CAMBRIDGE INTERNATIONAL IGCSE COMBINED SCIENCE

The topics listed below are for Cambridge IGCSE Combined Science with exam codes:

– Cambridge IGCSE Combined Science 0653

The list provides everything you need for your Cambridge IGCSE exam, with topics broken in to the headings given by the exam board.

More information is available here

[https://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-igcse-english-literature-0992/past-papers/]

For samples questions and papers, please click this link :

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Everything you need to know about your IGCSE (9-1) Combined Science specifications can be found here.

Biology

B1 Characteristics of living organisms

B1.1 Characteristics of living organisms

Core

1 Describe the characteristics of living organisms by defining the terms:

– movement as an action by an organism causing a change of position or place

– respiration as the chemical reactions in cells that break down nutrient molecules and release energy

– sensitivity as the ability to detect and respond to changes in the environment – growth as a permanent increase in size

– reproduction as the processes that make more of the same kind of organism

– excretion as removal from organisms of toxic materials and substances in excess of requirements

– nutrition as taking in of materials for energy, growth and development

B2 Cells

B2.1 Cell structure

Core

1 State that living organisms are made of cells

2 Describe and compare the structure of a plant cell with an animal cell, as seen under a light microscope, limited to cell wall, nucleus, cytoplasm, chloroplasts, vacuoles and location of the cell membrane

3 State the functions of the structures seen under the light microscope in the plant cell and in the animal cell

5 Calculate magnification and size of biological specimens using millimetres as units

Supplement

4 Relate the structure of the following to their functions:
– ciliated cells

– movement of mucus in the trachea and bronchi

– root hair cells – absorption

– palisade mesophyll cells – photosynthesis

– red blood cells – transport of oxygen

– sperm and egg cells – reproduction

B2.2 Movement in and out of cells

Core

1 Define diffusion as the net movement of particles from a region of their higher concentration to a region of their lower concentration down a concentration gradient, as a result of their random movement

2 State that substances move into and out of cells by diffusion through the cell membrane

3 State that water diffuses through partially permeable membranes by osmosis

5 State that water moves in and out of cells by osmosis through the cell membrane 6 Investigate and describe the effects on plant tissues of immersing them in solutions of different concentrations

Supplement

4 Define osmosis as the net movement of water molecules from a region of higher water potential (dilute solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane

B3 Biological molecules

B3.1 Biological molecules

Core

1 List the chemical elements that make up:

– carbohydrates

– fats

– proteins

2 State that large molecules are made from smaller molecules, limited to:

– starch and glycogen from glucose – proteins from amino acids

– fats and oils from fatty acids and glycerol

3 Describe the use of:

– iodine solution to test for starch

– Benedict’s solution to test for reducing sugars

– biuret test for proteins

– ethanol emulsion test for fats and oils

4 State that water is important as a solvent

B4 Enzymes

B4.1 Enzymes

Core

1 Define enzymes as proteins that function as biological catalysts

3 Investigate and describe the effect of changes in temperature and pH on enzyme activity

Supplement

2 Explain enzyme action with reference to the complementary shape of the active site of an enzyme and its substrate and the formation of a product

4 Explain the effect of changes in temperature on enzyme activity, in terms of kinetic energy, shape and fit, frequency of effective collisions and denaturation 5 Explain the effect of changes in pH on enzyme activity in terms of shape and fit and denaturation

B5 Plant nutrition

B5.1 Plant nutrition

Core

1 Define photosynthesis as the process by which plants manufacture carbohydrates from raw materials using energy from light

2 State the word equation for photosynthesis: carbon dioxide + water → glucose + oxygen, in the presence of light and chlorophyll

6 Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls

8 Identify chloroplasts, cuticle, guard cells and stomata, upper and lower epidermis, palisade mesophyll, spongy mesophyll, vascular bundles, xylem and phloem in leaves of a dicotyledonous plant

10 Describe the importance of:

– nitrate ions for making amino acids

– magnesium ions for making chlorophyll

Supplement

3 State the balanced equation for photosynthesis

6CO2 + 6H2O → (chlorophyll/light) C6H12 O6 + O2

4 Explain that chlorophyll transfers light energy into chemical energy in molecules, for the synthesis of carbohydrates

5 Outline the subsequent use and storage of the carbohydrates made in photosynthesis

7 Investigate and describe the effect of varying light intensity and temperature on the rate of photosynthesis (e.g. in submerged aquatic plants)

9 Describe the significance of the features of a leaf in terms of functions, to include:

– palisade mesophyll and distribution of chloroplasts

– photosynthesis

– stomata, spongy mesophyll cells and guard cells

– gas exchange

– xylem for transport and support

– phloem for transport

11 Explain the effects of nitrate ion and magnesium ion deficiency on plant growth

B6 Animal nutrition

B6.1 Diet

Core

1 State what is meant by the term balanced diet for humans

2 List the principal sources of, and describe the dietary importance of:

– carbohydrates

– fats

– proteins

– vitamins, limited to C and D

– mineral salts, limited to calcium and iron

– fibre (roughage) – water

Supplement

3 Explain how age, gender and activity affect the dietary needs of humans including during pregnancy and whilst breast-feeding

