twenty first century science suite gcse additional science a 11... · 1 introduction to the twenty...

TWENTY FIRST CENTURY SCIENCE SUITE

GCSE ADDITIONAL SCIENCE AACCREDITED SPECIFICATION

J242VERSION 2

MAY 2012

ii

WELCOME TO GCSE SCIENCESTHOUSANDS OF TEACHERS ALREADY UNLEASH THE JOY OF SCIENCE WITH OCR.

A FEW GOOD REASONS TO WORK WITH OCR • You can enjoy the freedom and excitement of teaching

science qualifications which have been developed to help you inspire students of all abilities.

• We’ve built specifications with you in mind, using a clear and easy-to-understand format, making them straightforward for you to deliver.

• Our clear and sensible assessment approach means that exam papers and requirements are clearly presented and sensibly structured for you and your students.

• Pathways for choice – we have the broadest range of science qualifications and our GCSEs provide an ideal foundation for students to progress to more advanced studies and science-related careers.

• Working in partnership to support you – together with teachers we’ve developed a range of practical help and support to save you time. We provide everything you need to teach our specifications with confidence and ensure your students get as much as possible from our qualifications.

• A personal service – as well as providing you with lots of support resources, we’re also here to help you with specialist advice, guidance and support for those times when you simply need a more individual service.

DON’T FORGET – you can download a

copy of this specification and all our support materials at

www.ocr.org.uk/gcse2012

HERE’S HOW TO CONTACT US FOR

SPECIALIST ADVICE: Phone: 01223 553998

Email: [email protected]

Online: http://answers.ocr.org.uk

Fax: 01223 552627

Post: Customer Contact Centre, OCR, Progress House, Westwood

Business Park, Coventry CV4 8JQ

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Our essential FREE support includes:

Materials• Specimen assessment materials and mark schemes• Guide to controlled assessment• Sample controlled assessment material• Exemplar candidate work• Marking commentaries• Teacher’s handbook• Sample schemes of work and lesson plans• Frequently asked questions• Past papers.

You can access all of our support at: www.ocr.org.uk/gcse2012

Science CommunityJoin our social network at www.social.ocr.org.uk where you can start discussions, ask questions and upload resources.

Services• Answers @ OCR – a web based service where

you can browse hot topics, FAQs or e-mail us with your questions. Visit http://answers.ocr.org.uk

• Active Results – a service to help you review the performance of individual candidates or a whole school, with a breakdown of results by question and topic.

• Local cluster support networks – supported by OCR, you can join our local clusters of centres who offer each other mutual support.

Endorsed publisher partner materialsWe’re working closely with our publisher partner Oxford University Press to ensure effective delivery of endorsed materials when you need them. Find out more at: www.twentyfirstcenturyscience.org

SUPPORTING YOU ALL THE WAY

Our aim is to help you at every stage and we work in close consultation with teachers and other experts, to provide a practical package of high quality resources and support.

Our support materials are designed to save you time while you prepare for and teach our new specifications. In response to what you have told us we are offering detailed guidance on key topics and controlled assessment.

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TWENTY FIRST CENTURY SCIENCE SUITEScience today – for scientists of tomorrow

Explore the science that underpins day-to-day life. Enthuse and motivate students using a mix of teaching strategies.

Our Twenty First Century Science suite:

• is engaging to study and motivating for you to teach

• will help your students engage with the course rather than just study it

• gives you the flexibility to choose a delivery style to engage students.

KEY FEATURES• How Science Works, fully integrated into teaching and

assessment.

• An ideal foundation for students to progress to more-advanced studies and science-related careers.

• A well regarded and proven concept led teaching approach to science.

or

POSSIBLE GCSE COMBINATIONS

GCSE TWENTY FIRST CENTURY

SCIENCE A*


ADDITIONAL SCIENCE A

OCR GCSE ADDITIONAL

APPLIED SCIENCE

GCSE ENVIRONMENTAL AND LAND-BASED

SCIENCE


BIOLOGY A

or

or

or GCSE TWENTY FIRST CENTURY

CHEMISTRY A


PHYSICS A

Either

* Entry Level Science can lead to GCSE Twenty First Century Science A

v

GCSE ADDITIONAL SCIENCE AKEY FEATURES GCSE Additional Science A uses different contexts to relate science concepts to their applications. Focusing on scientific explanations and models, it gives students an insight into how scientists help develop our understanding of ourselves and the world we live in. GCSE Additional Science A provides distinctive and relevant experience for learners who wish to progress to Level 3 qualifications.

UNIT A162 (BIOLOGY A)Module B4: The processes of lifeModule B5: Growth and developmentModule B6: Brain and mind

UNIT A172 (CHEMISTRY A)Module C4: Chemical patternsModule C5: Chemicals of the natural environmentModule C6: Chemical synthesis

UNIT A182 (PHYSICS A)Module P4: Explaining motionModule P5: Electric circuitsModule P6: Radioactive materials

60 marks1 hour written paper



25% of total GCSE

Three written exams, assessed externally by OCR, each of which:

• isofferedinFoundationandHigher Tiers

• usesbothobjectivestyleandfree response questions (there is no choice of questions)

• assessesthequalityofwrittencommunication.25%

of total GCSE

25% of total GCSE

UNIT A154 (ADDITIONAL SCIENCE A)Controlled assessment

64 marksApprox 6–7 hours 25%

of total GCSE

Comprises a Practical Investigation from a choice set by OCR.

Assessed by teachers, internally standardised and externally moderated by OCR.

Assesses the quality of written communication.

COURSE OVERVIEW ASSESSMENT OVERVIEW

PROGRESSION PATHWAYS IN SCIENCE

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Science A Levels

IGCSE

KS4 Vocational Science

Subjects

KS3 Curriculum

This could be a progression route along a particular curriculum pathway. (Stage, not age pathways)

This could be a progression route however students would require additional support.

* Offered asScience, Additional Science, Biology, Chemistry and Physics.

Alternative qualification options

1 ©OCR2012GCSEAdditionalScienceA

OCR GCSE in Additional Science A J242

QN600/1355/2


Contents

2 Introduction to GCSE Additional Science A 5

1 Introduction to the Twenty First Century Science suite 4

3 Content of GCSE Additional Science A 8

4 Assessment of GCSE Additional Science A 79

5 Controlled assessment in GCSE Additional Science A 84

6 Support for GCSE Additional Science A 97

2.1 OverviewofGCSEAdditionalScienceA 5

2.2 WhatisnewinGCSEAdditionalScienceA? 6

2.3 Guidedlearninghours 6

2.4 Aimsandlearningoutcomes 7

2.5 Priorlearning 7

3.1 Summaryofcontent 8

3.2 Layoutofspecificationcontent 10

3.3 IdeasaboutScience 11

3.4 SummaryofUnitA162:Biology AModules B4, B5, B6 21

3.5 SummaryofUnitA172:Chemistry A Modules C4, C5, C6 39

3.6 SummaryofUnitA182:Physics A Modules P4, P5, P6 59

4.1 OverviewoftheassessmentinGCSEAdditionalScienceA 79

4.2 Tiers 80

4.3 Assessmentobjectives(AOs) 80

4.4 Gradingandawardinggrades 81

4.5 Gradedescriptions 82

4.6 Qualityofwrittencommunication 83

5.1 Introductiontocontrolledassessmenttasks 84

5.2 Natureofcontrolledassessmenttasks 84

5.3 Planningandmanagingcontrolledassessment 86

5.4 Markingandmoderatingcontrolledassessment 88

5.5 Internalstandardisation 95

5.6 Submittingmarksandauthentication 95

5.7 Submittingsamplesofcandidatework 95

5.8 Externalmoderation 96

6.1 FreesupportandtrainingfromOCR 97

6.2 OCRendorsedresources 97

6.3 Training 99

6.4 OCRsupportservices 99


Contents

Appendix B: Mathematics skills for GCSE science qualifications 110

Appendix C: Physical quantities and units 111

Appendix D: Health and safety 113

Appendix E: Electrical symbols 114

Appendix F: Periodic table 115

Appendix G: Qualitative analysis 116

Appendix H: Hazard labelling 117

7 Equality and inclusion in GCSE Additional Science A 100

8 Administration of GCSE Additional Science A 102

9 Other information about GCSE Additional Science A 105

7.1 EqualityActinformationrelatingtoGCSEAdditionalScienceA 100

7.2 Arrangementsforcandidateswithparticularrequirements 101(includingSpecialConsideration)

8.1 Availabilityofassessmentfrom2014 102

8.2 Certificationrules 102

8.3 Rulesforre-takingaqualification 102

8.4 Makingentries 103

8.5 Enquiriesaboutresults 104

8.6 Prohibitedqualificationsandclassificationcode 104

9.1 Overlapwithotherqualifications 105

9.2 Progressionfromthisqualification 105

9.3 Avoidanceofbias 105

9.4 Regulatoryrequirements 105

9.5 Language 105

9.6 Spiritual,moral,ethical,social,legislative,economicandculturalissues 106

9.7 Sustainabledevelopment,healthandsafetyconsiderationsandEuropeandevelopments,consistentwithinternationalagreements 106

9.8 KeySkills 107

9.9 ICT 107

9.10 Citizenship 107

Appendix A: Guidance for the production of electronic 108 controlled assessment


1 Introduction to the Twenty First Century Science suite

TheTwentyFirstCenturySciencesuitecomprisesfivespecificationswhichshareasimilarapproachtoteachingandlearning,utilisecommonmaterials,useaconsistentstyleofexaminationquestionsandhaveacommonapproachtoskillsassessment.

Thequalificationsavailableaspartofthissuiteare:

• GCSEScienceA

• GCSEAdditionalScienceA

• GCSEBiologyA

• GCSEChemistryA

• GCSEPhysicsA.

GCSE Science A (J241) whichemphasisesscientificliteracy–theknowledgeandunderstandingwhichcandidatesneedtoengage,asinformedcitizens,withscience-basedissues.Aswithothercoursesinthesuite,thisqualificationusescontemporary,relevantcontextsofinteresttocandidates,whichcanbeapproachedthrougharangeofteachingandlearningapproaches.

GCSE Additional Science A (J242)

whichisaconcept-ledcoursedevelopedtomeettheneedsofcandidatesseekingadeeperunderstandingofbasicscientificideas.Thecoursefocusesonscientificexplanationsandmodels,andgivescandidatesaninsightintohowscientistsdevelopscientificunderstandingofourselvesandtheworldweinhabit.

GCSE Biology A (J243) eachofwhichprovidesanopportunityforfurtherdevelopinganunderstandingofscienceexplanations,howscienceworksandthestudyofelementsofappliedscience,withparticularrelevancetoprofessionalscientists.

GCSE Chemistry A (J244)

GCSE Physics A (J245)

Thesuiteemphasisesexplanations,theoriesandmodellinginsciencealongwiththeimplicationsofscienceforsociety.Strongemphasisisplacedontheactiveinvolvementofcandidatesinthelearningprocessandeachspecificationencouragesawiderangeofteachingandlearningactivities.

ThesuiteissupportedbytheNuffieldFoundationCurriculumProgrammeandtheUniversityofYorkScienceEducationGroup,andbyresourcespublishedbyOxfordUniversityPress.

Inaddition,anAdditionalAppliedSciencecourse(J251)isavailable.ThiscanbeusedinconjunctionwithScienceAasanalternativeroutetotwoscienceGCSEs,forcandidatesnotfollowingGCSEAdditionalScienceA.


Introduction to GCSE Additional Science A 2

2.1 Overview of GCSE Additional Science A

Unit A162: Biology A Modules B4, B5, B6

Unit A172: Chemistry A Modules C4, C5, C6

Unit A182: Physics A Modules P4, P5, P6

Unit A154: Additional Science A Controlled assessment

ThisisatieredunitofferedinFoundationandHigherTiers.

Writtenpaper1hour60marks25%ofthequalification

Candidatesanswerallquestions.Theunitusesbothobjectivestyleandfreeresponsequestions.







+

+

+

Thisunitisnottiered. ControlledassessmentApproximately4.5–6hours64marks25%ofthequalification


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2.2 What is new in GCSE Additional Science A?

2.3 Guided learning hours

GCSEAdditionalScienceArequires120–140guidedlearninghoursintotal.

What stays the same? What changes?

Structure • Fourunitsofassessment,comprisingthreeexternallyassessedunitsandoneinternallyassessedunit.

• Allfourunitshaveequalweightingsof25%.

• Externallyassessedunitsaretiered–FoundationandHigherTier.

• Internallyassessedunitiscontrolledassessment.

• Thecoursecanonlybeassessedaslinear.

• Onlyoneroutetocertification.

Content • Contentisdividedintoninemodules.• Nochangestomodulecontent.

• AlloftheIdeasaboutScienceprovidetheunderlyingcontextforallmodulesandunitsofassessment.

Assessment • Modulesexternallyassessedwithinwrittenexaminationpapers.

• Modulesassessedinparticularunitsareunchanged.

• ChoiceofcontrolledassessmenttaskssetbyOCRvalidforentryinasingleexaminationseriesonly.

• Controlledassessmentunitworth25%andavailableinJuneseriesonly.

• ControlledassessmentunitconsistsofaCaseStudyandPracticalDataAnalysis.

• Qualityofwrittencommunication(QWC)assessedinallunits.

• Externallyassessedpaperseach1hourlong,withatotalof60marksdividedbetweenobjective(upto40%)andfree-responsestylequestions.

• New100%terminalruleappliestoscienceGCSEs.

• Nomixedsciencewrittenpapers–writtenpaperscorrespondtobiology,chemistryandphysics.

• AlloftheIdeasaboutSciencemaybeassessedinallunits.

• Allunits,includingwrittenpapers,availableforassessmentinJuneseriesonly.

• CertificationinthesameseriesinTwentyFirstCenturyScienceAGCSEandTwentyFirstCenturyBiologyA,ChemistryAorPhysicsAGCSEsisnolongerpossible.


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2.4 Aims and learning outcomes

2.5 Prior learning

GCSEspecificationsinAdditionalScienceshouldencouragelearnerstodeveloptheirknowledgeabouttheliving,materialandphysicalworldsandprovideinsightinto,andexperienceof,howscienceworks.Theyshouldenablelearnerstoengagewithscienceandtomakeinformeddecisionsaboutfurtherstudyinscienceandrelatedsubjectsandaboutcareerchoices.

Theaimsofthisspecificationaretoenablecandidatesto:

• developtheirknowledgeandunderstandingofthematerial,physicalandlivingworlds

• developtheirunderstandingoftheeffectsofscienceonsociety

• developanunderstandingoftheimportanceofscaleinscience

• developandapplytheirknowledgeandunderstandingofthenatureofscienceandofthescientificprocess

• developtheirunderstandingoftherelationshipsbetweenhypotheses,evidence,theoriesandexplanations

• developtheirawarenessofriskandtheabilitytoassesspotentialriskinthecontextofpotentialbenefits

• developandapplytheirobservational,practical,modelling,enquiryandproblem-solvingskillsandunderstandinginlaboratory,fieldandotherlearningenvironments

• developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusionsbothqualitativelyandquantitatively

• developtheirskillsincommunication,mathematicsandtheuseoftechnologyinscientificcontexts.

CandidatesenteringthiscourseshouldhaveachievedageneraleducationallevelequivalenttoNationalCurriculumLevel3,oranEntry3atEntryLevelwithintheNationalQualificationsFramework.


©OCR2012GCSEAdditionalScienceA

9Content of GCSE Additional Science A3

3.1 Summary of content

GCSEAdditionalScienceAcoursecontentgivesemphasisandspacetofundamentalideasinthesciences,ensuresthatappropriateskillsaredevelopedinpreparationforfurtherstudy,andprovidesastimulatingbridgetoadvancedlevelsinscience.Theemphasisofthecourseison‘scienceforthescientist’andthoseaspectsof‘HowScienceWorks’thatrelatetotheprocessofscience.

Amoduledefinestherequiredteachingandlearningoutcomes.

Thespecificationcontentisdisplayedasninemodules.Thetitlesoftheseninemodulesarelistedinthetableonthenextpage.

Eachmoduleisdesignedtobetaughtinapproximatelyhalf a term,in10%ofthecandidates’curriculumtime.



9

Con

tent

of

GC

SE

Add

itio

nal S

cien

ce A

3

Mod

ule

B4:

The

pro

cess

es o

f life

Mod

ule

B5:

Gro

wth

and

dev

elop

men

tM

odul

e B

6: B

rain

and

min

d

•How

dochem

icalreactionstakeplaceinliving

things?

•How

doplantsmakefood?

•How

dolivingorganism

sobtainenergy?

•How

doorganism

sdevelop?

•How

doesanorganismproducenew

cells?

•How

dogenescontrolgrowthanddevelopment

withinthecell?

•How

doanimalsrespondtochangesintheir

environm

ent?

•How

isinformationpassedthroughthenervous

system

?•

Canreflexresponsesbelearned?

•How

dohumansdevelopmorecomplexbehaviour?

Mod

ule

C4:

Che

mic

al p

atte

rns

Mod

ule

C5:

Che

mic

als

of th

e na

tura

l en

viro

nmen

tM

odul

e C

6: C

hem

ical

syn

thes

is

•Whatarethepatternsinthepropertiesof

elem

ents?

•How

dochem

istsexplainthepatternsinthe

propertiesofelements?

•How

dochem

istsexplainthepropertiesof

compoundsofG

roup1andGroup7elements?

•Whattypesofchemicalsmakeupthe

atmosphere?

•Whatreactionshappeninthehydrosphere?

•WhattypesofchemicalsmakeuptheEarth’s

lithosphere?

•How

canweextractusefulm

etalsfromminerals?

•Chemicalsandwhyweneedthem

.•

Planning,carryingoutandcontrollingachemical

synthesis.

Mod

ule

P4: E

xpla

inin

g m

otio

nM

odul

e P5

: Ele

ctric

circ

uits

Mod

ule

P6: R

adio

activ

e m

ater

ials

•How

canwedescribemotion?

•Whatareforces?

•Whatistheconnectionbetweenforcesand

motion?

•How

canwedescribemotionintermsofenergy

changes?

•Electriccurrent–aflow

ofw

hat?

•Whatdeterminesthesizeofthecurrentinan

electriccircuitandtheenergyittransfers?

•How

doparallelandseriescircuitswork?

•How

ismainselectricityproduced?How

are

voltagesandcurrentsinduced?

•How

doelectricmotorswork?

•Whyaresom

ematerialsradioactive?

•How

canradioactivematerialsbeusedandhandled

safely,includingwastes?


Thespecificationcontentisdividedintoninemodulesthat,togetherwiththeIdeasaboutScience(seeSection3.3),areassessedacrossthreewrittenpapers(UnitsA162,A172andA182)andoneunitofcontrolledassessment(UnitA154).

Section3.3describestheIdeasaboutScienceandwhatcandidateswillneedtounderstandandbeabletodo.TheIdeasaboutScienceareassessedacrossallunits.

Sections3.4,3.5and3.6summarisethethreewrittenpaperunits,A162,A172andA182,andtheassociatedcontentthatcanbeassessedwithinthem.Withineachofthesesections,abriefsummaryoftheunitprecedesthedetaileddescriptionofthemodulesthatareassessedwithinthatunit.

Eachmodulestartswithanoverviewthatexplainsthebackgroundtothemoduleandidentifies:

• asummaryofthetopics

• opportunitiesformathematics

• opportunitiesforpracticalwork

• opportunitiesforICT

• examplesofIdeasaboutScienceforwhichthereareparticularopportunitiesforintroductionordevelopment.

Followingthemoduleoverview,themodulecontentispresentedindetail.

Withinthedetailedcontentofeachmodule,notationsareusedtogiveteachersadditionalinformationabouttheassessment.Thetablebelowsummarisesthesenotations.

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3.2 Layout of specification content

Notation Explanation

Bold These content statements will only be assessed on Higher Tier papers.

Advisory notes for teachers to clarify depth of coverage required.


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3.3 Ideas about Science

ThespecificationswithintheTwentyFirstCenturySciencesuiteareuniqueinhavinginterpretedandextrapolatedtheprinciplesof‘HowScienceWorks’intoaseriesof‘IdeasaboutScience’.ItisintendedthattheIdeasaboutSciencewillensurestudentsunderstandhowscientificknowledgeisobtained,howitisreportedintheworldoutsidetheclassroom,andtheimpactsofscientificknowledgeonsociety.

GCSEAdditionalScienceAaimstodevelopstudents’understandingoftheIdeasaboutSciencealongsidetheirgrowingunderstandingofscientificideasandexplanationsofthebehaviourofthenaturalworld.

Inordertomakesenseofthescientificideasthatstudentsencounterinlessonsandreadorhearaboutoutsideofschool,theyneedtodevelopanunderstandingofscienceitself–ofhowscientificknowledgeisobtained,thekindsofevidenceandreasoningbehindit,itsstrengthsandlimitations,andhowfarwecanthereforerelyonit.Theyalsoneedopportunitiestoreflectontheimpactsofscientificknowledgeonsociety,andhowwerespondindividuallyandcollectivelytothenewideas,artefactsandprocessesthatsciencemakespossible.

Reportsofscientificclaims,inventionsanddiscoveriesareprolificinthemediaofthetwentyfirstcentury,andanunderstandingoftheIdeasaboutSciencewillensurethatstudentsarewell-equippedtocriticallyevaluatethesciencestoriestheyreadandhear.

Thekindofunderstandingofsciencethatwewouldwishstudentstohavebytheendoftheirschoolscienceeducationmightbesummarisedasfollows:

Why are Ideas about Science important?

How science worksTheaimofscienceistofindexplanationsforthebehaviourofthenaturalworld.Thereisnosingle‘methodofscience’thatleadsautomaticallytoscientificknowledge.Scientistsdo,however,havecharacteristicwaysofworking.Inparticular,datafromobservationsandmeasurementsareofcentralimportance.Alldata,however,havetobeinterpreted,andthisisinfluencedbytheideaswebringtoit.Scientificexplanationsdonot‘emerge’automaticallyfromdata.Proposinganexplanationinvolvescreativethinking.So,itisquitepossible(andmaybequitereasonable)fordifferentpeopletoarriveatdifferentexplanationsforthesamedata.

Causes and effectsScientistsoftenlookforcause-effectexplanations.Thefirststepistoidentifyacorrelationbetweenafactorandanoutcome.Thefactormaythenbethecause,oroneofthecauses,oftheoutcome.Inmanysituationsafactormaynotalwaysleadtotheoutcome,butincreasesthechance(ortherisk)ofithappening.Inordertoclaimthatthefactorcausestheoutcomeweneedtoidentifyaprocessormechanismthatmightaccountfortheobservedcorrelation.

Theories, explanations and predictionsAscientifictheoryisageneralexplanationthatappliestoalargenumberofsituationsorexamples(perhapstoallpossibleones),whichhasbeentestedandusedsuccessfully,andiswidelyacceptedbyscientists.Ascientifictheorymightproposeamodelinvolvingobjects(andtheirbehaviour)thatcannotbeobserveddirectly,toaccountforwhatweobserve.Oritmightdefinequantitiesandwaysofmeasuringthem,andstatesomemathematicalrelationshipsbetweenthem.

Ascientificexplanationofaspecificeventorphenomenonisoftenbasedonapplyingascientifictheory(ortheories)tothesituationinquestion.


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Aproposedscientificexplanation(whetheritisaverygeneralscientifictheoryoramorespecificexplanation)istestedbycomparingpredictionsbasedonitwithobservationsormeasurements.Iftheseagree,itincreasesourconfidencethattheexplanationmightbecorrect.Thiscanneverbeconclusivelyproved,butaccumulatingevidencecanbringustothepointwhereitishardtoimagineanyotherpossibleexplanation.Ifpredictionanddatadisagree,thenoneortheothermustbewrong.Datacanneverbereliedoncompletelybecauseobservationsmaybeincorrectandallmeasurementsaresubjecttouncertainty,arisingfromtheinevitablelimitationsofthemeasuringequipmentorthepersonusingit.Ifwebelievethedataareaccurate,thenthepredictionmustbewrong,loweringourconfidenceintheproposedexplanation.

Science and scientistsThescientificcommunityhasestablishedrobustproceduresfortestingandcheckingtheclaimsofindividualscientists,andreachinganagreedview.Scientistsreporttheirfindingstootherscientistsatconferencesandinpeer-reviewedjournals.Claimsarenotaccepteduntiltheyhavesurvivedthecriticalscrutinyofthescientificcommunity.Insomeareasofenquiry,ithasprovedpossibletoeliminatealltheexplanationswecanthinkofbutone–whichthenbecomestheacceptedexplanation(until,ifever,abetteroneisproposed).

Wherepossible,scientistschoosetostudysimplesituationsinordertogainunderstanding.This,however,canmakeitdifficulttoapplythisunderstandingtocomplex,real-worldsituations.Sotherecanbelegitimatedisagreementsaboutscientificexplanationsofparticularphenomenaorevents,eventhoughthereisnodisputeaboutthefundamentalscientificknowledgeinvolved.

Science and societyTheapplicationofscientificknowledge,innewtechnologies,materialsanddevices,greatlyenhancesourlives,butcanalsohaveunintendedandundesirableside-effects.Oftenweneedtoweighupthebenefitsagainstthedisadvantages–andalsoconsiderwhogainsandwholoses.Anapplicationofsciencemayhavesocial,economicandpoliticalimplications,andsometimesalsoethicalones.Personalandsocialdecisionsrequireanunderstandingofthescienceinvolved,butalsoinvolveknowledgeandvaluesthatgobeyondscience.

WithinthisSectionalloftheIdeasaboutSciencearelistedtogether,inanorderthatshowsclearlyhowtheyrelatetooneanotherandbuilduptheunderstandingofsciencethatwewouldlikestudentstodevelop.

InadditiontothisSection,specificIdeasaboutScienceareidentifiedatthestartofeachmodulewithinthespecification,toindicatethattherearegoodopportunitieswithinthecontentofthemoduletointroduceanddevelopthem.TheOCRschemeofworkforGCSEAdditionalScienceA(publishedseparately)willalsohighlightteachingopportunitiesforspecificIdeasaboutScience.

