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1.1
Explain how the sub-cellular structures of eukaryotic and
prokaryotic cells are related to their functions, including:
a) animal cells – nucleus, cell membrane, mitochondria and ribosomes
b) plant cells – nucleus, cell membrane, cell wall, chloroplasts,
mitochondria, vacuole and ribosomes
c) bacteria – chromosomal DNA, plasmid DNA, cell membrane,
ribosomes and flagella
1.2
Describe how specialised cells are adapted to their function,
including:
a) sperm cells – acrosome, haploid nucleus, mitochondria and tail
b) egg cells – nutrients in the cytoplasm, haploid nucleus and changes in the cell membrane after fertilisation
c) ciliated epithelial cells
1.3
Explain how changes in microscope technology, including electron microscopy, have enabled us to see cell structures and organelles with more clarity and detail than in the past and increased our understanding of the role of sub-cellular structures
1.4
Demonstrate an understanding of number, size and scale, including the use of estimations and explain when they should be used
1.5
Demonstrate an understanding of the relationship between
quantitative units in relation to cells, including:
a) milli (10−3)
b) micro (10−6)
c) nano (10−9)
d) pico (10−12)
e) calculations with numbers written in standard form
1.6
Core Practical: Investigate biological specimens using
microscopes, including magnification calculations and labelled
scientific drawings from observations
1.7
Explain the mechanism of enzyme action including the active site and enzyme specificity
1.8
Explain how enzymes can be denatured due to changes in the shape of the active site
1.9
Explain the effects of temperature, substrate concentration and pH on enzyme activity
1.10
Core Practical: Investigate the effect of pH on enzyme activity
1.11
Demonstrate an understanding of rate calculations for enzyme activity
1.12
Explain the importance of enzymes as biological catalysts in the synthesis of carbohydrates, proteins and lipids and their breakdown into sugars, amino acids and fatty acids and glycerol
1.13
Explain how substances are transported into and out of cells,
including by diffusion, osmosis and active transport
1.14
Core Practical: Investigate osmosis in potatoes
1.15
Calculate percentage gain and loss of mass in osmosis
2.1
Describe mitosis as part of the cell cycle, including the stages interphase, prophase, metaphase, anaphase and telophase and cytokinesis
2.2
Describe the importance of mitosis in growth, repair and asexual reproduction
2.3
Describe the division of a cell by mitosis as the production of two daughter cells, each with identical sets of chromosomes in the nucleus to the parent cell, and that this results in the formation of two genetically identical diploid body cells
2.4
Describe cancer as the result of changes in cells that lead to uncontrolled cell division
2.5
Describe growth in organisms, including:
a) cell division and differentiation in animals
b) cell division, elongation and differentiation in plants
2.6
Explain the importance of cell differentiation in the development of specialised cells
2.7
Demonstrate an understanding of the use of percentiles charts to monitor growth
2.8
Describe the function of embryonic stem cells, stem cells in animals and meristems in plants
2.9
Discuss the potential benefits and risks associated with the use of stem cells in medicine
2.13
Explain the structure and function of sensory receptors, sensory neurones, relay neurones in the CNS, motor neurones and synapses in the transmission of electrical impulses, including the axon, dendron, myelin sheath and the role of neurotransmitters
2.14
Explain the structure and function of a reflex arc including sensory, relay and motor neurones
3.3
Explain the role of meiotic cell division, including the production of four daughter cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes
The stages of meiosis are not required
3.4
Describe DNA as a polymer made up of:
a) two strands coiled to form a double helix
b) strands linked by a series of complementary base pairs joined together by weak hydrogen bonds
c) nucleotides that consist of a sugar and phosphate group with one of the four different bases attached to the sugar
3.5
Describe the genome as the entire DNA of an organism and a gene as a section of a DNA molecule that codes for a specific protein
3.6
Explain how DNA can be extracted from fruit
3.12
Explain why there are differences in the inherited characteristics as a result of alleles
3.13
Explain the terms: chromosome, gene, allele, dominant, recessive, homozygous, heterozygous, genotype, phenotype, gamete and zygote
3.14
Explain monohybrid inheritance using genetic diagrams, Punnett squares and family pedigrees
3.15
Describe how the sex of offspring is determined at fertilisation, using genetic diagrams
3.16
Calculate and analyse outcomes (using probabilities, ratios and
percentages) from monohybrid crosses and pedigree analysis
for dominant and recessive traits
3.19
State that most phenotypic features are the result of multiple genes rather than single gene inheritance
3.20
Describe the causes of variation that influence phenotype, including:
a) genetic variation – different characteristics as a result of mutation and sexual reproduction
b) environmental variation – different characteristics caused by an organism’s environment (acquired characteristics)
3.21
Discuss the outcomes of the Human Genome Project and its potential applications within medicine
3.22
State that there is usually extensive genetic variation within a population of a species and that these arise through mutations
3.23
State that most genetic mutations have no effect on the phenotype, some mutations have a small effect on the phenotype and, rarely, a single mutation will significantly affect the phenotype
4.2
Explain Darwin’s theory of evolution by natural selection
4.3
Explain how the emergence of resistant organisms supports Darwin’s theory of evolution including antibiotic resistance in bacteria
4.4
Describe the evidence for human evolution, based on fossils, including:
a) Ardi from 4.4 million years ago
b) Lucy from 3.2 million years ago
c) Leakey’s discovery of fossils from 1.6 million years ago
4.5
Describe the evidence for human evolution based on stone tools, including:
a) the development of stone tools over time
b) how these can be dated from their environment
4.7
Describe how genetic analysis has led to the suggestion of the
three domains rather than the five kingdoms classification
method
4.8
Explain selective breeding and its impact on food plants and domesticated animals
4.10
Describe genetic engineering as a process which involves modifying the genome of an organism to introduce desirable characteristics
4.11
Describe the main stages of genetic engineering including the use of:
a) restriction enzymes
b) ligase
c) sticky ends d vectors
4.14
Evaluate the benefits and risks of genetic engineering and selective breeding in modern agriculture and medicine, including practical and ethical implications
5.1
Describe health as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity, as defined by the World Health Organization (WHO)
5.2
Describe the difference between communicable and non-communicable diseases
5.3
Explain why the presence of one disease can lead to a higher susceptibility to other diseases
5.4
Describe a pathogen as a disease-causing organism, including viruses, bacteria, fungi and protists
5.5
Describe some common infections, including:
a) cholera (bacteria) causes diarrhoea
b) tuberculosis (bacteria) causes lung damage
c) Chalara ash dieback (fungi) causes leaf loss and bark lesions
d) malaria (protists) causes damage to blood and liver
e) HIV (virus) destroys white blood cells, leading to the onset of AIDS
5.6
Explain how pathogens are spread and how this spread can be reduced or prevented, including:
a) cholera (bacteria) – water
b) tuberculosis (bacteria) – airborne
c) Chalara ash dieback (fungi) – airborne d malaria (protists) – animal vectors
5.8
Explain how sexually transmitted infections (STIs) are spread and how this spread can be reduced or prevented, including:
a) Chlamydia (bacteria)
b) HIV (virus)
5.12
Describe how the physical barriers and chemical defences of the human body provide protection from pathogens, including:
a) physical barriers, including mucus, cilia and skin
b) chemical defence, including lysozymes and hydrochloric acid
5.13
Explain the role of the specific immune system of the human body in defence against disease, including:
a) exposure to pathogen
b) the antigens trigger an immune response which causes the production of antibodies
c) the antigens also trigger production of memory lymphocytes d the role of memory lymphocytes in the secondary response to the antigen
5.14
Explain the body’s response to immunisation using an inactive form of a pathogen
5.16
Explain that antibiotics can only be used to treat bacterial infections because they inhibit cell processes in the bacterium but not the host organism.
