Science (Combined & Separate)

Core declarative knowledge: What should students know?

Core procedural knowledge: What should students be able to do?

• How to work out resistance using R = V/I
• Rearrange the resistance equation to find each variable.
• Form a hypothesis from reasoned scientific knowledge and models
• Decide on observations and measurements to be taken and degree of accuracy
• Write detailed conclusions; identify and explain anomalies

Core declarative knowledge: What should students know?

Core procedural knowledge: What should students be able to do?

• Form a hypothesis based on reasoned scientific knowledge/models
• Decide on observations & measurements to be taken and degree of accuracy
• Write detailed conclusions; identifying and explain anomalies
• Critically evaluate designs of investigations. Identify patterns in melting and boiling points from data given. be able to predict properties of an element.
• Be able to draw bar charts about patterns in groups and periods, as well as density data. Make observations based on chemical reactions and reactivity.

Core declarative knowledge: What should students know?

Core procedural knowledge: What should students be able to do?

• Form a hypothesis based on reasoned scientific knowledge/models
• Decide on observations & measurements to be taken and degree of accuracy
• Write detailed conclusions; identifying and explain anomalies
• Critically evaluate designs of investigations.

Core declarative knowledge: What should students know?

Core procedural knowledge: What should students be able to do?

• Form a hypothesis based on reasoned scientific knowledge/models
• Decide on observations & measurements to be taken and degree of accuracy
• Write detailed conclusions; identifying and explain anomalies
• Critically evaluate designs of investigations.

Core declarative knowledge: What should students know?

Core procedural knowledge: What should students be able to do?

• Form a hypothesis based on reasoned scientific knowledge/models
• Decide on observations & measurements to be taken and degree of accuracy
• Write detailed conclusions; identifying and explain anomalies
• Critically evaluate designs of investigations.

Core procedural knowledge: What should students be able to do?

• Investigate the distribution of stomata and guard cells
• Measure the rate of transpiration by the uptake of water
• Demonstrate an understanding of rate calculations for transpiration
• Investigate human reaction times

Core procedural knowledge: What should students be able to do?

• Use the pattern of reactivity to predict the outcomes of reactions of other halogens
• Interpret models to identify molecular formula and structural formula of a molecule

Statement of inquiry

Models can represent the structural and functional relationships within cells, compounds and energy forms

ATLs

The AtL skills for this unit will be developed explicitly through structured tasks within lessons. Other skills can also be practised where relevant.

• Social – Looking at the impact of science on the world

Links to prior learning (to be made explicit and tested)

• Unit 9A – Structure of an atom and Electronic Configuration
• Unit 2 (Y7) – structure of the atom, basics of the structure of the periodic table, chemical formulae
• Unit 7 (Y8) – structure of the periodic table, metals and non-metals, group 1
• Unit 9a – atomic structure, electronic structure, writing word equations, balanced equations
• Unit 2 (Y7) – structure of the atom, basics of the structure of the periodic table, chemical formulae
• Unit 7 (Y8) – structure of the periodic table, metals and non-metals, group 7
• Unit 9a – atomic structure, electronic structure, writing word equations, balanced equations
• Unit 7 (Y8) – group 7, displacement reactions
• Unit 7 (Y8) – group 0, uses of group 0

Core declarative knowledge: What should students know?

• Recall that covalent bonding results in the formation of molecules
• Explain how the reactions of elements are related to the arrangement of electrons and their atomic number
• Explain how a covalent bond is formed
• Describe the limitations of the different models used to represent covalent bonding
• Recall the properties of Alkali metals
• Describe the reactions of the alkali metals
• Describe and explain the pattern of reactivity of the alkali metals
• Recall the colours and physical states of the group 7 elements
• Describe the pattern in the physical properties of the halogens
• Describe the reactions of the halogens
• Describe the relative reactivity of the halogens as shown by their displacement reactions
• Describe the chemical test for chlorine
• Compare the reactivity of groups 1 and 7
• Compare how the electron configuration affects the groups reactivity
• Describe the pattern in the physical properties of the noble gases
• Explain why the noble gases are chemically inert
• Link the properties of the noble gases to their uses

Core procedural knowledge: What should students be able to do?

• Use the pattern of reactivity to predict the outcomes of reactions of other halogens
• Interpret models to identify molecular formula and structural formula of a molecule

Core declarative knowledge: What should students know?

• Describe the difference between benign and malignant tumours.
• Describe why carcinogens and ionising radiation increase the risk of tumours forming.
• Analyse data to assess the risks and benefits of chemotherapy.
• Explain why an irregular heartbeat is detrimental to health.
• Describe why people may have objections to heart transplants.
• Summarise the advantages and disadvantages of different treatments for heart problems.
• Define homeostasis
• Define and explain the roles of receptors, coordination centres and effects.
• Describe what happens when blood glucose levels become too high or too low.
• Describe the difference in the causes of Type 1 and Type 2 diabetes.
• Explain why Type 1 diabetes is treated with insulin injections.
• Explain how Type 2 diabetes can be treated by changes to diet and exercise.
• Describe how the production of insulin for people with diabetes has developed over time.
• Compare and contrast the changes to boys and girls during puberty.
• Name the hormones involved in the menstrual cycle.
• Name the glands that produce the hormones oestrogen, progesterone, LH, and FSH.
• Describe the function of the hormones that control the menstrual cycle.
• Explain how contraceptives work.
• List the advantages and disadvantages of different contraceptives.
• Describe what is meant by infertility and suggest reasons for it.
• Describe the steps used in IVF.
• Outline the issues surrounding IVF.

Core skills

• Identify the position of the following on a diagram of the human body: pituitary gland, pancreas, thyroid, adrenal gland, ovary and testes.
• Evaluate information around the relationship between obesity and diabetes, and make recommendations taking into account social and ethical issues.
• Be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes.
• Show why issues around contraception cannot be answered by science alone.
• Understand social and ethical issues associated with IVF treatments.

Core declarative knowledge: What should students know?

• Describe some safety precautions used when dealing with radioactive materials.
• Describe how a Geiger counter can be used to detect radiation.
• Identify natural and man-made sources of background radiation.
• Describe the plum pudding model of the atom.
• Describe the evidence provided by the Rutherford scattering experiment.
• Describe the properties of protons, neutrons, and electrons.
• Calculate the number of neutrons in an isotope by using nuclear notation.
• Describe the differences between isotopes.
• Complete decay equations for alpha and beta decay.
• Describe how the penetrating powers of radiation can be measured.
• Describe the path of radiation types through a magnetic field.
• Describe the process of ionisation.
• (H) Find the ratio of a sample remaining after a given number of half-lives.
• State that all atoms of a particular isotope have an identical chance to decay in a fixed time.
• Plot a graph showing the decay of a sample and use it to determine half-life.
• Describe how rose black spot affects the plant and how it is treated.
• Link ways of controlling the spread of malaria to specific parts of the protist’s life cycle.
• Describe how human body defence mechanisms stop the entry of pathogens.
• Describe the role of white blood cells in the defence against disease.
• Use a model to explain how the body defends itself against disease.
• Explain how vaccination works.
• Describe what an antibody and an antigen are.
• Describe how antibiotics work.
• Describe what is meant by antibiotic-resistant bacteria.
• Explain why it is difficult to develop drugs to treat viral infections.
• Explain why each procedure in drugs testing and trialling is used.
• Describe how a double blind trial is carried out.
• Explain why a placebo is used during drug trialling.
• Describe what a monoclonal antibody is.
• Outline the procedure used to produce monoclonal antibodies.
• Give some uses of monoclonal antibodies.
• Describe differences between embryonic and adult stem cells.
• Explain why plant clones are produced in agriculture.
• Describe how stem cells can be used to treat medical conditions.
• Describe what therapeutic cloning can be used for.
• Explain the reasons for ethical and religious objections to use of stem cells in medicine.
• Verbally communicate well-constructed arguments.

Core skills

• Interpret graphs and tables and evaluate trends in different diseases.
• Evaluate the usefulness of different medications.
• Evaluate the usefulness of different drugs
• Evaluate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells in medical research and treatments.

Core declarative knowledge: What should students know?

• State the composition, including formulae, of the Earth’s early atmosphere.
• Describe a theory for the development of the Earth’s atmosphere.
• Explain, using word equations, how gases were formed in the atmosphere and how oceans were formed.
• Describe how the proportion of carbon dioxide in the early atmosphere was reduced.
• State the composition of dry air.
• Use word equations to show how carbon dioxide can form sedimentary rocks.
• Explain the greenhouse effect
• Explain how greenhouse gases increase the temperature of the atmosphere.
• Explain how human activity can change the proportion of greenhouse gases in the atmosphere.
• Explain the possible effects of global climate change and why they are difficult to predict.
• Explain possible methods to reduce greenhouse gas emissions.
• Explain some of the problems in trying to reduce greenhouse gas emissions.
• Explain how sulphur dioxide and nitrogen oxides are made when fossil fuels are combusted.
• Describe the health impacts of atmospheric pollutants.
• Use balanced symbol equations to show how atmospheric pollutants are formed.
• Describe and classify a resource as finite or renewable when information is given.
• Explain the use of natural, sustainable, and finite resources.
• Interpret information from different formats including graphs, charts, tables, and prose.
• Explain why the method of obtaining potable water depends on the local conditions.
• Explain reasons for filtration and sterilisation in water treatment.
• Describe and explain in detail how to safely distil salty water.
• Explain why waste water should be treated before it is released into the environment.
• Describe the main processes in sewage treatment.
• Explain uses of sewage slurry.
• (HT) Describe the processes of phytomining and bioleaching.
• (HT) Write balanced symbol equations to explain metal extraction techniques.
• (HT) Explain the need for new ways of extracting metals (in particular copper).

