Complete lessons and workbook Content Know that chemical reactions in which heat energy is given out are described as exothermic and those in which heat energy is taken in are endothermic Describe simple calorimetry experiments for reactions such as combustion, displacement, dissolving and neutralisation Calculate the heat energy from a measured temperature change using the expression Q = mcΔT Calculate molar enthalpy change (ΔH ) from heat energy change Q Draw and explain energy level diagrams to represent exothermic and endothermic reactions Know that bond-breaking is an endothermic process and that bond-making is exothermic Use bond energies to calculate the enthalpy change during a chemical reaction

Complete lessons and workbook Content Describe the use of litmus, phenolphthalein and methyl orange to distinguish between acidic & alkaline solutions Understand how to use the pH scale, from 0–14, to classify solutions as strongly acidic (0-3), weakly acidic (4-6), neutral (7), weakly alkaline (8-10) and strongly alkaline (11-14) Describe the use of Universal Indicator to measure the approximate pH value of an aqueous solution Know that acids in aqueous solution are a source of hydrogen ions and alkalis in an aqueous solution are sources of hydroxide ions Know that metal oxides, metal hydroxides and ammonia can be classified as bases and that alkalis are bases that are soluble in water Know that bases can neutralise acids Understand acids and bases in terms of proton transfer and that an acid is a proton donor and a base is a proton acceptor Understand how to use acid-base character of oxides to classify elements as metals or non-metals Describe the combustion of elements in oxygen, including magnesium, hydrogen and sulfur Describe the reactions of hydrochloric, sulfuric and nitric acids with: metals (but not with nitric acid) bases metal carbonates Describe an experiment to prepare a pure, dry sample of a soluble salt starting from an insoluble reactant Describe an experiment to prepare a pure, dry sample of a soluble salt starting from an acid and an alkali Describe an experiment to prepare a pure, dry sample of an insoluble salt starting from two soluble reactants

Complete Lessons and workbook Content Know that alcohols contain the functional group OH Understand how to draw structural and displayed formulae for methanol, ethanol, propanol (propan-1-ol only) and butanol (butan-1-ol only), and name each compound (the names propanol and butanol are acceptable) Know that ethanol can be manufactured by: reacting ethene with steam in the presence of a phosphoric acid catalyst at a temperature of about 300 oC and a pressure of about 60–70 atm 2.the fermentation of glucose, in the absence of air, at an optimum temperature of about 30 oC and using the enzymes in yeast oxide Know that ethanol can be oxidised by: burning in air or oxygen (complete combustion) reaction with oxygen in the air to form ethanoic acid (microbial oxidation) heating with potassium dichromate(VI) in dilute sulfuric acid to form ethanoic acid Know that carboxylic acids contain the functional group COOH Understand how to draw structural and displayed formulae for unbranched chain carboxylic acids with up to four carbon atoms in the molecule, and name each compound Describe the reactions of aqueous solutions of carboxylic acids with metals and metal carbonates Know that vinegar is an aqueous solution containing ethanoic acid Know that esters contain the functional group COOR Know that ethyl ethanoate is the ester produced when ethanol and ethanoic acid react in the presence of an acid catalyst

Content Describing experiments to investigate the effects of changes in surface area of a solid, concentration of solutions, temperature and the use of a catalyst on the rate of a reaction Describing the effects of changes in surface area of a solid, concentration of solutions, pressure of gases, temperature and the use of a catalyst on the rate of a reaction Explaining the effects of changes in surface area of a solid, concentration of solutions, pressure of gases and temperature on the rate of a reaction in terms of particle collision theory Knowing that a catalyst is a substance that increases the rate of a reaction, but is chemically unchanged at the end of the reaction Knowing that a catalyst works by providing an alternative pathway with lower activation energy Skills Drawing and explaining reaction profile diagrams showing ΔH and activation energy

Topics Understanding how to represent organic molecules using empirical, molecular, structural, displayed and general formulae Knowing what is meant by the terms homologous series, functional group and isomerism Understanding how to name compounds relevant to this specification for compounds containing up to six carbon atoms Knowing that alkanes have the general formula CnH2n+2 Explaining why alkanes are classified as saturated hydrocarbons Knowing that alkenes contain the functional group >C=C< Knowing the general formula for alkenes CnH2n Explaining why alkenes are classified as unsaturated hydrocarbons Understanding how to write possible structural and displayed formulae of an organic molecule given its molecular formula Understanding how to draw the structural and displayed formulae for alkanes with up to five carbon atoms in a molecule, and to name the unbranched isomers Describing the reactions of alkanes with halogens in the presence of UV light and classify them as substitution reactions (limited to mono-substitution) Understanding how to draw structural and displayed formulae for alkenes with up to four carbon atoms and name unbranched- chain isomers cis/trans or E/Z is not required Describing the reactions of alkenes with bromine to produce dibromoalkanes Describing how bromine water can be used to distinguish between an alkane and an alkene

Complete lesson and workbook Content Understand why covalent compounds do not conduct electricity Understand why ionic compounds conduct electricity only when molten or in solution Know that anion and cation are terms used to refer to negative and positive ions respectively Describe experiments to investigate electrolysis, using inert electrodes, of molten compounds (including lead(II) bromide) and aqueous solutions (including sodium chloride, dilute sulfuric acid and copper(II) sulphate) and to predict the products electricity Write ionic half-equations representing the reactions at the electrodes during electrolysis and understand why these reactions are classified as oxidation or reduction Know that most metals are extracted from ores found in the Earth’s crust and that unreactive metals are often found as the uncombined element carbon Explain how the method of extraction of a metal is related to its position in the reactivity series, illustrated by carbon extraction for iron and electrolysis for aluminium Be able to comment on a metal extraction process, given appropriate information detailed knowledge of the processes used in the extraction of a specific metal is not required

This 20000+ word count document contains all possible 4, 6, and 10 mark questions and answers for the Weimar and Nazi Germany depth study. Each question is followed by key points, and also relevant detailed statistics.

Topics Describing the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes Understanding the role of the intercostal muscles and the diaphragm in ventilation Explaining how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries. Understanding the role of diffusion in gas exchange. Understanding the biological consequences of smoking in relation to the lungs and the circulatory system, including coronary heart disease. Practical tasks Investigating breathing in humans, including the release of carbon dioxide and the effect of exercise

Topics content Describing the structure and function of the human alimentary canal, including the mouth, esophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas Understanding how food is moved through the gut by peristalsis Understanding the role of digestive enzymes including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to amino acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases. Understanding that bile is produced by the liver and stored in the gall bladder. Understanding the role of bile in neutralising stomach acid and emulsifying lipids. Understanding how the small intestine is adapted for absorption, including the structure of a villus Understanding the role of enzymes as biological catalysts in metabolic reactions Understanding how temperature changes can affect enzyme function, including changes to the shape of active site Understanding how enzyme function can be affected by changes in pH altering the active site Practical Skills Investigating how enzyme activity can be affected by changes in temperature Investigating how enzyme activity can be affected by changes in pH

Topics Understanding the following in terms of gain or loss of oxygen and loss or gain of electrons: • Oxidation • Reduction • Redox • Oxidising agent • Reducing agent Knowing the approximate percentages by volume of the four most abundant gases in dry air Knowing the conditions under which iron rusts Understanding how the rusting of iron may be prevented by barrier methods, galvanizing and sacrificial protection Understanding how to determine the percentage by volume of oxygen in air using experiments involving the reactions of metals (e.g. iron) and non-metals (e.g. phosphorus) Understanding how metals can be arranged in a reactivity series based on their reactions with: • Water • Dilute hydrochloric or sulfuric acid Understanding how metals can be arranged in a reactivity series based on their displacement reactions between: • Metals and metal oxides • Metals and aqueous solutions of metal salts Knowing the order of reactivity of these metals: potassium, sodium, lithium, calcium, magnesium, aluminium, zinc, iron, copper, silver, gold

Topics Understanding the terms: population, community, habitat and ecosystem Understanding how abiotic and biotic factors affect the population size and distribution of organisms Understanding the term biodiversity Practical Tasks Investigating the population size of an organism in two different areas using quadrats Investigating the distribution of organisms in their habitats and measure biodiversityusing quadrats Understanding the names given to different trophic levels to include: producers, primary, secondary, tertiary consumers, and decomposers Understanding the concepts of: food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer. Understanding the transfer of substances and of energy along a food chain Understanding why only about 10% of energy is transferred from one trophic level to the next

Topics Understanding that living organisms share the following characteristics: they require nutrition they respire they excrete their waste they respond to their surroundings they move they control their internal conditions they reproduce they grow and develop Describing the levels of organisation within organisms: organelles, cells, tissues, organs and systems Describing cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplast, ribosomes and vacuole Describing the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole Knowing the similarities and differences in the structure of plant and animal cells Describint the common features shown by eukaryotic organisms: plants, animals, fungi and protoctists Plants: these are multicellular organisms; their cells contain chloroplasts and are able to carry out photosynthesis; their cells have cellulose cell walls; they store carbohydrates as starch or sucrose. Examples include flowering plants, such as a cereal (for example,maize), and a herbaceous legume (for example, peas or beans). Animals: these are multicellular organisms; their cells do not contain chloroplasts and are not able to carry out photosynthesis; they have no cell walls; they usually have nervous co-ordination and are able to move from one place to another; they often store carbohydrate as glycogen. Examples include mammals (for example, humans) and insects (for example, housefly and mosquito). Fungi: these are organisms that are not able to carry out photosynthesis; their body is usually organised into a mycelium made from threadlike structures called hyphae, which contain many nuclei; some examples are single-celled; their cells have walls made of chitin; they feed by extracellular secretion of digestive enzymes onto food material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled. Protoctists: these are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria.

Topics Understanding the process of photosynthesis and understand its importance in conversion of light energy to chemical energy Knowing the word equation and the balanced chemical symbol equation for photosynthesis Understanding how varying carbon dioxide concentration, light intensity and temperature affects the rate of photosynthesis Describing the structure of the leaf and explain how it is adapted for photosynthesis Understanding that plants require mineral ions for growth and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids Practical Tasks Investigating photosynthesis, showing: the evolution of oxygen from a water plant the production of starch the requirements of light, carbon dioxide and chlorophyll Maths Skills Calculating percentage changes Drawing graphs using SLAPUK Practical skills in this topic Making accurate predictions of experimental outcomes Identify and explain the variables in an experiment Understanding the difference between biotic and abiotic variables Explaining how to increase the accuracy and precision of an experiment

Topics Understanding how organisms are able to respond to changes in their environment Understanding that a coordinated response requires a stimulus, a receptor and an effector Describing how nervous and hormonal communication control responses and understand the differences between the two systems Understanding that the central nervous system consists of the brain and spinal cord and is linked to sense organs by nerves Understanding that stimulation of receptors in the sense organs sends electrical impulses along nerves into and out of the central nervous system, resulting in rapid responses Understanding the role of neurotransmitters at synapses Describing the structure and functioning of a simple reflex arc illustrated by the withdrawal of a finger from a hot object Describe the structure and function of the eye as a receptor Understanding the function of the eye in focusing near and distant objects, and in responding to changes in light intensity

This 20000+ word count document contains all possible 4, 6, and 10 mark questions and answers for the international relations topic(eg. road to war, treaty of versailes and the league of nations)… Each question is followed by key points, and also relevant detailed statistics.

Topics Understanding how the process of respiration produces ATP in living organisms Knowing that ATP provides energy for cells Describing the differences between aerobic and anaerobic respiration Knowing the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms. Knowing the word equation for anaerobic respiration in plants and in animals. Practical Skills Investigating the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms

Topics Content Understanding that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre Identify the sources and describe the functions of carbohydrate, protein, lipid (fats and oils), vitamins A, C and D, the mineral ions calcium and iron, water and dietary fibre as components of the diet Understanding how energy requirements vary with activity levels, age and pregnancy Identifying the chemical elements present in carbohydrates, proteins and lipids (fats and oils) Describing the structure of carbohydrates, proteins and lipids as large molecules made up from smaller basic units: starch and glycogen from simple sugars protein from amino acids lipid from fatty acids and glycerol Pratical Skills Investigate food samples for the presence of glucose, starch, protein and fat 2.Investigate the energy content in a food sample

Contains all necessary quotes and explanations needed to answer all aspects of the Islam Topic in AQA GCSE religious studies

Complete lessons and workbook Content Understand how the formulae of simple compounds can be btained experimentally, including metal oxides, water and alts containing water of crystallisation Know what is meant by the terms empirical and molecular ormula Calculate empirical and molecular formulae from xperimental data Calculate reacting masses using experimental data and hemical equations Calculate percentage yield Describe the formation of carbon dioxide from the thermal ecomposition of metal carbonates, including copper (II) arbonate Understand how to carry out calculations involving gas olumes and the molar volume of a gas (24 dm3 and 24,000 m3 at room temperature and pressure (rtp))