CCEA GCSE Double Award Science (2017) PDF

GCSE CCEA GCSE Specification in Double Award Science For first teaching from September 2017 For first assessment from February 2018 For first award in Summer 2019 Subject Code: 1370 Contents 1 Introduction 3 1.1 Aims...

GCSE CCEA GCSE Specification in Double Award Science For first teaching from September 2017 For first assessment from February 2018 For first award in Summer 2019 Subject Code: 1370 Contents 1 Introduction 3 1.1 Aims 4 1.2 Key features 4 1.3 Prior attainment 5 1.4 Classification codes and subject combinations 5 2 Specification at a Glance 6 3 Subject Content 9 3.1 Biology Unit B1: Cells, Living Processes and Biodiversity 9 3.2 Biology Unit B2: Body Systems, Genetics, Microorganisms and 22 Health 3.3 Chemistry Unit C1: Structures, Trends, Chemical Reactions, 37 Quantitative Chemistry and Analysis 3.4 Chemistry Unit C2: Further Chemical Reactions, Rates and 54 Equilibrium, Calculations and Organic Chemistry 3.5 Physics Unit P1: Motion, Force, Moments, Energy, Density, Kinetic 69 Theory, Radioactivity, Nuclear Fission and Fusion 3.6 Physics Unit P2: Waves, Light, Electricity, Magnetism, 87 Electromagnetism and Space Physics 3.7 Unit 7: Practical Skills 99 4 Scheme of Assessment 106 4.1 Assessment opportunities 106 4.2 Assessment objectives 106 4.3 Assessment objective weightings 107 4.4 Quality of written communication 107 4.5 Reporting and grading 108 5 Grade Descriptions 109 6 Guidance on Practical Skills Assessment 112 6.1 Overview 112 6.2 Skills assessed by Unit 7 112 6.3 Task taking in Booklet A 113 6.4 Task marking 114 7 Curriculum Objectives 115 7.1 Cross-Curricular Skills at Key Stage 4 115 7.2 Thinking Skills and Personal Capabilities at Key Stage 4 117 8 Links and Support 119 8.1 Support 119 8.2 Examination entries 119 8.3 Equality and inclusion 119 8.4 Contact details 121 Appendix 1 122 Mathematical Content Appendix 2 125 How Science Works Appendix 3 127 Data Leaflet including the Periodic Table of the Elements to be used with Units C1, C2 and 7 Subject Code 1370 QAN 603/1374/2 A CCEA Publication © 2017 This specification is available online at www.ccea.org.uk CCEA GCSE Double Award Science from September 2017 1 Introduction This specification sets out the content and assessment details for our GCSE course in Double Award Science. We have designed this specification to meet the requirements of: Northern Ireland GCSE Design Principles; and Northern Ireland GCE and GCSE Qualifications Criteria. First teaching is from September 2017. We will make the first award based on this specification in Summer 2019. This specification is a unitised course. The guided learning hours for this Double Award qualification are 240 hours. The specification supports the aim of the Northern Ireland Curriculum to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives, as well as its objectives: to develop the young person as an individual; to develop the young person as a contributor to society; and to develop the young person as a contributor to the economy and environment. If there are any major changes to this specification, we will notify centres in writing. The online version of the specification will always be the most up to date; to view and download this please go to www.ccea.org.uk 3 CCEA GCSE Double Award Science from September 2017 1.1 Aims This specification aims to encourage students to: develop their knowledge and understanding of the material, physical and living worlds; develop their understanding of the effects of science on society; develop their understanding of the importance of scale in science; develop and apply their knowledge and understanding of the nature of science and of the scientific process; develop their understanding of the relationships between hypotheses, evidence, theories and explanations; develop their awareness of risk and the ability to assess potential risk and potential benefits; develop and apply their observational, practical, modelling, enquiry and problem- solving skills and understanding in laboratory, field and other learning environments; develop their ability to evaluate claims based on science through critical analysis of the methodology, evidence and conclusions both qualitatively and quantitatively; and develop their skills in communication, mathematics and the use of technology in scientific contexts. 1.2 Key features The following are important features of this specification. It offers opportunities to build on the skills and capabilities developed through the delivery of the Northern Ireland Curriculum at Key Stage 3. This specification is unitised and includes seven units. Units B1, C1 and P1 are available for assessment in the first year of teaching. All units are assessed through a written examination, either at Foundation Tier (grades C*–G) or Higher Tier (grades A*–D/E). Unit 7 is a practical skills unit that replaces the controlled assessment tasks: − Booklet A contains three practicals from the prescribed practicals listed in this specification; and − Booklet B is a timetabled written examination, taken at the end of the final year of teaching. It includes questions about planning and carrying out any of the prescribed practical activities and general questions about any practical situation that arises from this specification. Students receive two different grades in their Double Award Science qualification, such as AA or AB. Students can resit each unit once. Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment. This specification encourages students to develop transferable skills that will benefit them in vocational training and employment. It also enables them to progress to studying science and related courses at GCE. Details of the mathematical skills expected of students are given in Appendix 1. 4 CCEA GCSE Double Award Science from September 2017 The content in this specification is assessed in the context of How Science Works (see Appendix 2). There is a range of support available for both teachers and students, including specimen papers, mark schemes and planning frameworks. You can download these from our Science microsite at www.ccea.org.uk 1.3 Prior attainment Students do not need to have reached a particular level of attainment before beginning to study this specification. However, the specification builds on the knowledge, skills and understanding developed through the Northern Ireland Curriculum for science at Key Stage 3. Before studying this specification, we expect students to have a level of skills in science, numeracy, literacy and communication that is commensurate with having studied science to Key Stage 3. 1.4 Classification codes and subject combinations Every specification has a national classification code that indicates its subject area. The classification code for this qualification is 1370. Please note that if a student takes two qualifications with the same classification code, schools, colleges and universities that they apply to may take the view that they have achieved only one of the two GCSEs. The same may occur with any two GCSE qualifications that have a significant overlap in content, even if the classification codes are different. Because of this, students who have any doubts about their subject combinations should check with the schools, colleges and universities that they would like to attend before beginning their studies. 