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Mock Examination Revision Topics
Business Studies Unit 1:
Invention/Innovation
Patent/Copyright
Business start up (entrepreneurial skills)
Business Taxes
Financial and non-financial Objectives
Business Ownership (Franchise/sole trader/partnership/PLC/Ltd)
Value Added
Market Mapping
Commodities (what effects the price)
Cash Flow Forecast
Total Costs & Total Revenue
Profit
Opening and Closing balance
Net Cash Flow
Fixed and Variable costs
Unit 3: Marketing Mix
Branding (how does a business do this and why is it important)
Market Research (Primary/Secondary/Quantitative/Qualitative)
Research and development of a product
Communication
Motivation
Maslows Hierarchy of Needs
Remuneration
Sources of Finance (Internal and External)
Improving and maintaining profits (how a business could do this)
Just In Time Production
Productivity
Bar Gate Stock Graphs (Buffer stock/De-stocking)
Customer Service and Satisfaction (how a business does this/why is it important)
Computing Science Networks and Network Topologies
Properties of Computer Memory
Binary Calculations
Webpages and commonly used internet file types
Proprietary devices and software and Open Source software
Computer Systems including the need for reliability in critical systems
Binary Logic
Utility software, system information and diagnostic software
Hexadecimal numbers
Computer Algorithms
Database management systems (DBMS)
Mock Examination Revision Topics
English English Language reading and writing skills
Of Mice and Men – George, Lennie, lives of workers, relationships, loneliness
An Inspector Calls – Eva Smith, gender, guilt, family life, class differences
Moon on the Tides Poetry Anthology – In Paris With You, Sister Maude, Ghazal, The
Farmer’s Bride, Sonnet 116, Praise Song for My Mother
Geography Unit 1: - Physical Geography
Section A: In Section A there will be 4 questions – we only answer 1 question – ‘The
Restless Earth’ and no others.
The Restless Earth: Distribution of plates; contrasts between continental and oceanic plates.
Destructive, constructive and conservative plate margins
Location and formation of fold mountains, ocean trenches, composite volcanoes and shield
volcanoes
A case study of one range of fold mountains. The ways in which they are used – farming,
Hydro Electric Power, mining, tourism and how people adapt to limited communications,
steep relief, poor soils
Characteristics of different types of volcanoes.
A case study of a volcanic eruption – its cause; primary and secondary effects; positive and
negative impacts; immediate and long term responses. Monitoring and predicting volcanic
eruptions
The characteristics of a supervolcanoe and the likely effects of an eruption.
Location and causes of earthquakes. Features of earthquakes – epicentre, focus, shock waves
and the measurement of earthquakes using the Richter and Mercalli Scales
A case study of an earthquake in a rich part of the world and one from a poorer area – their
specific causes; primary and secondary effects; immediate and long term responses – the
need to predict, protect and prepare. Contrasts in effects and responses will be clear.
A case study of a tsunami – its cause, effects and responses.
Section B: In Section B there are 5 questions – we answer only 2 of them; ‘Water on the
Land’ and ‘The Coastal Zone’
Water on the Land: Processes of erosion – hydraulic action, abrasion, attrition, solution; vertical and lateral erosion.
Processes of transportation – traction, saltation, suspension and solution. Deposition and
reasons for it. Long profile and changing cross profile.
Landforms resulting from erosion – waterfalls and gorges; landforms resulting from erosion
and deposition - meanders and ox-bow lakes; landforms resulting from deposition – levees and
flood plains.
Factors affecting discharge – amount and type of rainfall, temperature, previous weather
conditions, relief, rock type (impermeable, porous and pervious) and land use.
The causes of flooding: physical – prolonged rain, heavy rain, snowmelt, relief;
and human - deforestation, building, construction.
The frequency and location of flood events – in the UK in the last 20 years.
Mock Examination Revision Topics
A case study of flooding in a rich part of the world and one from a poorer area – the different
effects of and responses to flooding.
Hard engineering strategies – dams and reservoirs, straightening.
Soft engineering – flood warnings, preparation, flood plain zoning, ‘do nothing’. The costs and
benefits of these.
The UK – increasing demand for water; areas of deficit and areas of surplus; the need for
transfer. A case study of a dam/reservoir to consider resulting economic, social and
environmental issues and the need for sustainable supplies.
The Coastal Zone: Weathering processes – mechanical, chemical.
Mass movement – sliding and slumping. Constructive and destructive waves.
Processes of erosion – hydraulic power, abrasion, attrition, corrasion, and solution.
Processes of transportation – longshore drift, traction, saltation, suspension and solution.
Deposition and the reasons for it.
Landforms resulting from erosion – characteristics and formation of headlands and bays, cliffs
and wave cut platforms, caves, arches and stacks.
Landforms resulting from deposition - characteristics and formation of beaches, spits and bars.
Reasons for rising sea level. A case study to illustrate the economic, social, environmental and
political impact of coastal flooding.
A case study of an area of recent or threatened cliff collapse – rates of coastal erosion; reasons
why some areas are susceptible to undercutting by the sea and collapse; how people may worsen
the situation; the impact on people’s lives and the environment.
Management strategies.
Hard engineering – sea walls, groynes, rock armour.
Soft engineering – beach nourishment, dune regeneration, and marsh creation. Managed retreat.
A case study of coastal management to assess the costs and benefits of strategies adopted.
A case study of a coastal habitat – its environmental characteristics; the resulting habitat and
species that inhabit it and reasons why. Strategies to ensure the environment are conserved, but
also allow sustainable use of the area.
Unit 2: - Tourism
Section B: I know that tourism is the world’s largest industries and a great provider of jobs and income
in countries of all stages of development
I can describe and interpret statistics and graphs to find /identify patterns and trends in the
growth of tourism, and to spot similarities and differences between places
I know that the global growth of tourism has seen the exploitation of a range of
different environments for holiday makers. Many types of landscapes attract people
I can explain the reasons for the global increase in tourism, including social and economic
factors, improvements in technology, expansion of holiday choice.
I can explain how expansion of holiday choice has led to the global increase in tourism eg
variety of landscapes – mounts, cities, coastlines- demand + supply
I understand the economic importance of tourism to countries in contrasting parts of the
world and how to compare and contrast tourist regions in MEDCs and LEDCs
I understand that I need to name examples and use my case studies when answering exam
questions – even when the question does not specifically ask them for them
I can interpret graphs to describe holiday patterns in the UK
Mock Examination Revision Topics
I know and can explain how important tourism is to the UK economy
I understand that effective management strategies are the key to the continuing prosperity of
the UK.
I can explain the impact of external factors on visitor numbers to the UK. E.g. Political and
economic situations like terrorism, exchange rates and the banking crisis
I can describe and explain the 6 stages of the Butler tourist resort life cycle model.
I can describe and explain how the 6 stages of the Butler tourist resort life cycle model
might be applied to Blackpool and or Seaburn
I know and can map the locations of the National parks in Britain in relation to major
motorways and conurbations (urban areas)
I know our case study of a UK N. Park the Lake District and could answer a detailed 9 mark
(6m on F paper) extended writing question about any of the following 3 issues
I can explain the reasons for the Lake District’s growth as a tourist destination. I know the
attractions and opportunities for tourism- Natural landscape+ human activities
I can explain and evaluate the effectiveness of strategies to cope with the impact of large
numbers of tourists in the Lake District (sustainable management strategies)
For traffic problems, Honeypot sites, pressure on property, Environmental issues.
I can describe and explain the Lake Districts plans to ensure the continuing success of the
tourism industry in the area. National Park Authority, Elterwater, Windermere
I know our case study of a UK coastal resort, Blackpool- can sketch map its location
I can explain the reasons for Blackpool’s growth as a tourist destination. – describe the
stages of growth linked to the Butler model
I can explain and evaluate the effectiveness of strategies to cope with the impact of large
numbers of tourists in the Blackpool – problems facing Blackpool in stage 5
I can describe and explain the Blackpool’s plans to ensure the continuing success of the
tourism industry in the area.- attempts made to ensure rejuvenation not decline
I know that Mass tourism has advantages for an area but strategies need to be in place to
reduce the likelihood of long-term damage.
