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Transcript of OCR Gateway Combined Science A ( 9-1) J250 · ocr.org.uk/gcsegatewaycombinedscience. GCSE (9 – 1)...
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ocr.org.uk/gcsegatewaycombinedscience
GCSE (91)Specification
GATEWAY SCIENCE COMBINED SCIENCE AJ250For first assessment in 2018
Version 2.3 (July 2018)
http://www.ocr.org.uk/gcsegatewaycombinedscience
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Registered office: 1 Hills Road Cambridge CB1 2EU
OCR is an exempt charity.
Disclaimer
2018 OCR. All rights reserved.
Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.
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Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]
We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.
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i OCR 2016 GCSE (91) in Combined Science A (Gateway Science)
Contents
1 Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)? 11a. WhychooseanOCRqualification? 11c. Whatarethekeyfeaturesofthisspecification? 41d. HowdoIfindoutmoreinformation? 5
2 The specification overview 62a. OCRsGCSE(91)inCombinedScienceA(GatewayScience)(J250) 62b. ContentofGCSE(91)inCombinedScienceA(GatewayScience)(J250) 82c. ContentoftopicsB1toB6,C1toC6andP1toP6 162d. Priorknowledge,learningandprogression 126
3 Assessment of GCSE (91) in Combined Science A (Gateway Science) 1273a. Formsofassessment 1273b. Assessmentobjectives(AO) 1293c. Tiers 1313d. Assessmentavailability 1313e. Retakingthequalification 1313f. Assessmentofextendedresponse 1313g. Synopticassessment 1313h. Calculatingqualificationresults 132
4 Admin: what you need to know 1334a. Pre-assessment 1334b. Specialconsideration 1344c. Externalassessmentarrangements 1344d. Resultsandcertificates 1354e. Post-resultsservices 1354f. Malpractice 135
5 Appendices 1365a. Gradedescriptors 1365b. Overlapwithotherqualifications 1375c. Accessibility 1375d. Unitsinscience 1385e. Workingscientifically 1395f. Mathematicalskillsrequirement 1445g. EquationsinPhysics 1465h. Healthandsafety 1485i. ThePeriodicTableofelements 149
Summaryofupdates 150
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ii OCR 2016
GCSE (91) in Combined Science A (Gateway Science)
Support and Guidance
Introducinganewspecificationbringschallengesforimplementationandteaching,butitalsoopensupnewopportunities.Ouraimistohelpyouateverystage.Weareworkinghardwithteachersandotherexpertstobringyouapackageofpracticalsupport,resourcesandtraining.
Subject Advisors
OCRSubjectAdvisorsprovideinformationandsupporttocentresincludingspecificationandnon-examassessmentadvice,updatesonresourcedevelopmentsandarangeoftrainingopportunities.
OurSubjectAdvisorsworkwithsubjectcommunitiesthrougharangeofnetworkstoensurethesharingofideasandexpertisesupportingteachersandstudentsalike.Theyworkwithdeveloperstohelpproduceourspecificationsandtheresourcesneededtosupportthesequalificationsduringtheirdevelopment.
YoucancontactourScienceSubjectAdvisorsforspecialistadvice,guidanceandsupport:
[email protected]@OCR_Science
Teaching and learning resources
Ourresourcesaredesignedtoprovideyouwitharangeofteachingactivitiesandsuggestionsthatenableyoutoselectthebestactivity,approachorcontexttosupportyourteachingstyleandyourparticularstudents.Theresourcesareabodyofknowledgethat
willgrowthroughoutthelifetimeofthespecification,theyinclude:
DeliveryGuides TransitionGuides TopicExplorationPacks LessonElements.
Wealsoworkwithanumberofleadingpublisherswhopublishtextbooksandresourcesforourspecifications.Formoreinformationonourpublishingpartnersandtheirresourcesvisit:ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partners
Professional development
OurimprovedProfessionalDevelopmentProgrammefulfilsarangeofneedsthroughcourseselection,preparationforteaching,deliveryandassessment.Whetheryouwanttocometoface-to-faceevents,lookatournewdigitaltrainingorsearchfortrainingmaterials,youcanfindwhatyourelookingforallinoneplaceattheCPDHub: cpdhub.ocr.org.uk
An introduction to new specifications
Weruntrainingeventsthroughouttheacademicyearthataredesignedtohelpprepareyouforfirstteachingandsupporteverystageofyourdeliveryofthenewqualifications.
ToreceivethelatestinformationaboutthetrainingweofferonGCSEandALevel,pleaseregisterforemailupdatesat: ocr.org.uk/updates
mailto:[email protected]://twitter.com/@OCR_Sciencehttp://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partnershttp://ocr.org.uk/qualifications/gcse-and-a-level-reform/publishing-partnershttp://cpdhub.ocr.org.ukhttp://ocr.org.uk/updates
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iii OCR 2016 GCSE (91) in Combined Science A (Gateway Science)
Assessment Preparation and Analysis Service
Alongwithsubject-specificresourcesandtools,youllalsohaveaccesstoaselectionofgenericresourcesthat
focusonskillsdevelopment,professionalguidanceforteachersandresultsdataanalysis.
Skills GuidesTheseguidescovertopicsthatcouldberelevanttoarangeofqualifications,forexamplecommunication,legislationandresearch.Downloadtheguidesatocr.org.uk/skillsguides
Subject Advisors SupportOurSubjectAdvisorsprovideyouwithaccesstospecifications,high-qualityteachingresourcesandassessmentmaterials.
ExamBuilderEnablingyoutobuild,markandassesstestsfromOCRexamquestionsandproduceacompletemockGCSEorALevelexam.Findoutmoreatocr.org.uk/exambuilder
Practice PapersAssessstudentsprogressunderformalexaminationconditionswithquestionpapersdownloadedfromasecurelocation,well-presented,easy-to-interpretmarkschemesandcommentaryonmarkingandsampleanswers.
Active ResultsOurfreeonlineresultsanalysisservicehelpsyoureviewtheperformanceofindividualstudentsoryourwholecohort.Formoredetails,pleaserefertoocr.org.uk/activeresults
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iv OCR 2016
GCSE (91) in Combined Science A (Gateway Science)
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1 OCR 2016 GCSE (91) in Combined Science A (Gateway Science)
ChooseOCRandyouvegotthereassurancethatyoureworkingwithoneoftheUKsleadingexamboards.OurnewOCRGCSE(91)inCombinedScienceA(GatewayScience)coursehasbeendevelopedinconsultationwithteachers,employersandHigherEducation(HE)toprovidelearnerswithaqualificationthatsrelevanttothemandmeetstheirneeds.
WerepartoftheCambridgeAssessmentGroup,EuropeslargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesector.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
Our Specifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
Wevecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.Theyredesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaimtoencouragelearnerstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:
Awiderangeofhigh-qualitycreativeresourcesincluding: DeliveryGuides TransitionGuides TopicExplorationPacks LessonElements ...andmuchmore.
AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimeofthespecification.
CPD/Trainingforteacherstointroducethequalificationsandprepareyouforfirstteaching.
ActiveResultsourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividuallearnersorwholeschools.
ExamBuilderourfreeonlinepastpapersservicethatenablesyoutobuildyourowntestpapersfrompastOCRexamquestions.
AllGCSE(91)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCRsGCSE(91)inCombinedScienceA(GatewayScience)isQN601/8687/2.
1a. Why choose an OCR qualification?
1 Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)?
http://exambuilder.ocr.org.uk
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2 OCR 2016
GCSE (91) in Combined Science A (Gateway Science)
Weappreciatethatonesizedoesntfitallsoweoffertwosuitesofqualificationsineachscience:
Combined Science A (Gateway Science) Providesaflexibleapproachtoteaching.Thespecificationisdividedintotopics,eachcoveringdifferentkeyconceptsofbiology,chemistryandphysics.Teachingofpracticalskillsisintegratedwiththetheoreticaltopicsandtheyareassessedthroughthewrittenpapers.
Combined Science B (Twenty First Century Science) Learnersstudybiology,chemistryandphysicsusinganarrative-basedapproach.IdeasareintroducedwithinrelevantandinterestingsettingswhichhelplearnerstoanchortheirconceptualknowledgeoftherangeoftopicsrequiredatGCSElevel.Practicalskillsareembeddedwithinthespecificationandlearnersareexpectedtocarryoutpracticalworkinpreparationforawrittenexaminationthatwillspecificallytesttheseskills.
Allofourspecificationshavebeendevelopedwithsubjectandteachingexperts.Wehaveworkedincloseconsultationwithteachersandotherstakeholderswiththeaimofincludingup-to-daterelevantcontentwithinaframeworkthatisinterestingtoteachandeasytoadministerwithinallcentres.
OurnewGCSE(91)inCombinedScienceA(GatewayScience)qualificationbuildsonourtwoexistingpopularcourses(CoreScienceandAdditionalScience).WehavebasedtheredevelopmentofourGCSEsciencesonanunderstandingofwhatworkswellincentreslargeandsmall.
ThecontentisclearandlogicallylaidoutforbothexistingcentresandthosenewtoOCR,withassessmentmodelsthatarestraightforwardtoadminister.Wehaveworkedcloselywithteacherstoprovidehighqualitysupportmaterialstoguideyouthroughthenewqualifications.
1b. Why choose an OCR GCSE (91) in Combined Science A (Gateway Science)?
Aims and learning outcomes
GCSEstudyinthesciencesprovidesthefoundationforunderstandingthematerialworld.Scientificunderstandingischangingourlivesandisvitaltoworldsfutureprosperity,andalllearnersshouldbetaughtessentialaspectsoftheknowledge,methods,processesandusesofscience.Theyshouldbehelpedtoappreciatehowthecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideasrelatingtothescienceswhicharebothinter-linked,andareofuniversalapplication.
Thesekeyideasinclude:
theuseofconceptualmodelsandtheoriestomakesenseoftheobserveddiversityofnaturalphenomena
theassumptionthateveryeffecthasoneormorecause
thatchangeisdrivenbydifferencesbetweendifferentobjectsandsystemswhentheyinteract
thatmanysuchinteractionsoccuroveradistanceandovertimewithoutdirectcontact
thatscienceprogressesthroughacycleofhypothesis,practicalexperimentation,observation,theorydevelopmentandreview
thatquantitativeanalysisisacentralelementbothofmanytheoriesandofscientificmethodsofinquiry.