ThefollowingpagessetoutindetailtheIdeasaboutScienceandwhatcandidatesshouldbeabletodotodemonstratetheirunderstandingofthem.Thestatementsintheleft-handcolumnspecifytheunderstandingscandidatesareexpectedtodevelop;theentriesintheright-handcolumnaresuggestionsaboutsomewaysinwhichevidenceofunderstandingcanbedemonstrated.

How can Ideas about Science be developed in teaching?

What are the Ideas about Science?


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All Ideas about Science can be assessed in all units of assessment.ThosethatwillonlybeassessedinHigherTierpapersareindicatedinbold.

Inordertoassistwithcurriculumplanning,IdeasaboutSciencethatcouldbelinkedtoeachmodulearesuggestedintheoverviewofeachmodule(seeSections3.4,3.5and3.6).Takingallofthemodulestogether,suggestedlinkstoalloftheIdeasaboutScienceareidentifiedinthisway.However,itisnotintendedthatunderstandingandapplicationoftheIdeasaboutScienceshouldbelimitedtoanyparticularcontext,sotheselinksareprovidedassuggestionsonly.ThereisfreedomtodeveloplinksbetweenmodulesandtheIdeasaboutScienceinanyway,providingthatallhavebeencoveredpriortoassessment.

How are Ideas about Science assessed?


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1 Data: their importance and limitationsDataarethestartingpointforscientificenquiry–andthemeansoftestingscientificexplanations.Butdatacanneverbetrustedcompletely,andscientistsneedwaysofevaluatinghowgoodtheirdataare.

Candidates should understand that: A candidate who understands this can, for example:

1.1 • dataarecrucialtoscience.Thesearchforexplanationsstartsfromdata;anddataarecollectedtotestproposedexplanations.

• usedataratherthanopinionifaskedtojustifyanexplanation

• outlinehowaproposedscientificexplanationhasbeen(ormightbe)tested,referringappropriatelytotheroleofdata.

1.2 • wecanneverbesurethatameasurementtellsusthetruevalueofthequantitybeingmeasured.

• suggestreasonswhyagivenmeasurementmaynotbethetruevalueofthequantitybeingmeasured.

1.3 • ifwemakeseveralmeasurementsofanyquantity,thesearelikelytovary.

• suggestreasonswhyseveralmeasurementsofthesamequantitymaygivedifferentvalues

• whenaskedtoevaluatedata,makereferencetoitsrepeatabilityand/or reproducibility.

1.4 • themeanofseveralrepeatmeasurementsisagoodestimateofthetruevalueofthequantitybeingmeasured.

• calculatethemeanofasetofrepeatedmeasurements

• fromasetofrepeatedmeasurementsofaquantity,usethemeanasthebestestimateofthetruevalue

• explainwhyrepeatingmeasurementsleadstoabetterestimateofthequantity.

1.5 • fromasetofrepeatedmeasurementsofaquantity,itispossibletoestimatearangewithinwhichthetruevalueprobablylies.

• fromasetofrepeatedmeasurementsofaquantity,makeasensiblesuggestionabouttherangewithinwhichthetruevalueprobablyliesand explain this

• when discussing the evidence that a quantity measured under two different conditions has (or has not) changed, make appropriate reference both to the difference in means and to the variation within each set of measurements.

1.6 • ifameasurementlieswelloutsidetherangewithinwhichtheothersinasetofrepeatslie,orisoffagraphlineonwhichtheotherslie,thisisasignthatitmaybeincorrect.Ifpossible,itshouldbechecked.Ifnot,itshouldbeusedunlessthereisaspecificreasontodoubtitsaccuracy.

• identifyanyoutliersinasetofdata• treatanoutlierasdataunlessthereisa

reasonfordoubtingitsaccuracy• discuss and defend the decision to

discard or to retain an outlier.


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2 Cause-effect explanationsScientistslookforpatternsindata,asameansofidentifyingcorrelationsthatmightsuggestpossiblecause-effectlinks–forwhichanexplanationmightthenbesought.


2.1 • itisoftenusefultothinkaboutprocessesintermsoffactorswhichmayaffectanoutcome(orinputvariableswhichmayaffectanoutcomevariable).

• inagivencontext,identifytheoutcomeandfactorsthatmayaffectit

• inagivencontext,suggesthowanoutcomemightalterwhenafactorischanged.

2.2 • toinvestigatetherelationshipbetweenafactorandanoutcome,itisimportanttocontrolalltheotherfactorswhichwethinkmightaffecttheoutcome(aso-called‘fairtest’).

• identify,inaplanforaninvestigationoftheeffectofafactoronanoutcome,thefactthatotherfactorsarecontrolledasapositivedesignfeature,orthefactthattheyarenotasadesignflaw

• explainwhyitisnecessarytocontrolallthefactorsthatmightaffecttheoutcomeotherthantheonebeinginvestigated.

2.3 • ifanoutcomeoccurswhenaspecificfactorispresent,butdoesnotwhenitisabsent,orifanoutcomevariableincreases(ordecreases)steadilyasaninputvariableincreases,wesaythatthereisacorrelationbetweenthetwo.

• suggestandexplainanexamplefromeverydaylifeofacorrelationbetweenafactorandanoutcome

• identifywhereacorrelationexistswhendataarepresentedastext,asagraph,orinatable.

Examples may include both positive and negative correlations, but candidates will not be expected to know these terms.

2.4 • acorrelationbetweenafactorandanoutcomedoesnotnecessarilymeanthatthefactorcausestheoutcome;bothmight,forexample,becausedbysomeotherfactor.

• usetheideasofcorrelationandcausewhendiscussingdataandshowawarenessthatacorrelationdoesnotnecessarilyindicateacausallink

• identify,andsuggestfromeverydayexperience,examplesofcorrelationsbetweenafactorandanoutcomewherethefactoris(orisnot)aplausiblecauseoftheoutcome

• explainwhyanobservedcorrelationbetweenagivenfactorandoutcomedoesnotnecessarilymeanthatthefactorcausestheoutcome.

2.5 • insomesituations,afactoraltersthechance(orprobability)ofanoutcome,butdoesnotinvariablyleadtoit.Wealsocallthisacorrelation.

• suggestfactorsthatmightincreasethechanceofaparticularoutcomeinagivensituation,butdonotinvariablyleadtoit

• explainwhyindividualcasesdonotprovideconvincingevidencefororagainstacorrelation.


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2.6 • toinvestigateaclaimthatafactorincreasesthechance(orprobability)ofanoutcome,scientistscomparesamples(e.g.groupsofpeople)thatarematchedonasmanyotherfactorsaspossible,orarechosenrandomlysothatotherfactorsareequallylikelyinbothsamples.Thelargerthesamples,themoreconfidentwecanbeaboutanyconclusionsdrawn.

• discusswhethergivendatasuggestthatagivenfactordoes/doesnotincreasethechanceofagivenoutcome

• evaluatecriticallythedesignofastudytotestifagivenfactorincreasesthechanceofagivenoutcome,bycommentingonsamplesizeandhowwellthesamplesarematched.

2.7 • even when there is evidence that a factor is correlated with an outcome, scientists are unlikely to accept that it is a cause of the outcome, unless they can think of a plausible mechanism linking the two.

• identify the presence (or absence) of a plausible mechanism as reasonable grounds for accepting (or rejecting) a claim that a factor is a cause of an outcome.


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3 Developing scientific explanationsTheaimofscienceistodevelopgoodexplanationsfornaturalphenomena.Initially,anexplanationisahypothesisthatmightaccountfortheavailabledata.Asmoreevidencebecomesavailable,itmaybecomeanacceptedexplanationortheory.Scientificexplanationsandtheoriesdonot‘emerge’automaticallyfromdata,andcannotbededucedfromthedata.Proposinganexplanationortheoryinvolvescreativethinking.Itcanthenbetested–bycomparingitspredictionswithdatafromobservationsormeasurements.


3.1 • scientifichypotheses,explanationsandtheoriesarenotsimplysummariesoftheavailabledata.Theyarebasedondatabutaredistinctfromthem.

• inagivenaccountofscientificwork,identifystatementswhichreportdataandstatementsofexplanatoryideas(hypotheses,explanations,theories)

• recognisethatanexplanationmaybeincorrectevenifthedataagreewithit.

3.2 • anexplanationcannotsimplybededucedfromdata,buthastobethoughtupcreativelytoaccountforthedata.

• identifywherecreativethinkingisinvolvedinthedevelopmentofanexplanation.

3.3 • ascientificexplanationshouldaccountformost(ideallyall)ofthedataalreadyknown.Itmayexplainarangeofphenomenanotpreviouslythoughttobelinked.Itshouldalsoenablepredictionstobemadeaboutnewsituationsorexamples.

• recognisedataorobservationsthatareaccountedforby,orconflictwith,anexplanation

• givegoodreasonsforacceptingorrejectingaproposedscientificexplanation

• identifythebetteroftwogivenscientificexplanationsforaphenomenon,andgivereasonsforthechoice.

3.4 • scientificexplanationsaretestedbycomparingpredictionsbasedonthemwithdatafromobservationsorexperiments.

• drawvalidconclusionsabouttheimplicationsofgivendataforagivenscientificexplanation,inparticular:— understandthatagreementbetweena

predictionandanobservationincreasesconfidenceintheexplanationonwhichthepredictionisbasedbutdoesnotproveitiscorrect

— understandthatdisagreementbetweenapredictionandanobservationindicatesthatoneortheotheriswrong,anddecreasesourconfidenceintheexplanationonwhichthepredictionisbased.


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4 The scientific communityFindingsreportedbyanindividualscientistorgrouparecarefullycheckedbythescientificcommunitybeforebeingacceptedasscientificknowledge.


4.1 • scientistsreporttheirclaimstootherscientiststhroughconferencesandjournals.Scientificclaimsareonlyacceptedoncetheyhavebeenevaluatedcriticallybyotherscientists.

• describeinbroadoutlinethe‘peerreview’process,inwhichnewscientificclaimsareevaluatedbyotherscientists

• recognisethatthereislessconfidenceinnewscientificclaimsthathavenotyetbeenevaluatedbythescientificcommunitythanthereisinwell-establishedones.

4.2 • scientistsareusuallyscepticalaboutclaimsthatcannotberepeatedbyanyoneelse,andaboutunexpectedfindingsuntiltheyhavebeenreplicated(bythemselves)orreproduced(bysomeoneelse).

• identifythefactthatafindinghasnotbeenreproducedbyanotherscientistasareasonforquestioningascientificclaim

• explainwhyscientistsseethisasimportant.

4.3 • ifexplanationscannotbededucedfromtheavailabledata,two(ormore)scientistsmaylegitimatelydrawdifferentconclusionsaboutthesamedata.Ascientist’spersonalbackground,experienceorinterestsmayinfluencehis/herjudgments.

• showawarenessthatthesamedatamightbeinterpreted,quitereasonably,inmorethanoneway

• suggestplausiblereasonswhyscientistsinagivensituationdisagree(d).

4.4 • anacceptedscientificexplanationisrarelyabandonedjustbecausesomenewdatadisagreewithitspredictions.Itusuallysurvivesuntilabetterexplanationisavailable.

• discussthelikelyconsequencesofnewdatathatdisagreewiththepredictionsofanacceptedexplanation

• suggest reasons why scientists should not give up an accepted explanation immediately if new data appear to conflict with it.


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5 RiskEveryactivityinvolvessomerisk.Assessingandcomparingtherisksofanactivity,andrelatingthesetothebenefitswegainfromit,areimportantindecisionmaking.


5.1 • everythingwedocarriesacertainriskofaccidentorharm.Nothingisriskfree.Newtechnologiesandprocessesbasedonscientificadvancesoftenintroducenewrisks.

• explainwhyitisimpossibleforanythingtobecompletelysafe

• identifyexamplesofriskswhicharisefromanewscientificortechnologicaladvance

• suggestwaysofreducingagivenrisk.

5.2 • wecansometimesassessthesizeofariskbymeasuringitschanceofoccurringinalargesample,overagivenperiodoftime.

• interpretanddiscussinformationonthesizeofrisks,presentedindifferentways.

5.3 • tomakeadecisionaboutaparticularrisk,weneedtotakeaccountbothofthechanceofithappeningandtheconsequencesifitdid.

• discussagivenrisk,takingaccountofboththechanceofitoccurringandtheconsequencesifitdid.

5.4 • tomakeadecisionaboutacourseofaction,weneedtotakeaccountofbothitsrisksandbenefits,tothedifferentindividualsorgroupsinvolved.

• identifyrisksandbenefitsinagivensituation,tothedifferentindividualsandgroupsinvolved

• discussacourseofaction,withreferencetoitsrisksandbenefits,takingaccountofwhobenefitsandwhotakestherisks

• suggestbenefitsofactivitiesthatareknowntohaverisk.

5.5 • peoplearegenerallymorewillingtoaccepttheriskassociatedwithsomethingtheychoosetodothansomethingthatisimposed,andtoacceptrisksthathaveshort-livedeffectsratherthanlong-lastingones.

• offerreasonsforpeople’swillingness(orreluctance)toaccepttheriskofagivenactivity.

5.6 • people’s perception of the size of a particular risk may be different from the statistically estimated risk. People tend to over-estimate the risk of unfamiliar things (like flying as compared with cycling), and of things whose effect is invisible or long-term (like ionising radiation).

• distinguish between perceived and calculated risk, when discussing personal choices

• suggest reasons for given examples of differences between perceived and measured risk.

5.7 • governmentsandpublicbodiesmayhavetoassesswhatlevelofriskisacceptableinaparticularsituation.Thisdecisionmaybecontroversial,especiallyifthosemostatriskarenotthosewhobenefit.

• discussthepublicregulationofrisk,and explain why it may in some situations be controversial.


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6 Making decisions about science and technologyTomakesounddecisionsabouttheapplicationsofscientificknowledge,wehavetoweighupthebenefitsandcostsofnewprocessesanddevices.Sometimesthesedecisionsalsoraiseethicalissues.Societyhasdevelopedwaysofmanagingtheseissues,thoughnewdevelopmentscanposenewchallengestothese.


6.1 • science-basedtechnologyprovidespeoplewithmanythingsthattheyvalue,andwhichenhancethequalityoflife.Someapplicationsofsciencecan,however,haveunintendedandundesirableimpactsonthequalityoflifeortheenvironment.Benefitsneedtobeweighedagainstcosts.

• inaparticularcontext,identifythegroupsaffectedandthemainbenefitsandcostsofacourseofactionforeachgroup

• suggest reasons why different decisions on the same issue might be appropriate in view of differences in social and economic context.

6.2 • scientistsmayidentifyunintendedimpactsofhumanactivity(includingpopulationgrowth)ontheenvironment.Theycansometimeshelpustodevisewaysofmitigatingthisimpactandofusingnaturalresourcesinamoresustainableway.

• identify,andsuggest,examplesofunintendedimpactsofhumanactivityontheenvironment

• explaintheideaofsustainability,andapplyittospecificsituations

• usedata(forexample,fromaLifeCycleAssessment)tocomparethesustainabilityofalternativeproductsorprocesses.

6.3 • inmanyareasofscientificwork,thedevelopmentandapplicationofscientificknowledgearesubjecttoofficialregulations.

• incontextswherethisisappropriate,showawarenessof,and discuss,theofficialregulationofscientificresearchandtheapplicationofscientificknowledge.

6.4 • somequestions,suchasthoseinvolvingvalues,cannotbeansweredbyscience.

• distinguishquestionswhichcouldinprinciplebeansweredusingascientificapproach,fromthosewhichcouldnot.

6.5 • someformsofscientificresearch,andsomeapplicationsofscientificknowledge,haveethicalimplications.Peoplemaydisagreeaboutwhatshouldbedone(orpermitted).

• whereanethicalissueisinvolved: sayclearlywhatthisissueis summarisedifferentviewsthatmaybe

held.

6.6 • indiscussionsofethicalissues,onecommonargumentisthattherightdecisionisonewhichleadstothebestoutcomeforthegreatestnumberofpeopleinvolved.Anotheristhatcertainactionsareconsideredrightorwrongwhatevertheconsequences.

• inagivencontext,identify,and develop,argumentsbasedontheideasthat: therightdecisionistheonewhichleads

tothebestoutcomeforthegreatestnumberofpeopleinvolved

certainactionsareconsideredrightorwrongwhatevertheconsequences.


UnitA162istheunitwithinGCSEAdditionalScienceAwherethebiologycontentisassessed.ItassessesthecontentofModules B4, B5andB6togetherwiththeIdeasaboutScience.

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3.4 Summary of Unit A162: Biology A Modules B4, B5, B6

Biologicalprocessesthattakeplaceincellsinvolvechemicalreactionscatalysedbyenzymes.Photosynthesisandrespirationareexamplesoftheseprocesses,andthesereactionstakeplaceinspecialisedstructureswithincells.TheconditionsforoptimumenzymeactionrequiretemperatureandpHtobecontrolled.Anaerobicrespirationofmicroorganismsandyeastprovideshumanswithusefulproducts,includingbiogas,breadandalcohol.

Thefirsttopicconsiderssomeofthemostfundamentalchemicalreactionsthatoccurwithincellsandhighlightsthecrucialrolethatenzymesplayintheseprocesses.Thehighlyspecificnatureofenzymesisexplored,alongwithsensitivityofenzymestotheirenvironment.Thelockandkeymodelprovidesanaccessibleexampleofhowmodelsandanalogycanenhanceunderstandingofscientificprocesses.

Thesecondtopicfocusesinmoredetailonphotosynthesisandtheprocessesplantsutilisetotakeinandtransportwaterandnutrients,necessarytoproducethecomplexmoleculesrequiredforplantgrowth.

Theprocessesofplantgrowtharealsofundamentaltoprovidingtheglucoseandcomplexsugarsthatmanyanimalandmicrobiallifeformsdependuponforrespiration.Respirationisexploredinmoredetailinthethirdtopic.

TopicsB4.1 Howdochemicalreactionstakeplaceinlivingthings?ReactionsincellsRoleofenzymesB4.2 Howdoplantsmakefood?PhotosynthesisCellstructuresforphotosynthesisLimitingfactorsB4.3 Howdolivingorganismsobtainenergy?AerobicrespirationAnaerobicrespirationCellstructuresforrespiration

Thismoduleoffersopportunitiestodevelopmathematicsskills.Forexample:

• carryoutcalculationsusingexperimentaldata,includingfindingthemeanandtherange

• carryoutcalculationsusingfractionsandpercentages

• plot,drawandinterpretgraphsandchartsfromcandidates’ownandsecondarydata

• useideasaboutcorrelation.

Overview

3.4.1 Module B4: The processes of life

Opportunities for mathematics


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Opportunities for practical work

Thismoduleoffersopportunitiesforpracticalworkinteachingandlearning.Forexample:

• investigatehowseedbeetlesareabletosensetheirsurroundings

• investigatetheeffectsofanenzymeonbiologicalprocesses

• investigatethefactorsaffectingphotosynthesis

• usemicroscopestolookcarefullyatthestructureofleaves

• investigateratesofdiffusionindifferentmedia

• investigatetheeffectofsoluteconcentrationonpotatocellwaterbalance

• usesoilteststocomparesoilsandcomposts

• usefieldworktoinvestigatefactorsaffectingthespeciesofplantsindifferentenvironmentalconditions

• investigatetheenergycontentofdifferentfoods

• usedataloggingtotracktemperaturechangesduringrespirationinpeas

• investigateanaerobicrespirationinyeast.

ThismoduleoffersopportunitiestoillustratetheuseofICTinscience.Forexample:

• molecularmodellingtodevelopexplanationsofenzymeaction.

UseofICTinteachingandlearningcaninclude:

• animationstoexplainenzymeactionandtheeffectoftemperatureonenzymeactivity

• animationsofdiffusion,osmosisandactivetransport.

Opportunities for ICT

Opportunities for teaching the Ideas about Science

ExamplesofIdeasaboutScienceforwhichthereareparticularopportunitiesforintroductionordevelopmentinthismoduleinclude:

laS1.1–1.6

laS2.1,2.2

Data: their importance and limitations

Cause-effect explanations


3

Module B4: The processes of lifeB4.1 How do chemical reactions take place in living things?1. understandthatthebasicprocessesoflifecarriedoutbyalllivingthingsdependonchemical

reactionswithincellsthatrequireenergyreleasedbyrespiration2. understandtheroleofphotosynthesisinmakingfoodmoleculesandenergyavailableto

livingorganismsthroughfoodchains3. describephotosynthesisasaseriesofchemicalreactionsthatuseenergyfromsunlightto

buildlargefoodmoleculesinplantcellsandsomemicroorganisms(e.g.phytoplankton)4. describerespirationasaseriesofchemicalreactionsthatreleaseenergybybreakingdown

largefoodmoleculesinalllivingcells5. recallthatenzymesareproteinsthatspeedupchemicalreactions6. recallthatcellsmakeenzymesaccordingtotheinstructionscarriedingenes7. understandthatmoleculeshavetobethecorrectshapetofitintotheactivesiteofthe

enzyme(thelockandkeymodel)8. understandthatenzymesneedaspecificconstanttemperaturetoworkattheiroptimum,

andthattheypermanentlystopworking(denature)ifthetemperatureistoohigh9. explain that enzyme activity at different temperatures is a balance between: a. increased rates of reaction as temperature increases b. changes to the active site at higher temperatures, including denaturing Candidates are not expected to explain why rates of reaction increase with

temperature10. recallthatanenzymeworksatitsoptimumataspecificpH11. explain the effect of pH on enzyme activity in terms of changes to the shape of the

active site.


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Module B4: The processes of lifeB4.2 How do plants make food?1. recallthenamesofthereactantsandproductsofphotosynthesis,andusetheword

equation: lightenergy carbondioxide+water→glucose+oxygen2. recall the formulae of the reactants and products of photosynthesis, and use the

symbol equation: light energy 6CO2 + 6H2O → C6H12O6 + 6O2 3. recallthemainstagesofphotosynthesis: a. lightenergyabsorbedbythegreenchemicalchlorophyll b. energyusedtobringaboutthereactionbetweencarbondioxideandwaterto

produceglucose(asugar) c. oxygenproducedasawasteproduct4. recallthatglucosemaybe: a. convertedintochemicalsneededforgrowthofplantcells,forexamplecellulose,

proteinandchlorophyll b. convertedintostarchforstorage c. usedinrespirationtoreleaseenergy5. recallthestructureofatypicalplantcell,limitedtochloroplasts,cellmembrane,nucleus,

cytoplasm,mitochondria,vacuoleandcellwall6. understandthefunctionsofthestructuresinatypicalplantcellthathavearolein

photosynthesis,including: a. chloroplastscontainchlorophyllandtheenzymesforthereactionsinphotosynthesis b. cellmembraneallowsgasesandwatertopassinandoutofthecellfreelywhile

presentingabarriertootherchemicals c. nucleuscontainsDNAwhichcarriesthegeneticcodeformakingenzymesandother

proteinsusedinthechemicalreactionsofphotosynthesis d. cytoplasmwheretheenzymesandotherproteinsaremade7. recallthatmineralstakenupbyplantrootsareusedtomakesomechemicalsneededby

cells,includingnitrogenfromnitratestomakeproteins8. understandthatdiffusionisthepassiveoverallmovementofmoleculesfromaregionoftheir

higherconcentrationtoaregionoftheirlowerconcentration9. recallthatthemovementofoxygenandcarbondioxideinandoutofleavesduring

photosynthesisoccursbydiffusion10. understandthatosmosis(aspecificcaseofdiffusion)istheoverallmovementofwaterfrom

adilutetoamoreconcentratedsolutionthroughapartiallypermeablemembrane11. recallthatthemovementofwaterintoplantrootsoccursbyosmosis12. understand that active transport is the overall movement of chemicals across a cell

membrane requiring energy from respiration13. recall that active transport is used in the absorption of nitrates by plant roots


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B4.2 How do plants make food?

14. understandthattherateofphotosynthesismaybelimitedby: a. temperature b. carbondioxide c. lightintensity15. interpretdataonfactorslimitingtherateofphotosynthesis16. describeandexplaintechniquesusedinfieldworktoinvestigatetheeffectoflightonplants,

including: a. usingalightmeter b. usingaquadrat c. usinganidentificationkey17. understandhowtotakeatransect.


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Module B4: The processes of lifeB4.3 How do living organisms obtain energy?1. understandthatalllivingorganismsrequireenergyreleasedbyrespirationforsome

chemicalreactionsincells,includingchemicalreactionsinvolvedin: a. movement b. synthesisoflargemolecules c. active transport2. understandthatsynthesisoflargemoleculesincludes: a. synthesisofpolymersrequiredbyplantcellssuchasstarchandcellulosefrom

glucoseinplantcells b. synthesisofaminoacidsfromglucoseandnitrates,andthenproteinsfromamino

acidsinplant,animalandmicrobialcells3. recallthataerobicrespirationtakesplaceinanimalandplantcellsandsome

microorganisms,andrequiresoxygen4. recallthenamesofthereactantsandproductsofaerobicrespirationandusetheword

equation: glucose+oxygen→carbondioxide+water(+energyreleased)5. recall the formulae of the reactants and products of aerobic respiration and use the

symbol equation: C6H12O6 + 6O2 → 6CO2 + 6H2O6. recallthatanaerobicrespirationtakesplaceinanimal,plantandsomemicrobialcellsin

conditionsoflowoxygenorabsenceofoxygen,toinclude: a. plantrootsinwaterloggedsoil b. bacteriainpuncturewounds c. humancellsduringvigorousexercise7. recallthenamesofthereactantsandproductsofanaerobicrespirationinanimalcellsand

somebacteria,andusethewordequation: glucose→lacticacid(+energyreleased)8. recallthenamesofthereactantsandproductsofanaerobicrespirationinplantcellsand

somemicroorganismsincludingyeast,andusethewordequation: glucose→ethanol+carbondioxide(+energyreleased)9. understandthataerobicrespirationreleasesmoreenergyperglucosemoleculethan

anaerobicrespiration10. recallthestructureoftypicalanimalandmicrobialcells(bacteriaandyeast)limitedto: a. nucleus b. cytoplasm c. cellmembrane d. mitochondria(foranimalandyeastcells) e. cellwall(foryeastandbacterialcells) f. circularDNAmolecule(forbacterialcells)


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B4.3 How do living organisms obtain energy?

