Grade 11 CIE Co-ordinated Science 0654 Objectives

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

• 1 Demonstrate knowledge and understanding of paper chromatography
  
• 2 Interpret simple chromatograms
  
• 3 Interpret simple chromatograms, including the use of Rf values
  
• 4 Understand the importance of purity in substances in everyday life, e.g. in the manufacture of compounds to use in drugs and food additives
  
• 5 Recognise that mixtures melt and boil over a range of temperatures
  
• 6 Identify substances and assess their purity from melting point and boiling point information
  

• 1 Describe and explain methods of separation and purification by the use of a suitable solvent, filtration, crystallisation, distillation,fractional distillation and paper chromotography
  
• 2 Suggest suitable separation and purification techniques, given information about the substances involved
  

• 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
  
• 4 Demonstrate understanding of the terms atom, molecule and ion
  
• 5 Explain changes of state in terms of the kinetic particle theory and the energy changes involved
  
• 6 Describe and explain diffusion in terms of the movement of particles(atoms, molecules or ions)
  
• 7 Describe and explain dependence of rate of diffusion on molecular mass
  

• 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
  
• 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 Note: a copy of the Periodic Table will be available in Papers 1, 2, 3 and 4.
  
• 7 Define isotopes as atoms of the same element which have the same proton number but a different nucleon number
  
• 8 Understand that isotopes have the same properties because they have the same number of electrons in their outer shell
  

• 1 Describe the differences between elements, mixtures and compounds, and between metals and non-metals
  
• 2 Define the terms solvent, solute, solution and concentration
  

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

• 3 Describe alloys, such as brass, as mixtures of a metal with other elements
  
• 4 Identify representations of alloys from diagrams of structure
  

• 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
  
• 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
  

• 1 Describe the meaning of exothermic and endothermic reactions
  

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

• 1 Describe the change from metallic to non-metallic character across a period
  
• 2 Describe the relationship between Group number, number of outer shell electrons and metallic/non-metallic character
  

• 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
  

• 1 Describe lithium, sodium and potassium in Group I (the alkali metals) as a collection of relatively soft metals showing a trend in melting point, density and reaction with water
  
• 2 Predict the properties of other elements in Group I given data, where appropriate
  

• 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
  

• 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
  

• 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
  

• 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 the thermal decomposition of calcium carbonate
    
• 2 State that carbon dioxide and methane are greenhouse gases and may contribute to climate change
  
• 3 State that increased concentrations of greenhouse gases cause an enhanced greenhouse effect, which may contribute to climate change
  

• 2 Name the common pollutants in air as being carbon monoxide, sulfur dioxide and oxides of nitrogen
  
• 4 State the source of each of these pollutants:
  
  • carbon monoxide from the incomplete combustion of carbon-containing substances
    
  • sulfur dioxide from the combustion of fossil fuels which contain sulfur compounds (leading to acid rain)
    
  • oxides of nitrogen from car engines
    
• 5 Describe some approaches to reducing emissions of sulfur dioxide, including the use of low sulfur petrol and flue gas desulfurisation by calcium oxide
  
• 6 Describe, in outline, how a catalytic converter removes nitrogen monoxide and carbon monoxide from exhaust emissions by reaction over a hot catalyst
  
  • 2CO + O₂ → 2CO₂
    
  • 2NO + 2CO → N₂ + 2CO₂
    
  • 2NO → N₂ + O₂
    
• 3 State the adverse effect of these common air pollutants on buildings and on health
  
• 7 State the conditions required for the rusting of iron (presence of oxygen and water)
  
• 8 Describe and explain barrier methods of rust prevention, including paint and other coatings
  
• 9 Describe and explain sacrificial protection in terms of the reactivity series of metals and galvanising as a method of rust prevention
  

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

• 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 the characteristic properties of bases including their effect on litmus paper and their reactions with acids and ammonium salts
  

• 2 Describe the displacement of ammonia from its salts
  

• 5 Define acids and bases in terms of proton transfer, limited to aqueous solutions
  

• 1 Classify oxides as either acidic or basic, related to the metallic and non-metallic character
  
• 2 Further classify other oxides as neutral or amphoteric
  

• 1 Describe the manufacture of lime (calcium oxide) from limestone calcium carbonate) in terms of the chemical reactions involved, and the use of limestone in treating acidic soil and neutralising acidic industrial waste products
  
• 2 Describe the thermal decomposition of calcium carbonate (limestone)
  

• 4 Describe and explain the importance of controlling acidity in soil
  

• 1 Describe the preparation, separation and purification of salts using techniques specified in Section C2.3 and the reactions specified in Section C8.1
  
• 2 Suggest a method of making a given salt from suitable starting material, given appropriate information, including precipitation
  

• 1 Describe and use the following tests to identify:
  
  • aqueous cations: ammonium, calcium, copper(II), iron(II), iron(III) and zinc, using 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 and bromide (by reaction under acidic conditions with aqueous silver nitrate), nitrate (by reduction with aluminium), and sulfate (by reaction under acidic conditions with aqueous barium ions)
    
  • gases: 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)
    

• 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
  
• 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
  
• 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.
  
