concentrated solution through a partially (or selectively) permeable membrane.
Be able to interpret and draw conclusions from data and observations from
experiments involving osmosis and diffusion.
Understand how structures improve the exchange of molecules.
• Alveoli in the lungs.
• Villi in the small intestine.
• Root hairs.
• Leaves increase the surface are to absorb sunlight in photosynthesis.
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Humans as Organisms
Nutrition
A balanced diet includes carbohydrates, proteins, fats, fibre, minerals (Iron and
Calcium), vitamins (C) and water.
Understand how the body uses the components of a balanced diet and any
problems associated with excessive or insufficient daily intake. Know good sources
of each component in the diet.
Understand that the digestive system breaks down food into its constituent
molecules that are then soluble and small enough to be absorbed into the
bloodstream.
Know the structure and function of the digestive system:
• Mouth, teeth and tongue
• Gullet (oesophagus)
• Stomach
• Liver
• Pancreas
• Small intestine
• Large intestine
• Understand how food is moved along the digestive system by peristalsis.
Know the roles of digestive enzymes in speeding up the breakdown of molecules:
• Carbohydrase (amylase)
• Protease (pepsin I trypsin)
• Lipase
Understand how enzymes work (lock and key model) and how changes in
temperature and pH can affect enzyme activity. Be able to interpret experimental
data or observations relating to enzyme activity. Also in Materials section (yeast in
brewing and baking, bacteria in yoghurt and cheese production).
Circulation
In humans, there is a “double circulation”, i.e. one circuit to the lungs and the other
to the head and body.
The circulation system transports substances around the body. Understand the
structures and functions of the following components:
• Heart
• Arteries.
• Veins.
• Capillaries.
• Blood (white blood cells, red blood cells, plasma and platelets).
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Heart
Know the internal and external structures of the heart. Be able to describe the
sequence of events during one heart beat (cardiac cycle)
Lungs
Understand the structure of the “breathing system” and the roles played by the:
ribs, intercostal muscles, diaphragm, lungs, trachea (windpipe), bronchi, bronchioles
and alveoli.
Be able to relate the structure of each component to their function.
Know the sequence of events in the ventilation of the lungs (breathing in and out).
Respiration
Understand that all cells need energy for activities including growth, movement,
repair, and reproduction and in humans the maintenance of body temperature. The
process of respiration, which occurs in all cells, provides this energy.
Understand the processes of aerobic and anaerobic respiration. Know the word
equations for each and the relative amounts of energy produced. Understand when
each would occur.
Describe the production of an “oxygen debt” during anaerobic respiration.
Nervous System
Understand the role of the nervous system in enabling humans to react to their
surroundings and co-ordinate their behaviour.
Know that nerve signals are passed rapidly along nerve cells.
Understand the roles of:
• Receptors: light receptors in the eyes; sound receptors in the ears; taste/smell
receptors in the tongue/nose; touch, pressure and pain receptors in the skin and
position (balance) receptors in the ear.
• The central nervous system (brain and spinal cord). Details of the various parts of
the brain are not required.
• Effectors. E.g. muscles and glands
Know the structure and functions of the parts of the eye: sclera, cornea, iris, pupil,
lens, ciliary muscle, suspensory ligament, retina and optic nerve.
Hormones
Understand that processes may be co-ordinated by hormones. These are chemical
messages that are produced by endocrine glands and travel throughout the body in
the blood stream. They have an effect on their particular target organs.
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Examples to understand are:
• Control of blood glucose (sugar) levels by insulin and glucagon from the
pancreas.
• Diabetes is a disease in which a person cannot produce insulin
• Action of sex hormones during the menstrual cycle.
• Fertility treatment can include giving hormones that stimulate the release of eggs
from the ovaries.
• The contraceptive pill contains hormones that mimic pregnancy and so prevent
the release of eggs from the ovaries.