5.20
Describe that the process of developing new medicines, including antibiotics, has many stages, including discovery, development, preclinical and clinical testing.
5.23
Describe that many non-communicable human diseases are caused by the interaction of a number of factors, including cardiovascular diseases, many forms of cancer, some lung and liver diseases and diseases influenced by nutrition
5.24
Explain the effect of lifestyle factors on non-communicable diseases at local, national and global levels, including:
a exercise and diet on obesity and malnutrition, including BMI and waist : hip calculations, using the BMI equation:
BMI = mass (kg)
(height (m))²
b alcohol on liver diseases
c smoking on cardiovascular diseases
5.25
Evaluate some different treatments for cardiovascular disease, including:
a) life-long medication
b) surgical procedures
c) lifestyle changes
6.1
Describe photosynthetic organisms as the main producers of food and therefore biomass
6.2
Describe photosynthesis in plants and algae as an endothermic reaction that uses light energy to react carbon dioxide and water to produce glucose and oxygen
6.3
Explain the effect of temperature, light intensity and carbon dioxide concentration as limiting factors on the rate of photosynthesis
6.4
Explain the interactions of temperature, light intensity and carbon dioxide concentration in limiting the rate of photosynthesis
6.5
Core Practical: Investigate the effect of light intensity on the rate of photosynthesis
6.6
Explain how the rate of photosynthesis is directly proportional to light intensity and inversely proportional to the distance from a light source, including the use of the inverse square law calculation
6.7
Explain how the structure of the root hair cells is adapted to absorb water and mineral ions
6.8
Explain how the structures of the xylem and phloem are adapted to their function in the plant, including:
a) lignified dead cells in xylem transporting water and minerals through the plant
b) living cells in phloem using energy to transport sucrose around the plant
6.9
Explain how water and mineral ions are transported through the plant by transpiration, including the structure and function of the stomata
6.10
Describe how sucrose is transported around the plant by translocation
6.12
Describe how sucrose is transported around the plant by translocation
6.13
Demonstrate an understanding of rate calculations for transpiration
7.1
Describe where hormones are produced and how they are transported from endocrine glands to their target organs, including the pituitary gland, thyroid gland, pancreas, adrenal glands, ovaries and testes
7.2
Explain that adrenalin is produced by the adrenal glands to prepare the body for fight or flight, including:
a) increased heart rate
b) increased blood pressure
c) increased blood flow to the muscles d raised blood sugar levels by stimulating the liver to change glycogen into glucose
7.3
Explain how thyroxine controls metabolic rate as an example of negative feedback, including:
a) low levels of thyroxine stimulates production of TRH in hypothalamus
b) this causes release of TSH from the pituitary gland
c) TSH acts on the thyroid to produce thyroxine
d) when thyroxine levels are normal thyroxine inhibits the release of TRH and the production of TSH
7.4
Describe the stages of the menstrual cycle, including the roles of the hormones oestrogen and progesterone, in the control of the menstrual cycle
7.5
Explain the interactions of oestrogen, progesterone, FSH and LH in the control of the menstrual cycle, including the repair and maintenance of the uterus wall, ovulation and menstruation
7.6
Explain how hormonal contraception influences the menstrual cycle and prevents pregnancy
7.7
Evaluate hormonal and barrier methods of contraception
7.8
Explain the use of hormones in Assisted Reproductive Technology (ART) including IVF and clomifene therapy
7.9
Explain the importance of maintaining a constant internal environment in response to internal and external change
7.13
Explain how the hormone insulin controls blood glucose concentration
7.14
Explain how blood glucose concentration is regulated by glucagon
7.15
Explain the cause of type 1 diabetes and how it is controlled
7.16
Explain the cause of type 2 diabetes and how it is controlled
7.17
Evaluate the correlation between body mass and type 2 diabetes including waist:hip calculations and BMI, using the BMI equation:
BMI = mass (kg)
(height (m))²
8.1
Describe the need to transport substances into and out of a range of organisms, including oxygen, carbon dioxide, water, dissolved food molecules, mineral ions and urea
8.2
Explain the need for exchange surfaces and a transport system in multicellular organisms including the calculation of surface area : volume ratio
8.3
Explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries
8.6
Explain how the structure of the blood is related to its function:
a) red blood cells (erythrocytes)
b) white blood cells (phagocytes and lymphocytes)
c) plasma
d) platelets
8.7
Explain how the structure of the blood vessels is related to their function
8.8
Explain how the structure of the heart and circulatory system is related to its function, including the role of the major blood vessels, the valves and the relative thickness of chamber walls
8.9
Describe cellular respiration as an exothermic reaction which occurs continuously in living cells to release energy for metabolic processes, including aerobic and anaerobic respiration
8.10
Compare the process of aerobic respiration with the process of anaerobic respiration
8.11
Core Practical: Investigate the rate of respiration in living organisms
8.12
Calculate heart rate, stroke volume and cardiac output, using the equation cardiac output = stroke volume × heart rate
9.1
Describe the different levels of organisation from individual organisms, populations, communities, to the whole ecosystem
9.2
Explain how communities can be affected by abiotic and biotic factors, including:
a) temperature, light, water, pollutants
b) competition, predation
9.3
Describe the importance of interdependence in a community
9.4
Describe how the survival of some organisms is dependent on other species, including parasitism and mutualism
9.5
Core Practical: Investigate the relationship between organisms and their environment using field-work techniques, including quadrats and belt transects
9.6
Explain how to determine the number of organisms in a given area using raw data from field-work techniques, including quadrats and belt transects
9.9
Explain the positive and negative human interactions within ecosystems and their impacts on biodiversity, including:
a) fish farming
b) introduction of non-indigenous species
c) eutrophication
9.10
Explain the benefits of maintaining local and global biodiversity, including the conservation of animal species and the impact of reforestation
9.12
Describe how different materials cycle through the abiotic and biotic components of an ecosystem
9.13
Explain the importance of the carbon cycle, including the processes involved and the role of microorganisms as decomposers
9.14
Explain the importance of the water cycle, including the processes involved and the production of potable water in areas of drought including desalination
9.15
Explain how nitrates are made available for plant uptake,
including the use of fertilisers, crop rotation and the role of
bacteria in the nitrogen cycle
0.1
Recall the formulae of elements, simple compounds and ions
0.2
Write word equations
0.3
Write balanced chemical equations, including the use of the
state symbols (s), (l), (g) and (aq)
0.4
Write balanced ionic equations
0.5
Describe the use of hazard symbols on containers:
a) to indicate the dangers associated with the contents
b) to inform people about safe-working precautions with these substances in the laboratory
0.6
Evaluate the risks in a practical procedure and suggest suitable
precautions for a range of practicals including those mentioned
in the specification
1.1
Describe how the Dalton model of an atom has changed over time because of the discovery of subatomic particles
1.2
Describe the structure of an atom as a nucleus containing protons and neutrons, surrounded by electrons in shells
1.3
Recall the relative charge and relative mass of:
a) a proton
b) a neutron
c) an electron
1.4
Explain why atoms contain equal numbers of protons and electrons
1.5
Describe the nucleus of an atom as very small compared to the overall size of the atom
1.6
Recall that most of the mass of an atom is concentrated in the nucleus
