Important Notice: Additional Combined Science 5130 GCE O Level 2007
Important Notice: Additional Combined Science 5130 GCE O Level 2007
Important Notice: Additional Combined Science 5130 GCE O Level 2007
GCE O Level
2007
IMPORTANT NOTICE
University of Cambridge International Examinations (CIE) in the UK and USA
University of Cambridge International Examinations accepts entries in the UK and USA only from
students registered on courses at CIE registered Centres.
UK and USA private candidates are not eligible to enter CIE examinations unless they are
repatriating from outside the UK/USA and are part way through a course leading to a CIE
examination. In that case a letter of support from the Principal of the school which they had
attended is required. Other UK and USA private candidates should not embark on courses leading
to a CIE examination.
This regulation applies only to entry by private candidates in the UK and USA. Entry by private
candidates through Centres in other countries is not affected.
Further details are available from Customer Services at University of Cambridge International
Examinations.
Exclusions
This syllabus must not be offered in the same session with any of the following syllabuses:
0610 Biology
0625 Physics
0652 Physical Science
0653 Combined Science
0654 Co-ordinated Sciences (Double)
5054 Physics
5070 Chemistry
5090 Biology
5096 Human and Social Biology
5124 Science (Physics, Chemistry)
5125 Science (Physics, Biology)
5126 Science (Chemistry, Biology)
You can find syllabuses and information about CIE teacher training events on the CIE
Website (www.cie.org.uk).
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ADDITIONAL COMBINED SCIENCE 5130
GCE ORDINARY LEVEL
CONTENTS
Page
NOTES i
ADDITIONAL COMBINED SCIENCE GCE O Level/SC 5130 (November only) 1
Aims 1
Assessment Objectives 2
Scheme of Assessment 3
Physics Section 4
Chemistry Section 12
Biology Section 21
DATA SHEET 27
RESOURCE LIST 28
MATHEMATICAL REQUIREMENTS 30
SYMBOLS, UNITS AND DEFINITIONS OF PHYSICAL QUANTITIES 31
GLOSSARY OF TERMS USED IN SCIENCE PAPERS 32
NOTE
Copies of syllabuses, past papers and Examiners' reports are available on CD-ROM and can be
ordered using the Publications Catalogue, which is available at www.cie.org.uk under
‘Qualifications & Diplomas’ – ‘Order Publications’.
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
NOTES
Information for Teachers
This booklet relates to examinations taken in the year printed on the cover. It is the normal
practice of CIE to print and distribute a new version of this booklet each year. Centres should
receive copies well in advance of them being required for teaching purposes.
Teachers who are about to teach syllabuses in this booklet for the first time, should obtain and
study the relevant past examination papers and Subject Reports.
Any queries relating to this booklet should be addressed to the Product Manager.
Nomenclature
The proposals in ‘Signs, Symbols and Systematics (The Association for Science Education
Companion to 5-16 Science, 1995)' and the recommendations on terms, units and symbols in
‘Biological Nomenclature (1997)' published by the Institute of Biology, in conjunction with the ASE,
will generally be adopted. Reference should be made to the joint statement on chemical
nomenclature issued by the GCE boards. In particular, the traditional names sulphate, sulphite,
nitrate, nitrite, sulphurous and nitrous acids will be used in question papers.
It is intended that, in order to avoid difficulties arising out of the use of 1 as the symbol for litre, use
of dm3 in place of 1 or litre will be made.
In chemistry, full structural formulae (displayed formulae) in answers should show in detail both
the relative placing of atoms and the number of bonds between atoms. Hence – CONH2 and –
CO2H are not satisfactory as full structural formulae, although either of the usual symbols for the
benzene ring is acceptable.
Candidates should be aware that misuse of units and/or significant figures, i.e. failure to quote
units where necessary, the inclusion of units in quantities defined as ratios or quoting answers to
an inappropriate number of significant figures, is liable to be penalised.
Syllabus Revision
Attention is drawn to alterations in the syllabus by black vertical lines on either side of the text.
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
AIMS
These are not listed in order of priority.
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
ASSESSMENT OBJECTIVES
A Knowledge with Understanding
The subject content defines the factual material that candidates need to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state,
describe, explain or outline. (See the glossary of terms.)
Students should be able - in words or by using other written, symbolic, graphical and numerical
forms of presentation - to:
1. locate, select, organise and present information from a variety of sources;
2. translate information from one form to another;
3. manipulate numerical and other data;
4. use information to identify patterns, report trends and draw inferences;
5. present reasoned explanations for phenomena, patterns and
relationships;
6. make predictions and hypotheses;
7. solve problems.
These assessment objectives cannot be precisely specified in the subject content because
questions testing such skills may be based on information which is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are within the
syllabus and apply them in a logical, deductive manner to a novel situation. Questions testing these
objectives will often begin with one of the following words; predict, suggest, calculate or determine.
(See the glossary of terms.)
A Knowledge with Understanding, approximately 65% of the marks, with approximately 30%
allocated to recall.
B Handling Information and Solving Problems, approximately 35% of the marks.
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SCHEME OF ASSESSMENT
Paper 1 (1 h, 40 marks), consisting of 40 multiple choice questions of the direct choice type
providing approximately equal coverage of the Physics, Chemistry and Biology sections of the
syllabus.
