SCIENCE
Department Vision
The science department aims to develop confident, independent, and deeply analytical Scientists through an investigative approach. The department provides students with the opportunity to go beyond their potential by offering challenging, engaging lessons and enrichment opportunities which develop students’ enthusiasm for Science and the skills needed to acquire rational Scientific arguments to explain the world around them and progress into further education.
Year 7
Year 7 – Students study 3 key areas of science; Biology, Chemistry and Physics. The topics are completed on a rota system throughout the year.
| Topic | Learning Outcomes |
| Biology: Cells | By the end of this unit students know about classification of living organisms, ecosystems and the relationships between plants and animals. |
| Biology: Body Systems | In this unit students learn about the formation of different rocks, the effects of weathering and how fossils are formed. |
| Biology: Reproduction | In this unit students learn about cells, tissues and organs and reproduction in plants and animals. |
| Chemistry: Particles | Students learn about solids, liquids and gases and The Particle Theory. |
| Chemistry: Elements and compounds | This unit covers the topics of different types of energy, renewable and non-renewable electricity, the effects of forces around us and speed. |
| Chemistry: Reactions | Students study different chemical reactions, combustion, decomposition and learn how to write chemical equations. |
| Chemistry: Acids and Alkalis | By the end of this unit students know about acids and alkalis and what happens during a chemical reaction. |
| Physics: Forces | In this unit students learn about balanced and unbalanced forces that influence the motion of objects. |
| Physics: Sound | In this unit students study waves, vibrations, echoes and ultrasounds. |
| Physics: Light | In this unit the students study the key properties of light, reflection, refraction, colour and the function of the human eye. |
| Physics: Space | In this unit the students study space, learn information about the solar system and how the Moon’s positioning influences the phases of the moon. |
Year 8
Year 8 – Students study 3 key areas of science; Biology, Chemistry and Physics. The topics are completed on a rota system throughout the year.
| Topic | Learning Outcomes |
| Biology: Heath and lifestyle | By the end of this unit students will have learnt about the relationship between our bodies and a healthy lifestyle. |
| Biology: Ecosystem processes | In this unit students learn about the importance of plant and animal life in the environment. |
| Biology: Adaption and inheritance | In this unit students learn about how animals and plants have changed due to environmental and evolutionary conditions. |
| Chemistry: The periodic Table | Students learn about organisation of the periodic table. |
| Chemistry: Separation techniques | This unit covers the different methods of separating solids and liquids using numerous practicals. |
| Chemistry: Metals and acids | Students study different chemical reactions involving metals. |
| Chemistry: The Earth | By the end of this unit students know about how the earth was formed, different rocks and the environmental impact of current life. |
| Physics: Electricity and Magnetism | In this unit students learn about how electricity works within everyday life using practicals for hands on experience. |
| Physics: Energy | In this unit students study the concept of transfer of energy. |
| Physics: Motion and pressure | In this unit the students study key principles of the laws of physics. |
Biology – Year 9
| Topic | Learning Outcomes | |
| Term 1 | Cell Structure and Transport (B1) | AO3 and maths – demonstrate an understanding of number, size and scale and the quantitative relationship between unitsAo1 explain how substances are transported into and out of cells through diffusion, osmosis and active transport.AO3 and Maths – calculate surface area:volume rations AO2 explain how electron microscopy has increased our understanding of sub-cellular structuresAO2 explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area:volumeâ¯ratioAO1 describe some of the substances transported into and out of a range of organisms in terms of the requirements of those organisms, to include oxygen, carbon dioxide, water, dissolved food molecules, mineral ions and urea.AO2 Explain how the main sub-cellular structures of eukaryotic cells (plants and animals) and prokaryotic cells are related to their functions, including the nucleus/genetic material, plasmids, mitochondria, chloroplasts and cell membranesAO2 Describe and Explain how plant and animals’ cells are specialised to perform a specific function |
| Term 2 | Cell Structure and Transport (B1) and B2 – Cell division | AO1 – describe the process of mitosis in growth, including the cell cycleAO2 – explain the importance of cell differentiationAO2 – describe the function of stem cells in embryonic and adult animals and meristems in plantsAO3 – discuss potential benefits and risks associated with the use of stem cells in medicine |
| Term 3 | B3 – Cells and Organisation | AO1 – Recall and define cell, tissue, organ and organ system, being able to give examples of eachAO2 – explain the mechanism of enzyme action including the active site, enzyme specificity and factors affecting the rate of enzymatic reactionAO2 – explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, lipids and proteinsAO3 and maths – carry out rate calculations for chemical reactionsMaths – plot, draw and interpret appropriate graphsMaths – use percentiles and calculate percentage gain and loss of mass |
| Term 4 | B3 – Cells and Organisation | AO1 – Define enzyme and describe how they work with examplesAO2 – Describe and explain the action/location of lipase, carbohydrase and protease enzymesAO2 – Describe and role of each organ in digestionAO2 – Describe and explain the role of bile in the digestion of lipids |
| Term 5 | B4 – Organising Animals and Plants | AO1 – describe the processes of transpiration and translocation, including the structure and function of the stomataAO2 – describe the human circulatory system, including the relationship with the gaseous exchange system, and explain how the structure of the heart and the blood vessels are adapted to their functionsAO2 – explain how red blood cells, white blood cells, platelets and plasma are adapted to their functions in the blood.AO2- explain how the structure of xylem and phloem are adapted to their functions in the plantAO2 – explain how water and mineral ions are taken up by plants, relating the structure of the root hair cells to their functionAO2 – explain the effect of a variety of environmental factors on the rate of water uptake by a plant, to include light intensity, air movement and temperature.AO3 – To be able to effectively analyse data from experiments using potometers on transpiration rates in plants |
| Term 6 | B4 – Organising Animals and Plants and B7 – non communicable diseases | AO1 – recall that many non-communicable human diseases are caused by the interaction of a number of factors. To include cardiovascular diseases, many forms of cancer, some lung and liver diseases and diseases influenced by nutrition, including type 2 diabetesAO1 – describe the relationship between health and diseaseAO1 – describe different types of diseases (including communicable and non-communicable diseases)AO2 – describe the interactions between different types of disease.AO2 – explain the effect of lifestyle factors, including exercise, diet, alcohol and smoking, on the incidence of non-communicable diseases at local, national and global levelsAO3 – evaluate some different treatments for cardiovascular diseaseAO3 and maths – translate information between graphical and numerical formsAo3 and maths – construct and interpret frequency tables and diagrams, bar charts and histograms |
Biology – Year 10 & 11
| Topic | Learning Outcomes | |
