0654 Scheme of Work (For Examination From 2019)

Scheme of Work
Cambridge IGCSE®
Co-ordinated Sciences (Double Award)
0654
For examination from 2019
Contents
Contents ...................................................................................................................................................................................................................................................... 2
Introduction .................................................................................................................................................................................................................................................. 4
Biology ........................................................................................................................................................................................................................................................ 8
1: Cells and cell processes ..................................................................................................................................................................................................................... 8
2: Animal nutrition ................................................................................................................................................................................................................................. 15
3: Plant nutrition and transport ............................................................................................................................................................................................................. 22
4: Respiration and the human transport system................................................................................................................................................................................... 30
5: Coordination, response and homeostasis ........................................................................................................................................................................................ 39
6: Reproduction in plants ...................................................................................................................................................................................................................... 45
7: Human reproduction ......................................................................................................................................................................................................................... 50
8: Inheritance and evolution ................................................................................................................................................................................................................. 53
9: Organisms and environment ............................................................................................................................................................................................................ 59
Chemistry ................................................................................................................................................................................................................................................. 63
1: Experimental techniques .................................................................................................................................................................................................................. 63
2: Particles, atomic structure, ionic bonding and the Periodic Table.................................................................................................................................................... 66
3: Air and water .................................................................................................................................................................................................................................... 75
4: Acids, bases and salts ...................................................................................................................................................................................................................... 81
5: Reaction rates .................................................................................................................................................................................................................................. 87
6: Metals and the reactivity series ........................................................................................................................................................................................................ 91
7: Covalent bonding .............................................................................................................................................................................................................................. 98
8: Organic 1 ........................................................................................................................................................................................................................................ 101
9: Amount of substance ...................................................................................................................................................................................................................... 107
10: Organic 2 ...................................................................................................................................................................................................................................... 110
11: Redox, electrochemistry and Group VII ....................................................................................................................................................................................... 112
12: Equilibria ....................................................................................................................................................................................................................................... 118
Physics ................................................................................................................................................................................................................................................... 120
1: Light ................................................................................................................................................................................................................................................ 120
2: Electricity 1 ..................................................................................................................................................................................................................................... 123
3: Energy ............................................................................................................................................................................................................................................ 126
4: Mechanics 1 ................................................................................................................................................................................................................................... 131
5: Electromagnetism ........................................................................................................................................................................................................................... 135
6: Electricity 2 ..................................................................................................................................................................................................................................... 140
7: Thermal physics ............................................................................................................................................................................................................................. 144
8: Mechanics 2 ................................................................................................................................................................................................................................... 148
9: Waves ............................................................................................................................................................................................................................................. 152
10: Atomic physics .............................................................................................................................................................................................................................. 156
Cambridge IGCSE® Co-ordinated Sciences 0654 – from 2019 Scheme of Work
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You can
choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach you
could take.
Guided learning hours

Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours per subject for Cambridge IGCSE courses. As Cambridge IGCSE Co-ordinated Sciences is a double award, the guided learning hours are about 260
hours. The number of hours may vary depending on local practice and your learners’ previous experience of the subject. The table below gives some guidance
about how many hours we recommend you spend on each topic area.
Biology topic Suggested teaching time (%) Suggested teaching order
1: Cells and processes 14 h (5% of the course) 1
2: Animal nutrition 4 h (2% of the course) 2
3: Plant nutrition and transport 12 h (5% of the course) 3
4: Respiration and the human transport system 13 h (5% of the course) 4
5: Coordination, response and homeostasis 9 h (4% of the course) 5
6: Reproduction in plants 3 h (1% of the course) 6
7: Human reproduction 3 h (1% of the course) 7
8: Inheritance and evolution 11 h (4% of the course) 8
9: Organisms and environment 4 h (2% of the course) 9
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Chemistry topic Suggested teaching time (%) Suggested teaching order
1: Experimental techniques 5 h (2% of the course) 1
2: Particles, atomic structure, ionic bonding and the Periodic Table 12 h (5% of the course) 2
3: Air and water 5 h (2% of the course) 3
4: Acids, bases and salts 12 h (5% of the course) 4
5: Reaction rates 9 h (3% of the course) 5
6: Metals and the reactivity series 9 h (3% of the course) 6
7: Covalent bonding 4 h (2% of the course) 7
8: Organic 1 12 h (5% of the course) 8
9: Amount of substance 10 h (4% of the course) 9
10: Organic 2 3 h (1% of the course) 10
11: Redox, electrochemistry and Group VII 9 h (3% of the course) 11
12: Equilibria 5 h (2% of the course) 12
Physics topic Suggested teaching time (%) Suggested teaching order
1: Light 7 h (3% of the course) 1
2: Electricity 1 8 h (3% of the course) 2
3: Energy 14 h (5% of the course) 3
4: Mechanics 1 7 h (3% of the course) 4
5: Electromagnetism 10 h (4% of the course) 5
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Physics topic Suggested teaching time (%) Suggested teaching order
6: Electricity 2 7 h (3% of the course) 6
7: Thermal physics 11 h (4% of the course) 7
8: Mechanics 2 12 h (5% of the course) 8
9: Waves 6 h (2% of the course) 9
10: Atomic physics 10 h (4% of the course) 10
Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge, is listed at www.cie.org.uk
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each learning objective.
Teacher Support
Teacher Support https://teachers.cie.org.uk is a secure online resource bank and community forum for Cambridge teachers, where you can download specimen and
past question papers, mark schemes and other resources. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
This scheme of work is available as PDF and an editable version in Microsoft Word format; both are available on Teacher Support at https://teachers.cie.org.uk. If
you are unable to use Microsoft Word you can download Open Office free of charge from www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy or
content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
site's owners (or their products/services).
The website pages referenced in this scheme of work were selected when the scheme of work was produced. Other aspects of the sites were not checked and only
the particular resources are recommended.
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How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE Co-ordinated Sciences 0654 syllabus and it provides some ideas and suggestions of how to cover
the content of the syllabus. We have designed the following features to help guide you through your course.
Learning objectives help your learners by making it clear the Suggested teaching activities give you lots of ideas about
knowledge they are trying to build. Pass these on to your how you can present learners with new information without Independent study (I) gives
learners by expressing them as ‘We are learning to / about…’. teacher talk or videos. Try more active methods which get your learners the opportunity
your learners motivated and practising new skills. to develop their own ideas
and understanding with direct
input from you.
Syllabus ref. Learning objectives Suggested teaching activities
7.3 • Understand that some Some reactions can be classified as reversible and learners should be introduced to the reversible sign ⇌.
chemical reactions can be
reversed by changing the Experimental work can involve learners heating hydrated copper(II) sulfate and adding water to anhydrous
reaction conditions (Limited copper(II) sulfate as an illustration. (I)
Extension activities provide your to the effects of heat and
more able learners with further water on hydrated and Extension activity: learners to determine the amount of water removed on heating and calculate the formula
challenge beyond the basic content of anhydrous copper(II) sulfate of hydrated copper(II) sulfate (link to Unit 6).
and cobalt(II) chloride.)
the course. Innovation and independent Supplement (Extended
learning are the basis of these Practical procedure for heating hydrated copper(II) sulfate: www.nuffieldfoundation.org/practical-
chemistry/reversible-reaction-involving-hydrated-copperii-sulfate-and%C2%A0its-anhydrous-form syllabus) is highlighted
activities. throughout the scheme of
Practical procedure for determining the amount of water in copper(II) sulfate: work for both the learning
www.chalkbored.com/lessons/chemistry-11/hydrate-lab.pdf objectives and the suggested
teaching activities.
14.8.2 • Explain the differences When monomers react to form condensation polymers a small molecule is eliminated.
between condensation
and addition See 11(b) of this webpage for information: www.docbrown.info/page04/OilProducts11.htm
polymerisation
Past and specimen papers
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk(F)
Past Papers, Specimen Papers and Mark Schemes are available Formative assessment (F) is ongoing assessment
for you to download at: https://teachers.cie.org.uk which informs you about the progress of your learners.
Don’t forget to leave time to review what your learners
Using these resources with your learners allows you to check their have learnt: you could try question and answer, tests,
progress and give them confidence and understanding. quizzes, ‘mind maps’, or ‘concept maps’. These kinds of
activities can be found in the scheme of work.
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Biology
1: Cells and cell processes
B1.1 1,2 Describe the characteristics of Section B1.1 of this unit can provide an introduction to the Biology course. The seven characteristics of
Characteristics of living organisms by defining the living things form a basis from which the themes underlying many biological concepts can be
living organisms terms: developed.
− movement as an action by an
organism or part of an Learner activity – characteristics of living things (including video clips and learner worksheet):
organism causing a change of www.exploratorium.edu/imaging_station/activities/classroom/characteristics/ca_characteristics
position or place .php
− respiration as the chemical
reactions in cells that break Activities:
down nutrient molecules and The comparison of the characteristics of living organisms with those of non-living things – for example,
release energy for what are the characteristics of life shown by a petrol engine. The comparison is clear when written in a
metabolism table.
− sensitivity as the ability to
detect or sense stimuli in the The mnemonic MRS GREN is useful to remember the seven characteristics.
internal or external
environment and respond to Learners should understand that single-celled organisms, plants and animals all have these
changes in the environment characteristics.
− growth as a permanent
increase in size and dry mass Examples to explain the need for energy to carry out each of the characteristics should be discussed.
by an increase in cell Learners will appreciate that energy is required for movement and this can be extended to show that
number or cell size or both energy is needed for growth, nutrition and sensitivity.
− reproduction as the processes
that make more of the same Extension activity: learners could perform a search of the characteristics of life. (I) Do all scientists
kind of organism use the same list? How do we classify viruses?
− excretion as removal from
organisms of the waste Revision – characteristics of life:
products of metabolism www.s-cool.co.uk/gcse/biology/cells/revise-it/characteristics-of-life
(chemical reactions in cells
including respiration), toxic
materials, and substances in
excess of requirements
− nutrition as taking in of
materials for energy, growth
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and development; plants

require light, carbon dioxide,
water and ions; animals need
organic compounds and ions
and usually need water
B2.1 Cell 1 State that living organisms are Palisade cells can be seen using prepared slides or transparencies of leaf sections. (I)
structure made of cells
Learners can make their own slides of freshwater filamentous algae, Elodea or moss that can be
2 Describe and compare the mounted in a drop of water on a slide and viewed with a microscope. (I)
structure of a plant cell with an Liver cells are difficult to observe, but it may be possible to make temporary mounts of wrist cells.
animal cell, as seen under a light Wash the inside of the wrist and place a piece of scotch tape onto this part of the wrist. Pull off the
microscope, limited to cell wall, scotch tape and view the cells under the microscope. (I)
nucleus, cytoplasm, chloroplasts,
vacuoles, and location of the cell Extension activity: learners can also make models of a plant cell and/or an animal cell to gain an
membrane. idea of the orientation of the main structures of each type of cell.
3 State the functions of the Candidates should consider functions of features that are common to plant and animal cells and those
structures seen under the light that are found in plant cells only. (I)
microscope in the plant cell and in
the animal cell. They should understand how the differences between animal and plant cells relate to their different
methods of obtaining nutrients.
Examine a temporary mount of epidermal tissue peeled from the inner surface of an onion bulb. (I)
Suggested practicals:
• Use of microscope, bioviewers or cellsalive.com website to look at palisade cells and liver cells.
• Use of light microscopes to view specimens.
PowerPoint presentation – cells and tissues:

www.biology-resources.com/biology-CD.html
Illustrations of cells:
www.cellsalive.com/
Cell structure:
www.exploratorium.edu/imaging_station/activities/classroom/elodea_explorations/ca_elodea_e
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xplorations.php
Revision – cell structure:

www.s-cool.co.uk/gcse/biology/cells/revise-it/plant-and-animal-cells
Video clip – cell structure:

www.bbc.co.uk/learningzone/clips/plant-and-animal-cell-structures/4188.html
B2.1 Cell 4 Relate the structure of the The coverage of these examples of cells and of organs and organ systems could come later
structure following to their functions: when they can be dealt with in context but it may help to introduce the learners to cells with
− ciliated cells – movement of different functions at this stage using a PowerPoint presentation. Learners can select their own
mucus in the trachea and specialised cell, draw and label it on A3 paper. (I) Flash cards are an interactive way of learning
bronchi about specialised cells.
− root hair cells – absorption
− palisade mesophyll cells – Learners can draw a flow diagram from cells to the particular organ system to begin to
photosynthesis understand the complexity of the human body. (I)
− red blood cells – transport of
oxygen An outline of the human body can be used to draw in the main organ systems of the body.
− sperm and egg cells –
reproduction. Extension activity: learners could research a greater range of specialised cells.
Examples of differentiated cells:

www.rothamsted.ac.uk/notebook/organ.htm
B2.1 Cell 5 Calculate magnification and size Use a temporary mount of epidermal tissue peeled from the inner surface of an onion bulb or rhubarb
structure of biological specimens using stem and use an appropriate scale to determine the size of cells.
millimetres as units.
Learners can magnify a piece of hair to understand that magnification is:
size of image
size of object
Suggested practical:
Size/measurement exercises from photomicrographs.
Microscope magnification specifications and field of view:

www.microscope-microscope.org/advanced/magnification-1.htm
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Learner activity – specimen size:

www.exploratorium.edu/imaging_station/activities/classroom/size/ca_size.php
Relative sizes of cells:

www.cellsalive.com/howbig.htm
Scale:
http://learn.genetics.utah.edu/content/cells/scale/
B2.2 Movement in 1 Define diffusion as the net Use a simple demonstration of diffusion, for example a potassium manganate(VII) crystal in a gas jar
and out of cells movement of particles from a of water or a drop of methylene dye on gelatine solidified in a test-tube (diffusion of a solute), or
region of their higher concentration ammonia and hydrochloric acid placed at opposite ends of a long glass tube, or simply a perfume
to a region of their lower container opened in one corner of the room.
concentration down a
concentration gradient, as a result Bromine in a gas jar (carried out in a fume cupboard) can quickly show diffusion (gaseous diffusion).
of their random movement.
Variables of temperature, pressure, distance moved, concentration and size of particles.
3 State that substances move into
and out of cells by diffusion through Consider the relevance of diffusion to living organisms – for example, the diffusion of oxygen and
the cell membrane. carbon dioxide into and out of a plant leaf or across the surface of the alveoli in the human lungs.
2 Investigate the factors that Extension activity: learners could investigate the effects of surface area/volume ratio on rates of
influence diffusion, limited to diffusion.
surface area, temperature,
concentration gradients and Suggested practicals:
distance • Demonstrate diffusion of alkaline or acidic gases along closed glass tubes using appropriate
coloured litmus paper, or potassium manganate(VII) crystals dissolving in water.
• Plan and investigate the factors (surface area, temperature, concentration gradient,
distance) that affect the rate of diffusion using jelly/agar blocks in solutions of
potassium manganate(VII).
• Demonstrate diffusion though a membrane demonstrated with Visking tubing filled with iodine
solution surrounded by a starch solution in a beaker.
PowerPoint presentation – diffusion:

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Experiments in biology – diffusion:

www.biology-resources.com/biology-experiments2.html
Practical biology – diffusion:

www.nuffieldfoundation.org/practical-biology/diffusion
Diffusion animation and text:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/diffusionrev1.shtml
B2.2 Movement in 4, 6 Define osmosis as the Emphasise that water is an important solvent and most cells contain about 75% water. Water
and out of cells diffusion of water from a region transports substances and allows many chemical reactions to take place.
of higher water potential (dilute
solution) to a region of lower Osmosis should be treated as a special case of diffusion, in which only water molecules are able to
water potential (concentrated move from one side of a partially permeable membrane to another.
solution), through a partially
permeable membrane. Ensure that learners understand what a solution is in terms of particles, so that they are able to imagine
the water molecules and solute particles behaving independently of each other.
5 State that water moves in and out
of cells by osmosis through the cell Use Visking tubing to demonstrate osmosis. (I)
membrane.
Investigation of changes in mass or length of potato chips or of dried raisins placed in a range of different
7, 8 Investigate, describe and concentrations of sugar solution provides a good opportunity for quantitative treatment of results, as well
explain the effects on plant tissues as enhancing understanding of osmosis. (I)
of immersing them in different
solutions by using the terms Discuss differences in the effects of water uptake and loss on animal cells that lack a cellulose cell wall
turgid, turgor pressure, and plant cells that have a cellulose cell wall. Turgor as an important mechanism of support in
plasmolysis and flaccid plants could be discussed (Unit 3).
9 Explain the importance of Relate water uptake by osmosis to the structure of root hair cells covered earlier in this unit.
water potential and osmosis in
the uptake of water by plants Explain water potential as the tendency for water to leave a solution. The more water (that is
then a more dilute the solution) the higher the water potential. Water moves from a high water
10 Explain the importance of potential to a low water potential – that is, down a water potential gradient. Do not introduce the
water potential and osmosis on idea of negative water potentials at this level. Relate to intake of water by root hairs.
animal cells and tissues
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• Plant tissue, e.g. potato or other tissue – in salt/sugar solutions of different concentrations –
measure mass or length of pieces.
• Destruction of membranes by leakage of coloured plant sap, e.g. beetroot sections
• Observe plasmolysis in red onion cells with microscope or on video.
PowerPoint presentation – osmosis:

Experiments in biology – Osmosis:

Practical biology – osmosis:

www.nuffieldfoundation.org/practical-biology/osmosis
Osmosis animation and text:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/greenworld/waterrev1.sht
ml
Revision – osmosis:
www.s-cool.co.uk/gcse/biology/cells/revise-it/moving-molecules
B4 Enzymes 1 Define enzymes as proteins that Simple experiments with catalase are an excellent introduction to enzymes.
function as biological catalysts.
Ensure that learners understand that enzymes are simple (protein) molecules, not living organisms.
2 Explain enzyme action with They cannot, therefore, be ‘killed’.
reference to the complementary
shape of the active site of an Investigate the effect of temperature on the effect of enzyme activity, for example using starch and
enzyme and its substrate, and amylase, or pepsin and milk powder.
the formation of a product. Explain the rise in activity with temperature, in terms of kinetic theory and the fall as temperature rises
above the optimum in terms of denaturation of the enzyme molecules.
3, 4 Investigate, describe and Consider the different optimum temperatures of different enzymes, not only those in humans.
explain the effect of changes in
temperature on enzyme activity in Extension activity: learners could investigate the effectiveness of enzyme-based washing powders.
terms of kinetic energy, shape
and fit, frequency of effective Use the kscience animation on an interactive whiteboard to demonstrate enzyme actions.
collisions and denaturation.
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PowerPoint demonstrations and graphs to show the trends of increasing temperature and of different
3, 5 Investigate, describe and pH solutions provide useful means of interpreting data.
explain the effect of changes in pH
on enzyme activity in terms of
shape and fit and denaturation. Suggested practicals:
• Experimental investigation on (i) temperature, (ii) pH using buffers on catalase (from fresh plant
tissue) / amylase (diastase / germinating seeds) / protease, e.g. trypsin / lipase / rennin /
pectinase / or other available enzyme.
• Important that planning of an enzyme investigation is carried out so that control variables and
safety factors are fully realised.
Experiments in biology – enzymes:

Practical biology – enzymes:

www.nuffieldfoundation.org/practical-biology/investigating-enzymes-used-laundry-detergents
Simple account of how enzymes work:
www.abpischools.org.uk/page/modules/enzymes/enzymes1.cfm
Interactive model of enzyme action:

www.kscience.co.uk/aanimations/model.swf
Revision – enzyme experiments:

http://lgfl.skoool.co.uk/content/keystage4/biology/pc/modules/digestion/digestion_experiments/
index.html
Downloadable booklets with practical investigations using a variety of enzymes:

http://www.ncbe.reading.ac.uk/PRACTICALS/index.html
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk (F)
B4
2019 Specimen Paper 4 Q5
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2: Animal nutrition
B3 Biological 1 List the chemical elements that Ensure that learners have some understanding of the terms:
molecules make up: element, atom, molecule.
− carbohydrates
− fats A simple definition of an organic substance is one whose molecules contain carbon and hydrogen.
− proteins. Beads that string together, or simple chemical modelling kits, can be used to illustrate the idea of small
molecules joining together to make larger ones.
2 State that large molecules are
made from smaller molecules, A table or flash cards can identify the classes of foods.
limited to: Headings: class of food; source of food; uses of food in body. (I)
− starch and glycogen from
glucose Once Unit 1 is completed, the enzymes and products of digestion could also be added to the summary
− proteins from amino acids table.
− fats and oils from fatty acids
and glycerol. Learners should understand that starch is the carbohydrate stored only in plants. Animals store
carbohydrate as glycogen.
4 State that water is important as a
solvent.
PowerPoint presentation – the chemicals of living things:
B3 Biological 3 Describe the use of: Learners should have the opportunity to carry out each of these tests on a range of foods. (I) It is a
molecules (food − iodine solution to test for starch good practical lab in which learners should realise the importance of safety when using a water bath.
tests) − Benedict’s solution to test for
reducing sugars Extension activity: learners can be given a solution containing a mixture of unknowns such as a
− biuret test for proteins reducing sugar and a protein.
− ethanol emulsion test for fats
and oils This can also give useful practice in recording qualitative results in a clearly presented results chart.
Conclusions can also be written from the observed results.
Food tests also enhance the learners’ understanding of the main classes of foods.
• Carry out food tests for pure substances (fats, proteins, starch, glucose) on different foods.
• It is important to be able to prepare the crushed or extracted food materials for comparative
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testing. Stress safety aspects of handling the reagents.

• Use of ‘dip’ sticks – Clinistix and Albustix – used in health clinic testing of urine.
• Estimation of vitamin C with coloured solutions, e.g. DCPIP – compare ascorbic acid with fruit
juices.
Food tests:
B6.1 Diet 1 State what is meant by the term Diets in most countries depend on a staple food such as bread, potatoes or rice, which is usually the
balanced diet for humans main source of carbohydrate. Learners should be aware of the main sources of each type of nutrient in
their own country, but also be prepared to consider how diets differ in other parts of the world.
3 Explain how age, gender and
activity affect the dietary needs Extension activity: the Association for Science Education has a project called Science Across the
of humans including during World, which includes a unit on diet, and encourages schools in different parts of the world to share
pregnancy and whilst breast- information.
feeding
Learners can keep a record of the food that they eat during a short period of time and then consider
4 Describe the effects of whether they are obtaining the nutrients that they need. Their diet could be analysed using standard
malnutrition in relation to food tables or by accessing the nutrient data laboratory. Alternatively learners could use the interactive
starvation, constipation, balanced diet activity. (I)
coronary heart disease, obesity
and scurvy The information on multi-vitamin tablet packets lists the vitamin contents and their requirements in the
human body.
2 List the principal sources of, and
describe the roles of: Extension activity: learners could carry out research into food composition using the site
− carbohydrates Nutrition.gov.
− fats
− proteins A summary table could be produced with vitamins and minerals, their source, function in the body and
− vitamins, limited to C and D details of deficiencies. (I)
− mineral salts, limited to calcium
and iron Malnutrition should be considered as the result of eating an unbalanced diet, not just the lack of
− fibre (roughage) a particular type of nutrient.
− water.
Controlled discussion on malnutrition can be useful and the problems associated with
5 Explain the causes and effects starvation.
of vitamin D and iron
deficiencies. The long-term problems associated with obesity like late onset diabetes should be discussed.
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6 Explain the causes and effects Suggested practicals:

of protein-energy malnutrition, Measure energy content of food using a simple calorimeter. Compare energy content of different foods.
e.g. kwashiorkor and marasmus. Data can be found on food labels.
Science Across the World – talking about food:

www.nationalstemcentre.org.uk/elibrary/resource/1727/talking-about-food-food-nutrition-and-
health
National nutrient database:

www.nal.usda.gov/fnic/foodcomp/search/
Interactive balanced diet:

www.abpischools.org.uk/page/modules/balanceddiet/index.cfm
Practical biology – energy in food:

www.practicalbiology.org/areas/introductory/energy/energy-in-food
Video clips – balanced diet:

www.bbc.co.uk/learningzone/clips/a-well-balanced-diet/102.html
www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html
Science Across the World – keeping healthy:

www.nationalstemcentre.org.uk/elibrary/resource/1741/keeping-healthy
Unit revision:
www.s-cool.co.uk/gcse/biology/nutrition/revise-it/nutrition
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B6.2 Alimentary 1 Define ingestion as the taking of Learners often do not understand that the alimentary canal is a long tube - albeit a coiled one - through
canal substances, e.g. food and drink, which food passes.
into the body through the mouth
A long flexible rubber tube can demonstrate the idea.
3 Define mechanical digestion as
the breakdown of food into A schematic diagram on A3 paper can clarify the main events that take place from ingestion by the
smaller pieces without chemical mouth to egestion from the anus.
change to the food molecules
Arrows in different colours can show which enzymes are involved along the canal.
2, 4 Define chemical digestion as Learners should understand that food cannot be considered to have entered the body until it crosses
the breakdown of large, insoluble the wall of the canal.
(food) molecules into small,
(water-) soluble molecules using The need for digestion to take place before absorption occurs is shown by using Visking tubing (to
mechanical and chemical represent the alimentary canal) containing a mixture of glucose, starch and water. The Visking tubing is
processes placed in a beaker or a large test-tube of water (to represent the blood), and left for several hours to
allow the glucose to diffuse across the tubing.
5 Define absorption as the The contents of the tubing and of the beaker can be tested for starch and for glucose.
movement of small food molecules
and ions through the wall of the Extension activity: the importance of active uptake could be considered.
intestine into the blood
Digestion:
6 Define assimilation as the www.abpischools.org.uk/res/coResourceImport/resources04/digestion/index.cfm
movement of digested food
molecules into the cells of the body
where they are used, becoming
part of the cells.
7 Define egestion as the passing

out of food that has not been
digested or absorbed, as faeces,
through the anus
8 Identify the main regions of the

alimentary canal and associated
organs, limited to mouth, salivary
glands, oesophagus, stomach,
small intestine, pancreas, liver, gall
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bladder, large intestine and anus
9 Describe the functions of the

regions of the alimentary canal
listed above, in relation to
ingestion, digestion, absorption and
egestion of food.
B6.3 Digestion 1 Identify the types of human teeth A model of a human skull or lower jawbone is a good way of showing the arrangement of teeth.
(incisors, canines, premolars and
molars). Extension activity: different types of teeth could be studied and related to different diets.
2 Describe the structure of human Suggested practicals:

teeth, limited to enamel, dentine, • Use mirrors to check own teeth, compare with the ideal set.
pulp, nerves and cement, as well • Swabs of teeth and saliva tested with indicator to show pH (safety – disinfectant to
as the gums. dispose of used equipment).
• Observe diagrams or specimens of different animals’ teeth. (Museum visit)
3 Describe the functions of the
types of human teeth in mechanical Video clips – digestion:
digestion of food. www.bbc.co.uk/learningzone/clips/the-digestive-system/4180.html
5 State the causes of dental

decay in terms of a coating of
bacteria and food on teeth, the
bacteria respiring sugars in the
food, producing acid which
dissolves the enamel and
dentine.
4 Describe the proper care of teeth

in terms of diet and regular
brushing.
B6.3 Digestion 6 State the significance of chemical This topic should be linked with earlier work on enzymes, in Unit 1.
digestion in the alimentary canal in
producing small, soluble molecules Learners could draw a spider diagram of the alimentary canal. This can help them visualise
that can be absorbed from where the enzymes are secreted and where they act on specific substrates. (I)
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7 State the functions of enzymes The importance of optimum pH and temperature should be emphasised, as well as the
as follows: importance of enzymes in the whole process of digestion.
− amylase breaks down starch
to simpler sugars The importance of emulsifiers (such as bile) can be demonstrated by attempting to mix oil with
− protease breaks down vinegar in the presence and absence of egg yolk.
protein to amino acids
− lipase breaks down fats to Suggested practicals:
fatty acids and glycerol • Amylase – breakdown of starch using iodine test.
• Link to model gut using Visking tubing.
8 State where, in the alimentary • Protease – with milk – breakdown of casein in milk or gelatine on photographic film or
canal, amylase, protease and fresh meat.
lipase are secreted • Breakdown of fats to form acids with help of bile salts – litmus or pH indicator.
9 State the functions of the Video clip – digestion:

hydrochloric acid in gastric www.bbc.co.uk/learningzone/clips/digestion-of-carbohydrates-fats-and-proteins/105.html
juice, limited to:
− killing bacteria in food Emulsifiers:
− giving an acid pH for www.nuffieldfoundation.org/practical-chemistry/emulsifiers
enzymes
10 Explain the functions of the

hydrochloric acid in gastric
juice, limited to the low pH:
– denaturing enzymes in harmful
microorganisms in food
– giving the optimum pH for
protease activity
11 Outline the role of bile in

neutralising the acidic mixture of
food and gastric juices entering
the duodenum from the
stomach, to provide a suitable
pH for enzyme action
12 Outline the role of bile in
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emulsifying fats to increase the

surface area for the chemical
digestion of fat to fatty acids and
glycerol by lipase
13 Explain the significance of It helps the learners to understand the importance of diffusion if the villus is compared with the alveoli
villi in increasing the internal in the lungs, Unit 4.
surface area of the small
intestine The two structures can be compared as having a single cell membrane, good blood supply, moist
surface area and a large surface area for efficient diffusion.
14 Describe the structure of a
villus Suggested practicals:
Bioviewers and microscope to study wall of small intestine.
15 Describe the roles of
capillaries and lacteals in villi Revision – digestion:
www.s-cool.co.uk/gcse/biology/nutrition/revise-it/digestion
B3
2019 Specimen Paper 5 Q2
Version 1.0 21
3: Plant nutrition and transport
B5 Plant nutrition 1 Define photosynthesis as the Plants can be considered as food factories, in which all the food in the world is initially made.
process by which plants
manufacture carbohydrates from Learners should compare the needs of animals for organic nutrients, in Unit 2, with those of plants,
raw materials using energy from which only require inorganic compounds such as carbon dioxide and water for photosynthesis.
light. Consumers compared with producers, this is a cross-link to Unit 9.
2 State the word equation for The process of photosynthesis should be considered at a fairly basic level, the light-dependent and
photosynthesis: carbon dioxide + light-independent stages should not be introduced.
water → glucose + oxygen, in the
presence of light and chlorophyll. The important point to get across is the conversion of light energy to chemical energy. Chlorophyll
absorbs light energy and enables it to be used to drive the reactions. (Ensure that learners do not think
3 State the balanced chemical that chlorophyll attracts light.)
equation for photosynthesis
6CO2 + 6H2O → C6H12O6 + 6O2. The initial products of photosynthesis are sugars (such as glucose) which can be converted to large,
insoluble molecules such as starch for storage within the plant.
4 Explain that chlorophyll
transfers light energy into There is a wide variety of practical work that can be carried out. Learners should know how to test a
chemical energy in molecules, leaf for starch and to carry out simple experiments into the need for light and chlorophyll for
for the synthesis of photosynthesis.
carbohydrates.
The importance of controlled variables such as temperature can be introduced.
5 Outline the subsequent use
and storage of the The concentration of carbon dioxide can be changed using sodium hydrogen carbonate solution of
carbohydrates made in different concentrations.
photosynthesis.
The exchange of gases can be more easily understood when the structure of the leaf has been studied
6 Investigate the necessity for (in Unit 3).
chlorophyll, light and carbon
dioxide for photosynthesis, using Investigations with Elodea (Canadian pondweed) can produce good quantitative data to illustrate the
appropriate controls. effect of light on the rate of photosynthesis.
Temperature could also be considered but this is not so easy to carry out in the school lab.
7 Investigate and describe the
effect of varying light intensity Suggested practicals:
and temperature on the rate of • Carry out a starch test on a leaf using a green leaf and a variegated leaf to show the necessity
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photosynthesis (e.g. in for chlorophyll. Keep the leaf in the dark for 12 hours to destarch.
submerged aquatic plants) • Find the effect of lack of light on formation of starch by masking an area with dark card.
• There are numerous methods to measure the rate of photosynthesis. 1) use a simple
apparatus, e.g. inverted filter funnel to demonstrate and collect oxygen bubbles from water
weed, 2) use of hydrogencarbonate indicator – observe change from red to purple by water
weed / algae in alginate beads, 3) measure the rate of water-saturated leaf discs to float in a
large syringe. The effects of various independent variables (light intensity, light wavelength,
carbon dioxide concentration) on the rates of photosynthesis can be planned and measured.
The importance of key control variables, e.g. temperature, photosynthetic tissues, should be
emphasised.
PowerPoint presentation – photosynthesis:

