Common Entrance Revision Guide
Main topic summary (Words in bold type indicate Level 2 only)
Chemistry
1
  
(Materials and their properties)
2
The variety of
materials
The Bunsen Burner
Know the main properties of and a use for a variety of everyday
substances.
How to light it, types of flame, structure, safety requirements
3
Making a solution
Know that when a soluble solid is added to a suitable solvent then a solution
is formed
Terms solvent, solute, solution, soluble, insoluble and saturated solutions.
Knowhow to show the effect of different temperatures and different
solutes on the rate of dissolving.
4
5
Separating mixtures
Acids and alkalis
Know that Ethanol and propanone are alternative solvents to water
Knowledge of filtration to remove insoluble solids from a suspension
Simple distillation to obtain a solvent from a solution eg fresh water from
blue ink or seawater. (how to prevent suck-back when distilling)
Fractional distillation to recover ethanol from wine or beer
Evaporation to obtain a solute from a solution
Paper chromatography to separate coloured dyes.
Know
how
to interpret
a chromatogram
Be able
to draw
a diagram
of the apparatus used
Know how to separate two solids eg chalk from salt
Purifying rock salt
Know the terms filtrate and residue
Know how to use a Liebig condenser, filter funnel and mortar and pestle
the differences between sea, tap and distilled water, demonstrated by
evaporation;
Knowledge of universal indicator, pH numbers and some common acids
and alkalis.
Applications of neutralisation in and medicine and agriculture
Neutralization alt formation by the reaction between sodium hydroxide and
hydrochloric acid
6
The air
That air is a mixture of gases.
the approximate percentages of nitrogen and other gases in the air;
Be able to show that oxygen is 20% of the air (by rusting experiment or
heating air with copper or another metal)
That carbon dioxide is a product of respiration and a raw material for
photosynthesis
Be able to show that air contains water vapour using anhydrous cobalt
chloride or anhydrous copper sulphate
the uses of oxygen;
When things burn in air they react with oxygen.
Glowing splint test for oxygen. Limewater test for carbon dioxide
The effect of burning fossil fuels (production of acid rain, carbon dioxide
and solid particles)
that air is often polluted by sulphur dioxide and carbon monoxide and
the sources of these pollutants
Show that water and oxygen is needed for rusting to take place.
Carbon dioxide in the air dissolves in rain water to form acid rain
7
Physical change
Evaporation, sublimation, condensation, melting and boiling points.
Be able to make predictions about amount of water lost during evaporation
The applications of evaporation and condensation in the water cycle
8
Chemical change
Terms Burning, oxidation, Reduction, thermal Decomposition,
Neutralization.
The use of carbon to reduce various oxides
Thermal decomposition of copper carbonate and potassium
permanganate.
When copper or magnesium is heated it oxidises and gains in mass
How to recognise that a chemical change has taken place by a change in
colour or change in temperature
1
Chemical change
(Continued)
Change in mass when chemicals are heated (eg heating magnesium or
copper in air)
Conservation of mass;
Mass of reactants = mass of products
(eg mix lead nitrate and sodium iodide to produce insoluble lead iodide)
The combustion of methane and other fuels and that they produce carbon
dioxide and water as products of combustion
How to identify the products of combustion when a candle is burnt
(Water using anhydrous cobalt chloride, carbon dioxide using limewater)
9
Elements and
compounds
Elements cannot be decomposed.
Elements can combine together.
Each element is made of a single kind of atom which is represented by a
symbol
Elements are organised into the periodic table
What happens when elements react with oxygen
(Carbon, copper, iron, magnesium, sulphur and zinc are examples for
experiments on burning the elements in air and testing the oxides.
Know that the properties of the compounds formed when elements
combine are different to those of the constituent elements
Meaning of words atom and molecule
Know these symbols: H, C, O, N, S, Mg, Na, Cl, Ca, Cu, Fe and He;
Two elements can combine to form a compound.
(eg Iron and sulphur, copper and oxygen)
Differences between a metal and non-metals using various properties:
(Electrical conductivity, shininess, malleability and whether they give
acidic or basic oxides)
know how to write word equations
know some simple formulae
H2O, CO2, O2, CH4, NaCl, HCl, NaOH, CaCO3
10
Activity series
Reduction and oxidation.
Displacement of one element by another using reactions between metals
and solutions of the sulphates of other metals.
Extraction of metals from their ores using carbon eg iron from iron oxide
Metals low down in the activity series (like copper and lead) can be used for
roofs. Metals even lower (silver and gold) are used for jewellery and
electrical contacts.
How metals react with water, acids and other metal oxides
Reactive metals react more vigorously in air or with acids (releasing
hydrogen)
The burning splint test for hydrogen
Reactive metals can replace a lower metal from its oxide
11
The Earth and
limestone
Limestone is made from calcium carbonate
Useful as a building material. Easily cut but weathers easily
Limestone reacts with hydrochloric acid to form carbon dioxide gas.
Carbon dioxide dissolves in rain water making the rain acidic which
attacks the limestone.
When limestone is heated it decomposes forming carbon dioxide and
leaving agricultural lime (calcium oxide)
Acid rain.
12
Materials from the
ground
Extraction, purification and uses for aluminium, iron and copper
2
  