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OCRsGCSE(91)inCombinedScienceA(GatewayScience)willencouragelearnersto:
developscientificknowledgeandconceptualunderstandingthroughthespecificdisciplinesofbiology,chemistryandphysics
developunderstandingofthenature,processesandmethodsofscience,throughdifferenttypesofscientificenquiriesthathelpthemtoanswerscientificquestionsabouttheworldaroundthem
developandlearntoapplyobservational,practical,modelling,enquiryandproblem-solvingskills,bothinthelaboratory,inthefieldandinotherlearningenvironments
developtheirabilitytoevaluateclaimsbasedonsciencethroughcriticalanalysisofthemethodology,evidenceandconclusions,bothqualitativelyandquantitatively.
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GCSE (91) in Combined Science A (Gateway Science)
OurGCSE(91)inCombinedScienceA(GatewayScience)specificationisdesignedwithaconcept-ledapproachandprovidesaflexiblewayofteaching.Thespecification:
islaidoutclearlyinaseriesofteachingtopicswithguidanceincludedwhererequiredtoprovidefurtheradviceondelivery
isco-teachablewiththeGCSE(91)in:BiologyA(GatewayScience),ChemistryA(GatewayScience)andPhysicsA(GatewayScience)
embedspracticalrequirementswithintheteachingtopics
identifiesopportunitiesforcarryingoutpracticalactivitiesthatenhancelearnersunderstandingofsciencetheoryandpracticalskills
highlightsopportunitiesfortheintroductionofkeymathematicalrequirements(seeAppendix5eandtheToincludecolumnforeachtopic)intoyourteaching
identifies,withintheWorkingscientificallycolumn,howtheskills,knowledgeandunderstandingofworkingscientifically(WS)canbeincorporatedwithinteaching.
1c. What are the key features of this specification?
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5 OCR 2016 GCSE (91) in Combined Science A (Gateway Science)
Whethernewtoourspecifications,orcontinuingonfromourlegacyofferings,youcanfindmoreinformationonourwebpagesatwww.ocr.org.uk
Visitoursubjectpagestofindoutmoreabouttheassessmentpackageandresourcesavailabletosupportyourteaching.ThescienceteamalsoreleasesatermlynewsletterScience Spotlight(despatchedtocentresandavailablefromoursubjectpages).
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk
Ifyouarenotyetanapprovedcentreandwouldliketobecomeonegoto:www.ocr.org.uk/approvals
Wanttofindoutmore?
YoucancontacttheScienceSubjectAdvisors:
E-mail:[email protected]
Telephone:01223553998
JoinourScienceCommunity:http://social.ocr.org.uk/
CheckwhatCPDeventsareavailable:www.cpdhub.ocr.org.uk
FollowusonTwitter:@OCR_science
1d. How do I find out more information?
http://www.ocr.org.ukhttp://www.ocr.org.ukhttp://www.ocr.org.uk/approvalsmailto:[email protected]://social.ocr.org.uk/http://www.cpdhub.ocr.org.ukhttps://twitter.com/ocr_science
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GCSE (91) in Combined Science A (Gateway Science)
LearnersareenteredforeitherFoundationTier(Papers1,2,3,4,5and6)orHigherTier(Papers7,8,9,10,11and12).ThisqualificationisworthtwoGCSEs.
Content Overview Assessment Overview
Foundation Tier,grades55to11
TopicB1:Celllevelsystems TopicB2:Scalingup TopicB3:Organismlevelsystems TopicCS7:Practicalskills(PAGsB1-B5)
Paper1(Biology)J250/01
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicB4:Communitylevelsystems TopicB5:Interactionbetweensystems TopicB6:Globalchallenges TopicCS7:Practicalskills(PAGsB1-B5)WithassumedknowledgeofB1B3
Paper2(Biology)J250/02
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicC1:Particles TopicC2:Elements,compoundsandmixtures TopicC3:Chemicalreactions TopicCS7:Practicalskills(PAGsC1-C5)
Paper3(Chemistry)J250/03
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicC4:Predictingandidentifyingreactionsandproducts
TopicC5:Monitoringandcontrollingchemicalreactions
TopicC6:Globalchallenges TopicCS7:Practicalskills(PAGsC1-C5)WithassumedknowledgeofC1C3
Paper4(Chemistry)J250/04
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicP1:Matter TopicP2:Forces TopicP3:Electricityandmagnetism TopicCS7:Practicalskills(PAGsP1-P6)
Paper5(Physics)J250/05
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicP4:Wavesandradioactivity TopicP5:Energy TopicP6:Globalchallenges TopicCS7:Practicalskills(PAGsP1-P6)WithassumedknowledgeofP1P3.
Paper6(Physics)J250/06
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
J250/02,J250/04andJ250/06includesynopticassessment.
2a. OCRs GCSE (91) in Combined Science A (Gateway Science) (J250)
2 The specification overview
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7 OCR 2016 GCSE (91) in Combined Science A (Gateway Science)
Content Overview Assessment Overview
Higher Tier,grades99to44
TopicB1:Celllevelsystems TopicB2:Scalingup TopicB3:Organismlevelsystems TopicCS7:Practicalskills(PAGsB1-B5)
Paper7(Biology)
J250/07
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicB4:Communitylevelsystems TopicB5:Interactionbetweensystems TopicB6:Globalchallenges TopicCS7:Practicalskills(PAGsB1-B5)
WithassumedknowledgeofB1B3
Paper8(Biology)
J250/08
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicC1:Particles TopicC2:Elements,compoundsandmixtures TopicC3:Chemicalreactions TopicCS7:Practicalskills(PAGsC1-C5)
Paper9(Chemistry)
J250/09
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicC4:Predictingandidentifyingreactionsandproducts
TopicC5:Monitoringandcontrollingchemicalreactions
TopicC6:Globalchallenges TopicCS7:Practicalskills(PAGsC1-C5)
WithassumedknowledgeofC1C3
Paper10(Chemistry)
J250/10
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicP1:Matter TopicP2:Forces TopicP3:Electricityandmagnetism TopicCS7:Practicalskill(PAGsP1-P6)
Paper11(Physics)
J250/11
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
TopicP4:Wavesandradioactivity TopicP5:Energy TopicP6:Globalchallenges TopicCS7:Practicalskills(PAGsP1-P6)
WithassumedknowledgeofP1P3
Paper12(Physics)
J250/12
1hour10minutes60markwrittenpaper
16.7%oftotalGCSE
J250/08,J250/10andJ250/12includesynopticassessment.
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2b. Content of GCSE (91) in Combined Science A (Gateway Science) (J250)
TheGCSE(91)inCombinedScienceA(GatewayScience)specificationcontentisspecifiedinsection2cItisdividedinto18teachingtopicsB1-B6,C1-C6&P1-P6andapracticalactivityskillstopicCS7.
LearningatGCSE(91)inCombinedScienceA(GatewayScience)isdescribedinthetablesthatfollow:
Overview of the content layout
Topic B/C/P1: Topic title
B1.1 sub-topic
SummaryAshortoverviewofthesub-topicthatwillbeassessedintheexaminations.
Underlying knowledge and understandingUnderlyingknowledgeandunderstandinglearnersshouldbefamiliarwithlinkedtothesub-topic
Common misconceptionsCommonmisconceptionsstudentsoftenhaveassociatedwiththistopic
TieringAbriefsummaryofthetieringofthesub-topic
Reference Mathematical learning outcomesMathematical skills(Seeappendix5f)
OCRsmathematicsreferencecode
Thiscolumndefinestheareasofmathematicsthatwillneedtobetaughtspecificallywithinthecontextofthissub-topic.Questionsintheexaminationwillassesstheselearningoutcomeswithinthecontextofthetopic.
MathematicalskillcodeasindicatedinAppendix5e
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Topic contentOpportunities to cover:
Itemsthatarecontainedwithinthesecolumnsareintendedasastartingpointforlessonplanning. Practical suggestions
(SeetopicCS7)
Learning outcomes To includeMaths(Seeappendix5e)
Working scientifically(Seeappendix5d)
Spec.referencenumber
Columnspecifiesthesubjectcontentthatwillbeassessedintheexaminations.
Thiscolumnisincludedtoprovidefurther/specificadviceondeliveryofthelearningoutcome.
Mathematicalskillswillbeassessedthroughouttheexamination.Thiscolumnhighlightsthemathematicalskillsthatcouldbetaughtalongsidethetopiccontent.
Workingscientificallywillbeassessedthroughouttheexamination.Thiscolumnhighlightstheworkingscientificallyskillsthatcouldbetaughtalongsidethetopiccontent.
ThecompulsorypracticalskillscoveredbythePracticalActivityGroupsorPAGsareindicatedinthetablesinTopicCS7.ActivitiesinthiscolumncanbeusedtosupplementthePAGsusingtopicappropriateexperiments
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GCSE (91) in Combined Science A (Gateway Science)
Biologyisthescienceoflivingorganisms(includinganimals,plants,fungiandmicroorganisms)andtheirinteractionswitheachotherandtheenvironment.Thestudyofbiologyinvolvescollectingandinterpretinginformationaboutthenaturalworldtoidentifypatternsandrelatepossiblecauseandeffect.Biologicalinformationisusedtohelphumansimprovetheirownlivesandstrivetocreateasustainableworldforfuturegenerations.
Learnersshouldbehelpedtounderstandhow,throughtheideasofbiology,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
lifeprocessesdependonmoleculeswhosestructureisrelatedtotheirfunction
thefundamentalunitsoflivingorganismsarecells,whichmaybepartofhighlyadaptedstructuresincludingtissues,organsandorgansystems,enablinglivingprocessestobeperformedeffectively
livingorganismsmayformpopulationsofsinglespecies,communitiesofmanyspeciesand
ecosystems,interactingwitheachother,withtheenvironmentandwithhumansinmanydifferentways
livingorganismsareinterdependentandshowadaptationstotheirenvironment
lifeonEarthisdependentonphotosynthesisinwhichgreenplantsandalgaetraplightfromtheSuntofixcarbondioxideandcombineitwithhydrogenfromwatertomakeorganiccompoundsandoxygen
organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife
thechemicalsinecosystemsarecontinuallycyclingthroughthenaturalworld
thecharacteristicsofalivingorganismareinfluencedbyitsgenomeanditsinteractionwiththeenvironment
evolutionoccursbyaprocessofnaturalselectionandaccountsbothforbiodiversityandhoworganismsareallrelatedtovaryingdegrees.
