L5 Revision Lists for Summer Examinations 2018fluencycontent-schoolwebsite.netdna-ssl.com/File... · 2.27 understand the processes of ingestion, digestion, absorption, assimilation

1 Pearson Edexcel International GCSE in Physics -

Specification - Issue 1 - June 2016 © Pearson Education Limited 2016

L5 Revision Lists for Summer Examinations 2018

Biology

L5 Biology - Double Award Science

The following content from the Edexcel IGCSE specification will be covered and includes material covered in Upper 4. Please revise all of:

Specification Section 1: The nature and variety of living organisms

Specification Section 2: Structures and functions in living organisms

A copy of the specification can be found by following the link below: https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Science%20(Double%20Award)/2017/specification-and-sample-assessments/IGCSE-Science-Double-Award-2017-specification.pdf Useful websites (N.B. we recommend your notes and textbook as the main source of information): http://gojimo.com http://www.thebiotutor.com/ http://www.bbc.co.uk/education/subjects/z9ddmp3 http://msjoconnor.weebly.com/

L5 Biology - Separate Science The following content from the Edexcel IGCSE specification will be covered and includes material covered in Upper 4. Please revise all of:



A copy of the specification can be found by following the link below: https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Biology/2017/specification-and-sample-assessments/IGCSE-Biology-2017-specification.pdf Useful websites (N.B. we recommend your notes and textbook as the main source of information): http://gojimo.com http://www.thebiotutor.com/ http://www.bbc.co.uk/education/subjects/z9ddmp3 http://msjoconnor.weebly.com/ Paper 1 assesses only the content that is not in bold. Paper 2 assesses all content including content in bold.

https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Science%20(Double%20Award)/2017/specification-and-sample-assessments/IGCSE-Science-Double-Award-2017-specification.pdf



http://gojimo.com/

http://www.thebiotutor.com/

http://www.bbc.co.uk/education/subjects/z9ddmp3

http://msjoconnor.weebly.com/

https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Biology/2017/specification-and-sample-assessments/IGCSE-Biology-2017-specification.pdf

https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Biology/2017/specification-and-sample-assessments/IGCSE-Biology-2017-specification.pdf

http://gojimo.com/






L5 Biology - Separate Science

The following content from the Edexcel iGCSE specification will be covered. Paper 1 assesses only the content that is not in bold. Paper 2 assesses all content including content in bold. Material covered in Upper 4 as follows:


a) Characteristics of living organisms 1.1 Understand that living organisms share the following characteristics: – they require nutrition – they respire – they excrete their waste – they respond to their surroundings – they move – they control their internal conditions – they reproduce – they grow and develop.

b) Variety of living organisms 1.2 describe the common features shared by organisms within the following main groups: plants, animals, fungi, bacteria, protoctists and viruses, and for each group describe examples and their features as follows (details of life cycle and economic importance are not required) Plants: These are multicellular organisms; their cells contain chloroplasts and are able to carry out photosynthesis; their cells have cellulose cell walls; they store carbohydrates as starch or sucrose Examples include flowering plants, such as a cereal (for example maize), and a herbaceous legume (for example peas or beans) Animals: These are multicellular organisms; their cells do not contain chloroplasts and are not able to carry out photosynthesis; they have no cell walls; they usually have nervous coordination and are able to move from one place to another; they often store carbohydrate as glycogen Examples include mammals (for example humans) and insects (for example housefly and mosquito) Fungi: These are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from thread-like structures called hyphae, which contain many nuclei; some examples are single-celled; their cells have walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled Bacteria: These are microscopic single-celled organisms; they have a cell wall, cell membrane, cytoplasm and plasmids; they lack a nucleus but contain a circular chromosome of DNA; some bacteria can carry out photosynthesis but



most feed off other living or dead organisms Examples include Lactobacillus bulgaricus, a rod-shaped bacterium used in the production of yoghurt from milk, and Pneumococcus, a spherical bacterium that acts as the pathogen causing pneumonia Protoctists: These are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria Viruses: These are small particles, smaller than bacteria; they are parasitic and can reproduce only inside living cells; they infect every type of living organism. They have a wide variety of shapes and sizes; they have no cellular structure but have a protein coat and contain one type of nucleic acid, either DNA or RNA Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes ‘flu’ and the HIV virus that causes AIDS 1.3 recall the term ‘pathogen’ and know that pathogens may be fungi, bacteria, protoctists or viruses.


a) Levels of organisation 2.1 describe the levels of organisation within organisms: organelles, cells, tissues, organs and systems.

b) Cell structure 2.2 describe cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, chloroplast and vacuole 2.3 describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, chloroplast and vacuole 2.4 compare the structures of plant and animal cells.

c) Biological molecules 2.5 identify the chemical elements present in carbohydrates, proteins and lipids (fats and oils) 2.6 describe the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugar; protein from amino acids; lipid from fatty acids and glycerol 2.7 describe the tests for glucose and starch 2.8 understand the role of enzymes as biological catalysts in metabolic reactions 2.9 understand how the functioning of enzymes can be affected by changes in temperature, including changes due to change in active site 2.10 understand how the functioning of enzymes can be affected by changes in active site caused by changes in pH



2.11 describe experiments to investigate how enzyme activity can be affected by changes in temperature.

d) Movement of substances into and out of cells 2.12 understand definitions of diffusion, osmosis and active transport 2.13 understand that movement of substances into and out of cells can be by diffusion, osmosis and active transport 2.14 understand the importance in plants of turgid cells as a means of support 2.15 understand the factors that affect the rate of movement of substances into and out of cells, to include the effects of surface area to volume ratio, temperature and concentration gradient 2.16 describe experiments to investigate diffusion and osmosis using living and non-living systems.

e) Nutrition in humans 2.23 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre 2.24 identify sources and describe functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, and the mineral ions calcium and iron, water and dietary fibre as components of the diet 2.25 understand that energy requirements vary with activity levels, age and pregnancy 2.26 describe the structures of the human alimentary canal and describe the functions of the mouth, oesophagus, stomach, small intestine, large intestine and pancreas 2.27 understand the processes of ingestion, digestion, absorption, assimilation and egestion 2.28 explain how and why food is moved through the gut by peristalsis 2.29 understand the role of digestive enzymes, to include the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases 2.30 understand that bile is produced by the liver and stored in the gall bladder, and understand the role of bile in neutralising stomach acid and emulsifying lipids 2.31 describe the structure of a villus and explain how this helps absorption of the products of digestion in the small intestine 2.32 describe an experiment to investigate the energy content in a food sample.

f) Respiration



2.33 understand that the process of respiration releases energy in living organisms 2.34 describe the differences between aerobic and anaerobic respiration 2.35 write the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms 2.36 write the word equation for anaerobic respiration in plants and in animals 2.37 describe experiments to investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms.