I know the meaning of ‘mass tourism’.
I know my case study of an established tropical tourist area which attracts large numbers of
visitors - Jamaica
I can describe and explain the positive and negative effects of mass tourism on the economy
and environment.
I can describe and explain strategies for maintaining the importance of tourism in the area
and reducing its negative effects.
I know what is meant by extreme tourism
I know which environments are classed as extreme and the attractions of extreme
environments to tourists. Deserts, Nepal, Amazon rainforest, Greenland
Extreme tourism also known as ‘shock or adventure tourism’ caters for a niche market-
where people enjoy the element of risk or adrenaline rush from the dangerous
activities/sports involved.- Adventure tourists are wealthy single 30ish
I know that extreme environments are susceptible to environmental damage from the
development of tourism case study - Antarctica
A case study of one extreme area- Antarctica, and the extent to which it can cope with the
development of a tourist industry.
I know what rules and restrictions are in place in Antarctica to protect the environment and
to keep tourist numbers within sustainable limits
I understand the concepts of sustainable tourism, stewardship and conservation.
Mock Examination Revision Topics
I understand that Sustainability requires the development of ecotourism.
I can use an example to explain how ecotourism can contribute to sustainable development –
the Galapagos Islands
I can us a case study – ‘the Galapagos Islands’ to illustrate the ways that ecotourism can
benefit the environment, the local economy and the lives of the people.
History Paper 1 Part 1: - The Origins of the First World War 1890-1914 (for classes
of SL, ER, JC. For JMD’s class this topic will be covered in Paper 2) Key issue: Why were there two armed camps in Europe in 1914?
Development of the Triple Alliance, Entente Cordiale and Anglo-Russian Agreement:
Britain’s emergence from splendid isolation
Kaiser Wilhelm II’s aims in foreign policy: Weltpolitik; ‘a place in the sun’; attitudes
towards Great Britain; development of the Navy
The Moroccan Crises of 1905 and 1911 and their effects on the alliances
The Bosnian Crisis 1908-1909 and its effect on the alliances
The arms race - military and naval: why did countries increase the size of their
armies? The Anglo-German Naval Race.
Key issue: Why did war break out in 1914?
Aims of Austria-Hungary and Serbia in the Balkans: the role of the Black Hand
The assassination at Sarajevo: Gavrilo Princip; the response of Austria-Hungary; the
ultimatum and Serbia’s response
The events leading to war; the role of the alliances in 1914
The Schlieffen Plan and its effects on the outbreak of war; its part in bringing about
Great Britain’s declaration of war on Germany
Responsibility for the outbreak of war and the escalation of the conflict.
Part 2: - Peacemaking 1918-1919 and the League of Nations (for classes of
SL, ER, JC) Key issue: How did the Treaty of Versailles establish peace?
The Paris Peace Conference: the aims of Clemenceau, Lloyd George and Woodrow
Wilson: the Fourteen Points
The main terms of the Treaty of Versailles: Diktat; territorial changes; military
restrictions, war guilt and reparations
The strengths and weaknesses of the Treaty of Versailles: why Germany objected to
it.
Key issue: Why did the League of Nations fail in its aim to keep peace?
Membership 1919-1939: why and how it changed; implications for the League of
Nations
Organisation, powers and peace keeping role: the Assembly; the Council; the
Permanent Court of Justice; military and economic sanctions
The Manchurian Crisis 1931-1933: events; action taken by the League; effect on the
League as a peace keeping force
The Abyssinian Crisis 1935-1936: events; action taken by the League; effect on the
League as a peacekeeping force
The reasons for the collapse of the League.
Mock Examination Revision Topics
Part 3: - Hitler’s foreign policy and the origins of the Second World War
(for classes of SL, ER, JC)
Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933-March 1938?
Hitler’s aims in foreign policy
The return of the Saar, 1935
The beginning of rearmament in Germany: withdrawal from the Disarmament
Conference 1933; non-aggression Pact with Poland 1934; reintroduction of
conscription from 1935; Anglo-German Naval Agreement 1935
The remilitarisation of the Rhineland 1936
The Anschluss with Austria 1938.
Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war
in 1939?
Reasons for and against appeasement
The Sudeten Crisis and Munich Agreement, 1938
The collapse of Czechoslovakia March, 1939
The role of the USSR 1938-1939: the Nazi-Soviet Pact
Poland and the outbreak of war
Responsibility for the outbreak of war.
Paper 2 - The Roaring 20s: USA, 1918–1929 (for classes of SL, ER, JC. For
JMD’s class this topic will be covered in Paper 1 Part 1) Key issue: How and why did the USA achieve prosperity in the 1920s?
Isolationism and its effects: American rejection of the Treaty of Versailles and refusal
to join the League of Nations; the consequences for the USA
Tariff policy: Fordney-McCumber Tariff of 1922
Mass production (e.g. Ford and the Motor industry); consumer industries and
advertising
Hire Purchase; purchase of shares; the stock market; Republican Government policies
Developments in the entertainment industries, e.g. the cinema, Jazz.
Key issue: How far was the USA a divided society in the 1920s?
Rich versus poor: continuation of poverty for some – e.g. farmers
Race: immigration controls; the quota system of 1921; National Origins Act of 1924;
the Ku Klux Klan and its activities
Prohibition: groups for and against it; organised crime; the impact on society
Young people: fashions, flappers.
Key issue: Why did the US Stock Exchange collapse in 1929?
The problems of the 1920s: over-production, lack of credit control; the effects of tariff
policy; unequal distribution of wealth
The Wall Street Crash: events and immediate consequences.
Mock Examination Revision Topics
Hitler’s Germany, 1929–1945 (Paper 1 Part 2 for JMD’s class only) Key issue: How and why was Hitler able to become Chancellor in January 1933?
The impact of the Wall Street Crash and Depression in Germany; growth in support
for the Nazis and other extremist parties
The Weimar system of government and the failure of democracy; the elections of
1930 and 1932; invitation to lead a coalition government, 1933; reactions among
German people.
Key issue: How did Hitler change Germany from a democracy to a Nazi dictatorship, 1933–
1934, and then reinforce this?
The Reichstag Fire; the election of March 1933; the Enabling Act
The elimination of political opposition: political parties, trade unions; the Night of the
Long Knives; the death of Hindenburg; Hitler becomes Führer
One party law and order: SS and Gestapo; concentration camps; propaganda;
censorship; the media; control of education; youth movements; control of churches.
The nature of continuing opposition and resistance in the Third Reich: the White Rose
Movement, the Edelweiss Pirates, the Kreisau Circle, 1939–1944, the Stauffenberg
bomb plot, 1944
Key issue: To what extent did Germans benefit from Nazi rule?
Economic policy: increased employment through public works programmes,
rearmament and conscription; self-sufficiency
Social policy: standards of living; promises to the German people; effects of Nazi
policy on the lives of women; effects on culture
Racial persecution: the Jews and other groups, e.g. gypsies; the Final Solution
the effect of the war on the civilian population: bombing, rationing and propaganda
the impact of the Second World War on the German economy
Race Relations in the USA 1945–1968 (Paper 1 Part 3 for JMD’s class only) Key issue: To what extent did racial inequality exist in the USA after the Second World War?
African-American soldiers experience of war; segregation laws; attitudes in the
Southern States; the Ku Klux Klan
Rosa Parks and the Montgomery Bus Boycott, 1955–1956
Brown versus Topeka Board of Education
Little Rock High School,1957
Living standards for African-Americans.
Key issue: How effective were the methods used by members of the Civil Rights Movement
between 1961–1968?
The Freedom Rides, 1961; Freedom Marches 1963
The Washington March, 1963
Black Power protests at the Mexico Olympics, 1968
The Black Power movement in the 1960s.
Key issue: How important was Martin Luther King in the fight for Civil Rights in the USA?
His role as a protest organiser, 1955–1963
The Civil Rights Act, 1964
Winning the Nobel Peace Prize, 1964
Race Riots, 1965–1967
The assassination of Martin Luther King.
