For more information on our developments and a range of training opportunities. They work with developers to help produce our Our improved Professional Development specifications and the resources needed to support Programme fulfils a range of needs through these qualifications during their development. Whether you want to come to You can contact our Science Subject face-to-face events, look at our new digital training Specialists for specialist advice, guidance and or search for training materials, you can find what support: youre looking for all in one place at the CPD Hub: cpdhub.
The resources are a body of email updates at: ocr.
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Choose OCR and youve got the reassurance own learning, confident in discussing ideas, that youre working with one of the UKs leading innovative and engaged. Our new OCR GCSE 91 in 1 Biology A Gateway Science has been developed We provide a range of support services designed in consultation with teachers, employers and to help you at every stage, from preparation through Higher Education HE to provide learners to the delivery of our specications.
This includes: with a qualification thats relevant to them and meets their needs. A wide range of high-quality creative resources including: Were part of the Cambridge Assessment Group, Delivery Guides Europes largest assessment agency and a Transition Guides department of the University of Cambridge. Topic Exploration Packs Cambridge Assessment plays a leading role in Lesson Elements developing and delivering assessments throughout and much more.
Access to Subject Specialists to support you We work with a range of education providers, through the transition and throughout the including schools, colleges, workplaces and other lifetime of the specifications. Cambridge Progression. Active Results our free results analysis Our Specifications service to help you review the performance of individual learners or whole schools. We believe in developing specifications that help you bring the subject to life and inspire your learners to ExamCreator our new online past papers achieve more.
Weve created teacher-friendly specifications based on extensive research and engagement with All GCSE 91 qualifications offered by OCR are the teaching community. Theyre designed to be accredited by Ofqual, the Regulator for qualifications straightforward and accessible so that you can tailor offered in England. The accreditation number for the delivery of the course to suit your needs. We appreciate that one size doesnt fit all so we offer close consultation with teachers and other two suites of qualifications in each science: stakeholders with the aim of including up-to-date 1 Biology A Gateway Science Provides a flexible relevant content within a framework that is interesting to teach and easy to administer approach to teaching.
The specification is divided within all centres. Teaching of practical skills is integrated with the theoretical topics and they are assessed through Our new GCSE 91 in Biology A Gateway the written papers. Science specification builds on our existing popular course. Weve undertaken a study biology using a narrative-based approach. Practical skills are embedded within the specification and learners are expected to carry out practical work in preparation The content is clear and logically laid out for both for a written examination that will specifically existing centres and those new to OCR, with test these skills.
We have worked closely with teachers All of our specifications have been developed with to provide high quality support materials to guide subject and teaching experts. We have worked in you through the new qualifications. GCSE study in the sciences provides the foundation that change is driven by differences between for understanding the material world.
Scientific different objects and systems when they understanding is changing our lives and is vital to interact worlds future prosperity, and all learners should be taught essential aspects of the knowledge, that many such interactions occur over a methods, process and uses of science. They should distance and over time without direct contact be helped to appreciate how the complex and diverse phenomena of the natural world can be described in that science progresses through a cycle of terms of a small number of key ideas relating to the hypothesis, practical experimentation, sciences which are both inter-linked, and are of observation, theory development and review universal application.
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Our GCSE 91 in Biology A Gateway Science identifies opportunities for carrying out specification is designed with a context-led practical activities that enhance learners 1 approach and provides a flexible way of teaching. Whether new to our specifications, or continuing on You can contact the Science Subject Specialists: from our legacy offerings, you can find more information on our webpages at www. The science team also release a termly newsletter Science Spotlight despatched to centres and available from our subject pages.
If you are not yet an approved centre and would like Follow us on Twitter: to become one go to: www. Content Overview Assessment Overview. Summary Common misconceptions A short overview of the sub-topic that will be assessed in the examinations. Common misconceptions students often have associated with this topic. Underlying knowledge and understanding Tiering Underlying knowledge and understanding learners should be familiar with linked A brief summary of the tiering of the sub-topic.
M1 Questions by Topic
Mathematical skills Reference Mathematical learning outcomes See appendix 5e. Questions in the examination will assess these learning outcomes within the context of the topic. Items that are contained within these columns Topic content are intended as a starting point for lesson Practical suggestions planning. This throughout the table in Topic B7. Activities in this examinations. This column can be used to supplement outcome.