Plus material covered in L5 as follows:


e) Nutrition in flowering plants 2.17 describe the process of photosynthesis and understand its importance in the conversion of light energy to chemical energy 2.18 write the word equation and the balanced chemical symbol equation for photosynthesis 2.19 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis 2.20 describe the structure of the leaf and explain how it is adapted for photosynthesis 2.21 understand that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids 2.22 describe experiments to investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll

g) Gas exchange in flowering plants 2.38 understand the role of diffusion in gas exchange 2.39 understand gas exchange (of carbon dioxide and oxygen) in relation to respiration and photosynthesis 2.40 understand that respiration continues during the day and night, but that the net exchange of carbon dioxide and oxygen depends on the intensity of light 2.41 explain how the structure of the leaf is adapted for gas exchange 2.42 describe the role of stomata in gas exchange 2.43 describe experiments to investigate the effect of light on net gas exchange from a leaf, using hydrogen-carbonate indicator



g) Gas exchange in humans 2.44 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 2.45 understand the role of the intercostal muscles and the diaphragm in ventilation 2.46 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries 2.47 understand the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease 2.48 describe experiments to investigate the effect of exercise on breathing in humans.

h) Transport in humans 2.49 understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell 2.50 understand the need for a transport system in multicellular organisms 2.57 describe the composition of the blood: red blood cells, white blood cells, platelets and plasma 2.58 understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy 2.59 explain how adaptations of red blood cells, including shape, structure and the presence of haemoglobin, make them suitable for the transport of oxygen 2.60 describe how the immune system responds to disease using white blood cells, illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen 2.61 understand that vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity 2.62 understand that platelets are involved in blood clotting, which prevents blood loss and the entry of micro-organisms 2.63 describe the structure of the heart and how it functions 2.64 explain how the heart rate changes during exercise and under the influence of adrenaline 2.65 describe the structure of arteries, veins and capillaries and understand their roles 2.66 understand the general structure of the circulation system to include the blood vessels to and from the heart, the lungs, the liver and the kidneys.



i) Excretion in flowering plants and humans Flowering plants 2.67 understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf Humans 2.68 recall that the lungs, kidneys and skin are organs of excretion 2.69 understand how the kidney carries out its roles of excretion and osmoregulation 2.70 describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra 2.71 describe the structure of a nephron, to include Bowman’s capsule and glomerulus, convoluted tubules, loop of Henlé and collecting duct 2.72 describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate 2.73 understand that water is reabsorbed into the blood from the collecting duct 2.74 understand that selective reabsorption of glucose occurs at the proximal convoluted tubule 2.75 describe the role of ADH in regulating the water content of the blood 2.76 understand that urine contains water, urea and salts.

j) Coordination and response in humans 2.77 understand that organisms are able to respond to changes in their environment 2.78 understand that homeostasis is the maintenance of a constant internal environment and that body water content and body temperature are both examples of homeostasis 2.79 understand that a coordinated response requires a stimulus, a receptor and an effector 2.83 describe how responses can be controlled by nervous or by hormonal communication and understand the differences between the two systems 2.84 understand that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves 2.85 understand that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses



2.86 describe the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object 2.87 describe the structure and function of the eye as a receptor 2.88 understand the function of the eye in focusing near and distant objects, and in responding to changes in light intensity 2.89 describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation 2.90 understand the sources, roles and effects of the following hormones: ADH, adrenaline, insulin, testosterone, progesterone and oestrogen.

h) Transport in flowering plants 2.51 describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant 2.52 describe the role of xylem in transporting water and mineral salts from the roots to other parts of the plant 2.53 explain how water is absorbed by root hair cells 2.54 understand that transpiration is the evaporation of water from the surface of a plant 2.55 explain how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity 2.56 describe experiments to investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot

j) Coordination and response in flowering plants 2.80 understand that plants respond to stimuli 2.81 describe the geotropic responses of roots and stems 2.82 describe positive phototropism of stems

A copy of the specification can be found here: http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-biology-2011.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments Useful websites: http://www.thebiotutor.com/ http://www.bbc.co.uk/education/subjects/z9ddmp3 http://www.clickbiology.com/igcse-biology-2/ http://msjoconnor.weebly.com/

http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-biology-2011.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FSpecification-and-sample-assessments





http://www.clickbiology.com/igcse-biology-2/




Chemistry

L5 Chemistry - Double Award Science You may be tested on material that was taught in the U4 alongside the material that has been taught this year. A copy of your specification can be found here. Material to revise Topics covered in the U4: 1a. States of matter – points 1.1 – 1.3 1b. Elements, mixtures and compounds – all points 1c. Atomic structure – points 1.14 – 1.16 (but not relative atomic mass) 1d. Periodic table – all points 1e. Point 1.25 only 1f. Ionic bonding – all points 1g. Covalent bonding – 1.44 – 1.48 2a. Group 1 – all points 2b. Group 7 – all points 2c. Gases in the atmosphere – points 2.9 – 2.10 Topics covered in the L5: 1a. States of material – point 1.4 2d. Reactivity Series – all points 2e. Acids, Alkalis and Titrations – all points 2f. Acids, bases and salts preparations – all points 3a. Energetics – all points 3c. Reversible reactions and equilibria – all points 4a. Introduction to organic chemistry – all points 4b. Crude oil – all points 4c. Alkanes – all points 4d. Alkenes – all points 4e. Synthetic polymers – all points 2c. Gases in the atmosphere – points 2.11, 2.13 You will be asked questions about practicals. You should make sure that you have revised all of the practicals that you have completed.

L5 Chemistry – Separate Science You may be tested on material that was taught in the U4 alongside the material that has been taught this year.