Core skills

• Analyse data on the atmospheric gases.
• Evaluate evidence and data on the greenhouse effect
• Compare and evaluate different methods of reducing greenhouse gases.
• Explain the difference between complete and incomplete combustion using chemical equations.
• Calculate orders of magnitude
• Evaluate the pros and cons of reverse osmosis and distillation
• (HT) Compare and evaluate the pros and cons of each process

Core declarative knowledge: What should students know?

• Describe the relationship between DNA, genes, and chromosomes.
• Describe some of the benefits of studying the human genome.
• Explain why genome projects are costly and take a long time.
• Use the terms allele, dominant, recessive, homozygous, and heterozygous correctly.
• Describe a phenotype when given the genotype.
• Carry out a genetic cross to show sex inheritance.
• Use direct proportion and simple ratios to express the outcome of a genetic cross.
• Name examples of inherited disorders, such as cystic fibrosis and polydactyly.
• Use a genetic cross to explain how inherited disorders are passed on.
• Outline the methods used to screen embryos.
• List advantages and disadvantages of embryo screening.
• List some examples of variation in plants and categorise these as being due to genetic causes, environmental causes, or both.
• Suggest reasons why identical twins will start to show variation as they get older.
• Use data to explain why studying identical twins helps scientists investigate which traits have genetic causes.
• Describe the steps in the process of speciation.
• Explain why there are species living on Madagascar that share some similarities with species found elsewhere.
• Carry out research to describe other examples of speciation.
• Explain the process of selective breeding.
• Explain why humans have used selective breeding.
• Explain what inbreeding is, and why it is a problem in dog breeding.
• Define genetic engineering.
• Explain how genetic engineering results in more resilient crops.
• (HT) Explain the process of GE.
• Outline the potential benefits and risks of genetic engineering.
• Describe economic and ethical concerns that people may have about cloning animals.

Core skills

• Use genetic cross diagrams to predict phenotypes.
• Calculating ratios and percentages.
• Calculating ratios and percentages.
• Predict the outcomes of selective breeding.
• Evaluate the ethical issues associated with GM crops.

Core declarative knowledge: What should students know?

• Describe how fossils are formed.
• Describe how fossils are evidence for evolution by natural selection.
• Explain why the fossil record is not complete.
• Describe how antibiotic resistant bacteria evolve.
• Explain why scientists need to develop new antibiotics.
• Create an information sheet outlining important facts about antibiotic resistant bacteria to the public.
• Describe how antibiotic resistant bacteria evolve.
• Explain why scientists need to develop new antibiotics.
• Create an information sheet outlining important facts about antibiotic resistant bacteria to the public.
• Describe the classification system developed by Carl Linnaeus, to include the order of the taxonomic groups.
• Identify genus and species from a scientific name.
• Explain why a binomial naming system is useful.
• Describe how organisms are divided in the three-domain system.
• Describe why the three-domain system was proposed.
• Draw several conclusions from a simple evolutionary tree.

Core skills

• Use an evolutionary tree.

Core declarative knowledge: What should students know?

• Explain why a displacement reaction occurs.
• Write word equations and straightforward balanced symbol equations for displacement reactions.
• Predict observations for the metals listed in the reactivity series reacting with a different metal salt.
• Explain why limewater turns milky when it reacts with carbon dioxide.
• Interpret results to identify a gas that is present.
• Explain why hydrogen ‘pops’ near a naked flame.
• Describe electrolysis in terms of movement of ions.
• Write a balanced symbol equation including state symbols for the overall electrolysis of a molten ionic compound.
• Predict the products at each electrode for the electrolysis of a molten ionic compound.
• Describe electrolysis of solutions in terms of movement of ions.
• Write a balanced symbol equation including state symbols for the overall electrolysis of a solution.
• Predict the products at each electrode for the electrolysis of a molten ionic compound or its solution.
• Describe the electrolysis of aluminium oxide.
• Explain why electrolysis is an expensive metal extraction method and illustrate this with the extraction of aluminium.
• Explain why cryolite is added to aluminium oxide in the industrial extraction of aluminium.
• Describe the electrolysis of aluminium oxide.
• Explain why electrolysis is an expensive metal extraction method and illustrate this with the extraction of aluminium.
• Explain why cryolite is added to aluminium oxide in the industrial extraction of aluminium.
• Describe how to achieve dynamic equilibrium.
• Describe how the rate of the forward reaction compares to the rate of the backward reaction in a dynamic equilibrium.
• (HT) Describe Le Chatelier’s Principle.
• Explain how changing conditions for a system at dynamic equilibrium affects the rate of the forward and reverse reactions.
• Predict the effect on yield of changing temperature, concentration, or pressure in a given equilibrium system.

Core skills

• Deduce an order of reactivity of metals based on experimental results.
• Predict the products from electrolysis.
• (HT) Use half equations to predict products.

Core declarative knowledge: What should students know?

• Recognise the structure of a fullerene or nanotube in diagrams and prose.
• Explain the structure of fullerenes.
• List the properties and consequent uses of fullerenes and carbon nanotubes.
• Describe the composition of crude oil.
• State a definition of a hydrocarbon.
• State a definition of an alkane.
• Describe the composition of crude oil.
• State a definition of a hydrocarbon.
• State a definition of an alkane.
• Define complete and incomplete combustion.
• Write a word equation to describe the complete combustion of a hydrocarbon.
• Write a word equation to describe the incomplete combustion of a hydrocarbon.
• Define the process of cracking.
• Generate a word equation to describe cracking.
• Recognise and give examples of alkenes.

Core declarative knowledge: What should students know?

• Describe the processes of phytomining and bioleaching.
• Write balanced symbol equations to explain metal extraction techniques.
• Explain the need for new ways of extracting metals (in particular copper).
• Outline the operation of a fossil fuel burning power station.
• Outline the operation of a nuclear power station.
• Explain why biofuels are considered carbon neutral.
• Describe the operation of a wind farm.
• Describe the operation of a hydroelectric system.
• Suggest the most appropriate energy resource to use in a range of scenarios.
• Compare and contrast the operation of solar cells (photovoltaic cells) with solar heating panels.
• Describe the operation of a solar power tower.
• Describe the operation of a geothermal power plant.
• Outline the operation of a fossil fuel burning power station.
• Outline the operation of a nuclear power station.
• Explain why biofuels are considered carbon neutral.
• Use base load and start-up time data to explain why some power stations are in constant operation whereas others may be switched on and off.
• Compare energy resources in terms of capital and operational costs.
• Debate the construction of a power plant in the local area by using a wide range of information, much of which is provided.
• Describe a wide range of energy stores in different contexts.
• Describe changes in energy stores in terms of the process that causes the change.
• Use quantitative descriptions of changes in energy stores.
• Analyse energy changes to identify useful and less useful energy transfers.
• Describe energy dissipation and how this reduces the capacity of a system to do work.
• Investigate the factors that affect frictional forces.
• Analyse temperature change data to compare the thermal conductivity of materials.
• Describe the changes in the behaviour of the particles in a material as the temperature of the material increases.
• Apply understanding of thermal conductivity in reducing energy dissipation through the choice of appropriate insulating materials.
• Explain the importance of LCA and how it can be misused.
• Carry out LCAs for different products when data is supplied.
• Explain the importance of reusing and recycling products.
• Explain why some recycling can be difficult.
• Evaluate ways of reducing the use of limited resources when information is given.

Core procedural knowledge: What should students be able to do?

• Use the equation Q=It
• Use the equation V=IR
• Draw and recognise p.d. v current graphs for ohmic conductors, filament lamps and diodes.
• Calculate resistance.
• Use the equation P=IV and P=I2R
• Use the equation E=Pt and E=QV
• Use the equations: efficiency = useful output energy transfer/ total input energy transfer
• Efficiency may also be calculated using the equation: efficiency = useful power output/total power input

Core declarative knowledge: What should students know?

• Identify producers, primary consumers, secondary consumers, tertiary consumers, predators, and prey in a food web.
• Describe what happens to a population in a food web when another population changes.
• Plot data as a line graph and explain the pattern of predator and prey populations.
• Explain why decomposers are important to a stable ecosystem.
• Explain the importance of recycling substances.
• Describe the events in the decay cycle.
• Describe the events in the carbon cycle.
• Explain why the carbon cycle is vital to life on Earth.
• Write word equations for photosynthesis, respiration, and combustion.

Core declarative knowledge: What should students know?