4 Describe the effects of malnutrition in relation to starvation, constipation, coronary heart disease, obesity and scurvy

5 Explain the causes and effects of vitamin D and iron deficiencies

B6.2 Alimentary canal

Core

1 Define ingestion as the taking of substances, e.g. food and drink, into the body through the mouth

2 Define digestion as the breakdown of large, insoluble food molecules into small, watersoluble molecules using mechanical and chemical processes

5 Define absorption as the movement of small food molecules and ions through the wall of the intestine into the blood

6 Define egestion as the passing out of food that has not been digested or absorbed, as faeces, through the anus

7 Identify the main regions of the alimentary canal and associated organs, limited to mouth, salivary glands, oesophagus, stomach, small intestine, pancreas, liver, gall bladder, large intestine and anus

8 Describe the functions of the regions of the alimentary canal listed above, in relation to ingestion, digestion, absorption and egestion of food

Supplement

3 Define mechanical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules

4 Define chemical digestion as the breakdown of large, insoluble molecules into small, soluble molecules

B6.3 Digestion

Core

1 State the significance of chemical digestion in the alimentary canal in producing small, soluble molecules that can be absorbed

Supplement

2 State the functions of enzymes as follows:

– amylase breaks down starch to simpler sugars

– protease breaks down protein to amino acids

– lipase breaks down fats to fatty acids and glycerol

3 State where, in the alimentary canal, amylase, protease and lipase are secreted

4 State the functions of the hydrochloric acid in gastric juice, limited to killing bacteria in food and giving an acid pH for enzymes

B7 Transport

B7.1 Transport in plants

Core

1 State the functions of xylem and phloem

2 Identify the position of xylem as seen in sections of roots, stems and leaves, limited to non-woody dicotyledonous plants

3 Identify root hair cells, as seen under the light microscope, and state their functions

5 State the pathway taken by water through root, stem and leaf as root hair cells, root cortex cells, xylem and mesophyll cells

6 Investigate, using a suitable stain, the pathway of water through the above-ground parts of a plant

7 State that water is transported from the roots to leaves through the xylem vessels

8 Define transpiration as loss of water vapour from plant leaves by evaporation of water at the surfaces of the mesophyll cells followed by diffusion of water vapour through the stomata

9 Investigate and describe the effects of variation of temperature and humidity on transpiration rate

Supplement

4 Explain that the large surface area of root hairs increases the rate of the absorption of water

10 Explain the effects of variation of temperature and humidity on transpiration rate

B7.2 Transport in mammals

Core

1 Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one-way flow of blood

4 Name and identify the structures of the mammalian heart, limited to the muscular wall, the septum, the left and right ventricles and atria, one-way valves and coronary arteries

5 State that blood is pumped away from the heart into arteries and returns to the heart in veins

7 Name the main blood vessels to and from the: – heart, limited to vena cava, aorta, pulmonary artery and pulmonary vein – lungs, limited to the pulmonary artery and pulmonary vein

9 Investigate and state the effect of physical activity on pulse rate

11 Describe the structure and functions of arteries, veins and capillaries

13 List the components of blood as red blood cells, white blood cells, platelets and plasma

14 Identify red and white blood cells, as seen under the light microscope, on prepared slides and in diagrams and photomicrographs

15 State the functions of the following components of blood:

– red blood cells in transporting oxygen, including the role of haemoglobin

– white blood cells in phagocytosis and antibody production

– platelets in clotting (details are not required)

– plasma in the transport of blood cells, ions, soluble nutrients, hormones and carbon dioxide

Supplement

2 Describe double circulation in terms of circulation to the lungs and circulation to the body tissues in mammals

3 Explain the advantages of a double circulation

6 Describe the functioning of the heart in terms of the contraction of muscles of the atria and ventricles and the action of the valves

8 Describe coronary heart disease in terms of the blockage of coronary arteries and state the possible risk factors as diet, stress, smoking, genetic predisposition, age and gender

10 Explain the effect of physical activity on the heart rate

12 Explain how the structures of arteries, veins and capillaries are adapted for their function

B8 Gas exchange and respiration

B8.1 Gas exchange

Core

1 Name and identify the lungs, diaphragm, ribs, intercostal muscles, larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries

3 State the differences in composition between inspired and expired air limited to oxygen, carbon dioxide and water vapour

5 Use limewater as a test for carbon dioxide to investigate the differences in composition between inspired and expired air

6 Investigate and describe the effects of physical activity on rate and depth of breathing

Supplement

2 List the features of gas exchange surfaces in animals, limited to large surface area, thin surface, good blood supply and good ventilation with air

4 Explain the differences in composition between inspired and expired air

7 Explain the effects of physical activity on rate and depth of breathing in terms of the increased carbon dioxide concentration in the blood, causing an increased rate of breathing