Experiments in biology – photosynthesis:

Practical biology – photosynthesis:

www.nuffieldfoundation.org/practical-biology/photosynthesis
PowerPoint and worksheets:

www.saps.org.uk/secondary/teaching-resources/134-photosynthesis-a-survival-guide
Simple photosynthesis experiments:

www.saps.org.uk/secondary/teaching-resources/190-using-cabomba-to-demonstrate-oxygen-
evolution-in-the-process-of-photosynthesis-
Investigating the behaviour of leaf discs:

www.saps.org.uk/secondary/teaching-resources/284-investigating-the-behaviour-of-leaf-discs-
Data logging:
www.pascophysics.com/file_downloads/experiments/pdf-files/glx/biology/06-Photosynthesis-
SV.pdf
Investigating photosynthesis using algal balls:

www.saps.org.uk/secondary/teaching-resources/235-learner-sheet-23-photosynthesis-using-
algae-wrapped-in-jelly-balls
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Comparison with sun and shade plants:

www.saps.org.uk/secondary/teaching-resources/113-the-response-of-leaf-discs-from-sun-and-
shade-plants-to-green-light
B5 Plant nutrition 8 Identify chloroplasts, cuticle, Before considering the appearance of a section through a leaf, learners should look at entire leaves
guard cells and stomata, upper and and consider how they are adapted for photosynthesis.
lower epidermis, palisade
mesophyll, spongy mesophyll, A section through a leaf can be shown on PowerPoint or from a model of a leaf (plant images available
vascular bundles, xylem and from the database – plantscienceimages.org.uk). A simplified, labelled diagram should be made of a
phloem in leaves of a leaf section and the different parts discussed. (I)
dicotyledonous plant.
Learners should be familiar with the structure of a palisade cell and they can discuss how it is
9 Describe the significance of specialised for photosynthesis.
the features of a leaf in terms of
functions: The role of the upper epidermis that allows the maximum sunlight to reach the palisade layers should
− palisade mesophyll and be mentioned.
distribution of chloroplasts –
photosynthesis It can be helpful to think of a leaf as an organ that:
− stomata, spongy mesophyll • takes in the raw inorganic materials
cells and guard cells – gas • uses light energy to convert the materials into chemical energy producing organic products.
exchange
− xylem for transport and Drawings of leaves, and comparisons between two or more different kinds of leaves, make good
support practice or assessment material for the practical skills of observation and recording, and also for
− phloem for support magnification calculations in Unit 1. (I)
It is probably best not to go into any detail at this point about xylem and phloem function; they will be
covered further later in Unit 3.
• Prepare surface views of epidermis to show distribution of stomata – stomatal index.
• Use of bioviewers or microscopes to observe sections of leaves.
Photomicrograph of Eleagnus leaf TS with vascular bundle:

www.images.botany.org/set-13/13-063v.jpg
Practical looking at stomatal density:
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http://www.saps.org.uk/secondary/teaching-resources/299-measuring-stomatal-density-
Practical investigating chloroplasts:

http://www.saps.org.uk/secondary/teaching-resources/1219-photosynthesis-what-are-
chloroplasts
B5 Plant nutrition 10 Describe the importance of: Learners should be reminded that carbohydrates contain carbon, hydrogen and oxygen only; plants
− nitrate ions for making amino can therefore make these from carbon dioxide and water. However, proteins also contain nitrogen, so a
acids nitrogen source is necessary before some of the carbohydrate can be converted to protein. Nitrate ions
− magnesium ions for making from the soil are the main source of nitrogen for plants. This should be dealt with simply,
chlorophyll. considering the effects on a growing plant of a shortage of proteins or chlorophyll.
11 Explain the effects of nitrate Extension activity: learners could plan an experiment to investigate mineral requirements in plants. (I)
ion and magnesium ion A comparison can be made when plants are grown in culture solutions lacking magnesium, nitrates and
deficiency on plant growth. a control. After a few weeks, the growth of each plant can be compared.
Set up a simple mineral nutrition experiment with controls to grow cereal seedlings for a few weeks.
Practical biology – minerals:

www.nuffieldfoundation.org/practical-biology/investigating-effect-minerals-plant-growth
B7.1 Transport in 1 State the functions of xylem and Root hair cells may already have been covered in Unit 1 as an example of a specialised cell. Here root
plants phloem. hair cells are dealt with in the context of the whole plant.
2 Identify the position of xylem and Osmosis may need to be revised before discussing the uptake of water through the soil, across the root
phloem as seen in sections of and up through xylem vessels and into the leaves. It should be emphasised that mineral ions enter the
roots, stems and leaves, limited to roots dissolved in water. Xylem vessels may have been discussed in Unit 1 and earlier in Unit 3. Here
non-woody dicotyledonous plants. xylem vessels are considered in the context of water transport from root to leaves.
The structure of xylem vessels should be simply covered stating that the vessels are made of a long
column of dead, empty cells with lignified walls, stacked end to end. Xylem vessels provide support to
the plant.
Learners will find the path taken by the water easier to understand if they have some knowledge of the
position of the vascular bundles in the plant. Simple diagrams can be made of the transport system of a
root and of a stem, showing the position of the xylem and phloem. (I)
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Large and semi-transparent stems, such as the leaf petioles of celery, can be placed with their bases in
a solution of a water-soluble dye (ink or food colouring). After a few days, the dye can be seen in the
xylem vessels, spreading out into the veins in the leaves. If thin sections are cut, the positions of the
xylem vessels show up clearly.
• Examine whole young herbaceous dicotyledonous plants to observe roots and aerial parts.
Grow from seed in pots (link to later sections on growth and germination).
• Use of bioviewers or microscopes with prepared slides or photomicrographs.
Experiments in biology – transport in plants:

Practical biology – transport in plants:

www.nuffieldfoundation.org/practical-biology/investigating-transport-systems-flowering-plant
B7.1 Transport in 3 Identify root hair cells, as seen The structure of the root hairs can be compared with those of the villi and alveoli in their adaptation to
plants (water under the light microscope, and their function of diffusion. (Link to Unit 2 and Unit 4.)
uptake) state their functions.
Extension activity: root hairs can be looked at under a microscope from seeds germinated on cotton
4 Explain that the large surface wool or blotting paper. (I)
area of root hairs increases the
rate of the absorption of water Suggested practicals:
• Observe root hairs on plants and use hand lens. View under microscope or in
5 State the pathway taken by water photomicrographs.
through root, stem and leaf as root • Measure the rate of food colouring or eosin dye uptake in celery stems and leaves. Solutions
hair cell, root cortex cells, xylem must be filtered first and the stems recut under water. Cut cross-sections through the stems
and mesophyll cells. and leaves and observe with a hand lens.
6 Investigate, using a suitable

stain, the pathway of water through
the above ground parts of a plant.
B7.1 Transport in 7 State that water is transported It is important to understand that transpiration involves the loss of water vapour from the underside of
plants from the roots to leaves through the leaf, mostly through open stomata. Water in the cell walls of mesophyll cells evaporates and
(transpiration) the xylem vessels. diffuses through the air spaces and out of the leaf. The effect of transpiration in pulling water up xylem
Version 1.0 26
vessels can be compared to the effect of sucking a liquid up a straw.

8 Define transpiration as loss of
water vapour from plant leaves by Candidates may already have met the term ‘water potential' in Unit 1. In normal conditions, the water
evaporation of water at the potential in the air is lower than that in the soil solution. Thus water moves down a water potential
surfaces of the mesophyll cells gradient as it moves from soil to air, through the plant. If learners are shown a wilting plant, they can
followed by diffusion of water think about why it is only the leaves that wilt. This can introduce the idea of xylem vessels, present in
vapour through the stomata. vascular bundles in leaves and stem, helping with support.
9 Explain the mechanism by Experiments using potometers not only help learners to understand the effects of environmental factors
which water moves upwards in on the rate of transpiration, but also provide good opportunities to improve, or to be assessed on, all
the xylem in terms of a four experimental skills. It is important, however, that it is understood that a potometer measures water
transpiration pull, helping to uptake, which is not absolutely the same as water loss.
create a water potential gradient
that draws up a column of water There is no need for elaborate potometers, a long piece of capillary tubing with a length of rubber
molecules, held together by tubing at one end into which the cut end of a shoot is pushed is effective. All the apparatus and cut
cohesion twigs should be kept under water while assembling the apparatus, to avoid air locks.
Laurel or Ash leaves work well. The experiments can be extended by removing one leaf from the
10, 11 Investigate, describe and branch and recording the reduced water uptake. This is repeated until no leaves remain. A graph
explain the effects of variation of showing a reduction in water loss (uptake by the potometer) with fewer leaves illustrates the effect of
temperature and humidity on the number of leaves on the transpiration process.
transpiration rate. Transpiration can also be investigated by using a hair dryer to vary the humidity.
Extension activity: use of dataloggers to investigate transpiration rates.
Although learners should look at examples of plant adaptations using plants that grow locally, it is also
very useful to think about plants that grow in especially wet or dry environments, such as rainforests or
deserts.
• Use of bioviewers or microscopes to observe TS section of leaf. Photomicrographs.
• Preparation of epidermis to show surface view of stomata – wax impression, or peel of nail
varnish layer. Some leaves are easier than others to tear in order to obtain a separate
epidermis to study. Tradescantia, (has different coloured guard cells compared with epidermis);
Peperonia.
• Use of potometer or flasks on top pan balance to show water loss in mass under different
conditions, e.g. humidity and temperature.
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• Use of capillary tubing potometer to measure rate of water uptake to quantify this rate of water
uptake.
• Observe leaves of succulents, water weeds.
Practical biology – transpiration:

www.nuffieldfoundation.org/practical-biology/estimating-rate-transpiration-plant-cutting
Comparison of transpiration rates:

www.saps.org.uk/secondary/teaching-resources/115-comparison-of-transpiration-rates
Data logging:
www2.vernier.com/sample_labs/BWV-10-COMP-transpiration.pdf
B7.1 Transport in 12 Define translocation in terms This idea will probably already have been met earlier in this Unit, when discussing the functions
plants of the movement of sucrose and of leaves. Here it should be re-emphasised that carbohydrates are transported through a plant
(translocation) amino acids in phloem: in the form of soluble carbohydrates such as sucrose, glucose and proteins as amino acids
− from regions of production through the phloem tubes.
(source)
− to regions of storage OR to It should be made clear that substances can be transported in any direction in phloem, for
regions where they are used example from photosynthesising leaves down to roots for storage or upwards to growing buds,
in respiration or growth flowers, leaves and fruits for respiration and growth. Translocation also occurs from storage
(sink) organs such as the root tubers to all parts of the plant.
Extension activity: consideration of the effects of ringing a tree can help learners to bring
together their knowledge of stem structure and function. Ringing removes the phloem, which is
near to the surface of a stem. If the ring is cut below the leaves, then all the cells beneath the
ring are deprived of products of photosynthesis from the leaves, and eventually die. Grey
squirrels and other small mammals gnaw the bark and destroy the phloem that is in the inner
bark region.
This section can be explained by drawing a coloured flow diagram to indicate the movement of
the solutes to and from different parts of a plant. (I)
Translocation is important in relocating substances dissolved in water, cell sap (amino acids).
Learners studying the supplement may discuss the role of water in the production of
carbohydrates during photosynthesis and their subsequent translocation throughout the plant.
Version 1.0 28
• Use of bioviewers or microscopes to study phloem.
• Cut bark of tree on one side to observe ‘sap’ escaping. Analyse sap for sugars or test
stickiness.
B5 B7.1
Specimen Paper 3 Q3 Specimen Paper 3 Q3
Specimen Paper 4 Q2
Specimen Paper 5 Q1
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4: Respiration and the human transport system
B8.2 Respiration 1 State the uses of energy in the Learners should understand that respiration is a reaction (or series of reactions) that takes place inside
body of humans limited to: muscle living cells: cell respiration. A very common error is to confuse it with breathing, and to think that it
contraction, protein synthesis, takes place only in the lungs.
growth and the maintenance of a
constant body temperature Learners should also realise that every living cell, including plant cells, respire.
Explain that carbon dioxide has to be removed from respiring cells.
PowerPoint presentation – respiration:

Experiments in biology – respiration:

Introduction to respiration:
www.biotopics.co.uk/humans/respro.html
Revision – breathing and respiration:

http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_breathi
ng_and_respiration/h-frame-ns6.htm
B8.2 Respiration 2 Define aerobic respiration as Emphasise that the function of respiration is to release energy from food (usually glucose) in a form
(aerobic) the chemical reactions in cells that the organism can use. Learners should not state that respiration 'produces' energy. A class
that use oxygen to break down discussion will probably pick out a good range of uses of energy.
nutrient molecules to release
energy It can be helpful to compare respiration with combustion - the overall equation is the same, but
respiration occurs in a series of small reactions that do not suddenly release large amounts of heat
3 State the word equation for energy. (Link to carbon cycle in Unit 9).
aerobic respiration as glucose +
oxygen → carbon dioxide + water The energy content of a food, such as a potato crisp or a cube of bread, can be estimated by allowing it
to heat a known volume of water as it burns in air. This investigation is often done using peanuts, but
4 State the balanced chemical teachers should be aware that an increasing number of children are allergic to nuts.
equation for aerobic respiration This investigation can include variables such as volume of water and the mass of carbohydrate.
as C6H12O6 + 6O2 → 6CO2 +
Version 1.0 30
6H2O. Discussion about the errors and limitations of the investigation show the learners that science
experiments can be inaccurate.
Extension activity: use of a calorimeter to demonstrate a more accurate method of determining

energy content.
Revision – aerobic respiration:

http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/modules/breathing_res
piration/aerobic_respiration/index.html
B8.2 Respiration 5 Define anaerobic respiration as Anaerobic respiration can be investigated using a suspension of yeast in boiled, cooled water.
(anaerobic) the chemical reactions in cells Boiling drives off all dissolved oxygen. The carbon dioxide released can be detected by passing
that break down nutrient it through limewater or hydrogencarbonate indicator solution.
molecules to release energy
without using oxygen. Anaerobic respiration in muscles can be considered when investigating physical activity in Unit
4.
6 State the word equation for
anaerobic respiration in muscles Extension activity: fermentation experiments. The effects of sugar concentration or ascorbic
during vigorous exercise acid on yeast fermentation in the production of bread could be investigated.
(glucose → lactic acid)
7 State that lactic acid builds up Prepare culture of yeast in sugar solution. Observe production of CO2 by bubbling into water.
in muscles and blood during Production of bread dough under different conditions (including sugar concentration).
vigorous exercise causing an
oxygen debt NCBE downloadable book on fermentation experiments:
www.ncbe.reading.ac.uk/NCBE/PROTOCOLS/fermentation.html
8 State the word equation for
anaerobic respiration in Revision – anaerobic respiration:
microorganism yeast (glucose → http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/modules/breathing_res
alcohol + carbon dioxide) piration/anaerobic_respiration/index.html
9 Describe the role of anaerobic

respiration in yeast during
bread-making
10 State that anaerobic

respiration releases much less
Version 1.0 31
energy per glucose molecule

than aerobic respiration.
B8.1 Gas 1 Name and identify the lungs, Learners should be able to locate each structure on a diagram and to understand that there are two
exchange diaphragm, ribs, intercostal bronchi and several bronchioles. (I) (Link to transport in Unit 4.)
muscles, larynx, trachea, bronchi,
bronchioles, alveoli and associated Learners should link the structure of the respiratory organs in the Core with the muscles involved in
capillaries breathing. A wooden or plastic model of the intercostal muscles can clarify the action.
2 List the features of gas The idea of gaseous exchange may already have been discussed in Unit 3, in the context of the
exchange surfaces in humans, intake and loss of gases from leaves. A gaseous exchange surface can be defined as a surface
limited to large surface area, thin across which gases pass as they enter or leave the body. For animals, oxygen enters as carbon
surface, good blood supply and dioxide leaves. Learners should relate their understanding of diffusion to the structure of the
good ventilation with air alveoli and cross reference to Unit 2 and Unit 3.
3, 4 State and explain the

differences in composition between The differences between expired and inspired air, in terms of carbon dioxide content and water vapour
inspired and expired air (limited to content, should be investigated experimentally. Limewater or hydrogencarbonate indicator may be
oxygen, carbon dioxide and water used to test for carbon dioxide.
vapour )
Pie charts or tables showing the percentage composition of air are useful and show that nitrogen
5 Use limewater as a test for remains constant.
carbon dioxide to investigate the Learners should be able to use their knowledge of gas exchange and respiration to explain these
differences in composition between differences.
inspired and expired air
The link between physical activity and rate and depth of breathing should be investigated
6, 7 Investigate, describe and experimentally. A simple, repeatable form of exercise, such as step-ups, is the most useful for
explain the effects of physical generating quantitative results. Learners can plan their own investigation by comparing activities such
activity on rate and depth of as walking, running, skipping or hopping with definite constant variables of time/distance. The
breathing in terms of the importance of three or five trials per exercise can be introduced to obtain the mean of the raw data and
increased carbon dioxide to identify anomalies.
concentration in the blood,
detected by the brain, causing Learners should use their knowledge of aerobic and anaerobic respiration to explain why breathing rate
an increased rate of breathing does not drop immediately to normal when exercise stops.
The concept of breathing rate/pulse rate at rest can be introduced.
Learners should begin to understand the link between carbon dioxide in the blood and the
Version 1.0 32
change of the blood’s pH due to carbonic acid. The increase of tidal volume with increased
exercise should be understood.
• Obtain a set of lungs from legal source to pump air into lungs (car tyre pump) to observe rise and
fall.
• Demonstrate indicator colour changes of exhaled air – limewater and hydrogencarbonate.
• Compare inhaled and exhaled air using simple apparatus (huff-puff apparatus mouthpiece with
tubing).
• Use of bell jar apparatus with rubber sheet for diaphragm.
• Use of spirometer and recording or use large diagram to show apparatus.
• Vital capacity – use balloons or inverted plastic container of bell jar with measurements to
determine vital capacity.
• Plan experiments, to include control variables, to investigate the effects of physical activity on the
rate and depth of breathing. This could be linked with a similar experiment with pulse rate as the
dependent variable.
Practical biology – gas exchange:

www.nuffieldfoundation.org/practical-biology/ventilation-systems
Breathing and asthma:

www.abpischools.org.uk/res/coResourceImport/resources04/asthma/index.cfm
Revision – gas exchange:

piration/gas_exchange/index.html
Measuring lung capacity:

www.biologycorner.com/worksheets/lungcapacity.html
B8.1 Gas 8 Explain the role of goblet cells, The cilia are fine hairs that trap the mucus secreted by the goblet cells. Learners can consider
exchange mucus and ciliated cells in the role of the mucus in relation to coughing, pneumonia and tuberculosis.
protecting the gas exchange
system from pathogens and Learners should understand that:
particles. • cilia become less active, and goblet cells more active, when exposed to cigarette
smoke, so that mucus collects in the lungs
9 State that tobacco smoking • bacteria are likely to breed in the mucus, leading to bronchitis and other infections
Version 1.0 33
can cause chronic obstructive • alveoli lose their elasticity, and coughing may damage their walls, leading to
pulmonary disease (COPD), lung breathlessness and eventually to emphysema.
cancer and coronary heart • cancer can be triggered by exposure to many of the chemicals in tar.
disease.
This topic may interest learners and the teacher can ask them to conduct a survey, design a
10 Describe the effects on the poster on the effects of smoking or prepare a PowerPoint display.
gas exchange system of tobacco
smoke and its major toxic The teacher could mention the addictiveness of smoking due to the nicotine and how smoking
components, limited to carbon can lead to taking non-prescribed drugs such as marijuana.
monoxide, nicotine and tar.
Smoking in fume cupboard of cigarette attached to water pump, air is drawn through the
cigarette by the water pump and collect tar on cotton wool.
Revision – smoking:
piration/smoking/index.html
B7.2 Transport in 1 Describe the circulatory system It is recommended that the idea of a double circulatory system, in which blood passes twice
mammals as a system of blood vessels with a through the heart during one complete circuit of the body, is covered here, as this helps to
pump and valves to ensure one- make sense of the structure and function of the heart.
way flow of blood
The circulatory system:
2 Describe the double circulation www.peer.tamu.edu/curriculum_modules/Organsystems/module_4/whatweknow_circulation.ht
of a mammal m
3 Explain the advantages of a Heart and circulation:

double circulation www.abpischools.org.uk/res/coResourceImport/resources04/heart/index.cfm
Revision – blood and circulation:

http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/modules/blood_and_cir
culation/circulation_system/index.html
B7.2 Transport in 4 Name and identify the structures Diagrams of the heart, showing both external and internal structure, need to be known. Learners could
mammals of the mammalian heart; muscular be asked to label a diagram. Ensure that learners realise that both sides of the heart beat together.
wall, the septum, the left and right
ventricles and atria, one-way The direction of blood flow through the heart, the separation of oxygenated and deoxygenated blood,
Version 1.0 34
valves and coronary arteries. and the functions of the valves should be understood. A model of the heart can be useful when
explaining the structure.
5 State that blood is pumped away
from the heart into arteries and Diagrams with blue and red arrow lines will help learners to learn the structure of the heart. Learners
returns to the heart in veins. need to understand that the left ventricle has a thicker muscular wall than the right ventricle.
6 Describe the functioning of the Extension activity: a lamb’s heart (or whatever is easily available) can be used for dissection.
heart in terms of the contraction
of muscles of the atria and The understanding of the roles of the heart valves can be linked to the double circulatory system in Unit
ventricles and the action of the 4.
valves.
The role of the coronary arteries in supplying the heart muscle with oxygen should be understood.
9, 10 Investigate, state and
explain the effect of physical The effect of exercise on heart beat relates closely to the effects of physical activity on rate and depth
activity on the pulse (heart) rate. of breathing, dealt with earlier in this unit.
8 Describe coronary heart Learners may already have some ideas about factors that increase the likelihood of suffering
disease in terms of the blockage from heart disease and class discussion will probably bring out most of the major influences. A
of coronary arteries and state person’s genes are also thought to play a major role in this.
the possible risk factors as diet,
stress, smoking, genetic There is scope for discussion on the effects of diet, exercise, smoking on the health of the heart
predisposition, age and gender throughout a person's life.
Stress can cover many situations but at a simple level, learners can understand that problems
at work and in the family cause stress and may increase blood pressure in adults.
Blockage of the arteries can be covered here as the build-up of plaque. The importance of the coronary
arteries in heart disease and the link to a diet high in saturated fats should be made.
Extension activity: reference could be made to obesity and the possible connection with heart
disease.
• Obtain a fresh heart from a legal approved source to demonstrate external and internal
structures – especially thickness of the atrial and ventricular walls, the nature of the valves and
coronary blood vessels.
• Measure pulse rate at wrist.
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• Plan experiments, to include control variables, to investigate the effects of physical activity on
pulse rate. This could be linked with a similar experiment with breathing rate as the dependent
variable.
Practical biology – heart dissection:

www.nuffieldfoundation.org/practical-biology/looking-heart
Practical biology – control of heart rate:

www.nuffieldfoundation.org/practical-biology/observing-effects-exercise-human-body
B7.2 Transport in 11, 12 Describe the structure and Transparencies or microscope slides of sections through an artery and a vein can be used to help
mammals functions of arteries, veins and learners to understand the differences in structure. (I)
capillaries and explain how the
structures are adapted for their A table can be used to compare the structure with the functions. Structure can be related to function
functions. between them. (I)
7 Name the main blood vessels to Emphasise that arteries do not pump blood and that capillaries are one cell thick.
and from the:
− heart, limited to vena cava, Rubber tubing of different sizes can illustrate the difference between an arterial wall and the thinner
aorta, pulmonary artery and walls of veins.
pulmonary vein
− lungs, limited to the pulmonary Learners should understand that arteries have blood flowing at high pressure but at much lower
artery and pulmonary vein pressure in veins.
− kidney, limited to the renal
artery and renal vein The narrow lumen of the arteries helps to maintain blood pressure while the large lumen of the veins
reduces resistance to blood flow.
Bioviewers of microscope slides of TS artery and vein to see the thickness of walls. Note the arteries
and veins seen previously when looking at a fresh heart structure.
Online:
Video clip – human circulatory and digestive system:
www.bbc.co.uk/learningzone/clips/human-circulatory-and-digestive-system/12224.html
B7.2 Transport in 13 List the components of blood as Learners should see transparencies or microscope slides of stained blood samples and be able to
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mammals red blood cells, white blood cells, distinguish red cells, white cells and platelets. (I) They should understand that red cells transport
platelets and plasma. oxygen and also carbon dioxide, and know that they contain haemoglobin but do not have a nucleus.
14 Identify red and white blood Links can be made back to Unit 2 and the need for iron in the diet. Discuss the adaptations of red blood
cells as seen under the light cells to their functions as reinforcement for the function of specialised cells, covered in Unit 1.
microscope, on prepared slides
and in diagrams and White blood cells fight disease by providing protection from pathogens. They contain a nucleus and
photomicrographs. respond to different antigens. Clotting should be mentioned, as a mechanism to prevent loss of blood
and entry of pathogens, but Core learners need no detail at all of how it takes place, other than that
15 State the functions of the platelets are involved.
following components of blood:
− red blood cells in transporting Learners need to understand that fibrinogen is a soluble protein, which is converted to the insoluble
oxygen, including the role of fibrin when a blood vessel is damaged. Calcium is required for this, so links can be made back to Unit
haemoglobin 2.
− white blood cells in
phagocytosis and antibody Extension activity: learners could research haemophilia.
production
− platelets in clotting Learners should appreciate the role of the plasma in transporting many substances including heat from
− plasma in the transport of the liver and muscles to all parts of the body.
blood cells, ions, soluble
nutrients, hormones and Learners should understand that substances move from blood to tissues and vice versa by diffusion.
carbon dioxide. (Link to respiration in Unit 4.)
Tissue fluid can be thought of simply as plasma that has leaked out of capillaries.
Diagrams can help learners understand this alternative transport system and links can be made
to the lacteals in the villus and the absorption of fatty acids and glycerol: Unit 2.
Lymphocytes are produced by lymph glands during an infection.
• Use of photomicrographs of blood smears to identify blood cells.
• Use of bioviewers or microscopes and prepared slides.
For images of blood cells:

www.exploratorium.edu/imaging_station/gallery.php
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Defending against disease:

www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/defendingagainstinfectionrev1.shtml
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5: Coordination, response and homeostasis
B9.1 Nervous 1 Describe a nerve impulse as an Diagrams or models can be used to illustrate the positions of the brain, spinal cord and peripheral
control in humans electrical signal that passes along nerves in the body. A model of the human skeleton can also be useful. Learners can label diagrams
nerve cells called neurones and should differentiate between the spinal cord and the vertebral column.
2 Describe the human nervous Learners should be able to suggest voluntary and involuntary responses.
system in terms of:
− the central nervous system They should understand that a voluntary action involves the brain in its initiation, that it is a
consisting of brain and spinal conscious thought to make an action.
cord
− the peripheral nervous system Involuntary actions are automatic and faster than voluntary actions.
− coordination and regulation of
body functions. Refer to heart beat in Unit 4.
3 Distinguish between voluntary The structure of nerve cells can lead into the role of a reflex arc. Learners can draw a diagram with
and involuntary actions annotated labels of a motor neurone. (I)
4 Identify motor (effector), relay The reflex arc is important to many organisms for self-protection. Learners will understand its structure
(connector) and sensory neurones if different reflexes are considered: knee jerk, touching a pin with one finger. It is important to
from diagrams understand the role of the spinal cord in a reflex action and the receptor and effector.
5 Describe a simple reflex arc in Learners should understand that reflex actions are not learnt responses but automatic.
terms of receptor, sensory This can be shown by the labels on the reflex arc as arm muscles contract and move away from the
neurone, relay neurone, motor stimulus, or as salivary glands that respond to food when is in the mouth.
neurones and effector
6 Describe a reflex action as a • Demonstrations of size of neurones – bioviewers or photomicrographs.
means of automatically and rapidly • Demonstrations of reflex actions – pupil/iris reflex, blinking, etc.
integrating and coordinating stimuli • Plan an investigation to find speed of reaction – dropping the ruler or online tests.
with the responses of effectors
(muscles and glands) Experiments in biology – human senses:
Practical biology – human sensation and perception:

www.nuffieldfoundation.org/practical-biology/human-sensation-and-perception
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Revision – the nervous system:

http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_nervou
s_system/h-frame-ie.htm
Practical biology – reflex actions:

www.nuffieldfoundation.org/practical-biology/reflex-nerves-and-reactions
This website has some ideas about reaction time:

www.humanbenchmark.com/tests/reactiontime/index.php
Measuring reaction time:

www.bbc.co.uk/science/humanbody/sleep/sheep/
B9.2 Sense 1 Identify the structures of the The relation between the eye as a receptor and an effector in response to the stimulus of light
organs eye, limited to cornea, iris, pupil, can be used to reinforce the concept of a response to external stimuli.
lens, retina, optic nerve and
blind spot A model of the eye can be used to illustrate the relevant structures.
2 Describe the function of each Extension activity: a sheep's eye (or whatever is easily available) can be dissected in class.
part of the eye, limited to:
− cornea – refracts light A large round flask containing fluorescein with a convex lens at the front can be used to show
− iris – controls how much how light is focused on the retina (at the back of the flask).
light enters pupil
− lens – focuses light onto Learners can be given a large unlabelled diagram of the eye. Laminated cards on which the key
retina labels are written can be used to actively label the eye diagram.
− retina – contains light
receptors, some sensitive to The class can be divided into teams to ask questions about structure and function to aid
light of different colours learning and the understanding of the eye.
− optic nerve – carries
impulses to the brain Learners can use small mirrors to draw their own eye(s). If the eyes are moved up and down
and from side to side, the whites of the eyes are seen.
3 Explain the pupil reflex in
terms of light intensity and The pupil reflex is a good example of a reflex action. In it the pupil controls the amount of light
antagonistic action of circular falling on the retina for its protection.
and radial muscles in the iris
Learners can work in pairs and investigate the effect on the size of pupils of having the eyes
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4 Explain accommodation to closed for 10 seconds and then opened. The effect of a torch shone into the eye and the change
view near and distant objects in in pupil size when looking at a near and then a distant object can all be investigated. Learners
terms of the contraction and can record their results and compare their reactions.
relaxation of the ciliary muscles,
tension in the suspensory Accommodation is shown by reading and then looking outside to a distant object.
ligaments, shape of the lens and
refraction of light Use ‘CCC’: Close vision: Ciliary muscles Contract.
Revision – the eye:

www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electrical/thenervoussystemrev4.shtml
www.s-cool.co.uk/gcse/biology/nerves-and-hormones/revise-it/the-eye
Revision – reflex actions:

www.bbc.co.uk/schools/gcsebitesize/science/aqa/human/thenervoussystemrev3.shtml
B9.3 Hormones in 1 Define a hormone as a chemical Use a simple diagram of the human body to show the source and the site of action of different
humans substance, produced by a gland hormones. (I)
and carried by the blood, which
alters the activity of one or more Learners will know about the sex hormones and can add adrenaline to their diagram.
specific target organs Adrenaline makes a good introduction to hormones as most learners can relate to its effects.
2 Describe adrenaline as the It should be mentioned that adrenaline bridges the gap between nervous and hormonal control
hormone secreted in ‘fight or flight’ because of its fast and short lived action.
situations and its effects including;
increased breathing and pulse rate Learners can discuss the effects on the body of the flight and fight hormone with their own examples.
and widened pupils
Hormones and their effects:
3 Give examples of situations in www.abpischools.org.uk/page/modules/hormones/index.cfm
which adrenaline secretion
increases Revision – hormones:
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/electrical/hormonesrev2.shtml
4 Discuss the role of the
hormone adrenaline in the
chemical control of metabolic
activity, including increasing the
blood glucose concentration
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5 Compare nervous and

hormonal control system in
terms of speed and longevity of
action
B9.5 Tropic 1 Define gravitropism as a Plants are able to respond to certain stimuli.
responses response in which parts of a plant
grow towards or away from gravity Learners can now study plant response to light and water.
2 Define phototropism as a Gravitropism and phototropism should be investigated with simple experiments using seeds that have
response in which parts of a plant been germinated before the start of the topic. It should be made clear that these are plant growth
grow towards or away from the responses: auxin, a plant hormone, is produced by the shoot and root tips of the growing plant.
direction from which light is coming
The direction of growth is related to the direction of the stimulus.
4 Investigate gravitropism and
phototropism in shoots and roots Gravitropism and phototropism can be investigated using a clinostat and a light box.
3 Explain phototropism and Plant hormones are used to make fruit develop at the same time to allow for efficient picking.
gravitropism of a shoot as
examples of the chemical Weeds in fields of monoculture such as wheat are killed by selective weed killers.
control of plant growth
Hormones can inhibit the fertilisation of fruit such as grapes that are then seedless.
5 Explain the role of auxin in
controlling shoot growth, limited The learners could discuss the advantages and disadvantages of human manipulation of plant
to: development.
− auxin made in shoot tip
(only) Extension activity: effects of weed killers on growth of seedlings.
− auxin spreads through the Extension activity: effects of IAA on mustard seedlings.
plant from the shoot tip
− auxin is unequally Suggested practicals:
distributed in response to • Grow bean or cereal seedlings in gas jars to keep shoot or coleoptiles and root systems
light and gravity straight. Turn onto side and pin onto board to show positive gravitropism of roots and negative
− auxin stimulates cell gravitropism of coleoptiles. Pin some germinating beans to clinostat or keep rotating while
elongation growing the seedlings.
• Grow cress/cabbage seedlings in pot to show response to light from one side. If possible use
different growth boxes with coloured filters to experiment with differing wavelengths.
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• Grow seedlings of broad leaved plants and grasses together in trays and spray with weed killer
of different concentrations to show differential killing of plants (takes several weeks).
Germination and tropisms