Section A will carry 70 marks and will contain a number of compulsory structured questions of
variable mark value.
Section B will carry 30 marks and will contain a question on each of the Physics, Chemistry and
Biology sections of the syllabus. Each question will have a degree of choice, either the first part or
the second part to be answered. Each part will carry 10 marks.
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
SUBJECT CONTENT
PHYSICS SECTION
Students are expected to have adequate mathematical skills to cope with the curriculum.
Throughout the course, attention should be paid to showing the relevance of concepts to the students'
everyday life and to the natural and man-made world.
2. Kinematics
Content
2.1 Speed, velocity and acceleration
2.2 Graphical analysis of motion
2.3 Free-fall
Learning Outcomes:
Candidates should be able to:
(a) state what is meant by speed, velocity and acceleration
(b) recognise motion for which the acceleration is constant and calculate the acceleration
(c) recognise motion for which the acceleration is not constant
(d) plot and interpret a speed-time graph
(e) recognise from the shape of a speed-time graph when a body is
(i) at rest
(ii) moving with constant speed
(iii) moving with constant acceleration
(iv) moving with an acceleration that is not constant
(f) calculate the area under a speed-time graph to determine the distance travelled for motion with
constant speed or constant acceleration
(g) show understanding that the acceleration of free fall for a body near to the Earth is constant
(h) describe qualitatively the motion of bodies falling in a uniform gravitational field with and without
air resistance (including reference to terminal velocity)
3. Dynamics
Content
3.1 Motion
3.2 Friction
Learning Outcomes:
Candidates should be able to:
(a) describe the ways in which a force may change the motion of a body
(b) use the relation between force, mass and acceleration
(c) demonstrate an understanding of the effects of friction on the motion of a body
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6. Deformation
Content
6.1 Elastic deformation
Learning Outcomes:
Candidates should be able to:
(a) state that a force may produce a change in size and shape of a body
(b) plot, draw and interpret extension-load graphs for elastic solids and describe the associated
experimental procedure
(c) recognise the significance of the term limit of proportionality for an extension-load graph of an
elastic solid
(d) use proportionality of an elastic solid in simple calculations involving extension or force required
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9. Temperature
Content
9.1 Principles of thermometry
9.2 Liquid-in-glass thermometers
Learning Outcomes:
Candidates should be able to:
(a) appreciate how a physical property which varies with temperature may be used for the
measurement of temperature and state examples of such properties
(b) recognise the need for, and identify, fixed points
(c) show understanding of sensitivity and range
(d) apply a given property to the measurement of temperature
(e) describe the structure and action of liquid-in-glass thermometers (laboratory and clinical) and of a
thermocouple thermometer, showing an appreciation of its use for measuring high temperatures
and those which vary rapidly
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12. Light
Content
12.1 Reflection of light
12.2 Refraction of light
12.3 Thin converging lens
12.4 Dispersion of light
Learning Outcomes:
Candidates should be able to:
(a) perform and describe experiments to illustrate the laws of reflection
(b) describe an experiment to find the position of an optical image formed by a plane mirror
(c) use the law i = r in reflection
(d) perform simple constructions, measurements and calculations for reflection
(e) describe and perform experiments to demonstrate refraction of light through glass blocks
(f) use the terminology for the angles i and r in refraction and describe the passage of light through
parallel-sided transparent material
(g) use the equation sin i/sin r = n (refractive index)
(h) give the meaning of refractive index
(i) describe the action of a thin converging lens on a beam of light
(j) use and understand the term focal length
(k) draw ray diagrams to illustrate the formation of real and virtual images of an object by a lens
(l) use and describe the use of a single lens as a magnifying glass
(m) give a qualitative account of the dispersion of light as illustrated by the action on light of a glass prism
14. Sound
Content
14.1 Sound waves
14.2 Speed of sound
Learning Outcomes:
Candidates should be able to:
(a) describe the production of sound by vibrating sources
(b) describe the longitudinal nature of sound waves and describe compression and rarefaction
(c) state the approximate range of audible frequencies
(d) show understanding that a medium is required in order to transmit sound waves
(e) describe an experiment to determine the speed of sound in air and make the necessary calculation
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(f) state the order of magnitude of the speed of sound in air, liquids and solids
(g) relate the loudness and pitch of sound waves to amplitude and frequency
(h) describe how the reflection of sound may produce an echo
17. d. c. Circuits
Content
17.1 Current and potential difference in circuits
17.2 Series and parallel circuits
Learning Outcomes:
Candidates should be able to:
(a) draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable),
ammeters, voltmeters, magnetising coils, bells, fuses and relays
(b) show understanding that the current at every point in a series circuit is the same
(c) use the fact that the sum of the p.d.s in a series circuit is equal to the p.d. across the whole circuit
(d) calculate the combined resistance of two or more resistors in series
(e) use the fact that the current from the source is the sum of the currents in the separate branches of
a parallel circuit, the current from the source being larger than the current in each branch
(f) calculate the effective resistance of two resistors in parallel
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19. Magnetism
Content
19.1 Laws of magnetism
19.2 Magnetic properties of matter
Learning Outcomes:
Candidates should be able to:
(a) state the properties of magnets
(b) give an account of induced magnetism
(c) distinguish between magnetic and non-magnetic materials
(d) describe methods of magnetisation and of demagnetisation
(e) describe the use of a plotting compass to plot the field lines of magnetic field (Earth's field
excluded)
(f) distinguish between the magnetic properties of iron and steel
(g) distinguish between the design and use of permanent magnets and electromagnets
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(k) show understanding that a current-carrying coil in a magnetic field experiences a turning effect and
that the effect is increased by increasing
(i) the number of turns on the coil
(ii) the current
(l) relate this turning effect to the action of an electric motor
(m) describe and show understanding of the action of a split-ring commutator in a two-pole, single-coil
motor and the effect of a soft-iron cylinder between the poles of the magnet
(n) describe the action of a loudspeaker (Details of the cone will not be required.)
