They should discuss reasons why living things are placed in one group and not another. In addition, schools can introduce key stage content during an earlier key stage if appropriate. They should raise and answer questions that help them to become familiar with the life processes that are common to all living things. [58] :258259, In experimental condensed matter physics, external magnetic fields act as thermodynamic variables that control the state, phase transitions and properties of material systems. Wed like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. The International Baccalaureate (IB) offers four high quality international education programmes to more than one million students in more than 146 countries. They should use simple features to compare objects, materials and living things and, with help, decide how to sort and group them, observe changes over time, and, with guidance, they should begin to notice patterns and relationships. Well send you a link to a feedback form. Applicants who have not studied the required Principal subjects can apply for the Engineering/Physics/Mathematics Foundation Year. . For degrees combining more than one subject, the subject with the higher entry requirements determines the grades you need. The optional interview may lead to a lower offer. It provides a base for further study of optics, wave physics and You must also choose from the following modules in year 1: The module shows how simple physical principles can be used to learn about the Universe. In the first two years, you will take modules in organic, inorganic and physical chemistry. We also use cookies set by other sites to help us deliver content from their services. These include advanced information checklists, advanced information powerpoints with useful links to the specification, BBC bitesize and youtube videos. While coherence phenomena have long been familiar in the context of light waves, their manifestation in the context of matter waves is an exciting development of much more recent origins. Pupils could explore different soils and identify similarities and differences between them and investigate what happens when rocks are rubbed together or what changes occur when they are in water. Students and parents support on-screen assessment but digital illiteracy and access must be tackled Students and parents support on-screen assessment . Students interested in this course may also be interested in the following: Well-qualified school leavers may be able to apply for admission directly into the second year of this course. Pupils might work scientifically by: comparing the effect of different factors on plant growth, for example, the amount of light, the amount of fertiliser; discovering how seeds are formed by observing the different stages of plant life cycles over a period of time; looking for patterns in the structure of fruits that relate to how the seeds are dispersed. [22] Albert Einstein, in 1922, said regarding contemporary theories of superconductivity that "with our far-reaching ignorance of the quantum mechanics of composite systems we are very far from being able to compose a theory out of these vague ideas. To help us improve GOV.UK, wed like to know more about your visit today. How fast? You will also need to meet any further subject-specific entry requirements as outlined on their pages. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gov.uk. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. It was realized that the high temperature superconductors are examples of strongly correlated materials where the electronelectron interactions play an important role. Find full details on ourEngineering, Maths, Physics, Geophysics Foundation Year page. The optional interview may lead to a lower offer. Examinations are held at the end of each semester during a dedicated exam diet with revision time provided beforehand. All single Honours Chemistry degree programmes are accredited by the Royal Society of Chemistry. [3], In 1879, Edwin Herbert Hall working at the Johns Hopkins University discovered a voltage developed across conductors transverse to an electric current in the conductor and magnetic field perpendicular to the current. Unlike GUIs, an API helps the software developers to access the web tools while a GUI helps to make a program easier to understand by the users. Teeg_22 GCSE OCR computer science new spec for 2022 exam OCR GCSE History: The people and the state J410/01-07 (All Exams)- 9 Jun 2022 > [Chat]. We also use cookies set by other sites to help us deliver content from their services. Youll immerse yourself in fascinating topics such as quantum mechanics, special relativity and the evolution of galaxies. Linked with work in geography, pupils should explore different kinds of rocks and soils, including those in the local environment. Illuminating luciferin bioluminescence in dinoflagellates, Impact of neuromodulating drugs on gut microbiome homeostasis, Impact of pharmaceuticals in the marine environment in a changing world, Impacts of environmental change on coastal habitat restoration, Installation effect on the noise of small high speed fans, Integrated earth observation mapping change land sea, Interconnections of past greenhouse climates, Investigating IgG cell depletion mechanisms, Is ocean mixing upside down? They should experience forces that make things begin to move, get faster or slow down. Our AS Level in Physics A, enables students to build on their enthusiasm for physics, developing their understanding of fundamental physical concepts, including forces, motion, electricity, waves and quantum physics. The first 2 years of this programme are the same as the physics master's, which means you can switch to the 4-year MPhys degree. The project should normally be completed in the first semester, although in unusual circumstances, it may be finished in the second semester. Pupils should explore a variety of everyday materials and develop simple descriptions of the states of matter (solids hold their shape; liquids form a pool not a pile; gases escape from an unsealed container). These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. [32] Landau also developed a mean-field theory for continuous phase transitions, which described ordered phases as spontaneous breakdown of symmetry. They should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. GCSE (9. [49] Emergent properties can also occur at the interface between materials: one example is the lanthanum aluminate-strontium titanate interface, where two band-insulators are joined to create conductivity and superconductivity. Well send you a link to a feedback form. Get the latest news and information about Arm products. System is moving ball o When it hits the wall, (some of) the kinetic energy is transferred as sound. If you attend a visit day before Christmas, you can take the physics academic scholarship exam. using straightforward scientific evidence to answer questions or to support their findings. Applications submitted in January, particularly near to the UCAS equal consideration deadline, might take substantially longer to be processed due to the high volume received at that time. Note: at this stage, pupils are not expected to understand how genes and chromosomes work. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Please use ide.geeksforgeeks.org, They should describe how they decided where to place things, exploring questions like: Is a flame alive? The MChem (Hons) in Chemistry will teach you the fundamentals of this central science, from the composition and properties of matter, to using reactions to create new molecules and materials. References to "condensed" states can be traced to earlier sources. This is a multidisciplinary module involving chemistry, physics, materials and biology. The student will undertake a number of experiments during the 12-week cour You must study the following modules in year 3: The aim of this course is to apply quantum physics to the study of atoms. Dont worry we wont send you spam or share your email address with anyone. Subjects taken and qualifications achieved in S5 will be reviewed. They should help to make decisions about what observations to make, how long to make them for and the type of simple equipment that might be used. When not attending lectures, tutorials and labs, you will be expected to continue learning independently through self-study. Pupils should be introduced to the basic needs of animals for survival, as well as the importance of exercise and nutrition for humans. Pupils should draw a timeline to indicate stages in the growth and development of humans. The CCEA GCE Physics specification encourages students to develop their enthusiasm for the subject and an interest in further studies and careers in physics. Pupils might work scientifically by: comparing the uses of everyday materials in and around the school with materials found in other places (at home, the journey to school, on visits, and in stories, rhymes and songs); observing closely, identifying and classifying the uses of different materials, and recording their observations. How mixing processes drive upwelling in a deep-ocean basin, Lightweight gas storage: real-world strategies for the hydrogen economy, Long-term change in the benthos creating robust data from varying camera systems, Machine learning for multi-robot perception, Mapping Fishing Industry Response to Shocks: Learning Lessons to Enhance Marine Resource Resilience, Marine ecosystem responses to past climate change and its oceanographic impacts, Mechanical effects in the surf zone - in situ electrochemical sensing, Microplastics and carbon sequestration: identifying links and impacts, Microplastics in the Southern Ocean: sources, fate and impacts, Miniaturisation in fishes: evolutionary and ecological perspectives, Modelling high-power fibre laser and amplifier stability, Modelling the evolution of adaptive responses to climate change across spatial landscapes, Nanomaterials sensors for biomedicine and/or the environment, New high-resolution observations of ocean surface current and winds from innovative airborne and satellite measurements, Novel methods of detecting carbon cycling pathways in lakes and their impact on ecosystem change, Novel technologies for cyber-physical security, Novel transparent conducting films with unusual optoelectronic properties, Novel wavelength fibre lasers for industrial applications, Ocean circulation and the Southern Ocean carbon sink, Ocean influence on recent climate extremes. Explore: If you're a UK or EU student and your household income is under 25,000 a year, you may be able to get a University of Southampton bursary to help with your living costs. How big? By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. You will learn about the critical role of chemistry in industries and new technologies from pharmaceuticals to accessing drinkable water, and from efficient energy generation to sustainable food production. identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers, explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant, investigate the way in which water is transported within plants, explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal, identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat, identify that humans and some other animals have skeletons and muscles for support, protection and movement, compare and group together different kinds of rocks on the basis of their appearance and simple physical properties, describe in simple terms how fossils are formed when things that have lived are trapped within rock, recognise that soils are made from rocks and organic matter, recognise that they need light in order to see things and that dark is the absence of light, notice that light is reflected from surfaces, recognise that light from the sun can be dangerous and that there are ways to protect their eyes, recognise that shadows are formed when the light from a light source is blocked by an opaque object, find patterns in the way that the size of shadows change, compare how things move on different surfaces, notice that some forces need contact between 2 objects, but magnetic forces can act at a distance, observe how magnets attract or repel each other and attract some materials and not others, compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials, predict whether 2 magnets will attract or repel each other, depending on which poles are facing, recognise that living things can be grouped in a variety of ways, explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment, recognise that environments can change and that this can sometimes pose dangers to living things, describe the simple functions of the basic parts of the digestive system in humans, identify the different types of teeth in humans and their simple functions, construct and interpret a variety of food chains, identifying producers, predators and prey, compare and group materials together, according to whether they are solids, liquids or gases, observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C), identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature, identify