AQA Level 1/2 Certificate in Science:
Double Award
Scheme of Work
This scheme of work suggests possible teaching and learning activities for each section of the specification. There are far more
activities suggested than it would be possible to teach. It is intended that teachers should select activities appropriate to their
students and the curriculum time available. The first two columns summarise the specification references, whilst the Learning
Outcomes indicate what most students should be able to achieve after the work is completed. The Resources column indicates
resources commonly available to schools, and other references that may be helpful. The timings are only suggested, as are the
Possible Teaching and Learning Activities, which include references to experimental work. Resources are only given in brief and risk
assessments should be carried out.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in
England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
B1 Cell activity
B1.1 Cell structure
B1.1a
B1.1b
Most human and
animal cells have a
nucleus, cytoplasm,
membrane,
mitochondria and
ribosomes.
Label diagrams of animal
and plant cells.
Plant and algal
cells also have a
cell wall and often
have chloroplasts
and a permanent
vacuole.
Match cell organelles to their
functions.
Use a microscope.
Prepare slides of plant and
animal cells.
2
Activity: Revise plant and animal cell
structure from KS3 using diagrams,
then extend to include mitochondria
and ribosomes.
Label diagrams of plant and animal
cells.
Practical: Prepare slides of onion
epidermis, rhubarb epidermis, cheek
cells, spirogyra, moss, etc. and
observe under a microscope.
Video: Watch video clip on plant and
animal structures.
Discuss: Discuss which structures
could be seen and compare with EM
images – find some images using your
preferred search engine.
Task: Match organelles with their
functions.
Homework: Competition to make a
plant or animal cell model and create a
display
Cells: Microscopes, slides,
coverslips, tiles, forceps,
mounted needles, iodine
solution, methylene blue,
onion, rhubarb, spirogyra and
moss.
Be able to label a
sperm cell with
cell membrane,
cytoplasm and
nucleus.
Puzzles, quizzes and images
can be found at
www.cellsalive.com
Be able to state
two parts of a leaf
cell that would not
be found in a
sperm cell.
A video clip on plant and
animal structures can be
found on the BBC website at
www.bbc.co.uk/learningzone/
clips by searching for clip
‘4188’.
Useful information on cell
structure can be found at
www.biology4kids.com
Be able to give
two ways in which
a root hair cell is
different from an
animal cell.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B1.1d
Bacterial cells have
cytoplasm and a
membrane
surrounded by a
cell wall; genes are
not in a distinct
nucleus.
Yeast cells have a
nucleus, cytoplasm
and a membrane
surrounded by a
cell wall.
Learning Outcomes
What most students should
be able to do
Label diagrams of bacterial
and yeast cells.
Identify diagrams of cells as
being from an animal, plant,
bacterium or yeast.
Suggested
timing (lessons)
Spec Reference
B1.1c
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Resource
Homework
Practical: How are bacterial and yeast
cells different from plant and animal
cells? Observe under microscope.
Culture of yeast cells to show budding.
Examination
‘hints and tips’
Students should:
Diagrams of bacteria and
yeast cells.
Task: Label diagrams of bacterial and
yeast cells.
Cells: microscopes, slides,
coverslips, yeast culture,
bacterial cultures and EM
images.
Activity: Compare with diagrams of
plant and animal cells – similarities
and differences.
Further information on cells
can be found at
www.cellsalive.com
Display images of cells to classify as
plant, animal, bacterial or yeast and
compare sizes of cells and organelles.
A useful video clip on cell
structure can be found on the
BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘107’.
Be able to add
labels to a yeast
cell for cell
membrane, cell
wall, nucleus and
vacuole.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Cells may be
specialised to carry
out a particular
function.
Observe different types of
cells under a microscope.
Relate their structure to their
function.
Explain how specialised cells
are adapted for their function.
Suggested
timing (lessons)
Spec Reference
B1.1e
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Practical: Observe specialised cells
under the microscope and EM images;
link structure to function.
Cells: Prepared slides of
different plant and animal cells,
microscopes, cavity slides,
coverslips, germinating cress
seeds or sprouting mung
beans (root hair cells).
Be able to relate
the structure of
different types of
cell to their
function
Video: Watch video clip of egg and
sperm cells.
How Science Works: Use bioviewers
to observe specialised cells.
Task: Produce a poster of labelled
specialised cells to explain how they
are adapted for their function.
Video: Watch a video on cell structure
and function.
A useful video clip on cells and
their functions can be found on
the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for ‘1832’.
Be able to identify
cell adaptations
and link them to
their function.
Be able to state
why sperm cells
need so many
mitochondria.
Be able to explain
how a leaf cell is
specialised to
carry out
photosynthesis.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Diffusion of ammonium
hydroxide and hydrogen chloride in a
glass tube; nitrogen dioxide in gas jars;
potassium permanganate in beaker of
water; potassium permanganate on
agar.
Demo: Concentrated NH4OH,
concentrated HCl, gloves,
mask, forceps, cotton wool,
long glass tube with strips of
damp litmus along length; two
gas jars of NO2, two empty gas
jars; beaker of water, pot perm
crystals; agar in test tube;
strong perfume; beetroot.
Be able to state
two factors that
affect the rate of
diffusion.
Agar: Agar plates impregnated
with UI solution, cork borers,
solutions of acids and alkalis.
Be able to name
the process by
which oxygen
passes into a lung
cell.
B1.2 The movement of substances into and out of cells
B1.2a
Definition of
diffusion and
factors affecting
rate.
Define the term ‘diffusion’.
Explain that diffusion is faster
if there is a bigger
concentration difference.
1–2
Activity: Time how long it is before
students can smell a perfume placed in
a corner of the room.
B1.2b
Dissolved
substances can
move into and out
of cells by diffusion.
Give examples of substances
that diffuse into and out of
cells.
Fresh beetroot placed in iced water
and warm water – compare and
explain the difference in the depth of
colour of the water.
Practical: Investigate diffusion of acids
and alkalis through agar.
Practical: Investigate rate of diffusion
of glucose through cellulose tubing.
Video: Watch a video or computer
simulation of diffusion – see Mcgraw–
Hill website
Activity: Role play of diffusion in
gases and liquids at different
temperatures and concentrations
Glucose: Beakers, cellulose
tubing, glucose solution,
timers, test tubes, Benedict’s
solution and water bath or
glucose test strips
Further information can be
found on BBC GCSE Bitesize
at
www.bbc.co.uk/schools/gcsebi
tesize
A useful video on diffusion can
be found on the McGraw-Hill
website at
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
http://highered.mcgrawhill.com/sites/0072495855/stud
ent_view0 by selecting
‘Chapter 2’ and the ‘How
Diffusion Works’ animation.
B1.2c
Oxygen required for
respiration passes
through cell
membranes by
diffusion.
Relate uptake of oxygen by
blood at the lungs and
uptake of oxygen from the
blood at tissues to factors
affecting diffusion rate.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B1.2d
Summary of the
Specification
Content
Water moves
across boundaries
by osmosis; from a
dilute to a more
concentrated
solution through a
partially permeable
membrane.
Define the term ‘osmosis’
and explain what a partially
permeable membrane is.
2
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Introduce movement of water
molecules as a special type of
diffusion through a partially permeable
membrane.
Demo: Cellulose tubing filled
with concentrated sugar
solution attached to capillary
tube held in clamp, beaker of
water.
Be able to explain
the difference
between diffusion
and osmosis.
Demo: Set up a simple osmometer at
the start of the lesson and measure
how far the liquid in the capillary tube
rises during the lesson.
Demo: Fill cellulose tubing ‘sausages’
with concentrated sugar solution or
water and place in beakers of
concentrated sugar solution or water.
B1.2e
Differences in
concentrations
inside and outside
a cell cause water
to move into or out
of the cell by
osmosis.
Plot and interpret a graph of
change in mass vs.
concentration of solution.
Practical: Investigate the effect of
different concentrations of solution on
potato cylinders – mass and size.
Make predictions about
osmosis experiments.
or
Find the concentration of salt or
sucrose inside potato cells.
Demo: Model to show osmosis or get
students to make a model.
Demo: Four beakers (two of
water and two of sugar
solution); four cellulose
sausages (two of water and
two of sugar solution).
Potato experiment: Potatoes,
cork borers, knives, rulers,
balance, test tubes, range of
different concentrations of salt
or sucrose solutions.
Be familiar with
experiments
related to
diffusion and
osmosis.
Clear plastic box, plasticine for
membrane and different sized
balls for water and solute.
Be familiar with
the terms: isotonic
hypotonic
hypertonic
turgor
plasmolysis
Video: Watch a computer simulation
of osmosis or video on osmosis in
living cells – see interactive concepts
in biochemistry and cellular transport.
Refer to McGraw-Hill website
at http://highered.mcgrawhill.com/sites/0072495855/stud
ent_view0 select ‘Chapter 2'
and ‘How Osmosis works’.
How Science Works: Investigate the
effect of different concentrations of
Living cells: Beetroot slices or
rhubarb epidermis, slides,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
solution on beetroot or rhubarb cells.
coverslips, pipettes, water,
concentrate solution and
blotting paper.
Video: Watch a video clip of osmosis
in blood cells.
Demo: Investigate the effect of
different concentrations of solution on
shelled eggs.
Activity: Interpret data about osmosis
experiments.
Examination
‘hints and tips’
Students should:
Useful information on osmosis
in chicken eggs can be found
at http://practicalbiology.org by
searching for ‘Investigating
osmosis in chickens’ eggs’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Active transport –
substances are
sometimes
absorbed against a
concentration
gradient. This uses
energy from
respiration.
Define the term active
transport.
Label diagrams to show
where active transport occurs
in humans and plants and
what is transported.
Suggested
timing (lessons)
Spec Reference
B1.2f
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Recap diffusion and osmosis.
Useful information can be
found on BBC GCSE Bitesize
at
www.bbc.co.uk/schools/gcsebi
tesize/science by searching for
‘active transport’.
Remember active
transport requires
energy.
Introduce active transport as
absorption against the concentration
gradient – why might this be useful?
For interactive animations
search for ‘interactive
biochemistry’ in your chosen
search engine, then choose
the Wiley website.
Explain why active transport
requires energy.
Relate active transport to
oxygen supply and numbers
of mitochondria in cells.
B1.2g
Active transport
enables plants to
absorb ions from
very dilute
solutions, eg by
root hair cells.
Similarly, sugar
may be absorbed
from low
concentrations in
the intestine and
from low
concentrations in
the kidney tubules
Explain why the uptake of
particular substances
requires energy from
respiration
Note: Osmosis
and diffusion do
not require energy
from the
organism.
Research: Research where active
transport occurs in plants and humans
and label these on diagrams with
notes.
Discuss: Discuss in terms of energy
used and show images of kidney and
root hair cells with mitochondria. Why
must soil and hydroponics solutions be
kept aerated?
Show computer simulation of active
transport.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B1.2i
Learning Outcomes
What most students should
be able to do
A single-celled
organism has a
relatively large
surface area to
volume ratio. All the
necessary
exchanges occur
via its surface
membrane.
Suggested
timing (lessons)
Spec Reference
B1.2h
Summary of the
Specification
Content
1–2
Possible teaching and Learning
Activities
Homework
Resource
Activity: Look at image of unicellular
organism, eg Amoeba and discuss
how it obtains food and oxygen and
removes wastes; why do larger
organisms need specialised systems?
Useful information unicellular
organism, Amoeba, can be
found at www.biologyresources.com by searching
for ‘biological drawing amoeba
feeding’.
Bioviewers or microscopes,
cavity slides and amoeba.
The size and
complexity of an
organism increase
the difficulty of
exchanging
materials.
Explain why the size and
complexity of an organism
increases the difficulty in
exchanging materials.
Activity: Show image of root hair cell
and ask how it is adapted to absorb
lots of water.
In multicellular
organisms many
organ systems are
specialised for
exchanging
materials. eg by
having a large
surface area, being
thin, having an
efficient blood
supply and being
well ventilated.
Describe and explain the
features of a good exchange
surface.
Activity: Label a diagram of an
alveolus showing exchange of gases
and list how it is adapted for its
function
Label a diagram of an
alveolus and list the ways it
is adapted for gas exchange.
Activity: Observe prepared slides
showing alveoli.
Examination
‘hints and tips’
Students should:
Microscopes, prepared slides
of alveoli and villi.
Be able to
describe two
adaptations of the
villi which help the
small intestine to
function.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Exchange surfaces
in organisms are
adapted to
maximise
effectiveness.
Explain how particular
examples of gas or solute
exchange surfaces are
adapted to maximise
effectiveness
Suggested
timing (lessons)
Spec Reference
B1.2j
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Activity: On a labelled diagram, give
adaptations of the small intestine and
villi for absorption of food.
Activity: Make a model of the lining of
small intestine, use pipe cleaners
highly folded to show increase in
exchange surface area..
Resource
Examination
‘hints and tips’
Students should:
Be able to
describe two
adaptations of the
alveoli which help
the lungs to
function.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
B1.3 Cell division
B1.3a
The nucleus of a
cell contains
chromosomes.
Chromosomes
carry genes that
control the
characteristics of
the body. Each
chromosome
carries a large
number of genes.
Label diagrams to illustrate
the order of size of cell,
nucleus, chromosome and
gene.
State that the genetic
information is carried as
genes on chromosomes.
1
Task: Draw and label diagrams
showing cell, nucleus, chromosome
and gene; sort cards showing names of
these structures into order of size.
Look at chromosomes on slides or
bioviewers.
Look at photographs of chromosomes
from a male and a female or cut and
pair chromosomes from photos of male
and female karyotypes.
Homework: Use the Science Museum
site to find out more about genes.
B1.3b
Many genes have
different forms
called alleles, which
may produce
different
characteristics.
Name cards to sort.
Microscopes, prepared slides,
and bioviewers.
Photos of karyotypes –
partially paired chromosomes.
Variation: Plant identification
charts, rulers and clipboards.
An interesting flash
presentation on genes can be
found at
www.sciencemuseum.org.uk/
WhoAmI/FindOutMore/Yourge
nes this is also available for
download in PDF.
Students should
understand the
difference
between a gene
and an allele
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B1.3c
In body cells the
chromosomes are
normally found in
pairs.
B1.3d
Body cells divide by
mitosis.
Mitosis occurs
during growth or to
produce
replacement cells.
Learning Outcomes
What most students should
be able to do
Recognise from photos of
karyotypes that
chromosomes are found in
pairs in body cells.
State that body cells divide
by mitosis.
Draw simple diagrams to
describe mitosis.
B1.3e
During mitosis
copies of the
genetic material are
made then the cell
divides once to
form two genetically
identical body cells.
Describe the products of
mitosis
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Resource
Homework
Activity: Recap work covered in –
genes, chromosomes, nuclei, cells;
look at photos of male and female
karyotypes.
Discuss: Discuss how organisms
grow and relate this to cell division.
Use bioviewers, root tip squashes or a
video clip to show chromosomes and
mitosis.
Activity: Produce notes with simple
diagrams to explain mitosis in terms of
copies of genetic information being
made and cell division to produce two
identical daughter cells.
Use Science and Plants for Schools
(SAPS) and Scottish Schools
Equipment Research Centre (SSERC)
sites for images, activities etc.
Examination
‘hints and tips’
Students should:
Photos of karyotypes.
Bioviewers, microscopes,
slides, coverslips and
germinating pea seeds.
Useful information can be
found at www.science3-18.org
by searching ‘Investigating cell
division’.
A useful animation on mitosis
can be found at
www.cellsalive.com by
searching ‘mitosis’.
Be able to
interpret genetic
diagrams.
Be able to
complete a simple
diagram to show
cell division
producing two
daughter cells.
Note:
Knowledge and
understanding of
the stages in
mitosis are not
required.
A video clip on cell division by
mitosis can be found on the
BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘4189
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
B1.3f
Cells in testes and
ovaries divide to
form gametes.
State that sex cells are called
gametes and are produced in
the sex organs divide
B1.3g
Cell division to form
gametes is called
meiosis.
Distinguish between mitosis
and meiosis
B1.3h
During meiosis
copies of the
genetic
information are
made, then the
cell divides twice
to form four
gametes, each
with a single set
of chromosomes.
Compare mitosis and
meiosis.
Gametes join at
fertilisation to form
a single body cell
with new pairs of
chromosomes. A
new individual then
develops by this
cell repeatedly
dividing by mitosis.
Describe the roles of meiosis
and mitosis in sexual
reproduction
B1.3i
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Resource
Homework
Activity: Consider fusion of sex cells
at fertilisation to suggest why gametes
have only one set of chromosomes –
use models or diagrams.
Examination
‘hints and tips’
Students should:
Lots of class clips can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips
Be able to spell
mitosis and
meiosis and know
what each type of
cell division is
used for.
Note: HT only
Knowledge and
understanding of
the stages in
meiosis are not
required.
Make models to show what happens
during fertilisation.
Make models or draw diagrams to
show how gametes are formed during
meiosis.
Use bioviewers, video clips or images
to show chromosomes and meiosis.
Homework: Produce a poster to
compare mitosis and meiosis.
A video clip on cell division by
mitosis and meiosis can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘6022’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Resource
Homework
Examination
‘hints and tips’
Students should:
Video: Watch a video clip showing cell
differentiation in plants and animals.
B1.3j
Most animal cells
differentiate at an
early stage
whereas many
plant cells retain
the ability to
differentiate
throughout life. In
mature animals,
cell division is
mainly restricted to
repair and
replacement.
Describe cell differentiation in
plants and animals.
B1.3k
Stem cells from
human embryos
and adult bone
marrow can be
made to
differentiate into
many types of cells.
Name the sources of stem
cells in humans.
Video: Watch the stem cell story at
Euro Stem Cell site.
Explain the function of stem
cells
In therapeutic
cloning an embryo
is produced with
the same genes as
the patient. Stem
cells from the
embryo will not be
rejected by the
patient and may be
Explain how stem cells could
be used to help treat some
medical conditions.
Activity: Provide students with a help
sheet to direct them in researching
stem cells – where they are produced
in humans; their uses; how they could
be used to treat some medical
conditions; pros and cons of stem cell
research.
B1.3j
2
Possible teaching and Learning
Activities
Use research to produce a poster,
carry out role play or a debate about
stem cell research (links with B3.3).
information on stem cells can
be found at
www.eurostemcell.org
Video clips on embryo stem
cells and stem cell research
can be found on the BBC
website at
www.bbc.co.uk/learningzone/cl
ips by searching for clips
‘6581’ and ‘6013’.
Useful information can be
found at
www.christopherreeve.org and
www.ukscf.org
Be able to give
one use of stem
cells.
Be able to give
one reason why
some people
might object to
using stem cells
from embryos.
Note: Stem cell
techniques are
not required.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
used for medical
treatment
B1.3m
Treatment with
stem cells may be
able to help
conditions such as
paralysis.
Make informed judgements
about the social and ethical
issues concerning the use of
stem cells from embryos in
medical research and
treatments.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Torso, posters of organ
systems.
Be able to
appreciate the
sizes of cells,
tissues, organs
and organ
systems.
B2 Tissues, organs and organ systems
B2.1 Organisation and B2.2 Animal tissues, organs and systems
B2.1a
B2.1b/
B2.2a
Explain why large organisms
need different systems to
survive.
A tissue is a group
of cells with similar
structure and
function;
Define the term tissue, and
name different types of
animal tissue
Activity: match tissue type and
function
Define the term organ.
Match tissues with their functions.
Name the main organs in the
human body and state their
functions.
To summarise, produce a flow diagram
showing organisation in large
organisms and relate to size.
Explain what cell
differentiation is.
Describe organisation in
large organisms.
2
Activity: Revise KS3 – show diagrams
of the main organ systems to identify
and describe their functions.
Multicellular
organisms develop
systems for
exchanging
materials; during
development cells
differentiate to
perform different
functions.
Activity: Look at the different types of
cells in the stomach and discuss how
they were produced – link with lesson
on specialised cells.
Task: Draw and label different types of
tissue, relating structure and function
Examples include
muscular, glandular
and epithelial
tissues
B2.1c/
B2.2.b
Organs are made
of tissues and one
organ may contain
several tissues
Examples of
tissues in the
Name the tissues in the
stomach and explain their
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B2.2c
Learning Outcomes
What most students should
be able to do
stomach.
role in digestion.
Systems are
groups of organs
that perform a
particular function;
Define the term system
Structure and
function of the
digestive system.
Label a diagram of the
digestive system.
Name the main systems in
the human body and state
their functions.
Describe the function of the
digestive system to digest
and absorb food molecules.
Describe the functions of the
organs in the system –
salivary glands, stomach,
small intestine, liver,
pancreas and large intestine.
Suggested
timing (lessons)
Spec Reference
B2.1d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Activity: Recap the functions of the
digestive system.
Task: Label a diagram of the digestive
system and colour areas where
digestion, digestion and absorption of
food, and absorption of water occur.
Add labels to diagram to state
functions of organs in the system.
Video: Watch a video about the
digestive system.
Task: Make a life size model of
digestive system.
Activity: Role play – what happens to
food as it moves along the digestive.
Examination
‘hints and tips’
Students should:
Be able to label a
diagram of the
digestive system.
Useful information on the
human body can be found at
http://kidshealth.org/kid by
selecting ‘How the body works’
in the left navigation bar.
You can download a digestive
system to label from
http://klbict.co.uk/interactive/sci
ence/digestion2.htm
A useful video clip on digestion
and absorption can be found
on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip
‘4180’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
1–2
Draw an annotated diagram of the
tissues in a leaf
Resource
Examination
‘hints and tips’
Students should:
B2.3 Plant tissues, organs and systems
B2.3a
Examples of plant
tissues –
epidermal,
mesophyll, xylem
and phloem.
Identify different tissues in a
plant and describe their
functions.
B2.3b
Plant organs
include stems,
roots and leaves.
Label the main organs of a
plant and describe their
functions.
Activity: Look at a flowering plant and
identify the main organs.
Label a diagram of a plant with names
and functions of organs.
Be able to label
the main tissues
in a leaf.
Plant tissues: Microscopes,
prepared slides and
bioviewers.
Be able to identify
the position of
xylem and phloem
in a root and a
stem.
How Science Works: Observe
prepared slides or bioviewers of
leaves, stems and roots and identify
different tissues; suggest what they are
for.
Label a diagram of a cross section of a
leaf.
Demo: Demonstrate transport of
coloured dye in celery or a plant –
could prepare slides and observe
them.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch a computer simulation of
carbohydrate, lipid and protein
structure.
Useful videos can be found at
http://www.yteach.com/index.p
hp/search/results/3.2_Carbohy
drates__lipids_and_proteins,4,
0,16527;17154;17166,0,25,1,t
n,1.html
Know the
components that
make up complex
carbohydrates,
lipids and proteins
B3 Carbohydrates, lipids, proteins and enzymes
B3.1 Carbohydrates, lipids and proteins
B3.1a
B3.1b
All carbohydrates
are made up of
units of sugar.
Carbohydrates that
contain only one
sugar unit, eg
glucose, or two
sugar units, eg
sucrose, are
referred to as
simple sugars.
Complex
carbohydrates, eg
starch and
cellulose, are long
chains of simple
sugar units bonded
together.
Describe the structure of
starch and cellulose
molecules in terms of sugar
units.
Lipids are
molecules
consisting of three
molecules of fatty
acids joined to a
molecule of
glycerol.
Describe the structure of a
lipid molecule.
1
Research: Research project to include
the digestion and assimilation of
carbohydrates, lipids and proteins,
including names and functions of some
these molecules in the body. Present
as a poster, PowerPoint presentation
or mind map.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
B3.1c
Proteins are long
chains of amino
acids folded to
produce a specific
shape that
accommodates
other molecules.
Proteins act as
structural
components,
hormones,
antibodies and
catalysts.
Describe the structure of
protein molecules.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
List some protein molecules
found inside living
organisms.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Action of an inorganic catalyst
and catalase on the breakdown of
hydrogen peroxide.
Demo: Manganese dioxide,
liver, boiled liver, celery, apple
or potato, hydrogen peroxide,
test tubes and goggles.
Be able to
evaluate the
advantages and
disadvantages of
using enzymes in
the home and
industry.
B3.2 Enzymes
B3.2a
B3.2b
B3.2c
B3.2d
Biological catalysts
are called
enzymes; these are
proteins
Explain why enzymes are
specific.
Catalysts increase
the rate of chemical
reactions.
Define the terms ‘catalyst’
and ‘enzyme’.
High temperature
changes the shape
of enzymes and
affects their
function
Explain why enzyme function
is affected by high
temperatures.
Different enzymes
work best at
different pH values.
Describe and explain the
effect of different pH values
on the activity of different
enzymes.
Some enzymes
work outside body
cells, eg digestive
enzymes catalyse
the breakdown of
large molecules
into smaller ones in
the gut.
Explain why food molecules
need to be digested.
6
Activity: Make models or cut-outs to
demonstrate the shape of the active
site of an enzyme and the shape of the
substrate(s).
Video: Computer simulation to show
shape of enzymes and substrates and
effect of temperature on the shape of
an enzyme molecule.
Practical: Investigate the optimum pH
values for pepsin and trypsin enzymes.
Video: Computer simulation to show
shape of enzymes and substrates and
effect of pH on the shape of an
enzyme molecule
An enzyme animation can be
found at www.youtube.com by
searching for ‘CZD5xs OKres’.
Further information can be
found at www.skoool.co.uk
pH: Pepsin solution, trypsin
solution, buffer solutions at
different pH values, UI strips,
egg white suspension, test
tubes, timers and goggles.
Be able to name
the enzymes used
to convert: i)
starch to glucose
and ii) glucose to
fructose.
.Produce an annotated diagram of
enzyme activity in the digestive
system.
Practical: Experiments using enzymes
to break down starch/protein/fats in
food.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Microorganisms
produce enzymes
that pass out of
cells. These have
many uses in the
home and industry.
State that microorganisms
produce enzymes that we
use in the home and in
industry. For example,
biological detergents.
Explain why biological
detergents work better than
non-biological detergents at
removing protein and fat
stains at lower temperatures.
Suggested
timing (lessons)
Spec Reference
B3.2e,
f
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Exhibition to illustrate uses of
enzymes in the home and industry.
Exhibition: Biological and
non-biological detergents,
baby food, sugar syrup and
slimming foods containing
fructose.
Be able to name
the enzyme that
digests stains
containing fats or
protein.
Be able to use a
line graph to
describe the
effect of
increasing
temperature on
the time taken by
a detergent to
remove a stain.
Be able to explain
why a biological
detergent does
not work well at
60°C.
Make a table to show names of
enzymes used in home and industry
and what they are used for.
Practical: Investigate the effect of
temperature on stain removal using
biological and non-biological
detergents.
Detergents: Liquid detergents,
white cotton stained with fat
and protein, kettle, beakers,
cylinders, stirring rods,
thermometers and white tiles.
Explain the advantages and
disadvantages of biological
and non-biological
detergents
B3.2g
Enzymes in
industry
Give examples of enzymes
used in industry – proteases,
carbohydrases and
isomerase in baby foods,
sugar syrup and fructose
syrup.
.Explain the advantages and
disadvantages of enzymes in
industry.
Video: Watch a video about uses of
enzymes in industry.
Activity: Compare taste of glucose
and fructose solutions.
Information and test questions
for enzymes in industry can be
found at
www.absorblearning.com
Produce a table to show the
advantages and disadvantages of
using enzymes in industry.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Identify the main organs of
the breathing system and discuss the
function of the system.
Torso or model of the
breathing system.
Be able to identify
the main parts of
the breathing
system on a
diagram. For
example, add
labels to a
diagram for
alveolus,
diaphragm, rib
and trachea.
Note: Consider all
members of the
class before
carrying out the
lung dissection.
B4 Human biology
B4.1 Breathing
B4.1a
The breathing
system – lungs,
thorax, ribcage,
diaphragm and
abdomen.
The breathing
system takes air
into the body so
oxygen and carbon
dioxide can be
exchanged
between the air and
the bloodstream.
B4.1c
The alveoli provide
a very large surface
area, richly
supplied with blood
capillaries, so that
gases can readily
diffuse into and out
of the blood.
Label a diagram of the
breathing system.
State the function of the
breathing system.
1
Lung dissection
Task: Label a diagram showing the
position of the lungs, ribcage, rib
muscles, diaphragm, abdomen, thorax,
trachea, bronchi, bronchioles and
alveoli.
Video: Watch a video clip showing
structure of the breathing system.
List the adaptations of alveoli
for gaseous exchange.
Dissection: Lungs with heart
and trachea, board, tube, foot
pump, large plastic bag and
knife.
A video clip on anatomy and
physiology of the lungs can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip
‘5373’.
Relate the features of alveoli to the
general features of exchange surfaces
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B4.1d
Summary of the
Specification
Content
A healthy person
breathes
automatically 24
hours each day.
Spontaneous
breathing may stop
due to disease or
injury. Patient can
be helped to
breathe using a
mechanical
ventilator.
Evaluate the development
and use of artificial aids for
breathing, including the use
of artificial ventilators.
1
Describe how both types of
mechanical ventilator work:
Negative pressure ventilator
causes air to be ‘drawn into
the lungs
Positive pressure ventilator
forces air into the lungs.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Discuss: Brainstorm situations that
would require the use of artificial aids
for breathing.
Discuss: Discuss machines that have
been used to aid breathing – show
pictures or actual aids and work out
how they work.
Research the development of artificial
aids for breathing and present as a
poster or PowerPoint presentation.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
B4.2 Respiration
B4.2a
Respiration in cells
can take place
aerobically (using
oxygen or
anaerobically
(without oxygen) to
release energy
Distinguish between
B4.2b/
c
During aerobic
respiration glucose
and oxygen react to
release energy.
Explain what aerobic means
Write the word equation for
aerobic respiration. Write a
balanced symbol equation for
aerobic respiration.
Discussion: Ask what substance the
body uses to release energy from and
build up the word equation for aerobic
respiration; what does aerobic mean?
B4.2d
Aerobic respiration
occurs continuously
in plants and
animals.
Know that plant and animal
cells die if respiration stops.
Write an account about the importance
of oxygen for living organisms.
B4.2e
Most of the
reactions in aerobic
respiration take
place inside
mitochondria.
State the site of aerobic
respiration and be able to
give examples of cells that
contain a lot of mitochondria.
Activity: Show energy drink and
glucose tablets and ask what they are
used for. Lead in to discussion on the
uses of energy in animals and plants;
explain all the reactions involved are
controlled by enzymes.


1–2
Be able to write
word and
balanced symbol
equations for
aerobic
respiration.
respiration and
breathing
aerobic and anaerobic
respiration
Bottle of Lucozade, glucose
tablets and a plant.
List uses of energy in plants and
animals.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Possible teaching and Learning
Activities
Homework
Resource
Energy released
during respiration is
used to build larger
molecules, enable
muscle contraction
in animals, maintain
a steady body
temperature in
mammals and birds
and build up
proteins in plants.
State the uses of energy in
animals and in plants.
Demo: Heat production from
germinating peas.
Explain why respiration has
to occur continually in plant
and animal cells.
Highlight need for energy even when
asleep or the need for a glucose drip if
in a coma.