23. Radioactivity
Content
23.1 Detection of radioactivity
23.2 Characteristics of the three types of emission
23.3 Nuclear reactions
23.4 Half-life
23.5 Safety precautions
Learning Outcomes:
Candidates should be able to:
(a) describe the detection of alpha-particles, beta-particles and gamma-rays
(b) show understanding that radioactive emissions occur randomly over space and time
(c) state, for radioactive emissions,
(i) their nature
(ii) their relative ionising effects
(iii) their relative penetrating powers
(d) describe their deflection in electric fields and magnetic fields
(e) show understanding of the meaning of radioactive decay, using equations (involving symbols) to
represent changes in the composition of the nucleus when particles are emitted
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CHEMISTRY SECTION
It is important that, throughout the course, attention should be drawn to:
(i) the finite life of the world's resources and hence the need for recycling and conservation;
(ii) some economic considerations in the chemical industry, such as the availability and cost of raw
materials and energy;
(iii) the importance of chemicals in industry and in everyday life.
1. Experimental Chemistry
Content
1.1 Experimental design
1.2 Methods of purification and analysis
1.3 Identification of ions and gases
Learning Outcomes:
Candidates should be able to:
(a) name and use appropriate apparatus for the measurement of time, temperature, mass and
volume, including burettes, pipettes and measuring cylinders
(b) design arrangements of apparatus, given information about the substances involved
(c) describe and use methods of purification by the use of a suitable solvent, filtration, crystallisation
and distillation (including description but not use of fractional distillation) (Refer to the fractional
distillation of
(i) crude oil (petroleum) (topic 23.2(c))
(ii) fermented liquor (topic 26.1(a)).)
(d) suggest suitable purification techniques, given information about the substances involved
(e) describe and use paper chromatography and interpret chromatograms
(f) identify substances and test their purity by melting point and boiling point determination and by
paper chromatography
(g) identify
nitrate (by reduction with aluminium)
carbonate (by reaction with acid and then limewater)
chloride and iodide (by reaction with acidified silver nitrate or with acidified lead(II) nitrate)
sulphate (by reaction with acidified barium nitrate)
(h) identify
aluminium, calcium, copper(II), iron(II), iron(III), zinc and ammonium (by using aqueous
sodium hydroxide and aqueous ammonia, as appropriate) (Formulae of complex ions are not
required.)
(i) identify
hydrogen (by lighted splint)
oxygen (by glowing splint)
carbon dioxide (by limewater)
chlorine (using indicator paper)
ammonia (using indicator paper)
3. Atomic Structure
Content
3.1 Atomic Structure
3.2 Isotopes
Learning Outcomes:
Candidates should be able to:
(a) state the relative charge and approximate relative mass of a proton, a neutron and an electron
(b) define proton number and nucleon number
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(c) use and interpret such symbols as 6 C
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
(d) use proton number and the simple structure of atoms to explain the Periodic Table, with special
reference to the elements of proton number 1 to 20
(e) define isotopes
state the two types of isotopes as being non-radioactive (stable) and radioactive (unstable, emitting
radiation)
(f) state one medical and one industrial use of named radioactive isotopes
(g) describe the build-up of electrons in ‘shells’ and understand the significance of outer electrons and
the noble gas electronic structures
(The ideas of the distribution of electrons in s- and p-orbitals and in d-block elements are not
required. Note that a copy of the Periodic Table will be available in the examination.)
