WHAT ARE THE STUDENTS SUPPOSE TO LEARN

In many countries the government and/or the Ministry of Education have set specific educational goals and objectives to which teachers must adhere. However, in some situations such official goals and objectives do not exist or are not available. This chapter identifies educational goals and objectives for secondary education (grades 8-10) IGCSE curriculum which can be used as preliminary resources for planning new educational programs and for augmenting existing educational programs.

• General Science Learning Objectives
• IGCSE Physics, Chemistry and Biology syllabus for Grades 8-10.

IGCSE Science Curriculum Details

The IGCSE Programme is divided into 24 topics taught over the three years from grade 8 to grade 10. The links to each topic below provide details of the course content for each topic. The course content is taken directly from the IGCSE syllabus document but has been arranged into teaching topics. These pages do not show the sequences in which the courses must be taught due to timetable issues, equipment considerations and additional topics covered at each individual school.

Notes: Students cover topic 1 to topic 7 in grade 8. Students cover topic 8 to topic 16 in grade 9. Students cover topic 17 to topic 24 in grade 10. Assessed practical works are divided between grades 8, 9 and 10.

Topic 1: Biological Classification
Topic 2: Physical Classification
Topic 3: Chemical Classification
Topic 4: Cells & Osmosis
Topic 5: Chemicals from Plants
Topic 6: Photosynthesis, Respiration & Rates
Topic 7: Circulatory System
Topic 8: Petrochemicals
Topic 9: Fuels & Energy
Topic 10: Forces and Machines
Topic 11: Materials
Topic 12: Diet and Digestion
Topic 13: Electricity and Magnetism
Topic 14: Electrolysis
Topic 15: Reactivity Series
Topic 16: Motion
Topic 17: Solutions, Colloidal Systems and the Mole
Topic 18: Acids, Alkalis and the Nitrogen Cycle
Topic 19: Homeostasis
Topic 20: Electronics & Communication
Topic 21: Waves
Topic 22: Genetics and Reproduction
Topic 23: Ecology
Topic 24: Radioactivity

Topic 1- Biological Classification Syllabus detail:

• Appreciate why organisms are classified into groups (B1)
• Be able to use a simple dichotomous identification key (B1)
• Be able to construct a simple dichotomous key to enable identification of organisms (B1)
• Appreciate that organisms belong to different species, which are discrete breeding groups. (B1)
• Be able to use the binomial naming system of naming organisms and know the binomial names for 2 different organisms. (B1)
• Know the main features of three classes of arthropods (insects, crustaceans and arachnids only) (B1)
• Know the main features of the five main classes of vertebrates. (fish, amphibians, reptiles, birds, mammals)(B1)

Topic 2- Physical Classification Syllabus detail:

• Appreciate the distinction between the three states of matter and explain how they can be interconverted in terms of the kinetic theory (C1).
• Understand the meaning of the phrase 'kinetic theory of matter' as describing a model for matter in terms of particles (atoms and molecules) in motion (P2).
• Appreciate that there is a connection between the temperature of an object and the movement of its particles (P2).
• Appreciate that the three states of matter can be understood in terms of inter-molecular and inter-atomic forces and the motion of the atoms and molecules (P2).
• Appreciate that the forces holding atoms together in molecules are stronger than the forces between the molecules (C5).
• Appreciate that the energy may be transferred to a substance in changing it from liquid to gas or solid to liquid without raising it's temperature (P6).
• Know that the melting and boiling point of a substance is affected by impurities (C12)
• Be able to describe the process of evaporation in terms of the kinetic theory (P2)
• Be able to describe an experiment to determine the density of a liquid and of a regularly shaped solid and know that density = mass/volume (P2).
• Be able to use and describe the displacement method to find the density of an irregularly shaped solid. (P2)
• Know the relationship between the pressure and volume of a gas and understand how the relationship may be predicted by the kinetic theory (P2).
• Be able to describe qualitatively the effect of a change in temperature on the volume of a gas. (P2)
• Know the relationship between pressure and temperature for a gas and understand how this leads to the Kelvin scale of temperature (P2)

Topic 3- Chemical Classification Syllabus detail:

• Know quantitatively that 'amount of substance' has a precise meaning in chemistry (C1)
• Understand the terms element, mixture, compound, atom and molecule (Introduce: Carbonate, Nitrate, Sulphate, Ammonium, Hydroxide) (C1)
• Know that each element has a particular symbol (C1)
• Be able to use symbols of elements to write formulae of simple compounds when given a list of symbols and combining powers (C1)
• Know the relative charge and approximate relative mass of a proton, a neutron and an electron (C1)
• Understand the meaning of the term isotopes in terms of atomic structure (C17)
• Understand the meaning of nucleon number and proton number (C1)
• Know that the electrons in an atom are arranged in a series of shells (C17)
• Understand how the arrangement of elements in the Periodic Table can be explained in terms of atomic structure (C17)
• Know that there is a relationship between the group number and the number of valence electrons (C17)
• Understand the significance of the noble gas electronic structure (C17)
• Appreciate that ions are formed by gain or loss of electrons (C17)
• Be able to deduce the formulae of simple ionic compounds by the charges on their ions and compound ions (C5)
• Know that molecules are formed by sharing pairs of electrons and appreciate that the number of bonds formed by an atom in a molecule can be explained in terms of atomic structure (C17)
• Appreciate that in the Periodic Table, the elements are arranged in order of proton number and understand the terms group and period (C2).
• Understand what is meant by a periodic pattern (C2)
• Appreciate that elements can be arranged in groups with similar chemical properties and may form compounds with similar chemical properties (C2)
• Be able to predict the properties of elements from their positions in the Periodic Table given relevant information, and to identify trends in other groups of elements (C2)
• Appreciate, with reference to the alkali metals and the halogens, that there is a trend in physical and chemical properties in a group of elements (C2).
• Appreciate the distinction between metals and non-metals on the basis of their physical properties (C2)
• Know that some metals form oxides by reaction with oxygen (C2).
• Know that some metals form basic oxides and that some non-metals form acidic oxides. (C2)