• 7 Describe how concentration, temperature and surface area create a danger of explosive combustion with fine powders, (e.g. flour mills) and gases (e.g. methane in mines)
  

• 2 Describe bond breaking as an endothermic process and bond forming as an exothermic process
  
• 4 Interpret energy level diagrams showing exothermic and endothermic reactions and the activation energy of a reaction
  
• 3 Draw and label energy level diagrams for exothermic and endothermic reactions using data provided
  

• 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 metallic bonding as a lattice of positive ions in a ‘sea of electrons' and use this to describe the electrical conductivity and malleability of metals
  
• 4 Explain in terms of their properties why alloys are used instead of pure metals
  

• 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 metals with:
  
  • water or steam
    
  • dilute hydrochloric acid and
    
  • the reduction of their oxides with carbon.
    
• 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:
  
  • aqueous ions of other listed metals
    
  • the oxides of other listed metals
    

• 1 Describe the uses of aluminium:
  
  • in aircraft parts because of its strength and low density
    
  • in food containers because of its resistance to corrosion
    
• 2 Describe and explain the apparent unreactivity of aluminium in terms of the oxide layer which adheres to the metal
  

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

• 1 Describe the use of carbon in the extraction of some metals from their ores
  
• 2 Describe and explain the essential reactions in the extraction of iron from hematite in the blast furnace, including the removal of acidic impurities as slag
  
  • C + O₂ → CO₂
    
  • C + CO₂ → 2CO
    
  • Fe₂O₃ + 3CO → 2Fe + 3CO₂
    
  • CaCO3 → CaO + CO2
    
  • CaO + SiO2 → CaSiO3
    
• 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
  

• 5 Describe how the properties of iron are changed by the controlled use of additives to form steel alloys, such as mild steel and stainless steel
  

• 3 State the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and cutlery)
  
• 4 Explain the uses of zinc for galvanising and for making brass
  

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

• 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
  

• 1 State that non-metallic elements form simple molecues with covalent bonds beween atoms
  
• 2 Describe the formation of single covalent bonds in H₂, Cl₂, 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
  
• 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
  
• 4 Describe the differences in volatility, solubility and electrical conductivity between ionic and covalent compounds
  
• 5 Explain the differences in melting point and boiling point of ionic and covalent compounds in terms of attractive forces
  

• 1 State that there are several different forms of carbon, including diamond and graphite
  
• 2 Describe the giant covalent structures of diamond and graphite
  
• 3 Relate the structures of diamond and graphite to their uses, e.g. graphite as a lubricant and a conductor, and diamond in cutting tools
  
• 4 Describe the macromolecular structure of silicon(IV) oxide (silicon dioxide)
  

• 1 Name and draw the structures of methane, ethane, ethene and ethanol
  
• 3 Name and draw the structures of the unbranched alkanes and alkenes not cis-trans), containing up to four carbon atoms per molecule
  
• 2 State the type of compound present, given a chemical name ending in ane, -ene and -ol or a molecular structure
  

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

• 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
  
• 4 Describe the properties of molecules within a fraction
  
• 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
    

• 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
  

• 1 Describe alkenes as unsaturated hydrocarbons whose molecules contain one double covalent bond
  
• 2 State that cracking is a reaction that produces alkenes
  
• 3 Describe the formation of smaller alkanes, alkenes and hydrogen by the cracking of larger alkane molecules and state the conditions required for cracking
  
• 5 Describe the properties of alkenes in terms of addition reactions with bromine, hydrogen and steam, exemplified by ethene
  
• 4 Recognise saturated and unsaturated hydrocarbons:
  
  • from molecular structures
    
  • by their reaction with aqueous bromine
    

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

• 1 State that ethanol may be formed by fermentation and by reaction between ethane and steam
  
• 2 Describe the formation of ethanol by fermentation and the catalytic addition of steam to ethene
  
• 3 Describe the complete combustion of ethanol to give carbon dioxide and water
  
• 4 State the uses of ethanol as a solvent and as a fuel
  

• 2 Determine the formula of an ionic compound from the charges on the ions present
  
• 4 Deduce the formula of a simple compound from a model or a diagrammatic representation
  
• 7 Construct and use symbol equations, with state symbols, including ionic equations
  
• 8 Deduce the balanced equation of a chemical reaction, given relevant information
  
• 9 Define relative atomic mass, A_r, as the average mass of naturally occurring atoms of an element on a scale where the 12C atom has a mass of exactly 12 units
  
• 10 Define relative molecular mass, M_r, as the sum of the relative atomic masses (the term relative formula mass or M_r will be used for ionic compounds)
  

• 1 Define the mole in terms of a specific number of particles called Avogadro's constant
  
• 2 Use the molar gas volume, taken as 24 dm³ at room temperature and pressure
  
• 3 Calculate stoichiometric reacting masses, volumes of gases and solutions and solution concentrations expressed in g/dm³ and mol/dm³ (Calculations based on limiting reactants may be set. Questions on the gas laws and the conversion of gaseous volumes to different temperatures and pressures will not be set.)
  