8 Explain the role of goblet cells, mucus and ciliated cells in protecting the gas exchange system from pathogens and particles

9 State that tobacco smoking can cause chronic obstructive pulmonary disease (COPD), lung cancer and coronary heart disease

10 Describe the effects on the gas exchange system of tobacco smoke and its major toxic components, limited to carbon monoxide, nicotine and tar

B8.2 Respiration

Core

1 State the uses of energy in the body of humans limited to: muscle contraction, protein synthesis,
growth and the maintenance of a constant body temperature

3 State the word equation for aerobic respiration as glucose + oxygen → carbon dioxide + water

Supplement

2 Define aerobic respiration as the chemical reactions in cells that use oxygen to break down nutrient molecules to release energy

4 State the balanced chemical equation for aerobic respiration as

C6H12O6 + 6O2 → 6CO2 + 6H2O

B9 Coordination and response

B9.1 Hormones in humans

Core

1 Define a hormone as a chemical substance, produced by a gland, carried by the blood, which
alters the activity of one or more specific target organs

2 Describe adrenaline as the hormone secreted in ‘fight or flight’ situations and its effects, limited to increased breathing and pulse rate and widened pupils

4 Give examples of situations in which adrenaline secretion increases

Supplement

3 Discuss the role of the hormone adrenaline in the chemical control of metabolic activity, including increasing the blood glucose concentration and pulse rate

B9.2 Tropic responses

Core

1 Define gravitropism as a response in which parts of a plant grow towards or away from gravity

2 Define phototropism as a response in which parts of a plant grow towards or away from the direction from which light is coming

4 Investigate gravitropism and phototropism in shoots and roots

Supplement

3 Explain phototropism and gravitropism of a shoot as examples of the chemical control of plant growth

5 Explain the role of auxin in controlling shoot growth, limited to: – auxin made in shoot tip (only) – auxin spreads through the plant from the shoot tip – auxin is unequally distributed in response to light and gravity – auxin stimulates cell elongation

B10 Reproduction

B10.1 Asexual and sexual reproduction

Core

1 Define asexual reproduction as a process resulting in the production of genetically identical offspring from one parent

2 Identify examples of asexual reproduction from information provided

3 Define sexual reproduction as a process involving the fusion of the nuclei of two gametes (sex cells) to form a zygote and the production of offspring that are genetically different from each other

B10.2 Sexual reproduction in plants

Core

1 Identify and draw, using a hand lens if necessary, the sepals, petals, stamens, filaments and anthers, carpels, style, stigma, ovary and ovules, of an insect-pollinated flower

3 State the functions of the sepals, petals, anthers, stigmas and ovaries

5 Define pollination as the transfer of pollen grains from the anther to the stigma

6 Name the agents of pollination

7 State that fertilisation occurs when a pollen nucleus fuses with a nucleus in an ovule

9 Investigate and state the environmental conditions that affect germination of seeds: limited to the requirement for water, oxygen and a suitable temperature

Supplement

2 Use a hand lens to identify and describe the anthers and stigmas of a wind-pollinated flower

4 Distinguish between the pollen grains of insectpollinated and wind-pollinated flowers

8 Describe the structural adaptations of insectpollinated and wind-pollinated flowers

B10.3 Sexual reproduction in humans

Core

1 Identify and name on diagrams of the male reproductive system: the testes, scrotum, sperm ducts, prostate gland, urethra and penis

2 State the function of the parts of the male reproductive system limited to: – testes – production of male gametes (sperm)

– scrotum

– sac that holds the testes outside the body

– sperm ducts

– transfer sperm to the urethra

– prostate gland

– secrete fluids for sperm to swim in forming semen

– urethra

– carries urine and semen out of the body

– penis

– transfers semen to vagina during sexual intercourse

3 Identify and name on diagrams of the female reproductive system: the ovaries, oviducts, uterus, cervix and vagina

4 State the function of the parts of the female reproductive system limited to:

– ovaries

– release of female gametes (eggs)

– oviducts

– transfers egg to uterus and the site of fertilisation

– uterus – where the fetus develops

– cervix

– ring of muscle at the 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)

9 Describe the menstrual cycle in terms of changes in the ovaries and in the lining of the uterus (knowledge of sex hormones is not required)

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

13 State that human immunodeficiency virus (HIV) infection may lead to acquired immune deficiency syndrome (AIDS)

14 Describe the methods of transmission of HIV

15 Explain how the spread of sexually transmitted infections (STIs) is controlled

Supplement

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 after fertilisation

11 State the functions of the umbilical cord, placenta, amniotic sac and amniotic fluid

12 Describe the function of the placenta and umbilical cord in relation to exchange of dissolved nutrients, gases and excretory products and providing a barrier to toxins (structural details are not required)

B11 Organisms and their environment

B11.1 Organisms and their environment

Core

1 State that the Sun is the principal source of energy input to biological systems

2 Define the terms:

– food chain as showing the transfer of energy from one organism to the next, beginning with a producer