1.7
Recall the meaning of the term mass number of an atom
1.8
Describe atoms of a given element as having the same number
of protons in the nucleus and that this number is unique to that
element
1.9
Describe isotopes as different atoms of the same element containing the same number of protons but different numbers of neutrons in their nuclei
1.10
Calculate the numbers of protons, neutrons and electrons in atoms given the atomic number and mass number
1.11
Explain how the existence of isotopes results in relative atomic masses of some elements not being whole numbers
1.12
Calculate the relative atomic mass of an element from the relative masses and abundances of its isotopes
1.13
Describe how Mendeleev arranged the elements, known at that time, in a periodic table by using properties of these elements and their compounds
1.14
Describe how Mendeleev used his table to predict the existence and properties of some elements not then discovered
1.15
Explain that Mendeleev thought he had arranged elements in order of increasing relative atomic mass but this was not always true because of the relative abundance of isotopes of some pairs of elements in the periodic table
1.16
Explain the meaning of atomic number of an element in terms of position in the periodic table and number of protons in the nucleus
1.17
Describe that in the periodic table
a) elements are arranged in order of increasing atomic number, in rows called periods
b) elements with similar properties are placed in the same vertical columns called groups
1.18
Identify elements as metals or non-metals according to their
position in the periodic table, explaining this division in terms of
the atomic structures of the elements
1.19
Predict the electronic configurations of the first 20 elements in the periodic table as diagrams and in the form, for example 2.8.1
1.20
Explain how the electronic configuration of an element is related to its position in the periodic table
1.21
Explain how ionic bonds are formed by the transfer of electrons between atoms to produce cations and anions, including the use of dot and cross diagrams
1.22
Recall that an ion is an atom or group of atoms with a positive or negative charge
1.23
Calculate the numbers of protons, neutrons and electrons in simple ions given the atomic number and mass number
1.24
Explain the formation of ions in ionic compounds from their atoms, limited to compounds of elements in groups 1, 2, 6 and 7
1.25
Explain the use of the endings –ide and –ate in the names of compounds
1.26
Deduce the formulae of ionic compounds (including oxides, hydroxides, halides, nitrates, carbonates and sulfates) given the formulae of the constituent ions
1.27
Explain the structure of an ionic compound as a lattice structure a consisting of
a) regular arrangement of ions
b) held together by strong electrostatic forces (ionic bonds) between oppositely-charged ions
1.28
Explain how a covalent bond is formed when a pair of electrons is shared between two atoms
1.29
Recall that covalent bonding results in the formation of molecules
1.30
Recall the typical size (order of magnitude) of atoms and small molecules
1.31
Explain the formation of simple molecular, covalent substances, using dot and cross diagrams, including:
a) hydrogen
b) hydrogen chloride
c) water
d) methane
e) oxygen
f) carbon dioxide
1.32
Explain why elements and compounds can be classified as:
a) ionic
b) simple molecular (covalent)
c) giant covalent
d) metallic
and how the structure and bonding of these types of substances results in different physical properties, including relative melting point and boiling point, relative solubility in water and ability to conduct electricity (as solids and in solution)
1.33
Explain the properties of ionic compounds limited to:
a) high melting points and boiling points, in terms of forces between ions
b) whether or not they conduct elect
1.34
Explain the properties of typical covalent, simple molecular compounds limited to:
a) low melting points and boiling points, in terms of forces between molecules (intermolecular forces)
b) poor conduction of electricity
1.35
Recall that graphite and diamond are different forms of carbon and that they are examples of giant covalent substances
1.36
Describe the structures of graphite and diamond
1.37
Explain, in terms of structure and bonding, why graphite is used to make electrodes and as a lubricant, whereas diamond is used in cutting tools
1.38
Explain the properties of fullerenes including C60 and graphene in terms of their structures and bonding
1.39
Describe, using poly(ethene) as the example, that simple polymers consist of large molecules containing chains of carbon atoms
1.40
Explain the properties of metals, including malleability and the ability to conduct electricity
1.41
Describe the limitations of particular representations and models to, include dot and cross, ball and stick models and two- and three-dimensional representations
1.42
Describe most metals as shiny solids which have high melting points, high density and are good conductors of electricity whereas most non-metals have low boiling points and are poor conductors of electricity
1.43
Calculate:
a) relative formula mass given relative atomic masses
a) percentage by mass of an element in a compound given relative atomic masses
1.44
Calculate the formulae of simple compounds from reacting masses or percentage composition and understand that these are empirical formulae
1.45
Deduce:
a) the empirical formula of a compound from the formula of its molecule
b) the molecular formula of a compound from its empirical formula and its relative molecular mass
1.46
Describe an experiment to determine the empirical formula of a simple compound such as magnesium oxide
1.47
Explain the law of conservation of mass applied to:
a) a closed system including a precipitation reaction in a closed flask
b) a non-enclosed system including a reaction in an open flask that takes in or gives out a gas
1.48
Calculate masses of reactants and products from balanced equations, given the mass of one substance
1.49
Calculate the concentration of solutions in g dm−³
1.50
Recall that one mole of particles of a substance is defined as:
a) the Avogadro constant number of particles (6.02 × 1023 atoms, molecules, formulae or ions) of that substance
b) a mass of ‘relative particle mass’ g
1.51
Calculate the number of:
a) moles of particles of a substance in a given mass of that substance and vice versa
b) particles of a substance in a given number of moles of that substance and vice versa
c) particles of a substance in a given mass of that substance and vice versa
1.52
Explain why, in a reaction, the mass of product formed is controlled by the mass of the reactant which is not in excess
1.53
Deduce the stoichiometry of a reaction from the masses of the reactants and products
2.1
Describe the arrangement, movement and the relative energy of particles in each of the three states of matter: solid, liquid and gas
2.2
Recall the names used for the interconversions between the three states of matter, recognising that these are physical changes: contrasted with chemical reactions that result in chemical changes
2.3
Explain the changes in arrangement, movement and energy of particles during these interconversions
2.4
Predict the physical state of a substance under specified conditions, given suitable data
2.5
Explain the difference between the use of ‘pure’ in chemistry compared with its everyday use and the differences in chemistry between a pure substance and a mixture
2.6
Interpret melting point data to distinguish between pure substances which have a sharp melting point and mixtures which melt over a range of temperatures
2.7
Explain the types of mixtures that can be separated by using the following experimental techniques:
a) simple distillation
b) fractional distillation
c) filtration
d) crystallisation
e) paper chromatography
2.8
Describe an appropriate experimental technique to separate a mixture, knowing the properties of the components of the mixture
2.9
Describe paper chromatography as the separation of mixtures of soluble substances by running a solvent (mobile phase) through the mixture on the paper (the paper contains the stationary phase), which causes the substances to move at different rates over the paper
2.10
Interpret a paper chromatogram: a to distinguish between pure and impure substances b to identify substances by comparison with known substances c to identify substances by calculation and use of Rf values
2.11