Homeostasis
Internal conditions must be kept constant. Understand how the following conditions
are controlled in the body:
• Water content of the body
• Salt content (ions)
• Temperature
Wastes must also be removed:
• Carbon dioxide
• Urea produced by the breakdown of excess protein in the diet
Disease
Understand that diseases are caused when bacteria or viruses reproduce inside the
body and produce toxins (poisons). Vaccination may be used to protect against
infectious diseases.
Know the structure of bacteria and viruses.
Understand how diseases may spread and ways to prevent this, e.g. good hygiene,
sanitation, food storage and preparation and personal lifestyle.
Drugs
Understand the harmful effects of tobacco, alcohol and solvents on the body.
Understand that taking drugs can lead to dependence and addiction because they
alter the normal functioning of the nervous system.
Defence against disease
Understand how the body counteracts disease-causing microbes:
• Skin as a barrier.
• Mucus that covers the lining of the lungs to trap microbes.
• Blood clots that seal cuts
• White blood cells destroy micro-organisms by phagocytosis (eat them) and by
producing antibodies or antitoxins (neutralise toxins)
• Vaccinations.
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Variation and reproduction
A difference in individuals of the same species is called variation. This could be due
to differences in their genes and / or their environment.
Mutations are a change in a gene. This can form a new characteristic and is the
basis of evolution. Mutations can be caused by radiation, certain chemicals and by
random action.
Sexual reproduction involves the joining (fusion) of male and female gametes to
produce greater genetic variation.
Asexual reproduction does not require a “male” and “female”. Offspring are
genetically identical to the original (clone).
Genetics and DNA
Understand the role of chromosomes and genes:
• Chromosomes are made up of DNA and carry many genes
• Genes control the features of an organism
• Alleles as different forms of a particular gene
• Human body cells contain 23 pairs of chromosomes
• Determination of gender by the sex chromosomes (x and Y)
Understand how some diseases can be inherited. Examples to use are Huntington’s
chorea, Cystic fibrosis and Sickle-cell.
Understand and be able to interpret simple genetic crosses involving a single pair of
alleles.
Understand the process of selective breeding to develop new varieties of animals or
plants with features desired by humans. E.g. increased milk yield in cows, desired
features in flowering plants.
Cuttings and tissue culture in horticulture to produce large numbers of identical
offspring.
Understand the process of genetic engineering. Examples include the manufacture
of protein and drugs by bacterial cultures.
Evolution
Understand how fossils are formed and that they can be used to show how
organisms have evolved on the earth.
Understand the process of natural selection (Darwin’s theory of evolution).
Explain how the over-use of antibiotics can select for bacteria that show resistance
to the drug.
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Environment
Know the meaning of the terms environment and habitat.
Understand how factors such as light, water and temperature may affect an
organism.
Understand how animals are adapted to live in a particular environment. Organisms
survive in conditions that suit their particular features and this explains their
distribution.
Be able to explain how animals are adapted (specialised) to live in particular
conditions: arctic and desert environments; plants in arid conditions.
Understand that organisms need resources to survive (e.g. food, water, sunlight,
etc). Organisms compete for resources and that this affects the size of their
population.
Understand the relationship between predators and prey.
Be able to interpret and draw conclusions from information provided about a
particular habitat and the organisms it supports.
Understand the effects of humans on the environment and other organisms. E.g.
water pollution, global warming, acid rain, mining, building, farming, waste disposal,
acid rain, quarrying, deforestation, eutrophication.
Be able to relate these impacts to the rapidly increasing human population.
Food chains and webs
Understand how food chains show the foods that organisms eat. This represents
the flow of energy in the food from one organism to the next.
Know the direction of the arrow shows the direction of energy flow in the food
chain.
Understand that food chains consist of “feeding levels”: producers, consumers
(primary consumer, secondary consumer and / or top consumer).
Understand that producers capture energy from the sun in photosynthesis and that
following this; energy is lost from one feeding level to the next. The efficiency of
food production can be improved by limiting the number of steps in the organism’s
food chain.
Food chains are often interconnected to form food webs.