Mock Examination Revision Topics
ICT
Personal digital devices
Connectivity
Operating online
Online goods and services
Online Communities
Issues
Maths Higher Paper -
Numbers: Add, subtract, multiply and divide whole numbers integers and decimals
Multiply and divide fractions
Order integers and decimals and order rational numbers
Use the concepts and vocabulary of factor (divisor), multiple, common factor, Highest
Common Factor, Least Common Multiple, prime number and prime factor
decomposition
Use the terms square, positive and negative square root, cube and cube root
Use index notation for squares, cubes and powers of 10
Use index laws for multiplication and division of integer powers Use index laws for
multiplication and division of integer, fractional and negative powers
Interpret, order and calculate with numbers written in standard index form
Understand equivalent fractions, simplify a fraction by cancelling all common factors
Add and subtract fractions
Use decimal notation and recognise that each terminating decimal is a fraction
Recognise that recurring decimals are exact fractions, and that some exact fractions
are recurring decimals
Understand that ‘percentage’ means ‘number of parts per 100’ and Use this to
compare proportions
Use percentage, repeated proportional change
Understand and use direct and indirect proportion
Interpret fractions, decimals and percentages as operators
Use ratio notation, including reduction to its simplest form and its various links to
fraction notation
Understand and use number operations and the relationships between them, including
inverse operations and hierarchy of operations
Use π in an exact calculation
Use surds in exact calculations
Calculate upper and lower bounds
Divide a quantity in a given ratio
Approximate to specified or appropriate degrees of accuracy including a given power
of ten, number of decimal places and significant figures
Mock Examination Revision Topics
Algebra: Distinguish the different roles played by letter symbols in algebra, using the correct
notation
Distinguish in meaning between the words ‘equation’, ‘formula ’, ‘identity’ and
‘expression’
Manipulate algebraic expressions by collecting like terms, by multiplying a single
term over a bracket, and by taking out common factors, multiplying two linear
expressions, factorise quadratic expressions including the difference of two squares
and simplify rational expressions
Set up and solve simple equations including simultaneous equations in two unknowns
Solve quadratic equations
Derive a formula, substitute numbers into a formula and change the subject of a
formula
Solve linear inequalities in one variable, and represent the solution set on a number
line
Solve linear inequalities in two variables, and represent the solution set on a
coordinate grid
Using systematic trial and improvement to find approximate solutions of equations
where there is no simple analytical method of solving them
Generate terms of a sequence using term-to-term and position to-term definitions of
the sequence
Use linear expressions to describe the nth term of an arithmetic sequence
Use the conventions for coordinates in the plane and plot points in all four quadrants,
including using geometric information
Recognise and plot equations that correspond to straight-line graphs in the coordinate
plane, including finding gradients
Understand that the form y = mx +c represents a straight line and that m is the
gradient of the line and c is the value of the y intercept
Understand the gradients of parallel lines
Find the intersection points of the graphs of a linear and quadratic function, knowing
that these are the approximate solutions of the corresponding simultaneous equations
representing the linear and quadratic functions
Draw, sketch and recognise graphs of simple cubic functions, the reciprocal function
y =
with x ≠ 0, the function y = kx
n for integer values of x and simple positive
values of k, the trigonometric functions y = sin x and y = cos x
Construct the graphs of simple loci
Construct linear functions from real-life problems and plot their corresponding graphs
Construct linear, quadratic and other functions from real-life problems and plot their
corresponding graphs
Construct distance time graphs
Discuss, plot and interpret graphs (which may be non-linear) modelling real situations
Generate points and plot graphs of simple quadratic functions, and use these to find
approximate solutions
Direct and indirect proportion (algebraic)
Transformation of functions
Mock Examination Revision Topics
Geometry: Recall and use properties of angles at a point, angles on a straight line (including right
angles), perpendicular lines, and opposite angles at a vertex
Understand and use the angle properties of parallel lines, triangles and quadrilaterals
Calculate and use the sums of the interior and exterior angles of polygons
Recall the properties and definitions of special types of quadrilateral, including
square, rectangle, parallelogram, trapezium, kite and rhombus
Recognise reflection and rotation symmetry of 2-D shapes
Understand congruence and similarity
Use pythagoras’ theorem in 2-D and 3-D
Use the trigonometric ratios and the sine and cosine rules to solve 2-D and 3-D
problems
Distinguish between centre, radius, chord, diameter, circumference, tangent, arc,
sector and segment
Understand and construct geometrical proofs using circle theorems
Use 2-D representations of 3-D shapes
Describe and transform 2-D shapes using single or combined rotations, reflections,
translations, or enlargements by a positive, fractional or negative scale factor and
distinguish properties that are preserved under particular transformations
Use and interpret maps and scale drawings
Understand and use the effect of enlargement for perimeter, area and volume of
shapes and solids
Interpret scales on a range of measuring instruments and recognise the inaccuracy of
measurements
Convert measurements from one unit to another
Convert between volume measures, including cubic centimetres and cubic metres
Make sensible estimates of a range of measures
Understand and use bearing
Understand and use compound measures
Measure and draw lines and angles
Draw triangles and other 2-D shapes using ruler and protractor
Use straight edge and a pair of compasses to carry out constructions
Construct loci
Calculate perimeters and areas of shapes made from triangles and rectangles or other
shapes
Calculate the area of a triangle using: ½ ab sin C
Find circumferences and areas of circles
Find surface area of a cylinder
Calculate volumes of right prisms and shapes made from cubes and cuboids
Solve mensuration problems involving more complex shapes and solids
Use vectors to solve problems
Mock Examination Revision Topics
Statistics and Probability: Understand and use statistical problem solving process/handling data cycle
Identify possible sources of bias
Design an experiment or survey
Design data-collection sheets distinguishing between different types of data
Extract data from printed tables and lists
Design and use two-way tables for discrete and grouped data Produce charts and
diagrams for various data types
Produce charts and diagrams for various data types
Calculate median, mean, range, quartiles and interquartile range, mode and modal
class
Interpret a wide range of graphs and diagrams and draw conclusions
Look at data to find patterns and exceptions
Recognise correlation and draw and/or use lines of best fit by eye, understanding what
these represent
Compare distributions and make inferences
Understand and use the vocabulary of probability and probability scale
Understand and use estimates or measures of probability from theoretical models
(including equally likely outcomes), or from relative frequency
List all outcomes for single events, and for two successive events, in a systematic way
and derive relative probabilities
Identify different mutually exclusive outcomes and know that the sum of the
probabilities of all these outcomes is 1
Know when to add or multiply two probabilities: when A and B are mutually
exclusive, then the probability of P(A) + P(B), whereas when A and B are
independent events, the probability of A and B occurring is P(A) x P(B)
Use tree diagrams to represent outcomes of compound events, recognising when
events are independent
Compare experimental data and theoretical probabilities
Understand that if they repeat an experiment, they may, and usually will, get different
outcomes, and that increasing sample size generally leads to better estimates of
probability and population characteristics
Use calculators efficiently and effectively, including statistical functions
Mock Examination Revision Topics
Foundation Paper - Numbers:
Multiply and divide numbers with no more than one decimal digit by an integer
between 1 and 10, without the use of a calculator. Multiply and divide any
number by 10, 100 and 1000 without the use of a calculator.
Multiply and divide a three-digit number by a two-digit number. Multiply
numbers with up to two decimal places by an integer.
Calculate a fraction of a given quantity. Identify fractions of a shape.
Recall the fraction to decimal conversions of familiar simple fractions (tenths,
hundredths, half, quarters, fifths). Convert simple fractions of a whole to
percentages of the whole and vice versa.
Calculate simple percentages of quantities, without the use of a calculator.
Order decimals (ordering up to five decimals and knowing that, eg, 5·07 is
smaller than 5·3).
Solve problems using the four operations on integer and decimal numbers using a
calculator.
Work out starting times, finishing times and intervals.
Perform calculations involving the use of brackets and the order of operations.
Understand the concepts and vocabulary of factor, multiple and common factor
and prime number.
