CCEA GCSE Specification In Double Award Science
GCSECCEA GCSE Specification inDouble AwardScienceFor first teaching from September 2017For first assessment from February 2018For first award in Summer 2019Subject Code: 1370
Contents1Introduction31.11.21.31.4AimsKey featuresPrior attainmentClassification codes and subject combinations44552Specification at a Glance63Subject Content93.13.23.7Biology Unit B1: Cells, Living Processes and BiodiversityBiology Unit B2: Body Systems, Genetics, Microorganisms andHealthChemistry Unit C1: Structures, Trends, Chemical Reactions,Quantitative Chemistry and AnalysisChemistry Unit C2: Further Chemical Reactions, Rates andEquilibrium, Calculations and Organic ChemistryPhysics Unit P1: Motion, Force, Moments, Energy, Density, KineticTheory, Radioactivity, Nuclear Fission and FusionPhysics Unit P2: Waves, Light, Electricity, Magnetism,Electromagnetism and Space PhysicsUnit 7: Practical Skills4Scheme of Assessment4.14.24.34.44.5Assessment opportunitiesAssessment objectivesAssessment objective weightingsQuality of written communicationReporting and grading5Grade Descriptions1096Guidance on Practical Skills Assessment1126.16.26.36.4OverviewSkills assessed by Unit 7Task taking in Booklet ATask marking7Curriculum Objectives7.17.2Cross-Curricular Skills at Key Stage 4Thinking Skills and Personal Capabilities at Key Stage 113114115115117
8Links and Support8.18.28.38.4SupportExamination entriesEquality and inclusionContact details119119119119121Appendix 1122Mathematical ContentAppendix 2125How Science WorksAppendix 3127Data Leaflet including the Periodic Table of the Elements to be used withUnits C1, C2 and 7Subject CodeQAN1370603/1374/2A CCEA Publication 2017This specification is available online at www.ccea.org.uk
CCEA GCSE Double Award Science from September 20171IntroductionThis specification sets out the content and assessment details for our GCSE course inDouble Award Science. We have designed this specification to meet therequirements of: Northern Ireland GCSE Design Principles; and Northern Ireland GCE and GCSE Qualifications Criteria.First teaching is from September 2017. We will make the first award based on thisspecification in Summer 2019.This specification is a unitised course. The guided learning hours for this DoubleAward qualification are 240 hours.The specification supports the aim of the Northern Ireland Curriculum to empoweryoung people to achieve their potential and to make informed and responsibledecisions throughout their lives, as well as its objectives: to develop the young person as an individual; to develop the young person as a contributor to society; and to develop the young person as a contributor to the economy and environment.If there are any major changes to this specification, we will notify centres in writing.The online version of the specification will always be the most up to date; to viewand download this please go to www.ccea.org.uk3
CCEA GCSE Double Award Science from September 20171.1AimsThis specification aims to encourage students to: develop their knowledge and understanding of the material, physical and livingworlds; develop their understanding of the effects of science on society; develop their understanding of the importance of scale in science; develop and apply their knowledge and understanding of the nature of scienceand of the scientific process; develop their understanding of the relationships between hypotheses, evidence,theories and explanations; develop their awareness of risk and the ability to assess potential risk andpotential benefits; develop and apply their observational, practical, modelling, enquiry and problemsolving skills and understanding in laboratory, field and other learningenvironments; develop their ability to evaluate claims based on science through critical analysisof the methodology, evidence and conclusions both qualitatively andquantitatively; and develop their skills in communication, mathematics and the use of technology inscientific contexts.1.2Key featuresThe following are important features of this specification. It offers opportunities to build on the skills and capabilities developed through thedelivery of the Northern Ireland Curriculum at Key Stage 3. This specification is unitised and includes seven units. Units B1, C1 and P1 are available for assessment in the first year of teaching. All units are assessed through a written examination, either at Foundation Tier(grades C*–G) or Higher Tier (grades A*–D/E). Unit 7 is a practical skills unit that replaces the controlled assessment tasks: Booklet A contains three practicals from the prescribed practicals listed in thisspecification; and Booklet B is a timetabled written examination, taken at the end of the final yearof teaching. It includes questions about planning and carrying out any of theprescribed practical activities and general questions about any practicalsituation that arises from this specification. Students receive two different grades in their Double Award Science qualification,such as AA or AB. Students can resit each unit once. Students must take at least 40 percent of theassessment (based on unit weightings) at the end of the course as terminalassessment. This specification encourages students to develop transferable skills that willbenefit them in vocational training and employment. It also enables them toprogress to studying science and related courses at GCE. Details of the mathematical skills expected of students are given in Appendix 1.4