5 CCEA GCSE Double Award Science from September 2017 2 Specification at a Glance The table below summarises the structure of this GCSE course. Content Assessment Weightings Availability Biology Unit B1: External written 11% November, Cells, Living examination February and Processes and Summer Biodiversity Students answer compulsory structured From February questions that include short 2018 responses, extended writing and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour Chemistry Unit C1: External written 11% November, Structures, examination February and Trends, Chemical Summer Reactions, Students answer Quantitative compulsory structured From February Chemistry and questions that include short 2018 Analysis responses, extended writing and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour Physics Unit P1: External written 11% November, Motion, Force, examination February and Moments, Energy, Summer Density, Kinetic Students answer Theory, compulsory structured From February Radioactivity, questions that include short 2018 Nuclear Fission responses, extended writing and Fusion and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour 6 CCEA GCSE Double Award Science from September 2017 Content Assessment Weightings Availability Biology Unit B2: External written 14% Summer from Body Systems, examination 2019 Genetics, Microorganisms Students answer and Health compulsory structured questions that include short responses, extended writing and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour 15 mins Chemistry Unit C2: External written 14% Summer from Further Chemical examination 2019 Reactions, Rates and Equilibrium, Students answer Calculations and compulsory structured Organic Chemistry questions that include short responses, extended writing and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour 15 mins Physics Unit P2: External written 14% Summer from Waves, Light, examination 2019 Electricity, Magnetism, Students answer Electromagnetism compulsory structured and Space Physics questions that include short responses, extended writing and calculations. There are two tiers of entry. Foundation and Higher Tiers: 1 hour 15 mins 7 CCEA GCSE Double Award Science from September 2017 Content Assessment Weightings Availability Unit 7: Practical Booklet A 7.5% Between Skills 1 January and This comprises Externally marked 1 May from 2019 Unit 7 Biology, Unit 7 Chemistry Students carry out three and pre-release practicals Unit 7 Physics (Biology, Chemistry and Physics) in the final year of study. There are two tiers of entry. Foundation and Higher Tiers: 3 hours Booklet B 17.5% Summer from 2019 External written examination Students answer compulsory structured questions that include short responses, extended writing and calculations, all set in a practical context for Biology, Chemistry and Physics. There are two tiers of entry. Foundation and Higher Tiers total time: 1 hour 30 mins (Biology 30 mins, (Unit 7 Chemistry 30 mins and total: 25%) Physics 30 mins) Students must take at least 40 percent of the assessment (based on unit weightings) at the end of the course as terminal assessment. 8 CCEA GCSE Double Award Science from September 2017 3 Subject Content We have divided this course into seven units. The content of each unit and the respective learning outcomes appear below. Content for the Higher Tier only is in bold. Questions in Higher Tier papers may be set on any content in the specification. Content for the Foundation Tier is in normal type. Questions in Foundation Tier papers will only be set on this content. The 18 prescribed practicals (six in each discipline), which are assessed in Booklets A and B of Unit 7: Practical Skills, are shown in italics. 3.1 Biology Unit B1: Cells, Living Processes and Biodiversity In this unit, students learn about cells, photosynthesis, nutrition and health, enzymes, breathing and respiration, the nervous system and hormones, and ecological relationships. Students begin by investigating the cell and its importance as the fundamental building block of life, and develop their understanding of the key processes that occur in plants and animals. Finally, they carry out fieldwork in a natural ecosystem to observe living specimens and explore how organisms are adapted to their environment. Cells In this section, students prepare temporary slides of both plant and animal cells. They develop understanding of the structures and functions of animal and plant cells. Students compare and contrast the structures of animal, plant and bacterial cells. They gain understanding of the stages involved in the changes from a cell to a multicellular organism. Content Learning Outcomes 1.1 Students should be able to: Cells 1.1.1 carry out practical work to make a temporary slide and Microscopy use a light microscope to examine and identify the structures of a typical plant and animal cell; and Animal cells 1.1.2 demonstrate knowledge of the structure and function of animal cells, including nucleus and chromosomes, cytoplasm, mitochondria as the site of cell respiration, and cell and nuclear membranes. 9 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Plant cells Students should be able to: 1.1.3 demonstrate knowledge that plant cells can have additional structures not found in animal cells: cellulose cell wall, large permanent vacuole and chloroplasts; Bacterial cells 1.1.4 compare and contrast the structure of bacterial cells with plant and animal cells: non-cellulose cell wall, absence of nucleus and presence of plasmids; and Specialisation 1.1.5 demonstrate knowledge and understanding that multicelled organisms’ cells can form specialised tissues, organs and organ systems. 10 CCEA GCSE Double Award Science from September 2017 Photosynthesis and Plants In this section, students develop understanding of leaf structure. They investigate and explain photosynthesis as the key process that enables plants to make food, as well as the role of plants in supporting life. Content Learning Outcomes 1.2 Students should be able to: Photosynthesis 1.2.1 demonstrate knowledge and understanding of and plants photosynthesis as an endothermic process that takes place in chloroplasts, where chlorophyll absorbs light energy and produces sugars and starch; Equation for 1.2.2 recall the word equation for photosynthesis photosynthesis light carbon dioxide + water glucose + oxygen (chlorophyll) and the balanced chemical equation light 6CO2 + 6H2O C6H12 O6 +6O2 (chlorophyll) Investigating 1.2.3 explain investigations into how photosynthesis photosynthesis requires light, carbon dioxide and chlorophyll to show that biology is an evidence-based discipline, including: how and why a plant is destarched; testing a leaf for starch by boiling in water, boiling in ethanol, softening in water and testing with iodine solution; the production of oxygen; using sodium hydroxide to absorb carbon dioxide; and using a variegated leaf to illustrate the role of chlorophyll; investigate the need for light and chlorophyll in photosynthesis by testing a leaf for starch (Prescribed Practical B1); and Limiting factors 1.2.4 explain how temperature, light intensity and carbon dioxide concentration affect the rate of photosynthesis and interpret data on how the limiting factors affect the rate of photosynthesis. 11 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Gas exchange Students should be able to: 1.2.5 explain how the relationship between photosynthesis and respiration affects the gas exchange between organisms and their environment, including: demonstrating knowledge of the colour changes of hydrogencarbonate indicator (high CO2 – yellow, normal CO2 – red and low CO2 – purple); and demonstrating compensation point; and Leaf structure 1.2.6 describe the structure and shape of the mesophytic leaf and identify its adaptations for gas exchange and light absorption, including: the epidermis, with cell walls as a physical defence that are transparent to allow light through; the waxy cuticle, which is a physical defence that is transparent to allow light through and waterproof to reduce water loss; the palisade mesophyll cells, which are tightly packed, end on to the upper surface with many chloroplasts to increase photosynthesis; the spongy mesophyll cells, with a few chloroplasts and a large surface area for gas exchange; intercellular spaces, which allow diffusion of gases through the leaf; and guard cells and stomata, which allow gases to diffuse into and out of the leaf. 12 CCEA GCSE Double Award Science from September 2017 Nutrition and Food Tests In this section, students develop knowledge and understanding of the different food groups and their functions. They investigate food tests and energy content in food. Content Learning Outcomes 1.3 Students should be able to: Nutrition and 1.3.1 recall the following reagents and their colour changes: food tests Reagent Initial colour End colour for positive result Benedict’s Blue Brick red precipitate Iodine Yellow–brown Blue–black solution Biuret Blue Lilac/Purple Ethanol Colourless White emulsion 1.3.2 investigate food samples using food tests, including: reducing sugar (Benedict’s); starch (iodine solution); amino acid or protein (Biuret); and fats (ethanol); Biological 1.3.3 explain the importance of the following biological molecules molecules: carbohydrates, made up of simple carbohydrates (sugars, glucose and lactose) as sources of energy and storage, complex carbohydrates (cellulose, starch and glycogen); fats/lipids, including oils, made up of fatty acids and glycerol, as sources of energy and storage; and proteins, made up of amino acids, as structural and functional molecules in cells; and Food and investigate the energy content of food by burning food energy samples (Prescribed Practical B2). 