Round numbers to the nearest integer or to any given number of significant
figures or decimal places. Estimate answers to one-stage calculations,
particularly calculations involving measurement or money.
Use the terms square and square root (positive square roots only) and the correct
notation. Find squares and square roots. Use the term cube and find cubes of
numbers, appreciating the link to the volume of a cube. Use index notation for
simple integer powers.
Understand equivalent fractions, simplifying a fraction by cancelling all common
factors. Write improper fractions as mixed numbers and vice versa.
Order fractions using a common denominator. Add and subtract simple fractions
(using a common denominator).
Use the equivalence between fractions, decimals and percentages.
Find a percentage of a quantity, interpreting percentage as an operator.
Use the four operations with positive and negative integers.
Multiply and divide simple fractions. Add and subtract mixed numbers.
Express one quantity as a fraction or percentage of another.
Increase and decrease quantities by a percentage.
Use the four operations on decimals without the use of a calculator.
Use ratio notation including reduction to its simplest form. Understand and use
ratio and proportion, including dividing a quantity in a given ratio.
Use a calculator effectively and efficiently, entering a range of measures
including 'time', interpreting the display and rounding off a final answer to a
reasonable degree of accuracy. Perform calculations using the order of
operations.
Manipulate algebraic expressions by multiplying a single term over a bracket and
by taking out common factors.
Use tables to plot graphs of linear functions given explicitly.
Mock Examination Revision Topics
Use trial and improvement to find approximate solutions of equations where
there is no simple analytical method of solving them.
Use the index laws with numerical and algebraic expressions involving
multiplication and division of positive integer powers. Use the terms cube root
and negative square root.
Use the four operations on fractions, including mixed numbers.
Convert a simple fraction to a decimal using division. Use and understand
terminating and recurring decimals including exact fraction equivalents.
Use percentages to compare proportion. Use and find percentage change.
Check solutions to calculations using various methods including approximating,
using inverse operations and recognising the effect of multiplying and dividing
by numbers less than one and greater than one. and greater than one. Estimate
answers using appropriate techniques.
Use and understand the terms reciprocal, highest common factor, lowest
common multiple, prime number. Find the prime factor decomposition of
positive integers.
Mock Examination Revision Topics
Algebra: Continue simple sequences. Explain how to find the next number in a simple
pattern. Recognise and describe patterns in number
Use formulae expressed in words or symbols, substituting positive numbers into
the formula to find the value of the subject (usually in context).
Use simple function machines to deal with inputs and outputs, recognising basic
inverse functions. Solve simple equations involving one operation.
Use axes and coordinates in four quadrants, including using points identified by
geometrical information.
Continue and explain patterns in number and spatial arrangements. Generate terms
of a sequence using term-to-term and position-to-term definitions of the sequence.
Substitute positive numbers into simple algebraic formulae. Derive a simple
formula.
Manipulate algebraic expressions by collecting like terms.
Solve simple equations involving two steps.
Interpret information presented in a range of linear and non-linear graphs,
including travel (distance/time) graphs.
Generate integer sequences using a rule for the nth term. Use linear expressions
to describe the nth term of an arithmetic sequence.
Solve linear inequalities in one variable and represent the solution set on a
number line, using the convention for distinguishing ≤ and ≥ from < and >
Change the subject of a formula in cases where the subject only appears once.
Plot graphs of linear functions in which y is given explicitly or implicitly in
terms of x. Find the gradient of linear graphs.
Draw and interpret graphs modelling real situations, which may be non-linear,
including simple quadratic graphs.
Generate points and plot graphs of simple quadratic functions and use these to
find approximate solutions of simple related equations.
Use and generate formulae. Substitute positive and negative numbers into a
formula or an expression.
Set-up and solve linear equations with integer coefficients. This will include
equations in which the unknown appears on both sides of the equation, or with
brackets.
Mock Examination Revision Topics
Geometry and Measures: Use: kilometres, metres, centimetres and millimetres; kilograms and grams; litres
and millilitres. Convert measurements from one metric unit to another. Interpret
scales on a range of measuring instruments.
Make sensible estimates of a range of measures in everyday settings.
Measure and draw angles to the nearest degree. Identify acute, obtuse, reflex and
right angles. Recall and use properties of angles at a point, angles at a point on a
straight line (including right angles), perpendicular lines and opposite angles at a
vertex.
Recognise regular polygons (pentagon, hexagon, octagon). Recognise simple
solids (cube, cuboid, sphere, cylinder, cone). Recognise the terms circle, centre,
radius, diameter and circumference. Recognise types of triangle (isosceles,
equilateral, scalene).
Find the perimeter of straight-sided shapes. Find areas of irregular shapes and
volumes of simple solids. Find the area of a rectangle.
Use and interpret street plans and simple maps, including: simple grid references
(of the form A6, J3 etc), left and right, clockwise and anticlockwise and compass
directions.
Recognise and complete reflection symmetry of 2-D shapes.
Understand and use the angle properties of triangles, including equilateral,
isosceles, right-angled and scalene triangles.
Understand that the sum of the interior angles of a quadrilateral is 360° and how
this result is obtained. Use this angle property of a quadrilateral.
Find the volumes of cubes and cuboids, recalling the formula. Calculate volumes
of shapes made from cubes and cuboids.
Recall the geometric properties and definitions of the special types of
quadrilateral, including square, rectangle, parallelogram, trapezium, kite and
rhombus.
Construct and interpret maps and scale drawings, including estimating distances
and areas. Understand and use bearings to specify direction.
Recognise and visualise the rotation symmetry of 2-D shapes. Identify the order
of rotation symmetry. Complete shapes and patterns to give a specified order of
rotation symmetry.
Understand and use the angle properties of parallel and intersecting lines.
Construct triangles and other 2-D shapes using a ruler and a protractor, given
information about their sides and angles. Use a straight edge and a pair of
compasses to do constructions. Construct inscribed regular polygons. Construct
nets of cubes, regular tetrahedra, square-based pyramids and other 3-D shapes.
Recall the meaning of circle, chord, tangent, arc, sector and segment. Recall and
use the formulae for the circumference and the area of a circle.
Recall and use the formula for the area of a parallelogram and a triangle. Use the
formula for the area of a trapezium. Calculate perimeters and areas of shapes
made from triangles and rectangles. Find the surface area of simple solid shapes
using the area formulae for triangles and rectangles.
Use 2-D representations of 3-D shapes, including plans and elevations.
Transform triangles and other 2-D shapes by rotation, reflection, or translation
using column vectors. Recognise and visualise rotations, reflections and
translations. Understand the properties preserved by these transformations;
understand the congruence of these transformations.
Mock Examination Revision Topics
Recognise that a measurement given to the nearest whole unit may be
inaccurate by up to one half of a unit in either direction.
Understand and use rates and compound measures, for example speed, density,
rate of flow.
Calculate and use the sums of the interior and exterior angles of polygons, for
both regular and irregular polygons.
Understand, recall and use Pythagoras’ theorem in 2-D contexts.
Calculate the surface area and volume of right prisms, including cylinders.
Convert between measures for area or for volume/capacity, for example
between mm2 and cm
2 or between cm
3 and litres.
Construct loci to show paths and shapes. Use straight edge and a pair of
compasses to produce standard constructions, including the midpoint and
perpendicular bisector of a line segment and the bisector of an angle.
Recognise, visualise and construct enlargements of objects using positive
integer scale factors and a centre of enlargement. Identify the centre and the
scale factor of an enlargement. Understand the implications of enlargement for
perimeter/length.
Transform 2-D shapes by simple combinations of transformations.
Mock Examination Revision Topics
Statistics: Understand and use the vocabulary of probability, including terms such as ‘fair’,
‘evens’, ‘certain’, ‘likely’, ‘unlikely’ and ‘impossible’. Understand and use the
probability scale.
Find all possible ways of listing up to four objects.
Calculate the mean, median, mode and range of discrete data.
Draw and interpret simple frequency tables, charts, pictograms and bar charts
for discrete data.
Extract and use information from common two-way tables including timetables.