Topic 4 - Cells & Osmosis Syllabus detail

• Appreciate that all living organisms are made up of cells (B2)
• Know the structure of a typical plant & animal cell (cell membrane, nucleus, cytoplasm, vacuole, cell wall and chloroplast only) (B2)
• Understand the functions of these parts (B2)
• Understand the significance of the differences in structure between animal and plant cells (B2)
• Be able to interpret light micrographs and simple electron micrographs of plant and animal cells (B2)
• Appreciate that different types of cells perform different functions, and that their function is related to their structure (B2)
• Know that osmosis is the diffusion of water molecules through a partially permeable membrane , and be able to relate this to the effects of solutions of different concentrations on animal and plant cells (B2)
• Know that plants take up water and inorganic ions through the root hair.(B6)
• Know that transpiration provides a 'pull' which draws water through the xylem vessels (B6).
• Know that Xylem transports water and inorganic ions, and that phloem transports the products of photosynthesis (B6)
• Understand how environmental conditions may alter the transpiration rate (rate of evaporation), and thus the rate of water uptake by a plant(B6)
• Understand the importance of lignin in supporting woody parts of plants, and turgid cells in supporting non-woody parts of plants (B3)
• Know that cells are arranged in groups to form tissues (B2)

Topic 5 - Chemicals from Plants Syllabus detail

• Appreciate the wide range of useful products obtained from plants. (C4)
• Know that sugars, starch and cellulose are carbohydrates. (C4)
• Know that carbohydrates are compounds of Carbon, Hydrogen and Oxygen (C4)
• Appreciate that the bonding in carbohydrate molecules is essentially the same as in simpler carbon compounds (C4)
• Appreciate that protein molecules consist of long chains of amino acids (C4)
• Know that amino acids are compounds of nitrogen, carbon, hydrogen and oxygen and that some also contain sulphur (C4)
• Appreciate that large molecules can be separated from smaller ones by a partially permeable membrane (C4)
• Know that starch and cellulose are polymers of glucose (C4)
• Appreciate that natural polymers, such as rubber and cellulose, have important uses (C4)
• Appreciate the use of wood and other plant materials in making paper and in building and understand the need to conserve such resources (C4).
• Appreciate that many natural dyes may be obtained from plants and that modern dyes are synthetic (C12)
• Appreciate that drugs are often discovered as a result of studying chemicals from plants (C12)
• Appreciate the importance of purity in food and drugs (C12)
• Know the meaning of the terms drug, analgesic and chemotherapy (C12)

Topic 6- Photosynthesis, Respiration & Rates Syllabus detail:

• Understand the significance of photosynthesis in making food (B4)
• Appreciate that photosynthesis transfers energy from sunlight into energy in chemicals such as glucose and starch. (B4)
• Know the word equation for photosynthesis (B4)
• Understand the requirements for photosynthesis; the nature of the products formed; the effects of altering the conditions on the rate of photosynthesis (B4)
• Understand the significance of chlorophyll as a light absorbing molecule (B4)
• Be able to perform starch tests on leaves (B4)
• Be able to describe the test for Oxygen and Carbon dioxide (C10)
• Understand how photosynthesis effects the concentrations of carbon dioxide and oxygen in water or the atmosphere (B4)
• Appreciate the variety of factors that limit the rate of photosynthesis and ways of overcoming these when growing plants for food or other uses (B4)
• Appreciate how the structure of the leaf enables photosynthesis to occur effectively (B4)
• Understand the carbon cycle (B17)
• Understand how deforestation and the burning of fossil fuels can increase the amount of carbon dioxide in the atmosphere. Appreciate that this may lead to global warming. (B17)
• Know that natural colouring matter, such as chlorophyll, may be separated by the technique of paper chromatography (C12)
• Understand that concentration, temperature and surface area are factors which affect the rate of chemical reactions (C10)
• Understand how the rate of an enzyme reaction can be affected by temperature and pH (B9)
• Understand burning in terms of the fire triangle and know that carbon dioxide and water are among the products of burning hydrocarbon fuels (C14)
• Appreciate that there are different classes of fire and different methods for controlling them (C14)
• Know the terms exothermic and endothermic reaction (C14)
• Appreciate that factors such as particle size may be responsible for explosive combustion with fine powders (C14)
• Be aware of the use of oxygen in welding and in medicine (C14)
• Understand that aerobic respiration involves transferring energy from glucose to a cell, Oxygen is needed and Carbon Dioxide produced (B7)
• Be able to state the word equation for aerobic respiration (B7)
• Appreciate that respiration occurs in all living cells (B7)
• Appreciate the uses of transferred energy to organisms (e.g. growth, movement, warming the body). (B7)
• Understand that anaerobic respiration can occur in human muscles. Lactic acid is produced and must later be removed with the use of oxygen (B7)

Topic 7- Circulatory System Syllabus detail

• Know the structure of the mammalian breathing system (larynx, trachea, epiglottis, bronchi, bronchioles, alveoli, pleural membranes, diaphragm and intercostal muscles) (B5)
• Understand how movements of the intercostal muscles and diaphragm enable inhalation and exhalation to occur through changes in pressure in the thorax (B5)
• Understand how the structure of the alveoli and blood capillaries enable gaseous exchange to occur and the importance of diffusion in gaseous exchange across the alveoli (B5)
• Understand the role of goblet cells and cilia in keeping the lungs free from infection (B5)
• Know that air breathed out contains more CO2 and less O2 than air breathed in. (B5)
• Be able to state the percentage composition of inspired and expired air, and to be able to explain the reasons for the differences (B5)
• Understand the effects of smoke and air pollution on the breathing system. (B5)
• Be able to discuss the effects of cigarette smoke on health and the reasons why people smoke (B5)
• Know that red blood cells carry oxygen, attached to haemoglobin, around the body of a mammal (B6)
• Know that white blood cells prevent infection becoming established. know that platelets help in clotting and that plasma transports glucose, carbon dioxide, hormones and urea. (B6)
• Appreciate the roles of phagocytes and antibodies in destroying invading microorganisms (B6)
• Understand that arteries carry blood away from the heart, and veins carry blood towards the heart. Capillaries link the two and are the site of exchange with the tissues (B6)
• Be able to relate the structure of the arteries, veins and capillaries to their functions (B6)
• Know the internal and external structure of the mammalian heart, and understand its function (B6)
• Be able to explain the events leading to a heart attack and a stroke, and appreciate how life style may affect the risk of heart attacks or strokes. (B6)

