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Area of study:
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Leaf Structure
Photosynthesis
Respiration
Metabolism
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Reactivity of metals
Process of Oxidation and Reduction
Electrolysis of molten and aqueous solutions
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Series and parallel circuits
Domestic uses and safety
Mains electricity
Power
National Grid
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Nuclear Radiation
Radioactive decay
Contamination
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Paper 1 Mock Exams
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Rates of Reaction
Rate of reaction required practicals
Equilibrium and reversible reactions
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Crude oil, hydrocarbons and alkanes.
Fractional distillation
Cracking and alkenes.
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Nervous System
Endocrine System
Contraception
IVF
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Distance
Displacement
Speed
Velocity
Reaction time
Stopping Distances
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Permanent and induced magnets
Magnetic Fields
The motor effect
Electromagnets
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What should they know
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Students should be able to describe the process of photosynthesis and how leaves are adapted to facilitate this process.
They should describe and explain using equations the process of aerobic and anaerobic respiration. Describe the process of fermentation in plants and yeast.
Recall metabolism is the sum of all reactions in a cell or the body
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Students should be able to explain reduction and oxidation in terms of loss or gain of oxygen.
Explain how a more reactive metal can displace a less reactive metal from a compound.
Explain how metals less reactive than carbon can be extracted from their oxides by reduction with carbon.
Explain the process of electrolysis of molten and aqueous solutions.
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Students should be able to calculate current, resistance and potential difference in series and parallel circuits.
Students should be able to explain the difference between direct and alternating potential differences.
Describe the makeup of the National Grid
Complete energy transfer and power using formulae.
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Students should be able to describe alpha, beta and gamma decay.
To describe half life and determine it using graphs and numerical information.
Students should be able to compare the hazards associated with contamination and irradiation.
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Complete full paper 1 mock exams in Biology, Chemistry and Physics.
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Chemical reactions can occur at vastly different rates. Describe variables that can be manipulated in order to speed up or slow down reactions. Chemical reactions may also be reversible. To identify how to maximise the yield of desired product.
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Students should name the first four alkanes, methane, ethane, propane and butane.
The many hydrocarbons in crude oil may be separated into fractions, each of which contains molecules with a similar number of carbon atoms, by fractional distillation
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Students should know the structure of a neuron and be able to describe a reflex arc.
Students should be able to describe the principles of hormonal coordination and control by the human endocrine system.
Students should be able to explain how hormones interact to control blood glucose concentration and the menstrual cycle.
The process of IVF and ethical issues relating to it.
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Students should be able to express a displacement in terms of both the magnitude and direction.
Students should be able to calculate speed
Students should know the speed of people walking, running and cycling.
The speed of an object can be calculated from the gradient of its distance–time graph.
Students should know Newtons’ first, second and third laws.
Reaction times vary from person to person. Typical values range from 0.2 s to 0.9 s.
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The poles of a magnet are the places where the magnetic forces are strongest.
The differences between permanent and induced magnets.
The strength of the magnetic field depends on the distance from the magnet.
When a current flows through a conducting wire a magnetic field is produced around the wire. The strength depends on the current through the wire and the distance from the wire.
A coil of wire carrying a current in a magnetic field tends to rotate. This is the basis of an electric motor.
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What should they be able to do
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Recall the word and symbol equations for photosynthesis and respiration.
Carry out a required practical to determine the rate of photosynthesis.
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Describe the process of oxidation and reduction.
Carry out a practical activity to make a soluble salt.
Carry out electrolysis of various solutions and predict the products.
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Recognise series and parallel circuits.
Draw circuits using the correct symbols.
Solve problems for circuits which include resistors in series using the concept of equivalent resistance
Students should be able to explain why the National Grid system is an efficient way to transfer energy.
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Students should be able to apply their knowledge to the uses of radiation and evaluate the best sources of radiation to use in a given situation.
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Describe factors that affect rate of reaction.
Explain how factors speed up and slow down reactions.
Carry out a range of practicals to measure the rate of reactions.
Calculate the rate of reactions using graphical and numerical data.
Students should be able to make qualitative predictions about the effect of changes on systems at equilibrium when given appropriate information.
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Students should be able to draw the first four alkanes.
Students should be able to explain how fractional distillation works in terms of evaporation and condensation.
Students should be able to recall how boiling point, viscosity and flammability change with increasing molecular size.
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Students should be able to identify the position of the following on a diagram of the human body: pituitary gland, pancreas, thyroid, adrenal gland, ovary and testes.
Explain how insulin and glucagon are used to control blood glucose levels.
Describe how the hormones interact to control the menstrual cycle.
Analyse graphs of the menstrual cycle.
Carry out a practical to investigate reaction time.
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Students should be able to make measurements of distance and time and then calculate speeds of objects.
Students should be able to determine speed from a distance–time graph.
Calculate acceleration of an object from the gradient of a velocity–time graph.
Students should be able to analyse velocity time graphs Investigate the effect of varying the force on the acceleration of an object of constant mass
Explain methods used to measure human reaction times and recall typical results
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Describe how to plot the magnetic field pattern of a magnet using a compass
Draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another.
Explain how a solenoid arrangement can increase the magnetic effect of the current.
Students should be able to explain how the force on a conductor in a magnetic field causes the rotation of the coil in an electric motor.
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Key Vocabulary
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Photosynthesis
Respiration
Glucose
Carbon Dioxide
Stomata
Metabolism
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Oxidation
Reduction
Anode
Cathode
Ions
Electrolyte
Displacement
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Series
Parallel
Potential Difference
Alternating
Direct
Current
Transformer
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Alpha
Beta
Gamma
Half life
Contamination
Irradiation
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Collisions
Kinetic
Increasing
Gradient
Tangent
Equilibrium
Forward
Backward
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Hydrocarbon
Alkane
Alkene
Fractional Distillation
Cracking
Viscosity
Flammability
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Neuron
Synapse
Electrical
Endocrine
Glucose
Glycogen
Glucagon
Adrenaline
Testosterone
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Scaler
Vector
Velocity
Speed
Displacement
Uniform
Acceleration
Momentum
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Permanent
Induced
Motor
Magnetic Field
Poles
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Assessment
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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All students sit a full paper one past paper for each discipline. They are completed in full exam conditions and marked to exam board guidance. Students will receive individual feedback from their teachers on areas they need to improve their knowledge before the actual GCSE exams.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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Mid unit 6 mark question - marked by the teacher- feedback responded to by students
End of unit exam featuring at least two units and interleaving from previous years content. It is made up of long and short answer questions.
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