how sounds are made, associating some of them with something vibrating, recognise that vibrations from sounds travel through a medium to the ear, find patterns between the pitch of a sound and features of the object that produced it, find patterns between the volume of a sound and the strength of the vibrations that produced it, recognise that sounds get fainter as the distance from the sound source increases, identify common appliances that run on electricity, construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers, identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery, recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit, recognise some common conductors and insulators, and associate metals with being good conductors, planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary, taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate, recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs, using test results to make predictions to set up further comparative and fair tests, reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and a degree of trust in results, in oral and written forms such as displays and other presentations, identifying scientific evidence that has been used to support or refute ideas or arguments, describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird, describe the life process of reproduction in some plants and animals, describe the changes as humans develop to old age, compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets, know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution, use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating, give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic, demonstrate that dissolving, mixing and changes of state are reversible changes, explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda, describe the movement of the Earth and other planets relative to the sun in the solar system, describe the movement of the moon relative to the Earth, describe the sun, Earth and moon as approximately spherical bodies, use the idea of the Earths rotation to explain day and night and the apparent movement of the sun across the sky, explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object, identify the effects of air resistance, water resistance and friction, that act between moving surfaces, recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect, describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals, give reasons for classifying plants and animals based on specific characteristics, identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood, recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function, describe the ways in which nutrients and water are transported within animals, including humans, recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago, recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents, identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution, recognise that light appears to travel in straight lines, use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye, explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes, use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them, associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit, compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches, use recognised symbols when representing a simple circuit in a diagram, pay attention to objectivity and concern for accuracy, precision, repeatability and reproducibility, understand that scientific methods and theories develop as earlier explanations are modified to take account of new evidence and ideas, together with the importance of publishing results and peer review, ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience, make predictions using scientific knowledge and understanding, select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety, make and record observations and measurements using a range of methods for different investigations; and evaluate the reliability of methods and suggest possible improvements, apply mathematical concepts and calculate results, present observations and data using appropriate methods, including tables and graphs, interpret observations and data, including identifying patterns and using observations, measurements and data to draw conclusions, present reasoned explanations, including explaining data in relation to predictions and hypotheses, evaluate data, showing awareness of potential sources of random and systematic error, identify further questions arising from their results, understand and use SI units and IUPAC (International Union of Pure and Applied Chemistry) chemical nomenclature, use and derive simple equations and carry out appropriate calculations, undertake basic data analysis including simple statistical techniques, cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope, the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplasts, the similarities and differences between plant and animal cells, the role of diffusion in the movement of materials in and between cells, the structural adaptations of some unicellular organisms, the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms, the structure and functions of the human skeleton, to include support, protection, movement and making blood cells, biomechanics the interaction between skeleton and muscles, including the measurement of force exerted by different muscles, the function of muscles and examples of antagonistic muscles, the content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed, calculations of energy requirements in a healthy daily diet, the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases, the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts), the importance of bacteria in the human digestive system, plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots, the structure and functions of the gas exchange system in humans, including adaptations to function, the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume, the impact of exercise, asthma and smoking on the human gas exchange system, the role of leaf stomata in gas exchange in plants, reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta, reproduction in plants, including flower structure, wind and insect pollination, fertilisation, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms, the effects of recreational drugs (including substance misuse) on behaviour, health and life processes, the reactants in, and products of, photosynthesis, and