Physics Energy forces and space
1
Measurement
Measurement of and units for distance, mass and time.
The period of a pendulum as an example of measurement
Measurement of density
Density = mass ÷ volume
unit of density = kg/m3 or g/cm3
Calculate density of solid objects (regular and irregular shape)
(use displacement of water to find volume of irregular solid)
Calculate density of liquids
That air has mass and we can calculate its density
Floating and sinking.
2
Force
Unit for force. Using a spring balance.
Measurement, advantages and disadvantages of friction
(Air resistance, streamlining, stopping distances as in highway code)
Magnetism, magnetic field lines, poles, attraction and repulsion between
poles.
Springs in series and parallel.
Drawing graph plotting extension against load.
Levers: use of levers to change direction and magnitude of a force and their
use in simple machines, e.g. crowbars, pliers,
Measurement of speed. Speed = distance ÷ time. Units for speed (m/s).
Mass, weight and gravity.
3
Pressure
Moments about a pivot; that the unit of a moment is a newton metre
(or newton centimetre)
Relationship
between force, pressure and area.
centimetre)
Pressure = force ÷ area. Units for pressure. (N/cm2)
Application of pressure [e.g. the use of skis and snowboards, the effect of
sharp blades]
4
5
Light
Reflection. Angle of incidence = angle of reflection
Light changes direction when it meets a boundary Refraction .
Dispersion. How a prism disperses white light similar to a rainbow.
and sound
Comparing speed of light and sound
Amplitude volume. Frequency and pitch.
Energy
Law of Conservation of Energy.
Energy forms.
Energy conversions. Generating electricity
Energy loss from buildings.
Energy from sun. Wind and waves. Water cycle
6
Particle theory
All matter made of particles which are always moving.
Using kinetic theory to explain solids liquid, gasses, evaporation and
freezing, expansion and contraction
7
Electricity
Measurement of current through lamps.
Resistance.
Using an ammeter to measure current.
Series and parallel circuits.
Switches, (reed, SPST, push) LED's, LDR's, relays.
AND and OR circuits (made using switches) and truth tables
3
  
8
The Earth in space
The universe, galaxy and The solar system.
Eclipse of sun and moon
Seasons.
Day and night.
Satellites: moon and artificial.
Phases of the moon
4
  
Biology Organisms, their behaviour and environment
1
Cells
Name and function of main structures.
that a typical animal or plant cell has a nucleus, cytoplasm, mitochondria
and cell surface membrane
Nucleus contains genetic material which contains DNA
Difference between animal and plant cells. Plant cells contain a vacuole
All plant cells have a cell wall and Some plant cells contain chloroplasts
Asexual reproduction: budding
Using a microscope. Preparing A microscope slide using a stain like
methylene blue
Cells form tissues which form organs
Main organs in a human: their function and name
2
Classification
Features of main animal and plant groups.
Using a simple key.
3
Life processes
The brain and nervous system. Response to a stimulus
Energy made available through aerobic respiration. Know the
equation for respration
Test exhaled air using limewater to show it contains carbon dioxide
use of energy for warmth, movement, growth, cell repair and various
chemical processes
Digestion occurs when enzymes in the gut, like amylase, break down
food into soluble substances that can be absorbed into the
bloodstream across the villi in the small intestine.
Waste products are egested through the anus and excretion
Diet: Carbohydrate, protein, fats, vitamins, minerals, fibre water
Blood circulation.: artery, vein, capillaries, heart and lungs
4
Flowering plants
Structure. Leaves, stem, flower and roots. Roots have root hairs to increase
surface area
Pollination, fertilization and fruit formation,
structure and dispersal of seed, germination.
Photosynthesis. Word equation
Formation of glucose which is converted to starch. Starch test
Importance of photosynthesis in providing food and oxygen
How to do a controlled experiment to show that light is needed for starch
production. The starch can be tested for using iodine solution
5
Microbes and health
Nutrition. Nitrates are needed for healthy growth and magnesium for the
production of chlorophyll.
Viruses, bacteria and fungi
Bacterial disease (eg cholera) viral disease eg Flu.
Uses in industry and nature.
Fermentation of yeast.
Importance of cleanliness and hygiene (wash hands, keep cooking
surfaces clean etc)
The importance of exercise and healthy eating;( Low fat, low salt) keeps the
heart healthy, improves stamina, makes you feel better.
5
  