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Understand, and be able, to interpret, pyramids of numbers and biomass in
representing the organisms at each feeding level. Suggest the advantages and
disadvantages of using them.
Carbon cycle
Understand how nutrients are constantly cycled through nature when organisms die
and decay.
Micro-organisms are involved in the decay process. It is speeded up in moist, warm
conditions. The decay process allows nutrients “trapped” in organisms to be
reused.
Understand the process of the carbon cycle (photosynthesis and respiration).
Green Plants
Photosynthesis
Know the word equation for photosynthesis:
Carbon dioxide + Water + Sunlight
Glucose + Oxygen
Understand the process of photosynthesis.
The glucose produced in photosynthesis is used by the plant for respiration and
growth.
Plant roots absorb mineral salts including nitrate needed for healthy growth.
Plant Hormones
Understand how plants are sensitive to their environment. Hormones coordinate
their growth.
• Shoots grow towards light and away from the force of gravity.
• Roots grow towards moisture and gravity.
Understand how humans can use plant hormones in horticulture and agriculture:
• Cuffing compound to stimulate the growth of roots in cuttings.
• Control the ripening of fruits.
• Asweedkillers.
Transpiration
Plants absorb water and minerals through their roots.
Understand the process of transpiration, by which plants lose water vapour from
their leaves.
Understand the factors that affect the rate of transpiration (heat, wind-speed and
humidity). Be able to interpret experimental data and observations from experiments
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into transpiration.
Understand how plants can reduce excessive water loss (connect to adaptations for
dry conditions).
Transport in plants
Water and minerals are transported from the roots to the stems and leaves in xylem
vessels.
Sugars from the leaves are transported to the rest of the plant by phloem vessels.
Materials and their properties (Chemistry)
General:
Understand what is meant by the hazard symbols for materials that are:
oxidising agents; harmful; corrosive; highly flammable; toxic and irritant. Describe
the tests for: carbon dioxide, chlorine, hydrogen, oxygen and water.
Describe and give examples of the following types of chemical reaction:
thermal decomposition, neutralisation, displacement, electrolysis, oxidation (addition
of oxygen), reduction (removal of oxygen), exothermic, endothermic and reversible.
A data sheet (if appropriate) will be given in the examination, e.g. a periodic table of
the elements. You will not be required to memorise atomic weights etc.
Be able to write word equations where necessary.
Be able to recall the correct formulae for simple ionic and covalent compounds
included in the syllabus.
Atomic structures
Understand that all substances are made of atoms.
Know the meaning of the terms atom, element and molecule.
Understand that atoms are made up of protons, neutrons and electrons. Know their
relative charges and masses and that atoms have no overall electrical charge.
Understand that atoms of the same element have the same number of protons.
Isotopes may have a different number of neutrons.
Understand the atomic model of a central nucleus orbited by electrons in shells of
different energy levels.
Understand the meaning of atomic number (proton number) and mass number. Be
able to represent and interpret the standard notation of element symbol, mass
number and atomic number as in the periodic table.
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You will not be expected to memorise the periodic table.
Be able to draw “circle and cross” diagrams representing structure of the first 20
elements in the periodic table.
Molecular nature of matter
Understand that matter is made up of molecules and that these may change state
(solid, liquid or gas) according to the configuration of their molecules.
Adding or removing energy causes changes in molecular vibrations and bonding
between molecules that can result in a change of state.
Chemical compounds
Understand that compounds are substances in which atoms of different elements
are chemically combined.
Understand how chemical bonds are formed between atoms when electrons are
either shared with another atom (covalent bond) or donated / received between
atoms (ionic bond). Be able to represent these bonds with circle and cross diagrams.
Understand that bonding leads to the same electronic configuration of the “noble”
gases, i.e. their outer electron shell is fully occupied.
Be able to draw circle and cross diagrams to show the configurations of the ions in
sodium chloride, calcium chloride and magnesium oxide.
Understand the structures and physical properties (melting, boiling points and
solubility in water) of ionic compounds.