• 1 Define polymers as long chain molecules formed from small units monomers)
  
• 2 Understand that different polymers have different units and/or different linkages
  

• 2 Deduce the structure of the polymer product from a given alkene and vice versa
  
• 3 Explain the differences between condensation and addition polymerisation
  
• 4 Describe the formation of a simple condensation polymer exemplified by nylon (a polyamide), the structure of nylon being represented as: C=O-[]-C=O-N-H-[]-N-H-C=O-[]-
  

• 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))
  
• 2 Define redox in terms of electron transfer, and identify such reactions from given information, which could include simple equations
  
• 3 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
  

• 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
    
• 5 State the general principle that metals or hydrogen are formed at the negative electrode (cathode), and that non-metals (other than hydrogen) are formed at the positive electrode (anode)
  
• 9 Predict the products of the electrolysis of a specified molten binary compound
  
• 7 Construct simple ionic half-equations for the formation of elements at the cathode
  

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

• 10 Describe, in outline, the manufacture of aluminium from pure aluminium oxide in molten cryolite(Starting materials and essential conditions should be given but not technical details or diagrams.)
  
• 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
  
• 10 Describe, in outline, the manufacture of chlorine, hydrogen and sodium hydroxide from concentrated aqueous sodium chloride (Starting materials and essential conditions should be given but not technical details or diagrams.)
  

• 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
  
• 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 information about the elements concerned
  

• 8 Describe electroplating with copper
  
• 6 Relate the products of electrolysis to the electrolyte and electrodes used, exemplified by the specific examples in the Core together with aqueous copper(II) sulfate using carbon electrodes and using copper electrodes (as used in the refining of copper)
  

• 2 Understand that some chemical reactions can be reversed by changing the reaction conditions (limited to the effects of heat and water on hydrated and anhydrous copper(II) sulfate and cobalt(II) chloride.)(Concept of equilibrium is not required.)
  

• 3 Describe and explain the essential conditions for the manufacture of ammonia by the Haber process including the sources of the hydrogen and nitrogen, i.e. hydrocarbons or steam and air
  
• 2 Describe the need for nitrogen-, phosphorus- and potassium-containing fertilisers
  

• 1 Name the use of sulfur in the manufacture of sulfuric acid
  
• 2 Describe the manufacture of sulfuric acid by the Contact process, including essential conditions and reactions
  

• 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 = angle of reflection recognising these angles are measured to the normal
  
• 3 Perform simple constructions, measurements and calculations for reflection by plane mirrors
  
• 6 Recall that the image in a plane mirror is virtual
  

• 1 Interpret and describe an experimental demonstration of the refraction of light
  
• 3 Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material
  
• 5 Describe internal and total internal reflection using ray diagrams
  
• 6 Give the meaning of critical angle
  
• 2 Recall and use the definition of refractive index n in terms of speed
  
• 4 Recall and use the equation for refractive index (sini)/(sinr)=n
  
• 7 Describe and explain the action of optical fibres particularly in medicine and communications technology
  

• 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
  
• 4 Describe the nature of an image using the terms enlarged, same size, diminished and upright, inverted
  
• 5 Describe the difference between a real image and virtual image
  
• 6 Use and describe the use of a single lens as a magnifying glass
  

• 2 State that current is related to the flow of charge electromotive force (e.m.f.)
  
• 4 State that current in metals is due to a flow of electrons
  
• 6 Use and describe the use of an ammeter, both analogue and digital
  
• 3 Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q/t. electromotive force (e.m.f.)
  
• 7 State that the e.m.f. of an electrical source of energy is measured in volts electromotive force (e.m.f.)difference (p.d.)
  
• 8 Show understanding that e.m.f. is defined in terms of energy supplied by a source in driving charge round a complete circuit electromotive force (e.m.f.)
  
• 5 State that the potential difference (p.d.) across a circuit component is measured in volts electromotive force (e.m.f.)difference p.d.)
  
• 6 Use and describe the use of a voltmeter, both analogue and digital
  

• 1 State that resistance = p.d./current and understand qualitatively how changes in p.d. or resistance affect current
  
• 3 Recall and use the equation R = V/I
  
• 2 Sketch and explain the current-voltage characteristic of an ohmic resistor and a filament lamp
  
• 4 Recall and use quantitatively the proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area of a wire
  
• 1 Demonstrate understanding of current, potential difference, e.m.f. and resistance electromotive force (e.m.f.), difference p.d.)
  

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

• 2 Demonstrate understanding that an object may have energy due to its motion (kinetic energy, K.E.) or its position (potential energy, P.E.) and that energy may be transferred and stored
  
• 3 Give and identify examples of changes in kinetic, gravitational potential, chemical potential, elastic potential (strain), nuclear, thermal, light, sound and electrical 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 electrical currents (electrical working), by heating and by waves
  
• 6 Apply the principle of conservation of energy to simple examples
  
• 4 Recall and use the expressions K.E.= ½mv² and and gravitational potential energy (G.P.E) = mgh or change in gravitational potential energy = mg∆h
  

• 1 Distinguish between renewable and non-renewable 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
    
• 3 Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact
  

• 7 Show a qualitative understanding of efficiency
  

• 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
  
• 7 Recall and use the equations:
  
  • efficiency = (useful energy output / energy input) * 100
    
  • efficiency = (useful power output / power input) * 100
    

• 1 Recognise and name typical good and bad thermal conductors
  
• 2 Describe experiments to demonstrate the properties of good and bad thermal conductors
  