| Term 1 | B5 – Communicable Diseases | describe the relationship between health and disease (AO1)describe different types of diseases (including communicable and non-communicable diseases) (AO1)describe the interactions between different types of disease. (AO2 and AO3)explain how communicable diseases (caused by viruses, bacteria, protists and fungi) are spread in animals and plants (AO1)describe a minimum of one common human infection, one plant disease and sexually transmitted infections in humans including HIV/AIDS (AO1)describe the non-specific defence systems of the human body against pathogens (AO1)explain the role of the immune system of the human body in defence against disease (AO2)describe physical plant defence responses (including leaf cuticle, cell wall) (AO1)describe chemical plant defence responses (including antimicrobial substances) (AO1)describe different ways plant diseases can be detected and identified, in the lab and in the field. (AO1 and AO2)explain how the spread of communicable diseases may be reduced or prevented in animals and plants, to include a minimum of one common human infection, one plant disease and sexually transmitted infections in humans including HIV/AIDS (AO2) |
| Term 2 | B5 – Communicable Diseases and B6 – Preventing and Treating Disease | describe how monoclonal antibodies are producedâ¯(AO1)describe some of the ways in which monoclonal antibodies can be used (AO2)explain the use of vaccines and medicines in the prevention and treatment of disease (AO1, AO2 and AO3)describe the process of discovery and development of potential new medicines, including preclinical and clinical testing (AO1 and AO2)Maths Skill – translate information between graphical and numerical forms (4a) (AO3)Maths Skill – construct and interpret frequency tables and diagrams, bar charts and histograms (2c) (AO3)Maths Skill – calculate cross-sectional areas of bacterial cultures and clear agar jelly using πr2 (5c) (AO3) |
| Term 3 | B8 – Photosynthesis | describe the process of photosynthesis and describe photosynthesis as an endothermic reaction (AO1)describe photosynthetic organisms as the main producers of food and therefore biomass for life on Earth (AO1, AO2)explain the effect of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis (AO2 and AO3)explain the interaction of these factors in limiting the rate of photosynthesis. (AO2 and AO3)Maths Skill – understand and use simple compound measures such as the rate of a translate information between graphical and numerical form (4a) (AO3)Maths Skill – plot and draw appropriate graphs, selecting appropriate scales for axes (4a and 4c) (AO3)Maths Skill – extract and interpret information from graphs, charts and tables (2c and 4a) (AO3)Maths Skill – understand and use inverse proportion – the inverse square law and light intensity in the context of factors affecting photosynthesis. (AO3) |
| Term 4 | B9 – Respiration | describe cellular respiration as an exothermic reaction which is continuously occurring in all living cells (AO1)compare the processes of aerobic and anaerobic respiration (AO2)explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, lipids and proteins. (AO1 and AO2) |
| Term 5 | B10 – Neuronal Control | A01 – explain how the structure of the nervous system (including CNS, sensory andâ¯motor neurones and sensory receptors) is adapted to its functions AO2 – explain how the structure of a reflex arc is related to its function AO1 – explain how the main structures of the eye are related to their functions AO2 – describe common defects of the eye and explain how some of these problems may be overcome AO1 – describe the structure and function of the brain AO3 – explain some of the difficulties of investigating brain functionAO3 – explain some of the limitations in treating damage and disease in the brain and other parts of the nervous systemAO3 and maths – extract and interpret data from graphs, charts and tablesAO2 and maths – translate information between numerical and graphical forms |
| Term 6 | B11 – Hormonal Control and B12 – Homeostasis in action (triple only) and b16 Competition and adaptations | AO1- describe the principles of hormonal coordination and control by the human endocrine systemAO2 – explain the roles of thyroxine and adrenaline in the body, including thyroxine as an example of a negative feedback system AO2 – describe the roles of hormones in human reproduction, including the menstrual cycle AO3 – explain the interactions of FSH, LH, oestrogen and progesterone in the control of the menstrual cycle AO3 – explain the use of hormones in contraception and evaluate hormonal and non-hormonal methods of contraception AO3 – explain the use of hormones in modern reproductive technologies to treat infertility. AO2 – explain how plant hormones are important in the control and coordination of plant growth and development, with reference to the role of auxins inâ¯phototropisms and gravitropisms AO2 – describe some of the effects of plant hormones, relating to auxins, gibberellins and ethene AO2 – describe some of the different ways in which people use plant hormones to control plant growth. AO2 – explain the importance of maintaining a constant internal environment in response to internal and external change AO3 – explain how insulin controls blood sugarAO1 – describe the function of the skin in the control of body temperature AO2 – explain the effect on cells of osmotic changes in body fluids AO2 – describe the function of the kidneys in maintaining the water balance of the body AO3 – describe the effect of ADH on the permeability of the kidney tubules AO3 – explain the response of the body to different temperature and osmotic challenges. AO2 and maths – extract and interpret data from graphs, charts and tables AO2 and maths – translate information between numerical and graphical formsA range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. (AO2 and AO3)In relation to abundance ofâ¯organisms students should be able to: • understand the terms mean, mode and median • calculate arithmetic means • plot and draw appropriate graphs selecting appropriate scales for the axes (AO3)Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers (AO1)Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles (AO1 and AO2)Students should be able to interpret graphs used to model these cycles (AO3) |
Year 11
| Topic | Learning Outcomes | |
| Term 1 | B13 – Reproduction (B12 combined) | AO1 – recognise the advantages and disadvantages of asexual and sexual reproduction in animals and plants.AO1 – describe DNA as a polymer made up of two strands forming a double helixAO1 – recall that DNA is made from four types of nucleotides; each nucleotide consists of a common sugar and phosphate group with one of four different bases attached to the sugarAO2 – explain that the genome interacts extensively with the environment to influence the development of the phenotypeAO2 – explain the following terms: chromosome, gene, variant, dominant, recessive, homozygous, heterozygous, genotype and phenotypeAO3 – discuss the potential importance for medicine of our increasing understanding of the human genome.AO2 and maths – understand and use direct proportions and ratios in genetic crossesAo2 and maths – understand and use the concept of probability in predicting the outcome of genetic crosses |
| Term 2 | B14 – Variation and Evolution | AO2 – describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of new speciesAO2 – describe how evolution occurs through natural selection of variants best suited to their environmentAO2 – describe the impact of selective breeding on food plants and domesticated animalsAO2 – describe the main stages of the process of genetic engineeringAO3 – evaluate the evidence for evolution to include fossils and antibiotic resistance in bacteriaAO3 – suggest some of the possible benefits of using genetic engineering in modern agriculture and medicineAO3 – recognise some of the practical and ethical issues of using genetic engineering in modern agriculture and medicine |