Peas: Soaked peas, boiled
and cooled peas and thermos
flasks with temperature
probes.
Describe the test for carbon
dioxide.
Activity: Where does aerobic
respiration occur? Show EM images of
mitochondria in cell. Compare number
of mitochondria in muscle and skin
cells. Why are there so many in
muscle cells? What other cells will
have a lot of mitochondria? Show EM
images and include mitochondria in
plant cells (links with B2.1.1).
Information and images on
mitochondria can be found at
www.Biology4kids.com
Practical : investigate the composition
of exhaled air.
Exhaled air: carbon dioxide in
inhaled and exhaled air
apparatus, limewater, mirrors,
cobalt chloride paper and
thermometers.
Suggested
timing (lessons)
Spec Reference
B4.2f
Summary of the
Specification
Content
Homework: Research composition of
inhaled and exhaled air and display as
pie charts or bar charts.
Examination
‘hints and tips’
Students should:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
During exercise
more energy is
used, so the heart
rate, breathing rate
and depth of
breathing increase.
Design an investigation to
find out the effect of exercise
on heart and breathing rates.
Muscles store
glucose as
glycogen, which
can be converted
back to glucose for
use during
exercise.
B4.2h
These changes
increase the supply
of sugar and
oxygen to, and
increase the rate of
removal of carbon
dioxide from, the
muscles.
Suggested
timing (lessons)
Spec Reference
B4.2g
Summary of the
Specification
Content
1–2
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Practical: Investigate the effect of
exercise on heart rate, breathing rate
and depth of breathing.
Timer, pulse sensor and
spirometer if available.
Be able to
interpret line
graphs and
spirometer
tracings to
compare rate of
breathing before,
during and after
exercise.
Plot the results in a graph.
Video: Effect of exercise on the body.
Write equations and explain
the conversion between
glucose and glycogen in liver
and muscle cells.
Video: Use of spirometer.
Activity: Use spirometer tracing to
calculate breathing rate and depth of
breathing.
Discuss: Discuss the sources of
glucose during exercise and link to
storage and conversion of glycogen in
liver and muscles back into glucose
(links with B3.1.2 and B3.3.3).
Be able to explain
the advantages to
the body of the
walking.
Explain why heart rate and
breathing rate increase
during exercise.
Interpret data relating to the
effects of exercise on the
body, eg spirometer tracings.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
If insufficient
oxygen is reaching
the muscles they
use anaerobic
respiration to obtain
energy.
Write the equation for
anaerobic respiration in
animal cells.
Anaerobic
respiration is the
incomplete
breakdown of
glucose and
produces lactic
acid.
Explain the effect of lactic
acid build up on muscle
activity.
An oxygen debt
needs to be repaid
in order to oxidise
lactic acid to
carbon dioxide
and water. (HT)
Define the term oxygen
debt.
B4.2k
Anaerobic
respiration
releases less
energy than
aerobic
respiration. (HT)
Explain that anaerobic
respiration is less efficient
than aerobic respiration
due to incomplete
breakdown of glucose.
B4.2l
During long periods
of exercise,
muscles can
Explain why muscles may
become fatigued
B4.2i
B4.2j
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Practical: Investigate how long it takes
muscles to fatigue – repetitive actions,
eg step ups or holding masses at
arm’s length.
Practical: Investigate effect of muscle
fatigue on muscle strength.
Discuss: Discuss causes and effects
of muscle fatigue; relate to lactic acid
build up.
Timers, masses
Be able to write
word and
balanced symbol
equations for
anaerobic
respiration.
Write the word equation for anaerobic
respiration in animal cells.
Video: Watch a video showing
sprinters and discuss how the body
reacts at the end of the race – paying
back the oxygen debt.
Force meters
Be able to explain
why muscles
become fatigued
during exercise.
Be able to
understand that
the build-up of
lactic acid leads
to oxygen debt.
HT only
Interpret graphs showing the effect of
exercise on the body
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
become fatigued
and stop
contracting
efficiently; lactic
acid can build up
which is removed
by the blood.
B4.2m
Anaerobic
respiration in plant
cells and in some
microorganisms
results in the
production of
ethanol and carbon
dioxide
Compare anaerobic
respiration in animals, plants
and microorganisms
Practical: investigate production of
ethanol and carbon dioxide by yeast
Be able to
compare
anaerobic
respiration in
animals, plants
and
microorganisms
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Recap the functions of the
digestive system.
Torso/model of digestive
system.
Task: Label a diagram of the digestive
system and colour areas where
digestion, digestion and absorption of
food, and absorption of water occur.
The Digestive System builder
can be found at
http://science.waltermack.com/
flashTeacherTools/biology/dig
estiveSystemBuilder2a.swf
Be able to label a
diagram of the
digestive system:
salivary glands,
oesophagus,
stomach, liver,
gall bladder,
pancreas,
duodenum, small
intestine, large
intestine,
B4.3 Digestion
B4.3a
Starch, proteins
and fats are
insoluble. They are
broken down into
soluble substances
so that they can be
absorbed into the
bloodstream in the
wall of the small
intestine. In the
large intestine
much of the water
mixed with the food
is absorbed into the
bloodstream. The
indigestible food
which remains
makes up the bulk
of the faeces.
Faeces leave the
body via the anus.
Label a diagram of the
digestive system.
Describe the functions of the
digestive system to digest
and absorb food molecules.
Describe the functions of the
organs in the system –
salivary glands, stomach,
small intestine, liver,
pancreas and large intestine.
Explain why food molecules
need to be digested.
1
Add labels to diagram to state
functions of organs in the system.
Video: Watch a video about the
digestive system.
Task: Make a life size model of
digestive system.
Activity: Role play – what happens to
food as it moves along the digestive
system (opportunity for investigations –
see B2.5.2).
Information on the human
body: http://kidshealth.org/kid
Digestive system to label:
http://klbict.co.uk/interactive/sci
ence/digestion2.htm
Digestion and absorption on
the BBC website at
www.bbc.co.uk/learningzone/cl
ips [clip ‘4180’].
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B4.3c
Learning Outcomes
What most students should
be able to do
Amylase is
produced in the
salivary glands,
pancreas and small
intestine. It
catalyses the
breakdown of
starch into sugars.
For amylases, state the,
organs which produce them,
substrates they act on and
products of digestion.
Protease enzymes
are produced by
the stomach,
pancreas and small
intestine. They
catalyse the
breakdown of
proteins into amino
acids.
For proteases, state the,
organs which produce them,
substrates they act on and
products of digestion.
Suggested
timing (lessons)
Spec Reference
B4.3b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
2
Activity: Add labels to diagram of
digestive system giving names of
enzymes produced.
Amylase: Saliva or amylase
solution, starch solution, test
tubes, water baths at different
temperatures, glass rods,
spotting tiles, iodine solution
and timers.
Be able to state
where amylases
are produced and
the reactions they
catalyse.
Produce table giving names of
enzymes, substrates and products.
Practical: Investigate the effect of
temperature on amylase activity –
measure time taken for starch to
disappear. Different groups do different
temperatures and share results. Could
be done using a computer simulation
instead. Plot results and find optimum
temperature for amylase.
Recap results of trypsin-pepsin
experiment – enzymes have an
optimum pH.
Be able to state
where proteases
are produced and
the reactions they
catalyse.
Be able to
interpret graphs
showing the effect
of temperature
and pH on
enzyme activity.
Research: Alexis St Martin story.
B4.3d
Lipase enzymes
are produced by
the pancreas and
small intestine.
They catalyse the
breakdown of lipids
into fatty acids and
glycerol.
For lipases, state the, organs
which produce them,
substrates they act on and
products of digestion.
Remember that
liver produces
bile, which is
stored in the gall
bladder.
Be able to state
where lipases are
produced and the
reactions they
catalyse.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B4.3f
Learning Outcomes
What most students should
be able to do
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
The stomach
produces
hydrochloric acid to
provide the right
conditions for
stomach enzymes
to work effectively.
Know that the stomach
produces hydrochloric acid
Demo: Effect of bile salts on rate of
digestion of milk.
Know that the liver produces
bile which is stored in the gall
bladder.
Activity: Use computer simulations to
model effect of temperature, pH and
concentration on enzyme activity.
Demo: Two tubes, milk,
sodium carbonate solution,
phenolphthalein solution,
lipase solution, +/- washing up
liquid and timer.
Know that
enzymes in the
stomach work
best in acid
conditions and
that enzymes in
the small intestine
work best in
alkaline
conditions.
The liver produces
bile, which is stored
in the gall bladder.
Bile neutralises the
acid added to food
in the stomach and
provides alkaline
conditions in the
small intestine for
the enzymes there
to work effectively.
Know that bile makes the
contents of the small
intestine alkaline.
Suggested
timing (lessons)
Spec Reference
B4.3e
Summary of the
Specification
Content
Further information can be
found at www.skoool.co.uk
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
B4.4 Homeostasis
B4.4.1 Principles of homeostasis
B4.4.1
a
Automatic control
systems in the body
keep conditions
inside the body
relatively constant.
Know that conditions in the
body must remain relatively
constant.
B4.4.1
b
Control systems
include:
Match receptors in different
organs with the stimuli they
detect.
 cells called
receptors,
which detect
stimuli
(changes in the
environment)
 coordination
centres that
receive and
process
information
from receptors
 effectors, which
bring about
responses
B4.4.1
c
2
Discussion: suggest different
conditions in the body that may change
in different circumstances.
Activity: Label diagrams to show the
brain, spinal cord, nerves; neurones
within nerve; light receptor cell.
Demonstrate different stimuli that we
can detect – loud bang, light, touch,
movement, smell, taste, temperature
change.
Response to temperature:
three bowls of water – hot,
warm and ice-cold.
Practical: Detecting different tastes on
the tongue – draw results on diagram
of tongue.
Taste receptors: Salt, sugar,
coffee and lemon solutions to
taste.
Discuss: Discuss the senses and
complete a table to show name of
sense, main organ and stimulus it
responds to.
Practical: Investigate sensitivity of
different areas of the body.
Skin sensitivity: Hairpin set
with 1 cm gap, blindfolds.
Be able to
sequence a reflex
action from
stimulus to
response.
Be able to match
the organ
containing
receptors to the
stimulus detected.
Note: knowledge
and
understanding of
the structure and
functions of sense
organs is not
required
Sense organs, with
receptors, include:
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
 the eyes sensitive to light
 the ears sensitive to
sound, and to
changes in
position
(balance)
 the tongue and
in the nose sensitive to
chemicals
 the skin .
sensitive to
touch, pressure
 the brain –
sensitive to
blood
temperature
and
concentration of
water in the
blood
 the pancreas –
sensitive to the
concentration of
glucose in the
blood
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Coordination
centres include the
brain and spinal
cord and the
pancreas.
Explain what hormones are.
Many processes
are coordinated by
chemical
substances called
hormones.
Hormones are
secreted by glands
and are usually
transported to their
target organs by
the bloodstream.
Give some changes that
occur at puberty and link with
secretion of hormones.
Suggested
timing (lessons)
Spec Reference
B4.4.1
d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Discuss: Recap the control of blood
sugar levels as a lead into names of
other hormones, where they are
produced and how they are
transported around the body.
Resource
Examination
‘hints and tips’
Students should:
Compare a
nervous
coordination with
hormonal
coordination
Brainstorm changes that occur in boys
and girls at puberty – what causes
them?
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B4.4.1
e, f
Summary of the
Specification
Content
Reflex actions are
automatic and
rapid, for example a
pain withdrawal
reflex.
Explain the importance of
reflex actions and be able to
give examples.
1
Reflex actions often
involve sensory,
relay and motor
neurones.
Describe the pathway of a
nerve impulse in a reflex
response and explain the
roles of the structures
involved.
stimulus → receptor →
sensory neurone →
relay neurone →
motor neurone → effector →
response
Explain the role of chemicals
at synapses.
Describe different ways of
measuring reaction time.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Knee-jerk and pupil reflexes.
Discuss their importance and gather
other examples leading into
explanation of why they are faster than
a voluntary action.
Try the Sheep Dash activity.
Practical: Investigate reaction time
using different combinations of
receptors.
Activity: Use cards to sequence the
pathway of a nerve impulse. Arrange
students holding cards in this
sequence and discuss role of each
and how impulse passes from one to
another.
The Sheep Dash activity can
be found on the BBC website
at
www.bbc.co.uk/science/human
body/sleep/sheep
Reaction time: Metre-rulers
and blindfolds or sensors and
dataloggers.
Cards
Match structures in nerve pathway to
different reflex actions, eg production
of saliva when smelling food; pupil
response to light.
Homework: Research diseases of the
nervous system.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Effectors include
muscles and glands
Analyse examples of
behaviour in terms of:
stimulus  receptor 
co-ordinator  effector 
response
Suggested
timing (lessons)
Spec Reference
B4.4.1
g
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Organise descriptions of behaviour into
behaviour pathways, naming the
relevant receptor / effector etc.
Resource
Examination
‘hints and tips’
Students should:
be able to use
scientific terms
associated with
the control
systems in the
body.
Know that muscles contract
and glands secrete
substances.
B4.4.1
h
Controlled internal
conditions include:
 temperature
 water content of
the body
 ion content of
the body
 blood glucose
levels
Research: case studies showing the
effects of uncontrolled internal
conditions, eg hypothermia, diabetes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Practical: Investigate the range of
normal body temperature in the class
and calculate the mean.
Body temperature: Clinical
thermometers, forehead
thermometers.
Practical: Monitor skin temperature in
different conditions using surface
temperature sensors.
Skin temperature sensors and
dataloggers.
Be able to use
data from tables
to calculate the
volume of urine
lost by the body/
the proportion of
water gained by
the body from
food eaten.
B4.4.2 Temperature control
B4.4.2
a
B4.4.2
b
Body temperature
is monitored and
controlled by the
thermoregulatory
centre in the brain.
It has receptors
sensitive to the
temperature of the
blood.
Temperature
receptors in the
skin send impulses
to the
thermoregulatory
centre.
State that normal body
temperature is around 37 °C.
Describe different methods to
measure body temperature.
Calculate a mean and state
the range of body
temperatures for the class.
Compare the changes that
occur when body
temperature is too high or too
low.
State that body temperature
is monitored and controlled
by the thermoregulatory
centre in the brain, using
information about blood and
skin temperature.
1
Discuss: Brainstorm changes that
occur when body temperature is too
high and too low and write notes in the
form of a table or a flow chart.
Discuss: Discuss how the body
detects and controls core body
temperature.
Note: The name
of the
hypothalamus is
not required.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
If core
temperature is too
high blood
vessels supplying
the skin
capillaries dilate
so more blood
flows through the
capillaries and
more heat is lost.
Explain the changes in
blood vessels supplying
skin capillaries when the
body is too hot or too cold.
Also more sweat
is released to cool
the body by
evaporation
Explain how sweating
cools the body as it
evaporates.
Explain why the skin looks
red when you are hot and
pale when you are cold.
Suggested
timing (lessons)
Spec Reference
B4.4.2
c
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Video: Watch a video clip or computer
animation showing changes that occur
when body temperature is too high or
too low and make notes.
Examination
‘hints and tips’
Students should:
Be able to apply
ideas in new
contexts.
HT only
Show a model of the structure of the
skin.
Task: Draw diagrams to explain the
changes in blood vessels supplying
skin capillaries when the body
temperature is too high or too low.
Demo: Demonstrate the effect of
cooling by ethanol on the skin.
Discuss the effect of evaporation –
relate to kinetic theory.
B4.4.2
d
Sweating cools the
body; water
balance in hot
weather.
Explain why we drink more
fluid during hot weather.
Practical: Investigate the effect of
sweating on the rate of cooling using
tubes of hot water wrapped in wet and
dry paper towels. Plot cooling curves
and make conclusions.
B4.4.2
e
If core body
temperature is too
low blood vessels
supplying the skin
capillaries
constrict and
reduce the blood
flow through the
Explain how shivering
helps to warm the body by
releasing more energy
from respiration.
Recap respiration and energy release
to explain the effect of shivering.
Plot cooling curves.
Sweating: Boiling tubes,
paper towels, elastic bands,
thermometers or temperature
sensors, pipettes and timers.
Note: never say
that blood
capillaries near
the surface of the
skin dilate.
HT only
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
capillaries.
Also, muscles
may ‘shiver’
releasing energy
from respiration
and warming the
body
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
1–2
Discussion: Ask if anyone knows
someone who has diabetes and if
anyone knows what it is.
Resource
Examination
‘hints and tips’
Students should:
B4.4.3 Control of blood glucose
B4.4.3
a/b
B4.4.3
c
B4.4.3
d
Blood glucose
concentration is
monitored and
controlled by the
pancreas by
producing insulin,
which allows
glucose from the
blood to enter cells.
State that insulin is produced
by the pancreas and explain
its effect on blood glucose
levels.
When blood
glucose levels fall
glucagon is
produced by the
pancreas to
convert stored
glycogen back
into glucose.
State that glucagon is also
produced by the pancreas
and explain its effect on
blood glucose levels.
In Type 1 diabetes
glucose levels may
rise too high
because the
pancreas does not
produce enough
insulin. Type 1
diabetes can be
controlled by diet,
exercise and
Explain the cause, effects,
treatment and problems
associated with the disease.
Interpret glucose tolerance
test.
Evaluate modern methods of
treating diabetes.
Demo: Demonstrate how doctors used
to diagnose diabetes by tasting fake
urine, then test with Benedict’s solution
and glucose test strips. Which gives
the most accurate results?
Demo: weak tea samples with
and without glucose, glucose
test strips, Benedict’s solution
and water bath. Blood testing
meters and test strips.
Show the position of the pancreas in
the body.
Model of human body torso.
Question and answer session.
Be able to state
which organ
controls blood
glucose
concentration.
HT only
Students practice writing accounts
about the control of blood glucose
concentration.
If possible get someone who has type
1 diabetes to explain the initial
symptoms, how they were diagnosed,
what they have to do to control the
disease – blood testing, injections,
diet, exercise, demonstrate blood
testing and show the vials of insulin
and pens used today.
Be able to give
one way other
than using insulin
of treating
diabetes.
Video clips on blood sugar
levels and diabetes can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clips
‘7314’ and ’5371’.
Be able to
describe how
insulin reduces
the concentration
of glucose in the
blood.
Further information on
diabetes can be found at
www.diabetes.org.uk
Know that type 1
diabetes is
caused by
insufficient insulin
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
injecting insulin.
B4.4.3
e
Type 2 diabetes
develops when the
body does not
respond to its own
insulin. Obesity is a
significant factor in
the development of
Type 2 diabetes.
Type 2 diabetes
can be controlled
by careful diet,
exercise and by
drugs that help the
cells to respond to
insulin.
Explain the difference
between type 1 diabetes and
type 2 diabetes
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Ask if anyone can explain why one of
the first symptoms is extreme thirst
(links with B3.1.1).
Video: Watch a video about type 1
diabetes.
Resource
Examination
‘hints and tips’
Students should:
and that type 2
diabetes is
caused when
body cells do not
react to insulin
Research: Research and produce a
report to explain the cause, effects,
treatment and problems associated
with the disease.
Interpret data on glucose tolerance
tests in healthy people and diabetics.
Research: Research the work of
Banting and Best.
Research: Research how treatment of
diabetes has developed including use
of human insulin produced by bacteria,
current research into pancreas cell
transplants and stem cell research.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
2
Task: Look at pictures of bacteria,
viruses and fungi and link these to
diseases.
Pictures/bioviewers
Be able to use
data from a bar
chart to compare
the numbers of
deaths from
different
pathogens.
B5 Defending ourselves against infectious diseases
B5a
Microorganisms
that cause
infectious disease
are called
pathogens.
Explain how pathogens
cause disease.
Carry out and describe
aseptic techniques.
Research: Conduct research into
different diseases.
Online task: Complete a table giving
examples of diseases caused by
viruses and bacteria.
Practical: Use agar plates to compare
the growth of micro-organisms from
unwashed and washed hands (to be
observed in later lesson).
A useful website is
www.curriculumbits.com –
Microbes and disease.
Information on health
conditions can be found in the
Health section of the BBC
website at www.bbc.co.uk by
searching ‘Medical Conditions’.
Unwashed and washed hands:
Agar plates, biohazard tape,
incubator and hand wash.
Note: Structure of
bacteria and
viruses is not
required.
The BBC website has video
clips on microbes and the
human body (clip 207) and
hand washing and food
hygiene (clip 2883). These can
be found at
www.bbc.co.uk/learningzone/cl
ips
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Bacteria and
viruses may
reproduce rapidly
inside the body and
produce toxins that
make us feel ill.
Describe ways in which the
body defends itself against
disease.
Explain how microbes make
us feel ill and how viruses
damage cells.
Suggested
timing (lessons)
Spec Reference
B5b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
1
Task: Label diagram to show how
body prevents entry of microbes.
Microscopes or bioviewers and
slides of blood smears.
Compare viral and bacterial infections.
A video clip on white blood
cells
www.bbc.co.uk/learningzone/cl
ips [clip ‘1838’].
Be able to explain
why bacteria and
viruses make us
feel ill.
Practical: Use microscope or
bioviewers to view blood smears.
The body has
different ways of
protecting itself
against pathogens.
B5c
White blood cells
ingest pathogens
and produce
antibodies and
antitoxins.
Describe the actions of white
blood cells using the terms
‘ingest’, ‘antibodies’ and
‘antitoxins’.
Draw diagrams or cartoon strip to
show actions of white blood cells.
Be able to explain
how to reduce risk
of infection.
Note: knowledge
of the structure of
viruses is not
required.
Video: BBC clip or video on defence
against disease.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B5d
Immunity and
action of
antibodies.
Explain the processes of
natural and acquired
immunity.
B5e
Vaccines – what
they are and how
they work.
Evaluate the advantages and
disadvantages of being
vaccinated against a
disease, eg the measles,
mumps and rubella (MMR)
vaccine.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
1
Task: Card sorting exercise to
sequence how a vaccine can give
immunity to a disease.
Information on vaccinations
can be found on the NHS
website at www.nhs.uk by
searching ‘When are
vaccinations given?’.
Be able to use
data from a line
graph to describe
the relationship
between the per
cent vaccinated
and frequency of
the disease.
Look up and interpret child
immunisation programmes.
Role play on whether to give your
child vaccinations.
Consider the actions of Dr Wakefield
and the MMR vaccine.
Homework – research Edward
Jenner.
Students practice writing accounts
about immunity and vaccination.
B5f
Some medicines
including painkillers
help to relieve
symptoms but do
not kill the
pathogens.
B5l,m
Investigating the
action of
disinfectants and
antibiotics; aseptic
techniques;
incubation
Use aseptic techniques and
explain the precautions taken
when handling
microorganisms.
Distinguish between
antibiotics, disinfectants and
Information on the MMR
vaccine can be found on the
BBC website at
www.bbc.co.uk by searching
‘MMR debate’.
Information about the history of
medicine can be found on the
GCSE Bitesize section of the
BBC website at
www.bbc.co.uk by searching
‘Medicine through time’.
Discuss: Brainstorm medicines used
to relieve symptoms and treat disease;
names of some antibiotics.
Samples of medicine
packaging.
Practical: Antibiotics or antiseptics etc
and growth of microbes (area of
clearance to be measured in later
lesson). Investigate type of agent or
concentration.
Antibiotic investigation: Agar
plates inoculated with bacteria,
antibiotic discs, forceps,
incubator and ruler.
Research work of Fleming and/or
Be able to explain
why schools do
not incubate
above 25°C.
A video clip on penicillin can
be found on the BBC website
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
temperatures.
B5.n
In industrial
conditions higher
temperatures can
produce more rapid
growth
B5g,h
Use of antibiotics –
how they work.
Possible teaching and Learning
Activities
Homework
Resource
antiseptics.
Florey and Chain.
at
www.bbc.co.uk/learningzone/cl
ips by searching for ‘2884’.
Explain how antibiotics work
to kill specific bacteria.
Research MRSA and
C. difficile infections and treatment.
BBC website is a good place to start.
Useful information can be
found on the BBC website at
www.bbc.co.uk
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Research flu pandemics.
Examination
‘hints and tips’
Students should:
Be able to explain
why drugs that kill
bacteria cannot
be used to treat
viral infections.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B5j
B5k
Learning Outcomes
What most students should
be able to do
Mutations lead to
resistant strains of
pathogens which
can spread rapidly.
Explain how the treatment of
disease has changed due to
understanding the action of
antibiotics and immunity.
Antibiotics kill
non-resistant
strains of bacteria
but resistant
bacteria survive,
reproduce and
their population
increases.
Describe how resistant
strains of bacteria arise,
and become more common
when antibiotics are used.
Problems of
antibiotic overuse
and inappropriate
use.
Evaluate the consequences
of mutations of bacteria and
viruses in relation to
epidemics and pandemics.
Non-serious
infections are not
treated with
antibiotics
Explain why antibiotics are
not used for minor
infections.
Development of
new antibiotics to
combat resistant
bacteria.
Explain what we should do to
slow down the rate of
development of resistant
strains of bacteria.
Suggested
timing (lessons)
Spec Reference
B5i
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Task: Draw a timeline to show how
treatment of disease has changed over
the years.
Interpret graphs showing trends in
antibiotic effectiveness/resistance.
HT only
Interpret graphs showing trends in
antibiotic effectiveness/resistance.
Evaluate data related to antibiotic use
for various bacterial diseases.
HT only
Discussion: Difficulties encountered
during the search for new antibiotics.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
3
Activity: Write word equation for
photosynthesis – produce cards for
equation and put into correct order.
Ideas and info can be found at
www.s-cool.co.uk
Be able to write
word and
balanced symbol
equations for
photosynthesis.
B6 Plants as organisms
B6.1 Photosynthesis
B6.1a
Photosynthesis
equation.
Write the word and symbol
equations for photosynthesis.
B6.1b
Light energy is
absorbed by
chlorophyll in
chloroplasts and
used to convert
carbon dioxide and
water into glucose,
oxygen is a byproduct.
Carry out experiments to
show that light, carbon
dioxide and chlorophyll are
needed to make glucose.
B6.1c
See below
B6.1d
The glucose
produced in
photosynthesis may
be:
 used for
respiration
 converted into
insoluble starch
for storage
 used to
produce fat or
oil for storage
Explain why plants should be
destarched before
photosynthesis experiments
and describe how this is
done.
Describe experiments to
show that plants produce
oxygen in the light.
Explain the steps involved in
testing a leaf for starch.
Explain why glucose is
converted to starch for
storage.
Discuss: Brainstorm what plants need
to survive and how they are useful to
other organisms in order to come up
with the word equation for
photosynthesis.
Broad leaved plant and
bioviewers.
Be able to explain
the results from
photosynthesis
experiments.
Discuss: How is the leaf adapted for
photosynthesis?
Practical: Where are the stomata?
Dip privet leaves into hot water and
observe nail varnish imprints of leaves
(links with B2.2.2 leaf structure, xylem
and phloem, B3.1.3 exchange systems
in plants and B3.2.3 transport in
plants).
Stomata: Leaves from privet
and spider plants, kettle,
beakers, nail varnish, slides,
coverslips and microscope.
Practical: Set up experiments to show
that light, carbon dioxide and
chlorophyll are needed to make starch
– follow up with testing a leaf for starch
in later lesson.
Photosynthesis: Geraniums,
plants with variegated leaves,
lamps, black paper and paper
clips, bell jars, saturated KOH
solution or soda lime, ethanol,
boiling tubes, beakers, glass
rods, tiles, iodine solution,
Be able to
describe leaf
structure in terms
of photosynthesis.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
 used to
produce
cellulose, which
strengthens the
cell wall
 used to
produce
proteins
B6.1e
B6.1f
Resource
Examination
‘hints and tips’
Students should:
heating apparatus and
goggles.
To produce
proteins, plants
also use nitrate
ions that are
absorbed from the
soil
Demo: Plants produce oxygen in the
light.
Carnivorous plants
such as the Venus
Fly Trap are
adapted to live in
nutrient-poor soil as
they obtain most of
their nutrients from
the animals, such
as insects, that they
catch.
Practical: Observe starch in an apple
and potato.
Demo: Test a leaf for glucose.
Oxygen: Elodea/Cabomba,
glass funnel, large beaker, test
tube and splints.
Glucose: Plant in light,
Benedict’s solution, boiling
tube and Bunsen burner.
Activity: Label diagram of a plant to
show that water enters via the roots
and travels in the xylem to the leaves;
carbon dioxide enters leaves via
stomata; light is absorbed by
chlorophyll in leaves.
Starch: Pieces of apple and
potato, sharp knives, slides,
coverslips, iodine solution and
microscopes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B6.1c
Summary of the
Specification
Content
Factors affecting
the rate of
photosynthesis –
temperature, CO2
concentration, light
intensity.
Interpret data showing how
factors affect the rate of
photosynthesis.
2
Limiting factors and
the rate of
photosynthesis.
State factors that affect the
rate of photosynthesis.
Explain how conditions in
greenhouses can be
controlled to optimise the
growth of plants.
Evaluate the benefits of
artificially manipulating the
environment in which plants
are grown.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Practical: Investigate the effect of light
intensity or temperature on the rate of
photosynthesis and plot data.
Rate: Elodea/Cabomba,
funnel, large beaker, gas
syringe, lamp, thermometer,
sodium hydrogencarbonate.
Be able to
interpret line
graphs to
compare the rate
of photosynthesis
under different
conditions.
Practical: Use sensors to measure
oxygen, light, temperature and carbon
dioxide levels.
Practical: Computer simulation to
investigate factors that affect the rate
of photosynthesis.
List factors that affect the rate of
photosynthesis.
Interpret graphs regarding limiting
factors.
Sensors for use with any of the
experiments.
Useful information can be
found on the BBC GCSE
Bitesize at
www.bbc.co.uk/schools/gcsebi
tesize
Further information can be
found at www.s-cool.co.uk
Be able to
interpret graphs in
terms of what is
limiting
photosynthesis in
a particular
situation.
Design a greenhouse to maintain
optimum growth of plants. Explain all
its design features.
Practical Investigate growth of
tomatoes in greenhouse, lab and
outside.
Tomato plants, pots, compost,
fertiliser, sensors and balance.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Describe how plant shoots
and roots respond to light,
gravity and moisture.
(phototropism, hydrotropism
and geotropism)
2
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: demonstrate a plant’s sense of
touch – Venus fly trap, Mimosa,
Honeysuckle or show video clips.
Useful information on plant
growth can be found at www.scool.co.uk by searching for
‘plant growth’.
To be able to
describe the role
of auxin.
Practical: Effect of light on growth of
shoots – dark, even light, light box and
clinostat in light box.
Light experiments: Mustard
seedlings in dishes, two light
boxes, clinostat in light box.
Practical: Compare the ability of
different plants to reach light –
obstacle course. Practical:
Demonstrate positive and negative
phototropism.
Obstacle course: Three
identical shoe boxes with
simple obstacle course inside
and hole at one end, dish of
mustard seedlings,
germinating broad bean and
sprouting potato.
B6.2 Plant responses
B6.2a
Plant shoots and
roots respond to
light, moisture and
gravity.