5. Ionic Bonding
Content
5.1 Ion formation
5.2 Ionic bond formation
Learning Outcomes:
Candidates should be able to:
(a) describe the formation of ions by electron loss or gain
(b) describe the formation of ionic bonds between metallic and non-metallic elements (e.g. in NaCl
and CaCl2)
6. Covalent Bonding
Content
6.1 Covalent bond formation
6.2 Physical properties of covalent compounds
Learning Outcomes:
Candidates should be able to:
(a) describe the formation of covalent bonds as the sharing of pairs of electrons leading to the noble
gas configuration (e.g. H2, Cl2, HCl, H2O, CH4 and CO2)
(b) deduce the electron arrangement in other covalent molecules
(c) construct ‘dot and cross’ diagrams to show the outer electrons in covalent molecules
(d) describe the differences in volatility, solubility and electrical conductivity between ionic and
covalent compounds
7. Macromolecules
Content
7.1 Structure
7.2 Properties
Learning Outcomes:
Candidates should be able to:
(a) describe the structure of macromolecules such as graphite, diamond, silicon(IV) oxide (silica) and
poly(ethene)
(b) describe the similarity in properties between diamond and silicon, diamond and silicon(IV) oxide
(silica), related to their structures
8. Metallic Bonding
Learning Outcomes:
Candidates should be able to:
(a) describe metallic bonding as a lattice of positive ions in a ‘sea of electrons’ and explain the
electrical conductivity and malleability of metals
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Learning Outcomes:
Candidates should be able to:
(a) describe the meaning of exothermic and endothermic reactions
(b) describe bond breaking as an endothermic process and bond forming as an exothermic process
(c) state that the burning of fuels (e.g. wood, coal and oil) produces heat energy
(d) describe hydrogen as a fuel (e.g. in rockets)
(e) describe radioactive isotopes, such as 235U, as a source of nuclear energy
(f) describe the production of electrical energy from simple cells (i.e. two electrodes in an electrolyte)
(This should be linked with the reactivity series, topic 16.1.)
(g) describe the use of batteries as a convenient, portable energy source
(h) describe the use of silver salts in photography as an endothermic process involving reduction of
silver ions to silver
(i) describe photosynthesis as the reaction between carbon dioxide and water in the presence of
chlorophyll and using sunlight (energy) to produce glucose
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(d) state the uses of mild steel (car bodies and machinery) and stainless steel (chemical plant and
cutlery)
(e) describe, in outline, the extraction of aluminium from pure aluminium oxide (see also topic 10.2(e))
(f) state the uses of aluminium (e.g. in the manufacture of aircraft parts because of its strength and
low density and in food containers because of its resistance to corrosion)
(g) state the uses of zinc for galvanising and for making brass (with copper)
(h) state the uses of copper related to its properties (e.g. electrical wiring (see also topic 10.3(h))
19. Hydrogen
Learning Outcomes:
Candidates should be able to:
(a) describe the formation of hydrogen as a product of the reaction between
(i) reactive metals and water
(ii) metals and acids
(b) name the uses of hydrogen in the manufacture of ammonia and margarine, and as a fuel in rockets
20. Nitrogen
Content
20.1 Ammonia and the Haber process
20.2 Fertiliser manufacture
Learning Outcomes:
Candidates should be able to:
(a) describe the need for nitrogen, phosphorus and potassium compounds in plant life
(b) name the use of nitrogen in the manufacture of ammonia
(c) describe the essential conditions for the manufacture of ammonia by the Haber process
(d) name the uses of ammonia in the manufacture of fertilisers such as ammonium sulphate and
nitrate
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23. Fuels
Content
23.1 Natural gas and petroleum as energy sources
23.2 Fractional distillation
23.3 Uses of fractions
Learning Outcomes:
Candidates should be able to:
(a) name natural gas and petroleum as sources of fuels
(b) name methane as the main constituent of natural gas
(c) describe petroleum as a mixture of hydrocarbons and its separation into useful fractions by
fractional distillation
(d) name the uses of petroleum fractions: petrol (gasoline), as fuel in cars; paraffin (kerosene), for oil
stoves and aircraft fuel; diesel, for fuel in diesel engines; oils, for lubricants and making waxes and
polishes; bitumen, for making roads
24. Alkanes
Content
24.1 Properties of alkanes
Learning Outcomes:
Candidates should be able to:
(a) describe the properties of alkanes (exemplified by methane) as being generally unreactive except
in terms of burning
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25. Alkenes
Content
25.1 Cracking
25.2 Unsaturated hydrocarbons
25.3 Polymerisation
Learning Outcomes:
Candidates should be able to:
(a) describe the manufacture of alkenes and of hydrogen by cracking
(b) describe the properties of alkenes in terms of burning, addition reactions with hydrogen and steam
(c) distinguish between saturated and unsaturated hydrocarbons
(i) from molecular structures
(ii) by using aqueous bromine
(d) describe the formation of poly(ethene) as an example of addition polymerisation of monomer units
(e) name some uses of poly(ethene) as a typical plastic (e.g. plastic bags)
26. Alcohols
Content
26.1 Formation of ethanol
26.2 Combustion and oxidation
26.3 Uses of ethanol
Learning Outcomes:
Candidates should be able to:
(a) describe the formation of ethanol by fermentation and by the catalytic addition of steam to ethene
(b) describe the properties of ethanol in terms of combustion and of oxidation
(c) name the uses of ethanol (e.g. as a solvent, as a fuel and as a constituent of wine and beer)
27. Acids
Content
27.1 Ethanoic acid
Learning Outcomes:
Candidates should be able to:
(a) describe the formation of ethanoic acid as the oxidation of ethanol by the action of atmospheric
oxygen
(b) describe the reaction of ethanoic acid with ethanol to give an ester (ethyl ethanoate)
28. Macromolecules
Content
28.1 Monomers and polymers
28.2 Man-made fibres
28.3 Pollution
28.4 Natural macromolecules
Learning Outcomes:
Candidates should be able to:
(a) describe macromolecules in terms of large molecules built up from small units, different
macromolecules having different units and/or different linkages
(b) deduce the structure of the polymer product from a given alkene and vice versa
(c) describe the formation of nylon (a polyamide) and Terylene (a polyester) by condensation
polymerisation, the structure of nylon represented as
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(f) name proteins, fats and carbohydrates as the main constituents of food
(g) describe proteins as possessing the same (amide) linkages as nylon but with different units
(h) describe the hydrolysis of proteins to amino acids (structures and names not required)
(i) describe fats as esters possessing the same linkages as Terylene but with different units
(j) describe soap as a product of the hydrolysis of fats
(k) describe the carbohydrate starch as a macromolecule represented as
being formed by the condensation polymerisation of smaller carbohydrate units called sugars,
represented as
HO - -OH
(l) describe the acid hydrolysis of carbohydrates such as starch to give simple sugars
(m) describe the fermentation of simple sugars to produce ethanol (and carbon dioxide) and its
importance to brewing and wine-making (Candidates will not be expected to give the molecular
formulae of sugars.)