– food web as a network of interconnected food chains

– producer as an organism that makes its own organic nutrients, usually using energy from sunlight, through photosynthesis

– consumer as an organism that gets its energy by feeding on other organisms

– herbivore as an animal that gets its energy by eating plants

– carnivore as an animal that gets its energy by eating other animals

– decomposer as an organism that gets its energy from dead or waste organic matter

6 Construct simple food chains

7 Interpret food chains and food webs in terms of identifying producers and consumers

8 State that consumers may be classed as primary, secondary and tertiary according to their position in a food chain

Supplement

3 Define the terms:

– ecosystem as a unit containing all of the organisms and their environment, interacting together, in a given area, e.g. a lake

– trophic level as the position of an organism in a food chain or food web

4 Describe how energy is transferred between trophic levels

5 Explain why food chains usually have fewer than five trophic levels

9 Identify producers, primary consumers, secondary consumers, tertiary consumers and quaternary consumers as the trophic levels in food webs and food chains

B12 Human influences on ecosystems

B12.1 Human influences on ecosystems

Core

1 Describe the carbon cycle, limited to photosynthesis, respiration, feeding, decomposition, fossilisation and combustion

3 List the undesirable effects of deforestation as an example of habitat destruction, to include extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere

Supplement

2 Discuss the effects of the combustion of fossil fuels and the cutting down of forests on the oxygen and carbon dioxide concentrations in the atmosphere

4 Explain the process of eutrophication of water in terms of:

– increased availability of nitrate and other ions

– increased growth of producers

– increased decomposition after death of producers

– increased aerobic respiration by decomposers

– reduction in dissolved oxygen

– death of organisms requiring dissolved oxygen in water

Chemistry

C1 The particulate nature of matter

C1.1 The particulate nature of matter

Core

1 State the distinguishing properties of solids, liquids and gases

2 Describe the structure of solids, liquids and gases in terms of particle separation, arrangement and types of motion

3 Describe the changes of state in terms of melting, boiling, evaporation, freezing and condensation

5 Describe qualitatively the pressure and temperature of a gas in terms of the motion of its particles

6 Demonstrate understanding of the terms atom, molecule and ion

Supplement
4 Explain changes of state in terms of particle theory and the energy changes involved

C2 Experimental techniques

C2.1 Measurement

Core

1 Name and suggest appropriate apparatus for the measurement of time, temperature, mass and volume, including burettes, pipettes and measuring cylinders

C2.2 Criteria of purity

Core

1 Interpret simple chromatograms

Supplement

2 Interpret simple chromatograms, including the use of Rf values

C2.3 Methods of purification

Core

1 Describe and explain methods of separation and purification by the use of a suitable solvent, filtration, crystallisation, distillation, fractional distillation and paper chromatography

2 Suggest suitable separation and purification techniques, given information about the substances involved

C3 Atoms, elements and compounds

C3.1 Physical and chemical changes

Core

1 Identify physical and chemical changes, and understand the differences between them

C3.2 Elements, compounds and mixtures

Core

1 Describe the differences between elements, mixtures and compounds, and between metals and non-metals

2 Define the terms solvent, solute, solution and concentration

C3.3 Atomic structure and the Periodic Table

Core

1 Describe the structure of an atom in terms of a central nucleus, containing protons and neutrons, and ‘shells’ of electrons

2 Describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas electronic structures and of the outer shell electrons (The ideas of the distribution of electrons in s and p orbitals and in d-block elements are not required)

3 State the charges and approximate relative masses of protons, neutrons and electrons

4 Define and use proton number (atomic number) as the number of protons in the nucleus of an atom

5 Define and use nucleon number (mass number) as the total number of protons and neutrons in the nucleus of an atom Note: a copy of the Periodic Table, as shown in the Appendix, will be provided in Papers 1, 2, 3 and 4.

Supplement

6 Use proton number and the simple structure of atoms to explain the basis of the Periodic Table, with special reference to the elements of proton numbers 1 to 20

C3.4 Ions and ionic bonds

Core

1 Describe the formation of ions by electron loss or gain 2 Use dot-and-cross diagrams to describe the formation of ionic bonds between Group I and Group VII

Supplement

3 Describe the formation of ionic bonds between metallic and non-metallic elements to include the strong attraction between ions because of their opposite electrical charges

4 Describe the lattice structure of ionic compounds as a regular arrangement of alternating positive and negative ions, exemplified by the sodium chloride structure

C3.5 Molecules and covalent bonds

Core

1 State that non-metallic elements form simple molecules with covalent bonds between atoms

2 Describe the formation of single covalent bonds in H2, Cl 2, H2O, CH4, NH3 and HCl as the sharing of pairs of electrons leading to the noble gas configuration including the use of dot-and-cross diagrams

4 Describe the differences in volatility, solubility and electrical conductivity between ionic and covalent compounds

Supplement

3 Use and draw dot-and-cross diagrams to represent the bonding in the more complex covalent molecules such as N2, C2H4, CH3OH, and CO2