• 3 Explain conduction in solids in terms of molecular vibrations and transfer by electrons
  

• 1 Recognise convection as the main method of energy transfer in fluids
  
• 3 Interpret and describe experiments to illustrate convection in liquids and gases (fluids)
  
• 2 Relate convection in fluids to density changes
  

• 1 Recognise radiation as the method of energy transfer that does not require a medium to travel through
  
• 2 Identify infra-red radiation as the part of the electromagnetic spectrum often involved in energy transfer by radiation
  
• 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 infra-red radiation
  

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

• 1 Use and describe the use of rules and measuring cylinders to find a length or a volume
  
• 3 Use and describe the use of clocks and devices, both analogue and digital, for measuring an interval of time
  
• 4 Obtain an average value for a small distance and for a short interval of time by measuring multiples (including the period of a pendulum)
  
• 2 Understand that a micrometer screw gauge is used to measure very small distances
  

• 1 Define speed and calculate average speed from: total distance/time
  
• 4 and interpret a speed-time graph and a distance-time graph
  
• 6 Recognise from the shape of a speed-time graph when a body is
  
  • at rest
    
  • moving with constant speed
    
  • moving with changing speed
    
• 8 Calculate the area under a speed-time graph to work out the distance travelled for motion with constant acceleration
  
• 10 Demonstrate understanding that acceleration and deceleration are related to changing speed including qualitative analysis of the gradient of a speed-time graph
  
• 11 State that the acceleration of free fall for a body near to the Earth is constant
  
• 2 Distinguish between speed and velocity
  
• 3 Define and calculate acceleration using change of velocity / time taken
  
• 5 Calculate acceleration from the gradient of a speed-time graph
  
• 7 Recognise linear motion for which the acceleration is constant and calculate the acceleration
  
• 9 Recognise motion for which the acceleration is not constant
  

• 1 Distinguish between mass and weight
  
• 2 Know that 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
  
• 6 Demonstrate understanding that weights (and hence masses) may be compared using a balance
  
• 3 Describe, and use the concept of, weight as the effect of a gravitational field on a mass
  

• 1 Recall and use the equation ρ = m/v
  
• 2 Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation
  
• 3 Describe the determination of the density of an irregularly shaped solid by the method of displacement and make the necessary calculation
  

• 1 Describe the forces between magnets, and between magnets and magnetic materials
  
• 3 Draw and describe the pattern and direction of magnetic field lines around a bar magnet
  
• 4 Distinguish between the magnetic properties of soft iron and steel
  
• 5 Distinguish between the design and use of permanent magnets and electromagnets
  
• 6 Describe methods of magnetisation to include stroking with a magnet, use of d.c. in a coil and hammering in a magnetic field
  
• 2 Give an account of induced magnetism
  

• 1 Show understanding that a conductor moving across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f. in the conductor
  
• 2 State the factors affecting the magnitude of an induced e.m.f.
  

• 1 Distinguish between direct current (d.c.) and alternating current a.c.)
  
• 2 Describe and explain the operation of a rotating-coil generator and the use of slip rings
  
• 3 Sketch a graph of voltage output against time for a simple a.c. generator
  

• 1 Describe the construction of a basic transformer with a soft-iron core, as used for voltage transformations
  
• 4 Recall and use the equation (Vp / Vs) = (Np / Ns) (for 100% efficiency)
  
• 3 Use the terms step-up and step-down
  
• 5 Describe the use of the transformer in high-voltage transmission of electricity
  
• 2 Describe the principle of operation of a transformer
  
• 6 Recall and use the equation IpVp = IsVs (for 100% efficiency)
  
• 7 Explain why power losses in cables are lower when the voltage is high
  

• 1 Describe the pattern of the magnetic field (including direction) due to currents in straight wires and in solenoids
  
• 2 Describe the effect on the magnetic field of changing the magnitude and direction of the current
  

• 1 Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing:
  
  • the current
    
  • the direction of the field
    
• 2 State and use the relative directions of force, field and current
  

• 1 State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by:
  
  • increasing the number of turns on the coil
    
  • increasing the current
    
  • increasing the strength of the magnetic field
    
• 2 Relate this turning effect to the action of an electric motor including the action of a split-ring commutator
  

• 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
  
• 4 State that charging a body involves the addition or removal of electrons
  
• 6 Distinguish between electrical conductors and insulators and give typical examples
  
• 5 Describe an electric field as a region in which an electric charge experiences a force
  

• 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)
    

• 9 Draw and interpret circuit diagrams containing NTC thermistors and light-dependent resistors (LDRs)
  
• 10 Describe the action of NTC thermistors and LDRs and show understanding of their use as input transducers
  
• 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 components in parallel in a circuit
  
• 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
  

• 1 Identify electrical hazards including::
  
• 2 State that a fuse protects a circuit
  
• 3 Explain the use of fuses and choose appropriate fuse ratings
  

• 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 molecules
  
• 6 Show an understanding of Brownian motion (the random motion of particles in a suspension) as evidence for the kinetic molecular model of matter
  
• 2 Relate the properties of solids, liquids and gases to the forces and distances between molecules and to the motion of the molecules
  
• 5 Describe qualitatively the pressure of a gas in terms of the motion of its molecules and their colliding with the walls creating a force
  