Biology key ideas
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Chemistryisthescienceofthecomposition,structure,propertiesandreactionsofmatter,understoodintermsofatoms,atomicparticlesandthewaytheyarearrangedandlinktogether.Itisconcernedwiththesynthesis,formulation,analysisandcharacteristicpropertiesofsubstancesandmaterialsofallkinds.
Learnersshouldbehelpedtoappreciatetheachievementsofchemistryinshowinghowthecomplexanddiversephenomenaofboththenaturalandman-madeworldscanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplication,andwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
matteriscomposedoftinyparticlescalledatomsandthereareabout100differentnaturallyoccurringtypesofatomscalledelements
elementsshowperiodicrelationshipsintheirchemicalandphysicalpropertiestheseperiodic
propertiescanbeexplainedintermsoftheatomicstructureoftheelements
atomsbondbyeithertransferringelectronsfromoneatomtoanotherorbysharingelectrons
theshapesofmolecules(groupsofatomsbondedtogether)andthewaygiantstructuresarearrangedisofgreatimportanceintermsofthewaytheybehave
therearebarrierstoreactionsoreactionsoccuratdifferentrates
chemicalreactionstakeplaceinonlythreedifferentways: protontransfer electrontransfer electronsharing
energyisconservedinchemicalreactionssocanthereforebeneithercreatedordestroyed.
Chemistry key ideas
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GCSE (91) in Combined Science A (Gateway Science)
Physicsisthescienceofthefundamentalconceptsoffield,force,radiationandparticlestructures,whichareinter-linkedtoformunifiedmodelsofthebehaviourofthematerialuniverse.Fromsuchmodels,awiderangeofideas,fromthebroadestissueofthedevelopmentoftheuniverseovertimetothenumerousanddetailedwaysinwhichnewtechnologiesmaybeinvented,haveemerged.Thesehaveenrichedbothourbasicunderstandingof,andourmanyadaptationsto,ourmaterialenvironment.
Studentsshouldbehelpedtounderstandhow,throughtheideasofphysics,thecomplexanddiversephenomenaofthenaturalworldcanbedescribedintermsofasmallnumberofkeyideaswhichareofuniversalapplicationandwhichcanbeillustratedintheseparatetopicssetoutbelow.Theseideasinclude:
theuseofmodels,asintheparticlemodelofmatterorthewavemodelsoflightandofsound
theconceptofcauseandeffectinexplainingsuchlinksasthosebetweenforceandacceleration,orbetweenchangesinatomicnucleiandradioactiveemissions
thephenomenaofactionatadistanceandtherelatedconceptofthefieldasthekeytoanalysingelectrical,magneticandgravitationaleffects
thatdifferences,forexamplebetweenpressuresortemperaturesorelectricalpotentials,arethedriversofchange
thatproportionality,forexamplebetweenweightandmassofanobjectorbetweenforceandextensioninaspring,isanimportantaspectofmanymodelsinscience
thatphysicallawsandmodelsareexpressedinmathematicalform.
Physics key ideas
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GCSE (91) in Com
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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Biology
Topic B1: Cell level systems Topic B2: Scaling up Topic B3: Organism level systems
B1.1 CellstructuresB1.2 Whathappensincells(andwhatdocells
need)?B1.3 RespirationB1.4 Photosynthesis
B2.1 SupplyingthecellB2.2 Thechallengesofsize
B3.1 CoordinationandcontrolthenervoussystemB3.2 Coordinationandcontroltheendocrine
systemB3.3 Maintaininginternalenvironments
Topic B4: Community level systems Topic B5: Genes, inheritance and selection Topic B6: Global challenges
B4.1 Ecosystems B5.1 InheritanceB5.2 Naturalselectionandevolution
B6.1 MonitoringandmaintainingtheenvironmentB6.2 FeedingthehumanraceB6.3 Monitoringandmaintaininghealth
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Chemistry
Topic C1: Particles Topic C2: Elements, compounds and mixtures Topic C3: Chemical reactions
C1.1 TheparticlemodelC1.2 Atomicstructure
C2.1 PurityandseparatingmixturesC2.2 BondingC2.3 Propertiesofmaterials
C3.1 IntroducingchemicalreactionsC3.2 EnergeticsC3.3 TypesofchemicalreactionsC3.4 Electrolysis
Topic C4: Predicting and identifying reactions and products
Topic C5: Monitoring and controlling chemical reactions
Topic C6: Global challenges
C4.1 Predictingchemicalreactions C5.1 ControllingreactionsC5.2 Equilibria
C6.1 ImprovingprocessesandproductsC6.2 InterpretingandinteractingwithEarthsystems
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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Summary of content for GCSE (91) in Combined Science A (Gateway Science) Physics
Topic P1: Matter Topic P2: Forces Topic P3: Electricity and magnetism
P1.1 TheparticlemodelP1.2 Changesofstate
P2.1 MotionP2.2 NewtonslawsP2.3 Forcesinaction
P3.1 StaticandChargeP3.2 SimplecircuitsP3.3 Magnetsandmagneticfields
Topic P4: Waves and radioactivity Topic P5: Energy Topic P6: Global challenges
P4.1 WavebehaviourP4.2 TheelectromagneticspectrumP4.3 Radioactivity
P5.1 WorkdoneP5.2 Powerandefficiency
P6.1 PhysicsonthemoveP6.2 PoweringEarth
CS7isapractical-basedtopicwhichprovideslearnerswiththenecessaryskillstoundertakethe15%practicalcontentintheexaminations.
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2c. Content of topics B1 to B6, C1 to C6 and P1 to P6
Topic B1: Cell level systems
B1.1 Cell structures
SummaryCellsarethefundamentalunitsoflivingorganisms.Cellscontainmanysub-cellularstructuresthatareessentialforthefunctioningofthecellasawhole.Microscopyisusedtoexaminecellsandsub-cellularstructures.
Underlying knowledge and understandingLearnersshouldbefamiliarwithcellsasthefundamentalunitoflivingorganisms,andwiththeuseoflightmicroscopestoviewcells.Theyshouldalsobefamiliarwithsomesub-cellularstructures,andthesimilaritiesanddifferencesbetweenplantandanimalcells.
Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofacellasa3Dstructure,sothisshouldbeaddressedduringtheteachingofthistopic.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.1i demonstrateanunderstandingofnumber,sizeandscaleandthequantitativerelationshipbetweenunits M2aandM2h
BM1.1ii useestimationsandexplainwhentheyshouldbeused M1d
BM1.1iii calculate with numbers written in standard form M1b
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B1.1a describehowlightmicroscopesandstainingcanbeusedtoviewcells
lenses,stage,lamp,useofslidesandcoverslips,andtheuseofstainstoviewcolourlessspecimensortohighlightdifferentstructures/tissuesandcalculationofthemagnificationused
M1d,M2a,M2h
WS1.2c,WS1.4c,WS1.4d,WS1.4e,WS2a,WS2b,WS2c,WS2d
Investigationofarangeofcellsusingpictures,lightmicrographsanddiagrams.Measurethesizeandmagnificationofthecells.(PAGB1)
Preparationofcheekcellslides.(PAGB1,PAGB5)
Preparationofonionepidermiscellsslides.(PAGB1,PAGB4)
Useoflightmicroscopestoviewplantandanimalcells.(PAGB1,PAGB4,PAGB5)
B1.1b explainhowthemainsub-cellularstructuresofeukaryoticcells(plantsandanimals)andprokaryoticcellsarerelatedtotheirfunctions
nucleus,geneticmaterial,chromosomes,plasmids,mitochondria(containenzymesforcellularrespiration),chloroplasts(containchlorophyll)andcellmembranes(containreceptormolecules,providesaselectivebarriertomolecules)
WS1.4a,WS2a,WS2b,WS2c,WS2d
Demonstratethestructureofplantandanimalcellsbyconstructing3Dmodels.
InvestigationofcytoplasmicstreaminginElodeaspp.(PAGB1,PAGB4)
B1.1c explainhowelectronmicroscopyhasincreasedourunderstandingofsub-cellularstructures
toincludeincreasedresolutioninatransmissionelectronmicroscope
M1b WS1.1a,WS1.4c,WS1.4d
Comparisonofarangeofcellsusingpicturesfromlightandelectronmicrographs.
Comparisonofthestructuresvisibleonlightandelectronmicrographs.
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B1.2 What happens in cells (and what do cells need)?
SummaryLifeprocessesdependonbiologicalmoleculeswhosestructureisrelatedtotheirfunction.Insideeverycellisgeneticmaterialandthisisusedasacodetomakeproteins.Enzymesareimportantproteinsinbiology.
Underlying knowledge and understandingLearnersshouldhaveasimpleunderstandingofthedoublehelixmodelofDNA.Learnersshouldbefamiliarwiththeideaofenzymesasbiologicalcatalysts.
Common misconceptionsLearnerscommonlyholdthemisconceptionthatDNAismadeofproteinorsugar.Learnersalsothinkthatallenzymeshaveanoptimumtemperatureof37C(humanbodytemperature).Therangeofoptimumtemperaturesofenzymesshouldbeintroducedthroughtheteachingofthistopicandfurtheraddressedwhenconsideringhomeostaticmechanismsforcontrollingtemperature.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.2i carryoutratecalculationsforchemicalreactions M1aandM1c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
DNA and protein synthesis
B1.2a describeDNAasapolymer WS1.4a DemonstrateofthestructureofDNAbyconstructing3Dmodels.