B6.2b
Hormones control
and coordinate
growth in plants.
B6.2c
Responses to light,
gravity and
moisture are
controlled by the
unequal distribution
of auxin, which
causes unequal
growth rates in
shoots and roots.
Draw diagrams to explain the
role of auxin in plant
responses in terms of
unequal distribution in shoots
and roots.
Practical: Investigate which part of a
shoot is sensitive to light.
Interpret Darwin’s experiments.
Positive and negative
phototropism: Broad bean
seedling held by pin in jar with
light entering through a slit.
Interpret experiments using agar
blocks and seedlings with shoot tips
removed.
Light sensitivity: Three pots
of oat seedlings in three light
boxes – tips removed, tips
Practical: Effect of gravity on growth
of plants.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Demo response to water.
covered and untreated.
Task: Draw diagrams to explain plant
responses in terms of distribution of
auxin.
Gravity: Grow broad beans in
dark jar in different positions,
blotting paper. Broad bean
seedling in clinostat in dark –
rotating and still.
Examination
‘hints and tips’
Students should:
Water: Trough of dry soil with
clay plant pot full of water at
centre, plant broad beans
around clay pot.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Use of plant
hormones in
agriculture and
horticulture.
Explain how plant hormones
are used as weed killers and
rooting hormones.
Suggested
timing (lessons)
Spec Reference
B6.3d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
1
Practical: Investigate the effect of
rooting hormones on growth of
cuttings.
Rooting hormone: Rooting
powder, jars of water and plant
cuttings.
Practical: Investigate the effect of
weed killer on an area of lawn.
Weed killer: Selective weed
killer solution.
Be able to state
some commercial
uses of plant
hormones.
Note: names of
specific weed
killers and rooting
hormones are not
required.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
B7 Variation and inheritance
B7.1 Genetic variation
B7.1a
Genetic and
environmental
causes of variation.
Classify characteristics as
being due to genetic or
environmental causes.
Decide the best way to
present information about
variation in tables and charts.
1–2
Discuss: ways in which humans show
variation.
Discuss: why organisms of the same
species show genetic and
environmental variation.
Class survey of characteristics –
collate results in a table and produce a
display of the results as bar charts.
Include in the table whether each
characteristic is due to genetic or
environmental causes, or both.
Survey: Height measure,
bathroom scales.
Useful information can be
found at www.UPD8.org.uk by
searching ‘the future in your
genes’.
Homework: Produce a bar chart to
display some of the information.
Follow-up lesson to complete display.
Activity: Examine the benefits of
knowing how genes are linked to
diseases.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B7.1c
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B7.1b
Summary of the
Specification
Content
Genes carry
information about
characteristics and
are passed from
parents to offspring
in gametes.
Label diagrams to illustrate
the order of size of cell,
nucleus, chromosome and
gene.
1
Nucleus contains
pairs of
chromosomes that
carry genes.
Possible teaching and Learning
Activities
Homework
Resource
Task: Draw and label diagrams
showing cell, nucleus, chromosome
and gene; sort cards showing names
of these structures into order of size.
Name cards to sort.
Look at chromosomes on slides or
bioviewers.
Look at photographs of chromosomes
from a male and a female or cut and
pair chromosomes from photos of male
and female karyotypes.
Practical: Measure variation in a plant
species growing in different areas of
school grounds, eg leaf length in areas
of sun/shade.
Examination
‘hints and tips’
Students should:
Microscopes, prepared slides,
and bioviewers.
Photos of karyotypes –
partially paired chromosomes.
Variation: Plant identification
charts, rulers and clipboards.
An interesting flash
presentation on genes can be
found at
www.sciencemuseum.org.uk/
WhoAmI/FindOutMore/Yourge
nes this is also available for
download in PDF.
Homework: Use the Science Museum
site to find out more about genes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B7.1d
Summary of the
Specification
Content
In human body
cells one of the 23
pairs of
chromosomes
carries the genes
that determine sex;
the sex
chromosomes in
females are XX and
in males are XY.
Explain using a Punnett
square and genetic diagram
how sex is determined in
humans.
1
Possible teaching and Learning
Activities
Homework
Resource
Activity: Look at male and female
karyotypes and identify the number of
pairs of chromosomes and each pair of
sex chromosomes.
Use a Punnett square to illustrate the
inheritance of sex; work out the chance
of producing a male or female.
Examination
‘hints and tips’
Students should:
Be able to use a
Punnett square to
show the
inheritance of sex.
A video clip on dominant and
recessive characteristics can
be found on the BBC website
at
www.bbc.co.uk/learningzone
by searching for clip ‘4197’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Different genes
control different
characteristics.
Describe some of the
experiments carried out by
Mendel using pea plants.
2
Some
characteristics are
controlled by a
single gene; each
gene may have
different forms
called alleles.
Explain why Mendel
proposed the idea of
separately inherited factors
and why the importance of
this discovery was not
recognised until after his
death.
B7.1f
Homozygous and
heterozygous
individuals
Recognise the terms
homozygous and
heterozygous
B
A dominant allele
controls the
development of a
characteristic when
present on only one
of the
chromosomes.
Predict and explain the
outcome of crosses using
genetic diagrams based on
Mendel’s experiments and
using unfamiliar information.
Spec Reference
Summary of the
Specification
Content
B7.1e
7.1g
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch a video/computer
simulation of Mendel’s experiments.
A video clip on dominant and
recessive characteristics can
be found on the BBC website
at
www.bbc.co.uk/learningzone
by searching for clip ‘4197’.
Be able to
complete and
interpret genetic
Activity: Draw and label genetic
diagrams to explain Mendel’s
experiments.
Interpret genetic diagrams of Mendel’s
experiments.
Use past exam questions to draw and
interpret genetic diagrams.
Variety of pea seed, plants and
pods or diagrams of them
HT students
should be able
to use the terms
homozygous,
heterozygous,
phenotype and
genotype.
A recessive allele
controls the
development of a
characteristic only if
the dominant allele
is not present.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
There are two
forms of
reproduction –
sexual results in
variation in the
offspring due to
mixing of genes.
Asexual
reproduction
produces
genetically identical
clones.
Explain why sexual
reproduction results in
variation but asexual
reproduction does not
produce variation.
Describe sexual reproduction
as the joining of male and
female gametes.
Suggested
timing (lessons)
Spec Reference
B7.1h
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Activity: Revise sexual
reproduction/meiosis.
Video: Show video clips of fertilisation
of an egg by a sperm and of insects
pollinating flowers.
Activity: Revise asexual
reproduction/mitosis.
Resource
Examination
‘hints and tips’
Students should:
Be able to
sequence the
stages involved in
adult cell cloning.
Know the
difference
between sexual
and asexual
reproduction and
why sexual
reproduction
leads to variation.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Chromosomes are
made up of large
molecules of DNA.
Relate chromosomes, genes
and DNA.
Describe the role of DNA
Suggested
timing (lessons)
Spec Reference
B7.1i
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Video: Watch a video about Watson
and Crick – discovery of the structure
of DNA.
Further information on Watson
and Crick can be found at
www.bbc.co.uk by searching
‘historic figures Watson and
Crick’.
DNA has the code
for inherited
characteristics
B7.1j
A gene is a small
section of DNA.
State that a gene is a small
section of DNA.
Each gene codes
for a particular
combination of
amino acids
which makes a
specific protein.
HT only
State that each gene codes
for a particular sequence
of amino acids to make a
specific protein.
Activity: Extract DNA from fruits such
as kiwi fruit or strawberry.
Examination
‘hints and tips’
Students should:
How to extract DNA from fruits
can be found at
www.funsci.com/fun3_en/dna/
dna.htm
A video clip on DNA and the
Human Genome Project can
be found on the BBC website
at
www.bbc.co.uk/learningzone
by searching for clip ‘6015’.
Useful information on the DNA
timeline can be found at
www.timelineindex.com by
searching ‘DNA’.
B7.1k
DNA is made of 2
long strands twisted
together as a
double helix. It has
four different bases
Describe the structure of
DNA.
Task: Make a model of DNA using
playdoh.
Note: The names
of the four bases
are not required.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
B7.1l
A sequence of 3
bases is the code
for a particular
amino acid.
Relate the order of bases in
DNA to protein structure.
The order of bases
determines the
order of amino
acids in a protein
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Activity: matching different triplets to
particular amino acids to ‘break the
code’ and discover the correct
sequence of amino acids coded for.
Resource
Examination
‘hints and tips’
Students should:
Remember that
proteins are made
of amino acids in
a specific order,
and DNA has
bases in a
specific order
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
B7.2 Genetic disorders
B7.2a
Some disorders are
inherited.
Name examples of inherited
diseases
B7.2b
Polydactyly, having
extra fingers or
toes, is caused by a
dominant allele.
Explain what polydactyly is.
B7.2c
Cystic fibrosis, a
disorder of cell
membranes, is
caused by a
recessive allele.
Draw / interpret genetic
diagrams to show how
polydactyly is inherited.
Explain what cystic fibrosis is
and why it can be inherited
from two healthy parents.
Draw/interpret genetic
diagrams to show how cystic
fibrosis is inherited.
Sensitivity may be
needed when
teaching this
topic.
Show images or video clips to show
polydactyly.
Video: Watch a video to explain what
cystic fibrosis is, how it is inherited and
to illustrate the severity of the disorder.
Activity: Produce notes and draw
genetic diagrams to explain how
polydactyly and cystic fibrosis are
inherited.
A video clip on gene therapy
and cystic fibrosis can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘6014’.
Be able to use a
family tree to
explain why only
some offspring
inherit cystic
fibrosis from a
parent sufferer.
Interpret genetic diagrams relating to
these disorders.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B7.2d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Some inherited
conditions are
caused by
inheritance of
abnormal numbers
of chromosomes,
eg Down’s
Syndrome is
caused by the
presence of an
extra tchromosome.
Know that an extra
chromosome may result in
Down’s syndrome.
1
Compare normal karyotypes with
karyotypes resulting in Down’s
Syndrome
Resource
Examination
‘hints and tips’
Students should:
Know what
causes Down’s
syndrome
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
B7.2e
Concerns about
embryo screening
include:
Make informed judgements
about the economic, social
and ethical issues
concerning embryo
screening.
1
 the risk of
miscarriages
 the reliability of
the information
from the
screening
procedure
 decisions about
terminating
pregnancy.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Role play – choices for
parents of a cystic fibrosis sufferer who
would like another child. To involve
experts explaining cystic fibrosis and
the screening procedure; the child with
the disorder; parents to discuss what
they would do if the foetus had the
disorder.
http://www.nytsynvideo.com/la
nguage/en/categories/135/vide
os/3795 - video about PGD
Be able to
suggest one
reason why
people support
and one reason
why people are
against the
screening of
embryos for the
cystic fibrosis
allele or for
Down’s syndrome
Activity: Watch a video of the process
and write a list of issues to be
considered re embryo screening.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Video: Watch the clip on cloning from
Jurassic Park.
Video clips on cloning can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clips
‘4140’ and ‘4139’.
Be able to present
arguments for and
against human
cloning.
B7.3 Genetic manipulation
B7.3a
Modern cloning
techniques – tissue
culture, embryo
transplants and
adult cell cloning.
Describe the process of adult
cell cloning in animals.
1
Interpret information about
cloning techniques.
Practical: Grow new plants from
tissue cultures.
Explain advantages and
disadvantages of cloning
techniques.
Video: Watch a video clip of adult cell
cloning/Dolly the sheep.
Make informed judgements
about the economic, social
and ethical issues
concerning cloning.
Describe the process of
tissue culture in plants.
Explain the importance of
cloning to plant growers.
Describe the process of
embryo transplants in
animals.
Task: Produce a flow diagram to
describe the process of adult cell
cloning or carry out card sorting
activity.
Useful websites are
www.bbc.co.uk and
www.hfea.gov.uk
Research: Research and debate the
advantages and disadvantages of
cloning plants and animals.
Research latest legislation on human
cloning and discuss social and ethical
issues in regards to human cloning.
Interpret information about cloning.
Discuss: Discuss how identical twins
are formed and lead on to embryo
transplants. Draw diagrams to show
the method of embryo transplants.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Genes can be ‘cut
out’ and transferred
to other organisms.
Define the term ‘genetic
engineering’.
Enzymes are used
to isolate the gene
Gene is inserted
into a vector
Vector is used to
insert gene into
required cells
B7.3c
Genetically
modified crops
Describe the process of
genetic engineering to
produce bacteria that can
produce insulin and crops
that have desired
characteristics.
Interpret information about
genetic engineering
techniques.
Discuss the advantages of
genetic modification
Suggested
timing (lessons)
Spec Reference
B7.3b
Summary of the
Specification
Content
1–2
Possible teaching and Learning
Activities
Homework
Resource
Discuss: the terms genetic
engineering, genetic modification and
gene therapy.
Information on genetically
modified food can be found at
www.curriculumbits.com
List examples of genetic engineering.
Activity: Produce a diagram to explain
how human insulin is produced by
bacteria and discuss the advantages of
this over porcine insulin (links with
B3.3.3).
Video: Watch a video clip on genetic
engineering.
Research: Research advantages and
disadvantages of GM crops; what
characteristics may be modified;
produce a poster or a table of benefits
versus concerns for homework.
Activity: Interpret information about
genetic engineering techniques.
Consider benefits, drawbacks and
risks of using GM mosquitoes.
B7.3d
Examination
‘hints and tips’
Students should:
Information on genetic
engineering can be found at
www.UPD8.org.uk by
searching for ‘mosquitoes vs.
malaria’.
Be able to give
two reasons why
farmers are in
favour of growing
GM crops.
Be able to give
two reasons why
people are
against growing
GM crops.
Concerns about
GM crops
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Discussion: factors that affect the
survival of organisms in a habitat.
Discuss resources that organisms may
compete for and the effect on
populations.
Refer to Encyclopaedia
Britannica website
www.britannica.com
Be able to name
two things for
which plants
compete.
B8 Adaptation and interdependence
B8.1 Adaptation
B8.1a
Organisms require
materials from their
surroundings and
from other
organisms to
survive.
List factors that affect the
survival of organisms in their
habitat.
2–3
B8.1b
Plants compete for
light, space, water
and nutrients.
Give examples of resources
that plants compete for in a
given habitat.
B8.1c
Animals compete
for food, mates and
territory.
Give examples of resources
that animals compete for in a
given habitat.
Activity: Interpret population curves,
eg hare / lynx, red / grey squirrels,
native / American crayfish.
Camouflage: Equal numbers
of red and green cocktail sticks
and timer.
Describe adaptations that
some organisms have to
avoid being eaten.
Activity Camouflage game on the
school field.
Pictures showing camouflaged
organisms.
Exhibition of camouflaged organisms.
Interpret population curves.
Practical: Investigate the distribution
of plants on the school field or
relationship between light intensity and
types of plants.
Distribution: Quadrats,
identification sheet, sensors
and dataloggers.
Competition: Radish seeds,
potting trays and compost.
Practical: Competition in radish
seedlings – spacing trials and height
(links with B2.4.1 and B3.4.1).
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
B8.1d
Adaptations for
survival.
Observe adaptations of a
range of organisms.
B8.1e
Extremophiles
B8.1f
Adaptations for
survival in deserts
and the Arctic.
Explain how organisms are
adapted to survive in their
habitat.
Adaptations to cope
with specific
features of the
environment.
Define the term extremophile
and be able to give general
examples.
Describe and explain
adaptations for survival in the
Arctic.
Describe and explain
adaptations for survival in a
desert.
Suggested
timing (lessons)
Learning Outcomes
What most students should
be able to do
Spec Reference
Summary of the
Specification
Content
2
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Prepare a report on how
adaptations help a variety of plants,
animals and microorganisms to survive
in their habitat. Provide a display
including examples of extremophiles,
desert and arctic organisms.
Useful information can be
found on the BBC website at
www.bbc.co.uk by searching
‘adaptations and behaviours’.
Be able to relate
features seen in a
diagram to the
organism’s
survival.
Prepare a presentation about
adaptations.
Look at different types of plants –
succulents, cacti, broad leaved and
Venus fly trap.
Practical: Investigate the rate of
cooling – either surface area,
(SA)/Volume ratio, colour of body,
body covering or huddling. Link results
to different organisms.
Homework: Design and label an
imaginary creature to survive in a
given habitat. The more unusual the
better
Further information can be
found at
www.yourdiscovery.com
Useful video clips can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for
extremophile bacteria (clip
10469), plant adaptations –
extreme cold (clip 5506), and
plant adaptations – extreme
heat (clip 5514).
Cooling: Different sized
containers with lids, different
coloured containers, insulation
materials, test tubes for
huddling, thermometers or
temperature probes and
timers.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
B8.2 Environmental change and distribution of organisms
B8.2a,
b
Environmental
change and the
distribution of
organisms.
B8.2c
Environmental
changes due to
living and non-living
factors.
B8.2d
Indicators of
pollution – lichens
and invertebrates.
Evaluate data on
environmental change and
the distribution and
behaviour of living
organisms.
Give examples of how an
environment can change.
Interpret data on lichen
distribution and sulfur dioxide
levels.
2–3
Discuss: Brainstorm how an
environment can change and how
these changes could affect organisms.
Discuss distribution of bird species,
disappearance of bees, global
warming, agricultural pollution, sulfur
dioxide and oxygen levels in water.
Practical: Pond/stream dipping and
measurement of environmental factors,
eg temperature changes over a day,
oxygen content of water and pH.
Be able to give
two ways in which
humans damage
the environment.
Pond dipping: Kick nets,
sample trays and pots,
identification charts, oxygen,
pH and temperature sensors.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Measuring
environmental
changes.
Interpret data on
invertebrates and water
pollution.
Demo: Demonstrate use of rain
gauges and maximum - minimum
thermometers.
Rain gauge, maximum minimum thermometer.
Suggest reasons for the
distribution of organisms in a
habitat.
Practical: Choice chambers.
Be able to
demonstrate an
understanding of
the use of
equipment to
measure oxygen,
temperature and
rainfall.
Evaluate methods used to
collect environmental data
and consider the validity and
reliability as evidence of
environmental change.
Name and explain how
different factors can affect
the distribution of organisms
in a habitat.
Suggested
timing (lessons)
Spec Reference
B8.2e
Summary of the
Specification
Content
Activity: What are indicator species?
Interpret data on lichens and
invertebrates.
How Science Works: Carry out a
lichen survey on local trees/walls.
Practical: Investigate the effect of
phosphate levels on algal growth and
oxygen levels.
Research why the bee population is
falling and the effects this will have
Discuss: Brainstorm factors that may
affect the distribution of organisms.
Choice chambers: choice
chambers, with areas of
different conditions, woodlice
or maggots.
Lichen identification charts,
clip boards.
Phosphate levels: Jars of
water and algae, phosphate
solution and pipettes and
oxygen sensor.
A useful clip on the honey bee
can be found on the BBC
website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘7187’.
Activity: Briefly explain how these
factors could affect the distribution of
organisms.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Quantitative data
can be obtained by
sampling with
quadrats and along
a transect.
Measure abiotic factors.
Describe how to carry out
random sampling of
organisms using a quadrat.
Use a transect.
Calculate mean, median,
mode and range.
Suggested
timing (lessons)
Spec Reference
B8.2f
Summary of the
Specification
Content
2–3
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Review how environmental data can
be collected.
Using a quadrat can be found
at www.skoool.co.uk
Practical Use quadrats to investigate
patterns of grass growth under trees
and see if it is linked to abiotic factors.
appropriately sized quadrats,
clipboards, sensors.
Be able to
process data and
calculate the
mean, median,
mode and range
for a set of data.
Practical: Use quadrats to investigate
the distribution of daisies and
dandelions on the school field or
lichens, moss or Pleurococcus on
trees walls and other surfaces and link
to abiotic factors.
Transect: String, identification
charts.
Know that sample
size is important
in terms of
reliability and
validity.
Practical: Use a transect to investigate
the change in organisms growing
across a path – effect of trampling or
from a tree into open field – light/
temperature/ humidity.
Practical Measure and use
environmental data to calculate mean,
median, mode and range.
Environmental data:
Sensors, dataloggers,
thermometers and calculators.
Interpret various types of diagrams
that illustrate the distribution of
organisms in a habitat.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Discuss: Look at exhibition to show
the wide variety of organisms that live,
or have lived, on Earth. Where did
they come from?
Video clips on evolution and
natural selection can be found
on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clips
‘5523’ and ‘5516’.
Examination
‘hints and tips’
Students should:
B9 Evolution
B9.1 Natural selection
B9.1a
Darwin’s theory of
evolution by natural
selection.
State the theory of evolution.
B9.1c
Other theories, eg
Lamarck, are based
mainly on the idea
that changes that
occur in an
organism during its
lifetime can be
inherited.
Describe different theories of
evolution.
1
Video: Watch video on Darwin’s
theory of evolution and other theories
Research: Research and produce
report on evolutionary theories, eg
Darwin, Lamarck, Creationism, Buffon,
and Cuvier.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B9.1e
Summary of the
Specification
Content
Evolution occurs by
natural selection.
Identify differences between
Darwin’s theory of evolution
and conflicting theories.
1
Examination
‘hints and tips’
Students should:
Discuss: Recap findings on
evolutionary theories – which seems
most plausible and why?
A video clip on evolution can
be found at
www.teachers.tv/videos/evoluti
on
Be able to use an
evolutionary tree
to describe
relationships
between
organisms and
the time scales
involved in
evolution.
Activity: Natural selection role play
activities.
Explain the terms ‘inherited’
and ‘acquired’
characteristics.
Peppered moth game; explain in terms
of natural selection.
Define the term ‘mutation’.
Explain why mutation may
lead to more rapid change in
a species.
The theory of
evolution was only
gradually accepted.
Resource
Suggest reasons for the
different theories.
Describe the stages in
natural selection.
B9.1b
Possible teaching and Learning
Activities
Homework
Suggest reasons why
Darwin’s theory was only
gradually accepted.
Interpret evidence relating to
evolutionary theory.
Further online resources for
teachers at www.echalk.co.uk
Produce flow diagram to explain
evolution by natural selection.
Look at pictures of Darwin’s finches
and match up with the Galapagos
Island they lived on based on food
available there.
Discuss: Brainstorm why Darwin did
not publish his theory straight away
and why it was only gradually
accepted.
Look at cartoons of Darwin drawn
after he published his work.
Cartoons of Darwin, picture of
his book.
Be able to give
two reasons why
people were
against Darwin’s
ideas at that time.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Studying similarities
and differences
between organisms
allows us to classify
them as animals,
plants or
microorganisms.
Classify organisms based on
their similarities.
Suggested
timing (lessons)
Spec Reference
B9.1d
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Task: Interpret evidence relating to
evolutionary theory – fossils, pictures
of horses, humans, tree of life etc.
Fossils and pictures
Examination
‘hints and tips’
Students should:
Exhibition of organisms or
pictures.
Sort pictures of organisms into an
evolutionary timeline.
Exhibition of organisms to classify
into groups (this could be the first
lesson on evolution).
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Observe an exhibition of fossils or
fossil pictures and guess how they
were formed and what they are fossils
of.
Objects to make imprints in
sand, plasticine, plaster of
Paris.
Understand that
the fossil record is
incomplete
because many
fossils have been
destroyed by
geological activity.
B9.2 Speciation
B9.2a
Evidence for early
forms of life comes
from fossils.
B9.2b
Fossils are the
‘remains’ of
organisms from
many years ago,
which are found in
rocks. They can be
formed in various
ways.
Many early forms of
life were soft
bodied so left few
traces behind;
these traces have
been mainly
destroyed by
geological activity.
State what a fossil is.
We can learn from
fossils how much or
how little organisms
have changed as
life developed on
Earth.
Suggest reasons why
scientists cannot be certain
how life began on Earth.
B9.2c
B9.2d
1–2
Describe ways in which
fossils are formed – from
hard parts that do not decay
easily; when conditions for
decay are absent; when
parts are replaced by other
materials as they decay; as
preserved imprints.
Explain why fossils are useful
to us today – to provide
evidence of how lifer has
developed; to help us
understand evolutionary
relationships.
Research: Research different ways in
which fossils are formed and produce
a report with illustrations – complete
for homework.
Video: Formation of fossils.
Make imprints of leaves, shells, bones
etc.
Discuss: Brainstorm how life on earth
might have begun and discuss why we
cannot be certain how life began.
A video clip on DNA and
prehistoric animals can be
found on the BBC website at
www.bbc.co.uk/learningzone/cl
ips by searching for clip ‘5890’.
Interesting information on a
huge fossilized skull found in
Argentina can be found at
www.UPD8.org.uk by
searching ‘Godzilla is real’.
UPD8 activity: Students look at fossil
evidence to explain how living things
once lived.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
B9.2e
Summary of the
Specification
Content
Causes of
extinction changes to the
environment over
geological time,
new predators, new
diseases, new
competitors, a
catastrophic event,
through the cyclical
nature of
speciation.
Define the term ‘extinction’.
1
Explain how extinction may
be caused.
Understand that organisms
become extinct because
something changes and the
species cannot adapt quickly
enough to the new
circumstances.
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Exhibition of pictures of
organisms that have become extinct.
Be able to define
the term ‘extinct’.
Or
Be able to give
two reasons why
some organisms
are in danger of
extinction.
Give a list of extinct organisms and ask
students to print off images; suggest
reasons why they died out.
Produce a poster of pictures of extinct
organisms; discuss the evidence we
have that they looked like this.
Research: Research causes of
extinction and write a report /
PowerPoint presentation.
Be able to give
one reason why it
is important to
prevent species
from becoming
extinct.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
B9.2f
New species arise
as a result of
isolation, genetic
variation, natural
selection and
speciation.
Define the term ‘species’.
Explain how new species
arise using the term
‘isolation’.
Include, explain and use the
terms ‘genetic variation’,
‘natural selection’ and
‘speciation’.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Recap the definition a species
Discussion: Brainstorm organisms
that are only found in Australia and ask
why this is; support with projected
images or video clips.
Resource
Examination
‘hints and tips’
Students should:
Understand that it
takes millions of
years for a new
species to form.
Activity: Produce a flow diagram or
cut-out to illustrate how new species
arise (links with B1.8.1).
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Activity: Revise food chains and webs
and associated terminology –
producer, consumer, herbivore, and
carnivore.
Useful information can be
found at
www.gould.edu.au/foodwebs
Examination
‘hints and tips’
Students should:
B10 Energy and biomass in food chains
B10a
The Sun is the
source of energy
for most
communities;
photosynthesis.
1
How Science Works: Investigate leaf
litter – separate into plant material and
different types of animals; construct
pyramids of number and biomass.
Leaf litter, identification charts,
balance and containers.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
B10b
Energy losses in
food chains.
1
B10c
Pyramids of
biomass
Explain why energy and
biomass is reduced at
successive stages in a food
chain.
Possible teaching and Learning
Activities
Homework
Resource
Activity: Compare information shown
in pyramids of number and biomass
and discuss why biomass decreases at
each level.
Describe how energy and
mass is transferred along a
food chain.
Interpret data on energy transfer in
food chains and list energy losses at
each level.
Construct and interpret
pyramids of biomass.
Demo: Heat produced by germinating
peas (links with B2.3 and B3.4.4).
Germination: Flasks of soaked
peas and boiled peas with
thermometers.
Examination
‘hints and tips’
Students should:
Be able to draw a
pyramid of
biomass using
information given
in a food chain
Note: Students do
not need to be
able to interpret
pyramids of
number.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Discuss: Show some examples of
rotting foods; discuss what has caused
the food to rot. What would happen if
things didn’t rot when they died?
Rotting tomato and other foods
be able to explain
why leaves decay
faster in summer
than winter.
Sort items into biodegradable and nonbiodegradable.
Materials to sort.
Practical: Investigating the factors that
affect decay, eg temperature and
decay of bread or fruit.
Decay: Moist food, incubator,
fridge, containers with lids.
Discuss: Discuss why plants in a
wood continue to grow without the use
of fertilisers and relate to recycling of
materials.
Pictures of decaying plants
and animals in the wild.
B11 Decay and the carbon cycle
B11a
Living things
remove materials
from the
environment for
growth and other
processes; these
are returned to the
environment in
wastes and when
organisms die and
decay.
B11b
Conditions for
decay.
B11c
Decay releases
nutrients for plant
growth.
B11d
Material is
constantly cycled
and can lead to
stable communities.
Describe how plants and
animals return materials to
the environment.
Name the type of living
organism which causes
leaves to decay
Name the gas needed for
decay
Describe the role of
microorganisms in decay.
2
State factors affecting the
rate of decay – temperature,
moisture, oxygen.
Explain how decay is useful
to plants in an ecosystem.
Explain the importance of
cycles in maintaining the
ecosystem over many years.
Research how kitchen and garden
wastes can be recycled. Evaluate the
necessity and effectiveness of
recycling organic kitchen or garden
wastes.
Practical: Investigate the rate of decay
of grass clippings.
Grass clippings: Thermos
flasks with thermometers /
temperature probe,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Practical: Competition – whose potato
will decay the fastest? Plan the best
conditions for decay.
disinfectant, wet and dry grass
and composting agent.
Examination
‘hints and tips’
Students should:
Demo: Set up a wormery and observe
how worms improve the soil and
breakdown dead leaves.
Online activity: Earthworm
investigation.
Earthworms:
www.curriculumbits.com
search for ‘Earthworm
investigation’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
The main
processes involved
in the carbon cycle.
Describe the carbon cycle in
terms of photosynthesis,
respiration, feeding, death
and decay, combustion of
wood and fossil fuels.
Explain the role of
microorganisms and detritus
feeders in decay.
Suggested
timing (lessons)
Spec Reference
B11e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
1
Demo: Use a sensor to measure
carbon dioxide levels in the air;
Carbon dioxide sensor, coal
and oil.
Be able to give
two reasons why
deforestation
increases the
amount of carbon
dioxide in the
atmosphere.
Show a piece of coal - discuss what it
is and how it was formed.
Activity: Revise carbon dioxide in
photosynthesis and respiration.
Produce a flow chart to show what
happens to carbon in an ecosystem.
Demos: Show examples of fossil fuels;
burn a fossil fuel and bubble the fumes
through limewater.
Cut-out different coloured cards for
processes and organisms and arrange
them as in the carbon cycle.
Demo: fuels, inverted glass
funnel to direct fumes through
tube of limewater and pump.
Be able to
describe how the
carbon in dead
bodies may be
recycled.
Be able to
describe the
stages in the
carbon cycle.
Practice writing a description of events
that occur during the carbon cycle.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Discuss: Revise states of matter.
Homework
Resource
Examination
‘hints and tips’
Students should:
C1 The fundamental ideas in chemistry
C1.1 Solids, liquids and gases
C1.1a
Matter can be
classified in terms
of the three states
of matter.
Students should be familiar
with the states of matter and
be able to define and explain
their inter-conversion in
terms of how the particles
are arranged and their
movement.
Activity: Students make chart to show
differences in properties and structure
of solids, liquids and gases
Activity: Melt ice to water, or cool
molten stearic acid back to a solid. Plot
a graph of temperature against time.
Students should understand
the energy changes that
accompany changes of state.