Understand and use measures of probability from equally likely outcomes. List
all outcomes for two successive events in a systematic way and derive related
probabilities.
Use and interpret the statistical measures: mode, median, mean and range for
discrete and continuous data, including comparing distributions.
Construct and interpret pie charts.
Interpret graphs representing real data, including recognising misleading
diagrams.
Identify different mutually exclusive outcomes and know that the sum of the
probabilities of all these outcomes is 1.
Identify the modal class of grouped data. Calculate the mean of grouped
discrete data.
Draw and interpret a wide range of graphs and diagrams for discrete and
continuous data, including frequency polygons and stem and leaf diagrams.
Compare distributions and make inferences, using the shapes of the
distributions and measures of average and range.
Design and use two-way tables for discrete and grouped data.
Design and criticise questions for use in a survey, taking possible bias into
account.
Understand and use estimates of probability from theoretical models or relative
frequency. Compare experimental data and theoretical probabilities.
Understand that if an experiment is repeated, the outcomes may - and usually
will - be different, and that increasing the sample size generally leads to better
estimates of probability and population characteristics.
Calculate the mean from grouped continuous data.
Draw and interpret scatter graphs for discrete and continuous variables,
including using and understanding lines of best fit. Understand the vocabulary
of correlation, including: positive, negative and zero correlation; weak, strong
and moderate correlation. Look at data to find patterns and exceptions.
Mock Examination Revision Topics
Media Studies Language:
Forms and conventions of TV news
Format of TV news programmes
Mise-en-scene (studio set, stories, anchors)
Prioritisation of news stories
Impartiality and bias
Relationship between visual footage, graphics,
commentary
Effect of voice-over on visual footage
The role of the “studio expert”
Institutions: Competition between news channels
Public Service Broadcasting remit
Responsibility of broadcasters
Regulations
Press releases
Freelance journalists
News agencies
Live reporting
Audience: Demographics
Age
Gender
Consumer types
Social interaction
Hierarchy of Needs
Uses and Gratifications Theory
Dwindling audiences
Balance between informing and entertaining
Why do teenagers not watch TV news?
Representation: Balance and neutrality
Reporting ‘as it happens’
Gender
A news report as “a version of an event”
Selection of visuals, voice-over, presenter lead-in, expert comments
Values and attitudes
Race
Nationality
Mock Examination Revision Topics
MFL Self, family and friends:
Greetings and feelings
Days of the week
Numbers to 100
Age
Birthday inc. months
Items in a schoolbag
Understanding m/f nouns
Spanish connectives
Colours and adjectival agreement
Saying where I live and which languages I speak
Describing physical appearance and personality
Family members
Spanish question words
Opinion phrases and reasons
Free-time activities: General hobbies; going out with friends, playing video games
Using a computer
Music
TV
Cinema
Sports
Time phrases
Present tense verbs (1st person) inc. jugar/ tocar and practicar
Soler paradigm
Morning/afternoon/evening
Holidays: Countries
Seasons
Types of holidays
Holiday activities
Present tense verbs (3rd
person)
Transport
‘lo’
Key structures (hay, tiene, se puede)
Places in a town
Comparative language
Narrative language
Mock Examination Revision Topics
Music ‘And the Glory of the Lord’- Handel
‘Symphony no 40 in G minor first movement’ - Mozart
‘Prelude no. 15 in Db’ - Chopin
‘Peripetie, op.16’ - Schoenberg
‘Something’s Coming’- Bernstein
‘All Blues’ - Davis
‘Why does my Heart feel so bad’ - Moby
‘Chuir M’Athair Mise Dhan Taigh Charraideach’ - Capercaille
‘Yiri’ - Koko
PE Age&Gender, Disability, Environment, Physique, Risk & Challenge, Training (funds)
Fatigue, Stress, Injuries & Precautions, Aerobic and Anaerobic Respiration, Leisure
and Recreation
Difference between Health and Fitness, Components of fitness, Skeletal & Muscular
systems
Methods of Training, Principles of training, Training Zones, Thresholds, Reps/Sets
Diet – special diets for exercise and performance, balanced diet, effects of poor diet
on health & fitness
National Curriculum Requirements, Healthy School Programme, Sport England,
NGB’s, Youth Sport Trust, The Dame Kelly Homes Legacy
Extra-Curricular Provision, Cultural and Social Influences on participation
Sponsorship, Media, Role models, Technology
RE Unit 2: - Religion and life issues
(Choose 4 out of the following 6)
Religion and animal rights
Religion and planet earth
Religion and prejudice
Religion and early life
Religion, war and peace
Religion and young people
Unit 3: - Religion and morality
(Choose 3 out of the following 4)
Religious attitudes to matters of life
Religious attitudes towards the elderly and death
Religious attitudes towards drug abuse
Religious attitudes towards crime and punishment
Unit 4: - Religious philosophy and ultimate questions
(Choose 3 out of the following 4)
The Existence of God
Revelation
Immortality
Evil and Suffering
Mock Examination Revision Topics
Science Biology Unit 1 -
Diet and Exercise: Balanced diet & exercise.
Developing world (deficiency diseases, irregular periods, infection).
Developed world (Cholesterol, arthritis, diabetes, high blood pressure, heart disease)
The effect of excess salt & processed foods.
How our bodies defend themselves against infectious disease: Treatment (painkillers, antibiotics, MRSA, Semmelweiss).
Vaccination (MMR, pros, cons, epidemics, pandemics, immunity).
Natural defences (ingesting, antibodies, white blood cells, antitoxins).
Growth of Microbe cultures
Nerves and Hormones:
Receptors
Nervous System (reflex pathways).
Synapses
Control in the human body: Homeostasis (control of internal conditions)
Fertility hormones
Use of hormones in contraceptives
Use of hormones in fertility drugs and IVF
Control in plants: Plant hormones and tropisms and the use of plant hormones
Drugs: Drug development (trials, thalidomide).
Recreational drug use (effect of nicotine, alcohol, cannabis, withdrawal, addiction).
Medical drugs (statins).
Performance enhancing drugs
Adaptations: How animals and plants can be adapted for a particular habitat (extremophiles).
Adaptations to deter predators.
What animals and plants compete for?
Environmental change: Indicators of air and water pollution
Energy in Biomass: Draw & interpret pyramids of biomass.
Energy flow through food chains.
Mock Examination Revision Topics
Decay process: Recycling substances in the environment (death, decay, microbes).
Conditions needed for microbes to decay at optimum rate (warm, moist, lots of oxygen linked to
rate of respiration, reproduction & metabolism.
The Carbon Cycle: Carbon Cycle (photosynthesis, respiration, combustions, decay, death, feeding).
Why organisms are different
Know what is meant by, chromosome, gene, DNA gamete, mutation.
Genetic variation
Be able to judge in terms of economic, social and ethical issues.
Reproduction: Differences between asexual and sexual reproduction.
Cloning including tissue culture and cuttings, fusion cell and embryo transplant.
Genetic engineering
Evolution: Natural selection.
How fossils provide evidence for evolution.
Know reasons why animals and plants have become extinct.
Suggest reasons why Darwin’s theory was gradually accepted.
Mock Examination Revision Topics
Biology Unit 2: Dual Award –
Cells and simple transport:
Label plant & animal cells.
Know the function of each part (nucleus, cytoplasm, cell membrane, ribosomes,
mitochondria, cell wall. chloroplasts, vacuole).
Specialised cells.
Diffusion (high to low concentration).
Tissues, organs and organ systems: Know link between cells, tissues and organ systems
Know examples of tissues (muscular, glandular and epithelial)
Role of organ systems and example of digestive system
Plant organs and examples of tissues (epidermal, mesophyll, xylem and phloem)
Photosynthesis: Photosynthesis (equation, rate, limiting factors).
Organisms and their environment: Physical factors that may affect organisms (temperature, availability of nutrients etc)
Random sampling with quadrats and sampling along a transect
Biology Unit 2: Option –
Cells and simple transport: Label plant & animal cells.
Know the function of each part (nucleus, cytoplasm, cell membrane, ribosomes,
mitochondria, cell wall. chloroplasts, vacuole).
