Web viewRecall the order of size ... Know how named physical factors may affect the distribution ... Understand the effect of factors on frequency of particle

AQA Science A How to use this book

BIOLOGY CHEMISTRY PHYSICS4.1 Cell biology4.1.1.1 Eukaryotes and prokaryotes4.1.1.2 Animal and plant cells4.1.1.3 Cell specialisation4.1.1.4 Cell differentiation4.1.1.5 Microscopy4.1.2 Cell division4.1.2.1 Chromosomes4.1.2.2 Mitosis and the cell cycle4.1.2.3 Stem cells4.1.3 Transport in cells 4.1.3.1 Diffusion4.1.3.2 Osmosis4.1.3.3 Active transport

5.1 Atomic structure and the periodic table 5.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes 5.1.1.1 Atoms, elements and compounds5.1.1.2 Mixtures5.1.1.3 The development of the model of the atom (common content with physics)5.1.1.4 Relative electrical charges of subatomic particles5.1.1.5 Size and mass of atoms5.1.1.6 Relative atomic mass5.1.1.7 Electronic structure

5.1.2 The periodic table 5.1.2.1 The periodic table5.1.2.2 Development of the periodic table5.1.2.3 Metals and non-metals5.1.2.4 Group 05.1.2.5 Group 15.1.2.6 Group 7

5.2 Bonding, structure, and the properties of matter 5.2.1 Chemical bonds, ionic, covalent and metallic 5.2.1.1 Chemical bonds5.2.1.2 Ionic bonding5.2.1.3 Ionic compounds5.2.1.4 Covalent bonding5.2.1.5 Metallic bonding

6.1 Energy6.1.1 Energy changes in a system, and the ways energy is stored before and after such changes 6.1.1.1 Energy stores and systems6.1.1.2 Changes in energy6.1.1.3 Energy changes in systems6.1.1.4 Power6.1.2 Conservation and dissipation of energy 6.1.2.1 Energy transfers in a system6.1.2.2 Efficiency6.1.3 National and global energy resources

6.2 Electricity6.2.1 Current, potential difference and resistance 6.2.1.1 Standard circuit diagram symbols6.2.1.2 Electrical charge and current6.2.1.3 Current, resistance and potential difference6.2.1.4 Resistors6.2.2 Series and parallel circuits6.2.3 Domestic uses and safety 6.2.3.1 Direct and alternating potential difference6.2.3.2 Mains electricity6.2.4 Energy transfers6.2.4.1 Power6.2.4.2 Energy transfers in everyday appliances6.2.4.3 The National Grid

6.3 Particle model of matter 6.3.1 Changes of state and the particle model 6.3.1.1 Density of materials6.3.1.2 Changes of state


5.2.2 How bonding and structure are related to the properties of substances 5.2.2.1 The three states of matter5.2.2.2 State symbols5.2.2.3 Properties of ionic compounds5.2.2.4 Properties of small molecules5.2.2.5 Polymers5.2.2.6 Giant covalent structures5.2.2.7 Properties of metals and alloys5.2.2.8 Metals as conductors5.2.3 Structure and bonding of carbon 5.2.3.1 Diamond5.2.3.2 Graphite5.2.3.3 Graphene and fullerenes

5.3 Quantitative chemistry 5.3.1 Chemical measurements, conservation of mass and the quantitative interpretation of chemical equations 5.3.1.1 Conservation of mass and balanced chemical equations5.3.1.2 Relative formula mass5.3.1.3 Mass changes when a reactant or product is a gas5.3.1.4 Chemical measurements5.3.2 Use of amount of substance in relation to masses of pure substances 5.3.2.1 Moles (HT only)5.3.2.2 Amounts of substances in equations (HT only)5.3.2.3 Using moles to balance equations (HT

6.3.2 Internal energy and energy transfers 6.3.2.1 Internal energy6.3.2.2 Temperature changes in a system and specific heat capacity6.3.2.3 Changes of heat and specific latent heat6.3.3 Particle model and pressure 6.3.3.1 Particle motion in gases

6.4 Atomic structure 6.4.1 Atoms and isotopes6.4.1.1 The structure of an atom6.4.1.2 Mass number, atomic number and isotopes6.4.1.3 The development of the model of the atom (common content with chemistry)6.4.2 Atoms and nuclear radiation 6.4.2.1 Radioactive decay and nuclear radiation6.4.2.2 Nuclear equations6.4.2.3 Half-lives and the random nature of radioactive decay6.4.2.4 Radioactive contamination

6.5 Forces 6.5.1 Forces and their interactions6.5.1.1 Scalar and vector quantities6.5.1.2 Contact and non-contact forces6.5.1.3 Gravity6.5.1.4 Resultant forces6.5.2 Work done and energy transfer6.5.3 Forces and elasticity6.5.4 Forces and motion 6.5.4.1 Describing motion along a line6.5.4.1.1 Distance and displacement


only)5.3.2.4 Limiting reactants (HT only)5.3.2.5 Concentration of solutions

5.4 Chemical changes5.4.1 Reactivity of metals 5.4.1.1 Metal oxides5.4.1.2 The reactivity series5.4.1.3 Extraction of metals and reduction5.4.1.4 Oxidation and reduction in terms of electrons (HT only)5.4.2 Reactions of acids 5.4.2.1 Reactions of acids with metals5.4.2.2 Neutralisation of acids and salt production5.4.2.3 Soluble salts5.4.2.4 The pH scale and neutralisation5.4.2.5 Strong and weak acids (HT only)

5.4.3 Electrolysis5.4.3.1 The process of electrolysis5.4.3.2 Electrolysis of molten ionic compounds5.4.3.3 Using electrolysis to extract metals5.4.3.4 Electrolysis of aqueous solutions5.4.3.5 Representation of reactions at electrodes as half equations (HT only)

5.5 Energy changes 5.5.1 Exothermic and endothermic reactions 5.5.1.1 Energy transfer during exothermic and endothermic reactions5.5.1.2 Reaction Profiles

6.5.4.1.2 Speed6.5.4.1.3 Velocity6.5.4.1.4 The distance–time relationship6.5.4.1.5 Acceleration6.5.4.2 Forces, accelerations and Newton's Laws of motion 6.5.4.2.1 Newton's First Law6.5.4.2.2 Newton's Second Law6.5.4.2.3 Newton's Third Law6.5.4.3 Forces and braking6.5.4.3.1 Stopping distance6.5.4.3.2 Reaction time6.5.4.3.3 Factors affecting braking distance 16.5.4.3.4 Factors affecting braking distance 26.5.5 Momentum (HT only) 6.5.5.1 Momentum is a property of moving objects6.5.5.2 Conservation of momentum