A copy of your specification can be found here. Topics covered in the U4: 1a. States of matter – points 1.1 – 1.3 1b. Elements, mixtures and compounds – all points 1c. Atomic structure – points 1.14 – 1.16 (but not relative atomic mass) 1d. Periodic table – all points 1e. Point 1.25 only 1f. Ionic bonding – all points 1g. Covalent bonding – 1.44 – 1.48 2a. Group 1 – all points 2b. Group 7 – all points 2c. Gases in the atmosphere – points 2.9 – 2.10 Topics covered in the L5: 1a. States of material – points 1.4 – 1.7 1g. Metallic bonding – all points 2c. Gases in the atmosphere – points 2.11, 2.13 2d. Reactivity Series – all points 2e. Extraction and uses of metals – all points 2f. Acids, Alkalis and Titrations – all points 2g. Acids, bases and salts preparations – all points 3a. Energetics – all points 4a. Introduction to organic chemistry – all points 4b. Crude oil – all points 4c. Alkanes – all points 4d. Alkenes – all points 4e. Alcohols – all points 4f. Carboxylic acids – all points 4g. Esters – all points 4h. Synthetic polymers – all points You will be asked questions about practicals. You should make sure that you have revised all of the practicals that you have completed. Topics shown in bold and with a C next to the specification point number, e.g. 2.22C will only be tested on paper 2.

Drama You will be answering a paper in the format of an actual GCSE paper and all revision will take the form

of your notes, essays and handouts. Your revision will need to cover the following:

- The roles within the theatre industry

https://qualifications.pearson.com/content/dam/pdf/International%20GCSE/Chemistry/2017/specification-and-sample-assessments/IGCSE-Chemistry-2017-specification.pdf



- Essays from Live Theatre - Work undertaken on The Crucible - Terminology, styles and genres, techniques of the actor and technicians and skills

DT The Design & Technology School Examination will ask you to answer questions based on the individual

project that you have worked on this year.

Consider the following:

The importance of carefully considered design and working accurately.

The role of ICT in the design process.

How to design a successful project.

Aesthetics / Ergonomics

Product Lifecycle.

You will also be required to answer questions based on the theory topics that you have covered this year.

English You will take an IGCSE Literature Paper 2 (Drama) in the summer on your two plays, and you will also take an IGCSE Language Paper 2. Your class teachers will explain exactly what you need to prepare for each of these in good time for the exams.

French For your L5 French summer exam you will be doing a full IGCSE – listening, reading, writing and oral

exams.

The oral exam lasts 15 minutes and is composed of two role plays (30 marks) which you prepare

beforehand for 10 minutes, a 1-2 minute pre-prepared presentation and 2-3 minute conversation on the

presentation topic (30 marks) and a 5 minute general conversation of a two further topics (30 marks).

There are also 10 further marks awarded for general impression to make a total of 100 possible marks.

The topics for the general conversation for your L5 exam will be: Self, family and friends, home town,

school life and home life.

The listening exam lasts 45 minutes and you will answer questions in French. The reading exam is 1h and you answer questions in French. The continuous writing exam lasts 1h. You answer 3 questions: You must remember to answer all the points in each question and be accurate.



These are the key topics that we have covered so far this year:

AREA A

Everyday activities

home and school life including daily routine (Unité4 p64-73) food, healthy eating and eating out (Unité 5p.86-105)

AREA B

Personal and social life

self, family and personal relationships (Unité 1 p6-23) house and home (Unité 3 p52-55)

AREA C

The world around us

home town and local areas (Unité 2 p24-35) shopping (Unité 4 p.74-79) public services (Unité 5 p92) finding the way (Unité 2 p28-29) places and customs (Unité 1 p16-17) travel and transport (Unité 3 p50-51) Useful websites to revise from are: www.languagesonline.org.uk www.zut.org.uk www.linguascope.com www.ashcombe.surrey.sch.uk Go to MFL and then student resources then French then video quizzes www.bbc.co.uk/schools/gcsebitesize/french www.thisislanguage.com www.language-gym.com Also, remember to learn all the vocabulary in your vocabulary booklets and revise the grammar from

the grammar booklet, which are all on the T drive, in the IGCSE French area, and your class notes. There

are also past papers saved on the IGCSE French T drive. Use the Memrise app and find the ‘CIE French

core vocabulary section’ to practise vocab as well (you will need to log on and find it on a PC or laptop

first.)

Bonne chance!

http://www.languagesonline.org.uk/

http://www.zut.org.uk/

http://www.linguascope.com/

http://www.ashcombe.surrey.sch.uk/

http://www.bbc.co.uk/schools/gcsebitesize/french

http://www.thisislanguage.com/

http://www.language-gym.com/



Geography

Hazards case studies

1. Short and long term impacts of an earthquake: Japan 2011

2. Short and long term impacts of a tropical cyclone hazard: Typhoon Haiyan, Philippines, 2013

3. Short and long term impacts of a volcanic eruption: Mount Merapi, Indonesia, 2010

4. Management of the earthquake in Japan 2011 (developed) and Nepal 2015 (developing)



Urban case studies

1. Patterns of land use across a city: Leicester.

2. Urban challenges in USA (developed) and Kenya (developing)

3. Development of the rural-urban fringe - Southampton

4. Strategies aimed at making urban living more sustainable – Barcelona (developed), TBC (developing)

5. Role of different groups of people in managing challenges in urban areas – TBC



NB: Not all of the River Environments unit will be covered before the summer exam – you will advised nearer

the time.

River environments case studies - TBC

German

For your L5 German summer exam you will be doing a full IGCSE – listening, reading, writing and oral exams.

The oral exam lasts about 15 minutes and is composed of two role plays (30 marks) which you prepare beforehand for 15 minutes, a 1-2 minute pre-prepared presentation and 2-3 minute conversation on the presentation topic (30 marks) and a 5 minute general conversation of a two further topics (30 marks).



There are also 10 further marks awarded for general impression to make a total of 100 possible marks. The topics for the general conversation for your L5 exam will be: Self, family and friends, home town, school life and home life.

The listening exam lasts 45 minutes and you will answer questions in German (45 marks).

The reading exam is 1hr and you answer questions in German (45 marks).

The writing exam lasts 1hr. Firstly a 5 mark task where you write vocabulary that corresponds to pictures; then a 15 mark essay (80-90 words) answering bullet points. Lastly, a 30 mark essay of 130-140 words - you are given a choice of 3 questions for the second essay but no choice for the first essay. You must remember to answer all the points in each question and be accurate. The key is to use a variety of structures and a range of verbs and different subject pronouns.

