AQA GCSE Science - Pearson Schools and FE Colleges

19 Pages·2011·6.61 MB·English

LONGMAN
GCSE
Science
Aim high – for the top grades!
Your complete teaching
and learning solution for
the new specification
Encourage your students to
achieve their best in AQA
GCSE Biology, Chemistry,
Physics, Science
and Additional Science!
In this exciting new series, we’ve provided you with
the tools to help them, and make your teaching,
planning and homework setting for AQA GCSE
Science that little bit easier.
We worked with a panel of top UK schools to
understand what makes a resource absolutely right
for the higher tier, resulting in Longman AQA GCSE
Science - written by experienced examiners
and authors for complete coverage of the new
specification.
Inside, you’ll find details of resources for teachers
and for students, and information on the many ways
to get in touch with us to learn more. Plus, if you visit
us online you’ll find top tips and free resources!
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for Students
Print and digital resources to inspire
your students on their route to A*
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Student Books
We know your high achievers enjoy the satisfaction of doing
well. That’s why our Student Books contain challenging
content and examiner support to help them understand
how to move up the grade scale.

l Packed with all types of questions, including those that
require longer-text answers, students get plenty of
practice to help them feel confident tackling their exams.
l GradeStudio question pages contain vital examiner
commentary so students know how to improve
their answers.
l End of unit exam-style questions offer thorough exam
preparation.
l With online ActiveLearn students can annotate the
Student Book on-screen – the perfect tool for helping
them revise!
l Each book is written to incorporate higher-order
thinking skills.
l The ISA-style pages prepare students for the new
controlled assessment.
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Click the pages
Student Book
to zoom!
Practical
Many metal oxides are insoluble. When they react with acids, you know that the Science skills Itth iast i mportant
reaction is complete when there is some metal oxide left over. scientists can
The diagrams show how copper sulfate is made by reacting copper oxide with communicate their ideas and
sulfuric acid. Here is the equation for the reaction: discoveries to each other easily
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1 Add copper oxide 2 Add more copper chemicals. It led directly to the
psuunoltwfiuld rsitieuc ar l afltulco dri diwics, aaaaprncmipdde satirrs . otulceioxnmfitptd eiople wave, enari tr sle.hiutx tslcflteaeir tsaresitn iasg , swocyouosnttr etkwam, ihintsa ew tud aas, esfs rduvo ebmtrosy tdi atdasniy fficn. eBac meuwfloeat r.ste,o o Lwra wovorhkisa ite irt’ s Loordtse ro of qf iunecsretiaosnisn gd idspiflfiacyueldty in
copper oxide coupndpsiesors looulxtviiodedne Fsveoitvrr ieeorxla’,a l‘ bmnlaupmele es, tsco oinnpecp’l uaendr disnu ‘gsluf a‘Rptoeem rh-aadn provide plenty of practice on
3 Filter to remove the excess vitriolated copper’. Sulfuric acid had all types of exam questions.
cwbbdbooleeaup.hn teepie nrce, dtofrhr .p ooTepxmh lieead rt rem hgs. ueeEo lrvsrf aetaoht plseueol ot ccriwaroryytnlesys,t t ltataehhllassei vs w iinsigl l socsoluupltfpiaoetner ewundvnoiaffie dts .nc epC urmrhslotteo abtmrnoaed biu sn,lt nybar dymue eawte rsososytt.u ah‘eAnlendcdro i bd nuif eao gy mmfho s ueutuos cls p hwtih lemlu hrreoa’ rde
evaporating dish to remember names like vitriolic acid,
Figure 2 Making copper sulfate from copper oxide and sulfuric acid. oil of vitriol and spirit of vitriol.
‘Taking it further’ sections
Questions Taking it further
1 Name two soluble salts and give one use of each. Copper sulfate is white when cover content that extends
2 Name the salts formed when nitric acid reacts with: (a) magnesium anhydrous, but blue when hydrated.
3 E(bx)p claoipnp wehr yo xyiodue .should make potassium chloride using potassium T‘choims ips lbeex cioaun’s ien as oclouptipoenr. iEoanc hfo crmopsp ae r students’ learning from
4 hEuxysipdnlrgaoi xnsii dlwveeh,r yn. oyot up octoauslsdiu mma.ke silver nitrate using silver oxide, but not iwao tanyt pebree mcoofo mcleoecvsua clleehsne btm ybi oc‘canoldoly.r dbionnadtee db oton ds’, GCSE to A Level.