6
Human life cycle
The structure and mechanism of the human reproductive system
The terms embryo, foetus, gamete and zygote
Fallopian tube, urethra, uterus, ovary, vagina, prostate gland, testis, penis
Fertilization occurs when sperm and egg fuse together
The relative size and numbers of the egg and sperm and how they are
brought together.
The role of the egg and sperm. How the joining of egg and sperm bring
genes from both parents together which gives the baby the characteristics
of both parents.
Development of embryo and role of placenta.
How the foetus is protected and nourished in the uterus and how its waste
materials are eliminated
7
Ecology
Changes at puberty. Menstrual cycle
Physical and emotional changes at adolescence
How to study of a habitat: measurement of animal or plant populations
Using a quadrat
Study of an animal and plant.
Energy flow along food chain.
Food webs.
Comparison between sexual and asexual reproduction
How to measure a physical factor in the environment like temperature or
light intensity.
How population size is effected by predation or competition
The importance of conserving habitats
How to use a key to identify an animal or plant using its features
Environmental and inherited causes of variation
Discontinuous and continuous variation
The carbon cycle and its role in maintaining a balance between
photosynthesis and respiration
6
Investigations
1
Method
  
Know how to carry out a CONTROLLED experiment (Carry out two
experiments, changing one and not the other [the control])
Understand how to carry out a fair test and realise the importance of a fair
test. (so the results can be compared with accuracy).
Tests should be repeated and the average found: this makes the results
more reliable
Change only one variable (the independent variable) and measure
the dependent variables. Keep all other variables the same)
2
Apparatus
Know the names on apparatus used to measure.
Metre rule, stopwatch, spring balance, top pan balance, bourdon gauge, measuring
cylinder, beaker
Know the units on apparatus used to take measurements
3
Recording results
Know the names and use of apparatus used in chemistry and
biology
Correct use of tables and graphs
Labelling graphs with correct units
Using the correct type of graph (line or bar graph)
4
Some example
investigations
Showing how effective an insulation is at keeping water warm.
Showing that light intensity controls the rate of photosynthesis.
Showing how the resistance of a wire increases with length
Showing how the solubility of a solvent increases with temperature
Showing the presence of starch in a leaf,.
Measuring the speed of a ball rolling down a slope
2
SCHEME OF ASSESSMENT
13+
Assessment of the 13+ syllabus can occur at two levels: Level 1 and Level 2. The syllabus
is common for both levels, although those parts of the syllabus which are underlined will
only be assessed on Level 2 papers. It is envisaged that candidates who are expected to
achieve less than an average of 40% on the three Level 2 papers should consider using
the Level 1 paper.
Level 1 (80 marks; 60 minutes)
There will be one paper with approximately equal numbers of questions based on the 13+
biology, chemistry and physics syllabuses. The paper will consist of a mixture of closed
items, e.g. multiple choice, matching pairs, completing sentences and some open
questions. Open questions will have several parts, some of which will require answers of
one or two sentences. These parts will carry a maximum of two marks. Up to 10% of the
marks on the paper will be available for plotting graphs or making simple calculations,
such as calculating means from data or using a formula.
There will be no choice of questions. The use of calculators and protractors will be allowed
in the examination.
Level 2 (60 marks per paper; 40 minutes per paper)
There will be three papers, one in each of biology, chemistry and physics. Some of the
questions may be closed, although most will be open with several parts requiring
candidates to answer in sentences. These parts will carry a maximum of three marks. In
addition, one mark may be given for an acceptable standard of spelling, punctuation and
grammar in one part of the paper. The maximum number of marks per question will be
twelve. At least 25% of the paper will be testing how science works.
There will be no choice of questions. The use of calculators and protractors will be allowed
in the examination.
SCHOLARSHIP
Scholarship papers are based on this syllabus. The Common Academic Scholarship
examination (90 minutes, including 10 minutes’ reading time) will be divided into three
sections: A (Biology), B (Chemistry) and C (Physics). Each section will contain two
questions. Candidates will be required to attempt three questions, one from each section.
Each question will carry 20 marks. The use of calculators and protractors will be allowed in
the examination.
3