These are the key topics that we have covered so far this year:

AREA A

Everyday activities

Home and school life including daily routine Hobbies

AREA B

Personal and social life

Self, family and personal relationships House and home

AREA C

The world around us

Holiday Public services Finding the way Meeting people Travel and transport

Useful websites to revise from are:

http://www.languagesonline.org.uk/ http://gut.languageskills.co.uk/general/login.html Log in: User ID: 2457 Password: student www.linguascope.com Username: stcatsmfl Password: catherine www.bbc.co.uk/schools/gcsebitesize/german https://www.thisislanguage.com/

History L5 IGCSE History: Summer Examination Revision List

Depth Study: Germany: development of dictatorship, 1918–45


http://gut.languageskills.co.uk/general/login.html

http://www.linguascope.com/

http://www.bbc.co.uk/schools/gcsebitesize/german

https://www.thisislanguage.com/



Topic Details

1 The establishment of the Weimar Republic and its early problems

The Abdication of the Kaiser and the German Revolution of 1918–19. The strengths and weaknesses of the new Republic and its Constitution. Reactions to the Treaty of Versailles. Challenges from Right and Left, including the Kapp Putsch and the Spartacist uprising. French occupation of the Ruhr. Causes and effects of hyperinflation.

2 The recovery of Germany, 1924–29

The work of Stresemann. Rentenmark, Dawes and Young Plans, US loans and the recovery of the German economy. Successes abroad – League of Nations, Locarno Treaties and Kellogg-Briand Pact.

3 The rise of Hitler and the Nazis to January 1933

Hitler and the German Workers’ Party. Changes to the party (1920–22). Causes, events and results of Munich Putsch, (1923). Reorganisation of the Party (1924–28). Impact of the Great Depression. Nazi methods to win support. The role of the SA. Events of 1932 to January1933, including the role of von Papen, von Schleicher and von Hindenburg.

4 Nazi Germany 1933–39

Setting up the Nazi dictatorship through the Reichstag Fire, Enabling Act, Night of the Long Knives and Hitler as Führer. The methods of Nazi control and the extent to which they were successful, including the police state, censorship and propaganda. Nazi policies towards education, women, the young, the Churches and their impact. Nazi racial policies and increasing persecution of Jews. Policies to reduce unemployment and their impact. The Labour Service, the Labour Front and Strength Through Joy

5 Germany and the occupied territories during the Second World War

Nazi policies towards the Jews, including ghettos, death squads and the Final Solution. The Home Front, including changing role of women, ‘total war’, rationing and the effects of allied bombing. The growth of opposition to Hitler, including the Edelweiss Pirates, the White Rose Group and the July Bomb Plot (1944). Hitler’s death and the end of the Third Reich.

Question types for this unit

Q1: What impression does the author give about X using the source (6)

Q2: Explain two effects of X (8)

Q3: You will be given a statement plus two bullet points. You must explain the extent to which you

agree with the statement, using the bullet points to help you plus another factor of your own choosing.

(16)



You have 45 minutes to answer this unit.

See your files for your crib sheet and past questions you have already completed

Investigation: Russia and the Soviet Union, 1905–24

Topic Details

1. Tsarist rule in Russia, 1905–14 Tsarist rule in Russia in 1905 and the reasons for

discontent. The Potemkin Mutiny and the setting up of

Soviets. The 1905 Revolution, including the October

Manifesto and reasons why Nicholas survived. The

attitude of Nicholas to the first four dumas. The growth

of opposition groups. Stolypin’s policy of repression

and land reform. The Lena Goldfield strike.

2. Opposition to Tsarist rule 1914–17: the impact of war and the February Revolution

Economic, social and political effects of the First World War on Russia. Influence of Rasputin. Immediate causes of the February Revolution, especially events in Petrograd. The army mutiny. Abdication of Tsar. Setting up of Provisional Government.

3. Provisional Government and the Bolshevik Revolution

Weaknesses and mistakes of the Provisional Government. The impact of the Petrograd Soviet. The activities of Lenin and the Bolsheviks, including the April Theses and July Days. Nature and impact of the Kornilov Revolt. Key events of the Bolshevik takeover. Reasons for success of Bolsheviks, especially the roles of Lenin and Trotsky.

4. The Bolshevik consolidation of power and the Civil War

Bolshevik consolidation of power, including thesignificance of the 1917 Decrees, the closure of the Constituent Assembly and the Treaty of Brest-Litovsk. The two sides in the Civil War. Key events and reasons for Bolshevik victory.

5. War Communism and the New Economic Policy (NEP)

Reasons for, nature and effects of War Communism. The Kronstadt Naval Mutiny. Reasons for, nature and effects of the New Economic Policy. Opposition to NEP. Achievements of Lenin to 1924.

Question types for this unit – this is the source based unit. You must use the sources to answer qs 2 & 3.

Q1: Describe TWO features of EITHER X OR Y (6) Q2: Study Sources A and B. How does Source A support the evidence of Source B about X? Explain your answer. (8) Q3: Extract C suggests X. How far do you agree with this interpretation? Use Extract C, Sources A and B and your own knowledge to explain your answer. (16) You have 45 minutes to answer this unit. See your files for your crib sheet and past questions you have already completed



Food Preparation and Nutrition

Eat Well Guide, Dietary Guidelines and BNF

Proteins – HBV & LBV, Heat on protein foods

Carbohydrates – Nutritional and functional properties

Dietary Fibre & Water

Adapting recipes – Special Dietary Needs

Fat – functions in the body

Fat Soluble Vitamins – A, D E & K

Raising Agents – Chemical, mechanical, steam and biological

Water Soluble Vitamins – B & C

Minerals

Food Choice – factors affecting food choice

Life stages – children, teenagers, adults, the elderly

Special Dietary requirements – Vegetarians, Coeliacs

Relationship between diet and health – obesity, CHD, bone health, dental health

Energy

Transfer of Heat – Conduction, convection and radiation

Cooking vegetables to retain freshness and nutritional values

Functional and chemical properties of food – Proteins, Fats & Carbohydrates in cookery