The response of seedlings to light:

www.saps.org.uk/secondary/teaching-resources/185-learner-sheet-8-the-response-of-seedlings-
to-light
Investigating geotropism:
www.saps.org.uk/secondary/teaching-resources/184-learner-sheet-7-the-behaviour-of-
hypocotyls
Practical biology – plant responses to stimuli:

www.nuffieldfoundation.org/practical-biology/interpreting-investigation-plant-hormones
Investigating plant growth regulators:

www.saps.org.uk/secondary/teaching-resources/183-learner-sheet-6-investigating-plant-growth-
regulators
An experiment involving the use of IAA on mustard seedlings:

www.saps.org.uk/secondary/teaching-resources/111-investigating-the-effects-of-iaa-on-root-
growth-in-mustard-seedlings
B9.4 Homeostasis 1 Define homeostasis as the The learners should appreciate the importance of maintaining an internal steady state to keep the
maintenance of a constant internal conditions in the tissue fluid around the cells constant.
environment
The concepts of diffusion, osmosis, enzyme activity and respiration will guide the learners to
2 Explain that homeostasis is understand the importance of constant pH, oxygen and carbon dioxide concentrations, water, enzymes
the control of internal conditions and hormones. Learners could think how they feel when they have a high fever to discuss the
within set limits importance of an internal steady state.
3 Explain the concept of control The control of temperature and glucose can illustrate negative feedback. Flow diagrams can
by negative feedback show how this is achieved.
4 Describe the control of the Correct spelling is essential to distinguish between glycogen and glucagon.
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glucose concentration of the

blood by the liver and the roles Body temperature is related to homeostasis in which communication is through the nervous system.
of insulin and glucagon from the Learners should understand that the blood capillaries do not move up and down in the skin during
pancreas vasodilation and vasoconstriction respectively.
5 Name and identify on a diagram Emphasise the cooling effect of sweating due to the evaporation of water. The brain receives impulses
of the skin: hairs, hair erector from sensory receptors and responds by adjusting the condition to maintain an optimum. A clear
muscles, sweat glands, receptors, example linked to the skin is temperature control.
sensory neurones, blood vessels
and fatty tissue Extension activity: learners could research hypothermia and heat stroke.
6, 7 Describe the maintenance of a Suggested practicals:

constant internal body temperature • Use various glass containers and coverings to investigate cooling of hot water - effect of size
in humans in terms of insulation, (mother v baby); stature; clothing layers versus wet covering; link to surface area to volume
sweating, shivering and the role of ratios.
the brain (limited to blood • Chill factors with varying wind speed.
temperature receptors and
coordination) and vasodilation PowerPoint presentation – homeostasis:
and vasoconstriction of www.biology-resources.com/biology-CD.html
arterioles supplying skin surface
capillaries Practical biology – sweating:
www.nuffieldfoundation.org/practical-biology/interpreting-information-about-sweating-and-
temperature
Skin – structure and function:

www.abpischools.org.uk/page/modules/skin/index.cfm
A website to show penguin huddling:

www.coolantarctica.com/Antarctica%20fact%20file/science/cold_penguins.htm
Control of blood sugar:

www.abpischools.org.uk/page/modules/diabetes/index.cfm
Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk
Version 1.0 44
6: Reproduction in plants
B10.1 Asexual 1 Define asexual reproduction as a Ensure that learners understand that 'asexual' means 'not sexual'. Asexual reproduction involves only
and sexual process resulting in the production one parent, which produces new, genetically identical organisms by mitosis.
reproduction of genetically identical offspring
from one parent Extension activity: agar plates that have had bacterial colonies grown on them can be set up by the
class if great care is taken about safety issues.
3 Identify examples of asexual
reproduction from information Fungal spores can be easily seen on bread moulds, soft tomatoes or mushroom gills, if these are
provided allowed to develop well past the edible stage (Unit 1).
2 Discuss the advantages and Asexual reproduction in potatoes is often difficult for learners to understand. 'Old' potatoes can be used
disadvantages of asexual to show the 'eyes' and to explain how these can develop and produce new identical tubers. Learners
reproduction to a population of a could grow their own potato that should produce many new potatoes in about six months. Flow
species in the wild diagrams help in understanding asexual reproduction in potatoes.
Learners should appreciate that many horticulturists exploit asexual reproduction in bulbs and
rhizomes, e.g. daffodils, orchids.
• Observe various plant specimens, to include the potato and other tubers, runners.
• To observe growth of moulds and spore production – can use ‘blue-vein’ cheese if
microscopes are available.
• Grow cuttings from plants, e.g. African violets.
• Tissue culture explants such as cauliflower.
Practical biology – cloning:

www.nuffieldfoundation.org/practical-biology/cloning-living-organism
Video clip – reproduction and cell division:

www.bbc.co.uk/learningzone/clips/cell-division-and-reproduction/108.html
B11.2 Cell 1 Define mitosis as nuclear Learners have no knowledge of genetics that will be studied in Unit 8 but they will probably be
division division giving rise to genetically aware that the nucleus of a cell contains chromosomes that carry genes.
identical cells (details of stages Mitosis is a type of cell division that produces cells with identical chromosomes and genes to
are not required) the parent cell.
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2 State that the exact duplication Mitosis is the cell division that produces identical individuals during asexual reproduction. The
of chromosomes occurs before word 'clones' could be introduced as many learners will have heard of cloning.
mitosis
Learners should be aware that mitotic division also occurs in body cells for growth or for
3 State the role of mitosis in replacement of worn out cells throughout the organism's life.
growth, repair of damaged
tissues, replacement of cells and A simple series of labelled diagrams showing how chromosomes behave during mitosis, with
asexual reproduction no names of stages or details of spindles, is all that is required.
Extension activity: learners could look at cells dividing in garlic or onion root tip.
Show video clip – cell division.
Observe mitosis in garlic/onion root tip squash on a microscope slide.
PowerPoint presentation: cell division and specialisation:

Interactive mitosis:
www.cellsalive.com/mitosis.htm
Cell division (and cancer):

www.abpischools.org.uk/res/coResourceImport/resources04/cancer/index.cfm
Video clip – cell division:

www.bbc.co.uk/learningzone/clips/cell-division-throughout-life/109.html
B10.1 Asexual 4, 5 Define sexual reproduction as Sexual reproduction should be described as a process in which gametes fuse together in a process
and sexual a process involving the fusion of called fertilisation, producing a zygote.
reproduction the nuclei of two haploid gametes
(sex cells) to form a diploid zygote Learners should understand that this need not always involve two parents: self-fertilisation, which is not
and the production of offspring that uncommon in plants, is still sexual reproduction.
are genetically different from each
other Unlike asexual reproduction, sexual reproduction introduces genetic variation amongst the offspring.
(Link to Unit 8.
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6 Discuss the advantages and

disadvantages of sexual Learners can make a table to list the main points to compare asexual and sexual reproduction.
reproduction to a population of a
species in the wild
B11.2 Cell 4 Define meiosis as reduction Learners can use coloured pipe cleaners or wool to visualise the different positions of the
division division in which the chromosomes during meiosis and to understand how the cell chromosome number is halved
chromosome number is halved and how genetic variation can occur. (I)
from diploid to haploid resulting
in genetically different cells At this stage the important concept is that gametes are haploid cells. (Link to Unit 7)
(details of stages are not
required) The description of meiosis should be kept as simple as possible, concentrating on its results
rather than any details of the process itself.
5 State that meiosis is involved
in the production of gametes Interactive meiosis:
www.cellsalive.com/meiosis.htm
B10.2 Sexual 1 Identify and draw, using a hand Learners should look closely at the structure of a simple, radially symmetrical, insect-pollinated flower.
reproduction in lens if necessary, the sepals, They can dissect it to identify the different parts, using a light microscope or a hand lens. Annotate the
plants petals, stamens, filaments and diagrams to understand how the structure is adapted to its function. (I)
anthers, carpels, style, stigma,
ovary and ovules, of an insect- This is a good opportunity to develop or assess the practical skills of observation and recording.
pollinated flower Learners can find the terminology difficult to learn and different flowers should be available to study.
3 State the functions of the sepals, Magnification can be calculated for the parts of the flower. (Link to Unit 1)
petals, anthers, stigmas and
ovaries The functions of these flower parts are more easily understood if they are included when the structure
of a flower is being drawn.
2 Use a hand lens to identify and
describe the anthers and Extension activity: if there is time and the facilities, pollen grains can be collected from anthers of
stigmas of a wind-pollinated nasturtium, dead nettle or any flower with ripe stamens. A few pollen grains can be transferred to filter
3 3
flower paper in a Petri dish and 1 cm of 0.4 M/dm sucrose solution added to the grains. The dish should be
kept in the dark at room temperature and the pollen tube growth can be observed under a microscope
4 Distinguish between the pollen after an hour or more.
grains of insect-pollinated and
wind-pollinated flowers Samples of insect-pollinated and wind-pollinated flowers (grasses and cereals are good
examples of the latter) can be studied and compared.
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5 Define pollination as the transfer

of pollen grains from the anther to Fertilisation should be dealt with simply, there is no need for details of embryo sacs or the different
the stigma nuclei involved.
8 Describe the structural However, teachers should explain that germination involves the growth of a pollen tube from the pollen
adaptations of insect-pollinated grain down the style to the ovary wall. The male nucleus (not the pollen grain) is the male gamete and
and wind-pollinated flowers. fertilises an ovule. If the ovary contains many ovules, each will need to be fertilised by a different pollen
nucleus. The fertilised ovule divides by mitosis (link to mitosis earlier in this unit) to form a seed.
7 State that fertilisation occurs
when a pollen nucleus fuses with a The structure of seeds should be investigated practically. Soaked bean seeds are large and easy to
nucleus in an ovule see but need to be soaked at least two days before the lesson. (I)
9 Investigate and state the If possible, learners should be able to watch a flowering plant through all the stages from flowering
environmental conditions that affect through to fruit and seed development. This helps them to understand how fruits and seeds develop
germination of seeds, limited to the after fertilisation.
requirement for water, oxygen and
a suitable temperature A range of fruits should be looked at and the ways in which they are dispersed considered. A very
common error is to confuse pollination with seed or fruit dispersal and care should be taken to avoid
this.
Extension activity: the topic of the effect of the environment on germination is an excellent opportunity
for candidates to design a simple investigation for themselves. Note that most of the seeds that are
used in laboratories are derived from crop plants, and these do not normally require light for
germination.
• Observe large, insect pollinated flowers from a local source. Use a hand lens to see detail of
stigma, nectary, etc.
• Germinate pollen grains to view pollen tubes and observing the microscopic extension (in a
short time) in suitable medium on glass slides.
• Use a hand lens to identify and describe the anthers and stigmas of one, locally
available, named, wind-pollinated flower.
• Examine the pollen grains under a light microscope or in photomicrographs.
• Observe large soaked seeds, e.g. beans to observe cotyledons, plumule and radicle, and grow
some seeds to show both hypogeal and epigeal types of germination.
• Observe a range of fruits and discuss dispersal means.
• Plan experiments and investigate factors (temperature, water, oxygen) affecting the
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germination of different seeds.
Experiments in biology –
germination and tropisms:
Flower structure:
www.biology-resources.com/plants-flowers.html
Flower structure:
www.saps.org.uk/secondary/teaching-resources/547-the-structure-of-flowers
www.britannica.com/EBchecked/topic/357598/dicotyledon
Video clip – fertilisation in plants:

www.bbc.co.uk/learningzone/clips/fertilisation-in-plants/120.html
Video clip – insect pollination:

www.bbc.co.uk/learningzone/clips/insect-pollination-of-plants/119.html
Video clip – germination:

www.bbc.co.uk/learningzone/clips/an-introduction-to-seed-germination-and-growth/63.html
B10.2 B11.2
Specimen Paper 4 Q2
Version 1.0 49
7: Human reproduction
B10.3 Sexual 1 Identify and name on diagrams of Diagrams and models can be used to illustrate the structure of the male and female reproductive
reproduction in the male reproductive system: the systems. Learners should be able to interpret either front or side views.
humans testes, scrotum, sperm ducts,
prostate gland, urethra and penis Learners need to be able to spell uterus and urethra correctly.
2 State the functions of the parts of It should be emphasised that ovulation occurs monthly and that the cycle is repeated throughout a
the male reproductive system woman's fertile life.
limited to:
– testes – production of male Mention that fertilisation usually takes place in an oviduct, rather than the uterus.
gametes (sperm)
– scrotum – sac that holds the Explain the importance of male and female gametes in sexual reproduction.
testes outside the body
– sperm ducts – transfer sperm to Gametes could be compared as a table. (Link to specialised cells in Unit 1)
the urethra
– prostate gland – secrete fl uids Extension activity: learners could research the link between the early developing embryo and stem
for sperm to swim in forming cells.
semen
– urethra – carries urine and Diagrams should be drawn to show the relationship between the fetus, umbilical cord and
semen out of the body placenta. The large surface area of the placenta can be compared to that of the villi or the
– penis – transfers semen to alveoli that allows for the maximum diffusion across the membrane.
vagina during sexual intercourse
Understand that maternal blood and fetal blood do not mix. The mother may have a different
3 Identify and name on diagrams of blood group and her blood is at a much higher pressure.
the female reproductive system:
the ovaries, oviducts, uterus, cervix Protection of the fetus: the amniotic sac prevents entry of bacteria and the amniotic fluid
and vagina supports the fetus from physical damage and absorbs the excretory materials of the fetus.
4 State the functions of the parts Learners should understand that glucose and amino acids cross the placenta, not 'large'
of the female reproductive system nutrients. Oxygen, glucose and amino acids diffuse into the blood of the fetus.
limited to:
– ovaries – release of female Video clip – fertilisation:
gametes (eggs) www.bbc.co.uk/learningzone/clips/an-introduction-to-fertilisation/116.html
– oviducts – transfers egg to uterus
Human fertilisation:
and the
Version 1.0 50
site of fertilisation www.bbc.co.uk/learningzone/clips/human-fertilisation/1849.html

– uterus – where the fetus
develops Revision and animations – human reproduction:
– cervix – ring of muscle at the www.bbc.co.uk/education/guides/z7mbkqt/revision
opening of the uterus
– vagina – receives penis during
sexual intercourse
5 Describe fertilisation as the

fusion of the nuclei from a male
gamete (sperm) and a female
gamete (egg cell/ovum).
6 Compare male and female

gametes in terms of size,
structure, motility and numbers
7 State the adaptive features of

sperm, limited to flagellum and
the presence of enzymes
8 State the adaptive features of

egg cells, limited to energy
stores and a jelly coating that
changes at fertilisation
9 Describe the menstrual cycle in

terms of changes in the ovaries
and in the lining of the uterus
10 State that in early development,

the zygote forms an embryo which
is a ball of cells that implants into
the wall of the uterus
11 State the functions of the

amniotic sac and amniotic fluid,
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placenta and umbilical cord
12 Describe the function of the

placenta and umbilical cordin
relation to exchange of
dissolved nutrients, gases and
excretory products and
providing a barrier to toxins
(structural details are not
required).
B10.3 Sexual 13 State that human HIV is caused by a virus, and as yet no cure is available. Although no detail is expected of the
reproduction in immunodeficiency virus (HIV) symptoms of AIDS, it could be useful to deal with these briefly, with reference back to the functions of
humans infection may lead to acquired white blood cells in Unit 4, and how the use of a mechanical barrier such as a condom can control the
immune deficiency syndrome spread of STIs.
(AIDS)
Extension activity: learners could research current advances in HIV treatments and drugs.
14 Describe the methods of
transmission of HIV HIV/AIDS:
www.abpischools.org.uk/page/modules/diseases/diseases3.cfm
15 Explain how the spread of
sexually transmitted infections
(STIs) is controlled
B10.3
Specimen Paper 3 Q9
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8: Inheritance and evolution
B11.1 1 Define inheritance as the Learners to come up with a possible definition of inheritance.
Chromosomes transmission of genetic information
and genes from generation to generation Overview – genes and inheritance:
www.abpischools.org.uk/page/modules/genome/index.cfm
2 Define chromosome as a thread- Learners should know that a chromosome is a length of DNA and that each chromosome carries a
like structure of DNA, carrying large number of genes.
genetic information in the form of
genes It is important to use the terms 'gene' and 'allele' correctly right from the start. An allele is a variety/an
alternative form of a gene, and many genes have many different alleles.
3 Define gene as a length of DNA
that codes for a protein Learners can draw the structures and write the definition beside the diagram to help them to learn the
words and their definitions. Flash cards for key words and their definitions can be useful for learners to
4 Define allele as a version of a quiz themselves when working in small groups.
gene
It may be sufficient to state that males have XY sex chromosomes and females have XX sex
5 Describe the inheritance of sex in chromosomes and to return to their inheritance later in Unit 8 Monohybrid inheritance.
humans with reference to XX and
XY chromosomes At Cambridge IGCSE Core level, it is enough to define a gene as a length of DNA giving instructions
for a certain characteristic.
6 Define a haploid nucleus as a
nucleus containing a single set Extension activity: DNA extraction. Simple gel electrophoresis using coloured dyes.
of unpaired chromosomes, e.g.
in gametes Extension activity: learners may be interested to discuss the human genome project, which has
mapped all the genes on the human chromosomes.
7 Define a diploid nucleus as a
nucleus containing two sets of Learners may be familiar with the terms haploid and diploid when considering the processes
chromosomes, e.g. in body cells involved in sexual reproduction. A haploid cell is one with a single set of chromosomes (for
example a gamete) while a diploid cell has two complete sets. Meiosis produces haploid cells
8 State that in a diploid cell, from a diploid cell.
chromosomes are arranged in
pairs and in a human diploid cell Models using pipe-cleaners can be useful in showing the behaviour of chromosomes in gamete
there are 23 pairs formation and fertilisation.
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• Extract DNA from fruit using cold ethanol and dish washing liquid.
• Identify the sex chromosomes from photographs of karyotypes.
• Observe human karyotype to identify trisomy (chromosome 21) with Downs Syndrome and to
look at the incidence through data on web sites.
The Human Genome Project:

www.genome.gov/Education/
Includes fact sheets and information on all aspects of genetics.
Introduction to DNA/chromosomes:
www.learn.genetics.utah.edu/content/begin/tour/
Practical biology – DNA:

www.nuffieldfoundation.org/practical-biology/extracting-dna-living-things
DNA extraction:
www.ncbe.reading.ac.uk/ncbe/protocols/PRACBIOTECH/oniondna.html
B11.3 Monohybrid 1 Define genotype as the genetic It is best to consider the meanings of these terms before thinking about inheritance. They can best be
inheritance make-up of an organism in terms of illustrated and explained with reference to a particular characteristic. Choose something simple and
the alleles present. that is likely to appeal to learners, such as coat colour of an animal.
2 Define phenotype as the It should involve a gene with two alleles, one dominant and one recessive. Learners should learn that
observable features of an one letter is used to represent these alleles, with an upper case letter for the dominant allele and a
organism. lower case letter for the recessive allele. They should also learn to write the dominant allele first.
3 Define homozygous as having They will know that most cells are diploid and so should be able to understand that they therefore carry
two identical alleles of a particular two copies of each gene.
gene.
The terms genotype, phenotype, homozygous and heterozygous can be introduced and defined in
4 State that two identical relation to simple genetic crosses.
homozygous individuals that breed
together will be pure-breeding. It is a good idea to spend some time with such examples, using a Punnett square for clarity especially
with the Core learners. Ensure that learners are thoroughly confident using the terminology, before
5 Define heterozygous as having beginning to think about how inheritance occurs.
two different alleles of a particular
gene. Remind learners that gametes are haploid cells and therefore carry only one copy of each gene. They
can be asked to work out what kind of gametes will be produced by organisms with a range of different
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6 State that a heterozygous genotypes. It is good practice and avoids confusion, if a circle is drawn around each gamete or the
individual will not be pure-breeding genotype when writing out a genetic cross.
7 Define dominant as an allele that Discourage learners from automatically writing down two gametes from each parent. This is only
is expressed if it is present. necessary if the parent is heterozygous and producing two different kinds of gamete. If it is
homozygous, then only one kind of gamete is made and only one needs to be written down. Learners
8 Define recessive as an allele that can then be introduced to the idea of random fertilisation, in which any kind of gamete from the male
is only expressed when there is no parent can fuse with any kind of gamete from the female parent. The offspring now have two copies of
dominant allele of the gene present each gene again. Drawing lines from gamete to gamete often causes errors; drawing a Punnett square
is easier for learners to understand.
9 Use genetic diagrams to predict
the results of monohybrid crosses In the boxes, ensure that learners understand that what they have worked out is the probability of
and calculate phenotypic ratios, particular genotypes being produced. The fact that, for example, four different genotypes are present
limited to 1:1 and 3:1 ratios amongst the offspring does not mean that the parents will have four children. Learners need to be
familiar with the monohybrid crosses 1 : 1 and 3 : 1.
10 Use Punnett squares in crosses
which result in more than one The inheritance of sex can be dealt with in the same way as the inheritance of genes, but this time the
genotype to work out and show the symbols X and Y are used to indicate whole chromosomes, not alleles of a gene. Learners should be
possible different genotypes able to draw genetic crosses to show the expected 1 : 1 ratio.
11 Interpret pedigree diagrams Extension activity: learners could try the Genetics Breeding Game.
for the inheritance of a given
characteristic Suggested practicals:
• Purchase seeds from specific crosses to germinate, e.g. Arabidopsis, tobacco seeds, upon
germination have cotyledons with and without chlorophyll in 3 : 1 ratio.
• Count seeds on maize cobs from different crosses and compare with predicted ratios.
Genotype and phenotype:

www.brooklyn.cuny.edu/bc/ahp/BioInfo/GP/Definition.html
Video clip – inheritance:

www.bbc.co.uk/learningzone/clips/inheritance-of-eye-colour/10651.html
www.bbc.co.uk/learningzone/clips/dominant-and-recessive-characteristics/4197.html
Genetic breeders:
http://puzzling.caret.cam.ac.uk/game.php?game=genetic
B11.4 Variation 1 Define variation as differences Continuous variation can be illustrated by almost any characteristic that is measurable on a human:
and selection between individuals of the same height, length of middle finger, wrist circumference, will each give a good range of results and not
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species. cause any embarrassment.
2 Distinguish between phenotypic Leaves or other plant material can also be used to generate a range of results. Learners can see that a
variation and genetic variation. range of values is obtained. To show them graphically, they will need to decide on 6 or 7 ranges and
then draw up a tally chart to show how many values fit into each range. These can then be plotted on a
3 State that phenotypic variation histogram.
is caused by both genetic and
environmental factors. A common misconception is that 'continuous variation' means something that changes through your
life. Although this is true of the measurements learners are likely to have made to illustrate this, it is not
4 State that continuous variation the correct meaning of the term. Use other features, such as hair or eye colour, to emphasise the real
results in a range of phenotypes meaning of continuous variation.
between two extremes, e.g. height
in humans Learners studying the supplement will already be familiar with the A, B, AB and O blood groups.
Blood groups are a good example of discontinuous variation. Learners can draw bar charts to
5 State that discontinuous show the relative proportions of people with the four blood groups. They will not find it difficult
variation is mostly caused by to understand that everyone fits into one of these four categories, with no in-betweens, and this
genes alone, e.g. A, B, AB and O is therefore an example of discontinuous variation.
blood groups in humans
A second example is gender.
6 State that discontinuous variation
results in a limited number of Learners should understand that discontinuous variation is caused purely by genes but continuous
phenotypes with no intermediates, variation often involves influence by the environment as well.
e.g. tongue rolling
Mutation can be defined as an unpredictable change in the DNA content of a cell. It can affect a single
7 Record and present the results of gene, or whole chromosomes, and can happen at any stage, not only during cell division. Mutations
investigations into continuous and can be positive for an organism, as in bacteria that developed resistance to certain antibiotics.
discontinuous variation
Extension activity: Down's syndrome is used to illustrate a mutation that occurs during meiosis and
8 Define mutation as a change in affects the number of chromosomes in a cell. Learners could look at karyotypes of people with Down's
a gene or chromosome syndrome and compare them with karyotypes of males and females with the normal number of
chromosomes. When discussing any genetic condition, it should be done with care and sensitivity.
9 State that ionising radiation
and some chemicals increase Ionising radiation and mustard gas can be given as examples of factors that may cause
the rate of mutation mutation. Chernobyl in 1984 is an example of radiation that caused mutations in hundreds of
people and unborn babies. The Fukushima nuclear disaster in Japan in 2011 may cause
mutations.
• To show continuous variation in plants as well as humans, measure size of fruits or seeds,
number of beans to be picked up in one hand, height, hand span, etc. Work out the frequency
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of large data sets and plot histograms.