6.6 Waves 6.6.1 Waves in air, fluids and solids6.6.1.1 Transverse and longitudinal waves6.6.1.2 Properties of waves6.6.2 Electromagnetic waves 6.6.2.1 Types of electromagnetic waves6.6.2.2 Properties of electromagnetic waves 16.6.2.3 Properties of electromagnetic waves 26.6.2.4 Uses and applications of electromagnetic waves

6.7 Magnetism and electromagnetism 6.7.1 Permanent and induced magnetism,


5.5.1.3 The energy change of reactions (HT only)

5.6 The rate and extent of chemical change5.6.1 Rate of reaction 5.6.1.1 Calculating rates of reactions5.6.1.2 Factors which affect the rates of chemical reactions5.6.1.3 Collision theory and activation energy5.6.1.4 Catalysts5.6.2 Reversible reactions and dynamic equilibrium5.6.2.1 Reversible reactions5.6.2.2 Energy changes and reversible reactions5.6.2.3 Equilibrium5.6.2.4 The effect of changing conditions on equilibrium (HT only)5.6.2.5 The effect of changing concentration (HT only)5.6.2.6 The effect of temperature changes on equilibrium (HT only)5.6.2.7 The effect of pressure changes on equilibrium (HT only)

5.7 Organic chemistry 5.7.1 Carbon compounds as fuels and feedstock 5.7.1.1 Crude oil, hydrocarbons and alkanes5.7.1.2 Fractional distillation and petrochemicals5.7.1.3 Properties of hydrocarbons5.7.1.4 Cracking and alkenes

5.8 Chemical analysis

magnetic forces and fields6.7.1.1 Poles of a magnet6.7.1.2 Magnetic field6.7.2 The motor effect6.7.2.1 Electromagnetism6.7.2.2 Fleming's left-hand rule (HT only)

6.8 Key ideas


5.8.1 Purity, formulations and chromatography 5.8.1.1 Pure substances5.8.1.2 Formulations5.8.1.3 Chromatography

5.8.2 Identification of common gases5.8.2.1 Test for hydrogen5.8.2.2 Test for oxygen5.8.2.3 Test for carbon dioxide5.8.2.4 Test for chlorine

5.9 Chemistry of the atmosphere 5.9.1 The composition and evolution of the Earth's atmosphere 5.9.1.1 The proportions of different gases in the atmosphere5.9.1.2 The Earth's early atmosphere5.9.1.3 How oxygen increased5.9.1.4 How carbon dioxide decreased5.9.2 Carbon dioxide and methane as greenhouse gases5.9.2.1 Greenhouse gases5.9.2.2 Human activities which contribute to an increase in greenhouse gases in the atmosphere5.9.2.3 Global climate change5.9.2.4 The carbon footprint and its reduction5.9.3 Common atmospheric pollutants and their sources5.9.3.1 Atmospheric pollutants from fuels5.9.3.2 Properties and effects of atmospheric pollutants

5.10 Using resources


5.10.1 Using the Earth's resources and obtaining potable water 5.10.1.1 Using the Earth's resources and sustainable development5.10.1.2 Potable water5.10.1.3 Waste water treatment5.10.1.4 Alternative methods of extracting metals (HT only)5.10.2 Life cycle assessment and recycling 5.10.2.1 Life cycle assessment5.10.2.2 Ways of reducing the use of resources

5.11 Key ideas

4.2 Organisation 4.2.1 Principles of organisation4.2.2 Animal tissues, organs and organ systems 4.2.2.1 The human digestive system4.2.2.2 The heart and blood vessels4.2.2.3 Blood4.2.2.4 Coronary heart disease: a non-communicable disease4.2.2.5 Health issues4.2.2.6 The effect of lifestyle on some non-communicable diseases4.2.2.7 Cancer4.2.3 Plant tissues, organs and systems4.2.3.1 Plant tissues4.2.3.2 Plant organ system


4.3.1.9 Discovery and development of drugs

4.4 Bioenergetics4.4.1 Photosynthesis4.4.1.1 Photosynthetic reaction4.4.1.2 Rate of photosynthesis4.4.1.3 Uses of glucose from photosynthesis4.4.2 Respiration 4.4.2.1 Aerobic and anaerobic respiration4.4.2.2 Response to exercise4.4.2.3 Metabolism

4.5 Homeostasis and response 4.5.1 Homeostasis4.5.2 The human nervous system4.5.3 Hormonal coordination in humans4.5.3.1 Human endocrine system4.5.3.2 Control of blood glucose concentration4.5.3.3 Hormones in human reproduction4.5.3.4 Contraception4.5.3.5 The use of hormones to treat infertility (HT only)4.5.3.6 Negative feedback (HT only)

4.6 Inheritance, variation and evolution 4.6.1 Reproduction 4.6.1.1 Sexual and asexual reproduction4.6.1.2 Meiosis4.6.1.3 DNA and the genome4.6.1.4 Genetic inheritance4.6.1.5 Inherited disorders4.6.1.6 Sex determination


4.6.2 Variation and evolution4.6.2.1 Variation4.6.2.2 Evolution4.6.2.3 Selective breeding4.6.2.4 Genetic engineering4.6.3 The development of understanding of genetics and evolution 4.6.3.1 Evidence for evolution4.6.3.2 Fossils4.6.3.3 Extinction4.6.3.4 Resistant bacteria4.6.4 Classification of living organisms

4.7 Ecology 4.7.1 Adaptations, interdependence and competition4.7.1.1 Communities4.7.1.2 Abiotic factors4.7.1.3 Biotic factors4.7.1.4 Adaptations4.7.2 Organisation of an ecosystem 4.7.2.1 Levels of organisation4.7.2.2 How materials are cycled4.7.3 Biodiversity and the effect of human interaction on ecosystems4.7.3.1 Biodiversity4.7.3.2 Waste management4.7.3.3 Land use4.7.3.4 Deforestation4.7.3.5 Global warming4.7.3.6 Maintaining biodiversity

