Pre-Public Examinations 3Subject Checklists Year 12.

4th June – 12th June.Please use the checklists as a guide to support you when you are preparing for your PPEs.

BUSINESS STUDIES

Name of Paper - Paper 2

Length of Paper - 1 hour 30 mins

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

Calculating break-even and interpreting the results

Calculating operating margins and interpreting them.

Outsourcing production – Operational Performance

Methods of finance – Financial Performance

Private and public limited companies

Motivational theories and motivating employees – Human Resource Management

Business Ethics

BI OLOGY

Biodiversity

Specification reference

Checklist questions

3.4.5 Can you explain that two organisms belong to the same species if they are able to produce fertile offspring?

3.4.5 Can you describe courtship behaviour as a necessary precursor to successful mating?

3.4.5 Can you explain the role of courtship in species recognition?

3.4.5Can you describe how a phylogenetic classification system attempts to arrange species into groups based on their evolutionary origins and relationships?

3.4.5Can you describe how a phylogenetic classification system uses a hierarchy in which smaller groups are placed within larger groups, with no overlap between groups?

3.4.5 Can you explain that each group in a phylogenetic classification system is called a taxon (plural taxa)?

3.4.5 Can you describe how one hierarchy comprises the taxa: domain, kingdom, phylum, class, order, family, genus, and species?

3.4.5Can you describe how each species is universally identified by a binomial consisting of the name of its genus and species, for example, Homo sapiens?

3.4.5Can you explain how advances in immunology and genome sequencing help to clarify evolutionary relationships between organisms?

3.4.6 Can you explain how biodiversity can relate to a range of habitats, from a small local habitat to the Earth?

3.4.6Can you explain that species richness is a measure of the number of

different species in a community?

3.4.6Can you explain how an index of diversity describes the relationship betweenthe number of species in a community and the number of individuals in each species?

3.4.6

Can you calculate an index of diversity (d) from the formula

where N = total number of organisms of all species and n = total number of organisms of each species?

3.4.6 Can you explain how farming techniques reduce biodiversity?

3.4.6 Can you explain the balance between conservation and farming?

3.4.7

Can you identify the genetic diversity within, or between species, in reference to:

the frequency of measurable or observable characteristics the base sequence of DNA the base sequence of mRNA the amino acid sequence of the proteins encoded by DNA and mRNA?

3.4.7Can you suggest relationships between different organisms within a species and between species by interpreting data relating to similarities and differences in the base sequences of DNA and inthe amino acid sequences of proteins?

3.4.7Can you describe how gene technology has caused a change in the methods of investigating genetic diversity; inferring DNA differences from measurable or observable characteristics has been replaced by direct investigation of DNA sequences?

3.4.7

Can you undertake quantitative investigations of variations within a species, including:

collecting data from random samples calculating a mean value of the collected data and the standard

deviation of that mean interpreting mean values and their standard deviations?

Genetic diversity and adaptation

Specification reference

Checklist questions

3.4.3 Can you explain that gene mutations involve a change in the base sequence of chromosomes?

3.4.3Can you describe how gene mutations can arise spontaneously during DNA replication and include base deletion and base substitution?

3.4.3Can you explain that not all base substitutions cause a change in the sequence of encoded amino acids, due to the degenerate nature of the genetic code?

3.4.3 Can you describe how mutagenic agents can increase the rate of gene mutation?

3.4.3Can you explain that mutations in the number of chromosomes can arise spontaneously by chromosome non-disjunction during meiosis?

3.4.3 Can you describe how meiosis produces daughter cells that are genetically different from each other?

3.4.3Can you describe the process of meiosis in terms of two nuclear divisions resulting usually in the formation of four haploid daughter cells from a single diploid parent cell?

3.4.3Can you describe the process of meiosis in terms of genetically different daughter cells resulting from the independent segregation of homologous chromosomes?

3.4.3Can you describe the process of meiosis in terms of crossing over between homologous chromosomes results in further genetic variation among daughter cells?

3.4.3When given the chromosome content of the parent cell, can you complete diagrams showing the chromosome content of cells after the first and second meiotic division?

3.4.3 Can you explain the different outcome of mitosis and meiosis?

3.4.3 When given information about an unfamiliar life cycle, can you recognise where meiosis occurs?

3.4.3Can you explain how random fertilisation of haploid gametes furtherincreases genetic variation within a species?

3.4.4Can you describe genetic diversity as the number of different alleles of genesin a population?

3.4.4 Can you describe genetic diversity is a factor enabling natural selection to occur?

3.4.4 Can you list the principles of natural selection in the evolution of populations?

3.4.4 Can you explain how random mutation can result in new alleles of a gene?

3.4.4Can you explain how many mutations are harmful but, in certain environments, the new allele of a gene might benefit its possessor, leading to increased reproductive success?

3.4.4 Can you describe how the advantageous allele is inherited by members of the next generation?

3.4.4 Can you explain how, over many generations, the new allele increases in frequency in the population?

3.4.4 Cab you describe directional selection, exemplified by antibiotic resistance in bacteria?

3.4.4 Can you describe stabilising selection, exemplified by human birth weights?

3.4.4 Can you explain how natural selection results in species that are better adapted to their environment?

3.4.4 Can you describe how adaptations may be anatomical, physiological or behavioural?

3.4.4 Can you use unfamiliar information to explain how selection produces changes within a population of a species?

3.4.4 Can you interpret data relating to the effect of selection in producing change within populations?

3.4.4Can you show your understanding that adaptation and selection are major factors in evolution and contribute to the diversity of living organisms?

3.4.4 Can you use aseptic techniques to investigate the effect of antimicrobial substances on microbial growth?

DNA, genes, and protein synthesis

Specification reference

Checklist questions

3.4.1 Can you explain that, in prokaryotic cells, DNA molecules are short, circular, and not associated with proteins?

3.4.1Can you explain that, in the nucleus of eukaryotic cells, DNA molecules are very long, linear and associated with proteins, called histones?

3.4.1 Can you describe how a DNA molecule and its associated proteins form a chromosome?

3.4.1Can you explain that the mitochondria and chloroplasts of eukaryotic cells also contain DNA which, like the DNA of prokaryotes, is short, circular and not associated with protein?

3.4.1Can you explain how a gene is a base sequence of DNA that codes for the amino acid sequence of a polypeptide and a functional RNA (including ribosomal RNA and tRNAs)?

3.4.1 Can you describe how a gene occupies a fixed position, called a locus, on a particular DNA molecule?

3.4.1 Can you explain how a sequence of three DNA bases, called a triplet, codes for a specific amino acid?

3.4.1 Can you explain that the genetic code is universal, non- overlapping, and degenerate?

3.4.1 Can you explain that in eukaryotes, much of the nuclear DNA does not code for polypeptides?

3.4.1 Can you explain that, even within a gene only some sequences, called exons, code for amino acid sequences?

3.4.1 Can you explain that, within the gene, these exons are separated by one or more non-coding sequences, called introns?

3.4.2 Can you explain the concept of the genome as the complete set of genes in a cell?

3.4.2 Can you explain the concept of the proteome as the full range of proteins that a cell is able to produce?

3.4.2 Can you describe the structure of molecules of messenger RNA (mRNA) and of transfer RNA (tRNA)?

3.4.2 Can you explain transcription as the production of mRNA fromDNA?

3.4.2 Can you describe the role of RNA polymerase in joining mRNAnucleotides?

3.4.2 Can you explain how, in prokaryotes, transcription results directly in the production of mRNA from DNA?

3.4.2 Can you explain how, in eukaryotes, transcription results production of pre-mRNA, which is then spliced to form mRNA?

3.4.2 Can you explain translation as the production of polypeptides from the sequence of codons carried by mRNA?

3.4.2 Can you describe the roles of ribosomes, tRNA, and ATP?

3.4.2Can you relate the base sequence of nucleic acids to the amino acid sequence of polypeptides, when provided with suitable data about the genetic code?

3.4.2Can you interpret data from experimental work investigating the role ofnucleic acids?

Mass transport

Specification reference

Checklist questions

3.3.4.1 Can you explain that the haemoglobins are a group of chemically similar molecules found in many different organisms?

3.3.4.1 Can you explain that haemoglobin is a protein with a quaternary structure?

3.3.4.1Can you describe the role of haemoglobin and red blood cells in the transportof oxygen?

3.3.4.1 Can you describe the loading, transport and unloading of oxygen in relation to the oxyhaemoglobin dissociation curve?

3.3.4.1Can you describe the cooperative nature of oxygen binding to show that the change in shape of haemoglobin caused by binding of the first oxygen makes the binding of further oxygen easier?

3.3.4.1 Can you describe the effects of carbon dioxide concentration on the dissociation of oxyhaemoglobin (the Bohr effect)?

3.3.4.1Can you explain how many animals are adapted to their environment by possessing different types of haemoglobin with different oxygen transport properties?

3.3.4.1 Can you describe the general pattern of blood circulation in a mammal?

3.3.4.1 Can you describe the structure of the human heart?

3.3.4.1Can you describe the pressure and volume changes and associated valve movements during the cardiac cycle that maintain a unidirectional flow of blood?

3.3.4.1 Can you describe the structure of arteries, arterioles, and veins in relation to their function?

3.3.4.1 Can you describe the structure of capillaries?

3.3.4.1 Can you explain the importance of capillary beds as exchange surfaces?

3.3.4.1 Can you describe the formation of tissue fluid and its return to the circulatory system?

3.3.4.1 Can you analyse and interpret data relating to pressure and volume changes during the cardiac cycle?

3.3.4.1 Can you analyse and interpret data associated with specific risk factors and the incidence of cardiovascular disease?

3.3.4.1 Can you evaluate conflicting evidence associated with risk factors affecting cardiovascular disease?

3.3.4.1 Can you recognise correlations and causal relationships?

3.3.4.1 Can you dissect an animal or plant gas exchange system or mass transport system or of organ within such a system?

3.3.4.2 Can you describe xylem as the tissue that transports water in the stem and leaves of plants?

3.3.4.2 Can you explain the cohesion-tension theory of water transport in the xylem?

3.3.4.2 Can you describe phloem as the tissue that transports organic substances in plants?

3.3.4.2 Can you explain the mass flow hypothesis for the mechanism of translocation in plants?

3.3.4.2 Can you explain the use of tracers and ringing experiments to investigate transport in plants?

3.3.4.2 Can you recognise correlations and causal relationships?

3.3.4.2Can you interpret evidence from tracer and ringing experiments and to evaluate the evidence for and against the mass flow hypothesis?

Exchange

Specification reference

Checklist questions

3.3.1 Can you describe the relationship between the size of an organism or structure and its surface area to volume ratio?

3.3.1Can you explain the changes to body shape and development of systems in larger organisms as adaptations that facilitate exchange as this ratio reduces?

3.3.1 Can you explain the relationship between surface area to volume ratio and metabolic rate?

3.3.2

Can you describe adaptations of gas exchange surfaces, shown by gasexchange:

across the body surface of a single-celled organism in the tracheal system of an insect across the gills of fish by the leaves of dicotyledonous plants?

3.3.2Can you explain the structural and functional compromises between the opposing needs for efficient gas exchange and the limitation of water loss shown by terrestrial insects and xerophytic plants?

3.3.2Can you describe the gross structure of the human gas exchange system in terms of the alveoli, bronchioles, bronchi, trachea and lungs?

3.3.2 Can you describe the essential features of the alveolar epithelium as a surface over which gas exchange takes place?

3.3.2 Can you describe ventilation and the exchange of gases in the lungs?

3.3.2Can you describe the mechanism of breathing, including the role of the diaphragm and the antagonistic interaction between the external and internal intercostal muscles in bringing about pressure changes in the thoracic cavity?

3.3.2 Can you interpret information relating to the effects of lung disease on gas exchange and/or ventilation?

3.3.2 Can you interpret data relating to the effects of pollution and smoking on the incidence of lung disease?

3.3.2 Can you analyse and interpret data associated with specific risk factors and the incidence of lung disease?

3.3.2 Can you evaluate the way in which experimental data led to statutory restrictions on the sources of risk factors?

3.3.2 Can you recognise correlations and causal relationships?

3.3.3Can you explain how large biological molecules are hydrolysed to smaller molecules that can be absorbed across cell membranes, during digestion.

3.3.3 Can you describe digestion of carbohydrates by amylases and membrane-bound disaccharidases in mammals?

3.3.3Can you describe digestion of lipids by lipase, including the action of bile saltsin mammals?

3.3.3 Can you describe digestion of proteins by endopeptidases, exopeptidases, and membrane-bound dipeptidases in mammals?

3.3.3

Can you describe the mechanisms for the absorption of theproducts of digestion by cells lining the ileum of mammals, including co-transport mechanisms for the absorption of amino acids and of monosaccharides and the role of micelles in the absorption oflipids?

Cell recognition and the immune system

Specification reference

Checklist questions

3.2.4 Can you describe how each type of cell has specific molecules on its surface that identify it?

3.2.4

Can you describe how the surface molecules include proteins and enable the immune system to identify:

pathogens cells from other organisms of the same species abnormal body cells toxins?

3.2.4 Can you define 'antigen'?

3.2.4 Can you describe the effect of antigen variability on disease and disease prevention?

3.2.4 Can you explain the phagocytosis of pathogens and subsequent destruction of ingested pathogens by lysozymes?

3.2.4 Can you describe the response of T lymphocytes to a foreign antigen (the cellular response)?

3.2.4 Can you describe the role of antigen-presenting cells in the cellular response?

3.2.4 Can you describe the role of helper T cells (TH cells) in stimulating cytotoxic T cells (TC cells), B cells, and phagocytes?

3.2.4Can you describe the response of B lymphocytes to a foreign antigen, clonal selection and the release of monoclonal antibodies (the humoral response)?

3.2.4 Can you define 'antibody'?

3.2.4 Can you describe the structure of an antibody?

3.2.4 Can you explain the formation of an antigen-antibody complex?

3.2.4 Can you describe the roles of plasma cells and of memory cells in producing primary and secondary immune responses?

3.2.4 Can you describe the use of vaccines to provide protection for individuals and populations against disease?

3.2.4 Can you explain the concept of herd immunity?

3.2.4 Can you explain the differences between active and passive immunity?

3.2.4 Can you describe the structure of the human immunodeficiency virus (HIV) and its replication in helper T cells?

3.2.4 Can you explain how HIV causes the symptoms of AIDS?

3.2.4 Can you explain why antibiotics are ineffective against viruses?

3.2.4Can you describe the use of monoclonal antibodies in targeting medication to specific cell types by attaching a therapeutic drug to an antibody?

3.2.4 Can you describe the use of monoclonal antibodies in medical diagnosis?

3.2.4 Can you describe the ethical sues associated with the use of vaccines and monoclonal antibodies?

3.2.4 Can you explain how antibodies are used in the ELISA test?

3.2.4Can you discuss ethical issues associated with the use of vaccines andmonoclonal antibodies?

3.2.4 Can you evaluate methodology, evidence and data relating to the use of vaccines and monoclonal antibodies?

Transport across cell membranes

Specification reference

Checklist questions

3.2.3Can you describe the arrangement and movement of phospholipids, proteins, glycoproteins and glycolipids in the fluid- mosaic model of membrane structure?

3.2.3Can you explain that cholesterol may be present in cell membranes where it restricts the movement of other molecules making up the membrane?

3.2.3Can you explain how movement across membranes occurs by simple diffusion, facilitated diffusion, osmosis, active transport, and co-transport?

3.2.3

Can you explain how cells may be adapted for rapid transport across their internal or external membranes:

by an increase in surface area of their membranes by an increase in the number of protein channels and carrier

molecules in their membranes?

3.2.3 Can you explain the adaptations of specialised cells in relation to the rate of transport across their internal and external membranes?

3.2.3Can you explain how surface area, number of channel or carrier proteins and differences in gradients of concentration or water potential affect the rate of movement across cell membranes?

3.2.3Can you produce a dilution series of a solute to produce a calibration curve with which to identify the water potential of plant tissue?