• To discuss inheritance of different characteristics in plants as well as humans to show
discontinuous variation. E.g. tasters versus non-tasters, lobed ears v attached ears.
Practical biology – variation in humans:

www.nuffieldfoundation.org/practical-biology/introducing-ideas-about-inheritance
Practical biology – variation in Ivy leaves:

www.nuffieldfoundation.org/practical-biology/recording-variation-ivy-leaves
Variation – continuous and discontinuous:

www.bbc.co.uk/scotland/learning/bitesize/standard/biology/inheritance/
Video clip – variation:

www.bbc.co.uk/learningzone/clips/variation-and-inheritance/5519.html
Sources of variation:
http://learn.genetics.utah.edu/content/variation/
B11.4 Variation 10 Describe natural selection with If learners have already studied sickle cell anaemia, they will already have thought about the ideas of
and selection reference to: differential survival and selection. Those individuals better adapted to the environment will pass on their
− variation within populations alleles to their offspring, so that the alleles that confer the advantageous characteristics gradually
− production of many offspring become more common. Over time, this could lead to a change in the overall characteristics of the
− competition for resources species.
− struggle for survival
− reproduction by individuals that Extension activity: natural selection game.
are better adapted to the
environment than others Learners are already aware that variation occurs within populations of organisms, and they will not find
− passing on of their alleles to it difficult to think how humans may choose a particular variety of an animal or plant and use this to
the next generation breed from.
11 Describe evolution as the Examples of selective breeding by artificial selection include:

change in adaptive features of a • Jersey cattle that have a high milk yield.
population over time as the • Wheat that has high seed yield, and shorter stems and so are easier to harvest.
result of natural selection • Rice that has roots tolerant to lactic acid.
• Maize has been bred to be able to adapt to low carbon dioxide concentrations.
12 Define the process of
adaptation as the process, It should be made clear that this selection needs to continue for many generations and does not
resulting from natural selection, produce immediate results.
by which populations become
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more suited to their environment

over many generations Learners are interested in this topic and groups within the class could present some ideas to
the whole class.
13 Describe the development of
strains of antibiotic resistant Practical biology – modelling natural selection:
bacteria as an example of www.nuffieldfoundation.org/practical-biology/modelling-natural-selection
evolution by natural selection
Artificial vs natural selection:
14 Describe selective breeding with http://learn.genetics.utah.edu/content/selection/artificial/
reference to:
− selection by humans of Natural selection game:
individuals with desirable www.biology4all.com/resources_library/source/200.doc
features
− crossing these individuals to A selection of excellent resources explaining the process of evolution:
produce the next generation http://learn.genetics.utah.edu/content/selection/
− selection of offspring showing
the desirable features Selective breeding:
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/living/genesrev2.shtml
15 State the differences between
natural and artificial selection. MRSA:
www.dnadarwin.org/casestudies/9/
16 Outline how selective (advanced, but contains some useful information)
breeding by artificial selection is
carried out over many Antibiotic resistance:
generations to improve crop www.abpischools.org.uk/page/modules/infectiousdiseases_medicines/index.cfm
plants and domesticated animals
B11.3 B11.4
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9: Organisms and environment
B12 Organisms 1 State that the Sun is the principal Having looked at the range of different types of organisms that live in different habitats, learners now
and their source of energy input to biological consider the relationships between them. The concept of energy is not an easy one, and learners who
environment systems. are not studying physics or chemistry will need an opportunity to discuss what it means.
There is an important link to be made between photosynthesis and respiration including the concept
that animals obtain energy-rich nutrients from plants. Cross reference with food chains and food webs.
All organisms directly or indirectly get their energy from the Sun. Energy given out by organisms is lost
to the environment.
Revision – ecology (cycles):

http://inteleducationresources.intel.co.uk/content/keystage4/biology/pc/lessons/uk_ks4_ecolog
y/h-frame-ie.htm
2 Define the terms: If learners have an opportunity to visit a habitat, even if only in the school grounds, then they should be
– food chain as showing the able to construct food chains and food webs for themselves.
transfer of energy from one
organism to the next, beginning The Sun should not be included in a food chain or food web.
with a producer
– food web as a network of Emphasise that the arrows in a food chain represent the direction of energy flow, towards the eater.
interconnected food chains
– producer as an organism that Definitions of each of the terms can be built up once learners are comfortable with the concept of food
makes its own organic nutrients, chains.
usually using energy from sunlight,
through photosynthesis Learners who have studied physics may already understand that energy transfers are never
– consumer as an organism that 100% efficient, and that some energy is always lost as heat when energy is transferred from one
gets its energy by feeding on other form to another.
organisms
– herbivore as an animal that gets To understand the concept of heat lost from food chains and webs, learners should discuss a
its energy by eating plants particular example, such as energy transfer from grass in a field to the cattle that are eating it.
– carnivore as an animal that gets
its energy by eating other animals Once energy losses are understood, it should become apparent that food chains cannot go on
– decomposer as an organism that forever.
gets its energy from dead or waste
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organic matter Emphasise that short food chains are more efficient in providing energy to the top consumer.
Emphasise that approximately 90% of energy is lost to the environment between each trophic
4 Describe how energy is level.
transferred between trophic
levels Suggested practicals:
• Explore a natural area locally and identify the feeding relationships of the organisms which can
3 Define the terms: be seen.
– ecosystem as a unit containing • When searching for living specimens in leaf litter or on plants for animals, identify and assign to
all of the organisms and their trophic feeding levels. These can be weighed (fresh weight) or counted to draw the trophic
environment, interacting blocks in pyramid diagrams.
together, e.g. a lake
– trophic level as the position of PowerPoint presentation – interdependence of living things:
an organism in a food chain or www.biology-resources.com/biology-CD.html
food web
Video clips – energy transfer in food chains:
6 Construct simple food chains www.bbc.co.uk/learningzone/clips/energy-transfers-and-food-chains-pt-1-2/197.html
7 Interpret food chains and food www.bbc.co.uk/learningzone/clips/energy-transfers-and-food-chains-pt-2-2/199.html

webs in terms of identifying
producers and consumers Interactive food chain:
www.puzzling.caret.cam.ac.uk/game.php?game=6&age=2&PHPSESSID=0cb7707e04efead5a621
8 State that consumers may be c47d4b3b047f
classed as primary, secondary and
tertiary according to their position Video clip – energy in food chains:
in a food chain www.bbc.co.uk/learningzone/clips/what-happens-to-energy-in-food-chains/200.html
9 Identify producers, primary

consumers, secondary
consumers, tertiary consumers
and quaternary consumers as
the trophic levels in food webs,
and food chains
5 Explain why food chains

usually have fewer than five
trophic levels
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B13 Human 1 Describe the carbon cycle, Learners could be given cards showing stages of the carbon cycle and arrange them into a complete
influences on limited to photosynthesis, cycle.
ecosystems respiration, feeding,
decomposition, fossilisation and These could then be turned into posters.
combustion
Extension activity: what is meant by ‘carbon neutral’?
2 Discuss the effects of the
combustion of fossil fuels and Suggested practicals:
the cutting down of forests on • Compare rates of decay of potatoes under different conditions. Could be set as a competition.
the oxygen and carbon dioxide • Build a compost heap.
concentrations in the • Observe plant roots of the pea and bean family.(legumes).
atmosphere • Look for the pink coloration as these are actively fixing nitrogen (symbiosis / mutualism –
explain term).
• Use of bioviewers, microscopes or photomicrographs to observe sections through nodules.
Practical biology – carbon cycle:

www.nuffieldfoundation.org/practical-biology/microbes-ate-my-homework
Revision – carbon cycle:

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/foodchains/foodchains5.shtml
3, 4 List and explain the Deforestation may already have been considered in relation to the carbon cycle and more wide-ranging
undesirable effects of deforestation effects should be considered, such as loss of habitat and biodiversity and the increased soil erosion
as an example of habitat and flooding.
destruction, to include extinction,
loss of soil, flooding and increase The flooding of the river Indus in Pakistan in 2010 could be discussed or the Three Gorges dam on the
of carbon dioxide in the Yangtze River in China. It is a good idea to try to introduce at least one specific example, as well as
atmosphere discussing the problems in general.
Video clips – deforestation:

www.bbc.co.uk/learningzone/clips/rainforest-destruction-kalimantan-indonesia-and-costa-
rica/3096.html
www.bbc.co.uk/learningzone/clips/sustainable-forestry-using-animal-power/11966.html
Video clip – threat to rainforest:

www.bbc.co.uk/learningzone/clips/natural-balance-threats-to-the-rainforest/4712.html
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5 State the sources and effects of Learners could research recent news articles on different types of pollution and report back.
pollution of water (rivers, lakes and
the sea) by chemical waste, Show video clip – pollution:
discarded rubbish, untreated www.bbc.co.uk/learningzone/clips/the-effect-of-human-activity-on-the-environment/4173.html
sewage and fertilisers
www.bbc.co.uk/learningzone/clips/carbon-dioxide-in-the-atmosphere/4417.html
6 Explain the process of
eutrophication of water in terms Extension activity: different types of pesticide could be studied (link to bioaccumulation).
of:
− increased availability of The use of fertilisers containing nitrate can be concentrated on here. Ensure that learners
nitrate and other ions realise that both organic (for example manure) and inorganic fertilisers can cause pollution
− increased growth of problems.
producers
− increased decomposition Leaching into waterways and subsequent eutrophication, should be described and explained.
after death of producers
− increased aerobic respiration Extension activity: possible solutions to eutrophication could be researched. (I)
by decomposers
− reduction in dissolved
oxygen
− death of organisms requiring
dissolved oxygen in water
B13
Specimen Paper 4 Q11
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Chemistry
1: Experimental techniques
C2.1 1 Name and suggest A circus of experiments may be used to introduce this by measuring the temperature, mass and volumes of
Measurement appropriate apparatus for different coloured liquids (water/food dye). (I) This will be reinforced when all experimental work is conducted.
the measurement of time,
temperature, mass and There are some good videos on YouTube. For example:
volume, including burettes,
pipettes and measuring Using a measuring cylinder: www.youtube.com/watch?v=Q_X8yKlzbkg
cylinders
Using a burette: www.youtube.com/watch?v=mZZqR5KlmTw
Using a pipette: www.youtube.com/watch?v=DKRQ95QfWNY
C2.2 Criteria 1 Demonstrate knowledge Experimental work can involve simple inks, sweets, leaves, dyes and food colourings. Non-permanent felt-tip pens
of purity and understanding of paper work well.
chromatography
Chromatography of sweets: www.practicalchemistry.org/experiments/chromatography-of-
2 Interpret simple sweets%2C194%2CEX.html
chromatograms
and
www.rsc.org/learn-chemistry/resource/res00000455/smarties-chromatography
Chromatography of leaves: www.practicalchemistry.org/experiments/chromatography-of-leaves,199,EX.html
Another paper chromatography experiment: www.scienceprojectlab.com/paper-chromatography-

experiment.html
3 Interpret simple Extension activity: with more able learners use Rf values to compare the height of the spots on the
chromatograms, chromatograms obtained above. (I)
including the use of Rf
values Clear explanations can be found at: www.chemguide.co.uk/analysis/chromatography/paper.html
and
www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_21c/further_chemistry/chromatography/revision/4
/
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4 Understand the Chemists need pure substances to study their properties. Pure substances are used in industry to make useful
importance of purity in products such as food and drugs. This could be set as a brief research activity. (I)
substances in everyday life,
e.g. in the manufacture of This web page contains some information:
compounds to use in drugs www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/chemical_economics/batchcontinuousrev
and food additives 4.shtml
5 Recognise that mixtures Practical looking at melting point of an element compared to a mixture
melt and boil over a range http://www.rsc.org/learn-chemistry/resource/res00000447/solid-mixtures-a-lead-and-tin-solder
of temperatures
Lowering melting points by mixing substances:
http://www.rsc.org/learn-chemistry/resource/res00000543/observing-the-lowering-of-a-melting-point
Learners could conduct a simple experiment whereby they measure the temperature of ice in a beaker; they then
add a teaspoon of salt to the ice and observe what happens to the temperature.
6 Identify substances and This can be demonstrated by dissolving sodium chloride or other salts in water or by comparing the
assess their purity from melting point of the alloy, solder, with those of lead and tin.
melting point and boiling
point information The use of salt on roads to melt ice could be mentioned in this context.
Practical procedure for comparing melting points of lead, tin and solder:
www.nuffieldfoundation.org/practical-chemistry/solid-mixtures-tin-and-lead-solder
C2.3 Methods 1 Describe and explain Typical solvents to use are water (salt/sand) or ethanol (salt/sugar).
of purification methods of separation and
purification by the use of a Filtration is used in one of the salt preparation methods above to remove the excess solid.
suitable solvent, filtration,
crystallisation, distillation, Crystallisation is used in most salt preparations to obtain the final product.
fractional distillation and
paper chromotography Paper chromatography is used in C2.2 above.
Experimental work can involve:

• purification of an impure solid
• demonstration of the extraction of iodine from seaweed
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• distillation of a fizzy drink or coloured water

• demonstration of the (partial) separation of ethanol from water by distillation
• demonstration of the separation of ‘petroleum fractions’ from mixtures of hydrocarbons using ‘artificial’
crude oil.
Extension activity: the separation of oxygen and nitrogen from liquid air by fractional distillation.
Separating salt and sand: www.nuffieldfoundation.org/practical-chemistry/separating-sand-and-salt
Extracting iodine from seaweed: www.nuffieldfoundation.org/practical-chemistry/extracting-iodine-seaweed
Fractional distillation of (artificial) crude oil: www.nuffieldfoundation.org/practical-chemistry/fractional-

distillation-crude-oil
An excellent collection of animations and video clips can be found at:

www.nationalstemcentre.org.uk/elibrary/resource/3988/particles-in-motion
This was originally published by Royal Society of Chemistry on a CD ROM, ‘Particles in Motion’, 2006
2 Suggest suitable This may be linked to magnetic properties (less important) and varying solubilities (more important).
separation and purification
techniques, given
information about the
substances involved
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2: Particles, atomic structure, ionic bonding and the Periodic Table
C1 The 1 State the distinguishing This could be a quick question and answer session at the beginning of a lesson with examples of solids, liquids
particulate properties of solids, liquids and gases to emphasise their properties. The use of the suggested link below would reinforce this. The animation
nature of and gases could also be used individually. (I)
matter
There is a very good, interactive animation linking properties of solids, liquids and gases to the particle model:
www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/particle_model/activity/
2 Describe the structure of Use ‘particles in boxes’ diagrams to represent the three states of matter.
solids, liquids and gases in
terms of particle separation, This could be a research activity using textbooks or the internet.
arrangement and types of
motion An excellent collection of animations and video clips can be found at:
This was originally published by Royal Society of Chemistry on a CD, ‘Particles in Motion’, 2006
3 Describe the changes of The heating of solid octadecanoic acid (stearic acid) until it is liquid, and then allowing it to freeze again,
state in terms of melting, measuring the temperature at regular intervals and plotting the results is a good class practical.
boiling, evaporation,
freezing and condensation Another possibility is investigating the rate of evaporation of propanone, either as a class practical or as a
demonstration.
Melting and freezing of stearic acid:

www.nuffieldfoundation.org/practical-chemistry/melting-and-freezing-stearic-acid
Rate of evaporation of propanone:

www.nuffieldfoundation.org/practical-chemistry/rate-evaporation
4 Demonstrate Venn diagrams to aid student understanding of key terminology. The term ‘ion’ is not included here but could be
understanding of the terms added.
atom, molecule and ion http://www.rsc.org/learn-chemistry/resource/res00000617/atoms-elements-molecules-compounds-and-
mixtures
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5 Explain changes of Relate the conversions to the motion and arrangement of particles. This may be done as a research
state in terms of the activity using textbooks or the internet. (I)
kinetic particle theory
and the energy changes Emphasise the change in the arrangement and movement of the particles when a substance changes
involved state.
Relate the conversions to the motion and arrangement of particles.
Relate this to the energy input/output.
Learners can be asked to use the theory to explain properties such as behaviour of gases under pressure
and liquid flow (opportunity for a ‘circus of experiments’ here). (I)
Also the excellent collection of animations and video clips at:

6 Describe and explain Simple examples of diffusion include:

diffusion in terms of the • air freshener, perfume, ether, camphor smells in the lab
movement of particles • movement of nitrogen dioxide gas or bromine vapour in air
(atoms, molecules or ions) • coloured inks/CuSO4/KMnO4 in water and Pb(NO3)2 in KI.
Learners should be able to link their observations to the particle model.
Extension activity: what would influence diffusion rate, for example temperature using tea bags held by a glass
rod in beakers of hot and cold water.
Details of how to perform a diffusion in liquids experiment: www.nuffieldfoundation.org/practical-

chemistry/diffusion-liquids
7 Describe and explain Demonstration: Two cotton wool pads, one soaked with conc. hydrochloric acid and the other with conc.
dependence of rate of ammonia can be placed at opposite ends of a long glass tube sealed with bungs. A white ‘smoke’ of the
diffusion on molecular precipitated ammonium chloride is seen where the two gases meet.
mass
Diffusion of ammonia and hydrogen chloride:
www.nuffieldfoundation.org/practical-chemistry/diffusion-gases-ammonia-and-hydrogen-chloride
C3.3 Atomic 1 Describe the structure of Atomic structure:
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structure and an atom in terms of a www.youtube.com/watch?v=lP57gEWcisY

the Periodic central nucleus, containing
Table protons and neutrons and www.youtube.com/watch?v=sRPejoNktKE
‘shells’ of electrons
2 Describe the build-up of Use circles to show the shells up to atomic number 20.
electrons in ‘shells’ and
understand the significance Learners can use mini-whiteboards to draw electron diagrams as a class activity. (I)
of the noble gas electronic
structures and of the outer Extension activity: to use spectroscopes to illustrate different energy shells.
shell electrons
A good video that has some interactivity is found at:
(The ideas of the www.bbc.co.uk/schools/gcsebitesize/science/aqa/fundamentals/atomsact.shtml
distribution of electrons in s
and p orbitals and in d
block elements are not
required.)
3 State the charges and Opportunity for group work, learners can research and present their ideas on the development of the structure of
approximate relative the atom from the Greeks onwards. They can also discuss the limitations of each model using ICT/textbooks.
masses of protons,
neutrons and electrons A summary of atomic structure can be found in all good textbooks.
A summary can also be found at: www.gcsescience.com/a1-atom-electron-neutron-proton.htm
Good lesson approach to the history of the atomic structure at: www.learnnc.org/lp/pages/2892
4 Define and use proton Once learners are aware of the definitions and the relative charge and mass of the sub-atomic particles they can
number (atomic number) as use the information to solve problems, such as the number of protons, neutrons and electrons in the atom of a
the number of protons in particular element given the proton number and nucleon number.
the nucleus of an atom
Introducing the symbols of elements showing nucleon number and proton number is best done here. (I)
5 Define and use nucleon
number (mass number) as Most good textbooks have questions about this.
the total number of protons
and neutrons in the nucleus There is a good animation at:
of an atom www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atomic_structure/chemcalcact.shtml
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There is also an interactive quiz at: www.bbc.co.uk/bitesize/quiz/q76774007
6 Use proton number and This could be set as a brief research exercise.
the simple structure of
atoms to explain the basis The first page of this link explains this:
of the Periodic Table, with www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/atomsrev1.shtml
special reference to the
elements of proton
numbers 1 to 20
Note: a copy of the Periodic

Table will be available in
Papers 1, 2, 3 and 4.
7 Define isotopes as atoms A good way to illustrate isotopes is by comparing ice cubes in water – D2O (sinks) and H2O (floats).
of the same element which
have the same proton The atomic structure of isotopes of hydrogen:
number but a different www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/radiation/atomsisotopesrev2.shtml
nucleon number
A good, short video of ice and D2O in water: www.youtube.com/watch?v=VLiirA5ooS0
8 Understand that
isotopes have the same This is covered well in most good textbooks.
properties because they
have the same number of This could be related to the Periodic Table in 8.2(S), covered later in this unit.
electrons in their outer
shell
C3.2 1 Describe the differences The reaction between iron and sulfur to produce iron(II) sulfide can be carried out by learners to illustrate the
Elements, between elements, varying properties of the elements, the mixture and the compound.
compounds mixtures and compounds, (Link to Unit 5.)
and mixtures and between metals and
non-metals A good guide to carrying out the experiment suggested: www.nuffieldfoundation.org/practical-chemistry/iron-
and-sulfur-reaction
An excellent video animation of Fe, S and FeS is to be found at:
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www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/activity.s
html
This video also has a very good section linking back to Unit 1 of this scheme, i.e. chromatography and distillation.
2 Define the terms solvent, Textbooks endorsed by Cambridge should be referred to at this point.
solute, solution and
concentration
C3.1 Physical 1 Identify physical and This is a good place to introduce this as learners have already encountered physical changes in changes of state
and chemical chemical changes, and and a chemical change in the formation of iron(II) sulfide.
changes understand the differences
between them Information at:
www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/revision/1/
and
http://chemwiki.ucdavis.edu/Analytical_Chemistry/Qualitative_Analysis/Chemical_Change_vs._Physical_C
hange
A sheet that could be used as homework: www.tes.co.uk/ResourceDetail.aspx?storyCode=6212211

(Download the ‘full worksheet’ document.)
C10.1 3 Describe alloys, such as Awareness of the importance of alloys to meet industrial specifications for metals.
Properties of brass, as mixtures of a
metals metal with other elements Link to Section C2.2 Unit 1 and Section C10.1 Unit 6.
www.practicalchemistry.org/experiments/intermediate/metals/making-an-alloy-solder,131,EX.html
4 Identify representations Construct models of an alloy using modelling clay.

of alloys from diagrams
of structure The suggested experiment is found at: www.nuffieldfoundation.org/practical-chemistry/modelling-alloys-
plasticine
C3.4 Ions and 1 Describe the formation of Emphasise formation of a full shell/noble gas configuration.
ionic bonds ions by electron loss or
gain Learners should be shown dot-and-cross diagrams for simple ionic substances, e.g. NaCl, KF, MgO; then
challenged to draw diagrams for more complicated examples like CaCl2, MgBr2, AlF3.
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Learners can use mini-whiteboards to draw electron diagrams as a class activity. This can also be done using cut
out electrons and shells so learners can move electrons into place.
Link this to Unit 11.
There is a good section called ‘A simple view of ionic bonding’:

www.chemguide.co.uk/atoms/bonding/ionic.html
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/bonding/ionic_bondingrev1.shtml
Although the commentary of this animation is a little colloquial, it is certainly worth considering:
2 Use dot-and-cross Concentrate on the attraction of + and – charges and the full outer shells obtained by electron transfer.
diagrams to describe the
formation of ionic bonds Use above examples.
between Group I and
Group VII Consider the above resources and remember that this is usually covered well in the endorsed and other good
textbooks.
3 Describe the formation Learners can explore the properties of ionic compounds experimentally and link them to the model of
of ionic bonds between ionic bonding – solubility in water, conductivity when solid, in solution and molten (do as a demonstration
metallic and non-metallic with PbBr2 (or preferably ZnCl2) and melting point.
elements to include the
strong attraction between Extension activity: learners could be introduced to writing ionic formulae (Unit 9) and electrolysis (Unit
ions because of their 11). (I)
opposite electrical
charges A safer alternative to electrolysing lead bromide is to use zinc chloride:
www.nuffieldfoundation.org/practical-chemistry/electrolysis-zinc-chloride
Excellent demonstration to introduce ionic bonding:

http://www.rsc.org/learn-chemistry/resource/res00002274/golden-rain
4 Describe the lattice Ball and spoke models will be useful here.
structure of ionic
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compounds as a regular Good websites to illustrate this: www.chm.bris.ac.uk/pt/harvey/gcse/ionic.html

arrangement of
alternating positive and www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/bonding/structure_propertiesrev4.shtml
negative ions,
exemplified by the
sodium chloride structure
C6 Energy 1 Describe the meaning of This can be seen as a rise or fall in temperature in many chemical reactions used in the syllabus.
changes in exothermic and
chemical endothermic reactions This concept can be taught across the syllabus rather than as a discrete lesson.
reactions
Suggested experiments:
• neutralisation reactions of acids and alkalis (see Unit 4)
• metal displacement reactions (see Unit 6)
• dissolving salts, including ammonium salts (see Unit 4)
• if data loggers are available, temperature probes could be used.
Link to Section C6 in Unit 5
C9.1 The 1 Describe the Periodic Elements to be classified as metals and non-metals. Their states should be mentioned.
Periodic Table Table as a method of
classifying elements and its Properties limited to qualitative idea of melting/boiling point.
use to predict properties of
elements Three suggested activities:
• Learners make observations from a photocopied version of the Periodic Table.
• A database of properties and states for elements of periods 1, 2 and 3 could be set up.
• Learners, in groups, could be asked to design a flowchart to find the metals, non-metals, solids and liquids
and enter the results on a blank copy of the Periodic Table.
Good suite of video clips on various elements of the Periodic Table: www.periodicvideos.com/
Interactive Periodic Tables:

www.webelements.com/
www.rsc.org/chemsoc/visualelements/index.htm
www.ptable.com/
www.chemicool.com/
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C9.2 Periodic 1 Describe the change from Emphasise the metal/non-metal boundary.
trends metallic to non-metallic
character across a period
2 Describe the Emphasise number of outer shell electrons = Group number.

relationship between
Group number, number
of outer shell electrons
and metallic/non-metallic
character
C4.1 1 Use the symbols of the Learners can calculate the formula by using the ‘combining powers’ or ‘valencies’ of the elements.
Stoichiometry elements and write the
formulae of simple Learners can use mini-whiteboards to write formulae or bingo activity for working out the total number of atoms in
compounds a formula.
3 Deduce the formula of a As above.

simple compound from the
relative numbers of atoms This should be linked with organic molecules and with inorganic substances such as P4O10.
present
C8.3 Group 1 Describe lithium, sodium Group I metals are called the alkali metals.
properties and potassium in Group I
(the alkali metals) as a Demonstration with very small amounts of the metals behind a safety screen or video only of reactions with water
collection of relatively soft due to highly exothermic nature.
metals showing a trend in
melting point, density and Focus on the observations here and link to theory and relative reactivity:
reaction with water • metal floats, so less dense than water
• fizzing indicates that a gas is given off
• molten ball (not Li) indicates highly exothermic reaction
• lilac flame (K) indicates very exothermic reaction because the hydrogen gas given off ignites.
A very good experimental procedure for demonstrating the properties of the alkali metals:
www.practicalchemistry.org/experiments/alkali-metals,155,EX.html
Excellent video of the reaction of all the alkali metals with water:
www.open2.net/sciencetechnologynature/worldaroundus/akalimetals.html
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2 Predict the properties Include reactions of Rb and Cs and physical properties such as melting and boiling points. Trends can be
of other elements in obtained from suitable databases. Sometimes you refer to elements by their symbols.
Group I given data, where
appropriate You could tell learners that if you had a sample of caesium, enclosed in a sealed glass tube, it would
quickly melt from the warmth of your hand. The video above shows this really well.
Useful background data on Rb, Cs and Fr: www.chemtopics.com/elements/alkali/alkali.htm
C3.3 C4.1 C9.1

Specimen Paper 4 Q1 Specimen Paper 4 Q1 Specimen Paper 4 Q1
Specimen Paper 4 Q4
Specimen Paper 4 Q7
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3: Air and water
C11.1 Water 1 Describe a chemical test Use anhydrous cobalt(II) chloride (blue cobalt chloride paper) and anhydrous copper(II) sulfate (solid). (I)
for water using copper(II)
sulfate and cobalt(II) chloride
Extension activity: practical/demonstration of burning a fuel (candle) and illustrating that water is one of the
combustion products (link to Unit 8). See C11.3 later in this unit.
Preparing cobalt chloride paper: www.nuffieldfoundation.org/practical-chemistry/preparing-and-using-

cobalt-chloride-indicator-papers
A reversible reaction involving copper sulfate: www.nuffieldfoundation.org/practical-chemistry/reversible-

reaction-involving-hydrated-copperii-sulfate-and%C2%A0its-anhydrous-form
2 Describe, in outline, the Emphasis on filtration (link to Unit 1) and chlorination stages.
treatment of the water supply
in terms of filtration and Opportunity to introduce the properties of chlorine/Group VII elements as poisonous, safe only in very dilute
chlorination solution.
Can discuss role of chlorine in eradicating waterborne diseases in many countries.
Possible school visit to a water treatment plant.
Notes on water purification: www.docbrown.info/page01/AqueousChem/AqueousChem.htm
and pages 1–2 of:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/chemical/waterrev1.shtml
C10.2 Air 1 State the composition of Demonstration experiment to derive the % oxygen in the air using the oxidation of heated copper metal.
clean air as being a mixture
of 78% nitrogen, 21% oxygen An alternative is iron wool with air.
and small quantities of noble
gases, water vapour and There are several examples of this experiment, e.g.: www.mikecurtis.org.uk/air.htm
carbon dioxide
There is also a video of this experiment: www.youtube.com/watch?v=hiawJDsy8Z4
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Video clip on gases from the air. This link takes you to an index. To locate the video click on ‘Gases from Air’:
www.rsc.org/Education/Teachers/Resources/Alchemy/index2.htm
Class practical using iron wool: www.nuffieldfoundation.org/practical-chemistry/how-much-air-used-during-

rusting
C9.5 Noble 1 Describe the noble gases, Opportunity to reinforce ideas of full outer shells leading to lack of reactivity (link to Unit 2).
gases in Group VIII or 0, as being
unreactive, monoatomic Good video clip about the noble gases:
gases and explain this in www.open2.net/sciencetechnologynature/worldaroundus/noblegases.html
terms of electronic structure
2 State the uses of the noble Learners can produce posters, or in groups do a short presentation/poster illustrating the uses of the different
gases in providing an inert noble gases. (I)
atmosphere, i.e. argon in
lamps, helium for filling Information on uses: www.drbateman.net/gcse2003/gcsesums/chemsums/noblegases/noblegases.htm
balloons
C11.3 1 State the formation of Opportunity for demonstration or learners to perform a variety of experiments to prepare carbon dioxide.
Carbon carbon dioxide:
dioxide and • as a product of complete The products of combustion can also be identified in a demonstration. This gives the opportunity to revisit the test
methane combustion of carbon- for water.
containing substances
• as a product of Learners can be introduced to the limestone cycle (link to Unit 4) and this can be extended to make temporary
respiration hard water (calcium hydrogencarbonate solution).
• as a product of the
reaction between an acid Comparison of oxygen and carbon dioxide content in air before and after respiration and combustion.
and a carbonate
• as a product of the Possible issues to raise include the role of carbon dioxide from combustion of fossil fuels contributing to global
thermal decomposition of warming. (Note that the present concentration of CO2 in the atmosphere is 0.04%.)
calcium carbonate
Identifying the products of combustion of a solid hydrocarbon: www.nuffieldfoundation.org/practical-
chemistry/identifying-products-combustion
Experimental set-up to test for carbon dioxide in breath: www.biotopics.co.uk/humans/inhaledexhaled.html
Thermal decomposition of calcium carbonate: www.nuffieldfoundation.org/practical-chemistry/thermal-
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decomposition-metal-carbonates
2 State that carbon dioxide Emphasise that a greenhouse gas absorbs heat energy and stops heat escaping into space and warms the
and methane are atmosphere, which causes an increase in global warming.
greenhouse gases and may
contribute to climate change Methane is formed as a result of digestion in cows and from rice paddy fields.
A good section on climate change and carbon dioxide in this video:

www.bbc.co.uk/bitesize/ks3/science/environment_earth_universe/changes_in_environment/activity/
A good written section at:

www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/energy_resources/global_warmingrev1.shtml
Simulation experiment: www.nuffieldfoundation.org/practical-chemistry/greenhouse-effect
3 State that increased Activity to test learner understanding of the greenhouse effect:
concentrations of http://www.rsc.org/learn-chemistry/resource/res00000767/the-greenhouse-effect-and-global-warming
greenhouse gases cause
an enhanced greenhouse
effect, which may
contribute to climate
change
C11.2 Air 2 Name the common Emphasise that CO is a poisonous gas and both sulfur dioxide and oxides of nitrogen can lead to breathing
pollutants in air as being difficulties and the formation of acid rain.
carbon monoxide, sulfur
dioxide and oxides of Extension activity: learners can produce a flowchart to show how acid rain is formed.
nitrogen
Opportunity for group work – data analysis of tables of air quality data.
Overview on air pollution and update readings for nitrogen oxides in London:
www.londonair.org.uk/london/asp/information.asp
Information on common air pollutants:

www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/6_clean_air3.shtml
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Fact sheet on SO2 pollution in Australia: www.environment.gov.au/resource/sulfur-dioxide-so2
4 State the source of each of Emphasise the source of gas:

these pollutants: • CO from incomplete combustion of a carbon-based fuel
• carbon monoxide • SO2 from the combustion of fossil fuels containing sulfur
from the incomplete • nitrogen oxides from the reaction of nitrogen and oxygen inside a car engine at high temperature or by
combustion of their reaction during a lightning strike.
carbon-containing
substances Possible issues for discussion or research such as:
• sulfur dioxide from • reliance on fossil fuels (petrol, power stations) as a major contributory factor to air pollution.
the combustion of
fossil fuels which The Earth’s atmosphere:
contain sulfur www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/6_clean_air3.shtml
compounds (leading
to acid rain) A good article appears in this World Health Organisation Bulletin of 2002:
• oxides of nitrogen www.who.int/bulletin/archives/80(10)768.pdf
from car engines
5 Describe some This could be a research ‘jigsaw’ activity. One group researches and becomes ‘experts’ on removing sulphur
approaches to reducing dioxide from petrol; one group researches and becomes ‘experts’ on flue gas desulfurisation. They then swap and
emissions of sulfur experts teach each other what they have learnt.
dioxide, including the use
of low sulfur petrol and http://www.bbc.co.uk/schools/gcsebitesize/science/21c/air_quality/improving_air_qualityrev2.shtml
flue gas desulfurisation by
calcium oxide
6 Describe, in outline, how This could be a research activity with presentation of findings/posters.
a catalytic converter
removes nitrogen Emphasise the purpose of a catalytic converter to change the poisonous gases, carbon monoxide and
monoxide and carbon oxides of nitrogen, into non-toxic nitrogen and carbon dioxide.
monoxide from exhaust
emissions by reaction over Links to other units include the opportunity for treatment of converter reactions in terms of redox (section
a hot catalyst C7.2, Unit 11).
2CO + O2 → 2CO2
2NO + 2CO → N2 + Reinforcement of catalytic chemistry (section C7.1, Unit 5) and transition metal use (section C9.4, Unit 6).
2CO2
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2NO → N2 + O2 Atmospheric pollution:

www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/rocks_metals/6_clean_air3.shtml
3 State the adverse effect of Emphasis on limestone decay, rusting of iron and tarnishing of copper.
these common air pollutants
on buildings and on health This provides an opportunity for learners to carry out group research, perhaps presenting their findings to the rest
of the class using overhead projection foils or posters.
Each group can research the effects of a different pollutant gas in terms of how it is produced, its adverse effects
and methods for solving the problem. Issues include:
• effects of acid rain on vegetation, aquatic life, limestone buildings
• oxides of nitrogen and sulfur dioxide as respiratory irritants
• dangers of CO poisoning from cars and poorly maintained domestic heaters
• reasons for high concentration of pollutants in cities and subsequent effects on health.
The role of chemistry in a ‘search for solutions’ can also be discussed, for example:
• attempts to control the effects of sulfur emissions (scrubbers)
• liming of lakes and soil to neutralise some of the effects of acid rain
• development of alternative fuels, catalysts to lower energy use in industry and catalytic converters for
cars.
7 State the conditions Class experiments can be set up and linked to the rust prevention investigations below.
required for the rusting of
iron (presence of oxygen and Experiments to investigate the causes of rusting: www.nuffieldfoundation.org/practical-chemistry/causes-
water) rusting
8 Describe and explain Experiment involving the investigation of rusting of iron nails using these methods.
barrier methods of rust
prevention, including paint A simple investigation or experiment to demonstrate methods of prevention can be:
and other coatings • apply coating to a nail – colourless nail varnish, correction fluid, cling film, grease or oil, oil-based paint
• sacrificial protection – wrap a small piece of Mg ribbon around a nail.
Rust prevention class practical investigation or demonstration:

www.practicalchemistry.org/experiments/preventing-rusting%2C251%2CEX.html
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9 Describe and explain Opportunity to introduce reactivity series (Section C10.2) and link this with C10.4 – supplement. Both are
sacrificial protection in found in Unit 6.
terms of the reactivity
series of metals and This could be emphasised in the above experiment, where two or three metals of different reactivity could
galvanising as a method of be investigated – Mg, Sn, Cu.
rust prevention
Extension activity: mechanism of sacrificial protection:
www.dynamicscience.com.au/tester/solutions/chemistry/corrosion/rustpreventionsacanode.htm
C10.2
Specimen Paper 3 Q2
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4: Acids, bases and salts
C4.1 5 Construct and use word This can be linked with law of conservation of mass.
Stoichiometry equations Various test-tube reactions can be done – FeCl3 + NaOH and CuSO4 + NaOH.
6 Interpret and balance Stress that equations are balanced by inserting a number in front of particular formulae of reactants or products.
simple symbol equations
Learners can then work in groups with simple formulae cards to construct balanced symbol equations from word
equations.
Law of conservation of mass: www.docbrown.info/page04/4_73calcs03com.htm
Word and balanced symbol equations:

www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/chemical_concepts/fundamentalrev5.shtml
C8.1 The 1 Describe neutrality and An interesting demonstration called Universal Indicator ‘Rainbow’ could start or conclude this session.
characteristic relative acidity and
properties of alkalinity in terms of pH Learners can arrange solutions of varying pH values in terms of increasing acidity/basicity, e.g. milk, vinegar,
acids and (whole numbers only) ammonia solution, ‘bench’ and ‘household’ chemicals. (I)
bases measured using Universal
Indicator The pH scale runs from 0–14 and it is used to show the acidity or alkalinity of a solution.
Universal Indicator can be used to find the pH of a solution.
Universal Indicator ‘Rainbow’: www.nuffieldfoundation.org/practical-chemistry/universal-indicator-rainbow
2 Describe the Opportunity for experiments to show exothermic nature of neutralisation.

characteristic properties of
acids (exemplified by dilute Learners could prepare hydrogen and carbon dioxide gas and perform the distinctive tests (see later in this unit).
hydrochloric acid and dilute
sulfuric acid) including their Test-tube experiments linked to Unit 6.
effect on litmus paper and
their reactions with metals,
bases and carbonates
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3 Describe the Illustrate by reference to examples of neutralisation, e.g. indigestion tablets, treatment of bee and wasp stings,
characteristic properties of addition of sodium hydroxide to (acidic detergent in) shower gel/washing-up liquid/bubble bath (could look at labels
bases including their effect of ingredients).
on litmus paper and their
reactions with acids and Test-tube experiments linked to above and heating ammonium salts with hydroxides.
ammonium salts
Extension activity: learners could look at safety issues associated with mixing acid cleaner to alkaline bleach.
There is a useful, interactive video at:

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/acids/acidsbasesact.shtml
C11.4 2 Describe the Experiments involving heating ammonium salts with or without added hydroxide (test for ammonia, see
Nitrogen and displacement of ammonia later in this unit).
fertilisers from its salts
Illustrate by reference to how the liming of soils by farmers to neutralise acidity can lead to ammonia loss
from ammonium salts added as fertilisers:
Ca(OH)2 + 2NH4Cl → 2NH3 + CaCl2 +H2O
Making and testing ammonia lesson plan and activity: www.nuffieldfoundation.org/practical-

chemistry/making-and-testing-ammonia
C8.1 The 5 Define acids and bases Can introduce the concept of pH meters (conductivity) to measure pH for advanced learners.
characteristic in terms of proton
+
properties of transfer, limited to Extension activity: a low pH indicates a high concentration of H ions and high pH a high concentration of
–
acids and aqueous solutions OH ions.
bases
There is more information linked to the IGCSE syllabus at:
www.docbrown.info/page03/AcidsBasesSalts10.htm
C8.2 Types of 1 Classify oxides as either Demonstration of the reaction of the elements with oxygen.
oxides acidic or basic, related to
the metallic and non- Linked to Unit 2 and Unit 3, oxides of sodium, magnesium, carbon, sulfur and phosphorus are all good examples
metallic character to use.
The suggested link is a very good class practical. It suggests labelling solutions as particular oxides and water. For
example, nitric acid solution as nitrogen oxide and water, and sulfuric acid as sulfur dioxide and water.
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Examples of acid oxides are P2O5, SO2, SO3 and NO2.
Examples of basic oxides are Na2O, CaO and BaO.
A very good approach for a class practical to show the pH of oxides: www.nuffieldfoundation.org/practical-
chemistry/ph-oxides
2 Further classify other Examples of amphoteric oxides are Al2O3 and ZnO.
oxides as neutral or
amphoteric Examples of neutral oxides are nitrogen(I) oxide (N2O), nitrogen(II) oxide (NO) and carbon monoxide (CO).
C13 1 Describe the manufacture Learners can investigate the limestone cycle by heating a limestone chip very strongly for 20 minutes and cooling
Carbonates of lime (calcium oxide) from to form calcium oxide on the surface.
limestone (calcium
carbonate) in terms of the Observe reaction of calcium oxide when drops of water are added to make slaked lime (example of exothermic
chemical reactions reaction – steam and solid crumbling). Then add excess water to form limewater and test the pH.
involved, and the use of
limestone in treating acidic A good method of heating a limestone chip:
soil and neutralising acidic www.nuffieldfoundation.org/practical-chemistry/thermal-decomposition-calcium-carbonate
industrial waste products
Notes on limestone cycle:
www.docbrown.info/page01/ExIndChem/ExIndChem.htm
Possible issues to discuss include:

• the importance of using lime or slaked lime for treating excess acidity in soils, thus making unfertile land
fertile. Also in neutralising acidic waste products from industry
• the use of calcium carbonate to remove sulfur dioxide from power station emissions by flue-gas emissions
• the environmental effects of large scale limestone quarrying to meet the huge demand.
A good source of information about using lime on soil, although lime is not really a fertiliser: www.allotment-
garden.org/compost-fertiliser/garden-lime.php
A good piece on flue gas desulfurisation: www.en.wikipedia.org/wiki/Flue-gas_desulfurization
2 Describe the thermal Information on this and a class practical are available here:
decomposition of calcium http://www.rsc.org/learn-chemistry/resource/res00000704/thermal-decomposition-of-calcium-
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carbonate (limestone) carbonate?cmpid=CMP00005970
C8.1 The 4 Describe and explain the Teach with Section C13 above.
characteristic importance of controlling
properties of acidity in soil
acids and
bases
C8.3 1 Describe the preparation, Experiments should include the preparation of salts such as copper(II) sulfate, magnesium sulfate (filtration
Preparation of separation and purification method) and sodium or potassium salts (titration method). (Link to Unit 1)
salts of salts using techniques
specified in Section C2.3 Methods of preparation are covered in theory at: www.docbrown.info/page03/AcidsBasesSalts06.htm
and the reactions specified
in Section C8.1 Practical details of preparing salts: www.nuffieldfoundation.org/practical-chemistry/salts
2 Suggest a method of Introduce solubility rules and ask learners to suggest a suitable method of preparing a particular salt. (I)
making a given salt from
suitable starting material, Learners can then put their theory into practice.
given appropriate
information, including Useful information can be found on these pages beginning at:
precipitation www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/acids/acidsbasesrev3.shtml
C8.4 1 Describe and use the This allows a great range of simple test-tube reactions to be conducted. (I)
Identification following tests to identify:
of ions and First, known samples can be used in experiments so that the learners may find out the answers for themselves. (I)
gases • aqueous cations:
ammonium, calcium, Then the experiments can be made more challenging by using unknown samples of an ionic compound (or even a
copper(II), iron(II), mixture) to enable learners to develop analytical skills. (I)
iron(III) and zinc, using
aqueous sodium Experimental work on flame tests of these ions.
hydroxide and aqueous
ammonia as There is also a spectacular demonstration that could conclude a session on flame tests.
appropriate (formulae
of complex ions are not Very good experimental advice on testing and smelling gases: www.nuffieldfoundation.org/practical-
required) chemistry/testing-and-smelling-gases
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• cations: Summary sheet for most of these reactions: www.creative-chemistry.org.uk/gcse/documents/Module22/N-

flame tests to identify m22-02.pdf
lithium, sodium,
potassium and Notes on the tests for anions and cations:
copper(II) www.docbrown.info/page13/ChemicalTests/ChemicalTestsc.htm#KEYWORDS
• anions: Flame colours demonstration: www.nuffieldfoundation.org/practical-chemistry/flame-colours-%E2%80%93-

carbonate (by reaction demonstration
with dilute acid and
then limewater),
chloride and bromide
(by reaction under
acidic conditions with
aqueous silver nitrate),
nitrate (by reduction
with aluminium), and
sulfate (by reaction
under acidic conditions
with aqueous barium
ions)
• gases: Demonstration or experimental work to prepare some of these gases.

ammonia (using damp
red litmus paper), Very good experimental advice on testing and smelling gases: www.nuffieldfoundation.org/practical-
carbon dioxide (using chemistry/testing-and-smelling-gases
limewater), chlorine
(using damp litmus
paper), hydrogen
(using a lighted splint),
oxygen (using a
glowing splint)
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C4.1
Specimen Paper 4 Q1
Specimen Paper 4 Q4
Specimen Paper 4 Q7
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5: Reaction rates
C7.1 Rate 4 Describe the effect of Simple test-tube experiments using different-sized marble chippings and hydrochloric acid of different
(speed) of concentration, particle size, concentrations give a quick visual impression of the factors affecting rate of reaction. (I)
reaction catalysts and temperature on
the rate of reactions The explanation of the observations may be made in terms of increasing the number of particles that can collide
and react for concentration (in a given volume) and particle size.
Increasing the energy makes the particles move faster so they collide more frequently.
Using a catalyst allows more particles to collide and react.
Video clip introduction to rates:

www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/chemical_economics/reactionratesact.sht
ml
A good idea for a test-tube reaction to illustrate catalysis: www.nuffieldfoundation.org/practical-

Note: candidates should be chemistry/catalysis-reaction-between-zinc-and-sulfuric-acid
encouraged to use the term
rate rather than speed. There are good explanations in the endorsed textbooks and other suggested textbooks.
This is also explained well at:

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/reaction/ratesrev3.shtml
1 Describe practical methods Reactions can involve metals and dilute acids or carbonates and dilute acids. Gas syringes (or measurement of
for investigating the rate of a displacement of water by gas in an upturned measuring cylinder) can be used to measure the volume of gas
reaction which produces a produced.
gas
Rules for drawing graphs and the terms independent variable and dependent variable should be introduced.
Measurement of mass decrease in reaction involving evolution of gas could also be demonstrated.
Extension activity: following the progress of a precipitation reaction.

Extension activity: use of data loggers to record experimental results.
Various practical experiments to illustrate reaction rates:
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www.nuffieldfoundation.org/practical-chemistry/rates-reaction
2 Interpret data obtained This allows the use of spreadsheets and graphing to plot volume vs. time data to determine the speed of a
from experiments concerned reaction.
with rate of reaction
A good explanation:
www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemical_synthesis/ratereactionrev2.sht
ml
3 Suggest suitable Experiment looking at volume of gas production to measure rate of reaction:
apparatus, given http://www.rsc.org/learn-chemistry/resource/res00001916/the-rate-of-reaction-of-magnesium-with-
information, for hydrochloric-acid
experiments, including
collection of gases and
measurement of rates of
reaction
5 Describe and explain the Emphasise that a collision of sufficient energy is required for a chemical reaction. Not all collisions lead to
effect of changing chemical reactions.
concentration in terms of
frequency of collisions Relate to everyday life.
between reacting particles
A very good video clip that uses animations of atoms to explain collision theory:
www.bbc.co.uk/learningzone/clips/collision-theory-and-rates-of-reaction/10668.html
A good explanation:
www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemical_synthesis/ratereactionrev3.sht
ml
and
www.docbrown.info/page03/3_31rates.htm
6 Describe and explain the Some good explanations of how temperature and concentration change the rate of reaction:
effect of changing http://www.chemguide.co.uk/physical/basicratesmenu.html
temperature in terms of the
frequency of collisions This video clip showing the demonstration of Sodium thiosulfate and Hydrochloric acid can be used by a class to
between reacting particles collect data. Students then can draw their own rate of reaction graph.
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and more colliding http://thescienceteacher.co.uk/rates-of-reaction-graphs/

particles possessing the
minimum energy
(activation energy) to react.
7 Describe how Custard powder or cornflour explosion experiment in tin with tight fitting lid may be demonstrated.
concentration, temperature
and surface area create a Information on the cornflour experiment:
danger of explosive www.nuffieldfoundation.org/practical-chemistry/cornflour-%E2%80%98bomb%E2%80%99
combustion with fine
powders, (e.g. flour mills)
and gases (e.g. methane in
mines)
C6 Energy 2 Describe bond breaking Emphasise that a collision between two particles with sufficient energy is necessary for a reaction to
changes in as an endothermic process occur (a successful collision). Not all collisions between particles are successful. Relate to the dodgem
chemical and bond forming as an fairground ride.
reactions exothermic process
You can use a mnemonic or memorable phrase such as ‘MexoBendo’:
• Mexo is ‘making is exothermic’
• Bendo is ‘breaking is endothermic’.
This can then be related to energy level diagrams to explain the two different stages in chemical reactions.
This can be linked to the concept of activation energy.
There is a useful PowerPoint which downloads by pasting in this address:

www.ibchem.com/ppt/shelves/ene/energylevels.pps
4 Interpret energy level Exothermic and endothermic can be demonstrated here using a class practical.
diagrams showing
exothermic and These diagrams represent what happens to the energy of reactants and products and explain why
endothermic reactions and reactions are exothermic or endothermic.
the activation energy of a
reaction Revision of exothermic and endothermic reactions:
www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/chemical_synthesis/whychemicalsrev8.shtml
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Practical to revise this: www.nuffieldfoundation.org/practical-chemistry/energy-or-out-classifying-

reactions
Energy level diagrams:

www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_21c/chemical_synthesis/whychemicalsrev9.shtml
3 Draw and label energy Learners will need to practice this. (I)
level diagrams for
exothermic and The data will tell learners whether a reaction is endothermic or exothermic so that the energy levels can
endothermic reactions be drawn in an appropriate position. The arrow between the energy levels should point to the product
using data provided energy level and be labelled with the energy value (usually in kJ/mol).
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6: Metals and the reactivity series
C10.1 1 Describe the general Physical properties – this could be a research activity. (I)
Properties of physical properties of metals
metals as solids with high melting Physical properties linked to uses: www.s-cool.co.uk/gcse/chemistry/metals-the-reactivity-series/revise-
and boiling points, malleable it/properties-of-metals-and-non-metals
and good conductors of heat
and electricity Also there are good sections in the endorsed textbooks and most good textbooks.
2 Describe metallic This explains the physical properties of metals, such as why they have high melting and boiling points,
bonding as a lattice of why metals conduct electricity and why they are malleable and ductile.
positive ions in a ‘sea of
electrons’ and use this to Emphasise that the 'free' (delocalised) electrons can move in the metallic structure.
describe the electrical
conductivity and Model a metallic structure using a shallow dish of water with detergent.
malleability of metals
Notes on metallic bonding: www.docbrown.info/page04/4_72bond5.htm
4 Explain in terms of their Relate to improvement in corrosion resistance and mechanical properties such as strength. This can be illustrated
properties why alloys are using a simple particle diagram (particles cannot slide over each other as easily – different sized particles). (Link to
used instead of pure metals Unit 2)
Learners, in groups, can research different alloys and their uses and compare the alloy properties to those of pure
metals. Their results could be presented in class or on a poster.
Link to production of steel and brass.
Background information on some common alloys:

www.bbc.co.uk/schools/gcsebitesize/design/resistantmaterials/materialsmaterialsrev2.shtml
and
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/metals/obtaining_using_metalsrev5.shtml
C10.2 1 Place in order of reactivity: Possible experiments include:

Reactivity potassium, sodium, calcium, • potassium, sodium with water (as demonstration only) (link to Unit 2)
series magnesium, aluminium, • calcium, magnesium with water
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(carbon), zinc, iron, • magnesium, zinc with steam

(hydrogen) and copper, by • magnesium, zinc, iron with dilute hydrochloric acid
reference to the reactions, if • heating carbon with metal oxides.
any, of the metals with:
− water or steam Establishing the position of carbon in the reactivity series with a class practical and a demonstration:
− dilute hydrochloric acid www.nuffieldfoundation.org/practical-chemistry/where-does-carbon-come-reactivity-series
and
− the reduction of their This experiment establishes the position of iron in the reactivity series relative to magnesium and copper, using its
oxides with carbon. reaction with oxides: www.practicalchemistry.org/experiments/the-position-of-iron-in-the-reactivity-
series%2C173%2CEX.html
2 Describe the reactivity Experiments could include:

series in terms of the
tendency of a metal to form Reaction of the metals magnesium, zinc, iron and copper with aqueous solutions of their ions. This could
its positive ion, illustrated be extended to introduce redox reactions (link to Unit 11).
by its reaction, if any, with: Aluminium and iron(III) oxide (Thermite reaction) as a demonstration of the reactions of metals and
− aqueous ions of other oxides.
listed metals
− the oxides of other listed Good worksheet: www.creative-chemistry.org.uk/gcse/documents/Module5/N-m05-03.pdf
metals
Good advice about conducting this experiment: www.nuffieldfoundation.org/practical-
chemistry/displacement-reactions-between-metals-and-their-salts
A good animation of these experiments:

http://group.chem.iastate.edu/Greenbowe/sections/projectfolder/flashfiles/redox/home.html
C10.4 Uses 1 Describe the uses of This could form part of a research activity.
of metals aluminium:
− in aircraft parts because
of its strength and low
density
− in food containers
because of its resistance
to corrosion
2 Describe and explain the Relate to the uses of aluminium, e.g. aluminium is toxic, but oxide layer enables its use for drinks cans.
apparent unreactivity of This could be a research activity.
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aluminium in terms of the

oxide layer which adheres Do not confuse with rusting of iron.
to the metal
A demonstration showing the real reactivity of aluminium can be demonstrated using the procedure in the
link below.
Go to the bottom of this web page for information about the oxide layer:
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/chemical_resources/making_carsrev1.shtml
The real reactivity of aluminium: www.nuffieldfoundation.org/practical-chemistry/real-reactivity-aluminium
C10.2 3 Deduce an order of Reactions of metals with water, steam and dilute hydrochloric or sulfuric acid (for advanced candidates also with
Reactivity reactivity from a given set of other aqueous metal ions).
series experimental results
Learners, in groups, can be given three/four elements on cards and asked to put in order of reactivity and present
their reasoning to the class.
This web page gives suggestions of video clips and animations that may be used:
www.chemguide.co.uk/igcse/chapters/chapter8.html
C10.3 1 Describe the use of carbon Carbon + metal oxide (reduction using carbon).
Extraction of in the extraction of some
metals from metals from their ores Demonstration of the reduction of lead(IV)oxide and charcoal blocks with a blowpipe.
their ores
A test-tube class experiment using charcoal powder, lead(IV) oxide and copper(II) oxide.
Emphasise that metals above carbon in the reactivity series are extracted by electrolysis. Metals below carbon are
usually extracted by heating their corresponding metal oxide with carbon.
Relate these three methods to the position of the metal in the reactivity series.

• the economic and environmental cost of the high energy required in metal extraction processes
• the large input of non-renewable fossil fuel resources into electrolysis and carbon reduction
• the importance of recycling metals.
Class experiment, extracting metals with carbon (charcoal): www.nuffieldfoundation.org/practical-
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chemistry/extracting-metals-charcoal
Video clips on the various methods of extraction: www.rsc.org/Education/Teachers/Resources/Alchemy/
Notes on extraction of metals:

www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/metalsrev1.shtml
www.chemguide.co.uk/inorganic/extractionmenu.html
2 Describe and explain the Emphasise the use of a blast furnace and the raw materials: hematite (iron ore), coke and hot air.
essential reactions in the
extraction of iron from Stress limestone is added to remove acidic impurities like SiO2 in the ore and forms a useful by-product
hematite in the blast called calcium silicate (slag).
furnace, including the
removal of acidic Iron from the blast furnace is 95% pure, very brittle and is called cast iron.
impurities as slag
C + O2 → CO2 Possible issues to discuss include:
C + CO2 → 2CO • local environmental effect of large-scale mining of hematite
Fe2O3 + 3CO → 2Fe + • the economic and environmental cost of the high energy demand of blast furnace
3CO2 • the large input of non-renewable fossil fuel resources into carbon reduction
CaCO3 → CaO + CO2 • the need to collect waste - toxic carbon monoxide, which can be used as a fuel to reduce energy
CaO + SiO2 → CaSiO3 cost of plant
• the need to recycle iron.
Iron and steel manufacture: www.chemguide.co.uk/inorganic/extraction/iron.html
Use the iron and steel video clip from: www.rsc.org/Education/Teachers/Resources/Alchemy/
4 Relate the method of Electrolysis, carbon + metal oxide (reduction using carbon) and mining of native metal as the different
extraction of a metal from methods. Although we mention electrolysis here the extraction of aluminium from bauxite is covered in
its ore to its position in the Unit 11.
reactivity series for the
metals listed in section Demonstration of the reduction of lead(IV)oxide and charcoal blocks with a blowpipe.
C10.2 and for other metals,
given information A test-tube class experiment using charcoal powder, lead(IV) oxide and copper(II) oxide.
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Emphasise that metals above carbon in the reactivity series are extracted by electrolysis. Metals below
carbon are usually extracted by heating their corresponding metal oxide with carbon.
Relate these three methods to the position of the metal in the reactivity series.

• the economic and environmental cost of the high energy required in metal extraction processes
• the large input of non-renewable fossil fuel resources into electrolysis and carbon reduction
• the importance of recycling metals.
Video clips on the various methods of extraction: www.rsc.org/Education/Teachers/Resources/Alchemy/
Notes on extraction of metals:

www.chemguide.co.uk/inorganic/extractionmenu.html
C10.1 5 Describe how the Pure iron is very soft and rusts easily. So it is converted into various types of steel by adding calculated
Properties of properties of iron are amounts of other elements (often transition elements) and changing carbon content to alter properties
metals changed by the controlled such as strength and hardness.
use of additives to form
steel alloys, such as mild Illustrate the above structure changes using a particle model, emphasising that the different sized atoms
steel and stainless steel stop the layers sliding over one another easily. (Link to Unit 2.)
Opportunity for data analysis activities to link steel specifications to use. (I)
This is a good video that could be used. It also summarises several of the other learning objectives
covered in this unit:
www.bbc.co.uk/schools/gcsebitesize/science/edexcel/metals/obtaining_using_metalsact.shtml
C10.4 Uses 3 State the uses of mild steel Relate to greater resistance to chemical attack of stainless steel. This could be research activity.
of metals (car bodies and machinery)
and stainless steel (chemical
plant and cutlery)
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4 Explain the uses of zinc This could be a research activity.

for galvanising and for
making brass It can be expanded to include coinage and musical instruments.
This links with galvanising and sacrificial protection in Unit 3 and it is a good idea to reinforce C10.2 –
supplement from this unit here.
This is usually covered well in textbooks.
Information about galvanising can be found at:

www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_gateway/chemistry_out_there/redox_reactions/re
vision/2/
C10.3 5 Describe metal ores as a This could be a research activity with presentations or poster displays. Give learners specific metals to look at in
Extraction of finite resource and hence the their groups (aluminium, iron, steel, platinum, copper)
metals from need to recycle metals
their ores You may prefer to concentrate on iron and steel here and link this to Unit 11 when aluminium extraction is
covered.
There are many websites with good information.
Good section at bottom of this web page: www.chemguide.co.uk/inorganic/extraction/iron.html
Although aimed at the UK this information is useful for the advantages of recycling iron/steel:
www.tatasteeleurope.com/en/responsibility/cspr/recycling_steel_packaging/why_recycle_steel/
www.recyclemetals.org/tim_cans_story
C9.4 1 Describe the transition Relevant elements for colours include iron (valency of 2 and 3), manganese (in potassium manganate(VII)), and
Transition elements as a collection of copper(II).
elements metals having high densities,
high melting points and Learners can be introduced to different coloured ions and asked to predict the colours of some compounds.
forming coloured
compounds, and which, as Catalysts to include nickel for hydrogenation of alkenes/fats, platinum/rhodium/palladium in car catalytic converters
elements and compounds, and iron in the Haber process (also vanadium(V) oxide in the Contact process). This could be set as a research
often act as catalysts task.
Possible issues to discuss include the importance of catalysts in lowering the energy demand of industrial
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processes and hence conserving fossil fuel and increasing profitability.
This is a good place to introduce the naming of the ions and to point out that oxidation states are used to name
compounds. (Links to Section C7.2 of the syllabus and to Unit 11of this scheme of work.)
Encourage learners to make comparisons with the Group I metals covered in Unit 2.
Transition metal properties:

www.bbc.co.uk/schools/gcsebitesize/science/edexcel/patterns/transitionmetalsrev1.shtml
C9.4 C10.2 C10.3

Specimen Paper 4 Q4 Specimen Paper 3 Q 2 Specimen Paper 4 Q10
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7: Covalent bonding
C3.5 Molecules 1 State that non-metallic Learners use textbooks or website below to:
and covalent elements form simple 1. Define key terms
bonds molecues with covalent 2. Compare and contrast ionic and covalent bonding. This could be in the form of a table.
bonds beween atoms
http://www.ducksters.com/science/chemistry/chemical_bonding.php
2 Describe the formation Use overlapping circles to show where the bonding electrons are.
of single covalent bonds
in H2, Cl2, H2O, CH4, NH3 Learners should distinguish the origin of the electrons by dots and crosses.
and HCl as the sharing of
pairs of electrons leading Learners can use mini-whiteboards to draw electron diagrams as a class activity. (I)
to the noble gas
configuration including the Notes on covalent bonding in some of these molecules: www.docbrown.info/page04/4_72bond3.htm
use of dot-and-cross
diagrams www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/covalentbondingrev1
.shtml
3 Use and draw dot-and- As above examples.

cross diagrams to
represent the bonding Extension activity: some complicated examples like AsCl3, SO3, PCl5 and BF3.
in the more complex
covalent molecules Notes on covalent bonding in these complex molecules: www.docbrown.info/page04/4_72bond3.htm
such as N2, C2H4, CH3OH
and CO2
4 Describe the differences Learners can be given samples of salt, powdered wax and silver sand as three examples of white solids. They
in volatility, solubility and can carry out experiments to identify the bonding in each.
electrical conductivity
between ionic and For advanced learners, sugar can be given as an additional example to show that some simple covalent
covalent compounds compounds are soluble in water.
A database could be set up for a range of compounds of all bonding types with fields for each property.
More advanced learners could be asked to design questions based on the properties, which would produce lists
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of compounds with a particular bonding type.
PowerPoint presentation on simple covalent compound properties at:

http://noadswood.hants.sch.uk/science/noadswood_science_website/GCSE_Additional_Science_-
_Chemistry_I.html
5 Explain the Although covalent bonds are strong, the attractive forces between simple covalent molecules are weak
differences in melting so they have low melting and boiling points.
point and boiling point Ionic compounds have strong electrostatic forces between the ions, giving high melting and boiling
of ionic and covalent points.
compounds in terms of
attractive forces This presentation is useful and so are some of the slides towards the end of the Ionic Bonding
compounds presentation at the same site:
http://noadswood.hants.sch.uk/science/noadswood_science_website/GCSE_Additional_Science_-
_Chemistry_I.html
Pages 1–2 of this website offer useful information and an animation:

www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/differentsubrev1.shtml
C3.6 1 State that there are A short video from the Royal Institution describing the importance of carbon in its many forms.
Macromolecules several different forms of https://www.stem.org.uk/elibrary/resource/32794
carbon, including diamond
and graphite
2 Describe the giant Ball and spoke models will be useful here.
covalent structures of
diamond and graphite Emphasise key features in their structures:
• Graphite:
o each carbon attached to three other carbon atoms
o hexagonal ring layered lattice structure
o delocalised electrons within each layer
o weak intermolecular forces between the layers.
• Diamond:
o each carbon forms four covalent bonds with other carbon atoms
o each carbon has a tetrahedral arrangement
o all electrons are localised in covalent bonds.
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This could be a research activity.
Good interactive site on giant covalent bonding: www.avogadro.co.uk/structure/chemstruc/network/g-

molecular.htm
Good information about giant covalent structures at: www.chemguide.co.uk/atoms/structures/giantcov.html
and
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/differentsubrev3.shtml
3 Relate the structures Relate the above key features to the properties of graphite and diamond – high melting/boiling point,
of diamond and graphite conductivity, hardness.
to their uses, e.g.
graphite as a lubricant Discuss the importance of the one-directional strength of graphite to its use to reinforce fishing rods,
and a conductor, and sports rackets and modern polymer-based materials such as those used to build aircraft.
diamond in cutting tools
4 Describe the Ball and spoke models will be useful here.

