GCSE Get help and support Visit our website for information, guidance, support and resources at aqa.org.uk/subjects/8645 COMBINED You can talk directly to the science subject team SCIENCE: E: [email protected] T: 01483 477 756 SYNERGY (8465) Specification For teaching from September 2016 onwards For exams in 2018 onwards Version 1.0 22 April 2016 aqa.org.uk Copyright © 2016 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications, including the specifications. However, schools and colleges registered with AQA are permitted to copy material from this specification for their own internal use. G A36Q4A4 E7d2u3c)a. tOiounr (rAeQgAis)t eisr ead raedgdisrteesrse dis cAhQaAri,t yD (envuams bSetrre 1e0t,7 M3a3n3c4h)e asntedr aM c1o5m 6pEanXy. limited by guarantee registered in England and Wales (company number 00572 GCSE Combined Science: Synergy (8465). For exams 2018 onwards. Version 1.0 Contents 1 Introduction 5 1.1 Why choose AQA for GCSE Combined Science: Synergy 5 1.2 Support and resources to help you teach 6 2 Specification at a glance 8 2.1 Subject content 8 2.2 Assessments 8 3 Working scientifically 10 4 Subject content 16 4.1 Building blocks 16 4.2 Transport over larger distances 30 4.3 Interactions with the environment 43 4.4 Explaining change 58 4.5 Building blocks for understanding 75 4.6 Interactions over small and large distances 82 4.7 Movement and interactions 95 4.8 Guiding Spaceship Earth towards a sustainable future 122 4.9 Key ideas 130 5 Scheme of assessment 132 5.1 Aims and learning outcomes 132 5.2 Assessment objectives 133 5.3 Assessment weightings 134 6 General administration 135 6.1 Entries and codes 135 6.2 Overlaps with other qualifications 135 6.3 Awarding grades and reporting results 135 6.4 Re-sits and shelf life 136 6.5 Previous learning and prerequisites 136 6.6 Access to assessment: diversity and inclusion 136 6.7 Working with AQA for the first time 136 6.8 Private candidates 137 7 Mathematical requirements 138 8 Practical assessment 140 8.1 Use of apparatus and techniques 140 8.2 Required practical activities 142 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration 3 9 Appendix A: Periodic table 159 10 Appendix B: Physics equations 160 Are you using the latest version of this specification? • You will always find the most up-to-date version of this specification on our website at aqa.org.uk/8465 • We will write to you if there are significant changes to this specification. 4 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration GCSE Combined Science: Synergy (8465). For exams 2018 onwards. Version 1.0 1 Introduction 1.1 Why choose AQA for GCSE Combined Science: Synergy Our philosophy: science for all We believe that science has something to offer every student, and that everyone needs some level of relevant scientific understanding. That’s why we have a suite of science qualifications for Key Stage 4 – so that students of all abilities and all aspirations can realise their potential. Two sections for two teachers Teachers have told us that: • many schools organise their curriculum drawing on the experience of two teachers • science teachers tend to be more confident around either the life sciences or the physical sciences • science learning is enriched when teaching draws on different areas that can be naturally linked together. We have divided the content into two main sections, which contain connections between areas of biology, physics and chemistry that sit together as part of good science. Life and environmental sciences (4.1 – 4.4) • 4.1 Building blocks: from atoms to cells, behaviour and transport on the small scale. • 4.2 Transport over larger distances: systems in animals and plants and how these systems interact. • 4.3 Interactions with the environment: the effects of factors in the environment on organisms, how our choices affect our health. • 4.4 Explaining change: how organisms, species, living and non-living systems change over time. Physical sciences (4.5 – 4.8) • 4.5 Building blocks for understanding: organising, patterns, properties and analysis. • 4.6 Interactions over small and large distances: strong and weak forces between atoms, molecules and larger structures and how they interact. • 4.7 Movement and interactions: rates of change of motion and direction of large and small objects, and chemical changes. • 4.8 Guiding Spaceship Earth towards a sustainable future: resources of materials and energy. Both sections include topics that draw together and apply key concepts. Examples in Life and environmental sciences include Radiation and risk and The Earth’s atmosphere. In these topics, earlier work on atomic structure, waves and electromagnetic radiation is used to explain the effects of different types of radiation on human tissues and on the climate. An example in Physical sciences is Resources of materials and energy, which introduces life cycle assessment as a way of evaluating the impacts of using materials and energy to manufacture useful products. Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration 5 Inspire students with rich practical activities There’s no better way to learn about science than through purposeful practical activities as part of day- to-day teaching and learning. Our 21 required practicals: • are clearly laid out in the specification, so you know exactly what’s required • are deliberately open, so you can teach in the way that suits you and your students • have already been trialled in schools. You’ll find even more support and guidance in our practical handbook, which includes recommendations and advice from teachers in the trial. Straightforward exams, so students can give straightforward answers We’ve improved our question papers. You’ll find that our exams: • use more straightforward language and fewer words so they’re easier to understand • have fewer contexts so students don’t get confused • have questions that increase in difficulty so students feel confident • have been written with our GCSE Mathematics and A-level science teams, so students have consistency between content and questions. Over 3,000 students have sat our specimen question papers and they agree that they’re clearer and more straightforward than ever. We don’t profit from education – you do We are an educational charity focused on the needs of teachers and students. This means that we spend our income on improving the quality of our specifications, exams, resources and support. You can find out about all our combined science qualifications at aqa.org.uk/science 1.2 Support and resources to help you teach We’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams. Teaching resources Visit aqa.org.uk/8465 to see all our teaching resources. They include: • additional practice papers to help students prepare for exams • schemes of work, written by experienced teachers • a practical handbook, including recommendations and advice from teachers who’ve trialled our practicals • AQA approved textbooks reviewed by experienced senior examiners • subject expertise courses for all teachers, from newly qualified teachers who are just getting started to experienced teachers looking for fresh inspiration. 6 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration GCSE Combined Science: Synergy (8465). For exams 2018 onwards. Version 1.0 Preparing for exams Visit aqa.org.uk/8465 for everything you need to prepare for our exams, including: • past papers, mark schemes and examiners’ reports • specimen papers and mark schemes for new courses • Exampro: a searchable bank of past AQA exam questions • exemplar student answers with examiner commentaries. Analyse your students’ results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development Wherever you are in your career, there’s always something new to learn. As well as subject-specific training, we offer a range of courses to help boost your skills. • Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements. • Prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available Visit our website for information, guidance, support and resources at aqa.org.uk/8465 If you’d like us to share news and information about this qualification, sign up for emails and updates at aqa.org.uk/keepinformedscience Alternatively, you can call or email our subject team direct. E: [email protected] T: 01483 477 756 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration 7 2 Specification at a glance This qualification is linear. Linear means that students will sit all their exams at the end of the course. 2.1 Subject content 1. Building blocks (Page 16) 2. Transport over larger distances (Page 30) 3. Interactions with the environment (Page 43) 4. Explaining change (Page 58) 5. Building blocks for understanding (Page 75) 6. Interactions over small and large distances (Page 82) 7. Movement and interactions (Page 95) 8. Guiding Spaceship Earth towards a sustainable future (Page 122) 9. Key ideas (Page 130) 2.2 Assessments + + Paper 1 Paper 2 What’s assessed What’s assessed Life and environmental sciences Life and environmental sciences Topics 4.1 – 4.4: Building blocks; Transport Topics 4.1 – 4.4: Building blocks; Transport over larger distances; Interactions with the over larger distances; Interactions with the environment and Explaining change. environment and Explaining change. How it’s assessed How it’s assessed • Written exam: 1 hour 45 minutes • Written exam: 1 hour 45 minutes • Foundation or Higher Tier • Foundation and Higher Tier • 100 marks • 100 marks • 25 % of GCSE • 25 % of GCSE Questions Questions Multiple choice, structured, closed and open Multiple choice, structured, closed and open short answer questions, with greater emphasis short answer questions. This paper assesses on knowledge and application (AO1 and AO2) most of the analysis and evaluation (AO3) than analysis and evaluation (AO3). skills, and most of the work on the required practicals, for the topics. 