• 7 Show an appreciation that massive particles may be moved by light, fast-moving molecules
  
• 13 Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid
  
• 14 Relate evaporation to the consequent cooling of the liquid
  

• 1 Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of:
  
  • a change of temperature at constant volume
    
  • a change of volume at constant temperature
    

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

• 1 Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure
  
• 3 Identify and explain some of the everyday applications and consequences of thermal expansion
  
• 2 Explain, in terms of the motion and arrangement of molecules, the relative order of the magnitude of the expansion of solids, liquids and gases
  

• 1 Describe how a physical property which varies with temperature may be used for the measurement of temperature and state examples of such properties
  
• 4 Recognise the need for and identify fixed points
  
• 6 Describe and explain the structure and action of liquid-in-glass thermometers
  

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

• 2 Demonstrate understanding of sensitivity, range and linearity
  
• 3 Describe the structure of a thermocouple and show understanding of its use as a thermometer for measuring high temperatures and those that vary rapidly
  
• 5 Describe and explain how the structure of a liquid-in-glass thermometer relates to its sensitivity, range and linearity
  

• 9 Describe melting and boiling in terms of energy input without a change in temperature
  
• 10 State the meaning of melting point and boiling point and recall the melting and boiling points for water
  
• 12 Describe condensation and solidification
  
• 11 Distinguish between boiling and evaporation
  

• 1 Describe how forces may change the size, shape and motion of a body
  
• 6 Understand friction as the force between two surfaces which impedes motion and results in heating
  
• 7 Recognise air resistance as a form of friction
  
• 8 Find the resultant of two or more forces acting along the same line
  
• 9 Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line
  
• 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 = kx, where k is the spring constant
  
• 4 Recognise the significance of the term ‘limit of proportionality' for an extension-load graph
  
• 5 Recall and use the relationship between force, mass and acceleration, F = ma
  

• 1 Describe the moment of a force as a measure of its turning effect, and give everyday examples
  
• 2 Calculate moment using the product : force × perpendicular distance from the pivot
  
• 3 Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium
  
• 4 Apply the principle of moments to the balancing of a weightless beam about a pivot
  
• 5 Apply the principle of moments to different situations
  

• 1 Perform and describe an experiment to determine the position of the centre of mass of a plane lamina
  
• 2 Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects
  

• 1 Demonstrate understanding that work done = energy transferred
  

• 1 Relate (without calculation) work done to the magnitude of a force and the distance moved in the direction of the force
  
• 2 Recall and use W = Fd = ∆E
  

• 1 Relate (without calculation) power to work done and time taken, using appropriate examples
  
• 2 Recall and use the equation P = ∆E/t in simple systems including electrical circuits
  

• 1 Relate qualitatively pressure to force and area, using appropriate examples
  
• 2 Recall and use the equation p = F/A
  

• 1 Demonstrate understanding that waves transfer energy without transferring matter
  
• 2 Describe what is meant by wave motion as illustrated by vibration in ropes, springs and by experiments using water waves
  
• 3 Use the term wavefront
  
• 4 State the meaning of speed, frequency, wavelength and amplitude
  
• 6 Describe how waves can undergo:
  
  • reflection at a plane surface
    
  • refraction due to a change of speed
    
• 5 Distinguish between transverse and longitudinal waves and give suitable examples
  
• 7 Recall and use the equation v = fλ
  
• 8 Understand that refraction is caused by a change in speed as a wave moves from one medium to another
  
• 9 Describe how waves can undergo diffraction through a narrow gap
  
• 10 Describe the use of water waves to demonstrate diffraction
  

• 1 Describe the main features of the electromagnetic spectrum in order of frequency, from radio waves to gamma radiation (γ)
  
• 2 State that all e.m. 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 (infra-red)
    
  • medicine and security (X-rays)
    
• 5 Demonstrate an awareness 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
  
• 3 State that the speed of electromagnetic waves in a vacuum is 3.0 × 10⁸ m/s
  

• 1 Describe the production of sound by vibrating sources
  
• 4 State that the approximate range of audible frequencies for a healthy human ear is 20 Hz to 20 000 Hz
  
• 5 Show an understanding that a medium is needed to transmit sound waves
  
• 6 Describe 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
  
• 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 gases and faster in solids than in liquids
  

• 1 Demonstrate understanding of background radiation
  
• 2 Describe the detection of α-particles, β-particles and γ-rays (β+ are not included: β^- particles will be taken to refer to β^-)
  

• 1 Describe the random nature of radioactive emission
  
• 2 Identify alpha, beta and gamma (α, β and γ-emissions) by recalling
  
  • their nature
    
  • their relative ionising effects
    
  • their relative penetrating abilities
    
  • (β⁺ are not included, β-particles will be taken to refer to β^-)
    
• 4 Recognise the general term ionising radiation can be used to describe radioactive emissions
  
• 3 Describe the deflection of α-particles, β-particles and γ-rays in electric fields and in magnetic fields
  
• 5 Describe and explain examples of practical applications of α, β and γ-emissions
  

• 1 State the meaning of radioactive decay
  
• 2 Use word equations to represent changes in the composition of the nucleus when particles are emitted
  
• 3 Use nuclide notation in equations to show the effect on the nucleus of α and β decay
  