4.8 Key ideasYEAR 10 (COMBINED) Science


Term 1 CELL BIOLOGYORGANISATIONINFECTION AND RESPONSEBIOENERGETICS

Term 2 PARTICLE MODEL OF MATTERATOMIC STRUCTUREENERGY ELECTRICITY Term 3ELECTRICITYBONDING,STRUCTURE & MATTERQUANTITATIVE CHEMISTRYCHEMICAL CHANGES


Year 10 Triple Science Curriculum Outline:

.YEAR 10 (EM) TRIPLETerm 1

YEAR 10 (ME) TRIPLETerm 1

BONDING , STRUCTURE &PROPERTIES ORGANIC CHEMISTRYQUANTITATIVE CHEMISTRY CHEMICAL ANALYSISCHEMICAL CHANGES

Term 2ENERGY CHANGES CHEMISTRY OF THE ATMOSPHERE THE RATE & EXTENT OF CHEMICAL CHANGE USING RESOURCES

Term 2HOMEOSTASIS AND RESPONSE

CELL BIOLOGY INHERITANCE, VARIATION AND EVOLUTIONORGANISATION ECOLOGYINFECTION AND RESPONSE

Term 3 BIOENERGETICS ENERGY

Term 3 PARTICLE MODEL OF MATTER

FORCES ATOMIC STRUCTUREWAVESMAGNETISM AND ELECTROMAGNETISMSPACE PHYSICS

Outline of Year 11 Science Curriculum 2016-17


Biology B2.1–2.4

Lesson name Learning Outcomes and Objectives Specification reference

Practical

Introduction Pages 8–9 in the Student Book provide an introduction to section B2.1–2.4.

B2.1–2.4

Animal and plant cells Learning objectives

Describe the structure of animal and plant cells as seen with the light microscope and the role of structures found within cells.

Learning outcomes

Recall that all living things are made from cells and know the key components of typical animal and plant cells and their functions.

B2.1.1 (a–b) The light microscope

Plant and animal cells

Examining cheek cells

Examining pond creatures

Microbial cells Learning objectives

Describe the structure of bacterial and yeast cells.

Describe the role of structures found in bacterial and yeast cells.

Discuss some of the problems and uses of microbial cells.

Learning outcomes

Know key components of typical bacterial and yeast cells and their functions.

B2.1.1 (c–d) Immobilised yeast cells

Diffusion Learning objectives

Explain the process of diffusion.

Relate the process of diffusion to living systems.

Learning outcomes

Know how to define diffusion as the net movement of particles from a region where they are of a higher concentration to a region with a lower concentration.

Understand the importance of diffusion of oxygen through the cell membrane in living things.

B2.1.2 (a–c) How does temperature affect the rate of diffusion of glucose?


Specialised cells Learning objectives

Describe the wide variety of cell types and discuss how their structure relates to their function.

Summarise and present information about specialist cells to a named audience.

Learning outcomes

Recall and recognise a range of specialised plant and animal cell types.

Know how the structure of cells relates to their specialist functions.

B2.1.1 (e)

Tissues Learning objectives

Explain how specialised cells form tissues with distinct functions.

Compare the relative size of biological structures.

Learning outcomes

Recall that a tissue is a group of cells with similar structure and function.

Know common examples of tissues and outline their function.

Recall the order of size from cells to tissues to organs and organ systems.

B2.2.1 (a)

Animal tissues and organs

Learning objectives

Describe the structure and functions of organs of the digestive system.

Learning outcomes

Recall that organs are made from tissues and that organs work together in organ systems.

Know how to recognise the organs of digestive system in a diagram and recall their functions.

B2.2.1 (b–d)

Plant tissues and organs Learning objectives

Describe and discuss a range of plant tissues and organs.

Learning outcomes

Recall that groups of specialised cells make up tissues.

Recall that organs are made from a variety of tissues.

Know the roles of common plant tissues and organs.

B2.2.2 (a–b)


Photosynthesis Learning objectives

Explain how plants make their own food.

Learning outcomes

Recall the word equation summarising the process of photosynthesis.

Recall how the Sun’s energy is captured by chlorophyll to produce sugar.

Recall that oxygen is produced as a by-product.

B2.3.1 (a–b) What does the plant need for photosynthesis?

Is carbon dioxide needed for photosynthesis?

Testing leaves for starch

Limiting factors Learning objectives

Explain how factors influence the rate of photosynthesis.

Learning outcomes

Recall common factors that limit the rate of photosynthesis.

Understand the benefits of regulating light levels, temperature and carbon dioxide concentration in a commercial greenhouse.

Understand the principle of limiting factors as applied to photosynthesis.

B2.3.1 (c–d) Investigating photosynthesis

Monitoring photosynthesis with sensors

The products of photosynthesis

Learning objectives

Investigate a range of photosynthetic storage products,

Learning outcomes

Recall that glucose made in photosynthesis can be converted into starch, fats, oils, cellulose or proteins.

Understand the role of storage materials in plants.

Recall that nitrate ions absorbed from the soil are needed to produce proteins.

B2.3.1 (e–g)

Preparing for assessment: Applying your knowledge

Pages 30–31 in the Student Book prepare students for assessment and provide an opportunity for students to apply their science knowledge in a different context.

B2.1–2.4


Distribution of organisms Learning objectives

Investigate the range of physical (abiotic) factors that affect organisms.

Explain how to measure physical factors.

Learning outcomes

Recall a range of physical (abiotic) factors that affect organisms including temperature, availability of nutrients, light, water, oxygen and carbon dioxide.

Know how named physical factors could be measured in the field.

Understand how physical factors might affect named organisms.

B2.4.1 (a) Measuring temperature

Measuring soil nutrients

Measuring soil moisture content

Measuring light intensity

Using data logging probes

Using quadrats to sample organisms

Learning objectives

Use a range of sampling techniques to collect quantitative environmental data.

Explain the relationship between physical factors and the distribution of living things.

Learning outcomes

Understand how quadrats and transects can be used to study the distribution of organisms.

Recall common physical factors that affect the distribution of organisms including temperature, and the levels of nutrients, light, water, carbon dioxide and oxygen.

Know how named physical factors may affect the distribution of a named organism.

B2.4.1 (b) Sampling using quadrats

Looking for changes along a transect

Biology B2.5–2.8


Practical

Introduction Pages 44–45 in the Student Book provide an introduction to section B2.5–2.8. B2.5–2.8


Proteins Learning objectives

Explain the structure and role of proteins.

Learning outcomes

Recall that proteins are made up of long folded chains of amino acids.

Know the role of proteins in the body including structural components, hormones, antibodies and catalysts.

