ocr gateway combined science a ( 9-1) j250 · ocr.org.uk/gcsegatewaycombinedscience. gcse (9 – 1)...

ocr.org.uk/gcsegatewaycombinedscience

GCSE (91)Specification

GATEWAY SCIENCE COMBINED SCIENCE AJ250For first assessment in 2018

Version 2.3 (July 2018)

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

Registered office: 1 Hills Road Cambridge CB1 2EU

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i OCR 2016 GCSE (91) in Combined Science A (Gateway Science)

Contents

1 Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)? 11a. WhychooseanOCRqualification? 11c. Whatarethekeyfeaturesofthisspecification? 41d. HowdoIfindoutmoreinformation? 5

2 The specification overview 62a. OCRsGCSE(91)inCombinedScienceA(GatewayScience)(J250) 62b. ContentofGCSE(91)inCombinedScienceA(GatewayScience)(J250) 82c. ContentoftopicsB1toB6,C1toC6andP1toP6 162d. Priorknowledge,learningandprogression 126

3 Assessment of GCSE (91) in Combined Science A (Gateway Science) 1273a. Formsofassessment 1273b. Assessmentobjectives(AO) 1293c. Tiers 1313d. Assessmentavailability 1313e. Retakingthequalification 1313f. Assessmentofextendedresponse 1313g. Synopticassessment 1313h. Calculatingqualificationresults 132

4 Admin: what you need to know 1334a. Pre-assessment 1334b. Specialconsideration 1344c. Externalassessmentarrangements 1344d. Resultsandcertificates 1354e. Post-resultsservices 1354f. Malpractice 135

5 Appendices 1365a. Gradedescriptors 1365b. Overlapwithotherqualifications 1375c. Accessibility 1375d. Unitsinscience 1385e. Workingscientifically 1395f. Mathematicalskillsrequirement 1445g. EquationsinPhysics 1465h. Healthandsafety 1485i. ThePeriodicTableofelements 149

Summaryofupdates 150

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GCSE (91) in Combined Science A (Gateway Science)

Support and Guidance

Introducinganewspecificationbringschallengesforimplementationandteaching,butitalsoopensupnewopportunities.Ouraimistohelpyouateverystage.Weareworkinghardwithteachersandotherexpertstobringyouapackageofpracticalsupport,resourcesandtraining.

Subject Advisors

OCRSubjectAdvisorsprovideinformationandsupporttocentresincludingspecificationandnon-examassessmentadvice,updatesonresourcedevelopmentsandarangeoftrainingopportunities.

OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharangeofnetworkstoensurethesharingofideasandexpertisesupportingteachersandstudentsalike.Theyworkwithdeveloperstohelpproduceourspecificationsandtheresourcesneededtosupportthesequalificationsduringtheirdevelopment.

YoucancontactourScienceSubjectAdvisorsforspecialistadvice,guidanceandsupport:

[email protected]@OCR_Science

Teaching and learning resources

Ourresourcesaredesignedtoprovideyouwitharangeofteachingactivitiesandsuggestionsthatenableyoutoselectthebestactivity,approachorcontexttosupportyourteachingstyleandyourparticularstudents.Theresourcesareabodyofknowledgethat

willgrowthroughoutthelifetimeofthespecification,theyinclude:

DeliveryGuides TransitionGuides TopicExplorationPacks LessonElements.

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

Professional development

OurimprovedProfessionalDevelopmentProgrammefulfilsarangeofneedsthroughcourseselection,preparationforteaching,deliveryandassessment.Whetheryouwanttocometoface-to-faceevents,lookatournewdigitaltrainingorsearchfortrainingmaterials,youcanfindwhatyourelookingforallinoneplaceattheCPDHub: cpdhub.ocr.org.uk

An introduction to new specifications

Weruntrainingeventsthroughouttheacademicyearthataredesignedtohelpprepareyouforfirstteachingandsupporteverystageofyourdeliveryofthenewqualifications.

ToreceivethelatestinformationaboutthetrainingweofferonGCSEandALevel,pleaseregisterforemailupdatesat: ocr.org.uk/updates

mailto:[email protected]://twitter.com/@OCR_Sciencehttp://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partnershttp://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partnershttp://cpdhub.ocr.org.ukhttp://ocr.org.uk/updates

iii OCR 2016 GCSE (91) in Combined Science A (Gateway Science)

Assessment Preparation and Analysis Service

Alongwithsubject-specificresourcesandtools,youllalsohaveaccesstoaselectionofgenericresourcesthat

focusonskillsdevelopment,professionalguidanceforteachersandresultsdataanalysis.

Skills GuidesTheseguidescovertopicsthatcouldberelevanttoarangeofqualifications,forexamplecommunication,legislationandresearch.Downloadtheguidesatocr.org.uk/skillsguides

Subject Advisors SupportOurSubjectAdvisorsprovideyouwithaccesstospecifications,high-qualityteachingresourcesandassessmentmaterials.

ExamBuilderEnablingyoutobuild,markandassesstestsfromOCRexamquestionsandproduceacompletemockGCSEorALevelexam.Findoutmoreatocr.org.uk/exambuilder

Practice PapersAssessstudentsprogressunderformalexaminationconditionswithquestionpapersdownloadedfromasecurelocation,well-presented,easy-to-interpretmarkschemesandcommentaryonmarkingandsampleanswers.

Active ResultsOurfreeonlineresultsanalysisservicehelpsyoureviewtheperformanceofindividualstudentsoryourwholecohort.Formoredetails,pleaserefertoocr.org.uk/activeresults

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1 OCR 2016 GCSE (91) in Combined Science A (Gateway Science)

ChooseOCRandyouvegotthereassurancethatyoureworkingwithoneoftheUKsleadingexamboards.OurnewOCRGCSE(91)inCombinedScienceA(GatewayScience)coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducation(HE)toprovidelearnerswithaqualificationthatsrelevanttothemandmeetstheirneeds.

WerepartoftheCambridgeAssessmentGroup,EuropeslargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesector.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.

Our Specifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.

Wevecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.Theyredesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

Awiderangeofhigh-qualitycreativeresourcesincluding: DeliveryGuides TransitionGuides TopicExplorationPacks LessonElements ...andmuchmore.

AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.

CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.

ActiveResultsourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.

ExamBuilderourfreeonlinepastpapersservicethatenablesyoutobuildyourowntestpapersfrompastOCRexamquestions.

AllGCSE(91)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCRsGCSE(91)inCombinedScienceA(GatewayScience)isQN601/8687/2.

1a. Why choose an OCR qualification?

1 Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)?

http://exambuilder.ocr.org.uk

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Weappreciatethatonesizedoesntfitallsoweoffertwosuitesofqualificationsineachscience:

Combined Science A (Gateway Science) Providesaflexibleapproachtoteaching.Thespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofbiology,chemistryandphysics.Teachingofpracticalskillsisintegratedwiththetheoreticaltopicsandtheyareassessedthroughthewrittenpapers.

Combined Science B (Twenty First Century Science) Learnersstudybiology,chemistryandphysicsusinganarrative-basedapproach.IdeasareintroducedwithinrelevantandinterestingsettingswhichhelplearnerstoanchortheirconceptualknowledgeoftherangeoftopicsrequiredatGCSElevel.Practicalskillsareembeddedwithinthespecificationandlearnersareexpectedtocarryoutpracticalworkinpreparationforawrittenexaminationthatwillspecificallytesttheseskills.

Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.Wehaveworkedincloseconsultationwithteachersandotherstakeholderswiththeaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandeasytoadministerwithinallcentres.

OurnewGCSE(91)inCombinedScienceA(GatewayScience)qualificationbuildsonourtwoexistingpopularcourses(CoreScienceandAdditionalScience).WehavebasedtheredevelopmentofourGCSEsciencesonanunderstandingofwhatworkswellincentreslargeandsmall.

ThecontentisclearandlogicallylaidoutforbothexistingcentresandthosenewtoOCR,withassessmentmodelsthatarestraightforwardtoadminister.Wehaveworkedcloselywithteacherstoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.

1b. Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)?

Aims and learning outcomes

GCSEstudyinthesciencesprovidesthefoundationforunderstandingthematerialworld.Scientificunderstandingischangingourlivesandisvitaltoworldsfutureprosperity,andalllearnersshouldbetaughtessentialaspectsoftheknowledge,methods,processesandusesofscience.Theyshouldbehelpedtoappreciatehowthecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideasrelatingtothescienceswhicharebothinter-linked,andareofuniversalapplication.

Thesekeyideasinclude:

theuseofconceptualmodelsandtheoriestomakesenseoftheobserveddiversityofnaturalphenomena

theassumptionthateveryeffecthasoneormorecause

thatchangeisdrivenbydifferencesbetweendifferentobjectsandsystemswhentheyinteract

thatmanysuchinteractionsoccuroveradistanceandovertimewithoutdirectcontact

thatscienceprogressesthroughacycleofhypothesis,practicalexperimentation,observation,theorydevelopmentandreview

thatquantitativeanalysisisacentralelementbothofmanytheoriesandofscientificmethodsofinquiry.

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OCRsGCSE(91)inCombinedScienceA(GatewayScience)willencouragelearnersto:

developscientificknowledgeandconceptualunderstandingthroughthespecificdisciplinesofbiology,chemistryandphysics

developunderstandingofthenature,processesandmethodsofscience,throughdifferenttypesofscientificenquiriesthathelpthemtoanswerscientificquestionsabouttheworldaroundthem

developandlearntoapplyobservational,practical,modelling,enquiryandproblem-solvingskills,bothinthelaboratory,inthefieldandinotherlearningenvironments

developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusions,bothqualitativelyandquantitatively.