| Term 3 | B15 – Genetics and Evolution | AO2 – describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of new speciesAO2 – describe how evolution occurs through natural selection of variants best suited to their environmentAO2 – describe the impact of selective breeding on food plants and domesticated animalsAO2 – describe the main stages of the process of genetic engineeringAO3 – evaluate the evidence for evolution to include fossils and antibiotic resistance in bacteriaAO3 – suggest some of the possible benefits of using genetic engineering in modern agriculture and medicineAO3 – recognise some of the practical and ethical issues of using genetic engineering in modern agriculture and medicine |
| Term 4 | B17 – Organising an ecosystem and b18 – Biodiversity and ecosystems | AO1 – recognise that many different materials cycle through the abiotic and biotic components of an ecosystemAO1 – state the components of an ecosystemAO1 – state reasons for the increase in global human populationAO2 – explain the role of microorganisms in the cycling of materials through an ecosystemAO2 – describe the carbon cycle and explain its importanceAO1 – recognise that many different materials cycle through the abiotic and biotic components of an ecosystemAO1 – state the components of an ecosystemAO1 – state reasons for the increase in global human populationAO2 – explain the role of microorganisms in the cycling of materials through an ecosystemAO2 – describe the carbon cycle and explain its importanceAO2 – explain the importance of interdependence and competition in a communityAO3 – predict the effect of factors such as temperature and water content on rate of decompositionAO3 – analyse data on the changing distribution of organisms in response to climate changesAO3 – evaluate the evidence for the impact of changes in atmospheric carbon dioxide levels on the distribution of living organismsAO2 and maths – calculate the rate changes in compost breakdownAO3 – recognise both positive and negative human interactions with ecosystems and their impact on biodiversityAO3 – describe possible biological solutions, including those using new biotechnologies, to the problems of the growing human population |
| Term 5 | Revision for GCSE exams | revision |
Chemistry – Year 9
| Topic | Learning Outcomes | |
| Term 1 | Atomic Structure C1⯠| AO2 describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with most of the mass in the nucleusAO1 recall the typical size (order of magnitude) of atoms and small moleculesAO2 describe how and why the atomic model has changed over timeAO1 recall relative charges and approximate relative masses of protons, neutrons and electronsAO3 calculate numbers of protons, neutrons and electrons in atoms and ions, given atomic number and mass number of isotopes. |
| Term 2 | Periodic Table (C2) | AO2 explain how the position of an element in the Periodic Table is related to the arrangement of electrons in its atoms and hence to its atomic number. explain in terms of isotopes how this changes the arrangement proposed by MendeleevAO3 use the names and symbols of the first 20 elements, Groups 1, 7 and 0 and other common elements from a supplied Periodic Table to write formulae and balanced chemical equations where appropriateAO2 explain how the reactions of elements are related to the arrangement of electrons in their atoms and hence to their atomic numberAO1 recall the simple properties of Groups 1, 7 and 0AO2 explain how observed simple properties of Groups 1,7 and 0 depend on the outer shell of electrons of the atoms and predict properties from given trends down the groupsAO3 predict possible reactions and probable reactivity of elements from their positions in the Periodic TableAO2 describe metals and non-metals and explain the differences between them on the basis of their characteristic physical and chemical propertiesAO2 explain how the atomic structure of metals and non-metals relates to their position in the Periodic TableAO1 recall the general properties of transition metals (melting point, density, reactivity, formation of coloured ions with different charges and uses as catalysts) and exemplify these by reference to a small number of transition metals |
| Term 3 | Structure and Bonding (C3) | AO1 recall and explain the main features of the particle model in terms of the states of matter and change of state, distinguishing between physical and chemical changesAO2 explain the limitations of the particle model in relation to changes of state when particles are represented by inelastic spheresAO3 use ideas about energy transfers and the relative strength of chemical bonds and intermolecular forces to explain the different temperatures at which changes of state occurAO3 use data to predict states of substances under given conditions.AO2 describe and compare the nature and arrangement of chemical bonds in ionic compounds, simple molecules, giant covalent structures, polymers and metalsAO2 explain chemical bonding in terms of electrostatic forces and the transfer or sharing of electronsAO3 construct dot and cross diagrams for simple ionic and covalent substancesAO2 describe the limitations of particular representations and models to include dot and cross diagrams, ball and stick models and two and three dimensional representationsAO2 explain how the bulk properties of materials are related to the different types of bonds they contain, their bond strengths in relation to intermolecular forces and the ways in which their bonds are arranged, recognising that the atoms themselves do not have these properties. |
| Term 4 | Structure and Bonding (C3) | AO1 recall that carbon can form four covalent bondsAO2 explain that the vast array of natural and synthetic organic compounds occur due to the ability of carbon to form families of similar compounds, chains and rings 23AO2 explain the properties of diamond, graphite, fullerenes and graphene in terms of their structures and bondingAO3 compare ‘nano’ dimensions to typical dimensions of atoms and moleculesAO2 describe the surface area to volume relationship for different-sized particles and describe how this affects propertiesAO2 describe how the properties of nanoparticulate materials are related to their usesAO2 explain the possible risks associated with some nanoparticulate materials.AO3 relate size and scale of atoms to objects in the physical world (1d)AO3 translate information between diagrammatic and numerical forms (4a)AO3 represent three dimensional shapes in two dimensions and vice versa when looking at chemical structures e.g. allotropes of carbon (5b)AO3 estimate size and scale of atoms and nanoparticles (1d)AO3 interpret, order and calculate with numbers written in standard form when dealing with nanoparticles (1b)AO3 use ratios when considering relative sizes and surface area to volume comparisons (1c)AO3 calculate surface areas and volumes of cubes (5c) |
| Term 5 | Quantitative Chemistry (C4) | AO3 use chemical symbols to write the formulae of elements and simple covalent and ionic compoundsAO3 deduce the empirical formula of a compound from the relative numbers of atoms present or from a model or diagram and vice versaAO3 use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulaerecall and use the law of conservation of massAO2 explain any observed changes in mass in non-enclosed systems during a chemical reaction and explain them using the particle modelAO3 calculate relative formula masses of species separately and in a balanced chemical equationrecall and use the definitions of the Avogadro constant (in standard form) and of the moleAO2 explain how the mass of a given substance is related to the amount of that substance in moles and vice versaAO3 deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactantAO3 use a balanced equation to calculate masses of reactants or products |