Be able to use diagrams to show the structure of covalent bonding in ammonia,
water, hydrogen chloride, oxygen, hydrogen and methane.
Understand the physical properties (melting and boiling points) of covalent
compounds.
Chemical symbols and reactions
Understand that elements are represented by symbols and the formula of a
compound shows the elements that it contains. Be able to interpret the chemical
formulae in terms of the elements they contain and the ratios they are in.
E.g. CaCI2 Calcium Chloride: one atom of calcium and to two atoms of chlorine.
Be able to calculate the relative formula mass (Mr) of a compound given its
molecular formula and calculate the percentage of an element in a compound from a
given formula.
You will not be required to remember atomic masses. These will be supplied on a
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data sheet, or periodic table, if necessary.
Chemical reactions involve:
Reactants
Products
Understand that reactions may involve a change in state. These may be represented
by s (solid), I (liquid), g (gas) and aq (water-based solution -aqueous).
Understand that in a reaction the mass of reactants must equal the mass of
products. Therefore be able to balance chemical equations.
Be able to write a balanced equation from a given symbol equation and/or a
balanced symbol equation from a given a word equation.
Understand the pH scale and what makes a solution acid, alkali or neutral solutions.
Water is neutral. Be able to use indicators to identify the pH of a solution,
Understand that Ammonia can dissolve in water to produce an alkali solution. This
can react with acids to produce ammonium salts.
Understand the chemical composition and structure of sodium chloride and its
occurrence in underground deposits and the sea.
Understand how chlorine, hydrogen and sodium hydroxide are produced by the
electrolysis of salt water (brine). These products may then be used in the
manufacture of, for example, bleach, disinfectants, plastics, ammonia, and soaps.
Know the test for chlorine gas (bleaches damp litmus paper).
Understand the use of silver halides in photographic film.
Know that Hydrogen halides are gases~ which dissolve in water to produce acidic
solutions. E.g Hydrochloric acid.
Understand the reaction between solutions of alkali metals and acids. These
produce a salt of the metal and a neutral solution:
Acid + Hydroxide
Salt + water
Understand that if hydrochloric acid is used the salt is a chloride, If sulphuric acid is
used the salt is a sulphate and if Nitric acid is used it is a nitrate.
Transition metal salts can be made by reacting the metal oxide or hydroxide with an
acid.
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Rates of reaction
Understand that the rate of a chemical reaction is the speed at which it progresses,
i.e. the amounts of products made or reactants used up over a period of time.
Understand the factors that affect the rate of a reaction, e.g. temperature, pressure,
concentration, surface area of reactants or using a catalyst.
Understand how the “collision theory” of chemical reactions can be used to explain
how altering conditions can affect the rate of a reaction.
Be able to interpret experimental data (graphs) showing the progress of reactions.
Enzymes as biological catalysts
Understand that enzymes catalyse reactions in living cells. They allow reactions to
occur relatively low temperatures. They are destroyed by temperatures above about
45°C, and work best at a specific pH value.
Understand how the process of anaerobic respiration in yeast can be used in
brewing and baking.
Know the test for carbon dioxide (turns limewater milky).
Understand that bacteria are used in the production of yoghurt.
The chemical reactions brought about by living cells are quite fast in conditions that
are warm rather than hot. This is because the cells use catalysts called enzymes.
Enzymes are protein molecules that are usually damaged by temperatures above
about 45°C. Different enzymes work best at different pH values.
Reversible reactions
Know that some reactions can be reversible depending on the conditions. Details of
equilibria are not required.
E.g. Ammonium chloride
Ammonia + Hydrogen chloride
Reactions and energy transfers
Understand that chemical reactions involve transfers of energy from one component
to another and to the environment. E.g. the burning of fuel releases heat energy to
the surroundings.
Understand what is meant by endothermic and exothermic reactions.
Reactivity
Understand how the reactivity series represents the reactivity of a metal and that a
more reactive metal can displace a less reactive one from a compound. Be able to
use this knowledge to predict how a metal could be extracted from a compound.