Core Practical: Investigate the composition of inks using simple distillation and paper chromatography
2.12
Describe how:
a) waste and ground water can be made potable, including the need for sedimentation, filtration and chlorination
b) sea water can be made potable by using distillation
c) water used in analysis must not contain any dissolved salts
3.1
Recall that acids in solution are sources of hydrogen ions and alkalis in solution are sources of hydroxide ions
3.2
Recall that a neutral solution has a pH of 7 and that acidic solutions have lower pH values and alkaline solutions higher pH values
3.3
Recall the effect of acids and alkalis on indicators, including litmus, methyl orange and phenolphthalein
3.4
Recall that the higher the concentration of hydrogen ions in an acidic solution, the lower the pH; and the higher the concentration of hydroxide ions in an alkaline solution, the higher the pH
3.5
Recall that as hydrogen ion concentration in a solution increases by a factor of 10, the pH of the solution decreases by 1
3.6
Core Practical: Investigate the change in pH on adding powdered calcium hydroxide or calcium oxide to a fixed volume of dilute hydrochloric acid
3.7
Explain the terms dilute and concentrated, with respect to amount of substances in solution
3.8
Explain the terms weak and strong acids, with respect to the degree of dissociation into ions
3.9
Recall that a base is any substance that reacts with an acid to form a salt and water only
3.10
Recall that alkalis are soluble bases
3.11
Explain the general reactions of aqueous solutions of acids with:
a) metals
b) metal oxides
c) metal hydroxides
d) metal carbonates to produce salts
3.12
Describe the chemical test for:
a) hydrogen
b) carbon dioxide (using limewater)
3.13
Describe a neutralisation reaction as a reaction between an acid and a base
3.14
Explain an acid-alkali neutralisation as a reaction in which hydrogen ions (H+) from the acid react with hydroxide ions (OH–) from the alkali to form water
3.15
Explain why, if soluble salts are prepared from an acid and an insoluble reactant:
a) excess of the reactant is added
b) the excess reactant is removed
c) the solution remaining is only salt and water
3.16
Explain why, if soluble salts are prepared from an acid and a soluble reactant:
a) titration must be used
b) the acid and the soluble reactant are then mixed in the correct proportions
c) the solution remaining, after reaction, is only salt and water
3.17
Core Practical: Investigate the preparation of pure, dry hydrated copper sulfate crystals starting from copper oxide including the use of a water bath
3.18
Describe how to carry out an acid-alkali titration, using burette, pipette and a suitable indicator, to prepare a pure, dry salt
3.19
Recall the general rules which describe the solubility of common
types of substances in water:
a) all common sodium, potassium and ammonium salts are soluble
b) all nitrates are soluble
c) common chlorides are soluble except those of silver and lead
d) common sulfates are soluble except those of lead, barium and calcium
e) common carbonates and hydroxides are insoluble except those of sodium, potassium and ammonium
3.20
Predict, using solubility rules, whether or not a precipitate will be formed when named solutions are mixed together, naming the precipitate if any
3.21
Describe the method used to prepare a pure, dry sample of an insoluble salt
3.22
Recall that electrolytes are ionic compounds in the molten state or dissolved in water
3.23
Describe electrolysis as a process in which electrical energy, from a direct current supply, decomposes electrolytes
3.24
Explain the movement of ions during electrolysis, in which:
a) positively charged cations migrate to the negatively charged cathode
b) negatively charged anions migrate to the positively charged anode
3.25
Explain the formation of the products in the electrolysis, using inert electrodes, of some electrolytes, including:
a) copper chloride solution
b) sodium chloride solution
c) sodium sulfate solution
d) water acidified with sulfuric acid
e) molten lead bromide (demonstration)
3.26
Predict the products of electrolysis of other binary, ionic compounds in the molten state
3.27
Write half equations for reactions occurring at the anode and cathode in electrolysis
3.28
Explain oxidation and reduction in terms of loss or gain of electrons
3.29
Recall that reduction occurs at the cathode and that oxidation occurs at the anode in electrolysis reactions
3.30
Explain the formation of the products in the electrolysis of copper sulfate solution, using copper electrodes, and how this electrolysis can be used to purify copper
3.31
Core Practical: Investigate the electrolysis of copper sulfate solution with inert electrodes and copper electrodes
4.1
Deduce the relative reactivity of some metals, by their reactions with water, acids and salt solutions
4.2
Explain displacement reactions as redox reactions, in terms of gain or loss of electrons
4.3
Explain the reactivity series of metals (potassium, sodium, calcium, magnesium, aluminium, (carbon), zinc, iron, (hydrogen), copper, silver, gold) in terms of the reactivity of the metals with water and dilute acids and that these reactions show the relative tendency of metal atoms to form cations
4.4
Recall that:
a) most metals are extracted from ores found in the Earth’s crust
b) unreactive metals are found in the Earth’s crust as the uncombined elements
4.5
Explain oxidation as the gain of oxygen and reduction as the loss of oxygen
4.6
Recall that the extraction of metals involves reduction of ores
4.7
Explain why the method used to extract a metal from its ore is related to its position in the reactivity series and the cost of the extraction process, illustrated by
a) heating with carbon (including iron)
b) electrolysis (including aluminium) (knowledge of the blast furnace is not required)
4.8
Evaluate alternative biological methods of metal extraction (bacterial and phytoextraction)
4.9
Explain how a metal’s relative resistance to oxidation is related to its position in the reactivity series
4.10
Evaluate the advantages of recycling metals, including economic implications and how recycling can preserve both the environment and the supply of valuable raw materials
4.11
Describe that a life-cycle assessment for a product involves consideration of the effect on the environment of obtaining the raw materials, manufacturing the product, using the product and disposing of the product when it is no longer useful
4.12
Evaluate data from a life cycle assessment of a product
4.13
Recall that chemical reactions are reversible, the use of the symbol ⇌ in equations and that the direction of some reversible reactions can be altered by changing the reaction conditions
4.14
Explain what is meant by dynamic equilibrium
4.15
Describe the formation of ammonia as a reversible reaction between nitrogen (extracted from the air) and hydrogen (obtained from natural gas) and that it can reach a dynamic equilibrium
4.16
Recall the conditions for the Haber process as:
a) temperature 450 °C
b) pressure 200 atmospheres
c) iron catalyst
4.17
Predict how the position of a dynamic equilibrium is
affected by changes in:
a) temperature
b) pressure
c) concentration
6.6
Recall the colours and physical states of chlorine, bromine and iodine at room temperature
6.7
Describe the pattern in the physical properties of the halogens, chlorine, bromine and iodine, and use this pattern to predict the physical properties of other halogens
6.8
Describe the chemical test for chlorine
6.9
Describe the reactions of the halogens, chlorine, bromine and iodine, with metals to form metal halides, and use this pattern to predict the reactions of other halogens
6.10
Recall that the halogens, chlorine, bromine and iodine, form hydrogen halides which dissolve in water to form acidic solutions, and use this pattern to predict the reactions of other
halogens
6.11
Describe the relative reactivity of the halogens chlorine, bromine and iodine, as shown by their displacement reactions with halide ions in aqueous solution, and use this pattern to predict the reactions of astatine
6.12
Explain why these displacement reactions are redox reactions in terms of gain and loss of electrons, identifying which of the substances are oxidised and which are reduced
6.13
Explain the relative reactivity of the halogens in terms of electronic configurations
6.14
Explain why the noble gases are chemically inert, compared with the other elements, in terms of their electronic configurations
6.15