| Term 6 | Quantitative Chemistry (C4) | AO2 explain how the mass of a given substance is related to the amount of that substance in moles and vice versaAO3 deduce the stoichiometry of an equation from the masses of reactants and products and explain the effect of a limiting quantity of a reactantAO3 use a balanced equation to calculate masses of reactants or productsAO3 explain how the mass of a solute and the volume of the solution is related to the concentration of the solutionAO2 describe the relationship between molar amounts of gases and their volumes and vice versa, and calculate the volumes of gases involved in reactions, using the molar gas volume at room temperature and pressure (assumed to be 24dm3)explain how the concentration of a solution in mol/dm3 is related to the mass of the solute and the volume of the solutionAO2 explain the relationship between the volume of a solution of known concentration of a substance and the volume or concentration of another substance that react completely togetherAO3 calculations with numbers written in standard form when using the Avogadro constant (1b)AO3 change the subject of a mathematical equation (3b and 3c)AO3 provide answers to an appropriate number of significant figures (2a)AO3 convert units where appropriate particularly from mass to moles (1c)Required practical 2: (chemistry only) determination of the reacting volumes of solutions of a strong acid and a strong alkali by titration. (HT only) determination of the concentration of one of the solutions in mol/dm3 and g/dm3 from the reacting volumes and the known concentration of the other solution. AT skills covered by this practical activity: 1 and 8. |
Chemistry – Years 10 & 11
Year 10
| Topic | Learning Outcomes | |
| Term 1 | C5 Chemical Changes | AO1 describe the physical states of products and reactants using state symbols (s, l, g and aq) recall that acids react with some metals and with carbonates and write equations predicting products from given reactants recall that acids form hydrogen ions when they dissolve in water and solutions of alkalis contain hydroxide ions recall that relative acidity and alkalinity are measured by pH describe neutralisation as acid reacting with alkali to form a salt plus water recognise that aqueous neutralisation reactions can be generalised to hydrogen ions reacting with hydroxide ions to form water describe neutrality and relative acidity and alkalinity in terms of the effect of the concentration of hydrogen ions on the numerical value of pH (whole numbers only). AO2 use chemical symbols to write the formulae of elements and simple covalent and ionic compounds use the names and symbols of common elements and compounds and the principle of conservation of mass to write formulae and balanced chemical equations and half equations use the formulae of common ions to deduce the formula of a compound and write balanced ionic equations explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion AO3 deduce an order of reactivity of metals based on experimental results. explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including extraction of a non-ferrous metal Required practical 1: preparation of a pure, dry sample of a soluble salt from an insoluble oxide or carbonate using a Bunsen burner to heat dilute acid and a water bath or electric heater to evaporate the solution. |
| Term 2 | C6 Electrolysis | AO1 describe tests to identify selected gases including oxygen, hydrogen, carbon dioxide and chlorine. describe electrolysis in terms of the ions present and reactions at the electrodes recall that metals (or hydrogen) are formed at the cathode and non-metals are formed at the anode in electrolysis using inert electrodes describe competing reactions in the electrolysis of aqueous solutions of ionic compounds in terms of the different species present AO2 explain reduction and oxidation in terms of loss or gain of oxygen, identifying which species are oxidised and which are reduced explain reduction and oxidation in terms of gain or loss of electrons, identifying which species are oxidised and which are reduced. explain why and how electrolysis is used to extract some metals from their ores AO3 predict the products of electrolysis of binary ionic compounds in the molten state arithmetic computation and ratio when determining empirical formulae, balancing equations Required practical 3: investigate what happens when aqueous solutions are electrolysed using inert electrodes. This should be an investigation involving developing a hypothesis. |
| Term 3 | C7 Energy Changes | AO1 Distinguish between endothermic and exothermic reactionsâ¯on the basis ofâ¯the temperature change of the surroundingsAO2 Draw and label a reaction profile for an exothermic and an endothermic reaction, identifying activation energyAO3 Explain activation energy as the energy needed for a reaction to occurAO2 Calculate energy changes in a chemical reaction by considering bond making and bond breaking energiesAO3 Arithmetic computation when calculating energy changes (1a)Interpretation of charts and graphs when dealing with reaction profilesAO1 Recall that a chemical cell produces a potential difference until the reactants are used up – triple onlyAO3 Evaluate the advantages and disadvantages of hydrogen/oxygen and other fuel cells for given uses – triple only |
| Term 4 | C8 Rates and Equilibrium | AO1 describe the effect of changes in temperature, concentration, pressure, and surface area on rate of reactiondescribe the characteristics of catalysts and their effect on rates of reactionidentify catalysts in reactionsrecall that enzymes act as catalysts in biological systemsAO2 explain the effects on rates of reaction of changes in temperature, concentration and pressure in terms of frequency and energy of collision between particlesexplain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratioexplain catalytic action in terms of activation energy AO3 suggest practical methods for determining the rate of a given reactioninterpret rate of reaction graphsarithmetic computation, ratio when measuring rates of reactiondrawing and interpreting appropriate graphs from data to determine rate of reactiondetermining gradients of graphs as a measure of rate of change to determine rateRequired practical 5: investigate how changes in concentration affect the rates of reactions by a method involving measuring the volume of a gas produced and a method involving a change in colour or turbidity. |
| Term 5 | C8 Rates and Equilibrium | AO1recall that some reactions may be reversed by altering the reaction conditionsrecall that dynamic equilibrium occurs when the rates of forward and reverse reactions are equal AO2 explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratioexplain catalytic action in terms of activation energy AO3 predict the effect of changing reaction conditions (concentration, temperature and pressure) on equilibrium position and suggest appropriate conditions to produce a particular product.arithmetic computation, ratio when measuring rates of reaction |
| Term 6 | C8 Rates and Equilibrium | AO1 recall that some reactions may be reversed by altering the reaction conditionsrecall that dynamic equilibrium occurs when the rates of forward and reverse reactions are equalAO2 explain the effects on rates of reaction of changes in the size of the pieces of a reacting solid in terms of surface area to volume ratioexplain catalytic action in terms of activation energy AO3predict the effect of changing reaction conditions (concentration, temperature and pressure) on equilibrium position and suggest appropriate conditions to produce a particular product.arithmetic computation, ratio when measuring rates of reaction |
Year 11
| Topic | Learning Outcomes | |
