Getting started guide. Supporting science, supporting you

Transcription

1 Getting started guide Supporting science, supporting you

2 Terminology The business of qualifications is awash with acronyms and jargon aplenty. This page explains some of the more common Edexcel terms you re likely to encounter. Science Subject Advisor Information Manual EDI (Electronic Data Interchange) Edexcel Online (EOL) OPTEMS epen UMS Awarding EAR ResultsPlus TFE Cash-in CAT / CAU Our dedicated science specialist, who offers help and support across GCSE, GCE and BTEC. Our Science Subject Advisor, Stephen Nugus, is supported by colleagues across Edexcel, both in London and in Manchester. The bible for Exams Officers, containing all the information about entries, option codes, post-results services and much else. This has now gone green and is available online on the Edexcel website. The system used by Exams Officers to obtain basedata on qualifications to to make registrations and entries. Our secure website, used for most of our administration procedures, such as looking up moderator details. You can find it at These forms are used to collect marks for controlled assessment and for Estimated Grades. We use the same form as Attendance Registers for exams too. Electronic Performance Evaluation Network (epen) is the system that Edexcel examiners use to mark student responses online. A Uniform Mark Scale, or UMS, is a way of standardising the marking of papers. Grade boundaries are set using raw marks. For each unit, raw marks are mapped to uniform marks. These unit uniform mark scores then determine the overall qualification grade. The process by which candidates work is graded. Enquiries About Results the system where clerical checks or re-marks can be requested after results have been published. Our unrivalled online results analysis service, ResultsPlus gives you information about the performance of your classes or individual students against the national average. Training From Edexcel, the department that deals with the organisation and administration of INSET courses. Also known as certification, the process of requesting a grade once all the units for a qualification have been accrued. Controlled assessment task / controlled assessment unit the new name for the modified internally assessed tasks that your students will complete. These replace our old IAAs. 2

3 Why choose Edexcel? Every student can fulfil their potential To help students fulfil their potential, we have developed a new suite of GCSEs for science that put good science at the heart of teaching, learning and assessment, and: is presented in extremely clear and detailed specifications has examination papers designed and trialled to be accessible and with appropriate stretch has a clear and achievable approach to new requirements for controlled assessment and practical work is designed to allow you to choose the best learning pathway for each student supports you with help available online, on the phone and locally. An extremely clear and detailed specification You will see that the specifications are extremely detailed. This is to: ensure that you have a clear idea about what might be assessed in an examination make it easy for you to plan make sure you don t have to cover material twice in successive units because the progression of ideas is clear. Examination papers designed and trialled to be accessible and with appropriate stretch The new GCSEs for 2011 bring with them new regulatory requirements to test students using a variety of question types. The types we have included are: multiple choice questions short answer questions longer answer questions, testing quality of written communication. This represents an opportunity to ensure the exam papers remain accessible to students with a wide range of abilities, while also giving them an opportunity to excel. In response to this opportunity, using research undertaken by our Assessment Design Team and in consultation with teachers, we have developed examination papers that are: accessible early question parts will generate confidence in students clear the language is carefully checked and simple rules are followed for consistency able to stretch students aiming for higher grades longer answer questions are carefully written to ensure more able students know what they need to do to access all the marks and to ensure students aiming for lower grades can gain some marks consistent to ensure that students are familiar with the paper style. This includes producing Sample Assessment Materials using the same quality control processes as live papers. 3

4 Why choose Edexcel? An achievable approach to new requirements for controlled assessment and practical investigations We have designed the controlled assessment and theory content to ensure that the controlled assessment: is easy to plan is straightforward to mark follows a structure that helps test students actual investigative skills is based on students own practical work and collection of secondary evidence as required by the Ofqual s subject criteria. To help with planning and to develop skills, we have embedded a small number of practical investigations in theory units. The benefits are two-fold: development of knowledge and skills can happen simultaneously, thus maximising teaching time a mix of theory and practical learning is more likely to lead to secure acquisition of knowledge and skills. Understanding of the scientific process and the ability to interpret the data as exemplified by these practical investigations is required in the examination papers. The best way to ensure this is to undertake practical investigations. Controlled assessment Planning, Observations and Conclusions (POC) To allow students to experience what a full investigation is like, within the limitations of a real school environment, the controlled assessments have been split into three parts Planning, Observations and Conclusions. Marks from each can be submitted separately or submitted as a set. Whole task responses, from which marks have been submitted, should be retained for moderation. For each controlled assessment we will produce specific marking support to help you apply the generic marking criteria. All controlled assessments are set to these generic criteria regardless of subject. This means that you can apply generic criteria to award marks where a student gives an answer that you see is correct, but falls outside the specific marking guidance for that controlled assessment. Transition from other Awarding Organisations made easy We've put in place a series of valuable support measures to make it easy for you to move to Edexcel: curriculum guidance is available from your local Curriculum Development Manager and Curriculum Support Manager support from the Edexcel Science team, who provide regular updates pose questions to our Science Subject Advisor, Stephen Nugus, who is on hand to deal with your queries. 4

5 Designed to allow you to choose the best learning pathway for each student Depending on the learning approach that suits them, and the progression route that they wish to follow, different learning pathways can suit different students. There s a great deal of shared content between our new GCSE in Science and BTEC Level 2 in Applied Science, as both are based on the Key Stage 4 programme of study. We ve been working on ways that this overlap can benefit you, your students and your centre: with Edexcel approved GCSE and BTEC links your students achieve their potential by matching their learning styles to the right qualification our single sign-up process (from September 2011) ensures you receive the support suited to your combination of GCSE and BTEC students at the time you need it. It also reduces the risk of fees for late registration of BTEC students. We ll provide you with high-quality guidance and comprehensive teaching schemes, enabling you to identify the best pathway for your students. You can use the schemes to set work that provides evidence that meets BTEC criteria and also forms a valuable part of your GCSE teaching. This will help you to: see if a student works best with the GCSE or the BTEC approach delay the decision on moving students completely to GCSE or BTEC depending on whether they become more interested in following a vocational or academic route gather evidence for BTEC assignments for any students that move to a full BTEC course ensure you can cover GCSE teaching in the time available even if you are allowing students to try the BTEC approach early on in your Key Stage 4 teaching introduce some of the motivational aspects of the BTEC approach to all your students. Supporting you with help available online, on the phone and locally We recognise that the changing nature of teaching with less time to travel to training, the need to continually review whether the expectations of students, parents and the community are being met, and a greater number of qualifications to offer means that you need more support available more quickly than ever before. To help you we have committed to delivering expert support locally, online and at the end of the phone. We will be running free Launch and Getting Ready to Teach events. Online events will be available from 4pm so you don t have to miss teaching. We will be working with your local authority to set up cluster groups and briefings in your area. Our Science Subject Advisor team is on the end of the phone to help you with both subject-related and administrative queries. Our website is updated as new information and support becomes available. Visit to find: free teaching resources a Year 9 starter programme to help you with transition free guidance and support to help you teach GCSE with BTEC our free online results analysis service ResultsPlus that gives you unrivalled insight into exam performance our ResultsPlus Mock Analysis Service get an early feel for how your students are coping with the new exam styles our Subject Advisor webpage and Ask the Expert services. 5

6 What s new for 2011 Biology This section of the guide gives you an overview of what material is new, and what material you may be familiar with if you taught Edexcel s 360 Science qualification. B1 Lesson Lesson B1.1 Classification Lesson B1.2 Vertebrates and invertebrates Lesson B1.3 Species Lesson B1.4 Variation Lesson B1.5 Variation practical Lesson B1.6 Reasons for variety Lesson B1.7 Evolution Lesson B1.8 Genes Lesson B1.9 Explaining inheritance Lesson B1.10 Genetic disorders Lesson B1.11 Homeostasis Lesson B1.12 Sensitivity Lesson B1.13 Skin sensitivity practical Lesson B1.14 Responding to stimuli Lesson B1.15 Hormones Lesson B1.16 Diabetes Lesson B1.17 Tropic responses practical Lesson B1.18 Plant hormones Lesson B1.19 Uses of plant hormones Lesson B1.20 Effects of drugs Lesson B1.21 Reaction times and drugs practical Lesson B1.22 The damage caused by smoking Lesson B1.23 The effects of alcohol Lesson B1.24 Ethics and transplants Lesson B1.25 Pathogens and infection Lesson B1.26 Antiseptics and antibiotics Specification learning outcomes 1.1, 1.2, 1.3 B1a , 1.5 B1a , 1.7, 1.8, 1.9, 1.19 B1a , 1.9, , 1.14 B1a , 1.15, Science specification match 1.12, 1.17, 1.18 B1a 1.2, B1a 1.7, B1a 1.10 B B1a 2.1, B1a 2.2, B1a , 1.23, 1.24 B1a 2.4, B1a 2.6, B1a B1a , 2.2, 2.3, , 2.20, 2.21 B1b 3.1, B1b 3.2, B1b 3.3, B1b B1b 3.5, B1b , 2.6, 2.7 B1b 3.8, B1b 3.13, B1b , 2.9, 2,10, 2.11, 2.12, , 2,15, 2.17 B2 2.11, B , 2.18 B , 3.2 B1b 4.3, B1b 4.4, B1b 4.5, B1b 4.6, B1b B1b 4.1, B1b , 3.5 B1b B1b 4.1, B1b , 3.9 B1b , 3.11, 3.12, 3.13, 3.14 B1b 4.10, B1b 4.14 B1 Lesson Lesson B1.27 Antiseptics practical Lesson B1.28 Interdependence and food webs Lesson B1.29 Parasites and mutualists Lesson B1.30 Pollution Lesson B1.31 Polutants and plant growth practical Lesson B1.32 Pollution indicators Lesson B1.33 The carbon cycle Lesson B1.34 The nitrogen cycle B2 Lesson Lesson B2.1 Plant and animal cells Lesson B2.2 Inside bacteria Lesson B2.3 DNA Lesson B2.4 DNA practical Lesson B2.5 DNA discovery Lesson B2.6 Genetic engineering Lesson B2.7 Mitosis and meiosis Lesson B2.8 Clones Lesson B2.9 Stem cells Lesson B2.10 Protein manufacture Lesson B2.11 Mutations Lesson B2.12 Enzymes Lesson B2.13 Enzymes practical Lesson B2.14 Enzyme action Lesson B2.15 Aerobic respiration Lesson B2.16 Aerobic respiration practical Lesson B2.17 Anaerobic respiration Specification learning outcomes Science specification match 3.16, 3.17, 3.18 B1a 1.1, B1a 1.2, B1a 1.3, B1a , 3.21, 3.22 B1a 1.5, B , 3.25 B2 4.7, B B B2 3.8 Specification learning outcomes 1.2, 1.3, 1.4 B , Science specification match 1.6, 1.7 B2 1.1, B , 1.10 B1a , 1.12 B1b 3.14, B , 1.14, 1.15, 1.16 B2 2.1, B2 2.2, B , 1.18, 1.19 B , 1.20, 1.21 B2 2.6, B2 2.8, B2.2.9, B , 1.23 B2 1.8, B , 1.25 B2 1.8, B , , 1.29, 1.30, 1.31 C , 2.2, 2.3, 2.4 B2 1.10, B , , 2.7, 2.8, 2.9, 2.10, 2.11 B2 1.12, B2 1.13, B2 1.16, B

7 B2 Lesson Lesson B2.18 Photosynthesis Lesson B2.19 Photosynthesis practical Lesson B2.20 Limiting factors Lesson B2.21 Water transport Lesson B2.22 Osmosis practical Lesson B2.23 Organisms and their environments Lesson B2.24 Populations and distributions practical Lesson B2.25 Fossils and evolution Lesson B2.26 Growth Lesson B2.27 Blood Lesson B2.28 Heart Lesson B2.29 Circulatory system Lesson B2.30 Digestive system Lesson B2.31 Breaking down food Lesson B2.32 Villi Lesson B2.33 Digestive enzymes practical Lesson B2.34 Pro- and pre-biotics B3 Lesson Lesson B3.1 Rhythms Lesson B3.2 Plant defences Lesson B3.3 Bacterial growth practical Lesson B3.4 Vaccines Lesson B3.5 Antibodies Lesson B3.6 The kidneys Lesson B3.7 Inside the kidneys Specification learning outcomes 2.13, 2.14 B B , 2.18, 2.19, , 2.23 B1a , Science specification match 3.1, 3.2, 3.3 B1a 1.7, B1a 1.8, B1a 1.9, B1a , 3.5, 3.6, 3.7 B , , , , B3 1.1, B3 1.4 Specification learning outcomes 1.31, , , 1.27, Science specification match 1.20, 1.21, 1.22 B1b 4.11, B1b , 1.24, 1.25 B1b , 1.2, 1.3, , 1.6, 1.7, 1.8 B3 Lesson Lesson B3.8 The menstrual cycle Specification learning outcomes 1.9, 1.10, 1.11, 1.12, Science specification match B1b 3.9, B1b 3.10, B1b 3.11 Lesson B , 1.5, 1.16 B1b 3.12 Lesson B3.10 Sex determination Lesson B3.11 Courtship Lesson B3.12 Behaviour Lesson B3.13 Behaviour practical Lesson B3.14 Learned behaviour Lesson B3.15 Animal communication Lesson B3.16 Plant behaviour Lesson B3.17 Human evolution Lesson B3.18 Human evolution and behaviour Lesson B3.19 Biotechnology Lesson B3.20 Yeast growth practical Lesson B3.21 Microorganisms for food Lesson B3.22 Yoghurt practical Lesson B3.23 Enzyme technology Lesson B3.24 Lactase practical Lesson B3.25 Pectinase practical Lesson B3.26 Global food security Lesson B3.27 A GM future? 1.17, 1.18, 1.19 B , 2.2, 2.3, 2.4, 2.5 B3 2.23, B3 2.24, B3 2.25, B , 2.12 B3 2.1, B3 2.2, B3 2.3, B3 2.4, B3 2.5, B , , 2.7 B3 2.1, B3 2.2, B3 2.3, B3 2.4, B , 2.10, 2.12 B3 2.6, B3 2.7, B3 2.8, B , , , 2.16, 2.17, , 3.2, 3.3 B2 1.4, B , 3.6, 3.7 B , 3.9 B , 3.13 B3 1.6, B3 1.5, B , 3.18, 3.19 B3 1.10, B3 1.9, C1b , 3.16, 3.17, 3.18 B3 1.10, B3 1.11, B3 1.12, B

8 What s new for 2011 Chemistry C1 Lesson Lesson C1.1 The early atmosphere Lesson C1.2 A changing atmosphere Lesson C1.3 Oxygen in the atmosphere practical Lesson C1.4 The atmosphere today Lesson C1.5 Rocks and their formation Lesson C1.6 Limestone and its uses Lesson C1.7 Thermal decomposition of carbonates practical Lesson C1.8 Chemical reactions Lesson C1.9 Reactions of calcium compounds Lesson C1.10 Indigestion Lesson C1.11 Indigestion remedies practical Lesson C1.12 More neutralisation Lesson C1.13 Electrolysis practical Lesson C1.14 The importance of chlorine Lesson C1.15 Electrolysis of water Lesson C1.16 Ores Lesson C1.17 Metal extraction practical Lesson C1.18 Oxidation and reduction Lesson C1.19 Recycling metals Lesson C1.20 Properties of metals Lesson C1.21 Alloys Lesson C1.22 Crude oil Lesson C1.23 Crude oil fractions Lesson C1.24 Combustion Lesson C1.25 Incomplete combustion Specification learning outcomes 1.1, 1.2, 1.3, 1.4 C1b , 1.6 C1b , 1.9, 0.1 C1b , 2.2, 2.3, 2.4, 2.5, 2.6, , 2.9, 2.10 C1a , 2.13, 2.16, 0.2, 0.3, , 2.15, 2.17, 2.18, , 3.2, 0.1, 0.2, Science specification match C1a , 3.5 C1a , 3.7, 3.8, 3.9 C1a , 3.11, 3.12, 0.5 C1b , 3.14 C2 6.12, C1a , 4.2, 4.3 C1a 6.4, C1a 6.5, C1a 6.8, C1a , 4.6, 4.7, 4.8 C1a 6.6, C1a C1b C1a , 4.12, 4.13, 4.14 C , 5.2 C1b , 5.4, 5.5 C1b 7.16, C1b , 5.7 C1b 7.2, C1a , 5.9, 5.10 C1b 7.18, C1b 7.19, C1b 7.20 C1 Lesson Lesson C1.26 Acid rain Lesson C1.27 Climate change Lesson C1.28 Biofuels Lesson C1.29 Choosing fuels Lesson C1.30 Fuels practical Lesson C1.31 Alkanes and alkenes Lesson C1.32 Cracking Lesson C1.33 Polymerisation Lesson C1.34 Problems with polymers C2 Lesson Lesson C2.1 Mendeleev Lesson C2.2 Structure of the the atom Lesson C2.3 The modern periodic table Lesson C2.4 Electron shells Lesson C2.5 Ionic bonds Lesson C2.6 Ionic compounds Lesson C2.7 Properties of ionic compounds Lesson C2.8 Solubility Lesson C2.9 Precipitation practical Lesson C2.10 Precipitates Lesson C2.11 Ion tests Lesson C2.12 Covalent bonds Lesson C2.13 Comparing chemicals practical Lesson C2.14 Properties of covalent substances Specification learning outcomes 5.11, Science specification match 5.13, 5.14, 5.15, 5.16 C1b 7.2, C1b 7.3, C1b 7.4, C1b 7.5, C1b , 5.18, 5.19 C1b 7.12, C1b , 5.21, 5.22, 5.23 C1b , 5.26, 5.27, 5.28, 5.29 C2 5.4, C2 5.5, C2 5.6, C , 5.31, 5.32 C2 5.1, C , 5.34, 5.35 C2 5.14, C2 5.15, C , 5.37 C Specification learning outcomes 360 Science specification match 1.1, 1.2 C1a 5.5, C1a 5.6, C1a 5.7, C1a 5.8, C1a 5.9, C1a 5.11, C1a , 1.4, 1.5, 1.6, 1.7 C1a 5.10, C1a 5.13, C , 1.8, 1.9, 1.10, 1.11 C1a 5.9, C2 6.4, C2 6.13, C , 1.13 C , 2.2, 2.3, 2.4 C2 6.6, C2 6.7, C , 2.6, 2.7 C2 6.9, C C , 2.10 C1a 6.1, C1a 6.2, C1a , 2.12, 0.2, 0.3, 0.4 C1a , 2.14, 0.2, , 2.16 C1a 5.1, C1a 5.4, C , 3.2, 3.3 C2 7.9, C , , 3.6, 3.7 C2 7.4, C