Explain how the uses of noble gases depend on their inertness, low density and/or non-flammability
6.16
Describe the pattern in the physical properties of some noble gases and use this pattern to predict the physical properties of other noble gases
7.1
Core Practical: Investigate the effects of changing the conditions of a reaction on the rates of chemical reactions by: a measuring the production of
a) gas (in the reaction between hydrochloric acid and marble chips)
b) observing a colour change (in the reaction between sodium thiosulfate and hydrochloric acid)
7.2
Suggest practical methods for determining the rate of a given reaction
7.3
Explain how reactions occur when particles collide and that rates of reaction are increased when the frequency and/or energy of collisions is increased
7.4
Explain the effects on rates of reaction of changes in temperature, concentration, surface area to volume ratio of a solid and pressure (on reactions involving gases) in terms of frequency and/or energy of collisions between particles
7.5
Interpret graphs of mass, volume or concentration of reactant or product against time
7.6
Describe a catalyst as a substance that speeds up the rate of a reaction without altering the products of the reaction, being itself unchanged chemically and in mass at the end of the reaction
7.7
Explain how the addition of a catalyst increases the rate of a reaction in terms of activation energy
7.8
Recall that enzymes are biological catalysts and that enzymes are used in the production of alcoholic drinks
7.9
Recall that changes in heat energy accompany the following
changes:
a) salts dissolving in water
b) neutralisation reactions
c) displacement reactions
d) precipitation reactions
and that, when these reactions take place in solution, temperature changes can be measured to reflect the heat changes
7.10
Describe an exothermic change or reaction as one in which heat energy is given out
7.11
Describe an endothermic change or reaction as one in which heat energy is taken in
7.12
Recall that the breaking of bonds is endothermic and the making of bonds is exothermic
7.13
Recall that the overall heat energy change for a reaction is:
a) exothermic if more heat energy is released in forming bonds in the products than is required in breaking bonds in the reactants
b) endothermic if less heat energy is released in forming bonds in the products than is required in breaking bonds in the reactants
7.14
Calculate the energy change in a reaction given the energies of bonds (in kJ mol–¹)
7.15
Explain the term activation energy
7.16
Draw and label reaction profiles for endothermic and exothermic reactions, identifying activation energy
8.1
Recall that hydrocarbons are compounds that contain carbon and hydrogen only
8.2
Describe crude oil as:
a) a complex mixture of hydrocarbons
b) containing molecules in which carbon atoms are in chains or rings (names, formulae and structures of specific ring molecules not required)
c) an important source of useful substances (fuels and feedstock for the petrochemical industry)
d) a finite resource
8.3
Describe and explain the separation of crude oil into simpler, more useful mixtures by the process of fractional distillation
8.4
Recall the names and uses of the following fractions:
a) gases, used in domestic heating and cooking
b) petrol, used as fuel for cars
c) kerosene, used as fuel for aircraft
d) diesel oil, used as fuel for some cars and trains
e) fuel oil, used as fuel for large ships and in some power stations
f) bitumen, used to surface roads and roofs
8.5
Explain how hydrocarbons in different fractions differ from each other in:
a) the number of carbon and hydrogen atoms their molecules contain
b) boiling points
c) ease of ignition
d) viscosity
and are mostly members of the alkane homologous series
8.6
Explain an homologous series as a series of compounds which:
a) have the same general formula
b) differ by CH2 in molecular formulae from neighbouring compounds
c) show a gradual variation in physical properties, as exemplified by their boiling points
d) have similar chemical properties
8.7
Explain why the incomplete combustion of hydrocarbons can produce carbon and carbon monoxide
8.8
Explain how carbon monoxide behaves as a toxic gas
8.9
Describe the problems caused by incomplete combustion producing carbon monoxide and soot in appliances that use carbon compounds as fuels
8.10
Explain how impurities in some hydrocarbon fuels result in the production of sulfur dioxide
8.11
Explain some problems associated with acid rain caused when sulfur dioxide dissolves in rain water
8.12
Explain why, when fuels are burned in engines, oxygen and nitrogen can react together at high temperatures to produce oxides of nitrogen, which are pollutants
8.13
Explain why, when fuels are burned in engines, oxygen and nitrogen can react together at high temperatures to produce oxides of nitrogen, which are pollutants
8.14
Evaluate the advantages and disadvantages of using hydrogen, rather than petrol, as a fuel in cars
8.15
Recall that petrol, kerosene and diesel oil are non-renewable fossil fuels obtained from crude oil and methane is a nonrenewable fossil fuel found in natural gas
8.16
Explain why cracking involves the breaking down of larger, saturated hydrocarbon molecules (alkanes) into smaller, more useful ones, some of which are unsaturated (alkenes)
8.17
Explain why cracking is necessary
8.18
Recall that the gases produced by volcanic activity formed the Earth’s early atmosphere
8.19
Describe that the Earth’s early atmosphere was thought to
contain:
a) little or no oxygen
b) a large amount of carbon dioxide
c) water vapour
d) small amounts of other gases
and interpret evidence relating to this
8.20
Explain how condensation of water vapour formed oceans
8.21
Explain how the amount of carbon dioxide in the atmosphere was decreased when carbon dioxide dissolved as the oceans formed
8.22
Explain how the growth of primitive plants used carbon dioxide and released oxygen by photosynthesis and consequently the amount of oxygen in the atmosphere gradually increased
8.23
Describe the chemical test for oxygen
8.24
Describe how various gases in the atmosphere, including carbon dioxide, methane and water vapour, absorb heat radiated from the Earth, subsequently releasing energy which keeps the Earth warm: this is known as the greenhouse effect
8.25
Evaluate the evidence for human activity causing climate change, considering:
a) the correlation between the change in atmospheric carbon dioxide concentration, the consumption of fossil fuels and temperature change
b) the uncertainties caused by the location where these measurements are taken and historical accuracy
8.26
Describe:
a) the composition of today’s atmosphere
b) the potential effects on the climate of increased levels of carbon dioxide and methane generated by human activity, including burning fossil fuels and livestock farming
c) that these effects may be mitigated: consider scale, risk and environmental implications
1.1
Recall and use the SI unit for physical quantities, as listed in Appendix 5
1.2
Recall and use multiples and sub-multiples of units, including giga (G), mega (M), kilo (k), centi (c), milli (m), micro (μ) and nano (n)
1.3
Be able to convert between different units, including hours to seconds
1.4
Use significant figures and standard form where appropriate
2.1
Explain that a scalar quantity has magnitude (size) but no specific direction
2.2
Explain that a vector quantity has both magnitude (size) and a specific direction
2.3
Explain the difference between vector and scalar quantities
2.4
Recall vector and scalar quantities, including:
a) displacement/distance
b) velocity/speed
c) acceleration
d) force
e) weight/mass
f) momentum
g) energy
2.5
Recall that velocity is speed in a stated direction
2.6
Recall and use the equations:
a) (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s)
b) distance travelled (metre, m) = average speed (metre per second, m/s) × time (s)
2.7
Analyse distance/time graphs including determination of speed from the gradient
2.8
Recall and use the equation:
acceleration (metre per second squared, m/s2) = change in
velocity (metre per second, m/s) ÷ time taken (second, s)
a = (v-u)
t
2.9
Use the equation: (final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 ((metre/second)2, (m/s)2) = 2 × acceleration (metre per second squared, m/s2) × distance (metre, m) v − u = 2× a× x
2.10
Analyse velocity/time graphs to:
a) compare acceleration from gradients qualitatively
b) calculate the acceleration from the gradient (for uniform acceleration only)
c) determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only)
2.11
Describe a range of laboratory methods for determining the speeds of objects such as the use of light gates
2.12
Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems
2.13
Recall that the acceleration, g, in free fall is 10 m/s² and be able to estimate the magnitudes of everyday accelerations
2.14
Recall Newton’s first law and use it in the following situations:
a) where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest
b) where the resultant force is not zero, i.e. the speed and/or direction of the body change(s)
2.15
Recall and use Newton’s second law as:
force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s²)
F = m× a
2.16
Define weight, recall and use the equation: weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) W = m× g
2.17
Describe how weight is measured
2.18
Describe the relationship between the weight of a body and the gravitational field strength
2.19
Core Practical: Investigate the relationship between force, mass and acceleration by varying the masses added to trolleys
2.20
Explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only)
2.21
Explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circle
2.22
Explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over acceleration
2.23
Recall and apply Newton’s third law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions
2.24
Define momentum, recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s) p = m × v
2.25
Describe examples of momentum in collisions
2.26
Define momentum, recall and use the equation:
momentum (kilogram metre per second, kg m/s) = mass
(kilogram, kg) × velocity (metre per second, m/s)
p = m × v
2.27
Explain methods of measuring human reaction times and recall typical results
2.28
Recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance
2.29
2.29 Explain that the stopping distance of a vehicle is affected by a range of factors including:
a the mass of the vehicle
b the speed of the vehicle
c the driver’s reaction time
d the state of the vehicle’s brakes
e the state of the road
f the amount of friction between the tyre and the road surface
2.30
Describe the factors affecting a driver’s reaction time including drugs and distractions
2.31
Explain the dangers caused by large decelerations and estimate the forces involved in typical situations on a public road
3.1
Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) ∆GPE = m× g ×∆h
3.2
Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = 1/2 × mass (kilogram, kg) × (speed)² ((metre/second)², (m/s)²)
KE = 1/2 × m× v²
3.3
Draw and interpret diagrams to represent energy transfers
3.4
Explain what is meant by conservation of energy
3.5
3.5 Analyse the changes involved in the way energy is stored when a system changes, including:
a an object projected upwards or up a slope
b a moving object hitting an obstacle
c an object being accelerated by a constant force
d a vehicle slowing down
e bringing water to a boil in an electric kettle
3.6
Explain that where there are energy transfers in a closed system there is no net change to the total energy in that system
3.7
Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings
3.8
Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways
3.9
Explain ways of reducing unwanted energy transfer including through lubrication, thermal insulation
3.10
Describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively
3.11
Recall and use the equation:
Efficiency = (total energy supplied to the device)/ (useful energy transferred by the device)
3.12
Explain how efficiency can be increased
3.13
Describe the main energy sources available for use on Earth
(including fossil fuels, nuclear fuel, bio-fuel, wind, hydroelectricity, the tides and the Sun), and compare the ways in
which both renewable and non-renewable sources are used
3.14
Explain patterns and trends in the use of energy resources
4.1
Recall that waves transfer energy and information without
transferring matter
4.2
Describe evidence that with water and sound waves it is the wave and not the water or air itself that travels
4.3
Define and use the terms frequency and wavelength as applied to waves
4.4
Use the terms amplitude, period, wave velocity and wavefront as applied to waves
4.5
Describe the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water waves
4.6
Recall and use both the equations below for all waves: wave speed (metre/second, m/s) = frequency (hertz, Hz) × wavelength (metre, m) v = f ×λ wave speed (metre/second, m/s) = distance (metre, m) ÷ time (second, s)
v = x/ t
4.7
Describe how to measure the velocity of sound in air and ripples on water surfaces
4.10
Explain how waves will be refracted at a boundary in terms of the change of direction and speed
4.11
Recall that different substances may absorb, transmit, refract or reflect waves in ways that vary with wavelength
4.17
Core Practical: Investigate the suitability of equipment to measure the speed, frequency and wavelength of a wave in a solid and a fluid
5.7
Recall that all electromagnetic waves are transverse, that they travel at the same speed in a vacuum
5.8
Explain, with examples, that all electromagnetic waves transfer
energy from source to observer
5.9
Core Practical: Investigate refraction in rectangular glass blocks in terms of the interaction of electromagnetic waves with matter
5.10
Recall the main groupings of the continuous electromagnetic spectrum including (in order) radio waves, microwaves, infrared, visible (including the colours of the visible spectrum), ultraviolet, x-rays and gamma rays
5.11
Describe the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it can be grouped in order of decreasing wavelength and increasing frequency
5.12
Recall that our eyes can only detect a limited range of frequencies of electromagnetic radiation
5.13
Recall that different substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength
5.14
Explain the effects of differences in the velocities of electromagnetic waves in different substances
5.20
Recall that the potential danger associated with an electromagnetic wave increases with increasing frequency
5.21
Describe the harmful effects on people of excessive exposure to electromagnetic radiation, including:
a microwaves: internal heating of body cells
b infrared: skin burns
c ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions
d x-rays and gamma rays: mutation or damage to cells in the body
5.22
Describe some uses of electromagnetic radiation
a radio waves: including broadcasting, communications and satellite transmissions
b microwaves: including cooking, communications and satellite transmissions
c infrared: including cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems
d visible light: including vision, photography and illumination
e ultraviolet: including security marking, fluorescent lamps, detecting forged bank notes and disinfecting water
f x-rays: including observing the internal structure of objects, airport security scanners and medical x-rays
g gamma rays: including sterilising food and medical equipment, and the detection of cancer and its treatment
5.23
Recall that radio waves can be produced by, or can themselves induce, oscillations in electrical circuits
5.24
Recall that changes in atoms and nuclei can
a generate radiations over a wide frequency range
b be caused by absorption of a range of radiations
6.1
Describe an atom as a positively charged nucleus, consisting of protons and neutrons, surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus
6.2
Recall the typical size (order of magnitude) of atoms and small molecules
6.3
Describe the structure of nuclei of isotopes using the terms atomic (proton) number and mass (nucleon) number and using symbols in the format using symbols in the format 13C6
6.4
Recall that the nucleus of each element has a characteristic positive charge, but that isotopes of an element differ in mass by having different numbers of neutrons
6.5
Recall the relative masses and relative electric charges of protons, neutrons, electrons and positrons
6.6
Recall that in an atom the number of protons equals the number of electrons and is therefore neutral
6.7
Recall that in each atom its electrons orbit the nucleus at different set distances from the nucleus
6.8
Explain that electrons change orbit when there is absorption or emission of electromagnetic radiation
6.9
Explain how atoms may form positive ions by losing outer electrons
6.10
Recall that alpha, β– (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random process