Topic 8- Petrochemicals Syllabus detail

• Know that crude oil (petroleum) is a mixture of hydrocarbons (C3)
• Appreciate the ability of carbon atoms to join up in chains, branched chains and rings (C3)
• Understand the meaning of the terms molecular formula and graphical formula (C9)
• Understand that the physical properties of a hydrocarbon depend on the size of its molecules (C3)
• Understand the difference between saturated and unsaturated hydrocarbons (C3)
• Know that aqueous bromine (bromine solution) can be used to distinguish between a saturated and an unsaturated hydrocarbon (C3)
• Appreciate that alkanes and alkenes are members of homologous series of compounds, each member of such a series having similar properties (C3)
• Know that alkanes are unreactive but that alkenes have distinct chemical reactions (C3)
• Know that ethanol may be formed by the catalytic addition of steam to ethene (C3)
• Appreciate the need for separation, conversion and purification stages in an oil refinery (C3)
• Be aware of the wide range of uses of petroleum fractions for fuels, waxes, lubricants and in the synthesis of other chemicals (C3)
• Know the meaning of the terms fractional distillation, cracking, polymerisation, polymer, monomer and catalyst (C3)
• Know that alkenes may be manufactured by the cracking of petroleum (C3)
• Understand the difference between condensation and addition polymerisation using simplified models. (C3)
• Know the meaning of the term plastic and know how thermoplastics and thermosets behave on heating (C3)
• Understand the difference between thermosets and thermoplastics in terms of weak 'between molecule' forces and cross linking (C3)
• Appreciate the importance of catalysts in the petrochemical industry (C3)
• Appreciate the importance of ethene in the petrochemical industry (C3)
• Appreciate some of the issues involved in the location of the industry (C3)

Topic 9 - Fuels & Energy Syllabus detail

• Understand what is meant by the term fossil fuel (C14)
• Know some examples of solid, liquid and gaseous fuels and be able to give examples of their use (C14)
• Know that methane obtained by decay of waste materials may be used as a fuel (C14)
• Appreciate that the oxides of some non-metals such as sulfur and nitrogen are acidic and may cause pollution (C14)
• Appreciate the environmental issues which arise from the use of fossil fuels, such as the adverse effect on buildings, trees and health (C14)
• Know that sulphur dioxide is produced by burning fossil fuels. (B17)
• Understand the harmful effects of sulphur dioxide on living organisms, including the effects of acid rain (B17)
• Appreciate that other atmospheric pollutants include carbon monoxide and lead (C14)
• Appreciate that there are ways of reducing the emission of pollutants (C14)
• Understand that heating is a mode of energy transfer (P6)
• Know the meanings of the terms 'conduction', 'convection' and 'radiation' (P6)
• Appreciate that, unlike work, heating as a mode of energy transfer is not measured directly but in terms of the rise in temperature it can produce. (P6)
• Understand the meaning of the term 'specific heat capacity' (P6)
• Know and be able to make simple calculations using the relationship: Energy transferred (J) = mass (kg) x specific heat capacity (Jkg-1oC-1) x temperature rise (oC) (P6)
• Understand the meaning and the implications of the phrase "conservation of energy" (P6)
• Understand the meaning of the term 'efficiency' when it is applied to energy transfer processes (P18)
• Appreciate the necessity of finding an alternative to fossil fuels in the near future (P18)
• Understand how energy may be released from the nuclei of atoms by both nuclear fission and nuclear fusion (P18)
• Appreciate some of the problems involved in the use of nuclear fission as an energy resource. (p18)
• Understand that there are alternative (renewable) energy resources, but understand that no single renewable energy source is likely to act as a total replacement for present day energy resources (P18)
• Appreciate that greater efficiency in the use of energy can be as helpful as finding alternative sources (P18)