B2.5.1 (a–b)

Enzymes Learning objectives

Describe enzymes and how they work.

Learning outcomes

Recall that enzymes are catalysts that speed up the rate of chemical reactions.

Know that enzymes are proteins with complex three dimensional shapes.

Know how extremes of temperature will alter the shape of an enzyme so that it no longer works.

Recall that enzymes work best in particular conditions of temperature and pH.

B2.5.2 (a–b)

Enzymes and digestion Learning objectives

Explain the actions and roles of digestive enzymes in the human body.

Learning outcomes

Recall that enzymes are produced by glands in the digestive system.

Know the site of production, action and optimum conditions required for amylase, protease and lipase.

Know the site of production and role of hydrochloric acid and bile.

B2.5.2 (c–h) Digesting protein

Digesting starch

Enzymes at home Learning objectives

Explain the domestic applications of enzymes.

Learning outcomes

Recall that enzymes are produced by microbes which can be exploited in the home and in industry.

Understand the benefits of adding enzymes to detergents.

B2.5.2 (i) Testing washing powders


Enzymes in industry Learning objectives

Outline examples of enzymes used in industry including proteases used in baby foods, carbohydrases used to make sugar syrup and isomerases used to make fructose syrup.

Describe the advantages and problems of using enzymes in commercial processes.

Learning outcomes

Understand the uses of enzymes in industrial processes.

B2.5.2 (i, j) Investigating sources of catalase

Preparing for assessment: Planning an investigation

Pages 56–57 in the Student Book prepare students for assessment and provide an opportunity to build and assess the skills that students will use when planning an investigation.

B2.5–2.8

Aerobic respiration Learning objectives

State that enzymes speed up chemical reactions in the body.

State that energy is released by aerobic respiration inside mitochondria.

State the summary word equation for aerobic respiration.

Learning outcomes

Know the process of aerobic respiration.

B2.6.1 (a–e) The effect of exercise on the body

Using energy Learning objectives

Outline the uses of energy released during respiration including:o building larger moleculeso allowing muscle to contracto maintaining body temperature.

Learning outcomes

Know uses of energy released during respiration.

B2.6.1 (f–i) Energy values in foods


Anaerobic respiration Learning objectives

Describe how anaerobic respiration provides energy when insufficient oxygen is available.

Describe how anaerobic respiration is the incomplete breakdown of glucose and produces lactic acid.

Outline how anaerobic respiration gives an oxygen debt that has to be repaid (HT only).

Outline how muscles fatigue after vigorous activity.

Learning outcomes

Understand anaerobic respiration.

B2.6.2 (a–d) Muscles and fatigue

Cell division – mitosis Learning objectives

Describe how chromosomes containing genetic information are found in pairs in the body.

Outline how cells divide by mitosis forming two identical daughter cells.

Describe the role of mitosis in growth and the production of replacement cells.

Learning outcomes

Know how cells divide.

B2.7.1 (a–e) Mitosis in roots

Cell division – meiosis Learning objectives

State that gametes are produced in the testes and ovaries.

State that that meiosis is a special type of cell division which produces gametes.

Outline how meiosis involves: copying the genetic information, two rounds of cell division, the formation of four gametes, each with a single set of chromosomes (HT only).

Outline how gametes join at fertilisation to form a single body cell which then divides by mitosis.

Learning outcomes

Understand the special type of cell division that forms gametes.

B2.7.1 (f–i)


Stem cells Learning objectives

Describe how most animal cells differentiate early whereas many plant cells retain the ability to differentiate.

Describe how adult animal cells divide to heal wounds or replace worn out cells.

Explain how stem cells from bone marrow or human embryos can differentiate to form different specialised cells.

Propose how stem cells could form the basis of potential treatments such as paralysis.

Learning outcomes

Understand stem cell technology.

B2.7.1 (k–m)

Genes, alleles and DNA Learning objectives

Recall that some characteristics are controlled by single genes.

Recall that each gene may have different versions called alleles.

Outline potential applications for DNA profiling.

Learning outcomes

Describe the relationships between genes, DNA and genetic finger printing.

B2.7.1 (n)B2.7.2 (h)

Mendel Learning objectives

Outline the work carried out by Mendel and the basic principles of genetics that he discovered.

Recall that characteristics are passed from one generation to the next.

Interpret genetic diagrams including family trees.

Construct genetic diagrams (HT only).

Predict the outcome of monohybrid crosses HT only).

Use the terms homozygous, heterozygous, phenotype and genotype (HT only).

Learning outcomes

Understand the work of Gregor Mendel on inheritance.

B2.7.2 (a)


How genes affect characteristics

Learning objectives

Recall that sexual reproduction gives rise to variation as one pair of each allele comes from each parent.

Outline how sex is determined in humans.

Use technical terms related to genetics correctly.

Learning outcomes

Understand how genes affect characteristics in plants and animals.

B2.7.2 (b–c)

Inheriting chromosomes and genes

Learning objectives

Interpret genetic diagrams showing monohybrid and sex inheritance.

Construct genetic diagrams of monohybrid crosses and predict the genotype and phenotype of potential offspring (HT only).

Calculate simple ratios and probabilities related to genetic crosses (HT only).

Use genetic terms including homozygous, heterozygous, phenotype and genotype with accuracy (HT only).

Learning outcomes

Understand patterns of inheritance.

B2.7.2 (d–e)

How genes work Learning objectives

Recall that chromosomes are made up of DNA.

Describe the double helix structure of DNA.

Outline how a gene is a small section of DNA.

Outline how each gene codes for a particular combination of amino acids which make a specific protein (HT only).

Learning outcomes

Understand the roles of DNA, the genetic code and mutations.

B2.7.2 (f, h) Extracting DNA


Genetic disorders Learning objectives

Explain genetic disorders.

Learning outcomes

Recall that some disorders are inherited, such as polydactyly and cystic fibrosis.

Recall that embryos can be screened for genetic disorders.

Know how to interpret family trees.

B2.7.3 (a–d)

Preparing for assessment: Analysing and evaluating data

Pages 82–83 in the Student Book prepare students for assessment and provide an opportunity to build and assess the skills that students will use when processing data and drawing conclusions from evidence.

B2.5–2.8

Fossils Learning objectives

Describe how evidence for early forms of life comes from fossils.

Describe how fossils are formed.

Account for gaps in the fossil record.

Outline what fossil evidence tells us about life on earth.