9 C2 Lesson Lesson C2.15 Immiscible and miscible liquids Lesson C2.16 Chromatography Lesson C2.17 Chemical classification Lesson C2.18 Metallic bonding and transition metals Lesson C2.19 Alkali metals Lesson C2.20 Halogens Lesson C2.21 Displacement reactions practical Lesson C2.22 Displacement reactions Lesson C2.23 Noble gases Lesson C2.24 Temperature changes practical Lesson C2.25 Temperature changes Lesson C2.26 Rates of reaction practical Lesson C2.27 Rates of reactions Lesson C2.28 Kinetic theory Lesson C2.29 Catalysts Lesson C2.30 Relative masses Lesson C2.31 Empirical formula practical Lesson C2.32 Percentage composition Lesson C2.33 Yields Lesson C2.34 Industrial yields Specification learning outcomes 3.8, 3.9 C1b , Science specification match 4.5 C2 6.9, C2 7.4, C2 7.7, C , 4.2, 4.3, 4.4 C1a 5.17, C1a 5.18, C1a 5.19, C1a 5.20, C1a 5.21, C1a 5.3, C1a 5.4, C1a 5.7, C1a 5.8, C2 7.7, 4.1, 4.6, 4.7, 4.8 C , 4.9, 4.10 C1a 5.18, C1a 5.19, C , 4.13 C1a , 4.14, 4.15, 4.16, C1a 5.7, C , 5.3, 5.4, 5.5, 5.6 C2 8.1, C2 8.2, C , 5.9 C2 8.4, C , 5.11 C , 5.13 C , 6.2 C2 2.5, C , 6.5 C , 6.7, 6.8, 6.9 C , 6.11 C3 Lesson Lesson C3.1 Water testing Lesson C3.2 Safe water Lesson C3.3 Ion identification Lesson C3.4 Safe limits Lesson C3.5 Water solutes Lesson C3.6 Hard and soft water Lesson C3.7 Determining dry mass practical Lesson C3.8 Particles and moles Lesson C3.9 Preparing soluble salts 1 Lesson C3.10 Preparing soluble salts 2 Lesson C3.11 Titration Lesson C3.12 Titrations and circulations Lesson C3.13 Electrolysis Lesson C3.14 Electrolysis of brine practical Lesson C3.15 Electrolysis of salts Lesson C3.16 Mass changes in electrolysis Lesson C3.17 Uses of electrolysis Lesson C3.18 Molar volumes Lesson C3.19 Fertilisers Lesson C3.20 The Haber process Lesson C3.21 Fermentation Lesson C3.22 Ethanolic drinks Lesson C3.23 Ethanol production Lesson C3.24 Homologous series Lesson C3.25 Ethanoic acid Lesson C3.26 Esters Lesson C3.27 Fats, oils and soap Specification learning outcomes 360 Science specification match 1.1, 1.2, 1.3, 0.4 C3 3.1, C3 3.2, C3 3.3, C3 3.4, C3 3.5, C , 0.4 C3 3.1, C3 3.2, C3 3.3, C3 3.4, C3 3.5, C , 2.2, 2.3 C3 3.7, C3 3.8, C , 2.5 C , 2.8, 2.9 C3 3.7, C3 3.8, C C1a 6.1, C1a , 2.12 C , 2.14 C C , 3.2, 3.3, 3.4, 3.5, 3.6, C3 4.5, C , 3.10, 3.11 C3 4.5, C , 3.14 C , 4.2, 4.3 C3 3.11, C3 3.12, C , 4.5, 4.6 B2 3.11, C2 8.9, C2 8.13, C , 4.8, 4.9, 4.10 C2 8.10, C2 8.11, C , 5.2 C1b , 5.4, 5.5 C1b , 5.7, 5.8 C , 5.10 C , 5.11, 5.12, 5.13 C3 4.3, C , 5.15, 5.16 C3 4.3, C , 5.18, 5.19, 5.20 C3 4.15, C3 4.16, C3 4.17, C3 4.18, C2 5.10, C2 5.11, C

10 What s new for 2011 Physics P1 Lesson Lesson P1.1 The Solar System Lesson P1.2 Refracting telescopes Lesson P1.3 Lenses practical Lesson P1.4 Reflecting telescopes Lesson P1.5 Waves Lesson P1.6 Beyond the visible Lesson P1.7 The electromagnetic spectrum Lesson P1.8 Electromagnetic dangers Lesson P1.9 Using electromagnetic radiation Lesson P1.10 Ionising radiation Lesson P1.11 The Universe Lesson P1.12 Spectrometers practical Lesson P1.13 Exploring the Universe Lesson P1.14 Alien life? Lesson P1.15 Life-cycles of stars Lesson P1.16 Theories about the Universe Lesson P1.17 Red-shift Lesson P1.18 Infrasound Lesson P1.19 Ultrasound Lesson P1.20 Seismic waves Lesson P1.21 Earthquakes practical Lesson P1.22 Detecting earthquakes Lesson P1.23 Renewable energy resources Lesson P1.24 Non-renewable resources Lesson P1.25 Investigating generators practical Lesson P1.26 Generating electricity Specification learning outcomes 1.1, 1.2, 1.3, 1.4 P1b , 1.11, 1.5, , , 1.9, , 1.13, 1.14, 1.15, 0.1, 0.2, , 2.2 P1b Science specification match P1b 11.14, P1b 11.15, P1b , 2.3, 2.4 P1b 11.18, P1b , 2.6 P1b 11.1, P1b 11.2, P1b P1b 11.3, P1b 11.6, P1b , 2.9 P , 3.2, 3.3, 3.4 P1b 12.15, P1b , 3.7, 3.9, 3.10 P1b P1b 12.8, P1b , 3.12, 3.13 P1b , 3.15, 3.16 P1b , 3.18, 3.19, 3.20, 3.21, , 4.5, 1.15 P1b , 4.2, 4.3, 1.15 P1b , 4.9, 4.11 P1b , 4.10, 4.12, 4.13 P1b , 5.5 P1a 9.8, P1a 9.2, P1a 10.1, P1a P1a 10.1, P1a , 5.8, 5.9, 5.10 P1a 9.4, P1a 9.1, P1a 9.2, P1a 9.3 P1 Lesson Lesson P1.27 Transmitting electricity Lesson P1.28 Paying for electricity Lesson P1.29 Power consumption practical Lesson P1.30 Reducing energy use Lesson P1.31 Energy transfers Lesson P1.32 Efficiency Lesson P1.33 Heat radiation practical Lesson P1.34 The Earth s temperature P2 Lesson Lesson P2.1 Static electricity Lesson P2.2 Uses and dangers Lesson P2.3 Electric currents Lesson P2.4 Current and voltage Lesson P2.5 Investigating resistance practical Lesson P2.6 Changing resistances Lesson P2.7 Transferring energy Lesson P2.8 Vectors and velocity Lesson P2.9 Acceleration Lesson P2.10 Velocity-time graphs Lesson P2.11 Forces Lesson P2.12 Resultant forces Lesson P2.13 Forces and acceleration Lesson 2.14 Investigating the relationship between force, mass and acceleration practical Lesson P2.15 Terminal velocity Specification learning outcomes 5.11, 5.12, 5.13, 5.14, , 5.3, 5.16, 5.17, 5.21, 0.1, 0.2, Science specification match P1a 10.5, P1a , 5.19, 5.20 P1a 10.9, P1a , 6.2, , 6.5 P1a Specification learning outcomes 360 Science specification match 1.1, 1.2, 1.3, 1.4, 1.5 P , P , P , 1.6, 1.7, 1.8 P , P , P , P , 1.10, 1.11, 1.12, P1a , 2.2, 2.3, 2.4, 2.5 P1a , 2.8, 2.9, 2.10, 2.11 P1a 9.10, P1a 9.11, P1a , 2.13, 2.14, 2.15, P2 10.5, P , 0.1, 0.2, , 3.2, 3.3, 3.4, 0.1, P2 9.1, P2 9.2, P , , 3.5 P2 9.2, P , 0.1, 0.2, 0.3 P2 9.2, P2 9.3, P , 3.8 P2 9.11, P , 3.10, 3.11 P2 9.8, P2 9.9, P2 9.10, P2 9.6, P , 3.13, 0.1, 0.2, 0.3 P2 9.8, P2 9.9, P1b 12.3, P1b , 3.17, 0.1, 0.2, 0.3 P1b 12.1, P2 9.13, P

11 P2 Lesson Lesson P2.16 Stopping distances Lesson P2.17 Friction practical Lesson P2.18 Momentum Lesson P2.19 Investigating crumple zones practical Lesson P2.20 Momentum and safety Lesson P2.21 Work and power Lesson P2.22 Potential & kinetic energy Lesson P2.23 Isotopes Lesson P2.24 Ionising radiation Lesson P2.25 Nuclear reactions Lesson P2.26 Nuclear power Lesson P2.27 Fusion our future? Lesson P2.28 Changing ideas Lesson P2.29 Nuclear waste Lesson P2.30 Half-life Lesson P2.31 Radioactive decay practical Lesson P2.32 Background radiation Lesson P2.33 Uses of radiation P3 Lesson Lesson P3.1 Radiation in medicine Lesson P3.2 How eyes work Lesson P3.3 Sight problems Lesson P3.4 Investigating lenses practical Lesson P3.5 Converging lenses Lesson P3.6 Reflection and refraction Specification learning outcomes 360 Science specification match 4.1, 4.2 P2 9.15, P , 4.5, 4.6, 0.1, 0.2, P , 4.9, 0.1, 0.2, 0.3 P2 9.18, P , 4.11, 4.12, 4.13, 4.14, 4.18, 0.1, 0.2, , 4.16, 4.17, 4.18, 0.1, 0.2, P P2 10.4, P2 10.5, P P2 10.1, P , 5.3, 5.4, 5.5 P2 11.4, P , 5.7, 5.8 P2 12.2, P , 5.10, 5.11 P2 12.6, P , 5.13, 5.14, 5.15, , 6.10 P P , P , P , 6.12 P , P , 6.5, 6.6, 6.7 P2 11.8, P2 11.9, P , 6.2 P , P P2 11.1, P Specification learning outcomes 1.1, 1.2, 1.3, 1.4, 0.1, 0.2, Science specification match P3 6.1, P3 6.2, P3 6.3, P3 6.4, P1b , 1.11, 1.12 B1b 3.5, B1b , , 1.6, 1.7, 1.9, 0.1, 0.2, , 1.16, 1.17 P3 6.3 P3 Lesson Lesson P3.7 Total internal reflection practical Lesson P3.8 Critical angles practical Lesson P3.9 Critical angles Lesson P3.10 Using reflection and refraction Lesson P3.11 X-rays Lesson P3.12 Using X-rays Lesson P3.13 ECGs and pulse oximetry Lesson P3.14 Beta radiation Lesson P3.15 Alpha and gamma radiation Lesson P3.16 The stability curve Lesson P3.17 Quarks Lesson P3.18 Dangers of ionising radiation Lesson P3.19 Radiation treatments Lesson P3.20 Collaboration and circular motion Lesson P3.21 Collisions practical Lesson P3.22 Collisions Lesson P3.23 PET scanners Lesson P3.24 Kinetic theory Lesson P3.25 Investigating temperature and volume practical Lesson P3.26 Investigating volume and pressure practical Lesson P3.27 Calculating volumes and pressures Specification learning outcomes , 1.16 P Science specification match 1.20, 1.21, 1.22 P3 6.3, P3 6.4, P1b , 2.2, 2.3, 2.4, 2.5 P3 5.27, P3 5.28, P3 5.29, P3 5.30, P3 5.32, P , 2.7, 2.8, 2.9 P , 2.11, 2.12, 2.13, 2.14, 0.1, 0.2, , 3.3, 3.4, 3.5, 3.6, 3.7 P3 6.10, P3 6.11, P3 6.12, P3 6.13, P3 6.5 P3 5.8, P3 5.9, P , 3.2, 3.7, 3.8 P3 5.15, P3 5.8, P , 3.10, 3.11, 3.12, , 3.15, 3.16, 3.17, 3.18 P3 5.10, P3 5.11, P3 5.12, P3 5.13, P3 5.14, P3 5.15, P3 5.16, P P3 5.23, P3 5.24, P3 5.25, P , 3.20, 3.21 P3 5.17, P , P , P , 3.22, 3.23, 3.24, 3.25 P3 6.25, P3 6.21, P3 6.22, P3 6.23, P , 4.2, 4.3 P3 5.31, P3 5.32, P2 10.9, P , P , 4.8, 4.9, 4.10, 4.11 P , 4.14, 4.15, 4.16 P3 6.19, P , 5.2, 5.3, 5.4, 5.5, , 5.10, 5.11, 5.12, 0.1, 0.2, 0.3 P3 5.1, P3 5.2, P3 5.3, P3 5.4 P3 5.6, P

12 Meet the team that will be supporting you thro We know that good help and advice matter more than ever when delivering a new qualification. That s why we have put together a tailor-made support package, with experts on hand to advise and guide you. We want to make it as easy as possible for you to start teaching our brand new qualifications. The science team Peter Kathryn Damian Katherine Our team of science experts works closely with teachers, examiners and the wider science community to ensure that the specifications and resources we provide put good science at the heart of teaching, learning and assessment. We re on hand to help answer any queries you may have during the implementation of these new specifications by ing us at scienceteamupdates@edexcel.com. NEW Our Science Subject Advisor Our Subject Advisor service is designed to provide ongoing support for all our science qualifications. Led by Stephen Nugus, it is designed to help solve your queries on our science qualifications as well as providing a means to share ideas, information and concerns. It gives teachers of science the opportunity to discuss and share science-related issues, such as what our new 2011 GCSE specifications have to offer. To contact Stephen: call the Science Subject Advisor team on or ScienceSubjectAdvisor@edexcelexperts.co.uk 12

13 ughout the course Your local consultants Your local Curriculum Support Consultant can visit your school to discuss any questions you may have about our qualifications or resources. In addition, our team of Curriculum Development Managers is responsible for providing your Senior Management Team with advice, support and guidance on implementing our specifications. To get in touch with the Curriculum Support Consultant or Curriculum Development Manager dedicated to your centre, please call Ask the Expert Our free Ask the Expert service puts you in direct contact with a senior examiner who will help to answer any subject-specific questions concerning the teaching of science. They will you within two working days of receiving your question. Find out who your experts are at or them at gcsescience@edexcelexperts.co.uk. Ask Edexcel Our system of searchable FAQs relates to all aspects of our qualifications. This database includes everything from specification-specific queries through to procedural information about making entries or post-results enquiries. Searching the system is easy and can be done either by keyword to find specific information or by qualification or category to view a range of questions and answers on various subjects. If you don t manage to find the information you re looking for, you can use the Ask a Question area to send your question through, and we will respond within 24 hours. Your question may also get added to the Ask Edexcel database to help the next person using the site. Dedicated phone support lines Our customer service team are available to answer any science queries that you have. If they can t, they will pass your question to one of our specialists who can. To call with your question, phone

14 Specification at a glance GCSE in Science The GCSE in Science is made up of three externally assessed units, including one biology, one chemistry and one physics unit, as well as a controlled assessment unit. Content overview Biology = Chemistry 1 Physics 1 Controlled assessment GCSE in Science B1 Influences on life Key topics: Classifications, variation and inheritance Responses to a changing environment Problems of, and solutions to, a changing environment Exam: 1 hour (60 mark, tiered) Nov/Mar/June P1 Universal physics Key topics: Visible light and the Solar System The electromagnetic spectrum Waves and the Universe Waves and the Earth Generation and transmission of electricity Energy and the future Exam: 1 hour (60 mark, tiered) Nov/Mar/June C1 Chemistry in our world Key topics: The Earth s sea and atmosphere Materials for the Earth Acids Obtaining and using metals Fuels Exam: 1 hour (60 mark, tiered) Nov/Mar/June Science controlled assessment Tasks: 1. Planning 2. Observations 3. Conclusions Not tiered Nov/June 14