13 CCEA GCSE Double Award Science from September 2017 Enzymes and Digestion In this section, students investigate enzymes and their role in digestion. They develop their knowledge and understanding of a range of factors that affect enzyme activity. Content Learning Outcomes 1.4 Students should be able to: Enzymes and 1.4.1 describe the actions of enzymes as proteins that are digestion biological catalysts that speed up the rate of reactions without being used up, including carbohydrase (amylase), lipase and protease, and interpret the results using the lock and key model to illustrate substrate specificity; 1.4.2 interpret how temperature, pH, enzyme concentration and inhibitors affect the action of enzymes, including: low temperature causing reduced rates of collision between substrate and enzyme; describing the maximum rate of reaction as the optimum; denaturation occurring increasingly at levels above the optimum, explained as an irreversible change to the shape of the active site that inhibits enzyme action; and inhibitors as molecules that fit the active site but are not broken down (no further detail required); investigate the effect of temperature on the action of an enzyme (Prescribed Practical B3); and 1.4.3 demonstrate knowledge and understanding that in food digestion, enzymes are needed to break down (digest) large, insoluble molecules into small, soluble ones that can then be absorbed into the bloodstream and that they have commercial and economic uses, including biological washing powders. 14 CCEA GCSE Double Award Science from September 2017 The Respiratory System, Breathing and Respiration In this section, students explore how respiratory surfaces in plants and animals are adapted to ensure rapid gas exchange. They develop understanding of the effect of exercise on depth and rate of breathing. Students also learn about aerobic respiration and its similarities to and differences from anaerobic respiration. Content Learning Outcomes 1.5 Students should be able to: The respiratory 1.5.1 explain the adaptations of respiratory surfaces in system, breathing plants and animals, including large surface area, thin, and respiration moist, permeable, good blood supply and diffusion Respiratory gradient; surfaces 1.5.2 demonstrate knowledge and understanding of the effect of exercise on the depth and rate of breathing; Respiration 1.5.3 demonstrate knowledge and understanding that respiration is a reaction that is exothermic, taking place in mitochondria, continuously releasing energy in all cells that organisms can use for heat, movement, growth, reproduction and active uptake/transport; Equation for 1.5.4 recall the word equation for aerobic respiration respiration glucose + oxygen à energy + carbon dioxide + water and the balanced chemical equation C6H12O6 + 6O2 à energy + 6CO2 + 6H2O Aerobic and 1.5.5 compare and contrast aerobic respiration with anaerobic anaerobic respiration in mammalian muscle respiration glucose à energy + lactic acid and in yeast glucose à energy + alcohol + carbon dioxide 1.5.6 carry out practical work to investigate the respiration of yeast. 15 CCEA GCSE Double Award Science from September 2017 Nervous System and Hormones In this section, students develop understanding of how the nervous system and hormones are involved in co-ordination and internal maintenance in the body. They also explore the role of hormones in plants. Students develop knowledge and understanding of the excretory system and the homeostatic role of the kidney. Content Learning Outcomes 1.6 Students should be able to: Nervous system 1.6.1 compare and contrast the two communication and hormones systems (nervous and hormonal) in the human body, including the speed and nature of the response; Central nervous 1.6.2 describe and explain the basic structure and system function of the central nervous system: the brain and spinal cord together form the central nervous system that controls and co-ordinates the responses between the receptors and effectors, and muscles; Voluntary and 1.6.3 distinguish between voluntary and reflex actions, reflex actions referring to conscious control and speed of response; Reflex arc 1.6.4 demonstrate knowledge and understanding of the pathway of the spinal reflex arc, including: a receptor that detects stimuli in the environment and produces nerve impulses; a sensory, an association and a motor neurone connected by synapses (gaps between neurones); and an effector (a muscle or gland) that responds to impulses from the motor neurone; and Homeostasis 1.6.5 explain the importance of maintaining a constant internal environment for the proper functioning of cells and enzymes in response to internal and external change, limited to controlling blood glucose concentration and osmoregulation. 16 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Hormones Students should be able to: 1.6.6 demonstrate knowledge and understanding that hormones are chemical messengers produced by glands and released into the blood, which carries them to a target organ where they act, referring to: the pancreas constantly monitoring blood glucose concentration; the pancreas producing insulin in response to increasing blood glucose concentration; insulin acting by causing the liver to absorb more glucose from the blood, so lowering blood glucose concentration; and liver cells either respiring the absorbed glucose or converting it to glycogen, which they store; Diabetes 1.6.7 demonstrate knowledge and understanding that: diabetes is a condition in which the blood glucose control mechanism fails; Type 1 diabetes usually occurs early in life when the pancreas stops producing insulin, which then has to be taken as medication throughout life; Type 2 diabetes is a progressive disease linked to lifestyle factors and obesity, when the pancreas gradually produces less insulin, which in early stages means it can be controlled by diet but later may also require insulin injections; the symptoms of diabetes include high blood glucose, glucose in the urine, lethargy and thirst; possible long-term effects of diabetes include eye damage, kidney failure, heart disease and strokes; and the number of people with diabetes in the population is rising and evaluate why; and Excretory 1.6.8 describe the gross structure of the excretory system system, including the kidney (renal artery, renal vein, cortex, medulla and pelvis only, no detail of the nephron needed), ureters, bladder and urethra. 