Shortening and Emulsification

Yeast

Food Spoilage and contamination – signs of food spoilage

Use of Micro-organisms in the food industry - bread, cheese, yogurt

Bacterial Contamination and food poisoning

ICT New L5 Girls Only - ICT Summer Examination

Practical: Word Processing: 50 minutes

Word Processing

Tables (Week 1)

o Convert text to tables and Convert tables to text

o Create a table by specifying rows and columns

o Apply table styles

o Sort table data

o Change cell margins and spacing

o Merge and split cells and split tables

o Resize tables, rows, and columns



o Set it up so the header row on a table can be repeated

Columns & Breaks (Week 2)

o Format text in multiple columns

o Insert page, section, or column breaks

o Change page setup options for a section

o Create a numbered or bulleted list

o Change bullet characters or number formats for a list level

o Define a custom bullet character or number format

o Increase or decrease list levels

o Restart or continue list numbering

o Set starting number value

Find, Replace & Shapes (Week 3)

o Find and replace text

o Cut, copy and paste text

o Replace text by using AutoCorrect

o Insert special characters

o Insert shapes

o Insert a screen shot or screen clipping

o Insert text boxes

o Change text to WordArt

Graphics & Smart Art (Lesson 4)

o Insert pictures from the internet / computer

o Insert a screen shot or screen clipping

o Insert text boxes

o Apply picture effects

o Remove picture backgrounds

o Wrap text around objects

o Change the position of objects in relation to the page

o Add alternative (ALT) text to objects for accessibility

o Create a SmartArt graphic

o Change the style and layout of a smart art graphic

o Modify SmartArt graphic content – delete or add shapes

Referencing (Lesson 5)

o Insert and modify footnotes and endnotes



o Create and modify bibliography citation sources

o Insert citations for bibliographies

o Insert figure and table captions and modify properties

o Insert and update a standard table of contents

o Insert a cover page

o Apply built-in styles to text

Navigating (Lesson 6)

o Search for text

o Insert hyperlinks – to both internal and external sources

o Create bookmarks

o Use the GoTo icon on the HOME menu to move to a specific place

o Change document views and customize views by using zoom settings

o Customize the Quick Access toolbar

o Split the window

o Add document properties

o Show or hide formatting symbols

Opening & Formatting Documents: (Lesson 7)

o Insert headers and footers, page numbers

o Cut, copy and paste text

o Apply font formatting (font style, size, colour, underline, strikethrough etc)

o Apply formatting by using Format Painter

o Set line and paragraph spacing

o Apply a text highlight colour to text selections

o Create a blank document and create a blank document using a template

o Open a PDF in Word for editing

o Insert text from a file or external source

Printing & Document Set Up (Lesson 8)

o Modify print settings, Print all or part of a document

o Save documents in alternative file formats

o Inspect a document for hidden properties or personal information

o Inspect a document for accessibility and compatability issues

o Apply document themes & style sets

o Format page background elements



Latin LANGUAGE You need to know the following points of grammar, to be found in your own grammar notes, or in the Language Information sections of your CLC Book. NOUNS - the patterns of 1st Declension ( puella) 2nd Declension ( servus, puer, templum) 3rd Declension (mercator, senex, canis,. caput, nomen) Make sure you revise the list of neuter nouns and can recognise the variant endings. CASES - names and uses of all six cases, recognise singular and plural ADJECTIVES - formed either like 1st & 2nd Declension nouns (e.g. bonus, bona, bonum) or like 3rd Declension nouns (e.g. fortis, fortis, forte and ingens, ingens, ingens ) You can have a 3rd declension adjective describing a 1st/2nd declension noun (servus fortis) -or vice versa ( saltatrix callida ). However, the adjective must always 'agree' with the noun in number, gender and case, even though the endings may not be identical. COMPARATIVES (bigger) AND SUPERLATIVES (biggest, very big)

ego tu ( ) nos vos qui quae quod, who, which

PRONOUNS me te se nos vos hic haec hoc this mihi tibi sibi nobis vobis ille illa illud that, those is ea id he/she/it etc.

VERBS - REGULAR All persons of indicative active: present, imperfect, perfect, pluperfect Indicative passive: present, imperfect, perfect, pluperfect Infinitives, imperatives Subjunctive: imperfect and pluperfect tense, all persons and all conjugations VERBS - IRREGULAR esse, posse, velle, nolle PARTICIPLES Present, Perfect Passive and Perfect Active USES OF THE SUBJUNCTIVE cum clauses, purpose clauses (including relative purpose clauses),

indirect question, indirect command, result clauses. VOCABULARY Checklists Stages 1-28 plus as far as we reach in the GCSE vocabulary

booklet. Use your common sense: you will be expected to know words which you met in U3, L4 and U4 as well. You could check your general vocab by looking at the word list in the back of CLC Book 4. Don’t forget the interactive vocabulary tester: www.cambridgescp.com

Your teacher will discuss with you what literature you need to learn for this summer’s examination

http://www.cambridgescp.com/



Maths

The best way to learn Maths is to practise questions. Below are a list of the topics covered this year. You can use your notes, collins.connect.co.uk text book, or Myimaths to revise these.

You will be given plenty of other revision material in the summer term in class. Trigonometry: Sine, Cosine and Tangent

Revision of basic algebra, equations, substitution and rearranging formulae

Probability – tree diagrams, conditional.

Quadratics

Upper and Lower bounds

Areas and volumes of similar shapes

Histograms

Revision of linear simultaneous equations

Simultaneous equations (linear v quadratic)

Drawing graphs (including trig graphs) + solving equations graphically

Circle Theorems (include intersecting chords)

Coordinate Geometry and real life graphs (include gradient of perpendicular line)

Functions

Direct and inverse proportion

Revision of Arc length and sector area

Revise Volumes and surface areas

Graphs transformations (including trig graphs)

Data Handling Revision



MUSIC 33% of your examination will be based on a composition task completed throughout the first half of the Summer Term. 67% of your examination will be based on a listening paper completed in exam week. Styles of music

Baroque

Classical

Romantic

Twentieth Century o Impressionism o Neo-classical o Jazz o Minimalism

Genres (using the examples we have explored in Western Classical music)

Opera o Recitative, aria and chorus

Symphony

Concerto

String Quartet

Sonata

March

Waltz

Minuet and Trio Structures

Binary, Ternary, Rondo, Theme and variation, Ground bass, Sonata

Key signatures up to 4 sharps and 4 flats in major and minor keys Intervals: major/minor/perfect

See revision resource on classroom Harmony

Primary chords: I, IV and V(7)

Secondary chords: II and VI

Perfect (V-I) and imperfect (any chord - V) cadences, interrupted (V - VI) cadence (ends on a MINOR CHORD if in a MAJOR key/ ends on a MAJOR CHORD if in a MINOR key.)