• Describe how sewage, fertilisers, pesticides, and herbicides pollute the land and water.
• Describe the processes of eutrophication and bioaccumulation.
• Draw conclusions from data.
• Describe why a good level of biodiversity is important to the future of the human species.
• Describe some effects of human population growth.
• Analyse and interpret data and information concerning human population growth.
• Describe how acid rain is formed.
• Plan an investigation to find out how acid rain affects the germination of seeds.
• Choose a suitable method for analysing data.
• Explain the effects of deforestation and peat removal.
• Categorise reasons for and effects of deforestation as environmental, social, economic, and/or political.
• Describe why there is a conflict between using peat to increase food production and the need to conserve peat bogs.
• Use the terms greenhouse effect, global warming, and climate change correctly.
• Describe in detail the biological consequences of global warming.
• Describe programmes to reduce negative effects on ecosystems and explain how they work.
• Use information to explain the conflicting pressures on maintaining biodiversity.

Core declarative knowledge: What should students know?

• Define the terms community, population, habitat, ecosystem, abiotic factor, biotic factor.
• Describe what a stable community is and give an example.
• Suggest how one species relies on another.
• Describe how a factor influences the distribution of organisms.
• Record measurements of abiotic factors.
• Explain how to use a quadrant and a transect to estimate population sizes.
• Design a method to estimate a population using a sampling technique.
• Calculate range, mean, median, and mode in order to analyse results.
• Use information to suggest factors that animals are competing for in a given habitat.
• Explain tactics that help an animal compete for a resource.
• Describe how the distribution of a species has changed because of competition.
• Suggest factors that plants are competing for in a given habitat.
• Explain why plants use seed dispersal.
• Describe the methods plants use to outcompete others or avoid competition.
• Suggest features that an organism may have in order to survive in a given habitat.
• Explain how adaptations allow an organism to survive in its habitat.
• Classify adaptations as structural, behavioural, or functional.
• Calculate surface area to volume ratio.
• Describe how animals are adapted to live in hot, dry, and cold habitats.
• Explain how a plant adaptation allows it to survive in its habitat.
• Explain why plants need to reduce water loss by transpiration.
• Display data using a graph and describe what it shows.

Core declarative knowledge: What should students know?

• Use the names and symbols of the first 20 elements in the periodic table, the elements in Groups 1 and 7.
• Name compounds of these elements from given formulae or symbol equations.
• Write word equations for the reactions in this specification.
• Write formulae and balanced chemical equations for the reactions in this specification.
• (HT) write balanced half equations and ionic equations where appropriate.
• A mixture consists of two or more elements or compounds not chemically combined together. The chemical properties of each substance in the mixture are unchanged.
• Mixtures can be separated by physical processes such as filtration, crystallisation, simple distillation, fractional distillation and chromatography.
• Explain how paper chromatography separates mixtures.
• Suggest how chromatographic methods can be used for distinguishing pure substances from impure substances.
• Justify why the model of the atom has changed over time.
• Evaluate the current model of an atom.
• Describe atoms using the atomic model.
• Explain why atoms have no overall charge.
• Use atomic number and mass numbers of familiar atoms to determine the number of each subatomic particle.
• Describe isotopes using the atomic model.
• Explain why ions have a charge.
• Use atomic number and mass numbers of familiar ions to determine the number of each subatomic particle.
• Write the standard electronic configuration notation from a diagram for the first 20 elements.
• Explain why elements in the same group react in a similar way.

Core procedural knowledge: What should students be able to do?

• Recognise and convert standard form.
• Calculate the number of neutrons in an atom from the mass number and atomic (proton) number

Core declarative knowledge: What should students know?

• Describe how the elements are arranged in groups and periods in the periodic table.
• Explain why the periodic table was a breakthrough in how to order elements.
• Describe how the electronic structure of metals and non-metals are different.
• Explain in terms of electronic structure how the elements are arranged in the periodic table.
• Explain why the noble gases are unreactive and the trend in their boiling
• Recognise trends in supplied data.
• Explain why the elements in Group 1 react similarly and why the first three elements float on water.
• Describe how you can show that hydrogen and metal hydroxides are made when Group 1 metals react with water.
• Recognise trends in supplied data.
• Explain why the elements in Group 7 react similarly.
• Explain how to complete a halogen displacement reaction and explain what happens in the reaction.
• Describe how the properties of Group 1 metals compare with transition metals.
• Interpret the formula and names of familiar transition metal compounds.

Core procedural knowledge: What should students be able to do?

• Explain how testing a prediction can support or refute a new scientific idea.
• Visualise and represent 2D and 3D forms including two dimensional representations of 3D objects.
• Draw electronic structures of atoms

Core declarative knowledge: What should students know?

• Draw dot and cross diagrams of compounds formed between Group 1 and Group 7 elements.
• Explain how electron transfer allows ionic bonding to occur in the compound formed when a Group 1 metal reacts with a Group 7 non-metal.
• Explain how the position of an element in the periodic table relates to the charge on its most stable monatomic ion.
• Explain, in terms of electronic structure, how unfamiliar elements become ions.
• Interpret the formulae of familiar ionic compounds to determine the number and type of each ion present.
• Explain why ionic compounds have a high melting point.
• Describe, in terms of ions, how an ionic compound can conduct electricity.
• Explain the movement of ions in solution or when molten.
• Describe metallic bonding.
• Recognise and represent metallic bonding diagrammatically.
• Explain key physical properties of metals using the model of metallic bonding.
• Describe why metals are alloyed.
• Explain how a covalent bond forms in terms of electronic structure.
• Draw dot and cross diagrams and ball and stick diagrams for H2, Cl2, O2, N2,HCl, H2O, NH3, and CH4.
• Describe a double bond in a diatomic molecule.
• Recognise the structure of diamond and graphite from information provided in written or diagrammatic form.
• Explain the properties of diamond in terms of its bonding.
• Explain the properties of graphite in terms of its bonding.
• Recognise the structure of a fullerene or nanotube in diagrams and prose.
• Explain the structure of fullerenes.
• List the properties and consequent uses of fullerenes and carbon nanotubes.
• Describe the size of nanoparticles.
• Explain why surface area to volume ratio increases as particle size decreases.
• Convert lengths into standard form.
• List the advantages and disadvantages of using nanoparticles.
• Explain why nanoparticles can have new applications.
• Use data to determine the state of a substance at a given temperature.
• Explain, in terms of particles, the energy and temperature of a substance when it is at the melting point or boiling point.
• Describe the factors that affect rate of evaporation.
• Explain how the size of molecules affects melting and boiling points.
• Explain why small molecules and polymers do not conduct electricity.
• Identify substances that would have weak intermolecular forces.

Core procedural knowledge: What should students be able to do?

• Relate the number of electrons in the outer shell of an atom to the ionic charge
• Draw dot and cross diagrams for ionic compounds formed by metals in Groups 1 and 2 with non-metals in Groups 6 and 7.
• Deduce that a compound is ionic from a diagram of its structure in one of the specified forms
• Recognise substances as metallic giant structures from diagrams showing their bonding
• Draw dot and cross diagrams for covalent compounds

Core declarative knowledge: What should students know?

• Use the periodic table to find the relative atomic mass of all elements.
• Calculate the relative formula mass for unfamiliar compounds when the formula is given.
• (HT) State the units for the amount of substance.
• Explain why chemical equations must be balanced.
• Calculate the relative formula mass for one substance when the relative formula masses are given for all the other substances in a balanced symbol equation.
• Explain why chemical equations must be balanced.
• Identify the limiting reactant in a chemical reaction.
• Calculate percentage yield when the actual yield is given and the mass of the limiting reactant is given.
• List reasons why actual yield is often lower than theoretical yield.
• Calculate the atom economy for a given chemical reaction.
• Explain why using reactions with high atom economy is important.
• (HT) Explain how concentration of a solution can be changed.
• (HT) Calculate the mass of solute (in g) in a solution when given the concentration in g/dm3 and volume in dm3 or cm3.
• Calculate a titre.
• Describe how an indicator can be used to determine the end point.
• Explain how accuracy can be improved in a titration.
• Calculate the concentration of a solution in mol/dm3 when given the amount of solute in moles and volume of solution in dm3.
• Calculate the amount of acid or alkali needed in a neutralisation reaction.
• Calculate the mole and mass of solute (in g) in a solution when given the concentration in mol/dm3 and volume in dm3 or cm3.
• Calculate the amount in moles of gas in a given volume at room temperature and pressure.
• Convert units

Core procedural knowledge: What should students be able to do?

• Calculate the percentage by mass of elements in a compound
• Substitute numerical values into algebraic equations using appropriate units for physical quantities.
• Convert moles into whole number ratios
• Calculate the mass of solute in a given volume of solution of known concentration in terms of mass per given volume of solution

Core declarative knowledge: What should students know?