macromolecular
structure of silicon(IV) Note the similarities and differences between SiO2 and diamond.
oxide (silicon dioxide) Worksheet activity to compare the differences between SiO2 and CO2:
www.schools.longman.co.uk/gcsechemistry/worksheets/index.html
C3.6
Specimen Paper 3 Q 11
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8: Organic 1
C14.1 Names 1 Name and draw the Learners need to be able to draw full structural formulae (showing all atoms and all bonds). Stress the importance
of compounds structures of methane, of correct bond attachments.
ethane, ethene and ethanol
Establish rules of number of bonds formed for carbon, hydrogen and oxygen (links to valency, Group number and
electronic configuration are possible, but not essential, if Unit 7 has been covered).
Learners, in pairs or groups, could be given molecules to build using model kits or name/draw using mini-
whiteboards.
Excellent model kits can be purchased: www.molymod.com
Drawing packages and other software are listed at: www.acdlabs.com/resources/freeware/
3 Name and draw the Extend the practical above by increasing the number of carbon, hydrogen and oxygen atoms available for
structures of the modelling.
unbranched alkanes and
alkenes (not cis-trans), Learners could use mini-whiteboards for drawing structures. (I)
containing up to four
carbon atoms per Learners could be introduced to the term ‘functional group’ to aid the identification of these organic
molecule compounds, for example alkene C=C.
Good website for teaching notes, or for possible use by learners:

www.chemistryrules.me.uk/junior/organic.htm#JunOrgAlkeneName
2 State the type of Cards with names or structures could be used as an activity.
compound present, given a
chemical name ending in -
ane, -ene and -ol or a
molecular structure
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C14.3 1 Describe the Learners could make models to determine the structural formula of successive members. The molecular,
Homologous homologous series of empirical formula and general formula can be worked out. Emphasise the difference of CH2 between
series alkanes and alkenes as successive members of the homologous series.
families of compounds
with the same general Stress that the functional group determines chemical reactions, but Mr and length of molecule affects
formula and similar physical properties, e.g. state, boiling point.
chemical properties
Homologous series:
www.bbc.co.uk/schools/gcsebitesize/science/triple_edexcel/organic_chemistry/organic_chemistry/revisio
n/5/
Opportunity for ICT: learners could develop (or be provided with) a spreadsheet showing number of
carbon atoms. They could devise formulae for calculating number of hydrogen atoms for alkanes/alkenes.
Formulae could also be derived to calculate molecular masses. If boiling point and/or enthalpy change of
combustion data are included, there are opportunities for learners to produce line graphs to show trends
of mass, boiling points and enthalpies of combustion against number of carbon atoms down the series.
Database of chemical compound data: http://webbook.nist.gov/chemistry/
C14.2 Fuels 1 State that coal, natural Awareness of the finite nature of fossil fuel supply and the role of chemistry in the ‘search for solutions’ for
gas and petroleum are alternative fuels and alternative industrial feedstock.
fossil fuels that produce
carbon dioxide on Link to C11.3 Unit 3.
combustion
Awareness of the competing demand for hydrocarbons as fuels and as raw materials for the petrochemical
industry.
This could be a research activity.
Practical/Demonstration to show that burning a fossil fuel releases carbon dioxide and water (and that carbon
dioxide is acidic).
http://www.rsc.org/learn-chemistry/resource/res00000707/identifying-the-products-of-
combustion?cmpid=CMP00005148
2 Name methane as the Relate to use in the home and in Bunsen burners.
main constituent of natural
gas
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3 Describe petroleum as a Define a hydrocarbon as a molecule containing carbon and hydrogen atoms only.
mixture of hydrocarbons
and its separation into Awareness that the use of the fractions as fuels is rapidly depleting crude oil, the essential raw material for plastics
useful fractions by and other petrochemicals.
fractional distillation
Discuss the supply and demand problem for some fractions – link to cracking in this unit. Also why the composition
of crude oil differs between locations.
This links to Unit 2 and there is an opportunity to demonstrate fractional distillation of synthetic crude oil as
suggested.
Video clip and useful information on fractional distillation:

www.rsc.org/Education/Teachers/Resources/Alchemy/.
http://science.howstuffworks.com/environmental/energy/oil-refining1.htm
4 Describe the properties This could be linked to the above and tackled as a research activity.
of molecules within a
fraction See the above resources.
5 Name the uses of the Opportunity for display work. Learners can find magazine pictures and advertisements to illustrate the uses of the
fractions as: fractions.
− refinery gas for bottled
gas for heating and The pictures can be mounted on a large outline of the fractionating column, showing where fractions emerge, with
cooking boiling points and chemical detail, such as number of carbon atom range in each fraction.
− gasoline fraction for
fuel (petrol) in cars
− naphtha fraction as a
feedstock for making
chemicals
− diesel oil/gas oil for fuel
in diesel engines
− bitumen for road
surfaces
C14.4 Alkanes 1 Describe alkanes as Single covalent bonds only (links to Unit 7).
saturated hydrocarbons
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whose molecules contain Information at: www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/rocks/fuelsrev1.shtml

only single covalent bonds
2 Describe the properties of Lack of reactivity is partly due to the presence of strong C–C and C–H bonds only (link to Unit 5).
alkanes (exemplified by
methane) as being
generally unreactive,
except in terms of burning
3 Describe the complete Practical/demonstration to show products of combustion:

combustion of
hydrocarbons to give http://www.rsc.org/learn-chemistry/resource/res00000707/identifying-the-products-of-
carbon dioxide and water combustion?cmpid=CMP00005148
C14.5 Alkenes 1 Describe alkenes as Practical testing for the presence of a double covalent bond:
unsaturated hydrocarbons http://www.rsc.org/learn-chemistry/resource/res00000552/microscale-testing-for-unsaturation-using-
whose molecules contain bromine
one double covalent bond
2 State that cracking is a A complete set of resources for a lesson on oil refining. Covers fractional distillation and cracking. Includes a
reaction that produces video, student questions and answers.
alkenes http://www.rsc.org/learn-chemistry/resource/res00000027/oil-refining#!cmpid=CMP00001822
3 Describe the formation Paraffin on mineral wool can be cracked using hot broken pot or granules of aluminium oxide as a
of smaller alkanes, catalyst. The resultant gas can be collected over water.
alkenes and hydrogen by
the cracking of larger Awareness of the importance of cracking to the petrochemical industry to meet demand for smaller
alkane molecules and molecules, e.g. petrol components, from larger molecules in crude oil for which there is less demand.
state the conditions
required for cracking Hydrogen is also a by-product.
Information on experiments: www.nuffieldfoundation.org/practical-chemistry/cracking-hydrocarbons
A useful animation and information:

www.bbc.co.uk/schools/gcsebitesize/science/edexcel/fuels/hydrocarbonsrev2.shtml
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5 Describe the properties The addition of bromine water to the product of the above reaction demonstrates this addition reaction.
of alkenes in terms of
addition reactions with Emphasise the difference between an addition and a substitution reaction.
bromine, hydrogen and
steam, exemplified by Examples of hydrogen addition include the hydrogenation of polyunsaturated vegetable oils to make solid
ethene margarines.
Short video clip on polythene production (includes student handout):

http://www.rsc.org/learn-chemistry/resource/res00000028/polythene
4 Recognise saturated and Relate this to the modelling at the start of the unit and the reactions of alkanes and alkenes mentioned above.
unsaturated hydrocarbons:
− from molecular Emphasise that a saturated molecule contains only single covalent bonds and an unsaturated molecule contains
structures one or more C=C double bonds.
− by their reaction with
aqueous bromine
C14.8 1 Describe the formation of Demonstration of the polymerisation of styrene or acrylates shows the general addition polymerisation reaction.
Synthetic poly(ethene) as an example
polymers of addition polymerisation Video clip on polyethene: www.rsc.org/Education/Teachers/Resources/Alchemy/
of monomer units
C14.6 1 State that ethanol may be A simple introduction to ethanol production:

Alcohols formed by fermentation and http://www.bbc.co.uk/schools/gcsebitesize/science/aqa/substancesfromcrudeoil/polymersandethanolrev4.
by reaction between ethane shtml
and steam
2 Describe the formation Demonstration of fermentation of sugar is possible here. (Link with Unit 10).
of ethanol by
fermentation and the A very useful comparison of the two methods:
catalytic addition of www.bbc.co.uk/schools/gcsebitesize/science/triple_edexcel/organic_chemistry/organic_chemistry/revisio
steam to ethene n/4/
3 Describe the complete Discuss the importance of ethanol as a renewable fuel, already used in many countries where sugar cane grows
combustion of ethanol to easily, e.g. Brazil, Italy. Ethanol may become a ‘fuel for the future’ as fossil fuel supplies run out. You could also
give carbon dioxide and discuss with learners the implications of using land for growing fuel crops, which could be used to grow crops for
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water food.
A detailed resource looking at ethanol combustion: http://www.innovateus.net/science/what-ethanol-

combustion
Video showing ethanol ‘rocket’: http://www.rsc.org/learn-chemistry/resource/res00001231/ethanol-rockets
4 State the uses of ethanol This could be a research activity with a presentation or poster display.
as a solvent and as a fuel
A video looking at properties, uses and manufacture of ethanol: www.my-gcsescience.com/videos/ethanol-
and-its-uses/
C14.2 C14.4 C14.5

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9: Amount of substance
C4.1 2 Determine the formula Learners can be given a list of ions encountered in IGCSE and rules for writing chemical formulae. They
Stoichiometry of an ionic compound can construct correct chemical formulae from ions (link to Unit 2). (I)
from the charges on the
ions present The charges on ions should be linked with the Group number of the element in the Periodic Table.
They can be introduced to the idea of using brackets when more than one of a complex ion is present.
Basic information on chemical formulae:

www.bbc.co.uk/schools/ks3bitesize/science/chemical_material_behaviour/compounds_mixtures/revise4.s
html
Ion charges and ionic formulae:

and
www.occc.edu/kmbailey/chem1115tutorials/formulas_ionic.htm
4 Deduce the formula of a This can be linked with organic molecules but also include examples from suitable pictures of giant ionic
simple compound from a structures. This could be a group activity with learners being given several examples.
model or a diagrammatic
representation Learners need to be able to use both molecular and full structural formulae. (Link to Unit 8).
7 Construct and use Introduce the four state symbols (s), (l), (g) and (aq). This should be linked to all theoretical and
symbol equations, with experimental work during the course.
state symbols, including
ionic equations Ionic equations (link with Unit 11). This could be linked with the formation of precipitates in Unit 4.
Learners can use flash cards (formulae of ions and simple molecules) as an activity to construct ionic
equations.
This also links to Unit 4. Experimental work on the formation of precipitates could be done here, if not
covered in Unit 4.
Spectator ions can be introduced here.
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The construction of ionic half-equations: www.chemguide.co.uk/inorganic/redox/equations.html
Ionic equations and precipitates:

www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_gateway/how_much/ionic_equations/revision/1/
8 Deduce the balanced The information could be masses or amounts of material that react together. See below.
equation of a chemical
reaction, given relevant
information
9 Define relative atomic You could introduce this by looking at the actual masses of some atoms and how very tiny these masses
mass, Ar, as the average are. This leads in to the concept of relative masses where all atoms are compared to the standard atom,
mass of naturally carbon-12.
occurring atoms of an
element on a scale where Information on relative atomic mass and a test:
the 12C atom has a mass www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atomic_structure/atomic_structurerev4.shtml
of exactly 12 units
10 Define relative Learners can use Ar to calculate the relative molecular mass from the molecular formula.
molecular mass, Mr, as
the sum of the relative Use of mini-whiteboards, bingo and crossword activities could be used.
atomic masses (the term
relative formula mass or Also information at:
Mr will be used for ionic www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/atomic_structure/atomic_structurerev3.shtml
compounds)
C4.2 The mole 1 Define the mole in Emphasise the idea of a mole being a particular amount of substance with the Avogadro number
terms of a specific (Avogadro constant) of specified particles.
number of particles
called Avogadro’s Learners should be introduced to the terms ‘stoichiometry’, ‘limiting reactant’ and ‘in excess’ which may
constant be used in calculations.
2 Use the molar gas Learners will need plenty of practice.

3
volume, taken as 24 dm
at room temperature and An experiment reacting magnesium with dilute sulfuric acid can be used to find/use the molar gas volume.
pressure
Demonstrate how to calculate the Ar of Lithium (Li + H2O) or Calcium (Ca + H2O). (Link to % purity later in
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this unit).
3 Calculate Learners will need plenty of practice.

stoichiometric reacting
masses, volumes of An experiment to find the formula of copper oxide could be demonstrated, or if equipment is available this
gases and solutions and could be a class practical.
solution concentrations
3
expressed in g/dm and This can be linked back to the preparation of salts by titration, e.g. preparation of sodium chloride.
3
mol/dm
Learners should also be competent at handling reactant mass data given in tonnes for industrial scale
(Calculations based on reactions, e.g. preparation of salts for use as fertilisers.
limiting reactants may be
set. Questions on the gas Finding the formula of copper oxide: www.nuffieldfoundation.org/practical-chemistry/finding-formula-
laws and the conversion copper-oxide
of gaseous volumes to
different temperatures Titrating NaOH with HCl: www.practicalchemistry.org/experiments/titrating-sodium-hydroxide-with-
and pressures will not be hydrochloric-acid,129,EX.html
set.)
C4.1 C4.2
Specimen Paper 4 Q4
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10: Organic 2
C14.7 1 Define polymers as long Demonstrations of the preparation of poly(phenyltethene), commonly known as poly(styrene), or poly(acrylates)
Polymers chain molecules formed are possible here.
from small units
(monomers) Importance of crude oil as a raw material for polymers and its finite supply.
Experimental procedure for poly(phenylethene): www.nuffieldfoundation.org/practical-chemistry/addition-

polymerisation
Notes on addition polymers: www.docbrown.info/page04/OilProducts07.htm
2 Understand that This could be a research activity to look at different polymers, their structural formulae and their
different polymers have properties, with presentations or poster displays.
different units and/or
different linkages
C14.8 2 Deduce the structure of Opportunity to reinforce the importance of writing clear structural formulae here.
Synthetic the polymer product from
polymers a given alkene and vice Use models to illustrate addition polymerisation and images to allow identification of repeat units and
versa monomers.
Use kinaesthetic activity to illustrate the mechanism of polymerisation.
Video about making poly(ethene): www.bbc.co.uk/learningzone/clips/making-polythene-cracking-and-

polymerisation/4427.html
3 Explain the differences When monomers react to form condensation polymers a small molecule is eliminated.
between condensation
and addition See 11(b) of this webpage for information: www.docbrown.info/page04/OilProducts11.htm
polymerisation
4 Describe the formation The formation of nylon can be demonstrated by the reaction of a diacid chloride with a diamine (nylon
of a simple condensation rope trick).
polymer exemplified by
nylon (a polyamide), the This is a condensation reaction (addition/elimination reaction).
structure of nylon being
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represented as: Learners can gently melt nylon granules on a tin lid and draw out a ‘fishing line’ using a glass rod.
Emphasise the structure. Learners should be instructed to show the amide bond clearly and draw two
repeat units for each polymer in examinations.
Opportunity to make models of each polymer.
Nylon rope trick demonstration, experimental procedure: www.rsc.org/learn-

chemistry/resource/res00000755/making-nylon-the-nylon-rope-trick
Video showing the nylon rope trick: www.chemistry-videos.org.uk/chem%20clips/Nylon/nylon.html
Video clip on nylon: www.rsc.org/Education/Teachers/Resources/Alchemy/
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11: Redox, electrochemistry and Group VII
C7.2 Redox 1 Describe oxidation and Stress that oxidation and reduction reactions always occur together in a redox reaction.
reduction in chemical
reactions in terms of Redox changes can often be observed as significant colour changes, e.g. rusting/corrosion of iron or iron +
oxygen loss/gain (Oxidation copper(II) sulfate ==> iron(II) sulfate + copper.
state limited to its use to
name ions, e.g. iron(II), Link to ideas of the role of redox reactions in the production of energy from fuels and the extraction of metals. The
iron(III), copper(II)) reactions in car catalytic converters can also be studied here (link to Section C11.2, Unit 3).
Experiments possible include the reaction of metals/non-metals with oxygen and the reaction of metal oxides with
carbon. Some of these could be class experiments while others should be demonstrations.
Definitions of oxidation and reduction: www.chemguide.co.uk/inorganic/redox/definitions.html
2 Define redox in terms of Use the mnemonic ‘OILRIG’ (oxidation is loss of electrons, reduction is gain of electrons).
electron transfer, and
identify such reactions Practice ionic equations and identify the substance oxidised and reduced in a given reaction. (I)
from given information,
which could include Link this to the reactivity series and reactions of metals and metal salt solutions in Unit 6, the halogens
simple equations and electrolysis later in this unit.
Definitions of oxidation and reduction:

www.chemguide.co.uk/inorganic/redox/definitions.html
www.gcsescience.com/r7-oxidation-reduction-redox.htm
Displacement reactions and redox:

www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_gateway/chemistry_out_there/redox_reactions/re
vision/4/
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3 Define and identify an This concept can be confusing for learners. There is good advice about this lower down the web page in
oxidising agent as a the link below.
substance which oxidises
another substance during Advice about oxidising agent and reducing agent definitions:
a redox reaction and a www.chemguide.co.uk/inorganic/redox/definitions.html
reducing agent as a
substance which reduces Identifying oxidising and reducing agents could be set as a problem-solving activity.
another substance during
a redox reaction
C5 Electricity 1 Define electrolysis as the This definition should be linked to the practical activities below.
and chemistry breakdown of an ionic
compound when molten or
in aqueous solution by the
passage of electricity
2 Use the terms inert Refer to a Cambridge endorsed textbook for definitions and use of these terms.
electrode, electrolyte,
anode and cathode
4 Describe the electrode These are demonstrations only and link with the production of halogens later in this unit.
products and the
observations made, using Learners can safely carry out the electrolysis of small quantities of aqueous sodium chloride. Tests from Unit 4 can
inert electrodes (platinum be used to identify all three products.
or carbon). in the
electrolysis of: Learners can practise writing electron half-equations and link this to ideas of redox from earlier in this unit.
o molten lead(II)
bromide Excellent video of electrolysis of lead bromide: www.youtube.com/watch?v=4x2ZCSr23Z8
o concentrated
aqueous sodium Practical details of electrolysis of lead bromide: www.nuffieldfoundation.org/practical-chemistry/electrolysing-
chloride molten-leadii-bromide
o dilute sulfuric acid
Notes on electrochemistry: www.docbrown.info/page01/ExIndChem/ExtraElectrochem.htm
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5 State the general Learners can electrolyse a range of aqueous solutions of salts and collect and test electrode products to
principle that metals or confirm this.
hydrogen are formed at
the negative electrode The procedure for a class practical: www.nuffieldfoundation.org/practical-chemistry/identifying-products-
(cathode), and that non- electrolysis
metals (other than
hydrogen) are formed at
the positive electrode
(anode)
9 Predict the products of This should involve metal halides or metal oxides only.
the electrolysis of a
specified molten binary Emphasise that the product at the cathode is the corresponding metal and at the anode, a non-metal
compound molecule (O2 or Group VII molecule).
7 Construct simple ionic Plenty of practice during the rest of this unit will help learners to become familiar with this. (Link to
half-equations for the Syllabus section C4.1 – supplement in Unit 9.)
formation of elements at
the cathode Information at:
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/ions/electrolysisrev5.shtml
C10.3 3 Know that aluminium is Link the production of aluminium back to the production of other metals from their ores (Unit 6).
Extraction of extracted from the ore
metals from bauxite by electrolysis Video clips on aluminium extraction: www.rsc.org/Education/Teachers/Resources/Alchemy/
their ores
Information:
www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/electrolysisrev1.shtml
C5 Electricity 10 Describe, in outline, Link the production of aluminium back to the production of other metals from their ores (Unit 6).
and chemistry the manufacture of
aluminium from pure Link to methods of extraction linked to metal reactivity Unit 6.
aluminium oxide in
molten cryolite Awareness of the economic and environmental implications of the very high energy demand for
electrolysis (link to need for recycling of aluminium and hydroelectric power).
(Starting materials and
essential conditions Video clips on aluminium extraction: www.rsc.org/Education/Teachers/Resources/Alchemy/
should be given but not
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technical details or See also the resources above.

diagrams.)
3 Describe electrolysis in This links with writing ionic equations (Unit 9).
terms of the ions present
and the reactions at the www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/ions/electrolysisrev3.shtml
electrodes in terms of
gain of electrons by This gives a good explanation:
cations and loss of http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/chemicals/extractionmetalsrev5.sht
electrons by anions to ml
form atoms
Could use experiment http://www.rsc.org/learn-chemistry/resource/res00000737/identifying-the-products-of-
electrolysis as good practice at writing ionic equations
10 Describe, in outline, Awareness of the importance of the products of the processes in terms of their uses, e.g. hydrogen for
the manufacture of making ammonia, chlorine for water treatment, NaOH for making soap.
chlorine, hydrogen and
sodium hydroxide from Video clips on the electrolysis of NaCl: www.rsc.org/Education/Teachers/Resources/Alchemy/
concentrated aqueous
sodium chloride A video about electrolysis - the section at the end covers this:
www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electrolysis/electrolysisact.shtml
(Starting materials and
essential conditions
should be given but not
technical details or
diagrams.)
C9.3 Group 3 Describe the halogens, Demonstration of preparation of chlorine (from concentrated hydrochloric acid and potassium manganate(VII))
properties chlorine, bromine and and physical state and colour of bromine/iodine carried out in fume cupboard. (Link to Unit 2.)
iodine in Group VII, as a
collection of diatomic non- Opportunity to practise writing half-equations. (I)
metals showing a trend in
colour and physical state Possible extension activity could be to demonstrate the reaction of iron with the halogens.
Information and animation about the halogens:

www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/periodictable/group7rev1.shtml
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Experimental procedures: www.nuffieldfoundation.org/practical-chemistry/reactions-aqueous-solutions-

halogens
Information about chlorine: www.americanchemistry.com/chlorine/
Reaction of iron with halogens: www.practicalchemistry.org/experiments/halogen-reactions-with-

iron%2C44%2CEX.html
4 State the reaction of Learners can predict the trend in reactivity and oxidising nature (giving reasons) and, as a result, predict
chlorine, bromine and the effect of adding an aqueous halogen to a halide salt. They could then carry out test-tube scale
iodine with other halide displacement reactions to see if their predictions are true.
ions
5 Predict the properties This extends the list of halogens to include fluorine and astatine in theory only.
of other elements in
Group VII, given data In groups, learners could predict the reactivity, colour/physical state, melting/boiling point of fluorine and
where appropriate astatine.
Information:
www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/periodic_table/group7rev5.shtml
6 Identify trends in other Information could include melting and boiling points, density and chemical reactivity.
groups, given information
about the elements Learners could do a group activity and present their findings to other members of the class.
concerned
Include examples from any group in the Periodic Table.
C5 Electricity 8 Describe electroplating Learners can electroplate zinc strips with copper.
and chemistry with copper
An initial can be painted onto the strip with clear nail varnish, to give a silver initial on a copper
background.
Electroplating: www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electrolysis/electrolysisrev2.shtml
6 Relate the products of Awareness of the need for very pure copper for electrical wiring (learners can cut open samples of wire to
electrolysis to the find copper) due to the interruption of current flow by impurities, as compared to copper needed for water
electrolyte and electrodes pipes (link to Unit 6).
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used, exemplified by the

specific examples in the Electrolysis activity – a useful interactive video:
Core together with www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electrolysis/electrolysisact.shtml
aqueous copper(II)
sulfate using carbon Video clip on copper refining: www.rsc.org/Education/Teachers/Resources/Alchemy/
electrodes and using
copper electrodes (as
used in the refining of
copper)
C5
Specimen Paper 3 Q5
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12: Equilibria
C3.1 2 Understand that some Some reactions can be classified as reversible and learners should be introduced to the reversible sign ⇌.
Physical and chemical reactions can be
chemical reversed by changing the Experimental work can involve learners heating hydrated copper(II) sulfate and adding water to anhydrous
changes reaction conditions (limited to copper(II) sulfate as an illustration.
the effects of heat and water
on hydrated and anhydrous Extension activity: learners to determine the amount of water removed on heating and calculate the formula of
copper(II) sulfate and hydrated copper(II) sulfate (link to Unit 6).
cobalt(II) chloride.)
Practical procedure for heating hydrated copper(II) sulfate: www.nuffieldfoundation.org/practical-
(Concept of equilibrium is chemistry/reversible-reaction-involving-hydrated-copperii-sulfate-and%C2%A0its-anhydrous-form
not required.)
Practical procedure for determining the amount of water in copper(II) sulfate:
www.chalkbored.com/lessons/chemistry-11/hydrate-lab.pdf
C11.4 3 Describe and explain the Nitrogen from the air (link with Unit 3). Hydrogen from natural gas (link with Unit 8).
Nitrogen and essential conditions for the
fertilisers manufacture of ammonia Opportunity for group work where learners can produce a series of flash cards to make a flowchart of this
by the Haber process process or question loop activity to sequence the process.
including the sources of
the hydrogen and nitrogen, The importance of recycling unreacted nitrogen and hydrogen needs to be mentioned.
i.e. hydrocarbons or steam
and air The effect of the variation of values of temperature and pressure can be studied by advanced learners.
Awareness of the economic and environmental advantages of placement of a manufacturing site can be
investigated by learners.
Opportunities for reacting masses and volume calculations (link with Unit 9 – Amount of Substance).
www.chemguide.co.uk/physical/equilibria/haber.html
Video clip of the process: www.bbc.co.uk/learningzone/clips/formation-of-ammonia-in-the-haber-

process/4432.html
Video clip on ammonia: www.rsc.org/Education/Teachers/Resources/Alchemy/
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2 Describe the need for This could be a research activity.

nitrogen-, phosphorus- and
potassium-containing Links to biology and practical involving plant growth under controlled conditions.
fertilisers
C12 Sulfur 1 Name the use of sulfur in 90% of the extracted sulfur is converted to sulfuric acid.
the manufacture of sulfuric
acid
2 Describe the Mention specific temperature, pressure and catalyst information.

manufacture of sulfuric
acid by the Contact Learners can practise using flow diagrams to represent the process. (I)
process, including
essential conditions and Economic issues relating to temperature and catalyst use could be discussed here, as with the Haber
reactions Process. Opportunity for group work as in the Haber process above.
As with the Haber process, more advanced learners could study the effect of variation of temperature and
pressure on the yield of sulfuric acid.
Stress that the industrial process does not use high pressure even though it would be theoretically
beneficial – it is not cost effective for the mediocre increase in yield.
Opportunities for reacting masses and volume calculations (link with Unit 9). (I)
www.chemguide.co.uk/physical/equilibria/contact.html
Video clip on the Contact process: www.rsc.org/Education/Teachers/Resources/Alchemy/