C1.1b
Evidence for the
existence of
particles can be
obtained from
simple
experiments.
Students should be familiar
with simple diffusion
experiments such as Br2 / air,
NH3 / HCl, KMnO4 / water.
Discuss: The plateau of the graph in
terms of energy being absorbed and
used to break bonds, or energy being
given out by bonds forming.
1
Demo; Show suitable examples of
diffusion experiments or other
experiments to show that matter is
made from particles.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Activity: Use the periodic table to elicit
answers about:
Periodic table for chemistry
Examination
‘hints and tips’
Students should:
C1.2 Atoms
C1.2a
All substances are
made of atoms. A
substance that is
made of only one
sort of atom is
called an element.
There are about
100 different
elements. Elements
are shown in the
periodic table. The
groups contain
elements with
similar properties.
Know that substances are
made of atoms. State that
substances made of only one
sort of atom are called
elements.
C1.2b
Atoms of each
element are
represented by a
chemical symbol,
eg O represents an
atom of oxygen, Na
represents an atom
of sodium.
Know that symbols represent
atoms of different elements.
Students do not need to
know the symbols of
elements not mentioned in
the specification.
C1.2c
Atoms have a small
central nucleus,
which is made up of
protons and
neutrons, and
Know the structure of an
atom.
Know that elements are
found in the periodic table
and that groups contain
elements with similar
properties. State where
metals and non-metals
appear in the periodic table.
2





list of known elements (about 100)
location of non-metals and metals
groups and periods
idea of atoms.
use of symbols and rules for their
use
 proton number, mass number.
Information about the periodic
table can be found on the BBC
website at
www.bbc.co.uk/learningzone/cl
ips by searching for ‘periodic
table’.
VLE/Interactive software eg
periodic table slides.
Task: Students make notes on their
periodic table, and in books.
Be able to use
symbols
confidently.
Task: Students view/draw diagrams of
basic atomic structure naming subatomic particles.
VLE/Interactive software eg
The Atom.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Discuss: charges on sub-atomic
particles, and produce chart in books.
View the Atomic structure
PowerPoint presentation at
www.iteachbio.com/Chemistry/
Chemistry/Atomic%20Structur
e.ppt
Examination
‘hints and tips’
Students should:
around which there
are electrons.
C1.2g
All atoms of a
particular element
have the same
number of protons.
Atoms of different
elements have
different numbers
of protons.
C1.2d
The relative
electrical charges
are as shown:
Know the charges on subatomic particles.
How Science Works: Drawing a table.
Proton – charge of
+1
Neutron – no
charge
Electron – charge
of –1
C1.2e
In an atom, the
number of electrons
is equal to the
number of protons
in the nucleus.
Atoms have no
overall electrical
charge.
Task: Work out number of electrons,
protons and neutrons in first ten
elements of periodic table. Results as
diagrams or chart in books.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Possible teaching and Learning
Activities
Homework
Discuss: Give the students the mass
numbers for elements numbers 1-10.
Ask them to find the pattern between
the mass numbers and sub-atomic
particles.
The relative
masses of protons,
neutrons and
electrons are:
Name of particle
Mass
Proton
Suggested
timing (lessons)
Spec Reference
C1.2k
Summary of the
Specification
Content
Resource
Examination
‘hints and tips’
Students should:
Be able to
calculate numbers
of protons,
neutrons, and
electrons in an
atom, using the
periodic table.
1
Neutron 1
Electron Very
small
C1.2f
The number of
protons in an atom
of an element is its
atomic number.
The sum of the
protons and
neutrons in an atom
is its mass number
C1.2h
Atoms of the same
element can have
different numbers
of neutrons; these
atoms are called
isotopes of that
element.
Students will be expected to
calculate the numbers of
each sub-atomic particle in
an atom from its atomic
number and mass number.
Know the
difference
between atomic
number and mass
number.
Task: Students to complete a chart
showing atoms of same element
having different numbers of neutrons,
to develop idea of isotopes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Atoms can be
represented as
shown in this
example:
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C1.2i
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
(Atomic number) 11
C1.2l
The relative
atomic mass of an
element (Ar)
compares the
mass of atoms of
the element with
the 12C isotope. It
is an average
value for the
isotopes of the
element.
Examination
‘hints and tips’
Students should:
Introduce representation of different
atoms as:
40
K
(Mass number) 23
Na
Resource
19
Homework: Students draw structures
of several named atoms using the
periodic table.
Discuss: Why does chlorine have a Ar
of 35.5? Introduce idea of average
value for mass number, and relate to
12C isotope.
HT Only
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C1.2j
Summary of the
Specification
Content
Electrons occupy
particular energy
levels. Each
electron in an atom
is at a particular
energy level (in a
particular shell).
The electrons in an
atom occupy the
lowest available
energy levels
(innermost
available shells).
Describe electron
arrangements for elements
up to number 20.
1
Students should be able to
represent the electronic
structure of the first 20
elements of the
periodic table in the following
forms:
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Review atomic structure, nucleus and
electron cloud.
Electron shell diagram sheet
with elements placed in same
position as periodic table,
elements 1–20.
Note: They do not
have full outer
shells, except for
He and Ne. From
Ne onwards they
have eight
electrons in their
outer shell.
Explain: Introduce idea of shells within
the cloud, and filling numbers and
order. Use electron shell sheet to
complete them. Teacher completes
elements 1,2,3,7 and 11, students
complete others.
VLE/Interactive software eg
periodic table slides.
View the electron shell
PowerPoint presentation at
http://education.jlab.org/jsat/po
werpoint/chembond.ppt
Electrons are
easier to count
when drawn in
pairs. This helps
later with covalent
bonding.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Discuss: What is the periodic table?
or the five ‘Ws’ (Why, What, Where,
When and Who). Limit answers to just
a list of elements in a funny shape.
Periodic table cards. These
should be of elements 1–53,
excluding the noble gases and
32. Group 1 cards should be
one colour, Group 2 a second
colour, Group 5 a third colour,
Group 6 a fourth colour and
Group 7 a fifth colour. Each
card should only have atomic
mass, symbol and name.
Examination
‘hints and tips’
Students should:
C1.4 The periodic table
C1.4a
The periodic table
is arranged in order
of atomic (proton)
number and so that
elements with
similar properties
are in columns,
known as groups.
The table is called
a periodic table
because similar
properties occur at
regular intervals.
1
Activity: Periodic table card game
The object of the game is to see the
problems and solutions found by both
Newlands and Mendeleev using only
the information they had in 1860s.
Each group has 47 cards of elements
known by Newlands and Mendeleev,
and each card has information on it
that they knew.
Round 1: Working in pairs and not
using the periodic table sort the cards
into a logical order, eg alphabetically or
numerically. Place on table. Is it a
sensible order, does it tell you anything
about the elements and their
properties?
VLE / Interactive software, the
periodic table.
Exampro Extra Online
Chemistry Activity: The
development of the periodic
table.
Round 2 (Newlands): Draw attention
to the cards that are coloured. Remind
them about Groups, refer back to
Group 1 reactions. Sort according to
mass, then place in rows of 8. Note
that at first, you get a regular pattern,
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
After element with mass 40, the
pattern breaks down. This is where
Newlands failed to gain recognition.
Round 3 (Mendeleev): Take
Newlands’ order and adjust it. Show
that if H is kept separate, and the third
row is elongated, that the pattern reestablishes itself, up to Ga. Show
pattern re-establishes under P.
Mendeleev decided that ‘he didn’t
know everything’ and so he left a gap
for an undiscovered element.
Complete final row, and show that on
Mendeleev’s method, I comes before
TE.
Task: Students make notes on
Newland’s method, and why it didn’t
gain acceptance. Mendeleev’s method,
including the key ideas of leaving gaps
for undiscovered elements and also
small adjustments to fit known
properties of the elements.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C1.4c
Learning Outcomes
What most students should
be able to do
Elements in the
same group in the
periodic table have
the same number
of electrons in their
highest energy
level (outer
electrons) and this
gives them similar
chemical
properties.
Know that elements in the
same group have similar
reactions because they have
identical numbers of outer
electrons.
The elements in
Group 0 of the
periodic table are
called the noble
gases. They are
unreactive because
their atoms have
stable
arrangements of
electrons.
Knowledge limited to
reactions of Group 1
elements with water and with
non-metal elements.
Know that the number of
outer electrons determines
how an atom reacts. Atoms
with eight electrons in their
outer shell are unreactive, ie
the noble gases.
Suggested
timing (lessons)
Spec Reference
C1.4b
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Demo: Li, Na and K with water. Show
H2 gas produced and alkali solution as
well.
Large glass trough, universal
indicator, small pieces ( rice
grain) of alkali metals Li, Na,
K, forceps, paper towels,
scalpel, safety screen, glass
tube (8mm wide), splints and
matches.
Note: Students
are not required
to know of trends
within each group
in the periodic
table.
Task: Students describe tests and
write word equations for the reactions.
How Science Works: Making a
prediction. Ask students what they
think reaction of Caesium (Cs) would
be, show video clip of reaction with
water.
Be aware of
similarities
between the
elements within a
group.
Demo: Burning Li, Na and K in air to
react with oxygen.
Know that noble gases have
eight outer electrons, except
for helium, which has two.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Tasks: Students carry out and report
precipitation reaction experiments such
as lead nitrate and potassium iodide to
observe there is no change in mass on
forming products.
Balances, boiling tubes, 25cm 3
measuring cylinders, lead
nitrate solution 1mol dm -3
potassium iodide 1 mol dm –3
Be able to
calculate the
mass of a
reactant or
product from
information about
the masses of the
other reactants
and products in
the reaction.
C1.3 Chemical reactions and related calculations
C1.3f
No atoms are lost
or made during a
chemical reaction
so the mass of the
products equals the
mass of the
reactants.
Know that all atoms involved
in a reaction must be
accounted for.
Calculate the amount of a
product or reactant from
masses of other products
and reactants (the use of
relative atomic masses and
relative molecular masses is
not needed here).
1
How Science Works: Write
method/plan of practical.
Use word and symbol equations to
describe reactions.
Homework: Students do calculations
using mass of reactants and products
to find mass formed of one product or
mass needed of one reactant.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C1.3e
Learning Outcomes
What most students should
be able to do
Chemical reactions
can be represented
by word equations
or by symbol
equations.
Write word equations and
balance given symbol
equations for reactions in the
specification.
Information about
the states of
reactants and
products can be
included in
chemical reactions
HT only: write and balance
symbol equations for
reactions given in the
specification.
Suggested
timing (lessons)
Spec Reference
C1.3d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
1
Task: Students write one word
equation to show general reaction.
VLE/Interactive software, eg
chemical reactions.
Examination
‘hints and tips’
Students should:
Introduce symbol equations
Explain: Show need for balancing the
equation linked to idea of conservation
of mass.
Task: Students balance several
equations themselves
Use the state symbols (g), (l),
(s) and (aq) in equations
where appropriate
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
The relative formula
mass (Mr) of a
compound is the
sum of the relative
atomic masses of
the atoms in the
numbers shown in
the formula.
Students are expected to use
relative atomic masses in the
calculations specified in the
subject content. Students
should be able to calculate
the relative formula mass
(Mr) of a compound from its
formula.
Suggested
timing (lessons)
Spec Reference
C1.3b
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Task: Calculating relative formula
mass (Mr). Chemists need to be sure
of the amount of a compound present
in terms of the number of molecules or
atoms.
Periodic table and list of
formulae
Note: Students
can choose to
learn the periodic
table in its
entirety; however,
the periodic table
is usually given in
the exam.
Explain: Show how to make the
calculation for simple, then more
complex formulae. It is a good idea to
revise what a formula tells you,
especially where brackets are
involved.
VLE / Interactive software, eg
quantitative chemistry.
Task: Students do examples of
calculations with increasing
complexity.
Explain: that the figure they have
calculated for each compound is
known as 1 mole of that substance,
and that for elements it is the same as
the relative atomic mass.
C1.3c
The relative formula
mass of a
substance, in
grams, is known as
one mole of that
substance.
Understand that the Mr and
Ar in grams is known as one
mole. Students are expected
to use the relative formula
mass of a substance to
calculate the number of
moles in a given mass of that
substance and vice versa.
Understand that the Mr and Ar in grams
is known as one mole.
Students are expected to use the
relative formula mass of a substance
to calculate the number of moles in a
given mass of that substance and vice
versa.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
C1.3g
The masses of
reactants and
products can be
calculated from
balanced symbol
equations.
Calculate the mass of a
reactant or product from
information about the
masses of the other
reactants and products in
the reaction and the
balanced symbol equation.
1
Do calculations on masses of
reactants and products from balanced
symbol equations. Students make
notes.
C1.3h
In some chemical
reactions, the
products of the
reaction can react
to produce the
original reactants.
Explain what is meant by a
reversible reaction, and its
symbol.
1
Task: Students carry out circus of
reversible reactions:
Such reactions are
called reversible
reactions and are
represented:
A+B
C+D
For example:
ammonium chloride
Name a reversible reaction.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
 copper sulfate hydration/
dehydration
 heating ammonium chloride in a
test tube
 adding alkali and acid alternately to
bromine water or to potassium
chromate solution
 ’blue bottle’ reaction (RSC Classic
Chemistry Experiments no. 83)
 oscillating reaction (RSC Classic
Chemistry Experiments no.140).
Resource
Examination
‘hints and tips’
Students should:
HT only
Test tube, copper sulfate,
spatulas, stand and clamp,
pipette and 100cm 3 beaker.
See Exampro Extra Online
Practical Guide for other
details.
VLE/Interactive software, eg
reversible reactions.
Students make notes on reversible
reactions and the meaning of the
double headed arrow.
ammonia +
hydrogen chloride
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
C2 Bonding and structure
C2.1 Bonding and C2.2 Structure and how it influences the properties and use of substances
C2.1a
Compounds are
substances in
which atoms of two
or more elements
are chemically
combined.
C1.3a
When elements
react, their atoms
join with other
atoms to form
compounds. This
involves giving,
taking or sharing
electrons to form
ions or molecules
to attain the
electron
arrangement of the
nearest noble gas.
2
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M15 6EX.
C2.1b
Chemical bonding
involves either
transferring or
sharing electrons in
the highest
occupied energy
levels (shells) of
atoms in order to
achieve the
electronic structure
of a noble gas.
C2.1c
When atoms form
chemical bonds by
transferring
electrons, they form
ions. Atoms that
lose electrons
become positively
charged ions.
Atoms that gain
electrons become
negatively charged
ions. Ions have the
electronic structure
of a noble gas
(Group 0).
Compounds formed
from metals and
non-metals consist
of ions.
Students should know that
metals form positive ions,
whereas non-metals form
negative ions.
Students should be able to
represent the electron
arrangement of ions in the
following form:
for sodium ion (Na+)
Ionic bonding
Periodic table
Activity: draw out ideas of electron
shells, and noble gas configuration as
being unreactive.
View the bonding PowerPoint
presentation at
http://education.jlab.org/jsat/p
owerpoint/chembond.ppt
Task: Students draw diagrams to
explain how Na donates/transfers
electron to Cl, so both achieve noble
gas electronic structure.
VLE/Interactive software eg
bonding part 1.
Know that the
charge on an ion
is related to its
group in the
periodic table.
Use their periodic
table list to check
the charge on
each ion.
Students attempt another single
electron transfer compound, such as
potassium fluoride, before trying
magnesium oxide, and calcium
chloride.
Homework: Students could try to
explain in terms of electron transfer
other simple related ionic compounds.
Students should be able to
relate the charge on simple
ions to the group number of
the element in the periodic
table.
Know that noble gas
structure is unreactive.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C2.1d
The elements in
Group 1 of the
periodic table, the
alkali metals, all
react with nonmetal elements to
form ionic
compounds in
which the metal ion
has a single
positive charge.
C2.1e
The elements in
Group 7 of the
periodic table, the
halogens, all react
with the alkali
metals to form ionic
compounds in
which the halide
ions have a single
negative charge.
Students should know some
of the chemical properties of
the halogens, limited to
reactions with metals, and
displacement of less reactive
halogens.
Activity: Displacement reactions –
Students add chlorine water to each of
the three compounds and observe
results. Add bromine water to fresh
samples of the compounds and
observe results. Add iodine solution to
fresh samples of the compounds and
observe results.
Discuss: findings from results chart.
Conclude that halogens higher in the
Group displace halogens that are
lower from their compounds.
Task: Write symbol equations and
balance for one reaction. All reactions
standard.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Use periodic table to write
correct formula for ionic
compounds.
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Explain: Teacher to explain method
for writing formulae.
Periodic table
Remember the
formula multiplies
everything inside
the brackets by
the number
outside, when
dealing with
molecular ions.
Task: Students work out formulae for
named compounds using periodic
table for charges. At first concentrate
on simple compounds with only two
elements in them. Move on to more
complex ones (acid radicals/molecular
ions etc) requiring the use of brackets
when Students are confident about
simple balancing of charges.
Homework: More examples of
formulae.
VLE/Interactive software eg
bonding part 1
Be careful to use
only subscript
numbers to avoid
confusion with the
charge. Never
change the
subscript number,
instead they
should bracket
the polyatomic ion
and put a fresh
subscript outside
the bracket.
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M15 6EX.
C2.1f
An ionic compound
is a giant structure
of ions. Ionic
compounds are
held together by
strong electrostatic
forces of attraction
between oppositely
charged ions.
These forces act in
all directions in the
lattice and this is
called ionic
bonding.
C2.2a
Ionic compounds
have regular
structures (giant
ionic lattices) in
which there are
strong electrostatic
forces in all
directions between
oppositely charged
ions. These
compounds have
high melting points
and high boiling
points because of
the large amounts
of energy needed
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Discuss: Why are ionic compounds
hard to melt? Relate this to regular
structure of sodium chloride crystal
structure, leading to idea of crystal
formation form solution in regular way.
NaCl lattice model.
Examination
‘hints and tips’
Students should:
1
Describe NaCl crystal lattice
and why it doesn’t conduct
electricity and is hard to melt.
Task: Students could make their own
model from marshmallows and
spaghetti (or similar).
Students draw diagrams to explain
properties of sodium chloride.
View the bonding PowerPoint
presentation at
http://education.jlab.org/jsat/po
werpoint/chembond.ppt
VLE/Interactive software, eg
bonding part 1.
Marshmallows (breakfast size)
and spaghetti.
Explain: consequences of how these
lattices result in high melting and
boiling points, and inability to conduct
electricity. Students make notes.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
to break the many
strong bonds.
C2.2b
When melted or
dissolved in water,
ionic compounds
conduct electricity
because the ions
are free to move
and carry the
current.
Explain the electrical
conductivity of ionic
substances.
Explain: how ionic substances, when
dissolved in water, can conduct
electricity (and why as solids they
cannot). Students make notes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C2.1h
Learning Outcomes
What most students should
be able to do
When atoms share
pairs of electrons,
they form covalent
bonds. These
bonds between
atoms are strong.
Some covalently
bonded substances
consist of simple
molecules such as
H2, Cl2, O2, HCl,
H2O, NH3 and CH4.
Others, such as
diamond and silicon
dioxide, have giant
covalent structures
(macromolecules).
Compounds formed
from non-metals
consist of
molecules. In
molecules, the
atoms are held
together by
covalent bonds.
Suggested
timing (lessons)
Spec Reference
C2.1g
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Covalent bonding
View the bonding PowerPoint
presentation at
http://education.jlab.org/jsat/po
werpoint/chembond.ppt
Examination
‘hints and tips’
Students should:
VLE/Interactive software eg
Bonding part 2.
Molymods
Students should be able to
represent the covalent bonds
in molecules such as water,
ammonia, hydrogen,
hydrogen chloride, methane
and oxygen in the following
forms:
Discuss: Bonding in non-metal
compounds. Teacher led discussion
into properties of non-metal
compounds, relating to the electronic
arrangements of non-metals and that
electron shells are nearly full.
Remember CH4 is
made up of two
elements and is
not just a single
element
Task: Students to show/draw
structures of, H2, Cl2, O2, HCl, H2O,
NH3 and CH4.
Students draw diagrams to explain
covalent bonding. Students should do
some of these themselves as they
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Students should be able to
recognise other simple
molecules and giant
structures from diagrams that
show their bonding.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
demonstrate understanding.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
C2.2c
Substances that
consist of simple
molecules are
gases, liquids or
solids that have
relatively low
melting points and
boiling points.
Suggest the type of structure
of a substance given its
properties.
Substances that
consist of simple
molecules have
only weak forces
between the
molecules
(intermolecular
forces). It is these
intermolecular
forces that are
overcome, not the
covalent bonds,
when the
substance melts
or boils.
Explain:
C2.2d
C2.2e
Substances that
consist of simple
molecules do not
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
1
Resource
Examination
‘hints and tips’
Students should:
Exampro Extra Online
Chemistry Activity: Structure
and bonding.
Be able to explain
that
intermolecular
forces are weak in
comparison with
covalent bonds.
Exampro Extra Online
Chemistry Activity: Bonding
snap.
 why covalent
molecules have low
melting and boiling
points
 that there are weak
forces of attraction
between the molecules
that need overcoming
at melting and boiling.
Students need to
understand that
intermolecular forces are
weak compared with
covalent bonds
Explain: Teacher-led explanation that
shared pairs of electrons are covalent
bonds; why covalent compounds are
poor conductors of electricity; why
covalent compounds have low
melting and boiling points, and that
there are very weak forces between
molecules, not strong bonds as in
ionic compounds.
HT only
Task: Students make notes, or answer
questions from worksheet, including
questions about unknown substances
and their structures.
Homework: Past paper question on
compound properties and structures.
Explain why covalent
molecules are unable to
conduct electricity
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
conduct electricity
because the
molecules do not
have an overall
electric charge.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C2.2g
Learning Outcomes
What most students should
be able to do
Atoms that share
electrons can also
form giant
structures or
macromolecules.
Diamond and
graphite (forms of
carbon) and silicon
dioxide (silica) are
examples of giant
covalent structures
(lattices) of atoms.
All the atoms in
these structures are
linked to other
atoms by strong
covalent bonds and
so they have very
high melting points.
Recognise diamond and
graphite from their structures.
In diamond, each
carbon atom forms
four covalent bonds
with other carbon
atoms in a giant
covalent structure,
so diamond is very
Know carbon atoms in
diamond have four covalent
bonds.
Recognise other examples of
giant covalent structures or
macromolecules from
diagrams showing their
bonding.
Explain the differences in the
properties of diamond and
graphite.
Know they are examples of
the same element carbon.
Relate the properties of
substances to their uses.
Suggested
timing (lessons)
Spec Reference
C2.2f
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Task: Use a DART worksheet with
some teacher input and access to
models of diamond, graphite and
silicon dioxide to allow students to
explore and understand how the
structure of each substance relates to
its properties.
DART worksheet, and models
and diagrams of diamond,
graphite and fullerenes.
Know that
graphite is similar
to metals in that it
has delocalised
electrons.
Students annotate diagrams and make
notes to explain structures and
properties.
Provide students with diagrams for
labelling, particularly of fullerenes.
VLE/Interactive software eg
bonding.
Be able to
recognise other
giant structures or
macromolecules
from diagrams
showing their
bonding.
Concentrate on
the use of
unknown
substances and
relate it to the
property using
knowledge of
similar structures
and their
properties.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Activity: Investigate the properties of
graphite, including leaving marks on
paper, conduction of electricity, high
melting point.
Graphite, apparatus to
investigate electrical
conductivity, test tubes and
Bunsen burner.
Examination
‘hints and tips’
Students should:
hard.
C2.2h
In graphite, each
carbon atom bonds
to three others,
forming layers. The
layers are free to
slide over each
other because
there are no
covalent bonds
between the layers
and so graphite is
soft and slippery.
Higher Tier only: Students
should be able to explain
the properties of graphite
in terms of weak forces
between the layers.
C2.2i
In graphite, one
electron from
each carbon atom
is delocalised.
These delocalised
electrons allow
graphite to
conduct heat and
electricity.
Students should realise
that graphite is similar to
metals in that it has
delocalised electrons.
C2.2j
Carbon can also
form fullerenes
with different
numbers of
carbon atoms.
Fullerenes can be
used for drug
Students only need to
know that the structure of
fullerenes is based on
hexagonal rings of carbon
atoms.
HT only
Research fullerenes, models of
fullerenes and their uses.
HT only
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
delivery into the
body, in
lubricants, as
catalysts, and in
nanotubes for
reinforcing
materials, eg in
tennis racquets.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
C3 Air and water
C3.1 Air and oxygen
C3.1a
Air is a mixture of
gases with different
boiling points.
Students should recall the
approximate composition of
air in terms of percentages of
oxygen and nitrogen.
Students should know that
there are relatively small
amounts of water vapour,
carbon dioxide, neon and
argon but the percentages of
these components is not
required.
C3.1b
Dry air, free from
carbon dioxide,
can be liquefied
and then
fractionally
distilled to obtain
oxygen and
nitrogen.
Knowledge of the boiling
points of the different
gases is not required.
1
Demo: on the gases present in the air.
Best one is the classic two syringes
one using copper, followed by burning
magnesium in the nitrogen and making
ammonia.
Task: Students draw diagrams and
chart of gases in air today
VLE/Interactive software, eg
Earth and atmosphere.
RSC Alchemy disc has
section on gases from the air.
Further information can be
found at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
.htm
A video on Joseph Priestley
and the discovery of gases
can be found on the BBC
website at
www.bbc.co.uk/learningzone/
clips by searching for
clip’2078’
View: Watch video on fractional
distillation of air, and make notes as
flow diagram of the process.
HT only
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Elements can burn
in air to form
oxides, which can
be classified as
acidic, basic and
amphoteric.
Students should be able to
describe the burning of Na,
Mg, Fe, C and S. They
should know that watersoluble oxides of metals give
alkaline solutions and those
of non-metals give acidic
solutions.
Suggested
timing (lessons)
Spec Reference
C3.1c
Summary of the
Specification
Content
1
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
Activity: Students burn elements (Mg,
Fe, C) in gas jar or boiling tube of air
containing small quantity of water in it.
After combustion, add two drops of
universal indicator solution, stopper,
and shake. Observe pH of solution
made.
Demo: Teacher repeats using oxygen
gas and gas jars. Also uses Na and S.
Students make notes about oxides of
elements, and also ideas of oxidation
and reduction.
Symbol equations can be used or
written here.
C3.1d
When substances
burn in air they are
reacting with the
oxygen.
C3.1e
Oxidation and
reduction reactions
involve the addition
and removal of
oxygen
respectively.
C3.1f
Air is often polluted
by carbon
monoxide, sulfur
Students should be able to
describe a test for oxygen.
Students should know how
each pollutant arises and be
able to describe one effect
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M15 6EX.
dioxide and oxides
of nitrogen.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
of each pollutant.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
C3.2 Water
C3.2a
Natural waters
contain dissolved
salts, which can be
removed to obtain
pure water.
Students should be aware
that pure water can be made
by distillation and that
desalination is an important
method of obtaining water for
domestic use in some
countries.
Students should know the
boiling point of pure water
and a simple chemical test to
show the presence of water.
2
Discuss: clean water (PMI).
Task: Either class or demo
Evaporate some tap water on a watch
glass to dryness to assess how much
dissolved solids it contains.
Discuss: the need for ‘clean’ water,
and what this means. Note: One
method of getting pure water is
distillation.
Demo: Demonstrate distillation of salt
water and remind students about how
it works. Economics in terms of energy
requirements and vast volumes
needed means it is not viable to
produce drinking water from except in
extreme circumstances.
Watch glass, beaker and
heating equipment to
evaporate some of the tap
water to dryness.
Simple distillation equipment
of salt water.
Boiling tube and thermometer,
cobalt chloride paper
A video on water purification
can be found on
www.teachersdomain.org/ass
et/ess05_vid_h2otreatment
Alternatively, there is a video
on ‘Chemistry in Action’ (you
may have a copy lurking
somewhere).
Note: Clean
water is usually
referring to tap
water or water
safe to drink. It
contains other
chemicals that
are not toxic, so
that water can be
safely drunk.
Note: Avoid
confusion with
pure water, which
contains only
water molecules.
Tests: Demonstrate the tests for a)
presence of water (cobalt chloride
paper); b) pure water.(b.p. of water)
Video: Watch video clip or a video on
water purification and students
complete a flowchart to explain
process.
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M15 6EX.
C3.2b
Drinking water
should have
sufficiently low
levels of dissolved
salts and microbes.
Students should be aware
that water of the correct
quality is produced by
passing water from a suitable
source through filter beds to
remove solids, and then
sterilising with chlorine.
Emphasise the need to remove some
dissolved, but not all, substances and
the need to add chlorine to kill
bacteria, and possibly (controversially)
fluoride compounds to improve dental
health.
C3.2c
Water filters
containing carbon,
silver and ion
exchange resins
can remove some
dissolved
substances from
tap water to
improve the taste
and quality.
Students should understand
the principles of how ion
exchange resins work, but do
not need detailed knowledge
of the structure or chemical
nature of specific resins.
Discuss: How water filters and ion
exchange works.
C3.2d
Chlorine may be
added to drinking
water to reduce
microbes and
fluoride may be
added to improve
dental health.
Students should be aware of
the arguments for and
against the addition of
fluoride to drinking water.
Detailed
knowledge of
specific water
filters is not
required.
Examination
questions may
give information
about water filters
so that
comparisons can
be made.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
C3.3 Rusting
C3.3a
Both air and water
are necessary for
iron to rust.
Students should know that
rusting refers to the corrosion
of iron. They should be able
to describe and interpret
experiments to show that
both air and water are
necessary for rusting.
2
Students’ activity: Devise a method
to find out if air/oxygen, and/or water
are necessary for rusting to take place.
Carry out the experiment and obtain
results next lesson.
Small iron nails, test tubes,
vegetable oil, cotton wool,
stoppers, calcium chloride
(dried)
Write up method with risk assessment
Activity; analyse results to get
conclusion.
Discuss: Suggest the need to see if
results are reproducible or repeatable.
C3.3b
There are a number
of ways in which
rusting can be
prevented, most of
which are based on
the exclusion of air
and water.
Students should be able to
recall and explain some
methods of rust prevention,
eg greasing, painting and
sacrificial protection.
Activity: Use a DART or similar for
ideas of rust prevention.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
C4 Acids, bases and salts
C4.1 Acids, bases and salts
C4.1a
C4.1e
C4.1f
Metal oxides and
hydroxides are
bases. Soluble
hydroxides are
called alkalis.
Recall the pH scale.
Hydrogen ions, H+
(aq), make
solutions acidic,
and hydroxide ions,
OH-(aq), make
solutions alkaline.
The pH scale is a
measure of the
acidity or alkalinity
of a solution.
Students should be familiar
with the pH scale from 0 to
14, and know that pH 7 is a
neutral solution.
In neutralisation
reactions, hydrogen
ions react with
hydroxide ions to
produce water. This
reaction can be
represented by the
equation:
Describe neutralisation in
terms of hydrogen ions
reacting with hydroxide ions
to form water.
1
Know how alkalis are
different from bases.
Students should be able to
describe the use of universal
indicator to measure the
approximate pH of a solution.
