Biology - You will need to revise the following topics
YEAR 11 REHEARSAL EXAMINATIONS
Name:-
Tutor:-
Exam Period:-
Monday 23rd November to Friday 4th December 2015
Contents:-
|Page |Section |
|2-3 |Preparation – A message from Mr Page |
|4 |Arrangements for Students |
|5-6 |Exam Timetable |
|7–72 |Subject Revision Guides |
|73-77 |Recommended Revision Guides |
|78–82 |Revision Planner |
|82–84 |Example Subject Mind Map and Revision Notes |
Preparation
(A Message from Mr. Page)
Why Bother?
Why bother revising for trial examinations? After all, they won’t count for anything will they?
Actually, your trial examinations are the most important exams you have taken so far. There are many reasons for this and it’s important that you understand why you are putting in such a huge amount of work so early in the year.
This is your chance to get a head start in preparing for the summer. If you leave things till the last minute you will find that there isn’t enough time. The only way to be prepared in the summer is to get started now. Write out revision notes in your own words, draw diagrams, and make up short poems or memorable sentences (mnemonics) to help you remember what you need to know. Work your way through revision guides. Try as many past papers as you can get hold of. When you come to revise for the real thing the job will be half done. It all adds up to the head start you need at this early point in the year.
The second reason for working hard at your trial exams is to build your confidence. If you don’t know what it is to walk in to an exam hall with your heart pounding and your stomach in your mouth then you’re unusual. Most of us suffer from exam nerves from time to time, so the best antidote to GCSE exam nerves is a recent positive experience. Don’t pretend to yourself; if the trial exams go badly you will start the real thing at a massive psychological disadvantage. Give yourself the confidence that you need – notch up some good early results.
In the New Year you will receive a personal interview with a senior teacher; together you’ll look at the results of your trial exams and plan your future. Don’t expect to get an easy ride if your trial exams went badly, your teachers will be worried about you and will start to put pressure on you.
A final reason to make your trial exams a priority right now is that your teachers will be asked to recommend who should go on to Sixth Form study before the results of the GCSE’s are known. If you are considering staying on at Trinity your teachers’ recommendation will be key. Show them what you can do now, don’t leave them – and you – thinking you’re going to fail.
Getting Started
You’ve done this before, but it’s worth a reminder. The first step is to create a revision timetable – use the template at the back of this guide. Plan which subjects you will revise each night between now and the end of the exams. Allow two or three hours of private revision each evening. As you get closer to the exam, homework will have been replaced by specific revision work. This should help, so plan the subjects you will be revising on the basis of your normal homework timetable and the exam timetable. By planning this in advance you can be sure that you will have covered every topic you need to cover before the exam. Use this booklet to guide you as to which topics you need to revise.
Reading Is Not Revising!
This booklet is only the starting point. Ask your teachers for advice as to the best way to revise their subject. Buy revision guides and use them to help you as you work through the topics. Have your notes which you made in class in front of you, but don’t think that reading them is revising, because it isn’t! What you read you will forget. If you want to remember something, use one of the revision techniques given towards the end of this booklet.
Finally, and this might seem a strange piece of advice to read in a revision booklet, getting enough rest is crucial. Never work after 10.00pm, and get good nights sleep!
Blood, Sweat and Tears
The truth is you either sweat before the exam, you sweat during the exam, or you sweat after the exam! Get started on the hard work now, then relax and enjoy the outcome.
Mr. Page
Principal
Arrangements for Students
Year 11 GCSE Rehearsal Examinations – Nov. 2015
All exams will take place in the hall, unless otherwise indicated.
• Tutors will provide you with your seat numbers for morning and afternoon examinations
• All examinations are in the main hall unless stated otherwise in the exam timetable
• All Year 11 students will still attend assemblies as normal.
• German and French listening examinations will be in Modern Foreign Language rooms.
• French and German speaking exams take place from Monday October 19th until Friday October 23rd. You will be given a specific time for your speaking test by your languages teacher.
• For morning exams, your tutors will issue you with seat numbers. You will then go directly to the hall/room ready for the start of the exam. You will be met there by the external invigilators.
• For afternoon exams, you should first go to your period 4 lesson (after lunch) for your mark. You will then go to the hall/room for the start of the exam. You will be met there by the external invigilators.
• In some instances, you will be sent to the exam hall independently. This is if your teacher/tutor is teaching the remainder of a group, who are not taking the exam.
• At the conclusion of an exam, time permitting, you will be sent back to your usual class. You should go directly there. You should also go quietly so as not to disturb classes working around the Academy. If you are found wandering corridors or disturbing others you will receive a detention.
• There are no examinations in some subjects. These are either BTEC courses, practical based subjects or your performance is to be assessed at a different stage in the year.
• If you are not scheduled to be in exams, you should go to your normal timetabled lessons.
• All examinations will be invigilated by external invigilators to allow you to get a feel for your final examinations.
• Please note that start time of examinations are clearly indicated on the exam timetable. It is your responsibility to be there on time.
• No bags, coats or pencil cases should be brought into the Exam Hall.
• There is to be no communication in the Exam Hall.
• You should use the toilet before exams. Do not ask to use the toilet in exams (unless you have a medical card which allows you to go).
• If there are any arrangements about which you are unsure, please see Mr C Potts in Room 244.
C. Potts (Director of Examinations)
October 2015
Subject Revision Guides
BUSINESS STUDIES
The GCSE Business Studies paper will last for 1 hour. The exam contains short and long answer questions based upon growing businesses. The exam will test your knowledge of:-
1.
✓ benefits and risks of expansion
✓ methods of expansion
✓ conflict between stakeholders.
✓ private limited companies (ltd)
✓ public limited companies (plc).
✓ reasons for changing aims and objectives as
businesses grow
✓ ethical and environmental considerations.
✓ the importance of location to growing
businesses
✓ issues relating to overseas location.
2.
✓ The Marketing Mix – Product
✓ product portfolio/mix
✓ product life cycle.
✓ The Marketing Mix – Price
✓ pricing decisions for growth
✓ factors affecting pricing decisions.
✓ The Marketing Mix – Promotion
✓ promotional activities to enable growth
✓ selecting the promotional mix.
✓ The Marketing Mix – Place
✓ channels of distribution to enable growth
✓ selecting channels of distribution.
3.
✓ sources of finance available
✓ appropriateness of the sources.
✓ purpose of financial statements
✓ components of financial statements
✓ interpretation of data given on financial
statements.
4.
✓ internal organisational structures
✓ appropriateness of centralisation/
✓ decentralisation for growing businesses.
✓ the staff recruitment process
✓ appraisal and training
✓ methods of motivation
✓ retention of staff.
5.
✓ use of flow production
✓ efficient production methods
✓ lean production techniques.
✓ advantages of growth
✓ disadvantages of growth.
✓ identifying quality problems
✓ methods of maintaining consistent quality.
Sources of Information
AQA Business Studies text
Personal notes
BBC Bitesize
ALL STUDENTS WILL REQUIRE A CALCULATOR
Sources of Information
Class notes
P:\BITE\Year 11
BUSINESS AND COMMUNICATIONS
Exam Style
The Year 11 GCSE Business & Communications exam will be made up of:
• A theoretical written exam paper lasting 1 hour
• A practical examination lasting 2 hours (split over 3 lessons)
The practical exam will test your computing skills in areas including word-processing, databases, spreadsheets and publishing.
The written paper will include short and medium length questions covering various topics such as:
• The business environment including the aims and objectives of business and stakeholders.
• Business Administration including the role of administration, how administration supports other business functions and the routine/non routine tasks of administration.
• Workplace organization including open plan offices, cellular offices (and their advantages and disadvantages) and technological development.
• Health & Safety at Work Act – hazards in the workplace
• INPUT and OUTPUT Devices
• Security of Data and The Data Protection Act
• Types of Communication (formal & informal), methods of communication (including the advantages and disadvantage), choosing correct methods of communication and the barriers to communication.
• The importance of ICT in business communications (such as the internet and communication)
• The internet and e-commerce.
• You will also be examined on your ability to apply your knowledge of word-processing, spreadsheets, databases and graphics packages.
Sources of Information
Class notes
BTEC ICT
Exam Style
The Year 11 BTEC ICT exam will be made up of:
• A theoretical written exam paper lasting 1 hour
The written paper will include short and medium length questions covering various topics such as:
Communication: Email, Instant messaging, news groups, social networking, online conferencing, blogs)
Real-time information: Train timetables, news services, traffic reports, flight status updates, weather.
Commerce: Internet banking, online auctions, websites, retail sales, publishing
Government: Online tax returns, e voting, applications for services/grants,
Business: Video conferencing, collaborative working, business networks
Entertainment: multi user games, radio players
Education: Online learning and training
Download services: music, film, upgrades, software
Online communication
. ● contemporary social media to publish and access information, including web logs (blogs), wikis and podcasting
. ● virtual learning environments (VLE) in education
. ● social networking websites to share information and build online communities.
. Understand the implications of online communication:
. the advantages of using social networking websites for communication
. the use of instant messaging
. the client and server roles required to support instant messaging
Recognise and use appropriate key terms in online communication
. netiquette ,Profile, Network of friends, Online community, Virtual world chatroom
Understand the purpose, concepts, processes and implications of email, including:
. ● email as a system for sending messages through the internet from user to user
. ● what happens to send an email
. ● the advantages of using email, including the ability to send attachments and to send the same email to more than one recipient
. ● email protocols including Simple Mail Transfer Protocol (SMTP), Post Office Protocol 3 (POP3), Internet Message Access Protocol (IMAP)
. ● the advantages and drawbacks of using email and webmail
. ● the ‘store and forward’ email model and describe its role in sending messages from user to user through the internet.
. Understand the concepts, processes and implications of data exchange and compare different methods, including:
. ● data exchange as the passing of data between computers in a network including the internet
. ● transmission modes (simplex, half-duplex and duplex) used by digital devices including smart phones, printers, computer processors, remote controllers (e.g. for TVs)
. ● the hardware and software required for real-time communication including Voice over Internet Protocol (VoIP) and web meeting/conferencing
. ● the role of a Coder/Decoder (CODEC) in the transmission of a VoIP, audio-file and video-file conversation
. ● main characteristics of alternative transmission methods, including: o fibre optic
o wireless (infrared, microwave, satellite)o wire connector
. ● comparison of data transfer rates, effective ranges, and identify appropriate uses of different transmission methods, including:
. o fibre optic
. o wireless (infrared, microwave, satellite)
. o wire connectors.
. ● parallel and serial transmission of data, and bi-directional transmission
. ● the benefits of packet switching as a method of sending data over a wide area network
. ● the contents of a packet as a group of bits that include packet identification, error control bits, coded data, destination address
. Understand what the internet is, how it works, and how it is structured, including:
. ● the internet as a global network of interconnected computers
. ● roles of Points of Presence (PoP) and Network Access Points (NAP) in the infrastructure of the internet.
. ● internet infrastructure in terms of clients, servers, routers, networks and connecting backbones
. ● when it is appropriate to use different internet connection methods including broadband, wireless and dial-up, and advantages and disadvantages of alternative connection methods
. ● Internet Protocols (IP), including Transmission Control Protocol (TCP) and File Transfer Protocol (FTP)
. ● the role of an Internet Service Provider (ISP)
. ● the main services offered by Internet Service Providers (ISPs) including email,
. web space, internet access and online support
. ● the relationship between bandwidth and transmission rates.
. ● the components of a wireless network including router, access points and wireless network adaptors
. ● client-side processing including the use of rollover images on a web page
. ● server-side processing including submitting a completed form on a web page
. ● The difference between client-side processing and server-side processing and examples of client-side and server-side processes.
. Understand the concepts, functions and impact of the worldwide web (WWW),
. including:
. ● the worldwide web (WWW) as the collection of information on computers connected to the internet
. ● the role of a web server
. ● the structure of a website in terms of hyperlinked web pages.
. ● the components of a Uniform Resource Locator (URL) and the roles of each
. component
. ● the function of HyperText Transfer Protocol (HTTP)
. ● that HyperText Markup Language (HTML) is used to create web pages
. ● the main features of HyperText Markup Language (HTML) source code
. ● the role of internet browsers in requesting and displaying web page components
. ● the purpose of search engines and their role in maintaining indexes of web pages.
. Understand the concepts, processes and implications of data storage, including:
. ● a database structure in terms of tables, records, fields, data types and relationships
. ● an online database such as a database that can be accessed via a network, including the internet
. ● The roles of a Database Management System (DBMS) and structured query languages in the manipulation of data stored in an online database.
Possible threats to data
Understand the concepts, applications, process and implications regarding protecting
data online, including:
● malicious and accidental damage to data and situations where either could occur
● security measures taken to protect data that is transmitted and stored digitally
including encryption, firewalls and anti-virus software
● measures taken to protect the security and integrity of data, including passwords,
levels of permitted access, firewalls and anti-virus software
● the need to backup data and identify and describe different procedures for backing
up data.
● how data might be recovered if lost
● the benefits and possible inherent dangers of widespread use of social networking
websites and instant messaging
● the importance to individuals of the management of their e-reputation
● security issues and consequences associated with the widespread use of email,
including spread of viruses, phishing and identity theft.
● Consider ways in which online technology can be used to monitor individuals’ movements and communications.
● In relation to IT systems, consider how current legislation controls how personal data can be used and must be protected by organisations.
Online documents
Understand online document systems, including:
● the need to compress (.zip) files for download/upload
● how files are compressed and expanded
● the advantages of using online software to create documents, including collaborative
working, sharing documents and automatic backup
● comparing the use of online software with standalone software for the creation
of documents
● the need for version control, levels of access and file permissions, including read
only, read/write and full control when sharing documents online.
.
Sources of Information
Class notes
Revision guide in p drive
Text book
teachict.co.uk
COMPUTER SCIENCE
Exam Style
The Year 11 GCSE Business & Communications exam will be made up of:
• A theoretical written exam paper lasting 1 hour and 30 mins
Identify and describe computer systems
CPU, input devices, output devices, backing storage, data bus, address bus, ports and connectivity
Demonstrate an understanding of the Central Processing Unit (CPU)
Components of the CPU: controller, arithmetic/logic unit (ALU), internal memory, registers, buses
Explain the role of the CPU in fetching and executing instructions stored in memory
Explain how performance is affected by functions
Size of cache, speed of clock, number of cores, types of processors
Describe the functions of different types of memory
Random Access Memory (RAM), Read Only Memory (ROM), flash memory, cache memory
Describe the functional characteristics of secondary storage technologies
Functional characteristics: suitability, capacity, durability, portability, speed
Technologies such as: optical, magnetic, solid state, storage in the cloud
Demonstrate an understanding of human-computer interaction
Identify and explain data representation systems
The nature of data
Why data needs to be converted into binary format
• Binary numbers representing characters
• Hexadecimal numbers representing binary numbers
• The terms ‘character set’, Unicode and American Standard Code for Information Interchange (ASCII)
• Truth tables and logical operations: AND and OR and NOT
• Data types such as: integer, real, Boolean, character, string
Describe the relationship between data storage units
Bit, nybble, byte, kilobyte, megabyte, gigabyte, terabyte, petabyte, exabyte, zettabyte, yottabyte
Use techniques to convert between number systems
Denary to binary and hexadecimal, binary to denary and hexadecimal, hexadecimal to binary and denary
Demonstrate how computers interpret instructions
• How instructions are coded as bit patterns
• How the computer knows if it is reading instructions or data
• How sound can be sampled and stored digitally
• How an image is represented by pixels in binary format
• Why metadata needs to be included in an image file (including height, width, colour depth)
Sources of Information
Personal Notes
PDF text book in p drive
WJEC website
Resouces in P drive
DANCE
The GCSE Dance paper will last for 1 hour and will be made up of mainly short answer questions. The exam will be based around your knowledge of:
• ASDR
• Choreographic process: stimulus, motif development, spatial formations, floor patterns, dance structure, climax
• Rehearsal process: self/peer assessment, the importance of rehearsal, the point of rehearsal
• Performance: what makes a good performance e.g. projection, focus
You will also need in-depth knowledge of the professional works you have studied.
• Swansong
• The Nutcracker
You will need to revise the following:
• Choreographer, date first performed, costume/lighting designer, story line and characters etc of each professional work
• Costume, physical setting, accompaniment and the effects they have on the piece as a whole
• ASDR e.g. how the space/relationships are used in the wedding scene of The Nutcracker
Sources of Information
Personal Notes
ECONOMICS
The GCSE Economics paper will last for 1 hour. The exam contains short and long answer questions based upon Unit 2 How the Economy Works. The exam will test your knowledge of:-
Objectives of government policies
• understand the objectives of government policies, i.e. maintaining full employment, ensuring price stability, achieving high economic growth and balancing exports and imports
• understand that a combination of policies can be used to achieve an objective.
Economic growth
• understand what is meant by economic growth and how economic growth can be measured with reference to GDP
• distinguish between GDP and GDP per capita
• identify, explain and evaluate the causes of economic growth
• identify, explain and evaluate the costs and benefits of economic growth
• identify, explain and evaluate policies that a government can use to achieve economic growth.
Employment and unemployment
• understand what is meant by employment and unemployment and how it can be measured
• identify the types of unemployment and explain the causes and consequences of these
• explain and evaluate policies that a government can use to reduce unemployment
Price stability and inflation
• understand what is meant by price stability, inflation and the rate of inflation and how it can be measured (CPI)
• identify and explain the causes of inflation, including cost-push and demand-pull inflation
• evaluate the consequences of inflation, including the costs of inflation and the benefits of price stability/a low rate of inflation
• explain and evaluate policies that a government can use to control inflation and achieve price stability
Government income and expenditure
• identify the main areas of UK government spending and revenue
• distinguish between direct and indirect taxes
• understand the features of direct and indirect taxes, and explain and evaluate the economic effects of changes in direct and indirect taxes.
Redistribution of income Candidates should be able to:
• understand what is meant by the distribution and redistribution of income
• understand why income and wealth is unevenly distributed
• understand the difference between progressive, proportional and regressive taxes
• explain how redistribution of income and wealth can be achieved through taxation and government spending, including transfer payments
• evaluate the consequences of redistribution measures.
Correcting market failure
• understand that production and consumption can lead to negative externalities, including pollution and congestion
• explain and evaluate policies to correct market failure, with particular regard to positive and negative externalities.
Fiscal policy Candidates should be able to:
• understand what is meant by fiscal policy
• understand how a government can achieve a balanced budget, a budget surplus or a budget deficit
• explain and evaluate the effects of fiscal policy on the economy.
Monetary and interest rate policy
• understand what is meant by money and interest rates
• understand that there are many different rates of interest and why there are different rates of interest
• understand what is meant by interest rate policy
• understand how interest rate policy works to achieve a target rate of inflation
• explain and evaluate the effects of interest rate policy on an economy.
Supply side policies
• understand what is meant by supply side policies and how they work
• explain and evaluate the effects of supply side policies on the economy.
Government policies and conflicts
• understand that measures to achieve one policy objective might have adverse effects on other policy objectives.
ENGLISH LANGUAGE (CIE iGCSE)
Sets 1-9
Extended Paper – Reading Passages
Paper 2 EXTENDED
The paper is split into three sections:
Section 1
• You are required to write a short text based on the extract you have read.
• You will be marked for your reading and writing skills.
• You will be assessed on how well you can write from a character’s point of view.
• You will be assessed on your understanding of the text – including explicit and implicit meaning within the text.
• You must pay attention to spelling, punctuation and sentence structure.
Section 2
• You will be tested on how well you have read and understood the passage.
• You will be asked to select quotations and explain how they help the writer achieve effects.
• You will be asked to comment on the effect of words and phrases in the text.
• You will be assessed on your ability to select suitable quotations.
• You will be assessed on your ability to explain what quotations mean,
• You will be assessed on your ability to explain the effects that quotations create.
Section 3
• You will be required to read a different text.
• You will be asked to pick out specific detail from the text and bullet point the information.
• You will be asked to write a summary of the information you have bullet pointed.
• You will be assessed on your ability to identify accurate information and write concisely.
Set 10
Core Paper – Reading Passages – 1 hour 45 minutes
Paper 1 CORE
The paper is split into three sections:
Section 1
• This is further split up into a series of short answer questions.
• You will be tested on how well you have read and understood the passage.
• You will be asked to define the meaning of words or phrases
• You will be asked to rewrite short sections in your own words
• You will be asked to comment on the effect of words and phrases in the text
Section 2
• You are required to write a short text based on the extract you have read.
• You will be marked for your reading and writing skills
• You will be assessed on how well you can write from a character’s point of view.
• You will be assessed on your understanding of the text – including explicit and implicit meaning within the text.
• You must pay attention to spelling, punctuation and sentence structure.
Section 3
• You will be required to read a different text.
• You will be asked to pick out specific detail from the text and bullet point the information.
• You will be asked to write a summary of the information you have bullet pointed.
• You will be assessed on your ability to identify accurate information and write concisely.
Sources of Information
CIE website:
P:\English\Year 11\CIE\Exam Revision
The Trinity Academy English Department Twitter feed: @Trinity_EngDept
FRENCH AND GERMAN
LISTENING AND READING ARE WORTH 40% OF THE TOTAL MARK FOR THESE SUBJECTS. WRITING AND SPEAKING ARE WORTH 60% OVER THE TWO TESTS YOU SIT BEFORE SUMMER (THE ONES IN THE REHEARSALS ARE THEREFORE WORTH 30% EACH OF YOUR ACTUAL FINAL GRADE)
Listening Test
The Foundation Tier Test will last 30 minutes plus 5 minutes reading time and will consist of non-verbal and short answer questions. The Higher Tier Test will last 45 minutes plus 5 minutes reading time and will consist of mainly short with some longer answer questions.
Reading Test
The Foundation Tier Test will last 30 minutes and will consist of non-verbal and short answer questions. The Higher Tier Test will last 50 minutes and will consist of mainly short with some longer answer questions.
Speaking Test (20TH October onwards)
The Test will consist of a 5-6 minute interview. You will receive the title of the task in the weeks leading up to the examination and have time in class to prepare it. This part of the examination is “live” and is one of the two actual tests which contribute towards your real GCSE grade (i.e. 15% of the final grade).
Writing
You will have 1 hour in which to write the task that you will have been preparing in the weeks leading up to the examination. Foundation Level students are expected to write up to 200 words (but at least 100) and Higher Level students are expected to write up to 300 words (but at least 200). This part of the examination is “live” and is one of the two actual tests which contribute towards your real GCSE grade (i.e. 15% of the final grade).
TOPICS FOR REVISION
Self, Family and Friends
Interests and Hobbies
Home and Local Environment
Daily Routine
School and Future Plans (up to age 18)
Travel, Transport and Finding the Way
Tourism
Accommodation
Holiday Activities
Services
Home Life
Healthy Living
Part-time Jobs and Work Experience
Leisure
Shopping
Character and Personal Relationships
The Environment
Education
Careers and Future Plans (Post 18)
Social Issues, Choices and Responsibilities
Sources of Information
Expo and Echo text books
Letts and CGP revision guides
CGP Complete revision practice books
GCSE vocabulary lists
Websites – BBC Bitesize, s-cool, linguascope
Language assistants
GEOGRAPHY
The Rehearsal Examinations for Geography will consist of one paper, managing places in the 21st century. The exam is 1 hour 30 minutes long. Students need to know the following: -
Unit 1: Managing places in the 21st century:
The Coastal Environment:
• How a coastline is a multi-use area and can lead to development opportunities
• How development along the coast can be managed to conserve the natural environment
• Coastal geology and the role this plays in creating landforms
• Landforms of a hard rock and soft, sediment coastline
• Coastal processes of erosion, transportation and deposition
• Coastal management strategies and how they operate
The Urban Environment:
• The world is increasingly urban
• Why people migrate between locations
• The impacts of urban growth, specifically on less developed countries
• What regeneration is, how it works and why some locations require it
• Regeneration case study
• What Eco-towns are, plus case study
Map Skills
• Use 4 and 6 figure grid reference
• Measure distances
• Read Contour lines
• Read Map symbols
• Use direction points
Students will need to take the following equipment with them to the exams:
• Pen
• Pencil
• Ruler – please make sure you have a ruler, you may need to measure distances on a map
• Calculator
Sources of Information
• Personal notes / Exercise books
• Shared drive
• Text-books
GPT- GRAPHIC PRODUCTS TECHNOLOGY.
The GPT examination lasts for 1½ hours. The paper is A3 sized and takes the form of a series of set questions based around your knowledge of
1. Materials (composites, paper and card) and their mechanical properties.
2. Net techniques used in school and in industry related to the design and manufacture of a whole range of packages and their associated graphics.
3. Printing processes used in industry including Gravure, Offset Lithographic, Flexography and letterpress.
4. Industrial systems and the use of Quality Control methods
5. Simple card based Mechanisms.
6. Green issues associated with the packaging industry.
Candidates will be expected to design a product at speed, so students must be able to draw and render in 3d and also understand 2d orthographic systems when producing technical drawings.
Sources of Information
Personal notes
GCSE Bitesize
HEALTH AND SOCIAL CARE (GCSE)
Unit 4 Health, Social Care and Early Years in Practice
This unit is externally assessed through a 1-hour and 15-minute written examination, with 70 marks available.
The examination will consist of three compulsory structured questions
They will be based on case studies and short scenarios requiring short, medium and long answers.
Student work will show evidence of:
• The range of care needs of major client groups
• Care values commonly used in practitioner work
• The development of self-concept and personal relationships
• Promoting and supporting health improvement.
The examination paper will test knowledge and understanding and the ability to apply that knowledge and understanding to a range of contexts.
The student will need to analyse and evaluate information and problems presented in case studies and short scenarios. In addition, they will be expected to present conclusions and draw reasoned judgements from the material presented in the short scenarios and case studies. This unit is synoptic in nature.
Content:
Topic 4.1 The range of care needs of major client groups
a. the range of care needs of the major client groups
b. the basic needs of service users split into the following areas:
i. physical needs — basic needs of humans such as food, water, shelter, clothing
ii. intellectual needs — the ability to learn and develop new skills
iii. emotional needs — the expression of feelings, giving and receiving love and security
iv. social needs — the ability to develop and maintain relationships including friendships, intimate and sexual relationships and work relationships.
c. the factors which affect human growth and development divided into:
i. life course events
ii. lifestyle choices
d. how expected and unexpected events impact on individuals during their life course
e. how these events affect an individual physically, intellectually, emotionally and socially, focusing on:
i. lifestyle choices people make — such as diet, exercise, socialising with others, recreational activities undertaken
ii. expected events — such as starting school, marriage/partnership formation, employment, death/bereavement
iii. unexpected events — such as serious illness, relationship breakdown, financial difficulty, loss of job
iv. how these factors/events affect human growth and development (physical, intellectual, emotional and social) and how they can lead to new learning.
Topic 4.2 Care values commonly used in practitioner work
a. how health, social care and early years practitioners promote care values through their work with service users
b. the effects and consequences of these care values not being implemented
c. a range of care values through interaction with service users to
include:
i. promoting anti-discriminatory practice
ii. promoting and supporting individual rights to dignity, independence, health and safety
iii. promoting effective communication and relationships
iv. maintaining confidentiality of information
vi. acknowledging individual personal beliefs and identity
d. how these care values are reflected through practitioner interaction with service users in their attitudes and behaviour, and through professional training and development of care practitioners
e. how these care values are implemented in a care practitioner’s work, the analysis and evaluation of the consequences if service practitioners
have not effectively implemented care values, including:
i. the possibility of discrimination
ii. the possibility of social exclusion
g. the effect of poor care practice on the self-esteem and self-concept of service users, for example disempowerment, lack of self-worth.
Topic 4.3 The development of self-concept and personal relationships
a. the factors affecting self-concept and how self-concept is linked to personal relationships
b. how self-esteem, self-image and self-concept are formed
c. factors that affect an individual’s self-concept including:
i age
ii appearance
iii gender
iv social class
v ethnicity/culture
vi emotional development
vii education
viii relationships with others
ix sexual orientation
x life experiences, for example employment status.
d. how care practitioners can build self-esteem and influence the self concept of service users through care practice, including:
i relationship building with service users
ii empowerment
Topic 4.4 Promoting and supporting health improvement
a. factors affecting health and wellbeing throughout the life course and the effects of these factors on the individual’s health and wellbeing
b. the different ways health professionals can support service users
to change their lifestyles in order to improve health, including considering the importance of:
i diet
ii regular exercise
iii supportive relationships
iv work
v rest and sleep
vi stress
vii recreational activities
viii financial resources
c. how these factors can influence health in both a positive (health
improvement, longevity, reduced morbidity rates) or negative (increase in sickness rates, premature death, poor mental health)
way
d. health promotion, including:
i. the aims of health promotion — to include raising awareness,
preventing ill health, improving fitness levels and improving life
expectancy
ii. the approaches used in health promotion to improve health and wellbeing — to include disease prevention, adoption of healthier lifestyles and actions taken at national level to improve the nation’s health
iii. how health professionals support individuals to change health related
behaviour — to include diagnosis, monitoring progress,
health planning, advice and counselling and evaluating progress
against targets
e. How effective promotion and support for health improvement is built
upon through the careful implementation of care values, including:
i. promotion of choice
ii. respecting identity and culture
iii. empowerment
iv. promoting independence
v. respecting individual right to choice. treatment of service users
vi. promoting positive relationships with family, partners, work
colleagues and friends.
Sources of Information
Personal notes
HISTORY
Modern World Mr. Thorpe, Mr. Hughes
You will sit 3 exam papers each lasting 1hr and 15mins, and will be the same format as those that you will sit at the end of the Year in June. Unit 1a Peace and international relations, Unit 2 USA 1919-1941 and Unit 3 Transformation of British Society
Unit Content Unit 1
|Cold war |
|Potsdam conference, relations between Truman and Stalin |
|Growing involvement of USA in Europe |
|Germany in the cold war |
|Hungary under Stalin |
|Berlin Crisis |
|Cuban Missile Crisis |
|Prague Crisis |
|The Detente |
|Gorbachev |
Unit Content Unit 2
|How is the USA governed |
|Mass Production |
|Economic Boom |
|Roaring twenties |
|Prohibition |
|Racism and intolerance |
|Wall street crash |
|Impact of the depression |
|New Deal |
|Roosevelt |
Unit Content Unit 3 – Source Skills
|Suffragettes and Suffragists |
|Liberal reforms |
|Outbreak of World war one. |
|Trench Warfare |
|The battle of the Somme |
|DORA and censorship |
|Recruitment |
|Rationing |
|Changing role of women |
|Industrial unrest |
Written Work – Write clearly and use good English to explain your understanding. Make sure that your sentences are clear and not too long.
Exam Tips
• Read the exam questions and sources carefully making sure you understand what they are asking.
• Make sure that you answer the questions which carry the most marks.
• Make sure that you finally sum up essay questions and answer the question on the exam paper.
• Make sure that you use the information about the source in the caption above or below it.
Sources of Information
• Your notes and practice questions
• Textbooks
• Revision booklet
• Past paper
SHP - Mrs Phillips and Miss Carlin
You will sit 3 exam papers each lasting 1hr and 15mins, and will be the same format as those that you will sit at the end of the Year in June. Unit 1Medicine and treatment, Unit 2 American West and Unit 3 Transformation Surgery
Unit Content Unit 1
|c.50AD to c.50AD to c.1350 |
|What ideas did people have about the cause and treatment of disease and illness in Roman Britain? |
|What were the approaches to public health and prevention of disease and illness in Roman Britain? |
|What change and/or continuity was there in ideas about cause and treatment of illness and disease from Roman Britain to c.1350? |
|What change and/or continuity was there in approaches to public health and prevention of disease and illness from Roman Britain to c.1350? |
|c.1350 to c.1750 |
|What ideas did people have about the cause and treatment of illness and disease in the years c.1350–c.1750? |
|What were the approaches to public health and prevention of disease and illness in the years c.1350–c.1750? |
|What influence did the Church and the Renaissance have on medicine and public health in the years c.1350–c.1750? |
|How much continuity and change was there in medicine and public health in the years c.1350–c.1750? |
|What factors affected the extent of continuity and change in the years c.1350–c.1750? |
|c.1750 to c.1900 |
|What ideas did people have about the cause and treatment of illness and disease in the years c.1750–c.1900? |
|What were the approaches to public health and prevention of disease and illness in the years c.1750–c.1900? |
|What impact did industrialisation, science and technology have on medicine and public health in the years c.1750–c.1900? |
|How much continuity and change was there in medicine and public health in the years c.1750–c.1900? |
|What factors affected the extent of continuity and change in the years c.1750–c.1900? |
|1900 TO PRESENT DAY |
|What ideas did people have about the cause and treatment of illness and disease in the years c.1900 to the present day? |
|What were the approaches to public health and prevention of disease and illness in the years c.1900 to the present day? |
|What impact did science and technology have on medicine and public health in the years c.1900 to the present day? |
|What impact did government intervention have on medicine and public health in the years c.1900 to the present day? |
|How much continuity and change was there in medicine and public health in the years c.1900 to the present day? |
|What factors affected the extent of continuity and change in the years c.1900 to the present day? |
|Factors eg, chance, war, technology, Government etc. |
Unit Content Unit 2
|Conditions on the Great Plains |
|What were Plains Indians beliefs and values |
|How were Plains Indians able to live successfully |
|Why did different groups migrate west |
|Push and Pull factors |
|Dangers of Journey West |
|Why did the Mormons move West. |
|To understand the various factors for the Mormons success at Salt Lake City. |
|Problems that Homesteaders first faced when settling on the Great Plains. |
|What was the role of the US government in the development of the Great Plains. |
|To understand how farming developed on the Great Plains and how the Great Plains became known as the ‘Breadbasket’ of the nation. |
|What was the significance of the railroads in the development of the Plains. |
|Myth and reality of cowboys’ lives. |
|Reasons for the rise and fall of the cattle industry. |
|Why there was conflict between the ranchers and the homesteaders. |
|What were the reasons for open conflict between settlers and the Plains Indians. |
|What was the effect of the changes in US government policy from 1876. |
|What was the purpose of the reservations and the effect of reservations. |
Unit Content Unit 3
|How was surgery viewed before the coming of anaesthetics? |
|What were the three main problems affecting developments in surgery? |
|How was the problem of pain dealt with? |
|What was the role of Simpson in the development of anaesthetics? |
|Source skills – inference and representation purpose |
|How was the problem of infection dealt with before antiseptics? |
|What was the role of Lister in dealing with infection? |
|Source skills – reliability |
|How was the problem of blood loss dealt with? |
|What was the role of Landsteiner in dealing with blood loss? |
|What improvements in transfusion were made during the First World War? |
|Source skills – reliability and explanation using source and own knowledge |
|What was the role of science and technology in the development of surgery in the years c.1845–c.1918? |
|What was the role of war in development of surgery in the years c.1845–c.1918? |
|What was the role of communications in the development of surgery in the years c.1845–c.1918? |
|Skills |
|Inference – saying what is in the source and drawing conclusions from it. |
|Purpose of the source – why was it written, photographed, drawn, published? |
|Cross-referencing – show how sources agree and disagree on a point. |
|Evaluation – is it useful (why?); is it reliable (how?). |
|Relating a number of sources to a central idea/judgement. |
Sources of Information
• Your notes and practice questions
• Instructions for this paper
• Textbooks
• Revision booklet
• Past papers
Exam Tips
• Read the exam questions and sources carefully making sure you understand what they are asking.
• Make sure that you answer the questions which carry the most marks.
• Make sure that you finally sum up essay questions and answer the question on the exam paper.
• Make sure that you use the information about the source in the caption above or below it.
Written Work – write clearly and use good English to explain your understanding. Make sure that your sentences are clear and not too long.
HOME ECONOMICS – FOOD AND NUTRITION
The examination paper is 1½ hours in length and is made up of about 6 – 8 questions compulsory questions some of which will be short answers others will be longer free writing type questions. Some questions may include stimulus material such as charts and graphs and you may be asked question about the information included in these. The questions will cover all the sections that you have studied these include the topics shown below:
Nutrition, diet and health throughout life
An introduction to nutrition
Macro nutrients
Micro nutrients
Diet and health
Energy from foods
Digestion
Nutritional, physical and chemical properties of food
Effect of storage on nutrients
Food preparation and cooking
Food additives
Food storage, preparation and cooking
Food storage
Food preparation and cooking
Cooking methods
Recipe balance and modification
Convenience food
Food hygiene and safety
Food spoilage organisms
Food poisoning organisms
Safer food procedures
Food packaging
Factors affecting consumer choice
Social factors
Economic factors
Factors affecting meal planning
Purchase of food and equipment
Advertising
Consumer issues
Food spoilage organisms
Food poisoning organisms
Safer food procedures
Food packaging
Sources of Information
Personal notes
MATHEMATICS
The Mathematics examination consists of two papers, one non-calculator paper and one calculator.
Preparation
To succeed in your Mathematics examination you must prepare carefully. Make sure you have:
• Your old exercise books so you can refer back to the topics you have covered. Try correcting your work and reading your notes.
• Ask your teacher about any topics you are unsure about, you have a week before the examination to ask questions.
• Use the internet there are some very good websites such as Bite size and Mathswatch. Remember in the examination you will have to write out your answers.
• Equipment, in the examination you will not be able to borrow basic equipment. Check you have a pen, pencil ruler, rubber, sharpener, protractor, pair of compasses and CALCULATOR. It is no use revising carefully and then not having the correct equipment to answer the questions. Staff will not be able to lend equipment.
In the examination make sure you read the question carefully and show your full working out.
| |A grade A student can … |
|Algebra |Factorise harder quadratic expressions (a ª 1) |
|Shape and Space |Calculate the lengths of circular arcs |
|Data Handling |Construct and interpret a histogram including unequal class intervals |
|Algebra |Solve fractional linear equations such as [pic] |
|Shape and Space |Use the angle properties of a circle |
|Data Handling |Construct a time series graph and plot the moving average |
| |Show step-by-step deductions in providing a full mathematical explanation |
|Algebra |Multiply out expressions with brackets such as y(3y – 8) |
|Shape and Space |Solve problems involving circles such as finding the perimeter of a semicircle |
|Data Handling |Find the mean for grouped data |
|Algebra |Multiply out expressions with brackets such as 5(3x – 2) |
|Shape and Space |Find the area of a triangle, parallelogram, kite and trapezium |
|Data Handling |Calculate the mean for a frequency distribution |
| |Decide with a reason whether a harder statement is true or false |
|Algebra |Find a particular term in a sequence involving positive, negative or fractional numbers |
|Shape and Space |Show that the angles of a triangle add up to 180° and use this to find angles |
|Data Handling |Calculate and compare the mean and range of two distributions |
| |Decide with a reason whether a simple statement is true or false |
|Shape and Space |Express fractions of full turns in degrees and vice versa | | | |
|1.1 Animal and plant |the functions of the different parts of animal and plant cells | | | |
|cells |the differences between plant and animal and plant cells. | | | |
|1.2 Bacteria and yeast |the structure of a bacterial cell | | | |
| |that the genes in a bacterial cell are not in a distinct nucleus | | | |
| |the structure of a yeast cell. | | | |
|1.3 Specialised cells |that cells may be specialised to carry out particular functions. | | | |
|1.4 Diffusion |that substances, such as oxygen, move in and out of cells by a process called diffusion | | | |
| |the factors that affect the rate of diffusion. | | | |
|1.5 Tissues and organs |that a tissue is a group of cells with similar structure and function | | | |
| |that organs are made of tissues. | | | |
|1.6 Organ systems |that organ systems are groups of organs that perform a particular function | | | |
| |that the digestive system of a mammal is an example of a system in which substances are exchanged| | | |
| |with the environment | | | |
| |that plant organs include stems, roots and leaves. | | | |
|2.1 Photosynthesis |that light energy is absorbed by the chlorophyll in the chloroplasts of green plants and some | | | |
| |algae | | | |
| |that light energy is used by converting carbon dioxide and water into sugar | | | |
| |that oxygen is released as a by-product. | | | |
|2.2 Limiting factors |that the rate of photosynthesis maybe limited by low temperature and the shortage of carbon | | | |
| |dioxide or light | | | |
| |that these factors interact | | | |
| |that if any of these factors are in short supply, the rate of photosynthesis is limited | | | |
|2.3 How plants use |that glucose is converted into starch for storage | | | |
|glucose |that some of the glucose produced in plants and algae is used for respiration and some is used to| | | |
| |produce fat or oil for storage | | | |
| |that cellulose and proteins are also produced. | | | |
|2.4 Making the most of |that different factors affect the rate of photosynthesis | | | |
|photosynthesis |that the environment in which plants are grown can be artificially manipulated. | | | |
|2.5 Organisms in their |that the distribution of living organisms is affected by physical factors in the environment | | | |
|environment |that the distribution of both plants and animals is affected by the interaction of the physical | | | |
| |factors. | | | |
|2.6 Measuring the |how to measure the distribution of living organisms in their natural environment by means of | | | |
|distribution of |random sampling using quadrats | | | |
|organisms |the meaning of the terms mean, median and mode | | | |
| |how to count organisms along a transect. | | | |
|2.7 How valid is the |that appropriate sampling methods need to be used | | | |
|data? |that sample size is related to reproducibility and validity | | | |
| |that as many variables as possible should be controlled. | | | |
|3.1 Proteins, catalysts |that protein molecules are made up of long chains of amino acids | | | |
|and enzymes |that proteins act as structural components, hormones, antibodies and catalysts | | | |
| |that an enzyme is a biological catalyst | | | |
| |how enzymes work. | | | |
|3.2 factors affecting |that enzymes are vital to all living cells | | | |
|enzyme action |that changes in temperature affect the rate at which enzymes work | | | |
| |that different enzymes work best at different pH values. | | | |
|3.3 Enzymes in digestion|that during digestion, the breakdown of large molecules into smaller molecules is catalysed by | | | |
| |enzymes | | | |
| |that these enzymes, which are produced by specialised cells in glands, pass out into the gut | | | |
| |that the enzymes include amylases that catalyse the breakdown of starch, proteases that catalyse | | | |
| |the breakdown of proteins and lipases that catalyse the breakdown of lipids. | | | |
|3.4 Speeding up |that the enzymes in the stomach work most effectively in the acid conditions resulting from the | | | |
|digestion |production of hydrochloric acid by the stomach | | | |
| |that bile produced by the liver provides the alkaline conditions needed for the enzymes in the | | | |
| |small intestine to work most effectively | | | |
| |that bile also emulsifies the fats increasing the surface area for the enzymes to act upon. | | | |
|3.5 Making use of |that enzymes from microorganisms have many uses in the home and in industry | | | |
|enzymes |that proteases and lipases are used in the manufacture of biological detergents | | | |
| |that proteases, carbohydrates and isomerise are used in food manufacture. | | | |
|3.6 High-tech enzymes |that there are advantages and disadvantages to using enzymes at home and in industry | | | |
| |that enzymes can be used as diagnostic tools in medicine and in the treatment of some diseases. | | | |
|4.1 Aerobic respiration |that during aerobic respiration, glucose and oxygen are used to release energy | | | |
| |how carbon dioxide and water are released as waste products | | | |
| |that most of the reactions in aerobic respiration occur inside mitochondria. | | | |
|4.2 The effect of |that muscles need energy from respiration in order to contract | | | |
|exercise on the body |that, during exercise, there is an increase in the blood flow to the muscles so more glucose and | | | |
| |oxygen is supplied and carbon dioxide removed | | | |
| |that glycogen provides a store of energy in the muscles. | | | |
|4.3 Anaerobic |that during long periods of vigorous activity, muscles respire anaerobically in order to obtain | | | |
|respiration |energy | | | |
| |that less energy is released by anaerobic respiration than aerobic respiration [HT only] | | | |
| |that during anaerobic respiration, incomplete breakdown of glucose results in the formation of | | | |
| |lactic acid and the building up of an oxygen debt. [HT only] | | | |
|5.1 Cell division and |that mitosis results in the production of additional cells for growth, repair and replacement | | | |
|growth |that before each cell division, the genetic information on the chromosomes is copied so that the | | | |
| |new cells have the same genes as the parent cells | | | |
| |that most animal cells differentiate at an early stage but most plant cells have the ability to | | | |
| |differentiate throughout life. | | | |
|5.2 Cell division in |that cells which divide to form gametes undergo meiosis | | | |
|sexual reproduction |that gametes have a single set of genetic information, whereas body cells have two sets | | | |
| |fertilisation results in the formation of a cell with new pairs of chromosomes, so sexual | | | |
| |reproduction gives rise to variation | | | |
| |how meiosis occurs. [HT only] | | | |
|5.3 Stem cells |that stem cells are unspecialized cells found in human embryos and in some adult tissues such as | | | |
| |the bone marrow | | | |
| |how stem cells have the potential to differentiate into different types of specialised cells. | | | |
|5.4 From Mendel to DNA |about the work of Mendel and why its importance was not recognised until after his death | | | |
| |why DNA fingerprinting | | | |
| |is possible | | | |
| |how specific proteins are made. | | | |
|5.5 Inheritance in |that characteristics are controlled by genes which have different forms called alleles | | | |
|action |the difference between dominant alleles and recessive alleles | | | |
| |how, in humans, the sex chromosomes determines whether you are female (XX) or male (XY). | | | |
|5.6 Inherited conditions|that some human disorders are inherited | | | |
|in humans |that some disorders are the result of the inheritance of a dominant allele (polydactyly), but | | | |
| |others are the result of the inheritance of two recessive alleles (cystic fibrosis) | | | |
| |that embryos can be screened for genetic disorders. | | | |
|5.7 Stem cells and |that there are social and ethical issues concerning the use of stem cells from embryos | | | |
|embryos – science and |that there are economic, social and ethical issues concerning embryo screening | | | |
|ethics |to make informed judgements about these issues. | | | |
|6.1 The origins of life |the nature of fossils | | | |
|on Earth |how fossils provide evidence for the existence of prehistoric plants and animals. | | | |
|6.2 Exploring the fossil|how fossil evidence indicates the extent to which some organisms changed over time | | | |
|evidence |that mass extinction of organisms occurred in the past. | | | |
|6.3 More about |that environmental changes over geological time can cause extinction | | | |
|extinction |that mass extinctions of the past may have been caused by single catastrophic events. | | | |
|6.4 Isolation and the |that new species arise as a result of isolation | | | |
|evolution of new species|that new species arise as a result of genetic variation and natural selection[HT only] | | | |
| |that populations can be geographically isolated. | | | |
| |[HT only] | | | |
Chemistry topics
• C2.1.1 Chemical Bonding
• C2.1.2 Ionic Bonding
• C2.1.3 Formulae of Ionic compounds
• C2.1.4 Covalent Bonding
• C2.1.5 Metals
• C2.2.1 Giant Ionic Structures
• C2.2.2 Simple Molecules
• C2.2.3 Giant Covalent Structures
• C2.2.4 Giant Metallic Structures
• C2.2.5 Properties of Polymers
• C2.2.6 Nano science
• C2.3.1 The Mass of Atoms
• C2.3.2 Masses of Atoms and Moles
• C2.3.3 Percentage Formulae
• C2.3.4 Equations and Calculations
Physics topics
|Topic |Learning Objectives |( |( |
|1.1 Distance-time |State that the gradient of a distance-time graph represents the speed | | |
|graphs | | | |
| |Use the speed formula to calculate the average speed of an object | | |
| |Rearrange and use the speed formula | | |
| |Compare the speed of different objects using the gradient of a distance-time graph | | |
|1.2 Velocity and |Explain the difference between the velocity of an object using the acceleration | | |
|acceleration |equation | | |
| |Calculate the acceleration of an object using the acceleration equation | | |
| |Rearrange and use the acceleration equation | | |
|1.3 More about |Explain how data-logging equipment can be used to measure the velocity of an object | | |
|velocity-time graphs | | | |
| |Describe the acceleration of an object from a velocity-time graph | | |
| |Use velocity-time graphs to compare accelerations | | |
| |Use velocity-time graphs to compare distance travelled | | |
|1.4 Using graphs |Calculate the gradient of a distance-time graph and relate this to the speed of an | | |
| |object | | |
| |Calculate the gradient of a velocity-time graph and hence the acceleration | | |
| |Find the area under a velocity-time graph for constant velocity and use this to | | |
| |calculate the distance travelled by an object | | |
| |Find the area under a velocity-time graph for constant acceleration and use this to | | |
| |calculate the distance travelled by an object | | |
|2.1 Forces between |State the unit of force and that forces occur in equal and opposite pairs | | |
|objects | | | |
| |Describe how frictional forces act between objects | | |
| |Explain examples of equal and opposite forces acting when two objects interact | | |
|2.2 Resultant force |Find the resultant force acting on an object when there are two forces acting in the | | |
| |same or in opposite directions | | |
| |Describe how the resultant force will affect the movement of the object | | |
| |Describe examples where an object acted on by two forces is at rest or in uniform | | |
| |motion | | |
| |Explain examples where the motion of an object acted on by two forces along the same | | |
| |line is changed by the action of the forces | | |
|2.3 Force and |Calculate the force required to produce a given acceleration of an object of known | | |
|acceleration |mass | | |
| |State that objects of larger mass require greater forces to produce a given | | |
| |acceleration | | |
| |Determine the direction of the acceleration on an object | | |
| |Rearrange and use the equation F = ma | | |
|2.4 On the road |Use a chart to find the stopping distance, the braking distance and the thinking | | |
| |distance at a given speed | | |
| |List and describe the factors that affect the stopping distance of a vehicle | | |
| |Explain which are the most important factors for cars moving at a range of speeds | | |
| |Differentiate between factors that affect the thinking distance, braking distance or | | |
| |both distances | | |
|2.5 Falling objects |Explain the difference between mass and weight | | |
| |Calculate the weight of an object of a given mass | | |
| |Describe the forces acting on an object falling through a fluid such as air or water, | | |
| |and how these forces affect the acceleration of the object | | |
| |Describe how the velocity of an object released from rest in a fluid changes as it | | |
| |falls | | |
| |Explain why an object reaches a terminal velocity and describe some of the factors | | |
| |that determine this velocity | | |
| |Explain the motion of an object released from rest falling through a fluid including | | |
| |how the acceleration decreases and becomes zero at terminal velocity | | |
|Stretching and |Describe how a spring extends in terms of the force acting on it and 'Hooke's law' | | |
|squashing | | | |
| |Calculate the force required to extend a spring of known spring constant | | |
| |Use the spring constant and load to calculate the extension of a spring | | |
|2.7 Force and speed |Discuss a range of speed and travel-related issues linking their discussion to | | |
|issues |scientific knowledge and understanding | | |
|3.1 Energy and work |State that the work done is the amount of energy transferred | | |
| |Calculate the work done when a force moves an object through a distance | | |
| |Perform calculations including the rearrangement of the work done equation | | |
|3.2 Gravitational |State that the gravitational potential energy of an object depends on its weight and | | |
|potential energy |height above the 'ground' | | |
| |Calculate changes in gravitational potential energy | | |
| |Perform calculations including the rearrangement of the gravitational potential energy| | |
| |equation | | |
|3.3 Kinetic energy |Explain how the kinetic energy of an object depends on the speed and mass of the | | |
| |object | | |
| |Perform calculations using the kinetic energy equation | | |
| |Describe situations where elastic potential energy is stored | | |
| |Perform calculations using the kinetic energy equation including those that involve | | |
| |rearrangement of the equation | | |
|Momentum |Calculate the momentum of an object of known mass and velocity | | |
| |State that momentum is conserved in any collisions in a closed system | | |
| |Apply and rearrange the appropriate equations to two bodies that collide in a straight| | |
| |line | | |
|3.5 Explosions |State that the total momentum before and after an explosion is the same, provided no | | |
| |external forces act | | |
| |Describe how the launching of a bullet causes recoil | | |
| |Explain that momentum is conserved in all interactions that do not include external | | |
| |forces | | |
| |Apply the conservation of momentum to perform calculations where an explosion occurs | | |
| |causing two objects to recoil from each other | | |
|Impact forces |State that a resultant force will change the momentum of an object | | |
| |Describe the factors that affect the size of a force in an impact | | |
| |Calculate the force produced in a collisions | | |
|3.7 Car safety |Describe the safety features of a modern car and their effects | | |
| |Describe how a safety feature works in relation to reducing the force of impacts by | | |
| |extending the duration of the impact | | |
| |Describe how road traffic accidents can be investigated using the evidence from the | | |
| |scene | | |
|4.1 Electrical charges|State that there are two types of electrical charge and that electrons carry a | | |
| |negative charge whereas protons carry a positive charge | | |
| |Draw diagrams showing how charge can be transferred from one object to another | | |
| |indicating the fact that charges are equal and opposite | | |
| |Describe the forces that act between charged objects | | |
| |Provide a detailed description of the transfer of charge in terms of electron movement| | |
|4.2 Electric circuits |Recognise and draw the circuit symbols for a cell, battery, switch, indicator, | | |
| |resistor, variable resistor, diode, fuse, voltmeter, ammeter, LED | | |
| |Describe the function of each of the above components | | |
| |State the difference between a cell and a battery | | |
| |Draw circuit diagrams using the above symbols | | |
|4.3 Resistance |Measure the resistance of a resistor using an ammeter and voltmeter | | |
| |Calculate the resistance of a device from the current through it and the potential | | |
| |difference across it | | |
| |State Ohm's law for a metal wire | | |
| |Perform calculations that involve rearrangement of the resistance equation | | |
|4.4 More |Draw current-pd graphs for a resistor, a filament bulb and a diode | | |
|current-potential | | | |
|difference graphs | | | |
| |Describe how the resistance of a filament bulb changes depending on the current | | |
| |through it | | |
| |Describe how the resistance of a diode depends on which way round it is connected in a| | |
| |circuit | | |
| |Describe how the resistance of a thermistor and light-dependent resistor (LDR) depend | | |
| |on the temperature and light level, respectively | | |
| |Explain the changes that take place in a series circuit including a thermistor or an | | |
| |LDR when the temperature or the light level changes | | |
| |Explain resistance change in terms of ions and electrons | | |
|4.5 Series circuits |State that the current through components in series is the same | | |
| |Find the total potential difference across several components in series, given the | | |
| |potential difference across each component | | |
| |Find the total potential difference of a group of cells connected in series | | |
| |Calculate the total resistance in a series circuit | | |
| |Analyse a series circuit to find the current and pd across components | | |
|4.6 Parallel circuits |Recognise components in parallel with each other | | |
| |Calculate the current in a branch of a parallel circuit, given the total current and | | |
| |the current in the other branches | | |
| |Identify, for resistors of known resistance in parallel, which resistor has the most | | |
| |current passing through it and which has the least | | |
| |Analyse parallel circuits to find the current through branches and the potential | | |
| |difference across components | | |
|5.1 Alternating |Distinguish between alternating and direct current | | |
|current | | | |
| |State the frequency of UK mains electricity | | |
| |Describe how the potential of the live wires varies with each cycle | | |
| |Use oscilloscope traces to compare direct and alternating potential differences and | | |
| |measure the peak voltage of an ac source | | |
| |Measure the period and frequency of an ac source using an oscilloscope or diagrams of | | |
| |oscilloscope traces | | |
|5.2 Cables and plugs |Describe the design and function of a three-pin mains plug, including the materials | | |
| |and the colours of the wires | | |
| |Explain why it is important that appliances are double insulated | | |
| |Explain why it is necessary to connect some appliances to the earth via the earth wire| | |
| |Explain, in terms of safety, why the fuse in the plug of an appliance and the switch | | |
| |of an appliance are on the live side of the appliance | | |
| |Explain in detail the choice of materials used for the mains parts of a three-pin plug| | |
|5.3 Fuses |Explain how and why a fuse cuts off an electrical signal | | |
| |Explain why the fuse in the plug of an appliance protects it | | |
| |List the advantage of a circuit breaker over a fuse | | |
| |Explain in detail why earthing the metal case of an appliance protects the user | | |
|Electrical power and |State that the power of an appliance is the amount of energy it transfers each second | | |
|potential difference | | | |
| |Calculate the power of an electrical appliance from the current and the potential | | |
| |difference | | |
| |Find the fuse required for an appliance based on its electrical power rating | | |
| |Perform calculations involving the rearrangement of the electrical power equation | | |
|5.5 Electrical energy |State that an electrical current is a flow of charge | | |
|and charge | | | |
| |Describe how a resistor transfers electrical energy by heating to the surroundings | | |
| |Calculate the energy transferred using the pd and the charge transferred | | |
| |Perform calculations involving rearrangement of the charge = current x time equation | | |
| |and the potential different = energy transferred per unit charge equation | | |
|Electrical issues |Recognise a wide range of electrical hazards | | |
| |Describe the range of lighting available and compare its efficiency | | |
| |Describe how the efficiency of an electrical appliance is shown | | |
| |Compare the electrical systems in other countries to that in the UK | | |
|6.1 Observing nuclear |Draw a diagram illustrating the structure of an atom (nuclear model) | | |
|radiation | | | |
| |State what we mean by a 'radioactive' substance and describe the types of radiation | | |
| |emitted from these substances | | |
| |Describe the origins of a background radiation | | |
| |Explain how radioactive materials were discovered | | |
|6.2 The discovery of |Describe the Rutherford scattering experiment and the evidence it produced | | |
|the nucleus | | | |
| |Explain how this evidence leads to the nuclear model of the atom | | |
| |Describe the 'plum pudding' model and explain why this model proved to be inadequate | | |
| |Draw and explain in detail the paths of alpha particles scattered by a nucleus | | |
|6.3 Nuclear reactions |State the relative charge and mass of the constituents of an atom | | |
| |State how many protons and neutrons are in a nucleus, given its mass number and atomic| | |
| |number | | |
| |Describe what happens to an isotope when it undergoes alpha or beta decay | | |
| |Write a nuclear equation to represent alpha or beta decay given appropriate data | | |
|6.4 More about alpha, |Describe the penetrating powers of the three radiations | | |
|beta and gamma | | | |
|radiation | | | |
| |Describe the range in air or each type of radiation, their relative ionising power and| | |
| |how they are affected in a magnetic or electric field | | |
| |Evaluate which radiation is the most hazardous inside and outside of the human body | | |
| |Describe ways of reducing the hazards presented when handling radioactive substances | | |
| |Explain in detail why radiation is dangerous in terms of damage to cells | | |
|Half-life |Define the term half-life in relation to the activity of a radioactive source | | |
| |Determine the half-life of a source from a graph of data | | |
|6.6 Radioactivity at |Describe how a beta source can be used to measure the thickness of a material like | | |
|work |aluminium foil | | |
| |Describe how radioactive tracers are used in medical analysis | | |
| |Describe how radioactive isotopes can be used to determine the age of a rock or | | |
| |organic material | | |
| |Evaluate the properties of a radioactive isotope to determine why it would make a good| | |
| |medical tracer | | |
| |Find the age of an organic sample from data presented to them | | |
|7.1 Nuclear fission |State the isotopes used as fuel in nuclear fission reactors | | |
| |Describe what happens in a fission event | | |
| |Sketch a labelled diagram to show how a chain reaction may occur | | |
| |Explain in detail how a chain reaction in a nuclear reactor can take place | | |
|7.2 Nuclear fusion |Describe the nuclear fusion process happening in the Sun | | |
| |Outline how experimental nuclear fusion reactors work in the Earth | | |
| |Evaluate the issues associated with nuclear fusion reactors | | |
|7.3 Nuclear issues |Discuss a range of nuclear issues balancing points of view appropriately | | |
| |Balance the advantages and risks of using nuclear material in medicine | | |
| |Present arguments about nuclear issues from a wide range of viewpoints | | |
|7.4 The early universe|Describe the structure of a galaxy | | |
| |Describe how the universe changed after the Big Bang and how gravitational forces | | |
| |brought matter together to form structures like galaxies and stars | | |
| |Explain why stars stay in a galaxy and why there are vast spaces between galaxies | | |
|7.5 The life history |Describe the stages in the complete life cycle of a typical star such as the Sun | | |
|of a star | | | |
| |Outline the stages that larger stars can go through in producing neutron stars and | | |
| |black holes | | |
| |Describe what a black hole is and what its main property | | |
|7.6 How the chemical |State that elements as heavy as iron are formed by nuclear fusion processes | | |
|elements formed | | | |
| |Describe a supernova event and how such events can lead to the formation of new stars | | |
| |Explain why the Earth contains elements heavier than iron as well as lighter elements | | |
Sources of Information
Revision guide
Kerboodle
SCIENCE (Sets SA 3-5 AND TA 1and 2)
Your Science examination is in preparation for your external exams that you are going to take in June, which covers the Science content you have covered so far in year 11. This will be the first opportunity to have a rehearsal for this paper so it is important that you revise thoroughly and do your best. Remember, you haven’t studied some of this material in several weeks, but when the actual exam comes around you won’t have studied some of it for nearly a year!
You will sit three Science examinations; Biology, Chemistry and Physics. Each paper will be 1 hour long and will include at least one question for which the quality of your English and grammar is also examined. Questions will be asked on the units B2, C2 and P2. These marks will be added to your ISA score (carried out in class) to give you an Additional Science Grade
Biology topics
|Topic |Students should learn |( |( | ( |
|1.1 Animal and plant |the functions of the different parts of animal and plant cells | | | |
|cells |the differences between plant and animal and plant cells. | | | |
|1.2 Bacteria and yeast |the structure of a bacterial cell | | | |
| |that the genes in a bacterial cell are not in a distinct nucleus | | | |
| |the structure of a yeast cell. | | | |
|1.3 Specialised cells |that cells may be specialised to carry out particular functions. | | | |
|1.4 Diffusion |that substances, such as oxygen, move in and out of cells by a process called diffusion | | | |
| |the factors that affect the rate of diffusion. | | | |
|1.5 Tissues and organs |that a tissue is a group of cells with similar structure and function | | | |
| |that organs are made of tissues. | | | |
|1.6 Organ systems |that organ systems are groups of organs that perform a particular function | | | |
| |that the digestive system of a mammal is an example of a system in which substances are | | | |
| |exchanged with the environment | | | |
| |that plant organs include stems, roots and leaves. | | | |
|2.1 Photosynthesis |that light energy is absorbed by the chlorophyll in the chloroplasts of green plants and some | | | |
| |algae | | | |
| |that light energy is used by converting carbon dioxide and water into sugar | | | |
| |that oxygen is released as a by-product. | | | |
|2.2 Limiting factors |that the rate of photosynthesis maybe limited by low temperature and the shortage of carbon | | | |
| |dioxide or light | | | |
| |that these factors interact | | | |
| |that if any of these factors are in short supply, the rate of photosynthesis is limited | | | |
|2.3 How plants use |that glucose is converted into starch for storage | | | |
|glucose |that some of the glucose produced in plants and algae is used for respiration and some is used | | | |
| |to produce fat or oil for storage | | | |
| |that cellulose and proteins are also produced. | | | |
|2.4 Making the most of |that different factors affect the rate of photosynthesis | | | |
|photosynthesis |that the environment in which plants are grown can be artificially manipulated. | | | |
Chemistry topics
• C2.1.1 Chemical Bonding
• C2.1.2 Ionic Bonding
• C2.1.3 Formulae of Ionic compounds
• C2.1.4 Covalent Bonding
• C2.1.5 Metals
• C2.2.1 Giant Ionic Structures
• C2.2.2 Simple Molecules
Physics topics
|Topic |Learning Objectives |( |( |
|1.1 Distance-time |State that the gradient of a distance-time graph represents the speed | | |
|graphs | | | |
| |Use the speed formula to calculate the average speed of an object | | |
| |Rearrange and use the speed formula | | |
| |Compare the speed of different objects using the gradient of a distance-time | | |
| |graph | | |
|1.2 Velocity and |Explain the difference between the velocity of an object using the acceleration | | |
|acceleration |equation | | |
| |Calculate the acceleration of an object using the acceleration equation | | |
| |Rearrange and use the acceleration equation | | |
|1.3 More about |Explain how data-logging equipment can be used to measure the velocity of an | | |
|velocity-time graphs |object | | |
| |Describe the acceleration of an object from a velocity-time graph | | |
| |Use velocity-time graphs to compare accelerations | | |
| |Use velocity-time graphs to compare distance travelled | | |
|1.4 Using graphs |Calculate the gradient of a distance-time graph and relate this to the speed of | | |
| |an object | | |
| |Calculate the gradient of a velocity-time graph and hence the acceleration | | |
| |Find the area under a velocity-time graph for constant velocity and use this to | | |
| |calculate the distance travelled by an object | | |
| |Find the area under a velocity-time graph for constant acceleration and use this | | |
| |to calculate the distance travelled by an object | | |
|2.1 Forces between |State the unit of force and that forces occur in equal and opposite pairs | | |
|objects | | | |
| |Describe how frictional forces act between objects | | |
| |Explain examples of equal and opposite forces acting when two objects interact | | |
|2.2 Resultant force |Find the resultant force acting on an object when there are two forces acting in | | |
| |the same or in opposite directions | | |
| |Describe how the resultant force will affect the movement of the object | | |
| |Describe examples where an object acted on by two forces is at rest or in uniform| | |
| |motion | | |
| |Explain examples where the motion of an object acted on by two forces along the | | |
| |same line is changed by the action of the forces | | |
|2.3 Force and |Calculate the force required to produce a given acceleration of an object of | | |
|acceleration |known mass | | |
| |State that objects of larger mass require greater forces to produce a given | | |
| |acceleration | | |
| |Determine the direction of the acceleration on an object | | |
| |Rearrange and use the equation F = ma | | |
|2.4 On the road |Use a chart to find the stopping distance, the braking distance and the thinking | | |
| |distance at a given speed | | |
| |List and describe the factors that affect the stopping distance of a vehicle | | |
| |Explain which are the most important factors for cars moving at a range of speeds| | |
| |Differentiate between factors that affect the thinking distance, braking distance| | |
| |or both distances | | |
|2.5 Falling objects |Explain the difference between mass and weight | | |
| |Calculate the weight of an object of a given mass | | |
| |Describe the forces acting on an object falling through a fluid such as air or | | |
| |water, and how these forces affect the acceleration of the object | | |
| |Describe how the velocity of an object released from rest in a fluid changes as | | |
| |it falls | | |
| |Explain why an object reaches a terminal velocity and describe some of the | | |
| |factors that determine this velocity | | |
| |Explain the motion of an object released from rest falling through a fluid | | |
| |including how the acceleration decreases and becomes zero at terminal velocity | | |
|Stretching and |Describe how a spring extends in terms of the force acting on it and 'Hooke's | | |
|squashing |law' | | |
| |Calculate the force required to extend a spring of known spring constant | | |
| |Use the spring constant and load to calculate the extension of a spring | | |
|2.7 Force and speed |Discuss a range of speed and travel-related issues linking their discussion to | | |
|issues |scientific knowledge and understanding | | |
|3.1 Energy and work |State that the work done is the amount of energy transferred | | |
| |Calculate the work done when a force moves an object through a distance | | |
| |Perform calculations including the rearrangement of the work done equation | | |
|3.2 Gravitational |State that the gravitational potential energy of an object depends on its weight | | |
|potential energy |and height above the 'ground' | | |
| |Calculate changes in gravitational potential energy | | |
| |Perform calculations including the rearrangement of the gravitational potential | | |
| |energy equation | | |
|3.3 Kinetic energy |Explain how the kinetic energy of an object depends on the speed and mass of the | | |
| |object | | |
| |Perform calculations using the kinetic energy equation | | |
| |Describe situations where elastic potential energy is stored | | |
| |Perform calculations using the kinetic energy equation including those that | | |
| |involve rearrangement of the equation | | |
|Momentum |Calculate the momentum of an object of known mass and velocity | | |
| |State that momentum is conserved in any collisions in a closed system | | |
| |Apply and rearrange the appropriate equations to two bodies that collide in a | | |
| |straight line | | |
|3.5 Explosions |State that the total momentum before and after an explosion is the same, provided| | |
| |no external forces act | | |
| |Describe how the launching of a bullet causes recoil | | |
| |Explain that momentum is conserved in all interactions that do not include | | |
| |external forces | | |
| |Apply the conservation of momentum to perform calculations where an explosion | | |
| |occurs causing two objects to recoil from each other | | |
|Impact forces |State that a resultant force will change the momentum of an object | | |
| |Describe the factors that affect the size of a force in an impact | | |
| |Calculate the force produced in a collisions | | |
|3.7 Car safety |Describe the safety features of a modern car and their effects | | |
| |Describe how a safety feature works in relation to reducing the force of impacts | | |
| |by extending the duration of the impact | | |
| |Describe how road traffic accidents can be investigated using the evidence from | | |
| |the scene | | |
Sources of Information
• Revision guide
• Kerboodle
Recommended Revision Guides
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|Maths Higher |AQA |GCSE Maths AQA Revision Guide - Higher | |
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| | |978-1446905128 |Mr Thorpe and Mr Hughes (Mrs Phillips |
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YEAR 11 REVISION PLANNER – Week 1
Use the table below to plan your revision carefully. Aim to revise three subjects per day, spending 30 minutes on each of the three subjects.
|Day/Date |Subject |Topic(s) |Completion Check |
| | | |(Parents/Staff) |
| | | | |
|Weds. 21st Oct. | | | |
| | | | |
|Thurs. 22nd Oct. | | | |
| | | | |
|Fri. 23rd Oct. | | | |
| | | | |
|Weekend | | | |
YEAR 11 REVISION PLANNER – Week 2
Use the table below to plan your revision carefully. Aim to revise three subjects per day, spending 30 minutes on each of the three subjects.
|Day/Date |Subject |Topic(s) |Completion Check |
| | | |(Parents/Staff) |
|Mon. 26th Oct. | | | |
| | | | |
| | | | |
| | | | |
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|Tues. 27th Oct. | | | |
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|Weds. 28th Oct. | | | |
| | | | |
|Thurs. 29th Oct. | | | |
| | | | |
|Fri. 30th Oct. | | | |
| | | | |
|Weekend | | | |
YEAR 11 REVISION PLANNER – Week 3
Use the table below to plan your revision carefully. Aim to revise three subjects per day, spending 30 minutes on each of the three subjects.
|Day/Date |Subject |Topic(s) |Completion Check |
| | | |(Parents/Staff) |
|Mon. 2nd Nov. | | | |
| | | | |
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|Tues. 3rd Nov. | | | |
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|Weds. 4th Nov. | | | |
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|Thurs. 5th Nov. | | | |
| | | | |
|Fri. 6th Nov. | | | |
| | | | |
|Weekend | | | |
YEAR 11 REVISION PLANNER – Week 4
Use the table below to plan your revision carefully. Aim to revise three subjects per day, spending 30 minutes on each of the three subjects.
|Day/Date |Subject |Topic(s) |Completion Check |
| | | |(Parents/Staff) |
|Mon. 9th Nov. | | | |
| | | | |
| | | | |
| | | | |
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|Tues. 10th Nov. | | | |
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|Weds. 11th Nov. | | | |
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|Thurs. 12th Nov. | | | |
| | | | |
|Fri. 13th Nov. | | | |
| | | | |
|Weekend | | | |
YEAR 11 REVISION PLANNER – Week 5
Use the table below to plan your revision carefully. Aim to revise three subjects per day, spending 30 minutes on each of the three subjects.
|Day/Date |Subject |Topic(s) |Completion Check |
| | | |(Parents/Staff) |
|Mon. 16th Nov. | | | |
| | | | |
| | | | |
| | | | |
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|Tues. 17th Nov. | | | |
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|Weds. 18th Nov. | | | |
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|Thurs. 19th Nov. | | | |
| | | | |
|Fri. 20th Nov. | | | |
| | | | |
|Weekend | | | |
Example Subject Mind Map
[pic]
Revision Notes
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