SOW Combined Science

Scheme of work
Cambridge IGCSE®
Combined Science
0653
Scheme of work – Cambridge IGCSE® Combined Science (0653)
Contents
Overview (Biology)................................................................................................................................................................................................................................. 4
Unit 1: Cells and cell processes............................................................................................................................................................................................................ 8
Unit 3: Plant nutrition and transport................................................................................................................................................................................................... 20
Unit 4: Respiration and gas exchange................................................................................................................................................................................................ 26
Unit 5: The human transport system.................................................................................................................................................................................................. 31
Unit 6: Coordination and response..................................................................................................................................................................................................... 35
Unit 7: Reproduction in plants............................................................................................................................................................................................................ 37
Unit 8: Human reproduction................................................................................................................................................................................................................ 41
Unit 9: Energy flow in ecosystems..................................................................................................................................................................................................... 46
Unit 10: Human influences on the ecosystem................................................................................................................................................................................... 51
Overview (Chemistry)........................................................................................................................................................................................................................... 55
Unit 1: Experimental techniques......................................................................................................................................................................................................... 60
Unit 2: Particles, atomic structure, chemical bonding and the Periodic Table............................................................................................................................... 63
Unit 3: Air and water............................................................................................................................................................................................................................. 71
Unit 4: Acids, bases and salts............................................................................................................................................................................................................. 74
Unit 5: Reaction rates........................................................................................................................................................................................................................... 77
Unit 6: Metals and the reactivity series.............................................................................................................................................................................................. 80
Unit 7: Organic chemistry.................................................................................................................................................................................................................... 83
Unit 8: Amount of substance............................................................................................................................................................................................................... 87
V1 3Y09 Cambridge IGCSE Combined Science (0653) 2

Unit 9: Redox, electrochemistry and Group VII................................................................................................................................................................................. 89
Overview (Physics)............................................................................................................................................................................................................................... 93
Unit 1: Motion........................................................................................................................................................................................................................................ 97
Unit 2: Matter and forces..................................................................................................................................................................................................................... 99
Unit 3: Energy, work and power........................................................................................................................................................................................................ 103
Unit 4: Simple kinetic molecular model of matter............................................................................................................................................................................ 107
Unit 5: Matter and thermal properties............................................................................................................................................................................................... 109
Unit 6: Transfer of thermal energy..................................................................................................................................................................................................... 111
Unit 7: Waves...................................................................................................................................................................................................................................... 114
Unit 8: Light......................................................................................................................................................................................................................................... 116
Unit 9: Electromagnetic spectrum..................................................................................................................................................................................................... 119
Unit 10: Sound.................................................................................................................................................................................................................................... 121
Unit 11: Electricity.............................................................................................................................................................................................................................. 123
Unit 12: Electric circuits..................................................................................................................................................................................................................... 127

Scheme of work – Cambridge IGCSE® Combined Science (Biology) (0653)
Overview (Biology)
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0653 has been broken down into teaching units with suggested
teaching activities and learning resources to use in the classroom.
The aim of this scheme of work is to set out a progression through the syllabus content, and to give ideas for activities, together with references to relevant internet
websites.
The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and
understanding to tackle the more challenging issues.
Recommended prior knowledge

It is recommended that learners who are beginning this course should have previously studied a science curriculum or equivalent national educational frameworks.
Learners should also have adequate mathematical skills for the content contained in this syllabus.
Outline
There are many activities described throughout this scheme of work. They are only suggestions, and there are many other useful activities to be found in the
materials referred to in the learning resource list.
The scheme of work is intended to give ideas to teachers upon which they can build. It is certainly not intended that teachers undertake all of the activities shown in
the various units but rather to offer choices which could depend on the unique location, learners and resources in each school.
There are opportunities for differentiation by resource, length, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of
work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated
to a task is another possible area for differentiation. Suggestions for assessment are included in each unit.

The units for biology within this scheme of work are:
Unit Topic Content
 Characteristics of living organisms

Cells and cell processes
 Cell structure and organisation
Unit 1
Syllabus sections B1, B2, B3
 Nutrients
Animal nutrition  Animal nutrition
Unit 2
Syllabus section B4
 Plant nutrition
Plant nutrition and transport  Transport in plants
Unit 3
Syllabus sections B4 and B5
 Respiration and energy

 Gas exchange
Unit 4 Respiration and gas exchange
Syllabus section B6
 Transport in humans
Unit 5 The human transport system
Syllabus section B5
 Hormones
 Tropic responses
Unit 6 Co-ordination and response
Syllabus section B7
 Asexual and sexual reproduction

 Sexual reproduction in plants
Unit 7 Reproduction in plants
Syllabus section B8

Unit Topic Content
 Sexual reproduction in humans

Unit 8 Human reproduction
Syllabus section B8
 Energy flow
 Food chains and food webs
Unit 9 Energy flow in ecosystems  The carbon cycle
Syllabus section B9
 Agriculture
 Pollution
Unit 10 Human influences on the ecosystem
Syllabus section B10
Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to specimen and past
question papers, mark schemes and a resource list. We also offer online and face-to-face training; details of forthcoming training opportunities are posted online.
An editable version of this course outline is available on Teacher Support. Go to http://teachers.cie.org.uk. The course outline is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk
Textbooks:
An Atlas of Histology, Freeman and Bracegirdle. Heinemann Educational. ISBN: 9780435603113
Biology for IGCSE, Williams, G., Fosbery, R. and Adams, J. Nelson Thornes 2009.ISBN: 9781408500170
Cambridge IGCSE Biology Coursebook with CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2009.ISBN: 9780521147798
Cambridge IGCSE Biology Teacher's Resource CD-ROM, Jones, M. and Jones, G. Cambridge University Press, 2010. CD-ROM ISBN: 9780521176170
Cambridge IGCSE Biology Workbook, Jones, M. and Jones, G. Cambridge University Press, 2010.ISBN: 9780521124430
Complete Biology for Cambridge IGCSE, Ron Pickering. Oxford University Press, 2011.ISBN: 9780199138760
Complete Biology for Cambridge IGCSE Teacher's Resource Kit (with CD-ROM), Ron Pickering. Oxford University Press, 2011.ISBN: 9780199138791
Experiment Simulator CD-ROM: Experiments for IGCSE, GCSE and A Level. Cambridge Assessment. Cambridge Hitachi, 2005.ISBN: 9781845651404
IGCSE Biology, Jones, M. Heinemann, 2009.ISBN: 9780435966805

IGCSE Biology, Mackean, D G. Hodder Education, 2009.ISBN: 9780340981863
IGCSE Biology for CIE, Clegg, J. and Smith, M. Collins Educational, 2006.ISBN: 9780007755424
IGCSE Biology Revision Guide, Pickering, R. Oxford University Press, 2009.ISBN: 978019915265-0
IGCSE Biology Study Guide, Hayward, Dave. Hodder Education, 2005.ISBN: 9780719579042
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
site's owners (or their products/services).
The particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked
and only the particular resources are recommended.
Cambridge IGCSE Biology webpage:

www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=837
IGCSE Bitesize Biology – BBC:

www.bbc.co.uk/schools/gcsebitesize/biology/
SAPS (Science and Plants for Schools):

www.saps.org.uk/
Practical Biology:
www.practicalbiology.org/
Society of Biology:
www.societyofbiology.org/home

Unit 1: Cells and cell processes

Learners can come to this unit with very little prior knowledge. This unit can provide an introduction to the Biology course. The seven characteristics of living things
form a basis from which the themes underlying many biological concepts can be developed. In order to understand diffusion and properties of enzymes, they will
need some understanding of particle theory. Some knowledge of catalysts will be helpful, and learners should know a little about simple chemical reactions and how
to represent these by word equations. The concept of pH should also be understood at a simple level.
Context
This unit covers some fundamental topics that will be drawn on in all the units that follow. The basic structure of cells provides essential basic knowledge which will
be used and developed in future units. Knowledge of diffusion provides the foundation for understanding transport, digestion and gaseous exchange. Knowledge of
enzymes and their action is required before digestion is covered in Unit 2.
Outline
The unit considers the special features that make living things different from non-living objects. The structure and functions of animal and plant cells is studied. Some
particular examples of specialised cells are then considered, which introduces the idea of structural adaptations for particular functions. Movement of substances
within, and into living organisms by diffusion is studied. The basic nature and properties of enzymes are considered, including effects of temperature and pH on
enzyme action.
(Please note: (S) in bold denotes material in the Supplement (Extended syllabus) only)
Syllabus ref Learning objectives Suggested teaching activities Learning resources
B1 Characteristics of living
organisms
B1 1 List and describe the Activities can include: Biology for IGCSE, Williams et al. p2–3
characteristics of living organisms 1. The comparison of the characteristics of living organisms with
those of non-living things – for example, what are the
characteristic of life shown by a petrol engine. The comparison
is clear when written in a table.
2. The mnemonic, MRS GREN is useful to remember the seven
characteristics.
3. Learners should understand that single-celled organisms, plants

and animals all have these characteristics. 0653 past examination question:
Jun 2012 Paper 21 Q9(a)
Learner progress could be assessed using the 0653 past examination
question 9(a) from Jun 2012 Paper 21 Past papers can be accessed on
Teacher Support at
http://teachers/cie/org/uk
B2 Cells
B 2.1 Cell structure and organisation
B2 2.1.1 Cells in living organisms Palisade cells can be seen using prepared slides or transparencies of Biology for IGCSE, Williams et al. p18
State that living organisms are leaf sections.
made of cells PowerPoint presentation – Cells and
Learners can make their own slides of freshwater filamentous algae, Tissues:
B2 2.1.2 Identify and describe the structure Elodea or moss that can be mounted in a drop of water on a slide and www.biology-resources.com/biology-
of a plant cell (palisade cell) and viewed with a microscope. CD.html
an animal cell (liver cell) as seen
under a light microscope Liver cells can be observed from photographs but to give some idea of Illustrations of cells:
animal cells, it may be possible to make temporary mounts of cells taken www.cellsalive.com/
B2 2.1.4 Describe the differences in from the skin of the wrist. Wash the inside of the wrist and place a piece
structure between typical animal of scotch tape onto this part of the wrist. Pull off the scotch tape and An Atlas of Histology, Freeman and
and plant cells view the cells under the microscope. Bracegirdle – an excellent reference
book for teachers.
Extension – Learners can also make models of a plant cell and / or an
animal cell to gain an idea of the orientation of the main structures of Cell structure:
each type of cell. A shoe box can represent the cell wall of a plant cell. www.exploratorium.edu/imaging_station
and a plastic bag inside, the cell membrane. This can be filled with /activities/classroom/elodea_exploration
‘cytoplasm’, wallpaper paste. Organelles can then be made and floated s/ca_elodea_explorations.php
in the ‘cytoplasm’.
Revision – Cell structure:
Show video clip – cell structure: www.s-
www.bbc.co.uk/learningzone/clips/parts-of-plant-and-animal- cool.co.uk/gcse/biology/cells/revise-
cells/10602.html it/plant-and-animal-cells
Learner progress could be assessed using 0653 past paper examination 0653 past examination questions:
questions listed opposite. Core

Nov 2011 Paper 21 Q6(c)

Jun 2012 Paper 21 Q6(d)
Supplement
B2 2.1.3(S) Relate the structures seen Learners studying the supplement should consider functions of features Biology for IGCSE, Williams et al. p19
under the light microscope in that are common to plant and animal cells, and those that are found in
the plant cell and the animal plant cells only. Video clip – Cell structure:
cell to their functions www.bbc.co.uk/learningzone/clips/plant-
They should understand how the differences between animal and plant and-animal-cell-structures/4188.html
cells relate to their different methods of obtaining nutrients.
Inside animal and plant cells:
Examine a temporary mount of epidermal tissue peeled from the inner learn.genetics.utah.edu/content/begin/c
surface of an onion bulb. Note the absence of chloroplasts compared ells/insideacell/
with plant cells found above ground.
Learners could review cell structure (‘cell structure and function’ or

‘organelles’):
www.exploratorium.edu/imaging_station/gallery.php
B2 2.1.5 Size of specimens Use the temporary mount of epidermal tissue peeled from the inner Microscope magnification specifications
Calculate the magnification and surface of an onion bulb or rhubarb stem and to use an appropriate and field of view:
size of biological specimens using scale to determine the size of cells. www.microscope-
millimetres as units microscope.org/advanced/magnification
A transparent ruler can be used to estimate the width of the field of view, -1.htm
the number of cells in the field of view can be counted and a simple
calculation performed to find the approximate size of one cell. Learner activity – Specimen size:
www.exploratorium.edu/imaging_station
Learners can magnify a piece of hair to understand that /activities/classroom/size/ca_size.php
magnification is size of image
size of object Relative sizes of cells:
www.cellsalive.com/howbig.htm
Learners could be assessed using the 0653 Nov 2011 Paper 62.
0653 past examination paper:
Nov 2011 Paper 62
Past papers can be accessed on

Teacher Support at
B 2.2 Movement in and out of cells
B2 2.2.1 Diffusion Use a simple demonstration of diffusion, for example a potassium Biology for IGCSE, Williams et al.
Define diffusion as the net manganate (VII) crystal in a gas jar of water or a drop of methylene dye p26–27
movement of molecules from a on gelatine solidified in a test tube (diffusion of a solute), or ammonia
region of their higher and hydrochloric acid placed at opposite ends of a long glass tube, or Experiments in biology –
concentration to a region of their simply a perfume container opened in one corner of the room. Diffusion:
lower concentration down a Bromine in a gas jar (carried out in a fume cupboard) can quickly show www.biology-resources.com/biology-
concentration gradient as a result diffusion (gaseous diffusion). experiments2.html
of their random movement
Teachers should be aware that these experiments are often carried out Practical Biology – Diffusion:
by the chemists at the beginning of the Cambridge IGCSE course and www.nuffieldfoundation.org/practical-
collaboration is important. biology/diffusion
Emphasise the random motion of particles. Variables of temperature,

pressure, distance moved, concentration and size of particles can be
introduced.
B2 2.2.2 Describe the importance of Consider the relevance of diffusion to living organisms – for example, PowerPoint presentation – Diffusion:
gaseous and solute diffusion and the diffusion of oxygen and carbon dioxide into and out of a plant leaf or www.biology-resources.com/biology-
of water as a solvent across the surface of the alveoli in the human lungs. CD.html
Emphasise that water is an important solvent and most cells contain Experiments in biology – Diffusion:
about 75% water. Water transports substances and allows many www.biology-resources.com/biology-
chemical reactions to take place. experiments2.html
Diffusion and animation and text:

www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_gateway/living/diffusionrev1.s
html
B3 Enzymes
B3.1 Define enzymes as proteins Revise the meaning of the term ‘catalyst’. Ensure that learners Biology for IGCSE, Williams et al.
which function as biological understand that enzymes are simple (protein) molecules, not living p36–39

catalysts organisms. They cannot, therefore, be ‘killed’.

Catalase experiment – Enzymes:
Use the kscience animation on an interactive whiteboard to demonstrate www.biology-resources.com/biology-
enzyme actions experiments2.html
Simple experiments with catalase are an excellent introduction to Interactive model of enzyme action:
enzymes. www.kscience.co.uk/aanimations/model
.swf
Simple account of how enzymes work:

www.abpischools.org.uk/page/modules/
enzymes/enzymes1.cfm
B3.2 Investigate and describe the Investigate the effect of temperature on the effect of enzyme activity, for Amylase experiments – Enzymes:
effect of changes in temperature example using starch and amylase, or pepsin and egg white. www.biology-resources.com/biology-
and pH on enzyme activity experiments2.html
Pepsin experiment found in:
www.biology-resources.com/biology-experiments-sup.html Washing powder experiment –
Enzymes:
Extension – learners could investigate the effectiveness of enzyme www.nuffieldfoundation.org/practical-
based washing powders. biology/investigating-enzymes-used-
laundry-detergents
Revision – Enzyme experiments:

http://lgfl.skoool.co.uk/content/keystage
4/biology/pc/modules/digestion/digestio
n_experiments/index.html
B3.3(S) Explain the effect of changes Explain the rise in activity with temperature, in terms of kinetic theory, What are enzymes:
in temperature and pH on and the fall as temperature rises above the optimum, in terms of www.s-
enzyme activity denaturation of the enzyme molecules. cool.co.uk/gcse/biology/enzymes/revise
-it/enzymes
Consider the different optimum temperatures of different enzymes, not
only those in humans. 0653 past examination questions:
Core
Explain the changes in activity when an enzyme is placed in solutions of Jun 2011 Paper 21 Q3(b)(i)
different pH, below and above the optimum Jun 2011 Paper 22 Q2(b)

Learner progress could be assessed using past paper examination Nov 2011 Paper 22 Q8(a)(iii)
questions. Jun 2012 Paper 22 Q9(a)(b)
Supplement
Jun 2011 Paper 31 Q7(c)
Jun 2011 Paper 32 Q6(b)
Nov 2011 Paper 32 Q6(b)(ii)
Jun 2012 Paper 32 Q9(a)(b)

Teacher Support at

Unit 2: Animal nutrition

For the section on animal nutrition learners need to understand some basic chemistry such as atoms, elements, ions and compounds. An understanding of bonding
and simple chemical reactions is an advantage. For the section on digestion learners need to have knowledge about enzymes.
Context
The molecules that make up the bodies of living things are introduced here, and will be referred to in all of the subsequent units. The method of acquiring these
molecules in animals is described.
Outline
This unit starts by considering the molecules from which living organisms are made, and then looks at food sources for animals and their necessity to build up the
structure of their bodies, and also to supply energy. The way in which small molecules can be used to make larger ones is briefly considered, and the idea of a
balanced diet is studied. The requirement for large molecules to be broken down before they can be absorbed through the wall of the alimentary canal is explained
in the last section on Animal Nutrition. The functions of the main digestive enzymes are considered, linking back to the work on enzymes in Unit 1. The use of food to
supply energy will be covered in more detail in Unit 4.
B4 Nutrition
B4.1 Nutrients
B4 4.1.1 List the chemical elements which For this section ensure that learners have some understanding of the Biology for IGCSE, Williams et al.
make up: terms: element, atom, molecule. p44–45
carbohydrates
fats PowerPoint presentation – The
proteins Chemicals of Living Things:
www.biology-resources.com/biology-
B4 4.1.2 Describe the synthesis of large Beads that string together, or simple chemical modelling kits, can be CD.html
molecules from smaller basic used to illustrate the idea of small molecules joining together to make
units: larger ones.

simple sugars to starch and

glycogen Learners should understand that starch is the carbohydrate stored only
amino acids to proteins in plants. Animals store carbohydrate as glycogen.
fatty acids and glycerol to
fats and oils
B4 4.1.3 Describe tests for: Learners should have the opportunity to carry out each of these tests on Biology for IGCSE, Williams et al.
starch (iodine solution) a range of foods. It is a good practical lab in which learners should p46–47
reducing sugars realize the importance of safety when using a water bath.
(Benedict's solution) Food tests:
protein (biuret test) As an extension exercise, learners can be given a solution containing a www.biology-resources.com/biology-
fats (ethanol) mixture of unknowns such as a reducing sugar and a protein. experiments2.html
This can also give useful practice in recording qualitative results in a Revision – Food tests:
clearly presented results chart. Conclusions can also be written from the lgfl.skoool.co.uk/content/keystage4/biol
observed results. ogy/pc/modules/digestion/food_tests/ind
ex.html
Food tests also enhance the learners' understanding of the main classes
of foods.
B4 4.1.4 List the principal sources of, and A table or flash cards can identify the classes of foods. Biology for IGCSE, Williams et al.
describe the importance of: p48–49
carbohydrates Learners could compile their own table with
fats headings: class of food; source of food; uses of food in body. Include the Revision – Food types:
proteins effects of deficiency of the nutrients listed in B4.1.6. www.s-
vitamins (C and D only) cool.co.uk/gcse/biology/nutrition/revise-
mineral salts (calcium and it/nutrition
iron only),
fibre (roughage) Carbohydrates, fats and proteins:
water www.nutrition.gov/nal_display/index.php
?
B4 4.1.6 Describe the deficiency info_center=11&tax_level=2&tax_subjec
symptoms for: t=388&topic_id=1665&placement_defau
vitamins (C and D only) lt=0
mineral salts (calcium and
iron only)
B4 4.1.5(S) Describe the use of Learners can make yoghurt in the lab and should discuss the importance Biology for IGCSE, Williams et al.

microorganisms in the of sterile apparatus and of the constant temperature necessary for the p50
manufacture of yoghurt process.
Information about making yoghurt is
available on this website:
www.ncbe.reading.ac.uk/ncbe/protocols
/pracbiotech.html
B4.3 Animal nutrition
B4 4.3.1 Diet Learners can keep a record of the food that they eat during a short Biology for IGCSE, Williams et al.
State what is meant by the term period of time and then consider whether they are eating a balanced p72–73
balanced diet and describe a diet. The ‘Five-a-day campaign’ (http://en.wikipedia.org/wiki/5_A_Day)
balanced diet related to: for eating fruit and vegetables could be discussed. Welcome to digestion:
age http://lgfl.skoool.co.uk/content/keystage
sex Learners could use the interactive balanced diet activity: 4/biology/pc/lessons/uk_ks4_digestion/
activity of an individual (www.abpischools.org.uk/page/modules/balanceddiet/activity.cfm? h-frame-ie.htm
coSiteNavigation_allTopic=1 ).
Science Across the World – Talking
Diets in most countries depend on a staple food such as bread, potatoes about food:
or rice, which is usually the main source of carbohydrate. Learners www.nationalstemcentre.org.uk/elibrary/
should be aware of the main sources of each type of nutrient in their own resource/1727/talking-about-food-food-
country, but also be prepared to consider how diets differ in other parts nutrition-and-health
of the world.
Practical Biology – Energy in food:
Show video clips – Balanced diet: www.practicalbiology.org/areas/introduc
www.bbc.co.uk/learningzone/clips/a-well-balanced-diet/102.html tory/energy/energy-in-food/how-much-
www.bbc.co.uk/learningzone/clips/a-balanced-diet/10609.html energy-is-there-in-food,42,EXP.html
B4 4.3.2(S) Describe the effects of Malnutrition should be considered as the result of eating an unbalanced Biology for IGCSE, Williams et al.
malnutrition in relation to: diet, not just the lack of a particular type of nutrient. p74–77
starvation
coronary heart disease The long-term problems associated with obesity, like onset diabetes Science Across the World – Keeping
constipation should be discussed. healthy:
obesity www.nationalstemcentre.org.uk/elibrary/
Learners could take part in the Science Across the World – Keeping resource/1741/keeping-healthy
Healthy.
Revision – Human health and diet:

ence/ocr_gateway/understanding_orga
nisms/dietrev1.shtml
B4 4.3.3 Human alimentary canal Learners often do not understand that the alimentary canal is a long tube An illustrated account of a visking
Identify the main regions of the through which food passes. tubing experiment:
alimentary canal and associated http://lgfl.skoool.co.uk/content/keystage
organs including: A long flexible rubber tube can demonstrate the idea. 3/biology/pc/learningsteps/DIELC/LO_T
mouth emplate.swf
salivary glands A schematic diagram on A3 paper can clarify the main events that take
oesophagus place from ingestion by the mouth to egestion from the anus. Video clip – Digestion:
stomach www.bbc.co.uk/learningzone/clips/the-
small intestine: duodenum The need for digestion to take place before absorption occurs is shown digestive-system/4180.html
and ileum by using visking tubing (to represent the alimentary canal) containing a
pancreas mixture of glucose, starch and water. The visking tubing is placed in a
liver beaker or a large test tube of water (to represent the blood), and left for
gall bladder several hours to allow the glucose to diffuse across the tubing.
large intestine: colon and The contents of the tubing and of the beaker can be tested for starch
rectum and for glucose. This experiment can also illustrate B4 4.3.9.
anus
B4 4.3.4 Describe the functions of the

regions of the alimentary canal
listed above, in relation to:
ingestion
digestion
absorption
assimilation
egestion of food