Learning outcomes

Understand the fossil record.

B2.8.1 (a–d)

Extinction Learning objectives

Explain the causes of extinctions.

Learning outcomes

Understand how extinctions may be caused by a range of factors.

B2.8.1 (e)

New species Learning objectives

Describe how new species can arise as a result of: geographical isolation, genetic variation and natural selection.

Learning outcomes

Know how new species arise.

B2.8.1 (f)

Chemistry C2.1–2.3



Practical

Introduction Pages 96–97 in the Student Book provide an introduction to section C2.1–2.3. C2.1–2.3

Investigating atoms Learning objectives

Describe the structure of the atom.

Explain how scientists’ ideas about the structure of the atom have changed over time.

Learning outcomes

Recall what is inside atoms.

Understand that ideas about the structure of the atom have changed over time as a result of scientific research.

C2.3.1 (a–c)

Mass number and isotopes

Learning objectives

Explain what an isotope is.

Calculate the relative atomic mass, from given mass numbers.

Give examples of, and explain how, radiocarbon dating works.

Learning outcomes

Understand what an isotope is.

Know the difference between mass number and relative atomic mass.

C2.3.1 (b–e)

Compounds and mixtures

Learning objectives

Describe mixtures and compounds.

Explain chemical formulae.

Calculate the relative formula mass.

Learning outcomes

Know the difference between compounds and mixtures and to be able to give examples.

Understand chemical formulae.

Know the meaning of the term ‘relative atomic mass’.

C2.1.1 (a–b)C2.3.1 (f–g)


Electronic structure Learning objectives

Describe the structure of the atom.

Construct diagrams showing the electronic structure of the first 20 elements.

Learning outcomes

Understand that in an atom, electrons occupy energy levels surrounding a central nucleus.

Understand the link between the structure of the atom and the periodic table.

C2.1.1 (c) Analysing flame tests

Ionic bonding Learning objectives

Deduce the charge on the resulting ion when an atom has gained or lost electrons.

Use dot and cross diagrams to explain the electron transfer during ionic bonding.

Compare the electronic structures of ions with those of noble gases.

Learning outcomes

Know that ionic bonding involves the transfer of outer electrons.

Know that ions have the same electronic structure as a noble gas.

C2.1.1 (f)

Alkali metals Learning objectives

Describe the physical properties of the alkali metals.

Describe the chemical reactions of the alkali metals.

Learning outcomes

Recall the similarities and differences amongst the alkali metals.

Know that the reactivity of the alkali metals increases as you go down the group.

C2.1.1 (d)

Halogens Learning objectives

Describe the physical properties of the halogens.

Describe the chemical reactions of the halogens.

Learning outcomes

Recall similarities and differences amongst the halogens.

Know that the reactivity of the halogen increases as you go up the group.

C2.1.1 (e) Displacement reactions of the halogens


Ionic Lattices Learning objectives

Describe the physical properties of ionic compounds.

Describe how ionic substances consist of giant structures of ions, held together by an electrostatic force.

Learning outcomes

Recall the physical properties of ionic compounds.

Understand how a crystal lattice can be used to explain the physical properties of ionic compounds.

C2.2.2 (a–b) Investigating the properties of ionic compounds

Covalent bonding Learning objectives

Name examples of simple covalent molecules.

Describe covalent bonding in terms of sharing of electrons.

Use dot and cross diagrams to show the electronic arrangement in covalently bonded molecules.

Learning outcomes

Know covalent bonding involves the sharing of electrons.

Know how to represent covalent bonds in diagram and models.

C2.1.1 (g)

Covalent molecules Learning objectives

Explain the physical properties of simple covalent molecules.

Learning outcomes

Recall the physical properties of simple covalent molecules.

Understand how molecular structure can be used to explain some physical properties.

C2.2.1 (a–c)

Covalent lattices Learning objectives

Give examples of covalent substances that form giant structures.

Explain the differences between diamond and graphite.

Explain why graphite conducts electricity.

Learning outcomes

Know examples of covalent substances that form giant structures.

Recall the differences between diamond and graphite.

Understand why graphite conducts electricity.

C2.2.3 (a–d)


Polymer chains Learning objectives

Describe the properties of polymers.

Explain the differences between thermosoftening and thermosetting polymers.

Learning outcomes

Understand that the properties of polymers depend on how they are made.

C2.2.5 (a–b) Remoulding a thermosoftening polymer

Metallic properties Learning objectives

Describe the properties of metals.

Explain why metals are good conductors of heat and electricity.

Learning outcomes

Recall the properties of metals.

Understand how the properties of metals depend on their giant structure.

C2.1.1 (i, h)C2.2.4 (a–d)

Modelling alloys

Modern materials Learning objectives

Explain what is meant by the term ‘SMART material’.

Describe some uses of SMART materials and nanoparticles.

Explain the properties of a range of modern materials.

Learning outcomes

Understand what is meant by the term ‘SMART material’.

Know some uses of SMART materials and nanoparticles.

Understand that nanoparticles show different properties from larger particles of the same materials.

C2.2.3 (e)C2.2.6 (a)

Smart materials circus

Identifying food additives Learning objectives

Describe some uses of food additives.

Explain why additives need to be identified.

Analyse a mixture of chemicals using chromatography and interpret the results.

Learning outcomes

Recall some uses of food additives.

Understand why additives need to be identified.

Know how to analyse chemicals using chromatography.

C2.3.2 (b) Chromatogram


Instrumental methods Learning objectives

Describe uses of gas chromatography and mass spectrometry.

Compare and contrast different analytical techniques.

Explain principles of analytical chemistry.

Learning outcomes

Know when it is appropriate to use gas chromatograph and mass spectrometry rather than paper chromatography.

Understand different analytical techniques and principles of analytical chemistry.

C2.3.2 (a–c)

Making chemicals Learning objectives

Describe the steps needed to make a chemical.

Explain important reaction types and conditions.

Learning outcomes

Know that making chemicals requires careful planning.

Understand how chemicals are made.

Recall that industry must take into account economics, the environment, health and safety when planning to make new products.

C2.3.3 (c–d)

Chemical composition Learning objectives

Calculate the percentage of the different elements in a compound.

Determine empirical formulae.

Learning outcomes

Know how to calculate the percentage mass of different elements in a compound.

Know how to calculate empirical formulae.

C2.3.3 (a–b) What’s the formula of copper oxide?

Quantities Learning objectives

Balance chemical equations.