3.2.3 Can you investigate the effect of a named variable on the permeability of cell-surface membranes?

Cell structure

Specification reference

Checklist questions

3.2.1.1

Can you describe the structure of eukaryotic cells, including:

cell-surface membrane nucleus mitochondria chloroplasts Golgi apparatus and Golgi vesicles lysosomes ribosomes rough endoplasmic reticulum and smooth endoplasmic reticulum cell wall cell vacuole?

3.2.1.1 Can you explain that eukaryotic cells become specialised for specific functions in complex multicellular organisms?

3.2.1.1 Can you describe how specialised cells are organised into tissues, tissues into organs and organs into systems?

3.2.1.1 Can you explain the adaptations of eukaryotic cells?

3.2.1.2

Can you describe how prokaryotic cells differ from eukaryotic cells, including:

being much smaller cytoplasm that lacks membrane-bound organelles smaller ribosomes no nucleus a cell wall that contains murein, a glycoprotein?

3.2.1.2Can you list other features of prokaryotic cells:

one or more plasmids a capsule surrounding the cell one or more flagella?

3.2.1.2 Can you explain that viruses are acellular and non-living?

3.2.1.2Can you describe the structure of virus particles, including:

genetic material capsid attachment protein?

3.2.1.3Can you describe the principles and limitations of:

optical microscopes transmission electron microscopes scanning electron microscopes?

3.2.1.3 Can you measure the size of an object viewed with an optical microscope?

3.2.1.3 Can you explain the difference between magnification and resolution?

3.2.1.33Can you use the formula:

3.2.1.3 Can you describe the principles of cell fractionation and ultracentrifugation in separating cell components?

3.2.1.3 Can you explain how the scientific community previously distinguished between artefacts and cell organelles?

3.2.2 Can you explain that not all cells, within multicellular organisms, retain the ability to divide?

3.2.2 Can you describe how eukaryotic cells that do retain the ability to divide show a cell cycle?

3.2.2 Can you explain that DNA replication occurs during the interphase of the cell cycle?

3.2.1.2Can you explain what happens in mitosis: a eukaryotic cell divides to produce two daughter cells, each with the identical copies of DNA produced by the parent cell during DNA replication?

3.2.2Can you describe the behaviour of chromosomes during interphase, prophase, metaphase, anaphase and telophase of mitosis?

3.2.2 Can you explain the role of spindle fibres attached to centromeres in the separation of chromatids?

3.2.2 Can you describe how the cytoplasm usually divides (cytokinesis), producing two new cells?

3.2.2Can you recognise the stages of the cell cycle: interphase, prophase, metaphase, anaphase, and telophase (including cytokinesis)?

3.2.2 Can you explain the appearance of cells in each stage of mitosis?

3.2.2 Can you explain that mitosis is a controlled process?

3.2.2 Can you explain how uncontrolled cell division can lead to the formation of tumours and of cancers?

3.2.2 Can you explain that many cancer treatments are directed at controlling the rate of cell division?

3.2.2Can you explain what binary fission of prokaryotic cells involves:

replication of circular DNA and plasmids division of the cytoplasm to produce two daughter cells?

3.2.2 Can you explain that viruses do not undergo cell division, as they are non-living?

3.2.2 Can you describe how, following injection of their nucleic acid, the infected host cell replicates the virus particles?

3.2.2 Can you prepare stained squashes of cells from plant root tips?

3.2.2 Can you set up and use an optical microscope to identify the stages of mitosis in stained squashes and calculate a mitotic index?

3.2.2

Can you measure the apparent size of cells in the root tip and calculate their actual size using the formula:

Nucleic acids

Specification reference

Checklist questions

3.1.5.1Can you explain that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA)are important information-carrying molecules?

3.1.5.1 Can you describe how DNA holds genetic information in all living cells?

3.1.5.2Can you describe how RNA transfers genetic information from DNA to the ribosomes?

3.1.5.2 Can you describe how ribosomes are formed from RNA and proteins?

3.1.5.2 Can you explain that both DNA and RNA are polymers of nucleotides?

3.1.5.2Can you describe how nucleotides are formed from a pentose, a nitrogen- containing organic base and a phosphate group?

3.1.5.2 Can you draw the structure of a nucleotide?

3.1.5.2Can you list the components of a DNA nucleotide: deoxyribose; a phosphate group; one of the organic bases adenine, cytosine, guanine, or thymine?

3.1.5.2Can you list the components of an RNA nucleotide: ribose; a phosphate group;one of the organic bases adenine, cytosine, guanine, or uracil?

3.1.5.2Can you explain how a phosphodiester bond is formed from a condensation reaction between two nucleotides?

3.1.5.2Can you describe the structure of a DNA molecule: a double helix with two polynucleotide chains held together by hydrogen bonds between specific complementary base pairs?

3.1.5.2Can you describe the structure of an RNA molecule: a relatively short polynucleotide chain?

3.1.5.2Can you explain how the relative simplicity of DNA led many scientists to doubt that it carried the genetic code?

3.1.5.2Can you explain that the semi-conservative replication of DNA ensures genetic continuity between generations of cells?

3.1.5.2

Can you describe the process of semi-conservative replication of DNA:

● the double helix unwinding● hydrogen bonds between complementary bases in the polynucleotide

strands breaking● DNA unwinding and breaking its hydrogen bonds (and the role of DNA

helicase in this)● attraction of new DNA nucleotides to exposed bases on template strands and

base pairing● the condensation reaction that joins adjacent nucleotides (and the role of

DNA polymerase in this)?

3.1.5.2Can you evaluate the work of scientists in validating the Watson–Crick model ofDNA replication?

3.1.6Can you describe how a single molecule of adenosine triphosphate (ATP) is a nucleotide derivative?

3.1.6Can you describe how a single molecule of adenosine triphosphate (ATP) is formed from a molecule of ribose, a molecule of adenine and three phosphate groups?

3.1.6Can you draw the structure of a single molecule of adenosine triphosphate(ATP)?

3.1.6Can you describe Hydrolysis of ATP to adenosine diphosphate (ADP) and an inorganic phosphate group (Pi) is catalysed by the enzyme ATP hydrolase?

3.1.6Can you explain how the hydrolysis of ATP can be coupled to energy-requiring reactions within cells?

3.1.6Can you explain that the inorganic phosphate released during the hydrolysis of ATP can be used to phosphorylate other compounds, often making them more reactive?

3.1.6 Can you explain how ATP is resynthesised by the condensation of ADP and Pi?

3.1.6Can you describe how the condensation of ADP and Pi is catalysed by the enzymeATP synthase during photosynthesis, or during respiration?

3.1.7 Can you explain that water is a major component of cells?

3.1.7Can you explain that water is a metabolite in many metabolic reactions, including condensation and hydrolysis reactions?

3.1.7Can you explain that water an important solvent in which metabolic reactions occur?

3.1.7Can you explain that water has a relatively high heat capacity, buffering changes in temperature?

3.1.7Can you explain that water has a relatively large latent heat of vaporisation, providing a cooling effect with little loss of water through evaporation?

3.1.7Can you explain that water has strong cohesion between water molecules; this supports columns of water in the tube-like transport cells of plants and produces surface tension where water meets air?

3.1.8Can you describe how inorganic ions occur in solution in the cytoplasm and body fluids of organisms, in high or very low concentrations?

3.1.8Can you explain that each type of ion has a specific role, depending on its properties?

3.1.8

Can you recognise the role of ions in the following topics: hydrogen ions and pH; iron ions as a component of haemoglobin; sodium ions in the co-transport of glucose and amino acids; and phosphate ions as components of DNA and ofATP?

Biological molecules

Specification reference

Checklist questions

3.1.1 Can you explain that all living things have a similar biochemical basis?

3.1.1 Can you explain that monomers are smaller units from which larger molecules are made?

3.1.1 Can you describe polymers and state that they are made from a large number of monomers?

3.1.1 Can you name examples of monomers – for example, monosaccharides, amino acids, and nucleotides?

3.1.1 Can you describe how a condensation reaction joins two molecules together?

3.1.1 Can you explain that a condensation reaction forms a chemical bond and involves the elimination of a molecule of water?

3.1.1 Can you describe how a hydrolysis reaction breaks a chemical bond between two molecules, involving the use of a water molecule?

3.1.2 Can you describe how larger carbohydrates are made from monosaccharide monomers?

3.1.2 Can you list some common monosaccharides – for example, glucose, galactose and fructose?

3.1.2 Can you describe how a condensation reaction between two monosaccharides forms a glycosidic bond?

3.1.2 Can you describe how disaccharides are formed by the condensation of two monosaccharides?

3.1.2 Can you explain that maltose is a disaccharide formed by the condensation of two glucose molecules?

3.1.2 Can you explain that sucrose is a disaccharide formed by the condensation of a glucose molecule and a fructose molecule?

3.1.2 Can you explain that lactose is a disaccharide formed by the condensation of a glucose molecule and a galactose molecule?

3.1.2 Can you describe how glucose has two isomers, α-glucose and β- glucose?

3.1.2 Can you draw the structure of an α-glucose isomer?

3.1.2 Can you draw the structure of an β-glucose isomer?

3.1.2 Can you describe how polysaccharides are formed by the condensation of many glucose units?

3.1.2 Can you explain that glycogen and starch are formed by thecondensation of α-glucose?

3.1.2 Can you explain that cellulose is formed by the condensation of β- glucose?

3.1.2 Can you describe the basic structure and functions of glycogen, starch and cellulose?

3.1.2 Can you describe the relationship of structure to function of glycogen, starch and cellulose in animal cells?

3.1.2 Can you describe the relationship of structure to function of glycogen, starch and cellulose in plant cells?

3.1.2 Can you describe and conduct biochemical tests using Benedict's solution for reducing sugars and non-reducing sugars?

3.1.2 Can you describe and conduct biochemical tests using iodine/potassium iodide for starch?

3.1.3 Can you explain how triglycerides and phospholipids are two groups of lipid?

3.1.3 Can you describe how triglycerides are formed by the condensation of one molecule of glycerol and three molecules of fatty acid?

3.1.3 Can you describe how a condensation reaction between glycerol and a fatty acid (RCOOH) forms an ester bond?

3.1.3 Can you explain that the R-group of a fatty acid may be saturated or unsaturated?

3.1.3 Can you describe how, in phospholipids, one of the fatty acids of a triglyceride is substituted by a phosphate-containing group?

3.1.3 Can you list and describe the different properties of triglycerides and phospholipids related to their different structures?

3.1.3 Can you describe and conduct the emulsion test for lipids?

3.1.3 Can you recognise a diagram of a saturated fatty acid?

3.1.3 Can you recognise a diagram of an unsaturated fatty acid?

3.1.3 Can you explain the different properties of triglycerides?

3.1.3 Can you explain the different properties of phospholipids?

3.1.4.1 Can you explain that amino acids are the monomers from which proteins are made?

3.1.4.1 Can you recognise and draw the general structure of an amino acid?

3.1.4.1 Can you explain that the twenty amino acids that are common in all organisms differ only in their side group?

3.1.4.1 Can you explain that a condensation reaction between two amino acids forms a peptide bond?

3.1.4.1 Can you describe how dipeptides are formed by the condensation of two amino acids?

3.1.4.1 Can you describe how polypeptides are formed by the condensation of many amino acids?

3.1.4.1 Can you explain that a functional protein may contain one or more polypeptides?

3.1.4.1 Can you describe the role of hydrogen bonds, ionic bonds and disulfide bridges in the structure of proteins?

3.1.4.1 Can you explain that proteins have a variety of functions within all living organisms?

3.1.4.1 Can you describe the relationship between primary, secondary, tertiary and quaternary structure, and protein function?

3.1.4.1 Can you describe and conduct the biuret test for proteins?

3.1.4.1 Can you relate the structure of proteins to properties of a variety of proteins?

3.1.4.2 Can you explain that each enzyme lowers the activation energy of the reaction it catalyses?

3.1.4.2 Can you describe the induced-fit model of enzyme action?

3.1.4.2 Can you explain that the properties of an enzyme relate to the tertiary structure of its active site and its ability to combine with complementary substrate(s) to form an enzyme-substrate complex?

3.1.4.2 Can you describe the specificity of enzymes?

3.1.4.2 Can you describe the effects of the following factors on the rate of enzyme-controlled reactions:

enzyme concentration substrate concentration concentration of competitive and of non-competitive inhibitors pH temperature?

3.1.4.2 Can you describe how models of enzyme action have changed over time?

3.1.4.2 Can you describe how enzymes catalyse a wide range of intracellular and extracellular reactions that determine structures and functions from cellular to whole-organism level?

3.1.4.2 Can you investigate the effect of a named variable on the rate of an enzyme-controlled reaction?

COMPUTER SCIENCE

Name of Paper - Computer Science

Length of Paper -

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

Processor Components and performance

Types of processor

Input, output and storage devices

Types of operating software and their functions

Nature of applications

Programming language translators

System analysis methods

Programming paradigms

Compression and encryption

Creating relational databases and SQL

Pseudocode and algorithms

Number systems and conversions, Binary arithmetic. (fixed point included)

Data structures

Programming techniques

CHEMISTRY

Atomic structure

Specification reference

Checklist questions

3.1.1.1Can you explain that knowledge and understanding of atomic structure has evolved over time?

3.1.1.1Can you describe how protons, neutrons, and electrons have relative charge and relative mass?

3.1.1.1Can you describe that an atom consists of a nucleus, with protons and neutrons that are surrounded by electrons?

3.1.1.2 Can you identify A as mass number and Z as atomic (proton) number?

3.1.1.2Can you determine the number of fundamental particles in atoms and ions using mass number, atomic number, and charge?

3.1.1.2 Can you explain the existence of isotopes?

3.1.1.2Can you explain the principles of a simple time of flight (TOF) mass spectrometer?

3.1.1.2Can you explain that the mass spectrometer gives accurate information about relative isotopic mass and the relative abundance of isotopes?

3.1.1.2 Can you describe how mass spectrometry can be used to identify elements?

3.1.1.2Can you describe how mass spectrometry can be used to determine relative molecular mass?

3.1.1.2 Can you interpret simple mass spectra of elements?

3.1.1.2 Can you calculate relative atomic mass from isotopic abundance?

Specification reference

Checklist questions

3.1.1.3Can you describe electron configurations of atoms and ions up to Z = 36 in terms of shells and sub-shells (orbitals) s, p, and d?

3.1.1.3 Can you explain ionisation energies?

3.1.1.3 Can you define first ionisation energy?

3.1.1.3Can you write equations for the first and successive ionisation energies of atoms?

3.1.3Can you explain how first and successive ionisation energies in Period 3 (Na–Ar) and in Group 2 (Be–Ba) give evidence for electron configuration in sub-shells and in shells?

Amount of substance

Specification reference

Checklist questions

3.1.2.1Can you describe relative atomic mass and relative molecular mass in terms of12C?

3.1.2.1Can you describe how the term relative formula mass is used for ionic compounds?

3.1.2.1 Can you define relative atomic mass (Ar)?

3.1.2.1 Can you define relative molecular mass (Mr)?

3.1.2.2 Can you define the Avogadro constant as the number of particles in a mole?

3.1.2.2Can you describe the mole as applied to electrons, atoms, molecules, ions, formulae and equations?

Specification reference

Checklist questions

3.1.2.2Can you measure the concentration of a substance in solution, measured inmol dm–3?

3.1.2.2 Can you use the Avogadro constant to carry out calculations?

3.1.2.2Can you use mass of substance, Mr, and amount in moles to carry out calculations?

3.1.2.2Can you use concentration, volume, and amount of substance in a solution to carry out calculations?

3.1.2.3 Do you know the ideal gas equation pV = nRT with the variables in SI units?

3.1.2.3 Can you use the ideal gas equation pV = nRT in calculations?

3..1.2.4Can you define the empirical formula as the simplest whole number ratio of atoms of each element in a compound?

3.1.2.4Can you describe the molecular formula as the actual number of atoms of each element in a compound?

3.1.2.4Can you explain the relationship between empirical formula and molecular formula?

3.1.2.4Can you calculate empirical formula from data giving composition by mass or percentage by mass?