Specialised cells.
Diffusion (high to low concentration).
Tissues, organs and organ systems: Know link between cells, tissues and organ systems
Know examples of tissues (muscular, glandular and epithelial)
Role of organ systems and example of digestive system
Plant organs and examples of tissues (epidermal, mesophyll, xylem and phloem)
Photosynthesis: Photosynthesis (equation, rate, limiting factors).
Uses of glucose
Mineral salts/ions (nitrates, magnesium, deficiency symptoms.
Organisms and their environment: Physical factors that may affect organisms (temperature, availability of nutrients etc)
Random sampling with quadrats and sampling along a transect
Mock Examination Revision Topics
What are enzymes & what are some of their functions? Biological catalysts (proteins, can be denatured, specific, affected by temp & pH).
Role in digestion (amylase, protease, lipase, stomach, liver, bile)
Uses at home (biological detergents).
Uses in industry (baby food, sugar syrup, fructose syrup).
Aerobic and anaerobic respiration: Aerobic respiration (equation, where takes place, why carried out)
Use of energy from respiration
Changes to body during exercise
Anaerobic respiration (equation, when and why carried out, disadvantages of)
Which human characteristics show a simple pattern of inheritance? Mitosis/asexual & Meiosis/sexual (copy chromosomes, cell division).
Genetic diseases (Polydactyly, cystic fibrosis).
Mendel.
DNA, amino acids, proteins, genes and chromosomes
Social & ethical issues of stem cells and screening.
Mock Examination Revision Topics
Chemistry Unit 1&2 –
Atoms: Atoms, elements and the periodic table.
Symbols of elements.
Structure of atoms.
Atomic number and mass number.
Electronic structure.
The Periodic Table: The properties of elements in the same group.
The structure and properties of Group O
Chemical Reactions: Compounds are formed when atoms join together (ionic and covalent compounds).
Word and symbol equations.
Conservation of mass.
Limestone and building materials: Limestone - environment, social and economic factors.
Evaluation of building materials
Calcium Carbonate: Limestone is quarried.
Thermal decomposition of calcium carbonate and other carbonates.
Production of calcium hydroxide and neutralisation.
Limewater and its uses.
Reaction of carbonates with acids and acid rain.
Manufacture of cement and its use in mortar and concrete.
Metals and their uses: Metal ore extraction and recycling metals - environment, social and economic factors.
Extracting metals: Ores, viability, concentration and purification.
Unreactive metals such as gold.
Extraction by reduction using carbon (blast furnace).
Electrolysis for the extraction of metals such as aluminium.
Purification of copper by electrolysis.
Phytomining and bioleaching.
Copper can be obtained by electrolysis or displacement.
Extraction of Aluminium and titanium is expensive.
The reasons for the recycling of metals.
Mock Examination Revision Topics
Alloys: Blast furnace iron.
The making of steels, the types of steels and their main properties.
The reason why most everyday metals are alloys.
Properties and uses of metals: Transition metals their properties and uses.
The specific properties that make copper, aluminium and titanium useful.
Crude oil: Crude oil is a mixture that can be separated by fractional distillation.
Crude oil is made up of saturated hydrocarbons (alkanes – general formula).
Hydrocarbons: Alkanes, general formula, details of fractional distillation, size of molecules and uses as fuels.
Useful substances from crude oil.
Cracking and alkenes. Know ethene and propene. Recognise == is a double bond. General
formula and structural formula.
Alkenes react with bromine water – change from orange to colourless.
Polymers: Polymerisation. Monomers to polymers. Poly(ethene) and poly(propene).
New uses of polymers.
The reasons why most polymers are not biodegradable and the developments of cornstarch polymers.
Ethanol: Hydration of ethene, fermentation and word equation for fermentation.
Vegetable oils: Extraction from seeds and nuts. Used as food, fuels and the supply of energy and nutrients. The
high boiling point of oil and the use of oils in cooking.
Emulsions: Emulsions: their properties and uses.
Hydrophilic/Hydrophobic….HT
Saturated and unsaturated oils: Contain carbon - carbon double bonds and detected by adding bromine water.
Unsaturated oils can be hardened by hydrogenation, Conditions and advantages.
Earth’s crust: Structure, plates, convection currents, radioactive decay and speed of movement.
Earthquakes and volcanoes – sudden movements - difficult to predict.
Mock Examination Revision Topics
Earth’s Atmosphere: Atmosphere for the last 200million years.
First billion years, the gases, formation of oceans.
The different theories of atmospheric change.
The theories of how life was formed, including the hydrocarbon/ammonia/lightning idea.
Plants produce atmospheric oxygen.
Carbon was trapped in sedimentary rocks as carbonate rocks and fossil fuels. Seawater as
a store of carbon dioxide.
Fossil fuels and global warming
Fractional distillation of air….HT
Atomic Structure: Know the subatomic particles that make up an atom.
Recognise and state the charges and masses of each sub atomic particle.
Identify an isotope as being an atom that contains the same number of protons but
different numbers of neutrons.
Ionic Bonding: Know that Metal elements react together with non-metal elements to form ionic
compounds by gaining or losing electrons (ionic bonding).
Describe ionic bonding in terms of strong electrostatic forces of attraction between
oppositely charged ions.
Explain why ionic substance has high mpt and bpt/conduct electricity when dissolve or
molten based on the bonding.
Construct dot and cross diagrams for ionic compounds (magnesium oxide and calcium
chloride.
Be able to write the formula of an ionic compound from its ions.
Rates of Reaction: Know that the rate of reaction can be measured using the amount of reactant used or
the amount of product formed over time. Know how this is represented in an equation.
Define collision theory.
State how changing the temperature, concentration, pressure and surface area of
reactants can affect the rate of a chemical reaction.
Describe how changing the temperature, concentration, pressure and surface area of
reactants can affect the particles in a reaction.
Define the term ‘catalyst’ and state why they are added to chemical reactions.
Describe why catalysts are used in industrial reactions and be able to explain the
advantages and disadvantages of using them.
Be able to suggest a suitable set of equipment, method and risk assessment for
carrying out an experiment to determine if changing one of the named factors will
affect the rate.
Be able to interpret graphs showing the amount of product formed (or the reactant
used up) against time.
Mock Examination Revision Topics
Chemistry Unit 1&2: [Extra for Option] -
Covalent Bonding: Define covalent bonding as a shared pair of electrons between atoms.
Draw dot and cross diagrams for simple covalent compounds (H2, Cl2, HCl and H2O).
Describe covalent bonds as very strong.
Explain that in simple covalent compounds the molecules are held together by weak
intermolecular forces and leads to them having low melting/boiling points.
Giant covalent structures such as diamond, graphite, fullerenes and silicon dioxide are
made lots of strong covalent bonds and have high melting/boiling points.
Know why diamond is hard and graphite is slippery.
Describe why graphite can conduct electricity but other macromolecules can’t.
Recall structures of fullerenes (large hexagonal ring structures of carbon atoms)
Be prepared to describe their uses based on above info- comprehension type questions
where much info is given in the question.
Metals: Know that the atoms in metals are closely packed together and arranged in layers this
causes them to be malleable.
Describe how the positively charged ions are held by the electrons from the outermost
shell of each metal atom.
Describe how delocalised electrons are free to move throughout the giant metallic
structure and allow metals to conduct electricity.
Define shape memory alloys.
Polymers: Know that the monomers and the reaction conditions can change the properties of the
polymers made.
Recognise diagrams of thermosetting and thermo-softening polymers and describe
properties in relation to cross links.
Nanoscience: Define nanoscience as the study of small particles (1-100nm in size)
Identify some uses of nanoscience.
Relate the properties to the fact that they have high surface area to volume ratio.
Evaluate the development and application of nanoparticles – be able to identify benefits
and risks of using nanoparticles.
Acids and Alkalis: Know which ions make solutions acidic and alkaline and that the level of acidity or
alkalinity can be measured using the pH scale.
Define the terms, acid, alkali and base.
State a definition of neutralisation and be able to write the ionic equation.
Recall the general word equations for reactions of bases with acids.