B1.2b describeDNAasbeingmadeupoftwostrandsformingadoublehelix
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Practical suggestions
B1.2c describeexperimentsthatcanbeusedtoinvestigateenzymaticreactions
M1a,M1c,M2g
WS1.1h,WS1.2b,WS1.2c,WS1.2e,WS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d
Investigationsofenzymeactivity,includingnumericalanalysisofdataandgraphicalrepresentationofresults.(PAGB3)
B1.2d explainthemechanismofenzymeaction
theroleofenzymesinmetabolism,theroleoftheactivesite,enzymespecificity(lockandkeyhypothesis)andfactorsaffectingtherateofenzymecontrolledreactions(pH,temperature,substrateandenzymeconcentration)
M1a,M1c,M3d,M4b
WS2a,WS2b,WS2c,WS2d
Demonstrationoftheeffectofamylaseonababyricepaste.(PAGB3)
Investigationofenzymecontrolledreactions.(PAGB3)
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B1.3 Respiration
SummaryMetabolicprocessessuchasrespirationarecontrolledbyenzymes.Organiccompoundsareusedasfuelsincellularrespirationtoallowtheotherchemicalreactionsnecessaryforlife.
Underlying knowledge and understandingLearnersshouldhavesomeunderpinningknowledgeofrespiration.Thisshouldincludethatrespirationinvolvesthebreakdownoforganicmoleculestoenablealltheotherchemicalprocessesnecessaryforlife.Learnersshouldbeabletorecallthewordequationforrespiration.
Common misconceptionsLearnerscommonlyholdthemisconceptionthatventilationisrespiration.Theycanalsogetconfusedbetweenthetermsbreakupandbreakdown.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B1.3a describecellularrespirationasauniversalchemicalprocess,continuouslyoccurringinalllivingcellsthatsupplyATP
WS1.2a
B1.3b describecellularrespirationasanexothermicreaction
WS1.2b Demonstrationofanexothermicreaction(e.g.heatpack).
B1.3c comparetheprocessesofaerobicandanaerobicrespiration
inplants/fungiandanimalsthedifferentconditions,substrates,productsandrelativeyieldsofATP
WS2a,WS2b,WS2c,WS2d
Researchintowhetherplantsrespire.(PAGB3,PAGB4)
Investigationoffermentationinfungi.(PAGB3)
Investigationofrespirationinyeastusingalginatebeadstoimmobilizethefungus.(PAGB3)
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Practical suggestions
B1.3d explaintheimportanceofsugarsinthesynthesisandbreakdownofcarbohydrates
toincludeuseofthetermsmonomerandpolymer
Demonstrationofthesynthesisandbreakdownofbiologicalmolecules(e.g.usingLegobricks).TestingofbiologicalmoleculesPAGB2
B1.3e explaintheimportanceofaminoacidsinthesynthesisandbreakdownofproteins
toincludeuseofthetermsmonomerandpolymer
TestingofbiologicalmoleculesPAGB2
B1.3f explaintheimportanceoffattyacidsandglycerolinthesynthesisandbreakdownoflipids
TestingofbiologicalmoleculesPAGB2
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B1.4 Photosynthesis
SummaryLifeprocessesdependonphotosynthesis.GreenplantsandalgaetraplightfromtheSuntofixcarbondioxidewithhydrogenfromwatermakingorganiccompounds.
Underlying knowledge and understandingLearnersshouldalsohavesomeunderpinningknowledgeofphotosynthesis.Theyshouldhaveanunderstandingthatplantsmakecarbohydratesintheirleavesbyphotosynthesis,andbeabletorecallthewordequationforphotosynthesis.
Common misconceptionsLearnersoftenthinkthatplantsdonotrespire.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM1.4i understandandusesimplecompoundmeasuressuchastherateofareaction M1aandM1c
BM1.4ii translateinformationbetweengraphicalandnumericalform M4a
BM1.4iii plotanddrawgraphs,selectingappropriatescalesandaxes M4aandM4c
BM1.4iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a
BM1.4v Understand and use inverse proportion the inverse square law and light intensity in the context of factors affecting photosynthesis
M1c
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B1.4a describephotosyntheticorganismsasthemainproducersoffoodandthereforebiomassforlifeonEarth
Useofconceptcartoonstostartdiscussionsaboutphotosynthesis.
B1.4b describetheprocessofphotosynthesis
reactantsandproducts,two-stageprocess,locationofthereaction(inthechloroplasts)
WS2a,WS2b,WS2c,WS2d
Investigationofphotosynthesise.g.thePriestleyexperimentusingCabomba tocollectoxygenortheIngenhouszexperimenttoshowmassgain.(PAGB4)
B1.4c describephotosynthesisasanendothermicreaction
WS1.3b,WS1.3c,WS1.3e
Demonstrateanendothermicreaction(e.g.icepack).
B1.4d describeexperimentstoinvestigatephotosynthesis
WS2a,WS2b,WS2c,WS2d
Experimentstoshowtheconsequencesoflightexclusiononphotosynthesisingplants(e.g.testinggeraniumsforstarch).(PAGB4)
B1.4e explaintheeffectoftemperature,lightintensityandcarbondioxideconcentrationontherateofphotosynthesis
M1a,M1c,M2c,M4a,M4c,M1c
WS2a,WS2b,WS2c,WS2d
Investigationofphotosynthesisinalgaeusingalginatebeadstoimmobilizethealgae.(PAGB4)
B1.4f explain the interaction of these factors in limiting the rate of photosynthesis
M1a,M1cM2c,M4a,M1c
WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3f,WS1.3g,WS1.4e,WS2c,WS2d
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Topic B2: Scaling up
B2.1 Supplying the cell
SummaryCellstransportmanysubstancesacrosstheirmembranesbydiffusion,osmosisandactivetransport.Stemcellsarefoundinbothplantsandanimals.Thesestemcellscandivide,differentiateandbecomespecialisedtoformtissues,organsandorgansystems.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.
Common misconceptionsLearnerscommonlyshowsomeconfusionregardingsurfaceareatovolumeratio,particularlyhowlargeranimalshaveasmallersurfaceareatovolumeratio.Theyalsoshowsomeconfusionastostemcells:wheretheyarefoundandtheirroles.Careshouldbetakentogivecleardefinitionswhencoveringthiscontent.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM2.1i usepercentilesandcalculatepercentagegainandlossofmass M1c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B2.1a explainhowsubstancesaretransportedintoandoutofcellsthroughdiffusion,osmosisandactivetransport
examplesofsubstancesmoved,directionofmovement,concentrationgradientsanduseofthetermwaterpotential(nomathematicaluseofwaterpotentialrequired)
M1c,M1d WS2a,WS2b,WS2c,WS2d
Observationofosmosisinplantcellsusingalightmicroscope.
Demonstrationofcreamingyeasttoshowosmosis.(PAGB1,PAGB5)
Investigationofchangesinmassofvegetablechipswhenplacedinsucrose/saltsolutionsofvaryingconcentrations.(PAGB4)
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Learning outcomes To include MathsWorking scientifically
Practical suggestions
B2.1b describetheprocessofmitosisingrowth,includingthecellcycle
thestagesofthecellcycleasDNAreplication,movementofchromosomes,followedbythegrowthofthecell
WS2a,WS2b,WS2c,WS2d
Modellingofmitosisusingeverydayobjectse.g.shoes,socksetc.
Observationofmitosisinstainedroottipcells.(PAGB1,PAGB4)
B2.1c explaintheimportanceofcelldifferentiation
theproductionofspecialisedcellsallowingorganismstobecomemoreefficientandexamplesofspecialisedcells
WS2a,WS2b,WS2c,WS2d
Examinationofarangeofspecialisedcellsusingalightmicroscope.(PAGB1,PAGB4,PAGB5)
B2.1d recallthatstemcellsarepresentinembryonicandadultanimalsandmeristemsinplants
Demonstrationofcloningusingcauliflower.(PAGB4)
B2.1e describethefunctionsofstemcells divisiontoproducearangeofdifferentcelltypesfordevelopment,growthandrepair
WS1.1e,WS1.1f,WS1.1h
B2.1f describethedifferencebetweenembryonicandadultstemcellsinanimals
Researchintothedifferenttypesofstemcells.
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B2.2 The challenges of size
SummaryWhenorganismsbecomemulticellular,theneedarisesforhighlyadaptedstructuresincludinggaseousexchangesurfacesandtransportsystems,enablinglivingprocessestobeperformedeffectively.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeroleofdiffusioninthemovementofmaterialsinandbetweencells.Theyshouldalsobefamiliarwiththehumangaseousexchangesystem.
Common misconceptionsLearnershaveaviewthattheslowflowofbloodincapillariesisduetothenarrowdiameter,wheninfactitisafunctionofthetotalcross-sectionalareaofthecapillaries(1000timesgreaterthantheaorta).Whenexplainingtheimportanceoftheslowflowofbloodinallowingtimeforexchangebydiffusion,thismisunderstandingshouldbeconsidered.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM2.2i calculatesurfacearea:volumeratios M1c
BM2.2ii usesimplecompoundmeasuressuchasrate M1aandM1c
BM2.2iii carryoutratecalculations M1aandM1c
BM2.2iv plot,drawandinterpretappropriategraphs M4a,M4b,M4candM4d
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B2.2a explaintheneedforexchangesurfacesandatransportsysteminmulticellularorganismsintermsofsurfacearea:volumeratio
toincludesurfacearea,volumeanddiffusiondistances
M1c WS1.4d,WS1.4e,WS1.4f,WS2a,WS2b,WS2c,WS2d
Investigationofsurfacearea:volumeratiousinghydrochloricacidandgelatinecubesstainedwithphenolphthaleinorothersuitablepHindicator.(PAGB4,PAGB5)
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Practical suggestions
B2.2b describesomeofthesubstancestransportedintoandoutofarangeoforganismsintermsoftherequirementsofthoseorganisms
oxygen,carbondioxide,water,dissolvedfoodmolecules,mineralionsandurea
B2.2c describethehumancirculatorysystem
toincludetherelationshipwiththegaseousexchangesystem,theneedforadoublecirculatorysysteminmammalsandthearrangementofvessels
Modellingofthehumancirculatorysystem.
B2.2d explainhowthestructureoftheheartandthebloodvesselsareadaptedtotheirfunctions
thestructureofthemammalianheartwithreferencetovalves,chambers,cardiacmuscleandthestructureofbloodvesselswithreferencetothicknessofwalls,diameteroflumen,presenceofvalves
WS2a,WS2b,WS2c,WS2d
Investigationofheartstructurebydissection.