Revise pH scale from KS3.
Discuss: What makes an acid and an
alkali in terms of ions. List and produce
formulae for acids and alkalis to get
idea that acids have hydrogen (ions),
and alkalis have hydroxide (ions).
Students make notes.
NaOH 1 mol dm-3, HCl(aq) 1
mol dm-3, 100cm3 beaker,
indicator paper/pH meter,
evaporating basin and 25 cm 3
measuring cylinders.
VLE/Interactive software, eg
chemical reactions.
Use symbol equation with state
symbols to describe reaction (and
should use state symbols hereafter
when completing symbol equations).
H+ (aq) + OH- (aq)
H2O (l)
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M15 6EX.
C4.1d
A solution of
calcium hydroxide
in water (limewater)
reacts with carbon
dioxide to produce
calcium carbonate.
Limewater is used
as a test for carbon
dioxide. Carbon
dioxide turns
limewater cloudy.
C4.1c
Ammonia dissolves
in water to produce
an alkaline solution.
It is used to
produce ammonium
salts. Ammonium
salts are important
as fertilisers.
Students should be familiar
with using limewater to test
for carbon dioxide gas.
Activity: ammonia as an alkaline
solution in water and how it can
produce salts for fertilisers (and
explosives). Students make notes.
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M15 6EX.
The particular salt
produced in any
reaction between
an acid and a base
or alkali depends
on:
 the acid used
(hydrochloric
acid produces
chlorides, nitric
acid produces
nitrates, sulfuric
acid produces
sulfates)
 the metal in the
base or alkali.
Learning Outcomes
What most students should
be able to do
Know which acid makes
which salt, and which metal
makes which salt.
Students should be able to
suggest methods to make a
named soluble salt.
Suggested
timing (lessons)
Spec Reference
C4.1b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Task: Students to come up with rules
for making soluble salts, eg nitric acid
makes nitrates etc. Students make
notes.
Resource
Homework
Task: Making a salt. Students to be
given list of salts to make, and they
should state the chemicals needed to
make each salt. A card game could
be produced with names of salts,
acids, ions, and possible ingredients.
Students produce word equation of
the reaction needed to make each
salt, then attempt to write balanced
symbol equation.
Examination
‘hints and tips’
Students should:
VLE/Interactive software, eg
chemical reactions.
Be able to state
the substances
needed to make
the salt and name
the salt, given the
names of the
metal and acid
used.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
3
Activity: making a salt by
neutralisation of an alkali. eg NaCl
(pH sensors could be used here
instead of indicator paper or solution
to be able to crystallise the salt
without the need for boiling with
carbon).
Resource
Homework
Examination
‘hints and tips’
Students should:
C4.2 Making salts
C4.2a
Soluble salts can
be made from acids
by reacting them
with:
 alkalis – an
indicator can be
used to show
when the acid
and alkali have
completely
reacted to
produce a salt
solution.
 metals – not all
metals are
suitable; some
are too reactive
and others are
not reactive
enough
Homework: Students draw diagrams
to explain the method.
Know how to make a salt
from a metal + acid and that
this releases hydrogen gas.
Write a word equation for the
reaction
Students should know that a
lighted spill can be used to
test for hydrogen.
Students should be able to
suggest methods to make a
named soluble salt.
Write symbol equation for the
reaction.
Interpret a symbol equation
Activity: Making a salt by reacting a
metal with hydrochloric acid.
Students crystallise the salt and write
symbol equation, using state
symbols.
Discuss: suitability of metals for this
reaction, in terms of reactivity series.
Students make notes.
Burettes, burette funnels,
measuring cylinder / 25cm 3
pipette, conical flask, white tile
clamp and stand solutions of
0.5mol dm-3, hydrochloric
acid, sodium hydroxide, 250
cm3 beakers and
phenolphthalein.
Note: It should be
highlighted that
averaging out
results can give
more reliable
results.
Magnesium ribbon, 100 cm3
beaker, dilute hydrochloric
acid, evaporating basin, test
tubes, matches and spills and
25 cm3 measuring cylinders.
VLE/Interactive software, eg
chemical reactions.
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M15 6EX.
containing state symbols.
 insoluble bases
– the base is
added to the
acid until no
more will react
and the excess
solid is filtered
off.
Describe how to make a
soluble salt from an insoluble
base.
Activity: Making a salt by
neutralisation of an insoluble base
such as copper oxide to make copper
sulfate. Students crystallise the salt,
and write symbol equation, using
state symbols.
Homework: Making soluble salts.
Students complete a worksheet
naming the reactants needed to
make a named soluble salt, and
given the reactants, name the soluble
salt produced. They also state the
method needed to obtain a solid
sample of the salt.
C4.2b
CuO, spatula, dilute sulfuric
acid, stirring rod, 100cm3
beaker, 100cm3 conical flask,
filter funnel, filter paper,
evaporating basin, 25cm 3
measuring cylinders, matches
and spills and heating
apparatus.
See Exampro Extra Online
Practical guide and Chemistry
Activity.
Salt solutions can
be crystallised to
produce solid salts.
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M15 6EX.
Insoluble salts can
be made by mixing
appropriate
solutions of ions so
that a precipitate is
formed.
Precipitation can be
used to remove
unwanted ions from
solutions: for
example, in treating
water for drinking or
in treating effluent.
Learning Outcomes
What most students should
be able to do
Explain what precipitation is,
and how it can be used to
make insoluble salts.
Know how making insoluble
salts can be useful in the
water industry as a cheap
and effective way of
removing unwanted ions
from water.
Name the substances
needed to make a named
insoluble salt.
Suggested
timing (lessons)
Spec Reference
C4.2c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Task: Students prepare insoluble
salt, eg lead iodide and/or barium
sulphate.
Resource
Homework
Discuss: How precipitation reactions
can easily remove unwanted ions
from drinking water and effluents.
Students make notes.
Homework: Making insoluble salts.
Students complete a worksheet
naming the reactants needed to
make a named insoluble salt and,
given the reactants, name the
insoluble salt produced.
Examination
‘hints and tips’
Students should:
1 mol dm–3 lead nitrate, 1 mol
dm–3 potassium iodide or 0.2
mol dm–3 barium hydroxide,
0.2 mol dm–3 sodium
sulphate, 25 cm 3 measuring
cylinders, 100 cm 3 beakers,
filter paper and filter funnels.
VLE/Interactive software, eg
chemical reactions.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Test each carbonate with
acid to see that it evolves carbon
dioxide gas, and then dry carbonates
are heated to decompose.
Resource
Homework
Examination
‘hints and tips’
Students should:
C4.3 Metal carbonates
C4.3a
C4.3b
The carbonates of
magnesium,
copper, zinc,
calcium and lithium
decompose on
heating (thermal
decomposition) in a
similar way.
Students should be aware
that not all carbonates of
metals in Group 1 of the
periodic table decompose at
the temperatures reached by
a Bunsen burner.
Use only Mg, Cu, Zn, Ca, and Na
carbonates.
Mg, Cu, Zn, Ca, Na,
carbonates, dilute
hydrochloric acid, test tubes,
boiling tubes with delivery
tubes, clamps and stands,
matches and spills and
limewater.
Homework: Tell students they have
five samples of rock ores each
containing different amounts of
copper carbonate. They use today’s
practical to help them plan an
investigation to determine which ore
is most likely to contain the most
copper carbonate.
Metal carbonates
react with acids to
produce carbon
dioxide, a salt and
water.
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M15 6EX.
Limestone,
containing the
compound calcium
carbonate (CaCO3),
is quarried and can
be used as a
building material, or
powdered and used
to control acidity in
the soil. It can be
used in the
manufacture of
cement, glass and
iron and to produce
calcium oxide
(lime).
Learning Outcomes
What most students should
be able to do
Know that limestone is
calcium carbonate and that it
is quarried.
Suggested
timing (lessons)
Spec Reference
C4.3c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
1
Discussion: Discuss limestone, its
chemical name, and its uses.
VLE/Interactive software eg
useful Materials from rocks.
Activity; Students produce wall chart
about chemistry and uses of cement,
glass, iron production or soil pH
control. They then present their wall
chart to the group.
Exampro Extra Online
Practical Guide – Chemistry
of the Limestone Cycle.
Homework
Activity: Class make notes on each
use of limestone.
Examination
‘hints and tips’
Students should:
View the limestone uses
PowerPoint presentation at
www.worldofteaching.com/po
werpoints/chemistry/Limeston
e.ppt
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo/Starter 1: Heat some Mg
ribbon and then some Cu foil. Ask
‘Why does one burn with a bright
white light, and the other simply go
black?’ Draw out ideas of reactivity of
metals.
Resource
Homework
Examination
‘hints and tips’
Students should:
C5 Metals
C5.1 The reactivity series
C5.1a
Metals can be
arranged in an
order of their
reactivity from their
reactions with water
and dilute acids.
Students should be able to
recall and describe the
reactions, if any, of
potassium, sodium, lithium,
calcium, magnesium, zinc,
iron and copper with water
and/or dilute acids to place
them in order of reactivity.
Activity: Students place small pieces
of calcium, magnesium, zinc, iron
and copper in different test tubes
one-third full of water. Observe
result. Any element that is not
reacting vigorously (this should be all
of them except calcium) after three
minutes should have an equal
volume of dilute hydrochloric acid
added.
For Demo 1: Mg ribbon,
copper foil, calcium lumps(
buy new), iron nails, zinc foil
or granules, test tubes, dilute
hydrochloric acid
For Demo 2: Piece of lithium
size of a rice grain, trough
Activity: Students should now be
able to make a rudimentary reactivity
series, to which they can add further
metals.
Demo 2: Show them the reactions of
lithium and calcium with water. Ask
them to add lithium to their reactivity
series. They can then add in sodium
and potassium from their notes.
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M15 6EX.
You should then tell them where to
position hydrogen and carbon in the
reactivity series.
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M15 6EX.
Displacement
reactions involving
metals and their
compounds in
aqueous solution
establish positions
within the reactivity
series.
Learning Outcomes
What most students should
be able to do
Students should be able to
describe displacement
reactions in terms of
oxidation and reduction, and
to write the ionic equations.
Students should be aware
that copper can be obtained
from solutions of copper salts
by displacement using scrap
iron.
Suggested
timing (lessons)
Spec Reference
C5.1b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Discussion: What use is the
reactivity series?
Homework
Activity: Students carry out a series
of reactions between sulfate
solutions of metals and the metals.
Students should report their findings
and:
 describe the pattern using the
reactivity series from last lesson
 write ionic equations for the
reactions
Demo: If time (and nerves) permit,
demonstrate a thermite reaction eg
iron oxide with magnesium
C5.1c
The non-metals
hydrogen and
carbon are often
included in the
reactivity series
based on the
reactions of metals
with dilute acid, and
of metal oxides with
carbon.
Resource
Examination
‘hints and tips’
Students should:
0.2 mol per dm-3 solutions of
magnesium sulphate, copper
sulphate, iron(II) sulfate (
freshly made), zinc sulfate,
test tubes or dropping tiles,
foils of Cu, Zn, and Mg, iron
filings.
For the demo . This is a
dangerous demo, which you
should carry out only if you
are confident and competent
to do so.
dry iron(III)oxide, magnesium,
crucible, bucket of sand
Students should know that a
lighted spill can be used to
test for hydrogen.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Possible teaching and Learning
Activities
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
Explain how an ore is
different from a rock.
1
Discuss: Teacher discussion on
making metals, ores, gold and silver
etc. Discuss and relate extraction
methods to limestone quarrying, and
talk about metal recycling to reduce
impact of quarrying and economic
considerations.
Resource
Homework
Examination
‘hints and tips’
Students should:
C5.2 Extracting metals
C5.2a
Unreactive metals
such as gold are
found in the Earth
as the metal itself
but most metals are
found as
compounds that
require chemical
reactions to extract
the metal.
Know that methods may be
used to concentrate an ore
before extraction.
Know that some metals are
so unreactive they can be
found as metal in the Earth’s
surface (crust).
VLE/Interactive software, eg
useful materials from metal
ores.
Demo: Ag, Cu and Au in hydrochloric
acid to show unreactive nature of
these metals.
Task: Students make brief notes in
books.
Activity: Concentrating an ore –
heat a small quantity of copper
carbonate until it stops ‘bubbling’
and has turned black. Students
could weigh the sample before
and after heating to work out
mass loss of carbon dioxide
(refer back to lesson on heating
carbonates and suggested
homework task).
Copper carbonate, matches
and splints, boiling tubes,
boiling tube holders( or clamp
and stand) mineral/glass wool
plug for boiling tube.
1. Students to compare each
other’s results.
2. Plot graph of class results of
mass used against mass lost.
3. Mention variables are
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M15 6EX.
continuous.
4. Identify range of data.
5. Describe relationship between
mass used and mass lost.
Students are to keep their copper
oxide for next lesson.
Homework: Explain the benefits a
company can gain by concentrating a
metal ore before refining it.
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M15 6EX.
Metals that are less
reactive than
carbon can be
extracted from their
oxides by reduction
with carbon: for
example, iron oxide
is reduced in the
blast furnace to
make iron.
Learning Outcomes
What most students should
be able to do
Knowledge and
understanding are limited to
the reduction of oxides using
carbon.
Knowledge of reduction is
limited to the removal of
oxygen.
Suggested
timing (lessons)
Spec Reference
C5.2b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
How Science Works: The first
samples of copper man made were
found in camp fires. Thinking about
what a camp fire has in it, ask
students to guess what happened, to
make a hypothesis about the guess,
how they could test their hypothesis,
and predict what should happen.
Explain: about wood/charcoal/stones
containing copper ores, and heat.
Task: Students heat their copper
oxide from last lesson with
carbon/charcoal to see if they can
make copper (tip heated mixture into
cold water to prevent copper reoxidising to copper oxide).
Conclude with idea that the carbon
has removed the oxygen from the
metal oxide and that removal of
oxygen is ‘reduction’. This is how iron
oxide is turned in a blast furnace into
iron. Details not required, although it
may make interesting homework.
Demo: Blast furnace using
potassium permanganate, iron oxide,
and carbon with a mineral wool plug.
Test iron made with a magnet.
Homework: Report the experiment.
Resource
Homework
Examination
‘hints and tips’
Students should:
Periodic table.
VLE /Interactive software, eg
useful materials from metal
ores.
Copper oxide, carbon, or
wooden spill, matches and
spills, boiling tubes, boiling
tube holders, or clamp and
stand, mineral/glass wool plug
for boiling tube and 250 cm3
beaker of cold water.
See resources on Exampro
Extra Online for this.
Details of the
blast furnace are
not required, but
students should
know the raw
materials used
and explain the
simple chemistry
involved,
including the use
of equations.
Knowledge of the
details of the
extraction of other
metals is not
required.
Examination
questions may
provide
information about
specific
processes for
students to
interpret or
evaluate.
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M15 6EX.
New ways of
extracting copper
from low-grade
ores are being
researched to limit
the environmental
impact of traditional
mining.
Copper can be
extracted by
phytomining, or by
bioleaching.
C5.2e
Copper can be
obtained from
solutions of copper
salts by
electrolysis.
C5.2f
Copper can be
obtained from
solutions of copper
salts by
displacement using
scrap iron.
Learning Outcomes
What most students should
be able to do
Students should know and
understand that:
 phytomining uses plants
to absorb metal
compounds and that the
plants are burned to
produce ash that
contains the metal
compounds
 bioleaching uses bacteria
to produce leachate
solutions that contain
metal compounds.
Suggested
timing (lessons)
Spec Reference
C5.2d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
2
Task: Students research the topics
of phytomining and bioleaching, and
produce notes on main features of
the processes.
Resource
Homework
Or
Students should:
Further background
information can be found at
www.copper.org
See Exampro Extra Online
Practical Guide.
Activity: With planning, students
could grow cabbage plants or other
types of brassica plants to extract
metal from contaminated soil, and
process to obtain the metal.
Demo: Electrolysis of copper sulfate
solution with copper electrodes.
Examination
‘hints and tips’
Be able to work
out what is
happening when
given an
unfamiliar method
of extraction of an
ore or a metal.
Follow the metal
through the
diagram to see
where it must be
going in each
step. Make notes
on the diagram to
help them.
Copper sulfate solution 0.5
mol dm-3, copper electrodes,
power pack 100cm3 beaker,
wires and light bulb.
Students should be able to
describe this in terms of
oxidation and reduction, and
to write the ionic equation.
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M15 6EX.
Metals that are
more reactive than
carbon, such as
aluminium, are
extracted by
electrolysis of
molten compounds.
The use of large
amounts of energy
in the extraction of
these metals
makes them
expensive.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C5.2c
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Demonstration of electrolysis
of molten zinc chloride or lead
bromide.
Resource
Homework
Task: Students investigate how
aluminium is mined, extracted and
purified by electrolysis.
Examination
‘hints and tips’
Students should:
You can find a variety of
resources including video
clips on the RSC website at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
.htm
RSC Alchemy a has section
on aluminium at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
Knowledge of the
details of
industrial
methods of
electrolysis is not
required, other
than the detail
required for
aluminium (see
Section 10(i)).
Be able to find a
metal’s position in
both the periodic
table and the
reactivity series,
when given a
metal to extract in
an examination
question, and be
able to predict the
best method of
extraction –
carbon or
electrolysis.
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M15 6EX.
We should recycle
metals because
extracting them
uses limited
resources, and is
expensive in terms
of energy and in
terms of effects on
the environment.
Learning Outcomes
What most students should
be able to do
Students are not required to
know details of specific
examples of recycling, but
should understand the
benefits of recycling in the
general terms specified here.
Suggested
timing (lessons)
Spec Reference
C5.2g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Task: Working in pairs/groups,
students research/find out the
benefits of recycling metals such as
iron, copper, aluminium, and produce
a mini-project on it.
Or
Resource
Homework
Give groups of students a metal, and
some questions. Students prepare an
A4 sheet, poster or word document
to email to rest of class about their
answers.
Questions could be:
 How is your metal extracted, and
why is this method used?
 What pollutants are produced in
its extraction?
 How much of the metal is recycled?
 How is it recycled?
 Explain why recycling the metal
is both good for the environment,
economically sound (saves
money), and saves on limited
reserves of ores.
Students present five minute briefing
on their metal.
Examination
‘hints and tips’
Students should:
Use RSC Alchemy disc for
individual metals, or internet
sites. More information can be
found on the RSC Alchemy
website at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
Free teaching resources on
recycling of metals can be
downloaded from the British
Metals Recycling Association
(BMRA) website:
http://www.recyclemetals.org/
metals_and_me
Access to internet, paper,
poster paper, glue scissors
and magazines.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Show metal lattice structure,
demonstrate how atoms can slide
over each other and relate to
properties.
Resource
Homework
Examination
‘hints and tips’
Students should:
C5.3 Structure and bonding in metals and alloys
C5.3a
Metals consist of
giant structures of
atoms arranged in
a regular pattern.
View the bonding PowerPoint
presentation at
http://education.jlab.org/jsat/p
owerpoint/chembond.ppt
Models of metallic structure
such as layers of closely
packed similar-sized spheres
fixed together or bubble rafts.
Model of metal structure with
balls to show effect of
introducing different atom size
to structure.
C5.3b
The electrons in
the highest
occupied energy
levels (outer shell)
of metal atoms are
delocalised and
so free to move
through the whole
structure. This
corresponds to a
structure of
positive ions with
electrons between
the ions holding
them together by
Represent the bonding in
metals in the following
form:
VLE/Interactive software eg
bonding.
Be familiar with
these specified
examples but
examination
questions may
contain
information about
alloys other than
those named in
the subject
content to enable
students to make
comparisons.
HT only
View the bonding PowerPoint
presentation at
http://education.jlab.org/jsat/p
owerpoint/chembond.ppt
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M15 6EX.
strong
electrostatic
attractions.
C5.3c
Metals conduct
heat and
electricity
because of the
delocalised
electrons in their
structures.
Explain the flow of an
electric current in terms of
delocalised electrons.
Students should know that
conduction depends on the
ability of electrons to move
throughout the metal.
Discuss how atoms in a metal are
really ions in a sea of electrons and
this allows electrons to flow
(electrical conductivity). Students
make notes.
HT only
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
C5.3d
The layers of atoms
in metals are able
to slide over each
other. This means
metals can be bent
and shaped.
Use the structure of metals to
explain their ability to bend
and be shaped.
C5.3e
Alloys are usually
made from two or
more different
metals. The
different sizes of
atoms in the metals
distort the layers in
the structure,
making it more
difficult for them to
slide over each
other. This makes
alloys harder than
pure metals.
Describe what alloys are,
why they are more useful
than pure metals, and how
the metal structure is altered
by the insertion of different
sized atoms.
Most metals in
everyday use are
alloys. Pure copper,
gold, iron and
aluminium are too
soft for many uses
and so are mixed
with small amounts
of other metals to
Students should be familiar
with these specified
examples but examination
questions may contain
information about alloys
other than those named in
the subject content to enable
candidates to make
comparisons.
C5.3f
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Resource
Examination
‘hints and tips’
Students should:
1
Demo: Insert a different-sized ball to
show alloy effects make sliding
harder to achieve.
Task: Students draw diagrams to
explain metal and alloy structure and
properties.
Demo: Compare samples of pure
metals with alloys, eg copper and
brass, iron and steel.
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M15 6EX.
C5.3g
make them harder
for everyday use.
Know that alloys have
improved properties as a
result of the combination of
metal atoms.
Shape memory
alloys can return to
their original shape
after being
deformed. An
example is Nitinol,
which is used in
dental braces.
Know what a memory alloy
is, and give an example.
Demo/Activity: Demonstrate a
memory alloy if possible. Students
could try to explain how it happens
using structure ideas.
Memory alloy wire, beaker,
hot water.
Homework: Think of five examples
where memory alloys would be
useful. Describe how the properties
make each one useful in each
application.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
1
Task: Students view metal properties
circus, this is KS3 revision. Students
to make brief notes on properties of
metals.
Circus of metals to show their
properties, eg bendable, and
conductivity of heat and
electricity.
Activity: Draw attention to copper,
aluminium and titanium as transition
metals and their place on the periodic
table as Transition metals. Students
mark transition metals on their
periodic table.
Metal samples such as iron
(thin long nails or wire),
copper foil, aluminium foil,
lead foil, and any others
available, beakers and access
to hot water, conductivity
testing kit (power pack, wires,
and bulb).
Homework
Examination
‘hints and tips’
Students should:
C5.4 Properties and uses of metals
C5.4a
C5.4d
The elements in the
central block of the
periodic table are
known as transition
metals. Like other
metals, they are
good conductors of
heat and electricity
and can be bent or
hammered into
shape. They are
useful as structural
materials and for
making things that
must allow heat or
electricity to pass
through them
easily.
Know that the central block
of the periodic table is known
as the transition metals.
Copper has
properties that
make it useful for
electrical wiring and
plumbing.
Know and understand that
copper:
Many commonly used metals
are in this block.
Discuss: Teacher-led discussion on
properties and uses of copper,
aluminium and titanium.
Task: Students make notes on
properties and uses of these metals.
Homework: Exam question on using
metals as structural materials.
Knowledge of the
properties of
specific transition
metals other than
those named in
this specification
is not required.
Concentrate on
matching property
to use of metals.
Note: Remember
that some
properties mean
students shouldn’t
use it for the
application, eg
sodium is not
suitable for
applications
involving water.
 is a good conductor of
electricity and heat
 can be bent but is hard
enough to be used to
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M15 6EX.
make pipes or tanks
 does not react with
water.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
C5.4b
Iron from the blast
furnace contains
about 96% iron.
The impurities
make it brittle and
so it has limited
uses.
Know the difference between
iron from the blast furnace
and steel in terms of less
carbon in steel than iron from
the blast furnace.
C5.4c
Most iron is
converted into
steels. Steels are
alloys since they
are mixtures of iron
with carbon. Some
steels contain other
metals. Steels can
be designed to
have properties for
specific uses. Lowcarbon steels are
easily shaped,
high-carbon steels
are hard, and
stainless steels are
resistant to
corrosion.
Know that the many types of
steel are really alloys.
What most students should
be able to do
Knowledge and
understanding of the types of
steel and their properties are
limited to those specified in
the subject content.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Task: Students complete a project
on iron, steel and alloys to explain
the differences.
Research: Research the meaning of
‘carat’ in relation to gold, and the
reasons for the different proportions
of gold in each type of gold.
Homework: Past paper question on
properties of metals and their uses,
from past CHY1 papers.
Resource
Homework
Examination
‘hints and tips’
Students should:
More information on Iron
Section, can be found on the
RSC Alchemy website at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
Information about
the composition
of types of steel
may be given in
exam questions
so that students
can evaluate their
uses. Note: there
is no need for
students to
remember
different
combinations of
alloys.
Be able to
interpret
information
provided.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: React marble chips with
dilute hydrochloric acid and measure
the volume of carbon dioxide evolved
against time taken.
How Science Works: Record results
in a chart and plot a graph of volume
of gas produced against time.
Analyse the graph to obtain rate of
reaction at one time.
Explain clearly what the graph shows
at each part:
Resource
Homework
Examination
‘hints and tips’
Students should:
C6 Rates of reaction
C6a
The rate of a
chemical reaction
can be found by
measuring the
amount of a
reactant used or
the amount of
product formed
over time:
Rate of reaction =
amount of reactant used
time
Rate of reaction =
amount of product used
time
Students need to be able to
interpret graphs showing the
amount of product formed (or
reactant used up) with time,
in terms of the rate of the
reaction. .Calculate rate of
reaction from given data.
 Initially rate is fast
 Slows down
 Reaction is complete.
Students make notes on a graph.
Marble chips, balance, dilute
hydrochloric acid,
burette/measuring
cylinder/gas syringe, conical
flask with delivery tube,
washing-up bowls/troughs
and stopwatches. Graph
paper.
See also Exampro Extra
Online Chemistry Activity:
Rates of reactions.
Knowledge of
specific reactions
other than those
in the subject
content is not
required, but
students will be
expected to have
studied examples
of chemical
reactions and
processes in
developing their
skills during their
study of this
section.
Homework: Students calculate rate
of reaction at two more times to show
change in rate over the experiment.
Or
How Science Works: Students plan
an investigation using the method
from lesson into how concentration of
the acid would affect the rate of
reaction.
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M15 6EX.
Increasing the
surface area of
solid reactants
increases the
frequency of
collisions and so
increases the rate
of reaction.
Learning Outcomes
What most students should
be able to do
Know that for a reaction to
happen particles have to
collide.
Suggested
timing (lessons)
Spec Reference
C6f
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Use decreasing mass method
to investigate reacting equal masses
of large chips and small chips of
marble with dilute hydrochloric acid.
Large and small marble chips,
balance, dilute hydrochloric
acid, 250 cm3 conical flask,
cotton wool, stopwatch.
Students describe the experiment.
Graph paper
Students plot graph of results, and
use the hypothesis of collision theory
to explain the results.
VLE/Interactive software eg
Rates.
Use collision theory to
explain the change in rate in
terms of particle behaviour.
Know how particle size
affects rate of reaction.
Homework
Discuss: Discussion on why every
particle doesn’t react at once to get
idea of minimum (activation) energy
required for a collision to cause a
reaction. Students make notes.
C6b
Chemical reactions
can only occur
when reacting
particles collide
with each other and
with sufficient
energy.
The minimum
amount of energy
particles must have
to react is called
the activation
energy.
Use collision theory to
explain the change in rate in
terms of particle behaviour.
Know that a hypothesis has
to be successfully tested
before it becomes accepted
scientific knowledge.
1
Resource
Examination
‘hints and tips’
Students should:
Note: Allow
students to ‘do‘
the experiment
themselves. A
video camera
showing the
balance, and stop
watch, connected
to a projector
allows students to
take
measurements
themselves.
How Science Works: Class
discussion on why increasing
temperature might make the reaction
faster. Develop hypothesis based on
collision theory. Suggest we need to
test out theory to see if it explains
how rates of reaction change.
Homework: Explain the difference
between a guess, hypothesis, and
theory.
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M15 6EX.
C6c
Increasing the
concentration of
reactants in
solutions increases
the frequency of
collisions and so
increases the rate
of reaction.
Increasing the
temperature
increases the
speed of the
reacting particles
so that they collide
more frequently
and more
energetically. This
increases the rate
of reaction.
Learning Outcomes
What most students should
be able to do
Know how concentration
affects rate of reaction.
Suggested
timing (lessons)
Spec Reference
C6e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Disappearing cross
method.
Task: Students investigate sodium
thiosulfate solution and dilute
hydrochloric acid. Can be done with
datalogging or by eye.
How Science Works: Using different
methods to obtain
results/instrumentation. Students
explain the results again in terms of
the hypothesis. Teacher-led
discussion, should we make this a
theory rather than hypothesis?
Homework: Students plot graph of
results and interpret it.
See Exampro Extra Online for
other details.
How Science Works: Class
discussion on why increasing
temperature might make the reaction
faster. Develop hypothesis based on
collision theory. Suggest we need to
test out theory to see if it explains
how rates of reaction change.
Homework: Explain the difference
between guess, hypothesis, theory.
Activity: Investigate the effect of
temperature on the same reaction as
last lesson or the marble chips/acid
experiment. Students report their
experiment.
Marble chips, balance, dilute
hydrochloric acid,
burette/measuring
cylinder/gas syringe, conical
flask with delivery tube,
washing up bowl/troughs,
stopwatches, thermometers
and hot water beakers to heat
acid in OR disappearing cross
method with the most dilute
thiosulfate solution from last
time.
Graph paper
Use collision theory to
explain the change in rate in
terms of particle behaviour.
Know that collision theory
has now been successfully
tested.
Know how temperature
affects rate of reaction.
Know that for a reaction to
happen particles have to
collide with sufficient energy
to react, and that this amount
of energy is called the
activation energy.
1
Resource
Homework
Examination
‘hints and tips’
Students should:
Always remember
to mention how
the particle speed
and/or numbers
and/or
temperature
accounts for the
observed change,
when asked why
a rate changes.
Plot 1/time as a
measure of rate,
against
concentration.
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M15 6EX.
Increasing the
pressure of reacting
gases increases
the frequency of
collisions and so
increases the rate
of reaction.
Learning Outcomes
What most students should
be able to do
Use the collision theory to
explain how the change in
conditions affects the rate of
any reaction, in terms of
particle behaviour.
Know how gas pressure
affects rate of reaction.
Suggested
timing (lessons)
Spec Reference
C6d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Consolidation lesson on collision
theory, rates of reaction and
activation energy.
Resource
Homework
Examination
‘hints and tips’
Students should:
VLE/Interactive software eg
rates.
Task: Students could draw particle
diagrams to show how each change
in conditions affects the particle
mixture in the reaction and how this
relates to the theory.
How Science Works: Make a
prediction on the effect of altering the
pressure on a gas reaction.
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M15 6EX.
Catalysts change
the rate of chemical
reactions but are
not used up during
the reaction.
Different reactions
need different
catalysts.
Learning Outcomes
What most students should
be able to do
Know that catalysts change
the rate of a chemical
reaction. This is important in
industry to reduce costs.