5 Explain the differences in melting point and boiling point of ionic and covalent compounds in terms of attractive forces

C4 Stoichiometry

C4.1 Stoichiometry

Core

1 Use the symbols of the elements and write the formulae of simple compounds

3 Deduce the formula of a simple compound from the relative numbers of atoms present

4 Deduce the formula of a simple compound from a model or a diagrammatic representation

5 Construct and use word equations 6 Interpret and balance simple symbol equations

Supplement

2 Determine the formula of an ionic compound from the charges on the ions present

7 Construct and use symbol equations, with state symbols, including ionic equations

C5 Electricity and chemistry

C5.1 Electricity and chemistry

Core

1 Define electrolysis as the breakdown of an ionic compound when molten or in aqueous solution by the passage of electricity

2 Use the terms inert electrode, electrolyte, anode and cathode

4 Describe the electrode products and the observations made, using inert electrodes (platinum or carbon), in the electrolysis of:

– molten lead(II) bromide

– concentrated aqueous sodium chloride

– dilute sulfuric acid

Supplement

3 Describe electrolysis in terms of the ions present and the reactions at the electrodes, in terms of gain of electrons by cations and loss of electrons by anions to form atoms

5 Predict the products of the electrolysis of a specified molten binary compound

C6 Energy changes in chemical reactions

C6.1 Energy changes in chemical reactions

Core

1 Describe the meaning of exothermic and endothermic reactions

Supplement

2 Describe bond breaking as an endothermic process and bond forming as an exothermic process 3 Draw and label energy level diagrams for exothermic and endothermic reactions using data provided

4 Interpret energy level diagrams showing exothermic and endothermic reactions and the activation energy of a reaction

C7 Chemical reactions

C7.1 Rate (speed) of reaction

Core

1 Describe practical methods for investigating the rate of a reaction which produces a gas

2 Interpret data obtained from experiments concerned with rate of reaction

4 Describe the effect of concentration, particle size, catalysts and temperature on the rate of reactions Note: Candidates should be encouraged to use the term rate rather than speed.

Supplement

3 Suggest suitable apparatus, given information, for experiments, including collection of gases and measurement of rates of reaction

5 Describe and explain the effect of changing concentration in terms of frequency of collisions between reacting particles

6 Describe and explain the effect of changing temperature in terms of the frequency of collisions between reacting particles and more colliding particles possessing the minimum energy (activation energy) to react

C7.2 Redox

Core

1 Describe oxidation and reduction in chemical reactions in terms of oxygen loss/gain (Oxidation state limited to its use to name ions, e.g. iron(II), iron(III), copper(II).)

Supplement

2 Define and identify an oxidising agent as a substance which oxidises another substance during a redox reaction and a reducing agent as a substance which reduces another substance during a redox reaction

C8 Acids, bases and salts

C8.1 The characteristic properties of acids and bases

Core

1 Describe neutrality and relative acidity and alkalinity in terms of pH (whole numbers only) measured using universal indicator

2 Describe the characteristic properties of acids (exemplified by dilute hydrochloric acid and dilute sulfuric acid) including their effect on litmus paper and their reactions with metals, bases and carbonates

3 Describe and explain the importance of controlling acidity in soil

C8.2 Preparation of salts

Core

1 Describe the preparation, separation and purification of salts using techniques specified in Section C2 and the reactions specified in Section C8.1

Supplement

2 Suggest a method of making a given salt from suitable starting material, given appropriate information

C8.3 Identification of ions and gases

Core

1 Describe and use the following tests to identify: aqueous cations: ammonium, calcium, copper(II), iron(II), iron(III) and zinc, by means of aqueous sodium hydroxide and aqueous ammonia as appropriate (formulae of complex ions are not required). cations: flame tests to identify lithium, sodium, potassium and copper(II) anions: carbonate (by reaction with dilute acid and then limewater), chloride (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: ammonia (using damp red litmus paper), carbon dioxide (using limewater), chlorine (using damp litmus paper), hydrogen (using a lighted splint), oxygen (using a glowing splint)

C9 The Periodic Table

C9.1 The Periodic Table

Core

1 Describe the Periodic Table as a method of classifying elements and its use to predict properties of elements

C9.2 Periodic trends

Core

1 Describe the change from metallic to nonmetallic character across a period

Supplement

2 Describe and explain the relationship between group number, number of outer-shell electrons and metallic/non-metallic character

C9.3 Group properties

Core

1 Describe lithium, sodium and potassium in Group I as a collection of relatively soft metals showing a trend in melting point, density and reaction with water

3 Describe the halogens, chlorine, bromine and iodine in Group VII, as a collection of diatomic non-metals showing a trend in colour and physical state