11. understandthefunctionsofthestructuresinanimal,plant,bacteriaandyeastcellsthathavearoleinrespiration,including:

a. mitochondriacontainenzymesforthereactionsinaerobicrespiration(inanimals,plantsandyeast)

b. cellmembraneallowsgasesandwatertopassinandoutofthecellfreelywhilepresentingabarriertootherchemicals

c. nucleusorcircularDNAinbacteriacontainsDNAwhichcarriesthegeneticcodeformakingenzymesusedinthechemicalreactionsofrespiration

d. cytoplasmwhereenzymesaremadeandwhichcontainstheenzymesusedinanaerobicrespiration

12. describeexamplesoftheapplicationsoftheanaerobicrespirationofmicroorganisms,includingtheproductionofbiogasandfermentationinbreadmakingandalcoholproduction.


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Genetictechnologiesareatthecuttingedgeofcontemporaryscience.Researchintoproteomics,stemcelltechnologyandcellulargrowthcontrolisattheforefrontofmodernmedicalscience.Knowledgeandunderstandingoftheseareaspromisepowerfulapplicationstobenefitbothpresentandfuturegenerations.

Thefirsttopicexplainsplantandanimaldevelopment,comparingandcontrastingthedevelopmentofunspecialisedcells.Theabilityofplantmeristemstoregeneratewholeplantsisconsidered,includingtheeffectofplanthormonesontheirdevelopment.

ThesecondtopiclooksathowthestructureofDNAallowscellstobeaccuratelycopied.Keystagesinthecellcycleareidentified,andcelldivisionbymitosisandmeiosiscompared.

Thefinaltopicdescribestheprocessofproteinsynthesis,followingtheone-gene-one-proteinhypothesis.


• developasenseofscaleinthecontextofDNA,cellsandplants


• plot,drawandinterpretgraphsandchartsfromcandidates’ownandsecondarydata.


• usemicroscopestolookatavarietyofplantandanimalcells

• dissectanddrawabroadbean

• takeplantcuttingsandinvestigatetheeffectsofusinghormonerootingpowder

• investigatetheeffectsofphototropism

• viewgerminatingpollen

• extractDNAfromplants.

Overview

3.4.2 Module B5: Growth and development

TopicsB5.1 Howdoorganismsdevelop?Embryodevelopment;cellspecialisationinplantsandanimals;plantgrowthresponsesB5.2 Howdoesanorganismproducenewcells?Mainprocessesofthecellcycle;comparisonsofmitosisandmeiosisB5.3 Howdogenescontrolgrowthanddevelopmentwithinthecell?Structureofgeneticcodeandmechanismforproteinsynthesis





laS3.1–3.4

3


• imagingcellsandobservingtheirgrowthanddevelopment.


• animationstoillustrateDNAstructure,replication,andproteinsynthesis

• animationstoillustratecelldivision

• videoclipstoshowstagesinhumandevelopment.



Developing scientific explanations


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Module B5: Growth and developmentB5.1 How do organisms develop?1. recallthatcellsinmulticellularorganismscanbespecialisedtodoparticularjobs2. recallthatgroupsofspecialisedcellsarecalledtissues,andgroupsoftissuesformorgans3. recallthatafertilisedeggcell(zygote)dividesbymitosistoformanembryo4. recallthatinahumanembryoupto(andincluding)theeightcellstage,allthecellsare

identical(embryonicstemcells)andcouldproduceanytypeofcellrequiredbytheorganism5. understandthataftertheeightcellstage,mostoftheembryocellsbecomespecialisedand

formdifferenttypesoftissue6. understandthatsomecells(adultstemcells)remainunspecialisedandcanbecome

specialised,atalaterstage,tobecomemany,butnotall,typesofcellrequiredbytheorganism

7. understandthatinplants,onlycellswithinspecialregionscalledmeristemsaremitoticallyactive

8. understandthatthenewcellsproducedfromplantmeristemsareunspecialisedandcandevelopintoanykindofplantcell

9. understandthatunspecialisedplantcellscanbecomespecialisedtoformdifferenttypesoftissue(includingxylemandphloem)withinorgans(includingflowers,leaves,stemsandroots)

10. understandthatthepresenceofmeristems(assourcesofunspecialisedcells)allowstheproductionofclonesofaplantfromcuttings,andthatthismaybedonetoreproduceaplantwithdesirablefeatures

11. understandthatacutstemfromaplantcandeveloprootsandthengrowintoacompleteplantwhichisacloneoftheparent,andthatrootingcanbepromotedbythepresenceofplanthormones(auxins)

12. understandthatthegrowthanddevelopmentofplantsisalsoaffectedbytheenvironment,e.g.phototropism

13. understandhowphototropismincreasestheplant’schanceofsurvival14. explain phototropism in terms of the effect of light on the distribution of auxin in a

shoot tip.


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Module B5: Growth and developmentB5.2 How does an organism produce new cells?1. recallthatcelldivisionbymitosisproducestwonewcellsthataregeneticallyidenticalto

eachotherandtotheparentcell2. describethemainprocessesofthecellcycle: a. cellgrowthduringwhich: • numbersoforganellesincrease • thechromosomesarecopiedwhenthetwostrandsofeachDNAmolecule

separateandnewstrandsformalongsidethem b. mitosisduringwhich: • copiesofthechromosomesseparate • thenucleusdivides

Candidates are not expected to recall intermediate stages of mitosis3. recallthatmeiosisisatypeofcelldivisionthatproducesgametes4. understandwhy,inmeiosis,itisimportantthatthecellsproducedonlycontainhalfthe

chromosomenumberoftheparentcell Candidates are not expected to recall intermediate stages of meiosis5. understandthatazygotecontainsasetofchromosomesfromeachparent.


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Module B5: Growth and developmentB5.3 How do genes control growth and development within the cell?1. recallthatDNAhasadoublehelixstructure2. recallthatbothstrandsoftheDNAmoleculearemadeupoffourdifferentbaseswhich

alwayspairupinthesameway:AwithT,andCwithG3. understandthattheorderofbasesinageneisthegeneticcodefortheproductionofa

protein4. explain how the order of bases in a gene is the code for building up amino acids in the

correct order to make a particular protein

Candidates are not expected to recall details of nucleotide structure, transcription or translation

5. recallthatthegeneticcodeisinthecellnucleusofanimalandplantcellsbutproteinsareproducedinthecellcytoplasm

6. understandthatgenesdonotleavethenucleusbutacopyofthegene(messenger RNA)isproducedtocarrythegeneticcodetothecytoplasm

7. understandthatalthoughallbodycellsinanorganismcontainthesamegenes,manygenesinaparticularcellarenotactive(switchedoff)becausethecellonlyproducesthespecificproteinsitneeds

8. understandthatinspecialisedcellsonlythegenesneededforthecellcanbeswitchedon,butinembryonicstemcellsanygenecanbeswitchedonduringdevelopmenttoproduceanytypeofspecialisedcell

9. understandthatadultstemcellsandembryonicstemcellshavethepotentialtoproducecellsneededtoreplacedamagedtissues

10. understandthatethicaldecisionsneedtobetakenwhenusingembryonicstemcellsandthatthisworkissubjecttoGovernmentregulation

11. understand that, in carefully controlled conditions of mammalian cloning, it is possible to reactivate (switch on) inactive genes in the nucleus of a body cell to form cells of all tissue types.


3

Howthehumanbrainfunctionsremainslargelyunknown.Neuroscienceisanareaatthefrontierofmedicalresearch,andhashugepotentialimpactforanageingpopulation.

Thismodulebeginsbylookingathow,inordertosurvive,simpleorganismsrespondtochangesintheirenvironment.Thenervoussystemofmulticellularanimalsisalsoconsidered.

Thesecondtopicconsidershowinformationistransmittedfromreceptorcellstoeffectorcells,includingasimpledescriptionofchemicaltransmissionacrosssynapses.Theeffectsofdrugsonsynapsesinthebrainareexplored(forexample,Ecstasy).

Simple,conditionedandmodifiedreflexesareintroducedinthethirdtopic,withreferencetosurvivalandadaptation.

Thefourthtopictakesacloserlookatthebrain,andhowsomeneuronpathwaysbecome‘preferred’whileotherpotentialpathwaysremainavailabletoallowforadaptationtonewsituations.Thistopicillustratesspecialisedareasofthebrain,identifiesmethodsscientistshaveusedtomapthecerebralcortexandintroducesabasicunderstandingofmemory.



• plot,drawandinterpretgraphsandchartsfromcandidates’ownandsecondarydata.

Overview

3.4.3 Module B6: Brain and mind

TopicsB6.1 Howdoanimalsrespondtochangesintheirenvironment?Co-ordinationofresponsestostimuliviathecentralnervoussystemB6.2 Howisinformationpassedthroughthenervoussystem?Structureofneurons;transmissionofelectricalimpulses,includingsynapses;effectsofEcstasyonsynapseactionB6.3 Whatcanwelearnthroughconditioning?Simplereflexactionsforsurvival;mechanismofareflexarc;conditionedreflexesB6.4 Howdohumansdevelopmorecomplexbehaviour?Formationofneuronpathwaysandlearningthroughrepetition;mappingbrainfunction;modelsforunderstandingmemory



3


• investigatereflexbehaviourofwoodlice

• lookatmicroscopeslidesofneurons

• researchreflexbehaviourinnewbornbabiesandinotheranimals

• investigatereceptorcellsonthetongue

• measurethespeedatwhichanerveimpulsetravels

• investigatefactorsthataffectreactiontimes

• measurethetouchsensitivityofdifferentareasofthebody

• makeapresentationaboutPavlovandhisworkonconditionedreflexes

• investigatehowpracticeofaskillimprovesperformance

• investigatepupils’ownlearning

• investigatewhetherwoodlicehaveamemory.


• observeanddigitallyrecordhumanandanimalbehaviour

• log,recordanddisplayphysiologicaldata.


• videoclipstoillustratepatternsinthebehaviouroflivingthings

• animationstoexplainsynapsefunctionandtheeffectsofdrugsonsynapses

• interactiveanimationsonbrainfunction

• usingtheinternettoresearchbehaviourandmemory.





laS6.5,6.6

Making decisions about science and technology


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Module B6: Brain and mindB6.1 How do animals respond to changes in their environment?1. recallthatastimulusisachangeintheenvironmentofanorganism2. understandthatsimplereflexesproducerapidinvoluntaryresponsestostimuli3. understandthatthesimplestanimalsrelyonreflexactionsforthemajorityoftheirbehaviour4. understandthatthesereflexactionshelptoensurethatthesimplestanimalsrespondto

astimulusinawaythatismostlikelytoresultintheirsurvival,toincludefindingfoodandshelteringfrompredators

5. recallexamplesofsimplereflexesinhumans,toincludenewbornreflexes(e.g.stepping,grasping,sucking),pupilreflex,kneejerkanddroppingahotobject

6. understandthatnervousco-ordination,includingsimplereflexes,requires: a. receptorstodetectstimuli b. processingcentrestoreceiveinformationandcoordinateresponses c. effectorstoproducetheresponse7. understandthatreceptorsandeffectorscanformpartofcomplexorgans,forexample: a. lightreceptorcellsintheretinaoftheeye b. hormonesecretingcellsinagland c. musclecellsinamuscle8. understandthatnervoussystemsuseelectricalimpulsesforfast,short-livedresponses

includingsimplereflexes9. recallthathormonesarechemicalsthatareproducedinglands,travelinthebloodandbring

aboutslower,longer-lastingresponses,e.g.insulinandoestrogen10. recallthatthedevelopmentofnervousandhormonalcommunicationsystemsdependedon

theevolutionofmulticellularorganisms.


3

Module B6: Brain and mindB6.2 How is information passed through the nervous system?1. recallthatnervoussystemsaremadeupofneurons(nervecells)linkingreceptorcells(e.g.

ineyes,earsandskin)toeffectorcells(inmuscles/glands)2. recallthatneuronstransmitelectricalimpulseswhenstimulated3. recallthatanaxonisalongextensionofthecytoplasminaneuronandissurroundedbya

cellmembrane4. understandthatsomeaxonsaresurroundedbyafattysheath,whichinsulatestheneuron

fromneighbouringcellsandincreasesthespeedoftransmissionofanerveimpulse5. recallthatinhumansandothervertebratesthecentralnervoussystem(CNS)ismadeupof

thespinalcordandbrain6. recallthatinthemammaliannervoussystemtheCNS(brainandspinalcord)isconnected

tothebodyviatheperipheralnervoussystem(PNS)(sensoryandmotorneurons)7. understandthattheCNScoordinatesananimal’sresponsesvia: a. sensoryneuronscarryingimpulsesfromreceptorstotheCNS b. motorneuronscarryingimpulsesfromtheCNStoeffectors8. understandthatwithintheCNS,impulsesarepassedfromsensoryneuronstomotor

neuronsthroughrelayneurons9. describethenervouspathwayofaspinalreflexarctoincludereceptor,sensoryneuron,

relayneuron,spinalcord,motorneuronandeffector10. understand that this arrangement of neurons into a fixed pathway allows reflex

responses to be automatic and so very rapid, since no processing of information is required

11. recallthattherearegapsbetweenadjacentneuronscalledsynapsesandthatimpulsesaretransmittedacrossthem

12. understand that at a synapse an impulse triggers the release of chemicals (transmitter substances) from the first neuron into the synapse, which diffuse across and bind to receptor molecules on the membrane of the next neuron

13. understand that only specific chemicals bind to the receptor molecules, initiating a nerve impulse in the next neuron

14. recallthatsometoxinsanddrugs,includingEcstasy,betablockersandProzac,affectthetransmissionofimpulsesacrosssynapses

15. understand that Ecstasy (MDMA) blocks the sites in the brain’s synapses where the transmitter substance, serotonin, is removed

16. understand that the effects of Ecstasy on the nervous system are due to the subsequent increase in serotonin concentration

17. recallthatthecerebralcortexisthepartofourbrainmostconcernedwithintelligence,memory,languageandconsciousness

18. understandthatscientistscanmaptheregionsofthebraintoparticularfunctions(includingstudiesofpatientswithbraindamage,studiesinwhichdifferentpartsofthebrainarestimulatedelectrically,andbrainscanssuchasMRI,showingbrainstructureandactivity).


3

Module B6: Brain and mindB6.3 Can reflex responses be learned?1. understandthatareflexresponsetoanewstimuluscanbelearnedbyintroducingthe

secondary(new)stimulusinassociationwiththeprimarystimulus,andthatthisiscalledconditioning

2. describeandexplaintwoexamplesofconditioning,includingPavlov’sdogs3. understand that in a conditioned reflex the final response (e.g. salivation) has no

direct connection to the secondary stimulus (e.g. ringing of a bell)4. understand that conditioned reflexes are a form of simple learning that can increase

an animal’s chance of survival5. recall that in some circumstances the brain can modify a reflex response via a neuron

to the motor neuron of the reflex arc, for example keeping hold of a hot object.


3

Module B6: Brain and mindB6.4 How do humans develop more complex behaviour?1. understandthattheevolutionofalargerbraingaveearlyhumansabetterchanceofsurvival2. recallthatmammalshaveacomplexbrainofbillionsofneuronsthatallowslearningby

experience,includingsocialbehaviour3. understandthatduringdevelopmenttheinteractionbetweenmammalsandtheir

environmentresultsinneuronpathwaysforminginthebrain4. understandthatlearningistheresultofexperiencewhere: a. certainpathwaysinthebrainbecomemorelikelytotransmitimpulsesthanothers b. newneuronpathwaysformandotherneuronpathwaysarelost5. understandthatthisiswhysomeskillsmaybelearntthroughrepetition6. understand that the variety of potential pathways in the brain makes it possible for the

animal to adapt to new situations7. understand the implications of evidence suggesting that children may only acquire

some skills at a particular age, to include language development in feral children8. describememoryasthestorageandretrievalofinformation9. recallthatmemorycanbedividedintoshort-termmemoryandlong-termmemory10. understandthathumansaremorelikelytorememberinformationif: a. theycanseeapatterninit(orimposeapatternonit) b. thereisrepetitionoftheinformation,especiallyoveranextendedperiodoftime c. thereisastrongstimulusassociatedwithit,includingcolour,light,smell,orsound11. understandhowmodelscanbeusedtodescribememory(includingthemulti-storemodel)to

includeshort-termmemory,long-termmemory,repetition,storage,retrievalandforgetting12. understandthatmodelsarelimitedinexplaininghowmemoryworks.


3

UnitA172istheunitwithinGCSEAdditionalScienceAwherethechemistrycontentisassessed.ItassessesthecontentofModules C4, C5 and C6togetherwithIdeasaboutScience.

3.5 Summary of Unit A172: Chemistry A Modules C4, C5, C6

Thismodulefeaturesacentralthemeofmodernchemistry.Itshowshowtheoriesofatomicstructurecanbeusedtoexplainthepropertiesofelementsandtheircompounds.Themodulealsoincludesexamplestoshowhowspectraandspectroscopyhavecontributedtothedevelopmentofchemicalknowledgeandtechniques.Thismoduleshowshowatomicstructurecanbeusedtohelpexplainthebehaviourofelements.

ThefirsttopiclooksatthePeriodicTable,thehistoryofitsdevelopment,andpatternsthatexistwithinit,focusingonGroup1andGroup7.Thistopicalsointroducestheuseofsymbolsandequationsasameansofdescribingachemicalreaction.Anexplanationofthepatternsisthendevelopedinthenexttopicbylinkingatomicstructurewithchemicalproperties.

Thethird,andfinal,topictakesthisfurtherbyintroducingionsandshowinghowionictheorycanaccountforpropertiesofcompoundsofGroup1withGroup7elements.

Overview

3.5.1 Module C4: Chemical patterns

TopicsC4.1 Whatarethepatternsinthepropertiesofelements?

ThehistoryofthedevelopmentofthePeriodicTableClassifyingelementsbytheirpositioninthePeriodicTablePatternsinGroup1andpatternsinGroup7UsingsymbolsandequationstorepresentchemicalreactionsC4.2 Howdochemistsexplainthepatternsinthepropertiesofelements?

FlametestsandspectraandtheiruseforidentifyingelementsandstudyingatomicstructureClassifyingelementsbytheiratomicstructureLinkingatomicstructuretochemicalpropertiesC4.3 HowdochemistsexplainthepropertiesofcompoundsofGroup1andGroup7elements?Ions,andlinkingionformationtoatomicstructurePropertiesofioniccompoundsofalkalimetalsandhalogens


3


• developasenseofscaleinthecontextofatomicstructure

• useideasofratiosinthecontextoftheformulaeofioniccompounds

• plot,drawandinterpretgraphsandchartsfromsecondarydata

• extractinformationfromthePeriodicTable

• extractinformationfromchartsandgraphsincludingpatternsinthepropertiesofelements

• balancechemicalequations.



3


• reactionsofthealkalimetals

• reactionsofthehalogens

• experimentstotestthepropertiesofioniccompounds.


• storinglargesetsofdata

• selectingandpresentingdatainavarietyofformstoexplorepatternsandtrends.


• usinganinteractivePeriodicTabletoexploresimilaritiesanddifferencesbetweenelements

• usingaspreadsheettodisplaypatternsinchemicaldata

• videoclipstotestpredictionsaboutthereactionsofelementssuchascaesiumandfluorine

• usingtheinternettoresearchtheusesofalkalimetalsorhalogensandtheircompounds.





laS3.1–3.4

laS4.1–4.4


The scientific community


3

Module C4: Chemical patternsC4.1 What are the patterns in the properties of elements?1. understandthatatomsofeachelementhavedifferentprotonnumbers2. understandthatarrangingtheelementsinorderoftheirprotonnumbersgivesrepeating

patternsinthepropertiesofelements3. understandthatearlyattemptstofindconnectionsbetweenthechemicalpropertiesofthe

elementsandtheirrelativeatomicmassweredismissedbythescientificcommunity4. recallthesignificantstagesinthehistoryofthedevelopmentofthePeriodicTabletoinclude

theideasofDöbereiner,NewlandsandMendeleev5. understandhowMendeleevusedhisPeriodicTabletopredicttheexistenceofunknown

elements6. usethePeriodicTabletoobtainthenames,symbols,relativeatomicmassesandproton

numbersofelements7. understandthatagroupofelementsisaverticalcolumninthePeriodicTableandthatthe

elementsinagrouphavesimilarproperties8. recallthataperiodisarowofelementsinthePeriodicTable9. usethePeriodicTabletoclassifyanelementasametalornon-metal10. usepatternsinthePeriodicTabletointerpretdataandpredictpropertiesofelements Candidates will be given a copy of the Periodic Table (as in Appendix F) with the

examination paper11. recallandrecognisethechemicalsymbolsfortheGroup1metals(alsoknownasthealkali

metals)lithium,sodiumandpotassium12. recallthatthealkalimetalsareshinywhenfreshlycutbuttarnishrapidlyinmoistairdueto

reactionwithoxygen13. usequalitativeandquantitativedatatoidentifypatternsandmakepredictionsaboutthe

propertiesofGroup1metals(forexample,meltingpoint,boilingpoint,density,formulaeofcompoundsandrelativereactivity)

14. describethereactionsoflithium,sodiumandpotassiumwithcoldwater15. recallthatalkalimetalsreactwithwatertoformhydrogenandanalkalinesolutionofa

hydroxidewiththeformulaMOH16. recallthatalkalimetalsreactvigorouslywithchlorinetoformcolourless,crystallinesaltswith

theformulaMCl17. understandandgiveexamplestoshowthatthealkalimetalsbecomemorereactiveasthe

groupisdescended18. recallthemainhazardsymbolsandbeabletogivethesafetyprecautionsforhandling

hazardouschemicals(limitedtoexplosive,toxic,corrosive,oxidizing,andhighlyflammable) See Appendix H for guidance on recent changes to hazard labelling19. stateandexplaintheprecautionsnecessarywhenworkingwithGroup1metalsandalkalis20. recallandrecognisethechemicalsymbolsfortheatomsoftheGroup7elements(also

knownasthehalogens)chlorine,bromineandiodine21. recallthestatesofthesehalogensatroomtemperatureandpressure22. recallthecoloursofthesehalogensintheirnormalphysicalstateatroomtemperatureand

asgases23. recallthatthehalogensconsistofdiatomicmolecules


3

C4.1 What are the patterns in the properties of elements?

24. usequalitativeandquantitativedatatoidentifypatternsandmakepredictionsaboutthepropertiesoftheGroup7elements(forexamplemeltingpoint,boilingpoint,formulaeofcompoundsandrelativereactivity)

25. understandthatthehalogensbecomelessreactiveasthegroupisdescendedandgiveexamplestoshowthis

26. understandhowatrendinreactivityforhalogenscanbeshownbytheirdisplacementreactionsandbytheirreactionswithalkalimetalsandwithiron

27. stateandexplainthesafetyprecautionsnecessarywhenworkingwiththehalogens28. recalltheformulaeof: a. hydrogen,waterandhalogen(limitedtochlorine,bromineandiodine)molecules b. thechlorides,bromides and iodides (halides)ofGroup1metals(limitedtolithium,

sodiumandpotassium)29. writewordequationsforreactionsofalkalimetalsandhalogensinthismoduleandforother

reactionswhengivenappropriateinformation30. interpretsymbolequations,includingthenumberofatomsofeachelement,thenumber

ofmoleculesofeachelementorcovalentcompoundandthenumberof‘formulas’ofioniccompounds,inreactantsandproducts

In this context, ‘formula’ is used in the case of ionic compounds as an equivalent to molecules in covalent compounds; the concept of the mole is not covered in the specification

31. balance unbalanced symbol equations32. write balanced equations, including the state symbols (s), (g), (l ) and (aq), for

reactions of alkali metals and halogens in this module and for other reactions when given appropriate information

33. recallthestatesymbols(s),(l ),(g)and(aq)andunderstandtheiruseinequations.


3

Module C4: Chemical patternsC4.2 How do chemists explain the patterns in the properties of elements?1. describethestructureofanatomintermsofprotonsandneutronsinaverysmallcentral

nucleuswithelectronsarrangedinshellsaroundthenucleus2. recalltherelativemassesandchargesofprotons,neutronsandelectrons3. understandthatinanyatomthenumberofelectronsequalsthenumberofprotons4. understandthatalltheatomsofthesameelementhavethesamenumberofprotons5. understandthattheelementsinthePeriodicTablearearrangedinorderofprotonnumber6. recallthatsomeelementsemitdistinctiveflamecolourswhenheated(forexamplelithium,

sodiumandpotassium) Recall of specific flame colours emitted by these elements is not required7. understandthatthelightemittedfromaparticularelementgivesacharacteristicline

spectrum8. understandthatthestudyofspectrahashelpedchemiststodiscovernewelements9. understandthatthediscoveryofsomeelementsdependedonthedevelopmentofnew

practicaltechniques(forexamplespectroscopy)10. use the Periodic Table to work out the number of protons, electrons and neutrons in

an atom11. usesimpleconventions,suchas2.8.1anddotsincircles,torepresenttheelectron

arrangementsintheatomsofthefirst20elementsinthePeriodicTable,whenthenumberofelectronsorprotonsintheatomisgiven(or can be derived from the Periodic Table)

12. understandthatashell(orenergylevel)fillswithelectronsacrossaperiod13. understandthatelementsinthesamegrouphavethesamenumberofelectronsintheir

outershellandhowthisrelatestogroupnumber14. understand that the chemical properties of an element are determined by its electron

arrangement, illustrated by the electron configurations of the atoms of elements in Groups 1 and 7.