Topic 10 - Forces and Machines Syllabus detail

• Know that there is a relationship between the extension of a spring and the force applied to it (P1)
• Know that force is measured in Newtons (P4)
• Appreciate the difference between mass and weight (P13)
• Understand that unbalanced forces change motion and that in the absence of an unbalanced force an object will either remain at rest or travel with a constant velocity (P4)
• Appreciate that friction often provides an opposing force acting on moving bodies (P4)
• Know that the skeleton of a mammal is made of bone and cartilage, and appreciate the differences in the properties of these substances (B3)
• Know the structure of the skeleton and muscles of the human arm (ulna, radius, humerus, scapula, tendons, biceps and triceps only) and understand how the antagonistic muscles and bones act together to flex or extend the arm (B3)
• Know that a joint occurs where two bones meet. A synovial joint allows the movement of two bones. Cartilage and synovial fluid reduce friction between the bones (B3).
• Understand that equal and opposite forces acting on the same body may have a turning effect. (P1)
• Be able to calculate the turning effect (moment) of a force (P1)
• Know that for a body in equilibrium both forces and their turning effects must balance (P1)
• Be able to appreciate that the contraction of the biceps produces a turning effect, with the elbow acting as a pivot. (B3)
• Understand that the small distance between the attachment of the biceps and the pivot means that a large force is required to produce a large effect, and be able to relate this to the ability of muscles to produce large forces and their inability to contract over large distances (B3)
• Understand the difference between vector and scalar quantities (P1)
• Be able to add two vector quantities by graphical representation to produce a resultant (P1)
• Appreciate qualitatively that the acceleration of a body depends both on its mass and on the size of the unbalanced force acting on it (P4)
• Know the relationship between force, mass and acceleration given by the equation F=ma (P4)
• Be able to use the relationship F=ma in simple problems (P4)
• Appreciate that gravity is a force which acts between bodies even though they are not in contact (P13)
• Know that the earth is the source of a gravitational field (P13)
• Understand the part air resistance plays in the way objects fall when close to the earths surface (P13)
• Appreciate why it is possible for objects to orbit the earth without falling to its surface (P13)
• Understand that liquids can be used to send forces where they are required. (P5)
• Know that pressure is related to the size of the force and the area over which the force acts.(P5)
• Be able to use the relationship Pressure = Force/Area (P5)
• Know that hydraulic systems are force multipliers and describe everyday applications of hydraulic systems (car braking systems and hydraulic jacks) (P5)
• Appreciate that when change takes place energy is transferred. (P5)
• Appreciate that heat engines cannot function without transferring substantial amounts of energy to the surroundings (P5)
• Be able to apply the concept of energy conservation in a variety of energy transfer processes (P6)
• Know that work, measured as force x distance moved, is a measure of energy transfer (P5)
• Understand that power is the rate at which energy is transferred (P5)
• Appreciate that there is an energy cost in making this happen (P5)
• Appreciate that machines are devices enabling the transfer of energy, but that the energy cost of doing a job is still at least the same as if the job were to be done without the help of a machine (and will certainly be greater than that) (P5)
• Appreciate that the use of machines and engines always means some wastage of energy (P5)
• Understand that engines are devices for transferring energy from fuels to enable force-using jobs to be done (P5)

Topic 11 - Materials Syllabus detail

• Understand that the strength of solids derives from the forces between their constituent atoms or molecules (P1)
• Appreciate the spring like nature of these forces by comparing the behavior of materials under tension and compression with the behavior of springs (P1)
• Understand some of the vocabulary used to describe the properties of materials e.g. strength, elasticity, hardness, transparency, porosity, electrical and thermal conductivity and biodegradability (and their opposites) (C5)
• Appreciate the connection between the properties of materials and their chemical structure (C5)
• Appreciate that the choice of materials for a particular use depends upon the materials' properties (P1)
• Understand the distinction between molecular structures and giant structures with the help of a limited range of examples such as water, carbon dioxide, oxygen, graphite, diamond and silicon (IV) oxide (C5)
• Know that an ion is a charged particle and many compounds of metals with non metals are giant ionic structures (C5)
• Know that glass is made from silicon (IV) oxide combined with some metal oxides (C5)
• Understand that glass has a giant structure with a disordered arrangement of atoms (C5)
• Know that common ceramic objects are made from fired clay (C5)
• Appreciate arguments for and against recycling materials such as glass (C5)
• Know that alloys are mixtures of metals (C16)
• Know some of the properties of common metals and alloys (C16)
• Appreciate that the bonding in metals must be different from that in non-metallic giant structures to account for the differences in properties (C16)
• Understand that metals have giant structures (C16)
• Appreciate that alloying can modify the properties of metals because the atoms of metal differ in size (C16)
• Know that the transition elements are metals with high densities and high boiling points which form coloured compounds (C16)

Topic 12 - Diet and Digestion Syllabus detail

• Know that a balanced diet contains protein, fat, carbohydrate, vitamins, minerals (inorganic ions) roughage (fibre) and water (B8)
• Be able to perform tests for starch (iodine solution), reducing sugar (Benedict's reagent), protein (biuret test) and fat (ethanol test) (B8)
• Know examples of foods which are good sources of each of the components of a balanced diet (B8)
• Know that protein is an essential body building food (B8)
• Understand the uses in the human body of iron, calcium, vitamin C and vitamin D (B8)
• Know that energy input should approximately equal energy output; and also that fat and carbohydrate provide most of the energy input of a balanced diet (B8)
• Understand that proteins have a wide variety of roles in the human body and be able to describe a range of these roles (B8)
• Be able to discuss the problems and possible solutions of inadequate diet in one or more parts of the world (B8)
• Appreciate local dietary problems (for example too much fat, insufficient protein) and how these may effect health (B8)
• Be able to identify the gross structure of the alimentary canal and its associated organs (mouth, oesophagus, stomach, small and large intestine, rectum, anus, pancreas, liver) (B9)
• Appreciate that the gut is a coiled tube, and is the site of digestion and absorption (B9)
• Understand that digestion breaks down large molecules of food into small ones, which can then pass through the wall of the gut into the blood (B9)
• Appreciate that food is moved along the gut by peristalsis. (B9)
• Appreciate that digestion is brought about by enzymes, acting as catalysts (B9)
• Appreciate that enzymes are used in many industrial processes and products (B9)
• Know that indigestible food, such as fibre, is removed through the anus by the process of egestion (B9)
• Know the functions of amylase, protease and lipase (B9)
• Know the sites of production and action of amylase, protease, and lipase in the human alimentary canal (B9)
• Know that the small intestine is the site of absorption of the products of digestion (B9)
• Know that the villi in the small intestine increase surface area for absorption, and that absorped products are taken in the hepatic portal vein to the liver (B9)
• Know the internal structure of a human tooth, and how the different types of human teeth are used when eating (B9)
• Understand the role of bacteria forming acids in the mouth leading to tooth decay (B9)