Modulations to related keys: dominant (V) , subdominant (IV) , relative minor (VI) /major (III) Dictation

practice resource: http://www.teoria.com/en/exercises/md.php

Use ELEMENTS OF MUSIC SHEET to refer to topics and terms that you need to know.



Physical Education

Paper 2

1 The meaning of health and fitness: physical, mental/emotional and social health-linking participation in physical activity to exercise, sport to health and well-being.

2 The consequences of a sedentary lifestyle

3 Obesity and how it may affect performance in physical activity and sport

4 Somatotypes

5 Energy use

6 Reasons for having a balanced diet and the role of nutrients

7 The role of carbohydrates, fat , protein, vitamins and mineral

8 Reasons for maintaining water balance (hydration) and further applications of the topic area.

Paper 1

9 Bones and the functions of the skeleton

10 Structure of the skeletal system/functions of the skeleton

11 Muscles of the body

12 Structure of the synovial joint

13 Types of freely moveable joints that allow different movements

14 How joints differ in design to allow certain types of movement

15 How the major muscles and muscle groups of the body work antagonistically on the major joints of the skeleton to affect movement in physical activity at the major movable joints.

16 First, second and third class levers

17 Mechanical advantage

18 Analysis of basic movements in sporting examples

19 Analysis of basic movements in sporting examples

20 Planes and axes

21 The pathway of air in gaseous exchange

22 Blood vessels

23 Structure of the heart and the cardiac cycle (pathway of blood)

24 Cardia output and stroke volume (including the effects of exercise)

25 Mechanics of breathing and interpretation of a spirometer trace

26 Aerobic and anaerobic exercise

27 Recovery/EPOC

28 The short and long term effects of exercise

Paper 2

29 Skill and ability, including classification of skills

30 Definitions and types of goals

31 The use and evaluation of setting performance and outcome goals, including the use of SMART targets to improve/optimise performance.

32 Basic information processing



Physics Double Award

1 Forces and motion

The following sub-topics are covered in this section.

(a) Units

(b) Movement and position

(c) Forces, movement, shape and momentum

(a) Units

Students should:

1.1 use the following units: kilogram (kg), metre (m), metre/second (m/s), metre/

second 2 (m/ s2) , newton (N), second (s) and newton/kilogram (N/kg)


Students should:

1.3 plot and explain distance-time graphs

1.4 know and use the relationship between average speed, distance moved and time taken:

distance moved average speed =

time taken

1.5 practical: investigate the motion of everyday objects such as toy cars or tennis balls

1.6 know and use the relationship between acceleration, change in velocity and time taken:

change in velocity acceleration =

time taken

(v-u) a=

t

1.7 plot and explain velocity-time graphs

1.8 determine acceleration from the gradient of a velocity-time graph

1.9 determine the distance travelled from the area between a velocity-time graph and the

time axis

1.10 use the relationship between final speed, initial speed, acceleration and distance moved:

(final speed) 2 = (initial speed) 2 + (2 x acceleration x distance moved) 2 2

V = u + (2 x a x s)




Students should:

1.11 describe the effects of forces between bodies such as changes in speed, shape or direction

1.12 identify different types of force such as gravitational or electrostatic

1.13 understand how vector quantities differ from scalar quantities

1.14 understand that force is a vector quantity

1.15 calculate the resultant force of forces that act along a line

1.16 know that friction is a force that opposes motion

1.17 know and use the relationship between unbalanced force, mass and acceleration: force =

mass x acceleration

F=mxa

1.18 know and use the relationship between weight, mass and gravitational field strength:

weight = mass x gravitational field strength

W=mxg

1.19 know that the stopping distance of a vehicle is made up of the sum of the thinking

distance and the braking distance

1.20 describe the factors affecting vehicle stopping distance, including speed, mass, road

condition and reaction time

1.21 describe the forces acting on falling objects (and explain why falling objects reach a terminal

velocity)

1.22 practical: investigate how extension varies with applied force for helical springs, metal wires

and rubber bands

1.23 know that the initial linear region of a force-extension graph is associated with

Hooke's law

1.24 describe elastic behaviour as the ability of a material to recover its original shape after

the forces causing deformation have been removed



3 Waves


(a) Units

(b) Properties of waves

(c) The electromagnetic spectrum

(d) Light and sound

(a) Units

Students should:

3.1 use the following units: degree ( 0 ) , hertz (Hz), metre (m), metre/second (m/s) and second (s)


Students should:

3.2 explain the difference between longitudinal and transverse waves

3.3 know the definitions of amplitude, wavefront, frequency, wavelength and period of a wave

3.4 know that waves transfer energy and information without transferring matter

3.5 know and use the relationship between the speed, frequency and wavelength of a wave:

wave speed = frequency x wavelength

v =f x λ

3.6 use the relationship between frequency and time period:

frequency= 1

time period

f=_1

T

3.7 use the above relationships in different contexts including sound waves and electromagnetic waves

3.8 explain why there is a change in the observed frequency and wavelength of a wave when its source is moving relative to an observer, and that this is known as the Doppler effect

3.9 explain that all waves can be reflected and refracted




Students should:

3.10 know that light is part of a continuous electromagnetic spectrum that includes radio,

microwave, infrared, visible, ultraviolet, x-ray and gamma ray radiations and that all these

waves travel at the same speed in free space

3.11 know the order of the electromagnetic spectrum in terms of decreasing wavelength and

increasing frequency, including the colours of the visible spectrum

3.12 explain some of the uses of electromagnetic radiations, including:

• radio waves: broadcasting and communications

• microwaves: cooking and satellite transmissions

• infrared: heaters and night vision equipment

• visible light: optical fibres and photography

• ultraviolet: fluorescent lamps

• x-rays: observing the internal structure of objects and materials , including for medical applications

• gamma rays: sterilising food and medical equipment .