3

Module C4: Chemical patternsC4.3 How do chemists explain the properties of compounds of Group 1 and Group 7

elements?1. understandthatmoltencompoundsofmetalswithnon-metalsconductelectricityandthat

thisisevidencethattheyaremadeupofchargedparticlescalledions2. understandthatanionisanatom(orgroupofatoms)thathasgainedorlostelectronsand

sohasanoverallcharge3. accountforthechargeontheionsofGroup1andGroup7elementsbycomparingthe

numberandarrangementoftheelectronsintheatomsandionsoftheseelements4. work out the formulae of ionic compounds given the charges on the ions5. work out the charge on one ion given the formula of a salt and the charge on the other

ion6. recallthatcompoundsofGroup1metalswithGroup7elementsareionic7. understandthatsolidioniccompoundsformcrystalsbecausetheionsarearrangedina

regularlattice8. describewhathappenstotheionswhenanioniccrystalmeltsordissolvesinwater9. explainthationiccompoundsconductelectricitywhenmoltenorwhendissolvedinwater

becausetheionsarechargedandtheyareabletomovearoundindependentlyintheliquid.


3

Chemistryisfundamentaltoanunderstandingofthescaleandsignificanceofhumanimpactsonthenaturalenvironment.Knowledgeofnaturalprocessesmakesitpossibletoappreciatetheenvironmentalconsequencesofextractingandprocessingminerals.

Themoduleusesenvironmentalcontextstointroducetheoriesofstructureandbonding.Thefirsttopicexplainsthecharacteristicsofcovalentbonding,andintermolecularforcesinthecontextofthechemicalsfoundintheatmosphere.Thesecondtopicexplainsionicbondinginthecontextofreactionsinthehydrosphere,andincludesthedetectionandidentificationofions.

ThethirdtopiclooksatthepropertiesofgiantstructureswithstrongcovalentbondingfoundintheEarth’scrust,includingsilicondioxide.Thefinaltopiccoversthedistribution,structureandpropertiesofmetalsthroughastudyoftheirextractionfromores.Thisincludestheuseofrelativeatomicmassestogiveaquantitativeinterpretationofchemicalformulae.


• developasenseofscaleinthecontextoftheEarthanditsatmosphere

• carryoutcalculationstofindthepercentageofanelementinacompoundandthemassofanelementthatcanbeobtainedfromitscompound


• extractinformationfromcharts,graphsandtablesincludingtheabundanceofelementsontheEarth

• calculaterelativeformulamasses

• balanceionicequations.

Overview

3.5.2 Module C5: Chemicals of the natural environment

TopicsC5.1 Whattypesofchemicalsmakeuptheatmosphere?ThestructureandpropertiesofchemicalsfoundintheatmosphereC5.2 Whatreactionshappeninthehydrosphere?Thestructureandpropertiesofchemicalsfoundinthehydrosphere,anddetectingandidentifyingionsC5.3 WhattypesofchemicalsmakeuptheEarth’slithosphere?RelatingthepropertiesofchemicalstotheirgiantstructureusingexamplesfoundintheEarth’slithosphereC5.4 Howcanweextractusefulmetalsfromminerals?RelatingthestructureandpropertiesofmetalstosuitablemethodsofextractionUsingionictheorytoexplainelectrolysisDiscussingissuesrelatingtometalextractionandrecycling



3


• crystallisationexperiments

• usingprecipitationreactionstoidentifyionsinsalts

• extractingmetalswithcarbon

• extractingmetalsbyelectrolysis.


• modellingmoleculesandgiantstructurestoexplainproperties.


• animationstoshowthemovementofmoleculesinagasoverarangeoftemperatures

• modellingsoftwaretoshowtheshapesofmoleculesandillustrategiantstructures

• videoclipstoshowmetalsbeingextractedonalargescale

• animationstoillustratetheionictheoryofelectrolysis.





laS3.1,3.2

laS5.1

laS6.1,6.2,6.5,6.6


Risk



3

Module C5: Chemicals of the natural environmentC5.1 What types of chemicals make up the atmosphere?1. recallthatdryairconsistsofgases,someofwhichareelements(forexample,oxygen,

nitrogenandargon)andsomeofwhicharecompounds(forexample,carbondioxide)2. recallthattherelativeproportionsofthemaingasesintheatmosphereareabout78%

nitrogen,21%oxygen,1%argonand0.04%carbondioxide3. recallthesymbolsfortheatomsandmoleculesofthesegasesintheair4. recallthatmostnon-metalelementsandmostcompoundsbetweennon-metalelementsare

molecular5. understandthatmolecularelementsandcompoundswithsmallmoleculeshavelowmelting

andboilingpoints6. interpretquantitativedata(forexample,meltingandboilingpoints)andqualitativedataabout

thepropertiesofmolecularelementsandcompounds7. understandthatmolecularelementsandcompounds,suchasthoseintheair,havelow

meltingandboilingpoints,andaregasesatroomtemperature,becausetheyconsistofsmallmoleculeswithweakforcesofattractionbetweenthemolecules

8. understandthatpuremolecularcompoundsdonotconductelectricitybecausetheirmoleculesarenotcharged

9. understandthatbondingwithinmoleculesiscovalentand arises from the electrostatic attraction between the nuclei of the atoms and the electrons shared between them

10. understandthatcovalentbondsarestrong,incontrasttotheweakforcesofattractionbetweensmallcovalentmolecules

11. translatebetweenrepresentationsofmoleculesincludingmolecularformulae,2-Ddiagramsinwhichcovalentbondsarerepresentedbylines,and3-Ddiagramsfor:

a. elementsthataregasesat20°C b. simplemolecularcompounds.


3

Module C5: Chemicals of the natural environmentC5.2 What reactions happen in the hydrosphere?1. recallthattheEarth’shydrosphere(oceans,seas,lakesandrivers)consistsmainlyofwater

withsomedissolvedcompounds,calledsalts2. understandthattheionsincrystalsofasolidioniccompoundarearrangedinaregularway

formingalattice3. understandthationsinacrystalareheldtogetherbyforcesofattractionbetweenoppositely

chargedionsandthatthisiscalledionicbonding4. understandhowthephysicalpropertiesofsolidioniccompounds(meltingpoint,boiling

point,electricalconductivity)relatetotheirbondingandgiant,three-dimensionalstructures5. describewhathappenstotheionswhenanioniccrystaldissolvesinwater6. explainthationiccompoundsconductelectricitywhendissolvedinwaterbecausetheions

arechargedandtheyareabletomovearoundindependentlyinthesolution7. work out the formulae for salts in seawater given the charges on ions (for example

sodium chloride, magnesium chloride, magnesium sulfate, sodium sulfate, potassium chloride and potassium bromide)

8. understandthattheionsinanioniccompoundcanbedetectedandidentifiedbecausetheyhavedistinctpropertiesandtheyformcompoundswithdistinctproperties

9. understandthataninsolublecompoundmayprecipitateonmixingtwosolutionsofioniccompounds

10. be able to write ionic equations for precipitation reactions when given appropriate information

11. interpret given information on solubility to predict chemicals that precipitate on mixing solutions of ionic compounds

12. understandthatsomemetalionscanbeidentifiedinsolutionbyaddingalkalibecausetheyforminsolublehydroxideswithcharacteristiccolours

13. interprettheresultsofaddingaqueoussodiumhydroxidetosolutionsofsalts,givenadatasheetoftestsforpositivelychargedionsandappropriateresults

Candidates will be given a qualitative analysis data sheet showing tests for positively charged ions (as in Appendix G) with the examination paper

14. understandthatsomenegativeionsinsaltscanbeidentifiedinsolutionbyaddingareagentthatreactswiththeionstoformaninsolublesolid

15. interprettheresultsoftestsforcarbonate,chloride,bromide,iodideandsulfateionsgivenadatasheetoftestsfornegativelychargedionsandappropriateresults(usingdiluteacid,limewater,silvernitrateandbariumchlorideorbariumnitrateasthereagents).

Candidates will be given a qualitative analysis data sheet showing tests for negatively charged ions (as in Appendix G) with the examination paper


3

Module C5: Chemicals of the natural environmentC5.3 What types of chemicals make up the Earth’s lithosphere?1. recallthattheEarth’slithosphere(therigidouterlayeroftheEarthmadeupofthecrustand

thepartofthemantlejustbelowit)ismadeupofamixtureofminerals2. recallthatdiamondandgraphiteareminerals,bothofwhicharecomposedofcarbonatoms3. explainthepropertiesofdiamondintermsofagiantstructureofatomsheldtogetherby

strongcovalentbonding(forexample,meltingpoint,boilingpoint,hardness,solubilityandelectricalconductivity)

4. understandhowthegiantstructureofgraphitediffersfromthatofdiamond,andhowthisaffectsitsproperties

5. recallthatsilicon,oxygenandaluminiumareveryabundantelementsintheEarth’scrust6. interpretdataabouttheabundancesofelementsinrocks7. recallthatmuchofthesiliconandoxygenispresentintheEarth’scrustasthecompound

silicondioxide8. understandthatsilicondioxideisanothergiantcovalentcompoundandsohasproperties

similartodiamond.


3

Module C5: Chemicals of the natural environmentC5.4 How can we extract useful metals from minerals?1. recallthatoresarerocksthatcontainvaryingamountsofmineralsfromwhichmetalscanbe

extracted2. understandthatforsomeminerals,largeamountsoforeneedtobeminedtorecoversmall

percentagesofvaluableminerals(forexample,incoppermining)3. recallthatzinc,ironandcopperaremetalsthatcanbeextractedbyheatingtheiroxideswith

carbon,andwritesimplewordequationsforthesereactions Technical details not required4. understandthatwhenametaloxidelosesoxygenitisreduced,whilethecarbongains

oxygenandisoxidised5. understandthatsomemetalsaresoreactivethattheiroxidescannotbereducedbycarbon6. writewordequationswhengivenappropriateinformation7. interpretsymbolequations,includingthenumberofatomsofeachelement,thenumber



8. balance unbalanced symbol equations9. write balanced equations, including the state symbols (s), (l ), (g) and (aq), when given

appropriate information10. recallthestatesymbols(s),(l ),(g)and(aq)andunderstandtheiruseinequations11. usethePeriodicTabletoobtaintherelativeatomicmassesofelements12. userelativeatomicmassestocalculaterelativeformulamasses13. calculatethemassofanelementinthegramformulamassofacompound14. calculate the mass of the metal that can be extracted from a mineral given its formula

or an equation15. describeelectrolysisasthedecompositionofanelectrolytewithanelectriccurrent16. understandthatelectrolytesincludemoltenioniccompounds17. describewhathappenstotheionswhenanioniccrystalmelts18. understandthat,duringelectrolysis,metalsformatthenegativeelectrodeandnon-metals

formatthepositiveelectrode19. describetheextractionofaluminiumfromaluminiumoxidebyelectrolysis20. understand that during electrolysis of molten aluminium oxide, positively charged

aluminium ions gain electrons from the negative electrode to become neutral atoms21. understand that during electrolysis of molten aluminium oxide, negatively charged

oxide ions lose electrons to the positive electrode to become neutral atoms which then combine to form oxygen molecules

22. use ionic theory to explain the changes taking place during the electrolysis of a molten salt to account for the conductivity of the molten salt and the changes at the electrodes

23. understandthattheusesofmetalsarerelatedtotheirproperties(limitedtostrength,malleability,meltingpointandelectricalconductivity)


3

C5.4 How can we extract useful metals from minerals?

24. explainthephysicalpropertiesofhighstrengthandhighmeltingpointofmetalsintermsofagiantstructureheldtogetherbystrongbonds(metallicbonding)

25. understand that in a metal crystal there are positively charged ions, held closely together by a sea of electrons that are free to move, and use this to explain the physical properties of metals, including malleability and conductivity

26. evaluate,givenappropriateinformation,theimpactsontheenvironmentthatcanarisefromtheextraction,useanddisposalofmetals.


3

Synthesisprovidesmanyofthechemicalsthatpeopleneedforfoodprocessing,healthcare,cleaninganddecorating,modernsportingmaterialsandmanyotherproducts.Thechemicalindustrytodayisdevelopingnewprocessesformanufacturingthesechemicalsmoreefficientlyandwithlessimpactontheenvironment.

Inthiscontext,themoduleexploresrelatedquestionsthatchemistshavetoanswer:‘Howmuch?’and‘Howfast?’inthecontextofthechemicalindustry.Quantitativeworkincludesthecalculationofyieldsfromchemicalequationsandthemeasurementofratesofreaction.

Afurtherdevelopmentofionictheoryshowshowchemistsusethistheorytoaccountforthecharacteristicbehavioursofacidsandalkalis.Energyleveldiagramsareusedtodescribetheexothermicandendothermicnatureofchemicalreactions.



• carryoutcalculationstofindpercentageyield

• useideasofratiosinthecontextofformulaeofioniccompounds


• useanequationforcalculatingtherateofareaction

• useideasaboutcorrelationinthecontextofratesofreaction

• balanceequations

• calculatereactingmassesandyield.

Overview

3.5.3 Module C6: Chemical synthesis

TopicsC6.1 ChemicalsandwhyweneedthemThescaleandimportanceofthechemicalindustry;acids,alkalisandtheirreactionsNeutralisationexplainedintermsofionsC6.2 Planning,carryingoutandcontrollingachemicalsynthesisPlanningchemicalsynthesesProceduresformakingpureinorganicproductssafelyComparingalternativeroutestothesameproductCalculatingreactingquantitiesandyieldsMeasuringpuritybysimpletitrationControllingtherateofchange



3


• reactionsofacids

• reactionsofalkalis

• exothermicandendothermicreactions

• titrationexperiments

• rateofreactionexperiments

• synthesisofasalt.


• loggingandstoringdata,anddisplayingdatainavarietyofformatsforanalysis.


• videoclipstoillustratethemanufactureofchemicalsonalarge-scaleinindustry

• usingsensorsanddataloggerstomonitorneutralisationreactionsandtheratesofchemicalchanges.





laS1.1–1.6

laS2.1–2.3,2.6,2.7




3

Module C6: Chemical synthesisC6.1 Chemicals and why we need them1. understandtheimportanceofchemicalsynthesistoprovidefoodadditives,fertilisers,

dyestuffs,paints,pigmentsandpharmaceuticals2. interpretinformationaboutthesectors,scaleandimportanceofchemicalsynthesisin

industryandinlaboratories3. recalltheformulaeofthefollowingchemicals:chlorinegas,hydrogengas,nitrogengas,

oxygengas,hydrochloricacid,nitricacid,sulfuricacid,sodiumhydroxide,sodiumchloride,sodiumcarbonate,sodiumnitrate,sodiumsulfate,potassiumchloride,magnesiumoxide,magnesiumhydroxide,magnesiumcarbonate,magnesiumchloride,magnesiumsulfate,calciumcarbonate,calciumchlorideandcalciumsulfate

4. work out the formulae of ionic compounds given the charges on the ions5. work out the charge on one ion given the formula of a salt and the charge on the other

ion6. recallthemainhazardsymbolsandbeabletogivethesafetyprecautionsforhandling

hazardouschemicals(limitedtoexplosive,toxic,corrosive,oxidizing,andhighlyflammable) See Appendix H for guidance on recent changes to hazard labelling7. recallexamplesofpureacidiccompoundsthataresolids(citricandtartaricacids),liquids

(sulfuric,nitricandethanoicacids)orgases(hydrogenchloride)8. recallthatcommonalkalisincludethehydroxidesofsodium,potassiumandcalcium9. recallthepHscale10. recalltheuseoflitmuspaper,universalindicatorandpHmeterstodetectacidityand

alkalinity,andtheuseofuniversalindicatorandpHmeterstomeasurepH11. recallthecharacteristicreactionsofacidsthatproducesalts,toincludethereactionswith

metalsandtheiroxides,hydroxidesandcarbonates12. writewordequationswhengivenappropriateinformation13. interpretsymbolequations,includingthenumberofatomsofeachelement,thenumber



14. balance unbalanced symbol equations15. write balanced equations, including the state symbols (s), (l ), (g) and (aq), to describe

the characteristic reactions of acids and other reactions when given appropriate information

16. recallthestatesymbols(s),(l ),(g)and(aq)andunderstandtheiruseinequations17. recallthatthereactionofanacidwithanalkalitoformasaltisaneutralisationreaction18. explainthatacidiccompoundsproduceaqueoushydrogenions,H+(aq),whentheydissolve

inwater19. explainthatalkalinecompoundsproduceaqueoushydroxideions,OH–(aq),whenthey

dissolveinwater20. writedownthenameofthesaltproducedgiventhenamesoftheacidandalkali


3

C6.1 Chemicals and why we need them

21. write down the formula of the salt produced given the formulae of the acid and alkali22. explainthatduringaneutralisationreaction,thehydrogenionsfromtheacidreactwith

hydroxideionsfromthealkalitomakewater: H+(aq)+OH−(aq)→H2O(l )23. understandthetermsendothermicandexothermic24. useandinterpretsimpleenergyleveldiagramsforendothermicandexothermicreactions25. understandtheimportanceoftheenergychangeduringareactiontothemanagementand

controlofachemicalreaction.


3

Module C6: Chemical synthesisC6.2 Planning, carrying out and controlling a chemical synthesis1. identifythestagesinagivenchemicalsynthesisofaninorganiccompound(limitedtoacid-

alkalireactions),including: a. choosingthereactionorseriesofreactionstomaketherequiredproduct b. carryingoutariskassessment c. working out the quantities of reactants to use d. carryingoutthereactioninsuitableapparatusintherightconditions(suchas

temperature,concentration) e. separatingtheproductfromthereactionmixture(limitedtofiltration) f. purifyingtheproduct(limitedtoevaporation,crystallisationanddryinginanovenor

desiccator) g. measuringtheyieldandcheckingthepurityoftheproduct(bytitration)2. understandthepurposeofthesetechniques:dissolving,crystallisation,filtration,

evaporation,dryinginanovenordesiccator3. understandtheimportanceofpurifyingchemicalsandcheckingtheirpurity4. understandthatabalancedequationforachemicalreactionshowstherelativenumbersof

atomsandmoleculesofreactantsandproductstakingpartinthereaction5. understandthattherelativeatomicmassofanelementshowsthemassofitsatomrelative

tothemassofotheratoms6. usethePeriodicTabletoobtaintherelativeatomicmassesofelements7. calculatetherelativeformulamassofacompoundusingtheformulaandtherelativeatomic

massesoftheatomsitcontains8. substituterelativeformulamassesanddataintoagivenmathematicalformulatocalculate

reactingmassesand/orproductsfromachemicalreaction9. calculate the masses of reactants and products from balanced equations10. calculatepercentageyieldsgiventheactualandthetheoreticalyield11. describehowtocarryoutanacid-alkalititrationaccurately,whenstartingwithasolutionora

solidtobedissolvedtomakeupasolution Making up of standard solutions is not required12. substituteresultsinagivenmathematicalformulatointerprettitrationresultsquantitatively13. understandwhyitisimportanttocontroltherateofachemicalreaction(toincludesafety

andeconomicfactors)14. explainwhatismeantbytheterm‘rateofchemicalreaction’15. describemethodsforfollowingtherateofareaction(forexample,bycollectingagas,

weighingthereactionmixtureorobservingtheformationorlossofacolourorprecipitate)16. interpretresultsfromexperimentsthatinvestigateratesofreactions17. understandhowreactionratesvarywiththesizeofsolidparticles,theconcentrationof

solutionsofchemicalsandthetemperatureofthereactionmixture A qualitative treatment only is expected


3

C6.2 Planning, carrying out and controlling a chemical synthesis

18. understandthatcatalystsspeedupchemicalreactionswhilenotbeingusedupinthereaction

19. interpretinformationaboutthecontrolofratesofreactioninchemicalsynthesis20. usesimpleideasaboutcollisionstoexplainhowchemicalreactionstakeplace21. usesimplecollisiontheoryandideasaboutcollisionfrequencytoexplainhowratesof

reactiondependonthesizeofsolidparticlesandontheconcentrationofsolutionsofdissolvedchemicals.

The effect of temperature on collision frequency is not considered since activation energy has a greater influence


3

UnitA182istheunitwithinGCSEAdditionalScienceAwherethephysicscontentisassessed.ItassessesthecontentofModules P4, P5 and P6togetherwiththeIdeasaboutScience.

3.6 Summary of Unit A182: Physics A Modules P4, P5, P6

Simplebutcounterintuitiveconceptsofforcesandmotion,developedbyGalileoandNewton,cantransformyoungpeople’sinsightintoeverydayphenomena.Theseideasalsounderpinanenormousrangeofmodernapplications,includingspacecraft,urbanmasstransitsystems,sportsequipmentandridesatthemeparks.

Thismodulestartsbylookingathowspeedismeasuredandrepresentedgraphicallyandtheideaofvelocity(asdistinctfromspeed).

Thesecondtopicintroducestheideaofforces:identifying,describingandusingforcestoexplainsimplesituations.Thisisfurtherdevelopedinthethirdtopicwhereresultantforcesandchangesinmomentumaredescribed.

Thefinaltopicconsidershowwecanexplainmotionintermsofenergychanges.

Overview

3.6.1 Module P4: Explaining motion

TopicsP4.1 Howcanwedescribemotion?

CalculationofspeedVelocityAccelerationGraphicalrepresentationsofspeedandvelocityP4.2 Whatareforces?Theidentificationofforcesand‘partner’forcesP4.3 Whatistheconnectionbetweenforcesandmotion?

ResultantforcesandchangeinmomentumRelatingmomentumtoroadsafetymeasuresP4.4 Howcanwedescribemotionintermsofenergychanges?

WorkdoneChangesinenergyGPEandKELossesduetoairresistanceandfriction


3



• useideasofproportion

• plot,drawandinterpretgraphsfromcandidates’ownandsecondarydata

• useequations,includingappropriateunitsforphysicalquantities

• useideasaboutprobabilityinthecontextofrisk.


• usedataloggingtoinvestigatemotion

• investigatethebehaviourofcollidingand‘exploding’objects

• investigatetheeffectofdifferentcombinationsofsurfacesonthefrictionalforces

• investigatethemotionofobjectsinfreefallandtheeffectsofairresistance.


• computerprogramsthatcontrolthemotionofspacecraft

• useofcomputersforcollecting,storinganddisplayingdataonforcesinsimulatedvehiclecollisions

• computer-enhanceduseofradartopredictflightpathsofaircraft.


• videoclipstoprovidecontextsforlearningaboutforcesandmotion

• animationstoillustrateinteractiveforcepairsinvarioussituations

• animationstoshowthemeaningofdistance-timeandothergraphs

• sensorsanddataloggerstocollectmeasurementsofmovementforanalysis

• modellingsoftwaretoanalysemotion.





3



laS1.1–1.6

laS2.1–2.6,2.7

laS3.1–3.4





3

Module P4: Explaining motionP4.1 How can we describe motion?1. applythefollowingequationtosituationswhereanaveragespeedisinvolved:

speed(m/s)=distancetravelled(m)––––––––––––––––––

timetaken(s)

2. distinguishbetweenaveragespeedandinstantaneousspeed(ineffect,anaverageoverashorttimeinterval)forexamplesofmotionwherespeedischanging

3. understand that the displacement of an object at a given moment is its net distance from its starting point together with an indication of direction

4. drawandinterpretadistance-time(or displacement-time)graphforanobjectthatis: a. stationary b. movingatconstantspeed c. moving with increasing or decreasing speed5. interpretasteepergradientofadistance-timegraphasahigherspeed6. calculate a speed from the gradient of a straight section of a distance-time graph7. drawandinterpretaspeed-timegraphforanobjectthatis: a. stationary b. movinginastraightlinewithconstantspeed c. movinginastraightlinewithsteadilyincreasingordecreasingspeed(butnochange

ofdirection)8. understandthatinmanyeverydaysituations,accelerationisusedtomeanthechangein

speedofanobjectinagiventimeinterval9. recallthattheinstantaneousvelocityofanobjectisitsinstantaneousspeedtogetherwithan

indicationofthedirection10. understand that the velocity of an object moving in a straight line is positive if it is

moving in one direction and negative if it is moving in the opposite direction11. draw and interpret a velocity-time graph for an object that is: a. stationary b. moving in a straight line with constant speed c. moving in a straight line with steadily increasing or decreasing speed

(including situations involving a change of direction)12. calculate the acceleration from the gradient of a velocity–time graph (or from a speed-

time graph in situations where direction of motion is constant)13. calculateaccelerationusingtheequation:

acceleration(m/s2)=changeinvelocity(m/s)–––––––––––––––––––

timetaken(s)


3

Module P4: Explaining motionP4.2 What are forces?1. recallthataforcearisesfromaninteractionbetweentwoobjects2. understandthatwhentwoobjectsinteract,bothalwaysexperienceaforceandthatthese

twoforcesformaninteractionpair3. insimpleeverydaysituations: a. identifyforcesarisingfromaninteractionbetweentwoobjects b. identifythe‘partner’ofagivenforce(i.e.theotherforceoftheinteractionpair) c. specify,foreachforce,theobjectwhichexertsit,andtheobjectonwhichitacts d. usearrowstoshowthesizesanddirectionsofforcesacting4. understandthatthetwoforcesinaninteractionpairareequalinsizeandoppositein

direction,andthattheyactondifferentobjects5. describetheinteractionbetweentwosurfaceswhichslide(ortendtoslide)relativetoeach

other:eachsurfaceexperiencesaforceinthedirectionthatprevents(ortendstoprevent)relativemovement;thisinteractioniscalledfriction

6. describetheinteractionbetweenanobjectandahorizontalsurfaceitisrestingon:theobjectpushesdownonthesurface,thesurfacepushesupontheobjectwithanequalforce,andthisiscalledthereactionofthesurface

7. recallthatfrictionandthereactionofasurfaceariseinresponsetotheactionofanappliedforce,andtheirsizematchestheappliedforceuptoalimit

8. usetheideasoffrictionandreactiontoexplainsituationssuchasthedrivingforceonvehiclesand walking

9. usetheideaofapairofequalandoppositeforcestoexplaininoutlinehowrocketsandjetenginesproduceadrivingforce.