Suggested
timing (lessons)
Spec Reference
C6g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Discuss: Why do cars have catalysts
in their exhaust system? What do
they do?
Resource
Homework
Activity: Investigating effect of
catalysts. Use one of these catalysts
on hydrogen peroxide: liver, potato,
manganese(IV) oxide. Students
report their experiment.
Explain: Develop idea of catalysts
helping the reaction to take place.
You may wish to mention how
catalysts work, active sites, forming
intermediates etc.
Examination
‘hints and tips’
Students should:
Manganese (IV) oxide
/liver/potato spatula, 20 vol
hydrogen peroxide, balance,
measuring cylinder and
boiling tube.
VLE/Interactive software, eg
transition metals.
Knowledge of
named catalysts
other than those
specified in the
subject content is
not required, but
students should
be aware of some
examples of
chemical
reactions and
processes that
use catalysts.
Note: In
questions
involving industry
and catalysts,
students should
be given
information that
they need to
evaluate eg Why
is a catalyst used
that reduces the
reacting
temperature?
Because reducing
the temperature
will save energy
and make the
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M15 6EX.
process cheaper.
C6h
Catalysts are
important in
increasing the rates
of chemical
reactions used in
industrial processes
to reduce costs.
Describe the benefit of using
a catalyst for a given process
to the industry involved.
Explain: the value to industry of
using catalysts in terms of reducing
costs etc. Students make notes.
Homework: Past paper question on
rates.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Recap what a mixture is, and explain
that crude oil is a mixture.
Resource
Homework
Examination
‘hints and tips’
Students should:
C7 Crude oil and fuels
C7.1 Crude oil and C7.2 Hydrocarbons
C7.1a
Crude oil is a
mixture of a very
large number of
compounds.
Know what a mixture is in
terms of elements and
compounds.
Fake crude oil
(CLEAPSS/Hazcard recipe),
boiling tube with side arm,
bung for boiling tube with 0 350OC thermometer, side
arm, four test tubes, 250cm3
beaker, four watch glasses,
heat mat, matches and spills
and fume cupboard.
Molymods or similar.
C7.1b
Most of the
compounds in
crude oil are
hydrocarbons,
which are
molecules made up
of hydrogen and
carbon atoms only.
C7.1c
The many
hydrocarbons in
crude oil may be
separated into
fractions, each of
which contains
molecules with a
Students should know and
understand the main
processes in continuous
fractional distillation in a
fractionating column.
Describe fractional distillation
as based on each compound
Demo: Experiment of distillation of
crude oil (CLEAPSS recipe), followed
by analysis and burning of obtained
fractions.
Task: Students make diagram of
experiment and chart the results from
Information and videos of
fractional distillation can be
found on BBC GCSE Bitesize
at
www.bbc.co.uk/schools/gcseb
itesize
Knowledge of the
names of specific
fractions or fuels
is not required.
RSC Alchemy disc has a
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M15 6EX.
C7.2c
similar number of
carbon atoms, by
evaporating the oil
and allowing it to
condense at a
number of different
temperatures. This
process is called
fractional
distillation.
having a different boiling
point.
Some properties of
hydrocarbons
depend on the size
of their molecules.
These properties
influence how
hydrocarbons are
used as fuels.
Describe the relationship
between molecule size and
boiling point, viscosity, and
flammability.
Know that each compound
vaporises and condenses at
different temperatures, and
so they are separated.
the demonstration:
fraction
colour
viscosity
ease of
ignition
amount
of smoke
section on Oil Refining. This
can also be found at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
Discuss: Differences between the
demo and fractional distillation as
continuous process. Use video.
Discuss: Discuss how these
properties affect how we use
hydrocarbons as fuels, diesel in
winter, amount of soot etc. Students
make notes.
Knowledge of
trends in
properties of
hydrocarbons is
limited to:
 boiling points
 viscosity
 flammability.
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M15 6EX.
C7.2b
Learning Outcomes
What most students should
be able to do
Most of the
hydrocarbons in
crude oil are
saturated
hydrocarbons
called alkanes. The
general formula for
the homologous
series of alkanes is
CnH2n+2.
Students should know that in
saturated hydrocarbons all
the carbon–carbon bonds are
single covalent bonds.
Alkane molecules
can be represented
in the following
forms:
Describe what the structural
formula shows.
C2H6
or
Suggested
timing (lessons)
Spec Reference
C7.2a
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo /Activity: Name each formula
and draw methane, ethane and
propane as examples of alkanes in
both forms. Show as models.
Resource
Homework
Examination
‘hints and tips’
Students should:
VLE/Interactive software eg
‘organic chemistry ‘and ‘useful
organic’.
Molymods or similar.
Elicit general formula for alkanes.
Discuss: the use of a line as
representing a single covalent bond.
Know the general formula for
alkanes.
Task: Students draw molecular
diagrams adding in notes to the
diagrams of methane, ethane, and
propane as alkanes.
Students should know that in
displayed structures a —
represents a covalent bond.
Students should be able to
recognise alkanes from their
formulae in any of the forms,
but do not need to know the
names of specific alkanes
other than methane, ethane
and propane.
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M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Burning a candle, and
passing exhaust gases through
anhydrous copper sulfate/cooling U
tube and cobalt chloride paper, then
limewater.
Resource
Homework
Examination
‘hints and tips’
Students should:
C7.3 Fuels
C7.3a
C7.3b
Most fuels,
including coal,
contain carbon
and/or hydrogen
and may also
contain some
sulfur. The gases
released into the
atmosphere when a
fuel burns may
include carbon
dioxide, water
(vapour), carbon
monoxide, sulfur
dioxide and oxides
of nitrogen. Solid
particles
(particulates) may
also be released.
Students should be able to
relate products of
combustion to the elements
present in compounds in the
fuel and to the extent of
combustion (whether
complete or partial).
No details of how the oxides
of nitrogen are formed are
required, other than the fact
that they are formed at high
temperatures.
Solid particles may contain
soot (carbon) and unburnt
fuels.
Equipment as in diagram.
See AQA website Practical
Guide
VLE/Interactive software eg,
‘useful air’ and ‘Earth and
atmosphere’.
Access to internet.
candle here
How Science Works: Draw attention
to need for control experiment to
compare the results. Students label
diagram and make results chart.
Note: Soot formation by incomplete
combustion.
Know that
products of
combustion
depend on the
elements present
in the fuel (check
the formula) and
how much oxygen
is present.
Carbon monoxide
is made if there is
not enough
oxygen present
for complete
combustion, but
really serious
shortage of
oxygen makes
soot (carbon).
The combustion of
hydrocarbon fuels
releases energy.
During combustion,
the carbon and
hydrogen in the
fuels are oxidised.
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M15 6EX.
C7.3c
C7.3d
Sulfur dioxide and
oxides of nitrogen
cause acid rain,
carbon dioxide
causes climate
change, and solid
particles cause
global dimming.
Sulfur can be
removed from fuels
before they are
burned, eg in
vehicles. Sulfur
dioxide can be
removed from the
waste gases after
combustion, eg in
power stations
Students are not required to
know details of any other
causes of acid rain or climate
change.
Discuss: candle wax is purified
hydrocarbon, and many fuels contain
sulfur compounds which cause acid
rain. Carbon dioxide causes global
warming and soot particles cause
dimming.
Task: Students make notes on
experiment.
Discuss: Class discussion on
reducing harmful effects of sulfur in
fuels.
Research: the methods used,
including removing the sulfur from
the fuel before burning, eg low-sulfur
fuels, or for removal of sulfur dioxide
from the waste gases after
combustion. Students make notes.
Homework: Past paper question on
the uses of fuels.
Note: Detailed
knowledge of the
processes is not
required.
Be able to explain
why removing
sulfur from fuels
is good for the
environment.
Knowledge of the
methods of
removing sulfur is
not required
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M15 6EX.
Biofuels, including
biodiesel and
ethanol, are
produced from
plant material, and
are possible
alternatives to
hydrocarbon fuels.
Learning Outcomes
What most students should
be able to do
Students should know and
understand the benefits and
disadvantages of biofuels in
terms of:
 use of renewable
resources
 their impacts on land use
 their carbon footprint.
Students should know that
ethanol for use as a biofuel is
produced from a dilute
solution of ethanol obtained
by the fermentation of plant
materials at a temperature
between 20°C and 35 °C.
Suggested
timing (lessons)
Spec Reference
C7.3e
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1–2
Activity: Making ethanol with yeast.
(you could start the culture and in the
second lesson distil the ethanol ).
Resource
Homework
Students make notes on fermentation
and distillation.
Examination
‘hints and tips’
Students should:
Sugar, yeast, limewater, 250
cm3 conical flask and bung
with delivery tube. test tube,
distillation apparatus
VLE/Interactive software, eg
organic chemistry.
Discuss: Evaluate the advantages
and disadvantages of making ethanol
from renewable and non-renewable
sources.
Homework: Past paper questions/
worksheet on advantages and
disadvantages of making ethanol
from renewable and non-renewable
sources.
Detailed knowledge of the
methods used to produce
other biofuels is not required.
C7.3f
Hydrogen can be
burned as a fuel in
combustion
engines or can be
used in fuel cells
that produce
electricity to power
vehicles.
Students should be able to
compare the advantages and
disadvantages of the
combustion of hydrogen with
the use of hydrogen fuel cells
from information that is
provided.
Discuss: Class discussion about fuel
cells and burning hydrogen as fuels.
Task: Students produce chart
comparing the advantages and
disadvantages of using a fuel cell
instead of burning hydrogen.
Knowledge of the
details of the
reactions in fuel
cells is not
required.
Students should know and
understand the benefits and
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M15 6EX.
disadvantages of hydrogen
fuel in terms of:
 storage and use
 products of combustion.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Task: List five products from crude
oil, and ask how we get enough of
each of them. It is interesting to tell
students that 100 years ago petrol
was a waste product, but now we
can’t get enough of it!
Resource
Homework
Examination
‘hints and tips’
Students should:
C8 Other useful substances from crude oil
C8.1 Obtaining useful substances from crude oil
C8.1a
C8.1b
Hydrocarbons can
be broken down
(cracked) to
produce smaller,
more useful
molecules. This
process involves
heating the
hydrocarbons to
vaporise them. The
vapours are either
passed over a hot
catalyst or mixed
with steam and
heated to a very
high temperature
so that thermal
decomposition
reactions occur.
Recall that heating large
alkanes with a catalyst or
steam and hot temperature
decomposes to make the
hydrocarbon smaller
molecules.
The products of
cracking include
alkanes and
unsaturated
hydrocarbons
called alkenes.
Students should know that in
unsaturated hydrocarbons
some of the carbon–carbon
bonds are double covalent
bonds.
Know that some of these
smaller molecules are called
alkenes.
Demo: Demonstrate cracking or use
video to show process of cracking.
Students make notes.
Explain: That cracking makes larger
molecules into smaller, more useful
ones, including a group of
compounds called alkenes.
Task: Students draw diagrams to
explain cracking.
VLE/Interactive software eg
organic chemistry.
You can find a variety of
resources including video
clips on the RSC website at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
.htm
See Exampro Extra Online
Practical Guide: Cracking
liquid paraffin.
See Exampro Extra Online
Chemistry Activity: Crude oil
word puzzles.
Be able to
recognise an
alkene by the
double bond, or
the name ending
–‘ene’
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M15 6EX.
C8.1b
The general
formula for the
homologous series
of alkenes is CnH2n.
C8.1c
Unsaturated
hydrocarbon
molecules can be
represented in the
following forms:
C3H6 or
C8.1d
Alkenes react with
bromine water,
turning it from
orange to
colourless.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
1
Recognise alkenes from their
formulae in any of the forms.
Know that in displayed
structures ‘=’ represents a
double bond.
Resource
Students should:
VLE/Interactive software, eg
organic chemistry.
Discuss: Introduce idea of double
bond using structural formula of
ethane and propene.
Molymods
Activity: Class practical testing for
double bonds using bromine water.
Students should test a range of
named alkenes and alkanes.
Students make notes.
Bromine water, test tubes,
test tube racks, liquid alkanes,
eg pentane, hexane, liquid
alkenes, eg hexene,
cyclohexene.
Students should be able to
recognise alkenes from their
names or formulae, but do
not need to know the names
of individual alkenes other
than ethane and propene.
Know that the presence of
double bonds in a molecule
can be tested for by the
decolourisation of bromine
water.
Examination
‘hints and tips’
Remember that
‘=’ means a
double covalent
bond, and that ‘–‘
means a single
covalent bond. A
double bond
means that the
compound is
unsaturated. A
single bond
means that the
compound is
saturated.
Homework: Students predict
reactions of a variety of molecules
displaying single and double bonds
with bromine water.
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M15 6EX.
C8.1e
Some of the
products of
cracking are useful
as fuels.
Know that cracking produces
more useful molecules
including alkenes and fuels.
Explain: Show with models how
breaking large molecules produces
not only alkenes, but also more fuels
like petrol (octane) and diesel
(dodecanes).
Task: Students draw diagrams to
explain the above.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Making Perspex.
Resource
Homework
Examination
‘hints and tips’
Students should:
C8.2 Polymers
C8.2a
Alkenes can be
used to make
polymers such as
poly(ethene) and
poly(propene). In
polymerisation
reactions, many
small molecules
(monomers) join
together to form
very large
molecules
(polymers).
Represent polymerisation of
ethene like this
Students should be able to
recognise the molecules
involved in these reactions in
the forms shown in the
subject content. They should
be able to represent the
formation of a polymer from a
given alkene monomer.
Further details of
polymerisation are not
required.
Use molecular models to
demonstrate how polymers form.
Class make own polymer chain by:
Exampro Extra Online
Practical Guide: see AQA
help notes.
Molymods
 each student making a monomer
either with model or drawn onto
front of paper chain piece.
Paper chain pieces (use
waste paper) and marker
pens.
 two students joining their
monomer together and drawing
on back structure at the joining.
VLE/Interactive software, eg
organic chemistry.
 groups joining together to make
long chain with monomer
structure on front of each piece of
paper and polymer structure on
rear of chain.
Students draw diagrams to explain
ethene polymerisation.
RSC Alchemy disc has
section on poly(ethene).
Further information can be
found at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
Note: Although
students will
probably know
the names of
some common
polymers, these
are not required
knowledge,
unless they are
included in the
subject content
for this section.
Homework: Students to draw
diagrams showing propene
polymerisation.
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M15 6EX.
C8.2c
Possible teaching and Learning
Activities
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C8.2b
Summary of the
Specification
Content
The properties of
polymers depend
on what they are
made from and the
conditions under
which they are
made. For
example, low
density (LD) and
high density (HD)
poly(ethene) are
produced using
different catalysts
and reaction
conditions.
Know that:
1
Thermosoftening
polymers consist of
individual, tangled
polymer chains.
HT only: Students should
be able to explain
thermosoftening polymers
in terms of intermolecular
forces.
Review ideas of polymers . Show
examples of polymers or use circus
on properties such as transparency,
flexibility, stretching etc. Including LD
and HD poly(ethene). Ask what
causes these differences.
Activity: Identifying LD and HD
poly(ethene) using 50 parts ethanol
and 50 parts water mix.
Discuss: a variety of possible
monomers, and refer to the
differences as being due to the
structure achieved when the different
monomers polymerise. Students
make notes.
Demo: Show that there are two types
of polymers, thermosetting and
thermosoftening. Students can see
which of a number of common
polymers belong to each group.
Task: Students report their
experiment. Students suggest
possible uses for polymers based on
their properties.
Explain: Develop explanation of the
difference in the polymers’ behaviour
in terms of structure. Students make
notes.
Thermosetting
polymers consist of
polymer chains with
cross-links between
them so that they
do not melt when
they are heated.
Learning Outcomes
 LD polythene and HD
poly(ethene) are made
using different catalysts
and conditions
 the differences in
polymers’ properties
depend on the monomer
used and also the
conditions under which
they are made, as these
influence the type of
structure produced.
1
Resource
Homework
Examination
‘hints and tips’
Students should:
Selection of polymers with
different properties including
LD and HD poly(ethene).
See Exampro Extra Online
Practical Guide: Making slime.
Be able to explain
why the structure
gives the property
or vice versa.
A video on the properties of
plastics can be found on the
BBC website at
www.bbc.co.uk/learningzone/
clips by searching for clip
‘903’.
More information on
poly(ethene) can be found on
the RSC Alchemy website
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
2.htm
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C8.2e
C8.2f
Learning Outcomes
What most students should
be able to do
Polymers have
many useful
applications and
new uses are being
developed.
Examples include:
new packaging
materials,
waterproof coatings
for fabrics, dental
polymers, wound
dressings,
hydrogels, and
smart materials
(including shape
memory polymers)
Students should consider the
ways in which new materials
are being developed and
used, but will not need to
recall the names of specific
examples.
Many polymers are
not biodegradable,
ie they are not
broken down by
microbes. This can
lead to problems
with waste
disposal.
Realise that polymers are
often hard to dispose of, and
that biodegradable ones offer
some solutions to these
problems.
Plastic bags are
being made from
polymers and
cornstarch so that
Know that we use a wide
range of polymers developed
for specific purposes.
Identify from properties
relevant uses for a polymer.
Suggested
timing (lessons)
Spec Reference
C8.2d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Choose from
Resource
Homework
 making a polymer from
cornstarch
Examination
‘hints and tips’
Students should:
See Exampro Extra Online
Practical Guide.
 testing a polymer’s strength eg
plastic carrier bag testing
strength to breaking point (not a
Hooke’s Law investigation)
 testing waterproofing of different
polymer fabrics
 investigating the amount of water
absorbed by hydrogels.
How Science Works: Students plan
and report their investigation.
Discuss polymer developments, and
waste disposal issues.
Activity: Make notes on need for
disposal of plastics via recycling and
biodegradability rather than landfill.
Could be and advantages and
disadvantages of each disposal
method.
Knowledge of
specific named
examples is not
required, but
students should
be aware of the
problems that are
caused in landfill
sites and in litter.
Homework: Recycling plastics –
give two advantages and two
disadvantages of recycling plastics.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
they break down
more easily.
Biodegradable
plastics made from
cornstarch have
been developed.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Circus of reactions.
Resource
Homework
Examination
‘hints and tips’
Students should:
C9 Energy changes in chemical reactions
C9.1a
When chemical
reactions occur,
energy is
transferred to or
from the
surroundings.
Describe the differences
between exothermic and
endothermic reactions.
Knowledge of delta H (ΔH)
conventions and enthalpy
changes, including the use of
positive values for
endothermic reactions and
negative values for
exothermic reactions, is
required.
Students discover what happens to
the temperature in each reaction:
 sodium hydroxide solution and
hydrochloric acid
 mixture of equal masses of
sodium hydrogencarbonate, citric
acid and ammonium nitrate
dissolved in water
NaOH 1 mol dm-3, HCl(aq) 1
mol dm-3, 100 cm3 beaker,
thermometers, balance, 25
cm3measuring cylinders,
NaHCO3. citric acid powder,
NH4NO3, zinc granules,
CuSO4 solution (1 mol dm-3)
 zinc in copper sulfate solution.
Students keep record of results as
equations and changes in
temperature.
Discuss: results leading to two types
of reaction exothermic and
endothermic, and energy transfer
ideas. Students make notes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C9.1c
An exothermic
reaction is one that
transfers energy to
the surroundings.
Examples of
exothermic
reactions include
combustion, many
oxidation reactions
and neutralisation.
Everyday uses of
exothermic
reactions include
self-heating cans
(eg for coffee) and
hand warmers.
An endothermic
reaction is one that
takes in energy
from the
surroundings.
Endothermic
reactions include
thermal
decompositions.
Some sports injury
packs are based
upon endothermic
reactions.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C9.1b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Uses of heat changes in
chemical reactions.
Exothermic:
 burning fuel ( Bunsen burner)
 concentrated sulfuric acid and
sugar
 a thermite reaction
 hand warmer ( if available)
Endothermic:
 ammonium nitrate and barium
hydroxide
Sports injury pack
Students make brief notes on selfheating warmers and injury packs.
Resource
Homework
Examination
‘hints and tips’
Students should:
Exampro Extra Online
Practical guide: Exothermic
and endothermic reactions.
VLE/Interactive software eg
energy transfer.
VLE/Interactive software, eg
reversible reactions.
Know several exothermic
and endothermic reaction
uses.
Explain self-heating cans /
hand warmers, and sports
injury packs in simple terms.
(no need to recall chemicals
or equations for processes).
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
If a reversible
reaction is
exothermic in one
direction, it is
endothermic in the
opposite direction.
The same amount
of energy is
transferred in each
case. For example
Learning Outcomes
What most students should
be able to do
Realise that in a reversible
reaction the same energy
change takes place in either
direction.
Suggested
timing (lessons)
Spec Reference
C9.1d
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Students should investigate
the temperature changes for the
reversible reaction:
Resource
Homework
Examination
‘hints and tips’
Students should:
Copper sulfate, spatula, test
tubes, pipettes, and 100 cm 3
beaker.
Homework: Students report their
experiment.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
C10 Electrolysis
C10a
When an ionic
substance is melted
or dissolved in
water, the ions are
free to move about
within the liquid or
solution.
Know that in solutions and
when molten, ionic
compounds have ions that
are free to move carrying the
electric charge with them.
C10c
During electrolysis,
positively charged
ions move to the
negative electrode
(the cathode), and
negatively charged
ions move to the
positive electrode
(the anode).
Know positively charged ions
move to the negatively
electrode, and negative ions
to the positive electrode.
Discuss: Relating to ions, movement
and attraction to the positive and
negative electrodes. Students draw
diagrams to explain.
Predict the products of
electrolysing solutions of
ions.
Demo: If there is time, demonstrate
movement of ions, eg the electrolysis
of a crystal of KMnO4 on filter paper
dampened with sodium chloride
solution.
Passing an electric
current through
ionic substances
that are molten, eg
lead bromide, or in
solution breaks
them down into
elements. This
process is called
electrolysis and the
substance broken
Know that compounds can
be broken down into their
elements by using electricity.
Discuss: what happens when we
pass an electric current through a
solution of a salt?
Know that this process is
called electrolysis.
Demo: Electrolysis of molten lead
bromide.
C10b
2
Students draw diagrams to explain.
Activity: Electrolysis of copper
chloride solution, using carbon
electrodes to obtain copper on the
Carbon electrodes, power
pack and wires, 1 mol
dm–3 CuSO4 solution, 100cm3
beaker.
You can find a variety of
resources including video
clips on the RSC website at
www.rsc.org/education/teache
rs/resources/alchemy/index.ht
m
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
down is called the
electrolyte.
cathode and chlorine at the anode.
Students draw diagrams to explain.
Exampro Extra Online
Chemistry Activity:
Electrolysis – human model.
VLE/Interactive software, eg
useful materials from rocks.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C10e
At the negative
electrode, positively
charged ions gain
electrons; at the
positive electrode,
negatively charged
ions lose electrons.
C10d
Oxidation and
reduction can be
defined as the loss
and gain of
electrons
respectively.
C10f
Reactions at
electrodes can be
represented by half
equations, for
example:
2Cl-
Cl2 + 2e-
or
2Cl- - 2e- → Cl2
Learning Outcomes
What most students should
be able to do
Explain in terms of oxidation
and reduction the changes to
ions when touching the
electrodes.
Students should be able to
complete and balance
supplied half equations for
the reactions occurring at the
electrodes during
electrolysis.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Examination
‘hints and tips’
Homework
Students should:
Use half equations to show electron
transfers.
Note: Students
are not expected
to write half
equations from
scratch in the
exam, but should
be able to
complete and
balance them.
1
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
If there is a mixture
of ions:
 at the cathode,
the products
formed depend
on the reactivity
of the elements
involved
Learning Outcomes
What most students should
be able to do
Know that in a mixture of
ions, the lowest member of
the reactivity series is the
element formed at the
negative electrode.
Suggested
timing (lessons)
Spec Reference
C10g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
2
 at the anode,
the products
formed also
depend on the
relative
concentrations
of the ions
present.
C10j
The electrolysis of
sodium chloride
solution produces
hydrogen and
chlorine. Sodium
hydroxide solution
is also produced.
These are
important reagents
for the chemical
industry, eg sodium
hydroxide for the
production of soap
Know that salt is an
important raw material.
Know that we get sodium,
hydrogen, chlorine, and
sodium hydroxide from it.
Give one industrial use for
each of the products.
Activity: Electrolysis of NaCl solution
in Petri dish with universal indicator.
To establish split into chlorine
(bleaches indicator), an alkali ( turns
indicator blue/purple) and an
unknown gas. Students draw
diagrams to show the experiment
and the results.
Demo: of Hoffman voltameter to
show products clearly and also to
enable hydrogen gas to be collected
and tested (use acidified NaCl and
Petri dish, carbon electrodes,
power pack and wires and 1
mol dm–3 NaCl solution.
Hoffman voltameter, test
tubes, 1 mol dm–3 NaCl
solution, litmus solution, test
tubes, litmus paper and power
pack and wires.
VLE/Interactive software, eg
useful materials from rocks.
RSC Alchemy video on
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
and chlorine for the
production of
bleach and plastics.
litmus solution to make demo
spectacular and easier to understand
the electrode processes).
Task: Students draw diagrams to
show the experiment and the results.
Chemicals from Salt can be
found at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
.htm
Discuss: why hydrogen is formed.
Relate to reactivity series position of
sodium, and industrial uses of
sodium chloride. Students make
notes.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C10h
Aluminium is
manufactured by
electrolysis of a
molten mixture of
aluminium oxide
and cryolite.
Aluminium forms at
the negative
electrode and
oxygen at the
positive electrode.
The positive
electrode is made
of carbon, which
reacts with the
oxygen to produce
carbon dioxide.
Electrolysis is
used to
electroplate
objects, for
reasons such as
appearance,
durability and
prevention of
corrosion. It
includes copper
plating and silver
plating.
Possible teaching and Learning
Activities
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
C10i
Summary of the
Specification
Content
Learning Outcomes
Know the ore of aluminium.
1
Task: Explore the extraction of
aluminium, as either video or
worksheet, or use RSC Alchemy, or
mini-project.
Describe how aluminium is
extracted by electrolysis.
Students should understand
why cryolite is used.
Know what electroplating
is and how it works.
Homework
Do students know that in the 1850s
aluminium was the most expensive
metal in the world (it was extracted
from its ore by a thermite reaction
using sodium metal)? Now, with
electrolysis, it is cheap enough to
make cans from.
Students should be aware
that large amounts of energy
are needed in the extraction
process.
1
Resource
Activity: electroplating copper foil
with nickel (using nickel sulfate
solution). Students report their
experiment.
Examination
‘hints and tips’
Students should:
VLE/Interactive software, eg
Useful materials from metal
ores.
Visit the RSC Alchemy for
more information on
Aluminium at
www.rsc.org/Education/Teach
ers/Resources/Alchemy/index
.htm
Copper electrode, nickel
electrode, power pack and
wires, 1 mol dm-3 NiSO4
solution and 100 cm 3 beaker.
Remember that
the only reason
that cryolite is
needed for the
process is to
reduce the
melting point of
aluminium oxide
to less than 1000
°C and save
money/reduce
energy costs.
HT only
Discuss: Uses of electroplating
including silver and copper. Explore
what is happening in terms of
electrons at both electrodes.
Students draw diagrams to explain.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
1
Discuss: Teacher-led discussion
about forensic crime and the need for
analytical chemistry to determine
what chemicals are present in a
variety of situations.
Splints or wires, solid samples
of compounds:
Activity: Students carry out flame
tests on named metal ions to find out
the flame colouration. They then use
the technique to identify two
unknown compounds.
KCl
Homework
Examination
‘hints and tips’
Students should:
C11 Analysis
C11.1 Analysing substances
C11.1
a
Flame tests can be
used to identify
metal ions:
 lithium
compounds
result in a
crimson flame
 sodium
compounds
result in a
yellow flame
 potassium
compounds
result in a lilac
flame
 calcium
compounds
result in a red
flame
 barium
compounds
result in a
green flame.
Recognise the presence of
these ions by this test.
Task: Prepare results chart and
complete it.
LiCl
Flame colours of
other metal ions
are not required
knowledge.
NaCl
CaCl2
BaCl2
HCl(aq) (to clean wires in)
and matches and splints.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Aluminium, calcium
and magnesium
ions form white
precipitates with
sodium hydroxide
solution but only
the aluminium
hydroxide
precipitate
dissolves in excess
sodium hydroxide
solution.
Learning Outcomes
What most students should
be able to do
Students should be able to
recognise the presence of
these ions in water by this
test.
Suggested
timing (lessons)
Spec Reference
C11.1
b
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Discuss: Teacher-led discussion
about another method of identifying
metal ions, this time using sodium
hydroxide.
Homework
Activity: Adding sodium hydroxide
solution to solutions of metal ions.
Students should add small amounts
of sodium hydroxide and observe
what happens after each addition.
Students should be warned that
adding more to one solution will
produce a further change.
Task: Students prepare and
complete results chart. Remind them
that each solid that appears is a
precipitate.
C11.1
c
Resource
Examination
‘hints and tips’
Students should:
Test tubes, NaOH (aq),
pipettes, solutions of:
CuSO4
AlCl3
MgCl2
CaCl2
FeSO4
FeCl3
NB FeSO4 must be freshly
produced.
Copper(II), iron(II)
and iron(III) ions
form coloured
precipitates with
sodium hydroxide
solution. Copper
forms a blue
precipitate, iron(II)
a green precipitate
and iron(III) a
brown precipitate.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C11.1
d
Carbonates react
with dilute acids to
form carbon
dioxide. Carbon
dioxide produces a
white precipitate
with limewater,
which turns
limewater cloudy.
C11.1
e
Halide ions in
solution produce
precipitates with
silver nitrate
solution in the
presence of dilute
nitric acid. Silver
chloride is white,
silver bromide is
cream and silver
iodide is yellow.
Learning Outcomes
What most students should
be able to do
Recognise the presence of
these ions in water by this
test.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Teacher-led demonstration of
effect on acid on carbonates, and
limewater test as a revision and
introduction to testing halide and
sulfate ions.
Resource
Homework
Students should:
Activity: Test halide ions, and then
sulfate ions.
Task: Students prepare a results
chart and complete it:
name of
compound
Examination
‘hints and tips’
effect of adding
silver nitrate
and nitric
acid.
Test tubes and racks, silver
nitrate solution, dilute nitric
acid, dilute hydrochloric acid,
barium chloride, solution,
solutions of sodium, sulfate,
sodium chloride, sodium
bromide and sodium iodide.
Students should
consider why
hydrochloric acid
should not be
used in the halide
test, nor sulfuric
acid in the sulfate
test.
barium
chloride and
hydrochloric
acid
Establish reliable tests for each
halide ion and sulfates, using the
results of the experiment. Students
make notes in their books.
Homework: Write word, then symbol
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M15 6EX.
equations for each reaction.
C11.1f
Sulfate ions in
solution produce a
white precipitate
with barium
chloride solution in
the presence of
dilute hydrochloric
acid.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
C11.1
h
Learning Outcomes
What most students should
be able to do
A mixture consists
of two or more
elements or
compounds not
chemically
combined together.
