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A revision guide for various topics in biology, chemistry, and physics. It covers key subject knowledge in Cell Biology, Atomic Structure, Chemistry, Physics, and Electromagnetism. The guide includes topics such as prokaryotes and eukaryotes, atomic structure and bonding, chemistry of the atmosphere, energy, electricity, and magnetism. Students are expected to understand concepts related to these topics and be able to recall formulas and apply equations.
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Topic B1 Cell Biology Revision guide pages 24- 42 Topic B2 Principles of organisation Revision Guide pages 24- 42 Topic B3 Infection & Response Revision Guide pages 43- 49 Key subject knowledge R A G I can understand the difference between prokaryotes and eukaryotes and describe the function of the structures within cells. I can explain the process of differentiation. How it is different in plant and animal cells I can understand how microscopes have altered through time and be able to calculate magnification. I can explain where chromosomes are located and what they do. I can explain the stages involved in mitosis and the cell cycle. I can explain the differences in animal and plant stem cells and explain the process of cloning using stem cells. I can explain the processes of diffusion, osmosis and active transport in cells. Subject Knowledge R A G I can state that cells are the basic building blocks of all living organisms and can describe an example of an organ system such as the digestive system. I can describe the nature of enzyme molecules and relate their activity to metabolism, temperature and pH changes. I am able to use the ‘lock and key theory’ I know the structure and functioning of the human heart and lungs, and can explain the roles of the three types of blood vessels. I know the functions of red blood cells, platelets and white blood cells. I am able to evaluate the advantages and disadvantages of treating cardiovascular diseases by drugs, mechanical devices or transplant. I can describe the relationship between health and disease and explain how lifestyle choices affect them. I can describe cancer as the result of changes in cells that lead to uncontrolled growth and division I can explain how the structures of plant tissues are related to their functions. Key subject knowledge R A G I can explain how diseases caused by viruses, bacteria, protists and fungi are spread in animals and plants. I can explain how the spread of diseases can be reduced or prevented. I can explain what a pathogen is and how each type (virus, bacteria, fungi, protest) can infect cells and cause damage. I can explain in detail the symptoms, causes and treatment of the following diseases: measles, HIV, Tobacco mosaic virus, Salmonella , gonorrhoea, Rose black spot, malaria I can explain the defence systems of the body, including the role of skin, nose, trachea/bronchi, stomach as well as the role of the white blood cells if a pathogen gets into the body I can explain how a vaccination works and how antibiotics work, including the problem with antibiotic resistance. I can describe the process of discovery and development and trials of new medicines. I can compare these stages in traditional drugs (digitalis, aspiring and penicillin) to modern ones. I can describe the differences between preclinical and clinical trials.
B7: Ecology Revision Guide pages 83- 95 I can explain the process and impact of selective breeding on crops and domesticated animals. I can explain problems associated with inbreeding I can explain the outline stages involved in genetic engineering. I can explain the potential benefits and risks of the process in agriculture and medicine. HIGHER only I can describe the main steps of genetic engineering in detail, including the role of vectors. Key subject knowledge R A G I can explain the terms ecosystem, habitat, community and interdependence. I can identify factors that animals and plant compete for within a habitat or community. I can identify what abiotic factors are and how changes in them can affect organisms in a community. I can identify what biotic factors are and how changes in them can affect organisms in a community. I can explain how organisms are adapted to a range of different habitats. Including how extremophiles are adapted to their environment. I can draw food chains. I know that all food chains start with a producer. I can use a range of methods (transects and quadrats) to work out the distribution and abundance of organisms in an ecosystem. I can recognise the flow of food from producer to tertiary consumers and identify predators and prey and how the numbers of them rise and fall in a cycle. I can recall how materials are recycled using examples of the carbon and water cycles. BIOLOGY only – I can explain factors that affect the decay of living material and be able to calculate rate changes and interpret data on decay. I can describe the optimum conditions for a compost heap and how a biogas generator works. BIOLOGY only-I can evaluate the impact of environmental changes (temperature, water availability, composition of atmospheric gases) on the distribution of species in an ecosystem. I can explain what biodiversity is and the importance of us maintaining a good level of biodiversity for the future. I can explain examples of how we are reducing the negative effects of humans on ecosystems and biodiversity. I can explain the consequences of the rapid growth in the human population, e.g. more resources being used, more waste produced. I can identify sources of pollution. I can describe the ways in which humans are using the land and the impact this is having on the environment, to include deforestation and global warming.