• 1 Use the term half-life in simple calculations which may involve information in tables or decay curves
  

• 1 Recall the effects of ionising radiations on living things
  
• 2 Describe how radioactive materials are handled, used and stored in a safe way
  

• 1 Describe the composition of the nucleus in terms of protons and neutrons
  
• 2 Use the terms proton number Z and nucleon number
  
• 4 Use and interpret the term nuclide and use the nuclide notation
  
• 3 Use and explain the term isotope
  

1 and 2 Describe the characteristics of living organisms by defining the terms:

• movement as an action by an organism or part of an organism causing a change of position or place
  
• respiration as the chemical reactions in cells that break down nutrient molecules and release energy for metabolism
  
• sensitivity as the ability to detect or sense stimuli in the internal or external environment and respond to changes in the environment
  
• growth as a permanent increase in size and dry mass by an increase in cell number or cell size or both
  
• reproduction as the processes that make more of the same kind of organism
  
• excretion as removal from organisms of the waste products of metabolism (chemical reactions in cells including respiration), toxic materials, and substances in excess of requirements
  
• nutrition as taking in of materials for energy, growth and development; plants require light, carbon dioxide, water and ions; animals need organic compounds and ions and usually need water
  

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.
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.
  

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

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.
3 State that substances move into and out of cells by diffusion through the cell membrane.
2 Investigate the factors that influence diffusion, limited to surface area, temperature, concentration gradients and distance
4, 6 Define osmosis as the diffusion of water from a region of higher water potential (dilute solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane.
5 State that water moves in and out of cells by osmosis through the cell membrane.
7, 8 Investigate, describe and explain the effects on plant tissues of immersing them in different solutions by using the terms turgid, turgor pressure, plasmolysis and flaccid
9 Explain the importance of water potential and osmosis in the uptake of water by plants
10 Explain the importance of water potential and osmosis on animal cells and tissues

1 Define enzymes as proteins that function as biological catalysts.
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.
3, 4 Investigate, describe and explain the effect of changes in temperature on enzyme activity in terms of kinetic energy, shape and fit, frequency of effective collisions and denaturation.
3, 5 Investigate, describe and explain the effect of changes in pH on enzyme activity in terms of shape and fit and denaturation.

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.
  

4 State that water is important as a solvent.

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
  

1 State what is meant by the term balanced diet for humans
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
2 List the principal sources of, and describe the roles of:

• carbohydrates
  
• fats
  
• proteins
  
• vitamins, limited to C and D
  
• mineral salts, limited to calcium and iron
  
• fibre (roughage)
  
• water.
  

5 Explain the causes and effects of vitamin D and iron deficiencies.
6 Explain the causes and effects of protein-energy malnutrition, e.g. kwashiorkor and marasmus.

1 Define ingestion as the taking of substances, e.g. food and drink, into the body through the mouth
3 Define mechanical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules
2, 4 Define chemical digestion as the breakdown of large, insoluble (food) molecules into small,
(water-) soluble 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 assimilation as the movement of digested food molecules into the cells of the body where they are used, becoming part of the cells.
7 Define egestion as the passing out of food that has not been digested or absorbed, as faeces, through the anus
8 Identify the main regions of the alimentary canal and associated organs, limited to mouth, salivary glands, oesophagus, stomach, small intestine, pancreas, liver, gall bladder, large intestine and anus
9 Describe the functions of the regions of the alimentary canal listed above, in relation to ingestion, digestion, absorption and egestion of food.

1 Identify the types of human teeth (incisors, canines, premolars and molars).
2 Describe the structure of human teeth, limited to enamel, dentine, pulp, nerves and cement, as well as the gums.
3 Describe the functions of the types of human teeth in mechanical digestion of food.
5 State the causes of dental decay in terms of a coating of bacteria and food on teeth, the bacteria respiring sugars in the food, producing acid which dissolves the enamel and dentine.
4 Describe the proper care of teeth in terms of diet and regular brushing.
6 State the significance of chemical digestion in the alimentary canal in producing small, soluble molecules that can be absorbed
7 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
  

8 State where, in the alimentary canal, amylase, protease and lipase are secreted
9 State the functions of the hydrochloric acid in gastric juice, limited to:

• killing bacteria in food
  
• giving an acid pH for enzymes
  

10 Explain the functions of the hydrochloric acid in gastric juice, limited to the low pH:

• denaturing enzymes in harmful microorganisms in food
  
• giving the optimum pH for protease activity
  

11 Outline the role of bile in neutralising the acidic mixture of food and gastric juices entering the duodenum from the stomach, to provide a suitable pH for enzyme action
12 Outline the role of bile in emulsifying fats to increase the surface area for the chemical
digestion of fat to fatty acids and glycerol by lipase
13 Explain the significance of villi in increasing the internal surface area of the small intestine
14 Describe the structure of a villus
15 Describe the roles of capillaries and lacteals in villi

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.
3 State the balanced chemical equation for photosynthesis 6CO2 + 6H2O → C6H12O6 + 6O2.
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.
6 Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls.
7 Investigate and describe the effect of varying light intensity and temperature on the rate of photosynthesis (e.g. in submerged aquatic plants)
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.
9 Describe the significance of the features of a leaf in terms of functions:

• palisade mesophyll and distribution of chloroplasts – photosynthesis
  
• stomata, spongy mesophyll cells and guard cells – gas exchange
  
• xylem for transport and support
  
• phloem for support
  

10 Describe the importance of:

• nitrate ions for making amino acids
  
• magnesium ions for making chlorophyll.
  

