Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.

3 Subject content

This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting resources and examples to support your learners’
study. These should be appropriate for the learners’ age, cultural background and learning context as well as
complying with your school policies and local legal requirements.

All candidates should be taught the Core subject content. Candidates who are only taught the Core subject
content can achieve a maximum of grade CC. Candidates aiming for grades A*A* to CC should be taught the
Extended subject content. The Extended subject content includes both the Core and the Supplement.

Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which
allows them to develop their experimental skills by doing practical work and investigations.

Practical work helps students to:

• use equipment and materials accurately and safely
• develop observational and problem-solving skills
• develop a deeper understanding of the syllabus topics and the scientific approach
• appreciate how scientific theories are developed and tested
• transfer the experimental skills acquired to unfamiliar contexts
• develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
• develop an interest and enjoyment in science.

Biology
B1 Characteristics of living organisms
B1.1 Characteristics of living organisms
Core Supplement
1 Describe the characteristics of living
organisms by defining:
(a). movement as an action by an organism
or part of an organism causing a change
of position or place
(b). respiration as the chemical reactions in
cells that break down nutrient molecules
and release energy for metabolism
(c). sensitivity as the ability to detect and
respond to changes in the internal or
external environment
(d). growth as a permanent increase in size
and dry mass
(e). reproduction as the processes that make
more of the same kind of organism
(f). excretion as the removal of waste
products of metabolism and substances
in excess of requirements
(g). nutrition as the taking in of materials for
energy, growth and development
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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B2 Cells
B2.1 Cell structure
Core Supplement
1 Describe and compare the structure of a
plant cell with an animal cell, limited to: cell
wall, cell membrane, nucleus, cytoplasm,
chloroplasts, ribosomes, mitochondria,
vacuoles
2 Describe the structure of a bacterial
cell, limited to: cell wall, cell membrane,
cytoplasm, ribosomes, circular DNA,
plasmids
3 Identify the cell structures listed in 2.1.1 and
2.1.2 in diagrams and images of plant, animal
and bacterial cells
4 Describe the functions of the structures listed
in 2.1.1 and 2.1.2 in plant, animal and bacterial
cells
5 State that new cells are produced by division
of existing cells
6 State that specialised cells have specific
functions, limited to:
(a). ciliated cells – movement of mucus in the
trachea and bronchi
(b). root hair cells – absorption
(c). palisade mesophyll cells – photosynthesis
(d). neurones – conduction of electrical
impulses
(e). red blood cells – transport of oxygen
(f). sperm and egg cells (gametes) –
reproduction
7 Describe the meaning of the terms: cell,
tissue, organ, organ system and organism as
illustrated by examples given in the syllabus

B2.2 Size of specimens

Core Supplement
1 State and use the formula:
image size
magnification =
actual size
2 Calculate magnification and size of biological 3 Convert measurements between millimetres
specimens using millimetres as units (mm) and micrometres (µm)

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
Subject content

B3 Movement into and out of cells

B3.1 Diffusion
Core Supplement
1 Describe diffusion as the net movement
of particles from a region of their higher
concentration to a region of their lower
concentration (i.e. down a concentration
gradient), as a result of their random
movement
2 State that some substances move into and
out of cells by diffusion through the cell
membrane
3 Describe the importance of diffusion of gases 4 Investigate the factors that influence diffusion,
and solutes in living organisms limited to: surface area, temperature,
concentration gradient and distance

B3.2 Osmosis
Core Supplement
1 State that water diffuses through partially 4 Describe osmosis as the net movement
permeable membranes by osmosis of water molecules from a region of higher
water potential (dilute solution) to a region of
lower water potential (concentrated solution),
through a partially permeable membrane
2 State that water moves into and out of cells
by osmosis through the cell membrane
3 Investigate and describe the effects on plant 5 Explain the effects on plant cells of immersing
tissues of immersing them in solutions of them in solutions of different concentrations
different concentrations by using the terms: turgid, turgor pressure,
plasmolysis, flaccid
6 Explain the importance of water potential and
osmosis in the uptake and loss of water by
organisms

B3.3 Active transport

Core Supplement
1 Describe active transport as the movement 2 Explain the importance of active transport as
of particles through a cell membrane from a process for movement of molecules or ions
a region of lower concentration to a region across membranes, including ion uptake by
of higher concentration (i.e. against a root hairs
concentration gradient), using energy from
respiration

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B4 Biological molecules
B4.1 Biological molecules
Core Supplement
1 List the chemical elements that make up:
carbohydrates, fats and proteins
2 State that large molecules are made from
smaller molecules, limited to:
(a). starch, glycogen and cellulose from
glucose
(b). proteins from amino acids
(c). fats and oils from fatty acids and glycerol
3 Describe the use of:
(a). iodine solution test for starch
(b). Benedict’s solution test for reducing
sugars
(c). biuret test for proteins
(d). ethanol emulsion test for fats and oils

B5 Enzymes
B5.1 Enzymes
Core Supplement
1 Describe enzymes as proteins that are
involved in all metabolic reactions, where they
function as biological catalysts
3 Describe and explain enzyme action
with reference to: the active site,
enzyme–substrate complex, substrate and
product
4 Describe and explain the specificity of
enzymes in terms of the complementary
shape and fit of the active site with the
substrate
2 Investigate and describe the effect of 5 Explain the effect of changes in temperature
changes in temperature and pH on enzyme on enzyme activity in terms of kinetic energy,
activity shape and fit, frequency of effective collisions
and denaturation
6 Explain the effect of changes in pH on
enzyme activity in terms of shape and fit and
denaturation

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B6 Plant nutrition
B6.1 Photosynthesis
Core Supplement
1 Describe photosynthesis as the process by
which plants synthesise carbohydrates from
raw materials using energy from light
2 State the word equation for photosynthesis 5 State the balanced symbol equation for
as: photosynthesis as:
carbon dioxide + water → glucose + oxygen 6CO2 + 6H2O → C6H12O6 + 6O2
in the presence of light and chlorophyll
3 State that chlorophyll is a green pigment that
is found in chloroplasts
6 State that chlorophyll transfers energy
from light into energy in chemicals, for the
synthesis of carbohydrates
7 Outline the subsequent use and storage of
the carbohydrates made in photosynthesis:
(a). starch as an energy store
(b). cellulose to build cell walls
(c). glucose used in respiration to provide
energy
(d). sucrose for transport in the phloem
(e). nectar to attract insects for pollination
8 Explain the importance of:
(a). nitrate ions for making amino acids
(b). magnesium ions for making chlorophyll
4 Investigate and understand the need for 9 Understand and describe the effects of
chlorophyll, light and carbon dioxide for varying light intensity, carbon dioxide
photosynthesis concentration and temperature on the rate of
photosynthesis
10 Understand and describe the effect of light
and dark conditions on gas exchange in
an aquatic plant using hydrogencarbonate
indicator solution

B6.2 Leaf structure

Core Supplement
1 State that most leaves have a large surface
area and are thin, and explain how these
features are adaptations for photosynthesis
2 Identify in diagrams and images the following 3 Explain how the structures listed in 6.2.2
structures in the leaf of a dicotyledonous adapt leaves for photosynthesis
plant: chloroplasts, cuticle, guard cells and
stomata, upper and lower epidermis, palisade
mesophyll, spongy mesophyll, air spaces,
vascular bundles, xylem and phloem

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
Subject content

B7 Human nutrition
B7.1 Diet
Core Supplement
1 Describe what is meant by a balanced diet
2 State the principal dietary sources and
describe the importance of:
(a).carbohydrates
(b). fats and oils
(c).proteins
(d). vitamins, limited to C and D
(e). mineral ions, limited to calcium and iron
(f). fibre (roughage)
(g).water
3 State the causes of scurvy and rickets

B7.2 Digestive system

Core Supplement
1 Identify in diagrams and images the main
organs of the digestive system, limited to:
(a). alimentary canal: mouth, oesophagus,
stomach, small intestine (duodenum and
ileum) and large intestine (colon, rectum
and anus)
(b). associated organs: salivary glands,
pancreas, liver and gall bladder
2 Describe the functions of the organs of the
digestive system listed in 7.2.1, in relation to:
(a). ingestion – the taking of substances,
e.g. food and drink, into the body
(b). digestion – the breakdown of food
(c). absorption – the movement of nutrients
from the intestines into the blood
(d). assimilation – uptake and use of nutrients
by cells
(e). egestion – the removal of undigested
food from the body as faeces

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
Subject content

B7 Human nutrition (continued)

B7.3 Digestion
Core Supplement
1 Describe physical digestion as the breakdown
of food into smaller pieces without chemical
change to the food molecules
2 State that physical digestion increases
the surface area of food for the action of
enzymes in chemical digestion
3 Describe chemical digestion as the
breakdown of large insoluble molecules into
small soluble molecules
4 State the role of chemical digestion in
producing small soluble molecules that can
be absorbed
5 Describe the functions of enzymes as follows:
(a). amylase breaks down starch to simple
reducing sugars
(b). proteases break down protein to amino
acids
(c). lipase breaks down fats and oils to fatty
acids and glycerol
6 State where, in the digestive system, amylase,
protease and lipase are secreted and where
they act
7 Describe the functions of hydrochloric acid
in gastric juice, limited to killing harmful
microorganisms in food and providing an
acidic pH for optimum enzyme activity of
proteases in the stomach
8 Explain that bile is an alkaline mixture that
neutralises the acidic mixture of food and
gastric juices entering the duodenum from
the stomach, to provide a suitable pH for
enzyme action in the small intestine
9 Outline the role of bile in emulsifying fats and
oils to increase the surface area for chemical
digestion

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B8 Transport in plants
B8.1 Xylem and phloem
Core Supplement
1 State the functions of xylem and phloem:
(a). xylem – transport of water and mineral
ions, and support
(b). phloem – transport of sucrose and amino
acids
2 Identify in diagrams and images the position
of xylem and phloem as seen in sections
of roots, stems and leaves of non-woody
dicotyledonous plants

B8.2 Water uptake

Core Supplement
1 Identify in diagrams and images root hair cells
and state their functions
2 State that the large surface area of root hairs
increases the uptake of water and mineral
ions
3 Outline the pathway taken by water through
root, stem and leaf as: root hair cells, root
cortex cells, xylem, mesophyll cells

B8.3 Transpiration
Core Supplement
1 Describe transpiration as the loss of water
vapour from leaves
2 State that water evaporates from the surfaces
of the mesophyll cells into the air spaces and
then diffuses out of the leaves through the
stomata as water vapour
3 Investigate and describe the effects of 4 Explain the effects on the rate of transpiration
variation of temperature and wind speed on of varying the following: temperature, wind
transpiration rate speed and humidity
5 Explain how and why wilting occurs

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B8 Transport in plants (continued)

B8.4 Translocation
Core Supplement
1 Describe translocation as the movement of
sucrose and amino acids in phloem from
sources to sinks
2 Describe:
(a). sources as the parts of plants that release
sucrose or amino acids
(b). sinks as the parts of plants that use or
store sucrose or amino acids

B9 Transport in animals
B9.1 Circulatory systems
Core Supplement
1 Describe the circulatory system as a system
of blood vessels with a pump and valves to
ensure one-way flow of blood
2 Describe the single circulation of a fish
3 Describe the double circulation of a mammal
4 Explain the advantages of a double circulation

B9.2 Heart
Core Supplement
1 Identify in diagrams and images the
structures of the mammalian heart, limited
to: muscular wall, septum, left and right
ventricles, left and right atria, one-way valves
and coronary arteries
7 Describe the functioning of the heart in terms
of the contraction of muscles of the atria and
ventricles and the action of the valves
2 State that blood is pumped away from the
heart in arteries and returns to the heart in
veins
3 State that the activity of the heart may be
monitored by: ECG (electrocardiogram), pulse
rate and listening to sounds of valves closing
4 Investigate and describe the effect of physical 8 Explain the effect of physical activity on the
activity on the heart rate heart rate
5 Describe coronary heart disease in terms
of the blockage of coronary arteries and
state the possible risk factors including: diet,
lack of exercise, stress, smoking, genetic
predisposition, age and sex
6 Discuss the roles of diet and exercise in
reducing the risk of coronary heart disease

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B9 Transport in animals (continued)

B9.3 Blood vessels
Core Supplement
1 Describe the structure of arteries, veins and 3 Explain how the structure of arteries and
capillaries, limited to: relative thickness of veins is related to the pressure of the blood
wall, diameter of the lumen and the presence that they transport
of valves in veins
2 State the functions of capillaries 4 Explain how the structure of capillaries is
related to their functions
5 Identify in diagrams and images the main
blood vessels to and from the:
(a). heart, limited to: vena cava, aorta,
pulmonary artery and pulmonary vein
(b). lungs, limited to: pulmonary artery and
pulmonary vein

B9.4 Blood
Core Supplement
1 List the components of blood as: red blood
cells, white blood cells, platelets and plasma
2 Identify red and white blood cells in 4 Identify lymphocytes and phagocytes in
photomicrographs and diagrams photomicrographs and diagrams
3 State the functions of the following 5 State the functions of:
components of blood: (a). lymphocytes – antibody production
(a). red blood cells in transporting oxygen, (b). phagocytes – engulfing pathogens by
including the role of haemoglobin phagocytosis
(b). white blood cells in phagocytosis and
antibody production
(c). platelets in clotting (details are not
required)
(d). plasma in the transport of blood cells,
ions, nutrients, urea, hormones and
carbon dioxide
6 State the roles of blood clotting as preventing
blood loss and the entry of pathogens

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B10 Diseases and immunity

B10.1 Diseases and immunity
Core Supplement
1 Describe a pathogen as a disease-causing
organism
2 Describe a transmissible disease as a disease
in which the pathogen can be passed from
one host to another
7 State the features of viruses, limited to a
protein coat and genetic material
3 State that a pathogen is transmitted:
(a). by direct contact, including through blood
and other body fluids
(b). indirectly, including from contaminated
surfaces, food, animals and air
4 Describe the body defences against
pathogens, limited to: skin, hairs in the nose,
mucus, stomach acid and white blood cells
5 Explain the importance of the following in
controlling the spread of disease:
(a). a clean water supply
(b). hygienic food preparation
(c). good personal hygiene
(d). waste disposal
(e). sewage treatment (details of the stages of
sewage treatment are not required)
8 Describe active immunity as defence against
a pathogen by antibody production in the
body
9 State that each pathogen has its own
antigens, which have specific shapes
10 Describe antibodies as proteins that bind
to antigens leading to direct destruction
of pathogens or marking of pathogens for
destruction by phagocytes
11 State that specific antibodies have
complementary shapes which fit specific
antigens
12 Explain that active immunity is gained after an
infection by a pathogen or by vaccination
13 Outline the process of vaccination:
(a). weakened pathogens or their antigens
are put into the body
(b). the antigens stimulate an immune
response by lymphocytes which produce
antibodies
(c). memory cells are produced that give
long-term immunity

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B10 Diseases and immunity (continued)

B10.1 Diseases and immunity (continued)
Core Supplement
6 State that vaccinations are available for some 14 Explain the role of vaccination in controlling
pathogens to help control the spread of the spread of diseases
diseases

B11 Gas exchange in humans

B11.1 Gas exchange in humans
Core Supplement
1 Identify in diagrams and images the following 5 Describe the features of gas exchange
parts of the breathing system: lungs, surfaces in humans, limited to: large surface
diaphragm, ribs, intercostal muscles, larynx, area, thin surface, good blood supply and
trachea, bronchi, bronchioles, alveoli and good ventilation with air
associated capillaries
2 Investigate the differences in composition
between inspired and expired air using
limewater as a test for carbon dioxide
3 Describe the differences in composition 6 Explain the differences in composition
between inspired and expired air, limited to: between inspired and expired air
oxygen, carbon dioxide and water vapour
4 Investigate and describe the effects of 7 Explain the link between physical activity and
physical activity on the rate and depth of the rate and depth of breathing in terms of: an
breathing increased carbon dioxide concentration in the
blood, which is detected by the brain, leading
to an increased rate and greater depth of
breathing

B12 Respiration
B12.1 Respiration
Core Supplement
1 State the uses of energy in living organisms,
including: muscle contraction, protein
synthesis, cell division, growth, the passage
of nerve impulses and the maintenance of a
constant body temperature
2 Describe aerobic respiration as the chemical
reactions in cells that use oxygen to break
down nutrient molecules to release energy
3 State the word equation for aerobic 4 State the balanced symbol equation for
respiration as: aerobic respiration as:
glucose + oxygen → carbon dioxide + water C6H12O6 + 6O2 → 6CO2 + 6H2O
5 Describe anaerobic respiration as the
chemical reactions in cells that break down
nutrient molecules to release energy without
using oxygen

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B12 Respiration (continued)

B12.1 Respiration (continued)
Core Supplement
6 State that anaerobic respiration releases
much less energy per glucose molecule than
aerobic respiration
7 State the word equation for anaerobic
respiration in muscles during vigorous
exercise as:
glucose → lactic acid
8 State that lactic acid builds up in muscles and
blood during vigorous exercise causing an
oxygen debt
9 Outline how the oxygen debt is removed after
exercise, limited to:
(a). continuation of fast heart rate to transport
lactic acid in the blood from the muscles
to the liver
(b). continuation of deeper and faster
breathing to supply oxygen for aerobic
respiration of lactic acid
(c). aerobic respiration of lactic acid in the
liver

B13 Coordination and response

B13.1 Coordination and response
Core Supplement
1 State that electrical impulses travel along
neurones
2 Describe the mammalian nervous system in
terms of:
(a). the central nervous system (CNS)
consisting of the brain and spinal cord
(b). the peripheral nervous system (PNS)
consisting of the nerves outside of the
brain and spinal cord
3 Describe the role of the nervous system as
coordination and regulation of body functions
4 Identify in diagrams and images sensory,
relay and motor neurones
5 Describe a simple reflex arc in terms of:
receptor, sensory neurone, relay neurone,
motor neurone and effector

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B13 Coordination and response (continued)

B13.1 Coordination and response (continued)
Core Supplement
6 Describe a reflex action as a means of
automatically and rapidly integrating and
coordinating stimuli with the responses of
effectors (muscles and glands)
7 Describe sense organs as groups of receptor
cells responding to specific stimuli: light,
sound, touch, temperature and chemicals

B13.2 Hormones
Core Supplement
1 Describe a hormone as a chemical
substance, produced by a gland and carried
by the blood, which alters the activity of one
or more specific target organs
2 Identify in diagrams and images specific 4 State that glucagon is secreted by the
endocrine glands and state the hormones pancreas
they secrete, limited to:
(a). adrenal glands and adrenaline
(b). pancreas and insulin
(c). testes and testosterone
(d). ovaries and oestrogen
3 Describe adrenaline as the hormone secreted
in ‘fight or flight’ situations and its effects,
limited to:
(a). increased breathing rate
(b). increased heart rate
(c). increased pupil diameter

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 Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654 syllabus for 2025, 2026 and 2027.
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B13 Coordination and response (continued)

B13.3 Homeostasis
Core Supplement
1 Describe homeostasis as the maintenance of
a constant internal environment
2 Explain the concept of homeostatic control
by negative feedback with reference to a set
point
3 Describe the control of blood glucose
concentration by the liver and the roles of
insulin and glucagon
4 Identify in diagrams and images of the skin:
hairs, hair erector muscles, sweat glands,
receptors, sensory neurones, blood vessels
and fatty tissue
5 Describe the maintenance of a constant
internal body temperature in mammals in
terms of:
(a). insulation, sweating, shivering, the role of
the brain
(b). vasodilation and vasoconstriction
of arterioles supplying skin surface
capillaries

B14 Drugs
B14.1 Drugs
Core Supplement
1 Describe a drug as any substance taken into
the body that modifies or affects chemical
reactions in the body
2 Describe the use of antibiotics for the
treatment of bacterial infections
3 State that some bacteria are resistant to 5 Explain how using antibiotics only when
antibiotics which reduces the effectiveness of essential can limit the development of
antibiotics resistant bacteria such as MRSA
4 State that antibiotics kill bacteria but do not
affect viruses

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B15 Reproduction
B15.1 Asexual reproduction
Core Supplement
1 Describe asexual reproduction as a process 3 Discuss the advantages and disadvantages
resulting in the production of genetically of asexual reproduction to a population of a
identical offspring from one parent species in the wild
2 Identify examples of asexual reproduction in
diagrams, images and information provided

B15.2 Sexual reproduction

Core Supplement
1 Describe sexual reproduction as a process 3 State that nuclei of gametes are haploid and
involving the fusion of the nuclei of two that the nucleus of a zygote is diploid
gametes to form a zygote and the production
of offspring that are genetically different from
each other
4 Discuss the advantages and disadvantages
of sexual reproduction to a population of a
species in the wild
2 Describe a species as a group of organisms
that can reproduce to produce fertile
offspring

B15.3 Sexual reproduction in plants

Core Supplement
1 Identify in diagrams and images and draw the 7 Identify in diagrams and images and describe
following parts of an insect-pollinated flower: the anthers and stigmas of a wind-pollinated
sepals, petals, stamens, filaments, anthers, flower
carpels, style, stigma, ovary and ovules
2 State the functions of the structures listed in
15.3.1
3 Describe pollination as the transfer of pollen
grains from an anther to a stigma
4 State that fertilisation occurs when a pollen
nucleus fuses with a nucleus in an ovule
5 Describe the structural adaptations of insect-
pollinated and wind-pollinated flowers
6 Investigate and describe the environmental
conditions that affect germination of seeds,
limited to the requirement for: water, oxygen
and a suitable temperature

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B15 Reproduction (continued)

B15.4 Sexual reproduction in humans
Core Supplement
1 Identify on diagrams and state the functions
of the following parts of the male reproductive
system: testes, scrotum, sperm ducts,
prostate gland, urethra and penis
2 Identify on diagrams and state the functions
of the following parts of the female
reproductive system: ovaries, oviducts,
uterus, cervix and vagina
3 Describe fertilisation as the fusion of the
nuclei from a male gamete (sperm) and a
female gamete (egg cell)
6 Explain the adaptive features of sperm,
limited to: flagellum, mitochondria and the
presence of enzymes in the acrosome
7 Explain the adaptive features of egg cells,
limited to: energy stores and the jelly coat that
changes at fertilisation
8 Compare male and female gametes in terms
of: size, structure, motility and numbers
4 Describe the roles of testosterone and
oestrogen in the development and regulation
of secondary sexual characteristics during
puberty
5 Describe the menstrual cycle in terms of
changes in the ovaries and in the lining of the
uterus (knowledge of sex hormones is not
required)

B15.5 Sexually transmitted infections

Core Supplement
1 Describe a sexually transmitted infection (STI)
as an infection that is transmitted through
sexual contact
2 State that human immunodeficiency virus
(HIV) is a pathogen that causes an STI
3 State that HIV infection may lead to AIDS
4 Describe the methods of transmission of HIV
5 Explain how the spread of STIs is controlled

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B16 Inheritance
B16.1 Chromosomes and genes
Core Supplement
1 State that chromosomes are made of DNA,
which contains genetic information in the
form of genes
2 Define a gene as a length of DNA that codes
for a protein
3 Define an allele as an alternative form of a
gene
4 Describe the inheritance of sex in humans
with reference to XX and XY chromosomes
5 Describe a haploid nucleus as a nucleus
containing a single set of chromosomes
6 Describe a diploid nucleus as a nucleus
containing two sets of chromosomes
7 State that in a diploid cell, there is a pair of
each type of chromosome and in a human
diploid cell there are 23 pairs

B16.2 Cell division

Core Supplement
1 Describe mitosis as nuclear division giving
rise to genetically identical cells (details of the
stages of mitosis are not required)
2 State the role of mitosis in growth, repair of
damaged tissues, replacement of cells and
asexual reproduction
3 State that the exact replication of
chromosomes occurs before mitosis
4 State that during mitosis, the copies of
chromosomes separate, maintaining the
chromosome number in each daughter cell
5 State that meiosis is involved in the
production of gametes
6 Describe meiosis as reduction division in
which the chromosome number is halved
from diploid to haploid resulting in genetically
different cells (details of the stages of meiosis
are not required)

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B16 Inheritance (continued)

B16.3 Monohybrid inheritance
Core Supplement
1 Describe inheritance as the transmission
of genetic information from generation to
generation
2 Describe genotype as the genetic make-up
of an organism and in terms of the alleles
present
3 Describe phenotype as the observable
features of an organism
4 Describe homozygous as having two identical
alleles of a particular gene
5 State that two identical homozygous
individuals that breed together will be pure-
breeding
6 Describe heterozygous as having two
different alleles of a particular gene
7 State that a heterozygous individual will not
be pure-breeding
8 Describe a dominant allele as an allele that is
expressed if it is present in the genotype
9 Describe a recessive allele as an allele that
is only expressed when there is no dominant
allele of the gene present in the genotype
10 Interpret pedigree diagrams for the
inheritance of a given characteristic
11 Use genetic diagrams to predict the results
of monohybrid crosses and calculate
phenotypic ratios, limited to 1 : 1 and 3 : 1
ratios
12 Use Punnett squares in crosses which result
in more than one genotype to work out and
show the possible different genotypes

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B17 Variation and selection

B17.1 Variation
Core Supplement
1 Describe variation as differences between
individuals of the same species
2 State that continuous variation results in a
range of phenotypes between two extremes;
examples include body length
3 State that discontinuous variation results
in a limited number of phenotypes with no
intermediates; examples include ABO blood
groups
4 Describe mutation as a genetic change
5 State that mutation is the way in which new
alleles are formed

B17.2 Selection
Core Supplement
1 Describe natural selection with reference to: 4 Describe the development of strains of
(a). genetic variation within populations antibiotic-resistant bacteria as an example of
natural selection
(b). production of many offspring
(c). struggle for survival, including competition
for resources
(d). a greater chance of reproduction by
individuals that are better adapted to the
environment than others
(e). these individuals passing on their alleles
to the next generation
2 Describe selective breeding with reference to:
(a). selection by humans of individuals with
desirable features
(b). crossing these individuals to produce the
next generation
(c). selection of offspring showing the
desirable features
3 Outline how selective breeding by artificial
selection is carried out over many generations
to improve crop plants and domesticated
animals and apply this to given contexts

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B18 Organisms and their environment

B18.1 Energy flow
Core Supplement
1 State that the Sun is the principal source of
energy input to biological systems
2 Describe the flow of energy through living
organisms, including light energy from the
Sun and chemical energy in organisms, and
its eventual transfer to the environment

B18.2 Food chains and food webs

Core Supplement
1 Describe a food chain as showing the transfer
of energy from one organism to the next,
beginning with a producer
2 Construct and interpret simple food chains
3 Describe a food web as a network of
interconnected food chains and interpret food
webs
4 Describe a producer as an organism that
makes its own organic nutrients, usually using
energy from sunlight, through photosynthesis
5 Describe a consumer as an organism that
gets its energy by feeding on other organisms
6 State that consumers may be classed as
primary, secondary and tertiary according to
their position in a food chain
7 Describe a herbivore as an animal that gets
its energy by eating plants
8 Describe a carnivore as an animal that gets
its energy by eating other animals
9 Describe a decomposer as an organism that
gets its energy from dead or waste organic
material
10 Use food chains and food webs to
describe the impact humans have through
overharvesting of food species and through
introducing foreign species to a habitat
11 Describe a trophic level as the position of an
organism in a food chain and food web
12 Identify the following as the trophic levels
in food webs and food chains: producers,
primary consumers, secondary consumers,
tertiary consumers and quaternary
consumers
13 Explain why the transfer of energy from one
trophic level to another is often not efficient

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B18 Organisms and their environment (continued)

B18.2 Food chains and food webs (continued)
Core Supplement
14 Explain, in terms of energy loss, why food
chains usually have fewer than five trophic
levels
15 Explain why it is more energy efficient for
humans to eat crop plants than to eat
livestock that have been fed on crop plants

B18.3 Carbon cycle

Core Supplement
1 Describe the carbon cycle, limited to:
photosynthesis, respiration, feeding,
decomposition, formation of fossil fuels and
combustion

B19 Human influences on ecosystems

B19.1 Habitat destruction
Core Supplement
1 Describe an ecosystem as a unit containing
the community of organisms and their
environment, interacting together
2 Describe biodiversity as the number of
different species that live in an area
3 Describe the reasons for habitat destruction,
including:
(a). increased area for housing, crop plant
production and livestock production
(b). extraction of natural resources
(c). freshwater and marine pollution (a
detailed description of eutrophication is
not required)
4 State the undesirable effects of deforestation 5 Explain the undesirable effects of
as an example of habitat destruction, to deforestation as an example of habitat
include: reducing biodiversity, extinction, destruction, to include: reducing biodiversity,
loss of soil, flooding and increase of carbon extinction, loss of soil, flooding and increase
dioxide in the atmosphere of carbon dioxide in the atmosphere

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B19 Human influences on ecosystems (continued)

B19.2 Conservation
Core Supplement
1 Explain why organisms become endangered
or extinct, including: climate change, habitat
destruction, hunting, overharvesting, pollution
and introduced species
2 Describe how endangered species can be
conserved, limited to:
(a). monitoring and protecting species and
habitats
(b).education
(c). captive breeding programmes
(d). seed banks

Chemistry
C1 States of matter
C1.1 Solids, liquids and gases
Core Supplement
1 State the distinguishing properties of solids,
liquids and gases
2 Describe the structure of solids, liquids
and gases in terms of particle separation,
arrangement and motion
3 Describe changes of state in terms of melting, 5 Explain changes of state in terms of kinetic
boiling, evaporating, freezing and condensing particle theory, including the interpretation of
heating and cooling curves
4 Describe the effects of temperature and 6 Explain, in terms of kinetic particle theory, the
pressure on the volume of a gas effects of temperature and pressure on the
volume of a gas

C1.2 Diffusion
Core Supplement
1 Describe and explain diffusion in terms of
kinetic particle theory
2 Describe and explain the effect of relative
molecular mass on the rate of diffusion of
gases

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C2 Atoms, elements and compounds

C2.1 Elements, compounds and mixtures
Core Supplement
1 Describe the differences between elements,
compounds and mixtures

C2.2 Atomic structure and the Periodic Table

Core Supplement
1 Describe the structure of the atom as a
central nucleus containing neutrons and
protons, surrounded by electrons in shells
2 State the relative charges and relative masses
of a proton, a neutron and an electron
3 Define proton number / atomic number as the
number of protons in the nucleus of an atom
4 Define mass number / nucleon number as the
total number of protons and neutrons in the
nucleus of an atom
5 Determine the electronic configuration
of elements with proton number 1 to 20,
e.g. 2,8,3
6 State that:
(a). Group VIII noble gases have a full outer
shell
(b). the number of outer-shell electrons is
equal to the group number in Groups I to
VII
(c). the number of occupied electron shells is
equal to the period number

C2.3 Isotopes
Core Supplement
1 Define isotopes as different atoms of the 3 State that isotopes of the same element
same element that have the same number of have the same chemical properties because
protons but different numbers of neutrons they have the same number of electrons and
therefore the same electronic configuration
2 Interpret and use symbols for atoms,
−
e.g. 126 C , and ions, e.g. 35
17
Cl

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C2 Atoms, elements and compounds (continued)

C2.4 Ions and ionic bonds
Core Supplement
1 Describe the formation of positive ions,
known as cations, and negative ions, known
as anions
2 State that an ionic bond is a strong
electrostatic attraction between oppositely
charged ions
3 Describe the formation of ionic bonds 5 Describe the formation of ionic bonds
between elements from Group I and between ions of metallic and non-metallic
Group VII, including the use of dot-and-cross elements, including the use of dot-and-cross
diagrams diagrams
4 Describe the properties of ionic compounds: 6 Explain in terms of structure and bonding the
(a). high melting points and boiling points properties of ionic compounds:
(b). good electrical conductivity when (a). high melting points and boiling points
aqueous or molten and poor when solid (b). good electrical conductivity when
(c). generally soluble in water aqueous or molten and poor when solid
7 Describe the giant lattice structure of ionic
compounds as a regular arrangement
of alternating positive and negative ions,
exemplified by sodium chloride

C2.5 Simple molecules and covalent bonds

Core Supplement
1 State that a covalent bond is formed when
a pair of electrons is shared between two
atoms leading to noble gas electronic
configurations
2 Describe the formation of covalent bonds 4 Describe the formation of covalent bonds in
in simple molecules, including H2, Cl 2, simple molecules, including CH3OH, C2H4,
H2O, CH4, NH3 and HCl. Use dot-and- O2, CO2 and N2. Use dot-and-cross diagrams
cross diagrams to show the electronic to show the electronic configurations in these
configurations in these molecules molecules
3 Describe in terms of structure and bonding 5 Explain in terms of structure and bonding the
the properties of simple molecular properties of simple molecular compounds:
compounds: (a). low melting points and boiling points
(a). low melting points and boiling points in terms of weak intermolecular forces
(b). poor electrical conductivity (specific types of intermolecular forces
are not required)
(b). poor electrical conductivity

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C2 Atoms, elements and compounds (continued)

C2.6 Giant covalent structures
Core Supplement
1 Describe the giant covalent structures of
graphite and diamond
2 Relate the structures and bonding of graphite
and diamond to their uses, limited to:
(a). graphite as a lubricant and as an
electrode
(b). diamond in cutting tools

C2.7 Metallic bonding

Core Supplement
1 Describe metallic bonding as the electrostatic
attraction between the positive ions in a giant
metallic lattice and a ‘sea’ of delocalised
electrons
2 Explain in terms of structure and bonding the
properties of metals:
(a). good electrical conductivity
(b).malleability

C3 Stoichiometry
C3.1 Formulas
Core Supplement
1 State the formulas of the elements and
compounds named in the subject content
2 Define the molecular formula of a compound
as the number and type of atoms in one
molecule
3 Deduce the formula of a simple molecular 6 Deduce the formula of an ionic compound
compound from the relative numbers of from the relative numbers of the ions present
atoms present in a model or a diagrammatic in a model or a diagrammatic representation
representation or from the charges on the ions
4 Construct word equations to show how
reactants form products
5 Balance and interpret simple symbol 7 Construct symbol equations with state
equations, including state symbols symbols, including ionic equations
8 Deduce the symbol equation with state
symbols for a chemical reaction, given
relevant information

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C3 Stoichiometry (continued)
C3.2 Relative masses of atoms and molecules
Core Supplement
1 Describe relative atomic mass, Ar, as the
average mass of the isotopes of an element
compared to 1/12th of the mass of an atom of
12
C
2 Define relative molecular mass, Mr, as the
sum of the relative atomic masses. Relative
formula mass, Mr, will be used for ionic
compounds
3 Calculate reacting masses in simple
proportions (calculations will not involve the
mole concept)

C3.3 The mole and the Avogadro constant

Core Supplement
1 State that concentration can be measured in
g / dm3
2 State that the mole, mol, is the unit of
amount of substance and that one mole
contains 6.02 × 1023 particles, e.g. atoms,
ions, molecules; this number is the Avogadro
constant
3 Use the relationship
amount of substance (mol)
mass (g)
= to calculate:
molar mass (g/ mol)
(a). amount of substance
(b).mass
(c). molar mass
(d). relative atomic mass or relative
molecular / formula mass
4 Use the molar gas volume, taken as 24 dm3
at room temperature and pressure, r.t.p., in
calculations involving gases
5 Calculate stoichiometric reacting masses,
limiting reactants, volumes of gases at r.t.p.,
including conversion between cm3 and dm3

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C4 Electrochemistry
C4.1 Electrolysis
Core Supplement
1 Define electrolysis as the decomposition of an
ionic compound, when molten or in aqueous
solution, by the passage of an electric current
2 Identify in simple electrolytic cells:
(a). the anode as the positive electrode
(b). the cathode as the negative electrode
(c). the electrolyte as the molten or aqueous
substance that undergoes electrolysis
3 Identify the products formed at the electrodes
and describe the observations made during
the electrolysis of:
(a). molten lead(II) bromide
(b). concentrated aqueous sodium chloride
(c). dilute sulfuric acid
using inert electrodes made of platinum or
carbon / graphite
4 Describe the transfer of charge during
electrolysis:
(a). the movement of electrons in the external
circuit
(b). the loss or gain of electrons at the
electrodes
(c). the movement of ions in the electrolyte
5 Identify the products formed at the electrodes
and describe the observations made during
the electrolysis of aqueous copper(II) sulfate
using carbon / graphite electrodes and when
using copper electrodes
6 State that metals or hydrogen are formed at
the cathode and that non-metals (other than
hydrogen) are formed at the anode
7 Predict the identity of the products at each
electrode for the electrolysis of a binary
compound in the molten state
8 Construct ionic half-equations for reactions at
the cathode (showing gain of electrons as a
reduction reaction)

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C4 Electrochemistry (continued)
C4.2 Hydrogen–oxygen fuel cells
Core Supplement
1 State that a hydrogen–oxygen fuel cell uses
hydrogen and oxygen to produce electricity
with water as the only chemical product
2 Describe the advantages and disadvantages
of using hydrogen–oxygen fuel cells in
comparison with gasoline / petrol engines in
vehicles

C5 Chemical energetics
C5.1 Exothermic and endothermic reactions
Core Supplement
1 State that an exothermic reaction transfers
thermal energy to the surroundings leading
to an increase in the temperature of the
surroundings
2 State that an endothermic reaction takes in
thermal energy from the surroundings leading
to a decrease in the temperature of the
surroundings
3 Interpret reaction pathway diagrams showing
exothermic and endothermic reactions
4 State that the transfer of thermal energy
during a reaction is called the enthalpy
change, ∆H, of the reaction. ∆H is negative
for exothermic reactions and positive for
endothermic reactions
5 Define activation energy, Ea, as the minimum
energy that colliding particles must have to
react
6 Draw and label reaction pathway diagrams for
exothermic and endothermic reactions using
information provided, to include:
(a).reactants
(b).products
(c). overall energy change of the reaction, ∆H
(d). activation energy, Ea
7 State that bond breaking is an endothermic
process and bond making is an exothermic
process

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C6 Chemical reactions
C6.1 Physical and chemical changes
Core Supplement
1 Identify physical and chemical changes, and
understand the differences between them

C6.2 Rate of reaction

Core Supplement
1 Describe the effect on the rate of reaction of: 5 Explain the effect on the rate of reaction of:
(a). changing the concentration of solutions (a). changing the concentration of solutions
(b). changing the pressure of gases (b). changing the pressure of gases
(c). changing the surface area of solids (c). changing the surface area of solids
(d). changing the temperature (d). changing the temperature
(e). adding or removing a catalyst (e). adding or removing a catalyst
using collision theory
2 State that a catalyst increases the rate of a 6 State that a catalyst decreases the activation
reaction and is unchanged at the end of a energy, Ea, of a reaction
reaction
3 Describe practical methods for investigating
the rate of a reaction including change
in mass of a reactant or product and the
formation of a gas
4 Interpret data, including graphs, from rate of
reaction experiments
7 Describe collision theory in terms of:
(a). number of particles per unit volume
(b). frequency of collisions between particles
(c). kinetic energy of particles
(d). activation energy, Ea

C6.3 Redox
Core Supplement
1 Define redox reactions as involving
simultaneous oxidation and reduction
2 Define oxidation as gain of oxygen and 5 Define oxidation in terms of:
reduction as loss of oxygen (a). loss of electrons
(b). an increase in oxidation number
(determination of oxidation numbers is not
required)
6 Define reduction in terms of:
(a). gain of electrons
(b). a decrease in oxidation number
(determination of oxidation numbers is not
required)

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C6 Chemical reactions (continued)

C6.3 Redox (continued)
Core Supplement
3 Identify redox reactions as reactions involving
gain and loss of oxygen
4 Identify oxidation and reduction in redox
reactions. (Oxidation number limited to its
use to name ions, e.g. iron(II), iron(III),
copper(II).)

C7 Acids, bases and salts

C7.1 The characteristic properties of acids and bases
Core Supplement
1 Describe the characteristic properties of
acids in terms of their reactions with:
(a).metals
(b).bases
(c).carbonates
2 Describe acids in terms of their effect on the
indicators:
(a).litmus
(b). methyl orange
3 State that bases are oxides or hydroxides of
metals and that alkalis are soluble bases
4 Describe the characteristic properties of
bases in terms of their reactions with acids
5 Describe alkalis in terms of their effect on the
indicators:
(a).litmus
(b). methyl orange
6 Describe how to compare neutrality, relative
acidity and relative alkalinity in terms of colour
and pH using universal indicator
7 Describe the neutralisation reaction between
an acid and an alkali to produce a salt and
water (the ionic equation for this reaction is
not required)

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C7 Acids, bases and salts (continued)

C7.2 Oxides
Core Supplement
1 Classify oxides as either acidic, including SO2
and CO2, or basic, including CuO and CaO,
related to metallic and non-metallic character
2 Describe amphoteric oxides as oxides that
react with acids and with bases to produce a
salt and water
3 Classify Al 2O3 and ZnO as amphoteric oxides

C7.3 Preparation of salts

Core Supplement
1 Describe the preparation, separation and
purification of soluble salts by reaction of an
acid with:
(a). an alkali by titration
(b). excess metal
(c). excess insoluble base
(d). excess insoluble carbonate
(the general solubility rules for salts are not
required)
2 Define a hydrated substance as a substance
that is chemically combined with water and
an anhydrous substance as a substance
containing no water
3 Describe the preparation of insoluble salts by
precipitation (the general solubility rules for
salts are not required)

C8 The Periodic Table

C8.1 Arrangement of elements
Core Supplement
1 Describe the Periodic Table as an
arrangement of elements in periods and
groups and in order of increasing proton
number / atomic number
2 Describe the change from metallic to
non‑metallic character across a period
3 Explain similarities in the chemical properties
of elements in the same group of the Periodic
Table in terms of their electronic configuration
4 Identify trends in groups, given information
about the elements

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C8 The Periodic Table (continued)

C8.2 Group I properties
Core Supplement
1 Describe the Group I alkali metals, lithium,
sodium and potassium, as relatively soft
metals with general trends down the group,
limited to:
(a). decreasing melting point
(b). increasing density
(c). increasing reactivity with water
2 Predict the properties of other elements in
Group I, given information about the elements

C8.3 Group VII properties

Core Supplement
1 Describe the Group VII halogens, chlorine,
bromine and iodine, as diatomic non-metals
with general trends down the group, limited
to:
(a). increasing density
(b). decreasing reactivity
2 State the appearance of the halogens at
room temperature and pressure, r.t.p., as:
(a). chlorine, a pale yellow-green gas
(b). bromine, a red-brown liquid
(c). iodine, a grey-black solid
3 Describe and explain the displacement
reactions of halogens with other halide ions
4 Predict the properties of other elements
in Group VII, given information about the
elements

C8.4 Transition elements

Core Supplement
1 Describe the transition elements as metals
that:
(a). have high densities
(b). have high melting points
(c). form coloured compounds
(d). often act as catalysts as elements and in
compounds

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C8 The Periodic Table (continued)

C8.5 Noble gases
Core Supplement
1 Describe the Group VIII noble gases as
unreactive, monatomic gases and explain this
in terms of electronic configuration

C9 Metals
C9.1 Properties of metals
Core Supplement
1 Compare the general physical properties of
metals and non-metals, including:
(a). thermal conductivity
(b). electrical conductivity
(c) . malleability and ductility
(d). melting points and boiling points
2 Describe the general chemical properties of
metals, limited to their reactions with:
(a). dilute acids
(b). cold water and steam

C9.2 Uses of metals

Core Supplement
1 Describe the uses of metals in terms of their
physical properties, including:
(a). aluminium in the manufacture of aircraft
because of its low density
(b) . aluminium in the manufacture of overhead
electrical cables because of its low
density and good electrical conductivity
(c) . aluminium in food containers because of
its resistance to corrosion
(d) . copper in electrical wiring because of its
good electrical conductivity

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C9 Metals (continued)
C9.3 Alloys and their properties
Core Supplement
1 Describe alloys as mixtures of a metal with
other elements, including:
(a) . brass as a mixture of copper and zinc
(b) . stainless steel as a mixture of iron and
other elements such as chromium, nickel
and carbon
2 State that alloys can be harder and stronger
than the pure metals and are more useful
3 Describe the use of alloys in terms of their
physical properties, including stainless
steel in cutlery because of its hardness and
resistance to rusting
4 Identify representations of alloys from
diagrams of structure
5 Explain in terms of structure how alloys can
be harder and stronger than the pure metals
because the different sized atoms in alloys
mean the layers can no longer slide over each
other

C9.4 Reactivity series

Core Supplement
1 State the order of the reactivity series as: 4 Describe the relative reactivities of metals
potassium, sodium, calcium, magnesium, in terms of their tendency to form positive
aluminium, carbon, zinc, iron, hydrogen, ions, by displacement reactions, if any, with
copper, silver, gold the aqueous ions of magnesium, zinc, iron,
copper and silver
2 Describe the reactions, if any, of:
(a). potassium, sodium and calcium with cold
water
(b) . magnesium with steam
(c) . magnesium, zinc, iron, copper, silver and
gold with dilute hydrochloric acid
and explain these reactions in terms of the
position of the metals in the reactivity series
3 Deduce an order of reactivity from a given set
of experimental results

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C9 Metals (continued)
C9.5 Corrosion of metals
Core Supplement
1 State the conditions required for the rusting of
iron (presence of oxygen and water)
2 State some common barrier methods,
including painting, greasing and coating with
plastic
3 Describe how barrier methods prevent rusting
by excluding oxygen and water
4 Describe the use of zinc in galvanising steel
as an example of a barrier method and
sacrificial protection
5 Explain sacrificial protection in terms of the
reactivity series and in terms of electron loss

C9.6 Extraction of metals

Core Supplement
1 Describe the ease in obtaining metals from
their ores, related to the position of the metal
in the reactivity series
2 State that iron from hematite is extracted by 4 Describe the extraction of iron from hematite
reduction of iron(III) oxide in the blast furnace in the blast furnace, limited to:
(a). the burning of carbon (coke) to provide
heat and produce carbon dioxide
C + O2 → CO2
(b). the reduction of carbon dioxide to carbon
monoxide
C + CO2 → 2CO
(c). the reduction of iron(III) oxide by carbon
monoxide
Fe2O3 + 3CO → 2Fe + 3CO2
(d). the thermal decomposition of calcium
carbonate / limestone to produce calcium
oxide
CaCO3 → CaO + CO2
(e). the formation of slag
CaO + SiO2 → CaSiO3
3 State that main ore of aluminium is bauxite
and that aluminium is extracted by electrolysis

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C10 Chemistry of the environment

C10.1 Water
Core Supplement
1 Describe chemical tests for the presence of
water using anhydrous cobalt(II) chloride and
anhydrous copper(II) sulfate
2 Describe how to test for the purity of water
using melting point and boiling point
3 State that distilled water is used in practical
chemistry rather than tap water because it
contains fewer chemical impurities
4 Describe the treatment of the domestic water
supply in terms of:
(a). sedimentation and filtration to remove
solids
(b). use of carbon to remove tastes and
odours
(c). chlorination to kill microbes (pathogens)

C10.2 Air quality and climate

Core Supplement
1 State the composition of clean, dry air as
approximately 78% nitrogen, N2, 21% oxygen,
O2, and the remainder as a mixture of noble
gases and carbon dioxide, CO2
2 State the source of each of these air
pollutants, limited to:
(a) . carbon dioxide from the complete
combustion of carbon-containing fuels
(b) . carbon monoxide and particulates from
the incomplete combustion of carbon-
containing fuels
(c) . methane from the decomposition
of vegetation and waste gases from
digestion in animals
(d) . oxides of nitrogen from car engines
(e) . sulfur dioxide from the combustion
of fossil fuels which contain sulfur
compounds

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C10 Chemistry of the environment (continued)

C10.2 Air quality and climate (continued)
Core Supplement
3 State the adverse effect of these air
pollutants, limited to:
(a). carbon dioxide: higher levels of carbon
dioxide leading to increased global
warming, which leads to climate change
(b). carbon monoxide: toxic gas
(c). particulates: increased risk of respiratory
problems and cancer
(d). methane: higher levels of methane
leading to increased global warming,
which leads to climate change
(e). oxides of nitrogen: acid rain and
respiratory problems
(f). sulfur dioxide: acid rain
4 State and explain strategies to reduce the
effects of climate change:
(a). planting trees
(b). reduction in livestock farming
(c). decreasing use of fossil fuels
(d). increasing use of hydrogen and
renewable energy, e.g. wind, solar
5 State and explain strategies to reduce the
effects of acid rain: reducing emissions of
sulfur dioxide by using low-sulfur fuels and
flue gas desulfurisation with calcium oxide
6 Describe how the greenhouse gases carbon
dioxide and methane cause global warming,
limited to:
(a). the absorption, reflection and emission of
thermal energy
(b). reducing thermal energy loss to space
7 Explain how oxides of nitrogen form in
car engines and describe their removal by
catalytic converters, limited to:
2CO + 2NO → 2CO2 + N2

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C11 Organic chemistry

C11.1 Formulas and terminology
Core Supplement
1 Draw and interpret the displayed formula of
a molecule to show all the atoms and all the
bonds
2 State that a saturated compound has
molecules in which all carbon–carbon bonds
are single bonds
3 State that an unsaturated compound
has molecules in which one or more
carbon–carbon bonds are not single bonds
4 State that a homologous series is a family
of similar compounds with similar chemical
properties
5 Describe the general characteristics of a
homologous series as:
(a) . having the same general formula (recall of
specific general formulas is not required)
(b) . displaying a trend in physical properties

C11.2 Naming organic compounds

Core Supplement
1 Name and draw the displayed formulas of:
(a). methane and ethane
(b).ethene
(c).ethanol
2 State the type of compound present, given a
chemical name ending in -ane, -ene or -ol, or
from a molecular formula or displayed formula
3 Name and draw the structural formulas and
displayed formulas of unbranched:
(a).alkanes
(b). alkenes, including but-1-ene and
but‑2‑ene (not cis/trans)
containing up to four carbon atoms per
molecule

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C11 Organic chemistry (continued)

C11.3 Fuels
Core Supplement
1 Name the fossil fuels: coal, natural gas and
petroleum
2 Name methane as the main constituent of
natural gas
3 State that hydrocarbons are compounds that
contain hydrogen and carbon only
4 State that petroleum is a mixture of
hydrocarbons
5 Describe the separation of petroleum into
useful fractions by fractional distillation
6 Name the uses of the fractions as:
(a) . refinery gas fraction for gas used in
heating and cooking
(b) . gasoline / petrol fraction for fuel used in
cars
(c) . naphtha fraction as a chemical feedstock
(d) . diesel oil / gas oil for fuel used in diesel
engines
(e) . bitumen for making roads
7 Describe how the properties of fractions
obtained from petroleum change from the
bottom to the top of the fractionating column,
limited to:
(a). decreasing chain length
(b) . lower boiling points

C11.4 Alkanes
Core Supplement
1 State that the bonding in alkanes is single
covalent and that alkanes are saturated
hydrocarbons
2 Describe the properties of alkanes as being
generally unreactive, except in terms of
combustion

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C11 Organic chemistry (continued)

C11.5 Alkenes
Core Supplement
1 State that the bonding in alkenes includes a
double carbon–carbon covalent bond and
that alkenes are unsaturated hydrocarbons
2 Describe the test to distinguish between
saturated and unsaturated hydrocarbons by
their reaction with aqueous bromine
3 Describe the manufacture of alkenes and
hydrogen by the cracking of larger alkane
molecules using a high temperature and a
catalyst
4 Describe the properties of alkenes in terms of
addition reactions with:
(a) . bromine
(b) . hydrogen in the presence of a nickel
catalyst
(c) . steam in the presence of an acid catalyst

C11.6 Alcohols
Core Supplement
1 Describe the complete combustion of ethanol
2 State the uses of ethanol as:
(a). a solvent
(b). a fuel

C11.7 Polymers
Core Supplement
1 Define polymers as large molecules built
up from many smaller molecules called
monomers
2 Describe the formation of poly(ethene) as
an example of addition polymerisation using
ethene monomers
3 Identify the repeat units in addition polymers
and in condensation polymers
4 Deduce the structure or repeat unit of an
addition polymer from a given alkene and vice
versa
5 Describe the differences between addition
and condensation polymerisation
6 Describe and draw the structure of nylon, a
polyamide:
O O O O O
C C N N C C N N C
H H H H

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C12 Experimental techniques and chemical analysis

C12.1 Experimental design
Core Supplement
1 Name appropriate apparatus for the
measurement of time, temperature, mass and
volume, including:
(a) . stop-watches
(b) . thermometers
(c) . balances
(d) .burettes
(e) . volumetric pipettes
(f) . measuring cylinders
(g) . gas syringes
2 Describe a:
(a) . solvent as a substance that dissolves a
solute
(b) . solute as a substance that is dissolved in
a solvent
(c) . solution as a mixture of one or more
solutes dissolved in a solvent
(d) . saturated solution as a solution containing
the maximum concentration of a solute
dissolved in the solvent at a specified
temperature
(e) . residue as a solid substance that remains
after evaporation, distillation, filtration or
any similar process
(f) . filtrate as a liquid or solution that has
passed through a filter

C12.2 Acid-base titrations

Core Supplement
1 Describe an acid–base titration to include the
use of a:
(a).burette
(b). volumetric pipette
(c). suitable indicator
2 Describe how to identify the end-point of a
titration using an indicator

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C12 Experimental techniques and chemical analysis (continued)

C12.3 Chromatography
Core Supplement
1 Describe how paper chromatography is used
to separate mixtures of soluble coloured
substances, using a suitable solvent
2 Interpret simple chromatograms to identify: 3 State and use the equation for Rf:
(a) . unknown substances by comparison with distance travelled by substance
Rf =
known substances distance travelled by solvent
(b) . pure and impure substances

C12.4 Separation and purification

Core Supplement
1 Describe and explain methods of separation
and purification using:
(a) . a suitable solvent
(b) . filtration
(c) . crystallisation
(d) . simple distillation
(e) . fractional distillation
2 Suggest suitable separation and purification
techniques, given information about the
substances involved
3 Identify substances and assess their
purity from melting point and boiling point
information

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C12 Experimental techniques and chemical analysis (continued)

C12.5 Identification of ions and gases
Core Supplement
1 Describe tests to identify the anions:
(a). carbonate, CO32–, by reaction with dilute
acid and then testing for carbon dioxide
gas
(b). chloride, Cl –, bromide, Br –, and iodide,
I –, by acidifying with dilute nitric acid then
adding aqueous silver nitrate
(c). nitrate, NO3 –, reduction with aluminium
foil and aqueous sodium hydroxide and
then testing for ammonia gas
(d). sulfate, SO42–, by acidifying with dilute
nitric acid and then adding aqueous
barium nitrate
2 Describe tests using aqueous sodium
hydroxide and aqueous ammonia to identify
the aqueous cations:
(a). ammonium, NH4+
(b). calcium, Ca2+
(c).copper(II), Cu2+
(d).iron(II), Fe2+
(e).iron(III), Fe3+
(f). zinc, Zn2+
(formulas of complex ions are not required)
3 Describe tests to identify the gases:
(a). ammonia, NH3, using damp red litmus
paper
(b). carbon dioxide, CO2, using limewater
(c). chlorine, Cl 2, using damp litmus paper
(d). hydrogen, H2, using a lighted splint
(e). oxygen, O2, using a glowing splint
4 Describe the use of a flame test to identify the
cations:
(a). lithium, Li+
(b). sodium, Na+
(c). potassium, K+
(d).copper(II), Cu2+

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Physics
P1 Motion, forces and energy
P1.1 Physical quantities and measurement techniques
Core Supplement
1 Describe the use of rulers and measuring
cylinders to find a length or a volume
2 Describe how to measure a variety of time
intervals using clocks and digital timers
3 Determine an average value for a small
distance and for a short interval of time by
measuring multiples (including the period of
oscillation of a pendulum)
4 Understand that a scalar quantity has
magnitude (size) only and that a vector
quantity has magnitude and direction
5 Know that the following quantities are scalars:
distance, speed, time, mass, energy and
temperature
6 Know that the following quantities are
vectors: force, weight, velocity, acceleration
and gravitational field strength

P1.2 Motion
Core Supplement
1 Define speed as distance travelled per unit
time; recall and use the equation
v= s
t
2 Recall and use the equation 8 Define velocity as speed in a given direction
total distance travelled
average speed =
total time taken
9 Define acceleration as change in velocity per
unit time; recall and use the equation
Dv
a=
Dt
3 Sketch, plot and interpret distance–time and
speed–time graphs
4 Know that an object moving with increasing
speed is accelerating, and that an object
moving with decreasing speed is decelerating
5 Determine, qualitatively, from the shape of a 10 Determine from given data or the shape of a
distance–time graph or speed–time graph speed–time graph when an object is moving
when an object is: with:
(a) . at rest (a). constant acceleration
(b) . moving with constant speed (b). changing acceleration
(c).accelerating
(d).decelerating

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P1 Motion, forces and energy (continued)

P1.2 Motion (continued)
Core Supplement
6 Calculate speed from the gradient of a 11 Calculate acceleration from the gradient of a
straight-line section of a distance–time graph straight-line section of a speed–time graph
7 Calculate the area under a speed–time graph
to work out the distance travelled for motion
with:
(a). constant speed
(b). constant acceleration
12 Know that deceleration is a negative
acceleration and use this in calculations
13 Know that the acceleration of free fall g for
an object near to the surface of the Earth is
approximately constant and is approximately
9.8  m / s2

P1.3 Mass and weight

Core Supplement
1 State that mass is a measure of the quantity
of matter in an object
2 State that weight is the gravitational force on 4 Describe, and use the concept of, weight as
an object that has mass the effect of a gravitational field on a mass
3 Define gravitational field strength g as the 5 Know that gravitational field strength is
gravitational force per unit mass; recall and equivalent to the acceleration of free fall
use the equation
W
g=
m
and know that near to the surface of the
Earth, g is approximately 9.8 N / kg

P1.4 Density
Core Supplement
1 Define density as mass per unit volume; recall
and use the equation

ρ= m
V
2 Describe how to determine the density of
a liquid, of a regularly shaped solid and of
an irregularly shaped solid which sinks in a
liquid (volume by displacement), including
appropriate calculations
3 Determine whether an object floats or sinks
based on density data

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P1 Motion, forces and energy (continued)

P1.5 Forces
P1.5.1 Effects of forces
Core Supplement
1 Know that forces may produce changes in
the size, shape and motion of an object
2 Determine the resultant of two or more forces
acting along the same straight line
3 Describe friction as the force between two
surfaces that may impede relative motion and
produce heating
4 Know that friction (drag) acts on an object
moving through a liquid
5 Know that friction (drag) acts on an object
moving through a gas (e.g. air resistance)
6 Know that an object either remains at rest or
continues in a straight line at constant speed
unless there is a resultant force on the object
7 Recall and use the equation F = ma and
know that the resultant force and the
acceleration are in the same direction
8 Sketch, plot and interpret load–extension
graphs for an elastic solid and describe the
associated experimental procedures
9 Define the spring constant as force per unit
extension; recall and use the equation
F
k=x

10 Define and use the term ‘limit of

proportionality’ for a load–extension graph
and identify this point on the graph (an
understanding of the elastic limit is not
required)

P1.5.2 Turning effect of forces

Core Supplement
1 Describe the moment of a force as a measure 4 Apply the principle of moments to situations
of its turning effect and give everyday with one force each side of the pivot,
examples including balancing of a beam
2 Define the moment of a force as
moment = force × perpendicular distance
from the pivot; recall and use this equation
3 State that, when there is no resultant force
and no resultant moment, an object is in
equilibrium

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P1 Motion, forces and energy (continued)

P1.5 Forces (continued)
P1.5.3 Centre of gravity
Core Supplement
1 Understand what is meant by centre of
gravity and know its position for regularly
shaped objects (limited to rectangular blocks,
spheres and cylinders)
2 Describe an experiment to determine
the position of the centre of gravity of an
irregularly shaped plane lamina
3 Describe, qualitatively, the effect of the
position of the centre of gravity on the stability
of simple objects

P1.6 Energy, work and power

P1.6.1 Energy
Core Supplement
1 State that energy may be stored as kinetic,
gravitational potential, chemical, elastic
(strain), nuclear, electrostatic and internal
(thermal)
2 Describe how energy is transferred between
stores during events and processes, including
examples of transfer by forces (mechanical
work done), electrical currents (electrical work
done), heating and by electromagnetic, sound
and other waves
4 Recall and use the equation for kinetic energy
Ek = 12 mv 2
5 Recall and use the equation for the change in
gravitational potential energy
ΔEp = mgΔh
3 Know the principle of conservation of energy
and apply this principle to simple examples
including the interpretation of simple flow
diagrams (Sankey diagrams are not required)

P1.6.2 Work
Core Supplement
1 Understand that mechanical or electrical
work done is equal to the energy transferred
2 Recall and use the equation for mechanical
working
W = Fd = ΔE

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P1 Motion, forces and energy (continued)

P1.6 Energy, work and power (continued)
P1.6.3 Energy resources
Core Supplement
1 Describe how useful energy may be obtained, 4 Know that radiation from the Sun is the main
or electrical power generated, from: source of energy for all our energy resources
(a) . fossil fuels except geothermal, nuclear and tidal
(b) . biofuels
(c) . water, including waves, tides, and
hydroelectric dams
(d) . geothermal resources
(e) . nuclear fission
(f). light from the Sun (solar cells)
(g). infrared and other electromagnetic waves
from the Sun to heat water (solar thermal
collectors)
(h) . wind (wind turbines)
including references to a boiler, turbine and
generator where they are used
2 Give advantages and disadvantages of each 5 Know that energy is released by nuclear
method in terms of renewability, availability, fusion in the Sun (detailed knowledge of the
reliability, scale and environmental impact process of fusion is not required)
6 Know that energy is released by nuclear
fission in nuclear reactors (detailed
knowledge of the process of fission is not
required)
3 Understand, qualitatively, the concept of 7 Define efficiency as:
efficiency of energy transfer useful energy output
(a). efficiency = × 100%
total energy input
useful power output
(b). efficiency = × 100%
total power input
recall and use the equations

P1.6.4 Power
Core Supplement
1 Define power as work done per unit time and
also as energy transferred per unit time; recall
and use the equations
W
(a). P =
t
ΔE
(b). P =
t

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P1 Motion, forces and energy (continued)

P1.7 Pressure
Core Supplement
1 Describe how pressure varies with force and
area in the context of everyday examples
2 Define pressure as force per unit area; recall
and use the equation
F
p=
A

P2 Thermal physics
P2.1 Kinetic particle model of matter
P2.1.1 States of matter
Core Supplement
1 State the distinguishing properties of solids,
liquids and gases
2 Know the terms for the changes in state
between solids, liquids and gases (gas
to solid and solid to gas changes are not
required)

P2.1.2 Particle model

Core Supplement
1 Describe the structure of solids, liquids 4 Know that the forces and distances between
and gases in terms of the arrangement, particles and the motion of the particles affect
separation and motion of the particles and the properties of solids, liquids and gases
represent these states using simple particle
diagrams
2 Describe the relationship between the motion
of particles and temperature
3 Know that the random motion of particles 5 Describe and explain this motion (sometimes
(e.g. smoke particles or pollen grains, that known as Brownian motion) in terms of
can be viewed with a light microscope) in a random collisions between particles in the
suspension is evidence for the kinetic particle suspension and the much smaller, fast-
model of matter moving particles of the gas or liquid
6 Describe the pressure of a gas in terms of
the forces exerted by particles colliding with
surfaces, creating a force per unit area

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P2 Thermal physics (continued)

P2.1 Kinetic particle model of matter (continued)
P2.1.3 Pressure changes
Core Supplement
1 Describe qualitatively, in terms of particles,
the effect on the pressure of a fixed mass of
gas of:
(a). a change of temperature at constant
volume
(b). a change of volume at constant
temperature

P2.2 Thermal properties and temperature

P2.2.1 Thermal expansion of solids, liquids and gases
Core Supplement
1 Describe, qualitatively, the thermal expansion 2 Explain some of the everyday applications
of solids, liquids and gases at constant and consequences of thermal expansion
pressure

P2.2.2 Melting, boiling and evaporation

Core Supplement
1 Know the melting and boiling temperatures 6 Describe the differences between boiling and
for water at standard atmospheric pressure evaporation
(limited to Celsius only)
2 Describe condensation and solidification 7 Describe how temperature, surface area
(freezing) in terms of particles and air movement over a surface affect
evaporation
3 Describe evaporation in terms of the escape
of the more energetic particles from the
surface of a liquid
4 Know that evaporation causes cooling of a
liquid
5 Describe melting and boiling in terms of
energy input without a change in temperature

P2.3 Transfer of thermal energy

P2.3.1 Conduction
Core Supplement
1 Identify and give examples of typical good 2 Describe thermal conduction in solids in
thermal conductors and bad thermal terms of atomic or molecular lattice vibrations
conductors (thermal insulators) and also in terms of the movement of
delocalised (mobile) electrons in metallic
conductors

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P2 Thermal physics (continued)

P2.3 Transfer of thermal energy (continued)
P2.3.2 Convection
Core Supplement
1 Know that convection is an important method
of energy transfer in liquids and gases
2 Describe convection in liquids and gases 3 Explain convection in liquid and gases in
terms of density changes

P2.3.3 Radiation
Core Supplement
1 Know that thermal energy transfer by thermal 3 Know that the temperature of the Earth is
radiation does not require a medium and is affected by the radiation absorbed by the
mainly due to infrared radiation Earth and the radiation emitted by the Earth
2 Describe the effect of surface colour (black
or white) and texture (dull or shiny) on the
emission, absorption and reflection of thermal
radiation
4 Describe experiments to distinguish between
good and bad emitters of thermal radiation
5 Describe experiments to distinguish between
good and bad absorbers of thermal radiation

P2.3.4 Consequences of thermal energy transfer

Core Supplement
1 Identify and explain some of the basic
everyday applications and consequences of
conduction, convection and radiation

P3 Waves
P3.1 General properties of waves
Core Supplement
1 Know that waves transfer energy without
transferring matter
2 Describe what is meant by wave motion as
illustrated by vibration (oscillation) in ropes
and springs and by experiments using water
waves
6 Know that for a transverse wave, the
direction of vibration is at right angles to the
direction of propagation and understand that
electromagnetic radiation, water waves and
seismic S-waves (secondary) are transverse

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P3 Waves (continued)
P3.1 General properties of waves (continued)
Core Supplement
7 Know that for a longitudinal wave, the
direction of vibration is parallel to the direction
of propagation and understand that sound
waves and seismic P-waves (primary) are
longitudinal
3 Describe the features of a wave in terms of
wavelength, frequency, crest (peak), trough,
amplitude and wave speed
4 Describe how waves can undergo: 8 Describe how waves undergo diffraction
(a). reflection at a plane surface through a narrow gap
(b) . refraction due to a change of speed
5 Recall and use the equation for wave speed
v = fλ
9 Describe how wavelength and gap size
affects diffraction through a gap

P3.2 Light
P3.2.1 Reflection of light
Core Supplement
1 Use ray diagrams to define the terms normal,
angle of incidence and angle of reflection
2 Describe the formation of an optical image 4 Describe the formation of an optical image by
by a vertical plane mirror and give its a plane mirror and explain why it is virtual
characteristics compared with the object,
i.e. same size, same distance from mirror,
laterally inverted
3 State that for reflection, the angle of incidence 5 Use simple diagrams, measurements and
is equal to the angle of reflection; recall and calculations for reflection by plane mirrors
use this relationship

P3.2.2 Refraction of light

Core Supplement
1 Define refraction as the change in direction
of a light ray passing from one medium to
another
2 Define and use the terms normal, angle of 4 Define refractive index, n, as the ratio of the
incidence and angle of refraction using ray speeds of a wave in two different regions
diagrams
3 Describe the passage of light through a 5 Recall and use the equation
transparent material (limited to the boundaries sin i
n=
between two media only) sin r

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P3 Waves (continued)
P3.2 Light (continued)
P3.2.2 Refraction of light
6 Describe total internal reflection using ray
diagrams
7 Define the critical angle as the angle of
incidence at which the angle of refraction
is 90° and above which all light is totally
internally reflected
8 Describe total internal reflection in optical
fibres and state some common applications
of optical fibres

P3.2.3 Thin converging lens

Core Supplement
1 Describe the action of a thin converging lens
on a parallel beam of light and know that rays
of light from an object at distance can be
assumed to be parallel
2 Define and use the terms principal axis,
principal focus (focal point) and focal length
3 Draw and use ray diagrams for the formation 5 Draw and use ray diagrams for the formation
of an image by a thin converging lens, limited of a virtual image by a thin converging lens
to real images
4 Describe the characteristics of an image 6 Describe the characteristics of an image
using the terms enlarged / same size / using the terms real / virtual
diminished and upright / inverted
7 Describe the use of a single lens as a
magnifying glass

P3.2.4 Dispersion of light

Core Supplement
1 Describe the dispersion of light as illustrated
by the refraction of white light by a glass
prism
2 Know the seven colours (red, orange, yellow,
green, blue, indigo, violet) of the visible
spectrum in order of frequency and in order
of wavelength

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P3 Waves (continued)
P3.3 Electromagnetic spectrum
Core Supplement
1 Know the main regions of the electromagnetic
spectrum (radio, microwave, infrared,
visible, ultraviolet, X-ray, gamma) in order of
frequency and in order of wavelength
2 Know that all electromagnetic waves travel at 5 Know that the speed of electromagnetic
the same high speed in a vacuum waves in a vacuum is 3.0 × 108 m / s and is
approximately the same in air
3 Know some applications of the different
regions of the electromagnetic spectrum
including:
(a) . radio waves; radio and television
transmissions, radar
(b) . microwaves; satellite television, mobile
(cell) phone, microwave ovens
(c) . infrared; remote controllers for televisions,
thermal imaging
(d) . visible light; vision, photography
(e) . ultraviolet; detecting fake bank notes
(f) . X-rays; medical scanning, security
scanners
(g) . gamma rays; detection of cancer and its
treatment
4 Describe the harmful effects on people of
excessive exposure to electromagnetic
radiation, including:
(a) . ultraviolet; damage to surface cells and
eyes, leading to skin cancer and eye
conditions
(b) . X-rays and gamma rays; mutation or
damage to cells in the body

P3.4 Sound
Core Supplement
1 Describe the production of sound by vibrating 8 Describe the longitudinal nature of sound
sources waves in air as a series of compressions and
rarefactions
9 Describe, qualitatively, compressions as
regions of higher pressure due to particles
being closer together and rarefactions as
regions of lower pressure due to particles
being spread further apart
2 State the approximate range of frequencies
audible to humans as 20 Hz to 20 kHz

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P3 Waves (continued)
P3.4 Sound (continued)
Core Supplement
3 Know that a medium is needed to transmit
sound waves
4 Determine the speed of sound in air using a 10 Know that, in general, sound travels faster in
method involving a measurement of distance solids than in liquids and faster in liquids than
and time in gases
5 Describe how changes in amplitude and
frequency affect the loudness and pitch of
sound waves
6 Describe an echo as the reflection of a sound
wave
7 Define ultrasound as sound with a frequency
higher than 20 kHz

P4 Electricity and magnetism

P4.1 Simple phenomena of magnetism
Core Supplement
1 Describe the forces between magnetic 5 Describe a magnetic field as a region in which
poles and between magnets and magnetic a magnetic pole experiences a force
materials, including the use of the terms
north pole (N pole) and south pole (S pole),
attraction and repulsion, magnetised and
unmagnetised
6 State that the direction of a magnetic field at
a point is the direction of the force on the N
pole of a magnet at that point
2 State the differences between the properties 7 Describe induced magnetism
of temporary magnets (made of soft iron) and
the properties of permanent magnets (made
of steel)
3 State the difference between magnetic and
non-magnetic materials
4 Describe how a permanent magnet differs
from an electromagnet

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P4 Electricity and magnetism (continued)

P4.2 Electrical quantities
P4.2.1 Electrical charge
Core Supplement
1 State that there are positive and negative 6 State that charge is measured in coulombs
charges
2 State that positive charges repel other 7 Describe an electric field as a region in which
positive charges, negative charges repel an electric charge experiences a force
other negative charges, but positive charges
attract negative charges
3 Describe electrostatic charging by friction, 8 State that the direction of an electric field at a
and simple methods to determine if an object point is the direction of the force on a positive
is charged charge at that point
4 Know that charging of solids by friction
involves only a transfer of negative charge
(electrons)
5 Distinguish between electrical conductors
and insulators and give typical examples

P4.2.2 Electric current

Core Supplement
1 Know that electric current is related to the 5 Define electric current as the charge passing
flow of charge a point per unit time; recall and use the
equation
Q
I=
t
2 Know that electric current in metals is related 6 Describe electrical conduction in metals
to the flow of electrons in terms of the movement of delocalised
(mobile) electrons
3 Describe the use of ammeters (analogue and 7 State that conventional current is from
digital) with different ranges positive to negative and that the flow of
electrons is from negative to positive
4 Know the difference between direct current
(d.c.) and alternating current (a.c.)

P4.2.3 Voltage (electromotive force and potential difference)

Core Supplement
1 Describe the voltage of the source as the 4 Define electromotive force (e.m.f.) as the
cause of current in the circuit electrical work done by a source in moving a
unit charge around a complete circuit
2 Know that the voltage of the source is shared 5 Know that e.m.f. is measured in volts (V)
between the components in a series circuit
3 Describe the use of voltmeters (analogue and 6 Define potential difference (p.d.) as the work
digital) with different ranges done by a unit charge passing between two
points in a circuit
7 Know that the p.d. between two points is
measured in volts (V)

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P4 Electricity and magnetism (continued)

P4.2 Electrical quantities (continued)
P4.2.4 Resistance
Core Supplement
1 Recall and use the equation for resistance 3 Sketch and explain the current–voltage graph
V of a resistor of constant resistance
R=
I
2 Describe an experiment to determine 4 Recall and use the following relationship for a
resistance using a voltmeter and an ammeter metallic electrical conductor:
and do the appropriate calculations (a). resistance is directly proportional to
length
(b). resistance is inversely proportional to
cross-sectional area

P4.2.5 Electrical energy and electrical power

Core Supplement
1 Understand that electric circuits transfer
energy from a source of electrical energy,
such as an electrical cell or mains supply,
to the circuit components and then into the
surroundings
2 Recall and use the equation for electrical
power
P = IV
3 Recall and use the equation for electrical
energy
E = IVt
4 Define the kilowatt-hour (kW h) and calculate
the cost of using electrical appliances where
the energy unit is the kW h

P4.3 Electrical circuits

P4.3.1 Circuit diagrams and circuit components
Core Supplement
1 Draw and interpret circuit diagrams 2 Draw and interpret circuit diagrams
containing cells, batteries, power supplies, containing generators and light-emitting
switches, resistors (fixed and variable), diodes (LEDs), and know how these
heaters, lamps, motors, ammeters, voltmeters components behave in the circuit
and fuses, and know how these components
behave in the circuit

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P4 Electricity and magnetism (continued)

P4.3 Electrical circuits (continued)
P4.3.2 Series and parallel circuits
Core Supplement
1 Know that the current at every point in a
series circuit is the same
2 Know how to construct and use series and
parallel circuits
3 Calculate the combined resistance of two or 7 Recall and use in calculations, the fact that:
more resistors in series (a) . the sum of the currents entering a
junction in a parallel circuit is equal to the
sum of the currents that leave the junction
(b) . the total p.d. across the components in
a series circuit is equal to the sum of the
individual p.d.s across each component
(c) . the p.d. across each branch of a parallel
arrangement of components is the p.d.
across the whole arrangement
4 Know the advantages of connecting lamps in
parallel in a circuit
5 Know that, for a parallel circuit, the current
from the source is larger than the current in
each branch
6 Know that the combined resistance of two 8 Calculate the combined resistance of two
resistors in parallel is less than that of either resistors in parallel
resistor by itself

P4.4 Electrical safety

Core Supplement
1 Describe the heating effect of current
2 State the hazards of:
(a) . damaged insulation
(b) . overheating cables
(c) . damp conditions
(d) . excess current from overloading of plugs,
extension leads, single and multiple
sockets
when using a mains supply
3 Explain the use and operation of trip switches
and fuses and choose appropriate fuse
ratings and trip switch settings (knowledge
of RCDs (Residual Current Devices) is not
required)
4 Explain why the outer casing of an electrical
appliance must be either non-conducting
(double-insulated) or earthed

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P4 Electricity and magnetism (continued)

P4.5 Electromagnetic effects
P4.5.1 Electromagnetic induction
Core Supplement
1 Know that a conductor moving across a
magnetic field or a changing magnetic field
linking with a conductor can induce an e.m.f.
across the conductor
2 State the factors affecting the magnitude of
an induced e.m.f.

P4.5.2 The a.c. generator

Core Supplement
1 Describe a simple form of a.c. generator
(rotating coil) and the use of slip rings and
brushes where needed
2 Sketch and interpret graphs of e.m.f. against
time for simple a.c. generators

P4.5.3 Magnetic effect of current

Core Supplement
1 Describe the pattern and direction of the
magnetic field due to currents in straight
wires and in solenoids
2 Describe the effect on the magnetic field
around straight wires and solenoids of
changing the magnitude and direction of the
current

P4.5.4 Force on a current-carrying conductor

Core Supplement
1 Know that a force acts on a current-carrying
conductor in a magnetic field, including the
effect of reversing:
(a). the current
(b). the direction of the field
2 Recall and use the relative directions of force,
magnetic field and current

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P4 Electricity (continued)
P4.5 Electromagnetic effects (continued)
P4.5.5 The d.c. motor
Core Supplement
1 Know that a current-carrying coil in a
magnetic field may experience a turning effect
and that the effect is increased by increasing:
(a). the number of turns on the coil
(b). the current
(c). the strength of the magnetic field
2 Describe the operation of an electric motor,
including the action of a split-ring commutator
and brushes

P4.5.6 The transformer

Core Supplement
1 Describe the construction of a basic
transformer with a soft-iron core, as used for
voltage transformations
2 Use the terms primary, secondary, step-up
and step-down
3 Recall and use the equation
Vp Np
=
Vs Ns
where p and s refer to primary and secondary
4 Recall and use the equation for 100%
efficiency in a transformer
Ip Vp = Is Vs
where p and s refer to primary and secondary
5 Describe the use of transformers in high-
voltage transmission of electricity
6 Recall and use the equation
P = I 2R
to explain why power losses in cables are
smaller when the voltage is greater

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P5 Nuclear physics
P5.1 The nucleus
Core Supplement
1 Describe the composition of the nucleus in 6 Know the relationship between the proton
terms of protons and neutrons number and the relative charge on a nucleus
2 State the relative charges of protons, 7 Describe the processes of nuclear fission and
neutrons and electrons as +1, 0 and –1 nuclear fusion as the splitting and joining of
respectively nuclei
3 Define the terms proton number (atomic
number) Z and nucleon number (mass
number) A and be able to calculate the
number of neutrons in a nucleus
4 Use the nuclide notation AZ X
5 State that an element may have more than
one isotope and know that some isotopes are
radioactive

P5.2 Radioactivity
P5.2.1 Detection of radioactivity
Core Supplement
1 Know what is meant by the terms ionising
nuclear radiation and background radiation
2 Know the sources that make a significant
contribution to background radiation
including:
(a). radon gas (in the air)
(b). rocks and buildings
(c). food and drink
(d). cosmic rays
3 Know that ionising nuclear radiation can be
measured using a detector connected to a
counter
4 Use count rate measured in counts / s or
counts / minute

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P5 Nuclear physics (continued)

P5.2 Radioactivity (continued)
P5.2.2 The three types of nuclear emission
Core Supplement
1 Identify alpha (α), beta (β) and gamma (γ)
emissions by recalling:
(a). their nature
(b). their relative ionising effects
(c). their relative penetrating abilities
(β+ are not included, β-particles will be taken
to refer to β–)

P5.2.3 Radioactive decay

Core Supplement
1 Know that radioactive decay is a change in 4 Use decay equations, using nuclide notation,
an unstable nucleus that can result in the to show the emission of α-particles,
emission of α-particles or β-particles and / or β-particles and γ-radiation
γ-radiation and know that these changes are
spontaneous and random
2 Know that during α-decay or β-decay, the
nucleus changes to that of a different element
3 Know the change in the nucleus that occurs
during β-emission:
neutron → proton + electron

P5.2.4 Half-life
Core Supplement
1 Define the half-life of a particular isotope
as the time taken for half the nuclei of that
isotope in any sample to decay; recall and
use this definition in simple calculations,
which might involve information in tables or
decay curves (calculations will not include
background radiation)

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P5 Nuclear physics (continued)

P5.2 Radioactivity (continued)
P5.2.5 Applications and safety precautions
Core Supplement
1 Know the following applications of
radioactivity:
(a). household fire (smoke) alarms
(b). irradiating food to kill bacteria
(c). sterilisation of equipment using gamma
rays
(d). measuring and controlling thicknesses
of materials with the choice of radiations
used linked to penetration and absorption
(e). diagnosis and treatment of cancer using
gamma rays
2 State the effects of ionising nuclear radiation
on living things, including cell death,
mutations and cancer
3 Describe how radioactive materials are
moved, used and stored in a safe way in
terms of time, distance and shielding

P6 Space physics
P6.1 The Solar System
Core Supplement
1 Describe the Solar System as containing:
(a) . one star, the Sun
(b) . the eight named planets and know their
order from the Sun
(c) . minor planets that orbit the Sun, including
dwarf planets such as Pluto and asteroids
in the asteroid belt
(d) . moons, that orbit the planets

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P6 Space physics (continued)

P6.2 Stars and the Universe
P6.2.1 The Sun as a star
Core Supplement
1 Know that:
(a). the Sun is the closest star to the Earth
(b). astronomical distances can be measured
in light-years, where one light-year is
the distance travelled in (the vacuum of)
space by light in one year
2 Calculate the time it takes light to travel a
significant distance such as between objects
in the Solar System
3 Know that the Sun contains most of the mass 6 Define orbital speed from the equation
of the Solar System and this explains why the 2πr
planets orbit the Sun v=
T
where r is the radius of the orbit and T is the
orbital period; recall and use this equation
4 Know that the force that keeps an object 7 Know that the strength of the Sun’s
in orbit around the Sun is due to the gravitational field decreases and that the
gravitational attraction of the Sun orbital speeds of the planets decrease as the
distance from the Sun increases
5 Know that the Sun is a star of medium size, 8 Know that stars are powered by nuclear
consisting mostly of hydrogen and helium, reactions that release energy and that in
and that it radiates most of its energy in the stable stars the nuclear reactions involve the
infrared, visible and ultraviolet regions of the fusion of hydrogen into helium
electromagnetic spectrum

P6.2.2 Life cycle of stars

Core Supplement
1 Know that stable stars are formed as 3 Know that the nebula from a supernova may
protostars from interstellar clouds of gas and form new stars with orbiting planets
dust due to gravitational attraction
2 Know that the next stages of the life cycle of
a star depend on its mass, limited to:
(a) . a small mass star (about the same mass
as the Sun): red giant → white dwarf +
planetary nebula
(b) . a large mass star: red supergiant →
supernova → neutron star
(c) . a very large mass star: red supergiant →
supernova → black hole

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P6 Space physics (continued)

P6.2 Stars and the Universe (continued)
P6.2.3 Galaxies and the Universe
Core Supplement
1 Know that: 3 Know that the Big Bang Theory is supported
(a) . galaxies are each made up of many by many astronomical observations and
billions of stars states that:
(b) . the Sun is a star in the galaxy known as (a) . the Universe expanded from a single
the Milky Way point of high density and temperature
(c) . other stars that make up the Milky Way (b) . the Universe is still expanding
are much further away from the Earth (c) . the Universe is approximately 13.8 billion
than the Sun is from the Earth years old
2 Know that the Milky Way is one of many
billions of galaxies making up the Universe
and that the diameter of the Milky Way is
approximately 100 000 light-years

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