Supplement

2 Predict the properties of other elements in Group I, given data, where appropriate

4 State the reaction of chlorine, bromine and iodine with other halide ions

5 Predict the properties of other elements in Group VII, given data where appropriate

6 Identify trends in other groups, given data about the elements concerned

C9.4 Transition elements

Core

1 Describe the transition elements as a collection of metals having high densities, high melting points and forming coloured compounds, and which, as elements and compounds, often act as catalysts

C9.5 Noble gases

Core

1 Describe the noble gases, in Group VIII or 0, as being unreactive, monoatomic gases and explain this in terms of electronic structure 2 State the uses of the noble gases in providing an inert atmosphere, i.e. argon in lamps, helium for filling balloons

C10 Metals

C10.1 Properties of metals

Core

1 Describe the general physical properties of metals as solids with high melting and boiling points, malleable and good conductors of heat and electricity

2 Describe alloys, such as brass, as mixtures of a metal with other elements

3 Explain in terms of their properties why alloys are used instead of pure metals

Supplement

4 Identify representations of alloys from diagrams of structure

C10.2 Reactivity series

Core

1 Place in order of reactivity: potassium, sodium, calcium, magnesium, aluminium, (carbon), zinc, iron, (hydrogen) and copper, by reference to the reactions, if any, of the elements with:

– water or steam

– dilute hydrochloric acid

– reduction of their oxides with carbon

3 Deduce an order of reactivity from a given set of experimental results

Supplement

2 Describe the reactivity series in terms of the tendency of a metal to form its positive ion, illustrated by its reaction, if any, with the aqueous ions of other listed metals

C10.3 Extraction of metals from their ores

Core

1 Describe the use of carbon in the extraction of copper from copper oxide

3 Know that aluminium is extracted from the ore bauxite by electrolysis

5 Describe metal ores as a finite resource and hence the need to recycle metals

Supplement

2 Describe and explain the essential reactions in the extraction of iron from hematite in the blast furnace

C + O2 → CO2

C + CO2 → 2CO

Fe2O3 + 3CO → 2Fe + 3CO2

4 Relate the method of extraction of a metal from its ore to its position in the reactivity series for the metals listed in Section C10.2 and for other metals, given information

C11 Air and water

C11.1 Water

Core

1 Describe a chemical test for water using copper(II) sulfate and cobalt(II) chloride

2 Describe, in outline, the treatment of the water supply in terms of filtration and chlorination

C11.2 Air

Core

1 State the composition of clean air as being a mixture of 78% nitrogen, 21% oxygen and small quantities of noble gases, water vapour and carbon dioxide

2 Name the common pollutants in air as being carbon monoxide, sulfur dioxide and oxides of nitrogen

3 State the adverse effect of these common air pollutants on buildings and on health

4 State the conditions required for the rusting of iron (presence of oxygen and water)

5 Describe and explain barrier methods of rust prevention, including paint and other coatings

C11.3 Carbon dioxide and methane

Core

1 State the formation of carbon dioxide:

– as a product of complete combustion of carbon-containing substances

– as a product of respiration – as a product of the reaction between an acid and a carbonate

– as a product of thermal decomposition of calcium carbonate

2 State that carbon dioxide and methane are greenhouse gases

Supplement

3 State that increased concentrations of greenhouse gases cause an enhanced greenhouse effect, which may contribute to climate change

C12 Organic chemistry

C12.1 Fuels

Core

1 State that coal, natural gas and petroleum are fossil fuels that produce carbon dioxide on combustion

2 Name methane as the main constituent of natural gas

3 Describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by fractional distillation

5 Name the uses of the fractions as:

– refinery gas for bottled gas for heating and cooking

– 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

Supplement

4 Describe the properties of molecules within a fraction

C12.2 Homologous series

Supplement

1 Describe the homologous series of alkanes and alkenes as families of compounds with the same general formula and similar chemical properties

C12.3 Alkanes

Core

1 Describe alkanes as saturated hydrocarbons whose molecules contain only single covalent bonds

2 Describe the properties of alkanes (exemplified by methane) as being generally unreactive, except in terms of burning

3 Describe the complete combustion of hydrocarbons to give carbon dioxide and water

C12.4 Alkenes

Core

1 Describe alkenes as unsaturated hydrocarbons whose molecules contain one double covalent bond

2 State that cracking is a reaction that produces alkenes

4 Recognise saturated and unsaturated hydrocarbons:

– from molecular structures

– by their reaction with aqueous bromine

5 Describe the formation of poly(ethene) as an example of addition polymerisation of monomer units

Supplement

3 Describe the formation of smaller alkanes, alkenes and hydrogen by the cracking of larger alkane molecules and state the conditions required for cracking

Physics

P1 Motion

P1.1 Length and time

Core

1 Use and describe the use of rules and measuring cylinders to find a length or a volume

2 Use and describe the use of clocks and devices, both analogue and digital, for measuring an interval of time

3 Obtain an average value for a small distance and for a short interval of time by measuring multiples (including the period of a pendulum)