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

1 State the functions of xylem and phloem.
2 Identify the position of xylem and phloem 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.
4 Explain that the large surface area of root hairs increases the rate of the absorption of water
5 State the pathway taken by water through root, stem and leaf as root hair cell, 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 Explain the mechanism by which water moves upwards in the xylem in terms of a transpiration pull, helping to create a water potential gradient that draws up a column of water molecules, held together by cohesion
10, 11 Investigate, describe and explain the effects of variation of temperature and humidity on transpiration rate.

12 Define translocation in terms of the movement of sucrose and amino acids in phloem:

• from regions of production (source)
  
• to regions of storage OR to regions where they are used in respiration or growth (sink)
  

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

2 Define aerobic respiration as the chemical reactions in cells that use oxygen to break down nutrient molecules to release energy
3 State the word equation for aerobic respiration as glucose + oxygen → carbon dioxide + water
4 State the balanced chemical equation for aerobic respiration as C6H12O6 + 6O2 → 6CO2 + 6H2O.

5 Define anaerobic respiration as the chemical reactions in cells that break down nutrient molecules to release energy without using oxygen.
6 State the word equation for anaerobic respiration in muscles during vigorous exercise (glucose → lactic acid)
7 State that lactic acid builds up in muscles and blood during vigorous exercise causing an oxygen debt
8 State the word equation for anaerobic respiration in microorganism yeast (glucose → alcohol + carbon dioxide)
9 Describe the role of anaerobic respiration in yeast during bread-making
10 State that anaerobic respiration releases much less energy per glucose molecule than aerobic respiration.

1 Name and identify the lungs, diaphragm, ribs, intercostal muscles, larynx, trachea, bronchi, bronchioles, alveoli and associated capillaries
2 List the features of gas exchange surfaces in humans, limited to large surface area, thin surface, good blood supply and good ventilation with air
3, 4 State and explain 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, 7 Investigate, describe and explain the effects of physical activity on rate and depth of breathing in terms of the increased carbon dioxide concentration in the blood, detected by the brain, 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.

1 Describe the circulatory system as a system of blood vessels with a pump and valves to ensure one-way flow of blood
2 Describe the double circulation of a mammal
3 Explain the advantages of a double circulation
4 Name and identify the structures of the mammalian heart; 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.
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.
9, 10 Investigate, state and explain the effect of physical activity on the pulse (heart) rate.
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
11, 12 Describe the structure and functions of arteries, veins and capillaries and explain how the structures are adapted for their functions.
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
  
• kidney, limited to the renal artery and renal vein
  

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

1 Describe a nerve impulse as an electrical signal that passes along nerve cells called neurones
2 Describe the human nervous system in terms of:

• the central nervous system consisting of brain and spinal cord
  
• the peripheral nervous system
  
• coordination and regulation of body functions.
  

3 Distinguish between voluntary and involuntary actions
4 Identify motor (effector), relay (connector) and sensory neurones from diagrams
5 Describe a simple reflex arc in terms of receptor, sensory neurone, relay neurone, motor neurones and effector
6 Describe a reflex action as a means of automatically and rapidly integrating and coordinating stimuli with the responses of effectors (muscles and glands)

1 Identify the structures of the eye, limited to cornea, iris, pupil, lens, retina, optic nerve and blind spot
2 Describe the function of each part of the eye, limited to:

• cornea – refracts light
  
• iris – controls how much light enters pupil
  
• lens – focuses light onto retina
  
• retina – contains light receptors, some sensitive to light of different colours
  
• optic nerve – carries impulses to the brain
  

3 Explain the pupil reflex in terms of light intensity and antagonistic action of circular and radial muscles in the iris
4 Explain accommodation to view near and distant objects in terms of the contraction and relaxation of the ciliary muscles, tension in the suspensory ligaments, shape of the lens and refraction of light

1 Define a hormone as a chemical substance, produced by a gland and 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 including; increased breathing and pulse rate and widened pupils
3 Give examples of situations in which adrenaline secretion increases
4 Discuss the role of the hormone adrenaline in the chemical control of metabolic activity, including increasing the blood glucose concentration
5 Compare nervous and hormonal control system in terms of speed and longevity of action

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
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
  

1 Define homeostasis as the maintenance of a constant internal environment
2 Explain that homeostasis is the control of internal conditions within set limits
3 Explain the concept of control by negative feedback
4 Describe the control of the glucose concentration of the blood by the liver and the roles of insulin and glucagon from the pancreas
5 Name and identify on a diagram of the skin: hairs, hair erector muscles, sweat glands, receptors, sensory neurones, blood vessels and fatty tissue
6, 7 Describe the maintenance of a constant internal body temperature in humans in terms of insulation, sweating, shivering and the role of the brain (limited to blood temperature receptors and coordination) and vasodilation and vasoconstriction of arterioles supplying skin surface capillaries