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You will not be expected to memorise the reactivity series.
Understand the following processes:
• Corrosion of iron (or steel) and how this can be reduced by connecting it to a
more reactive metal (zinc or magnesium) or by adding chromium to make
stainless steel.
• Electrolysis of ionic compounds, including the production of gas and / or
• Deposition of metals on the electrodes.
• Extraction of aluminium by electrolysis of an aluminium oxide salt.
• Corrosion of aluminium and how it is protected by a thin layer of aluminium oxide
that prevents further corrosion.
• Extraction of copper by electrolysis.
Obtaining useful products
Oil
Understand that fossil fuels (coal, oil and gas) are produced from the remains of
organic matter over millions of years.
Understand that crude oil is a mixture of compounds (predominantly hydrocarbons).
They vary in size and have different physical properties. Larger molecules have
higher boiling points, are more viscous (thick) and ignite less easily.
Different molecules in the mixture can be separated by methods including
distillation.
Understand the process of fractional distillation.
Understand the process of “thermal cracking” to break down the larger molecules in
oil into smaller, more useful ones.
Understand how different components are used as fuels and raw materials for the
production of plastics.
Metals
Gold is an unreactive metal and may be found in the earth in its metallic form. Most
other metals are extracted from ores that contain a mixture of compounds.
Understand how metal oxides are extracted from an ore by the process of reduction.
Use the extraction of iron from iron ore in a blast furnace as an example.
Limestone
Understand the use of limestone in the production of building materials, calcium
oxide, carbon dioxide (thermal decomposition), calcium hydroxide and cement.
The reaction of cement to form concrete.
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The use of limestone in glass making.
Air
Understand how the composition of the atmosphere has changed since the earth
was formed:
• Initially volcanic activity would have meant the atmosphere was predominantly
carbon dioxide with small amounts of water vapour, methane and ammonia.
• Evolving plants added oxygen due to photosynthesis.
• Much of the carbon dioxide became locked into carbonate-based rocks.
• Current composition of air is approximately: 80% nitrogen, 20% oxygen with
trace amounts of carbon dioxide and noble gases.
Understand how the nitrogen from air can be used to make fertilisers but that the
use of these fertilisers also adds nitrates to the environment and may cause
problems in rivers, lakes and drinking water.
Understand the process of ammonia production in the Haber process and how
ammonia is oxidised to produce nitric acid.
The Earth
Understand the processes that have formed sedimentary, igneous and metamorphic
(Schist, marble and slate) rocks.
Know the structures of these forms of rocks and relate it to their method of
formation.
Understand that fossils may be found in sedimentary rocks and provide a record of
organism alive at the time of the rock’s formation.
Be able to use supplied information to identify rock types.
Understand the processes in the rock cycle in which movements of the earth’s crust
can produce mountain ranges that are then eroded over millions of years.
The Periodic table and properties of the elements
Understand how elements are arranged in the periodic table:
• Increasing atomic number from left to right in rows.
• Columns contain elements with similar properties. Known as Groups, these
elements have the same number of electrons in their outer shell.
• Across the table, elements progress from metallic (on left) to non-metals (on
right). Each row is called a Period.
• Each horizontal row (or Period) represents an additional shell of electrons.
Understand that the Group 1 elements (alkali metals):
• Show metallic properties
• Have a low density
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•
•
•
React with non-metals to form ionic compounds
React with water to release hydrogen and form alkaline solutions.
Increase in reactivity down the Group. E.g. reaction with water.
Understand that the Transition metals:
• Found in the centre block of the periodic table.
• Contain copper and iron.
• Have high melting points and are hard. Can be used for structural materials.
• Form coloured compounds that can have practical applications.
Understand that Group 7 elements (halogens):
• Show non-metallic properties (low melting / boiling points, poor electrical
conductors and brittle when solid).
• Have coloured vapours.
• Form ionic salts with metals.
• Decrease in reactivity moving down the group and increase in melting / boiling
points.