5 Describe how you could make copper sulfate using copper oxide and
sulfuric acid.
6 Calcium chloride can be made from hydrochloric acid by reaction Route to A* A*
either with calcium or with calcium oxide. (a) Write a word equation for
each reaction. (b) Describe what you would expect to observe in each TTrraannssiittiioonn mmeettaallss,, ssuucchh aass ccooppppeerr
reaction. (c) Give a reason, other than the reactivity of calcium, why and iron, often form more than one
7 uZweqsiinitunhcag nzt iiciontarnclac,st io eufor m( rwZ t noiht(xheNi dOitnwe3s )omo2) lr uaceybaa nlbce te bizo esinna mcsfe ioarn.dxviedo lbev ye(Z drne.aOc)t. iWngri tnei tbriacl aancicde d(H cNhOem3) ical ciRnooounpmm. pTabehnere (rn Isd) uaaiffmrn eedb rn eeConrustc 2eui+n sii essb dscrah owcopkhwpeeentrsre :(u ICIas)ui .n mT+gh ei set a l ‘tRhoe urtigeh tto l eAv*e’ lb oofx cehsa pllreonvgidee
88 MMaaggnneessiiuumm ooxxiiddee,, MMggOO,, iiss oonnllyy ssppaarriinnggllyy ssoolluubbllee iinn wwaatteerr.. MMaaggnneessiiuumm commonly forms just one ion.
seseuuaallssffeeaa ttaaeecc,, hhMMeeggss SSaaOOnndd44,, iippssaa aaiinnllssssoo.. DDkknneeoossccwwrriinnbb aaeess hh EEooppwwssoo yymmoouu ss ccaaoollttuuss..ll ddIItt ppiissrr eeuuppsseeaaddrree ii nndd rrbbyyaa mmtthhaa wwggnnaaeetteessrriiuu ttmmoo for the higher tier.
ssuullffaattee ffrroomm mmaaggnneessiiuumm ooxxiiddee.. IInncclluuddee aa bbaallaanncceedd cchheemmiiccaall eeqquuaattiioonn
iinn yyoouurr aannsswweerr.. A*
Making salts 161
M21_ASCH_SB_GCSE_3793_U21.indd 161 28/2/11 11:20:50
GradeStudio
Highlighted questions
on each spread require AIM HIGH
FOR THE TOP GRADES
extended-writing answers,
A GGrraaddee aannsswweerr
helping to prepare students
Student 2
for their exams. Ifatctohac rwacucetseo eli eutsor l inadisnt tbittohheenere nb ochaehfilt g ettihenshrt jeau ta criolnicse teosseal .ercynra aatuthlsi aooetnsr g thtahhinegas ht, and Tdotdhhfro ieefwvo iedrnrr e bci siseos i da gdtylnesh.ep eoIrfe fb sntoi dhgurecsnge de co reaon,r rn sts hothta heatse nhm iadera ccatshrchsueca mseotltf pet twlrhehaeh etz et iodonhnr niteni vhi,gs eet rtl hce haeasan rtstd i.s m cTtloahhewuie isst sa e m tcdsaceo ikeawnelnjensusr.r a tTtytohh ti eaoso tnla ot mtowhhfeo e u nt
Tanhde lainccke bleertawtieoenn isth wee clrl ummapdlee bzount eth e fimorpcaec otn o tnh teh der divreivre irs dleusrsin.g T hteh es ceoaltlibseioltn a.lso helps by reducing the
seatbelt explanation is too superfi cial.
Examiner feedback helps
Examiner comment
students to understand Like student 1, this candidate has shown a good understanding However, the explanation of the role of the seatbelt is
of the way that the crumple zone works and has made clear links underdeveloped and they should have explained how the
what they need to do to breedtuwceeedn b tyh ee xintejunrdieinsg c athues etdim ther oofu gthhe f oimrcpea acnt.d how these are crumple zone and the seatbelt work together.
produce an A* answer.