• Describe oxidation and reduction in terms of gain or loss of oxygen.
• Write word equations for the metals listed in the reactivity series reacting with oxygen, water, and acid, and balance given symbol equations.
• Predict observations for the metals listed in the reactivity series reacting with oxygen, water, and acid.
• Explain why a displacement reaction occurs.
• Write word equations and straightforward balanced symbol equations for displacement reactions.
• Predict observations for the metals listed in the reactivity series reacting with a different metal salt.
• Identify species that are being oxidised and reduced in a chemical reaction.
• Explain why some metals are found uncombined in the Earth’s crust.
• Describe how to make a salt by reacting a metal with an acid.
• Write a balanced symbol equation to describe a reaction between a metal and sulfuric acid or hydrochloric acid.
• Identify the chemical formula of the salt produced from the reaction between an acid and a metal.
• Describe a method to prepare a pure, dry sample of a soluble salt from an insoluble substance and a dilute acid.
• Write a balanced symbol equation to describe a reaction between a metal hydroxide or oxide and sulfuric acid or hydrochloric acid.
• Explain why the reaction between a base and a dilute acid is a neutralisation reaction.
• Describe how to make a dry sample of a salt from reacting a metal carbonate or an alkali with a dilute acid.
• Write balanced symbol equations for neutralisation reactions.
• Describe how universal indicators can be used to classify a chemical as acidic or alkaline.
• Describe how solutions can be acidic or alkaline.
• Describe the relationship between alkalis and bases.
• Recall examples of strong and weak acids.
• Describe how an acid or alkali can be concentrated or dilute.
• Describe how an acid or alkali can be weak or strong.

Core procedural knowledge: What should students be able to do?

• Deduce an order of reactivity of metals based on experimental results.
• Predict products from given reactants
• Use the formulae of common ions to deduce the formulae of salts.
• Describe how to make pure, dry samples of named soluble salts from information provided.

Core declarative knowledge: What should students know?

• Describe electrolysis in terms of movement of ions.
• Write a balanced symbol equation including state symbols for the overall electrolysis of a molten ionic compound.
• Predict the products at each electrode for the electrolysis of a molten ionic compound.
• Describe electrolysis of solutions in terms of movement of ions.
• Write a balanced symbol equation including state symbols for the overall electrolysis of a solution.
• Predict the products at each electrode for the electrolysis of a molten ionic compound or its solution.
• Describe the electrolysis of aluminium oxide.
• Explain why electrolysis is an expensive metal extraction method and illustrate this with the extraction of aluminium.
• Explain why cryolite is added to aluminium oxide in the industrial extraction of aluminium.
• Describe how to electrolyse brine in terms of ions moving.
• Predict the products of electrolysis of a solution.
• Plan and carry out an electrolysis investigation.

Core procedural knowledge: What should students be able to do?

• Predict the products from electrolysis.
• (HT) Use half equations to predict products.

Core declarative knowledge: What should students know?

• Describe examples of exothermic and endothermic reactions.
• Explain, using observations from calorimetry, how to classify a reaction as exothermic or endothermic.
• Explain in detail how to carry out a calorimetry experiment.
• Explain how an energy change from a chemical reaction can be used.
• Write balanced symbol equations for familiar reactions.
• Label activation energy on a reaction profile diagram.
• Generate a specific reaction profile diagram for a given chemical reaction when its energy change is also supplied.
• (H) Identify bonds broken in reactants and new bonds made in products of a reaction.
• Explain, using the particle model, how reactants become products in a chemical reaction.
• Explain why bond breaking is endothermic and bond making is exothermic.
• Define bond energy and identify all the bonds that break and are made in a chemical reaction.
• Explain how a hydrogen fuel cell produces electricity.
• List the advantages and disadvantages of hydrogen fuel cells.
• Explain why hydrogen fuel cells are an alternative to rechargeable cells and batteries.
• Explain how a hydrogen fuel cell produces electricity.
• List the advantages and disadvantages of hydrogen fuel cells.
• Explain why hydrogen fuel cells are an alternative to rechargeable cells and batteries.

Core procedural knowledge: What should students be able to do?

• Draw simple reaction profiles (energy level diagrams) for exothermic and endothermic reactions showing the relative energies of reactants and products, the activation energy and the overall energy change, with a curved line to show the energy as the reaction proceeds
• Calculate the energy transferred in chemical reactions using bond energies supplied.

Core declarative knowledge: What should students know?

• Explain how there can be different units for measuring rate of reaction.
• Calculate the mean rate of reaction.
• Calculate the rate of reaction at a specific time.
• Use collision theory to explain how changing temperature alters the rate of reaction.
• Calculate mean rates of reaction.
• Use collision theory to explain how changing temperature alters the rate of reaction.
• Calculate mean rates of reaction.
• Use collision theory to explain how changing concentration or pressure alters the rate of reaction.
• Calculate mean rates of reaction.
• Explain how to change gas pressure.
• Use collision theory to explain how adding a catalyst alters the rate of reaction.
• Explain, with an example, the industrial use of a catalyst.
• Calculate the mean rate of reaction.
• Explain, using a familiar example, how a reaction can be reversible.
• Describe a familiar reversible reaction using a balanced symbol equation.
• Predict the observations of a familiar reversible reaction when the conditions are changed.
• Explain why the energy change in a reversible reaction is exothermic in one direction and endothermic in the reverse direction.
• Generate balanced symbol equations for reversible reactions from information provided.
• Make predictive observations of familiar reversible reactions when information is supplied.
• Describe how to achieve dynamic equilibrium.
• Describe how the rate of the forward reaction compares to the rate of the backward reaction in a dynamic equilibrium.
• (H) Describe Le Chatelier’s Principle.
• Explain how changing conditions for a system at dynamic equilibrium affects the rate of the forward and reverse reactions.
• Predict the effect on yield of changing temperature, concentration, or pressure in a given equilibrium system.

Core procedural knowledge: What should students be able to do?

• Use the equation rate of reaction = amount of product formed/time. Use the equation, rate of reaction = amount of reactant used/time. Calculate the mean rate of a reaction from given information about the quantity of a reactant used or the quantity of a product formed and the time taken.
• Draw, and interpret, graphs showing the quantity of product formed or quantity of reactant used up against time

Core declarative knowledge: What should students know?

• Describe a wide range of energy stores in different contexts.
• Describe changes in energy stores in terms of the process that causes the change.
• Use quantitative descriptions of changes in energy stores.
• Apply the law of conservation of energy in straightforward situations.
• Describe the changes in energy stores explaining why energy ceases to be useful.
• Describe the energy changes in a range of experiments and account for energy dissipation to the surroundings.
• Describe the action of frictional forces on objects and the associated heating effect.
• Use the equation for work done to calculate distances or size of forces.
• Use repeat values to measure the work done by a force experimentally.
• Describe the effect of a different gravitational field strength on the gravitational potential energy store changes of a system.
• Calculate the gravitational potential energy store of a system using the mass, gravitational field strength, and height.
• Describe energy changes that involve a heating effect as opposed to movement of an object.
• Calculate the kinetic energy store of an object.
• Calculate the elastic potential energy store of a stretched spring.
• Investigate the relationship between the energy stored in a spring and the kinetic energy store of an object launched from it.
• Analyse energy changes to identify useful and less useful energy transfers.
• Describe energy dissipation and how this reduces the capacity of a system to do work.
• Investigate the factors that affect frictional forces.
• Calculate the efficiency of a range of energy transfers.
• Use the law of conservation of energy to explain why efficiency can never be greater than 100%.
• Investigate the efficiency of a motor.
• Rank electrical devices in terms of their power.
• Compare mains-powered and battery-powered devices.
• Describe the processes that waste energy in electrical devices.
• Calculate the energy transferred by an electrical device.
• Calculate the efficiency of a device from power ratings.
• Find the wasted power of a device.

Core procedural knowledge: What should students be able to do?

• Use and rearrange the equation g . p . e . = mass × gravitational field strength × height
• Recall and apply the kinetic and elastic energy calculations.

Core declarative knowledge: What should students know?

• Analyse temperature change data to compare the thermal conductivity of materials.
• Describe the changes in the behaviour of the particles in a material as the temperature of the material increases.
• Apply understanding of thermal conductivity in reducing energy dissipation through the choice of appropriate insulating materials.
• Describe the cooling of objects in terms of the rate of emission of radiation.
• Describe how the rate of emission of radiation is related to the temperature of a body.
• Describe the visible changes in an object’s emitted radiation as its temperature is increased.
• Compare the emission of infrared radiation from different surfaces (such as shiny and dark).
• Outline the evidence that changes in the concentration of atmospheric gases are the likely cause of global warming.
• Describe the greenhouse effect in terms of absorption and emission of radiation.
• Describe the effects of changing the factors involved in the equation.
• Calculate the energy required to change the temperature of an object.
• Measure the specific heat capacity of a material and find a mean value.
• Describe how some design features used to reduce energy dissipation from a homework.
• Compare home improvement features in terms of payback time.
• Outline the operation of a fossil fuel burning power station.
• Outline the operation of a nuclear power station.
• Explain why biofuels are considered carbon neutral.

Core procedural knowledge: What should students be able to do?

• Use and rearrange the equation ∆ E = m c ∆ θ

Core declarative knowledge: What should students know?

• Outline the operation of a fossil fuel burning power station.
• Outline the operation of a nuclear power station.
• Explain why biofuels are considered carbon neutral.
• Describe the operation of a wind farm.
• Describe the operation of a hydroelectric system.
• Suggest the most appropriate energy resource to use in a range of scenarios.
• Compare and contrast the operation of solar cells (photovoltaic cells) with solar heating panels.
• Describe the operation of a solar power tower.
• Describe the operation of a geothermal power plant.
• Describe the effects of acid rain and climate change.
• Describe techniques to reduce the harmful products of burning fossil fuels.
• Compare a wide range of energy resources in terms of advantages and disadvantages.
• Use base load and start-up time data to explain why some power stations are in constant operation whereas others may be switched on and off.
• Compare energy resources in terms of capital and operational costs.
• Debate the construction of a power plant in the local area by using a wide range of information, much of which is provided.

