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Integrated Science
Periodic Table and Matter
Set 1Atomic structure & isotopesFree sample — every tier
Describe the structure of the atom as a central nucleus containing neutrons and protons, surrounded by electrons in shells
State the relative charges and relative masses of a proton, a neutron and an electron
Define proton number/atomic number as the number of protons in the nucleus of an atom
Define mass number/nucleon number as the total number of protons and neutrons in the nucleus of an atom
Determine the electronic configuration of elements and their ions with proton number 1 to 20 (e.g. 2,8,3), including valency
State that Group VIII noble gases have a full outer electron shell, that the number of outer shell electrons is equal to the group number in Groups I to VII, and that the number of occupied electron shells is equal to the period number
Define isotopes as different atoms of the same element that have the same number of protons but different numbers of neutrons
Interpret and use symbols for atoms (e.g. ¹²₆C) and ions (e.g. ³⁵₁₇Cl⁻)
State that isotopes of the same element have the same chemical properties, because they have the same number of electrons and therefore the same electronic configuration, but different physical properties
Set 2Elements, compounds, mixtures & chemical formulae
Describe the differences between elements, compounds and mixtures
Identify elements and compounds based on their formulae
Define the molecular formula of a compound as the number and type of different atoms in one molecule
Deduce the formula of a simple compound from the relative numbers of atoms present in a model or a diagrammatic representation, using the criss-cross method (first 20 elements only)
Construct word equations and symbol equations, including state symbols, to show how reactants form products, including balancing simple equations
Set 3Periodic table trends, groups & metal properties
Describe the Periodic Table as an arrangement of elements in periods and groups, in order of increasing proton number/atomic number
Know that there is a change from metallic to non-metallic character across a period
Describe the relationship between group number and the charge of the ions formed from elements in that group
Describe the Group I alkali metals — lithium, sodium and potassium — as relatively soft metals, and describe their general trends down the group: decreasing melting point, increasing density, and increasing reactivity
Describe the Group VII halogens — chlorine, bromine and iodine — as diatomic non-metals, and describe their general trends down the group: increasing density and decreasing reactivity
State the appearance of the halogens at room temperature and pressure: chlorine as a pale yellow-green gas, bromine as a red-brown liquid, and iodine as a grey-black solid
Know the transition elements as metals that have high densities and high melting points, form coloured compounds, and often act as catalysts (as elements and in compounds)
Describe the Group VIII noble gases as unreactive, monatomic gases, and explain this in terms of electronic configuration
Compare the general physical properties of metals and non-metals, including thermal conductivity, electrical conductivity, malleability and ductility, and melting and boiling points
Human Body Systems - Digestion and Excretion
Set 1Diffusion & osmosis
Describe diffusion as the net movement of particles from a region of higher concentration to a region of lower concentration (down a concentration gradient), as a result of random particle movement
State that the energy for diffusion comes from the kinetic energy of the random movement of molecules and ions
State that some substances move into and out of cells by diffusion through the cell membrane
Describe the importance of diffusion of gases and solutes in living organisms, limited to carbon dioxide, oxygen and water vapour
Investigate the factors that influence diffusion, limited to surface area, temperature, concentration gradient and distance
Describe the role of water as a solvent in organisms, with reference to digestion, excretion and transport
State that water diffuses through partially permeable membranes by osmosis
State that water moves into and out of cells by osmosis through the cell membrane
Investigate and describe the effects on plant tissues of immersing them in solutions of different concentrations
Describe osmosis as the net movement of water molecules from a region of higher water potential (dilute solution) to a region of lower water potential (concentrated solution), through a partially permeable membrane
Heat
Set 1Particle model, kinetic theory & gas pressure
Know the distinguishing properties of solids, liquids and gases
Know the terms for the changes in state between solids, liquids and gases (gas to solid and solid to gas transfers are not required)
Describe the particle structure of solids, liquids and gases in terms of the arrangement, separation and motion of the particles, and represent these states using simple particle diagrams
Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (−273°C), known as absolute zero, where the particles have least kinetic energy
Outline the pressure and the changes in pressure of a gas in terms of the motion of its particles and their collisions with a surface
Know that the random motion of microscopic particles in a suspension is evidence for the kinetic particle model of matter
Describe and explain this motion (sometimes known as Brownian motion) in terms of random collisions between the microscopic particles in a suspension and the particles of the surrounding gas or liquid
Know that the forces and distances between particles (atoms, molecules, ions and electrons), and the motion of the particles, affect the properties of solids, liquids and gases
Forces and Motion
Set 1Scalars, vectors, speed & motion graphs
Understand that a scalar quantity has magnitude (size) only, and that a vector quantity has magnitude and direction
Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature
Know that the following quantities are vectors: force, weight, velocity, acceleration, momentum, electric field strength and gravitational field strength
Define speed as distance travelled per unit time; recall and use the equation v = s/t
Define velocity as speed in a given direction
Recall and use the equation average speed = total distance travelled / total time taken
Sketch, plot and interpret distance–time and speed–time graphs
Determine, qualitatively, from given data or the shape of a distance–time graph or speed–time graph, when an object is at rest, moving with constant speed, accelerating, or decelerating
Calculate speed from the gradient of a straight-line section of a distance–time graph
Calculate the area under a speed–time graph to determine the distance travelled for motion with constant speed or constant acceleration
Describe the uses of metals in terms of their physical properties, including: aluminium in the manufacture of aircraft because of its low density; aluminium in overhead electrical cables because of its low density and good electrical conductivity; aluminium in food containers because of its resistance to corrosion; and copper in electrical wiring because of its good electrical conductivity and ductility
Know the effects on plant cells of immersing them in solutions of different concentrations, using the terms turgid, turgor pressure, plasmolysis and flaccid
List the chemical elements that make up carbohydrates, fats and proteins
State that large molecules are made from smaller molecules: starch, glycogen and cellulose from glucose; proteins from amino acids; and fats and oils from fatty acids and glycerol
Describe food tests: iodine solution for starch, Benedict's solution for reducing sugars, the biuret test for proteins, the ethanol emulsion test for fats and oils, and the DCPIP test for vitamin C
Describe what is meant by a balanced diet
State the principal dietary sources and describe the importance of carbohydrates, fats and oils, proteins, vitamins (limited to C and D), mineral ions (limited to calcium and iron), fibre (roughage) and water
Set 3Digestive system structure & physical digestion
Identify in diagrams and images the main organs of the digestive system: the alimentary canal (mouth, oesophagus, stomach, small intestine — duodenum and ileum — and large intestine — colon, rectum, anus) and associated organs (salivary glands, pancreas, liver and gall bladder)
Describe the functions of the organs of the digestive system in relation to ingestion, digestion, absorption, assimilation and egestion
Describe physical digestion as the breakdown of food into smaller pieces without chemical change to the food molecules
State that physical digestion increases the surface area of food for the action of enzymes in chemical digestion
Identify in diagrams and images the types of human teeth: incisors, canines, premolars and molars
Describe the functions of the types of human teeth in physical digestion of food
Describe the function of the stomach in physical digestion
Outline the role of bile in emulsifying fats and oils to increase the surface area for chemical digestion
Describe chemical digestion as the breakdown of large insoluble molecules into small soluble molecules
State the role of chemical digestion in producing small soluble molecules that can be absorbed
Describe the functions of enzymes: amylase (starch to simple reducing sugars), proteases (protein to amino acids), and lipase (fats and oils to fatty acids and glycerol)
State where amylase, protease and lipase are secreted and where they act
Describe the functions of hydrochloric acid in gastric juice: killing harmful microorganisms and providing an acidic pH
Describe starch digestion: amylase breaks down starch to maltose, and maltase breaks down maltose to glucose in the small intestine
Describe protein digestion by proteases: pepsin acts on protein in the stomach, and trypsin acts on protein in the small intestine
Explain the role of bile as an alkaline mixture that neutralises stomach acid in the duodenum