Understand that Group 0 elements (noble gases):
• Are chemically unreactive
• Can be used in fire extinguishers, neon lamps, fluorescent lamps and balloons
Physical processes (Physics)
See the data sheet information at the beginning of the specifications for formulae
that will be provided in the examination.
Electricity
Understand the flow of electricity around basic circuits (current, potential difference,
voltage and resistance). Understand that in solid conductors, an electric current is a
flow of electrons.
Understand that some chemical compounds can conduct electricity when molten or
dissolved in water. These compounds contain positive and negatively charged ions
that are able to move in the solution and carry the electrical current. This is the basis
of electrolysis (see section in Materials).
Understand that cells (or batteries) supply a current that flows in one direction only.
This is called a direct current (D.C.).
Know how to measure current and voltage.
Be able to interpret and draw circuit diagrams using the standard symbols for:
switch, cell, battery, diode, resistor, variable resistor, lamp, fuse, voltmeter,
ammeter, thermistor and light dependent resistor (L.D.R.)
Understand how the current through a component varies with the voltage applied.
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Be able to interpret current-voltage graphs for a resistor at constant temperature, a
diode and a filament lamp (light bulb).
Understand how current, voltage (or potential difference of cells) and resistance
change depending on whether components are connected in series or parallel.
Understand the relationship:
Potential Difference (V) = Current (A) x Resistance (Ω)
Volts
Amps
Ohms
Understand how the resistance changes:
• In a light bulb (filament lamp) as it heats up.
• In an LDR as light intensity changes.
• In a thermistor that resistance decreases as temperature increases.
• That a diode will only allow current to flow in one direction.
Energy and power
Understand that as a current flows through a circuit it transfers energy to the
components. Energy is supplied by the battery or cell.
Understand that power refers to the rate of energy transfer:
Power (W) = Potential difference (V) x Current (A)
Watt
Volts
Amps
1 Watt = 1 Joule per second
Mains electricity
Know that mains electricity in the UK is about 230 volts. Appliances are connected
using a 3-pin plug and cable containing five, neutral and an earth. It is an alternating
current (A.C.) with about 50 cycles per second.
Understand why particular materials are used in plugs and cables:
• Copper wire to conduct the electricity
• Plastic insulation materials
• Brass as a good conductor for the pins on plugs
Understand the dangers posed by mains electricity and sensible safety precautions,
e.g. the working of a fuse or a circuit breaker. How appliances with metal cases
need to be earthed.
Know the correct wiring of a three-pin plug.
Be able to interpret diagrams of oscilloscope traces that show voltages from dc
supplies and frequencies I voltages from AC supplies.
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Understand that electrical energy supplied to houses is used to power domestic
appliances. Be able to describe the energy changes taking place in these appliances.
Understand that the energy from the mains is measured in kilowatt hours (kWh):
Energy transferred (kWh) = Power of appliance (W) x Time (hours)
Be able to calculate the cost of energy used from domestic meter readings and cost
per Unit. Calculate the energy transferred to a particular appliance using the equation
above.
Static electricity and charge
Understand how insulating materials may collect an electrostatic charge (“static”) if
they are rubbed against each other due to the transfer of electrons from one to the
other.
Charges can be positive (+) or negative (-).
Materials with like charges (-/- or +/+) will repel each other and those with opposite
charges(+/-) will attract.
Understand how electrostatic charges can be used in photocopiers and inkjet
printers.
Understand situations where static electricity could be dangerous, e.g. a spark
igniting flammable gases and how earthing a surface can prevent the build up of a
static charge.
Forces and motion
Understand that speed is the distance ‘moved in a set amount of time.
Speed (metres per second or m/s) = distance moved (m) I time taken (s)
Understand and be able to draw / interpret distance-time graphs.
Understand that velocity represents the motion of an object in a given direction and
that a change in velocity represents acceleration.
Acceleration = Change in velocity / Time taken
m/s2
m/s
s
Understand and be able to draw / interpret velocity-time graphs.