Core declarative knowledge: What should students know?

• Compare the electrical properties of protons, neutrons, electrons, and ions.
• Use the concept of electric fields to explain why charged objects interact.
• Describe how objects become charged in terms of electron transfer.
• Describe the operation of a variable resistor and a diode and their effects on current.
• Calculate the charge transferred by a steady current in a given time.
• Construct an electrical circuit and accurately measure the current.
• Calculate the potential difference.
• Calculate the resistance of a component.
• Measure the effect of changing the length of a wire on its resistance in a controlled experiment.
• Describe the resistance characteristics of a filament lamp.
• Describe the characteristics of a diode and light-emitting diode.
• Investigate the resistance characteristics of a thermistor and a LDR.
• Find the potential difference across a component in a circuit by using the p.d. rule.
• Calculate the current in a series circuit containing more than one resistor.
• Investigate the resistance of series circuits with several components.
• Measure the p.d. across parallel circuits and explain any discrepancies.
• Describe the effect on the resistance in a circuit of adding a resistor in parallel.
• Investigate the effect of adding resistors in parallel on the size of the current in a circuit.

Core procedural knowledge: What should students be able to do?

• Use the equation Q=It
• Use the equation V=IR
• Draw and recognise p.d. v current graphs for ohmic conductors, filament lamps and diodes.
• Calculate resistance.

Core declarative knowledge: What should students know?

• Describe the characteristics of the UK mains supply.
• Compare a.c. traces in terms of period and amplitude (voltage).
• Operate a cathode ray oscilloscope to display an a.c. trace.
• Discuss the choices of materials used in cables and plugs in terms of their physical and electrical properties.
• Describe why a short circuit inside a device presents a hazard.
• Identify a variety of electrical hazards associated with plugs and sockets.
• Calculate the power of systems.
• Calculate the power of electrical devices.
• Select an appropriate fuse for a device.
• Calculate the charge transferred by a current in a given time.
• Calculate the energy transferred by a charge passing through a potential difference.
• Apply the law of conservation of energy in a circuit.
• Calculate energy transfer in kilowatt-hours.
• Convert between efficiencies stated in percentages and those stated in decimal forms.
• Calculate the power rating of a device from the energy transferred and the time of operation.

Core procedural knowledge: What should students be able to do?

• Use the equation P=IV and P=I2R
• Use the equation E=Pt and E=QV
• Use the equations: efficiency = useful output energy transfer/ total input energy transfer
• Efficiency may also be calculated using the equation: efficiency = useful power output/total power input

Core declarative knowledge: What should students know?

• Explain why some materials will float on water.
• Calculate the density of materials.
• Measure the density of a solid and a liquid.
• Describe the arrangement of the particles in a solid, liquid, and gas.
• Explain the behaviour of a material in terms of the arrangement of particles within it.
• Describe the changes in behaviour of the particles in a material during changes of state.
• State that the melting and boiling points of a pure substance are fixed.
• Use the term ‘latent heat’ to describe the energy gained by a substance during heating for which there is no change in temperature.
• Find the melting or boiling point of a substance by using a graphical technique.
• Describe how the internal energy of an object can be increased by heating.
• Describe how the behaviour of particles changes as the energy of a system increases.
• Describe the energy changes by heating between objects within the same system.
• Describe the changes in particle bonding during changes of state.
• Calculate the latent heat of fusion and latent heat of vaporisation for a substance.
• Measure the latent heat of fusion for water.
• Describe the behaviour of particles in a gas as the gas is heated.
• Outline Brownian motion and how this provides evidence for the particle nature of matter.
• Describe the relationship between an increase in the temperature of a fixed volume of gas and the increase in pressure of the gas.
• Describe how the pressure of a gas can change when it is compressed or allowed to expand.
• Use the relationship pV = constant to calculate the constant.
• (H) Explain why the temperature of a gas increases when it is compressed.

Core procedural knowledge: What should students be able to do?

• 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, micrometre or Vernier callipers.
• Use and rearrange the equation E = m L

Core declarative knowledge: What should students know?

• Describe some safety precautions used when dealing with radioactive materials.
• Describe how a Geiger counter can be used to detect radiation.
• Identify natural and man-made sources of background radiation.
• Calculate the number of neutrons in an isotope by using nuclear notation.
• Describe the differences between isotopes.
• Complete decay equations for alpha and beta decay.
• Describe how the penetrating powers of radiation can be measured.
• Describe the path of radiation types through a magnetic field.
• Describe the process of ionisation.
• (HT) Find the ratio of a sample remaining after a given number of half-lives.
• (HT) State that all atoms of a particular isotope have an identical chance to decay in a fixed time.
• (HT) Plot a graph showing the decay of a sample and use it to determine half-life.
• Explain why alpha, beta, or gamma radiation is chosen for a particular medical application.
• Describe how gamma rays can be used to destroy cancerous cells and the damage they may cause to healthy tissue.
• Explain how precautions to reduce exposure to patients and medical staff work.
• Describe induced nuclear fission in terms of neutron impacts and release.
• Explain how an escalating induced fission reaction occurs.
• Outline the function of the moderator, control rods, and coolant.
• Outline the process of nuclear fusion.
• Complete a nuclear equation showing simple fusion processes.
• Describe the key design features of a nuclear fusion reactor.
• Compare the risks and damage associated with alpha, beta, and gamma radiation.
• Describe how damage caused by radioactive material can be reduced.
• Discuss the difficulties associated with the handling and storage of nuclear waste.

Core declarative knowledge: What should students know?

• Define homeostasis
• Define and explain the roles of receptors, coordination centres and effects.
• Describe the pathway of impulses from receptor to effector.
• Describe how information is passed along neurones.
• Evaluate a method and describe how accuracy could be increased.
• Describe how reflex actions are fast and automatic.
• Describe the events involved in a reflex action.
• Describe the function of synapses.
• Describe the function of brain structures.
• (HT) Describe how regions of the brain have been mapped to particular functions.
• Choose the correct way to display data.
• Relate the structures of the eye to their functions.
• Describe how the eye focuses light.
• Describe how the lens changes shape to focus on near or distant objects.
• Describe how lenses and surgery can help with long and short sightedness.

Core procedural knowledge: What should students be able to do?

• Identify the position of the following on a diagram of the human body: pituitary gland, pancreas, thyroid, adrenal gland, ovary and testes.
• Extract and interpret data from graphs, charts and tables, about the functioning of the nervous system.
• Translate information about reaction times between numerical and graphical forms.

Core declarative knowledge: What should students know?

• Explain why the pituitary gland is known as a ‘master gland’.
• Describe the role of hormones released by endocrine glands.
• Describe what happens when blood glucose levels become too high or too low.
• Describe the difference in the causes of Type 1 and Type 2 diabetes.
• Explain why Type 1 diabetes is treated with insulin injections.
• Explain how Type 2 diabetes can be treated by changes to diet and exercise.
• Describe how the production of insulin for people with diabetes has developed over time.
• Describe the function of adrenaline and thyroxine.
• Interpret and explain diagrams of negative feedback control.
• Compare and contrast the changes to boys and girls during puberty.
• Name the hormones involved in the menstrual cycle.
• Name the glands that produce the hormones oestrogen, progesterone, LH, and FSH.
• Describe the function of the hormones that control the menstrual cycle.
• Explain how contraceptives work.
• List the advantages and disadvantages of different contraceptives.
• Describe what is meant by infertility and suggest reasons for it.
• Describe the steps used in IVF.
• Outline the issues surrounding IVF.
• Explain why plants need tropisms.
• Use diagrams and descriptions to explain how plant shoots and roots respond to light and gravity.
• Plan and carry out an investigation into the effect of light on plant growth, with limited guidance.
• Describe some uses of plant hormones (gibberellins, ethene, and auxins) in agriculture, horticulture, and the food industry.
• Observe the effects of plant hormones.

Core procedural knowledge: What should students be able to do?

• Evaluate information around the relationship between obesity and diabetes, and make recommendations taking into account social and ethical issues.
• Be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes.
• Interpret and explain simple diagrams of negative feedback control.
• Show why issues around contraception cannot be answered by science alone.
• Understand social and ethical issues associated with IVF treatments.

Core declarative knowledge: What should students know?

• Describe how body temperature is monitored and controlled.
• Describe the mechanisms that take place if body temperature is too high or too low.
• Explain why the body needs to get rid of carbon dioxide, urea, excess ions, and water.
• Describe how the body forms the waste products carbon dioxide and urea.
• Describe the difference between urea and urine.
• Describe the processes of filtering and selective reabsorption in the kidneys.
• Suggest how the composition of the urine will change in given situations.
• Describe the effect of ADH on the kidneys.
• Use a diagram to show how kidney dialysis works.
• List advantages and disadvantages of kidney dialysis.
• Describe how a model is similar to kidney dialysis.
• Explain why kidney donors can be living.
• Compare the advantages and disadvantages of treating kidney failure using dialysis or kidney transplant.