3.1.2.4Can you calculate molecular formula from the empirical formula and relative molecular mass?

3.1.2.5 Can you understand full and ionic equations?

3.1.2.5

Do you know that percentage atom economy is:

m olecularm as sof des iredproduct 100s umof m olecularm as s esof allreactants

Specification reference

Checklist questions

3.1.2.5 Can you write balanced equations for the reactions you have studied?

3.1.2.5Can you balance equations for unfamiliar reactions when reactants and products are specified?

3.1.2.5 Can you use balanced equations to calculate masses?

3.1.2.5 Can you use balanced equations to calculate volumes of gases?

3.1.2.5 Can you use balanced equations to calculate percentage yields?

3.1.2.5 Can you use balanced equations to calculate percentage atom economies?

3.1.2.5Can you use balanced equations to calculate concentrations and volumes for reactions in solutions?

3.1.2Have you carried out a practical to make up a volumetric solution and carried out a simple acid–base titration?

Bonding

Specification reference

Checklist questions

3.1.3.1Can you describe how ionic bonding involves electrostatic attraction between oppositely charged ions in a lattice?

3.1.3.1Do you know the formulas of compound ions, for example sulfate, hydroxide, nitrate, carbonate, and ammonium?

3.1.3.1Can you predict the charge on a simple ion using the position of the element in the Periodic Table?

Specification reference

Checklist questions

3.1.3.1 Can you construct formulas for ionic compounds?

3.1.3.2 Can you describe how a single covalent bond contains a shared pair of electrons?

3.1.3.2 Can you describe how multiple bonds contain multiple pairs of electrons?

3.1.3.2Can you describe how a co-ordinate (dative covalent) bond contains a shared pair of electrons with both electrons supplied by one atom?

3.1.3.2 Can you represent a covalent bond using a line?

3.1.3.2 Can you represent a co-ordinate bond using an arrow?

3.1.3.3Can you explain that metallic bonding involves attraction between delocalised electrons and positive ions arranged in a lattice?

3.1.3.4Can you identify and describe the four types of crystal structure – ionic, metallic, macromolecular (giant covalent) and molecular?

3.1.3.4Can you identify and describe structures of the following crystals as examples of ionic, metallic, macromolecular and molecular crystal structure – diamond, graphite, ice, iodine, magnesium, sodium chloride?

3.1.3.4Can you relate the melting point and conductivity of materials to the type of structure and bonding present?

3.1.3.4 Can you explain the energy changes associated with changes of state?

3.1.3.4Can you draw diagrams to represent these structures involving specified numbers of particles?

3.1.3.5Can you describe bonding pairs and lone (non-bonding) pairs of electrons as charge clouds that repel each other?

Specification reference

Checklist questions

3.1.3.5Can you explain how pairs of electrons in the outer shell of atoms arrange themselves as far apart as possible to minimise repulsion?

3.1.3.5Can you describe lone pair–lone pair repulsion as greater than lone pair–bond pair repulsion, which is greater than bond pair–bond pair repulsion?

3.1.3.5 Can you describe the effect of electron pair repulsion on bond angles?

3.1.3.5Can you explain the shapes of, and bond angles in, simple molecules and ions with up to six electron pairs (including lone pairs of electrons) surrounding the central atom?

3.1.3.6Can you describe electronegativity as the power of an atom to attract the pair of electrons in a covalent bond?

3.1.3.6Can you describe how the electron distribution in a covalent bond between elements with different electronegativities will be unsymmetrical?

3.1.3.6Can you explain how electron distribution in a covalent bond produces a polar covalent bond, and may cause a molecule to have a permanent dipole?

3.1.3.6 Can you use partial charges to show that a bond is polar?

3.1.3.6Can you explain why some molecules with polar bonds do not have a permanent dipole?

3.1.3.7 Can you describe the forces between molecules?

3.1.3.7 Can you describe permanent dipole–dipole forces?

3.1.3.7Can you describe induced dipole–dipole (also known as van der Waals, dispersion, or London) forces?

3.1.3.7 Can you describe hydrogen bonding?

Specification reference

Checklist questions

3.1.3.7Can you explain how the melting and boiling points of molecular substances are influenced by the strength of intermolecular forces?

3.1.3.7Can you explain the importance of hydrogen bonding in the low density of ice and the anomalous boiling points of compounds?

3.1.3.7Can you explain the existence of the forces between familiar and unfamiliar molecules?

3.1.3.7Can you explain how melting and boiling points are influenced by intermolecular forces?

Energetics

Specification reference

Checklist questions

3.1.4.1 Can you explain that reactions can be endothermic or exothermic?

3.1.4.1Can you explain that enthalpy change (ΔH) is the heat energy change measured under conditions of constant pressure?

3.1.4.1Can you explain that standard enthalpy changes refer to standard conditions, i.e.100 kPa and a stated temperature (for example, ΔH298)?

3.1.4.1 Can you define standard enthalpy of combustion (ΔcH)?

3.1.4.1 Can you define standard enthalpy of formation (ΔfH)?

3.1.4.2Can you explain that heat change, q, in a reaction is given by the equationq = mcΔT where m is the mass of the substance that has a temperature changeΔT and a specific heat capacity c?

Specification reference

Checklist questions

3.1.4.2Can you use the equation q = mcΔT to calculate the molar enthalpy change for a reaction?

3.1.4.2 Can you use the equation q = mcΔT in related calculations?

3.1.4 Have you carried out a practical actvity to measure an enthalpy change?

3.1.4.3 Can you explain Hess's law?

3.1.4.3Can you use Hess’s law to perform calculations, including calculation of enthalpy changes for reactions from enthalpies of combustion or from enthalpies of formation?

3.1.4.4 Can you describe mean bond enthalpy?

3.1.4.4 Can you define the term mean bond enthalpy?

3.1.4.4Can you use mean bond enthalpies to calculate an approximate value of ΔH for reactions in the gaseous phase?

3.1.4.4Can you explain why values from mean bond enthalpy calculations differ fromthose determined using Hess’s law?

Kinetics

Specification reference

Checklist questions

3.1.5.1Can you explain that reactions can only occur when collisions with sufficient energy take place between particles energy?

3.1.5.1 Can you define the term activation energy?

Specification reference

Checklist questions

3.1.5.1 Can you explain why most collisions do not lead to a reaction?

3.1.5.2Can you explain the Maxwell–Boltzmann distribution of molecular energies in gases?

3.1.5.2 Can you draw and interpret distribution curves for different temperatures?

3.1.5.3 Can you define the term rate of reaction?

3.1.5.3Can you explain the qualitative effect of temperature changes on the rate of reaction?

3.1.5.3Can you use the Maxwell–Boltzmann distribution to explain why a small temperature increase can lead to a large increase in rate?

3.1.5Have you carried out a practical to investigate how the rate of a reaction changes with temperature?

3.1.5.4Can you describe the qualitative effect of changes in concentration on collision frequency?

3.1.5.4Can you describe the qualitative effect of a change in the pressure of a gas on collision frequency?

3.1.5.4Can you explain how a change in concentration or a change in pressure influences the rate of a reaction?

3.1.5.5Can you describe a catalyst as a substance that increases the rate of a chemical reaction without being changed in chemical composition or amount?

3.1.5.5Can you explain that catalysts work by providing an alternative reaction route of lower activation energy?

3.1.5.5Can you use a Maxwell–Boltzmann distribution to help explain how a catalyst increases the rate of a reaction involving a gas?

Equilibria

Specification reference

Checklist questions

3.1.6 Can you explain that many chemical reactions are reversible?

3.1.6Can you explain that, in a reversible reaction at equilibrium, forward and reverse reactions proceed at equal rates?

3.1.6Can you explain that, in a reversible reaction at equilibrium, the concentrations of reactants and products remain constant?

3.1.6Can you explain that, in a reversible reaction at equilibrium, the equilibrium constant Kc is deduced from the equation for a reversible reaction?

3.1.6 Can you describe Le Chatelier’s principle?

3.1.6Can you explain that Le Chatelier’s principle can be used to predict theeffects of changes in temperature, pressure and concentration on the position of equilibrium in homogeneous reactions?

3.1.6 Can you explain that a catalyst does not affect the position of equilibrium?

3.1.6Can you use Le Chatelier’s principle to predict qualitatively the effect of changesin temperature, pressure and concentration on the position of equilibrium?

3.1.6Can you explain why, for a reversible reaction used in an industrial process, a compromise temperature and pressure may be used?

Oxidation, reduction, and redox reactions

Specification reference

Checklist questions

3.1.7Can you explain that oxidation is the process of electron loss and oxidising agents are electron acceptors?

3.1.7Can you explain that reduction is the process of electron gain and reducing agents are electron donors?

3.1.7 Can you recall and use the rules for assigning oxidation states?

3.1.7Can you work out the oxidation state of an element in a compound or ion from the formula?

3.1.7Can you write half-equations identifying the oxidation and reduction processes in redox reactions?

3.1.7 Can you combine half-equations to give an overall redox equation?

Periodicity

Specification reference

Checklist questions

3.2.1.1Can you explain that an element is classified as s, p, d or f block according to its position in the Periodic Table, which is determined by its proton number?

3.2.1.2Can you explain the reasons for periodic trends in terms of the structure of and bonding in the elements?

3.2.1.2 Can you explain periodic trends in atomic radius and first ionisation energy?

3.2.1.2Can you explain the melting point of the elements in terms of their structure and bonding?

Group 2, the alkaline earth metals

Specification reference

Checklist questions

3.2.2Can you explain the trends in atomic radius, first ionisation energy and melting point of the elements Mg–Ba?

3.2.2 Can you explain the trends in atomic radius and first ionisation energy?

3.2.2Can you explain the melting point of the elements in terms of their structure and bonding?

3.2.2 Can you describe reactions of the elements Mg–Ba with water?

3.2.2 Can you describe the use of magnesium in the extraction of titanium from TiCl4?

3.2.2Can you explain the relative solubilities of the hydroxides of the elements Mg–Ba in water?

3.2.2 Can you explain how Mg(OH)2 is sparingly soluble?

3.2.2 Can you describe the use of Mg(OH)2 in medicine and of Ca(OH)2 in agriculture?

3.2.2 Can you describe the use of CaO or CaCO3 to remove SO2 from flue gases?

3.2.2 Can you explain how BaSO4 is insoluble?

3.2.2 Can you describe the use of acidified BaCl2 solution to test for sulfate ions?

3.2.2 Can you describe the use of BaSO4 in medicine?

3.2.2Can you explain why BaCl2 solution is used to test for sulfate ions and why it is acidified?

Group 7, the halogens

Specification reference

Checklist questions

3.2.3.1 Can you describe trends in electronegativity and boiling point of the halogens?

3.2.3.1 Can you explain the trend in electronegativity?

3.2.3.1Can you explain the trend in the boiling point of the elements in terms of their structure and bonding?

3.2.3.1Can you describe the trend in oxidising ability of the halogens down the group, including displacement reactions of halide ions in aqueous solution?

3.2.3.1Can you describe the trend in reducing ability of the halide ions, including the reactions of solid sodium halides with concentrated sulfuric acid?

3.2.3.1Can you describe the use of acidified silver nitrate solution to identify and distinguish between halide ions?

3.2.3.1 Can you describe the trend in solubility of the silver halides in ammonia?

3.2.3.1 Can you explain why silver nitrate solution is used to identify halide ions?

3.2.3.1 Can you explain why the silver nitrate solution is acidified?

3.2.3.1 Can you explain why ammonia solution is added?

3.2.3.2Can you describe the reaction of chlorine with water to form chloride ions and chlorate(I) ions?

3.2.3.2Can you describe the reaction of chlorine with water to form chloride ions and oxygen?

3.2.3.2Can you explain how society assesses the advantages and disadvantages when deciding if chemicals should be added to water supplies?

Specification reference

Checklist questions

3.2.3.2 Can you explain the use of chlorine in water treatment?

3.2.3.2Can you explain how the benefits to health of water treatment by chlorine outweigh its toxic effects?

3.2.3.2Can you describe the reaction of chlorine with cold, dilute, aqueous NaOH and uses of the solution formed?

3.2.3Have you carried out simple test-tube reactions to identify cations and anions in aqueous solution?

Introduction to organic chemistry

Specification reference

Checklist questions

3.3.1.1Can you represent organic compounds using empirical formula, molecular formula, general formula, structural formula, displayed formula, skeletal formula?

3.3.1.1Can you describe the characteristics of a homologous series (a series of compounds containing the same functional group)?

3.3.1.1 Can you explain the IUPAC rules for nomenclature?

3.3.1.1Can you draw structural, displayed and skeletal formulas for given organic compound?

3.3.1.1Can you apply IUPAC rules for nomenclature to name organic compounds limited to chains and rings with up to six carbon atoms each?

3.3.1.1Can you apply IUPAC rules for nomenclature to draw the structure of an organic compound from the IUPAC name limited to chains and rings with up to six carbon atoms each?

Specification reference

Checklist questions

3.3.1.2 Can you explain reactions of organic compounds using mechanisms?

3.3.1.2Can you explain how, in free-radical mechanisms, the unpaired electron in a radical is represented by a dot?

3.3.1.2Can you explain how, in free-radical mechanisms, the use of curly arrows is not required for radical mechanisms?

3.3.1.2 Can you explain how, in other (not free-radical) mechanisms,

3.3.1.2Can you explain how, in other (not free-radical) mechanisms, the formation of a covalent bond is shown by a curly arrow that starts from a lone electron pair or from another covalent bond?

3.3.1.2Can you explain how, in other (not free-radical) mechanisms, the breaking of a covalent bond is shown by a curly arrow starting from the bond?

3.3.1.2Can you outline mechanisms by drawing the structures of the species involved and curly arrows to represent the movement of electron pairs?

3.3.1.3 Can you define structural isomerism?

3.3.1.3 Can you define stereoisomerism?

3.3.1.3Can you explain how E–Z isomerism is a form of stereoisomerism and occurs as a result of restricted rotation about the planar carbon–carbon double bond?

3.3.1.3 Can you define the term structural isomer?

3.3.1.3 Can you draw the structures of chain, position and functional group isomers?

3.3.1.3 Can you define the term stereoisomer?

Alkanes

Specification reference

Checklist questions

3.3.2.1 Can you describe alkanes as saturated hydrocarbons?

3.3.2.1Can you explain that petroleum is a mixture consisting mainly of alkane hydrocarbons that can be separated by fractional distillation?

3.3.2.2 Can you describe how cracking involves breaking C–C bonds in alkanes?

3.3.2.2Can you describe how thermal cracking takes place at high pressure and high temperature and produces a high percentage of alkenes?

3.3.2.2Can you describe how catalytic cracking takes place at a slight pressure, high temperature and in the presence of a zeolite catalyst and is used mainly to produce motor fuels and aromatic hydrocarbons?

3.3.2.2 Can you explain the economic reasons for cracking alkanes?

3.3.2.3 Can you explain how alkanes are used as fuels?

3.3.2.3Can you explain that combustion of alkanes and other organic compounds can be complete or incomplete?

3.3.2.3Can you describe how the internal combustion engine produces a number of pollutants including NOx, CO, carbon, and unburned hydrocarbons?

3.3.2.3Can you describe how gaseous pollutants from internal combustion engines can be removed using catalytic converters?

3.3.2.3Can you describe how the combustion of hydrocarbons containing sulfur leads to sulfur dioxide that causes air pollution?

3.3.2.3Can you explain why sulfur dioxide can be removed from flue gases using calcium oxide or calcium carbonate?

Specification reference

Checklist questions

3.3.2.4 Can you describe the reaction of methane with chlorine?

3.3.2.4Can you explain this reaction as a free-radical substitution mechanism involving initiation, propagation and termination steps?

Halogenoalkanes

Specification reference

Checklist questions

3.3.3.1 Can you explain how halogenoalkanes contain polar bonds?

3.3.3.1Can you explain how halogenoalkanes undergo substitution reactions with the nucleophiles OH–, CN– and NH3?

3.3.3.1 Can you outline the nucleophilic substitution mechanisms of these reactions?

3.3.3.1Can you explain why the carbon–halogen bond enthalpy influences the rate of reaction?