CCEA GCSE Double Award Science from September 2017 The content in this specification is assessed in the context of How Science Works(see Appendix 2). There is a range of support available for both teachers and students, includingspecimen papers, mark schemes and planning frameworks. You can downloadthese from our Science microsite at www.ccea.org.uk1.3Prior attainmentStudents do not need to have reached a particular level of attainment beforebeginning to study this specification.However, the specification builds on the knowledge, skills and understandingdeveloped through the Northern Ireland Curriculum for science at Key Stage 3.Before studying this specification, we expect students to have a level of skills inscience, numeracy, literacy and communication that is commensurate with havingstudied science to Key Stage 3.1.4Classification codes and subject combinationsEvery specification has a national classification code that indicates its subject area.The classification code for this qualification is 1370.Please note that if a student takes two qualifications with the same classificationcode, schools, colleges and universities that they apply to may take the view thatthey have achieved only one of the two GCSEs. The same may occur with any twoGCSE qualifications that have a significant overlap in content, even if theclassification codes are different. Because of this, students who have any doubtsabout their subject combinations should check with the schools, colleges anduniversities that they would like to attend before beginning their studies.5
CCEA GCSE Double Award Science from September 20172Specification at a GlanceThe table below summarises the structure of this GCSE course.ContentAssessmentBiology Unit B1:Cells, LivingProcesses andBiodiversityExternal writtenexaminationWeightings Availability11%Students answercompulsory structuredquestions that include shortresponses, extended writingand calculations.November,February andSummerFrom February2018There are two tiers of entry.Foundation and HigherTiers: 1 hourChemistry Unit C1:Structures,Trends, ChemicalReactions,QuantitativeChemistry andAnalysisExternal writtenexamination11%Students answercompulsory structuredquestions that include shortresponses, extended writingand calculations.November,February andSummerFrom February2018There are two tiers of entry.Foundation and HigherTiers: 1 hourPhysics Unit P1:Motion, Force,Moments, Energy,Density, KineticTheory,Radioactivity,Nuclear Fissionand FusionExternal writtenexamination11%Students answercompulsory structuredquestions that include shortresponses, extended writingand calculations.There are two tiers of entry.Foundation and HigherTiers: 1 hour6November,February andSummerFrom February2018
CCEA GCSE Double Award Science from September 2017ContentAssessmentBiology Unit B2:Body Systems,Genetics,Microorganismsand HealthExternal writtenexaminationWeightings Availability14%Summer from201914%Summer from201914%Summer from2019Students answercompulsory structuredquestions that include shortresponses, extended writingand calculations.There are two tiers of entry.Foundation and HigherTiers: 1 hour 15 minsChemistry Unit C2:Further ChemicalReactions, Ratesand Equilibrium,Calculations andOrganic ChemistryExternal writtenexaminationStudents answercompulsory structuredquestions that include shortresponses, extended writingand calculations.There are two tiers of entry.Foundation and HigherTiers: 1 hour 15 minsPhysics Unit P2:Waves, Light,Electricity,Magnetism,Electromagnetismand Space PhysicsExternal writtenexaminationStudents answercompulsory structuredquestions that include shortresponses, extended writingand calculations.There are two tiers of entry.Foundation and HigherTiers: 1 hour 15 mins7
CCEA GCSE Double Award Science from September 2017ContentAssessmentUnit 7: PracticalSkillsThis comprisesUnit 7 Biology,Unit 7 ChemistryandUnit 7 PhysicsBooklet AWeightings Availability7.5%Between1 January and1 May from 201917.5%Summer from2019Externally markedStudents carry out threepre-release practicals(Biology, Chemistry andPhysics) in the final year ofstudy.There are two tiers of entry.Foundation and HigherTiers: 3 hoursBooklet BExternal writtenexaminationStudents answercompulsory structuredquestions that include shortresponses, extended writingand calculations, all set in apractical context for Biology,Chemistry and Physics.There are two tiers of entry.Foundation and Higher Tierstotal time: 1 hour 30 mins(Biology 30 mins,Chemistry 30 mins andPhysics 30 mins)(Unit 7total: 25%)Students must take at least 40 percent of the assessment (based on unit weightings)at the end of the course as terminal assessment.8