B4 4.3.5 Mechanical and physical A food liquidiser or mortar and pestle can be used to show mechanical Revision - Digestion:
digestion digestion by the teeth and action of the stomach. Stress the difference http://lgfl.skoool.co.uk/content/keystage
Define digestion as the between the term particle to mean a small visible part, as produced by 4/biology/pc/lessons/uk_ks4_digestion/
breakdown of large, insoluble mechanical digestion, compared with small molecular particles produced h-frame-ie.htm
food molecules into small, water by the action of enzymes in B4.3.8 below.
soluble molecules using
mechanical and chemical
processes
B4 4.3.6 Identify the types of human teeth Learners can look at their own teeth to illustrate the positions and Biology for IGCSE, Williams et al.
and describe their structure and functions of the different types of teeth. p80–81
functions
Information about teeth:
B4 4.3.7 State the causes of dental decay www.biology-resources.com/teeth-and-
and describe the proper care of dentition.html
teeth
B4 4.3.8 Chemical digestion The use of beads that string together as mentioned in B4.1.2 above
State the significance of chemical could be used to illustrate large molecules being broken down into small
digestion in the alimentary canal, molecules.
in producing small, soluble
molecules that can be absorbed
B4 4.3.9 Absorption Learners should understand that food cannot be considered to have Biology for IGCSE, Williams et al.
Define absorption as the entered the body until it crosses the wall of the canal. p84–85
movement of digested food
molecules through the wall of the The visking tubing experiment mentioned in B4.3.3 above could be done Digestion:
intestine into the blood or lymph to illustrate that only small molecules can be absorbed. www.s-
cool.co.uk/gcse/biology/nutrition/revise-
B4 4.3.10 Identify the small intestine as the Learner progress could be assessed using past paper examination it/digestion
region for absorption of digested questions.
food 0653 past examination questions:
Core
Jun 2011 Paper 21 Q3(b)(ii)(c)
Nov 2011 Paper 21 Q3(a)
Nov 2011 Paper 22 Q8(a)(i)
Jun 2012 Paper 22 Q9(c)(d)

Supplement
Nov 2011 Paper 31 Q7(a)(b)
Nov 2011 Paper 32 Q6(b)
Jun 2012 Paper 32 Q9(c)(d)

Teacher Support at

Unit 3: Plant nutrition and transport

For this section on plant nutrition learners should have a basic knowledge of carbohydrates and proteins and their uses within the body, the structure of a plant cell,
and the process of diffusion. They should have an understanding of energy transfers from one form to another.
Context
This unit builds on knowledge gained from earlier units and describes how organic materials are made in plants. It then considers the route taken by water through
plants.
Outline
Plant nutrition is studied by looking at the way in which plants manufacture organic substances using sunlight and inorganic molecules as their raw materials.
Knowledge of cell structure, covered in Unit 1, is extended to look more fully at the structure and function of cells and tissues in a leaf. The idea of adaptation of
structure to function should be reinforced when studying the leaf structure.
The movement of water in xylem is then studied. Starting with the uptake of water from the soil the pathway of water movement is followed until water vapour is lost
by the leaves. The factors affecting the rate of transpiration are then considered.
B4 Nutrition
B 4.2 Plant nutrition
B4 4.2.1 Photosynthesis Plants can be considered as 'food factories', in which all the food in the Biology for IGCSE, Williams et al.
Define photosynthesis as the world is initially made. p56–57
fundamental process by which
plants manufacture Learners should compare the needs of animals for organic nutrients, in PowerPoint presentation –
carbohydrates from raw materials Unit 2, with those of plants, which only require inorganic compounds Photosynthesis:
using energy from light such as carbon dioxide and water for photosynthesis. www.biology-resources.com/biology-
CD.html
Learners can be introduced to the terms producer and consumer. This is

a cross link with Unit 10.

PowerPoint and worksheets:
B4 4.2.3 State the word equation for The initial products of photosynthesis are sugars (such as glucose) www.saps.org.uk/secondary/teaching-
photosynthesis for the production which can be converted to large, insoluble molecules such as starch for resources/134-photosynthesis-a-
of simple sugars and oxygen storage within the plant. survival-guide
4/biology/pc/lessons/uk_ks4_plant_nutri
tion/h-frame-ie.htm
B4 4.2.2(S) Explain that chlorophyll traps The important point to get across is the conversion of light energy to Biology for IGCSE, Williams et al.
light energy and converts it chemical energy. Chlorophyll absorbs light energy and enables it to be p56–57
into chemical energy for the used to drive the reactions. (Ensure that learners do not think that
formation of carbohydrates and chlorophyll attracts light.)
their subsequent storage
B4 4.2.4(S) State the balanced equation for

photosynthesis in symbols
6CO2 + 6H2O → C6H12O6 + 6O2
B4 4.2.5 Investigate the necessity for There is a wide variety of practical work that can be carried out. For details of experiments:
chlorophyll, light and carbon Learners should know how to test a leaf for starch, and to carry out www.biology-resources.com/biology-
dioxide for photosynthesis, using simple experiments into the need for light and chlorophyll for experiments2.html
appropriate controls photosynthesis.
Investigating the behaviour of leaf discs:
Practical Biology – Photosynthesis: www.saps.org.uk/secondary/teaching-
www.nuffieldfoundation.org/practical-biology/photosynthesis resources/284-investigating-the-
behaviour-of-leaf-discs-
The importance of controlled variables such as temperature can be
introduced. www.saps.org.uk/secondary/teaching-
resources/145-photosynthesis-and-
starch-production-in-pelargonium-leaf-
discs-
Datalogging:
www.pascophysics.com/file_downloads/
experiments/pdf-files/glx/biology/06-

Photosynthesis-SV.pdf
B4 4.2.6(S) Investigate and state the effect Investigations with Elodea (Canadian pondweed) or Cabomba can Simple photosynthesis experiments:
of varying light intensity on the produce good quantitative data to illustrate the effect of light on the rate www.saps.org.uk/secondary/teaching-
rate of photosynthesis (e.g. in of photosynthesis. resources/190-using-cabomba-to-
submerged aquatic plants) demonstrate-oxygen-evolution-in-the-
process-of-photosynthesis
Quantitative data:
www.biology-resources.com/biology-
experiments-sup.html
B4 4.2.7 Describe the intake of carbon The exchange of gases can be more easily understood when the Included in this resource is a summary;
dioxide and water by plants structure of the leaf has been studied in the next section. http://lgfl.skoool.co.uk/content/keystage
4/biology/pc/lessons/uk_ks4_plant_nutri
Water uptake can be mentioned briefly here, and in more detail after tion/h-frame-ie.htm
studying Unit B5.1.3 below.
B4 4.2.8 Leaf structure Before considering the appearance of a section through a leaf, learners Biology for IGCSE, Williams et al.
Identify and label the cuticle, should look at entire leaves and consider how they are adapted for p66–67
cellular and tissue structure of a photosynthesis.
dicotyledonous leaf, as seen in Photomicrograph of Eleagnus leaf TS
cross-section under the light A simplified, labelled diagram should be made of a leaf section and the with vascular bundle:
microscope, and describe the different parts are discussed. www.images.botany.org/set-13/13-
significance of these features in 063v.jpg
terms of functions to include: Learners should be familiar with the structure of a palisade cell, and they
 distribution of can discuss how it is specialised for photosynthesis.
chloroplasts –
photosynthesis The role of the upper epidermis that allows the maximum sunlight to
 stomata and mesophyll reach the palisade layers should be mentioned.
cells –
gas exchange It can be helpful to think of a leaf as an organ that:
 vascular bundles (xylem  takes in the raw inorganic materials
and  uses light energy to convert the materials into chemical energy
 phloem) - transport and producing organic products and their removal for distribution
support throughout the plant.
Drawings of leaves, and comparisons between two or more different

kinds of leaves, make good practice or assessment material for the

practical skills of observation and recording, and also for magnification
calculations (Unit 1 Size of specimens).
B5 Transportation
B 5.1 Transport in plants
B5 5.1.1 Xylem and phloem Here xylem vessels are considered in the context of water transport from Biology for IGCSE, Williams et al.
State the functions of xylem and root to leaves. p88–89
phloem
The structure of xylem vessels should be simply covered stating that the For a diagram of the stem cross section
B5 5.1.2 Identify the positions of xylem and vessels are made of a long column of dead, empty cells with lignified see:
phloem tissues as seen in walls, stacked end to end. Xylem vessels provide support to the plant. www.bbc.co.uk/schools/gcsebitesize/sci
transverse sections of ence/add_edexcel/organism_energy/ph
Un-thickened, herbaceous, Prepared microscopic slides of transverse sections of stem and root otosynthesisrev4.shtml
dicotyledonous roots, stems and may be examined under the light microscope and simple diagrams
leaves made of the positions of the vascular bundles. This will make their Transport in plants:
understanding of the path taken by water easier to understand. www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_ocr_gateway/green_world/pla
nttransportrev1.shtml
B5 5.1.3 Water uptake Here the specialisation of root hair cells for their role in water uptake is Biology for IGCSE, Williams et al.
Identify root hair cells, as seen studied .This is developed for supplement learners in the next section p90–91
under the light microscope, and B5.1.4(S).
state their functions
It should be emphasised that mineral ions enter the roots dissolved in
water.
Root hairs can be looked at under a microscope. They can be prepared

from seeds germinated on cotton wool or blotting paper.
B5 5.1.4(S) Relate the structure and The structure of the root hairs can be compared with those of the villi The first part of this resource shows the
functions of root hairs to their and alveoli in their adaptation to their function of diffusion. See Unit 2 structure related to function. The whole
surface area and to water and Absorption and Unit 4 Gas Exchange. presentation is good for revision:
ion uptake lgfl.skoool.co.uk/content/keystage4/biol
ogy/pc/lessons/uk_ks4_plant_transport/

h-frame-ie.htm
B5 5.1.5 Investigate, using a suitable stain, Large and semi-transparent stems, such as the leaf petioles of celery, For general introduction:
the pathway of water through the can be placed with their bases in a solution of a water-soluble dye (ink or www.bbc.co.uk/schools/gcsebitesize/sci
above-ground parts of a plant food colouring). After a few hours, the dye can be seen in the xylem ence/add_ocr_gateway/green_world/pla
vessels, spreading out into the veins in the leaves. If thin sections are nttransportrev1.shtml
cut, the positions of the xylem vessels show up clearly.
Experiments – Transport in plants:
A variation of this experiment using flowers is described in the following www.biology-resources.com/biology-
website: experiments2.html
www.nuffieldfoundation.org/practical-biology/investigating-transport-
systems-flowering-plant
B5 5.1.6 Transpiration It is important to understand that transpiration involves the loss of water Biology for IGCSE, Williams et al.
Define transpiration as vapour from the underside of the leaf, mostly through open stomata. p92–93
evaporation of water at the Water in the cell walls of mesophyll cells evaporates, and diffuses
surfaces of the mesophyll cells through the air spaces and out of the leaf. Practical Biology – Transpiration:
followed by loss of water vapour www.nuffieldfoundation.org/practical-
from plant leaves, through the The effect of transpiration in pulling water up xylem vessels can be biology/estimating-rate-transpiration-
stomata compared to the effect of sucking a liquid up a straw. plant-cutting
B5 5.1.7 Describe the effects of variation Experiments using potometers not only help learners to understand the Comparison of transpiration rates:
of: effects of environmental factors on the rate of transpiration, but also www.saps.org.uk/secondary/teaching-
temperature provide good opportunities to improve, or to be assessed on, all four resources/115-comparison-of-
humidity experimental skills. transpiration-rates
light intensity on respiration
rate It is important, however, that it is understood that a potometer measures Data logging:
water uptake, which is not absolutely the same as water loss. www2.vernier.com/sample_labs/BWV-
10-COMP-transpiration.pdf
There is no need for elaborate potometers, a long piece of capillary
tubing with a length of rubber tubing at one end into which the cut end of Measuring stomatal density:
a shoot is pushed is effective. All the apparatus and cut twigs should be www.saps.org.uk/secondary/teaching-
kept under water while assembling the apparatus, to avoid air locks. resources/299-measuring-stomatal-
density-
Laurel or ash leaves work well. The experiments can be extended by
removing one leaf from the branch and recording the reduced water 0653 past examination questions:
uptake. This is repeated until no leaves remain. A graph showing a Core
reduction in water loss (uptake by the potometer) with fewer leaves Nov 2011 Paper 21 Q3(b)(i)(ii)

illustrates the effect of the number of leaves on the transpiration Jun 2012 Paper 21 Q6(a)-(c)
process.
Transpiration can also be investigated by using a hair dryer to vary the Supplement
humidity. Jun 2011 Paper 31 Q1(b)
Jun 2012 Paper 31 Q6(a)–(c)
Extension – use of dataloggers to investigate transpiration rates.
Learner progress could be assessed using past examination questions. Teacher Support at

Unit 4: Respiration and gas exchange

Learners need to have some knowledge of energy transfer, and to be able understand simple chemical equations.
Context
Respiration is a fundamental process that will be referred to in most of the subsequent units.
Outline
The unit covers the important topic of respiration, which will be met again when the carbon cycle is dealt with in Unit 9. Respiration in cells creates the need for a
constant supply of oxygen and removal of carbon dioxide from them. Gas exchange in humans follows naturally in this unit.
There is considerable opportunity for practical work about respiration. For gas exchange the scope for practical work is more limited, and is mainly examination of
the relevant organs.
B6 Respiration
B6.1 Respiration and energy
B6 6.1.1 What is respiration? Learners should understand that respiration is a reaction (or series of Biology for IGCSE, Williams et al.
Define respiration as the chemical reactions) that takes place inside living cells. A very common error is to p116–117
reactions that break down nutrient confuse it with 'breathing', and to think that it takes place only in the
molecules in living cells to release lungs. Learners should also realise that every living cell respires, Breathing and respiration revision:
energy including plant cells. lgfl.skoool.co.uk/content/keystage4/biol
ogy/pc/lessons/uk_ks4_breathing_and_
B6 6.1.2 State the uses of energy in the Explain that oxygen must be supplied to respiring cells and carbon respiration/h-frame-ie.htm
body of humans: dioxide has to be removed from them.
muscle contraction
protein synthesis
cell division

active transport
growth
the passage of nerve
impulses
the maintenance of a
constant body
temperature
B6 6.1.3 State the word equation for

aerobic respiration
B6 6.1.4(S) Aerobic respiration Emphasise that the function of respiration is to release energy from food The first part of this PowerPoint
Define aerobic respiration as (usually glucose) in a form that the organism can use. Learners should presentation covers aerobic respiration:
the release of a relatively large not state that respiration 'produces' energy. A class discussion will www.biology-resources.com/biology-
amount of energy in cells by in probably pick out a good range of uses of energy. CD.html
the presence of oxygen
It can be helpful to compare respiration with combustion - the overall Experiments – Respiration:
equation is the same, but respiration occurs in a series of small www.biology-resources.com/biology-
reactions that do not suddenly release large amounts of heat energy. A experiments2.html
simple demonstration of burning a wooden splint can show energy
released very quickly, and then the contrast with respiration can be
explained.
Link with the carbon cycle in Unit 9.
The energy content of a food, such as a potato crisp or a cube of bread,

can be estimated by allowing it to heat a known volume of water as it
burns in air. (This investigation is often done using peanuts, but teachers
should be aware that an increasing number of children are allergic to
nuts). This investigation can include variables such as volume of water
and the mass of carbohydrate.
Discussion about the errors and limitations of the investigation show the
learners that science experiments can be inaccurate.
Extension – use of a calorimeter to demonstrate a more accurate

method of determining energy content.

B6 6.1.5(S) State the equation for aerobic

respiration using symbols
(C6H12O6 + 6O2 → 6CO2 + 6H2O)
B6.2 Gas exchange
B6 6.2.1 Identify on diagrams and name: Learners should be able to locate each structure on a diagram and to Biology for IGCSE, Williams et al.
larynx understand that there are two bronchi and several bronchioles. p118–119
trachea They should appreciate that the alveoli are microscopic and cannot be
bronchi seen with the naked eye.
bronchioles
alveoli Link with transport in Unit 5.
associated capillaries
B6 6.2.2(S) List the features of gaseous The idea of gaseous exchange may already have been discussed in Unit Biology for IGCSE, Williams et al.
exchange surfaces in animals 3, in the context of the intake and loss of gases from leaves. A gaseous p120–121
exchange surface can be defined as a surface across which gases pass
as they enter or leave the body. For animals, oxygen enters as carbon Revision – Gas Exchange:
dioxide leaves. Learners should relate their understanding of diffusion to lgfl.skoool.co.uk/content/keystage4/biol
the structure of the alveoli and cross reference to Unit 2 (villi) and Unit 3 ogy/pc/modules/breathing_respiration/g
(root hairs). as_exchange/index.html
B6 6.2.3(S) Explain the role of mucus and The cilia are fine hairs that trap the mucus secreted by the goblet cells. Biology for IGCSE, Williams et al. p123
cilia in protecting the gas Learners can consider the role of the mucus in relation to coughing,
exchange system from pneumonia and tuberculosis. Practical Biology – Gas Exchange:
pathogens and particles Asthma may be discussed if appropriate. www.nuffieldfoundation.org/practical-
biology/ventilation-systems
B6 6.2.4(S) Describe the effects of tobacco This topic lends itself to class discussion or group presentations. Biology for IGCSE, Williams et al.
smoke and its major toxic p164–165
components:
tar Practical Biology – Smoking:
nicotine www.nuffieldfoundation.org/practical-
carbon monoxide biology/going-smoke
smoke particles
on the gas exchange system Revision – Smoking:
www.lgfl.skoool.co.uk/content/keystage
4/biology/pc/modules/breathing_respirat

ion/smoking/index.html
B6 6.2.5 State the differences in Pie charts or tables showing the percentage composition of air are Biology for IGCSE, Williams et al. p120
composition between inspired useful and show that nitrogen remains constant.
and expired air Breathing and asthma:
Learners should be able to use their knowledge of gas exchange and www.abpischools.org.uk/res/coResourc
respiration to explain these differences. eImport/resources04/asthma/index.cfm
B6 6.2.6 Use lime water as a test for The differences between expired and inspired air, in terms of carbon Biology for IGCSE, Williams et al. p120
carbon dioxide to investigate the dioxide content and water vapour content, should be investigated
differences in composition experimentally. Lime water or hydrogen carbonate indicator may be Practical Biology – Exhaled air (2):
between inspired and expired air used to test for carbon dioxide. www.biology-resources.com/biology-
experiments2.html
B6 6.2.7 Investigate and describe the This should be investigated experimentally. A simple, repeatable form of Biology for IGCSE, Williams et al.
effects of physical activity on rate exercise, such as step-ups, is the most useful for generating quantitative p124–125
and depth of breathing results. Learners can plan their own investigation by comparing activities
such as walking, running, skipping or hopping with definite constant
variables of time / distance.
The importance of three or five trials per exercise can be introduced to

obtain the mean of the raw data and to identify anomalies.
Learners should use their knowledge of aerobic and anaerobic
respiration to explain why breathing rate does not drop immediately to
normal when exercise stops.
The concept of breathing rate / pulse rate 'at rest' can be introduced.
Note: These experiments are referred to in Unit 5 in the study of pulse

rate. Pulse rate readings could be taken at the same time.
B6 6.2.8(S) Explain the effects of physical Reference should be made to the requirement for both increased 0653 past examination questions:
activity on rate and depth of oxygen and glucose for the higher respiration rate in muscles during Core
breathing. exercise. Also the need to remove carbon dioxide at a faster rate should Jun 2011 Paper 22 Q8(b)(i)
be explained. Jun 2012 Paper 22 Q3(a)
Learner progress could be assessed using past paper examination Nov 2011 Paper 22 Q3

questions.
Supplement
Jun 2011 Paper 32 Q1(b)(i)
Nov 2011 Paper 22 Q2

Teacher Support at

Unit 5: The human transport system

Learners should have studied Unit 4 on respiration and gas exchange. They should understand the requirement for oxygen in cells and the removal of carbon
dioxide from cells.
Context
The requirement for a steady supply of oxygen and nutrients to cells, and the removal of carbon dioxide and other waste products from cells, explains the need of an
efficient transport system in humans.
Outline
The circulatory system is described, including details of the heart and blood vessels. There are limited opportunities for practical work, apart from studying the
relevant organs. The effects of exercise on heart rate are studied. This gives an opportunity for practical work. The composition and functions of blood, including
defence against disease are then covered.
B5 Transportation
B5.2 Transport in humans
B5 5.2.1 The circulatory system A basic diagram to show the plan of the circulatory system can be Biology for IGCSE, Williams et al.
Describe the circulatory system shown, indicating the central position of the heart. p100–101
as a system of tubes with a pump An example of a plan is shown in
and valves to ensure one-way The circulatory system:
flow of blood www.bbc.co.uk/schools/gcsebitesize/science/21c/keeping_healthy/heart www.peer.tamu.edu/curriculum_module
diseaserev1.shtml s/Organsystems/module_4/whatwekno
w_circulation.htm
B5 5.2.2(S) Describe the double circulation An understanding of the double circulatory system, in which blood Biology for IGCSE, Williams et al. p101

in terms of a low pressure passes twice through the heart during one complete circuit of the body
circulation to the lungs and a helps learners to make sense of the structure and function of the heart.
high pressure circulation to the
body tissues and relate these Emphasise the roles of the heart valves in ensuring one-way flow of
differences to the different blood through the heart, and the difference in thickness of the ventricle
functions of the two circuits walls in this section.
B5 5.2.3 The heart A diagram of the heart, showing the internal structure needs to be Biology for IGCSE, Williams et al.
Describe the structure of the known. Ensure that learners understand that both sides of the heart beat p102–103
heart including: together.
the muscular wall Heart and circulation:
the septum Learners need to understand that the left ventricle has a thicker www.abpischools.org.uk/res/coResourc
the chambers muscular wall than the right ventricle. eImport/resources04/heart/index.cfm
the valves
the associated blood A model of the heart can be useful when explaining the structure. Revision – Blood and circulation:
vessels lgfl.skoool.co.uk/content/keystage4/biol
Extension – A lamb’s heart can be used for dissection. ogy/pc/lessons/uk_ks4_blood_and_circ
ulation/h-frame-ie.htm
Practical Biology – Heart dissection:
www.nuffieldfoundation.org/practical-biology/looking-heart
B5 5.2.5 Describe the function of the heart The direction of blood flow through the heart, the separation of
in terms of: oxygenated and deoxygenated blood, and the functions of the valves
muscular contraction should be understood.
the working of the valves
Arrows can be added to the heart diagram to show the direction of flow
of blood through the heart. Light shading of the chambers and the blood
vessels in different colours can show clearly the areas of oxygenated
and deoxygenated blood.
Emphasise the roles of the heart valves to ensure one-way flow of blood
through the heart, and the difference in thickness of the ventricle walls in
this section. This can be linked to B5.2.2 (S) above to aid understanding
of the double circulation.

B5 5.2.4(S) Describe coronary heart Learners may already have some ideas about factors that increase the Biology for IGCSE, Williams et al.
disease in terms of the likelihood of suffering from heart disease, and class discussion will p106–107
blockage of coronary arteries probably bring out most of the major influences. A person's genes are
and state the possible causes: also thought to play a major role in this. Heart function and health:
diet www.bbc.co.uk/learningzone/clips/heart
stress There is scope for discussion on the effects of diet, exercise, smoking on -function-and-health/1466.html
smoking the health of the heart throughout a person's life.
and preventive measures Some coverage of heart disease in:
Stress can cover many situations but at a simple level, learners can www.bbc.co.uk/schools/gcsebitesize/sci
understand that problems at work and in the family cause stress and ence/21c/keeping_healthy/heartdisease
may increase blood pressure in adults. rev1.shtml
Blockage of the arteries can be covered here as the build-up of plaque.

The importance of the coronary arteries in heart disease and the link to a
diet high in saturated fats should be made.
A link with Unit 2 could be made to discuss obesity and the possible
connection with heart disease
B5 5.2.6 Investigate the effect of physical This should be investigated experimentally. A simple, repeatable form of Biology for IGCSE, Williams et al. p105
activity on pulse rate. exercise, such as step-ups, is the most useful for generating quantitative
results. Learners can plan their own investigation by comparing activities Practical Biology – Control of heart rate:
such as walking, running, skipping or hopping with definite constant www.nuffieldfoundation.org/practical-
variables of time / distance. biology/observing-effects-exercise-
The importance of three or five trials per exercise can be introduced to human-body
obtain the mean of the raw data and to identify anomalies.
Note. These experiments can also be used to study the increase in

depth and rate of breathing in Unit 4.
B5 5.2.7(S) Investigate, state and explain Learners should explain the results of the experiments in B5.2.6 in terms
the effect of physical activity of increased respiration rate. Therefore Unit 4 should be covered before
on pulse rate a full explanation is attempted.
B5 5.2.8 Blood Learners should see transparencies or microscope slides of stained Video clip of blood cells. Contains
Identify red and white blood cells blood samples, and be able to distinguish red cells and white cells. images of villi:
as seen under a light microscope, www.bbc.co.uk/learningzone/clips/huma

on prepared slides and in n-circulatory-and-digestive-

diagrams and photomicrographs system/12224.html
Images of blood cells:

www.exploratorium.edu/imaging_station
/gallery.php
B5 5.2.9 List the components of blood as: They should understand that red cells transport oxygen, and know that Biology for IGCSE, Williams et al.
 red blood cells they contain haemoglobin but do not have a nucleus. p108–111
 white blood cells
 platelets White blood cells fight disease by providing protection from pathogens. Defending against disease:
 plasma They contain a nucleus and respond to different antigens. Clotting www.bbc.co.uk/schools/gcsebitesize/sci
should be mentioned, as a mechanism to prevent loss of blood and entry ence/aqa/human/defendingagainstinfect
of pathogens, no detail is required of how it takes place, other than that ionrev1.shtml
B5 5.2.10 State the functions of blood: platelets are involved.
Red blood cells: 0653 past examination questions:
 haemoglobin and oxygen The transport of substances by the blood could be summarised using a Core
transport table with headings: substance transported, transported from (source), Jun 2012 Paper 22 Q3(c)
White blood cells: transported to (destination). Jun 2011 Paper 22 Q8(b)(ii)
 phagocytosis and antibody Nov 2011 Paper 22 Q3(b)
formation Learners should appreciate the role of the plasma in transporting many
Platelets: substances including heat from the liver and muscles to all parts of the Supplement
body. Jun 2012 Paper 32 Q3(c)
 causing clotting (no details)
Plasma - transport of:
Learners should understand that substances move from blood to tissues Past papers can be accessed on
 blood cells
and vice versa by diffusion. Link with respiration, Unit 4. Teacher Support at
 ions
http://teachers.cie.org.uk
 soluble nutrients Learner progress could be assessed using 0653 past paper examination
 hormones questions listed opposite.
 carbon dioxide
 urea
 plasma proteins

Unit 6: Coordination and response

Learners should have studied circulation in humans to understand how hormones work in the body. They should have covered basic work on plant cell structure.
Context
This unit provides several opportunities to reinforce ideas and facts that link the themes of this unit with those covered in earlier units. It describes how chemical
communication within an organism is possible.
Outline
The theme running throughout this unit is communication within the body of plants and animals by chemicals. Learners should be encouraged to see the similarity of
the mechanisms by which both plants and animals achieve responses to stimuli.
B7 Coordination and response
B7.1 Hormones
B7 7.1.1 Define a hormone as a chemical Use a simple diagram of the human body to show the source and the Biology for IGCSE, Williams et al.
substance, produced by a gland, site of action of different hormones. p152–153
carried in the blood which alters
the activity of one or more Hormones and their effects:
specific target organs and is then www.abpischools.org.uk/page/modules/h
destroyed by the liver ormones/index.cfm
B7 7.1.2 State the role of the hormone Adrenaline makes a good introduction to hormones as most learners can Revision – Hormones:
adrenaline in the chemical control relate to its effects. www.bbc.co.uk/schools/gcsebitesize/scie
of metabolic activity, including nce/edexcel/electrical/hormonesrev2.sht
increasing the blood glucose It should be mentioned that adrenaline bridges the gap between nervous ml
concentration and pulse rate and hormonal control because of its fast and short lived action.

B7 7.1.3 Give examples of situations in Learners can discuss the effects on the body of the flight and fight 0653 past examination questions:
which adrenaline secretion hormone with their own examples. Core
increases Jun 2012 Paper 21 Q9
Learner progress could be assessed using 0653 past paper examination Jun 2012 Paper 22 Q3(d)
questions listed opposite.
Supplement
Past papers can be accessed on Teacher

Support at http://teachers.org.uk
B7.2 Tropic responses
B7 7.2.1 Define and investigate: Plants are able to respond to certain stimuli. Learners can now study Biology for IGCSE, Williams et al.
geotropism as a plant response to light and gravity. P154–155
response in which a plant
grows towards or away Geotropism and phototropism should be investigated with simple Experiments – Germination and
from gravity, and experiments using seeds that have been germinated before the start of Tropisms:
phototropism as a the topic. It should be made clear that these are plant growth responses. www.biology-resources.com/biology-
response in which a plant Auxin, a plant hormone, is produced by the shoot and root tips of the experiments2.html
grows towards or away growing plant.
from the direction from The response of seedlings to light:
which light is coming The direction of growth is related to the direction of the stimulus. www.saps.org.uk/secondary/teaching-
resources/185-student-sheet-8-the-
response-of-seedlings-to-light
Investigating geotropism:
www.saps.org.uk/secondary/teaching-
resources/184-student-sheet-7-the-
behaviour-of-hypocotyls
B7 7.2.2(S) Explain the chemical control of The different effects of auxin on cell elongation in the stem and the root 0653 past examination question:
plant growth by auxins should be emphasised Jun 2012 Paper 31 Q9(c)
including geotropism and
phototropism in terms of auxins Learner progress could be assessed using the 0653 past paper Past papers can be accessed on
regulating differential growth examination question listed opposite. Teacher Support at http://teachers.org.uk

Unit 7: Reproduction in plants

A basic knowledge of cell structure will be helpful, but otherwise the unit requires very little previous knowledge.
Context
This unit introduces the concept of sexual reproduction. This will be developed further in Unit 8 Human reproduction
Outline
In this unit, general features of both asexual and sexual reproduction are considered, before looking in detail at sexual reproduction in plants. Many learners have
preconceived ideas about plants and the more interactive activities usually stimulate the class. The unit should therefore be covered at a time of year when suitable
flowers are likely to be available. This is then followed by the biological aspects of human reproduction.
B8 Reproduction
B8.1 Asexual and sexual

reproduction
B8 8.1.1 Define asexual reproduction as Ensure that learners understand that 'asexual' means 'not sexual'. Biology for IGCSE, Williams et al. p168
the process resulting in the Asexual reproduction involves only one parent, which produces new,
production of genetically identical genetically identical organisms by mitosis.
offspring from one parent
Extension – Agar plates that have had bacterial colonies grown on
them can be set up by the class if great care is taken about safety
issues.
B8 8.1.2 Define sexual reproduction as the Sexual reproduction should be described as a process in which gametes Biology for IGCSE, Williams et al. p169
process involving the fusion of fuse together in a process called fertilisation, producing a zygote.
haploid nuclei to form a diploid Video clip – Reproduction and cell
zygote and the production of Learners should understand that this need not always involve two division:
genetically dissimilar offspring parents: self-fertilisation, which is not uncommon in plants, is still sexual www.bbc.co.uk/learningzone/clips/cell-

reproduction. division-and-reproduction/108.html
B8.2 Sexual reproduction in plants
B8 8.2.1 Flowers and pollination Learners should look closely at the structure of a simple, radically Biology for IGCSE, Williams et al. p170
Identify and draw, using a hand symmetrical, insect-pollinated flower. They can dissect it to identify the
lens if necessary: different parts, using a light microscope or a hand lens. Annotate the Flower structure:
sepals diagrams to understand how the structure is adapted to its function. www.biology-resources.com/plants-
petals flowers.html
stamens This is a good opportunity to develop or assess the practical skills of
anthers observation and recording. Learners can find the terminology difficult to Flower structure:
carpels learn and different flowers should be available to study. www.saps.org.uk/secondary/teaching-
ovaries resources/547-the-structure-of-flowers
stigmas Magnification can be calculated for the parts of the flower (Unit 1 size of
of one locally available named specimens). Dicotyledon information:
insect-pollinated dicotyledenous www.britannica.com/EBchecked/topic/3
flower The functions of these flower parts are more easily understood if they 57598/dicotyledon
are included when the structure of a flower is being drawn.
Examine the pollen grains under
a light microscope or in Once the flower parts are understood learners could try to identify them
photomicrographs on flowers of a different shape, for example a member of the pea family.
B8 8.2.3 State the functions of the:

sepals
petals
anthers
stigmas
ovaries
B8 8.2.4 Candidates should expect to

apply their understanding of the
flowers they have studied to
unfamiliar flowers

B8 8.2.5 Define pollination as the transfer Ensure the learners understand the difference between pollination and Biology for IGCSE, Williams et al.
of pollen grains from the male fertilisation. Details of pollen tube growth are not required in this p172–173
part of the flower (anther of syllabus.
stamen) to the female part of the Video clip – Insect pollination:
plant (stigma) www.bbc.co.uk/learningzone/clips/insec
t-pollination-of-plants/119.html
B8 8.2.6 Name the agents of pollination
B8 8.2.2(S) Use a hand lens to identify and A table could be drawn up to compare the wind and insect pollinated Biology for IGCSE, Williams et al. p171
describe the anthers and flowers as follows:
stigmas of one locally available shape, size and position of anther
named wind-pollinated flower shape, size and position of stigma
colour/scent of flower
B8 8.2.7(S) Compare the different
structural adaptations of
insect-pollinated and wind-
pollinated flowers
B8 8.2.8 Germination This should be studied practically. It is an excellent opportunity for Biology for IGCSE, Williams et al.
Investigate and state the learners to design a simple investigation for themselves. Note that most p178–179
environmental conditions that of the seeds that are used in laboratories are derived from crop plants,
affect germination of seeds: and these do not normally require light for germination. Germination experiments in:
requirement of water www.biology-resources.com/biology-
oxygen Learners could be assessed using 0653 past paper examination experiments2.html
suitable temperature questions listed opposite.
Video clip – Germination:
www.bbc.co.uk/learningzone/clips/an-
introduction-to-seed-germination-and-
growth/63.html
0653 past examination questions:

Core
Nov 2011 Paper 22 Q5(a(b)
Supplement



Teacher Support at
http://teachers.cie.org

Unit: 8 Human reproduction

Learners should have knowledge of the basic principles of sexual reproduction, which has been covered in Unit 7.
Knowledge of the action of lymphocytes is needed to understand the section on HIV.
Context
This unit builds on the work on sexual reproduction covered in Unit 7.
Outline
This unit considers the biological aspects of human reproduction. This unit can easily be combined with Unit 7 Reproduction in plants.
B8 Reproduction
B8.3 Sexual reproduction in humans
B8 8.3.1 Identify on diagrams the male This topic can be dealt with through class and group discussions, Biology for IGCSE, Williams et al. p182
reproductive system: quizzes and the use of models, diagrams and video clips.
the testes IGCSE Biology, Jones, M p180
scrotum Diagrams and models can be used to illustrate the structure of the male
sperm ducts and female reproductive systems. Learners should be able to interpret Biology quizzes:
prostate gland either front or side views and label them correctly. www.biologycorner.com/quizzes/
urethra
penis Learners need to be able to spell uterus and urethra correctly. Male reproductive system (page 2):
State the functions of these parts www.bbc.co.uk/schools/ks3bitesize/scie
nce/organisms_behaviour_health/repro
duction/revise2.shtml
0653 past examination question:

Jun 2012 Paper 12 Q10

B8 8.3.2(S) Compare male and female Explain the importance of male and female gametes in sexual Biology for IGCSE, Williams et al. p183
gametes: reproduction. Learners complete a table comparing the gametes using
in terms of size the table below (see Biology for IGCSE Williams et al page 183). IGCSE Biology, Jones, M p182
numbers
motility Feature Sperm cell Egg cell
Size
Movement
Motility
Learners draw a large diagram of a human egg, label it and describe

how its features adapt it for its function. This can then be done for the
sperm cell.
B8 8.3.3 Identify on diagrams of the female Learners in small groups label a diagram of the female reproductive Biology for IGCSE, Williams et al.p184
reproductive system: system and match the correct function to each part. A short film from the
the ovaries BBC Bitesize website may be used as an introduction to the topic IGCSE Biology, Jones, M p178
oviducts followed by a gap fill exercise or discussion.
uterus Female reproductive system (page 3):
cervix www.bbc.co.uk/schools/ks3bitesize/scie
vagina nce/organisms_behaviour_health/repro
State the functions of these parts duction/revise3.shtml
B8 8.3.4 Describe the menstrual cycle in It should be emphasised that ovulation occurs monthly and that the cycle Biology for IGCSE, Williams et al.
terms of changes in the uterus is repeated throughout a woman's fertile life. p192–193, 200
and ovaries
Make a flow diagram to show how the activities of the ovaries and uterus IGCSE Biology, Jones, M p178, 179
are controlled by hormones during the menstrual cycle and pregnancy.
(Biology for IGCSE, Williams et al.page 200) Menstrual cycle:
3/biology/pc/learningsteps/MENLC/laun
ch.html

B8 8.3.5 Outline sexual intercourse and Mention that fertilisation usually takes place in an oviduct, rather than Biology for IGCSE, Williams et al.
describe fertilisation in terms of the uterus. p185 and 186
the joining of the nuclei of male

gamete (sperm) and the female Learners complete sentences using words such as: zygote, ovaries, IGCSE Biology, Jones, M p181
gamete (egg) uterus, sperm cells vagina and embryo.
Video clips – Fertilisation:
0653 past examination questions may be used to assess learners www.bbc.co.uk/learningzone/clips/an-
knowledge. Past papers are available at: http://teachers.cie.org.uk introduction-to-fertilisation/116.html
www.bbc.co.uk/learningzone/clips/huma
n-fertilisation/1849.html

B8 8.3.6 Outline early development of the After fertilisation takes place the egg or zygote begins to divide. The Biology for IGCSE, Williams et al. p187
zygote simply in terms of the zygote divides to form the embryo.
formation of a ball of cells that IGCSE Biology, Jones, M p183
becomes implanted in the wall of Learners should become familiar with the terms and words by matching
the uterus the words with definitions or a gap fill exercise. Cell division after fertilisation video clip:
www.bbc.co.uk/learningzone/clips/cell-
division-and-reproduction/108.html
B8 8.3.7(S) Indicate the functions of the Needed for protection of the foetus, the amniotic sac prevents entry of Biology for IGCSE, Williams et al. p189
amniotic sac and the amniotic bacteria and the amniotic fluid supports the foetus from physical damage
fluid and absorbs the excretory materials of the foetus. IGCSE Biology, Jones, M p185
Discuss and list the functions of the amnion and amniotic fluid.
B8 8.3.8(S) Describe the function of the Diagrams should be drawn to show the relationship between the foetus, Biology for IGCSE, Williams et al. p188
placenta and the umbilical cord umbilical cord and placenta. The large surface area of the placenta can
in relation to be compared to that of the villi or the alveoli that allows for the maximum IGCSE Biology, Jones, M p184
exchange of dissolved diffusion across the membrane.
nutrients The role of the placenta in embryo
gases Understand that maternal blood and foetal blood do not mix. The mother development:
excretory products may have a different blood group and her blood is at a much higher www.bbc.co.uk/learningzone/clips/the-
(no structural details of the pressure. role-of-the-placenta-in-embryo-
placenta are required) development/1851.html
Learners should understand that glucose and amino acids cross the
placenta, not 'large' nutrients. Oxygen, glucose and amino acids diffuse
into the blood of the foetus.

B8 8.3.9(S) Describe the advantages and This topic can be dealt with through discussion, perhaps after learners Biology for IGCSE, Williams et al. p191
disadvantages of breast- have done a little research of their own. The biological advantages of
feeding compared with bottle- breast-feeding are incontrovertible, but learners should also be aware of IGCSE Biology, Jones, M p188
feeding using formula milk social and health reasons why there are benefits to breast feeding.
Breast feeding:
Learner progress could be assessed using past examination questions www.cyberparent.com/breastfeed/
which are available on Teacher Support at http://teachers.cie.org.uk
Information on bottle and breast
feeding:
www.nct.org.uk/parenting/feeding
Breastfeeding advice:
www.nhs.uk/Planners/breastfeeding/Pa
ges/breastfeeding.aspx

B8 8.3.10 Describe the methods of HIV is caused by a virus, and as yet no cure is available. Although no Biology for IGCSE, Williams et al. p198
transmission of human detail is expected of the symptoms of AIDS, it could be useful to deal
immunodeficiency virus (HIV) and with these briefly, with reference back to the functions of white blood HIV/AIDS:
the ways in which HIV/AIDS can cells in Unit 5 and to the importance of using a mechanical barrier such www.abpischools.org.uk/page/modules/
be prevented from spreading as a condom during sexual intercourse if the person does not have a diseases/diseases3.cfm
single partner.
Extension – learners could research current advances in HIV

treatments and drugs.
B8 8.3.11(S) Outline how HIV affects the Class discussion about the effects of HIV on the immune system. Biology for IGCSE, Williams et al. p198,
immune system in a person 200
HIV/AIDS Get learners to research basic statistics on HIV in their country and
overseas. Provide questions for them to find answers to, either devised HIV and AIDS activity kit:
from their own interests and knowledge level. Or based on the following www.redcross.org.uk/What-we-
ideas: do/Teaching-resources/Assembly-
 Is HIV an infection mainly of young people or of the elderly? kits/HIV-and-AIDS
 What are the main routes of transmission for HIV
 What are some of the usual side-effects of HIV medications? 0653 past examination questions:

Core
Formative assessment: learners could be assessed using 0653 past Jun 2011 Paper 21 Q8
examination papers and mark schemes.
Supplement

Teacher Support at

Unit 9: Energy flow in ecosystems

Learners should have knowledge of photosynthesis and respiration, and understand something of energy transfers. They should know the elements from which
biological molecules are made, in order to understand the carbon cycle.
Context
This unit brings together ideas from several earlier units and lays the foundations for Unit 10. It also consolidates knowledge of photosynthesis and the topics on
respiration and excretion. The seasons should be considered when teaching this unit as it may be appropriate to teach it immediately after Unit 3 when work on food
chains and webs can be investigated outside.
Outline
It is hoped that learners will be able to visit a local habitat, even if only in the school grounds, during this unit. The flow of energy from the sun, through producers
and consumers is studied, and the causes of energy loss are discussed. The cycling of the element carbon in the environment is also covered in this unit.

B9 Energy flow in ecosystems
B9.1 Energy flow Having looked at the range of different types of organisms that live in Biology for IGCSE, Williams et al. p224
State that the Sun is the principal different habitats, learners now consider the relationships between them.
source of energy input to The concept of energy is not an easy one, and learners who are not
biological systems studying physics or chemistry will need an opportunity to discuss what it
means.
There is an important link to be made between photosynthesis and

respiration including the concept that animals obtain energy-rich
nutrients from plants. Refer to Unit B9.2 below Food chains and food
webs.
All organisms directly or indirectly get their energy from the Sun.

B9.2 Food chains and food webs If learners have an opportunity to visit a habitat, even if only in the Biology for IGCSE, Williams et al.
Define the terms: school grounds, then they should be able to construct food chains and p224–225
 food chain as a chart showing food webs for themselves.
the flow of energy (food) from PowerPoint presentation –
one organism to the next, The Sun should not be included in a food chain or food web. Interdependence of living things:
beginning with a producer www.biology-resources.com/biology-
e.g. mahogany tree Emphasise that the arrows in a food chain represent the direction of CD.html
→caterpillar→ song bird→ energy flow, towards the eater.
hawk Video clips – Energy transfer in food
 food web as a network of Definitions of each of these terms can be built up once learners are chains:
interconnected food chains comfortable with the concept of food chains. www.bbc.co.uk/learningzone/clips/energ
showing the energy flow y-transfers-and-food-chains-pt-1-
through part of an ecosystem Learner progress could be assessed using 0653 past paper examination 2/197.html
 producer as an organism that questions.
makes its own organic Interactive food chain:
nutrients, usually using www.puzzling.caret.cam.ac.uk/game.ph
energy from sunlight through p?
photosynthesis game=6&age=2&PHPSESSID=0cb770
 consumer as an organism 7e04efead5a621c47d4b3b047f
that gets its energy by feeding
on other organisms 0653 past examination questions:
 herbivore as an animal that Core
gets its energy by eating Jun 2011 Paper 21 Q5(a)
plants Jun 2011 Paper 22 Q8(a)
 carnivore as an animal that Nov 2011 Paper 21 Q8(a)(b)
gets its energy by eating Jun 2012 Paper 21 Q3(a)
other animals
Supplement

Teacher Support at
http://teachers.org.uk
B9.4(S) Define the terms: Biology for IGCSE, Williams et al. p224
 decomposer as an

organism that gets its

energy from dead or waste
organic matter
 ecosystem as a unit
containing all of the
organisms and their
environment, interacting
together, in a given area
e.g. decomposing log or
lake
 trophic level as the
position of an organism in
a food chain or food web
B9.3(S) Describe energy losses Learners who have studied physics may already understand that energy Biology for IGCSE, Williams et al. p229
between trophic levels transfers are never 100% efficient, and that some energy is always lost
as heat when energy is transferred from one form to another. Video clips – Energy transfer in food
chains:
To understand the concept of heat lost from food chains and webs, www.bbc.co.uk/learningzone/clips/energ
learners should discuss a particular example, such as energy transfer y-transfers-and-food-chains-pt-2-
from grass in a field and cattle that are eating it. 2/199.html
Once energy losses are understood, it should become apparent that Video clip – Energy in food chains:
food chains cannot go on indefinitely. www.bbc.co.uk/learningzone/clips/what-
happens-to-energy-in-food-
chains/200.html
Video clip – Intensive farming:

www.bbc.co.uk/learningzone/clips/agric
ultural-change-in-the-paris-basin-
intensive-farming/3944.html

B9.5(S) Explain why food chains Emphasise that short food chains are more efficient in providing energy
usually have fewer than five to the top consumer.
trophic levels
Emphasise that approximately 90% of energy is lost to the environment
between each trophic level.
Learners studying the supplement can now take the ideas of energy flow
and losses between trophic levels a little further, and think of their
implications for human populations.
Some farmers keep their animals in pens or warm barns to restrict the
loss of energy from the animals.
Learners could consider why, if it is inefficient in terms of energy, that so

many human populations use animals for food. Links with Unit 2 Animal
nutrition.
B9.6 The carbon cycle Learners could be given cards showing stages of the carbon cycle and Biology for IGCSE, Williams et al. p230
Describe the carbon cycle. arrange them into a complete cycle. These could then be turned into
posters. Carbon cycle (revision):
www.lgfl.skoool.co.uk/content/keystage
Extension – what is meant by “carbon neutral”? 4/biology/pc/lessons/uk_ks4_ecology/h-
frame-ie.htm
Learners may be assessed using past paper examination questions.
ence/add_aqa/foodchains/foodchains5.
shtml

Core
Supplement

Teacher Support at

B9.7(S) Discuss the effects of the The effects of deforestation could be discussed using newspaper/media Biology for IGCSE, Williams et al.
combustion of fossil fuels and articles on deforestation. p240–241
the cutting down of forests on
the oxygen and carbon dioxide Link to Unit 3 photosynthesis and Unit 10 the undesirable effects of Sustainability:
concentrations in the deforestation and air pollution. www.bbc.co.uk/schools/gcsebitesize/sci
atmosphere . ence/ocr_gateway/understanding_envir
onment/sustainabilityrev4.shtml

Unit 10: Human influences on the ecosystem

Learners should have covered Unit 9 Energy flow in ecosystems before beginning Unit 10.
Context
This unit builds on ideas studies in Unit 9, and brings together knowledge from many other areas of the syllabus.
Outline
The increasing human population has caused an increase in agriculture which has led to deforestation and pollution by fertilizers. The consequences of these are
studied. The effects of sewage and industrial processes causing water and air pollution are then considered, and the unit ends with a description of the need for
conservation of both living organisms and natural resources.
B10 Human influences on the eco

system
B10.1 Agriculture Deforestation may already have been considered in relation to the Biology for IGCSE, Williams et al.
List the undesirable effects of carbon cycle and more wide-ranging effects should be considered, such p240–241
deforestation: as loss of habitat and biodiversity and the increased soil erosion and
extinction flooding. Video clips – Deforestation:
loss of soil www.bbc.co.uk/learningzone/clips/rainfo
flooding The flooding of the River Indus in Pakistan in 2010 could be discussed rest-destruction-kalimantan-indonesia-
carbon dioxide build up or the Three Gorges dam on the Yangtze River in China. It is a good and-costa-rica/3096.html
idea to try to introduce at least one specific example, as well as
discussing the problems in general. www.bbc.co.uk/learningzone/clips/susta
inable-forestry-using-animal-
power/11966.html
B10.2 Describe the undesirable effects Discussion about the effect of greenhouse gases on climate should be Biology for IGCSE, Williams et al.
of pollution to include: discussed. p248–249

water pollution by sewage

and chemical waste Practical Biology – Indicator species:
air pollution by greenhouse www.nuffieldfoundation.org/practical-
gases (carbon dioxide and biology/monitoring-water-pollution-
methane) contributing to invertebrate-indicator-species
global warming
ence/edexcel/problems_in_environment
/pollutionrev2.shtml
B10.3(S) Pollution Ensure that learners realise that both organic (for example manure) and Biology for IGCSE, Williams et al.
Describe the over-use of inorganic fertilisers can cause pollution problems. p242–243, p248–249
fertilisers to include
eutrophication of lakes and Leaching into waterways and subsequent eutrophication, should be Eutrophication:
rivers described and explained. www.bbc.co.uk/schools/gcsebitesize/sci
ence/edexcel/problems_in_environment
Extension – possible solutions to eutrophication could be researched. /pollutionrev4.shtml
B10.4(S) Discuss the causes and Learners should understand that acid rain is caused by sulfur dioxide Biology for IGCSE, Williams et al.
effects on the environment of (released from the burning of oil and coal, for example in power stations) p246–247
acid rain and the measures and nitrogen oxides (present, for example, in car exhausts). They should
that might be taken to reduce know something of the biological effects of acid rain. Science Around the World – Acid rain:
its incidence www.nationalstemcentre.org.uk/elibrary/
Extension – learners could investigate the effects of acid on resource/1728/acid-rain
germination rate.
Video clip – Air pollution:
www.bbc.co.uk/learningzone/clips/air-
pollution-and-its-effects-on-the-
environment/6008.html
Acid rain investigation:

www.saps.org.uk/secondary/teaching-
resources/186-student-sheet-5-
investigating-seed-germination
B10.5(S) Explain how increases in Biology for IGCSE, Williams et al.

greenhouse gases (carbon p244–245

dioxide and methane) are

thought to cause global Greenhouse effect:
warming www.bbc.co.uk/schools/gcsebitesize/ge
ography/climate_change/greenhouse_e
ffect_rev1.shtml
B10.6 Describe the need for It is best to look at some specific examples, either relating to the Biology for IGCSE, Williams et al.
conservation of: learners' home country, or of international importance such as: tigers in p250–253
species and their habitats India, elephants in Africa, sun bears from Cambodia or orangutans in
natural resources (limited to Borneo. Science Around the World – Conserving
water and non-renewable biodiversity:
materials including fossil fuels Extension – Learners could become involved in the Science Around the www.nationalstemcentre.org.uk/elibrary/
World conservation project. resource/1738/biodiversity-around-us
Learner progress could be assessed using 0653 past paper examination Video clips – Conservation:
questions listed opposite. www.bbc.co.uk/learningzone/clips/biodi
versity-and-the-human-
implications/5505.html
www.bbc.co.uk/learningzone/clips/loch-
lomond-land-use-
conservation/1142.html

Core
Supplement
Jun 2011 Paper 31 Q1(b)(c)

Teacher Support at

Scheme of work – Cambridge IGCSE® Combined Science (Chemistry) (0653)
Overview (Chemistry)
websites.
The scheme of work follows the Cambridge IGCSE Combined Science syllabus (code 0653).
The progression through these themes has been designed to build on students’ own experiences, and to ensure that students have sufficient basic knowledge and

It is recommended that students who are beginning this course should have previously studied a science curriculum or equivalent national educational frameworks.
Candidates should also have adequate mathematical skills for the content contained in this syllabus.
Outline
the various units but rather to offer choices which could depend on local conditions. It is not essential that the Units are taught in the order in which they appear,
although it is recommended that the fundamental ideas in Unit 2 are covered or revised early in the course.
work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the students and size of the class. Length of time allocated
to a task is another possible area for differentiation.

The units for chemistry within this scheme of work are:
Unit Topic Content
 Chemical and physical change

Unit 1 Experimental techniques  Methods of separation and purification
Cross-referenced to assessment objectives A2-4, B1-7, C1-4
 Atoms and molecules

 Elements, mixtures and compounds
 Energy changes in chemical reactions
 Atomic structure and the Periodic Table
 Ions and ionic bonds
 Covalent bonding
Particles, atomic structure, chemical  The Periodic Table
Unit 2
bonding and the Periodic Table  Periodic trends
 Chemical formulae
 Group I
 Transition metals
Cross-referenced to assessment objectives A1-5, B1-6, C1-4 and supporting

most following units.
 Water
 Air
 Noble gases
Unit 3 Air and water  Carbon dioxide
 Rusting
Cross-referenced to assessment objectives A1-5, B1-5, C1-3 and Unit 2

Unit Topic Content
 Word equations
 The characteristic properties of acids and bases
 Preparation of salts
Unit 4 Acids, bases and salts
 Identification of ions and gases
Cross-referenced to assessment objectives A1-5, B1-7, C1-4 and Units 1 & 2
 Factors affecting rate (speed) of a reaction

 Methods of measuring rate
Unit 5 Reaction rates  Collision theory
Cross-referenced to assessment objectives A1-5, B1-7, C1-4 and Unit 2
 Properties of metals and non-metals

 Alloys
 Reactivity series
Unit 6 Metals and the reactivity series
 Extraction of metals
Cross-referenced to assessment objectives A1-5, B1-6, C1-4 and Units 2, 3 & 4
 Fuels
 Petroleum processing and products
 Alkanes
Unit 7 Organic chemistry
 Cracking and alkenes
Cross-referenced to assessment objectives A1-5, B1-5, C1-3 and Units 2 &3
 Stoichiometry
 Balanced equations
Unit 8 Amount of substance
Cross-referenced to assessment objectives A1-5, B1-7, C1-3 and all other units
 Redox
 Electricity and chemistry
Unit 9 Redox, electrochemistry and Group VII  Group VII
Cross-referenced to assessment objectives A1-5, B1-6, C1-3 and Units 2 & 6

Teacher support
www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk.
Textbooks and CD:

Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, ISBN 0582332087 – excellent worksheets for teaching IGCSE Chemistry.
Chemistry for IGCSE, R. Norris & R. Stanbridge, Nelson Thornes, 2009. ISBN 9781408500187
Animation and video clips on particles, separating techniques and states of matter:
Royal Society of Chemistry Particles in Motion, CD-ROM, 2006.
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).
Cambridge IGCSE Chemistry webpage

www.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=840
Royal Society of Chemistry Electronic Databook

www.rsc.org/education/teachers/resources/databook/
Video clips on the various methods of extraction:

www.rsc.org/Education/Teachers/Resources/Alchemy/
Excellent suite of video clips on various elements of the Periodic Table:

periodicvideos.com/
Video clips on various molecules:

periodicvideos.com/molecularvideos.htm
Some very useful experimental worksheets:

www.practicalchemistry.org/experiments/schools.longman.co.uk/gcsechemistry/worksheets/index.html
Variety of resources for IGCSE Chemistry

www.chalkbored.com/lessons/chemistry-11.htm
An excellent source of background notes for teaching IGCSE Chemistry

www.chemguide.co.uk/
A useful starting point for searches for relevant materials may be found at
www.chemistryguide.org/
Useful revision websites:

www.bbc.co.uk/schools/gcsebitesize/science/
www.docbrown.info
www.gcsescience.com/science-chemistry-links.htm

Unit 1: Experimental techniques

Basic knowledge on particle theory.
Context
The concepts and practical skills introduced in this unit will be revisited in future topics.
Outline
This unit contains a considerable amount of practical work and introduces a variety of practical techniques that future units will build on. The unit starts by focusing
on the variety of purification techniques available to chemists. This unit is cross-referenced to assessment objectives A2–4, B1–7, C1–4.
C3.1 Physical and chemical changes
C3.1.1 Identify physical and chemical This fundamental concept could be introduced briefly and then the
changes, and understand the remainder of this unit can be used as examples of mainly physical
differences between them changes.
C2.1 Methods of separation and

purification
C2 2.1.3(S) Describe paper Class practical work to illustrate this technique is always popular. Cambridge IGCSE Chemistry,
chromatography S.Goodman and C. Sunley, CD-ROM
Experimental work can involve simple inks, sweets, leaves, dyes and video clip 7
C2 2.1.4(S) Interpret simple food colourings. Non-permanent felt-tipped pens work well.
chromatograms An excellent collection of animations
The degree of challenge and interest can be increased for more able and video clips:
learners to include reference to forensic analysis. www.practicalchemistry.org/experiments
/chromatography-of-sweets
%2C194%2CEX.html

www.practicalchemistry.org/experiments
/chromatography-of-leaves,199,EX.html
www.scienceprojectlab.com/paper-
chromatography-experiment.html
Royal Society of Chemistry Particles in

Motion CD-ROM, 2006.
C2 2.1.1 Describe methods of separation Typical solvents to use are water (salt/sand) or ethanol (salt/sugar). Cambridge IGCSE Chemistry,
and purification: filtration, S.Goodman and C. Sunley, CD-ROM
crystallisation, distillation, Filtration is used in one of the salt preparation methods to remove the video clips 8-11.
fractional distillation excess solid.
An excellent collection of animations
Crystallisation is used in most salt preparations to obtain the final and video clips:
product. www.practicalchemistry.org/print/experi
ments/introductory/mixtures-and-
Experimental work can involve: separations/separating-sand-and-
 purification of an impure solid salt,192,EX.html
 distillation of coca-cola or coloured water
 demonstration of the (partial) separation of ethanol from water by www.practicalchemistry.org/print/experi
distillation ments/introductory/mixtures-and-
 demonstration of the separation of ‘petroleum fractions’ from separations/purification-of-an-impure-
mixtures of hydrocarbons using ‘artificial’ crude oil solid,196,EX.html
Learner progress assessed by giving properties of components and Royal Society of Chemistry Particles in
asking how mixtures could be separated. Advanced learners could Motion CD-ROM, 2006.
separate sand, salt and crushed shells (calcium carbonate).
Various methods of purification 1.6.1–
1.6.3 and 1.7.1–1.7.3:
Chemistry for IGCSE, R. Norris and R.
Stanbridge. p12–15
C2 2.1.2(S) Suggest suitable purification This may be linked to magnetic properties (less important) and varying
techniques, given information solubilities (more important).
about the substances involved
Setting challenges tailored to interest and ability is a good way of

approaching this if time allows. Separation of the components in artificial

beach sand consisting of salt, sand and crushed shells (calcium
carbonate) using solubility in water and dilute acid works well enough.
Nov 2011 Paper 22 Q9(b)(i)
Supplement

Teacher Support at

Unit 2: Particles, atomic structure, chemical bonding and the Periodic Table
Basic knowledge of particle theory and the layout of the Periodic Table.
Context
This unit can be taught as a whole or split into two parts: (i) particles, state of matter and atomic structure and (ii) Ionic bonding, Periodic Table and Group 1.
Outline
The unit covers many essential fundamental topics, which will be revisited and used in later units (and in Cambridge IGCSE Co-ordinated Sciences (Physics). The
unit begins by looking at the particle model of matter and leads onto the structure of the atom. This is then extended to include ions, leading onto ionic bonding (to
link up with Group 1). The basic ideas of shared electrons pairs in covalent bonds are then covered. The layout of the Periodic Table can be introduced (opportunity
for learners, in groups, to research trends within groups or across periods) and the chemistry and properties of the Group 1 metals. This unit is cross-referenced to
assessment objectives A1–5, B1–6, C1–4.
C1 The particulate nature of matter
C1 1 Demonstrate understanding of This fundamental concept could be introduced briefly as a stand-alone

the terms atom and molecule topic, although there will be many opportunities for repeated
reinforcement throughout the Chemistry units.
Some common content with Co-
ordinated Sciences (Physics)
sections P4.1 and P4.2
C3 Atoms, elements and

compounds
C3 3.2.1 Elements, compounds and The core syllabus requires that learners should be able to describe the Video animation of Fe & S:
mixtures differences. For example they should know that compounds are formed www.bbc.co.uk/schools/ks3bitesize/scie
Describe the differences between when different elements join together and so compounds can be nce/chemical_material

elements, compounds and decomposed into simpler substances. They should know that mixtures
mixtures can often be separated by physical methods and that there is no
temperature change when mixtures are made.
Link to Unit 5 – Periodic Table.

Reactions and tests involving iron, sulfur and iron(II) sulphide can be
carried out by learners to illustrate the varying properties of the
elements, the mixture and the compound.
C3 3.2.2(S) Demonstrate understanding of In the extended syllabus, learners should appreciate that the differences
the concepts of element, between elements compounds and mixtures can be understood in terms
compound and mixture of particles and bonding.
C6 Energy changes in chemical

reactions
C6 6.1.1 Energetics of a reaction These fundamental characteristics of reactions will be met throughout Some ideas for practical work is found
Relate the terms, exothermic and the syllabus and may well have been introduced earlier. If a high at:
endothermic to the temperature temperature thermocouple is available, learners may be intrigued by www.nuffieldfoundation.org/
changes during chemical measurements of temperature differences between different types of
reactions Bunsen burner flames.
The reaction between dilute acid and sodium hydrogencarbonate is a

convenient and significantly endothermic example that learners can
carry out for themselves alongside other exothermic reactions.
C6 6.1 .2(S) Demonstrate understanding This can be linked to energy transformations in the Physics Units. A useful starting point is found at:
that exothermic and Learners should understand that energy released during reactions is www.docbrown.info/page03/3_51energy
endothermic changes relate to detected by temperature changes and interpreted as changes in the .htm
the transformation of chemical molecular speeds of particles.
energy to heat (thermal
energy), and vice versa There are links to be made with Unit 5 Reaction rates where changes in
collision frequency arising from changes in particle speed are used to

explain changes in rate.
There is no requirement to discuss concepts such as enthalpy of

reaction although advanced learners may be interested in the H
notation they may have found through research.
C3 Atoms, elements and

compounds
C3 3.3.1 Atomic structure and the This is a suitable topic for the introduction of the general idea of a Summary of atomic structure:
Periodic Table Scientific theory to try to explain observations of the way substances www.chemguide.co.uk/atoms/properties
Describe the structure of an atom behave. Technology has only recently allowed images of atoms to be /gcse.html
in terms of electrons and a observed.
nucleus containing protons and Good lesson structure of the history of
neutrons the atomic structure:
www.learnnc.org/lp/pages/2892
C3 3.3.3 State the relative charges and Opportunity for group work, learners can research and present their
approximate relative masses of ideas on the development of the structure of the atom from the Greeks
protons, neutrons and electrons onwards. They can also discuss the limitations of each model using
ICT/textbooks.
C3 3.3.4 Define proton number and Proton number is also the atomic number. Nucleon number is also the
nucleon number mass number – the total number of protons + neutrons.
Learners could be directed towards the facts that within the Periodic
Table proton number increases regularly but nucleon number does not.
C3.3.5 Use proton number and the If time allows the class can make up playing-cards showing details of the
simple structure of atoms to elements from proton number 1 to 20 (advanced learners could take this
explain the basis of the Periodic up to 36). These could show atomic diagrams and details of sub atomic
Table (see section C9), with particles and even physical properties. These can then be set out in the
special reference to the elements form of the Periodic Table.
of proton number 1 to 20
C3 3.3.2(S) Describe the build-up of Use circles to show the shells up to atomic number 20.
electrons in ‘shells’ and Learners can use mini-whiteboards to draw electron diagrams as a class

understand the significance of activity.

the noble gas electronic
structures and of valency The idea that shells represent energy levels is not required by this
electrons syllabus but this can reasonably be introduced to advanced learners.
(The ideas of the distribution of
electrons in s and p orbitals and
in d block elements are not
required.)
(Note: a copy of the Periodic

Table will be available in Papers
1, 2 and 3)
C3 3.4.1 Ions and ionic bonds Emphasise formation of a full shell/noble gas configuration. Ionic bonding:
Describe the formation of ions by www.bbc.co.uk/schools/gcsebitesize/sci
electron loss or gain Learners can use mini-whiteboards to draw electron diagrams as a class ence/
activity. This can also be done using cut out electrons and shells so
learners can move electrons into place.
The idea of charge imbalance to arrive at the ionic charge can be

explained using the analogy of a beam balance or see-saw.
Link this to Unit 9.
C3 3.4.2 Describe the formation of ionic Learners should be shown how to convert atomic dot and cross Ionic bonding:
bonds between elements from diagrams into ionic versions for simple ionic substances e.g. NaCl, KF. www.bbc.co.uk/schools/gcsebitesize/sci
Groups I and VII Then they can be challenged to draw diagrams for other binary ence/
compounds of Groups I and VII.
C3 3.4.3(S) Explain the formation of ionic For the extension work, learners need to apply their knowledge and
bonds between metallic and predict dot and cross diagrams for more complicated examples like
non-metallic elements MgO, Na2O, CaCl2, MgBr2, AlF3.

Learners can explore the properties of ionic compounds experimentally

and link them to the model of ionic bonding – solubility in water,
conductivity when solid, in solution and molten (e.g. demonstration using
PbBr2) and melting point.
Extension – learners could be introduced to writing ionic formulae (Unit

8) and electrolysis (Unit 9).
In both core and extension it should be emphasised that the ionic bond
arises ultimately from the attraction between ions of opposite electrical
charge.
C3 3.5.1 Molecules and covalent bonds It would be useful for learners to compare the general characteristics of Extensive discussion of types of
State that non-metallic elements ionic and covalent substances. They can be given samples of salt, compound at:
form non-ionic compounds using powdered wax and silver sand as three examples of white solids. They www.bbc.co.uk/schools/gcsebitesize/.sh
a different type of bonding called can carry out experiments to identify the bonding in each. tml
covalent bonding
ence
C3 3.5.2(S) Draw dot and cross diagrams Learners may be asked to complete covalent bonding diagrams given a
to represent the sharing of framework. More advanced learners should be able to construct bonding
electron pairs to form single diagrams and predict chemical formulae of molecules analogous to
covalent bonds in simple those in the syllabus.
molecules, exemplified by (but
not restricted to) H2, Cl2, H2O,
CH4 and HCl
C9 The Periodic Table
C9 1 Describe the way the Periodic Learners make observations from a copy of the Periodic table. Small Excellent suite of video clips on various
Table classifies elements in order groups or individuals make playing-card sized diagrams of labelled elements of the Periodic Table:
of proton number atoms and then come together to build up Periodic Tables. www.periodicvideos.com/

C9 2(S) Use the Periodic Table to A database of properties and states for element of periods 1, 2 and 3 Interactive Periodic Tables:
predict properties of elements could be set up. www.webelements.com/
by means of groups and
periods Learners, in groups, could be asked to design a flowchart to find the www.rsc.org/chemsoc/visualelements/in
metals, non metal, solids and liquids and enter the results on a blank dex.htm
copy of the periodic table.
www.ptable.com/
C9 9.1.1 Periodic trends Use colour-coded Periodic Table to illustrate that the great majority of
Describe the change from elements are metallic. www.chemicool.com/
metallic to non-metallic character
across a period www.theodoregray.com/
C9 9.1.2(S) Describe the relationship Emphasise number of valency electrons = group number and the
between Group number, number of main electron shells = period number. Emphasise Period 1
number of valency electrons contains only H and He.
and metallic/non-metallic
character
C4 Stoichiometry
C4 1 Use the symbols of the elements Learners can calculate the formula by using the ‘valencies’ or ‘combining Chemistry for IGCSE, R. Norris and R.
to write the formulae of simple powers’ of the elements. Stanbridge. p44–45.
compounds
Learners can use mini-whiteboards to write formulae or bingo activity for
working out the total number of atoms in a formula.
C4 4 Construct and use word Learners should be able to use word equations to describe reactants Some material on word equations but
equations and products for the reactions in this unit. mainly balanced equations which will be
needed later:
Mini whiteboards can be used to show a range of reactants, products, + www.bbc.co.uk/schools/gcsebitesize/
signs and → signs and then valid equations assembled.
www.docbrown.info/
C4 2 Deduce the formula of a simple As above.

compound from the relative
numbers of atoms present This should be linked with organic molecules and with inorganic
substances such as P4O10.

C4 3 Deduce the formula of a simple The use of physical models made of plasticine and used matchsticks
compound from a model or could be substituted for custom-made kits if these are not available.
diagrammatic representation
C9 9.2.1 Group properties Group 1 metals are called the alkali metals. Excellent video of the reaction of all the
Describe lithium, sodium and alkali metals with water:
potassium in Group I as a Demonstration with very small amounts of the metals behind a safety www.open2.net/sciencetechnologynatur
collection of relatively soft metals screen or video only of reactions with water due to highly exothermic e/worldaroundus/akalimetals.html
showing a trend in melting point, nature.
density and reaction with water www.practicalchemistry.org/experiments
Focus on the observations here and link to theory and relative reactivity: /alkali-metals,155,EX.html
 metal floats, so less dense than water
 fizzing indicates a gas is given off
 molten ball (not Li) indicates highly exothermic reaction
 lilac flame (K) indicates very exothermic reaction because the
hydrogen gas given off ignites
C9 9.2.2(S) Predict the properties of other Include reactions of Rb and Cs and physical properties such as melting Useful background data on Rb, Cs and
elements in Group I, given and boiling points. Trends can be obtained from suitable databases. Fr:
data, where appropriate www.chemtopics.com/elements/alkali/al
Learners could be shown evidence that caesium in a glass vial easily kali.htm
melts at body temperature.
Practical Chemistry videos: Reaction of
Several dramatic videos showing the reaction between Group I metals Caesium with Water:
and water are available on-line. www.rsc.org/learn-
hemistry/resource/res00000797/
C9 9.3.1 Transition elements Learners compare a range of solid compounds and solutions to notice www.docbrown.info/page04/4_75trans.h
Describe the transition elements the colours of those involving transition metals. tm
as a collection of metals having
high densities, high melting points Learners could research catalysts in a range of reactions to show that
and forming coloured these usually involve transition metals.
compounds, and which, as
elements and compounds, often Learners can draw up tables of the properties of metals in Period 4 to

act as catalysts compare and contrast with other metals in Periods 3 and 4.
Jun 2012 Paper 21 Q2(a) and (b)
Jun 2012 Paper 21 Q8(b)(i) and (ii)
Jun 2012 Paper 22 Q1(b) and (c)
Supplement
Jun 2012 Paper 31 Q8 (a)(i)
Nov 2011 Paper 33 Q5(a)(ii)
Nov 2011 Paper 33 Q7(b)(i)
Jun 2011 Paper 31 Q6(a)(i)
Jun 2011 Paper 31 Q8(b)(ii)

Unit 3: Air and water

Knowledge on atomic structure and the basic layout of the Periodic Table is preferable.
Context
This unit builds on ideas from Units 1 and 2. The concepts of this unit will be revisited in Units 6 and 10.
Outline
This unit begins by looking at the way in which we can test for water and its treatment. Learners could compare methods of treatment in their country and the UK.
Discussion of why some governments recommend boiling tap water or to drink bottled water together with the environmental consequences. The composition of the
air is covered next and linked to this are the important topics of carbon dioxide production and links to the environment. The unit also includes a consideration of the
rusting of iron and its prevention This unit is cross-referenced to assessment objectives A1–5, B1–5, C1–3 and Unit 2.
C11 Air and water
C11 1 Describe a chemical test for water Use either anhydrous cobalt(II) chloride (blue cobalt chloride paper) or Chemistry Experiments, J. A. Hunt, A.
anhydrous copper(II) sulfate (solid). Geoffrey Sykes, J. P. Mason,
Development – practical/demonstration of burning a fuel (candle) and Experiment B5
illustrating that water is one of the combustion products (link to Unit 8).
C11 2 Describe and explain, in outline, Emphasis on filtration (link to Unit 1) and chlorination stages. Notes on water purification:
the purification of the water www.docbrown.info/page01/AqueousCh
supply by filtration and Opportunity to introduce the properties of chlorine/Group VII elements as em/AqueousChem.htm
chlorination poisonous, safe only in very dilute solution.
Can discuss role of chlorine in eradicating waterborne diseases in many

countries. Possible school visit to a water treatment plant.
C11 3 Describe the composition of clean Experiment to derive the % oxygen in the air using the oxidation of Video clip on gases from the air:

air as being a mixture of 78 % heated copper metal. www.rsc.org/Education/Teachers/Resou

nitrogen, 21 % oxygen and small rces/Alchemy/index2.htm
quantities of noble gases, water Alternatives could be:
vapour and carbon dioxide  iron wool with air Chemistry for IGCSE, R. Norris and R.
 phosphorus with air (demonstration only – using a fume cupboard) Stanbridge. p182
C9 9.4.1 Noble gases Opportunity to reinforce ideas of full outer shells leading to lack of Good video clip about the noble gases:
Describe the noble gases as reactivity (link to Unit 2). www.open2.net/sciencetechnologynatur
being unreactive e/worldaroundus/noblegases.html
C9 9.4.2(S) Describe the uses of the noble Learners can produce posters, or in groups do a short- www.drbateman.net/gcse2003/gcsesum
gases in providing an inert presentation/poster illustrating the uses of the different noble gases. s/chemsums/noblegases/noblegases.ht
atmosphere, i.e. argon in m
lamps, helium for filling Video footage of the use of noble gases in lighting can be dramatic.
balloons
C11 Air and water
C11 5 Describe the formation of carbon Opportunity for demonstration or learners to perform a variety of Chemistry Experiments, J. A. Hunt, A.
dioxide: experiments to prepare carbon dioxide. Geoffrey Sykes, J. P. Mason,
 as a product of complete Experiments B6 and D5
combustion of carbon Comparison of oxygen and carbon dioxide content in air before and after
containing substances respiration and combustion.
 as a product of respiration
 as a product of the reaction
between an acid and a
carbonate
C11 4(S) Explain why the proportion of Possible issues to raise include the role of carbon dioxide from Global warming:
carbon dioxide in the air is combustion of fossil fuels contributing to global warming. (Note that the www.bbc.co.uk/schools/gcsebitesize/
increasing and why this is present concentration of CO2 in the atmosphere is 0.038%.)
important
Emphasise that a greenhouse gas absorbs heat energy and stops heat
escaping into space and warms the atmosphere, which causes an
increase in global warming.

C11 6 Describe the rusting of iron in Experiment involving the investigation of rusting of iron nails using these Chemistry for IGCSE, R. Norris and R.
terms of a reaction involving air methods. Stanbridge. p 192 Fig. 15.7.1
and water, and simple methods of
rust prevention, including paint A simple investigation or experiment to demonstrate methods of Rust prevention demonstration:
and other coatings to exclude prevention can be: www.practicalchemistry.org/experiments
oxygen  apply coating to a nail- colourless nail varnish, liquid removal /preventing-rusting%2C251%2CEX.html
(Tippex), cling film, grease or oil, oil-based paint
 sacrificial protection – wrap a small piece of Mg ribbon or zinc foil
around a nail
For formative assessment, 0653 past paper examination questions may 0653 past examination questions:
be used in the classroom – see list opposite. Core
Nov 2011 Paper 22 Q9(a)(iii)
Past paper can be accessed on

Teacher Support at

Unit 4: Acids, bases and salts

Learners should be familiar with the laboratory techniques introduced in Unit 1 and they have some knowledge on particle theory, atomic structure and ionic bonding
(Unit 2).
Context
This unit builds on ideas from earlier units. The concepts of this unit will be revisited in Units 6, 8 and 9.
Outline
This unit starts with introduction to the usefulness of a word equation to summarise reactants and products (this might have been introduced in earlier units). Word
equations can then be written for the reactions of acids and bases. There is a considerable range of practical work that can be carried out. Opportunity for learners to
research the common products used in the home that are acidic/alkaline in nature and apply this knowledge to some everyday examples of neutralisation reactions-
indigestion tablets, insect bites or stings. In addition, learners can make and test their predictions in relation to salt preparation. This unit is cross-referenced to
assessment objectives A1–5, B1–7, C1–4 and Units 1 and 2.
C8 Acids, bases and salts
C8 8.1.1 Characteristic properties of Learners can arrange solutions of varying pHs in terms of increasing
acids and bases acidity / basicity e.g. milk, vinegar, ammonia solution, ‘bench’ and
Describe neutrality and relative ‘household’ chemicals.
acidity and alkalinity in terms of
pH (whole numbers only) The pH scale runs from 0–14 and it is used to show the acidity or
measured using full range alkalinity of a solution.
indicator and litmus
Universal indicator can be used to find the pH of a solution.

C8 8.1.2 Describe the characteristic Opportunity for experiments to show exothermic nature of neutralisation. Chemistry for IGCSE, R. Norris and R.
reactions between acids and Stanbridge. p122 Fig 10.2.1
metals, bases (including alkalis) Learners could prepare hydrogen and carbon dioxide gas and perform
and carbonates the distinctive test (see later in this unit). Reactions of acids:
Test tube experiments linked to Unit 6 – Metals. ence/add_aqa_pre_2011/ions/acidsbas
esrev2.shtml
C8 8.1.3 Describe and explain the This is best taught where these contexts appear (sections C11 and C13)
importance of controlling acidity in
the environment (air, water and
soil)
C8 8.2.1 Preparation of salts Experiments should include the preparation of salts such as copper(II) www.docbrown.info/page03/AcidsBases
Describe the preparation, sulphate, magnesium sulphate (filtration method) and sodium or Salts06.htm
separation and purification of potassium salts (titration method) (link to Unit 1).
salts using techniques selected Chemistry Experiments, J. A. Hunt, A.
from section C2.1 and the Geoffrey Sykes, J. P. Mason,
reactions specified in section Experiments G6, G7 and G9
C8.1
Salt preparation:
ence/
C8 8.2.2(S) Suggest a method of making a Introduce solubility rules (these are not examined) and ask learners to
given salt from suitable suggest a suitable method of preparing a particular salt. Acids, bases and salts:
starting material, given www.bbc.co.uk/schools/gcsebitesize/sci
appropriate information Learners can then put their theory into practice. ence/
C8 8.3.1 Identification of ions and gases This allows a great range of simple test tube reactions to be conducted. Cambridge IGCSE Chemistry,
Use the following tests to identify: S.Goodman and C. Sunley, CD-ROM
First, known samples can be used in experiments so that the learners video clips 12–17.
aqueous cations: may find out the answers for themselves.
 copper(II), iron(II), iron(III) Chemistry for IGCSE, R. Norris and R.
and zinc by means of Then the experiments can be made more challenging by using unknown Stanbridge,
aqueous sodium samples of an ionic compound (or even a mixture) to enable learners to Testing for aqueous cations, Fig 11.5.1–
hydroxide and aqueous develop analytical skills. 11.5.2, p140–1

ammonia as appropriate Testing for aqueous anions, Fig 11.6.1,

(Formulae of complex p142–143.
ions are not required) Identifying a gas, Fig 11.4.1–11.4.3,
p138–139
anions:
 carbonate by means of
dilute acid and then
limewater
 chloride by means of
aqueous silver nitrate
under acidic conditions
gases: Demonstration or experimental work to prepare some of these gases. Preparing gases and testing for them:
 carbon dioxide by means www.bbc.co.uk/schools/gcsebitesize/sci
of limewater ence/:
 chlorine by means of
damp litmus paper Qualitative tests:
 hydrogen by means of a www.docbrown.info/page13/ChemicalTe
lighted splint sts/ChemicalTestsc.htm#KEYWORDS
oxygen by means of a
glowing splint
Jun 2012 Paper 21 Q8(b)(iii)
Nov 2011 Q1 (except part (iv))
Supplement
Nov 2011 Paper 33 Q3(a)(ii)
Nov 2011 Paper 33 Q3(b)(i) and (ii)

Unit 5: Reaction rates

Learners should have an understanding of particle theory (Unit 2) and be familiar with taking accurate measurements (Unit 1).
Context
This unit builds on ideas from Units 1 and 2. The concepts of this unit will be reinforced in later units.
Outline
This unit starts with the explanation of collision theory and its importance to reaction rates. There is a considerable range of practical work that can be carried out,
which can be used to develop or assess practical skills. Links with enzymes as a biological catalyst and role of light in photosynthesis can be made with Cambridge
IGCSE Co-ordinated Sciences (Biology). This unit is cross-referenced to assessment objectives A1–5, B1–7, C1–4 and Unit 2.
C7 Chemical reactions
C7 7.1 (1) Speed of reaction Simple test tube experiments using different sized marble chippings and Video clip introduction to rates:
Describe the effect of hydrochloric acid of different concentrations give a quick visual www.bbc.co.uk/schools/gcsebitesize/sci
concentration, particle size, impression of the factors affecting rate of reaction. ence/add_ocr/chemical_synthesis/rates.
catalysis and temperature on the shtml
speeds of reactions
C7 7.1.2 Describe a practical method for Reactions can involve metals and dilute acids or carbonates and dilute Summary of methods and collision
investigating the speed of a acids. Gas syringes (or measurement of displacement of water by gas in theory at:
reaction involving gas evolution upturned measuring cylinder) can be used to measure the volume of gas www.bbc.co.uk/schools/gcsebitesize/sci
produced. ence/
Rules for drawing graphs and the terms independent and dependent A starting point for detailed treatment is
variables should be introduced. at:
www.docbrown.info/page03/3_31rates.h
Measurement of mass decrease in reaction involving evolution of gas tm

could also be demonstrated.
Extension – following the progress of a precipitation reaction such as

the “disappearing cross” when sodium thiosulfate reacts with dilute
hydrochloric acid.
C7 7.1.3(S) Interpret data obtained from This allows the use of spreadsheets and graphing to plot for example, Chemistry Experiments, J. A. Hunt, A.
experiments concerned with gas volume vs. time data to determine the speed of a reaction. Geoffrey Sykes, J. P. Mason,
speed of reaction Experiments H8–H11
Experimental conditions need to be chosen so that the simple idea that
gas volume divided by time represents rate is not too inaccurate.
C7 7.1.4(S) Describe and explain the Animations of particle motion in interactive simulations should be used if Useful animations may be found at:
effects of temperature and available. Your Physics Department may have a mechanical model of www.richardanderson.me.uk/keystage4/
concentration in terms of particles in a box. GCSEChemistry/m3ratesofreaction.php
collisions between reacting
particles (concept of activation Video clip that uses animations of
energy will not be examined) atoms to explain collision theory:
www.bbc.co.uk/learningzone/clips/collisi
on-theory-and-rates-of-
reaction/10668.html
C7 7.1.5 Define catalyst as an agent which The effect of adding manganese (IV) oxide to dilute hydrogen peroxide
increases rate but which remains can be demonstrated. This reaction is also a good context for following
unchanged mass loss as a measure of rate and for revising the oxygen gas test.
Learners can be challenged to come up with a way of proving that the

catalyst is indeed unchanged during the reaction.
Supplement



Unit 6: Metals and the reactivity series

Knowledge on particle theory and atomic structure and the reaction of metals with oxygen and acids is preferable.
Context
This unit builds on ideas from Units 2, 3 and 4. The concepts of this unit will be revisited in Unit 10.
Outline
This unit begins by looking at the general properties of metals and the benefits of forming alloys. The reactivity series is introduced and there is a considerable range
of practical work that can be used to illustrate the reactivity of different elements. This is related to the method of extraction of different metals. This unit is cross-
referenced to assessment objectives A1–5, B1–6, C1–4 and Units 2, 3 and 4.
C10 Metals
C10 10.1.1 Properties of metals Practical work to show physical properties: appearance, melting/boiling www.practicalchemistry.org/experiments
Distinguish between metals and point, conduction of heat and electricity, malleability and ductility. /exothermic-metal-acid-reactions
non-metals by their general %2C101%2Cex.html
physical and chemical properties Chemical properties: could include reactions with water, steam and (follow links from home page)
dilute mineral acids (link with Unit 4).
C10 10.1.3 Explain why metals are often Relate to improvement in corrosion resistance and mechanical Background information on some
used in the form of alloys properties such as strength. common alloys:
www.bbc.co.uk/schools/gcsebitesize/de
Learners, in groups, can research different alloys and their uses. There sign/resistantmaterials/materialsmateria
results could be presented in class or on a poster. lsrev3.shtml
Link to items made from steel, brass or other common alloys..Recall of

composition is not examined.

C10 Identify and interpret diagrams Learners should recognise a simple particle diagram of an alloy and Metals and alloys:
10.1.2(S) that represent the structure of explain that particles cannot slide over each other as easily as in a www.bbc.co.uk/schools/gcsebitesize/sci
an alloy single metal because the regular structure is disrupted. ence/
C10 10.2.1 Reactivity series Experiments possible include: The position of iron in the reactivity
Place in order of reactivity: series:
potassium, sodium, calcium, Potassium, sodium with water (as demonstration only link to Unit 2) www.practicalchemistry.org/experiments
magnesium, zinc, iron, hydrogen Calcium, magnesium with water /the-position-of-iron-in-the-reactivity-
and copper, by reference to the Magnesium, zinc with steam series
reactions, if any, of the metals Magnesium, zinc, iron with dilute hydrochloric acid.
with: Metal reactivity series experiments
 water or steam observations:
 dilute hydrochloric acid www.docbrown.info/page03/Reactivityb.
(except for alkali metals) htm
C10 Compare the reactivity series Class practical work could include: The thermite reaction:
10.2.2(S) to the tendency of a metal to www.practicalchemistry.org/experiments
form its positive ion, illustrated Reaction of the metals magnesium, zinc, iron and copper with aqueous /the-thermite-reaction,172,EX.html
by its reaction, if any, with solutions of these ions. This could be linked with redox reactions (Unit
 the aqueous ions of other 9).
listed metals,
 the oxides of the other With due considerations for safety, mixtures of powdered metals and
listed metals oxides including aluminium and iron(III) oxide (Thermite reaction) can be
demonstrated.
C10 Deduce an order of reactivity Reactions of metals with water, steam and dilute hydrochloric or sulfuric
10.2.3(S) from a given set of acid (for advanced learners also with other aqueous metal ions).
experimental results
Observations of metal displacement reactions that learners could make
themselves in laboratory work. Interest can be increased if these are
viewed through a microscope if available.
Learners, in groups, can be given three/four elements on cards and

asked them to put in order of reactivity and present their reasoning to the
class.
C10 10.3.1 Extraction of metals Demonstration of the reduction of lead(IV) oxide on a charcoal block Extracting metals:

Describe the use of carbon in the with a blowpipe with due regard for health and safety. It is usually www.bbc.co.uk/schools/gcsebitesize/sci
extraction of some metals from possible to reduce copper oxide with carbon by heating in a hardened ence/
their ores glass test-tube.
C10 Describe the essential Use of video material to illustrate the scale of the process. Making iron:
10.3.2(S) reactions in the extraction of www.bbc.co.uk/schools/gcsebitesize/sci
iron in the blast furnace Learners could be given an outline cross-section of a blast furnace and ence/
complete labelling of the main features.
Essential reactions refers to the combustion of carbon in the hot air

blast, the reduction of carbon dioxide to carbon monoxide and the
reduction of iron(III) oxide mainly by carbon monoxide (and also some
carbon although this would not be examined). Advanced learners should
be familiar with the balanced equations of these processes.
C10 Relate the method of extraction Emphasise that metals above carbon in the reactivity series are Video clips on the various methods of
10.3.3(S) of a metal from its ore to its extracted by electrolysis. Metals below carbon are usually extracted by extraction:
position in the reactivity series heating their corresponding metal oxide with carbon. www.rsc.org/Education/Teachers/Resou
limited to group I and II metals, rces/Alchemy/
aluminium, iron and copper Relate these three methods to the position of the metal in the reactivity (follow links from home page)
series.
Notes of extraction of metals:
To broaden the topic, possible issues to discuss could include: www.bbc.co.uk/schools/gcsebitesize/sci
 the economic and environmental cost of the high energy required in ence/
metal extraction processes
 the large input of non-renewable fossil fuel resources into
electrolysis and carbon reduction
 the importance of recycling metals.
Supplement
Jun 2012 Paper 31 Q2(c) and (d)
Nov 2011 Paper 32 Q4(b)(i) and (ii)

Unit 7: Organic chemistry

Learners should have completed the units on air and water, and covalent bonding prior to teaching this unit.
Context
This unit builds on Unit 2. The concepts in this unit will be revisited in Unit 8.
Outline
This unit starts by introducing different types and uses of fossil fuels. The process of fractional distillation of crude oil is discussed with its importance as the main
source of organic molecules. There is an opportunity for learners to research and explore the vast variety of everyday products that originate from crude oil. The unit
then considers simple hydrocarbons limited to alkanes and alkenes. This unit is cross-referenced to assessment objectives A1–5, B1–5, C1–3 and Units 2 and 7.
C12 Organic chemistry
C12 12.1.1 Fuels Awareness of the finite nature of fossil fuel supply and the role of
Recall coal, natural gas and chemistry in the ‘search for solutions’ for alternative fuels and alternative
petroleum as fossil fuels that industrial feedstock.
produce carbon dioxide on
combustion Awareness of the competing demand for hydrocarbons as fuels and as
raw materials for the petrochemical industry.
C12 12.1.3 Name methane as the main Relate to use in the home and in Bunsen burners.
constituent of natural gas
C12 12.1.4 Describe petroleum as a mixture Define a hydrocarbon as a molecule containing carbon and hydrogen Video clip on the fractional distillation:
of hydrocarbons and its atoms only. www.rsc.org/Education/Teachers/Resou
separation into useful fractions by rces/Alchemy/ (follow links from home
fractional distillation Awareness that the use of the fractions as fuels is rapidly depleting page)
crude oil and so threatening the supply of essential raw material for

plastics and other petrochemicals. Separating crude oil:

Discuss the supply and demand problem for some fractions- link to ence/aqa/crudeoil/crudeoilrev1.shtml
cracking in this unit. Also why the composition of crude oil differs from
the location.
C12 Understand the essential Intermolecular attractive forces do not have to be explained although Video clip on the fractional distillation:
12.1.2(S) principle of fractional advanced learners may wish further information. The concept helps www.rsc.org/Education/Teachers/Resou
distillation in terms of differing explain how fractional distillation works and may be examined. Many rces/Alchemy/ (follow links from home
boiling points (ranges) of good animations exist on-line and these really assist understanding. page)
fractions related to molecular Learners often understand the process but have difficulty explaining it
size and intermolecular concisely. A class exercise to come up with a really clear way of Separating crude oil:
attractive forces describing how fractional distillation works is time well spent. www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa/crudeoil/crudeoilrev1
Simple but effective animation at:

www.footprints-
science.co.uk/fractional.htm
C12 12.1.5 State the use of: Opportunity for display work. Learners can find magazine pictures and
 refinery gas for bottled gas for advertisements to illustrate the uses of the fractions.
heating and cooking
 gasoline fraction for fuel The pictures can be mounted on a large outline of the fractionating
(petrol) in cars column, showing where fractions emerge, with boiling points and
 diesel oil/gas oil for fuel in chemical detail, such as number of carbon atom range in each fraction.
diesel engines
C12 12.2.1 Hydrocarbons Lack of reactivity is partly due to the presence of strong C-C and C-H
Describe the properties of bonds only (link to Unit 5). Could revise the use of hydrocarbon oil to
alkanes (exemplified by methane) store reactive metals.
as being generally unreactive,
except in terms of burning
C12 12.2.2 State that the products of Demonstration using cobalt chloride paper and limewater to detect that Review of hydrocarbon fuel combustion
complete combustion of water and carbon dioxide are produced when a hydrocarbon in a spirit at:
hydrocarbons, exemplified by burner (or just a Bunsen burner) burns. Using methane this can be a www.bbc.co.uk/schools/gcsebitesize/sci
methane, are carbon dioxide and good context to develop a word equation and for advanced learners a ence/
water balanced equation.

Also an opportunity to review environmental concerns about carbon

dioxide production and possible links to climate change.
C12 Name, identify and draw the Learners need to be able to draw full structural formulae (showing all Excellent model kits can be purchased:
12.2.3(S) structures of methane, ethane atoms and all bonds). Stress the importance of correct bond www.molymod.com
and ethene attachments.
Establish rules of number of bonds formed for carbon, hydrogen and Drawing packages and other software
oxygen (links to valency, Group number and electronic configuration are are listed at:
possible revising ideas from Unit 2. www.acdlabs.com/resources/freeware/
Learners, in pairs or groups, could be given molecules to build using Review material at:
model kits or name/draw using mini white boards. www.bbc.co.uk/schools/gcsebitesize/sci
ence/aqa/crudeoil/crudeoilrev1.shtml
C12 Recognise alkanes and alkenes Relate this to the modeling at the start of the unit and the reactions of
12.2.4(S) from their chemical names or alkanes and alkenes mentioned above.
from molecular structure
Emphasise that a saturated molecule contains only single covalent
bonds and an unsaturated molecule contains one or more C=C double
bonds.
Saturated with as much hydrogen as possible may be a useful way for

some learners to remember the difference.
C12 Describe the manufacture of Awareness of the importance of cracking to the petrochemical industry Chemistry for IGCSE, R. Norris and R.
12.2.5(S) alkenes by cracking to meet demand for smaller molecules e.g. petrol components, from Stanbridge. p220 Fig 18.2.2.
larger molecules in crude oil for which there is less demand.
Extension to cracking of ethanol:
Paraffin on mineral wool can be cracked using hot broken pot or Chemistry Experiments, J. A. Hunt, A.
granules of aluminium oxide as a catalyst. The resultant gas can be Geoffrey Sykes, J. P. Mason,
collected over water. This demonstration should be carried out with due Experiments I5
regard for health and safety.
Learners should be aware of the need for high temperature and that a
catalyst can be used. The hydrocarbon feed must be vaporized and that
the product mixture needs further refinement. Awareness that cracking is

an example of an endothermic decomposition reaction.
C12 Distinguish between alkanes The addition of bromine water to the product of the above reaction Review material at:
12.2.6(S) and alkenes by the addition demonstrates this addition reaction. www.bbc.co.uk/schools/gcsebitesize/sci
reaction of alkenes with ence/edexcel/fuels/hydrocarbonsrev3.s
bromine Example of the relevance of hydrogen addition for advanced learners is html
the hydrogenation of polyunsaturated vegetable oils to make solid
margarines. Alkenes – their chemical reactions:
www.docbrown.info/page04/OilProducts
05.htm
Supplement

Unit 8: Amount of substance

Learners should have a good understanding of the Periodic Table and Bonding and Structure.
Context
This unit builds on ideas from earlier units.
Outline
This unit begins with a revisit of formulae in the context of ionic compounds. It then introduces the idea of balanced symbol equations and state symbols. This unit is
cross-referenced to assessment objectives A1–5, B1–7, C1–3 and Unit 2.
C4 Stoichiometry
C4 5(S) Determine the formula of an Learners can be given a list of ions encountered in IGCSE and rules for Compounds and mixtures – Chemical
ionic compound from the writing chemical formula. They can construct correct chemical formulae formulae:
charges on the ions present from ions (link to Unit 2). www.bbc.co.uk/schools/ks3bitesize/scie
nce/chemical_material
The charges on ions should be linked with the group number of the
element in the Periodic Table.
They can be introduced to the idea of using brackets when more than
one of a complex ion is present.
The balance of ionic charges must be stressed as the way to deduce the
overall compound formula.
C4 6(S) Construct and use symbolic Introduce the four state symbols (s), (l), (g) and (aq).This should be Some review material at
equations with state symbols linked to all theoretical and experimental work during the course. www.bbc.co.uk/schools/gcsebitesize/sci
ence/

C4 7(S) Deduce the balanced equation The information would be numbers of reacting particles. Learners may Word and symbol equations:
for a chemical reaction, given need to provide correct formulae for reactants such as oxygen gas (O 2). www.bbc.co.uk/schools/gcsebitesize/sci
relevant information Learners need to understand the link between balancing numbers and ence/
the number of particles consumed and produced in a reaction.
Nov 2011 Paper 22 Q1(a)(iii)
Supplement
Nov 2011 Paper 31 Q1(a)(iii) and (v)
Jun 2011 Paper 31 Q2(c)(i)

Unit 9: Redox, electrochemistry and Group VII

Learners should have good understanding of the Periodic Table, ionic bonding and writing equations.
Context
This unit builds on ideas from Units 2 and 6.
Outline
This unit begins with the introduction of redox reactions. Important industrial redox processes allow useful chemicals to be produced such as aluminium, hydrogen,
chlorine and sodium hydroxide. This unit is cross-referenced to assessment objectives A1–5, B1–6, C1–3 and Units 2 and 6.
C7 Chemical reactions
C7 7.2.1 Redox Stress that oxidation and reduction reactions always occur together in a Obtaining and using metals:
Define oxidation and reduction in redox reaction. www.bbc.co.uk/schools/gcsebitesize/sci
terms of oxygen loss/gain, and ence/
identify such reactions from given Link to ideas of the role of redox reactions in the production of energy
information from fuels and the extraction of metals. The reactions in car catalytic Oxidation and reduction definitions:
converters can also be mentioned here (link to Unit 3). www.docbrown.info/page07/redox1.htm
#1.
Experiments possible include the reaction of metals/non-metals with
oxygen and the reaction of metal oxides with carbon. Chemistry for IGCSE, R. Norris and R.
Stanbridge. p114 [Fig 9.3.1], p117 [Fig
9.4.1]
C5 Electricity and chemistry
C5 1 State that electrolysis is the Learners should understand that energy is required to break up Notes on electrolysis, cells, batteries,
chemical effect of electricity on compounds and that in electrolysis this comes from the external fuel cells and industrial applications of

ionic compounds, causing them electrical supply. electrolysis:

to break up into simpler www.docbrown.info/page01/ExIndChem
substances, usually elements Learners should be able to summarise the overall chemical change /ExtraElectrochem.htm
resulting from electrolysis as a word equation, and for advanced learners
as a balanced equation. Electrolysis:
ence/
Comprehensive coverage of all

electrolysis at:
www.docbrown.info/page01/ExIndChem
/ExtraElectrochem.ht
www.nuffieldfoundation.org/topic/118/58
4?tid=31&x=6&y
C5 2 Use the terms electrode, The terms can be introduced during demonstrations of a range of Electrolysis:
electrolyte, anode and cathode different electrolysis reactions. Learners can recall the polarity if they www.bbc.co.uk/schools/gcsebitesize/sci
remember A is for Add (+) and A is for Anode. ence/
Learners should understand that an electrolyte is a solution that

conducts an electrical current because it contains mobile ions.
Emphasise that the moving charges in the electrolyte are ions but in the
connecting wires are electrons.
C5 4 Describe the electrode products, Demonstration of molten lead bromide if a fume cupboard is available Short video clip at
using inert electrodes, in the otherwise a video clip can be shown. www.absorblearning.com/media/item.ac
electrolysis of: tion?quick=1td
 molten lead bromide Aqueous copper chloride can be done by learners and is an excellent
starting point since there is no interference from water decomposition. Comprehensive coverage of all
Learners easily identify both copper and chlorine. Provided solutions are electrolysis at
dilute and the current is not passed for too long the small amount of www.docbrown.info/page01/ExIndChem
 aqueous copper chloride chlorine can be safely shown using test paper. The idea of the overall /ExtraElectrochem.ht
word equation and that an ionic compound has been decomposed into
its elements is readily understood.
C5 3(S) Describe electrolysis in terms This links with writing ionic equations. Ions in solution:
of the ions present and the www.bbc.co.uk/schools/gcsebitesize/sci

reactions at the electrodes Learners should be introduced to writing electrode equations involving ence/add_aqa/ions/electrolysisrev3.sht
atoms, ions and electrons. They should be able to understand such ml
equations but would not be asked to recall any specific example in an
examination.
C5 5(S) Predict the products of the This should involve metal halides or metal oxides only. Comprehensive coverage of all
electrolysis of a specified electrolysis at
binary compound in the molten Emphasise that the product at the cathode is the corresponding metal www.docbrown.info/page01/ExIndChem
state and at the anode, a non-metal molecule (O2 or Group VII molecule). /ExtraElectrochem.ht
Learners should use the elements specified in Unit 6, metal reactivity, to

predict that aqueous solutions of metals higher than hydrogen will
produce hydrogen at the cathode.
C9 9.2.3 Group properties If possible learners should see demonstrations involving chlorine, Groups in the Periodic Table:
Describe the trends in properties bromine and iodine, and can carry out simple test-tube displacement www.bbc.co.uk/schools/gcsebitesize/sci
of chlorine, bromine and iodine in reactions themselves. In this syllabus learners simple need to relate ence/edexcel_pre_2011/patterns/group
Group VII including colour, displacement results to position of halogens in Group VII. Advanced srev3.shtml
physical state and reactions with learners could be asked to understand halogen displacement in terms of
other halide ions oxidation and reduction and to recognise halogen displacement in the
form of ionic equations.
C9 9.2.4(S) Predict the properties of other This extends the list of halogens to include fluorine and astatine in
elements in Group VII, given theory only.
data where appropriate
In groups, learners could predict the reactivity, colour/physical state,
melting/boiling point of fluorine and astatine.
Nov 2011 Paper 21 Q1(a)(iv)
Nov 2011 Paper 22 Q6(c)(i)
Supplement

Nov 2011 Paper 31 Q1(a)(iv)

Nov 2011 Paper 32 Q4(b)(iii)

Scheme of work – Cambridge IGCSE® Combined Science (Physics) (0653)
Overview (Physics)
websites.
The progression through these themes has been designed to build on learners’ own experiences, and to ensure that learners have sufficient basic knowledge and

It is recommended that learners who are beginning this course should have previously studied a science curriculum or equivalent national educational frameworks.
Learners should also have adequate mathematical skills for the content contained in this syllabus.
Outline
There are many activities described throughout this scheme of work. They are only suggestions, and there are many other useful activities to be found in the
materials referred to in the learning resource list.
the various units but rather to offer choices which could depend on local conditions. It is not essential that the units are taught in the order in which they appear.
work. Timings for activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated
to a task is another possible area for differentiation. Suggestions for assessment are included in each unit.

The units for physics within this scheme of work are:
Unit Topic Content
Unit 1 Motion  Speed, distance and time
 Mass and weight

Unit 2 Matter and forces  Density
 Effects of forces
 Energy
 Energy resources
Unit 3 Energy, work and power
 Work
 Power
 States of matter
Simple kinetic molecular model of
Unit 4  Molecular model
matter
 Evaporation
 Thermal expansion of solids, liquids and gases

Unit 5 Matter and thermal properties
 Melting and boiling
 Conduction
 Convection
Unit 6 Transfer of thermal energy
 Radiation
 Consequences of energy transfer

Unit Topic Content
Unit 7 Waves  General wave properties
 Reflection of light
Unit 8 Light
 Refraction of light
 Main features, applications and safety issues of electromagnetic

Unit 9 Electromagnetic spectrum
waves
Unit 10 Sound  Sources of sound, propagation, speed and echoes
 Electrical quantities
 Electric charge
Electricity  Current and potential difference
Unit 11
 Resistance
 Electrical energy
 Dangers of electricity
 Circuit diagrams
Unit 12
Electric circuits  Series and parallel circuits
Teacher support

www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk
Textbooks and CD:

Teaching and Assessing Practical Skills in Science, D Hayward, Cambridge University Press, 2003 ISBN 9780521753593 – this book is endorsed by Cambridge
International Examinations.
IGCSE Physics, H Kennett and Tom Duncan, Hodder Education, 2009 ISBN 9780340981870
Physics for IGCSE, J Breithaupt and V Newman, Nelson Thornes, 2009 ISBN 9781408500194
Royal Society of Chemistry Particles in Motion, CD-ROM, 2006 – animation and video clips on particles, separating techniques and states of matter:
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the accuracy
or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that website or the
site's owners (or their products/services).
Useful experimental worksheets:

www.nuffieldfoundation.org/practical-physics
A useful starting point for searches for relevant materials may be found at:
www.physics.org/
www.iop.org/education/index.html
Useful revision sites:

www.bbc.co.uk/schools/gcsebitesize/science/
www.docbrown.info
www.gcsescience.com/gcse-physics-revision.htm

Unit 1: Motion
Learners are very likely to have studied parts of this unit previously, in Physics, Science or Maths lessons.
They will need to be familiar with graphs and graph plotting here and, although they are not likely to have talked much in terms of the area under a graph or its
gradient, they might well have met some of the ideas in other ways. Learners are bound to have some understanding of distance, speed and time and will almost
certainly be able to conduct simple calculations in miles/hour or kilometres/hour even if they find metres/second trickier and do not see immediately how it all relates
to the equation: v = x/t.
Context
Although the ideas met with in this part of the course are conceptually straightforward, learners often have difficulty with interpreting a distance/time graph, finding a
speed/time graph more intuitive. This is an area where learners might be encouraged to perfect other skills such as graph plotting or mathematical calculation.
Outline
This unit contains ideas are very likely to be very familiar to many learners although the accompanying mathematics will in some cases prove to be a challenge.
P1 Motion
P1 1 Define speed and calculate speed The unit for traffic speed limits (miles per hour or kilometres per hour) Some good work on velocity and
from can be used to give learners a clue to the equation for speed; a distance acceleration with animations for learner
total distance divided by a time. use:
total time www.fearofphysics.com/Xva/xva
For average speed, it should be emphasised that the complete time of
P1 2 Plot and interpret a speed/time the journey should be included, including any time stopped. Make your own space shuttle:
graph and a distance/time graph www.nasaexplores.com/
Work with trolleys using ticker tape or light gates or ultrasound sensors Stopping distances can be found from:
P1 3 Recognise from the shape of a and data-loggers to produce speed/time graphs for constant speed and www.driveandstayalive.com/info
speed/time graph when a body is constant acceleration. %20section/stopping-
- at rest distances.htm#stop-dist_table-for-dry-

If appropriate, learners could calculate the speed of vehicles in roads

- moving with constant road
next to their school, using lamp posts, street sign etc as fixed markers.
speed
Given the necessary conversion factor (13m/s is approximately 30 miles IGCSE Physics Coursebook CD-ROM
- moving with changing per hour). It would be best to avoid the abbreviation mph as it could Activity Sheet 2.2, 2.3, 2.4
speed cause confusion over the unit ‘m’.
P1 4(S) Recognise linear motion for Extend the trolley work to analyse the graphs further and calculate This also includes the effect of force on
which the acceleration is the acceleration. acceleration:
constant and calculate the www.youtube,com/watch?
acceleration Although not specifically part of the syllabus work on thinking v=f20yH5dHyPo&feature=relmfu
distance and braking distance of cars related to safety is useful
P1 5(S) Recognise motion for which and relevant here. This can be used as part of wider road safety UK road safety video showing the effect
the acceleration is not constant education and is popular with learners. of slightly excessive speed (this is quite
graphic, but effective):
P1 6(S) Calculate the area under a www.youtube.com/watch?
speed/time graph to work out v=ipnJbSnmc24
the distance travelled for
motion with constant This is from New Zealand and is not so
acceleration graphic, giving distances in metres:
www.youtube.com/watch?v=Z_n-
HIBnfts
Learner progress could be assessed using 0653 and 0625 (Cambridge 0653 past examination questions:
IGCSE Physics) past paper examination questions listed opposite. Core and Supplement
Jun 2012 Paper 23 Q1a

Core and Supplement
Nov 2010 Paper 21 Q2a

Unit 2: Matter and forces

It is highly likely that many learners will have studied some Physics or General Science previously and it is almost certain that many of the ideas of this unit will have
been met with in this way by the learners following this course.
For the section on Hooke’s Law, learners will need to be able to plot a graph and understand its meaning. They will have encountered the term force but might well
use it interchangeably with terms such as mass, energy or pressure. Although they might well have encountered the unit newton, they may also have measured
forces (especially weights) in other units, and this can lead to confusion. Some learners may have previously met the distinction between mass and weight, but the
fact that weights in shops are virtually always in grams or kilograms, and that learners’ own personal body weights will be known to them in kilograms, pounds, or
stones and pounds, is a problem. There is the feeling that ‘only scientists use newtons’. Scales calibrated in newtons are extremely useful here. Apparent
‘weightlessness’ of orbiting astronauts causes further difficulty. Some learners will have learnt about density but few will be aware that it is an intrinsic property of a
substance whereas mass is an extrinsic property of an object.
Context
The ideas met with in some sections of this part of the course can prove conceptually difficult. This section on the effects of forces is an area where learners can
perfect graph plotting skills. As is normally the case, practical lessons can bring this unit home to learners in a particularly direct fashion.
Outline
This mathematics involved in some areas of this part of the course will in some cases prove to be a challenge. This is a good topic for introducing new units and for
distinguishing between mass and weight.
The idea of force and its corresponding unit the newton will need to be familiar to the learners. Learners are not always aware of the way in which forces act. Many
learners are tempted to believe that a stretched spring which exerts a force of 5.0 N at one end and (inevitably) the same force at the other end is somehow subject
to a tension of 10.0 N. Where learners have previously carried out experiments on springs in parallel and series, such misunderstandings are less likely to arise.
Equilibrium only requires consideration of balanced forces; moments are not considered in this syllabus. Graph plotting can be developed in the section that deals
with springs and Hooke’s law. This is a unit in which teaching important skills such as accuracy, meticulousness, neatness and a systematic approach to problems
can be encouraged without the danger of obscuring the topic being investigated.

P2 Matter and forces
P2 2.1.1 Mass and weight Learners should know that gravity is not a force; but that gravity causes There is much on this website about
State that weight is a force the force we call weight. gravity, particularly to stretch the more
able learners:
P2 2.1.2(S) Know that the Earth is the Learners should appreciate that, although objects can have effectively www.curtin.edu.au/curtin/dept/phys-
source of a gravitational field no weight if very far from a large object such as the Earth, they still have sci/gravity/index2.htm
mass and can cause damage if the hit something when moving.
P2 2.1.3(S) Describe, and use the concept
of, weight as the effect of a Objects in orbit appear to be weightless, but of course they are only
gravitational field on a mass orbiting because of the gravitational field of the Earth, which is difficult
for learners to accept.
Learners can be fascinated with a thought experiment of what would

happen to an object dropped down a hole which passes through the
centre of the Earth and through to the other side; even though this is a
complex situation, they can enjoy discussing the idea of the object
always being pulled towards the centre of the Earth, and this can aid
understanding.
P2 2.2.2 Density Simple experiments measuring mass and volume of a liquid and IGCSE Physics Coursebook CD-ROM
Describe an experiment to calculating density. Using a solid, finding volume from height, width and Activity Sheet 1.2
determine the density of a liquid depth.
and of a regularly shaped solid
and make the necessary Determine the density of cooking oil by putting a measuring cylinder on
calculation using the equation an electronic balance. Take the readings with and without oil in the
density = mass/volume cylinder.
or d = m/v Many learners would benefit from being given the triangle:
m
dxv
to calculate density.

P2 2.2.2(S) Describe the determination of Extend to the displacement method (e.g. Modelling clay of different
the density of an irregularly shapes in a measuring cylinder with water).
shaped solid by the method of
displacement, and make the
necessary calculation
P2 2.3.1 Effects of forces It is useful to ensure that learners have a feeling for the sizes of forces IGCSE Physics Coursebook CD-ROM
Know that a force is measured in (in N) by asking them to estimate (e.g. weight of a laboratory stool, force Activity Sheet 3.1
newtons (N) required to open a drawer) and then to measure using a spring (newton) IGCSE Physics Coursebook CD-ROM
balance. The weight of a large apple being approximately 1N is a useful Activity Sheet 5.1
P2 2.3.2 Describe how forces may change example (Newton being associated with apples).
the size, shape and motion of a A lesson plan for a model bridge
body Use a simple experiment to stretch a steel spring. Further experience building investigation:
could be gained with a similar experiment to stretch a rubber band. www.school.discovery.com/lessonplans/
programs/bridges/index.html
Compress trapped gases in syringes; change the shape of malleable
objects. Hooke’s Law:
www.matter.org.uk/schools/content/hoo
Use force sensors and newton meters to add and subtract the forces keslaw/index.html
acting on bodies.
P2 2.3.3(S) Plot and interpret Use a home-made copper spring or stretch a length of copper wire and Hooke’s Law:
extension/load graphs measure or show the limit of proportionality. www.matter.org.uk/schools/content/hoo
keslaw/index.html
P2 2.3.4(S) State Hooke’s Law and recall Note that the elastic limit and the limit of proportionality may have very
and use the expression close values in practice, but the concepts are different. It is worth
force = constant x extension (F considering how the linearity of a newton meter scale depends on
= kx) proportionality, and discussing how non-linearity would affect the scale.
P2 2.3.5(S) Recognise the significance of

the term ‘limit of
proportionality’ for an
extension/load graph

For formative assessment, past paper examination questions for 0625 past examination questions:
Cambridge IGCSE Physics (0625) may be used in the classroom – see Core and Supplement
list opposite. Jun 2012 Paper 21 Q2

Teacher Support at

Unit 3: Energy, work and power

Although Cambridge IGCSE Combined Science itself can be used as an introduction to Physics, it is unlikely that many learners will not have studied some Physics
or General Science previously. The word energy, with a whole host of meanings and many subtle shades of emphasis, is likely to be part of a learner’s vocabulary.
When commencing the course, however, the learner is unlikely to be especially exact in distinguishing words such as force, energy, power and work. Part of this
course must be to help learners use these terms appropriately and accurately when the context is purely scientific and to ensure that they realise that the terms are
not simply interchangeable. It might well be argued that energy is the most basic idea in Physics and that every branch of Physics is the study of a corresponding
energy. Again this idea is found by many learners to be vague, intangible and inaccessible. In many ways, the ideas of this unit are going to be constantly revisited in
other units of the course.
Most learners will have encountered the concept of energy sources and will appreciate that the maintenance of many aspects of modern life relies on readily
available sources. The ideas of renewable and non-renewable energy sources and of the benefits and problems associated with the use of fossil fuels are almost
certain to be familiar to learners at this stage. Likewise they will be aware of the concept heat and but might not think of it as a form of energy. The way in which
energy relates to sciences other than Physics might also be understood to some extent. Learners might be familiar with units such as the calorie and possibly the
kilowatt-hour, but might not have encountered the joule.
Context
The concept of energy is hard to grasp, despite its being so crucial to the understanding of Physics. It is an idea that is best taught by using the term correctly and
frequently throughout the course; examples of energy transfers could be included in almost any lesson. The section of this unit on renewable and non-renewable
energy sources is an area where individual learners can investigate the issues through project work and personal research either through the internet or by the use
of periodicals, textbooks or television programmes. Learners should be made aware that the problem of the maintenance of reliable energy sources is complex and
that there is no simple solution. The unreliability and hidden costs of renewable sources makes them less attractive than might at first seem the case.
Outline
This unit contains ideas that, though superficially familiar to many learners, are unlikely to be properly understood. However they are ideas that are fundamental to
this course and any proper understanding of the subject. They will need to be revisited constantly and the learners will need to become very familiar with them.

P3 Energy, work and power
Energy A number of devices which convert energy from one form to another e.g. Some unusual and fun energy change
P3 3.1.1 Know that energy and work are loudspeaker, steam engine, solar-powered motor, candle etc. can be experiments:
measured in joules (J), and power used. A circus of simple experiments can be set up for learners to www.littleshop.physics.colostate.edu/
in watts (W) identify the energy conversions.
IGCSE Physics Coursebook CD-ROM
P3 3.1.2 Demonstrate understanding that It is worth advising learners that, if energy appears to be lost in a Activity Sheet 6.1
an object may have energy due to transfer, the most likely explanation is that it has been transferred into
its motion (kinetic) or its position thermal (heat) energy. Note that some syllabuses refer to thermal energy Force, work and power:
(potential), and that energy may as internal. www.bbc.co.uk/schools/gcsebitesize/sci
be transferred and stored ence/add_aqa/kinetic_energy/
P3 3.1.4 Give and identify examples of IGCSE Physics Coursebook CD-ROM

energy in different forms, Activity Sheet 6.2
including kinetic, gravitational,
chemical, nuclear, thermal (heat),
electrical, light and sound
P3 3.1.5 Give and identify examples of the

conversion of energy from one
form to another, and of its transfer
from one place to another
P3 3.1.3(S) Recall and use the expressions

k.e.= 1/2mv2 and p.e. = mgh
P3 3.1.6(S) Apply the principle of energy

conservation to simple
examples
Energy resources Examples of both renewable and non-renewable sources of energy can Investigation into alternative energy:
P3 3.2.1 Distinguish between renewable be considered along with their advantages and disadvantages. Be www.altenergy.org/
and non-renewable sources of careful with categorising wood; wood is a renewable resource, as is all
energy biomass, although we sometimes use it in a non-sustainable way Power stations – a virtual tour of a
(deforestation). power station:
P3 3.2.2 Know that the Sun is the source www.ergon.com.au/
of energy for all our energy One distinction to develop is the ultimate source of the energy in an

resources except geothermal and energy resource (the Sun in many cases, although the time scale for IGCSE Physics Coursebook CD-ROM
nuclear fossil fuels is very long). Another distinction is the between the many Activity Sheet 7.1, 7.2
types of power station which use steam turbines, and those that use
P3 3.2.3 Describe how electricity or other moving water (hydroelectric) or have no moving parts (solar). Generating electricity from energy
useful forms of energy may be resources:
obtained from Important discussions here to consolidate the learners’ understanding of www.bbc.co.uk/schools/gcsebitesize/sci
 chemical energy stored in energy processes both in physical and environmental impact terms. ence/aqa/mains/
fuel Reliability and cost of building and maintenance are often overlooked by
 water, including the learners who can view all renewable energy sources as the obvious
energy stored in waves, choices.
in tides, and in water
behind hydroelectric
dams
 geothermal resources
 heat and light from the
Sun (solar cells and
panels)
Give advantages and
P3 3.2.5
disadvantages of each method in
terms of reliability, scale and
environmental impact
P3 3.2.6 Demonstrate a qualitative
understanding of efficiency
P3 3.2.4(S) Recall and use the equation:

efficiency =
useful energy output
100%
energy input
P3 3.3.1 Work In this and the following sections it may be useful to calculate (although IGCSE Physics Coursebook CD-ROM
Relate (without calculation) work only required for the extension paper) personal work done and power. Activity Sheet 3.2
done to the magnitude of a force For example, by walking up steps, recording the learner’s weight, the
and the distance moved vertical height climbed and the time taken. IGCSE Physics Coursebook CD-ROM
Activity Sheet 8.1
P3 3.3.2(S) (S) Describe energy changes When rolling barrels up inclined planes the same work is done as when

in terms of work done lifting the barrel vertically but the distance is greater and so the force is Some worked examples:
less. www.tutor4physics.com/examplesworkd
P3 3.3.3(S) Recall and use W = F × d one.htm
Humans get tired holding heavy weights at a constant height but no work
is done. Humans make poor shelves. Learners can find this idea difficult Force, work and power:
since they can feel that holding up a heavy weight is ‘hard work’; it must www.bbc.co.uk/schools/gcsebitesize/sci
be emphasised that, for work to be done by a person, something must ence/add_aqa/kinetic_energy/
be moved against a force.
P3 3.4.1 Relate (without calculation) power Learners find rates quite hard at this stage; it is worth considering Work-energy principle:
to work done and time taken, examples such as the rate of filling a bath and the time taken to fill it to a www.hyperphysics.phy-
using appropriate examples certain volume. astr.gsu.edu/hbase/work.html
P3 3.4.2(S) Recall and use the equation P = They can consider that, given enough time, a person is capable of For the teacher:
E/t in simple systems carrying a tonne of bricks to the top of a building. However, comparing www.tap.iop.org/mechanics/work_energ
this with the same amount of work being done by a machine such as an y_power/index.html
electric hoist, the machine will take much less time to do the same
amount of work, making the machine more powerful. Force, work and power:
ence/add_aqa/kinetic_energy/
For formative assessment, past paper examination questions from 0654 past examination questions:
Cambridge IGCSE Co-ordinated Sciences (0654) and Cambridge Core and Supplement
IGCSE Physics (0625) may be used in the classroom – see list opposite. Nov 2010 Paper 21 Q6a(ii)
Nov 2010 Paper 22 Q3b

Core and Supplement

Teacher Support at

Unit 4: Simple kinetic molecular model of matter

It is important to use the temperature unit the degree Celsius rather than the degree centigrade. Learners should have encountered the term molecule and should be
aware of the microscopic structure of matter. Evaporation will be familiar to learners, as will its cooling effect when water, or sweat, evaporates from their skin.
Context
Learners will know that solids have a definite volume and shape, and that fluids have a definite volume but take up the shape of their container, starting from the
bottom. A gas such as air will fill a container (such as a classroom) completely, so has no definite volume or shape.
Wet clothes hung outside will dry most quickly on a warm day, especially if they are spread out to increase their surface area. This can be related to the likelihood of
a particular water molecule ‘being in the right place (i.e. on the surface) at the right time (i.e. when by chance it has enough energy to escape)’.
Outline
This unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough. The relationship between macroscopic phenomena
and molecular behaviour will probably be new to many but it is one of the foundations of all physics and the topics from this unit are excellent vehicles for introducing
this relationship.
P4 Simple kinetic molecular model

of matter
P4 4.1.1 States of matter Simple experiments can show that liquids flow, are incompressible and
State the distinguishing properties so on.
of solids, liquids and gases
Molecular model Use examples of phenomena that are explained by the particle theory to Science diffusion:
P4 4.2.1 Describe qualitatively the build up understanding e.g. diffusion in liquids, diffusion of gases www.video.google.com/videoplay?
molecular structure of solids, (bromine in air – fume cupboard required), crystal structure etc. docid=-5242394503257451479
liquids and gases

Models using large spheres (e.g. table tennis balls) should be used to IGCSE Physics Coursebook CD-ROM
P4 4.2.2(S) Relate the properties of solids, illustrate as much as possible (e.g. crystal model). Activity Sheet 9.3
liquids and gases to the forces
and distances between
molecules and to the motion of
the molecules
P4 4.2.3(S) Interpret the temperature of a

gas in terms of the motion of
its molecules
P4 4.3.1 Evaporation This is how a refrigerator works. Learners should experience the cooling
Describe evaporation in terms of effect of evaporation using a non-toxic volatile substance. They should
the escape of more-energetic consider how they can feel cold, even on a warm day, if they are wet.
molecules from the surface of a
liquid Molecules escaping by evaporation and taking energy with them could
be related to rich people leaving a country (being able to afford their
P4 4.3.2 Relate evaporation to the plane ticket) and leaving the average savings of the remaining
consequent cooling population lower than before the rich people left.
Cambridge IGCSE Co-ordinated Sciences (0654) and Cambridge Core and supplement
IGCSE Physics (0625) may be used in the classroom – see list opposite. Nov 2011 Paper 31 Q7d

Core and supplement

Teacher Support at

Unit 5: Matter and thermal properties

Although heat is in many ways as intangible and abstract as electricity, it is one with which most learners are more comfortable. The idea of temperature is one that
learners ought to have encountered by the time they embark on this course although they might well use it interchangeably with the term heat. Not all learners will
realise that heat is a form of energy and the historically separate unit the calorie only reemphasises this perceived distinction. It is better not to mention the calorie at
all; it is unfortunate that nutritional information is so often given in this unit. Similarly, it is important to use the temperature unit the degree Celsius rather than the
degree centigrade.
Context
Although the concept of energy is hard to grasp, learners seem much more comfortable with the specific example of thermal energy and heating. Consequently, this
unit or can comfortably be taught towards the beginning of the course. This might well be because of the learner’s familiarity with heating. This acquaintance will
have been developed from using domestic heating systems, cooking with oil or water and simple things like adjusting the temperature of the water in a bath or from
a shower. It shows the importance of practical experience in general and the pedagogic importance of practical lessons in this subject.
Outline
This unit contains ideas that are very familiar to many learners but their understanding is unlikely to be thorough.
P5 Matter and thermal properties
P5 1 Describe qualitatively the thermal Experiments to show expansion of a metal rod and the ‘bar breaker’ Demonstrations and applications of
expansion of solids, liquids and demonstration. A large round bottom flask filled with (coloured) water thermal expansion:
gases and fitted with a long glass tube shows expansion of the water when www.youtube.com/watch?
heated gently. v=EkQ2886Sxpg
P5 2 Identify and explain some of the
everyday applications and The ‘fountain’ experiment shows the expansion of air and brings in good The fountain experiment:
consequences of thermal discussion of the effect of pressure difference to stretch the more able www.youtube.com/watch?
expansion learners. v=X1BktOPsc7g

P5 3 State the meaning of melting Heating and cooling curves can be plotted from experimental readings
point and boiling point (e.g. timed temperature readings when heating ice until the water boils
and during the solidification of stearic acid).
Cambridge IGCSE Physics (0625) may be used in the classroom – see Core
list opposite. Jun 2011 Paper 21 Q9b(ii)
(includes supplement material from
Paper 4 for one option):

Teacher Support at

Unit 6: Transfer of thermal energy

Learners will be familiar with the fact that thermal energy can move from one place to another, but this unit deals with the different processes involved. In many
situations all three processes are acting, although one is likely to be dominant. In other cases, such as thermal energy reaching the Earth from the Sun, a single
process can operate.
Context
The sections on thermal energy transfer are taught most easily and effectively in a conventional way with the usual experiments that show the distinction between
transfer by conduction, convection and radiation. Often a difficulty arises when learners have to accept that dull, dark surfaces are not only good absorbers of
radiated heat (which they usually accept easily), but also good emitters too.
Outline
This unit contains ideas that, though superficially familiar to many learners, are unlikely to be properly understood. They are, however, ideas that are fundamental to
this course and any proper understanding of the subject.
P6 Transfer of thermal energy
Conduction Simple experiments for learners to compare thermal conductivity e.g. Conduction in copper and steel:
P6 6.1.1 Describe experiments to using metal conductivity rods. www.youtube.com/watch?
demonstrate the properties of v=eMGqkOTJCN0:
good and bad conductors of heat
P6 6.1.1(S) Explain heat transfer in solids Extend to a molecular account – a row of learners can be used to model Activity Sheet 11.1
in terms of molecular motion the idea of increased vibration of particles as the process of conduction.
The syllabus does not include an explanation in terms of free conduction How does heat travel?:
electrons in metals. www.coolcosmos.ipac.caltech.edu/cos
mic_classroom/light_lessons/thermal/tra
nsfer.html

Convection It is important to stress that convection cannot occur in a solid, and that www.edumedia-sciences.com/en/a639-
P6 6.2.1 Recognise convection as the the term ’fluids’ includes liquids and gases. thermal-convection
main method of heat transfer in
liquids and gases IGCSE Physics Coursebook CD-ROM
Use simple experiments to illustrate convection e.g. dissolving a crystal Activity Sheet 11.2
P6 6.2.3 Describe experiments to illustrate of potassium manganite(VII) at the bottom of a large beaker that is
convection in liquids and gases heated by a gentle flame. Show convection in air using, for example, a
mine ventilation model. A gentle flame (such as from a candle or a
P6 6.2.2(S) Relate convection in fluids to Bunsen burner with the air hole closed) will always burn upwards,
density changes demonstrating convection. The shadow of such a flame illuminated by a
projector beam or other strong source of light shows a clear ‘heat haze’
above it (the warmer air having a different refractive index from the
cooler air around it). Unless radiant, heaters are positioned in a low part
of a room, whereas cooling units in refrigerators or freezers are at the
top. Water in a kettle or saucepan is heated at the bottom, bit is naturally
‘stirred’ by a convection current so that all the water starts to boil at the
same time.
Stress that convection currents can be caused by heating or cooling a
fluid.
As oil (less dense) floats on water (more dense), so warm fluids (less
dense) float on cool fluids (more dense).
Radiation Use the heat transfer and efficiency activity at: Human body on infrared:
P6 6.3.1 Recognise radiation as the www.bbc.co.uk/schools/gcsebitesize/science/aqa/heatingandcooling/ www.youtube.com/watch?
method of heat transfer that does v=_WP2XwBhmAk
not require a medium to travel Learners label the body to show where the heat differences on a human
through body are. This is shown on the link opposite.
P6 6.3.3 Identify infra-red radiation as the

part of the electromagnetic
spectrum often involved in heat
transfer by radiation
P6 6.3.2(S) Describe experiments to show Leslie’s cube type experiments show the effect of the colour of a surface IGCSE Physics Coursebook CD-ROM
the properties of good and bad on the emission of radiation. A thick (3 – 5 mm) sheet of copper, covered Activity Sheet 11.3
emitters and good and bad with lamp-black (powdered carbon) on one side, if heated strongly with a
absorbers of infra-red radiation Bunsen burner on the other side, will emit noticeably more heat from the

blackened side when the Bunsen burner is removed.
Absorption of infra-red can be easily shown by arranging two

thermometers at equal distances from a working 12V headlamp bulb.
One thermometer has a blackened bulb (use a felt-tipped pen or poster
paint).
P6 6.4.1 Consequences of energy A good opportunity for learners to carry out some investigative Cooling and insulation experiment:
transfer experiments involving rate of cooling and insulation (see link opposite for http://scienceteacher.org.uk/?
Identify and explain some of the suggested experiment). page_id=292
everyday applications and
consequences of conduction, Class discussion of the vacuum flask is a useful way to revise Conduction, convection and radiation:
convection and radiation conduction, convection and radiation as is discussion of the domestic www.bbc.co.uk/schools/gcsebitesize/sci
refrigerator. Activity: obtain two identical stainless steel vacuum flasks; ence/aqa_pre_2011/energy/heatrev1.sh
drill a hole in the outside of one so that air enters the vacuum. Learners tml
compare by data-logging the rates of fall of temperature.
IGCSE Physics (0625) may be used in the classroom. Nov 2011 Paper 31 Q4a

Core and Supplement
Jun 2010 Paper 11 Qs18 and 19

Teacher Support at

Unit 7: Waves
Learners might well be aware that waves can be used to transfer energy from one location to another and might well have been given basic definitions of wave
motion. It is less likely that they will have encountered the distinction between oscillations of matter being used to transfer energy as a wave and the actual
movement of matter with energy with it; this might be highlighted at this stage.
Context
Although the concepts in this unit are not particularly challenging, learners often find that explanations of reflection and refraction involving ray diagrams (for light)
are easier to understand than those same explanations using the idea of waves. It is useful to link wave-based explanations to light ray explanations, explaining that
the rays show the directions of the waves, and that rays are always at 90 o to the wave at a particular point.
Some learners will struggle with the idea of frequency, and the concept of a wave changing direction as its speed changes will need careful explanation. It is also
likely that there will be those who cannot the equation v = fλ and obtain the correct answer. Waves are often represented in diagrammatic forms and this unit can be
used to emphasise the importance of clear and appropriate diagrams in explaining the subject both generally and in answering examination questions.
Outline
This unit contains ideas that relate to the common experiences of many learners and it can be used to show that everyday phenomena can be more thoroughly
understood when a scientific explanation is offered.
P7 Waves
General wave properties Begin with waves on ropes and a ‘slinky’ spring to illustrate transverse This website has clear demonstrations
P7 7.1.1 Describe what is meant by wave and longitudinal waves. of transverse and longitudinal waves:
motion as illustrated by vibration www.members.aol.com/nicholashl/wave
in ropes and springs and by A ripple tank can then be used to show reflection and refraction of water s/movingwaves.html
experiments using water waves waves.
P7 7.1.3 State the meaning of and use the Use 3 cm (micro)wave equipment to illustrate reflection and refraction Activity Sheet 14.1
terms speed, frequency, (beeswax blocks or Perspex cubes filled with paraffin).

wavelength and amplitude Waves:

ence/aqa/waves/
Speed = Frequency x Wavelength:

www.gcse.com/waves/vfl.htm
P7 7.1.2(S) Distinguish between transverse Find the wavelengths and frequencies for local radio stations and
and longitudinal waves and calculate c.
give suitable examples
Use a set of ripple tank projection slides to reinforce the ripple tank work
P7 7.1.5(S) Identify how a wave can be and focus on more detailed discussion.
reflected off a plane barrier and
can change direction as its 0Many learners would benefit from being given the triangle:
speed changes
v
P7 7.1.4(S) Recall and use the equation: fxλ
v = fλ
IGCSE Physics (0625) may be used in the classroom. Jun 2012 Paper 21 Q4a(ii)

Core and Supplement
Jun 2010 Paper 22 Q6 (includes
reference to pitch of sound)

Teacher Support at

Unit 8: Light
Although the Physics units of Cambridge IGCSE Combined Science can be used themselves as an introduction to Physics, it is unlikely that many learners will not
have studied some Physics or General Science previously. Light is something that will, in any case, have been within the experience of all learners.
Learners are likely to be aware that light travels from a luminous source and is reflected and scattered by an object to the human eye where it is detected on the
retina. Light may also travel from a luminous source directly to the eye. Words such as transparent, opaque and translucent are likely to be familiar to learners
embarking on this course. Learners will probably be aware that light travels in straight lines and that its path is frequently represented by a ray. This rectilinear
propagation is responsible for the formation of shadows and learners might well have encountered the concept of an umbra and a penumbra. These ideas can be
used to explain solar and lunar eclipses. Not all learners will be aware that stereoscopic vision relies on the assumption that light travels in straight lines and that
during image formation in a mirror, the eye is tricked into seeing something that isn’t where it seems to be.
Context
Within the Cambridge IGCSE Combined Science course, Light can be treated as something of an isolated section and taught at any stage within the course. In
particular, it does not need to be preceded by Waves., and in fact there is an advantage in having taught reflection and refraction of light before moving on to an
explanation of these phenomena in terms of waves, which learners often find more difficult to understand. Mathematically this unit is straightforward and this would
suggest that it is best suited to an early stage in the course.
There are many practical investigations and demonstrations that can be conducted during this section of the course and learners can be made aware that a careful
and meticulous approach, involving sharpened pencils, straight-edged rulers and general tidiness, can make the difference between an accurate experiment or
drawing and a much less useful one.
Outline
This unit contains ideas that relate to the familiar experience of many learners. It can be used to introduce skills that will be needed in the rest of the course in a
context that is not in itself a challenge.
P8 Light
Reflection of light Use simple experiments with optical pins to find the position of the image How to make a simple periscope:

P8 8.1.1 Describe the formation and give in a plane mirror. Use ray box experiments to investigate angle of www.lightwave.soton.ac.uk/experiments
the characteristics of an optical incidence = angle of reflection. /periscope/periscope.html
image by a plane mirror
Extend to draw simple ray diagrams. IGCSE Physics Coursebook CD-ROM
P8 8.1.3 Use the law Activity Sheet 13.1
angle of incidence = angle of
reflection
P8 8.1.2(S) Perform simple constructions,

measurements and
calculations based on
reflections in plane mirrors
Refraction of light Use rectangular transparent blocks (Perspex or glass) with optical pins Instructions for a demonstration of total
P8 8.2.1 Describe an experimental or ray boxes to investigate refraction. internal reflection:
demonstration of the refraction of www.youtube.com/watch?
light Develop this to experiments with a semicircular transparent block to v=Bl56CcLkzzc
investigate critical angle and total internal reflection.
P8 8.2.3 Describe, using ray diagrams, the More details on further experiments
passage of light through parallel- Investigate how total internal reflection is used in right-angled prisms, related to total internal reflection and
sided transparent material, giving examples of their use (e.g. bicycle reflectors and prismatic much more:
indicating the angle of incidence i binoculars. Total internal reflection can also be seen from certain angles www.phys.virginia.edu/Education/outrea
and angle of refraction r in a fish tank and is part of the explanation of how a rainbow is formed. ch (click on 8thgrade Physical Science
Sol Activities then PS.9 to find total
internal reflection)

Activity Sheet 13.2

Activity Sheet 13.3
P8 8.2.4(S) State the meaning of critical Stress that optical fibres are solid glass, not hollow tubes, and that they
angle must be very thin in order to ensure that the angle of incidence is always
greater than the critical angle, ensuring multiple reflections.
P8 8.2.2(S) Identify and describe internal
and total internal reflection Use inexpensive ‘novelty’ light items to demonstrate optical fibres.
using ray diagrams

Coils of optical fibre can be bought and used with a torch to direct light
P8 8.2.5(S) Describe the action of optical into dark spaces or, if the torch is flashed rapidly, (or spaced fingers
fibres particularly in medicine moved rapidly in front of it) to simulate communication (albeit greatly
and communications reduced in speed); the flashing can be compared to a very rapid type of
technology ‘morse code’.
Cambridge IGCSE Co-ordinated Sciences (0654) and Cambridge Core and supplement
IGCSE Physics (0625) may be used in the classroom. Jun 2012 Paper 31 Q4b

Core and supplement

Teacher Support at

Unit 9: Electromagnetic spectrum

This unit should be taught after (but not necessarily immediately after) Unit 7 on wave properties.
Learners probably will have heard of infra-red radiation and ultraviolet radiation – although this is not separately mentioned in the syllabus) but will not necessarily
follow what is meant by the phrase ‘invisible light’ or ‘black light’, which is sometimes applied to ultraviolet radiation.
Context
Inevitably, the study of infra-red radiation will link in with the study of the transfer of thermal energy and it might help if the electromagnetic spectrum could be studied
before thermal transfer. Otherwise, the term radiation (used in many different ways in physics and frequently confused in the media) and can easily lead to confusion
with ionising radiation.
Outline
P9 Electromagnetic spectrum
P9 1 Describe the main features of the Include plenty of examples to show learners that they already have The Electromaganetic spectrum:
electromagnetic spectrum much general knowledge regarding the uses of electromagnetic waves. www.schooltube.com/video/6ea0d020a
582f8d6b1c1/The-Electromagnetic-
P9 3 Describe the role of Quote frequency and wavelength values and show that as f increases, λ Spectrum
electromagnetic waves in: decreases.
www.youtube.com/watch?
- radio and television
Identify the radio wave, microwave, infra-red and X-ray regions of the v=UzI1z0u_700
communications (radio
e.m. spectrum. Explain that the first three can be encoded with digital or
waves)
analogue signals to transmit messages remotely. www.vimeo.com/16996376
- satellite television and
telephones (microwaves) Explain that X-rays can be used both diagnostically and therapeutically Good presentation of electromagnetic
- electrical appliances, remote in medicine and discuss the risks of using and of not using X-rays in waves showing the link between

medicine. wavelength and uses:

controllers for televisions and
www.colorado.edu/physics/2000/index.p
intruder alarms (infrared)
Discuss the likely dangers of using mobile phones and problems that l (click on Science Trek, click on
- medicine and security (X- arise when microwaves escape from faulty microwave ovens. Electromagnetic Waves)
rays)
P9 4 Demonstrate an understanding of
safety issues regarding the use of
microwaves and X-rays
P9 2(S) State that all electromagnetic Although learners are not required to learn the value of the speed of
waves travel with the same light, it is useful to give them this so that they can appreciate the times
high speed in vacuo involved in electromagnetic waves travelling certain distances (e.g. just
over 8 minutes from the Sun to the Earth). Also, when a cloud suddenly
stops sunlight from reaching us, infra-red rays also are stopped at
exactly the same time, and we feel cooler.
Learners can calculate how long it takes for an intercontinental phone call
to travel to a satellite (height ~35 000 km) and back, and then for the reply
to make the same journey. This can also be linked to the observation that
television reporters, when interviewed from another country via a satellite
link, do not answer immediately. Planned manned trips to Mars will have
to take into account the considerable delay in receiving messages to and
from Earth, making normal conversations impossible.
IGCSE Physics (0625) may be used in the classroom. Nov 2010 Paper 22 Q3c

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Unit 10: Sound

Learners might well be aware of simple sound phenomena and will probably know words such as pitch and loudness. They may have seen demonstrations that
show the need for a medium to transmit sound and might know that sound travels differently in different media. They are also likely to be aware that whilst the speed
of sound is large, it is approximately only one millionth of the speed of light (hence thunder being heard after the lightning, which is produced at the same time as the
thunder). Similarly, a learner might be aware that sound spreads out in a way that light doesn’t (e.g. it can be heard round a corner), although the precise nature of
diffraction is unlikely to be understood (and is not covered in this syllabus). Ultrasound is most likely to be associated with pre-natal scans; although it is also not
covered specifically by this syllabus, it is worth mentioning it as ‘sound which is too high-pitched for a human to hear’ (and so having a frequency above
approximately 20kHz).
Context
Learners are unlikely to find the concepts in this unit particularly challenging, and it could be taught early in the course. Care will need to be taken when calculating
the speed of sound by an echo method because it is common to forget that the sound must travel to a reflector and back to its source (next to the observer).
Outline
P10 Sound
P10 1 Describe the production of sound Use a variety of musical instruments/vibrating rulers/pieces of card in the This website about sound waves is
by vibrating sources spokes of a bicycle wheel etc. to introduce this section. A signal informative and includes audio:
generator and loudspeaker can be used to investigate the range of www.youtube.com/watch?
P10 3 State the approximate human audible frequencies.(the usual range is considered to be ~20 Hz to ~ 20 v=usHtqr0_HXU
range of audible frequencies kHz. Few teachers will hear frequencies as high as most of their learners
and the upper limit is reduced as one get older. IGCSE Physics Coursebook CD-ROM
P10 4 Demonstrate an understanding Activity Sheet 12.1, 12.2
that a medium is needed to A bell in a bell jar that can be evacuated can be used to show that a
transmit sound waves medium is required for the transmission of sound (at the same time

showing that light travels through a vacuum). Sound can still pass
P10 5 Describe an experiment to through the structure holding the bell in place.
determine the speed of sound in
air Use of a c.r.o. and microphone gives a visual picture of amplitude and
frequency. Extension learners can analyse the c.r.o. traces in more
P10 6 Relate the loudness and pitch of detail.
sound waves to amplitude and
frequency
P10 8 Describe how the reflection of

sound may produce an echo
P10 2(S) Describe transmission of A large-scale, outdoor echo method to determine the speed of sound in Wave motion:
sound in air in terms of air can be used. www.youtube.com/watch?
compressions and rarefactions v=HlSCwV8d5qM
Where a long metal fence is nearby, it is possible to strike it with a
P10 7(S) State the order of magnitude of hammer and for a distant observer to hear the sound twice: once
the speed of sound in air, through the air, once through the fence.
liquids and solids
Nov 2010 Paper 32 Q4b
Jun 2012 Paper 31 Q4a (iii)

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Unit 11: Electricity

Although Cambridge IGCSE Combined Science itself can be used as an introduction to Physics, it is unlikely that many learners will not have studied some Physics
or General Science previously. The use of electricity will almost certainly have been within the experience of all learners although, since it is very commonly
misunderstood or not understood at all, there might well be misconceptions that need to be addressed early on. The media rarely distinguish between voltage,
current and power, and the idea that current is ‘used up’ as it passes through a circuit is curiously attractive and difficult to correct.
Learners are likely to be aware that electricity is an enormously useful mechanism for transferring energy and are also likely to be aware that mains voltage
electricity can be dangerous or even fatal. However they might not realise how this relates to the human nervous system which itself relies on electrical impulses.
The idea that electricity is solely industrial and not natural will also be difficult to counter but some learners will have encountered electric eels and many will be
aware of the electrical nature of lightning. Most learners will have carried out simple experiments with light bulbs and cells and will know that a complete circuit is
required before any energy can be transferred within the circuit. The fundamental effects of electricity – the heating, lighting, motor and (possibly) chemical effects –
might well be within the experience of learners, and they might be familiar with fuses. Similarly, they will probably have experienced various electrostatic effects.
These might include making a balloon stick to the ceiling or hearing the crackling as a comb is pulled through hair that is dry and clean. Learners commonly confuse
magnetism (which is not included in this syllabus, but with which they might well be familiar) and electrostatics. If this proves to be the case (but not otherwise), it will
be necessary to stress that electric charges are not the same as magnetic poles, even though the same rule of ‘opposites attract’ holds true for both.
Context
Electricity is a fundamental and major component of many science courses and this is certainly true of this syllabus. It is also a topic that learners find difficult to
understand, especially the concept of voltage. That electricity cannot be seen, heard or smelt renders it less accessible, and it would not be advisable for this to be
the first unit taught. Simple practical experiments and the kinaesthetic experience of handling equipment might well assist in overcoming the difficulties many
learners encounter; there are many practical experiments that can be demonstrated or performed in class. The relationship between voltage, current, charge and
resistance can be developed by means of the long-used water analogy, using pressure, rate of flow of water, volume of water and narrowness of pipes to represent
these electrical quantities. A pump does not make water, simply moves it, and this is the same for a battery, which does not make charge, but simply moves it.
Outline
This unit contains some ideas that do not immediately and directly relate to the familiar experience of many learners and the concepts learner tend to find somewhat
hard to grasp. The teacher is likely to concentrate here on the basic ideas of the subject but experiments can be used to acquire the skills of graph plotting and
calculations can be used to ensure that learners are adept are rearranging equations. There are likely to be several unfamiliar ideas encountered properly for the
first time here, and learners should be encouraged to be meticulous in ensuring that the correct units are always included with numerical answers.

P11 Electricity
P11 11.1.1 Electrical quantities A Van de Graaff generator can be used with a microammeter to show This website contains a series of useful
Demonstrate understanding of that current is a flow of charge. Use simple circuits to measure current. pages relating to electricity. These are
current, potential difference and relevant to much of this unit.
resistance, and use with their The most difficult concept to understand is usually p.d.; while p.d. is www.galaxy.net/~k12/electric/index.sht
appropriate units measured in volts, not all measurements of voltage are p.d. A loosely ml
correct definition of p.d. is ‘the amount of energy lost by the current as it
P11 11.1.2 Use and describe the use of an moves through the components in a circuit’.. At IGCSE level, p.d. is IGCSE Physics Coursebook CD-ROM
ammeter and a voltmeter sometimes also used for the voltage of a battery or generator, and in this Activity Sheet 18.1
case it is a measure of the energy given to the current (for example,
from the chemical energy stored in the battery). The syllabus does not
distinguish between p.d. and e.m.f.
P11 11.2.1 Electric charge Use simple experiments with strips of insulating material (e.g. Perspex This website has useful introductory
Describe simple experiments to and cellulose acetate) rubbed with a cloth to show attraction and work on static electricity:
show the production and repulsion. Balloons or cling film can also be used to give a larger scale www.sciencemadesimple.com/static.ht
detection of electrostatic charges result. ml
P11 11.2.2 State that there are positive and Learners are always impressed when a charged rod diverts a thin For teachers' interest, look at:
negative charges stream of flowing water. www.amasci.com/emotor/sticky.html
P11 11.2.3 State that unlike charges attract Remember wood can act as a conductor when discharging IGCSE Physics Coursebook CD-ROM
and that like charges repel electrostatically charged objects. Show this and remind learners not to Activity
use wooden objects when rescuing someone from electrocution. Sheet 17.1
P11 11.2.5 Distinguish between electrical
conductors and insulators and IGCSE Physics Coursebook CD-ROM
give typical examples Activity Sheet 17.2
P11 Describe an electric field as a Electric fields can be related to gravitational fields – the only way to Static and current electricity:
11.2.4(S) region in which an electric know that they exist is to observe an effect which they cause www.bbc.co.uk/schools/gcsebitesize/sci
charge experiences a force (gravitational field cause an object with mass to fall; and electric fields ence/add_edexcel/static_elec/
cause a charged object to be attracted or repelled). Light, metal-coated
balls ejected from a plastic tube on top of a charged Van de Graaff
generator can be seen to be repelled by the dome as they fall near it,

and this can help learners to visualise an invisible ‘force field’ around the
dome.
For more able learners electric field patterns can be demonstrated. (E.g.
two electrodes dipped in castor oil, contained in a petri dish). The
electrodes are connected to a high voltage supply and semolina grains
sprinkled around the electrodes show the field pattern). This is NOT
suitable for learners to investigate themselves (high voltage risk).
Current and potential Continue the circuit work, measuring potential differences with a A good introductory lesson on current
difference voltmeter. and e.m.f.
P11 11.3.1 State that current is related to the www.mos.org/sln/toe/tennisballs.html
flow of charge
Electrical quantities (current, p.d.,
P11 11.3.2 Use the term potential difference An analogy with water being pumped round a closed system (e.g. power):
(p.d.) to describe what drives the central heating) can be useful here to enable the learners to have a www.bbc.co.uk/schools/gcsebitesize/sci
current between two points in a mental picture which helps them to distinguish between current (the ence/edexcel/generation_transmission_
circuit water) and p.d. (the energy needed to push water through a narrow pipe electricity/electrical_quantitiesrev1.shtm
(the pipe representing the resistance)). l
Resistance Extend the circuit work using an ammeter and a voltmeter to measure I A vocabulary quiz could be used to test
P11 11.4.1 State that resistance = and V and so calculate resistance of a resistor. knowledge of quantities (from a
p.d./current and understand description of, say, current), and units.
qualitatively how changes in p.d.
or resistance affect current IGCSE Physics Coursebook CD-ROM
By using samples of nichrome or constantan wire of different lengths Activity Sheet 18.2
P11 11.4.4 Describe an experiment to and diameters suitable resistance comparisons can be made.
determine resistance using a Resistance:
voltmeter and an ammeter www.bbc.co.uk/schools/gcsebitesize/sci
ence/add_edexcel/controlling_current/re
sistancerev1.shtml
P11 Recall and use the equation Many learners would benefit from being given the triangle:
11.4.2(S) R = V/I
V
P11 Relate (without calculation) the RxI
11.4.3(S) resistance of a wire to its
length and to its diameter to help them to rearrange the equation for Ohm’s Law.

P11 Electrical energy It should be explained that these are in fact only one equation, since: IGCSE Physics Coursebook CD-ROM
11.5.1(S) Recall and use the equations energy transferred = power x time (E = P x t) Activity Sheet 18.3
P = IV and E = IVt
Dangers of electricity The heating effect work can be extended to use a very thin wire (e.g. Dad electrical hazards in the home:
P11 11.6.1 Identify electrical hazards strand of iron wool in a circuit powered by two 1.5V cells). A short piece www.youtube.com/watch?
including of iron wool will ‘burn out’ illustrating the action of a fuse. v=Ym1a9_aXEv8
- damaged insulation
- overheating of cables Activity Sheet 19.4
- damp conditions
P11 11.6.2 Demonstrate understanding of
the use of fuses

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Unit 12: Electric circuits

It is likely that this section of the course will be studied after Unit 11: Electricity although there is certainly scope for dealing with Units 11 and 12 together.
Context
This part of the course completes the electricity topics that the Cambridge IGCSE syllabus requires, although the distinction between Units 11 and 12 is somewhat
arbitrary and they could quite easily be taught together, or subdivided differently should a teacher prefer. Some teachers will prefer to deal with electricity in its
entirety and then move on to other units, whilst other teachers will teach a little electricity, move on to something else and then keep returning to it and cover it in
small sections; this is a matter of taste and not one of right or wrong.
Outline
As with the previous electricity unit, it contains some ideas that do not immediately and directly relate to the familiar experience of many learners, and learners tend
to find some these concepts somewhat vague and intangible. The teacher might concentrate here on the experiments that can be used underline the handling of
information and obtaining the correct numerical answer rather than attempting to start by attempting to instill a philosophical and fundamental understanding of the
ideas in the abstract – this can develop later. Calculation and formula manipulation can be emphasised, and the use of units and unit symbols will be important. As
learners develop familiarity with the thinking behind the way in which different circuits operate, they will start to develop a deeper understanding of the underlying
theory.
P12 Electric circuits
Circuit diagrams Learners can be given experience of these components as parts of What is electricity?:
P12 12.1.1 Draw and interpret circuit working circuits (perhaps a circus arrangement), setting circuits up from www.education.leeds.ac.uk/research/cs
diagrams containing sources, given diagrams and drawing circuit diagrams of actual circuits. sme/ElecCircuitsScheme.pdf
switches, resistors (fixed and
variable), lamps, ammeters, Learners can be helped to set up circuits from diagrams by asking them Relationship between voltage current
voltmeters and fuses to build circuits on giant circuit diagrams drawn on newspaper laid out on (called ‘amperage’) and resistance.
the desks. Learners can change the resistance
and voltage in a circuit, switch on and
Measure the current at different points in a series circuit. see the effect on the lamp:

www.jersey.uoregon.edu/vlab/Voltage/

Activity Sheet 19.2
Series and parallel circuits There is a common misconception among many learners that current is Electric circuits:
P12 12.2.1 Demonstrate understanding that ‘used up’ in a circuit, these learners confusing current with energy (and www.bbc.co.uk/schools/gcsebitesize/sci
the current at every point in a hence voltage). Simply connecting an ammeter (or preferably several ence/add_edexcel/controlling_current/ci
series circuit is the same ammeters simultaneously) in different parts of a circuit should help to rcuitsrev1.shtml
dispel this idea. The use of multiple ammeters will also show learners
P12 12.2.3 Calculate the combined that the current from the source splits in a parallel circuit, rejoining to A good overview of series and parallel
resistance of two or more return to the source. However, in both these cases the use of digital circuits:
resistors in series ammeters (which is very widespread in schools) can give rise to www.youtube.com/watch?
problems when an apparent difference in readings is seen where there v=TJhPBxrCOXk
P12 12.2.4 State that, for a parallel circuit, should be none. The ammeters commonly read to 0.01A, and contact
the current from the source is resistance or slight variations in calibration can lead to confusing results.
larger than the current in each The answer is either to use analogue meters (if these are available and
branch simple to read), or to explain to learners that minor variations in the
readings can and should be ignored.
P12 12.2.6 State that the combined
resistance of two resistors in
parallel is less than that of either
resistor by itself
P12 12.2.7 State the advantages of

connecting lamps in parallel in a
lighting circuit
P12 12.2.2 Recall and use the fact that the This work can then be extended with more able learners to a more
(S) sum of the p.d.s across the detailed approach to series and parallel circuits.
components in a series circuit
is equal to the total p.d. across Measurements of current in series and parallel circuits (e.g. with cells
the supply and lamps) could form the basis of the work on combinations of
resistors. Demonstrate with ammeters that the current flowing into a
P12 12.2.5 Recall and use the fact that the junction equals that flowing out.
(S) current from the source is the
sum of the currents in the
separate branches of a parallel

circuit

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Scheme of work

V1 3Y09 Cambridge IGCSE Combined Science (0653) 2

V1 3Y09 Cambridge IGCSE Combined Science (0653) 3

Recommended prior knowledge

V1 3Y09 Cambridge IGCSE Combined Science (0653) 4

Unit Topic Content

 Characteristics of living organisms

 Respiration and energy

 Asexual and sexual reproduction

V1 3Y09 Cambridge IGCSE Combined Science (0653) 5

 Sexual reproduction in humans

V1 3Y09 Cambridge IGCSE Combined Science (0653) 6

Cambridge IGCSE Biology webpage:

IGCSE Bitesize Biology – BBC:

SAPS (Science and Plants for Schools):

V1 3Y09 Cambridge IGCSE Combined Science (0653) 7

Unit 1: Cells and cell processes

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 3Y09 Cambridge IGCSE Combined Science (0653) 8

B 2.1 Cell structure and organisation

V1 3Y09 Cambridge IGCSE Combined Science (0653) 9

Nov 2011 Paper 21 Q6(c)

Learners could review cell structure (‘cell structure and function’ or

Past papers can be accessed on

V1 3Y09 Cambridge IGCSE Combined Science (0653) 10

B 2.2 Movement in and out of cells

Emphasise the random motion of particles. Variables of temperature,

Diffusion and animation and text:

V1 3Y09 Cambridge IGCSE Combined Science (0653) 11

catalysts organisms. They cannot, therefore, be ‘killed’.

Simple account of how enzymes work:

Revision – Enzyme experiments:

V1 3Y09 Cambridge IGCSE Combined Science (0653) 12

Past papers can be accessed on

V1 3Y09 Cambridge IGCSE Combined Science (0653) 13

Unit 2: Animal nutrition

Recommended prior knowledge

Syllabus ref Learning objectives Suggested teaching activities Learning resources

V1 3Y09 Cambridge IGCSE Combined Science (0653) 14

simple sugars to starch and

V1 3Y09 Cambridge IGCSE Combined Science (0653) 15

B4.3 Animal nutrition

V1 3Y09 Cambridge IGCSE Combined Science (0653) 16

B4 4.3.4 Describe the functions of the

V1 3Y09 Cambridge IGCSE Combined Science (0653) 17

V1 3Y09 Cambridge IGCSE Combined Science (0653) 18

Past papers can be accessed on

V1 3Y09 Cambridge IGCSE Combined Science (0653) 19

Unit 3: Plant nutrition and transport

Syllabus ref Learning objectives Suggested teaching activities Learning resources

B 4.2 Plant nutrition

V1 3Y09 Cambridge IGCSE Combined Science (0653) 20

a cross link with Unit 10.

B4 4.2.4(S) State the balanced equation for

6CO2 + 6H2O → C6H12O6 + 6O2

V1 3Y09 Cambridge IGCSE Combined Science (0653) 21

Drawings of leaves, and comparisons between two or more different

V1 3Y09 Cambridge IGCSE Combined Science (0653) 22

kinds of leaves, make good practice or assessment material for the

B 5.1 Transport in plants

Root hairs can be looked at under a microscope. They can be prepared

V1 3Y09 Cambridge IGCSE Combined Science (0653) 23

V1 3Y09 Cambridge IGCSE Combined Science (0653) 24

V1 3Y09 Cambridge IGCSE Combined Science (0653) 25