Topic C1 Atomic Structure & Periodic Table Revision Guide pages 96- 11 Topic C2 Bonding, structure, and the properties of matter Revision Guide pages 112- 122 Topic C3 Quantitative chemistry Revision Guide pages 123- 128 Key subject knowledge R A G I can recall that Atoms are the smallest part of an element. Elements are represented on the Periodic Table by symbols. I can name compounds given formula and write word and balanced symbol equations. I can write half and ionic equations (HT) I can explain what a mixture is and the 5 physical separation processes I can explain the major developments in our understanding of the structure of the atom. I can draw the structure of an atom, recall the relative charges of electrons, protons and neutrons and relate size and scale of an atom to everyday objects. I can recall that the atomic number is the proton number in an atom. This identifies the element. I can recall the relative masses of protons, electrons & neutrons. Know that the mass number is number of protons & neutrons. I can recall what an isotope is and be able to calculate % abundance. Explain what relative atomic mass is. I can draw the electron arrangement of atoms for the first 20 elements in the Periodic Table. I can recall how the Periodic Table is arranged and be able to relate position of an element to number of electrons it has and the number of electron shells I can explain the major developments in how the Periodic Table was produced I can identify the position of metals and non-metals on Periodic Table and differences between them. I can recall the reactions of group 0 linked to atomic structure and be able to predict properties I can recall the reactions of group 1 linked to atomic structure and be able to predict properties I can recall the reactions of group 7 linked to atomic structure and be able to predict properties Key Subject Knowledge R A G I can state and explain the three types of chemical bonds. I can explain the structure and properties of ionic compounds I can explain the structure and properties of covalent compounds I can use dot and cross diagrams, and describe the limitations of dot and cross, ball and stick, and 2D / 3D diagrams. I can describe / explain metallic bonding and why metals are good conductors I can use a simple model to represent the three states of matter. I can use particle theory to explain melting, boiling, freezing and condensing. I can describe how the amount of energy affects changes in states of matter, and the strength of the forces between particles. I can include appropriate state symbols in chemical equations. I can relate the properties of giant covalent structures to the bonds between atoms and recognise these from models. I can recognise diagrams for substances such as small molecules, polymers, and giant structures. I can explain why alloys are harder than pure metals and relate this to their structures. I can describe the structures of diamond & graphite. I can recognise graphene and fullerenes from diagrams of their bonding and structure Key Subject Knowledge R A G I can explain the law of conservation of mass. I can balance symbol chemical equations. I can explain why mass will change if a reactant or product is a gas.
Topic C6 Rate & extent of chemical change Revision guide pages 142- 149 Topic C7 Organic Chemistry Revision guide pages 150- 152 Topic C8 Chemical Analysis Revision guide pages 153 - 156 I can use reactions profiles to identify if a reaction is endothermic or exothermic. I can explain activation energy. Higher only – I can relate the energy changes in a chemical reaction to the breaking of bonds and the forming of new bonds. Higher only – I can calculate the energy transferred in chemical reactions using bond energies supplied. Key subject knowledge R A G I can calculate the rate of a reaction using the quantity of product or reactant. I can state the unit of rate as g/s or g/cm^3 Higher tier – I can use the quantity of reactants in terms of moles and units are mol/s I can recall the factors which affect the rate of reaction: concentration, pressure(gases), surface area, temperature and use of catalysts I can use the collision theory to explain how factors affect the rate of reaction. I know what activation energy is. I can predict and explain (using the collision theory) how increasing the concentration , pressure or surface area increases the reaction rate as there are more frequent collisions. I can predict and explain (using the collision theory) how increasing the temperature increases the frequency of collisions and makes the reaction more energetic, so increasing the rate. I can predict and explain the effects of changing the size of pieces of solid reacting in terms of surface area to volume ratio I can explain the difference between catalysts and enzymes. I can draw a reaction profile of a reaction with and without a catalyst. I can show that catalysts reduce the amount of activation energy. I can identify reversible reactions and recall they have an endothermic and exothermic direction. I can explain what an equilibrium is for a chemical reaction. Higher tier only I can explain how an equilibrium responds to changes in conditions. I can make predictions using Le Chatelier’s principle Higher tier only I can explain what will happen if the concentration, temperature or pressure of the products or reactants is increased or decreased in an equilibrium. Key Subject Knowledge R A G I can name the first 4 alkanes, including their chemical and displayed formula I can describe the process of complete combustion and balanced a symbol equation for complete combustion of an alkane I can state the components of crude oil, describe its uses and properties I can describe the process of fractional distillation and cracking and explain why it is a useful I can describe how to test for an alkene and describe how they are different from alkanes in terms of properties and uses Key Subject Knowledge R A G I understand the term pure in terms of chemistry and everyday life I understand what a melting and boiling point are and how these are used to distinguish pure and impure substances. I understand the term formulation and how to identify formulations from products
Topic C9 Chemistry of the Atmosphere Revision guide pages 157- 160 Topic C10 Using Resources Revision Guide pages 161- 166 I can use the technique of chromatography to separate substances and explain how the process works. Including the calculation of Rf valued I can identify the test and result for hydrogen, oxygen, carbon dioxide and chlorine gas. Key Subject Knowledge R A G I can name the gases in the current atmosphere and their approximate percentages I can describe the stages in the evolution of the atmosphere I can explain how microorganisms added oxygen to the atmosphere I can explain how the greenhouse effect works and name the greenhouse gases I can describe the links between increasing carbon dioxide and climate change and relate this to possible future consequences I can describe what a carbon footprint is and explain why it can be difficult to measure I can state how to reduce my carbon footprint I can name the common air pollutes and describe their effects on the environment and on health I can describe the processes that release the air pollutants and give examples of methods for reducing air pollution
I can recall what humans use resources for and can explain the difference between finite , renewable and non-renewable resources I recognise that chemistry plays an important role in sustainable development as it provides new products in a sustainable way. I can state the meaning of potable water and explain how it can be sterilised. I can explain why developing countries might use the method of desalination I can explain the purpose of each stage in sewage treatment. I can comment on the relative ease of obtaining potable water from waste, ground and salt water Higher tier only - I can explain the different ways used to extract the limited sources of metals e.g. phytomining and bioleaching. I can evaluate how useful each method is, given appropriate information. I can explain the stages involved in life cycle assessments. I understand that this is not a purely objective process and LCAs can be used to bias people’s opinions of products. I can explain the different ways of reusing and recycling different resources. I can evaluate the ways of reducing the use of limited resources, given appropriate information.