3.13 explain the detrimental effects of excessive exposure of the human body to

electromagnetic waves, including:

• microwaves: internal heating of body tissue

• infrared: skin burns

• ultraviolet: damage to surface cells and blindness

• gamma rays: cancer, mutation

and describe simple protective measures against the risks

(d) Light and sound

Students should:

3.14 know that light waves are transverse waves and that they can be reflected and

refracted

3.15 use the law of reflection (the angle of incidence equals the angle of reflection)

3.16 draw ray diagrams to illustrate reflection and refraction

3.17 practical: investigate the refraction of light, using rectangular blocks, semi-circular blocks

and triangular prisms

3.18 know and use the relationship between refractive index, angle of incidence and angle of

refraction:

sin i n=

sin r

3.19 practical: investigate the refractive index of glass, using a glass block

3.20 describe the role of total internal reflection in transmitting information along optical fibres and in prisms

3.21 explain the meaning of critical angle c

Students should:

3.22 know and use the relationship between critical angle and refractive index:

1 sin c=-

n

3.23 know that sound waves are longitudinal waves which can be reflected and refracted

4 Energy resources and energy transfers


(a) Units

(b) Energy transfers

(c) Work and power

(d) Energy resources and electricity generation

(a) Units

Students should:

4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second (m/s), metre/

second 2 (m/ s2) , newton (N), second (s) and watt (W)


Students should:

4.2 describe energy transfers involving energy stores:

• energy stores: chemical, kinetic, gravitational, elastic, thermal, magnetic, electrostat ic, nuclear

• energy transfers: mechanically, electrically, by heating, by radiation (light and sound)

4.3 use the principle of conservation of energy

4.4 know and use the relationship between efficiency, useful energy output and total energy

output:

efficiency = useful energy output x 100 % total energy output

4.5 describe a variety of everyday and scientific devices and situations, explaining the transfer

of the input energy in terms of the above relationship, including their representation by Sankey diagrams

4.6 describe how thermal energy transfer may take place by conduction, convection and radiation

4.7 explain the role of convection in everyday phenomena

4.8 explain how emission and absorption of radiation are related to surface and temperature

4.9 practical: investigate thermal energy transfer by conduction, convection and radiation

4.10 explain ways of reducing unwanted energy transfer, such as insulation

(c) Work and power

Students should:

4.11 know and use the relationship between work done, force and distance moved in the

direction of the force:

work done = force x distance moved

W=Fxd

4.12 know that work done is equal to energy transferred

4.13 know and use the relationship between gravitational potential energy, mass,

gravitational field strength and height:

gravitational potential energy = mass x gravitational field strength x height

GPE = m x g x h

4.14 know and use the relationship: kinetic

energy = ½ x mass x speed 2

KE – = ½ x m x v 2

4.15 understand how conservation of energy produces a link between gravitational

potential energy, kinetic energy and work

4.16 describe power as the rate of transfer of energy or the rate of doing work

4.17 use the relationship between power, work done (energy transferred) and time taken:

work done

power= time taken

P=W

t

Physics Separate Science

1 Forces and motion


(a) Units (b) Movement and position (c) Forces, movement, shape and momentum

(a) Units

Students should:

1.1 use the following units: kilogram (kg), metre (m), metre/second

(m/s), metre/ second 2 (m/ s2) , newton (N), second (s) and

newton/kilogram (N/kg)

1.2P use the following units: newton metre (Nm), kilogram metre/second

(kg m/s)


Students should:

1.3 plot and explain distance-time graphs

1.4 know and use the relationship between average speed, distance moved and

time taken:

distance moved average speed =

time taken

1.5 practical: investigate the motion of everyday objects such as toy cars or tennis balls

1.6 know and use the relationship between acceleration, change in velocity and

time taken:

change in velocity acceleration =

time taken

(v-u) a=

t

1.7 plot and explain velocity-time graphs

1.8 determine acceleration from the gradient of a velocity-time graph

1.9 determine the distance travelled from the area between a velocity-time graph and the time axis

1.10 use the relationship between final speed, initial speed, acceleration and

distance moved:

(final speed) 2 = (initial speed) 2 + (2 x acceleration x distance moved) 2 2

V = u + (2 x a x s)


Students should:

1.11 describe the effects of forces between bodies such as changes in speed, shape

or direction

1.12 identify different types of force such as gravitational or electrostatic

1.13 understand how vector quantities differ from scalar quantities

1.14 understand that force is a vector quantity

1.15 calculate the resultant force of forces that act along a line

1.16 know that friction is a force that opposes motion

1.17 know and use the relationship between unbalanced force, mass and

acceleration: force = mass x acceleration

F=mxa

1.18 know and use the relationship between weight, mass and gravitational field

strength: weight = mass x gravitational field strength

W=mxg

1.19 know that the stopping distance of a vehicle is made up of the sum of the

thinking distance and the braking distance

1.20 describe the factors affecting vehicle stopping distance, including speed, mass, road condition and reaction time

1.21 describe the forces acting on falling objects (and explain why falling objects reach a terminal velocity)

1.22 practical: investigate how extension varies with applied force for helical springs,

metal wires and rubber bands

1.23 know that the initial linear region of a force-extension graph is associated with Hooke's law

1.24 describe elastic behaviour as the ability of a material to recover its original shape after the forces causing deformation have been removed

1.25P know and use the relationship between momentum, mass and velocity:

momentum = mass x velocity

p=mxv

1.26P use the idea of momentum to explain safety features

1.27P use the conservation of momentum to calculate the mass, velocity or

momentum of objects

1.28P use the relationship between force, change in momentum and time taken:

force= change in momentum

time taken

F= (mv-mu)

t

Students should:

1.29P demonstrate an understanding of Newton's third law

1.30P know and use the relationship between the moment of a force and its

perpendicular distance from the pivot:

moment = force x perpendicular distance from the pivot

1.31P know that the weight of a body acts through its centre of gravity

1.32P use the principle of moments for a simple system of parallel forces acting in

one plane

1.33P understand how the upward forces on a light beam, supported at its

ends, vary with the position of a heavy object placed on the beam

3 Waves


(e) Units

(f) Properties of waves

(g) The electromagnetic spectrum

(h) Light and sound

(a) Units

Students should:

3.1 use the following units: degree ( 0 ) , hertz (Hz), metre (m), metre/second (m/s) and second (s)


Students should:

3.2 explain the difference between longitudinal and transverse waves

3.3 know the definitions of amplitude, wavefront, frequency, wavelength and period of a wave