P1.2 Motion

Core

1 Define speed and calculate average speed from total distance / total time

2 Plot and interpret a speed–time graph and a distance-time graph

3 Recognise from the shape of a speed–time graph when a body is:

– at rest

– moving with constant speed

– moving with changing speed

8 Demonstrate understanding that acceleration and deceleration are related to changing speed including qualitative analysis of the gradient of a speed–time graph

Supplement

4 Calculate the area under a speed–time graph to work out the distance travelled for motion with constant acceleration

5 Calculate acceleration from the gradient of a speed–time graph

6 Recognise linear motion for which the acceleration is constant and calculate the acceleration

7 Recognise motion for which the acceleration is not constant

P1.3 Mass and weight

Core

1 Distinguish between mass and weight

2 Know that the Earth is the source of a gravitational field

4 Recognise that g is the gravitational force on unit mass and is measured in N/ kg

5 Recall and use the equation W = mg

Supplement

3 Describe, and use the concept of, weight as the effect of a gravitational field on a mass

P1.4 Density

Core

1 Recall and use the equation p = m/V

2 Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation

Supplement

3 Describe the determination of the density of an irregularly shaped solid by the method of displacement and make the necessary calculation

P1.5 Effects of forces

Core

1 Describe how forces may change the size, shape and motion of a body

5 Understand friction as the force between two surfaces which impedes motion and results in heating

6 Recognise air resistance as a form of friction

7 Find the resultant of two or more forces acting along the same line

8 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

Supplement

2 Plot and interpret extension–-load graphs and describe the associated experimental procedure

3 State Hooke’s law and recall and use the expression F = k x, where k is the spring constant

4 Recognise the significance of the term ‘limit of proportionality’ for an extension–load graph

P1.6 Pressure

Core

1 Relate qualitatively pressure to force and area, using appropriate examples

Supplement

2 Recall and use the equation p = F /A

P2 Work, energy and power

P2.1 Work

Core

1 Relate (without calculation) work done to the magnitude of a force and distance moved in the direction of the force

Supplement

2 Recall and use W = Fd = ΔE

P2.2 Energy

Core

1 Demonstrate an understanding that work done = energy transferred

2 Demonstrate understanding that an object may have energy due to its motion (kinetic energy, KE) or its position (potential energy, PE) and that energy may be transferred and stored

3 Give and identify examples of changes in kinetic, gravitational potential, chemical potential, elastic potential (strain), thermal, sound and electrical potential energy that have occurred as a result of an event or process

5 Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electric currents (electrical working), by heating and by waves

6 Apply the principle of conservation of energy to simple examples

Supplement

4 Recall and use the expressions KE = ½mv² and gravitational potential energy (GPE) = mgh or change in GPE = mgΔh

P2.3 Power

Core

1 Relate (without calculation) power to work done and time taken, using appropriate examples

Supplement

2 Recall and use the equation P = ΔE /t in simple systems, including electrical circuits

P2.4 Energy resources

Core

1 Distinguish between renewable and nonrenewable sources of energy

2 Describe how electricity or other useful forms of energy may be obtained from:

– chemical energy stored in fuel

– water, including the energy stored in waves, in tides, and in water behind hydroelectric dams

– geothermal resources

– nuclear fission

– heat and light from the Sun (solar cells and panels)

– wind energy

Supplement

3 Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact

4 Understand that the Sun is the source of energy for all our energy resources except geothermal, nuclear and tidal

5 Understand that the source of tidal energy is mainly the moon

6 Show an understanding that energy is released by nuclear fusion in the Sun

P3 Thermal physics

P3.1 Simple kinetic molecular model of matter

Core

1 State the distinguishing properties of solids, liquids and gases

3 Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation, and motion of the molecules

4 Describe qualitatively the pressure of a gas and the temperature of a gas, liquid or solid in terms of the motion of its particles

5 Use and describe the use of thermometers to measure temperature on the Celsius scale

6 State the meaning of melting point and boiling point, and recall the melting and boiling points for water

7 Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid

8 Relate evaporation to the consequent cooling of the liquid

Supplement

2 Relate the properties of solids, liquids and gases to the forces and distances between the molecules and to the motion of the molecules

9 Demonstrate an understanding of how temperature, surface area and draught over a surface influence evaporation

P3.2 Matter and thermal properties

Core

1 Describe qualitatively the thermal expansion of solids, liquids and gases at constant pressure

2 Identify and explain some of the everyday applications and consequences of thermal expansion

P3.3 Thermal processes

P3.3.1 Conduction

Core

1 Recognise and name typical good and bad thermal conductors

2 Describe experiments to demonstrate the properties of good and bad thermal conductors

Supplement

3 Explain conduction in solids in terms of molecular vibrations and transfer by electrons

P3.3 Thermal processes continued

P3.3.2 Convection

Core

1 Recognise convection as the main method of energy transfer in fluids

3 Interpret and describe experiments designed to illustrate convection in liquids and gases (fluids)

Supplement

2 Relate convection in fluids to density changes

P3.3.3 Radiation

Core

1 Recognise radiation as the method of energy transfer that does not require a medium to travel through

2 Identify infrared radiation as the part of the electromagnetic spectrum often involved in energy transfer by radiation

Supplement

3 Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation

4 Interpret and describe experiments to investigate the properties of good and bad emitters and good and bad absorbers of infrared radiation