Topic 13 - Electricity and Magnetism Syllabus detail

• Appreciate that electrical charge produced by friction is the same charge which, moving around a circuit, produces an electrical current (P7)
• Understand how charges produced by friction can be understood in terms of an electron transfer (P16)
• Know that an electric current is a flow of electric charge (P7)
• Recognise that an electron as a basic component of the atom, could be the particle carrying an electrical current in a thermionic diode and also the particle responsible for carrying charge round an electric circuit (P16)
• Appreciate the need for a complete circuit when making use of electricity (P7)
• Be aware of the dangers of electricity and state the hazards of poor insulation, overloading and damp conditions. (P7)
• Appreciate that energy can be transferred by an electrical current and that the current can be read by an ammeter (P7)
• Be able to explain how ammeters are used in circuits and what they measure. (P7)
• Understand that the readings on ammeters in simple and branching circuits conform to the idea that the behavior of electricity in a circuit is analogous to the behavior of, for example, currents of liquids in pipes (P7)
• Know that electrical charge is measured in coulombs and that the flow of one coulomb per second is called one ampere (P7)
• Understand the meaning of the term electrical resistance and know that the resistance of a component (in ohms)= voltage across component / current through component (P8)
• Be able to work out the combined resistance of two resistors in series (P8)
• Be able to work out the combined resistance of two resistors in parallel (P8)
• Appreciate the factors affecting the resistance of a component: length of wire, temperature of wire and cross section of wire (P8)
• Know that a potential difference of one volt is equivalent to an energy difference of one joule per coulomb of charge (P8)
• Understand that the 'voltage' of an electrical supply is a measure of the energy it can transfer from an electrical supply elsewhere, and that it can be measured with a voltmeter (P8)
• Be able to explain how voltmeters are used in circuits and what they measure (P8)
• Be able to apply the idea of voltage numerically to circuits containing more than one component, and apply correctly the term 'potential difference'. (P8)
• Be able to use the relationship power = voltage X current (P8)
• Appreciate the experimental evidence leading to Ohm's law (P8)
• Understand how the production of electrons from a heated wire has led to the cathode ray oscilloscope and the possibility of television (P16)
• Appreciate that the behavior of the thermionic diode can be interpreted in terms of negatively charged particles given off from a heated tungsten wire (P16)
• Appreciate that a flow of negatively charged particles (electrons) is the best solution in explaining the behavior of the thermionic diode (P16)
• Know that magnetic materials have the ability to attract some materials and to attract but repel each other (P14)
• Understand the meaning of the term 'magnetic field' and know that the earth is surrounded by one (P14)
• Know that forces can act on an electric current when in a magnetic field (P14)
• Understand that an electrical current can be induced in a wire moving relative to a magnetic field (P14)
• Be able to apply these ideas in understanding how an electric motor works (P14)
• Know that the force on an electric current in a magnetic field is at right angles to the direction of the current and the field (P14)
• Be able to apply this idea to understand the working of dynamos and alternators (P14)
• Appreciate that an electric current itself has a magnetic field and that this can be applied to the design of electromagnets and relays (P14)
• Understand that energy can be transferred from fuels to electricity by dynamos (P19)
• Appreciate the problems involved in the electrical transmission of energy (P19)
• Understand the importance of transformers in the electrical transmission of energy (P19)
• Be able to describe the work of a transformer in terms of the currents induced by changing magnetic fields (P19)
• Be able to use the equation Vp / Vs = Np / Ns (P19)
• Appreciate the possible advantages of other methods of distributing energy, including the use of petrol for cars and the use of hydraulics (P19)

Topic 14 - Electrolysis Syllabus detail

• Know that electrolysis can be used to split up compounds (C7)
• Understand why ionic compounds only conduct when molten or when in solution (C5)
• Know the meaning of the terms electrode, cathode, anode and electrolyte (C7)
• Appreciate that there are patterns in the results of electrolysis experiments which can be used to predict the likely products at the electrodes (C7)
• Know that metals or hydrogen are produced at the cathode and non metals other than hydrogen are produced at the anode during electrolysis of concentrated solutions of ionic compounds (C7)
• Describe the test for hydrogen (C10)
• Be able to describe the effect of chlorine on damp litmus paper (C7)
• Understand the economic importance of salt and be aware of the need for alkali, chlorine and hydrogen made from this raw material (C7)
• Understand, with reference to simple examples, how atoms turn into ions and ions into atoms during electrolysis (C17)
• Know that a cell consists of two different electrodes dipping into an electrolyte solution (C15)
• Know that changing the electrodes changes the cell voltage (C15)
• Appreciate that the voltage of a cell with two metal electrodes can be related to the position of the metals in the activity series (C15)
• Understand that there is a limit to the life of a simple cell because one or more of the reactants is eventually used up (C15)
• Appreciate some of the cost and convenience factors which dictate the choice of cells for particular purposes (C15)
• Understand, in principle, the differences between simple cells, rechargeable cells and fuel cells (C15)

Topic 15 - Reactivity Series Syllabus detail

• Know that metals can be placed in order of their reactivity by reference to reaction with water/steam or dilute acid (C15)
• Understand the terms oxidation and reduction in terms of the addition and removal of oxygen (C6)
• Appreciate that the reactivity of metals is related to the ease with which they form ions (C15)
• Be able to write simple equations to describe oxidation and reduction using both words and symbols (C6)
• Understand that some minerals are relatively pure compounds (C6)
• Appreciate that rocks are an important source of chemicals, including metals (C6)
• Understand the names and formulae of minerals given in tables of data (C6)
• Appreciate that social, economic and environmental issues may be involved where minerals are mined (C6)
• Appreciate that geological timescales are very long compared to human lifetimes (C10)
• Appreciate that weathering of rocks is the result of both physical and chemical changes and that soil is formed from both rocks and organic material (C10)
• Know that rocks may be classified as sedimentary, igneous or metamorphic (C10)
• Appreciate the role of carbon in the extraction of metals from their ores (C6)
• Understand the role of limestone in the extraction of iron (C10)
• Understand that the ease of obtaining a metal from its ore is related to its position in the reactivity series (C6)
• Know the tests for aqueous copper(II), Iron (II), Iron(III), and zinc using aqueous sodium hydroxide and aqueous ammonia.
• Appreciate that some metal cations can be identified by characteristic flame colours and this can be used as a basis for chemical analysis (C16)
• Know the characteristic flame colours for sodium. potassium, copper and calcium (C16)
• Know that reactive metals are extracted by electrolysis (C7)
• Know that electrolysis can be used to purify metals (C7)
• Know that rusting involves a reaction of iron with air and water (C15)
• Be able to give an account of methods of preventing rusting and appreciate the advantages and disadvantages of alternative methods of rusting prevention (C15)