Be able to suggest a method for making a named salt (including names of reactants
used)
Mock Examination Revision Topics
Physics Unit 1 –
The Transfer of Energy by heat & Factors that Affect the Rate of Transfer: Compare Conduction, Convection, and Radiation – know how to ‘spot’ when heat
travels in these ways
Know how the vacuum flask stops/limits Conduction, Convection & Radiation
Understand how everyday appliances may lose/gain energy by Conduction, Convection
or Radiation
Be able to compare the effectiveness of insulation
(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it)
Be able to consider cost effectiveness of materials to insulate in terms of ‘payback times’
Be able to evaluate different materials in terms of their ‘specific
heat capacity’ (e.g. oil-filled radiators/energy storage heaters)
Infrared Radiation: Understand Infra-Red (radiant heat energy) does NOT require particles – it is a
‘wave’ of energy
Know that the Sun’s heat energy gets to us by Infra-Red (radiant heat) through Space
Absorption
Reflection
Emission
Examples of where this occurs
How temp difference affect the rate of emission/absorption
Kinetic Theory: Using Kinetic theory to explain different states of matter
Knowing how to use Kinetic theory to explain how matter changes form one state
to the next: What happens to particles when they ‘gain energy’?
Be able to recognise simple diagrams of a particle model of Solids/Liquids/Gases
Energy transfer by Heating: Understand that Conduction & Convection require ‘particles’
Be able to explain Conduction & Convection using particles & Kinetic theory
Understand (be able to explain) that metals are good ‘conductors’ of heat because
they move heat by ‘mobile (or free) electrons as well as transfer by vibrating particles
Be able to use Kinetic Theory to explain evaporation
Know the factors that can affect the ‘rate’ of heat transfer including: temperature
difference/surface area & volume/material from which the object is made/the
nature of the surface with which the object is in contact with (e.g. fluid or solid)
Be able to explain how the design (or make/shape) of an object can affect how good it is
at transferring heat (e.g. elephant ears/cooling fins on the back of a fridge)
Heating & Insulating Buildings: Be able to compare the effectiveness of insulation
(including ‘U’-Values: Smaller ‘U’ Value the better insulator is it)
Solar panels can be used to heat water for a building
Know what Specific Heat Capacity is & how it is calculated (E=mcΘ)
Mock Examination Revision Topics
Appliance transferring Energy: Compare efficiency & cost effectiveness
Know about methods to reduce energy ‘consumption’
Be able to describe energy transfer & spot ‘wasted’ energy
(particularly with common electrical appliances)
Interpret & draw a Sankey Diagram
Energy Transfer & Efficiency: Know that Energy Cannot be created or destroyed – it is only transferred usefully,
stored or dissipated
Understand that when energy is not usefully transferred it is ‘wasted’
Know that wasted energy is transferred to the surroundings (environment) and
becomes spread out & therefore less useful
Be able to calculate the efficiency of an energy transformation (as a % or decimal)
The usefulness of Electrical Appliances: Be able to compare advantages & disadvantages of different electrical appliances
Be able to consider the implication of ‘no electricity’
Transferring Electrical Energy: Know examples of transfers from everyday electrical appliances (e.g. a kettle/radio/TV)
& be able to explain which energy changes to what & what is ‘wasted’
Know that an appliance transfers more energy the longer it is switched on
Be able to calculate the amount of energy an appliance transfers using the
equation E = P x t
Understand that the ‘costing’ of electricity involves the same equation as above
to find ‘energy’, only kWh are calculated (where 1 kWh=1 unit of electricity)
Know how to calculate ‘cost’ of electricity transferred (by appliance & by
reading a ‘meter’)
Methods we use to generate Electricity:
Be able to evaluate different methods of electricity generation
Have an understanding of costs/start-up times/decommissioning/reliability of
different methods of electricity production
Be able to evaluate ways of matching supply with demand (pumped–storage power stations)
Be able to compare adv & disadv of overhead and underground power cables
cables
Mock Examination Revision Topics
Generating Electricity: Understand that most electrical energy generation involves spinning a generator &
that (in most cases) this is done with steam driving a turbine
Know which energy sources that can be employed to generate heat to adv/disadv. of
each (e.g. burning fossil fuels/burning bio-fuels/ uranium & plutonium (nuclear fission)
Understand that wind & water can drive turbine directly & adv/disadv. of different
methods of this (e.g. Hydroelectric/Tidal/Wind farms)
Understand & be able to explain the effects on the environment of these methods of
electricity production (e.g. pollution/waste/noise & visual/destruction of habitats)
Know that CO2 release (burning) can increase the greenhouse effect & understand
what ‘carbon capture’ is
The National Grid: Understand what the National Grid is, and its function
Be able to label the essential parts of the National Grid
Understand why transformers are used in the National Grid (stepping UP voltage reduces
Current & therefore less energy is ‘wasted’ in the power lines as heat)
Mock Examination Revision Topics
The use of waves for communication and to provide evidence that the
Universe is expanding: Be able to consider the use of different types of waves
(sound/light/microwaves/radio & infrared waves) for communication
Be able to evaluate the possible risks involving the use of mobile phones
Be able to consider the limitations of the model that scientists use to explain how
the Universe began & why the Universe continues to expand
The general properties of waves: Know that waves may be ‘transverse’ or ‘longitudinal’ and how waves move with
respect
to the direction that the energy moves
Know that Electromagnetic waves are transverse
Know that Sound waves are longitudinal
Know that Mechanical waves could be Transverse or Longitudinal
Know that all EM waves travel at the same speed through a vacuum [space] -
speed of light
Know about the EM spectrum and be able to explain the waves in the spectrum,
referring to frequency and wavelength
Know that Longitudinal waves show areas of compression and rarefraction
Know what reflection, refraction & diffraction are and be able to explain how the
best
diffraction happens when the wavelength is the same as the gap the wave moves
through
Be able to explain how waves are refracted at the ‘interface’ around the ‘normal
line’
Be able to describe and label the: frequency; wavelength and amplitude of a wave
Be able to use the wave equation:
V=f x l Know that:
v (speed, measured in meters per second (m/s))
f (frequency, measured in Hertz (Hz))
l (wavelength, measured in meters (m))
Know that radio/microwaves/infrared/& visible light can be used for
communications
Be familiar with situations which waves are typically used & possible hazards.
Such as:
Radio waves – TV/Radio (including effects from diffraction)
Microwaves – mobile phones/satellite TV
Infrared – remote controls
Visible light – photography
Mock Examination Revision Topics
Reflection: Know what a ‘normal’ line is for & how it is used
Know & be able to use ‘The angle of incidence = Angle of reflection’
Be able to describe a mirror image as ‘virtual’, ‘upright’ & ‘laterally inverted’
Be able to construct ray diagrams
Sound: Understand that sound wave are ‘vibrations’ in a medium that humans can ‘hear’
Know the range of human hearing is 20-20,000Hz
Know that sound waves are ‘Longitudinal waves’
Understand that ‘pitch’ is determined by the wave ‘frequency’
Understand that ‘loudness’ is determined by the wave ‘amplitude’
Know that reflected sounds are ‘Echoes’
Red-Shift: Know what the Doppler Effect is & how it works
Understand that distant Galaxies emit light that has an observable increase in its
wavelength – this is the Doppler Effect at work, it is known as Red Shift and
evidences that fact that these Galaxies are moving away from us
Understand that that Red Shift provides evidence of the ‘Big Bang’ theory
Know what CMBR is (Cosmic Microwave Background Radiation) is, and how we
evidence it Understand that the Big Bang’ theory is the only theory that can explain CMBR
Physics Unit 2:–
Resultant forces: Know the effect of a non-zero resultant force on an object in motion.
Know the effect on an object at rest if the resultant force is zero.
Be able to calculate resultant force if 2 forces are acting in a straight line.
Know that forces are measured in Newtons (N).
Know that whenever two bodies interact, the forces they exert on each other are equal
and opposite.
Know that a number of forces acting on a body may be replaced by a single force which
has the same effect on the body as the original forces all acting together. This is called
the resultant force.