Biology is the science of living organisms including ecosystems, interacting with each other, with animals, plants, fungi and microorganisms and their the environment and with humans in many interactions with each other and the environment. Biological information is used to help humans improve their own lives and strive to life on Earth is dependent on photosynthesis create a sustainable world for future generations. Content of topics B1 to B6 Topic B1: Cell level systems B1. Summary Common misconceptions Cells are the fundamental units of living organisms.
Cells contain many sub- Learners commonly have difficulty understanding the concept of a cell as a cellular structures that are essential for the functioning of the cell as a whole. Microscopy is used to examine cells and sub-cellular structures.
Tiering Underlying knowledge and understanding Statements shown in bold type will only be tested in the Higher Tier papers. Learners should be familiar with cells as the fundamental unit of living organisms, All other statements will be assessed in both Foundation and Higher Tier papers. They should also be familiar with some sub-cellular structures, and the similarities and differences between plant and animal cells. Reference Mathematical learning outcomes Mathematical skills. Topic content Opportunities to cover: Practical suggestions Working Learning outcomes To include Maths scientifically.
PAG B7 Preparation of onion epidermis cells slides. PAG B7 Use of light microscopes to view plant and animal cells. PAG B7 B1. Comparison of the visible structures visible on light and electron micrographs. Summary Common misconceptions Life processes depend on biological molecules whose structure is related to Learners commonly hold the misconception that DNA is made of protein or their function.
Inside every cell is genetic material and this is used as a code to sugar. Learners also think that all enzymes have an optimum temperature of 37C make proteins.
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Enzymes are important proteins in biology. The range of optimum temperatures of enzymes should be introduced through the teaching of this topic and further addressed Underlying knowledge and understanding when considering homeostatic mechanisms for controlling temperature. Learners should have a simple understanding of the double helix model of DNA. Learners should be familiar with the idea of enzymes as biological Tiering catalysts. Statements shown in bold type will only be tested in the Higher Tier papers.
All other statements will be assessed in both Foundation and Higher Tier papers. Working Learning outcomes To include Maths Practical suggestions scientifically. Summary Common misconceptions Metabolic processes such as respiration are controlled by enzymes. Organic Learners commonly hold the misconception that ventilation is respiration. Learners should also have some underpinning knowledge of respiration. This All other statements will be assessed in both Foundation and Higher should include that respiration involves the breakdown of organic molecules to Tier papers.
Learners should be able to recall the word equation for respiration. Summary Common misconceptions Life processes depend on photosynthesis. Green plants and algae trap light from Learners often think that plants do not respire. Tiering Statements shown in bold type will only be tested in the Higher Tier Underlying knowledge and understanding papers.
All other statements will be assessed in both Foundation and Learners should also have some underpinning knowledge of photosynthesis. They Higher Tier papers. Topic content Opportunities to cover: Practical suggestions Learning outcomes To include Maths Working scientifically. Summary Common misconceptions Cells transport many substances across their membranes by diffusion, osmosis Learners commonly show some confusion regarding surface area:volume ratio, and active transport.
Stem cells are found in both plants and animals.
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These particularly how larger animals have a smaller surface area:volume ratio. They stem cells can divide, differentiate and become specialised to form tissues, also show some confusion as to stem cells: where they are found and their roles.
Care should be taken to give clear definitions when covering this content. Underlying knowledge and understanding Tiering Learners should be familiar with the role of diffusion in the movement of Statements shown in bold type will only be tested in the Higher Tier papers. PAG 1 become more efficient and examples of specialised cells B2. OCR Summary Common misconceptions When organisms become multicellular, the need arises for highly adapted Learners have a view that the slow flow of blood in capillaries is due to the structures including gaseous exchange surfaces and transport systems, enabling narrow diameter, when in fact it is a function of the total cross-sectional area living processes to be performed effectively.
When explaining the importance of the slow flow of blood in allowing time for exchange by diffusion, Underlying knowledge and understanding this misunderstanding should be considered. Learners should be familiar with the role of diffusion in the movement of materials in and between cells. They should also be familiar with the human Tiering gaseous exchange system. PAG B8 B2. PAG B1 structure of the root hair cells to Demonstration of the effectiveness of transpiration their function by trying to suck water from a bottle using a 10m straw.
PAG B1 Interpretation of experimental evidence of the movement of dissolved food materials in a plant. Summary brains interpretation of the light that comes into the eye i.