8 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration GCSE Combined Science: Synergy (8465). For exams 2018 onwards. Version 1.0 + Paper 3 Paper 4 What’s assessed What’s assessed Physical sciences Physical sciences Topics 4.5 – 4.8: Building blocks for Topics 4.5 – 4.8: Building blocks for understanding; Interactions over small and understanding; Interactions over small and large distances; Movement and interactions large distances; Movement and interactions and Guiding Spaceship Earth towards a and Guiding Spaceship Earth towards a sustainable future. sustainable future. How it’s assessed How it’s assessed • Written exam: 1 hour • Written exam: 1 hour 45 minutes 45 minutes • Foundation and Higher Tier • Foundation and Higher Tier • 100 marks • 100 marks • 25 % of GCSE • 25 % of GCSE Questions Questions Multiple choice, structured, closed and open Multiple choice, structured, closed and open short answer questions, with greater emphasis short answer questions. This paper assesses on knowledge and application (AO1 and AO2) most of the analysis and evaluation (AO3) than analysis and evaluation (AO3). skills, and most of the work on the required practicals, for the topics. Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration 9 3 Working scientifically Science is a set of ideas about the material world. We have included all the parts of what good science is at GCSE level: whether it be investigating, observing, experimenting or testing out ideas and thinking about them. The way scientific ideas flow through the specification will support you in building a deep understanding of science with your students. We know this will involve talking about, reading and writing about science plus the actual doing, as well as representing science in its many forms both mathematically and visually through models. This specification encourages the development of knowledge and understanding in science through opportunities for working scientifically. Working scientifically is the sum of all the activities that scientists do. We feel it is so important that we have woven it throughout our specification and written papers. Our schemes of work will take this further for you and signpost a range of ways to navigate through this qualification so your students are engaged and enthused. These free resources support the use of mathematics as a tool for thinking through the use of mathematical language in explanations, applications and evaluations. The tables below show examples of the ways working scientifically could be assessed. 10 Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration GCSE Combined Science: Synergy (8465). For exams 2018 onwards. Version 1.0 1 Development of scientific thinking Students should be able to: Examples of what students could be asked to do in an exam WS 1.1 Give examples to show how scientific methods and theories have Understand how scientific changed over time. methods and theories develop Explain, with an example, why new data from experiments or over time. observations led to changes in models or theories. Decide whether or not given data supports a particular theory. WS 1.2 Recognise/draw/interpret diagrams. Use a variety of models such Translate from data to a representation with a model. as representational, spatial, descriptive, computational and Use models in explanations, or match features of a model to the mathematical to solve problems, data from experiments or observations that the model describes make predictions and to develop or explains. scientific explanations and Make predictions or calculate quantities based on the model or understanding of familiar and show its limitations. unfamiliar facts. Give examples of ways in which a model can be tested by observation or experiment. WS 1.3 Explain why data is needed to answer scientific questions, and Appreciate the power and why it may be uncertain, incomplete or not available. limitations of science and Outline a simple ethical argument about the rights and wrongs of consider any ethical issues which a new technology. may arise. WS 1.4 Describe and explain specified examples of the technological Explain everyday and applications of science. technological applications of Describe and evaluate, with the help of data, methods that can science; evaluate associated be used to tackle problems caused by human impacts on the personal, social, economic and environment. environmental implications; and make decisions based on the evaluation of evidence and arguments. WS 1.5 Give examples to show that there are hazards associated with Evaluate risks both in practical science-based technologies which have to be considered science and the wider societal alongside the benefits. context, including perception Suggest reasons why the perception of risk is often very different of risk in relation to data and from the measured risk (eg voluntary vs imposed risks, familiar vs consequences. unfamiliar risks, visible vs invisible hazards). WS 1.6 Explain that the process of peer review helps to detect false Recognise the importance of claims and to establish a consensus about which claims should peer review of results and of be regarded as valid. communicating results to a range Explain that reports of scientific developments in the popular of audiences. media are not subject to peer review and may be oversimplified, inaccurate or biased. Visit aqa.org.uk/8465 for the most up-to-date specification, resources, support and administration 11