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BIOLOGY SECTION
1. Cell Structure and Organisation
Content
1.1 Plant and animal cells
1.2 Specialised cells
Learning Outcomes:
Candidates should be able to:
(a) examine under the microscope an animal cell (e.g. from fresh liver) and a plant cell (e.g. from
Elodea, a moss, or any suitable locally available material), using an appropriate temporary staining
technique
(b) draw diagrams to represent the observations (cell membrane, nucleus and cytoplasm for animal
cells; cell wall, cell membrane, nucleus, cytoplasm, sap vacuole and chloroplasts for plant cells)
(c) compare the visible differences in structure of the animal and plant cells examined
(d) state the function of the cell membrane in controlling the passage of substances into and out of the
cell
(e) state, in simple terms, the relationship between cell structure and cell function for
(i) root hair cells – absorption
(ii) xylem vessels – conduction and support
(iii) red blood cells – transport of oxygen
(f) identify these cells from fresh or preserved materials under the microscope, from diagrams and
from photomicrographs
3. Enzymes
Content
3.1 Enzyme action
3.2 Effects of temperature and of pH
Learning Outcomes:
Candidates should be able to:
(a) define enzymes as proteins which function as biological catalysts
(b) investigate and describe the effect of temperature and of pH on enzyme activity
(c) state the effect of enzymes on the germination of seeds
4. Plant Nutrition
Content
4.1 Photosynthesis
4.2 Leaf structure
4.3 Mineral nutrition
Learning Outcomes:
Candidates should be able to:
(a) understand that photosynthesis is the fundamental process by which plants manufacture
carbohydrates from raw materials
(b) investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis using
appropriate controls, and derive, as far as possible, the equation (in words or symbols) for
photosynthesis
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(c) investigate and state the effect of varying light intensity and temperature on the rate of
photosynthesis (e.g. in submerged aquatic plants, such as Elodea)
(d) describe the intake of carbon dioxide and water by plants, the trapping of light energy by
chlorophyll, the conversion of light energy into chemical energy, the formation of carbohydrates,
their subsequent storage, and the release of oxygen
(e) explain why most forms of life are completely dependent on photosynthesis
(f) identify and label the cellular and tissue structure of a dicotyledonous leaf, as seen in cross-section
under the microscope and describe the significance of these features in terms of functions (i.e.
distribution of chloroplasts – photosynthesis; stomata and mesophyll cells – gaseous exchange;
vascular bundles – transport)
(g) investigate and state the effect of insufficient nitrogen on plant growth and state the importance of
nitrogen-containing ions for protein synthesis and their use in nitrogen-containing fertilisers for
agriculture
5. Animal Nutrition
Content
5.1 Diet
5.2 Human alimentary canal
5.3 Mechanical and physical digestion
5.4 Chemical digestion
5.5 Absorption and assimilation
Learning Outcomes:
Candidates should be able to:
(a) define a balanced diet as a diet supplying sufficient quantities of protein, carbohydrates, fat,
vitamins, minerals, fibre, water and energy to sustain a healthy life
(b) explain why diet, especially energy intake, should be related to age, sex, and activity of an
individual
(c) state the effects of malnutrition in relation to constipation and obesity
(d) identify, on diagrams and photographs, and name the main regions of the alimentary canal and the
associated organs: mouth, salivary glands, oesophagus, stomach, duodenum, pancreas, gall
bladder, liver, ileum, colon, rectum and anus
(e) describe the main functions of these parts in relation to ingestion, digestion, absorption,
assimilation and egestion of food, as appropriate
(f) describe the function of the teeth in reducing the size of food particles
(g) state the causes of dental decay and describe the proper care of teeth
(h) describe chewing and peristalsis
(i) state the reasons why most foods must be digested
(j) describe the function of a typical amylase, listing the substrate and end-products as an example of
extra-cellular digestion in the alimentary canal
(k) describe absorption as the passage of soluble products of digestion through the wall of the small
intestine and into the blood capillaries (Structure of villi is not required.)