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OurGCSE(91)inCombinedScienceA(GatewayScience)specificationisdesignedwithaconcept-ledapproachandprovidesaflexiblewayofteaching.Thespecification:

islaidoutclearlyinaseriesofteachingtopicswithguidanceincludedwhererequiredtoprovidefurtheradviceondelivery

isco-teachablewiththeGCSE(91)in:BiologyA(GatewayScience),ChemistryA(GatewayScience)andPhysicsA(GatewayScience)

embedspracticalrequirementswithintheteachingtopics

identifiesopportunitiesforcarryingoutpracticalactivitiesthatenhancelearnersunderstandingofsciencetheoryandpracticalskills

highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeAppendix5eandtheToincludecolumnforeachtopic)intoyourteaching

identifies,withintheWorkingscientificallycolumn,howtheskills,knowledgeandunderstandingofworkingscientifically(WS)canbeincorporatedwithinteaching.

1c. What are the key features of this specification?

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Whethernewtoourspecifications,orcontinuingonfromourlegacyofferings,youcanfindmoreinformationonourwebpagesatwww.ocr.org.uk

Visitoursubjectpagestofindoutmoreabouttheassessmentpackageandresourcesavailabletosupportyourteaching.ThescienceteamalsoreleasesatermlynewsletterScience Spotlight(despatchedtocentresandavailablefromoursubjectpages).

IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk/approvals

Wanttofindoutmore?

YoucancontacttheScienceSubjectAdvisors:

E-mail:[email protected]

Telephone:01223553998

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

CheckwhatCPDeventsareavailable:www.cpdhub.ocr.org.uk

FollowusonTwitter:@OCR_science

1d. How do I find out more information?

http://www.ocr.org.ukhttp://www.ocr.org.ukhttp://www.ocr.org.uk/approvalsmailto:[email protected]://social.ocr.org.uk/http://www.cpdhub.ocr.org.ukhttps://twitter.com/ocr_science

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LearnersareenteredforeitherFoundationTier(Papers1,2,3,4,5and6)orHigherTier(Papers7,8,9,10,11and12).ThisqualificationisworthtwoGCSEs.

Content Overview Assessment Overview

Foundation Tier,grades55to11

TopicB1:Celllevelsystems TopicB2:Scalingup TopicB3:Organismlevelsystems TopicCS7:Practicalskills(PAGsB1-B5)

Paper1(Biology)J250/01

1hour10minutes60markwrittenpaper

16.7%oftotalGCSE

TopicB4:Communitylevelsystems TopicB5:Interactionbetweensystems TopicB6:Globalchallenges TopicCS7:Practicalskills(PAGsB1-B5)WithassumedknowledgeofB1B3

Paper2(Biology)J250/02


16.7%oftotalGCSE

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

Paper3(Chemistry)J250/03


16.7%oftotalGCSE

TopicC4:Predictingandidentifyingreactionsandproducts

TopicC5:Monitoringandcontrollingchemicalreactions

TopicC6:Globalchallenges TopicCS7:Practicalskills(PAGsC1-C5)WithassumedknowledgeofC1C3

Paper4(Chemistry)J250/04


16.7%oftotalGCSE

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

Paper5(Physics)J250/05


16.7%oftotalGCSE

TopicP4:Wavesandradioactivity TopicP5:Energy TopicP6:Globalchallenges TopicCS7:Practicalskills(PAGsP1-P6)WithassumedknowledgeofP1P3.

Paper6(Physics)J250/06


16.7%oftotalGCSE

J250/02,J250/04andJ250/06includesynopticassessment.

2a. OCRs GCSE (91) in Combined Science A (Gateway Science) (J250)

2 The specification overview

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Content Overview Assessment Overview

Higher Tier,grades99to44

TopicB1:Celllevelsystems TopicB2:Scalingup TopicB3:Organismlevelsystems TopicCS7:Practicalskills(PAGsB1-B5)

Paper7(Biology)

J250/07


16.7%oftotalGCSE

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

WithassumedknowledgeofB1B3

Paper8(Biology)

J250/08


16.7%oftotalGCSE

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

Paper9(Chemistry)

J250/09


16.7%oftotalGCSE

TopicC4:Predictingandidentifyingreactionsandproducts

TopicC5:Monitoringandcontrollingchemicalreactions

TopicC6:Globalchallenges TopicCS7:Practicalskills(PAGsC1-C5)

WithassumedknowledgeofC1C3

Paper10(Chemistry)

J250/10


16.7%oftotalGCSE

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

Paper11(Physics)

J250/11


16.7%oftotalGCSE

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

WithassumedknowledgeofP1P3

Paper12(Physics)

J250/12


16.7%oftotalGCSE

J250/08,J250/10andJ250/12includesynopticassessment.

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2b. Content of GCSE (91) in Combined Science A (Gateway Science) (J250)

TheGCSE(91)inCombinedScienceA(GatewayScience)specificationcontentisspecifiedinsection2cItisdividedinto18teachingtopicsB1-B6,C1-C6&P1-P6andapracticalactivityskillstopicCS7.

LearningatGCSE(91)inCombinedScienceA(GatewayScience)isdescribedinthetablesthatfollow:

Overview of the content layout

Topic B/C/P1: Topic title

B1.1 sub-topic

SummaryAshortoverviewofthesub-topicthatwillbeassessedintheexaminations.

Underlying knowledge and understandingUnderlyingknowledgeandunderstandinglearnersshouldbefamiliarwithlinkedtothesub-topic

Common misconceptionsCommonmisconceptionsstudentsoftenhaveassociatedwiththistopic

TieringAbriefsummaryofthetieringofthesub-topic

Reference Mathematical learning outcomesMathematical skills(Seeappendix5f)

OCRsmathematicsreferencecode

Thiscolumndefinestheareasofmathematicsthatwillneedtobetaughtspecificallywithinthecontextofthissub-topic.Questionsintheexaminationwillassesstheselearningoutcomeswithinthecontextofthetopic.

MathematicalskillcodeasindicatedinAppendix5e

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Topic contentOpportunities to cover:

Itemsthatarecontainedwithinthesecolumnsareintendedasastartingpointforlessonplanning. Practical suggestions

(SeetopicCS7)

Learning outcomes To includeMaths(Seeappendix5e)

Working scientifically(Seeappendix5d)

Spec.referencenumber

Columnspecifiesthesubjectcontentthatwillbeassessedintheexaminations.

Thiscolumnisincludedtoprovidefurther/specificadviceondeliveryofthelearningoutcome.

Mathematicalskillswillbeassessedthroughouttheexamination.Thiscolumnhighlightsthemathematicalskillsthatcouldbetaughtalongsidethetopiccontent.

Workingscientificallywillbeassessedthroughouttheexamination.Thiscolumnhighlightstheworkingscientificallyskillsthatcouldbetaughtalongsidethetopiccontent.

ThecompulsorypracticalskillscoveredbythePracticalActivityGroupsorPAGsareindicatedinthetablesinTopicCS7.ActivitiesinthiscolumncanbeusedtosupplementthePAGsusingtopicappropriateexperiments

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Biologyisthescienceoflivingorganisms(includinganimals,plants,fungiandmicroorganisms)andtheirinteractionswitheachotherandtheenvironment.Thestudyofbiologyinvolvescollectingandinterpretinginformationaboutthenaturalworldtoidentifypatternsandrelatepossiblecauseandeffect.Biologicalinformationisusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations.

Learnersshouldbehelpedtounderstandhow,throughtheideasofbiology,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:

lifeprocessesdependonmoleculeswhosestructureisrelatedtotheirfunction

thefundamentalunitsoflivingorganismsarecells,whichmaybepartofhighlyadaptedstructuresincludingtissues,organsandorgansystems,enablinglivingprocessestobeperformedeffectively

livingorganismsmayformpopulationsofsinglespecies,communitiesofmanyspeciesand

ecosystems,interactingwitheachother,withtheenvironmentandwithhumansinmanydifferentways

livingorganismsareinterdependentandshowadaptationstotheirenvironment

lifeonEarthisdependentonphotosynthesisinwhichgreenplantsandalgaetraplightfromtheSuntofixcarbondioxideandcombineitwithhydrogenfromwatertomakeorganiccompoundsandoxygen

organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife

thechemicalsinecosystemsarecontinuallycyclingthroughthenaturalworld

thecharacteristicsofalivingorganismareinfluencedbyitsgenomeanditsinteractionwiththeenvironment

evolutionoccursbyaprocessofnaturalselectionandaccountsbothforbiodiversityandhoworganismsareallrelatedtovaryingdegrees.

Biology key ideas

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Chemistryisthescienceofthecomposition,structure,propertiesandreactionsofmatter,understoodintermsofatoms,atomicparticlesandthewaytheyarearrangedandlinktogether.Itisconcernedwiththesynthesis,formulation,analysisandcharacteristicpropertiesofsubstancesandmaterialsofallkinds.

Learnersshouldbehelpedtoappreciatetheachievementsofchemistryinshowinghowthecomplexanddiversephenomenaofboththenaturalandman-madeworldscanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:

matteriscomposedoftinyparticlescalledatomsandthereareabout100differentnaturallyoccurringtypesofatomscalledelements

elementsshowperiodicrelationshipsintheirchemicalandphysicalpropertiestheseperiodic

propertiescanbeexplainedintermsoftheatomicstructureoftheelements

atomsbondbyeithertransferringelectronsfromoneatomtoanotherorbysharingelectrons

theshapesofmolecules(groupsofatomsbondedtogether)andthewaygiantstructuresarearrangedisofgreatimportanceintermsofthewaytheybehave

therearebarrierstoreactionsoreactionsoccuratdifferentrates

chemicalreactionstakeplaceinonlythreedifferentways: protontransfer electrontransfer electronsharing

energyisconservedinchemicalreactionssocanthereforebeneithercreatedordestroyed.