The chemical
properties of each
substance in the
mixture are
unchanged. It is
possible to
separate the
substances in a
mixture by physical
methods, including
distillation, filtration
and crystallisation.
Paper
chromatography
can be used to
analyse substances
present in a
solution, eg food
colourings and
inks/dyes.
Suggested
timing (lessons)
Spec Reference
C11.1
g
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Discussion: Reminder about
mixtures, elements and compounds.
Resource
Homework
Examination
‘hints and tips’
Students should:
Students write definitions out.
Students should be able to
describe how to carry out
paper chromatography
separations.. Students have
to be aware that solvents
other than water can be used
and that the separation
depends on the relative
solubilities of the
components.
Activity: using paper
chromatography. The Rf value for
each of the dyes used should be
calculated.
Food dyes or inks, filter
paper/chromatography paper,
pipettes and 250 cm 3 beaker.
Higher Tier
students should
be able to
describe how
the components
of a mixture can
be identified
using Rf values
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
Possible teaching and Learning
Activities
2
Activity: Sort quantities into ‘scalars’
and ‘vectors’.
Cards showing the names of
quantities to sort into ‘scalars’
and ‘vectors’.
Know some
examples of both
scalars and
vectors.
Be able to construct and
interpret distance–time
graphs for an object moving
in a straight line when the
body is stationary or moving
with constant speed.
Activity: Datalogging equipment to
graph distance and time.
Datalogging equipment, graph
paper.
Be able to
construct
distance–time
graphs for an
object moving in a
straight line.
Know how to calculate the
speed of an object from the
gradient of a distance–time
graph.
Activity: Drawing and interpreting
distance–time graphs and using them
to determine speed.
Interactive motion graph can
be found at
http://www.nuffieldfoundation.
org/practical-physics/simplemotion-experiments-
Be able to
determine the
gradient of a
graph.
What most students should
be able to do
Resource
Homework
Examination
‘hints and tips’
Students should:
P1 Forces and their effects
P1.1 Motion
P1.1a
Scalars are
quantities that have
magnitude only.
Vectors are
quantities that have
magnitude and an
associated
direction.
Understand the difference
between scalar and vector
quantities and give examples
of both.
P1.1b
If an object moves
in a straight line,
how far it is from a
certain point can be
represented by a
distance–time
graph.
P1.1c
The speed of an
object can be
determined from
the gradient of a
distance–time
Students should be aware
that distance, speed and time
are examples of scalars and
displacement; velocity,
acceleration, force and
momentum are examples of
vectors.
Activity: Use of train timetables to
build distance–time graphs to
Be able to draw
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
graph.
compare fast and slow trains.
If an object is
accelerating its
speed at any
particular time
can be determined
by finding the
gradient of the
tangent of the
distance–time
graph at that time.
(H Tier)
datalogger
Train timetables
P1.1d
The velocity of an
object is its speed
in a given direction.
Understand the difference
between speed and velocity.
Activity: Carry out calculations using
𝑠
𝑣=
𝑡
P1.1e
The velocity of an
object is given by
the equation
𝑠
𝑣=
𝑡
Know how to calculate the
speed of an object from the
equation.
Activity: Students calculate speed
for Usain Bolt’s world record.
http://news.bbc.co.uk/sport
1/hi/athletics/8204381.stm
Homework: Students sketch a
distance–time graph of their journey
to school.
calculators
a tangent to a
graph and
determine its
gradient.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P1.1g
P1.1h
The acceleration of
an object is given
by the equation
𝑣−𝑢
𝑎=
𝑡
Learning Outcomes
What most students should
be able to do
Know how to calculate the
acceleration of an object
from the equation.
Suggested
timing (lessons)
Spec Reference
P1.1f
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Homework
Students should:
1
Activity: Carry out calculations using
Be able to
determine the
area under a
graph.
𝑎=
The acceleration of
an object can be
determined from
the gradient of a
velocity–time
graph.
Be able to construct and
interpret velocity–time graphs
for an object moving in a
straight line when the body is
moving with a constant
speed, accelerating or
decelerating.
The distance
travelled by an
object can be
determined from
the area under a
velocity–time
graph.
Know how to determine the
acceleration of an object
from the gradient of a
velocity–time graph.
Calculate acceleration from
a velocity–time graph. (H
Tier)
Know how to determine the
distance travelled by an
object from the area under a
velocity–time graph.
Calculate distance
travelled from a velocity–
time graph. (H Tier)
Resource
𝑣−𝑢
𝑡
Activity: View interactive software
to show velocity–time graphs.
Activity: Drawing and interpreting
graphs and calculating acceleration
and distance.
Activity: Use ticker timers to
produce a velocity–time graph and
calculate acceleration.
Homework: BBC GCSE Bitesize
‘Representing motion”.
Interactive software to show
velocity–time graphs can be
found at
http://phet.colorado.edu/en/si
mulation/moving-man
Graph paper
Examination
‘hints and tips’
Take care to
check whether
you are dealing
with a distance–
time graph or a
velocity–time
graph in
examination
questions.
Ticker timer, power supply,
runway, Sellotape, trolley.
Information on representing
motion can be found on the
BBC GCSE Bitesize website
at
www.bbc.co.uk/schools/gcseb
itesize/science/add_aqa/force
s
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1.5
Activity: ‘Tug of war’ type
experiments using forcemeters.
Resource
Homework
Examination
‘hints and tips’
Students should:
P1.2 Resultant forces
P1.2a
P1.2b
P1.2c,
d, e
Whenever two
objects interact, the
forces they exert on
each other are
equal and opposite.
Understand that forces occur
in pairs, acting on different
objects.
A number of forces
acting at a point
may be replaced by
a single force that
has the same effect
on the motion as
the original forces
all acting together.
This single force is
called the resultant
force.
Understand the term
‘resultant force’ and be able
to determine the resultant of
opposite or parallel forces
acting in a straight line.
A resultant force
acting on an object
may cause a
change in its state
of rest or motion.
Understand that a resultant
force acting on an object may
affect its motion.
Demo: Use masses to sink a toy
boat to show changing force causes
change in motion.
Activity: Toy cars rolling down
ramps of different surfaces and
heights to demonstrate the effects of
resultant forces.
Forcemeters, ramps and toy
cars.
Know what is
meant by a
resultant force
and the effect that
a resultant force
has on the motion
of an object.
Homework: Questions on drawing
forces acting on objects and
calculating the resultant force.
Understand that if the
resultant force acting on a
stationary object is:
 zero – the object will
remain stationary
 not zero – the object will
accelerate in the direction
of the resultant force.
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M15 6EX.
Understand that if the
resultant force acting on a
moving object is:
 zero – the object will
continue to move at the
same speed and in the
same direction.
 not zero – the object will
accelerate in the direction
of the resultant force.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Examination
‘hints and tips’
Homework
Students should:
3
Activity: Make measurements to
determine the momentum of moving
objects.
Know the terms in
the equation and
their units.
P1.3 Momentum
P1.3a
The relationship
between
momentum mass
and velocity is
Know how to calculate the
momentum of a moving
object.
𝑝 =𝑚x𝑣
Activity: Carry out calculations using
𝑝 =𝑚x𝑣
P1.3b
P1.3c
In a closed system
the total momentum
before an event is
equal to the total
momentum after
the event. This is
called the
conservation of
momentum.
Understand that momentum
is conserved in collisions and
explosions.
The relationship
between force,
change in
momentum and
time is
Use the relationship to
explain safety features such
as air bags, seat belts,
gymnasium crash mats,
cushioned surfaces for
Complete calculations
involving two objects colliding
or exploding.
Demo: Demonstration of simple
colliding system, eg moving trolley
colliding with and adhering to a
stationary trolley; measuring masses
and velocities to calculate
momentum before and after the
collision.
Demo: Demonstration of simple
exploding system, eg two stationary
trolleys joined by a compressed
spring, and then released; measuring
masses and velocities to calculate
momentum after the collision, having
started at rest.
Activity: Carry out calculations using
𝐹=
∆𝑝
𝑡
Colliding trolleys equipment;
method of measuring
velocities, eg datalogging,
light gates and timers etc.
Information on momentum
can be found on the BBC
GCSE Bitesize website at
www. bbc.co.uk/schools/
gcsebitesize/science/
add_aqa/forces
Be able to
perform
calculations for
collision and
explosions.
Remember that
momentum has a
direction.
Know the terms in
the equation and
their units.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
𝐹=
∆𝑝
𝑡
playgrounds and cycle
helmets.
Discuss: Discussion of use of jet
packs for moving in space, and
rocket travel. Work done by external
force changing momentum of a body,
eg work done by force changing
shape of car in crumple zones.
Importance of time during which work
is done reducing the force involved.
Homework: Visit BBC GCSE
Bitesize for information on
momentum.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
2
Activity: Online reaction time test.
Measurement of reaction times using
stopwatches or falling rulers. Can be
repeated using distractions for
example listening to music or talking.
Resource
Homework
Examination
‘hints and tips’
Students should:
P1.4 Forces and braking
P1.4a
P1.4b
P1.4c
P1.4d
When a vehicle
travels at a steady
speed the resistive
forces balance the
driving force.
Understand that for a given
braking force the greater the
speed, the greater the
stopping distance.
The greater the
speed of a vehicle
the greater the
braking force
needed to stop it in
a certain distance.
The stopping
distance of a
vehicle is the sum
of the distance the
vehicle travels
during the driver’s
reaction time
(thinking distance)
and the distance it
travels under the
braking force
(braking distance).
A driver’s reaction
time can be
affected by
tiredness, drugs
and alcohol.
Understand the concept of
reaction time.
Invite an outside speaker from police
or road safety organisation.
Discuss: Small group discussion
about factors affecting stopping
distance.
Understand the distinction
between thinking distance,
braking distance and
stopping distance.
Stopwatches and rulers.
Video clips about speed and
stopping distance can be
found at http://www.seattleduiattorney.com/media/duivideos.php
Activity: Investigate factors that
determine the frictional force
between a block and a bench.
Block with hook, forcemeter,
sandpaper and water.
Video: Watch video clips on speed
and stopping distance, and
distractions and driving.
Video clips about distractions
and driving can be found at
http://think.direct.gov.uk/index
.html
Homework: Research stopping
distances at different speeds; design
a poster about factors affecting
thinking distance.
Appreciate that distractions
may affect a driver’s ability to
react and know the factors
which could affect a driver’s
http://www.bbc.co.uk/science/
humanbody/sleep/sheep/react
ion_version5.swf
Know the
difference
between thinking
distance, braking
distance and
stopping distance.
Research: Research which markings
on roads are used to try to make
drivers think about stopping
distances and those which are to try
and make drivers reduce their speed.
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M15 6EX.
reaction time.
P1.4e
When the brakes of
a vehicle are
applied, work done
by the friction force
between the brakes
and the wheel
reduces the kinetic
energy of the
vehicle and the
temperature of the
brakes increases.
P1.4f
A vehicle’s braking
distance can be
affected by adverse
road and weather
conditions and poor
condition of the
vehicle.
Understand that adverse
road conditions (including
wet or icy conditions) and
poor condition of the car
(brakes or tyres) affect
braking distance.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
2
Demo: Demonstrate streamlined and
non-streamlined shapes falling
through water/washing-up liquid.
Long glass tubes containing
water or washing-up liquid,
plasticine shapes, stopwatch,
electric balances, forcemeters, sheets of paper,
cotton, masses, stopwatches.
Video: Watch videos on skydiving.
Paper cake cases, available
in various sizes, are very
effective.
Homework
Examination
‘hints and tips’
Students should:
P1.5 Forces and terminal velocity
P1.5a
The faster an object
moves through a
fluid the greater the
frictional force that
acts on it.
Know which forces act on an
object moving through a fluid.
P1.5b
An object falling
through a fluid will
initially accelerate
due to the force of
gravity. Eventually
the resultant force
will be zero and the
object will move at
its terminal velocity.
Be able to describe and
explain how the velocity of an
object falling through a fluid
changes as it falls.
The relationship
between weight,
mass and
gravitational field
strength is
Be able to calculate the
weight of an object, given its
mass.
P1.5c
W = m × g.
Understand why the use of a
parachute reduces the
parachutist’s terminal velocity
Activity: Investigating the
relationship between mass and
weight, eg weighing objects on an
electric balance and a force-meter.
Activity: Investigate the effect of
area of a paper parachute on a falling
mass.
Discuss: The difference between
‘mass’ and ‘weight’.
Activity: Use of scales to measure
the mass of objects in kilograms and
then convert to weight in newtons.
Activity: Carry out calculations using
W = m × g.
Homework: Research the shape of
performance vehicles in reducing air
resistance.
Video clips of skydiving can
be found at
http://science.discovery.com/v
ideos/head-rush-terminalvelocity.html
Top pan balance, various
objects.
Understand why
the use of a
parachute
reduces the
parachutist’s
terminal velocity.
Know the terms in
the equation and
their units.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
2
Activity: Investigate the effect of
forces on the extension of a spring.
Springs, rulers, hanging
masses and elastic bands.
Activity: Investigate the effect of
stretching elastic band catapults by
different amounts on the distance a
fired paper pellet travels.
Inexpensive toys can act as a
good stimulus.
Homework
Examination
‘hints and tips’
Students should:
P1.6 Forces and elasticity
P1.6a
A force acting on
an object may
cause a change in
the shape of the
object.
Be able to convert
from cm to m.
Activity: Investigating forces and the
elasticity of springs.
P1.6b
An object behaves
elastically if it
returns to its
original shape
when the force is
removed.
P1.6c
A force applied to
an elastic object will
result in the object
stretching and
storing elastic
potential energy.
P1.6d
For an object
behaving
elastically, the
extension is directly
proportional to the
force applied,
Understand that when an
elastic object is stretched it
stores elastic potential
energy.
Understand the relationship
between force and extension
of an elastic object and be
able to use the equation.
Activity: Carry out calculations using
F=k×e
Homework: Students draw graphs to
show their investigation results.
Understand what
is meant by
‘directly
proportional’.
Know the terms in
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M15 6EX.
provided that the
limit of
proportionality is
not exceeded. The
relationship
between the force
and the extension
is
Or
Students research toys they have
had that have worked using stored
potential energy, e.g. pull back
‘motor’ cars.
the equation and
their units.
F=k×e
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
2
Activity: Calculating Students’ work
done and power output in different
situations, eg running up stairs, lifting
sandbags onto a table etc.
Bathroom scales, rulers,
stopwatches, falling object,
light gate and timer.
Know the terms in
the equations and
their units.
Demo: Motor lifting a mass, and
calculation of work and power.
Power supply, motor, line
shaft, G clamp, mass and rule
Be able to convert
from g to kg.
Homework
Examination
‘hints and tips’
Students should:
P1.7 Forces and energy
P1.7a
Work is done when
a force causes an
object to move
through a distance.
P1.7b
The relationship
between work
done, force and
distance moved in
the direction of the
force is W = F × d
P1.7c
Energy is
transferred when
work is done.
P1.7d
Work done against
frictional forces
causes energy
transfer by heating.
P1.7e
The relationship
between power,
work done or
energy transferred
and time is
𝑃=
Activity: Carry out calculations using
W=F×d
Know how to calculate the
work done on an object and
the power developed.
Activity: Carry out calculations using
𝑃=
𝑊
𝑡
𝑊
𝑡
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P1.7f
The relationship
between
gravitational
potential energy,
mass, gravitational
field strength
(acceleration of free
fall) and height is
Ep = m × g × h
P1.7g
The relationship
between kinetic
energy, mass and
speed is
Ek = 1⁄2 × m ×
v2
Understand that when an
object is raised vertically,
work is done against
gravitational force and the
object gains gravitational
potential energy.
Know how to calculate the
change in gravitational
potential energy of an object.
Understand the transfer of
kinetic energy in particular
situations, such as space
shuttle re-entry or meteorites
burning up in the
atmosphere.
Activity: Measurement of initial
gravitational potential energy (GPE)
and final kinetic energy (KE) of a
falling object, eg using a light gate
and timer.
Activity: Carry out calculations using
Ep = m × g × h
Activity: Carry out calculations using
Ek = 1⁄2 × m × v2
Homework: Calculations using the
different equations.
Know how to calculate the
kinetic energy of a moving
object.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
Examination
‘hints and tips’
Students should:
P2 Waves
P2.1 General properties of waves
P2.1a
Waves transfer
energy and
information without
transferring matter.
P2.1b
Waves may be
either transverse or
longitudinal.
P2.1c
3
Understand that in a
transverse wave the
oscillations are perpendicular
to the direction of energy
transfer.
Understand that in a
longitudinal wave the
oscillations are parallel to the
direction of energy transfer.
Understand the terms
‘compression’ and
‘rarefaction”.
P2.1d
Demo: Demonstration of transverse
and longitudinal waves using slinky
springs or other equipment.
Slinky springs, wave machine
equipment and computer
access.
Role Play: Mexican hand wave / line
up and step left then right.
A useful interactive video clip
can be found on BBC GCSE
Bitesize ‘An Introduction to
waves’ at
Video: Watch a video on wave
properties.
Homework: Produce a poster to
show transverse and longitudinal
waves.
Be able to explain
the difference
between
transverse and
longitudinal
waves.
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/wav
es/
Electromagnetic
waves are
transverse, sound
waves are
longitudinal and
mechanical waves
may be either
transverse or
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
longitudinal.
P2.1e
Waves can be
reflected, refracted
and diffracted.
Understand the
circumstances where a wave
is reflected, refracted or
diffracted.
Demo: Demonstration of reflection,
refraction and diffraction of waves
using a ripple tank.
Ripple tank and accessories.
Be able to complete
wavefront diagrams for
reflection, refraction and
diffraction. Appreciate that for
appreciable diffraction to take
place the wavelength of the
wave must be of the same
order of magnitude as the
size of the obstacle or gap.
When identical sets
of waves overlap
they interfere with
each other.
Be able to complete
diagrams to illustrate
interference.
Demo: Demonstration of interference
of waves using a signal generator
and two speakers.
Signal generator and
speakers.
P2.1g
Waves may be
described in terms
of their frequency,
wavelength, time
period and
amplitude.
Understand the terms
‘frequency’, ‘wavelength’ and
‘amplitude’ and be able to
annotate a diagram to show
these terms.
Activity: Investigate transverse
waves using a vibrating string.
oscillator, string, pulley, mass
hanger, masses, metre rule
P2.1h
The relationship
between wave
speed, frequency
and wavelength is
P2.1f
v=f×λ
Activity: Carry out calculations using
the equation
v = f × λ.
Signal generator, vibration.
Know the terms in
the equation and
their units.
Homework: Produce a poster to
show what is meant by ‘frequency’,
‘wavelength’ and ‘amplitude’.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
3
Homework: Make a display poster
showing the properties and uses of
electromagnetic waves.
Resource
Homework
Examination
‘hints and tips’
Students should:
P2.2 The electromagnetic spectrum
P2.2a
P2.2b
Electromagnetic
waves form a
continuous
spectrum and all
types of
electromagnetic
wave travel at the
same speed
through a vacuum
(space).
Know the order of
electromagnetic waves within
the spectrum, in terms of
energy, frequency and
wavelength.
Radio waves,
microwaves,
infrared and visible
light can be used
for communication.
Know situations in which
waves are typically used for
communication.
Appreciate that the
wavelengths of the
electromagnetic spectrum
range from 10-15 to 104 and
beyond.
Or
Make up an illustrated mnemonic
showing the order of the waves in the
electromagnetic spectrum.
Demo: Demonstration of microwave
properties using microwave
transmitter and detector.
Demo: Demonstration of infrared
properties using a remote handset.
Use a digital camera to show the
light.
‘Sending Information’ can be
found on BBC GCSE Bitesize
at
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/wav
es/
Computer or reference book
access.
Know the order of
the
electromagnetic
waves within the
spectrum in terms
of energy,
frequency and
wavelength.
Computer access, microwave
transmitter and detector
apparatus, digital camera,
remote control, optical fibres
Demo: Demonstration of visible light
properties using optical fibres.
P2.2c
Electromagnetic
waves have many
uses.
Give examples of the uses of
each part of the
electromagnetic spectrum.
Research: Group research into
properties and uses of
electromagnetic waves.
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M15 6EX.
P2.2d
Exposure to
electromagnetic
waves can be
hazardous.
P2.2e
X-rays are part of
the electromagnetic
spectrum. They
have a very short
wavelength, high
energy and cause
ionisation.
P2.2f
Properties of Xrays.
Give examples of the
hazards associated with
each part of the
electromagnetic spectrum.
Research: Group research into
hazards of electromagnetic waves
and appropriate precautions.
Know that X-rays affect a
photographic film in the same
way as light, are absorbed by
metal and bone but are
transmitted by soft tissue.
Activity: view images of X-rays
Discuss: The concerns surrounding
possible risks related to mobile
phone use.
Understand that X-rays can
be used for diagnosis of
bone fractures and dental
problems, in computerised
tomography (CT) scans, and
in treatment by killing cancer
cells.
P2.2g
X-rays can be used
to diagnose and
treat some medical
conditions.
Know that the use of CCDs
allows images to be formed
electronically.
An interesting article on X-ray
images, ‘Artist’s X-ray images
seek beauty underneath’, can
be found at
http://www.msnbc.msn.com/id
/24792453
At the bottom of this article is
a video about Nick Veasey’s
work.
Research: Group research into uses
and dangers of X-rays.
Activity: Visit to X-ray department at
a local hospital.
Homework: Research into discovery
of X-rays.
A video clip on the medical
uses of X-rays can be found
on the BBC website at
http://www.bbc.co.uk/learning
zone/clips/medical-uses-of-xrays-the-electromagneticspectrum/1455.html
Know the uses
and dangers of
medical X-rays.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P2.2h
The use of high
energy ionising
radiation can be
dangerous
Give examples of the
precautions that need to be
taken to monitor and
minimise the levels of
radiation that people who
work with it are exposed to.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
3
Demo: Properties of sound using
signal generator, loudspeaker and
cathode ray oscilloscope (CRO).
Demo: ‘Electric bell in bell jar’ type
apparatus to show the need for a
medium.
Signal generator,
loudspeaker, CRO,
Homework: Research what happens
to the range of audible sounds as a
person ages.
Demo: Demonstration of limit of
human hearing using signal
generator and loudspeaker.
Signal generator and
loudspeaker.
Homework
Examination
‘hints and tips’
Students should:
P2.3 Sound
P2.3a
Sound waves are
longitudinal waves
and cause
vibrations in a
medium, which are
detected as sound.
Know how sound waves are
produced.
P2.3b
The range of
human hearing.
Know that the range is about
20 Hz to 20 000 Hz.
P2.3c
The pitch of a
sound is
determined by its
frequency and
loudness by its
amplitude.
Understand the relationship
between the pitch of a sound
and the frequency of the
sound wave.
P2.3d
Sound waves can
be reflected
(echoes) and
diffracted.
Understand how echoes are
formed.
Bell in bell jar apparatus
Know the
relationships
between pitch
and frequency,
loudness and
amplitude.
Demo: Demonstration of echoes
from an outside wall.
A useful video clip on echoes
and their use in sonar can be
found on the BBC website at
http://www.bbc.co.uk/learning
zone/clips/echoes-and-theiruse-in-sonar/14.html
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
2
Activity: Investigation into the
reflection of light at different angles
from a plane mirror.
Resource
Homework
Examination
‘hints and tips’
Students should:
P2.4 Reflection
P2.4a
When waves are
reflected the angle
of incidence is
equal to the angle
of reflection.
Activity: Investigate location of an
image using a lit and unlit candle
positioned between Perspex.
Video: Watch video clip on wave
reflection.
Homework: Practice drawing ray
diagrams to show the image formed
in a plane mirror.
P2.4b
The normal is a
construction line
perpendicular to the
reflecting surface at
the point of
incidence.
Draw diagrams showing rays
of light being reflected from a
plane mirror, labeling incident
and reflected rays, angles of
incidence and reflection, and
the ‘normal’.
P2.4c
The image
produced in a plane
mirror is virtual.
Understand how an image is
formed by a plane mirror,
and why it is virtual.
Plane mirrors, ray boxes and
protractors.
Candles, matches and
Perspex.
Be able to
construct a ray
diagram to show
the image formed
in a plane mirror.
A video clip on wave reflection
can be found on the BBC
website at
http://www.bbc.co.uk/learning
zone/clips/wavereflection/4554.html
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
3
Demo: Demonstration of Doppler
effect using sound.
Apparatus to demonstrate
Doppler effect, eg length of
tubing swung in a circle.
Video: Watch video clips of ‘redshift’, ‘Big Bang’ theory, and CMBR.
Video clips of ‘red- shift’, the
‘Big Bang’ theory, and CMBR
can be found at
http://www.pbs.org/wgbh/nova
/space/origins-seriesoverview.html
Homework
Examination
‘hints and tips’
Students should:
P2.5 Red-shift
P2.5a
P2.5b
If a wave source is
moving relative to
an observer there
will be a change in
the observed
wavelength and
frequency. This is
known as the
Doppler effect.
Be able to explain the
Doppler effect.
There is an
observed increase
in the wavelength
of light from most
distant galaxies.
The further away
the galaxies, the
faster they are
moving and the
bigger the observed
increase in
wavelength. This
effect is called ‘redshift’.
Be able to explain the term
‘red-shift’.
Know that when the source
moves away from the
observer, the observed
wavelength increases and
the frequency decreases;
when the source moves
towards the observer, the
observed wavelength
decreases and the frequency
increases.
Know that the further away
the galaxies are, the faster
they are moving, and the
bigger the observed increase
in wavelength.
Be able to explain
the Doppler
effect.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
The observed redshift provides
evidence that the
universe is
expanding and
supports the ‘Big
Bang’ theory (that
the universe began
from a very small
initial point).
Be able to explain how ‘redshift’ provides evidence that
the universe is expanding.
P2.5d
Cosmic microwave
background
radiation (CMBR) is
a form of
electromagnetic
radiation filling the
universe. It comes
from radiation that
was present shortly
after the beginning
of the universe.
Know that CMBR comes
from radiation that was
present shortly after the
beginning of the universe.
P2.5e
The Big Bang
theory is currently
the only theory that
can explain the
existence of CMBR.
P2.5c
Know that the ‘Big Bang’
theory indicates that the
universe began from a very
small initial point.
Demo: Demonstration of the
expanding universe by inflating a
balloon with stickers representing
galaxies.
Balloon and stickers/masking
tape
Be able to explain
the term ‘redshift’ and the ‘Big
Bang’ theory.
Research: Group research into the
origins of the universe.
Homework: Research into the
discovery of CMBR.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
3
Activity: Individual/class
demonstration of interactive kinetic
theory modelling computer program.
Access to computers;
interactive kinetic theory
modelling program.
Homework: Designing a poster to
illustrate the arrangement, movement
and energy of the particles in solids,
liquids and gases.
Useful information can be
found at
http://www.preparatorychemis
try.com/Bishop_KMT_frames.
htm
Activity: Class experiment using
small immersion heaters to heat
blocks of metal/containers of water to
calculate specific heat capacity.
Specific heat capacity
apparatus, eg immersion
heater, voltmeter, ammeter,
stopwatch, metal blocks, top
pan balance, thermometer.
Homework
Examination
‘hints and tips’
Students should:
P3 Heating processes
P3.1 Kinetic theory
P3.1a
Kinetic theory can
be used to explain
the different states
of matter.
Draw simple diagrams to
model the difference
between solids, liquids and
gases.
P3.1b
The particles of
solids, liquids and
gases have
different amounts of
energy.
Describe the states of matter
in terms of the energy of their
particles.
P3.1c
The specific heat
capacity of a
substance is the
amount of energy
required to change
the temperature of
one kilogram of the
substance by one
degree Celsius.
Understand the meaning of
specific heat capacity.
Evaluate different materials
according to their specific
heat capacities, eg hot water,
which has a very high
specific heat capacity, oilfilled radiators and electric
storage heaters containing
concrete.
Discuss: Discussion as to whether
the filling in hot pies is hotter than the
pastry when removed from the oven,
or similar example. Why do some
foods with a filling of differing specific
heat capacity sometimes warn about
the filling being hot?
Be able to
describe the
arrangement and
movement of
particles in solids,
liquids and gases.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P3.1d
Homework: Carry out calculations
using the equation
The relationship
between energy,
mass, specific heat
capacity and
temperature
change is
Know the units of
each of the
quantities in the
specific heat
capacity equation;
know how to
convert grams to
kilograms and
joules to
kilojoules.
E=m×c×θ
E=m×c×θ
P3.1e
The specific latent
heat of vaporisation
of a substance is
the amount of
energy required to
change the state of
one kilogram of the
substance from a
liquid to a vapour
with no change in
temperature.
P3.1f
The relationship
between energy,
mass and specific
latent heat of
vaporisation is
Understand the meaning of
specific latent heat of
vaporisation.
Demo: Experiment to determine the
latent heat of vaporisation of water.
Understand that
while a substance
is changing state
there is no
change in
temperature.
Activity: Carry out calculations using
the equation
Higher Tier only
E = m × Lv
E = m × Lv
P3.1g
The specific latent
heat of fusion of a
substance is the
amount of energy
required to change
the state of one
kilogram of the
substance from a
solid to a liquid with
Understand the meaning of
specific latent heat of fusion.
Activity: Class experiment to
determine the latent heat of fusion of
ice.
Specific latent heat
apparatus, eg immersion
heater, voltmeter, ammeter,
hot water, ice, stopwatch, top
pan balance.
Understand that
while a substance
is changing state
there is no
change in
temperature.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
no change in
temperature.
P3.1h
The relationship
between energy,
mass and specific
latent heat of
fusion is
Activity: Carry out calculations using
the equation
Higher Tier only
E = m × Lf
E = m × Lf
P3.1i
The melting point of
a solid and the
boiling point of a
liquid are affected
by impurities.
Activity: Investigate the melting
point of pure and impure ice.
Investigate the boiling point of
distilled water and salt water.
Pure/impure ice, beakers,
thermometers, salt, distilled
water, Bunsen/heating
apparatus.
Homework: Research the effect of
impurities on the melting point of a
solid and the boiling point of a liquid
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
4
Demo: Demonstrations of
conduction, eg heating a metal bar
with tacks stuck on with wax; IngenHauz apparatus; rods of different
materials held in a flame etc; heating
rods on heat sensitive paper.
Conduction demonstrations
kits
Activity: Class investigation
measuring the temperature of hot
water in a container with different
materials wrapped round it.
Product of Hawkin’s Bazaar,
Science museum shop.
Homework
Examination
‘hints and tips’
Students should:
P3.2 Energy transfer by heating
P3.2a
Energy may be
transferred by
conduction and
convection.
Understand in simple terms
how the arrangement and
movement of particles
determine whether a material
is a conductor or an
insulator.
Understand the role of free
electrons in conduction
through a metal.
Use the idea of particles
moving apart to make a fluid
less dense and to explain
simple applications of
convection.
Demo: Demonstrations of
convection, eg paper coil held above
heat source, convection tube with
water and potassium permanganate;
convection chimney etc.
Use of jumbo black bag lifted by
convection to sky.
Containers of hot water
wrapped in different materials.