3

Module P4: Explaining motionP4.3 What is the connection between forces and motion?1. interpretsituationsinwhichseveralforcesactonanobject2. understandthattheresultantforceonanobjectisthesumofalltheindividualforcesacting

onit,takingtheirdirectionsintoaccount3. understandthatifaresultantforceactsonanobject,itcausesachangeofmomentuminthe

directionoftheforce4. usethedefinition: momentum = mass × velocity (kgm/s) (kg) (m/s)5. understandthatthesizeofthechangeofmomentumofanobjectisproportionaltothesize

oftheresultantforceactingontheobjectandtothetimeforwhichitacts: changeofmomentum = resultantforce × timeforwhichitacts (kgm/s) (N) (s)6. understandhowthehorizontalmotionofobjects(likecarsandbicycles)canbeanalysedin

termsofadrivingforce(producedbytheengineorthecyclist),andacounterforce(duetofrictionandairresistance)

7. understandthatforanobjectmovinginastraightline,ifthedrivingforceis: a. greaterthanthecounterforce,thevehiclewillspeedup b. equaltothecounterforce,thevehiclewillmoveatconstantspeedinastraightline c. smallerthanthecounterforce,thevehiclewillslowdown8. understandthat,insituationsinvolvingachangeinmomentum(suchasacollision),the

longerthedurationoftheimpact,thesmallertheaverageforceforagivenchangeinmomentum

9. useideasaboutforceandmomentumtoexplainroadsafetymeasures,suchascarseat-belts,crumplezones,airbags,andcycleandmotorcyclehelmets

10. understandhowtheverticalmotionofobjects(falling,orinitiallythrownupwards)canbeanalysedintermsoftheforcesacting(gravity,airresistance)

11. understandthat,iftheresultantforceonanobjectiszero,itsmomentumdoesnotchange(ifitisstationary,itstaysatrest;ifitisalreadymoving,itcontinuesataconstantvelocity[asteadyspeedinastraightline]).


3

Module P4: Explaining motionP4.4 How can we describe motion in terms of energy changes?1. recallthattheenergyofamovingobjectiscalleditskineticenergy2. recallthatasanobjectisraised,itsgravitationalpotentialenergyincreases,andasitfalls,

itsgravitationalpotentialenergydecreases3. recallthatwhenaforcemovesanobject,itdoeswork4. usetheequation: workdonebyaforce = force × distancemovedinthedirectionoftheforce (joules,J) (newtons,N) (metres,m)5. understandthatwhenworkisdoneonanobject,energyistransferredtotheobjectand

whenworkisdonebyanobject,energyistransferredfromtheobjecttosomethingelse,accordingtotherelationship:

amountofenergytransferred = workdone (joules,J) (joules,J)6. understandthatwhenanobjectisliftedtoahigherpositionabovetheground,workisdone

bytheliftingforce;thisincreasesthegravitationalpotentialenergy7. usetheequation: changeingravitationalpotentialenergy = weight × verticalheightdifference (joules,J) (newtons,N) (metres,m)8. understandthatwhenaforceactingonanobjectmakesitsvelocityincrease,theforcedoes

workontheobjectandthisresultsinanincreaseinitskineticenergy9. understandthatthegreaterthemassofanobjectandthefasteritismoving,thegreaterits

kineticenergy10. usetheequation: kineticenergy = ½ × mass × [velocity]2 (joules,J) (kilograms,kg) ([metrespersecond]2,[m/s]2)11. understandthatiffrictionandairresistancecanbeignored,anobject’skineticenergy

changesbyanamountequaltotheworkdoneonitbyanappliedforce12. understandthatairresistanceorfrictionwillcausethegaininanobject’skineticenergytobe

lessthantheworkdoneonitbyanappliedforceinthedirectionofmotion,becausesomeenergyisdissipatedthroughheating

13. recallthatenergyisalwaysconservedinanyeventorprocess14. calculatethegaininkineticenergy,and the speed,ofanobjectthathasfallenthrougha

givenheight.


3

Knownonlybyitseffects,electricityprovidesanidealvehicletoillustratetheuseandpowerofscientificmodels.Duringthecourseofthe20thcentury,electricalengineerscompletelychangedwholesocieties,bydesigningsystemsforelectricalgenerationanddistribution,andawholerangeofelectricaldevices.

Inthismodule,candidateslearnhowscientistsvisualisewhatisgoingoninsidecircuitsandpredictcircuitbehaviour.Theideaofcurrentasaflowofelectronsisintroducedinthefirsttopic.Inthesecondtopic,usefulmodelsofchargemovingthroughcircuitsdrivenbyavoltageandagainstaresistanceareintroduced.Amoregeneralunderstandingofvoltageaspotentialdifferenceisdevelopedinthethirdtopic.

Theconceptsofcurrentandvoltagearefurtherdevelopedinthetopicongenerationofelectricity.Thefinaltopicrelatestheseconceptstopower,andintroducestheideaofefficiencyofelectricalappliances

Candidates will only be expected to consider situations in which the internal resistance of batteries or other electrical power supplies is negligible and can be ignored.

Overview

3.6.2 Module P5: Electric circuits

TopicsP5.1 Electriccurrent–aflowofwhat?

ElectriccurrentasaflowofchargeHowthechargemovesP5.2 Whatdeterminesthesizeofthecurrentinanelectriccircuitandtheenergyittransfers?

VoltageCurrentandresistanceSeriesandparallelcircuitsP5.3 Howdoparallelandseriescircuitswork?

VoltageandhowitbehavesinaseriescircuitCurrentandhowitbehavesinaparallelcircuitP5.4 Howismainselectricityproduced?Howarevoltagesandcurrentsinduced?

HowgeneratorsworkTransformersAlternatingcurrentanddirectcurrentP5.5 Howdoelectricmotorswork?Howmotorsworkandsomeuses


3




• useideasofproportion

• useideasofratiosinthecontextoftransformers

• useequations,includingappropriateunitsforphysicalquantities

• plot,drawandinterpretgraphsfromcandidates’ownandsecondarydata



• investigatingthebehaviourofelectriccircuits

• makingbothmodelgeneratorsandmotorsandinvestigatingfactorsaffectingtheirbehaviour

• investigatingthebehaviouroftransformers.


• studyingelectricfieldsbetweenchargedparticlesandsurfaces

• usingcomputersimulationstoconstructvirtualcircuitsandtesttheirbehaviour.


• modellingsoftwaretoexploreelectriccircuittheory

• animationstoillustratemodelsofelectriccurrentasflowingcharges.





3



laS1.1–1.6

laS2.1–2.6,2.7




3

Module P5: Electric circuitsP5.1 Electric current – a flow of what?1. explainthatwhentwoobjectsarerubbedtogethertheybecomecharged,becauseelectrons

aretransferredfromoneobjecttotheother2. recallthatobjectswithsimilarchargesrepel,andobjectswithoppositechargesattract3. explainsimpleelectrostaticeffectsintermsofattractionandrepulsionofcharges4. recallthatelectronsarenegativelycharged5. recallthatelectriccurrentisaflowofcharge6. recallthatelectriccurrentismeasuredinamperes7. understandthatinanelectriccircuitthemetalconductors(thecomponentsandwires)

containmanychargesthatarefreetomove8. understandthatwhenacircuitismade,thebatterycausesthesefreechargestomove,and

thattheyarenotusedupbutflowinacontinuousloop9. recallthatinmetallicconductorsanelectriccurrentisamovementoffreeelectronsthatare

presentthroughoutsuchmaterials10. understandthatinmetalconductorstherearelotsofchargesfreetomovebutinaninsulator

therearefewchargesfreetomove.11. describehowanammetershouldbeconnectedinacircuittomeasuretheflowofcurrentat

achosenpoint.


3

Module P5: Electric circuitsP5.2 What determines the size of the current in an electric circuit and the energy it

transfers?1. recallthatthelargerthevoltageofthebatteryinagivencircuit,thebiggerthecurrent2. recallthatcomponents(forexample,resistors,lamps,motors)resisttheflowofcharge

throughthem3. recallthatthelargertheresistanceinagivencircuit,thesmallerthecurrentwillbe4. recallthattheresistanceofconnectingwiresissosmallthatitcanusuallybeignored5. understandthatwhenelectricchargeflowsthroughacomponent(ordevice),workis

donebythepowersupply,andenergyistransferredfromittothecomponentand/oritssurroundings

6. recallthatpower(inwatts,W)isameasureoftherateatwhichanelectricalpowersupplytransfersenergytoanapplianceordeviceand/oritssurroundings

7. usetheequation: power = voltage × current (watts,W) (volts,V) (amperes,A)8. recallthatresistorsgethotterwhenthereisanelectriccurrentthroughthem,and

understand that this heating effect is caused by collisions between the moving charges and stationary ions in the wire

9. recallthatthisheatingeffectmakesalampfilamenthotenoughtoglow10. describehowtheresistanceofanLDRvarieswithlightintensity11. describehowtheresistanceofathermistor(ntconly)varieswithtemperature12. recogniseandusetheelectricalsymbolsforacell,powersupply,filamentlamp,switch,

LDR,fixedandvariableresistor,thermistor,ammeterandvoltmeter13. understandthattwo(ormore)resistorsinserieshavemoreresistancethaneitheroneonits

own,becausethebatteryhastomovechargesthroughbothofthem14. understandthattwo(ormore)resistorsinparallelprovidemorepathsforchargestomove

alongthaneitherresistoronitsown,sothetotalresistanceisless15. usetheequation:

resistance(ohms,Ω)=voltage(volts,V)

–––––––––––––––––current(amperes,A)

16. describeinwords,orusingasketchgraph,howthecurrentthroughacomponentvarieswithvoltageacrossitwhentheresistancestaysconstant.


3

Module P5: Electric circuitsP5.3 How do parallel and series circuits work?1. describehowavoltmetershouldbeconnectedtomeasurethepotentialdifferencebetween

anytwochosenpoints2. recallthatthevoltageacrossabattery(measuredinV)providesameasureofthe‘push’of

thebatteryonthechargesinthecircuit3. recallthatpotentialdifferenceisanothertermforvoltage4. relatethepotentialdifferencebetweentwopointsinthecircuittotheworkdoneon,orby,a

givenamountofchargeasitmovesbetweenthesepoints5. describetheeffectonpotentialdifferenceandcurrentofaddingfurtheridenticalbatteriesin

seriesand in parallelwithanoriginalsingleone6. understandthatwhentwo(or more)componentsareconnectedinseriestoabattery: a. thecurrentthrougheachcomponentisthesame b. thepotentialdifferencesacrossthecomponentsadduptothepotentialdifference

acrossthebattery(because the work done on each unit of charge by the battery must equal the work done by it on the circuit components)

c. thepotentialdifferenceislargestacrossthecomponentwiththegreatestresistance,because more work is done by the charge moving through a large resistance than through a small one

d. a change in the resistance of one component (variable resistor, LDR or thermistor) will result in a change in the potential differences across all the components

7. understandthatwhenseveralcomponentsareconnectedinparalleldirectlytoabattery: a. the potential difference across each component is equal to the potential

difference of the battery b. the current through each component is the same as if it were the only

component present c. thetotalcurrentfrom(andbackto)thebatteryisthesumofthecurrentsthrough

eachoftheparallelcomponents d. thecurrentislargestthroughthecomponentwiththesmallestresistance,because

the same battery voltage causes a larger current to flow through a smaller resistance than through a bigger one.


3

Module P5: Electric circuitsP5.4 How is mains electricity produced? How are voltages and currents induced?1. recallthatmainselectricityisproducedbygenerators2. recallthatgeneratorsproduceavoltagebyaprocesscalledelectromagneticinduction3. understandthatwhenamagnetismovingintoacoilofwireavoltageisinducedacrossthe

endsofthecoil4. understandthatifthemagnetismovingoutofthecoil,ortheotherpoleofthemagnetis

movingintoit,thereisavoltageinducedintheoppositedirection5. understandthatiftheendsofthecoilareconnectedtomakeaclosedcircuit,acurrentwill

flowroundthecircuit6. understandthatachangingmagneticfieldcausedbychangesinthecurrentinonecoilof

wirecaninduceavoltageinaneighbouringcoil7. describetheconstructionofatransformerastwocoilsofwirewoundonanironcore8. understand that a changing current in one coil of a transformer will cause a changing

magnetic field in the iron core, which in turn will induce a changing potential difference across the other transformer coil

9. recallthatatransformercanchangethesizeofanalternatingvoltage10. use the equation:

voltage across primary coil

––––––––––––––––––––––––––voltage across secondary coil =

number of turns in primary coil–––––––––––––––––––––––––––––number of turns in secondary coil

11. describehow,inagenerator,amagnetorelectromagnetisrotatedwithinacoilofwiretoinduceavoltageacrosstheendsofthecoil

12. understandthatthesizeofthisinducedvoltagecanbeincreasedby: a. increasingthespeedofrotationofthemagnetorelectromagnet b. increasingthestrengthofitsmagneticfield c. increasingthenumberofturnsonthecoil d. placinganironcoreinsidethecoil13. describe how the induced voltage across the coil of an a.c. generator (and hence

the current in an external circuit) changes during each revolution of the magnet or electromagnet

14. understandthatwhenthecurrentisalwaysinthesamedirection,itisadirectcurrent(d.c.),e.g.thecurrentfromabattery

15. recallthatmainselectricityisana.c.supply16. understand that a.c. is used because it is easier to generate than d.c., and is easier

and simpler to distribute over long distances17. recallthatthemainsdomesticsupplyintheUKis230volts.


3

Module P5: Electric circuitsP5.5 How do electric motors work?1. understandthatacurrent-carryingwireorcoilcanexertaforceonapermanentmagnet,or

onanothercurrent-carryingwireorcoilnearby2. understandthatacurrent-carryingwire,ifplacedinamagneticfieldwhoselinesofforceare

atright-anglestothewire,experiencesaforceatrightanglestoboththecurrentdirectionandthelinesofforceofthefield

3. recallthatacurrent-carryingwirethatisparalleltothelinesofforceofamagneticfieldexperiencesnoforce

4. explainhowthemotoreffectcanresultinaturningforceonarectangularcurrent-carryingcoilplacedinauniformmagneticfield

5. understandthatthemotoreffectcanbeusedtoproducecontinuousrotationofthecoil,byusingacommutatortoensurethatthedirectionofthecurrentinthecoilisreversedatanappropriatepointineachrevolution

6. explaintheroleanduseofmotorsindevicesincludingdomesticappliances,harddiscdrives,DVDplayersandelectricmotorvehicles.


3

Theterms‘radiation’and‘radioactivity’areofteninterchangeableinthepublicmind.Becauseofitsinvisibility,radiationiscommonlyfeared.Amoreobjectiveevaluationofrisksandbenefitsisencouragedthroughdevelopinganunderstandingofthemanypracticalusesofradioactivematerials.

Themodulebeginsbyconsideringtheevidenceofanuclearmodeloftheatom,includingRutherford’salphaparticlescatteringexperiment.ThistopicthenusesideasaboutfusionandnuclearenergytointroduceEinstein’sequation.Thepropertiesofalpha,betaandgammaradiationareinvestigatedandideasabouthalf-lifearedeveloped.

Thepropertiesofionisingradiationleadtoaconsiderationofsomeofitsmanyusesandalsorisks,includingnuclearfission.

Throughtheuseofradioactivematerialinthehealthsector,candidateslearnaboutitsharmfuleffectonlivingcellsandhowitcanbehandledsafely.Inthecontextofhealthrisksassociatedwithirradiationand/orcontaminationbyradioactivematerial,theyalsolearnabouttheinterpretationofdataonrisk.


• developasenseofscaleinthecontextofthesizeoftheconstituentsofanatom


• carryoutcalculationsusingfractionsinhalf-lifecalculations



Overview

3.6.3 Module P6: Radioactive materials

TopicsP6.1 Whyaresomematerialsradioactive?

StructureoftheatomNuclearfusionAlpha,betaandgammaradiationHalf-lifeP6.2 Howcanradioactivematerialsbeusedandhandledsafely,includingwastes?

BackgroundradiationUsesofradiationNuclearfissionandnuclearpowerstations



3


• investigationsofthepropertiesofionisingradiations

• half-lifeofradioactivematerials

• modellinghalf-life,usingICTordicethrowing.


• computertomographyusedwithgammaimaging

• theroleofcomputersinremotehandlingofhighlyradioactivewaste.


• dataloggingtoshowdecayofprotactinium

• animationstoillustrateatomicstructureanddecay

• videoclipstoillustratekeyideasofriskinthecontextofradioactivematerials

• animationstoillustratekeyprocessesinpowerstations.




3



laS1.1–1.6

laS2.1–2.6,2.7

laS5.1–5.5,5.6,5.7

laS6.1,6.3,6.4


Risk




3

Module P6: Radioactive materialsP6.1 Why are some materials radioactive?1. recallthatsomeelementsemitionisingradiationallthetimeandarecalledradioactive2. understandthatradioactiveelementsarenaturallyfoundintheenvironment,contributingto

backgroundradiation3. understandthatanatomhasanucleus,madeofprotonsandneutrons,whichissurrounded

byelectrons4. understandthattheresultsoftheRutherford-Geiger-Marsdenalphaparticlescattering

experimentprovidedevidencethatagoldatomcontainsasmall,massive,positiveregion(thenucleus)

5. understand that protons and neutrons are held together in the nucleus by a strong force which balances the repulsive electrostatic force between the protons

6. understandthat,ifbroughtcloseenoughtogether,hydrogennucleicanfuseintoheliumnucleireleasingenergy,andthatthisiscallednuclearfusion

7. understand that Einstein’s equation E = mc2 is used to calculate the energy released during nuclear fusion and fission (where E is the energy produced, m is the mass lost and c is the speed of light in a vacuum)

energy = mass × [speed]2 (joules, J) (kilograms, kg) ([metres per second]2, [m/s]2)8. understand that every atom of any element has the same number of protons but the

number of neutrons may differ, and that forms of the same element with different numbers of neutrons are called isotopes

9. understandthatthebehaviourofradioactivematerialscannotbechangedbychemicalorphysicalprocesses

10. recallthatthreetypesofionisingradiation(alpha,betaandgamma)areemittedbyradioactivematerialsand that alpha particles consist of two protons and two neutrons, and that beta particles are identical to electrons

11. recallthepenetrationpropertiesofeachtypeofradiation12. describe radioactive materials in terms of the instability of the nucleus, radiation

emitted and the element left behind13. complete nuclear equations for alpha and beta decay14. understandthat,overtime,theactivityofradioactivesourcesdecreases15. understandthemeaningofthetermhalf-life16. understandthatradioactiveelementshaveawiderangeofhalf-lifevalues17. carry out simple calculations involving half-life.


3

Module P6: Radioactive materialsP6.2 How can radioactive materials be used and handled safely, including wastes?1. understandthationisingradiationcandamagelivingcellsandthesemaybekilledormay

becomecancerous2. understandthationisingradiationisabletobreakmoleculesintobits(calledions),which

can then take part in other chemical reactions3. recalland explainhowionisingradiationcanbeused: a. totreatcancer b. tosterilisesurgicalinstruments c. tosterilisefood d. asatracerinthebody4. recallthatradiationdose(insieverts)(basedonbothamountandtypeofradiation)isa

measureofthepossibleharmdonetoyourbody5. interpretgivendataonriskrelatedtoradiationdose6. understandthatradioactivematerialsexposepeopletoriskbyirradiationandcontamination7. understandthatweareirradiatedandcontaminatedbyradioactivematerialsallthetimeand

recallthemainsourcesofthisbackgroundradiation8. relateideasabouthalf-lifeandbackgroundradiationtothetimetakenforaradioactive

sourcetobecomesafe9. recallcategoriesofpeoplewhoareregularlyexposedtoriskofradiationandthattheir

exposureiscarefullymonitored,includingradiographersandworkersinnuclearpowerstations

10. understandthatanuclearfuelisoneinwhichenergyisreleasedbychangesinthenucleus11. know that in nuclear fission, a neutron splits a large and unstable nucleus (limited to

uranium and plutonium) into two smaller parts, roughly equal in size, releasing more neutrons

12. recallthattheamountofenergyreleasedduringnuclearfissionismuchgreaterthanthatreleasedinachemicalreactioninvolvingasimilarmassofmaterial

13. understand how the nuclear fission process in nuclear power stations is controlled, and use the terms chain reaction, fuel rod, control rod and coolant

14. understandthatnuclearpowerstationsproduceradioactivewaste15. understandthatnuclearwastesarecategorisedashighlevel,intermediatelevelandlow

level,andrelatethistodisposalmethods.


4Assessment of GCSE Additional Science A

GCSE Additional Science A J242

Unit A162:Biology A Modules B4, B5, B6

25%ofthetotalGCSE1hourwrittenpaper60marks

Thisquestionpaper:• isofferedinFoundationandHigherTiers• assessesModules B4, B5 and B6• usesbothobjectivestyleandfreeresponse

questions(thereisnochoiceofquestions)• assessesthequalityofwrittencommunication.

Unit A172: Chemistry A Modules C4, C5, C6


Thisquestionpaper:• isofferedinFoundationandHigherTiers• assessesModules C4, C5 and C6• usesbothobjectivestyleandfreeresponse


Unit A182: Physics A Modules P4, P5, P6


Thisquestionpaper:• isofferedinFoundationandHigherTiers• assessesModules P4, P5 and P6• usesbothobjectivestyleandfreeresponse


Unit A154: Additional Science A Controlled assessment

25%ofthetotalGCSEControlledassessmentApproximately4.5–6hours64marks

Thisunit:• comprisesaPracticalInvestigationtask• isassessedbyteachers,internallystandardised

andthenexternallymoderatedbyOCR• assessesthequalityofwrittencommunication.

4.1 Overview of the assessment in GCSE Additional Science A

ForGCSEAdditionalScienceAcandidatesmusttakeunitsA162,A172,A182andA154.B


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4.2 Tiers

AllwrittenpapersareofferedinFoundationTierandHigherTier.FoundationTierpapersassessgradesGtoCandHigherTierpapersassessgradesDtoA*.AnallowedgradeEmaybeawardedontheHigherTiercomponents.

InUnitsA162,A172andA182,candidatesareenteredforanoptionineithertheFoundationTierortheHigherTier.UnitA154(controlledassessment)isnottiered.

CandidatesmayenterforeithertheFoundationTierorHigherTierineachoftheexternallyassessedunits.Soacandidatemaytake,forexample,A162/FandA172/H.

4.3 Assessment objectives (AOs)

Candidatesareexpectedtodemonstratetheirabilityto:

AO1 Recall,selectandcommunicatetheirknowledgeandunderstandingofscience

AO2 Applyskills,knowledgeandunderstandingofscienceinpracticalandothercontexts

AO3 Analyseandevaluateevidence,makereasonedjudgementsanddrawconclusionsbasedonevidence.

4.3.1 AO weightings – GCSE Additional Science A

Therelationshipbetweentheunitsandtheassessmentobjectivesoftheschemeofassessmentisshowninthefollowinggrids:

Unit % of GCSE

AO1 AO2 AO3 Total

UnitsA162,A172andA182 30 34 11 75

UnitA154:Controlledassessment 2 5 18 25

Total 32 39 29 100


4

GCSEresultsareawardedonthescaleA*toG.Unitsareawardeda*tog.Gradesareindicatedoncertificates.However,resultsforcandidateswhofailtoachievetheminimumgrade(Gorg)willberecordedasunclassified(Uoru)andthisisnotcertificated.

MostGCSEsareunitisedschemes.Whenworkingoutcandidates’overallgradesOCRneedstobeabletocompareperformanceonthesameunitindifferentserieswhendifferentgradeboundarieshavebeenset,andbetweendifferentunits.OCRusesaUniformMarkScaletoenablethistobedone.

Acandidate’suniformmarkforeachunitiscalculatedfromthecandidate’srawmarkonthatunit.Therawmarkboundarymarksareconvertedtotheequivalentuniformmarkboundary.Marksbetweengradeboundariesareconvertedonaproratabasis.

Whenunitresultsareissued,thecandidate’sunitgradeanduniformmarkaregiven.Theuniformmarkisshownoutofthemaximumuniformmarkfortheunit,e.g.60/100.

ThespecificationisgradedonaUniformMarkScale.Theuniformmarkthresholdsforeachoftheassessmentsareshownbelow:

(GCSE) Unit

Weighting

Maximum Unit

Uniform Mark

Unit Grade

a* a b c d e f g u

25%F 69 – – – 60 50 40 30 20 0

25%H 100 90 80 70 60 50 45 – – 0

25% 100 90 80 70 60 50 40 30 20 0

HigherTiercandidateswhofailtogaina‘d’grademayachievean“allowede”.HigherTiercandidateswhomisstheallowedgrade‘e’willbegradedas‘u’.

Acandidate’suniformmarksforeachunitareaggregatedandgradesforthespecificationaregeneratedonthefollowingscale:

QualificationMax

Uniform Mark

Qualification Grade

A* A B C D E F G U

J242 400 360 320 280 240 200 160 120 80 0

Thewrittenpaperswillhaveatotalweightingof75%andcontrolledassessmentaweightingof25%.

Acandidate’suniformmarkforeachpaperwillbecombinedwiththeuniformmarkforthecontrolledassessmenttogiveatotaluniformmarkforthespecification.Thecandidate’sgradewillbedeterminedbythetotaluniformmark.

4.4 Grading and awarding grades


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4.5 Grade descriptions

Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardedwilldependinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsoftheassessmentmaybebalancedbybetterperformanceinothers.

Thegradedescriptorshavebeenproducedbytheregulatoryauthoritiesincollaborationwiththeawardingbodies.

Candidatesrecall,selectandcommunicatetheirlimitedknowledgeandunderstandingofscience.Theyhavealimitedunderstandingthatscientificadvancesmayhaveethicalimplications,benefitsandrisks.Theyrecognisesimpleinter-relationshipsbetweenscienceandsociety.Theyuselimitedscientificandtechnicalknowledge,terminologyandconventions,showingsomeunderstandingofscaleintermsoftime,sizeandspace.