Core declarative knowledge: What should students know?

• Describe the differences between sexual reproduction.
• Describe the advantages and disadvantages of sexual and asexual reproduction.
• Design a model to show why variation is produced in offspring from sexual reproduction but not from asexual reproduction.
• Describe the processes of meiosis and mitosis.
• Explain how meiosis halves the number of chromosomes in gametes and fertilisation restores the full number.
• Solve simple probability questions.
• Describe how malarial parasites and fungi reproduce both asexually and sexually.
• List the ways in which plants can reproduce asexually.
• Describe the relationship between DNA, genes, and chromosomes.
• Describe some of the benefits of studying the human genome.
• Explain why genome projects are costly and take a long time.
• Describe how the four bases make up a code.
• Explain why the correct folding of a protein is important to its function.
• Describe what a mutation is.
• Explain why the correct folding of a protein is important to its function.
• Use the terms allele, dominant, recessive, homozygous, and heterozygous correctly.
• Describe a phenotype when given the genotype.
• Carry out a genetic cross to show sex inheritance.
• Use direct proportion and simple ratios to express the outcome of a genetic cross.
• Name examples of inherited disorders, such as cystic fibrosis and polydactyly.
• Use a genetic cross to explain how inherited disorders are passed on.
• Outline the methods used to screen embryos.
• List advantages and disadvantages of embryo screening.
• List some examples of variation in plants and categorise these as being due to genetic causes, environmental causes, or both.
• Suggest reasons why identical twins will start to show variation as they get older.
• Use data to explain why studying identical twins helps scientists investigate which traits have genetic causes.
• Describe the steps in the process of speciation.
• Explain why there are species living on Madagascar that share some similarities with species found elsewhere.
• Carry out research to describe other examples of speciation.
• Explain the process of selective breeding.
• Explain why humans have used selective breeding.
• Explain what inbreeding is, and why it is a problem in dog breeding.
• Describe the steps used in genetic engineering to produce GM organisms.
• Analyse data to describe why growing GM crops may be beneficial to a farmer.
• Describe the benefits for plant growers of reproduction using cuttings or tissue culture rather than seeds.
• Describe how embryo transplants are undertaken, and why they produce clones.
• Explain why the animal produced using adult cell cloning is a clone.
• Design a flowchart to describe the process of adult cell cloning.
• List some benefits and drawbacks of adult cell cloning.
• Outline the potential benefits and risks of genetic engineering.
• Describe economic and ethical concerns that people may have about cloning animals.

Core procedural knowledge: What should students be able to do?

• Compare mitosis to meiosis.
• (HT) Use genetic cross diagrams to predict phenotypes.
• Calculating ratios and percentages.
• Predict the outcomes of selective breeding.
• Evaluate the ethical issues associated with GM crops.

Core declarative knowledge: What should students know?

• Discuss why the importance of Mendel’s work was not recognised until after his death.
• Correctly order important discoveries in gene theory.
• Compare and contrast Darwin and Lamarck’s theories of evolution.
• Describe the theory of inheritance of acquired characteristics proposed by Jean-Baptiste Lamarck.
• Design a storyboard to highlight important events that helped Darwin develop his theory.
• Explain how finches on different islands evolved different-shaped beaks by natural selection.
• Describe several reasons why most people did not accept Darwin’s theory when it was first published.
• Explain why it was important that Darwin collected a variety of evidence.
• Describe the steps in the process of speciation.
• Explain why there are species living on Madagascar that share some similarities with species found elsewhere.
• Carry out research to describe other examples of speciation.
• Describe how fossils are formed.
• Describe how fossils are evidence for evolution by natural selection.
• Explain why the fossil record is not complete.
• Describe how other organisms can cause an animal or plant to become extinct.
• Suggest a hypothesis for why an organism became extinct.
• Explain how fossil diagrams show how the horse has evolved.
• Suggest the effects of an asteroid, comet, or meteorite strike on Earth.
• Explain how environmental change can cause mass extinctions.
• Identify strengths and weaknesses in two different theories of mass extinction.
• Describe how antibiotic resistant bacteria evolve.
• Explain why scientists need to develop new antibiotics.
• Create an information sheet outlining important facts about antibiotic resistant bacteria to the public.
• Describe the classification system developed by Carl Linnaeus, to include the order of the taxonomic groups.
• Identify genus and species from a scientific name.
• Explain why a binomial naming system is useful.
• Describe how organisms are divided in the three-domain system.
• Describe why the three-domain system was proposed.
• Draw several conclusions from a simple evolutionary tree.

Core procedural knowledge: What should students be able to do?

• Use an evolutionary tree.

Core declarative knowledge: What should students know?

• Define the terms community, population, habitat, ecosystem, abiotic factor, biotic factor.
• Describe what a stable community is and give an example.
• Suggest how one species relies on another.
• Describe how a factor influences the distribution of organisms.
• Record measurements of abiotic factors.
• Explain how to use a quadrat and a transect to estimate population sizes.
• Design a method to estimate a population using a sampling technique.
• Calculate range, mean, median, and mode in order to analyse results.
• Use information to suggest factors that animals are competing for in a given habitat.
• Explain tactics that help an animal compete for a resource.
• Describe how the distribution of a species has changed because of competition.
• Suggest factors that plants are competing for in a given habitat.
• Explain why plants use seed dispersal.
• Describe the methods plants use to outcompete others or avoid competition.
• Suggest features that an organism may have in order to survive in a given habitat.
• Explain how adaptations allow an organism to survive in its habitat.
• Classify adaptations as structural, behavioural, or functional.
• Calculate surface area to volume ratio.
• Describe how animals are adapted to live in hot, dry, and cold habitats.
• Explain how a plant adaptation allows it to survive in its habitat.
• Explain why plants need to reduce water loss by transpiration.
• Display data using a graph and describe what it shows.

Core declarative knowledge: What should students know?

• Identify producers, primary consumers, secondary consumers, tertiary consumers, predators, and prey in a food web.
• Describe what happens to a population in a food web when another population changes.
• Plot data as a line graph and explain the pattern of predator and prey populations.
• Explain why decomposers are important to a stable ecosystem.
• Explain the importance of recycling substances.
• Describe the events in the decay cycle.
• Describe the events in the carbon cycle.
• Explain why the carbon cycle is vital to life on Earth.
• Write word equations for photosynthesis, respiration, and combustion.
• Identify factors that speed up or slow down decay.
• Choose a suitable dependent variable and plan a way to measure it accurately.
• Plot a line graph with more than one line plotted on the same axes.

Core declarative knowledge: What should students know?

• Describe how sewage, fertilisers, pesticides, and herbicides pollute the land and water.
• Describe the processes of eutrophication and bioaccumulation.
• Draw conclusions from data.
• Describe why a good level of biodiversity is important to the future of the human species.
• Describe some effects of human population growth.
• Analyse and interpret data and information concerning human population growth.
• Describe how acid rain is formed.
• Plan an investigation to find out how acid rain affects the germination of seeds.
• Choose a suitable method for analysing data.
• Explain the effects of deforestation and peat removal.
• Categorise reasons for and effects of deforestation as environmental, social, economic, and/or political.
• Describe why there is a conflict between using peat to increase food production and the need to conserve peat bogs.
• Use the terms greenhouse effect, global warming, and climate change correctly.
• Describe in detail the biological consequences of global warming.
• State some examples of environmental changes that affect the distribution of species in an ecosystem.
• Explain how humans can cause environmental changes.
• Describe an example of how environmental change has affected the distribution of a species.
• Describe programmes to reduce negative effects on ecosystems and explain how they work.
• Use information to explain the conflicting pressures on maintaining biodiversity.
• Number the trophic levels in a food chain, food web, and pyramid of biomass.
• Describe how decomposers feed.
• Use data to draw a pyramid of biomass and explain what it shows.
• Calculate the percentage of biomass passed between trophic levels.
• Calculate the efficiency of transfers, with guidance.
• Explain how the loss of biomass at each trophic level affects the number of organisms at each level.
• Define sustainable food production and describe how it could help increase food security.
• Explain how factors affect food security.
• Present information based on research.
• Explain why there could be more food for everyone if we ate less meat.
• Explain why there are ethical objections to some factory farming techniques.
• Explain how factory farming techniques increase rate of growth.
• Describe the reasons why fish stocks in the oceans are decreasing.
• Describe the techniques used to conserve fish stocks.
• Describe how mycoprotein is produced.

Core declarative knowledge: What should students know?

• Describe the composition of crude oil.
• State a definition of a hydrocarbon.
• State a definition of an alkane.
• Name the different fractions from crude oil.
• State a use for each fraction from crude oil.
• Define complete and incomplete combustion.
• Write a word equation to describe the complete combustion of a hydrocarbon.
• Write a word equation to describe the incomplete combustion of a hydrocarbon.
• Define the process of cracking.
• Generate a word equation to describe cracking.
• Recognise and give examples of alkenes.

Core declarative knowledge: What should students know?