Chemistry key ideas

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Physicsisthescienceofthefundamentalconceptsoffield,force,radiationandparticlestructures,whichareinter-linkedtoformunifiedmodelsofthebehaviourofthematerialuniverse.Fromsuchmodels,awiderangeofideas,fromthebroadestissueofthedevelopmentoftheuniverseovertimetothenumerousanddetailedwaysinwhichnewtechnologiesmaybeinvented,haveemerged.Thesehaveenrichedbothourbasicunderstandingof,andourmanyadaptationsto,ourmaterialenvironment.

Studentsshouldbehelpedtounderstandhow,throughtheideasofphysics,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplicationandwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:

theuseofmodels,asintheparticlemodelofmatterorthewavemodelsoflightandofsound

theconceptofcauseandeffectinexplainingsuchlinksasthosebetweenforceandacceleration,orbetweenchangesinatomicnucleiandradioactiveemissions

thephenomenaofactionatadistanceandtherelatedconceptofthefieldasthekeytoanalysingelectrical,magneticandgravitationaleffects

thatdifferences,forexamplebetweenpressuresortemperaturesorelectricalpotentials,arethedriversofchange

thatproportionality,forexamplebetweenweightandmassofanobjectorbetweenforceandextensioninaspring,isanimportantaspectofmanymodelsinscience

thatphysicallawsandmodelsareexpressedinmathematicalform.

Physics key ideas

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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Biology

Topic B1: Cell level systems Topic B2: Scaling up Topic B3: Organism level systems

B1.1 CellstructuresB1.2 Whathappensincells(andwhatdocells

need)?B1.3 RespirationB1.4 Photosynthesis

B2.1 SupplyingthecellB2.2 Thechallengesofsize

B3.1 CoordinationandcontrolthenervoussystemB3.2 Coordinationandcontroltheendocrine

systemB3.3 Maintaininginternalenvironments

Topic B4: Community level systems Topic B5: Genes, inheritance and selection Topic B6: Global challenges

B4.1 Ecosystems B5.1 InheritanceB5.2 Naturalselectionandevolution

B6.1 MonitoringandmaintainingtheenvironmentB6.2 FeedingthehumanraceB6.3 Monitoringandmaintaininghealth

CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.

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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Chemistry

Topic C1: Particles Topic C2: Elements, compounds and mixtures Topic C3: Chemical reactions

C1.1 TheparticlemodelC1.2 Atomicstructure

C2.1 PurityandseparatingmixturesC2.2 BondingC2.3 Propertiesofmaterials

C3.1 IntroducingchemicalreactionsC3.2 EnergeticsC3.3 TypesofchemicalreactionsC3.4 Electrolysis

Topic C4: Predicting and identifying reactions and products

Topic C5: Monitoring and controlling chemical reactions

Topic C6: Global challenges

C4.1 Predictingchemicalreactions C5.1 ControllingreactionsC5.2 Equilibria

C6.1 ImprovingprocessesandproductsC6.2 InterpretingandinteractingwithEarthsystems


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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Physics

Topic P1: Matter Topic P2: Forces Topic P3: Electricity and magnetism

P1.1 TheparticlemodelP1.2 Changesofstate

P2.1 MotionP2.2 NewtonslawsP2.3 Forcesinaction

P3.1 StaticandChargeP3.2 SimplecircuitsP3.3 Magnetsandmagneticfields

Topic P4: Waves and radioactivity Topic P5: Energy Topic P6: Global challenges

P4.1 WavebehaviourP4.2 TheelectromagneticspectrumP4.3 Radioactivity

P5.1 WorkdoneP5.2 Powerandefficiency

P6.1 PhysicsonthemoveP6.2 PoweringEarth


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2c. Content of topics B1 to B6, C1 to C6 and P1 to P6

Topic B1: Cell level systems

B1.1 Cell structures

SummaryCellsarethefundamentalunitsoflivingorganisms.Cellscontainmanysub-cellularstructuresthatareessentialforthefunctioningofthecellasawhole.Microscopyisusedtoexaminecellsandsub-cellularstructures.

Underlying knowledge and understandingLearnersshouldbefamiliarwithcellsasthefundamentalunitoflivingorganisms,andwiththeuseoflightmicroscopestoviewcells.Theyshouldalsobefamiliarwithsomesub-cellularstructures,andthesimilaritiesanddifferencesbetweenplantandanimalcells.

Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofacellasa3Dstructure,sothisshouldbeaddressedduringtheteachingofthistopic.

TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.

Reference Mathematical learning outcomes Maths skills

BM1.1i demonstrateanunderstandingofnumber,sizeandscaleandthequantitativerelationshipbetweenunits M2aandM2h

BM1.1ii useestimationsandexplainwhentheyshouldbeused M1d

BM1.1iii calculate with numbers written in standard form M1b

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Topic content Opportunities to cover:

Practical suggestionsLearning outcomes To include Maths

Working scientifically

B1.1a describehowlightmicroscopesandstainingcanbeusedtoviewcells

lenses,stage,lamp,useofslidesandcoverslips,andtheuseofstainstoviewcolourlessspecimensortohighlightdifferentstructures/tissuesandcalculationofthemagnificationused

M1d,M2a,M2h

WS1.2c,WS1.4c,WS1.4d,WS1.4e,WS2a,WS2b,WS2c,WS2d

Investigationofarangeofcellsusingpictures,lightmicrographsanddiagrams.Measurethesizeandmagnificationofthecells.(PAGB1)

Preparationofcheekcellslides.(PAGB1,PAGB5)

Preparationofonionepidermiscellsslides.(PAGB1,PAGB4)

Useoflightmicroscopestoviewplantandanimalcells.(PAGB1,PAGB4,PAGB5)

B1.1b explainhowthemainsub-cellularstructuresofeukaryoticcells(plantsandanimals)andprokaryoticcellsarerelatedtotheirfunctions

nucleus,geneticmaterial,chromosomes,plasmids,mitochondria(containenzymesforcellularrespiration),chloroplasts(containchlorophyll)andcellmembranes(containreceptormolecules,providesaselectivebarriertomolecules)

WS1.4a,WS2a,WS2b,WS2c,WS2d

Demonstratethestructureofplantandanimalcellsbyconstructing3Dmodels.

InvestigationofcytoplasmicstreaminginElodeaspp.(PAGB1,PAGB4)

B1.1c explainhowelectronmicroscopyhasincreasedourunderstandingofsub-cellularstructures

toincludeincreasedresolutioninatransmissionelectronmicroscope

M1b WS1.1a,WS1.4c,WS1.4d

Comparisonofarangeofcellsusingpicturesfromlightandelectronmicrographs.

Comparisonofthestructuresvisibleonlightandelectronmicrographs.

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B1.2 What happens in cells (and what do cells need)?

SummaryLifeprocessesdependonbiologicalmoleculeswhosestructureisrelatedtotheirfunction.Insideeverycellisgeneticmaterialandthisisusedasacodetomakeproteins.Enzymesareimportantproteinsinbiology.

Underlying knowledge and understandingLearnersshouldhaveasimpleunderstandingofthedoublehelixmodelofDNA.Learnersshouldbefamiliarwiththeideaofenzymesasbiologicalcatalysts.

Common misconceptionsLearnerscommonlyholdthemisconceptionthatDNAismadeofproteinorsugar.Learnersalsothinkthatallenzymeshaveanoptimumtemperatureof37C(humanbodytemperature).Therangeofoptimumtemperaturesofenzymesshouldbeintroducedthroughtheteachingofthistopicandfurtheraddressedwhenconsideringhomeostaticmechanismsforcontrollingtemperature.



BM1.2i carryoutratecalculationsforchemicalreactions M1aandM1c




DNA and protein synthesis

B1.2a describeDNAasapolymer WS1.4a DemonstrateofthestructureofDNAbyconstructing3Dmodels.

B1.2b describeDNAasbeingmadeupoftwostrandsformingadoublehelix

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Learning outcomes To include MathsWorking scientifically

Practical suggestions

B1.2c describeexperimentsthatcanbeusedtoinvestigateenzymaticreactions

M1a,M1c,M2g

WS1.1h,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d

Investigationsofenzymeactivity,includingnumericalanalysisofdataandgraphicalrepresentationofresults.(PAGB3)

B1.2d explainthemechanismofenzymeaction

theroleofenzymesinmetabolism,theroleoftheactivesite,enzymespecificity(lockandkeyhypothesis)andfactorsaffectingtherateofenzymecontrolledreactions(pH,temperature,substrateandenzymeconcentration)

M1a,M1c,M3d,M4b

WS2a,WS2b,WS2c,WS2d

Demonstrationoftheeffectofamylaseonababyricepaste.(PAGB3)

Investigationofenzymecontrolledreactions.(PAGB3)

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B1.3 Respiration

SummaryMetabolicprocessessuchasrespirationarecontrolledbyenzymes.Organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife.

Underlying knowledge and understandingLearnersshouldhavesomeunderpinningknowledgeofrespiration.Thisshouldincludethatrespirationinvolvesthebreakdownoforganicmoleculestoenablealltheotherchemicalprocessesnecessaryforlife.Learnersshouldbeabletorecallthewordequationforrespiration.