| Term 1 | C9 Crude Oil and fuels C10 Organic Reactions C11 Polymers (Triple Science only) | AO1 recall that crude oil is a main source of hydrocarbons and is a feedstock for the petrochemical industry describe and explain the separation of crude oil by fractional distillation describe the fractions as largely a mixture of compounds of formula CnH2n+2 which are members of the alkane homologous series describe the production of materials that are more useful by cracking. AO2 explain how modern life is crucially dependent upon hydrocarbons and recognise that crude oil is a finite resource. AO3 interpretation of charts and graphs describe explain and exemplify the process of fractional distillation C10 Organic Reactions AO1 recognise functional groups and identify members of the same homologous series recall that it is the generality of reactions of functional groups that determine the reactions of organic compounds AO2 name and draw the structural formulae, using fully displayed formulae, of the first four members of the straight chain alkanes, alkenes, alcohols and carboxylic acids AO3 predict the formulae and structures of products of reactions (combustion, addition across a double bond and oxidation of alcohols to carboxylic acids) of the first four and other given members of these homologous series C11 Polymers (Triple Science only) AO1 recall the basic principles of addition polymerisation by reference to the functional group in the monomer and the repeating units in the polymer AO2 deduce the structure of an addition polymer from a simple alkene monomer and vice versa AO3 explain the basic principles of condensation polymerisation by reference to the functional groups of the monomers, the minimum number of functional groups within a monomer, the number of repeating units in the polymer, and simultaneous formation of a small molecule AO2 recall that DNA is a polymer made from four different monomers called nucleotides |
| Term 2 | C12 Chemical Analysis C13 The Earth’s Atmosphere | C12 Chemical Analysis AO1 recall that chromatography involves a stationary and a mobile phase and that separation depends on the distribution between the phases AO3 interpret chromatograms, including measuring Rf values AO2 explain what is meant by the purity of a substance, distinguishing between the scientific and everyday use of the term ‘pure’ AO2 explain that many useful materials are formulations of mixtures AO3 describe, explain and exemplify the processes of filtration, crystallisation, simple distillation, and fractional distillation AO3 suggest suitable purification techniques given information about the substances involved AO2 use melting point data to distinguish pure from impure substances AO3 suggest chromatographic methods for distinguishing pure from impure substances. AO2 describe tests to identify aqueous cations and aqueous anions and identify species from test results AO2 interpret flame tests to identify metal ions, including the ions of lithium, sodium, potassium, calcium and copper AO3 describe the advantages of instrumental methods of analysis (sensitivity, accuracy and speed) AO3 interpret an instrumental result given appropriate data in chart or tabular form, when accompanied by a reference set in the same form. Required practical activity 6: investigate how paper chromatography can be used to separate and tell the difference between coloured substances. Students should calculate Rf values. AT skills covered by this practical activity: 1 and 4. Required practical activity 7: use of chemical tests to identify the ions in unknown single ionic compounds covering the ions from sections Flame tests to Sulfates. AO3 interpret evidence for how it is thought the atmosphere was originally formed • AO2 describe how it is thought an oxygen-rich atmosphere developed over time. • AO2 describe the greenhouse effect in terms of the interaction of radiation with matter • AO3 evaluate the evidence for additional anthropogenic causes of climate change, including the correlation between change in atmospheric carbon dioxide concentration and the consumption of fossil fuels, and describe the uncertainties in the evidence base • AO3 describe the potential effects of increased levels of carbon dioxide and methane on the Earth’s climate and how these effects may be mitigated, including consideration of scale, risk and environmental implications. • AO2 describe the major sources of carbon monoxide, sulfur dioxide, oxides of nitrogen and particulates in the atmosphere and explain the problems caused by increased amounts of these substances. |
| Term 3 | C14 The Earth’s Resources | AO2 explain, using the position of carbon in the reactivity series, the principles of industrial processes used to extract metals, including extraction of a non-ferrous metal • AO2 explain why and how electrolysis is used to extract some metals from their ores • AO3 evaluate alternative biological methods of metal extraction (bacterial and phytoextraction). • AO1 describe the basic principles in carrying out a life-cycle assessment of a material or product • AO3 interpret data from a life-cycle assessment of a material or product • AO2 describe a process where a material or product is recycled for a different use, and explain why this is viable • AO3 evaluate factors that affect decisions on recycling. AO2 describe the conditions which cause corrosion and the process of corrosion, and explain how mitigation is achieved by creating a physical barrier to oxygen and water and by sacrificial protection AO2 describe the composition of some important alloys in relation to their properties and uses AO3 compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals AO2 explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required. AO2 describe the principal methods for increasing the availability of potable water in terms of the separation techniques used, including ease of treatment of waste, ground and salt water Required Practical Activity 8: analysis and purification of water samples from different sources, including pH, dissolved solids and distillation. AT skills covered by this practical activity: 2, 3 and 4. |
| Term 4 | C15 Using our Resources | AO2 describe the conditions which cause corrosion and the process of corrosion, and explain how mitigation is achieved by creating a physical barrier to oxygen and water and by sacrificial protection AO2 describe the composition of some important alloys in relation to their properties and uses AO3 compare quantitatively the physical properties of glass and clay ceramics, polymers, composites and metals AO2 explain how the properties of materials are related to their uses and select appropriate materials given details of the usage required. AO3 Evaluate the balance between equilibrium position and rate in industrial processes AO3 interpret graphs of reaction conditions versus rate AO2 explain the trade-off between rate of production of a desired product and position of equilibrium in some industrially important processes AO2 explain how the commercially used conditions for an industrial process are related to the availability and cost of raw materials and energy supplies, control of equilibrium position and rate. Agricultural productivity and the use of nitrogen, phosphorus and potassium based fertilisers AO2 explain the importance of the Haber process in agricultural production AO1 recall the importance of nitrogen, phosphorus and potassium compounds in agricultural production AO2 describe the industrial production of fertilisers as several integrated processes using a variety of raw materials and compare with laboratory syntheses. AO3 compare the industrial production of fertilisers with laboratory syntheses of the same products. |
| Term 5 | REVISION | REVISION |
Physics – Year 9
| Topic | Learning Outcomes | |