15 The first biology unit is split into three topics, which cover the following areas: 1 general characteristics of animals and plants, particularly vertebrates and organisms that can survive in extreme environments, how to classify organisms, basic variation and principles of inheritance, Darwin s theory of evolution by natural selection 2 how humans detect and respond to changes in their environments, including the role of hormones and the nervous system, and the role of hormones in plants in terms of responding to stimuli 3 how the body is affected by drugs and diseasecausing organisms (and how scientists have developed antibiotics and antiseptics), nutrient cycles and how chemicals produced by human activities pollute our plant. There are five topics in the first chemistry unit, which cover the following areas: The first physics unit is split into six smaller topics. In these topics, students: 1 learn about light and lenses, and how telescopes led to the development of our knowledge of the Solar System, the evolution of stars and the Universe 2 learn how light is part of the electromagnetic spectrum and how other components of the spectrum are used 3 discover how the Universe evolved from the Big Bang, and how we measure it; and how we study the planets and stars of our Solar System 4 explore the world of waves, from communication between whales, to scanning of unborn babies, to earthquakes resulting from plate movements 5 learn how an electric current is generated and how electricity can be transmitted over large distances 6 investigate energy transfers in common appliances and in our atmosphere. 1 how the Earth and its atmosphere have evolved and how human activity can have an impact on these 2 the types of rock in the Earth, especially calcium carbonate and how it can be reacted to form other compounds which are useful in everyday life 3 how acids can be reacted to give useful products and how electricity is used to make new substances 4 how metals are extracted from their ores and used to make alloys 5 crude oil, as a source of many substances in our world, from petrol to plastics to detergent! 15

16 GCSE in Additional Science The GCSE in Additional Science is made up of three externally assessed units, including one biology, one chemistry and one physics unit, as well as a controlled assessment unit. Content overview Biology = Chemistry 2 Physics 2 Controlled assessment GCSE in Additional Science B2 The components of life Key topics: The building blocks of cells Organisms and energy Common systems Exam: 1 hour (60 mark, tiered) Nov/Mar/June C2 Discovering chemistry Key topics: Atomic structure and the periodic table Ionic compounds and analysis Covalent compounds and separation techniques Groups in the periodic table Chemical reactions Quantitative chemistry Exam: 1 hour (60 mark, tiered) Nov/Mar/June P2 Physics for your future Key topics: Static and current electricity Controlling and using electric current Motion and forces Momentum, energy, work and power Nuclear fission and nuclear fusion Advantages and disadvantages of using radioactive materials Exam: 1 hour (60 mark, tiered) Nov/Mar/June Additional Science controlled assessment Tasks: 1. Planning 2. Observations 3. Conclusions Not tiered Nov/June 16

17 The second biology unit is split into three topics, which cover the following areas: 1. an understanding of animal, plant and bacterial cells, and how they are studied; the structure of DNA, how proteins are synthesised, and modern developments of genetics, including the human genome project, genetic engineering and cloning; enzymes 2. respiration and photosynthesis (including physiological adaptations) and the use of fieldwork to enable better understanding of ecosystems 3. change over time and growth of animals and plants; human physiology, including a holistic approach to the circulatory and digestive systems. The second chemistry unit is split into six topics: 1. the structure of an atom, relative atomic mass, atomic and mass number, and how this contributes to the structure of the periodic table 2. the formation of ions and ionic compounds, the structure of ionic lattices and their properties, tests for ions, soluble and insoluble salts The second physics unit is split into six topics: 1. static and current electricity, incorporating the ideas of charge and current; understanding electrostatic phenomena in terms of movement of electrons 2. the relationship between p.d., current and resistance, and use of the equations for power and energy transferred 3. motion, including understanding of displacement, velocity, acceleration and force, calculations of acceleration and interpretation of velocity-time graphs. 4. investigating conservation of momentum and applying ideas about rate of change of momentum; understanding of the relationship between work done, energy transferred and power 5. an understanding of radioactive decay; the role of the wider scientific community in validating theories 6. the uses of different ionising radiations and the risks involved; using models to investigate radioactive decay; the advantages and disadvantages of using nuclear power for generating electricity. 3. covalent bonding and the properties of covalent structures, including simple molecular and giant molecular substances, chromatography 4. properties of groups in the periodic table, including the alkali metals, halogens, noble gases and transition metals 5. chemical reactions, including an understanding of exothermic and endothermic reactions, rates of reaction and the effect of catalysts 6. calculations, including relative formula mass, masses of products and reactants, and yields. 17

18 GCSE in Biology The GCSE in Biology is made up of three externally assessed units, as well as a controlled assessment unit. Content overview Biology = Biology 2 Biology 3 Controlled assessment GCSE in Biology B1 Influences on life Key topics: Classification, variation and inheritance Responses to a changing environment Problems of, and solutions to, a changing environment Exam: 1 hour (60 mark, tiered) Nov/Mar/June Key topics: Control systems Behaviour Biotechnology B3 Using biology Exam: 1 hour (60 mark, tiered) Nov/Mar/June B2 The components of life Key topics: The building blocks of cells Organisms and energy Common systems Exam: 1 hour (60 mark, tiered) Nov/Mar/June Biology controlled assessment Tasks: 1. Planning 2. Observations 3. Conclusions Not tiered Nov/June 18

19 The first biology unit is split into three topics, which cover the following areas: 1 general characteristics of animals and plants, particularly vertebrates and organisms that can survive in extreme environments, how to classify organisms, basic variation and principles of inheritance, Darwin s theory of evolution by natural selection 2 how humans detect and respond to changes in their environments, including the role of hormones and the nervous system, and the role of hormones in plants in terms of responding to stimuli 3 how the body is affected by drugs and diseasecausing organisms (and how scientists have developed antibiotics and antiseptics), nutrient cycles and how chemicals produced by human activities pollute our plant. The second biology unit is split into three topics, which cover the following areas: The biology extension unit builds on ideas developed in the earlier units, and covers the following areas: 1. an understanding of further systems within the human body and how they use negative feedback as a regulatory mechanism, including the renal system and the reproductive system (incorporating the menstrual cycle), an understanding of immunity, monoclonal antibodies and their uses, and circadian rhythms in living organisms 2. behaviour and the study of behaviour, through an understanding of different types of behaviours and the role of ethologists in the understanding of this field; evolution including co-evolution and human evolution and migration 3. study of biotechnology, including the potential of using microorganisms as a food source, enzyme and recombinant DNA technology. 1. an understanding of animal, plant and bacterial cells, and how they are studied; the structure of DNA, how proteins are synthesised, and modern developments of genetics, including the human genome project, genetic engineering and cloning; enzymes 2. respiration and photosynthesis (including physiological adaptations) and the use of fieldwork to enable better understanding of ecosystems 3. change over time and growth of animals and plants; human physiology, including a holistic approach to the circulatory and digestive systems. 19

20 GCSE in Chemistry The GCSE in Chemistry is made up of three externally assessed units, as well as a controlled assessment unit. Content overview Chemistry = Chemistry 2 Chemistry 3 Controlled assessment GCSE in Chemistry C1 Chemistry in our world Key topics: The Earth s sea and atmosphere Materials for the Earth Acids Obtaining and using metals Fuels Exam: 1 hour (60 mark, tiered) Nov/Mar/June C3 Chemistry in action Key topics: Qualitative analysis Quantitative analysis Electrolytic processes Gases, equilibria and ammonia Organic chemistry Exam: 1 hour (60 mark, tiered) Nov/Mar/June C2 Discovering chemistry Chemistry controlled assessment Key topics: Atomic structure and the periodic table Ionic compounds and analysis Covalent compounds and separation techniques Groups in the periodic table Chemical reactions Quantitative chemistry Exam: 1 hour (60 mark, tiered) Nov/Mar/June Tasks: 1. Planning 2. Observations 3. Conclusions Not tiered Nov/June 20

21 There are five topics in the first chemistry unit, which cover the following areas: 1 how the Earth and its atmosphere have evolved and how human activity can have an impact on these 2 the types of rock in the Earth, especially calcium carbonate and how it can be reacted to form other compounds which are useful in everyday life 3 how acids can be reacted to give useful products and how electricity is used to make new substances 4 how metals are extracted from their ores and used to make alloys 5 crude oil, as a source of many substances in our world, from petrol to plastics to detergent! The second chemistry unit is split into six topics: 1. the structure of an atom, relative atomic mass, atomic and mass number, and how this contributes to the structure of the periodic table The chemistry extension unit builds on ideas developed in the earlier units, and covers the following areas: 1. an understanding of qualitative tests for specific ions, and their applications in industry 2. hard water and the problems it causes, quantitative analysis including an appreciation of different units of measurement; acid-base titrations to include simple calculations 3. an understanding of electrolysis, to include half equations, and an appreciation of the uses of the products of electrolysis 4. calculations of volumes of gas in reactions using Avogadro s law; reversible reactions including the Haber process, and the concept of a dynamic equilibrium 5. the different methods used in the manufacture of ethanol; the production of ethene and ethanoic acid from ethanol; the production of esters from alcohol and carboxylic acid and the uses of esters; hydrogenation and its uses. 2. the formation of ions and ionic compounds, the structure of ionic lattices and their properties, tests for ions, soluble and insoluble salts 3. covalent bonding and the properties of covalent structures, including simple molecular and giant molecular substances, chromatography 4. properties of groups in the periodic table, including the alkali metals, halogens, noble gases and transition metals 5. chemical reactions, including an understanding of exothermic and endothermic reactions, rates of reaction and the effect of catalysts 6. calculations, including relative formula mass, masses of products and reactants, and yields. 21

22 GCSE in Physics The GCSE in Physics is made up of three externally assessed units, as well as a controlled assessment unit. Content overview Physics = Physics 2 Physics 3 Controlled assessment GCSE in Physics P1 Universal physics Key topics: Visible light and the Solar System The electromagnetic spectrum Waves and the Universe Waves and the Earth Generation and transmission of electricity Energy and the future Exam: 1 hour (60 mark, tiered) Nov/Mar/June P3 Application of physics Key topics: Radiation in treatment and medicine X-rays and ECGs Production, uses and risks of ionising radiation from radioactive sources Motion of particles Kinetic theory and gases Exam: 1 hour (60 mark, tiered) Nov/Mar/June P2 Physics for your future Physics controlled assessment Key topics: Static and current electricity Controlling and using electric current Motion and forces Momentum, energy, work and power Nuclear fission and nuclear fusion Advantages and disadvantages of using radioactive materials Exam: 1 hour (60 mark, tiered) Nov/Mar/June Tasks: 1. Planning 2. Observations 3. Conclusions Not tiered Nov/June 22

23 The first physics unit is split into six smaller topics. In these topics, students: 1 learn about light and lenses, and how telescopes led to the development of our knowledge of the Solar System, the evolution of stars and the Universe 2 learn how light is part of the electromagnetic spectrum and how other components of the spectrum are used 3 discover how the Universe evolved from the Big Bang, and how we measure it; and how we study the planets and stars of our Solar System 4 explore the world of waves, from communication between whales, to scanning of unborn babies, to earthquakes resulting from plate movements 5 learn how an electric current is generated and how electricity can be transmitted over large distances 6 investigate energy transfers in common appliances and in our atmosphere. The second physics unit is split into six topics: 1. static and current electricity, incorporating the ideas of charge and current; understanding electrostatic phenomena in terms of movement of electrons 2. the relationship between p.d., current and resistance, and use of the equations for power and energy transferred 3. motion, including understanding of displacement, velocity, acceleration and force, calculations of acceleration and interpretation of velocity-time graphs. 4. investigating conservation of momentum and applying ideas about rate of change of momentum; understanding of the relationship between work done, energy transferred and power 5. an understanding of radioactive decay; the role of the wider scientific community in validating theories 6. the uses of different ionising radiations and the risks involved; using models to investigate radioactive decay; the advantages and disadvantages of using nuclear power for generating electricity. The physics extension unit builds on ideas developed in the earlier units, and focuses on the uses of physics in medicine: 1. the uses of radiation in medicine, including CAT scans, ultrasounds, and endoscopy; lenses, both in the human eye and in corrective devices; reflection, refraction and TIR, including the application of optical fibres in medicine 2. production of X-rays, absorption of X-rays and their uses in medicine, including CAT scans and fluoroscopes; heart action monitoring and control, including ECG, pacemakers and pulse oximetry 3. use of radioactive materials in medicine, including in the treatment of tumours and in PET scanners to diagnose medical conditions; types of radioactive decay, including ß- and ß+ decay; stability of isotopes, produced by radioactive decay; safety precautions needed when using radioactive materials 4. particle accelerators and their use in medicine to produce radioactive isotopes, including ideas of conservation of momentum and kinetic energy; the use of radioisotopes to produce gamma radiation in PET scanners 5. kinetic theory to explain movement of particles in gases; the relationship between temperature and gas volume; the relationship between pressure and volume, applied to the use of bottled gases in medicine. 23

24 Guidance for administrators Assessment windows Your candidates will have the opportunity to sit externally-assessed units in November, March or June. All units will be offered in all sessions, with the exams starting in November 2011 for B1, C1 and P1, June 2012 for B2, C2 and P2 and June 2013 for B3, C3 and P3. Terminal requirement You may be used to this by now from other GCSE qualifications, but just to remind you that 40% of the qualification must be taken in the examination series in which certification (cash-in) is requested. Note that this 40% applies to each GCSE in the suite. If, therefore, you want to cash-in for both GCSE in Science and GCSE in Additional Science in the same series (e.g. June of Year 11), your candidates must take 40% of the assessment for GCSE in Science and 40% of the assessment for GCSE in Additional Science in the June 2011 exam series. It is essential that your department plans the route through the qualification carefully and ensures that a minimum of two units are submitted in the exam The internally-assessed unit (controlled assessment) is available to submit for moderation in June and November. Certification (cash-in) can be requested at any of the three series, March, June or November (first certification for GCSE Science is June 2012 and for GCSE Additional Science is June 2013). series in which the student cashes-in. If you are using the controlled assessment unit as part of the 40%, then it must be submitted for moderation in the cash-in series you cannot use a banked controlled assessment task as part of the 40% terminal requirement. If a student is absent for a unit in a session where they are cashing-in, and that unit forms part of the 40% terminal requirement, then the mark for this unit will be 0 (but note that, if the absence is for illness or another good reason, then a Special Consideration may be applied for). Re-sit rule The rule here is that only two attempts are allowed for any one unit: an initial attempt and one re-sit. However, once a student has cashed-in, the module bank is reset and two further attempts are allowed towards re-certification: an initial attempt and a re-sit. When the student re-certificates, the 40% terminal requirement must be met in the cash-in series. Also, when there are more than two attempts at a unit, because of re-certificating, only the last two available results can be used so, by the time the student has had four attempts (two before the first certification; then two further attempts for re-certification), only the recertification results will be available. The fact that only two results are held in the module bank at any time has a major implication if you are trying to take both a horizontal and linear route through the specification e.g. to take GCSE in Science and GCSE in Biology. Candidates taking this combination will need to have two results for the B1 unit. If they cash-in GCSE in Science and GCSE in Biology at the same session, then they have to use the two results in the bank. If you are planning this mixture of routes through the specification, it is highly recommended that you cash-in for one route, to clear the module bank, before attempting to cash-in for the other route. In all circumstances, the usual rules for re-sits apply i.e. the better mark between the original and re-sit is counted. The exception to this is if the re-sit is part of the 40% terminal requirement, in which case it must be counted even if it is a lower mark. 24

25 Two other points are worth noting: 1 2 If a candidate sits the Higher Tier for Biology Unit 1 (B1H) and then decides to take the same paper at Foundation Tier (B1F), this counts as the initial attempt at the B1 unit, followed by the re-sit attempt. In other words, changing Tier does NOT reset the module bank. If a candidate is entered for a unit, but is absent for that unit, then this does NOT count as an attempt it is the result that is important, not the entry. However, as you have seen in the terminal requirement section, a unit for which the candidate is absent may have to be given a score of zero in order to allow certification to take place. This would count as an attempt, although certification would then reset the module bank and allow two further attempts anyway. Some examples (UMS = Uniform Mark Score) November 2011 March 2012 June 2012 (CASH-IN) Student 1 B1 = 60 UMS C1 = 65 UMS P1 = 50 UMS C1 = 25 UMS CA = 65 UMS Student 1 re-sits C1 in March 2012 but the student doesn t use this as a cash-in session so the higher mark of 65 UMS will count when this student cashes in in June Student 2 B1 = 60 UMS C1 = 65 UMS P1 = 45 UMS P1 = 50 UMS CA = 65 UMS Student 2 re-sits P1 in June 2012 this is now a terminal session and the P1 makes up part of the 40% terminal requirement so the lower mark of 45 UMS must be used. Student 3 B1 = 60 UMS C1 = 65 UMS B1 = 55 UMS P1 = 60 UMS P1 = 50 UMS CA = 65 UMS Student 3 re-sits B1 and P1 in June Only one of these is needed to add to the controlled assessment to meet the 40% terminal requirement. Both marks go down but B1 went down by less, so this is automatically counted towards the 40% and the P1 result from March 2012 is used too. 25