3.3.3.2Can you describe the concurrent substitution and elimination reactions of a halogenoalkane (for example, 2-bromopropane with potassium hydroxide)?

3.3.3.2 Can you explain the role of the reagent as both nucleophile and base?

3.3.3.2Can you outline the mechanisms of the concurrent substitution and elimination reactions of a halogenoalkane?

3.3.3.3Can you explain that ozone, formed naturally in the upper atmosphere, is beneficial because it absorbs ultraviolet radiation?

3.3.3.3Can you describe how chlorine atoms are formed in the upper atmosphere when ultraviolet radiation causes C–Cl bonds in chlorofluorocarbons (CFCs) to break?

Specification reference

Checklist questions

3.3.3.3Can you describe how chlorine atoms catalyse the decomposition of ozone and contribute to the hole in the ozone layer?

3.3.3.3Can you explain that results of research by different groups in the scientific community provided evidence for legislation to ban the use of CFCs as solvents and refrigerants?

3.3.3.3Can you describe how chemists have now developed alternative chlorine-free compounds?

3.3.3.3

Can you use equations, such as the following, to explain how chlorine atoms catalyse decomposition of ozone?

Cl• + O3 → ClO• + O2

ClO• + O3 → 2O2 + Cl•

Alkenes

Specification reference

Checklist questions

3.3.4.1 Can you explain that alkenes are unsaturated hydrocarbons?

3.3.4.1Can you describe how bonding in alkenes involves a double covalent bond, a centre of high electron density?

3.3.4.2Can you explain that electrophilic addition reactions of alkenes with HBr, H2SO4, and Br2?

3.3.4.2 Can you describe the use of bromine to test for unsaturation?

3.3.4.2Can you describe the formation of major and minor products in addition reactions of unsymmetrical alkenes?

3.3.4.2 Can you outline the mechanisms for these reactions?

3.3.4.2Can you explain the formation of major and minor products by reference to the relative stabilities of primary, secondary and tertiary carbocation intermediates?

Alcohols

Specification reference

Checklist questions

3.3.5.1Can you describe how alcohols are produced industrially by hydration of alkenes in the presence of an acid catalyst.

3.3.5.1Can you describe how ethanol is produced by the reaction of ethene and steam using a phosphoric acid catalyst?

3.3.5.1Can you describe how ethanol is produced industrially by fermentation of glucose? The conditions for this process.

3.3.5.1 Can you explain the conditions for the industrial production of ethanol?

3.3.5.1Can you describe how ethanol produced industrially by fermentation is separated by fractional distillation and can then be used as a biofuel?

3.3.5.1Can you explain the economic and environmental advantages and disadvantages of fermentation compared with the industrial production from ethene?

3.3.5.1 Can you explain the meaning of the term biofuel?

3.3.5.2 Can you explain how alcohols are classified as primary, secondary and tertiary?

3.3.5.2Can you explain that primary alcohols can be oxidised to aldehydes which can be further oxidised to carboxylic acids?

3.3.5.2 Can you explain that secondary alcohols can be oxidised to ketones?

Specification reference

Checklist questions

3.3.5.2 Can you explain that tertiary alcohols are not easily oxidised?

3.3.5.2Can you describe acidified potassium dichromate(VI) as a suitable oxidising agent?

3.3.5.2Can you write equations for these oxidation reactions (equations showing [O] as oxidant are acceptable)?

3.3.5.2Can you explain how the method used to oxidise a primary alcohol determines whether an aldehyde or carboxylic acid is obtained?

3.3.5.2Can you use chemical tests to distinguish between aldehydes and ketonesincluding Fehling’s solution and Tollens’ reagent?

3.3.5.3Can you describe how alkenes can be formed from alcohols by acid-catalysed elimination reactions, including an outline of the mechanism?

3.3.5.3Can you describe how alkenes produced by this method can be used to produce addition polymers without using monomers derived from crude oil?

3.3.5 Have you carried out a practical to distil a product from a reaction?

Organic analysis

Specification reference

Checklist questions

3.3.6.1 Can you describe the reactions of functional groups listed in the specification?

3.3.6.1 Can you identify the functional groups using reactions in the specification?

3.3.6Have you carried out practical tests for alcohol, aldehyde, alkene, and carboxylic acid?

3.3.6.2Can you explain how mass spectrometry can be used to determine the molecular formula of a compound?

3.3.6.2Can you use precise atomic masses and the precise molecular mass to determine the molecular form?

3.3.6.3Can you explain how bonds in a molecule absorb infrared radiation at characteristic wavenumbers?

3.3.6.3Can you describe how ‘fingerprinting’ allows identification of a molecule bycomparison of spectra?

3.3.6.3Can you use infrared spectra and the Chemistry Data Booklet to identify particular bonds, and therefore functional groups, and also to identify impurities?

EC O N O MIC

S

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

-- Unit 1: Markets and market failure (microeconomics)

- Economic methodology and the economic problem

Explain the difference between positive and normative statements

Explaining the basic economic problem and the factors of production

Draw and label PPF's and define PPF terminology

Understand and draw PPF shifts

-Price determination in a competitive market

Explain the law of demand

Draw demand diagrams and show movements along the D curve

Factors affecting demand and interpreting D curve shifts

Know formulas for and be able to calculate PED, YED AND CPED

Be able to interpret changes in elasticities (elastic or inelastic) and the effects on revenue

Draw Supply diagrams and show movements along the S curve

Factors affecting supply and interpreting S curve shifts

Know formula for and be able to calculate PES

Understand the concept of equilibrium and be able to identify equilibrium on a diagram

Be able to draw D & S curve shifts and explain the effect on equilibrium

Be able to explain how excess demand and excess supply determine market prices

Be able to explain the four elements of the price mechanism

Be able to apply D & S in different markets

- Production, costs and revenue

Difference between production and productivity and be able to calculate productivity

Know the importance of specialisation, division of labour and exchange

Difference between short/long run and between fixed, variable, average and total costs To

calculate average and total costs and show the different cost curves on a diagram Define

and explain causes of economies/diseconomies of scale and show on a diagram Calculate

average revenue, total revenue and profit.

-Competitive and concentrated markets

Know the characteristics of a range of market structures (perfect/imperfect competition and concentrated markets)

Be able to define and analyse the different objectives of firms

Be able to explain the main characteristics of a perfectly competitive market

Be able to draw diagrams for perfect competition and comment on profits made

Know the difference between consumer and producer sovereignty

Define monopoly/monopoly power and know the different sources of monopoly power

Analyse the factors that influence monopoly power

Be able to define oligopolies and be able to characterise them with concentration ratios

Analyse the cases for and against monopolies

Be able to recall other 'real world' forms of competition in concentrated markets

-Market failure and government intervention in markets

Define market failure and know the difference between partial/complete market failure

Define, give examples and know characteristics of public, private and quasi public goods

Define both positive and negative externalities and analyse how they cause market failure

Be able to use demand and supply diagrams to illustrate positive and negative externalities

Define both merit and demerit goods and analyse how they cause market failure

Be able to use demand and supply diagrams to illustrate merit and demerit goods

Be able to explain merit and demerit goods in the context of the information problem

Explain inequitable distribution of income and wealth in the context of market failure

Be able to identify reasons for and against government intervention in markets

Analyse and evaluate different methods of government intervention to correct market failure

Be able to draw diagrams to help illustrate govt intervention (e.g. Price floors/ceilings

Be able to define, analyse and evaluate causes of government failure

PPE L A Y O U T

€ Section A- 20 multiple choice questions.€ Section B – A choice of two contexts. Students only choose ONE context. Each context

includes:€ One definition question (3 marks)€ One diagram question (4 marks)€ One calculation question (4 marks)€ One 10 mark question€ One 25 mark question

T O TA L MA R K S – 66

ENGLISH LITERATURE - PROSE

Name of Paper – Drama Streetcar Named Desire

Length of Paper – 1 hour

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

I have a clear and confident understanding of the play ‘Streetcar Named Desire’ and havere-read the text independently.I have a good understanding of the key themes in the play: role of gender; desire; class;death; appearance versus reality; plastic theatre/ expressionism

I can make a mind map of the key themes.

I have practised essays from my year 12 overview booklet.

I have independently researched key areas of context to the lives of Tennessee Williams.I understand the connections between the text and context: Old South v’s New AmericaI understand the requirements of the question: Explore Williams’ dramatic presentationof desire. You must relate your discussion to relevant contextual factors. (25 marks)I understand the assessment objectives for this unit and the mark scheme.

I can create an essay plan on the following topics: Fantasy vs reality (appearance and reality/ illusion and reality) Sexuality/ dependence on men Death/ mortality Men/ masculinity Marriage Society/ class divide Madness Desire and fate Loneliness

ENGLISH LITERATURE - PROSEName of Paper – Prose – Length of Paper – 1 hour

Areas of Focus/Review - Please be as descriptive as possible.

I have a clear and confident understanding of both the prose texts ‘Frankenstein’ and ‘TheHandmaid’s Tale’.I have re-read the texts independently and have detailed notes on the significantchapters/quotes in each text.I can summarise the plot of both ‘Frankenstein’ and ‘The Handmaid’s Tale’ and describe thekey characters and make links to the text’s central themes.I can make a mind map of the key themes, with quotes from each text.I have independently researched key areas of context relating to the lives and times of bothMary Shelley and Margaret Atwood.I understand the literary context of dystopian and science fiction and how it relates to thetexts and how it might reflect different concerns.I understand the requirements of the question: Compare the ways in which the writers of your two chosen texts use the narrators in their works. You must relate your discussion to relevant contextual factors.

(Total for Question 7 = 40 marks)I understand the assessment objectives for this unit and the mark scheme.

I can create an essay plan on the following topics: Gothic and Dystopian fiction, Language and narrative techniques Role of the narrator /presentation of the female etc. Use and misuse of science Suffering and loneliness. Portrayal of gender

I am confident that my written expression is highly articulate and that my spelling, punctuation and grammar are accurate. I use technical terminology well.

I can successfully write paragraphs that aim to cover all the AOs.

I can craft a clear line of argument in my essay, moving deftly between texts.

I have practised essays from my year 12 overview booklet

FILM STUDIES

Length of paper: two hours and thirty minutes

Areas of Focus Covered (Tick)

Auteurship in films studied

Passive and active Spectatorship

Semiotics

Sound/soundtrack

Ideological critical approach to Narrative

FRENCH

Name of Paper - Paper 1 (listening, reading, writing) Paper 2 (writing)Paper 3 (speaking)

Length of Paper - Paper 1: 2 hours 30 minutesPaper 2: 30 minutesPaper 3: 23 minutes per candidate

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

Revise key vocabulary and grammar from unit 1: La famille en voie de changement

Revise key vocabulary and grammar from unit 2: La “cybersocieté”

Revise key vocabulary and grammar from unit 3: Le rôle du bénévolat

Revise key vocabulary and grammar from unit 4: Une culture fière de son patrimoine

Revise key vocabulary and grammar from unit 5: La musique francophone contemporaine

Revise key vocabulary and grammar from unit 6: Le septième art

Revise translation skills and notes: Eng-Fr

Revise translation skills and notes: Fr-Eng

Revise a range of key verbs in all tenses/moods

Review listening and reading exam strategies discussed this year so far

GEOGRAPHY

Topic 2: GlobalisationKQ1: What are the causes of globalisation why has it accelerated in recent decades?

3.1 – Globalisation is a long-standing process which has accelerated because of rapid developments in transport, communication and businesses. Globalisation involves widening and deepening connections, interdependence and flows; commodities, capital, information, migrants and tourists Developments in transport and trade in the 19th century, including railways, telegraph and steam ships, has accelerated in the 20th century because of jet crafts and containerisations, has contributed to a shrinking world The 21st century has dominated by rapid development in ICT and mobile communications (mobile phones, internet, social networking, electronic banking and fibre optics) and lowering communication costs and contributingto time-space compression.KQ1: What are the causes of globalisation why has it accelerated in recent decades?3.2 – Political and economic decision making are important factors in acceleration of globalisation International political and economic organisations (World trade organisation, International monetary fund, World bank) have contributed to globalisation through the promotion of free trade policies and foreign direct investment National governments are key players in terms of promoting free trade blocs (European Union, Association of southeast Asian nations) and through policies (free-market liberalisation, privatisation, encouraging business start-ups) Special economic zones, government subsidies and attitudes to FDI (Case study) have contributes to the spread of globalisation into new global regionsKQ1: What are the causes of globalisation why has it accelerated in recent decades?3.3 – Globalisation has affected some places and organisation more than others Degree of globalisations varies by country and can be measured using indicators and indices (AT Kearney index, KOF index) TNCs are important in globalisation (role of TNCs) both contributing to its spread (global production networks, glocalisation and development of new markets) and taking advantage of economic liberalisation(outsourcing and offshoring) There are physical, political, economic and environmental reasons why some locations remain largely‘switched off’ from globalisation (case study)

KQ2: What are the impacts of globalisation for countries different groups of people and cultures and the physical environment?3.4 – The global shift has created winners and loosers for people and the physical environment

The movement of the global economic centre of gravity to Asia via the global shirt of manufacturing (case study) and outsources of services (Case study) can lead to changes in the built environment that can bring benefits (infrastructure investment, waged work, poverty reduction, education and training) but also costs (loss of productive land, unplanned settlements, environmental and resources pressure)

Some communities in developing countries have experienced major environmental problems (including air and water pollution, land degradation, over-exploitation of resources, and loss of biodiversity), which impact on people’s health and wellbeing.

Some deindustrialised regions in developed countries face social and environmental problems as a result of economic restructuring (dereliction, contamination, depopulation, crime and high unemployment)

KQ2: What are the impacts of globalisation for countries different groups of people and cultures and the physical environment?3.5 – The scale and pace of economic migration has increased as the world has become more interconnected, creating consequences for people and the physical environment

Rural-urban migration (push and pull factors), and/or natural increase, is responsible for the growth of megacities(case study); rapid urban growth creates social environmental challenges

International migration has increased in global hub cities and regions, deepening interdependence between regions (elite migration (case study), mas low-wage economic migration (case study)

Migration has economic, social, political and environmental costs and benefits for both host and source locationKQ2: What are the impacts of globalisation for countries different groups of people and cultures and the physical environment?3.6 The emergence of a global culture, based on western ideas, consumption and attitudes towards the physical environment, is one outcome of globalisation

Cultural diffusion occurs as a result of globalisation; TNCs, global media corporation, tourism and migration create and spread an increasingly ‘westernised’ global culture which impacts both he environment and people (case study). The spread of a global culture has also led to new awareness of opportunities for disadvantaged groups (case study) particularly in emerging and developing countries.

In some location, cultural erosion, (loss of language, traditional food, music, clothes, social relations (case study)has resulted in changes to the built and natural environment (de-valuing local and larger-scale ecosystems)

Concern about cultural impacts, economic and environmental exploitation has led to opposition to globalisation from some groups (attitudes of pro and anti-globalisation groups)

KQ3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?3.7 – Globalisation has led to dramatic increases in development for some countries, but also widening development gap extremities and disparities in environmental quality.

Economic measures (both single and composite indices) of development (income per capita, economic sector balance) contrast with those focused on social development (Human development index, Gender inequality index) and the environmental quality (air pollution indices)

Trends in widening income inequality, globally and nationally (measured using the Gini coefficient), suggest globalisation have created winners and losers for people and physical environments between and within developed, emerging and developing economies.

Contrasting trends in economic development and environmental management between global regions since1970 indicate differential progress that can be related to the outcomes from globalisation.KQ3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?3.8 – Social, political and environmental tensions have resulted from the rapidity of global change caused by globalisation

Open borders, deregulation and encouragement of foreign direct investment has created culturally mixed societies and thriving migrant diasporas in some locations, but tensions have resulted elsewhere (case study)

Attempts have been made in some locations to control the spread of globalisation by censorship (case study)limiting immigration (Case study) and trade protectionism (role of government).