Understand how the forces acting on an object determine its acceleration:
• Forces cancel out when the body is at rest. E.g. the equal and opposite forces on
an object resting on a table.
• An object in motion will continue to move at the same velocity unless an
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•
•
unbalanced force acts on it.
Unbalanced forces cause changes in velocity in the direction of the unbalanced
force.
The size of the unbalanced force will determine the size of the change in
velocity.
Friction is a force that opposes the motion of an object moving through air or water.
It can be used in car breaks to slow down the motion of a vehicle.
Understand the forces between a car’s breaking system, the tyres and the road
when a car’s breaks are applied. Be able to apply this to a range of situations, e.g. in
different road conditions.
Realise that stopping distances are affected by the initial speed, road conditions and
also driver reaction times.
Understand the frictional and gravitational forces of an object falling through air.
Waves
Understand the transmission of longitudinal and transverse waves:
amplitude, frequency, wavelength and wave speed.
Understand how waves are reflected from surfaces:
• Angle of incidence and angle of reflection.
• Sound waves from hard surfaces.
• Light rays from a shiny surface I mirror.
• Total internal reflection.
• Reflection inside a fibre optic cable.
Understand how waves travelling across the surface of water can be refracted as
they cross a boundary between different depths of water.
Be able to draw and interpret diagrams showing the motion of waves.
Understand the properties of certain types of waves:
• Light - can be diffracted and travel through a vacuum.
• Sound - can be diffracted; are longitudinal waves.
• Electromagnetic radiation - can be diffracted and travel through a vacuum.
Electromagnetic spectrum
Understand that white light is made up of a variety of wavelengths that can be split
into the colours of the visible spectrum by passing through a prism.
Know and understand the components of the electromagnetic spectrum and their
differing properties: gamma rays, X-rays, ultra violet rays, visible light, infra red rays,
microwaves and radio waves.
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Be able to relate the use of each form of radiation to its properties:
• Gamma rays in treatment of cancers and sterilisation of foods.
• X-rays in hospitals.
• Ultra violet in sun beds.
• Light in optical fibres.
• Infrared in cooking and remote controls.
• Microwave in cooking.
• Radio waves in TV and radio transmissions.
Understand the difference in the transmission of analogue and digital signals. That
digital signals provide higher quality and carrying capacity..
Understand the effects of microwaves, infra red, ultra violet, X-rays and gamma
radiation can have on biological tissues. Be able to evaluate the dangers of exposure
to the different types of radiation and how to minimise these dangers.
Sound waves
Understand that sound consists of longitudinal waves propogated by a vibrating
object.
Be able to recognise the amplitude, frequency and wavelength from oscilloscope
traces of sound waves.
Ultrasonic waves can be produced that are beyond the range of human hearing.
These can be used in medicine and industry.
Earth structure
Recall that the study of seismic waves (from earthquakes) has led to the
development of ideas on the earth’s structure consisting of the crust, mantle and
core.
Details of P and S waves are not required.
Understand that the earth’s crust is split into tectonic plates that have moved apart
and together over millions of years. Relate these movements to processes in the
earth’s mantle and earthquakes / volcanoes.
Solar system and the stars
Understand that the earth rotates on its axis once in 24 hours and revolves around
the sun once in 365 days.
Artificial satellites can be put in to orbit around the earth to perform a range of
functions. Communication satellites move in a “geostationary” orbit high above the
equator, monitoring satellites (weather / “spy”) are usually in a low orbit close to the
poles so that the earth passes underneath them each day.
Understand that the stars remain in fixed patterns (called constellations) and emit
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light.
The planets are visible due to their reflection of light from the sun, and that any life
on other planets could be detected by looking for microorganisms or fossil remains.
Understand the paths taken by the orbits of planets and comets in the solar system.
Understand how the force of gravity between the earth, sun and moon and their
speeds determine their relative movements.
Understand that our sun is just one star present in the Milky Way galaxy and that
millions of other galaxies exist in the universe. Stars have been produced by the
concentration of dust and gas by the forces of gravity and go through a “life cycle”
over billions of years resulting in red giants, supernova and neutron stars.