26 Controlled assessment Controlled assessment units have a shelf life of one year the cover of each controlled assessment task will clearly state the time period during which it is valid for submission. The validity of each controlled assessment will be for June, plus the following November. Note that this shelf life applies to its availability for submission for moderation once it is moderated, the mark stays in the module bank until cashed-in. If a student wants to re-sit the controlled assessment unit, the re-sit must be a new piece of work; and it must also be valid in the session in which it is submitted. If you are using the controlled assessment unit as part of the 40%, then it must be submitted for moderation in the cash-in series you cannot use a banked controlled assessment task as part of the 40% terminal requirement. November 2011 March 2012 June 2012 (CASH-IN) Student 1 B1 = 60 UMS C1 = 65 UMS P1 = 50 UMS CA = 65 UMS This student is not eligible for a cash-in in June The controlled assessment was submitted for moderation in November 2011 and the mark cannot be "brought forward" to make up the 40% terminal requirement. Note, too, that the piece of work which was submitted in November 2011 would NOT be valid for submission for moderation in June 2012 because of the one year shelf life. Re-certification Any candidate who wishes to re-certificate must meet the 40% terminal requirement i.e. the candidate must re-sit at least two units. If they re-sit only two units, these units together make up the 40% terminal requirement and must both be counted within the new cash-in. If the candidate re-sits 3 or 4 units, then the best new total is worked out remembering that the 40% terminal requirement must still be met. Some examples of re-certification November 2011 March 2012 June 2012 Nov 2012 (CASH-IN #1) (CASH-IN #2) Student 1 B1 = 60 UMS C1 = 50 UMS P1 = 40 UMS P1 = 55 UMS C1 = 25 UMS CA = 65 UMS C1 = 55 UMS Student 1 cashes in in June 2012 (with an overall UMS of 215), but re-certificates in Nov 2012, having re-sat C1 and P1. The controlled assessment has already been moderated, so the unit is in the bank and can be used towards the new cashin (just like the B1 unit). Student 2 B1 = 60 UMS C1 = 50 UMS P1 = 60 UMS P1 = 55 UMS C1 = 25 UMS Student 2 cashes in in June 2012 (with an overall UMS of 215), but re-certificates in Nov This student submits a new controlled assessment remember that the pieces of controlled assessment valid for submission in June 2012 are also valid for submission in November Note that the resit of P1 is part of the 40% terminal requirement, so must count towards the new cash-in, even though it is worse than the June 2012 result. 26

27 As we saw in the re-sit section, once a candidate has cashed-in, he/she is entitled to two more attempts at a particular unit i.e. one attempt and a re-sit. However, only the last two available marks can be used for re-certification; and any attempt at re-certification must meet the 40% terminal requirement. Some final examples November 2011 June 2012 Nov 2012 June 2013 (CASH-IN #1) (CASH-IN #2) Student 1 B1 = 60 UMS C1 = 20 UMS C1 = 10 UMS C1 = 15 UMS C1 = 30 UMS P1 = 40 UMS P1 = 20 UMS P1 = 60 UMS CA = 60 UMS CA = 65 UMS Student 1 sits B1 and C1 in November 2011, resitting C1 in June 2012 along with P1 and controlled assessment. For cash-in, the student takes P1 and controlled assessment from June 2012 (meeting 40% terminal requirement) and B1 and C1 from the November 2011 session. The student wants to re-sit to improve his grade. This is allowed because, despite having already done C1 and a re-sit of C1, certification in June 2012 has reset the module bank and allowed two more attempts at the unit. He sits C1 and P1 in Nov 2012, but doesn t cash-in. In June 2013, he re-sits C1 and P1 for the final allowed time, adding the controlled assessment unit (it has to be a new piece of controlled assessment valid for this examination series) as a contingency. Which units make up the new cash-in? There is only one B1 so the result from November 2011 counts. The terminal requirement must be met: so 40% must come from the June 2013 session this will be the P1 and controlled assessment marks which are the student s best ones. What about C1? Remember, only the two most recent results are available to the candidate so he can t use the mark of 30 from November 2011 or the mark of 20 from June Only the results from November 2012 or June 2013 are available in this case, the better mark from June 2013 will score. 27

28 B1: Teaching suggestions from the examiners This section contains weblinks recommended by GCSE examiners to enhance your teaching of the qualification. Edexcel cannot take responsibility for the content of any external links, and does not endorse any of these websites. The subject matter in external links may often go beyond the scope of the specification. Edexcel recommends that you use the information contained here in conjunction with Edexcel s own or endorsed resources to deliver the qualification to your students. General approach This unit covers a range of topics building on the basic knowledge of cells and classification and why scientists use classification as a tool throughout the world. This is then linked to the genetics of inheritance and evolution. Topic 2 builds on the basics to look at control mechanisms within the human body and plants. Topic 3 mainly deals with where these control mechanisms go wrong and what the body does to deal with these problems. Topic 3 finishes with a look at how humans impact the environment and cycles within the environment. There are plenty of opportunities throughout the unit to carry out investigative work that will help the students with the necessary skills to tackle the controlled assessment tasks. Although this unit can be taught in any order there is a flow running through the units whereby the later human biology relies upon a sound understanding of human cells and cell structure, and the cycles in nature rely on the knowledge of bacterial and fungal cells. Topic 1 An introduction leading up from cells to complete organisms would be a good scene setter. An excellent opportunity here for microscope work to look at the different types of cells and an introduction to basic histology. The use of agar plates to grow colonies of bacteria may be useful here to get an idea of scale. For an in depth look at cells with some animations involving animal cells and viruses available visit this site also contains lots of information on topics such as mitosis, meiosis and protein synthesis for later units. For an interactive view of plant or animal cells visit For the differences between prokaryote and eukaryote cells visit which takes you through all in detail. There is a need to understand the mechanisms involved in the classification of vertebrates and an understanding of the binomial system of classification. Practical work is a little limited in this section although the use of keys to identify organisms should be employed and students developing keys for the more unusual vertebrates is a useful activity.to understand the uptake of oxygen in mammals, amphibians and fish, dissection techniques could be used to look at the internal anatomy and allow comparisons to be made. A simple to use website with interactive questions and answers can be found at to introduce the classification of vertebrates. For a different take on binomial classification try the activities found at Extreme environments and adaptations to survival websites include For video footage, for further information and maybe a trip out, is an invaluable source of information. Darwin s theory of evolution is outlined in detail via the Wellcome Institute s interactive resource on the tree of life, which can be found at For further information and video footage as well as a few interactive activities, visit the website Students must be able to understand the basics of genetics and a good starter for this is to isolate DNA from vegetables (peas or onions work particularly well). A reminder of the cell work covered earlier can introduce the subject effectively. A look at genetics in action with the classic examples of Drosophilia wings or eyes (could be a practical activity if time and resources allow), or the peppered moth can bring this topic to life. The website introduces genetic crosses quite nicely using brown and albino rabbits. The website has a good interactive to choose blue or brown eyes for a baby amongst many other interesting resources for later teaching topics. The disease symptoms and genetic inheritance of Cystic Fibrosis and Sickle Cell Disease are best explained using the relative information from the societies. This can be found at and Useful information and some video footage can also be found at the NHS websites for both of these disorders. It must be noted that the teaching of genetic disorders must be handled with empathy as students may have relatives or friends with these genetic disorders. 28

29 Topic 2 The theme running through this topic is about control mechanisms in both plants and animals and it starts with the basics of homeostasis. An understanding of homeostasis in humans to include temperature, body water content and the role of enzymes lends itself to practical investigations including simple enzyme actions. For a nice interactive on thermoregulation go to which takes you through this in stages. For the nervous system and its responses, the practical biology website which has some excellent experiments on senses and some analysis activities relevant to this part of the course. To explore the role of nerves and responses the website has several interactive animations and other interactives to enhance your teaching. An introduction to hormones using a visual image of the endocrine system is a good start to this section. Practical activities can involve simulated urine or blood testing for glucose. For clear narrated animation of the process of blood glucose regulation the website has interactive presentations which can be incorporated into powerpoint activities. For information on diabetes and treatments, a good source is found at For calculation of body mass index and more information about this the website has a calculator and also a step by step method to calculate it yourself. For the teaching of tropisms there is a nice interactive available at Topic 3 This topic covers how the body responds to problems such as drugs and infection and then leads onto cycling in nature and the effect of pollution on the environment. For the teaching of drugs including caffeine, nicotine and alcohol the measurement of daphnia heart rate is a useful practical investigation. For several activities and quizzes on drug and alcohol abuse visit This could be an activity that students can do individually rather than as a whiteboard activity. The website Talk to Frank also has some interesting activities in which students can get involved, as well as a wealth of facts about different drugs. Understanding pathogens, the way in which disease is spread and how our body helps to defend against disease can be taught on many different levels. Practical investigations on the effectiveness of antiseptics and antibiotics are a vital part of this section. Microscopy to look at some of the pathogens can stimulate interest. There are many animations and interactive activities on disease and disease transmission at The ABPI has also developed new animations showing antibiotic action and antibiotic resistance. These can be found at and The teaching of parasitism and mutualism can be greatly enhanced by using video footage such as the buffalo and oxpeckers at or cleaner fish at Practical investigations into the effect of pollution on plant growth enhance the teaching of pollution and the problems associated with it. Looking at indicator species such as lichen can make interesting fieldwork. A good powerpoint on indicator species is available at (but you have to sign up to the TES to access this resource alongside many other interesting resources). For the teaching of the carbon cycle there are many online resources. One of the best is which takes you through the carbon cycle game. The nitrogen cycle is a complex cycle which students find difficult to remember. A helpful animation can be found at 29

30 B2: Teaching suggestions from the examiners General approach This unit covers a diverse range of topics which enable students to build on their Key Stage 3 learning of cells and biological systems. There are plenty of opportunities throughout this unit to carry out investigative work that will help students to develop their practical and analytical skills in preparation for controlled assessment. Although there is no set order in which this unit should be approached there are aspects of the unit that do require a sound understanding of the biological concepts introduced earlier in the unit. For example specification points 1.23 to 1.32, which focus on enzyme structure and function, are revisited to some extent later in specification points 3.14 and The latter includes practical work that will draw on students understanding of enzyme action and factors affecting the rate of enzyme activity. The work carried out on the circulatory system (3.8, 3.10 and 3.11) requires students to gain knowledge of heart structure and function and the role of blood components and blood vessels. This may be taught before students embark on work related to the effects of exercise on heart rate which forms a large part of Topic 2. Topic 1 Topic 1 covers many issues at the forefront of scientific research and provides many opportunities for students to discuss and debate some very controversial aspects of biological science. Students apply their investigative and practical skills in microscopy to study various cell types and then compare the efficacy of the light microscope to the more modern techniques used to study cells. provides an interactive microscope with views of different cell types and enables students to compare images that they see under a light microscope, such as animal and bacterial cells, to those seen under the Transmission and Scanning Electron Microscopes. gives students the opportunity to view various cell types as seen by a light microscope or an electron microscope and interactively explore the contents of both plant and animal cells to gain a better understanding of the structure and function of cell components. This website includes animations, film and computer-enhanced images of living cells and organisms and, using interactive activities, also covers the processes of mitosis and meiosis which are visited later in this topic. allows students to operate an electron microscope, changing the clarity and magnification to view various life forms and biological structures such as DNA, as well as learn the functions of cell components across a wide range of cell types. Some of the material on this website would provide higher ability students with extension or project work. Students build on their Key Stage 3 knowledge of DNA by studying its structure in more detail and applying their fine-tuned understanding to various aspects of modern day science including the genetic modification of organisms, cloning and stem cell technology. There are various websites that deal with the ethical, social and moral issues of cloning and stem cell technology, although being such a controversial topic, many of these sites discuss such issues from their own perspective based on their own beliefs. However, students may find it interesting to collate various viewpoints on cloning to present to their peers. To reinforce understanding of the cloning technique gives students the opportunity to clone Mimi the mouse, carrying out the cloning process step-by-step by following clear instructions and illustrations. also provides the opportunity for students to practise their skills in cloning, although this time they clone a dog. This site also provides other useful activities such as quizzes and information that could provide students with material for discussion and debate. 30

31 Topic 1 (continued) There are several websites that provide useful aids in the teaching of more complex topics such as protein synthesis. contains a 3-D animation library where students can visualise the processes of transcription and translation in the synthesis of proteins. In addition to this gives an animated account of protein synthesis, from the unzipping of DNA to the formation of a polypeptide. Similarly shows the formation of haemoglobin. and give short clips on transcription and translation respectively and both may act as good starters or plenaries to a lesson. also gives a very brief but clear visit to translation, although in this case there is no narration. This could be used to test students understanding of the process by asking them to work together to provide a commentary to the animation. There are several specification points in this topic that focus on the structure and function of enzymes and this follows nicely from work carried out on DNA structure and function and protein synthesis. shows a series of animations on enzyme action in various contexts including their specificity to substrate and their role in anabolic and catabolic reactions. Students can also vary factors such as temperature to visualise the effect this has on enzyme activity. Time permitting, it may be worth incorporating the work on digestive enzymes from Topic 3 during the teaching of this part of the topic so that fresh information can be applied by students to both theoretical and practical work on digestion. Topic 2 Specification points 2.1 to 2.11 could be taught following work carried out on the circulatory system in which students study blood components, heart structure and function and the role of blood vessels. Topic 2 reintroduces the respiratory system in humans where students learn how cells obtain materials for aerobic and anaerobic respiration. ID=AP1903 allows students to visualise the process of diffusion and apply their understanding to the diffusion of oxygen and glucose across cell membranes. Students should be able to relate the rate of diffusion of materials across cell membranes to changes in physical activity and could convey their understanding through analysis of practical work carried out. Note that the term oxygen debt is now referred to as excess post-exercise oxygen consumption (EPOC). Students at both tiers are expected to confidently use the equations for both aerobic and anaerobic respiration to show the reactants and products of these chemical processes. There is extensive opportunity for practical and investigative work from specification point 2.12 onwards. It would be worth considering that this section of the topic is set out to ensure that students move in a logical fashion through the remainder of the topic, building up their knowledge of plant structure, photosynthesis and limiting factors before moving on to investigative work which rounds up the topic. gives a simple visual overview of photosynthesis which may help to illustrate a narrative on the process. The short video also gives a useful overview of photosynthesis starting from a historical viewpoint. is an interactive activity showing some ways in which a plant controls water loss and how environmental factors influence the rate of transpiration in plants. 31

32 Topic 3 It may be worth considering teaching aspects of this topic, such as specification points 3.8 to 3.11, prior to the teaching of respiration and exercise in Topic 2, although this is not essential. Similarly the work that students undertake on the digestive system and enzymes could be taught prior to or alongside specification points 1.26 to 1.32, although students should be fully informed before attempting the practical activities that involve enzyme action. This topic begins with work on fossils and growth of organisms. gives information on the formation of fossils as well as a simple animation which shows clearly how a fossil is formed. is an interactive website that gives students the opportunity to make their own fossil. Some commentary is provided although this site would be useful for students seeking material for presentation or project work. Other websites such as and give information on fossil formation and the latter also provides a good video on the fossilisation of Lucy, originally thought to be one of the first upright-walking hominoids. and both show images of the pentadactyl limb and these could be used to illustrate the evolutionary process, although there are many websites that give equally good images and descriptive information on how the pentadactyl limb provides evidence for evolution. The study of the circulatory and digestive systems forms a large part of this topic and along with the study of so-called health foods brings this topic to a close. There are many online resources that could support the teaching of these specification points. gives an overview of the functions of blood components and contains short quizzes on the blood, heart and other aspects of the circulatory system, including the effect of exercise on the body, that could be used as starters or plenaries to lessons to check students understanding. provides an interactive exploration of the circulatory system which can be used as self-assessment or a teaching aid. provides links to a variety of resources, including visual, animated and interactive, that can be used in different ways to support students learning throughout this topic. The information on this site also gives links to content covered in other topics of this unit. gives an account of the pathway that food follows through the digestive system covering both physical and chemical digestion by enzymes. provides an animated view of the process of digestion along with a simple commentary which includes information on the digestive enzymes. gives a simple visual description of how plant stanol esters work to prevent cholesterol entering the bloodstream using a known product as an example of this. provides students with information on the probiotic food types which could provide material for presentations, information leaflets or project work. Similarly, for higher ability students, provides information on the different types of bacteria found in so called health foods, whereas may be accessible to a greater range of students when researching probiotics. 32

33 B3: Teaching suggestions from the examiners General approach This unit allows students to study three interesting areas of biology in more detail. The unit builds significantly on content introduced in previous units and will stretch students with the introduction of new ideas and concepts. The three topics are discrete and could be taught in any order. There are many opportunities for How Science Works to be highlighted throughout the whole unit. Topic 1 This topic is the longest topic in the unit and has a significant portion of Higher Tier work. The opportunity for practical work is slightly limited but some dissection and microscopy work, although not a key requirement, would be very helpful. The topic is broadly divided into three areas homeostasis, reproduction and inheritance, and disease prevention. The first section on homeostasis builds on the ideas introduced in B1 by looking in detail at the kidneys as one example of a homeostasis mechanism. The kidneys highlight the importance of blood and the influence of hormones in maintaining a constant internal environment. A recap of diffusion and osmosis would be helpful as an introduction to this topic. Kidney dissection combined with rat dissection to look at the whole urinary system would be beneficial: It should be noted that details about the transport of ions, transporter proteins and the relative permeability of membranes to ions is Key Stage 5 and not required here. The dysfunction of the kidney could be highlighted using urine dipstick analysis. There is an opportunity for How Science Works to be highlighted by looking at the issue of living donation by relatives for kidney transplants at The control of the menstrual cycle looks at how hormones work together in the body to bring about a co-ordinated response and introduces the idea of negative feedback. Looking at graphical representations of hormone levels in the blood together with the thickness of the uterus lining at the different stages of the cycle will aid understanding. Infertility treatment is an ideal opportunity to highlight How Science Works and could be introduced using up-to-date news articles. Historical examples of how haemophilia inheritance such as how Queen Victoria s descendents and the Russian Czars has influenced history would make a good introduction to this section: The use of Drosophilia with red and white eyes or vestigial wings would be an excellent way to explain sex-linked inheritance. The inheritance of coloured kernels of corn could be a less involved alternative. Simulations of genetic inheritance of sex-linked diseases using counters or dice would help explain inheritance probabilities and ratios if actual practical work is not possible:

34 Topic 1 (continued) The ABPI produces some good straightforward animations that explain production of antibodies following exposure to infections or immunisation: This section of their website also includes some information on monoclonal antibodies: Kits available from most educational suppliers to simulate genetic testing for diseases using electrophoresis would make an interesting extension to this exercise. A cheaper alternative is to simulate the separation of DNA by using electrophoresis to separate different coloured food dyes. Looking at how humans and plants defend themselves from microbes allows the introduction of more complex ideas and some industrial applications of antibody technology. Issues surrounding vaccination are always in the news and it might be interesting to introduce the advantages and disadvantages of immunisation with alternative vaccinations to the MMR, which students are likely to have already covered. As well as the suggested practicals it may be appropriate to revisit previous practical work on inhibition of bacterial growth by antiseptics and instead investigate the effect of different plant materials on growth. An interesting extension activity to this section could look at the transfer of antibiotic resistance between bacteria: Topic 2 This is the shortest topic and has slightly limited opportunity for practical work. If possible some fieldwork in a zoo or nature centre would be highly beneficial. The topic explores classical animal behaviours with the opportunity to highlight some of the pioneering experiments in animal behaviour. The final section looks at the evidence for human evolution including some of the modern approaches to this field of research. The different behaviour patterns including mating strategies and parental care could be highlighted by some fieldwork. While this is not essential, YouTube clips and nature documentaries can also be used. The National Geographic film March of the Penguins is also excellent at illustrating possibly the most extreme example of parental care: The Association for the Study of Animal Behaviour provides some very good resources including examples of animal behaviour in the ASAB Education Newsletter Feedback which you can register to receive by The different behaviours exhibited by animals could be highlighted with the historical experiments of Ivan Pavlov with dogs and Burrhus Skinner with rats in the Skinner box &feature=related The applications of the behaviour strategies should be highlighted through sniffer dogs ( police horses and dolphins, but other examples could be used to reinforce understanding. The use of choice chambers provides an opportunity for practical work in the lab at This can be done with a range of invertebrate species. The final part of this topic looks at the evidence for human evolution from fossils, the development of tools and the more recent technique of analysing mitochondrial DNA. Practical work is difficult but as a starter students could be given a range of objects such as plasticine and asked to design a tool for a specific purpose. A series of short DNA sequences with successive single base mutations could be used to show how mitochondrial DNA could be used to track evolution. Internet resources can be used to supplement teaching in this section:

35 Topic 3 This topic has an abundance of practical opportunities which should be used where possible to supplement the theory. Although much shorter than Topic 1, this topic should be given a significant portion of the teaching time in order to develop practical skills which will benefit students who continue their studies beyond GCSE. There is also a good amount of How Science Works in this topic looking at the uses of new technologies for food production and their potential impact on the environment. This section makes suggestions of some extra practical work to enhance the teaching of this unit if there is time. There are numerous resources available to help schools and teachers with the introduction of microbiology and biotechnology. In particular SAPS and the NCBE have resources which can be downloaded for free. SGM offer free resources to schools, some of which can be downloaded and some of which have to be ordered but are free to non-members: Fermentation of yeast can be covered from many angles ranging from a basic practical measuring carbon dioxide production by yeast cultured at different ph values to more complex ideas more closely linked to the industrial application with fermenters: Students should be able to recognise the limitations of their procedure compared to the use of fermenters in industry. Looking at the production of soft drinks using fermentation would make an interesting extension activity to this section. Yogurt production is a practical frequently done at Key Stage 3 but it can be extended at this level to investigate factors which affect the fermentation process (such as temperature). Students should be able to describe the inhibition of the fermentation process by the production of lactic acid. The use of enzymes in food production is now widespread. Chymosin, which is used to make vegetarian cheese, is available from most large supermarkets and production of cheese can easily be achieved in an hour s lesson. This practical allows for discussion as to why vegetarian cheese is not classed as a genetically modified product. Asking students to guess how an After Eight is made makes an ideal starter to a lesson on invertase. The enzyme can be purchased at low cost for practical work. The application of enzymes in washing powder could be investigated to extend understanding of enzyme applications in biotechnology and the factors which affect enzymes. Use of enzymes in washing powder at low temperatures: Investigating enzymes in washing powders: Experimenting with plant tissue culture would make a good practical activity to aid the understanding of the use of Agrobacterium tumefaciens to create transgenic plants: The final section of this topic should be centred on How Science Works. There will be the opportunity to use up-to-date news articles to emphasise the modern aspects of this topic. 35

36 C1: Teaching suggestions from the examiners This section contains weblinks recommended by GCSE examiners to enhance your teaching of the qualification. Edexcel cannot take responsibility for the content of any external links, and does not endorse any of these websites. The subject matter in external links may often go beyond the scope of the specification. Edexcel recommends that you use the information contained here in conjunction with Edexcel s own or endorsed resources to deliver the qualification to your students. General approach You can teach the content of this unit in any order, although the order followed in the specification gives a logical flow with links between the five topics, and that order will be used in these notes. Equations and safety are both fundamental aspects of chemistry lessons, so specification points should be introduced where relevant throughout the unit, and there are many opportunities for this. The core ideas on formulae and equations are best visited often; and the ideas on risk can be discussed whenever practical work is undertaken. Topic 1 The Earth s sea and atmosphere The key ideas here are on the development of the atmosphere, but also on the idea that science is not always about certainties and there is no way to prove exactly how the atmosphere started and evolved. Useful links could be made with Geography departments. It would be good to start with some of the different ideas about the early atmosphere and why these ideas are uncertain. A web search could be used but much of the information is complex, so this may be unsuitable for less able students. Having done this, the specification s version should be followed about the early atmosphere being emitted from volcanoes. The evolution of the atmosphere should then be considered. The classic experiment using gas syringes to pass air over heated copper follows, and there is an opportunity here to practise data analysis skills when considering the current composition of the atmosphere. Alternatively, wet iron wool, or burning candles floating inside an upturned measuring cylinder can be used. All of the experiments have interesting sources of error that can be considered. The presence of water vapour and carbon dioxide in the air can be investigated if it has not been done with younger students. You could, if there is time, consider how Cavendish discovered the noble gases see Finally, changes in the amounts of carbon dioxide in the atmosphere due to both the eruption of volcanoes and human activity can be considered. This is an ideal area to consider the ethical aspects of chemistry. Different media reports on the greenhouse effect can be considered. The importance of the collection of good data can be emphasised. Note that global warming is covered in more detail in Topic 5, so 1.9 needs to be a gentle introduction to this subject. The link into Topic 2 is through Earth Science and you may wish to consider re-ordering some of Topics 1 and 2 to give a larger block of Earth Science teaching. 36

37 Topic 2 Materials from the Earth In Topic 2, Earth Science introduces the idea of rocks containing chemical substances such as calcium carbonate and this acts as an introduction to some simple chemical reactions. The accent in the geology section is on how each type of rock forms, rather than on the rock cycle; and note that plate tectonics is not required. One approach is to consider sedimentary rock first. The formation of these rocks should be considered, using chalk and limestone as examples; then igneous rock, formed from magma, e.g. granite. Salol crystals can be grown on slides of different temperature to see the effect on crystal size. Finally, the formation of metamorphic rocks can be considered, e.g. marble. has a virtual rock kit. There are other resources including salol videos on Another approach is to do a rock trail around your school. The lime cycle provides plenty of practical opportunities and it is important that students understand the implications of 2.13 this is where a simple chemical equation such as CaCO3 CaO + CO2 is very useful to appreciate atom economy. See There are opportunities to think about how chemists are concerned with preserving the environment as they use the Earth s resources, with the social aspects of limestone quarrying. A useful site based on quarrying in a National Park is The use of limestone on chimneys links Topic 1 (the atmosphere) through Topic 2 to Topic 3 (acids). Care should be taken with thermal decomposition of carbonates it s tempting to make a link to reactivity series, whereas the explanation for the pattern is much more complex and certainly beyond the scope of GCSE Science! index.html#should Topic 3 Acids Following on nicely from calcium carbonate neutralising soil acidity, this topic on acids revises Key Stage 3 ideas on neutralisation and salt formation, going on to think about what happens to a simple acid like hydrochloric acid when electrolysed. Some useful sites for revision could be and This topic is an ideal opportunity to practise word or symbol equations covering metal oxides, hydroxides and carbonates, with hydrochloric, nitric and sulfuric acids. Some advanced graph drawing could be developed by (perhaps a demonstration of) datalogging a ph titration curve and plotting the data. Finally, the application of hydrochloric acid in the stomach and indigestion remedies rounds off this part, and provides a suitable investigation. See which also has many other chemistry experimental ideas. Note that there is no need to look at methods of salt preparation much has been covered at Key Stage 3 and there is a little more on why different methods are used in Unit 3, although you could do some simple salt preparations if students haven t already done this. Then, on to electrolysis. A brief investigation of the products of the electrolysis of hydrochloric acid allows an exploration of the uses of chlorine. This is an ideal topic to evaluate safety hazards. In this section, there is no expectation for students to work out why the products are formed. Take care with your extension examples on electrolysis: we ve tried to choose examples of simple binary electrolytes so that students don t have to work out why hydrogen and oxygen are produced from sodium chloride solution (this will come in Unit 3). Another practical idea is the electrolysis of a non-confusing solution such as copper(ii) chloride. If you attempt the electrolysis of water as a demonstration or class practical, remember that the water needs to be acidified slightly for the practical to work! 37

38 Topic 4 Obtaining and using metals Again, this topic builds on the ideas of reactivity series encountered at Key Stage 3 this means that there is no need to repeat this learning. Instead, students need to appreciate simple definitions of oxidation and reduction in terms of the gain or loss of oxygen; and to understand how the reactivity of metals affects their ability to be oxidised and the ease with which their ores can be reduced to make the metal. The importance of metals to our society can introduce this topic. See Reactivity_of_Metals/reactivity_of_metals/Uses%20of%20Metals%20Matching%20Exercise.htm for a simple exercise, or a simple practical can be done on the properties of metals. Then consider the extraction of metals linked to the reactivity series: a) Unreactive (copper, gold) b) More reactive (iron) c) Most reactive (aluminium) Note that no detail is required on the manufacture of iron or aluminium, but don t let that prevent you showing students relevant videos on these processes. The metal extraction practical on the specification does not have a specified metal some schools have shied away from lead oxide, but if you have a well-ventilated lab, this could still be a possibility. This can lead to a discussion of sustainable use of the Earth s resources and decisions on whether or not to recycle metals. A simple guide is found at Oxidation and reduction can be introduced, if not previously covered, linking reduction to metal extraction and oxidation to corrosion of metals. Depending on the practical work covered at Key Stage 3, you may want to look at rusting (and see also the practical mentioned in Topic 1, above). The unit finishes with the uses of metals, especially to make alloys. There is a very good RSC practical on making an alloy, solder, from its elements It s worth spending a little time on some of the fascinating uses to which smart alloys are put. Topic 5 Fuels This is the longest topic and a key one in that it introduces organic chemistry to students, taking them through fuels, problems associated with their combustion and alternative fuel sources such as biofuels or hydrogen. The unit finishes with some chemistry of alkanes and alkenes, leading to polymer formation and the problems caused by plastics building up in the environment. You could start by considering crude oil and fractional distillation (no details are required). As a demonstration, only synthetic crude oil can be distilled. See and and This leads naturally into the uses of fractions and the combustion of hydrocarbons. The problems caused by carbon monoxide, sulfur dioxide and carbon dioxide are considered. Don t forget the HSW aspects in this unit here, a chance to debate climate change and look at the ideas of causation and correlation with carbon dioxide in the atmosphere and global temperature. See, for example, Biofuels as possible alternatives to fossil fuels can be investigated. This is followed by the use of hydrogen in fuel cells. A suitable investigation is the temperature rise when the same volume of water is heated by burning different fuels, such as meths, ethanol, wood and so on. Now, if not done earlier, alkanes can be introduced, and then cracking to produce alkenes. It is worth noting the detail to be taught in this unit. Covalent bonding is not covered formally until Unit 2, so a suitable language for representing the bonding in alkanes and alkenes needs to be found. The use of model kits may help students see how the atoms are held together and introduces ideas of valency (although the term need not be used) which will be useful when they study bonding later on. The bromine water test should be covered. There is a nice demonstration in distilling limonene from orange peel. The limonene can be tested with bromine water. See Cracking of paraffin oil can be done as a class experiment in a well-ventilated lab, but care must be taken to avoid suckback. Finally, polymers are covered. Their usefulness and the issues about their disposal provide a useful debating topic. For information, see or For a slightly different view, see Practical work here is plentiful. As well as those already mentioned, there are opportunities for demonstrations or practicals to cover testing for carbon dioxide, combustion of sulfur and acid character of the oxide, the energy of the reaction of hydrogen and oxygen, or the depolymerisation of an alkene! Of course, not all of these are suitable for whole class practicals, but we hope there is scope for some good practical work. 38

39 C2: Teaching suggestions from the examiners General approach C2 contains a good deal of theory on structure and bonding. We ve deliberately split this theory up and paired some related practical work with each theory block. Of course, you can change the order to present the types of bonding in a continuous block if you so wish. The section on calculations has been left until Topic 6. Again, you may wish to address this earlier to give more opportunities to practise these skills as you teach the rest of the content, or to drip feed in the various types of calculation as you go through. Specification points should be covered where relevant throughout the unit. Now that these have been introduced in C1 they can be reinforced here with more complex examples of formulae and equations. Hazards and precautions can, and should, be discussed whenever practical work is undertaken. Topic 1 Atomic structure and the periodic table The periodic table is a key theme that runs throughout the unit and, along with atomic structure, permeates all of chemistry. is an easily used source of information which can be used for research and homework. There is a photograph of each element, although its use does need checking, for example it uses Groups 1-18 which may confuse students. You may prefer Interesting work can be done on Mendeleev s periodic table and how scientists can use patterns to make predictions. There are very clear tables on comparing Mendeleev s predictions for as then undiscovered elements with their properties. The differences between metals and non-metals can be illustrated, which opens the way for some practical work, if not already undertaken at KS3. For a song on periodic table have a look at (Tom Lehrer). Alternatively, (They Might Be Giants). The structure of the atom then follows, which links neatly into explaining why Mendeleev s elements formed the pattern they did. One possible piece of practical work is to carry out flame tests (from Topic 2), which can be linked to electron shells for more able groups. The first calculation in the unit is finding the Ar of an element from its isotopic composition. The end of this topic lays down foundations for ideas that will be re-visited in Topic 4 the idea that members of a group have the same outer electron configuration and hence pattern of reactivity. It may be useful, in a topic that has limited opportunities for practical work, to illustrate this by looking at some reactions e.g. reactions of Group 2 metals with water/acids; or the way in which their carbonates decompose. 39

40 Topic 2 Ionic compounds and analysis As always, sodium chloride is used as the example for an exploration of ionic bonding but note that the specification indicates that many other combinations could be examined. For weaker candidates, having diagrams of the atoms may help. It is always useful for a class to try to work out the formula of an ionic compound from the atoms (perhaps culminating in Al2O3 for the most able) just using the principle that the ions will always have full outer shells. Understanding chemical formulae is such an important skill, so any activity which enables students to learn Topic 2.6 is very useful ionic jigsaw puzzle pieces are one such way! There is a simple animation at A description of the lattice structure of an ionic compound follows, with the resultant properties. This could form the basis of some practical work. It is just possible to start to melt sodium chloride (melting point 801ºC) with a Bunsen burner, showing that it has a high melting point. The aim of including the solubility rules is to allow the students to choose the correct method of salt preparation. There is much practical work here, both in salt preparation but also in making predictions as to whether a precipitate forms when solutions are mixed. This leads to an interesting application barium sulfate in X-rays. Why, it is worth asking your students, do we not use barium carbonate? Topic 2 ends by beginning to look at how chemists test for the presence of ions in a compound. This provides lots of interesting practical work. This could take a traditional format identifying an unknown or a more CSI-style investigation. Finally, the flame tests lead on to the use of spectroscopy to illustrate how scientists discovered some new elements, including rubidium and caesium. The podcast contains details. Topic 3 l Covalent compounds and separation techniques Using model kits is often a good way into covalent bonding, especially as this highlights the idea that particular atoms form a specific number of bonds, which can then be related to the number of electrons in the outer shell of the atom. Dot and cross diagrams are illustrated on By this stage, students will have looked at the two types of bonding in compounds, so there is an opportunity to compare the properties of the two types of compound practically (a list of possible substances is given in the specification); and to introduce the idea of giant covalent molecules. The structures of diamond and graphite are illustrated in although this might not be suitable for some classes. Again, there has been an attempt to introduce some other practical work relating to covalent compounds in this case, the separation of mixtures by separation funnel, fractional distillation and chromatography. Chromatography could be linked with some ion tests to form a forensic investigation. Topic 4 Groups in the periodic table This topic provides a great opportunity to put together much of what has been covered in the previous three topics, as atomic structure, ionic bonding in Group 1 compounds and covalent bonding in Group 7 compounds all play a supporting role in the topic. A natural start is to consider the types of bonding in each element. The final type of bonding metallic is introduced and students may like to revisit the practical in 3.4 to see how metals would fit into the classification based on properties. This leads on to specific groups. The demonstration of Group 1 metals reacting with water is a must, and you can find the Braniac version including rubidium and caesium at The displacement reactions of the halogens illustrates their reactivity. The addition of some organic solvent (suggested as a demonstration) helps to reveal the changes that have occurred. The website has some good video extracts that illustrate halogen reactions, including bromine with aluminium, that would be difficult or unsafe to carry out in class. The study of Group 0 finishes the topic. Students who have picked up the patterns in bonding will find Topic 4.14 supports the conclusion that they have come to. It is important that students also get to see examples of how the scientific method works in practice. From this point of view, Topic 4.15 isn t just meant to be an interesting history of science lesson, but an opportunity to show that chemists make empirical measurements that lead them to think about what is happening and why and that this is the stuff of exploration and discovery! 40