Topic P3 Particle Model of Matter Revision Guide page 191- 194 Topic P4: Atomic Structure Revision Guide pages 195- 200 Topic P5 Forces Revision guide pages 201- 217 Key Subject Knowledge R A G I can define scalar and vector and describe the differences I can explain using examples the differences between contact and non-contact forces and calculate resultant forces I can recall and apply the equation for weight and explain the difference between weight and mass I can use free body diagrams to quantify the resultant force and describe how any force can be resolved into two components at right angles I can construct scale vector diagrams to show resultant forces (HT) I can recall and apply the equation for work done I can convert between Newton-meters and joules and define what a joule is I can explain how forces can result in elastic and inelastic deformation and recall and apply the equation for force and extension Key subject knowledge R A G I can define the term density, calculate the density of a material from its mass and volume and explain how the density of materials can be found experimentally I can explain the particle model of matter, link the particle model of matter to density and explain how a material can change state including the differences between chemical and physical changes I can explain how all substances have stored internal energy and how heat can impact this, explaining the difference between temperature and heat I can describe the term specific heat capacity and specific latent heat and rearrange and use the equations I can explain the motion of particles in gases using the particle model of matter describing how gases exert forces on the walls of their containers and explaining how changing temperature effects this Key subject knowledge R A G I can describe the basic structure of the atom including the differences between protons, electrons and neutrons and make comparisons in sizes between the nucleus and the atom I can define the terms isotope and ion and explain how the proton number defines the element I can describe how our working model of the atom has changed over time and recall the influence of specific scientific discoveries by Dalton, Thompson, Rutherford, Bohr and Chadwick I can explain why some elements are radioactive and describe the properties of the three different types of ionising radiation I can complete nuclear decay equations for alpha, beta and gamma decay, explain the random nature of radioactivity and describe the key term half-life I can use a graph to calculate half-life and explain some uses for radioactive materials and how knowledge of half-lives can inform the choice of radiation type I can explain the dangers of radioactive materials and how to handle them properly and define the terms contamination and irradiation
I can explain the difference between elastic and inelastic stretching or compression and apply the equation for elastic potential energy I can explain the difference between distance and displacement I can recall and apply the equation for speed as a scalar quantity using the correct units and recall the typical speeds of common events I can explain the difference between velocity and speed and explain how circular motion has a constant speed but changing velocity I can construct a distance-time graph and calculate speed from it I can recall and apply the equation for average acceleration and give examples of everyday accelerations with estimations of size I can construct a velocity-time graph and calculate the displacement and acceleration I can apply the equation for uniform acceleration I can recall the magnitude of acceleration due to gravity and explain terminal velocity I can state, explain and apply Newton’s three laws of motion I can describe what a stopping distance is and explain the factors which will effect braking distances I can explain what typical human reaction times are, how they can be measured and interpret/evaluate data I can recall and apply the equation for momentum and explain the law of the conservation of momentum (HT) Topic P6 Waves Revision Guide pages 218- 226 Key subject knowledge R A G I can describe the difference between and give examples of longitudinal and transverse waves I can explain that it is the wave that travels and not the materials I can describe a wave in terms of its amplitude, frequency and period I can apply the equation for the period of the wave I can recall and apply the equation for wave velocity I can describe how to measure wave speed in air and water I can explain that waves can be reflected, absorbed or transmitted at boundaries I can list and describe the main parts of the EM spectrum I can construct ray diagrams to explain diffraction (HT) I can describe the relationship between radio waves and AC currents (HT) I can explain how changes in an atom can produce EM waves I can explain the dangers of ionising radiation I can state that ionising radiation is measured in Sieverts I can describe the practical applications of the main parts of the EM spectrum