Know that if the resultant force acting on a stationary object is zero it will remain
stationary. All forces must be balanced.
Know that if the resultant force acting on a moving object is zero it will continue to
move at the same speed in the same direction. The forces must be balanced.
Know that if the resultant force acting on a stationary object is not zero the object will
accelerate in the direction of the resultant force. The forces are unbalanced.
Know that if the resultant force acting on a moving object is not zero the object will
accelerate in the direction of the resultant force. The forces are unbalanced.
Know that when a vehicle travels at a steady speed the frictional forces balance the
driving force.
Know that the faster the speed of a vehicle the greater the breaking distance needed to
stop it in a certain direction.
Mock Examination Revision Topics
Forces and Motion: Be able to calculate the acceleration of an object using
Or
Be able to recognise when an object is stationary or travelling at a steady speed from a
distance-time graph.
Know that the slope of a distance-time graph represents speed. (The steeper the graph
the faster the speed!)
Higher: Be able to calculate the speed of an object from the slope of a distance-time
graph (in other words, calculate the gradient of the graph).
Know that velocity is speed with direction.
Be able to use the equation:
Or
Be able to recognise when an object is accelerating or travelling at a steady speed from a
velocity-time graph
Higher: Be able to calculate the acceleration of an object from the slope of a velocity-
time graph (in other words, calculate the gradient of the graph).
Higher: Be able to calculate the distance travelled by an object by calculating the area
under a velocity time graph.
Forces and Braking: Know that when a vehicle travels at steady speed the resistive forces equal the thrust
force.
Know that most resistive forces are created by Air Resistance.
The greater the speed of a vehicle the greater the braking force needed to stop it in a
certain distance.
Understand that for a given braking force the greater the speed, the greater the stopping
distance
Know that the faster the speed of a vehicle the greater the thinking distance and breaking
distance.
Mock Examination Revision Topics
Know that the stopping distance of a vehicle depends on the distance the vehicle travels
during the driver’s reaction time and the distance it travels under the breaking force.
i.e. total stopping distance = thinking distance + breaking distance.
Know that a driver’s reaction time can be affected by tiredness, drugs, distractions and
alcohol.
Understand that when the brakes of a vehicle are applied, work done by the friction
force between the brakes and the wheel reduces the kinetic energy of the vehicle and the
temperature of the brakes increases.
Know that a vehicles breaking distance can be affected by adverse road and weather
conditions and poor condition of the brakes or tyres.
Forces and Terminal Velocity: Know that the faster an object moves through a fluid (e.g. air or water) the greater the
frictional force which acts on it.
Know that a body falling through a fluid (e.g. air or water) will initially accelerate due to
the force of gravity. Eventually the resultant force on the body will become zero and it
will fall at terminal velocity. (Think sky divers!)
Understand why the use of a parachute reduces the parachutist’s terminal velocity.
Be able to interpret velocity-time graphs for objects falling at terminal velocity,
including a consideration of the forces acting on the object.
Be able to calculate the weight of an object using the equation:
Or
Forces and Elasticity: Know that a force acting on an object may cause a change in the shape of the object.
Know that a force applied to an elastic object such as a spring will result in the object
stretching and storing Elastic Potential energy.
Know that for an object that is able to recover its original shape, elastic potential energy
is stored in the object when work is done on the object.
Forces and Energy: Know that when a force causes an object to move through a distance work is done.
Know that: Work done (J) = Energy transferred (J)
Be able to calculate the work done by a force using the equation:
Or
e.g.
The force required to lift a box is 20N. The box is lifted to a height of 4m.
Work done = 20 x 4 = 80J
Know that work done against frictional forces is mainly transformed into heat.
Know that the kinetic energy of an object depends on its mass and speed.
Be able to use the equation:
Or
e.g.
A man of 60kg runs at a steady speed of 8m/s. Kinetic energy = ½ x 60 x 82 = 1920J
Know that Gravitational potential energy is the energy that an object has by virtue of its
position in a gravitational field.
Mock Examination Revision Topics
Momentum: Know that momentum is a property of moving objects
Be able to use the equation below to calculate the mass, velocity or momentum of a
body involved in a collision or explosion.
Know that momentum has both magnitude (mass) and direction (remember, velocity is
speed in a certain direction).
Know that momentum is conserved in any collision/explosion providing no external
forces act on the colliding/exploding bodies. This is called the Conservation of
momentum.
Be able to use this equation:
Or
(e.g. A man of 60kg climbs 4 metres. GPE = 60 x 9.81 x 4 = 2354.4J)
Physics Unit 2: [Extra for Option] –
Know these symbols:
Mock Examination Revision Topics
Static Electricity: Know that when insulating materials (e.g. plastic) are rubbed together they become
electrically charged because negatively charged electrons are rubbed off one material
onto the other.
Know that when two electrically charged objects are brought together they exert a force
on one another. i.e. opposite charges attract and like charges repel
Know that electrical charges can travel easily through some substances e.g. metals
(because they are conductors).
Electrical Circuits: Know that the rate of flow of electrical charge is called current.
Know the units for current (Amps, A) and potential difference (Volts, V).
Be able to use the equation:
Or
Know that the potential difference (voltage) between two points in an electric circuit is the work
done (energy transferred) per coulomb of charge that passes between the points.
Be able to use the equation:
Or
Know the circuit symbols for the following components.
Know that I-V graphs are used to show how the current through a component varies with the
potential difference across it. (The steeper the graph the lower the resistance.)
Know that the current through a resistor (at a constant temperature) is directly proportional to
the potential difference across it.
Know that the resistance of a component can be found by measuring the current through, and
potential difference across, the component.
Be able to use the equation:
Or
(Remember I stands for current!)
Know that the potential difference provided by cells connected in series is the sum of the potential
difference of each cell.
The total p.d. = 9V
Know that the total resistance of a series circuit is the sum of the resistance of each component.
The total resistance of this circuit = 7Ω.
Mock Examination Revision Topics
Know that for components connected in series:
there is the same current flowing through each component;
the total potential difference of the supply is shared between the components.
Know that the resistance of a component can be found by measuring the current through and the
potential difference across the component.
Know that for components connected in parallel:
the total current flowing through the whole circuit is the sum of the currents through
components connected in parallel;
the potential difference across each component in parallel is the same as the potential difference
across the battery.
Know that the resistance of a filament lamp increases as the temperature of the filament increases.
Higher: Know how to explain resistance change in terms of ions and electrons.
Know that the current through a diode flows in one direction only. The diode has a very high
resistance in the reverse direction.
Know that an LED emits light when a current flows through it in the forward direction.
Know that the resistance of an LDR decreases as light intensity decreases.
Know that the resistance of a thermistor decreases as the temperature increases.
A Resistor
Current, Charge and power: When an electrical charge flows through a resistor,the resistor gets hot.
Know that the rate at which energy is transformed in a device is called the power:
Or
Know that the power of a device, potential difference and current are related by the
equation:
Or Be able to calculate the current through an appliance from its power and the potential
difference of the supply and from this determine the size of the fuse needed (usually 3A,
5A or 13A).
Higher: be able to use the equation:
Or
Mock Examination Revision Topics
Technology Food
Section A: Decorated cakes
Section B: Analysis of food products: sensory and nutritional
Sauce making
Standard components
Cooking temperatures
Testing and profiling products
Ensuring a quality finish
Food labelling
Safe use of equipment
Environmental issues related to food
Graphics
Section A: Promoting Firework safety for Children
Section B: Why Packaging is important inc SIPPP and barcodes.
Harry Beck and Schematic drawings.
Drawing nets and surface developments.
Third angle Orthographic Projection and British Standard Dimensions.
Computer Aided Design
Computer Aided Manufacture
Scale
Die Cutting
Systems and Control
Section A: Robots in the Classroom
Section B: INPUT / PROCESS / OUTPUTS
Block diagrams and feedback loops
Flow diagrams
Component names and symbols
Potential dividers formula
Materials
Testing circuits / prototypes
CAD CAM
PCB production
Logic gates
Solenoids
Health and Safety
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