Some groups seek to retain their cultural identity within countries and seek to retain control of cultural and physical resources (case study), whereas others embrace its economic advantages.KQ3: What are the consequences of globalisation for global development and the physical environment and how should different players respond to its challenges?3.9 Ethical and environmental concerns about unsustainability have led to increased localism and awareness of the impacts of consumer society

Local groups and NGOs promote local sourcing (case study) as one response to globalisation by increasing sustainability (actions of local pressure groups); this has economic, social and environmental costs and benefits Fair trade and ethical consumption schemes may reduce the environmental degradation, the inequalities of global trade and improve working conditions for some people Recycling has a role of in managing resource consumption and ecological footprints, but its use varies by product and place (case study)

Topic 4: Regenerating Places

Revision Checklist

KQ1: How and why do places vary?4A.1 – Economies can be classified in different ways and vary from place to place Economic sectors can be defined by: Sector (primary, secondary, tertiary, quaternary) and employment(part/full-time, temporary/permanent, employed/self-employed) The effects of economic activity can have social effects through: health, life expectancy and levels of education The effects of unequal pay can have an effect on the quality of life through: deprivation, healthcare, education levels etc.4A.2 – Places have faced their function and characteristics over time Areas change their function over time: administrative, commercial, retail and industrial. Areas can also change their demographic characteristics: gentrification, age structure and ethnic composition The changes in function and characteristics can be explained by: physical factors, accessibility, connectedness, historical development and the role of local or national planning. Change in areas can be measured by looking at: employment rates, demographic changes, land use changes, levels of deprivation (health deprivation, income deprivation, employment deprivation, crime, quality of the environment, abandoned and derelict land)4A.3 – Past and present connections have shaped the economic and social characteristics of your chosen area Regional and national influences have shaped the characteristics of your chosen places. International and global influences that have shaped our chosen area. How have economic and social changes in our chosen area influenced people’s identity?

KQ2: Why might regeneration be needed?4A.4 – Economic and social inequalities changes people’s perceptions of an area Successful regions (Sydney) have high rates of employment, high levels of migration (internal and international), low levels of deprivation, but on the other hand, have high property prices and skills shortage. Unsuccessful regions (Rust Belt) due to economic change and spiral of decline leading to high levels of deprivation (education, health, crime and poor living environment) Priorities for regeneration vary due to differences in economic and social inequalities through the existence of: gated communities, sink estates, commuter villages and declining rural settlements4A.5 – There are significant variations in lived experience of place and engagement with them

There are wide variations in level of engagement in local communities including: local and national government and community groups) Lived experience, and attachment to, places varies according to age, ethnicity, gender, length of residence and evels of deprivation: these in turn impact on levels of engagement. Conflicts can occur among different groups in a community regarding the priorities for regeneration. This can occur due to: lack of political engagement and representation, ethnic tensions, inequality and lack of economic opportunity4A.6 – There is a range of ways to evaluate the need for regeneration The use of statistical evidence to determine the need for regeneration in your chosen local place (Docklands) Different media can provide contrasting evidence and question the need for regeneration in your chosen local place (Docklands) How different representation of your chosen local place could influence the perceived need for regeneration in your chosen local place (Docklands)

Q3: How is regeneration managed?4A.7 – UK government policy decisions play a key role in regeneration Infrastructure investment through; high speed rail and airport development, maintains and improves accessibility o help regenerate regions. Rate and type of development through; planning laws, house building target, housing affordability, permission for racking, affects the economic regeneration of both urban and rural areas UK government decisions about international migration and deregulation of capital markets, enabling nvestment in prime London real estate, have impacts on potential for growth and both direct and indirect investment.4A.8 – Local government policies aim to represent areas as being attractive for inward investment Local government compete to attract investment from businesses to the area Local interest groups such as Chamber of commerce, local preservation societies and trade unions, play a key ole in decision-making about regeneration; there are often tensions between groups that wish to preserve urban environments and those that want to change it such as in London 2012. Urban and rural regeneration strategies include retail-led plans, tourism, leisure and sport (London 2012) and public/private rural diversifications (Powys regeneration partnership)4A.9 – Rebranding attempts to represent areas as being more attractive by changing public perceptions of them Rebranding involves re-imaging places using a variety of media to improve the image of both urban and rural ocation and making them more attractive to potential investors. Urban regeneration – For UK deindustrialised cities, rebranding can stress the attraction of places, creating specific place identity building on their heritage; this can attract national and international tourists and visitors; e.g. Glasgow Scotland with style’. Rural regeneration – There are a range of rural rebranding strategies open to rural areas in a post-production world. These include: heritage and literary tourism, farm diversification, specialised food products, outdoor pursuits and adventure in both accessible and remote areas; these are intended to make places more attractive e.g. Ludlow andCornwall.

Q4: How successful is regeneration?4A.10 – The success of regeneration uses a range of measures: economic, demographic, social and environmental The success of economic, regeneration can be assessed using measures of income, power and employment both

within areas and comparison to other areas. Social progress can be measured by reductions in inequalities both between areas and within them; social

progress can also be measured by improvement in social measures of deprivation and in demographic changes(improvements in life expectancy and reductions in health deprivation)

Regeneration is successful if it leads to an improvement in the living in environment through: lack of pollution, reduction in abandoned and derelict land.

4A.11 – Different urban stakeholders have different criteria for judging the success of urban regeneration – OG 2012 A study of the strategies used in the regeneration of an urban place and the contested nature of this place; Glasgow Changes that have taken place as a consequence of national and local strategies can be judged using a range of

economic, social, demographic and environmental variables in an urban area. Different stakeholders (local, national governments, local businesses and residents) will assess the success of

projects using different criteria4A.12 – Different rural stakeholders have different criteria for judging the success of rural regeneration – Cornwall A study of the strategies used in the restructuring of a rural place (Cornwall) and contested nature of these

decisions within local communities The changes that have taken place as a consequence of national and local strategies can be judged using a range of

economic, social, demographic and environmental variables in a rural area. Different stakeholders (local, national governments, local businesses and residents) will assess the success of

projects using different criteria

Case studiesWords to look out for in the exam Case Studies and Examples to be used

Your local place’ Docklands (You place) / Manchester (Contrasting place) functions’ Docklands (You place) / Manchester (Contrasting place) Characteristics’ Docklands (You place) / Manchester (Contrasting place) Demographic’ Docklands (You place) / Manchester (Contrasting place) Connections’ Docklands (You place) / Manchester (Contrasting place) Identity change’ Docklands (You place) / Manchester (Contrasting place) Economic, successful regions’ Sydney (successful)Economic, unsuccessful regions’ Rust-belt’ (unsuccessful) Engagement’ DocklandsLived experience; Docklands Need for regeneration’ Docklands National government’ Fracking, HS2Local government’ London 2012 (Urban), Powys (Rural) Urban Rebranding Glasgow (Urban)Rural Rebranding Cornwall (Rural) Urban Views, Stakeholders, Players Glasgow (Urban) Rural Views, Stakeholders, Players Cornwall (Rural)

Pre-Reading Notes

Topic 5: Water Cycland Water Insecurity

Q1: What are the processes operating within the hydrological cycle from global to local scale?5.1 The global hydrological cycle is one of enormous importance to life on earth The global hydrological cycle’s operation as a closed system (inputs, outputs, stores and flows) driven by solar energy

and gravitational potential energy The relative importance and size (percentage contribution) of the water stores (oceans, atmosphere, biosphere,

cryosphere, groundwater and surface water) and annual fluxes between atmosphere, ocean and land. The global water budget limits water available for human use and water stores have different residence times; some

stores and non-renewable (fossil water or cryosphere losses)Q1: What are the processes operating within the hydrological cycle from global to local scale?

5.2 The drainage basin is an open system within the global hydrological cycle The hydrological cycle is a system of linked processes: inputs (precipitations patterns and types: orographic, frontal,

convectional) flows (interception, infiltration, direct runoff, saturated overland flow, throughflow, percolation, groundwate r flow) and outputs (evaporation, transpiration and channel flow)

Physical factors within drainage basins determine the relative importance of inputs, flows and outputs (climate, soils, vegetation, geology, relief)

Humans disrupt the drainage basin cycle by accelerating process (deforestation; changing land use) and creating new water shortage reservoir or by abstracting water (CS; Amazonia)

Q1: What are the processes operating within the hydrological cycle from global to local scale?5.3 The hydrological cycle influences water budgets and river systems at a local scale Water budgets show the annual balance between inputs (precipitation) and outputs (evapotranspiration) and their impact

on soil water availability and are influenced by climate type (CS; tropical, temperate, polar examples) River regimes indicate the annual variation of discharge of a river and result from the impact of climate, geology and

soils as shown in regimes from contrasting river basins, (CS; Yukon, Amazon, Indus) Storm hydrographs shape depends on physical features of drainage basins (size, shape, drainage density, rock type,

soil, relief and vegetation) as well as human factors (land use and urbanisation)

KQ2: What factors influence the hydrological system over short and long-term timescale5.4 Deficits within the hydrological cycle results from physical processes but can have significant impacts The causes of drought, meteorological (short-term precipitation deficit, longer trends, ENSO cycles and hydrological The contribution human activity makes to the risk of drought over-abstraction of surface water resources and ground

water acquirers (CS; Sahelian drought; Australia) The impacts of drought on ecosystem functioning (wetlands, forest stress) and the resilience of these ecosystemsKQ2: What factors influence the hydrological system over short and long-term timescale5.5 Surplus within the hydrological cycle can lead to flooding, with significant impacts for people Meteorological causes of flooding, including intense storms leading to flash flooding, unusually heavy or prolonged

rainfall, extreme monsoonal rainfall and snowmelt Human actions that can exacerbate flood risk (changing land use within the river catchment, mismanagement of rivers

using hard engineering systems) Damage from flooding has both environmental impacts (soils and ecosystems) and socio-economic impacts (economic

activity, infrastructure and settlement). (CS; UK flood events 2007 or 2012)KQ2: What factors influence the hydrological system over short and long-term timescale5.6 Climate change may have significant impacts on the hydrological cycle globally and locally

Climate change affects inputs and outputs within the hydrological cycle trends in precipitation and evaporation Climate change affects stores and flows, size of snow and glacier mass, reservoirs, lake, amount of permafrost, soil

moisture levels as well as rates of runoff and stream flow Climate change resulting from short-term oscillations (ENSO cycles) and global warming increase the uncertainty in the

system; this causes concerns over the security of water supplies

KQ3: How does water insecurity occur and why is it becoming such a global issue for the 21st century5.7 There are physical causes and human causes of water insecurity The growing mismatch between water supply and demand has led to a global pattern of water stress (below 1,700 m3

per person) and water scarcity (below 1000 m3 per person) The causes of water insecurity are physical (CS; Climate variability, salt water encroachment at coast) as well as human

(CS; over abstraction from rivers, lakes and groundwater acquirers, water contamination from agriculture, industrial water pollution)

The finite water resources face pressure from rising demand (increasing population, improving living standards, industrialisation and agriculture), which is increasingly serious in some locations and is leading to increasingly serious in some locations and is leading to increasing risk of water insecurity

KQ3: How does water insecurity occur and why is it becoming such a global issue for the 21st century5.8 The consequences and risks associated with water insecurity The causes of and global pattern of physical water scarcity and economic scarcity and why the price of water varies

globally The importance of water supply for economic development (industry, energy supply, agriculture) and human wellbeing

(sanitation, health and food preparation); the environmental and economic problems resulting from inadequate water The potential conflicts to occur between users within a country, and internationally over local and trans-boundary water

sources (CS; Nile, Mekong)KQ3: How does water insecurity occur and why is it becoming such a global issue for the 21st century5.9 There are different approaches to managing water supply, some more sustainable than others The pros and cons of the techno-fix of hard engineering schemes to include water transfers, mega dams and

desalination plants (CS; Water transfers in China) The value of more sustainable schemes of restoration of water supplies and water conservation (smart irrigation,

recycling of water) (CS; Singapore) Integrated drainage basin management for large rivers (CS; Nile, Colorado) and water sharing treaties and frameworks

(United nations economic commission for Europe (UNECE), water convention, Helsinki and the water frameworkDirective and hydropower, Berlin

GE O GRAPHY

Dynamic Landscapes/Tectonic Processes and Hazards

Enquiry question 1: Why are some locations more at risk from tectonic hazards?

The global distribution of tectonic hazards can be explained by plate boundary and other tectonic processes.

The global distribution and causes of earthquakes, volcanic eruptions and tsunamis.

The distribution of plate boundaries resulting from divergent, convergent and conservative plate movements(oceanic, continental and combined situations).

The causes of intra-plate earthquakes, and volcanoes associated with hot spots from mantle plumes.

There are theoretical frameworks that attempt to explain plate movements.

The theory of plate tectonics and its key elements (the Earth’s internal structure, mantle convection,palaeomagnetism and sea floor spreading, subduction and slab pull).

The operation of these processes at different plate margins (destructive, constructive, collision and transform).

Physical processes impact on the magnitude and type of volcanic eruption, and earthquake magnitude and focaldepth (Benioff zone).

Physical processes explain the causes of tectonic hazards.

Earthquake waves (P, S and L waves) cause crustal fracturing, ground shaking and secondary hazards(liquefaction and landslides).

Volcanoes cause lava flows, pyroclastic flows, ash falls, gas eruptions, and secondary hazards (lahars, jökulhlaup).

Tsunamis can be caused by sub-marine earthquakes at subduction zones as a result of sea-bed and water columndisplacement.

Enquiry question 2: Why do some tectonic hazards develop into disasters?

Disaster occurrence can be explained by the relationship between hazards, vulnerability, resilience anddisaster.

Definition of a natural hazard and a disaster, the importance of vulnerability and a community’s threshold forresilience, the hazard risk equation.

The Pressure and Release model (PAR) and the complex inter-relationships between the hazard and its widercontext.

The social and economic impacts of tectonic hazards (volcanic eruptions, earthquakes and tsunamis) on thepeople, economy and environment of contrasting locations in the developed, emerging and developing world.

Tectonic hazard profiles are important to an understanding of contrasting hazard impacts, vulnerability andresilience.

The magnitude and intensity of tectonic hazards is measured using different scales (Mercalli, MomentMagnitude Scale (MMS) and Volcanic Explosivity Index (VEI)).

Comparing the characteristics of earthquakes, volcanoes and tsunamis (magnitude, speed of onset and arealextent, duration, frequency, spatial predictability) through hazard profiles.

Profiles of earthquake, volcano and tsunami events showing the severity of social and economic impact indeveloped, emerging and developing countries.

Development and governance are important in understanding disaster impact and vulnerability and resilience.

Inequality of access to education, housing, healthcare and income opportunities can influence vulnerability andresilience.

Governance (local and national government) and geographical factors (population density, isolation andaccessibility, degree of urbanisation) influence vulnerability and a community’s resilience.

Contrasting hazard events in developed, emerging and developing countries to show the interaction of physicalfactors and the significance of context in influencing the scale of disaster.

Enquiry question 3: How successful is the management of tectonic hazards and disasters?

Understanding the complex trends and patterns for tectonic disasters helps explain differential impacts.

Tectonic disaster trends since 1960 (number of deaths, numbers affected, level of economic damage) in thecontext of overall disaster trends; research into the accuracy and reliability of the data to interpret complex trends.

Tectonic mega-disasters can have regional or even global significance in terms of economic and humanimpacts. 2004 Asian tsunami, 2010 Eyafjallajokull eruption in Iceland (global independence) and 2011Japanese tsunami (energy policy))

The concept of a multiple-hazard zone and how linked hydrometeorological hazards sometimes contribute to atectonic disaster (the Philippines).

Theoretical frameworks can be used to understand the predication, impact and management of tectonichazards.

Prediction and forecasting (role of scientists) accuracy depend on the type and location of the tectonic hazard.

The importance of different stages in the hazard management cycle (response, recovery, mitigation,preparedness). (role of emergency planners)

Use of Park’s Model to compare the response curve of hazard events, comparing areas at different stages ofdevelopment.

Tectonic hazard impacts can be managed by a variety of mitigation and adaptation strategies, which vary intheir effectiveness.