Topic 16 - Motion Syllabus detail

• Understand the meaning of the terms 'speed' and 'acceleration' (P3)
• Appreciate the existence of errors in measurements and understand how these may be reduced by taking the average number of readings (P3)
• Understand how the ideas of speed and acceleration can be applied to transport (eg road, rail etc.) (P3)
• Understand the relationships between distance, time, speed and acceleration, and appreciate how graphs might be used to display these relationships (P3)
• Understand how distances travelled can be derived from the area under a speed - time graph (P3)
• Be able to use the relationships v=at and s=1/2at2 when applied to an object accelerating uniformly from rest (P3)
• Understand the difference between speed and velocity (P3)
• Appreciate that a body may accelerate by change in velocity, but without a change in speed (P3)
• Understand the meaning of the terms 'kinetic energy' and 'momentum' (P12)
• Be able to find both the kinetic energy and momentum of a moving body from a knowledge of its mass and velocity (P12)
• Be able to use kinetic energy to solve simple, qualitative problems involving force and motion (P12)
• Be able to use momentum in simple, qualitative problems involving recoil (P12)
• Understand the way the concepts of kinetic energy and momentum can be applied in simple everyday situations (P12)
• Appreciate the relationship between the transfer of energy to a gas by heating and the rise in its temperature, and the increase in the kinetic energy of its particles (P12)
• Be able to use kinetic energy and momentum to solve simple, quantitative problems involving force, motion and recoil (P12)
• Appreciate that, in collisions between objects, their total momentum is unchanged ('conservation of momentum') (P12)

Topic 17 - Solutions, Colloidal Systems and the Mole Syllabus detail

• Appreciate that some substances are more soluble in water than others (C8)
• Appreciate that non-aqueous solvents may be used in cleaning (C8)
• Know that ionic compounds dissolve in water and molecular compounds usually dissolve in non-aqueous solvents (C8)
• Appreciate why detergents are needed to help get things clean (C8)
• Understand a simple molecular explanation of the action of detergents (C8)
• Know that a colloid consists of one substance finely dispersed in another and know the meaning of the words sol, gel and emulsion (C13)
• Appreciate the everyday importance of colloidal systems (C13)
• Appreciate that colloidal systems scatter light (C13)
• Appreciate the purpose of emulsifiers (C13)
• Understand in simple terms the action of emulsifiers (C13)
• Know that the 'amount of substance' is measured in moles (C1)
• Understand the measurement of concentrations in moles per dm3 (C8)
• Appreciate that 'amount of substance' is relevant to molecules and giant structures (C5)
• Know how to calculate the number of moles of molecules and giant structures (C5)
• Be able to use the mole concept to describe the amounts of metals in an alloy (C16)
• Understand the problems involved in obtaining an adequate supply of pure water (C8)
• Understand the processes involved in purifying water in terms of filtration and chlorination (C8)
• Know that hardness is caused by the presence of dissolved calcium or magnesium compounds and be familiar with the behaviour of soap in hard and soft water (C8)
• Understand how boiling and scale removers help to soften water (C8)
• Understand equations which describe hard water, scale formation and water softening processes (C8)
• Understand how the process of ion exchange can be used to soften water (C8)
• Appreciate the uses of water in industry and in the home (C8)
• Know some of the domestic, industrial and agricultural sources of water pollution (C8)
• Know the test for chloride ions using acidified silver nitrate solution (C8)
• Know the test for sulphate ions using acidified barium nitrate solution (C8)
• Understand the water cycle, and how it may be effected by deforestation (B17)

Topic 18 - Acids, Alkalis and the Nitrogen Cycle Syllabus detail

• Be able to describe solutions as acid, alkaline or neutral in terms of the pH scale (C9)
• Know the properties of acids with regard to their reactions with metals, bases and carbonates (C9)
• Know that salts are formed when acids are neutralised by alkalis ( C9)
• Be able to suggest a method of making a named salt from suitable starting materials (C9)
• Understand that during neutralisation reactions, hydrogen ions combine with hydroxide ions to form water molecules (C9)
• Appreciate that many precipitation reactions involve ions (C8)
• Be able to write simple balanced equations for salt formation and appreciate that it is possible to calculate the amount of alkali required to neutralise an acid using the mole concept (C9)
• Know the meaning of the term exothermic reaction and that when acids react with alkalis the temperature of the solution increases (C9)
• Know the meaning of the word antacid (C9)
• Know that lime can be used to neutralise industrial waste (C9)
• Appreciate the economic importance of limestone and be aware of the need for alkali made from this raw material (C10)
• Know that lime can be manufactured by the decomposition of limestone and can be used to treat acid soils (C10)
• Know that weathering of rock releases salts into the soil which plants need for growth (C10)
• Appreciate the importance of controlling soil acidity (C10)
• Understand the nitrogen cycle, including nitrogen fixation, the importance of soil nitrates, and denitrification. Understand why farmers may use nitrogen fertilisers (B17)
• Know the meaning of the term nitrogen fixation and appreciate that the chemical basis of the nitrogen problem is the inert nature of gaseous nitrogen (C11)
• Understand that plants need nitrate ions for making proteins, and that they may absorb these from the soil. (B4)
• Know that fertilisers contain inorganic ions which supply plants with elements they need, including nitrogen, phosphorus and potassium (C11)
• Appreciate that leaching of nitrates from the soil is a problem, while leaching of phosphates and potassium salts is not (C11)
• Be able to discuss the advantages and disadvantages of using nitrogen fertilisers (B17)
• Understand how leaching of excess nitrogen fertilisers may damage aquatic ecosystems and suggest alternatives to the use of nitrogen fertilisers. (B17)
• Appreciate the role of the chemical industry in manufacturing fertilisers and appreciate the need for catalysts (C11)
• Be able to distinguish between ammonia and ammonium salts (C11)
• Understand equations which describe the chemical changes involved in the manufacture of ammonia, nitric acid and sulphuric acid (C11)
• Know the effect of ammonia on damp litmus paper (C11)
• Know the test for the ammonium ion by warming with sodium hydroxide solution (C11)
• Know the test for the nitrate ion by reduction of aluminium (C11)
• Know the test for carbonate ions using dilute hydrochloric acid and limewater (C9)
• Appreciate the effect of catalysts in the manufacture of ammonia, nitric and sulphuric acids (C11)
• Know that ammonia is an alkaline gas (C11)