Describe the pressure and the changes in pressure of a gas in terms of the forces exerted by particles colliding with surfaces, creating a force per unit area
Describe, qualitatively, the thermal expansion of solids, liquids and gases at constant pressure
Describe some of the everyday applications and consequences of thermal expansion
Describe, in terms of the motion and arrangement of particles, the relative order of magnitude of the expansion of solids, liquids and gases as their temperatures rise
Describe an increase in temperature of an object in terms of an increase in the average kinetic energies of all of the particles in the object
Define specific heat capacity as the energy required per unit mass per unit temperature increase; recall and use the equation Q = mcΔθ (simple, direct substitution only)
Set 4Conduction, convection, radiation & applications
Describe experiments to demonstrate the properties of good thermal conductors and bad thermal conductors (thermal insulators)
Describe thermal conduction in solids in terms of atomic or molecular lattice vibrations, and also in terms of the movement of free (delocalised) electrons in metallic conductors
Describe, in terms of particles, why thermal conduction is poor in gases and most liquids
Know that convection is an important method of thermal energy transfer in liquids and gases
Explain convection in liquids and gases in terms of density changes, and describe experiments to illustrate convection
Know that thermal radiation is infrared radiation, and that all objects emit this radiation
Know that thermal energy transfer by thermal radiation does not require a medium
Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation
Describe some of the basic everyday applications and consequences of conduction, convection and radiation, including heating objects such as kitchen pans, and heating a room by convection
Describe some of the complex applications and consequences of conduction, convection and radiation where more than one type of thermal energy transfer is significant, including a fire burning wood or coal, and a radiator in a car
State that the acceleration of free fall, g, for an object near the surface of the Earth is approximately constant, at approximately 9.8 m/s²
Define acceleration as change in velocity per unit time; recall and use the equation a = Δv/Δt
Determine from given data or the shape of a speed–time graph when an object is moving with constant acceleration or changing acceleration
Calculate acceleration from the gradient of a speed–time graph
Know that a deceleration is a negative acceleration, and use this in calculations
Describe the motion of objects falling in a uniform gravitational field with and without air/liquid resistance, including reference to terminal velocity
State that mass is a measure of the quantity of matter in an object at rest relative to the observer
State that weight is a gravitational force on an object that has mass
Define gravitational field strength as force per unit mass; recall and use the equation W = mg, and know that this is equivalent to the acceleration of free fall
Know that weights (and masses) may be compared using a balance
Know that forces may produce changes in the size and shape of an object
Determine the resultant of two or more forces acting along the same straight line, including free body diagrams
Know that an object either remains at rest or continues in a straight line at constant speed unless acted on by a resultant force
State that a resultant force may change the velocity of an object by changing its direction of motion or its speed
Recall and use the equation F = ma, and know that the force and the acceleration are in the same direction
State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) energy
Describe how energy is transferred between stores during events and processes, including transfer by forces (mechanical work done), electrical currents (electrical work done), heating, and by electromagnetic, sound and other waves
Know the principle of the conservation of energy, and apply this principle to simple examples, including the interpretation of simple flow diagrams
Recall and use the equation for kinetic energy, Ek = ½mv²
Recall and use the equation for the change in gravitational potential energy, ΔEp = mgΔh
Know the principle of the conservation of energy, and apply this principle to examples involving multiple stages, including the qualitative interpretation of Sankey diagrams
Know that mechanical or electrical work done is equal to the energy transferred
Recall and use the equation for mechanical working, W = Fd = ΔE (direct substitution only)
Define power as work done per unit time and also as energy transferred per unit time; recall and use the equations P = W/t and P = ΔE/t (direct substitution only)
Define pressure as force per unit area; recall and use the equation p = F/A (direct substitution only)
Describe how pressure varies with force and area in the context of everyday examples
Outline, qualitatively, how the pressure beneath the surface of a liquid changes with depth and density of the liquid