Strategies to modify the event include land-use zoning, hazard – resistant design and engineering defences aswell as diversion of lava flows. (role of planners, engineers)

Strategies to modify vulnerability and resilience include hi-tech monitoring, prediction, education, communitypreparedness and adaptation. (F: models forecasting disaster impacts with and without modification)

Strategies to modify loss include emergency, short and longer term aid and insurance (role of NGOs andinsurers) and the actions of affected communities themselves.

PO L ITICS

Areas of Focus/Review – Unit 1 Covered(Tick)

The features of political parties- a shared ideology, a clear leadership structure, a wide range of issues explored, political commitments (Page 24)

The functions of political parties- representation, participation, recruitment, formulating policy, providing government (Pages 24-26)

The current funding of political parties- salary of MPs, short money, sources of funding, legislations related to party funding, potential reforms (Pages 26-27)

Debates surrounding state funding of political parties- representative democracy, disparity of resources, public control, independence of political parties, corruption (Page 28)

The Conservative Party- Traditional and one nation conservatism, Thatcherism and the New Right, the current policies of the Conservative Party in terms of the economy, welfare, law and order and foreign policy (Pages 29-32)

The Labour Party- Old Labour, Social Democracy, New Labour, the current policies of the LabourParty in terms of the economy, welfare, law and order and foreign policy (Pages 33-37)

The Liberal Democrats- Classical liberalism, Modern liberalism, the creation of the Liberal Democrats, the current policies of the Liberal Democrats in terms of the economy, welfare, law and order and foreign policy (Pages 38-40)

Emerging and minor parties- the importance of minor parties in the current system, the policies of the SNP, Green Party and UKIP (Pages 41-44)

Assess changes within the political parties and explain the similarities and differences between policies throughout time

Compare the policies of political parties and explain how similar or different they are

The development of a multi-party system in the UK- understanding of a two party system and a multi-party system, the composition of UK parliaments, the composition of UK governments, the results of recent elections (Pages 44-46)

The reasons that political parties are successful in the UK- the strength of a party's leadership, the unity of a political party, the role of the media (Page 46)

Identify the arguments on both sides of the debate made in the source and select quotations that support these arguments.

Use own knowledge from your understanding of the political context and situation to explain the arguments found in the source.

Compare both sides of the argument found in the source in a balance way through linking factors together and explaining their differences.

Come to an overall judgement using the statements in the source and explain why you have reached this opinion. This requires a consistent argument throughout the essay and rankingof factors.

Areas of Focus/Review – Unit 2 Covered(Tick)

Explain how the Labour government from 1997 reformed the constitution Explain how the coalition government from 2010 reformed the constitution Explain how the Conservative government from 2015 reformed the Evaluate the view that the UK constitutional reforms have been weak Evaluate the view that further constitutional reforms are necessary Evaluate how far reforms since 1997 have improved the UK constitution Evaluate the nature of the UK constitution Evaluate the importance of the five main sources Evaluate how far further devolution is required in the UK Evaluate how far devolution has improved the UK constitution Explain reforms to the House of Lords Evaluate the extent to which electoral reform for the Westminster

elections is necessary Evaluate how far the Human Rights Act needs reform Evaluate the view that the UK needs a codified constitution and a bill of

Explain at least three prerogative powers of the PM Explain at least three sources of PM power Explain at least three ways the PM can control the Cabinet Evaluate how far the PM is powerful Evaluate the powers and limitations of the PM Evaluate how far constitutional reforms have limited the powers of the PM Explain at least three leadership theories (such as spatial leadership) Evaluate how far the PM has and has not become presidential Evaluate the impact of the coalition government on the PM and Cabinet Evaluate how far Cabinet can control the PM Evaluate the impact of the EU on PM power

HISTORY

Name of Paper – American Dream – 2 hours 15 mins

Areas of Focus/Review Cover ed (Tick)

Topic two - The quest for civil rights 1917 – 80- Black American civil rights, legal challenge to direct action 1917 – 55- Life in the South and Northern migration 1917 - 32- Impact of the New Deal, WW2 and Truman presidency- Changing approaches and methods to civil rights 1955 - 68- Emergence of Black Power and King’s northern strategy- Impact of civil rights legislation 1955 – 80- Native American minority rights and campaign 1960 – 80- Hispanic American minority rights and campaign 1960 – 80- Gay rights and campaign 1960 – 80Topic four – The changing quality of life, 1917 – 80- The economic environment: boom, bust and recovery, 1917– 41- The impact of the Second World War- Post-war affluence and growth, 1941–69- Emergence, achievements and limits of the women’s liberation movement- The economic challenges of the 1970s- Changing living standards: fluctuations in the standard of living, 1917–41- The impact of the Second World War and the growth of a consumer society, 1941–60- The impact of antipoverty policies and economic divisions, 1961–80- The reasons for, and the impact of, increased leisure time, 1917–80- The growth of spectator sports- The development, and influence, of a car-owning culture- The development, and influence, of improved air travel

Topic five – Historical interpretation – What impact did the Reagan presidency (1981-89)have on the USA in the years 1981 – 96?- Effect of Reagan’s economic policies- Extent of which ‘big government’ was reduced- Nature and extent of social change- Extent to which the presidency and US politics were revitalised

HISTORY

Name of Paper – South Africa

Length of Paper – 1 hour 30 minutes

Areas of Focus/Review Covered(Tick)

- Life in South Africa in 1948 – race, segregation and discrimination- Life in South Africa in 1948 – Afrikaner culture, the influence of Britain- Reasons for the victory of the National Party 1948- The policies and implementation of Apartheid – laws, pass laws, education- Treason Trial- The rise of African Nationalism 1948 – 59- Revival of the ANC- The Youth League and the Defiance Campaign- The Freedom Charter- Moves to armed struggle – ANC and Umkhonto we Sizwe- Moves to armed struggle – PAC and Poqo- Rivonia Trial and significance for Nelson Mandela- Impact of exile and imprisonment on the ANC and PAC- Strengthening ‘separate development’ 1961 – 68- Developing Bantustans, Vorster’s use of police powers and defence forces- Black consciousness and the Soweto uprising – Steve Biko and SASO- Impact of Steve Biko’s death- ANC – decline in the early 1970s, re-organisation and external legitimacy- Role of Oliver Tambo- Global anti-apartheid movement- Domestic challenges to National Party power 1974 – 83 – problems in the

Bantustans, NP scandal, economic pressure- External pressures on National Party power 1974 – 83 – political

change and liberation in southern Africa. Calls for sanctions, international boycotts- Botha’s reforms

- Negotiations between Botha and Mandela- The failure of Botha’s ‘total strategy’ and the state of emergency- The revolts and protests; strategies and violent tactics 1984 – 7

MEDIA STUDIES

Paper Frameworks

Length of paper: Two hours and fifteen minutes

Areas of Focus Covered(Tick)

Media Language in Newspaper- viewpoint andideologiesMedia Institutions - Technologicalconvergence, ownershipAudiences – Global and national

Representation of gender in audio visual

Context of Media

CORE MATHS

Name of Paper - 1

Length of Paper - 1 hour 30 mins

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

Analysis of data - collection and sampling

Analysis of data - representing numerically including calculating/identifying mean,median, mode, quartiles, percentiles, range, interquartile range, standard deviation and cumulative frequency diagrams.

Analysis of data - representing diagramatically including histograms andcumulative frequency graphs, box and whisker plots, stem-and-leaf diagrams(including back-to-back)Percentages - solving problems involving percentage change, including percentageincrease/decrease, original value problems and simple and compound interest

Annual Equivalent Rate (AER) - savings and investments

Annual Percentage Rate (APR) - student loans and mortages

Graphical representation - create graphs and interpret results from graphs infinancial contexts

Taxation - income tax, National Insurance, Value Added Tax (VAT)

Inflation - Retail Price Index (RPI), Consumer Price Index (CPI)

Financial problems - Setting up, solving and interpreting the solutions to financialproblems, including those that involve compound interest using iterative methods. Currency exchange rates including commissionEstimation - representing a situation mathematically, making assumptions andsimplifications. Evaluating methods and solutions including how they may have been affected by assumptions madeFermi estimation - making fast, rough estimates of quantities which are eitherdifficult or impossible to measure directly

MATHEMATICSName of Paper - Paper 2 Applied

Length of Paper -1 Hour 15 Mins

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

1 Statistical sampling1.1 Understand and use the terms ‘population’ and ‘sample’.

Use samples to make informal inferences about the population. Students will be expected to comment on the advantages and disadvantages associated with a census and a sample.

Understand and use sampling techniques, including simple random sampling and opportunity sampling.

Students will be expected to be familiar with: simple random sampling, stratified sampling, systematic sampling, quota sampling and opportunity (or convenience) sampling.

Select or critique sampling techniques in the context of solving a statistical problem, including understanding that different samples can lead to different conclusions about the population.

2 Data presentation and interpretation2.1 Interpret diagrams for single-variable data, including understanding that area in a

histogram represents frequency.Students should be familiar with histograms, frequency polygons, box and whisker

plots (including outliers) and cumulative frequency diagrams.Connect to probability distributions

2.2 Interpret scatter diagrams and regression lines for bivariate data, including recognition of scatter diagrams that include distinct sections of the population Students should be familiar with the terms ‘explanatory (independent)’ and

‘response (dependent)’ variables.Use of interpolation and the dangers of extrapolation. Variables other than x and y may be used.Understand informal interpretation of correlation.

Use of terms such as ‘positive’, ‘negative’, ‘zero’, ‘strong’ and ‘weak’ areexpected.

Understand that correlation does not imply causation.2.3 Interpret measures of central tendency and variation, extending to standard deviation.

Data may be discrete, continuous, grouped or ungrouped. Understanding and use of coding.Measures of central tendency: mean, median, mode.Measures of variation: variance, standard deviation, range and interpercentile ranges.Use of linear interpolation to calculate percentiles from grouped data is expected.Be able to calculate standard deviation, including from summary statistics.

2.4 Recognise and interpret possible outliers in data sets and statistical diagrams.Any rule needed to identify outliers will be specified in the question.

Select or critique data presentation techniques in the context of a statisticalproblem.

Students will be expected to draw simple inferences and give interpretations to measures of central tendency and variation

Be able to clean data, including dealing with missing data, errors and outliers.3 Probability3.1 Understand and use mutually exclusive and independent events when calculating

probabilities.Venn diagrams or tree diagrams may be used. Link to discrete and continuous distributions

4 Statistical distributions4.1 Understand and use simple, discrete probability distributions including the binomial

distribution, as a model;calculate probabilities using the binomial distribution.

5 Statistical hypothesis testing5.1 Understand and apply the language of statistical hypothesis testing, developed through a

binomial model: null hypothesis, alternative hypothesis, significance level, test statistic, 1-tail test, 2-tail test, critical value, critical region, acceptance region, p-value.An informal appreciation that the expected value of a binomial distribution is given by

np may be required for a 2-tail test.5.2 Conduct a statistical hypothesis test for the proportion in the binomial distribution

and interpret the results in context.Understand that a sample is being used to make an inference about the population and

Hypotheses should be expressed in terms of the population parameter p appreciate that the significance level is the probability of incorrectly rejecting the null hypothesis

6 Quantities and units in mechanics6.1 Understand and use fundamental quantities and units in the S.I. system: length, time, mass.

Understand and use derived quantities and units: velocity, acceleration, force, weight

7 Kinematics7.1 Understand and use the language of kinematics: position; displacement;

distance travelled; velocity; speed; acceleration.7.2 Understand, use and interpret graphs in kinematics for motion in a straight line:

displacement against time and interpretation of gradient; velocity against time and interpretation of gradient and area under the graph.Understand and use suvat formulae for constant acceleration in 2D.

7.3 Understand, use and derive the formulae for constant acceleration for motion in a straight line.Understand and use suvat formulae for constant acceleration in 2D.

7.4 Use calculus in kinematics for motion in a straight line

8 Forces and Newton’s laws8.1 Understand the concept of a force; understand and use Newton’s first law.

Normal reaction, tension, thrust or compression, resistance.

8.2 Understand and use Newton’s second law for motion in a straight line (restricted to forces in two perpendicular directions or simple cases of forces given as 2-D vectors).Problems will involve motion in a straight line with constant acceleration in

scalar form, where the forces act either parallel or perpendicular to the motion.Problems will involve motion in a straight line with constant acceleration in

vector form, where the forces are given in i − j form or as column vectors.8.3 Understand and use weight and motion in a straight line under gravity;

gravitational acceleration, g, and its value in S.I. units to varying degrees of accuracy. The default value of g will be 9.8 m s−2 but some questions may specify another value,

8.4 Understand and use Newton’s third law; equilibrium of forces on a particle and motion in a straight line; application to problems involving smooth pulleys and connected particles

M ATHEMATICSName of Paper - Paper 3 Modelling with Algorithms

Length of Paper - 1 hour 15

Areas of Focus/Review - Please be as descriptive as possible.

A lg o ri t h ms Understand that an algorithm is a finite sequence of operations for carrying out a procedure or solving a problem.Understand that an algorithm can be the basis for a computer program.Be able to interpret and apply algorithms presented in a variety of formats. Be able to repair, develop and adapt given algorithmsUnderstand and be able to use the basic ideas of algorithmic complexity and be able to analyse thecomplexity of given algorithms.Know that complexity can be used, among other things, to compare algorithms. Understand that algorithms can sometimes be proved correct or incorrect. Understand and know the importance of heuristics-----So r t i n g a l g o r i t h ms Know and be able to use the quick sort algorithm.Be able to apply other sorting algorithms which are specified.Be able to count the number of comparisons and/or swaps needed in particular applications of sorting algorithms, and relate this to complexityBe able to reason about a given sorting algorithm-----P a c king al g o ri t h ms Know and be able to use first fit and first fit decreasing packing algorithms and full bin strategiesBe able to count the number of comparisons needed in particular applications of packing algorithms, and relate this to complexity. -----N e t w o r ks an d g r aph s Understand and be able to use graphs and associated language. Be able to model problems by using graphsUnderstand that a network is a graph with weighted arcs. Be able to model problems by using networks. ----- Kr us kal ’s , Pr im’s and Dij kstr a’s al g ori thms Be able to solve minimum connector problems using Kruskal’s and Prim’s algorithms. Model shortest path problems and solve using Dijkstra’s algorithm.Know and use the fact that Kruskal’s, Prim’s and Dijkstra’s algorithms have quadratic complexity----Cr i t i c a l p at h a n a l ys i s

Model precedence problems with an activity-on-arc network

Use critical path analysis and be able to interpret outcomes, including implications for criticality.