CCEA GCSE Double Award Science from September 20173Subject ContentWe have divided this course into seven units. The content of each unit and therespective learning outcomes appear below.Content for the Higher Tier only is in bold.Questions in Higher Tier papers may be set on any content in the specification.Content for the Foundation Tier is in normal type.Questions in Foundation Tier papers will only be set on this content.The 18 prescribed practicals (six in each discipline), which are assessed in BookletsA and B of Unit 7: Practical Skills, are shown in italics.3.1Biology Unit B1: Cells, Living Processes andBiodiversityIn this unit, students learn about cells, photosynthesis, nutrition and health,enzymes, breathing and respiration, the nervous system and hormones, andecological relationships. Students begin by investigating the cell and its importanceas the fundamental building block of life, and develop their understanding of the keyprocesses that occur in plants and animals. Finally, they carry out fieldwork in anatural ecosystem to observe living specimens and explore how organisms areadapted to their environment.CellsIn this section, students prepare temporary slides of both plant and animal cells.They develop understanding of the structures and functions of animal and plantcells. Students compare and contrast the structures of animal, plant and bacterialcells. They gain understanding of the stages involved in the changes from a cell to amulticellular organism.ContentLearning Outcomes1.1CellsMicroscopyStudents should be able to:Animal cells1.1.1 carry out practical work to make a temporary slide anduse a light microscope to examine and identify thestructures of a typical plant and animal cell; and1.1.2 demonstrate knowledge of the structure and functionof animal cells, including nucleus and chromosomes,cytoplasm, mitochondria as the site of cellrespiration, and cell and nuclear membranes.9
CCEA GCSE Double Award Science from September 2017ContentPlant cellsLearning OutcomesStudents should be able to:1.1.3 demonstrate knowledge that plant cells can haveadditional structures not found in animal cells:cellulose cell wall, large permanent vacuole andchloroplasts;Bacterial cells1.1.4 compare and contrast the structure of bacterial cellswith plant and animal cells: non-cellulose cell wall,absence of nucleus and presence of plasmids; andSpecialisation1.1.5 demonstrate knowledge and understanding thatmulticelled organisms’ cells can form specialisedtissues, organs and organ systems.10
CCEA GCSE Double Award Science from September 2017Photosynthesis and PlantsIn this section, students develop understanding of leaf structure. They investigateand explain photosynthesis as the key process that enables plants to make food, aswell as the role of plants in supporting life.ContentLearning Outcomes1.2Photosynthesisand plantsStudents should be able to:1.2.1 demonstrate knowledge and understanding ofphotosynthesis as an endothermic process that takesplace in chloroplasts, where chlorophyll absorbs lightenergy and produces sugars and starch;Equation for1.2.2 recall the word equation for photosynthesisphotosynthesislightglucose oxygencarbon dioxide water(chlorophyll)and the balanced chemical equation6CO2 6H2Olight(chlorophyll)C6H12 O6 6O2Investigating1.2.3 explain investigations into how photosynthesisphotosynthesisrequires light, carbon dioxide and chlorophyll toshow that biology is an evidence-based discipline,including: how and why a plant is destarched; testing a leaf for starch by boiling in water, boiling inethanol, softening in water and testing with iodinesolution; the production of oxygen; using sodium hydroxide to absorb carbon dioxide;and using a variegated leaf to illustrate the role ofchlorophyll; investigate the need for light and chlorophyll inphotosynthesis by testing a leaf for starch(Prescribed Practical B1); andLimiting factors 1.2.4 explain how temperature, light intensity andcarbon dioxide concentration affect the rate ofphotosynthesis and interpret data on how thelimiting factors affect the rate of photosynthesis.11
CCEA GCSE Double Award Science from September 2017ContentGas exchangeLearning OutcomesStudents should be able to:1.2.5 explain how the relationship between photosynthesisand respiration affects the gas exchange betweenorganisms and their environment, including: demonstrating knowledge of the colour changes ofhydrogencarbonate indicator (high CO2 – yellow,normal CO2 – red and low CO2 – purple); and demonstrating compensation point; andLeaf structure1.2.6 describe the structure and shape of the mesophyticleaf and identify its adaptations for gas exchange andlight absorption, including:the epidermis, with cell walls as a physical defencethat are transparent to allow light through;the waxy cuticle, which is a physical defence that istransparent to allow light through and waterproofto reduce water loss;the palisade mesophyll cells, which are tightlypacked, end on to the upper surface with manychloroplasts to increase photosynthesis;the spongy mesophyll cells, with a few chloroplastsand a large surface area for gas exchange;intercellular spaces, which allow diffusion of gasesthrough the leaf; andguard cells and stomata, which allow gases todiffuse into and out of the leaf.12