Use chemical equations to calculate the amounts of reactants and expected amount of product.

Learning outcomes

Know how to balance chemical equations.

Understand how chemical equations can be used to calculate amounts of reactants and products.

C2.3.3 (c)


How much product? Learning objectives

Describe what is meant by yield.

Calculate percentage yield.

Explain why the actual yield is always less than the theoretical yield.

Learning outcomes

Recall that the yield is the amount of product formed.

Know how to calculate percentage yield.

Understand why the actual yield is always less than the theoretical yield.

C2.3.3 (d–e) Making magnesium oxide

Reactions that go both ways

Learning objectives

Describe some examples of reversible reactions.

Represent reversible reactions in equations.

Learning outcomes

Recall some examples of reversible reactions and know how to represent reversible reactions.

C2.3.3 (f) Investigating reversible reactions

Chemistry C2.4–2.7


Practical

Introduction Pages 150–151 in the Student Book provide an introduction to section C2.4–2.7. C2.4–2.7

Rates of reaction Learning objectives

Describe factors that affect rates of reaction.

Describe how rates of reaction change.

Interpret graphical and tabulated data related to rates of reaction.

Learning outcomes

Recall factors that affect rates of reaction.

Know how rates of reaction can change.

C2.4.1 (a)


Collision theory Learning objectives

Explain changes that increase rate of reaction in terms of collision theory.

Learning outcomes

Know that for particles to react they must collide with sufficient energy.

Recall factors that increase rate of reaction.

Understand the effect of factors on frequency of particle collisions and energy of particles.

C2.4.1 (b)

Adding energy Learning objectives

Explain the effect of temperature on rate of reaction in terms of colliding particles.

Plot and interpret a graph showing the effect of temperature on rate of reaction.

Learning outcomes

Understand how increasing temperature increases rate of reaction.

C2.4.1 (c) How does temperature affect the rate of reaction?

Preparing for assessment: Analysing and interpreting data

Pages 158–159 in the Student Book prepare students for assessment and provide an opportunity to build and assess the skills that students will use when processing data and drawing conclusions from evidence.

C2.4–2.7

Concentration Learning objectives

Explain how changing concentration of reactants in a solution or pressure of reactants in a gas affects the rate of reaction.

Learning outcomes

Understand how changing concentration of reactants in a solution or pressure of reactants in a gas affects the rate of reaction.

C2.4.1 (d–e) How does concentration affect the rate of reaction?

Size matters Learning objectives

Explain the effect of increased surface area on reaction rate in terms of frequency of collisions.

Learning outcomes

Understand that increasing the surface area of a solid or liquid reactant increases the frequency of collisions between reactants.

Understand that increasing the surface area of reactants increases the rate of reaction.

C2.4.1 (f) Rates and rhubarb


Clever catalysis Learning objectives

Describe the key features of a catalyst.

Link different catalysts to the reactions they catalyse.

Learning outcomes

Recall the key features of a catalyst.

Understand that different reactions need different catalysts.

C2.4.1 (g) Catalyst in action

Controlling reactions Learning objectives

Describe conditions that are used to manufacture important chemicals.

Explain why specific conditions are used in the Haber process.

Learning outcomes

Recall the conditions used to make some important chemicals.

Understand that conditions chosen to manufacture chemicals are often a compromise between several factors.

C2.4.1 (h)

The ins and outs of energy

Learning objectives

Identify reactions as giving out or taking in energy.

Describe reactions as exothermic or endothermic.

Learning outcomes

Understand that exothermic reactions release energy.

Understand that endothermic reactions take in energy.

Understand that in reversible reactions are exothermic in one direction and endothermic in the reverse direction.

C2.5.1 (a–d) Energy in or out?

Acid–base chemistry Learning objectives

Use a pH indicator.

Identify acids, bases and alkalis.

Learning outcomes

Understand the terms used in acid–base chemistry.

Understand why solutions are acidic or alkaline.

C2.6.1 (a)C2.6.2 (a–e)

Making a pH indicator


Making soluble salts Learning objectives

Describe methods of making soluble salts.

Name soluble salts.

Learning outcomes

Recall methods for making soluble salts.

Know acids and bases needed to make soluble salts.

C2.6.1 (b–c) Preparing a soluble salt: ammonium sulfate

Insoluble salts Learning objectives

Describe a method for making an insoluble salt.

Choose appropriate soluble salts to mix together to make insoluble salts.

Learning outcomes

Understand that insoluble salts are made by mixing appropriate solutions of soluble salts.

Know some uses of insoluble salts.

C2.6.1 (d) Making an insoluble salt: magnesium carbonate

Ionic liquids Learning objectives

Describe how an electric current affects the movement of ions.

Describe the electrolysis of molten sodium chloride.

Learning outcomes

Understand that ions have electric charges that can carry electricity.

Understand what happens during the electrolysis of an ionic liquid.

C2.7.1 (a–b) How does an electric current affect the movement of ions?

Electrolysis Learning objectives

Describe some uses of electrolysis.

Describe the changes that occur at electrodes during electrolysis.

Learning outcomes

Recall some uses of electrolysis.

Understand the reactions that occur at electrodes during electrolysis.

C2.7.1 (c–i) Electrolysis of copper(II) sulfate solution

Physics P2.1–2.3



Practical

Introduction Pages 188–189 in the Student Book provide an introduction to section P2.1–2.3. P2.1–2.3

See how it moves Learning objectives

Represent high speed and low speed movement on a distance–time graph and use the gradient (slope) of a distance–time graph to calculate speed.

Construct distance–time graphs.

Learning outcomes

Understand that the gradient of a distance–time graph represents speed.

Understand how to calculate speed from a distance–time graph.

P2.1.2 (b–c) Distance–time data

Speed is not everything Learning objectives

Describe the difference between speed and velocity.

Use the equation a = (v – u)/t.

Interpret velocity–time graphs

Learning outcomes

Understand that the velocity of an object is its speed in a given direction.

Recall the equation a = (v – u)/t.

Know how to interpret velocity–time graphs.

P2.1.2 (d–h) Measuring acceleration

Forcing it Learning objectives

Calculate the resultant of co-linear forces.

Use the resultant force on an object to predict its acceleration.

Learning outcomes

Know how to calculate the resultant of co-linear forces.

Know how to use the resultant force on an object to predict its acceleration.

P2.1.1 (a–e) Finding forces


Force and acceleration Learning objectives

Use F = ma to calculate resultant force or acceleration.