• State a definition of an alkene.
• Name the first four alkenes.
• State the product of a combustion and an addition reaction of an alkene.
• Recognise the functional group in an alcohol and a carboxylic acid.
• Name for the first four primary alcohols and the first four carboxylic acids.
• Name ethyl ethanoate from its formula.
• State that fermentation can be used to make ethanol.
• List some chemical properties of the first four alcohols.
• Recognise the formula and structure of ethanol and state some of its uses.
• Recognise a carboxylic acid from its name or formula.
• List some chemical properties of carboxylic acids.
• Describe an ester and state some uses of this class of compounds.

Core declarative knowledge: What should students know?

• Define a monomer and a polymer.
• State some uses of poly(ethene) and poly(propene).
• Write a word equation for the formation of poly(ethene) and poly(propene).
• Describe condensation polymerisation.
• Draw a simplified structure of the monomers for a condensation polymer when the structure of the polymer is given.
• Draw a simplified structure of a condensation polymer when the structure of the monomers are given.
• State an example of a natural polymer.
• Describe the relationship between sugar as a monomer and starch or cellulose as a polymer.
• Describe the relationship between amino acids as a monomer and protein as a polymer.
• State that DNA is an example of a natural polymer.
• State what DNA stands for.
• Name the type of monomers used to make DNA.

Core declarative knowledge: What should students know?

• Describe the difference between pure substances, impure substances, and formulations.
• Explain how melting point and boiling point data can be used to determine the purity of a substance.
• State uses of formulations.
• Explain how chromatography separates solutes.
• Calculate Rf values from given data.
• Use a chromatogram to determine if a sample is pure or impure.
• Explain why limewater turns milky when it reacts with carbon dioxide.
• Interpret results to identify a gas that is present.
• Explain why hydrogen ‘pops’ near a naked flame.
• Identify a metal ion from the colour of a flame or the colour of the hydroxide precipitate.
• Write balanced symbol equations, including state symbols, for the production of an insoluble metal hydroxide.
• Explain why a flame test cannot be used to identify a mixture of metal solutions.
• Identify the presence of carbonate, a specific halide, or sulphate ions from simple laboratory tests.
• Write balanced symbol equations, including state symbols for the reactions in the simple laboratory tests for carbonate, halide, or sulphate ions.
• Explain why it can be difficult to identify halides using this method.
• Compare and contrast instrumental techniques with simple laboratory tests.
• Describe the main processes of flame emission spectroscopy.
• Explain how flame emission spectroscopy is an improvement on flame tests.

Core procedural knowledge: What should students be able to do?

• Use melting point and boiling point data to distinguish pure from impure substances.

Core declarative knowledge: What should students know?

• State the composition, including formulae, of the Earth’s early atmosphere.
• Describe a theory for the development of the Earth’s atmosphere.
• Explain, using word equations, how gases were formed in the atmosphere and how oceans were formed.
• Describe how the proportion of carbon dioxide in the early atmosphere was reduced.
• State the composition of dry air.
• Use word equations to show how carbon dioxide can form sedimentary rocks.
• Explain the greenhouse effect
• Explain how greenhouse gases increase the temperature of the atmosphere.
• Explain how human activity can change the proportion of greenhouse gases in the atmosphere.
• Explain the possible effects of global climate change and why they are difficult to predict.
• Explain possible methods to reduce greenhouse gas emissions.
• Explain some of the problems in trying to reduce greenhouse gas emissions.
• Explain how sulphur dioxide and nitrogen oxides are made when fossil fuels are combusted.
• Describe the health impacts of atmospheric pollutants.
• Use balanced symbol equations to show how atmospheric pollutants are formed.

Core procedural knowledge: What should students be able to do?

• Analyse data on the atmospheric gases.
• Evaluate evidence and data on the greenhouse effect
• Compare and evaluate different methods of reducing greenhouse gases.
• Explain the difference between complete and incomplete combustion using chemical equations.

Core declarative knowledge: What should students know?

• Describe and classify a resource as finite or renewable when information is given.
• Explain the use of natural, sustainable, and finite resources.
• Interpret information from different formats including graphs, charts, tables, and prose.
• Explain why the method of obtaining potable water depends on the local conditions.
• Explain reasons for filtration and sterilisation in water treatment.
• Describe and explain in detail how to safely distil salty water.
• Explain why waste water should be treated before it is released into the environment.
• Describe the main processes in sewage treatment.
• Explain uses of sewage slurry.
• Describe the processes of phytomining and bioleaching.
• Write balanced symbol equations to explain metal extraction techniques.
• Explain the need for new ways of extracting metals (in particular copper).
• Explain the importance of LCA and how it can be misused.
• Carry out LCAs for different products when data is supplied.
• Explain the importance of reusing and recycling products.
• Explain why some recycling can be difficult.
• Evaluate ways of reducing the use of limited resources when information is given.

Core procedural knowledge: What should students be able to do?

• Calculate orders of magnitude
• Evaluate the pros and cons of reverse osmosis and distillation

Core declarative knowledge: What should students know?

• Describe an experiment to investigate the conditions required for rusting to occur.
• With the help of equations, describe the process of rusting.
• Explain how different corrosion prevention techniques work.
• Explain in detail why pure metals are often alloyed before they are used.
• Describe how different amounts of carbon affect the properties of iron.
• Identify an appropriate purpose for an alloy when given data on its properties.
• Explain how thermosetting plastics and thermo-softening plastics are different in terms of structure and bonding.
• Describe the different conditions used to make poly(ethene).
• Explain how the structure of poly(ethene) affects its properties and therefore its uses.
• Describe what a composite is.
• Explain the difference between a composite and an advanced composite.
• Compare quantitatively the physical properties of glass and clay ceramics, polymers, composites, and metals.
• Describe how the raw materials are turned into the reactants for the Haber process.
• Describe how the Haber process is a reversible reaction.
• Describe the Haber process with the help of a balance symbol equation including state symbols.
• Explain the effect of changing temperature on the yield of the Haber process.
• Explain the effect of changing pressure on the yield of the Haber process.
• Explain why the conditions used in the Haber process are a compromise.
• Explain the importance of fertilisers for agriculture.
• Describe in detail how fertilisers are produced in the laboratory.
• Write balanced symbol equations for the reactions to make components of NPK fertilisers.
• Describe production of fertilisers in industry.
• Compare and contrast the industrial and laboratory production of fertilisers.

Core declarative knowledge: What should students know?

• Draw a scale diagram to represent a single vector.
• Categorise a wide range of quantities as either a vector or a scalar.
• Compare a scalar and a similar vector and explain how these quantities are different.
• Use scale diagrams to represent the sizes of forces acting on an object.
• Describe the action of pairs of forces in a limited range of scenarios.
• Investigate the effect of different lubricants on the size of frictional forces.
• Draw a scaled diagram of the forces acting in a range of situations using arrows to represent the forces.
• (HT) Calculate resultant force produced by several forces acting on an object in coplanar directions.
• Describe the effect of zero and non-zero resultant forces on the motion of moving and stationary objects.
• Describe the action of levers being used as force multipliers.
• Describe the action of a pair of gears in terms of increasing or decreasing the size of forces.
• Investigate the action of a set of two gears.
• Describe the action of levers being used as force multipliers.
• Describe the action of a pair of gears in terms of increasing or decreasing the size of forces.
• Investigate the action of a set of two gears.
• Describe an experimental technique to determine the centre of mass of an object.
• Explain why a suspended object comes to rest with the centre of mass directly below the point of suspension in terms of balanced forces.
• Compare the stability of objects to the position of their centre of mass.
• Use calculation of moments to determine if a seesaw is in equilibrium.
• Apply the principle of moments to determine if an object is in equilibrium.
• Establish the possible range of uncertainty of a weight using repeat values.
• Find the resultant of two forces at an acute angle by drawing a scale diagram.
• Describe a system in equilibrium in which non-parallel forces are acting.
• Calculate the component of a force using scale diagrams and ratios.
• Resolve a single force into two perpendicular components.
• Determine if an object is in equilibrium by considering the horizontal and vertical forces.
• Investigate the effect of increasing the weight of an object on a slope on the component of the weight acting along the slope.

Core procedural knowledge: What should students be able to do?

• Calculate the resultant of two forces that act in a straight line.
• Use vector diagrams to illustrate resolution of forces, equilibrium situations and determine the resultant of two forces, to include both magnitude and direction (scale drawings only).
• Use vector diagrams to illustrate resolution of forces, equilibrium situations and determine the resultant of two forces, to include both magnitude and direction (scale drawings only).

Core declarative knowledge: What should students know?

• Use the gradients of distance–time graphs to compare the speeds of objects.
• Describe the motion of an object by interpreting distance–time graphs.
• Calculate the speed of an object and the time taken to travel a given distance.
• Identify the features of a velocity–time graph.
• Rearrange the acceleration equation in calculations.
• Calculate the change in velocity for an object under constant acceleration for a given period of time.
• Describe sections of velocity–time graphs, and compare the acceleration in these sections.
• Calculate the distance travelled using information taken from a velocity–time graph for one section of motion.
• Use a series of repeat measurements to find an accurate measurement of the acceleration of a moving object.
• Calculate the speed of an object by extracting data from a distance–time graph.
• (HT) Use a tangent to determine the speed of an object from a distance–time graph.
• Use the equation v2 − u2 = 2as in calculations where the initial or final velocity is zero.