6.11
Recall that alpha, β– (beta minus), β+ (positron) and gamma rays are ionising radiations
6.12
Explain what is meant by background radiation
6.13
Describe the origins of background radiation from Earth and space
6.14
Describe methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tube
6.15
Recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiation
6.16
Compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionise
6.17
Describe how and why the atomic model has changed over time including reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr model
6.18
Describe the process of β– decay (a neutron becomes a proton plus an electron)
6.19
Describe the process of β+ decay (a proton becomes a neutron plus a positron)
6.20
Explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays (α, β, γ and neutron emission)
6.21
Recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiation
6.22
Use given data to balance nuclear equations in terms of mass and charge
6.23
Describe how the activity of a radioactive source decreases over a period of time
6.24
Recall that the unit of activity of a radioactive isotope is the Becquerel, Bq
6.25
Explain that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay or the activity of a source to decay by half
6.26
Explain that it cannot be predicted when a particular nucleus will decay but half-life enables the activity of a very large number of nuclei to be predicted during the decay process
6.27
Use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical representations
6.29
Describe the dangers of ionising radiation in terms of tissue damage and possible mutations and relate this to the precautions needed
6.31
Explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for patients and the risks to medical personnel
6.32
Describe the differences between contamination and irradiation effects and compare the hazards associated with these two
8.1
Describe the changes involved in the way energy is stored when systems change
8.2
Draw and interpret diagrams to represent energy transfers
8.3
Explain that where there are energy transfers in a closed system there is no net change to the total energy in that system
8.4
Identify the different ways that the energy of a system can be changed
a through work done by forces
b in electrical equipment
c in heating
8.5
Describe how to measure the work done by a force and understand that energy transferred (joule, J) is equal to work done (joule, J)
8.6
Recall and use the equation: work done (joule, J) = force (newton, N) × distance moved in the direction of the force (metre, m) E = F × d
8.7
Describe and calculate the changes in energy involved when a system is changed by work done by forces
8.8
Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) ∆GPE = m× g ×∆h
8.9
Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = 1/2 × mass (kilogram, kg) × (speed)² ((metre/second)², (m/s)²)
KE = 1/2× m× v²
8.10
Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways
8.11
Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings
8.12
Define power as the rate at which energy is transferred and use examples to explain this definition
8.13
Recall and use the equation:
power (watt, W) = work done (joule, J) ÷ time taken (second, s)
P =E/t
8.14
Recall that one watt is equal to one joule per second, J/s
8.15
Recall and use the equation:
efficiency = (total energy supplied to the device)/ useful energy transferred by the device
9.1
Describe, with examples, how objects can interact
a) at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved
b) by contact, including normal contact force and friction
c) producing pairs of forces which can be represented as vectors
9.2
Explain the difference between vector and scalar quantities using examples
9.3
Use vector diagrams to illustrate resolution of forces, a
net force, and equilibrium situations (scale drawings
only)
9.4
Draw and use free body force diagrams
9.5
Explain examples of the forces acting on an isolated solid object or a system where several forces lead to a resultant force on an object and the special case of balanced forces when the resultant force is zero
9.10
Explain ways of reducing unwanted energy transfer through lubrication
10.1
Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electrons
10.2
Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent cells, including batteries, switches, voltmeters, ammeters, resistors, variable resistors, lamps, motors, diodes, thermistors, LDRs and LEDs
10.3
Describe the differences between series and parallel circuits
10.4
Recall that a voltmeter is connected in parallel with a component to measure the potential difference (voltage), in volt, across it
10.5
Explain that potential difference (voltage) is the energy transferred per unit charge passed and hence that the volt is a joule per coulomb
10.6
Recall and use the equation: energy transferred (joule, J) = charge moved (coulomb, C) × potential difference (volt, V) E = Q×V
10.7
Recall that an ammeter is connected in series with a component to measure the current, in amp, in the component
10.8
Explain that an electric current as the rate of flow of charge and the current in metals is a flow of electrons
10.9
Recall and use the equation: charge (coulomb, C) = current (ampere, A) × time (second, s) Q = I ×t
10.10
Describe that when a closed circuit includes a source of potential difference there will be a current in the circuit
10.11
Recall that current is conserved at a junction in a circuit
10.12
Explain how changing the resistance in a circuit changes the current and how this can be achieved using a variable resistor
10.13
Recall and use the equation: potential difference (volt, V) = current (ampere, A) × resistance (ohm, Ω) V = I × R
10.14
Explain why, if two resistors are in series, the net resistance is increased, whereas with two in parallel the net resistance is decreased
10.15
Calculate the currents, potential differences and resistances in series circuits
10.16
Explain the design and construction of series circuits for testing and measuring
10.17
Core Practical: Construct electrical circuits to:
a investigate the relationship between potential difference, current and resistance for a resistor and a filament lamp
b test series and parallel circuits using resistors and filament lamps
10.18
Explain how current varies with potential difference for the following devices and how this relates to resistance
a filament lamps
b diodes
c fixed resistors
10.19
Describe how the resistance of a light-dependent resistor (LDR) varies with light intensity
10.20
Describe how the resistance of a thermistor varies with change of temperature (negative temperature coefficient thermistors only)
10.21
Explain how the design and use of circuits can be used to explore the variation of resistance in the following devices
a filament lamps
b diodes
c thermistors
d LDRs
10.22
Recall that, when there is an electric current in a resistor, there is an energy transfer which heats the resistor
10.23
Explain that electrical energy is dissipated as thermal energy in the surroundings when an electrical current does work against electrical resistance
10.24
Explain the energy transfer (in 10.22 above) as the result of collisions between electrons and the ions in the lattice
10.25
Explain ways of reducing unwanted energy transfer through low resistance wires
10.26
Describe the advantages and disadvantages of the heating effect of an electric current
10.27
Use the equation: energy transferred (joule, J) = current (ampere, A) × potential difference (volt, V) × time (second, s) E = I ×V ×t
10.28
Describe power as the energy transferred per second and recall that it is measured in watt
10.29
Recall and use the equation: power (watt, W) = energy transferred (joule, J) ÷ time taken (second, s)
P = E/t
10.30
Explain how the power transfer in any circuit device is related to the potential difference across it and the current in it
10.31
Recall and use the equations: electrical power (watt, W) = current (ampere, A) × potential difference (volt, V) P = I ×V electrical power (watt, W) = current squared (ampere2, A2) × resistance (ohm, Ω) P = I × R
10.32
Describe how, in different domestic devices, energy is transferred from batteries and the a.c. mains to the energy of motors and heating devices
10.33
Explain the difference between direct and alternating voltage
10.34
Describe direct current (d.c.) as movement of charge in one direction only and recall that cells and batteries supply direct current (d.c.)