There are also other teaching resources and information at this site.
Manufacture of sulfuric acid: www.greener-

industry.org.uk/pages/sulphuric_acid/9SulphuricAcidManu.htm
www.bbc.co.uk/schools/gcsebitesize/science/triple_ocr_gateway/how_much/equilibria/revision/4/
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Physics
1: Light
P4.2.1 Reflection 1 Describe the formation of an Use simple experiments with optical pins to find the position of the image in a plane mirror. Use ray box
of light optical image by a plane mirror, experiments to investigate the relationship angle of incidence = angle of reflection.
and give its characteristics
Extend to draw simple ray diagrams. Explain that the brain assumes that light has travelled in straight
2 Recall and use the law angle of lines and locate the position of an image in a mirror. If time allows, the behaviour of mirrors at 45°, 60°
incidence = angle of reflection or 90° to each other may be investigated.
recognising these angles are
measured to the normal How to make a simple periscope:
www.lightwave.soton.ac.uk/experiments/periscope/periscope.html
3 Perform simple constructions,
measurements and calculations for
reflection by plane mirrors
P4.2.1 Reflection 6 Recall that the image in a plane Lateral inversion is difficult to understand and a full explanation involves a discussion on the
of light mirror is virtual symmetry of the human body. The wording on the front of emergency vehicles is often written
in mirror writing so that lateral inversion in a driving mirror corrects it. If someone stands on a
horizontal mirror, they are vertically inverted.
Stereoscopic vision: www.vision3d.com/stereo.html
Lateral inversion: www.bbc.co.uk/learningzone/clips/lateral-inversion-in-a-mirror/251.html
P4.2.2 Refraction 1 Interpret and describe an Use rectangular transparent blocks (Perspex or glass) with optical pins or ray boxes to investigate
of light experimental demonstration of the refraction. The refraction of light in air that has been heated explains the phenomenon of a heat haze.
refraction of light
3 Use the terminology for the angle

of incidence i and angle of
refraction r and describe the
passage of light through parallel-
sided transparent material
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P4.2.2 Refraction 5 Describe internal and total Develop the experiments above with a semi-circular transparent block to investigate critical
of light internal reflection using ray angle and total internal reflection.
diagrams
Instructions for a demonstration of total internal reflection:
6 Give the meaning of critical www.youtube.com/watch?v=NAaHPRsveJkzc
angle
Experiments on refraction, reflection and total internal reflection:
www.youtube.com/watch?v=gDA_nDXM-ck
Further experiments related to total internal reflection and more:

http://galileo.phys.virginia.edu/outreach/8thGradeSOL/ActivitiesList.htm#9
P4.2.2 Refraction 2 Recall and use the definition of Extension activity: extend the refraction work with the rectangular block to include quantitative
of light refractive index n in terms of use of sin i /sin r.
speed
An accurate value of the refractive index can be obtained from the gradient of a graph of sin i
4 Recall and use the equation for against sin r.
sin i
refractive index =n Encourage deeper thought with more able learners by discussing refractive index in terms of
sin r
the speed of light in different materials.
Refractive index:
www.bbc.co.uk/bitesize/higher/physics/radiation/refraction/revision/2/
To find the refractive index of a glass:

www.youtube.com/watch?v=DZfqQcFV7W8
P4.2.2 Refraction 7 Describe and explain the Use inexpensive ‘novelty’ light items to demonstrate optical fibres.
of light action of optical fibres
particularly in medicine and Optical cable:
communications technology www.youtube.com/watch?v=0MwMkBET_5I
www.youtube.com/watch?v=4i7maoqVcaY
P4.2.3 Thin 1 Describe the action of a thin Investigate converging lenses by: forming an image of a distant object, e.g. a tree or building seen from
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converging lens converging lens on a beam of light the laboratory window, bringing parallel rays from a ray box to a focus through a cylindrical lens,
drawing ray diagrams to scale to show the formation of a real image.
2 Use the terms principal focus and
focal length The anatomy of a lens:
www.physicsclassroom.com/Class/refrn/U14L5a.html
3 Draw ray diagrams for the
formation of a real image by a Thin lens (converging/diverging lens/mirrors):
single lens www.phy.ntnu.edu.tw/ntnujava/index.php?topic=48
4 Describe the nature of an image

using the terms enlarged/same
size/diminished and
upright/inverted
P4.2.3 Thin 5 Describe the difference Extend the ray diagram work to include the formation of a virtual image and use a magnifying
converging lens between a real image and virtual glass. (I)
image
Remember that a virtual image produced by a lens (or by a mirror) relies on the brain assuming
6 Use and describe the use of a that the light is travelling to the eye in a straight line.
single lens as a magnifying
glass Virtual image:
www.physicsclassroom.com/class/refln/Lesson-2/Image-Characteristics
www.youtube.com/watch?v=lBKGP6Fh9vs
Magnification:
http://www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/medical_applications_physics/len
ses/revision/5/
P4.2.1
Specimen Paper 3 Q1
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2: Electricity 1
P5.2.2 Current, 2 State that current is related to the Use simple circuits to measure current and use both analogue and digital meters. Digital meters are
potential flow of charge easier to read if the reading is stable, but when the digits keep changing, this can be a source of
difference and difficulty. Generally, the inertia of the needles ensures that analogue meters give a more stable
electromotive 4 State that current in metals is due reading.
force (e.m.f.) to a flow of electrons
A series of useful pages relating to electricity and magnetism:
6 Use and describe the use of an www.galaxy.net/~k12/electric/index.shtml
ammeter, both analogue and digital
Using a digital meter:
www.youtube.com/watch?v=Ftc3EQGZowk
P5.2.2 Current, 3 Show understanding that a A Van de Graaff generator can be used with a micro ammeter or nanometer and a shuttling ball
potential current is a rate of flow of to show that current is a flow of charge.
difference and charge and recall and use the
electromotive equation I = Q/t Interesting information about static electricity and how the Van de Graaff generator works:
force (e.m.f.) www.engr.uky.edu/~gedney/courses/ee468/expmnt/vdg.html
www.wonderhowto.com/how-to-experiment-with-van-de-graaff-generator-272678/
Shuttling ball experiment:

www.youtube.com/watch?v=2Rh8fJnvisA
At the mention of the Van de Graaff generator, learners are likely to ask about lightning – try
this site about the work of Benjamin Franklin. Franklin survived but some of those who tried to
duplicate this experiment were killed.
www.history.com/this-day-in-history/franklin-flies-kite-during-thunderstorm
P5.2.2 Current, 7 State that the e.m.f. of an Give specific examples: cells, batteries with the e.m.f. written on them. Emphasise that it is the e.m.f.
potential electrical source of energy is (in volts) that is written, not the current which depends on the circuit. Sources with a variable e.m.f. are
difference and measured in volts also worth mentioning.
electromotive
force
(e.m.f.)difference
(p.d.)
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P5.2.2 Current, 8 Show understanding that e.m.f. An analogy with water being pumped around a closed system, e.g. central heating, can be
potential is defined in terms of energy useful here to enable the learners to have a mental picture which helps them to distinguish
difference and supplied by a source in driving between current (the water) and e.m.f. (the energy from the water pump). Electric current can be
electromotive charge round a complete circuit compared to the moving chain of a bicycle.
force (e.m.f.)
The bicycle analogy: www.youtube.com/watch?v=ecMM9z39irg
P5.2.2 Current, 5 State that the potential difference Continue the circuit work, measuring potential differences with a voltmeter. Show that the e.m.f. of the
potential (p.d.) across a circuit component is source is equal to the sum of the p.d.s across series components and equal to the p.d. across parallel
difference and measured in volts components.
electromotive
force 6 Use and describe the use of a Voltmeters in parallel with the component:
(e.m.f.)difference voltmeter, both analogue and www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/electric_current_voltage/revision/
(p.d.) digital 5/
P5.2.3 Resistance 1 State that resistance = Extend the circuit work using an ammeter and a voltmeter to measure I and V and so calculate
p.d./current and understand resistance of a resistor. (I)
qualitatively how changes in p.d. or
resistance affect current There are many practicals that can be performed using this topic.
3 Recall and use the equation R = Why not create a vocabulary quiz at this stage to test knowledge in a different way? A unit quiz
V/I highlights areas of uncertainty.
Resistance:
www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/radiation/safeelectricalsrev3.sht
ml
Measuring voltage and current:

www.youtube.com/watch?v=z6-c4jLXkMo
P5.2.3 2 Sketch and explain the current- By using samples of nichrome or constantan wire of different lengths and diameters suitable
Resistance voltage characteristic of an resistance comparisons can be made.
ohmic resistor and a filament
lamp Extend the experimental resistance work to give quantitative results. (I)
4 Recall and use quantitatively Resistance of a filament lamp: www.youtube.com/watch?v=qbhoGefCUiA

the proportionality between
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resistance and length, and the Resistance, length and area: www.physicsclassroom.com/class/circuits/Lesson-3/Resistance
inverse proportionality between
resistance and cross-sectional
area of a wire
P5.2.2 Current, 1 Demonstrate understanding of A good revision resource with questions:

potential current, potential difference, e.m.f. http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/electricity/resistancerev1.shtml
difference and and resistance
electromotive
force
(e.m.f.)difference
(p.d.)
P6.3 Electrical 1 Recall and use the equations P Both of these equations relate to the definition of potential difference and electromotive force.
energy = IV and E = IVt
Formulas: http://hyperphysics.phy-astr.gsu.edu/hbase/electric/elepow.html
P5.2.2 P5.2.3 P6.3

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3: Energy
P2.2 Energy 2 Demonstrate understanding that A collection of simple experiments to introduce sources of energy:
an object may have energy due to http://www.practicalphysics.org/introducing-energy.html
its motion (kinetic energy, K.E.) or
its position (potential energy, P.E.)
and that energy may be transferred
and stored
3 Give and identify examples of A number of devices which convert energy from one form to another, e.g. loudspeaker, steam engine,
changes in kinetic, gravitational solar-powered motor, candle can be used. A circus of simple experiments can be set up for learners to
potential, chemical potential, elastic identify the energy conversions.
potential (strain), nuclear, thermal,
light, sound and electrical energy Kits are available which enable falling weights to power generators or cells to turn motors which lift
that have occurred as a result of an weights. It is worth driving home the point with many different examples but ensure that the focus of the
event or process demonstration is energy conversion.
5 Recognise that energy is Unusual and fun energy change experiments:

transferred during events and www.childrensuniversity.manchester.ac.uk/interactives/science/energy/what-is-energy/
processes, including examples of
transfer by forces (mechanical www.physicsclassroom.com/class/energy
working), by electrical currents
(electrical working), by heating and www.brightstorm.com/science/physics/energy-and-momentum/conservation-of-energy/
by waves
6 Apply the principle of

conservation of energy to simple
examples
P2.2 Energy 4 Recall and use the The gravitational potential energy formula can be deduced in terms of work done and it seems
2
expressions K.E. = ½mv and likely that the greater the height and the greater the weight, the greater is the gravitational
and gravitational potential potential energy stored. The kinetic energy formula is probably best quoted although again the
energy (G.P.E) = mgh or change relationship to the mass is highly likely. Similarly, since an object moving backwards (velocity
in gravitational potential energy negative) has positive energy and can be used to do work, the presence of the square can be
= mg∆h justified.
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P2.4 Energy 1 Distinguish between renewable This could be a class research activity. Place the factsheets around the room for students to use.
resources and non-renewable sources of Learners use the information to construct a table comparing renewable and non-renewable forms of
energy energy.
https://ypte.org.uk/factsheets/renewable-energy/fossil-fuels-non-renewable
P2.4 Energy 2 Describe how electricity or other Examples of both renewable and non-renewable sources of energy can be considered along with their
resources useful forms of energy may be advantages and disadvantages. Be careful with categorising wood; wood is a renewable resource, as
obtained from: is all biomass, although we sometimes use it in a non-sustainable way (deforestation).
− chemical energy stored in fuel
− water, including the energy Important discussions here to consolidate the learners’ understanding of energy processes both in
stored in waves, in tides, and in physical and environmental impact terms.
water behind hydroelectric
dams A significant disadvantage of many renewable sources is their intermittency and because electrical
− geothermal resources energy is difficult to store on a large scale, the problem of energy storage to cover the times when little
− nuclear fission or no electricity is being generated is a significant aspect to the discussion.
− heat and light from the Sun
(solar cells and panels) This website provides a useful investigation into alternative energy: www.altenergy.org/
− wind energy
Power generation:
3 Give advantages and www.bbc.co.uk/bitesize/standard/physics/energy_matters/generation_of_electricity/revision/1/
disadvantages of each method in
terms of renewability, cost, www.open.edu/openlearn/science-maths-technology/science/environmental-science/energy-
reliability, scale and environmental resources-introduction-energy-resources/content-section-0
impact
Energy storage: http://science.howstuffworks.com/environmental/energy/question247.htm
P2.2 Energy 7 Show a qualitative understanding A video clip explaining how tides occur:
of efficiency https://www.youtube.com/watch?v=5ohDG7RqQ9I
P2.4 Energy 4 Understand that the Sun is the The solar origin of solar energy is obvious. The other origins can be explained in outline by
resources source of energy for all our describing how the Sun heats the sea which leads to evaporation and hence rainfall
energy resources except (hydroelectric power) and how the expansion of air above land and sea drives the winds and
geothermal, nuclear and tidal hence causes waves at sea. The transformation of solar energy by photosynthesis can lead to
the use of wood or peat as a fuel source and after many hundreds of millions of years, living
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5 Understand that the source of things can be turned to fossil fuels.

tidal energy is mainly the moon
Many learners will be aware that on a hot day, it is cooler under a tree than under an artificial
6 Show an understanding that shade because the tree transfers solar energy into chemical energy by photosynthesis.
energy is released by nuclear
fusion in the Sun The concept of efficiency is readily understood by many learners. It can be tackled through
specific numerical examples. The use of the expression output/input should be discouraged as
7 Recall and use the equations: it disguises the link with the Principle of the Conservation of Energy.
efficiency =
useful energy output Fusion in the Sun: www.youtube.com/watch?v=pusKlK1L5To
×100
energy input
efficiency =
useful power output
×100
power input
P3.5.1 1 Recognise and name typical A quiz to establish student prior knowledge of conductors and insulators:
Conduction good and bad thermal conductors http://www.educationquizzes.com/ks2/science/thermal-insulators-and-conductors/
2 Describe experiments to There are many simple experiments that can be performed here. Some simple experiments can be
demonstrate the properties of good used to compare thermal conductivity, e.g. using metal conductivity rods. There are poor conductors of
and bad thermal conductors heat but no true insulators; all materials conduct to some noticeable extent.
Conduction in copper and steel: www.youtube.com/watch?v=eMGqkOTJCN0
P3.5.1 3 Explain conduction in solids in Extend to a molecular account – a row of learners can be used to model the idea of increased
Conduction terms of molecular vibrations vibration of particles as the process of conduction. It is important to distinguish between the
and transfer by electrons vibration of atoms which only pass energy to their neighbours and the translational motion of
the electrons which can transfer energy to very large distant ions provided there are no
collisions on the way.
How does heat travel?

www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/energy/heatrev1.shtml
www.s-cool.co.uk/category/subjects/gcse/physics/energy-transfers
P3.5.2 1 Recognise convection as the Use simple experiments to illustrate convection, e.g. dissolving a crystal of potassium manganate(VII)
Convection main method of energy transfer in at the bottom of a large beaker that is heated by a candle flame. (I) Show convection in air using, for
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fluids example, a mine ventilation model. Discuss heaters at ground level and air-conditioning units at ceiling
level.
3 Interpret and describe Remember that convection is the main mechanism by which the central heating equipment (which is
experiments to illustrate convection usually called a radiator) passes thermal energy around a room.
in liquids and gases (fluids)
Convection: www.edumedia-sciences.com/en/a639-thermal-convection
P3.5.2 2 Relate convection in fluids to The activity above is suitable here.

Convection density changes
P3.5.3 Radiation 1 Recognise radiation as the The word radiation is used in many contexts in science and even in IGCSE there are two or three
method of energy transfer that significantly different uses. In this topic, radiation means the infra-red radiation that is emitted by all
does not require a medium to travel objects at all temperatures but is emitted at the largest rate by the hottest bodies. It is worth
through emphasising that the boundary between infra-red radiation and microwaves is an arbitrary line drawn at
a particular wavelength/frequency for convenience.
2 Identify infra-red radiation as the
part of the electromagnetic
spectrum often involved in energy What is infra-red radiation?
transfer by radiation www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/heatingrev1.shtml
www.youtube.com/watch?v=_WP2XwBhmAk
www.gemini.edu/public/infrared.html
P3.5.3 Radiation 3 Describe the effect of surface Learners should be able to distinguish emission from absorption. These two features are
colour (black or white) and commonly taught at the same time. When offering an explanation, learners need to be clear
texture (dull or shiny) on the whether a particular behaviour is observed because of absorption or emission.
emission, absorption and
reflection of radiation Leslie’s cube type experiments show the effect of the colour of a surface on the emission of
radiation. (I) A thick (3–5 mm) sheet of copper, covered with lamp-black (powdered carbon) on
4 Interpret and describe one side, if heated strongly with a Bunsen burner on the other side, will emit noticeably more
experiments to investigate the heat from the blackened side when the Bunsen burner is removed.
properties of good and bad
emitters and good and bad Absorption of infra-red radiation can be shown easily by arranging two thermometers at equal
absorbers of infra-red radiation distances from a working 12 V headlamp bulb. One thermometer has a blackened bulb (use a
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felt-tip pen or poster paint).
Leslie’s cube: www.youtube.com/watch?v=D1PJQMXYiH8
P3.5.4 1 Identify and explain some of the A good opportunity to carry out some investigative experiments involving rate of cooling and insulation.
Consequences of everyday applications and (I)
energy transfer consequences of conduction,
convection and radiation Discussion of the vacuum flask is a useful way to revise conduction, convection and radiation, as is
discussion about the domestic refrigerator. Obtain two identical stainless steel vacuum flasks; drill a
hole in the outside of one so that air enters the vacuum. Compare by data-logging the rates of fall of
temperature.
Vacuum flask: www.youtube.com/watch?v=mT4qZA3BAjI
P2.2 P2.4 P3.5.1 P3.5.2 P3.5.3

Specimen Paper 3 Q10 Specimen Paper 3 Q10 Specimen Paper 3 Q10 Specimen Paper 3 Q10 Specimen Paper 3 Q10
Specimen Paper 4 Q9 Specimen Paper 4 Q9 Specimen Paper 4 Q9 Specimen Paper 4 Q9 Specimen Paper 4 Q9
P3.5.4
Specimen Paper 4 Q9
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4: Mechanics 1
P1.1 Length and 1 Use and describe the use of rules A circus of simple measuring experiments can work well here.
time and measuring cylinders to find a
length or a volume When measuring the period of a pendulum, it may be pointed out that the pendulum is travelling at its
fastest as it passes through the centre of the oscillation. Consequently, this moment is more precisely
3 Use and describe the use of defined than the moment that it reaches a maximum displacement. Timing should begin and end at the
clocks and devices, both analogue centre point. The only difficulty is that learners might count half oscillations rather than full ones.
and digital, for measuring an Pendulums are easy to set up and learners may see the effect of changing the length, changing the
interval of time mass and changing the amplitude on the period. The idea of a fiducial marker may also be suggested
for this experiment.
4 Obtain an average value for a
small distance and for a short Simple activities such as wrapping a length of thread ten times round a boiling tube, measuring the
interval of time by measuring length of thread and then calculating the circumference of the tube, working out the thickness of paper
multiples (including the period of a by the thickness of the stack and timing 20 swings of a pendulum to find the period. (I)
pendulum)
P1.1 Length and 2 Understand that a micrometer Both electronic and mechanical micrometer screw gauges can be used.
time screw gauge is used to measure
very small distances Using a micrometer: www.youtube.com/watch?v=O8vMFFYNIfo
P1.2 Motion 1 Define speed and calculate Work with trolleys using ticker tape, light gates or ultrasound sensors and data-loggers to produce
total distance speed-time graphs for constant speed and constant acceleration. (I)
average speed from total time
Although not specifically part of the syllabus, work on thinking distance and braking distance of cars
related to safety is useful and relevant here.
4 and interpret a speed-time graph
and a distance-time graph
There is a great deal that can be done here with a few simple experiments which will help learners to
understand what graphs tell us.
6 Recognise from the shape of a
speed-time graph when a body is
Definition of velocity: www.youtube.com/watch?v=cE-bGnwTbTU
o at rest
o moving with constant speed
What is acceleration: www.youtube.com/watch?v=l7W5pH0AKSI
o moving with changing speed
www.youtube.com/watch?v=_O0l3hWs5gM
8 Calculate the area under a
speed-time graph to work out the
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distance travelled for motion with Stopping distances can be found from:
constant acceleration www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/forces/motionrev3.shtml
10 Demonstrate understanding that A fun investigation involving ideas around terminal velocity:
acceleration and deceleration are www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/forces/forcesvelocityrev1.shtml
related to changing speed including
qualitative analysis of the gradient http://hyperphysics.phy-astr.gsu.edu/hbase/airfri2.html
of a speed-time graph
11 State that the acceleration of

free fall for a body near to the Earth
is constant
P1.2 Motion 2 Distinguish between speed Extension activity: extend the trolley work to analyse the graphs further and calculate the
and velocity acceleration. (I)
3 Define and calculate Learners find it difficult to distinguish between a decreasing speed and a speed that is
acceleration using increasing at a decreasing rate and so this point is worth emphasising.
change of velocity
time taken
5 Calculate acceleration from the

gradient of a speed-time graph
7 Recognise linear motion for

which the acceleration is
constant and calculate the
acceleration
9 Recognise motion for which

the acceleration is not constant
P1.3 Mass and 1 Distinguish between mass and It is useful to ensure that learners have a feeling for the sizes of forces (in N) by asking them to
weight weight estimate, e.g. weight of a laboratory stool, force required to open a drawer, and then to measure using
a spring (newton) balance. Similarly, estimation and measurement of masses (in g and kg).
2 Know that Earth is the source of a
gravitational field Gravity (for more able learners): www.qrg.northwestern.edu/projects/vss/docs/space-
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environment/1-what-is-gravity.html
4 Recognise that g is the
gravitational force on unit mass Gravitational fields: www.youtube.com/watch?v=T8nLTwIWplo
and is measured in N/kg
5 Recall and use the equation W =

mg
6 Demonstrate understanding that

weights (and hence masses) may
be compared using a balance
P1.3 Mass and 3 Describe, and use the concept A selection of teaching resources, including changes in weight around the solar system
weight of, weight as the effect of a https://www.stem.org.uk/elibrary/resource/26250
gravitational field on a mass
P1.4 Density 1 Recall and use the equation Simple experiments measuring mass and volume of a liquid and calculating density. Using a solid,
m finding volume from height, width and depth. (I)
ρ=
V
Determine the density of cooking oil by putting a measuring cylinder on an electronic balance. Take the
2 Describe an experiment to readings as more and more oil is added. Plot a graph of mass against volume; gradient can be used to
determine the density of a liquid obtain the density.
and of a regularly shaped solid and
make the necessary calculation Density: www.youtube.com/watch?v=Q5Sh_-pW6ho
Calculate the density of an unknown solid: www.youtube.com/watch?v=nGJ_uWTmQZI
Determining density of liquids – an experiment: www.youtube.com/watch?v=RnSJSSCfgPc
P1.4 Density 3 Describe the determination of Extension activity: extend to the displacement method, e.g. Plasticine of different shapes in a
the density of an irregularly measuring cylinder with water.
shaped solid by the method of
displacement and make the
necessary calculation
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P1.2 P1.3 P1.4

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5: Electromagnetism
P5.1 Simple 1 Describe the forces between Simple experiments with magnets to show attraction and repulsion, leading to investigation of the field
phenomena of magnets, and between magnets patterns around bar magnets (individually and between attracting poles and between repelling poles).
magnetism and magnetic materials
Extend to show the direction of the field lines using a plotting compass.
3 Draw and describe the pattern
and direction of magnetic field lines Experiments to investigate the magnetisation of iron or steel by mechanical and electrical means.
around a bar magnet
Iron is considered to be magnetically soft whilst steel is magnetically hard. It should be realised,
4 Distinguish between the however, that, in reality, iron is rarely pure and the term steel covers a wide range of different alloys of
magnetic properties of soft iron and iron with various magnetic properties.
steel
Make and use a simple electromagnet. (I)
5 Distinguish between the design
and use of permanent magnets ‘Gallery of Electromagnetic Personalities’ contains brief histories of 43 scientists who have made major
and electromagnets contributions, from Ampere to Westinghouse: www.ee.umd.edu/~taylor/frame1.htm
6 Describe methods of How to make an electromagnet: www.sciencebob.com/experiments/electromagnet.php

magnetisation to include stroking
with a magnet, use of d.c. in a coil
and hammering in a magnetic field
P5.1 Simple 2 Give an account of induced Students to carry out this simple experiment on how a doorbell works:
phenomena of magnetism https://www.exploratorium.edu/snacks/magnetic-suction
magnetism They then need to describe and explain how the doorbell works with diagrams.
P7.4 Electro- 1 Show understanding that a This topic really must be demonstrated by experiment. One such includes moving a permanent
magnetic conductor moving across a magnet into and out of a coil, connected to a very sensitive meter. This can be extended to
induction magnetic field or a changing show the same effect using an electromagnet moved in and out of the coil and then by simply
magnetic field linking with a switching the electromagnet on and off.
conductor can induce an e.m.f.
in the conductor Extension activity: extend the experiments above to show the effects of the strength of the field
(use a stronger permanent magnet or increasing the current in the electromagnet), the speed of
2 State the factors affecting the movement and the number of turns per metre in the coil.
magnitude of an induced e.m.f.
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Electromagnetic induction:
www.ndt-ed.org/EducationResources/HighSchool/Electricity/electroinduction.htm
www.youtube.com/watch?v=hajIIGHPeuU
Lenz’s law: http://hyperphysics.phy-astr.gsu.edu/hbase/electric/farlaw.html#c2l
www.youtube.com/watch?v=KGTZPTnZBFE
http://video.mit.edu/watch/physics-demo-lenzs-law-with-copper-pipe-10268/
www.youtube.com/watch?v=uGUsTWjWOI8
P7.5 a.c. 1 Distinguish between direct This can be taught at more or less the same time as the a.c. generator. It is difficult to explain at
generator current (d.c.) and alternating first why a.c. exists but learners might well see what happens when one is displayed on a c.r.o.
current (a.c.) It might help to listen to the hum of a.c. devices and even to see the flickering (with the aid of a
diode) of a lamp.
2 Describe and explain the
operation of a rotating-coil a.c. and d.c.:
generator and the use of slip www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/electricity/mainselectrev5.sht
rings ml
3 Sketch a graph of voltage Make a working model generator – use a commercial science kit generator.
output against time for a simple
a.c. generator Use a c.r.o. to show the voltage output.
Make a large ‘generator’ with cereal packets as magnets, a soup tin as the armature and mains
wiring wrapped into a coil that connects to slip rings – it does not work but is much bigger and
so easier for learners to see.
The working of an a.c. generator:

www.pbs.org/wgbh/amex/edison/sfeature/acdc_insideacgenerator.html
P7.6 1 Describe the construction of a Make a working model transformer (two ‘C-cores’ with suitable wire windings) to introduce the
Transformer basic transformer with a soft- ideas, and follow with a demonstration (demountable) transformer. Use the experiment from
iron core, as used for voltage 4.6.1 but use a.c. rather than switching on and off.
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transformations
Use a model transmission line and show that more energy gets through at a higher voltage; do
4 Recall and use the equation not have high voltage wires uninsulated in the laboratory.
(Vp / Vs) = (Np / Ns) (for 100%
efficiency) There are several persistent errors encountered when the transformer is explained. These
include the idea that a current passes through the core and that this is why it is made of iron (a
3 Use the terms step-up and metal). Some learners use the term induction to describe the production of a current in the
step-down primary coil. Some learners suspect that a step-up transformer is contravening the principle of
the conservation of energy by generating an increased voltage from nothing. All of these hint at
5 Describe the use of the a fundamental misunderstanding by the learner.
transformer in high-voltage
transmission of electricity How transformers work:
www.energyquest.ca.gov/how_it_works/transformer.html
www.youtube.com/watch?v=VucsoEhB0NA
P7.6 2 Describe the principle of A simple worked example using specific values is often a clear way of showing the significance
Transformer operation of a transformer of high voltage transmission.
6 Recall and use the equation A model power line, if used with appropriate safety precautions, can help learners to see what
IpVp = IsVs (for 100% efficiency) is happening.
7 Explain why power losses in Power line repairs: www.youtube.com/watch?v=EWbBdAeW1m8

cables are lower when the
voltage is high
P7.1 Magnetic 1 Describe the pattern of the Use iron filings on a suitably placed card to show the field patterns around a straight wire and a
effect of an magnetic field (including direction) solenoid. (I) The direction of the field can be shown with a plotting compass. If a thin sheet of Perspex
electric current due to currents in straight wires is used in place of the card the apparatus can be mounted on an overhead projector to give a class
and in solenoids demonstration.
Perspex sheets with dozens of built-in plotting compasses are also available. Fields in 3D can be
shown with commercially available cylinders containing floating magnetic particles in a dense oil.
Plotting magnetic fields:

www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/living_future/5_magnetic_f
ield1.shtml
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www.youtube.com/watch?v=JUZC679CwKs
www.bbc.co.uk/learningzone/clips/the-3d-magnetic-field-of-a-bar-magnet/287.html
P7.1 Magnetic 2 Describe the effect on the Extension activity: extend the experiments to show the effect of changing the magnitude and
effect of an magnetic field of changing the direction of the current (separation of lines of iron filings and direction of plotting compass). (I)
electric current magnitude and direction of the
current When drawing the field pattern around a straight wire, learners should be encouraged to draw
circles whose separation increases outwards from the wire; this shows that the field gets
weaker further from the wire.
Magnetic and electric field lines: www.physics4kids.com/files/elec_magneticfield.html
Magnetic field lines: www.boundless.com/physics/magnetism/magnetism-and-magnetic-

fields/magnetic-field-lines/
P7.2 Force on a 1 Describe an experiment to show Use the ‘catapult’ experiment or similar.
current-carrying that a force acts on a current-
conductor carrying conductor in a magnetic Use two parallel strips of aluminium foil mounted a few mm apart vertically. Pass a current through
field, including the effect of them in the same direction and in opposite directions and watch them attract or repel; like currents
reversing: attract and unlike currents repel.
− the current
− the direction of the field Force on current carrying conductor: www.youtube.com/watch?v=14SmN_7EcGY
P7.2 Force on a 2 State and use the relative When teaching the existence of the force the actual directions relative to each other can be
current-carrying directions of force, field and incorporated into the lesson. Fleming’s left-hand rule is just one of the rules that can be used to
conductor current remember these directions.
The left-hand rule:

www.bbc.co.uk/schools/gcsebitesize/science/triple_aqa/keeping_things_moving/the_motor_eff
ect/revision/3/
P7.3 d.c. motor 1 State that a current-carrying coil Make a coil from wire and position the coil in a magnetic field so that magnetic field lines lie in the plane
in a magnetic field experiences a of the coil. When it is carrying a current the coil experiences a torque.
turning effect and that the effect is
increased by: When the magnetic field lines are perpendicular to the plane of the coil the torques is absent.
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− increasing the number of turns The existence of the torque can be shown to be due to motor effect and deduced mathematically.
on the coil
− increasing the current Torque: www.youtube.com/watch?v=E-3yQqgu8OA
− increasing the strength of the
magnetic field
P7.3 d.c. motor 2 Relate this turning effect to the Make a model motor and investigate the effect of changing the number of turns. (I)
action of an electric motor
including the action of a split- As with the generator, make a large and visible model with cereal packets and so on which does
ring commutator not work but is very clear to see.
Make sure that learners do not confuse split-ring (commutator) with slip rings.
Increase the current in the coil of an electric motor and see it speed up.
How a motor works: www.youtube.com/watch?v=Xi7o8cMPI0E
Explanation of how the motor works, with helpful illustrations:

www.howstuffworks.com/motor.htm
Model motor kits: www.practicalphysics.org/go/Experiment_334.html
P5.1 P7.5 P7.6

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6: Electricity 2
P5.2.1 Electric 1 State that there are positive and Electrostatics experiments are best performed in dry climates and in some areas the time of year
charge negative charges chosen for teaching this will affect the ease with which the experiments are demonstrated. Even in
relatively damp conditions, however, it is usually possible to show most of what is needed provided a
2 State that unlike charges attract hair-dryer or an industrial dryer is used regularly as the experiment is being carried out. Use simple
and that like charges repel experiments with strips of insulating material (e.g. Perspex and cellulose acetate) rubbed with a cloth to
show attraction and repulsion. Balloons or cling film can also be used to give a larger scale result.
3 Describe and interpret simple
experiments to show the Learners are always impressed when a charged rod diverts a stream of flowing water.
production and detection of
electrostatic charges Remember that wood can act as a conductor when discharging electrostatically charged objects. Show
this and remind learners not to use wooden objects if rescuing someone from electrocution.
4 State that charging a body
involves the addition or removal of Introductory work on static electricity: www.sciencemadesimple.com/static.html
electrons
Electricity (for the teacher): www.amasci.com/emotor/sticky.html
6 Distinguish between electrical
conductors and insulators and give
typical examples
P5.2.1 Electric 5 Describe an electric field as a For more able learners, electric field patterns can be demonstrated, e.g. two electrodes dipped
charge region in which an electric in castor oil, contained in a petri dish – the electrodes are connected to a high voltage supply
charge experiences a force and semolina grains sprinkled around the electrodes show the field pattern.
Deals with common misconceptions about static electricity (for the teacher):
www.eskimo.com/~billb/emotor/stmiscon.html
An interesting way to teach about charge and current using an overhead projector
demonstration: www.eskimo.com/~billb/redgreen.html
P6.1 Circuit 1 Draw and interpret circuit Learners can be given experience of these components as parts of working circuits (perhaps a circus
diagrams diagrams containing sources, arrangement), setting circuits up from given diagrams and drawing circuit diagrams of actual circuits.
switches, resistors (fixed and
variable), lamps, ammeters, Measure the current at different points in a series circuit.
voltmeters and fuses
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(Symbols for other common circuit What is electricity?