Common misconceptionsLearnerscommonlyholdthemisconceptionthatventilationisrespiration.Theycanalsogetconfusedbetweenthetermsbreakupandbreakdown.





B1.3a describecellularrespirationasauniversalchemicalprocess,continuouslyoccurringinalllivingcellsthatsupplyATP

WS1.2a

B1.3b describecellularrespirationasanexothermicreaction

WS1.2b Demonstrationofanexothermicreaction(e.g.heatpack).

B1.3c comparetheprocessesofaerobicandanaerobicrespiration

inplants/fungiandanimalsthedifferentconditions,substrates,productsandrelativeyieldsofATP

WS2a,WS2b,WS2c,WS2d

Researchintowhetherplantsrespire.(PAGB3,PAGB4)

Investigationoffermentationinfungi.(PAGB3)

Investigationofrespirationinyeastusingalginatebeadstoimmobilizethefungus.(PAGB3)

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B1.3d explaintheimportanceofsugarsinthesynthesisandbreakdownofcarbohydrates

toincludeuseofthetermsmonomerandpolymer

Demonstrationofthesynthesisandbreakdownofbiologicalmolecules(e.g.usingLegobricks).TestingofbiologicalmoleculesPAGB2

B1.3e explaintheimportanceofaminoacidsinthesynthesisandbreakdownofproteins

toincludeuseofthetermsmonomerandpolymer

TestingofbiologicalmoleculesPAGB2

B1.3f explaintheimportanceoffattyacidsandglycerolinthesynthesisandbreakdownoflipids

TestingofbiologicalmoleculesPAGB2

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B1.4 Photosynthesis

SummaryLifeprocessesdependonphotosynthesis.GreenplantsandalgaetraplightfromtheSuntofixcarbondioxidewithhydrogenfromwatermakingorganiccompounds.

Underlying knowledge and understandingLearnersshouldalsohavesomeunderpinningknowledgeofphotosynthesis.Theyshouldhaveanunderstandingthatplantsmakecarbohydratesintheirleavesbyphotosynthesis,andbeabletorecallthewordequationforphotosynthesis.

Common misconceptionsLearnersoftenthinkthatplantsdonotrespire.



BM1.4i understandandusesimplecompoundmeasuressuchastherateofareaction M1aandM1c

BM1.4ii translateinformationbetweengraphicalandnumericalform M4a

BM1.4iii plotanddrawgraphs,selectingappropriatescalesandaxes M4aandM4c

BM1.4iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a

BM1.4v Understand and use inverse proportion the inverse square law and light intensity in the context of factors affecting photosynthesis

M1c

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B1.4a describephotosyntheticorganismsasthemainproducersoffoodandthereforebiomassforlifeonEarth

Useofconceptcartoonstostartdiscussionsaboutphotosynthesis.

B1.4b describetheprocessofphotosynthesis

reactantsandproducts,two-stageprocess,locationofthereaction(inthechloroplasts)

WS2a,WS2b,WS2c,WS2d

Investigationofphotosynthesise.g.thePriestleyexperimentusingCabomba tocollectoxygenortheIngenhouszexperimenttoshowmassgain.(PAGB4)

B1.4c describephotosynthesisasanendothermicreaction

WS1.3b,WS1.3c,WS1.3e

Demonstrateanendothermicreaction(e.g.icepack).

B1.4d describeexperimentstoinvestigatephotosynthesis

WS2a,WS2b,WS2c,WS2d

Experimentstoshowtheconsequencesoflightexclusiononphotosynthesisingplants(e.g.testinggeraniumsforstarch).(PAGB4)

B1.4e explaintheeffectoftemperature,lightintensityandcarbondioxideconcentrationontherateofphotosynthesis

M1a,M1c,M2c,M4a,M4c,M1c

WS2a,WS2b,WS2c,WS2d

Investigationofphotosynthesisinalgaeusingalginatebeadstoimmobilizethealgae.(PAGB4)

B1.4f explain the interaction of these factors in limiting the rate of photosynthesis

M1a,M1cM2c,M4a,M1c

WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3f,WS1.3g,WS1.4e,WS2c,WS2d

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Topic B2: Scaling up

B2.1 Supplying the cell

SummaryCellstransportmanysubstancesacrosstheirmembranesbydiffusion,osmosisandactivetransport.Stemcellsarefoundinbothplantsandanimals.Thesestemcellscandivide,differentiateandbecomespecialisedtoformtissues,organsandorgansystems.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.

Common misconceptionsLearnerscommonlyshowsomeconfusionregardingsurfaceareatovolumeratio,particularlyhowlargeranimalshaveasmallersurfaceareatovolumeratio.Theyalsoshowsomeconfusionastostemcells:wheretheyarefoundandtheirroles.Careshouldbetakentogivecleardefinitionswhencoveringthiscontent.



BM2.1i usepercentilesandcalculatepercentagegainandlossofmass M1c




B2.1a explainhowsubstancesaretransportedintoandoutofcellsthroughdiffusion,osmosisandactivetransport

examplesofsubstancesmoved,directionofmovement,concentrationgradientsanduseofthetermwaterpotential(nomathematicaluseofwaterpotentialrequired)

M1c,M1d WS2a,WS2b,WS2c,WS2d

Observationofosmosisinplantcellsusingalightmicroscope.

Demonstrationofcreamingyeasttoshowosmosis.(PAGB1,PAGB5)

Investigationofchangesinmassofvegetablechipswhenplacedinsucrose/saltsolutionsofvaryingconcentrations.(PAGB4)

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B2.1b describetheprocessofmitosisingrowth,includingthecellcycle

thestagesofthecellcycleasDNAreplication,movementofchromosomes,followedbythegrowthofthecell

WS2a,WS2b,WS2c,WS2d

Modellingofmitosisusingeverydayobjectse.g.shoes,socksetc.

Observationofmitosisinstainedroottipcells.(PAGB1,PAGB4)

B2.1c explaintheimportanceofcelldifferentiation

theproductionofspecialisedcellsallowingorganismstobecomemoreefficientandexamplesofspecialisedcells

WS2a,WS2b,WS2c,WS2d

Examinationofarangeofspecialisedcellsusingalightmicroscope.(PAGB1,PAGB4,PAGB5)

B2.1d recallthatstemcellsarepresentinembryonicandadultanimalsandmeristemsinplants

Demonstrationofcloningusingcauliflower.(PAGB4)

B2.1e describethefunctionsofstemcells divisiontoproducearangeofdifferentcelltypesfordevelopment,growthandrepair

WS1.1e,WS1.1f,WS1.1h

B2.1f describethedifferencebetweenembryonicandadultstemcellsinanimals

Researchintothedifferenttypesofstemcells.

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B2.2 The challenges of size

SummaryWhenorganismsbecomemulticellular,theneedarisesforhighlyadaptedstructuresincludinggaseousexchangesurfacesandtransportsystems,enablinglivingprocessestobeperformedeffectively.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.Theyshouldalsobefamiliarwiththehumangaseousexchangesystem.

Common misconceptionsLearnershaveaviewthattheslowflowofbloodincapillariesisduetothenarrowdiameter,wheninfactitisafunctionofthetotalcross-sectionalareaofthecapillaries(1000timesgreaterthantheaorta).Whenexplainingtheimportanceoftheslowflowofbloodinallowingtimeforexchangebydiffusion,thismisunderstandingshouldbeconsidered.



BM2.2i calculatesurfacearea:volumeratios M1c

BM2.2ii usesimplecompoundmeasuressuchasrate M1aandM1c

BM2.2iii carryoutratecalculations M1aandM1c

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




B2.2a explaintheneedforexchangesurfacesandatransportsysteminmulticellularorganismsintermsofsurfacearea:volumeratio

toincludesurfacearea,volumeanddiffusiondistances

M1c WS1.4d,WS1.4e,WS1.4f,WS2a,WS2b,WS2c,WS2d

Investigationofsurfacearea:volumeratiousinghydrochloricacidandgelatinecubesstainedwithphenolphthaleinorothersuitablepHindicator.(PAGB4,PAGB5)

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B2.2b describesomeofthesubstancestransportedintoandoutofarangeoforganismsintermsoftherequirementsofthoseorganisms

oxygen,carbondioxide,water,dissolvedfoodmolecules,mineralionsandurea

B2.2c describethehumancirculatorysystem

toincludetherelationshipwiththegaseousexchangesystem,theneedforadoublecirculatorysysteminmammalsandthearrangementofvessels

Modellingofthehumancirculatorysystem.

B2.2d explainhowthestructureoftheheartandthebloodvesselsareadaptedtotheirfunctions

thestructureofthemammalianheartwithreferencetovalves,chambers,cardiacmuscleandthestructureofbloodvesselswithreferencetothicknessofwalls,diameteroflumen,presenceofvalves

WS2a,WS2b,WS2c,WS2d

Investigationofheartstructurebydissection.

Investigationofabloodsmearusingalightmicroscope.(PAGB1,PAGB5)

Modellingofbloodusingsweetstorepresentthecomponents.

B2.2e explainhowredbloodcellsandplasmaareadaptedtotheirtransportfunctionsintheblood

WS2a,WS2b,WS2c,WS2d

Examinationofthegrossstructureofbloodvesselsusingalightmicroscope.(PAGB1)

Investigationoftheelasticityofdifferentbloodvesselsusinghangingmasses.

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B2.2f explainhowwaterandmineralionsaretakenupbyplants,relatingthestructureoftheroothaircellstotheirfunction

WS2a,WS2b,WS2c,WS2d

Examinationofroothaircellsusingalightmicroscope.(PAGB1,PAGB4)

Demonstrationoftheeffectivenessoftranspirationbytryingtosuckwaterfromabottleusinga10mstraw.(PAGB4)

Investigationofthepositionofthexylem/phloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)

Interpretationofexperimentalevidenceofthemovementofdissolvedfoodmaterialsinaplant.(PAGB1,PAGB4)

Examiningthepositionofthephloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)

B2.2g describetheprocessesoftranspirationandtranslocation

thestructureandfunctionofthestomata WS2a,WS2b,WS2c,WS2d

Measurementofplantstomataldensitybytakinganimpressionoftheleafusingclearnailvarnishorsprayonplaster.(PAGB1,PAGB4)

B2.2h explainhowthestructureofthexylemandphloemareadaptedtotheirfunctionsintheplant

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B2.2i explaintheeffectofavarietyofenvironmentalfactorsontherateofwateruptakebyaplant

lightintensity,airmovement,andtemperature

M1a,M1cM1d

WS2a,WS2b,WS2c,WS2d

Interpretationofexperimentalevidenceofinvestigationsintoenvironmentalfactorsthataffectwateruptake.(PAGB4)

B2.2j describehowasimplepotometercanbeusedtoinvestigatefactorsthataffecttherateofwateruptake

M1a,M1c,M1d,M4a,M4b,M4c,M4d

WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d

Investigationoftranspirationratesfromaplantcutting.(PAGB4)

Calculationoftherateoftranspirationinvolumeofwater/time.(PAGB4)

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Topic B3: Organism level systems

B3.1 Coordination and control the nervous system

SummaryThehumannervoussystemisanimportantpartofhowthebodycommunicateswithitselfandalsoreceivesinformationfromitssurroundings.

Underlying knowledge and understandingLearnersshouldhaveaconceptofthehierarchicalorganisationofmulticellularorganismsfromcellstotissuestoorganstosystemstoorganisms.

Common misconceptionsLearnerscommonlythinkthattheireyesseeobjectsdirectly,likeacamera,buttherealityisthattheimageformedbythebrainisbasedontheeyesandbrainsinterpretationofthelightthatcomesintotheeyei.e.differentpeoplewillperceivethesameobjectorimagedifferently.Younglearnersalsohavethemisconceptionthatsomesortofforcecomesoutoftheeye,enablingittosee.





B3.1a describethestructureofthenervoussystem

CentralNervousSystem,sensoryandmotorneuronesandsensoryreceptors

Demonstrationofthestructureofaneuronebyconstructing3Dmodels.

B3.1b explainhowthecomponentsofthenervoussystemcanproduceacoordinatedresponse

itgoestoallpartsofthebody,hasmanylinks,hasdifferentsensoryreceptorsandisabletocoordinateresponses

Demonstration(byvideo)ofsomeonetryingtodoeverydaytaskswhilstbeinggivenmildelectricshocks(BBCBrainiac).

Demonstrationofreactiontimebygettingalearnertocatchafalling5note.

Investigatingthereactiontimebyrulerdrop.(PAGB5)

B3.1c explainhowthestructureofareflexarcisrelatedtoitsfunction

M1d,WS2a,WS2b,WS2c,WS2d

Researchintoreflexes.(PAGB5)

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B3.2 Coordination and control the endocrine system

SummaryHormonesarechemicalmessengers.Inanimals,hormonesaretransportedaroundthebodyinthebloodandaffecttargettissuesandorgans.Hormoneshaveavarietyofrolesinthehumanbody,includingcontrollingreproduction.Planthormonesarechemicalsthatregulateplantgrowthanddevelopment.Theycanbeusedinagriculturetocontroltherateofgrowth.

Underlying knowledge and understandingLearnersshouldbeawareofanumberofhormonesincludingadrenalineandthemaleandfemalesexhormones.

Common misconceptionsWithregardstothemenstrualcycle,researchhasshownthatlearnershaveproblemsrelatingthetimeofconceptiontotheconditionoftheliningoftheuterus.



BM3.2i extractandinterpretdatafromgraphs,chartsandtables M2c

BM3.2ii translateinformationbetweennumericalandgraphicalforms M4a




B3.2a describetheprinciplesofhormonalcoordinationandcontrolbythehumanendocrinesystem

useofchemicalmessengers,transportinblood,endocrineglandsandreceptors

H2g

B3.2b explain the roles of thyroxine and adrenaline in the body

thyroxine as an example of a negative feedback system

B3.2c describetheroleofhormonesinhumanreproductionincludingthecontrolofthemenstrualcycle

oestrogen,progesterone,FSHandtestosterone

WS1.3b,WS1.3e

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B3.2d explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle

M2c,M4a Analysisofrelativehormonelevelsfromrawdataandgraphically.

B3.2e explaintheuseofhormonesincontraceptionandevaluatehormonalandnon-hormonalmethodsofcontraception

therelativeeffectivenessofthedifferentformsofcontraception

M2c,M4a WS1.1d,WS1.1e,WS1.1f

Discussionintothevariousmethodsofcontraceptionandtheireffective/ethicaluse.

B3.2f explain the use of hormones in modern reproductive technologies to treat infertility

WS1.1d,WS1.1e,WS1.1f,WS1.1h

ResearchintoXenopus laevispregnancytestingtodetecthCGbythestimulationofoogenesis.

Researchintohormonaltreatmentsforinfertility.

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B3.3 Maintaining internal environments

SummaryHomeostasisiscrucialtotheregulationofinternalenvironmentsandenablesorganismstoadapttochange,bothinternallyandexternally.Internaltemperature,bloodsugarlevelsandosmoticbalanceareregulatedbyanumberoforgansandsystemsworkingtogether.

Underlying knowledge and understandingLearnerswillbuildontheknowledgeandunderstandinggainedinsection3.1aboutcoordinationandcontrolwhenconsideringthetopicsinthissection.



BM3.3i extractandinterpretdatafromgraphs,chartsandtables M2c




B3.3a explaintheimportanceofmaintainingaconstantinternalenvironmentinresponsetointernalandexternalchange

allowingmetabolicreactionstoproceedatappropriaterates

WS1.4a Researchintohypothermia.

B3.3b explainhowinsulincontrolsbloodsugarlevelsinthebody

M2g

B3.3c explain how glucagon interacts with insulin to control blood sugar levels in the body

M2c WS2a,WS2b,WS2c,WS2d

Investigationsintotheglucosecontentoffakeurinetodiagnosediabetes,usinge.g.Clinistix.(PAGB5)

B3.3d comparetype1andtype2diabetesandexplainhowtheycanbetreated

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Topic B4: Community level systems

B4.1 Ecosystems

SummaryMicroorganismsplayanimportantroleinthecontinuouscyclingofchemicalsinecosystems.Bioticandabioticfactorsinteractinanecosystemandhaveaneffectoncommunities.Livingorganismsformpopulationsofsinglespecies,communitiesofmanyspeciesandarepartofecosystems.Livingorganismsareinterdependentandshowadaptationstotheirenvironment.Feedingrelationshipsreflectthestabilityofanecosystemandindicatetheflowofbiomassthroughtheecosystem.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofafoodwebandtheinterrelationshipsassociatedwiththemandthatvariationallowslivingthingstosurviveinthesameecosystem.Theyshouldalsorecognisethatorganismsaffecttheirenvironmentandareaffectedbyit.

Common misconceptionsResearchhasshownthatitiseasierforalearnertoexplaintheconsequencesonafoodwebiftheproducersareremovedforsomereasonthanifthetoppredatorsaretakenaway.Itisalsobettertostartoffexplainingideasrelatingtofoodwebsusingsmallsimplewebswithanimalsandplantsthatlearnersarelikelytoknowe.g.rabbitsandfoxes.Learnersfindarrowsshowingtheflowofbiomassfromonetrophicleveltoanotherquitechallengingandoftenmistakeitforthedirectionofpredation.Thismakesproblemsrelatingtothemanipulationofafoodwebquitedifficultforsome.



BM4.1i Calculatethepercentageofmass M1c

BM4.1ii Plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c

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B4.1a recallthatmanydifferentmaterialscyclethroughtheabioticandbioticcomponentsofanecosystem

examplesofcycledmaterialse.g.nitrogenandcarbon

B4.1b explaintheroleofmicroorganismsinthecyclingofmaterialsthroughanecosystem

theroleofmicroorganismsindecomposition

Researchintotherangeofecosystemsandexamplesofmicro-organismsthatactasdecomposerswithinthem.(PAGB1,PAGB2,PAGB3,PAGB5)

B4.1c explaintheimportanceofthecarboncycleandthewatercycletolivingorganisms

maintaininghabitats,freshwaterflowofnutrients

B4.1d describedifferentlevelsoforganisationinanecosystemfromindividualorganismstothewholeecosystem

M1c

B4.1e explainhowabioticandbioticfactorscanaffectcommunities

temperature,lightintensity,moisturelevel,pHofsoil,predators,food

M4a,M4c,M3a

WS1.3a,WS1.3b,WS1.3eWS1.3h,WS2a,WS2b,WS2c,WS2d

Identificationofthebioticfactorsinanecosystemusingsamplingtechniques.(PAGB2)

B4.1f describetheimportanceofinterdependenceandcompetitioninacommunity

interdependencerelatingtopredation,mutualismandparasitism

WS1.4a Examinationoftherootsofaleguminousplante.g.clovertoobservetherootnodules.(PAGB1)

Investigationofthehollyleafminerorthehorse-chestnutleafminer(Cameraria ohridella).(PAGB1,PAGB2)

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Topic B5: Genes, inheritance and selection

B5.1 Inheritance

SummaryInheritancereliesonthegeneticinformationcontainedinthegenomebeingpassedfromonegenerationtothenext,whethersexuallyorasexually.Thecharacteristicsofalivingorganismareinfluencedbythegenomeanditsinteractionwiththeenvironment.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofheredityastheprocessbywhichgeneticinformationispassedfromonegenerationtothenext.Theyshouldhaveasimplemodelofchromosomes,genesandDNA.

Common misconceptionsLearnerscommonlystruggletoappreciatethephysicalrelationshipsbetweenthenucleus,geneticmaterial,thegenome,chromosomesandgenes.Accuratedefinitionsofthesetermswillhelplearnersexplanationsinthistopic.Learners

oftenhavewell-developed(althoughnotnecessarilyscientificallyaccurate)explanationsforinheritancebeforeundertakingGCSEstudy.Someexamplesincludethatintra-specificvariationisasaresultofdefectsindevelopmentorthatacquiredcharacteristicscanbeinherited.Caremustalsobetakenwiththeconceptofdominantandrecessivealleles.Whetheranalleleisdominantorrecessivedoesnotaffectthemechanismofinheritanceoftheallele,butisanobservedpatterninthephenotypeoforganisms.Manylearnersassumethatthedominantalleledominatestherecessiveallelepreventingitsexpression(whichisnotthecase)orthattherecessivealleleisactuallyjustanabsenceofthedominantallele(alsonotgenerallythecase).



BM5.1i understandandusedirectproportionsandsimpleratiosingeneticcrosses M1c

BM5.1ii understandandusetheconceptofprobabilityinpredictingtheoutcomeofgeneticcrosses M2e

BM5.1iii extractandinterpretinformationfromcharts,graphsandtables M2candM4a

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B5.1a explainthefollowingterms:gamete,chromosome,gene,allele/variant,dominant,recessive,homozygous,heterozygous,genotypeandphenotype

Useofallelestoworkoutthephenotypeofprogeny.

B5.1b describethegenomeastheentiregeneticmaterialofanorganism

B5.1c describethatthegenome,anditsinteractionwiththeenvironment,influencethedevelopmentofthephenotypeofanorganism

useofexamplesofdiscontinuousandcontinuousvariatione.g.eyecolour,weightandheight

B5.1d recallthatallvariantsarisefrommutations,andthatmosthavenoeffectonthephenotype,someinfluencephenotypeandaveryfewdeterminephenotype

B5.1e explainthetermshaploidanddiploid

B5.1f explaintheroleofmeioticcelldivisioninhalvingthechromosomenumbertoformgametes

thatthismaintainsdiploidcellswhengametescombineandisasourceofgeneticvariation

B5.1g explainsinglegeneinheritance inthecontextofhomozygousandheterozygouscrossesinvolvingdominantandrecessivegenes

M2c,M4a Predictionoftheprobabilityofphenotypeforgeneticcrosses.

Investigationintoprobabilitybysuitableexample(e.g.cointossordieroll).

B5.1h predicttheresultsofsinglegenecrosses M1c,M2c,M2e,M4a

B5.1i describesexdeterminationinhumansusingageneticcross

M1c,M2c,M2e,M4a

B5.1j recallthatmostphenotypicfeaturesaretheresultofmultiplegenesratherthansinglegeneinheritance

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B5.2 Natural selection and evolution

SummaryVariationinthegenomeandchangesintheenvironmentdrivetheprocessofnaturalselection,leadingtochangesinthecharacteristicsofpopulations.Evolutionaccountsforbothbiodiversityandhoworganismsareallrelatedtovaryingdegrees.Keyindividualshaveplayedimportantrolesinthedevelopmentoftheunderstandingofgenetics.

Underlying knowledge and understandingLearnersshouldappreciatethatchangesintheenvironmentcanleavesomeindividuals,orevensomeentirespecies,unabletocompeteandreproduceleadingtoextinction.

Common misconceptionsLearnersareusedtohearingthetermevolutionineverydaylifebutitisoftenusedforitemsthathavebeendesignedandgraduallyimprovedinordertofitapurpose.Theythereforefinditdifficulttograsptheideathatevolutionbynaturalselectionreliesonrandommutations.Learnersalsotendtoimplythatindividualschangebynaturalselection.Statementssuchasamothwillchangebynaturalselectioninordertobecomebettercamouflagedincludebothofthesecommonmisconceptions.





B5.2a statethatthereisusuallyextensivegeneticvariationwithinapopulationofaspecies

B5.2b describetheimpactofdevelopmentsinbiologyonclassificationsystems

naturalandartificialclassificationsystemsanduseofmolecularphylogeneticsbasedonDNAsequencing

WS1.1b

B5.2c explainhowevolutionoccursthroughthenaturalselectionofvariantsthathavegivenrisetophenotypesbestsuitedtotheirenvironment

theconceptofmutation

B5.2d describeevolutionasachangeintheinheritedcharacteristicsofapopulationovertime,throughaprocessofnaturalselection,whichmayresultintheformationofnewspecies

B5.2e describetheevidenceforevolution fossilsandantibioticresistanceinbacteria

WS1.1cWS1.1dWS1.1g

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Topic B6: Global challenges

Thistopicseekstointegratelearnersknowledgeandunderstandingofbiologicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Biologicalinformationisusedtohelppeopletoimprovetheirownlivesandstrivetocreate

asustainableworldforfuturegenerations.Thistopicprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubject.

6.1 Monitoring and maintaining the environment

SummaryLivingorganismsinteractwitheachother,theenvironmentandwithhumansinmanydifferentways.Ifthevarietyoflifeistobemaintainedwemustactivelymanageourinteractionswiththeenvironment.Wemustmonitorourenvironment,collectingandinterpretinginformationaboutthenaturalworld,toidentifypatternsandrelatepossiblecauseandeffect.

Underlying knowledge and understandingFromtheirstudyintopic4,learnersshouldbefamiliarwithecosystemsandthevariouswaysorganismsinteract.Theyshouldunderstandhowbioticandabiotic

factorsinfluencecommunities.Learnersshouldbefamiliarwiththegasesoftheatmospherefromkeystage3.

Common misconceptionsItisimportantthatinthestudyofthistopiclearnersaregivenopportunitiestoexplorebothpositiveandnegativehumaninteractionswithinecosystems.



BM6.1i calculatearithmeticmeans M2b

BM6.1ii plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c

BM6.1iii understandandusepercentiles M1c

BM6.1iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a

BM6.1v understandtheprinciplesofsamplingasappliedtoscientificdata M2d

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B6.1a explainhowtocarryoutafieldinvestigationintothedistributionandabundanceoforganismsinahabitatandhowtodeterminetheirnumbersinagivenarea

samplingtechniques(randomandtransects,capture-recapture),useofquadrats,pooters,nets,keysandscalingupmethods

M1c,M2b,M2cM4a,M4c

WS1.2d,WS1.2b,WS1.2c,WS1.2e,WS1.3h,WS2a,WS2b,WS2c,WS2d

Investigationofecologicalsamplingmethods.Usethesymbols=,,,~inyouranswerwhereappropriate.(PAGB2)

Investigationofsamplingusingasuitablemodel(e.g.measuringtheredsweetsinamixedselection).

B6.1b describebothpositiveandnegativehumaninteractionswithinecosystemsandexplaintheirimpactonbiodiversity

theconservationofindividualspeciesandselectedhabitatsandthreatsfromlanduseandhunting

WS2a,WS2b,WS2c,WS2d

Investigationintotheeffectivenessofgerminationindifferentstrengthsofacidrain.(PAGB4)

Investigationintotheeffectsofpollutiononlichendistribution.(PAGB2)

B6.1c explainsomeofthebenefitsandchallengesofmaintaininglocalandglobalbiodiversity

thedifficultyingainingagreementsforandthemonitoringofconservationschemesalongwiththebenefitsofecotourism

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B6.2 Feeding the human race

SummaryThehumanpopulationisincreasingrapidlyandwiththiscomesaneedformorefood.Biologistsareseekingtotacklethisincreaseddemand,whichwillleadtoanimprovementinthelivesofmanypeoplearoundtheworld.However,therearemanythingstoconsiderinachievingthisaim,notleasttheimpactonecosystems.Thereismuchdebatesurroundingtheuseofgenetechnologyasapotentialsolutiontotheproblemoffoodsecurity.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththecontentofahealthyhumandietandtheconsequencesofimbalancesinahealthydailydiet.Theirknowledgeandunderstandingfromtopics1,4and5willalsobedrawntogetherinthistopic.

ThisincludestheorganisationofDNA,whatplantsrequireenablingthemtophotosynthesise,interactionsbetweenspeciesandtheideaofvariabilitywithinspeciesandsubsequentselectionofcharacteristics.

Common misconceptionsLearnerscanoftenthinkthatgeneticengineeringleadstotheincreaseduseofpesticides.



BM6.2 extractandinterpretinformationfromcharts,graphsandtables M2candM4a




B6.2a explaintheimpactoftheselectivebreedingoffoodplantsanddomesticatedanimals

M2c,M4a WS1.1c ResearchintotheRothamsted Research Broadbalkexperiment.

B6.2b describegeneticengineeringasaprocesswhichinvolvesmodifyingthegenomeofanorganismtointroducedesirablecharacteristics

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B6.2c describe the main steps in the process of genetic engineering

restriction enzymes, sticky ends, vectors e.g. plasmids, ligase, host bacteria and selection using antibiotic resistance markers

Productionofastoryboarddescribingtheprocessesforgeneticengineering.

B6.2d explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmodernagriculture

toincludepracticalandethicalconsiderations

WS1.1cWS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.3i

Researchintotheadvantagesanddisadvantagesofselectivebreedingandgeneticengineering.

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B6.3 Monitoring and maintaining health

SummaryDiseasesaffectthehealthofpopulationsofbothhumansandplants.Scientistsareconstantlyonthelookoutforwaysofpreventingandcombatingdisease.Thepreventionofdiseaseinplantsisimportantsothatweareabletogrowhealthyplantsenablingustofeedourselvesandenhanceourenvironment.Theunderstandingofhowdiseaseisspread,howourbodiesdefendthemselvesagainstdiseaseandhowimmunityisachievedisessentialtoenableustocombatpotentiallyfataldiseasesspreadingthroughoutwholepopulations.Non-communicablediseasesalsohaveanimpactonthehealthofthepopulation.Thepreventionofthesediseasesisfrequentlydiscussedinthemedia,withadvicebeinggiventousonhowtoreduceourriskofcontractingthesediseasesthroughourlife-stylechoicesanddiscussionofnewtechnologies.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeeffectsofrecreationaldrugs(includingsubstancemisuse)onbehaviour,healthandlifeprocesses,theimpactofexercise,

asthmaandsmokingonthegasexchangesystemandtheconsequencesofimbalancesinthediet,includingobesity,starvationanddeficiencydiseases.

Common misconceptionsResearchhasshownthatlearnerstendtoviewallmicro-organismsasbeingnon-beneficial.Theytendtoconsiderhealthasjustphysicalanddonotconsidermentalhealth.Learnersalsoconfusewhichdiseasesareinheritedandwhicharecaught.Theyseecancerasageneticdisease.



BM6.3i translateinformationbetweengraphicalandnumericalforms M4a

BM6.3ii constructandinterpretfrequencytablesanddiagrams,barchartsandhistograms M2c

BM6.3iii understandtheprinciplesofsamplingasappliedtoscientificdata M2d

BM6.3iv useascatterdiagramtoidentifyacorrelationbetweentwovariables M2g

BM6.3v calculatecross-sectionalareasofbacterialculturesandclearagarjellyusingr2 M5c

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B6.3a describetherelationshipbetweenhealthanddisease

B6.3b describedifferenttypesofdiseases communicableandnon-communicablediseases

B6.3c describetheinteractionsbetweendifferenttypesofdisease

HIVandtuberculosis,andHPVandcervicalcancer

M4a

B6.3d explainhowcommunicablediseases(causedbyviruses,bacteria,protistsandfungi)arespreadinanimalsandplants

scientificquantities,numberofpathogens,numberofinfectedcases,estimatingthenumberofcases

M2c WS1.4b

B6.3e explainhowthespreadofcommunicablediseasesmaybereducedorpreventedinanimalsandplants

detectionoftheantigen,DNAtesting,visualidentificationofthedisease

M2c WS1.4b

B6.3f describeaminimumofonecommonhumaninfection,oneplantdiseaseandsexuallytransmittedinfectionsinhumansincludingHIV/AIDS

plantdiseases:virustobaccomosaicvirus,fungalErysiphe graminisbarleypowderymildew,bacterialAgrobacterium tumafacienscrowngalldisease

B6.3g explainhowwhitebloodcellsandplateletsareadaptedtotheirdefencefunctionsintheblood

B6.3h describethenon-specificdefencesystemsofthehumanbodyagainstpathogens

B6.3i explaintheroleoftheimmunesystemofthehumanbodyindefenceagainstdisease

B6.3j explaintheuseofvaccinesandmedicinesinthepreventionandtreatmentofdisease

antibiotics,antiviralsandantiseptics WS1.1g,WS1.1h Researchintowhetherchildrenshouldberoutinelyvaccinated.

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B6.3k describetheprocessesofdiscoveryanddevelopmentofpotentialnewmedicines

preclinicalandclinicaltesting M2d,M5c,M3d

WS1.1d,WS2a,WS2b,WS2c,WS2d

Investigationintothegrowthofbacterialculturesusingaseptictechniques.(PAGB1)

B6.3l recallthatmanynon-communicablehumandiseasesarecausedbytheinteractionofanumberoffactors

cardiovasculardiseases,manyformsofcancer,somelung(bronchitis)andliver(cirrhosis)diseasesanddiseasesinfluencedbynutrition,includingtype2diabetes

B6.3m evaluatesomedifferenttreatmentsforcardiovasculardisease

lifestyle,medicalandsurgical

B6.3n analysetheeffectoflifestylefactorsontheincidenceofnon-communicablediseasesatlocal,nationalandgloballevels

lifestylefactorstoincludeexercise,diet,alcoholandsmoking

M2d,M2g,M4a

B6.3o describecancerastheresultofchangesincellsthatleadtouncontrolledgrowthanddivision

B6.3p discusspotentialbenefitsandrisksassociatedwiththeuseofstemcellsinmedicine

tissuetransplantationandrejection WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1hWS1.1j

B6.3q explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmedicine

practicalandethicalconsiderations WS1.1c,WS1.1d,WS1.1eWS1.1j

B6.3r discussthepotentialimportanceformedicineofourincreasingunderstandingofthehumangenome

theideasofpredictingthelikelihoodofdiseasesoccurringandtheirtreatmentbydrugswhicharetargetedtogenomes

WS1.1cWS1.1d,WS1.1j

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Topic C1: Particles

C1.1 The particle model

SummaryThisshortsectionintroducestheparticlemodelanditsexplanationofdifferentstatesofmatter.Asimpleparticlemodelcanbeusedtorepresentthearrangementofparticlesinthedifferentstatesofmatterandtoexplainobservationsduringchangesinstate.Itdoesnot,however,explainwhydifferentmaterialshavedifferentproperties.Thisexplanationisthattheparticlesthemselvesandhowtheyareheldtogethermustbedifferentinsomeway.Elementsaresubstancesthataremadeupofonlyonetypeofatomandatomsofdifferentelementscancombinetomakecompounds.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththedifferentstatesofmatterandtheirproperties.Theyshouldalsobefamiliarwithchangesofstateintermsoftheparticlemodel.Learnersshouldhavesufficientgroundingintheparticlemodeltobeabletoapplyittounfamiliarmaterialsandcontexts.

Common misconceptionsLearnerscommonlyintuitivelyadheretotheideathatmatteriscontinuous.Forexample,theybelievethatthespacebetweengasparticlesisfilledornon-existent,orthatparticlesexpandwhentheyareheated.Thenotionthatemptyspaceexistsbetweenparticlesisproblematicbecausethislackssupportingsensoryevidence.Theyalsoshowdifficultyunderstandingtheconceptofchangesinstatebeingreversible;thisshouldbeaddressedduringtheteachingofthistopic.


Reference Mathematical learning outcomes Mathematical skills

CM1.1i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon

M5b

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C1.1a describethemainfeaturesoftheparticlemodelintermsofstatesofmatterandchangeofstate

M5b WS1.1a,WS1.1b

C1.1b explainintermsoftheparticlemodelthedistinctionbetweenphysicalchangesandchemicalchanges

C1.1c explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (e.g. like bowling balls)

that it does not take into account the forces of attraction between particles, the size of particles and the space between them

M5b WS1.1c Observationsofchangeofstatewithcomparisontochemicalchanges.

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C1.2 Atomic structure

SummaryAnatomisthesmallestcomponentofanelementthatgivesanelementitsproperty.Thesepropertiescanbeexplainedbymodelsofatomicstructure.Currentmodelssuggestthatatomsaremadeofsmallersub-atomicparticlescalledprotons,neutronsandelectrons.Theysuggestthatatomsarecomposedofanucleussurroundedbyelectrons.Thenucleusiscomposedofneutronsandprotons.Atomsofeachelementhavethesamenumberofprotonsaselectrons.Atomsofdifferentelementshavedifferentnumbersofprotons.Atomsofthesameelementwillhavethesamenumberofprotonsbutmayhavedifferentnumbersofneutrons.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.

Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofisotopesduetothefacttheythinkthatneutralatomshavethesamenumberofprotonsandneutrons.Theyalsofinditdifficulttodistinguishbetweenthepropertiesofatomsandmolecules.Anothercommonmisconceptionisthatapositiveiongainsprotonsoranegativeionloseselectronsi.e.thatthereisachangeinthenucleusoftheatomratherthanachangeinthenumberofelectrons.


Reference Mathematical learning outcomes Mathematical skills

CM1.2i relatesizeandscaleofatomstoobjectsinthephysicalworld M4a

CM1.2ii estimatesizeandscaleofatoms M1c

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C1.2a describehowandwhytheatomicmodelhaschangedovertime

themodelsofDalton,Thomson,Rutherford,Bohr,GeigerandMarsden

WS1.1a,WS1.1i,WS1.2b

Timelineoftheatomicmodel.

C1.2b describetheatomasapositivelychargednucleussurroundedbynegativelychargedelectrons,withthenuclearradiusmuchsmallerthanthatoftheatomandwithmostofthemassinthenucleus

WS1.4a

C1.2c recallthetypicalsize(orderofmagnitude)ofatomsandsmallmolecules

theconceptthattypicalatomicradiiandbondlengthareintheorderof1010m

M1c,M4a WS1.1c,WS1.4b,WS1.4c,WS1.4d,WS1.4e,WS1.4f

C1.2d recallrelativechargesandapproximaterelativemassesofprotons,neutronsandelectrons

WS1.4a,WS1.4b,WS1.4c

C1.2e calculatenumbersofprotons,neutronsandelectronsinatomsandions,givenatomicnumberandmassnumberofisotopes

definitionsofanion,atomicnumber,massnumberandanisotope,alsothestandardnotationtorepresentthese

WS1.3c,WS1.4b

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Topic C2: Elements, compounds and mixtures

C2.1 Purity and separating mixtures

SummaryInchemicaltermselementsandcompoundsarepuresubstancesandmixturesareimpuresubstances.Chemicallypuresubstancescanbeidentifiedusingmeltingpoint.Manyusefulmaterialsthatweusetodayaremixtures.Therearemanymethodsofseparatingmixturesincludingfiltration,crystallisation,distillationandchromatographictechniques.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththeconceptofpuresubstances.Theyshouldhavemetsimpleseparationtechniquesofmixtures.Theidentificationofpuresubstancesintermsofmeltingpoint,boilingpointandchromatographywillalsohavebeenmetbefore.

Common misconceptionsLearnerscommonlymisusethewordpureandconfuseitwithnaturalsubstancesorasubstancethathasnotbeentamperedwith.Theythinkthatwhenasubstancedissolvesthatthesolutionispureandnotamixture.



CM2.1i arithmeticcomputation,ratio,percentageandmultistepcalculationspermeatesquantitativechemistry M1a,M1c,M1d

CM2.1ii provideanswerstoanappropriatenumberofsignificantfigures M2a

CM2.1iii changethesubjectofamathematicalequation M3b,M3c

CM2.1iv arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M3b,M3c

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C2.1a explainwhatismeantbythepurityofasubstance,distinguishingbetweenthescientificandeverydayuseofthetermpure

WS1.4a Purificationofcompounds.(PAGC3,PAGC4)

C2.1b usemeltingpointdatatodistinguishpurefromimpuresubstances

M1a,M1c,M1d,M2a

Measurementofmeltingpoint.

C2.1c calculaterelativeformulamassesofspeciesseparatelyandinabalancedchemicalequation

thedefinitionofrelativeatomicmass,relativemolecularmassandrelativeformulamass

M3b,M3c WS1.3c,WS1.4c

C2.1d deducetheempiricalformulaofacompoundfromtherelativenumbersofatomspresentorfromamodelordiagramandviceversa

M3b,M3c WS1.1b,WS1.4a

C2.1e explainthatmanyusefulmaterialsareformulationsofmixtures

alloys

C2.1f describe,explainandexemplifytheprocessesoffiltration,crystallisation,simpledistillation,andfractionaldistillation

knowledgeofthetechniquesoffiltration,crystallisation,simpledistillationandfractionaldistillation

WS1.2b,WS1.2c,WS2a,WS2b

Separationofmixturesandpurificationofcompounds.(PAGC3,PAGC4)

Distillationofmixtures(PAGC3)

C2.1g describethetechniquesofpaperandthinlayerchromatography

WS1.2b,WS1.2c,WS1.4a,WS2a,WS2b

Thinlayerchromatography.(PAGC2)

C2.1h recallthatchromatographyinvolvesastationaryandamobilephaseandthatseparationdependsonthedistributionbetweenthephases

identificationofthemobileandstationaryphases

WS1.4a

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C2.1i interpretchromatograms,includingmeasuringRfvalues

therecallandtheuseoftheformula M3b,M3c WS1.3c,WS1.4a

C2.1j suggestsuitablepurificationtechniquesgiveninformationaboutthesubstancesinvolved

C2.1k suggestchromatographicmethodsfordistinguishingpurefromimpuresubstances

paper,thinlayer(TLC)andgaschromatography

WS1.4a Usingchromatographytoidentifymixturesofdyesinanunknownink.(PAGC2)

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C2.2 Bonding

SummaryAsimpleelectronenergylevelmodelcanbeusedtoexplainthebasicchemicalpropertiesofelements.Whenchemicalreactionsoccur,theycanbeexplainedintermsoflosing,gainingorsharingofelectrons.Theabilityofanatomtolose,gainorshareelectronsdependsonitsatomicstructure.Atomsthatloseelectronswillbondwithatomsthatgainelectrons.Electronswillbetransferredbetweentheatomstoformapositiveionandanegativeion.Theseionsattractoneanotherinwhatisknownasanionicbond.Atomsthatshareelectronscanbondwithotheratomsthatshareelectronstoformamolecule.Atomsinthesemoleculesareheldtogetherbycovalentbonds.

Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.

Common misconceptionsLearnersdonotalwaysappreciatethatthenucleusofanatomdoesnotchangewhenanelectronislost,gainedorshared.Theyalsofinditdifficulttopredictthenumbersofatomsthatmustbondinordertoachieveastableouterlevelofelectrons.Learnersthinkthatchemicalbondsarephysicalthingsmadeofmatter.TheyalsothinkthatpairsofionssuchasNa+andClaremolecules.Theydonothaveanawarenessofthe3Dnatureofbondingandthereforetheshapeofmolecules.



CM2.2i estimatesizeandscaleofatoms M1c

CM2.2ii representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon

M5b

CM2.2iii translateinformationbetweendiagrammaticandnumericalforms M4a

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C2.2a describemetalsandnon-metalsandexplainthedifferencesbetweenthemonthebasisoftheircharacteristicphysicalandchemicalproperties

physicalproperties,formationofionsandcommonreactionse.g.withoxygentoformoxides

WS1.3f,WS1.4a

C2.2b explainhowtheatomicstructureofmetalsandnon-metalsrelatestotheirpositioninthePeriodicTable

C2.2c explainhowthepositionofanelementinthePeriodicTableisrelatedtothearrangementofelectronsinitsatomsandhencetoitsatomicnumber

groupnumberandperiodnumber M1c WS1.4a

C2.2d describeandcomparethenatureandarrangementofchemicalbondsin:i. ioniccompoundsii. simplemoleculesiii. giantcovalentstructuresiv. polymersv. metals

M5b,M4a WS1.4a Makeballandstickmodelsofmolecules.

C2.2e explainchemicalbondingintermsofelectrostaticforcesandthetransferorsharingofelectrons

WS1.4a

C2.2f constructdotandcrossdiagramsforsimplecovalentandbinaryionicsubstances

M4a WS1.4a

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C2.2g describethelimitationsofparticularrepresentationsandmodels

dotandcrossdiagrams,ballandstickmodelsandtwo-andthree-dimensionalrepresentations

M5b WS1.1c

C2.2h explainhowthereactionsofelementsarerelatedtothearrangementofelectronsintheiratomsandhencetotheiratomicnumber

WS1.1b,WS1.3f,WS1.4a

C2.2i explainintermsofatomicnumberhowMendeleevsarrangementwasrefinedintothemodernPeriodicTable

WS1.1a,WS1.4a

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C2.3 Properties of materials

SummaryThissectionexploresthephysicalpropertiesofelementsandcompoundsandhowthenatureoftheirbondingisafactorintheirproperties.

Underlying knowledge and understandingLearnerswillknowthedifferencebetweenanatom,elementandcompound.

Common misconceptionsLearnerscommonlyhavealimitedunderstandingofwhatcanhappenduringchemicalreactions,forexample,thatsubstancesmayexplode,burn,contract,expandorchangestate.



CM2.3i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon

M5b

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C2.3a recallthatcarboncanformfourcovalentbonds WS1.4a

C2.3b explainthatthevastarrayofnaturalandsyntheticorganiccompoundsoccurduetotheabilityofcarbontoformfamiliesofsimilarcompounds,chainsandrings

C2.3c explainthepropertiesofdiamond,graphite,fullerenesandgrapheneintermsoftheirstructuresandbonding

M5b WS1.4a

C2.3d useideasaboutenergytransfersandtherelativestrengthofchemicalbondsandintermolecularforcestoexplainthedifferenttemperaturesatwhichchangesofstateoccur

WS1.2a,WS1.3f,WS1.4a,WS1.4c

C2.3e usedatatopredictstatesofsubstancesundergivenconditions

datasuchastemperatureandhowthismaybelinkedtochangesofstate

C2.3f explainhowthebulkpropertiesofmaterials(ioniccompounds;simplemolecules;giantcovalentstructures;polymersandmetals)arerelatedtothedifferenttypesofbondstheycontain,theirbondstrengthsinrelationtointermolecularforcesandthewaysinwhichtheirbondsarearranged

recognitionthattheatomsthemselvesdonothavethebulkpropertiesofthesematerials

WS1.4a

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Topic C3: Chemical reactions

C3.1 Introducing chemical reactions

SummaryAchemicalequationrepresents,insymbolicterms,theoverallchangeinachemicalreaction.Newmaterialsareformedthroughchemicalreactionsbutmasswillbeconserved.Thiscanbeexplainedbyamodelinvolvingtherearrangementofatoms.Avogadrogaveusasystemofmeasuringtheamountofasubstanceinmoles.

Underlying knowledge and understandingLearnersshouldbefamiliarwithchemicalsymbolsandformulaeforelementsandcompounds.Theyshouldalsobefamiliarwithrepresentingchemicalreactionsusingformulae.Learnerswillhaveknowledgeofconservationofmass,changesofstateandchemicalreactions.

Common misconceptionsAlthoughlearnersmayhavemettheconservationofmasstheystilltendtorefertochemicalreactionsaslosingmass.Theyunderstandthatmassisconservedbutnotthenumberorspeciesofatoms.Theymaythinkthattheoriginalsubstancevanishescompletelyandforeverinachemicalreaction.



CM3.1i arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M1a,M1c

CM3.1ii calculations with numbers written in standard form when using

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