41 Topic 5 Chemical reactions By contrast to the more theoretical topics encountered thus far, Topic 5 is very heavily practical, looking both at thermochemistry and at rates of reaction. The RSC website ( can be used to find some stimulating experiments and demonstrations to supplement those mentioned in the specification. Indeed, the difficulty here will be stopping the practical work long enough to ensure that the theory is covered! Exothermic and endothermic reactions can be treated at a simple or more advanced level. For example, the reaction between zinc and copper(ii) sulfate solution can be used just to show an exothermic reaction. It could be extended to plotting the temperature measurements and extrapolating. It could be an investigation looking at different concentrations of the solution. The specification also mentions dissolving, neutralisation and precipitation reactions as opportunities to measure temperature changes. A good demonstration is the endothermic reaction between ammonium chloride and barium hydroxide being used to freeze a wet flask to a wooden block. Rates of reaction is an enjoyable topic. There is a simple animation at which may help to explain the theory. The classic experiments are marble chips with acid and sodium thiosulfate with dilute hydrochloric acid. Note, by the way, that we ve avoided the term activation energy in the specification although Topic 5.11 comes very close for the Higher Tier candidates! No reason why you shouldn t use the term but it s not a required one. Then comes catalysts. A possible experiment is the effect of potential catalysts on the rate of decomposition of hydrogen peroxide. The colour change as cobalt chloride catalyses this decomposition can be demonstrated (see and This leads to the practical application of catalytic converters in cars. Topic 6 Quantitative chemistry The one topic that many GCSE students seem to dread is calculations. We ve tried to ensure that the word mole is avoided. You ll need to decide how to cover calculations with your classes. Those who are doing Science and Additional Science only may be best served by treating all calculations as an exercise in ratios; those going on to Unit 3 in Chemistry may find it easier to get to grips with the mole at this stage. The practical for Topic 6.3, determining an empirical formula, is usually done with magnesium; but there are other opportunities the reduction of copper(ii) oxide to copper by heating a stream of methane works very well with students with good practical skills. This can be found at Finally, the topic ends with a consideration of how chemists work to ensure that reactions in industry make economic sense by making sure the yield of a reaction is good, the waste products are potentially useful and the reaction happens at good rate. These ideas will be important in Unit 3 when equilibrium factors can be added to the picture. One suggestion is to spread these calculations out. Relative formula mass and percentage composition could be taught after Ar in Topic 1. Empirical formulae could be covered with ionic bonding in Topic 2 (indeed, it links with the magnesium oxide experiment). Alternatives are finding the formula of copper oxide by reducing it to copper, or finding the formula of hydrated barium chloride or copper sulfate by heating to drive off water of crystallisation. Mass to mass calculations could be linked to reactions covered in the periodic table (Topic 4). This leaves Topic 6 as the reactions in industry material mentioned in the previous paragraph, which follows on nicely from rates of reaction (Topic 5). There are many websites offering examples. One is

42 C3: Teaching suggestions from the examiners General approach One of the key features of C3 is that it is designed to build on material already encountered in C1 and C2. The idea is that students revisit areas of familiar chemistry to build on their knowledge and to make new links between topics. When putting together material to make the C3 unit, we felt that there were areas where teachers would like some flexibility to do extra practical work, or to be able to explore one or two areas off spec. We've therefore tried to keep the content of this unit a little lighter than for C1 and C2. Specification points should be reinforced where relevant throughout the unit you may need to revisit these core ideas on formulae and equations often; and the ideas on risk whenever practical work is undertaken. Topic 1 Qualitative analysis Earlier work in C2 concentrated on specific anion tests and on cation tests using flame colours. However, a greater range of qualitative tests is explored further in this topic, partly by looking at precipitation tests for cations, and also by encountering the silver nitrate test being used for halide ions. It is a good idea when doing these tests to compare the different precipitates side by side this is particularly relevant for the silver halide precipitates which can easily be confused (but note that the confirmation with ammonia is not required). With more able students, leaving the Fe(OH)2 precipitate to oxidise and asking the students what may be happening is a worthwhile exercise. Be careful to note that 0.4 shows that students may be required to recall the Unit 2 tests that they have done, as well as the new Unit 3 tests. Practical work which presents students with unknown compounds for analysis is therefore a good idea. You may even be able to dig out some old A-level practical exams and adapt them for use. There is a neat simulation at There is scope for putting these tests in context particularly with respect to the sorts of test encountered in the water industry or medicine. Specification point 1.1 makes an important point that these tests show that something is there, but not how much of it. This gives a link to Topic 2. A collection of useful links for this topic is found on the RSC website at

43 Topic 2 Quantitative analysis The topic starts by considering the effect of a particular sort of cation: those involved in causing hard water. There are links back to the calcium cycle in Unit 1 here so students can feel they ve come full circle with a topic. There are lots of simple practicals that can be done with hard and soft water and possible opportunities for students to plan their own experiments. For example, see which also introduces students to burettes if they have not met them to date. provides a thorough historical background for this type of experiment (and some others met in this unit). Methods for removing hardness also form the basis for experimental work. From here, there is a short step to the idea of how much solid is dissolved in a solution, hence revisiting the ideas of quantitative chemistry from Unit 2. A simple experiment can be carried out to work out the mass of solute. A possible contrasting experiment can be found at This takes us to salt preparations. Many standard practicals can be used. Again, this leads students full circle to appreciate why it was that they used particular methods to make salts, and to see one particular use of titrations. Students should become familiar with different titrations even Foundation Tier candidates will be expected to know the technique, if not the associated calculations. In the past, questions on titrations have been poorly answered, so when teaching this it is worth emphasising the reasons for each step in the method for example, why phenolphthalein can, but universal indicator cannot, be used as the indicator. One description is at Students really do now need an appreciation of the mole even if they didn't learn their calculations that way in Unit 2 as they look at volumetric calculations. Topic 3 Electrolytic processes Unit 1 gave students a couple of different views of electrolysis: for extracting metals such as aluminium from molten salts; and for extracting chlorine from chloride solutions. At this point, having learnt much more about the bonding in ionic compounds, students can begin to understand more fully what happens during electrolysis reactions. One experiment to illustrate the movement of ions is seeing the migration of ions in potassium manganate(vii) when electricity is passed through. See for example The specification contrasts the different ways that sodium chloride behaves, depending on whether it is a solution or a molten salt that is being electrolysed; and the different ways that copper sulfate behaves, depending on whether the electrodes are passive (such as graphite) or active (such as copper). Videos of these industrial processes can be seen at (for brine electrolysis, molten sodium chloride electrolysis and copper purification). Some electrolyses can be demonstrated, e.g. molten lead bromide, whilst others could be class practicals, e.g. electrolysing copper(ii) sulfate solution or copper(ii) chloride solution. A list of electrolysis projects with notes can be found at Although the specification shies away from Faraday calculations, students should notice that the mass gain at the cathode during the electrolysis of copper sulfate with active electrodes is equal to the mass lost at the anode. Again, there are opportunities to relate the chemistry to real life situations by looking at electroplating and other electrolysis reactions. See some experiments here: 43

44 Topic 4 Gases, equilibria and ammonia A good start to this topic assuming your students are taking Higher Tier is an experiment to investigate the molar volume of a gas. Suggestions are hydrogen produced by reacting magnesium with hydrochloric acid or carbon dioxide produced from calcium carbonate and hydrochloric acid. See for example for a method. This would lead very well onto the idea of Avogadro's Law in many ways the easiest part of the calculations that students study at this level. Practical work based on equilibria is difficult some reversible reactions can be investigated, but much of the practical work here will focus on the properties of ammonia. Two obvious reversible reactions that can be used are the decomposition of ammonium chloride and dehydrating hydrated copper(ii) sulfate. Alchemy/index2.htm You can see a video (with questions) on the Haber process at There are many good computer simulations to show the effect of changing temperature and pressure on reactions such as this. There is a simple animation at and a free simulation at You may want to link with the biologists to investigate the effect of fertilisers on plants. Topic 5 Organic chemistry Much of the organic chemistry was covered in Unit 1 but, with the extra information that candidates picked up learning covalent bonding in Unit 2, a fuller coverage of organic chemistry can now be attempted. The idea here is to show students that organic chemistry is simple and based on members of a homologous series undergoing the same reactions. Hence, there is coverage of different functional groups and some of the reactions they do. This can be introduced by reviewing the work on alkanes and alkenes and doing some simple data analysis, e.g. plotting boiling points against number of carbon atoms in a molecule. For some more challenging work (beyond the specification but linking simply to intermolecular forces), the melting points can be considered. It is also a good challenge to give the students model kits (or to draw the structures), get them to write down successive formulae and then ask them to deduce the general formula. Much of the emphasis, however, is on ethanol its manufacture, oxidation and conversion into esters. This sort of investigation of a particular functional group is a useful bridge to A Level for candidates, as well as covering an area of organic chemistry that many students find interesting. Fermentation is a useful experiment sure to grab many students interest, and the distillation of the ethanol gives a contrast with fractional distillation of crude oil. This leads on to the important social issues about alcohol. has information for under eighteens, and the site also has a unit calculator. The two methods of producing ethanol can now be contrasted. The dehydration can be carried out practically see The oxidation of ethanol to produce a carboxylic acid (which can be carried out practically) links us to this next homologous series. Ethanoic acid is considered as a typical acid, and in addition students look at the esterification reaction, which would be ideal as a practical lesson. The uses of vinegar and of esters are looked at. This includes polyesters and recycling to form fleece. This article, considers this and other environmental issues in M&S and could be an interesting debating subject. The production and use of soap from oils is considered (and forms a link to hard and soft water in Topic 2). One experiment is here: but a careful risk assessment would be required. Finally, the hydrogenation of oils to make margarine technical details are found here: 44

45 P1: Teaching suggestions from the examiners This section contains weblinks recommended by GCSE examiners to enhance your teaching of the qualification. Edexcel cannot take responsibility for the content of any external links, and does not endorse any of these websites. The subject matter in external links may often go beyond the scope of the specification. Edexcel recommends that you use the information contained here in conjunction with Edexcel s own or endorsed resources to deliver the qualification to your students. General approach This unit has six topics, four of which cover a range of work on the properties of waves. The other two topics focus on ideas of electricity and energy which are further developed in Unit P2. There are many opportunities throughout this unit to carry out investigative work that will help students to develop their practical and analytical skills, to prepare them to carry out controlled assessment tasks effectively and with confidence. In Topic 1, many fundamental ideas about the properties of waves are developed and hence this unit should be attempted before Topics 2 and 4. Similarly the work on astronomy in this unit (which includes simple optical telescopes and their use in early astronomical observations) is further extended in Topic 3. There is the opportunity in Topic 1 to use models to explain ideas from earlier observations in astronomy. Modelling also appears in Topic 4 in connection with ideas regarding the unpredictability of earthquakes. Topic 2 focuses on waves in the electromagnetic spectrum and their uses and potential harmful effects. Topic 3 extends the ideas from Topics 1 and 2 into modern astronomy whereas Topic 4 concentrates on applications of ultrasound and seismic waves. In Topic 5 ideas about electromagnetic induction are introduced from experimental evidence and aspects of the efficient use of energy is considered in both this topic and in Topic 6. Topic 5 leads into Topic 6 and, in terms of teaching order, could be taught first before Topics 1 to 4 if desired. The other four topics with their heavy reliance on knowledge of waves are probably best taught in order. Topic 1 There is a video from Teachers TV, the first part of which could be used to introduce this topic This site has informative content on the early models and a good PowerPoint is obtained from (first 10 slides are directly relevant), or (slides 1-15, but more slides useful later in the unit). The schoolphysics site has clear notes All that is required for specification point 1.5 is a simple introductory experiment using a lens to form a clear image (on a wall or screen) of a distant object (e.g. a classroom window). The focal length can be found by measuring from lens to screen. For this experiment and the other investigation tasks, spherical lenses are often easier to use. A virtual (magnified) image is easily obtained by looking through the lens at a close object (e.g. a thumbnail). A suitable stretch task is to use a range of lenses of different thicknesses (powers) if they are readily available. The PhET site has a simulation which could be used to supplement practical activities at Specification point 1.8 on a simple telescope is also better done through a practical if possible; a suitable method is shown from the Institute of Physics (IoP) at with a more detailed one at These investigation tasks on lenses should offer useful experience towards the controlled assessment tasks. Continued... 45

46 Topic 1 (continued) When dealing with the reflecting telescope (1.9) the simple idea of the reflector providing an image for the eyepiece is required, but the opportunity could be taken to consider the advantage of the larger area (to collect more energy/information) for the quality of the final image that is formed. For the last section on wave properties much of the content can be shown in this PowerPoint (although you may want to change the order of the slides) Much of the practical work on waves can be done using a ripple tank. The basics of a ripple tank are explained here and this clip has more than is needed The IoP website practicalphysics.org, has these two useful sets of instructions for ripple tanks and A slinky can be used to demonstrate the difference between transverse and longitudinal waves, but you may want to use this interactive simulation first to clarify for 1.13 (it also has some downloadable worksheets): Students should be given the opportunity to apply the wave equations (1.15) in a variety of situations; past papers are a good resource for this. Topic 2 The Herschel and Ritter experiments which show the IR and UV parts of the spectrum are possibly new to some teachers, but these internet links give instructions for demonstrating these regions and (the blueprint paper referred to is ultraviolet sensitive paper; UV sensitive beads can be substituted). NASA has a number of useful resources for this topic. This link gives a good overview of the EM spectrum while this short video on YouTube could give a good plenary (and it leads into Topic 3). A suitable PowerPoint from slideshare.net is This link could suggest a suitable settling down (or plenary) activity: devising a mnemonic Ionising radiation from radioactive sources is also introduced in this unit. X- ray radiation should also be included here as another example of ionising radiation. If radioactive sources are available they could be used here for simple demonstrations. Visual Simulations have a free downloadable radioactivity simulation at which can be networked for individual student use. This clip from YouTube shows a clear class demonstration using radioactive sources

47 Topic 3 This topic builds on and extends the knowledge which students gained in Key Stage 3 about the Universe. The NASA site links the EM spectrum to newer telescopes There are many internet sites offering instructions for the practical investigation outlined in 3.8 (using a CD to make a simple spectrometer). Please note a wave analysis of diffraction is not needed here. Suitable sites include: (very detailed instructions and it also has some clear colour spectra), a transmission spectroscope at and one possibly suitable for homework at This video from Teachers TV gives a good overview of star formation and life cycle ( ) and links back to the previous work on spectra: It also shows a classroom activity which is a good stretch task. NASA has a good PowerPoint on the life cycle of a star, with teachers notes on where a stretch activity on space forensics can also be found. An alternative PowerPoint can be found at or (slide 30 is a good summary; slide 46 links to 3.9 and the EM spectrum). You may wish to introduce the Doppler effect (3.17) before you teach the theories of the evolution of the Universe (and their evidence) ( ). Teachers TV gives this good idea for a physical demonstration of red and blue shift Teachers TV has this 14 minute video on the Universe and the Big Bang theory: It is less easy to find material on steady state which is accessible at this level. Alternatively this lecture may lead to some good class discussion work with more able students (you may wish to stop the lecture when he moves on to religious theories). This PowerPoint could be edited (to cut slides out, use the slide list) to form a suitable plenary/revision for the unit so far Suitable questions to add into the PowerPoint can be found from past papers. 47

48 Topic 4 This topic concentrates on longitudinal waves, in particular ultrasound/infrasound and seismic waves. This link, provides an introduction into the idea of a hearing range. It is possible to demonstrate this range with students by using a speaker, signal generator and oscilloscope. If these are not available, this link allows you to link frequency with pitch, but does not go up to 20kHz Many students know about bats uses of ultrasound, but this link gives a fascinating use of infrasound There is more detail than is necessary in this PowerPoint from the IoP; however, it will be of interest if your students are intending to do Unit P3 whereas this PowerPoint has about the correct level of content but needs to be more spread out The section on earthquakes and seismic waves could be introduced by this video from Teachers TV Simple experiments using bricks/wooden blocks pulled by weights over a pulley arrangement can be used to illustrate unpredictability in earthquakes. Details of one such experiment are given at (mechanical model), with further lesson details at Alternatively, you can use this site, which also has simple animations of p and s waves If you have a technician willing to make a more elaborate model, this may be suitable This kind of experiment and variations of it will enable students to investigate this topic and hence prepare for possible controlled assessment tasks. These sites have simple animations to demonstrate p and s waves and earth movements There are a number of internet sites that are useful when considering specification points 4.10 and This site is good for factual content including some good diagrams of refraction and reflection It is quite detailed and so may not be suitable for the ability of your students, but it could be used as a basis for a PowerPoint. There are two clear animations that can be used by individual students: is possibly more suitable for weaker students, whereas takes more time to work through and is more suitable for more able students. The latter has a simple tutorial which could be used as a starter demonstration. Most of this PowerPoint is suitable for 4.11 to