Be able to evaluate the methods being employed in the search for extraterrestrial
life, e.g. SETI.
Energy resources and transfers
Understand the process of energy transfer by conduction, convection and radiation
(infra-red).
Understand how the radiation and absorption of heart is affected by dark, mall
surfaces and light, shiny surfaces.
Be able to discuss how energy is lost from an object and ways in which this loss can
be reduced. Evaluate the methods used to reduce energy consumption.
Understand that when energy is transferred in appliances that this transfer is not
100% efficient. The “wasted” energy is often transferred to the environment as
heat. Be able to describe the transfer of energy in a range of everyday devices.
Be able to make calculations on energy efficiency from data provided:
Efficiency = Useful energy transferred / Total energy supplied
Understand that energy is measured in Joules (J) and that work is done when
energy is transferred.
Understand the relationship between work-done, force and distance and that power
is a measure of how fast the energy is transferred.
Understand what is meant by gravitational potential energy, elastic potential energy
and kinetic energy:
Gravitational potential energy weight (Newton’s) x change in height (m)
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Kinetic energy = 0.5 x mass (kg) x velocity2 [ (m/s)2 ]
Understand that fossil fuels release energy when they are burned but that their
supply is limited (non-renewable).
Understand that renewable resources include wood (if used in a sustainable
manner), sunlight, wind, waves, tidal power and hydropower.
Understand how electricity is generated from fossil fuels, nuclear power, wind
turbines, waves and hydropower (tides and dams), geothermal sources and solar
power.
Be able to evaluate the different environmental impacts of the various forms of
electricity generation. Also discuss the availability of electricity from the different
sources. E.g. solar only generated when light sufficient, fossil fuels can be used day
and night.
Be able to compare and contrast the relative merits of the different forms of power
generation.
Magnetism
Understand that a magnet exerts a force on a magnetic material (e.g. iron and steel)
and that it has North and South “poles”. Like poles repel whilst opposite poles
attract.
Understand what is meant by electromagnetism and how a coil of wire with a
current passing through it acts as an electromagnet. Know how the strength of an
electromagnet can be affected by changing the number of turns of the coil, adding a
central iron core and changing the current (size / direction) in the coil.
Be able to explain how simple electromagnets are used in objects such as simple
DC motors, loudspeakers, circuit breakers and relays.
Understand that moving a magnet inside a wire coil can induce an electric current in
the wire and that the size of the current depends on the speed of movement,
strength of the magnetic field, and number of turns on the coil and the area of the
coil.
Understand how electromagnetic induction can be used to generate electricity in a
generator.
Understand the use of transformers to change the voltage of alternating currents in
power stations (high voltages before transmission) and at local sub-stations (mains
voltage to consumers).
Calculations involving transformers will not be asked.
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Radio activity
See also section on atoms in the Materials section.
Understand that radioactivity results from changes in the nucleus of radioactive
isotopes.
Know that an atomic nucleus contains protons, neutrons and electrons. Recall their
relative masses and charges. Understand that the number of electrons equals the
number of protons. The number of protons and neutrons in an atom is called its
nucleon number.
Be able to explain how the Rutherford and Marsden experiments on electron
scattering led to the development of the current model of atomic structure.
Radioactive isotopes are forms of an element that have an unstable nucleus.
Know the three types of radiation and their properties:
• Alpha radiation (α)
• Beta radiation (ß)
• Gamma radiation (γ)
Understand that radiation is all around (background radiation).
Understand how radiation can cause ionisation and damage within living cells. This
can be used to kill cancer cells and microbes. Be able to evaluate the relative
dangers of alpha, beta and gamma radiation depending on the position of their
sources (inside / outside body). How the dangerous effects of ionising radiation can
be minimised.
Understand what is meant by the half-life of a radioactive substance and that this
can be used to estimate the date of formation of materials such as rocks and organic
matter.
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