Convection demonstration kits
Know that air is
an excellent
insulator and
examples of
insulation
materials using
trapped air.
A video clip on heat transfer
can be found on the BBC
website at
http://www.bbc.co.uk/learning
zone/clips/frying-an-egg-witha-paper-pan/8762.html
Access to computers,
interactive kinetic theory
modelling program.
Homework: Make a survey or
collection of material used in the take
away food industry, explaining why it
has been chosen.
Homework: Research the effect of
the Gulf Stream and what the
weather would be like without it.
Activity: Individual use/class
demonstration of interactive kinetic
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
theory modelling computer program
to explain evaporation and
condensation.
P3.2b
Energy may be
transferred by
evaporation and
condensation.
Explain evaporation and the
cooling effect this causes
using the kinetic theory.
Demo: evaporation causing cooling
Thermometer wrapped in wet tissue.
P3.2c
The rate at which
an object transfers
energy by heating
depends on a
number of factors.
Know that the rate at which
an object transfers energy by
heating depends on:
Discuss: Summary of the factors
affecting the rate at which an object
transfers energy by heating.
 surface area and volume
the material from which
the object is made
 the nature of the surface
with which the object is in
contact
 the temperature
difference between the
object and its
surroundings.
Activity: In small groups, students
prepare a presentation on a topic to
present to the class, eg animal
adaptations in terms of energy
transfer, how each of the factors
affects the rate at which an object
transfers energy by heating and an
application of this etc.
Thermometer and paper
towel/tissue.
Be able to explain
why evaporation
causes the
surroundings to
cool.
Be able to apply
knowledge of the
factors that affect
the rate of energy
transfer to
different practical
situations.
Be able to explain the design
of devices in terms of energy
transfer, eg cooling fins.
Be able to explain animal
adaptations in terms of
energy transfer, eg relative
ear size of animals in cold
and warm climates.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P3.2d
P3.2e
Activity: Rate of cooling experiment
- how the temperature difference
affects rate of cooling. Time how long
it takes water to cool by 10o from
different starting temperature.
The bigger the
temperature
difference between
an object and its
surroundings, the
faster the rate at
which energy is
transferred by
heating.
Most substances
expand when
heated.
Kettle/Bunsen, beakers,
thermometers, stop clocks.
Homework: Students create an
imaginary animal which has evolved
to deal with certain climatic
conditions.
Understand that the
expansion of substances on
heating may be a hazard or
useful.
Demo: Demonstration of expanding
on heating e.g. ball and hoop, bimetallic strip.
Activity: Investigate expansion of
different liquids inside a capillary
tube.
Ball and hoop, bi-metallic
strip, Bunsen burner.
Capillary tube and different
liquids.
Homework: Research examples
where the expansion of substances
on heating is a hazard (e.g. roofs and
bridges) and where it is useful (e.g.
the bi-metallic strip.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
2
Video: Watch a video clip or view
images of thermographs.
Video clip/images of
thermographs can be found at
www.youtube.com by
searching for ‘Infrared: More
Than Your Eyes Can See’.
Research into thermographic
imaging to detect tumours, or locate
bodies following natural disasters
Leslie’s cube and infrared
detector or similar apparatus.
Homework
Examination
‘hints and tips’
Students should:
P3.3 Infrared radiation
P3.3a
All objects emit and
absorb infrared
radiation.
P3.3b
The hotter an
object is the more
infrared radiation it
radiates in a given
time.
Understand what infrared
radiation is.
Understand the
difference
between an
object emitting
infrared radiation
and absorbing
infrared radiation.
Demo: Demonstration of Leslie’s
cube or similar apparatus.
P3.3c
Dark, matt surfaces
are good absorbers
and good emitters
of infrared
radiation.
Understand the difference
between emission and
absorption of infrared
radiation.
Activity: Class experiment to
measure the cooling of hot water in
shiny and dark cans. Discussion of
independent, dependent and control
variables.
Cans with light shiny and dark
matt outer surfaces,
thermometers.
P3.3d
Light, shiny
surfaces are poor
absorbers and poor
emitters of infrared
radiation.
Know the factors that affect
the rate at which an object
emits infrared radiation.
Demo: Demonstrations of dark/shiny
objects absorbing heat, e.g. use of
datalogging temperature of water in
two cans near a radiant heater.
Datalogging temperature
sensors, radiant heater and
shiny/black cans.
Know the factors that affect
the rate at which an object
absorbs infrared radiation.
Know how the
nature of a
surface affects
the amount of
infrared emitted
and absorbed.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P3.3e
Light, shiny
surfaces are good
reflectors of
infrared radiation
Homework: Explain why marathon
runners are wrapped in foil blankets
following a race and why kettles are
light coloured.
Homework: Explain why houses and
cars in hot countries tend to be light
in colour.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
2
Activity: Circus of energy transfer
devices.
Resource
Homework
Examination
‘hints and tips’
Students should:
P3.4 Energy transfers and efficiency
P3.4a
P3.4b
P3.4c
Energy can be
transferred usefully,
stored or
dissipated, but
cannot be created
or destroyed.
When energy is
transferred only
part of it may be
usefully transferred;
the rest is ‘wasted’.
Wasted energy is
eventually
transferred to the
surroundings,
which become
warmer. This
energy becomes
increasingly spread
out and so
becomes less
useful.
Homework: Research into James
Joule’s experiments.
Describe the energy
transfers and the main
energy wastages that occur
in a range of situations or
appliances.
Demo: Heating effect of drill, Heating
effect of wire carrying a current, will
burn paper.
Activity: Efficiency of an electric
motor lifting a load.
Activity: Investigate energy loss in a
ball bounce.
Energy transfer devices,
E.g. battery operated electric
bell, wind-up toy etc.
Drill, scrap wood, wire, touch
paper and power pack.
Power supply, motor, line
shaft, G clamp, masses and
rule
Ruler and ball.
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M15 6EX.
P3.4d
The efficiency of a
device can be
calculated using
Efficiency =
useful energy out
total energy in
Understand the concept of
efficiency and why an
efficiency can never be
greater than 100%.
Activity: Carry out calculations using
the efficiency equations.
Use the equations to
calculate efficiency as a
decimal or percentage.
Useful information on ‘Heat
transfer and efficiency’ can be
found on the BBC website at
http://www.bbc.co.uk/schools/
gcsebitesize/science/aqa/ener
gyefficiency/
Know how to use
the efficiency
equations to
calculate the
efficiency either
as a decimal or
as a percentage.
Understand why a
device or process
can never be
greater than
100% efficient.
and
Efficiency =
useful power out
total power in
P3.4e
The energy flow in
a system can be
represented using
Sankey diagrams.
Interpret and draw a Sankey
diagram.
Activity: Draw Sankey diagrams,
having identified major sources of
wasted energy.
Be able to draw
and interpret
Sankey diagrams.
Homework: Use retail catalogues
e.g. for washing machines and
fridges, to see how manufacturers
are aware of the need for efficiency,
and how it may influence the choice
of appliance by consumers.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Demo: Demonstration of model solar
panel water heater.
Resource
Homework
Examination
‘hints and tips’
Students should:
P3.5 Heating and insulating buildings
P3.5a
Solar panels may
contain water that
is heated by
radiation from the
Sun.
Understand that the water
from solar panels may be
used to heat buildings or
provide domestic hot water.
P3.5b
There are a range
of methods used to
reduce energy loss
and consumption.
P3.5c
U-values measure
how effective a
material is as an
insulator.
Be able to evaluate the
effectiveness of different
types of material used for
insulation, including U-values
and economic factors
including payback time.
Research: Students research Uvalues of common insulating
materials.
P3.5d
The lower the Uvalue, the better the
material is as an
insulator.
Be able to evaluate the
efficiency and cost
effectiveness of methods
used to reduce ‘energy
consumption’.
Homework: Given data calculate
the payback time for different
methods of insulation.
Model solar panel water
heater.
Understand the
term ‘pay-back’
time in relation to
heating and
insulation of
buildings.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
2
Video: Watch video clips or
computer simulations of current as a
flow of charge.
Resource
Homework
Examination
‘hints and tips’
Students should:
P4 Electricity
P4.1 Electrical circuits
P4.1a
Electrical charges
can move easily
through some
substances, for
example metals.
P4.1b
Electric current is a
flow of electric
charge.
Understand that a flow of
electrical charge constitutes
a current.
P4.1c
The relationship
between current,
charge and time is
𝑄
𝐼 =
𝑡
Use the equation relating
current, charge and time.
P4.1d
The relationship
between potential
difference, energy
transferred and
Use the equation relating
potential difference, charge
and time
charge is V =
Activity: Set up simple circuits and
using an ammeter to measure
current and a voltmeter to measure
p.d.
Activity: Carry out calculations using
Video clips or computer
simulations of current as a
flow of charge can be found at
http://phet.colorado.edu/en/si
mulation/circuit-constructionkit-dc
Equipment for setting up
simple circuits, eg battery
packs, small value resistors,
ammeters, low voltage light
bulbs, variable resistors etc.
Higher Tier only
the equations
𝐼 =
𝑬
𝑸
and
V=
𝑄
𝑡
𝑬
𝑸
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P4.1e
Circuit diagrams
use standard
symbols.
Know the standard circuit
symbols as shown in the
specification.
Draw and interpret circuit
diagrams.
Activity: Translating real circuits into
circuit diagrams. Teacher ‘dictates’
circuits which students draw.
Homework: Learn circuit symbols.
Small white boards for
showing circuits.
Be able to
recognise and
draw the electrical
circuit symbols.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P4.1g
Learning Outcomes
What most students should
be able to do
Current–potential
difference graphs
are used to show
how the current
through a
component varies
with the potential
difference across it.
Know and explain the
features of current–potential
difference graphs for a
resistor, a filament bulb and
a diode.
The resistance of a
component can be
found by measuring
the current through
and potential
difference across,
the component.
Understand that the greater
the resistance the smaller the
current for a given potential
difference across a
component.
P4.1h
The current through
a component
depends on its
resistance.
P4.1i
The relationship
between potential
difference, current
and resistance is
Suggested
timing (lessons)
Spec Reference
P4.1f
Summary of the
Specification
Content
Possible teaching and Learning
Activities
Resource
Homework
3
Examination
‘hints and tips’
Students should:
There are a huge number of
downloadable experiments
from the Practical Physics
website, which can be found
at
http://www.nuffieldfoundation.
org/practical-physics/watercircuit-modelling-current-andpotential-difference
Know the shapes
of the current–
potential different
graphs for
different
components and
be able to explain
them
Explain resistance in terms
of ions and electrons (H
Tier)
Use the equation relating
current, potential difference
and resistance.
Activity: Carry out calculations using
the equation V = I × R
Homework: Practice calculations
using the equation V = I × R
V=I×R
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M15 6EX.
P4.1j
The current through
a resistor (at a
constant
temperature) is
directly proportional
to the potential
difference across
the resistor.
Activity: Class investigation
measuring current through and
potential difference across a fixed
resistor, as the current is varied.
P4.1k
The resistance of a
filament bulb
increases as the
temperature of the
filament increases.
Activity: Class investigation
measuring current through and
potential difference across, a filament
light bulb, as the current is varied.
P4.1l
The current through
a diode flows in one
direction only. The
diode has a very
high resistance in
the reverse
direction.
Activity: Class investigation
measuring current through and
potential difference across a diode,
as the current is varied.
Electric circuits apparatus, eg
battery packs, low value
resistors, ammeters,
voltmeters, filament light
bulbs, diodes, LEDs etc.
Homework: Draw graphs of
experimental results.
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M15 6EX.
The potential
difference provided
by cells connected
in series is the sum
of the potential
differences of each
cell.
Learning Outcomes
What most students should
be able to do
Know how to work out the
potential difference provided
by a number of cells in
series, taking in to account
the direction in which they
are connected.
Suggested
timing (lessons)
Spec Reference
P4.1m
Summary of the
Specification
Content
Possible teaching and Learning
Activities
3
Activity: Measuring current at
different places in a series circuit.
Resource
Homework
Activity: Measuring potential
difference across each resistor and
the battery in a series circuit.
Activity: Calculate the resistance
and draw conclusions.
Examination
‘hints and tips’
Students should:
Electric circuits apparatus e.g.
battery packs, low value
resistors, ammeters,
voltmeters, filament bulbs,
thermistor, LDR etc.
Know the
properties of the
current and
potential
difference in
series and
parallel circuits.
Useful information and
activities can be found at
www.hyperstaffs.info/work/ph
ysics/child/main.html
And www.what2learn.com
P4.1n
For components
connected in series
how the resistance,
current and
potential difference
are affected.
Know that for components in
series, the total resistance is
the sum of the resistance of
each component.
Know that for components in
series, there is the same
current through each
component.
Know that for components in
series, the total potential
difference of the supply is
shared between the
components.
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M15 6EX.
P4.1o
For components
connected in
parallel how the
current and
potential difference
are affected.
Know that for components in
parallel, the potential
difference across each
component is the same.
Know that for components in
parallel, the total current
through the whole circuit is
the sum of the currents
through the separate
components.
Understand the use of
thermistors in circuits, e.g.
thermostats.
Understand the use of lightdependent resistors in
circuits e.g. for switching on
lights when it gets dark.
Activity: Measuring current at
different places in a parallel circuit.
Activity: Measuring potential
difference across each resistor and
the battery in a parallel circuit.
Homework: Interactive learning
activities/games related to electrical
circuits.
Activity: Class investigation
measuring current through and
potential difference across a
thermistor, as temperature is varied.
Activity: Observe the effect of light
intensity on the resistance of a LDR
P4.1p
An LED emits light
when a current
flows through it in
the forward
direction
Know that there is an
increasing use of light
emitting diodes (LEDs) for
lighting, as they use a much
smaller current than other
forms of lighting.
Activity: Class investigation
observing the effect of current
direction on the output of an LED.
P4.1q
When an electrical
charge flows
through a resistor,
the resistor gets
hot.
Understand that a lot of
energy is wasted in filament
bulbs by heating. Less
energy is wasted in power
saving lamps such as
Compact Fluorescent Lamps
(CFLs).
Activity: Observe the effect of
temperature on the resistance of a
resistor.
Research: The use of thermistors in
circuits e.g. thermostats, and the use
of light-dependent resistors in
circuits, e.g. switching on lights when
it gets dark.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
3
Demo: Demonstration of cathode ray
oscilloscope (CRO) traces of d.c. and
a.c. and effect of increasing the p.d.
and the frequency on the shape of
the trace; measurement of p.d. and
frequency from the trace.
Resource
Homework
Examination
‘hints and tips’
Students should:
P4.2 Household electricity
P4.2a
Cells and batteries
supply current that
always passes in
the same direction.
This is called direct
current (d.c.).
Understand the difference
between direct current and
alternating current.
Compare and calculate
potential differences of d.c.
supplies and the peak
potential differences of a.c.
supplies from diagrams of
oscilloscope traces.
CRO, variable voltage d.c.
supplies and variable
frequency a.c. supply, e.g.
signal generator, diodes
three-pin plugs, cable, wire
cutters, screwdrivers, fuse
wire, ammeter, RCCB.
Know how to
calculate the
potential
differences of d.c.
supplies and peak
potential
differences of a.c.
supplies from
oscilloscope
traces.
Know how to
calculate the
period and
frequency of a
supply from
oscilloscope
traces.
P4.2b
An alternating
current (a.c.) is one
that is constantly
changing direction.
P4.2c
Mains electricity is
an a.c. supply. In
the UK it has a
frequency of 50
cycles per second
(50 hertz) and is
Determine the period and
hence the frequency of a
supply from diagrams of
oscilloscope traces.
Useful information on mains
electricity can be found on the
BBC GCSE Bitesize at
www.bbc.co.uk/schools/gcseb
itesize/science/add_aqa/electr
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
about 230 V.
icity
P4.2d
A diode may be
used for half wave
rectification of a.c.
Describe the oscilloscope
trace produced by half wave
rectified a.c.
Demo: Demonstration of CRO traces
of half wave rectified a.c.
P4.2e
Most electrical
appliances are
connected to the
mains using a cable
and a three-pin
plug.
Know what materials are
used in three-pin plugs and
understand why they are
used.
Activity: Class experiment to wire a
three-pin plug.
Know the colour coding of
the covering of the three
wires used in three-pin plugs.
Homework: Identifying and
correcting wiring faults in a number of
diagrams of a three-pin plug.
Three-pin plugs, cable, wire
cutters, screwdrivers, fuse
wire, ammeter, RCCB.
Understand the purpose and
the action of the fuse and the
earth wire.
P4.2f
If an electrical fault
causes too great a
current to flow, the
circuit is
disconnected by a
fuse or a circuit
breaker in the live
wire.
P4.2g
When the current in
a fuse wire exceeds
the rating of the
fuse it will
P4.2h
Demo: Demonstration of the
measurement of an increasing
current through a length of fuse wire.
Understand the link between
cable thickness and fuse
value.
melt, breaking the
circuit.
Know that some appliances
are double insulated, and
therefore have no earth wire
connection.
Some circuits are
protected by
Residual Current
Circuit Breakers
Know that RCCBs operate by
detecting a difference in the
current between the live and
neutral wires.
Homework: Identify some domestic
appliances that may not require an
earth wire.
Homework: Make a table of
comparison between RCCBs and
fuses.
Know the
advantages of an
RCCB compared
to a fuse.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
(RCCBs), which
operate much
faster than a fuse.
P4.2i
Appliances with
metal cases are
usually earthed.
P4.2j
The earth wire and
fuse together
protect the wiring of
a circuit.
Know that an RCCB
operates much faster than a
fuse.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Learning Outcomes
Possible teaching and Learning
Activities
2
Activity: Class experiment to
measure the power of a low voltage
light bulb and the energy transferred
by measuring current, potential
difference and time.
Electric circuits apparatus, eg
battery packs, low value
resistors, ammeters,
voltmeters, filament light bulbs
etc.
Activity: Class experiment to
measure the power of different
household appliances using a mains
joulemeter.
Mains joulemeter and various
household appliances.
Use the equation connecting
power with energy
transferred and time.
Demo: Demonstration of measuring
the energy transferred to a low
voltage motor as it lifts a load (and
compare to the gravitational potential
energy gained by the load).
Low voltage motor set up to
lift a load
Use the equation connecting
power with current and
potential difference.
Activity: Calculate the current
through an appliance from its power
and the p.d. of the supply and from
this determine the size of fuse
needed. Option to link to mains
joulemeter appliances.
What most students should
be able to do
Resource
Homework
Examination
‘hints and tips’
Students should:
P4.3 Transferring electrical energy
P4.3a
P4.3b
The rate at which
energy is
transferred by an
appliance is called
the power.
The relationship
between power,
energy transferred
and time is 𝑃 =
P4.3c
𝐸
𝑡
The relationship
between power,
current and
potential difference
is P = I × V
Calculate the current through
an appliance from its power
and the p.d. of the supply
and from this determine the
size of fuse needed.
Know the terms in
the equations and
their units; be
able to convert
from hours and
minutes into
seconds.
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M15 6EX.
P4.3d
The relationship
between energy
transferred,
potential
difference and
charge is
Use the equation
connecting energy with
potential difference and
charge.
E=V×Q
Activity: Carry out calculations using
the equations
𝑃 =
and
H Tier
𝐸
𝑡
E=V×Q
P4.3e
Everyday electrical
appliances are
designed to bring
about energy
transfers.
Give examples of electrical
appliances and the energy
transfers they are designed
to bring about.
Activity: For selected household
appliances, identify the energy
transfers.
P4.3f
The amount of
energy an
appliance transfers
depends on how
long the appliance
is switched on for
and its power.
Calculate the cost of mains
electricity given the cost per
kilowatt-hour.
Homework: Calculate the cost of
using electrical appliances given the
cost per kilowatt-hour. Option to link
to mains joulemeter appliances.
P4.3g
The relationship
between energy
transferred from the
mains, power and
time is E = P × t
Interpret electricity meter
readings to calculate total
cost over a period of time.
Homework: Interpret electricity
meter readings to calculate total cost
of mains electricity over a period of
time.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Video: Watch video clips of the
National Grid.
Resource
Homework
Examination
‘hints and tips’
Students should:
P4.4 The National Grid
P4.4a
Electricity is
distributed from
power stations to
consumers along
the National Grid.
Identify and label the
essential parts of the
National Grid.
Demo: Demonstration model of main
components of the National Grid.
Discuss: Discussion of the
advantages and disadvantages of
overhead and underground power
lines.
Homework: Produce poster to
illustrate the National Grid.
P4.4b
For a given power,
increasing the
voltage reduces the
current required.
This reduces the
energy losses in
the cables.
P4.4c
Step-up and stepdown transformers
are used to change
voltages in the
National Grid.
Know why transformers are
an essential part of the
National Grid.
Activity: Class investigates step-up
and step-down transformers.
Homework: Produce a leaflet
explaining why the use of
transformers helps reduce energy
losses in the cables.
Video clips of the National
Grid can be found on
www.youtube.com by
searching for ‘How the
National Grid responds to
demand’.
A useful video on the
generation of electricity can
be found at
http://www.bbc.co.uk/learning
zone/clips/electricitygeneration-andtransmission/4559.html
Be able to identify
and label a
diagram of the
main parts of the
National Grid.
a.c. voltmeters, laminated
cores, insulated coils of wire,
2V a.c. power supply,
connecting wires etc.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1
Activity: Make model atoms from
different coloured plasticine.
Resource
Homework
Examination
‘hints and tips’
Students should:
P5 Nuclear physics
P5.1 Atomic structure
P5.1a
The basic structure
of an atom is a
small central
nucleus composed
of protons and
neutrons
surrounded by
electrons.
Describe the structure of an
atom.
Know that, according to the
nuclear model, most of the
atom is empty space.
Explain how results from the
Rutherford and Marsden
scattering experiments led to
the ‘plum pudding’ model
being replaced by the
nuclear model.
Understand that new
evidence can cause a theory
to be re-evaluated.
P5.1b
The relative
masses and
relative electric
charges of protons,
neutrons and
electrons.
Video: Watch video clips of atomic
structure.
Discuss: Discussion of how results
from the Rutherford and Marsden
scattering experiments led to the
‘plum pudding’ model being replaced
by the nuclear model.
Coloured plasticine
Video clips of atomic structure
can be found on
www.youtube.com by
searching for ‘Nuclear Energy
Part 1’.
Information on Atoms and
Isotopes can be found on
BBC GCSE Bitesize at
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa
/atoms_radiation/
Learn the relative
masses and
charges of the
particles.
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M15 6EX.
P5.1c
In an atom the
number of electrons
is equal to the
number of protons
in the nucleus. The
atom has no overall
electrical charge.
Know that an atom has no
overall charge.
P5.1d
Atoms may lose or
gain electrons to
form charged
particles called
ions.
Describe how an ion is
formed.
P5.1e
The atoms of an
element always
have the same
number of protons,
but have a different
number of neutrons
for each isotope.
Understand how atoms are
represented in terms of their
mass number and atomic
number e.g.
The total number of
protons in an atom
is called its atomic
number. The total
number of protons
and neutrons in an
atom is called its
mass number.
(Mass number) 23
Homework: ‘Fill in the gaps’ exercise
relating to the number of protons,
neutrons and electrons, atomic
number and mass number of atoms
of different isotopes.
Know the
definition of
‘isotopes’.
Na
(Atomic number) 11
Understand the terms atomic
number and mass number.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
3
Demo: Demonstration of radiation
emitted from various sources, eg
radioactive rocks, sealed sources,
and luminous watch.
Resource
Homework
Examination
‘hints and tips’
Students should:
P5.2 Atoms and radiation
P5.2a
P5.2b
P5.2c
Some substances
give out radiation
from the nuclei of
their atoms all the
time, whatever is
done to them,
These substances
are said to be
radioactive.
Be aware of the random
nature of radioactive decay.
The origins of
background
radiation.
Know and understand that
background radiation
originates from both natural
sources, such as rocks and
cosmic rays from space, and
man-made sources such as
the fallout from nuclear
weapons tests and nuclear
accidents.
Activity: Complete a pie chart
illustrating the different sources of
background radiation.
Recall the nature of the three
types of nuclear radiation.
Activity: Interactive activities on
alpha decay, beta decay and the
scattering of alpha particles.
An alpha particle
consists of two
neutrons and two
protons, the same
as a helium
nucleus. A beta
particle is an
electron from the
nucleus. Gamma
Geiger-Müller (GM) tube and
counter or other radioactivity
meter, radioactive sources.
Video: Watch video clips of the
discovery of radioactivity.
Homework: Find out about the work
of Marie Curie or similar.
Homework: Visit the BBC GCSE
Bitesize website – background
radiation.
Information on background
radiation can be found on the
BBC GCSE Bitesize website
at
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa
/atoms_radiation/
Know the natural
and man-made
sources of
background
radiation
Interactive websites showing
the nature of each type of
nuclear radiation can be found
at
http://phet.colorado.edu/en/si
mulation/alpha-decay
Be able to identify
radiations from
experimental
data.
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radiation is
electromagnetic
radiation from the
nucleus.
Nuclear equations
may be used to
show single alpha
and beta decay. (H
Tier)
Balance nuclear equations,
limited to the completion of
atomic number and mass
number.
Homework: Questions on balancing
nuclear equations.
The relative
ionising power,
penetration through
materials and the
range in air of
alpha, beta and
gamma radiations.
Know that alpha particles are
stopped by paper, have a
range of a few centimetres in
air and have the greatest
ionising effect in the body.
Beta particles are stopped by
thin metal and have a range
of about a metre in air.
Gamma radiation is stopped
by thick lead and has an
unlimited range in air.
Demo: Demonstrations of the
properties of alpha, beta and gamma
radiation. Discussion of conclusions
(nature, size, speed).
P5.2f
Alpha and beta
radiations are
deflected by both
electric and
magnetic fields but
gamma radiation is
not.
Know that alpha particles are
deflected less than beta
particles and in an opposite
direction. Explain this in
terms of the relative mass
and charge of each particle.
P5.2g
Gamma radiation is
not deflected by
electric or magnetic
fields.
P5.2d
P5.2e
HT only Nuclear equations
to show single alpha and
beta decay.
http://phet.colorado.edu/en/si
mulation/beta-decay
Be able to
balance
equations by
completing atomic
number and mass
number.
Activity: Computer simulation of
radioactivity experiments.
Information on Electrostatic
model of alpha particle
scattering can be found on the
Practical Physics website at
http://www.nuffieldfoundation.
org/practicalphysics/electrostatic-modelalpha-particle-scattering
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
P5.2h
There are uses and
dangers associated
with each type of
nuclear radiation.
Be able to describe the
dangers and some uses of
each type of radiation.
Understand how the
properties of each type of
radiation nuclear radiation
make it suitable for specific
uses. Evaluate the possible
hazards associated with the
use of different types of
nuclear radiation.
Video: Watch video clips of the uses
of radioactive sources.
Homework: Questions on the uses
and dangers of each type of nuclear
radiation. Questions involving the
selection of an appropriate isotope
for a given situation.
Information on radioactive
substances can be found on
BBC GCSE Bitesize website
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa
/atoms_radiation/
Evaluate the appropriateness
of radioactive sources for
particular uses, including as
tracers, in terms of the
type(s) of radiation emitted
and their half-lives.
P5.2i
The half-life of a
radioactive isotope
is: either the
average time it
takes for the
number of nuclei of
the isotope in a
sample to halve, or
the time it takes for
the count rate from
a sample
containing the
isotope to fall to
half its initial level.
Recall the definition of halflife.
Activity: Heating popcorn in a pan to
illustrate the random nature of decay.
Understand the shape of a
radioactive decay graph and
work out the half-life from it.
Activity: Class experiment to model
radioactive decay using dice, coins or
marked cubes.
Activity: Drawing graphs to show
radioactive decay and calculating the
half-life from the graph.
Large number of dice or
similar.
Know the
definitions of halflife.
Be able to
calculate the halflife from a decay
curve.
Activity: Researching uses of
radioactive sources with different
half-lives.
Homework: Calculations and graphs
involving half-life.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1.5
Video: Watch video clips of nuclear
fission and chain reactions.
Homework: Students prepare a
presentation or poster on nuclear
fission.
Resource
Homework
Examination
‘hints and tips’
Students should:
P5.3 Nuclear fission
P5.3a
Nuclear fission is
the splitting of an
atomic nucleus.
P5.3b
There are two
fissionable
substances in
common use in
nuclear reactors,
uranium-235 and
plutonium-239.
P5.3c
For fission to occur
the uranium-235 or
plutonium-239
nucleus must first
absorb a neutron.
P5.3d
The nucleus
undergoing fission
splits into two
smaller nuclei,
releasing two or
three neutrons and
energy.
Understand the concepts of
nuclear fission and chain
reactions.
Sketch or complete a
labelled diagram to illustrate
how a chain reaction may
occur.
Video clips of nuclear fission
and chain reactions can be
found at http://phet.
colorado.edu/en/
simulation/nuclear- fission
Be able to sketch
a labelled
diagram to
illustrate a chain
reaction.
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M15 6EX.
P5.3e
These neutrons
may go on to start a
chain reaction.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
Learning Outcomes
What most students should
be able to do
Suggested
timing (lessons)
Spec Reference
Summary of the
Specification
Content
Possible teaching and Learning
Activities
1.5
Video: Watch video clips describing
nuclear fusion.
Resource
Homework
Examination
‘hints and tips’
Students should:
P5.4 Nuclear fusion
P5.4a
Nuclear fusion is
the joining of two
atomic nuclei to
form a larger one.
P5.4b
Nuclear fusion is
the process by
which energy is
released in stars.
P5.4c
Stars form when
enough dust and
gas from space is
pulled together by
gravitational
attraction. Smaller
masses may also
form and be
attracted by a
larger mass to
become planets.
P5.4d
During the ‘main
sequence’ period of
its life cycle a star
is stable because
the forces within it
Understand the process of
nuclear fusion.
Information on nuclear fission
and fusion can be found on
BBC GCSE Bitesize website
http://www.bbc.co.uk/schools/
gcsebitesize/science/add_aqa
/atoms_radiation/
Know the
difference
between fission
and fusion.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.
are balanced.
P5.4e
A star goes through
a life cycle. This life
cycle is determined
by the size of the
star.
Understand with the chart
shown in the specification
that shows the life cycles of
stars.
P5.4f
Fusion processes
in stars produce all
of the naturally
occurring elements.
These elements
may be distributed
throughout the
Universe by the
explosion of a
massive star
(supernova) at the
end of its life.
Explain how stars are able to
maintain their energy output
for millions of years.
Homework: Students prepare a
presentation or poster about the life
cycle of stars.
Video clips showing the life
cycle of stars can be found on
www.brainpop.com by
searching for ‘lifecycle of
stars’.
Know the stages
in the life of large
and small stars.
Explain why the early
Universe contained only
hydrogen but now contains a
large variety of different
elements.
Know that elements up to
iron are formed during the
stable period of a star, and
elements heavier than iron
are formed in a supernova.
AQA Education (AQA) is a registered charity (number 1073334) and a company limited by guarantee registered in England and Wales (number 3644723). Our registered address is AQA, Devas Street, Manchester
M15 6EX.