3.4 know that waves transfer energy and information without transferring matter

3.5 know and use the relationship between the speed, frequency and wavelength of a wave:

wave speed = frequency x wavelength

v =f x λ

3.6 use the relationship between frequency and time period:

frequency= 1

time period

f=_1

T

3.7 use the above relationships in different contexts including sound waves and electromagnetic waves

3.8 explain why there is a change in the observed frequency and wavelength of a wave when its source is moving relative to an observer, and that this is known as the Doppler effect

3.9 explain that all waves can be reflected and refracted


Students should:

3.10 know that light is part of a continuous electromagnetic spectrum that includes

radio, microwave, infrared, visible, ultraviolet, x-ray and gamma ray radiations

and that all these waves travel at the same speed in free space

3.11 know the order of the electromagnetic spectrum in terms of decreasing

wavelength and increasing frequency, including the colours of the visible

spectrum

3.13 explain some of the uses of electromagnetic radiations, including:

• radio waves: broadcasting and communications

• microwaves: cooking and satellite transmissions

• infrared: heaters and night vision equipment

• visible light: optical fibres and photography

• ultraviolet: fluorescent lamps

• x-rays: observing the internal structure of objects and materials , including for medical applications

• gamma rays: sterilising food and medical equipment .

3.14 explain the detrimental effects of excessive exposure of the human body

to electromagnetic waves, including:

• microwaves: internal heating of body tissue

• infrared: skin burns

• ultraviolet: damage to surface cells and blindness

• gamma rays: cancer, mutation

and describe simple protective measures against the risks

(d) Light and sound

Students should:

3.14 know that light waves are transverse waves and that they can be reflected and refracted

3.15 use the law of reflection (the angle of incidence equals the angle of reflection)

3.16 draw ray diagrams to illustrate reflection and refraction

3.17 practical: investigate the refraction of light, using rectangular blocks, semi-

circular blocks and triangular prisms

3.18 know and use the relationship between refractive index, angle of incidence and

angle of refraction:

sin i n=

sin r

3.19 practical: investigate the refractive index of glass, using a glass block

3.20 describe the role of total internal reflection in transmitting information along

optical fibres and in prisms

3.21 explain the meaning of critical angle c

Students should:

3.22 know and use the relationship between critical angle and refractive index:

1 sin c=-

n

3.23 know that sound waves are longitudinal waves which can be reflected and refracted

3.24P know that the frequency range for human hearing is 20-20 000Hz

3.25P practical: investigate the speed of sound in air

3.26P understand how an oscilloscope and microphone can be used to display a

sound wave

3.27P practical: investigate the frequency of a sound wave using an oscilloscope

3.28P understand how the pitch of a sound relates to the frequency of vibration of

the source

3.29P understand how the loudness of a sound relates to the amplitude of vibration of the source

4. Energy resources and energy transfers


(e) Units

(f) Energy transfers

(g) Work and power

(h) Energy resources and electricity generation

(a) Units

Students should:

4.1 use the following units: kilogram (kg), joule (J), metre (m), metre/second

(m/s), metre/ second 2 (m/ s2) , newton (N), second (s) and watt (W)


Students should:

• describe energy transfers involving energy stores:

• energy stores: chemical, kinetic, gravitational, elastic, thermal, magnetic, electrostat ic, nuclear

• energy transfers: mechanically, electrically, by heating, by radiation (light and sound)

4.3 use the principle of conservation of energy

4.4 know and use the relationship between efficiency, useful energy output and

total energy output:

efficiency = useful energy output x 100 % total energy output

4.5 describe a variety of everyday and scientific devices and situations, explaining the transfer of the input energy in terms of the above relationship, including their representation by Sankey diagrams

4.6 describe how thermal energy transfer may take place by conduction, convection and radiation

4.7 explain the role of convection in everyday phenomena

4.8 explain how emission and absorption of radiation are related to surface and temperature

4.9 practical: investigate thermal energy transfer by conduction, convection and radiation

4.10 explain ways of reducing unwanted energy transfer, such as insulation

- 39 -

(c) Work and power

Students should:

4.11 know and use the relationship between work done, force and distance moved in

the direction of the force:

work done = force x distance moved

W=Fxd

4.12 know that work done is equal to energy transferred

4.13 know and use the relationship between gravitational potential energy,

mass, gravitational field strength and height:

gravitational potential energy = mass x gravitational field strength x height

GPE = m x g x h

4.14 know and use the relationship:

kinetic energy = ½ x mass x speed 2

KE – = ½ x m x v 2

4.15 understand how conservation of energy produces a link between

gravitational potential energy, kinetic energy and work

4.16 describe power as the rate of transfer of energy or the rate of doing work

4.17 use the relationship between power, work done (energy transferred) and time taken:

work done

power= time taken

P=W t

(d) Energy resources and electricity generation

Students should:

4.18 P describe the energy transfers involved in generating electricity using:

• wind

• water

• geothermal resources

• solar heating systems

• solar cells

• fossil fuels

• nuclear power

4.19P describe the advantages and disadvantages of methods of large-scale

electricity production from various renewable and non-renewable resources

- 40 -

RS

The lower 5 Revision list and pack is available for girls on Google classroom, or the link is here:

http://bit.ly/RSROCKS

Spanish

For your examination, you will need to revise:

TOPIC: Page references

1. Family, status, nationalities 10-11

2. House (rooms, furniture) 12-13

3. Home town (lo bueno / lo malo, country / city, places in

town, weather expressions)

16-17

4. School (subjects, instructions, uniform, facilities,

prepositions)

20-25

5. Extra-curricular activities 28-29

6. Tourist information and planning a holiday 38-39

7. Restaurants (booking a table, ordering, problems) 42-43

8. Describing a holiday in the past 44-47

9. Asking for and giving directions 50-51

10. Travelling by bus, train 52-53

11. Different forms of transport 56-57

12. Car problems and accidents 58-59

Grammar: (try practising all exercises on these topics on www.languagesonline.org.uk, español, grammar)

1. Adjectival agreement 2. Use of SER / ESTAR 3. Prepositions 4. Negative expressions 5. Comparative (más…que / menos…que / tan…como) 6. Tenses: Present, Preterite, Imperfect, Future, Conditional 7. GUSTAR

A good website: http://www.bbc.co.uk/schools/gcsebitesize/spanish/

(Do all the reading and listening HIGHER level activities)

http://bit.ly/RSROCKS


http://www.bbc.co.uk/schools/gcsebitesize/spanish/