Theyapplyskills,includinglimitedcommunication,mathematicalandtechnologicalskills,knowledgeandunderstandinginpracticalandsomeothercontexts.Theyshowlimitedunderstandingofthenatureofscienceanditsapplications.Theycanexplainstraightforwardmodelsofphenomena,eventsandprocesses.Usingalimitedrangeofskillsandtechniques,theyanswerscientificquestions,solvestraightforwardproblemsandtestideas.

Candidatesinterpretandevaluatesomequalitativeandquantitativedataandinformationfromalimitedrangeofsources.Theycandrawelementaryconclusionshavingcollectedlimitedevidence.

Candidatesrecall,selectandcommunicatesecureknowledgeandunderstandingofscience.Theydemonstrateunderstandingofthenatureofscience,itslaws,itsapplicationsandtheinfluencesofsocietyonscienceandscienceonsociety.Theyunderstandhowscientificadvancesmayhaveethicalimplications,benefitsandrisks.Theyusescientificandtechnicalknowledge,terminologyandconventionsappropriately,showingunderstandingofscaleintermsoftime,sizeandspace.

Theyapplyappropriateskills,includingcommunication,mathematicalandtechnologicalskills,knowledgeandunderstandinginarangeofpracticalandothercontexts.Theyrecognise,understandandusestraightforwardlinksbetweenhypotheses,evidence,theories,andexplanations.Theyusemodelstoexplainphenomena,eventsandprocesses.Usingappropriatemethods,sourcesofinformationanddata,theyapplytheirskillstoanswerscientificquestions,solveproblemsandtesthypotheses.

Candidatesanalyse,interpretandevaluatearangeofquantitativeandqualitativedataandinformation.Theyunderstandthelimitationsofevidenceanddevelopargumentswithsupportingexplanations.Theydrawconclusionsconsistentwiththeavailableevidence.

4.5.1 Grade F

4.5.2 Grade C


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4.5.3 Grade A

Candidatesrecall,selectandcommunicatepreciseknowledgeanddetailedunderstandingofscienceanditsapplications,andoftheeffectsandrisksofscientificdevelopmentsanditsapplicationsonsociety,industry,theeconomyandtheenvironment.Theydemonstrateaclearunderstandingofwhyandhowscientificapplications,technologiesandtechniqueschangeovertimeandtheneedforregulationandmonitoring.Theyuseterminologyandconventionsappropriatelyandconsistently.

Theyapplyappropriateskills,includingcommunication,mathematicalandtechnologicalskills,knowledgeandunderstandingeffectivelytoawiderangeofpracticalcontextsandtoexplainapplicationsofscience.Theyapplyacomprehensiveunderstandingofpracticalmethods,processesandprotocolstoplanandjustifyarangeofappropriatemethodstosolvepracticalproblems.Theyapplyappropriateskills,includingmathematical,technicalandobservationalskills,knowledgeandunderstandinginawiderangeofpracticalcontexts.Theyfollowproceduresandprotocolsconsistently,evaluatingandmanagingriskandworkingaccuratelyandsafely.

Candidatesanalyseandinterpretcriticallyabroadrangeofquantitativeandqualitativeinformation.Theyreflectonthelimitationsofthemethods,proceduresandprotocolstheyhaveusedandthedatatheyhavecollectedandevaluateinformationsystematicallytodevelopreportsandfindings.Theymakereasonedjudgementsconsistentwiththeevidencetodevelopsubstantiatedconclusions.

4.6 Quality of written communication

Quality of written communicationisassessedinallunitsandisintegratedinthemarkingcriteria.

Candidatesareexpectedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear

• presentinformationinaformthatsuitsitspurpose

• useanappropriatestyleofwritingand,whereapplicable,specialistterminology.

Questionsassessingqualityofwrittencommunicationwillbeindicatedbytheiconofapencil().


Controlled assessment in GCSE Additional Science A5

Thissectionprovidesgeneralguidanceoncontrolledassessment:whatcontrolledassessmenttasksare,whenandhowtheyareavailable;howtoplanandmanagecontrolledassessmentandwhatcontrolsmustbeappliedthroughouttheprocess.MoresupportcanbefoundontheOCRwebsite.

Teaching and Learning

Controlledassessmentisdesignedtobeanintegralpartofteachingandlearning.Therearemanyopportunitiesinteachingandlearningtodevelopskillsanduseavarietyofappropriatematerialsandequipment.Theseopportunitiesallowstudentstopractiseawiderangeoftasks,andteacherscandiscussandcommentonperformanceasappropriate.

Whenallnecessaryteachingandlearninghastakenplaceandteachersfeelthatcandidatesarereadyforassessment,candidatescanbegiventheappropriatecontrolledassessmenttask.

AllcontrolledassessmenttasksaresetbyOCRandwillbeavailableforsubmissiononlyinJuneexaminationseries.Eachyearachoiceofsixtaskswillbeoffered;twoforeachsubjectareaofbiology,chemistryandphysics.ThesewillcorrespondtothesametasksavailableforsubmissionforBiologyA(UnitA164),ChemistryA(UnitA174)andPhysicsA(UnitA184).Withineachsubjectarea,oneofthetaskswillalwaysbebasedontheAdditionalScienceAModulesB4–B6,C4–C6andP4–P6.

Eachtaskwillbevalidforsubmissioninasingleexaminationseriesonly,butmaybeundertakenatanypointbetweenreleaseofthetaskbyOCRandtheexaminationseriesforwhichthetaskmustbesubmitted.Centresmustensurethatcandidatesundertakeataskthatisvalidforsubmissionintheyearinwhichthecandidateintendstosubmitit.Theseriesinwhicheachtaskcanbesubmittedwillbeclearlymarkedonthefrontcoverofeachtask.Taskswillnotbevalidforsubmissioninanyexaminationseriesotherthanthatindicated.

Everyyear,sixnewcontrolledassessmenttaskswillbemadeavailableonOCRInterchangefrom1June,twoyearsaheadoftheexaminationseriesforwhichthetasksaretobesubmitted.Thesewillberemoveduponexpiry.GuidanceonhowtoaccesscontrolledassessmenttasksfromOCRInterchangeisavailableontheOCRwebsite:www.ocr.org.uk.

Itisnotnecessaryforallcandidatesfromacentretocarryoutthesametaskfromthechoiceofsixprovided.Staffateachcentrecanchoosewhether:

• allcandidatesfromthecentrecompletethesametask

• allcandidatesinanyteachinggroupcarryoutthesametask,butdifferentgroupsusedifferenttasks

• candidatescompletetasksonanindividualbasis.

Thenumberoftasksattemptedisatthediscretionofthecentre,buttheresultsofonlyonecompletetaskmaybesubmitted.

ThecontrolledassessmentforGCSEAdditionalScienceAcomprisesoneelement:aPracticalInvestigation.

Investigationsarecentraltothenatureofscienceasanevidence-basedactivityandPracticalInvestigationsprovideaneffectiveandvalidassessmentinstrumentforacoursewhichisbothabasisforfurtherstudiesandforpossiblefuturecareersinscience.Theabilityofacandidatetoformulatea

5.1 Introduction to controlled assessment tasks

5.2 Nature of controlled assessment tasks

5.2.1 Introduction to skills assessment

http://www.ocr.org.uk/download/sm/ocr_53021_sm_gcse_ca.pdf


5

hypothesisandtoexplainpatternsinresultswillberelatedtotheirknowledgeandunderstandingofthetopic.

ControlledassessmenttasksforGCSEAdditionalScienceAPracticalInvestigationsrequirecandidatesto:

• develophypothesesandplanpracticalwaystotestthemincludingriskassessment

• manageriskswhencarryingoutpracticalwork

• collect,process,analyseandinterpretprimaryandsecondarydata,includingtheuseofappropriatetechnologytodrawevidence-basedconclusions

• reviewmethodologytoassessfitnessforpurpose

• reviewhypothesesinthelightofoutcomes.

PracticalInvestigationsthereforedrawtogethertheskillsofpredictingandplanning,andcollecting,interpreting,evaluatingandreviewingprimaryandsecondarydatawithinthecontextofawholeinvestigation.Candidatesshouldbefamiliarwiththeserequirementsbeforestartinganycontrolledassessmenttask.

Itisexpectedthatcandidateswillbeinvolvedinavarietyofpracticalworkduringthecoursethatwillpreparethemforthisassessment.Thisshouldincludedevelopingtheirabilitiestohandleequipmentandcarryoutpracticalproceduressafely,illustratingscienceprincipleswithrealexperiencesandlearninghowtocarryoutandevaluateinvestigations.

Inaddition,candidates’abilitiestodeviseandevaluatesuitablemethods,todecideonsuitabledatarangesandtoofferexplanationswillbecloselylinkedtotheirunderstandingofsomeIdeasaboutScience,particularly:

• IaS1:Data:theirimportanceandlimitations

• IaS2:Cause-effectexplanations

• IaS3:Developingscientificexplanations

• IaS5:Risk.

CandidatesshouldbeencouragedtouseideasandvocabularyrelatedtotheseIdeasaboutScienceintheirreportsanditisthereforeimportantthatcandidatesarefamiliarwiththeseideasbeforeattemptingtheinvestigation.IdeasaboutSciencearedetailedinSection3.3.

ThetaskstobeusedforthecontrolledassessmentthataresetbyOCRwillbepresentedinawaywhichleavessomefreedomforeachcentretovarytheapproachasappropriate,toallowforcandidatesofdifferentabilitiesandinterests,orfordifferencesinthematerials,equipmentandfacilitiesatdifferentcentres.

Thetasksprovidedwillbeopen-endedandinvestigativeinnature.Theinformationprovidedwitheachtaskwillinclude:

• Information for candidates (1):anintroductiontothetopicoftheinvestigation,tobeissuedtocandidatesatthestartofthetask,placingtheworkintoanappropriatewidercontext

• Information for candidates (2):secondarydataforanalysis,tobeissuedtocandidatesonlyoncompletionofthedatacollectionpartoftheirPracticalInvestigation

• Information for teachers:anoverviewoftheinvestigationincludingnotesonpossibleapproachesandassessmentissuesandguidancefortechnicians.


5

Atthestartofacontrolledassessment,candidateswillusetheinformationprovidedtoplanhowtocollectdata,includinganypreliminaryworkrequired,andtodevelopatestablehypothesisbeforecarryingouttheinvestigation.Aftercollectingprimarydataandinterpretingandevaluatingtheresults,candidateswillbeexpectedtoengagewithrelevantsecondarydatatodevelopandevaluatetheirconclusionsfurtherandreviewtheiroriginalhypothesis.Sourcesofsecondarydatacanincludeexperimentalresultsfromothercandidatesintheclassorschool,aswellastextbooksandwebsitesontheinternet.Inaddition,OCRwillprovidesomesecondarydatarelevanttothetasksetforeachPracticalInvestigation.

Thecompletedworkwillbepresentedforassessmentasawrittenreport.

Controlledassessmenttaskswillbeavailableuptotwoyearsaheadoftheexaminationseriesforwhichtheyarevalid,toallowplanningtime.Itisanticipatedthatcandidateswillspendatotalofabout4.5–6hoursinproducingtheworkforthisunit.Candidatesshouldbeallowedsufficienttimetocompletethetask.

Whensupervisingtasks,teachersareexpectedto:

• exercisecontinuingsupervisionofworkinordertomonitorprogressandtopreventplagiarism

• provideguidanceontheuseofinformationfromothersourcestoensurethatconfidentialityandintellectualpropertyrightsaremaintained

• exercisecontinuingsupervisionofpracticalworktoensureessentialcompliancewithHealthandSafetyrequirements

• ensurethattheworkiscompletedinaccordancewiththespecificationrequirementsandcanbeassessedinaccordancewiththespecifiedmarkingcriteriaandprocedures.

Teachersmustnotprovidetemplates,modelanswersorfeedbackondrafts.Candidatesmustproducetheirownindividualresponsestoeachstageandworkindependentlytoproducethereportonthefinalstage(analysis,evaluationandreview).

Suggestedstepsandtimingsareincludedbelow,withguidanceonregulatorycontrolsateachstageoftheprocess.Teachersmustensurethatcontrolrequirementsindicatedbelowaremetthroughouttheprocess.

• Strategy:researchandplanning1.5 – 2 hours

Intheresearchandplanningstage,alimitedlevelofcontrolisrequired.Thismeansthatcandidatescanundertakethispartoftheprocesswithoutdirectteachersupervisionandawayfromthecentre,asrequired.Thismayalsoincludecollectionofsecondarydatawherethisinformstheplanningofthework.Candidatesarealsoabletoworkincollaborationduringthisstage.Duringtheresearchphasecandidatescanbegivensupportandguidance.Teacherscanexplainthetask,adviseonhowthetaskcouldbeapproached,adviseonresourcesandalertthecandidatetokeythingsthatmustbeincludedintheirfinalpieceofwork.However,eachcandidatemustdeveloptheirownindividualresponse.

5.3.1 Research and planning, and collecting data

5.2.2 Summary of tasks in Unit A154

Assessment Task Task Marks Weighting

PracticalInvestigation 64 25%

5.3 Planning and managing controlled assessment


5

• Collectingdata1.5 – 2 hours

Inthedatacollectionstage,alimitedlevelofcontrolisrequired.Candidateswillcarryoutpracticalworkunderdirectteachersupervisiontocollectprimarydata.Theymayworkincollaborationduringthisstagebutallcandidatesmustbeactivelyinvolvedanddeveloptheirown,individualresponseindetermininghowbesttocollectandrecordprimarydata.

Secondarydatamayalsobecollectedduringthisstagetosupportorextendtheconclusionstotheinvestigation.However,itisnotpermittedtobasetheassessmentsolelyonsecondarydataor(computer)simulations,orondatarecordedbycandidateswhilstwatchingdemonstrations.

TheOCR-providedsecondarydata,Information for Candidates (2),shouldbegiventocandidatesonlyaftercollectionofprimarydataiscompleted.Thiscanbeusedinadditiontosecondarydatacollectedbythecandidate,ifappropriate.TimeshouldbeallowedforfurthercollectionofsecondarydatafollowingtheissueofInformation for Candidates (2).

• Analysis,evaluationandreview1.5 – 2 hours

Thereportforthisstageisproducedinthecentreunderconditionsofhighcontrol,whichmeansthatcandidatesworkindividuallytocompletetheirreportsunderdirectteachersupervision.Teachersmustbeabletoauthenticatetheworkandtheremustbeacknowledgementandreferencingofanysourcesused.Ifwritingupiscarriedoutoverseveralsessions,workmustbecollectedinbetweeneachsession,includinganyelectronicdatastoragesuchasUSBmemorysticksandrewritableCDs.

Candidatesmustobservethefollowingprocedureswhenproducingtheirfinalpieceofworkforthecontrolledassessmenttasks:

• tables,graphsandspreadsheetsmaybeproducedusingappropriateICT.Theseshouldbeinsertedintothefinalreportattheappropriateplace

• anycopiedmaterialmustbesuitablyacknowledged

• quotationsmustbeclearlymarkedandareferenceprovidedwhereverpossible

• worksubmittedformoderationbyOCRmustbemarkedwiththe:

– centrenumber – centrename – candidatenumber – candidatename – unitcodeandtitle – controlledassessmenttasktitle.

Worksubmittedonpaperformoderationmustbesecuredbytreasurytags.Worksubmittedindigitalformat(CDoronline)mustbeinasuitablefilestructureasdetailedinAppendixAattheendofthisspecification.

5.3.2 Analysis, evaluation and review

5.3.3 Presentation of the final piece of work


5

Allcontrolledassessmenttasksaremarkedbycentreassessor(s)usingOCRmarkingcriteriaandguidance.

Thiscorrespondstoamediumlevelofcontrol.

Thestartingpointformarkingthetasksisthemarkingcriteria(seesection5.4.5Marking criteria for controlled assessment tasks).Theseidentifylevelsofperformancefortheskills,knowledgeandunderstandingthatthecandidateisrequiredtodemonstrate.Somefurtherguidanceforeachspecifictaskwillbeprovided,ifappropriate,inthe‘Information for teachers’foreachtask.Beforethestartofthecourse,andforuseatINSETtrainingevents,OCRwillprovideexemplificationthroughrealorsimulatedcandidateworkwhichwillhelptoclarifythelevelofachievementthatassessorsshouldbelookingforwhenawardingmarks.

AstandardmethodofmarkingisusedforthecontrolledassessmenttasksforTwentyFirstCenturyScienceGCSEAdditionalScienceA,basedonagridofhierarchicalmarkingcriteria.Themarkingcriteriaindicatelevelsofresponseandaregeneric,socanbeusedformarkinganyOCR-issuedPracticalInvestigation.Theydefinetheperformancefortheskills,knowledgeandunderstandingthatthecandidateisexpectedtodemonstrateateachlevel.ForeachtasksetbyOCR,furtherguidanceonapplyingthemarkingcriteriainthecontextofthetaskmayalsobegivenintheInformation for teachers,ifappropriate.

Candidates’progressthroughataskisassessedinfivestrands,eachofwhichcorrespondstoadifferenttypeofperformancebythecandidate.Threeofthefivestrandsincludetwodifferentaspectsofthework.Thus,markingisbasedonatotalof8aspects,eachofwhichisshownasadifferentrowinthegridofmarkingcriteria.

Foreachaspect,ahierarchicalsetoffourmarkingcriteriashowstypicalperformanceforcandidatesworkingat1–2,3–4,5–6and7–8marks.Thisprovidesalevelofresponsemarkschemewhereachievementisdividedintofournon-overlappingbands,eachcoveringarangeoftwomarks.

Awardofmarksineachrowofthegridisbasedontheprofessionaljudgementoftheteacherandishierarchical.Thismeansthateachofthecriteriaisconsideredinturn,workingupfromthelowestbandtothehighestbandthatisfullymatchedbythecandidate’sperformance.Onceabandhasbeenreachedwhichisnotfullymatchedbytheworkseen,nohigherbandscanbeconsidered.

Withineachtwo-markband,thehighermarkisavailablewheretheperformancefullymatchesthecriterionforthatmarkband(andallpreceding,lowermarkbands).Thelowermarkisawardedwherethecandidatehaspartially,butnotfully,matchedthiscriterionandhasexceededthecriteriainthepreceding,lowermarkbands.

Wherethereisnoevidenceofengagementwithanaspectofthework,oriftheresponseisnotsufficienttomeritawardofonemark,amarkofzeroisawardedfortheaspect.

Thismethodofmarkingcanbeusedevenwherethereiswidevariationinperformancebetweendifferentaspectsofthework.Weakperformanceononeaspectneednotlimitmarksinotheraspects.

InStrandA,twoalternativeroutestocreditareprovided.Onerowofcriteriaisusedforinvestigationswherethecandidateusesgraphicaldisplayorchartstorevealpatternsinthedata.Theotherrowisusedwherethecandidatehasusedstatisticaloralgebraicmethodstoidentifypatterns.Onlytherowwhichgivesthehighestmarkiscounted.However,therequirementsofthehierarchicalmarking

5.4.2 Using the hierarchical marking criteria

5.4.1 Applying the marking criteria

5.4 Marking and moderating controlled assessment


5

criteriacanbesatisfiedbycrossingfromonerowtothenexttodemonstratecontinuousprogressionthroughthisstrand.

Thelevelawardedineachaspectisrecordedonamarkinggrid,whichalsoservesasacoversheetiftheworkiscalledformoderation.

Thetotalfortheassessmentisthesumofalltheaspectmarks,givingamaximumpossiblemarkof64.

Eachpieceofinternallyassessedworkshouldshowhowthemarkshavebeenawardedinrelationtothemarkingcriteria.

Thewritingofcommentsoncandidates’work,andcoversheet,providesameansofcommunicationbetweenteachersduringinternalstandardisationandwiththemoderatoriftheworkformspartofthemoderationsample.

5.4.3 Annotation of candidates’ work


5

Thefivestrandsinthemarkschemearedesignedtomatchfivemainstagesintheinvestigation.However,candidatesdonotalwaysfollowthissequencestrictlywhenwritingtheirinvestigationreports,andpositiveachievementshouldbecreditedintheappropriatestrandwhereveritisfoundinthereport.

5.4.4 Overview of marking criteria for controlled assessment tasks

Strand Aspect Notes

Sstrategy

S(a)–formulatingahypothesisorprediction

Candidatesreviewfactorsthatmightaffecttheirresults(thismayincludepreliminarytestsoftheseeffects)andusetheirscientificknowledgetochooseaneffecttostudy,basedonapredictionortestablehypothesis(IaS3).Responsesinthisaspectwillbeinextendedwritingandshouldbeassessedforqualityofwrittencommunicationofthecontent.

S(b)–designoftechniquesandchoiceofequipment

Candidatestestdifferentexperimentalmethodsorapparatus,andjustifythechoicestheymake(IaS1).Theyshowawarenessofsafeworkingpracticesandthehazardsassociatedwithmaterials(IaS5,IaS1-3).Atthehighestlevel,afullriskassessmentisincluded.

Ccollectingdata

C–rangeandqualityofprimarydata

Candidatesmakedecisionsabouttheamountofdatatobecollected,therangeofvaluescovered,andeffectivecheckingforrepeatability(IaS1).

Aanalysis

A–revealingpatternsindata

Toallowaccesstoawiderrangeofactivities,thisstrandhastwoalternativesetsofcriteria.Oneisforthequalityofgraphicaldisplay.Thealternativerowcanbeusedtoawardcreditforstatisticalornumericalanalysisofdata,e.g.speciesdistributionsurveys.

Eevaluation

E(a)–evaluationofapparatusandprocedures

Candidatesshowawarenessofanylimitationsimposedbytheapparatusortechniquesusedandsuggestimprovementstothemethod.

E(b)–evaluationofprimarydata

Candidatesconsidercarefullytherepeatabilityoftheirdata,recogniseoutliersandtreatthemappropriately(IaS1).

Rreview

R(a)–collectionanduseofsecondarydata

Candidatescollectsecondarydata,whichcanbeconsideredtogetherwiththeirownprimarydata,togiveabroaderbasisforconfirmation,adaptationorextensionoftheinitialhypothesisorprediction.

R(b)–reviewingconfidenceinthehypothesis

Candidatesmakeanoverallreviewoftheevidenceinrelationtotheunderlyingscientifictheoryandconsiderhowwellitsupportsthehypothesis,andwhatextraworkmighthelptoimproveconfidenceinthehypothesis(IaS2andIaS3).Qualityofwrittencommunicationshouldbetakenintoaccountinassessingthisaspectofthework.


91

55.

4.5

Mar

king

cri

teri

a fo

r co

ntro

lled

asse

ssm

ent

task

s

Markingcriteriaaretobeappliedhierarchically(seesection5.4.2).

Stra

nd/

Asp

ect

01

– 2

mar

ks3

– 4

mar

ks5

– 6

mar

ks7

– 8

mar

ksA

Os

S a

*Makeapredictiontotest,but

withoutanyjustification.The

responsemaybesimplistic,

withfrequenterrorsofspelling,

punctuationorgrammarand

havelittleornouseofscientific

vocabulary.

Suggestatestablepredictionand

justifyitbyreferencetocom

mon

senseorpreviousexperience.

Som

erelevantscientific

termsareused,butspelling,

punctuationandgram

marareof

variablequality.

Considerm

ajorfactorsandrefer

toscientificknow

ledgetomake

atestablehypothesisabouthow

onefactorwillaffecttheoutcom

e.

Informationiseffectively

organisedwithgenerallysound

spelling,punctuationand

gram

mar.S

pecialisttermsare

usedappropriately.

Afterconsiderationofallrelevant

factors,selectoneandpropose

atestablehypothesisand

quantitativepredictionabouthow

itwillaffecttheoutcom

es.The

reportiscom

prehensive,relevant

andlogicallysequenced,w

ith

fullandeffectiveuseofrelevant

scientificterminology.Thereare

few,ifany,grammaticalerrors.

AO1:

2marks

AO2:

4marks

AO3:

2marks

S b

*Followagiventechnique,but

withverylim

itedprecisionor

accuracy.M

akeanappropriate

commentaboutsafeworking.

Selectandusebasicequipment

tocollectalimitedam

ountof

data.C

orrectlyidentifyhazards

associatedwiththeprocedures

used.

Selectandusetechniquesand

equipm

entappropriateforthe

rangeofdatarequired,and

explaintherangeschosen.

Identifyanysignificantrisksand

suggestsom

eprecautions.

Justifythechoiceofequipment

andtechniquetoachievedata

whichispreciseandvalid.

Com

pleteafullandappropriate

riskassessment,identifyingways

ofminimisingrisksassociated

withthework.

AO2:

4marks

AO3:

4marks

C*

Recordaverylimitedam

ount

ofdata(e.g.isolatedindividual

datapointswithnoclearpattern),

coveringonlypartoftherangeof

relevantcases/situations,w

ithno

checkingforrepeatability.Datais

generallyoflow

quality.

Recordanadequateam

ountor

rangeofdata,allowingsome

errorsinunitsorlabelling,

andwithlittlecheckingfor

repeatability.D

ataisofvariable

quality,w

ithsom

eoperatorerror

apparent.

Collectandcorrectlyrecord

datatocovertherangeof

relevantcases/situations,w

ith

regularrepeatsorchecksfor

repeatability.D

ataisofgenerally

goodquality.

Chooseanappropriaterange

ofvaluestotestacrossthe

range,withregularrepeatsand

appropriatehandlingofany

outliers.Checksorprelim

inary

workareincludedtoconfirmor

adapttherangeandnumberof

measurementstoensuredataof

highquality.

AO1:

1mark

AO2:

3marks

AO3:

4marks


92


93

5St

rand

/A

spec

t0

1 –

2 m

arks

3 –

4 m

arks

5 –

6 m

arks

7 –

8 m

arks

AO

s

A*

Displaylimitednumbersof

resultsintables,chartsor

graphs,usinggivenaxesand

scales.