Topic 19 - Homeostasis Syllabus detail

• Appreciate that external stimuli can be detected by organisms, and may result in responses. These responses may increase the chances of an organisms survival (B10)
• Know that the human nervous system is made up of the central nervous system (brain and spinal cord) and many nerves which carry messages from receptors or to effectors (B10)
• Know the structure of a motor neurone, and appreciate how it's structure is related to it's function (B10)
• Understand the spinal reflex arc and appreciate the value of rapid, automatic responses (reflexes) to a organism (B10)
• Appreciate that cells function most efficiently under particular conditions of temperature, water and glucose concentration. Know that the maintenance of the internal environment is called homeostasis (B11)
• Know that mammals maintain a constant internal body temperature despite fluctuations in environmental temperature (B11)
• Understand how sweating, vasodilatation and vasoconstriction help in regulating body temperature (B11)
• Know that mammals regulate the concentration of glucose in the blood. (B11)
• Understand that the secretion of insulin by the pancreas reduces high blood glucose levels, and that failure of this mechanism may lead to diabetes (B11)
• Know that urea is a nitrogenous waste product formed in the liver from excess proteins and is excreted by the kidneys in urine (B11)
• Know that the kidneys remove excess water and urea from the blood plasma and that urine is produced and stored in the bladder (B11)
• Understand that the amount of water in urine can be varied by the kidney , in response to changes in the water content of the blood (B11)
• Know the position of the kidneys in the mammalian body, and their relationship to the renal artery, renal vein, ureter, bladder and urethra (B11)

Topic 20 - Electronics & Communication Syllabus detail

• Understand that electronics is an extension of the study of electricity (P20)
• Appreciate that a knowledge of changes in resistance can be used to produce detectors which can respond to changes in the environment (P20)
• Understand how a reed relay can be used to operate devices which need larger currents than detectors can pass (P20)
• Appreciate how electronics can be used to solve simple problems in everyday life (P20)
• Appreciate that integrated circuits called microprocessors, are the control units of many devices in everyday use (P20)
• Appreciate how AND, NOT and OR gates are used. (P20)
• Understand how, historically, the use of light greatly increased the speed of communication but that this required the use of a code (P15)
• Understand how the use of electrical signals has improved long distance, high speed communication even further (P15)
• Be able to describe the operation of the microphone and earphone and relate their operation to basic physical principles (P15)
• Understand the difference between analogue signals and digital signals and recognise that the latter require an extension of the idea of a code for transmitting information. (P15)
• Understand the benefits of digital coding for transmitting information. (P15)
• Be able to compare the operation of the telephone system with radio communication, including the need for modulation of a carrier wave (P15)

Topic 21 - Waves Syllabus detail

• Understand that a wave is a means of transferring energy without transferring matter (P9)
• Understand that energy is transferred in the direction in which the wave travels (P9)
• Know the meaning of the terms wavelength, amplitude, frequency and wave speed (P9)
• Know the meaning of the term wavefront (P9)
• Know and be able to use the equation wave speed = wavelength x frequency in simple applications (P9)
• Be able to distinguish between transverse and longitudinal waves and appreciate the circumstances in which either or both might occur (P9)
• Appreciate the way a wave can be reflected off a plane barrier (P9)
• Appreciate the way in which a wave can change direction as its speed changes (P9)
• Understand that wave motion is a useful way of describing and explaining the behaviour of light and sound (P11)
• Know how sound can be transmitted through air as a wave (P11)
• Be able to relate the loudness and pitch of a sound to the amplitude and frequency of the sound wave (P11)
• Understand that diffraction and the speed of light in glass, in relation to that in air, are some evidence for the wave nature of light (P11)
• Appreciate how energy can be transferred from waves and how it is possible to be selective in making that transfer (P11)
• Appreciate that earthquakes involve the passage of waves through the Earth (P11)
• Understand how a prism can be used to split white light into its component colours (P11)
• Appreciate the nature of colour vision in terms of primary and secondary colours (P11)
• Be able to identify wavelength with colour in light (P11)
• Appreciate that light is a part of a wide band of wavelengths called the electromagnetic spectrum (P11)
• Be able to associate the terms radio, microwave, infrared, ultraviolet and X-rays with the appropriate parts of the electromagnetic spectrum and know some of the uses to which these parts of the spectrum are put (P11)
• Understand the basic properties of reflection and refraction as they apply to light and sound (P10)
• Appreciate how reflection and refraction properties can be applied to understand the transmission of light down an optical fibre (P10)
• Understand how the refraction of light by a lens can lead to the formation of real images (P10)
• Know the structure of the human eye, and understand how light is focused onto the retina (B10)
• Understand accomodation. Know the function of rods and cones, and their distribution in the human retina (B10)
• Appreciate that receptors, such as those in the retina of the eye, convert a stimulus into an impulse in a nerve fibre. The impulse is then carried to the central nervous system, which may then send an impulse to an effector (B10)
• Know that the shoot of a plant grows towards the light, and appreciate that there must be a receptor and an effector involved in this response (B10)
• Be able to suggest a possible method by which auxin could be involved in the growth of shoots towards the light (B10)
• Appreciate how sound levels can be measured and appreciate the desirability of reducing noise levels yet recognise the problems involved in doing this (P10)
• Know that there is limited range of frequencies over which hearing takes place (P10)
• Be able to state the approximate frequencies over which human hearing takes place (P10)