17 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Osmoregulation Students should be able to: 1.6.9 demonstrate knowledge and understanding of the kidney’s homeostatic role in maintaining water balance in the body (osmoregulation), limited to: water gained through intake of food and drink and the production of water by respiration; water lost through evaporation of sweat, evaporation during breathing and the production of urine by the kidney; and the role of the kidney in filtering the blood and controlling the reabsorption of water; 1.6.10 explain the role of antidiuretic hormone (ADH) as a hormone that causes the kidney to reabsorb more water and so reduce the volume of urine production (negative feedback not required); Plant hormones 1.6.11 explain how plant hormones are important in controlling and co-ordinating plant growth and development, referring to phototropism in stems as a differential growth of cells caused by uneven distribution of the hormone auxin in response to unidirectional light; and 1.6.12 extend their knowledge and understanding of phototropism, including: auxin produced at the tip of the shoot; auxin moving down the shoot; light causing uneven distribution of auxin; and auxin causing cell elongation, which results in bending of the shoot. 18 CCEA GCSE Double Award Science from September 2017 Ecological Relationships and Energy Flow In this section, students observe living specimens and carry out fieldwork in a natural ecosystem. Any plants or animals they collect should be returned to their habitat as soon as possible. Students explore how organisms are adapted to their environment and to compete for resources. They develop understanding that life on Earth is ultimately reliant on energy from the Sun and that this energy is transferred through the ecosystem by feeding relationships. Content Learning Outcomes 1.7 Students should be able to: Ecological 1.7.1 demonstrate knowledge and understanding of the relationships and terms biodiversity, population, habitat, energy flow environment, community and ecosystem; Fieldwork 1.7.2 measure biotic and abiotic factors such as wind speed, water, pH, light, temperature and biodiversity (the number of plant and animal species) and explain how they affect communities; 1.7.3 describe how to use quadrats to investigate changes in the distribution and population of organisms within a sample area of a habitat, limited to belt transect and random sampling; use quadrats to investigate the abundance of plants and/or animals in a habitat (Prescribed Practical B4); Competition 1.7.4 account for the distribution of plants and animals by describing how the organisms found have adapted to their environment and the competition for resources – water, light, space and minerals in plants and water, food, territory, mates and predators in animals – that can affect population growth and how humans influence the normal balance of ecosystems; and Role of the Sun 1.7.5 demonstrate knowledge and understanding that the as energy Sun is the source of energy for most ecosystems on source Earth and demonstrate understanding of the role of green plants as producers in capturing this energy and making it available to other organisms. 19 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Food chains Students should be able to: and food webs 1.7.6 demonstrate knowledge and understanding of food chains and webs by: identifying producers and consumers; describing the differences between the trophic levels; and understanding that arrows represent consumption and the transfer of substances (carbon and nitrogen) and energy through the ecosystem; Decomposition 1.7.7 demonstrate knowledge and understanding of the decomposing action of saprophytic fungi and bacteria, including: the secretion of enzymes, extracellular digestion and absorption; recycling nutrients through the abiotic and biotic components of the ecosystem; and forming humus; 1.7.8 investigate the key features of the decay process (temperature and water content) and their effect on the rate of decomposition in aerobic and anaerobic environments; Carbon cycle 1.7.9 demonstrate knowledge and understanding of the significance of photosynthesis, respiration, combustion, fossilisation, feeding, excretion, egestion and decomposition in the carbon cycle, and how substances are constantly removed from and returned to the environment; and Nitrogen cycle 1.7.10 demonstrate knowledge and understanding of the role that microorganisms have in the nitrogen cycle, including nitrogen fixation, nitrification, denitrification and decomposition (knowledge of the names of specific bacteria is not required) and apply this to aerobic and anaerobic conditions, for example waterlogging. 20 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Minerals Students should be able to: 1.7.11 demonstrate knowledge and understanding that plants absorb minerals from the soil through root hair cells by active uptake/transport, including: absorption of nitrates for proteins; root hair cells as specialised cells that are adapted to absorbing minerals and water from the soil by having an extended shape, providing an increased surface area; and active uptake/transport is a process that requires energy from respiration to transport the minerals against a concentration gradient; Eutrophication 1.7.12 explain how sewage disposal and fertiliser run-off can cause eutrophication, including: nitrates stimulating growth of aquatic plants and algae; aquatic plants and algae dying due to subsequent nitrate depletion and shading; the role of aerobic microorganisms in the decomposition of plants and algae; and the consequences of oxygen depletion on other aquatic vertebrates and invertebrates. 21 CCEA GCSE Double Award Science from September 2017 3.2 Biology Unit B2: Body Systems, Genetics, Microorganisms and Health In this unit, students focus on osmosis and plant transport, the circulatory system, reproduction, fertility and contraception, genome, chromosomes, genes and DNA, cell division and genetics, variation and selection, microorganisms, defence mechanisms and cancer. Students develop their understanding of the processes involved in maintaining all life and investigate problems that arise due to genetic or environmental causes. Students also explore the issues associated with non-communicable diseases such as heart attacks, strokes and cancer. Osmosis and Plant Transport In this section, students investigate the transport of water between the cells and organs of a plant. Content Learning Outcomes 2.1 Students should be able to: Osmosis and investigate the process of osmosis by measuring the change plant transport in length or mass of plant tissue or model cells, using Visking tubing (Prescribed Practical B5); Osmosis, 2.1.1 identify changes in plant cell structure that occur in plasmolysis plasmolysed and turgid cells due to osmosis (linked to and 1.1.3); turgidity 2.1.2 explain osmosis as diffusion of water molecules from a dilute solution to a more concentrated solution, through a selectively permeable membrane; 2.1.3 explain how osmosis causes plant cells to become plasmolysed and turgid and demonstrate knowledge and understanding of the role of the cell wall in limiting the entry of water; and The potometer use a potometer (bubble and weight potometer) to investigate the factors affecting the rate of water uptake by a plant and washing line method to investigate the factors affecting the rate of water loss from leaves (Prescribed Practical B6). 22 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Transpiration Students should be able to: 2.1.4 define transpiration as evaporation from mesophyll cells followed by diffusion through airspaces and stomata (linked to 1.2.6); 2.1.5 explain how surface area, wind, temperature, humidity and light intensity affect transpiration and the rate of water uptake by a plant (linked to 1.2.6); and Uses of water 2.1.6 demonstrate knowledge and understanding that plants use water for support, transport, transpiration and photosynthesis. 