(l) state the function of the hepatic portal vein as the route taken by most of the food absorbed from
the small intestine
(m) state
(i) that large molecules are synthesised from smaller basic units:
glycogen from simple sugars
proteins from amino acids
lipids (fats and oils) from glycerol and fatty acids
(ii) the role of the liver in the metabolism of glucose and amino acids
(iii) the role of fat as a storage substance
(n) state that the formation of urea and the breakdown of alcohol occur in the liver
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7. Transport in Humans
Content
7.1 Circulatory system
Learning Outcomes:
Candidates should be able to:
(a) describe the circulatory system as a system of tubes with a pump and valves to ensure one-way
flow of blood
(b) describe the dual circulation in terms of a low pressure circulation to the lungs and a high pressure
circulation to the body tissues and relate these differences to the different functions of the two
circuits
(c) describe the structure and function of the heart in terms of muscular contraction and the working of
valves
(d) compare the structure and function of arteries, veins and capillaries
(e) investigate and state the effect of physical activity on pulse rate
(f) describe coronary heart disease in terms of blockage of coronary arteries and list the possible
causes
(g) identify red and white blood cells as seen under the microscope on prepared slides, and in
diagrams and photomicrographs
(h) list the components of blood as red blood cells, white blood cells, platelets and plasma
(i) state the functions of blood
(i) red blood cells – haemoglobin and oxygen transport
(ii) white blood cells – phagocytosis, antibody formation and tissue rejection
(iii) platelets – fibrinogen to fibrin causing clotting
(iv) plasma – transport of blood cells, ions, soluble food substances, hormones, carbon dioxide,
urea, vitamins and plasma proteins
8. Respiration
Content
8.1 Aerobic respiration
8.2 Anaerobic respiration
8.3 Human gaseous exchange
Learning Outcomes:
Candidates should be able to:
(a) define respiration as the release of energy from food substances in living cells
(b) define aerobic respiration as the release of a relatively large amount of energy by the breakdown of
food substances in the presence of oxygen
(c) state the equation for aerobic respiration, using words only
(d) define anaerobic respiration as the release of a relatively small amount of energy by the breakdown
of food substances in the absence of oxygen
(e) state the equation for anaerobic respiration, using words only
(f) describe the production of lactic acid in muscles during exercise
(g) state the differences between inspired and expired air
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
(h) investigate and state the effect of physical activity on rate and depth of breathing
(i) identify on diagrams and name the larynx, trachea, bronchi, bronchioles, alveoli and associated
capillaries
(j) describe the role of the exchange surface of the alveoli in gaseous exchange (Details of the role of
the diaphragm, ribs and intercostal muscles in breathing are not required.)
9. Excretion
Content
9.1 Excretion
9.2 Urinary system
9.3 Dialysis
Learning Outcomes:
Candidates should be able to:
(a) define excretion as the removal of toxic materials and the waste products of metabolism from
organisms
(b) describe the removal of carbon dioxide from the lungs, and of water and urea through the kidneys
(Details of kidney structure and nephron are not required.)
(c) identify on diagrams and name the kidneys, ureters, bladder and urethra, and state the function of
each (the function of the kidney should be described simply as removing urea and excess water
from the blood)
(d) describe dialysis in kidney machines as the diffusion of waste products and salts (small molecules)
through a membrane, large molecules (e.g. protein) remaining in the blood
10. Homeostasis
Learning Outcomes:
Candidates should be able to:
(a) define homeostasis as the maintenance of a constant internal environment
(b) describe the maintenance of a constant body temperature in Man in terms of the role of
temperature receptors in the skin, sweating, shivering, blood vessels near the skin surface and the
co-ordinating role of the brain
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
13. Relationships of Organisms with One Another and with the Environment
Content
13.1 Energy flow
13.2 Food chains and food webs
13.3 Carbon and water cycles
13.4 Effects of Man on the ecosystem
13.5 Pollution
13.6 Conservation
Learning Outcomes:
Candidates should be able to:
(a) state that the Sun is the principal source of energy input to biological systems
(b) describe the non-cyclical nature of energy flow
(c) define food chain, food web, producer, consumer, herbivore, carnivore and decomposer
(d) describe energy losses between trophic levels and the advantages of short food chains
(e) describe the carbon cycle in terms of photosynthesis, animal nutrition, respiration and
combustion
(f) describe the water cycle
(g) describe the effects of Man on the ecosystem with emphasis on examples of international
importance (tropical rain forests, oceans and rivers)
(h) describe the consequences of deforestation in terms of effects on: soil stability, climate (water
cycle) and local human populations
(i) describe the problems which contribute to famine (unequal distribution of food, drought and
flooding and increasing population)
(j) describe the undesirable effects of
(i) water pollution by sewage and by inorganic waste
(ii) air pollution by sulphur dioxide (acid rain)
(iii) pollution due to insecticides
(k) state reasons for the conservation of species with reference to plants as sources of useful products
such as drugs, timbers, oils, fibres, chemicals (e.g. pyrethrum), and products such as rubber, and
to the need to investigate threatened species before they become extinct
(l) state reasons for the recycling of materials such as water (sewage) and paper (from trees)
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
Learning Outcomes:
Candidates should be able to:
(a) define asexual reproduction as the process resulting in the production of genetically identical
offspring from one parent
(b) describe sexual reproduction as the process involving the fusion of nuclei to form a zygote and
the production of genetically dissimilar offspring
(c) identify and draw, using a hand lens if necessary, the sepals, petals, stamens and carpels of one,
locally available, named dicotyledonous flower
(d) state the functions of the sepals, petals, anthers and carpels
(e) outline the process of pollination and describe the growth of the pollen tube and its entry into the
ovule followed by fertilisation (Production of endosperm and details of development are not
required.)