Topic 22 - Genetics and Reproduction Syllabus detail

• Know that asexual reproduction produces offspring that are identical to the parent. (B12)
• Understand that sexual reproduction involves a mobile male gamete (eg sperm) fusing with a stationary female gamete (eg egg) (B12)
• Appreciate the significance of the differences between internal and external fertilisation in animals (B12)
• Know the reproductive parts of an insect pollinated flower and understand their functioning. (B12)
• Understand the differences in structure between wind and insect pollinated flowers (B12)
• Understand the difference between pollination and fertilisation in flowering plants (B12)
• Understand the formation of seed and fruit from ovule and ovary (B12)
• Be able to describe the growth of a pollen tube from style to ovule, and the passage of the male nucleus along it before fusion with the female nucleus to form a zygote (B12)
• Understand the importance of seed dispersal , and describe examples of wind and animal dispersed seeds or fruits (B12)
• Know the structure of a bean seed (testa, micropyle, cotyledons, plumule, radicle only) (B12)
• Understand the conditions needed for germination of seeds (B12)
• Know the structure and function of the male and female reproductive systems (B13)
• Know that adolescence is controlled by hormones produced by the testes or ovary; that the male sex hormone is testosterone, while the female sex hormones are oestrogen and progesterone (B13)
• Appreciate the changes in the ovary and uterus throughout the menstrual cycle (B13)
• Understand the biological aspects of sexual intercourse, fertilisation and implantation (B13)
• Appreciate the protection given to the embryo by the amnion and the role of the placenta in allowing the transfer of materials to and from the foetus (B13)
• Understand the process of birth (B13)
• Understand the methods of transmission of the HIV virus, and how the spread of AIDS may be limited (B13)
• Appreciate that the world population of humans is growing rapidly, and that birth control can help to limit this growth (B13)
• Appreciate that variation shown by organisms is partly inherited and partly results from environmental influences (B14)
• Understand the differences between continuos and discontinuous variation, and be able to describe one example of each in humans (B14)
• Know that chromosomes are found in the nucleus, and that genes are carried on chromosomes (B14)
• Know that genes are "coded instructions" for making proteins and that DNA is the chemical which stores the coded instructions (B14)
• Appreciate that gametes contain half the normal number of chromosomes, and that fertilisation restores the normal number (B14)
• Understand the meaning of the terms dominant, recessive, phenotype, genotype, allele, homozygote, heterozygote, mutation (B14)
• Be able to calculate and predict the results of a simple cross involving 1:1 or 3:1 ratios (B14)
• Know one example of an inherited disease (eg cystic fibrosis, thalassaemia or sickle-cell anaemia (B14)
• Understand that modern cloning techniques, such as tissue culture, enable the production of plants with identical genes (B14)
• Appreciate that this can have benefits to agriculture (B14)
• Appreciate that mutations occur naturally, but that the chances of mutation are increased by exposure to ionising radiation (B14)
• Understand that mutation in a body cell is likely to be harmless unless it leads to uncontrolled division of the cells (cancer), but that a mutation in a gamete forming cell may be passed on to the offspring (B14)
• Appreciate that genetic engineering may involve the transfer of desireable genes into crop plants or animals farmed for food and be able to discuss some of the possible problems associated with genetic engineering (details of the techniques or processes involved are not required) (B14)
• Understand that variations caused by genes can be passed on to offspring, and that genes conferring advantageous adaptations are more likely to be passed on than others (B15)
• Know the term 'natural selection' (B15)
• Understand that organisms vary , and that some variations give advantages over others in the 'struggle for existence'. (B15)
• Understand that if the environment changes, different genes may become advantageous, so leading to a change in the characteristics of a population of organisms (B15)
• Know one example of natural selection (e.g. peppered moths in Britain (B15)
• Understand artificial selection, with reference to one type of crop plant or animal (B15)

Topic 23 - Ecology Syllabus detail

• Know that the ecosystem is the habitat and the community considered together (B16)
• Know that organisms are adapted to their environment (B16)
• Know that the growth of a population of organisms may be limited by environmental factors such as food supply or predation (B16)
• Be able to interpret population growth curves with respect to one or more limiting environmental factors (B16)
• Appreciate that farmers may need to use pesticides but that this may endanger other living organisms (B17)
• Be able to discuss the advantages and disadvantages of using pesticides (B17)
• Know the harmful effects of one pesticide on other living organisms and be able to discuss alternative methods of pest control, with reference to one example (B17)
• Know the role of producers, consumers and decomposers in food chains and webs (B16)
• Understand that energy enters an ecosystem in sunlight, which is transferred to energy in plants by photosynthesis. The energy is then passed along food chains (B16)
• Understand that energy losses occur along a food chain. (B16) · Be able to interpret pyramids of numbers and biomass, and relate these to the loss of energy along food chains (B16)
• Be able to discuss the advantages of eating plant products rather than animal products, in terms of the amounts of energy available in a food chain (B16)
• Appreciate the need to conserve endangered species and their natural habitats (B17)

Topic 24 - Radioactivity Syllabus detail

• Understand the meaning of the term 'background radiation' (P17)
• Appreciate how radioactivity changes with time and understand the concept of half life (P17)
• Appreciate the idea of randomness in the decay process and relate this to half life (P17)
• Appreciate why radioactivity can be dangerous to living things but be able to put these hazards into perspective (P17)
• Be able to relate radioactivity to the structure of an atom. (P17)
• Appreciate the differences between alpha- beta- and gamma- radiations (P17)
• Know how radioactivity may be detected and measured (P17)
• Appreciate that radiations from radioactive materials are capable of breaking up other atoms and molecules (P17)
• Understand the meaning of the term 'ionising radiation' (P17)
• Appreciate some of the uses to which radioactivity has been put (P17)
• Appreciate the link between ionization and electric charge (P17)