Constructsimplechartsor

graphstodisplaydatainan

appropriateway,allowingsome

errorsinscalingorplotting.

Correctlyselectscalesand

axesandplotdataforagraph,

includinganappropriatelineof

bestfit,orconstructcom

plex

chartsordiagram

se.g.species

distributionmaps.

Indicatethespreadofdata(e.g.

throughscattergraphsorrange

bars)orgiveclearkeysfor

displaysinvolvingmultipledata-

sets.

AO3:

8marks

Selectindividualresultsasa

basisforconclusions.

Carryoutsimplecalculationse.g.

correctcalculationofaverages

fromrepeatedreadings.

Usemathematicalcom

parisons

betweenresultstosupporta

conclusion.

Usecom

plexprocessingto

revealpatternsinthedata

e.g.statisticalmethods,use

ofinverserelationships,or

calculationofgradientofgraphs.

E a

*Makerelevantcom

mentsabout

problemsencounteredwhilst

collectingthedata.

Describethelim

itationsim

posed

bythetechniquesandequipment

used.

Suggest(inoutline)

improvem

entstoapparatusor

techniques,oralternativewaysto

collectthedata;

orexplainwhythemethodused

givesdataofsufficientqualityto

allowaconclusion.

Describeindetailimprovem

ents

totheapparatusortechniques,

oralternativewaystocollectthe

data,andexplainwhytheywould

beanimprovem

ent;orexplain

fullywhynofurtherim

provem

ent

couldreasonablybeachieved.

AO3:

8marks

E b

*Makeaclaimforaccuracy

orrepeatability,butwithout

appropriatereferencetothedata.

Correctlyidentifyindividual

resultswhicharebeyondthe

rangeofexperimentalerror(are

outliers),orjustifyaclaimthat

therearenooutliers.

Usethegeneralpatternofresults

ordegreeofscatterbetween

repeatsasabasisforassessing

accuracyandrepeatabilityand

explainhowthisassessm

entis

made.

Considercriticallythe

repeatabilityoftheevidence,

accountingforanyoutliers.

AO3:

8marks

R a

*Com

pareownexperim

ental

resultswithatleastonepieceof

secondarydataandmakebasic

commentsonsimilaritiesand/

ordifferences.Secondarydata

collectedislimitedinamount

andnotalwaysrelevanttothe

investigation.

Identifyindetailsimilarities

anddifferencesbetweenthe

secondarydataandprim

ary

data.S

econdarydatacollectedis

relevanttotheinvestigationand

sourcesarereferenced,although

thesemaybeincomplete.

Describeandexplainthe

extenttowhichthesecondary

datasupports,extendsand/

orunderminestheprimary

data,andidentifyanyareas

ofincompleteness.Arange

ofrelevantsecondarydata

iscollectedfrom

severalfully

referencedsources.

Assessthelevelsofconfidence

thatcanbeplacedonthe

availabledata,andexplain

thereasonsform

akingthese

assessments.C

ommentonthe

importanceofanysimilaritiesor

differences.

AO1:

1mark

AO2:

1mark

AO3:

6marks


92


93

5St

rand

/A

spec

t0

1 –

2 m

arks

3 –

4 m

arks

5 –

6 m

arks

7 –

8 m

arks

AO

s

R b

*Correctlystatewhetherornotthe

originalpredictionorhypothesis

issupported,withreferenceonly

tocom

monsenseorprevious

experience.Theresponseis

simplistic,w

ithfrequenterrorsin

spelling,punctuationorgrammar

andhaslittleornouseof

scientificvocabulary.

Com

mentonwhethertrendsor

correlationsinthedatasupport

thepredictionorhypothesis

andsuggestw

hybyreference

toappropriatescience.S

ome

relevantscientifictermsare

usedcorrectly,butspelling,

punctuationandgram

marareof

variablequality.

Explaintheextenttowhichthe

hypothesiscanaccountforthe

pattern(s)showninthedata.

Userelevantscienceknowledge

toconcludewhetherthe

hypothesishasbeensupported

ortosuggesthow

itshouldbe

modifiedtoaccountforthedata

morecompletely.Information

isorganisedeffectivelywith

generallysoundspelling,

punctuationandgram

mar.

Specialisttermsareused

appropriately.

Giveadetailedaccountofw

hat

extradatacouldbecollected

toincreaseconfidencein

thehypothesis.Thereportis

comprehensive,relevantand

logicallysequenced,w

ithfulland

effectiveuseofrelevantscientific

terminology.Therearefew,ifany,

gram

maticalerrors.

AO1:

2marks

AO3:

6marks

*0marks=noresponseornoresponseworthyofcredit.


5

Eachoftheaspectstobeassessedaddressesoneormoreoftheassessmentobjectivesandtheseareshowninthemarkingcriteria.Theoverallbalanceisshowninthetablebelow.

Teachersmustbeconfidentthattheworktheymarkisthecandidate’sown.Thisdoesnotmeanthatacandidatemustbesupervisedthroughoutthecompletionofallworkbuttheteachermustexercisesufficientsupervision,orintroducesufficientchecks,tobeinapositiontojudgetheauthenticityofthecandidate’swork.

Whereverpossible,theteachershoulddiscusswork-in-progresswithcandidates.Thiswillnotonlyensurethatworkisunderwayinaplannedandtimelymannerbutwillalsoprovideopportunitiesforassessorstocheckauthenticityoftheworkandprovidegeneralfeedback.

Candidatesmustnotplagiarise.Plagiarismisthesubmissionofanother’sworkasone’sownand/orfailuretoacknowledgethesourcecorrectly.Plagiarismisconsideredtobemalpracticeandcouldleadtothecandidatebeingdisqualified.Plagiarismsometimesoccursinnocentlywhencandidatesareunawareoftheneedtoreferenceoracknowledgetheirsources.Itisthereforeimportantthatcentresensurethatcandidatesunderstandthattheworktheysubmitmustbetheirownandthattheyunderstandthemeaningofplagiarismandwhatpenaltiesmaybeapplied.Candidatesmayrefertoresearch,quotationsorevidencebuttheymustlisttheirsources.Therewardsfromacknowledgingsources,andthecredittheywillgainfromdoingso,shouldbeemphasisedtocandidatesaswellasthepotentialrisksoffailingtoacknowledgesuchmaterial.

Bothcandidatesandteachersmustdeclarethattheworkisthecandidate’sown.

• Each candidatemustsignadeclarationbeforesubmittingtheirworktotheirteacher.AcandidateauthenticationstatementthatcanbeusedisavailabletodownloadfromtheOCRwebsite.Thesestatementsshouldberetainedwithinthecentreuntilallenquiriesaboutresults,malpracticeandappealsissueshavebeenresolved.A mark of zero must be recorded if a candidate cannot confirm the authenticity of their work.

• Teachersarerequiredtodeclarethattheworksubmittedforinternalassessmentisthecandidate’sownworkbysendingthemoderatoracentreauthenticationform(CCS160)foreachunitatthesametimeasthemarks.Ifacentrefailstoprovideevidenceofauthentication,we will set the mark for that candidate(s) to Pending (Q) for that component until authentication can be provided.

Assessment Objective TOTAL

AO1: Recall,selectandcommunicatetheirknowledgeandunderstandingofscience. 6

AO2: Applyskills,knowledgeandunderstandingofscienceinpracticalandothercontexts. 12

AO3: Analyseandevaluateevidence,makereasonedjudgmentsanddrawconclusionsbasedonevidence. 46

TOTAL 64

5.4.6 Assessment Objectives (AOs)

5.4.7 Authentication of work


5

Itisimportantthatallinternalassessorsofthiscontrolledassessmentworktocommonstandards.Centresmustensurethattheinternalstandardisationofmarksacrossassessorsandteachinggroupstakesplaceusinganappropriateprocedure.

Thiscanbedoneinanumberofways.Inthefirstyear,referencematerialandOCRtrainingmeetingswillprovideabasisforcentres’ownstandardisation.Insubsequentyears,this,orcentres’ownarchivematerial,maybeused.Centresareadvisedtoholdpreliminarymeetingsofstaffinvolvedtocomparestandardsthroughcross-markingasmallsampleofwork.Aftermostmarkinghasbeencompleted,afurthermeetingatwhichworkisexchangedanddiscussedwillenablefinaladjustmentstobemade.

Allworkforcontrolledassessmentismarkedbytheteacherandinternallystandardisedbythecentre.MarksarethensubmittedtoOCRandyourmoderator:refertotheOCRwebsiteforsubmissiondatesofthemarkstoOCR.

Thereshouldbeclearevidencethatworkhasbeenattemptedandsomeworkproduced.Ifacandidatesubmitsnoworkforaninternallyassessedcomponent,thenthecandidateshouldbeindicatedasbeingabsentfromthatcomponent.Ifacandidatecompletesanyworkatallforaninternallyassessedcomponent,thentheworkshouldbeassessedaccordingtotheinternalassessmentobjectivesandmarkinginstructionsandtheappropriatemarkawarded,whichmaybezero.

Thecentreauthenticationform(CCS160)mustbesenttothemoderatorwiththemarks.

Onceyouhavesubmittedyourmarks,yourexamsofficerwillreceiveanemailrequestingamoderationsample.Sampleswillincludeworkfromacrosstherangeofattainmentofthecandidates’work.

Thesampleofworkwhichispresentedtothemoderatorformoderationmustshowhowthemarkshavebeenawardedinrelationtothemarkingcriteriadefinedinsection5.4.5.Eachcandidate’sworkshouldhaveacoversheetattachedtoitwithasummaryofthemarksawardedforthetask.

Whenmakingyourentries,theentryoptionspecifieshowthesampleforeachunitistobesubmitted.Foreachoftheseunits,allcandidateworkmustbesubmittedusingthesame entry option.Itisnotpossibleforcentrestoofferbothoptionsforaunitwithinthesameseries.Youcanchoosedifferentoptionsfordifferentunits.Pleaseseethesection8.2.1forentrycodes.

Thesampleofcandidateworkmustbepostedtothemoderatorwithinthreedaysofreceivingtherequest.Youshoulduseoneofthelabelsprovidedtosendthecandidatework.

Wewouldadviseyoutokeepevidenceofworksubmittedtothemoderator,e.g.copiesofwrittenworkorphotographsofpracticalwork.Youshouldalsoobtainacertificateofpostingforallworkthatispostedtothemoderator.

5.5 Internal standardisation

5.6 Submitting marks and authentication

5.7 Submitting samples of candidate work

5.7.1 Sample requests

5.7.2 Submitting moderation samples via post


5

TheOCRRepositoryisasecurewebsiteforcentrestouploadcandidateworkandforassessorstoaccessthisworkdigitally.CentrescanusetheOCRRepositoryforuploadingmarkedcandidateworkformoderation.

CentrescanaccesstheOCRRepositoryviaOCRInterchange,findtheircandidateentriesintheirareaoftheRepository,andusetheRepositorytouploadfiles(singlyorinbulk)foraccessbytheirmoderator.

TheOCRRepositoryallowscandidatestosendevidenceinelectronicfiletypesthatwouldnormallybedifficulttosubmitthroughpostalmoderation;forexamplemultimediaorotherinteractiveunitsubmissions.

TheOCRGCSEAdditionalScienceAunitA154canbesubmittedelectronicallytotheOCRRepositoryviaInterchange:pleasecheckSection8.2.1forunitentrycodesfortheOCRRepository.

TherearethreewaystoloadfilestotheOCRRepository:

1.Centrescanloadmultiplefilesagainstmultiplecandidatesbyclickingon‘Uploadcandidatefiles’intheCandidatestaboftheCandidateOverviewscreen.

2.Centrescanloadmultiplefilesagainstaspecificcandidatebyclickingon‘Uploadfiles’intheCandidateDetailsscreen.

3.Centrescanloadmultipleadministrationfilesbyclickingon‘Uploadadminfiles’intheAdministrationtaboftheCandidateOverviewscreen.

TheOCRRepositoryisseenasafaster,greenerandmoreconvenientmeansofprovidingworkforassessment.Itispartofawiderprogrammebringingdigitaltechnologytotheassessmentprocess,theaimofwhichistoprovidesimplerandeasieradministrationforcentres.

InstructionsforhowtouploadfilestoOCRusingtheOCRRepositorycanbefoundonOCRInterchange.

Thepurposeofmoderationistoensurethatthestandardoftheawardofmarksforworkisthesameforeachcentreandthateachteacherhasappliedthestandardsappropriatelyacrosstherangeofcandidateswithinthecentre.

Atthisstage,ifnecessary,centresmayberequiredtoprovideanadditionalsampleofcandidatework(ifmarksarefoundtobeinthewrongorder)orcarryoutsomere-marking.Ifyoureceivesucharequest,pleaseensurethatyourespondasquicklyaspossibletoensurethatyourcandidates’resultsarenotdelayed.

5.7.3 Submitting the moderation samples via the OCR Repository

5.8 External moderation

http://www.ocr.org.uk/interchange/repository/


6Support for GCSE Additional Science A

6.1 Free support and training from OCR

Workingincloseconsultationwithteachers,publishersandotherexperts,centrescanexpectahighlevelofsupport,servicesandresourcesforOCRqualifications.

Essential FREE support materials including:

• specimenassessmentmaterialsandmarkschemes

• guidetocontrolledassessment

• samplecontrolledassessmentmaterials

• exemplarcandidateworkandmarkingcommentaries

• teachers’handbook

• sampleschemesofworkandlessonplans

• guidetocurriculumplanning.

Essential support services including:

• INSETtraining–forinformationvisitwww.gcse-science.com

• Interchange–acompletelysecure,freewebsitetohelpcentresreduceadministrativetasksatexamtime

• ActiveResults–detaileditemlevelanalysisofcandidateresults

• Answers@OCR–afreeonlineserviceprovidinganswerstofrequentlyaskedquestionsaboutGCSEScience.

OCRworkswithpublisherstoensurecentrescanaccessachoiceofquality,‘OfficialPublisherPartner’and‘Approvedpublication,’resources,endorsedbyOCRforusewithindividualspecifications.

Youcanbeconfidentthatresourcesbrandedwith‘OfficialPublisherPartner’or‘Approvedpublication’logoshaveundergoneOCR’sthoroughqualityassuranceprocessandareendorsedforusewiththerelevantspecification.

TheseendorsementsdonotmeanthatthematerialsaretheonlysuitableresourcesavailableornecessarytoachieveanOCRqualification.Allresponsibilityforthecontentofthepublishedresourcesrestswiththepublisher.

6.2 OCR endorsed resources

http://www.ocr.org.uk/qualifications/type/gcse_2012/tfcs/add_science_a/documents/





http://www.ocr.org.uk/download/sm/ocr_70743_sm_gcse_guide_ca.doc

http://www.ocr.org.uk/download/sm/ocr_70742_sm_gcse_teach_hb.pdf


6

WehavebeenworkingcloselywithOxfordUniversityPress,ourpublisherpartnerforOCRGCSETwentyFirstCenturyScience,tohelpensuretheirnewresourcesareavailablewhenyouneedthemandmatchthenewspecifications.

OxfordUniversityPressisworkingwithourscienceteam,theNuffieldFoundationandUniversityofYorkScienceEducationGrouptopublishneweditionsofthepopularTwentyFirstCenturyScienceresources.Theseresourcesarelively,engagingandmakesciencerelevanttoeverystudent.

Thesecondeditionoftheseresourcesispackedwithuptodatescience,aswellasthefamiliartopicsyouenjoyteachingincludingstepbystepguidanceforansweringalltypesofexamquestions,extendedresponsequestionsandsupportforthenewcontrolledassessment.

ToorderanEvaluationPack,orforfurtherdetails,pleasevisittheOxfordUniversityPresswebsiteatwww.oxfordsecondary.co.uk/twentyfirstcenturyscience.

OtherendorsedresourcesavailableforthisspecificationincludeOCRGCSETwentyFirstCenturySciencefromCollins.

CollinsisworkingwithateamofexperiencedauthorstoprovideresourceswhichwillhelpyoudeliverthenewOCRGCSETwentyFirstCenturySciencespecifications.TheScience,AdditionalScienceandSeparateSciencecomponentsbuildoneachothersoyourdepartmentcanbuyasneededandusethemwithallstudentstakingdifferentGCSEscienceroutes.

Reduceplanningtime–thestudentbooks,teacherpacks,homeworkactivities,interactivebooksandassessmentpackagearefullyintegratedandmatchedtotheCollinsGCSETwentyFirstCenturyScienceschemeofworksoyoucangetstartedstraightaway.

ForfurtherdetailsandtoorderanEvaluationPackvisitwww.collinseducation.com/gcsescience2011.

6.2.2 Endorsed publishers

6.2.1 Publisher partner

www.oxfordsecondary.co.uk/twentyfirstcenturyscience

www.collinseducation.com/gcsescience2011


6

OCRwillofferarangeofsupportactivitiesforallpractitionersthroughoutthelifetimeofthequalificationtoensuretheyhavetherelevantknowledgeandskillstodeliverthequalification.

PleaseseeEventBookerforfurtherinformation.

6.3 Training

6.4 OCR support services

6.4.1 Active Results

ActiveResultsisavailabletoallcentresofferingtheOCRGCSEAdditionalScienceAspecification.

ActiveResultsisafreeresultsanalysisservicetohelpteachersreviewtheperformanceofindividualcandidatesorwholeschools.

Datacanbeanalysedusingfiltersonseveralcategoriessuchasgenderandotherdemographicinformation,aswellasprovidingbreakdownsofresultsbyquestionandtopic.

ActiveResultsallowsyoutolookingreaterdetailatyourresultsinanumberofways:

• richerandmoregranulardatawillbemadeavailabletocentres,includingquestion-leveldataavailablefrome-marking

• youcanidentifythestrengthsandweaknessesofindividualcandidatesandyourcentre’scohortasawhole

• oursystemshavebeendevelopedincloseconsultationwithteacherssothatthetechnologydeliverswhatyouneed.

FurtherinformationonActiveResultscanbefoundontheOCRwebsite.

OCRInterchangehasbeendevelopedtohelpyoutocarryoutday-to-dayadministrationfunctionsonline,quicklyandeasily.Thesiteallowsyoutoregisterandentercandidatesonline.Inaddition,youcangainimmediateandfreeaccesstocandidateinformationatyourconvenience.SignupontheOCRwebsite.

6.4.2 OCR Interchange

http://www.ocr.org.uk/training/book/index.aspx

http://www.ocr.org.uk/interchange/active_results/

https://interchange.ocr.org.uk


Equality and inclusion in GCSE Additional Science A

7.1 Equality Act information relating to GCSE Additional Science A

GCSEsoftenrequireassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsand,assuch,preparecandidatesforawiderangeofoccupationsandhigherlevelcourses.

TherevisedGCSEqualificationandsubjectcriteriawerereviewedbytheregulatorsinordertoidentifywhetheranyofthecompetencesrequiredbythesubjectpresentedapotentialbarriertoanydisabledcandidates.Ifthiswasthecase,thesituationwasreviewedagaintoensurethatsuchcompetenceswereincludedonlywhereessentialtothesubject.Thefindingsofthisprocesswerediscussedwithdisabilitygroupsandwithdisabledpeople.

Reasonableadjustmentsaremadefordisabledcandidatesinordertoenablethemtoaccesstheassessmentsandtodemonstratewhattheyknowandcando.Forthisreason,veryfewcandidateswillhaveacompletebarriertotheassessment.InformationonreasonableadjustmentsisfoundinAccess Arrangements, Reasonable Adjustments and Special ConsiderationbytheJointCouncilwww.jcq.org.uk.

Candidateswhoareunabletoaccesspartoftheassessment,evenafterexploringallpossibilitiesthroughreasonableadjustments,maystillbeabletoreceiveanawardbasedonthepartsoftheassessmenttheyhavetaken.

TheaccessarrangementspermissibleforuseinthisspecificationareinlinewithOfqual’sGCSEsubjectcriteriaequalitiesreviewandareasfollows:

Yes/No Type of Assessment

Readers Yes Allassessments

Scribes Yes Allassessments

Practicalassistants Yes Allcontrolledassessments.Thepracticalassistantmayassistwithassessedpracticalexperimentsunderinstructionfromthecandidate.

Wordprocessors Yes Allassessments

Transcripts Yes Allassessments

Orallanguagemodifiers Yes Allassessments

BSLsigners Yes Allassessments

Modifiedquestionpapers Yes Allassessments

Extratime Yes Allassessments

7


7

Allcandidateswithademonstrableneedmaybeeligibleforaccessarrangementstoenablethemtoshowwhattheyknowandcando.ThecriteriaforeligibilityforaccessarrangementscanbefoundintheJCQdocumentAccess Arrangements, Reasonable Adjustments and Special Consideration.

Candidateswhohavebeenfullypreparedfortheassessmentbutwhohavebeenaffectedbyadversecircumstancesbeyondtheircontrolatthetimeoftheexaminationmaybeeligibleforspecialconsideration.Asabove,centresshouldconsulttheJCQdocumentAccess Arrangements, Reasonable Adjustments and Special Consideration.

7.2 Arrangements for candidates with particular requirements (including Special Consideration)


8 Administration of GCSE Additional Science A

InDecember2011theGCSEqualificationcriteriawerechangedbyOfqual.Asaresult,allGCSEqualificationshavebeenupdatedtocomplywiththenewregulations.

ThemostsignificantchangeforallGCSEqualificationsisthat,from2014,unitisedspecificationsmustrequirethat100%oftheassessmentisterminal.

Pleasenotethattherearenochangestotheterminalruleandre-sitrulesfortheJanuary2013andJune2013examinationseries:

• atleast40%oftheassessmentmustbetakenintheexaminationseriesinwhichthequalificationiscertificated

• candidatesmayre-siteachunitoncebeforecertification,i.e.eachcandidatecanhavetwoattemptsataunitbeforecertification.

ForfullinformationontheassessmentavailabilityandrulesthatapplyintheJanuary2013andJune2013examinationseries,pleaserefertothepreviousversionofthisspecificationGCSEAdditionalScienceA(March2011)availableonthewebsite.

ThesectionsbelowexplaininmoredetailtherulesthatapplyfromtheJune2014examinationseriesonwards.

ThereisoneexaminationseriesavailableeachyearinJune(allunitsareavailableeachyearinJune).

GCSEAdditionalScienceAcertificationisavailableinJune2014andeachJunethereafter.

Unit A162 Unit A172 Unit A182 Unit A154 Certification availability

June 2014 3 3 3 3 3

June 2015 3 3 3 3 3

ForGCSEAdditionalScienceA,fromJune2014onwards,a100%terminalruleapplies.Candidatesmustenterforalltheirunitsintheseriesinwhichthequalificationiscertificated.

Candidatesmayenterforthequalificationanunlimitednumberoftimes.

Whereacandidatere-takesaqualification,allunitsmustbere-enteredandallexternallyassessedunitsmustbere-takeninthesameseriesasthequalificationisre-certificated.Thenewresultsfortheseunitswillbeusedtocalculatethenewqualificationgrade.Anyresultspreviouslyachievedcannotbere-used.

Forthecontrolledassessmentunit,candidateswhoarere-takingaqualificationcanchooseeithertore-takethatcontrolledassessmentunitortocarryforwardtheresultforthatunitthatwasusedtowardsthepreviouscertificationofthesamequalification.

• Whereacandidatedecidestore-takethecontrolledassessment,thenewresultwillbetheoneusedtocalculatethenewqualificationgrade.Anyresultspreviouslyachievedcannotbere-used.

8.1 Availability of assessment from 2014

8.2 Certification rules

8.3 Rules for re-taking a qualification

http://www.ocr.org.uk/download/kd/ocr_40686_kd_gcse_spec.pdf


8

• Whereacandidatedecidestocarryforwardaresultforcontrolledassessment,theymustbeenteredforthecontrolledassessmentunitinthere-takeseriesusingtheentrycodeforthecarryforwardoption(seesection8.4).

CentresmustbeapprovedtoofferOCRqualificationsbeforetheycanmakeanyentries,includingestimatedentries.ItisrecommendedthatcentresapplytoOCRtobecomeanapprovedcentrewellinadvanceofmakingtheirfirstentries.CentresmusthavemadeanentryforaunitinorderforOCRtosupplytheappropriateformsandadministrativematerials.

It is essentialthatcorrectunitentrycodesareusedwhenmakingunitentries.

FortheexternallyassessedunitsA162,A172andA182candidatesmustbeenteredforeithercomponent01(FoundationTier)or02(HigherTier)usingtheappropriateunitentrycodefromthetablebelow.Itisnotpossibleforacandidatetotakebothcomponentsforaparticularunitwithinthesameseries;however,differentunitsmaybetakenatdifferenttiers.

Forthecontrolledassessmentunit,centrescandecidewhethertheywanttosubmitcandidates’workformoderationthroughtheOCRRepositoryorbypost.Candidatessubmittingcontrolledassessmentmustbeenteredfortheappropriateunitentrycodefromthetablebelow.Candidateswhoarere-takingthequalificationandwhowanttocarryforwardthecontrolledassessmentshouldbeenteredusingtheunitentrycodeforthecarryforwardoption.

Centresshouldnotethatcontrolledassessmenttaskscanstillbecompletedatatimewhichisappropriatetothecentre/candidate.However,wheretaskschangefromyeartoyear,centreswouldhavetoensurethatcandidateshadcompletedthecorrecttask(s)fortheyearofentry.

Unit entry code

Component code

Assessment method

Unit titles

A162F 01 WrittenPaper UnitA162: Biology A Modules B4, B5 and B6 (FoundationTier)

A162H 02 WrittenPaper UnitA162:Biology A Modules B4, B5 and B6(HigherTier)

A172F 01 WrittenPaper UnitA172:Chemistry A Modules C4, C5 and C6(FoundationTier)

A172H 02 WrittenPaper UnitA172:Chemistry A Modules C4, C5 and C6(HigherTier)

A182F 01 WrittenPaper UnitA182:Physics A Modules P4, P5 and P6(FoundationTier)

A182H 02 WrittenPaper UnitA182:Physics A Modules P4, P5 and P6(HigherTier)

A154A 01 ModeratedviaOCRRepository

UnitA154:Additional Science A Controlled assessment

A154B 02 Moderatedviapostalmoderation

UnitA154:Additional Science A Controlled assessment

A154C 80 Carriedforward UnitA154:Additional Science A Controlled assessment

8.4 Making entries

8.4.1 Making unit entries


8

Candidatesmustbeenteredforqualificationcertificationseparatelyfromunitassessment(s).Ifacertificationentryisnotmade,nooverallgradecanbeawarded.