Be able to analyse float (total, independent and interfering), resourcing and scheduling.-

N e t w o r k f l o w s Be able to use a network to model a transmission systemBe able to specify a cut and calculate its capacity.Understand and use the maximum flow/ minimum cut theorem---Solvi ng netw or k probl ems usi ng tec hnol ogyUnderstand that network algorithms can be explored, understood and tested in cases in which the algorithm can be run by hand, but for practical problems the algorithm needs to be formulated in a way suitable for computing power to be applied----For mulati ng a pr obl emUnderstand and use the language associated with linear programmingBe able to identify and define variables from a given problem. Be able to formulate a problem as a linear program.Be able to recognise when an LP is in standard form.Be able to use slack variables to convert an LP in standard form to augmented form. Recognise when an LP requires an integer solution.Be able to formulate a range of network problems as LPs.----Gr aphic al s ol uti on of an LPBe able to graph inequalities in 2-D and identify feasible regions. Be able to recognise infeasibilityBe able to solve a 2-D LP graphicallyBe able to consider the effect of modifying constraints or the objective function. Be able to solve simple 2-D integer LP problems graphicallyBe able to use a visualisation of a 3-D LP to solve it.Be able to reduce a 3-D LP to a 2-D LP when one constraint is an equality----Si mplex m ethodBe able to use the simplex algorithm on an LP in augmented form. Understand the geometric basis for the simplex method.----Si mplex and non-standar d for mRecognise that if an LP includes >= constraints then the two-stage simplex method may be used;understand how this method works and be able to set up the initial tableau in such cases.Be able to reformulate an equality constraint as a pair of inequality constraints.Recognise that if an LP has variables which may take negative values or requires the objective function to be minimised then some initial reformulation is required before the simplex algorithm may be applied.----Use of s oftw ar eUnderstand that some LPs can be solved using graphical techniques or the simplex method, but for practical problems computing power needs to be applied.Know that a spreadsheet LP solver routine, or other software, can solve an LP given in standard form or, in some cases, in nonstandard form.Be able to interpret the output from a spreadsheet optimisation routine, or other software, for thesimplex method or ILPs.-

MATHEMATICS

Name of Paper - Paper 1 PureLength of Paper - 2 Hours

Areas of Focus/Review - Please be as descriptive as Covered(Tick)

ProofUnderstand and use the structure of mathematical proof, proceeding from given assumptions through a series of logical steps to a conclusion; use methods of proof, including: Examples of proofs:Proof by deductionProof by exhaustionDisproof by counter example.Algebra and functionsUnderstand and use the laws of indices for all rational exponents. Use and manipulate surds, including rationalising the denominator. Work with quadratic functions and their graphs.Solve simultaneous equations in two variables by elimination and by substitution, including one linear and one quadratic equation.Solve linear and quadratic inequalities in a single variable and interpret such inequalities graphically,Manipulate polynomials algebraically, including expanding brackets and collecting like terms, factorisation and simple algebraic division;use of the factor theorem.Understand and use graphs of functions;Understand the effect of simple transformations on the graph of y = f(x), including sketching associated graphs: y = af(x), y = f(x) + a, y = Coordinate geometry in the (x,y) planeUnderstand and use the equation of a straight line, including the forms y – y1 = m(x – x1)and ax + by + c = 0;To include the equation of a line through two given points, and the equation of a line parallel (or perpendicular) to a given line through a given point.Be able to use straight line models in a variety of contexts. For example, the line for converting degrees Celsius to degrees Fahrenheit, distance against time for constant speed, etc.Understand and use the coordinate geometry of the circle including using the equation ofa circle in the form ( x – a) 2 + (y – b) 2 = r2Completing the square to find the centre and radius of a circle; use of the following properties:● the angle in a semicircle is a right angle● the perpendicular from the centre to a chord bisects the chord Students

● the radius of a circle at a given point on its circumference is perpendicular to the tangentto the circle at that point.Sequences and seriesUnderstand and use the binomial expansion of (a+ bx) n for positive integer n; the notations n! and r n C link tTrigonometryUnderstand and use the definitions of sine, cosine and tangent for all arguments;the sine and cosine rules;the area of a triangle in the formUse of x and y coordinates of points on the unit circle to give cosine and sine respectively, including the ambiguous case of the sine rule.Understand and use the sine, cosine and tangent functions; their graphs, symmetries and periodicity.Understand and use sinθ/cosθ=tanθ and Understand and use sin^2θ +cos^2θ

= 1Exponentials and logarithms

Know and use the function a^x and its graph, where a is positive andKnow and use the function e^x and its graphUnderstand the difference in shape between a < 1 and a > 1Know that the gradient of e^kx is equal to ke^kxHence understand why the exponential model is suitable in many applications.Realise that when the rate of change is proportional to the y value, an exponential model should be used.Know and use the definition of log ax as the inverse of a^x , where a is positive and x > 0Know and use the function lnx and its graph a ≠ 1Know and use lnx as the inverse function of e^x Understand and use the laws of logarithms: Solve equations of the form a^x = bUse logarithmic graphs to estimate parameters in relationships of the form y = ax^n and y= kb^x , given data for x and yPlot log y against log x and obtain a straight line where the intercept is log a and the gradient is nPlot log y against x and obtain a straight line where the intercept is log k and the gradient is log bUnderstand and use exponential growth and decay;use in modelling (examples may include the use of e in continuous compound interest, radioactive decay, drug concentration decay, exponential growth as a model for population growth);DifferentiationUnderstand and use the derivative of f(x) as the gradient of the tangent to the graph of y =f(x) at a general point (x, y);The gradient of the tangent as a limit; Interpretation as a rate of changeKnow that dy/dxis the rate of change of y with respect to x

derivative.Sketching the gradient function for a given curveDifferentiation from first principles for small positive integer powers of xUnderstand and use the second derivative as the rate of change of gradient.Use the condition f″(x) > 0 implies a minimum and f″(x) < 0 implies a maximum for points where f′(x) = 0Differentiate x^n , for rational values of n, and related constant multiples, sums anddifferences.Apply differentiation to find gradients, tangents and normals,Use of differentiation to find equations of tangents and normals at specific points on a curve.Use of differentiation to find maxima and minima and stationary points.IntegrationKnow and use the Fundamental Theorem of Calculus. Integration as the reverse process of differentiation.Students should know that for indefinite integrals a constant of integration is required.Integrate x^n (excluding n = −1) and related sums, differences and constant multiples. Given f ′(x) and a point on the curve, Students should be able to find an equation of the curve in the form y = f(x).VectorsUse vectors in two dimensions. Students should be familiar with column vectors and with the use of i, and j unit vectors.Calculate the magnitude and direction of a vector and convert between component form and magnitude/direction form.Students should be able to find a unit vector in the direction of a, and be familiar with the notationAdd vectors diagrammatically and perform the algebraic operations of vector addition and multiplication by scalars, and understand their geometrical interpretations.The triangle and parallelogram laws of addition. Parallel vectors.Understand and use position vectors;Calculate the distance between two points represented by position vectors.Use vectors to solve problems in pure mathematics and in context, (including

MATHEMATICSName of Paper - Paper 1 Pure

Length of Paper -1 hour 15

Areas of Focus/Review - Please be as descriptive as possible.-Covered (Tick)Matrices a nd tra nsfor mat ion sBe able to add, subtract and multiply conformable matrices, and to multiply a matrix by a scalar Understand and use the zero and identity matrices, understand what is meant by equal matrices Know that matrix multiplication is associative but not commutativeBe able to find the matrix associated with a linear transformation and vice versa.2-D transformations include the following. Reflection in the x and y axes and in y=±xRotation centre the origin through an angle θ (counter clockwise positive)Enlargement centre the originStretch parallel to x or y axesShear x or y axis fixed, shear factor3-D transformations will be confined to reflection in one of x=0, y=0, z=0 or rotation of multiples of90º about x, y or z axisUnderstand successive transformations in 2-D and the connection with matrix multiplicationKnow the meaning of, and be able to find, invariant points…and invariant lines for a linear transformation------

In t ro to Co m p l e x N u m b ers Understand the language of complex numbers (real part, imaginary part, complex conjugate, real axis, imaginary axis)Be able to solve any quadratic equation with real coefficientsKnow that the complex roots of polynomial equations with real coefficients occur in conjugate pairsBe able to add, subtract, multiply……and divide complex numbers given in the form x+yi, x and y realUnderstand that a complex number is zero if and only if both the real and imaginary parts are zero. Be able to represent and interpret complex numbers and their conjugates on an Argand diagram. Be able to represent the sum and difference of two complex numbers on an Argand diagram.-------

Roo ts o f Pol yno mialsUnderstand and use the relationships between the roots and coefficients of quadratic……cubic…and quartic equationsBe able to form a new equation whose roots are related to the roots of a given quadratic……cubic……or quartic equation by a linear transformation.Know that the complex roots of polynomial equations with real coefficients occur in conjugate pairs. Be able to solve cubic or quartic equations with real coefficients.-----

Sequ e nces a nd seri e s Be able to use standard formulae for… , ……and the method of differences to sum seriesBe able to construct and present a proof using mathematical induction for given results for the formula for the nth term of a sequence, the sum of a series or the nth power of a matrix.-------

Com plex N um b ers a nd Ge ome t r yUnderstand the language of complex numbers (modulus, argument) Be able to use radians in the context of complex numbersBe able to represent a complex number in modulus-argument form. Be able to convert between the formsz=x+yi and z=r(cosθ+isinθ) where r is the modulus and θ is the argument of the complex number.Be able to multiply and divide complex numbers in modulus-argument formBe able to represent the product and quotient of two complex numbers on an Argand diagram. Be able to represent and interpret sets of complex numbers as simple loci on an Argand diagram. Circles of the form |z−a|=rHalf lines of the form arg(z−a)=θ. Lines of the form |z−a|=|z−b|.Regions defined by inequalities based on the above e.g. |z−a|<r.Intersections and unions of these.------

Matrices a nd th eir in verse sBe able to calculate the determinant of a 2x2 matrix and a 3x3 matrix. Know the meaning of the terms singular and nonsingular as applied to matrices.(With a calculator for 3x3 matrices. A singular square matrix is non-invertible and therefore has determinant zero.)Know that the magnitude of the determinant of a 2x2 matrix gives the area scale factor of the associated transformation, and understand the significance of a zero determinant. Interpret the sign of a determinant in terms of orientation of the image. (E.g. Quadrilateral ABCD is labelled clockwise and transformed in 2-D; a negative determinant for the transformation matrix means that the labelling on the image A’B’C’D’ is anticlockwise.)Know that the magnitude of the determinant of a 3x3matrix gives the volume scale factor of the associated transformation, and understand the significance of a zero determinant. Interpret the sign of a determinant in terms of orientation of the image. (The sign of the determinant determines whether the associated transformation preserves or reverses orientation (‘handedness’). E.g. If a triangle ABC is labelled clockwise when seen from point S, then for a negative determinant, the triangle A’B’C’ is anti-clockwise when seen from S’)Know that det (MN) =detM xdetN and the corresponding result for scale factors of transformations. (Scalefactors in 2-D only.)Understand what is meant by an inverse matrix.Be able to calculate the inverse of a non-singular 2x2 matrix or 3x3 matrix. (With a calculator for 3x3 matrices. det(A-1) = 1/detA)Be able to use the inverse of a non-singular 2x2 or 3x3 matrix. Relate the inverse matrix to the corresponding inverse transformation. (E.g. to solve a matrix equation and interpret in terms of transformations: find the pre-image of a transformation.)Understand and use the product rule for inverse matrices. (AB)-1 = B-1A-1-

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Vectors a nd 3 D space -Know how to calculate the scalar product of two vectors, and be able to use the two forms of the scalar product to find the angle between two vectors.(Including test for perpendicular vectors.)Be able to form and use the vector and cartesian equations of a plane. Convert between vector and cartesian forms for the equation of a plane.Know that a vector which is perpendicular to a plane is perpendicular to any vector in the plane. (If a vector is perpendicular to two nonparallel vectors in a plane, it is perpendicular to the plane.)4 Know the different ways in which three distinct planes can be arranged in 3-D space. (If two planes are parallel the third can be parallel or cut the other two in parallel lines; if no pair is parallel the planes can intersect in a point, form a sheaf or form a prismatic intersection.)Be able to solve three linear simultaneous equations in three variables by use of the inverse of the corresponding matrix. Interpret the solution or failure of solution geometrically in terms of the arrangement of three planes. Be able to find the intersection of three planes when they meet in a point. (Inverse obtained using a calculator. If the corresponding matrix is singular, learners should know the possible arrangements of the planes; they will be given extra information or guidance if required to distinguish between these arrangements.)Know that the angle between two planes can be found by considering the angle between their normals. (The angle between two non-perpendicular planes is the acute angle between them.)-

MATHEMATICS

Name of Paper - Paper 2 Applied – 1 Hour 15 mins

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

1 Statistical sampling1.1 Understand and use the terms ‘population’ and ‘sample’.

1.1.1 Use samples to make informal inferences about the population. Students will be expected to comment on the advantages and disadvantages associated with a census and a sample.1.1.2 Understand and use sampling techniques, including simple random sampling and opportunity sampling.1.1.3 Students will be expected to be familiar with: simple random sampling, stratified sampling, systematic sampling, quota sampling and opportunity (or convenience) sampling.1.1.4 Select or critique sampling techniques in the context of solving a statistical problem, including understanding that different samples can lead to different conclusions about the population.

2 Data presentation and interpretation2.1 Interpret diagrams for single-variable data, including understanding that area in a

histogram represents frequency.2.1.1 Students should be familiar with histograms, frequency polygons, box and whisker plots (including outliers) and cumulative frequency diagrams.2.1.2 Connect to probability distributions

2.2 Interpret scatter diagrams and regression lines for bivariate data, including recognition of scatter diagrams that include distinct sections of the population2.2.1 Students should be familiar with the terms ‘explanatory (independent)’and ‘response (dependent)’ variables.2.2.2 Use of interpolation and the dangers of extrapolation.2.2.3 Variables other than x and y may be used.2.2.4 Understand informal interpretation of correlation.2.2.4.1 Use of terms such as ‘positive’, ‘negative’, ‘zero’, ‘strong’ and ‘weak’ areexpected.2.2.5 Understand that correlation does not imply causation.

2.3 Interpret measures of central tendency and variation, extending to standard deviation.2.3.1 Data may be discrete, continuous, grouped or ungrouped.2.3.2 Understanding and use of coding.2.3.3 Measures of central tendency: mean, median, mode.2.3.4 Measures of variation: variance, standard deviation, range and interpercentile ranges.2.3.5 Use of linear interpolation to calculate percentiles from grouped data is expected.

2.3.6 Be able to calculate standard deviation, including from summarystatistics.2.4 Recognise and interpret possible outliers in data sets and statistical diagrams.Any rule needed to identify outliers will be specified in the question.2.4.1 Select or critique data presentation techniques in the context of a statistical problem.2.4.2 Students will be expected to draw simple inferences and giveinterpretations to measures of central tendency and variation2.4.3 Be able to clean data, including dealing with missing data, errors and outliers.

3 Probability3.1 Understand and use mutually exclusive and independent events when calculating

probabilities.3.1.1 Venn diagrams or tree diagrams may be used.3.1.2 Link to discrete and continuous distributions

4 Statistical distributions4.1 Understand and use simple, discrete probability distributions including the

binomial distribution, as a model;4.1.1 calculate probabilities using the binomial distribution.

5 Statistical hypothesis testing5.1 Understand and apply the language of statistical hypothesis testing, developed

through a binomial model: null hypothesis, alternative hypothesis, significance level, test statistic, 1-tail test, 2-tail test, critical value, critical region, acceptance region, p-value.5.1.1 An informal appreciation that the expected value of a binomial distribution is given by np may be required for a 2-tail test.

5.2 Conduct a statistical hypothesis test for the proportion in the binomial distribution and interpret the results in context.5.2.1 Understand that a sample is being used to make an inference about thepopulation and Hypotheses should be expressed in terms of the population parameter p appreciate that the significance level is the probability of incorrectly rejecting the null hypothesis

6 Quantities and units in mechanics6.1 Understand and use fundamental quantities and units in the S.I. system: length, time,

mass.6.1.1 Understand and use derived quantities and units: velocity, acceleration, force, weight

7 Kinematics7.1 Understand and use the language of kinematics: position; displacement; distance

travelled; velocity; speed; acceleration.7.2 Understand, use and interpret graphs in kinematics for motion in a straight line:

displacement against time and interpretation of gradient; velocity against time and interpretation of gradient and area under the graph.7.2.1 Understand and use suvat formulae for constant acceleration in 2D.

7.3 Understand, use and derive the formulae for constant acceleration for motion in a straight line.7.3.1 Understand and use suvat formulae for constant acceleration in 2D.

7.4 Use calculus in kinematics for motion in a straight line

8 Forces and Newton’s laws8.1 Understand the concept of a force; understand and use Newton’s first law.

Normal reaction, tension, thrust or compression, resistance.8.2 Understand and use Newton’s second law for motion in a straight line (restricted

to forces in two perpendicular directions or simple cases of forces given as 2-D vectors).8.2.1 Problems will involve motion in a straight line with constantacceleration in scalar form, where the forces act either parallel or perpendicular to the motion.8.2.2 Problems will involve motion in a straight line with constant acceleration in vector form, where the forces are given in i − j form or as column vectors.