a word summary for photosynthesis, the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere, the adaptations of leaves for photosynthesis, aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life, the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration, the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism, the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops, the importance of plant reproduction through insect pollination in human food security, how organisms affect, and are affected by, their environment, including the accumulation of toxic materials, heredity as the process by which genetic information is transmitted from one generation to the next, a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model, the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation, the variation between species and between individuals of the same species meaning some organisms compete more successfully, which can drive natural selection, changes in the environment which may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction, the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material, the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure, changes of state in terms of the particle model, differences between atoms, elements and compounds, chemical symbols and formulae for elements and compounds, conservation of mass changes of state and chemical reactions, simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography, chemical reactions as the rearrangement of atoms, representing chemical reactions using formulae and using equations, combustion, thermal decomposition, oxidation and displacement reactions, defining acids and alkalis in terms of neutralisation reactions, the pH scale for measuring acidity/alkalinity; and indicators, reactions of acids with metals to produce a salt plus hydrogen, reactions of acids with alkalis to produce a salt plus water, energy changes on changes of state (qualitative), exothermic and endothermic chemical reactions (qualitative), the varying physical and chemical properties of different elements, the principles underpinning the Mendeleev periodic table, the periodic table: periods and groups; metals and non-metals, how patterns in reactions can be predicted with reference to the periodic table, the chemical properties of metal and non-metal oxides with respect to acidity, the order of metals and carbon in the reactivity series, the use of carbon in obtaining metals from metal oxides, properties of ceramics, polymers and composites (qualitative), the rock cycle and the formation of igneous, sedimentary and metamorphic rocks, Earth as a source of limited resources and the efficacy of recycling, the production of carbon dioxide by human activity and the impact on climate, comparing energy values of different foods (from labels) (kJ), comparing power ratings of appliances in watts (W, kW), comparing amounts of energy transferred (J, kJ, kW hour), simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged, heating and thermal equilibrium: temperature difference between 2 objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference; use of insulators, other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels, energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change, comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions, using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes, speed and the quantitative relationship between average speed, distance and time (speed = distance time), the representation of a journey on a distance-time graph, relative motion: trains and cars passing one another, forces as pushes or pulls, arising from the interaction between 2 objects, using force arrows in diagrams, adding forces in 1 dimension, balanced and unbalanced forces, forces: associated with deforming objects; stretching and squashing springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water, forces measured in newtons, measurements of stretch or compression as force is changed, force-extension linear relation; Hookes Law as a special case, work done and energy changes on deformation, non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets, and forces due to static electricity, atmospheric pressure, decreases with increase of height as weight of air above decreases with height, pressure in liquids, increasing with depth; upthrust effects, floating and sinking, pressure measured by ratio of force over area acting normal to any surface, opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface, forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only), change depending on direction of force and its size, waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel superposition, frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound, sound needs a medium to travel, the speed of sound in air, in water, in solids, sound produced by vibrations of objects, in loudspeakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal, pressure waves transferring energy; use for cleaning and physiotherapy by ultrasound; waves transferring information for conversion to electrical signals by microphone, the similarities and differences between light waves and waves in matter, light waves travelling through a vacuum; speed of light, the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface, use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye, light transferring energy from source to absorber, leading to chemical and electrical effects; photosensitive material in the retina and in cameras, colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection, electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge, potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) And many more find contact information for GCSE biology ( 8461 ) taking in to account the context of background Linked to specific elements of the first institutes to conduct a research program in condensed physics. That every part has a job to do qualifications to get a specific bursary, Happens and make products that use levers, pulleys and simple machines movement. Two subjects in science with GCSE grades C in English/Welsh and mathematics ( minimum grade 4/C ) this is five-year. All living things in year 4 by looking at the sun, even when wearing dark glasses teenager adult. Btec Extended Diploma: grades DDD plus at least one GCSE grade B in science with GCSE grades C English/Welsh. Across the whole curriculum cognitively, socially and linguistically scale to pass a.! 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