23 CCEA GCSE Double Award Science from September 2017 The Circulatory System In this section, students learn about the role of the circulatory system along with its components and their functions. They also investigate the effects of exercise on the circulatory system. Content Learning Outcomes 2.2 Students should be able to: The circulatory 2.2.1 use a microscope to examine a blood smear, system identify the component parts and demonstrate Blood understanding of their function: components red cells are a specialised cell adapted to oxygen transport – biconcave shape, absence of nucleus and haemoglobin containing iron; white cells are a defence against disease; platelets have a role in converting fibrinogen to fibrin, causing blood clotting and scab formation; and plasma transports cells, food molecules, carbon dioxide, hormones and urea; Cell lysis 2.2.2 demonstrate knowledge and understanding of the effect of placing red blood cells in water, causing cell lysis (linked to 1.1.2 and 1.6.9); Blood vessels 2.2.3 describe the structure of blood vessels (arteries, veins and capillaries) and relate their structures to their functions, including: wall thickness; presence of muscle and elastic fibres; lumen diameter; and presence of valves; and 2.2.4 demonstrate knowledge and understanding of the role of the different types of blood vessel, including: arteries carrying blood under high pressure away from the heart (usually oxygenated blood); veins carry (usually deoxygenated) blood under low pressure towards the heart with valves that maintain the direction of flow; and capillaries allowing the exchange of material with tissues through permeable walls. 24 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Blood vessels Students should be able to: (cont.) 2.2.5 name and demonstrate knowledge and understanding of the functions of blood vessels entering and leaving the heart, lungs, liver, kidneys and intestine, describing the sequence and direction of flow in double circulation of oxygenated and deoxygenated blood; Effects of 2.2.6 investigate the effects of exercise on the pulse rate exercise and describe how the circulatory system benefits from regular exercise – strengthened heart muscle and increased cardiac output when at rest; and The heart 2.2.7 examine the heart and relate its structures to the function of a unidirectional pump, including identifying the four chambers, valves, thickness of muscle wall and coronary blood vessels. 25 CCEA GCSE Double Award Science from September 2017 Reproduction, Fertility and Contraception In this section, students develop their understanding of human reproduction. They also address fertility issues and examine contraception as a mechanism for preventing pregnancy. Content Learning Outcomes 2.3 Students should be able to: Reproduction, 2.3.1 demonstrate knowledge and understanding of the fertility and structure and function of the male reproductive contraception system, including the testes, urethra, scrotum, penis, sperm tube and prostate gland; 2.3.2 demonstrate knowledge and understanding of the structure and function of the female reproductive system, including the ovaries, oviducts, uterus, cervix and vagina; Sperm 2.3.3 demonstrate knowledge and understanding that: formation sperm cells are specialised cells (linked to 1.1.5) and pregnancy formed by meiosis and are adapted to their function by having a haploid nucleus, mitochondria for energy production (linked to 1.1.2) and a flagellum for swimming; fertilisation takes place in the oviducts when the haploid sperm and egg nuclei fuse to give a diploid zygote; the zygote divides by mitosis many times to form a ball of cells as it travels down the oviduct to the uterus; after implantation in the uterus lining, the embryo then differentiates to produce a variety of tissues and organs; the placenta is adapted for diffusion by having a large surface area for exchanging dissolved nutrients, oxygen, carbon dioxide and urea and explain the role of villi in providing these adaptations; these substances are carried to or from the foetus in the blood vessels in the umbilical cord; and the amnion and amniotic fluid cushion the foetus. 26 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Sex hormones Students should be able to: 2.3.4 demonstrate knowledge and understanding that testosterone, produced by the testes, and oestrogen, produced by the ovaries, are sex hormones (linked to 1.6.6) and recall the secondary sexual characteristics they cause to develop; Menstrual 2.3.5 describe the events of the menstrual cycle, cycle including menstruation, ovulation, the time when fertilisation is most likely to occur and the roles of oestrogen and progesterone; Infertility 2.3.6 explain some of the causes of infertility and the following developments in fertility treatment: the use of hormones to produce multiple ova; in vitro fertilisation; and the transfer of several embryos into the uterus; and Contraception 2.3.7 examine how different methods of contraception work and evaluate the advantages and disadvantages of each, including: mechanical – the condom (male and female) as a barrier to prevent the passage of sperm and also prevent the spread of sexually transmitted infections (such as HIV leading to AIDS) some of which can lead to infertility if left untreated, for example chlamydia; chemical – the contraceptive pill and implants, which change hormone levels and stop the development of the ovum; surgical – male and female sterilisation to prevent the passage of sperm and ova respectively; and an awareness that contraception can raise ethical issues for some people. 27 CCEA GCSE Double Award Science from September 2017 Genome, Chromosomes, Genes, DNA and Genetics In this section, students develop understanding of the structure and function of chromosomes, genes and DNA. Students investigate the processes of cell division and monohybrid genetics. Students develop understanding that mutation can occur in genetic codes and they investigate opportunities and moral issues that are linked to our developing understanding in this area. They also learn about genetic engineering. Content Learning Outcomes 2.4 Students should be able to: Genome, 2.4.1 describe the genome as the entire genetic material chromosomes, of an organism; DNA and genetics Chromosomes 2.4.2 identify and describe chromosomes as genetic structures occurring in functional pairs in the nucleus of cells, except gametes and bacteria (linked to 1.1.2 and 1.1.4); Genes and 2.4.3 identify and describe genes and alleles as sections of alleles chromosomes made up of short lengths of DNA that operate as functional units to control characteristics and demonstrate understanding that alleles are different forms of the same gene; DNA structure 2.4.4 demonstrate knowledge and understanding of the structure of DNA, including: a phosphate and sugar (deoxyribose) backbone with interlinking bases to form a double helix; base pairing rules and the unique nature of an individual’s DNA; and the link between the DNA code and the build-up of amino acids in the correct sequence to form protein: the base triplet hypothesis (transcription and translation not required); and Cell division 2.4.5 demonstrate knowledge and understanding of mitosis as part of the cell cycle, limited to cell growth and cell division, which allows organisms to: grow; replace worn out cells; and repair damaged tissue. 28 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Mitosis Students should be able to: 2.4.6 outline mitosis as the exact duplication of chromosomes producing daughter cells that are genetically identical to parent cells and clones (names of phases and details of DNA replication not required); Meiosis 2.4.7 demonstrate knowledge and understanding of meiosis as reduction division (one cell producing four genetically different, haploid daughter cells) and as a process that, through independent assortment, reassorts the chromosomes to provide variation (crossing over and the stages of meiosis are not required); Genetic 2.4.8 demonstrate knowledge and understanding of and diagrams and interpret genetic diagrams consisting of a single terminology characteristic controlled by a single gene with two alleles (monohybrid cross) in plants, animals and humans, including: dominant and recessive alleles; genotype, phenotype, gamete and offspring ratios, percentages and probabilities; homozygous and heterozygous genotypes; Punnett squares to determine genotype frequencies; test (back) crosses to determine an unknown genotype; and pedigree diagrams; The X and Y 2.4.9 demonstrate knowledge and understanding of how chromosomes sex is determined in humans; and Genetic 2.4.10 demonstrate knowledge and understanding of and conditions explain the inheritance of these genetic conditions: haemophilia; cystic fibrosis; Huntington’s disease; and Down’s syndrome. 