8.3 Understand and use weight and motion in a straight line under gravity; gravitational acceleration, g, and its value in S.I. units to varying degrees of accuracy. The default value of g will be 9.8 m s−2 but some questions may specify another value,

8.4 Understand and use Newton’s third law; equilibrium of forces on a particle and motion in a straight line; application to problems involving smooth pulleys and connected particles

MATHEMATICS

Name of Paper - Paper 2 Numerical Methods

Length of Paper - 1 hour 15

Areas of Focus/Review - Please be as descriptive as possible. Covered (Tick)

Use of spreadsheets and calculators

Be able to use a spreadsheet to implement the methods in this unit and to explore associated ideas.

Be able to interpret the output from a spreadsheet.

Be able to use the iterative capability of a calculator.

Know how to calculate errors in sums, differences, products and quotients.

Know the meaning of absolute and relative error.

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Error propagation by arithmetical operations and by functions

Know how to calculate the error in f( )x when there is an error in x.

Understand the effects on errors of changing the order of a sequence of operations.

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Errors in the representation of numbers: rounding; chopping

Understand that computers represent numbers to limited precision.

Understand the consequences of subtracting nearly equal quantities.

Understand rounding and chopping and their consequences, including for calculations.

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Order of convergence and order of method

Understand convergence and divergence when applied to sequences.

Understand the order of convergence of an iterative sequence and the order of a method.

Be able to comment on these given outputs from a spreadsheet

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Improving a solution

Be able to use error analysis to produce an improved solution.

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Bisection method; False Position (linear interpolation); Secant method; Fixed point iteration; NewtonRaphson method

Understand the graphical interpretations of these methods.

Be able to solve equations to any required degree of accuracy using these methods

Understand the relative computational merits and possible failure of these methods.

Know that fixed point iteration generally has first order convergence, Newton-Raphson generally has second order convergence.

Understand and be able to apply relaxation to a fixed point iteration: to accelerate convergence; to convert a divergent sequence to a convergent sequence.

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Forward difference method; Central difference method

Be able to estimate a derivative using the forward and central difference methods with a suitable value (or sequence of values) of h

Have an empirical and graphical appreciation of the greater accuracy of the central difference method.

Know that the forward difference method is generally a first order method and that the central differencemethod is generally a second order method.

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Midpoint rule; trapezium rule; Simpson’s rule

Be able to evaluate a given definite integral to any desired degree of accuracy using these methods.

The relationship between methods

Know that, generally, the midpoint and trapezium rules are second order methods and Simpson’s rule is afourth order method.

Understand the development of Simpson’s rule from the midpoint and trapezium rules

Newton’s forward difference interpolation method

Be able to use Newton’s forward difference interpolation formula to reconstruct polynomials and toapproximate functions.

Lagrange’s form of the interpolating polynomial

Be able to construct the interpolating polynomial of degree n given a set of n + 1 data points

PHYSICS

UN IT 1

Measurements and their errors

FundamentalBase Units

SI UnitsSI Prefixes

Convert

Can you name the units for mass, length, time, temperature, electric current and weight?

Can you express these prefixes in standard form?T, G, M, k, c, m, μ, n, p, f

Can you convert between different units of the same quantity? E.g. eV to Joules

Limits of physical measurements

Precision Repeatability Reproducibility Resolution

AccuracyUncertainty

Absolute, Percentage and fractionalCombining uncertainties

Can you explain the difference between random and systematic errors?

Can you explain the terms precise and accurate?

Can you decide the uncertainty of a measurement based on its smallest scale?

Can you calculate the percentage uncertainty for a given measurement?

Particles Constituents Relative Mass Atomic Number Specific Charge Nuclide Notation IsotopesMass Charge Electron Proton NeutronAtomic Mass UnitIons

Can you describe a simple model of the atom?

Can you explain the difference between an atom, ion and

isotope? Can you write a decay formula using nuclide

notation?

Can you calculate the specific charge of a given ion, nuclei or

particle? Can you recall the units for specific charge?

Can you identify the atomic mass unit for a given element?Stable and unstable nuclei The Strong Nuclear Force Stability

Femtometres Alpha decay Beta decay Gamma decay

Can you explain the role of the Strong Nuclear Force?

Can you describe how its action changes over a specific range from 0.5 fm to 3 fm?

Can you describe what causes alpha, beta and gamma decay?

Repulsion Attraction NeutrinoConservation of Energy

Can you explain the need for neutrinos in beta decay?

Can you draw a diagram of the influence of the Strong Nuclear Force?

Particles and RadiationParticleAnti-particle

Positron Anti-proton Anti-neutron Anti-neutrino

Rest Energy Planck’s Constant AnnihilationPair Production

Can you write decay equations for alpha, beta – and beta +

decay? Can you name the corresponding antiparticles for

protons, electronsand neutrons?

Can you calculate the rest energy for a particle/anti-particle pair?

Can you use Planck’s law to find the energy of a high frequencyphoton?

Particle InteractionsElectron CaptureElectron-Proton CollisionW+, W- boson exchange particles. Electron RepulsionFeynman diagramsInteraction

Weak InteractionB-, B+ Decay

Electromagnetic force

Can you recall the correct exchange particle for each type of

decay? Can you draw Feynman diagrams for each type of

interaction?

Can you recall the direction that the boson acts in each decay?

Can you recall which particles are affected by the weak interactionand which aren’t?

Can you name the exchange particle for the electromagnetic Classifying ParticlesHadronBaryon

Meson Lepton Pion Kaon

MuonCosmic Ray Showers Muon decay Strangeness

ChargeBaryon number

Can you describe the difference between Hadrons and

Leptons? Can you name the Hadron and Leptons and their

sub groupsof Mesons and Baryons?

Can you explain where Strange particles are

produced? Can you explain why strangeness is not

always conservedin a weak interaction?

Can you recall what Muons decay into?Quarks and Anti-Quarks

UpCan you state the quark configurations of the baryons, mesons and their antiparticles?

Down Strange Anti-quark

Quark CharacterConservation laws

Can you state the change in quark character in beta

decay? Can you check that the conservation laws for

Baryon, Lepton,Charge and Strangeness are conserved in an interaction?

Photoelectric effect Work function Photoelectric equation

Electron VoltJoules

IonisationExcitation

FluorescenceLine Spectra

Discrete energy levels

Can you explain what the work function is for an atom?

Can you calculate the work function for an atom and express it in Joules or eV?

Can you explain how a fluorescent bulb works using ideas about ionisation and excitation?

Can you explain why line spectra are evidence of transitions between discrete energy levels in atoms?

Can you describe the photoelectric effect in a 6 mark written description?

Wave-Particle Duality

Electron diffractionWave propertiesDe Broglie WavelengthMomentum

Can you explain why electron diffraction suggests that electrons have a wave like nature?

Can you calculate the De Broglie wavelength for a given particle?

Charge and CurrentCoulombs Amperes Ohms

Can you define electrical current and potential

difference? Can you define resistance using Ohms

law?Current/Voltage Characteristics

Ohmic conductorSemiconductor diode

Filament LampOhms law

Ideal instrumentsAmmeter

Voltmeter

Can you describe the behaviour of an Ohmic conductor at room temperature?

Can you draw graphs to show the behaviour of semiconductor diodes and lamps V-I curves?

Can you describe the ideal assumptions we make about ammeters and voltmeters?

Can you use Ohms law to calculate the value for Current, Voltage or Resistance in a circuit?

Resistivity

TemperatureCan you calculate the resistivity of a material using the appropriate formula?

SuperconductivityCritical Temperature Can you explain the conditions where superconductivity occur? Thermistors

ApplicationsStrong electromagnets

Energy loss in electrical transmission

Can you state what the critical temperature is for a material and explain what a negative coefficient means?

Can you explain why superconductors are useful giving some applications?

Circuits

Resistor calculationsSeries

ParallelEnergy

Starter motorsConservation of charge

Potential DividersVariable Resistors

Can you reduce a set of resistors in series and parallel into an equivalent circuit?

Can you explain why a high current is needed for a starter motor in a car?

Can you explain how a potentiometer can be used to vary the voltage across a load?

Can you explain how a thermistor, LDR and variable resistor can function in a potential divider circuit?

Light Dependent Resistors Can you calculate the emf of a circuit including its internal resistance? Thermistors

PotentiometersElectromotive force

Internal Resistance

Can you describe situations where high emf and low internal resistance are important such as in car batteries?

Can you perform calculations for circuits where the internal resistance is not zero?

Uni t 2

MotionScalars and Vectors Can you add vectors together? AdditionSubtraction Can you define the difference between a scalar and a vector?Equilibrium

Resolution

Can you resolve (calculate) missing forces on a beam if it is in equilibrium?

MomentsForce Can you define a moment? PerpendicularPrinciple of moments Can you calculate the moment of a force around a pivot?Centre of mass

BalancedTorque

Can you identify the centre of mass for a uniform beam and find its weight using its mass?

Can you

define the principle of moments and use it to find

the forces on a beam?

Motion in a straight lineCan you interpret a velocity-time graph highlighting when an objectis accelerating, decelerating, stationary, or moving at a constant speed.

Can you calculate the instantaneous speed of a moving object from a velocity-time graph?

Can you calculate the average speed or acceleration of an object from a velocity-time graph?

Can you explain what is meant by Terminal Speed and the conditions required for this to happen using ideas about forces?

Can you use a variety of SUVAT formulas to calculate missing values in different scenarios?

Can you interpret a displacement-time graph and

DisplacementSpeed

VelocityAcceleration

Velocity-time graphsUniform

SUVAT equationsTerminal Speed

GradientAcceleration due to gravity (g)

ms-2

Deceleration

Projectile Motion

Vertical motionCan you use the SUVAT equations or acceleration equation tosolve how far an object will fall or travel horizontally within a given sce

Can you describe the effect of friction on a moving object but remember that friction is usually ignored in the test questions?

Can you recall the relationship that the air resistance for an object is equal to the velocity squared?

Can you recall that the horizontal motion of a projectile is independent of the vertical motion, and explain

Horizontal motion

FrictionLift

DragAir Resistance = Velocity2

Trajectory

Newton’s laws of motionCan you define Newton’s three laws of motion?

Can you use the relationship F= m.a to find the force, mass or acceleration of a moving object?

Can you draw a graph of velocity-time data and interpret

Can you calculate the Resultant force acting on an object?

Three laws of motionF = m.a

Equal and opposite forcesForces acting on an objectBalancedUnbalancedConstant massResultant

MomentumMass

n

Can you define momentum and give the units?

VelocityCan you calculate the momentum of an object?

Can you explain what happens to momentum during an elastic and an inelastic collision?

Can you describe the difference between an elastic and inelastic collision?

Can you describe and show mathematically how momentum is conserved in collisions?

Rate of change of momentumImpulse

Force-time graphsImpact forces

Elastic CollisionInelastic Collision

Conservation of momentum

Work, Energy and PowerCan you calculate the work done using the relationship Fcosθ?

Can you calculate the rate of energy being transferred using P = ∆W?

Can you calculate the efficiency and percentage efficiency of a

system? Can you recall what the area under a force-

displacement graphgives us?

Can you recall how energy is conserved when an object transfers it from one use to another?

Energy TransfersWork doneEfficiencyArea under displacement-time graphPercentage efficiencyEnergy conservation

Gravitational Potential EnergyJoules

Kinetic EnergyPower

Properties of SolidsCan you calculate the density of a material?

Can you describe the difference between stress and strain?

Can you describe the features on a characteristic curve for stress and strain on a material?

DensityHooke’s lawTensile Stress and StrainElastic Stress and Stain

Plastic behaviourBrittlenessElastic limitYoung Modulus

Can you calculate the Young Modulus for a material?

Can you identify on a graph the area where the materialbehaves according to Hooke’s law?

Can you recall the units for stress and strain?

Energy storedFracture

Kinetic EnergyPotential EnergyUnits of stressPascal’s

WavesOscillationMedium

Can you describe what a progressive wave is?

AmplitudeWavelength

SpeedPath difference

PhaseSpeed of light

Frequency

PolarisationCan you give the characteristics of Transverse waves?

Can you explain how the direction of particle movement in a wave is related to the direction that energy travels along it?

Can you explain what a polarising material is?

Can you explain why aerials need to be aligned a certain way in order to receive a signal?

Polarising materialsTransverse waves only

PolaroidTransmitterReceiverVacuum

Alignment of aerials

Stationary WavesCan you identify the points on a wave where you would find nodes and anti-nodes?

Can you describe how a stationary wave is

formed? Can you explain what a harmonic is?

NodesAnti-nodesFirst HarmonicFrequencyAmplitudeFundamental frequency

RefractionCan you calculate the refractive index for a given transparent

material? Can you describe the conditions needed for total

internal reflection?

Can you explain the function of the core and the cladding of apiece of optical fibre?

Can you calculate the critical angle of a material?

Refractive indexTotal internal reflectionCoreCladding

Optical fibreCritical Angle

Can you define path difference?

Can you use the relationships between wavelength and speed to find the frequency of a wave?

Can you explain the difference between a transverse and a longitudinal wave?

Can you describe the behaviour of a particle at any point on a transverse or longitudinal wave?

PSYCHOLOGY

Name of Paper – Paper 1 Foundations in Psychology

Length of Paper – 1 x 2 hours (tbc)

Areas of Focus/Review Covered(Tick)

Social Psychology

Assumptions

Obedience: definition, theories, research

Prejudice: definitions, theories, research

Key question

Key studies

Methodology

Practical

Issues and debates

Individual differences and developmental psychology

Cognitive Psychology

Assumptions

Memory - definition, models of memory, individual differences within memory

The impact of Alzheimer’s on older people and the effects on theirmemory

Key Studies

Key question

Methodology

Practical

Quantitative data analysis (the maths part etc)

Decision-making and interpretation of inferential statistics

Issues and debates

Biological Psychology

The CNS and neurons

The function of neurotransmitters, synaptic transmission

The effect of recreational drugs on the transmission process

The bio explanation of aggression (re the brain)

The evolutionary explanation of aggression

The hormonal explanation of aggression

Raine et al 1997

Brendgen et al 2005

Learning Theories

Assumptions

Classical conditioning and Pavlov’s Dogs

Watson and Rayner 1920

Operant conditioning

Social Learning Theory

Bandura’s 3 bobo doll studies

Learning theories as explanations of phobias

Behaviour therapy to treat phobias

Capafons et al 1998

Key question: Can behaviour therapies be used to treat the fear of flying?

You must know ALL the content for Social and Cognitive Psychology.

You must know the content listed above for Biological Psychology and Learning Theories.

The paper will have a mixture of data response, short mark questions and extended response (8 and 12 mark questions).

Please see MyPLC for full details of what you must learn.

SO CIO L OG

Y

Education: (see MyPLC for detailed breakdown)

Topic 1 Class Differences (External)Topic 2 Class Differences (Internal)Topic 3 Ethnic DifferencesTopic 4 Gender DiffferencesTopic 5 Role of EducationTopic 6 Education Policy - 1944-2010 (not including

privatisation)

Family and Households: (see MyPLC for detailed breakdown)

Topic 1 CouplesTopic 2 ChildhoodTopic 3 Theories of the familyTopic 4 DemographyTopic 5 Changing family patterns

SPANISH

Name of Paper - Paper 1 (listening, reading, writing) Paper 2 (writing)Paper 3 (speaking)

Length of Paper - Paper 1: 2 hours 30 minutesPaper 2: 30 minutesPaper 3: 23 minutes per candidate

Areas of Focus/Review - Please be as descriptive as possible. Covered(Tick)

Revise key vocabulary and grammar from unit 1: Los valores tradicionales y modernos

Revise key vocabulary and grammar from unit 2: El ciberespacio

Revise key vocabulary and grammar from unit 3: La igualdad de los derechos

Revise key vocabulary and grammar from unit 4: La influencia de los ídolos

Revise key vocabulary and grammar from unit 5: La identidad regional enEspaña

Revise key vocabulary and grammar from unit 6: El patrimonio cultural

Revise translation skills and notes: Eng-Spa

Revise translation skills and notes: Spa-Eng

Revise a range of key verbs in all tenses/moods

Review listening and reading exam strategies discussed this year so far