Learning outcomes

Know that the acceleration a of an object of mass m is determined the resultant force F by the equation F = ma.

P2.1.3 (a) Acceleration factors

Balanced forces Learning objectives

Identify pairs of equal and opposite forces.

Apply Newton's Third Law to objects which are stationary or moving.

Learning outcomes

Know that when two objects interact, forces they exert on each other are equal and opposite (Newton's Third Law).

P2.1.2 (a) Balancing forces

Stop! Learning objectives

Explain how friction is required to stop moving vehicles.

Explain the factors that affect braking distance.

Learning outcomes

Recall that stopping distance is the sum of thinking and braking distances.

Recall that friction is required to stop moving vehicles.

Understand the factors that affect braking distance.

P2.1.3 (b–f) Reaction time

Braking distance

Terminal velocity Learning objectives

State that weight is the downwards force due to gravity on a falling object.

Calculate the weight of an object of given mass.

Explain how, for an object moving through a fluid, friction increases with increasing speed.

Explain how falling objects reach a terminal velocity when the resultant force is zero, so that friction balances weight.

Learning outcomes

Know that weight is mass multiplied by gravitational field strength.

Know how fluid friction depends on speed.

Understand why falling objects reach a terminal velocity and sketch velocity–time graphs for objects falling to a terminal velocity.

P2.1.4 (a–d) Falling cupcake

More cupcakes


Forces and elasticity Learning objectives

State how the shape of an object may change when a force is applied.

Explain how elastic objects store elastic potential energy when they are stretched.

Use F = ke to predict the behaviour of stretched objects and know its limitations.

Learning outcomes

Know how a force acting on an object may change its shape.

Understand that stretched objects store elastic potential energy.

Know that the extension of an elastic object is proportional to the force applied up to a limit: F = ke

P2.1.5 (a–d) Stretching springs

Preparing for assessment: Planning an investigation


P2.1–2.3

Energy to move Learning objectives

Describe how work is done when a force is used to move an object and moving objects have kinetic energy.

Describe how energy is transferred when work is done and friction forces can transfer kinetic energy to heat.

State that energy is always conserved.

Learning outcomes

Recall that moving objects have kinetic energy and understand that friction transfers kinetic energy to heat.

Understand that work is done when forces move objects and that when work is done, energy is transferred.

Understand that when energy is transferred none is gained or lost.

P2.2.1 (a, c) Kinetic energy


Working hard Learning objectives

State that the work done on an object is equal to the energy transferred.

Use the equation W = F d

Describe how objects which are raised gain gravitational potential energy

Learning outcomes

Recall that energy transferred = work done.

Understand that whenever work is done, energy is transferred

Recall that when a force causes an object to move through a distance work is done which is force times distance moved in the direction of the force.

Know that lifting an object gives it gravitational potential energy.

P2.2.1 (a–b) Ramp

Energy in quantity Learning objectives

Identify changes to the GPE and KE of an object.

Use EK=

12 mv

2and EP=mgh .

Learning outcomes

Know that the equation for calculating kinetic energy is EK=

12 mv

2.

Know that the equation for calculating gravitational potential energy is EP=mgh .

P2.2.1 (c, d, f, g)

Up and down

Pendulum swing

Energy, work and power Learning objectives

Use P= E

t to calculate power.

Learning outcomes

Know that power is the rate of energy transfer.

P2.2.1 (e) Personal power

Momentum Learning objectives

Use the equation p =mv in calculations.

Use momentum to explain the outcome of the explosion of one object into two and to explain the outcome of a collision of two objects into one.

Learning outcomes

Know that the momentum of an object is its mass times its velocity.

Know that in a closed system, the total momentum of all the objects within it remains unchanged.

P2.2.2 (a–b) Collisions

Explosions


Preparing for assessment: Applying your knowledge


P2.1–2.3

Static electricity Learning objectives

Explain how substances become charged when electrons are transferred from one to another.

State that objects with the same charge repel each other but those with opposite charges attract.

Learning outcomes

Recall that substances which gain electrons have a negative charge and substances which lose electrons have a positive charge.

Know that objects with the same electrical charge repel each other and objects with different electrical charge attract each other.

P2.3.1 (a–c) Friction charging

Moving charges Learning objectives

State that an electric current is a flow of charge.

Explain that charge doesn't flow easily through insulators but that charge flows easily through conductors.

Learning outcomes

Know that an electric current is a flow of charge.

Know that metals are conductors and polymers are insulators.

P2.3.1 (d–e)

Circuit diagrams Learning objectives

Draw the circuit symbols for a range of components.

Recognise series and parallel connections in circuits.

Learning outcomes

Know how circuit components can be connected in series or parallel.

Understand that there is the same flow of charge through components in series and that charge cannot flow through both components in parallel.

P2.3.1 (c, j) Simple circuits


Ohm’s Law Learning objectives

Use V = IR to calculate current, resistance or potential difference.

State that the current in a resistor is proportional to the potential difference across it for a constant temperature.

Measure the resistance of a component.

Learning outcomes

Recall that V = IR.

Know that that the current in a resistor is proportional to the potential difference across it for a constant temperature.

Know how to measure the resistance of a component.

P2.3.2 (d–i) Current–voltage graphs

Non-ohmic devices Learning objectives

Sketch current–potential graphs for filament lamps, diodes and LEDs.

State how the resistance of filament lamps, diodes and LEDs depends on their potential difference, how the resistance of an LDR depends on light intensity, and how the resistance of a thermistor depends on temperature.

Learning outcomes

Recall the electrical properties of a filament lamp, diode, LED, LDR and thermistor.

P2.3.2 (m–q) Filament lamp

Silicon diode

Components in series Learning objectives

Calculate the resistance of a series circuit from the resistance of its components.

State that there is the same current in the components in series circuits.

State that the potential difference of the supply is shared between the components in a series circuit.

Learning outcomes

Know that the total resistance of components in series is the sum of the individual resistances.

Recall that the current is the same in all components of a series circuit.

Recall that the potential difference of the supply is shared between components of a series circuit.

P2.3.2 (k) Series current

Series potential difference


Components in parallel Learning objectives

Describe how the components in a parallel circuit have the same potential difference across them.

Explain how the current entering and leaving a parallel circuit is shared between the components.

Learning outcomes

Recall that components in a parallel circuit have the same potential difference across them.

Understand that the current entering or leaving a parallel circuit is shared between the components.