components will be provided in www.physicsclassroom.com/class/circuits/Lesson-2/What-is-an-Electric-Circuit
questions)
Shows the relationship between voltage, current (called ‘amperage’) and resistance. Learners can
change the resistance and voltage in a circuit, switch on and see the effect on the lamp:
www.jersey.uoregon.edu/vlab/Voltage/
P6.2 Series and 9 Draw and interpret circuit A series of straightforward circuits could be used here so that learners become familiar with the various
parallel circuits diagrams containing NTC components. The circuits could model the action of temperature sensors, light sensors, alarms, etc.
thermistors and light-dependent
resistors (LDRs) Thermistor circuit: www.youtube.com/watch?v=txGZljOfob0
10 Describe the action of NTC Using an LDR: www.youtube.com/watch?v=29DgffpMh3k

thermistors and LDRs and show
understanding of their use as
input transducers
P6.2 Series and 1 Understand that the current at The behaviour of current in circuits is commonly misunderstood and it is very helpful to demonstrate
parallel circuits every point in a series circuit is the the equality of the current in a series circuit by using more than one ammeter in a circuit. If it also
same includes a variable resistor, then the circuit can be used to vary the current. Learners may observe the
current changing both before and after the variable resistor and they may notice that they change at the
2 Calculate the combined same time. If digital meters are used, then the fact that the readings are not identical can confuse and it
resistance of two or more resistors is usually best to use a range which does not supply unnecessary significant figures which are liable to
in series be different on different meters.
4 State that, for a parallel circuit, A useful class practical is to take the measurements so that a graph of V against I may be plotted for:
the current from the source is • resistor 1
larger than the current in each • resistor 2
branch • resistor 1 and resistor 2 in series. (I)
6 State that the combined The gradient of the graph is used to determine the resistance of the three arrangements and to show
resistance of two resistors in the law for resistors in series.
parallel is less than that of either
resistor by itself A parallel circuit with ammeters in the appropriate positions can show how the current in two branches
of different resistances compare and how a parallel pair of resistors allows a larger current to be
8 State the advantages of supplied than does either resistor on its own.
connecting components in parallel
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in a circuit If available, an ohmmeter can be used to measure the resistance of various series and parallel
combinations of resistors.
When considering the advantages of lamps in parallel, it should be emphasised that normal, full
brightness is only achieved because they are designed to operate using the full voltage supply. It is
possible to design lamps that work with full brightness in series and these would burn out if connected
in parallel.
Series resistors: www.bbc.co.uk/bitesize/higher/physics/elect/resistors/revision/1/
Current in series circuits: www.youtube.com/watch?v=SEAxrcOaHW8
www.youtube.com/watch?v=D2monVkCkX4
Parallel resistors: www.youtube.com/watch?v=fyeBfaxwQqs
Lamps in parallel: www.youtube.com/watch?v=vIicY0Y491Q
P6.2 Series and 3 Recall and use the fact that the The core work can be extended for more able learners to a quantitative approach to series and
parallel circuits sum of the p.d.s across the parallel circuits. Use voltmeters and ammeters to show the relationship required. (I)
components in a series circuit is
equal to the total p.d. across the Measurements of current in series and parallel circuits, e.g. with cells and lamps, could form
supply the basis of the work on combinations of resistors. Demonstrate with ammeters that the current
flowing into a junction equals that flowing out.
5 Recall and use the fact that the
current from the source is the
sum of the currents in the
separate branches of a parallel
circuit
7 Calculate the combined

resistance of two resistors in
parallel
P6.4 Dangers of 1 Identify electrical hazards The heating effect work can be extended to use a very thin wire, e.g. strand of iron wool in a circuit
electricity including:: powered by two 1.5 V cells. A short piece of iron wool will ‘burn out’, illustrating the action of a fuse.
− damaged insulation
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− overheating of cables The action of a fuse is commonly misunderstood by learners and so it should be emphasised that it
− damp conditions does not control or just reduce the current, but reduces it to zero by breaking the circuit. Likewise, the
action of an earth wire is not to divert the current away from the user but to allow so much current to be
2 State that a fuse protects a circuit supplied that the fuse melts and breaks the circuit.
3 Explain the use of fuses and Hazards of electricity:

choose appropriate fuse ratings www.youtube.com/watch?v=igK-DRB5faU
P6.1
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7: Thermal physics
P3.1 Simple 1 State the distinguishing Simple experiments can show that liquids and gases flow and that solids and liquids are distinctly less
kinetic molecular properties of solids, liquids and compressible than gases. (I) Liquids are frequently described as incompressible or as having a fixed
model of matter gases volume. This is, of course, only true to some limited extent. The use of the expansion of a liquid in a
thermometer is a clearly contradictory example.
Solids, liquids and gases:

www.bbc.co.uk/bitesize/ks2/science/materials/solids_liquids_gases/read/1/
3 Describe qualitatively the Use examples of phenomena that are explained by the particle theory to build up understanding e.g.
molecular structure of solids, diffusion in liquids, diffusion of gases (bromine in air – fume cupboard required), crystal structure.
liquids and gases in terms of the
arrangement, separation and Learners should observe Brownian motion, e.g. using the ‘smoke cell’ experiment. (I)
motion of the molecules
Get the learners to explain randomness in both speed and direction of motion but without using the
4 Describe qualitatively the word random.
pressure of a gas and the
temperature of a gas, liquid or solid Models using large spheres, e.g. table tennis balls, should be used to illustrate as much as possible,
in terms of the motion of its e.g. crystal model.
molecules
Molecules in solids, liquids and gases: www.youtube.com/watch?v=guoU_cuR8EE
6 Show an understanding of
Brownian motion (the random Pressure due to molecules: www.grc.nasa.gov/WWW/k-12/airplane/pressure.html
motion of particles in a suspension)
as evidence for the kinetic
molecular model of matter
P3.1 Simple 2 Relate the properties of solids, The ordinary experiments may be explained using a more exact approach and by talking about
kinetic liquids and gases to the forces how the forces between the molecules act at different distances.
molecular model and distances between
of matter molecules and to the motion of It is not necessary to relate the pressure to the momentum change quantitatively, but the
the molecules change in momentum of the colliding molecule can be seen to cause a force and hence a
pressure.
5 Describe qualitatively the
pressure of a gas in terms of the Pressure and molecular momentum:
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motion of its molecules and their www.saburchill.com/physics/chapters/0099.html

colliding with the walls creating
a force
7 Show an appreciation that

massive particles may be moved
by light, fast-moving molecules
P3.1 Simple 13 Describe evaporation in terms This is how a refrigerator works. Learners should experience the cooling effect of evaporation using a
kinetic molecular of the escape of more-energetic non-toxic volatile substance. The shivering sensation experienced when leaving a swimming pool is
model of matter molecules from the surface of a also caused by this effect and perspiration is a biological cooling mechanism that relies on it.
liquid
Cooling by evaporation:
14 Relate evaporation to the www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/heatingrev5.shtml
consequent cooling of the liquid
www.youtube.com/watch?v=dt8KFgqs2A4
P3.2 Pressure 1 Describe qualitatively, in terms A direct measuring Boyle’s Law apparatus can be used here. Useful graph plotting and
changes of molecules, the effect on the interpretation skills are included. (I)
pressure of a gas of:
− a change of temperature at Place a partially inflated balloon in a bell-jar and reduce the pressure in the jar.
constant volume Extension activity: extend this work by using the practical experiment about the temperature
− a change of volume at and pressure of a gas: www.youtube.com/watch?v=BxUS1K7xu30
constant temperature
Boyle’s law: www.youtube.com/watch?v=N5xft2fIqQU
Charles’ law: www.youtube.com/watch?v=HxSPdmvqstQ
P3.1 Simple 15 Demonstrate an Leave water in different vessels overnight and observe the rate at which evaporation occurs. (I)
kinetic understanding of how
molecular model temperature, surface area and
of matter draught over a surface influence
evaporation
P3.3 Matter and 1 Describe qualitatively the thermal Experiments to show expansion of a metal rod and the ‘bar breaker’ demonstration. A large round
thermal properties expansion of solids, liquids, and bottom flask filled with (coloured) water and fitted with a long glass tube shows expansion of the water
gases at constant pressure when heated gently.
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3 Identify and explain some of the The ‘fountain’ experiment shows the expansion of air and brings in good discussion of the effect of
everyday applications and pressure difference to stretch the more able learners.
consequences of thermal
expansion Thermal expansion: www.youtube.com/watch?v=EkQ2886Sxpg
The fountain experiment: www.youtube.com/watch?v=AX5eVxxQgPc
P3.3 Matter and 2 Explain, in terms of the motion Take a flask full of coloured water connected to a tube and immerse in hot water. The initial
thermal and arrangement of molecules, decrease in level of the water shows the expansion of the glass; the subsequent expansion of
properties the relative order of the the liquid is greater and the water rises up the tube.
magnitude of the expansion of
solids, liquids and gases Thermal expansion:
www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/behaviour_of_matter/activity/
P3.4 1 Describe how a physical property Different types of thermometer can be used e.g. resistance thermometer, thermocouple pressure of a
Measurement of which varies with temperature may copper sphere of gas.
temperature be used for the measurement of
temperature and state examples of Calibrate an unmarked thermometer (mark 0 °C and 100 °C with rubber bands using an ice bath and a
such properties steam bath) and use it to measure an unknown temperature.
4 Recognise the need for and Thermometric properties: www.miniphysics.com/thermometric-property.html

identify fixed points
6 Describe and explain the

structure and action of liquid-in-
glass thermometers
P3.1 Simple 8 Use and describe the use of Some good class activities for measuring temperatures. Of particular interest is the ‘temperature
kinetic molecular thermometers to measure challenge’ activity.
model of matter temperature on the Celsius scale https://educators.brainpop.com/lesson-plan/temperature-activities-for-kids/
P3.4 2 Demonstrate understanding of Sensitivity for a liquid-in-glass thermometer is measured in mm/°C. This makes it clear that it
Measurement of sensitivity, range and linearity does not mean the speed of response or anything similar. A simple thermocouple can be
temperature constructed and used.
3 Describe the structure of a
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thermocouple and show State the advantages of a thermocouple thermometer over a liquid-in-glass thermometer.
understanding of its use as a
thermometer for measuring high
temperatures and those that
vary rapidly
5 Describe and explain how the
structure of a liquid-in-glass
thermometer relates to its
sensitivity, range and linearity
P3.1 Simple 9 Describe melting and boiling in Heating and cooling curves can be plotted from experimental readings, e.g. timed temperature
kinetic molecular terms of energy input without a readings when heating ice until the water boils and during the solidification of stearic acid. Show that
model of matter change in temperature ice and water can only co-exist at the melting point, steam and water only at the boiling point.
10 State the meaning of melting Cooling curve using data logger: www.youtube.com/watch?v=RVlf6jhVl3U
point and boiling point and recall
the melting and boiling points for
water
12 Describe condensation and

solidification
P3.1 Simple 11 Distinguish between boiling Evaporation and vapour pressure (for the teacher):
kinetic and evaporation www.pkwy.k12.mo.us/west/teachers/anderson/pack7/boil/boil.html
molecular model
of matter
P3.4
Specimen Paper 5 Q4
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8: Mechanics 2
P1.5.1 Effects of 1 Describe how forces may change Use a simple experiment to stretch a steel spring. Further experience could be gained with a similar
forces the size, shape and motion of a experiment to stretch a rubber band.
body
Compress trapped gases in syringes; change the shape of malleable objects.
6 Understand friction as the force
between two surfaces which Use force sensors and newton meters to add and subtract the forces acting on bodies.
impedes motion and results in
heating Friction: www.bbc.co.uk/bitesize/ks2/science/physical_processes/friction/read/1/
7 Recognise air resistance as a www.fearofphysics.com/Friction/frintro.html

form of friction
Air resistance: www.universetoday.com/73315/what-is-air-resistance/
8 Find the resultant of two or more
forces acting along the same line
9 Recognise that if there is no

resultant force on a body it either
remains at rest or continues at
constant speed in a straight line
P1.5.1 Effects of 2 Plot and interpret extension- Use a home-made copper spring or stretch a length of copper wire between two pencils and
forces load graphs and describe the feel, measure or show the limit of proportionality. An air track can be used to show momentum
associated experimental effects using collisions and ‘explosions’ (magnets attached to the vehicles to produce
procedure repulsion). This work can be extended to investigate model rockets and Newton’s cradle.
3 State Hooke’s Law and recall A number of class practicals where students can gather data and plot a graph.
and use the expression F = kx, http://www.practicalphysics.org/stretching-and-force.html
where k is the spring constant
Hooke’s Law:
4 Recognise the significance of www.youtube.com/watch?v=fYLec9q3oSw
the term ‘limit of proportionality’
for an extension-load graph
5 Recall and use the relationship
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between force, mass and

acceleration, F = ma
P1.5.2 Turning 1 Describe the moment of a force Experiments involving balancing a rule on a pivot with a variety of different weights should be used
effect as a measure of its turning effect, here.
and give everyday examples
Talk about everyday examples, e.g. see-saws, steelyards, crane jibs.
2 Calculate moment using the
product When a bridge or trestle table is in equilibrium, the moment is zero about any point at all; it is merely
force × perpendicular distance from convenient to take moments about one of the supports or trestles.
the pivot
Moment of force:
3 Recognise that, when there is no www.bbc.co.uk/bitesize/ks3/science/energy_electricity_forces/forces/revision/8/
resultant force and no resultant
turning effect, a system is in Levers: http://physics.about.com/od/simplemachines/f/HowLeverWorks.htm
equilibrium
1.5.2 Turning 4 Apply the principle of This can be extended quantitatively for extension learners and further extended to using a
effect moments to the balancing of a weight to balance the rule on a pivot away from the centre to introduce the concept of centre of
weightless beam about a pivot mass.
5 Apply the principle of Determine the mass of a rule by balancing it away from its centre of mass with a known
moments to different laboratory mass at one end. Replace the mass with an apple and determine its mass. Check by
situations balancing the mass and the apple.
Principle of moments: www.cyberphysics.co.uk/topics/forces/principleOfMoments.htm
P1.5.3 Centre of 1 Perform and describe an Avoid the term centre of gravity except to explain that at IGCSE it can be thought of as an alternative
mass experiment to determine the name for centre of mass. A variety of shapes of lamina should be used in experiments to find the
position of the centre of mass of a centre of mass. Standard shapes (circle, square, etc.) can be used first and then ‘non-standard’
plane lamina shapes, e.g. the outline of a country, where the position of the centre of mass is not so obvious. Is the
point found really the centre of the country? What about mountains, islands, lakes, etc.? Extension
2 Describe qualitatively the effect learners can be challenged with a lamina that has its centre of mass in space, e.g. a hole in the lamina
of the position of the centre of or an L-shape.
mass on the stability of simple
objects Find the stability of glasses with stems, thick bases and wide bases on an inclined plane of variable
slope. At what angle does the glass topple? What happens when the glass is full?
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Centre of mass: www.youtube.com/watch?v=hqDhW8HkOQ8
Stable and unstable objects: www.youtube.com/watch?v=muM4hhwqEwE
P2.2 Energy 1 Demonstrate understanding that In this and the following sections it may be useful to calculate (although only required for the extension
work done = energy transferred paper) personal work done and power. For example, by walking up steps, recording the learner’s
weight, the vertical height climbed and the time taken.
Work and energy:

www.youtube.com/watch?v=2WS1sG9fhOk
P2.1 Work 1 Relate (without calculation) work When rolling barrels up inclined planes the same work is done as when lifting the barrel vertically but
done to the magnitude of a force the distance is greater and so the force is less.
and the distance moved in the Humans get tired holding heavy weights at a constant height but no work is done. Humans make poor
direction of the force shelves.
P2.1 Work 2 Recall and use W = Fd = ∆E Work and energy – a pulley with two weights: www.youtube.com/watch?v=vIOgL7jmz78
Examples on work done: www.tutor4physics.com/examplesworkdone.htm
P2.3 Power 1 Relate (without calculation) Learners find rates quite hard at this stage; it is worth considering a few other examples, e.g. the rate of
power to work done and time filling a bath and the time taken to fill it to a certain volume.
taken, using appropriate examples
Work done: http://hyperphysics.phy-astr.gsu.edu/hbase/work.html
Work energy and power (for the teacher):

www.tap.iop.org/mechanics/work_energy_power/index.html
P2.3 Power 2 Recall and use the equation A simple student activity to help students calculate power
P = ∆E/t in simple systems http://practicalphysics.org/student-power.html
including electrical circuits
P1.5.4 Pressure 1 Relate qualitatively pressure to Show and discuss examples such as: drawing pins, stiletto heeled shoes, sharpened knives, cheese
force and area, using appropriate wire, snow shoes/skis and furniture leg cups.
examples
Pressure: www.youtube.com/watch?v=6UC2P8Ovg_0
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www.youtube.com/watch?v=fq54Ipfoh80
P1.5.4 Pressure 2 Recall and use the equation A simple experiment using syringes which requires students to relate pressure and force.
p = F/A http://practicalphysics.org/pressure-and-force.html
P1.5.1 P1.5.2
Specimen Paper 3 Q7
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9: Waves
P4.1 General 1 Demonstrate understanding that Begin with waves on ropes and a ‘slinky’ spring.
wave properties waves transfer energy without
transferring matter A ripple tank can then be used to show reflection and refraction of water waves.
2 Describe what is meant by wave Use 3 cm (micro)wave equipment to illustrate reflection and refraction (beeswax blocks or Perspex
motion as illustrated by vibration in cubes filled with paraffin).
ropes, springs and by experiments
using water waves
The ripple tank: www.youtube.com/watch?v=JXaVmUvwxww
3 Use the term wavefront
Reflection: www.youtube.com/watch?v=HFckyHq594I
4 State the meaning of speed,
frequency, wavelength and Refraction: www.youtube.com/watch?v=stdi6XJX6gU
amplitude
6 Describe how waves can

undergo:
− reflection at a plane surface
− refraction due to a change of
speed
P4.1 General 5 Distinguish between Extend waves on ropes and ‘slinky’ spring to illustrate transverse and longitudinal waves.
wave properties transverse and longitudinal
waves and give suitable Find the wavelengths and frequencies for local radio stations and calculate c.
examples
Extend the use of the ripple tank to discuss refraction and show diffraction of water waves.
7 Recall and use the equation Use projection slides to reinforce the ripple tank work and focus on more detailed discussion.
v=fλ
Sound undergoes diffraction easily but light needs special apparatus to show this property.
8 Understand that refraction is
caused by a change in speed as Demonstrations of transverse and longitudinal waves:
a wave moves from one medium www.youtube.com/watch?v=7cDAYFTXq3E
to another
Wave equation:
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9 Describe how waves can www.youtube.com/watch?v=jEEPp0mBCdg

undergo diffraction through a
narrow gap Wave speed:
www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/radiation/anintroductiontowavesrev
10 Describe the use of water 3.shtml
waves to demonstrate diffraction
www.gcse.com/waves/vfl.htm
Diffraction: www.youtube.com/watch?v=ZSF9CFsjQKg
P4.3 Electro- 1 Describe the main features of the Include plenty of examples to show learners that they already have much general knowledge regarding
magnetic electromagnetic spectrum in order the uses of electromagnetic waves.
spectrum of frequency, from radio waves to
gamma radiation (γ) Quote frequency and wavelength values and show that as f increases, λ decreases.
2 State that all e.m. waves travel Identify the radio wave, microwave, infra-red and X-ray regions of the e.m. spectrum. Explain that the
with the same high speed in a first three can be encoded with digital or analogue signals to transmit messages remotely.
vacuum and approximately the
same in air Explain that X-rays can be used both diagnostically and therapeutically in medicine and discuss the
risks of using and of not using X-rays in medicine.
4 Describe typical properties and
uses of radiations in all the different Discuss the likely dangers of using mobile phones and problems that arise when microwaves escape
regions of the electromagnetic from faulty microwave ovens..
spectrum including:
− radio and television Electromagnetic spectrum:
communications (radio waves) www.schooltube.com/video/6ea0d020a582f8d6b1c1/The-Electromagnetic-Spectrum
− satellite television and
telephones (microwaves) www.youtube.com/watch?v=UzI1z0u_700
− electrical appliances, remote
controllers for televisions and www.vimeo.com/16996376
intruder alarms (infra-red)
− medicine and security (X-rays) Discuss the dangers of ultraviolet radiation, from the sun or tanning lamps.
http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway/home_energy/stable_earthrev2
5 Demonstrate an awareness of .shtml
safety issues regarding the use of
microwaves and X-rays
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6 State the dangers of ultraviolet

radiation, from the Sun or from
tanning lamps
P4.3 Electro- 3 State that the speed of There is no particular reason for not quoting the exact (to 2 significant figures) value
8
magnetic electromagnetic waves in a 3.0 × 10 m/s here.
vacuum is 3.0 × 10 m/s
8
spectrum
Calculate how long it takes for an intercontinental phone call to travel to a satellite (height
~35 000 km) and back and then for the reply to make the same journey.
P4.4 Sound 1 Describe the production of sound Use a variety of musical instruments/vibrating rulers/pieces of card in the spokes of a bicycle wheel,
by vibrating sources etc. to introduce this section. A signal generator and loudspeaker can be used to investigate the range
of audible frequencies. The usual range is considered to be ~20 Hz to ~20 kHz. Few teachers will hear
4 State that the approximate range frequencies as high as most of their learners and the upper limit is reduced as one gets older.
of audible frequencies for a healthy
human ear is 20 Hz to 20 000 Hz A bell in a bell jar that can be evacuated can be used to show that a medium is required for the
transmission of sound (at the same time showing that light travels through a vacuum). Sound can still
5 Show an understanding that a pass through the structure holding the bell in place.
medium is needed to transmit
sound waves A large-scale, outdoor echo method to determine the speed of sound in air can be used.
6 Describe an experiment to Use of a c.r.o. and microphone gives a visual picture of amplitude and frequency. Extension learners
determine the speed of sound in can analyse the c.r.o. traces in more detail.
air, including calculation
Interesting work on resonance including a video of the Tacoma Narrows Bridge disaster:
8 Relate the loudness and pitch of www.youtube.com/watch?v=j-zczJXSxnw
sound waves to amplitude and
frequency This website about sound waves is informative and includes audio:
www.youtube.com/watch?v=usHtqr0_HXU
9 Describe how the reflection of
sound may produce an echo
P4.4 Sound 2 Describe the longitudinal Where a long metal fence is available, it is possible to strike the fence with a hammer and for a
nature of sound waves distant observer to hear the sound twice, once through the air and once through the fence.
3 Describe the transmission of Excellent animation showing longitudinal waves. The website has lots of other useful resources
sound waves in air in terms of for teaching about sound.
Version 1.0 154

compressions and rarefactions http://www.acoustics.salford.ac.uk/schools/lesson1/flash/long.swf
7 Recognise that sound travels Compressions and rarefactions:

faster in liquids than gases and www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/radiation/ultrasoundrev1.
faster in solids than in liquids shtml
www.youtube.com/watch?v=HlSCwV8d5qM
P4.1 P4.4
Specimen Paper 4 Q3
Version 1.0 155

10: Atomic physics
P8.2.2 Detection 1 Demonstrate understanding of Use a Geiger-Müller tube to detect background radiation and α, β and γ radiations. Emphasise that
of radioactivity background radiation these radiations are emitted from the nucleus.
2 Describe the detection of α- This website has an interesting history of Marie Curie: www.aip.org/history/curie/contents.htm
particles, β-particles and γ-rays (β+
are not included: β-particles will be Detecting background radiation: www.youtube.com/watch?v=5TCZqT7enHw
taken to refer to β )
–
P8.2.1 Character- 1 Describe the random nature of Show the presence of background radiation using a detector and explain that it varies from location to
istics of the three radioactive emission location. Show that it varies randomly over time.
kinds of emission
2 Identify alpha, beta and gamma Use a radiation detector with suitable absorbers to show penetrating abilities.
(α, β and γ-emissions) by recalling
− their nature Use a diffusion type cloud chamber to show particle tracks and lead to discussion of ionising effects. A
− their relative ionising effects spark counter could also be used.
− their relative penetrating
abilities Properties:
(β are not included, β-particles will
+
www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011/living_future/4_nuclear_ra
be taken to refer to β )
– diation1.shtml
4 Recognise the general term www.youtube.com/watch?v=Qlb5Z8QBpcI

ionising radiation can be used to
describe radioactive emissions Radioactivity:
http://fiziknota.blogspot.com/2010/01/radioactivity.html
www.youtube.com/watch?v=T7NhgaJCg5A
P8.2.1 3 Describe the deflection of α- Emphasise the links between the properties (penetration, ionisation and deflection by magnetic
Characteristics particles, β-particles and γ-rays or electric fields) and the nature (charge, relative size, particles/electromagnetic radiation). One
of the three in electric fields and in magnetic reason why α-particles are less penetrating is that they are more strongly ionising.
kinds of fields
emission Magnetic deflection of α-particles: www.youtube.com/watch?v=AkO4PZn2_Vs
5 Describe and explain examples
of practical applications of α, β Magnetic deflection of β-particles: www.youtube.com/watch?v=1yANM8r1WR8
Version 1.0 156

and γ-emissions
P8.2.3 1 State the meaning of radioactive Emphasise that a radioactive material decays nucleus by nucleus over time and not all at once.
Radioactive decay
decay
2 Use word equations to represent
changes in the composition of the
nucleus when particles are emitted
P8.2.3 3 Use nuclide notation in The nuclide notations for α-particles and β-particles are easily learnt and the balancing of
Radioactive equations to show the nuclear equations is best understood through practice. It can be emphasised that the 0 and the
decay effect on the nucleus of α and β –1 from the β-particle symbol do not have the usual meaning of numbers in those places but
decay that, following the nuclear reaction taking place, they make the equation balance.
P8.2.4 Half-life 1 Use the term half-life in simple Extension activity: extend to work from data involving long half-lives.
calculations which may involve
information in tables or decay Use a radioactive decay simulation exercise and if possible an experiment with a Geiger counter and
curves short half-life isotope to plot decay curves.
Radioactive half-life videos:

www.youtube.com/watch?v=fToMbj3Xz2c
www.youtube.com/watch?v=PYn8vFmyGPM
www.youtube.com/watch?v=Tp2M9tndGG0
P8.2.5 Safety 1 Recall the effects of ionising This should arise naturally from the teacher demonstrations where these are permitted, and is best
precautions radiations on living things integrated within the unit as a whole extending discussion to cover industrial and medical issues.
2 Describe how radioactive

materials are handled, used and
stored in a safe way
P8.1 The nuclear 1 Describe the composition of the Explain that the proton number determines the number of electrons in the neutral atom and that this
atom nucleus in terms of protons and determines the chemical properties of the atom.
neutrons
Hence the proton number determines the chemical properties and so all atoms with the same proton
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2 Use the terms proton number Z number have the same chemical properties and so are atoms of the same chemical element.
and nucleon number A
Nuclear reactions and decay series could be discussed to provide a focus for this section.
4 Use and interpret the term
nuclide and use the nuclide Isotopes: www.youtube.com/watch?v=EboWeWmh5Pg
notation ZA X
3 Use and explain the term isotope
P8.1 P8.2.1 P8.2.3 P8.2.5

Specimen Paper 3 Q8 Specimen Paper 4 Q13 Specimen Paper 4 Q13 Specimen Paper 3 Q10
Version 1.0 158

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0654 Scheme of Work (For Examination From 2019)

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Guided learning hours

Biology topic Suggested teaching time (%) Suggested teaching order

1: Cells and processes 14 h (5% of the course) 1

2: Animal nutrition 4 h (2% of the course) 2

3: Plant nutrition and transport 12 h (5% of the course) 3

4: Respiration and the human transport system 13 h (5% of the course) 4

5: Coordination, response and homeostasis 9 h (4% of the course) 5

6: Reproduction in plants 3 h (1% of the course) 6

7: Human reproduction 3 h (1% of the course) 7

8: Inheritance and evolution 11 h (4% of the course) 8

9: Organisms and environment 4 h (2% of the course) 9

Chemistry topic Suggested teaching time (%) Suggested teaching order

1: Experimental techniques 5 h (2% of the course) 1

3: Air and water 5 h (2% of the course) 3

4: Acids, bases and salts 12 h (5% of the course) 4

5: Reaction rates 9 h (3% of the course) 5

6: Metals and the reactivity series 9 h (3% of the course) 6

7: Covalent bonding 4 h (2% of the course) 7

8: Organic 1 12 h (5% of the course) 8

9: Amount of substance 10 h (4% of the course) 9

10: Organic 2 3 h (1% of the course) 10

11: Redox, electrochemistry and Group VII 9 h (3% of the course) 11

12: Equilibria 5 h (2% of the course) 12

Physics topic Suggested teaching time (%) Suggested teaching order

1: Light 7 h (3% of the course) 1

2: Electricity 1 8 h (3% of the course) 2

3: Energy 14 h (5% of the course) 3

4: Mechanics 1 7 h (3% of the course) 4

5: Electromagnetism 10 h (4% of the course) 5

Physics topic Suggested teaching time (%) Suggested teaching order

6: Electricity 2 7 h (3% of the course) 6

7: Thermal physics 11 h (4% of the course) 7

8: Mechanics 2 12 h (5% of the course) 8

9: Waves 6 h (2% of the course) 9

10: Atomic physics 10 h (4% of the course) 10

Past and specimen papers

Past/specimen papers and mark schemes are available to download at https://teachers.cie.org.uk(F)

1: Cells and cell processes

Syllabus ref. Learning objectives Suggested teaching activities

Syllabus ref. Learning objectives Suggested teaching activities

and development; plants

PowerPoint presentation – cells and tissues:

Syllabus ref. Learning objectives Suggested teaching activities

Revision – cell structure:

Video clip – cell structure:

Examples of differentiated cells:

Microscope magnification specifications and field of view:

Syllabus ref. Learning objectives Suggested teaching activities

Learner activity – specimen size:

Relative sizes of cells:

PowerPoint presentation – diffusion:

Syllabus ref. Learning objectives Suggested teaching activities

Experiments in biology – diffusion:

Practical biology – diffusion:

Diffusion animation and text:

Syllabus ref. Learning objectives Suggested teaching activities

PowerPoint presentation – osmosis:

Experiments in biology – Osmosis:

Practical biology – osmosis:

Osmosis animation and text:

Syllabus ref. Learning objectives Suggested teaching activities

Experiments in biology – enzymes: