Cambridge International Programme
Table of Contents
Tennessee Department of Education Proposal …………………………………………………… Page 2
Cambridge Programme Overview ………………………………………………………………………. Page 3
Cambridge Programme Pathways to TN Diploma ………………………………………………. Page 4
Mapping Tennessee Standards to Cambridge Standards
English Language Arts …………………………………………………………………………….. Page 6
Mathematics ………………………………………………………………............................. Page 49
Chemistry ….……………………………………………………………….............................. Page 92
Physics …………………………………………………………………………………………………… Page 114
Biology …………………………………………………………………………………………………… Page 155
1
Tennessee Department of Education Proposal
Proposal to Postsecondary
Prior to pursuing State Board of Education approval for Cambridge courses to fulfill the high school
graduation requirements, the Tennessee Department of Education is seeking feedback and approval
from the state’s public postsecondary institutions. To ensure alignment to postsecondary expectations,
the department requests that the University of Tennessee and Tennessee Board of Regents institutions
review the proposed ‘Cambridge Programme Pathways to Tennessee Diploma’ courses to determine
whether or not they meet the admissions requirements for core academic courses.
Background
Cambridge International Examinations (CIE) is an internationally recognized provider of education
programs for students ages 5 to 19, offering a continuum of studies from primary levels to upper
secondary levels. The International General Certificate of Secondary Education (IGCSE) courses, usually
taken in ninth or tenth grade, help students develop skills in creative thinking, enquiry, and problem
solving. The Advanced International Certificate of Education (AICE) courses are usually taken in eleventh
or twelfth grade, and students who pass the courses and corresponding exams can earn the AICE
Diploma.
Two Local Education Agencies in Tennessee, Metro Nashville Public Schools and Bradley County Public
Schools, are currently offering IGCSE and AICE courses through the Cambridge International Education
Programme to high school students. To date, Cambridge courses have only been approved through the
special course request process and are not part of the Tennessee State Board of Education Approved
High School Courses (SBE Policy 3.205). After a careful review of the Cambridge Programme and course
standards, the Tennessee Department of Education finds that the Cambridge course standards meet the
current Tennessee state standards and graduation requirements for English language arts, science,
mathematics, fine arts, and foreign language.
2
Cambridge Programme Overview
Cambridge International Examinations (CIE) is an internationally recognized provider of international
education for students ages 5 to 19, offering a continuum of studies from primary levels to upper
secondary levels. CIE is a department within the University of Cambridge, founded in1858 with the aim
of raising standards in education through exam administration and school inspections. The Cambridge
learning community includes over 10,000 schools, in more than 160 countries. The courses are
comparable in rigor to those offered by the International Baccalaureate (IB) and College Board's
Advanced Placement programs. All instructors undergo a selection process and receive training from
program experts. Cambridge students take validated tests at the summation of the courses.
Cambridge international education programmes are instructionally aligned systems with curricula,
assessments and pedagogy designed for students ages 5-19 years. There are two types of Cambridge
courses for high schools: IGCSE and AS and A level. In U.S. schools, AS and A Level courses are
sometimes called AICE which references a diploma which may be earned by passing a battery of AS/ A
Level examinations. In American schools, the IGCSE courses are sometimes called pre-AICE. Taken
together the IGCSE and AICE courses comprise the Cambridge Programme for high schools in the States.

The International General Certificate of Secondary Education (IGCSE) courses are generally taken
by freshmen and sophomores and are known to foster the literacy skills needed by students in
future academic pursuits.

The Advanced International Certificate of Education (AICE) courses are generally taken by
juniors and seniors, sometimes by sophomores, passing the corresponding AS and/or A Level
examinations can result in the AICE Diploma. Depending on their examination performance and
college/university recognition policies, students can be awarded post-secondary credit.
Juniors and seniors may earn the Advanced International Certificate of Education (AICE) Diploma. In
order to be eligible for the AICE Diploma, demonstration of knowledge and skills from a variety of
subjects in 3 different groups is required: Math & Science, Languages, Arts and Humanities. Students
must also take the Diploma Core: Cambridge Global PerspectivesTM and demonstrate mastery of critical
thinking analysis, argumentation, collaboration and research skills.
The Cambridge International Examinations program is flexible, can be tailored to student interests, and
can allow for enrollment in additional programs. All AICE courses emphasize international relevance and
focus on developing 21st Century Skills. Similar to International Baccalaureate (IB) and Advanced
Placement (AP) courses, AICE scores may meet credit requirements at top colleges and universities
throughout the world.
3
Cambridge Programme Pathways to TN Diploma
The chart below outlines the specific Cambridge courses that students would be able to take to meet
the TN graduation requirements. Unless otherwise noted, the IGCSE and AS/A Level (AICE) courses count
for 1 credit. If there is not a Cambridge Course listed for a graduation requirement or if a student does
not want to take the Cambridge Course, students will take another course listed on the Tennessee
Department of Education’s list of Approved Courses to satisfy the graduation requirement. The
Cambridge elective courses for each subject area are not included in the chart; school districts will have
a list of all the Cambridge elective courses offered.
Students who take an IGCSE course will take the Tennessee Comprehensive Assessment Program (TCAP)
test associated with that course, in addition to the IGCSE exams. Students who take the AS/ A Level
(AICE) courses will take the AS/ A Level (AICE) exam for that course and will not be required to take a
TCAP exam for that course.
TN Requirements
Cambridge Pathway
Math: 4 credits
IGCSE Math I*
Includes Algebra I, Algebra II, and Geometry (or
the equivalent courses, Core Math I, II, and III)
and one additional mathematics course beyond
Algebra I. Students must be enrolled in a
mathematics course each school year.
IGCSE Math II**
IGCSE Additional Math III***
AICE Math I (AS Level)
AICE Math II (A Level)
AICE Further Mathematics
*TCAP Core Math I, if available. If the TCAP Core
Math I is not available, districts may choose to
administer the Algebra I TCAP EOC.
**TCAP Core Math II, if available.
***TCAP Core Math III, if available. If the TCAP Core
Math III is not available, districts may choose to
administer the Algebra II TCAP EOC.
English: 4 credits
IGCSE English Language *
IGCSE English Literature**
AICE English Language
AICE English Literature
*TCAP English I
**TCAP English II
4
Science: 3 credits
IGCSE Biology*
Includes Biology, Chemistry or Physics, and a
third lab course.
IGCSE Chemistry**
IGCSE Physics
IGCSE and/or AICE Physical Science***
IGCSE and/or AICE Environmental Management***
AICE Biology (AS Level)
AICE Chemistry (AS Level)
*TCAP Biology End of Course Assessment
**TCAP Chemistry End of Course Assessment
***Counts for third lab course
Social Studies: 3 credits
Course content must include United States
History, World History and Geography,
Economics, and Government.
Wellness and Physical Education: 1.5 credits
Cambridge Courses will not count toward Social Studies
graduation requirements. Students will take the state
approved:

U.S. History and Geography course

U.S. Government and Civics course

Economics

World History and Geography
Pre-AICE Physical Education IGCSE Level
AICE Physical Education 1 AS Level
AICE Physical Education 2 A Level
Students will take the state approved course to meet
the graduation requirement for Wellness.
Personal Finance: 0.5 credits
Students will take the state approved course to meet
this graduation requirement.
Foreign Language: 2 credits
IGCSE and/or AICE Foreign Language courses
Fine Arts: 1 credit
Students can take any IGCSE and/or AICE Fine Arts or
Career and Technical Education course in the cluster of
“Arts, A/V Technology & Communications” to meet this
graduation requirement.
Elective Focus: 3 credits
Students will take the state approved courses in the
focus groups approved by local boards of education to
meet this graduation requirement. Elective credits in an
IGSCE and/or AICE pathway can be used to satisfy this
requirement.
5
Coverage of Common Core State Standards for English Language Arts
Introduction
University of Cambridge International Examinations has mapped the Common Core State Standards for English Language Arts (Grade 9 and Grade
10) to Cambridge IGCSE® First Language English (US) (0524) and Cambridge IGCSE Literature (English) (US) (0427). This document shows
where the standards are covered in each syllabus and in the accompanying schemes of work. Students who are prepared for these qualifications will
cover the Common Core State Standards for English Language Arts for Grade 9 and Grade 10.
In this mapping document we have referenced the relevant Assessment Objectives (AOs) and the relevant pages of the syllabus content. In
Cambridge IGCSE First Language English (US), there are two levels of achievement, via two separate routes: core and extended. In this document,
we have shown what is covered in the core syllabus content and what is covered in the extended syllabus content.
The schemes of work are made up of numbered units. For Cambridge IGCSE Literature (English) (US) we have referenced the unit and where
appropriate the learning objective.
1 Coverage of Common Core State Standards for English Language Arts
6
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Reading Standards for Literature 6–12: Key Ideas and Details
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.

understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes
AO1 R1, R2
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
draw inferences, evaluate effectiveness,
compare, analyze, synthesize
AO1 R1, R2, and third bullet of
Extended Curriculum (Reading)
2. Determine a theme or central idea of a text and
analyze in detail its development over the course of
the text, including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.


select, analyze, and evaluate what is
relevant to specific purposes

identify main and subordinate topics,
summarize, paraphrase, re-express

AO1 R3, and third bullet of Core
Curriculum (Reading)
3. Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme.
3 Coverage of Common Core State Standards for English Language Arts
select, analyze, and evaluate what is
relevant to specific purposes
Unit 1
recognize the relationship of ideas
Unit 4
Unit 3
AO1 R3, and second bullet of
Extended Curriculum (Reading)
Unit 4
7
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Reading Standards for Literature 6–12: Craft and Structure
4. Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact
of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place;
how it sets a formal or informal tone).

understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes; recognize and respond to
simple linguistic devices including
figurative language
AO1 R1, R2, and fifth bullet of
Core Curriculum (Reading)
5. Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension, or surprise.
6. Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide reading
of world literature.

show some sense of how writers
achieve their effects
Fourth bullet of Core Curriculum
(Reading)
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
show a more precise understanding of
extended texts; recognize and respond
to more sophisticated linguistic devices
AO1 R1, R2, first and fifth bullets of
Extended Curriculum (Reading)

show understanding of how writers
achieve their effects
Fourth bullet of Extended
Curriculum (Reading)
This standard is covered in Cambridge IGCSE Literature (English) (US) (0427).
4 Coverage of Common Core State Standards for English Language Arts
8
Unit 4
Unit 1
Unit 4
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key
scene in two different artistic mediums, including
what is emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
This standard is covered in Cambridge IGCSE Literature (English) (US) (0427).

8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
understand and collate explicit
meanings; draw inferences, evaluate
effectiveness, compare, analyze,
synthesize
AO1 R1, and third bullet of Extended
Curriculum (Reading)
9. Analyze how an author draws on and transforms
source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by
Shakespeare).
This standard is covered in Cambridge IGCSE Literature (English) (US) (0427).
5 Coverage of Common Core State Standards for English Language Arts
9
Unit 4
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in
the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
Unit 1
Unit 4
By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity band
independently and proficiently.
6 Coverage of Common Core State Standards for English Language Arts
10
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Reading Standards for Informational Text 6–12: Key Ideas and Details
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.

understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes
AO1 R1, R2
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
draw inferences, evaluate effectiveness,
compare, analyze, synthesize
AO1 R1, R2, and third bullet of
Extended Curriculum (Reading)
2. Determine a central idea of a text and analyze its
development over the course of the text, including
how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.

select, analyze, and evaluate what
is relevant to specific purposes

select, analyze, and evaluate what is
relevant to specific purposes
Unit 1

identify main and subordinate
topics, summarize, paraphrase, reexpress

recognize the relationship of ideas
Unit 4
AO1 R3, and second bullet of
Extended Curriculum (Reading)
Unit 5
select, analyze, and evaluate what is
relevant to specific purposes
Unit 4
Unit 3
AO1 R3, and third bullet of Core
Curriculum (Reading)
3. Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which
the points are made, how they are introduced and
developed, and the connections that are drawn
between them.


select, analyze, and evaluate what
is relevant to specific purposes

identify main and subordinate
topics, summarize, paraphrase, reexpress

AO1 R3, and third bullet of Core
Curriculum (Reading)
7 Coverage of Common Core State Standards for English Language Arts
11
recognize the relationship of ideas
AO1 R3, and second bullet of
Extended Curriculum (Reading)
Unit 5
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Reading Standards for Informational Text 6–12: Craft and Structure
4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court
opinion differs from that of a newspaper).

understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes; demonstrate
understanding of words within
extended texts; show some sense of
how writers achieve their effects;
recognize and respond to simple
linguistic devices including figurative
language
AO1 R1, R2, first, fourth, and fifth
bullets of Extended Curriculum
(Reading)
AO1 R1, R2, and first, fourth, and
fifth bullets of Core Curriculum
(Reading)
5. Analyze in detail how an author’s ideas or claims
are developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a
section or chapter).

6. Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to
advance that point of view or purpose.

show some sense of how writers
achieve their effects

Fourth bullet of Core Curriculum
(Reading)
show some sense of how writers
achieve their effects; recognize and
respond to simple linguistic devices,
including figurative language
Fourth and fifth bullets of Core
Curriculum (Reading)
8 Coverage of Common Core State Standards for English Language Arts
12
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
show a more precise understanding of
extended texts; show understanding of
how writers achieve their effects;
recognize and respond to more
sophisticated linguistic devices
show understanding of how writers
achieve their effects
Unit 1
Unit 4
Fourth bullet of Extended Curriculum
(Reading)

show understanding of how writers
achieve their effects; recognize and
respond to more sophisticated linguistic
devices
Fourth and fifth bullets of Extended
Curriculum (Reading)
Unit 1
Unit 4
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in
different mediums (e.g., a person’s life story in both
print and multimedia), determining which details are
emphasized in each account.
8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
Unit 4


select, analyze, and evaluate what is
relevant to specific purposes

identify main and subordinate topics,
summarize, paraphrase, re-express

AO1 R3, and third bullet of Core
Curriculum (Reading)
9. Analyze seminal U.S. documents of historical and
literary significance (e.g., Washington’s Farewell
Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham
Jail”), including how they address related themes and
concepts.
select, analyze, and evaluate what is
relevant to specific purposes
recognize the relationship of ideas
AO1 R3, and second bullet of
Extended Curriculum (Reading)
This standard is covered in Cambridge IGCSE Literature (English) (US) (0427).
9 Coverage of Common Core State Standards for English Language Arts
13
Unit 1
Unit 5
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend
literary nonfiction in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the
high end of the range.

Implicit—should have been covered
previously (see Cambridge
Secondary 1 Curriculum
Framework)
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text
complexity band independently and proficiently.
10 Coverage of Common Core State Standards for English Language Arts
14

Implicit—should have been covered
previously (see Cambridge Secondary 1
Curriculum Framework)
Unit 1
Unit 4
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 2
Writing Standards 6–12: Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships
among claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly,
supplying evidence for each while pointing out the
strengths and limitations of both in a manner that
anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing.
e. Provide a concluding statement or section that
follows from and supports the argument presented.

order and present facts, ideas, and
opinions; understand and use a
range of appropriate vocabulary; use
language and register appropriate to
audience and context; make
accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation, and
spelling; express thoughts, feelings,
and opinions in order to interest,
inform, or convince the reader;
recognize the need for paragraphing
AO2 W2, W3, W4, W5, first and
seventh bullets of Core
Curriculum (Writing)
11 Coverage of Common Core State Standards for English Language Arts
15
order and present facts, ideas, and
opinions; understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience and
context; make accurate and effective
use of paragraphs, grammatical
structures, sentences, punctuation, and
spelling; show a wider and more varied
sense of different styles to interest,
inform, or convince the reader; write in
well-constructed paragraphs
AO2 W2, W3, W4, W5, first and
seventh bullets of Extended
Curriculum (Writing)
Unit 6
Unit 7
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 2
Writing Standards 6–12: Text Types and Purposes (cont.)
2. Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; organize complex ideas,
concepts, and information to make important
connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the
major sections of the text, create cohesion, and
clarify the relationships among complex ideas and
concepts.
d. Use precise language and domain-specific
vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of
the discipline in which they are writing.
f. Provide a concluding statement or section that
follows from and supports the information or
explanation presented (e.g., articulating implications
or the significance of the topic).

order and present facts, ideas, and
opinions; understand and use a
range of appropriate vocabulary;
use language and register
appropriate to audience and context;
make accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation, and
spelling; express thoughts, feelings,
and opinions in order to interest,
inform, or convince the reader;
recognize the need for paragraphing
AO2 W2, W3, W4, W5, first and
seventh bullets of Core
Curriculum (Writing)
12 Coverage of Common Core State Standards for English Language Arts
16
order and present facts, ideas, and
opinions; understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience
and context; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling; show a wider
and more varied sense of different
styles to interest, inform, or convince the
reader; write in well-constructed
paragraphs
AO2 W2, W3, W4, W5, first and
seventh bullets of Extended
Curriculum (Writing)
Unit 6
Unit 7
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 2
Writing Standards 6–12: Text Types and Purposes (cont.)
3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a
problem, situation, or observation, establishing one or
multiple point(s) of view, and introducing a narrator
and/or characters; create a smooth progression of
experiences or events.
b. Use narrative techniques, such as dialogue,
pacing, description, reflection, and multiple plot lines,
to develop experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so
that they build on one another to create a coherent
whole.
d. Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects
on what is experienced, observed, or resolved over
the course of the narrative.

articulate experience and express
what is thought, felt, and imagined;
understand and use a range of
appropriate vocabulary; use
language and register appropriate to
audience and context; make
accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation, and
spelling; express thoughts, feelings,
and opinions in order to interest,
inform, or convince the reader;
recognize the need for paragraphing
AO2 W1, W3, W4, W5, first and
seventh bullets of Core
Curriculum (Writing)
13 Coverage of Common Core State Standards for English Language Arts
17
articulate experience and express what
is thought, felt, and imagined;
understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience
and context; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling; show a wider
and more varied sense of different
styles to interest, inform, or convince the
reader; write in well-constructed
paragraphs; use imaginative and varied
vocabulary
AO2 W1, W3, W4, W5, first, seventh,
and eighth bullets of Extended
Curriculum (Writing)
Unit 6
Unit 7
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 2
Writing Standards 6–12: Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1–3 above.)

show some sense of audience;
demonstrate adequate control of
vocabulary, syntax, and grammar
Second and third bullets of Core
Curriculum (Writing)
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
(Editing for conventions should demonstrate
command of Language standards 1–3 up to and
including grades 9–10 on page 54.)
Second and third bullets of Extended
Curriculum (Writing)
Unit 5
Unit 6
Unit 2
Unit 6
Unit 8
Unit 10
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity
to link to other information and to display information
flexibly and dynamically.
14 Coverage of Common Core State Standards for English Language Arts
show a clear sense of audience;
demonstrate a sophisticated use of
vocabulary and structures
Unit 8
18
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Writing Standards 6–12: Research to Build and Present Knowledge
7. Conduct short as well as more sustained research
projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
Unit 5
Unit 8
8. Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard
format for citation.

9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature
(e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how
Shakespeare treats a theme or topic from Ovid or the
Bible or how a later author draws on a play by
Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning”).

this is a Reading skill–select,
analyze, and evaluate what is
relevant to specific purposes; scan
for and extract specific information

AO1 R3, and second bullet of
Core Curriculum (Reading)
this is a Reading skill–select,
analyze, and evaluate what is
relevant to specific purposes; scan
for and extract specific information
AO1 R3, and second bullet of
Core Curriculum (Reading)
15 Coverage of Common Core State Standards for English Language Arts
19
this is a Reading skill–select, analyze,
and evaluate what is relevant to specific
purposes; recognize the relationship of
ideas
Unit 5
Unit 8
AO1 R3, and second bullet of
Extended Curriculum (Reading)

this is a Reading skill–select, analyze,
and evaluate what is relevant to specific
purposes; scan for and extract specific
information
AO1 R3, and second bullet of Core
Curriculum (Reading)
Unit 5
Unit 8
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work


Unit 6
Writing Standards 6–12: Range of Writing
10. Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
articulate experience and express
what is thought, felt, and imagined;
order and present facts, ideas, and
opinions; understand and use a
range of appropriate vocabulary;
use language and register
appropriate to audience and
context; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling
AO2 W1, W2, W3, W4, W5
16 Coverage of Common Core State Standards for English Language Arts
20
articulate experience and express what
is thought, felt, and imagined; order and
present facts, ideas, and opinions;
understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience
and context; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling
AO2 W1, W2, W3, W4, W5
Unit 8
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work
Unit 5
Speaking and Listening Standards 6–12: Comprehension and Collaboration
1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10
topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and
researched material under study; explicitly draw on
that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate
a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial
discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation
of alternate views), clear goals and deadlines, and
individual roles as needed.
c. Propel conversations by posing and responding to
questions that relate the current discussion to
broader themes or larger ideas; actively incorporate
others into the discussion; and clarify, verify, or
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own
views and understanding and make new connections
in light of the evidence and reasoning presented.

understand, order, and present
facts, ideas, and opinions

understand, order, and present facts,
ideas, and opinions

articulate experience and express
what is thought, felt, and imagined

articulate experience and express what
is thought, felt, and imagined

communicate clearly and fluently

communicate clearly and fluently

use language and register
appropriate to audience and context

use language and register appropriate
to audience and context

listen to and respond appropriately
to the contributions of others

listen to and respond appropriately to
the contributions of others
AO3 S1, S2, S3, S4, S5
17 Coverage of Common Core State Standards for English Language Arts
21
AO3 S1, S2, S3, S4, S5
Unit 9
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 5
Speaking and Listening Standards 6–12: Comprehension and Collaboration (cont.)
2. Integrate multiple sources of information presented
in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and
accuracy of each source.

3. Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric, identifying any
fallacious reasoning or exaggerated or distorted
evidence.

present facts, ideas, and opinions in
an orderly sequence
Second bullet of Core Curriculum
(Speaking and Listening)
make relevant comments on what is
heard, seen, or read
Third bullet of Core Curriculum
(Speaking and Listening)
consciously order and present facts,
ideas, and opinions for a particular
audience
Second bullet of Extended
Curriculum (Speaking and Listening)

evaluate and reflect on what is heard,
seen, or read; discuss statements of
opinion and attitude, discerning
underlying assumptions and point of
view
Third and fifth bullets of Extended
Curriculum (Speaking and Listening)
18 Coverage of Common Core State Standards for English Language Arts
22
Unit 9
Unit 10
Unit 5
Unit 9
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 9
Speaking and Listening Standards 6–12: Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose, audience, and task.

understand and convey both simple
and detailed information; present
facts, ideas, and opinions in an
orderly sequence; speak audibly
and intelligibly with appropriate tone,
intonation, and pace
First, second, and sixth bullets of
Core Curriculum (Speaking and
Listening)
understand and convey more complex
information in an interesting and
authoritative way; consciously order and
present facts, ideas, and opinions for a
particular audience; speak audibly and
intelligibly with appropriate tone,
intonation, and pace
First and second bullets of Extended
Curriculum, and sixth bullet of Core
Curriculum (Speaking and Listening)
5. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grades 9–10
Language standards 1 and 3 on page 54 for specific
expectations.)
Unit 9

use language and register
appropriate to audience and context
AO3 S4
19 Coverage of Common Core State Standards for English Language Arts

use language and register appropriate to
audience and context
AO3 S4
23
Unit 9
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 2
Language Standards 6–12: Conventions of Standard English
1. Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent, dependent;
noun, relative, adverbial) to convey specific meanings
and add variety and interest to writing or
presentations.

make accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation, and spelling

demonstrate adequate control of
vocabulary, syntax, and grammar
2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

demonstrate a sophisticated use of
vocabulary and structures
Third bullet of Extended Curriculum
(Writing)
AO2 W5, and third bullet of Core
Curriculum (Writing)

attempt a variety of sentence
structures; write accurate simple
sentences; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling
exercise care over punctuation and
spelling
AO2 W5, and fourth, fifth, and
sixth bullets of Core Curriculum
(Writing)
20 Coverage of Common Core State Standards for English Language Arts
24

demonstrate accuracy in punctuation
and spelling; write accurate complex
sentences
Fourth and fifth bullets of Extended
Curriculum (Writing)
Unit 2
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Language Standards 6–12: Knowledge of Language
3. Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the
discipline and writing type.


understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes; select, analyze, and
evaluate what is relevant to specific
purposes; understand how writers
achieve effects; show some sense
of audience
articulate experience and express
what is thought, felt, and imagined;
understand and use a range of
appropriate vocabulary; use
language and register appropriate to
audience and context; make
accurate and effective use of
paragraphs, grammatical structures,
sentences, punctuation, and spelling
AO1 R1, R2, R3, R4, and second
bullet of Core Curriculum
(Writing); AO2 W1, W3, W4, W5
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
select, analyze, and evaluate what is
relevant to specific purposes;
understand how writers achieve effects;
show some sense of audience

articulate experience and express what
is thought, felt, and imagined;
understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience
and context; make accurate and
effective use of paragraphs,
grammatical structures, sentences,
punctuation, and spelling

show a wider and more varied sense of
different styles to interest, inform, or
convince the reader; show a clear sense
of audience
AO1 R1, R2, R3, R4 and second
bullet of Core Curriculum (Writing);
first and second bullets of Extended
Curriculum (Writing); AO2 W1, W3,
W4, W5
21 Coverage of Common Core State Standards for English Language Arts
25
Unit 2
Unit 5
Unit 6
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Language Standards 6–12: Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on
grades 9–10 reading and content, choosing flexibly
from a range of strategies.
a. Use context (e.g., the overall meaning of a
sentence, paragraph, or text; a word’s position or
function in a sentence) as a clue to the meaning of a
word or phrase.
b. Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech
(e.g., analyze, analysis, analytical; advocate,
advocacy).
c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning, its
part of speech, or its etymology.
d. Verify the preliminary determination of the meaning
of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).

understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and
attitudes; demonstrate
understanding of words within
extended texts
AO1 R1, R2, and first bullet of
Core Curriculum (Reading)
22 Coverage of Common Core State Standards for English Language Arts
26
understand and collate explicit
meanings; understand, explain, and
collate implicit meanings and attitudes;
show a more precise understanding of
extended texts
AO1 R1, R2, and first bullet of
Extended Curriculum (Reading)
Cambridge IGCSE First Language English (US) (0524)
Common Core State Standards
Core Syllabus
Extended Syllabus
Scheme of Work

Unit 1
Language Standards 6–12: Vocabulary Acquisition and Use (cont.)
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the
text.
b. Analyze nuances in the meaning of words with
similar denotations.

6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.

show some sense of how writers
achieve their effects; recognize and
respond to simple linguistic devices,
including figurative language
Fourth and fifth bullets of Core
Curriculum (Reading)
understand and use a range of
appropriate vocabulary; use
language and register appropriate to
audience and context
AO2 W3, W4
23 Coverage of Common Core State Standards for English Language Arts
show understanding of how writers
achieve their effects; recognize and
respond to more sophisticated linguistic
devices
Fourth and fifth bullets of Extended
Curriculum (Reading)

understand and use a range of
appropriate vocabulary; use language
and register appropriate to audience and
context
AO2 W3, W4
27
Unit 1
Unit 2
Unit 10
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Key Ideas and Details
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.


understand the meanings of literary texts and their contexts, and explore texts
beyond surface meanings to show deeper awareness of ideas and attitudes
Unit 1 Learning
objectives: k, l, m
AO2
Unit 2 Learning
objectives: h, n, o
demonstrate knowledge of the text through the use of close reference to detail
and use of quotations from the text
Fifth bullet of Paper 1 requirements in ‘Description of Papers’
2. Determine a theme or central idea of a text and
analyze in detail its development over the course of
the text, including how it emerges and is shaped
and refined by specific details; provide an objective
summary of the text.


Unit 3 Learning
objectives: h, i, j, k
recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objectives: b, k, m
AO3
Unit 2 Learning
objective: n
demonstrate understanding of characters, relationships, situations, and themes
Third bullet of Paper 1 requirements in ‘Description of Papers’
3. Analyze how complex characters (e.g., those with
multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and
advance the plot or develop the theme.

demonstrate understanding of characters, relationships, situations, and themes
Third bullet of Paper 1 requirements in ‘Description of Papers’
25 Coverage of Common Core State Standards for English Language Arts
Unit 1 Learning
objectives: f, g, h, i
Unit 2 Learning
objectives: e, f, g
28
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Craft and Structure
4. Determine the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings; analyze the cumulative
impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal
tone).


recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objective: m
AO3
Unit 2 Learning
objective: o
demonstrate understanding of the writer’s intentions and methods, and response
to the writer’s use of language
Fourth bullet of Paper 1 requirements in ‘Description of Papers’

Unit 3 Learning
objective: d, e
respond sensitively and in detail to the way language works in the text
Fourth bullet of Grade A description
5. Analyze how an author’s choices concerning how
to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension,
or surprise.

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objective: b, e
AO3
Unit 2 Learning
objective: c, d
Unit 3 Learning
objective: g
6. Analyze a particular point of view or cultural
experience reflected in a work of literature from
outside the United States, drawing on a wide
reading of world literature.
Unit 1 Learning
objectives: k, o
Unit 2 Learning
objectives: n, o
Unit 3 Learning
objective: l
26 Coverage of Common Core State Standards for English Language Arts
29
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key
scene in two different artistic mediums, including
what is emphasized or absent in each treatment
(e.g., Auden’s “Musée des Beaux Arts” and
Breughel’s Landscape with the Fall of Icarus).
8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
9. Analyze how an author draws on and transforms
source material in a specific work (e.g., how
Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by
Shakespeare).
Unit 1
Unit 4
This standard is covered in Cambridge IGCSE First Language English (US) (0524).

understand the meanings of literary texts and their contexts, and explore texts
beyond surface meanings to show deeper awareness of ideas and attitudes
Unit 1 Learning
objective: o
AO2
Unit 2 Learning
objective: o
Unit 3 Learning
objective: l
27 Coverage of Common Core State Standards for English Language Arts
30
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Literature 6–12: Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend
literature, including stories, dramas, and poems, in
the grades 9–10 text complexity band proficiently,
with scaffolding as needed at the high end of the
range.
By the end of grade 10, read and comprehend
literature, including stories, dramas, and poems, at
the high end of the grades 9–10 text complexity
band independently and proficiently.


show detailed knowledge of the content of literary texts in the three main forms
(Drama, Poetry, and Prose)
Unit 1
AO1
Unit 3
understand the meanings of literary texts and their contexts, and explore texts
beyond surface meanings to show deeper awareness of ideas and attitudes
Unit 4
AO2

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
AO3

communicate a sensitive and informed personal response to literary texts
AO4
28 Coverage of Common Core State Standards for English Language Arts
31
Unit 2
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Key Ideas and Details
1. Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.


understand the meanings of literary texts and their contexts, and explore texts
beyond surface meanings to show deeper awareness of ideas and attitudes
Unit 1 Learning
objectives: k, l, m
AO2
Unit 2 Learning
objectives: h, n, o
demonstrate knowledge of the text through the use of close reference to detail
and use of quotations from the text
Second bullet of Paper 1 requirements in ‘Description of Papers’
2. Determine a central idea of a text and analyze its
development over the course of the text, including how
it emerges and is shaped and refined by specific
details; provide an objective summary of the text.


Unit 3 Learning
objectives: h, i, j, k
recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objectives: b, k, m
AO3
Unit 2 Learning
objective: n
demonstrate understanding of characters, relationships, situations, and themes
Third bullet of Paper 1 requirements in ‘Description of Papers’
3. Analyze how the author unfolds an analysis or
series of ideas or events, including the order in which
the points are made, how they are introduced and
developed, and the connections that are drawn
between them.

demonstrate understanding of the writer’s intentions and methods, and response
to the writer’s use of language
Unit 1 Learning
objectives: f, g, h, i
Fourth bullet of Paper 1 requirements in ‘Description of Papers’
Unit 2 Learning
objectives: e, f, g
29 Coverage of Common Core State Standards for English Language Arts
32
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Craft and Structure
4. Determine the meaning of words and phrases as
they are used in a text, including figurative,
connotative, and technical meanings; analyze the
cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion
differs from that of a newspaper).


recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objective: m
AO3
Unit 2 Learning
objective: o
demonstrate understanding of the writer’s intentions and methods, and response
to the writer’s use of language
Fourth bullet of Paper 1 requirements in ‘Description of Papers’

Unit 3 Learning
objectives: d, e
respond sensitively and in detail to the way language works in the text
Fourth bullet of Grade A description
5. Analyze in detail how an author’s ideas or claims are
developed and refined by particular sentences,
paragraphs, or larger portions of a text (e.g., a section
or chapter).

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objectives: b, e
AO3
Unit 2 Learning
objectives: c, d
Unit 3 Learning
objective: g
6. Determine an author’s point of view or purpose in a
text and analyze how an author uses rhetoric to
advance that point of view or purpose.

demonstrate understanding of the writer’s intentions and methods, and response
to the writer’s use of language
Unit 1 Learning
objectives: k, o
Fourth bullet of Paper 1 requirements in ‘Description of Papers’
Unit 2 Learning
objectives: n, o
Unit 3 Learning
objective: l
30 Coverage of Common Core State Standards for English Language Arts
33
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Integration of Knowledge and Ideas
7. Analyze various accounts of a subject told in
different mediums (e.g., a person’s life story in both
print and multimedia), determining which details are
emphasized in each account.
8. Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.
Unit 1
Unit 4
This standard is covered in Cambridge IGCSE First Language English (US) (0524).
9. Analyze seminal U.S. documents of historical and
literary significance (e.g., Washington’s Farewell
Address, the Gettysburg Address, Roosevelt’s Four
Freedoms speech, King’s “Letter from Birmingham
Jail”), including how they address related themes and
concepts.
Unit 1 Learning
objective: o
Unit 2 Learning
objective: o
Unit 3 Learning
objective: l
Unit 4
31 Coverage of Common Core State Standards for English Language Arts
34
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Reading Standards for Informational Text 6–12: Range of Reading and Level of Text Complexity
10. By the end of grade 9, read and comprehend
literary nonfiction in the grades 9–10 text complexity
band proficiently, with scaffolding as needed at the
high end of the range.
By the end of grade 10, read and comprehend literary
nonfiction at the high end of the grades 9–10 text
complexity band independently and proficiently.


show detailed knowledge of the content of literary texts in the three main forms
(Drama, Prose, and Poetry)
Unit 1
AO1
Unit 3
understand the meanings of literary texts and their contexts, and explore texts
beyond surface meanings to show deeper awareness of ideas and attitudes
Unit 4
AO2

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
AO3

communicate a sensitive and informed personal response to literary texts
AO4
32 Coverage of Common Core State Standards for English Language Arts
35
Unit 2
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work

Unit 1 Learning
objective: p
Writing Standards 6–12: Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships among
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying
evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows
from and supports the argument presented.
communicate a sensitive and informed personal response to literary texts
AO4

demonstrate knowledge of the text through use of close reference to detail and
use of quotations from the text
Second bullet of Paper 1 requirements in ‘Description of Papers’
33 Coverage of Common Core State Standards for English Language Arts
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
36
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Writing Standards 6–12: Text Types and Purposes (cont.)
2. Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly
and accurately through the effective selection,
organization, and analysis of content.
a. Introduce a topic; organize complex ideas, concepts,
and information to make important connections and
distinctions; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to
aiding comprehension.
b. Develop the topic with well-chosen, relevant, and
sufficient facts, extended definitions, concrete details,
quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions to link the major
sections of the text, create cohesion, and clarify the
relationships among complex ideas and concepts.
d. Use precise language and domain-specific vocabulary
to manage the complexity of the topic.
e. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows
from and supports the information or explanation
presented (e.g., articulating implications or the
significance of the topic).

communicate a sensitive and informed personal response to literary texts
AO4

demonstrate knowledge of the text through use of close reference to detail and
use of quotations from the text
Second bullet of Paper 1 requirements in ‘Description of Papers’
34 Coverage of Common Core State Standards for English Language Arts
Unit 1 Learning
objective: p
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
37
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Writing Standards 6–12: Text Types and Purposes (cont.)
3. Write narratives to develop real or imagined
experiences or events using effective technique, wellchosen details, and well-structured event sequences.
a. Engage and orient the reader by setting out a problem,
situation, or observation, establishing one or multiple
point(s) of view, and introducing a narrator and/or
characters; create a smooth progression of experiences
or events.
b. Use narrative techniques, such as dialogue, pacing,
description, reflection, and multiple plot lines, to develop
experiences, events, and/or characters.
c. Use a variety of techniques to sequence events so that
they build on one another to create a coherent whole.
d. Use precise words and phrases, telling details, and
sensory language to convey a vivid picture of the
experiences, events, setting, and/or characters.
e. Provide a conclusion that follows from and reflects on
what is experienced, observed, or resolved over the
course of the narrative.

engage imaginatively with the text by assuming a suitable “voice” (in empathic
task work)
Unit 1 Learning
objective: p
Included in information on “empathic” questions—Paper 1
Unit 2 Learning
objective: p
35 Coverage of Common Core State Standards for English Language Arts
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
38
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Writing Standards 6–12: Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–
3 above.)

communicate a sensitive and informed personal response to literary texts
AO4
Unit 1 Learning
objective: p
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
5. Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a
specific purpose and audience. (Editing for conventions
should demonstrate command of Language standards 1–
3 up to and including grades 9–10 on page 54.)

Paper 2 coursework process
Included in information on ‘Drafting Assignments’ in Coursework Guidance
Unit 1 Learning
objective: p
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objectives: d, f
6. Use technology, including the Internet, to produce,
publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other
information and to display information flexibly and
dynamically.
36 Coverage of Common Core State Standards for English Language Arts
Unit 4
39
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Writing Standards 6–12: Research to Build and Present Knowledge
7. Conduct short as well as more sustained research
projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on
the subject, demonstrating understanding of the subject
under investigation.

8. Gather relevant information from multiple authoritative
print and digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate information
into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for
citation.

9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature
(e.g., “Analyze how an author draws on and transforms
source material in a specific work [e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a
later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary
nonfiction (e.g., “Delineate and evaluate the argument
and specific claims in a text, assessing whether the
reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious
reasoning”).

Paper 2 coursework process
Unit 4
Included in information on ‘Assignments: Texts’, in Coursework Guidance
Paper 2 coursework process
Unit 4
Included in information on ‘Assignments: Texts’, in Coursework Guidance
Paper 2 coursework process
Included in information on ‘Assignments: Texts’, in Coursework Guidance
37 Coverage of Common Core State Standards for English Language Arts
40
Unit 4
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work

Unit 1 Learning
objective: p
Writing Standards 6–12: Range of Writing
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
Paper 2 coursework process
Included in information on ‘Assignments: General Issues’, in Coursework
Guidance
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4
38 Coverage of Common Core State Standards for English Language Arts
41
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Speaking and Listening Standards 6–12: Comprehension and Collaboration
1. Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and
researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful,
well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions
and decision-making (e.g., informal consensus, taking
votes on key issues, presentation of alternate views),
clear goals and deadlines, and individual roles as
needed.
c. Propel conversations by posing and responding to
questions that relate the current discussion to broader
themes or larger ideas; actively incorporate others into
the discussion; and clarify, verify, or challenge ideas and
conclusions.
d. Respond thoughtfully to diverse perspectives,
summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and
understanding and make new connections in light of the
evidence and reasoning presented.
39 Coverage of Common Core State Standards for English Language Arts
Unit 1
Unit 2
Unit 3
Unit 4
42
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Speaking and Listening Standards 6–12: Comprehension and Collaboration (cont.)
2. Integrate multiple sources of information presented in
diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each
source.
This standard is covered in Cambridge IGCSE First Language English (US) (0524).
3. Evaluate a speaker’s point of view, reasoning, and use
of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
This standard is covered in Cambridge IGCSE First Language English (US) (0524).
40 Coverage of Common Core State Standards for English Language Arts
43
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Speaking and Listening Standards 6–12: Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence
clearly, concisely, and logically such that listeners can
follow the line of reasoning and the organization,
development, substance, and style are appropriate to
purpose, audience, and task.
5. Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Unit 1
This standard is covered in Cambridge IGCSE First Language English (US) (0524).
6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grades 9–10 Language
standards 1 and 3 on page 54 for specific expectations.)
41 Coverage of Common Core State Standards for English Language Arts
Unit 1
44
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Language Standards 6–12: Conventions of Standard English
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and
clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety
and interest to writing or presentations.

2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when
writing.
a. Use a semicolon (and perhaps a conjunctive adverb)
to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.

communicate an informed personal response appropriately and effectively
Third bullet of Syllabus Goals
Unit 1 Learning
objective: r
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
communicate an informed personal response appropriately and effectively
Third bullet of Syllabus Goals
Unit 1 Learning
objective: r
Unit 2 Learning
objective: p
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
42 Coverage of Common Core State Standards for English Language Arts
45
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Language Standards 6–12: Knowledge of Language
3. Apply knowledge of language to understand how
language functions in different contexts, to make
effective choices for meaning or style, and to
comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the
guidelines in a style manual (e.g., MLA Handbook,
Turabian’s Manual for Writers) appropriate for the
discipline and writing type.

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
Unit 1 Learning
objective: r
AO3
Unit 2 Learning
objective: p
43 Coverage of Common Core State Standards for English Language Arts
Unit 3 Learning
objective: m
Unit 4 Learning
objective: f
46
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Language Standards 6–12: Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grades
9–10 reading and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes
that indicate different meanings or parts of speech (e.g.,
analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials
(e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or
determine or clarify its precise meaning, its part of
speech, or its etymology.
d. Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred meaning
in context or in a dictionary).
5. Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism,
oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar
denotations.
Unit 4

recognize and appreciate ways in which writers use language, structure, and
form to create and shape meanings and effects
AO3
44 Coverage of Common Core State Standards for English Language Arts
Unit 1
Unit 2 Learning
objective: m
Unit 3 Learning
objectives: c, d, e, f
47
Cambridge IGCSE Literature (English) (US) (0427)
Common Core State Standards
Syllabus
Scheme of Work
Language Standards 6–12: Vocabulary Acquisition and Use (cont.)
6. Acquire and use accurately general academic and
domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college
and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a
word or phrase important to comprehension or
expression.
Unit 1
Unit 2
Unit 3
Unit 4
® IGCSE is the registered trademark of University of Cambridge International Examinations.
V3.1Y13
45 Coverage of Common Core State Standards for English Language Arts
48
Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE®
Mathematics (US) 0444 and Cambridge IGCSE® Additional Mathematics (US) 0459
Cambridge International Examinations has mapped the Common Core State Standards (CCSS) for Mathematics to the syllabuses for
Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459.
There are two levels of achievement in Cambridge IGCSE Mathematics (US) 0444, via two separate routes: core and extended. In this document we have
differentiated between what is covered in the core and what is covered in the extended curriculum content.
This document shows where the standards are covered in each syllabus and references are made to the curriculum content on pages 8 to 35 of
the 0444 syllabus, and on pages 7 to 17 of the 0459 syllabus. Grayed out cells indicate where the standards are not covered.
A small number of standards are not explicit in the syllabi as they do not form part of the assessment. However, these standards are covered in the
schemes of work that we provide to accompany the syllabi so that they can be incorporated into the teaching program.
49
1 Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459 v12 2Y10
Mathematics: High School–Number and Quantity
Common Core State Standards – The Real Number System
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Extend the properties of exponents to rational exponents
N-RN1
N-RN2
1. Explain how the definition of the meaning of rational
exponents follows from extending the properties of integer
exponents to those values, allowing for a notation for radicals
in terms of rational exponents. For example, we define 51/3 to
be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold,
so (51/3)3 must equal 5.
Number C1.7
2. Rewrite expressions involving radicals and rational
exponents using the properties of exponents.
Number C1.7
Number E1.7
Unit 1
Algebra C2.4
Algebra E2.4
(Core and
Extended)
Number E1.1
Unit 1
Number E1.7
Unit 1
(Core and
Extended)
Use properties of rational and irrational numbers
N-RN3
Number 1.9
3. Explain why the sum or product of two rational numbers is
rational; that the sum of a rational number and an irrational
number is irrational; and that the product of a nonzero rational
number and an irrational number is irrational.
(Extended)
50
Unit 1
Subsection A
Number 1.9
Unit 1
Subsection A
Common Core State Standards – Quantities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Reason quantitatively and use units to solve problems
N-Q1
N-Q2
N-Q3
1. Use units as a way to understand problems and to guide the
solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and
the origin in graphs and data displays.
Number C1.9
2. Define appropriate quantities for the purpose of descriptive
modeling.
Number C1.9
3. Choose a level of accuracy appropriate to limitations on
measurement when reporting quantities.
Number C1.9
Number E1.9
Unit 1
(Core and
Extended)
Number E1.9
Unit 1
(Core and
Extended)
Number E1.9
Unit 1
(Core and
Extended)
51
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – The Complex Number System
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Perform arithmetic operations with complex numbers
N-CN1
N-CN2
N-CN3
1. Know there is a complex number i such that i2 = –1, and
every complex number has the form a + bi with a and b real.
Number 1.1
2. Use the relation i2 = –1 and the commutative, associative,
and distributive properties to add, subtract, and multiply
complex numbers.
Number 1.2
3. (+) Find the conjugate of a complex number; use conjugates
to find moduli and quotients of complex numbers.
Number 1.3
Unit 1
Subsection B
Unit 1
Subsection B
Unit 1
Subsection B
Represent complex numbers and their operations on the complex plane
N-CN4
N-CN5
N-CN6
4. (+) Represent complex numbers on the complex plane in
rectangular and polar form (including real and imaginary
numbers), and explain why the rectangular and polar forms of
a given complex number represent the same number.
Number 1.4
5. (+) Represent addition, subtraction, multiplication, and
conjugation of complex numbers geometrically on the complex
plane; use properties of this representation for computation.
For example, (–1 + √3 i)³ = 8 because (–1 + √3 i) has modulus
2 and argument 120°.
Number 1.5
6. (+) Calculate the distance between numbers in the complex
plane as the modulus of the difference, and the midpoint of a
segment as the average of the numbers at its endpoints.
Number 1.6
Unit 1
Subsection B
Unit 1
Subsection B
Unit 1
Subsection B
52
Common Core State Standards – The Complex Number System
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Use complex numbers in polynomial identities and equations
N-CN7
N-CN8
N-CN9
7. Solve quadratic equations with real coefficients that have
complex solutions.
Number 1.7
8. (+) Extend polynomial identities to the complex numbers.
For example, rewrite x2 + 4 as (x + 2i)(x– 2i).
Number 1.8
9. (+) Know the Fundamental Theorem of Algebra; show that it
is true for quadratic polynomials.
Algebra 2.2
Unit 1
Subsection B
Unit 1
Subsection B
53
Unit 2
Common Core State Standards – Vector and Matrix Quantities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Represent and model with vector quantities
N-VM1
N-VM2
N-VM3
1. (+) Recognize vector quantities as having both magnitude
and direction. Represent vector quantities by directed line
segments, and use appropriate symbols for vectors and their
magnitudes (e.g., v, |v|, ||v||).
Transformations
and vectors
C5.1
2. (+) Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal
point.
3. (+) Solve problems involving velocity and other quantities
that can be represented by vectors.
54
Transformations
and vectors E5.1
Unit 5
Transformations
and vectors E5.2
Unit 5
(Core and
Extended)
(Extended)
Transformations
and vectors 5.1,
5.2 and 5.3
Unit 5
Transformations
and vectors 5.1
Unit 5
Transformations
and vectors 5.4
and 5.5
Unit 5
Common Core State Standards – Vector and Matrix Quantities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Perform operations on vectors
N-VM4
N-VM5
4. (+) Add and subtract vectors.
a. Add vectors end-to-end, component-wise, and by the
parallelogram rule. Understand that the magnitude of a sum of
two vectors is typically not the sum of the magnitudes.
b. Given two vectors in magnitude and direction form,
determine the magnitude and direction of their sum.
c. Understand vector subtraction v – w as v + (–w), where –w
is the additive inverse of w, with the same magnitude as w and
pointing in the opposite direction. Represent vector subtraction
graphically by connecting the tips in the appropriate order, and
perform vector subtraction component-wise.
Transformations
and vectors E5.3
and E5.4
Unit 5
5. (+) Multiply a vector by a scalar.
a. Represent scalar multiplication graphically by scaling
vectors and possibly reversing their direction; perform scalar
multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy).
b. Compute the magnitude of a scalar multiple cv using
||cv|| =|c|v. Compute the direction of cv knowing that when
|c|v ≠ 0, the direction of cv is either along v (for c > 0) or
against v (for c < 0).
Transformations
and vectors E5.3
and E5.5
Unit 5
55
(Extended)
(Extended)
Transformations
and vectors 5.1
and 5.3
Unit 5
Transformations
and vectors 5.1
and 5.3
Unit 5
Common Core State Standards – Vector and Matrix Quantities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Perform operations on matrices and use matrices in applications
N-VM6
N-VM7
V-VM8
N-VM9
N-VM10
N-VM11
N-VM12
6. (+) Use matrices to represent and manipulate data, e.g., to
represent payoffs or incidence relationships in a network.
Number 1.10
7. (+) Multiply matrices by scalars to produce new matrices,
e.g., as when all of the payoffs in a game are doubled.
Number 1.12
8. (+) Add, subtract, and multiply matrices of appropriate
dimensions.
Number 1.11
9. (+) Understand that, unlike multiplication of numbers, matrix
multiplication for square matrices is not a commutative
operation, but still satisfies the associative and distributive
properties.
Number 1.11
10. (+) Understand that the zero and identity matrices play a
role in matrix addition and multiplication similar to the role of 0
and 1 in the real numbers. The determinant of a square matrix
is nonzero if and only if the matrix has a multiplicative inverse.
Number 1.13
and 1.14
Unit 1
11. (+) Multiply a vector (regarded as a matrix with one
column) by a matrix of suitable dimensions to produce another
vector. Work with matrices as transformations of vectors.
Number 1.11
Unit 1
12. (+) Work with 2×2 matrices as transformations of the plane,
and interpret the absolute value of the determinant in terms of
area.
Number 1.15
Unit 1
Subsection C
Unit 1
Subsection C
Unit 1
Subsection C
Unit 1
Subsection C
Subsection C
Subsection C
Unit 1
Subsection C
56
Mathematics: High School–Algebra
Common Core State Standards – Seeing Structure in
Expressions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Interpret the structure of expressions
A-SSE1
A-SSE2
1. Interpret expressions that represent a quantity in terms of its
context.
a. Interpret parts of an expression, such as terms, factors, and
coefficients.
b. Interpret complicated expressions by viewing one or more of
their parts as a single entity. For example, interpret P(1+r)n as
the product of P and a factor not depending on P.
Algebra C2.7
2. Use the structure of an expression to identify ways to rewrite
it. For example, see x4 – y4 as (x2)2– (y2)2, thus recognizing it
as a difference of squares that can be factored as(x2– y2)(x2 +
y2).
Algebra C2.9
Algebra E2.7
Unit 2
(Core and
Extended)
Algebra E2.9
Unit 2
(Core and
Extended)
57
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Seeing Structure in
Expressions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Write expressions in equivalent forms to solve problems
A-SSE3
3. Choose and produce an equivalent form of an expression to
reveal and explain properties of the quantity represented by
the expression.*
a. Factor a quadratic expression to reveal the zeros of the
function it defines.
b. Complete the square in a quadratic expression to reveal the
maximum or minimum value of the function it defines.
c. Use the properties of exponents to transform expressions for
exponential functions. For example the expression 1.15t can be
rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate
equivalent monthly interest rate if the annual rate is 15%.
Algebra E2.4,
E2.9 and E2.11
Unit 2
Algebra E2.13
Unit 2
(Extended)
* The Binomial Theorem can be proved by mathematical
induction or by a combinatorial argument.
A-SSE4
4. Derive the formula for the sum of a finite geometric series
(when the common ratio is not 1), and use the formula to solve
problems. For example, calculate mortgage payments.
Algebra C2.13
(Core and
Extended)
58
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Arithmetic with Polynomials
and Rational Expressions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Perform arithmetic operations on polynomials
A-APR1
1. Understand that polynomials form a system analogous to
the integers, namely, they are closed under the operations of
addition, subtraction, and multiplication; add, subtract, and
multiply polynomials.
Algebra E2.10
Unit 2
Algebra 2.4
Unit 2
(Extended)
Understand the relationship between zeros and factors of polynomials
A-APR2
2. Know and apply the Remainder Theorem: For a polynomial
p(x) and a number a, the remainder on division by x– a is p(a),
so p(a) = 0 if and only if (x– a) is a factor of p(x)
Algebra 2.1
Unit 2
A-APR3
3. Identify zeros of polynomials when suitable factorizations
are available, and use the zeros to construct a rough graph of
the function defined by the polynomial.
Algebra 2.2
Unit 2
Algebra 2.3
Unit 2
Use polynomial identities to solve problems
A-APR4
4. Prove polynomial identities and use them to describe
numerical relationships. For example, the polynomial identity
(x2 + y2)2 = (x2– y2)2 + (2xy)2 can be used to generate
Pythagorean triples.
A-APR5
5. (+) Know and apply the Binomial Theorem for the expansion
of (x + y)n in powers of x and y for a positive integer n, where x
and y are any numbers, with coefficients determined for
example by Pascal’s Triangle.
Algebra E2.8
Unit 2
(Extended)
59
Common Core State Standards – Arithmetic with Polynomials
and Rational Expressions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Rewrite rational expressions
A-APR6
6. Rewrite simple rational expressions in different forms; write
a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and
r(x) are polynomials with the degree of r(x) less than the
degree of b(x), using inspection, long division, or, for the more
complicated examples, a computer algebra system.
A-APR7
7. (+) Understand that rational expressions form a system
analogous to the rational numbers, closed under addition,
subtraction, multiplication, and division by a nonzero rational
expression; add, subtract, multiply, and divide rational
expressions.
Algebra E2.10
Unit 2
(Extended)
60
Algebra 2.3
Unit 2
Algebra 2.4
Unit 2
Common Core State Standards – Creating Equations
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Create equations that describe numbers or relationships
A-CED1
A-CED2
A-CED3
A-CED4
1. Create equations and inequalities in one variable and use
them to solve problems. Include equations arising from linear
and quadratic functions, and simple rational and exponential
functions.
Algebra C2.3
2. Create equations in two or more variables to represent
relationships between quantities; graph equations on
coordinate axes with labels and scales.
Algebra C2.6
Unit 2
Algebra E2.6
Unit 2
(Core and
Extended)
(Core and
Extended)
3. Represent constraints by equations or inequalities, and by
systems of equations and/or inequalities, and interpret
solutions as viable or non- viable options in a modeling
context. For example, represent inequalities describing
nutritional and cost constraints on combinations of different
foods.
4. Rearrange formulas to highlight a quantity of interest, using
the same reasoning as in solving equations. For example,
rearrange Ohm’s law V = IR to highlight resistance R.
Algebra E2.1,
E2.2, E2.3 and
E2.12
Algebra E2.1,
E2.2 and E2.6
Functions E3.13
Unit 2
(Extended)
Unit 3
(Extended)
Algebra C2.5
Algebra E2.5
Unit 2
(Core and
Extended)
61
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Reasoning with Equations and
Inequalities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand solving equations as a process of reasoning and explain the reasoning
A-REI1
A-REI2
1. Explain each step in solving a simple equation as following
from the equality of numbers asserted at the previous step,
starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution
method.
Algebra C2.3
2. Solve simple rational and radical equations in one variable,
and give examples showing how extraneous solutions may
arise.
Algebra C2.3
Algebra E2.3
Unit 2
(Core and
Extended)
Algebra E2.3 and
E2.12
Unit 2
Algebra E2.1,
E2.2 and E2.3
Unit 2
Algebra E2.11
(not complex
solutions)
Unit 2
(Core and
Extended)
Solve equations and inequalities in one variable
A-REI3
A-REI4
3. Solve linear equations and inequalities in one variable,
including equations with coefficients represented by letters.
Algebra C2.3
4. Solve quadratic equations in one variable.
a. Use the method of completing the square to transform any
quadratic equation in x into an equation of the form (x– p)2 = q
that has the same solutions. Derive the quadratic formula from
this form.
b. Solve quadratic equations by inspection (e.g., for x2 = 49),
taking square roots, completing the square, the quadratic
formula and factoring, as appropriate to the initial form of the
equation. Recognize when the quadratic formula gives
complex solutions and write them as a ± bi for real numbers a
and b.
62
(Core and
Extended)
(Extended)
Number 1.7
Unit 1
Subsection B
Common Core State Standards – Reasoning with Equations and
Inequalities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Solve systems of equations
A-REI5*
A-REI6
5. Prove that, given a system of two equations in two variables,
replacing one equation by the sum of that equation and a
multiple of the other produces a system with the same
solutions.
Algebra C2.6
6. Solve systems of linear equations exactly and approximately
(e.g., with graphs), focusing on pairs of linear equations in two
variables.
Algebra C2.6
Algebra E2.6
Unit 2
(Core and
Extended)
Algebra E2.6
Unit 2
(Core and
Extended)
A-REI7
7. Solve a simple system consisting of a linear equation and a
quadratic equation in two variables algebraically and
graphically. For example, find the points of intersection
between the line y = –3x and the circle x2 + y2 = 3.
Algebra 2.5
Unit 2
A-REI8**
8. (+) Represent a system of linear equations as a single
matrix equation in a vector variable.
Number 1.14
Unit 1
9. (+) Find the inverse of a matrix if it exists and use it to solve
systems of linear equations (using technology for matrices of
dimension 3×3 or greater).
Number 1.14
A-REI9**
Subsection C
Unit 1
Subsection C
* The proof aspect od A-REI5 should be taught but will not be tested. The extended curriculum will focus on the use of this methodology to solve problems.
** Candidates will be assessed on the algebra of 2 x 2 matrices (and their inverses) to solve simultaneous linear equations.
63
Common Core State Standards – Reasoning with Equations and
Inequalities
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Represent and solve equations and inequalities graphically
A-REI10
A-REI11
A-REI12
10. Understand that the graph of an equation in two variables
is the set of all its solutions plotted in the coordinate plane,
often forming a curve (which could be a line).
Functions C3.2
11. Explain why the x-coordinates of the points where the
graphs of the equations y = f(x) and y = g(x) intersect are the
solutions of the equation f(x) = g(x); find the solutions
approximately, e.g., using technology to graph the functions,
make tables of values, or find successive approximations.
Include cases where f(x) and/or g(x) are linear, polynomial,
rational, absolute value, exponential, and logarithmic functions.
Functions C3.2
Functions E3.2
Unit 3
(Core and
Extended)
Functions E3.2
Unit 3
(Core and
Extended)
12. Graph the solutions to a linear inequality in two variables
as a half-plane (excluding the boundary in the case of a strict
inequality), and graph the solution set to a system of linear
inequalities in two variables as the intersection of the
corresponding half-planes.
Functions E3.13
Unit 3
(Extended)
64
Functions 3.7
Unit 3
Subsection A
Mathematics: High School–Functions
Common Core State Standards – Interpreting Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand the concept of a function and use function notation
F-IF1
F-IF2
F-IF3
1. Understand that a function from one set (called the domain)
to another set (called the range) assigns to each element of
the domain exactly one element of the range. If f is a function
and x is an element of its domain, then f(x) denotes the output
of f corresponding to the input x. The graph of f is the graph of
the equation y = f(x).
Functions C3.1
2. Use function notation, evaluate functions for inputs in their
domains, and interpret statements that use function notation in
terms of a context.
Functions C3.1
Functions E3.1
Unit 3
Functions 3.1
(Core and
Extended)
Functions E3.1
Unit 3
Subsection A
Functions 3.2
(Core and
Extended)
3. Recognize that sequences are functions, sometimes defined
recursively, whose domain is a subset of the integers. For
example, the Fibonacci sequence is defined recursively by
f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.
Unit 3
Unit 3
Subsection A
Functions 3.10
Unit 3
Subsection B
65
Common Core State Standards – Interpreting Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Interpret functions that arise in applications in terms of the context
F-IF4
F-IF5
F-IF6
4. For a function that models a relationship between two
quantities, interpret key features of graphs and tables in terms
of the quantities, and sketch graphs showing key features
given a verbal description of the relationship. Key features
include: intercepts; intervals where the function is increasing,
decreasing, positive, or negative; relative maximums and
minimums; symmetries; end behavior; and periodicity.
Functions C3.5
5. Relate the domain of a function to its graph and, where
applicable, to the quantitative relationship it describes. For
example, if the function h(n) gives the number of person-hours
it takes to assemble n engines in a factory, then the positive
integers would be an appropriate domain for the function.
Functions C3.6
Functions E3.5
Unit 3
Functions 3.7
Unit 3
(Core and
Extended)
Trigonometry
7.5
Subsection A
Unit 7
Functions E3.6
Unit 3
(Core and
Extended)
6. Calculate and interpret the average rate of change of a
function (presented symbolically or as a table) over a specified
interval. Estimate the rate of change from a graph.
Functions E3.7
Unit 3
(Extended)
66
Common Core State Standards – Interpreting Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Analyze functions using different representations
F-IF7
F-IF8
7. Graph functions expressed symbolically and show key
features of the graph, by hand in simple cases and using
technology for more complicated cases.
a. Graph linear and quadratic functions and show intercepts,
maxima, and minima.
b. Graph square root, cube root, and piecewise-defined
functions, including step functions and absolute value
functions.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. (+) Graph rational functions, identifying zeros and
asymptotes when suitable factorizations are available, and
showing end behavior.
e. Graph exponential and logarithmic functions, showing
intercepts and end behavior, and trigonometric functions,
showing period, midline, and amplitude.
Functions C3.2
and C3.5
8. Write a function defined by an expression in different but
equivalent forms to reveal and explain different properties of
the function.
a. Use the process of factoring and completing the square in a
quadratic function to show zeros, extreme values, and
symmetry of the graph, and interpret these in terms of a
context.
b. Use the properties of exponents to interpret expressions for
exponential functions. For example, identify percent rate of
change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t
and y = (1.2)t/10, and classify them as representing exponential
growth or decay.
Functions C3.3
Functions E3.2
Unit 3
(Core and
Extended)
Functions 3.3,
3.7 and 3.11
Trigonometry
7.6
Unit 3
Subsection A
and
Subsection C
Unit 7
67
Functions E3.3
and E3.8
Unit 3
(Core and
Extended)
Common Core State Standards – Interpreting Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Analyze functions using different representations
F-IF9
9. Compare properties of two functions each represented in a
different way (algebraically, graphically, numerically in tables,
or by verbal descriptions). For example, given a graph of one
quadratic function and an algebraic expression for another, say
which has the larger maximum.
Functions E3.4
Unit 3
(Extended)
68
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Building Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Build a function that models a relationship between two quantities
F-BF1
F-BF2
1. Write a function that describes a relationship between two
quantities.
a. Determine an explicit expression, a recursive process, or
steps for calculation from a context.
b. Combine standard function types using arithmetic
operations. For example, build a function that models the
temperature of a cooling body by adding a constant function to
a decaying exponential, and relate these functions to the
model.
c. (+) Compose functions. For example, if T(y) is the
temperature in the atmosphere as a function of height, and h(t)
is the height of a weather balloon as a function of time, then
T(h(t)) is the temperature at the location of the weather balloon
as a function of time.
Functions C3.3
2. Write arithmetic and geometric sequences both recursively
and with an explicit formula, use them to model situations, and
translate between the two forms.
Algebra C2.13
Functions E3.3
and E3.10
Unit 3
Algebra E2.13
Unit 2
(Core and
Extended)
(Core and
Extended)
69
Functions 3.9
Unit 3
Subsection B
Common Core State Standards – Building Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Build new functions from existing functions
F-BF3
F-BF4*
F-BF5
3. Identify the effect on the graph of replacing f(x) by f(x) + k, k
f(x), f(kx), and f(x + k) for specific values of k (both positive and
negative); find the value of k given the graphs. Experiment with
cases and illustrate an explanation of the effects on the graph
using technology. Include recognizing even and odd functions
from their graphs and algebraic expressions for them.
Functions C3.12
Functions E3.12
Unit 3
Functions 3.8
(Core and
Extended)
4. Find inverse functions.
a. Solve an equation of the form f(x) = c for a simple function f
that has an inverse and write an expression for the inverse.
For example, f(x) =2x3 or f(x) = (x+1)/(x–1) for x ≠ 1.
b. (+) Verify by composition that one function is the inverse of
another.
c. (+) Read values of an inverse function from a graph or a
table, given that the function has an inverse.
d. (+) Produce an invertible function from a non-invertible
function by restricting the domain.
Functions E3.11
Unit 3
(Extended)
Unit 3
Subsection A
Functions 3.4,
3.5, 3.6 and
3.13
Unit 3
Subsection A
and
Subsection C
5. (+) Understand the inverse relationship between exponents
and logarithms and use this relationship to solve problems
involving logarithms and exponents.
Functions 3.11
and 3.13
* F-BF4 (d) is not included in the extended curriculum and will not be assessed. It should be taught via the scheme of work.
70
Unit 3
Subsection C
Common Core State Standards – Linear, Quadratic, and
Exponential Models
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Construct and compare linear, quadratic, and exponential models and solve problems
F-LE1
F-LE2
F-LE3
F-LE4
1. Distinguish between situations that can be modeled with
linear functions and with exponential functions.
a. Prove that linear functions grow by equal differences over
equal intervals, and that exponential functions grow by equal
factors over equal intervals.
b. Recognize situations in which one quantity changes at a
constant rate per unit interval relative to another.
c. Recognize situations in which a quantity grows or decays
by a constant percent rate per unit interval relative to another.
Functions E3.8
2. Construct linear and exponential functions, including
arithmetic and geometric sequences, given a graph, a
description of a relationship, or two input-output pairs (include
reading these from a table).
Functions E3.9
3. Observe using graphs and tables that a quantity increasing
exponentially eventually exceeds a quantity increasing linearly,
quadratically, or (more generally) as a polynomial function.
Functions E3.8
Unit 3
(Extended)
Functions 3.10
and 3.14
Unit 3
Subsection B
and
Subsection C
Unit 3
(Extended)
Unit 3
Functions 3.8
(Extended)
4. For exponential models, express as a logarithm the solution
to abct = d where a, c, and d are numbers and the base b is 2,
10, or e; evaluate the logarithm using technology.
Unit 3
Subsection A
Functions 3.12
and 3.13
Unit 3
Coordinate
geometry 6.1
Unit 6
Subsection C
Interpret expressions for functions in terms of the situation they model
F-LE5
5. Interpret the parameters in a linear or exponential function in
terms of a context.
Functions C3.5
Functions E3.5
Unit 3
(Core and
Extension)
71
Subsection A
Common Core State Standards – Trigonometric Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Extend the domain of trigonometric functions using the unit circle
F-TF1
1. Understand radian measure of an angle as the length of the
arc on the unit circle subtended by the angle.
Trigonometry
7.1
Unit 7
F-TF2
2. Explain how the unit circle in the coordinate plane enables
the extension of trigonometric functions to all real numbers,
interpreted as radian measures of angles traversed counterclockwise around the unit circle.
Trigonometry
7.2
Unit 7
F-TF3
3. (+) Use special triangles to determine geometrically the
values of sine, cosine, tangent for π/3, π/4 and π/6, and use the
unit circle to express the values of sine, cosine, and tangent for
π–x, π +x, and 2π–x in terms of their values for x, where x is
any real number.
Trigonometry
7.3
Unit 7
F-TF4
4. (+) Use the unit circle to explain symmetry (odd and even)
and periodicity of trigonometric functions.
Trigonometry
7.4
Unit 7
72
Common Core State Standards – Trigonometric Functions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Model periodic phenomena with trigonometric functions
F-TF5
5. Choose trigonometric functions to model periodic
phenomena with specified amplitude, frequency, and midline.
Trigonometry
7.5, 7.6 and 7.7
Unit 7
F-TF6
6. (+) Understand that restricting a trigonometric function to a
domain on which it is always increasing or always decreasing
allows its inverse to be constructed.
Functions 3.4
Unit 3
7. (+) Use inverse functions to solve trigonometric equations
that arise in modeling contexts; evaluate the solutions using
technology, and interpret them in terms of the context.
Trigonometry
7.8
Unit 7
F-TF7
Subsection A
Prove and apply trigonometric identities
F-TF8
8. Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use
it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ)
and the quadrant of the angle.
Trigonometry
7.8
Unit 7
F-TF9
9. (+) Prove the addition and subtraction formulas for sine,
cosine, and tangent and use them to solve problems.
Trigonometry
7.9 and 7.10
Unit 7
73
Mathematics: High School–Geometry
Common Core State Standards – Congruence
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Experiment with transformations in the plane
G-CO1
G-CO2
G-CO3
G-CO4
G-CO5
1. Know precise definitions of angle, circle, perpendicular line,
parallel line, and line segment, based on the undefined notions
of point, line, distance along a line, and distance around a
circular arc.
Geometry C4.2
2. Represent transformations in the plane using, e.g.,
transparencies and geometry software; describe
transformations as functions that take points in the plane as
inputs and give other points as outputs. Compare
transformations that preserve distance and angle to those that
do not (e.g., translation versus horizontal stretch).
Transformations
and vectors
C5.6
Transformation
and vectors E5.6
Unit 4
3. Given a rectangle, parallelogram, trapezoid, or regular
polygon, describe the rotations and reflections that carry it onto
itself.
Geometry C4.3
Geometry E4.3
Units 4 and 5
Transformations
and vectors
C5.6
Transformations
and vectors E5.6
(Core and
Extended)
4. Develop definitions of rotations, reflections, and translations
in terms of angles, circles, perpendicular lines, parallel lines,
and line segments.
Transformations
and vectors
C5.6
Transformations
and vectors E5.6
Unit 5
5. Given a geometric figure and a rotation, reflection, or
translation, draw the transformed figure using, e.g., graph
paper, tracing paper, or geometry software. Specify a
sequence of transformations that will carry a given figure onto
another.
Transformations
and vectors
C5.6
Transformations
and vectors E5.6,
E5.7 and E5.8
Unit 5
Geometry E4.2
Unit 4
(Core and
Extended)
74
(Core and
Extended)
(Core and
Extended)
(Core and
Extended)
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Congruence
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand congruence in terms of rigid motions
G-CO6
G-CO7
G-CO8
6. Use geometric descriptions of rigid motions to transform
figures and to predict the effect of a given rigid motion on a
given figure; given two figures, use the definition of
congruence in terms of rigid motions to decide if they are
congruent.
Geometry E4.8
7. Use the definition of congruence in terms of rigid motions to
show that two triangles are congruent if and only if
corresponding pairs of sides and corresponding pairs of angles
are congruent.
Geometry E4.8
Unit 4
Geometry 4.1
Unit 4
Geometry 4.1
Unit 4
Geometry 4.2
Unit 4
(Extended)
Unit 4
(Extended)
8. Explain how the criteria for triangle congruence (ASA, SAS,
and SSS) follow from the definition of congruence in terms of
rigid motions.
75
Common Core State Standards – Congruence
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Prove geometric theorems
G-CO9*
G-CO10
G-CO11
9. Prove theorems about lines and angles. Theorems include:
vertical angles are congruent; when a transversal crosses
parallel lines, alternate interior angles are congruent and
corresponding angles are congruent; points on a perpendicular
bisector of a line segment are exactly those equidistant from
the segment’s endpoints.
Geometry C4.4
10. Prove theorems about triangles. Theorems include:
measures of interior angles of a triangle sum to 180°; base
angles of isosceles triangles are congruent; the segment
joining midpoints of two sides of a triangle is parallel to the
third side and half the length; the medians of a triangle meet at
a point.
Geometry C4.4*
Geometry E4.4
Unit 4
Geometry 4.3
Unit 4
Geometry 4.3
Unit 4
Geometry 4.3
Unit 4
(Core and
Extended)
Geometry E4.4*
Unit 4
(Core and
Extended)
11. Prove theorems about parallelograms. Theorems include:
opposite sides are congruent, opposite angles are congruent,
the diagonals of a parallelogram bisect each other, and
conversely, rectangles are parallelograms with congruent
diagonals.
Geometry E4.8
Unit 4
(Extended)
* Formal proof is not required, but candidates will be expected to use reasoned arguments, including justifications, to establish geometric results from given information.
76
Common Core State Standards – Congruence
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Make geometric constructions
G-CO12
G-CO13
12. Make formal geometric constructions with a variety of tools
and methods (compass and straightedge, string, reflective
devices, paper folding, dynamic geometric software, etc.).
Copying a segment; copying an angle; bisecting a segment;
bisecting an angle; constructing perpendicular lines, including
the perpendicular bisector of a line segment; and constructing
a line parallel to a given line through a point not on the line.
Geometry C4.5
13. Construct an equilateral triangle, a square, and a regular
hexagon inscribed in a circle.
Geometry C4.5
Geometry E4.5
Unit 4
(Core and
Extended)
Geometry E4.5
Unit 4
(Core and
Extended)
77
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Similarity, Right Triangles and
Trigonometry
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand similarity in terms of similarity transformations
G-SRT1
G-SRT2
G-SRT3
1. Verify experimentally the properties of dilations given by a
center and a scale factor:
a. A dilation takes a line not passing through the center of the
dilation to a parallel line, and leaves a line passing through the
center unchanged.
b. The dilation of a line segment is longer or shorter in the
ratio given by the scale factor.
Transformations
and vectors
C5.6
Transformations
and vectors E5.6
Unit 5
2. Given two figures, use the definition of similarity in terms of
similarity transformations to decide if they are similar; explain
using similarity transformations the meaning of similarity for
triangles as the equality of all corresponding pairs of angles
and the proportionality of all corresponding pairs of sides.
Transformations
and vectors
C5.6
Transformations
and vectors E5.6
Units 4 and 5
3. Use the properties of similarity transformations to establish
the AA criterion for two triangles to be similar.
Geometry C4.7
(Core and
Extended)
Geometry E4.7
(Core and
Extended)
Geometry E4.7
Unit 4
Geometry C4.7
(Core and
Extended)
Prove theorems involving similarity
G-SRT4
4. Prove theorems about triangles. Theorems include: a line
parallel to one side of a triangle divides the other two
proportionally, and conversely; the Pythagorean Theorem
proved using triangle similarity.
G-SRT5
5. Use congruence and similarity criteria for triangles to solve
problems and to prove relationships in geometric figures.
Geometry E4.7
and E4.8
78
Unit 4
(Extended)
Geometry 4.3
Unit 4
Geometry 4.3
Unit 4
Common Core State Standards – Similarity, Right Triangles and
Trigonometry
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Define trigonometric ratios and solve problems involving right triangles
G-SRT6
G-SRT7
G-SRT8
6. Understand that by similarity, side ratios in right triangles are
properties of the angles in the triangle, leading to definitions of
trigonometric ratios for acute angles.
Trigonometry
C8.1
7. Explain and use the relationship between the sine and
cosine of complementary angles.
8. Use trigonometric ratios and the Pythagorean Theorem to
solve right triangles in applied problems.
Trigonometry
C8.1
Trigonometry
E8.1
Unit 8
Trigonometry
E8.2
Unit 8
Trigonometry
E8.1
Unit 8
Trigonometry
E8.5
Unit 8
(Core and
Extended)
(Extended)
(Core and
Extended)
Apply trigonometry to general triangles
G-SRT9*
9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a
triangle by drawing an auxiliary line from a vertex
perpendicular to the opposite side.
G-SRT10**
10. (+) Prove the Laws of Sines and Cosines and use them to
solve problems.
G-SRT11
11. (+) Understand and apply the Law of Sines and the Law of
Cosines to find unknown measurements in right and non-right
triangles (e.g., surveying problems, resultant forces).
(Extended)
Unit 8
(Extended)
Trigonometry
E8.3 and E8.4
* The derivation should be taught via the scheme of work.
** The proof of the Laws of Sines and Cosines will not be assessed and should be taught viw the scheme of work.
79
Unit 8
(Extended)
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Circles
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand and apply theorems about circles
Unit 4
G-C1*
1. Prove that all circles are similar.
G-C2
2. Identify and describe relationships among inscribed angles,
radii, and chords. Include the relationship between central,
inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular
to the tangent where the radius intersects the circle.
Geometry C4.6
3. Construct the inscribed and circumscribed circles of a
triangle, and prove properties of angles for a quadrilateral
inscribed in a circle.
Geometry C4.5
4. (+) Construct a tangent line from a point outside a given
circle to the circle.
Geometry C4.5
G-C3
G-C4
(Extended)
Geometry E4.6
Unit 4
(Core and
Extended)
Geometry E4.5
Unit 4
(Core and
Extended)
Geometry E4.5
Unit 4
(Core and
Extended)
Find arc lengths and areas of sectors of circles
G-C5
5. Derive using similarity the fact that the length of the arc
intercepted by an angle is proportional to the radius, and
define the radian measure of the angle as the constant of
proportionality; derive the formula for the area of a sector.
Geometrical
measurement
C6.3
Geometrical
measurement
E6.3
* The proof that all circles are similar will not be assessed and should be taught via the scheme of work.
80
Unit 6
(Core and
Extended)
Trigonometry
7.1
Unit 7
Common Core State Standards – Expressing Geometric
Properties with Equations
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Translate between the geometric description and the equation for a conic section
G-GPE1
1. Derive the equation of a circle of given center and radius
using the Pythagorean Theorem; complete the square to find
the center and radius of a circle given by an equation.
Coordinate
geometry 6.3
and 6.5
Unit 6
Subsection A
and
Subsection B
G-GPE2
G-GPE3
2. Derive the equation of a parabola given a focus and
directrix.
Coordinate
geometry 6.6
Unit 6
3. (+) Derive the equations of ellipses and hyperbolas given
the foci, using the fact that the sum or difference of distances
from the foci is constant.
Coordinate
geometry 6.7
Unit 6
81
Subsection B
Subsection B
Common Core State Standards – Expressing Geometric
Properties with Equations
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Use coordinates to prove simple geometric theorems algebraically
G-GPE4
G-GPE5
G-GPE6
G-GPE7
4. Use coordinates to prove simple geometric theorems
algebraically. For example, prove or disprove that a figure
defined by four given points in the coordinate plane is a
rectangle; prove or disprove that the point (1, √3) lies on the
circle centered at the origin and containing the point (0, 2).
5. Prove the slope criteria for parallel and perpendicular lines
and use them to solve geometric problems (e.g., find the
equation of a line parallel or perpendicular to a given line that
passes through a given point).
Coordinate
geometry C7.4,
C7.5 and C7.6
Coordinate
geometry E7.4,
E7.5 and E7.6
Unit 7
6. Find the point on a directed line segment between two given
points that partitions the segment in a given ratio.
Coordinate
geometry C7.3
Coordinate
geometry E7.3
Unit 7
7. Use coordinates to compute perimeters of polygons and
areas of triangles and rectangles, e.g., using the distance
formula.
Coordinate
geometry C7.2
Coordinate
geometry E7.2
Unit 7
82
(Core and
Extended)
(Core and
Extended)
(Core and
Extended)
Coordinate
geometry 6.4
Unit 6
Coordinate
geometry 6.2
and 6.3
Unit 6
Subsection A
Subsection A
Common Core State Standards – Geometric Measurement and
Dimension
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Explain volume formulas and use them to solve problems
G-GMD1*
G-GMD2*
G-GMD3
1. Give an informal argument for the formulas for the
circumference of a circle, area of a circle, volume of a cylinder,
pyramid, and cone. Use dissection arguments, Cavalieri’s
principle, and informal limit arguments.
Unit 6
2. (+) Give an informal argument using Cavalieri’s principle for
the formulas for the volume of a sphere and other solid figures.
Unit 6
3. Use volume formulas for cylinders, pyramids, cones, and
spheres to solve problems.
(Extended)
(Extended)
Geometrical
measurement
C6.4
Geometrical
measurement
E6.4 and E6.5
Unit 6
Geometrical
measurement
E6.7
Unit 6
(Core and
Extended)
Visualize relationships between two-dimensional and three-dimensional objects
G-GMD4
4. Identify the shapes of two-dimensional cross-sections of
three-dimensional objects, and identify three-dimensional
objects generated by rotations of two-dimensional objects.
* Cavalieri’s principle will not be assessed. It should be taught via the scheme of work.
83
(Core and
Extended)
0459
Curriculum
content
0459
Scheme of
work
Common Core State Standards – Modeling with Geometry
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
Apply geometric concepts in modeling situations
G-MG1
G-MG2
G-MG3
1. Use geometric shapes, their measures, and their properties
to describe objects (e.g., modeling a tree trunk or a human
torso as a cylinder).
Geometrical
measurement
C6.6
2. Apply concepts of density based on area and volume in
modeling situations (e.g., persons per square mile, BTUs per
cubic foot).
3. Apply geometric methods to solve design problems (e.g.,
designing an object or structure to satisfy physical constraints
or minimize cost; working with typographic grid systems based
on ratios).
Geometrical
measurement
C6.9
84
Geometrical
measurement
E6.6
Unit 6
Geometrical
measurement
E6.8
Unit 6
Geometrical
measurement
E6.9
Unit 6
(Core and
Extended)
(Extended)
(Core and
Extended)
0459
Curriculum
content
0459
Scheme of
work
Mathematics: High School–Statistics and Probability
Common Core State Standards – Interpreting Categorical and
Quantitative Data
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Summarize, represent, and interpret data on a single count or measurement variable
S-ID1
S-ID2
S-ID3
S-ID4
1. Represent data with plots on the real number line (dot plots,
histograms, and box plots).
Statistics C10.3
Statistics E10.3,
E10.5 and E10.6
Unit 10
2. Use statistics appropriate to the shape of the data
distribution to compare center (median, mean) and spread
(interquartile range, standard deviation) of two or more
different data sets.
Statistics E10.7
Unit 10
3. Interpret differences in shape, center, and spread in the
context of the data sets, accounting for possible effects of
extreme data points (outliers).
Statistics E10.7
(Core and
Extended)
(Extended)
Unit 10
Statistics 9.3
Unit 9
Statistics 9.4
and 9.5
Unit 9
(Extended)
4. Use the mean and standard deviation of a data set to fit it to
a normal distribution and to estimate population percentages.
Recognize that there are data sets for which such a procedure
is not appropriate. Use calculators, spreadsheets, and tables
to estimate areas under the normal curve.
85
Common Core State Standards – Interpreting Categorical and
Quantitative Data
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Summarize, represent, and interpret data on two categorical and quantitative variables
S-ID5
5. Summarize categorical data for two categories in two-way
frequency tables. Interpret relative frequencies in the context of
the data (including joint, marginal, and conditional relative
frequencies). Recognize possible associations and trends in
the data.
S-ID6
6. Represent data on two quantitative variables on a scatter
plot, and describe how the variables are related.
a. Fit a function to the data; use functions fitted to data to
solve problems in the context of the data. Use given functions
or choose a function suggested by the context. Emphasize
linear, quadratic, and exponential models.
b. Informally assess the fit of a function by plotting and
analyzing residuals.
c. Fit a linear function for a scatter plot that suggests a linear
association.
Statistics C10.8
Statistics E10.8
Unit 10
Statistics 9.6
Unit 9
Statistics 9.8
Unit 9
(Core and
Extended)
Interpret linear models
S-ID7
7. Interpret the slope (rate of change) and the intercept
(constant term) of a linear model in the context of the data.
Statistics 9.8
Unit 9
S-ID8
8. Compute (using technology) and interpret the correlation
coefficient of a linear fit.
Statistics 9.9
Unit 9
S-ID9
9. Distinguish between correlation and causation.
Statistics 9.9
Unit 9
86
Common Core State Standards – Interpreting Categorical and
Quantitative Data
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Summarize, represent, and interpret data on a single count or measurement variable
S-IC1
1. Understand statistics as a process for making inferences
about population parameters based on a random sample from
that population.
S-IC2
2. Decide if a specified model is consistent with results from a
given data-generating process, e.g., using simulation. For
example, a model says a spinning coin falls heads up with
probability 0.5. Would a result of 5 tails in a row cause you to
question the model?
Probability C9.2
and C9.3
Probability E9.2
and E9.3
Statistics 9.1
Unit 9
Unit 9
(Core and
Extended)
Make inferences and justify conclusions from sample surveys, experiments, and observational studies
S-IC3
3. Recognize the purposes of and differences among sample
surveys, experiments, and observational studies; explain how
randomization relates to each.
Statistics 9.1
Unit 9
S-IC4
4. Use data from a sample survey to estimate a population
mean or proportion; develop a margin of error through the use
of simulation models for random sampling.
Statistics 9.2
Unit 9
S-IC5
5. Use data from a randomized experiment to compare two
treatments; use simulations to decide if differences between
parameters are significant.
Statistics 9.2
Unit 9
S-IC6*
6. Evaluate reports based on data.
Unit 9
* S-IC6 will not be assessed and should be taught via the scheme of work.
87
Common Core State Standards – Conditional Probability and the
Rules of Probability
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand independence and conditional probability and use them to interpret data
S-CP1
S-CP2
1. Describe events as subsets of a sample space (the set of
outcomes) using characteristics (or categories) of the
outcomes, or as unions, intersections, or complements of other
events (“or,” “and,” “not”).
Probability C9.1
2. Understand that two events A and B are independent if the
probability of A and B occurring together is the product of their
probabilities, and use this characterization to determine if they
are independent.
Probability C9.5
Probability E9.1
Unit 9
(Core and
Extended)
Probability E9.4
and E9.5
Unit 9
(Core and
Extended)
S-CP3
3. Understand the conditional probability of A given B as P(A
and B)/P(B), and interpret independence of A and B as saying
that the conditional probability of A given B is the same as the
probability of A, and the conditional probability of B given A is
the same as the probability of B.
Probability 8.1
Unit 8
S-CP4
4. Construct and interpret two-way frequency tables of data
when two categories are associated with each object being
classified. Use the two-way table as a sample space to decide
if events are independent and to approximate conditional
probabilities. For example, collect data from a random sample
of students in your school on their favorite subject among
math, science, and English. Estimate the probability that a
randomly selected student from your school will favor science
given that the student is in tenth grade. Do the same for other
subjects and compare the results.
Statistics 9.7
Unit 9
88
Common Core State Standards – Conditional Probability and the
Rules of Probability
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Understand independence and conditional probability and use them to interpret data
S-CP5
5. Recognize and explain the concepts of conditional
probability and independence in everyday language and
everyday situations. For example, compare the chance of
having lung cancer if you are a smoker with the chance of
being a smoker if you have lung cancer.
Probability 8.1
Unit 8
Probability 8.1
Unit 8
Probability 8.2
Unit 8
Probability 8.3
Unit 8
Use the rules of probability to compute probabilities of compound events in a uniform probability model
S-CP6
6. Find the conditional probability of A given B as the fraction
of B’s outcomes that also belong to A, and interpret the answer
in terms of the model.
S-CP7
7. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and
B), and interpret the answer in terms of the model.
Probability E9.4
and E9.5
Unit 9
8. (+) Apply the general Multiplication Rule in a uniform
probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and
interpret the answer in terms of the model.
Probability E9.4
and E9.5
Unit 9
S-CP8
S-CP9
9. (+) Use permutations and combinations to compute
probabilities of compound events and solve problems.
89
(Extended)
(Extended)
Common Core State Standards – Using Probability to Make
Decisions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Calculate expected values and use them to solve problems
S-MD1
1. (+) Define a random variable for a quantity of interest by
assigning a numerical value to each event in a sample space;
graph the corresponding probability distribution using the same
graphical displays as for data distributions.
Probability 8.4
Unit 8
S-MD2
2. (+) Calculate the expected value of a random variable;
interpret it as the mean of the probability distribution.
Probability 8.4
Unit 8
S-MD3
3. (+) Develop a probability distribution for a random variable
defined for a sample space in which theoretical probabilities
can be calculated; find the expected value. For example, find
the theoretical probability distribution for the number of correct
answers obtained by guessing on all five questions of a
multiple-choice test where each question has four choices, and
find the expected grade under various grading schemes.
Probability 8.4
Unit 8
S-MD4
4. (+) Develop a probability distribution for a random variable
defined for a sample space in which probabilities are assigned
empirically; find the expected value. For example, find a
current data distribution on the number of TV sets per
household in the United States, and calculate the expected
number of sets per household. How many TV sets would you
expect to find in 100 randomly selected households?
Probability 8.5
Unit 8
90
Common Core State Standards – Using Probability to Make
Decisions
0444 Core
curriculum
content
0444 Extended
curriculum
content
0444
Scheme of
work
0459
Curriculum
content
0459
Scheme of
work
Use probability to evaluate outcomes of decisions
S-MD5
5. (+) Weigh the possible outcomes of a decision by assigning
probabilities to payoff values and finding expected values.
a. Find the expected payoff for a game of chance. For
example, find the expected winnings from a state lottery ticket
or a game at a fast-food restaurant.
b. Evaluate and compare strategies on the basis of expected
values. For example, compare a high-deductible versus a lowdeductible automobile insurance policy using various, but
reasonable, chances of having a minor or a major accident.
S-MD6
6. (+) Use probabilities to make fair decisions (e.g., drawing by
lots, using a random number generator).
S-MD7
7. (+) Analyze decisions and strategies using probability
concepts (e.g., product testing, medical testing, pulling a
hockey goalie at the end of a game).
Probability C9.1
Probability E9.1
Probability 8.4
and 8.5
Unit 8
Probability 8.6
Unit 8
Unit 9
(Core and
Extended)
® IGCSE is the registered trademark of Cambridge International Examinations.
91
43 Mapping U.S. Common Core State Standards for Mathematics to Cambridge IGCSE Mathematics (US) 0444 and Cambridge IGCSE Additional Mathematics (US) 0459 v12 2Y10
Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE® Chemistry (0620)
Introduction
Cambridge International Examinations has mapped the Tennessee Science Standards (Chemistry) to Cambridge IGCSE® Chemistry
(0620). This document shows where Tennessee Science Standards (Chemistry) are covered in the syllabus.
In Cambridge IGCSE Chemistry, there are two levels of achievement, via two separate routes: core and extended. The extended
route includes the core and the supplement sections of the curriculum content of the syllabus.
In this mapping document we have referenced the relevant assessment objectives (AOs) and the relevant curriculum content of the
0620 syllabus.
A small number of standards are not explicit in the syllabus as they do not form part of the assessment. However, these standards are
generally covered in the scheme of work (unit lesson plans) that we provide to accompany the syllabus so that they can be incorporated
into the teaching program.
1 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 92
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry I
Standard 1 – Atomic structure
Course level
expectations
Checks for
understanding
CLE 3221.1.1
Compare and contrast
historical models of the
atom.
93221.1.1
Identify the
contributions of
major atomic
theorists: Bohr,
Chadwick, Dalton,
Planck, Rutherford,
and Thomson.
CLE 3221.1.2
Analyze the organization
of the modern periodic
table.
93221.1.5
Use the periodic table
to identify an element
as a metal, nonmetal
or metalloid.
93221.1.6
Apply the periodic table
to determine the
number of protons and
electrons in a neutral
atom.
State performance
indicators
SPI 3221.1.1
Compare and
contrast the major
models of the atom
(i.e., Bohr, and the
quantum mechanical
model).
SPI 3221.1.2
Interpret the periodic
table to describe an
element’s atomic
makeup.
Core syllabus
Supplement
syllabus
Scheme of work
3.1 Atomic structure
and the Periodic Table
Describe the build-up of
electrons in ‘shells’ and
understand the
significance of the noble
gas electronic structures
and of valency.
Unit 2 In particular…
Opportunity for group
work, learners can
research and present their
ideas on the development
of the structure of the
atom from the Greeks
onwards. They can also
discuss the limitations of
each model.
9. The Periodic Table
Describe the change
from metallic to nonmetallic character
across a period.
Unit 2 Various references
3.1 Atomic structure
and the Periodic Table
Use proton number and
the simple structure of
atoms to explain the
basis of the Periodic
Table (see section 9),
with special reference to
the elements of proton
number 1 to 20.
Unit 2 Various references
2 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 93
CLE 3221.1.3
Describe an atom in
terms of its composition
and electron
characteristics.
93221.1.9
Sequence selected
atoms from the maingroup elements based
on their atomic or ionic
radii.
SPI 3221.1.3
Describe the trends
found in the periodic
table with respect to
atomic size, ionization
energy, or
electronegativity.
93221.1.11
Determine an atom’s
Lewis electron-dot
structure or number of
valence electrons from
an element’s atomic
number or position in
the periodic table.
SPI 3221.1.4
Determine the Lewis
electron- dot structure
or number of valence
electrons for an atom
of any main-group
element from its
atomic number or
position in the periodic
table.
SPI 3221.1.5
Represent an
electron’s location in
the quantum
mechanical model of
an atom in terms of the
shape of electron
clouds (s and p orbitals
in particular), relative
energies of orbitals,
and the number of
electrons possible in
the s, p, d and f
orbitals.
93221.1.12
Represent an atom’s
electron arrangement
in terms of orbital
notation, electron
configuration notation,
and electron- dot
notation.
9.1 Periodic trends
Describe the Periodic
Table as a method of
classifying elements and
its use to predict
properties of elements.
Unit 2 Various references
9.1 Periodic trends
Describe the
relationship between
Group number,
number of valency
electrons and metallic
/non-metallic
character.
3.1 Atomic structure
and the Periodic Table
Describe the build-up of
electrons in ‘shells’ and
understand the
significance of the noble
gas electronic structures
and of valency electrons.
Unit 2 Various references
Unit 2 In particular…
Use circles to show the
shells up to atomic
number 20.
Learners can use miniwhiteboards to draw
electron diagrams as a
class activity.
Extension – to use
spectroscopes to illustrate
different energy shells.
**Relative energies of orbitals, and the number of electrons possible in the s, p, d and f orbitals addressed as AS Level Chemistry Content
** Atomic size, ionization energy, and electronegativity addressed as AS Level Chemistry Content
3 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 94
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry I
Standard 2 – Matter and energy
Course level
expectations
Checks for
understanding
State performance
indicators
Core syllabus
CLE 3221.2.1
Investigate the
characteristic
properties of matter.
93221.2.1
Identify a material as
an element,
compound or mixture;
identify a mixture as
homogeneous or
heterogeneous; and/or
identify a mixture as a
solution, colloid or
suspension.
SPI 3221.2.1
Distinguish among
elements, compounds,
and mixtures.
3.2 Bonding: the
structure of matter
Describe the differences
between
elements,mixtures and
compounds, and
between metals and
non-metals.
CLE 3221.2.2
Explore the
interactions between
matter and energy.
93221.2.3
Express the
concentration of a
solution in units of
ppm, ppb, molarity,
molality, and percent
composition.
SPI 3221.2.2
Identify properties of a
solution: solute and
solvent in a solid, liquid
or gaseous solution;
procedure to make or
determine the
concentration of a
solution in units of ppm,
ppb, molarity, percent
composition, factors that
affect the rate of
solution.
4.1 The mole concept
Calculate stoichiometric
reacting masses and
volumes of gases and
solutions, solution
concentrations
expressed in g/dm3 and
mol/dm3.
93221.2.5
Investigate factors that
affect the rate of
solution.
7.1 Rate (speed) of
reaction
Describe the effect of
concentration, particle
size,catalysts (including
enzymes) and
4 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 95
Supplement syllabus
Scheme of work
Unit 2 Various references
7.1 Rate (speed) of
reaction
Devise a suitable method
for investigating
the effect of a given
variable on the rate
(speed) of a reaction.
Unit 5 Various references
temperature on the rate
(speed) of reactions.
93221.2.8
Use a solubility graph,
composition of a
solution and
temperature to
determine if a solution
is saturated,
unsaturated or
supersaturated.
SPI 3221.2.3
Classify a solution as
saturated, unsaturated,
or supersaturated based
on its composition and
temperature and a
solubility graph.
2.2 (b) Methods of
purifcation
Describe methods of
purification by the use of
a suitable solvent,
filtration, crystallisation,
distillation (including use
of fractionating column).
8.3 Prepara-tion of
salts
Describe the
preparation, separation
and purification of salts
as examples of some of
the techniques specified
in section 2.2(b) and the
reactions specified in
section 8.1.
5 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 96
8.3 Preparation of salts
Describe the preparation of
insoluble salts by
precipitation.
Unit 1 In particular…
Introduce solubility rules
and ask learners to suggest
a suitable method of
preparing a particular salt.
93221.2.9
Classify properties and
changes in matter as
physical, chemical, or
nuclear.
CLE 3221.2.3
Apply the kinetic
molecular theory to
describe solids, liquids,
and gases.
93221.2.12
Use particle spacing
diagrams to identify
solids, liquids, or
gases.
SPI 3221.2.4
Identify properties of
matter (e.g., physical:
density, boiling point,
melting point, or
chemical: ability to rust
or tarnish, be sour) or
changes in matter (e.g.
physical: phase change,
shape, color, or
chemical: formation of a
gas or precipitate).
2.2 (a) Criteria of purity
Suggest suitable
purification techniques,
given information about
the substances involved.
SPI 3221.2.5
Compare and contrast
heat and temperature
changes (endothermic /
exothermic) in chemical
(e.g., combustion) or
physical (e.g., phase
transformations)
processes.
6.1 Energetics of a
reaction
Describe the meaning of
exothermic and
endothermic reactions.
SPI 3221.2.6
Investigate similarities
and differences among
solids, liquids and gases
in terms of energy and
particle spacing.
1.The particulate
nature of matter
Describe and explain
diffusion.
Unit 1 Various references
Identify substances and
assess their purity from
melting point and boiling
point information.
Describe a practical
method for investigating
the rate of a reaction
involving
gas evolution.
Unit 2 Various references
Describe the states of
matter and explain their
interconversion in terms
of the kinetic particle
theory.
Describe evidence for
6 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 97
Unit 2 Various references
the movement of
particles in gases and
liquids.
93221.2.13
Distinguish among
solid, liquid, and
gaseous states of a
substance in terms of
the relative kinetic
energy of its particles.
Describe the lattice
structure of ionic
compounds as a regular
arrangement of
alternating positive and
negative ions.
Describe the states of
matter and explain their
interconversion in terms
of the kinetic particle
theory.
93221.2.16
Solve gas law
problems.**
SPI 3221.2.7
Predict how changes in
volume, temperature,
and pressure affect the
behavior of a gas.
** Gas Laws addressed as AS Level Chemistry content
7 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 98
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry I
Standard 3 – Interactions of matter
Course level
expectations
CLE 3221.3.1
Investigate
chemical bonding.
Checks for
understanding
State performance
indicators
93221.3.1
Determine the type of
chemical bond that
occurs in a chemical
compound.
93221.3.2
Differentiate between
ionic and covalent
bond models.
93221.3.5 Convert
percent composition
information into the
empirical or
molecular formula of
a compound.
Core syllabus
Supplement syllabus
Scheme of work
SPI 3221.3.1
Analyze ionic and
covalent compounds in
terms of their
formation (electron
transfer versus
sharing), names,
chemical formulas
(e.g. molecular: H2O,
CO2, NH3; empirical:
NaCl, CaBr2,
Al(NO3)3), percent
composition, and
molar masses.
3.2 (b) Molecules and
covalent bonds
Describe the formation of
single covalent bonds in
H2, Cl2 , H2O, CH4 and HCl
as the sharing of pairs of
electrons leading to the
noble gas configuration.
3.2 (a) Ions and ionic
bonds
Describe the formation of
ionic bonds between
elements from Groups I
and VII.
Unit 7 In particular…
Learners should be shown
dot and cross diagrams
for simple ionic
substances e.g. NaCl, KF,
MgO.
4. Stoichiometry
Determine the formula of
an ionic compound from
the charges on the ions
present.
Unit 9 Various references
SPI 3221.3.2
Determine the
reactants, products,
4. Stoichiometry
Construct word equations
and simple balanced
4. Stoichiometry
Use the symbols of the
elements and write the
formulae of simple
compounds.
8 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314 99
Calculate empirical
formulae and molecular
formulae.
Unit 9 Various references
and types of different
chemical reactions:
composition,
decomposition, double
replacement, single
replacement,
combustion.
CLE 3221.3.3 Explore
the mathematics of
chemical formulas and
equations.
chemical equations.
93221.3.7
Balance an equation for
a chemical reaction.
SPI 3221.3.3
Predict the products of
a chemical reaction
(e.g. composition and
decomposition of
binary compounds).
4. Stoichiometry
Construct equations with
state symbols,
including ionic equations.
Unit 9 Various references
93221.3.11
Interpret a chemical
equation to determine
molar ratios.
SPI 3221.3.4
Balance a chemical
equation to determine
molar ratios.
4. Stoichiometry
Deduce the balanced
equation for a chemical
reaction, given relevant
Information.
Unit 9 Various references
93221.3.6
Apply information about
the molar mass, number
of moles, and molar
volume to the number of
particles of the
substance.
SPI 3221.3.5
Convert among the
following quantities of
a substance: mass,
number of moles,
number of particles,
molar volume at STP.
4. Stoichiometry
Define relative atomic
mass, Ar.
Define relative molecular
mass, Mr , as the sum of
the relative atomic
masses (relative formula
mass or
Mr will be used for ionic
compounds).
Define the mole and the
Avogadro constant.
9 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314100
Unit 9 Various references
SPI 3221.3.6
Identify and solve
stoichiometry problems
which interconvert
volume of gases at
STP, moles, and
mass.
93221.3.10
Predict the products of a
neutralization reaction
involving inorganic acids
and bases.
SPI 3221.3.7
Classify substances as
acids or bases based
on their formulas and
how they react with
litmus and
phenolphthalein.
8.1 The characteristic
properties of acids and
bases
Describe the
characteristic properties
of acids as reactions with
metals, bases, carbonates
and effect on litmus.
Describe the
characteristic properties
of bases as reactions with
acids and with ammonium
salts and effect on litmus.
Describe neutrality and
relative acidity and
alkalinity in terms of pH
measured using Universal
Indicator paper.
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4. Stoichiometry
Calculate stoichiometric
reacting masses and
volumes of gases and
solutions,solution
concentrations expressed
in g/dm3 and mol/dm3.
(Calculations involving the
idea of limiting reactants
may be set.)
Use the molar gas
volume, taken as 24 dm3
at room temp. and
pressure.
Unit 9 Various references
8.1 The characteristic
properties of acids and
bases
Define acids and bases in
terms of proton transfer,
limited to aqueous
solutions.
Unit 4 Various references
Describe the meaning of
weak and strong
acids and bases.
93221.3.22
Describe the benefits
and hazards of nuclear
energy.
SPI 3221.3.8
Describe radioactivity
through a balanced
nuclear equation and
through an analysis of
the half-life concept.**
6.2 Production of energy
Describe radioactive
isotopes, such as 235U,
as a source of energy.
**Radioactivity and half-life addressed as IGCSE Level Physics content
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Unit 11 In particular…
Possible issues for
discussion include: the
long term nature of
nuclear energy
(sustainable long after
coal and oil run out).
Environmental
considerations such as
the disposal of radioactive
waste.
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry II
Standard 1 – Structure of matter
Course level
expectations
Checks for
understanding
CLE 3224.1.1
Explain and illustrate the
arrangement of
electrons surrounding
an atom.
3224.1.4
Describe the
arrangement of
electrons in an atom
using orbital diagrams,
electron configuration
notation, and Lewis
structures.
State performance
indicators
Core syllabus
None indicated
Supplement syllabus
3.1 Atomic structure and
the Periodic Table
Describe the build-up of
electrons in ‘shells’ and
understand the significance
of the noble gas electronic
structures and of valency
electrons.
Scheme of work
Unit 2 In particular…
Use circles to show the
shells up to atomic number
20.
Learners can use miniwhiteboards to draw
electron
diagrams as a class activity.
Extension – to use
spectroscopes to illustrate
different energy shells.
None indicated
CLE 3224.1.2
Relate the arrangement
of electrons surrounding
an atom with observed
periodic trends.
CLE 3224.1.3
Describe the structure,
shape, and
characteristics of
polyatomic ions, ionic
and molecular
3224.1.8
Use Lewis structures
to illustrate the
structure, shape, and
characteristics of
polyatomic ions, ionic
None indicated
3.2 (a) Ions and ionic
bonds
Describe the formation
of ions by electron loss
or gain.
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9.1 Periodic trends
Describe the relationship
between Group number,
number of valency electrons
and metallic/non-metallic
character.
Unit 2 Various references
3.2 (a) Ions and ionic bonds
Describe the lattice structure
of ionic compounds as a
regular arrangement of
alternating positive and
negative ions.
Unit 2 In particular…
Learners should be shown
dot and cross diagrams for
simple ionic substances
e.g. NaCl, KF, MgO. Then
challenged to draw
compounds.
and molecular
compounds.
3.2 (b) Molecules and
covalent bonds
Describe the formation
of single covalent
bonds in H2, Cl2 ,
H2O, CH4 and HCl as
the sharing of pairs of
electrons leading to the
noble gas
configuration.
Describe the
differences in volatility,
solubility and
electrical conductivity
between ionic and
covalent compounds.
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3.2 (b) Molecules and
covalent bonds
Describe the electron
arrangement in more
complex covalent molecules
such as N2, C2H4, CH3OH
and CO2.
diagrams for more
complicated examples like
CaCl2, MgBr2, AlF3.
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry II
Standard 2 – States of matter
Course level
expectations
CLE 3224.1
Explain the kineticmolecular theory.
Checks for
understanding
3224.2.1
Correlate the kineticmolecular theory with
the motion of particles
within a substance.
State
performance
indicators
None indicated
Core syllabus
1.The particulate nature of
matter
Describe and explain
diffusion.
Describe evidence for the
movement of particles in
gases and liquids.
Supplement syllabus
1.The particulate nature
of matter
Describe dependence of
rate of diffusion
on molecular mass.
Relate the conversions to
the motion and
arrangement of particles.
Scheme of work
Unit 2 In particular…
Use ‘particles in boxes’
diagrams to represent the
three states of matter.
Emphasize the change in
the arrangement and
movement of the particles
when a substance changes
state.
Relate this to the energy
input/output.
Learners can be asked to
use the theory to explain
properties such as behavior
of gases under pressure
and liquid flow.
CLE 3224.2
Determine the
intermolecular forces
that exist between ions
and molecules.
None indicated
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CLE 3224.3
Explain how the physical
characteristics of matter
are governed by kinetic
molecular theory and
intermolecular forces.***
None indicated
1.The particulate nature of
matter
Describe the states of
matter and explain their
interconversion in terms of
the kinetic particle theory.
***Intermolecular Forces addressed as AS Level Chemistry Content
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Unit 2 Various references
Tennessee Science Standards
Cambridge IGCSE Chemistry (0620)
Chemistry II
Standard 3 – Reactions
Course level
expectations
Checks for
understanding
CLE 3224.3.1
Use the reactants of a
chemical reaction to
predict the products.
CLE 3224.3.2
Fully analyze the
quantitative aspects of a
chemical reaction in
terms of the amounts of
products and reactants.
3224.3.7
Calculate the number
of moles, mass,
number of ions, atoms,
and molecules,
volume, and pressure
of reactants and
products in a chemical
reaction based on
appropriate constants
and quantitative
information about
reaction components.
State performance
indicators
None indicated
None indicated
Core syllabus
4. Stoichiometry
Construct word equations
and simple balanced
chemical equations.
4. Stoichiometry
Define relative atomic
mass, Ar.
Define relative molecular
mass, Mr , as the sum of
the relative atomic
masses (relative formula
mass or
Mr will be used for ionic
compounds).
Define the mole and the
Avogadro constant.
Supplement syllabus
4. Stoichiometry
Construct equations with
state symbols,
including ionic equations.
Deduce the balanced
equation for a chemical
reaction, given relevant
Information.
4. Stoichiometry
Calculate stoichiometric
reacting masses and
volumes of gases and
solutions,solution
concentrations expressed
in g/dm3 and mol/dm3.
(Calculations involving the
idea of limiting reactants
may be set.)
Calculate empirical
formulae and molecular
formulae.
Calculate % yield and %
purity.
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Scheme of work
Unit 9 Various references
Unit 9 Various references
CLE 3224.3.3
Analyze the kinetics of a
chemical reaction.
3224.3.9
Calculate the rate of a
chemical reaction
based on elapsed time
and amount of
remaining reactant or
product.
None indicated
7.1 Rate (speed) of
reaction
Describe the effect of
concentration, particle
size, catalysts (including
enzymes) and
temperature on
the rate of reactions.
Describe a practical
method for investigating
the rate of a reaction
involving gas evolution.
CLE 3224.3.4
Describe parameters of
chemical equilibria.
3224.3.15
Apply Le Chatelier’s
Principle to predict
shifts in the direction of
a chemical reaction in
response to changes in
temperature, pressure
and concentration of
reactants or products.
None indicated
7.2 Reversible reactions
Describe the idea that
some chemical reactions
can be reversed by
changing the reaction
conditions.
Describe the manufacture
of sulfuric acid by the
contact process, including
essential conditions.
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7.1 Rate (speed) of
reaction
Devise a suitable method
for investigating the effect
of a given variable on the
rate (speed) of a reaction.
Unit 5 Various references
Interpret data obtained
from experiments
concerned with rate
(speed) of reaction.
Describe and explain the
effects of
temperature and
concentration in terms of
collisions between
reacting particles.
7.2 Reversible reactions
Predict the effect of
changing the conditions
(concentration,
temperature
and pressure) on other
reversible reactions.
Concept of equilibrium.
Unit 12 In particular…
Mention specific
temperature, pressure and
catalyst
information.
Learners can practise
using flow diagrams to
represent the process.
Learners could study the
effect of variation of
temperature and
pressure on the yield of
sulfuric acid.
Stress that the industrial
process does not use high
pressure even though it
would be theoretically
beneficial – it is not cost
effective for the mediocre
increase in yield.
Opportunities for reacting
masses and volume.
CLE 3224.3.5
Explain the
thermodynamics of a
chemical reaction.
3224.3.12
Draw energy profiles
for catalyzed and
uncatalyzed chemical
reactions in terms of
activation energy.
None indicated
6.1 Energetics of a
reaction
Describe the meaning of
exothermic and
endothermic reactions.
6.1 Energetics of a
reaction
Describe bond breaking
as endothermic
and bond forming as
exothermic.
Unit 2 In particular…
Emphasise that a collision
between two particles with
sufficient energy is
necessary for a reaction to
occur (a successful
collision). Not all collisions
between particles are
successful.
Learners can be
introduced to energy level
diagrams to
explain the two different
stages in chemical
reactions. This can be
linked to the concept of
activation energy.
3224.3.19
Characterize the
strength of acids and
bases by exploring
their chemical
structures.
None indicated
8.1 The characteristic
properties of acids and
bases
Describe the characteristic
properties of acids as
reactions with metals,
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8.1 The characteristic
properties of acids and
bases
Define acids and bases in
terms of proton transfer,
limited to aqueous
Unit 4 Various references
bases, carbonates and
effect on litmus.
Describe the characteristic
properties of bases as
reactions with acids and
with ammonium salts and
effect on litmus.
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19 Mapping Tennessee Science Standards (Chemistry) to Cambridge IGCSE Chemistry (0620) – v1 060314
solutions.
Describe the meaning of
weak and strong acids
and bases.
Tennessee Science Standards 3221
Cambridge IGCSE Chemistry (0620)
Chemistry I/II
Embedded Inquiry
Syllabus Section 5 (pages 9-11)
Understandings about scientific inquiry and the ability to
conduct inquiry are essential for living in the 21st century.
Aims and objectives
Embedded Mathematics
Syllabus Section 8 (page 40)
Science applies mathematics to investigate questions, solve
problems, and communicate findings.
8.6 Mathematical requirements
Embedded Technology and Engineering
Syllabus Section 7 (pages 27-34)
Society benefits when engineers apply scientific discoveries to
design materials and processes that develops into enabling
technologies.
Practical assessment
Course level
expectations
Checks for
understanding
93221.1
Select appropriate
tools to conduct a
scientific inquiry.
State performance
indicators
SPI 3221.T/E.1
Distinguish among
tools and procedures
best suited to conduct
a specified scientific
inquiry.
Core syllabus
2.1 Measurement
Name appropriate
apparatus for the
measurement of time,
temperature, mass and
volume, including
burettes, pipettes and
measuring cylinders.
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Supplement syllabus
Scheme of work
Unit 1 Various references
CLE 3221.T/E.4
Describe the dynamic
interplay among
science, technology, and
engineering within living,
earth-space, and
physical systems.
93221.3
Explore how the
unintended
consequences of new
technologies can
impact human and
non-human
communities.
SPI 3221.T/E.2
Evaluate a protocol to
determine the degree
to which an
engineering design
process was
successfully applied.
2.2 (b)
Describe petroleum as a
mixture of hydrocarbons
and its separation into
useful fractions by
fractional distillation.
Unit 1 Various references
Name the uses of the
fractions as:
– refinery gas for bottled
gas for heating and
cooking
– gasoline fraction for fuel
(petrol) in cars
– naphtha fraction for
making chemicals
– kerosene/paraffin
fraction for jet fuel
– diesel oil/gas oil for fuel
in diesel engines
– fuel oil fraction for fuel
for ships and home
heating systems
– lubricating fraction for
lubricants, waxes and
polishes
– bitumen for making
roads.
SPI 3221.T/E.3
Evaluate the overall
benefit to cost ratio of
a new technology.
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Unit 8 In particular…
14.2 Fuels
Awareness that the use of
the fractions as fuels is
rapidly depleting crude oil,
the essential raw material
for plastics and other
petrochemicals.
Discuss the supply and
demand problem for some
fractions– link to cracking
in this unit. Also why the
composition of crude oil
differs from the location.
CLE 3221.T/E.3
Explain the relationship
between the properties
of a material and the
use of the material in the
application of a
technology.
SPI 3221.T/E.4
Use design principles
to determine if a new
technology will improve
the quality of life for an
intended audience.
2.2 (a) Criteria of purity
Understand the
importance of purity in
substances
in everyday life, e.g.
foodstuffs and drugs.
Unit 2 In particular…
Chemists need pure
substances to study their
properties. Pure
substances are used in
industry to make useful
products such as food and
drugs.
Additional content covered in Cambridge IGCSE Chemistry (syllabus 0620) includes:
5. Electricity and chemistry
7.3 Redox
10. Extraction of metals
11. Air and water
12. Sulfur
13. Carbonates
14. Organic chemistry
® IGCSE is the registered trademark of Cambridge International Examinations.
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© Cambridge International Examinations 2014
Mapping Tennessee Science Standards (Physics) to Cambridge IGCSE® Physics (0625)
Introduction
Cambridge International Examinations has mapped the Tennessee Science Standards (Physics) to Cambridge IGCSE ® Physcis (0625).
This mapping document shows where the Tennessee Science Standards (Physics) are covered in the syllabus.
In Cambridge IGCSE Physics, there are two levels of achievement, via two separate routes: core and extended. The extended route
includes the core and the supplement sections of the curriculum content of the syllabus.
In this mapping document we have referenced the relevant assessment objectives (AOs) and the relevant curriculum content of the
syllabus 0625.
A small number of standards are not explicit in the syllabus as they do not form part of the assessment. However, these standards are
generally covered in the scheme of work (unit lesson plans) that we provide to accompany the syllabus, so that they can be incorporated
into the teaching program.
1 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
114
Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 1 – Mechanics
1. General physics
Course level
expectations
CLE 3231.1.1
Investigate
fundamental
physical quantities
of length, mass,
and time.
CLE 3231.1.4
Investigate
kinematics and
dynamics.
Checks for
understanding
3231.1.9
Experiment
with pendulums
Pendulum period:
3231.1.6
Investigate projectile
motion.
3231.1.7
Apply mathematics to
solve motion problems.
State performance
indicators
SPI.3231.1.3
Analyze and solve
pendulum problems
using the pendulum
period formula:
SPI.3231.1.4
Solve motion and
conceptual problems
regarding velocity,
acceleration, and
displacement using
displacement-time
graphs and velocitytime graphs.
Core syllabus
Supplement syllabus
1.1 Length and time
Use and describe the
use of rules and
measuring cylinders to
calculate a length or a
volume.
1.1 Length and time
Use and describe the use
of a mechanical method for
the measurement of a small
distance (including use of a
micrometer screw gauge).
Use and describe the
use of clocks and
devices for measuring
an interval of time.
Measure and describe how
to measure a short interval
of time (including the period
of a pendulum).
1.2 Speed, velocity
and acceleration
Define speed and
calculate speed from
total distance total
time.
1.2 Speed, velocity and
acceleration
Distinguish between speed
and velocity.
Plot and interpret a
speed/time graph or a
distance/ time graph.
Recognize from the
2 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
115
Recognize linear motion for
which the acceleration is
constant and calculate the
acceleration.
Recognize motion for which
the acceleration is not
Scheme of work
Unit 4 Various references
Unit 4 Various references
shape of a speed/time
graph when a body is
– at rest
– moving with
constant speed
– moving with
changing speed.
Calculate the area
under a speed/time
graph to work out the
distance travelled for
motion with constant
acceleration.
constant.
Describe qualitatively the
motion of bodies falling in a
uniform gravitational field
with and without air
resistance (including
reference to terminal
velocity).
Demonstrate some
understanding that
acceleration is related
to changing speed.
State that the
acceleration of free fall
for a body near to the
Earth is constant.
3231.1.13
Distinguish between
mass and weight using
base units in the SI
system.
SPI.3231.1.1
Identify mass and
weight data using units
in the SI system.
1.3 Mass and weight
Show familiarity with
the idea of the mass of
a body.
SPI.3231.1.15
Calculate the
gravitational attraction
between two objects.
State that weight is a
force.
Demonstrate
3 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
116
1.3 Mass and weight
Demonstrate an
understanding that mass is
a property that ‘resists’
change in motion.
Describe, and use the
concept of, weight as the
effect of a gravitational field
Unit 4 Various references
understanding that
weights (and hence
masses) may be
compared using a
balance.
on a mass.
3231.1.23
Explain, in terms of
force and/or density,
why some objects float
and some objects sink.
1.4 Density
Describe an
experiment to
determine the density
of a liquid and of a
regularly shaped solid
and make the
necessary calculation.
1.4 Density
Describe the determination
of the density of an
irregularly shaped solid by
the method of
displacement, and make
the necessary calculation.
Unit 4 Various references
CLE 3231.1.2
Analyze and apply
Newton’s three
laws of motion.
3231.1.15
Relate inertia, force, or
action-reaction forces
to Newton’s three laws
of motion.
1.5 Forces
CLE 3231.3.2
Investigate Hooke’s
Law.
3231.1.14
Associate time with the
independent variable in
most experiments.
1.5 (a) Effects of forces
Interpret extension/load
Graphs.
Unit 8 Various references
3231.3.4
Explore Hooke’s Law.
3231.3.9
Measure spring
constants.
SPI.3231.1.6
Given the static and
kinetic friction
coefficients (μs and
μk); select the
appropriate coefficient
of friction and
calculate the force
necessary to move the
object.
SPI.3231.1.7
1.5 (a) Effects of
forces
State that a force may
produce a change in
size and shape of a
body.
Plot extension/load
graphs and describe
the associated
experimental
procedure.
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State Hooke’s Law and
recall and use the
expression F = kx.
Recognise the significance
of the term ‘limit of
proportionality’ for an
extension/ load graph.
Select the correct
vector diagram to
illustrate all forces on
an object affected by
gravity, friction and an
applied force.
SPI.3231.1.8
Given an inclined
plane, the required
coefficient of friction
and an object of a
specific mass, select
the appropriate
trigonometry functions.
3231.1.4
Investigate the
characteristics of
centripetal motion and
centripetal acceleration
Centripetal Force:
Fc = (mv2)/r;
Angular Velocity:
ω=Δ θ/Δt; Angular
Acceleration: α =
Δω/Δt.
SPI.3231.1.11
Given a projectile
launched at an angle,
select the correct
equation from a list for
calculating: the
maximum height of
travel, time of flight
and/or the maximum
horizontal distance
covered.
3231.1.20
Describe rotational
equilibrium and relate
this factor to torque
Rotational Inertia:
SPI.3231.1.12
Given a scenario
where a projectile is
being launched at an
angle, answer the
Describe the ways in
which a force may
change the motion of a
body.
Recall and use the relation
between force, mass and
acceleration (including the
direction).
Find the resultant of
two or more forces
acting along the same
line
Describe qualitatively
motion in a curved path due
to a perpendicular force
(F = mv2/r is not required).
1.5 (b) Turning effect
of forces
Describe the moment
of a force as a
measure of its turning
effect and give
everyday examples.
1.5 (b) Turning effect of
forces
Perform and describe an
experiment (involving
vertical forces) to show that
there is no net moment on a
body in equilibrium.
Describe qualitatively
the balancing of a
beam about a pivot .
Apply the idea of opposing
moments to simple systems
in equilibrium.
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Unit 8 Various references
T = Iα;
Torque: T = Fr
following conceptual
questions.
What is the velocity in
the y direction when
the projectile is at
maximum height?
What acceleration
does the projectile
have in the x direction
after launched?
What forces are acting
on the projectile in the
y direction before it
reaches maximum
height?
SPI.3231.1.16
Calculate the
tangential velocity of a
satellite’s motion given
the angular speed.
SPI.3231.1.17
Solve problems for
centripetal force, and
angular acceleration.
SPI.3231.1.18
Analyze and solve
problems related to
rotational motion and
torque.
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1.5 (c) Conditions for
equilibrium
State that, when there
is no resultant force
and no resultant
turning effect, a system
is in equilibrium.
Unit 8 Various references
1.5 (d) Centre of
mass
Perform and describe
an experiment to
determine the position
of the center of mass
of a plane lamina.
Unit 8 Various references
Describe qualitatively
the effect of the
position of the center of
mass on the stability of
simple objects.
3231.1.2
Analyze vector
diagrams and solve
composition and
resolution problems for
force and momentum.
SPI.3231.1.2
Given various
examples of
quantities, categorize
them as scalar or
vector quantities.
1.5 (e) Scalars and
vectors
Demonstrate an
understanding of the
difference between scalars
and vectors and give
common examples.
3231.1.10
Utilize trigonometry
and vector analysis to
solve force and
7 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
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representation to determine
a resultant.
120
Unit 8 Various references
momentum problems
[Sine, Cosine, Tangent
Functions, Law of
Sines, and Law of
Cosines].
Determine graphically the
resultant of two vectors.
3231.1.16
Compare, contrast,
and apply
characteristic
properties of scalar
and vector quantities.
CLE 3231.1.3
Understand work,
energy, and power.
3231.1.17
Investigate the
definitions of force,
work, power, kinetic
energy, and potential
energy.
Force: F = ma;
Work: W = Fd;
Power: P = (F∆d)/ ∆t;
Kinetic Energy:
EK = 0.5mv2;
Potential Energy:
EP = mg∆h.
3231.1.18
Analyze the
characteristics of
energy, conservation
of energy including
friction, and
SPI.3231.1.14
Relate the variables of
work, power, kinetic
energy, and potential
energy to mechanical
situations and solve
for these variables.
Unit 8 Various references
1.6 Energy, work and
power
1.6 (a) Energy
Demonstrate an
understanding that an
object may have
energy due to its
motion or its position,
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1.6 (a) Energy
Recall and use the
2
expressions k.e. = 1⁄2 mv
and p.e. = mgh.
gravitational potential
energy [Gravitational
Potential Energy:
Ep=mgΔh].
and that energy may
be transferred and
stored.
Give examples of
energy in different
forms, including
kinetic, gravitational,
chemical, strain,
nuclear, internal,
electrical, light and
sound.
Give examples of the
conversion of energy
from one form to
another, and of its
transfer from one
place to another.
Apply the principle of
energy conservation to
simple examples.
CLE 3231.6.4
Compare and
contrast nuclear
fission and nuclear
fusion.
3231.6.12
Distinguish between
nuclear fission and
nuclear fusion.
1.6 (b) Energy
resources
Distinguish between
renewable and nonrenewable sources of
energy.
Describe how
electricity or other
useful forms of energy
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1.6 (b) Energy resources
Show an understanding that
energy is released by
nuclear fusion in the Sun.
Recall and use the
equation:
efficiency = (useful energy
output / energy input) ×
100%.
may be obtained from:
– chemical energy
stored in fuel
– water, including the
energy stored in
waves, in tides, and
in water behind
hydroelectric dams
– geothermal
resources
– nuclear fission
– heat and light from
the Sun (solar cells
and panels).
Give advantages and
disadvantages of each
method in terms of
cost, reliability, scale
and environmental
impact.
Show a qualitative
understanding of
efficiency.
3231.1.19
Relate work and power
to various simple
machines, mechanical
advantage of different
machines, and
recognize simple
1.6 (c) Work
Relate (without
calculation) work done
to the magnitude of a
force and the distance
moved.
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1.6 (c) Work
Describe energy changes in
terms of work done.
Recall and use ∆W=Fd=∆E.
Unit 8 Various references
machines that are
combined to form
compound machines
Work: W= FΔ d;
Power: P = (FΔ d)/Δt;
Efficiency =
(WOUT/WIN)x100%.
CLE 3231.1.5
Investigate and
apply Archimedes’
Principle.
CLE 3231.1.6
Explore Pascal’s
Principle.
3231.1.21
Determine the
magnitude of the
buoyant force exerted
on a floating object or
a submerged object
3231.1.22
Investigate the
apparent weight of an
object submerged in a
fluid (Fnet = FB – Fg)
3231.1.24
Calculate the pressure
exerted by a fluid
according to Pascal’s
Principle
(P = F1/A1 = F2/A2).
SPI.3231.1.5
Evaluate and describe
the phenomena
related to Archimedes’
Principle, Pascal’s
Principle, and
Bernoulli’s Principle.
1.6 (d) Power
Relate (without
calculation) power to
work done and time
taken, using
appropriate examples.
1.6 (d) Power
Recall and use the equation
P = E/t in simple systems.
Unit 8 Various references
1.7 Pressure
Relate (without
calculation) pressure to
force and area, using
appropriate examples.
1.7 Pressure
Recall and use the equation
p = F/A.
Unit 8 Various references
Describe the simple
mercury barometer and
its use in measuring
atmospheric pressure.
Relate (without
calculation) the
pressure beneath a
liquid surface to depth
and to density, using
appropriate examples.
Use and describe the
use of a manometer.
3231.1.25
Calculate how
pressure varies with
water depth (P = P0 +
11 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
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Recall and use the equation
p = hρg.
ρgh)
Note: The following topics are not covered until AS level Physics: 1) Bernoulli’s Principle and its applications. 2) Basics of elastic and inelastic collisions.
The following topics are additional to the Tennessee Standards: 1) Energy Resources
The Following is not covered in the Cambridge Program: 1) Using elementary calculus to solve motion problems.
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Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 2 – Thermaodynamics
2. Thermal physics
Course level
expectations
Checks for
understanding
State
performance
indicators
Core syllabus
Supplement syllabus
Scheme of work
2.1 Simple kinetic molecular model of matter
CLE 3231.2.1
Develop an
understanding of
temperature, heat,
and internal energy.
3231.2.2
Identify the
characteristics of
internal energy and
temperature/heat
(joules/calories).
3231.2.1
Investigate
temperature in
relationship to kinetic
energy.
3231.2.3
Experiment with
change in heat content
(quantity of thermal
energy) and relate to
kinetic energy and
specific heat.
SPI.3231.2.1
Relate temperature
changes with the
changes of kinetic
energy and the flow
of heat energy.
2.1 (a) States of matter
State the distinguishing
properties of solids,
liquids and gases.
Unit 7 Various references
2.1 (b) Molecular
model
Describe qualitatively the
molecular structure of
solids, liquids and gases.
Unit 7 Various references
2.1 (b) Molecular model
Relate the properties of
solids, liquids and gases to
the forces and distances
between molecules and to
the motion of the molecules.
Interpret the temperature
of a gas in terms of the
motion of its molecules.
Describe qualitatively the
pressure of a gas in
terms of the motion of its
molecules.
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Show an appreciation that
massive particles may be
moved by light, fast- moving
molecules.
Describe qualitatively the
effect of a change of
temperature on the
pressure of a gas at
constant volume.
Show an understanding
of the random motion of
particles in a suspension
as evidence for the
kinetic molecular model
of matter.
Describe this motion
(sometimes known as
Brownian motion) in
terms of random
molecular
bombardment.
2.1 (c) Evaporation
Describe evaporation in
terms of the escape of
more-energetic
molecules from the
surface of a liquid.
2.1 (c) Evaporation
Demonstrate an
understanding of how
temperature, surface area
and draught over a surface
influence evaporation.
Unit 7 Various references
2.1 (d) Pressure changes
Recall and use the equation
pV = constant at constant
Unit 7 Various references
Relate evaporation to
the consequent cooling.
SPI.3231.2.3
Given a schematic of
a refrigeration
2.1 (d) Pressure
changes
Relate the change in
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3231.2.5
Explore thermal
expansion and
contraction
Linear Expansion:
Δl = li αΔT ;
Volumetric Expansion:
ΔV= ViβΔT.
3231.2.6
Apply the second Law
of Thermodynamics to
the Carnot engine.
process, identify the
four parts of the
process.
volume of a gas to
change in pressure
applied to the gas at
constant temperature.
SPI.3231.2.5
Demonstrate a
conceptual
understanding of the
First and Second
Laws of
Thermodynamics
and their implications
in natural
phenomena.
2.2 Thermal properties
2.2 (a) Thermal
expansion of solids,
liquids and gases
Describe qualitatively
the thermal expansion of
solids, liquids and
gases.
Identify and explain
some of the everyday
applications and
consequences of
thermal expansion.
Describe qualitatively
the effect of a change of
temperature on the
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temperature.
2.2 (a) Thermal expansion
of solids, liquids and
gases
Show an appreciation of the
relative order of magnitude
of the expansion of solids,
liquids and gases.
Unit 7 Various references
volume of a gas at
constant pressure.
CLE 3231.2.2
Compare Celsius,
Kelvin and the
Absolute
temperature scales.
3231.2.8
Recognize that
absolute zero is the
absence of molecular
kinetic energy.
2.2 (b) Measurement of
temperature
Appreciate how a
physical property that
varies with temperature
may be used for the
measurement of
temperature, and state
examples of such
properties.
Recognize the need for
and identify fixed points.
2.2 (b) Measurement of
temperature
Demonstrate understanding
of sensitivity, range and
linearity.
Unit 7 Various references
Describe the structure of a
thermocouple and show
understanding of its use for
measuring high
temperatures and those
that vary rapidly.
Describe the structure
and action of liquid-inglass thermometers.
3231.2.10
Investigate calorimetry,
kinetic energy, and
specific heat Change
in Heat: ΔQ=mCΔT
SPI.3231.2.2
Solve an applied
problem of heat
exchange with
respect to specific
heat.
2.2 (c) Thermal
capacity
Relate a rise in the
temperature of a body to
an increase in internal
energy.
Show an understanding
of the term thermal
capacity.
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2.2 (c) Thermal capacity
Describe an experiment to
measure the specific heat
capacity of a substance.
Unit 7 Various references
3231.2.4
Investigate phase
changes of heat of
fusion, heat of
vaporization, and heat
of sublimation
Change in Heat: ΔQ=
mHf and ΔQ= mHv.
2.2 (d) Melting and
boiling
Describe melting and
boiling in terms of
energy input without a
change in temperature.
State the meaning of
melting point and boiling
point.
Describe condensation
and solidification.
CLE 3231.2.3
Investigate
exchanges in
internal energy.
3231.2.9
Relate the first Law of
Thermodynamics as
an application of the
Law of Conservation of
Energy and heat
transfer through
conduction,
convection, and
radiation.
Heat Lost = Heat
Gained, QL= QG.
2.2 (d) Melting and boiling
Distinguish between boiling
and evaporation.
Unit 7 Various references
Use the terms latent heat of
aporization and latent heat
of fusion and give a
molecular interpretation of
latent heat.
Describe an experiment to
measure specific latent
heats for steam and for ice.
2.3 Transfer of thermal energy
2.3 (a) Conduction
Describe experiments to
demonstrate the
properties of good and
bad conductors of heat.
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2.3 (a) Conduction
Give a simple molecular
account of heat transfer in
solids.
Unit 3 Various references
Unit 3 Various references
2.3 (b) Convection
Relate convection in
fluids to density changes
and describe
experiments to illustrate
convection.
2.3 (c) Radiation
Identify infra-red
radiation as part of the
electromagnetic
spectrum.
3231.2.7
Apply the Laws of
Thermodynamics to
the atmospheric levels
of the earth (i.e.,
greenhouse effect and
climate change).
SPI.3231.2.4
Describe all forms of
heat exchange.
2.3 (d) Consequences
of energy transfer
Identify and explain
some of the everyday
applications and
consequences of
conduction, convection
and radiation.
Note: All topics are covered for this standard.
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2.3 (c) Radiation
Describe experiments to
show the properties of good
and bad emitters and good
and bad absorbers of infrared radiation.
Unit 3 Various references
Unit 3 Various references
Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 3 – Waves
3. Properties of waves, including light and sound
Course level
expectations
CLE 3231.3.1
Explore conditions
associated with
how waves carry
energy and simple
harmonic motion.
CLE 3231.3.3
Understand wave
mechanics.
Checks for
understanding
3231.3.1
Investigate simple
harmonic motion.
3231.3.2
Investigate and
analyze wavelength,
frequency, period, and
amplitude of
longitudinal and
transverse waves.
3231.3.3
Describe a wave
interaction as
reflection, refraction,
diffraction, or
interference.
3231.3.10
Solve problems related
to wave length,
frequency, period, and
State
performance
indicators
SPI.3231.3.1
Identify the
components of
standing waves;
including nodes,
antinodes,
fundamental, numeric
harmonics, and
overtones.
SPI.3231.3.2
Distinguish between
longitudinal and
transverse waves
and identify
components of all
mechanical waves
including wavelength,
frequency, period,
crest, trough, and
amplitude.
SPI.3231.3.3
Core syllabus
Supplement syllabus
3.1 General wave
properties
Describe what is meant
by wave motion as
illustrated by vibration in
ropes and springs and
by experiments using
water waves.
3.1 General wave
properties
Recall and use the equation
v=fλ
Use the term wave front
Give the meaning of
speed, frequency,
wavelength and
amplitude.
Distinguish between
transverse and
longitudinal waves and
give suitable examples.
Describe the use of
water waves to show:
– reflection at a plane
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Interpret reflection,
refraction and diffraction
using wave theory.
Scheme of work
Unit 9 Various references
speed
Wave velocity: v =f λ
and
Period: T=1/f.
3231.3.11
Determine the speed
of sound
experimentally using
various materials and
temperatures
Sound velocity: vs= f λ;
Sound velocity (using
air temperature):
vs= 331.5m/s + (0.56
m/s oC) (T).
3231.3.12
Describe simple
harmonic motion.
3231.6.6
Distinguish between
coherent and
incoherent light.
Select the type of
mechanical waves
that apply to natural
wave phenomena
such as sound, water
or earthquake.
surface
– refraction due to a
change of speed
– diffraction produced
by wide and narrow
gaps.
SPI.3231.3.4
Differentiate among
the wave interactions
of reflection,
refraction, diffraction,
or interference
(constructive and
destructive
interferences).
SPI.3231.3.6
Demonstrate a
proficiency in solving
problems related to
wavelength,
frequency, period,
and speed of
mechanical waves.
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Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 4 – Optics
3.2 Light
Course level
expectations
CLE 3231.4.4
Analyze the optics
of mirrors.
Checks for
understanding
State
performance
indicators
3231.4.4
Investigate the optical
properties of plane
and curved mirrors
Focal length:
1/f =1/do+1/di;
Images in mirrors and
lens,
m = hi/ho = (-di)/do.
Core syllabus
3.2 (a) Reflection of
light
Describe the formation
of an optical image by a
plane mirror, and give its
characteristics.
Supplement syllabus
Scheme of work
3.2 (a) Reflection of
light
Perform simple
constructions,
measurements and
calculations.
Unit 1 Various references
3.2 (b) Refraction of
light
Recall and use the
Unit 1 Various references
Use the law angle of
incidence = angle of
reflection.
3231.4.5
Investigate the optical
properties of plane
and curved mirrors.
CLE 3231.4.2
Investigate the
interaction of light
3231.4.6
Draw, explain, and
solve problems for the
optics of mirrors and
lenses.
3231.4.3
Investigate the
polarization of light
SPI.3231.4.5
Identify the properties
of light related to
3.2 (b) Refraction of
light
Describe an
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waves.
reflection, refraction,
diffraction, and
interference of light
waves.
3231.4.7
Investigate optical
phenomena (i.e.,
mirage, optical
illusions, and
dichromatic lens
effect).
SPI.3231.4.2
Explain polarization
of light.
3231.4.8
Solve problems related
to Snell’s Law
Index of refraction:
SPI.3231.4.3
Solve problems
related to Snell’s
Law.
n = (sin θr / sin θi);
Snell’s Law:
ni sin θi = nr sin θr.
Experimental
demonstration of the
refraction of light.
Use the terminology for
the angle of incidence i
and angle of refraction r
and describe the
passage of light through
parallel-sided
transparent material.
Give the meaning of
critical angle.
Describe internal and
total internal reflection.
3231.4.9
Differentiate among
transmission,
reflection, refraction,
diffraction, and
interference of light
waves.
3231.4.10
Explore the formation
of color (both additive
and subtractive
properties) [Additive
Color Theory: W=
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definition of refractive index
n in terms of speed.
Recall and use the equation
sin i /sin r = n.
Describe the action of
optical fibers particularly in
medicine and
communications
technology.
B+G+R: Y= G+R:
=B+G: M = R+B;
Subtractive Color
Theory:
B=W–Y: C= W–R:
M=W–G].
CLE 3231.4.3
Explore the optics
of lenses.
SPI.3231.4.6
Using light ray
diagrams identify the
path of light using a
convex lens, a
concave lens, a plane
mirror, a concave
mirror and a convex
mirror.
SPI.3231.4.4
Given a drawing of a
laboratory optics
bench with a singular
lens; choose the
measurements that
will enable the
calculation of focal
length.
CLE 3231.4.5
Investigate the
phenomenon of
color.
3.2 (c) Thin converging
lens
Describe the action of a
thin converging lens on
a beam of light.
Use the terms principal
focus and focal length.
Draw ray diagrams to
illustrate the formation of
a real image by a single
lens.
3.2 (d) Dispersion of
light
Give a qualitative
account of the
dispersion of light as
shown by the action on
light of a glass prism.
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3.2 (c) Thin converging
lens
Draw ray diagrams to
illustrate the formation of a
virtual image by a single
lens.
Unit 1 Various references
Use and describe the use
of a single lens as a
magnifying glass.
Unit 1 Various references
CLE 3231.4.1
Describe the
characteristics of
the electromagnetic
spectrum.
3231.3.6
Compare mechanical
and electromagnetic
waves.
3231.4.1
Explore properties of
electromagnetic
radiation.
3231.4.2
Examine properties of
light waves.
3.2 (e) Electromagnetic
spectrum
Describe the main
features of the
electromagnetic
spectrum and state that
all e&m waves travel
with the same high
speed in vacuum.
Describe the role of
electromagnetic waves
in:
– radio and television
communications (radio
waves)
– satellite television
and telephones
(microwaves)
– electrical appliances,
remote controllers for
televisions and
intruder alarms
(infrared)
– medicine and security
(X-rays).
Demonstrate an
awareness of safety
issues regarding the use
of microwaves and X
rays.
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3.2 (e) Electromagnetic
spectrum
State the approximate value
of the speed of
electromagnetic waves.
Use the term
Monochromatic.
Unit 9 Various references
CLE 3231.3.5
Explore the
characteristics and
properties of sound.
3231.3.5
Investigate reflection,
refraction, diffraction,
and interference of
sound waves.
SPI.3231.3.5
Solve sound
problems related to
speed of sound in air
at various
temperatures.
3.3 Sound
Describe the production
of sound by vibrating
sources.
Describe the longitudinal
nature of sound waves.
3231.3.8
Determine the speed
of sound
experimentally and
describe the effects
various materials and
temperatures on
sound.
State the approximate
range of audible
frequencies.
3231.3.13
Compare the wave
characteristics of
natural auditory
phenomena.
Describe an experiment
to determine the speed
of sound in air.
Show an understanding
that a medium is needed
to transmit sound
waves.
Relate the loudness and
pitch of sound waves to
amplitude and
frequency.
Describe how the
reflection of sound may
produce an echo.
Note: The Following Topics are not covered until AS level Physics: 1) The Doppler Effect.
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3.3 Sound
Describe compression and
Rarefaction.
State the order of
magnitude of the speed of
sound in air, liquids and
solids.
Unit 9 Various references
Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 5 – Electricity and magnetism
4. Electricity and magnetism
Course level
expectations
Checks for
understanding
3231.5.1
Create a simple
electromagnet.
State
performance
indicators
Core syllabus
4.1 Simple phenomena
of magnetism
State the properties of
magnets.
Give an account of
induced magnetism.
Distinguish between
ferrous and non-ferrous
materials.
Describe methods of
magnetization and of
demagnetization.
Describe an experiment
to identify the pattern of
field lines round a bar
magnet.
Distinguish between the
magnetic properties of
iron and steel.
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Supplement syllabus
Scheme of work
Unit 5 Various references
Distinguish between the
design and use of
permanent magnets and
electromagnets.
4.2 Electrical quantities
CLE 3231.5.1
Examine the
properties of
electric forces,
electric charges
and electric fields.
3231.5.2
Draw an electric field,
given a scenario of
charged particles.
3231.5.9
Analyze a given group
of charges for
repulsion and
attraction.
3231.5.10
Distinguish between
charged particles
related to repulsion
and attraction.
3231.5.11
Describe the electric
field that fills the space
around a charged
particle or group of
charges
Coulomb’s Law, F= k
(Q1Q2)/d2.
SPI.3231.5.1
Given a scenario of
charged particles;
predict and sketch
the resulting electric
fields.
SPI.3231.5.2
Given a diagram of
charged particles,
sketch arrows that
represent repulsion
and attraction.
SPI.3231.5.4
Identify the
equilibrium point
between two spheres
of differing charges.
4.2 (a) Electric charge
Describe simple
experiments to show the
production and detection
of electrostatic charges.
State that there are
positive and negative
charges.
State that unlike charges
attract and that like
charges repel.
Describe an electric field
as a region in which an
electric charge
experiences a force.
Distinguish between
electrical conductors
and insulators and give
typical examples.
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4.2 (a) Electric charge
State that charge is
measured in coulombs.
State the direction of lines
of force and describe
simple field patterns,
including the field around a
point charge and the field
between two parallel plates.
Give an account of
charging by induction.
Recall and use the simple
electron model to
distinguish between
conductors and insulators.
Unit 6 Various references
CLE 3231.5.2
Explore the flow of
charge and electric
currents.
3231.5.8
Design a lab to
demonstrate the flow
of charged particles
and an electric current.
4.2 (b) Current
State that current is
related to the flow of
charge.
Use and describe the
use of an ammeter.
4.2 (c) Electro-motive
force
State that the e.m.f. of a
source of electrical
energy is measured in
volts.
4.2 (b) Current
Show understanding that a
current is a rate of flow of
charge and recall and use
the equation I = Q/t.
Unit 2 Various references
Distinguish between the
direction of flow of electrons
and conventional current.
4.2 (c) Electro-motive
force
Show understanding that
e.m.f. is defined in terms of
energy supplied by a source
in driving charge round a
complete circuit.
Unit 2 Various references
Unit 2 Various references
4.2 (d) Potential
difference
State that the potential
difference across a
circuit component is
measured in volts.
Use and describe the
use of a voltmeter.
CLE 3231.5.3
Investigate Ohm’s
Law.
3231.5.3
Solve problems of
resistance using
Ohm’s Law
[E = IR (or V=IR)].
SPI.3231.5.6
Solve electricity
problems related to
voltage, current, and
resistance using
4.2 (e) Resistance
State that resistance =
p.d./current and
understand qualitatively
how changes in p.d. or
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4.2 (e) Resistance
Recall and use
quantitatively the
proportionality between
resistance and length, and
Unit 2 Various references
Ohm’s Law.
3231.5.5
Solve problems related
to voltage, current, and
resistance
Voltage, V = IR;
Series circuits,
RT = R1+R2 +…,
IT = I1 = I2 = …,
VT =V1+ V2+…;
Parallel circuits,
1/RT =1/R1+1/R2+ …,
IT =I1+I2+ …,
VT = V1=V2 = ….
resistance affect current.
Recall and use the
equation R = V/I.
the inverse proportionality
between resistance and
cross-sectional area of a
wire.
Describe an experiment
to determine resistance
using a voltmeter and an
ammeter.
Relate (without
calculation) the
resistance of a wire to its
length and to its
diameter.
SPI.3231.5.7
Given voltage and
current or current
and resistance;
calculate power and
work.
4.2 (f) Electrical energy
Recall and use the
equations P=IV and E=IVt
Unit 2 Various references
4.3 (a) Circuit
diagrams
Draw and interpret circuit
diagrams containing diodes
and transistors
Unit 6 Various references
4.3 Electric circuits
CLE 3231.5.5
Analyze schematic
diagrams.
SPI.3231.5.8
Identify common
components of
electrical circuitry
from a schematic
drawing such as
batteries, resistors,
lamps, ammeters,
4.3 (a) Circuit
diagrams
Draw and interpret
circuit diagrams
containing sources,
switches, resistors (fixed
and variable), lamps,
ammeters, voltmeters,
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CLE 3231.5.4
Compare and
contrast series and
parallel circuits.
3231.5.4
Draw and explain
series and parallel
circuits.
3231.5.6
Build series and
parallel circuits to
demonstrate how they
function.
3231.5.12
Identify components of
series and parallel
circuits and solve
problems related to
voltage, current, and
resistance.
voltmeters, and
variable resistors.
magnetizing coils,
transformers, bells,
fuses and relays.
SPI.3231.5.5
Find the equivalent
resistance for a
combination series
and parallel circuit.
4.3 (b) Series and
parallel circuits
Understand that the
current at every point in
a series circuit is the
same.
Give the combined
resistance of two or
more resistors in series.
State that, for a parallel
circuit, the current from
the source is larger than
the current in each
branch.
State that the combined
resistance of two
resistors in parallel is
less than that of either
resistor by itself.
State the advantages of
connecting lamps in
parallel in a lighting
circuit.
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4.3 (b) Series and parallel
circuits
Recall and use the fact that
the sum of the p.d.s across
the components in a series
circuit is equal to the total
p.d. across the supply.
Recall and use the fact that
the current from the source
is the sum of the currents in
the separate branches of a
parallel circuit.
Calculate the effective
resistance of two resistors
in parallel.
Unit 6 Various references
4.3 (c) Action and use
of circuit components
Describe the action of a
variable potential divider
(potentiometer).
Describe the action of
thermistors and lightdependent resistors and
show understanding of
their use as input
transducers.
Describe the action of a
capacitor as an energy
store and show
understanding of its use
in time- delay circuits.
Describe the action of a
relay and show
understanding of its use
in switching circuits.
4.3 (c) Action and use of
circuit components
Describe the action of a
diode and show
understanding of its use as
a rectifier.
Describe the action of a
transistor as an electrically
operated switch and show
understanding of its use in
switching circuits.
Recognize and show
understanding
of circuits operating as light
sensitive switches and
temperature-operated
alarms (using a relay or a
transistor).
4.3 (d) Digital electronics
Explain and use the terms
digital and analogue.
State that logic gates are
circuits containing
transistors and other
components.
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Unit 11 Various references
Unit 11 Various references
Describe the action of NOT,
AND, OR, NAND and NOR
Gates.
Design and understand
simple digital circuits
combining several logic
gates.
State and use the symbols
for logic gates (candidates
should use the American
ANSI#Y 32.14 symbols).
Unit 6 Various references
4.4 Dangers of
electricity
State the hazards of
– damaged insulation
– overheating of cables
– damp conditions.
Show an understanding
of the use of fuses and
circuit-breakers.
4.5 Electromagnetic effects
CLE 3231.5.6
Understand
magnetic poles,
magnetic fields,
and investigate
3231.5.7
Demonstrate a
generated current by
electromagnetic
induction.
SPI.3231.5.3
Explain the
relationship between
magnetism and
current.
4.5 (a) Electromagnetic
induction
Describe an experiment
that shows that a
changing magnetic field
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4.5 (a) Electromagnetic
induction
State the factors affecting
the magnitude of an
induced e.m.f.
Unit 5 Various references
electromagnetic
induction.
3231.5.13
Describe how current
is generated by
electromagnetic
induction.
can induce an e.m.f. in a
circuit.
.
Show understanding that
the direction of an induced
e.m.f. opposes the change
causing it.
Unit 5 Various references
4.5 (b) a.c. generator
Describe a rotating-coil
generator and the use of
slip rings.
Sketch a graph of
voltage output against
time for a simple a.c.
generator.
4.5 (c) Transformer
Describe the
construction of a basic
iron-cored transformer
as used for voltage
transformations.
Recall and use the
equation (Vp /Vs) = (Np
/Ns).
Describe the use of the
transformer in high
voltage transmission of
electricity.
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4.5 (c) Transformer
Describe the principle of
operation of a transformer.
Recall and use the equation
Vp Ip = Vs Is (for 100%
efficiency).
Explain why energy losses
in cables are lower when
the voltage is high.
Unit 5 Various references
Give the advantages of
high-voltage
transmission.
CLE 3231.5.7
Understand that
moving charges
give rise to
magnetism.
4.5 (d) The magnetic
effect of a current
Describe the pattern of
the magnetic field due to
currents in straight wires
and in solenoids.
4.5 (d) The magnetic
effect of a current
State the qualitative
variation of the strength of
the magnetic field over
salient parts of the pattern.
Describe applications of
the magnetic effect of
current, including the
action of a relay.
Describe the effect on the
magnetic field of changing
the magnitude and direction
of the current.
4.5 (e) Force on a
current-carrying
conductor
Describe an experiment
to show that a force acts
on a current-carrying
conductor in a magnetic
field, including the effect
of reversing:
(i) the current
(ii) the direction of the
field.
4.5 (e) Force on a currentcarrying conductor
Describe an experiment to
show the corresponding
force on beams of charged
particles.
4.5 (f) d.c. motor
State that a current
carrying coil in a
magnetic field
4.5 (f) d.c. motor
Describe the effect of
increasing the current.
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Unit 5 Various references
Unit 5 Various references
State and use the relative
directions of force, field and
current.
Unit 5 Various references
experiences a turning
effect and that the effect
is increased by
increasing the number
of turns on the coil.
Relate this turning effect
to the action of an
electric motor.
4.6 Cathode-ray oscilloscopes
Unit 11 Various references
4.6 (a) Cathode rays
Describe the production
and detection of cathode
rays.
Describe their deflection
in electric fields.
State that the particles
emitted in thermionic
emission are electrons.
4.6 (b) Simple treatment
of cathode-ray
oscilloscope
Describe (in outline) the
basic structure and action
of a cathode-ray
oscilloscope (detailed
circuits are not required).
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Unit 11 Various references
Use and describe the use
of a cathode-ray
oscilloscope to display
waveforms.
Note: The following topics are additional to the Tennessee Standards: 1) Digital electronics 2) Cathode-ray oscilloscopes 3) AC and DC Generators
4) Transformers 5) Dangers of Electricity
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Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Standard 6 – Nuclear physics
5.1 Atomic physics
Course level
expectations
Checks for
understanding
State
performance
indicators
Core syllabus
Supplement syllabus
Scheme of work
5.1 Radioactivity
3231.6.1
Write and balance
equations for the three
forms of radioactive
decay.
3231.6.8
Investigate the history
and current events
associated with
nuclear and
radioactive science.
3231.6.11
Describe three forms
of radioactivity.
3231.6.16
Explain how particles
behave like waves.
SPI.3231.6.3
Describe and identify
the three basic forms
of radioactivity (alpha
particles, beta
particles, and gamma
rays).
Unit 10 Various references
5.1 (a) Detection of
radioactivity
Show awareness of the
existence of background
radiation.
Describe the detection
of α-particles, β-particles
and γ-rays (β+ are not
included: β-particles will
be taken to refer to β–).
5.1 (b) Characteristics
of the three kinds of
emission
State that radioactive
emissions occur
randomly over space
and time.
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5.1 (b) Characteristics
of the three kinds of
emission
Describe their deflection in
electric fields and magnetic
fields.
Unit 10 Various references
State, for radioactive
emissions:
– their nature
– their relative ionizing
effects
– their relative
penetrating abilities.
CLE 3231.6.3
Explore the
dynamics of the
nucleus:
radioactivity,
radiocarbon/
uranium dating, and
half-life.
3231.6.13
Investigate and
describe quantum
mechanics and the
properties of quantum
theory.
SPI.3231.6.4
Identify nuclear
reactions given
descriptions of the
reactions.
5.1 (c) Radioactive
decay
State the meaning of
radioactive decay, using
equations (involving
words or symbols) to
represent changes in the
composition of the
nucleus when particles
are emitted.
Unit 10 Various references
SPI.3231.6.1
Solve half-life
problems.
5.1 (d) Half-life
Use the term half-life in
simple calculations,
which might involve
information in tables or
decay curves.
Unit 10 Various references
5.1 (e) Safety
precautions
Unit 10 Various references
3231.6.15
Discuss transmutation
and transuranium.
3231.6.2
Solve half-life
problems
Decay constant:
k=0.693/T(1/2);
Nuclear decay: Af
=Aoekt.
Interpret their relative
ionizing effects.
3231.6.4
Investigate the concept
of half-life.
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Describe how
radioactive materials are
handled, used and
stored in a safe way.
5.2 The nuclear atom
CLE 3231.6.1
Investigate the
properties and
structure of the
atom.
CLE 3231.6.2
Investigate
properties of the
quantum theory.
3231.6.5
Explain how particles
behave like waves.
3231.6.7
Recognize how the
quantum theory
explains the
photoelectric effect.
3231.6.9
Identify the parts of an
atom.
3231.6.10
Describe the properties
and location of
subatomic particles.
3231.6.14
Explain the changes in
SPI.3231.6.5
Identify the major
historical
achievements of
modern nuclear
physicists related to
the discovery of
atomic particles,
quantum theory, and
the standard model.
5.2 (a) Atomic model
Describe the structure of
an atom in terms of a
nucleus and electrons.
5.2 (a) Atomic model
Describe how the scattering
of α-particles by thin metal
foils provides evidence for
the nuclear atom.
Unit 10 Various references
SPI.3231.6.2
Identify parts of an
atom (protons,
electrons, neutrons,
nucleus, and electron
cloud).
5.2 (b) Nucleus
Describe the
composition of the
nucleus in terms of
protons and neutrons.
Use the term proton
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Unit 10 Various references
atomic number or
mass number for each
form of radioactivity.
number Z.
Use the term nucleon
number A.
Use the term nuclide
and use the nuclide
notation ZA X.
3231.6.3
Explain dating
methods using
carbon-14 or uranium.
5.2 (c) Isotopes
Use the term isotope.
Give and explain examples
of practical applications of
isotopes.
Note: The following topics are additional to the Tennessee Standards: 1) Nuclear Safety precautions
40 Mapping Tennessee Science Standards (Physcis) to Cambridge IGCSE Physics (0625) – v1 060314
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Unit 10 Various references
Tennessee Science Standards Physics 3231
Cambridge IGCSE Physics (0625)
Embedded Inquiry
Understandings about scientific inquiry and the ability to conduct
inquiry are essential for living in the 21st century.
Syllabus Section 5 (pages 10 – 12)
Aims and objectives
Embedded Technology and Engineering
Society benefits when engineers apply scientific discoveries to design
materials and processes that develops into enabling technologies.
Syllabus Section 7 (pages 32 – 38)
Practical assessment
Embedded Mathematics
Physics applies mathematics to investigate questions, solve
problems, and communicate findings.
Syllabus Section 8 (pages 41-42; 45 – 46)
8.2 Symbols, units and definitions of physical quantities
8.5 Mathematical requirements
8.7 Presentation of data
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2014
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Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE® Biology (0610)
Introduction
Cambridge International Examinations has mapped the Tennessee Science Standards (Biology) to Cambridge IGCSE® Biology
(0610). This mapping document shows where the Tennessee Science Standards (Biology) are covered in the syllabus.
In Cambridge IGCSE Biology, there are two levels of achievement, via two separate routes: core and extended. The extended route
includes the core and the supplement sections of the curriculum content of the syllabus.
In this mapping document we have referenced the relevant assessment objectives (AOs) and the relevant curriculum content of the
0610 syllabus.
A small number of standards are not explicit in the syllabus as they do not form part of the assessment. However, these standards are
generally covered in the scheme of work (unit lesson plans) that we provide to accompany the syllabus so that they can be incorporated
into the teaching program.
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Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I
Embedded inquiry
Conceptual strand
Syllabus Section 4 (pages 8 & 9)
Understandings about scientific inquiry and the ability to conduct inquiry are
essential for living in the 21st century.
Aims and objectives
Course level
expectations
Checks for
understanding
State performance
indicators
CLE 3210.Inq.1
Recognize that science
is a progressive
endeavor that
reevaluates and extends
what is already
accepted.
3210.Inq.1
Trace the historical
development of a
scientific principle or
theory, such as cell
theory, evolution, or
DNA structure.
SPI 3210.Inq.1
Select a description or
scenario that
reevaluates and/or
extends a scientific
finding.
Assessment objective
A5:
Demonstrate knowledge
and understding of
scientific and
technological applications
with their social, economic
and environmental
implications.
CLE 3210.Inq.2
Design and conduct
scientific investigations
to explore new
phenomena, verify
previous results, test
how well a theory
predicts, and compare
opposing theories.
3210.Inq.2
Conduct scientific
investigations that
include testable
questions, verifiable
hypotheses, and
appropriate variables
to explore new
phenomena or verify
the experimental
results of others.
SPI 3210.Inq.2
Analyze the
components of a
properly designed
scientific investigation.
Assessment objective
A5:
Demonstrate knowledge
and understding of
scientific and
technological applications
with their social, economic
and environmental
implications.
2 Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE Biology (0610) – v1 060314
Core syllabus
Assessment objective
C4:
Plan investigations,
156
Supplement
syllabus
Scheme of work
evaluate methods and
suggest possible
improvements (including
the selection fo
techniques, apparatus
and materials).
CLE 3210.Inq.3
Use appropriate tools
and technology to collect
precise and accurate
data.
3210.Inq.3
Select appropriate
tools and technology to
collect precise and
accurate quantitative
and qualitative data.
SPI 3210.Inq.3
Determine appropriate
tools to gather precise
and accurate data.
Assessment objective
C1:
Know how to use
techniques, apparatus,
and materials (including
the following of a
sequence of instructions,
where appropriate).
CLE 3210.Inq.4
Apply qualitative and
quantitative measures to
analyze data and draw
conclusions that are free
of bias.
3210.Inq.4
Determine if data
supports or contradicts
a hypothesis or
conclusion.
SPI 3210.Inq.4
Evaluate the accuracy
and precision of data.
Assessment objective
C2:
Make and record
observations and
measurements.
Assessment objective
C3:
Interpret and evaluate
experimental observations
and data.
CLE 3210.Inq.5
Compare experimental
evidence and
conclusions with those
drawn by others about
the same testable
question.
3210.Inq.5
Compare or combine
experimental evidence
from two or more
investigations.
SPI 3210.Inq.5
Defend a conclusion
based on scientific
evidence.
3 Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE Biology (0610) – v1 060314
Assessment objective
B2:
Translate information
from one form to another.
Assessment objective
B4:
Use information to identify
157
patterns, report trends
and draw inferences.
Assessment objective
B5:
Present reasoned
explanations of
phenomena, patterns and
relationships.
Assessment objective
B6:
Make predictions and
propose hypotheses.
CLE 3210.Inq.6
Communicate and
defend scientific
findings.
3210.Inq.6
Recognize, analyze,
and evaluate
alternative
explanations for the
same set of
observations.
SPI 3210.Inq.6
Determine why a
conclusion is free of
bias.
3210.Inq.7
Analyze experimental
results and identify
possible sources of
experimental
error.
SPI 3210.Inq.7
Compare conclusions
that offer different, but
acceptable
explanations
for the same set of
experimental data.
Assessment objective
B3:
Manipulate numerical and
other data.
Assessment objective
C3:
Interpret and evaluate
experimental observations
and data.
4 Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE Biology (0610) – v1 060314
Assessment objective
C3:
Interpret and evaluate
experimental observations
and data.
158
3210.Inq.8
Formulate and revise
scientific explanations
and models using logic
and evidence.
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Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I
Embedded technology and engineering
Conceptual strand
Syllabus Section 6 (pages 37–46)
Society benefits when engineers apply scientific discoveries to
design materials and processes that develop into enabling
technologies
Practical assessment
Course level
expectations
CLE 3210.T/E.1
Explore the impact of
technology on social,
political, and economic
systems.
Checks for
understanding
3210.T/E.1
Select appropriate
tools to conduct a
scientific inquiry.
State performance
indicators
SPI 3210.T/E.1
Distinguish among
tools and procedures
best suited to conduct
a specified scientific
inquiry.
Core syllabus
Assessment objective
C1:
Know how to use
techniques, apparatus,
and materials (including
the following of a
sequence of
instructions, where
appropriate).
Assessment objective
C4:
Plan investigations,
evaluate methods and
suggest possible
improvements (including
the selection fo
techniques, apparatus
and materials).
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Supplement syllabus
Scheme of work
CLE 3210.T/E.2
Differentiate among
elements of the
engineering design
cycle: design
constraints, model
building, testing,
evaluating, modifying,
and retesting.
3210.T/E.2
Apply the engineering
design process to
construct a prototype
that meets
developmentally
appropriate
specifications.
SPI 3210.T/E.2
Evaluate a protocol to
determine the degree
to which an
engineering design
process was
successfully applied.
CLE 3210.T/E.3
Explain the relationship
between the properties
of a material and the use
of the material in the
application of a
technology.
3210.T/E.3
Explore how the
unintended
consequences of new
technologies can
impact human and
non-human
communities.
SPI 3210.T/E.3
Evaluate the overall
benefit to cost ratio of
a new technology.
CLE 3210.T/E.4
Describe the dynamic
interplay among
science, technology, and
engineering within living,
earth-space, and
physical systems.
3210.T/E.4
Present research on
current bioengineering
technologies that
advance health and
contribute to
improvements in our
daily lives.
SPI 3210.T/E.4
Use design principles
to determine how a
new technology will
improve the quality of
life for an intended
audience.
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3210.T/E.5
Design a series of
multi-view drawings
that can be used by
other students to
construct an adaptive
design and test its
effectiveness.
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Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I
Embedded mathematics
Conceptual strand
Syllabus Section 7 (pages 48–50; 54)
Science applies mathematics to investigate questions, solve problems, and
communicate findings.
7.2 Terminology, units, symbols and presentation of data for biology
Course level
expectations
Checks for
understanding
CLE 3210.Math.1
Understand the
mathematical principles
associated with the
science of biology.
3210.Math.1
Choose and construct
appropriate graphical
representations for a
data set.
7.4 Mathematical requirements
State performance
indicators
SPI 3210.Math.1
Interpret a graph that
depicts a biological
phenomenon.
Core syllabus
Assessment objective
B1:
Locate, select, organise
and present information
from a variety of
sources.
Assessment objective
B2:
Translate information
from one form to
another.
Assessment objective
B3:
Manipulate numerical
and other data.
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Supplement syllabus
Scheme of work
CLE 3210.Math.2
Utilize appropriate
mathematical equations
and processes to
understand biological
concepts.
3210.Math.2
Analyze graphs to
interpret biological
events.
SPI 3210.Math.2
Predict the outcome of
a cross between
parents of known
genotype.
Assessment objective
B2:
Translate information
from one form to
another.
Assessment objective
B3:
Manipulate numerical
and other data.
Assessment objective
B4:
Use information to
identify patterns, report
trends and draw
inferences.
Assessment objective
B5:
Present reasoned
explanations of
phenomena, patterns
and relationships.
Assessment objective
B6:
Make predictions and
propose hypotheses.
Assessment objective
B7:
Solve problems,
including some of the
quantitative nature.
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3210.Math.3
Make decisions about
units, scales, and
measurement tools
that are appropriate for
investigations
involving.
3210.Math.4
Select and apply an
appropriate method to
evaluate the
reasonableness of
results.
3210.Math.5
Apply and interpret
rates of change from
graphical and
numerical data.
3210.Math.6
Apply probabilistic
reasoning to solve
genetic problems.
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Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I: Standard 1 – Cells
Conceptual strand
All living things are made of cells that perform functions necessary for life.
Course level
expectations
Checks for
understanding
State performance
indicators
Core syllabus
Supplement syllabus
Scheme of work
CLE 3210.1.1
Compare the structure
and function of cellular
organelles in both
prokaryotic and
eukaryotic cells.
3210.1.1
Investigate cells using
a compound
microscope.
SPI 3210.1.1
Identify the cellular
organelles associated
with major cell
processes.
1. Cell structure and
organization
State that living organisms
are made of cells.
Describe the differences
in structure between
typical plant and animal
cells.
1. Cell structure and
organization
Relate the structures seen
under the light
microscope in the plant
cell and in the animal cell
to their functions.
Unit 1.5
CLE 3210.1.2
Distinguish among the
structure and function of
the four major organic
macromolecules found
in living things.
3210.1.2
Construct a model of a
prokaryotic or
eukaryotic cell.
SPI 3210.1.2
Distinguish between
prokaryotic and
eukaryotic cells.
6.1 Nutrients
List the chemical
elements that make up:
carbohydrates, fats, and
proteins. Describe the
synthesis of large
molecules from small
basic units, i.e. simple
sugars to starch and
glycogen, amino acids to
proteins, and fatty acids
and glycerol to fats and
oils.
6.1 Nutrients
Describe the use of
microorganisms in the
food industry, with
reference to yogurt and
single cell protein.
Unit 2.2
Describe tests for: starch
(iodine), reducing sugars
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(Benedict's solution),
protein (Biuret), fats
(ethanol).
CLE 3210.1.3
Describe how enzymes
regulate chemical
reactions in the body.
3210.1.3
Design a graphic
organizer that
compares proteins,
carbohydrates, lipids,
and nucleic acids.
SPI 3210.1.3
Distinguish among
proteins,
carbohydrates, lipids,
and nucleic acids.
5. Enzymes
Define the term catalyst
as a substance that
speeds up a chemical
reaction and is not
changed by the reaction.
Define enzymes as
proteins that function as
biological catalysts.
Investigate and describe
the effect of changes in
temperature and pH on
enzyme activity.
CLE 3210.1.4
Describe the processes
of cell growth and
reproduction.
3210.1.4
Conduct tests to detect
the presence of
proteins,
carbohydrates, and
lipids.
SPI 3210.1.4
Identify positive tests
for carbohydrates,
lipids, and proteins.
1. Characteristics of
living things
Define the term
reproduction as the
processes that make
more of the same kind of
organism.
2. Growth and
development
Growth as a permanent
increase in size and dry
mass by an increase in
cell number or cell size or
both.
1. Reproduction.
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5. Enzymes
Examine enzyme action in
terms of the 'lock and key'
model.
Unit 1.11
Explain the effect of
changes in temperature
and pH on enzyme
activity.
Unit 6.2 (example plant
reproduction)
Unit 6.6
1.1 Asexual
reproduction
Define asexual
reproduction as the
process resulting in the
production of genetically
identical offspring from
one parent.
1.2 Sexual reproduction
Define sexual
reproduction as the
process involving the
fusion of haploid nuclei to
form a diploid zygote and
the production of
genetically dissimilar
offspring.
CLE 3210.1.5
Compare different
models to explain the
movement of materials
into and out cells.
3210.1.5
Design a model that
illustrates enzyme
function.
SPI 3210.1.5
Identify how enzymes
control chemical
reactions in the body.
4.1 Diffusion
Define diffusion as the net
movement of molecules
from a region of their
higher concentration to
region of their lower
concentration down a
concentration gradient, as
a result of their random
movement.
4.3 Osmosis
Define osmosis as the
diffusion of water
molecules from region of
their higher concentration
(dilute solution) to a
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4.2 Active transport
Define active transport as
movement of ions in or
out of a cell through the
cell membrane, from a
region of their lower
concentration to a region
of their higher
concentration against a
concentration gradient,
using energy released
during respiration.
Discuss the importance of
active transport as an
energy-consuming
process by which
Unit 1.8
Unit 1.9
Unit 1.10
region of their lower
concentration
(concentrated solution),
through a partially
permeable membrane.
3210.1.7
Design and conduct an
experiment to
investigate the effect of
various solute
concentrations on
water movement in
cells.
SPI 3210.1.7
Predict the movement
of water and other
molecules across
selectively permeable
membranes.
3210.1.8 Analyze
experimental data to
distinguish between
active and passive
transport.
SPI 3210.1.8 Compare
and contrast active
and passive transport.
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substances are
transported against a
concentration gradient.
Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I: Standard 2 – Interdependence
Conceptual strand 2
All life is interdependent and interacts with the environment.
Course level
expectations
Checks for
understanding
State performance
indicators
CLE 3210.2.1
Investigate how the
dynamic equilibrium of
an ecological community
is associated with
interactions among its
organisms.
3210.2.1
Analyze human
population distribution
graphs to predict the
impact on global
resources, society, and
the economy.
SPI 3210.2.1
Predict how population
changes of organisms
at different trophic
levels affect an
ecosystem.
CLE 3210.2.2
Analyze and interpret
population data, graphs,
or diagrams.
3210.2.2
Construct and maintain
a model of an
ecosystem.
SPI 3210.2.2
Interpret the
relationship between
environmental factors
and fluctuations in
population size.
Core syllabus
4.Population size
State the factors
affecting the rate of
population growth for a
population of an
organism (limited to food
supply, predation and
disease), and describe
their importance.
4. Population size
Define population as a
group of organisms of
one species, living in the
same area at the same
time.
Describe the increase in
human population size
and its social
implications.
Interpret graphs and
diagrams of human
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Supplement syllabus
Scheme of work
Unit 10.1
Unit 10.2
Unit 10.1
population growth.
CLE 3210.2.3
Predict how global
climate change, human
activity, geologic events,
and the introduction of
non-native species
impact an ecosystem.
3210.2.3
Monitor and evaluate
changes in a yeast
population.
SPI 3210.2.3
Determine how the
carrying capacity of an
ecosystem is affected
by interactions among
organisms.
5. Human influences
on the ecosystem
Outline the effects of
humans on ecosystems,
with emphasis on
examples of
international importance.
5.1 Agriculture
5.2 Pollution
5.3 Conservation
CLE 3210.2.4
Describe the sequence
of events associated
with biological
succession.
3210.2.4
Investigate an outdoor
habitat to identify the
abiotic and biotic
factors, plant and
animal populations,
producers, consumers,
and decomposers.
SPI 3210.2.4
Predict how various
types of human
activities affect the
environment.
3210.2.5
Conduct research on
how human influences
have changed an
ecosystem and
communicate findings
through written or oral
presentations.
SPI 3210.2.5
Make inferences about
how a specific
environmental change
can affect the amount
of biodiversity.
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Unit 10.2
3210.2.6
Describe a sequence
of events that
illustrates biological
succession.
SPI 3210.2.6
Predict how a specific
environmental change
may lead to the
extinction of a
particular species.
SPI 3210.2.7
Analyze factors
responsible for the
changes associated
with biological
succession.
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Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I: Standard 3 – Flow of matter and energy
Conceptual strand 3
Matter cycles and energy flows through the biosphere.
Course level
expectations
CLE 3210.3.1
Analyze energy flow
through an ecosystem.
Checks for
understanding
3210.3.1
Track energy flow
through an ecosystem.
State performance
indicators
SPI 3210.3.1
Interpret a diagram
that illustrates energy
flow in an ecosystem.
Core syllabus
Supplement syllabus
1. Energy flow
State the sun is the
principal source of
energy input to biological
systems. Describe the
non-cyclical nature of
energy flow.
2. Food chains and food
webs
Explain why food chains
usually have fewer than
five trophic levels.
2. Food chains and
food webs
Define the terms:
• food chain as a chart
showing the flow of
energy (food) from one
organism to the next
beginning with a
producer
• food web as a network
of interconnected food
chains showing the
energy flow through part
of an ecosystem
• producer as an
organism that makes its
own organic nutrients,
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Explain why there is an
increased efficiency in
supplying green plants as
human food and that
there is relative
inefficiency, in terms of
energy loss, in feeding
crop plants to animals
Scheme of work
Unit 9.1
Unit 9.2
usually using energy
from sunlight, through
photosynthesis
• consumer as an
organism that gets its
energy by feeding on
other organisms
• herbivore as an animal
that gets its energy by
eating plants
• carnivore as an animal
that gets its energy by
eating other animals
• decomposer as an
organism that gets its
energy from dead or
waste organic matter
• ecosystem as a unit
containing all of the
organisms and their
environment, interacting
together, in a given area
• trophic level as the
position of an organism
in a food chain, food
web or pyramid of
biomass, numbers or
energy.
Describe the losses
between trophic levels.
Draw, describe, and
interpret pyramids of
biomass and numbers.
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CLE 3210.3.2
Distinguish between
aerobic and anaerobic
respiration.
3210.3.2
Construct a concept
map to differentiate
between aerobic and
anaerobic respiration.
SPI 3210.3.2
Distinguish between
aerobic and anaerobic
respiration.
8.1 Aerobic respiration
Define aerobic
respiration as the
release of a relatively
large amount of energy
in cells by the
breakdown of food
substances in the
presence of oxygen.
State the word equation
for aerobic respiration.
8.2 Anaerobic
respiration.
Define anaerobic
respiration as the
release of a relatively
small amount of energy
by the breakdown of
food substances in the
absence of oxygen.
State the word equation
for anaerobic respiration
in muscles during hard
exercise and the
microorganism yeast.
Describe the role of
anaerobic respiration in
yeast during brewing
and bread-making.
Compare aerobic
respiration and
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8.1 Aerobic respiration
State the equation for
aerobic respiration using
symbols (C6H12O6 + O2->6CO2 + 6H2O).
State the balanced
equation for anaerobic
respiration in muscles and
the microorganism yeast
using symbols.
Describe the effect of
lactic acid in muscles
during exercise.
Unit 4.2
Unit 4.3
anaerobic respiration in
terms of relative
amounts of energy
released.
CLE 3210.3.3
Investigate the
relationship between the
processes of
photosynthesis and
cellular respiration.
3210.3.3
Conduct experiments
to investigate
photosynthesis and
cellular.
SPI 3210.3.3
Compare and contrast
photosynthesis and
cellular respiration in
terms of energy
transformation.
6.2.1 Photosynthesis
Define photosynthesis
as the fundamental
process by which plants
manufacture
carbohydrates from raw
materials using energy
from light.
State the word equation
for the production of
simple sugars and
oxygen. Investigate the
necessity for chlorophyll,
light and carbon dioxide
for photosynthesis,
using appropriate
controls.
Describe the intake of
carbon dioxide and
water by plants.
Explain that chlorophyll
traps light energy and
converts it into chemical
energy for the formation
of carbohydrates and
their subsequent
storage.
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6.2.1. Photosynthesis
State the balanced
equation for
photosynthesis in symbols
6CO2 + 6H2O+
light+chlorophyll->
C6H12O6 + O2. Investigate
and state the effect of
varying light intensity,
carbon dioxide
concentration and
temperature on the rate of
photosynthesis.
Define the term limiting
factor as something
present in the
environment in such short
supply that it restricts life
processes.
Explain the concept of
limiting factors in
photosynthesis. Explain
the use of carbon dioxide
enrichment, optimum light
and optimum
temperatures in
glasshouse systems.
Unit 3.1
Unit 4.1
8. Respiration
Define respiration as the
chemical reactions that
break down nutrient
molecules in living cells
to release energy.
State the uses of energy
in the body of humans:
muscle contraction,
protein synthesis, cell
division, active transport,
growth, the passages of
nerve impulses and the
maintenance of the
constant body
temperature.
CLE 3210.3.4
Describe the events
which occur during the
major biogeochemical
cycles.
3210.3.4
Investigate the
process of
fermentation.
SPI 3210.3.4
Predict how changes
in a biogeochemical
cycle can affect an
ecosystem.
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3. Nutrient cycles
Describe the carbon and
the water cycles.
177
3. Nutrient cycles
Describe the nitrogen
cycle in terms of: the role
of microorganisms in
providing usable nitrogencontaining substances by
decomposition and by
nitrogen fixation in roots.
the absorption of these
substances by plants and
their conversion to protein
followed by passage
through food chains,
death, decay
nitrification and
denitrification and the
return of nitrogen to the
soil or the atmosphere.
Unit 9.3
Discuss the effects of the
combustion of fossil fuels
and the cutting down of
forests on the oxygen and
carbon dioxide
concentrations in the
atmosphere.
3210.3.5
Construct models of
the carbon, oxygen,
nitrogen, phosphorous,
and water cycles.
6.2.3 Mineral
requirements
Describe the importance
of nitrate ions for protein
synthesis, magnesium
ions for chlorophyll
synthesis.
6.2.3 Mineral
requirements
Explain the effects of
nitrate ion and
magnesium ion deficiency
on plant growth.
Describe the uses, and
the dangers of overuse,
nitrogen fertilizers.
6.3.2 Food supply
Discuss ways in which
the use of modern
technology has resulted
in increased food
production (to include
modern agricultural
machinery, chemical
fertilizers, pesticides and
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6.3.2 Food supply
Discuss the problems of
world food supplies.
Discuss the problems
which contribute to famine
(unequal distribution of
food, drought and flooding
and increasing
Unit 10.3
Unit 10.4
Unit 10.5
herbicides, artificial
selection).
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population).
Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I: Standard 4 – Heredity
Conceptual strand 4
Organisms reproduce and transmit hereditary information.
Course level
expectations
Checks for
understanding
State performance
indicators
Core syllabus
Supplement syllabus
Scheme of work
CLE 3210.4.1
Investigate how genetic
information is encoded
in nucleic acids.
3210.4.1
Use models of DNA,
RNA, and amino acids
to explain replication
and protein synthesis.
SPI 3210.4.1
Identify the structure
and function of DNA.
3.Inheritance
Define inheritance as
the transmission of
genetic information from
generation to
generation.
Unit 8.2
CLE 3210.4.2
Describe the
relationships among
genes, chromosomes,
proteins, and hereditary
traits.
3210.4.2
Complete and interpret
genetic problems that
illustrate sex linkage,
co-dominance,
incomplete dominance,
multiple alleles, and
polygenic inheritance.
SPI 3210.4.2
Associate the process
of DNA replication with
its biological
significance.
3.1 Chromosomes
Define the terms:
chromosome as a
thread of DNA, made up
of a string of genes;
gene as a length of DNA
that is the unit of
heredity and codes for a
specific protein.
Unit 8.2
A gene may be copied
and passed on to the
next generation; allele
as any of two or more
alternative forms of a
gene; haploid nucleus
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CLE 3210.4.3
Predict the outcome of
monohybrid and dihybrid
crosses.
3210.4.3
Apply data to complete
and interpret a genetic
pedigree.
SPI 3210.4.3
Recognize the
interactions between
DNA and RNA during
protein synthesis.
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as a nucleus containing
a single set of unpaired
chromosomes; diploid
nucleus as a nucleus
containing two sets of
chromosomes.
3.4 Monohybrid
inheritance
Define the terms:
• genotype as genetic
makeup of an organism
in terms of the alleles
present (e.g. Tt or GG)
• phenotype as the
physical or other
features of an organism
due to both its genotype
and its environment (e.g.
tall plant or green seed)
• homozygous as having
two identical alleles of a
particular gene (e.g. TT
or gg). Two identical
homozygous individuals
that breed together will
be pure-breeding
heterozygous as having
two different alleles of a
particular gene (e.g. Tt
or Gg), not pure
breeding dominant as an
allele that is expressed if
it is present (e.g. T or G)
recessive as an allele
that is only expressed
when there is no
181
Unit 8.3
Unit 8.4
dominant allele of the
gene present (e.g. t or
g).
Calculate and predict
the results of
monohybrid crosses
involving 1:1 and 3:1
ratios.
CLE 3210.4.4
Compare different
modes of inheritance:
sex linkage, codominance, incomplete
dominance, multiple
alleles, and polygenic
traits.
3210.4.4
Describe how the
process of meiosis
controls the number of
chromosomes in a
gamete.
SPI 3210.4.4
Determine the
probability of a
particular trait in an
offspring based on the
genotype of the
parents and the
particular mode of
inheritance.
3.4 Monohybrid
inheritance
Explain codominance by
reference to the
inheritance of ABO blood
groups- phenotypes, A, B,
AB, and O blood groups
A B
and genotypes I , I , and
O
I .
3.5 Variation
Define mutation as a
change in a gene or
chromosome.
Describe mutation as a
source of variation, as
shown by Down's
syndrome.
3210.4.5
Associate gene
mutation with changes
in a DNA molecule.
SPI 3210.4.5
Apply pedigree data to
interpret various
modes of genetic
inheritance.
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Unit 8.4
3210.4.6
Design an
informational brochure
to describe a human
genetic disorder.
SPI 3210.4.6
Describe how meiosis
is involved in the
production of egg and
sperm cells.
Unit 6.4 (example in plant
reproduction)
3.3 Meiosis
Define meiosis as
reduction division in
which the chromosome
number is halved from
diploid to haploid.
State that gametes are
the result of meiosis.
State that meiosis
results in genetic
variation so the cells
produced are not all
genetically identical.
3210.4.7
Conduct research to
explore the scientific
and ethical issues
associated with
emerging gene
technologies.
SPI 3210.4.7
Describe how meiosis
and sexual
reproduction contribute
to genetic variation in a
population.
SPI 3210.4.8
Determine the
relationship between
mutations and human
genetic disorders.
SPI 3210.4.9
Evaluate the scientific
and ethical issues
associated with gene
technologies: genetic
engineering, cloning,
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3.7 Genetic
engineering
Define genetic
engineering as taking a
gene from one species
and putting it into
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3.7 Genetic engineering
Explain why, and outline
how, human insulin genes
were put into bacteria
using genetic engineering.
Unit 8.6
transgenic organism
production, stem cell
research, and DNA
fingerprinting.
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another species.
184
Tennessee Science Standards
Cambridge IGCSE Biology (0610)
Biology I: Standard 5 – Biodiversity and change
Conceptual strand 5
A rich variety and complexity of organisms have developed in response to
changes in the environment
Course level
expectations
Checks for
understanding
State performance
indicators
CLE 3210.5.1
Associate structural,
functional, and
behavioral adaptations
with the ability of
organisms to survive
under various
environmental
conditions.
3210.5.1
Create graphic
organizers to
demonstrate the
relationship between
form and function in
representative
organisms.
SPI 3210.5.1
Compare and contrast
the structural, functional,
and behavioral
adaptations of animals
or plants found in
different environments.
CLE 3210.5.2
Analyze the relationship
between form and
function in living things.
3210.5.2
Explain how natural
selection operates in
the development of a
new species.
SPI 3210.5.2
Recognize the
relationship between
form and function in
living things.
CLE 3210.5.3
Explain how genetic
variation in a population
and changing
environmental
conditions are
associated with
adaptation and the
3210.5.3
Associate fossil data
with biological and
geological changes in
the environment.
SPI 3210.5.3
Recognize the
relationships among
environmental change,
genetic variation, natural
selection, and the
emergence of a new
species.
31 Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE Biology (0610) – v1 060314
Core syllabus
Supplement syllabus
3.6 Selection
Describe the variation and
state that competition
leads to differential
survival of, and
reproduction by, those
organisms best fitted to
the environment.
Scheme of work
Unit 8.5
Unit 8.5
3.6 Selection
Define natural selection
as the greater chance of
passing on of genes by
the best adapted
organisms.
Define the role of
185
3.6 Selection
Describe the development
of strains of antibiotic
resistance bacteria as an
example of natural
selection.
Unit 8.4
Unit 8.5
emergence of new
species.
artificial selection in the
production of varieties of
animals and plants with
increased economic
importance.
CLE 3210.5.4
Summarize the
supporting evidence for
the theory of evolution.
3210.5.4
Analyze a variety of
models, samples, or
diagrams to
demonstrate the
genetic relatedness
of organisms.
SPI 3210.5.4
Describe the relationship
between the amount of
biodiversity and the
ability of a population to
adapt to a changing
environment.
CLE 3210.5.5
Explain how evolution
contributes to the
amount of biodiversity.
3210.5.5
Use a dichotomous
key to identify an
unknown organism.
SPI 3210.5.5
Apply evidence from the
fossil record,
comparative anatomy,
amino acid sequences,
and DNA structure that
support modern
classification systems.
3. Simple keys
Use simple dichotomous
keys based on easily
identifiable features.
SPI 3210.5.6
Infer relatedness among
different organisms
using modern
classification systems.
2.1 Concept and use of
classification system
Define and describe the
binomial system of
naming species as a
system in which the
scientific name of an
organism is made up of
two parts showing genus
and species.
CLE 3210.5.6
Explore the evolutionary
basis of modern
classification systems.
3.6 Selection
Assess the importance of
natural selection as a
possible mechanism for
evolution.
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32 Mapping Tennessee Science Standards (Biology) to Cambridge IGCSE Biology (0610) – v1 060314
Unit 1.4
Unit 8.4
2.1 Classification
Know that there are other
classification systems e.g.
cladistics (based on
RNA/DNA sequencing
data).
Unit 1.2
© Cambridge International Examinations 2014
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