Investigationofabloodsmearusingalightmicroscope.(PAGB1,PAGB5)
Modellingofbloodusingsweetstorepresentthecomponents.
B2.2e explainhowredbloodcellsandplasmaareadaptedtotheirtransportfunctionsintheblood
WS2a,WS2b,WS2c,WS2d
Examinationofthegrossstructureofbloodvesselsusingalightmicroscope.(PAGB1)
Investigationoftheelasticityofdifferentbloodvesselsusinghangingmasses.
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Practical suggestions
B2.2f explainhowwaterandmineralionsaretakenupbyplants,relatingthestructureoftheroothaircellstotheirfunction
WS2a,WS2b,WS2c,WS2d
Examinationofroothaircellsusingalightmicroscope.(PAGB1,PAGB4)
Demonstrationoftheeffectivenessoftranspirationbytryingtosuckwaterfromabottleusinga10mstraw.(PAGB4)
Investigationofthepositionofthexylem/phloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)
Interpretationofexperimentalevidenceofthemovementofdissolvedfoodmaterialsinaplant.(PAGB1,PAGB4)
Examiningthepositionofthephloeminroot,stemandleaftissuesusingalightmicroscope.(PAGB1,PAGB4)
B2.2g describetheprocessesoftranspirationandtranslocation
thestructureandfunctionofthestomata WS2a,WS2b,WS2c,WS2d
Measurementofplantstomataldensitybytakinganimpressionoftheleafusingclearnailvarnishorsprayonplaster.(PAGB1,PAGB4)
B2.2h explainhowthestructureofthexylemandphloemareadaptedtotheirfunctionsintheplant
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Practical suggestions
B2.2i explaintheeffectofavarietyofenvironmentalfactorsontherateofwateruptakebyaplant
lightintensity,airmovement,andtemperature
M1a,M1cM1d
WS2a,WS2b,WS2c,WS2d
Interpretationofexperimentalevidenceofinvestigationsintoenvironmentalfactorsthataffectwateruptake.(PAGB4)
B2.2j describehowasimplepotometercanbeusedtoinvestigatefactorsthataffecttherateofwateruptake
M1a,M1c,M1d,M4a,M4b,M4c,M4d
WS1.2b,WS1.2c,WS1.2eWS1.3a,WS1.3b,WS1.3c,WS1.3d,WS1.3e,WS1.3f,WS1.3g,WS2a,WS2b,WS2c,WS2d
Investigationoftranspirationratesfromaplantcutting.(PAGB4)
Calculationoftherateoftranspirationinvolumeofwater/time.(PAGB4)
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Topic B3: Organism level systems
B3.1 Coordination and control the nervous system
SummaryThehumannervoussystemisanimportantpartofhowthebodycommunicateswithitselfandalsoreceivesinformationfromitssurroundings.
Underlying knowledge and understandingLearnersshouldhaveaconceptofthehierarchicalorganisationofmulticellularorganismsfromcellstotissuestoorganstosystemstoorganisms.
Common misconceptionsLearnerscommonlythinkthattheireyesseeobjectsdirectly,likeacamera,buttherealityisthattheimageformedbythebrainisbasedontheeyesandbrainsinterpretationofthelightthatcomesintotheeyei.e.differentpeoplewillperceivethesameobjectorimagedifferently.Younglearnersalsohavethemisconceptionthatsomesortofforcecomesoutoftheeye,enablingittosee.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.1a describethestructureofthenervoussystem
CentralNervousSystem,sensoryandmotorneuronesandsensoryreceptors
Demonstrationofthestructureofaneuronebyconstructing3Dmodels.
B3.1b explainhowthecomponentsofthenervoussystemcanproduceacoordinatedresponse
itgoestoallpartsofthebody,hasmanylinks,hasdifferentsensoryreceptorsandisabletocoordinateresponses
Demonstration(byvideo)ofsomeonetryingtodoeverydaytaskswhilstbeinggivenmildelectricshocks(BBCBrainiac).
Demonstrationofreactiontimebygettingalearnertocatchafalling5note.
Investigatingthereactiontimebyrulerdrop.(PAGB5)
B3.1c explainhowthestructureofareflexarcisrelatedtoitsfunction
M1d,WS2a,WS2b,WS2c,WS2d
Researchintoreflexes.(PAGB5)
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B3.2 Coordination and control the endocrine system
SummaryHormonesarechemicalmessengers.Inanimals,hormonesaretransportedaroundthebodyinthebloodandaffecttargettissuesandorgans.Hormoneshaveavarietyofrolesinthehumanbody,includingcontrollingreproduction.Planthormonesarechemicalsthatregulateplantgrowthanddevelopment.Theycanbeusedinagriculturetocontroltherateofgrowth.
Underlying knowledge and understandingLearnersshouldbeawareofanumberofhormonesincludingadrenalineandthemaleandfemalesexhormones.
Common misconceptionsWithregardstothemenstrualcycle,researchhasshownthatlearnershaveproblemsrelatingthetimeofconceptiontotheconditionoftheliningoftheuterus.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM3.2i extractandinterpretdatafromgraphs,chartsandtables M2c
BM3.2ii translateinformationbetweennumericalandgraphicalforms M4a
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.2a describetheprinciplesofhormonalcoordinationandcontrolbythehumanendocrinesystem
useofchemicalmessengers,transportinblood,endocrineglandsandreceptors
H2g
B3.2b explain the roles of thyroxine and adrenaline in the body
thyroxine as an example of a negative feedback system
B3.2c describetheroleofhormonesinhumanreproductionincludingthecontrolofthemenstrualcycle
oestrogen,progesterone,FSHandtestosterone
WS1.3b,WS1.3e
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Practical suggestions
B3.2d explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle
M2c,M4a Analysisofrelativehormonelevelsfromrawdataandgraphically.
B3.2e explaintheuseofhormonesincontraceptionandevaluatehormonalandnon-hormonalmethodsofcontraception
therelativeeffectivenessofthedifferentformsofcontraception
M2c,M4a WS1.1d,WS1.1e,WS1.1f
Discussionintothevariousmethodsofcontraceptionandtheireffective/ethicaluse.
B3.2f explain the use of hormones in modern reproductive technologies to treat infertility
WS1.1d,WS1.1e,WS1.1f,WS1.1h
ResearchintoXenopus laevispregnancytestingtodetecthCGbythestimulationofoogenesis.
Researchintohormonaltreatmentsforinfertility.
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B3.3 Maintaining internal environments
SummaryHomeostasisiscrucialtotheregulationofinternalenvironmentsandenablesorganismstoadapttochange,bothinternallyandexternally.Internaltemperature,bloodsugarlevelsandosmoticbalanceareregulatedbyanumberoforgansandsystemsworkingtogether.
Underlying knowledge and understandingLearnerswillbuildontheknowledgeandunderstandinggainedinsection3.1aboutcoordinationandcontrolwhenconsideringthetopicsinthissection.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM3.3i extractandinterpretdatafromgraphs,chartsandtables M2c
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B3.3a explaintheimportanceofmaintainingaconstantinternalenvironmentinresponsetointernalandexternalchange
allowingmetabolicreactionstoproceedatappropriaterates
WS1.4a Researchintohypothermia.
B3.3b explainhowinsulincontrolsbloodsugarlevelsinthebody
M2g
B3.3c explain how glucagon interacts with insulin to control blood sugar levels in the body
M2c WS2a,WS2b,WS2c,WS2d
Investigationsintotheglucosecontentoffakeurinetodiagnosediabetes,usinge.g.Clinistix.(PAGB5)
B3.3d comparetype1andtype2diabetesandexplainhowtheycanbetreated
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Topic B4: Community level systems
B4.1 Ecosystems
SummaryMicroorganismsplayanimportantroleinthecontinuouscyclingofchemicalsinecosystems.Bioticandabioticfactorsinteractinanecosystemandhaveaneffectoncommunities.Livingorganismsformpopulationsofsinglespecies,communitiesofmanyspeciesandarepartofecosystems.Livingorganismsareinterdependentandshowadaptationstotheirenvironment.Feedingrelationshipsreflectthestabilityofanecosystemandindicatetheflowofbiomassthroughtheecosystem.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofafoodwebandtheinterrelationshipsassociatedwiththemandthatvariationallowslivingthingstosurviveinthesameecosystem.Theyshouldalsorecognisethatorganismsaffecttheirenvironmentandareaffectedbyit.
Common misconceptionsResearchhasshownthatitiseasierforalearnertoexplaintheconsequencesonafoodwebiftheproducersareremovedforsomereasonthanifthetoppredatorsaretakenaway.Itisalsobettertostartoffexplainingideasrelatingtofoodwebsusingsmallsimplewebswithanimalsandplantsthatlearnersarelikelytoknowe.g.rabbitsandfoxes.Learnersfindarrowsshowingtheflowofbiomassfromonetrophicleveltoanotherquitechallengingandoftenmistakeitforthedirectionofpredation.Thismakesproblemsrelatingtothemanipulationofafoodwebquitedifficultforsome.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM4.1i Calculatethepercentageofmass M1c
BM4.1ii Plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B4.1a recallthatmanydifferentmaterialscyclethroughtheabioticandbioticcomponentsofanecosystem
examplesofcycledmaterialse.g.nitrogenandcarbon
B4.1b explaintheroleofmicroorganismsinthecyclingofmaterialsthroughanecosystem
theroleofmicroorganismsindecomposition
Researchintotherangeofecosystemsandexamplesofmicro-organismsthatactasdecomposerswithinthem.(PAGB1,PAGB2,PAGB3,PAGB5)
B4.1c explaintheimportanceofthecarboncycleandthewatercycletolivingorganisms
maintaininghabitats,freshwaterflowofnutrients
B4.1d describedifferentlevelsoforganisationinanecosystemfromindividualorganismstothewholeecosystem
M1c
B4.1e explainhowabioticandbioticfactorscanaffectcommunities
temperature,lightintensity,moisturelevel,pHofsoil,predators,food
M4a,M4c,M3a
WS1.3a,WS1.3b,WS1.3eWS1.3h,WS2a,WS2b,WS2c,WS2d
Identificationofthebioticfactorsinanecosystemusingsamplingtechniques.(PAGB2)
B4.1f describetheimportanceofinterdependenceandcompetitioninacommunity
interdependencerelatingtopredation,mutualismandparasitism
WS1.4a Examinationoftherootsofaleguminousplante.g.clovertoobservetherootnodules.(PAGB1)
Investigationofthehollyleafminerorthehorse-chestnutleafminer(Cameraria ohridella).(PAGB1,PAGB2)
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Topic B5: Genes, inheritance and selection
B5.1 Inheritance
SummaryInheritancereliesonthegeneticinformationcontainedinthegenomebeingpassedfromonegenerationtothenext,whethersexuallyorasexually.Thecharacteristicsofalivingorganismareinfluencedbythegenomeanditsinteractionwiththeenvironment.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeideaofheredityastheprocessbywhichgeneticinformationispassedfromonegenerationtothenext.Theyshouldhaveasimplemodelofchromosomes,genesandDNA.