49 Topic 5 This topic will assume that a basic knowledge of electricity has been built up during Key Stage 3. This knowledge is extended by defining current as rate of flow of charge. The precise definition of voltage in terms of energy transfer is not necessary, but an idea of the voltage giving a measure of energy transferred is. You may want to revise the Key Stage 3 material (especially use of ammeters and voltmeters) using before doing 5.4. This practical investigation into the power consumption of lamps, motors etc. could be done using traditional equipment such as voltmeters and ammeters or you could use a wattmeter/joulemeter. Specification points 5.6 and 5.7, the factors affecting the generation of electric current by induction, can be investigated by adjusting the procedure according to the equipment the school has. For example the use of digital meters connected to coils towards which magnets are moved will often work, especially if a soft iron core is used in the coil. There are a number of suitable clips on YouTube, such as The PhET site has a simple but effective simulation which possibly could be used during a plenary or revision session while this simulation allows students to investigate in some depth. Again, practical demonstrations of transformers are advised but if this is not possible this clip shows the standard laboratory work O7JL6a8uVY&feature=related, which may help with 5.11 and Ideally the work on transmission lines is supported by demonstrations with a model power line. This link shows the demonstration as set up in a laboratory. If the school has some additional funds, you may find that this simulation is useful as a stretch activity For the final section of this topic, plenty of experience of calculations is always helpful. Much of the electrical power problem sheet from the schoolphysics site is suitable and past papers also form a valuable resource. Topic 6 The final topic in this unit builds on the knowledge of energy transfers built up during Key Stage 3 and extends this into calculations on efficiency. There are many resources on the internet that you could use for revision such as or this which shows clearly how to do efficiency calculations Specification point 6.6 is based on an understanding of 6.1. It is possible to demonstrate this with a low energy table lamp; once it has reached equilibrium its temperature will remain constant as long as it is plugged in. This slide is possibly suitable for more able students For 6.7 you can use heat sensors and a Leslies Cube to demonstrate emitted radiant heat, or as a class practical on absorbed radiant heat energy ordinary and blackened thermometers with a steady heat source (blue Bunsen flame) can be used. 49

50 P2: Teaching suggestions from the examiners General approach This unit covers six topics which may be taught in pairs and which enable students to build on their Key Stage 3 learning of motion and electricity. There are many opportunities in this unit to carry out investigative work that will help students to develop their practical and analytical skills in preparation for controlled assessment. All the way through the unit, thought must be given to specification points 0.1 to 0.3 i.e. to equations and units for physical quantities. Although there is no set order in which this unit should be approached, some aspects do require a sound understanding of the ideas and concepts introduced earlier in the unit. For this reason specification points 1.1 to 1.4, which focus on the structure of a simple atom and charging by transfer of electrons, are best studied before specification points 5.1 to 5.6. The latter includes ideas of nuclear structure and properties of ionising radiation that will draw on students understanding of the properties (mass and charge) of the individual constituents of a simple atom. Topics 1 and 2 can be taught seamlessly with no artificial break at the end of Topic 1. The ideas of current flow towards the end of the topic (specification points 1.9 to 1.13) lead into conservation of charge and current at the start of Topic 2. In a similar manner, the work on forces and acceleration at the end of Topic 3 (specification points 3.5 onwards) leads into momentum and energy, which make up most of Topic 4. Topics 5 and 6 form another pair where the fundamental concepts of Topic 5 lead into the applications of radioactivity in Topic 6. Since some of the ideas of Topic 1 are needed to develop Topic 5, it is possible to teach Topics 5 and 6 after Topics 1 and 2, leaving Topics 3 and 4 to the end of the unit. By the nature of the concepts and content involved, it is a little more difficult to do class laboratory work (as opposed to demonstration or modelling with a computer) in Topics 5 and 6. Topic 1 Topic 1 covers fundamental ideas about the structure of atoms and the nature of charged particles. It also provides many opportunities for students to discuss and apply their knowledge in practical ways. The first 23 slides of the PowerPoint on give a route through However, it is possibly worth spending time with the basics of building atoms for 1.1, maybe using this interactive simulation from the PhET site at the University of Colorado at Boulder There is a useful worksheet for download on the same page but as this leads into 5.1 it may be best left for revision at the start of Topic 5. An alternative website is Chapters 2 and 3: Inside atoms. This site has built-in questions that students can use to consolidate their learning. Not all pages are strictly relevant but it does lead into static electricity. For , PhET has a simulation on charging by friction again with downloadable worksheets. The zip file gives a nicely structured lesson plan with PowerPoint, which also links into charging by friction and earthing on this site Some of 1.7/1.8 is covered in The connection between charge and current can be demonstrated with a high voltage applied between two plates and a conductive ball suspended between The schoolphysics site has many good resources including 50

51 Topic 2 There is extensive opportunity for class practical work and numerical calculations in Topic 2. The schoolscience site from ASE gives some quick revision of Key Stage 3 material on circuits which may be worthwhile as an introduction into the topic. Class practicals may be problematic for thermistors or LEDs, in which case you may want to consider low cost simulations from Focus Investigations ( #1 for resistance of a wire or #2 for thermistors, filament lamp and LED), or material from schoolphysics ( which gives access to more material. This site has an interactive circuit board, which may be useful for homework activities However, PhET has a good interactive simulation at which can be used to show conservation of current at a junction as well as Ohm s law for a resistor or bulb. As is normal on the PhET site there is also a wide range of supportive documents from other teachers. Specification point 2.5 can be shown by and 2.12/2.13 can be shown using Topic 3 As in Topic 2, this topic has a large number of opportunities for class practicals and for calculations. The introductory work on vector and scalar quantities can be demonstrated by using It is probably worthwhile to download at least the student instructions for this activity ( although all the documents are valuable. Schoolphysics has a clear document for a whiteboard at and a downloadable worksheet at A useful plenary activity can be found at Trolleys (or toy cars), ramps and ticker-timers or data loggers can be used for the standard range of classroom experiments and demonstrations for The PowerPoint here gives a simple revision from Key Stage 3 suitable for a starter activity (The slide share site is often a good source of PowerPoints for starters and plenaries) The IoP site gives safety tested instructions for most of the standard experiments at You may want to leave some of the experimental work until Topic 4, when students investigate friction. As before there is also good material on the schoolphysics CD and from Focus Investigations. PhET again has a number of good simulations which are possibly best utilised as teaching activities rather than for individual student use. The last section of the topic 3.16/3.17 also provides a good opportunity for practical work. It can be introduced with or the feather and hammer on the Moon, Galileo s falling ball experiment is re-created at The class practical could be based on dropping ball-bearings or marbles into liquids of different viscosities, or on dropping a table tennis ball through a data-logger, as well as using any of the standard parachute experiments. This slide show (with edits) could be a suitable plenary exercise 51

52 Topic 4 The concepts in this topic rely heavily on the ideas from Topic 3. There is a temptation to spend too long on , but this is quite a small section that can easily be covered by discussion and notes ( Ideas of momentum are often quite straightforward for students and enable them to confidently discuss safety features in collisions. However, many schools do not have linear air-tracks or air-tables which would make experimental work easy. This can be overcome using straight sections of model railway track and mounting magnets or similar on the trucks. This PowerPoint can be used for consolidation material This PowerPoint is more suitable for students doing the Higher Tier The PhET site has this simulation with again useful worksheets available There are a number of class experiments for work, energy and power, including running up a flight of stairs and lifting weights onto a lab bench, either manually or using a motor (which would enable revision of 2.16). It is possible to link an investigation of the speed of a falling table tennis ball (3.17) with the initial GPE and the KE of the ball as it passes through the data-logger. On the PhET site this simulation is fun but needs careful structuring as shown by the worksheet from Kristi Goodwin All of this section is heavily mathematical and it is essential that students have sufficient practice with standard calculations. This link shows how a GPE=KE calculation is done - This PowerPoint can be used as a summary or for revision Topic 5 This topic links back to the earlier material in Topic 1 on the structure of an atom. While class practicals are not possible for this age range, demonstrations are quite easy to do. IoP has instructions available from It is however possible to find simulations which overcome the hazards of working with ionising radiation. Visual Simulations has a good free downloadable simulation which will enable students to work at their own pace through and During demonstrations it is useful to show background radiation (6.1/6.2). The principles of a nuclear reactor are studied in This section can seem daunting and quite dry to teach but there is a wealth of material available. Fission and chain reactions can be simulated using This simulation can be used to show the effect of control rods, but it does not show the effect of a moderator. This clip shows a highly effective demonstration of a chain reaction Care needs to be taken when using internet material as many PowerPoints go into too much depth. This PowerPoint is at about the right level (however, the first slide is aimed at 6.7) Schoolphysics has material at the correct level on their nuclear physics at-a-glance site This clip shows a simple animated diagram of a nuclear power station This link is a fun cartoon to show the conditions required for nuclear fusion (5.14/5.15) Useful material can be found at and at the JET site 52

53 Topic 6 The final topic in this unit gives students the opportunity to research uses of radioactivity and to model radioactive decay in the laboratory. Background radiation should be demonstrated here if not already done in Topic 5. Material from the internet is often confused with CBM. This PowerPoint could act as good revision There are many diverse applications of radioactive materials. An effective way of teaching this is to get small groups of students to research one of the five areas as given in 6.3, in order to produce one slide each for a combined PowerPoint such as the one shown here A possible route through the topic is to investigate half life ( ) before background radiation. Simple half life models include using a tube of water, coins or domino fall, all of which are suitable for class laboratory use. This link gives an interactive graph for half life this one has a half life applet and further material is available here Class discussion on the whole issue of nuclear energy, the dangers of ionising radiation, nuclear waste, and nuclear power ( ), including cold fusion (5.16), is possibly best left until after students have done some directed work such as a structured worksheet (maybe based on and its accompanying workbook General resources With some suitable editing, this PowerPoint provides a good revision lesson for the unit, as it covers most if not all the content Glenbrook High School provides many resources at Furry Elephant offers just two sections of physics, both of which cover material in this unit on a monthly subscription 53

54 P3: Teaching suggestions from the examiners General approach This unit covers five topics which build on the concepts and ideas already developed in P1 and P2. There are many opportunities throughout this unit to carry out investigative work that will help students to develop their practical and analytical skills in preparation for controlled assessment. As for P2, there are three specification points which must be addressed, although in this unit, the term equation can also mean nuclear equations. In a similar way there are other specification points which are the foundation ideas for the unit, e.g. 1.2 gives the specific meaning of radiation as used throughout the unit, or themes for the unit such as 1.1 which sets out the main areas of application. Although there is no definite teaching order for this unit there are sections of the unit that require a thorough understanding of the ideas and concepts introduced earlier. Specification points should be taken into account for all the radiations met in the unit and may form a critical consideration when deciding upon applications of radiations e.g. in specification points Apart from this the other main consideration is that Topic 3 should precede Topic 4. Since Topic 1 has the possibility of more practical work than Topics 3 and 4, you may want to use the following teaching order: 2, 3, 1, 4, and then 5 in order to intersperse practical laboratory work with more research-based material. Topic 2 has material which leads on from P2 Topic 1, Topic 2 and Topic 4, i.e. the relationship between charge and current (P2 1.11), p.d. as energy transferred per unit charge (P2 2.5) and kinetic energy (P2 4.16). Topic 3 requires understanding of structure of the atom and radioactivity (P ). Topic 5 builds on ideas of pressure and temperature from Key Stage 3 and could stand on its own in terms of teaching order. Topic 1 As mentioned previously, specification points are key ideas used throughout the unit along with 1.1, which gives the main areas of application. Hence it is sensible to ensure that students get a good understanding of these points. The teaching medical physics site, has a number of good resources including a downloadable booklet, which covers most of the medical applications in this unit. It is possible to investigate 1.3 and 1.4 using a light bulb, tracing paper and a solar cell ( and there is a good simulation of this which will run on a network if your centre has access to Focus Investigations software ( For a simple demo, maybe while discussing the buttergun idea, this site is good This site allows you to investigate the inverse square law The practical work for 1.8 is quite straightforward, and is easier with cylindrical lenses rather than spherical ones. PhET has a good simulation with some useful worksheets at This site has a PowerPoint (which includes more than is needed and so needs to be edited) which can be useful for plenaries or starter activities ?src=related_normal&rel= Continued

55 Topic 1 (continued) As mentioned previously, specification points are key ideas used throughout the unit along with 1.1, which gives the main areas of application. Hence it is sensible to ensure that students get a good understanding of these points. The teaching medical physics site, has a number of good resources including a downloadable booklet, which covers most of the medical applications in this unit. It is possible to investigate 1.3 and 1.4 using a light bulb, tracing paper and a solar cell ( and there is a good simulation of this which will run on a network if your centre has access to Focus Investigations software ( For a simple demo, maybe while discussing the buttergun idea, this site is good This site allows you to investigate the inverse square law The practical work for 1.8 is quite straightforward, and is easier with cylindrical lenses rather than spherical ones. PhET has a good simulation with some useful worksheets at This site has a PowerPoint (which includes more than is needed and so needs to be edited) which can be useful for plenaries or starter activities The IoP site practical physics has useful resources for experimental work on the eye ( This YouTube link contains a rap for the structure of the eye, suitable for a starter activity but the following site has more content It is possible to find a great deal of resources for defects of vision on the internet, but many are heavily biologically based rather than focused on the physics principles required. This link, although commercial based, sticks to the physics with this link showing how laser surgery works This document from schoolphysics provides suitable simple notes Section gives many opportunities for practical work. The IoP site gives clear guidance Focus Investigations have a clear simulation of the semi-circular block experiment and of image formation with a lens on their Key Stage 3 physics disc. Care should be taken when students learn about fibre optics as the manner in which light travels down a fibre is often poorly described and drawn. This link from schoolphysics discusses the need for cladding which follows from and so is suitable stretch material. The IoP site Inside Story has an interactive colonoscope ( which is fun to use (use the flash site). The site has a good PowerPoint on ultrasound. This link shows ultrasound used for testing the heart Topic 2 This topic is relatively short, and there are not many opportunities for class practicals. Instructions for using an electron beam tube for class demonstrations are given here If your school does not have a Teltron kit or similar, this link shows it in use with this link showing an alternative kit This topic builds on work studied in Unit P2, so some revision may be appropriate before students attempt the calculations in There is a lot of material on the internet on the uses of X-rays; this is suitable for a starter activity (even with the mistake at 0.37 min) and this clip explains the principle of a CAT scanner Again, teaching medical physics has a useful PowerPoint, this time on the EM spectrum (slide 32 onwards) which can also be used. ECGs, pacemakers and pulse oximeters are also shown in the same PowerPoint. 55

56 Topic 3 The start of this topic revises the work done in P2 on the structure of an atom (please see the notes on P2 for suggested atom builder and radioactivity simulations). This site gives a good revision, which leads into beta decay and quarks (but goes further than needed) This clip featuring Brian Cox is worth considering as an introduction into the main bulk of the topic The following PowerPoint is a good summary and could be used in sections as you teach each decay or at the end of the topic (it includes electron capture which is not needed) It is important that students thoroughly understand the fundamental principles of the decay processes in this topic. It is therefore worthwhile spending time to ensure that students can balance nuclear equations. The site could provide more stretching material for high ability students. It is essential that students can relate each of the decays (along with the properties of the ionising radiations emitted) to the uses both inside the body and externally. For this, past papers are good resources. Again the IoP site has a good interactive simulation of treatment with radioactive sources The PEEP site has material which could form the basis of ethical discussion work This link is from 'how stuff works' and is clear and precise Topic 4 Brian Cox introduces this topic well with and Alternatively, this clip from New Scientist could be used This is a useful PowerPoint from Glenbrook High (needs to be edited as it has more than is required in the specification) and this link from schoolphysics includes a simple but very effective demonstration of circular motion and centripetal force The idea that electron beams can be bent into a circle by magnetic fields is shown on A great deal of the material on the internet about cyclotrons is too technical and detailed; however, slides #76-93, 96-97, and 99 of this PowerPoint are good and are at generally the right level, with slides # being more suitable for stretch material Momentum is a concept that was introduced in P2. Students may find that returning to the PhET simulation ( is worthwhile for extension work into inelastic and elastic collisions, which were not required in depth in P2. It is important to constrain the movement into one dimension, as resolution of vectors is not required either while using the simulation or while investigating with trolleys (or trains etc.) as in P2. The IoP site forms a valuable set of resources for experimental work Section 4.12 is a straightforward class investigation that can be extended with the use of light gates and data loggers. Focus Investigations has a suitable simulation available on disc #1 if your centre has access to this resource. The simulation of a PET scanner at is fun but the student needs to complete the exercise before the explanation is given. This link provides a good explanation of the PET scan process from the patient s view point and also provides many good teaching points. As for Topic 3, you may find that past papers are a good resource for the applications needed in