Core procedural knowledge: What should students be able to do?

• Draw distance–time graphs from measurements and extract and interpret lines and slopes of distance–time graphs, translating information between graphical and numerical form.
• Recall and apply the acceleration equation. Draw velocity–time graphs from measurements and interpret lines and slopes to determine acceleration
• Draw velocity–time graphs from measurements and interpret lines and slopes to determine acceleration.
• (HT) Interpret enclosed areas in velocity–time graphs to determine distance travelled (or displacement). 
• (HT) measure, when appropriate, the area under a velocity–time graph by counting squares.

Core declarative knowledge: What should students know?

• Describe the effect of changing the mass or the force acting on an object on the acceleration of that object.
• Perform calculations involving the rearrangement of the F = ma equation.
• Combine separate experimental conclusions to form an overall conclusion.
• Calculate the weight of objects using their mass and the gravitational field strength.
• Apply the concept of balanced forces to explain why an object falling through a fluid will reach a terminal velocity.
• Investigate the relationship between the mass of an object and the terminal velocity.
• Categorise factors which affect thinking distance, braking distance, and both.
• Calculate the braking distance of a car.
• Describe the relationship between speed and both thinking and braking distance.
• Apply the equation p = mv to find the momentum, velocity or mass of an object.
• Describe how the principle of conservation of momentum can be used to find the velocities of objects.
• Investigate the behaviour of objects during explosions to verify the conservation of momentum.
• Apply the law of conservation of momentum to find the momentum before and after impacts.
• Calculate the momentum of a combination of objects after an impact.
• Evaluate data used to verify the law of conservation of momentum.
• Describe the operation of some safety features of a car in simple terms.
• Report on the differences in safety features between expensive and inexpensive cars.
• Describe the operation of some safety features of a car in simple terms.
• Report on the differences in safety features between expensive and inexpensive cars.
• Explain the limitations of Hooke’s law including the limit of proportionality.
• Calculate the force required to cause a given extension in a spring using the spring constant.
• Compare the behaviour of different materials under loads in terms of proportional and non-proportional behaviour.

Core procedural knowledge: What should students be able to do?

• Recall and apply the momentum equation.

Core declarative knowledge: What should students know?

• Describe the effect on the pressure of changing the area of contact or weight acting on a surface.
• Calculate forces or areas of contact.
• Use SI prefixes in expressions for pressure as appropriate.
• Use the concept of force, mass, and volume to explain why the pressure increases with depth in a liquid.
• Calculate the pressure at a point in a liquid using p = h ρ g.
• Calculate the forces produced by pressure differences.
• Describe the change in pressure at different heights.
• (H) Use the equation p = hρg to determine pressure in a fluid.
• Describe the relationship between upthrust and weight for floating and submerged objects.
• Compare the density of an object with the density of a liquid to determine whether or not the object will float.
• Plan an investigation into the relationship between the average density of an object and the distance it submerges.

Core declarative knowledge: What should students know?

• Investigate wave motion through a spring model.
• Compare transverse and longitudinal waves in terms of direction of vibration and propagation.
• Compare electromagnetic and mechanical waves in terms of the need for a medium.
• Outline the derivation of the wave speed equation.
• Calculate the period of a wave from its frequency.
• Calculate the wave speed from the frequency and wavelength.
• Describe refraction at a boundary in terms of wavefronts.
• Describe refraction including the reflected rays.
• Explain partial absorption as a decrease in the amplitude of a wave and therefore the energy carried.
• Measure the speed of a wave in a solid (string).
• Describe the effect that changing the frequency of a wave has on its wavelength in a medium.
• Calculate the speed of waves using the wave speed equation.
• Describe the properties of a sound in terms of amplitude and frequency.
• Identify the range of frequencies that humans can hear.
• Measure the frequency of a sound wave using an oscilloscope and the relationship frequency = 1 / period
• Compare ultrasound and audible sound waves in terms of frequency.
• Outline some uses of ultrasound in distance measurement.
• Describe the operation of an ultrasound transducer in terms of partial reflection.
• Describe the internal structure of the Earth.
• Compare the three types of seismic waves (P, S, L) in terms of the speed they travel and whether they are transverse or longitudinal.
• Describe the operation of a seismometer.

Core procedural knowledge: What should students be able to do?

• Use and rearrange the equation period = 1/frequency
• Use and rearrange the equation wave speed = frequency × wavelength
• Compare the properties of different parts of the electromagnetic spectrum.
• Convert 1000 millisieverts (mSv) = 1 sievert (Sv)

Core declarative knowledge: What should students know?

• Describe the relationship between the energy being transferred by an electromagnetic wave and the frequency of the wave.
• Calculate the frequency and the wavelength of an electromagnetic wave.
• Explain why the range of wavelengths detected by the human eye is limited.
• Describe how a range of electromagnetic waves are used in a variety of scenarios.
• (H) Explain why a particular wave is suited to its application.
• Plan an investigation into the rate of cooling of infrared radiation.
• Describe the penetrating powers of gamma rays, X-rays, and ultraviolet rays.
• Compare X-rays and gamma radiation in terms of their origin.
• Describe the ionisation of atoms in simple terms.
• Describe the penetrating powers of gamma rays, X-rays, and ultraviolet rays.
• Compare X-rays and gamma radiation in terms of their origin.
• Describe the ionisation of atoms in simple terms.
• Describe the operation of an X-ray machine.
• Explain why contrast media can be used during X-rays.
• Describe the factors that affect the radiation doses received by people.

Core procedural knowledge: What should students be able to do?

• Compare the properties and uses of different electromagnetic waves
• Draw conclusions from given data about the risks and consequences of exposure to radiation.

Core declarative knowledge: What should students know?

• Construct accurate ray diagrams showing the reflection of light rays.
• Explain why some surfaces form images during reflection, but others do not.
• Investigate the formation of images in mirrors.
• Construct a ray diagram showing the refraction of a ray of light at a boundary between two different media.
• Describe the dispersion of white light as it passes through a prism.
• Investigate the refraction of light through a glass or Perspex block.
• Describe the colours of objects in different colours of light.
• Describe the reflection of a ray of light from a smooth or rough surface.
• Determine the appearance of a white object when illuminated by combinations of primary coloured light.
• Identify real and virtual images by using ray diagrams.
• Calculate the magnification of a lens based on object and image size.
• Investigate the image-forming properties of a converging lens.
• With support, construct ray diagrams showing the formation of images by a convex lens and a concave lens.
• Describe the image formed by a magnifying glass.
• Describe the image formed by a camera lens.

Core declarative knowledge: What should students know?

• Sketch the shape of a magnetic field around a bar magnet.
• Describe how the shape of a magnetic field can be investigated.
• Compare the Earth’s magnetic field to that of a bar magnet.
• Use the corkscrew rule to determine the direction of the field around a current-carrying wire.
• Describe the shape of the field produced by a solenoid.
• Describe the factors that affect the strength or direction of the magnetic field around a wire and solenoid.
• Describe the structure of an electromagnet in simple terms.
• Describe the operation of simple devices that use electromagnets.
• Investigate the factors that affect the strength of an electromagnet.
• Describe how the force acting on a wire due to the motor effect can be increased.
• Apply Fleming’s left-hand rule to determine the direction of the force acting on a conductor.
• Calculate the force acting on a conductor when it is placed in a magnetic field.
• Describe electromagnetic induction in a wire.
• Identify the factors that affect the size of an induced current in a wire.
• Identify the direction of current induced in a solenoid.
• Describe the operation of an alternator, moving-coil microphone and loudspeaker in simple terms.
• Describe the operation of a d.c. generator.
• Identify the period and peak output voltage for generators from an oscilloscope trace.
• Describe the structure of a transformer.
• Describe the operation of a transformer in simple terms.
• Explain why transformers only operate with alternating currents.
• Use the transformer equation to calculate input or output voltages for a transformer.
• Calculate the secondary current in a transformer.
• Measure the efficiency of a transformer.

Core procedural knowledge: What should students be able to do?

• Draw the magnetic field pattern of a bar magnet showing how strength and direction change from one point to another

Core declarative knowledge: What should students know?

• Describe the formation of a protostar and planets.
• Explain why a star radiates light in terms of nuclear fusion.
• Describe how evidence for the early Solar System is gathered.
• Compare the life cycle of small and large stars, identifying the names of the stages.
• Describe the formation of ‘light’ elements by stars in their main sequence.
• Describe the forces that are acting when a star is in its main sequence.
• (HT) State that, for a greater radius of orbit, the object must travel at a slower speed and orbit in a longer period.
• (HT)Describe the forces acting on an object that cause it to travel in a circular path.
• (HT) Describe the different orbits of a variety of satellites.
• Describe how the frequency or wavelength of a wave can be altered by the movement of the source through the Doppler effect.
• Compare galaxies in terms of their red-shift and distance from us.
• State that all galaxies are moving away from each other and that this shows the universe is expanding.
• Discuss why scientists were initially reluctant to accept the Big Bang model.
• Describe the origin of the CMBR.
• Describe changes in the universe from the time of the Big Bang to the present day.