Common misconceptionsLearnerscommonlystruggletoappreciatethephysicalrelationshipsbetweenthenucleus,geneticmaterial,thegenome,chromosomesandgenes.Accuratedefinitionsofthesetermswillhelplearnersexplanationsinthistopic.Learners
oftenhavewell-developed(althoughnotnecessarilyscientificallyaccurate)explanationsforinheritancebeforeundertakingGCSEstudy.Someexamplesincludethatintra-specificvariationisasaresultofdefectsindevelopmentorthatacquiredcharacteristicscanbeinherited.Caremustalsobetakenwiththeconceptofdominantandrecessivealleles.Whetheranalleleisdominantorrecessivedoesnotaffectthemechanismofinheritanceoftheallele,butisanobservedpatterninthephenotypeoforganisms.Manylearnersassumethatthedominantalleledominatestherecessiveallelepreventingitsexpression(whichisnotthecase)orthattherecessivealleleisactuallyjustanabsenceofthedominantallele(alsonotgenerallythecase).
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM5.1i understandandusedirectproportionsandsimpleratiosingeneticcrosses M1c
BM5.1ii understandandusetheconceptofprobabilityinpredictingtheoutcomeofgeneticcrosses M2e
BM5.1iii extractandinterpretinformationfromcharts,graphsandtables M2candM4a
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B5.1a explainthefollowingterms:gamete,chromosome,gene,allele/variant,dominant,recessive,homozygous,heterozygous,genotypeandphenotype
Useofallelestoworkoutthephenotypeofprogeny.
B5.1b describethegenomeastheentiregeneticmaterialofanorganism
B5.1c describethatthegenome,anditsinteractionwiththeenvironment,influencethedevelopmentofthephenotypeofanorganism
useofexamplesofdiscontinuousandcontinuousvariatione.g.eyecolour,weightandheight
B5.1d recallthatallvariantsarisefrommutations,andthatmosthavenoeffectonthephenotype,someinfluencephenotypeandaveryfewdeterminephenotype
B5.1e explainthetermshaploidanddiploid
B5.1f explaintheroleofmeioticcelldivisioninhalvingthechromosomenumbertoformgametes
thatthismaintainsdiploidcellswhengametescombineandisasourceofgeneticvariation
B5.1g explainsinglegeneinheritance inthecontextofhomozygousandheterozygouscrossesinvolvingdominantandrecessivegenes
M2c,M4a Predictionoftheprobabilityofphenotypeforgeneticcrosses.
Investigationintoprobabilitybysuitableexample(e.g.cointossordieroll).
B5.1h predicttheresultsofsinglegenecrosses M1c,M2c,M2e,M4a
B5.1i describesexdeterminationinhumansusingageneticcross
M1c,M2c,M2e,M4a
B5.1j recallthatmostphenotypicfeaturesaretheresultofmultiplegenesratherthansinglegeneinheritance
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B5.2 Natural selection and evolution
SummaryVariationinthegenomeandchangesintheenvironmentdrivetheprocessofnaturalselection,leadingtochangesinthecharacteristicsofpopulations.Evolutionaccountsforbothbiodiversityandhoworganismsareallrelatedtovaryingdegrees.Keyindividualshaveplayedimportantrolesinthedevelopmentoftheunderstandingofgenetics.
Underlying knowledge and understandingLearnersshouldappreciatethatchangesintheenvironmentcanleavesomeindividuals,orevensomeentirespecies,unabletocompeteandreproduceleadingtoextinction.
Common misconceptionsLearnersareusedtohearingthetermevolutionineverydaylifebutitisoftenusedforitemsthathavebeendesignedandgraduallyimprovedinordertofitapurpose.Theythereforefinditdifficulttograsptheideathatevolutionbynaturalselectionreliesonrandommutations.Learnersalsotendtoimplythatindividualschangebynaturalselection.Statementssuchasamothwillchangebynaturalselectioninordertobecomebettercamouflagedincludebothofthesecommonmisconceptions.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B5.2a statethatthereisusuallyextensivegeneticvariationwithinapopulationofaspecies
B5.2b describetheimpactofdevelopmentsinbiologyonclassificationsystems
naturalandartificialclassificationsystemsanduseofmolecularphylogeneticsbasedonDNAsequencing
WS1.1b
B5.2c explainhowevolutionoccursthroughthenaturalselectionofvariantsthathavegivenrisetophenotypesbestsuitedtotheirenvironment
theconceptofmutation
B5.2d describeevolutionasachangeintheinheritedcharacteristicsofapopulationovertime,throughaprocessofnaturalselection,whichmayresultintheformationofnewspecies
B5.2e describetheevidenceforevolution fossilsandantibioticresistanceinbacteria
WS1.1cWS1.1dWS1.1g
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Topic B6: Global challenges
Thistopicseekstointegratelearnersknowledgeandunderstandingofbiologicalsystemsandprocesses,withtheaimofapplyingittoglobalchallenges.Biologicalinformationisusedtohelppeopletoimprovetheirownlivesandstrivetocreate
asustainableworldforfuturegenerations.Thistopicprovidesopportunitiestodrawtogethertheconceptscoveredinearliertopics,allowingsynoptictreatmentofthesubject.
6.1 Monitoring and maintaining the environment
SummaryLivingorganismsinteractwitheachother,theenvironmentandwithhumansinmanydifferentways.Ifthevarietyoflifeistobemaintainedwemustactivelymanageourinteractionswiththeenvironment.Wemustmonitorourenvironment,collectingandinterpretinginformationaboutthenaturalworld,toidentifypatternsandrelatepossiblecauseandeffect.
Underlying knowledge and understandingFromtheirstudyintopic4,learnersshouldbefamiliarwithecosystemsandthevariouswaysorganismsinteract.Theyshouldunderstandhowbioticandabiotic
factorsinfluencecommunities.Learnersshouldbefamiliarwiththegasesoftheatmospherefromkeystage3.
Common misconceptionsItisimportantthatinthestudyofthistopiclearnersaregivenopportunitiestoexplorebothpositiveandnegativehumaninteractionswithinecosystems.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.1i calculatearithmeticmeans M2b
BM6.1ii plotanddrawappropriategraphsselectingappropriatescalesfortheaxes M4aandM4c
BM6.1iii understandandusepercentiles M1c
BM6.1iv extractandinterpretinformationfromcharts,graphsandtables M2candM4a
BM6.1v understandtheprinciplesofsamplingasappliedtoscientificdata M2d
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B6.1a explainhowtocarryoutafieldinvestigationintothedistributionandabundanceoforganismsinahabitatandhowtodeterminetheirnumbersinagivenarea
samplingtechniques(randomandtransects,capture-recapture),useofquadrats,pooters,nets,keysandscalingupmethods
M1c,M2b,M2cM4a,M4c
WS1.2d,WS1.2b,WS1.2c,WS1.2e,WS1.3h,WS2a,WS2b,WS2c,WS2d
Investigationofecologicalsamplingmethods.Usethesymbols=,,,~inyouranswerwhereappropriate.(PAGB2)
Investigationofsamplingusingasuitablemodel(e.g.measuringtheredsweetsinamixedselection).
B6.1b describebothpositiveandnegativehumaninteractionswithinecosystemsandexplaintheirimpactonbiodiversity
theconservationofindividualspeciesandselectedhabitatsandthreatsfromlanduseandhunting
WS2a,WS2b,WS2c,WS2d
Investigationintotheeffectivenessofgerminationindifferentstrengthsofacidrain.(PAGB4)
Investigationintotheeffectsofpollutiononlichendistribution.(PAGB2)
B6.1c explainsomeofthebenefitsandchallengesofmaintaininglocalandglobalbiodiversity
thedifficultyingainingagreementsforandthemonitoringofconservationschemesalongwiththebenefitsofecotourism
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B6.2 Feeding the human race
SummaryThehumanpopulationisincreasingrapidlyandwiththiscomesaneedformorefood.Biologistsareseekingtotacklethisincreaseddemand,whichwillleadtoanimprovementinthelivesofmanypeoplearoundtheworld.However,therearemanythingstoconsiderinachievingthisaim,notleasttheimpactonecosystems.Thereismuchdebatesurroundingtheuseofgenetechnologyasapotentialsolutiontotheproblemoffoodsecurity.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththecontentofahealthyhumandietandtheconsequencesofimbalancesinahealthydailydiet.Theirknowledgeandunderstandingfromtopics1,4and5willalsobedrawntogetherinthistopic.
ThisincludestheorganisationofDNA,whatplantsrequireenablingthemtophotosynthesise,interactionsbetweenspeciesandtheideaofvariabilitywithinspeciesandsubsequentselectionofcharacteristics.
Common misconceptionsLearnerscanoftenthinkthatgeneticengineeringleadstotheincreaseduseofpesticides.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.2 extractandinterpretinformationfromcharts,graphsandtables M2candM4a
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
B6.2a explaintheimpactoftheselectivebreedingoffoodplantsanddomesticatedanimals
M2c,M4a WS1.1c ResearchintotheRothamsted Research Broadbalkexperiment.
B6.2b describegeneticengineeringasaprocesswhichinvolvesmodifyingthegenomeofanorganismtointroducedesirablecharacteristics
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Practical suggestions
B6.2c describe the main steps in the process of genetic engineering
restriction enzymes, sticky ends, vectors e.g. plasmids, ligase, host bacteria and selection using antibiotic resistance markers
Productionofastoryboarddescribingtheprocessesforgeneticengineering.