P2.3.2 (l) Series resistors

Physics P2.4–2.6


Practical

Introduction Pages 240–241 in the Student Book provide an introduction to section P2.4–2.6. P2.4–2.6

Household electricity Learning objectives

State the difference between a.c. and d.c.

Describe how batteries produce d.c. but the mains supply is 230 V a.c. with a frequency of 50 Hz.

Calculate amplitude and frequency of a.c. from oscilloscope pictures.

Learning outcomes

Recall the difference between a.c. and d.c.

Know that batteries produce d.c. but the UK mains supply is a.c. at 230 V and 50 Hz

Know how to calculate amplitude and frequency of a.c. from oscilloscope pictures.

P2.4.1 (a–c) a.c. to d.c.


Plugs and cables Learning objectives

Describe and explain the construction of a mains cable.

Describe and explain the construction of a three-pin plug.

Describe and explain how a cable is connected to a three-pin plug.

Learning outcomes

Know the names and colours of the three wires in a mains cable.

Know that the three pins of an electrical plug are good conductors.

Know that the casing of a three-pin plug is made from an insulator.

Know that each pin in a plug is connected to a specific wire in a cable.

P2.4.1 (d–f) Mains connection

Hot wires

Electrical safety Learning objectives

Describe how fuses or circuit breakers in the live wire disconnect an appliance when a fault develops.

Select a fuse for an appliance of given power.

Use power = current potential difference.

Learning outcomes

Recall that fuses, circuit breakers and RCCBs disconnect the live wire of a circuit when there is a fault.

Know that a fuse melts if the current in it is greater than its current rating.

Know that residual current breakers disconnect a circuit if the current in the live and neutral wires are not the same.

Recall that power = current potential difference.

P2.4.1 (g–k) Fuse blowing

Current, charge and power

Learning objectives

Explain why compact fluorescent lamps are more efficient than filament lamps.

Use P = VI to calculate power, potential difference or current.

Use P = E / t to calculate power, energy transfer or time.

Use W = V Q to calculate energy transfer, potential difference or charge.

Use I = Q / t to calculate current, charge or time.

Learning outcomes

Recall P = VI, P = E / t, W = V Q, I = Q / t.

P2.3.2 (a–b)P2.4.2 (a–d)


Structure of atoms Learning objectives

Explain how all atoms are electrically neutral.

Explain how the structure of an atom determines what element it is.

Explain how the same element can have several different forms called isotopes.

Describe how atoms can form ions.

Learning outcomes

Know that atoms are made up of protons, neutrons and electrons and the properties of these.

Understand how the structure of an atom determines what element it is.

Recall how the same element can have several different forms called isotopes.

Understand that ions are formed when atoms lose or gain electrons.

P2.5.1 (a–e)

Radioactivity Learning objectives

Describe how some isotopes are radioactive and may emit three different types of radiation.

Distinguish the three types of radiation by their relative penetrating power.

Describe how all types of radiation can have a damaging effect on living cells.

Balance nuclear equations (HT only).

Learning outcomes

Recall that some isotopes are radioactive and may emit three different types of radiation.

Know how the three types of radiation can be distinguished by their relative penetrating power.

Know that all types of radiation can have a damaging effect on living cells.

Know how to balance nuclear equations (HT only).

P2.5.2 (a–e)


Particles in atoms Learning objectives

Interpret the experimental evidence for our model of the atom.

Explain how the same element can have several different forms called isotopes.

Differentiate between charged particles by the amount they are deflected by magnetic and electric fields (HT only).

Learning outcomes

Know that the majority of the volume occupied by an atom is empty space and that nearly all the mass is concentrated in its central core or nucleus.

Recall how elements may exist as isotopes.

Know how to differentiate between charged particles by the amount they are deflected by magnetic and electric fields (HT only).

P2.5.2 (f) A Model for Rutherford scattering

Background radiation Learning objectives

Describe how to take a background radiation count using a GM tube and counter or similar detector.

Explain the potential dangers of and how to avoid hazardous exposure to sources of radiation.

Explain the particular hazard of radon gas.

Learning outcomes

Know that most sources of background radiation are natural.

Understand the potential dangers, and know how to avoid hazardous exposure to sources of radiation.

P2.5.2 (g)

Half-life Learning objectives

Describe how each radioactive isotope has a particular rate of decay and the measure of this is called the half-life of the isotope.

Explain how the half-life of an isotope is determined experimentally using a detector and a counter.

Learning outcomes

Know how to make a half-life determination correcting for background radiation.

P2.5.2 (h) Modelling radioactive decay using dice


Using nuclear radiation Learning objectives

Describe some of different uses of ionising radiation in medicine.

Describe non-medical uses of ionising radiation.

Learning outcomes

Understand the properties of different radioisotopes that make them suitable for use in medicine and other applications.

P2.5.2 (g)

Nuclear fission Learning objectives

Explain how isotopes spontaneously split and how this splitting or fission can be triggered by suitable particles.

Explain how chain reactions are used under controlled conditions in a nuclear reactor to produce usable energy.

Explain how in a nuclear bomb the chain reaction is uncontrolled and the energy release is devastating.

Learning outcomes

Understand the conditions necessary to control fission reactions in the generation of electricity from nuclear power and know that atoms are formed when atoms lose or gain electrons.

P2.6.1 (a–e)

Nuclear fusion Learning objectives

Explain how nuclear fusion occurs and how energy is generated.

Compare and contrast nuclear fusion and fission.

Describe how the Sun is a fusion reactor.

Describe the benefits of producing energy by nuclear fusion rather than nuclear fission.

Learning outcomes

Understand the differences between nuclear fusion and fission.

Understand the benefits of producing energy by nuclear fusion.

P2.6.2 (a–b)


Life cycle of stars Learning objectives

Explain that a star expands to a red giant when all its hydrogen fuel has been used up.

Describe how low mass stars will end their lives as black dwarves and more massive stars end as either neutron stars or black holes.

Learning outcomes

Know the stages in the life cycle of stars.

Understand how the processes in star formation are governed by gravity and nuclear fusion.

Understand that low mass stars will end their lives as black dwarves and more massive stars end as either neutron stars or black holes.

Understand that the gravitational field of a black hole is so great that nothing can escape from it.

P2.6.2 (c–e)

Documents

Web viewRecall the order of size ... Know how named physical factors may affect the distribution ... Understand the effect of factors on frequency of particle