| Term 1 | P1 Conservation and dissipation of Energy | AO2: identify and quantify the different ways that the energy of a system can be changed through work done by forces, in electrical equipment, or in heating, and describe how each of these may be measured AO2: explain, with examples, that there is no net change to the total energy of a closed system. AO3: analyse a system before and after a change and identify the ways in which energy in the system is re-distributed in: movement; vibration; stretching or compression; motion of particles; temperature changes by heating or by working or by an electrical appliance; burning of fuels (in oxygen) to heat objects or to do work in moving objects; changes in chemical composition; changes in position (of a mass in a gravitational field or of a charge in an electrical field). AO1: explain that when energy is transferred by heating, the energy will inevitably end up being stored in a less useful, often unrecoverable, way after the process – because it is, in some sense, less concentrated, and similarly explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings, or when they do electrical work against resistance of connecting wires relate dissipation to other areas of the sciences (osmosis, diffusion, pressure differences) in which difference causes change and, as a result, the difference is reduced. AO2: explain how these examples of waste can be reduced by lubrication, insulation, and low resistance wires AO2: explain the meaning of energy efficiency, calculate it for any energy transfer, and describe ways to increase efficiency AO3: calculate the energy changes associated with changes in a system, selecting the relevant equations for mechanical, electrical, and thermal processes, and to the burning of fuels, to put into quantitative form and on a common scale the overall redistribution of energy in the system |
| Term 2 | P2 Energy transfer by heating | AO1: relate everyday examples of changes to systems to descriptions and explanations of the physical processes by which changes come about, including heating by conduction and radiation and the movement of hot fluids (convection). relate energy transfers into and out of a material to changes of state and/or changes in temperature, define the terms specific latent heat and specific heat capacity and distinguish between them. AO2: explain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperature and how this relates to the balance between incoming radiation absorbed and radiation emitted which affects the temperature of the earth AO3: carry out before-and-after analyses and calculations of energy values for such changes • To complete required practical activity 1: investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store (or work done) to the increase in temperature and subsequent increase in thermal energy stored To complete required practical activity 2 (physics only): investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material. |
| Term 3 | P2 Energy transfer by heating | AO1: relate everyday examples of changes to systems to descriptions and explanations of the physical processes by which changes come about, including heating by conduction and radiation and the movement of hot fluids (convection). relate energy transfers into and out of a material to changes of state and/or changes in temperature, define the terms specific latent heat and specific heat capacity and distinguish between them. AO2: explain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperature and how this relates to the balance between incoming radiation absorbed and radiation emitted which affects the temperature of the earth AO3: carry out before-and-after analyses and calculations of energy values for such changes • To complete required practical activity 1: investigation to determine the specific heat capacity of one or more materials. The investigation will involve linking the decrease of one energy store (or work done) to the increase in temperature and subsequent increase in thermal energy stored To complete required practical activity 2 (physics only): investigate the effectiveness of different materials as thermal insulators and the factors that may affect the thermal insulation properties of a material. |
| Term 4 | P3 Energy resources | explain how the power transfer in any circuit device is related to the p.d. across it and the current, and to the energy changes over a given time AO3 • describe how, in different domestic devices, energy is transferred from batteries and the a.c. mains to the energy of motors or of heating devices AO2 • recall that, in the national grid, electrical power is transferred at high voltages from power stations, and then transferred at lower voltages in each locality for domestic use, and explain how this system is an efficient way to transfer energy AO1 |
| Term 5 | P4 Electric circuits | describe the difference between series and parallel circuits, explain why, if two resistors are in series the net resistance is increased, whereas with two in parallel the net resistance is decreased (qualitative explanation only) AO1 • calculate the currents, potential differences and resistances in d.c. series circuits, and explain the design and use of such circuits for measurement and testing purposes; represent them with the conventions of positive and negative terminals, and the symbols that represent common circuit elements, including diodes, LDRs and thermistors AO2 Uses of mathematics • apply the equations relating p.d., current, quantity of charge, resistance, power, energy, and time, and solve problems for circuits which include resistors in series, using the concept of equivalent resistance (1c, 3b, 3c, 3d) AO2 • use graphs to explore whether circuit elements are linear or non-linear and relate the curves produced to their function and properties (4c, 4d) AO3 |
| Term 6 | P5 Electricity in the home | Domestic uses and safety • recall that the domestic supply in the UK is a.c., at 50Hz and about 230 volts, explain the difference between direct and alternating voltage AO1 • recall the differences in function between the live, neutral and earth mains wires, 34 and the potential differences between these wires; hence explain that a live wire may be dangerous even when a switch in a mains circuit is open, and explain the dangers of providing any connection between the live wire and earth AO2 & AO3 |
Physics – Years 10 & 11
Year 10
| Topic | Learning Outcomes | |
| Term 1 | P6 Molecules and matter | AO1: explain that when substances melt, freeze, evaporate, condense or sublimate mass is conserved, but that these physical changes differ from chemical changes because the material recovers its original properties if the change is reversed AO2: explain the difference between boiling and evaporation. explain the differences in density between the different states of matter in terms of the arrangements and motions of the atoms or molecules and that the differences in boiling and melting temperatures between different substances are related to the differences in the strengths of their intermolecular bonds AO3: relate the pressure of a gas to the motion of the molecules. relate energy transfers into and out of a material to changes of state and/or changes in temperature, define the terms specific latent heat and specific heat capacity and distinguish between them. AO1: apply the relationship between density, mass and volume to changes where mass is conserved AO1: apply the relationship between change in internal energy of a material and its mass, specific heat capacity and temperature change to calculate the energy change involved. AO3: recall that gases can be compressed or expanded by pressure changes, that the pressure acts at right angles to any surface, and explain how random motions of molecules accounts for the pressure; give a qualitative reason to explain why pressure x volume is constant at constant temperature. AO2: relate increases in the temperature of a gas to the average kinetic energy of its molecules and explain how this leads to an increase in pressure at constant volume AO1: explain how doing work on a gas can increase its temperature (e.g. bicycle pump). Required practical activity 5: use appropriate apparatus to make and record the measurements needed to determine the densities of regular and irregular solid objects and liquids. Volume should be determined from the dimensions of regularly shaped objects, and by a displacement technique for irregularly shaped objects. Dimensions to be measured using appropriate apparatus such as a ruler, micrometer or Vernier callipers. |