B6.2d explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmodernagriculture
toincludepracticalandethicalconsiderations
WS1.1cWS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1h,WS1.3i
Researchintotheadvantagesanddisadvantagesofselectivebreedingandgeneticengineering.
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B6.3 Monitoring and maintaining health
SummaryDiseasesaffectthehealthofpopulationsofbothhumansandplants.Scientistsareconstantlyonthelookoutforwaysofpreventingandcombatingdisease.Thepreventionofdiseaseinplantsisimportantsothatweareabletogrowhealthyplantsenablingustofeedourselvesandenhanceourenvironment.Theunderstandingofhowdiseaseisspread,howourbodiesdefendthemselvesagainstdiseaseandhowimmunityisachievedisessentialtoenableustocombatpotentiallyfataldiseasesspreadingthroughoutwholepopulations.Non-communicablediseasesalsohaveanimpactonthehealthofthepopulation.Thepreventionofthesediseasesisfrequentlydiscussedinthemedia,withadvicebeinggiventousonhowtoreduceourriskofcontractingthesediseasesthroughourlife-stylechoicesanddiscussionofnewtechnologies.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeeffectsofrecreationaldrugs(includingsubstancemisuse)onbehaviour,healthandlifeprocesses,theimpactofexercise,
asthmaandsmokingonthegasexchangesystemandtheconsequencesofimbalancesinthediet,includingobesity,starvationanddeficiencydiseases.
Common misconceptionsResearchhasshownthatlearnerstendtoviewallmicro-organismsasbeingnon-beneficial.Theytendtoconsiderhealthasjustphysicalanddonotconsidermentalhealth.Learnersalsoconfusewhichdiseasesareinheritedandwhicharecaught.Theyseecancerasageneticdisease.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
BM6.3i translateinformationbetweengraphicalandnumericalforms M4a
BM6.3ii constructandinterpretfrequencytablesanddiagrams,barchartsandhistograms M2c
BM6.3iii understandtheprinciplesofsamplingasappliedtoscientificdata M2d
BM6.3iv useascatterdiagramtoidentifyacorrelationbetweentwovariables M2g
BM6.3v calculatecross-sectionalareasofbacterialculturesandclearagarjellyusingr2 M5c
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
B6.3a describetherelationshipbetweenhealthanddisease
B6.3b describedifferenttypesofdiseases communicableandnon-communicablediseases
B6.3c describetheinteractionsbetweendifferenttypesofdisease
HIVandtuberculosis,andHPVandcervicalcancer
M4a
B6.3d explainhowcommunicablediseases(causedbyviruses,bacteria,protistsandfungi)arespreadinanimalsandplants
scientificquantities,numberofpathogens,numberofinfectedcases,estimatingthenumberofcases
M2c WS1.4b
B6.3e explainhowthespreadofcommunicablediseasesmaybereducedorpreventedinanimalsandplants
detectionoftheantigen,DNAtesting,visualidentificationofthedisease
M2c WS1.4b
B6.3f describeaminimumofonecommonhumaninfection,oneplantdiseaseandsexuallytransmittedinfectionsinhumansincludingHIV/AIDS
plantdiseases:virustobaccomosaicvirus,fungalErysiphe graminisbarleypowderymildew,bacterialAgrobacterium tumafacienscrowngalldisease
B6.3g explainhowwhitebloodcellsandplateletsareadaptedtotheirdefencefunctionsintheblood
B6.3h describethenon-specificdefencesystemsofthehumanbodyagainstpathogens
B6.3i explaintheroleoftheimmunesystemofthehumanbodyindefenceagainstdisease
B6.3j explaintheuseofvaccinesandmedicinesinthepreventionandtreatmentofdisease
antibiotics,antiviralsandantiseptics WS1.1g,WS1.1h Researchintowhetherchildrenshouldberoutinelyvaccinated.
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Practical suggestions
B6.3k describetheprocessesofdiscoveryanddevelopmentofpotentialnewmedicines
preclinicalandclinicaltesting M2d,M5c,M3d
WS1.1d,WS2a,WS2b,WS2c,WS2d
Investigationintothegrowthofbacterialculturesusingaseptictechniques.(PAGB1)
B6.3l recallthatmanynon-communicablehumandiseasesarecausedbytheinteractionofanumberoffactors
cardiovasculardiseases,manyformsofcancer,somelung(bronchitis)andliver(cirrhosis)diseasesanddiseasesinfluencedbynutrition,includingtype2diabetes
B6.3m evaluatesomedifferenttreatmentsforcardiovasculardisease
lifestyle,medicalandsurgical
B6.3n analysetheeffectoflifestylefactorsontheincidenceofnon-communicablediseasesatlocal,nationalandgloballevels
lifestylefactorstoincludeexercise,diet,alcoholandsmoking
M2d,M2g,M4a
B6.3o describecancerastheresultofchangesincellsthatleadtouncontrolledgrowthanddivision
B6.3p discusspotentialbenefitsandrisksassociatedwiththeuseofstemcellsinmedicine
tissuetransplantationandrejection WS1.1c,WS1.1d,WS1.1e,WS1.1f,WS1.1g,WS1.1hWS1.1j
B6.3q explainsomeofthepossiblebenefitsandrisksofusinggenetechnologyinmedicine
practicalandethicalconsiderations WS1.1c,WS1.1d,WS1.1eWS1.1j
B6.3r discussthepotentialimportanceformedicineofourincreasingunderstandingofthehumangenome
theideasofpredictingthelikelihoodofdiseasesoccurringandtheirtreatmentbydrugswhicharetargetedtogenomes
WS1.1cWS1.1d,WS1.1j
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Topic C1: Particles
C1.1 The particle model
SummaryThisshortsectionintroducestheparticlemodelanditsexplanationofdifferentstatesofmatter.Asimpleparticlemodelcanbeusedtorepresentthearrangementofparticlesinthedifferentstatesofmatterandtoexplainobservationsduringchangesinstate.Itdoesnot,however,explainwhydifferentmaterialshavedifferentproperties.Thisexplanationisthattheparticlesthemselvesandhowtheyareheldtogethermustbedifferentinsomeway.Elementsaresubstancesthataremadeupofonlyonetypeofatomandatomsofdifferentelementscancombinetomakecompounds.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththedifferentstatesofmatterandtheirproperties.Theyshouldalsobefamiliarwithchangesofstateintermsoftheparticlemodel.Learnersshouldhavesufficientgroundingintheparticlemodeltobeabletoapplyittounfamiliarmaterialsandcontexts.
Common misconceptionsLearnerscommonlyintuitivelyadheretotheideathatmatteriscontinuous.Forexample,theybelievethatthespacebetweengasparticlesisfilledornon-existent,orthatparticlesexpandwhentheyareheated.Thenotionthatemptyspaceexistsbetweenparticlesisproblematicbecausethislackssupportingsensoryevidence.Theyalsoshowdifficultyunderstandingtheconceptofchangesinstatebeingreversible;thisshouldbeaddressedduringtheteachingofthistopic.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM1.1i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
C1.1a describethemainfeaturesoftheparticlemodelintermsofstatesofmatterandchangeofstate
M5b WS1.1a,WS1.1b
C1.1b explainintermsoftheparticlemodelthedistinctionbetweenphysicalchangesandchemicalchanges
C1.1c explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheres (e.g. like bowling balls)
that it does not take into account the forces of attraction between particles, the size of particles and the space between them
M5b WS1.1c Observationsofchangeofstatewithcomparisontochemicalchanges.
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C1.2 Atomic structure
SummaryAnatomisthesmallestcomponentofanelementthatgivesanelementitsproperty.Thesepropertiescanbeexplainedbymodelsofatomicstructure.Currentmodelssuggestthatatomsaremadeofsmallersub-atomicparticlescalledprotons,neutronsandelectrons.Theysuggestthatatomsarecomposedofanucleussurroundedbyelectrons.Thenucleusiscomposedofneutronsandprotons.Atomsofeachelementhavethesamenumberofprotonsaselectrons.Atomsofdifferentelementshavedifferentnumbersofprotons.Atomsofthesameelementwillhavethesamenumberofprotonsbutmayhavedifferentnumbersofneutrons.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.
Common misconceptionsLearnerscommonlyhavedifficultyunderstandingtheconceptofisotopesduetothefacttheythinkthatneutralatomshavethesamenumberofprotonsandneutrons.Theyalsofinditdifficulttodistinguishbetweenthepropertiesofatomsandmolecules.Anothercommonmisconceptionisthatapositiveiongainsprotonsoranegativeionloseselectronsi.e.thatthereisachangeinthenucleusoftheatomratherthanachangeinthenumberofelectrons.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Mathematical skills
CM1.2i relatesizeandscaleofatomstoobjectsinthephysicalworld M4a
CM1.2ii estimatesizeandscaleofatoms M1c
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
C1.2a describehowandwhytheatomicmodelhaschangedovertime
themodelsofDalton,Thomson,Rutherford,Bohr,GeigerandMarsden
WS1.1a,WS1.1i,WS1.2b
Timelineoftheatomicmodel.
C1.2b describetheatomasapositivelychargednucleussurroundedbynegativelychargedelectrons,withthenuclearradiusmuchsmallerthanthatoftheatomandwithmostofthemassinthenucleus
WS1.4a
C1.2c recallthetypicalsize(orderofmagnitude)ofatomsandsmallmolecules
theconceptthattypicalatomicradiiandbondlengthareintheorderof1010m
M1c,M4a WS1.1c,WS1.4b,WS1.4c,WS1.4d,WS1.4e,WS1.4f
C1.2d recallrelativechargesandapproximaterelativemassesofprotons,neutronsandelectrons
WS1.4a,WS1.4b,WS1.4c
C1.2e calculatenumbersofprotons,neutronsandelectronsinatomsandions,givenatomicnumberandmassnumberofisotopes
definitionsofanion,atomicnumber,massnumberandanisotope,alsothestandardnotationtorepresentthese
WS1.3c,WS1.4b
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Topic C2: Elements, compounds and mixtures
C2.1 Purity and separating mixtures
SummaryInchemicaltermselementsandcompoundsarepuresubstancesandmixturesareimpuresubstances.Chemicallypuresubstancescanbeidentifiedusingmeltingpoint.Manyusefulmaterialsthatweusetodayaremixtures.Therearemanymethodsofseparatingmixturesincludingfiltration,crystallisation,distillationandchromatographictechniques.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththeconceptofpuresubstances.Theyshouldhavemetsimpleseparationtechniquesofmixtures.Theidentificationofpuresubstancesintermsofmeltingpoint,boilingpointandchromatographywillalsohavebeenmetbefore.