29 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Genetic Students should be able to: screening 2.4.11 explore the increasing understanding of the human genome and evaluate associated ethical issues of genetic screening, including: who decides who will be tested; benefits and risks of amniocentesis compared to blood tests; the dilemma for carriers of genetic conditions after a test that diagnoses abnormalities; and making genetic information available to wider society, for example insurance companies; and Genetic 2.4.12 demonstrate knowledge and understanding of engineering genetic engineering as a process that modifies the genome of an organism to introduce desirable characteristics, including: the basic techniques used to produce human insulin for treatment of diabetes (transfer of a human insulin gene into a plasmid of a bacterial cell to form a genetically modified bacterium that can then be cultured in a fermenter to produce human insulin); using restriction enzymes to produce ‘sticky ends’; the need for down streaming (extraction, purification and packaging) to produce a pure form of insulin that can be used to treat diabetes; and the advantages of producing human insulin and other products by this method. 30 CCEA GCSE Double Award Science from September 2017 Variation and Natural Selection In this section, students develop understanding of the nature of variation in living organisms and the relationship between variation and selection. Content Learning Outcomes 2.5 Students should be able to: Variation and 2.5.1 investigate variation in living things and display data natural selection using appropriate graphical techniques, including: Types of height and length as examples of continuous Variation variation (histogram); and tongue rolling and hand dominance as examples of discontinuous variation (bar chart); 2.5.2 demonstrate knowledge and understanding that variation in living organisms has: a genetic basis – mutations (random changes in the number of chromosomes or the structure of a gene) and sexual reproduction produce different phenotypes in a population; and an environmental basis influencing the development of a phenotype (for example height in humans); and Natural 2.5.3 demonstrate knowledge and understanding of how selection variation and natural selection may lead to evolution or extinction, including: variation in the phenotypes of a population; competition for resources often leading to differential survival of the best adapted phenotypes, for example antibiotic resistance; surviving phenotypes are more likely to reproduce and pass on their genes to the next generation; the theory of evolution as a continuing process of natural selection that leads to gradual changes in organisms over time, which may result in the formation of a new species; and extinction of a species over time as a consequence of failure to adapt to environmental change. 31 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Selective Students should be able to: breeding 2.5.4 explain selective breeding in food plants and domesticated animals as a process in which: humans select individual plants or animals for their desirable genetic characteristics, for example appearance, increased food quantity or quality or disease resistance, and breed them to produce offspring; and repeated selection and breeding over many generations causes all the offspring to show the desired characteristic. 32 CCEA GCSE Double Award Science from September 2017 Health, Disease, Defence Mechanisms and Treatments In this section, students learn about how diseases are caused by microorganisms and explore the body’s defence mechanisms against disease. They explore the role of vaccinations and medicines in our lives and the adverse effects of misusing drugs. They also explore the causes of heart attacks, strokes and cancer along with some of the treatments for these diseases. Content Learning Outcomes 2.6 Students should be able to: Health, disease, 2.6.1 define health as being free from communicable and defence non-communicable disease; mechanisms and treatments 2.6.2 explain the costs to society of communicable and non-communicable diseases, including the economic cost of treatment for the National Health Service; Communicable 2.6.3 demonstrate knowledge and understanding of the diseases types of communicable diseases caused by microorganisms, how they are spread, prevented and treated, including: bacteria (chlamydia, salmonella and tuberculosis); viruses (HIV leading to AIDS, cold and flu and human papilloma virus (HPV)); and fungi (athlete’s foot and potato blight); and Aseptic 2.6.4 safely use aseptic techniques to grow uncontaminated techniques colonies of bacteria in nutrient broth or on an agar plate, including: sterilising Petri dishes, culture media, inoculating loops and culture bottles by autoclaving, flaming and alcohol to kill unwanted microorganisms; needing to keep Petri dishes partially covered and to work near a Bunsen burner during inoculation to reduce the risk of contamination by microorganisms from the air; incubating sealed Petri dishes at a maximum temperature of 25°C to avoid growth of pathogens; and cleaning work surfaces and hands and safely disposing of bacterial cultures by autoclaving. 33 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes The body’s Students should be able to: defence 2.6.5 demonstrate knowledge and understanding of the mechanisms body’s defence mechanisms, including: the skin, mucous membranes and blood clotting; the production of antibodies by white blood cells (lymphocytes) in response to antigens; the role of antibodies in defence – antibody-antigen reaction, clumping, reduced spread of disease microorganisms and symptoms; the role of phagocytes in engulfing and digesting microorganisms; the role of memory lymphocytes in a secondary response; and immunity, in terms of active and passive; Antibiotics 2.6.6 demonstrate knowledge and understanding that antibiotics, for example penicillin, are chemicals produced by fungi that are used against bacterial diseases to kill bacteria or reduce their growth; Antibiotic- 2.6.7 demonstrate knowledge and understanding of the resistant implications on the health of the population of: bacteria overuse of antibiotics leading to bacterial resistance, resulting in the development of superbugs such as MRSA; and procedures to reduce the incidence of superbugs and why they are difficult to eradicate; and Vaccinations 2.6.8 demonstrate knowledge and understanding of the role of vaccines, including: the use of modified disease-causing organisms to produce raised antibody levels and memory lymphocyte levels in the blood; and the role of booster vaccinations and the interpretation of graphs of blood antibody levels. 34 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Non- Students should be able to: communicable 2.6.9 recall that many non-communicable diseases may diseases involve interactions between different types of disease and are caused by the interaction of these factors: inherited – some people may carry a gene that predisposes them to some cancers; and lifestyle, including: – poor diet: excess sugar and fat intake; – lack of exercise: energy used in exercise being lower than energy intake is the cause of obesity; – overexposure to the Sun: ultraviolet (UV) radiation causes mutations leading to skin cancer; – misuse of drugs: alcohol: binge drinking can cause liver disease and affect foetal development (foetal alcohol syndrome); tobacco smoke: tar can cause bronchitis (narrowing of bronchi and bronchioles), emphysema (damage to alveoli reducing the surface area for gas exchange) and lung cancer (abnormal cell division); nicotine is addictive and affects heart rate; and carbon monoxide combines with red blood cells to reduce the oxygen-carrying capacity of the blood; and 2.6.10 describe the interactions between different types of disease: obesity causing cardiovascular diseases and Type 2 diabetes. 