| Term 2 | Radioactivity P7 | AO1: describe how and why the atomic model has changed over time AO1: describe the atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller that of the atom and with almost all of the mass in the nucleus. AO1: recall that atomic nuclei are composed of both positively charged and neutral particles, that each element has a characteristic positive charge, but that elements can differ in nuclear mass by having different numbers of neutral particles AO2: relate differences between isotopes to conventional representations of their identities, charges and masses AO2: recall that in each atom its electrons are in different states, characterised by different mean distances from the nucleus, and bound to it more or less strongly; hence explain how they can change state with absorption or emission of electromagnetic radiation and how atoms can become ions by loss of outer electrons AO2: recall that some nuclei may emit alpha, beta, or neutral particles and electromagnetic radiation as gamma rays; explain how these emissions may or may not change the mass or the charge of the nucleus, or both. AO2: explain that radioactive decay is a random process, the concept of half-life and how the hazards associated with radioactive material differ according to the half-life involved, and to the differences in the penetration properties of alpha-particles, beta-particles and gamma-rays. AO1: give examples of practical use of alpha-particles (e.g. smoke detectors), beta-particles (e.g. thickness monitors), and gamma-rays (sterilization) AO1: describe and distinguish between uses of nuclear radiations for exploration of internal organs, and to control or destroy unwanted tissue. AO2: explain why radioactive material, whether external to the body, or ingested, is hazardous because of damage to the tissue cells, and that it can weaken the solid structures of other materials which enclose it in nuclear reactors. AO2: recall that some nuclei are unstable and may split, and relate such effects to transfer of energy to other particles and to radiation which might emerge. AO3: balance equations representing alpha-, beta- or gamma-radiations in terms of the masses, and charges of the atoms involved AO3: calculate the net decline, expressed as a ratio, in a radioactive emissionafter a given number of half-lives. |
| Term 3 | P8 Forces in balance | AO1: Explain the difference between a scalar quantity and a vector quantity and give examples AO1: Explain what is a force and give examples AO1: Understand what is meant by a contact force AO2: Know how to draw a force diagram and explain what happens if all the forces balance, Link to Newton’s 1st law AO2: Understand what is meant by a force multiplier and give examples AO3: Calculate resultant forces and draw free body diagrams and vector diagrams. AO1: State Newton’s 3rd law AO2: Identify force pair in various situations. AO1: Explain what is meant by the principle of moments AO3: Use the principle of moments equation M = Fd to answer questions on static equilibrium. AO1: Describe how levers and gears are used to transmit forces and why they are force multipliers. AO1: Know what the centre of mass of an object is AO2: Know how to find the centre of mass of a symmetrical object. AO3: Know what is meant by a parallelogram of forces and use it to find a resultant force. AO1: Understand what is meant by resolution of a force AO3: Calculate to resolve a force into the two components. |
| Term 4 | P9 Motion | Forces and motion Speed and velocity, speed as distance over time; acceleration; distance-time and velocity-time graphs • explain the vector-scalar distinction as it applies to displacement, distance, velocity and speed AO1 & AO2 • recall typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems; recall the acceleration in free fall and estimate the magnitudes of everyday accelerations AO1 • make measurements of distances and times, calculate speeds, and make and use graphs of these to determine the speeds and accelerations involved AO3 . Complete required practical 6: Investigate the relationship between force and extension for a spring. |
| Term 5 | P10 Force and Motion | AO1: recall Newton’s First Law and relate it to observations showing that forces can change direction of motion as well as its speed; identify and distinguish between these for forces which alter motion in everyday experience. AO2: explain that inertia is a measure of how difficult it is to change the velocity of an object (including from rest) AO1: recall Newton’s Second Law and explain its status as the definition of inertial mass. AO2: relate the newton as the unit of force to the units of inertial mass and of acceleration. AO2: explain that weight is an effect of gravity which can vary with the gravitational field strength g (measured in N/kg) and recognise and predict phenomena that depend on weight and on inertial mass and distinguish between the two. AO2: explain that force is rate of momentum change and explain the dangers caused by large decelerations and the forces involved AO3: apply formulae relating force, mass, velocity, and acceleration to explore how changes involved are inter-related AO3: apply equations about conservation in collisions. AO1: recall and apply Newton’s Third Law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions. AO2: explain the implications of human reaction times in relation to safety in transport. AO1: recall that, for springs and elastic objects, forces can cause stretching, explain the difference between elastic and inelastic distortion and calculate the work done in stretching, relating it to stored energy and to its conversion into other forms AO3: recognise the difference between linear and non-linear relationships between force and extension, and calculate a spring constant in linear cases. AO2: calculate work done in stretching an object in relation to forces and extensions AO3: represent graphically results of explorations of stretching, interpret the difference between linear and non-linear relationships, and interpret the slope of any graph Complete required practical activity 7: investigate the effect of varying the force on the acceleration of an object of constant mass, and the effect of varying the mass of an object on the acceleration produced by a constant force. |
| Term 6 | P10 Force and Motion | AO1: recall Newton’s First Law and relate it to observations showing that forces can change direction of motion as well as its speed; identify and distinguish between these for forces which alter motion in everyday experience. AO2: explain that inertia is a measure of how difficult it is to change the velocity of an object (including from rest) AO1: recall Newton’s Second Law and explain its status as the definition of inertial mass. AO2: relate the newton as the unit of force to the units of inertial mass and of acceleration. AO2: explain that weight is an effect of gravity which can vary with the gravitational field strength g (measured in N/kg) and recognise and predict phenomena that depend on weight and on inertial mass and distinguish between the two. AO2: explain that force is rate of momentum change and explain the dangers caused by large decelerations and the forces involved AO3: apply formulae relating force, mass, velocity, and acceleration to explore how changes involved are inter-related AO3: apply equations about conservation in collisions. AO1: recall and apply Newton’s Third Law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions. AO2: explain the implications of human reaction times in relation to safety in transport. AO1: recall that, for springs and elastic objects, forces can cause stretching, explain the difference between elastic and inelastic distortion and calculate the work done in stretching, relating it to stored energy and to its conversion into other forms AO3: recognise the difference between linear and non-linear relationships between force and extension, and calculate a spring constant in linear cases. AO2: calculate work done in stretching an object in relation to forces and extensions AO3: represent graphically results of explorations of stretching, interpret the difference between linear and non-linear relationships, and interpret the slope of any graph Complete required practical activity 7: investigate the effect of varying the force on the acceleration of an object of constant mass, and the effect of varying the mass of an object on the acceleration produced by a constant force. |