Centresmustentercandidatesfor:

• GCSEAdditionalScienceAcertificationcodeJ242.

Undercertaincircumstances,acentremaywishtoquerytheresultissuedtooneormorecandidates.EnquiriesaboutresultsforGCSEunitsmustbemadeimmediatelyfollowingtheseriesinwhichtherelevantunitwastakenandbytherelevantenquiriesaboutresultsdeadlineforthatseries.

PleaserefertotheJCQPost-Results ServicesbookletandtheOCRAdmin Guide: 14–19 Qualifications forfurtherguidanceonEnquiriesaboutresultsanddeadlines.CopiesofthelatestversionsofthesedocumentscanbeobtainedfromtheOCRwebsiteatwww.ocr.org.uk.

Everyspecificationisassignedanationalclassificationcodeindicatingthesubjectareatowhichitbelongs.Theclassificationcodeforthisspecificationis1320.

CentresshouldbeawarethatcandidateswhoenterformorethanoneGCSEqualificationwiththesameclassificationcodewillhaveonlyonegrade(thehighest)countedforthepurposeoftheSchoolandCollegePerformanceTables.

Centresmaywishtoadvisecandidatesthat,iftheytaketwospecificationswiththesameclassificationcode,collegesareverylikelytotaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesameviewmaybetakenifcandidatestaketwoGCSEspecificationsthathavedifferentclassificationcodesbuthavesignificantoverlapofcontent.Candidateswhohaveanydoubtsabouttheirsubjectcombinationsshouldseekadvice,eitherfromtheircentreorfromtheinstitutiontowhichtheywishtoprogress.

8.4.2 Certification entries

8.5 Enquiries about results

8.6 Prohibited qualifications and classification code

http://www.ocr.org.uk


9Other information about GCSE Additional Science A

ThisspecificationhasbeendevelopedalongsideGCSEScienceA,GCSEBiologyA,GCSEChemistryA,GCSEPhysicsAandGCSEAdditionalAppliedScience.

ThisspecificationincludesthecontentofModules4–6ofGCSEBiologyA,GCSEChemistryAandGCSEPhysicsA.

AspectsofthecontrolledassessmentofskillsarecommonacrossGCSEAdditionalScienceA,GCSEBiologyA,GCSEChemistryAandGCSEPhysicsA.

GCSEqualificationsaregeneralqualificationswhichenablecandidatestoprogresseitherdirectlytoemployment,ortoproceedtofurtherqualifications.

ProgressiontofurtherstudyfromGCSEwilldependuponthenumberandnatureofthegradesachieved.Broadly,candidateswhoareawardedmainlyGradesDtoGatGCSEcouldeitherstrengthentheirbasethroughfurtherstudyofqualificationsatLevel1withintheNationalQualificationsFrameworkorcouldproceedtoLevel2.CandidateswhoareawardedmainlyGradesA*toCatGCSEwouldbewellpreparedforstudyatLevel3withintheNationalQualificationsFramework.

OCRhastakengreatcareinpreparationofthisspecificationandassessmentmaterialstoavoidbiasofanykind.Specialfocusisgiventothe9strandsoftheEqualityActwiththeaimofensuringbothdirectandindirectdiscriminationisavoided.

Thisspecificationcompliesinallrespectswiththecurrent:General Conditions of Recognition; GCSE, GCE, Principal Learning and Project Code of Practice; GCSE Controlled Assessment regulationsandtheGCSE subject criteria for Science. AlldocumentsareavailableontheOfqualwebsite.

ThisspecificationandassociatedassessmentmaterialsareinEnglishonly.OnlyanswerswritteninEnglishwillbeassessed.

9.1 Overlap with other qualifications

9.2 Progression from this qualification

9.3 Avoidance of bias

9.4 Regulatory requirements

9.5 Language

http://www.ofqual.gov.uk/


9

Thisspecificationoffersopportunitieswhichcancontributetoanunderstandingoftheseissuesinthefollowingtopics.

Thetablebelowgivessomeexampleswhichcouldbeusedwhenteachingthecourse.

Issue Opportunities for teaching the issues during the course

Spiritual issuesScientificexplanationswhichgiveinsightintohumannature.

B6:Insightintotheabilityofhumanbeingstosurviveunderextremeconditions.B6:Thestudyofhigherfunctionsofthehumanbrain–intelligence,memory,languageandconsciousness.

Moral issuesThecommitmentofscientiststopublishtheirfindingsandsubjecttheirideastotestingbyothers.

PracticalInvestigation:reviewingthestrategyandprocedures.

Social issuesScientificexplanationswhichgiveinsightintoeverydayexperiences.

P4:Theoriesofforcesandmotionandtheirimplicationsforhumansafetyinmotorvehiclesandotherformsoftransport.P5:Modelsforthebehaviourofelectriccircuitsandtheirpracticalimportanceforthegenerationofelectricity.

Economic issuesTherangeoffactorswhichhavetobeconsideredwhenweighingthecostsandbenefitsofscientificactivity.

C6:Evaluatingthecostsandbenefitsassociatedwithchemicalmanufacturing.

Cultural issuesScientificexplanationswhichgiveinsightintothelocalandglobalenvironment.

C5:Insightintothechemicalnatureofnaturalchangesinthelithosphere,hydrosphere,atmosphereandbiosphere.

9.6 Spiritual, moral, ethical, social, legislative, economic and cultural issues

9.7 Sustainable development, health and safety considerations and European developments, consistent with international agreements

Thisspecificationsupportstheseissues,consistentwithcurrentEUagreements,asoutlinedbelow.

Thespecificationincorporatesspecificmodulesonhealthandwelfareandontheenvironmentwithinitscontent.Thesemodulesencouragecandidatestodevelopenvironmentalresponsibilitybaseduponasoundunderstandingoftheprincipleofsustainabledevelopment.


9

ThisspecificationprovidesopportunitiesforthedevelopmentoftheKeySkillsofCommunication, Application of Number, Information and Communication Technology, Working with Others, Improving Own Learning and Performance and Problem SolvingatLevels1and/or2.However,theextenttowhichthisevidencefulfilstheKeySkillscriteriaattheselevelswillbetotallydependentonthestyleofteachingandlearningadoptedforeachunit.

ThefollowingtableindicateswhereopportunitiesmayexistforatleastsomecoverageofthevariousKeySkillscriteriaatLevels1and/or2foreachunit.

UnitC AoN ICT WwO IOLP PS

1 2 1 2 1 2 1 2 1 2 1 2

A162 3 3 3 3 3 3 3 3 3 3 3 3

A172 3 3 3 3 3 3 3 3 3 3 3 3

A182 3 3 3 3 3 3 3 3 3 3 3 3

A154 3 3 3 3 3 3 3 3 3 3 3 3

9.8 Key Skills

9.9 ICT

Inordertoplayafullpartinmodernsociety,candidatesneedtobeconfidentandeffectiveusersofICT.ThisspecificationprovidescandidateswithawiderangeofappropriateopportunitiestouseICTinordertofurthertheirstudyofscience.

OpportunitiesforICTinclude:

• usingvideosclipstoprovidethecontextfortopicsstudiedandtoillustratethepracticalimportanceofthescientificideas

• gatheringinformationfromtheinternetandsoftwarelibraries

• gatheringdatausingsensorslinkedtodata-loggersordirectlytocomputers

• usingspreadsheetsandothersoftwaretoprocessdata

• usinganimationsandsimulationstovisualisescientificideas

• usingmodellingsoftwaretoexploretheories

• usingsoftwaretopresentideasandinformationonpaperandonscreen.

ParticularopportunitiesfortheuseofICTappearintheintroductionstoeachofthemodules.

9.10 Citizenship

FromSeptember2002,theNationalCurriculumforEnglandatKeyStage4includesamandatoryprogrammeofstudyforCitizenship.

GCSEAdditionalScienceAisdesignedasascienceeducationforfuturecitizenswhichnotonlycoversaspectsoftheCitizenshipprogrammeofstudybutalsoextendsbeyondthatprogrammebydealingwithimportantaspectsofsciencewhichallpeopleencounterintheireverydaylives.


Appendix A: Guidance for the production of electronic controlled assessment

Structure for evidence

Data formats for evidence

Acontrolledassessmentportfolioisacollectionoffoldersandfilescontainingthecandidate’sevidence.Foldersshouldbeorganisedinastructuredwaysothattheevidencecanbeaccessedeasilybyateacherormoderator.Thisstructureiscommonlyknownasafoldertree.Itwouldbehelpfulifthelocationofparticularevidenceismadeclearbynamingeachfileandfolderappropriatelyandbyuseofanindexcalled‘HomePage’.

Thereshouldbeatoplevelfolderdetailingthecandidate’scentrenumber,candidatenumber,surnameandforename,togetherwiththeunitcodeA154,sothattheportfolioisclearlyidentifiedastheworkofonecandidate.

Eachcandidateproducesanassignmentforcontrolledassessment.Theevidenceshouldbecontainedwithinaseparatefolderwithintheportfolio.Thisfoldermaycontainseparatefiles.

Eachcandidate’scontrolledassessmentportfolioshouldbestoredinasecureareaonthecentre’snetwork.PriortosubmittingthecontrolledassessmentportfoliotoOCR,thecentreshouldaddafoldertothefoldertreecontainingcontrolledassessmentandsummaryforms.

Inordertominimisesoftwareandhardwarecompatibilityissuesitwillbenecessarytosavecandidates’workusinganappropriatefileformat.

Candidatesmustuseformatsappropriatetotheevidencethattheyareprovidingandappropriatetoviewingforassessmentandmoderation.Openfileformatsorproprietaryformatsforwhichadownloadablereaderorplayerisavailableareacceptable.Wherethisisnotavailable,thefileformatisnotacceptable.

Electroniccontrolledassessmentisdesignedtogivecandidatesanopportunitytodemonstratewhattheyknow,understandandcandousingcurrenttechnology.Candidatesdonotgainmarksforusingmoresophisticatedformatsorforusingarangeofformats.Acandidatewhochoosestouseonlyworddocumentswillnotbedisadvantagedbythatchoice.

Evidencesubmittedislikelytobeintheformofwordprocesseddocuments,PowerPointpresentations,digitalphotosanddigitalvideo.

Toensurecompatibility,allfilessubmittedmustbeintheformatslistedbelow.Wherenewformatsbecomeavailablethatmightbeacceptable,OCRwillprovidefurtherguidance.OCRadvisesagainstchangingthefileformatthatthedocumentwasoriginallycreatedin.Itisthecentre’sresponsibilitytoensurethattheelectronicportfoliossubmittedformoderationareaccessibletothemoderatorandfullyrepresenttheevidenceavailableforeachcandidate.

A


AAccepted file formats

Movie formats for digital video evidence

MPEG(*.mpg)

QuickTimemovie(*.mov)

MacromediaShockwave(*.aam)

MacromediaShockwave(*.dcr)

Flash(*.swf)

WindowsMediaFile(*.wmf)

MPEGVideoLayer4(*.mp4)

Audio or sound formats

MPEGAudioLayer3(*.mp3)

Graphics formats including photographic evidence

JPEG(*.jpg)

Graphicsfile(*.pcx)

MSbitmap(*.bmp)

GIFimages(*.gif)

Animation formats

MacromediaFlash(*.fla)

Structured markup formats

XML(*.xml)

Text formats

CommaSeparatedValues(.csv)

PDF(.pdf)

Richtextformat(.rtf)

Textdocument(.txt)

Microsoft Office suite

PowerPoint(.ppt)

Word(.doc)

Excel(.xls)

Visio(.vsd)

Project(.mpp)


Appendix B: Mathematics skills for GCSE science qualifications

Candidatesarepermittedtousecalculatorsinallassessments.

Candidatesshouldbeableto:

1 understandnumber,sizeandscaleandthequantitativerelationshipbetweenunits

2 understandwhenandhowtouseestimation

3 carryoutcalculationsinvolving+,-,×,÷,eithersinglyorincombination,decimals,fractions,percentagesandpositivewholenumberpowers

4 provideanswerstocalculationstoanappropriatenumberofsignificantfigures

5 understandandusethesymbols=,<,>,~

6 understandandusedirectproportionandsimpleratios

7 calculatearithmeticmeans

8 understandandusecommonmeasuresandsimplecompoundmeasuressuchasspeed

9 plotanddrawgraphs(linegraphs,barcharts,piecharts,scattergraphs,histograms)selectingappropriatescalesfortheaxes

10 substitutenumericalvaluesintosimpleformulaeandequationsusingappropriateunits

11 translateinformationbetweengraphicalandnumericform

12 extractandinterpretinformationfromcharts,graphsandtables

13 understandtheideaofprobability

14 calculatearea,perimetersandvolumesofsimpleshapes.

In addition, Higher Tier candidates should be able to:

15 interpret, order and calculate with numbers written in standard form

16 carry out calculations involving negative powers (only –1 for rate)

17 change the subject of an equation

18 understand and use inverse proportion

19 understand and use percentiles and deciles.

B


Appendix C: Physical quantities and units C

ItisexpectedthatcandidateswillshowanunderstandingofthephysicalquantitiesandcorrespondingSIunitslistedbelowandwillbeabletousetheminquantitativeworkandcalculations.Whenevertheyarerequiredforsuchquestions,unitswillbeprovidedand,wherenecessary,explained.

Fundamental physical quantities

Physicalquantity Unit(s)

length metre(m);kilometre(km);centimetre(cm);millimetre(mm);nanometre(nm)

mass kilogram(kg);gram(g);milligram(mg)

time second(s);millisecond(ms);year(a);millionyears(Ma);billionyears(Ga)

temperature degreeCelsius(°C);kelvin(K)

current ampere(A);milliampere(mA)

Derived physical quantities and units

Physicalquantity Unit(s)

area cm2;m2

volume cm3;dm3;m3;litre(l );millilitre(ml)

density kg/m3;g/cm3

speed,velocity m/s;km/h

acceleration m/s2

momentum kgm/s

force newton(N)

pressure N/m2;pascal(Pa)

gravitationalfieldstrength

N/kg

energy joule(J);kilojoule(kJ);megajoule(MJ);kilowatthour(kWh);megawatthour(MWh)

power watt(W);kilowatt(kW);megawatt(MW)

frequency hertz(Hz);kilohertz(kHz)

information bytes(B);kilobytes(kB);megabytes(MB)

potentialdifference volt(V)

resistance ohm(Ω)

radiationdose sievert(Sv)

distance(inastronomy)

light-year(ly);parsec(pc)

powerofalens dioptre(D)


C

Prefixes for units

nano (n) onethousandmillionth 0.000000001 ×10–9

micro (µ) onemillionth 0.000001 ×10–6

milli (m) onethousandth 0.001 ×10–3

kilo (k) ×onethousand 1000 ×103

mega (M) ×onemillion 1000000 ×106

giga (G) ×onethousandmillion 1000000000 ×109

tera (T) ×onemillionmillion 1000000000000 ×1012


DAppendix D: Health and safety

InUKlaw,healthandsafetyistheresponsibilityoftheemployer.FormostestablishmentsenteringcandidatesforGCSE,thisislikelytobethelocaleducationauthorityorthegoverningbody.Employees,i.e.teachersandlecturers,haveadutytocooperatewiththeiremployeronhealthandsafetymatters.Variousregulations,butespeciallytheCOSHHRegulations2002andtheManagementofHealthandSafetyatWorkRegulations1999,requirethatbeforeanyactivityinvolvingahazardousprocedureorharmfulmicroorganismsiscarriedout,orhazardouschemicalsareusedormade,theemployermustprovideariskassessment.Formembers,theCLEAPSS®guide,Managing Risk Assessment in Science*offersdetailedadvice.MosteducationemployershaveadoptedarangeofnationallyavailablepublicationsasthebasisfortheirModelRiskAssessments.Thosecommonlyusedinclude:

Safety in Science Education,DfEE,1996,HMSO,ISBN011270915X;

Topics in Safety,3rdedition,2001,ASEISBN0863573169;

Safeguards in the School Laboratory,11thedition,2006,ASEISBN9780863574085;

CLEAPSS®Hazcards,2007editionandlaterupdates*;

CLEAPSS®Laboratory Handbook*;

Hazardous Chemicals,AManualforScienceEducation,1997,SSERCLimited,ISBN0953177602.

Whereanemployerhasadoptedtheseorotherpublicationsasthebasisoftheirmodelriskassessments,anindividualschoolorcollegethenhastoreviewthem,toseeifthereisaneedtomodifyoradapttheminsomewaytosuittheparticularconditionsoftheestablishment.Suchadaptationsmightincludeareducedscaleofworking,decidingthatthefumecupboardprovisionwasinadequateortheskillsofthecandidateswereinsufficienttoattemptparticularactivitiessafely.Thesignificantfindingsofsuchriskassessmentshouldthenberecorded,forexampleonschemesofwork,publishedteachersguides,worksheets,etc.Thereisnospecificlegalrequirementthatdetailedriskassessmentformsshouldbecompleted,althoughafewemployersrequirethis.Whereprojectworkorindividualinvestigations,sometimeslinkedtowork-relatedactivities,areincludedinspecificationsthismaywellleadtotheuseofnovelprocedures,chemicalsormicro-organisms,whicharenotcoveredbytheemployer’smodelriskassessments.Theemployershouldhavegivenguidanceonhowtoproceedinsuchcases.Often,formembers,itwillinvolvecontactingCLEAPSS®(or,inScotland,SSERC).*These,andotherCLEAPSS®publications,areontheCLEAPSS®SciencePublicationsCD-ROMissuedannuallytomembers.NotethatCLEAPSS®publicationsareonlyavailabletomembers.FormoreinformationaboutCLEAPSS®gotowww.cleapss.org.uk.InScotland,SSERC(www.sserc.org.uk)hasasimilarroletoCLEAPSS®andtherearesomereciprocalarrangements.


E Appendix E: Electrical symbols

G

M

A

V

junction ofconductors

ammeter

switch switch

primary orsecondary cell

motor

battery of cells or fixed resistor

variable resistor

power supply

lamp thermistor


115

App

endi

x F:

Per

iodi

c ta

ble

FTh

e Pe

riod

ic T

able

of

the

Elem

ents

* T

he la

ntha

noid

s (a

tom

ic n

umbe

rs 5

8-71

) an

d th

e ac

tino

ids

(ato

mic

num

bers

90-

103)

hav

e be

en o

mit

ted.

The

rela

tive

ato

mic

mas

ses

of c

oppe

r an

d ch

lori

ne h

ave

not

been

rou

nded

to

the

near

est

who

le n

umbe

r.

12

34

56

70

Key

1 Hhy

drog

en

1

4 He

heliu

m

2

7 Lilit

hium 3

9 Bebe

rylli

um

4

rela

tive

ato

mic

mas

sat

omic

sym

bol

nam

e

atom

ic (

prot

on)

num

ber

11 Bbo

ron

5

12 Cca

rbon 6

14 Nni

trog

en

7

16 Oox

ygen 8

19 Ffl

uori

ne

9

20 Ne

neon 10

23 Na

sodi

um

11

24 Mg

mag

nesi

um

12

27 Al

alum

iniu

m

13

28 Sisi

licon

14

31 Pph

osph

orus

15

32 Ssu

lfur

16

35.5 Cl

chlo

rine

17

40 Ar

argo

n

18

39 Kpo

tass

ium

19

40 Caca

lciu

m

20

45 Scsc

andi

um

21

48 Titi

tani

um

22

51 Vva

nadi

um

23

52 Crch

rom

ium

24

55 Mn

man

gane

se

25

56 Fe iron 26

59 Co coba

lt

27

59 Ni

nick

el

28

63.5

Cu copp

er

29

65 Zn zinc 30

70 Ga

galli

um

31

73 Ge

germ

aniu

m

32

75 As

arse

nic

33

79 Sese

leni

um

34

80 Brbr

omin

e

35

84 Krkr

ypto

n

36

85 Rbru

bidi

um

37

88 Srst

ront

ium

38

89 Yyt

triu

m

39

91 Zrzi

rcon

ium

40

93 Nb

niob

ium

41

96 Mo

mol

ybde

num

42

[98] Tc

tech

neti

um

43

101

Ruru

then

ium

44

103

Rhrh

odiu

m

45

106

Pdpa

lladi

um

46

108

Ag

silv

er

47

112

Cdca

dmiu

m

48

115

Inin

dium

49

119

Sn tin 50

122

Sban

tim

ony

51

128

Tete

lluri

um

52

127 I

iodi

ne

53

131

Xe xeno

n

54

133

Csca

esiu

m

55

137

Baba

rium

56

139

La*

lant

hanu

m

57

178

Hf

hafn

ium

72

181

Tata

ntal

um

73

184

Wtu

ngst

en

74

186

Rerh

eniu

m

75

190

Os

osm

ium

76

192

Irir

idiu

m

77

195

Ptpl

atin

um

78

197

Au

gold 79

201

Hg

mer

cury

80

204

Tlth

alliu

m

81

207

Pb lead 82

209

Bibi

smut

h

83

[209

]Po

polo

nium

84

[210

]A

tas

tati

ne

85

[222

]Rn rado

n

86

[223

]Fr

fran

cium

87

[226

]Ra

radi

um

88

[227

]A

c*ac

tini

um

89

[261

]Rf

ruth

erfo

rdiu

m

104

[262

]D

bdu

bniu

m

105

[266

]Sg

seab

orgi

um

106

[264

]Bh

bohr

ium

107

[277

]H

sha

ssiu

m

108

[268

]M

tm

eitn

eriu

m

109

[271

]D

sda

rmst

adti

um

110

[272

]Rg

roen

tgen

ium

111

Elem

ents

wit

h at

omic

num

bers

112

-116

hav

e be

en r

epor

ted

but

not

fully

auth

enti

cate

d


G Appendix G: Qualitative analysis

Tests for ions with a negative charge

Tests for ions with a positive charge

ion test observation

carbonateCO3

2–adddiluteacid thesolutioneffervesces;carbon

dioxidegasisproduced(thegasturnslimewaterfromcolourlesstomilky)

chlorideCl–

adddilutenitricacid,thenaddsilvernitrate

awhiteprecipitateforms

bromideBr–


acreamprecipitateforms

iodideI–


ayellowprecipitateforms

sulfateSO4

2–adddiluteacid,thenaddbariumchlorideorbariumnitrate

awhiteprecipitateforms

ion test observation

calciumCa2+

adddilutesodiumhydroxide awhiteprecipitateforms;theprecipitatedoesnotdissolveinexcesssodiumhydroxide

copperCu2+

adddilutesodiumhydroxide alightblueprecipitateforms;theprecipitatedoesnotdissolveinexcesssodiumhydroxide

iron(II)Fe2+

adddilutesodiumhydroxide agreenprecipitateforms;theprecipitatedoesnotdissolveinexcesssodiumhydroxide

iron(III)Fe3+

adddilutesodiumhydroxide ared-brownprecipitateforms;theprecipitatedoesnotdissolveinexcesssodiumhydroxide

zincZn2+

adddilutesodiumhydroxide awhiteprecipitateforms;theprecipitatedissolvesinexcesssodiumhydroxide


Appendix H: Hazard labelling H

SpecificationstatementsC4.1.18andC6.1.6requirecandidatestorecallthechemicalhazardsymbolsassociatedwithchemicalsthatcanbeexplosive,toxic,corrosive,oxidizingandhighlyflammable.

Teachersandtechnicianswillbefamiliarwiththesquaresymbolswithorangebackgrounds,asdefinedinEECDirective67/548/EEC.However,thisDirectivewillberepealedon1June2015andthesymbolswillnolongerbeusedafterthatdate.

Anewsetofdiamond-shapedhazardsymbolswithwhitebackgroundsisbeingintroducedinEurope,inaccordancewiththeUnited Nations Globally Harmonized System of Classification and Labelling of Chemicals (the“GHS”).TheGHShasbeenadoptedinEuropeundertheRegulation on the Classification, Labelling and Packaging of Substances and Mixtures(the“CLP”).

Theperiodupto1June2015isconsideredtobeatransitionalperiodinwhichbothsystemsoflabellingwillbeinuse.Hence,studentsarelikelytoseebothsetsofsymbolsonchemicalbottlesandchemicalsafetydatasheetsduringthelifetimeofthisspecification.

UnderthenewGHS/CLPsystem,suppliersarerequiredtolabelchemicalswithanappropriatesymbol,signalword,hazardstatement(s)andprecautionarystatement(s).

GuidanceforteachersandtechnicianshavebeenissuedbyCLEAPSSintheleaflet‘An introduction to GHS / CLP chemical hazard labelling’,availablefreeat:

www.cleapss.org.uk/attachments/article/0/GL%20101%20GHS%20CLP%20labelling.pdf?Secondary/Science/Guidance%20Leaflets/

UnderthenewGHS/CLPsystem,thefamiliar‘X’symbolassociatedwithchemicalsthatcanbeharmfulorirritantwillnolongerbeused.Thesechemicalswillbelabelledwithothersymbolsappropriatetothenatureofthehazard,alongwithappropriatesignalword,hazardstatement(s)andprecautionarystatement(s).

Studentsshouldbefamiliarwithbothsystemsofhazardlabelling,andshouldbeabletorecogniseduringassessmentthesymbolsusedunderbothsystems(limitedtoexplosive,toxic,corrosive,oxidizingandhighlyflammablehazards),asshownbelow.

How does this affect teaching and assessment?

Hazard symbols under EEC Directive 67/548/EEC

Hazard symbols under the GHS / CLP system

Explosive Toxic Corrosive Oxidizing Highly flammable


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