CCEA GCSE Double Award Science from September 2017Nutrition and Food TestsIn this section, students develop knowledge and understanding of the different foodgroups and their functions. They investigate food tests and energy content in food.ContentLearning Outcomes1.3Nutrition andfood testsStudents should be able to:1.3.1 recall the following reagents and their colour changes:ReagentInitial colourBenedict’s BlueEnd colour for positive resultBrick red precipitateIodinesolutionYellow–brown sWhite emulsion1.3.2 investigate food samples using food tests, including: reducing sugar (Benedict’s); starch (iodine solution); amino acid or protein (Biuret); and fats (ethanol);Biologicalmolecules1.3.3 explain the importance of the following biologicalmolecules: carbohydrates, made up of simple carbohydrates(sugars, glucose and lactose) as sources of energyand storage, complex carbohydrates (cellulose,starch and glycogen); fats/lipids, including oils, made up of fatty acids andglycerol, as sources of energy and storage; and proteins, made up of amino acids, as structural andfunctional molecules in cells; andFood andenergy investigate the energy content of food by burning foodsamples (Prescribed Practical B2).13
CCEA GCSE Double Award Science from September 2017Enzymes and DigestionIn this section, students investigate enzymes and their role in digestion. Theydevelop their knowledge and understanding of a range of factors that affect enzymeactivity.ContentLearning Outcomes1.4Enzymes anddigestionStudents should be able to:1.4.1 describe the actions of enzymes as proteins that arebiological catalysts that speed up the rate of reactionswithout being used up, including carbohydrase(amylase), lipase and protease, and interpret theresults using the lock and key model to illustratesubstrate specificity;1.4.2interpret how temperature, pH, enzymeconcentration and inhibitors affect the action ofenzymes, including: low temperature causing reduced rates of collisionbetween substrate and enzyme; describing the maximum rate of reaction as theoptimum; denaturation occurring increasingly at levels abovethe optimum, explained as an irreversible change tothe shape of the active site that inhibits enzymeaction; and inhibitors as molecules that fit the active site butare not broken down (no further detail required); investigate the effect of temperature on the action of anenzyme (Prescribed Practical B3); and1.4.3 demonstrate knowledge and understanding that infood digestion, enzymes are needed to break down(digest) large, insoluble molecules into small, solubleones that can then be absorbed into the bloodstreamand that they have commercial and economic uses,including biological washing powders.14
CCEA GCSE Double Award Science from September 2017The Respiratory System, Breathing and RespirationIn this section, students explore how respiratory surfaces in plants and animals areadapted to ensure rapid gas exchange. They develop understanding of the effect ofexercise on depth and rate of breathing. Students also learn about aerobicrespiration and its similarities to and differences from anaerobic respiration.ContentLearning Outcomes1.5Students should be able to:The respiratory1.5.1 explain the adaptations of respiratory surfaces insystem, breathingplants and animals, including large surface area, thin,and respirationmoist, permeable, good blood supply and diffusionRespiratorygradient;surfaces1.5.2 demonstrate knowledge and understanding of theeffect of exercise on the depth and rate of breathing;Respiration1.5.3 demonstrate knowledge and understanding thatrespiration is a reaction that is exothermic, takingplace in mitochondria, continuously releasing energyin all cells that organisms can use for heat, movement,growth, reproduction and active uptake/transport;Equation forrespiration1.5.4 recall the word equation for aerobic respirationglucose oxygen à energy carbon dioxide waterand the balanced chemical equationC6H12O6 6O2 à energy 6CO2 6H2OAerobic andanaerobicrespiration1.5.5 compare and contrast aerobic respiration withanaerobic respiration in mammalian muscleglucose à energy lactic acidand in yeastglucose à energy alcohol carbon dioxide1.5.6 carry out practical work to investigate the respirationof yeast.15
CCEA GCSE Double Award Science from September 2017Nervous System and Hor
CCEA GCSE Double Award Science from September 2017 8 Content Assessment Weightings Availability Unit 7: Practical Skills This comprises Unit 7 Biology, Unit 7 Chemistry and Unit 7 Physics Booklet A Externally marked Students carry out three pre-release practicals (Biology, Chemistry
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