Year 11
| Topic | Learning Outcomes | |
| Term 1 | P11 Force and Pressure (Triple students only) P12 Waves | AO1: Explain what is meant by pressureAO1: Know what the unit of pressure is AO1: Know how to use the pressure equation P = F/A AO2: Know why the area of contact is important in pressure applications. AO2: Describe observations showing that fluids exert forces in all directions: AQ1: Explain that pressure acts normal to any surface AO1: Explain how the pressure in a liquid increases with liquid depth AO1: Know why the pressure along a horizontal line in a liquid is constant AO1: Understand what the pressure in a liquidâ¯depends on AO3: Know and use the equation to calculate the pressure caused by a liquid columnAO1: Understand why the atmosphere exerts a pressure AO2: Know how and why atmospheric pressureâ¯changes with altitudeAO1: Explain how the density of the atmosphere changes with altitude AO3: Know how to calculate the force on a flat object due to a pressure difference. AO1: Know what is meant by an upthrust on an object in a fluid AO1: Understand what causes an upthrustdescribe wave motion in terms of amplitude, wavelength, frequency and period; define wavelength and frequency and describe and apply the relationship between these and the wave velocity AO1 • describe the difference between transverse and longitudinal waves AO1 • describe how ripples on water surfaces are examples of transverse waves whilst sound waves in air are longitudinal waves, and how the speed of each may be measured; describe evidence that in both cases it is the wave and not the water or air itself that travels AO2 Uses of mathematics • apply formulae relating velocity, frequency and wavelength (1c, 3c) AO3 |
| Term 2 | P13 Electromagnetic Radiation P14 Light | recall that light is an electromagnetic wave AO1 • recall that electromagnetic waves are transverse, are transmitted through space where all have the same velocity, and explain, with examples, that they transfer energy from source to absorber AO1 • describe the main groupings of the spectrum – radio, microwave, infra-red, visible (red to violet), ultra-violet, X-rays and gamma-rays, that these range from long to short wavelengths and from low to high frequencies, and that our eyes can only detect a limited range AO1 Interactions of electromagnetic radiation with matter and their applications • recall that different substances may absorb, transmit, refract, or reflect these waves in ways that vary with wavelength; explain how some effects are related to differences in the velocity of the waves in different substances AO2 • recall that radio waves can be produced by or can themselves induce oscillations in electrical circuits AO2 • recall that changes in atoms and nuclei can also generate and absorb radiations over a wide frequency range AO1 • give examples of some practical uses of electromagnetic waves in the radio, micro-wave, infra-red, visible, ultra-violet, X-ray and gamma-ray regions and describe how ultra-violet waves, X-rays and gamma-rays can have hazardous effects, notably on human bodily tissues AO3 Uses of mathematics • apply the relationships between frequency and wavelength across the electromagnetic spectrum: (1a, 1c, 3c) AO3 AO1: Recall that different substances may absorb, transmit, refract, or reflect these waves in ways that vary with wavelength; explain how some effects are related to differences in the velocity of the waves in different substances AO1: Understand what dispersion is. AO2: Use ray diagrams to illustrate reflection, refraction and the similarities and differences between convex and concave lenses (qualitative only). AO1: explain the nature of the images formed by converging and diverging lenses. AO1: Explain the causes of refraction and dispersion AO1: Explain how lenses work and describe the images formed by them? AO1: Explain why objects are different colours and how filters can be used to change the colour of light? |
| Term 3 | P15 Electromagnetism | AO1: Describe what is meant by the poles of a magnet AO1: Plot the magnetic field around a bar magnet AO1: Describe magnetic materials and induced magnetism AO1: Describe the attraction and repulsion between unlike and like poles for permanent magnets AO1: describe the difference between permanent and induced magnets AO1: Describe the characteristics of the magnetic field of a magnet, showing how strength and direction change from one point to another AO2: Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic AO1: Know what is the magnetic effect of a current? AO2: Draw the magnetic field around a conducting wire and a solenoid AO1: Describe the force on a wire in a magnetic field AO1: Know what is Fleming’s left-hand rule AO2: Use Fleming’s left-hand rule to find the direction of force on a current carrying wire. AO1: Understand he meaning of magnetic flux density AO3: Calculate the force on a wire in a magnetic field using F=BIL AO2: Explain the motor effect and use this to describe how a motor works. AO1: Know what factors can change the speed and direction on a motor AO1: Explain how a dynamo generates direct current. AO1: Explain how an alternator generates alternating current. AO1: Describe how a potential difference is induced in a wire when is moves in a magnetic field. AO1: Know what factors affect the size and direction of the current or induced potential difference AO1: Explain how transformers work AO3: Use the transformer equation to answer questions about changing alternating Potential differences. AO1: Explain the difference between step-up and step-down transformers. AO1: Explain how a loudspeaker and microphone work |
| Term 4 | P16 Space | AO2: Describe how CMBR provides more evidence to support the Big Bang theory AO1: Recall the main features of our solar system, including the similarities and distinctions between the planets, their moons, and artificial satellites AO2: Describe red shift and explain how it provides evidence for the Big Bang theory AO1: Recall that our sun was formed from dust and gas drawn together by gravity AO1: Explain how this caused fusion reactions, leading to equilibrium between gravitational collapse and expansion due to the fusion energy. AO1: Explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed, and explain how, for a stable orbit, the radius must change if this speed changes (qualitative only) AO1: Explain how stars are formed, their life cycle and how they produce energy by nuclear fusion reactions AO1: Explain how larger stars have different ends to lower mass stars AO1: Explain the differences between planets, dwarf planets and moons and describe the orbits of planets and moons in the Solar System AO1: Compare and explain the orbits of moons, satellites and planets and explain how they stay in orbit around planets and stars AO1: Explain how gravity affects all objects in the Universe and how we still do not fully understand dark matter and dark energy |
| Term 5 | REVISION | REVISION |
Post 16 At WG6
Science is a very popular subject at WG6. In each subject, there is a strong emphasis on practical skills, which are assessed during your written exams. Mathematics also features heavily, and this adds to the problem solving nature. They are challenging, but highly rewarding and respected subjects.
Related Careers
Studying Science can open many doors for you, due to the skills you will develop. Even if you do not plan to enter a career in Science, the subjects provide an excellent pathway to accessing many university courses. Listed below are just a few of the vast career opportunities available to you.
- Veterinary Scientist
- Doctor
- Research Scientist
- Microbiologist
- Engineer
- Dentist
- Pathologist
- Astronaut
- Pharmacist
- Biomedical Scientist
- Inventor
