dominant and a recessive allele recall the difference between the sex chromosomes in human males and females understand how the presence or absence of the Y triggers the of testes or ovaries recall some symptoms of Huntington’s disease and cystic fibrosis recall the symptoms of Huntington’s disease and cystic fibrosis and understand how these are caused understand the roles of dominant and recessive alleles in disease and cystic fibrosis use family trees and Punnett squares to show the inheritance of a single gene disorder understand that a person with one recessive allele will not show the symptoms of the disorder but may pass the recessive allele to their children describe uses of genetic testing for screening adults, children and embryos understand the implications of testing adults and fetuses for alleles that cause genetic disease understand the implications of testing embryos for selection prior to implantation in IVF, and understand the implications of the use of genetic testing by non-
understand that some nanoparticles may have harmful effects on health understand that there is concern that products with nanoparticles are being introduced before possible harmful effects have been fully investigated C3 – Chemicals in our Lives, Risks & Benefits – Aiming for A Aiming for Grade E Aiming for Grade C Aiming for Grade A understand that movements of tectonic plates mean that the parts of continents that now make up Britain have moved over the surface of the Earth; and that different rocks formed in different climates that geologists can explain past history of the surface of the Earth in terms of that can be observed today that use magnetic clues in rocks to track the slow of the over the surface of the Earth understand that a chemical industry grew up in England because resources such as salt, limestone and coal were available locally understand how rock processes have led to the formation of valuable resources in England; understand how geologists study sedimentary rocks to find evidence of the conditions under which they were formed understand the importance of salt (sodium chloride), for the food industry, as a source of chemicals and to treat icy roads; recall that salt can be obtained from the sea and also from underground salt deposits by mining or by solution understand that the method of extraction may depend on how the salt is to be used; understand that all methods of obtaining salt can have an impact on the environment understand the advantages of adding salt to food as evaluate data related to the content of salt in food and health; recall that
current can bring about chemical change (electrolysis); recall uses of sodium hydroxide, chlorine and hydrogen produced by electrolysis of brine electrolysis of salt solution (brine); interpret data about the environmental impact of the electrolysis of brine understand that some toxic chemicals persist in the environment, can be carried over large distances and may accumulate in food and human tissues understand that there is sometimes inadequate data to assess whether chemicals present a risk to the environment and/or human health understand that PVC is a polymer that contains chlorine as well as carbon and hydrogen understand that the plasticisers used to modify the properties of PVC can leach out from the plastic into the surroundings where they may have harmful effects understand that a Life Cycle Assessment (LCA) is a consideration of the use of resources, energy input/output and environmental impact of each stage in the production, use and disposal of a product; compare and evaluate the use of different materials for the same purpose, given information from an LCA P1 – Earth in the Universe – Aiming for A Aiming for Grade E Aiming for Grade C Aiming for Grade A
understand that the Universe may be different in the future; and understand there are some difficulties in predicting the future of the Universe understand that problems in measuring distances to and motion of distant objects mean that the future of the Universe cannot be accurately predicted understand why problems measuring the distances to and motion of distant objects and the mass of the Universe cause uncertainty in predicting its ultimate fate recall that the oldest on Earth are about 4 thousand million years old understand that the Earth is older than its oldest rocks explain the implications of the Earth being older than its oldest rocks describe some rock processes taking today and what they suggest about the past explain how and rock processes seen today provide evidence for past changes understand and compare how rocks and rock processes seen today provide evidence for past changes recall that continental land masses are moving very slowly and that this was described by Wegener in his theory of continental drift explain how Wegener’s theory of continental drift was developed and modified understand implications of Wegener’s theory of continental drift and why geologists at first rejected it understand that heating of the core causes convection in the mantle, and seafloor spreading understand the causes of seafloor spreading, and what the magnetisation of seafloor rocks can tell us understand that earthquakes, volcanoes and mountain building understand how moving tectonic plates cause
generally occur at the edges of tectonic plates earthquakes, volcanoes and mountain building understand that earthquakes produce and S-waves which can be detected; draw and label a diagram of the Earth’s interior describe the features of P-waves and S waves, and how they give evidence for the Earth’s structure understand how differences in P-waves (longitudinal waves) and (transverse waves) give evidence about Earth’s structure recall that waves are disturbances that transfer energy use the terms wavelength, frequency and amplitude; draw and interpret diagrams showing amplitude and wavelength explain how waves transfer energy understand the difference between a transverse and longitudinal wave use equations involving wave speed use and rearrange the wave equation P2 – Radiation and Life – Aiming for A Aiming for grade E Aiming for grade C Aiming for grade A understand that a source emits electromagnetic radiation which is reflected, transmitted or absorbed by materials, and which affects a detector when it is absorbed; list the electromagnetic radiations in order of frequency, and recall their speed through space understand that energy from electromagnetic radiation is transferred by photons, and that understand that the energy transferred by electromagnetic radiation depends on the frequency and number of photons arriving understand that the intensity of electromagnetic radiation is the energy arriving per square metre per second
given situation energy sources interpret information about energy sources for generating electricity and apply it to different situations interpret and evaluate information about different energy sources for generating electricity, considering efficiency, economic costs and environmental impact interpret and evaluate information about different energy sources for generating electricity, also considering power output and lifetime