P3.3.4 Consequences of energy transfer

Core

1 Identify and explain some of the everyday applications and consequences of conduction, convection and radiation

P4 Properties of waves, including light and sound

P4.1 General wave properties

Core

1 Demonstrate understanding that waves transfer energy without transferring matter

2 Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves

3 State the meaning of speed, frequency, wavelength and amplitude

5 Describe how waves can undergo:

– reflection at a plane surface

– refraction due to a change of speed

Supplement

4 Distinguish between transverse and longitudinal waves and give suitable examples

6 Recall and use the equation v = f λ

7 Understand that refraction is caused by a change in speed as a wave moves from one medium to another

P4.2 Light

P4.2.1 Reflection of light

Core

1 Describe the formation of an optical image by a plane mirror and give its characteristics

2 Recall and use the law angle of incidence i = angle of reflection r recognising these angles are measured to the normal

3 Perform simple constructions, measurements and calculations for reflection by plane mirrors

P4.2.2 Refraction of light

Core

1 Interpret and describe an experimental demonstration of the refraction of light

P4.2.3 Thin converging lens

Core

1 Describe the action of a thin converging lens on a beam of light

2 Use the terms principal focus and focal length

3 Draw ray diagrams for the formation of a real image by a single lens

Supplement

4 Use and describe the use of a single lens as a magnifying glass

P4.3 Electromagnetic spectrum

Core

1 Describe the main features of the electromagnetic spectrum in order of frequency, from radio waves to gamma-radiation (γ)

2 State that all electromagnetic waves travel with the same high speed in a vacuum and approximately the same in air

4 Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including: – radio and television communications (radio waves)

– satellite television and telephones (microwaves)

– electrical appliances, remote controllers for televisions and intruder alarms (infrared)

– medicine and security (X-rays)

5 Demonstrate an understanding of safety issues regarding the use of microwaves and X-rays 6 State the dangers of ultraviolet radiation, from the Sun or from tanning lamps

Supplement

3 State that the speed of electromagnetic waves in a vacuum is 3.0 × 10⁸m/s

P4.4 Sound

Core

1 Describe the production of sound by vibrating sources

4 State that the approximate range of audible frequencies for a healthy human ear is 20Hz to 20000Hz

5 Show an understanding that a medium is needed to transmit sound waves

6 Describe and interpret an experiment to determine the speed of sound in air, including calculation

8 Relate the loudness and pitch of sound waves to amplitude and frequency

9 Describe how the reflection of sound may produce an echo

Supplement

2 Describe the longitudinal nature of sound waves

3 Describe the transmission of sound waves in air in terms of compressions and rarefactions

7 Recognise that sound travels faster in liquids than in gases and faster in solids than in liquids

P5 Electrical quantities

P5.1 Electric charge

Core

1 State that there are positive and negative charges

2 State that unlike charges attract and that like charges repel

3 Describe and interpret simple experiments to show the production and detection of electrostatic charges by friction

4 State that charging a body involves the addition or removal of electrons

5 Distinguish between electrical conductors and insulators and give typical examples

P5.2 Current, potential difference and electromotive force (e.m.f)

Core

1 Demonstrate understanding of current, potential difference, e.m.f. and resistance

2 State that current is related to the flow of charge 5 State that current in metals is due to a flow of electrons

6 State that the potential difference (p.d.) across a circuit component is measured in volts

7 Use and describe the use of an ammeter and a voltmeter, both analogue and digital

8 State that the electromotive force (e.m.f) of an electrical source of energy is measured in volts

Supplement

3 Know and use the formula Q = It

4 Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q/t

P5.3 Resistance

Core

1 State that resistance = p.d./ current and understand qualitatively how changes in p.d. or resistance affect current

2 Recall and use the equation R = V/ I

Supplement

3 Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and crosssectional area of a wire

P6 Electric circuits

P6.1 Circuit diagrams

Core

1 Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), lamps, ammeters, voltmeters and fuses (Symbols for other common circuit components will be provided in questions)

P6.2 Series and parallel circuits

Core

1 Understand that the current at every point in a series circuit is the same

2 Calculate the combined resistance of two or more resistors in series

4 State that, for a parallel circuit, the current from the source is larger than the current in each branch

6 State that the combined resistance of two resistors in parallel is less than that of either resistor by itself

8 State the advantages of connecting lamps in parallel in a circuit

Supplement

3 Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the total p.d. across the supply

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

P6.3 Electrical energy

Supplement

1 Recall and use the equations P = IV and E = IVt

P6.4 Dangers of electricity

Core

1 Identify electrical hazards including:

– damaged insulation

– overheating of cables

– damp conditions

2 State that a fuse protects a circuit 3 Explain the use of fuses and choose appropriate fuse ratings