35 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Heart attacks Students should be able to: and strokes 2.6.11 demonstrate knowledge and understanding of the cause and effect of a blockage in a blood vessel: a blockage caused by a build-up of cholesterol deposits leads to clot formation; restricted blood flow means less oxygen and glucose reaching cells, and the resulting reduced cell respiration leads to cell death; a blockage in the coronary blood vessels restricts blood flow to the heart muscle and causes death of heart muscle cells (heart attack); and a blockage in the blood vessels to the brain causes death of brain cells, resulting in reduced brain function (stroke); 2.6.12 explain these treatments for cardiovascular disease: angioplasty and stents; and statins and aspirin; 2.6.13 recall that certain lifestyle factors increase or reduce the risk of heart disease and strokes (excess dietary fats, smoking, stress and lack of exercise); Cancer 2.6.14 recall that uncontrolled cell division produces cancer cells, which can result in two types of tumour: benign (encapsulated and not spreading) and malignant (capable of spreading); and 2.6.15 appreciate how lifestyle choices can affect the risk of developing certain types of cancer, for example cervical (HPV vaccine), lung (smoking) and skin (UV radiation). 36 CCEA GCSE Double Award Science from September 2017 3.3 Chemistry Unit C1: Structures, Trends, Chemical Reactions, Quantitative Chemistry and Analysis In this unit, students cover atomic structure, bonding, structures, nanoparticles, symbols, formulae and equations, the Periodic Table, quantitative chemistry, acids, bases and salts, and chemical analysis. Students begin to develop understanding that all chemical elements are made up of atoms that consist of subatomic particles, and they use the arrangement of the electrons to explain what happens when elements react. They explain ionic, covalent and metallic bonding and describe the properties of the structures that form. They use this knowledge and understanding to write formulae and balanced symbol equations, and to explain the reactions of acids and alkalis. Atomic Structure In this section, students learn about atomic structures. They begin to develop understanding that all chemical elements are made up of atoms that consist of nuclei and electrons. They use data to deduce the number and arrangement of the subatomic particles in atoms, ions and isotopes. Content Learning Outcomes 1.1 Students should be able to: Atomic structure 1.1.1 describe the structure of an atom as a central positively charged nucleus containing protons and neutrons (most of the mass) surrounded by orbiting electrons in shells; 1.1.2 state the relative charges and approximate relative masses of protons, neutrons and electrons; 1.1.3 define atomic number as the number of protons in an atom; 1.1.4 define mass number as the total number of protons and neutrons in an atom; 1.1.5 demonstrate knowledge and understanding that an atom as a whole has no electrical charge because the number of protons is equal to the number of electrons; and 1.1.6 calculate the number of protons, neutrons and electrons in an atom or an ion and deduce the charge on an ion or determine the number of subatomic particles given the charge. 37 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes 1.1 Students should be able to: Atomic structure 1.1.7 write and draw the electronic configuration (structure) (cont.) of atoms and ions with atomic number 1–20; 1.1.8 define isotopes as atoms of an element with the same atomic number but a different mass number, indicating a different number of neutrons; 1.1.9 interpret data on the number of protons, neutrons and electrons to identify isotopes of an element; 1.1.10 calculate the relative atomic mass of elements from the mass number and abundances of its isotopes; and 1.1.11 recall that a compound is two or more elements chemically combined. 38 CCEA GCSE Double Award Science from September 2017 Bonding In this section, students use the arrangement of electrons in atoms to explain what happens when elements react. They examine ionic, covalent and metallic bonding. Content Learning Outcomes 1.2 Students should be able to: Bonding 1.2.1 demonstrate knowledge and understanding that an Ionic bonding ion is a charged particle formed when an atom gains or loses electrons and a molecular ion is a charged particle containing more than one atom; 1.2.2 define the terms cation and anion; 1.2.3 explain, using dot and cross diagrams, how ions are formed and how ionic bonding takes place in simple ionic compounds, limited to elements in Groups 1 (I) and 2 (II) with elements in Groups 6 (VI) and 7 (VII), the ions of which have a noble gas electronic configuration; 1.2.4 demonstrate knowledge and understanding that: ionic bonding involves attraction between oppositely charged ions; ionic bonds are strong; and substantial energy is required to break ionic bonds; 1.2.5 recognise that ionic bonding is typical of metal compounds; Covalent 1.2.6 describe a single covalent bond as a shared pair of bonding electrons; 1.2.7 explain, using dot and cross diagrams, how covalent bonding occurs in H2, Cl2, HCl, H2O, NH3, CH4 and similar molecules and label lone pairs of electrons; 1.2.8 draw dot and cross diagrams and indicate the presence of multiple bonds in O2, N2 and CO2 ; and 1.2.9 recognise covalent bonding as typical of non-metallic elements and compounds. 39 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Covalent Students should be able to: bonding (cont.) 1.2.10 demonstrate knowledge and understanding that a molecule is two or more atoms covalently bonded and that diatomic means there are two atoms covalently bonded in a molecule; 1.2.11 demonstrate knowledge and understanding that covalent bonds are strong and substantial energy is required to break covalent bonds; 1.2.12 demonstrate knowledge and understanding that a covalent bond may be represented by a line; and Metallic 1.2.13 demonstrate knowledge and understanding that bonding metallic bonding results from the attraction between the positive ions in a regular lattice and the delocalised electrons. 40 CCEA GCSE Double Award Science from September 2017 Structures In this section, students examine the structural models of ionic lattices and molecular covalent, giant covalent and metallic structures. They use these accepted models to explain the properties and uses of the different structures. Content Learning Outcomes 1.3 Students should be able to: Structures 1.3.1 use the accepted structural model for giant ionic Ionic structures lattices to explain the physical properties of ionic substances such as sodium chloride, including melting point, boiling point and electrical conductivity (diagram of giant ionic lattice is not expected); 1.3.2 recall that most ionic compounds are soluble in water; Molecular 1.3.3 use the accepted structural model for molecular covalent covalent structures to explain the physical properties structures of molecular covalent structures such as iodine and carbon dioxide, including melting point, boiling point and electrical conductivity; 1.3.4 demonstrate knowledge and understanding that the intermolecular forces between covalent molecules are weak forces called van der Waals’ forces; 1.3.5 recall that many covalent molecular substances are insoluble in water; Giant covalent 1.3.6 demonstrate knowledge and understanding of the structures giant covalent structure of carbon (diamond) and carbon (graphite), and predict and explain their physical properties, including: electrical conductivity; hardness; melting point and boiling point; and their uses in cutting tools (diamond), lubricants and pencils (graphite); and Metallic 1.3.7 use the accepted structural model for metals to structures predict and explain their structure and physical properties including melting point, malleability, ductility and electrical conductivity. 