57 Topic 5 This topic builds on work from Key Stage 3 (states of matter and pressure) and there is a wide range of possible laboratory experiments and simulations to choose from. This simulation from PhET allows revision of the Key Stage 3 material while its sister program allows students to investigate the relationship between pressure, volume and temperature. The worksheets available and teacher guides are useful to structure students learning. Students need to have a clear understanding of the causes of pressure in terms of the movement of gas particles, as in this PowerPoint There are also a number of possible demonstrations which are effective at showing simple kinetic models e.g. from the IoP site This YouTube link gives a simple but effective demonstration which is an easy-to-do starter activity on Boyle s Law Again, the IoP site gives clear instructions for a Boyle s Law demonstration and Charles Law If you prefer not to do the class experiments, these links allow students to collect experimental results and so could be set as a homework task and Focus Investigates also have a good simulation of Charles Law (disc #1). This link shows how these laws are applied to everyday objects It is important that students are able to manipulate the different gas laws (5.8, 5.10 and 5.11), especially the need to change temperature into Kelvin, and so sufficient time for practice should be given. Past papers can be used as a resource. This PowerPoint is a possible basis for a calculation lesson (although the section on cross multiplication may confuse some students) This link could be used by students as revision of the method of solving equations Students should be advised not to search the internet for the ideal gas law as the introduction of moles is an added complexity not required by the specification. General resources Glenbrook High School provides a plethora of resources at As mentioned previously the schoolphysics site contains many good resources and more can be obtained at low cost. 57

58 Getting students ready for maths One of the differences between the existing Science GCSEs and the new Science 2011 GCSEs is the role that mathematics plays in the qualifications. When Ofqual published the new subject criteria for GCSE Sciences, they included, as an appendix, a list of mathematical requirements for candidates learning GCSE Sciences. In the words of Ofqual, these criteria provide learners with the opportunity to develop their skills in communication, mathematics and the use of technology in scientific contexts. Scientists all appreciate the role that mathematics has played in the development of science, allowing scientists to process information but also to use mathematical techniques to model scientific phenomena. It is expected, therefore, that all students of science are able to use appropriate mathematical skills in order to facilitate their use of scientific knowledge. As Ofqual go on to state, these criteria represent the areas of mathematics that have been identified as arising naturally from the science content in the subject criteria. This is quite an important point to stress the inclusion of these core mathematical skills is not an attempt to make the new Science 2011 exams a test of mathematics (any more than the introduction of extended writing questions is an attempt to make them a test of English). These skills should naturally flow from the subject content and candidates learning science should naturally rely on their mathematical skills to underpin the scientific content. We have been asked by Ofqual to ensure that our assessment materials properly reflect these mathematical requirements, assessing the full range of mathematical skills over a reasonable period of time. There are 14 mathematical skills for GCSE Science, with an additional 5 for Higher Tier candidates only. These cover a range of mathematical skills, all of which should be compatible with the level of mathematics skills covered at the appropriate tier for a Key Stage 4 qualification. Amongst the 14 core skills are: simple calculations, including averages, percentages and ratios; plotting and drawing graphs; substituting into equations; interpreting graphs and charts; using estimation; understanding simple mathematical functions such as =, < and >; and appreciating relative sizes and scales. For Higher Tier candidates, the additional 5 skills cover: the use of standard form; rearranging equations; understanding powers and inverse proportion; and using percentiles. Understandably, some of these skills will relate better to some topics in the specification than others. There is certainly no suggestion that you hit each maths statement in B1 and in C1 and again in P1. The idea is that, throughout GCSE in Science, students have used the range of mathematical skills as part of their progress through the course. One of the most important areas where students will use mathematical skills to service their appreciation of science is within practical work. A great deal of practical work will involve the collection of data. This data can then be recorded to an appropriate number of significant figures (mathematics skill #4), used to find an arithmetical mean (mathematics skill #7), converted into a graph (mathematics skill #9) and the graph interpreted in order to draw a conclusion (mathematics skill #12). Other than that, you ll notice that certain statements in the specification are written deliberately to make the link to the mathematical skills very clear. 58

59 Let s look at a few specification statements and see how they allow access to some of the mathematical skills. Biology 1.16, 1.17 : within genetic crosses and Punnett squares, candidates should be able to calculate the probability of a particular genotype or phenotype occurring; and to express this as a percentage, a ratio or a probability : this spec point not only looks at simple calculations for BMI, but also introduces students to the idea of a correlation, enabling them to look critically at data presented graphically. 3.3 : investigating reaction times will involve the collection of quantities of data, and hence the calculation of mean reaction time and graph plotting : many of the mathematics skills relate to the idea of interpreting data given as tables, graphs, charts and so on, so this specification point provides good opportunities to reinforce these skills with your students. Chemistry 1.7, 1.8 : there are opportunities here not only for collection and processing of the students own data, but also to analyse and interpret secondary data : a simple opportunity to look at some very basic calculations; however, this might provide an opportunity to look at the symbols <, = and > within mathematics skill # : again, there is plenty of scope here for investigating and analysing data from a variety of sources and to interpret tables, charts and graphs, as well as to consider ideas such as correlation : as with all sciences, practical work is a very good area for students to look at mathematical skills this specification statement is one such example. Physics 1.15 : the first of many equations which appears in the physics specification, so a good example to look at in terms of mathematics skill #10. Speed, being a compound measure, is also a useful example for considering skill #8. Remember that rearrangement of equations is not expected of Foundation Tier candidates. 3.4 : a chance to look at the idea of scale in science and to explore the variety of different units for measuring distance why do we use units such as the metre, the kilometre, the astronomical unit and the light year to measure distance? 4.6 : again, a good piece of practical work for collecting data, calculating means and plotting graphs. In this case, the relationship is likely to be non-linear, so there are opportunities for exploring any possible correlation. 6.3, 6.5 : as well as the calculations involved here, candidates can look at the way in which Sankey diagrams represent the magnitude of the energy which they are representing. 59

60 Preparing students for extended writing The illiterate scientist is a standard cliché, but one which is still prevalent nowadays. Of course, we know that students who are used to writing coherent prose in English, history and other school subjects are perfectly capable of doing the same in science but it s a skill which has not often been tested. The new GCSEs in Science, however, do contain exactly this sort of opportunity: a chance for students to write in more detail about an aspect of science, to put forward a balanced or reasoned argument, or to discuss the interpretation of a practical experiment. It is fair to say that questions of this nature haven t been seen on GCSE papers for some time, although they did exist on the pre-2006 GCSE. However, students are used to producing longer pieces of prose to support areas such as coursework or practical work. Like any other sort of examination question, preparation and familiarity are both very important for success. This is especially the case with the extended writing questions in the new specification they make up a fair proportion of the overall marks for the exam paper and candidates who wish to obtain a good mark cannot simply skip over them. Remember that these questions are NOT designed simply to sort out the high-flying candidates from the rest. Instead, the topics chosen should allow candidates across the ability spectrum to make a start on an answer and to gain some credit; although more able candidates are likely to score higher marks, of course. We know that many candidates worry when they see a question followed by a large number of lines on which they should write so it is important that candidates are prepared for this sort of question in the examinations. What sort of questions will you ask? The command word used in these questions needs to reflect the degree of demand that these questions require you re not going to find questions that ask candidates to state or recall here. The sort of words you may see are describe, suggest, explain, discuss or evaluate. The demand of a question asking candidates to describe is lower than the others, so this is more likely to be seen on Foundation Tier than Higher Tier papers. Equally, evaluate implies a degree of complexity in an answer which is more likely to be asked of Higher Tier than Foundation Tier candidates. What topics might these questions be on? Obviously, the questions need to be set on areas of the specification which lend themselves to longer, more detailed answers. For this reason, you re likely to find them either set on a particularly long single specification point, or on a combination of points across a topic area. This latter approach may end up being more common, simply because it allows candidates with a less thorough command of the specification to answer from a variety of different angles. Some questions may concentrate on one of the practicals that students have looked at during the course of their study. In some cases, especially at Foundation Tier, this may involve a piece of practical work detailed in the specification, and students could be required to look at some results and suggest what the practical shows. Other questions will be based simply on knowledge from the specification, covering some depth such as to describe the life cycle of a star. Ideally, these questions will allow students to draw knowledge together from various parts of the specification. Another group of questions will ask candidates to put forward an opinion or a balanced argument. These may cover areas of science where there are definite pros and cons, or where there are ethical, economic or environmental dimensions to the science. With these sorts of questions, presenting both sides of the debate will be an important key to success. 60

61 How they re marked The extended writing questions are worth 6 marks. Importantly, they aren t marked on a points basis it s not a case of making 6 valid points and picking up the marks. Instead, these questions are marked on a levels mark scheme, where candidates responses are graded according to the level of scientific knowledge that candidates have shown. There is also weight given to the quality of written communication in candidates answers (usually known as QWC). If you look at a mark scheme for an extended writing question, you ll notice a long list of possible points what is called the indicative content. Candidates are not expected to cover all of these the points are simply an indication of the sorts of areas which might be covered. The mark scheme then describes typical answers in three marking bands, or levels, with a stepped increase in quality of answer between each of these levels. Each level corresponds to two marks so Level 1 is 1-2 marks; Level 2 is 3-4 marks and Level 3 is 5-6 marks. Answers that contain no creditworthy material will, obviously, score zero. Once the answer has been assigned to a band based on the overall level of scientific knowledge and understanding in the answer, a judgement has to be made about which of the two marks in that band is the correct one for the candidate. This may be influenced by the nature of the scientific content, but it may also be influenced by QWC. Of course, we re not looking for candidates to have a florid prose style we re looking for the correct and intelligent use of appropriate scientific and technical language, how well the answer is structured in a logical flow and the ease of understanding of the candidate s expression. How to answer Practice at this style of question is key. Candidates need to have regular practice at writing what are essentially miniature essays. Answers don t need to be long, but they do need to contain relevant material at an appropriate level of detail. Much of this will come down to organisation, so teaching your students to sketch a brief plan of what they re going to write is always a good idea and could help them improve on the QWC impression that their answer gives. Most students are now impressive in their exam technique, but new question styles will pose new challenges. Make sure that your students know what is expected by the common command words that they will encounter in the extended writing questions. For instance, describe answers will need to contain relevant details in a logical order and, for practical work, remembering to include safety precautions would be a good thing. Explain questions must have answers which include reasons backing up statements that candidates present in their answers. Those which are compare, discuss or evaluate will tend to ask candidates to think about both sides of an issue, weigh them up and come up with a final answer; or to look at two processes or phenomena and to compare features of both. The key thing here is to ensure that both sides of the discussion are engaged with. One important factor with these questions will be timing. In a paper which is worth 60 marks and is 60 minutes in length, it might be expected that a six-mark question should take six minutes of a candidate s time. Six minutes doesn t sound like long, especially if this includes thinking and planning time. However, most candidates will have found that they have saved a little time in other areas of the exam paper and, therefore, they may be able to spend a crucial extra couple of minutes planning their answer before writing. Much of the time, the number of lines given for a candidate to write the answer is much more than is strictly necessary. There is always a difficult balance between giving too many lines and making the candidate think that they have to write much more than the examiner wants or too few lines and have candidates asking for extra sheets. The space given is plenty for most candidates to write their answer, but also includes extra space so that they can, if they wish, use the remainder of the space for their plan. It is never a bad idea to do the plan in the exam paper itself the examiner will read it and may find ideas to credit in the plan that did not make it into the candidate s final answer. 61

62 Examples from the sample assessment materials Foundation Tier Q6 of the sample B1F paper starts off with some questions on the carbon cycle and the way in which carbon and its compounds interchange in the carbon cycle. The extended writing question then asks: Nitrogen is also cycled in the environment. Explain the problems that may be caused by the overuse of nitrate fertilisers in the environment. Perhaps the best starting point especially for Foundation Tier candidates is for them to produce some sort of mind map or other visual representation showing the issues or points that they think are relevant to their answer. Hopefully, this will resemble strongly the indicative content in the mark scheme. Encourage students to look at the mark scheme to see how the marking levels differ from each other. It can be a useful exercise to start with a poor answer and to build it up with them, so that they can see how to make progress from one level to the next. It s often useful to show students sample answers and ask them how many marks they would give it and why. Don t forget that they will also need to consider issues which may affect their QWC putting their arguments in a logical order (in this case the sequence of issues and their consequences is key), using scientific terminology and being accurate with spelling and punctuation. Therefore, a very basic answer may be: Fertilisers are poisonous and they kill fish. This answer is likely to be at Level 0 and contains no creditworthy material. To improve to Level 1, the candidate could modify the answer to Fertilisers pollute rivers and lakes. They make plants grow too quickly and this uses up oxygen in the water. This is called eutrophication. This answer has the idea of fertilisers being a pollutant and talks in simple terms about one of the effects, but doesn t talk about the effects on other water-dwelling organisms. It has inaccuracies in referring to the plants using up the oxygen, and an incorrect definition of eutrophication. A further improvement would see a candidate achieve at Level 2: Fertilisers pollute rivers and lakes. They make algae grow on the surface of the water and fish in the water die. Other plants in the water also die and the water becomes lifeless. The only thing that lives is the bacteria that break down the dead plants and fish. This answer has more detail but it s not quite a complete and coherent one. The highest level is reserved for an answer that covers most of the topic area, and has a logical flow. So, Fertilisers are washed into ground water and are leached into rivers and lakes. The fertilisers contain nitrates and so there is a build up of nutrients in the water. This build up is known as eutrophication. This makes an algal bloom grow quickly on the surface of the water. The algae cover the surface of the water and stop sunlight getting in. Other plants in the water cannot photosynthesise, so the oxygen level in the water drops. The build up of dead plant material causes an increase in decomposers/bacteria. These use up oxygen in respiration. Fish and other organisms cannot respire, so they die and bacteria break down the dead material. The water can no longer support plant and animal life. 62

63 Higher Tier At Higher Tier, the question is more likely to be based on a more demanding command word such as explain or evaluate. However, the principle established for answering Foundation Tier questions is still a good one. Candidates should think about any information that they would like to bring in to their answer, and think about how they will organise and structure what they write. In the sample C1H paper from the sample assessment materials,, there s a question on biofuels: Some biofuels are made from plants. The biofuel ethanol is often made from sugar cane or sugar beet. Petrol is a fossil fuel that is made from crude oil. A small number of filling stations sell biofuels as well as petrol. Evaluate the advantages and disadvantages of using biofuels instead of petrol as a fuel in cars. Here, the sample question has given us a little clue that only a small number of filling stations sell biofuels. It s always worth advising students to look out for little clues that the examiner has put into the question to give them a hint! Candidates could answer this question by using their knowledge of the specification statement about biofuels being renewable, but taking up land which could be used for growing crops. However, good candidates may not restrict their answer to that. So, an answer could cover the factors that make a good fuel, and compare these in biofuel and petrol; or the levels of carbon dioxide given off by each fuel and hence the influence on the greenhouse effect. Or, candidates could even write about sulfur impurities in petrol causing acid rain, whereas biofuels, which don t contain sulfur, don t give the same problems! For high-flying candidates, one strategy would be to treat each question as a way to display some of the knowledge they ve learnt and to think about what they can say that relates to the question in some way not just to see it as a black-and-white question! Finally, whatever route your candidates take, they need to make sure they answer the question in this case, one on advantages and disadvantages. In this sort of question an evaluate question there ought to be some degree of conclusion about the two alternative fuels. So, a high-flying candidate could provide an answer to the question along these lines: Biofuels are renewable fuels. They are often made from fermenting the sugar in sugar beet to produce ethanol. Petrol, however, is not renewable it is a fossil fuel and, at the rate humans are using it, it will soon run out. Petrol, however, does give more energy out when it burns than biofuels do. So, we need to burn a lot of biofuel to get the same energy we d get from petrol. That means that a lot of land needs to be used to grow the sugar crop and that means less land for growing food for people or livestock. Many people see biofuels as being green. It is true that, unlike petrol, they don t contain sulfur impurities, so there is no sulfur dioxide produced when they burn, so no acid rain. Biofuels do, of course, produce carbon dioxide when they re burnt just like petrol and this is a powerful greenhouse gas. But, some of the effect of this may be offset as, to grow the next crop of sugar beet, carbon dioxide will be taken in by the plants photosynthesising. Although biofuels are a useful source of alternative energy, they may never fully replace fossil fuels. 63

64 Supporting science, supporting you This guide has been developed to give you an at-a-glance introduction to our specifications. We ve outlined how easy it is for you to move to Edexcel s new GCSEs in science, and how much support we provide to help you to do so. We ve listened to science teachers and the wider science community, ensuring the development of a new suite of GCSE science qualifications that: puts good science at the heart of teaching, learning and assessment is presented in clear and detailed specifications has examination papers designed and trialled to be accessible to all, with appropriate stretch for your able students provides clear and manageable controlled assessments has an achievable approach to practical work. Within this invaluable document, we show you what s new, offer guidance on teaching each unit, and provide suggestions for managing assessment. And we have also included support with helping your students feel confident with the mathematical and written requirements of the new specifications. For further information please visit or contact our Subject Advisor Team at: ScienceSubjectAdvisor@edexcelexperts.co.uk Tel: Edexcel 190 High Holborn, London WC1V 7BH Tel: Fax: Publication code: UG About Edexcel Edexcel, a Pearson company, is the UK s largest awarding organisation offering academic and vocational qualification and testing to schools, colleges, employers and other places of learning here and in over 85 countries worldwide. Edexcel Limited. Registered in England and Wales No Registered Office: 190 High Holborn, London, WC1V 7BH. BTEC is a registered trademark of Edexcel Ltd.