(f) investigate and describe the structure of a non-endospermic seed in terms of the embryo
(radicle, plumule and cotyledons) and the testa, protected by the pericarp (fruit wall)
(g) state that seed and fruit dispersal by wind and animals provides a means of colonising new areas
(h) investigate and state the environmental conditions which affect germination of seeds (suitable
temperature, water and oxygen)
(i) identify on diagrams of the male reproductive system and give the functions of testes, scrotum,
sperm ducts, prostate gland, urethra and penis
(j) identify on diagrams of the female reproductive system and give the functions of: ovaries,
oviducts, uterus, cervix and vagina
(k) compare male and female gametes in terms of size, numbers and mobility
(l) describe the menstrual cycle with reference to the alternation of menstruation and ovulation, the
natural variation in its length, and fertile and infertile phases of the cycle
(m) state the effect of factors, such as diet and emotional state, which affect the menstrual cycle
(n) describe fertilisation and the early development of the zygote simply in terms of the formation of a
ball of cells which becomes implanted in the wall of the uterus, where it develops as the fetus
(o) state the function of the amniotic sac and of the amniotic fluid
(p) describe the function of the placenta and umbilical cord in relation to exchange of dissolved
nutrients, gases and excretory products (Structural details are not required.)
(q) describe the advantages of breast milk compared with bottle feeding
(r) describe the following methods of birth control: natural, chemical (spermicides), mechanical,
hormonal and surgical
(s) describe the symptoms, signs, effects and treatment of gonorrhea and syphilis
(t) discuss the spread of human immuno-deficiency virus (HIV) and methods by which it may be
controlled
15. Inheritance
Content
15.1 Variation
15.2 Chromosomes and genes
Learning Outcomes:
Candidates should be able to:
(a) describe the difference between continuous and discontinuous variation and give examples of
each
(b) define a gene as a unit of inheritance and distinguish clearly between the terms gene and allele
(c) state that genes are carried on chromosomes
(d) describe complete dominance using the terms dominant, recessive, phenotype and genotype
(e) describe mutation as a change in the structure of a gene (sickle cell anaemia) or in the
chromosome number (Down's syndrome)
(f) name radiation and chemicals as factors which may increase the rate of mutation
(g) describe the determination of sex in Man (XX and XY chromosomes)
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The Periodic Table of the Elements
Group
I II III IV V VI VII 0
1 4
H He
Hydrogen Helium
1 2
7 9 11 12 14 16 19 20
Li Be B C N O F Ne
Lithium Beryllium Boron Carbon Nitrogen Oxygen Fluorine Neon
3 4 5 6 7 8 9 10
23 24 27 28 31 32 35.5 40
Na Mg Al Si P S Cl Ar
Sodium Magnesium Aluminium Silicon Phosphorus Sulphur Chlorine Argon
11 12 13 14 15 16 17 18
39 40 45 48 51 52 55 56 59 59 64 65 70 73 75 79 80 84
K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
Potassium Calcium Scandium Titanium Vanadium Chromium Manganese Iron Cobalt Nickel Copper Zinc Gallium Germanium Arsenic Selenium Bromine Krypton
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
85 88 89 91 93 96 101 103 106 108 112 115 119 122 128 127 131
Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
Rubidium Strontium Yttrium Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Palladium Silver Cadmium Indium Tin Antimony Tellurium Iodine Xenon
27
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54
133 137 139 178 181 184 186 190 192 195 197 201 204 207 209
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
Caesium Barium Lanthanum Hafnium Tantalum Tungsten Rhenium Osmium Iridium Platinum Gold Mercury Thallium Lead Bismuth Polonium Astatine Radon
55 56 57 * 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86
226 227
Fr Ra Ac
Francium Radium actinium
87 88 89 †
140 141 144 150 152 157 159 163 165 167 169 173 175
Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Cerium Praseodymium Neodymium Promethium Samarium Europium Gadolinium Terbium Dysprosium Holmium Erbium Thulium Ytterbium Lutetium
58 59 60 61 62 63 64 65 66 67 68 69 70 71
a a = relative atomic mass
232 238
Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr
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Key X = atomic symbol
X Thorium Protactinium Uranium Neptunium Plutonium Americium Curium Berkelium Californium Einsteinium Fermium Mendelevium Nobelium Lawrencium
b = proton (atomic) number
b 90 91 92 93 94 95 96 97 98 99 100 101 102 103
3
The volume of one mole of any gas is 24dm at room temperature and pressure (r.t.p)..
ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
RESOURCE LIST
BOOKS
Beckett & Gallagher; Co-ordinated Science: Biology; Oxford University Press; 0 19 914653 5;
Kevin Byrne; Revise GCSE in a week – Science Double & Single Award; BPP (Letts Educational) Ltd;
1 85758 702 2;
Gallagher, Ingram & Whitehead; Co-ordinated Science: Chemistry; Oxford University Press; 0 19 914652 7;
Pople and Whitehead; Co-ordinated Science: Physics; Oxford University Press; 0 19 914651 9
Activities Books and Teacher's Guides are also available for this series;
K Foulds; GCSE Science Double Award Physics; John Murray; 07195 7159;
S Gater & V Wood-Robinson; GCE Science Double Award Biology; John Murray; 07195 7157 X;
G Hill; Science for GCSE Double Award 2nd ed (June '01); Hodder & Stoughton; Text 0340800445 Pupils'
Handbook 034073079X
Existing edition has been very highly praised by international teachers teaching IGCSE;
K Hirst; The Complete A-Z Double Award Science Handbook; Hodder & Stoughton; 0340730609;
Jones & Jones, et al; Balanced Science; Cambridge University Press; Book 1 - 0521 59979 2 Book 2 –
0521 59980 6;
Also available as a three volume set:
Jones & Jones; Cambridge Co-ordinated Science: Biology (2nd ed); Cambridge University Press; 0 521 59981 4;
Jones, Jones & Acaster; Cambridge Co-ordinated Science: Chemistry; Cambridge University Press; 0 521 59983 0;
Jones, Jones & Marchington; Cambridge Co-ordinated Science: Physics (2nd ed); Cambridge University Press;
0 521 59982 2;
V Slaughter; Living Things 2nd Ed (Sept '01); Hodder & Stoughton; 03407 72816;
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
TEACHERS’ RESOURCES
WEBSITES
Coordination Group Publications; www.cgpbooks.co.uk; (a useful and extensive set of resources available at an
economical price);
PROFESSIONAL ASSOCIATIONS
Royal Society of Chemistry; Burlington House, Piccadilly, London W1J 0BA, UK; tel +44 (0) 20 7437 8656;
fax +44 (0) 20 7437 8883; website www.rsc.org;
Institute of Physics; 76 Portland Place, London W1B 1NT. UK; tel +44 (0)20 7470 4800;
fax: +44 (0)20 7470 4848; Email: [email protected]; website www.iop.org;
Institute of Biology; 20 Queensberry Place, London SW7 2DZ, UK; tel +44(020) 7581-8333;
fax: +44(020) 7823-9409; Email: [email protected]; website www.iob.org;
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
MATHEMATICAL REQUIREMENTS
Calculators may be used in all parts of the examination.
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
It is hoped that the glossary (which is relevant only to Science subjects) will prove helpful to candidates
as a guide (i.e. it is neither exhaustive nor definitive). The glossary has been deliberately kept brief not
only with respect to the number of terms included but also to their definitions. Candidates should
appreciate that the meaning of a term must depend in part on its context.
1. Define (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being
required.
2. What do you understand by/What is meant by (the term(s)...) normally implies that a definition
should be given, together with some relevant comment on the significance or context of the term(s)
concerned, especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument (e.g. a numerical answer that
can readily be obtained ‘by inspection’).
4. List requires a number of points, generally each of one word, with no elaboration. Where a given
number of points is specified, this should not be exceeded.
5. State and explain normally also implies conciseness; explain may imply reasoning or some
reference to theory, depending on the context.
6. Describe requires the candidate to state in words (using diagrams where appropriate) the main
points of the topic. It is often used with reference either to particular phenomena or to particular
experiments. In the former instance, the term usually implies that the answer should include
reference to (visual) observations associated with the phenomena. In the latter instance, the answer
may often follow a standard pattern (e.g. Apparatus, Method, Measurements, Results and
Precautions).
In other contexts, describe and give an account of should be interpreted more generally (i.e. the
candidate has greater discretion about the nature and the organisation of the material to be included
in the answer). Describe and explain may be coupled in a similar way to state and explain - see
paragraph 5.
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
9. Predict implies that the candidate is not expected to produce the required answer by recall but by
making a logical connection between other pieces of information. Such information may be wholly
given in the question or may depend on answers extracted in an earlier part of the question.
10. Deduce is used in a similar way to predict except that some supporting statement is required (e.g.
reference to a law/principle or the necessary reasoning is to be included in the answer).
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ADDITIONAL COMBINED SCIENCE 5130 O LEVEL 2007
11. Suggest is used i n two main contexts, i.e. either to imply that there is no unique answer (e.g. in
chemistry, two or more substances may satisfy the given conditions describing an ‘unknown’), or to
imply that candidates are expected to apply their general knowledge to a ‘novel’ situation, one that
may be formally `not in the syllabus'.
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general working should be shown,
especially where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument (e.g. length, using a rule or mass, using a balance).
15. Determine often implies that the quantity concerned cannot be measured directly but is obtained
by calculation, substituting measured or known values of other quantities into a standard
formula (e.g. Young modulus, relative molecular mass).
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of principle
and about the values of quantities not otherwise included in the question.
17. Sketch, when applied to graph work, implies that the shape and/or position of the curve need
only be qualitatively correct but candidates should be aware that, depending on the context,
some quantitative aspects may be looked for (e.g. passing through the origin, having an
intercept, asymptote or discontinuity at a particular value).
In diagrams, sketch implies that a simple freehand drawing is acceptable; nevertheless, care
should be taken over proportions and the clear exposition of important details.
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