10.35
Describe that in alternating current (a.c.) the movement of charge changes direction
10.36
Recall that in the UK the domestic supply is a.c., at a frequency of 50 Hz and a voltage of about 230 V
10.37
Explain the difference in function between the live and the neutral mains input wires
10.38
Explain the function of an earth wire and of fuses or circuit breakers in ensuring safety
10.39
Explain why switches and fuses should be connected in the live wire of a domestic circuit
10.40
Recall the potential differences between the live, neutral and earth mains wires
10.41
Explain the dangers of providing any connection between the live wire and earth
10.23
Explain that electrical energy is dissipated as thermal energy in the surroundings when an electrical current does work against electrical resistance
10.23
Explain that electrical energy is dissipated as thermal energy in the surroundings when an electrical current does work against electrical resistance
12.1
Recall that unlike magnetic poles attract and like magnetic poles repel
12.2
Describe the uses of permanent and temporary magnetic materials including cobalt, steel, iron and nickel
12.3
Explain the difference between permanent and induced magnets
12.4
Describe the shape and direction of the magnetic field around bar magnets and for a uniform field, and relate the strength of the field to the concentration of lines
12.5
Describe the use of plotting compasses to show the shape and direction of the field of a magnet and the Earth’s magnetic field
12.6
Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic
12.7
Describe how to show that a current can create a magnetic effect and relate the shape and direction of the magnetic field around a long straight conductor to the direction of the current
12.8
Recall that the strength of the field depends on the size of the current and the distance from the long straight conductor
12.9
Explain how inside a solenoid (an example of an electromagnet) the fields from individual coils
a add together to form a very strong almost uniform field along the centre of the solenoid
b cancel to give a weaker field outside the solenoid
12.10
Recall that a current carrying conductor placed near a magnet experiences a force and that an equal and opposite force acts on the magnet
12.11
Explain that magnetic forces are due to interactions between magnetic fields
12.12
Recall and use Fleming’s left-hand rule to represent the relative directions of the force, the current and the magnetic field for cases where they are mutually perpendicular
12.13
Use the equation: force on a conductor at right angles to a magnetic field carrying a current (newton, N) = magnetic flux density (tesla, T or newton per ampere metre, N/A m) × current (ampere, A) × length (metre, m) F = B × I × l
13.2
Recall the factors that affect the size and direction of an induced potential difference, and describe how the magnetic field produced opposes the original change
13.5
Explain how an alternating current in one circuit can induce a current in another circuit in a transformer
13.6
Recall that a transformer can change the size of an alternating voltage
13.8
Explain why, in the national grid, electrical energy is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic uses as it improves the efficiency by reducing heat loss in transmission lines
13.9
Explain where and why step-up and step-down transformers are used in the transmission of electricity in the national grid
13.10
13.10 Use the power equation (for transformers with100% efficiency):
potential difference across primary coil (volt, V) × current in primary coil (ampere, A) = potential difference across secondary coil (volt, V) × current in secondary coil
(ampere, A) VP x IP = VS x IS
14.1
Use a simple kinetic theory model to explain the different states of matter (solids, liquids and gases) in terms of the movement and arrangement of particles
14.2
Recall and use the equation: density (kilogram per cubic metre, kg/m3) = mass (kilogram, kg) ÷ volume (cubic metre, m3) P = m/v
14.3
Core Practical: Investigate the densities of solid and liquids
14.4
Explain the differences in density between the different states of matter in terms of the arrangements of the atoms or molecules
14.5
Describe that when substances melt, freeze, evaporate, boil, condense or sublimate mass is conserved and that these physical changes differ from some chemical changes because the material recovers its original properties if the change is reversed
14.6
Explain how heating a system will change the energy stored within the system and raise its temperature or produce changes of state
14.7
Define the terms specific heat capacity and specific latent heat and explain the differences between them
14.8
Use the equation: change in thermal energy (joule, J) = mass (kilogram, kg) × specific heat capacity (joule per kilogram degree Celsius, J/kg °C) × change in temperature (degree Celsius, °C) ∆Q = m×c×∆θ
14.9
Use the equation: thermal energy for a change of state (joule , J) = mass (kilogram, kg) × specific latent heat (joule per kilogram, J/kg) Q = m× L
14.10
Explain ways of reducing unwanted energy transfer through thermal insulation
14.11
Core Practical: Investigate the properties of water by determining the specific heat capacity of water and obtaining a temperature-time graph for melting ice
14.12
Explain the pressure of a gas in terms of the motion of its particles
14.13
Explain the pressure of a gas in terms of the motion of its particles
14.14
Explain the effect of changing the temperature of a gas on the velocity of its particles and hence on the pressure produced by a fixed mass of gas at constant volume (qualitative only)
14.13
Describe the term absolute zero, −273 °C, in terms of the lack of movement of particles
14.14
Convert between the kelvin and Celsius scales
15.1
Explain, using springs and other elastic objects, that stretching, bending or compressing an object requires more than one force
15.2
Describe the difference between elastic and inelastic distortion
15.3
Recall and use the equation for linear elastic distortion including calculating the spring constant: force exerted on a spring (newton, N) = spring constant (newton per metre, N/m) × extension (metre, m) F = k × x
15.4
Use the equation to calculate the work done in stretching a spring: energy transferred in stretching (joule, J) = 0.5 × spring constant (newton per metre, N/m) × (extension (metre, m)) E = 1/2 × k × x²
15.5