A*GGrraaddee aannsswweerr
Student 3
The injuries caused to the driver during a head-on crash with another car or vehicle
Good identifi cation of are most severe when the acceleration of the driver is high. The designers work to
what causes the injury. reduce the acceleration of the driver during the impact. One method is to use a
crumple zone. The engine compartment and bonnet area are designed to crumple
Three student answers are given during a collision. This spreads the time of the collision over a longer time than if
Good link between the car bonnet region was rigid. The passenger compartment is made very rigid and
at three different grades, enabling sapnede adc cchealenrgaeti,o tnim.e tcrhuem spelaet zboenlte hcorludssh tehse. Bdericvaeurs ine ptlhaec ec hsaon tghea itn tshpeeye ds lhoawp dpeonwsn owvietrh a t lhoen cgaerr atsim teh et he
students to see clearly how each arecdcuecleinragt eioxtne orfn tahl ein djurrivieesr aisn lde sasls. oT hreisd pucroedsu tchees a lecscesl eforarcteio onn o tfh teh de rinivteerr’sn aclh oersgta snos
Good extension of so reducing internal injuries too.
answer is improved. what the injuries are.
Examiner comment
This candidate has covered all the main points. It is the effect clear. The contrast with the ability of the front area of the car to
of acceleration on the internal organs that causes most injury, crumple as well as the rigidity of the passenger compartment
rather than the force itself, which causes external injuries. The is clearly made. The candidate clearly understands the link
way that the crumple zone and the seatbelt work together is between force and acceleration.
119
Press M15_ASPH_SB_GCSE_3830_U15.indd 119 28/2/11 12:00:41
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AIM HIGH
FOR THE TOP GRADES
A GGrraaddee aannsswweerr
Student 2
It would be better to say that the The designers understand that the thing that causes injury to the
force on the chest also causes high driver is the force on their chest when the car slows down. The amount
acceleration of the internal organs, and of force depends on the mass of the driver and the acceleration of
that it is the high acceleration that their body. If the car has a crumple zone, the time it takes to slow
causes internal injuries. down is also bigger, so the acceleration is less. This means that the
force on the driver is less. The seatbelt also helps by reducing the
The link between the crumple zone
impact on the driver during the collision.
and acceleration is well made but the
seatbelt explanation is too superfi cial.
Examiner comment
Like student 1, this candidate has shown a good understanding However, the explanation of the role of the seatbelt is
of the way that the crumple zone works and has made clear links underdeveloped and they should have explained how the
between the injuries caused through force and how these are crumple zone and the seatbelt work together.
reduced by extending the time of the impact.
A* GGrraaddee aannsswweerr
Student 3
The injuries caused to the driver during a head-on crash with another car or vehicle
Good identifi cation of are most severe when the acceleration of the driver is high. The designers work to
what causes the injury. reduce the acceleration of the driver during the impact. One method is to use a
crumple zone. The engine compartment and bonnet area are designed to crumple
during a collision. This spreads the time of the collision over a longer time than if
Good link between the car bonnet region was rigid. The passenger compartment is made very rigid and
speed change, time the seatbelt holds the driver in place so that they slow down with the car as the
and acceleration. crumple zone crushes. Because the change in speed happens over a longer time the
acceleration of the driver is less. This produces less force on the driver’s chest so
reducing external injuries and also reduces the acceleration of the internal organs
Good extension of so reducing internal injuries too.
what the injuries are.
Examiner comment
This candidate has covered all the main points. It is the effect clear. The contrast with the ability of the front area of the car to
of acceleration on the internal organs that causes most injury, crumple as well as the rigidity of the passenger compartment
rather than the force itself, which causes external injuries. The is clearly made. The candidate clearly understands the link
way that the crumple zone and the seatbelt work together is between force and acceleration.
119
M15_ASPH_SB_GCSE_3830_U15.indd 119 28/2/11 12:00:41
ActiveLearn

Online homework and revision for A A GCSE Science
Q
A new approach to online student learning! ActiveLearn
provides online homework and revision practice and support
for higher tier students.
l A variety of guided-practice activities at B-A*, so
students can practice both short answer and the new
extended writing exam questions.
l Gives teachers the option to assign grade-specific work
to individuals or classes, or allow students to work
independently.
l Includes a bank of exam-style questions with access to
learning support.
l Highly motivational, with features that recognise success
and make students want to progress.
l Links directly to the Longman A A Student Books.
Q
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Click the
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Students will learn by the process Students are guided
of answering the questions, from through self marking
highlighting command words to step-by-step; the marks
structuring their answer, ensuring they are then fed straight
are fully engaged with the subject. through to the teacher.
Sample A* answers will provide
a comparison so they can see
exactly what they need to do to
reach the top grades.
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for Teachers
A range of print and digital resources to
help you deliver a varied, integrated
and engaging course.
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