1 Define asexual reproduction as a process resulting in the production of genetically identical offspring from one parent
3 Identify examples of asexual reproduction from information provided
2 Discuss the advantages and disadvantages of asexual reproduction to a population of a species in the wild

1 Define mitosis as nuclear division giving rise to genetically identical cells (details of stages are not required)
2 State that the exact duplication of chromosomes occurs before mitosis
3 State the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction

4, 5 Define sexual reproduction as a process involving the fusion of the nuclei of two haploid gametes (sex cells) to form a diploid zygote and the production of offspring that are genetically different from each other
6 Discuss the advantages and disadvantages of sexual reproduction to a population of a species in the wild

4 Define meiosis as reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of stages are not required)
5 State that meiosis is involved in the production of gametes

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
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 insect-pollinated and wind-pollinated flowers
5 Define pollination as the transfer of pollen grains from the anther to the stigma
8 Describe the structural adaptations of insect-pollinated and wind-pollinated flowers.
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

1 Identify and name on diagrams of the male reproductive system: the testes, scrotum, sperm ducts, prostate gland, urethra and penis
2 State the functions 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 fl uids 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 functions 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).
6 Compare male and female gametes in terms of size, structure, motility and numbers
7 State the adaptive features of sperm, limited to flagellum and the presence of enzymes
8 State the adaptive features of egg cells, limited to energy stores and a jelly coating that changes at fertilisation
9 Describe the menstrual cycle in terms of changes in the ovaries and in the lining of the uterus
10 State that in early development, the zygote forms an embryo which is a ball of cells that implants into the wall of the uterus
11 State the functions of the amniotic sac and amniotic fluid, placenta and umbilical cord
12 Describe the function of the placenta and umbilical cordin relation to exchange of dissolved nutrients, gases and excretory products and providing a barrier to toxins (structural details are not required).
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

1 Define inheritance as the transmission of genetic information from generation to generation
2 Define chromosome as a thread-like structure of DNA, carrying genetic information in the form of genes
3 Define gene as a length of DNA that codes for a protein
4 Define allele as a version of a gene
5 Describe the inheritance of sex in humans with reference to XX and XY chromosomes
6 Define a haploid nucleus as a nucleus containing a single set of unpaired chromosomes, e.g. in gametes
7 Define a diploid nucleus as a nucleus containing two sets of chromosomes, e.g. in body cells
8 State that in a diploid cell, chromosomes are arranged in pairs and in a human diploid cell there are 23 pairs

1 Define genotype as the genetic make-up of an organism in terms of the alleles present.
2 Define phenotype as the observable features of an organism.
3 Define homozygous as having two identical alleles of a particular gene.
4 State that two identical homozygous individuals that breed together will be pure-breeding.
5 Define heterozygous as having two different alleles of a particular gene.
6 State that a heterozygous individual will not be pure-breeding
7 Define dominant as an allele that is expressed if it is present.
8 Define recessive as an allele that is only expressed when there is no dominant allele of the gene present
9 Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1:1 and 3:1 ratios
10 Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes
11 Interpret pedigree diagrams for the inheritance of a given characteristic

1 Define variation as differences between individuals of the same species.
2 Distinguish between phenotypic variation and genetic variation.
3 State that phenotypic variation is caused by both genetic and environmental factors.
4 State that continuous variation results in a range of phenotypes between two extremes, e.g. height in humans
5 State that discontinuous variation is mostly caused by genes alone, e.g. A, B, AB and O blood groups in humans
6 State that discontinuous variation results in a limited number of phenotypes with no intermediates, e.g. tongue rolling
7 Record and present the results of investigations into continuous and discontinuous variation
8 Define mutation as a change in a gene or chromosome
9 State that ionising radiation and some chemicals increase the rate of mutation
10 Describe natural selection with reference to:

• variation within populations
  
• production of many offspring
  
• competition for resources
  
• struggle for survival
  
• reproduction by individuals that are better adapted to the environment than others
  
• passing on of their alleles to the next generation
  

11 Describe evolution as the change in adaptive features of a population over time as the result of natural selection
12 Define the process of adaptation as the process, resulting from natural selection, by which populations become more suited to their environment over many generations
13 Describe the development of strains of antibiotic resistant bacteria as an example of evolution by natural selection
14 Describe selective breeding with reference to:

• selection by humans of individuals with desirable features
  
• crossing these individuals to produce the next generation
  
• selection of offspring showing the desirable features
  

15 State the differences between natural and artificial selection.
16 Outline how selective breeding by artificial selection is carried out over many generations to improve crop plants and domesticated animals

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
  

4 Describe how energy is transferred between trophic levels
3 Define the terms:

• ecosystem as a unit containing all of the organisms and their environment, interacting together, e.g. a lake
  
• trophic level as the position of an organism in a food chain or food web
  

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
9 Identify producers, primary consumers, secondary consumers, tertiary consumers and quaternary consumers as the trophic levels in food webs, and food chains
5 Explain why food chains usually have fewer than five trophic levels

1 Describe the carbon cycle, limited to photosynthesis, respiration, feeding, decomposition, fossilisation and combustion
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
3, 4 List and explain 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
5 State the sources and effects of pollution of water (rivers, lakes and the sea) by chemical waste, discarded rubbish, untreated sewage and fertilisers
6 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