41 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Metallic Students should be able to: structures 1.3.8 demonstrate knowledge and understanding that an (cont.) alloy is a mixture of two or more elements, at least one of which is a metal, and the resulting mixture has metallic properties; Structure and 1.3.9 demonstrate knowledge and understanding that bonding of carbon can form four covalent bonds; carbon 1.3.10 demonstrate knowledge and understanding of the structure of graphene (a single atom thick layer of graphite), explain its physical properties, including strength and electrical conductivity, and recall its uses such as those in batteries and solar cells; 1.3.11 demonstrate knowledge and understanding of the meaning of the term allotrope as applied to carbon (diamond), carbon (graphite) and graphene; and Classification 1.3.12 use given information to classify the structure of of structures substances as giant ionic lattice, molecular covalent, giant covalent or metallic. 42 CCEA GCSE Double Award Science from September 2017 Nanoparticles In this section, students gain appreciation of this emerging area of science. They study applications of nanoparticles in medicine and other fields. Content Learning Outcomes 1.4 Students should be able to: Nanoparticles 1.4.1 demonstrate knowledge and understanding that nanoparticles are structures that are 1–100 nm in size and contain a few hundred atoms; and 1.4.2 evaluate the benefits of nanoparticles in sun creams, including better skin coverage and more effective protection from the Sun’s ultraviolet rays, and the risks, such as potential cell damage in the body and harmful effects on the environment. 43 CCEA GCSE Double Award Science from September 2017 Symbols, Formulae and Equations In this section, students develop skills of writing formulae and writing and balancing symbol equations. This section may be tested throughout the specification, in both Units C1 and C2. Content Learning Outcomes 1.5 Students should be able to: Symbols, 1.5.1 recognise symbols and names for common elements formulae and and recall the diatomic elements; equations 1.5.2 interpret chemical formulae by naming the elements and stating the number of each type of atom present; 1.5.3 write chemical formulae of compounds; 1.5.4 demonstrate understanding that chemical reactions use up reactants and produce new substances called products; 1.5.5 construct word equations to describe the range of reactions covered in this specification; 1.5.6 recognise that in a chemical reaction no atoms are lost or made but they are rearranged, and as a result we can write balanced symbol equations showing the atoms involved; 1.5.7 write balanced symbol equations for all reactions covered in this specification and for unfamiliar chemical reactions when the names of the reactants and products are specified; 1.5.8 write balanced ionic equations for reactions, including reactions covered in this specification; 1.5.9 write half equations for reactions covered in this specification where appropriate; and 1.5.10 demonstrate knowledge and understanding that in chemical equations the three states of matter are shown as (s), (l) and (g), with (aq) for aqueous solutions, and include appropriate state symbols in equations for the reactions in this specification. 44 CCEA GCSE Double Award Science from September 2017 The Periodic Table In this section, students investigate how attempts to classify elements in a systematic way, including that of Mendeleev, have led, through the growth of chemical knowledge, to the modern Periodic Table. Students also examine important features of the Periodic Table and trends in Groups 1 (I) and 7 (VII). Content Learning Outcomes 1.6 Students should be able to: The Periodic Table 1.6.1 describe how Mendeleev arranged the elements in Basic structure the Periodic Table and left gaps for elements that had of the Periodic not been discovered at that time, and how this Table enabled him to predict properties of undiscovered elements; 1.6.2 demonstrate knowledge and understanding of how scientific ideas have changed over time in terms of the differences and similarities between Mendeleev’s Periodic Table and the modern Periodic Table; 1.6.3 describe an element as a substance that consists of only one type of atom and demonstrate understanding that elements cannot be broken down into simpler substances by chemical means; 1.6.4 demonstrate knowledge and understanding that a group is a vertical column in the Periodic Table and a period is a horizontal row; 1.6.5 identify and recall the position of metals and non-metals in the Periodic Table and distinguish between them according to their properties, including conduction of heat and electricity, ductility, malleability, melting point and sonority; 1.6.6 identify elements as solids, liquids and gases (at room temperature and pressure) in the Periodic Table; and 1.6.7 demonstrate knowledge and understanding that elements in the same group in the Periodic Table have the same number of electrons in their outer shell and this gives them similar chemical properties. 45 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Basic structure Students should be able to: of the Periodic 1.6.8 recall that elements with similar properties appear in Table (cont.) the same group (for example Group 1 (I) and Group 2 (II) are groups of reactive metals, Group 7 (VII) is a group of reactive non-metals and Group 0 is a group of non-reactive non-metals), locate these groups in the Periodic Table and recall the names of the groups; Group 1 (I) 1.6.9 demonstrate knowledge and understanding that the alkali metals have low density and the first three are less dense than water; 1.6.10 assess and manage risks associated with the storage and use of alkali metals and recall that alkali metals are easily cut, are shiny when freshly cut and tarnish rapidly in air; 1.6.11 demonstrate knowledge and understanding that Group 1 (I) metals react with water to produce hydrogen and a metal hydroxide, and give observations for the reactions; 1.6.12 demonstrate knowledge and understanding that alkali metals have similar chemical properties because when they react an atom loses an electron to form a positive ion with a stable electronic configuration; 1.6.13 write half equations for the formation of a Group 1 (I) ion from its atom; 1.6.14 demonstrate knowledge and understanding of how the trend in reactivity down the group depends on the outer shell of electrons of the atoms; 1.6.15 demonstrate knowledge and understanding that most Group 1 (I) compounds are white and dissolve in water to give colourless solutions; and Group 7 (VII) 1.6.16 recall data about the colour, physical state at room temperature and pressure, diatomicity and toxicity of the elements in Group 7 (VII), interpret given data to establish trends within the group and make predictions based on these trends. 46 CCEA GCSE Double Award Science from September 2017 Content Learning Outcomes Group 7 (VII) Students should be able to: (cont.) 1.6.17 recall the observations when solid iodine sublimes on heating and demonstrate understanding of the term sublimation; 1.6.18 describe how to test for chlorine gas (damp universal indicator paper changes to red and then bleaches white); 1.6.19 investigate the displacement reactions of Group 7 (VII) elements with solutions of other halides to establish the trend in reactivity within the group and make predictions based on this trend; 1.6.20 demonstrate knowledge and understanding of how the reactivity down the group depends on the outer shell electrons of the atoms