Common misconceptionsLearnerscommonlymisusethewordpureandconfuseitwithnaturalsubstancesorasubstancethathasnotbeentamperedwith.Theythinkthatwhenasubstancedissolvesthatthesolutionispureandnotamixture.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.1i arithmeticcomputation,ratio,percentageandmultistepcalculationspermeatesquantitativechemistry M1a,M1c,M1d
CM2.1ii provideanswerstoanappropriatenumberofsignificantfigures M2a
CM2.1iii changethesubjectofamathematicalequation M3b,M3c
CM2.1iv arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M3b,M3c
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Practical suggestionsLearning outcomes To include Maths
Working scientifically
C2.1a explainwhatismeantbythepurityofasubstance,distinguishingbetweenthescientificandeverydayuseofthetermpure
WS1.4a Purificationofcompounds.(PAGC3,PAGC4)
C2.1b usemeltingpointdatatodistinguishpurefromimpuresubstances
M1a,M1c,M1d,M2a
Measurementofmeltingpoint.
C2.1c calculaterelativeformulamassesofspeciesseparatelyandinabalancedchemicalequation
thedefinitionofrelativeatomicmass,relativemolecularmassandrelativeformulamass
M3b,M3c WS1.3c,WS1.4c
C2.1d deducetheempiricalformulaofacompoundfromtherelativenumbersofatomspresentorfromamodelordiagramandviceversa
M3b,M3c WS1.1b,WS1.4a
C2.1e explainthatmanyusefulmaterialsareformulationsofmixtures
alloys
C2.1f describe,explainandexemplifytheprocessesoffiltration,crystallisation,simpledistillation,andfractionaldistillation
knowledgeofthetechniquesoffiltration,crystallisation,simpledistillationandfractionaldistillation
WS1.2b,WS1.2c,WS2a,WS2b
Separationofmixturesandpurificationofcompounds.(PAGC3,PAGC4)
Distillationofmixtures(PAGC3)
C2.1g describethetechniquesofpaperandthinlayerchromatography
WS1.2b,WS1.2c,WS1.4a,WS2a,WS2b
Thinlayerchromatography.(PAGC2)
C2.1h recallthatchromatographyinvolvesastationaryandamobilephaseandthatseparationdependsonthedistributionbetweenthephases
identificationofthemobileandstationaryphases
WS1.4a
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Practical suggestions
C2.1i interpretchromatograms,includingmeasuringRfvalues
therecallandtheuseoftheformula M3b,M3c WS1.3c,WS1.4a
C2.1j suggestsuitablepurificationtechniquesgiveninformationaboutthesubstancesinvolved
C2.1k suggestchromatographicmethodsfordistinguishingpurefromimpuresubstances
paper,thinlayer(TLC)andgaschromatography
WS1.4a Usingchromatographytoidentifymixturesofdyesinanunknownink.(PAGC2)
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C2.2 Bonding
SummaryAsimpleelectronenergylevelmodelcanbeusedtoexplainthebasicchemicalpropertiesofelements.Whenchemicalreactionsoccur,theycanbeexplainedintermsoflosing,gainingorsharingofelectrons.Theabilityofanatomtolose,gainorshareelectronsdependsonitsatomicstructure.Atomsthatloseelectronswillbondwithatomsthatgainelectrons.Electronswillbetransferredbetweentheatomstoformapositiveionandanegativeion.Theseionsattractoneanotherinwhatisknownasanionicbond.Atomsthatshareelectronscanbondwithotheratomsthatshareelectronstoformamolecule.Atomsinthesemoleculesareheldtogetherbycovalentbonds.
Underlying knowledge and understandingLearnersshouldbefamiliarwiththesimple(Dalton)atomicmodel.
Common misconceptionsLearnersdonotalwaysappreciatethatthenucleusofanatomdoesnotchangewhenanelectronislost,gainedorshared.Theyalsofinditdifficulttopredictthenumbersofatomsthatmustbondinordertoachieveastableouterlevelofelectrons.Learnersthinkthatchemicalbondsarephysicalthingsmadeofmatter.TheyalsothinkthatpairsofionssuchasNa+andClaremolecules.Theydonothaveanawarenessofthe3Dnatureofbondingandthereforetheshapeofmolecules.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.2i estimatesizeandscaleofatoms M1c
CM2.2ii representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
CM2.2iii translateinformationbetweendiagrammaticandnumericalforms M4a
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Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
C2.2a describemetalsandnon-metalsandexplainthedifferencesbetweenthemonthebasisoftheircharacteristicphysicalandchemicalproperties
physicalproperties,formationofionsandcommonreactionse.g.withoxygentoformoxides
WS1.3f,WS1.4a
C2.2b explainhowtheatomicstructureofmetalsandnon-metalsrelatestotheirpositioninthePeriodicTable
C2.2c explainhowthepositionofanelementinthePeriodicTableisrelatedtothearrangementofelectronsinitsatomsandhencetoitsatomicnumber
groupnumberandperiodnumber M1c WS1.4a
C2.2d describeandcomparethenatureandarrangementofchemicalbondsin:i. ioniccompoundsii. simplemoleculesiii. giantcovalentstructuresiv. polymersv. metals
M5b,M4a WS1.4a Makeballandstickmodelsofmolecules.
C2.2e explainchemicalbondingintermsofelectrostaticforcesandthetransferorsharingofelectrons
WS1.4a
C2.2f constructdotandcrossdiagramsforsimplecovalentandbinaryionicsubstances
M4a WS1.4a
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OCR 2016
GCSE (91) in Com
bined Science A (Gatew
ay Science)
Learning outcomes To include MathsWorking scientifically
Practical suggestions
C2.2g describethelimitationsofparticularrepresentationsandmodels
dotandcrossdiagrams,ballandstickmodelsandtwo-andthree-dimensionalrepresentations
M5b WS1.1c
C2.2h explainhowthereactionsofelementsarerelatedtothearrangementofelectronsintheiratomsandhencetotheiratomicnumber
WS1.1b,WS1.3f,WS1.4a
C2.2i explainintermsofatomicnumberhowMendeleevsarrangementwasrefinedintothemodernPeriodicTable
WS1.1a,WS1.4a
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ay Science)
C2.3 Properties of materials
SummaryThissectionexploresthephysicalpropertiesofelementsandcompoundsandhowthenatureoftheirbondingisafactorintheirproperties.
Underlying knowledge and understandingLearnerswillknowthedifferencebetweenanatom,elementandcompound.
Common misconceptionsLearnerscommonlyhavealimitedunderstandingofwhatcanhappenduringchemicalreactions,forexample,thatsubstancesmayexplode,burn,contract,expandorchangestate.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM2.3i representthree-dimensionalshapesintwodimensionsandviceversawhenlookingatchemicalstructurese.g.allotropesofcarbon
M5b
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OCR 2016
GCSE (91) in Com
bined Science A (Gatew
ay Science)
Topic content Opportunities to cover:
Practical suggestionsLearning outcomes To include Maths
Working scientifically
C2.3a recallthatcarboncanformfourcovalentbonds WS1.4a
C2.3b explainthatthevastarrayofnaturalandsyntheticorganiccompoundsoccurduetotheabilityofcarbontoformfamiliesofsimilarcompounds,chainsandrings
C2.3c explainthepropertiesofdiamond,graphite,fullerenesandgrapheneintermsoftheirstructuresandbonding
M5b WS1.4a
C2.3d useideasaboutenergytransfersandtherelativestrengthofchemicalbondsandintermolecularforcestoexplainthedifferenttemperaturesatwhichchangesofstateoccur
WS1.2a,WS1.3f,WS1.4a,WS1.4c
C2.3e usedatatopredictstatesofsubstancesundergivenconditions
datasuchastemperatureandhowthismaybelinkedtochangesofstate
C2.3f explainhowthebulkpropertiesofmaterials(ioniccompounds;simplemolecules;giantcovalentstructures;polymersandmetals)arerelatedtothedifferenttypesofbondstheycontain,theirbondstrengthsinrelationtointermolecularforcesandthewaysinwhichtheirbondsarearranged
recognitionthattheatomsthemselvesdonothavethebulkpropertiesofthesematerials
WS1.4a
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GCSE (91) in Com
bined Science A (Gatew
ay Science)
Topic C3: Chemical reactions
C3.1 Introducing chemical reactions
SummaryAchemicalequationrepresents,insymbolicterms,theoverallchangeinachemicalreaction.Newmaterialsareformedthroughchemicalreactionsbutmasswillbeconserved.Thiscanbeexplainedbyamodelinvolvingtherearrangementofatoms.Avogadrogaveusasystemofmeasuringtheamountofasubstanceinmoles.
Underlying knowledge and understandingLearnersshouldbefamiliarwithchemicalsymbolsandformulaeforelementsandcompounds.Theyshouldalsobefamiliarwithrepresentingchemicalreactionsusingformulae.Learnerswillhaveknowledgeofconservationofmass,changesofstateandchemicalreactions.
Common misconceptionsAlthoughlearnersmayhavemettheconservationofmasstheystilltendtorefertochemicalreactionsaslosingmass.Theyunderstandthatmassisconservedbutnotthenumberorspeciesofatoms.Theymaythinkthattheoriginalsubstancevanishescompletelyandforeverinachemicalreaction.
TieringStatementsshowninboldtypewillonlybetestedintheHigherTierpapers.AllotherstatementswillbeassessedinbothFoundationandHigherTierpapers.
Reference Mathematical learning outcomes Maths skills
CM3.1i arithmeticcomputationandratiowhendeterminingempiricalformulae,balancingequations M1a,M1c
CM3.1ii calculations with numbers written in standard form when using